Knowledge Organiser: March 2019

Year 10

“Wise men and women are always learning, always listening for fresh insights.”

Proverbs 18:15 (The Message)

Determination – Integrity – Ambition – Humility – Compassion

Student Name:

Using Your Knowledge Organiser

Your teachers have worked hard to produce this document for you and have selected the most important knowledge that you will need to know to make good progress in their subjects. You should aim to learn all the information in your knowledge organiser off by heart.

Try out some of the strategies listed here to help you achieve this.

1. Read the knowledge organiser and ensure you understand it. Try and make links between the information on it and what you already know and do.

2. Look, Cover, Write, Check – the traditional way of learning spellings!

3. Create a Mnemonic – Using the first letters of keywords create a memorable sentence or phrase.

4. Create an acronym – using the first letters of keywords to create a word to prompt you to remember all of the information.

5. Write it out in full on a blank version of the same format.

6. Write it out in note form, reducing it to key ideas or words. Try the same format but a smaller piece of paper.

7. Recreate the knowledge organiser as a series of images and

words

8. Write a set of test questions for yourself using the organiser. • Answer these without the organiser the next day. • Swap your questions with a friend to increase

challenge. • Turn your questions in to a game by putting them

on cards and playing with friends.

9. Chunk the knowledge into smaller bitesize sections of around 5 pieces of information. Concentrate on mastering a chunk before you start on the next.

10. Try to make connections between the information and people you know. E.g. Visualise yourself trying these strategies with a specific teaching group.

11. Talk about the information on the knowledge organiser with another person. Teaching someone else about it helps us learn it.

12. Say the information out loud – rehearse it like learning lines

for a play, or sing it as if you are in a musical!

Half-Term: 1 Subject: Y10 English Threshold Concept Link(s)/ AO: AO5 Writing Content and Organisation/AO6 Spelling, Punctuation and Grammar

PUT SOME OOMPH INTO YOUR SENTENCES

Challenging vocabulary: “The limits of my language are the limits of my world.”*

*Ludwig Wittgenstein, philosopher. He suggests that language helps us to express what we notice about the world. It may also help us to see the world differently, more precisely.

INSTRUCTIONS EXAMPLE 1. BASIC SENTENCE

The snow fell on the ground.

2. Add adjectives The soft, cold snow fell on the frozen ground. 3. Change the verb

The soft, cold snow fluttered to the frozen ground.

4. Add an adverb The soft, cold snow fluttered silently to the frozen ground. 5. Add a simile/metaphor

The soft, cold snowflakes fluttered silently to the frozen ground like angels' wings

6. Vary the opening

Whispering like angels' wings, soft, cold snowflakes fluttered silently to the frozen ground.

aberration Something that differs from the norm (often negative)

The thing which stood in front of me was clearly an aberration.

arcane Strange, secret, known only by a few

Blowing the dust off the front cover, she was astounded at the arcane nature of its subject.

cumulative Increasing, building upon itself The fear had a cumulative effect on him: he dropped to the floor.

furtive Secretive, sly Her eyes narrowed; furtive and swift, she slipped through the doorway.

incisive Clear, sharp, direct Incisive in his actions, he slid the piece of paper into his pocket, confident that they hadn’t seen him.

inhibit To prevent, restrain, stop The ropes were there to inhibit all movement.

modicum A small amount of something She only deserved a modicum of respect; her behaviour saw to that.

penchant A preference, a liking for something

He had a penchant for the macabre.

taciturn Not inclined to talk Although she is talkative, her brother is more taciturn.

vociferous Loud, boisterous Vociferous and truculent, he crashed straight through the door.

Half-Term: Spring 1 Subject English Literature – Conflict Poetry Assessment Objectives: AO1/AO2/AO3 Focus on Conflict

Catrin The conflict in the poem is focused on the turmoil that begins with parenthood. The sense of fury is immediate showing a power struggle of emotions that stem from the birth of a child – that demonstrate the mother’s fierce love and protection.

Cousin Kate The poem deals with the conflict of social expectations of women and their morality after a cottage maiden falls in love with a lord. Once the lord has used her – he gets rid of her easily suggesting she was nothing more than object to him.

Extract from The Prelude

The conflict in the poem comes from the poet stealing a boat and being terrified by mountains as they intimated him, but the conflict is highlighted by the lasting impression they leave on the poet as he returns home ‘grave’ as if he is suddenly aware of his own mortality.

Exposure The poem is dominated by a semantic field of poor weather conditions (‘iced East winds’ ‘mad gusts’ ‘rains soaks’ ‘clouds sat stormy’) which creates a bitter tone in the poem and one of poignant misery. The use of sibilance highlights conflict as it creates a desolate atmosphere.

Poppies Conflict could be seen through the symbolism of the poppy (‘spasms of paper red’) which could be describing a soldier being fatally injured in the war. The conflict is seen as the end of stanza four where the poet can only ‘hope’ to hear her son’s voice, which suggests that she is unable to and he could have died.

TECHNICAL VOCABULARY

Monologue An imagined speaker addresses a silent listener (not the reader)

Consonance Repetition of consonant sounds in a clause/sentence.

Assonance Repetition of vowel sounds in a clause or sentence.

Sibilance Repetition of ‘S’ to create ‘whooshing’ or ‘hissing’ sounds.

Onomatopoeia A word that reflects the sound it makes.

Caesura A pause in the middle of a line, marked through punctuation.

Enjambment Continuation of a sentence into the next line without punctuation/pause.

Speaker The voice of the poem.

Persona When a character voice is used in a poem.

Volta A sudden or dramatic change.

Commenting on Structure

Catrin Structurally, the poem ends without the conflict being resolved as the child brings up the protective feeling of ‘that old rope’ as she asks to ‘skate in the dark for one more hour’, suggesting that the poet feels scared for her child’s need for freedom.

Cousin Kate The speaker remains positive at the end of the poem: all the previous stanzas highlight what Kate had that she lacks, whereas in the last stanza, there is a shift as now the speaker reveals she has something more precious than dresses, jewels and a title – her ‘fair-haired son’.

Extract from The Prelude

The end of this extract of the poem juxtaposes the beautiful, summer evening full of hope at the beginning. The lasting impression is that nature is an extremely powerful force, which leaves the poet aware of his own vulnerability, which frightens him.

Exposure The use of repetition ‘but nothing happens’ throughout the poem creates a sense of hopelessness and despair, which makes it seem as if the only release from this nightmare is death for the soldiers. It seems inevitable.

Poppies The use of enjambment in the poem shows the mother’s sense of loss, apprehension and worry as her son has left for war. The lines flowing into the next creates pathos for the reader as the mother remembers the innocence of his childhood before war took him from her.

Commenting on Context

Catrin The poem is based on Clarke’s own daughter as she deals with the conflicting emotions of why children need to grow up and become teenagers. She is said to have asked herself “Why did my beautiful baby girl have to grow up into a teenager?”

Cousin Kate The poem was written during the Victorian period, which was time of patriarchy as women were inferior to men. A woman who had sex outside of marriage would have been a pariah and seen as immoral. Rossetti however, never married.

Extract from The Prelude

Wordsworth was a Romantic poet, born in 1770, that used his poetry to write about nature and its importance in the world. It is an epic poem as it is the length of a novel, so this comes from a section where the protagonist realises the powerful force of nature.

Exposure Owen became a poet during the First World War and wrote his poetry in the trenches. He was angry at the government for the conditions the soldiers had to endure and believes that propaganda had lied to the soldiers. His poetry was banned during the war.

Poppies Jane Weir is the mother of two sons although neither has gone to war. Carol Ann Duffy, the Poet Laureate at the time, asked poets to write about war at a time when British soldiers were fighting in Iraq.

Exposure Charge of the Light

Brigade War Photographer Belfast Confetti The Class Game No Problem Half-Caste The Destruction of Sennacherib A Poison Tree

Poppies

Half-Term 4 Subject: Maths 10F Threshold Concept Link(s) Solving Equations/Inequaliities

Display and Interpret Data

Algebra

Solve the equation: a - 5 = 10 a - 5 = 10 Undo the - 5 by adding 5 to both sides a - 5 + 5 = 10 + 5 a = 15

Solve the equation: 6a = 18 6a = 18 Undo the x6 by dividing by 6 on both sides 6a ÷ 6 = 18 ÷ 6 a = 3

Solve the equation: 2a + 3 = 7 2a + 3 = 7 Undo the + 3 by subtracting 3 from both sides 2a + 3 - 3 = 7 - 3 2a = 4 Then undo the multiply by 2 by dividing by 2

again on both sides 2a ÷ 2 = 4 ÷ 2

a = 2

TECHNICAL VOCABULARY Solve To find the value of a variable (letter)

Substitution Change the value of a variable from a letter to the number given; then carry out the calculation

Equation A statement separated by an = sign

Inequality A statement separated by a <, >, ≤ or ≥ sign

Inverse Operation The reverse operation; Multiply and Divide; Add and subtract; Square and Square Root

Order of operations The order of importance when carrying out a calculation; Brackets first; Powers next; Multiply or divide next; add or subtract last.

Discrete Data Data made from certain definite values (shoe size 5, 5.5 , 6; nothing in between)

Continuous Data Data made from any value in between (height 1.5m, 1.5247m)

Grouped data Data that has been put into groups according to a rule, to make it easier to handle.

Frequency The number of times that each piece of data is found.

Calculating Statistics

Mode A value that occurs the most often in a set of data

Look for the data that occurs the most often (common)

Median The middle number in a set of numbers Put the data in order from lowest to highest, then find the middle value

Mean An average of a set of numbers Add all the data together, then divide by how many pieces of data there were.

Range Gives an idea of the spread of the data Subtract the smallest piece of data from the largest piece of data

A Two-Way Table

Right-handed

Left-handed

Sub-Total

Girls 188 32 220

Boys 203 37 240

Sub-total

391 69 460

The table may be used by finding the correct column and row. Sub-totals can be found for each row and each column. The total frequency can be found by adding up each cell, or adding the appropriate sub-total.

Data Charts A pictogram

• Must have a key • Has a symbol or part symbol to

represent a value • Columns must be labelled

A Bar Chart

• Must have a key or title • Frequency and scale values labelled

on the lines of the y axis • For discrete data label category in

the middle of each bar on the x axis • For continuous data label the scale

values on the lines of the x axis (see diagram)

A Pie Chart

• Must have a key or sectors labelled • 360° divided by the total frequency =

angle per one item of data • Each sector represents a proportion

of the data

Half-Term 4 Subject: Maths 10 H Threshold Concept Link(s) Solving Equations/Inequaliities

Display and Interpret Data

Calculating Statistics

Mode A value that occurs the most often in a set of data

Look for the data that occurs the most often (common)

Median The middle number in a set of numbers Put the data in order from lowest to highest, then find the middle value

Mean An average of a set of numbers Add all the data together, then divide by how many pieces of data there were.

Range Gives an idea of the spread of the data Subtract the smallest piece of data from the largest piece of data

A Two-Way Table

Right-handed

Left-handed

Sub-Total

Girls 188 32 220

Boys 203 37 240

Sub-total

391 69 460

The table may be used by finding the correct column and row. Sub-totals can be found for each row and each column. The total frequency can be found by adding up each cell, or adding the appropriate sub-total.

Algebra

Solve the quadratic equation, by factorising x2 + 8x + 7 = 0

x2 + 8x + 7 = 0 (x + 7)(x + 1) = 0 X = -7 or x = -1

Quadratic formula

When ax2 + bx + c = 0

Solve simultaneous equations, by elimination 2a + b = 11 3a – b = 14

2a + b = 11 3a – b = 14 + Same Sign Subtract, Different Signs Add 5a = 25 a = 5 ; substitute to find b 3 x 5 - b = 14 15 - b = 14 b = 1 Check 2x5 + 1 = 11 yes

TECHNICAL VOCABULARY Solve To find the value of a variable (letter)

Substitution Change the value of a variable from a letter to the number given; then carry out the calculation

Inequality A statement separated by a <, >, ≤ or ≥ sign

Inverse Operation The reverse operation; Multiply and Divide; Add and subtract; Square and Square Root

Quadratic Equation An equation involving an x2 term

Simultaneous Equations Two or more equations involving the same variables

Discrete Data Data made from certain definite values (shoe size 5, 5.5 , 6; nothing in between)

Continuous Data Data made from any value in between (height 1.5m, 1.5247m)

Grouped data Data that has been put into groups according to a rule, to make it easier to handle.

Frequency The number of times that each piece of data is found.

Correlation Link between two sets of data. A change in one means a change in the other (increase or decrease)

Cumulative Frequency

• Must have a key or title • Cumulative Frequency and scale

values labelled on the lines of the y axis

• Points joined with a smooth curve • Read median from the x axis • Read Lower and Upper Quartiles

from the x axis

Box Plot

• Plot box using lower quartile and

upper quartile • Median displayed as a line within

the box • Whiskers drawn from the box to the

upper and lower values of the data • LQ is Q1; UQ is Q3

Scatter Graph

• Axes must be labelled • Must have a title • Draw a line of best fit • Line does not have to go through

the origin (0,0) • 3 types of CORRELATION;

positive (shown in diagram); negative; no correlation

Half-Term __3___________________ Subject _Science___ _____ Threshold Concept Link(s)__C8, B10, B11 and P7 __

Biology Topic Keywords 1. Receptors Cells that detect changes in the internal or external environment.

2. Stimuli Changes in the internal or external environment

3. Effectors Muscles or glands that bring about responses to the stimulus that have been received

4. Coordination centres

Areas that receive and process the information from receptors.

5. Homeostasis Is the maintenance of a constant internal environment in the body

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

7. Motor neurone Cells that carry information from the CNS to the rest of the body.

8. Follicle stimulating hormone

Stimulates the ovaries to make the female sex hormone oestrogen.

9. Hormones A chemical substance produced in the body that controls and regulates the activity of certain cells or organ

Chemistry Topic Keywords 10. Mean rate of reaction Quantity of product formed or reaction used / time

11. Activation energy The minimum amount of energy that particles must have before they can react

12. Catalyst A substance used that changes the rate of a reaction, however it is not changed chemically itself at the end of the reaction.

How to increase the rate of a reaction

Explanation

13. Increase the surface area

Using a powder or smaller reactants means they have a larger surface area exposed to the other reactants. This means more collisions and a faster reaction.

14. Increase the temperature

Hotter reactant particles move faster meaning they will collide more. Also they have more energy meaning more collisions have the required activation energy.

15. Increase the concentration

If you add more reactant particles more of them will collide resulting in a faster reaction.

16. Increase the pressure If you reduce the space the particles have to move, they will collide more often

17. Use a catalyst Catalysts speed up the rate of a reaction by lowering the activation energy needed to start a reaction.

iChoose Reward Scientific Enquiry Keywords 27. Independent variable

What you change in an investigation.

28. Dependent variable

What you measure or observe in an investigation.

29. Interval The quantity between readings.

30. Accurate A result that is close to the true value.

31. Uncertainty For a set of repeat measurements, the uncertainty is ± half the range.

32. Anomalous result A value in a set of results which doesn’t fit the pattern.

33. Continuous data Has values that can be any number.

34. Categorical data Variable that has values that are words.

35. Range The maximum and minimum values of the independent or dependent variables.

Physics Enquiry Keywords 18. Ionisation When atoms become charged because they have lost an electron.

19. irradiated When an object is exposed to ionising radiation

20. Activity The number of unstable atoms in the radioactive source that decay per second

21. How does a radioactive substance become stable?

It becomes stable by emitting radiation.

22 What are the three main types of radiation?

Alpha, beta and gamma.

23. What do radioactive sources emit?

Alpha, beta and gamma radiation.

24. What did the scientist Rutherford do?

He used alpha particles to probe inside of atoms.

25. isotopes Atoms of the same element with different numbers of neutron.

26. count rate The number of counts per second

Half-Term HISTORY – Germany under the Nazis CHANGE, CAUSE, CONSEQUENCE, SIGNIFICANCE

TIMELINE

1933 Hitler takes power. First concentration camp opens, Dachau

1934 NOLK

1935 Conscription begins. Nuremburg Laws

1936 Olympic games held in Berlin. Four year plan prepares Germany for war

1938 Kristallnacht

1939 Nazis invade Poland, Second World War starts

1940 Nazis invade Netherlands, Belgium and France Battle of Britain

1941 Nazis invade Russia, Operation Barbarossa

1942 Nazis defeated at El Alamein, North Africa

1943 Nazis surrender to Russians at Stalingrad

1944 Allies land in Normandy. Stauffenburg plot

1945 End of the war. Hitler commits suicide

TOPIC SUMMARY

Hitler had become Fuhrer by Summer 1934 and had established a dictatorship

Hitler created millions of jobs through public work schemes and expanding the size of the army

Many Germans were happy with the economic progress Germany appeared to be making

During the Second World War the Germany economy survived well at first, but there was much suffering by 1944 Hitler’s policies had huge effects on women who assume specific roles in society, especially as mothers Many young people gained pride in their country and worshipped Hitler through the Hitler Youth

The churches mostly supported Hitler. Dietrich Bonhoeffer was a notable exception to this

Non-German races were increasingly persecuted, from the Nuremburg Laws (1935) to Kristallnacht (1938) and the policy of the Final Solution adopted in 1942

Hitler maintained control through propaganda and censorship via the SS, the secret police and the courts

Opposition groups such as the White Rose Group began to campaign against Hitler during the war. One well-organised plot to assassinate Hitler failed in 1944

KEY PEOPLE

GOEBBELS Nazi propaganda minster

HIMMLER Head of the SS

GOERING Deputy leader of Nazi party, head of air force

SPEER Architect, Reich Minister of Armaments and War Production

REIFENSTAHL Female film directed, made Nazi propaganda films

STAUFFENBURG Nazi officer who set off a bomb next to Hitler in 1944

BONHOEFFER Pastor who openly opposed the Nazis

SCHOLL Siblings Hans and Sophie were leaders of the White Rose Group, executed for their opposition to the Nazis

TECHNICAL VOCABULARY

ARYAN A superior race of people in the Nazi view

BDM Nazi girls youth organisation

HITLER YOUTH Nazi boys youth organisation

WHITE ROSE GROUP Group of students opposed to Nazi ideals

KINDER KUCHE KIRCHE Children, cooking and Church rules for Nazi women

POLICE STATE The Nazis were watching every move made, people were encouraged to tell on each other

GESTAPO The Nazi secret police, interrogation and torture were specialities

STRENGTH THROUGH JOY Leisure activities supplied by Nazis for faithful workers

KRISTALLNACHT Attack by Nazis on Jewish homes and businesses

FINAL SOLUTION The decision to rid Europe of Jews by the Nazis

Half-Term Year 8 HT5 Subject Geography Tropical Rainforest and the Arctic

TECHNICAL VOCABULARY

Sustainability Meeting the needs of today without preventing future generations meeting their needs

Paris Agreement Treaty signed by 195 countries to prevent temperature rises of over 2⁰C

Ecosystem A community of plants and animals, and the environment in which they live

Ecotourism Travel that aims to conserve the natural environment and local communities

Fragile environment An environment that can be easily damaged by human activities such as resource exploitation or pollution

Indigenous people The people who originated in a particular place eg Inuit

Wilderness A wild, natural area in which few people live

Sea ice maximum/minimum

The maximum/minimum area of the Arctic Ocean covered in ice in any year

Permafrost Ground that is frozen throughout the year

Interdependent When 2 or more people or things depend on each other

Why is it so cold in the Arctic?

Half-Term 4 Subject French Theshold Concept Link(s) Customs and festivals

Key infinitives

Accrocher To hang

Arreter To stop

Se depecehr To hurry

Retrouver To meet

Dormir To sleep

Durer To last

Connaitre To know (a person)

Recevoir To receive

Reunir To gather

Se passer To take place

Offrir To offer

Technical Vocabulary: Questions Qui? Who

Où? Where?

Comment? How?

Qu’est-ce que…? What?

Avec qui? With who?

Quand? When?

Est-ce que…? Is/ Does?

Pourquoi?

Why?

Quel / quelle Which..?

Les fêtes

Rigolo Funny

Le dinde Turkey

L’huitre Oyster

La pâte Dough

Un jour férié Public Holiday

La pauvreté Poverty

La messe de minuit Midnigh mass

L’organisation caritative Charity

Être croyant To be a believer

Le sapin Christmas tree

L’agneau Lamb

Les fêtes francophones

La boue Mud

Les gens People

Le jonglage Juggling

Le SIDA Aids

Le cadeau Present

Le repas Meal

Le portable Mobile Phone

La fin end

Tout le monde Everybody

La Chandeleur Pancake Day

Half-Term March 2018 Subject Spanish Y10 Leisure Threshold Concept Link(s): Use regular and irregular verbs in the future tense.

Important Adjectives

Antiguo Old

Emocionante Exciting

Extraño Strange

Fatal Awful

Incómodo Uncomfortable

Peligroso Dangerous

Corto Short

Único Only

Encendido Lit

Estupendo Great / fantastic

TECHNICAL VOCABULARY La actuación Performance

El diablo Devil

La batalla Battle

El encierro Bull run

La suerte Luck

El toro Bull

Los antepasados Ancesters

El desfile Parade

La plata Silver

La tumba Grave

Verb busters: The Imperfect tense

Tirar = To throw Tiraba = I used to throw Tirabas = You used to throw (s) Tiraba = He/ she used to throw Tirábamos = We used to throw Tirabais = You used to throw (p) Tiraban = They used to throw

Vender = To sell Vendía = I used to sell Vendías = You used to sell (s) Vendía = he/ she used to sell Vendíamos = We used to sell Vendíais = You used to sell (p) Vendían

Ir = To go Iba = I used to go Ibas = You used to go (s) Iba = He / she used to go Ibámos = We used to go Ibaís = You used to go (p) Iban = They used to go

Ser = To be Era = I used to Eras = You used to be (s) Era = He / she used to be Eramos = We used to be Erais = You used to be (p) Eran = They used to be

Key infinitives

Tirar To throw

Subir To go up

Quemar To burn

Guardar To keep

Gastar To spend

Vender To sell

Empezar To start

Coger To catch

Encontrar To find

Entender To understand

Half-Term: HT4 Y10 Subject: KS4 Art Threshold Concept Link(s): Draw from observation and use a range of tone and media

Assessment Taxonomy LIMITED BASIC EMERGING

COMPETENT COMPETENT

& CONSISTENT

CONFIDENT & ASSURED

EXCEPTIONAL

Unstructured Clumsy

Disjointed Minimal

Elementary

Deliberate Methodical Superficial Unrefined Simplistic Tentative

Reflective Predictable

Growing Control

Broadening Endeavour

Safe

Informed Purposeful

Secure Engaged

Skilful Thoughtful Cohesive

Advanced Convincing

Comprehensive Focused

Perceptive Refined

Resolved Risk-taking

Accomplished Inspired Intuitive Insightful Powerful

Extraordinary Unexpected Outstanding

1-12 marks 16-24 marks

28-36 marks 40-48 marks 52-60 marks 64-72 marks

TECHNICAL VOCABULARY Response A reaction (to the work of an artist) Primary source Observed first hand Experiment To test (with different art media) Annotate Explanatory notes Review Evaluate Reflect Reconsider and modify Independent On your own Formal Elements The Formal Elements are the parts used to

make a piece of artwork. They should be commented on when discussing your own work Analyse To examine in detail

Media Different art equipment like paint

Use your own photos

Experiment with different media

Drawings can be full page or made up of smaller drawings and/or photos

Initial research Research will cover the 4 different themes of; man-made, people, environment and natural world. For each theme you will produce a double page that contains visual information that links to the exam title.

Half-Term _Year 10 Subject – Food Prep and Nutrition Threshold Concept Link(s) Food Waste

Sustainable consumption

Buy food in bulk to reduce packaging Growing your own

Buy locally to reduce carbon footprint

Buy foods in season, support local farmers

Only buy what you need

Zero packaging Zero carbon footprint

Fresh and nutritious

Seasonal

Compost the waste back into the soil

TECHNICAL VOCABULARY Sustainability To be able to produce food continuously without

causing permanent damage to another resource Food poverty People have access to food they need

Community farming Committees or groups of farms join together to produce

Farmers market A place where local produce is sold to local people

Food security When all people have sufficient food and access to clean water biofuels Protein molecules which contain chemical reactions, only active after slaughter or harvesting

Global demand Grow on food, some are harmless used to make blue cheese

droughts Most common form of food poisoning, growth requires - Food, warmth, moisture, time

Global food security Are anaerobic cells, cause high sugar content food to spoil

Toxins Produced by food poisoning bacteria cause illness

Effects of food waste

7 million tonnes Of food and drink products thrown away annually

Most common waste items Fresh fruit and veg, baked goods, high risk food

Reasons for waste Past sell by date, mouldy, poor portion control, Unpleasant smell Effects on the environment Taken as landfill to produce harmful methane gas

Reducing impact Raw waste can be turned into compost Re use left overs

Financial implications of waste Throwing away money to pay people to remove our waste

Reduction of waste Meal planning- only buy what you need

Use food up un cupboards first

Cook the correct amount of food, portions

Re use left overs or freeze them

Reasons for high waste

Over Packaging To attract shoppers- buy local, less packaging

Imperfect fresh produce Wrong size and shape veg rejected

Overstocking Supermarkets don’t want to run out and loose custom

Special offers BOGOFF, 2 for 1 Encourage people to buy more than they need

Larger packs more economical More waste is incurred

Purpose of packaging Protects, preserves, allows transport, informative

Plastic, glass, tins, metal, cardboard Negative impact

A lot of energy to produce

Not all is recyclable

Hazardous to wildlife

Half-Term Feb/March Subject Motor Vehicle

Kahoot Quiz – Internal Combustion Engines

Function of the Engine Part Function

Piston Compresses the AFM.

Camshaft Rotates and opens the valves.

Sump Holds all the oil.

Piston ring Seals the cylinder to create good compression. Valves Let AFM in and Exhaust out of the cylinder.

Cylinder head Created the top of the cylinder and holds the valve operating system.

Valve spring Closes the valve.

Rocker cover Seals the top of the engine.

Connection rod Connects the piston to the crankshaft.

TECHNICAL VOCABULARY Combustion Intake

Compression Exhaust

Emissions Injection

Stoichiometric Ratio

Ignition Oil Galleries

Water Jackets Viscosity

Rotational Pressure

Atmospheric Induction

Forced induction Reciprocal

Naturally aspirated Timing

Four Stroke Engine Cycle

Half-Term 4 Subject: BTEC Year 10 Performing Arts Threshold Concept Link- .

Develop and experiment with ideas based on genre and stimulus to devise a performance.

Write a list of different Stimuli:

TECHNICAL VOCABULARY

Devising is a method of theatre-making in which the script or (if it is a predominantly physical work) performance score originates from collaborative, often improvisatory work by a performing ensemble.

Audience An audience is a group of people who participate in a show or encounter a work of theatre.

Hook used at the beginning of a play to engage an audiences curiosity

Style Indicates a specific way of performing.

Performance The act of presenting a play or a piece of music or other entertainment to an audience.

Skills The elements needed to create or achieve something.

Stylistic Qualities

The qualities of the piece that make at a certain style. E.g. Naturalism

Purposes The reason for which something is created. E.g. ‘The purpose of the play is to teach.’

Inter-relationships

The way in which two or more things are related to each other.

Tension As the audience anticipates certain outcomes in the plot, the tension builds. An obvious example of rising tension is in a mystery or whodunit.

Types of Stimulus

Photographs Music

Lyrics

Plays

Poetry

Paintings

History

Politics Issues

Words

Structure of a devised play

Divide into bite sized chunks

Make the transitions interesting.

Use Theatrical technique to punctuate it:

Freeze, repetition,

gesture, characterisation, movement, slow

motion, titles, thought tracking

Target audience- What effect do you

want to have?

Test out your ideas before dismissing

them.

Objects

Half-Term February -April 2019 Subject Business Studies Threshold Concept Link(s) Making the business Effective (Topic 1.4)

Topic Formula

Revenue Number of Sales x Price

Total costs Total Fixed Costs + Total Variable Costs

Gross Profit Sales revenue – Cost of sales

Net profit Gross profit – Other expenses

Interest Total repayment – borrowed amount x100 Borrowed amount

Break-even Point in units

Fixed Costs (Sales price – variable cost)

TECHNICAL VOCABULARY

Limited Liability The level of risk is limited to the amount of money that has been invested in a business or promised as an investment.

Shareholders Investors who are part owners of a company

Sole Trader A business run by one person; that person has unlimited liability for any business debts.

Private Limited Company (LTD)

A smack family business in which shareholders enjoy limited liability.

Franchising Paying a franchise owner for the right to use an established business name, branding and business methods

Royalties Percentage of the sales revenue to be paid to the overall franchise owner.

Business Plan A detail document setting out the marketing and financial thinking behind a proposed new business.

Stakeholders All those groups with an interest in the success of a business

Pressure Groups Organisations formed to put forward a particular viewpoint, such as promoting organic farming.

Bankrupt When an individual is unable to pay their debts, even after all personal assets have been sold for cash.

Type of ownership Ownership Control of business Sole Trader By one owner By one owner Partnership 2 or more

owners By partners, although senior partners may have more decision making power

Private limited company (LTD)

Shareholders – usually friends and family

By directors and paid managers. Some will have more control than others

Public limited company (PLC)

Shareholders By directors and paid managers. Some will have more control than others

Franchise Franchisee hold a licenced but only for a given period

Franchisee must operate in a framework set out by the franchisor

Half-Term March-April 2019 Subject Child Play Threshold Concept Link(s) Unit 2: How play promotes development.

Play opportunities 0-2 years

What development areas are we trying to promote through play?

Physical, cognitive, language and communication, emotional and social development.

For children to master concepts what do all toys, resources and activities need to be?

Age and stage appropriate.

Who do 0-2 year olds need play opportunities with?

Adults

Why should we use different textures? To encourage physical development and cognitive development.

When do babies need more challenging opportunities in play?

When they are mobile.

What does physical play encourage? Movement and co-ordination.

What does heuristic play do? Helps babies and toddlers discover textures, helps concentration and learn about shapes + sizes.

Name 4 things we can use for sensory play.

Cornflour and water, dried pasta, water, shaving foam, sand, slime, dough.

What development area does imaginative play help?

Language and physical skills.

From what age do babies and toddlers start building/connecting things with adult help?

9 months.

TECHNICAL VOCABULARY Fine motor movements Small movements usually associated with the hands.

Gross motor movements

Large movements of the arms and legs.

Heuristic play Play in which children learn from discovering a range of objects.

Treasure basket play Discovery play for babies where all the objects are made from natural materials.

Small world play Play with miniature characters, animals or other objects i.e. train sets.

Loose part play Play in which children can explore objects that have been deliberately left outdoors for them to find.

Physical play Play that involves a child using their gross and fine motor skills – helps with problem solving and co-ordination.

Opportunity Having the chance to do or take part in something.

Co-ordination The ability to use different parts of your body efficiently and smoothly.

Non-mobile Babies that are not moving yet (not crawling or walking).

Play opportunities 2-5 years

Who will children from 3 years + want to play with?

Other children.

What skills does physical play really help in this age group?

Co-ordination, confidence and social skills.

What will most physical play opportunities focus on?

Gross motor movements, balance and co-ordination.

What does heuristic play for this age group involve?

Adults putting out collections of objects for children to sort, match and explore.

What skills does heuristic play improve at this age?

Fine motor skills and mathematical understanding- sorting and matching and giving descriptions.

What do children learn from playing simple board games with adults?

How to take turns and share, improve Maths skills – counting and problem-solving, fine motor skills.

Why is it important to still use sensory play and have children rolling and pouring etc….

This play aids writing later on.

What does a lot of pretend play involve in it at this stage?

Small world play (like farm animals) or props.

What type of materials do children like for construction play at this age?

Wooden blocks, plastic building bricks and blocks, jigsaws and train tracks.

When children work together what do they gain?

Social and communication skills (language skills).

Play opportunities 5-8 years

What can children of 5-8 do without needing adult help?

Play for long periods of time.

How does play become more complicated? It will involve rules.

List some popular physical play activities for this age group.

Football, tennis, scooters, climbing frames, skipping ropes.

How does loose part play help children of this age?

Children use objects they ‘find’ this encourages problem solving, imagination + speech.

What skills do card and board games with simple rules help with?

Social skills, mathematical skills (logic, counting, problem solving), memory and literacy.

List some games that link to maths or literacy skills.

Noughts and crosses, happy families, beetle and ludo. I spy, 20 questions, Pictionary, charades and scrabble.

What do older children use for sensory play? Paint, crayons, glue, staplers – make things to express themselves – drawing/modelling.

What influences children in their imaginative play?

Films and TV shows.

How can imaginative play help literacy skills? Could read or write a script.

What does construction play help develop for this age group?

Problem solving, fine motor skills, gross motor skills, creativity and imagination.

Half-Term 4 Subject Religious Studies

Non-Religious Attitudes to Marriage

The fact that there are civil marriages (marriages in registry offices, not religious buildings) shows that marriage is undertaken by non-religious people.

PURPOSE of a non-religious marriage:

• For a man and a women to comfort and help each other; • Have a happy sex life; • Bring up children in a stable family

TECHNICAL VOCABULARY Adultery a married person having sex with someone

other than their marriage partner

Civil partnership a legal ceremony giving a homosexual couple the same legal rights as a husband and wife.

Cohabitation living together without being married

Contraception intentionally preventing pregnancy from happening.

Faithfulness staying with your marriage partner and having sex only with them.

Nuclear family mother, father and the children living as a unit

Re-constituted family where two sets of children become one family when their divorced parents marry each other.

Re-marriage marrying again after being divorced from a previous marriage.

Divorce The legal ending of a marriage

Christians and Divorce

Some Roman Catholic Christians believe there can be no divorce because Jesus banned divorce. Also when you marry, you make a covenant with God which cannot be broken without God’s consent. Therefore a couple can never be divorced according to God’s law. Catholics do have Marriage Tribunals which can decide that a marriage never existed (annulment), but there can be no divorce and Catholics who have state divorces are not allowed to remarry.

Most Protestant Christians believe that if a marriage goes wrong and there is no chance of bringing the couple back together, then there can be a divorce. They believe this because God is always prepared to forgive sins if people are determined to live a new life, and in St Matthew’s Gospel Jesus allows divorce for adultery.

Y 10 Marriage and Family

Christians and Family Life

All Christians believe that children should be brought up in a family with a mother and father (unless one of them has died). Christian marriage services refer to founding a family and bringing children up in a Christian environment as a major purpose of marriage.

Christians see the family as the basis of society. Children are a gift from God and parents are expected to look after them properly (feeding, clothing, educating, etc) and help them to be Christians by having them baptised and taking them to church on Sunday. Christian children are expected to respect their parents (fifth commandment) and care for them when they are old.

REASONS for non-religious people to get married:

• Those who marry restrict sex to each other (so preventing sexually transmitted diseases such as AIDS).

• Children are happiest and have the least suffering when they are brought up by two parents in a stable family, which is best achieved by marriage.

• A stable family requires a legal framework which is given by marriage. • When two people are in love, they want to restrict sex to each other and

they want to have a public witness of their love – this is best done by marriage.

• The fact that marriage is a legal contract means that you cannot just walk out if you have a row. Therefore it is more likely that married people will stay together for life than those who just live together.

Muslims and Marriage

All Muslims are expected to marry because the Prophet Muhammad was married.

Islam allows men to marry up to four wives at a time, but few do this. In Britain, Muslims are not allowed to marry more than one wife because this would be against British law. Marriages in Islam are a contract rather than an exchange of vows.

Family life

Family life is at the centre of Islam. Children are seen as a gift from God, and parents have a duty to look after them properly. Children should be cared for by the mother, and their material needs should be provided by the father.

It is the duty of the mother to keep a goof Muslim home (ie. One that is halal) and it is the duty of the father to provide the material needs. Both parents have a duty to make sure the children learn all about Islam and become good Muslims.

Adoption is not allowed in Islam and it is therefore the duty of the family to care for any children who have no parents to look after them. The idea of the extended family is helped by Muslim inheritance laws which keep money in the family and do not allow one child to inherit everything.

Year 10

Half-Term: 4 Subject: BTEC Sport Level 2 Threshold Concept Link(s): Y10 E

Determining Exercise Intensity

Heart Rate Measured in beats per minute (bpm)

HR training zones Exercise at the right level of intensity

HRmax 220-Age

Calculating HR training zones

60-85% of HRmax i.e. (0.6 x HRmax) – (0.85 x HRmax) for cardiovascular fitness

RPE Rate of Perceived Exertion (Borg Scale)

Relationship between RPE and HR

RPE x 10 = HR (bpm)

TECHNICAL VOCABULARY F.I.T.T. Frequency; Intensity; Time; Type

HR Heart Rate

RPE Rate of Perceived Exertion

Progressive Overload Gradual changes to cause adaptations

Specificity Goals suited to activities and components of fitness

Individual Needs All individuals have different fitness, goals, medical history etc.

Variation Range of methods to avoid boredom and maintain enjoyment

Adaptation Physiological changes due to extra demands placed on the body

Rest and Recovery Allows adaptations to take place, reduces chances of injury

Reversibility Training effects are lost if training stops or intensity is too loo

Training Methods

Flexibility Static, Ballistic stretches and Proprioceptive Neuromuscular Facilitation

Strength, muscular endurance and power

Circuit, Free weights, Plyometrics

Aerobic Endurance Continuous, fartlek, interval

Speed Hollow Sprints, Acceleration Sprints, Interval Training

Fitness Testing

Baseline testing Compares normative data to draw conclusions about fitness levels

Reliability Repeatability of tests carried out the same to get the same results

Validity Are results a true reflection of what is being measured?

Practicality How easy and cost-effective/time-effective are the tests?

Advantages and Disadvantages of Training Methods

Little cost Need training to administer safely

Can be adapted to suit needs Time consuming to set up

No special equipment required May not have access to full range of equipment

Easy and quick to administer May need further assistance

Can be made sport-specific Can be boring

Distance, time and intensity can meet individual needs

Increased risk of injury on hard surface

Good for building endurance Needs careful planning

Allows progressive overload to take place Need for high level of motivation

Can be used for aerobic and anaerobic training Can be repetitive

Adds variety to training Need for training to use safe technique

Match up Training Methods to Advantages and Disadvantages below