year 10 knowledge organisers modules 1 and...

Year 10

Knowledge Organisers

Modules 1 and 2

Knowledge Organisers

At Longfield Academy, we believe that a firm grounding in knowledge should be at the core of

students learning. With this in mind, we have created this ‘knowledge organiser’ booklet to

give you an overview of what your son or daughter will be studying over the next two modules.

A knowledge organiser is a set of key facts or information that pupils need to know and be

able to recall in order to master a unit or topic. This will help them to develop and deepen

their learning across all of their lessons.

Each subject has created one or more knowledge organisers based upon the topics that are

being studied in the first two modules. Students should learn this information in their own

time so that they can recall it easily. This can be done following these simple steps:

Read – Spend 5 to 10 minutes reading through a knowledge organiser.

Cover – Either cover over key topics or simply turn your knowledge organiser over

to ensure that the information is well hidden.

Quiz – Ask a friend or relative to test your knowledge on what you have learnt.

Repeat - Repeat the steps until you have committed the material to memory and

mastered the topic.

If you are still struggling with a topic, then you might want to carry out further

research and make your own knowledge organiser.

Teachers will set this as homework which should be recorded in the student planners. Students

will then be tested in lessons via low stakes quizzing to ensure that they have revised their

knowledge organisers. You can support your child by:

Encouraging them to study their knowledge organiser booklet and learn the material

set.

Testing them on their ability to recall the information learnt from the knowledge

organisers.

A digital copy of the knowledge organiser booklet can be found on our school website under

the ‘curriculum’ tab. The knowledge organiser is part of their stationary equipment and it is

expected that the knowledge organiser should be with the students at all times.

Contents On the following pages are knowledge organisers for subjects in the following order:

Art

Computer Science

Creative iMedia

Design Technology

Drama

English

Enterprise and Marketing

Food Preparation and Nutrition

French

Geography

History

Maths

Music

Photography

Physical Education

Science

Spanish

Art

Year 10 – Modules 1 and 2 – Knowledge Organiser – Part 1

Art


Computer Science

Year 10 – Module 1 – Knowledge Organiser – Systems Architecture – Part 1

KEY VOCABULARY

CPU Central Processing Unit. - The “brain” of the computer

CU Control Unit. - Part of the CPU that manages the functions of all other parts of the CPU

Decoder Part of the CU which decodes the binary instructions fetched from memory

RAM Random Access Memory - The main volatile memory into which programs are loaded from the hard drive

MAR Memory Address Register - Small fast memory used to store the RAM address of the next instruction

MDR Memory Data Register - Small, fast memory used to store the information collected from the RAM before processing

PC Program Counter - Keeps track of the current instruction number of the program

Accumulator Small, fast memory, used to keep track of the data currently being processed

ALU Arithmetic and Logic Unit - Does the basic mathematics and comparisons during processing

Bus A physical connection between two elements of a computer system that allows the transfer of data.

Cache Incredibly fast, but very expensive volatile memory using in the CPU

Bridge (North / South)

Junctions on a motherboard where the bus connections are controlled and routed. Northbridge deals with core functions, whilst the Southbridge deals with the peripherals, input and output devices and Secondary Storage.

von Neumann Architecture

The method used by all modern computers to allow the programming of a machine to be changed depending on the required function.

Fetch / Decode / Execute Cycle

Basis of the von Neumann architecture – the repeated process where instructions are fetched from RAM, decoded into tasks and data, then carried out.

Clock Speed The number of FDE cycles that a CPU can carry out per second. Measured in Ghz (1 Ghz = 109 cycles per second or 1,000,000,000hz)

Cores Some processors have multiple CPUs which can work in parallel, sequentially or can multitask. Dual and Quad cores are common in modern PCs

An example of a typical PC’s innards

Computer Science


Multi Core Processing

Some processors have multiple CPU cores on one chip. They all have their own Level 1 cache, but share Level 2 cache, allowing them to collaborate quickly on large tasks.

BASIC DIAGRAM OF CPU

Computer Science


Computer Science


Computer Hardware - The Central Processing Unit (CPU)

The processing of a Computer CPU needs RAM and ROM The CPU’s Main Function Vocabulary The processing of a computer is

carried out by the central processing unit (CPU). The CPU is the core of every computer system has two

main components:

The Control Unit

The Arithmetic and Logic Unit.

In order for the CPU to carry out all of the processes they

also, need access to the main memory (RAM) where the

programs are stored and cache memory is used to store data waiting to be processed. Main

memory and cache memory are called primary storage and are a

part of the computer is processing capabilities.

When the computer is switched on the CPU starts to perform its main functions, running endless

fetch-execute cycle. The programs that the CPU needs to run are stored in the main memory. The

CPU simply fetches the next instruction it needs to process, decodes it and executes it before

repeating the process. When the computer is on, the CPU will look at a

specific place in ROM for the first program to load and execute. This is the boot sequence; it is always stored in ROM in a specific place so that the CPU

knows where to find it. The CPU begins the process of executing the program commands to get the

computer up and running and the OS started. After this initial boot process is completed control is handed to the operating system to provide the

programs for the CPU to run. The speed of this cycle is determined by an

electronic clock chip. The clock speed is measured in hertz (Hz) or cycles per second. Processor speeds are typically of 3GHz means that the processor can complete 3 billion cycles every

second. The clock speed and cache memory on a computer can affect the speed or performance of the system quite significantly so a higher speed processor and

more cache usually means better performance. Data and control signals move around the system

on the buses. A bus is simply a circuit that connects one part of the motherboard to another. The

speed of the bus, usually measured in megahertz (MHz) (Millions of cycles per second).

The clock speeds are limited at times and to help improve the performance multi-core processors

were developed. A dual core has two CPU’s working together.

Computer Architecture: The internal, logical structure and organisation of the computer hardware. Binary: A system of numbers using only 2 digits 1 and 0s. CPU: Central Processing Unit of the computer containing the control unit, ALU and cache memory. Control Unit: The control unit works with the CPU to control the flow of data within the system. ALU: The ALU performs all of the arithmetic and logical operations within the CPU. Random Access Memory (RAM): Main memory of a computer that stores data, applications and the operating system whilst in use. When the power is turned off, it loses its data. Cache Memory: Special high-speed memory used by a computer. Fetch-Execute Cycle: This is the process of fetching the instructions from memory, decoding them and then executing them so that the CPU performs continuously. Read Only Memory (ROM): A store for data in a computer that cannot be overwritten. Data in ROM is always available and is not lost when the computer is turned off. Clock chip: The electronic device in a computer that controls the timing of signals. Bus: A part of a computer architecture that transfers data and signals between the components of the computer. Motherboard: The central printed circuit board (PCB) that holds the crucial components of a system. Dual – core / quad core: A CPU with multiple processors (a dual core has two, a quad core has four).

The Control Unit Cache Memory The control unit uses electrical signals to direct the system to

execute the instructions in stored programs.

This is fast memory that is located very close to the main

CPU with dedicated connections so that the CPU has fast access to frequently used data. Cache memory is

relatively expensive compared with standard RAM used for the

main memory of a computer.

The Arithmetic and Logic Unit The ALU carries out all of the

arithmetic and logical operations including addition, subtraction and

comparisons (for example, equal to, less than, greater than).

Jon Von Neumann Architecture One of the important features of a Jon von Neumann architecture was

that the data and instructions would be stored in memory and would be indistinguishable from each other, so data and instructions look the

same and are in the same place. This means that the CPU has to decide what it is looking at when its gets the binary number from memory. It

could be an instruction; it could be data. In fact, it cannot tell and relies on the logic in the program. If it expects an instruction, that is what it will assume it has and it will try to work out what it is and what to do

next. If it is an instruction, it will have two parts an instruction and possible some data, a number or a memory location.

Computer Science


Computer Hardware – The Central Processing Unit

Exam Style Questions Mina’s computer has 4GB of RAM. Describe the purpose of RAM in a

computer. (2 marks)

Stores part of the operating system currently used by the computer (1). Stores

programs that are currently running (1). Stores data that are currently used by the

computer (1).

Mina upgrades the computer to 6GB of RAM. Explain how this upgrade will affect

the performance of the computer. (2 marks)

The computer will be able to multitask more

programs (1) as there is more memory for programs/ data to be loaded into (1).

Programs will run faster (1) due to less virtual memory being used (1).

The CPU is the component which does most of the data processing in a computer. State two tasks which are carried out by the CPU

when processing data. (2 marks)

Fetches instructions (from memory) (1). Fetches data (from memory) (1). Decodes instructions (1). Executes instructions (1).

Explain how the clock speed of a CPU affects its performance. (2 marks)

The higher the clock speed the faster the CPU will run (1) represents the number of

fetch executes cycles / instructions the CPU can process in a given time (1).

Here are some statements about the CPU of a computer. Tick one box in each row to show whether each of the following statements is true or false. (5 marks)

Statements TRUE FALSE

CPU stands for Central Processing Unit.

The CPU fetches and decodes instructions.

The speed of the CPU is usually measured in GHz.

If a CPU has many cores, this slows down the computer.

The hard disk drive is part of the CPU.

Bob’s computer has 512 kilobytes of ROM and 8 Gigabytes of RAM. State how many bytes are in a kilobyte and a gigabyte? (2

marks)

A Kilobyte: 1024 bytes /~ 1000 bytes (1) A Gigabyte: 1024 x 1024 x 1024 =

1073741824.

Explain how the cache size of the CPU affects its performance. (2 marks)

The more cache the CPU has the less time is

spent accessing memory / programs run faster (1) Cache is faster than memory / built into the CPU / contains frequently

accessed data (1).

Describe the purpose of ROM in Bob’s computer. (2 marks)

ROM Stores the boot up program /

bootstrap loader / BIOS (1). Used to start the computer / loads the operating system

(1).

Describe the purpose of RAM in Bob’s computer. (2 marks)

Stores the parts of the OS / programs that

are running… (1) Stores the data that is currently in use (1).

State one difference between ROM and RAM, other than the size and the purpose.

(1 mark)

ROM is non-volatile and RAM is volatile (1). RAM is easily expandable; ROM size is

(usually) fixed for a given computer (1). Contents of RAM change frequently, contents of ROM never change (1).

A computer has 1024 megabytes of RAM. How many gigabytes of RAM does the

computer have? (1 mark)

1 gigabyte.

State two items that will be stored in RAM. (2 marks)

Operating system (1). Other programs that are running / in current use (1).

Data in current use (1).

Computer Science

Year 10 – Modules 1 and 2 – Knowledge Organiser –Memory – Part 1

KEY VOCABULARY

Volatile Memory which requires constant electrical charge. If the power is turned off, then the data is lost

Non-volatile Memory which can retain its data when the power is turned off

RAM Random Access Memory

ROM Read-Only Memory

Cache Very fast memory, on, or very close to the CPU

Virtual Memory A section of the HDD which can be used as RAM for very memory intensive processes

Flash Memory A type of dynamic (changeable) ROM

Boot Process The instructions needed to start the computer and to initialize the operating system.

POST Power On Startup Test A series of checks done on the hardware of the computer to ensure the machine can run.

PRIMARY MEMORY

TYPE VOLATILE? DYNAMIC? RELATIVE SPEED

Cache YES YES Very Fast

RAM YES YES Fast

ROM NO NO Slow

Flash NO YES Slow

RAM is volatile memory, which stores data in a single transistor and capacitor. This means it needs a constantly recycled charge to hold its data. If the power is turned off, it cannot refresh the data and it is lost. This is known as DYNAMIC memory. The computer uses RAM to store the current program or data being used. ROM is non-volatile. The data is hardcoded onto the chip by the manufacturer, and cannot be overwritten by the user. Because it holds its information even when the power is turned off, this makes ROM ideal for storing the instructions needed to get the computer started up – the BOOT PROCESS, and POST. Flash Memory is a new(ish) type of ROM chip which holds its data when there is no power making it non-volatile but that can be rewritten easily by the user. By using a relatively large electric current, electrons can be forced through a barrier and into the storage layer. The pattern of electrons can be read as data without affecting the data. VIRTUAL MEMORY To increase the speed and efficiency of RAM, most machines allocate a small portion of the Hard Disk to VIRTUAL MEMORY. The contents of the RAM are moved between the slower Virtual Memory and RAM as and when they are needed. Using / Increasing Virtual Memory does not improve the speed of the computer, but rather using Virtual Memory increases the threshold at which a computer locks, by increasing the usable memory, and preventing deadlock due to filling the available primary memory.

Computer Science

Year 10 – Modules 1 and 2 – Knowledge Organiser –Memory – Part 2

Memory - RAM and ROM

Memory is used within the Central Processing Unit (CPU) and uses the different types of memory like RAM and ROM.

Random Access Memory (RAM) Read Only Memory (ROM)

RAM is the main memory of a computer.

RAM is required for the operating system, applications that are loaded and any data currently in use.

The more RAM available to the computer, the more programs and data it can load at the same time meaning better performance.

When a program is loaded, it is copied from the hard disk or other device (secondary storage) into the main memory RAM.

The CPU can now access the data from the secondary storage device because access to the data on these is extremely slow.

Secondary storage is needed to keep copies of files and programs because RAM is volatile and the data it stores is lost when the power to the computer is off.

When you turn the computer off it loses all of its data stored in RAM but it needs data in RAM in order to do anything and so there has to be some other way to get the computer to start.

RAM chips use transistors to hold a charge that represents the data but require power to maintain this charge.

By connecting transistors together in a specific way they can ‘remember’ what they are storing.

This type of memory is called Read Only Memory and it is able to retain the information programmed by the manufacturer – making it non-volatile.

ROM is often used within a computer system to store the boot sequence.

The boot up sequence is a set of instructions that the computer needs to get started and load the operating system. ROM cannot be overwritten by the computer.

Exam Style Questions Vocabulary

State two items that will be stored in the RAM. (2)

Operating system, other programs that are running or currently in use and data

in current use.

Describe the purpose of ROM in a computer. (2)

Stores the boot up program BIOS (1) which loads the operating system (1).

Describe the purpose of RAM in a computer. (2)

Stores part of the operating system/ programs that are running (1) and

stores the data that is currently in use (1).

Volatile: Data lost when there is no power. Non-Volatile: Data retained even when the power is off.

State one difference between ROM and RAM, other than the size and purpose.

(1)

ROM is non-volatile and RAM is volatile.

RAM is easily expandable; ROM size is fixed for a given computer.

Contents of RAM change frequently, contents of ROM never change.

Mina upgrades the computer to 6GB of RAM. Explain how this upgrade will

affect the performance of the computer. (2)

The computer will be able to multitask more programs (1) as there is more

memory for programs or the data to be loaded into (1).

OR Programs will run faster (1) due to less

use of virtual memory (2)

Computer Science

Year 10 – Module 2 – Knowledge Organiser – Storage – Part 1

All basic computing functions are done using Primary Storage – but this is either volatile RAM or static ROM. To allow storage of a user’s information once the power is

turned off, non-volatile, secondary storage is required.

KEY VOCABULARY

Secondary Storage

Primary storage is RAM. Secondary storage refers to long term, non-volatile data storage.

Non-volatile Memory which can retain its data when the power is turned off

Magnetic Data is stored by altering the magnetic charge (+ or -) to represent binary information

Optical A reflective layer or dye is marked to either reflect or not reflect a laser beam. The computer reads the reflections as binary data

Solid State

Also known as Flash Memory, the data is stored by forcing (or flashing) electrons through a barrier into a storage layer. Here it is read as binary information

Computer Science

Year 10 – Module 2 – Knowledge Organiser – Storage – Part 2

Secondary Storage – Magnetic Hard Disk, Optical Disk, Flash Memory (Solid-state memory)

Secondary Storage Vocabulary

Secondary storage is needed to store programs, data and other files that would otherwise be lost when the power is turned off. This type of storage is additional storage facilities, which are added to a computer.

Magnetic hard disk: Secondary storage device using magnetised platters to store data and files. Optical Disk: Secondary storage device which uses lasers to read (and write) data to a reflective surface. For storing files to be distributed or transferred or for backup of important files. CD: A type of optical device with a capacity of 700 MB. DVD: A type of optical device with a capacity of 4.7 GB.

Optical Disks

The CD-ROM and the DVD are written at manufacture and are used to distribute programs, video or data that is read only.

CD – RW and DVD – RW devices have the ability to be written to and are used as secondary storage to transfer files between computers.

Both of these types of optical storage use light from lasers to detect reflections from the surface of the data area on a CD/DVD surface.

In RW media the writer is able to modify the surface of the media using a laser. The surface has a dye layer that is changed by shining a laser light at it and it is this colour difference that is detected when it is read.

They are inexpensive and robust though data storage is not permanent as the dye layer in RW media does not deteriorate over time.

They are excellent mediums for transferring large files between computers and can be used for storing personal files.

Flash Memory – Solid State

It is a common form of personal portable file storage and often uses a USB connection.

It is used as memory to store images within digital cameras, as storage on mobile phones, in MP3 players and in tablet computers.

Solid state flash memory has much better access times than magnetic disks.

Has no moving parts to go wrong and uses significantly less power, making it an ideal choice for these devices.

Flash memory doesn’t match the size of storage offered by magnetic hard disks.

Magnetic Hard Disk

This is a magnetised rigid plate or stack of plates with heads to read the data as the platters spin around.

The magnetic hard disk is a reliable and cost-effective solution providing high capacity at low cost.

The hard disk is used in most personal and commercial computer systems.

It stores the operating system, installed applications or programs and user’ data.

The hard disk can also be used as a portable, external device to transfer large amounts of data or act as a backup for important data.

Exam Style Questions

What to consider when choosing what secondary storage to use:

Capacity: How much data does it need to hold?

Speed: How quickly can data be transferred?

Portability: Does it need to be portable or used to move data from one system to another.

Durability: Does it need to be transported and if so is it easily damaged?

Reliability: Does it need to be able to be used over and over again without failing?

Explain why solid-state memory is suitable for a tablet? (2)

Fast access (1) less delay when turning the device on (1).

OR No moveable parts (1) can be handled

moved without damaging (1). OR

Small/ light enough (1) to fit within a hand held device (1).

OR Low power (1) to extend battery life of user

(1).

State whether a CD ROM is solid state, flash or optical? (1)

Optical.

Give two reasons why a CD ROM is suitable for an e-book? (2)

Cheap to produce.

Easily portable.

Enough capacity.

Can be read by others.

It is read only and cannot be overwritten.

Creative iMedia

Year 10 – Module 1 – Knowledge Organiser – LO1 - Mind Maps and Diagrams

What is a mind map? A mind map or spider diagram is a way of organising thoughts and ideas. It is based around a central theme (or node) and has branches off for the different aspects using sub-nodes.

What is the purpose of a mind map? When would I use a mind map?

To quickly generate outline ideas.

To develop and show links between different thoughts, aspects and processes of a project.

To show the development and options for ideas within any project.

To show the connections and links between different parts of the project.

What is the content of a mind map? Keywords

Node Sub-node Branch

Central node with the main theme.

Sub-nodes with interconnecting lines or branches for the different parts.

Text at each sub-node for key points, ideas, activities, requirements etc.

Images can also be used on sub-nodes.

A point on the mind map that has some information or an idea.

A point that also has information or an idea but must be related to the node that it is connected to.

A line that joins the node to the sub-node.

Examples of how a Mind map should look: Labelling a Mind Map

Main

theme

Node

Node

Node

Node

Sub-

Node

Creative iMedia

Year 10 – Module 1 – Knowledge Organiser – LO1 – Mood Boards

What is a mood board? A mood board is a collection of sample materials and products. What is a physical mood board? What is a digital mood board? What is the purpose of a digital mood

board? When could I use a mood board?

This is an example of a notice board or a large piece of paper of card, using pictures and samples that are fixed to it.

This is an example which has been created in any software application that supports multiple images, graphics, text and other content.

To assist the generation of ideas by collecting a wide range of material that will give a feel for what is needed.

To stimulate creativity and innovative approaches.

For any creative media project as a starting point.

To collect samples, materials and a range of relevant content.

As a constant reminder of possible styles.

NOTE: The use of a mood board is NOT to show what a product will look like. What type of content would I include within a mood board?

Images – from anything that is relevant or related, such as existing similar products, photographs, logos, screenshots from films, advertisements, posters.

Colours – especially those that fit the brief or have been used before in a similar product.

Text, keywords, fonts and styles.

Textures, fabrics and other materials. For a digital mood board – potentially sound and video clips.

Examples of how a Mood Board should look:

Digital Mood Board Physical Mood Board

Creative iMedia

Year 10 – Module 1 – Knowledge Organiser – LO1 – Scripts

What is a Script? A script is a piece of written work that can be for a movie, audio, audio-visual product or screenplay. It is often the starting point for any of these products and includes information about the media product in a style and format that follows some layout conventions. It is often used by a number of different people involved in the actual production, who will analyse the script and break it down into sections

with information that is needed. What is the purpose of a Script? When would I use a Script?

To identify the location where the action takes place.

To identify who will be in the scene, e.g. actors, narrators.

To provide stage directions for actors and production crew.

To provide dialogue (i.e. speech) for actors and other characters.

Any moving product with dialogue (spoken words), actions and a timeline, for example:

o Video products, e.g. advertisements and films. o Audio products, e.g. advertisements, jingles and radio play. o Animation products, e.g. short films. o Computer game with a short story-telling scene or interactions

between game characters.

What type of content would you include in a Script? Keywords

Set/location where the action takes place, e.g. INT (Interior) & EXT (Exterior).

Scene descriptions

Scene / stage directions, i.e. what happens in the scene.

Camera shot types (close up, mid, long)

Camera movement (over shoulder, low angle, aerial).

Sounds and sound effects (dialogue, ambient, sound, music)

Names of actors / characters

Dialogue, i.e. speech and how it is spoken.

Narrator Dialogue Voiceover

A person that tells the story who is not part of, or seen, in any action. Typically found in a screenplay or audio-visual product.

The combination of what is spoken by a character in the script together with how they say it, that is, identifying any emotion, facial expressions, etc.

The words spoken by an unseen person to accompany an audio or audio-visual product. Often used in radio adverts and jingles.

The format and layout of script should follow some convetions. For example, the location, camera shot and directions all start in the left-hand margin but names of actors and what they say are intended across the page. This makes it easier and quicker to scan and follow.

Examples of how a Script should look:

Creative iMedia

Year 10 – Module 1 – Knowledge Organiser – LO1 – Visualisation Diagrams

What is a Visualisation diagram? This is a rough drawing or sketch of what the final static image product is intended to look like. Typically it is hand drawn, but good at skills are not essential – it is a concept, layout and content of the product that is being illustrated. A static or still

image is one that does not move, so something like a magazine advert, DVD cover or website page would be good examples, although don’t use these for anything that has a timeline, such as video.

What is the purpose of a Visualisation Diagram?

When would I use a Visualisation diagram?

To plan the layout of a static or still image in a visual manner.

To show how a finished item might look.

To give a client or production team to show what the intended product will look like, for example: o CD / DVD / Blu-rayTM cover. o Poster e.g. for a film, event or advertisement. o Game scene or display screen, e.g. for the game environment or game menus. o Comic book layout. o Web page / Multimedia page layout. o Magazine front cover or advertisement for use on an inside page.

What type of content would you include in a Visualisation Diagram? Keywords

Annotations Static Image

Multiple images and graphics showing their size and position.

Colours and colour schemes.

Position and style of text.

Fonts to be used.

Annotations.

Your own thoughts, notes and comments that help to show your thinking. Used on visualisation diagrams and other draft pre-production documents.

An image that does not move.

Examples of how a Visualisation diagram should look:

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Hardware / Software techniques for pre-production

What is hardware? What is software? What are resources? What is digitising?

The equipment used. Programs or applications used to create pre-production documents (which is different software used for reports or web research).

Covers both hardware, software and people.

This means making a digital copy that can be stored and distributed electronically.

Hardware Software Techniques for pre-production documents

The devices and equipment that could be used to create or digitise pre-production documents are, for example:

A computer system, e.g. PC (desktop or laptop), Mac® but also tablets such as an iPad®.

Computer peripherals, e.g. keyboard, mouse, track pad, graphics tablet, display monitor, microphone, speakers.

Imaging devices, e.g. digital camera, scanner.

Other equipment, e.g. pens, pencils, paper (since some pre-production documents should be drawn by hand).

There are many different types of applications which could be used to centre or digitise pre-production documents and each can be used for different purposes.

Image editing or desktop publishing: Adobe Photoshop®, Illustrator®, Serif DrawPlus/Affinity Designer®, Pixelmator, Microsoft Publisher®.

o Used to create a digital mood board, visualisation diagram or storyboard.

Word processing: Microsoft Word®, Apple Pages®. o Used to create a visualisation diagram or

mood board.

Presentation software: Microsoft Publisher®, Apple Keynote®.

o Used to create a visualisation diagram or mood board.

Web browser: Internet Explorer®, Safari®, Firefox®, Chrome™.

o Used to obtain content for a mood board, or for an online applications such as mind maps.

Dedicated software applications: for example ‘Freemind’ for mind maps, ‘Storyboard That™ or Toom Boom Storyboard™.

There are two techniques used in making pre-production documents: creating and digitising. Creating is where you use the hardware devices to create the original pre-production document in a digital or electronic format. You then save work using a suitable file name and file format. Methods of digitising pre-production documents which have been completed by hand would include:

Photographing the work, such as for a mood board or mind map.

Scanning the work, such as for a visualisation diagram or storyboard.

Exam Tip Make sure you understand the difference between creating something original in a digital format and digitising what has already been created.

Think about it Scanning is a good option for A4 documents but a digital camera is a quick way for anything much larger. Think about what you could do with photographs, video clips and even sound recordings.

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Health and Safety Considerations

What is a Recce? What is the purpose of Recce? What can be found within a Recce? What does a Recce form look like?

A recce is a visit to a specific location that will be used for recording purposes, e.g. filming, audio recording or photography.

The purpose is to check access, see what is there, identify the best positions and assess environmental considerations.

Location and how to get there

Access – a check that it’s suitable

Lighting

Health and safety issues

Availability of power, e.g. electricity

Environmental considerations, e.g. background noise, people.

Any other potential issues that may arise.

Location Recce Completed by: Date:

Location Used for Potential issues

Actions required

What is a Risk assessment? Safe working: using computers Safe working: working with heights Safe working: working with electricity

Is a form which needs to be completed before any media project can take place. It is designed to:

Identify the hazards and dangers

Decide who might be harmed and how

Evaluate the risks and decide on precautions to be taken

Record your findings and implement them

Review your assessment and update if necessary

The main thing when using a computer for any length of time is to make sure that you are not straining any part of your body. Sitting at a computer for a long period of time in a poor position can cause repetitive strain injury (RSI). Considerations must include:

Chair height – to make sure your eyes are at the same height as the display.

Seating position – to maintain a good posture and keep your back straight.

Distance from screen to eyes – so that you can read the text easily and not strain your eyes

Keyboards/mice – make sure they are in a comfortable and natural position for your hands to reach.

The main things to consider when working at heights are the risks of falling or dropping anything. Safety barriers are needed for people working above ground level since they might be distracted if they needed to look through a viewfinder. You will also need to consider the safety of people below and that of equipment which is breakable if dropped. Typical applications would be high platforms to get a good viewpoint for:

Filming using a video cameras

Photography using digital still cameras

This covers the use of electrical cables (both high and low voltage) together with consideration of the environment, both indoor and outdoor. Risk factors include the following:

Cable safety on the ground – loose cables can become trip hazards, causing people to fall and could potentially damage the equipment that cables are connected to.

Location – if outdoors, are there any damp/wet conditions or is there any chance of rain?

Why do we need to complete one?

Risk assessments can be completed using a standard form or template. These must be stored to cover you and any organisation that you work for in case of claims against you at a later date.

Working with heavy equipment

Some equipment used in creative media production can be heavy, especially when stored in a transit case. This might need two or more people to lift the equipment into position, whether into a vehicle or on location. Typical risk factors include: Lifting – using the correct handling techniques to prevent back injury; Moving – being in a stable position and avoiding twisting; Setting up – you may need two people, one to hold the camera or lights in position while the other tightens the stand or tripod mount.

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Interpreting Client Requirements

Planning and pre-production for any media project begins with a description of what is needed. This might come from a set of client requirements, a commission or a written specification. Note that all of LO2 is about planning before actually creating any pre-

production documents. It involves interpreting what is needed by the client, using research, developing work plans, health and safety, categorising the audience, hardware and software and legislation.

Client Target Audience House Style

The person, organisation or company that you are producing the work for.

This is usually the final viewer or consumer of the product that is to be created. However, it can also be the person who will be the user of the pre-production document.

Many organisations will have an established brand identity that includes set colour schemes, design styles, fonts and logos. It is likely that any new creative media product will have to follow the organisation’s own house style so that it is consistent and recognisable.

Interpreting client requirements

Whether you are creating something for yourself or for a client, your project will have a set of client requirements (also known as a brief or specification). If it’s something for yourself, then you are the client. It is important to meet the client requirements, otherwise your work will not be fit for purpose.

Purpose of client requirements Content of client requirements

To provide the media developer with outline information and any constraints for the project, such as timescale.

A clear statement of what is to be produced, even though this may not explain how.

To identify the intention for the product and perhaps what is hoped to be achieved.

Statement of what media product is needed.

The purpose of that media product.

Who will the target audience be?

An indication of the content for the media product.

Timescales for when the product will be needed.

Constraints and restrictions

Details of any house style to make sure the product is consistent with the organisation’s own branding and recognised style.

It is quite likely that the initial set of client requirements will not answer everything. This is where you might need to discuss the details with the client further and request a more detailed brief.

Think about it? If a client just said they wanted to advertise the products, you wouldn’t really know where to start. Information is needed to decide what sort of media product is wanted, such as a poster or video. The client might have some thoughts about what they want, but your own ideas on how to achieve that will be the basis of your own interpretation.

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Legislation in Creative Media Production

What are the several different types of legislation that you need to know about? Use of copyrighted material and intellectual property; certification and classification; data protection; privacy and defamation.

How does Copyright work? How will I know if something has been Copyrighted?

What does the term ‘published’ cover? To use published resources, you must?

The rule is that everything will have some form of Copyright protection but it might not be clear who owns it or how the protection will be enforced.

Anything that has been published is likely to have copyright protection.

Photographs, images and graphics in books, magazines and on the internet.

Contact the owner.

Ask for permission to use it.

Be prepared to pay a fee.

What is Creative Commons? What does the term Royalty free mean?

What is certification? What is Censorship?

This is a license agreement the creator chooses that lets you use the person’s copyrighted resources.

This means that the work can be used without the need to pay royalties (i.e. a fee) each time. However, the work will still be copyrighted.

This is the process of informing the audience broadly on the suitability of content. It is an important consideration when it comes to the target audience.

This is when artists/filmmakers are not allowed to show their complete work.

Copyright and Intellectual Property Other Licenses and Considerations Certification and Classification Data Protection

The general rule is that pretty much everything will have some form of copyright protection but it might not be clear who owns it or how rigidly the protection will be enforced. Some people are happy for their products and work to be used by others but still want to have some protection and recognition. In the UK, copyright does not have to be registered – it is automatic and belongs to the author or creator unless transferred by written agreement. Copyright protection is used to prevent copying – in whatever format that takes.

GNU Free Document License (GFDL) is a license originally used by Wikipedia and others to share content freely. (GNU is a type of free software for constructing web pages). If something is labelled as being ‘public domain’ then it is not copyrighted, so you can use it however you like. This applies to content where copyright is lapsed, as copyright only lasts for a certain length of time. Intellectual property is a piece of work, idea or invention which may then be protected by copyright, trademark or patent.

Different countries have different laws on what is allowed to be seen and shown. There are several factors that affect the classification with regard to age ratings:

Violence

Strong language

Scenes of a sexual nature Certification and classification are covered differently depending on the type of media product.

BBFC (British Board of Film Classification) ratings on film.

PEGI (Pan European Game Information) ratings for computer games.

Data protection is covered by legislation under the Data Protection Act 1998 (DPA). Here are the main principles:

The DPA is a series of UK laws designed to protect individuals and their personal data.

Organisations cannot collect and keep your personal information without following this law.

Everyone has the right to view and correct personal information which is being held by an organisation.

Data has to be accurate, for a specific purpose, used fairly and stored securely.

Data can only be held for a reasonable period of time.

Failure to follow these rules can result in an investigation by the ICO and a fine.

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Producing Work Plans and Schedules

What is a work plan? A work/project plan is a structured list of all the tasks and associated activities needed to complete a project, along with timescales in which the project needs to be finished.

What is a production schedule? A production schedule is a list of what will be done when, within the required timescale. Purpose of a work plan Content of a work plan Use of a work plan

To provide a timescale for the overall project to be completed.

To map out against time all the different aspects of the project.

Tasks – the different stages or main sections of overall project.

Activities – a series of things to do in order to complete a task.

Durations – the amount of time that a task or activity is expected to take.

Timescales – how long the overall project will take to complete.

Milestones – key dates when a section is complete.

Deadlines – a date when something must be completed by.

Resources – what is needed to do the tasks and activities?

Contingencies – ‘what if’ scenarios, back-up plans such as extra time or alternative ways to do things.

Any media product, for example:

Comic book

Interactive multimedia product, e.g. a website

Audio advertisement, e.g. for radio broadcast

Video, e.g. film trailer

Digital animation

Photographic shoot

Computer game.

EXAM TIP Remember that the tasks and activities in a work plan should only relate to what must be done as part of creating the media product.

Categorising the target audience Think about it? If identifying an audience by age, don’t just use the term ‘old people’. Somebody who is 16 might think 25 is ‘old’ but if you’re 40, then 25 is ‘young’. Don’t describe an audience using personal judgements or opinions with any category, since this might be seen as discrimination or prejudice at times.

The expectations, needs and requirements of the target audience must always be considered so that the media product can be successful. Knowing how to categorise the audience for a product is vital and this can be done in several ways:

Age – be clear about the age group. This can be a range such as 6-12, 12-18, 18-40, 40+.

Gender – male and female, but also consider trans-gender.

Location – the main groups are local, national and international. The promotion of a media product might target one of these groups more than others; think about a small local music event compared with a national music festival.

Ethnicity – we live in a multi-cultural society and ethnic groups are found on a local as well as national and international level. Ethnic groups can be defined as a group of people that have a common background or culture, whether through race, religion or language.

Creative iMedia

Year 10 – Module 2 – Knowledge Organiser – LO2 – Using Research

When using research, you need to be clear about the difference between primary and secondary sources. Primary Sources Secondary Sources

The information is obtained first hand from an original source and therefore is typically more reliable.

The information is obtained second hand, where somebody else has already put their own interpretation on the original information. The accuracy of the information might need to be checked when using secondary sources.

Think about it? Do not rely on one source of research. Check multiple sources in order to be sure of your information.

Think about it? There is very little regulation of the internet and nobody is sitting in the background checking the accuracy of everything that is put on there. Double check any information found and don’t forget to list your sources!

Examples of primary and secondary sources

Primary Secondary

Directly from the source, e.g. equipment manufacturer, actual audience.

Autobiography

Original works

First-hand account

Diary

Interview

Video footage

Photo

Relics

Official records

Indirectly sourced, e.g. forums, reviews and opinions from users.

Biography

Commentaries

Second-hand account

History textbook

Magazine article

Encyclopaedias

Report

Other people’s products

News broadcasts

Design Technology


Drama

Year 10 – Module 1 – Knowledge Organisers – Blood Brothers

Drama

Year 10 – Module 2 – Knowledge Organisers – Blood Brothers

English

Year 10 – Modules 1 and 2 – Knowledge Organiser – An Inspector Calls – Part 1

English

Year 10 – Modules 1 and 2 – Knowledge Organiser – An Inspector Calls – Part 2

Why do we cook food?

Make food safe to eat- kills bacteria in high risk foods.

Develop flavours e.g. red meat. Improve texture and appearance. Improve shelf-life Give a variety of foods e.g. potatoes. Destroy harmful toxins e.g. red kidney beans

need to be boiled for 15 minutes.


Year 10 Knowledge Organiser

Module 1 - Food Science

Raising Agents Gas bubbles in raising agents are air CO2 and steam.

Moisture, heat or acidity causes a reaction with the raising agent to cause gas bubbles. This helps the mixture expand.

Air- trapped by creaming, whisking, rolling and folding. Backing powder- a chemical raising agent producing CO2.

Yeast- Biological raising agent, needs warmth, moisture, food and time. Fermentation process produces CO2.

Steam- used in batters, choux pastry and puff pastry, as well as cake and breads. If there is liquid present in a mixture steam will

be produced as heat rises. Like Yorkshire pudding batter.

Carbohydrates Dextrinisation – when food containing starch, such as bread, biscuits and pastries are cooked by dry heat they turn brown. Starch is broken down to smaller glucose molecules called dextrin. Gelatinisation- when starch, in flour, is heated with liquid, the starch molecules absorb the liquid and eventually burst. This forms a gel and thickens the liquid. Caramelisation – sugar molecules break up and melt to form a syrup. As heating occurs hydrogen and oxygen atoms in the sugar form water. The water evaporates and the colour gradually changes. Maillard reaction- a chemical reaction between amino acids and reducing sugars that gives browned food its distinctive flavour e.g. bacon, beef and onions.

Fats and oils Plasticity – ability to soften over temperatures to spread. Shortening – when fat is rubbed into flour it coats each flour particle to give it a waterproof coating. Stops formation of gluten.

Aeration – solid fats trap air when beaten e.g. creaming butter and

sugar. Emulsification – a substance that merges oil and water together. Lecithin in egg yolk and used in mayonnaise.


Year 10 Knowledge Organiser

Module 2 - Food Provenance, environment and food choice

Key Points

Food and packaging waste contributes to greenhouse gases

(GHG’s)

Seasonal and sustainable foods address many environmental

issues.

MSC – Marine Stewardship Council = Seafood can be traced back

to a certified sustainable fishery.

Food miles are the distance food travels from its point of origin

to your table. Recycling and producing less waste can help

reduce carbon emissions.

Nearly a third of all food produced ends up in landfill sites where

it gives off methane gas as it decomposes.

Cheaper foods are ones that are GM/intensively farmed

Best quality protein foods are ones where the welfare of the

animals has been considered.

Hydroponic farming is the production of food using specially

developed nutrient rich liquids rather than soil.

Free range farming allows animals to access outdoor areas as

part of their life. Increased demand for fish stocks has seen

stocks diminishing in the wild due to over fishing.

Barn reared animals live in an environment similar to intensive

farming

Under EU law, all foods need to be traceable from field to fork.

Carbon emissions and global climate change affect food and

water supplies. Sustainable food production ensures less

negative impact on the environment and the farmers.

Key words

Transportation Sustainability Food Miles Free Range Food Origin Genetically modified Climate Change Organic Carbon Footprint Traceability Recycling Sustainable food Packaging Composting Landfill Food waste

Food Choice

Cu

ltu

ral

Eco

no

mic

al

Soci

al

Rel

igio

n

Different to other people. Behaviour patterns Habits/ inherited Different beliefs/morals/way of life.

Cheaper cuts of meat Collect vouchers Supermarket own brand Make your own food Seasonal produce

Jews not eating pork Halal- Muslim Jews- no shellfish/dairy Islam – fasting etc. Hindus – no beef

Reward Gifts Demonstrating wealth A way of socialising Celebrations

Time Can multiple every 10-20 minutes – BINARY FISSION.

Moisture Need moisture to live.

Food NUTRIENTS – protein rich foods.

Warmth TEMPERATURE - Danger zone (bacteria most active) = 5-63c

pH - extra

Best grow in low pH – 6.6 – 7.5. Cannot survive below 4.5. Vinegar has a pH of 3.5.

Yeasts Not harmful but spoils the taste, grows on sugary foods, can survive without air, can’t grow in the cold or in vinegar, destroyed above 70c. Helpful organisms – bread making, wine making.

Moulds Type of fungus, grow on many foods like bread, cheese, meat. Like slightly acid conditions, need moisture and warmth, can survive in the fridge, do not eat mould!

Enzymes Soft spots appearing on fruits / vegetables, makes meat taste and smell bad. Denaturing the enzyme helps with preservation – heat, acid, salt. Enzymes break down plant and animal tissues, causes fruit to ripen, meat to tenderise, enzymic browning – OXIDATION.

Food Preparation and Nutrition Year 10 Knowledge Organiser Module 2 - Food Safety

Bacteria

Single celled organisms.

Sometimes harmless – cheese making,

bread, yoghurt.

Sometimes harmful – pathogenic and

cause food poisoning, sometimes death.

High Risk / Low Risk

High risk - defined as a food that contains

protein and moisture. Higher risk of food

poisoning if not handled correctly - meat, fish,

eggs, cooked rice, gravies, meaty soups,

unpasteurised foods.

Low Risk – lower risk of food poisoning – fats,

oils, foods with a high sugar content, high acid

foods - chutneys, dried foods – cereals.

Conditions for Growth

Remember this acronym - TO Many

Flies Waiting.

The DANGER ZONE – bacteria multiply best between 5-63c. Over 70 most bacteria are destroyed, below 5c bacteria grow slowly. 100c – water boils 70c+ - bacteria is destroyed. 68c – minimum temperature food should be reheated to and held for 2 minutes. 37c – body temperature. 1-5c – temperature of the fridge. -18c – temperature of the freezer.

Key words – hygiene, high-risk, danger zone, reheating, core temperature, use-by-date, best-before-date, frozen food,

chilled food, bacteria, enzymes, microorganisms, moulds, pathogens, food poisoning, oxidation, onset and contamination

Food Poisoning Bacteria Salmonella - raw meat, eggs, dairy, seafood. Diarrhoea, vomiting, fever, onset – 12-36 hours. May be fatal. Staphylococcus Aureus – cooked meat, diary, anything

touched by hand. Vomiting, diarrhoea, abdominal pain.

Onset 1-6 hours. Nose, throat, skin, dirty food handlers.

Food-borne Disease.

Escherichia-Coli (E Coli) – raw meat, untreated milk &

water. Vomiting, blood in diarrhoea, kidney damage.

Onset – 12-24hours. Can cause gastro-enteritis in

humans.

Listeria Monocytogenes – soft cheese, undercooked

meat, unpasteurised dairy. Mild flue like symptom,

septicaemia, meningitis. No specific onset time. Can

cause miscarriage.

Ways to PREVENT OXIDATION (Enzymic Browning)

Adding lemon juice to fruit. Blanching prevents discolouration. Removing air – immersing in water (potato). Chilling / freezing slows oxidation down. dehydration

Microorganisms in the Food

Industry

Meat Industry – meat starter

cultures are used to make dried,

fermented foods – salami,

pepperoni, chorizo, dried ham.

Lactic bacteria develops flavours and

colours.

Yeast

Bread making, beer making and wine.

Yeast is a microorganisms.

Requires sugar to grow.

- Leavens bread dough by producing

C02

- Through fermentation, enzyme

action and gluten, creates a stretchy

dough.

- Contributes to flavour and taste.

The Dairy Industry

Cheese –starter culture is required.

As the culture grows, it converts the sugar lactose into

lactic acid, this gives the required level of acidity and

moisture.

As the cheese ripens it gives a balanced aroma, taste,

texture.

Blue cheese – treated with mould, matures, creates a

blue vein. – Stilton.

Soft ripened – camembert, mould grows on the

outside.

YOGHURT - the culture is responsible for the taste and

texture, probiotic cultures have health benefits,

improve digestion, and safeguard the immune system

flora

.

French

Year 10 – Module 1 – Knowledge Organiser – Travel and Tourism – Part 1

French English

accueil l’ (m) welcome

aéroport l’ (m) airport

Afrique l’ (f)/africain Africa/African

agence de voyages l’ (f) travel agency

Algérie l’ (f)/algérien Algeria/Algerian

Allemagne l’ (f)/allemand Germany/German

Alpes les (f) Alps

Angleterre l’ (f)/anglais England/English

arrivée l’ (f) arrival

ascenseur l’ (m) lift

s’asseoir to sit down

attendre to wait (for)

auberge de jeunesse l’ (f) youth hostel

auto l’ (f) car

autobus l’ (m) bus

autoroute l’ (f) motorway

aventure l’ (f) adventure

avion l’ (m) plane

bagages les (m) luggage

(se) baigner to bathe, swim

bateau le boat

Belgique la/belge Belgium/Belgian

bord de la mer le seaside

bronzer to sunbathe

car le coach

carte la map

carte postale la postcard

casser to break

chambre de famille la family room

chercher to look for

Chine la/chinois China/Chinese

clé la key

colonie de vacances la holiday/summer camp

conduire to drive

se coucher to go to bed

crème solaire la sun cream

French


French English

départ le departure

descendre to stay

dortoir le dormitory

Douvres Dover

durer to last

échange l’ (m) exchange

Ecosse l’ (f)/écossais Scotland/Scottish

en plein air in the open air

Espagne l’ (f)/espagnol Spain/Spanish

essence l’ (f) petrol

Etats-Unis les (m) USA

à l’étranger abroad

étranger l’ (m) stranger/foreigner

expliquer to explain

faire la connaissance to get to know

faire du camping to go camping

(se) garer to park

Grande-Bretagne la/britannique Great Britain/British

(s’) habituer à to get used to

horaire l’ (m) timetable

île l’ (f) island

lac le lake

laisser to leave

laver to wash

(se) laver to get washed

lentement slowly

lever to lift

(se) lever to get up

lit le bed

location de voitures la car rental

logement le accommodation

loger to stay, lodge

loisir le free time (activity)

Londres London

louer to hire, rent

lunettes de soleil les (f) sun glasses

French


French English

maillot de bain le swimming costume

Manche la English Channel

marcher to walk

Maroc le/marocain Morocco/Moroccan

Méditerranée la Mediterranean

monde le world

montagne la mountain

monter to go up/ascend

moto la motor bike

nager to swim

parc d’attractions le theme park

partir to leave

Pays de Galles le/gallois Wales/Welsh

pièce d’identité la means of identification

plage la beach

plan de ville le town plan

se présenter to introduce oneself

prêt ready

projet le plan

se promener to go for a walk

propriétaire le/la owner

randonnée la walk, hike

remercier to thank

rendez-vous le meeting

renseignements les (m) information

réserver to book, reserve

rester to stay

retour le return

retourner to return

(se) réveiller to wake up

revenir to come back

rivière la river

route la road, way

salle de séjour la lounge

sable le sand

French


French English

sac de couchage le sleeping bag

séjour le stay, visit

spectacle le show

Suisse la/suisse Switzerland/Swiss

tourisme le tourism

tourner to turn

Tunisie la/tunisien Tunisia/Tunisian

vacances les (f) holidays

valise la suitcase

visite la (guidée) (guided) visit

voiture la car

vol le flight

voler to fly

voyager to travel

vue de mer la sea view

French

Year 10 – Module 2 – Knowledge Organiser – Social Issues – Part 1

French English

alcool l’ (m) alcohol

alimentation l’ (f) food

aller bien to be well

aller mieux to be better

(s’) arrêter to stop

association caritative l’ (f) charity

bonbon le sweet

bonheur le happiness

chocolat le chocolate

combattre to combat

déjeuner le lunch

se détendre to relax

devenir to become

dîner le evening meal

dormir to sleep

drogue la drug

se droguer to take drugs

eau potable l’ (f) drinking water

égalité l’ (f) equality

en bonne forme fit

en bonne santé in good health

équilibré balanced

espace vert l’ (m) green area

éviter to avoid

faible weak

faire un régime to be on a diet

fatigué tired

forme la fitness

fort strong

fumer to smoke

garder to look after

gras fatty

habitude l’ (f) habit

malade ill, sick

maladie la illness

malsain unhealthy

French

Year 10 – Module 2 – Knowledge Organiser – Social Issues – Part 2

French English

matières grasses les (f) fats

médecin le doctor

médicament le medicine

obésité l’ (f) obesity

odeur l’ (f) smell

petit déjeuner le breakfast

pressé in a hurry, rushed/squeezed

se relaxer to relax

repas le meal

rester to stay

réussir to succeed

sain healthy

santé la health

(se) sentir to feel

sommeil le sleep

sucré sugary

suivre to follow

tabac le tobacco

travail bénévole le voluntary work

tuer to kill

vide empty

vomir to be sick

Geography

Year 10 – Module 1 – Knowledge Organiser – Part 1

Geography


History Year 10 – Modules 1 and 2 – Knowledge Organiser – Part 1 American West 1835 - 1895 Reduced Revision for Paper 2. Section A. Thematic not chronological.

1.Plains Indians Social & Tribal Structures - Tribes (e.g. Sioux) divided into bands, with chief & council. Chiefs/Council decided what

bands did. Band more important than individual. Chiefs guided by spirits. Men (braves) hunted/fought, women

(squaws), made clothes, prepared food, looked after tipi. Children taught skills. Elders respected left behind to die.

Survival on the Plains - Tough climate hot/Summer, cold/Winter. Indians worked as team, relied on horses, hunted

buffalo (used for food, clothing, equipment). Nomadic lifestyle-followed buffalo. Tipis coned shape-protected from

strong winds, packed away quickly.

Beliefs - Everything had a spirit, work with nature, don’t try to control it. Contact spirits-visions/dances. Sacred land

e.g. Black Hills, no land ownership, counting coup (touch an enemy with stick). Don’t stand & fight, run away. US

Government policy & the Indians - Permanent Indian Frontier divided Indian territory from Eastern states. This

changed when whites moved west across Indian land. Indian Appropriations Act 1851-whites wanted to use Indian

land. Indians were paid to live on reservations, to stay away from whites & learn farming. The Fort Laramie Treaty

1851 - As more whites moved west using Oregon Trail tensions increased with Indians. Migrants wanted more

protection from US government which led to the treaty being agreed. Importance of Fort Laramie-Indian Reservations

set up, white settlement on Plains, railroad started, military posts set up in Indian territory, tribes got resources (food

& money) from US led to loss of Indian independence. White settlement in west increased as Treaty allowed white

settlers along Oregon Trail.

Impacts on the Plains Indians - Expansion of railroad, growing cattle industry & gold prospecting increased pressure

on Indians’ way of life. Railroads disrupted buffalo & led to their death. Railroads sold land to settlers. Government

persuaded tribes to give up lands along railroad routes & move to reservations. More cattle in west meant less grass

to eat for buffalo. Cattle trails crossed Indian land.

Impacts of Government Policy - As more whites moved onto the Plains the US Government moved more Indians onto

reservations. Indians did this for survival.US Gov. promised protection of lands & regular food supplies. Tribes were

desperate for food & would sign treaties to get something to eat. Also forced by US army. Impacts of reservations-no

hunting, dependent on food supplies, Bureau of Indian Affairs agents that ran reservations were often corrupt &

cheated Indians

The Indian Wars - Tensions between Indians & whites led to wars which came to a temporary halt in 1868 with Fort Laramie Treaty. Little Crow’s War 1862 - moved onto reservation, crop failed, food promised didn’t arrive. Attacked agency that ran reservation & stole food. Moved to smaller reservation which led to more deaths. Sand Creek Massacre 1864 - More than 150 Indians were massacred at a friendly camp led by Black Kettle. He survived & told other Indians. Red Cloud’s War 1866-68-Bozeman Trail linked to Oregon Trail for white settlers to move through Indian land for gold in Montana. This broke 1st Fort Laramie Treaty, so Indians attacked travellers on trial. 2nd Fort Laramie Treaty signed 1868. US abandoned Bozeman trail, Red Cloud moves tribe to reservation on Black Hills of Dakota. Battle of Little Big Horn 1876 - Turning point as Sioux Indians defeated US army. Shock made US people hate the

Indians & want to destroy their way of life. Custer attacks Little Big Horn & is killed with over 200 men. Some blamed

Custer as he did not wait for back up. He split his 600 men into 3 groups. He was outnumbered. Consequences of

battle-whites want to destroy Indian way of life. Most Indians were put onto reservations. Indians forced to sell Black

Hills & other land. Gave up weapons/horses. They were defeated. The Wounded Knee Massacre 1890-Indians lived on

reservations had cuts in rations, crop failures, loss of land/way of life & many dead. An Indian had a vision that if they

kept dancing they would bring back the dead & get rid of the whites. This worried the whites & the army stopped

them.250 Indians were killed at Wounded Knee after they started to dance. This was the end of the Indian resistance.


1.A Way of life Ends

Buffalo: Hunting & Extermination-1840 millions of buffalo by 1890 only 200 left. Destruction of buffalo led to the destruction of Indians’ way of life. Killing Buffalo-Railroads used hunters to help feed construction workers, killed by tourists on trains for sport, buffalo hides made into leather goods.

Life on the reservations-idea was to stop Indians opposing Manifest Destiny by forcing them to live like whites Reservation land was not fertile & made survival difficult. Indian Agents were appointed by Government to look after reservations but they were corrupt. Money/rations for Indians disappeared. Many Indians died from diseases. Indian Agency Police controlled reservations. Tribal Chiefs lost powers to lead tribes, e.g. no longer signed treaties. Indian children taught white values in schools. No dances/ceremonies, forced to practise Christianity. No hunting. No Horses.

Changing Government Attitudes-Reservation System-Indians dependent on handouts. The Dawes Act 1887 gave Indians land on reservations to farm. Aim was to break up tribes & reduce power of chiefs. Make Indians individuals. Significance of Dawes Act-Indians lost more land, sold their own land, unsuccessful farmers as land was so bad. Whites cheated Indians out of land. USA had complete control of West.

2.Westward Migration

Why move west? - Pull Factors (e.g. Gold, land, freedom, Oregon Trail), Push Factors (e.g. overcrowding in east,

financial crisis, unemployment, Mormons persecuted) Manifest Destiny-US Government wanted to populate west.

God’s will that white Americans should settle over all America. Government published guide books to encourage

migrants to go west.

Gold Rush 1849 - Gold discovered in California 1848 led to huge migration to West.Consequences-300,000 more

people by 1855, law problems, racial tensions (Chinese), Gold boosts economy, railroad started, Indians killed in

California.

Oregon Trail & the Donner Party - Oregon Trail was only practical way for migrants to get across the mountains by

wagon. Very important to the settlement of the west. First migrants to travel the Oregon trail was in 1836.Guidebook

helped travellers, sponsored by Government & written by John Fremont. Journey west in wagon took 8 months, over

3000km, left in April, crossed 2 mountains Rockies & Sierra Nevada, desert. Had to complete journey before winter or

got stuck in snow e.g. The Donner party 1846.Trapped by snow in Sierra Nevada mountains. Some survived by eating

their dead friends.

Mormon migration-1846-47 - Joseph Smith created the Mormons. Their numbers grew, practised polygamy, police

force (Danites), Unpopular with non-Mormons-Smith killed 1844.Brigham Young took over & moved west to Great Salt

Lake area. Strong discipline on journey, split into groups. Advance party prepared the way for others to follow. In the

Salt Lake area (state of Utah), Mormons were successful in creating Salt Lake City because-Mormon Church owned all

land, water & timber-allocated to people, irrigation helped farming, Perpetual Emigration Fund helped other Mormons

join them, self- sufficiency-had skills to survive on their own.

Continued settlement growth - 1879 Exoduster movement by black Americans from south to Kansas. Reasons for

moving-After Civil war slavery was abolished, but black Americans still treated badly. Benjamin Singleton promoted

moving to Kansas. 40,000 black Americans moved. Consequences-other settlers took best land, found it difficult to

survive, mass migration ended by 1880. 1889 Indian territory in Oklahoma opened up to white settlers in land rushes.

First one opened up 2 million acres of land, where thousands of white settlers rushed over land to claim their 160

acres


3.Conflict & Tension (Law & Order)

Lawlessness- reasons-claim jumping, isolated towns, racism towards Chinese immigrants, mining camps, not enough

officials, rapid population increases, alcohol, gambling, prostitution. San Francisco gangs controlled the area 1851,

murder, violence, theft common. Vigilance committees set up (vigilantes). Miners’ Courts set up to settle mining

disputes. An older miner was the judge.

Sheriffs & Marshalls- US Marshall appointed by President to be responsible for a state or a territory, Town Marshall

dealt with issues like saloon fights/shootings, Sheriff worked in counties & could ask locals to form a posse to catch

criminals. Law & Order other solutions-when a territory reached 60,000 people it could become a state with its own

legal system, until then the Federal government was in charge of this area. They appointed 3 judges for court cases &

a US Marshall.

More Problems for Law & Order- Impact of Civil War, men from defeated South resented US Government laws,

Impact of Railroads, new towns in west created by railroads called ‘Hell on Wheels’, grew quickly, no law enforcement,

lots of fighting/prostitution/drinking.’ Cow towns’ where cowboys went after being paid to drink, gamble and fight.

Trains moved valuables & were targets for robberies. Improvements-Rail & telegraph. Improved communication

between officers. Cow towns banned weapons. Banks & railroad companies employed Pinkerton detectives to track

down robbers.

Billy the Kid & Wyatt Earp-Billy the Kid-grew up in poverty & became involved in range war (Lincoln County War)

between cattle barons. Local law enforcement was weak & corrupt & Billy’s gang could easily escape the law & hide in

remote areas. Billy escaped jail & was killed by Sheriff Pat Garrett. Wyatt Earp moved to the mining town of

Tombstone where there was lots of fighting led by Clantons and McLaurys. Businessmen hired Earp as deputy sheriff

to end fighting in their favour. Earp & his brothers defeated the Clantons/McLaurys in the Gunfight at the OK Corral.

Public opinion turned against the Earps after more deaths and they were considered murderers. They left Tombstone.

The Johnson County War 1892-was an example of a range war for land/resources in the West. It was between

cattle barons & homesteaders in Wyoming. Most land was public, where huge cattle ranches developed & were

controlled by a few rich men. They controlled Wyoming. Smaller ranchers did better but big ranchers accused them of

stealing their cattle. Homesteaders took land from the big ranchers. Killing of Ella Watson & Jim Averill (homesteaders)

claimed they stole cattle, so they were hung. Wyoming Stockgrower’s Association (big ranchers) hired gunmen &

invaded Johnson County to kill rustlers. Invasion failed as locals from town of Buffalo arrested them. They were

eventually set free.


4.Settlement in the West (Homesteaders)

The Homestead Act 1862-One consequence of American Civil War (1861-65) was the Homestead Act. Incentives were

given to people to farm the west on the Plains in family sized plots of land of 160 acres. The land was free apart from

$10 to file a claim. You had to work the land for 5 years before they owned it. Consequences - 6 million acres were

homesteaded by 1876.Free land encouraged lots of white immigration on the Plains. Limitations-high dropout rate-

60%, rich landowners found ways of buying up land, Government gave 300 million acres to railroad companies who

sold it to settlers.

Homesteaders:- Problems - Lack of trees, water, hard land, fires/pests destroyed crops, not enough land, disease, lack

of education, isolation.

Solutions - Sod Houses, barbed wire, dried buffalo dung for fuel, wind pumps, machinery, dry farming technique,

Turkey Red Wheat, Timber Culture Act 1873 160 acres plant trees on half, Desert Land Act 1877 640 acres cheap land,

Women teachers/doctors, Railroads brought people/supplies. New Methods, Dry Farming-ploughing soil after it rained

to conserve water. Helped grow Turkey Red Wheat. New Technology-Wind Pumps, helped pump water from

underground and solved problem of finding water on Plains. Barbed Wire 1874-solved problem of no wood for

fencing. Kept cattle away from crops.

5.The Cattle Industry

Cattle trails & cow towns - Grew after Civil War as cattle was worth a lot more in north.5 million cows in south

1865.Beef in big demand in northern cities. Joseph McCoy sets up first Cow town in Abilene (railroad arrived there).

McCoy advertised route (Chisholm Trail) to Abilene, built hotels/stockyards there. This led to ‘beef bonanza’ 1870s,

where huge profits were made in cattle, led to rise of Cattle Barons (McCoy, Iliff, Goodnight). Goodnight/Loving Trail-

supplied new settlements in west, Indian reservations, Mining towns & Union Pacific Railroad. John Iliff sold cattle to

mining towns in Colorado, Indian reservations & railroad gangs.

Changing roles for cowboys- They were young single men, black, Spanish, Mexican, white American, ex- soldiers or

criminals. Their job was to look after the cattle. They drove the cattle from Texas in the south to northern markets.

Their job changed from-Long Drive, hundreds of miles, dangers stampedes, wild animals, crossing rivers rustlers,

Indian attack, weather extremes, out in open air, camp fires, saloons, brothels in cowtowns changed to-working on

ranches, checking/mending fences, fewer dangers, still thefts/attacks.

Changes in the Cattle Industry-Lots of investment in this industry in 1870s led to it becoming overstocked.

Consequences-too many cattle, little grass left, price of beef dropped, less profits, bad winter 1886/87 killed cattle

led to cattlemen going bankrupt. After the bad winter cattlemen moved from the Open Range onto small ranches

which were fenced. Cowboys led less adventurous lives on ranches.

Ranchers v Homesteaders-fought over land rights on Great Plains. Open Range ranching needed a lot of land so

large herds of cattle could roam & have enough to eat. Ranchers bought a few plots of land here & there & let cattle

roam over the land for free. Homesteaders then claimed their 160 acre plots & turned into farms & this caused

problems when cattle roamed or couldn’t use water. Homesteaders also fenced land so cattle could not roam which

protected crops. Led to tensions/conflict-consequence of Homestead Act.


6. The First Transcontinental Railroad 1869 - The Pacific Railroad Act 1862 provided incentives for private companies to build a railroad across America.

Impact of railroad - Troops could be moved to control. Indians, Americans could keep in touch, fulfil Manifest Destiny

by making it easier to migrate& secure territory, law officers could reach places to improve law & order, transport

goods across country & abroad.2 companies built the railroad, the Union Pacific & Central Pacific. Government

support for railroad in land & loans given. By 1880 railroad companies settled 200 million acres in west, sold land along

routes to set up towns, advertising- people from Europe came to the west as well as from other parts of US. Railroad

was completed at Promontory Point, Utah 1869.

Exam Questions-3 questions will always follow this pattern.

Answer all 3 (choice of 2 out of 3 for Question 3)

Q 1 Explain two consequences of…………… (8 marks)

Consequences = Things that happened as a result of something

Q 2 Write a narrative account analysing……………… (8 marks)

(Write about causes, consequences or change)

Q 3 Explain two of the following (16 marks) Choose 2 out of 3

(Write about consequence/ significance-How important?)

Foundation Maths

Year 10 – Modules 1 and 2 – Knowledge Organisers – Part 1

Language Meaning Example

Balance Method A method for solving an equation by

performing the same operation on each side.

Quadratic

A quadratic expression or equation contains

a square term such as x2 as the highest

power. If we plot quadratics the shape is

known as a parabola

2x² + 3x – 4

x² - 3x + 6

Factorising Writing an expression as two or more

different expressions multiplied together

3x² + 6x = 3(x² + 2x)

= 3x(x + 2)

x² - 3x -10 = (x + 2)(x – 5)

Solve

Solution

Find a value for the unknown letter /

variable that will make the equation true

4x – 3 = 9 is true when x = 3

x = 3 is the solution to the equation

‘To solve’.

Simultaneous

Equations

Two or more equations that are true at the

same time for the same values of the

variables. These can be solved graphically or

algebraically

Inequality

A comparison of two quantities that are not

equal. Inequalities can be represented on a

number line

5 < 9 5 is less than 9

x ≤ 6 the value of x is less than or

equal to 6

Foundation Maths



Circle A 2D shapes where all points are the same

distance away from the centre point

Diameter A straight line joining two points on a circle

that pass through the centre

Radius / Radii

(Plural)

A line drawn from the centre of the circle to

the circumference

Circumference The distance around the outside of a circle

Arc Any part of the circumference

Chord

A straight line joining any two points on the

circumference of a circle. A chord produces

a segment

Tangent A line which touches the circumference at a

single point

Segment The area enclosed by an arc and a chord

Sector The area enclosed by two radii and an arc

Construct To draw something accurately using a

protractor, compasses and a rules

Construction

Lines

Lines drawn during a construction that are

not part of the final object

Bisect Cut into two parts of the same shape and

size

Angle Bisector A line which bisects an angle, splitting the

angle into two equal parts

Perpendicular

Bisector

A line which meets another line at right

angles (90 degrees)

Locus/ Loci

(Plural)

A set of points which satisfy a set of rules. It

is also known as the path followed by a

moving point

Foundation Maths



Proportion

A proportion is a part of the whole amount.

Two quantities are in proportion if one of

them is always the same multiple of the other

If there are 6 eggs in a carton

Total number of eggs = 6 x number of

cartons

Ratio

A ratio compares the size of one quantity

with the size of another. The Bar Model is

often used to represent ratios.

Ratio of blue to yellow squares is 2:5

Simplify (Ratio)

Divide both parts by common factors. This is

done to make the ratio easier to handle and

calculate with

6:9 = 2:3 (the common factor is 3 so we

divide both sides of the ratio by 3)

Scale The ratio of the length of an object in a scale

drawing to the length of the real object

The Ordnance survey produce maps with

scales such as 1 : 100,000. This means for

every 1cm on the page there are 100,000

cm in real life Scale Drawing An accurate drawing of an object to a given

scale

Percentage A type of fraction in which the value given is

the number of parts in every hundred

33/ 100 = 33%

Simple Interest

Interest that is calculated on the original

amount only and not on any extra interest

that has built up

£200 saved in a bank account at 3% simple

interest will earn 3% of £200 each year. 3%

of £200 is £6 so each year you will earn £6.

Percentage

Increase

An increase by a percentage of the original

amount

£40 increased by 20%.

10% of £40 is £4

20% is £8 so after the increase we have £48

(£40 + £8)

Percentage

Decrease

A decrease by a percentage of the original

amount

£50 decreased by 40%

10% of £50 is £5

40% is £20 so after the decrease we have

£30 (£50 - £20)

Reverse

Percentage

Calculating the original amount from the final

amount and the percentage added. These are

often ‘sale price’ questions.

In sale prices are reduced by 10%.

Sale price is £63. How much was the item

originally?

If 10% of the original is £7 then 100% is £70

Foundation Maths



Multiple Multiples are what we get after multiplying

the number by an integer

6, 12, 18 and so on are all multiples of 6

3 x 7 = 21 therefore both 3 and 7 are factors

or 21.

Factor

Factors are what we can multiply to get the

number. A factor can be divided into another

number without a remainder

Prime Number

A number that only has two factors, itself

and one. The number 1 is NOT a prime

number

2,3,5,7,11,13,17,19,23,29…

Prime Factor A factor (see above) of a number that is also

a prime number

5 is a prime factor of 50

Prime Factor

Decomposition

Using a prime factor tree to write a number

as a product of its prime factors

In index form

written as a

product of

primes

72 = 23 x 32

Common Factor A factor that is shared by two or more

numbers

2 is a common factor of 10 and 16

Highest Common

Factor

The biggest number that is shared by two or

more numbers. You can use a Venn diagram

or

Lowest Common

Multiple

The smallest multiple that is shared by two

or more numbers

Square Number Square numbers are the result of multiplying

integers by themselves

1,4,9,16,25,36,49,64,81,100…

(eg 6 x 6)

Square Root

A number that when multiplied by itself is

equal to the number underneath the square

root symbol

Cube Number Cube numbers are the result of multiplying

integers by themselves three times 1,8,27,64,125 (eg 2 x 2 x 2)

Cube Root

A number that when multiplied by itself

three times is equal to the number

underneath the cube root.

Higher Maths



Completing the

square

Writing a quadratic expression 𝒂𝒙𝟐 + 𝒃𝒙+

𝒄 in the form 𝒑(𝒙 + 𝒒)𝟐 + 𝒓

𝟐𝒙𝟐 − 𝟒𝒙 − 𝟑 = 𝟐(𝒙 − 𝟏)𝟐 − 𝟓 = 𝟎

𝒙 = 𝟏 ± √𝟓

𝟐

Quadratic

formula

A formula for the solutions of the quadratic

equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎

𝒙 =−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄

𝟐𝒂

𝟐𝒙𝟐 − 𝟓𝒙 − 𝟑 = 𝟎, 𝒂 = 𝟐, 𝒃 = −𝟓, 𝒄 = 𝟐

𝒙 =𝟓 ± √𝟓𝟐 − 𝟒 × 𝟐 × −𝟑

𝟐 × 𝟐

𝒙 =𝟓 ± 𝟕

𝟒= 𝟑,−

𝟏

𝟐

Simultaneous

equations

Two or more equations that are true at the

same time for the same values of the

variables

Elimination A method of solving simultaneous

equations by removing one of the variables

Substitution

Replacing one of the variables in a

simultaneous equation with an expression

found by rearranging the other equation

Inequality A comparison of two quantities that are not

equal 𝟓𝒙 − 𝟏 < 𝟗, 𝟓𝒙 − 𝟏 is strictly less than 9

Iteration A procedure which is repeated

𝒙𝒏+𝟏 =𝟏

𝟐(𝒙𝒏 +

𝟐

𝒙𝒏)

𝒙𝟏 = 𝟏 → 𝒙𝟐 = 𝟏. 𝟓 → 𝒙𝟑 = 𝟏. 𝟒𝟏�̇� → 𝒙𝟒

= 𝟏. 𝟒𝟏𝟒𝟐… → √𝟐

Recursive

process

A repeated procedure in which the output

of one iteration is the input of the next

iteration

The shape of a quadratic graph is called a

parabola

The solutions of simultaneous equations

is where the lines intersect

Simultaneous equations with a linear and quadratic can have 0, 1 or 2 solutions

Higher Maths



Circle

A closed curve in a flat surface which is

the same distance from a single fixed

point

Diameter A chord that passes through the centre

of the circle

Radius

Radii (plural)

A straight line segment drawn from the

centre of the circle to the perimeter

Circumference The distance around the edge of a circle

Arc A section of the circumference of a

circle

Chord A straight line segment with endpoints

on the circumference of a circle

Tangent A straight line which touches the circle

at one point only

Segment A 2D shape enclosed by an arc and a

chord

Sector A shape enclosed by two radii and an

arc (pizza slice)

Bisect Cut into two parts of the same shape

and size

Perpendicular

bisector

A line which bisects another line at right

angles

Construct Draw something accurately using

compasses and a ruler

Construction lines

Lines drawn during a construction that

are not part of the final object (DO NOT

ERASE)

Locus

Loci (plural)

A set of points which satisfy a given set

of conditions.

The path followed by a moving point

Perpendicular bisector

Construction lines

Higher Maths



Proportion

A proportion is a part of the whole. Two

quantities are in proportion if one is

always the same multiple of the other

If there are 6 eggs in a carton

Total number of eggs

= 𝟔 × 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒖𝒍𝒍 𝒄𝒂𝒓𝒕𝒐𝒏𝒔

Ratio A ratio compares the size of one quantity

with the size of another

Simplify (ratio) Divide both parts by common factors

Scale

The ratio of the length of an object in a

scale drawing to the length of the real

object

Maps use scales such as:

1:100,000

1:50,000

1:25,000 Scale drawing An accurate drawing of an object to a

given scale

Percentage

A type of fraction in which the value

given is the number of parts in every

hundred

𝟑𝟑

𝟏𝟎𝟎= 𝟑𝟑%

Interest

A fee paid for the use of someone else’s

money. This is a percentage of the loan

that must be paid to the lender in

addition to the loan itself

A loan of £1000 at 4% interest means the

borrower pays £1040 in one year.

They would pay £1120 for a three year loan.

Simple interest Interest that is calculated on the original

amount

Compound

interest

Interest that is calculated on the original

amount plus any interest that has built

up previously

£1000 saved in an account at 4% compound

interest for three years

𝟏𝟎𝟎𝟎 × 𝟏. 𝟎𝟒𝟑 = 1124.86

Percentage

increase/

decrease

An increase/decrease by a percentage of

the original amount

6.00 increased/decreased by 25%

𝟏. 𝟐𝟓 × 𝟔 = 𝟕. 𝟓 𝟎. 𝟕𝟓 × 𝟔 = 𝟒. 𝟓

Reverse

percentage

problem

Calculating the original value of a

quantity using the value after a

percentage change

Quantity after a 25% decrease = 300

𝟑𝟎𝟎 ÷ 𝟎. 𝟕𝟓 = 𝟒𝟎𝟎

Quantity after a 25% increase = 300

𝟑𝟎𝟎 ÷ 𝟏. 𝟐𝟓 = 𝟐𝟒𝟎

Higher Maths



Multiple The original number multiplied by an

integer Multiples of 4 include 8 (4 x 2) and 20 (4 x 5)

Factor A whole number that divides exactly

into a given integer The factors of 30 are

1, 2, 3, 5, 6, 10, 15 and 30

Prime A number that has exactly two factors 13 = 1 x 13

Prime factor decomposition

Writing a number as a product of its prime factors

𝟕𝟐 = 𝟐𝟑 × 𝟑𝟐

Highest common factor (HCF)

The largest factor that is shared by two or more numbers

Lowest common multiple (LCM)

The smallest multiple that is shared by two or more numbers

Square root A number that when multiplied by itself

is equal to the given number

√𝟔𝟒 = 𝟖

Cube root A number that when multiplied by itself three times is equal to the given number

√𝟔𝟒 = 𝟒

Surd The root of a number which cannot

otherwise be written exactly

√𝟐

√𝟕𝟑

Simplify surds To write a surd as a product of a square

root and a surd

Rationalise To rewrite a fraction so that it does not contain any surds in the denominator

𝟏

√𝟐×√𝟐

√𝟐=√𝟐

√𝟒=√𝟐

𝟐

Square numbers: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121, 144, 169, 196, 225…

Cube numbers: 1, 8, 27, 64, 125, 216…

Music


Photography


Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers - Classification of skills and information processing

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Goals and Smart Targets

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Types of Guidance

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Arousal Motivation

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Personality and Aggression

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Social Groups and Engagement

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Commercialisation

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Technology

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Conduct

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Drugs (PED)

Physical Education

Year 10 – Modules 1 and 2 – Knowledge Organisers – Spectators and Behaviour

Science

Year 10 – Modules 1 and 2 – Knowledge Organisers

Biology Topic 1 - Health and Disease – Part 1

Science


Biology Topic 1 - Health and Disease – Part 2

Science


Biology Topic 2 - Ecosystems

Science


Chemistry Topic 1 – Acids and Alkalis

Science


Chemistry Topic 2 – Groups in the Periodic Table

Science


Physics Topic 1 – Motion and Forces

Science


Physics Topic 2 – Energy

Spanish


year 10 knowledge organisers modules 1 and...

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