organiser year 8 knowledge cycle onethese could be double sided with a question on one side and the...

2020-21

Cycle OneYear 8

Knowledge Organiser

Knowledge Organiser Year 8 Autumn 2020 Cycle One |

Intro

du

ction

Don’t just copy material from the knowledge organiser into your book.This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

Why should you self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz?There are many different ways to learn the material in your knowledge organiser. Whichever method you decide to use, your tutor will ask to see evidence of your work.

You could:

a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes using a different colour.

b) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy and then repeat.

d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.

Self – Quizzing


Intro

du

ction

Week B Subject 1 Subject 2 Subject 3

Monday Science Geography History

Tuesday Science English Music

Wednesday Sparx Maths Sparx Maths Sparx Maths

Thursday Science MFL Art and Design

Friday Drama English Technology

Week A Subject 1 Subject 2 Subject 3

Monday Science Geography History

Tuesday Science English JBACC

Wednesday Sparx Maths Sparx Maths Sparx Maths

Thursday Science MFL Reading

Friday PE English Computer Science

Independent Study Schedule This table shows you which knowledge organisers you should use each day for Independent Study. Remember that your workbooks will be checked each morning in tutor time. To effectively ‘self-quiz’ and therefore learn the content, you should dedicate 20 minutes to each slot on the timetable.

T

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on Time

Accurate

Neat

Complete

Independent Study should be TANC.

Any work that is not TANC will be considered incomplete.

What are the Independent Study expectations?You must aim to meet the following expectations. Any adjustments to these expectations must be discussed with your Tutor :

• Check the schedule below to see which knowledge organisers you should use each day.

• Complete one full page for each subject on the schedule in your workbook every day.

• Use your knowledge organiser after you have finished to mark and correct your own work.

• Write the date and subject heading for each piece of work.

Independent Study Expectations

Science expectationsFor each Science slot on the timetable above, you are expected to spend at least 20 minutes on Tassomai. In addition you may wish to use the Science Knowledge Organiser pages included in this booklet to pre-learn information, recap key concepts and revise for assessments. By continually revisiting and practicing these topics you will be in the best possible position to revise and succeed in your GCSE exams. Your Tassomai will be checked every day and if it is unsatisfactory, you will be told to attend after school catch up sessions.


Sch

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The ground floor

The first floor The lower ground floor

Top entry to hall

F32 English room

F33-F41 The English

Corridor

Office

F2-F14 The Maths

Corridor

Office

F65

Refocus

F52 Reset

F50 ICT

Classroom

F53 English

Classroom Offices

Gallery

The Headteacher’s Office

L33 – L42 The Music Area

L18 – L27 The Design & Technology and MFL Corridor

L1 – L12 The Science Corridor

L13-L14 Literacy Support

Atrium

Drama Studio Hall PE Area: Sports Hall, PE Office,

Dance Studio Canteen

G67 ICT Room

G68 Humanities

G72 and G78

The Art Corridor

G81

Library

G15-G25 The Food

Technology Corridor

G18

Photography

G4-G13 Humanities

Corridor Rooms

Office

G82

Humanities Classroom

Reception Finance Office

Resources Counselling

Safeguarding SEND Support Sensory Room

F18 IT Support

F20

The lower ground floorThe first floorThe ground floor


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Week 3

know your Materials MDF (below right)stands for Medium Density Fibre board. It is another manmade board similar to ply but is called a composite board. Itis made by compressing timber fibres and resin togetherand comes in a variety of thicknesses. The key thing is that itcomes in large sheets 1220mm x 2440mm and does nottwist, warp or split like natural timber can.NOTE – the dust from sanding MDF may have a negativeimpact on health so we only use it in small quantities andusually on the CNC Machine so it is sealed in whenmachined.

Correx (above left) –is an extruded twin wall corrugated polypropylene sheet. Itis cheap and lightweight. Like corrugated card it is good formodel making in the design process.

know about CAD/CAMWeek 1CAD stands for Computer Aided Design.This can be 2D like on 2D design which can run lasercutters and CNC (computer numeric controlled)routers in the workshop. Alternatively it can be 3D for3D routing or 3D Printing.

(you can download PTC CREO for free at home or justtry web based Sketch Up online with thousands oftutorials on You Tube)

CAM stands for Computer Aided Manufacture.These computer controlled machines include- CNC Routers*- CNC Lathes- Laser Cutters*- Plasma Cutters- CNC Mills- 3D printers

(we have these at St James’ and you will use them ifyou successfully get on to Engineering Design &Technology in KS4)

Week 2Advantages of CAD/CAM+ more consistent accuracy+ increased speed for large numbers+ lower wages as less staff needed+ ease of development of new designs/editing+ high skilled workers needed to oversee machines+ Products should be of increased quality+ Products are able to be produced more quickly

Disadvantages of CAD/CAM- Equipment can be expensive to buy and set up.- Lower numbers of workers needed- System relies on good IT equipment.- Some hand skills will be lost

DT - CAD/CAM, mechanisms and working with metalWeek 5

know how to mark out metalWhen you mark out material you must always leave

room for the cut. SAWS, FILES etc are all ‘wasting’ tools so they produce waste when used i.e. METAL SWARF/FILINGS. We always cut on the waste side of the line. Remember you can always take material away but you can never put it back.

To measure and mark out accurately in the workshop you should use a SCRIBER, an ENGINEERS TRI SQUARE and a STEEL RULE. Drill centres should all be marked using a CENTRE PUNCH and BALL PEIN HAMMER on the back of an ENGINEERS VICE.

Week 4

know your hand toolsUse a HACK SAW or Junior HACKSAW for cutting metal (see

picture below left). It has very fine , hard teeth so it can cut through most workshop materials. Use the Engineers vice to clamp your work piece and remember how you clamp your work is just as important as how you cut it. Use FILES for removing smaller amounts and preparing surfaces. See below right for sections of files.

Always deburr holes to remove any sharp edges after drilling on a pillar drill.


Dram

aWeek 1/2• Tension- Used to raise a

piece of drama to a climax or anti-climax and to engage an audience. Can be created with sound, silence or the way the characters on stage act/react (Think about a scary film where someone goes towards a door, the audience might feel nervous of what is behind the door due to the music/silence and way the actor is acting/reacting)

• Genre- the style of the piece of drama (eg; horror, comedy, musical theatre, melodrama)

• Conventions- the absolute ‘must have’ of a genre (eg; horror must try to be scary, a musical must have song and dance)

• Characteristics of genre- the things that it ‘might have’ (eg; a horror could be scary in lots of ways; ghosts, zombies, clowns, a maniac with a mask- but it won’t have all of them!)

• Group improv/TIR (teacher in role) - Everyone is involved in an improvised scene. Everyone must focus, stay in role, listen and react in character to what is going on. It can be used to explore a new theme/story and to initiate ideas for devising.

Week 3/4• Multi-role- Playing more

than one character within a piece of drama. It must be made clear that you have changed role through the use of clear characterisation.

• Characterisation- the way we portray the character we are playing eg; Body language, posture, gesture, facial expressions, use of voice (pitch, pace, pause, tone, emphasis, volume) We must consider their personality and stay in role.

• Non-naturalistic- a piece of drama that does not follow the conventions of normal life. This means it can freeze, use thought track, multi-role, jump time, mime, etc- things that don’t happen in normal life. The opposite is naturalistic and would include things like the soaps (eg, Coronation Street)

• Split scene/Cross cutting-more than one scene on stage at once. The others must freeze whilst one scene is working so as not to distract the audience.

• Conscience alley – other students vocalise what is going on in your character’s head. This rehearsal technique will help you think about how they might feel in a situation/dilemma.

Week 5/6• Mime- acting with no

words. You need clear gestures, body language and facial expressions. Movement is slow and exaggerated.

• Music/sound effects and soundscape- are used to enhance the atmosphere of a piece of drama. Soundscape is a collection of sounds either made by the actors or recorded.

• Freeze frame/tableau/still image- the actors stand still in an image depicting a moment in the piece of drama. This can be used in with things like thought track or to help a split scene.

• Monologue/Soliloquy- a moment when a character talks at length on their own. Monologues are in front of/heard by other characters, soliloquys are said without others hearing.

• Thought tracking- The audience hears what a character is thinking. This might be different to what they are saying on the outside.

• Direct address- when a character or actor talks directly to the audience. This is non-naturalistic as they are breaking the 4th

wall (the front of the stage)

Week 7/8• Devising- to make up your

own piece of drama and not use an existing play/script. It is based on a stimulus and is the opposite of improvisation as it is rehearsed and learnt.

• Stimulus- something used to help inspire ideas for your piece of drama. A stimulus could be anything eg, an object, poem, painting or event; our stimulus has been a ‘theme’ (a ‘haunted ‘house, rumours and gossip)

• Marking the Moment- a moment which you want to stand out. You can do this with sound, lighting, a freeze, slow motion, etc. Often helps to build tension and raise a piece to a climax Flash forward/back- A jump forward or backward in time in a story. The audience must understand this has happened (eg with a freeze. Also, you might become someone else or your character becomes older/younger)

• News report- Helps further a plot by giving information and can mark the passing of time. Often done as a direct address or as a report that the characters are watching.

Week 9/10• Rehearsal- practice in

order to develop your piece. Early stages of rehearsal include improvising and creating, later stages focus on improving and polishing. Forum theatre- a rehearsal technique where the audience help edit the piece of work. They will stop you as you perform to make suggestions of ways to improve your work.

• Props/scenery/costume/ lights/sound- Things you add to enhance your piece of drama. Some pieces have none, some have many, you have to judge what is right. Too much can be as bad as too little.

• Dress rehearsal- the last time through a piece before you perform it. Should include all extra bits (eg, lighting and sound) Helps to identify any last issues you need to iron out.

• Performance skills-what you should use to create an engaging performance. Eg; focus, characterisation, actions/reactions, energy, tension, staying in role, projection, no backs to audience, everyone knows their lines/what they are doing throughout.

Year 8 - Darkwood Manor Spend 2 weeks on each section. First week learn the terms. Second week check your knowledge and write down examples of how you used them in class. If you haven’t used them yet then suggest ways in which you might incorporate them.


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HACCP - Hazard Analysis Critical Control PointThis means that companies have looked at the health and safety issues, identified them and put points in place to check against for keeping staff and customers safe.

Week 1 HACCP/Health and safety

C – Good hygiene prevents CROSS CONTAMINATIONC – Effective CLEANING removes harmful bacteria and stops them spreadingC - Effective CHILLING prevents harmful bacteria multiplying C – Thorough COOKING kills bacteria

Week 2 Food provenance Food miles Carbon footprint Food provenance TraceabilityFood provenance:

Food wasteFood miles

knowing where food was grown, caught or raised, knowing how food was produced, knowing how food was transported.Grown ingredients: fruits, vegetables and cereals. Reared ingredients: meat and poultry, Caught ingredients: fishDifferent types of farming: Organic and conventional farming, Free range production, Intensive farming, Sustainable fishingUsing left over food to make a new dish to avoid wastage, looking at sell by/use by dates, avoiding BOGOF deals, planning meals, doing one shop, freezing foodFood miles is the distance food is transported from the time of its making until it reaches the consumer. Food miles are one factor used when testing the environmental impact of food, such as the carbon footprint of the food.

Week 3 Scones Rubbing in Baking Rolling/cutting Dividing the doughRubbing in

Weighing for portion control

'Rubbing in' is a technique where flour is rubbed into a fat to make dishes such as shortcrust pastry, crumbles and scones. -Using your fingertips, rub the flour and butter together until the mixture resembles breadcrumbs (fine or coarse, depending on the recipe).To divide dough evenly weigh the whole amount and then divide the weight by the number of scones you want to make, then weigh each scones dough out so that each is the same size

Week 4-5 Cheese Cake whipping cream – electric whisk folding in figure of 8 technique with a spatula Using a knife Chilling/setting baseFigure of 8 Plasticity of fats

Different fats/oils

Where a spatula is used to fold the mixture (usually whipped in over it’s self to incorporate another ingredient – in this case whipped cream and cream cheese.Fats can be spread, manipulated and shaped. Plasticity means the ability to be spread and shaped.Fats don’t melt at fixed temperatures, but over a range of temperatures. This is because fats are mixtures of triglycerides (contain 3 different fatty acids), all with different melting points. Lard (from pigs or cows), butter (made from cows cream), coconut oil, vegetable oil, sunflower oil, olive oil, rapeseed oil, nut oils

Week 6-7 Sweet Sour Chicken Using the hob Thickening a sauce – gelatinisation Handling meat Claw grip/Bridge holdGelatinizationRaw chicken / crosscontamination

Gelatinisation is a chemical reaction involving starch, moisture and heat. The definition of gelatinisation is: the thickening of starch in the presence of moisture and heat.To check Chicken is cooked thoroughly you should use a temperature probe and stick in the deepest part of the food to see that it reaches over 63 degrees. Do not allow raw poultry or its juices to touch other foods, especially fruits and vegetables. ...Do not rinse raw chicken; splashing water can cause cross-contamination.Before and after handling raw poultry, use hot, soapy water for 20 seconds to wash

Week 8-9 Pizza Kneading dough Rolling out Baking Biological raising agent – yeast Yeast - Biological raising agent

Different types of raising agent

Yeast is the driving force behind fermentation, the magical process that allows a dense mass of dough to become a well-risen loaf of bread. Yeast is the raising agent that makes bread rise. Yeast is a fungus that feeds on sugar. Yeast produces alcohol and carbon dioxide. Cooking will destroy the alcohol and the yeast. The bubbles are left behind and that is what makes bread soft.Physical - Air – egg whites, beating creaming, rubbing in.Biological - Steam – profiteroles,choux pastry, Yorkshire pudding. AND Carbon dioxide – yeast fermentation, baking powder, self raising flour.Chemicals – bicarbonate of soda, baking powder, cream of tartar.

Week 10 Scotch Eggs Combining/binding Baking/testing for readiness Shaping/forming Enrobing - coatingEnrobingDanger zone

To coat (an item of food) in chocolate, a sauce, breadcrumbs etc. Examples would be: Tea cakes, battered fish, scotch egg, goujonsDanger zone where bacteria grows is between 5 degrees and 63 degrees – Use a temperature probe to check food is safely cooked and has reached at least 63 degrees

• To check Chicken is cooked thoroughly you should use a temperature probe and stick in the deepest part of the food to see that it reaches over 63 degrees

• Store perishable foods (foods which go off quickly) in the fridge 0- degrees• Freezers should be below 18 degrees• Danger zone where bacteria grows is between 5 degrees and 63 degrees • Hot foods above 63 degrees and cold foods below 5 degrees• Bactria need: Sunlight, water/moisture, warmth, air, food


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ttuu ccoommpprreennddss you understand jjee ssoorrss I go out QQuueellllee?? Which? (f)llee mmoonnddee worldllee ppaayyss country iill ccoommpprreenndd he understands ttuu ssoorrss you go out

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lleess vvêêtteemmeennttss clothes pprreennddrree to take, taking eellllee ssoorrtt she goes outàà to, at, in jjee pprreennddss I take vveenniirr to come, coming

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llee ppoonntt bridgeppaarrttiirr to leave, leaving llaa lleettttrree lettre

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madamttuu ssaaiiss you know bbeellllee beautiful (f) ddiifffféérreenntt((ee)) differentiill ssaaiitt he knows éénnoorrmmee enormous llee mmaattcchh match pprroocchhaaiinn((ee)) next

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ddeerrrriièèrree behindddeevvaanntt in front ofeennttrree between

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ttuu ddooiiss you must/have to

iill ddooiitt he must, has toeellllee ddooiitt she must, has to

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ppoouuvvooiirr can/to be able tojjee ppeeuuxx I can/am able to

ttuu ppeeuuxx you can/are able to

iill ppeeuutt he can/is able to

eellllee ppeeuutt she can/is able to

vviissiitteerr to visit, visitingvvoouullooiirr to want, wantingjjee vveeuuxx I wantttuu vveeuuxx you wantiill vveeuutt he wants

eellllee vveeuutt she wants


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TToo ssaayy ““ooff””

-- EERR vveerrbbss iinn tthhee pprreesseenntt tteennssee SSaayyiinngg ““ttoo”” aanndd ““iinn”” TThhee vveerrbbss ““aapppprreennddrree””,, ““ccoommpprreennddrree”” ““pprreennddrree””

AAsskkiinngg qquueessttiioonnss iinn FFrreenncchh –– iinnttoonnaattiioonn vvss iinnvveerrssiioonn

To inflect a verb into the present tense in French, first take off the last two letters of the infinitive:

E.g. PPAARRLLEERR to talk/talking

PPAARRLL // EERR (I am now removing the last 2 letters)

You are then left with the STEM: PPAARRLL

Then add the correct ending onto the stem for the person you want to talk about!

Here are the endings we use for ER verbs in the present tense:

Remember: to say ‘to’ when using the verb aalllleerr ((ttoo ggoo)),, use the preposition ‘à’ for a town/village/city, and the preposition ‘en’ for most countries.

Je vais àà Paris. – I am going ttoo Paris. Je vais eenn Écosse. – I go ttoo Scotland

‘à’ and ‘en’ can also mean ‘iinn’, when used with the verbs aarrrriivveerr (to arrive) and hhaabbiitteerr (to live).

J’arrive àà Londres. – I am arriving iinnLondon.J’habite eenn Angleterre. – I live iinn England.

‘De’ is also used to show possession and translates ’s from English:

l‘enfant ddee mon cousin – my cousin’’ss child

la famille ddee Marie – Marie’’ss family

la maison ddee ma sœur – my sister’’ss house

To say ‘ooff’ in French, use the preposition ‘ddee’:

le president ddee la France - the president ooff France

la reine dd’’Angleterre – the queen ooff England

le monde ddee la mode – the world ooff fashion

Sometimes we don’t translate the ‘de’ directly, and it sounds more natural in English to swap the nouns around:

le prof ddee maths = the maths teacher (teacher of maths)

le magasin ddee vêtements = the clothes shop (shop of clothes)

These verbs are irregular and all work like this in the present tense:

aapppprreennddrree - to learn, learning

j’apprendss I learn, I am learning

tu apprendss you learn, you are learning

il apprend he learns, he is learning

elle apprend she learns, she is learning

IInnttoonnaattiioonn qquueessttiioonnss ((rreevviissiioonn))

SSuubbjjeecctt--vveerrbb iinnvveerrssiioonn qquueessttiioonnssTo ask a question, we can also swap the ssuubbjjeeccttand the vveerrbb around and add an hhyypphheenn between them.

--EERR ppaarrlleerr – to talk, talking

--EE je parlee I talk, I am talking

--EESS tu parleess you talk, you are talking

--EE il parlee he talks, he is talking

--EE elle parlee she talks, she is talking

--OONNSS nous parloonnss we talk, we are talking

--EEZZ vous parleezz you talk, you are talking (pl)

--EENNTT ils parleenntt they talk, they are talking

--EENNTT elles parleenntt they talk, they are talking


Fre

nch

TThhee vveerrbbss ““ddiirree””,, ““vveenniirr”” ““ssoorrttiirr””

In English, we can’t use the verbs ‘say’ or ‘tell’ on their own in a sentence. You have to say ssoommeetthhiinngg or tell ssoommeetthhiinngg..In French, the verb ddiirree works in the same way.

Elle dit la phrase. = She says the sentence.Elle dit la vérité. = She tells the truth.

ddiirree -to say, tell

je diss

tu diss

il ditt

elle ditt

vveenniirr -to come

je vienss

tu vienss

il vientt

elle vientt

ssoorrttiirr -to go out

je sorss

tu sorss

il sortt

elle sortt

We call these words the oobbjjeecctt: they ‘receive’ the action of the verb.

Verbs that need an object are called ttrraannssiittiivvee (vt). Verbs that don’t need an object are call iinnttrraannssiittiivvee (vi).

This -ss, -ss, -tt, -tt pattern of endings is common in irregular French verbs!

vveenniirr - note the change from ‘ee’ to ‘iiee’ in the stem.

SSaayyiinngg ““ooff”” aanndd ““ffrroomm”” iinn FFrreenncchh SSaayyiinngg ««wwhhaatt»» iinn FFrreenncchh

RReemmeemmbbeerr!! To say ‘‘ooff’’ in French, we use the preposition ddee:

This preposition can also mean ‘‘ffrroomm’’:

E.g. Je travaille à l’université ddee Paris. = I work at the University ooff Paris.

E.g. Je viens ddee Paris. = I come ffrroomm Paris.

Il ditt la vérité. = He’s telling the truth

Ditt-il la vérité? = Is he telling the truth?

Prépare--tt--il le déjeuner? = Is he preparing lunch?

A--tt--elle une voiture? = Does she have a car?

Don’t pronounce the ‘tt’ SFC

Pronounce the ‘tt’ here !

When verbs end in a vowel, add a ‘tt’ between two hyphens!

SSuubbjjeecctt--vveerrbb iinnvveerrssiioonn qquueessttiioonnss wwiitthh ««iill»» aanndd ««eellllee»»

QQuueessttiioonn wwoorrddss wwiitthh ssuubbjjeecctt--vveerrbb iinnvveerrssiioonn

We have seen that the words qquuooii and qquuee both mean ‘what’. We use qquuooii when making a question with raised intonation.

E.g. Tu fais qquuooii ce weekend ? = What are you doing this weekend?

We use qquuee when making a question with inversion:

E.g. QQuuee fais-tu ce weekend ? = What are you doing this weekend?

Remember, to form a question, we can swap the pronoun and the verb.E.g. Comprends-tu ? = Do you understand?

As-tu la réponse ? = Do you have the answer?These questions are asking for a yyeess//nnoo answer.

We can also add a qquueessttiioonn wwoorrdd at the beginning of the question.E.g. QQuuee comprends-tu ? WWhhaatt do you understand?

CCoommbbiieenn de réponses as-tu ? HHooww many answers do you have?

These questions are asking for iinnffoorrmmaattiioonn.

When we do this, we also need the pronoun-verb swap!

Remember, we can also use the qquueessttiioonn wwoorrdd after the verb and raise your voiceE.g. Tu vas qquuaanndd en vacances ? = When are you going on holiday?

QQuuaanndd vas-tu en vacances ? When are you going on holiday?

:The meanings are the same in English.


Fre

nchIn English, to expression the negation you add “ddoo nnoott” before the verb.

E.g. I speak I do not speak

In French, it is a little more complex. You add “nnee” before the verb and “ppaass”.

E.g. Je parle Je ne parle pas

C’est facile. Ce n’est pas facile.

Elle a la réponse. Elle n’a pas la réponse.

AAddjjeeccttiivveess tthhaatt ggoo bbeeffoorree tthhee nnoouunn.. UUssiinngg ““aalllleerr”” ++ iinnffiinniittiivvee ttoo ssaayy wwhhaatt yyoouu aarree ggooiinngg ttoo ddoo SSaayyiinngg wwhhaatt ppeeooppllee ddoo//mmaakkee ((tthhee vveerrbb ‘‘ffaaiirree’’))

NNeeggaattiioonn –– ““nnee……ppaass”” NNeeggaattiioonn bbeeffoorree aa nnoouunn SSaayyiinngg wwhhaatt ppeeooppllee ddoo//mmaakkee ((tthhee vveerrbb ‘‘ffaaiirree’’))

In front of a vowel nnee nn’ Similar to jjee jj’, or llee ll’

In French, when you use the negation “ne…pas” before a noun the indefinite article will change.

The words ““uunn””,, ““uunnee””aanndd ““ddeess”” will change into “ddee” (or “dd’’” if facing a vowel or a ‘h’).

E.g.

J’ai uunn train. Je n’ai pas ddee train.

J’ai uunnee équipe. Je n’ai pas dd’’équipe.

J’ai ddeess trainss. Je n’ai pas ddee train.

Note that here the plural noun becomes singular!

ssaavvooiirr - to know

je saiss I know

tu saiss you know

il saitt he knows

elle saitt she knows

The irregular verb ssaavvooiirr means ‘to know, knowing (something) :E.g. Je sais la verité. = I know the truth.

Tu sais la question. = You know the question.

You have see this -ss, -ss, -tt, -ttpattern of endings before.

E.g., ssoorrttiirr..

Je ne sais pas !

What is this person saying?

To state a future intention, use the present tense of aalllleerr plus an iinnffiinniittiivvee verb.E.g. Je vvaaiiss jouer. = I am going to play.

aalllleerr - to go, going

je vvaaiiss I go, I am going

tu vvaass you go, you are going

il vvaa he goes, he is going

elle vvaa she goes, she is going

nous aalllloonnss we go, we are going

vous aalllleezz you go, you are going (pl)

ils vvoonntt they go, they are going

elles vvoonntt they go, they are going

We use modal verbs to talk about aabbiilliittyy (can), nneecceessiittyy (must) and wwaannttss. Use ppoouuvvooiirr, ddeevvooiirr and vvoouullooiirr followed by an iinnffiinniittiivvee verb to say what you can, must, and want to, do.

ppoouuvvooiirr - can, to be able to

je ppeeuuxx I can, I am able to

you can, you are able to

il ppeeuutt he can, he is able to

she can, she is able to

ddeevvooiirr - must, to have to

vvoouullooiirr - to want to

RReemmeemmbbeerr!! Before or after the noun, adjectives still need to match the noun they describe.E.g. unee nnoouuvveellllee voiture

un nnoouuvveeaauu vélo.

BB beautyAA ageGG goodnessSS size

However some adjectives come bbeeffoorree the noun. These adjectives refer to BBEEAAUUTTYY,, AAGGEE, SSIIZZEE or GGOOOODDNNEESSSS. We call them the BBAAGGSS aaddjjeeccttiivveess.

As you know, many adjectives go after the noun, in French. E.g. une maison mmooddeerrnnee = a modern house

Which form of the English present of ‘go’ do we use for future intentions? The simple present or the present continuous?

E.g. une bbeellllee maison = a bbeeaauuttiiffuull houseune vviieeiillllee église = an oolldd churchun bboonn pont = a ggoooodd bridgeun ppeettiitt batîment = a ssmmaallll building elle ddooiitt

elle ppeeuutt

tu vveeuuxx

je vveeuuxx

il vveeuutt

elle vveeuutt

tu ppeeuuxx

tu ddooiiss

je ddooiiss

il ddooiitt

you must, you have to

he must, he has to

she must, she has to

I must, I have to

I want to

you want to

he wants to

she wants to


Ge

ograp

hy

Latitude parallel lines on an atlas map drawnnorth and south of the equator

Distance from the sea

Land and sea heats at different rates.Sea takes longer to heat up than land.

Prevailing wind

the most common direction the windcomes from in any one place

Altitude Measure of the land’s height above sealevel. Temperature decreases with 1°Cevery 100m in height.

YEAR 8 CYCLE 1 GEOGRAPHY – Weather and Climate Change Knowledge Organiser

Condensation water vapour is cooled and turns back towater droplets

Evaporation water changing from a liquid into a gas(water vapour)

Transpiration water released from plant leaves into theatmosphere

Air pressure the weight of air pushing down on the Earth

Depression A low-pressure system which forms when warmair rises above surrounding cold air which leadsto unsettled weather

Cold front the boundary of an advancing mass of cold air,the trailing edge of the warm sector in a low-pressure system

Warm front the boundary of an advancing mass of warm air,the leading edge of the warm sector of a low-pressure system

Warm sector the wedge of air between the warm and coldfronts of a depression

Occluded front weather pattern in which a cold front overtakesa warm front; associated with the formation ofcyclones

Weather the day to day conditions of the atmosphere(e.g. temperature, wind, rainfall)

Climate the average weather conditions over time,usually over a 30-year period

Depressions - low pressure (WEEK 3)

Anticyclones - high pressure (WEEK 4)

Anticyclones high pressure systems in theatmosphere associated with dry,settled periods of weather

Factors affecting climate (WEEK 2)

The water cycle (WEEK 1)

Water cycle

the cycle of waterbetween the oceans,atmosphere and land

Air masses a large body of air that travels fromone area to another

Relief rainfall warm moist air forced to rise overmountains, cools and condenses to formclouds and rain

Convectionalrainfall

Sun heats the land, creating pockets ofrapidly rising warm air. It starts to cooland condense to form clouds. This canproduce thunderstorms.

Frontal rainfall Occurs when a warm front meets a coldfront. Heavier air sinks to the groundand warm air rises above it.

Types of rainfall (WEEK 1)

Winter anticyclones

Cold, dry days with light winds. Temperaturescan decrease quickly at night due to clear skies.Fog can form.

Summer anticyclones

Long, sunny cloudless days and warmtemperatures. Normally dry, although hottemperatures can cause convectional rainfall.

WEEK 2

Precipitation

water droplets in clouds are too heavy and fall as rain, sleet, snow, hail


Ge

ograp

hy

YEAR 8 CYCLE 1 GEOGRAPHY – Weather and Climate Change Knowledge Organiser

Climate change

a long-term change in the Earth’sclimate, especially a change due to anincrease in the average atmospherictemperature

Greenhouse effect

natural warming of the atmosphere asheat given off from the Earth is absorbedby liquids and gases, such as carbondioxide

Climate change (WEEK 6)

Mitigation (reducing greenhouse gas emissions) Adaptation (changing lifestyles)

Alternative energy – such as solar, wind or tidal that reducesthe amount of CO2 emissionsCarbon capture – removal of CO2 from power stations andstoring it underground.Planting trees – encouraging afforestation means there willbe more trees to absorb CO2.International agreements – Paris agreement in 2015, firstlegally-binding agreement signed by 190 parties. Goal tokeep an increase in global average temperature below 2°C.

Agriculture – farmers will have to adapt assome crops may not grow in a warner climate.Might need to be drought-tolerant.Water supply – water transfer schemes couldbe used to take water from an area of surplusto an area of shortageReducing risk from sea level rise – areas at riskmay need sea defences to protect valuable landfrom increased coastal erosion.

Managing climate change (WEEK 10)

Extreme weather events (WEEK 5)

Natural causes of climate change (WEEK 7)

Human causes of climate change (WEEK 7)

Storm Desmond (2015)Cumbria / NW England342.4mm rainfall in 24hours1800 people evacuatedEstimated cost of £500m5200 homes affected byfloodingMalham Cove waterfallbriefly flowed again for thefirst time in living memory

UK Heatwave (2018)2018 became the joint hottestyear since 1960.38.5°C was recorded inFaversham, Kent on 25 July 2018Record number of A&Eadmissions from heat-relatedillnesses.700 more deaths than averageWildfires over moorlandLavender grew well.

UK impacts of climate change (WEEK 8)

Worldwide impacts of climate change (WEEK 9)

Milankovitch cycles

Sometimes the Earth’s orbit is more ellipticalthan circular, the Earth’s tilt on its axischanges or the Earth wobbles on its axis, allinfluencing its global temperature.

Sunspots The sun’s output is not constant.Temperatures are greatest when there aremore sunspots radiating more heat.

Volcanic eruptions

Eruptions produce ash and sulphur dioxidewhich can enter the upper atmosphere.Sunlight can be reflected off this blanket ofash and gas, cooling the planet.

Burning fossil fuels E.g. coal, gas and oil – release carbondioxide into the atmosphere

Deforestation Trees absorb carbon dioxide duringphotosynthesis. When cut down, this isreleased.

Waste in landfill When waste decomposes it producesmethane

Agriculture Agricultural practices lead to therelease of nitrogen oxides.

The UK’s ten warmest years on record have alloccurred since 2002.Heatwaves are now 30 times more likely to happen.Parts of the UK would be in danger of flooding withlow-lying and coastal cities at risk.There are 240,000 homes currently in flood risk areas.Hotter weather may make growing some crops easieror allow us to grow new ones, such as oranges.Climate change likely to increase the likelihood of newdiseases such as malaria.

Small islands in the Pacific are losing ground toerosionHalf of the Great Barrier Reef – one of thebiosphere’s brightest jewels - is dying due to coralbleaching.In 2019, Greenland lost 600 billion tonnes of iceraising sea levels by 2mm in two months.In 2019, the second lowest Arctic sea ice on recordBangladesh could lose 20% of its land, leaving 40million people homeless.Climate change will worsen the uneven distributionof water resources in China.It would cost $12 billion to defend the Netherlandsfrom sea level rise.


Histo

ry

Y8 History Knowledge Organiser– Cycle 1 – What do the 7 hills tell us about Ancient Rome and key impacts on Britain1

–Ke

y dat

es

753BC – Rome is founded by Romulus and Remus, according to legend. 509 BC - The last king of Rome, is run out of the city and the Republic is established44 BC – Caesar is murdered by rebelling senators. 31 BC Octavian (later Augustus), Caesar's adopted son, ends the struggle for power when he triumphs over the forces of Mark Antony and Cleopatra27 BC – Augustus becomes first Roman Empire43AD – Rome, under the leadership of Empire Claudius invades Britain successfully.

6 –

Key

date

s

1066 - William, Duke of Normandy defeats Harold Godwinson in The Battle of Hastings.1068 - King William orders the building of Rougemont (Red Mountain) Castle in Exeter following a rebellion in the city.1100 - By the end of the 11th century, it is estimated that the Normans had built close to 1000 motte-and-bailey castles in England and Wales.1215 - King John is forced to sign The Magna Carta by his barons.1348 - Roughly 40% of England’s population dies from the Black Death.

2 –

Key d

ates

2

79 AD - Mount Vesuvius erupts destroying Pompeii80 AD - The Colosseum in Rome is completed seating 50,000 spectators285 AD - Split in Roman Empire to divide it between East & West330AD - Establishment of Constantinople as capital of the Roman Empire410 AD – Tribes beginning to attack the borders of the Western Roman Empire476 The last Emperor of the West, Romulus Augustulus, abdicates (leaves his position of power) and Rome is taken over by the Goths. Western Rome collapses 7

–Ke

y da

tes 2

1381 - The Peasants’ Revolt begins in Essex over the issue of taxes.1534 – Henry VIII issues the act of Supremacy and breaks from the Catholic Church1558 - Elizabeth I becomes Queen of England1559 – Elizabeth passed her religious settlement1588 – The Spanish Armada sails for England in the hope of placing a Catholic ruler on the English throne.

3 –

Key p

eopl

e

Romulus and Remus - Mythical twin brothers who founded Rome at the base of the Palatine Hill. Julius Caesar - Military general and politician; ceased power of the Roman Republic; later assassinated by SenatorsAugustus - Great nephew, adopted son & heir of Caesar; first Emperor of the Roman Empire. Nero - Infamous Roman Emperor; executed anyone who disagreed with him (including his mother); played the fiddle whilst Rome burnedBoudicca – Queen of the Celtic tribes who fought against the Romans in BritainConstantine the Great – converted the Roman Empire to Christianity – moving away from their belief in multiple Gods 8

Key

Indi

vidu

als

1. King William I (The Conqueror): Duke of Normandy and ruler of England from 1066-1087.2. King John: Henry II’s youngest son and ruler of England from 1199-1216. The King who signed the Magna Carta3. Wat Tyler: The leader of the Peasants’ Revolt. Peasants were unhappy with the economic struggles they were facing as a result of their leaders 4. Richard II: King of England from 1377-1399. He was just 14 years old when he met Wat Tyler and the leaders of the Peasants’ Revolt.5. Elizabeth I: Youngest daughter of Henry VIII and ruler of England from 1558-1603. Attempted to unite Britain after years of religious reforms from her Father and her Sister (Mary)

4 –

Key w

ords

Latin – the language of Ancient RomeSenate – Political body of the Republic – controlled money and foreign policyRepublic – Before Rome had an emperor, it was run by elected individuals. Consul – Two highest elected officials in charge of Rome for a one year termBC – the time ‘Before Christ’AD – Anno Domini – the time after Christ was bornCenturion - An officer who commanded a group of 80-100 soldiers within a LegionLegion - Large unit of the Roman army consisting of around 5000 soldiers. 9

Key

wor

ds 1

Motte – The Mound on which early castles were builtBailey – the courtyard inside the castle walls which contained buildings crops and livestock. The Magna Carta - (The Great Charter): A list of demands by which the barons (rich landowners) tried to limit the power of the king to their own advantage.Peasant - The poorest members of medieval society. Landless farmers who worked for the lord of the manor.Revolt - To rise up and rebel against those in power.Economic – A historical factor related to money.

5 –

Key w

ords

2

Aqueduct - A structure, like a bridge, which is used to carry water.Public Bath - A building, like a Spa today, where people went to wash, exercise and meet other people. Dictator – a person who has complete power of a countryEmperor – a person who runs an empireGaul - The area where France and Holland is today. Kingdom – an area ruled by an King or QueenCelt - Group of people, mainly based in Britain, Ireland and Gaul, who were ruledby and fought against the RomansConstantinople - Capital city of the Roman Empire during its late period. Modern Istanbul. 10

Key

wor

ds 2

Protestant - Protestants: Christians who broke way from the Catholic Church, believing it to be greedy and corrupt.Catholic - The original Christians, loyal to the Pope in RomeReformation – The split in the Christian Church between Catholics and Protestants.Martin Luther - A German Monk who wrote an essay criticising the Catholic church and therefore protested against itThe Act of Supremacy – the official act signed by Henry VIII that established the Church of England, instead of England subscribing to the Catholic Church


JBA

CC

Theme 1 Self-Image and Identity

Week 1 Confidence - feeling of trust in someone or something Self- image - how you perceive yourself

Body-image - how we think and feel about ourselves physically, and how we believe others see us Media - the main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively.

Social media validation – seeking the approval of others on social media Social media influencer - an influential person in social media networks, who promote products and services of a brand.

Gender Identity - A person's perception of having a particular gender, which may or may not correspond with their biological sex Biological Sex - Biological differences between males and females.

Week 2 Stereotype – A widely held but fixed and oversimplified image or idea of a particular type of person or thing. Discrimination - When prejudices are acted upon resulting in the unfair treatment of someone. Homophobia – Having or showing a dislike of or prejudice against gay, lesbian or bisexual people Sexism – Prejudice or discrimination based on sex or gender

Faith discrimination - treating a person or group differently because of the particular beliefs which they hold about a religion. Equality Act 2010 - legally protects people from discrimination in the workplace and in wider society.

Week 3 Resilience – the capacity to recover quickly from difficulties. Optimistic – feeling hopeful and confident about the future. Positive Mindset - mental and emotional attitude that focuses on the bright side of life and expects positive results. Sleep Routine - regular time to go to sleep and a regular time to wake up each day.

THEME 2 Environment and Sustainability

WEEK 4 Dominion: The belief that we own the world and can do what we want with it Stewardship: The belief that we have a responsibility to care for and look after our planet. Global Warming: The increase of global temperature over time Greenhouse Effect: Where heat from the sun is trapped in the Earth’s atmosphere. Pollution: the presence in or introduction into the environment of a substance which has harmful or poisonous effects. Sustainability: Meeting the needs of the present without compromising the ability of future generations to meet their own needs.

WEEK 5 The Living Planet Campaign: Launched by WWF and the Alliance of Religions and Conservation (ARC), aims to secure environmental commitments from world religions.

Ethical Consumerism: Considering the business practices of those that you buy from and using your purchasing power to influence the ways that other businesses operate.

WEEK 6 Extinct: No longer living anywhere Endangered: High risk of extinction Vulnerable: Risk of becoming endangered Environment: Our natural world, including landforms, water, plants and animals. Climate Change: Changes in long term weather patterns around the world. Greta Thunberg: Climate change activist from Stockholm, Swe-den.


Math

s

Formulae for GCSE – each week practice and learn them


Mu

sic

Y8 Music -Autum

n

IS1

IS2

IS3

IS4

IS5

IS6

Ext1Ext2Ext3Ext4Ext5IS6

Blues music is a genre that originated in the deep south

of North America. The m

usic is deeply rooted in African m

usical traditions used by the slaves in their workplace.

The lyrics often present as sad and woeful because of

this and highlights centuries of black oppression in North Am

erica.

Improvisation

–m

aking up musical ideas on the spot, often in

a given framew

ork (blues chord sequence)Chord

–2 or m

ore notes played at the same tim

e.Bass line –

a line of single notes one after the other played at a low

pitch, related to the chord sequence.Structure

–how

music is arranged from

start to finish (sections are sm

all parts of the whole structure –

for example chorus)

Melody

–the m

ain tune of the song (often the lyrics in pop songs)Body Percussion –

using body parts to make drum

noises and different rhythm

sBeat boxing –

using the voice to make drum

noises and different rhythm

sHarm

ony–

2 or more parts that are different, sounded together

Looping–

when parts are played around and around, like a repeat

or broken record

A cappella –“in the m

anner of the chapel”, singing or music

without instrum

entsRenaissance Gregorian Chant –

Very old vocal music from

Europe w

ith only one line of music sung by m

any peopleM

adrigals –sacred songs w

ith different lines sung at the same

time

Barber Shop Singing –Early 20

thCentury singing form w

ith similar

rhythms and lyric lines but w

ith different harmonies


Ph

ysical Ed

ucatio

n

1. Mechanics of Breathing Mechanics of Breathing 2. Measuring of breathing

Breathing IN• Intercostal muscles (between the

ribs) contract, pulling the ribcage up and out.

• Diagram muscle contracts, moving downwards and flattening, increasing the size of the chest

• The lungs increase in size, so the pressure inside them falls. This causes the air to rush in through the nose or mouth.

Breathing OUT• Intercostal muscles (between the ribs)

relax, pulling the ribcage in and down.

• Diagram muscle relaxes and bulges up, reducing there size of the chest

• The lungs decrease in size, so the pressure inside them increases. This causes the air to be forced out through the nose or mouth.

TIDAL VOLUMEIs the amount you breathe in and out in one normal breath.RESPIRATORY RATE Is how many breaths you take per minuteMINUTE VOLUMEIs the volume of air you breathe in one minuteVITAL CAPACITYIs the maximum volume of air you can breathe out after breathing in as much as you can. RESIDUAL VOLUME Is the amount of air left in your lungs after you have breathes out as hard as you can.

3. Aerobic respiration 4. Anaerobic respiration 5. Gaseous Exchange

• When you exercise at a steady, comfortable rate, the cardiovascular system is able to supply the muscles with all the oxygen they need.

• Under these conditions, aerobic respiration takes place.

• Aerobic respiration equation

• Aerobic exercise can be maintained for long periods without the performer getting breathless or suffering muscle cramps.

• Moderate activities like walking, jogging, cycling and swimming use aerobic respiration.

• When you exercise at a high intensity, the cardiovascular system cannot supply enough oxygen to the muscles.

• Under these conditions, anaerobic respiration takes place.

• Anaerobic respiration equation

• With no oxygen available, glucose is burned to produce energy and lactic acid.

• Lactic acid is a mild poison. As it builds up, it causes muscle pain and eventually cramp.

• Short, intense activities like sprinting, weightlifting, jumping and throwing use anaerobic respiration.

• This is the process we get air into the blood and we remove waste carbon dioxide from the blood to the air.

• This movement of gases is called gas exchange. In the lungs the alveoli are adapted to make gas exchange occur easily and efficiently.

• Oxygen diffuses form the air in the alveoli into the blood.

• Carbon dioxide diffuses from the blood into the air in the alveoli.

• This movement of gas is called diffusion in which they more from an area of high concentration to an area of low concentration.


Scie

nceGroup

1Group

2Group

3Group

4Group

5Group

6Group

7Group

0

Period1 key

relative atomic massatomic symbol

nameatomic (proton) number

1H

hydrogen1

4He

helium2

Period2

7Li

lithium3

9Be

beryllium4

11B

boron5

12C

carbon6

14N

nitrogen7

16O

oxygen8

19F

fluorine9

20Neneon10

Period3

23Na

Sodium11

24Mg

magnesium12

27Al

aluminium13

28Si

silicon14

31P

phosphorus15

32S

sulfur16

35.5Cl

chlorine17

40Arargon18

Period4

39K

potassium19

40Ca

calcium20

45Sc

scandium21

48Ti

titanium22

51V

vanadium23

52Cr

chromium24

55Mn

manganese25

56Feiron26

59Cocobalt

27

59Ni

nickel28

63.5Cu

copper29

65Znzinc30

70Ga

gallium31

73Ge

germanium32

75As

arsenic33

79Se

selenium34

80Br

bromine35

84Kr

krypton36

Period5

85Rb

rubidium37

88Sr

strontium38

89Y

yttrium39

91Zr

zirconium40

93Nb

niobium41

96Mo

molybdenum42

[98]Tc

technetium43

101Ru

ruthenium44

103Rh

rhodium45

106Pd

palladium46

108Agsilver47

112Cd

cadmium48

115In

indium49

119Sntin50

122Sb

antimony51

128Te

tellurium52

127I

iodine53

131Xexenon

54

Period6

133Cs

caesium55

137Ba

barium56

139La*

lanthanum57

178Hf

hafnium72

181Ta

tantalum73

184W

tungsten74

186Re

rhenium75

190Os

osmium76

192Ir

iridium77

195Pt

platinum78

197Augold79

201Hg

mercury80

204Tl

thallium81

207Pblead82

209Bi

bismuth83

[209]Po

polonium84

[210]At

astatine85

[222]Rnradon86

[223]Fr

francium87

[226]Ra

radium88

[227]Ac*

actinium89

[261]Rf

rutherfordium104

[262]Db

dubnium105

[266]Sg

seaborgium106

[264]Bh

bohrium107

[277]Hs

hassium108

[268]Mt

meitnerium109

[271]Ds

darmstadtium110

[272]Rg

roentgenium111

* The Lanthanides (atomic numbers 58-71) and the Actinoids (atomic numbers 90-103) have been omitted.Relative atomic masses for Cu and Cl have not been rounded to the nearest whole number.

Alkali Metals• reactive

• low melting and boiling points

• more reactive down the group

Alkali Earth Metals Transition Metals• reactive

• high melting and boiling points

• forms coloured compounds

Other Metals Halogens• reactive

• non-metals

• less reactive down the group

Noble Gases• unreactive

• full outer shell of electrons

Other non-metals

Elements with atomic numbers 112-116 have been reported but not fully authenticated


Scie

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GCSE Combined Sciences Physics Equations To Learn


Scie

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Week One Week Two

Week Three Week Four

Year 8 Combined Science Cycle One

Cells Key Vocabulary:


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Sp

anish

11FF 11GG 11HH 11II 11JJttiieennee s/he, it has eell the (m) hhaayy there is/are ppooddeerr to be able to ssee ppuueeddee one/we canssoonn they are llaa the (f) uunnaa mmeessaa a table ppuueeddoo I can vviissiittaarr to visit

uunnooss some (m) llooss the (m pl) uunnaa ssiillllaa a chair ppuueeddeess you can ccaammiinnaarr to walkuunnaass some (f) llaass the (f pl) uunnaa ppllaannttaa a plant eessttuuddiiaarr to study vveerr to see

uunn aammiiggoo a friend (m) eell ppaarrqquuee park uunnaa ccaammaa a bed eessccuucchhaarr to listen ccoommpprraarr to buyuunnaa aammiiggaa a friend (f) eell mmuusseeoo museum uunn zzaappaattoo a shoe hhaacceerr to do ccoommeerr to eat

nneeggrroo//aa black eell rreessttaauurraannttee restaurant uunnaa mmaannoo a hand jjuuggaarr to play bbeebbeerr to drinkaammaarriilllloo//aa yellow eell cciinnee cinema aazzuull blue ddeeppoorrttee sport mmoonnuummeennttooss monuments

rroojjoo//aa red llaa ttiieennddaa shop vveerrddee green mmúússiiccaa music ppeellííccuullaass moviesuunnoo one llaa eessccuueellaa school mmaarrrróónn brown vviiddeeoojjuueeggoo videogame rreeccuueerrddooss presentsddooss two ppeeqquueeññoo//aa small eennttrree between ttaammbbiiéénn also bboonniittoo//aa prettyttrreess three ggrraannddee big

ccuuaattrroo four iinntteerreessaannttee interestingcciinnccoo five ttrriissttee sad

11AA 11BB 11CC 11DD 11EE

eessttaarr To be(location/state)

eessttooyy I am (location/state)

sseerr to be (trait)

eess s/he, it is (trait)

tteenneerr to havetteennggoo I have

eessttáá s/he is, it is (location/state)

eessttááss you are (location/state)

ssooyy I am (trait) ffaammoossoo//aa famous ttiieenneess you haveeerreess You are (trait) ttaalleennttoossoo//aa talented uunn a/an (m)

eessttooyy I am (location/state)

ccoonntteennttoo//aa happy ssiimmppááttiiccoo//aa friendly iinnggllééss//aa English uunnaa a/an (f)aabbuurrrriiddoo//aa bored, boring aannttiippááttiiccoo//aa unfriendly eessppaaññooll//aa Spanish uunn hheerrmmaannoo a brother

nnoorrttee north eennffeerrmmoo//aa ill ffeeoo//aa ugly ccaannttaannttee singer uunnaa hheerrmmaannaa a sisterssuurr south ccaannssaaddoo//aa tired, tiring gguuaappoo//aa good-looking ppiinnttoorr//aa painter (m/f) uunnaa bbiicciicclleettaa a bike

cceennttrroo centre bbllaannccoo//aa pale, white aallttoo//aa tall jjuuggaaddoorr//aa player (m/f) uunn lliibbrroo a bookIInnggllaatteerrrraa England mmuuyy very bbaajjoo//aa small ffúúttbbooll football uunn tteellééffoonnoo a phone

EEssppaaññaa Spain hhooyy today yy and tteenniiss tennis uunnaa iiddeeaa an ideaAAmméérriiccaa America ¿¿ccóómmoo?? how? uunnaa pprreegguunnttaa a question¿¿ddóónnddee?? where? ¿¿qquuéé?? what?

eenn in

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organiser year 8 knowledge cycle onethese could be double sided with a question on one side and the...

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