Year 9

Knowledge

Organisers

Term 1

Born Andrew Warhola;

August 6, 1928.

Died February 22, 1987 from cardiac arrhythmia

An American artist, director and producer.

Started as a commercial illustrator.

In the 1950’s he began to receive recognition as an influential and controversial artist.

He lived openly as a gay man before the gay liberation movement.

His New York studio, The Factory, became a well-known hang out place for distinguished intellectuals, drag queens, playwrights, Bohemian street people, Hollywood celebrities, and wealthy patrons.

is credited with creating the widely used expression "15 minutes of fame."

The leading figure in the art movement called pop art.

His work explores ideas about celebrity culture, and advertising.

Worked in a variety of media including painting, silkscreen , photography, film, and sculpture.

Best known works include the silkscreen paintings Campbell's Soup Cans (1962) and Marilyn Diptych (1962).

KEY WORDS Icon

Pop Culture ‘Celebrity’ Culture

Repetition Bold colour

Silk-screen printing Mass production Miss-alignment

Warhol often used cheap, quick drying paints straight from the tube, directly onto the canvas.

He takes an image, repeats it, and alters the colours in order to explore their relationships and emphasise different features.

He was showing the world that anyone could be an artist...if he could paint...then so could anyone.

“Pop art is for

everyone”

EXTRA CURRICULAR – TERM 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Aft

er

school

3.1

5 –

4.1

5

Netball

Outside Netball Courts

Year 7/8

KBO

Netball

Outside Netball Courts

Year 9/ 10/11

SLO/JDU

Rugby

Field

Year 7

JMO

Rugby

Field

Year 8,9

JDU

Rugby

Field

Year 10/11

IWA

Girls Rugby

Field

All Years

VMA

Hockey

Astro

Mixed All Years

PE/KBO

Cycle Ball

(Football on a bike – you need

your own bike)

Outdoor basketball court

Outside coach

Badminton

Sports Hall

All Years

SLO/IWA

Girls Football

Astro

All Years

PE

Fitness

Gym

JM O

Basketball

Sports Hall

Sixth formers

Try and come along to

at least one club each

week as part of your

PE homework!

Wear your

PE kit!

Coming soon..

YOGA led by

an outside

coach!

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching.

1

Rugby Positions

Basic rules

1. A rugby team consists of any number of players

ranging from 7 to 15

2. The aim of the game is to score as many tries as you

can. Each try is worth 5 points and a conversion is 2

3. The ball can only be passed backwards or sideways –

not forwards

4. Players are allowed to tackle the ball-carrier only

Types of kicks

Place kick

Drop kick

Punt kick

Grubber kick

Rugby Football

Union (RFU)

Website

www.englandrugby.com

Business Studies Knowledge Organiser The purpose and nature of businesses

Autumn 1

Chain of production

At every stage there is: Added Value

Primary sector - Raw materials

Secondary sector - manufacturing/

construction

Tertiary Sector - services

Businesses must respond to change quickly, if they want to survive in a competitive market, factors which can cause change include:

Government (laws/Taxes)/Changing fashions/Technology/interest rates/new competition

Disposable Income - the money left

after essential spending, for luxuries

& treats

Business Studies Knowledge Organiser

Ownership (Autumn 2, Spring 1)

Public Corporations are organisations set up by an Act of Parliament and are run by a Board of Directors appointed by the Government.

E.g. The BBC

Unlimited Liability: Owners and business are “one”, therefore owner has to repay any business debts, from personal assets

Limited Liability: business is incorporated, separating business & owner - so debts are only repaid if the business has value to do so.

Voluntary Organisations

Charities and non-profit organisations exist to help a particular cause. Charities aim to raise money to help their cause, or to raise awareness

of an issue or the plight of a section of society.

Charities are run by a board or committee made up of trustees.

Charities raise funds from public donations, sales from the charities own high street shops, ecommerce sales, Government grants and lottery funding, as well as more traditional fundraising from raffles and

sponsored events such as 10km walks.

Child development Component 1: Children’s growth and development

Key concepts

Growth: changes in physical size of the body –

the skeleton, muscles and the brain, height,

weight and head circumference.

How we measure growth:: Growth centile

charts

Why measure growth?

To ensure consistency with expected

patterns

To highlight potential issues at an early

stage

Development: the gaining of skills in all aspects of

the child’s life. This includes:

Physical development: this refers to the

body increasing in skill and performance

and includes: gross motor development

(using large muscles), for example legs

and arms fine motor development

(precise use of muscles), for example

hands and fingers.

Social and emotional development: this is the

development of a child’s identity

and self-image, the development

of relationships and feelings about

him or herself and learning the

skills to live in society with other

people.

Intellectual development: this

is learning the skills of

understanding, memory and

concentration. Communication

and speech development: this

is learning to communicate with

friends, family and all others.

Milestones: A ‘milestone of development’ refers to

the age at which most children should have reached

a certain stage of development, for example,

walking alone by 18 months, or smiling at six weeks.

Many children will reach that stage of development

much earlier, but what matters is

whether a child has reached it by

the milestone age.

The important thing to remember

is that all children develop at

different rates and may be earlier

in achieving some aspects of

development and later in others.

The holistic approach seeks address the physical,

emotional, relational, intellectual, and

spiritual aspects of a child's life at the

same time. The importance of the

Holistic Approach is that it Children

learn different things at different

stages, e.g. walking, talking, fine motor

skills etc.

By the end of this term, you should be

able to:

Define growth and development, giving examples

Explain how and why growth is measured

Be able to describe milestones and what a holistic approach to child development is.

Key words

Gross motor development: The skills acquired to control and coordinate large muscles.

Fine motor development: The skills needed to control and coordinate small muscles- hands, fingers and toes

Creative thinking/abstract thought: involves our ability to think about things and imagine things that have not been observed.

Memory/recall: storing information, connecting information to what we already know, recalling information to use later.

Problem solving: using the brain to think through problems, come up with new ideas and predict what might happen.

Language development: being able to think through and express ideas.

Bonding: emotional ties formed with others.

Contentment: an emotional state when children feel happy in their environment

The John of Gaunt – GCSE Citizenship Year 9 Knowledge Organiser – Term one

Topic Name: The legal system

Key word Definition

Magistrates’ Court A court of law where all criminal

cases start.

Criminal law Dealing with people who have

committed a crime and punishing

them. E.g. murder, theft, arson.

Civil law Dealing with relationships between

other people. E.g. dealing with a

divorce and dispute between

neighbours.

Crown Court A court that deals with serious

criminal law. A judge and jury will

listen to the evidence.

Civic duty The duty and responsibility that a

citizen has to their community. E.g.

Being a part of a jury.

Police rights The rights that a police officer has

when arresting a citizen. It also

includes the rights they have if they

are suspicious that the law is being

broken.

Police responsibilities The responsibilities that a police

officer has when they are doing

their job, like upholding and

respecting the law.

Special Constable A trained volunteer who works

alongside the police to support

them.

Youth Court A court where someone under the

age of 18 will attend if they have

committed a crime.

Key Content:

The responsibilities of the police:

To uphold the law and keep the peace

Record any offence which has taken place

Be polite and treat people with respect

Tell people their name and the station that they are from

Obey the law themselves

Inform people of their rights if they are being arrested

Make accurate statements in a court of law

Use reasonable force as a last resort

Avoid any form of discrimination

The rights of the police:

To expect cooperation from the public

To stop anyone in public and ask them account for their

actions

To stop and search people who they suspect has broken

the law

Arrest someone who is committing a criminal offence or

has committed a criminal offence

Enter premises without permission to save life or deal with

and prevent a crime

Detain someone for up to 24 hours in a police station

Useful websites for extended reading: https://www.gov.uk/browse/justice/rights

The four cornerstones of computational thinking

•Decomposition - breaking down a complex problem or system into smaller, more manageable parts

•Pattern recognition – looking for similarities among and within problems

•Abstraction – focusing on the important information only, ignoring irrelevant detail

•Algorithms - developing a step-by-step solution to the problem, or the rules to follow to solve the problem

Selection:

Iteration:

Varialbes:

Computer Science Year 9 Knowledge Organiser Autumn 1

Theatre Knowledge (Year 9, T1)

Practitioners

Stanislavski: Realism. He wanted theatre to

reflect “real life”. Actors would work on charac-

ters from the inside out, to create a more “true”

or “real” performance.

Brecht: Epic. He wanted theatre to be didactic.

He used multi-rolling, direct address, placards to

ensure audience knew they were in a play. His

aim was to make the normal “strange”.

Artaud: Theatre of Cruelty. He wanted to

shock the audience and get rid of the barrier

between performers and audience, producing

‘mythic spectacles’, including verbal incanta-

tions, groans and screams, pulsating lighting

effects, oversized stage puppets.

Staging

End On: Common. Large offstage areas allow this

type of theatre to have complex sets. Audience sit

on one side of the stage as if looking through a win-

dow. Audience can feel separated, easier to block.

In the round: commonly used in circus, audience

surrounds stage. Creates intimate atmosphere.

Staging cannot obscure audience’s vision. Backs to

audience can be a problem.

Thrust Stage: audience is close to the stage,

sitting on three sides. No curtains separate the audi-

ence from the stage. It is difficult to change sets.

Traverse: audience sit either side of the stage. Au-

dience can see each others’ reactions. Backs to au-

dience can be a problem.

Roles and Responsibilities

Playwright: Who writes the play.

Performer: actor who realises the role

in front of an audience.

Lighting/set/costume designer:

responsible for design of their areas.

Technician: backstage setting up/

operating equipment.

Director: have a concept for the perfor-

mance, work collaboratively with team.

Stage Manager: backstage; sourcing

props, scenes changes, rehearsal

schedule. Everything before/during/after

performance.

Theatre Manager: In charge of front-of

house; ushers, box office, health and

safety.

Key terminology

Script: tells the actor what to say.

Dialogue: what the actor says.

Stage direction: what the actor does.

Physicalisation: the use of physical skills,

e.g. body language, to show a character’s

personality and emotion

Characterisation: the use of performance

skills, e.g. voice, to show a characters

personality and emotion.

Proxemics: how far or close actors stand on

stage to create meaning.

Didactic: intending to teach

Direct address: talking to the audience

Realism: acting on stage to be lifelike

Fourth-wall: as if there is a window be-

tween performers and audience

DESIGN TECHNOLOGY YEAR 9 MODULE 1 Typography This is the study of Type and Text on a page, it is how it add impact or set the scene for a page.

You can change the style of text, its size, colour and space around the text to give you different appearances.

Analysing products

This is where we look at an existing product and say,

what we think is good and bad about the product

A Aesthetics :- what the product looks

like?

C Cost:- How much would it cost to

buy?

C Client:- Who would buy it?

E Environment:- How long would it

last?

S Safety:- Could the product hurt

anyone?

S Size:- How big is it?

F Function:- What will the product do?

M Materials:- What is it made from?

Rendering

This is the use of

colour and lines

such as Thick and Thin,

Shadows and Tone to make

designs stand out

from the page.

Vacuum forming:- This is a machine that is used to form and shape plastic. It is

used to make plastic food trays and packaging to store products.

Mould making

KEY WORDS

Render:- To colour in an idea or design to

make it look like a material or to make it

stand out.

Dimensions:- The use of measurements on

a design to show sizes.

Isometric:- A 3D drawing technique which

shows and image at 30°.

Orthographic:- A 2D drawing technique

which allows you to draw flat views of an

object ( Front, Side, and Plan views)

Annotate:- To add notes to your designs

that explain what you are aiming to

achieve. ( Size, Materials, joining

techniques)

Mould:- A tool that is used to form a

material over to create a shape.

Logo:- An image or text used to promote a

product. It is usually easy to recognise.

Serif: These typefaces have

a tail and are mainly used

in the body of a text.

San Serif: This typeface has no tail

and is mainly used for headings as

it is plain and clear to read.

Script: These type Faces tend to look

Handwritten and have a more personal feel.

Stylised: These are more

decorative and are aimed at

attracting attention or giving some

meaning or association.

Within schools, moulds are

normally made form MDF or

Expanded Polystyrene and are

used to shape plastic over or

pour liquid plastics into.

Moulds need to be smooth and

easy to remove with no sharp

edges to work well.

Key Spellings:

Altar

Argue

Argument

Audience

Believe

Beatrice

Benedick

Claudio

Church

Comedy

Deceitful

Deceive

Disguise

Elizabethan

Gullible

Hero

Humiliate

Innocent

Insult

Jealous

Leonato

Manipulate

Marriage

Niece

Rejected

Romantic

Shakespeare

Soldier

Theatre

Wedding

English—Year 9—Term 1

Grammar focus: What is a subordinate clause and how do I use commas to show it?

A subordinate clause is additional information in a sentence. It is not a complete sentence on its

own.

The monster, who was very hungry, licked his lips.

If you took the subordinate clause out, the rest of sentence (known as the main clause) would still

make sense on its own. You can see that commas are used to part the main clause and show where

the subordinate clause has been inserted.

The subordinate clause can go anywhere in the sentence. See these examples:

Because it was raining, the monster used his umbrella.

The monster tried very hard, even though he found the subject difficult.

Context: Key Facts

Shakespeare wrote ‘Much Ado About Nothing’ in 1598 whilst Queen Elizabeth I was on the throne. The play is

a comedy so it has a lot of mistaken identity, disguises and of course a happy ending. The play is set in Messi-

na, Italy—this is so that the play can comment on social issues without getting in to trouble for criticising Eng-

land or English government.

Women in this time period were expected to get married and raise children. A key theme in this play is mar-

riage, but the main female character (Beatrice) is very unusual for the period as she claims she will never mar-

ry.

Much Ado About Nothing: Key Facts

They play begins when victorious soldiers arrive and are invited to stay at Leonato’s house. One of the soldiers

(Claudio) falls in love with Leonato’s daughter (Hero) and at a party that night the two become engaged to be

married. Claudio’s friend Benedick meets Hero’s cousin Beatrice—the two exchange insults and its becomes

clear that they have a history of quarrelling. The other characters trick Beatrice and Benedick into falling in

love with each other. However, there is a villain in the play called Don John and he plays an unkind trick on

Claudio. Claudio is deceived into thinking Hero is unfaithful so he throws her over on their wedding day.

Hero’s family pretend that she has died of shame, and when Don John is revealed to have tricked Claudio,

poor Claudio is heart broken. Fortunately, Hero is not really dead and so she and Claudio end up getting mar-

ried after all. Benedick and Beatrice also get married in the same ceremony.

Subordinate clause

Subordinate clause

Subordinate clause

Charac- Role Key Quote

Hero Innocent young

woman

(daughter of

Leonato) who

falls in love and

marries Claudio

“Some Cupid kills

with arrows, some

with traps.”

Claudio Young noble-

man and best

friend of Ben-

edick. Falls in

love and mar-

ries Hero.

“There, Leonato,

take her back

again”

Beatrice Hero’s cousin.

Always arguing

with Benedick

although ends

up loving him.

“A bird of my

tongue is better

than a beast of

yours”

Benedick Best friend of

Claudio who

claims he’ll nev-

er marry. Al-

ways argues

“Well, you are a

rare parrot teacher”

Leonato Father of Hero

and Uncle to

Beatrice.

Hosts the sol-

diers at his

house.

“there is a merry

war betwixt Signor

Benedick and she”

jardine

Jardinière Julienne Macedoine mas-i-dwahn

Batonnet bah-tow-

NAY

Chiffonade Brunoise BROON-wahz

Turning

Cooks Knife Dicing, chopping, trimming vegetables, meat, poultry, fresh herbs.

Paring Knife

Fruits, vegetables

Boning Knife

Removing bones from meat and poultry.

Filleting Knife

Filleting fish

Carving Knife

Carving meat

Bread Knife

Slicing bread

Palette Knife Icing cakes, turning food during cooking, moulding, smoothing food.

Knowledge Organiser

Food & Nutrition

Topic: Food Preparation Skills

There are specific terms used for vegetable cuts relating to the size and shape of the outcome Knife Holds

The Claw Grip

To use the claw grip, shape your hands into a claw shape tucking the thumb inside the fingers

The knuckle to fingertips part of the hand acts as a barrier against the knife blade when being held in the claw grip shape.

It is safer to use a large knife with a flat-sided blade than a smaller one for this reason.

Place the item you want to cut flat side down on a chopping board and the rest the claw on the item to be sliced.

Hold the knife in the other hand. Use the knife point as a pivot (it should not leave the board). As you slice, the food moves towards the knife; this reduces the health and safety risk.

Bridge Hold

To use the bridge hold, first place the flat surface of the item on a chopping board

Now from a bridge with the thumb and index finger of one hand and hold the item on the chopping board.

Hold a knife in the other hand and position the blade under the bridge formed with your hand. Firmly cut downwards.

Knife Safety Rules The correct knife should be used for the appropriate job. Knives must be kept sharp and clean; a blunt knife is more likely to cause a cut because more pressure needs to be applied to use it to cut. Knife handles must be grease- free The point must always be downwards when carrying a knife. Knives should not be put in the washing up bowl. A Knife must not be left on the edge of the table or chopping board

Boning A Chicken

Remove the legs by cutting down through

the skin, in-between the joint. Turn the

chicken over and break the leg- pop it out

of the joint.

Find the knuckle an cut through the leg,

this separates the thigh and drumstick.

Cur through the joint to remove the wing.

Cut a V shape on either side of the wish

bone to release it, cut through the knuckle

at the base.

Remove the breast from the carcass.

Classification of

Meat

4 main meat

sources –

Animals – pork,

beef, lamb.

Poultry – chicken,

turkey, duck,

goose.

Game – feathered

or furred.

Offal – tongue,

tripe, kidney,

heart, brain,

trotters.

grand/e/s/es – tall

petit/e/s/es – short

laid/e/s/es – ugly

amusant/e/s/es – fun

mûr/e/s/es – mature

strict/e/s/es – strict

fort/e/s/es – strong

méchant/e/s/es – naughty

sensé/e/s/es – sensible

content/e/s/es – happy

bavard/e/s/es – talkative

charmant/e/s/es – lovely

mince/s – slim

chauve/s – bald

honnête/s – honest

égoïste/s – selfish

triste/s – sad

sensible/s - sensitive

gentil/gentille/gentils/gentilles – friendly

gros/grosse/gros/grosses – fat

beau/belle/beaux/belles – attractive

travailleur / travailleuse / travailleur / travailleuses – hardworking

compréhensif(s)/comprehensive(s) – understanding

Introductions

je m’appelle – I’m called

(il/elle) s’appelle – (he/she) is called

(ils/elles) s’appellent – (they) are called

j’ai x ans – I have (am) x years old

il/elle a x ans – he/she has (is) x yrs old

ils/elles ont x ans - they have (are) x yrs

old

Descriptions of body

parts

Avoir – to have

j’ai – I have

tu as - you have

il/elle a– he/she has

nous avons – we have

vous avez– you have

ils/elles ont - they have

marron - brown

bruns - dark brown

blonds - blond

gris - grey

courts - short

longs - long

frisés - curly

bouclés - wavy

les cheveux hair

les yeux eyes

bruns - dark brown

marron - brown

verts - green

bleus - blue

gris - grey

petits - small

grands - big

les gens et la famille – people and

family

mon père – my dad

ma mère – my mum

mon beau-père – my stepdad

ma belle-mère – my stepmum

mon frère – my brother

ma soeur – my sister

mon demi-frère – my stepbrother

ma demie-soeur – my stepsister

mon cousin – my cousin (male)

ma cousine – my cousin (female)

mon grand-père – my grandfather

ma grand’-mère – my grandmother

mon neveu – my nephew

ma nièce – my niece

mon oncle – my uncle

ma tante – my aunt

mes parents – my parents

mes grands-parents – my grandparents

mes frères – my brothers

mes soeurs – my sisters

mes cousins – my cousins (m or mixed)

mes cousines – my cousins (f)

mon (meilleur) ami – my (best) friend (m)

ma (meilleure) amie – my (best) friend (f)

mes amis – my friends (m/f)

mon copain / fiancé – my boyfriend / fiancé

ma copine / finacée– my girlfriend / fiancée

mon partenaire – my partner (m/f)

ma femme – my wife

mon mari – my husband

mon fils / ma fille – my son / my daughter

mon petit-fils / ma petite-fille – my grandson/

my granddaughter

mon voisin / ma voisine – my neighbour (m/f)

Note word

order –

adjective

AFTER noun

Descriptions of people

Être – to be

je suis – I am

tu es - you are

il/elle est – he/she is

nous sommes – we are

vous êtes – you are

ils/elles sont - they are

Use the adjective for who

you are describing –

male/female; singular/plural

They are given in this order:

m/f/mpl/fpl or sing/pl

Relationships je(ne) m’entends (pas)– I (don’t) get on

très bien – very well bien – well mal – badly avec – with

je ne supporte pas – I can’t bear on (ne) se dispute (pas) – we (don’t) argue

on (ne) se bagarre (pas) beaucoup –

we (don’t) fight a lot

nous sommes des amis depuis cinq ans – we’ve been friends for 5 years

nous nous connaissons depuis deux ans – we’ve known each other for 2 yrs

nous nous sommes connus à l’école primaire – we met at primary school

Using other tenses

Je suis né(e) en – I was born in

J’ai eu seize ans en avril – I turned 16 in April

J’avais / il/elle avait les cheveux plus longs – I/he/she used

to have longer hair

je vais avoir seize ans en août – I’m going to turn 16 in August

il va bientôt être chauve – soon he is going to be bald

je vais être plus travailleur/travailleuse à l’avenir – I’m

going to be more hardworking in the future

Other descriptive phrases:

je porte / il/elle porte des lunettes – I wear glasses / he/she

wears glasses

pour lire / pour conduire / pour regarder la télé – to read /

to drive / to watch TV

je portais / il/elle portait des lunettes mais maintenant

je porte / il/elle porte des lentilles – I/he/she used to wear glasses

but now I/he/she wears contact lenses

il/elle paraît – he/she seems il/elle est – he she is

marié/e (avec) – married (to)

célibataire – single

divorcé/e– divorced

séparé/e – separated

amoureux/euse (de) – in love (with)

retraité/e – retired

mort/e – deceased

For nuance:

je peux être – I can be

(il/elle) peut être– (he/she) can be

(ils/elles) peuvent être – (they) can be

Use time

phrases!

Me, my family and friends – GCSE French Make sure you also know the KS3 KO

The Living WorldUnit 1b

What is an Ecosystem?

An ecosystem is a system in which organisms interact with each other and with their environment.

Ecosystem Components

Abiotic These are non-living, such as air, water, heat and rock.

Biotic These are living, such as plants, insects, and animals.

Flora Plant life occurring in a particular region or time.

Fauna Animal life of any particular region or time.

Biomes

A biome is a large geographical area of distinctive plant and animal groups, which are adapted to that particular environment. The climate and geography of a region determines what type of biome can exist in that region.

Coniferous forest

Deciduous forest

Tropical rainforests

Tundra

Temperate grasslands

Tropical grasslands

Hot deserts. The most productive biomes – which have the greatestbiomass- grow in climates that are hot and wet.

Biome’s climate and plants

Biome Location Temperature Rainfall Flora Fauna

Tropical rainforest

Centred along the Equator.

Hot all year (25-30°C) Very high (over 200mm/year)

Tall trees forming a canopy; wide variety of species.

Greatest range of different animal species. Most live in canopy layer

Tropical grasslands

Between latitudes 5°- 30°north & south of Equator.

Warm all year (20-30°C) Wet + dry season (500-1500mm/year)

Grasslands with widely spaced trees.

Large hoofed herbivores and carnivores dominate.

Hot desert Found along the tropics of Cancer and Capricorn.

Hot by day (over 30°C) Cold by night

Very low (below 300mm/year)

Lack of plants and few species; adapted to drought.

Many animals are small and nocturnal: except for the camel.

Temperate forest

Between latitudes 40°-60° north of Equator.

Warm summers + mild winters (5-20°C)

Variable rainfall (500-1500m /year)

Mainly deciduous trees; a variety of species.

Animals adapt to colder and warmer climates. Some migrate.

Tundra Far Latitudes of 65° north and south of Equator

Cold winter + cool summers (below 10°C)

Low rainfall (below 500mm/ year)

Small plants grow close to the ground and only in summer.

Low number of species. Most animals found along coast.

Nutrient cycle

Plants take in nutrients to build into new organic matter. Nutrients are taken up when animals eat plants and then returned to the soil when animals die and the body is broken down by decomposers.

Litter This is the surface layer of vegetation, which over time breaks down to become humus.

Biomass The total mass of living organisms per unit area.

Distribution of Tropical Rainforests

Tropical rainforests are centred along the Equator between the Tropic of Cancer and Capricorn. Rainforests can be found in South America, central Africa, South-East Asia & North West Australia The Amazon is the world’s largest rainforest and takes up the majority of northern South America, encompassing countries such as Brazil and Peru.

Climate of Tropical Rainforests

• Temperatures are consistently above 25°C.• Due to the presence of clouds, temperatures rarely

rise above 32°C.• Most afternoons have heavy showers.• At night with no clouds insulating, temperature drops.

Rainforest nutrient cycle

The hot, damp conditions on the forest floor allow for the rapid decomposition of dead plant material. This provides plentiful nutrients that are easily absorbed by plant roots. However, as these nutrients are in high demand from the many fast-growing plants, they do not remain in the soil for long and stay close to the surface. If vegetation is removed, the soils quickly become infertile.

Layers of the Rainforest

Emergent Highest layer with trees reaching 50 metres + e.g. Kapok trees

Canopy Most life is found here as It receives 70% of the sunlight and 80% of the life.

UnderCanopy

Consists of trees that reach 20 metres high.

Shrub Layer

Lowest layer with small trees that have adapted to living in the shady conditions

Tropical Rainforest Biome

Tropical rainforest covers about 6 % of the Earth’s land surface yet they are home to over half of the world’s plant and animals.

Food Web and Chains

Simple food chains are useful in explaining the basic principles behind ecosystems. They show only one species at a particular trophic level. Food webs however consists of a network of many food chains interconnected together.

CASE STUDY: UK Ecosystem: Epping Forest, Essex

This is a typical English lowland deciduous woodland. 70% of the area is designated as a Site of Special Scientific Interest (SSI) for its biological interest, with 66 %

designated as a Special Area of Conservation (SAC).

Components & Interrelationships Management

Spring Flowering plants (producers) such as bluebells store nutrients to be eaten by consumers later.

- Epping has been managed for centuries. - Currently now used for recreation and conservation. - Visitors pick fruit and berries, helping to disperse seeds. - Trees cut down to encourage new growth for timber.

Summer Broad tree leaves grow quickly to maximise photosynthesis.

Autumn Trees shed leaves to conserve energy due to sunlight hours decreasing.

Winter Bacteria decompose the leaf litter, releasing the nutrients into the soil. Interdependence in the rainforest

A rainforest works through interdependence. This is where the plants and animals depend on each other for survival. If one component changes, there

can be serious knock-on effects for the entire ecosystem.

Tropical Rainforests: Case Study Malaysia

Malaysia is a LIC country in south-east Asia. 67% of Malaysia is a tropical rainforest with 18% of it not being interfered with.However , Malaysia has the fastest rate of deforestation compared to anywhere in the world

What are the causes of deforestation?

Logging Agriculture

• Most widely reported cause of destruction to biodiversity.

• Timber is harvested to create commercial items such as furniture and paper.

• Violent confrontation between indigenous tribes and logging companies.

• Large scale ‘slash and burn’ of land for ranches and palm oil.

• Increases carbon emissions.• River siltation and soil erosion

increasing due to the large areas of exposed land.

• Increase in palm oil is making the soil infertile.

Mineral Extraction Tourism

• Precious metals/ores are found in the rainforest.

• Areas mined can experience soil and water contamination.

• Indigenous people are becoming displaced from their land due to roads being built to transport products.

• Mass tourism is resulting in the building of hotels in extremely vulnerable areas.

• Lead to negative relationship between the government and indigenous tribes

• Tourism has exposed animals to human diseases.

Energy Development Road Building

• The high rainfall creates ideal conditions for hydro-electric power (HEP).

• The Bakun Dam in Malaysia is key for creating energy in this developing country, however, both people and environment have suffered.

• Roads are needed to bring supplies and provide access to new mining areas, settlements and energy projects.

• In Malaysia, logging companies use an extensive network of roads for heavy machinery and to transport wood.

Adaptations to the rainforest

Buttress roots Large external base ridges support the huge trees.

Drip Tips Allows heavy rain to run off leaves easily.

Lianas & Vines Climb trees to reach sunlight in the canopy.

Rainforest indigenous people (tribes)

Many tribes have developed sustainable ways of survival. The rainforest provides inhabitants with…• Food through hunting and gathering.• Natural medicines from forest plants.• Homes and boats from forest wood.

Issues related to biodiversity

Why are there high rates of biodiversity?

• Warm and wet climate encourages a wide range of vegetation to grow.

• There is rapid recycling of nutrients to speed plant growth.

• Most of the rainforest is untouched.

Main issues with biodiversity decline

• Keystone species (a species that is important to other species) are extremely important in the rainforest ecosystem. Humans are threatening these vital components.

• Decline in species could cause tribes being unable to survive.

• Plants & animals may become extinct. • Key plants used in medicine are extinct.

Impacts of deforestation

Economic development

+ Mining, farming and logging creates employment and tax income for government. + Products such as palm oil provide valuable income for countries. - The loss of biodiversity will reduce tourism.

Soil erosion

- Once the land is exposed by deforestation, the soil is more vulnerable to rain. - With no roots to bind soil together, soil can easily be washed away.

Climate Change

-When rainforests are cut down, the climate becomes drier. -Trees are carbon ‘sinks’. With greater deforestation comes more greenhouse emissions in the atmosphere. -When trees are burnt, they release more carbon in the atmosphere. This will enhance the greenhouse effect.

Sustainability for the Rainforest

Uncontrolled and unchecked exploitation can cause irreversible damage such as loss of biodiversity, soil erosion and climate change.

Possible strategies include:• Agro-forestry - Growing trees and crops at the same time. It prevents soil

erosion and the crops benefit from the nutrients.• Selective logging - Trees are only felled when they reach a particular

height, or only certain trees are taken, not all.• Education - Ensuring local people understand the consequences of

deforestation• Afforestation - If trees are cut down, they are replaced.• Forest reserves - Areas protected from exploitation by laws• Ecotourism - tourism that promotes the environment & conservation

Hot Desert: Case Study Thar Desert – India/Pakistan

The Thar Desert is located on the border between India and Pakistan in Southern Asia. With India soon becoming the most populated country in the world in the next five years. With this, more people will plan to live in the desert.

Distribution of the world’s hot deserts

Most of the world’s hot deserts are found in the subtropics between 20 degrees and 30 degrees north & south of the Equator. The Tropics of Cancer and Capricorn run through most of the worlds major deserts.

Major characteristics of hot deserts

• Aridity – hot deserts are extremely dry, with annual rainfall below 250 mm.

• Heat – hot deserts rise over 40 degrees. • Landscapes – Some places have dunes,

but most are rocky with thorny bushes.

Climate of Hot Deserts

• Very little rainfall with less than 250 mm per year.

• It might only rain once every two to three years. • Temperatures are hot in the day (45 °C) but are

cold at night due to little cloud cover (5 °C).• In winter, deserts can sometimes receive

occasional frost and snow.

Hot Deserts inhabitants

- People often live in large open tents to keep cool. - Food is often cooked slowly in the warm sandy soil. - Head scarves are worn by men to provide protection from the Sun.

Adaptations to the desert

Cactus • Large roots to absorb water soon after rainfall.

• Needles instead of leaves to reduce surface area and therefore transpiration.

Camels • Hump for storing fat (NOT water). • Wide feet for walking on sand. • Long eyelashes to protect from sand.

Desert Interdependence

Different parts of the hot desert ecosystem

are closely linked together and depend on each other, especially in

a such a harsh environment.

Opportunities and challenges in the Hot desert

Opportunities Challenges

• There are valuable minerals for industries and construction. E.g. gypsum & phosphorus

• Energy resources such as coal and oil can be found in the Thar desert.

• Great opportunities for renewable energy such as solar power at Bhaleri.

• Thar desert has attracted tourists, especially during festivals in the city of Jaisalmer.

• The extreme heat makes it difficult to work outside for very long.

• High evaporation rates from irrigation canals and farmland.

• Water supplies are limited, creating problems for the increasing number of people moving into the area.

• Access through the desert is tricky as roads are difficult to build and maintain, and tarmac can melt in the heat.

Causes of Desertification

Desertification means the turning of semi-arid areas (or drylands) into

deserts.

Climate Change Lower rainfall and rising temperatures have meant less water for plants.

Fuel WoodPeople rely on wood for fuel. This

removal of trees causes the soil to be exposed.

Overgrazing Too many animals mean plants are

eaten faster than they can grow back. Causing soil erosion.

Over-CultivationIf crops are grown in the same areas too often, nutrients in the soil will be

used up causing soil erosion.

Population GrowthA growing population puts pressure on the land leading to more deforestation,

overgrazing and over-cultivation.

Strategies to reduce Desertification

• Water management - growing crops that don’t need much water.

• Tree Planting - trees can act as windbreakers to protect the soil from wind and soil erosion.

• Soil Management - leaving areas of land to rest and recover lost nutrients.

• Technology – using less expensive, sustainable materials for people to maintain. i.e. sand fences, terraces to stabilise soil and solar cookers to reduce deforestation.

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching. 1

1

Netball Positions

1. GS (Goal shooter)- To score goals and to work in and

around the circle with the GA.

2. GA (Goal attacker)- To feed and work with GS and to

score goals.

3. WA (Wing attack)- To feed the circle players giving

them shooting opportunities.

4. C (Centre)- To take the centre pass and to link the

defence and the attack.

5. WD (Wing Defence)- To look for interceptions and

prevent the WA from feeding the circle.

6. GD (Goal Defence)- To win the ball and reduce the

effectiveness of the GA.

7. GK (Goal Keeper)- To work with the GD and to prevent

the GA/GS from scoring goals.

2

Basic rules

1. A netball team consists of 7 players

2. The game starts with a centre pass

3. A player must be 3ft away from the ball when defending

4. You have 3 seconds with the ball

5. You must comply with the footwork rule

6. A goal can only be scored by the GS or GA

7. A match consists of four quarters 3

Types of passes

Chest pass

Shoulder pass

Bounce pass

4

England Netball

Website

www.englandnetball.co.uk

5

Crime and punishment Knowledge Organiser. 1 Medieval period, c.1000-c.1500.

Crimes Policing and trials Punishment Key considerations Saxon period, c.1000 – 1066. • Crimes against the person, e.g. assault /

murder • Crimes against property, e.g. theft • Crimes against authority, e.g. treason • Moral crimes (links to Church / religion),

e.g. drunkenness, adultery, etc. Normans, 1066 - c.1200, continuity and change. • William generally retained Edward the

Confessor’s laws Reason for continuity: stressed continuity and that William was Edward’s legitimate successor

• Murdrum law - Saxon community collectively responsible for murder of a Norman: catch murderer or face fine Reason for change: Normans a tiny minority (7000 among 2m Saxons); deterrent through community pressure; placed responsibility for order on whole community.

• Forest Laws – banned hunting / collection of firewood / grazing of animals in forests; heavy punishments included blinding and execution for repeat offence Reason for change: to protect William’s hunting which he loved Seen as unfair ‘social crime’

• Wergild abolished; replaced by concept of the ‘King’s Peace’ Reasons for change: crimes were against king so compensation paid direct to the king; raised money

Later Medieval, c.1200 – c.1500, continuity and change. • Murdrum fine abolished c.1350 Reasons

for change: differences between Normans and Saxons faded over time

• Heresy Laws introduced from 1382 to deal with challenges to Church beliefs Reason for change: increasing challenges to the Church in England (Lollards) and over Europe

• Increased focus on treason

Policing – community based: Saxon period, c.1000 – 1066. • Hue and cry – witnesses / whole village expected to chase

suspect; fines if failed to do so: no organised police force • Tithings – all males over 12 in a group of 10 – responsible for

each other’s behaviour Normans, 1066 - c.1200, continuity • No change after Norman Conquest (1066)

Reason for continuity: system cheap and reasonably effective.

Later Medieval, c.1200 – c.1500, continuity and change • 1285, Parish Constable introduced

Reason for change: to organise hue and cry and link with county Sheriff for more important crimes / crimes outside village boundaries

• Parish watch introduced - night-time patrols Reason for change: more organised efforts at policing

• Tithings fade out by the 1400s Reason for change: looser feudal ties of peasants after Black Death (1348/50)

Trials - community-based plus religious influence: Saxon period, c.1000 – 1066. • Local manor courts for most cases; King’s Court in London

existed for most serious cases • Local jury (knew accused); made judgement based on

witnesses / evidence and their knowledge of the character

of accused / accuser Religious influence: o accused /

accuser / witnesses / jurors took oath to ensure honesty o Trial by ordeal (hot / cold water, iron,

consecrated bread): where jury could not reach verdict: ‘God decides’.

Normans, 1066 - c.1200, continuity and change • Trials essentially as before including trial by ordeal:

Reason for continuity: court / jury system effective; trial by ordeal due to Normans’ deep religious beliefs

• Addition of trial by combat to ‘trial by ordeal’ Reason for change: linked to traditional warlike Norman customs

Later Medieval, c.1200 – c.1500, continuity and change. • 1166 creation of Assize / Circuit courts where Royal judges

tried more serious crimes in circuits of important towns • 1190 Coroners appointed to investigate suspicious deaths • 1215 abolition by the Pope of Trial by Ordeal • 1361, Justices of the Peace – centrally appointed local judges

(magistrates)

Saxon period, c.1000 – 1066. • Early-Saxon Blood Feud - where

victim’s family took revenge - replaced by following punishments

• Wergild – paid to victim’s family; amount varied according to importance of victim; types and extent of damage done

• Fines • Corporal punishment - stocks,

pillory, whipping, maiming • Capital punishment – hanging • NOT prison Purpose • Compensation - Wergild • Retribution – severity of

punishment matched crime (treason – death; repeat offences maiming, etc.)

• Deterrent – painful / humiliating public punishment in front of community (linked to cost and lack of policing)

Normans, 1066 - c.1200, continuity and change. • Wergild abolished

Reason for change: fines paid to the king for breach of ‘King’s Peace’

• Increase in crimes punishable by death or mutilation (e.g. Forest Laws) Reason for change: Norman harshness and need for deterrent as a small minority

• Retribution and deterrent overwhelmingly main purposes Later Medieval, c.1200 – c.1500, continuity and change.

• 1305, introduction of ‘hung, drawn and quartered’ punishment for treason Reason for change: retribution / deterrent - hideous punishment to stress enormity of crime

Saxon period, c.1000 – 1066. Society: • Agricultural: vast majority lived in small villages. • Massive importance of community in policing, trials and public

punishment. • Growth of towns during Middle Ages reduced effectiveness of

community. • Importance of Church / religion in all areas of life (and death) Institutions – government • Saxons – slow growth of royal power. • Normans, 1066 - . increased harshness of laws and punishments, e.g.

brutality (Harrying of the North); Forest Laws; Murdrum Law; castles, etc. Particularly linked to deterrence as Normans a tiny minority of c.7000 among 2m Saxons.

• Later Middle Ages: Norman / Saxon divisions faded; development of government institutions seen in courts / coroners, etc.

Institutions – Church / religion • Christian religion massively influential in all areas of life and crime, etc. • Society: profound belief in God; massive wealth and influence of

Church; tension between Church and government (Thomas Becket – Church Courts)

• Crimes: Religious influence on moral crimes e.g. drunkenness, adultery, failure to attend church; Heresy – crimes against Church beliefs especially after 1382.

• Policing: Sanctuary linked to concept of mercy. Certain holy places left the criminal immune from arrest: had 40 days to decide whether to stand trial or go into exile.

• Trials: Oaths to ‘prove’ honesty of accused / witnesses / jury; Trial by Ordeal – ‘God decides’ until abolished in 1215; development of ‘Church Courts’ to try clergy:

o The so-called ‘Benefit of the Clergy’ allowed those connected to the Church (or capable of reciting the ‘neck verse’ to be tried by Church Courts where sentences more lenient and excluded capital punishment.

• Punishment: mercy, especially in relation to crimes committed by the clergy. Individuals

• William the Conqueror – Norman laws, harshness, personal love of hunting.

Attitudes • Importance of religion • Development of concept of ‘social crime’ under Normans. Unfair ‘crime’,

e.g. Forest Laws. Science and technology • Domination by religion

Component 1: Human Lifespan and development

By the end of this term, you should be able to:

State the life stages and ages

Produce a clear definition of Physical, Intellectual, Emotional and Social development.

Next term we will be exploring PIES development at each life stage in detail.

Key words

Gross motor development: The skills acquired to control and coordinate

large muscles.

Fine motor development: The skills needed to control and coordinate small

muscles- hands, fingers and toes

Puberty: the process towards sexual maturity, preparing adolescents for

reproduction.

Primary sexual characteristics: Those present from birth but do not mature

until sex hormones are released.

Secondary sexual characteristics: Physical characteristics that indicate the

change from childhood towards adulthood. They are not necessarily part of

the reproductive system e.g. the development of breasts, pubic hair.

Menopause: the ceasing of menstruation.

Creative thinking/abstract thought: involves our ability to think about things

and imagine things that have not been observed.

Memory/recall: storing information, connecting information to what we

already know, recalling information to use later.

Problem solving: using the brain to think through problems, come up with

new ideas and predict what might happen.

Language development: being able to think through and express ideas.

Bonding: emotional ties formed with others.

Contentment: an emotional state when children feel happy in their

environment

Creative Imedia- Mood Board Knowledge Organiser Autumn 1  

       

       

   What do we include in a mood board? 

   

        

  Photographs/images linked to the 

project  

Logos of the business  

Font type, colour and size  

Textures and fabrics  

Colours 

 

  

Content for web sites/adverts Images, movies and sounds Logos Colours Text Font colours and styles

Content for movies/tv/adverts/animations  

Font colours and styles  

Title styles (old fashioned or modern) Costume ideas Location ideas

Content for games  

Font colours and styles  

Title styles (old fashioned or modern) Costume ideas Location ideas

Using images linked to the project (at least 6) 

Layout is suitable (title at the top, clear structure)  

Content includes suggestions or ideas for:  

Text, colour, images, styles of images, sounds, fabric 

 

ALWAYS INCLUDE ANNOTATIONS TO JUSITY YOUR CHOICES OF IMAGES/STYLES/CONTENT ETC 

Purpose of a mood board  A  Mood board is a type of collage consisting of images, text, and samples of objects in a composition. They may be physical or digital, and can be "extremely effective" presentation tools. You can use moodboards to show ideas for a wide variety of product from posters and DVD covers to animations and TV adverts.

Target Audience  A target audience is a specific group of people with shared characteristics who are most likely to be interested in your products or services.

The target audience of a moodboard are the clients of the product you are designing, making and should convey your themes and ideas through the use of images and text.

12

12

Edexcel GCSE (9-1) Maths: need-to-know formulae

www.edexcel.com/gcsemathsformulae

Pythagoras

For a right-angled triangle, a2 + b2 = c2

sin xo = , cos xo = , tan xo =

Quadratic equations

The solutions of ax2 + bx + c = 0,

where a ≠ 0, are given by x =

Circles

Circumference = π × diameter, C = πd

Circumference = 2 × π × radius, C = 2πr

Area of a circle = π x radius squared, A = πr2

Areas

Rectangle = l × w

Parallelogram = b × h

Triangle = b × h

Trapezium = (a + b)h

12

Pythagoras’ Theorem

The Quadratic Equation

Trigonometric ratios (new to F)

-b± (b2-4ac)2a

Pearson is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.

W148

12

opphyp

adjhyp

oppadj

Circumference

Radius

Centre

Diameter

b

a

adj

c

opphyp

xo

w

l

b

a

h

Compound measures

speed =

density =

Volumes

Cuboid = l × w × h

Prism = area of cross section × length

Cylinder = πr 2h

Volume of pyramid = × area of base × h

distancetime

massvolume

Speed

Density

PressureThe formula for pressure does not need to be learnt, and will be given within the relevant examination questions.

D

S T

M

D V

Foundation tier formulae Higher tier formulae

Trigonometric formulae

Sine Rule = =

Cosine Rule a2 = b2 + c2 - 2bc cos A

Area of triangle = ab sin C

asin A

bsin B

csin C

12

A B

C

b a

c

l

h

r

length

crosssection

13

Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd / Naki KouyioumtzisOcean image © 123RF: andreykuzmin

h

a

b

h

b

h

h

w

Chords Root 1st Inversion 2nd Inversion

Time Signatures

Note and Rest Values Major and minor Key Signatures

Treble Clef

Bass Clef

Tones and Semitones

Key Word Bank

Bass clef Beats in a bar Chord Crotchet Flat

Key signature Major Melody Minim Minor

Natural Quaver Rest Rhythm Semibreve Semiquaver

Semitone Sharp Stave Time signature Tone Treble clef

Keyboard Guide

Accidental Symbols

¼ beat

½ beat

1 beat

2 beats

4 beats

The John of Gaunt school – ASSESSMENT IN KEY STAGE 3 PHYSICAL EDUCATION

SOCIAL

TEAM WORK . Be part of a group CREATIVITY . Come up with 1 idea in the lesson. FEEDBACK . Tell my partner one thing they have done well in the lesson. ORGANISATION . Organise myself by being on time to the lesson and having correct kit. LEADERSHIP . Lead my partner in a practice.

3

TEAM WORK . Be of value to the group by concentrating on the task. CREATIVITY . Come up with ways to make the group task more challenging. FEEDBACK . Highlight strengths and areas for improvement in my partner’s performance. ORGANISATION . Organise my team into positions for a game. LEADERSHIP . Lead a warm up with a small group.

4

TEAM WORK . Work well in a group with people that I would not

normally work with.

CREATIVITY . Experiment with new practices within my group.

FEEDBACK . Observe the performance of others and highlight aspects

that I could do I my own performance to improve.

ORGANISATION . Organise my team into positions and give basic

information on what each player needs to do.

LEADERSHIP . Lead a sport specific warm up with a group

5

TEAM WORK . Actively assist those in my group who find the practices or

games more difficult.

CREATIVITY . Actively come up with new ideas for group practices

FEEDBACK . Analyse the performance of a team and give feedback on

what they did well and what they could do to improve.

ORGANISATION . Organise my team into positions and explain what tactics

we are going to use and why.

LEADERSHIP . Lead a sport specific warm up with a large group

6

TEAM WORK . Solve problems in the dynamics of my group through

effective communication

CREATIVITY . Come up with multiple uses for equipment and explain

how they could be used in a lesson.

FEEDBACK . Analyse a team performance and give feedback to

individuals about how they could impact the team.

ORGANISATION . Organise a whole class into small sided games

LEADERSHIP . Lead the whole class in a warm up and a sport

specific practice.

7

TEAM WORK . Inspire my team to work to the best of their ability.

CREATIVITY . Help develop the school schemes of work with creative

ideas.

FEEDBACK . Analyse a team performance and give whole team tactical

and technical feedback in a presentation.

ORGANISATION . Organise an activity for inter house with 50+ students.

LEADERSHIP . Lead an inter house activity, delegating jobs to

Others for support.

8

JOG P.E

The John of Gaunt – PSHE & Careers Year 9 Knowledge Organiser – Term 1

Topic Name: First Aid

Key word Definition

First aid Helping sick or injured people until medical

professionals arrive. Preserving life and preventing

a condition from worsening. Promoting recovery.

DR ABC What you should do as a part of first aid. Danger,

response, airway, breathing and circulation.

CPR This stands for cardiopulmonary resuscitation.

Someone pushes up and down on the casualty’s

chest (chest compressions) and gives them a series

of rescue breaths to help save their life after a

cardiac arrest.

Choking When your airway is blocked and you are unable

to breathe properly.

Fainting The brain is starved on oxygen and a person

collapses, possibly as a result of low blood pressure.

The person becomes unconscious.

Bites and stings Bites and stings from (usually) insects that cause an

immediate skin reaction.

Shock When a casualty does not get enough blood flow

so vital oxygen does not reach body organs. The

casualty experiences the shock of the event.

Burns An injury caused by exposure to heat or flames.

Unconscious Not being conscious (awake)

Conscious Being awake.

Recovery position The position to put a casualty in to prevent choking

if they are unconscious.

First aid kit A kit which helps someone to give first aid.

Nose bleed Bleeding from the nose.

Key Content:

1) What is first aid and why is it important? It is important as is it

can: save a life, stop an injury getting worse and help a

casualty to recover.

2) An important part of the first aid topic is to ensure that all

year nine are aware of the DR ABC model of first aid:

D stands for danger – a first aider should assess the situation

and consider whether helping would out themselves in

danger. This also includes which casualty in a situation is in

the most danger and who should be helped first.

R stands for response – get a response from the casualty to

see if they are conscious. If they are not answering then

twist their ear lobe to see if you get a response. If they are

unconscious and breathing place them in the recovery

position. Do not move the casualty if you can see obvious

injuries like bones poking out of the skin.

A stands for airway – check inside the casualties mouth to

see if anything is obstructing their airway – is there anything

in the mouth that will stop breathing?

B stands for breathing – check the casualty is breathing by

putting your ear near their to feel their breath. Watch to

see their chest go up and down.

C stands for circulation – if the casualty is not breathing

then CPR needs to be performed until a medical

professional arrives on the scene.

Have a look at the websites below to add to your understanding of

first aid, especially how to perform CPR and the recovery position.

Useful websites for extended reading: https://www.bhf.org.uk/how-you-can-help/how-to-save-a-life/what-is-cpr

https://www.redcross.org.uk/first-aid

The John of Gaunt – Religious Education Year 9 Knowledge Organiser – Term 1

Topic Name: Right & Wrong

Key word Definition

Relative morality When something is considered right or wrong in

relation to what happens around them.

Absolute morality When something is seen is totally right or wrong,

regardless of the situation.

Abortion When a women decides to prematurely

terminate a pregnancy.

Pro-life Someone who disagrees with abortion is called

this. They think the life of the unborn child is

sacred and should not be ended.

Pro-Choice Someone who agrees with abortion is this. They

think a woman should have a choice whether to

terminate their pregnancy or not.

Embryo The name given to an unborn baby up to eight

weeks of a pregnancy.

Foetus The name given to an unborn baby in the later

stages of a pregnancy when they start to look

more human.

Cosmetic testing Testing cosmetic products on animals to see if

there is an allergic reaction or health issue when

humans use it.

Vivisection Experimenting and cutting up animals. Sometimes

for medical reasons and to find cures for things

like HIV or cancer.

The Sermon on the

Mount

A special sermon that Jesus gave on a mountain.

The Decalogue The Ten Commandments.

Animal rights Rights than animals should get.

Key Content:

1) This topic looks at moral dilemmas and how we

decide what is right or wrong. What influences you

when solving a moral issue? Friends? Family? Religion?

School? Conscience? Past experiences?

2) We look into two moral dilemmas that are very tricky.

Abortion and animal rights. Abortion is a premature

termination of a pregnancy. The law on abortion

changed in 1967 to make it legal (before that time a

woman could not legally terminate her pregnancy).

What might this have been like if you were a woman

in the early 1960’s?

3) The abortion debate has been going on for many

years. A big question is when does life actually begin?

Many people believe that life begins at conception

(when the sperm and egg meet), whereas some

believe it is when the baby becomes a foetus or when

the heart starts to beat (around the 25th day). Some

people believe that life begins when the baby is born

whereas others believe that life begins at 40!

4) Many people think that animals should have rights. All

kinds of animals (not just mice & rats) are tested on

across the world. Products like make-up, shampoo,

weed killer, aspirin, washing power (and thousands

more) are tested on animals – if they harm them then

they will harm humans.

Useful websites for extended reading: http://www.bbc.co.uk/ethics/animals/rights/rights_1.shtml

https://www.biblegateway.com/passage/?search=Matthew+5-7&version=NIV https://www.nhs.uk/conditions/abortion/

Biology Knowledge Organiser : Cells / Types and parts B1.1

Bacteria are prokaryotic cells (all bacteria are single-celled organisms). The most important differences to eukaryotic cells are that they are smaller and their genetic material (DNA) is not enclosed in a nucleus.

Prokaryotic cells have DNA in a loop, and, in addition to the main loop of DNA, they have small loops of DNA called plasmids.

Plasmids allow bacteria to swap genetic information between them.

Eukaryotic cells… have a membrane,

cytoplasm and genetic material in a nucleus

Prokaryotic cells

Key term Definition

Nucleus Contains genetic material

Cytoplasm Site of chemical reactions

Cell

membrane

Controls what enters and exits the cell

Mitochondria Site of aerobic respiration

Ribosomes Where proteins are made

Chloroplast Where photosynthesis happens

Permanent

vacuole

Filled with cell sap for support

Cell wall Made of cellulose for strength

DNA Molecule that holds the genetic

information

Plasmid A small loop of DNA

Biology Knowledge Organiser : Cells and Microscopy B1.1

You are a multicellular organism, just like all animals,

plants and many types of fungus. But, not all your

cells are the same. Cells become specialised by

differentiation, which means they develop new

features to help them perform a specific function. E.g.

sperm cells and root hair cells

Tissues are formed when cells with similar structures

and functions work together. For example:

muscle tissue in animals; phloem tissue in plants.

Organs are formed from multiple tissues working

together. For example: the stomach in animals; the

leaf in plants.

Organ systems are formed when multiple organs

work together. For example: the digestive system in

animals; the vascular (transport) system in plants.

Microscopy

Use of a microscope is called microscopy. Microscopes allowed scientists to

discover cells and find all the sub-cellular structures.

Because cells and their parts are very small, it is not useful to measure them

in metres. Instead, we use small divisions of the metre as follows:

Centimetre = 1/100 metre (10-2). A centimetre is 1 one hundredth of a metre. (cm)

Millimetre = 1/1000 metre (10-3). A millimetre is 1 one thousandth of a metre. (mm)

Micrometre = 1/1 000 000 (10-6). A micrometre is 1 one millionth of a metre. (µm)

Nanometre = 1/1 000 000 000 (10-9) A nanometre is 1 one billionth of a metre. (nm)

Electron microscopes were a vital invention for understanding cells. They

have higher magnification and more resolving power than light microscopes,

so they let you see smaller structures.

Required Practical… Microscopy: observe draw and label a selection of plant and animal cells

Image = measure using ruler or scale barActual = the real size of the object before magnificationMagnification = how many times bigger it has been made

Watch for units!Resolution = The level of detail able to be seen using that microscope

Biology Knowledge Organiser : Cell division and stem cells B 1.2

MITOSIS = a type of cell division that creates two genetically

identical daughter cells for growth and repair.

CHROMOSOME = a molecule of DNA that carries the

genetic information of an organism. Always found in pairs in

body cells. Humans have 23 pairs

Cell cycle – 1. the cell grows and makes new sub-cellular structures,

2. genetic material is doubled and then 3. divides into two identical

cells (mitosis) “replicate then separate”

Stem cell – an undifferentiated cell of an organism which is

capable of giving rise to many more cells of the same type, and

from which certain other cells can arise from differentiation.

Treatment with stem cells may be able to help conditions such as

diabetes and paralysis.

Sources of stem cells:

Human embryos – can differentiate into most different types of

human cells.

Adult bone marrow can form many types of cells including blood

cells.

Meristem tissue in plants can differentiate into any type of plant

cell, throughout the life of the plant.

In therapeutic cloning an embryo is produced with the same genes

as the patient. Stem cells from the embryo are not rejected by the

patient’s body so they may be used for medical treatment.

The use of stem cells has potential risks such as transfer of viral

infection, and some people have ethical or religious objections.

Chemistry Knowledge Organiser Topic 1.1 Simple model of the atom, symbols, relative atomic mass,

electronic charge and isotopes.

All substances are made of atoms. An atom is the

smallest part of an element that can exist. Atoms of

each element are represented by a chemical symbol, eg

O represents an atom of oxygen, Na represents an

atom of sodium. There are about 100 different

elements. Elements are shown in the periodic table.

Key Terms Definitions

Atom The particles that make up all substances with mass, they contain protons, neutrons and electrons.

Nucleus The centre of an atom, it contains protons and neutrons.

Proton A sub atomic particle found in the nucleus, it has a charge of +1 and a relative mass of 1.

Electron A sub atomic particle found in the shells of an atom, it has a charge of -1 and a negligible mass

Subatomic These are the smaller particles that make up an atom

Neutron A sub atomic particle found in the nucleus of an atom, it has a charge of 0 and a mass of 1

Atomic Number The number of protons in an atom.

Mass Number The total of protons and neutrons in an atom.

Mixture A mixture consists of two or more elements or compounds not chemically combined together

plum pudding model

The plum pudding model suggested that the atom is a ball of positive charge with negative electrons embedded in it.

alpha particle scattering experiment

Positive Alpha particles fired at gold foil. A small number of alpha particles were deflected suggesting they were being REPELLED by a positive region of an atom. Many passed straight through suggesting atoms are mostly empty space.

nuclear model

A model of the atom that replaced the plum pudding model. Suggested by Rutherford following his alpha scattering experiment.

Niels Bohr adapted the nuclear model by suggesting that electrons orbit the nucleus at specific distances

James Chadwick provided the evidence to show the existence of neutrons within the nucleus

Isotope Atom of the same element with a different number of neutrons

Mixtures. Mixtures can be separated by physical processes such as filtration, crystallisation, simple distillation, fractional distillation and chromatography. These physical processes do not involve chemical reactions and no new substances are made.

The structure of the Atom

• All matter is made from atoms. Atoms are very small. The radius of atom is about 1x10-10 m (this is also known as 0.1 nanometres).

• The central part of the atom is known as the nucleus. It is only 1x10-14m across, which is 10,000 times smaller than the total atom.

Electron Configuration Each shell has a maximum number of electrons it can take. Shell 1: maximum 2 electrons

Shell 2: maximum 8 electrons

Shell 3: maximum 8 electrons

Nanometre A unit of measurement: 1x10-9m

2.8.1

Chemistry Knowledge Organiser Topic 1.2

The periodic table

The elements in the periodic

table are arranged in order of

atomic (proton) number.

Key Terms Definitions

Atomic number

Also known as Proton number. This is how elements are arranged in the periodic table.

Group A VERTICAL column on the periodic table. There are 8 Groups

Group Number

The Group Number tells us the number of OUTER SHELL ELECTRONS in the element

Period A HORIZONTAL row on the periodic table.

Alkali metals The elements in Group 1 of the periodic table. All elements if this group have one electron in their outer shell and form 1+ ions

Halogens

The elements in Group 7 of the periodic table. They all have seven electrons in their outer shell. The halogens are non-metals and consist of molecules made of pairs of atoms eg Cl2 and Br2

Noble gases

The elements in Group 0 of the periodic table. They are unreactive and do not easily form molecules because their atoms have a full outer shell of electrons.

Mendeleev

A Russian chemist. Arranged the elements known at the time

in order of mass, but arranged them in groups of elements

with similar properties fell into vertical columns. He left gaps

for elements that hadn’t yet been discovered

Ions A charged particle. Formed when atoms either lose or gain an electron to get a full outer shell

Development of the periodic table

Before the discovery of protons, neutrons and electrons, scientists attempted to classify the elements by arranging them in order of their atomic weights.

The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic weights was followed

Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been discovered and in some places changed the order based on atomic weights

Metals and Non metals.

Metals are found on the LEFT hand side of

the Periodic table and NON-metals on the

RIGHT.

Metals LOSE electrons to form POSITIVE IONS

Non-metals GAIN electrons to form

NEGATIVE IONS

Transition Metals (Triple only)

The transition elements are metals with similar

properties. However, they are very different

from elements in Group 1. They have HIGHER

melting points, HIGHER densities, are STRONGER

and HARDER than Group 1 metals. They are also

LESS reactive.

Many transition elements have

ions with different charges,

form coloured compounds and

are useful as catalysts.

Trends and Patterns

Group 0: The boiling points of the noble gases increase with

increasing relative atomic mass (going down the group).

In Group 1, the reactivity of the elements increases going

down the group. The outer shell electron gets further away

from the nucleus so is more easily lost.

In Group 7, the further down the group an element is the

higher its relative molecular mass, melting point and boiling

point. In Group 7, the reactivity of the elements decreases

going down the group

Physics Knowledge Organiser Topic 1.1 and 1.2,

Energy changes in a system

and Conservation and dissipation of energy

Forms of energy.

“Kids Hate Learning GCSE Energy Names”

Key Terms Definitions

system an object or group of objects

Power

the rate at which energy is transferred or the rate at which work is done

Work Done

Measured in units of Joules (just like Energy!)

Watt

Unit of Power. An energy transfer of 1 joule per second is equal to 1 watt.

Law of Conservation of Energy.

Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed

Wasted energy

When energy is dissipated and is stored in less useful ways

efficiency

A measure of how much input energy is converted to USEFUL output energy.

Required practical activity 1: investigation to determine the specific heat capacity of one or more materials.

Where there are energy transfers in a closed

system, that there is no overall change to the total

energy. So total ENERGY input must EQUAL total

ENERGY output. This is shown on a Sankey

Diagram.

¿Cuándo? – When?

todos los días – every day por la mañana – in the morning por la tarde – in the afternoon por la noche – in the evening en el recreo – at break time cuando tengo tiempo – when I have time cuando no tengo nada que hacer – when I don’t have anything to do en mi tiempo libre – in my free time los fines de semana – at weekends durante las vacaciones – during the holidays a menudo – often a veces – sometimes después del colegio – after school antes del colegio – before school hasta – until raras veces – rarely

cada dos días – every other day siempre – always nunca – never en vez de (+infinitive) - instead of

Los Verbos – Verbs hay – there is/are no hay – there isn’t/aren’t utilizo – I use ; tengo – I have lo utilizo para (+infinitive) – I use it for suelo (+infinitive)– I usually

gasto dinero en (+infinitive) – I spend money on

descargar canciones – to download songs sacar fotos – to take photos jugar videojuegos – to play videogames escuchar música – to listen to music mantenerme en contacto – to keep in contact

leer las noticias – to read the news ayudarme con los deberes – to help me with homework

buscar información – to search for information navegar por internet – to surf the net enviar un correo electrónico – to send an email mandar un mensaje – to send a message

recibir un mensaje – to receive a message

tuitear – to tweet actualizar mi estado – to update my status agregar fotos – to upload photos

chatear – to chat (online)

comentar – to comment

ver videos – to watch videos comprar por internet – to buy online

recibir el correo basura – to receive spam aprovechar – to make the most of divertirme – to enjoy myself acceder a mis emails – to access my emails compartir – to share

Las opiniones - Opinions

creo que – I believe that pienso que – I think that en mi opinión / a mi ver / a mi juicio – in my opinion

por mi parte – as far as I’m concerned opino que – I think that me encanta(n) – I love me gusta(n) – I like no me gusta(n) - I don’t like odio – I hate prefiero – I prefer lo que me gusta es – what I like is lo que más me gusta es – what I like most is

lo que menos me gusta es – what I like least is a mi madre le gusta(n) – my mum likes mi padre piensa que – my dad thinks that la gente piensa que – people think that es – (it) is son – (they) are está – it is (used with *) me aburre – (it) bores me me interesa – (it) interests me una pérdida de tiempo/dinero – a waste of time/money

hay que tener cuidado – you have to be careful no puedo vivir sin – I can’t live without

no puedo imaginar la vida sin – I can’t imagine life without puede ser – it can be

todo lo contrario – the exact opposite

Adjectives AGREE YOUR ADJECTIVES!

aburrido – boring fantástico – fantastic barato – cheap caro - expensive moderno – modern antiguo - old

peligroso – dangerous rápido – quick lento – slow confuso – confusing práctico – practical adictivo – addictive competitivo – competitive

divertido - fun privado – private

interactivo – interactive sencillo – simple complicado – complicated

gratuito – free of charge

adicto - addicted

* prohibido – banned

* roto - broken

importante - important fascinante – fascinating relajante – relaxing interesante – interesting

imprescindible – essential

fácil – easy difícil – difficult esencial – essential útil – useful

genial – great ilegal – ilegal

guay / guays – cool

gratis – free * en línea – online

Nombres - Nouns un ordenador – a computer un portátil – a laptop

una tableta – a tablet

la red – the internet los sitios web - websites una app – an app los videojuegos – videogames la música – music una red social – a social network

las redes sociales – social networks

un teléfono inteligente –a smartphone mi móvil – my mobile las descargas – downloads los desconocidos – strangers el peligro – the danger el problema – the problem los jóvenes – young people un tuit/retuit – a tweet/retweet un tuitero – a Twitter user

un seguidor / una seguidora – a follower

una cuenta – an account mi muro de Facebook – my Facebook wall

la privacidad – privacy un virus informático – a computer virus

la (des)ventaja – the (dis)advantage un inconveniente – a drawback el acoso digital – online bullying

el espacio - space

un riesgo – a risk el correo basura – junk mail una conexión inalámbrica – wifi connection

el desarrollo – the development

el comportamiento – the behaviour

las normas – the rules

el disco duro – the hard disk

Adjective agreement reminder: Adjectives ending in..

o change to a/os/as to describe fem / masc pl / fem pl nouns

e - just add s for plurals (no difference between masc & fem)

consonant - just add es for plurals (no diff between masc & fem)

some adjectives are invariable – they never change

invariable

LAST PAGE