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Do not be afraid to make mistakes.

Nothing feels better than getting it

right after getting it wrong.

Name:

Tutor Group

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Page 3 Instructions

Page 4 Homework timetable and parental sign off

Page 5 English

Page 6 Mathematics Foundation

Page 7 Mathematics Higher

Page 8 Chemistry

Page 9 Biology

Page 10 Physics

Page 11 French

Page 12 German

Page 13 Geography

Page 14 History

Page 15 Computer Science

Page 16 OCR BTEC ICT

Page 17 Business Studies

Page 18 OCR National Business

Page 19 Hospitality and Catering

Page 20 Child Development

Page 21 Media Studies

Page 22 Religious Education

Page 23 BTEC Sport Studies

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Self-testing You can use your KO and your knowledge book in a number of different ways but at no time should you be copying the information down.

Use the ‘How to self-test with a Knowledge Organiser’ booklet which can be found in the Homework section on the Academy website: http://www.trinity-academy.org.uk/about/emmanuel-schools-foundation/

Below are some possible tasks you could do in your knowledge books:

Ask someone to test you by asking you questions and

then, write down everything you can remember in a

mind map

Write your own challenging questions then leave it

overnight and attempt them the next day

Create flash cards

Rewrite the key words in new sentences

Look, cove, write, check

Create mnemonics

Create a table of positives and negatives

Draw a comic strip of a timeline

Use a clock template to divide the information into

smaller sections

Give yourself spelling tests

Draw diagrams of processes

Draw images and label/annotate them with information

Do further research on the topic

Create fact files

Create flowcharts

Create a table of positives and negatives

Presentation You should take pride in how you present your work; each page should be dated with the subject name and both underlined. You should use half to one full page and fill it neatly with evidence of notes and self-testing. When you start your second subject, remember to put the title and underline it.

There should be an appropriate amount of work ( ½ - 1 page of evidence). Failure to show pride in your presentation or wasting space on your page with large writing, or starting a number of lines down will result in a negative sanction.

If your work is well presented and shows evidence of excellent work, merits will be awarded and will go towards a House Total.

Instructions Each day for homework, you should be studying the allocated sections of your Knowledge Organiser (KO). The timetable on the next page will let you know which subjects you should be studying on each day.

You should use the knowledge book that you have been given to show the work you have completed. Each evening you should rule off from the previous work and clearly write the date at the start of the next piece of work.

You need to bring your KO to school every day along with your exercise book.

Your parents should tick off your homework every evening using the grid in your KO.

Subject teachers will check that you have completed your homework; failure to show homework for all subjects will result in a sanction.

You will be tested on the knowledge you have learnt in your subject lessons.

Core subjects (Mathematics, English and Science) will set one homework from the knowledge organiser and one homework which may include an essay or extended written piece or a web based practice session. If this is the case, your teacher will let you know.

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WC 24/02/20 Subject 1 Subject 2 Subject 3 Signed off WC 23/03/20 Subject 1 Subject 2 Subject 3 Signed off

Monday English Chemistry Option C Monday English Chemistry Option C

Tuesday Mathematics Physics Tuesday Mathematics Physics

Wednesday Biology English Wednesday Biology English

Thursday Option A Option D Thursday Option A Option D

Friday Option B Mathematics Friday Option B Mathematics

WC 02/03/20 Subject 1 Subject 2 Subject 3 Signed off WC 30/03/20 Subject 1 Subject 2 Subject 3 Signed off

Monday English Chemistry Option C Monday English Chemistry Option C

Tuesday Mathematics Physics Tuesday Mathematics Physics

Wednesday Biology English Wednesday Biology English

Thursday Option A Option D Thursday Option A Option D

Friday Option B Mathematics Friday Option B Mathematics

WC 09/03/20 Subject 1 Subject 2 Subject 3 Signed off Subject 1 Subject 2 Subject 3 Signed off

Monday English Chemistry Option C Monday

Tuesday Mathematics Physics Tuesday

Wednesday Biology English Wednesday

Thursday Option A Option D Thursday

Friday Option B Mathematics Friday

WC 16/03/20 Subject 1 Subject 2 Subject 3 Signed off WC Subject 1 Subject 2 Subject 3 Signed off

Monday English Chemistry Option C Monday English Chemistry Option C Signature

Tuesday Mathematics Physics Tuesday Mathematics Physics Signature

Wednesday Biology English Wednesday Biology English Signature

Thursday Option A Option D Thursday Option A Option D Signature

Friday Option B Mathematics Friday Option B Mathematics Signature

You are expected to study the subject(s) shown on this timetable each day. Each day use your knowledge book to evidence your work.

Box 1—Key vocabulary and definitions

Capitalism A country’s trade and industry are controlled by

private owners. The rich get richer.

Socialism An economic system characterised by social

ownership of the means of production.

Social

responsibility

Personal responsibility for our own actions and our

collective responsibility to society

Social class Britain was divided by class dependent on how much

money you had or what job you had.

Microcosm A small world that symbolises a bigger idea or society.

Box 3— Dramatic Devices

Motif A dominant or recurring idea

Climax The most intense and significant part of a narrative,

often characterised by a dramatic event or realisation

Catalyst Something new that changes the atmosphere of a

story

Resolution The issues caused by the catalyst are resolved or

concluded

Foreshadowing A warning or an indication of a future event

Box 2—Form

Well Made Play

A popular type of drama from the 19th Century. The events build to a climax and the action is primarily concerned with events that happened before the play.

Morality Play

Popular during the 15th and 16th centuries. They taught the audience lessons that

focused on the seven deadly sins.

Crime This involves a gripping tale based around a crime. The audience receives clues

and must guess what has happened before the end. All is revealed by the climax.

Box 4—Characters

Inspector Goole

Priestley’s mouthpiece; advocates social justice. Represents socialism.

Mr Birling Represents the capitalist class that controls the wealth and means of produc-

tion: more concerned with material gain and conventional attitudes.

Mrs Birling Arthur’s wife of a higher class. An unsympathetic woman who represents the

bourgeoisie (female) upper class. .

Eric Birling Drinks too much; regrets his actions. Immature. Represents the younger genera-

tion.

Sheila Birling Changes her views and pities Eva. Regrets her actions. Sheila is representative of the younger generation.

Gerald Croft Represents the aristocracy, the highest class of society, comprised of rich land

owners and people who inherit their wealth from their parents.

Eva Smith The victim. Comes to represent victims of social injustice and the working class

poor.

Box 5— Analytical ideas

Tone A writer’s attitude or the nature

of their ‘voice’ in a piece of

writing

Juxtaposition Placing two contrasting ideas or things

together for effect, usually to emphasise

their difference.

Fragment Groups of words that are not proper sen-

tences

Cumulative Referring to something that is

added to several times to build up

Interrogative A question Characterisation The creation of a construct or a fictional

character

Math

em

atic

s Foundatio

n H

T4

Progression A set of numbers that follow a rule. Another name

for a sequence.

Arithmetic

progression

A sequence where the difference between the consecutive

terms is constant.

Common

difference

The amount the numbers in a progression increase or

decrease by.

Nth term a + (n—1)d, where a is the first term in the progression, and

d is the common difference.

Geometric

sequence

Sequence obtained by multiplying the previous term by a

constant amount.

2) 198+

Math

em

atic

s Year 1

0 H

4. Similarity

6) Quadratic formula to remember

5. Writing recurring decimals as fractions

Scale factor

Length x

Area x2

Volume x3

7) Working with indices

Topic 6 – The Rate & Extent of Chemical Change (Y10 HT4)

1) Keywords

Energy The capacity of a system to do work or the quantity required for mechanical work to take place. Measured in joules (J)

Catalyst A substance that changes the rate of a chemical reaction without being changed by the reaction itself.

Equilibrium In chemical reactions, a situation where the forward and backward reactions happen at the same rate, and the concentrations of the substances stay the same.

Endothermic Reaction

Reaction in which energy is taken in from the surroundings.

Exothermic Reaction

Reaction in which energy is given out to the surroundings. The surroundings then have more energy than they started with so the temperature increases.

Product A substance formed in a chemical reaction.

Closed System A reaction vessel where no reactants or products can escape or are lost to the surroundings.

Le Chatlelier’s Principle

Le Chatlelier’s principle states that if a system at equilibrium is subjected to any change, the system will adjust itself to counteract the applied change.

Pressure Force exerted over an area. The greater the pressure, the greater the force exerted over the same area.

Reversible Reaction

A reversible reaction is a chemical reaction where the reactants form products that, in turn, react together to give the reactants back.

3) Equilibrium When a reversible reaction occurs in

apparatus which prevents the escape of

reactants and products it is known as a

closed system

Equilibrium is reached when the forward

and reverse reactions occur at exactly

the same rate.

This does not mean that there are equal

amounts of the reactants and products in

the closed system

2) Reversible Reactions In some chemical reactions, the products of the reaction can react to produce the

original reactants – these are called reversible reactions

4) Catalysts Catalysts change the rate of chemical

reactions but are not used up during

the reaction.

Different reactions need different

catalysts.

Enzymes act as catalysts in biological

systems.

Catalysts increase the rate of reaction

by providing a different pathway for

the reaction that has a lower

activation energy.

5) Le Chatlelier’s Principle &

Equilibrium (Higher Only) Once equilibrium has been

established, chemists can controlcertain reaction conditions toinfluence the position of theequilibrium.

Le Chatlelier’s principle states that if asystem at equilibrium is subjected toany change, the system will adjustitself to counteract the appliedchange.

Factors that affect the position of theequilibrium:

o Temperatureo Pressureo Concentration

The presence of a catalyst does notaffect the position of equilibriumbecause it affects the forward andbackwards rates of reaction equally

Box 1

Structure Function

Neurone Specialised cells that electrical impulses are passed through.

Nerve Bundles of hundreds/thousands of neurones.

Central Nervous

System (CNS)

Made up of your brain and spinal cord. Your brain co-ordinates all responses and

sends impulses out again.

Sense OrgansOrgans which detect changes on the outside e.g. smell (nose), touch (skin), sight

(eye).

Sensory Neurone Cells that carry impulses from your sense organs to your CNS.

Relay Neurones Connect a sensory neurone to a motor neurone. They are found in the CNS.

Motor Neurone Carry information from the CNS to parts of your body (effectors)

Effector Muscles or glands which respond to an impulse and make a change happen.

Receptor Found clustered in your sense organs and pick up changes (stimuli).

SynapseA physical gap or junction between neurones. Chemicals called neurotransmitters diffuse across the gap as the electrical impulse CANNOT jump.

Stimulus ReceptorSensoryNeurone

Central Nervous System

(relay neuron)

Motor Neuron

Effector

Box 2

Box 3

Box 4

Box 5

Electricity

Section 1: V, I and R in Series and Parallel

Resistance Components

connected in…

Current Potential

Difference

1 Series The current is the same

at every point in the

circuit and in every

component.

The total

potential

difference of the

power supply is

shared

between the

components.

The more resistors, the greater the

resistance. The total resistance of two

components is the sum of the

resistance of each component.

Rtotal = R1 + R2

2 Parallel The total current

through the whole

circuit is the sum of the

currents through the

separate components.

The potential

difference across

each component

is the same.

Adding more resistors in parallel

decreases resistance. The total

resistance of two resistors is less than

the resistance of the smallest

individual resistor.

Section 2: The Three Core Cable

3 Live Brown colour. Current flows to the appliance. Potential difference between this and

other wires should be 230V.

4 Neutral Blue colour. Current taken away from appliance. Potential difference should be 0V.

5 Earth Yellow and green colour. Potential difference of 0V. Carries charge to Earth if live wire

touches the metal casing of an appliance.

Section 4: Mains Electricity

6 Direct Current The current flows in one direction only e.g.

batteries.

7 Alternating

Current

The current regularly changes direction e.g. mains

electricity

8 Mains

Electricity

UK mains is an alternating current of 230V and at a

frequency of 50Hz.

9 National Grid A series of cables and transformers linking power

stations to consumers.

10 Step-up

Transformer

Increases the potential difference for transmission

across power cables. This reduces the current and

therefore less heat is lost from the cables. This

makes the National Grid efficient.

11 Step-down

Transformer

Reduces the potential difference from the cables to

230V for use by consumers.

Section 3 I-V Graphs

A B

18. Fixed Resistor (Ohmic

conductor). Current and

potential difference are

directly proportional.

Resistance is constant.

19. Filament lamp.

Reistance of a filament

lamp is not constant. As

temp increases,

resistance increases.

20. Diode/LED. The

current through a diode

flow in one direction.

1

.

.

3. Topic Vocabulary

a) Ma region est top!b) Ville de rêve ou de

cauchemar?c) C’est pour un rensignementd) Il fera beau demain?e) En pleine action!

(Refer to studio booklet or

vocabulary list for module 4)

2. The superlative

You use the superlative to say “the biggest,” “the longest”, “the most popular”,etc. To form the superlative, put the le/la/les + plus before an adjective. The adjective must agree with the noun: Le plus long fleuve the longest river La plus haute tour the highest tower

Les plus belles plages the most beautiful

beaches If the adjective goes after the noun, so does the superlative: Le musée le plus populaire To say the best… use le/la/les meilleur(e) (s)

1. The present, perfect and future tenses

Make sure you know how to form the different types of verbs across key tenses:

Verb type

Infinitive Present Perfect future

regular –er

collecter Je collecte J’ai collecté Je collecterai

regular --ir

finir Je finis J’ai fini Je finirai

regular –-re

vendre Je vends J’ai vendu Je vendrai For –re verbs, drop the –e from the infinitive.

key irregulars

aller avoir être faire

Je vais J’ai Je suis Je fais

Je suis allé(e) J’ai eu J’ai été J’ai fait

J’irai J’aurai Je serai Je ferai

4. The Simple Future Tense

You use the simple future tense to say will or shall do something. To form this tense, use the future stem plus the appropriate ending. For –er and –ir verbs, the future stem is the infinitive. Je resterai nous resterons (I will stay) (we will stay) Tu resteras vous resterez (you will stay) (you will stay) Il/elle/on restera ils/elles resteront (he/she/ we will stay) (they will stay)

Some key verbs have irregular future stems, but use the same endings as above: aller - j’irai (I will go) avoir – j’aurai (I will have) être – je serai (I will be) faire – je ferai (I will do) venir – je viendrai (I will come)

6. Negatives

Most negative expressions are in two parts and go around the verb:

Ne….rien nothing ne….ni…..ni neither…nor…is in 3 parts : Ne….jamais never put a noun after each ni. Ne…personne nobody, not anyone Ne…plus no longer, not anymore Ne….que only Ne….aucun/e no, not any, not a single……) N.B. aucun agrees with the noun.

5. The pronoun y

The pronoun y there. It replaces à + a noun.

In the present tense, y goes in front of the verb.On y va tous les ans. We go there every year.

If the verb is followed by an infinitive, y goes in front of the infinitive:Tu peux y faire de la voile. You can go sailing there.

In the perfect tense, y goes in front of the part of avoir or être:J’y suis allée l’année dernière. I went there last year.

7. Asking questions

To say “which….?” or “what…..?”, use the adjective quel…? It must agree with the subject of the sentence.

masc sg quel

fem sg quelle

masc pl quels

fem pl quelles

1

.

.

2. Topic Vocabulary

a) Länder

b) Das Wetter

c) Urlaubsarten

d) Wie war der Urlaub?

e) Feier und Absichten

f) Meine Stadt

g) (Refer to Vocab List

Unit 4 or pages 92 - 93

of Course Book)

3. Question

Words

Wann?

Wie viele?

Um wie viel Uhr?

Wie oft?

Was?

Warum?

Welche(r/s)?

Wie?

Wer?

1. The Present Tense

Present tense endings: -e | -st | -t | -en | -t | -en

Irregular verbs (only du and er/sie/es forms):

a > ä (like tragen, fahren)

e > ie (like lesen, sehen)

e > i (like treffen)

Key verbs you need to know

haben (to have) sein (to be)

ich habe bin

du hast bist

er/sie/es hat ist

wir haben sind

ihr habt seid

Sie/sie haben sind

5. The Perfect Tense

3 parts: Person > Auxiliary > Past participle

Most verbs use haben as the auxiliary

Verbs showing movement use sein

Past participles (normally ge____t or ge____en):

[haben] gekauft, gelernt, gespielt

[haben] gemacht, getragen, gesehen, gelesen

[sein] gegangen, gefahren

8. Separable Verbs

Present – ich stehe ………. auf

Present – ich ziehe mich ……….. an

Perfect – ich bin ………. aufgestanden

Perfect – ich habe mich ………. angezogen

9. Accusative Adjective Endings

Use these after ich habe, es gibt … and the indefinite article (‘a’) e.g. when

describing your home e.g. es gibt einen großen Tisch in meinem Haus.

Ich habe

einen großen Tisch

eine große Lampe

ein schönes Regal

- große Lampen

Practise these in a written and spoken descriptions of people.

6. Prepositions with Accusative

and Dative

Dative

a) der/das – in dem/in einem (in

the/a)

b) die – in der/in einer (in the/in a)

Accusative

a) der – in den (into the)

b) die – in die (into the)

c) das – in das/ins (into the)

4. The Future Tense

werden + infinitive (at the end)

ich werde

+ infinitive

du wirst

er/sie/es wird

wir werden

ihr werdet

sie/Sie werden

7. Reflexive Verbs (Present/Perfect)

e.g. sich waschen – to get washed

ich wasche mich – ich habe mich gewaschen

du wäschst dich – du hast dich gewaschen

er/sie wäscht sich – er/sie hat sich gewaschen

wir waschen sich – wir haben uns gewaschen

sie/Sie waschen sich – sie/Sie haben sich gewaschen

10. Using du/Sie

Use the correct “you”

du – informal

(between friends)

Sie – formal (to adults

and people you don’t

know)

Y10 History Knowledge organiser The Rise of Hitler and the Nazi Party

Box 1: The Treaty of Versailles

The Treaty set out what punishment Germany should receive for their involvement in the war. The treaty was signed at Versailles Palace near Paris. The main terms of the treaty were: 1. Germany had to accept the Blame for starting the war (Clause 231). This was vital because it provided the justification for... 2. Germany had to pay £6,600 million (called Reparations) for the damage done during the war. 3. Germany was forbidden to have submarines or an air force. She could have a navy of only six battleships, and an Army of just 100,000. In addition, Germany was not allowed to place any troops in the Rhineland, the strip of land, 50 miles wide, next to France. 4. Germany lost Territory (land) in Europe. Germany’s colonies were given to Britain and France.

Box 2: Key words

1. Democracy: a system of government by the whole population or all the eligible members of a state, typically through elected representatives.

2. Dictatorship: a country, government, or the form of government in which absolute power is exercised by a dictator.

3. Nazis: a member of the National Socialist German Workers' Party. 4. Hyperinflation: monetary inflation occurring at a very high rate. 5. Depression: the financial and industrial slump of 1929 and subsequent years. 6. Self determination: Main idea of Woodrow Wilson during discussions. It meant that

people should have the right to rule themselves and not be ruled by an empire 7. Diktat: The idea popular amongst many Germans that they had peace dictated to them,

having no say

Box 3: key people

Anton Drexler: The German Workers’ Party was founded in January 1919 by a railway worker called Anton Drexler. It was one of many small political parties in Munich at this time. The small group met in beer halls and Hitler attended regularly because he liked what was being said. Hitler soon joined the party, becoming their 55th member. The SA (Sturmabteilung or Storm Detachment) was better known as the Brownshirts or Storm Troopers. The SA got their nickname from the colour of the shirts they wore. From 1921 to 1933 the SA disrupted the meetings of Adolf Hitler’s political opponents and defended the halls where Hitler was making a speech in public. Schutzstaffel (SS) ‐ Led by Heinrich Himmler, the SS was the most important of these organisations and oversaw the others. Initially set up as Hitler’s personal bodyguard service, they were fanatically loyal to the Führer. It later set up concentration camps where ‘enemies of the state’ were sent. Gestapo ‐ This was the Nazis’ secret police force. Its job was to monitor the German population for signs of opposition or resistance to Nazi rule. It was greatly helped by German people informing on their fellow citizens.

Box 4: key changes

The German people had suffered terribly during both the First World War and the Depression and a huge part of the Nazis’ appeal was that they promised to make Germany’s economy strong again. Hitler aimed for full employment and by 1939 there was virtually no official unemployment in Germany. Marriage and family: Hitler wanted a high birth rate so that the Aryan population would grow. He tried to achieve this by:introducing the Law for the Encouragement of Marriage which gave newlywed couples a loan of 1,000 marks, and allowed them to keep 250 marks for each child they had,giving an award called the Mother’s Cross to women who had 8 children. allowing women to volunteer to have a baby for an Aryan member of the SS. The result was that a Nazi ideology claiming women should be restricted to three things: Kinder, Küche, Kirche, or ‘children, kitchen, church.’ Children: from the age of 10 boys and girls were encouraged to join the Nazis’ youth organisation, the Hitler Youth (the girls’ wing of which was called the League of German Maidens). Membership from age 10 was made compulsory in 1936 and by 1939 90 per cent of German boys aged 14 and over were members.

Box 5: Timeline

Jul 1921: Hitler’s oratory skills helped him rise quickly through the ranks of his new party. In February he spoke before a crowd of nearly 6,000 in Munich. To publicise the meeting, he engaged in propaganda tactics – sending out party supporters in trucks with swastikas to leaflet the area. Nov 1923: Hitler sought to start a revolution. On 8 November, Bavarian Prime Minister Gustav Kahr addressed a meeting of businessmen at a beer hall in Munich. Hitler burst in with his storm troopers (the SA). At gunpoint, Kahr was forced to pledge support. The next day, Hitler led 3,000 men onto the streets. But the police were waiting. In the ensuing violence, 16 Nazis and 3 policemen died. Hitler was arrested and sentenced to five years in prison for treason. Jan 1933: Now a German citizen, Hitler led the Nazis to become the largest party in Germany with over 37% of the vote in the elections of July 1932. German President von Hindenburg's concern at growing Communist support persuaded him to give Hitler the post of Chancellor in January.

Box 6: Timeline

Jun 1934: The leader of the SA, Ernst Röhm, was among hundreds assassinated in one night as Hitler purged his party. Röhm's commitment to 'continuing revolution' was not conducive to Hitler's own ambitions. He could not tolerate opposition to his plans to suppress workers' rights and make Germany ready for war. Sep 1935: Since 1933 the Nazis had tried to exclude Jews and other 'undesirables' from public life. In 1935 a new phase began – enforced biological segregation. At the annual Nuremberg rally Hitler announced laws denying Jewish people citizenship and prohibiting marriage or sexual relations with people of "German or related blood". Anyone with three or more Jewish grandparents was affected, irrespective of their own religious identity. Sep 1938: Hitler set his sights beyond Germany's borders. Lebensraum – territorial expansion was next on his agenda. In March Hitler triumphantly led Nazi troops into Austria, achieving his goal of unifying the country of his birth and the country he ruled. His next target was the Sudetenland in Czechoslovakia. At a conference in Munich organised by Chamberlain, those demands were met. Nazi troops marched into Czechoslovakia and took the Sudetenland.

4.

5.

6.

1. Key Terms Constant: Value STORED IN A MEMORY LOCATION that never changes WITHIN A PROGRAM. Variable: Value STORED IN MEMORY LOCATION that can change WITHIN IN A PROGRAM. Sequence: Completing steps in the order which they must happen Selection: Where a choice is made in a program depending on a condition or outcome Iteration: Act of repeating or lopping specific sections of code Count controlled Iteration: Repeats a set number of times Condition controlled: Repeats until a condition is met or something in the program changes Concatenate: To join different data types together # Comments: Use these to add comments in to your code to explain what you have done Validation: A computer check to ensure that the data entered is sensible and reasonable. It does not check the accuracy of data. 2. Data Types Real /Float Number with decimal Point Integer Number without a decimal Point String A series of characters/TEXT Character A single letter or symbol Date/Time Date and Time in any format Boolean Yes no, true false value

3. Errors

Syntax Error An error in the rules/grammar of the language Eg missing colon / spelling mistake Logic Error The program is written to do something other than what the programmer intended Eg Resetting only the first 9 elements in an array instead of all 10. Run Time Error: More difficult to spot as it can run a program without reporting an error. E.g. runs but doesn’t give an output. Or the program hangs or Becomes inactive

2.2 Programming Techniques

Box 1

Review: Evaluating the finished product and assessing the strengths and weaknesses

Constraints: The limitations or restrictions that can affect the project or game overall.

Requirement: Individual elements of the project that must be completed to finish the project successfully.

Box 2 Consider all of the varying aspects of teenage life

Aspects of teenager life

Home life Social life School life Hobbies and Activities Health and fitness

Box 3 Review the viability of your ideas

Outlining your game design ideas and fea-tures

What is the game world? Is it on Earth or an alien planet?

Are you using humans or aliens as the main people in your game idea?

What will your player do in your game? What aspects of teenager life have you fo-cussed on?

Is your game designed for your target audi-ence?

How is Virtual Reality used in your game?

Box 4 Pick your final idea

Be able to critically review your ideas

Which of your ideas seems to fit the client’s requirements the best?

Can you justify why your chosen idea is the best one to go for?

Box 6

Required Evidence Examples of evidence

Written and Presentation files

Electronic files/evidence Written report/presentation

Client requirements

Written report, presentation, audio commentary

Planning documents Mind maps, Individual idea documentation, Justification of chosen idea.

Chosen final idea

Explained key features, gameplay compo-nents and narrative. Fits target audience.

Source table A Word document that references all used information and images with its source.

Review

Written report, presentation or recording.

Box 5 Your chosen ideas components

Outlining your game design ideas and fea-tures

What is the narrative of your game idea? How does your game progress? What are the main gameplay objectives for

your idea? What gameplay features are you using? Is Virtual reality being used effectively to add

to your game idea? What actions will be using VR? Most importantly is your game idea FUN?

Understand the planning tools business use: Cash Flow Forecasting

2. Purpose of cashflow forecasting Allows a business to predict how much money it will have in it’s bank account each month. A business can then identify if it needs to borrow money or invest surplus.

1: Key Terms Inflows—money coming into the business, e.g. from sales Outflows—money leaving the business, e.g. for expenses Net Cash flow—inflows minus outflows Opening Balance—the money in the bank account at the start of the month Closing Balance—the money in the account at the end of the month. This is carried forward to be next month’s opening balance

Total

Inflows

Total

Outflows

NET CASH

FLOW

Opening

Balance

Net Cash

Flow

CLOSING

BALANCE

3. Benefits of cashflow forecasts Predicts whether a business will have a cash deficit, allowing time

to organise an overdraft Predicts whether a business will have a surplus that could be

invested elsewhere

4. Risks of not completing one A business will not be able to anticipate cash deficits and arrange

borrowing or consider ways to reduce deficits A business will not be able to anticipate a large surplus, so the

cash will not work for them as hard as it could if invested elsewhere

5. Improving cash flow Can the business sell more? BUT this can increase

expenses Can the business reduce outgoings? BUT they must

take care not to affect quality Can the business manage the outgoings better if they

are inconsistent, so there is less of an impact at specific times of the year

6. Purpose of budgets

A budget is a plan / prediction of either what a business is

going to spend, or receive in income.

It helps a business to be in control of its spending and

revenue in order to make a profit.

7. Budgetary control

Comparing actual spending with the budgeted plan is

budgetary control.

A budget holder will analyse this information to see if they

need to take action to correct any difference between what

was planned and the actual performance.

8.

The Role of Business Enterprise & Entrepreneurship

1.

ENTERPRISE: someone who shows some initiative by taking a

risk by setting up, investing in and running a business

ENTREPRENEURSHIP: The person who sets up the business

RISK: is the possibility a company will have lower than

anticipated profits or experience a loss rather than taking a profit

REWARD: Scheme to support and reinforce desirable

behaviour, such as wage rate that increases with the productivity

of the worker.

Business Plan: is a report by a new or existing business that

contains all of its research findings and explains why the firm

hopes to succeed.

Interpret: translate information into recognisable form.

5.

Characteristics of an entrepreneur:

1. Risk-taking: starting a business might not work meaning

loss of time and money

2. Creative: An entrepreneur is someone who has a good

idea, seeing how a customer need can be met

3. Determination: Being prepared to keep going when there are obstacles to getting the

idea off the ground

4. Confidence: An entrepreneur has to have self-belief that they can run a business,

employ people, sell their idea, get finance.

2.

Why do a business Plan?:

The main reasons why a start-up should produce a business plan are:

A. Aims: Sets out business aims and objectives and monitors against agreed milestones

B. Banks: A business plan is essential to raising finance from outside providers -

particular investors and banks

C. Customer focus: It focusses the entrepreneur on the market and the customer

D. Decide scale: Identify resources needed to start/expand the business

4.

The purpose of business

activity & Enterprise:

• Spotting a business

opportunity

• Developing an Idea

• Responding to

customer wants and

needs

• Making Money

3.

RISK

• Loss of initial sum invested

• Loss of reputation

• Family security

• Time and energy

REWARDS

Financial

• Keeping all profits

• Growing the business

Non-Financial Rewards

• A sense of satisfaction

• Building something

• Being in control

• Making that first sale

6.

Definitions of Business Ownership:

• Sole traders

• A sole trader describes any business that is owned and controlled by one person -

although they may employ workers. Individuals who provide a specialist service like

plumbers, hairdressers or photographers are often sole traders

• Partnerships

• Partnerships are businesses owned by two or more people, up to 20. Doctors, dentists

and solicitors are typical examples of professionals who may go into partnership

together and can benefit from shared expertise.

1. Establishment Ratings

Michelin Star Anonymous inspectors visit establishments and have a meal and write a

review of the establishment can award stars for excellence.

AA Rosettes and

Stars

Inspectors visit restaurants or hotels and write a review of the estab-

lishment -award rosettes for restaurants, stars for hotels.

Good Food Guide

Members of the general public who have visited the establishment

fill in a review which is compiled into a guide. Award points for ex-

cellence

Online Reviews

A method of feedback that clients can use to either rate an establishment or read

reviews to see how other clients felt about their experiences. Trip Advisor is one

such web based company that gives this service.

One Star Hotel* Open 7 days a week, restaurant for breakfasts and evening meals, At least

5 bedrooms with en suite facilities.

Five star Hotel

*****

Excellent staffing levels, exceptional levels of proactive customer care

24hrs service, cleanliness enhanced services, escort to rooms, restaurants

open for all meals and to the public 7 days a week. 80% en suite.

2. More Job Roles

Head Chef

Well qualified (level4) practitioner with years of experience in kitchen. Will

have worked as a Sous Chef and will have specialised in an area for a num-

ber of years. Kitchen and office based management.

La Saucier Responsible for sauces, soups and stews. After the Head Chef and Sous

Chef the Saucier is next in line.

Pastry Chef La Patissier is responsible for producing the baked goods like biscuits, pastries, cakes

and macaroons. In some larger establishments, they would have a separate kitchen.

Larder Chef Responsible for cold produce and salads, buffets and pates.

Other areas

Poisonnier- fish Legumier- vegetable accompaniments Potager – soups Boulanger – bread and baked goods Boucher – prepares meat and charcuterie Glacier – chilled and frozen desserts Friturier – fry chef Grillardin – grill chef

3. Staffing work patterns

Full time

Staff

Part-time

Staff

Temporary

Staff

4. Personal Attributes (What skills/behaviours make a person suitable)

Patience,

tact and

diplomacy

When working to serve people, a person needs to show patience with oth-

ers not just clients but staff. If there are problems to overcome, they should

be done with respect.

Personal

Presenta-

tion

Waiters and all staff are representing their company. Clients need to be

reassured that the establishment employs people who care about their

appearance and hygiene. Smart, good posture.

Honesty When dealing with money, being able to be trusted to be honest is crucial.

If something has happened then a truthful response is important.

Initiative

Being able to work on your own initiative is a very important quality,

anticipating customer needs and solving problems, if something

spills , clear it up without having to be told, if a customer is looking

unhappy with their food ask if everything is ok

Self Motiva-

tion

Being self motivated means trying to do your best, not having to be

constantly asked to do things, being at work on time, making sure

things are done even if it was not your duty

Y1

0 C

hild

De

ve

lop

me

nt

1. Postnatal Checks

Salmon

patches

Salmon patches are flat red or pink patches that ap-

pear on the eyelids, neck or forehead at birth. They can

be more noticeable when a baby cries because they

will fill with blood and become darker, and most fade

completely in a few months. On the forehead or the

back of the neck they can remain for four years or

longer.

•Mongolian

spots

Mongolian spots are bluish patches of darker pigment,

appearing most commonly over the bottom and on

black skin. They can be mistaken for bruises, but are

completely harmless. They usually disappear by the

age of four.

•Infantile

haemangio-

mas

(strawberry

marks)

These are raised marks on the skin that are usually red,

and can appear anywhere on the body. They grow in

the first 6 months but then shrink and disappear, usu-

ally by 7 years of age.

Vernix

Vernix is the white, waxy substance that covers a

baby's skin while it is in the womb. New-borns will

have this on their skin at birth. It is a natural protective

moisturiser and provides a protective layer that helps

prevent infection, so it should be left to absorb natu-

rally into the skin.

Lanugo

During pregnancy at about 22 weeks a baby begins to

become covered in lanugo- a soft fine hair that is usu-

ally unpigmented (no colour). It is though that downy

hair helps to keep the baby's body at the right tem-

perature.

2. Apgar Test

Once babies are born they are assessed using a score called the Apgar score. This is a

quick test of a new born baby’s health.

3. Specific Needs

Pre Term babies

Pre term babies often need extra vitamins and minerals for growth,

so many are given supplements. Special formula milks are also

available, although it is best to breastfeed if possible. A baby that is

too weak to feed normally will be fed through a tube into a vein-

this is called intravenous (IV) line. Alternatively, they may be fed

through a fine tube that goes into the stomach-either via the nose

and throat or through the mouth.

Treatment for

infection

Some babies acquire an infection during the birth process, and

there is also a risk of acquiring an infection after birth. Treatments

such as antibiotics must be given.

Breathing Prob-

lems

An unborn baby's lungs are filled with liquid that helps them de-

velop. During labour and birth this fluid is absorbed, so that air can

be taken in once the baby is born. In pre-term babies, the lungs are

often not mature enough to adjust after birth, so help is needed.

Sign 0 1 2

A –

Blue / Pale Bluish hands and toes

Completely pink

P - No pulse

Less than 100 beats per minute

More than 100 beats per minute

G - No response

Grimace

(Pulls a face)

Cry, cough

A - Limp Some movement of limbs

Active

R - Not breathing Slowly and irregu-larly

Good regular breaths

1. Key Elements of Film Form (micro features)

Cinematography Camera shots, camera angles and camera movement including the use of Steadicam. Lighting e.g. source, angle, position and intensity.

Mise-en-scene The use of settings, props, costume and make-up and how each of these can be used to create meanings and to provoke a response from the audience.

Editing Different types of editing, different shot transitions and any special effects added in post-production.

Sound Different types of sound and sound effects and how they can be used to create meaning and impact the audience in an emotional way.

2. Common Shot Types

Shot and Description What it is used for Example

Extreme Long Shot (ELS) This shot features a wide overview of scene or setting

This shot is often used at the beginning of a scene to show the audience the location of where the action will be taking place.

Medium Shot/Mid Shot (MS)

This shot frames a person from the head to the waist.

This shot is often used when two people are in conversation as it allows us to see both characters in enough detail to understand what is going on.

Close Up Shot (CU)

This shot frames a person’s head or face.

This shot is often used when emotional responses are important so the audience can see how the character is reacting to something.

Extreme Close Up Shot (ECU)

This shot frames an individual element on its own such as the mouth or eyes.

This shot is often used in horror films to show extreme emotions such as wide eyes or a mouth screaming which will indicate to the audience what they should focus on.

Point of View Shot (POV) This is a shot taken from a characters perspective.

This shot helps us to put ourselves in the position of a certain character by showing us what they are seeing from their perspective and can help us to empathise with them.

Over the Shoulder Shot (OSS) This shot is taken from behind one character looking over their shoulder.

This shot is often used to show intense conversations or in formal interviews so the viewer can place themselves in the scene without actually taking the position of one of the characters.

High Angle Shot (HA)

This shot is taken from above the subject looking down on them.

This shot makes the subject look small, weak and insignificant.

Low Angle Shot (LA)

This shot is taken from below the subject looking up at them.

This shot helps to make the subject seem larger and more powerful, imposing or even threatening.

4. Common Sound Features

Diegetic Sound Sound that is naturally occurring and belongs in the film – we can see where it comes from

Non-Diegetic Sound Sound that has been added for effect such as mood music and special effects sound.

Pleonastic Sound Sounds that are over exaggerated and louder than they would be in reality in order to create atmosphere and draw attention to them.

Parallel Sound Sound that helps to clarify the mood of the film by reinforcing what we see on screen.

Contrapuntal Sound Sound that goes against what we see on screen such as happy music during a sad scene.

3. Common Camera Movements

Track

In a tracking shot, the entire camera moves alongside something, rather than just moving the direction it's pointing in.

Pan

A camera pans when it moves horizontally, either from left to right or from right to left.

Tilt

When tilting, the camera moves vertically, either from up to down or from down to up.

Zoom

The effect of motion can be made by zooming in to or out from an object making it appear larger or smaller in the frame.

Dolly

The dolly is a small cart mounted on a track system that is used to create smooth tracking shots.

Steadicam

The steadicam is a camera that is mounted on to the operator's body by a sturdy harness and framework and can move more freely than a dolly (for example filming shots moving up stairs).

The

Nature of

the

Almighty

One – there is only one God,

first Commandment, reflected

in Shema “Hear Oh Israel, the

Lord our God is One’ shown in

daily life - Tefillin and Mezuzah.

Creator – Genesis 1, God

created the heavens and

the earth and still

creates today – Jews

must look after his

creation.

Judge – God will judge

Jews on how they have

lived their life,

righteous Jews will go

to Gan Eden (heaven)

and the non-righteous

will go to Gehinnom

(hell).

Lawgiver – 613 mitzvot

– all must be followed to

be a good Jew, given to

Moses on Mt Sinai.

The

Shekinah

1. 2. 3.

7.

4.

5. 6. 8.

Deut 6:4-9; Genesis 2:7; Genesis 1; Isaiah 22:22

The presence of

God – the way

Hashem connects

with mankind.

Shekinah is

present in every

aspect of life, two

reading the Torah,

10 men praying

(minyan) – there

the Shekinah rests.

Present when the

Torah was given to

Moses, therefore

given by God

himself.

Led the

Israelites out

of Egypt – fire

by night,

cloud by day.

Resided in the

Temple in the Holy

of Holies until

Temple was

destroyed in AD70

by the Romans.

Exodus

25:18;

2Chronicles

7:1-3

The

Messiah

Promised ruler and

will come when

Hashem decides.

Will rebuild the

Temple when he

comes.

All Jews will return

to Jerusalem when

he comes.

He will usher in

the Messianic Age

– an age of world

peace where

everyone will be

Jewish.

He will come when

all Jews follow the

mitzvot.

He will come when

every Jewish soul

that is to exist has

been born.

He will rescue

Israel from her

enemies and bring

world peace.

Jeremiah 23:5-6;

Isaiah 11:11-12

Jeremiah 23:8; 30:3

Hosea 3:4-5

The

Covenant

at Sinai

613 mitzvot given

to Moses by God

Includes the 10

Commandments.

Must be followed

to gain eternal life.

Also called the

Torah – most

important part of

the Tanach.

Shavuot – Jewish

festival that

celebrates the

giving of the

Torah.

Brit Olam – an

everlasting

covenant.

Exodus 20; Deuteronomy 7:6;

Exodus 19:8

The Covenant

with Abraham

God promised Abraham

to give him the

Promised Land, Canaan

(now called Israel) and

to give him a son and as

many descendants as

there are stars in the

sky.

The sign of this

covenant is

circumcision.

Jewish boys are

circumcised at 8 days

old.

The circumcision

ceremony is called Brit

Milah or Bris.

Abraham had two sons,

Ishmael was born to

Hagar, the maidservant

and Isaac was born to

Sarah his wife.

Ishmael became the

Father of the Arabs

(Muslims) and Isaac

became the Father of

the Jewish nation. These

two people groups still

fight over Jerusalem

today.

Genesis 12-17

The Sanctity of

Life

Life is holy and belongs

to God. God gave life

and only he can take it

away.

Protecting a human life

is so important that

most mitzvot can be

broken in order to save

a life – Pikuach Nefesh.

Jewish emergency staff

can work on the Sabbath

under the rules of

Pikuach Nefesh.

Abortions to save a

mother’s life are

mandatory under

the rules of

Pikuach Nefesh.

“I put to death and I

bring to life” – Deut

32:39

Orthodox Jews would

find it difficult to

break a mitzvot even

to save a life,

especially with

ethical issues like

abortion and organ

donation.

Genesis 1:26-27;

Leviticus 18:5;

Leviticus 24:17-18;

Leviticus 19:16

The mitzvot that cannot

be broken, even to save

a life are adultery,

idolatry, incest and

murder.

Moral Principles

and the mitzvot

613 mitzvot given

to Moses on Mt

Sinai directly

from God - Torah

Oral Torah also given to

Moses on Mt Sinai and

handed down orally until

2nd Century when it was

written down - Talmud

Maimonides

commentary on

interpreting the Torah –

Mishneh Torah.

Regarded by Modern

Orthodox Judaism as

being the most

influential commentary.

Talmud can be changed

to fit with cultural shift

but cannot disagree with

Maimonides.

Written Torah and Oral

Torah known as

Halakhah.

Mitzvot followed by

choice, Jews exercising

free will – “See I am

setting before you a

blessing and a curse”

Deut 11:26 Life after Death

Gan Eden – heaven –

where righteous Jews

go after death. Gehinnom – a place of

purification (like

purgatory) where

unrighteous souls go

after death to be

prepared for Gan Eden. Olam Ha-Ba – the world

to come (used for both

spiritual afterlife and the

messianic age).

“I believe with perfect

faith that there will be a

revival of the dead at

the time when it shall

please the Creator.”

Maimonides

Ecclesiastes

12:7; Daniel

12:2-3

The nature of the Almighty is reflected in

everyday life for an orthodox Jew as the Torah

contains these attributes and the Torah is the

infallible word of God.

Section 4: Antagonistic pairs

Antagonistic pair

Muscles that work together to create movement. When one muscle contracts the other relaxes.

Agonist The muscle that is contracting (working).

Antagonist The muscle that is relaxing.

Examples

Muscle 1 Muscle 2 Movement

Biceps Triceps Flexion and extension at the elbow

Hip flexors Gluteals Flexion and extension at the hip

Hamstrings Quadriceps Flexion and extension at the knee

Tibialis anterior

Gastrocnemius Dorsi-flexion and plantar flexion

Section 1: Muscular system

Section 2: Skeletal System

Cranium (skull)

Sternum

(breast bone)

RibsHumerus

Ulna

Radius

Femur

Patella

(knee cap)

Tibia

Fibula

Pelvis

Section 3 - Joints

Section 5 – Cardiovascular system