Knowledge Navigator 2020/2021 Cycle 1

Year 11

Name: Number:

Determination | Integrity | Trust

YEAR 11 KNOWLEDGE NAVIGATOR CONTENTS PAGE

1 Homework Schedule 37 Science: Trilogy Physics P5 2 English: An Inspector Calls 38 Science: Trilogy Physics P6 3 English: Poetry 39 Geography: The Changing Economic World 6 English: Language Paper 1 42 Geography: Human and Physical Fieldwork 8 English: Language Paper 2 44 Geography: Natural Hazards 10 English: Macbeth 46 Geography: Physical Landscapes in the UK 11 English: Literature Paper 1 48 Geography: Resource Management 13 English: Literature Paper 2 50 Geography: Urban Issues and Challenges 15 English: A Christmas Carol 52 Geography: The Living World 16 Maths: Foundation 56 History: Elizabethans 18 Maths: Higher 60 History: History Around Us 21 Science: Required Practical B7 62 History: America 22 Science: Required Practical C4 64 History: Nazi Rule 23 Science: Required Practical C6/C8 68 R.E.: Christian Beliefs/Practices 24 Science: Required Practical P6 72 R.E.: Crime and Punishment/Peace and Conflict 25 Science: Separate Biology B6 74 R.E.: Muslim Beliefs/Practices 26 Science: Separate Biology B7 78 R.E.: Religions and Life/Relationships and Families 27 Science: Separate Physics & RP P5 80 French 28 Science: Separate Physics P6 92 Urdu 31 Science: Trilogy Biology B6 96 Performing Arts: Drama 32 Science: Trilogy Biology B7 98 I.T. 33 Science: Trilogy Chemistry C4 102 Enterprise 34 Science: Trilogy Chemistry C7 104 Health and Social Care 35 Science: Trilogy Chemistry C8 108 Travel and Tourism 36 Science: Trilogy Chemistry C9 Week 1 Week 2 Week 3 Week 4 Week 5

Monday 24/09/20 Staff only 31/08/20 Bank holiday 07/09/20 Hegarty Maths 14/09/20 Hegarty Maths 21/09/20 Hegarty Maths Science Science Science Science Tuesday 25/08/20 Year 7 only 01/09/20 1/2/308/09/20 15/09/20 22/09/20 Page 32 Box 1/2/3 Page 32 Box 4/5 Page 32 Box 6/7 Page 33 Box 1/2/3 RE RE RE RE Wednesday 26/08/20 Year 7 only 02/09/20 09/09/20 16/09/20 23/09/20 Page 72 Week 2 Page 72 Week 3 Page 72 Week 4 Page 72 Week 5 English English English English Thursday 27/08/20 Year 7/11 only 03/09/20 10/09/20 17/09/20 24/09/20 Page 6 Box A/B Page 6 Box C/D Page 7 Box E/F Page 6 G/H Geography History Geography History Geography History Geography History Friday 28/08/20 Year 7/11 only 04/09/20 11/09/20 18/09/20 25/09/20 Page 39 Quiz 2 Page 56 Box A Page 39 Quiz 3 Page 56 Box B Page 39 Quiz 4 Page 56 Box C Page 39 Quiz 5 Page 56 Box D

Week 6 Week 7 Week 8 Week 9 Week 10

Monday 28/09/20 Hegarty Maths 05/10/20 Hegarty Maths 12/10/20 Hegarty Maths 01/11/20 Hegarty Maths 09/11/20 Hegarty Maths Science Science Science Science Science Tuesday 29/09/20 06/10/20 13/10/20 02/11/20 1/210/11/20 Page 33 Box 4/5/6 Page 34 Box 1/2 Page 34 Box 3/4 Page 35 Box 1/2 Page 35 Box 1/3 RE RE RE RE RE Wednesday 30/09/20 07/10/20 14/10/20 03/11/20 11/11/20 Page 72 Week 6 Page 73 Week 7 Page 73 Week 8 Page 73 Week 9 Page 73 Week 10 English English English English Thursday 01/10/20 08/10/20 15/10/20 04/11/20 12/11/20 Staff only Page 7 Box I/J Page 7 Box K Page 8 Box A/B Page 8 Box C/D Geography History Geography History Geography History Geography History Friday 02/10/20 09/10/20 16/10/20 05/11/20 13/11/20 Staff only Page 39 Quiz 6 Page 57 Box E Page 40 Quiz 7 Page 57 Box F Page 40 Quiz 8 Page 57 Box G Page 40 Quiz 9 Page 57 Box H

Week 11 Week 12 Week 13

Monday 16/11/20 Hegarty Maths 23/11/20 Hegarty Maths 30/11/20 Hegarty Maths Science Science Science Tuesday 17/11/20 24/11/20 31/11/20 Page 36 Box 1 Page 36 Box 2 Page 36 Box 3 RE RE RE Wednesday 18/11/20 25/11/20 1/12/20 Page 73 Week 11 Page 73 Week 12 Page 73 Week 13 English English English YEAR 11 Thursday 19/11/20 26/11/20 2/12/20 Page 8 Box A/G Page 8 Box B/C Page 8 Box D/E/F CYCLE 1 HOMEWORK Friday 20/11/20 Geography History 27/11/20 Geography History 3/12/20 Geography History Page 40 Quiz 11 Page 58 Box J Page 40 Quiz 12 Page 58 Box K Page 40 Quiz 13 Page 58 Box L

1 English An Inspector Calls CYCLE 1 YEAR 11

Act BOX A: Events of ‘AIC’ Characters Context ACT 1 BOX B: 1) “hard-headed, practical man of business” Manufacturer. BOX I: JB Priestley (1894-1984): born in Bradford, 1) The family are celebrating the Mr 2) “A man has to make his own way – has to look after himself – and his family too.” Capitalist/ proud/ individualistic/ social climber. worked in a wool firm, socialist, fought in WW1, engagement of Sheila and Gerald. Birling 3) “unsinkable”. Foolish/ overconfident. influential in setting up the Welfare State. His work is 2) Inspector Goole arrives 4) “mixed up together like bees in a hive – community and all that nonsense”. Selfish. controversial and politically charged. AIC encourages announcing the death of Eva 5) “I can’t accept any responsibility”. Does not learn from the Inspector/ stubborn. people to seize the opportunity the end of war had Smith. 6) “the famous younger generation who know it all.” Older generation. given them, to build a better, more caring society. 3) Mr Birling & Sheila are each 1) “about fifty, a rather cold woman and her husband’s social superior.” Higher social status than her husband/ upper class. BOX J: The play is set in 1912 but published in 1945. A responsible for Eva’s dismissals. BOX C: 2) “I did nothing I’m ashamed of.” Unsympathetic/ doesn’t learn from the Inspector. 1945 audience would have recognised the huge changes 4) Eva changed her name to Daisy Mrs Birli 3) “She was claiming elaborate fine feelings and scruples that were simply absurd in a girl…” This is ironic - she is supposed to help women in her role in that had taken place in the last 34 years (class Renton. ng the charity. distinctions were reduced, women had more rights, the 4) “Girls of that class.” Prejudiced. Welfare State had been established. WW1: 1914-1918, ACT 2 WW2: 1939-1945. 1) “I’m not a child.” Younger generation. She is not content with her role. 1) Gerald admits affair with Daisy. Box D: 2) “You and I aren’t the same people who sat down to dinner here” She learns the lesson of responsibility. 2) We discover that Mrs Birling Sheila BOX K: Capitalism: 3) “Yes – except for all last summer, when you never came near me, and I wondered what had happened to you.” She is quite naïve at the beginning. -An economic system that is based on the private refused to offer Eva charity. 4) “Fire and blood and anguish.” Wise. ownership of industry. It focuses on the individual and 3) It is revealed that Eva was 5) “It was anything but a joke. You knew it then. You began to learn something.”/ “I suppose we’re all nice people now.” She quickly understands what often leads to the few, who have money, exploiting the pregnant. Suspicion turns to Eric the Inspector is saying about responsibility/ she is intelligent. man – the poor. 6) “I was absolutely furious” She is selfish in the beginning. Socialism: 7) “Mother, I think that was cruel and vile.” / “But these girls aren’t cheap labour – they’re people”. Perceptive. - The belief that as a society we have to look our for ACT 3 8) “Half-stifled sob” She makes a dramatic exit. She immediately feels guilt and remorse for her actions when confronted with the photograph. one another. Rich have a responsibility to look out for 1) Eric admits guilt and having the poor. They believe there should be a collapse of the stolen money. BOX E: 1) “uneasily” He doesn’t fit in with the Edwardian upper middle class ideal family. class system. 2) The inspector leaves, lecturing Eric 2) “You’re squiffy” He has an alcohol problem. Represents the irresponsible younger generation. Welfare State: the family on the consequences 3) “You’re beginning to pretend now that nothing’s really happened at all.” Highlights the hypocritical nature of his parents. - The term for all the organisations designed to help of social irresponsibility. 4) “the girl’s dead and we all helped to kill her” Takes collective responsibility. people. Set up in 1945 because of the Labour Party 3) Gerald discovers the inspector 5) “You’re not the kind of father a chap can go to when he’s in trouble.” He doesn’t have an open relationship with his parents. (Priestley helped set this up.) was a fake and there is no recorded death of Eva Smith. BOX F: 1) She was “warm-hearted”. She represents the lower classes. Moralistic. BOX L: Edwardian England: Eva 2) “A nice little promising life there… and a nasty mess somebody’s made of it” Her death is used by the Inspector to make the other characters learn a - The period covering the reign of King Edward VII BOX M: Dramatic devices AO2: lesson. - Entrances and exits Smith/ 1901 to 1910 but sometimes also includes the years 3) “she died in misery and agony – hating life” She had to commit suicide as her only way to escape the corrupt and immoral 1912 society. - Interruptions: Inspector Daisy leading up to WW1. 4) “She’d been turned out and turned down too many times.” Her death is the outcome of the others’ irresponsibility/ selfishness. interrupts Mr B’s capitalist Renton - In 1912, rigid class and gender boundaries seemed speech. to ensure that nothing would change. Yet by 1945, BOX G: 1) “She was young and pretty and warm-hearted – and intensely grateful.” He is superficial and hypocritical. - Dramatic irony: audience knows most those class and gender divisions had been 2) “She told me she had been happier than she’d ever been before – but that she knew it couldn’t last – hadn’t expected it to last.” He is an aristocrat more than the characters on Gerald completely changed. Priestley wanted to make the and an upper class ‘gentleman’ – he chooses to marry Sheila as this looks better in society. stage do. most of these changes. 3) “How do you know it’s the same photograph?” He remains unchanged. - Proleptic irony: events Birling family Gerald foreshadow what might happen BOX H : 1) “I’m on duty” Serious/ commanding (Mrs Birling was later in the play, e.g. Mrs B = fool, Inspector 2) “I warn you, you’re making it worse for yourself” Masterful/ systematic/ moral upper class before unaware that Eric is father. Goole 3) “disconcerting habit of looking hard at the person he addresses before actually speaking.” Is he the mouthpiece of Priestley? A ghoul? God? Our own she was married). - Pauses: characters pause/ scene conscience? Eva is working ends for dramatic effect, e.g. 4) “if men will not learn that lesson, then they will be taught it in fire and blood and anguish.” Social responsibility. class but then “The telephone rings sharply…” drops down to - Lighting: “pink and intimate” BOX H: 1) She is voiceless the - “brighter and harder” Edna 2) She represents the working class and the ‘underdog.’ underclass.

2 English Poetry CYCLE 1 YEAR 11

Poem Conflict Power Key Quotations/ Language analysis Structure Context Poems to compare Ozymandias, Conflict between a Human power doesn’t “Two vast and trunkless legs of stone” Personification The sonnet rhyme scheme is It acts as a warning to anyone who thinks they are London/ My Percy warrior’s great power last forever. Nature and “Sneer of cold command” Alliteration highlights the kind of power he had irregular, perhaps symbolic of the immortal – this power won’t last. Shelley wrote it Last Duchess/ Shelley, 1817 being reduced to a time will always be – not a good form broken statue itself – it is no longer after hearing how an Italian explorer had retrieved Storm on the BOX A wreckage. stronger. Pride is “Look on my works ye Mighty and despair!” Imperative verbs/ irony perfect. the statue from the desert of an Egyptian Pharaoh, Island/ The portrayed to be a “Nothing beside remains” Caesura highlights how his power ended Rameses II; a very arrogant ruler who thought his Prelude negative emotion. abruptly – ironic. reign would last forever. It is therefore ironic that “Colossal wreck boundless and bare” Powerful adjective and alliteration nothing remains but ruins. Also a Romantic poet who believed in the power of nature. The Prelude, Conflict between man and The power and beauty of “An act of stealth and troubled pleasure” Oxymoron As the autobiographical journey Wordsworth was a Romantic poet who emphasised Exposure/ Storm William nature: nature proves to nature to make man feel “Heaving through the water like a swan” Simile – he thinks he is powerful progresses, the poem becomes the power and beauty of nature. He wanted to on the Island/ Wordsworth, be more powerful. overwhelmed and “Huge peak, black and huge” Repetition/ monosyllabic adjectives more disordered. “And” is show its reality rather than pastoral depictions. Remains 1850 insignificant. “With trembling oars I turned” Personification/ present participle repeated to give a breathless feel. BOX A The power of memory/ “O’er my thoughts there hung a darkness” Metaphor – has a long lasting fear/ individual effect. experiences. London, William There is conflict between The abuse of power in “Where the chartered Thames does flow” Juxtaposition – nothing is free. It is a monologue of the narrator Set during the poverty of the industrial My Last Blake, the fact that London is the Victorian England and the “The mind-forged manacles I hear” Metaphor/ alliteration describing a walk around London. revolution. The poet is supporting the French Duchess/ Storm on 1794 greatest city in the world lack of power amongst the “Every black’ning church appals” Juxtaposition – church should be good. The regular rhyme scheme reflects revolution’s quest for liberty. This poem shows the Island/ The BOX B and yet it has great poor in society. “The hapless soldiers sigh” Sibilance emphasises hopelessness the regular walking pace of the how corruption is everywhere – not like the other Prelude/ poverty and oppression. Power of anger. “Blights with plagues the Marriage hearse” Oxymoron shows how even narrator as poems in the Songs of Innocence and Songs of The Emigree There is also conflict good things are corrupt. he walks around the city. It could Experience. between rich and poor. also represent how monotonous London life was. Poppies, Jane Conflict from perspective The powerlessness of the “Before you left I pinned one onto your lapel” Personal pronoun/ past The poem uses a lot of enjambment The poem is focused on the idea of poppies as War Weir, 2009 of mother left behind mother who must deal tense to enhance the idea of natural tone symbols of memorial. When ‘Poppies’ was written, Photographer/ BOX B when son goes to war. with her son’s departure “Crimped petals, spasms of paper red” Powerful adjectives and the mother’s voice. It also soldiers were still dying in Iraq and Afghanistan. Kamikaze/ The Also, there is conflict to war/ adulthood. It is an “The world overflowing like a treasure chest” Simile perhaps how memories are Emigree between childhood and individual experience but “A single dove flew from the pear tree” Symbolism continuous. adulthood. from a different “Hoping to hear your playground voice… on the wind.” Alliteration perspective. emphasises memory. Remains, Simon Explores the long-term A soldier’s power or lack of “Probably armed, possibly not” like an Aside Enjambment shows how the painful This poem highlights the problems of Kamikaze/ Armitage, 2008 effects that conflict in war power over his own “We get sent out to tackle looters” Playful verb memories run on and on in his posttraumatic stress disorder in soldiers (this one is Poppies/ BOX C has on a soldier. Conflict memories and “sort of inside out/ Pain itself, the image of agony” childlike description/ mind. based in Iraq). The poem explores the negative Bayonet between action (war - in experiences of war. It is a desensitised. impact can have on the mental health of soldiers. Charge/ War reality and hindsight. ) powerful personal “He’s here in my head when I close my eyes.” Alliteration of ‘h’ Photographer experience, which creates emphasises how he can’t get rid of the image. guilt. “His bloody life in my bloody hands” Repetition highlights how he can’t escape guilt – possible reference to Lady Macbeth. Storm on the The conflict between man The power of the weather “We are prepared: we build our houses squat” Strong opening statement Present tense suggests the storm is Heaney was born on an isolated storm-battled Bayonet Island and nature and people’s to instil fear into man – – words connected with safety. occurring now. Enjambment helps island which acts as a metaphor for the troubles in Charge/ The Seamus Heaney, fear of the weather. nature will always be “The wizened earth has never troubled us” Personification? add to the conversational tone. Ireland. The ending of the poem emphasises how Prelude/ The 1966 more powerful. Fear has a “Spits like a tamed cat turned savage.” Simile powerful nature is because it has the ability to Emigree/ BOX C very powerful effect. “Exploding comfortably down on the cliffs.” Oxymoron juxtaposes the make people change their lives/ evoke fear London feelings of fear and safety. without actually ever doing anything, just “It is a huge nothing that we fear” Oxymoron threatening to – just like conflict.

3 English Poetry CYCLE 1 YEAR 11

Poem Conflict Power Key Quotations/ Language analysis Structure Context Poems to compare War Conflict between a The powerful war images “Spools of suffering set out in ordered rows” Sibilance – described like The regular 4 line structure reflects the The poet is bitter about the Remains/ Photographer warzone and rural contrast with the detached way soldiers “Rural England. Home again to ordinary pain” Soft vague order he is giving to the chaos in the indifferent way in which people view Bayonet Carol Ann Duffy, England. There is also they are consumed. It is an adjective contrasts with specific place names earlier – conflict between photos. modern warfare though newspapers. Charge/ 1985 the effects of conflict/ individual experience showing appearance/ reality of war. The poem is inspired by the poet’s Kamikaze BOX D reality of conflict. anger and perhaps also guilt. “Hands…did not tremble but seem to now.” Difference in time – effect of friendship with a war photographer. war. “He remembers the cries of this man’s wife.” Assonance creates cry. “He stares impassively… and they do not care.” Rhyme creates an open mouthed effect – disbelief at the wider world. My Last Duchess, Conflict between how The power the speaker (human “That’s my last duchess… looking as if she were alive.” Personal pronoun. Enjambment, caesura and pauses to reflect Based on the Duke of Ferrara from Ozymandias/ Robert Browning, the speaker presents power) had over his wife’s life “Who passed without much the same smile?” Sibilance the speaker’s thoughts and passion. the Italian Renaissance to indirectly Checking out my 1842 himself and how he and the power that she had “Had you skill in speech – which I have not-“ Irony Rhyming couplets and iambic pentameter comment on sin in the Victorian era. History BOX D actually is (appearance over him (he was obsessed with “I gave commands then all smiles stopped” Sibilance gives the euphemism show his high status. and reality) her). a very creepy feel. “Notice Neptune though taming a sea horse.” Imperative verb/ alliteration suggests his power over his visitor. Exposure, Wilfred Conflict between man Nature is more powerful and “Merciless iced east winds that knife us” Personification The fifth line in each stanza creates an Owen wanted to truthfully show the Charge of the Owen, and the cruel weather deadly than bullets and shells – “Mad gusts tugging on the wire” Personification anti-climax. Para-rhyme reflects how real conditions for soldiers in the Light Brigade/ 1917-18 in a warzone. The makes war seem more futile. “Pale flakes with fingering stealth come… for our faces” Personification/ unsettled the soldiers are. trenches and to also highlight the Bayonet Charge/ BOX D reality of conflict is alliteration futility of war. He wrote the poem Storm portrayed as being “Shutters and doors are closed: on us the doors are closed.” from the trenches in WW1. on the Island/ brutal. Metaphor “But nothing happens” Repetition of refrain London Charge of the The bravery of the The powerful military rhythm “Into the valley of death rode the six hundred” specific amount – It has a military rhyme similar to the sound The poem is a tribute to the fallen Poppies/ Light soldiers and the matches the rhythm of the connotations of hell. of marching drums of horse hooves. soldiers in the disastrous Battle of Remains/ War Brigade, Alfred stupidity of the marching drums – the power of “Someone had blundered” Ambiguous language Balaclava in the Crimean War Photographer/ Tennyson, 1854 mission. Conflict patriotism. “Stormed at with shot and shell” Sibilance – creates sound of between Britain and Russia. A Bayonet BOX E between decision ammunition “Theirs not to reason why theirs but to do and die” miscommunication led a group of Charge/ Storm makers and those on Rhyme & repetition, highlights their sense of duty and obedience. soldiers head first into a battle with on the Island/ the front line. “When can their glory fade?” Rhetorical question catastrophic results. London Tissue, Imtiaz Conflict caused by This poem explores how we “Paper that lets the light shine through” Paper is repeated suggesting its Enjambment creates a human and calm Written from the point of view of Ozymandias/ Dharker, 2006 holding onto things too cling too tightly to power and importance – monosyllabic words suggests clarity. tone. The poem starts looking at the joy of someone looking at the troubles of Poppies BOX E tightly. should build more things with “If building were paper I might feel their drift” Shift in tone things like paper and wonders what the the modern world; destruction, war paper like qualities. It explores “Maps too. The sun shines through.” Alliteration/ repetition world would be like if it had the same and politics and wealth as well as identity and the power of “Fly our lives like paper kites” Simile qualities. Stanzas 4-6 focus on the paradox issues like terrorism and identity. humans vs power of nature. “Raise a structure never meant to last.” that paper is fragile, yet it still controls our Paper is ultimately an extended lives. metaphor for our skin (our lives) Bayonet Charge, The conflict involved in The powerful and raw “Suddenly he awoke and was running” Adverbial sentence starter – starts Enjambment/ first person narrative adds to This poem looks at the Exposure/ Ted rushing out of the emotions involved in war’s in medias res. the chaos of the battlefield and the dehumanising impact of leaving the Charge of the Hughes, 1957 trenches to attack. reality. It is an individual “He lugged a rifle numb as a smashed arm” simile soldier’s panic/ internal conflict. trenches into no-man’s land. Light Brigade/ BOX E Conflict between why experience although not “The patriotic tear… sweating like molten iron” Simile The Prelude soldiers joined up and directly personal. Fear is “A yellow hare that rolled like a flame” Simile the reality of warfare. powerful. “His terror’s touchy dynamite” Alliteration/ metaphor

4 English Poetry CYCLE 1 YEAR 11

Poem Conflict Power Key Quotations/ Language analysis Structure Context Poems to compare Checking out me Conflict between This poem rebels “Bandage up me eye with me own history” Metaphor/ irony The irregular verse and colloquial The poem looks at how history is London/ Tissue History what we are taught against the way “Dem tell me bout Dick Whittington and he cat” allusion to pantomime/ language mirrors the drum beat of taught and the conflict between John Agard, 2007 and not taught by powerful black figures Colloquial language Caribbean music. At the end, he says fact and truths with is sometimes BOX F society. from history are “But dem never tell me about Mary Seacole” that he’s going to create his own obscured by race or gender. marginalised. The “Nanny see-far woman of mountain dream” Connected to nature identity. power of humans on “I carving out me identity” Emphatic final word someone’s identity.

The Emigree Conflict between The power of how “My memory of it is sunlight clear” Repetition of sunlight throughout The lack of a consistent line structure The poet bases many of the ideas Kamikaze/ Carol Rumens, 1993 childhood memories childhood memories of poem. or rhyme reflects the speaker’s on examples of emigration from Poppies/ BOX F of a place and adult a place can affect “I am branded by an impression of sunlight” Juxtaposition confusing feelings about the city. countries like the Middle East London understanding. The people in adulthood/ “The child’s vocabulary I carried here like a hollow doll” Simile where people are fleeing long-term effects of identity. “I comb its hair and love its shining eyes” Personification corruption and tyranny. conflict. “They accuse me of being dark in their free city” Dark vs light - connotations

Kamikaze Conflict between the The power of the “A one way journey into history” – emphasises how memory can be one Uses italics for an aside to maybe It was considered a great honour in Checking out my Beatrice Garland, 2013 rules and honour of Japanese government sided show the daughter speaking to her Japan, to die for your country. The History/ The BOX F society and the and the power of “A green-blue translucent sea” Two colours/ two sides own children. pilot in this poem returns home Prelude desire to survive and family. The power of “My mother never spoke again” Irony and is rejected by his family return to family. nature, memory and “We too learned to be silent” Verb suggests they are made to believe forever. identity. this. “Wondered which had been the better way to die.” Alliteration/ irony.

5 English Language Paper 1 CYCLE 1 YEAR 11

BOX A Active Reading BOX C Question 2: Language Analysis BOX D Question 3: Structure Analysis 8 Minutes Marks: 8 Minutes: 12 Marks: 8 Minutes: 14 1. Read the context box Planning Planning 2. Highlight key information about the 5 Ws. 1. Highlight the focus of the question. 1. Highlight the focus of the question. 3. Read the text annotating the 5 Ws. 2. Highlight rich quotations that will help you to answer the question. 2. Bullet points 1 & 2  annotate the text with what 4. Write a summary sentence answering the question 3. Annotate each quotation (in detail) focusing on: the writer focuses our attention on and how this What is the central idea of the passage? -language choices interests the reader. 5. Re-read the text annotating any interesting language -effects and reader response 3. Bullet point 3 annotate the text with other choices -connotations structural choices / how they interest the reader The 5 Ws -alternative interpretations Answering - Who is the text about? Answering Write your answer in paragraphs where you - What is happening? Write your answer in paragraphs where you: -Identify a focus/ structural choice - Where is it happening? -identify a language choice -Use an embedded quotation/ quotations - When is it happening? -use an embedded quotation/ quotations -Explain how the focus/ structural choice interests - Why is it happening? -explain the effect of the language choice the reader BOX B Question 1: Selecting Information BOX G: Language Choices Key Terminology Box H: Structural Choices Key Terminology Marks: 4 Minutes: 2 simile: a comparison using ‘like’ or ‘as.’ focuses your attention: the character, place or idea the writer gives a metaphor: describing one thing as though it is another. large amount of detail about at a specific point. personification: describing something that is not human and non-sentient (not alive) as having human narrow focus: when the writer zooms in to provide much detail about Planning behaviours or characteristics. one person, place or action. 1. Highlight the focus of the question. pathetic fallacy: a type of personification where emotions are given to setting/object or weather. wide focus: when the writer zooms out and describes a range people, 2. Re-read relevant lines. anthropomorphism: describing something that is not human but sentient (alive) as having human places or actions briefly. 3. Highlight relevant words or phrases. behaviours or characteristics. first person: a story which is told by one of the characters. Answering tone: the mood of the writing created by vocabulary choices. third person: a story which is told by a narrator which isn’t a Write 4 clear bullet points using quotation or repetition: using the same word or phrase again and again. character. paraphrasing. juxtaposition: contrasting ideas or words Dialogue: speech between characters. oxymoron: a phrase combining two or more contradictory terms. Flashback: jumping back to events that happened in the past Example Question: What does the reader learn about rhetorical question: a question designed to engage a reader (analepsis). the main character in lines 1-6? symbol: a word, object, person or action that has a deeper meaning in the context of the whole story. flash-forward: jumping forward to events that happen in the future : a selection of related words that work together to create an effect. Sentence Starters semantic field (prolepsis). • The reader learns … lexical choice: the selection of a certain word to create an effect. withheld information: where the writer keeps specific information • The main character is … nouns: words that name people, places, things and ideas. adjectives: words that describe nouns. about a character, event or place a secret and then reveals it later on. adverbs: words that describe verbs, • He/ she … verbs: words that show an action. contrast: when a writer describes 2 or more people, places, objects • The reader finds out… adjectives or other adverbs. or events differently. interjection: a word that expresses surprise juxtaposition: placing two contrasting ideas side by side in order to pronoun: a word used instead of a noun. or a strong emotion. highlight their differences.

6 English Language Paper 1 CYCLE 1 YEAR 11 BOX E Question 4: Evaluation BOX F Question 5: Descriptive or Narrative Writing Marks: 20 Minutes: 23 Marks: 40 Content & Organisation 24 SPAG 16 Minutes: 45 Planning There will be 2 tasks to choose from. 1. Highlight the key words in the statement in the question. Descriptive 2. Highlight quotations from the text that support the statement. Planning (5 minutes) 3. Annotate each quotation focusing on: Box planning  Draw a box around 4 interesting nouns  Label each box with ambitious vocabulary and examples - how each quotation creates the effect in the statement of imagery - language choices used by the writer Writing (35 minutes) - connotations of key words / images Set the scene. -alternative interpretations 4 x paragraphs focusing on each box. End with a change. Answering Introduction  Briefly, explain why you agree with the statement. Narrative Write the rest of your answer in paragraphs where you: Planning (5 minutes) Think about the following - refer to the statement 2 characters maximum Setting Plot -identify a language /structural choice Mind-map/ list 4 key events spanning no more than 1 hour -use an embedded quotation/ quotations Writing (35 minutes) -explain the effect of the language choice focusing on the annotations Set the scene. - explain how the reader is positioned 4 x paragraphs for each event. End with a twist/ cliff hanger/ happy ending. Spend 5 minutes editing and checking your work. Box I: Exemplar Annotation Box K: Punctuation Help Violent verb  ‘piercing’  sounds painful  maybe ‘Wide awake now, he pushed back the covers, got out ? question mark shows that a question is being asked. painful memories associated with the church. of bed, and went over to the window. In the pale half- ! exclamation mark shows a strong emotion. light of the moon, he could clearly see the church show which part of a text is spoken  must start with a capital letter after the opening the Simile  ‘needle’  pointed  the church tower stands tower up on the small hill behind his house piercing opening speech marks, and finish with punctuation before the closing speech marks “ ” speech marks out along the sky line. the sky as sharp as a needle.’ Examples: “I’m so happy you have all tried so hard! Do you understand more clearly now?” Box J: Academic Phrases asked the teacher. Synonyms for ‘This shows…’ Adverbs of Confidence Adverbs to Sequence joins two main clauses that are related in meaning (often where ‘because’ could join them ; semi-colon This suggests Crucially, Firstly, together) or items in a list where each item is a phrase. This implies Evidently, Subsequently, introduces a list or example after a main clause. Examples: Students need to bring the correct : colon equipment for the expedition: a warm coat; sturdy shoes; lightweight trainers and a hat, It is This indicates Obviously, Finally, going to be exciting; all of us will be great. Reader Response Adverbs of nuance To build analysis () brackets surround extra, non-essential information. The reader is positioned … This may suggest Moreover, The reader learns… Perhaps the writer In addition, used to highlight extra information being added. - dash Examples: The ground- which was now sodden with melted snow- squelched beneath his The reader understands… This could possibly As such, feet. His shoes (which were brand new) were ruined. The reader is intrigued… Some critics may Furthermore,

7 English Language Paper 2 CYCLE 1 YEAR 11

Box A Active Reading (15 minutes) Box B Q1. (4 marks = 5 minutes) Box C Q2. (8 marks = 8 minutes) You must actively read the text before attempting any of the questions. AO1 Retrieval of information AO1 Retrieval of information. 1. Number the paragraphs on your source. • You must read the instructions carefully, focusing on the source • Identify the similarities and/or differences in source A and source B. 2. Decide on any connotations/clues that the title may give to your instructed. • Make clear and insightful inferences from both texts. understanding of the source. • Shade the boxes that are true. • Use embedded quotations to support your inferences. 3. Read and text mark the source giving each paragraph a title based on • Choose a maximum of four statements. • Show a clear understanding of the similarities/ differences between the its content. two sources. 4. Look at Q2-4 of the paper. Highlight the key words within each This is a comprehension task and requires you to have read the source • Show a clear comparison through signposting your sentences using question. accurately. You must show that you have a good understanding of what the connectives: 5. Plan your answers to Q2-4 by highlighting and labelling key content for source is about. Similarities Differences each question within the source. ‘Source B also shows..’ ‘In contrast, source B …’ One mark will be awarded for each correct statement which is true. ‘Similar to source A…’ ‘However, source A …’ Ensure you are making consistent comparisons with your summary. You DO NOT analyse language. Time is limited. Box D Q3. (12 marks = 12 minutes) Box E Q4. (16 marks = 20 minutes ) Box F Q5. AO2: Language analysis and the effect on the reader. AO3 Compare writer’s ideas and perspectives and how these are conveyed (AO5: 24 marks content AO5, AO6: 16 marks technical accuracy) You have 45 minutes for this question. This question will direct you to focus on one specific source and specific For this question, you will compare source A and source B. Read the You will be provided with a statement related to the themes in sources A lines in the source. ONLY GET YOUR QUOTATIONS FROM HERE. Read the question carefully. and B. You must spend 5 minutes planning your writing. instructions carefully. In you answer you will need to: Content:  Compare the different attitudes M – modal verb • Identify around six key quotations that answer the question looking for  Compare the methods they use to convey their attitudes A – alliteration/ anecdote both language techniques e.g. metaphors, similes, repetition etc. and  Support your ideas with references to both texts. D – direct address key words F – facts from a reliable source Box G Writers’ methods include: • Explode quotes to show deeper understanding of their meaning. Must O - opinion or the writer or from a significant source juxtaposition repetition always be in relation to the question. R – repetition and rhetorical questions simile metaphor • Explain the effect E – emotive language contrast oxymoron • Highlight key words, identify their word class and explain their S – statistic and superlative hyperbole statistics connotations linking back to the question. T – triple emotive language first person • Refer to the effect on the reader. Structure of your writing third person imperative verbs modal verbs • Challenge: see if you can also analyse sentence construction and Open with a drop paragraph to grab your readers attention! direct address punctuation Burger Paragraph: tone of the texts rhetorical question Topic sentence/ Build on your point of view using a building connective/ personal pronoun alliteration show the other side using a contrasting connective/ knock it down and finish In this question you need to show the examiner that you can: with a strong closing statement. Identify similarities and differences between the writers’ methods and how  Analyse a variety of techniques: language devices/ individual words/ Technical accuracy: they demonstrate their attitude. sentence structure/ punctuation • Ensure you use ambitious vocabulary Embed your quotations accurately within your writing.  Identify them correctly in the source. • Use a variety of sentence structures for impact  Show a clear understanding of why the writer has used the language and • Use of a variety of punctuation: . , ; : ? ! (at least 5 pieces) the effect on the reader. • Accurate spelling and grammar

8 English Macbeth CYCLE 1 YEAR 11

BOX A: Acts BOX B: Character BOX C: Context One As Macbeth and Banquo return home from battle, they meet three witches. The witches Macbeth ambitious, treacherous, powerful, led to Jacobean England: predict that Macbeth will king. Macbeth returns home and he and Lady Macbeth plot to kill wicked thoughts and deeds. He murders • period in English and Scottish history that coincides with Duncan. Kind Duncan and takes the throne of the reign of James VI of Scotland (1567–1625), who also Scotland for himself. inherited the crown of England in 1603 as James I. Two Macbeth kills Duncan and Lady Macbeth plants the dagger so the bodyguards look guilty. Duncan's sons Malcolm and Donalbain, fearing their lives to be in danger flee Scotland. • The Jacobean era succeeds the Elizabethan era. Lady ‘cold’, deeply ambitious woman who lusts Macbeth for power and position. Some critics belief Daemonologie: Three Macbeth hires murderers to kill Banquo and Fleance (B’s son). Banquo’s ghost haunts it is the grief of loosing her child that is her • written by King James I about magic, sorcery and Macbeth at a banquet and Macbeth's thanes begin to turn against him. driving force in the play. witchcraft. In writing the book. • King James was heavily influenced by his personal involvement in the North Berwick witch trials from 1590. Four The witches show Macbeth three apparitions which make Macbeth think that his future as Duncan an old, gracious, pious and gentle man. He • This book was one of the primary sources of Shakespeare king is secure. Macbeth has Macduff’s wife and children murdered. serves as a foil to Macbeth because he was a benevolent king. in the production of Macbeth who attributed many Five Lady Macbeth kills herself due to her guilt. Macbeth still thinks himself indestructible but quotes and rituals found in the book directly to the weird the witches apparitions start to come true as Macduff’s army approaches. Macduff kills him Macduff Scottish nobleman hostile to Macbeth’s sisters. and decapitates him. kingship from the start. He, unlike Macbeth, is never duplicitous and serves as Witchcraft: the period of witch trials in were a widespread moral BOX D: Key Quotations a foil to Macbeth. • panic suggesting that malevolent Satanic witches were Lady Macbeth: “unsex me here, And fill me from the crown to the toe top-full Of direst cruelty (Act 1, Banquo Macbeths best friend: brave, noble general operating as an organized threat to Christendom during scene 5) whose children, according to the witches’ the 15th to 18th centuries. prophecy, will inherit the Scottish throne. • Those accused of witchcraft were portrayed as being Macbeth: “Bloody instructions which, being taught, return To plague th’inventor.” worshippers of the Devil. Many people were “I have no spur To prick the sides of my intent, but only subsequently accused of being witches, and were put on Vaulting ambition” (Act 1, scene 7) Three “black and midnight hags” who plot mischief trial for the crime. against Macbeth using charms, spells, and Macbeth: “Will all great Neptune’s ocean wash this blood Witches prophecies. Some critics believe they are Banquo: Clean from my hand?”(Act 2, scene 2) the ‘puppet masters’ of the play who drive • Shakespeare borrowed the character of Banquo from Lady Macbeth: “Yet who would have thought the old man to have had so much blood in him?” (Act 5, Macbeth’s actions. Holinshed's Chronicles, a history of Britain published in scene 1) 1587. In Chronicles Banquo is an accomplice to Macbeth Malcolm son of Duncan, whose restoration to the in the murder of the king. Macbeth: “Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage, throne signals Scotland’s return to order • Shakespeare may have changed this aspect of his And then is heard no more…Signifying nothing. ” (Act 5, scene 5) following Macbeth’s reign of terror character to please King James, who was thought at the Three witches: "Fair is foul, and foul is fair." (Act I, Scene I) time to be a descendant of the real Banquo. Lady Wife of Macduff. She and her home serve • Critics often interpret Banquo's role in the play as being a Macduff as contrasts to Lady Macbeth and their foil to Macbeth, resisting evil where Macbeth embraces Lady Macbeth: "Yet do I fear thy nature; It is too full o' the milk of human kindness." (Act I, Scene V) hellish world especially as she is a loving it. Sometimes, however, his motives are unclear, and mother some critics question his purity. He does nothing to Lady Macbeth: "Look like the innocent flower, but be the serpent under't." (Act I, Scene V) accuse Macbeth of murdering the king, even though he has reason to believe Macbeth is responsible.

9 English Macbeth CYCLE 1 YEAR 11

BOX E: Dramatic/Stylistic Devices BOX F: Motifs Soliloquy One character speaking to audience; M uses to make audience complicit Nature 'Against the use of nature' (1.3); 'Tis unnatural,/ Even Dramatic irony Audience knows more than characters; audience knows D will die like the deed that's done’ (3.4); 'And his gash'd stabs looked like a breach in nature‘ (3.1); 'Boundless Hamartia Tragic flaw; M’s could be easily influenced/ambition intemperance/ In nature is a tyranny’ (4.3) Hubris Pride; M could be said to have this or Lady M Catharsis Purgation of pity and fear; happens at the end Light and 'Stars, hid your fires; Let not light see my black and dark deep desires‘ (1.4); 'that darkness does the face of Anagnorisis Recognition or the tragedy to come earth entomb,/When living light should kiss it?‘ (4.2); Peripeteia Sudden reversal of fortune ‘Come, seeling night,/ Scarf up the tender eye of pitiful day‘ (3.2) Rhyme Used by the witches to create chant-like, supernatural atmosphere Children 'Your children shall be kings‘ (1.3); 'And pity, like a entrances and exits Where characters enter and exit the stage naked new-born babe,‘ (1.7); 'I have given suck, and pauses When a character stops speaking for dramatic effect know / How tender 'tis to love the babe that milks me‘ (1.7); 'He has no children. All my pretty ones?‘ More then one character is on stage but the character who is speaking speaks directly to the audience and the convention is asides (4.3) that only the audience hears this not the characters on stage Blood 'Make thick my blood‘ (1.5); 'And on thy blood and dungeon gouts of blood…/It is the bloody business which informs thus to mine eyes’ (2.1); 'Will all great Neptune's ocean wash this blood clean from my hand?‘ (2.1); 'Here's the smell of blood still.‘ (5.1) Sleep 'Nature seems dead, and wicked dreams abuse / The curtain'd sleep‘ (2.1); 'There's one did laugh in's sleep, and one cried 'Murder!'‘ (2.2); ‘Macbeth does murder sleep‘ (2.2); 'A great perturbation in nature, to receive at once the benefit of sleep and do the effects of watching!‘ (5.1) Dreams 'Art thou not, fatal vision, sensible / To feeling as to sight? (2.1); 'Hence, horrible shadow! Unreal mockery, hence!‘ (3.4); 'Wash your hands; put on your nightgown; look not so pale! I tell you yet again, Banquo's buried.‘ (5.1); 'My wife and children's ghosts will haunt me still‘ (5.7)

10 English Literature Paper 1 CYCLE 1 YEAR 11

BOX A: Shakespeare and the 19th century novel Qu Mark Time BOX B: Analysis Structure- Macbeth 1hr 45mins, 64 marks available BOX A: Macbeth POINT: Make a relevant point relating to the question. Use your knowledge of the play as a whole to • You will answer one question on Macbeth. There will inform your point. not be a choice of questions. • Firstly, Shakespeare presents ______as ______. • There will be two parts to the question which you EVIDENCE: Select a reference/quotation from the extract/play to support your point. must cover in the task. • He creates this impression by stating that ‘______’. • The first bullet point will ask you to start with the • The character states ‘______’. extract and explain how Shakespeare has presented a character or theme at this point in the play. EXPLANATION: Explain the point you have made. • For the first bullet point the examiner will expect you • Shakespeare presents ______in this way because ______. to select a number of quotations from the given ANALYSIS: Using accurate subject terminology, pick out a language technique or the word that has the passage and analyse them. There should be tight biggest impact in your quotation. Explain what it shows and the effect it has on the reader. language/structural analysis as the quotations are • Shakespeare’s use of ______is effective because ______. • Shakespeare uses the noun/adjective/verb/adverb “…………..” in order to ….. provided for you. • The repetition of the word “…………….” shows… 34+4 50 • The second bullet point will ask you to consider how the character or theme is presented in the play as a whole. This will require you to bring in your own CONTEXT: Explore what the writer is trying to show us about society/culture at the time the text was quotations to support the points you make. written/what the writer wants the reader to understand about the meaning of the text. Section A Shakespeare: Section Shakespeare uses the character to represent society’s view that ______. Please note, this is not two separate questions so you Shakespeare highlights Jacobean values of ______. can alternate between bullet point 1 and 2 if you wish or deal with bullet point 1 first and then move onto bullet EFFECT: Explain the way audiences at the time would have reacted to the play. You may also want to talk point 2. about how modern audiences would react differently. A contemporary audience may have thought ______. This would make the audience feel like ______. In comparison, a modern audience would think that ______.

Repeat this 2-3 times. Use the extract given but attempt one PEACE paragraph using your knowledge from another part of the play.

11 English Literature Paper 1 CYCLE 1 YEAR 11

Qu Mark Time BOX C: A Christmas Carol BOX D: Analysis Structure A Christmas Carol

• You will answer one question on ‘A Christmas Carol’. POINT: Make a relevant point relating to the question. Use your knowledge of the novella as a whole • There will be two parts to the question which you to inform your point. must cover in the task. • Firstly, Dickens presents ______as ______. • The first bullet point will ask you to start with the EVIDENCE: Select a reference/quotation from the extract/novella to support your point. extract and explain how Dickens has presented a • He creates this impression by stating that ‘______’. character or theme at this point in the play. • The character states ‘______’. • For the first bullet point the examiner will expect you to select a number of quotations from the given EXPLANATION: Explain the point you have made. Dickens presents ______in this way because ______. passage and analyse them. There should be tight • language/structural analysis as the quotations are ANALYSIS: Using accurate subject terminology, pick out a language technique or the word that has century novel: novel: century

– provided for you. the biggest impact in your quotation. Explain what it shows and the effect it has on the reader. th • The second bullet point will ask you to consider how • Dickens’ use of ______is effective because ______. the character or theme is presented in the play as a • Dickens uses the noun/adjective/verb/adverb “…………..” in order to ….. 30 50. whole. This will require you to bring in your own • The repetition of the word “…………….” shows… quotations to support the points you make. CONTEXT: Explore what the writer is trying to show us about society/culture at the time the text was Please note, this is not two separate questions so you can

SectionThe B 19 written/what the writer wants the reader to understand about the meaning of the text. alternate between bullet point 1 and 2 if you wish or deal • Dickens uses the character to represent society’s view that ______. with bullet point 1 first and then move onto bullet point 2. • Dickens highlights Victorian values of ______. EFFECT: Explain the way readers at the time would have reacted to the novella. You may also want to talk about how modern readers would react differently. A contemporary reader may have thought ______. This would make the reader feel like ______. In comparison, a modern reader would think that ______. Repeat this 2-3 times. Use the extract given but attempt one PEACE paragraph using your knowledge from another part of the novella.

12 English Literature Paper 2 CYCLE 1 YEAR 11

BOX A: Modern Texts and Poetry BOX B: Analysis Structure Qu Mark Time worth 60%, 2hr 15 min, 96 marks available An Inspector Calls BOX A: An Inspector Calls POINT: Make a relevant point relating to the question. Use your knowledge of the play as a whole to You will answer one question from a choice of two inform your point. questions about ‘An Inspector Calls’. The question will • Firstly, Priestley presents ______as ______. most likely be about a character or theme in the play EVIDENCE: Select a reference/quotation from the extract/play to support your point. • You will be given the main question and 2 bullet • He creates this impression by stating that ‘______’. points to help you answer the question. You must • The character states ‘______’. use these bullet points! • You must explore the ideas around a key theme or EXPLANATION: Explain the point you have made. how a character is presented and develops • Priestley presents ______in this way because.. throughout the play. • You must write about the methods used by Priestly ANALYSIS: Using accurate subject terminology, pick out a language technique or the word that has the biggest impact in your quotation. Explain what it shows and the effect it has on the reader. to present a character or theme • Priestley’s use of ______is effective because.. • Priestley uses the noun/adjective/verb/adverb “…………..” in order to ….. Your response must include: • The repetition of the word “…………….” shows… 34+4 45 -a range of ideas/ arguments -a range of well analysed quotations, including alternative CONTEXT: Explore what the writer is trying to show us about society/culture at the time the text was interpretations written/what the writer wants the reader to understand about the message.

Section A: Modern texts Priestley uses the character to represent society’s view that... -analysis of how dramatic devices are used to create Priestley highlights pre-war values of… meaning -how the structure of the play creates meaning (why has it been put together in this way?) EFFECT: Explain the way audiences at the time would have reacted to the play. You may also want to talk about how modern audiences would react differently. -consideration of what influenced Priestley to write about • A contemporary audience may have thought… a certain theme or present a character in a certain way • This would make the audience feel like…. (context) • In comparison, a modern audience would think that... -exploration of Priestley’s intentions. Why did he write the play? What was his purpose? Repeat this 2-3 times. -how an audience responds to the character/ theme Use the extract given but attempt one PEACE paragraph using your knowledge from another part of the play.

13 English Literature Paper 2 CYCLE 1 YEAR 11

BOX C: Analysis Structure Qu Mark Time BOX C: Power & Conflict Poems Power and Conflict Poems • You will answer one comparative question on one POINT: Make a relevant point relating to the question. named poem and one other poem from the power • The writer uses _____ in order to… and conflict cluster in your anthology. • Firstly, the poet creates a sense of… EVIDENCE: Select a reference/quotation from the given poem to support your point. You will not have a choice of questions. The named poem • They create this impression by stating that ‘______’. will be printed on the exam paper. • The character states ‘______’. It will most likely ask you to compare how both poets EFFECT: Explain the way readers could respond to the poem. Think about how the context would affect present ideas about a theme which relates to power and this. conflict. • The poet wanted the reader to think about… • A contemporary audience may have thought… • This would make the audience feel like…. Poetry COMPARATIVE • Similarly/ Likewise/ Equally • On the other hand / However/ Whereas Section B Section 30 45 POINT: Make a relevant point relating to the question. • The writer uses _____ in order to… • Firstly, the poet creates a sense of… EVIDENCE: Select a reference/quotation from the given poem to support your point. • They create this impression by stating that ‘______’. • The character states ‘______’. EFFECT: Explain the way readers could respond to the poem. Think about how the context would affect this. • The poet wanted the reader to think about… • A contemporary audience may have thought… • This would make the audience feel like…. Repeat this 2-3 times. You can also use this structure to support you response for the second question of section B. As this is an 8 mark question, you only need to do it once.

14 English ‘A Christmas Carol’ by Charles Dickens: 55mins/30marks CYCLE 1 YEAR 11

BOX A: Plot Characters and key quotations BOX E: Context Stave 1 Ebenezer Scrooge: A selfish business man (“Humbug”) who transforms into a charitable philanthropist. 1) 1824 – Dickens’ father is sent Scrooge is at work. Despite the Christmas Eve cold, he refuses to - “he was a tight-fisted hand at the grindstone,…a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner! Hard and sharp as flint, from to jail for debt and Dickens has to spend money on coals for the fire. Scrooge turns down his which no steel had ever struck out generous fire; secret, and self-contained, and solitary as an oyster.” give up his education until his nephew, Fred’s, invitation to his Christmas party and he also - “The cold within him froze his old features… He carried his own low temperature always about with him; he iced his office in the dog-days; and didn't father inherits some money and rejects the request of two men who want money for charity. thaw it one degree at Christmas.” he goes to a private school. - “It’s not my business.” Scrooge is visited by the ghost of his dead partner, Jacob Marley, 2) Dickens was put to work in a who tells Scrooge that, due to his greedy life, he has to wander - “Best and happiest of all. The Time before him was his own to make amends.” warehouse. He had experience of the Earth wearing chains. He warns Scrooge and tells him that Jacob Marley: Scrooge’s dead partner who returns as a ghost to warn Scrooge to change his ways. poverty. three spirits will visit him. Scrooge falls asleep. BOX B - “The chain he drew was clasped about his middle. It was long, and wound about him like a tail; and it was made… 3) Later he worked as a clerk and Stave 2 - of cash-boxes, keys, padlocks, ledgers, deeds, and heavy purses wrought in steel.” then became a writer of fiction He wakes and the Ghost of Christmas Past takes him on a - “Mankind was my business; charity, mercy, forbearance…were, all, my business.” and journalism, reporting on journey. Invisible to those he watches, Scrooge revisits his Fred: Scrooge’s nephew whose party invitation he declines. court cases and working for childhood school days and his apprenticeship with a jolly - “He had so heated himself with rapid walking in the fog and frost… that he was all in a glow; his face was ruddy and handsome; his eyes sparkled, and radical newspapers on his merchant named Fezziwig, and his engagement to Belle. All of his breath smoked again.” disillusionment with politics and these past events shows how Scrooge wasn’t always the the class system. Ghost of Christmas Past: A strange combination of young and old, wearing white robes and looking like a candle. unfriendly miser that he has become. Scrooge sheds tears 4) 1832 – The Great Reform Bill of regret before being returned to his bed. - “It was a strange figure-like a child: yet not so like a child as like an old man…” gave many middle class property - “What was light one instant, at another was dark, so the figure itself fluctuated in its distinctness.” Stave 3 owners the right to vote for the The Ghost of Christmas Present shows Scrooge Christmas as it Ghost of Christmas Present: A portly, jovial gentleman surrounded by a warm glow. He shows Scrooge how things really are. first time. Large sections of the will happen that year. Scrooge watches the Cratchit family eat a - “Its dark brown curls were long and free; free as its genial face, its sparkling eye, its cheery voice, its unconstrained demeanour and its joyful air.” middle classes, the working tiny meal in their little home. He sees Bob Cratchit's crippled - “I see a vacant seat…if these shadows remain unaltered by the Future, the child will die.” classes and women still didn’t

BOX C have the right to vote. son, Tiny Tim, whose kindness and humility warm Scrooge's Ghost of Christmas Yet to Come: A robed and hooded spirit who confronts Scrooge with his own tombstone. He is frightening and shows Scrooge his heart. He is told that if nothing changes, he will die. The spectre future and what will become of him if he does not change his ways. 5) 1834 – Poor Law Amendment shows Scrooge his nephew's Christmas party. Scrooge asks the - “a solemn Phantom draped and hooded, coming like a mist along the ground, towards him.” Act, which meant that the rich no spirit to stay until the very end. Towards the end of the day, the - “Scrooge feared the silent shape so much that his legs trembled.” longer had to pay taxes in order ghost shows Scrooge two starved children, Ignorance and Want. - “Still the Ghost pointed with an unmoved finger to the head.” to help the poor. Workhouses He vanishes as Scrooge notices a dark, hooded figure coming. - “The Phantom slowly, gravely, silently approached.” were created which poor people would have to live and work in. Belle: A woman who scrooge was in love with who left him due to his greed. Stave 4 - “Another idol has displaced me” 6) 1842 Report on Child Labour Through a sequence of scenes linked to an unnamed man’s The report’s findings shocked death, the Ghost of Christmas Yet to Come shows Scrooge that Fezziwig: Scrooge’s ex-employer who is fair to all his employees and knows the true meaning of Christmas. society and led to safety nobody mourns his death and the only emotion felt is one of - “Old Fezziwig…rubbed his hands; adjusted his capacious waistcoat; laughed all over himself, from his shoes to his organ of benevolence; and called out legislation in mines and factories. happiness and relief. Scrooge, is keen to learn the lesson. After in a comfortable, oily, rich, fat, jovial voice:” seeing the death of Tiny Tim, he is desperate to change his fate 7) September 1843 – Dickens and promises to change his ways. He suddenly finds himself Mrs Cratchit: Bob’s wife who is critical of Scrooge and how poorly he pays her husband. visits a “Ragged School.” A School safely tucked in his bed. for poor children offering free education. BOX D Bob Cratchit: Scrooge’s clerk who doesn’t have much money. He loves his family and is shown to be happy and morally upright. Stave 5 8) December 1843 Dickens writes Scrooge rushes out onto the street hoping to share his newfound - “the Founder of the Feast” - “…in came little Bob, the father…and his threadbare clothe darned up and brushed…and Tiny Tim upon his shoulder.” A Christmas Carol focusing on Christmas spirit. He sends a turkey to the Cratchit house and how many of society’s ills can be goes to Fred's party. As the years go by, he continues to Tiny Tim: Bob’s ill son whose story plays a part in inspiring Scrooge’s transformation. blamed on greed for money and celebrate Christmas with all his heart. He treats Tiny Tim as if he - “Alas for Tiny Tim, he bore a little crutch.” status. were his own child, gives gifts for the poor and is kind, generous - “God bless us every one!” and warm. - “As good as gold.”

15 Maths Foundation Cycle 1 Year 11

Angles in polygons Pythagoras’ theorem Polygon – ‘many angles’ 2D shape, straight sides. For a right angled triangle, the Regular polygons – equal length sides, equal angles lengths of the hypotenuse, c, and the two shorter sides, a and Interior angle + exterior angle = 180° b, are related by the formula: Exterior angle = 360 ÷ n (where n is the number of sides) + = Sum of interior angles = (n– 2) × 180 2 2 2 𝑎𝑎 𝑏𝑏 𝑐𝑐

16 Maths Foundation Cycle 1 Year 11

Pie charts: Trigonometry • Calculate the number of degrees per item Factorise • Multiply the degrees per item by the frequency to find the angle per sector For a right angled triangle: To factorise means to put into brackets.

Find the Highest Common Factor in all 360 ÷ 72 = 5° per item terms. This is written at the front of the bracket.

When drawing an Terms inside the bracket should angle, make sure Remember ‘SOH CAH TOA’. now multiply by the HCF to give the the middle of sin = = sin = original expression. sin the protractor is 𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜 lined up with the 𝜃𝜃 𝑜𝑜𝑜𝑜𝑜𝑜 ℎ𝑦𝑦𝑦𝑦 𝜃𝜃 ℎ𝑦𝑦𝑦𝑦 cos = ℎ𝑦𝑦𝑦𝑦 = cos = 𝜃𝜃 centre of the circle cos 𝑎𝑎𝑎𝑎𝑎𝑎 𝑎𝑎𝑎𝑎𝑎𝑎 Scatter diagrams: 𝜃𝜃 𝑎𝑎𝑎𝑎𝑎𝑎 ℎ𝑦𝑦𝑦𝑦 𝜃𝜃 ℎ𝑦𝑦𝑦𝑦 ℎ𝑦𝑦𝑦𝑦 = tan a = 𝜃𝜃 A line of best fit must be drawn to use a scatter diagram for tan = tan 𝑜𝑜𝑜𝑜𝑜𝑜 estimation purposes. 𝑜𝑜𝑜𝑜𝑜𝑜 𝜃𝜃 𝑎𝑎𝑎𝑎𝑎𝑎 𝑜𝑜𝑜𝑜𝑜𝑜 𝜃𝜃 𝑑𝑑𝑑𝑑 Types of correlation: 𝑎𝑎𝑎𝑎𝑎𝑎 𝜃𝜃 Linear Sequences

Every linear sequence has an nth term rule of the form an+b

The difference between terms is a The first term is a + b Scatter graph relationships explain how the two data sets are connected.

17 CYCLE 1 Maths SUBJECT HigherMATHS HIGHER CycleYEAR 1 GROUP Year 1111

Surds Surface area and volume Laws of Indices (Powers) For a rectangular based pyramid height h, length l, × = × = width w, and slope length s: × = 1 𝑎𝑎 𝑏𝑏 𝑎𝑎+𝑏𝑏 = 𝑎𝑎 𝑎𝑎 𝑎𝑎 𝑎𝑎 𝑏𝑏 𝑎𝑎𝑎𝑎 = = + 𝑥𝑥 ÷ 𝑥𝑥 = 𝑥𝑥 = 1 −2 𝑎𝑎 𝑏𝑏 𝑎𝑎−𝑏𝑏 2 𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉 3 𝑙𝑙𝑙𝑙푙 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 2𝑠𝑠𝑠𝑠 𝑙𝑙𝑙𝑙 𝑥𝑥 𝑎𝑎 𝑎𝑎 For a cone of radius r, height h and slope length s: 𝑥𝑥( )𝑥𝑥= 𝑥𝑥× 𝑥𝑥 = 𝑏𝑏 𝑎𝑎 𝑏𝑏 𝑎𝑎 𝑏𝑏 1 + 𝑏𝑏 𝑥𝑥 𝑥𝑥 2 = = + = 1 𝑥𝑥 𝑥𝑥 1 2 0 = 𝑎𝑎 + 𝑏𝑏 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑏𝑏𝑏𝑏= 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉 3 𝜋𝜋𝑟𝑟 ℎ 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 𝜋𝜋𝜋𝜋𝜋𝜋 𝑥𝑥 1 1 3 2 = 3 + + = + 2 + 𝜋𝜋For𝑟𝑟 a sphere or radius r: 𝑥𝑥 𝑥𝑥 𝑎𝑎 𝑏𝑏 𝑎𝑎 − 𝑏𝑏 𝑎𝑎 − 𝑏𝑏 −1 = 2 𝑥𝑥 2 3 2 To rationalise𝑎𝑎 a𝑏𝑏 denominator𝑎𝑎 𝑏𝑏 (when𝑎𝑎 2𝑎𝑎the denominator𝑏𝑏 𝑏𝑏 𝑥𝑥 3 = = 4 𝑥𝑥 𝑥𝑥 is a single surd), multiply the numerator and 4 3 2 𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉𝑉 3 𝜋𝜋𝑟𝑟 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐴𝐴𝐴𝐴𝐴𝐴𝐴𝐴 𝜋𝜋𝑟𝑟 denominator by the denominator Limits of accuracy Standard form For a measurement, m, given to a degree of accuracy n a, the limits of accuracy of the measurement are Given in the form A × 10 where = given by the error interval 𝑎𝑎 𝑎𝑎 𝑏𝑏 A is 1 or greater but less than 10 (1 ≤ A < 10) Higher tier only: To rationalise𝑏𝑏 𝑏𝑏 a denominator (when < + 2 2 the denominator is not a single surd), multiply the 𝑎𝑎 𝑎𝑎 numerator and denominator by the conjugate of the 𝑚𝑚 − ≤ 𝑥𝑥 𝑚𝑚 n is positive where the value of the number in Where x is the range of all possible values for m. ordinary form is 1 or greater. denominator

In a calculation, the limits of accuracy of each n is negative where the value of the number in ( ) measurement or value have to be found before = = ordinary form is between 0 and 1. + ( + )( ) calculating the upper or lower bound of any possible 𝑎𝑎 𝑎𝑎 𝑏𝑏 −𝑐𝑐 𝑎𝑎 𝑏𝑏 −𝑎𝑎𝑐𝑐 final result. 2 𝑏𝑏 𝑐𝑐 𝑏𝑏 𝑐𝑐 𝑏𝑏 −𝑐𝑐 𝑏𝑏 −𝑐𝑐

18 CYCLE 1 Maths SUBJECT HigherMATHS HIGHER CycleYEAR 1 GROUP Year 1111

Non linear graphs Set notation Venn Diagrams

A set is a collection of a elements, e.g. Venn diagrams are used to sort elements of sets and y = x2 y = x3 y = determine relations between sets, e.g. the highest 1 𝑥𝑥 A = {1, 2, 3, 4} common factor and lowest common multiple of two numbers. Features to know: is the set of integers from 1 to 4, and Cubic 2 y = x3 + 1 B = {3, 4, 5} Quadratic y = x - 2 Reciprocal y = 2 𝑥𝑥 is the set of integers from 3 to 5.

A B is the union of sets A and B. It is the set of elements in A or B or both: ∪ A B = {1, 2, 3, 4, 5} Probability A ∩∪ B is the intersection of sets A and B. It is the The probability of an event X, is given by set of elements in both A and B. A B = {3, 4} ( ) = 𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 The∪ empty set is the a set without any elements, 𝑃𝑃 𝑋𝑋 given as . The relative frequency,𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 of an 𝑜𝑜𝑜𝑜outcome𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 Y, is given by: Sets can ∅be represented graphically using Venn diagrams. The symbol ξ represents the universal set – the set ( ) = containing all elements within the problem. 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑜𝑜𝑜𝑜 𝑌𝑌 𝑃𝑃 𝑌𝑌 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 19 Maths Higher Cycle 1 Year 11

20 Science - Biology Required Practical B7 — Ecology (inc. Separate Biology only) CYCLE 1 YEAR 11

B7 Sampling techniques B7 Decay

Aim Aim To measure the species richness on the school field in areas in which To investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change. the grass is regularly and irregularly cut. Method 1. Place 20 cm3 of fresh milk into three beakers Method (Quadrats) 2. Decide the three temperatures you will investigate. Write these onto the sides of the beakers. They may be 1. Choose a starting point on the school field in an area where the 5, 20 and 35°C. grass is often cut 3. Use universal indicator paper or solution to determine the pH of the milk in the three beakers 2. Place two tape measures along the ‘x-axis’ & ‘y-axis’ of the field, 4. Cover each beaker in cling film and incubate at the appropriate temperature so that you can divide the area into a grid 5. Use universal indicator paper or solution to determine the pH of the milk in the three beakers after 24, 48 3. Use random numbers to generate a set of coordinates to place and 72 hours your first quadrat 4. Count the number of different plant species within this quadrat Results (the species richness)

5. Return to your starting position and repeat steps two and three a further 14 times using different random Temperature pH of milk after… numbers sample kept at (°C) 0 hours 24 hours 48 hours 72 hours 6. Repeat steps one to four for a part of the school field which the grass is infrequently cut 5 6.5 6.4 6.4 6.0 7. Compare your results by calculating a mean for each location. 20 6.5 6.1 5.5 4.8 Method (Transects) 35 6.5 5.1 4.8 4.8 1. On the school field, look for two areas where dandelions are growing, ideally under a tree staring in the shade and getting Conclusion lighter as you move from under the tree. At 5°C the pH of the milk reduced the least [1 mark]. 2. Put down a transect line going from the shady area into the This suggests that the least decay has occurred at this temperature [1 mark]. sunny area. Decide on the intervals at which you are going to place the quadrats. At least 10 samples should be taken – for The milk incubated at 20°C and 35°C both reduced to pH 4.8 [1 mark]. example, for a 30m transect, place a quadrat at 3m intervals – This suggests that the decay after 72 hours is similar at these temperatures [1 mark]. 0m, 3m, 6m,etc.

3. Place the quadrat down next to the line. Use a light meter to measure the light intensity and record. However, the reduction in pH occurs much quicker at 35°C [1 mark]. 4. Look at the quadrat, count how many of the plants you are sampling (dandelions) there are and record. The pH reaches its lowest after 48 hours not 72 hours as is the case with the milk incubated at 20°C. These 5. Repeat for each position along the transect line. results show the decay of milk occurs quickest at 35°C [1 mark] and then stops.

21 C4 — Chemical Changes & C5 – Energy Changes Science - Chemistry Required Practical (inc. Chemistry only) CYCLE 1 YEAR 11

C4 Soluble salts – prepare a pure dry sample of a soluble salt C4 Acids and alkalis 1. Pour 40cm3 of 1.0M sulphuric acid into a 100cm3 beaker. Set the equipment, as in the diagram. The positive 2. Over a Bunsen burner carefully heat the acid until almost boiling. Then turn off. electrode is connected to the positive terminal of a dc 3. Place the hot beaker on a heatproof mat using tongs. Add the copper oxide one spatula at a time, stirring power pack. The negative electrode is connected to the using a glass ro. The mixture will turn clear and blue. negative terminal of the power pack. 4. Filter the blue copper sulphate solution into a conical flask. It is best to test at least five solutions. Suitable solutions 5. Pour into an evaporating basin and heat over a water bath until half of the water has evaporated. include copper sulphate, copper chloride, sodium chloride, 6. Dip a clean glass rod into it and let it cool. If small crystals form on the rod, stop heating. sodium nitrate, sodium bromide. There are many more. 7. Using tongs, pour the solution into a crystallising dish and leave in a warm place to finish crystallising. Set the potential difference to 4V and turn on for 5 minutes maximum, observing each electrode for bubbles of gas or deposits on any metal. Any gases produced can be collected in the test tubes. They need to be stoppered and tested later. Gas tests include: hydrogen - lighted splint goes out with a squeaky pop oxygen - a glowing splint relights Word equation: Copper oxide + Sulphuric acid  Copper sulphate + Water chlorine - damp blue litmus paper turns red and is then bleached white  Symbol equation: CuO + H2SO4 CuSO4 + H2O C5 Endo- & exothermic reactions – variable that affect temperature changes in reacting solutions – determine the reacting volume of solutions of strong acids and alkalis C4 Titration Method 1 (Reacting two solutions, e.g. acid & alkali) Method 2 (Reacting a solid with a solution, e.g. metal 1. Use the pipette and pipette filler to add 25 cm3 of alkali to a 1. Place the polystyrene cup inside the glass beaker to and acid) clean conical flask. make it more stable. 1. Place the polystyrene cup inside the glass beaker 2. Measure an appropriate volume of each liquid, e.g. to make it more stable. 2. Add a few drops of indicator and put the conical flask on a 25 cm3. 2. Measure an appropriate volume of the solution, white tile. 3. Place one of the liquids in a polystyrene cup. e.g. 25 cm3. 3. Fill the burette with acid and note the starting volume. 4. Record the temperature of the solution. 3. Measure an appropriate mass of the solid, or 4. Slowly add the acid from the burette to the alkali in the 5. Add the second solution and record the highest or select a suitable sized piece of metal. conical flask, swirling to mix. lowest temperature obtained. 4. Place the solution in a polystyrene cup. 5. Stop adding the acid when the end-point is reached (when 6. Change your independent variable and repeat the 5. Record the temperature of the solution. the indicator first permanently changes colour). Note the experiment. Your independent variable could be 6. Add the solid and record the highest or lowest final volume reading. the concentration of one of the reactants, or the temperature obtained. 6. Repeat steps 1 to 5 until you get concordant titres. More type of acid/alkali being used, or the type of 7. Change your independent variable and repeat the metal/metal carbonate being used. accurate results are obtained if acid is added drop by drop experiment. Your independent variable could be the surface area of the solid, or the type of acid near to the end-point. being used, or the type of metal being used.

22 C6 — Rates Of Reaction Science - Chemistry Required Practical C8 – Chemical Analysis (inc. Chemistry only) CYCLE 1 YEAR 11

C6 Rates of reaction C8 Chromatography – Investigate the composition of inks

Aims Aim To investigate the effect of changing the temperature on the rate of a reaction. To investigate how paper chromatography can separate and tell the difference between coloured substances.

Sodium thiosulphate solution reacts with dilute hydrochloric acid: Method sodium thiosulphate + hydrochloric acid → sodium chloride + water + sulphur dioxide + sulphur 1. draw a pencil line across the chromatography paper, 1 - 2 cm from the bottom 2. use a pipette or capillary tube to add small spots of each ink to the line on the paper Na2S2O3(s) + 2HCl(aq) → 2NaCl(aq) + H2O(l) + SO2(g) + S(s) The sulphur forms a cloudy yellow-white precipitate during the reaction. The time taken for this to achieve a 3. place the paper into a container with a suitable solvent in the bottom given cloudiness provides a way to measure the reaction time. 4. allow the solvent to move through the paper, but remove the chromatogram before it reaches the top 5. allow the chromatogram to dry, then measure the distance travelled by each spot and by the solvent Method 1. Using a measuring cylinder, add 50 cm3 of dilute sodium thiosulphate solution to a conical flask. Analysis

2. Place the conical flask on a piece of paper with a black cross drawn on it. Calculate the Rf value of each spot: Rf = Distance travelled by substance 3. Using a different measuring cylinder, add 10 cm3 of dilute hydrochloric acid to the conical flask. Distance travelled by solvent Immediately swirl the flask to mix its contents, and start a stop clock. C8 Ion tests – identify the ions in unknown salts 4. Look down through the reaction mixture. When the cross can no longer be seen, record the time on the Methods stop clock. Flame tests 5. Measure and record the temperature of the reaction mixture, and clean the apparatus as directed by a teacher. Carry out a flame test using a wire loop, soaked wooden splints or spray bottle. 6. Repeat steps 1 to 5 Hydroxide precipitates tests with different starting Add a few drops of dilute sodium hydroxide solution. Observe and record the colour of any precipitate formed. temperatures of sodium Test for carbonate ions thiosulphate solution. Add a few drops of dilute hydrochloric acid. Bubbles are produced if carbonate ions are present. To confirm that the gas is carbon dioxide - limewater turns milky/cloudy. Test for sulphate ions Add a few drops of dilute hydrochloric acid, then a few drops of barium chloride solution. A white precipitate forms if sulphate ions are present. Test for halide ions Add a few drops of dilute nitric acid, then a few drops of silver nitrate solution. Observe and record the colour of any precipitate formed.

23 Science - Physics Required Practical P6 — Waves (inc. Separate Physics only) CYCLE 1 YEAR 11

P6 Reflection and refraction P6 Waves – measure the frequency, wavelength and speed of waves.

Aim of the experiment Method (Ripple tank) To investigate the reflection of light by different types of 1. Set up the ripple tank as shown in the diagram with surface, and the refraction of light by different substances. about 5 cm depth of water. 2. Adjust the height of the wooden rod so that it just Method touches the surface of the water. 1. Set up a ray box, slit and lens so that a narrow ray of light is 3. Switch on the lamp and motor and adjust until low produced. frequency waves can be clearly observed. 2. Place a 30 centimetre (cm) ruler near the middle of a piece 4. Measure the length of a number of waves then divide of plain A3 paper. Draw a straight line parallel to its longer by the number of waves to record wavelength. It may sides. Use a protractor to draw a second line at right angles be more practical to take a photograph of the card to this line. Label this line with an ‘N’ for ‘normal’. with the ruler and take measurements from the still 3. Place the longest side of a rectangular acrylic polymer block picture. against the first line. With the normal near the middle of 5. Count the number of waves passing a point in ten seconds then divide by ten to record frequency. the block, carefully draw around the block without moving 6. Calculate the speed of the waves using: wave speed = frequency × wavelength [v = f λ]. it. 4. Use the ray box to shine a ray of light at the point where the normal meets the block. This is the incident ray. Method (String) 5. The angle between the normal and the incident ray is called the angle of incidence. Move the ray box or paper 1. Attach a string or cord to a vibration generator and to change the angle of incidence. The aim is to see a clear ray reflected from the surface of the block and use a 200 gram (g) hanging mass and pulley to pull the another clear ray leaving the opposite face of the block. string taut as shown in the diagram. Place a wooden 6. Using a pencil on the paper, mark the path of: bridge under the string near the pulley. 1. the incident ray with a cross 2. Switch on the vibration generator and adjust the 2. the reflected ray with a cross wooden bridge until stationary waves can be clearly 3. the ray that leaves the block with two crosses - one near the block and the other further away observed. 7. Remove the block. Join the crosses to show the paths of the light rays. 3. Measure the length of as many half wavelengths (loops) as possible, divide by the number of half 8. Repeat steps 2 to 7 for a rectangular glass block. wavelengths (loops). This is half the wavelength, doubling this gives the wavelength. 9. Measure the angle of incidence, angle of refraction and angle of reflection for each block. 4. The frequency is the frequency of the power supply. 5. Calculate the speed of the waves using: wave speed = frequency × wavelength [v = f λ].

P6 Infrared radiation – Investigate the amount of infrared radiation absorbed or radiated by a surface. Method Alternative method 1. Place a Leslie cube (a metal cube with four different types of surface) on a heat-resistant 1. Measure 10am3 of cold water using a measuring cylinder and pour into a black mat. Fill it, almost to the top, with boiling water and replace the lid. painted test tube. Repeat for a white painted test tube and one wrapped in 2. Leave for one minute. This is to enable the surfaces to heat up to the temperature of the aluminium foil. water. 2. Place the bulb 5-10cm away from the test tubes, and switch it on. 3. Use the infrared detector to measure the intensity of infrared radiation emitted from 3. Take the temperature of the water, and start the stopwatch. each surface, or the temperature of the surface. Make sure that the detector is the same 4. After 2 minutes, take the temperature of the water again and record. Repeat distance from each surface for each reading. this every 2 minutes up to 10 minutes.

24 Science - Separate Biology (only) B6 — Inheritance, Variation And Evolution CYCLE 1 YEAR 11

1. Advantages of sexual and asexual Reproduction 3. Cloning Advantages of sexual reproduction: Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for • produces variation in the offspring preserving rare plant species or commercially in nurseries. • if the environment changes variation gives a survival advantage by natural selection Cuttings: a simple method used by gardeners to produce many identical new plants from a parent plant. • natural selection can be sped up by humans in selective breeding to increase food production. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then Advantages of asexual reproduction: transplanting the identical embryos into host mothers. • only one parent needed Adult cell cloning: • more time and energy efficient as do not need to find a mate • The nucleus is removed from an unfertilised egg cell. • faster than sexual reproduction • The nucleus from an adult body cell, such as a skin cell, is inserted into the egg cell. • many identical offspring can be produced when conditions are favourable. • An electric shock stimulates the egg cell to divide to form an embryo. Some organisms reproduce by both methods depending on the circumstances. • These embryo cells contain the same genetic information as the adult skin cell. • Malarial parasites reproduce asexually in the human host, but sexually in the mosquito. • Once developed into a ball of cells, it is inserted into the womb of an adult female to continue its development. • Many fungi reproduce asexually by spores but also reproduce sexually to give variation. 4. Theory of evolution • Many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or After observations of geology and fossils, Charles Darwin proposed the theory of evolution by natural selection. bulb division such as daffodils. • Individual organisms within a particular species show a wide range of variation for a characteristic. 2. DNA structure • Individuals with characteristics most suited to the environment are more likely to survive to breed successfully. DNA is a polymer made from four different nucleotides. Each nucleotide consists of a common sugar and • The characteristics that have enabled these individuals to survive are then passed on to the next generation. phosphate group with one of four different bases attached to the sugar. DNA contains four bases, A, C, G and T. A The theory of evolution by natural selection was only gradually accepted because: sequence of three bases is the code for a particular amino acid. The order of bases controls the order in which • the theory challenged the idea that God made all the animals and plants that live on Earth amino acids are assembled to produce a particular protein. • there was insufficient evidence at the time the theory was published to convince many scientists The long strands of DNA consist of alternating sugar and phosphate sections. Attached to each sugar is one of the • the mechanism of inheritance and variation was not known until 50 years after the theory was published. four bases. The DNA polymer is made up of repeating nucleotide units. Other theories, including that of Jean-Baptiste Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in most cases this inheritance cannot occur. In the complementary strands a C is always linked to a G on the opposite strand and a T to an A. A change in DNA structure may result in a change in the protein synthesised by a gene. 5. Speciation Proteins are synthesised on ribosomes, according to a template. Carrier molecules bring specific amino acids to Alfred Russell Wallace proposed the theory of evolution by natural selection. He published joint writings with add to the growing protein chain in the correct order. Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year. When the protein chain is complete it folds up to form a unique shape. This unique shape enables the proteins to Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current do their job as enzymes, hormones or forming structures in the body such as collagen. understanding of the theory of speciation. Mutations occur continuously. Most do not alter the protein, or only alter it slightly so that its appearance or 6. Development of genetics function is not changed. A few mutations code for an altered protein with a different shape. An enzyme may no In the 1850’s Gregor Mendel carried out breeding experiments on plants. One of his observations was that the longer fit the substrate binding site or a structural protein may lose its strength. inheritance of each characteristic is determined by ‘units’ that are passed on to descendants unchanged. Not all parts of DNA code for proteins. Non-coding parts of DNA can switch genes on and off, so variations in these In the early 20th century it was observed that chromosomes and Mendel’s ‘units’ behaved in similar ways. This areas of DNA may affect how genes are expressed. led to the idea that the ‘units’, now called genes, were located on chromosomes.

25 Science - Separate Biology (only) B7 — Ecology CYCLE 1 YEAR 11

1. Decomposition 3. Food security

The rate of decay of biological material is affected by three main factors: temperature, water and availability of Food security is having enough food to feed a population. oxygen. Biological factors which are threatening food security include: Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The • the increasing birth rate has threatened food security in some countries compost produced is used as a natural fertiliser for growing garden plants or crops. • changing diets in developed countries means scarce food resources are transported around the world Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel. • new pests and pathogens that affect farming 2. Impact of environmental change • environmental changes that affect food production, such as widespread famine occurring in some Environmental changes affect the distribution of species in an ecosystem. countries if rains fail These changes include: • the cost of agricultural inputs • temperature • conflicts that have arisen in some parts of the world which affect the availability of water or food. • availability of water Sustainable methods must be found to feed all people on Earth. • composition of atmospheric gases. 4. Farming The changes may be seasonal, geographic or caused by human interaction. 3. Trophic Levels The efficiency of food production can be improved by restricting energy transfer from food animals to the environment. This can be done by limiting their movement (often caging animals) and by controlling the Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are temperature of their surroundings. numbered subsequently according to how far the organism is along the food chain. Some animals are fed high protein foods to increase growth. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. 5. Sustainable fisheries Level 3: Carnivores that eat herbivores are called secondary consumers. Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues Level 4: Carnivores that eat other carnivores are called tertiary consumers. or certain species may disappear altogether in some areas. Apex predators are carnivores with no predators. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small sustainable level. soluble food molecules then diffuse into the microorganism. Pyramids of biomass can be constructed to represent the 6. Biotechnology relative amount of biomass in each level of a food chain. Modern biotechnology techniques enable large quantities of microorganisms to be cultured for food. Trophic level 1 is at the bottom of the pyramid. The fungus Fusarium is useful for producing mycoprotein, a protein-rich food suitable for vegetarians. The fungus Producers (mostly plants and algae) transfer about 1 % of the incident energy from light for photosynthesis. is grown on glucose syrup, in aerobic conditions, and the biomass is harvested and purified. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: A genetically modified bacterium produces human insulin. When harvested and purified this is used to treat • not all the ingested material is absorbed, some is egested as faeces people with diabetes. • some material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. GM crops could provide more food or food with an improved nutritional value such as golden rice. • large amounts of glucose are used in respiration.

26 Science - Separate Physics (only) & RP P5 — Forces CYCLE 1 YEAR 11

1. Moments, levers and gears REQUIRED PRACTICAL – F = ma The turning effect of a force is called the moment of the force. 1. Use the ruler to measure intervals on the bench and draw straight lines or place tape across the bench at Moment of a force (in Nm) = force (in N) x perpendicular distance from the pivot (in m) [M = Fd] these intervals. If an object is balanced, the total clockwise moment about a pivot equals the total anticlockwise moment about 2. Attach the bench pulley to the end of the bench. that pivot. 3. Tie a length of string to the toy car or trolley. Pass the string over the pulley and attach the weight stack to Levers or gears can be used to transmit the rotational forces. the other end of the string. 2. Pressure in fluids 4. Make sure the string is horizontal and is in line with the toy car or trolley. A fluid can be either a liquid or a gas. 5. Hold the toy car or trolley at the start point. Pressure at the surface of a liquid can be calculated by; 6. Attach the full weight stack (1.0 N) to the end of the string. Pressure (in Pa) = force normal to the surface (in N) / area of that surface (in m2) [p = F/A] 7. Release the toy car or trolley at the same time as you start the stopwatch, press the stop watch (lap mode) The pressure due to a column of liquid can be calculated by; at each measured interval on the bench and for the final time at 100 cm. Pressure (in Pa) = height of the column (in m) x density of the liquid (in kg/m3) x gravitational field strength (in 8. Record the results in the table. N/kg) [p =hρg] 9. Repeat steps 5−8 for decreasing weights on the stack for example, 0.8 N, 0.6 N, 0.4 N, 0.2 N. Make sure you A partially (or totally) submerged object experiences a greater pressure on the bottom surface than on the top place the masses that you remove from the weight stack onto the top of the car each time you decrease the surface. This creates a resultant force upwards. This force is called the upthrust. weight. 3. Atmospheric pressure Air molecules colliding with a surface create atmospheric pressure. The number of air molecules (and so the weight of air) above a surface decreases as the height of the surface above ground level increases. So as height increases there is always less air above a surface than there is at a lower height. So atmospheric pressure Remember: decreases with an increase in height. F = ma 4. Momentum When a force acts on a moving object a change in momentum occurs. F = m∆v/∆t (where m∆v is the change in momentum) REQUIRED PRACTICAL – Force and extension (Hooke’s Law) 1. Set up your apparatus as in the diagram making sure that the ruler is vertical. 2. Measure the length of the spring with no masses attached – this is the length of the unstretched spring. Record this reading in your results table. 3. Carefully hook the base of the weight stack onto the bottom of the spring. This weighs 1.0 newton (1.0 N). Remember: Ee = ½ ke2 Don’t forget that the mass added will have to be converted to Newtons. 4. Take a reading on the ruler – this is the length of the spring when a force of 1.0 N is applied to it. and F = ke 5. Add further weights. Measure and record the length of the spring each time. 6. Calculate the extension for each weight and record it on the table.

27 Science - Separate Physics P6 — WAVES (Separate Physics only) CYCLE 1 YEAR 11

1. Movement across boundaries 3. Electromagnetic spectrum Waves can be reflected at the boundary between two different materials. A lens forms an image by refracting light. In a convex lens, parallel rays of light are brought to a focus at the principal focus. The distance from the lens to the principal focus is called the focal length. Waves can also be absorbed or transmitted at the boundary between two different materials. The image produced by a convex lens can be either real or virtual. Sound waves can travel through solids causing vibrations in the solid. The image produced by a concave lens is always virtual. Within the ear, sound waves cause the ear drum and other parts to vibrate which causes the sensation of sound. The magnification produced by a lens can be calculated using the equation: This restricts human hearing to between 20Hz and 20kHz. magnification = image height / object height Differences in velocity, absorption and reflection between different types of wave in solids and liquids can be used In ray diagrams a convex lens will be represented by: A concave lens will be represented by: both for detection and exploration of structures which are hidden from direct sight. Ultrasound waves have a frequency higher than 20kHz. They are partially reflected between two different media. This allows ultrasound 4. Visible light waves to be used for medical imaging. Reflection from a smooth surface in a single direction is called specular reflection, whereas, reflection from a 2. Using waves rough surface causes scattering: this is called diffuse reflection. Seismic waves are produced by earthquakes. Colour filters absorb certain wavelengths (and colour) and transmit others The colour of an opaque object is determined by which wavelengths of light are more strongly reflected. Those P-waves are longitudinal seismic waves and can travel at different speeds through solids and liquids. that are not reflected are absorbed. If all wavelengths are reflected equally the object appears white. If all S-waves are transverse (side-to-side) seismic waves and cannot travel through liquids. wavelengths are absorbed the objects appears black. Objects that transmit light are either transparent or translucent. P- and S-waves provide evidence of the structure and the size of Earth’s core and where earthquakes originate. 5. Black body radiation Echo sounding, using high frequency sound waves is used to detect objects in deep water and measure water All bodies (objects), no matter what temperature, emit and absorb infrared radiation. The hotter the body, the depth. more infrared radiation it radiates in a given time. A perfect black body is an object that absorbs all of the radiation incident on it. A black body does not reflect or transmit any radiation. Since a good absorber is also a good emitter, a perfect black body would be the best possible emitter.

A body at constant temperature absorbs radiation at the same rate as it is emitting radiation. Its temperature increases when radiation is absorbed faster than it is emitted.

The temperature of Earth depends on many factors including: the absorption and emission of radiation and the reflection of radiation into space.

28 29 30 Science - Trilogy Biology B6 — Inheritance, Variation And Evolution CYCLE 1 YEAR 11

1. Sexual reproduction Asexual Reproduction 5. Inherited disorders: disorders that are caused by a faulty allele which can be passed on to Two organisms One organism a individuals offspring Offspring genetically different to parents Offspring genetically identical to parents – a clone Cystic Fibrosis Polydactyly Fusion of male and female gametes (egg and Inherited disorder of the cell membranes and Inherited disorder where a baby is born with an extra No fusion of gametes and no mixing of chromosomes sperm) during fertilisation causes the body to produce sticky mucus in air finger. passages. Caused by dominant allele. Genetic variation No genetic variation Caused by recessive allele Can be inherited if only one parent has the defective allele. e.g. sperm and egg cells in animals e.g. unicellular bacteria Both parents must be carriers or have the Parent that has defective allele will also have the pollen and egg cells in plants disorder for a child to have the disorder. condition. Asexual reproduction happens by mitosis. An ordinary cell makes a new cell by dividing into two. Sexual reproduction occurs by meiosis. This process involves two cell divisions and cells have half the number of 6. Genetic Inheritance chromosomes. Gametes Sex cells (egg cell and sperm cell) 2. Meiosis Allele Different forms of the same gene Dominant This allele is always expressed, only one copy needed Cells in reproductive organs divide by meiosis and form gametes. Recessive This allele only expressed if two copies are present. Meiosis is a type of cell division where the cell divides twice to form haploid cells. Homozygous When two alleles present are the same XX Four gametes are produced each with only a single set of chromosomes. Each of the gametes is genetically different to the other as the chromosomes all get half, at random. Heterozygous When two alleles are different XY The alleles you have inherited 3. Genome: entire set of genetic material in an organism Genotype Phenotype Physical feature that is observable The whole human genome has been studied and has great importance for medicines’ future. Sex determination: body cells have 23 pairs of chromosomes, 22 control characteristics. 1 pair controls sex. Allows research for genes linked to different types of diseases Female sex chromosomes are (XX) Male sex chromosomes are (XY) Understanding and treatment of inherited disorders 7. Variation: the differences between individuals Use in tracing migration patterns from the past Genetic variation: determined by the genes inherited from your parents Environmental variation: determined by the surroundings & things that may happen to us 4. Chromosomes, DNA, Genes and proteins Mutation: a change in an organism’s DNA causing a gene to be altered DNA – Genetic material in the nucleus of a cell, determine characteristics 8. Evolution theory: All todays species have evolved from simple life forms that started to DNA is a polymer, and made of two strands coiled to form a double helix develop 3 billion years ago Speciation: occurs when populations of a species change and can not interbreed Chromosomes – Contain DNA and usually come in pairs Extinction: when no living individuals of a species remain Gene – Small section of DNA on a chromosome Selective breeding: artificial selection of plants/animals with the best characteristics Genetic Engineering: transfer of a gene from one organism to another for a characteristic Protein – A sequence of amino acids Classification: Sorting organisms into groups

31 Science - Trilogy Biology B7 — Ecology CYCLE 1 YEAR 11

1. Communities 5. Natural recycling All materials in the living world are recycled to provide the building blocks for future organisms. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in their environment. To survive and reproduce, organisms require a supply of materials from their surroundings photosynthesis. and from the other living organisms there. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is Plants in a community or habitat often compete with each other for light and space, and for water and mineral continuously evaporated and precipitated. ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If 6. Biodiversity one species is removed it can affect the whole community. This is interdependence. A stable community is one Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem. where all the species and environmental factors are in balance so that population sizes remain fairly constant. A great biodiversity ensures the stability of ecosystems by reducing the dependence of one species on another for food, shelter and the maintenance of the physical environment. 2. Abiotic factors Biotic factors The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human Abiotic (non-living) factors which can affect a community are: Biotic (living) factors which can affect a activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. • light intensity community are: 7. Human impact on Earth • temperature • availability of food Rapid growth in the human population and an increase in the standard of living mean that more resources are • moisture levels • new predators arriving used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution • soil pH and mineral content • new pathogens will be caused. Pollution kills plants and animals which can reduce biodiversity. Pollution can occur: • wind intensity and direction • one species outcompeting another so • in water, from sewage, fertiliser or toxic chemicals • carbon dioxide levels for plants the numbers are no longer sufficient to • in air, from smoke and acidic gases • oxygen levels for aquatic animals. breed. • on land, from landfill and from toxic chemicals. 3. Adaptations Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. dumping waste. The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the These adaptations may be structural, behavioural or functional. area of this habitat and thus the variety of different plant, animal and microorganism species that live there Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt (biodiversity). The decay or burning of the peat also releases carbon dioxide into the atmosphere. concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles. Large-scale deforestation in tropical areas has occurred to: • provide land for cattle and rice fields 4. Levels of organisation • grow crops for biofuels. Photosynthetic organisms are the producers of biomass for life on Earth. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’. Feeding relationships within a community can be shown by food chains. All food chains begin with a producer Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. ecosystems and biodiversity. These include: Quadrat: square frame that enclose a known area, used by biologists. • breeding programmes for endangered species Transect: lines used to find out how organisms are distributed across an area. • protection and regeneration of rare habitats Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then • reintroduction of hedgerows in agricultural areas where farmers grow only one type of crop tertiary consumers. Consumers that kill and eat other animals are predators, and those eaten are prey. In a • reduction of deforestation and carbon dioxide emissions by some governments stable community the numbers of predators and prey rise and fall in cycles. • recycling resources rather than dumping waste in landfill.

32 Science - Trilogy Chemistry C4 — Chemical Changes (inc. Separate Chemistry only) CYCLE 1 YEAR 11

1. Reactivity series 3. Acids and alkalis Metal Reactivity Acids produce hydrogen ions (H+) in aqueous solutions. Metals react with oxygen to produce metal Aqueous solutions of alkalis contain hydroxide ions (OH–). Potassium Very oxides. The reactions are oxidation reactions The pH scale, from 0 to 14, is a measure of the acidity (06) or alkalinity (814) of a solution, and can be Sodium React reactive because the metals gain oxygen. with measured using universal indicator or a pH probe. A solution with pH 7 is neutral. Lithium In neutralisation reactions between an acid and an alkali, H+ react with OH– to produce water (H O). When metals react with other substances the water 2 Calcium metal atoms form positive ions. The volumes of acid and alkali solutions that react with each other can be measured by titration using a suitable indicator. Metals can be arranged as a reactivity series in Magnesium A strong acid (Hydrochloric, nitric, sulphuric acid) is completely ionised in aqueous solution. A weak acid (ethanoic, citric and order of how readily they react with other React carbonic acid) is only partially ionised in aqueous solution. The stronger an acid, the lower the pH. As the pH substances. Aluminium with acid decreases by one unit, the hydrogen ion concentration of the solution increases by a factor of 10. React Some metals react with acids to produce salts Carbon with 4. Electrolysis and hydrogen. Zinc oxygen When an ionic compound is melted or dissolved in water, the ions are free to move about within the liquid or A more reactive metal can displace a less reactive Iron solution. These liquids and solutions are able to conduct electricity and are called electrolytes. metal from a compound. Tin Passing an electric current through electrolytes causes the ions to move to the electrodes. Positively charged ions move to the negative electrode (the cathode), and negatively charged ions move to the positive electrode (the Unreactive metals such as gold are found in the Lead anode). Ions are discharged at the electrodes producing elements. This process is called electrolysis. Earth as the metal itself but most metals are When a simple ionic compound (e.g. lead bromide) is electrolysed in the molten state using inert electrodes, the found as compounds that require chemical Hydrogen metal (lead) is produced at the cathode and the non-metal (bromine) is produced at the anode. reactions to extract the metal. Copper 5. Using electrolysis to extract metals Metals less reactive than carbon can be extracted Metals can be extracted from molten compounds using electrolysis. Electrolysis is used if the metal is too reactive Silver from their oxides by reduction with carbon. Very to be extracted by reduction with carbon or if the metal reacts with carbon. Large amounts of energy are used in the extraction process to melt the compounds and to produce the electrical current. Reduction involves the loss of oxygen. unreacti Gold ve Aluminium is manufactured by the electrolysis of a molten mixture of aluminium oxide and cryolite using carbon as the positive electrode (anode). 2. Reactions of acids 6. Electrolysis of aqueous solutions and half equations Acids react with some metals to produce salts and hydrogen. The ions discharged when an aqueous solution is electrolysed using inert electrodes depend on the relative Acids are neutralised by alkalis (e.g. soluble metal hydroxides) and bases (e.g. insoluble metal hydroxides and reactivity of the elements involved. metal oxides) to produce salts and water, and by metal carbonates to produce salts, water and carbon dioxide. At the negative electrode (cathode), hydrogen is produced if the metal is more reactive than hydrogen. + -  Acid + Alkali  Salt + Water Sulphuric acid + Copper oxide  Copper sulphate + Water The positively charged hydrogen ions are reduced by gaining an electron [2H + 2e H2]. At the positive electrode (anode), oxygen is produced unless the solution contains halide ions when the halogen The particular salt produced in any reaction between an acid and a base or alkali depends on: - - is produced. The hydroxide ions are oxidised and lose electrons. [4OH  O2 + 2H2O + 4e ]. • the acid used (hydrochloric acid produces chlorides, nitric acid produces nitrates, sulphuric acid produces This happens because in the aqueous solution water molecules break down producing hydrogen ions and sulphates) hydroxide ions that are discharged. • the positive ions in the base, alkali or carbonate. N.B. OILRIG – Oxidation is the loss of electrons and reduction is the gain of electrons.

33 Science - Trilogy Chemistry C7 — Organic Chemistry (inc. Separate Chemistry only) CYCLE 1 YEAR 11

1. Crude oil and hydrocarbons 2. Cracking and alkenes (Separate Chemistry only) A hydrocarbon is a molecule made up of hydrogen and carbon atoms, only. Alkenes are hydrocarbons with carbon=carbon double bond and have the general formula, CnH2n. Crude oil is a mixture of different length hydrocarbon chains. Key alkenes – Ethene, propene and butene. Most of the hydrocarbons in crude oil are called alkanes and have the general formula, CnH2n+2. Alkenes are unsaturated because they contain at least two fewer hydrogen atoms than an alkane. Key alkanes – Methane, ethane, propane and butane.

Ethane could be represented as; C2H6, or 3. Alcohol and Carboxylic acid

Alcohols contain the functional group –OH and have the general formula, CnH2n+1OH. The hydrocarbon chains in crude oil can be separated into fractions, with similar numbers of carbon atoms, by Key alcohols – Methanol, ethanol, propanol and butanol. fractional distillation. Alcohol can be produced through anaerobic fermentation with yeast; Glucose  Ethanol + carbon dioxide Fractional distillation works by heating and evaporating the crude oil and then condensing the fractions depending on the boiling points. Carboxylic acids have the functional group –COOH and have the general formula, CnH2n+1COOH. Fractions include; petrol, diesel, kerosene and fuel oil. Key carboxylic acids – Methanoic acid, ethanoic acid, propanoic acid and butanoic acid. They can also be used to produce solvents, lubricants, polymers and detergents. Carboxylic acids react with carbonates, dissolve in water and react with alcohols. Long hydrocarbon molecules Short hydrocarbon molecules Carboxylic acids are weak acids because only a small proportion of molecules ionise. Difficult to ignite Easy to ignite (flammable) 4. Synthetic and naturally occurring polymers Difficult to pour (viscous) Easy to pour Alkenes can be used to make polymers, such as poly(ethene) and poly(propane) by addition polymerisation. In High melting point Low melting point these reactions small molecules (monomers) join to form very large molecules (polymers). Lower demand Higher demand (more useful) e.g. ethane  poly(ethene) The combustion of hydrocarbon fuels releases energy. During complete combustion, carbon and hydrogen are oxidised to produces carbon dioxide and water. e.g. Propane + Oxygen  Carbon dioxide + water  C3H8 + 5O2 3CO2 + 4H2O Condensation polymerisation involves monomers with two functional groups joining together. When they do, 2. Cracking and alkenes water is released, hence condensation reaction. Hydrocarbons can be broken down to produce smaller, more useful, molecules by cracking. Amino acids have different functional groups. Amino acids react by condensation polymerisation to produce polypeptides. Cracking can be done by catalytic cracking or steam cracking. e.g. Glycine (H2NCH2COOH) polymerises to -(HNCH2COO)- and H2O Cracking produces shorter alkanes (often used for fuels) and alkenes (can produce polymers). DNA is a very large molecule that codes for living organisms and viruses. DNA is made of two polymer chains in a Alkenes (C=C) are more reactive and will react with bromine water to go from orange to colourless. double helix. Alkenes combust similarly to alkanes but tend to burn with smoky flames due to incomplete combustion. Polymer Monomer Examples of Alkenes react with hydrogen, water and halogens to split the double bond to form singe carbon-carbon bonds. Protein  Amino acid monomers linked to e.g. Ethene + bromine  Dibromoethane Starch  Glucose the polymers formed Cellulose  Glucose C2H4 + Br2  C2H4Br2

34 Science - Trilogy Chemistry C8 — Chemical Analysis (inc. Separate Chemistry only) CYCLE 1 YEAR 11

1. Pure substances and mixtures 4. Tests for positive ions Pure substances can be compounds or elements, but they contain only one substance. An impure Some metal ions (including most Group 1 and 2 cations) can be identified in their compounds using substance is a mixture of two or more different elements or compounds. flame tests. Pure elements and compounds melt and boil at specific temperatures, and these fixed points can be used to identify them. • Lithium compounds result in a crimson flame Melting point and boiling point data can be used to distinguish pure substances (specific fixed points) • Sodium compounds result in a yellow flame from mixtures (that melt or boil over a range of temperatures). • Potassium compounds result in a lilac flame Formulations are useful mixtures made up in definite proportions, designed to give a product the best • Calcium compounds result in a orange-red flame properties possible to carry out its function. e.g. fuels, cleaning agents, paints, medicines, fertilisers. • Copper compounds result in a green flame 2. Chromatograms Sodium hydroxide solution can be used to identify metal ions that form insoluble hydroxides in Chromatography can be used to separate mixtures and help identify substances. precipitation reactions. The ratio of the distance moved by a compound (centre of the spot from the origin) to the distance Solutions of copper (II) ions – blue, iron (II) ions – green, and iron (III) ions – brown form coloured moved by the solvent can be given as its Rf value. precipitates when sodium hydroxide solution is added. R values can be measured and matched against databases to identify specific substances. f 5. Rate of Reaction Graphs Rf = distance moved by substance distance moved by solvent You identify carbonates by adding dilute acid, which produces carbon dioxide gas. The gas turns The compounds in a mixture may separate into different spots but a pure compound will produce a limewater milky (cloudy). single spot. You identify halides by adding nitric acid, then silver nitrate solution. This produces a precipitate of 3. Testing for gases silver halide (chloride = white, bromide = cream, iodide = yellow). The test for hydrogen uses a burning splint held at the open end of a test tube of the gas. Hydrogen You identify sulphates by adding hydrochloric acid, then barium chloride solution. This produces a burns rapidly with a ‘squeaky pop’ sound. white precipitate of barium The test for oxygen uses a glowing splint held inserted into a test tube of the gas. The splint relights in 6. Instrumental analysis oxygen. Modern instrumental techniques provide fast, accurate, and sensitive ways of analysing chemical The test for carbon dioxide uses an aqueous solution of calcium hydroxide (limewater). When carbon substances. dioxide is shaken or bubbled through limewater the limewater turns milky (cloudy). Flame emission spectroscopy is an example of an instrumental method.

The test for chlorine uses litmus paper. When damp litmus paper is put into chlorine gas the litmus This method will tell us which metal ions are present from their characteristic line spectra, and also the paper is bleached and turns white. concentration of the metal ions in a solution.

35 Science - Trilogy Chemistry C9 — Chemistry Of The Atmosphere CYCLE 1 YEAR 11

1. The composition and evolution of the Earth's atmosphere 2. Carbon dioxide and methane as greenhouse gases The proportions of different gases in the atmosphere Greenhouse gases For 200 million years, the proportions of different gases in the atmosphere have been much the same as they Greenhouse gases in the atmosphere maintain temperatures on Earth high enough to support life. Water vapour, are today: carbon dioxide and methane are greenhouse gases. • about four-fifths (approximately 80%) nitrogen Human activities which contribute to an increase in greenhouse gases in the atmosphere • about one-fifth (approximately 20%) oxygen • small proportions of various other gases, including carbon dioxide, water vapour and noble gases. Some human activities increase the amounts of greenhouse gases in the atmosphere. These include: • carbon dioxide form combustion The Earth's early atmosphere • methane (from cattle production and rice growing). Theories about what was in the Earth’s early atmosphere and how the atmosphere was formed have changed Based on peer-reviewed evidence, many scientists believe that human activities will cause the temperature of the and developed over time. Evidence for the early atmosphere is limited because of the time scale of 4.6 billion Earth’s atmosphere to increase at the surface and that this will result in global climate change. years. However, it is difficult to model such complex systems climate change. This leads to simplified models, speculation One theory suggests that during the first billion years of the Earth’s existence there was intense volcanic activity and opinions presented in the media that may be based on only parts of the evidence and may be biased. that released gases that formed the early atmosphere and water vapour that condensed to form the oceans. At the start of this period the Earth’s atmosphere may have been like the atmospheres of Mars and Venus today, Global climate change consisting of mainly carbon dioxide with little or no oxygen gas. An increase in average global temperature is a major cause of climate change. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small There are several potential effects of global climate change. proportions of methane and ammonia. The carbon footprint and its reduction When the oceans formed carbon dioxide dissolved in the water and carbonates were precipitated producing The carbon footprint is the total amount of carbon dioxide and other greenhouse gases emitted over the full life sediments, reducing the amount of carbon dioxide in the atmosphere. cycle of a product, service or event. How oxygen increased The carbon footprint can be reduced by reducing emissions of carbon dioxide and methane. Algae and plants produced the oxygen that is now in the atmosphere by photosynthesis, which can be represented by the equation: 3. Atmospheric pollutants The combustion of fuels is a major source of atmospheric pollutants. Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulphur. Algae first produced oxygen about 2.7 billion years ago and soon after this oxygen appeared in the atmosphere. The gases released into the atmosphere when a fuel is burned may include carbon dioxide, water vapour, carbon Over the next billion years plants evolved and the percentage of oxygen gradually increased to a level that monoxide, sulphur dioxide and oxides of nitrogen. Solid particles and unburned hydrocarbons may also be enabled animals to evolve. released that form particulates in the atmosphere. How carbon dioxide decreased Carbon monoxide is a toxic gas. It is colourless and odourless and so is not easily detected. Algae and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis. Sulphur dioxide and oxides of nitrogen cause respiratory problems in humans and cause acid rain. Carbon dioxide was also decreased by the formation of sedimentary rocks and fossil fuels that contain carbon. Particulates cause global dimming and health problems for humans.

36 Science - Trilogy Physics P5 — Forces CYCLE 1 YEAR 11

1. Forces and their interactions 4. Continued Scalar quantities have magnitude only. Vector quantities have magnitude and an associated direction. From a distance-time graph; A vector quantity may be represented by an arrow. The length of the arrow shows the magnitude, and the Speed can be calculated from the gradient. Acceleration can be calculated by drawing a tangent and measuring direction of the arrow the direction of the vector quantity. the gradient at that time. A force is a push or pull that acts on an object. Force is a vector quantity. Acceleration (in m/s2) = change in velocity (in m/s) / time taken (in s) [a = ∆v/t] All forces between objects are either: From a velocity-time graph; contact forces – the objects are physically touching, e.g. friction, air resistance, tension & normal contact force. The acceleration can be calculated from the gradient. non-contact forces – the objects are physically separated, e.g. gravitational, electrostatic & magnetic forces. The distance travelled can be calculated from the area under the graph. Weight is the force acting on an object due to gravity. Acceleration can also be calculated from; Weight (in N) = mass (in kg) x gravitational field strength (in N/kg) [W = mg] (final velocity2 (in m/s)) – (initial velocity2 (in m/s)) = 2 x acceleration (in m/s2) x distance (in m) [v2 – u2 = 2as] Weight acts through an objects centre of mass. An object falling has an acceleration of about 9.8m/s2 due to the force of gravity. Resultant force is a single force which replaces a number of forces and has the same effect. Eventually a falling object will have a resultant force of zero. This is its terminal velocity. 2. Work done and energy transfer 5. Newton’s Laws When a force causes an object to move work is done. Newton’s First Law: Work done (in J) = force (in N) x distance moved (in m) [W = Fs] If the resultant force acting on an object is zero and: One joule of work is when a force of one newton causes a displacement of one metre (so 1J ≡ 1Nm). • the object is stationary, the object remains stationary Work done against the friction causes a rise in temperature. • the object is moving, the object continues to move at the same speed and in the same direction. Newton’s Second Law: 3. Forces and elasticity The acceleration of an object is proportional to the resultant force acting on the object, and inversely Forces can lead to the stretching, bending or compressing of an object. For this to happen, more than one force proportional to the mass of the object. has to be applied. resultant force (in N) = mass (in kg) × acceleration (in m/s2) [F = ma] Hooke’s Law – the extension of an elastic object is directly proportional to the force applied, up until the elastic Newton’s Third Law: limit is reached. (Where, Extension = length – original length) Whenever two objects interact, the forces they exert on each other are equal and opposite. Force (in N) = spring constant (in N/m) x extension (in m) [F = ke] The stopping distance of a vehicle is the sum of the distance the vehicle travels during the driver’s reaction time 2 2 Elastic potential (in J) = ½ x spring constant (in N/m) x (extension) (in m) [Ee = ½ ke ] (thinking distance) and the distance it travels under the braking force (braking distance). For a given braking 4. Forces and motion force the greater the speed of the vehicle, the greater the stopping distance. Reaction times may be affected by tiredness, drugs and alcohol. Distance is how far an object moves. It does not involve a direction, so it is a scalar quantity. Braking distance may be affected by weather conditions and poor condition of the vehicle. Displacement includes both the distance and the direction; and is a vector quantity. Weather conditions include wet and icy roads. Vehicle issues include worn brakes and tyres. Speed does not involve direction and is a scalar quantity. The greater the braking force the greater the heating effect on the brakes. Typical values may be taken as: walking ̴ 1.5 m/s running ̴ 3 m/s cycling ̴ 6 m/s. For an object moving at constant speed; Distance travelled (in m) = speed (in m/s) x time (in s) [s = vt] 6. Momentum Velocity is both the speed and direction of an object, and is a vector quantity. Momentum (in kg m/s) = mass (in kg) x velocity (in m/s) [p = mv] Motion in a circle involves constant speed but changing velocity. Total momentum before an event ≡ total momentum after the event. This is called conservation of momentum.

37 Science - Trilogy Physics P6 — Waves CYCLE 1 YEAR 11

1. Waves in air fluids and solids 3. Properties of electromagnetic waves Waves may be either transverse or longitudinal. Rough, black surfaces – are the best emitters and absorbers of infrared radiation. In longitudinal waves, vibrations are parallel to the wave motion, e.g. sound waves or ultrasound. Shiny, silver surfaces – are the worst emitters and absorbers of infrared radiation. In transverse waves, vibrations are perpendicular to the wave motion, e.g. water ripples or EM spectrum. Radio waves can be produced by oscillations in electrical circuits. When radio waves are absorbed they may Amplitude: height of a wave from the centre to the top. create an alternating current with the same frequency as the radio wave itself. Wavelength: distance from a point on one wave to the equivalent point on the next wave, ideally, peak to peak, measured in metres (m). Changes in atoms and the nuclei of 4. Refraction of waves atoms can result in electromagnetic Frequency: the number of waves passing a point each second, measured in Hertz (Hz). Refraction is waves being generated or absorbed. Period = 1 / frequency [T = 1 / f] due to the The wave speed is the speed at which the energy is transferred (or the wave moves) through the medium. difference in Radiation dose (in sieverts) is a measure velocity of the Wave speed (in m/s) = frequency (in Hertz, Hz) x wavelength (in metres, m) [v = fλ] or of the risk of harm resulting from an waves in Speed (in m/s) = distance (in metres) / time (in seconds) [s = d / t] exposure of the body to the radiation. different 2. Electromagnetic spectrum [1000 millisieverts (mSv) = 1 sievert (Sv)] media. Electromagnetic waves are transverse waves that transfer 5. Uses, applications and dangers of electromagnetic waves energy from the source of the Type of wave Uses Dangers waves to an absorber. TV Can penetrate the body and heat Radio waves Electromagnetic waves all travel Radio human body cells at the same velocity through a Heating food, mobile phones, satellite Possible link to brain tumours via Microwaves vacuum (space) or air. communications mobile phones (no evidence yet) Our eyes can only detect visible Heating, Night vision (infrared camera) Infrared Skin burns light. Remote controls The colours of visible light are: Visible light To see, fibre optics communications None • Red • Orange Tanning salons, detect forged bank Skin cancer (mutations), premature Ultraviolet • Yellow notes, energy efficient lamps aging, cataracts • Green Detecting broken bones X-rays Ionising radiation can cause • Blue Airport security mutations and cancer • Indigo Treating cancer Gamma rays • Violet Sterilising food

38 Geography The Changing Economic World CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn

1 What is development? 4 Variations in the level of development Development is an improvement in living standards through better use of resources. LICs Poorest countries in the world. GNI per capita is low and most citizens have a low standard of living.

Economic This is progress in economic growth through levels of industrialisation and NEEs These countries are getting richer as their economy is progressing from the primary industry to the secondary use of technology. industry. Greater exports leads to better wages. Social This is an improvement in people’s standard of living. For example, clean HICs These countries are wealthy with a high GNI per capita and standards of living. These countries can spend money on water and electricity. services.

Environmental This involves advances in the management and protection of the Causes of uneven development environment. Development is globally uneven with most HICs located in Europe, North America and Oceania. Most NEEs are in Asia and South 2 Measuring development America, whilst most LICs are in Africa. Remember, development can also vary within countries too. These are used to compare and understand a country’s level of development. 5 Physical factors affecting uneven development Economic indictors examples Natural Resources Natural Hazards Employment type The proportion of the population working in primary, secondary, tertiary and • Fuel sources such as oil. • Risk of tectonic hazards. quaternary industries. • Minerals and metals for fuel. • Benefits from volcanic material and floodwater. Gross Domestic Product per capita This is the total value of goods and services produced in a country per person, • Availability for timber. • Frequent hazards undermines redevelopment. • Access to safe water. per year. Climate Location/Terrain Gross National Income per capita An average of gross national income per person, per year in US dollars. • Reliability of rainfall to benefit farming. • Landlocked countries may find trade difficulties. Social indicators examples • Extreme climates limit industry and affects health. • Mountainous terrain makes farming difficult. Infant mortality The number of children who die before reaching 1 per 1000 babies born. • Climate can attract tourists. • Scenery attracts tourists. Literacy rate The percentage of population over the age of 15 who can read and write. 6 Human factors affecting uneven development Life expectancy The average lifespan of someone born in that country. Aid Trade Mixed indicators • Aid can help some countries develop key projects for • Countries that export more than they import have a trade infrastructure faster. surplus. This can improve the national economy. Human Development Index (HDI) A number that uses life expectancy, education level and income per • Aid can improve services such as schools, hospitals and roads. • Having good trade relationships. person. • Too much reliance on aid might stop other trade links becoming • Trading goods and services is more profitable than raw established. materials. 3 The Demographic Transition Model Education Health The demographic STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5 • Education creates a skilled workforce meaning more goods and • Lack of clean water and poor healthcare means a large number transition model BR Low Rapidly Slowly services are produced. of people suffer from diseases. (DTM) shows High DR Declining falling Low DR Falling • Educated people earn more money, meaning they also pay • People who are ill cannot work so there is little contribution to population High BR DR DR Low BR DR more taxes. This money can help develop the country in the the economy. change over Steady Very Low BR Zero Low BR High High Negative future. • More money on healthcare means less spent on development. time. It studies how birth rate Politics History and death rate e.g. e.g. e.g. • Corruption in local and national governments. • Colonialism has helped Europe develop, but slowed down affect the total e.g. India e.g. UK population of a Tribes Kenya Japan • The stability of the government can effect the country’s ability development in many other countries. country. to trade. • Countries that went through industrialisation a while ago, have • Ability of the country to invest into services and infrastructure. now develop further.

39 G e o gra p hy The Changing Ec onomic World CYCLE 1 YEA R 1 1

Qui z K ey K now l edg e to l ea r n Qui z K ey K now l edg e to l ea r n 11. Case Study: Economic Development in Nigeria 7 Consequences of Uneven Development 10 Levels of development are different in different countries. This uneven development has consequences for countries, especially in Location & Importance wealth, health and migration. Nigeria is a NEE in West Africa. Nigeria is just north of the Equator and experiences a range of environments. Wealth People in more developed countries have higher incomes than less developed countries. Nigeria is the most populous and economically powerful country Better healthcare means that people in more developed countries live longer than those in less developed in Africa. Economic growth has been base on oil exports. Health countries. Influences upon Nigeria's development If nearby countries have higher levels of development or are secure, people will move to seek better Migration Political Social opportunities and standard of living. Suffered instability with a civil war between 1967-1970. Nigeria is a multi-cultural, multi-faith society. 8 Reducing the Global Development Gap From 1999, the country become stable with free and fair Although mostly a strength, diversity has caused regional Foreign-direct investment elections.Stability has encouraged global investment from China conflicts from groups such as the Boko Haram terrorists. Microfinance Loans This is when one country buys property or infrastructure in and USA. This involves people in LICs receiving smalls loans from another country. traditional banks. Cultural Industrial Structures + Leads to better access to finance, technology & expertise. + Loans enable people to begin their own businesses Nigeria’s diversity has created rich and varied artistic culture. Once mainly based on agriculture, 50% of its economy is now - Investment can come with strings attached that country’s will - Its not clear they can reduce poverty at a large scale. The country has a rich music, literacy and film industry (i.e. manufacturing and services. need to comply with. Nollywood). A thriving manufacturing industry is increasing foreign Debt Relief Aid A successful national football side. investment and employment opportunities. This is when a country’s debt is cancelled or interest rates are This is given by one country to another as money or resources. The role of TNCs Changing Relationships lowered. + Improve literacy rates, building dams, improving agriculture. + Means more money can be spent on development. TNCs such as Shell have played an important role in its economy. Nigeria plays a leading role with the African Union and UN. - Can be wasted by corrupt governments or they can become too - Locals might not always get a say. Some aid can be tied under + Investment has increased employment and income. Growing links with China with huge investment in infrastructure. reliant on aid. condition from donor country. - Profits move to HICs. Main import includes petrol from the EU, cars from Brazil and - Many oil spills have damaged fragile environments. phones from China. Fair trade Technology This is a movement where farmers get a fair price for the goods Includes tools, machines and affordable equipment that Environmental Impacts Aid & Debt relief produced. improve quality of life. The 2008/09 oil spills devastated swamps and its ecosystems. + Receives $5billion per year in aid. + Paid fairly so they can develop schools & health centres. + Renewable energy is less expensive and polluting. Industry has caused toxic chemicals to be discharged in open + Aid groups (ActionAid) have improved health centres, provided -Only a tiny proportion of the extra money reaches producers. - Requires initial investment and skills in operating technology sewers - risking human health. anti-mosquito nets and helped to protect people against 80% of forest have been cut down. This also increases CO² AIDS/HIV. 9 CS: Reducing the Development Gap In Jamaica emissions. - Some aid fails to reach the people who need it due to Location and Background corruption. Effects of Economic Development Jamaica is a LIC island nation part of the Caribbean. Location Life expectancy has increased from 46 to 53 years. 64% have access to safe water. makes Jamaica an attractive place for visitors to explore the Typical schooling years has increased from 7 to 9. tropical blue seas, skies and palm filled sandy beaches 12 Case Study: Economic Change in the UK Tourist economy Multiplier effect The UK has one of the largest economies in the world. The UK has huge political, economic and -In 2015, 2.12 million visited. -Jobs from tourism have meant more money has been spent in cultural influences. The UK is highly regarded for its fairness and tolerance. The UK has global -Tourism contributes 27% of GDP and will increase to 38% by shops and other businesses. transport links i.e. Heathrow and the Eurostar. 2025. -Government has invested in infrastructure to support tourism. -130,000 jobs rely on tourism. -New sewage treatment plants have reduced pollution. Causes of Economic Change Towards Post-Industrial -Global recession 2008 caused a decline in tourism. Now tourism is beginning to recover. De-industrialisation and the decline of the UK’s The quaternary industry has increased, whilst industrial base. secondary has decreased. Development Problems Globalisation has meant many industries have Numbers in primary and tertiary industry has moved overseas, where labour costs are lower. stayed the steady. - Tourists do not always spend much money outside their resorts. Infrastructure improvements have not spread to the whole Government investing in supporting vital Big increase in professional and technical jobs. island. Many people in Jamaica still live in poor quality housing and lack basic services such as healthcare. businesses.

40 G e o gra p hy The Changing Ec onomic World CYCLE 1 YEA R 1 1

Quiz Key Knowledge to learn

13 C a mb r i d ge Sci en ce Pa r k A majo r qua ternary indus try o n the o uts kirts . G o o d trans po rt acces s to the A14 and M11. A g ood loc a tion for sourcing highly educ a ted w orker s from Cambridg e Univ er sity. Sta ff bene fit fro m a ttrac tiv e w orking c onditions. Attracts cl u sters o f rela ted high-tech businesses. Ch an ge to a Ru ral Lan d sc ap e - South Cambridg eshir e Cambridg e is one of the fas te st gr owing cities in the UK. Curr ent popula tion is 155,000 but will incr ease to 175,000 b y 2026. Soci a l Ec on omi c Ri s i n g h ou s e p r i ces h ave c au s ed ten s io n s in v illages . La ck of a f ford a b l e h ou s i n g fo r lo c al f irst t ime b u y e rs . V illages are unpopula ted durin g the day c aus ing loss of Sales o f farmlan d has incr eased rural unemplo yment. identity. I n flux o f po o r mig rants puts pressures o n lo c al s erv ices . Res ent ment towar ds p oor mi g ra nt c ommu n i t i es.

I mp ro vement s to Tra n s p or t UK North/South Divide A £15 billion ‘Road Impr o v ement Stra te gy’. T h is w ill - Wages are l ower in the N o rth. involve 10 ne w roads and 1,600 extra lanes. - Healt h is better in the So uth. £50 billion HS2 railw ay to impro ve c o nnectio ns be tween - Educ a tio n is worse in the N o rth. ke y U K cit ies . + T h e g o vern ment is aimin g to s u p p o rt a Northern £18 billion o n Hea thro w’s c o ntro vers ial thir d runw ay. Power h ou s e p ro j ect to res o l ve reg i o n a l d i fferen ces . U K h as many lar g e ports fo r impo rting and expo rting + M o re d e vol vi n g of p owers to d is ad vantaged reg io n s . g oods.

41 Geography Human and Physical Fieldwork CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn Human Fieldwork title – Has the Broadway regeneration project in Bradford had a positive impact on the local area? Describing, analyzing, and explaining fieldwork data. 1 4 Analysis of results. The environmental quality score for Kirkgate was -6, Ivegate +5 whilst Broadway scored the highest with +11. Risk Assessment Risk Assessment Severity 1-5 (1 Reducing the risk Most pedestrians were counted at the Broadway with 111 over 5 minutes, 56 at Ivegate and the lowest count, 28, was recorded at being the lowest) Kirkgate. The field sketch recorded a shop occupancy, mixed use developments and pedestrianised streets at Broadway whilst Slipping on wet 3 Wearing sensible footwear like trainers with a grip and Kirkgate recorded a sketch of empty shops, fewer bins and only part pedestrianised streets. pavements wellington boots with a rubber sole Links between data sets. When we compare the environmental quality survey with the pedestrian count there appears to be a Getting lost in 4 Small groups and to stay with teacher at all times. To be link between the data sets. We can see where the environmental quality is low at Kirkgate, the pedestrian count is also low. For Bradford city centre present with group throughout example, Kirkgate scored the lowest pedestrian count at 28 and equally scored the lowest environmental score at -6. From this Traffic on roads 3 Use the crossings and always wait for a member of staff to alone we can begin to draw conclusions that urban areas in neglect do not have a positive impact on the city. lead the group Anomalies in data set. Looking at the environmental quality survey, The Broadway did score low in open space. This is an Abduction 3 Listening carefully to teachers instructions and always be in anomaly as it scored high in the other three areas buildings, traffic and general quality. The Broadway is a large mixed use the group. Visit only Kirkgate, Ivegate and the Broadway. development comprising of gyms, shops, restaurants and cinemas making urban greening and open space difficult to achieve. This is a characteristic of city centers like Bradford. Selecting, measuring and recording data appropriate to the chosen enquiry 2 Our sampling method – We used a stratified sampling technique- when a proportionate number of measurements are taken from Reaching a conclusion each “group” e.g. urban wards. This was good because it meant each area was tested against the same criteria – in this case our 5 Conclusions - The higher pedestrian counts were recorded in areas of regeneration (The Broadway). Therefore, based on this environmental survey provided the categories we would test in each of the three areas in Bradford, eg scoring levels of graffiti to study I can accept the question that the Broadway regeneration project has indeed had a positive effect on the local area. Unlike judging levels of greenery. Kirkgate where people are less likely to visit areas of low quality, The Broadway scored high meaning people are more likely to Method – what did we do? At Kirkgate, Ivegate and the Broadway we took three measurements. These were 1. Environmental spend time here. Kirkgate scored -6 in the environmental quality whilst Broadway scored +11. As a result of this and when we quality survey 2. Pedestrian count. 3. Field Sketch compare data sets there were 111 pedestrians counted at the Broadway compared to only 28 in Kirkgate. I can conclude people What we did at each site and sampling techniques:- Environmental Quality Survey – Rated areas of attractiveness. We rated +2for are attracted to the Broadway as people would prefer to shop, visit and stay in an area which scores highly in safety, greenery and good quality to -2 poor quality. We rated levels of attractiveness on 4 areas, quality of buildings, quality of traffic, quality of open less traffic compared to Kirkgate which scored significantly less in these areas and recorded a lower pedestrian count. space and overall general quality. This was a subjective survey based on our own opinions on what we would rate attractiveness. Were the conclusions reliable? The conclusions reached do help us answer the question, has the Broadway regeneration project For example, we each scored separately using our own views on what we thought was a high score and what each was a low in Bradford had a positive impact on the local area? However, the people we counted may not have all been people using the score. Pedestrian Count – Counted the numbers of pedestrians in Kirkgate, Ivegate and the Broadway over 5 minutes. We used a tally Broadway. It might be that this was a busier area simply because it was closer to the city centre with more buses, transport and chart to record our data making this method quick to complete. Field Sketch – sketched and annotated features of land use. This train stations increasing the volumes of people counted. It might also be that if we went at another day of the week or another including drawing buildings, banks, green space, bins and anything else which would provide a visual representation. time of day, our results would be different again. It might be that later in the day Kirkgate is busier with pedestrians than the Justifying our methods. Why are we doing this? We could use our data to compare the attractiveness of Kirkgate, Ivegate and the Broadway. This would mean our conclusions would in fact be different meaning we be less likely to accept our research question. Broadway – this meant that we could produce a visual bi polar chart and determine which areas were of better quality. The pedestrian counts allowed us to judge which of the three areas were most popular. We could use our pedestrian count and environmental quality survey together to look for patterns. We found out in our conclusion that the busiest areas scored the highest Evaluating our enquiry in the environmental quality survey. This meant we could use both sets of data to draw conclusions. Linking data this way helps 6 support our conclusions. Strengths of enquiry Weaknesses of enquiry Improvements to enquiry Selecting appropriate ways of processing and presenting fieldwork data Bi-Polar Charts Comparing environmental The environmental quality survey was Use a class average to make the environmental 3 Strengths - Can compare Kirkgate, Ivegate and Broadway easily; Easy to construct; Shows positive and negative quality survey with pedestrian subjective. This meant it was only based on quality survey more objective. This would mean trends for example Kirkgate shows a negative trend whilst Broadway shows a positive trend; Can be compared with easily with counts showed that one opinion and therefore what one person that the results are objective and would address other data collected like the pedestrian count and the construction of the pie chart. regeneration does in fact scored the Broadway for example may be any anomalies in the data set caused by Weaknesses - Range only extends from +2 to -2. This makes the range of data small and more difficult to draw reliable conclusions. have a positive impact on the different to someone else. This means the inaccuracies of mis judged opinions on their Pie Charts local area. results can never be entirely accurate. interpretation of ‘attractiveness’ Strengths – Summarises a large data set; Can be used to compare data easily from the environmental quality survey. Pedestrian counts were under The study was completed in December on an Complete the study again. Use an average Weaknesses – Actual Pedestrian count is not shown; Does not show patterns or trends or show changes over time. controlled conditions. People early Wednesday morning. This meant that number of pedestrians from counts from more Why did we choose a bi polar graph and pie chart to display our results? in vehicles were not counted lots of people counted may have been than one day and at different times of the day. Bi –polar graph – we could illustrate our environmental quality survey and it allowed us to compare which areas scored highly and whilst we set a time limit of 5 pedestrians going to work and not actually For example, repeat the study on a weekend to which areas scored low. It is a visual comparison with the Broadway clearly scoring highest in all areas. A bi polar graph allows us to minutes at each site to record using the Broadway to enjoy and relax. This include those people out shopping and not just show negative scores unlike a normal bar chart. the numbers of people that meant people may have been using the those out working. Pie chart – Used to show the proportion of all people counted and which of the three areas were most popular. The Pie charts passed. Broadway to pass through rather than showed that there were a greater proportion of people counted at the Broadway. actually using the space to shop or visit.

42 Geography Human and Physical Fieldwork CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 7 Physical Fieldwork Title: How does river discharge change downstream? 10 Describing, analyzing, and explaining fieldwork data. Describing the data – Why did we choose Red Beck? Close to school meaning we could repeat the study if we needed Red Beck is a shallow The data shows a positive correlation. What I mean here is that my scatter graph shows a relationship between two river making it practical and safe to carry out a river study in large numbers. However, Only one location was used, variables, distance downstream and total discharge. As one increases, so does the other. This fits with the theory this means just because discharge increases downstream at Red Beck does not mean it will be the same elsewhere. expressed by Bradshaw that discharge does in fact increase downstream. My scatter graph shows that discharge Risk Assessment Severity 1-5 (1 being the lowest) Reducing the risk Risk Assessment increases from the source by 0.14 cubic meters per second. There is therefore a link between these two data sets, Slipping on uneven 3 Wearing sensible footwear like trainers with a grip terrain and wellington boots with a rubber sole. distance downstream and total discharge. Drowning in the 4 Maximum two students in the river at any one time. Explaining my results – River Choosing a location with a shallow depth. I can answer my research question by saying that discharge does increase downstream. Discharge increases due to Traffic on country 3 Look both ways and only to cross when a member of tributaries along the course of Red Beck increasing discharge downstream.I can also say that surface run off across the roads staff is present. draining basin contributes to more water in the channel downstream. However, there are anomalies in my data set. Hypothermia 3 Wear sensible clothes and bring a spare pair of socks These could be because my data collection methods might need improving. Using a ping pong ball meant that it got and trainers afterwards. stuck at 200m, 500m, 900m and 1200m. The ping ball also got stuck on the outside bend at these places making data 8 Selecting, measuring and recording data appropriate to the chosen enquiry collection and my scatter graph difficult to interpret as correct. There are 3 types of sampling technique we use in field work: Evaluating our data presentation Random sampling-when each member of the population is equally likely to be included in the sample e.g. use a There are advantages to displaying the results the way we did (see the other side of this page to read up the random number generator. advantages of using a scatter graph) Alternatively, we could have used Spearman’s Rank to display our results. This is Systematic sampling-measurements are taken at regular intervals, e.g. every 5th person who walks past or every an improved way to show a correlation between two data sets. Spearman’s Rank might have been better because – 50m along a beach/river. This is what we did at Red Beck It is a statistical test and will show whether the relationship between the data sets are significant (and can be Stratified sampling- when a proportionate number of measurements are taken from each “group” e.g. urban wards believed) or in fact the results are by chance and therefore can be rejected. Method – what did we do? 15 sample sites were selected at regular (100m) intervals along the course of Red Beck • Spearman’s Rank also takes account of any outliers (anomalies) in deciding whether a data set can be accepted or covering a distance of 1.6 km. This is an example of systematic sampling. We started close to the source of the river rejected. and worked our way downstream. Reaching a conclusion What we did at each site and sampling techniques: 11 1. Channel width measured in metres (water’s edge to water’s edge). Were the conclusion reliable? Our data set answers the question that discharge does in fact increase further downstream. However, we must be 2. Channel depth readings (m) taken at 10 regular intervals from left bank to right bank, facing downstream. aware that this study would need to be repeated again to gain more accurate results. We would need to repeat this at 3. Velocity (m/s) measured using ‘float and timer method’ over a 5 metre stretch. This was repeated 5 times at each different times of the year to ensure what we found out in December is the same as say July or August. On the whole, cross section so that an average (mean) could be calculated. the results do show a positive correlation for Red Beck. However, this might not be the same for all other rivers. We Justifying our methods. Why are we doing this? would need to study other rivers elsewhere to see if the pattern fits. We need to answer the question, How does river discharge change downstream? To work out river discharge this we must work out 1. the area of the channel and 2. mean velocity. These allowed us to then work out river discharge. 12 Evaluating our Enquiry 9 Why did we choose a scatter graph to display our Strengths of enquiry Weaknesses of enquiry Improvements to enquiry results? A scatter graph allows us to show two variables, so in this Distance downstream and Discharge at Redbeck – 1. The river we chose was within 1. The float and timer method only 1. We could have used a flow meter case we can easily display distance downstream on the X Scatter graph shows a positive correlation – as 20 minute’s drive from school so measured surface velocity and the ping which would have measured the axis whilst the second variable (discharge) can easily be distance downstream increases so does discharge we could easily complete the pong ball could have been blown by the velocity at the fastest point of flow, just represented on the Y axis. fieldwork within daylight hours wind as it’s very light under the surface Scatter graphs provide the opportunity to show a pattern 2. The method we used was easy 2. We only measured 1Km of river due 2. We could have used more sites on a between data sets – in our case we could test to see for all students to replicate to time constraints longer stretch of the river to see if the whether river discharge does in fact downstream. We trends continued can use a line of best fit to show this pattern. 3. The presentation techniques 4. We only studied a few aspects of 4. We could have studied other aspects Thirdly, we can easily identify anomalies in our data set. used enabled us to transform the Bradshaw’s model (discharge) due to of Bradshaw’s model e.g. channel We can use these to show any weaknesses in our data data into graphs to see patterns time constraints roughness, wetted perimeter etc collection or investigate further why these are present. easily

43 Geography Natural Hazards CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 1 What are Natural Hazards? 4 Effects of Tectonic Hazards Natural hazards are physical events such as earthquakes and volcanoes that have the potential to do Primary effects happen immediately. Secondary effects happen as a result of the primary effects and damage humans and property. Hazards include tectonic hazards, tropical storms and forest fires. are therefore often slightly later.

What affects hazard risk?

 Population growth  Global climate change  Deforestation  Wealth - LICs are particularly at risk as they do not have the money to protect themselves

2 Structure of the Earth The earth has 4 layers  The inner core  The outer core  The mantle  The crust

5 Responses to Tectonic Hazards

The crust is split into major fragments called tectonic plates. There are 2 types: Oceanic (thin and younger but dense) and Continental (old and thicker but less dense)

These plates move and where they meet you get tectonic activity (volcanoes and earthquakes). 3 Volcanoes and earthquakes

6 Preparing for a tectonic hazard Monitoring – Seismometers measure earth movement. Volcanoes give off gases Prediction – by observing monitoring data, this can allow evacuation before an event Protection – Reinforced buildings and making building foundations that absorb movement. Automatic shut offs for gas and electricity Planning – Avoid building in at risk areas. Training for emergency services and planned evacuation routes and drills.

44 Geography Natural Hazards CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 7 An event example of the effects and responses - Nepal Earthquake (LIC) 10 Sequence of a Tropical storm 2015 1. Air is heated above warm tropical oceans Epicentre was Barpak, 80 km (50 miles) northwest of the capital, Kathmandu. 2. Air rises under low pressure conditions 7.8 on Richter scale. 3. Strong winds form as rising air draws in more air and moisture causing torrential rain Destructive plate margin. Indo-Australian plate is colliding with the Eurasian plate at a rate of 45mm per year. 4. Air spins due to Coriolis effect around a calm eye of the storm 5. Cold air sinks in the eye so it is clear and dry 6. Heat is given off as it cools powering the storm Primary Effects – 9,000 people killed; 17,000 people injured, and 25 hospitals destroyed 7. On meeting land, it loses source of heat and moisture so loses power Secondary Effects – Earthquake triggered an avalanche killing tourists on Mount Everest; Rice seed stores in homes were destroyed; tourism industry affected Preparing for a Tropical Storm Immediate Responses – Red Cross provided 225,000 tents; Helicopters rescued people from mountainous regions; Prediction – Monitoring wind patterns allows path to be predicted. Use of satellites to monitor path to allow evacuation. 500,000 people migrated from Kathmandu to seek shelter Planning – Avoid building in high risk areas; Emergency drills; Evacuation routes Long term responses – 7,000 schools were rebuilt; stricter building controls on new housing; Mountain Everest region Protection – Reinforced buildings and stilts to make safe from floodwater; Flood defences e.g. Levees and sea walls reopened again for tourists. Typhoon Haiyan, Philippines, Category 5 storm, Winds reach 170 mph 8 An event example of the effects and responses - L’Aquila Earthquake (HIC) 11 L’Aquila Earthquake in Italy occurred on the 6th April 2009 and It reached 5.8 on the richter scale. The earthquake occurred on Primary Effects – 6, 300 people killed; 600,000 people displaced; 40,000 homes destroyed; 30,000 fishing boats a destructive boundary between the African and Eurasian plate. destroyed; 400mm rain caused severe flooding Primary Effects – 300 people killed; 1,500 were injured; 67,500 were made homeless; 15,000 buildings collapsed Secondary Effects – 14 million people affected; 6 million lost their income; landslides and blocked roads; power supply was cut off for a month in some areas; ferry and airport services were disrupted for weeks Secondary Effects – A landslide and mudflow caused by a burst water pipe near the town of Pagenio; Students of L'Aquila University has decreased; Lack of housing for all residents meant house prices and rents increased Immediate Responses – Aid agencies sent water, food and shelter aid; US sent in helicopters and search and rescue Immediate Responses – Hotels provided shelter for 10,000 people and 40,000 tents were given out; Italian Red Cross was searching teams; UK government sent shelter kits. for survivors; The Italian Post Office offered free mobile calls and raised donations Long term responses – The UN and countries such as the UK sent financial support; re-Buidling of major roads , Long term responses – Students were given free public transport and were exempt from university fees for bridges and airports; 'Cash for work' programme set up – people were paid to help clear roads etc; Oxfam sent three years; 6 scientists were found guilty of manslaughter as they had not predicted the earthquake replacement fishing boats.

9 Global Atmospheric Circulation and Distribution of tropical storms At the equator, the sun’s rays are most 12 Extreme weather in the UK concentrated. This means it is hotter. This UK weather is getting more extreme due to climate change. Temperatures are more extreme, and rain is more one fact causes global atmospheric frequent and intense leading to more flooding events. Since 1980, average temperature has increased by 1 degree circulation at different latitudes. and winter rainfall has increased. High pressure = dry ow pressure = wet Rain – can cause flooding damaging homes and businesses Snow and ice – causes injuries and disruption to schools and businesses. Destroys farm crops. As the air heats it rises – causing low Hail – causes damage to property and crops pressure. As it cools, it sinks, causing high Drought – limited water supply. Can damage crops pressure. Winds move from high pressure to low pressure. They curve because of the Wind – damage to property and damage to trees potentially leading to injury Coriolis effect (the turning of the Earth). Thunderstorms – lightening can cause fires or even death Heat waves – causes breathing difficulties and can disrupt travel. Tropical Storms occur in low latitudes between 5 and 30 degrees north and south 13 Cumbria Floods, 2009 of the equator. Ocean temperature needs to Social effects Economic Effects Environmental Effects be above 27 degrees. They happen between summer and autumn.  Pc Bill Barker was killed when a bride in  Many businesses had to close and did not  Debris from the River Cocker and River Workington collapsed. open for months after, losing valuable Derwent destroyed 6 bridges  1,500 homes were flooded. income from Christmas tourism  Landslides were triggered  Hundreds of trees torn down

45 Geography Physical Landscapes in the UK CYCLE 1 YEAR 11

Week Key Knowledge to learn Week Key Knowledge to learn Water Cycle key terms 1 4 Lower course of a river – Formation of Floodplains and Levees Precipitation – Moisture falling from clouds as rain, snow or hail. Near the river's mouth, the river widens further and becomes flatter. Material Interception – Vegetation prevent water reaching the ground. transported is deposited. Surface Runoff – Water flowing over surface of the land into rivers When a river floods, fine silt/alluvium is deposited on the valley floor. Closer to Infiltration – Water absorbed into the soil from the ground. the river's banks, the heavier materials build up to form natural levees. Transpiration – Water lost through leaves of plants The positives: 2 Upper Course of a river  Nutrient rich soil makes it ideal for farming. Near the source. The river flows over steep gradient from the hill/mountains. This gives the  Flat land for building houses river a lot of energy, so it will erode the riverbed vertically to form narrow valleys.

5 River Management Schemes Soft Engineering Afforestation – Plant trees to soak up rainwater, which reduces flood risk. Demountable Flood Barriers – Put in place when warning is raised. Managed Flooding – Naturally let areas flood, protect settlements. Hard Engineering 3 Middle Course of a river – Formation of Meanders and Ox-bow Lakes Straightening Channel – Increases velocity to remove flood water Here the gradient gets gentler, so the water has less energy and moves more slowly. The river Artificial levees – heightens river so flood water is contained will begin to erode laterally making the river wide. Deepening or widening river – to increase capacity for a flood

6 Flood Hydrographs and River Discharge River discharge is the volume of water that flows in a river. Hydrographs who discharge at a certain point in a river changes overtime in relation to rainfall

1. Peak discharge – is the discharge in a period of time 2. Lag time – is the delay between peak rainfall and peak discharge. 3. Rising limb – is the increase in river discharge 4. Falling limb – is the decrease in river discharge to normal level.

46 Geography Physical Landscapes in the UK CYCLE 1 YEAR 11

Week Key Knowledge to learn Week Key Knowledge to learn 7 Coasts - Waves Destructive 10 Coasts - Erosion Features Deposition Wave-cut Platform Formation Speed of the wind, how long the wind has being • High waves, short wavelengths, storms Features 1.Features of concordant and blowing for, the fetch (the distance the wind has • Exposed areas / destroys beaches / winter Headlands and Bays discordant coastlines being blowing for). • Weak swash / strong backwash (taking material 1.Features of a discordant coastline. 2.Waves break against the base of the cliff and Constructive back) 2.Layers of hard and soft rock at right angles erosion (Hydraulic Action and Attrition) occurs Low waves, long wavelengths, far storms to the coast causing a notch to form between the low and high • Bays / build up beaches / mainly summer 3.Erosion (Hydraulic Action) erodes the softer tide level • Strong swash (material brought up the beach) / less resistant material more quickly 3.The notch becomes bigger overtime weak backwash 4.The erosion causes a bay to form overtime 4.The cliff becomes weaker at the top due to 8 Coasts - Physical Processes Mass Movement 5.At either side of the bay the hard rock freeze-thaw weathering Weathering Processes • Sliding: material on mass moves downslope layers stick out into the sea and become 5.The cliff becomes undercut and collapses with • Chemical: chemical reaction with rocks • Slumping: material moves in a straight path subject to erosion mass movement (land slide or rock fall) • Mechanical: freeze-thaw (FTW) >water gets into • Rock fall: rocks fall off cliff face due to FTW. 6.The headlands will be eroded overtime 6.The cliff face is steepened and a wave cut cracks > drop in temp. > freeze > expand > rock Erosion 7.The process repeats platform is created (where the cliff used to be) cracks • Hydraulic Action: sheer force of the water 7.The process repeats overtime Transportation: • Attrition: rocks collide with rocks / sea bed 11 Coasts - Hard Engineering • Solution: particles dissolved are carried in water • Abrasion: rocks rub against sea bed All found at Hornsea: • Suspension: particles carried within the water • Solution: rocks dissolve in water • Sea Walls Concrete wall adjacent to the cliffs >made of concrete and have a curved top >base • Saltation: particles hop along sea floor of wall absorbs wave energy / top deflects energy , (+) sense of security, last for many years, • Traction: large boulders roll along sea floor strong , (-) £5,000 a metre, ugly to look at • Groynes: Wood structures at 90⁰ to the coastline, trap sediment >beach build up > absorb wave 9 Coasts - Longshore Drift Formation of a Spit Movement of Sediment Along a Coastline 1.Sand or shingle ridge formed by long-shore drift energy, (+)windbreaks, stops long-shore drift, £5,000 each, (-) restrict sediment supply down • Prevailing wind (direction where the wind is 2.Longshore drift transports sand along the coast the coast and can increase erosion rates blowing from the most often) causes waves to (material is carried up the beach in the swash at • Rock Armor: Large boulders in a row >absorbs wave energy (+) £1,000 a metre, quick and easy arrive at the coast at an angle an angle due to the prevailing wind and back in to complete, (-) makes access to the beach difficult, rocks imported and inflates the costs. • Beach material moves up in the swash at an angle the backwash at a right angle 12 Coasts - Soft Engineering • Gravity causes the waves and sediment to return 3.There is a change in the shape of the coastline Found at Hornsea: to the beach at 90⁰ in the backwash 4.Long shore drift continues to occur and material • Beach nourishment: Adding sand to the beach  more wave energy absorbed • This repeats in a zig zag motion along the beach builds up with a spit growing out to sea • (+) wider beach means more room for users protects coastal properties, (-) costs £300,000 to • A natural feature such as a headland or a man- 5.The spit is exposed to a change in wave direction hire a dredger, needs to be repeated made groyne can stop the material moving and causing a curved / hooked end • Beach profiling: Increasing beach height increases erosion protection from the cliffs  more cause it to build up 6.A saltmarsh and or mudflats form behind the energy absorbed spit due to the low energy depositional • (+) protects a large area of land environment • (-) bulldozers restrict access to the beach, £200,000 a year Found at Bridlington: • Sand Dune Regeneration: Marram grass can stabilize sand dunes which act as a natural buffer between the and sea • (+) sand dunes protect land, small planting projects use volunteer labour (-) has to be checked using twice a year, sand dunes change naturally

47 Geography Resource Management CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 1 The Significance of food water and energy to economic and social well being 4 Food Resource Management – The control and monitoring of resources so they The growing demand • Used to be seasonally and locally sourced. Now eat globally • High value products are five times the price of similar products e.g. Madagascan don't become depleted or exhausted for high value food sourced foods all year vanilla, gourmet coffee Resources are key for human wellbeing. They lead to social and economic experts from LICs and • In 2013 47% of UK food was imported • Positive impacts: jobs and wages for those in LICs, more tax income leads to a benefits which all increase the standard of living. all year demands for • More disposable income and increased demand for greater better quality of life Food – Calories provide energy; availability depends on climate, soil and level seasonal food and choice • Negative impacts: less land for locals, high water use and exposure to chemicals organic produce • Can’t grow all foods I the UK and foods can only be grown at • Organic: no pesticides or fertilisers used. Since the 1990s there has been an of technology; Malnourishment means disease and death; It can also lead to certain times increase in demand. Worth £2 billion a year. underperforming at school which decreases economic wellbeing in life; More than 1 billion people are malnourished; 2 billion are undernourished (poor Larger carbon footprints • Grown more cheaply elsewhere • Food miles travelled by UK food imports is 18.8 billion due to the increased • Production and transport lead to carbon footprint • 68% of food imported is from within the EU, 32% from the rest of the world diet); obesity is an issue in some areas number of food miles • 17% of the UK’s carbon footprint is due to food • Push now for buying local and having an allotment Water – Used for survival, wellbeing, food production and industry; we need travelled • Tomatoes have less of a carbon footprint being grown in Spain clean safe water otherwise we can get stuck in a cycle of poverty. and imported to the UK than if we grew them in the UK Energy – Traditionally we get energy from oil, coat and wood; There are many A trend towards • Agribusiness is a farm run as a business with the main aim being • Big impacts on the environment as often heavy use of pesticides and fertilisers different sources; It is used for production, heating, transport and for water agribusiness profit • East Anglia has a lot of agribusiness supply e.g. wells 5 Water An overview of global Inequalities in the supply and consumption of Changing demand for • Increasing wealth • Increased domestic use 2 water • Hygiene • Increasing population resources • Demand for out of season food • Increased use in domestic properties since 1975 by 70% Food – UK consumes 1,200 calories per person per day; Somalia consumes • Increasing industrial use 1,500 calories per person per day; Areas of greatest population growth have Water quality and • Water quality is managed by legislation, education campaigns, • Key pollutants are fertilisers, pesticides, heavy metals and acid rain highest levels of undernourishment; demand depends on changing diet and pollution management waster water treatment, building better treatment plants, increasing population; Supply depends on climate, soil and level of investing infrastructure, pollution traps, green roofs and walls technology. Matching supply and • Highest population is in the South East (area of deficit) and • 80% of Southern England relies on groundwater. 50% are affected by water Water – Fresh water is unequally distributed; water footprint is the amount of demand – areas of highest rainfall is in the north and west (water surplus) quality water used per day; Global average footprint is 1240 per day; In Bangladesh it deficit and surplus is 895 per day; In USA it is 2483 per day; Water scarcity can by physical or Need for transfer to • Lake Vyrnwy scheme moves water from Wales to Liverpool. • Had positive and negative impacts including loss of homes (37 homes and 10 economic; 1 in 5 (more than 1.2 billion people) live in areas of water scarcity; 1 maintain supply Wales – sparsely populated with excess supply, Liverpool – farms), recreational area, 10 deaths during construction, reliable supply of in 3 (2.4 billion people) have no access to clean drinking water densely populated with water surplus. water for Liverpool. Energy – Richest billion people use 50% of the energy; poorest billion people • Built a dam and reservoir and transported the water via pipeline use 4% of the energy; countries import and export energy; some countries do 68 miles. not have their own sources of energy. 6 Energy 3 Key terms The changing energy mix – Energy mix in t 2015: In 1970 91% was from coal and oil Agribusiness – Application of business skills to agriculture reliance on fossil fuels and the • Coal 31% • UK investing in renewable energy e.g. solar energy and Carbon footprint – A measurement of all the greenhouse gases we growing significance of • Gas 25% subsidies given by the government individually produce renewable energy • Nuclear 19% • Shale gas most recent focus Energy Mix – The range of energy sources of a region or country • Renewable sources 22% Food miles – the distance covered supplying food to consumers Decreasing domestic supply of • In 1980 North Sea oil and gas was discovered • 12% less energy being used in homes since 1970 and 60% Fossil Fuels – A natural fuel formed in the geological past from the remains oil, coal and gas • Now have decreasing reserves of fossil fuels less in industry due to energy efficiency, public awareness of living organisms • EU regulations on emissions has meant decrease in fossil fuel use and increasing costs. Local food sourcing – A method of food production and distribution that is Economic and environmental • Cheaper to import coal to the UK than to mine it • Economic issues – coasts, jobs, set up costs, research, local issues associated with the • Nuclear sites being decommissioned and all current plants will reliability Organic Produce – Food produced using environmentally and animal exploitation of resources close by 2023 – issues of contamination and disposal of nuclear • Environmental costs – ecosystems, waste, noise, friendly farming methods on organic farms. waste aesthetics, emissions, pollution, radiation leaks

48 Geography The Changing Economic World CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 7 Water Key terms 10 Impacts of Water Insecurity Over abstraction – When water is being used more quickly than it is being replaced • Chemicals, sewage, waste, ashes, dead animals etc. lead to cholera, dysentery, malaria and Waterborne Waterborne diseases – Diseases caused by microorganisms that are transmitted in contaminated water polio diseases Water conflict – Dispute between different regions or countries about the distribution and use of fresh water • 11% of the world’s population is water insecure and Water deficit – Where water demand is greater than supply • 2.6 billion lack access to sanitation pollution Water insecurity – Where water availability is not enough to ensure the population enjoys good health, livelihood and • Often have to queue or walk miles for water earnings. • Reliant on water Food Water quality – Measured in terms of the chemical, physical and biological content of water • Decrease in quality of livestock if not enough water production Water security – Reliable availability of an acceptable quality and quantity of water • Agriculture is the biggest polluter of water e.g. fertilisers and pesticides Water stress – Demand for water exceeds the available amount during a certain period or When poor quality restricts its • Increase in product price if water cost is too high e.g. chemicals and textiles Industrial use • LICs and NEEs – 70% of the industrial waste is untreated report Water surpluses – Water supply is greater than demand • Without water there would be no industry meaning less wages and a failing economy 8 Areas of surplus (security) and deficit (insecurity) Potential for conflict where demand exceeds supply Global patterns of water surplus and deficit • e.g. India and Bangladesh share the Ganges River; Canada and the USA have the Great Lakes; USA and Water stress – Africa, South Asia, Australia and the Middle-East Mexico have the Colorado River; Israel, Jordan, Syria and Lebanon share the River Jordan. Water surplus – Northern Hemisphere • Where this occurs there is the potential for water wars – physical fighting over the use of the water for the 94% of fresh water is stored in aquifers rivers especially if those countries nearer the source use all the water. Reasons for increasing water consumption – economic development and rising population An example of a large-scale scheme in a LIC to increase the supply of water • World population increased to nearly 7.5 billion which has led to an increase in consumption. Mostly in LICs. Led to an 11 Positive impacts Negative impacts increased demand for food. Lesotho is an LIC in • To produce 1kg of beef it needs 9500 litres of water compared to 1800 litres for 1kg of wheat. -South Africa pays Lesotho around southern Africa with an -Almost 30,000 people were affected • Economic development hassled to an increase in commercial agriculture, manufacturing industries and living standards. US$1.5 million a month for this water abundance of water (water by the dam construction through re- More energy is needed (15% of water used is in the generation of energy). supply which can then be used by the surplus). This circumstance location or loss of land for farming • Higher the economic development the higher the standard of living and the more water consumption per capita. government to invest in other things has led to the ambitious and resources (compensation Factors affecting water availability like healthcare and education. 9 Lesotho Highlands Water promised but not all were honoured) -Some of the water has been used to • Most water in tropical, temperate humid or mountainous areas Project. -Plant and animals species affected by supply the capital of Lesotho in times Climate • Evaporated rates affect water availability The project involves the flooding of land and also the dams of shortage. • Water can be stored as snow and ice damming some of affect the natural migration of fish -Created 4000 jobs in its construction • Synclines in rocks often are porous Lesotho's major rivers upstream. and still hundreds are in place for the Geology • Where porous rocks are between non porous rocks an aquifer forms These rivers lead to the -Local residents do not have access to running of the scheme • Non porous rocks good for reservoirs to be created Vaal Dam, which supplies the water even though there is still -Infrastructure like roads and offices • Polluted water is unfit for human consumption the densely populated poor sanitation and and limited water Pollution of were built for its constructed and now • Industrial waste has metals in it which people drink making them ill (water deficit), urban and supply in some areas of Lesotho. supply remain for the locals to use. • 200 children die a day from drinking polluted water industrial region around - In 2000 50% of the water transfer -Hydroelectric power produced for • Causes salt water from the sea to be sucked up into ground water contaminating the supply Johannesburg and Pretoria. was lost through leaks in the system. Over • Sinking water tables mean rivers dry up Lesotho. abstraction • Mexico City has sunk 9m since 1910 12 An example of a local scheme in a LIC to increase the sustainable supply of water - The Wakel River • Demand is high seasonally e.g. tourism Basin Project – is a water project funded by the NGO Water for Sustainability Program which aims to • Water lost form leaking pipes increase water supply and raises awareness of the need for effective water management in Rajasthan, Limited • Rapid urbanisation can cause the contamination of water supplies as city can no install the India. The project has encouraged greater use of 3 rainwater harvesting techniques: Taankas – underground infrastructure infrastructure fast enough to keep up with the population growth storage systems that collect rainwater from roofs. They can hold up to 20,000 litres enough to supply a family for several months. small earth dams that capture water – they have helped raise the water tables by Poverty • Prevents access to safe water – economic scarcity Joheds – 6m and rivers that used to dry up now flow all year. irrigation channels that transfer water to the • Need to pay for access to clean treated piped water Pats – fields from farms.

49 Geography Urban Issues and Challenges CYCLE 1 YEAR 11

Key Knowledge to learn Key Knowledge to learn

This is an increase in the amount of people living in urban areas such as towns or cities. In 2007, the UN Sustainable urban living means being able to live in cities in ways that do not pollute the environment and using announced that for the first time, more than 50 % of the world’s population live in urban areas. resources in ways that ensure future generations also can use then. Water Conservation Energy Conservation What is Where is Urbanisation happening?

1 – 1 Urbanisation is happening all over the world but in LICs and NEEs rates are much faster than HICs. This is mostly This is about reducing the amount of water used. Using less fossil fuels can reduce the rate of climate change. Urbanisation? because of the rapid economic growth they are experiencing. • Collecting rainwater for gardens and flushing toilets. • Promoting renewable energy sources. • Installing water meters and toilets that flush less • Making homes more energy efficient. Rural - urban migration (1) The movement of people from rural to urban areas. water. • Encouraging people to use energy. • Educating people on using less water. Push Pull

Sustainable Living Sustainable Creating Green Space Waste Recycling • Natural disasters • More Jobs 4 – 4 Creating green spaces in urban areas can improve places More recycling means fewer resources are used. Less waste • War and Conflict • Better education & healthcare for people who want to live there. reduces the amount that eventually goes to landfill. • Mechanisation • Increased quality of life. • Provide natural cooler areas for people to relax in. • Collection of household waste. • Drought • Following family members. • Encourages people to exercise. • More local recycling facilities. • Lack of employment • Reduces the risk of flooding from surface runoff. • Greater awareness of the benefits in recycling. Natural Increase (2) When the birth rate exceeds the death rate. Background & Location Sustainable Strategies

Causes of Urbanisation Increase in birth rate (BR) Lower death rate (DR) Freiburg is in west Germany. The city • The city’s waste water allows for rainwater to be retained. 2 – 2 has a population of about 220,000. In • The use of sustainable energy such as solar and wind is becoming more • High percentage of population are child-bearing • Higher life expectancy due to better living 1970 it set the goal of focusing on important. age which leads to high fertility rate. conditions and diet. social, economic and environmental • 40% of the city is forested with many open spaces for recreation, clean air and • Lack of contraception or education about family • Improved medical facilities helps lower infant sustainability. reducing flood risk. planning. mortality rate. Example Freiburg Example

Megacity An urban area with over 10 million people living there. Living: Urban Sustainable 5 – 5 More than two thirds of current megacities are in either NEEs (India) and LICs (Nigeria). The amount of megacities are predicted to increase from 28 to 41 by 2030. Urban areas are busy places with many people travelling by different modes of transport. This has caused urban areas to experience different traffic congestion that can lead to various problems.

Environmental problems Integrated Transport System Greenbelt Area • Traffic increases air pollution which releases greenhouse gases that is leading to climate change. and termss Key This is the linking of different forms of public and This is a zone of land surrounding a city where new Economic problems Social Problems private transport within a city and the surrounding building is strictly controlled to try to prevent cities Congestion can make people late for work and business There is a greater risk of accidents and congestion is a area. growing too much and too fast (urban sprawl). deliveries take longer. This can cause companies to loose cause of frustration. Traffic can also lead to health money. issues for pedestrians. Traffic Management Traffic

Types of of Types Cities Brownfield Site Urban Regeneration 6 – 6

3 – 3 Congestion Solutions Widen roads to allow more traffic to flow easily: Build ring roads and bypasses to keep through Brownfield sites is an area of land or premises that The investment in the revival of old, urban areas by traffic out of city centres; Introduce park and ride schemes to reduce car use; Encourage car-sharing schemes in work has been previously used, but has subsequently either improving what is there or clearing it away places; Have public transport, cycle lanes & cycle hire schemes; Having congestion charges discourages drivers from become vacant, derelict or contaminated. and rebuilding. entering the busy city centres.

50 Geography Urban Issues and Challenges CYCLE 1 YEAR 11

Week Key Knowledge to learn Week Key Knowledge to learn

Location and Background City’s Importance Location and Background City’s Importance – Leeds is a city in West • There are 5 universities in Leeds. The University of

Leeds Mumbai is a city situated • Bollywood is based in Mumbai and produces more films than – Yorkshire in the North of Leeds receives more student applications than any in the west of Hollywood. England. The population of other university in the country. Maharashtra, India within • Mumbai is the financial, industrial and entertainment capital the city is 781,700, making it • Leeds Bradford International Airport is one of the introduction the continent of Asia. It is of India. It generates 6% of India's GDP. nd the 2 largest district in the fastest growing regional UK airports, with a 75% LIC StudyCase the 4th most populated • Foreign TNCs have outsourced work to Mumbai due to – Case Study Study Case Introduction UK. The city grew during the growth over the last five years. city in the world cheap labour. This results in increased interconnectivity 10 Mumbai industrial revolution. • Named the best shopping destination in the UK by the (21,357,000). between India and the rest of the world. – HIC

7 Rough Guide to Britain, Leeds city centre has over 1,000 shops. Migration to Mumbai City’s Opportunities – Most migration to Leeds is from Eastern Social: Victoria Gate (2016) & Trinity (2013) is very Young people migrate to Mumbai to escape Social: In poorer residential areas there is often European countries in the EU. popular with shoppers. rural poverty from drought in other parts of considerable community spirit and support. Mumbai

Most migrants live in the inner city of – Maharashtra. They send remittances home to Economic: The retail sectors contribute to thousands Access to education and healthcare is easier in LeedsI - Leeds. their family in the villages.

– Mumbai than in surrounding areas. Migrants enrich the city’s cultural life of jobs. The Universities and advanced manufacturing Homes are more likely to have better adds contribute to the city’s economy. e.g. Beeston Festival, carnival etc. as infrastructure such as running water, electricity Economic: Many employment opportunities in well as enriching the workforce. and sanitation in Mumbai than in rural areas, Dharavi slum e.g. recycling plastic and LIC LIC StudyCase Case Study Study Case Sometimes migrants may struggle to Environmental: Leeds City Council's Parks Renaissance increasing living standards.

– manufacturing items like clothing, jewellery

integrate into the wider community as programme (2007) has helped maintain and improve Migration and opportunities This expanding population has resulted in the

11 and pottery. Incomes in the city are higher and – HIC well as putting pressure on housing. the city's green spaces, has been allocated extra cash rapid urbanisation of Mumbai. more reliable than in rural areas. 8 Migration and and Opportunities Migration by the council. City Challenges Mumbai Urban Planning Schemes

City Challenges South Bank Leeds Regeneration Social: Severe shortage of housing, schools and healthcare centres available. Around 40% of the • Slum resettlemeSnt scheme: slum area on railway Social: Beeston is 22 / 32,844 most deprived area of Aims: It’s about creating a Challenges population live in poor quality housing or on the cleared and residents moved to differing parts of – England. Inequalities in education (Horsforth 81% 5 A*- destination for investment, learning, streets – Dharavi Slum. city.

LeedsI - C, Hunslet 36% A*-C). More crime in inner city. creativity, leisure and living. Main • Slum sanitation project: improve facilities for up to a – million slum dwellers across the city. Over 300 features: New city centre park, Economic: The rise of informal jobs with low pay Mumbai community toilet blocks have been built. Economic: Average weekly pay in Leeds is £501 compared to £541 for – and no tax contributions. There is high waterfront area, developed train • Incremental housing strategy: Families are given the the UK as a whole. 5.2% of people of working age in Leeds are employment in squatter settlements and unemployed compared to 4.9% for the UK as a whole. station including HS2 platform, right to the land on which their home is built and a therefore crime.

Case Study Study Case historic buildings like Temple Works grant which can be used for improvements over Environmental: Urban sprawl has led to increased back in use, 35,000 new jobs and time.

and Urban Planning Scheme Planning and Urban Environmental: lack of sanitation systems in • Slum electrification project: providing 10,000 slum – HIC pressure and decline of greenfield sites around the city. 4,000 new homes, improving the LIC LIC StudyCase 9 Challenges Regeneration and Challenges experience for cyclists and some parts of the city means that rivers are used dwellers with new or upgraded electricity

Many derelict buildings. – pedestrians, to dispose of sewage and industrial waste. connections 12

51 Geography The Living World CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn 1 KEY TERMS Global Biomes 4 Coniferous Ecosystem - a system in which organisms interact with each other and with their environment. Biome - A biome is a large forest geographical area of distinctive Deciduous forest Ecosystem's Components plant and animal groups, which Tropical Abiotic - These are non-living, such as air, water, heat and rock. are adapted to that particular rainforests environment. The climate and Tundra Biotic - These are living, such as plants, insects, and animals. geography of a Flora - Plant life occurring in a particular region or time. region determines what type of Temperate grasslands Fauna - Animal life of any particular region or time. biome can exist in that region. Tropical Look at this diagram and grasslands Food web and Chains describe the distribution of Hot Simple food chains are useful in explaining the basic principles behind ecosystems. They show only one deserts. different biomes species at a particular trophic level. Food webs however consists of a network of many food chains Biomes Climate and Plants interconnected together. 5 2 The Nutrient Cycle Biome Location Temperature Rainfall Flora Fauna Centred along the Hot all year (25- Very high (over Tall trees forming a Greatest range of different Nutrient Cycle - Plants take in nutrients to build into new Tropical Equator. 30°C) 200mm/year) canopy; wide variety of animal species. Most live in organic matter. Nutrients are taken up when animals eat rainforest species. canopy layer plants and then returned to the soil when animals die and Found between the Hot all year (28°C). Clear wet seasons. Grasslands with some Large number of animal desert and rainforest Rainfall is woodland and isolated species. Well known ones the body is broken down by decomposers. Savannah biome. Mostly near convectional. 30-50 trees such as Baobab. include Lions, Leopards, Litter - This is the surface layer of vegetation, which over the equator. inches annually. Cheetahs Found along the Hot by day (over Very low (below Lack of plants and few Many animals are small time breaks down to become humus. Hot desert tropics of Cancer 30°C) Cold by night 300mm/year) species; adapted to and nocturnal: except for Biomass - The total mass of living organisms per and Capricorn. drought. the camel. unit area. Far Latitudes of 65° Cold winter + cool Low rainfall (below Small plants grow close Low number of species. Tundra north and south of summers (below 500mm/ year) to the ground and only Most animals found along Equator 10°C) in summer. coast. Case Study - Small Scale Ecosystem in the UK – Fresh Water Pond 6 Introduction to Tropical Rainforests Tropical Rainforest Biome - Tropical rainforest cover about 2 per cent of the Earth’s surface yet they are home 3 Fauna (animals) Freshwater ponds provide a habitat Flora (plants) Various plants grow in a freshwater to over half of the world’s plant and animals. for a large number of animals including heron, ducks pond such as Marsh Marigold and Bulrushes. Interdependence in the rainforest - A rainforest works through interdependence. This is where the plants and fish (e.g. Perch) and animals depend on each other for survival. If one component changes, there can be serious knock-up Soil /pond bottom – At the bottom of the pond there Climate – summers are warm, winters are cool. The effects for the entire ecosystem. are rotting plants and animals, releasing nutrients for sun provides the majority of the energy for the Rainforest Nutrient Cycle - The hot, damp conditions on the forest floor allow for the rapid decomposition of plants/animals to consume. ecosystem. dead plant material. This provides plentiful nutrients that are easily absorbed by plant roots. However, as these nutrients are in high demand from the many fast-growing plants, they do not remain in the soil for long and stay close to the surface. If vegetation is removed, the soils quickly become infertile. Climate of Tropical Rainforests - • Evening temperatures rarely fall below 22°C. • Due to the presence of clouds, temperatures rarely rise above 32°C. • Most afternoons have heavy showers. • At night with no clouds insulating, temperature drops.

52 Geography The Living World CYCLE 1 YEAR 11

Quiz Key Knowledge to learn Quiz Key Knowledge to learn Tropical Rainforests – Case Study Malaysia 7 Tropical Rainforest – distribution and structure 10 Distribution of Tropical Rainforests What ar e t he caus es of defor estation? Agr icult ur e Tropical rainforests are centred along the Equator between the Tropic of Cancer and Capricorn. Logging • M ost widely reported cause of de st ruct ions t o biodive rsit y. • L a rg e scale ‘s las h and bur n’ of land for ranche s and palm oil. Rainforests can be found in South America, central Africa and South-East Asia. The Amazon is the • Timbe r is harvested to crea te commer cial it ems such as furnit ure and • Incre ase s car bon emis s ion. world’s largest rainforest and takes up the majority of northern South America, pape r. • River s alt at ion and s oi l eros i on increa sing due to the la rg e a rea s of • Violent confr ontation be t we e n indige nous t ribe s and logging exposed land. encompassing countries such as Brazil and Peru. companie s. • Incre ase in palm oil is mak ing t he s oil infer t ile. Layers of the Rainforest Miner al Ext r action Touri s m Emergent - Highest layer with trees reaching 50 metres. • Preci ous met als are found in t he rainfore st . • Mas s t our ism is re sult ing in t he building of hotels in extremely Canopy - Most life is found here as It receives 70% of the sunlight and • Areas mined can e xpe rie nce s oil and wat er contaminat ion. vulner able ar eas. • Indigenous peopl e are be coming dis placed from t he ir land due t o roads • L ea d to negat ive r elat ionship be t we e n t he gove rnme nt and indige nous 80% of the life. be ing built t o t ransport product s. tribes Under Canopy - Consists of trees that reach 20 metres high. • Tourism has exposed animals t o human dis eas es. Shrub Layer - Lowest layer with small trees that have adapted to living in the shade. Energy D evel opment Road B uilding • The high r ainfall cre at e s ide al condit ions for hydr o-el ectri c power (HEP).• Roa ds are ne e de d t o bring supplie s and pr ovide access t o ne w mining • The B akunDam i n Malays i a is key f o r creati ng energy i n thi s devel o pi ng a rea s, settlements a nd energ y proj ects. count ry, howe ve r, bot h pe ople and e nvironme nt have suffe re d. • In Mal ays i a, logging companie s use an ex t ensi ve network of roa ds for 8 Tropical Rainforests – Case Study Malaysia - he avy machine ry and t o t ransport wood. Malaysia is a LIC country is south-east Asia. 67% of Malaysia is a tropical rainforest with 18% of it not being interfered with. However , Malaysia has the fastest rate of deforestation compared to anywhere 11 Tropical Rainforests – Case Study Malaysia: Impacts of Deforestation in the world. Economic Development Adaptations + Mining, farming and logging creates employment and tax income for government. Orangutans - Large arms to swing & support in the tree canopy. + Products such as palm oil provide valuable income for countries. Drip Tips - Allows heavy rain to run off leaves easily. - The loss of biodiversity will reduce tourism. Lianas and Vines - Climbs trees to reach sunlight at canopy. Soil Erosion Rainforest Inhabitants Once the land is exposed by deforestation, the soil is more vulnerable to rain. Many tribes have developed sustainable ways of survival. The rainforest provides inhabitants with… - With no roots to bind soil together, soil can easily wash away. • Food through hunting and gathering. Climate Change • Natural medicines from forest plants. When rainforests are cut down, the climate becomes drier. • Homes and boats from forest wood. -Trees are carbon ‘sinks’. With greater deforestation comes more greenhouse emissions in the atmosphere. -When trees are burnt, they release more carbon in the atmosphere. This will enhance the greenhouse effect 9 Tropical Rainforests – Case Study Malaysia Issues related to biodiversity 12 Tropical Rainforests – Case Study Malaysia: Sustainability for the Rainforest Why are there high rates of biodiversity? Uncontrolled and unchecked exploitation can cause irreversible damage such as loss of biodiversity, soil • Warm and wet climate encourages a wide range of vegetation to grow. erosion and climate change. • There is rapid recycling of nutrients to speed plant growth. Possible strategies include: • Most of the rainforest is untouched. • Selective logging - Trees are only felled when they reach a particular height. Main issues with biodiversity decline • Education - Ensuring those people understand the consequences of deforestation • Keystone species (a species that are important of other species) are extremely important in • Afforestation - If trees are cut down, they are replaced. the rainforest ecosystem. Humans are threatening these vital components. • Forest reserves - Areas protected from exploitation. • Decline in species could cause tribes being unable to survive. • Ecotourism - tourism that promotes the environments & conservation • Plants & animals may become extinct. 13 Create a fact file summarising Ecosystems and Tropical Rainforests! You may do this as a mind map. Your • Key medical plants may become extinct. Quiz will be a summary quiz.

53 Geography The Living World CYCLE 1 YEAR 11

Quiz Key Knowledge to learn 1 Cold Environments Cold environments are an important ecosystem with distinct characteristics and adaptations. They provide opportunities for development, but are put at risk by the exploitation of resources Characteristics Cold environments (both polar and tundra) are found in high latitude areas and mountainous regions of the world. They have an extreme climate and unique characteristics such as the soil type and the plants and animals found there. The biodiversity in cold environments is relatively low because very few species survive there. Polar - Characteristics of polar areas include: • Climate - long cold winters, with annual temperatures mostly below freezing. Polar areas are often windy, with very little precipitation. Permanent ice caps cover polar landscapes. • Soil - the soil is covered in ice throughout the year. • Plants - hundreds of species of moss, algae and lichen survive the harsh conditions of the Polar biome. Few other plants can survive. • Animals - Polar bears live in the Arctic and penguins live in the Antarctic. Whales, seals and snowy owls are also found in polar regions. Tundra - Characteristics of the tundra include: • Climate - cold, windy and little rainfall. Snow covers the ground for much of the year. Average temperature in the Arctic tundra is between -12°C and -6°C. The summer season lasts for 50-60 days each year during which there is permanent daylight. • Permafrost - this is the layer of frozen soil under the Earth's surface. The frozen ground may extend as deep as 450 m. In the highest latitudes the ground remains frozen all year round. In the most southern parts of the Arctic, the surface layer of the permafrost melts in the summer. • Soil - this is high in organic material because it is too cold for dead organisms to decompose. • Plants - trees do not grow in the tundra. When the snow melts, small plants flower. In mountainous areas, cushion plants grow between the rocks. • Animals - arctic foxes, polar bears, gray wolves, caribou, snow geese and musk-oxen are found here. In mountainous areas, goats, sheep and marmots can be found. When the surface layer of the permafrost melts in the summer, shallow lakes and bogs appear which attract insects, birds and other wildlife. 2 Adaptations Plant adaptations and features - In order for plants to survive in cold environments they have had to adapt to the extreme conditions found there. These unique adaptations include: • Cushion plants - these are compact, low growing plants. These characteristics help them to survive in cold and windy conditions. They trap airborne dust and use it as a source of nutrients. • Arctic poppy - this has a hairy stem to retain heat. The flower can track the sun in the sky to maximise the amount of sunlight it receives so that it can increase photosynthesis. • Lichen - this organism does not need soil to grow. It grows very slowly, can withstand very cold temperatures and survives beneath snow. Adaptations 3 Animal adaptations and features Caribou Arctic foxes and Arctic hares: Polar bears: • have 2 layers of fur to help them with the cold • have thick fur on their bodies and feed to • have thick fur and a layer of blubber to keep them warm • have the behavioural adaptation of migrating to escape the worst keep them warm • have translucent, hollow white that helps with camouflage and insulation. of the winter cold. • in winter their fur becomes white • have small ears to reduce heat loss • The Caribou have a body that helps too, they have a compact, providing camouflage from predators • have a layer of blubber which forms over the summer and use it as an energy store in the stocky body with a short tail and ears to avoid losing body heat. • Arctic foxes can eat a variety of foods winter • Their legs even have veins and arteries that run side by side, so that which helps when food is scarce. • have stiff hairs on their paws to help with swimming, traction and insulation the heat of the arterial blood coming from the body warms the • have front paws that are webbed to help with swimming cooler venous blood returning from the lower legs

54 GeographyCYCLE 1 SUBJECT Geography The LivingTOPICS World THE LIVING WORLD YEAR GROUPCYCLE 1 11 YEAR 11

Quiz Key Knowledge to learn

4 Cold Environments – Alaska, USA Development opportunities for economic growth Cold environments provide several development opportunities that can generate income, allowing the economy to grow. These development opportunities include: Mineral extraction - reserves of gold, silver, iron ore and copper can all be found in cold environments. These minerals are extremely valuable and countries are increasingly tempted to mine from underneath the tundra. Russia has already started exploiting minerals from beneath the tundra. Energy - fossil fuels such as gas and oil are abundant in cold environments. The US government are extracting oil from the Alaskan oilfields near Prudhoe Bay. This has caused concerns as heat from the terminal buildings, workers' houses and transporting warm oil through the 800 km pipeline has led to the permafrost melting. Fishing - the coastal waters of cold environments have good fish stocks. These waters are increasingly attractive for commercial fishing due to an increasing global population to feed and reducing fish stocks in other parts of the world. Tourism - cold environments such as Antarctica have seen a huge increase in the number of tourists. Over 36,000 tourists visited Antarctica in 2014 to observe its wildlife and experience its beautiful wilderness

5 Cold Environments – Alaska, USA Development challenges Developing infrastructure for mineral extraction, fossil fuels or tourism is very difficult in cold environments. The following challenges can cause problems for development: Extreme temperature - very low temperatures and long hours of darkness make building very difficult. Relief - mountainous areas and rugged terrain make cold environments very inaccessible for vehicles delivering materials for construction. Buildings - if the permafrost layer begins to melt, the ground becomes very unstable and susceptible to landslides. Creating foundations for buildings is very difficult making further development challenging. Infrastructure - building roads, railways and pipelines for water and electricity supplies is very difficult on frozen ground that is liable to melting.

6 Cold Environments – Alaska, USA Managing the risks facing cold environments Cold environments provide one of the last wilderness areas on Earth and have fragile ecosystems. Economic development puts these ecosystems at serious risk of damage and therefore these areas need to be protected. Striking a balance between economic developments and protecting cold environments can be achieved through careful management. Some of these management strategies include: Technology used to access minerals and fossil fuels should be managed carefully to avoid the destruction of wilderness areas. Sustainable development which involves the use of appropriate technology for the environment could provide a solution. Governments play a key role in ensuring that technology is used responsibly in cold environments. They have the power to create laws which state how cold environments can and should be used. These laws can be supported by different countries through the use of international agreements. International agreements allow standards to be set to ensure that economic development does not happen at the expense of the environment. For example the Antarctica Treaty is supported and recognised by 53 countries (2016). Conservation groups can put pressure on governments not to exploit the resources found in cold environments. Many conservation groups believe that cold environments should be protected from any human activity so that they can remain in a pristine condition. This management strategy does not allow for any economic development

55 History Elizabethans: Government Cycle 1 Year 11

Section A - Elizabeth I Section B - Political Power Section C - Political Opposition Section D - Important Dates Personality and Background The Royal Court Puritans in Parliament • 1558 – Elizabeth become Queen • Second child of Henry VIII. Became Queen after her • Getting close to the Queen was the best way to get • There had been religious instability in England • 1558 - Cecil becomes secretary of state. brother and sister before her. power during the 1500s, switching from a Catholic • 1572 - Cecil replaced with Walsingham • Cautious and untrusting. Very carefully considered • The royal court was where the nobles closest to the country, to a Protestant one, and then back again. • 1579 – John Stubbes writes pamphlets criticising her decision making. Queen would meet, socialise, and discuss matters • Elizabeth was Protestant. She wanted a protestant the Queen. Imprisoned. • Clever, confident and well educated, but not taught of state. country but allowed Catholicism to survive. • 1584 – Essex first arrives at Court and becomes one to lead. • People at court were known as courtiers • Puritans were strongly anti-Catholic protestants, of the Queen’s favourites. • Some opposed her because she was female. Many The Privy Council with many MPs in parliament. • 1584-86 – Puritans in Parliament demand the wanted her to marry to produce an heir. • The Privy Council was a group of around 20 men • Puritans opposed Elizabeth’s leniency on Catholics. removal of Catholic bishops. • Public Support: chosen by Elizabeth. Some of their proposals threatened Elizabeth. • 1590 - Cecil becomes secretary of state for second • Elizabeth and her councillors used propaganda to • It gave advice to the Queen and managed the work • Elizabeth imprisoned some puritan MPs who time, after Walsingham dies of exhaustion. ensure positive public image, especially with some of government opposed her. • 1593 – Essex given a place on the Privy Council. doubting her. • The Queen could ignore the council. They were • In 1583 she appointed John Whitgift as Archbishop • 1596 – All unflattering portraits of the Queen • Portraits showed her as powerful and chaste. expected to always follow her wishes. of Canterbury (the highest position in the Church ordered to be burned. • She appeared on coins and in pamphlets produced • The organiser of the Privy Council was the apart from the Queen). • 1597 – Theatres temporarily shut down after a play by the printing press. Secretary of State (SoS). • Whitgift supressed puritans and told them to criticises the Queen. • Plays were performed to emphasise her power. She • Francis Walsingham SoS 1572-90. William Cecil SoS follow the Church of England’s regulations or be • 1598 – Cecil dies of exhaustion. travelled England displaying her power. She was 1558-72, 1590-98. suspended. • 1601 – The Earl of Essex’s rebellion and execution. popular and became loved by her subjects. Local Government • 1601 – Elizabeth makes her ‘Golden Speech’ to • Councillors suggested marriage and children would • Enforced laws around the country. Led by local The Earl of Essex’s Rebellion parliament. distract her from her people’s welfare. nobles and gentry. • The Earl of Essex (Robert Devereux) was previously Patronage • Justices of the Peace administered town laws, tax one of the Queen’s favourites. Royal Symbol What they stood for • Giving out titles and offices to people, which gave and maintenance. • 1593 he was appointed to the Privy Council. He them a source of income. Lord Lieutenants were in charge of raising men for • competed with Cecil for influence. Tudor roses, crown, orb, Elizabeth’s rightful place Elizabeth could give these to men to ensure their the army in an emergency. • • These two rival groups were hard to control. This sceptre, sword as Queen loyalty Parliament: undermined Elizabeth’s power. • She gave patronage fairly. All members of the elite • Made up of MPs who represented local areas. • 1599 Essex abandoned a mission from the Queen White clothing, pearls, Purity and strength felt they had a chance of reward, minimising • Parliament had limited power. They needed in Ireland. She stripped him of public office as thornless roses chance of rebellion. Elizabeth’s permission meet. punishment. Self sacrifice for her • They needed Elizabeth’s permission to debate any • 1601 Essex rebelled against the Queen. He gained Ermine or Pelican issue. She could ignore their advice and dismiss little support and his rebellion failed. He was people A diagram them at any time. She sometimes did this when executed for treason. Globe, fans with exotic English power overseas displaying they disagreed. • The public remained supportive of the Queen. The feathers Elizabethan • They could be helpful to Elizabeth for gauging the rebellion didn’t threaten her power but did patronage mood of the country or raising taxes. undermine her authority and ability to control her Sunshine, rainbows Peace and Stability and social • The Privy Council managed parliament for the Privy Council. hierarchy Queen. Goddesses and women God given strength to from Bible stories rule

56 History Elizabethans: Catholic Threat Cycle 1 Year 11

Section E - Catholics v Protestants Section F - Persecution of Catholics Section G - Catholic Failure Section H - War with Spain Monarchs and Religion: Laws Against Catholics: Reasons for failure of resurgence: Tension with Spain: • Henry VIII – England breaks with Catholic Church in Rome. • 1581 – Act of Persuasions – Increased fines for 1. Walsingham’s network of spies. Priests were hunted • Spain –most powerful Catholic country. • Mary I – Tries to return England to Catholicism. Protestants recusancy, allowed imprisonment for repeat effectively as a result. • Elizabeth had refused to marry Phillip II the are burned for heresy. offenders and said that converting someone from 2. Catholics feared the torture and executions if they Spanish King. Deeply Catholic. • Elizabeth I – Protestant. Doesn’t hate Catholics but wants Protestant to Catholic was treason. were caught. • Phillip backed the Throckmorton Plot everyone to follow same religion – helps control people. • 1585 – Act against Priests – Death penalty for 3. The Bloody Question (loyalty to Queen or Pope?) • English sailors like Francis Drake were raiding The Act of Uniformity – 1559: anyone offered shelter to a Catholic priest. put priests in an impossible position Spanish ports around the world. - Everyone had to attend Protestant church services each • 1587 – Recusancy Act – 2/3 of land could be taken 4. Jesuit and Seminary priests squabbled • Spain and England were fighting in the week. from anyone who had fallen behind on recusancy 5. Jesuit priests focussed too much on London and the Netherlands. Spain controlled it, but Elizabeth - Everyone had to follow the ‘Common Book of Prayer’. fines. South. They also focussed too much on the Gentry backed Protestant Dutch rebels in 1585. Britain - Non-compliance would lead to a fine. • 1593 – Act Restraining Recusants – Catholics had and not the common Catholics and Spain were at War. The Act of Supremacy – 1559: to stay within 5 miles of their home at all times. - Stated Elizabeth was the head of the Church in England. Banned from holding large gatherings Mary Queen of Scots The Spanish Armada 1588: - Anyone who denied this was a traitor. • Phillip decided to launch a crusade on England. He - This went against the Catholic belief that the Pope was the The Pope’s Reaction: Claim to the Throne: built an enormous fleet of ships known as an head of the Church on Earth. • Excommunicated Elizabeth 1570 • Elizabeth’s cousin. Queen of Scotland. Was next in Armada. • Seminary Priests – trained abroad and arrived in line to English throne as Elizabeth had no children. • Drake attacked the Armada before it set sail in Many Catholics abandoned their beliefs through the 1570s: England to help Catholics say mass. • Strong Catholic. Many English Catholics believed she 1587. - Most priests accepted Elizabeth’s changes • Jesuit Priests – Specially trained to convert would change England back to Catholicism. • Combined with Mary QoS’s execution, this made - Weekly Protestant sermons gradually changed people’s Protestants. Directly loyal to Pope. Came on secret • Fled to England after a rebellion in Scotland 1567. Phillip more determined to invade. beliefs missions. • Elizabeth placed her under house arrest in England • It set sail in 1588, but Phillip’s chosen commander - Few Catholics could afford the fines imposed was inexperienced. - All marriages and baptisms had to follow the CBoP Margaret Clitherow: Figurehead: • English ships chased the Armada up the English • Butcher’s wife accused of harbouring priests • Mary was a figurehead for English Catholics channel. Dutch ships helped. Some Catholics started to resist changes through the 1580s: • Tortured by ‘pressing’, crushing her under weights • Plotters began to plan to make Mary the Queen: - Old English ships 1. Recusants: • Died in 1586 as a result 1) Throckmorton Plot 1583: Plan to assassinate were set on fire and - Several thousand Catholics, North and West Thomas Tresham: Elizabeth. Replace with Mary. Assisted by a Spanish drifted into the - Refused to attend Church and were fined. Kept loyalty to the • Wealthy member of the Gentry invasion. Foiled by Francis Walsingham. Mary Armada. Caused Pope and organised their own services of Mass. • At first a Church Papist, but increasingly dissatisfied pleaded ignorance. panic. - They were often wealthy and Gentry class. They hoped when • Became a known recusant, but fines started to 2) Babington Plot 1586: Walsingham uncovered secret - Spanish guns were Elizabeth died her successor would be Mary Queen of Scots. make him poorer and ruin his reputation messages between Mary and plotters. Babington less reliable than 2. Church Papists: • Outlived Elizabeth, but was ruined by her reign executed for treason. English. - Most English Catholics, North and West Edmund Campion: - Armada driven - Attended protestant church but kept Catholic beliefs • A Jesuit Priest, travelling around England Trial and Execution: North by strong privately • Said mass with gentry families and attempted • Elizabeth was reluctant to kill her cousin. wind. Tried to - Most couldn’t afford recusancy fines conversions. Captured in 1581 from priest hole • Mary was found guilty and executed in 1586. escape by sailing - Wanted Mary Queen of Scots to succeed Elizabeth • Tortured on the rack. Maintained loyalty to Queen, • Less Catholic plots after – lost their figurehead around Scotland. 3. Plotters: but said he was more loyal to the Pope. • BUT – increased tensions abroad. Philip II of Spain - Invasion failed. Most - Very few Catholics in England (200 max at any time) • Executed as a traitor – hung drawn and quartered. became more determined to invade and restore the ships wrecked - Wanted to depose the Queen. Refused to go to churches Catholic faith. - Plotted to replace the Queen with Mary Queen of Scots (MAP).

57 History Elizabethans: Society and Culture Cycle 1 Year 11

Section I - The Rich, Middling and Poor Section J - Poverty Section K - Popular Pastimes Section L - Witchcraft Trials The Rich: -Lived in huge homes reflecting wealth Settled Poor: 30% of urban population. Rented rooms. Often span Parish Feasts: Village festivals with drinking, feasting Belief in Magic: Lack of Scientific - Surrounded by gardens and estate farms for food yarn. Sometime plague nurses. Some young but also large numbers and dancing. Celebrated the local parish saint. understanding - Held huge varied feasts in their elaborate dining halls. of widowed women. Calendar Customs: Feasts, sports, bonfires and dancing - Most people believed in magic – Waited on by servants. Ate lots of sugar. Vagrant Poor: Homeless, walked from town to town. Seasonal work. on certain days – Christmas, shove Tuesday, May Day, supernatural events part of everyday life. - Wealth came from Land ownership. Gentlemen were 2% Mainly young and unmarried. Disliked. Midsummer’s Eve, Harvest Home, Whitsun. - Magic could be used for good e.g. Wise of population but owned 50% of land. Impotent Poor: physically unable to work (age/disabled/ill) Sports: Boxing, wrestling and football (though very Women might help you recover from illness. - Had political power – often served as justices of the Abled-bodied poor: Wanted, but couldn’t find work different). Animal blood sports – bear baiting etc. - Could also be used for bad – to harm others Peace. Wealth came from rent on their lands. Vagabonds: Chose to avoid working (often also Vagrants). The Alehouse: Centre of village life. Local pub was a or steal – This was Witchcraft. - ‘Common’ people sometimes became gentlemen if they Causes of Poverty Crisis: centre of drunkenness, gambling and prostitution. - People believed witches made a pact with gained enough wealth and bought land. • Long Term Causes: Why did Popular Pastimes decline?: the devil and kept animal familiars. The Middling Sort: - Tradesmen or Craftsmen in towns. 1)Growing Population + 2) Outdated farming = Not enough food = Queen and Church generally enjoyed and permitted Increase in Witchcraft Trials: Many more - Husbandmen (farmers who rented small plots of land) Higher food prices = INCREASED POVERTY these activities. The Privy Council and Gov. did too. trials in Elizabethan times than previously. and Yeomen ( farmers who rented more land) in the • Short Term Causes: THE PURITANS: Gained increasing control of local People would accuse their neighbours and countryside. Power in local villages. 1) Harvests failed in 1595, 1596 and 1597 = even higher food price = parishes and some became JPs. Extreme protestants then take these accusations to the - Middling sort had chimneys and windows which EVEN MORE POVERTY who wanted to reform people’s behaviour. authorities. improved their living conditions. 2) Lower demand for English wool – less work on farms available for Their Concerns: Why did Witchcraft Trials Increase?: - Houses could be built on more than one level. vagrants. 1.Sundays to be protected. A day of prayer not partying • Interpretation 1) 1970s historians. Increased - Sometimes had one or two servants. 3)Frequent outbreaks of Plague caused more disruption or drinking. poverty led to high tensions in villages. They - Ate well. Food not as exotic as rich, but had a varied diet Responses to Poverty: 2.Ending Catholic practises. Many of the traditions were often scapegoated old women and accused. of meat, bread veg. Drank beer not wine. • 1572 – Vagabonds to be whipped and burned on ear. Could be originally Catholic – needed to be stopped. • Interpretation 2) 1990s FEMINIST historians. The Labouring Poor: - 50% of population. Few records of hanged if caught twice. 3.Ending Pagan practises. Many traditions had links to Increased accusations against women. Made their lives. Earned their living in the countryside. • 1588 YORK: 1) Rich to pay ‘poor rate’ tax for poor relief 2) Viewers pre-Christian times and therefore weren’t holy as a result of general misogyny of - Worked on Yeoman/Husbandmen’s farms. Often made lists of poor 3) Impotent poor given small amounts of money 4.Preventing Disorder. Drunkenness and festivities Elizabethan times(Sexism against women) struggled to pay rent or afford food. 4) Abled-bodied poor given wool to spin and paid a wage 5) sometimes led to violence – this had no place in the • Interpretation 3) Witchcraft trials mainly in - Few had land, and most lived in small and dark cottages Vagabonds whipped. Puritans Godly communities. Puritan areas. Increase due to Puritans trying that were poorly built. • 1601 NATIONAL POOR LAW: 1) JPs responsible for poor and 5.Preventing unwanted pregnancy. Drink and festivals to establish ‘Godly communities’. - Houses smoky due to lack of chimneys. Dirt floor. collecting poor rate. 2) Begging forbidden – if begging you’d be sometimes led to sex outside marriage. The roof – covered part of the stage, but mostly left open - Relied on bread for food. Pottage – thick veg soup. When whipped + sent away or jailed 3) Impotent poor in almshouses. to the skies. Plays in afternoon, as no lighting. Harvests failed starvation was a threat. Abled-bodied given work. Attractions of Theatres Opponents of Theatres The galleries – There were three galleries of covered seats around the pit. People paid extra to sit here. Family Life: Early assumptions that family life was very different. 1970s historians used different sources to research family life - The Plays – Shakespeare The London Authorities diaries, tax records, church records and wills. Unveiled interesting similarities and differences to modern family The trumpeter – who announced that the play was about was popular. Sometimes – Worried about to start. Husbands and Wives: Usually married late. Noble and gentry couples could marry young as they did not need to save money. very funny, sometimes disorder, people leaving The stage – raised Middling and Poor could marry who they wanted. Rich had less choice. A pregnancy often resulted in a marriage. No same sex intensely dramatic. their work and crime about 2 metres off the marriage . Wives expected to obey. Very few divorces. Men ridiculed if beaten by wives. The Bankside area - Able caused by Bankside. ground – and projected Children: Large families were uncommon. Lots of children were born, but their lives were usually short. Most Elizabethan to go drinking and eating Could also contribute to into the pit of the women looked after their own children. In poorer families children worked at home or on the farm. Children were expected to at the Inns. Travelling on Plague spreading. theatre. obey. At 12 or 13 most boys left home to work as apprentices or farm servants; girls left home to be servants. a day out by boat. Puritans – Saw plays as The yard – poor people Homes rarely included grandparents, aunts and uncles. Wider families often did not live in the same (groundlings), stood to Kinship (Wider Family): Watching blood sports Catholic traditions. watch the play – very village Wills show that parents left their wealth and belongings to their husband, wife or children, but not their more distant nearby. Brothels and Opposed the sinful close to the actors. relatives. In daily life people socialised much more with their neighbours than their wider family. prostitutes. behaviour at Bankside

58 History Elizabethans: Wider World Cycle 1 Year 11

Section M - Francis Drake Section N - Humphrey Gilbert Section O - Walter Raleigh Section P - Ralph Fitch • Slave Trader in the 1860s • Soldier and courtier. Energetic and brave but also • Elizabethan gentleman - obsessed with exploration from • London merchant. • 1570s plundered and attacked Spanish colonies acting as a considered vain and ruthless childhood. Half-brother to Gilbert. Motivations: Privateer (a pirate paid by the government). • 1578 Queen granted Gilbert the right to set up a colony in • Queen’s favourite – unwilling to let him leave her at • Wanted to find direct trade routes with the Indian • 1577 started to make his voyage around the world. North America. certain times. and Chinese Empires (the greatest empires in the Motivations: Motivations: Motivations: world). • Wealth– seen through slavery and stealing from Spanish • Wealth – ownership of huge areas of North American land • Settling in America would open up opportunities to trade • Needed to find new trade routes to access spices. colonies. would make Gilbert rich. with Asia. Wealthier Elizabethans used spices a lot but they • The Queen’s favour – it would impress the Queen. • Possibility of setting up a trade route through America to • Could help to build an Empire to rival Spain’s. were expensive. • Empire building – inspired by John Dee China. • Heard about Spanish gold mines in South America. Successes: • Hatred of Catholic Spain • Hatred of Catholic Spain: Discourse on how her Majesty Wanted to get rich in a similar way. • 1583 Travelled to the Mughal Emperor in India. A Achievements: may annoy the King of Spain. • Elizabethan had granted him a 1/5 of all wealth in dangerous journey with only letters from the Queen • Claimed islands around South America for the Queen Achievements: colonised North America. for protection • Claimed California for the Queen – ‘New Albion’ • 1583 Claimed territory in Newfoundland (Canada) for Achievements: • Saw the spices and cotton that could be traded in • Traded in the Spice Islands. Brought new exotic goods to English – first Englishman to claim in N. America • 1584 his team had found Roanoke – an island of the India. First Englishman to explore this. England for the first time. Problems: coast of North America. Managed to persuade the Queen • 1588 explored and gained information about trade in • Brought back huge wealth from plunder and trade • 1579 First voyage a disaster. Only his half brother Walter to start a colony there. China. • Knighted by Elizabeth on board his ship ‘Golden Hind’ when Raleigh managed to cross the Atlantic. • 1585 Raleigh's team(but not himself) sailed to North • His descriptions of what could be traded were very he returned in 1581. • 1583 colony failed. Newfoundland too cold, barren and America. Documented the people, landscapes, and useful to merchants in London. • First Englishman to circumnavigate (sail around) the whole lacked resources. wildlife they found. Europeans learned a lot about North Problems: world. • Lost ships on the rocky coast of Newfoundland America from this. • Was a arrested more than once on his travels – • Later helped defeat the Spanish Armada • Tried to Return home but hit storms. Ships sank and he • Initial relations with Roanoke Indians friendly (Algonquin people were suspicious of white traders. Problems: drowned and died. people traded and helped them). • Didn’t actually start any trading relationships. • Not a hero to everyone – hated by the Spanish and local Problems: people that he attacked. Location of • Voyages blighted with storms. Lost many supplies. China • Sold African slaves. Made him rich but difficult to see him as a Newfoundl • Colony failed. Relations with Indians deteriorated after The Mughal hero. and on a colonists killed the Indian chief. Left in 1586. Empire in • Didn’t keep all his wealth – had to give most away to the modern • 1590s Raleigh tried to discover gold in South America – India India – Queen’s treasury and other people who had invested in his map believed in mythical gold city of ‘El Dorado’. Raleigh explored by voyage. never found this (didn’t exist). Fitch

Drake’s Voyage John Dee James Lancaster • Talented mathematician, astronomer and navigator. • English Merchant – Commanded a ship against the Armada in 1588. Took the Ship East on a trading voyage. • Advisor to the Queen. Argued Britain was isolated. First trip failed – Portuguese blocked ships so they couldn’t reach the East Indies. • Spain had a huge Empire. Britain needed one. Motivations: - Desperate to stop other European powers dominating trade in the East (mainly the Dutch) • Britain should have a North American Empire and - Wanted to build a British Empire in the East (they knew that attempts in North America had been a failure) explore China and the East too. Achievements: - 1600 set up East India Company –Queen gave the EIC a monopoly on trade with the East. • This would make Britain rich and powerful. - Lancaster’s voyage between 1601-03 resulted in factories being set up in South East Asia. This started • Many explorers + Elizabeth inspired by his ideas. Britain’s empire in India which would continue to built through the 1600s. • His knowledge of navigation also helped Britain’s Problems: - Had to face set-backs during first voyage to the East Indies. Elizabeth never saw the start of this inexperienced seafarers to explore. trading Empire – she had died when Lancaster returned in 1603.

59 History History Around Us: Fountains Abbey Cycle 1 Year 11

Section A - Religion in Medieval times Section B - Government in Medieval times Section C - Why was Fountains set up in 1132? • Everyone in Europe was Christian (Catholic); Church led by • People believed kings were put on earth by God to rule them and keep • 13 monks from St Mary’s Abbey (Benedictine order) in York were Pope who was powerful religious / political force throughout them safe unhappy with lax morals and disagreements between monks Europe • Kings demanded taxes and services from barons • Got support from Archbishop Thurstan of York who wrote to the • Pope was head of the Church in England (until 1536) • Kings NOT as wealthy as previous Roman rulers had been and did NOT Archbishop of Canterbury on their behalf • Trusted goodness of God to answer prayers but also see it as their responsibility to pay for roads, water supply and drainage • Given land and permission to set up a new monastic order (group) in a ‘mysterious’ ways of God; feared power of Devil as Romans had done remote valley in North Yorkshire, near to the river Skell • Priests served a small areas called ‘parish’ • King gave out land to barons to control on his behalf • Remote / wild / isolated environment suited the 13 monks’ needs for a • Each parish had a church, also many towns had beautiful • Barons shared land amongst knights – they were ‘Lords of the Manor’ return to strict monastic values cathedrals • Barons and knights meeting kings in Parliament from 1400 – but little • Valley was some protection from wild conditions; surrounding lands • Many abbeys and monasteries where monks and nuns real control over king provided materials for building (wood, later stone) isolated themselves in service to God BUT they became • Often clashed with religious leaders over who had religious authority • Water from River Skell and farmland around this new area made it increasingly powerful, influential and wealthy throughout in England (e.g. to choose Archbishops) possible to be self-sufficient medieval times. • Applied to join the stricter Cistercian order of monks, accepted 1135

Section D Section E - Fountains Abbey before the Dissolution: expansion 1100s-1300s a member of a religious community of men typically living under 1132 13 monks granted land to set up new community Monk vows of poverty, chastity, and obedience. 1135 First timber church built The building where the community of monks lived is called an Monastery 1140s Fountains begins to set up ‘daughter houses’ – new abbeys linked to Fountains abbey when it was a complex of (more than one) buildings Water mill built to start to grind flour Head of a monastery 1146 Abbey attacked and burnt after Abbot Murdac tries to intervene in who should be the next Archbishop of York. It is soon Abbot All of the abbots also sat in Parliament repaired. Choir Educated monks, ordained as priests, able to take church 1150s-1180s First stone church demolished replaced by a much larger one. Monks services. Monks dormitory and cellarium are extended. Chapter house, sacristy, reredorter (toilets) and guest houses added. Lay Illiterate monks, usually did manual labour around the abbey but More gifts of land are given to FAB. Brothers also worked on abbey farms. Farms are set up with the land all over North and West Yorkshire. Changes made to the English Church by Henry VIII by the Act of By 1170 there are: 60 choir monks and 200 lay brothers Supremacy Reformation 1180-1205 New kitchen, warming house and lay brothers’ infirmary are added He made himself Head of the Church in England (replaced the Pope); Henry was still Catholic but this led to wider changes 1200s FAB is now most powerful Cistercian Abbey in north. 1534 which eventually saw England become a Protestant country by It owns about 15,000 sheep – crucial for England’s profitable wool trade 1558 Early 1200s Presbytery is completed and Chapel of Nine Altars added. Dissolution Henry VIII’s closure of all the monasteries and abbeys in England Tiles added to floors in many parts of church 1536-41 as part of his takeover of the English Church 1216: King John asks for the return of various valuables.

60 History History Around Us: Fountains Abbey Cycle 1 Year 11

Section F - Key Features of the Site Tells Us About…….. Evaluate for higher levels ( however we can’t be sure about…) Chapel of the Nine Altars, Sacristy. Medieval beliefs – 9 different altars receiving prayers & gifts. Wealth (& beliefs) -funds given to monastery. Religion – widows and marble Added in the C13th, sacristy extended (windows) glorifying God. Material wealth of holy objects (plates, crosses etc)- extended sacristy. However we don’t know….. Cellarium Used for storage and work; divided into their Daily life - separate work of Lay brothers –Extended in C12th. Entrance directly into church (values) blocked up (change after B. Death?). Wealth refectory, workshops & stores. Cellarer’s office (important role, & income from granges (extension). Extension and blocking up only tells us about changes in size of LB population & how they got their had own servant in C16th) wealth –we only infer about any possible changes in the values of the monastery Guest Houses In outer courtyard – nearer to gate / outside Diversity & contact with outside world – traders and religious & political visitors. world. Had own fireplaces and reredorters (toilets) However we don’t know…. Daily life & values – only 2 fireplaces for monks in monastery- visited briefly to get warm or be bled if ill. Window knocked through to next door Warming Room. Off cloister, next to refectory. Fireplaces. refectory (rough stonework, no frame) – don’t know when or why (values changing – warmth to refec?). Don’t know when or could be letting light into warming room? Size of monastery - & care for ageing monks. Individual rooms, fireplaces, a meat kitchen. Possible lapse in values – choir monks may have Infirmary (Choir Monks) Large collection of rooms beyond moved here from cloisters / main building after Black Death. Retirement home more than hospital. Changes to daily life? Design difficult to Abbot’s lodgings including own Great Hall. confirm as little remaining. Muniment Room Size & value of Estates – over 200 different granges all over North of England. Documents held here (3,000 at its peak). Secure room – entrance up stairway, double doors, large bolt Trusted in community (held local land deeds) and by King John (held royal treasure – letter requesting return 1216). However – difficult to from inside, small windows, fine architecture (rib vaulted roof). tell….. Above warming room. Abbot’s Lodgings Extensive complex, own fireplaces (chimney remains) and main Importance of the Abbot in politics (sat in parliament), as leader of largest Cistercian monastery in UK (guests) and in community – local hall. Prison Cell. Own entrance to Chapel of Nine influence (prison). Altars/Church, covered walkway.

Huby’s Tower Huby - Abbot 1495 – 1526. Responsible for a lot of re-building and expansion at Fountains including the tower in the Church.

Roof torn down by Aislabie – to create better ruin. Cider press / water cistern brought into centre as an object of mystery at the same time – The Cloisters unknown purpose & original location. Abbey as a romantic ruin – creating perfect view of landscaped garden for Aislabie family. River diverted into a canal and used for water Surprise View – Ann Boleyn’s Seat gardens, moon pools and cascades in C17th. Follies built in Studley Royal. Controversy over whether new building interferes with landscape. Attempts made in design to blend in and in location – not visible from Visitors Centre Abbey. Location directs visitors to abbey more than SR estate but displays tell full story. Tourism. 320,000 visitors p/a. Swanley Grange Farm (educational centre) Formerly a grange of the estate. Modern use – education, tourism (school visits).

61 History America (Moving to the West) Cycle 1 Year 11

Section A – Railroads, and the growth of the Cattle Industry Section C – Living and Farming on the Plains Section D– Indian Wars • Abraham Lincoln approved the Pacific Railroad Act in 1862. It Why did people move to the Plains: Growing tensions promised to provide money to companies willing to build a • The Homestead Act offered people 160 acres of land free • By the 1860s, the Plains were viewed as potentially useable land for white settlement railroad connecting the East and West of the country. for five years. • The Transcontinental railroad disrupted Indian hunting grounds and led to growing tensions • The Union Pacific company built East to West and the Central • The 1860s were an unusually good year for rain on the • The settlement of Colorado and the Plains after Pike’s Peak Gold rush led to conflict over land and Pacific company built West to East. Plains resources • The line was completed in 1869, by which time both • New technology allowed water to be extracted from the • The government began a policy of moving Indians onto reservations so they would not interfere companies owned more land than the state of Texas ground more easily with white settlement • Impact of the Railroad: • A banking crisis in the 1870s meant that many people were Little Crow’s War: Causes Railroad companies and investors: Railroads made these looking for work • Little Crow (Chief on the Santee Sioux) had signed a reservation agreement in 1861 in return for companies and people were associated with them very wealthy • Railroads allowed people to sell farmed goods to the cities supplies from the US government Impact on Indians: The railroads cut through Indian lands and • Ex-slaves could buy land and escape from the south • When the Santee were starving in 1862, the reservation agent refused to open up the emergency disrupted the buffalo hunting grounds. The also encouraged • Railroad companies advertised the Plains as a great place to stores. more settlers and cattle ranchers on Indian lands on the Plains farm Red Clouds’ War: Causes Impact on workers: Thousand of workers were needed to build • Cheap land could be bought on the Plains • In 1851, the Sioux had signed a treaty with the US government who promised to respect Sioux the lines. Over 12,000 workers were Chinese immigrants (people Homesteaders faced difficulties lands. coming to the USA from China). They received little pay and • The Plains were a long way from big towns it was difficult to • In 1862, gold was discovered on the Sioux reservation and miners began pouring along the worked in dangerous conditions. get supplies Bozeman trail (a mining trail) Impact on the USA: New towns were created on railroad lines. • Building houses was difficult • Red Cloud of the Lakota Sioux led attacks against some of these miners Many of these were violent, drunken and unruly. However, • Lack of wood meant they were cold in the winter • The US government began setting up army forts on Sioux land towns soon grew and law and order improved. • A lack of clean water led to diseases like Cholera and The Great Sioux War: Causes Cattle Industry Typhoid • Gold was discovered in the Black Hills of Dakota (on Sioux Lands) in 1874. • After the Civil War many soldiers returned to find their cattle • People became lonely and isolated • The government tried to buy the Black Hills from the Sioux but they were sacred lands and they did stocks had grown Problems with farming on the Plains: not want to sell them • People began to move cattle to the railroads to make money • The Plains were very open. This meant harsh wind could • The US government ordered all Sioux Indians to come back from their hunting grounds by Jan 1876 selling it to cities or Indian Agents destroy crops • By spring, a band led by Sitting Bull (a powerful chief) had not returned so an army was sent to bring • Taking cattle over the Plains to be sold become known as the • Ploughing the land was hard as it had never been farmed them back. long drive. before • The long drives caused conflicts with Indian tribes whose • Buffalo and wild cattle would trample across farmland and hunting grounds were disrupted by the cattlemen. ruin a year’s crop Section B – Cow Towns and Cattle Ranches Section B – Solutions to the Problems faced by Homesteaders Cow Towns • Farmers grouped together to build schools and churches. Small stores opened and communities • Located on railroad lines. They became places where cattle were brought and sold. One of the first was Abilene (in Kansas). began to form • Cowboys could rest and spend their wages in Cow Towns • Wind pumps were used to harness the prairie wind. They could be drilled into the ground and • Early cow towns were violent and drunken places but by the 1870s many of them had developed their own laws and hired draw up clean water from deep down. sheriffs (police) • Farmers learned dry farming techniques Cattle Ranches • Barbed-wire fencing was a cheap and easy way to enclose a large area of land • Located on the Plains. They were set up so that cattle did not have to be driven all the way from Texas. • Settlers shared crops if one family was unable to plant in time for the spring • Cattle ranches needed a lot of grass and water. Overgrazing was a big problem. • Homesteaders often worked together to plant crops – it was better to have one working farm then 3 or 4 failing ones

62 History Civil War Cycle 1 Year 11

Section E - The Causes of the Civil War 1850-1861 Section F - African-American Experience of War 1861-1865 Section G - Reconstruction 1865-1870 Section H - Reconstruction 1870-1877 Differences between North and South: Outbreak of War: The end of the Civil War: Southern Resistance to Radicals: • North: modern capitalist economy. Farming mixed • Lincoln declared it was illegal to leave the USA. • Jan 1865 – Congress passes 13th Amendment. Slavery is • Many white southerners hated radical with factories and business. Employees paid. Believed • Southern troops attacked Fort Sumter in April 1861 – a abolished in the USA reconstruction. They opposed it. Slavery unfair as it gave Southern business an Northern Base. This sparked Civil War. • April 1865 – Confederacy Surrender. 1 week later Lincoln is • They hated ‘Scallawags’ – southerners advantage. Lives of African Americans at Outbreak: assassinated. Johnson becomes President who foolishly sympathised with • South: Plantation slave economy. Agriculture + little • North: No equality in jobs. Poorer housing. Segregated Presidential Reconstruction 1865: radicals. industry. Slaves not paid when producing cotton. schools. Segregation and racism from whites. • Reconstruction – The rebuilding of the USA after the conflict • Thought ‘Carpetbaggers’ were Believed slavery was natural – working class in North • South: No jobs, just slaves. Poor living conditions on of the civil war. exploiting the South. These were were ‘basically wage slaves’ anyway. plantations. Illegal to learn to read/write. Slaves were • President Johnson’s reconstruction actions were unpopular Northern Men who bought plantation • BUT – North relied on slavery too – they bought property not people. Faced brutal violence. amongst the Northerners: land and sold it for quick profit – driving Southern cotton for their factories! Limited War 1861-62: Lincoln’s initial aim was not to end slavery.  Allowed confederate states to re-join immediately the South into debt. Abolitionism He simply wanted to reunify the USA  Didn’t punish ordinary confederate soldiers, only the • Feared the 14th amendment. Against • Abolitionists had grown in number by 1850. Black Experience in the North: powerful plantation owners illiterate black voters. (though most • This was mainly a Northern movement • Blacks volunteered for the army. Denied access as Lincoln  Allowed Southern States to re-establish their governments blacks were too poor to vote anyway). • Popular ‘The Liberator’ abolitionist newspaper worried about Northern racist attitudes. (believed in state’s rights) • KKK and White League targeted blacks . • Escaped slaves – Frederick Douglass – gave anti- • Blacks were freed as the Northerners moved South. Some  Returned land taken by former slaves back to whites They intimidated them to stop voting. slavery lectures in North. Northern Blacks helped these people access education and (including the Sea Islands) Radical Weaknesses: • Harriett Tubman and Douglass helped slaves escape + healthcare (Harriet Tubman) • This process allowed many Southern States to segregate • Lower numbers of black voters (due to smuggled them North – ‘Underground Railroad’ Black Experience in the South: against black using new laws – Black Codes. Not slavery but KKK) weakened the radicals. Compromises: • Some slaves forced to work for (but not fight in) the for many it was similar. • Many key radicals died (Stevens in • 1820 Missouri Compromise had stopped slavery in Confederate army. Mainly out of fear. As slaves came under Radical Reconstruction 1866-70: 1868) new Northern Sates, but allowed it new Southern Northern army control they often did similar work for them • Radicals – Anti-slave republicans who had control of • Economic downturn – Freedman’s states. States added in pairs. • Lincoln called them ‘Contraband of War’ as they were congress e.g. Thaddeus Stevens. Bureau shut down for lack of funds • 1850 Clays Compromise: New territories like Utah and technically property. They couldn’t fight (at first). • Believed South should be ruled like territories, states rights 1872 Mexico vote whether to have slavery or not. • Some Generals from 1862 allowed former slaves to fight for limited and black rights protected. • Many former slaves ‘sharecropping’ • 1854 Kansas-Nebraska Act: Two new territories were them. Lincoln reluctantly allowed this. Timeline of Radicals Achievements: with wasn’t slavery but still exploited in the North – shouldn’t be allowed slavery according • 1862 Sea Islands. Freed slaves allowed to keep the former Feb 1866 – Freedman’s Bureau (gave land out to ex-slaves and blacks. to Missouri Compromise. plantation land and farm on it. helped educate them) Supreme Court Rulings: • Kansas and Nebraska given right to vote on whether Total War 1863-65: 1863 Lincoln declared the Emancipation March 1866 – Civil rights Bill (now a crime to deprive anyone of • 1873 Ruled blacks had to be treated to have slavery or not… even though they were proclamation: If North won war, slavery would be abolished. their civil rights – even blacks) equally on a national level, but not in Northern. Scared Northerners- slavery spreading! Black Experience in the North: June 1866 – 14th Amendment (everyone in USA was a citizen states. Southern States started Democratic and Republican Parties: • 1863 – First Official Black regiment in North. regardless of their race) segregation again. • Democrats – Southern, supported spread of slavery • Not given equal roles – menial jobs, couldn’t be officers November 1866 – Radical Congress Majority increased • 1875: National Gov. not permitted to • Republicans – Opposed spread of slavery. Created in • More job opportunities as whites were at war March – June 1867: 1) South divided into Military Districts intervene if blacks were stopped from 1854 in opposition to Kansas-Nebraska. • BUT some working class whites attacked blacks in NYC 1863 as (southern govs removed) 2) Anyone who fought against the voting – this was matter for the states. • Republican Abraham Lincoln won Presidential election they hated having to fight for black freedom. North banned from voting. • 1887 – Northern Soldiers left the south in 1860. South feared this would end slavery. They Black Experience in the South 1868 –Radical President Grant elected – Blacks left to fend for themselves. believed states had right to choose. • Ex-slaves became important in Union army. Feb 1870 – 15th Amendment passed. All citizens regardless of • South Carolina, Mississippi, Florida, Alabama, Georgia, • General Sherman ensured slaves got decent provisions. race have the right to vote. Louisiana, and Texas seceded from the USA in 1861. • Increase education of ex-slaves - 200,000 literate by 1865 1870 – 2000 black Americans in political positions. Created a new country – The Confederacy. • Some exploited by Northern investors (still picking cotton) REMEMBER – These changes DID NOT LAST

63 History Nazi Rule 1933-1936 Cycle 1 Year 11

Hitler consolidates power Nazi ideas: Key words Jan Hitler made Chancellor Aryan German ‘master race’; non-Jews of ‘pure’ German origin 27th Feb Reichstag Fire Anti-semitism Hatred of Jews Hitler granted ‘emergency powers’ to arrest without trial Fuhrerprincip The idea that Hitler has ultimate authority in Germany; everyone should be obedient to him 5th March New elections. Nazi best ever result (44%)

th 1933 24 March Enabling Act – Hitler can now pass laws without Reichstag Gleich--schaltung Co-ordination or ‘bringing into line’. The Nazi policy of controlling everything in society May Trade Unions taken over Lebensraum ‘Living Space’. The Nazis believed this should come from invading eastern Europe. Later it Section B Section A June ‘Concordat’ signed with Catholic Church justified exterminating the non-Aryans there. July All other political parties banned

May ‘People’s Courts’ set up to try ‘political crimes’ Nazi Police State: • The SS - Hitler’s personal bodyguards • Concentration camps –anyone who criticised the 29-30th June Night of the Long Knives – attack on SA • Gestapo – secret police Nazis 1934 • Police and Courts – loyal to Nazis • Local Wardens – reported to Gestapo August Death of Hindenburg, army oath of loyalty. Hitler now ‘Fuhrer’ Propaganda: controlled by Nazi Joseph Goebbels. Newspapers controlled by Nazis, Jews banned from owning or working for one. Nazis took over all radio channels from 1933, foreign programmes could not be picked up. Cheap radios made so that all Germans could listen. Loudspeakers broadcast Hitler’s speeches in public places and businesses. Official burning of anti-Nazi books, only pro-Nazi books published. Nazi control of all films made, pro-Nazi films made on Goebbels orders. Huge rallies gave impression or order and control. Young people: Education – all school textbooks changed to give pro-Nazi message. Jewish teachers sacked, teachers had to swear oath of loyalty. Curriculum focussed on promoting Nazi ideals about race, loyalty to Hitler, history of how

Section C Germany had suffered after WW1 because of the Jews/Communists, and hours of PE. Hitler valued obedience over knowledge. Youth groups – Hitler Youth (HJ) and League of German Maidens (BDM). HJ activities were hiking, running, jumping, singing, competitive games and listening to Nazi ideas. Girls in BDM also had to do physical fitness but also learn housework and childcare skills. BOTH groups promoted obedience to Hitler. Membership high but attendance dropped by late 1930s. Made compulsory 1939. Women: (urged to follow the 3 Ks: ‘Kinder, Kirche, Kuche ‘– children, church, cooking) Jobs: all public service workers (doctors, teachers, civil servants) sacked. Others encouraged to leave work. Jewish women sacked. Marriage: 1000 mark loan given to encouraged Aryan women to marry Aryan men. The more children they had, the less they paid back. Children: women encouraged to have large families. Medals awarded - gold for 8 children. BUT compulsory sterilisation for those with inherited disease or ‘weaknesses’ such as colour blindness. WW2 change : now single women encouraged to have children. Propaganda: encouraged the idea of the perfect Aryan family. Women encouraged to wear traditional clothing, NOT to wear trousers or dye their hair OR smoke. Slimming discouraged – women had to be strong and athletic for childbirth. Workers: lives controlled by DAF (replaced the Trade Unions). Strikes were banned. Wages went down and hours went up. Unemployment came down: by 96% by 1936. BUT Jews and women taken off register; ‘workshy’ sent to concentration camps. Section D Public works: e.g. building autobahns and schools / hospitals provided manual work for many unemployed young men. RAD: compulsory work camps for 18-25 year olds, digging ditches and planting forests. Low wages; military style regime. Military service: 2 years compulsory military service for young men from 1935 brought unemployment rate down Leisure time: controlled by the Nazis through the KdF (‘Strength Through Joy’)– organised activities (hikes, theatre, sports) after work SdA: ‘Beauty of Labour’ aimed to make workplaces more attractive (canteens, toilets). Workers might have felt better off.

64 Section G Section F Section E 1933 1938 1935 WHO? Concentration Camps Concentration 1939 1941 Death Camps Death 1942 Final Solution Einsatzgruppen 1945 Ghetto Ubermensch Lebensraum Church Political opponents people Young Army Dietrich Von Galen Anyone who didn’t fit the Bonhoffer • • • • • • • Nazi encouraged boycott of Jewish shops; Jewish of boycott encouraged Nazi Jewish children banned fromJewish children bannedstate schools; Nuremberg Laws: Jews could Jews not allowed to to as work allowed Jews not Nazis decide on ‘Final Solution’ – Solution’ ‘Final on decide Nazis Wanasee 6 million Jews and millions Formed the Confessional Church with with Church the Confessional Formed programme. Catholic bishop Catholic • • • • • • Thousands arrested put and camps, someThousandsin concentration beaten up, tortured or harassment killed. from the Continued Gestapo Communists, Social Pirates Edelweiss Failed bomb plot (Operation Valkyrie) 1944 Valkyrie) (Operation plot by led bomb Failed Group Rose White revenge in hanged members some so Pirates 1944 Edelweiss by killed HJ One leader A camp where Nazis imprisonedNazis whereA camp A concentration camp where prisoners are sent to sent are prisoners where camp concentration A The name for the Nazi plan to exterminate all the Jews in Europe. This idea developed over time but is said to have been planned at at the planned over to been time but said is have the to developed Europe.Jewsexterminate idea all This in plan for the Nazi The name find. could the Jews they all shot and up rounded They Russia. and Poland into army German the to follow sent were WW2, in who, SS of soldiers groups Special A part of a city,Aa part of ‘Superhuman’: Space’. ‘Living Conference Catholic Church Church Catholic Protestant Churches Churches Protestant Many Catholic harassed; 3bishops executedbishops for distributing von Galen’s sermons to soldiers [see below] BUT youth groupsbyCatholic stopped 1936 forced to schools Catholic and close by 1939 Neither Catholic NOR Protestant Churches ever criticised ever Churches NOR criticised Protestant Kristallnacht Catholic Neither BUT 6000Church’ pastorsto left ‘Confessional theirform own History Nazi Aryanideal : Nazi leaders meet to agree on a more ‘efficient’ way of exterminating : exterminating of way meet to Nazi leaders a on agree more ‘efficient’ The Nazis believed the need to achieve ‘living space’ for German people involved first invading EasternThe the first Nazis to need thenEurope exterand space’for invading involved Germanbelieved‘living achieve people who started criticising the Nazis in 1934. IN 1943 revealedthat Nazis were secretly killing mentally and physicallyhandicapp Used usually a slum area,a slum usually o ntdgopbtafwhnrdi ahbgct.Aimed Hitler to joining have Youth fun. avoid anti and singing Hiking, not : group united but eachin big city. a hundredfew : : students at University Scholl. by led Sophie and Hans Munich Spread anti of other outsiders had been killed by the end of of the WW2 by end killed been had other outsiders of Democrats,Trade Unions agreed to stay out of Nazi affairs in the ‘Concordat’ 1933. ‘Concordat’ the in affairs Nazi of out stay to agreed dentists, chemists 9pm. by or chemists to nurses. dentists, indoors Curfew: be by the Nazis to describe their describe to Nazis the by not be German citizens; Jews could not marry or have sex with non with sex marry or have not Jews could citizens; German be not : Jews, Gypsies, homosexuals, ‘workshy’, political opponents (e.g. (e.g. the opponents : with illnesses, mentally Communists), people inherited ‘workshy’, political Jews, Gypsies, homosexuals, Jews must be exterminated to achieve ‘Lebensraum’ achieve to exterminated be must Jews combined in in combinedNazi Reich Church their opponents. People were forced to alth were to forced People there work in their Many died (from terrible and lived conditions. opponents. disease/starvation) SA threaten shoppers outside shoppers SA threaten Jews not allowed to practice as doctors as to practice allowed Jews not where Jews were to forced live. Martin Martin Niemoller All banned by 1933 by banned All rights. workers’ and speech free to restore democracy,. Wanted von von Stauffenberg ‘master be killed. . Said Nazism was anti Said Nazism was . - race’ of Ayrans race’ of had to swear and oath of loyalty to to Hitler of loyalty to oath had and swear . Bomb did not kill Hitler, and the take Hitler, and kill not did Bomb . - Nazis promised in return in Catholic Nazis to promisedleave Christian. Jews Nazi Rule 1936 Rule Nazi - Nazis closedhis training college for young ministers. Jews - Nazi messages,criticised Nazi treatment Church Opposition: key individuals key Opposition: Church Outsiders keywords Opposition to the Nazisthe to Opposition • • • • over of Berlin was not properly organised. Von Stauffenberg Von organised. not was properly over of Berlin 65 Six Six to campsdeath Poland in murder built Jewsscale (gas on ‘industrial’ an chambers): Outsiders Jewish public officials (judges, lawyers and teachers) sacked teachers) and lawyers (judges, officials public Jewish Kristallnacht 6 million more Jews more 6 million - s and Catholic schools/youth groups alone schools/youth Catholic s and 1945 – night of Nazi encouraged violence against Jews. 30,000 Jews arrested. 30,000 Jews. Jews against violence encouraged Nazi of night come under Nazi control as a result (1939) of Poland invading Russia (41)and (2 35) published leaflets, held meetings and wrote anti meetings and held leaflets, 1933-35) (400 published strikes, between organised secretly still BUT /3 of all Communist members were arrested) meant these groups were groups these meant arrested) were members Communist /3all of of Jews, during WW2 - (1942 during Jews, of Wansee ed people. Nazis saw him as ‘too popular to punish BUT his campaign made Nazis Nazis stopmade their euthanasia campaign BUT his to punish as ‘tooNazis popularsaw him people. ed mi - Nazi sex. having Nazi and songs, drinking Niemoller nating the people there. people the nating Conference Conference or physically disabled put in a concentration camp but survived. but campsurvived. concentration a in put ou - 1942 gh they they were camps. not gh death 43). Hans and Sophie arrested executedand 1943. and main plotters quickly main and Cycle 1 executed Auschwitz, Treblinka, Treblinka, Auschwitz, Bonhoffer . 5000 other Nazi opponents also killed in revenge. in killed . also 5000 opponents Nazi other . 1935. after threat not serious a arrested 1943 and executed 1945. executed 1943 and arrested Sobibor Year 11 , Belzec, Belzec, Majdenek, - Nazi graffiti. Chelmno History Nazi Society Cycle 1 Year 11

Section H - Women’s Lives 1933-1939 Section I- Lives 1933-1939 Section J - Young People’s Lives 1933-1939 Section K - Jewish Lives 1933-1939

Jobs: Workers: Schools: Undesirables • All female public service workers (doctors, teachers, DAF: • School textbooks rewritten. Anyone who didn’t fit the Nazi Aryan ideal: civil servants) sacked. • Replaced Trade Unions • Non-Nazi teachers sacked. Jews, Gypsies, homosexuals, ‘workshy’, political • 1934, around 360,000 women had given up work. • Strikes were banned. • Jewish teachers sacked. opponents (e.g. Communists), people with inherited • Numbers of women in university limited to 10% of • Wages went down and hours went up. illnesses, the mentally or physically disabled. male intake. • Unemployment reduced by 96% in 1936. Curriculum: • BUT Jews and women taken off register. • History: WW1 loss the fault of Jews and The Nazis used two terms to separate Aryans from Marriage: Communists. Treaty of Versailles was Diktat. non-Aryans: • 1000 mark loan given for marrying Aryan man. Public works: • Geography: Lebensraum. German empire needed • The more children they had, the less they paid back. • building autobahns and schools / hospitals to expand. 1. Ubermenschen: White, northern Europeans. The • Contraception banned. • provided manual work for many unemployed • Maths: Maths problem had underlying anti-semitic Aryan race. ‘Super humans’ • Loan abolished in 1937. young men. and pro-Nazi messages. • Science: Learnt about angles by plotting bomb 2. Untermenschen: Jews, Roma, Gypsies, Slavs. Non- Children: RAD: trajectories. Aryan. ‘Sub-human’. • Medals awarded for having lots of children gold for 8 • Compulsory work camps for 18-25 year olds • Race Studies: All students learned to identify the children. • Digging ditches and planting forests. difference between Aryans and Jews. 1933 • Compulsory sterilisation for those with inherited • Low wages; military style regime. • PE: Compulsory to create a fit Aryan race. • Nazi encouraged boycott of Jewish shops; SA disease or ‘weaknesses’ such as colour blindness. threaten shoppers outside Military service: Youth groups • Jewish public officials (judges, lawyers and Propaganda: • 1935 2 years compulsory military service for • Hitler Youth (HJ) for boys teachers) sacked • Posters encouraged the idea of the perfect Aryan young men • League of German Maidens (BDM) for girls. 1935 family. • HJ activities: hiking, running, jumping, singing, • Nuremberg Laws: • Women encouraged to wear traditional clothing, NOT Leisure time: competitive, violent games. • Jews could not be German citizens; Jews could not to wear trousers or dye their hair OR smoke. • KdF (‘Strength Through Joy’)– organised activities • BDM activities: physical fitness, housework and marry or have sex with non-Jews • Slimming discouraged – women had to be strong for (hikes, theatre, sports) after work childcare skills. 1938 childbirth. • SdA: ‘Beauty of Labour’ aimed to make • Groups collected money for Nazi charities (like • Jewish children banned from state schools; Jews workplaces more attractive (canteens, toilets). Winterhilfswerk) not allowed to practice as doctors Success of policies: • Workers might have felt better off. • BOTH groups promoted obedience to Hitler. • Kristallnacht – night of Nazi encouraged violence • Number of marriages increased slightly 1933-39 • Membership high but attendance dropped by late against Jews. 30,000 Jews arrested. • birth rate increased 1933 (15 per thousand) to 1939 ‘Winterhilfswerk’: 1930s. 1939 (20 per thousand) • charity drive in winter months 1933-1945 – aimed • Made compulsory 1939. • Jews not allowed to work as dentists, chemists or • Divorce rate rose after 1938, ‘duty year’ introduced in to ensure ‘no-one shall be hungry or cold’ nurses. Curfew: to be indoors by 9pm. 1939 • BUT workers could be sacked/harassed by others Overall aims: • 6 million more Jews come under Nazi control as a for not donating • Boys to be fit and ready for war result of invading Poland (1939) and Russia (41) When women were called back to work in 1943… • Girls to be fit and ready for childbirth and • First use of yellow insignia Only 1 million responded to the call – many had motherhood welcomed the initial return to traditional values and • Total loyalty to Germany and Hitler through domestic life indoctrination.

66 History Germany at War Cycle 1 Year 11

Section L -Polish Occupation Section M- Occupation of the Netherlands Section N – Total War Germany Section O - Holocaust

Occupation: Occupation War Economy : First Solution – Persecution and Emigration • Under Lebensraum Nazi leaders believed in was • Begins in 10 May 1940 • After invasion of Poland and other Eastern • In German occupied countries the Nazi’s would Germanys right to take back Poland after it had • Luftwaffe attack the port of Rotterdam, 800 European countries Hitler declared a war economy force Jews to leave the country been lost to them after WWI people killed and 25,000 buildings were destroyed in December 1939 • Jews were beaten and humiliated, their property • Poland invaded in September 1939, this was the • The Dutch government surrendered out of fear of • All industries would focus on the producing attacked and belongings looted official beginning of WW2 similar loss of life in other cities products to support war effort • He Nazi’s created a Central Office for Jewish • Nazi leaders split the country into different regions, • Military budget rose dramatically Emigration the largest region was called General Government Experiences of Occupation • By 1941 55% of German workforce were employed Second Solution – Concentration in Ghettos • The Nazi leaders aim was to ’Germanise’ Poland • Civil Servants were allowed to continue to work, in war related industries • As Germany occupied more countries in the East although many resigned • Albert Speer was to be in charge of this and with higher Jewish populations emigration would Removal of Polish Culture: • Dutch Education was not changed and the Dutch introduced ‘Industrial self responsibility’ become harder to manage • Himmler drew up a plan to decide how to occupy at first co-operated with Germans • 1940 10200 aircraft produced by 1944 this had risen • Jews were instead forced into Ghettos, which were countries in Eastern Europe, called the Eastern to 39,600 enclosed areas in cities were Jews could be General Plan. It aimed to remove as many Slavic Changing Experiences • 1940 1600 tanks were produced by 1944 this had isolated people as possible and replace them with Germans • February 1941, the first Dutch Jews began to risen to 19,000 • The Warsaw Ghetto hard a 3 metre high wall, and • From 1940 hundreds of thousands of native polish rounded up held 445,000 people citizens were replaced with 500,000 ‘ethnic • Dutch Communists began to go on strike, resulting Impact of War : • Disease and death were common amongst young Germans’ in violent reaction from German authorities • By Spring 1940 Germany was beginning to and elderly • Hans Frank was placed in charge of this process, he • 1943 107,000 Dutch Jews were deported or sent experience food shortages Final Solution – Mass Murder aimed to destroy Polish culture to concentration camps • Rationing was introduced • Einsatzgruppen, an elite German force carried out • School and universities were closed • 300,000 ex Dutch soldiers were transported to • Jews were given much more rationing than mass murders of Jewish communities. They were • 30,000 of most talented Polish people were Germany to work in Labour Camps Germans made up of SS and police arrested many tortured and murdered • By 1944 all men between 16-60 had to report for • Germans would spend hours queuing for low quality • The Einsatzgruppen would follow the German • 1.9 million non Jewish Citizens were murdered forced labour across Germany foods army as they entered new territory • 1.5 million Poles were deported and worked in • Complaining would be dealt wit5h harshly • They would round up men, women and children labour camps Resistance: • Women had a varied experience many leading Nazi take them to secluded wooded areas. The victims • In 1939 the Jewish population of Germany was 3.5 • June 1940, many Dutch wore carnations in still felt their role should be in the home, but as the would be forced to dig a large pit, stand at the million by the end of the war 3 million had been support of the exiled royal family war progressed some were encouraged to return to edge of it and then be shot. murdered • Dutch organised a resistance movement operating work. From 1939 women under 25 were expected • At Chelmo near the Polish town of Lodz, Jews were in secret, 300,000 people were in hiding to complete 6 months Labour Service before bing murdered by exhaust fumes in a van, allowing Resistance • Illegal printing presses were established entering full employment more to be killed at the same time • The Polish Government which had escaped to • From 28 August 1940 RAF began a bombing • This idea was expanded on and in 1941 Operation London helped to establish the Delegatura, a secret campaign against the important German cities Reinhard allowed the building of extermination or state within Poland • Children were voluntarily evacuated out of the death camps • In August 1944, their was an uprising in Warsaw towns and cities • By 1942, these were built in Belzec, Sobibor, lasting two months. • Older children were placed in camps run by the Treblinka and later Austwitz. • The Germans eventually took control but ordered Hitler Youth, this allowed the Nazi to increase their • Jews were herded into gas chambers under the the complete destruction of Warsaw and its people indoctrination programm pretence of having a shower, but then would be murdered with gas – 1.7 million by end of WW2

67 RE Christian Beliefs Cycle 1 Year 8

Week Key Knowledge to learn Week Key Knowledge to learn • Omnipotent – this means that God is all powerful. Nothing is impossible for God. • God became man in the form of Jesus. • The creation story shows the power of God as does the story of Noah’s flood in the Old Testament • Jesus was fully human AND fully God. where God flooded the earth for 40 days. • Jesus came to free humans from sin and death, this is called atonement. • Omnibenevolent means all loving, so God is the source of all goodness and love in the world. • Jesus came to show people how to live according to God’s laws.

• “God so loved the world that He have His only son.” John 3:16. beliefs: • The incarnation shows that God loves humanity that he was prepared to become one of us and share our • The Parable of the Prodigal Son also shows the love of God. A spoiled son was welcomed home by his suffering. Father even though he doesn’t deserve it. • The incarnation gives them hope that they can overcome temptation and sin and achieve salvation. • Just means fair. God provides fair justice for all. • The incarnation means they will obey God’s law/believe in Jesus/be active in the Church community, to gain Incarnation eternal life opened up by Jesus’ incarnation. • Christians believe that God does not discriminate. – Christian • Quote 1 “Jesus is inseparably true God and true man.” (Catechism of the Roman Catholic Church)

• The 10 commandments were rules given by God to Moses to ensure that people lived a good and fair 4

beliefs: Nature of God • Quote 2 “The Word became flesh and lived amongst us.” (John 1:14) life. • The Parable of the Sheep and Goats teaches that all people will be judged on how they have lived their • Quote 3 “‘If anyone acknowledges that Jesus is Son of God, God lives in him and he in God.” (1 John 4;15) life Miracles • These beliefs influence Christians by: • A miracle is an extraordinary event that is not explainable by scientific law and is therefore attributed to a God. • Christians believe that Jesus (God incarnate) performed many miracles in his lifetime. – Christian -Encouraging them to look after the world as stewards because their all powerful God has created it. 1 -Praying for the sick because they believe a loving and powerful God might provide a cure. • Examples of Jesus’ miracles recorded in the Bible include: -Treating others as they want to be treated with love following the example of God. 1. The Calming of the Storm 2. The healing of the Paralysed Man 3. The raising of Lazarus • For Christians Miracles are a sign that God exists because the miraculous event does not seem to be • Christianity is monotheistic meaning that they only worship one God. explainable by scientific law. • God’s nature is explained through the mystery of the Trinity and its three persons.

Son of God • For Christians Miracles are a sign of what God is like e.g. all-powerful, caring, all loving and all-knowing. • The first person of the Trinity is God the Father who is the creator and sustainer of the Universe. • It gives Christians reassurance that God will be there to help them when they need it. • The second person of the Trinity is God the Son. He is the loving nature of God. The Son was ever present • It teaches Christians how they should act in difficult situations e.g. to help others that are ill. but became man in the form of Jesus through the incarnation. Parables • The third person is the Holy Spirit which is the presence of the God in the world. It gives them a source of Jesus as • Jesus’ teachings and parables can be found in the New Testament of the Bible in the Sospels of – Matthew, Mark, Luke and John. strength in their lives. 5 The Trinity

Christian Beliefs: Christian • During Jesus’ baptism a voice from Heaven said, “You are my beloved Son”. At the same time the Holy • A parable is a simple story used to tell a moral, spiritual or religious lesson. – Spirit descended as a dove. All three persons of the Trinity were present at this time. • Examples of Jesus parables are: 2 • During baptism Christians are baptised “in the name of the Father and of the Son and of the Holy Spirit.” 1. The Good Samaritan 2. The Rich Fool 3. The Sheep and the Goats. • God created the universe in six days and rested on the seventh. • Jesus died on a Friday. • God took great care over creating the Universe and all life on Earth. • Christians call this day Good Friday. • God created humans “in his image” to have dominion over the rest of his creatures. • Crucifixion was a painful death. He was condemned to death by the Roman Governor Pontius Pilate. • The first humans were Adam and Eve according to the Book of Genesis. • One of Jesus own disciples called Judas betrayed him. • God gave humans dominion over the Earth. This means that they were in control of it. • Jesus died asking God the father to forgive his killers. Crucifixion • Christian’s should act as God’s stewards. This means that they must care for and protect the Earth. • Christians believe that Jesus died to atone for the sins of humanity. Atone means to put right. • Christians will care for the environment e.g. by giving to green charities, using low emission vehicles. • It was a painful death used for political prisoners as well as criminals. Jesus was crucified beside two common criminals.

beliefs: Creation beliefs: • Christians will reflect on the beauty and wonder of nature as a reflection of God’s almighty power. • Christians see humankind as a reflection of God so will care about every life and issues like human • Christians will be forgiving of others as Jesus forgave his persecutors/killers. rights. • The crucifixion show’s Jesus unconditional love for humankind as he was willing to suffer to save us from sin. • It encourages Christians to risk suffering to stand up for what they believe is right. • Quote 1 Omnipotence: ‘Great is our Lord and mighty in power.’ (Psalm 147:5) • Quote 1 “Truly I tell you today you will be with me in Paradise.” Jesus to criminal crucified beside him. (Luke

• Quote 2 God created the world from nothing in seven days. (Genesis) Beliefs: Christian

- Christian 23:42) -

3 • Quote 3 Benevolence: ‘For God so loved the world that he gave his only Son, so that whoever believes • Quote 2 “Father forgive them, for they know not what they do.” Jesus on the cross, speaking about his killers 6 in Him shall not die, but shall have eternal life.’ (John 3:16) (Luke 23:34)

68 RE Christian Beliefs Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• Resurrection means rising from the dead. • Jesus sacrificed himself to atone for our sins. • Jesus rose from the dead three days after death on the cross. • Jesus sacrificed himself by dying on the cross as a human. • Christians call this day Easter Sunday and it is one of the most important days of the Christian • Christians believe that Jesus paid the price for human sin and allowed the relationship between God and humanity to be calendar. healed. • Some Protestant Christians believe that humans atone for their sins through proclaiming a belief in Jesus as God and • Seen alive by many 100s of witnesses according to the Bible. Saviour.

• The first to see the risen Jesus were the women who came to visit his tomb according to the Atonement Roman Catholic Christians believe that atonement must come through active participation in the Sacraments.

– • Bible. Mary Magdalene was the first. (Mark 16) • Roman Catholics believe that there are seven Sacraments. • Christians believe that Jesus then appeared to his disciples who he told must spread the word 10 • The Church of England believes that there are two Sacraments; Baptism and Eucharist. of God as he had commanded them too. “Go into the world and spread the Good News.” • Quote 1: “My grace is all you need.” Jesus (2 Corinthians 12) beliefs: Resurrection (Mark 16) • One disciple called Thomas did not believe in the resurrection until he had seen him with his • Salvation is being saved from the consequences of our sin, ie death. own eyes. • Salvation is given by God’s grace because Jesus sacrificed himself for us by dying on the cross.

Christian • Two more disciples met the risen Jesus on the road to Emmaus. • Salvation can be achieved through following God’s law, relying on God’s grace, or living according to the Holy Spirit within us. – • It proves to them that Jesus was God’s son, so gives authority to his teaching and example. • Christians will pray for salvation and eternal life and show gratitude through worship / following God’s law. 7 • Quote 1 “See my hands and my feet, that it is I myself. Touch me, and see. For a spirit does not • Christians know that we all have the spirit of God in us so have the ability to live as He wants and go to heaven. have flesh and bones as you see that I have.” (Luke 24:39) • Source 1: Parable of the Prodigal Son. - Salvation • Source 2 “For if you forgive other people when they sin against you, your heavenly Father will also forgive you.” (Matthew

• Christians believe that after he rose from the dead Jesus later ascended (went up into) heaven. 11 6:14) • Some believe that this was a physical ascent and others claim that it is symbolic to show that • Source 3 “For all have sinned and fall short of the glory of God.” (Romans 3:23) Jesus’ time on earth was over. • Source 4 “This is my blood of the covenant, which is poured out for many for the forgiveness of sins.” (Matthew 26:28) • It is significant because it marks the time when Jesus left earth in a physical way but the Holy • Everyone will be judged after death / resurrection. Spirit was left behind to lead and guide Christians today. • Judgement Day decides if you go to heaven or hell. • Ascension Day celebrates Jesus' ascension to heaven after he was resurrected on Easter Day. • Judgement is based on how you lived your life and followed Jesus’ teachings/God’s laws. • Quote 1: “Then Jesus said to the apostles: 'Go forth to every part of the world, and proclaim the • Christians believe that one of the natures of God is that he shows mercy and will therefore forgive. Ascension • Christians will try to follow Jesus’ teachings and God’s laws so that they go to heaven on Judgment Day. They believe that Christian Beliefs:Christian good news to the whole creation. Those who believe it and receive baptism will find salvation”

– Mark 16 Jesus death atoned for their sins. “Love God and Love your Neighbour” (Matthew 22) 8 • Quote 2:“So after talking with them the Lord Jesus was taken up into heaven, and he took his Judgement • Christians will worship God to make sure he knows they love him and respect him and so will go to heaven. Only those that - seat at the right hand of God.” Mark 16 worship him and accept Jesus’ salvation are assured a place in Heaven. 12 12 • Christians know that God’s grace and mercy will mean their sins can be forgiven and they can go to heaven. • The Parable of the Sheep and Goats (Matthew 25) explain that Christians will be judged based on their actions on earth. • A sin is an action that goes against the teachings and will of God. • The Nicene Creed says that “Jesus will come again to judge the living and the dead.” • Christians believe that failure to believe in God is the biggest sin. • Those who have achieved salvation will go to heaven for eternity. • Christians believe that breaking God’s law or Jesus teachings are sins. • Heaven is God’s kingdom, reward for passing God’s judgement – close to God. • Christians believe that all people are born and remain sinners. • Heaven is a place of peace and love, with no conflict or pain or suffering. • Christians believe that sin separates humans from God. • Heaven inspires Christians to follow God’s law and repent of their sins. • Christians believe that the story of Adam and Eve tells them about Original Sin. • Heaven gives them hope of justice in the afterlife for suffering in this life. Some believe Heaven is a physical place, others a • Original Sin is a Christian belief of that states that sin has existed since the fall of the first man. spiritual state of being with God. beliefs: Original beliefs: Original Sin • In the book of Genesis, Adam and Even are said to have disobeyed God by eating from the • Hell is a place of suffering where unrepentant sinners go after judgement. Suffering is through being separated from God

Tree of Knowledge of Good and Evil. (Genesis 3) Heaven & Hell and physical torment eg burning. Hell is ruled by the devil and his angels. • This sin was the original sin which broke the relationship between God and humans. - • Purgatory is the a Catholic belief. A place where souls go to wait before they can get to Heaven. Christian • God sent Adam and Eve from the Garden of Eden after their first sin and said that they would 13 • Hell Quote:‘A place of a fiery furnace, with weeping and gnashing of teeth” (Matthew 13:50). - • Heaven Quote ‘My Kingdom is not of this world….’ (John 18:36). “There are many places in my Fathers house and I have 9 now die and return to dust. prepared a place for you.” (John 14)

69 RE Christian Practices Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• Liturgical worship: set words and actions for worship, based on the Bible. • The Eucharist celebrates the Last Supper the night before Jesus was crucified. • Informal worship: worship that is less formal and more relaxed; may be in a café, home or workplace. • The Last Supper was the final meal that Jesus shared with his disciples when instructed them to remember him. • The Bible is at the heart of ALL forms of Christian worship. • At the last supper Jesus blessed and shared bread and wine. • Private worship: an individual or family worshipping at home or in a private place away from others (Jesus taught • It helps Christians remember and reflect on Jesus’s sacrifice for them on the cross – his body was broken and his blood that private worship is the most important as we should never worship just to look devout.) spilled to save them from death and the consequences of sin. • Charismatic worship involves singing and people speaking from the heart when the spirit of God moves them to

Eucharist • Scripture says: “Take, eat, this is my body. Take, drink, this is my blood. Do this in remembrance of me.” (Bible)

do so (typical in some Evangelical churches). - • The • Some prefer liturgical worship as it is a familiar ritual that makes them feel like part of a bigger Christian. • Some churches eg Catholic use wine at the Eucharist as Jesus used it at the Last Supper.

- Worship community saying the same thing at the same time and reminds them of the never changing nature of God, as it • Others eg Methodists use non-alcoholic juice as they believe alcohol can cause problems and they don’t want to

1 is the same in all churches that use it. encourage people to use it. • Others prefer informal or private worship as it enables them to directly experience God for themselves, rather • Catholics believe in transubstantiation – the bread and wine really become Christ's body and blood when they are

than going through ministers who may have different or misleading understanding of God; it is also easier to join 4Sacrament blessed by the priest. • Catholics call the Eucharist “Holy Communion” or Mass in with if you are new to that particular church. All forms of worship use the Bible (could be in the sermon, • Others eg Methodists believe the bread and wine are simply symbols that help us remember Jesus’ sacrifice on the cross readings, hymns or prayers). • The Lord’s Prayer: teaches Christians that God is “our Father” and what he is like, and what they should want. • Pilgrimage means going on a journey to spend time in the presence of God, visit holy sites and reach new spiritual insights Jesus taught his disciples this prayer in the Bible so it is his exact words. • It often involves visiting a place where miracles occurred eg Lourdes in France • Set prayers: prayers with fixed words that never change (eg the Lord’s Prayer and the Jesus Prayer). • Christians believe the Virgin Mary appeared to a girl called Bernadette in the village of Lourdes in 1844 and that she said • Informal prayer: prayers made up by the person praying. that should build a chapel so that people could pray • Arrow prayers: very quick prayers sent up quickly to God in a moment eg “Help me God” or “Let him live”. • Other pilgrimage sites are dedicated to quiet reflection and spend some time living in a community based on Christian • Jesus taught Christians should pray in private “When you pray, go into your room and close the door.” values eg Iona. • Some prefer set prayers as they are sure they are praying in the way the Bible and the Church want them to, and • Iona is a Scottish Island which pilgrims have visited since the 7th Century. It was the home of one of the first and most Prayer they trust them to have a greater understanding of God than the individual believer. important monasteries in Britain. – – Pilgrimage

2 • Others prefer informal prayers that they make up themselves because they may fit the situation better and allow • Pilgrimage can also be about visiting places connected to the life of Jesus so that they can get closer to Jesus the man. believers to have direct communication with God, which gives them their own understanding of Him and avoids 5 • Christians call this place the Holy Land and visit places such as Bethlehem and Jerusalem misleading impressions others may give them. • Some say it is important because it enables you to leave secular life behind and focus fully on understanding God. • Others say it is not commanded in the Bible so not necessary; you could achieve the same insights by reading about holy • Prayer is an important part of Christian worship which helps them develop their relationship with God and to people and places, and donate the cost of the journey to charity instead understand God through direct communication with Him. • Jesus was baptised by John the Baptist in the River Jordan. • Christmas is a time to thank God for the incarnation of Jesus and to go to Church and pray • At the moment of his Baptism all three parts of the trinity were present. Jesus the Son, the voice of God the • Christmas is a time to spend with family and show love through exchange of gifts; Father and the Holy Spirit descending as a dove. • Christmas is a time to remember and give to those who like Jesus were born and grew up in poverty. • In the bible, Jesus taught “None can enter the Kingdom of God unless they are born again of water and spirit.” • Christmas can include the following: midnight Mass; nativity plays; Christmas cards and presents; carols; charity • Water is poured over the head, or the person is fully immersed in water, to symbolise their sins being washed donations; spending time with friends and family; volunteering with the homeless on or around Christmas Day away. • The season before Christmas is ADVENT. This is a time of preparation for Christmas • Baptism cleanses sin and welcomes a new believer into the Christian Church family and community. • Easter remembers’ Jesus suffering and death then celebrates his resurrection

- Baptism • White clothes are often worn to symbolise purity. • Easter recalls the act of reconciliation between God and humanity that Jesus’ death represented and enabled to happen • Some believe infant baptism is not necessary as a just God would not send a baby to hell for not being baptised; • The 40 days before Eater are known as the season of LENT. During this time Christians prepare through fast and prayer. infant baptism is pointless as the child is too young to commit to being a disciple of Jesus; the Bible only • Easter week starts with Palm Sunday which celebrates Jesus entry into Jerusalem Celebration

mentions adults being baptised. - • Maundy Thursday celebrates the Last Supper

• Others say Jesus clearly taught that all must be baptised as soon as possible after birth in case they die and need 6 • Good Friday is the day the Jesus crucifixion is remembered to enter heaven very young (see Scripture on the left). • Easter Sunday celebrates the Resurrection 3Sacrament • It is also a good way to mark the birth of a baby and welcome them into the Christian church community. • Easter: Easter vigil, going to church, decorating eggs, lighting the Paschal candle; reflecting on Jesus’s death and • Parents make promises to bring their children up as good Christians. resurrection • It is the first sacrament of initiation. • Many see Easter as more significant than Christmas because it is Jesus’ resurrection that showed he was the Son of God • The words said are “I baptise you in the name of the Father and of the Son and of the Holy Spirit.” and that death was overcome. Jesus atoned fro sin through the crucifixion and so led humanity to salvation

70 RE Christian Practices Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• Food banks help those who are in poverty by giving parcels containing donated food to last three days. • Jesus taught that we should love our enemies and pray for those who persecute us; this would lead to rewards in heaven. • Street pastors help those who are vulnerable to crime and alcohol abuse late at night in • St Peter wrote to Christians who were persecuted that they should see persecution as a form of purification to make them city centres. more fit for eternal life with God; they were sharing in Jesus’ sufferings and should trust God to help them in their time of need. • Scripture: Both show Christians performing the duty to “Love they neighbour” and help • Christians will attempt to fight persecution and help those who are preventing from worshipping openly. the needy as taught in the Parables of the Sheep and Goats and the Good Samaritan. • CASE STUDY: Open Doors is an organisation that helps persecuted Christians worldwide today by providing lawyers to help • The Parable of the Sheep and Goats suggests that judgement will be based on a person's Church Worldwide Christians who are taken to court for blasphemy in countries where Christianity is not the main religion, and by raising

actions. The awareness in Christian countries of the risks other Christians face of persecution so they can pray for them or donate money. • Some say doing your Christian duty through actions in the community is more important • They work and pray for peace, justice and an end to persecution worldwide. the local community the local Responding Responding persecution to The role of the Church in in the of Church The role 10 – 10

– than showing faith through worship in church; others feel worship and prayer are more

7 important because they are direct contact with God and so are truer reflections of faith. • Jesus taught in the Parable of the Sheep and Goats that for Christians to achieve salvation they must help those who are in need

• Mission” means sending – the idea that Christians have been sent to achieve a purpose to • The Golden Rule “treat others as you wish to be treated” suggests we should help people in difficult situations, since we would by God, eg help the poor or victims of crime want them to do the same to us – including poverty. • “Evangelism” means spreading the Gospels, usually with the aim of converting people • Christians respond to poverty by donating to food banks or volunteering to help them because of the Parable of the Sheep and to Christianity Goats. • CASE STUDY: The Church Army’s Sorted Project in Bradford is an example of mission and • The Parable of the Sheep and Goats is in Matthew 25. evangelism in our local community • The Parable says that “But when the Son of Man comes in his glory, and all the holy angels with him, then he will sit on the • Scripture: “Go, and make disciples of all nations, baptising them…and teaching them to poverty throne of his glory. Before him all the nations will be gathered, and he will separate them one from another, as a shepherd obey all that I have taught you.” separates the sheep from the goats.” • Missionary work happens in the UK and overseas, particularly in developing countries, responses Christian • The sheep represent those that have followed Christian teaching and the goats are those that have not followed teaching. – to grow the church and spread the teachings of Jesus. Serving in Mission works in the They therefore may respond by giving money to charities that help the poor worldwide such as Christian Aid, or helping

11 • UK and West Africa: they support Christians to go and work in education and medicine Christian Aid raise money by going door to door in their fundraising campaign in May every year. Agrowing Church

– in overseas and preach to those whom they have helped, if they wish to hear it.

8 • Christian Aid’s work is overseas: • Evangelical churches are growing in the UK; they plant new churches to spread Jesus’ • Christian Aid was set up in 1945. message and worship him. Their structure is different to traditional denominations with • It was first set up by British and Irish Churches to help refugees. cells which meet in people’s homes as well as wider congregations and celebrations • Emergency aid helps in natural disasters with food and bottled water, shelter and medical care, as well as sending doctors and across a number of churches. Church Planting = opening new churches eg the Leeds rescue workers to disaster zones. Vineyard Project

Christian Aid • Short term aid comes next to rebuild communities, reunite families who have been separated and get children back to school, Overseas

• Jesus’ death was an act of reconciliation between humans and God - especially if orphaned.

• Christians believe that reconciliation with former enemies is extremely difficult, but 12 • Long term development aid is essential to deal with the cause of poverty such as unfair debt owed by LICs to HICs, corruption Jesus taught to love your enemy and bless those who curse you, so they must try to in LICs: it involves setting up schools, digging wells and training health and medical workers. do this • Christian Aid campaign so that the government helps those in need in the UK and worldwide through funding welfare • Christians believe people should be reconciled to each other, just as Jesus reconciled benefits and poverty charities like Oxfam, and letting LICs off debt. God and humankind. • Increasing public awareness eg getting celebrities to speak out against poverty in the media and through education • Scripture: Jesus taught “love your enemy and bless those who curse you” programmes in schools.

• The Bible teaches that Jesus’ death reconciled God and humans. – • Fundraising: raising money to help those in poverty and emergency situations plus longer term development to reduce WorldwideChurch

• CASE STUDY: the Community of the Cross of Nails in Coventry reconciled with 13 poverty for the future.

The Germany who bombed their cathedral in World War Two. Today, they work with • They knock on doors and hold a fundraising campaign in May every year to do this. - groups in conflict worldwide to guide them in talking and listening to each other to • They encourage Christians to give their time ands act as volunteers, becoming Christian aid speakers, ambassador and Working reconciliation for Working 9 increase understanding of each other’s point of view; this reduces tensions so they teachers. Christian Aid At home can forgive and be reconciled so they can live in peace. • They campaign for the use of clean renewable energy.

71 RE Crime and Punishment Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

1. Good action- an action that does not break the law and good actions performed outside of the law. For 4. The aims of punishments are: Good and evil example, giving to charity. Three aims of • Retribution – This means to take revenge on the offender. Society uses punishment to make the intentions • Kindness and compassion is a natural human reaction and has nothing to do with the law. punishment and actions • People who perform good actions intend to do them. It is not accidental. offender pay for what they have done. In the UK criminals can receive whole life prison sentences. In • Religious faith tend to encourage genuine good actions. some countries they can receive capital punishment which is the death penalty Evil action- actions performed which breaks the law. • Deterrence- to put people off from committing a crime. A punishment is meant to be unpleasant so • It is an opposite of good and causes suffering, injury and death. that the offender is put off from committing crimes in the future. A burglar who is sent to prison for 5 • Religions believe evil actions are those which goes against God. years will hopefully not want to experience that again so will not commit another crime. • Evil actions are not intentional all the time. Sometimes people are influenced to commit evil actions • Reformation- To change someone's’ behaviour for the better. Many punishments are given to try to and maybe put in a situation where they believe they have no other choice but to commit evil actions. change the nature of the person who has offended. This is because people who break the law are still • Muslims and Christians believe no one is perfect and human beings will make mistakes part of society. It is important to make them realise the impact that their actions might have on others • Christians see evil as an abuse of free will that God gave them. so that they will not commit crime again. Punishments might include community service. In prisons • Most Christians believe in a figure called the Devil. He tries to tempt people into evil there might be education programmes to support offenders • The Qur’an says that there is a devil who was an angel. Iblis refused God’s command and was In Islam some Shari’ah punishments are carried out in public to deter people watching from committing expelled from paradise. Iblis tempts humans to be wicked similar crimes. “Cut of the hands of thieves, whether they are man or woman, as punishment for what 2. The reasons why people commit crime are poverty, upbringing, mental illness, addiction greed, hate and they have done – a deterrent from God.” Qur’an 5:38 Reasons for opposition to an unjust law. Christians believe the aim of punishment should be to reform the criminal rather than deterrence and • Poverty – a person might commit a crime because they see no alternative way to survive crime retribution. “Do not take revenge… but leave room for God’s wrath for it is written: ‘It is mine to avenge; I • Addiction – a person addicted to drugs or alcohol might be led into crime to feed their habit • Upbringing – the environment in which a person is brought up might make them more likely to will repay’ says the Lord.” Romans 12 commit crime The main forms of punishment are: • Muslims and Christians believe poverty is not a good reason to commit crime as in Islam Zakkah is 5. • Prison – punishment given for serious crimes, criminals are locked in cells and have very little choice given to help those in poverty. Christians should volunteer to help the poor and donate to foodbanks. Three forms of about how to spend their time. Christians believe prison should encourage positive activity. Muslims • Muslims and Christians should raise their children in a secure and safe environment and teach them punishment for mainly use prisons to detain people awaiting trials or punishments the right way to behave and to respect the law. criminals • Corporal punishment – Punishment which involves inflicting physical harm. Christians do not support • Muslims and Christians teach that hate and greed is wrong as it is against their teachings this, but Muslims use this form of punishment in Muslim countries to promote deterrence. • Community service- a punishment for minor offences involves working in the community without pay. 3. The three common types of crime are the following: Christian support this, yet it is rarely used by Muslims as it is not seen as an effective deterrence. Different • Crimes against the person – This causes direct harm to a person • Capital Punishment – The Death Penalty. This is not allowed in the UK but is followed in countries like types of crime Hate crime- often involves violence and are usually targeted at a person because of their race, religion, China, USA and Saudi Arabia. sexuality, disability or gender. Murder- one of the worst crimes. Some murders involve the victim being put in great pain before they 6. • Christians believe they should forgive those who commit crimes as Jesus forgave those who crucified die. Some Murders are classed as hate crimes. Forgiveness him. Despite being forgiven, the criminal must still receive a punishment to ensure justice is done. • Crimes against property are offences that damage or deprive people of their property Jesus told his followers that there is no limit to forgiving others. “Father forgive them, for they do not Theft- less serious than some other crimes but it still results in a victim suffering loss. know what they are doing.” Luke 23 Arson – deliberately setting fire to property or possessions • In Islam there are two types of forgiveness, forgiveness from God and forgiveness from humans. • Crimes against the State – Offences that could damage everyone for example terrorism or selling state secrets Muslims should forgive each other to allow goodness to establish over evil. But the offender should These types of crimes are condemned in Islam and Christianity. Christians believe that people should also ask God for forgiveness after as only God can truly forgive. “ Let them pardon and forgive. Do obey the law of the land as this is what St Paul taught. Islam also believes that Muslims should obey you not wish that God should forgive you? God is forgiving and merciful.” Qur’an 24:22 the law of the land in which they live. • “Pardon each other’s faults and God will grant you honour.” Hadith

72 RE Peace and Conflict Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn 7. • Justice is what is right and fair, according to the Law. It is also making up for a wrong that has 10. • Greed is the selfish desire for something. Greed in the form of desire for land or resources can lead to war. Peace and been committed. Reasons • Self defence is when you act to prevent harm to yourself or others. Self defence can lead to war when you defend your country or allies from Justice • There are two main elements to justice. The first is to put right injustice and making right a for war attack, when you defend your values, beliefs or wat of life or when you fight to defeat evil such as genocide. (Genocide is the deliberate situation that has been unjust. The second is to carry out this campaign or fight in a just way. killing of a whole nation or ethnic group.) Christianity • Retaliation is when you deliberately harm someone as a response to them harming you. This can lead to war when a nation fights against a • Although the Church teaches that killing is wrong, many Christians have been prepared to fight nation that has done something very wrong or has attacked or damaged your country. for their faith or country. • The Bible and Qur’an worn against greed. “For the love of money is the root of kinds of evil.” 1 Timothy. “God does not like arrogant, • Other Christian, e.g. Quakers (who are pacifists), believe war is always wrong and they work to boastful people, who are miserly…hiding the bounty God has given them. “ Qur’an 4:36-37 prevent it. • Many Christians and Muslims believe that fighting in self defence is justified if all other ways of resolving conflict have failed. “Do not repay • God desires that there should be peace but he also desires that all should live in justice and evil for evil…. If it is possible, as far as it depends on you, live at peace with everyone.” Romans. “Those who have been attacked are freedom. Therefore sometime Christians believe that war is necessary for the greater good. permitted to take up arms because they have been wronged – God has the power to help them.” Qur’an 22-39 Islam • Jesus taught that retaliation is wrong. “But I tell you, do not resist and evil person. If anyone slaps you on the right cheek, turn to them the • Muslims believe in Jihad, “the striving for justice” can mean armed conflict to protect Islam. The other cheek also.” Matthew 5:39. Islam teaches that God knows the need for fair retribution but retaliation must be measured. Forgiveness main message of Islam however is peace. (salam means “peace or safety). is a better response and will be rewarded by God. • In Islam, “the Just” is one of the 99 names given to God. • A just war is a war which meets internationally accepted criteria for fairness and follows traditional Christian rules for a just war. The rules • But radical jihad is never acceptable and neither is terrorism as Islam condemns violence and 11. are now accepted by many other religions. indiscriminate killing. All wars have to be carried out in the right way and follow the rules of Holy War • Christians writers Augustine and Aquinas developed the concept of a just war. Islam. • Lesser Jihad (the outward struggle to defend one’s faith, family and country from threat obliges Muslims to fight, but only if the conditions of • Forgiveness and reconciliation are two of the most difficult challenges religious people face 8. a just war are met. especially after a time of war or conflict. Forgiveness • A just war is fought in self defence and not for greed or retaliation. • Nations rarely apologise for their actions or forgive other nations but reconciliation happens over • A just war must be declared by a proper legal authority. and time. An example of this would be Britain and Germany after the Second World War. • A just war must be a last resort. All other ways of solving the problem must have been attempted. reconciliation • Christians are taught to forgive each other if they wish to be forgiven. • A just war must be proportional. Excessive force should not be used and innocent civilians must not be killed. • Both Muslims and Christians believe that God offers forgiveness to all who ask in faith. • The first Caliph, Abu Bakr, devised rules for Muslims which said that armies must not harm innocent civilians, animal or the environment. • “Holding onto anger is like grasping a hot coal with the intent of throwing it at someone else – you Muslims believe that war should be proportional and fought without anger, but it is better to avoid war if possible. are the one that gets burned.” Buddha • A holy war is fighting for a religious cause or God, probably controlled by a religious leader. 12. • Although the just penalty for an injustice is an equivalent retribution, those who pardon and • For both Muslims and Christians a holy war must be authorized by a religious leader with great authority. It can only be fought to defend maintain righteousness are rewarded by God. He does not love the unjust.” Qur’an 42:40 Just War the faith from attack. Those who take part in defending the faith might gain spiritual rewards. • To be a Christian means to forgive the inexcusable, because God has forgiven the inexcusable in • In the UK today many Christians and Muslims do not respond violently to an attack on their faith. you.” C.S. Lewis • During “the Troubles” in Northern Ireland (1968-98) conflict between Catholics and Protestants led to violence against each community. • Reconciliation means a conscious effort to rebuild a relationship which has been damaged by Many people suggest that this was a political crisis about nationality. conflict. • Some groups such as al-Qaeda and ISIS use the Muslim idea of Holy War to justify their acts of terrorism. Most Muslims disagree with this. • “The servants of the Lord of Mercy are those who walk humbly on the earth, and who, when “Fight in God’s cause against those who fight you, but do not overstep the limits: God does not love those who overstep the limits.” Qur’an aggressive people address them, reply with words of peace,” Qur’an 25:63 2:190

• The right to protest (express disapproval, often in a public group) is a fundamental democratic • Weapons of mass destruction kill large numbers of people indiscriminately and cause environmental damage. 9. 13. freedom. • Nuclear weapons work by a nuclear reaction; they devastate huge areas and kill large numbers of people. Attitudes Nuclear • Other types of WMD include chemical weapons and biological weapons. • UK law usually allows peaceful public protest marches if the police are told six days before so Weapons towards that violence (actions that threaten or harm others) can be avoided. • Nuclear weapons were used at the end of the Second World War by the USA against Japan leading to their surrender. 140000 died in violence and • Terrorism is the unlawful use of violence against innocent civilians, to achieve a political goal. Hiroshima in 1945. The surrender of Japan has led some to say that their use was justified. Since then many countries have developed terrorism This form of violent protest is a crime. powerful nuclear weapons as a deterrent against attack. • Christians believe that protest to achieve what is right is acceptable as long as violence is not • Chemical and biological weapons are illegal (The Chemical Weapons Convention 1993.) but many nations still have them. used. The Christians pastor Dr. Martin Luther King Jr organised peaceful protests against unjust • No religion supports the USE of these weapons. racist laws, which succeeded in bringing civil rights to African American citizens. • Christians believe they are wrong because only God has the right to end life. “You shall not murder.” Exodus. WMD kill huge numbers of • In Islam, fighting is only allowed in self defence or defence of the faith and only against those civilians and so their use cannot be justified. Some Christians accept the POSSESSION of nuclear weapons as a deterrent to keep the peace. who actively fight against you. • Islam believes that they are wrong because God created life on earth and Muslims have a duty to protect it. Nuclear weapons would • No religion promotes terrorism. destroy God’s creation, killing millions of innocents. “Do not contribute to your destruction with your hands, but do good, for God loves • “Do not kill each other, for God is merciful to you. If any of you does these things, out of hostility those who do good.” Qur’an 2:195 or injustice, We shall make him suffer Fire.” Qur’an 4 29:30

73 RE Muslim Beliefs Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• Sunni Muslims follow the example of the Prophet Muhammad • This is celebrated by Sunni and Shia Muslims on the tenth of the month of Muharram, but for different reasons. Ashura • Shi’as Muslims follow the example of the Prophet Muhammad and his son-in-law Ali means “tenth”. • About 80% of the worlds Muslims are Sunni • Sunni: remembers Prophet Musa fasting on this day to remember the saving of the Israelites from the Pharoah in Egypt. • The larger group of Muslims chose Abu Bakr, a close Companion of the Prophet, as the Caliph • Shia: Remembers the death of Hussein, the grandson of the Prophet, who was killed at the battle of Karbala on this date Sunni Sunni and Shia • The term Caliph means the social and political leader who was chosen to lead the Muslim in 680CE. Yazid was unjust and kept slaves so Hussein had refused to be led by him, and was imprisoned in Karbala and killed. community Ash`ura history • Sunnis believe that there were only four Caliphs after the Prophet Muhammad • Sunni: Many see it as a Day of Atonement, when sins are forgiven if repented of. Many fast on the 8th-10th of • Sunni Muslims call these the “Rightly Guided Caliphs” Muharram. • Many Shi’a Muslims believe there are twelve Imams who are the successors to the Prophet • Shia: this is festival of sincere sorrow and sadness. Many wear black as a sign of grief. Mosques are covered in black Islamic Islamic beliefs: Muhammad 4. FESTIVAL: 4. FESTIVAL: cloth. After prayers in the afternoon, poems about the tragedy of Hussein are read.

1. – • Sunni Muslims make up the majority of British Muslims • Shias learn from Ashura that Hussein, and the actions of the imams, should never be forgotten. This shows that all of • The first belief is Tawhid, this means a belied that God is one. Another word for this is them should stand up for justice to make society better and fight the unjust. A Shia’s love for Allah is shown through monotheistic. their love for the imams he has chosen to lead them. • The second belief is Malaikah, this means a belief in the existence of angels • The third belief is in the authority of Holy Books. The Qur’an is believed to be the final perfect • Surah 112 of the Qur’an says “He is Allah, the One and Only; Allah, the Eternal, Absolute; None is born of Him, nor is He message received form Allah by the Prophet Muhammad. Islam also recognise the born; And there is none like Him.” importance of other holy books of Judaism and Christianity. These include the scrolls of and • Muslims believe Allah is eternal and unique, with no parents, partners or children Abraham and Moses, the Torah and Psalms and the Gospels. • The fourth belief is Nubuwwah and Risalah which means belief in prophets • They will only worship Allah, and no image or saint or other item is worthy of worship, so they will not make images of Tawhid • The 5th belief is he belief in the Day of Judgement. The whole world will end and every human Allah or the Prophet Muhammad because they might worship them instead of Allah (this is the sin of shirk which is the

will be judged by Allah on their actions. Allah will decide who will be awarded a place in al- Surah 112 worst sin in Islam) Jannah (Paradise) or Jahannam (Hell) • Muslims believe Allah is not split into different persons in the way Christians see god as a Trinity; instead Allah is th • The 6 belief is Al-Qadr. This is the belief in predestination. Which means that although completely one and cannot be divided up in any way 5 Key Belief:

Islamic beliefsSix Islam Islamic of Beliefs: humans have free will, Allah knows what will happen

2. • The six beliefs are found in the “Kita al-inam” (book of faith) • Allah has many qualities such as immanence, transcendence, omnipotence, benevolence, mercy, fairness/justice, • The Six beliefs unite all Sunni Muslims in one community which they call the ummah omniscience, listed in his 99 glorious names • The Five Roots are foundations of a Shi’a Muslims faith • Some believe He is both immanent and transcendent in a way that we cannot understand, because the Qur’an says he • The first root is tawhid, this means a belief that God is one. is both • The second is ‘Adl which means that God commands them to do good and avoid bad • The third is Nubuwwah which means belief in prophet hood • Others say He is transcendent but knows everything that we do, which means he is “closer to you than your jugular • The fourth is Imamah which means there 12 imams appointed by Allah as successors to the vein” without being physically close/immanent Prophet • Since the Qur’an teaches that Allah is “closer to you than your jugular vein”, Muslims will know Allah understands • The 5th is Mi’ad which means a belief in the Day of Judgement and the resurrection of the everything they do and why they do it so he will judge fairly on the Day of Judgement and send them to heaven or hell body. accordingly. Therefore they will try to live how Allah wishes because they know they will be held accountable for every • The five roots unite al Shi’a as a community as they all believe in them. action and none escapes his notice. • Sunni and Shi’a agree in ideas such as Tawhid, prophethood and the Day of Judgement • Believing that God is fair, loving and omnipotent means Muslims see everything that happens as part of a test and trust • The Twelvers are those Shi’a who specifically believe in the 12 Imams 6. Key Belief: The nature Allah of TheBelief: Key 6. that he has a bigger plan for them; this may involve suffering but must be the right thing for them, otherwise Allah

3.Islamic beliefs: The Five Roots Roots beliefs: 3.Islamic The Five • The Seveners are those Shi’a who believe there were 7 Imams who followed the Prophet would not plan it this way

74 RE Muslim Beliefs Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn • They have no free will and only exist to serve and worship Allah • Everyone is accountable for all their actions in life • Different angels have different roles, eg Jibril is in charge of communication • Good and bad deeds are weighed in a scale and whichever side is heavier determines whether you go between Allah and prophets; Mikail is in charge of weather. to heaven or hell • Angels are appointed over you to protect you; they are kind and honourable, • “No one can bear the burdens of another” so no one else can pay the penalty of your sin (as Christians and write down your deeds. They know and understand all that you do.” believe Jesus did) (Qur’an) • Everyone will have to account for their actions, with an angel reading out their Book of Deeds, so they 7. Key Belief: Angels • “They celebrate His praises night and day, nor do they ever get tired or stop.” will try to live and worship as the Qur’an commands so they will . Key Belief: Judgement Belief: Key .

10 • Even sins as light as a mustard seed will count in the scales of justice, so Muslims will try hard to avoid • All things are known to Allah before they happen, and approved by him: sin and to do good deeds, so their scales will tip towards the good and they will go to Jannah “Indeed, all things We created with predestination.” • Jannah (heaven) is a place of plenty and closeness to Allah • “No disaster strikes except by permission of Allah.” Qur’an 64:11 • “There are rivers of pure water; rivers of milk of which the taste never changes • Muslims believe that life is a test and Allah sends suffering for a reason; we may • Jahannam (hell) is a place of burning and shame, and being away from Allah not understand that reason but it is part of his plan for our lives and we must • "There are some whom the Fire will reach their ankles, others up to their knees, others up to their

learn to cope and not fall into despair or doubt. 11. Key Belief: Heaven and and Heaven hell waists, and yet others up to their necks.” • Muslims would respond that Allah does not MAKE us do what we do, he just knows in advance what we will do with our free will and what choices we will • Allah communicated with mankind through prophets at different points in history make, so judgement is fair. • Adam and Ibrahim are key prophets who came before Muhammad • Allah chose to limit his power by giving us free will so would not change what • Muhammad is the final prophet; there will be no more prophets now that Allah has revealed the Risalah 8. Key Belief: Predestination we do, because free will is needed for accountability and judgement to be fair. Qur’an to humankind. This is like watching a film for a second time: you know what is going to happen • Adam: first man, first prophet, taught people to bake bread, cultivate crops and worship Allah but you cannot change it. • Ibrahim: rewarded for his total obedience to Allah in being willing to sacrifice his son • Muhammad: received the Qur’an via revelations lasting over 23 years; taken up into heaven at the 12. Key Belief: end of his life; the final seal of the prophets; hadith are his sayings, traditions and customs and these • After death everyone will wait in the grave for the Last Day when everyone are carefully studied by Muslim scholars; they have authority second only to the Qur’an will be resurrected and judged, then go to heaven or hell and and • Muslims will care for their bodies and avoid tattoos and damaging behaviours • Holy books: the Scrolls of Abraham, Torah, Psalms and Gospels like drinking alcohol and smoking, because they want their bodies to be whole • The Qur’an is Allah’s final message to humankind and will never be replaced by another; it is the Akhirah and pure in the afterlife for resurrection highest authority in Islam resurrection resurrection • Muslims will try to avoid sin so that they pass the test of judgement day and books • Muslims will study the Qur’an very carefully to try to learn how to live and worship correctly go to heaven not hell • Muslims will try to live according to the Qur’an’s teachings to go to heaven 9 Key Belief: 13. Key Belief: Holy • Some try to learn it off by heart and become a hafiz

75 RE Muslim Practices Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

The five pillars of Sunni Islam are: • This is celebrated by Sunni and Shia Muslims on the tenth of the month of Muharram, but for 1.Shahadah – the declaration of faith. different reasons. Ashura means “tenth”. 2. Salah – prayer • Sunni: remembers Prophet Musa fasting on this day to remember the saving of the Israelites from 3. Zakah – charity the Pharoah in Egypt. 4. Sawm – fasting 5. Hajj – pilgrimage • Shia: Remembers the death of Hussein, the grandson of the Prophet, who was killed at the battle of • They are the founding principles of the religion. Karbala on this date in 680CE. Yazid was unjust and kept slaves so Hussein had refused to be led by • Muhammad set up the practice of the 5 pillars. him, and was imprisoned in Karbala and killed. • : Many see it as a Day of Atonement, when sins are forgiven if repented of. Many fast on the Five Pillars Five Pillars of Islam • The Pillars keep Allah at the centre of a believer’s life throughout each day. Sunni 8th-10th of Muharram.

1. – • They all involve a test which Muslims must pass either each day (prayer) or yearly (fasting and zakah) and once in a lifetime (hajj). • Shia: this is festival of sincere sorrow and sadness. Many wear black as a sign of grief. Mosques are 4. FESTIVAL: FESTIVAL: 4. Ashura • A person who follows the 5 Pillars will hopefully return to Allah in paradise as His servant. covered in black cloth. After prayers in the afternoon, poems about the tragedy of Hussein are read. The ten Obligatory Acts of Shi'a Islam are: • Shias learn from Ashura that Hussein, and the actions of the imams, should never be forgotten. • 1 = prayer – salah This shows that all of them should stand up for justice to make society better and fight the unjust. 2 = fasting – sawm • A Shia’s love for Allah is shown through their love for the imams he has chosen to lead them. • 3 = pilgrimage – hajj • 4 = charity – zakah • This is the celebration of the end of the month-long Ramadan fast. • 5 = struggle – jihad • Special prayers are said but Sunni and Shia Muslims perform them slightly differently • 6 = amir bin maroof – encouraging people to do what is good • Now Muslims have fasted they know how hard life is for the poor, so zakah is due to be paid on this • 7 = nahi anil munkar – discouraging people from doing what is wrong day. • 8 = khums – giving to charity and religious leaders • This festival is a time to reflect on the past year and how to be better next year. It enables Muslims

• 9 = tawalla – showing love for God and those who follow him Fitr -

2.Ten Obligatory Acts to improve their chance of entering Jannah by becoming a more observant Muslim and a better • 10 = tabarra – not associating with the enemies of God ul Code which binds Shias together member of the ummah.

Imams gave the rule to follow them – authority of imamate 5.Eid- • Ramadan and Eid-ul-Fitr are a chance every year to remember the path of Allah and make sure they come back if they have strayed from it. • Remembers Prophet Ibrahim obeying Allah’s order to sacrifice his son, Ishmael. • Muslims have a day off work or school and go to the mosque, reflect on the year and enjoy visiting • Shaytan tempted Ibrahim to disobey Allah but Ibrahim threw stones to make him leave (also remembered by the friends and relatives for celebratory meals now that they are no longer fasting. stone throwing on Hajj) • It is a huge social occasion and strengthens the Ummah. • He tried to slit Ishmael’s throat but when he looked down, it was a ram which had been killed and Ishmael was • The Shahadah is “There is no God but Allah and Muhammad is the Prophet of Allah.” safe. • This phrase is important to Muslims as it expresses the core beliefs of Islam. Adha - • Ibrahim had passed the test of obedience to Allah’s will.. • The Shahadah is considered to provide the foundation for the other four pillars. Ul Ul To celebrate Faithof • Shi’a Muslims ad an extra phrase to the Shahadah: “and Ali is the friend of God.” This shows their • A lamb is sacrificed and the meat split between the family who paid for the lamb, their friends, relatives and

3.Eid- belief that Ali. Muhammad’s cousin and son in law, was the true successor to the Prophet. neighbours, and the poor. Many families in the UK pay money to charity instead of having a lamb sacrificed. • To become a Muslim a person only has to sincerely recite the Shahadah in front of Muslim • Sunnah of Eid: Sunnah = practices of the Prophet, which Muslims follow as he is the perfect example. For Eid they witnesses.

complete fajr prayer and then dress up in new clothes. They attend congregational prayer at mosque and hear a 6. Declaration • The Shahadah is recited many times during a Muslim’s life. If they are born into a Muslim family, it sermon on Ibrahim, commitment to obeying Allah, the poor, and the responsibilities of being a Muslim. si the first thing that they hear. If possible, it is also the last thing they say before they die.

76 RE Islamic Practices Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• To observe the duty of salah, Sunni Muslims pray five times a day and Shi’a Muslims pray three • Zakah requires Mulsims to give 2.5% of their savings to charity every year. times a day. • In addition to giving Zakah. Shi’a Muslims also give Khums. This is 20% of their savings, half of which goes to charity and half to religious leaders.

• Shi’a Muslims combine midday and afternoon prayer and sunset and night prayers, so they say : Charity • Giving to charity is mentioned a number of times in the Qur’an; for example “Whatever you give should be for parents, close the same prayers but only three times a day relatives, orphans, the needy and travellers. God is well aware of whatever good you do.” 2:215.

• Sunni Muslims prayer times are called; Fajr (before sunrise), Zuhr (after midday), Asr Khums • Only Muslims with savings greater than a certain amount (known as the nisab) are required to give Zakah. (afternoon), Maghrib (just after sunset), Isha (night). • Zakah can be donated directly to a charity such as Islamic relief but it can also be collected by a mosque, which will distribute the and and • Before prayer all Muslims perform ritual washing called Wudu. This is to make themselves money among those in need. spiritually clean and focus fully on Allah. • Zakah is important because it fulfils a duty to God. 7. Salah: 7. Salah: Prayer • When praying all Muslims face the direction of Makkah. This means that all Muslims are • It helps to strengthen the Muslim community by supporting the poor and weak. 10 .Zakah 10 • It is a type of purification that helps Muslims become closer to God. focusing on one place associated with God when they pray. • Shi’a Muslims believe in only using natural materials when praying so they will place a clay • Hajj is an annual pilgrimage that starts and ends in the city of Makkah (Mecca) in Saudi Arabia. tablet or a piece of wood on the spot where their forehead will rest. • Every Muslim is expected to take part in Hajj at least once in their life. • Hajj remembers the actions of the Prophet Ibrahim and his family who rebuilt the Ka’aba. • Muslim prayers are made up of a number of rak’ah: set sequences of actions and recitations. • The Ka’aba is the cube shaped building in the centre of the Grand Mosque and is the holiest place in Islam. • God commanded Muslims to pray, so it is important for Muslims to observe this pillar of Islam. • Prayer is also important as it unites Muslims and brings them closer to God. • The Qur’an says that “Pilgrimage to the House is a duty owed to God by people who are able to undertake it.” 3:97. Pilgrimage • The Jummah Prayer is a special communal prayer that is held at midday on Friday. • Hajj is significant for Muslims because it:

• Men are expected to attend a mosque for this prayer and women may do so if they wish. Hajj: 1. Fulfils areligious obligation as it is a pillar of Islam and Muslims are told of its significance when reading the Qur’an. • Muslims still perform wudu before Jummah Prayer and Mosques have special rooms set aside for 11. 2. Pilgrimage brings a person closer to God as they do not have to deal with the world around them and instead concentrate on their this. faith. 8. Prayer Prayer is important to Muslims because: 3. Hajj is emphasises the unity of the Muslim ummah and shows that all Muslims are the same no mater their race or wealth. 1. Muslims have been commanded to pray by God. • Hajj takes place over five days, during which time pilgrims travel from Makkah to Mina, Arafat, Muzdalifah and back to Makkah. 2. It helps a Muslim become closer to God • The actions that are performed on Hajj remember the events in the lives of the Prophet Ibrahim and his family. 3. It motivates them to do God’s will. • Before Hajj begins, pilgrims must enter a state of purity called Ihram which involves ritual washing and wearing white. 4. It unites Muslims around the world as they all pray in the same way. • Everyone wearing the same clothes signifies unity and equality. • Ramadan is the most important month in the Islamic Calendar. • Hajj pilgrimage starts in Makkah at the Gran Mosque as pilgrims walk round the Ka’aba seven times.

• It is during this month that the angel Jibril started to reveal the Qur’an to Muhamad. Pilgrimage • Muslims will then walk seven times between the hills of Safa and Marwah, remembering Hajira’s search for water and the • Muslims focus on their faith during this month by fasting, giving to charity and trying to please miracle of the appearance of the well of Zaman. God. • Pilgrims will then travel to Arafat where Muhammad preached his last sermon. Praying a whole afternoon under the hot sun

• Fasting means not eating or drinking during daylight hours. 12. Hajj: shows their devotion to God. • The command to fast was revealed to Muhammad and can be found in the Qur’an. “It was in • Pilgrims also throw pebbles at three stone wall called the Jamarat. These walls represent the devil. the month of Ramadan that the Qur’an was revealed as guidance for mankind… So any of you who sees in the month should fast.” 2:185 • Jihad refers to the struggle against evil. It requires all Muslims to strive to improve themselves and the society they live in, in a • Food, drink, smoking and sex are forbidden during daylight hours. The fast is broken at sunset way that pleases God. when an evening meal is shared with family and friends with prayer and reading from the • Greater Jihad is the inward, personal struggle to live according to the teachings of Islam. Qur’an. • Lesser Jihad is the outward, collective struggle to defend Islam from threat.

: Fasting Sawm : 9. • Children, the ill and those who are pregnant are excused from the fast. • Greater Jihad is considered to be more important than lesser Jihad. • The fast is important because it shows obedience and dedication to God and inspires Muslims • Greater Jihad might involve; observing the five pillars, studying the Qur’an, avoiding temptations like drugs and alcohol,

to help those in poverty who don’t have enough to eat or drink. 13. Jihad avoiding negative traits like greed and jealousy and helping and caring for those in need. • The Night of Power is the night when Jibril first started to recite the Qur’an to Muhammad. • Muslims might try to stay awake throughout the Night of Power, praying and studying the • Lesser comes from the earliest days of Islam when Muslims needed to fight for the freedom to practice their faith. Qur’an. Observing the Night of Power is thought to give Muslims the benefits of worshipping • Fighting for religious cause is sometimes caused a Holy War. But lesser jihad or holy war can only be used and a last resort when for a thousand months. the faith is under severe attack. Islam teaches that lesser jihad/holy war can never be used to justify a terrorist attack.

77 RE Religion and Life Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

Christian teachings: Christians and Muslims believe God made all living creatures and they should be treated well. • The universe was made by God out of nothing. Vegetarians- Those that don’t eat meat or fish • God created the world in 6 days and rested on the 7th (Genesis). Vegans- Those that don’t use anything from an animal including leather, milk and eggs. • Fundamental Christians: Believe the statements in the bible are literally true and describe exactly how • Christians have no rules about whether they can eat meat or not. Some believe God gave animals for food and others believe there is no need to eat the universe was created. Others believe the seven days are describing periods of time. animals. • Liberal Christians: Believe the creation stories are symbolic and the main message is that God created • Muslims believe providing food is a just cause for killing animals but hunting for pleasure is not. Muslims have strict laws about killing animals e.g. the universe. They may look to science to understand how God did this. animals should never be killed in front of each other. Muslims Beliefs: animals • They should be killed in the name of God, using a very sharp knife to the throat to avoid suffering. The blood should be drained out. It is not lawful • The universe was designed and made by God. for Muslims to eat pig or any animal killed in the wild.

• Six days refers to six periods of time, there is no indication to what was created on each day. (Unlike in and use The abuse of Christian and Muslim beliefs about animal experimentation

the bible) D. • Causing animals unnecessary stress and harm is against Muslim principles • ‘Your Lord is God who created the heavens and Earths in six days… He created the Sun, Moon, stars… • Most Christians and Muslims believe testing should be allowed for essential human needs. All creation and all command belongs to him. The origins of the universe the of origins The Christian beliefs Big Bang Theory:

A. • Genesis 1: God created life with humans life being created last. • The Earth came into existence VIA the big bang. Some Muslims and Christians believe in the big bang • God created humans in his image. theory as being caused by God. Islam encourages scientific investigation to give a greater Muslim beliefs: understanding of God. • God created Adam as the first man, moulding him from clay and blowing life into his soul AWE – Devout respect for Gods power of creation. • God created Hawaa (Eve) from the same soul and she became his life. WONDER- Marvelling at the complexity of the universe. • They lived in paradise and were forbidden to eat from a specific tree. The devil convinced them to eat from this tree and they regretted it immediately. • For Muslims and Christians the beauty of the world can give a sense of AWE and WONDER. • Life on Earth began with Adam and Eve after this event. • They believe the Earth and nature are so amazing because they provide for humans and living things in life Human of Evolution order for their survival. • Charles Darwin put forward the theory of Evolution. The idea that life started with a single cell, these cells evolved over time into creatures capable of • Muslims see it as their duty to respect nurture and care for the environment. living on land. Stewardship and Dominion: • Cells then adapted to their surroundings and thrived. This is called survival of the fittest. • Christians believe the first man on earth was given the role of stewardship “The Lord took took the man E. Origins Religious debate on evolution: (Adam) and put him in the Garden of Eden to take care of it”. (Genesis 2:15) • Some Christians and Muslims completely reject the theory of evolution, some accept the mainstream scientific view and believe it does not conflict • Christians also teach that God gave humans power/ authority of Earth. This is called Dominion. with their faith. • Muslims believe humans have the role of Khalifahs (Stewards) on Earth and so should protect the • Christians and Muslims believe in the (life is holy and given by God so only God can take it away). natural Earth around us. “It is he who has made you successors on Earth.” Sanctity of Life • Many will also consider the Quality of Life (the general well being of a person, in relation to their health and happiness).

The Value of the world the Value of The Use of natural resources • Abortion is legal in the UK under various conditions.

B. Population growth is impacting the environment and the natural world. Deforestation, Non-renewable • Christians believe God has a plan for everyone – abortion takes this away so is considered wrong (Jeremiah 1:5). sources of energy will eventually run out. • Some Christian’s agree if the baby will have a poor quality of life or if conception is the result of rape. People should be encouraging sustainable development (Reducing the impact on the natural world for • Muslims believe abortion is forbidden unless under certain circumstances such as; the mothers life should be saved if the baby is putting her in future generations).

Abortion and and Abortion Euthanasia danger or if the pregnancy is result of rape. Muslims and Christians believe they should avoid waste and conserve energy.

F. • No Muslim can have an abortion due to finances ‘Do not kill your children for fear of poverty – We shall provide for them and you” (Quran 17:31) • Muslims and Christians show their concern by taking action to help protect the Earth against abuse- • Abortion must happen before ensoulment (When the foetus is given a soul). Misuse of the world and environment. Air pollution- e.g. fumes from cars and factories cause global warming, climate change and diseases Euthanasia – A good or gentle death painlessly ending the life of someone who is dying. such as asthma/ lung cancer. Christians believe: • God gives people free will to end their life. Euthanasia may be the most loving and compassionate thing to do. Land pollution e.g. poor disposal of waste causes chemicals to pollute the earth/ wildlife poisoning and • Euthanasia allows a dignified death and the drugs to end life are given by God to be used. inefficient farming. • However, others believe it is murder and may be abused. Therefore only God should take life. Water pollution e.g. dumping waste into seas endanger marine life. and Life after after and Life Muslims believe: • Muslims believe they should help the Earth and not over use it. “Eat and drink but do not be • Euthanasia is forbidden as it goes against the sanctity of life. death environment extravagant” (Quran 7:31) • There may be a cause for suffering – no one knows Gods plan. Goes against Qadr. • Christians believe the world is on loan to humans & they should look after it. “The Earth is the Lords Life after Death and everything in it”. • Both Christians and Muslims believe that death is not the end but beginning of the afterlife. Euthanasia C. The use and abuse of the of and abuse use The C. • Muslims and Christians encourage people tor reduce waste, recycle and reuse materials. • Both believe that God will judge everyone on how they have lived on Earth. G. • Gods judgement will determine whether we go to heaven or hell.

78 RE Relationships and families Cycle 1 Year 11

Week Key Knowledge to learn Week Key Knowledge to learn

• Human sexuality refers to how people express themselves and sexual beings. In Britain over recent decades, sex before • Marriage is the legal union between a man and a woman. In some countries such as the UK it can also be the legal union of two marriage, having children outside of marriage and open homosexual relationships have become more common. people of the same sex. • The age of consent in Britain ( when a person is legally old enough to freely agree to have sex) is 16. • A civil partnership is a legal union of two people that does not include marriage. • Christianity and Islam regard heterosexual relationships (between members of the opposite sex) as natural, part of God’s A Same sex marriage is a marriage between partners of the same sex. plan for humanity. • • Some Christians and Muslims think homosexual relationships (between members of the same sex) are against God’s will. • Cohabitation refers to a couple living together and having a sexual relationship without being in a legally binding marriage or In Britain, homosexual couples can now legally marry. partnership.

H. Heterosexual relationships • Christians believe that marriage is a gift from God. It is a sacrament blessed by God that the reflects the love of Jesus. It is a • Many Christians believe that marriage is the only valid place for heterosexual relationships because it is part of God’s K. covenant (agreement) before God in which the couple promises to live faithfully till death.

plan for humans. “This is why a man leaves his father and his mother and is united to his wife, and they become one Marriage • Muslims believe that marriage is a faithful, lifelong commitment, intended by God for the sharing of love and companionship. It Human sexuality Human flesh.” Genesis 2:24 is a social contact which brings two families together. The Qur’an says that husbands and wives are like garments for each • Muslims believe that heterosexual relationships are the normal pattern of behavior; Muslims are expected to marry and have a family. The only form of sexual relationship is Islam is that between husband and wife. “Marry those who are other, meaning each should support and care for the other. single among you for God will develop their moral traits.” Hadith • The purpose of marriage for all religions is to provide a stable, secure environment for family life. • Both Christians and Muslims believe that marriage is the proper place to enjoy sex, raise children in a religious faith and provide • The Anglican Church, Catholic Church and Islam teach that sex before marriage is wrong (sex between two single lifelong support for a partner. unmarried people). • All religions teach that sex outside marriage or adultery is wrong (voluntary sexual intercourse between and married • Divorce is the legal ending of a marriage. It is legal in the UK after one year if a marriage cannot be saved. Reasons for divorce person and someone who is not their husband or wife. may include: adultery, domestic abuse, addiction, work or financial pressures, falling out of love etc. • In Britain, sex before marriage is widely accepted, but many people, religious and non-religious, think that adultery is • Remarriage is when someone marries again after divorce whole their former husband or wife is still alive. wrong because it involves lies, secrecy and betrays trust. • An annulment is a Catholic Church ruling that a marriage was never valid. Sex before marriage Christianity • For many Christians sex expresses a deep lifelong union that requires the commitment of marriage. St Paul warns • Christian clergy will offer counselling, prayers and sacraments to couples who are struggling and may refer them to counselling against sexual immorality. “Whoever sins sexually, sins against their own body. Do you not know that your bodies are the agencies such as Relate. I temples of the Holy Spirit. Some liberal Christians think that sex before marriage can be a valid expression of love for each • The Catholic Church teaches that marriage is a sacrament that is permanent and cannot be dissolved. Catholics can separate but L. other, particularly if the couple are intending marriage. not divorce or remarry while their partner is alive. They can attain an annulment if there was never a true marriage. Most • Muslims believe that sex is a gift from God that must be managed responsibly within marriage. The Qur’an forbids sex Divorce Anglicans and Protestants allow divorce. Some allow remarriage as long as the couple take the vows seriously. Jesus taught that before marriage; under Islamic law sex before marriage is considered a serious sin. anyone who divorced and remarried was committing adultery but he also taught forgiveness and love. Sex outside marriage Islam • Christians believe that adultery breaks the vows a couple make before God and threatens the stable relationship needed • The Qur’an encourages the couple to try to reconcile their differences by allowing family members to help bring them back for a child's security. “You shall not commit adultery.” Exodus together, if God wills. • The Qur’an forbids adultery. “And do not go anywhere near adultery: it is an outrage, and an evil path.” Qur’an 17:32 • The Qur’an guarantees rights of both men and women to divorce, but divorce is hateful to Allah. Hadith Relationships marriage and outside Relationships before

• Contraception is the methods used to prevent pregnancy. There are three methods: artificial (condoms, • A nuclear family is a couple and their children. the pill), natural (the rhythm method), and permanent (sterilisation). • A stepfamily or blended family is formed on the remarriage of a divorced or widowed persons that includes all of their • In Britain there is widespread acceptance of contraception to help family planning, prevent unwanted children. pregnancies, reduce global overpopulation and prevent the spread of sexually transmitted infections. • An extended family might include grandparents and other relatives beyond parents who have as role in bringing up the • Most Christian and Muslim couples accept family planning (controlling how many children a couple has children. and when they have them) in certain circumstances, but not to prevent having children altogether. • Same-sex parents are people of the same sex who are raising children together. • All Christians believe that having children is God’s greatest gift to married couples. Catholics and Orthodox • Polygamy is the custom of having more than one wife at the same time. Christianity is against polygamy. Some Muslims might J Christians are against artificial contraception. “Every sexual act should have the possibility if creating new M. accept polygamy with the consent of the first wife but only if the husband is able to love and support his wives equally. life.” Humanae Vitae, 1968. Anglicans believe that artificial contraception is allowed as people should only Families Polygamous marriages are illegal in the UK. It is known as bigamy. have as many children as they can care for. • Christian parents raise their children in their faith. They teach them to pray. Some send their children to religious school. They • Muslims believe that contraception can be used for family planning. Some prefer natural but artificial is teach them right from wrong and pass on the values of their religion. fine as long as it does not cause and abortion. • Muslims parents bring up their children in their faith. They teach them how to pray, keep halal food laws and live a good

Contraception and family and family planning Contraception Muslim life. They support their children in finding a suitable marriage partner and often send them to madrassah (mosque school).

79 French Global Issues / Environment Cycle 1 Year 11

A – Les Verbes Et Les Négatifs – Verbs and Negatives B- Ce Qui Me Préoccupe – What Worries Me C – Notre Planète - Our Planet j’étudie le français I study (PR) ce qui est important pour moi dans la vie the most important thing to me in life is above all le plus grand problème the biggest problem for our c'est d'abord mes études my studies j’ai mangé du poulet I ate (PAT) some chicken pour la planète c’est planet is ensuite c'est ma santé/ mes ami(e)s then it is my health / my friend je vais porter un tee-shirt noir I am going to wear (IF) a black t-shirt finalement c'est l'argent / ma famille finally it' s money / my family le changement climate change c’était une bonne idée / décision it was (IMP) a good idea/ decision climatique ce qui me préoccupe / m’inquiète (le plus) what worries me (the most is) … ce n’était pas une bonne expérience / it was (IMP) not a good experience / c’est …. le déboisement / la deforestation / war décision decision guerre l’état (m) de la terre the state of the earth / planet je voudrais aller en France I would like (COND) to go to France la destruction de la the destruction of the ozone le réchauffement climatique global warming je travaillerai comme avocat(e) I will (SF) work as a lawyer couche d’ozone layer la pauvreté dans le monde poverty in the world quand j’étais jeune / en vacances when I was younger (IMP) / on holiday la destruction des forêts the destruction of tropical l’injustice (f) / l’environnement (m) Injustice/ environment tropicaux rainforests quand je serai plus âgé ( e) when I will be (SF) older les sans abri homeless people le manque d’eau douce / lack of fresh water / drought la sécheresse si j’avais le choix je voudrais if I had (IMP) the choice I would like (COND) les personnes qui sont emprisonnées people who have been wrongly imprisoned

les enfants qui n’ont pas assez à manger children who don’t have enough to eat la pollution de l’air air pollution si c’était possible je changerais if it was (IMP) possible I would change (COND) la surpopulation over population on peut/ il est possible de / il faut + INF you can/ it’s possible / you must + INF … après avoir visité le château after having visited the castle un incendie / des a fire / some floods autant que je sache as far as I know (SUBJ) parrainer un enfant en Afrique to sponsor a child in Africa inondations bien que ce soit although it is (SUBJ) faire un don à une association caritative to donate to a charity un tremblement de terre an earthquake je ne regarde que les films d’action I only watch action films faire du bénévolat to do voluntary work un typhon / une fuite de a typhoon / an oil spill je ne fais jamais mes devoirs I never do my homework lutter contre la faim to fight against hunger/famine pétrole je ne fais rien pour aider à la maison I don’t do anything to help out at home lancer des pétitions / agir maintenant to launch petitions / act now c’est très inquiétant / it’s very worrying / catastrophique catastrophic écrire à son/sa député(e) to write to your MP je ne joue ni au tennis ni au football I don’t play neither tennis or football on est en train de we are in the process of faire des campagnes de sensibilisation carry out campaigns to raise awareness détruire la planète destroying the planet l’avion est plus rapide que le train the plane is quicker than the train participer à des manifestations take part in demonstrations les arbres nous donnent trees give us oxygen and l’anglais est le sujet le moins difficile English is the least difficult subject de l’oxygène et nous les every day we cut them il ne faut pas ignorer (ces gens) we must not ignore (these people) coupons tous les jours down

80 French The Environment / In Town Cycle 1 Year 11

D – Protèger l’Environnement – Protecting The Environment E – Un Collège Plus Vert– A Greener School F – En Ville – In Town actuellement je ne fais pas grand-chose pour currently I don’t do much to au collège on pourrait + INF at school we could + verb il y a / il y avait / il y aurait there is / are there was / there would be protéger l’environnement protect the environment à mon collège il faut + infinitive at my school we must + verb un musée / des monuments a museum / some historical monuments je fais déjà pas mal de choses I already do quite a lot historiques je pourrais / on devrait + INF I could / we should + INF je fais partie d’une équipe verte I belong to the green team où on peut y aller si on adore where you can go if you love history l’histoire trier les déchets separate the rubbish nous avons introduit.. we have introduced un centre de loisirs / un stade a leisure centre/ a stadium faire du compost à la maison to make compost at home de plus en plus élèves viennent au more and more students où on peut y aller si on voudrait where you can go if you would like to stay collège à vélo come to school by bike éteindre les appareils électriques en quittant to turn off appliances and the light rester en bonne forme in good shape une pièce when leaving a room donc les rues autour de mon collège so the roads around school un marché / un grand magasin a market / a department store sont moins polluées are less polluted baisser le chauffage et mettre un pull to turn down the heating un théâtre / un grand surface a theatre / a superstore c’est mieux pour les piétonnes It’s better for pedestrians utiliser du papier recyclé use recycled paper où on pourrait y aller pour where you could go to watch a show in the il y a deux ans two years ago regarder un spectacle le soir evening éviter les produits jetables avoid disposable products nous avons économisé 50% sur le we have economised 50% on un parc/jardin publique / une a park / public park / green space / acheter des produits verts buy green products chauffage the heating espace verte / un parc amusement park d’attractions privilégier les produits bios where possible, choose organic nous avons installé les panneaux we have installed solar panels products solaires sur le toit on the roof où on pouvait jouer au foot avec where you used to be able to play football ses amis with your friends utiliser les transports en commun use public transport la plus grande victoire était the biggest victory was un commissariat a police station favoriser le covoiturage encourage car-sharing le recyclage de notre équipement the recycling of school scolaire comme les stylos et les equipment like pens and une mairie / un hôtel de ville a town hall aller au collège à vélo go to school by bike règles en plastique rulers made of plastic une cathédrale /une église / une a cathedral / church / mosque refuser les sacs en plastique turn down plastic bags on a crée un grand jardin pour les we created a large garden for mosquée animaux et les insectes animals and insects apporter une bouteille d’eau au lieu de prendre carry a bottle of water instead of où j’aimerais me marier where I would like to get married un gobelet jetable using disposable cups on a planté des fleurs et des arbres we planted flowers and trees une gare / une gare routière a train station / bus station récupérer l’eau de pluie pour arroser le jardin collect rainwater for watering the on a recyclé nos anciens vêtements we recycled our old school une pharmacie/ une charcuterie a chemist / delicatessen garden scolaires vers une association clothes to a charity caritative une poste /un bureau de poste a post office fermer le robinet pendant qu’on se lave les turn off the tap while you brush à l’avenir on voudrait + INF in the future we would like… dents your teeth des hôtels / des restaurants some hotels/ restaurants pour la plupart / du coup mostly / as a result boire l’eau du robinet to drink tap water beaucoup de magasins lots of shops il s’agit d’informer tout le monde it’s about informing everyone tirer la chasse d’eau moins fréquemment flush the toilet less frequently il n’y a pas de + noun / there isn’t a /aren’t any il n’y avait pas de + noun / there wasn’t any faire plus to do more malgré le fait que despite the fact that il n’y aurait pas de + noun there would not be any

81 French My Town And Region Cycle 1 Year 11

G- Le Temps - Weather H – Les Directions En Ville – Directions In Town I – Les Transports - Transport K – Les Adverbes - Adverbs il fait beau/mauvais the weather’s good/bad est-ce qu’il y a un/une/des is/are there a/some … je vais/peux aller au collège I go/can go to school … calmement calmly … près d’ici/par ici? near here/round here? à pied/vélo/ scooter/cheval on foot/by bike/ by scooter/ on dur / lentement hard / slowly il faisait chaud/froid it was hot/cold horse où est la gare? where is the train mieux / pire better / worse il fera frais it will be fresh / thundery station? en train/métro/car / by train/underground/coach/ car/ voiture/bus bus également equally, also il y a du soleil / des averses/ de it’s sunny / showery / hailing où sont les toilettes where are the public tellement really / so la grêle publiques? toilets? un aller simple a single ticket un aller retour a return ticket notamment notably il y a du brouillard/du vent it’s foggy/windy pour aller au / à la / aux / à how do you get to .. l’…..s’il vous plaît please? les transports en commun the public transport is good/bad récemment recently il y avait un orage there was a storm va/allez tout droit go straight on sont bons /mauvais énormément enormously Il y aura des éclairs/ éclaircies there will be lightening / tourne/tournez à turn right/left J – Ma Region – My Region facilement / rarement easily/ rarely sunny intervals droite/gauche ma région / une région que je my region/a region that I heureusement fortunately il y aura du brouillard/ du it will be foggy / thundery / prends/prenez la take the first/second connais bien, c’est … know well is … malheureusement unfortunately tonnerre / de la pluie rain première/deuxième rue à road on the right/left c’est dans le nord/ le sud / l’est / it’s in the north /south /east droite/gauche surtout especially l’ouest de la France /l’Angleterre /west of France/England il pleut/neige/gèle it’s raining/snowing/icy continue/continuez continue as far as the apparemment apparently jusqu’au carrefour/ jusqu’ crossroads/beach / près de la Manche/la frontière near the English Channel/the il pleuvait / il neigeait / il gelait it was raining / snowing / icy allemande/espagnole German/Spanish border à la plage / jusqu’aux feux traffic lights L – Les Mots Essentiels il pleuvra / il neigera / il gèlera it will rain /snow / be icy j’y habite depuis cinq ans / ma I have lived there for five traverse/traversez la cross the square/bridge naissance years / since my birth plutôt rather place/le pont ici, le climat est humide/sec here, the climate is wet/dry j’y vais tous les ans / tous les étés / I have been going there every plusieurs several descends/descendez la rue go down the road tous les hivers year / every summer / every sinon If not il ne fait pas trop chaud/froid it’s not too hot/cold c’est (assez) loin/tout près it’s (quite) a long winter pas du tout not at all au printemps in spring way/very close le paysage/la côte est vraiment the landscape/coast is really magnifique/impressionnant ( e ) wonderful/impressive moi non plus me neither en été/automne /hiver in summer/autumn/winter c’est sur ta/votre it’s on your right/left droite/gauche on peut y faire/visiter/voir … you can do/visit/see … there partout everywhere le temps sera brumeux / the weather will be misty c’est au coin it’s on the corner avant / après before / after ensoleillé / nuageux / orageux / /sunny/ cloudy /stormy / la région est connue pour … the region is known for … variable changeable c’est en face du marché / it’s opposite the market tout de suite straight away de la libraire / de l’ église / bookshop / church / une personne célèbre qui est né ( a famous person who was e) en ma région c’est … born in my region is … pas mal de quite a lot of les températures seront en the temperatures will be /des commerces shops baisse/en hausse going down/going up à côté du supermarché / it’s next to the il y a des vignobles / stations de ski there are vineyards / ski plus tard / tôt later / earlier / des collines / des forêts / des resorts / hills / forests / farms de la bijouterie / de supermarket / the pas encore not yet le ciel sera bleu/gris/couvert the sky will be l’hôpital / des arbres jewelers / the hospital / fermes / des champs / un lac / un / fields / a lake / a fishing port blue/grey/overcast the trees port de pêche tout à coup suddenly

82 French My Town And Region Cycle 1 Year 11

L -Où J’Habite – Where I Live M- Les Renseignements – Information N – Ville de Rêve Ou Ville De Cauchemar - Dream Town or Nightmare Town j’habite / j’habitais / j’habiterais I live / I used to live /I would live Qu’est-ce qu’on va faire à Lyon / what are we going to do in Lyon j’habite dans la I live in the suburbs le bowling/la the bowling alley / Qu’est-ce qu’il y a à faire à Paris / what is there to do in Paris banlieue /un / a district of … patinoire a fermé the ice skating rink ma famille et moi habitons en ville my family and I live in town je veux / je voudrais absolument I definitely want to / would like quartier de … has closed down faire une promenade en bateau to go on a boat trip on habite dans un petit village we live in a small village ce qui me plaît / what I like / shocks il y a trop de monde there is / are too j’ai envie / j’ai besoin de louer un I feel like hiring / I need to hire a me choque ici, c’est me is that / de voitures / de many people / cars / dans une ville historique/touristique in an historic/touristy town bateau / un vélo / une voiture boat / bike / car qu’il y a circulation / de gens traffic /people ça m’intéresse de voir les anciens I’m interested in seeing the old en été / hiver on in summer/winter, il y a tellement de there is so much au bord de la mer / au centre-ville at the seaside / in the town bâtiments buildings peut / on pouvait / you can / you used bruit / des gens au noise/ so many centre on pourrait to be able to / you chômage/ des sans people unemployed je tiens à visiter l’aquarium / faire I’m keen on visiting the aquarium à la campagne/montagne in the countryside /mountains could abri / de pollution / so many homeless une promenade / me baigner / going for a walk/ swim in the people/ pollution qui est extrêmement joli ( e) et il fait which is extremely pretty and it’s dans la mer / se détendre sur la sea / relax on the beach toujours beau always good weather = plage le problème, c’est the problem is that toujours des déchets always litter on the que par terre ground qui est malheureusement moche et il which is unfortunately ugly and it je voudrais faire les magasins / I would like to go shopping / to pleut tout le temps rains all the time faire de la lèche vitrine go window shopping il n’y a pas assez de there is / are not peu de travail / de not much work / j'aimerais bien monter à la Tour I would like to go up the Eiffel magasins / d’ enough transports en public transport/ not en Angleterre/Ecosse in England/Scotland/ Eiffel / à L’Arc De Triomphe Tower / the Arc De Triomphe espaces verts shops/green spaces commun/ de many businesses /Irlande (du Nord)/ Afrique (Northern) Ireland/Africa commerces je ne veux/peux pas I don’t want to / I cannot miss the au Maroc/au Pays de Galles In Morocco/Wales rater/manquer l’exposition sur.. exhibition on… il n’y a plus de there is no longer a plusieurs boîtes du several nightclubs / cinéma cinema nuit / cafés / cafes / restaurants aux Antilles in the West Indies bonne idée - pourquoi pas? good idea - why not? restaurants cependant mes cousins habitent à however my cousins live in Paris je veux bien faire ça aussi I want to do that too Paris / Birmingham / Birmingham il n’y a ni parc ni there is neither a c’est sale / (trop) it’s dirty / (too) d’accord - ça m’est égal Ok - I don’t mind aire de jeux park nor a tranquille/très animé quiet/very lively par contre j’habitais dans une ville on the other hand, I used to live playground historique in an historical town ça ne me dit rien / ça a l’air nul! I don’t fancy that / that sounds rubbish! il n’y a aucun there isn’t a single ce n’est jamais it’s never quiet mais mes grand parents habitent au but my grand parents live in bowling bowling alley tranquille je n’en ai pas tellement envie I don’t really feel like it Pakistan / à Manchester Pakistan / in Manchester quelle est l’heure d’ouverture? what’s the opening time? il n’y a aucune zone there isn’t a single je trouve ça triste/ I find that sad/ j’aimerais tellement habiter dans le I would really like to live in the piétonne pedestrian area déprimant/affreux/ depressing/awful/ sud de l’Angleterre près de Londres vu south of England near to London quel est le prix / ça coute what’s the price/ how much does nul/désagréable rubbish/unpleasant que ma famille y habite seeing that my family live there combien? it cost? il n’y a qu’un seul there is only one en général, je (ne) in general, I am (not) est-ce que les chiens sont permis? are dogs allowed? je n’habiterais jamais ailleurs – ici je I would not live anywhere else – magasin / une seule shop / one street suis (pas) content ( happy with my suis chez moi Here is my home rue e) de mon village / village / district / est-ce que c’est accessible aux is it accessible for handicapped quartier /ma ville town ma maison idéale se situera aux Etats my ideal house would be located personnes handicapées? people? Unis aussi il y aurait une piscine / un in America and there would be a il n’y a rien pour les there is nothing for il n’y a pas grand- there’s not a lot to cinéma / un gymnase swimming pool / cinema / gym la visite dure combien de temps? how long does the visit last for? jeunes young people chose à faire do

83 French My Town And Region Cycle 1 Year 11

O – Le Chômage – Unemployment P – Les Sans Abri - Homelessness Q – La Pauvreté - Poverty les grandes usines en ville ont the big factories in town have les sans abri / les sans domicile fixe homeless people il y a trop de gens dans le monde qui vivent au there are too many people in the world fermé closed (SDF) dessous du seuil de pauvreté who live below the poverty line qui a causé un manque d’emploi which has caused a lack of jobs ils dorment sur le trottoir dans un sac they sleep on the pavement in a la pauvreté réduit l'espérance de vie poverty reduces your life expectancy de couchage sleeping bag les chômeurs sont exclus de la unemployed people are société excluded from society la pauvreté peut être causée par la guerre / les poverty can be caused by war / diseases / ils n’ont pas d’argent they don’t have any money maladies / les gouvernements governments après avoir perdu son travail after having lost their job une personne peut devenir a person can become depressed la crise est pire dans ma ville qu’à the crisis is worse in my town than c’est un dommage et il faut agir maintenant it’s a real shame and we must act now déprimé et développer des and develop mental health Manchester in Manchester problèmes mentaux problems on devrait donner de l’argent aux associations you should give money to charities who une personne peut devenir accro à a person can become addicted les SDF sont défavorisés homeless people are caritatives qui travaillent dans le pays en voie work in developing countries l’alcool / aux drogues vu que c’est to alcohol/drugs seeing that it is disadvantaged de développement un moyen d’oublier les soucis a way to forget your troubles on ne peut pas trouver un emploi you cannot find a job without a sans une adresse permanente permanent address on pourrait acheter des produits issus du you could buy fair trade products so that il y a moins d’emploi puisque on there are less jobs since we are commerce équitable pour que les travailleurs workers receive a good salary travaille plus longtemps working for longer reçoivent un bon salaire je pense que le chômage a causé la I think that unemployment has le nombre de femmes au travail the number of women at work plupart des problèmes dans notre caused a lot of problems in our augmente depuis vingt ans has been rising for the last société society j’aimerais parrainer un enfant en Afrique / en I would like to sponsor a child in Africa / in twenty years Inde /au Pakistan India / in Pakistan les jeunes quittent le collège sans young people leave school with qualifications / avec peu no qualifications / with little comme l’augmentation de nombre like the rise in the number of on devrait donner plus d’argent aux bonnes you should give money to good causes d’expérience au travail work experience de SDF homeless people causes comme Comic Relief such as Comic Relief il faut reformer le système éducatif you must reform the educational system ce qui m’inquiète le plus c’est que les what worries me the most is that les Médecins Sans Frontières (MSF) est une doctors without borders is a humanitarian sans abri volent pour avoir de homeless people steal to have organisation humanitaire d’origine française organisation originally from France on doit introduire plus we must introduce more l’argent money d’apprentissages apprenticeships chaque année plus de mille volontaires partent each year more than 1000 volunteers go to on devrait augmenter le salaire we should push up the pour les pays où les gens sont en difficultés countries that are in difficulties minimum minimum wage pour les aider, j’ai distribué de la to help them, I distributed soup to soupe aux SDF dans ma ville / région homeless people in my il faudrait donner plus de we should give more training to town/region formation aux jeunes avant de young people before leaving c’est quelque chose que j’aimerais faire après it is something I would like to do after quitter leurs études their studies avoir fini l’université having finished university

84 French French Grammar Cycle 1 Year 11

1. Gender of Nouns 4. Position Of Adjectives 7. The Infinitive A noun is a word which names a thing or a person. All nouns in French are either Adjectives are describing words. In French most adjectives come When you look up a verb in the dictionary, you find its masculine or feminine. You learn the gender every time you learn a new noun. after the noun they are describing. E.g. un console noir / les original, unchanged form which is called the infinitive. E.g. cheveux blonds. A few adjectives including grand et petit come English Masculine Feminine Masculine or surfer – to surf / avoir – to have / être – to be. Infinitives in before the noun e.g. mon grand père (my tall Dad) / ma petite Feminine Plural French end is either ER / IR / RE. Singular Singular soeur (my small sister). a / one un une des (some) Here is a list of common ER verbs: jouer (to play), poster (to 5. Agreement of Adjectives post), regarder (to watch), aider (to help), habiter (to live), the le la les télécharger (to download), trouver (to find), penser (to think), aimer (to like), adorer (to love), detester (to hate), Le or la changes to l’ before a noun starting with a vowel or the letter h. E.g. Adjectives in French change according to whether the noun being parler (to speak). l’animalerie, l’hamburger, l’euro​. described is masculine or feminine, singular or plural. This is called adjectival agreement. Adjectives that you find in the dictionary 2. Singular / Plural Nouns are always in the masculine form so you will need to follow a set 8. The Present Tense – Regular Verbs of rules to make these adjectives agree: A noun is singular when it refers to only one thing or person and plural if it refers For feminine, add e -> une tablette noire (a black tablet) Most French verbs end in ER in the infinitive and follow a set to more than one. e.g. un tigre (1 or a tiger) -> deux tigres (2 tigers). For masculine plural add s -> les yeux bleus (the blue eyes) of rules. To conjugate a regular ER verb in the present tense Most nouns add s to form the plural e.g. l’éléphant (the elephant) -> les elephants For feminine plural add es -> des tables vertes (some green tables) If the adjective ends in an e like rouge, you do not need to add you need to: (the elephants) / un croissant (one/a croissant) -> des croissants (some croissants). 1. Find the infinitive and remove the ER e.g. jouer - > jou There are a few exceptions to this rule: another e for the feminine form e.g. une chose facile (one easy thing) but you will need to add the s for plural e.g. deux choses (this is called the stem of the verb) animal –> animaux cheveu -> cheveux difficiles (two difficult things). 2. Add the subject pronoun in front of the stem e.g. je jou 3. Possessive Adjectives 3. Add the correct ending (from the table below) to match 6. Subject Pronouns the subject pronoun and add it on to the end of the stem e.g. je joue The word for my, your etc. changes according to whether the noun owned or A subject pronoun tells you who or what does an action. For possessed is masculine, feminine or plural. example, in the sentence he plays games online, he is the subject je – e tu – es il /elle/ on - e English Masculine Feminine Plural pronoun. Here are the subject pronouns in French. nous - ons vous – ez ils/ells – ent Singular Singular je – I (je -> j' tu – you il – elle - she on – one/ my mon ma mes before vowel (informal he we / singular) mon père ma mère mes soeurs or h) For example, here is the verb regarder (to watch) conjugated in the present tense: your (informal/ ton ta tes nous – we vous – you ils – elles – je regarde (I watch) singular) ton anniversaire ta tante tes cousins (formal / plural) they (males they tu regardes (you watch) / mixed (females / il / elle /on regarde (he/she/one watches) For singular nouns beginning with a vowel or the letter h you always use mon / group / feminine nous regardons (we watch) ton. The possessive adjective agrees with the noun, not the person. E.g. masculine nouns) vous regardez (you watch) J’adore ma tablette (I love my tablet) nouns) ils/elles regardent (they watch)

85 French French Grammar Cycle 1 Year 11

9. Present Tense – Irregular Verbs 10. The Partitive Article 13. Past Perfect Tense

Some verbs follow their own pattern, they are irregular The partitive article is used when talking about the quantity of something The past perfect tense is used to talk about completed actions verbs and need to be learnt by heart. and it means some. Use de : in the past. du (made up of de + le) before a masculine singular noun - du coca / du pain Avoir – To Have / du café This is formed by adding the present tense of the verb avoir de la (made up of de + la) before a feminine singular noun – de la confiture / and the past participle. j’ai I have nous avons we have de la limonade / de la gaufre des (made up of de + les) before plural nouns – des céréales / des crêpes / To form the past participle of regular verbs: tu as you have vous avez you have des fruits For ER verbs – take off ER – add é e.g. j’ai joué (I played) il/elle/on a he/she/ ils/elles ont they have de l' (made up of de + l') before nouns that start with a vowel or h – de For IR verbs – take off IR – add I e.g. j’ai fini (I finished) one has l'omelette / For RE verbs – take off RE – add u e.g. j’ai vendu (I sold)

Être – To Be 11. Accents 14. Past Participles of Irregular Verbs je suis I am nous sommes we are It is very important to remember the accents when you are writing in There are some verbs that do not follow the patterns when French. Accents are written above the vowels. forming the past participle and must be learnt off by heart: tu es you are vous êtes you are é accent aigu (acute accent) – only occurs the letter e – sounds like /ay/ avoir -> eu (had) faire -> fait (did) être – été (was) il/elle/on he/she/ ils/elles sont they are boire -> bu (drank) prendre -> pris (took) voir -> vu (saw) est one is é accent grave (grave accent) – occurs on letters a, e or u lire -> lu (read) dire -> dit (said) écrire -> ecrit (wrote) apprendre -> appris (learnt) Faire – To Do / Make ê accent circonflexe (circumflex accent) – occurs on letters a, e, i, o, u je fais I do nous faisons we do ë accent trema (trema)– occurs on letters e, i, o, u FRENCH REVISION WEBSITES (KS3) tu fais you do vous faites you do ç cedilla (cedilla) – occurs under letter c – sounds like /s/ https://www.bbc.com/bitesize/subjects/zgdqxnb il/elle/on he/she/ ils/elles font they do fait one does http://www.crickweb.co.uk/ks2french.html 12. The Immediate Future Tense https://www.memrise.com/courses/english/french/ Aller – To Go You can talk about things that are going to happen in the future by using the je vais I go nous allons we go immediate future tense. This is formed by adding the present tense of aller https://www.french-games.net/frenchtopics (to go) and the infinitive of the verb. There are three parts in total and the FRENCH REVISION WEBSITES (KS4) tu vas you go vous allez you go letter R towards the end of the 3rd part. e.g. je vais jouer – I am going to play / je vais étudier – I am going to study Seneca Learning – GCSE French - AQA il/elle/on he/she/ ils/elles vont they go / nous allons habiter – we are going to live va one goes BBC Bitesize – GCSE French – AQA

86 French French Grammar Cycle 1 Year 11

15. The Past Perfect Tense With Être 16. Prepositions 17. Describing A Photo

16 verbs, mainly verbs of movement form their past perfect Prepositions are words which tell us where someone or something is. When describing what you can see on a photograph you need tense with être and not avoir. Some prepositions are followed by de e.g. en face de (opposite) to remember your PILS: Here is a poem to remember them: If de comes before le they join to make du e.g. la piscine est à côté du Entré, rentré, arrivé, resté, monté, né, allé, tombé, cinéma (the swimming pool is next to the cinema). People Item Location Something Else mort, retrourné If de comes before la they do not join e.g. la patinoire est en face de la des gens (some people) / une famille (a family) / des These with ease we all can say bibliothèque (the ice skating rink is opposite the library). People – Parti, sorti, descendu, revenu, devenu and venu too jeunes (some young people) / deux garçons (two boys) / trois If de comes before l’ they do not join e.g. la mosquée est à droit de These are the verbs that we take filles (three girls) / des enfants (some children) / des étudiants l’hôtel de ville (the mosque is to the right of the town hall). And all with être agree & conjugate. (some students) / une mère (a Mum) / un père (a Dad) If de comes before les they join to make des e.g. la plage est près des Infinitive Past Participle magasins (the beach is near the shops). Items – une table (a table) / une fenêtre (a window) / un vélo descendre (to go down) je suis descendu(e) (a bike) / une voiture ( a car) / des arbres (some trees) / des À means to or at. montagnes (some mountains) / un portable (a mobile phone) revenir (to come back) tu es revenu (e) If à comes before le they join to make au e.g. je vais au théâtre (I am / un livre (a book) / une chaise (a chair) monter (to go up) il est monté going to the theatre). If à comes before la they do not join e.g. je suis à la boulangerie (I am at Location – un cinéma (a cinema) / un collège (a school) / une retourner (to return) elle est retournée the bakery). ville (a town) / un parc (a park) / une maison (a house) / un sortir (to leave) nous sommes sorti(e)s If à comes before l’ they do not join e.g. je suis allé à l’église (I went to salon (a living room) / un café (café) / une gare (a train the church). station) / une cuisine (a kitchen) / une chamber (a bedroom) venir (to come) vous êtes venu (e) (s) If à comes before les they join to make aux e.g. je vais aller aux toilettes arriver ( to arrive) ils sont arrivés (I am going to fgo to the toilets) près des magasins (the beach is near the Something Else – des baskets (some trainers) / un t-shirt ( a t- shops). shirt) / une chemise (a shirt) / une jupe (a skirt) / un pantalon naître​ (to be born) je suis né (e) (trousers) / une robe (a dress) / de la nourriture (some food) devenir (to become) elles sont devenues When saying you are going to a country or you are in a country different prepositions are used: entrer (to go in) tu es entré(e) au – if the country is masculine e.g. je vais au Pakistan Model Example rester (to stay - place) elle est restée en – If the country is femine e.g. Je vais aller en France aux – if the country is plural e.g. je suis allé aux États Unis Je pense que sur la photo il y tomber (to fall) il est tombé a des jeunes. Pour moi, sur When describing how you travel (on foot / by bike / by plane) you need la photo il y a une table. Je rentrer (to go - home) vous êtes rentré(e)s to apply the following rules: crois que sur la photo il y a aller (to go) nous sommes allé(e)s en – if you are physically in the transport e.g. en avion (by plane) , en une salle de classe. En ce qui voiture (by car), en train (by train), en bateau (by boat) me concerne sur la photo il y mourir (to die) ils sont morts à – if you are on top of the transport e.g. à cheval (on horseback) , à a deux ordinateurs portables. partir (to leave) elles sont partis moto (by motorbike) , à pied (on foot)

87 French French Grammar Cycle 1 Year 11

18 - Key Phrases (6 tenses) – 90 Word Task 19 - Comparative Phrases 22 - Negatives

I am called je m’appelle The plane is quicker than the train l’avion est plus rapide que le train ne..pas not je ne suis pas triste (I am not sad)

I live in Bradford j’habite à Bradford The bike is less comfortable than le vélo est moins confortable que la ne .. que only je ne mange que des fruits (I only eat chips) than the car voiture yesterday hier ne..jamais never je ne voyage jamais en avion (i never travel by The beach is better than the la plage est meilleure que les plane) I studied j’ai étudié mountains montagnes ne...rien nothing je ne fais rien sur Internet ( I do nothing on the recently récemment Chips are worse than vegetables les frites sont pires que les légumes internet)

I went je suis allé(e) ne..plus no longer je ne loge plus dans un hôtel (I no longer stay 20 - Superlative Phrases in a hotel) I used to wear je portais The most important thing is La chose la plus importante c’est ne...ni...ni.. neither je ne joue ni au tennis ni au football (I play nor neither tennis or football) when I was younger quand j'étais jeune The least gifted actor is L’acteur le moins doué c’est ne nobody je ne regarde personne (I watch nobody / I it was / there was c’était / il y avait The best film is ... Le meilleur film est... personne don’t watch anybody) when I was 5 years old quand j’avais cinq ans The worst music is.. Le pire musique est.. 23 - Conjunctions tomorrow demain 21 - Question Words however cependant but mais I am going to eat je vais manger why pourquoi at what time... c’est à quelle heure on one hand d’un côté even if même si it will be / there will be ce sera / il y aura when quand quel / quelle est what is in the future à l’avenir on the other hand de l’autre côté/ however pourtant par contre / où est / sont where is/are quels / quelles what are sont when I will be older quand je serai plus âgé(e) nonetheless pourtant despite malgré if I had the choice I would si j’avais le choix je voudrais est-ce que... is it that... c’est combien how much does it cost? given that étant donné que seeing that vu que malheureusement unfortunately qui who comment how for example par exemple since puisque

88 French French Grammar Cycle 1 Year 11

24. Simple Future - Regular Verbs 26. The Conditional Tense 28. The Imperfect Tense

You can also talk about future events by using the simple future tense. You can talk about things that would happen in the future by using You can talk about things that were happening or used to happen in the This translates as will. It is formed by using the future stem and the the conditional tense. This is formed by using the future tense past by using the imperfect tense. appropriate endings. stem of the verb (see sections 24 and 25) and adding the following endings: This is formed by using the imperfect stem and the appropriate endings. To For all regular ER and IR verbs the future stem is the infinitive e.g. surfer get the imperfect stem, take the nous form in the present tense and remove / finir and for regular RE verbs you need to drop the final e so vendre -> Conditional Tense Endings the ons ending. vendr e.g. nous jouons -> jou (imperfect stem) je ais nous ions Simple Future Tense Endings nous finissons - > finiss (imperfect stem) nous vendon -> vend (imperfect stem) je ai nous ons tu ais vous iez Imperfect Tense Endings tu as vous ez il/elle/on ait ils/elles aient je ais nous ions il/elle/on a ils/elles ont For example: je voudrais – I would like tu détesterais – you would hate tu ais vous iez For example: il / elle / on aurait – he/ she / we would have je regarderai – I will watch tu mangeras – you will eat nous finirions – we would finish il/elle/on ait ils/elles aient Il / elle / on téléchargera – he/ she / we will download vous verriez – you would see nous finirons – we will finish vous vendrez – you will sell Iis / elles parleraient – they would speak For example: ils/elles choisiront – they will choose je finissait – I was finishing tu jouais – you were playing il /elle / on portait – he/ she/ we were wearing/ used to wear 27 - Reflexive Verbs (PR) nous habitions – we used to live / were living 25. Simple Future - Irregular Verbs vous aimiez – you were liking / you used to like se laver to have a wash / wash oneself ils/ elles étudiaient – they were studying / used to study For the irregular verbs, the simple future tense stems will need to be learnt off by heart. The main ones are: je me lave I wash myself être does not follow this pattern and the imperfect stem is ét avoir aur aller ir tu te laves you wash yourself 29. You Must / We Must être ser vouloir (to want) voudr When expressing what must be done you can use il faut / on doit plus the il/elle se lave he/she washes him/herself faire fer voir (to see) verr infinitive of the verb. e.g. il faut écouter les profs – You must listen to the teachers nous nous lavons we wash ourselves For example: on doit porter l’uniforme scolaire – you must wear school uniform je serai – I will be tu iras – you will go Il / elle / fera – he/ she / we will do / make vous vous lavez you wash yourself These expressions can also be used to describe what you must not do nous aurons – we will have vous verrez – you will see il ne faut pas fumer – you must not smoke ils/elles voudront – they will want ils/elles se lavent they wash themselves on ne doit pas parler en classe – you must not speak in class

89 French French Grammar Cycle 1 Year 11

30 - Pluperfect Tense 32 - Direct Object Pronoun (DOP) 35 - Possessive Adjectives You can also talk about events that have happened a long time ago in the past by using the pluperfect tense. me te le la nous vous les English Masc Sing Fem Sing Plural

It is formed by using the imperfect of avoir or être and the past me you he/it she/it us you them my mon ma mes participle. For verbs taking être, the past participle must agree. These are used to replace nouns so that you do not have to your (friend) ton ta tes e.g. j’avais mange – I had eaten il avait joué – he had played keep repeating them in a sentence. They are used when the j’étais allé (e) – I had been je n’avait pas aimé – I had not liked noun is NOT the subject of the sentence e.g. she loves him / I his/her/one’s son sa ses watched them. In French in they come before the verb (not after like in English) in all tenses apart from the past perfect our notre notre nos / pluperfect and immediate future e.g. je les aime (I love 31 - BAGS Adjectives (come before the noun) them PR), je les ai aimés (I liked them), je vais les aimer (I am your (formal) votre votre vos going to like them). In the past/pluperfect tenses the past Beauty beau / joli belle / joile participle must agree with the DOP. their leur leur leurs beaux/jolis belles / jolies Before a sing noun starting with a vowel/h always use mon/ton/son Age jeune / vieux jeune / vieille 33 - Relative Pronouns - que / qui / dont (young/old/ancient) jeunes / vieux jeunes / vieilles (viel before masc vowel/h) qui - used to say who / which / that when subject of the verb - ancien /ancienne mon frère qui s’appelle (my brother who is called) 36 – Present Subjunctive Tense anciens / anciennes que - used to say who / which / that when the object of the verb - The subjunctive is used when a person wants someone else to do something, ma soeur que j’aime (my sister who I like) e.g.I want you to help me. It can also be used to express thoughts, possibility Goodness bon / mauvais or necessity. Key verbs are: bonne / mauvaise dont - means whose - c’est l’homme dont la femme est morte bons / mauvais (He’s the man whose wife died) bonnes/mauvaises j’aie (avoir) I have

Size petit / grand petite / grande 34 - Subjunctive (after these phrases) je fasse (faire) I do petits / grands petites / grandes moyen / moyenne il faut que / avant que it is necessary that / before j’aille (aller) I go moyens / moyennes bien que / pour que although / so that je sois (être ) I am These adjectives still need to agree with the noun they are describing. c’est dommage que it’s a shame that je sache (savoir) I know

90 French French Grammar Cycle 1 Year 11

37 - Modal Verbs 38 - Verbs With The Infinitive 39 – Key Phrases 150 Words

You use modal verbs to talk about what people can/ be able to These are verbs which can be used in combination with which is essential for ce qui est essentiel pour do (pouvoir), must do (devoir) and want to do (vouloir). Can be another verb e.g. it started to rain / I tried to leave. They used when advising / asking questions. are used for describing what you do to what happened the advantages / disadvantages are les avantages / inconvénients sont in more detail. Many of them next an extra preposition je peux I can (PR) de or à before the infinitive. the importance of l’importance de + verb je pourrais I could (COND) commencer à + infinitive to start to ... thanks to grâce à la / au / aux / je pouvais I was able to (IMP) aider à + infinitive to help to instead of / in effect au lieu de / en effet je dois I must (PR) réussir à + infinitive to succeed in all things considered tout compte fait je devais I had to (IMP) apprendre à + infinitive to learn to what other people think is important ce que les gens pensent est important je devrais I should I agree with je suis d’accord avec inviter à + infinitive to invite to on devrait / pourrait we /one should / could I think people are right / wrong given je pense que les gens ont raison / tort décider de + infinitive to decide to that étant donné que je veux I want mériter de + infinitive to deserve to I will never forget that day je n’oublierai jamais ce jour j’ai voulu I wanted (PAT) oublier de + infinitive to forget to an unforgettable / memorable une expérience inoubliable / je voulais I used to want to (IMP) experience mémorable choisir de + infinitive to choose to je voudrais I would like (COND) I met a famous person who is called j’ai rencontré une personne célèbre qui s’appelle essayer de + infinitive to try to il faut + infinitive it is necessary to (PR) he /she gave me his /her signature on il /elle m’a donné sa signature sur un empêcher de + infinitive to prevent from il fallait + infinitive it was necessary to (IMP) a football / t-shirt football / un tee-shirt

continuer de to continue to il faudrait + infinitive it would be necessary to. as far as I know / although it is autant que je sache / bien que ce soit il ne faut pas / on ne doit pas you must not (PR) (s’) arrêter de to stop after having eaten my breakfast après avoir mangé mon petit déjeuner

91 Urdu Environment Cycle 1 Year 11

ﻓﮑرﻣﻧد ﮨوں ﻣﯾں C –What Concerns Me ﻣوازﻧہ B – Comparatives ﻣﻧﻔﯽ A – Negatives

ﺳب ﺳﮯ ﺑﺎتاﮨم ﮨﮯ ﻣﯾرے ﻟﺋﮯ the most important thing for ﻓٹ ﺑﺎل ﮐرﮐٹ ﺳﮯ ﺑﮩﺗر ﮨﮯ . football is better than ﻣﯾں ﮐﺑﮭﯽﭘرﭼﮭﮢﯾوں ﻧﮩﯾں ﺟﺎﺗﯽﺟﺎﺗﺎ I never go on holidays cricket me is .ﻣﯾں ﻧﮯ اﺑﮭﯽ ﺗﮏ ﮐرﮐٹ ﻧﮩﯾں ﮐﮭﯾﻠﯽ I have not played cricket yet ﻣﺟﮭﮯ ﺳب زﯾﺎدهﺳﮯ ﻓﮑر ﮨﮯ what worries me the most ﮐﮭﯾلﺑﮩﺗرﯾنﮨﺎﮐﯽ ﮨﮯ. hockey is the best game

ﭘﮩﻠﮯ ﺗﻌﻠﯾمﻣﯾری first my studies ﮐرﺗﯽ /ﻣﯾں ﭘراﯾﻧڈوﯾﮏ ﮐﭼﮭ ﻧﮩﯾں ﮐرﺗﺎ I do nothing on weekends ﮨواﺋﯽ ﮢرﯾنﺟﮩﺎز زﯾﺎدهﺳﮯ ﺗﯾز . the airplane is faster than the train ﭘﮭرﻣﯾرا دوﺳتاورﺧﺎﻧدان then my family and friends ﮨﮯ ﻣﯾں ﻧﮯ ﺷﮩر ﻣﯾں ﮐﭼﮭ ﻧﮩﯾں دﯾﮑﮭﺎ I did not see anyone in town but the rain is safer than ﮐره زﻣﯾن ﮐﯽ ﺣﺎﻟت the state of my planet like ﻟﯾﮑن ﮐﺎرﮢرﯾن ﻣﺣﻔوظزﯾﺎدهﺳﮯ . ﮨﮯ the car ﻣﺟﮭﮯ ﮐﺎﺑرطﺎﻧﯾہ ﭘﺳﻧدﺑﻠﮑلﻣوﺳم ﻧﮩﯾں I don’t like the weather at ﺑڑھﺗﯽ ﮨوﺋﯽ ﮔرﻣﯽﻋﺎﻟﻣﯽ all in England global warming ﺑد ﺗرﯾن /ﺑدﺗر /ﺑرا bad / worse / worst ﮨﮯ ﺑﮯ اﻧﺻﺎﻓﯽ / ﮔﮭرﻟوگﺑﮯ homeless people / injustice ﺑﮩﺗرﯾن /ﮨﺗر /اﭼﮭﺎ good / better / best ﻣﯾں ﺗﻌﻠﯾمﺟﺳﻣﺎﻧﯽ ﺑﻠﮑل ﻧﮩﯾں ﭘڑھﺗﺎ I do not study PE

اورﻣﺷﻐﻠﮯ ﭼﮭﮢﯾﺎں hobbies and holidays ﻣﯾرا ﺷﮩر زﯾﺎده ﺻﺎف ﮨﮯ . my city is cleaner ﻣﺟﮭﮯ ﺑس ﮨرﮔزﺳﻔرﮐﺎ ﭘﺳﻧد ﻧﮩﯾں ﮨﮯ . I did not like it at all to go by bus آﺧر ﻣﯾں اورﭘﯾﺳﮯ ﺳﻔر finally money and travel زﯾﺎدهﺳﮯ آﺳﺎن ﻓراﻧﺳﯾﺳﯽ اردو Urdu is easier than French ﮨﮯ ﻣﯾںاﺳﮑول ﮐوﺋﯽ ﻧﮩﯾں ﺗﮭﺎ . nobody was in school

we must not ignore that اس ﮐﯽ ﭘرواه ﻧﮩﯾں ﭼﺎﮨﯾﮯﮐرﻧﯽ ﮨﻣﯾں ﭼﯾﻧﯽ ﻣﺷﮑل زﺑﺎنﺗرﯾن ﮨﮯ Chinese is the most difficult language ﻣﯾں ﭘﺎرک ﻣﯾں اب ﻧﮩﯾں ﺟﺎﺗﯽ . I no longer visit parks .ﮨم ﻋطﯾہ ﺳﮑﺗﮯدے ﮨﯾں we can donate money اﻧﮕرﯾزی ﺳب ﺳﮯ ﮐم ﻣﺷﮑل English is the least difficult آجﻧہ اور ﮨﯽﻧہ ﮐل neither today nor subject ﮨم رﺿﺎ ﮐﺎر ﺑن ﮐر ﻣدد ﮐرﺳﮑﺗﮯ ﮨﯾں . we can be volunteers and ﻣﺿﻣون ﮨﮯ tomorrow help ﻣﯾری ﺑﮩن ﻣﺟﮭ زﯾﺎدهﺳﮯ ﺳﻣﺟﮭدار my sister is more ﯾہ دﯾﻧﮯاﮐﺗﺎ واﻻ ﻧﮩﯾں ﮨوﮔﺎ . . it will not be boring ﯾہ ﻣﯾرا ﻣﺳﺗﻘﺑل ﮐﺎ ﮨﮯاراده so this is my plan for future ﮨﮯ intelligent than me

92 Urdu Environment Cycle 1 Year 11

ﺳرﺳﺑز اﺳﮑول F- A Greener School ﻣﺎﺣول ﺣﻔﺎظتﮐﯽ E. Protecting the Environment زﻣﯾنﮨﻣﺎری D - Our Planet

ﻣﯾںاﺳﮑول ﮨم ﮐر ﺳﮑﺗﮯ ﮨﯾں at school we could ﻣﯾں ﺳﮯﭘﮩﻠﮯ ﮐﺎﻓﯽﮨﯽ ﮐﭼﮭ ﮐررﮨﺎ ﮨوں I already do a lot ﺳب ﻣﺳﺋﻠہﺑڑاﺳﮯ the biggest problem

ﻣﯾںاﺳﮑول ﮨم ﮐو ﭼﺎﮨﺋﯾﮯ at school we must ﮨم ﮐﭼﮭﺑﮩت ﮐرﺳﮑﺗﮯ ﮨﯾں. we could do a lot ﮐﺎزﻣﯾںﮨﻣﺎری ﯾہ ﮨﮯ of our planet is

ﭘﭼﮭﻠﮯ ﺳﺎل ﮨم ﻧﮯ last year we have اﻟﮓﮐوڑا ﮐرﻧﺎ separate the rubbish ﺟﻧﮕﻼت ﮐﯽ ﮐﮢﺎﺋﯽ deforestation

ﮐﯾﺎ اﺳﮑول ﺳﺎﻣﺎنﮐﺎ ری ﺳﺎﺋﯾﮑل recycled school equipment ﭼﮭﻠﮑوں ﮐﯽ ﺑﻧﺎﻧﺎﮐﮭﺎد ﮔﮭر ﻣﯾں make compost at home ﻣوﺳﻣﯾﺎﺗﯽ ﺗﺑدﯾﻠﯽ climate change اﯾﮏﮐﺎﺟﺎﻧوروں ﺑڑا ﺑﻧﺎﯾﺎﺑﺎغ created a big garden for animals اﺳﺗﻌﻣﺎلدوﺑﺎره /ری ﺳﺎﺋﯾﮑل recycle اوزون ﻣﯾں ﺳوراخ destruction of ozone layer ﭘﮭول ﻟﮕﺎﺋﮯ planted flowers ﺷﯾﺷہ /ﮔﺗﺎ / ﮐﺎﻏذردی / paper / card board glass ﮨوا ﮐﯽ آﻟودﮔﯽ air pollution ﭘﭼﺎس ﻓﯽ ﺻد ﺗواﻧﺎﺋﯽ ﺑﭼتﮐﯽ ﮐﯽ we economised 50% on heating ﺳواریﭘﺑﻠﮏ اﺳﺗﻌﻣﺎلﮐﺎ use public transport آﺑﺎدی ﻣﯾں اﺿﺎﻓہ overpopulation ﮨﮯ ﻣﺳﺗﻘﺑل ﻟﯾﮯﮐﮯ ﮨﻣﺎرا ﭘﻼن for the future we are planning to ﺑﺟﻠﯽ ﮐﯽ ﺑﭼت /ﭘﺎﻧﯽ save water/ electricity ﺳﯾﻼب اور ﺧﺷﮏ ﺳﺎﻟﯽ flood and drought ﻟﮕﺎﺋﯾں ﮔﮯﺳوﻟرﭘﯾﻧلﭘرﭼﮭت install solar panels on the roof ﺳوﻟر ﻟﮕﺎﻧﺎﭘﯾﻧل install solar panels ﺟﻧﮕﻼت ﮐﯽ آگ wildfire

use less paper ﮐﺎﻏذ ﮐﺎ ﮐم ﮐرﯾںاﺳﺗﻌﻣﺎل ﮔﮯ ﭘﻼﺳﮢﮏ اﺳﺗﻌﻣﺎلﮐﺎﺑﯾﮓ ﻧہ ﮐرﻧﺎ do not use plastic bags ﺑﺎرشﺗﯾزاﺑﯽ acid rain

اور درﺧت ﻟﮕﺎﺋﯾں ﮔﮯ plant more trees ﮨﯾﮢﻧﮓ ﮐم ﮐرﻧﺎ turn down the heating ﯾہ ﺑﮩت ﭘرﯾﺷﺎﻧﯽ واﻟﯽ ﺑﺎت ﮨﮯ. it is very worrying

اﺳﮢﯾﻧڈﮐﺎﺳﺎﺋﯾﮑل ﺑﻧﺎﺋﯾں ﮔﮯ construct a bike rack ﻟﯾﻧﺎﺷﺎور take a shower .ﮨم زﻣﯾناﭘﻧﯽ ﮐو ﮐرﺗﺑﺎه رﮨﮯ ﮨﯾں we are destroying our planet ﮐوﻟوﮔوں ﺗﻌﻠﯾم دﯾں ﮔﮯ. educate people ﻧﮩﺎﻧﮯ ﮐﮯ ﺑﺟﺎﻧﮯ instead of taking bath everyone is responsible ﮐوﻟوﮔوں آﮔﺎﮨﯽ دﯾں. raise awareness آﻟودﮔﯽ ذﻣہﮨرﮐوﺋﯽﮐﺎ ﮨﮯدار . ﻧﻠﮑﮯ ﭘﺎﻧﯽﮐﺎ ﭘﯾﺋﯾں for pollution drink tap water

93 Urdu Social Issues Cycle 1 Year 11

ﻏرﯾﺑﯽ I –Poverty ﺑﮯ روز ﮔﺎر ﻟوگ H – Unemployment ﺑﮯ ﮔﮭر ﻟوگ G - Homeless People

دﻧﯾﺎ ﻣﯾں ﺑﮩت ﻟوگﺳﮯ there are too many people in ﻣﯾں ﮨﻣﺎرے ﻋﻼﻗﮯ in our city ﺳڑکوه ﭘر ﺳوﺗﮯ ﮨﯾں they sleep on streets the world big factories have who are poor ﮨﯾں ﺑﯾﻧڈ ﮔﮱﮨوﺧﺎﻧﮯﮐﺎر ﺑڑے ﺑﺳﺗریاﯾﮏ ﺗﮭﯾﻠﮯ ﻣﯾں ﺳوﺗﮯ ﮨﯾں in a sleeping bag ﻏر ﯾب ﮨﯾں been closed

اس ﮐﯽ وﺟہ ﮨوﺳﮑﺗﯽ ﮨﮯ It can be caused by ﻟوگزﯾﺎدهﺳﮯزﯾﺎده ﮔﺎرﺑﯾروز ﮔﮱﮨو more and more people are ان ﮐﮯ ﭘﺎس ﭘﯾﺳﮯ ﮨﯾںﻧﮩﯾں they don't have any money ﮨﯾں jobless ﺣﮑوﻣت/ﺑﯾﻣﺎری /ﺟﻧﮓ war/ disease / state ان ﮐﮯ ﭘﺎس ﮔﮭر ﻧﮩﯾں ﮨﮯ they have no home ﮔﺎرﺑﯾروز ﻟوگ jobless people

ﮨﮯﻋﻧوانﺑدﺣﮑوﻣت government is corrupt ذﮨﻧﯽ دﺑﺎؤ ﺷﮑﺎرﮐﺎ ﮨوﺟﺎﺗﮯ ﮨﯾں can become depressed ﻣﺳﺗﻘل ﭘﺗہ ﻧﮩﯾں ﮨﮯ ان ﮐﮯ ﭘﺎس they have no address

ﮐم ﮨوﺗﯽ ﮨﮯ ان ﮐﯽ زﻧدﮔﯽ they have low life ﮨوﻋﺎدیﮐﮯﻧﺷﮯ ﺟﺎﺗﮯ ﮨﯾں can become addicted اس ﻟﺋﮯ ﮐﺎماﻧﮩﯾں ﻧﮩﯾں ﻣﻠﺗﺎ so they cannot get a job expectancy ﮐرﺳﮑﺗﮯﺑﮭﯽﺟرم ﮨﯾں can do some crimes ﯾہ ﺑڑے اﻓﺳوس ﮐﯽ ﺑﺎت ﮨﮯ It’s a real shame وه ﻣﺟﺑور اور ﻻ ﭼﺎر ﮨﯾں they are helpless

ﺗﻌﻠﯾﻣﯽ ﻣﯾںﻧظﺎم ﻧﻘص ﮨﮯ the education system is ﮨﻣﯾں اب ﮐﭼﮭ ﮨوﮔﺎﮐرﻧﺎ faulty we must act now ﮨوﺗﮯﻟوگ ﮨﯾںﻣﺣروموه they are disadvantaged

اﺳﮑول ﭼﮭوڑﺗﮯ ﮨﯾں ﻧوﺟوان ب young people leave school رﺿﺎ ﮐﺎر ﮨر ﺳﺎل ﮨزاروں every year 1000 volunteers ﯾہ ﻣﺳﺋﻠہ ﻣﯾرے ﺷﮩر ﻣﯾں ﺑدﺗر ﮨﮯ the crisis is worse in my city

ﺑﻐﯾر ﮐﺳﯽ ﻗﺎ ﮐﮯﺑﻠﯾت with no qualification ﻣﯾں ﺟﺎﺗﮯ ﮨﯾں ﻏرﯾب ﻣﻠﮑوں go to poor countries ﭘﭼﮭﻠﮯ ﭘراﯾﻧڈوﯾﮏ ﻣﯾں ﻧﮯ ﺧﯾراﺗﯽ last weekend I did charity work ﮐﯾﺎﮐﺎم ان ﮐو ﺿرورت ﮨﮯ ﮐﺎم ﮐﯽ ﺗرﺑﯾت ﮐﯽ they need training /ﮔﺎ ﻣﯾں ﺑﮭﯽ ﯾﮩﯽ ﭼﺎﮨوںﮐرﻧﺎ I would like to do the same ﮔﯽ ﻣﯾں ﻧﮯ ﻋطﯾہ دﯾﺎ I donated ﺷﺎﮔردیﻣزﯾد ﮐﯽ more apprenticeships ﯾو ﻧﯾورﺳﮢﯽ ﮐﯽ ﺗﻌﻠﯾم ﻣﮑﻣل ﮐرﻧﮯ after finishing my Uni ﮐﭘڑے /ﭘﯾﺳﮯ /ﮐﭼﮭ ﮐﮭﺎﻧﺎ some food / money / clothes ﺑﻌدﮐﮯ ﺣﻣﺎﯾت /ﻣدد ﻣزﯾد more support

94 Urdu Volunteering / Town Cycle 1 Year 11

L – Describe A Photo M – Common Phrases ﺳرﮔرﻣﯾﺎں K – Activities رﺿﺎﮐﺎری J – Volunteering

ﮨﻔﺗﮯﭘﭼﮭﻠﮯ /ﻣﮩﯾﻧﮯ /ﺳﺎل / last week / month اس ﺗﺻوﯾر ﻣﯾں in this picture ﭘﭼﮭﻠﮯ ﻣﯾںﺳﺎل ﻧﮯ last year I رﺿﺎﮐﺎراﻧہ طور ﭘر volunteering year ﻟڑﮐﺎاﯾﮏ ﮨﮯ there is a boy . ﮐرﺗﺎﮐﺎم ﮨوں I work / worked ﮨﻔﺗﮯاﮔﻠﮯ /ﻣﮩﯾﻧﮯ /ﺳﺎل / next week / month year ﮔﺎڑﯾﺎں دھوﺋﯾں washed cars ﻣﯾں ﮐﯾﺎﻧﮯﮐﺎم ﻟڑﮐﮯﭼﺎر ﮨﯽ are four boys اﮔﻠﮯ اﯾﻧڈوﯾﮏ next weekend ﻣﯾں ﮐﺎم ﮐروں ﮔﺎ I will work ﮐوڑاﺳﮯﺳڑک اﮢﮭﺎﯾﺎ picked the litter ﻟڑﮐﯽاﯾﮏ ﮨﮯ from street is a girl ﺻﺑﺢ /دوﭘﮩر morning / afternoon دﮐﺎنﺧﯾراﺗﯽ ﻣﯾں in a charity shop

ﻟڑﮐﯾﺎںﭘﺎﻧﭻ ﮨﯾں are five girls ﺷﺎم /رات evening / night ﭘﺎرک ﻣﯾں درﺧت planted trees in ﮐﭘڑے ری ﺳﺎﺋﯾﮑل ﮐروں ﮔﺎ I recycle my ﻟﮕﺎﯾﮯ clothes the parks ڈھﺎﺋﯽ ﺑﺟﮯ ./ڈﯾڑھ ﺑﺟﮯ / 2.30 / 1.30 ﮨﮯﻣرد /اﯾﮏ ﮨﮯآدﻣﯽ a man ﺑﻧﺎۓﮐﯾﮏ ﺑﯾﭼﮯاور made and sold ﺧﯾرات ﮐروں ﮔﺎ give to charity cakes ﺳﺎڑھﮯ ﺗﯾن ./ ﭼﺎرﺳﺎڑھﮯ 4.30 / 30 .3 اﯾﮏ ﺑﭼہ ﮨﮯ is a child ﺑﮯ ﮔﮭر ﻟوﮔوں ﮐﯽ ﮐروںﻣدد and support the ﮔزﯾﻧوںﭘﻧﺎه ﺳﮯ ﺷﮩر homeless visited refugees ﻋﺎم طور ﭘر /ﮨﻣﯾﺷہ normally / always ﮔﺎ ﺳﺎت ﺑﭼﮯ ﮨﯾں are ﻣﻼﻣﯾں in the town seven children ﭘراﺋﻣری اﺳﮑول ﺑﭼوںﮐﮯ help primary ﮐﺑﮭﯽ ﮐﺑﮭﯽ /اﮐﺛر sometimes / often ان ﮐﮯﺑﭼوںﮐﮯ ﺳﺎﺗﮭ school children played with their ﮐﭼﮭ ﻟوگ ﮨﯾں are some people ﮐو ﮐﮭﯾﻼ children ﺳردی /ﮔرﻣﯽ summer / winter ان ورکﮨومﮐﮯ ﻣﯾں with the /ﭘﺎرک /ﮐﻣره / ﮔﮭراﯾﮏ a house / school دو ﮨزار دﺳﺗﺧط homework obtained / room/ park ﺑﮩﺎر /ﺧزاں autumn /spring ﮨﮯﺳڑک ﺣﺎﺻل ﮐﺋﮯ signatures 2000 road / ﺑﮭﺎلدﯾﮑﮭ ﮐروں ﺟﺎﻧوروںﮔﺎ look after animals ﺟﻠﺗﺎﻣﻠﺗﺎ / ﺟﯾﺳﺎاﯾﮏ same / similar ﮐﯽ ﮐﺎﮐﮭﯾل /ورزش ﮔﺎه /ﺟم gym / sports hall ﮔﯽ / ﮔﺎﺑﻧﺎؤںﭘوﺳﮢر I will make posters / playground ﮨﮯﻣﯾدان old people ﮨواﺑدﻟہ /ﻣﺧﺗﻠف different / changed ﻟوﮔوںﺑوڑھﮯ ﮐﯽ ﺑﻧدر /ﺳﺎﺣل ﺳﻣﻧدر /ﭘﮩﺎڑ / beach / seaport اﺧﺑﺎر ﻣﯾں آرﮢﯾﮑل write an article in ﮐﯽ وﺟہ ﺳﮯ because of ﮨﮯﮔﺎه mountain ﻟﮑﮭوں ﮔﺎ newspaper ﺑﯾﻣﺎر ﻟوﮔوں ﮐﯽ sick people

95 Performing Arts Drama – Component 2 CYCLE 1 YEAR 11

Box A: Drama Skills Box B: Drama Techniques Box C: Component 2 Skills

Body Language – Using your body to communicate your Tableau – Can also be called a freeze frame or still image. A • Cooperation, character. E.g an old man would have hunched body moment of stillness in a performance, used to highlight key • being supportive, language. moments within a scene. • listening to others, Facial Expressions – Using your face to communicate your Thought Tracking – Saying your characters thoughts out loud • punctuality, characters emotions. to the audience so they know what your character is thinking • consistency, – altering the tone, pitch, and pace of your voice to fit or feeling. Voice • commitment, your character. Forum Theatre – a technique where the audience becomes • reliability, Levels – How high or low your character is to the ground. Can the director. They can stop the performance at any time, give be used to communicate status, class or power. feedback, then rewind. Used during rehearsals to develop • being prepared, Proxemics – How close or far away you stand to other scenes. • being respectful of others’ opinions and skills, characters on stage based on your relationship. Narration – Reading part of the story aloud to the audience, • applying health and safety procedures, Posture – How you stand during your performance to either instead of acting it out or alongside mime. • being prepared, warming up and cooling down, represent your character Mime – Using only your body to communicate, no talking. • positive response to teacher instruction and Gestures – using body parts to communicate non-verbally. E.g Flash-forward – A scene which is set further in the future. feedback, waving, thumbs up, shaking head. Flashback – A scene set in the past, sowing past events. • peer feedback, Cross Cutting – Where two or more scenes happen on stage • absorbing and applying feedback and corrections. at the same time, switching between the two. Box D: Konstantin Stanislavski – The System Box E – An Inspector Calls Facts •Given Circumstances: the information about the character that you start off with and the play as a whole​ Author: JB Priestly •Emotional memory: when the actor finds a real past experience where they felt a similar emotion to that Set: London 1912 demanded by the role they are playing. They then ‘borrow’ those feelings to bring the role to life.​ •Physical action: release the necessary emotions.​ First Performed: 1945 •Subtext: is the actual meaning and motivation behind the lines that are spoken and the actions taken.​ Acting Style: Naturalism •‘Magic’ If: Think: 'What would I do IF I was in this situation?​’ •Objective: the reason for our actions. What are we trying to achieve?​ Key Characters: Inspector Goole, Arthur Birling, Sheila Birling, Sybil •Super-objective: is an over-reaching objective, probably linked to the overall outcome in the play.​ Birling, Eric Birling, Gerald Croft. •Through line: Links the character & actor​ Themes: class, social change, workers' rights, responsibility, gender and generational differences.

96 Performing Arts Drama – Component 2 CYCLE 1 YEAR 11

Box F: Setting a SMART Target Box G: Self/Peer Evaluation

Goals that are SMART are: S – I need to improve on my use of proxemics Throughout rehearsals I have developed my use of within my scene. multiple skills. An example of this is when… Specific – state exactly what will need to be done M – I will write down on my script exactly where I During my performance, I was good at demonstrating Measurable – clear what success will look like will stand on stage and why. drama skills such as…. This is important because…

Achievable – know it is possible A – I can see me doing this by working with other Within my work, I used a variety of drama techniques members in my scene. to fit the acting style of ………. For example, I used ….. Realistic – know it is practical This was effective because… R – I can do it by improving my knowledge of my Time-bound – state when it will be achieved character and their status. One area I would like to improve on is … It is important to use this skill in performance because... I T - I will achieve this by the final performance. could improve on this skill by…

Box H: An Inspector Calls Synopsis Box I: Context of ‘An Inspector Calls’ An inspector arrives at the Birling house. He tells them how a girl called Eva Smith has killed herself by drinking disinfectant - An Inspector Calls is set in 1912 but written in 1945. We need he wants to ask them some questions. Thisto remember group’s performance that the play clearly is set beforelinked toboth the world acting wars style and at The Inspector reveals that the girl used to work in Arthur Birling's factory and he had her sacked for going on strike. Mr Birling becausea time when ….. the British Empire was still a force to be reckoned refuses to accept any responsibility for her death. with internationally. The Inspector then reveals that Sheila thought that Eva had made fun of her, complained and got her sacked. Sheila is deeply ThisThe settingacting styleof a playwas isfitting the time to this and performance location of thebecause… story. An ashamed and feels responsible for the girl’s death. Inspector Calls is set in 1912 in Edwardian England. The family The Inspector forces Gerald to confess to an affair he had with Eva. Sheila respects Gerald’s honesty but returns the are successful middle-class people and at the start of the play, engagement ring he gave her. Mr Birling in particular is very complacent. The play was It is revealed that Sybil Birling had refused to help the pregnant Eva. actually written after the Second World War. It turns out that it was Eric who got Eva pregnant, and stole money from his father to help her. The historical context is that class was still very rigid in The Inspector leaves. The family ring the infirmary and there is no record of a girl dying from drinking disinfectant. Edwardian times and it was thought that the upper classes Suddenly the phone rings, Mr Birling answers it, to his horror the phone call reveals that a young woman has just died from should never mix with the lower classes. drinking disinfectant and the police are on their way to question them about it. The curtain falls and the play ends.

97 IT COMPONENT 3 Cycle 1 Year 11

BOX 1: Ad Hoc Networks

98 IT COMPONENT 3 Cycle 1 Year 11

BOX 2: Cloud Storage

99 IT COMPONENT 3 Cycle 1 Year 11

BOX 3: Cloud Computing

100 IT COMPONENT 3 Cycle 1 Year 11

BOX 4: Platforms and Services

101 Enterprise Component 2 CYCLE 1 YEAR 11 BOX 1: Learning aim A: Explore ideas and plan for a micro-enterprise activity The impact of internal factors on costs: markets and customer satisfaction. Internal Factors – Factors inside the business which they can control. Key Words: Micro Enterprise, Ideas, Planning, Pitching, Promotional Material, Innovation, Target Market.

Explore ideas and plan for a micro-enterprise For Level 2 Distinction: Learners will produce a comprehensive plan that gives details of all elements, including: activity. - Explanation of the aim of the enterprise activity - An estimate of the resources required, both physical and financial, and a discussion on how these resources are to be Learning aim A: Explore ideas and plan for a micro- obtained/funded enterprise activity. - An appropriate timescale for the activity, from initial plan through to completion of trading Evidence for the assignment/to know: Learners will - Methods of promotion, giving reasons why they are appropriate individually research three potential ideas for a - A risk assessment and contingency plan to overcome any issues identified and ensure quality of the product/service. micro-enterprise activity and prepare a business - Learners will give detailed and valid reasons for the choices made. Learners will produce complete and accurate financial documents, plan for one of these ideas. which must be realistic and achievable for the type of enterprise activity.

Level 2 learners will develop a comprehensive plan For Level 2 Merit: Learners will produce a detailed plan that gives mostly relevant information, including: for their micro-enterprise idea. It will need to be - The aim of the enterprise activity based on the research concepts from Component 1 - An estimate of the physical and financial resources required and how these resources are to be obtained/funded and learners will show how they considered - An appropriate timescale for the activity, from initial plan through to completion of trading relevant factors when choosing their activity to - Appropriate methods of promotion plan. Financial forecasts will be realistic for the type - A risk assessment and identification of ways to minimise any issues and ensure quality of the product/service. The plan will be logically of enterprise activity and timescales. structured and learners will give valid reasons to support their decisions. In addition, learners at this level will produce complete financial documents The forecasts must be realistic and achievable for the type of enterprise activity.

For Level 2 Pass: Learners will clearly describe their three potential ideas for a micro-enterprise activity, giving clear records of their market research of each idea. They will give reasons for their choice of activity, showing how they considered relevant factors, including resources, financial forecasts, costing and pricing, methods of communication and promotion, and potential customers. Learners will produce a plan that gives a clear account of most relevant information, including: - The aim of the enterprise activity - Physical and financial resources (any omissions are minor) - Appropriate methods of promotion - Timescales for most aspects of the plan -A risk assessment with recommendations for how to minimise risks and ensure quality of the product/service.

102 Enterprise Component 2 CYCLE 1 YEAR 11

Learning aim B: Pitch a micro-enterprise activity.

Pitch a micro-enterprise activity Learners must demonstrate presentation and communication skills listed in the content when pitching a plan. Level 2 learners will create a presentation for the plan and pitch it to an audience. The plan will be supported by detailed reasons for their choices. Learners will use appropriate presentation and communication skills proactively and fluently. Presentation skills: Professional behaviour and conduct of presenter required. - Positive attitude - Well-rehearsed and prepared - Considerate of the needs and interests of the audience - Use of visual aids, e.g. computer projection/slideshow with speaker notes, handouts for audience, clarity and legibility of text, impact of graphics and images.

Communication skills: - Body language, gestures and eye contact o language and tone, pace, volume and projection - Use of business terminology - Listening, handling questions and formulating appropriate responses.

103 Health & Social Care Component 1 Human Lifespan Development. CYCLE 1 YEAR 11

BOX 1: How do people grow and develop throughout their lives? How can factors such as lifestyle choices, relationships affect this? Understanding these processes is essential Learning Aim A: knowledge and understanding for health and social care practitioners. A1 - Understand human growth A1 Growth and development across life stages and development Life Stages across life stages Infancy (0 – 2 years) and the factors Early childhood (3 – 8 years) Adolescence (9 – 18 years) that affect it. Early adulthood (19 – 45 years) Middle adulthood (46 – 65 years) Later adulthood (65+ years)

Holistic Development Physical development – Physical growth and physiological change Intellectual development – Developing thinking and language skill and common activities that promote learning and development Emotional development – Developing feelings about self and other Social development – Forming relationships. BOX 2 : 1. Physical factors A2 - Genetic inheritance Factors affecting Diet and lifestyle choices growth and Experience of illness and disease development. Appearance 2. Economic factors Income/ wealth Material possessions

3. Social, Cultural and emotional factors Educational experiences Culture, e.g. community involvement, religion, gender Influence of role models Influence of social isolation Personal relationship with friends and family

104 Health & Social Care Component 1 Human Lifespan Development. CYCLE 1 YEAR 11

BOX 3: 1. Physical events B1 - Different Accident/ injury types of life Ill health event. 2. Relationship changes Entering a relationship Marriage Divorce Parenthood Bereavement

3. Life circumstances Moving house, school or job Exclusion from education Redundancy Imprisonment Retirement BO X 4: How individuals adapt to these changes Sources of support B2 - Coping with Family, friends partners change caused Professional carers and services by life events. Community groups, voluntary and faith based organisations

Types of support Emotional Information advice c) Practical help

105 Health & Social Care Component 2 Human Lifespan Development. CYCLE 1 YEAR 11

BOX 1: Providing good health and social care services is very important and a set of ‘care values’ exist to ensure this happens. Care values are important because they enable Learning Aim A: people who use health and social care services to get the care they need and to be protected from different sorts of harm.

Understand the A1 Health and social care services different types of Different health care services and how they meet service user needs health and social • Primary care, e.g. dental care, optometry, community health care care services and • Secondary & tertiary care, e.g. specialist medical care • Allied health professionals, e.g. physiotherapy, occupational therapy, speech and language therapy, dieticians barriers to accessing them. Different social care services and how they meet service user needs • Services for children and young people, e.g. foster care, residential care, youth work A1 Health and • Services for adults or children with specific needs (learning disabilities, sensory impairments, long-term health issues) e.g. residential care, respite care, domiciliary care social care • Services for older adults, e.g. residential care, domiciliary care services • Role of informal social care provided by relatives, friends and neighbours.

BOX 2: A2 Barriers to accessing services A2 Barriers to Types of barriers and how they can be overcome by the service providers and users accessing Physical barriers, e.g. issues getting into and around the facilities services • • Sensory barriers, e.g. hearing and visual difficulties • Social, cultural and psychological barriers, e.g. lack of awareness, differing cultural beliefs, social stigma, fear of loss of independence • Language barriers, e.g. differing first language, language impairments • Geographical barriers, e.g. distance of provider, poor transport links • Intellectual barriers, e.g. learning difficulties • Resource barriers for service provider, e.g. staff shortages, lack of local funding, high local demand • Financial barriers, e.g. charging for services, cost of transport, loss of income while accessing services.

106 Health & Social Care Component 2 Human Lifespan Development. CYCLE 1 YEAR 11

BOX 3: B1 Care Values B1 Care Values • Empowering and promoting independence by involving individuals, where possible, in making choices • Respect for the individual by respecting service users’ need, beliefs and identity • Maintaining confidentiality • Preserving the dignity of individuals to help them maintain privacy and self-respect • Effective communication that displays empathy and warmth • Safeguarding and duty of care • Promoting anti-discriminatory practice by being aware of types of unfair discrimination and avoiding discriminatory behaviour.

BOX 4: B2 Reviewing own application of care values B2 Reviewing Key aspects of a review own application of care values • Identifying own strengths and areas for improvement against the care values • Receiving feedback from teacher or service user about own performance • Responding to feedback and identifying ways to improve own performance.

107 Travel and Tourism Component 1 CYCLE 1 YEAR 10 BOX 1: Learning Aim A: Investigate the aims of UK travel and tourism organisations. Key Words: Private, Public, Voluntary, Destination routes, Customer Types, Facilities, profit, non-for profit. Travel and Tourism organisations Tour operators - Assemble and operate component parts for holidays as a package for travel agents to sell. Travel agents (Business and Retail) - Give advice and guidance; arrange and book trips; excursions, flights and package holidays for customers; arrange and book ancillary services. Accommodation providers - Provide a range of facilities, options and services. Tourist attractions - Provide recreation, entertainment, education and tourist facilities. Tourism promotion - Tourism agencies, regional tourist boards, tourist information centres – provide information and advice. Transport facilities and providers, gateways and terminals - Provide safe transport from one destination to another, can include additional services such as catering, entertainment. Conference and events management - To book/provide venue and services such as administration, promotion, equipment hire for a conference or event. Regulators - Regulate the industry and protect customers, give customers advice and support, representation, repatriation, licensing, deal with customer complaints/arbitration. Travel and tourism trade associations - ABTA – represent travel agents and tour operators.

Ownership of travel and tourism organisations Private - Owned or controlled by private individuals or shareholders e.g. travel agencies, accommodation providers; common ownership, e.g. tour operators and travel agents under the same ownership. Public - Funded and sometimes owned by central and local government, e.g. tourist information centres, national tourism agencies, museums. Voluntary - Independent organisations funded by membership donations, grants, sales of products, services – e.g. conservation charities.

Aims of travel and tourism organisations Financial aims - Selling of goods and services to make a profit. Increasing sales and maximising revenue Increasing market share Reducing losses Controlling costs Breaking even Managing assets Strategic aims - Corporate social responsibility, sustainability, e.g. managing tourism to protect the environment, to contribute to the local community Expanding Diversifying Competing Providing high-quality services and products Providing value for money Generating customer loyalty Raising brand awareness

108 Travel and Tourism Component 1 CYCLE 1 YEAR 10

BOX 2: Learning Aim B: Explore travel and tourism and tourist destinations. Key Words: Coastal areas, seaside resorts, countryside areas, visitor attractions, facilities, climate, package, all-inclusive, independent/tailor made.

Types of tourism Visitor - Someone making a visit to a main destination outside of their usual environment and for less than a year for any main purpose, including holidays, leisure, business, health and education. Tourist - Someone travelling for leisure. Domestic - Taking holidays and trips in own country. Outbound - Travelling to a different country for a visit or holiday Inbound - Visitors from overseas coming into the country.

Tourist destinations Types of destination - Coastal areas, including seaside resorts Types of visitor - Individuals, couples, families, groups, domestic visitors, inbound visitors, customers with specific needs e.g. different languages or cultures; visual, hearing or mobility needs. Features of destinations - Geographical features and natural attractions; e.g.: Oceans, seas, rivers, canals, lakes, mountains, hills, woodland, parks, nature reserves, caves, waterfalls, coastal areas, islands. Visitor attractions; e.g.: purpose built, natural, theme and water parks, historical sites such as castles, stately homes, walls, ruins, wildlife, and nature such as marine world, zoo, safari park, arts and entertainment such as sports stadiums/events, theatres, art galleries, museums, festivals, exhibitions, local events. Facilities - Sports facilities, shopping including local, outlets, markets, catering, including restaurants, cafes, bars, activity and adventure centres. Climate, how climate/weather can lead to peak/off seasons at a destination, how the climate and weather of a destination could affect the types of holiday and activity on offer by tourist destinations, how climatic conditions/seasonal variations affect the appeal of a destination. Reasons for travel Leisure travel - Days trips, holidays, visiting friends and relatives (VFR). Business travel - Meetings and conferences. Modes of transport - Modes of transport – the advantages and disadvantages of the following types of transport, and why visitors may choose one form of transport over another: Air (including short haul, long haul, domestic, outbound Rail (including channel tunnel) Sea (including ferries, boats and ships ) Road, (including coach, car, taxi) Making links between choice of transport, types of visitor and their reasons for travel.

Types of holiday Package - This includes all-inclusive such as summer sun, winter sun. Independent/Tailor made - Sold by a sole trader or partnership business. These can be tailored to the customer. Short – breaks - City breaks, spa breaks, activity breaks. Touring - Cruises, river, rail and coach. Specialist/niche - Sports, cultural, educational, wellbeing, adventure, eco-holidays, voluntary work, conservation, holiday parks. 109