2020-2021

Knowledge Organiser

YEAR GROUP: 9 TERM: 2

NAME FORM

“For me, it is far better to grasp the Universe as it really is than to persist in delusion, however satisfying and reassuring.” – Carl Sagan Year 9 Knowledge organiser Term 2 Page: 1 How to use your knowledge organiser You are expected to bring your knowledge organiser to the academy every day This knowledge organiser contains all the key knowledge that you need to know for your learning this term. You should spend at least 30 minutes every evening using the knowledge organiser to complete a learning homework. You should record the subject or subjects on the learning homework page and show this to your form tutor on a weekly basis. You will be tested in lessons on your learning from this knowledge organiser. In some lessons, your teacher will ask you to learn specific sections of the knowledge organiser, but otherwise you should work through each subject independently, trying to memorise the information in the booklet. The more you can remember, the more useful it will be for your lessons.

How to learn using a knowledge organiser The best way to use a knowledge organiser is to revise the information so that you can recall it when you are asked. The best methods to do this are: ▪ Look, cover, write and check the key words and knowledge lists ▪ Ask a family or friend member to test you on the knowledge ▪ Create a mind map to remember the information in each section ▪ Write down on a blank piece of paper as much as you can remember from the organiser ▪ Use the knowledge organiser to help you complete work in school and at home

Year 9 Knowledge organiser Term 2 Page: 2 SCHOLAR A scholar is a person who studies a subject and knows a lot about it. “She was a good scholar because she worked so hard in class.” Every student at CMA is a SCHOLAR Sitting up ______throughout your ______to ensure maximum ______. C______yourself with your ______and ______when challenged. Hard ______to ensure you complete ______to the best of your ______. O______so that no time is wasted and you have ______with you at all times. L______to your ______and to others in the class respectfully and actively, prepared to ______. A______for the very best and ______with your learning to take you beyond your current ______. Respectful of everyone in the ______, including ______, staff, governors, visitors and ______.

Year 9 Knowledge organiser Term 2 Page: 3 Art – Political Portraiture Keyword in portraiture Guide-lines Straight lines drawn at different measurement points to help you place the key feature and achieve the correct proportions

Scale How big or small something is or the size of something

Colour Where one (or more) colours merge into another. blendin We call this smooth colour blending Highlight A bright and reflective area. A highlight on a face would normally be around the cheeks, nose or forehead Shadow/scale The darker areas. Adding shade or shadow to a face can make it look realistic

Proportion The size relationship between different parts, eg how big the eyes are compared to the nose

Guides to help draw the eyes, nose and ears

BAME – Black, Asian and Minority Ethnic. Portrait – A drawing or painting of a person

Colour groups Tertiary Colours are made by mixing one primary and secondary colour or two secondary colours. Harmonious Colours are next to each other on the colour wheel.

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

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

Year 9 Knowledge organiser Term 2 Page: 4 Art – Political Portraiture Barbara Walker’s biography Notable artwork Other BAME Artists... Barbara Walker is a British Delita Martin – fuses language with oral storytelling, Martin offers other figurative artist. identities and narratives for women of colour. Her work is intended to address misunderstandings and stereotypes about the African –

Caribbean community in Britain. Brighter Future She draws directly onto the Born in Birmingham, England Diptych, 2006 walls of the gallery, that She was appointed a (MBE) in frequently explore themes of 2019 for services to British Art documentation and recording, and erasure The Singh Twins - The Singh Twins are contemporary British artists whose Adrian Brandon’s biography style is a fusion of Indian traditional and contemporary Western influences which they label ‘past modern.’ Adrian Brandon is an American artist and illustrator. His work acts to raise Study, 2011 awareness to the injustices that the Black community is forced to live with Brandon’s artwork gained

notoriety in February 2019, he Born in Seattle, Washington,

started his “Stolen” series for America. Black History Month—a portrait Aiyana Stanley-Jones, Brandon’s goal is to create art series dedicated to Black people Stolen Series 2019 that creates an understanding Keywords who have been killed by the of Black culture, Black love and Stereotype Oversimplified image or idea of a particular type of police. Black pain so that ‘we’ can person or thing. move forward together. Injustice A lack of fairness. Culture The ideas, customs & social behaviour of a particular Botham Jean, Stolen people or society. Series 2019 Identity The fact of being who or what a person or thing is.

Year 9 Knowledge organiser Term 2 Page: 5 Ethics and Politics () - Global Citizenship Key words 1 Global citizen: a person who places their identity with a "global community“. Their identity is not defined by geography or political borders. 2 Responsibility: having a duty to deal or help with something 3 United Nations (UN): an organisation that works to promote international co-operation. 4 Advocacy: public support for a particular cause 5 Cause: a principle or movement which someone is committed to and is prepared to defend or advocate. 6 Action: the process of doing something, especially when dealing with a problem or difficulty. 7 Success criteria: the standards by which the project will be judged at the end to decide whether or not it has been successful.

Key knowledge 8 Global citizenship is about helping people across the world. Global citizenship helps you realise that issues happen across the world and not everyone has access to their basic human rights such as education, housing, food and water. 9 We all have human rights but these rights come with responsibilities. You have to respect your rights in order to make sure everyone else around you can access their rights. 10 There have been lots of contributions to global rights of citizens, including a) Magna Carta (1215) - a ruler, just like everyone else, is subject to the rule of law, b) Declaration of Independence (1776) - everyone is created equal and endowed at birth with basic rights, c) UN Charter (1945) - human rights, dignity, and equality are central global values in the modern era, and d) Universal Declaration of Human Rights (1948) - the rights of all people must be protected if the world is to have freedom, justice, and peace. 11 The UN is an organisation that aims to secure international peace, fight and protect people’s human rights. The UN was formed after the devastation of World War 1. 12 Our rights can be broken in to different categories, including a) political - people have the right to take part in the government of their country (Article 21), b) civil - people are equal before the law (Article 7), c) social - marriage shall be entered into only with the free and full consent of the potential spouses (Article 16), d) economic - people have the right to work where they choose, under healthful working conditions (Article 23), and e) cultural - everyone has the right freely to participate in the cultural life of the community (Article 27). 13 There are 17 sustainable goals that the UN have set to try and help the global situations that are going on in the world. These include, no poverty, no plastic pollution and better healthcare for everyone. 14 The plan a project you must have different skills. Research, interpreting evidence, planning, collaboration and campaigning are important when planning and carrying out a project. 15 There are local, national and global charities that need help and donations. They require people to donate money so that they can use that money to help. 16 After a project has been done, the participants need to make sure that their project was successful by evaluating what they would do differently. For your assessment, you will need to write about the parts of your project that went well and what you could have improved.

Year 9 Knowledge organiser Term 2 Page: 6 Ethics and Politics (Citizenship) - Law Key words 1 Law: the rules people in a country must follow. 2 Society: group of people living together in a community. 3 Judgement: to make decisions and come to sensible conclusions using evidence. 4 Crime: an act which breaks the law. 5 Hate crime: a crime motivated by racial, sexual, or other prejudice, typically one involving violence. 6 Crown Prosecution Service (CPS): Prosecutes criminal cases that have been investigated by the police and other investigative organisations in England and Wales 7 Ministry of Justice: Government department that works to protect and advance the principles of justice. 8 Case law or precedent: once a decision has been made in a court it becomes law in all future cases containing the same material facts and it must be followed by all lower courts. 9 Rule of law: a country is governed by law and all resident must obey the law, so no one is above the law. 10 Geneva Convention: An internationally accepted set of rules on the treatment of people in war 11 Amnesty International: This is the world's leading human rights organisation, campaigning against injustice and inequality everywhere. Key knowledge 12 There are several reasons why we need laws, including a) laws apply to everyone equally so they make things fair for all groups of people, b) a community needs laws because they protect the rights of individuals and to govern its citizens, c) without laws we would live in fear as The biggest, strongest, or most powerful person or group of people would be in control of our society, and d) people who break laws are punished which acts as a deterrent for committing crimes. 13 A civil case takes place when there is a dispute between two people. Usually civil cases are brought to Civil Court when someone feels damage has been done to them and they deserve compensation. 14 A criminal case takes place when someone breaks a law. This is classed as crimes against the state as a whole, e.g. theft, murder, and the cases are brought to Magistrates or Crown Court. 15 The Crown Prosecution Service (CPS) was set up in 1986 to prosecute criminal cases investigated by the police in England and Wales. The CPS a) decides which cases should be prosecuted, b) determines the appropriate charges in more serious or complex cases – advising the police during the early stages of investigations, c) prepares cases and presents them at court, and d) provides information, assistance and support to victims and prosecution witnesses. 16 The National Probation Service is a criminal justice service that supervises high-risk offenders released into the community. They play an important role in helping to reduce the level of crime and to increase public safety by working with offenders to help change their behaviour and make good the harm done by crime. 17 The Citizens Advice Bureaux is a charity that offers free, confidential, impartial and independent advice on many aspects of life, such as a) debt, b) unemployment and c) consumer (buyer) rights. 18 The police a) protect us and our property, b) deal with emergencies, c) keep order, allow freedom of speech and peaceful demonstrations, d) investigate crimes, e) manage traffic and make sure people are safe on the roads, and f) patrol the streets to make people feel safe. 19 There are some principles that affect the way in which laws are applied which include a) innocent until proved guilty, b) equality before the law and c) access to justice. 20 There are several laws that protect our human rights, including a) Human Rights Act, b) Equality Act, c) Children's Act, d) Consumer Rights Act, and e) Health and Safety at Work Act. 21 As citizens we are protected by International Declarations such as a) UN Declaration of Human Rights and b) Geneva Convention.

Year 9 Knowledge organiser Term 2 Page: 7 English – Romeo and Juliet ACT 1 Extreme hatred exists between the Montague and Capulet families. Literary terms Key Concepts A brawl breaks out in streets in the opening scene between the two families. Soliloquy: a long speech Courtly love: courtly love’ sees love Romeo meanwhile is missing (busy being lovesick for Rosalind) who does not return his expressing the thoughts of a as ideal, not real. Rather than love. character alone on stage. meeting the loved one, lovers Paris visits the Capulet household and asks to marry Juliet. Paris is invited to the Capulet exchanged letters and poems ball. comparing their lover to beautiful, Benvolio persuades the lovesick Romeo to ‘gatecrash’ the Capulet ball. exaggerated ideas like angels or Lady Capulet and the nurse try to convince Juliet that Paris would make a good husband. goddesses. At the ball, Tybalt spots Romeo and wants to confront him. Capulet prevents the fight. Sonnet: a 14 line poem in Fate: the idea that higher powers Romeo and Juliet meet and it’s love at first sight. rhyming couplets. It such as God or fate controlled the traditionally is about the topic events in a person’s life . The ACT 2 Romeo scales the garden wall – desperate to see Juliet. They exchange love vows on the of love. There is a change in prologue about ‘star-crossed lovers balcony and plan to marry. meaning or twist in the final introduces the role of fate from the Romeo asks Friar Lawrence to arrange the marriage. The Friar only agrees as he hopes it lines. start. will unite the families and end the feud. Dramatic irony: when the Honour code: a sense of family The Nurse acts as a go between helping the young lovers. audience knows something honour at the time meant that any Romeo and Juliet are married in secret. that the characters don’t. small insult had to be repaid with ACT 3 Benvolio is with Mercutio. Tybalt is looking for a fight with Romeo. However, Romeo revenge. This could lead to violence, refuses to fight back. Mercutio thinks Romeo is behaving in a cowardly way and he fights death and civil unrest (large brawls Tybalt instead. Mercutio is stabbed after Romeo tries to intervene and prevent the fight. across a city.) Mercutio curses the two families: “a plague on both your houses.” The Prince arrives and Hyperbole: an over Patriarchy : whereby men hold the condemns Romeo to exile as he killed Tybalt in revenge for his friend’s death. exaggeration - not meant to power and women are excluded Romeo is banished. be taken literally from it. For example, the father Paris arrives to marry Juliet. Lord Capulet wants the marriage to go ahead. was the ruler of the household, and ACT 4 Juliet is given a potion by Friar Lawrence to make her appear dead. He then sends a message women had no rights in law. to Romeo to hurry back to Verona. Daughters were regarded as Juliet’s family are devastated when they learn of her death and they take her body to the ‘property’ and often married off family tomb. very young as a way to join wealthy ACT 5 Romeo learns that Juliet has died. He returns to Verona to visit the tomb. and powerful families. The messenger who was sent to tell Romeo that Juliet was not really dead admits to Friar Foreshadowing: the Catholicism: the Italy in which the Laurence that he was prevented from leaving the city and delivering his message by an playwright gives us hints or play is set was a catholic society, outbreak of disease. clues to suggest what will which believed that suicide was a Paris visits Juliet’s tomb. Romeo meets him there but does not know who he is. Seeing each happen later in the plot. mortal sin, punished by an eternity other they fight. Romeo kills Paris. in hell. Romeo takes the poison. Juliet wakes and sees Romeo dead she takes Romeo’s dagger and kills herself. Feud- long standing argument Submissive – obeys easily Archetype – typical example Oppression- cruel/unjust Obedience – obeying powerful Dutiful – obedient Transgress - disobey Rebellious- disobedient Naïve- innocent, trusting treatment people Conflict - strife Honour - respect Tragedy – downfall of main Idolise – love greatly Patriarchy- system of male Demure- modest, quiet, Tyrannical - authoritarian Equality - fairness character Hence - away from here power reserved Impulsive - impetuous Destiny – fate Vindictive- seeking revenge Reckless- careless Nemesis – hated enemy Passion- strong feelings Infatuation – fascination/passion Portray – to show/ to represent Banishment - exile Passive - accepting Futile- pointless Confidante – som. you tell Belligerent - quarrelsome Betrayal – disloyal Subsequent- following secrets to Year 9 Knowledge organiser Term 2 Page: 8 English – Romeo and Juliet Context Themes Notes/Vocab Elizabethan Queen Elizabeth I ruled at the time that Romeo and Juliet was LOVE: R & J fall in true love at first sight. Their young love is genuine but England written. This period is known as Elizabethan England. impulsive and destructive. Romeo’s ‘love’ for Rosaline is an passing (1558- infatuation and Romeo learns what true love is. There are numerous puns 1603) and jokes about sex, and R&J’s relationship reflects physical desire too. Setting The play is based on a real Italian love story from the 3rd century. CONFLICT & HONOUR: Personal and family reputation was crucial in the Many people had re-told this story; Shakespeare had read a recent 16th century. Honour is important to all the characters – they can’t ignore version of the story that Arthur Brooke had written as a poem in insults and have to defend the honour of their family. Characters like 1563. Shakespeare sets his story in catholic Italy in part so that he Benvolio and the Prince show how difficult it is to avoid the violence of the can make the characters more passionate and physical, without family feud. The violence gets worse in the second half of the play and the getting into trouble with the authorities in stricter, protestant England. feud only stops because of the deaths of R & J. Courtly There was particular fashion about how to fall in love at court (in GENDER: Women in the play are able to exert little influence. Capulet sees love the royal palace) at the time. Called ‘courtly love’, it sees love as Juliet as his property and feels that she should be grateful for the match ideal, not real. Rather than meeting the loved one, lovers with Paris he has arranged. Juliet very aware that virtue and chastity were exchanged letters and poems comparing their lover to beautiful, more important and valuable to women than men as they had to be exaggerated ideas like angels or goddesses. chaste to secure a good marriage. Real love Real love was seen as more passionate and physical, and based on FAMILY & MARRIAGE: Wealthy people often married not for love but for real contact with the lover. It could transform a person’s life, but it money, power and status; arranged marriages were common; Capulet could also be violent and destructive. tries to use Juliet as a ‘bargaining chip’. The family was society in Fate and Many people believed that higher powers such as God or fate microcosm with the father as ‘governor’. Juliet is torn between duty to her destiny controlled their lives. The prologue about ‘star-crossed lovers’ family and desire for personal happiness. R & J willing to give up their makes this clear from the start. families for marriage. The young were expected to obey the old and Shakespeare celebrates the passion and independence of R & J. Religion The Italy in which the play is set was a catholic society, which FATE: The prologue establishes the idea that fate, not just the characters’ believed that suicide was a mortal sin, punished by an eternity in actions, is to blame for the catastrophes. Many instances of luck impact on hell. Elizabethan England was protestant rather than catholic, but the characters such as the servant inviting Romeo to the ball, Friar John still strictly religious. and his message being detained, Paris being at the Capulet tomb when The A sense of family honour at the time meant that any small insult Romeo arrives. honour had to be repaid with revenge. This could lead to violence, death code and civil unrest (large brawls across a city.) Family At the time, the father was the ruler of the household, and women RELIGION: A powerful influence in the 16th century and it provided a set of structure had no rights in law. Children were regarded as ‘property’ and often moral rules to live by. Represented by Friar Lawrence who is trusted by all. married off very young as a way to join wealthy and powerful R & J had to marry in order to be together. Religious imagery and families. It was common for children to be breast-fed by a ‘wet references often used by characters. nurse’ from outside the family. Year 9 Knowledge organiser Term 2 Page: 9 Food and nutrition Lactose intolerance Lactose intolerance is a common digestive problem where the body is unable to digest lactose, a type of sugar mainly found in milk and dairy products. In most cases, cutting down on or avoiding food and drink containing lactose and replacing them with lactose-free alternatives is enough to control the symptoms of lactose intolerance. Eating fewer products containing lactose, or avoiding them completely, can mean you miss out on certain vitamins and minerals in your diet and increase your risk of complications. There are a number of alternative foods and drinks available in supermarkets to replace the milk and dairy products you need to avoid. Food and drinks that do not usually contain lactose include: ▪ soya yoghurts and cheeses ▪ coconut-based yoghurts and cheeses ▪ almond milk, yoghurts and cheeses ▪ rice milk ▪ oat milk ▪ hazelnut milk ▪ foods with the "dairy-free" or "suitable for vegans" signs Heart disease For someone with heart disease, diet is a big deal. Along with other healthy habits, it can slow or even partially reverse the narrowing of the heart's arteries and help prevent further complications. These nine strategies will help you plan meals for someone with heart disease : 1. Serve more vegetables, fruits, whole grains, and legumes. 2. Choose fat calories wisely 3. Serve a variety of protein-rich foods 4. Limit cholesterol 5. Serve the right kind of carbs. 6. Eat regularly 7. Cut back on salt. 8. Encourage hydration 9. Keep serving sizes in check

Year 9 Knowledge organiser Term 2 Page: 10 Food and nutrition Diabetes People with diabetes have nearly double the risk of heart disease and are at a greater risk of developing mental health disorders such as depression. But most cases of type 2 diabetes are preventable, and some can even be reversed. Taking steps to prevent or control diabetes doesn’t mean living in deprivation; it means eating a tasty, balanced diet that will also boost your energy and improve your mood. You don’t have to give up sweets entirely or resign yourself to a lifetime of bland food.

Myth: You must avoid sugar at all costs. Fact: You can enjoy your favourite treats as long as you plan properly, and limit hidden sugars. Dessert doesn’t have to be off limits, as long as it’s a part of a healthy meal plan.

Myth: You have to cut down on carbohydrates. Fact: The type of carbohydrates you eat as well as serving size is key. Focus on whole grain carbs instead of starchy carbs since they’re high in fibre and digested slowly, keeping blood sugar levels more even.

Myth: A high-protein diet is best. Fact: Studies have shown that eating too much protein, especially animal protein, may actually cause insulin resistance, a key factor in diabetes. A healthy diet includes protein, carbohydrates, and fats. Our bodies need all three to function properly. The key is a balanced diet.

Year 9 Knowledge organiser Term 2 Page: 11 Geography – Climate change Social—people Economic—money and jobs Environmental—natural world Key words The enhanced greenhouse effect Evidence for climate change Agriculture - Farming Recently there has been an increase in humans ▪ The 15 hottest years on record have all Climate change - Long term change in the Earth’s climate due to burning fossil fuels for energy. These fuels (gas, occurred since 1998. temperature changes coal and oil) emit greenhouse gases. This is ▪ Many animals are ending their hibernations Deforestation—cutting down trees making the Earth’s atmosphere thicker, earlier. Fossil fuel examples – Oil, gas and coal therefore trapping more solar radiation and ▪ 9% of Arctic ice is melting every decade. Greenhouse gases examples – CO2, methane, nitrous oxide causing less to be reflected. As a result, the ▪ Sea levels have risen 20cm in the last 100 Mitigation– Action taken to reduce the effects of climate change Earth is becoming warmer. years Renewable energy - Energy that produces no CO2 and is sustainable Vegan – A person who does not eat or use animal products

Natural causes of climate change Human causes of climate change Orbital Some argue that climate change is 1. Burning fossil CO2 is released from factories and cars. As LICs develop, the Changes linked to how the Earth orbits the Sun, fuels number of cars and factories will increase and the way it wobbles and tilts as it does it. Dark spots on the Sun are called Sun Sun Spots spots. They increase the amount of 2. Deforestation trees absorb CO2 and breathe out oxygen. This leads to higher energy Earth receives from the Sun. CO2 levels in the atmosphere. An area of forest the size of a

football pitch is lost every minute Volcanic Volcanoes release large amounts of Eruptions dust containing gases. These can block 3. Agriculture Eating more meats such as beef leads to higher levels sunlight and results in cooler of methane in the atmosphere. Also, transportation temperatures. of food increase food miles and CO2 levels.

Effects of climate change How can we respond to climate change? Social / Economic Environmental Mitigation strategies Adaptation strategies ▪ Flood risks increase ▪ Coral bleaching Carbon capture Building houses on stilts insurance and repair costs ▪ More forest fires Planting trees Building sea walls ▪ Spread of diseases ▪ Increased droughts International agreements e.g. Paris Changing agriculture – crops to ▪ Reduced crop yields in ▪ Animals at risk of extinction Renewable energy sources e.g. Wind/ crabs certain areas which could ▪ More intense tropical solar Restore coastal mangrove forests

lead to famine storms

Year 9 Knowledge organiser Term 2 Page: 12

Social—people Economic—money and jobs Environmental—natural world Geography – Borders Key words Conflict in Syria – Key Facts Border - a real or artificial line that separates geographic areas. ▪ In 2011, civil war began. Dam - a barrier built to hold back water and raise its level, forming a reservoir ▪ Average life expectancy has fallen from 76 years to 55 years. to store water. ▪ There are over 5.6 million registered Syrian . Irrigation - Artificially watering the land. ▪ 51% of children didn’t attend school in the last 2 years. - a person forced to leave their country as a result of war or natural ▪ 12 million Syrians have lost their primary source of income. disaster. ▪ Some people make dangerous journeys to Europe in hope of a better life. Resources - something which human society attaches value to due to its usefulness. Scarcity - short supply or not enough of something. Key Facts ▪ Borders can be peaceful and also almost unnoticeable, with residents of separate countries living right next to each other. ▪ Others are places of conflict caused by rivalries between countries, disputes over national resources, or disagreements about the past. ▪ Conflict can be caused by a number of human and physical reasons. ▪ More than 526,000 people die each year as a result of violent conflict. ▪ Many have labelled Darfur as the first conflict caused by climate change. The Middle East ▪ Population: 411 million ▪ The region is home to 65% of the world’s oil reserves. ▪ Experiences some of the highest rates of income inequality in the world. ▪ Since 1998, the region has faced the worst drought conditions in 900 years. ▪ Rising population and dwindling supplies of water will increase conflict in the How does conflict impact development? region. ▪ Lower life expectancy ▪ 10 of the 17 countries that are currently facing ‘extremely high’ water stress. ▪ High economic costs ▪ The poorest country in the Middle East is Yemen. ▪ Higher mortality rates ▪ If you have ever used petrol or plastic then it is likely that you are linked to ▪ Lower adult literacy rates the conflict in Iraq. ▪ Decrease in productivity

Year 9 Knowledge organiser Term 2 Page: 13 History (Those who do not learn from History are doomed to repeat it: The Holocaust and the Rwandan Genocide) Key Words Key Dates: Holocaust Key Dates: The Rwandan Genocide Genocide = 30th January Hitler becomes chancellor of Germany, a nation with a 1300’s Tutsis migrate into what is now Rwanda, which the deliberate killing of a large group 1933 Jewish population of 566,000. was already inhabited by the Twa and Hutu of people, especially those of a 22nd March 1933 First Nazi Concentration Camps opened in Dachau. peoples. September 1933 particular nation or ethnic group ‘Race studies’ (eugenics) is introduced into German April 6th Rwanda's president Juvenal Habyarimana, Schools. 1994 from the Hutu majority, is killed when his Final Solution = January 1934 All Jewish shops are marked with a yellow Star of David or aircraft is shot down over Kigali. the word ‘Juden’. Soldiers also stand outside to turn people Nazi policy of exterminating European th Jews. Resulting in the murder of 6 away. April 7 Soldiers kill the moderate Hutu prime 1994 minister, as well as 10 Belgian paratroopers million Jews in concentration camps September 1935 The Nuremberg Laws are introduced. Jews are no longer guarding her. between 1941 and 1945. allowed to vote or marry non-Jews. Under law, Jews in Germany were now ‘non citizens’. Lists of those to be killed -- mostly Tutsis but

August 1938 Male Jews must add the name ‘Israel’ and female Jews must also opposition Hutus -- are distributed. Persecution = add the name ‘Sara’ to their first names. Mille Collines radio station plays anti-Tutsi Treating people badly, especially November 1938 Kristallnacht – Night of Broken Glass. Jewish homes, propaganda, referring to them as because of race or political or religious synagogues and businesses are attacked all over Germany. "cockroaches". th beliefs About 100 Jews are killed and 20 000 sent to Concentration April 9 French and Belgian paratroopers start arriving Camps. 1994 to evacuate their nationals, leaving Rwandans Hutu = December 1938 Jewish and non-Jewish children forbidden to play together. behind. The largest tribe in Rwanda. April 1939 Jews can be evicted from their homes for no reason June The UN Human Rights Commission's says the September 1939 Jews no longer allowed out of homes between 8pm and 30th slaughter legally qualifies as "genocide" and Tutsi = 6am. 1994 appears to have been planned. January 1942 The Wannsee Conference. A 90-minute meeting where it Smaller tribe and victims of the July 4th Soldiers of the mainly Tutsi RPF seize the was decided that it would become official policy to kill all of Genocide 1994 capital Kigali. The 100 days of killings ends. Europe’s Jews. Interhamwe = April 1943 Warsaw Ghetto uprising. It lasted 43 days before the Germans finally regained control. Hutu paramilitary organisation and 2000 Paul Kagame becomes President of Rwanda. He is still the President today

the main perpetrators of the Rwandan genocide

Rwandan Patriotic Front (RPF) = The ruling political party in Rwanda since 1994

Year 9 Knowledge organiser Term 2 Page: 14 History (Medicine Stands Still 1000-1450) KEY POINTS HOW GOOD WAS MEDIEVAL SURGERY? ▪ Followed the ideas of Hippocrates and Galen The 3 main problems in surgery were pain, infection and bleeding. ▪ They did not know about germs – towns were very unhygienic ▪ Barber Surgeons carried out most surgery. They were not trained and learnt their skills in ▪ Christianity dominated in Europe. People believed illness was a punishment sent by God war. and prayer was a cure. ▪ The most common procedure was bloodletting which was used to balance the humours ▪ It was a ‘Golden Age’ for the Islamic World ▪ Amputation and trephining were also popular THE SIGNIFICANCE OF RELIGION ▪ Pain was a major problem – usually patients had to be tied down as there were no Christianity anaesthetics ▪ Followed the ideas of Hippocrates and Galen ▪ Infection was a major problem - surgeons would use outdoor tools, and same equipment ▪ People believed illness was a punishment sent by God and prayer was a cure. for different operations. ▪ Between 1000 and 1500, 700 hospitals were built by Christians in England. They were to Overall medieval surgery was very dangerous. However there was some progress and there care for the sick rather than cure them. were some surgeons who tried new methods such as; ▪ These hospitals did not have doctors – they were run by monks or nuns. ▪ Abulcasis – invented 26 new surgical instruments ▪ Most of these hospitals were small but there were some larger ones like St Leonards. ▪ Hugh of Lucca- used wine on wounds to reduce infection Christianity mainly hindered medicine because PUBLIC HEALTH IN THE MEDIEVAL PERIOD ▪ They controlled Universities so only allowed the ideas of Galen to be taught. It was worse in the towns because; ▪ You would be arrested if you questioned Galen – e.g. Roger Bacon ▪ Toilet waste was thrown into the street and rivers making it unhygienic ▪ They blamed God for disease. ▪ Sewage went into rivers and polluted the water that people used to wash in and drink. Islam ▪ Some laws were passed but they had little impact ▪ Followed the ideas of Hippocrates and Galen, but also allowed doctors to challenge them if It was better in monasteries because; they thought they were wrong. ▪ They were built away from the towns, by clean rivers. ▪ They washed 5 times a day so were more hygienic. ▪ They had pipes which would deliver fresh water ▪ The Islamic Religion encouraged medical learning – ‘For Every Disease Allah has a cure’ ▪ They had toilets which would be emptied away from the river. (Prophet Muhammad) ▪ Monks had religious routines of cleanliness. Monks were also educated and would study ▪ Set up hospitals including for people with mental illness. medical ideas and were trained in the use of herbs for healing. ▪ Hospitals were built to care and treat people. They had doctors and would provide care for THE BLACK DEATH - 1348 everyone. ▪ What did people think caused it? ▪ Al Razi was a famous Islamic doctor who wrote over 150 books - one was called ‘Doubts o Punishment from God, Bad Air (Miasma), position of the planets, Jews about Galen’. ▪ What did people think cured it? ▪ Ibn Sina was a famous Islamic Doctor – he wrote an encyclopaedia of Medicine called o Praying, whipping themselves (Flagellants), shaving a chickens bum and putting it on ‘Canon of Medicine’ buboes, burning Jews Islam mainly helped medicine because ▪ Why did it spread so quickly? ▪ It was a ‘Golden Age’ and they focused on learning. o Crowded unhygienic conditions. People did not understand germs and the causes of ▪ The books by Ibn Sina and Al Razi were used by universities in Europe. disease, so handled dead bodies. ▪ They didn’t just blame God- they looked for solutions. ▪ What were the impacts of the Black Death? o Food shortages as there was nobody left to farm, wages increased, lack of faith in the Catholic Church o Sewage went into rivers and polluted the water that people drank Year 9 Knowledge organiser Term 2 Page: 15 I-Media Creating Interactive Multimedia Products Understand the uses and properties of interactive multimedia products Be able to plan interactive multimedia products

Interactive Multimedia Product Definition:An Interactive multimedia product refers Client Requirements: The person you will be working for and what they want you to to products and services on digital computer-based systems which respond to the plan, design and create for them. user's actions. Target Audience:The demographic/group that the product is aimed at Examples of Interactive Multimedia Products:Websites, e-commerce websites, NRS Social Grade & Psychographics:Identifying an audience based on age, gender, information kiosks (kiosks in museums, town information systems), mobile phone location and income. Identifying an audience based on their interests and desires applications, e-learning products, digital magazines Work Plan:an important tool that helps a project to assign tasks, manage workflow Design Principles Interactive Multimedia Products: colour scheme, house style, and track the various components and milestone deadlines Layout, GUI (graphical user interface), Accessibility, images, Video, Sound, interactive, Visualisation Diagram:A visualisation is a drawing created by hand or digitally showing Controls, Navigation methods what something will look like when created. Purposes of Interactive Multimedia Products:Entertain, Inform, Advertise, Promote, Mood Board: A mood board is a collage (digital or on paper), of objects (images, Educate colours, screenshots, patterns, text etc), which try to capture a feeling, theme or Hardware Needed for Interactive Multimedia Products: Monitor, Keyboard, Mouse, design. Hard-drive, Motherboard, CPU, RAM, Graphics Card Mind Map: A mind map is a diagram in which information is represented visually, Software Needed for Interactive Multimedia Products:Microsoft Office (PP), Adobe usually with a central idea placed in the middle and associated ideas arranged around (Fireworks, Photoshop), Premiere Pro/IMovie , Macromedia Flash it Peripherals Needed for Interactive Multimedia Product: Touchscreen (I + O), Barcode Site Map: A site map is a model of a website's content designed to help both users scanner (I), Microphone (I), Printer (O), Projector + screen (O), Speakers (O), Flash navigate the site drive (S) Disk Drive (S) Test Plan:A way of checking to see if all of the interactive elements of a product work Broadband: Internet runs through wiresand is plugged into your computer Interactive Multimedia Product Assets: Title, Logo, Menu bar, Images, Video, 3G/4G: Internet is transmitted through wirelessconnections Animations, Buttons, Text/Information box, Sound Bite Bandwidth: how much data an internet connection can move at a set time Legislation to consider when creating an interactive multimedia product: Copyright, File Format Used for Interactive Multimedia Products: Property, Trademark, Royalty Free Assets Be able to create interactive multimedia products Be able to review an interactive multimedia product Repurposing An Image/Asset: Is when you manipulate/change the appearance or size of something to suit the brief Structure of a review: Image Editing Tools: cropping, rotating, brightness/contrast, colour adjustment, 1. How does the product meet the requirements of the brief and the audience adding text, cloning, red eye removal, filters, adding text, Magic wand tool, Lasso tool, 2. Three strengths of the final interactive multimedia product Blur tool 3. Three weaknesses of the final interactive multimedia product Naming Conventions: make sure every file has the correct name, and is then 4. Three different ways that the interactive multimedia product can be improved organised in a named folder The purpose naming conventions: So that the file is instantly recognisable to the user and so that the file name is appropriate for the client

Year 9 Knowledge organiser Term 2 Page: 16 Performing Arts - Drama In Documentary Theatre as a performance style, real documents and Definition and explanation of Verbatim/Documentary Theatre even the words or testimony of involved in a situation or event are used to construct a script or a performance piece. Verbatim literally means word for word or in the exact wording. Theatre makers and playwrights often use interviews and the exact words ELEMENTS FOR PERFORMANCE TOPIC IDEAS/INSPIRATION of people central to the event or issue they are exploring to get authenticity When creating a dramatic piece based on observing Below are some possible topics or relate a specific response or thought or emotion. others you must consider the following elements so you may wish to explore when that your performance is as authentic as possible. creating your own documentary Actors also often use interviews to ‘get inside the character’ and imitate Word for word – The script is created in the exact theatre. posture, gestures, expressions, and vocal patterns. words of the person who spoke them. ▪ Verbatim (pronounced) Posture – The position in which someone holds their ▪ Ver – Bay - Tum body when standing or sitting. Gestures – A movement of part of the body, especially a hand or the head, to express an idea or Stimulus to HELP create Verbatim Theatre.

meaning.

Expressions – The action of making known one's IMAGERY POETRY STORIES thoughts or feelings.

Vocal patterns – The natural and distinctive tone of the speech sounds characteristic of a particular person. INTERVIEWS EVENTS PHRASES TYPES OF VERBATIM PLAYS: A play that focuses on people’s testimony of a particular event (e.g. a natural disaster, a murder or ACCENTS MUSIC EMOTIONS

other tragedy) A play that focuses on a group of people’s responses to a particular topic (e.g. what it’s like to be a child).

Year 9 Knowledge organiser Term 2 Page: 17 Maths

Averages and Data Indices and Standard Form

Key Vocabulary Key Vocabulary An average expresses a central/typical value for a set Average x of values. 3 types of average: Mean, Median, Mode Index Form A number written in the form a The sum of all the quantities, divided by the number of A number written in the form a x 10x Mean Standard Form quantities. (where ‘a’ is greater than zero and less than one) The middle value of a set of quantities, after the Division ퟓ Multiplication ퟗ × ퟏퟎ ퟐ Median ퟐ ퟔ ퟗ = ퟒ. ퟓ × ퟏퟎ number have been put in ascending order. (ퟑ × ퟏퟎ ) × (ퟓ × ퟏퟎ ) = ퟏ. ퟓ × ퟏퟎ ퟐ × ퟏퟎퟑ The most common value/quantity. The only average Mode that can be used for non-numerical values. Laws of indices The spread of the data. The difference between the Range 풂 풃 풂+풃 3 6 (3+6) 9 largest and smallest value. 풏 × 풏 = 풏 5 × 5 = 5 = 5 Here are the results carried out among university students 풂 풃 풂−풃 8 2 (8−2) 6 풏 ÷ 풏 = 풏 7 × 7 = 7 = 7 풂 풃 풂풃 2 3 (2×3) 6 Mode = 0 (풏 ) = 풏 (5 ) = 5 = 5

ퟎ −4 4 0 Median = 2 풏 = ퟏ 6 × 6 = 6 = 1

풏ퟏ = 풏 6 −5 1 Range = 6 9 × 9 = 9 = 9 1 ퟏ ퟐ 풏 = √풏 92 = √9 = 3

−ퟏ ퟏ −1 1 풏 = 3 = 풏 3 ퟐ ퟗ 140 ퟔퟓ × ퟏퟎ ퟕ × ퟏퟎ Mean = = 2 (to the nearest 76 ퟎ. ퟒ × ퟏퟎퟔ whole number) Circle those written ퟑퟏ ퟑ × ퟏퟎ−ퟓ ퟗ. ퟏ × ퟏퟎ in standard form. ퟏ × ퟏퟎퟎퟐ

Year 9 Knowledge organiser Term 2 Page: 18 Maths

Factors, Multiples and Primes Algebra

Key Vocabulary Key Vocabulary

These are factors of a number that are, Expanding When an expression is multiplied out in order to remove Prime Factors themselves, prime numbers. Brackets the brackets contained within it. This is the reverse of expanding brackets. This is an Prime Factor This is the process used to determine the HCF or LCM of a important way of solving quadratic equations. The first step Decomposition number. Factorising of factorising an expression is to 'take out' any common factors which the terms have. Using Factor Trees Using Repeated Division Factorising Factorising with Indices Eg 1 Eg 2 2 60 2 30 3 15

5 5 1

60 = 2 x 2 x 3 x 5 60 = 2 x 2 x 3 x 5 60 = ퟐퟐ × ퟑ × ퟓ 60 = ퟐퟐ × ퟑ × ퟓ Expanding Brackets Eg 1 Eg 2 Eg 3

Double Brackets Method 1 Double Brackets Method 2

Year 9 Knowledge organiser Term 2 Page: 19 Performing Arts – Dance: Contemporary Physical Skills: Physical skills are the skills that give us the ability to perform a wider range of movements safely with control and correct technique. Skill Definition TOP TIP! Extension The lengthening of body parts outwards. E.g. Straight arms and pointed toes Stretching regularly Flexibility The range of movement possible in the joints/muscles can rapidly improve Coordination The ability to use different parts of the body together smoothly and efficiently. your flexibility. Posture The way the body is held Stamina Ability to maintain physical and mental energy over periods of time. Performance/Interpretive skills: Performance skills are the skills that allow you to engage and connect with your audience. Timing Performing the correct movement at the correct time. This should be in time with your group Musicality How in time you are with the music Energy How much physical effort you apply to the performance Facial Animating the face to engage with your audience/communicate the Expressions theme of your performance Projection Projecting your movements outwards into the space with appropriate energy. Dynamic Noticing and applying the correct quality to each movement. For Awareness example: sharp, soft, fluid etc.

Canon Performing the same movement one after another. Jumping or Unison Performing the same movement at the same time Kneeling or standing up Formation The position you stand in to perform. crouched Levels The height at which you perform your movement On the Repetition Repeating the same movement or phrase more than once Middle floor, e.g. a Accumulation Gaining dancers as a phrase is performed roll Canon Juxtaposition Showing a contrast on stage. This can be applied using Low speed or style etc Fragmentation Dividing the dance into smaller chunks and reordering this to create a new phrase Year 9 Knowledge organiser Term 2 Page: 20 Performing Arts – Dance: Contemporary Contemporary Key Vocabulary and Terms: Improvisation Accuracy What is contemporary dance? Improvisation is a technique used

The ability to perform given movements with precision in contemporary dance. The focus is Contemporary is a style of expressive dance that combines elements of Artistic Intention mainly on the relationship between dance styles/techniques, allowing for What the choreographer intends to communicate through movements and performance and the choreography to the audience/viewer encourages a performer to explore. expression, interpretation and emotional responses. Focus Improvisation is a very personal technique as it is formed through the ideas, feelings and creativity of the individual. Where the dancer is looking or facing during a performance This style developed at the start of the 20th century in America, but Key Features: is influenced from styles across the world. Motif A short sequence of movement (usually 8-16 counts) ● Use of space and floor

What are the key features of this style? ● Exploring ways of moving body parts Key Features: Within the contemporary style, the main features consist of contact ● Emotion and expression and release, floor work, fall and recovery and improvisation. Contractions, releases, tilts, rolls, turns, jumps, In this style, bare flexed feet are prominent and contemporary lunges, Steve Paxton is a choreographer who focuses on a technique called contact improvisation. This can be a duet dance choreography encourages a performer to explore various lines and falls, shift of body weight, change of direction, use characterized by fluid movement, weight exchange, and touch. shapes with their body and methods of travelling. of levels. Partners improvise the dance using the natural movement of the body.

Contraction & Release Fall & Recovery Lyrical Martha Graham developed a technique Doris Humphrey developed a Lyrical is a form of contemporary called ‘contraction and release’. Graham is technique called ‘fall and recovery’ dance that combines ballet and jazz. known for being a pioneer in contemporary which focuses on balance and how a However, unlike the traditional dance and this technique is used frequently body responds to gravity. technique of ballet and jazz, lyrical allows a performer to add their own in modern choreography. Humphrey’s technique is also personal style and expression and combine movements together. Contraction and release uses different parts of the body in thought to be one of the first opposition to one another to create spirals for dramatic tension. It Key Features: traditional techniques that is still used in modern also incorporates formal exaggerations of "natural" movements ● Expressive contemporary choreography. ● Communicating a story, theme or emotion Key Features: ● Interpretation ● Spirals This technique requires a performer to explore levels, high ● Combination of ballet, jazz and traditional contemporary ● Exaggerated movement releases, tipping in and out of movements and suspension. Key Features: Within the lyrical style, a performer can improvise their own ● Contrast in pace choreography providing that the movement portrays the emotion ● Floor work ● Drop Swings ● Contrast in speed and story of the song. ● Relationship between levels and momentum

Year 9 Knowledge organiser Term 2 Page: 21 Performing Arts – Music TOP TEN PRACTICE TIPS FOR SUCCESS Musical Key Words Definition Syncopation Interruption of a regular beat PRACTICE EVERY DAY Help your long term memory Ostinato A repeated pattern, melody, rhythm HAVE SPECIFIC DAYS Harmony More than one note played or sung at the same time to add fullness to a Create sustainable GOALS before you start piece of music BEGIN WITH THE BASICS Improvisation A piece of music made up on the spot Go over technique first and always WARM UP Melodic writing techniques Definition FOCUS ON THE TOUGH STUFF Spend your time on what you cannot play- Turn it into Phase Shifting Playing the same phrase but slightly behind or in front – mainly confidence used in minimalism WRITE IT DOWN Note Addition Adding an extra note onto a melodic or rhythmic phrase every Write down goals and accomplishments time you play it SLOW IT DOWN Augmentation Playing each note in a phrase twice as long Muscle memory – Never make mistakes – Learn it right first USE A METRONOME Diminution Playing each note in a phrase twice as short Always work on your timing – Start slow and then speed up PRACTICE AWAY FROM YOUR INSTRUMENT Retrograde Playing the phrase backwards Visualise yourself playing correctly – Listen to the music in your head.

Year 9 Knowledge organiser Term 2 Page: 22 Performing Arts – Music Minimalism Blues Reggae Famous Minimalism pieces: Famous Blues songs: Famous Reggae songs: • In C • Hard Time Killing Floor Blues • Three Little Birds • Clapping Music • I Went Down to the Crossroads • Pressure Drop Famous Minimalist composer: Famous Blues musician: Famous Reggae musician: • Terry Reily • Skip James • Bob Marley • Steve Reich • Robert Johnson • Toots and the Maytals Instrumentation: Instrumentation: Instrumentation: • Orchestral • Guitar (electric and acoustic) • Guitar • Piano • Double Bass • Electric guitar • Audio recording • Drums • Electric Bass • Almost anything or nothing! • Trumpet (brass) • Drums Famous for: • Vocals • Hammond Organ • Simple and repetative melodies • Piano • Vocals • Phase shifting Famous for: Famous for: • Note addition • 12 Bar Blues • One Drop beat (playing on beats 2 &4) Key skills: • I, iV, V • Laid back tempo • Being open minded! Key skills: Key skills: • Timing • Working in a band • Playing the off-beat • Playing as an ensemble Improvisation • Syncopation Logic Pro X sequencing Timing

Beats 1 2 3 4

Year 9 Knowledge organiser Term 2 Page: 23 Physical Education Physical Health Emotional Health Social Health Cardiovascular Fitness: your ability to exercise your whole body for Feeling Good: doing exercise produces serotonin, a ‘feel good’ Cooperation: working in groups long periods of time. To improve on this you would need to chemical in the body helps to improve teamwork and undertake continuous training on a frequent basis. Relieving Stress & Tension: provide a distraction from the problems communication Body Composition: the percentage of body weight that is muscle, of daily life Developing Friendships & Social bone or fat. To improve on this you would need to be within a Increasing Self Esteem & Confidence: overcoming a challenge in Mixing: you get to know more certain weight category for your sport / competition. sport gives a sense of achievement people, make new friends and Muscular Strength: the amount of force a muscle can exert against Enjoyment: most people who exercise and play sport do so because develop lasting friendships a resistance. To improve muscular strength you most overload they enjoy it Gaining a Good Attitude to specific muscle groups with heavy weight. Emotional/Psychological Challenge: challenging yourself can boost Competing: to compete well in Muscular Endurance: the ability to use voluntary muscles many your confidence sport you need to have a strong times without getting tired. To improve muscular endurance you Aesthetic Appreciation: enjoying something because it is pleasing sense of self; and learn to most repeatedly work and contract the muscle groups you aim to to look at respect your opponent develop. Flexibility: the total range of motion possible at a joint. To improve this you would need to perform stretching exercises and flexibility based sessions (e.g. Yoga) frequently to keep the elasticity of the muscles fibres.

The Impact of Fitness on Wellbeing Engagement Patterns of Different Social Groups in Physical Activity and Sport Positive Negative Gender – Some sports still offer men more opportunities than females, sports competitions are divided An active, healthy lifestyle. A sedentary lifestyle. as men’s events and female events. Good health. Poor health. Age – some sports are more suited to younger people such as gymnastics, where as other sports are Increased levels of exercise. Decreased levels of exercise. more suited to older people such as golf. Increased levels of fitness. Decreased levels of fitness. Social Economic group – How wealthy you are and if you are able to afford the equipment needed for the sport that you are participating in. Ethnicity – population of people united by common culture or religions. It can influence weather they play sport and the attitudes of others towards them such as racism Disability – Disabled people do take part in sport which is increasing. But they may not take part due to being labelled and provisions not being met.

Year 9 Knowledge organiser Term 2 Page: 24 Physical Education Physical Education –The structure and functions of the cardiovascular system Vascular shunting

Vasoconstriction –NARROWING Vasodilation -EXPANDING

Structure of the cardiovascular system Deoxygenated blood = BLUE(Right side) Oxygenated = RED(Left side)

Function of the cardiovascular system Arteries Veins Capillaries •Transport of oxygen, carbon dioxide and 1. Away from the heart 1. Back to the heart 1. In the tissue nutrients 2. Oxygenated blood(except 2. Deoxygenated blood (except 2. Site of gaseous exchange •Clotting of open wounds pulmonary artery) pulmonary vein) 3. Very thin walls •Regulation of body temperature 3. Thick/elastic walls 3. Thin walls + larger lumen 4. High pressure 4. Lower 5. Small lumen pressure 5. Valves

Components of blood-Red blood cells White blood cells Platelets & Plasma Carry oxygen from the lungs to the working muscles Are part of the immune system and fight disease and infection. Platelets clot blood and form a + RemovesO2. scab around the site of injury. Haemoglobinbinds Plasma is the liquid/fluid the part of blood that allows oxygen It to flow.

Year 9 Knowledge organiser Term 2 Page: 25 Religious Studies - Critical Race Theory Keywords Sources of wisdom and authority – SOWAs 1 Institutional racism: discrimination that has become established as normal 14 “If kids just hear that these people are over here taking our jobs, they will behaviour within a society or organisation. believe it. If they hear that in the past Britain has exploited every single aspect 2 Colonisation: settling among and establishing control over the indigenous of the places where these children come from, then perhaps they will see things people of an area, which has long-lasting consequences. differently.” – Doreen Lawrence 3 Colour bar: a social and legal system where people of different races are 15 “I have almost reached the regrettable conclusion that the Negro's great separated and not given the same rights and opportunities. stumbling block in his stride toward freedom is not the KKK, but the white 4 Segregation: setting someone or something apart from others, for example moderate, who is more devoted to "order" than to justice.” – Martin Luther black and white children not going to the same schools. King 5 BAME: Black and minority ethnic 6 White privilege: privileges in society that benefit white people more than what is normally experienced by non-white people in the same situation. 7 Intersectionality: when someone is discriminated against because they belong to more than one group that suffers disadvantages in society e.g. black, and female and lesbian. Key knowledge 8 Examples of people who have fought for civil rights in the UK are: Doreen Lawrence, Dr Harold Moody, Olive Morris, Darcus Howe and the Bristol Bus Boycott of 1963. 9 Consequences of colonisation in Africa include: a) people were enslaved, b) Europeans took the land that belonged to African people, c) schools, transport links and other infrastructure established, d) African culture was watered down, e) Europeans stole a lot of Africa’s resources, including gold, diamonds and ivory. 10 The Macpherson report investigated the police’s handling of Stephen Lawrence’s murder. It was published in 1999 and said that police officers had committed fundamental errors, including a) failing to give first aid when they reached the scene, b) failing to follow obvious leads during their investigation, c) failing to arrest suspects and d) family liaison officers offered little support to the family but instead were more interested in gathering potential negative information about Stephen. 11 The Macpherson report concluded that the Metropolitan Police was “institutionally racist”. 12 Jane Elliott’s experiment shows that many (white) people: a) are in denial about the existence of racism, b) get defensive when the issue of racism is discussed, c) don’t understand racism and compare the treatment people receive because of the colour of their skin with other physical traits. 13 Munroe Bergdorf is a transgender, mixed race model who was sacked by L'Oreal for giving her opinion on racist structures in society.

Year 9 Knowledge organiser Term 2 Page: 26 Religious Studies – Society Through Hip Hop Key words 1 Jim Crow Laws: laws that enforced racial segregation in the Southern United States. 2 Harlem Renaissance: an intellectual, social, and artistic explosion centred in Harlem (New York City) in the 1920s. At the time, it was known as the "New Negro Movement“. 3 Controversial: Something that causes public disagreement or heated discussion. 4 Misogyny: hatred of or ingrained prejudice against women. 5 Misogynoir: hatred of or ingrained prejudice against Black women. 6 Feminist: someone who supports women’s rights and has the belief women and men are equal. 7 Stereotype: a widely held but oversimplified image or idea of a particular type of person or thing. 8 Bias: prejudice for or against one person or group, especially in a way considered to be unfair. 9 Unconscious bias: the stereotypes that people unconsciously attribute to another person or group of people that affect how they understand and engage with a person or group. 10 Classism: prejudice against people belonging to a particular . Key knowledge 11 Timbuktu is a city in Mali and was founded in 1100. The city was important for thinking and for religion in the 15th and 16th centuries. The city became the centre of writing and thinking in Africa as many important books were written and copied here in the 14th century and one of the first universities in the world was built here (University of Sankoré). 12 Mansa Musa was the leader of Mali and is said to be the wealthiest person who has ever lived. 13 Controversial events which took place when George W Bush was president of the USA are: a) 9/11 (September 11th), b) Iraq War, c) Hurricane Katrina, and d) 2008 Financial Crisis. 14 Most of the people who were heavily affected by the failure of levees in New Orleans were part of the Black community. The US government was criticised for its failure to maintain infrastructure and organise evacuation plans. 15 The data the government publishes shows pay gaps based on race OR gender OR age. This doesn’t give an accurate picture of how race, gender AND age can all have a negative impact on how much someone is paid. Women who are Black African, Bangladeshi or Pakistani are still on average paid less than women who are white. 16 Sexism can be displayed in Hip-Hop through: a) derogatory terms used for women in songs, b) the way women are viewed and treated in music videos 17 As Mayor of Greater London, Boris Johnson made the decision to close 10 fire stations in the city which meant over 500 firefighters lost their jobs. Within two years, the number of deaths due to fires across London had risen by 20%. 18 72 people were confirmed dead following fire at Grenfell although it’s believed there were many more victims. Black, Asian and other ethnic minorities make up 14% of the population of the UK, but 40% of people who live in high rise buildings. 19 Some people argued that the events during and after Grenfell showed racism and classism in the UK because a) substandard living conditions (illegal cladding, failed smoke ventilation system, were permitted for homes for people who were and BAME, b) the Prime Minister didn’t meet the victims and their families after the fire, c) a resident was described as a “foreigner” by a fire fighter dealing with the blaze which suggests unconscious racism. Year 9 Knowledge organiser Term 2 Page: 27 Science - Biology Cancer is the result of changes in the DNA that leads to uncontrolled growth and cell division. Enzymes will denature if the temperature is hot or the pH is not Malignant tumours are cancerous and spread to different parts of the body to form secondary tumours. at the optimum. Denature means the enzyme changes shape Risk Factors – Smoking tobacco, drinking alcohol, obesity, UV radiation, exercise, infections, diet and the substrate does not fit the active site.

Substance testing Chemical reagent Colour for for Positive Result Glucose Benedict’s Orange to brick red Starch Iodine Black Protein Biuret Mauve or purple Lipids (fats) Ethanol and water Milky/cloudy Enzymes break large molecules into smaller molecules

The respiratory system The structure of the heart

Cell – Biological Tissue - A group Organ - A group of building block of similar cells similar tissues that that is adapted to that work work together to perform a specific together to perform a function. Eg Red perform a function. Eg heart, blood cell, muscle function. Eg stomach, brain, cell muscle, fat, kidneys ligament Year 9 Knowledge organiser Term 2 Page: 28 Science - Chemistry Bonding Type of Type of structure Properties Ionic bonding atoms Ionic Metal + Ionic Lattice ▪ High Melting Point and Boiling Point non metal ▪ Hard and brittle crystals ▪ Dissolves in water Electrons ▪ As solid – does not conduct Metal atoms lose electrons and Electrons are are ▪ Conducts when molten or dissolved become positively charged ions transferred so transferred ▪ Strong electrostatic forces of attraction hard Group 1 metals form 1+ ions that all atoms Examples: NaCl; MgCl2; KCl; CaCl2; Na2O to break to melt so high temp Group 2 metals form 2+ ions have a noble Non-metal atoms gain electrons gas to become negatively charged Covalent Non metal Simple covalent ▪ Usually gases, liquids or low Melting Point configuration ions + non solids eg iodine (full outer Group 6 non-metals form 2- ions metal ▪ Low Melting Point and Boiling Point shells) Group 7 non-metals form 1- ions ▪ Usually insulators, low electrical conductivity Alloys Mixture of two or more elements at Electrons ▪ Weak intermolecular forces easy to break to least one of which is a metal. are shared melt so low temp Harder than pure metals because atoms of different sizes disrupt the Giant covalent structures ▪ High Melting Point and Boiling Point layers so they cannot slide over each ▪ Hard other ▪ Many strong covalent bonds so hard to melt Pure metal Alloy high temp needed ▪ Diamond has 4 covalent bonds

▪ Graphite has 3 covalent bonds – 1 free Diamond Graphite electron

Metallic Metal Metallic Lattice ▪ High Melting Point and Boiling Point due to strong electrostatic attraction between metal cations and delocalized sea of electrons ▪ Malleable ▪ Conducts electricity Al, Mg, Cu, Na, Ti, Au, Ag (any metal) ▪ Insoluble

Year 9 Knowledge organiser Term 2 Page: 29 Science – Physics

Energy cannot be created or Transfer Pathways: Specific heat capacity is the energy Specific latent heat is the energy required to change destroyed; it is transferred from one Mechanical, Electrical, Heating (by required to raise 1 kg of substance by 1°C the state of 1 kg of substance at constant temperature store to another along a pathway. radiation), and Heating (by particles) Δ퐸 = 푚푐ΔΘ E = mL

Kinetic energy Elastic potential Gravitational 푢푠푒푓푢푙 표푢푡푝푢푡 Density Internal energy is the total kinetic 퐸푓푓𝑖푒푛푐푦 = Power 1 1 푡표푡푎푙 𝑖푛푝푢푡 푚 퐸 푊 and potential energy of particles in a 2 2 potential 휌 = 퐸푘 = 푚푣 퐸푒 = 푘푒 푃 = = 2 2 퐸푝 = 푚푔ℎ 푣 푡 푡 system

Energy stores Examples Pressure Temperature change is proportional to pressure. Temperature is related to the 1 푝푉 = 퐶표푛푠푡푎푛푡 average kinetic energy of the particles, so 푝 ∝ 푚푣2 Chemical Food, fuel and batteries 2

Kinetic Moving objects Sublimation Gravitational Objects raised above planet’s surface potential Freezing Condensing Solid Liquid Gas Melting Evaporating Elastic potential Stretched, compressed or twisted object Internal (thermal) Any heated object Deposition Magnetic Any object with a magnetic field

Electrostatic Electrostatic forces between charges Solid – Strong forces of attraction. Fixed, regular arrangement. Particles have less Nuclear Forces acting between atomic nuclei energy and vibrate about fixed positions.

Gas - Almost no forces of attraction. Particles have more energy than liquids. Particles free to move in random directions at high speeds. Liquid – Weaker forces of attraction. Irregular arrangement. Particles have more energy than in a solid. Particles move in random directions at low speeds.

Year 9 Knowledge organiser Term 2 Page: 30 World Languages – French

Year 9 Knowledge organiser Term 2 Page: 31 Travel and Tourism Transport facilities and providers Key terms Types of destinations

▪ Terminal- a location where transport journeys start or ▪ Coastal areas end. ▪ Countryside areas ▪ Gateway- a place way visitors enter or exit the UK and ▪ Towns and cities . continue their journey. For example, a large airport like Heathrow.

Flight times Aims of travel and tourism organisations Visitors

▪ Short Haul: a flight time of generally 4 hours or less ▪ Selling of goods and services to make a profit ▪ Medium Haul : a flight time of generally 4 to 6 hour ▪ Increasing sales and maximising revenue ▪ Long Haul: a flight time of longer than 6 hours ▪ Increasing market share ▪ Ultra Long Haul: sometimes used to describe a very ▪ Reducing losses long non-strop flight ore than 12 hours ▪ Breaking even ▪ Controlling costs

Year 9 Knowledge organiser Term 2 Page: 32 Travel and Tourism Leisure v Business Types of Holiday Specialist Holidays

▪ Leisure travel is not for work or business purposes. ▪ Holiday parks Specialist area Holiday examples Leisure travel can be domestic, inbound or ▪ Touring SPORT Take a learn to drive outbound. ▪ Specialist holiday in the red sea and ▪ Business travel is traveling for work to locations or fit ▪ Multicentre explore the marine wildlife for purpose venues. This is usually separate to ▪ Voluntary work CULTURE Explore ancient Greece and someone's usually travel to and from work ▪ Short breaks its archaeological sites with (commute). Business travel is usually paid for by the ▪ Package a guided tour employer. ▪ Self-drive EDUCATION Holiday to Italy to learn the ▪ All inclusive language. ▪ Independent WELLBEING Attend a specialist yoga weekend. ADVENTURE Trekking holiday all the way Reasons for travel Holidays to Mount Everest Base Camp. ▪ Day trips ▪ Package Holidays - This is where the different travel ECO-HOLIDAYS Reduce your carbon ▪ Short break services are put together by the travel company and footprint and volunteer on ▪ Holidays offered to the customer for one price. a holiday with the RSPB

▪ Visiting friends or family ▪ All Inclusive Holidays - These are holiday packages but ▪ Meetings often also include all food, selected drinks and leisure ▪ Conference activities included the price ▪ Events

Year 9 Knowledge organiser Term 2 Page: 33 World Languages - Spanish School subjects School rules School building

alemán German (no) se debe You must (not) tenemos We have arte drama (no) tienes que You (don’t) have to Hay There is dramático/teatro Comer chicle Eat chewing gum Un campo de A football pitch Biología biology Escuchar musica Listen to music futbol ciencias economics Hacer los deberes Do your homework Un comedor A canteen económicas Llegar a tiempo Arrive on time Un gimnasio A gym Cocina Food technology Llevar joyas Wear jewellry Un patio A playground Comercio Business studies Llevar zapatillas de deporte Wear trainers Un salon de actos A theatre/drama Dibujo/arte Art Llevar uniforme Wear uniform room/large hall Física Physics Usar el móvil Use your mobile Una biblioteca A library Idiomas Languages Corer en el pasillo Run in the corridors Una piscina A swimming pool Lengua Language Ser cortés Be polite Una pista de tenis A tennis court Química Chemistry Una sala de A staffroom trabajos manuales Technology/ Key Questions profesores woodwork Labratorios Science labs ¿Qué estudias? – what do you study Vestuarios Cloakrooms Lunch time ¿Qué asignatura prefieres? – What subject do you prefer? Aulas Classrooms ¿Quien es tu preferido? – Who is your favourite Despecho del Head’s office Como en el I eat in the canteen teacher? director comedor ¿Qué planes tienes para septiembre? – What are your plans Traigo un I bring a sandwich for September? bocadillo Me da asco la The food is disgusting

comida

The future – el futuro Despues del verano – after Tengo ganas de ir a – I really Intento estudiar – I intend to Prefiero encontrar trabajo – I summer want to go to study prefer to find work Me gustaria ir a la Universidad – I would like to go to uni Quiero – I want Si apruebo los examines – if I pass my exams

Year 9 Knowledge organiser Term 2 Page: 34 World Languages - Spanish Common infinitive verbs and common past tense verbs

¡lo pasé bomba! = I had a blast ☺ ☺ ☺ ¡lo pasé fenomenal! = I had a great time ☺ ☺ ¡lo pasé guay! = It was cool ☺ ☺ ¡lo pasé bien! = I had a good time ☺ ¡lo pasé mal! = I had a bad time 

Key Questions

Fue divertidísimo/a - It was extremely fun ¿Qué ves normalmente? – what do you watch normally? Fue emocionante - it was exciting ¿Qué tipo de pelí prefieres? – What type of film do you prefer? ¡Qué desastre! - it was a disaster ¿Quien es tu actor preferido? – Who is your favourite actor? Fue regular - it was ok ¿Qué viste anoche? – What did you watch last night? Fue carísimo - it was so expensive

El pasado – the past Ayer vi – yesterday I watched La semana pasada fui a – Last Compré los billetes– I bought Fue gracioso – it was funny week I went to the tickets Duró dos horas – it lasted 2 hours Fue – it was Los actores fueron terribles – the actors were terrible

Year 9 Knowledge organiser Term 2 Page: 35 Spelling, Punctuation and Grammar Word Classes Nouns- The name of a person, place or thing Pronouns- Used to avoid repeating a noun

Adjectives- Adds detail to a noun. Can be placed before or after a noun

Modal Verbs- comes before another verb to change its meaning Verbs- Doing or being words- they tell you what someone or something is doing

Adverbs- Adds detail to verbs, adjectives or other adverbs

Year 9 Knowledge organiser Term 2 Page: 36 Capital Letters- and when to use them Starting a sentence A long time ago, in a galaxy far, far away… Headings and Book/ Film Titles My favourite book is Alice in Wonderland. Names and Titles Zara took her son to see Dr. Habib. Companies and Organisations The RSPCA takes care of injured and abandoned animals. Days of the Week and The football game is on Wednesday 2nd July. Nationalities and Languages The man is Mexican but he speaks Spanish. Months Place Names I live in Gorton, Manchester. Punctuation A full stop marks the end of a sentence I had to push my bike all An apostrophe is used to show The rabbit’s tail is black. the way home. ownership or that a letter or (The tail belongs to the A comma separates items in a list. It is The bag contained a letters are missing rabbit) also used to punctuate speech and bottle, some trainers, It is going to rain. separate parts of a sentence, such as shorts, socks and a shirt. clauses, to help clarify meaning It’s going to rain. Let’s eat Grandma! Let’s eat, Grandma! A question mark indicates the end of a Do you know when to use Brackets are used to indicate Dashes (see below) can question a question mark? parenthesis- extra information also be used to separate that is separate from the main extra information. sentence or statement An exclamation mark is used to end a Don’t put your hand in the Dashes are also used to indicate The ingredients- tomato, dramatic sentence or statement fire! parenthesis. They are twice as basil, onion and chilli- the length of a hyphen were ready to be cooked.

Speech marks, or inverted commas, “I like football,” said A hyphen is used to join words She is an award-winning indicate direct speech (i.e- the exact Marta. together. It can join prefixes to novelist words spoken) “Me too,” replied Amina. root words, and words that are linked, such as compount

adjectives. A colon introduces extra information, Hammad thought it was A semi-colon links two clauses of The trip may be on or off; such as a list. It connects part of a his Mum’s fault: she equal importance. It is also used it all depends on the sentence, where the second part shouldn’t have moved his to separate items in a list, when weather. provides further explanation of the first homework. the list already contains commas The guides are: Sam Yates, Biology; Amy Elliot, Chemistry; and Karen Cooper, Physics. Year 9 Knowledge organiser Term 2 Page: 37 Computer Science Back to the Future Python Scrolling Game Maker Scrolling Game Maker continued… Cipher: a secret or disguised way of Input: Values which get sent from the user Sprite: A programmable object Gameplay: How the game is played writing; a code into the computer Scrolling background: The illusion that the Coding: How the blocks are used to Decipher: convert (a text written in code, Variable: The place where inputs get screen is panning / moving across the program the game. or a coded signal) into normal language stored by the program ground HTML, CSS and Javascript Encryption: Encryption is the method by Output: The values which get sent from Co-ordinates: Two numbers to identify HTML: Hypertext mark-up language is the which information is converted into the computer to the user the position of an object code which a website is written in. The secret code that hides the information's Data Type: The type of data being used by Gravity: The illusion that an object will fall latest version is HTML five. true meaning. the program if not controlled in the up direction. CSS: Cascading style sheets format the WWW: world wide web also known String: A combination of characters, Annotation: Labelling the features of your website and allow web developers to formally as the internet letters and numbers. game / level specify the theme of a website and embed Internet: A network which connects Integer: “Whole Number” data type Success Criteria: What your game needs images. website to be displayed within a browser Real/Float: This means any decimal to have for it to be a success Javascript: Another programming Hypertext: Text which is highlighted and (fractional) number Objectives: The aim / purpose of the game language. Within a website we use this connected to a destination e.g. a link to Selection: A control structure which (or level) language to create pop-ups and scrolling website allows programs to make decisions e.g. IF Game elements: Features of the game messages. CPU: Central processing unit within the statements Graphics: How the elements look Tags: Commands to display computer which controls how data is Python Revisited R082 Practice Project moved around within the hard drive See some of the information in Python as How are graphics used: To Entertain, To Inform, To advertise, To promote, To educate Logic: The reasoning needed to solve a well as some of the key terms below. Bitmap Images: An image when pixelated, the pixels are visible problem. For Loops: Known as counter-controlled Vector Graphics: A graphic created using lines/shapes combined. Logic gates: A digital circuit which uses a loops. The loops run dependent on the File Formats: File extensions used for graphics, music, and documents. E.g. a Boolean function. input entered photograph can be represented using a JPEG which compresses the image. Computer: A digital device used to run While Loops: Known as condition- Target audience: This can be defined in many categories such as gender, age etc. When programs controlled loops. The loops continuously making a product this must be considered. Problem solving: The process used to find run until specified to stop within the Visualisation: A visual representation usually a sketch of a multimedia product a solution to a problem given program. Assets: Images, music, videos etc. R082 Practice Project Exporting: Compressing the image into a suitable format Copyright: Considering the creator of Review: How the project went. Considering what went well and what can be improved. images to request permission. Brief: The basis

Year 9 Knowledge organiser Term 2 Page: 38 Record of learning homework How to record your learning You should record the subject or subjects on the learning homework page and show this to your form tutor on a weekly basis. Week: Jan 4 Week: Jan 11 Week: Jan 18 Week: Jan 25 Week: Feb 1 Week: Feb 8

Week: Feb 22 Week: Mar 1 Week: Mar 8 Week: Mar 15 Week: Mar 22 Week: Mar 29