CONTENTS - Ladybridge High School

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CONTENTS

3 The Ladybridge Way

4 High Standards at Ladybridge

5 The Ladybridge Anthem: Seize the Moment!

6-7 School Address, Term Dates, Times of School Day

8 School Uniform Policy

9 Mobile Phones and Other Electrical Equipment Notice

10 Code of Conduct for Computer Use

11 School Visit/Photo Consent Form

12 What Do I Do If...?

13 The Recovery Position

14 -15 Home Learning Information and Homework Timetable

16 - 17 SamLearning, Office 365 from Home and Teams

18 GCSEPod, Seneca and Quizlet

19-22 United Nations Declaration on the Rights of the Child

23 Rules of Fair Play

24 PSHE

25 SMSC

26 Bullying

27-28 Wellbeing

29 Examination Information

30-31 Accelerated Reader Records

32-34 Reading Support

35-36 Speaking and Listening Support

37 Presentation of Work Checklist

38 How to Proofread Your Work

39-57 Writing Support:

48 Formal Letter Writing

51-55 Sentence Structure and Conjunctions

56 Full Stops, Commas and Capital Letters

57 PEE Chain

58-59 Big Mistakes to Avoid!

60-62 Spelling Support

63 Prefixes and Suffixes

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64 Punctuation

65 English Command Words

66 Persuasive Language Techniques

67 Figurative Language Techniques

68 PTREE – English Department

69 English Literature – Structuring a Literature Response

70-85 Mathematics Support

86-103 Science Support

104-108 Spanish Support

109-110 Art and Design Support

111-112 Sport, Health and Character Support

113-116 Music Support

117 School Production Information

118 Duke of Edinburgh Award Information

119 British Sign Language Finger Spelling Alphabet

120 Useful Websites

121 Where to Get Help

122 Attendance Tracker

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THE LADYBRIDGE WAY –

OUR MISSION, BELIEFS AND

QUALITIES

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THE LADYBRIDGE ANTHEM:

Seize the Moment!

1. Live every moment, face every hour;

Know what is right and what is true.

We are the future, we are the promise;

We have the dreams to see us through.

Chorus: Here we stand, side by side.

Here we stand, side by side;

Here we stand, filled with pride.

Seize the moment - right now!

2. Live for tomorrow, face every challenge;

Strive for the best that we can be.

We are the future, we are the promise;

If we believe, we can succeed.

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Ladybridge High School Address

Ladybridge High School

New York,

Junction Road, Tel: 01204 656569

Bolton, BL3 4NG. Fax: 01204 854911

E-mail: [email protected]

Website: www.ladybridgehigh.co.uk

About Your PPM

Your PPM is much more than a homework diary. It is an

important means of communication between you, your

parents/carers, your Learning Co-ordinator and your

subject teachers. It has been designed to help you:

• plan your work and manage your time

• improve your literacy skills

• record your achievements and targets

• remember important messages and key

dates

• keep your parents/carers informed

It will only do its job if you use it and keep it up-to-date.

You must take good care of your PPM and bring it with

you to school every day.

Make sure your parents/carers see it and sign it

every Friday.

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TERM DATES 2020 – 2021

AUTUMN TERM

School Starts Thursday 3rd September 2020

Half Term begins End of school day Friday 16th October 2020

Return after Half Term Monday 2nd November 2020

End of Term Friday 18th December 2020

SPRING TERM

School Starts Monday 4th January 2021

Half Term begins End of school day Friday 12th February 2021

Return after Half Term Monday 22nd February 2021

End of Term Thursday 1st April 2021

SUMMER TERM

School starts Monday 19th April 2021

Bank Holiday Monday 3rd May 2021

Half Term begins End of school day Friday 29th May 2021

Return after Half Term Monday 7th June 2021

End of Term Friday 23rd July 2021

Times of School Day

Mon, Wed, Thurs, Fri Tuesday

08:35 Warning Bell 08:35 Warning Bell

08:40 Period 1 08:40 Period 1



10:50 Break 10:30 Break



12:50 Lunch 12:10 Lunch



15:10 End of Day 14:10 End of Day

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SCHOOL UNIFORM POLICY

At Ladybridge High School, we expect all learners to look smart at all

times and to act as role models in terms of both conduct and

appearance. To this end, all learners, without exception, are expected to

follow our Uniform Policy. Learners who come to school in incorrect

uniform may be sent home to change.

Compulsory:

Black blazer (either a branded blazer or a non-branded blazer with

an iron on logo)

School tie

White shirt (must be tucked in)

Choice of plain, black trousers, tailored skirt (modest length) or

tailored shorts (knee length) – non branded items are acceptable

Black socks (standard length or knee length)

All black footwear – including all black trainers (must be black –

no coloured logos)

A bag to carry books and stationery

Optional:

Ladybridge jumper or plain black v-neck jumper or cardigan (not

sweatshirts or hooded tops)

Clear nail varnish only

Own Choice:

Hairstyle, colour and length of hair

Jewellery (although necklaces must not be visible, and piercings

must be small studs only for health and safety reasons

Headscarves (choice of colour and design)

Please Note:

• Stretch miniskirts (‘pencil skirts’) are not allowed

• Makeup, false eyelashes and acrylic nails are not allowed

• Piercings must be removed for PE lessons. New piercings must be

covered by tape and plasters.

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PE UNIFORM

Ladybridge polo shirt and rugby shirt

Ladybridge hooded top (optional)

Choice of black shorts or Ladybridge branded sports leggings

Trainers (not pumps)

Moulded or screw-in stud football boots

Hair bobble (learners are required to tie hair back for Health

and Safety purposes)

Red swimming cap

One-piece swimming costume/swimming shorts or trunks

Mobile Phones, iPods

and Other Electrical Equipment

Any mobile phone, iPod or other electrical equipment brought into school

by learners must be switched off on arrival at school in the morning and

only switched back on at the end of the school day, once off school

premises. All devices should be kept in their school bag.

Any mobile phone, iPod or other electrical equipment must not be used at

any time whilst on school premises – including break times and

lunchtimes – unless authorised by a member of staff. This also includes

any after school activities within the school grounds.

In cases of emergency, the school remains the single and vital point of

contact. We will ensure that learners are reached quickly and any issues

are dealt with in the most appropriate way. Please ensure that all

incoming messages go through the school’s Main Office (01204 656569).

Any mobile phone, iPod or other electrical equipment brought to school is

done so at learners’ own risk. School will take no responsibility for any

item(s) lost or stolen or damaged under any circumstances.

If these rules are not adhered to, learners will have their mobile phone,

iPod or other electrical equipment confiscated and stored securely with

Learner Support Leads for collection at 3.20pm on the same day. If a

learner has their phone confiscated more than once per half term,

parents/carers will be asked to collect the phone personally at an

appropriate time.

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Computer Usage Code of Conduct

The school network and internet access are provided for all learners and

staff to promote educational excellence.

The following are not permitted under any circumstance:

• searching for, displaying or sending offensive images or messages

• any action which could damage equipment of the system

• downloading and uploading non-approved software

• violating copyright laws.

I understand that I am responsible for my own behaviour and I will:

• only access the system with my own login and password

• not access other people’s files

• not personalise desktop settings or alter the school’s computers

• not visit inappropriate sites

• not use websites which bypass LA or school security and safety

measures (proxy bypass sites)

• only email people I know, or a member of staff has approved

• only send polite and responsible messages

• not give my home address or telephone number, or arrange to

meet someone, unless my parents, carer or member of staff has

given permission

• report any unpleasant material or messages sent to me. I

understand my report would be confidential and would help

protect other learners and myself.

• not open any unfamiliar email messages without the consent of a

member of staff.

• only use the school’s computers for schoolwork unless given

permission by a member of staff to do otherwise.

I understand that the school will check my computer files and will monitor

the internet sites I visit.

The school will take appropriate action, should this code of conduct be

broken in any way.

Parent/Carer signature: ______________________________ Date: ___________

Learner signature: ___________________________________ Date: ___________

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Sporting Fixtures/Photo Consent Form

Dear Parent/Carer,

We are seeking your consent to allow your child to leave the school

premises for sporting fixtures.

We are also seeking permission to use any photographs taken of

your child, within school and on school trips, in school publicity and

on the school website. Your child’s full name will never appear

with their picture in publications which leave the school.

Please could you complete the slip below to say you agree to these

requests by Friday, 4th September?

Yours faithfully,

Mrs S Ewart

Office Manager

___________________________________________

Sporting Fixtures Permission

I give/do not give* permission for my child to leave the school

premises for sporting fixtures.

Parent/Carer signature: ..................................................................

Photograph Permission

I give/do not give* permission for my child’s photograph to be used

in school publicity and on the school website. I understand that

their full name will never appear alongside their photograph.

Parent/Carer signature: ..................................................................

* Please delete as appropriate

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WHAT DO I DO IF…?

• I am late Sign in at Main Reception or by the

Learner Services.

• I am absent Parent/Carer to contact school

to explain why.

• I have an appointment

Bring a note from your Parent/Carer

or your appointment card, ask your

Learning Coordinator to sign it and

sign out at Learner Services/Main

Reception before leaving.

• I am ill or injured in school

In class - tell the teacher.

At break/lunchtime - go to Learner

Services.

• I have a personal problem Speak to any teacher you feel you

can, especially your Learning Co-

ordinator.

• I have lost something

Enquire at Learner Services.

• I am being bullied Report it to your Parents/Carer,

Learning Co-ordinator, Learner

Support Lead or any teacher you feel

comfortable talking to. Do not keep

it to yourself.

• I am behind with my work

Report this to your subject teacher,

Learning Co-ordinator,

Parents/Carers before it gets out of

hand OR as soon as possible.

GOLDEN RULE: IF YOU DON’T KNOW WHAT TO DO – ASK!

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THE RECOVERY POSITION How to deal with a collapsed casualty

This is the best position for a casualty who is unconscious and

breathing.

1. Place arm nearest you at

a right angle.

2. Move the other arm, as

shown, with the back of

their hand against their

cheek. Then get hold of

the knee furthest from

you and pull up until foot

is flat on the floor.

3. Pull the knee towards you,

keeping the person’s hand

pressed against their

cheek, and position the

leg at a right angle.

4. Make sure that the airway

remains open by tilting

the head back and lifting

the chin. Check breathing.

5. Monitor the casualty’s condition until help arrives.

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HOME LEARNING

1. You are set home learning each evening according to the

home learning timetable.

2. You must record your home learning in your PPM as soon as

you receive it. Make sure you take home everything you will

need to do the home learning correctly. Ask your teacher to

explain anything you are unsure about before you leave the

lesson.

3. Do your home learning on the same day – then you won’t

forget it! The Library is available every day after school for

you to use.

4. At home, try to find a quiet room to do your home learning in

where you can concentrate. Take care to present it well.

5. You may finish some home learning quickly or there may be

occasions when home learning is not set. There is always

something useful to do:

• Silent reading – a library book should always be available, and

30 minutes silent reading is excellent for developing your

literacy skills.

• Background research – into work being done at school.

Again, use the Library, internet and magazines to help you

• Current Affairs – a careful selection of TV programmes and

newspapers can help you develop your thinking skills.

• Practise playing a sport/dancing, a musical instrument, or

sketching.

• Sam Learning/Educational Websites to aid revision.

At Ladybridge High School, we suggest that you spend the

following amount of time on your home learning:

Yr 7 & 8 20-30 minutes per subject

Yr 9 25-35 minutes per subject

Yr 10 & 11 40-50 minutes per subject

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HOME LEARNING TIMETABLE

Monday

Tuesday

Wednesday

Thursday

Friday

Go for Gold!

Have you got the right kit?

Make sure you remember your:

• School bag

• PPM

• Magpie book

• Reading book

• Pencil case with full writing equipment

• Casio scientific calculator

• Protractor

• Pair of compasses

• Highlighter

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SamLearning.com Logging on at HOME

• Open your internet browser

• Type in the following web address: www.SamLearning.com

• In the top right hand corner, type in the following:

Centre ID is: BL3DS

Your User ID is made up of your date of birth and your initials. So, if you

were born on 02.09.91 and your name is Quinn Mallory, then your User ID

will be: 020991QM.

Password: the first time you use Sam Learning, this will be the same as

your User ID.

Logging on at School

• Click on Internet Explorer > Ladybridge website

• Click on STUDENTS > Sam Learning

• Click on Access Sam Learning

Using Office 365 from Home

1. Go to www.ladybridgehigh.co.uk

2. Click Office 365

3. Type in your [email protected]

e.g. [email protected]

4. Enter your school password

Once logged on, you have access to Outlook (for Email),

Word, PowerPoint, Excel, Sharepoint (for Student Shared)

and Teams.

http://www.samlearning.com/

http://www.ladybridgehigh.co.uk/

mailto:[email protected]

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How to login:

• Go to www.gcsepod.com and click LOGIN

• Click NEW HERE? GET STARTED!

• Enter your name, date of birth and the name of your school

• Create a username and password

Tip: Use your normal school computer login, which will make it

much quicker and easier to access GCSEPod.

https://senecalearning.com/

• Free online learning system, which helps you learn 2x faster

than revising from text books or revision guides. All tasks

are written by Senior Examiners at major exam boards.

• Sign up, find your courses, read through the information

(taking notes) and complete the tasks!

www.quizlet.com/PiXL_GCSE

• Search millions of study resources or create your own. Help

your study and learning with flashcards, games and more.

• As a school we have access to a special set of ready-made

study aids for many of your subjects. See your teachers for

the passwords for each subject.

http://www.gcsepod.com/

http://www.quizlet.com/PiXL_GCSE

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The United Nations Convention on the

Rights of the Child

“A convention is an agreement between countries to obey the same law.

Our government now has to make sure that every child has all the rights

in the convention, except the two they have ‘reservations’ about (Articles

10 and 37).

Article 1 Everyone under 18 years of age has all the rights in this

Convention.

Article 2 The Convention applies to everyone, whatever their race,

religion, abilities; whatever they think or say, whatever type

of family they come from.

Article 3 All organisations concerned with children should work

towards what is best for each child.

Article 4 Governments should make these rights available to children.

Article 5 Governments should respect the rights and responsibilities of

families to direct and guide their children so that, as they

grow, they learn to use their rights properly.

Article 6 All children have the right to life. Governments should ensure

that children survive and develop healthily.

Article 7 All children have the right to a legally registered name, and

nationality. Also the right to know and, as far as possible, to

be cared for by their parents.

Article 8 Governments should respect children's right to a name, a

nationality and family ties.

Article 9 Children should not be separated from their parents unless it

is for their own good. For example, if a parent is mistreating

or neglecting a child. Children whose parents have separated

have the right to stay in contact with both parents, unless

this might hurt the child.

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Article 10 Families who live in different countries should be allowed to

move between those countries so that parents and children

can stay in contact or get back together as a family. Article 11 Governments should take steps to stop children being taken

out of their own country illegally.

Article 12 Children have the right to say what they think should

happen, when adults are making decisions that affect them,

and to have their opinions taken into account.

Article 13 Children have the right to get and to share information, as

long as the information is not damaging to them or to

others.

Article 14 Children have the right to think and believe what they want,

and to practise their religion, as long as they are not

stopping other people from enjoying their rights. Parents

should guide their children on these matters.

Article 15 Children have the right to meet together and to join groups

and organisations, as long as this does not stop other people

from enjoying their rights.

Article 16 Children have a right to privacy. The law should protect

them from attacks against their way of life, their good

name, their families and their homes.

Article 17 Children have the right to reliable information from the

mass media. Television, radio, and newspapers should

provide information that children can understand, and

should not promote materials that could harm children.

Article 18 Both parents share responsibility for bringing up their

children, and should always consider what is best for each

child. Governments should help parents by providing

services to support them, especially if both parents work.

Article 19 Governments should ensure that children are properly cared

for, and protect them from violence, abuse and neglect by

their parents, or anyone else who looks after them.

Article 20

Children who cannot be looked after by their own family

must be looked after properly by people who respect their

religion, culture and language.

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Article 21 When children are adopted the first concern must be what is

best for them. The same rules should apply whether the

children are adopted in the country where they were born, or

if they are taken to live in another country.

Article 22 Children who come into a country as refugees should have

the same rights as children born in that country.

Article 23 Children who have any kind of disability should have special

care and support, so that they can lead full and independent

lives.

Article 24 Children have the right to good quality health care, to clean

water, nutritious food, and a clean environment, so that

they will stay healthy. Rich countries should help poorer

countries achieve this.

Article 25 Children who are looked after by their local authority, rather

than their parents, should have their situation reviewed

regularly.

Article 26 The Government should provide extra money for the children

of families in need.

Article 27 Children have a right to a standard of living that is good

enough to meet their physical and mental needs. The

Government should help families who cannot afford to

provide this.

Article 28 Children have a right to an education. Discipline in schools

should respect children’s human dignity. Primary education

should be free. Wealthy countries should help poorer

countries achieve this.

Article 29 Education should develop each child's personality and

talents to the full. It should encourage children to respect

their parents, and their own and other cultures.

Article 30 Children have a right to learn and use the language and

customs of their families, whether these are shared by the

majority of people in the country or not.

Article 31 All children have a right to relax and play, and to join in a

wide range of activities.

Article 32 The Government should protect children from work that is

dangerous, or might harm their health or their education.

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Article 33 The Government should provide ways of protecting children

from dangerous drugs.

Article 34 The Government should protect children from sexual abuse.

Article 35 The Government should make sure that children are not

abducted or sold.

Article 36 Children should be protected from any activities that could

harm their development.

Article 37 Children who break the law should not be treated cruelly.

They should not be put in prison with adults and should be

able to keep in contact with their families.

Article 38 Governments should not allow children under 16 to join the

army. Children in war zones should receive special

protection.

Article 39 Children who have been neglected or abused should receive

special help to restore their self-respect.

Article 40 Children who are accused of breaking the law should receive

legal help. Prison sentences for children should only be used

for the most serious offences.

Article 41 If the laws of a particular country protect children better

than the articles of the Convention, then those laws should

stay.

Article 42 The Government should make the Convention known to

parents and children.

Here are some suggestions of the responsibilities that could

accompany rights…

If children have a right to be protected from conflict, cruelty, exploitation and

neglect, then they also have a responsibility not to bully or harm each other.

If children have a right to a clean environment, then they also have a

responsibility to do what they can to look after their environment.

If children have a right to be educated, then they have the obligation to learn as

much as their capabilities allow and, where possible, share their knowledge and

experience with others.

If children have a right to freedom of thought, conscience and religion, then they

also have the obligation to respect others’ thoughts or religious principles.

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RULES OF FAIR PLAY Be the best you can be!

Ladybridge High School is committed to

ensuring that everyone knows about and

understands their rights. Everyone should

benefit from having their rights met, and

they should understand the responsibilities

that come with having rights.

If learners do not respect the rights of

others, a range of consequences will follow.

Children have the right to education (Article 28)

To make sure that everyone can enjoy this right, learners have

the responsibility to:

• arrive at lessons on time

• bring the right equipment

• try their hardest to achieve their best

• respect other learners and allow them to learn

• allow the teacher to teach

Children have the right to have opinions and

share them (Article 12) To make sure that everyone can enjoy this right, learners have

the responsibility to:

• avoid causing hurt or unhappiness to anyone

• show respect for themselves and others

• participate in School Council activities

• engage in Learner Voice activities

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Core Theme 2 Relationships

• Healthy relationships

• Bullying and other types of

abuse

• Consent

• Respect

• Managing loss

• Advice & support

Core theme 3

Living in the wider world

• Rights & Responsibilities

• Financial choices

• Employability

• Teamwork

• Leadership

• Resilience

• Flexibility

• Enterprise and ambition

Core Theme 1 Health & Well Being

• Transition

• Physical, mental and emotional health

• Risk/Safety

• Help, advice & support

• Making informed choices

• First Aid

• The Media

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Spiritual: Who am I? Where do I fit in?

Why am I here?

The opportunity to explore beliefs, experience

and faiths, feelings and values; enjoy learning

about oneself, others and the surrounding

world; use imagination and creativity and

reflect on experiences.

Moral: How should I act? What sort of

person do I want to become?

The opportunity to learn what is right and wrong

and respect the law; understand consequences;

investigate moral and ethical issues and offer

reasoned views.

Social: How should I interact with other

people?

The opportunity to use a range of social skills to

participate in the local community and beyond;

appreciate diverse viewpoints; participate,

volunteer and cooperate; resolve conflict.

Cultural: Where do I belong? What is my

identity?

The opportunity to explore and appreciate

cultural influences; appreciate our culture;

participate in cultural opportunities;

understand, accept, respect and celebrate

diversity.

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BULLYING

It affects over one million young people every year; anyone can be bullied.

WHAT IS BULLYING?

Bullying includes: teasing, tormenting, threatening, frightening, racism,

rumour spreading, name calling, ‘winding people up’, damaging people’s

property, ‘borrowing’ money or equipment, gang pressure, violence, nasty

text messaging and cyber bullying.

As a learner at Ladybridge High School, you have these rights:

• not to be bullied;

• to live your life in peace and safety;

• to be an individual and be proud of being different;

• to say ‘no’ firmly to anything you think is wrong;

• to protect yourself by ignoring others or by walking away;

• to tell a member of staff if someone is making you unhappy.

As a learner at Ladybridge High School, you have these responsibilities:

• not to be a bully;

• to work with others to stop bullying;

• to inform a member of staff of any form of bullying;

• not to be afraid of reporting any incidents. If you do nothing, it

might suggest that you are supporting the bully;

• not to put up with bullies in your group of friends.

WHAT TO DO?

Do Not Suffer in Silence; Tell Someone

Ignoring bullying will not make it go away. You need to tell someone

about what is happening. Talk to your parents/carers, a teacher, your

Learner Support Lead, close relatives such as grandparents, aunties and

uncles, even your friends’ parents. Youth workers and leaders may be

able to help, too. If the bullying is happening online, tell a trusted adult.

You can report abusive posts on Facebook and other social media

platforms. Keep reporting the bullying until it stops.

Ring/email/visit Bully Free Zone (01204) 454958,

[email protected], 23 Palace Street, Bolton BL1 2DR.

DON’T hide what is happening to you. If you tell, you are not a ‘grass’.

DON’T fight back or try to deal with it by yourself. DON’T blame yourself.

TELL SOMEONE.

HELPFUL WEBSITES ARE ON PAGE 121


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WELLBEING REDUCING STRESS

This is a list of strategies you can use to help you cope with stress:

• Breathe: this may sound silly but most of the time you will not be

breathing deeply. Breathing deeply helps your body to relax.

• Exercise: find an activity you enjoy and try to exercise regularly.

• Food: if you are feeling stressed you should avoid sugary snacks

and caffeine. Sugar and caffeine make you feel worse by

triggering a ‘high’ in your body followed by a low. Try to eat

healthy foods.

• Music: Listening to music is a good way to change your mood. You

can use it to cheer you up or relax you.

• Laugh Out Loud: laughter can relieve tension and make positive

physiological changes in your body.

• Light: natural day light is much less stressful than artificial light

so try to go outside whenever the weather permits.

• Rest: Your body is going through a great deal of change when you

are in your teens and you need plenty of sleep to recuperate.

• Writing: keeping a diary of your thoughts can often help to relieve

feelings of anxiety.

• Pets: Stroking animals has been proven to reduce stress. If you do

not have any pets of your own, visit the school farm!

PRESSURE OF SOCIAL MEDIA

• Social media can cause stress and anxiety. What is posted online

is not always true to life. No one is as happy as they seem on

Facebook! It is not surprising that many of us have a Fear of

Missing Out (FOMO).

• When using social media, try to use your time creating content

about your interests rather than consuming and commenting on

other people’s posts.

• It is very important for your wellbeing to take a break from your

phone and engage face to face with other people.

• Human interaction is essential to reducing stress and increasing a

sense of well-being. Body language, tone and reactions help us to

interpret what is being said. It is very easy to misinterpret a

message sent via social media.

- 28 -

FINDING SUPPORT There are many ways to find support.

• Talk: Talk to your parents/carers or an adult in school. If you find it

difficult to talk to an adult, try talking to a friend or one of the

Ladybridge Mental Health Ambassadors.

• Helplines:

1. Childline: Freephone 24-hour helpline: 0800 1111

2. The Mix: Freephone: 0808 808 4994 (4pm – 11pm daily)

3. Samaritans:116 123

• Websites:

1. Kooth: Online counselling and emotional wellbeing platform

www.kooth.com

2. Papyrus: Confidential help and advice for the prevention of

young suicide www.papyrus-uk.org

3. Beat Eating Disorder: Offers practical guidance and support

for people affected by eating disorders

www.beateatingdisorder.org.uk

4. Self Harm: Provides support and information for young people

impacted by self-harm www.selfharm.co.uk

5. Youth Access: Provides information about free and

confidential counselling within local areas

www.youthaccess.org.uk

6. Young Minds: Provides information covering a range of mental

health issues for young people www.youngminds.org.uk

• Apps:

1. Mindshift: help with anxiety

2. Headspace: help with relaxation and sleep

3. Calm Harm: helps to reduce urges to self-harm

4. Smiling Mind: for daily meditation and mindfulness

exercises

5. Mood Mission: teaches ways of coping with low moods,

stress and anxiety

http://www.kooth.com/

http://www.papyrus-uk.org/

http://www.beateatingdisorder.org.uk/

http://www.selfharm.co.uk/

http://www.youthaccess.org.uk/

http://www.youngminds.org.uk/

- 29 -

EXAMINATION INFORMATION

Centre Number: 32103

Candidate Number: ...................................

Subject Date of

Exam

Time of

Exam

Seat

Number

- 30 -

Why is Reading So Important?

The Reading Agency has carried out extensive research and some of the conclusions they have

come to are listed below:

• Children who read books often at age 10, and more than once a week at age 16, gain higher

results in maths, vocabulary and spelling tests at age 16 than those who read less regularly.

• 16 year olds who choose to read books for pleasure outside of school are more likely to

secure managerial or professional jobs in later life.

• Workers with the highest levels of literacy in this country earn 94% more per hour than

those with the lowest levels of literacy.

At Ladybridge, learners are expected to have a reading book in their bags as part of their

equipment and to read for at least 20 minutes per day.

ACCELERATED READER RECORD

4 READING RECORD

Term Reading Range

1

2

3

- 31 -

ACCELERATED READER RECORD

Start

Date

Finish

Date Title and Author

Book

Level

Quiz

Score

Average

engaged

time per

day

Teacher/ Learner

comment (as required)

Teacher

signature

- 32 -

Dewey Decimal Classification System (major divisions)

Non-fiction books in the school library are shelved using the Dewey Decimal

Classification System (DDC). The DDC system co-ordinates materials on the same

subject as well as related subjects, so that they are easy to find. Each subject area is

then divided into 9 sub-categories. The major divisions for the Dewey Decimal System

are as follows:

Dewey Number Subject

000-099.9 Computing, information science and quick

reference material

100-199.9 Philosophy and psychology

200-299.9 Religion

300-399.9 Social Science

400-499.9 Language

500-599.9 Science

600-699.9 Technology

700-799.9 The Arts and recreation

800-899.9 Literature

900-999.9 History and Geography

- 33 -

MAKE READING A HABIT! How to choose the right book:

Look at the cover.

Read the title and the name of

the author.

Read the blurb on the back of

the book.

Read the first page or two.

Use the ‘5 Finger Rule’:

5 Finger Rule

Read the first page and put up a

finger for each word you don’t

know.

1 Finger: Easy to read. Have fun!

2 Fingers: Just right. Enjoy!

3 Fingers: Challenging, but try it.

4 Fingers: Very challenging – read

with a dictionary and a

friend or adult.

5 Fingers: Too hard, leave it for a

while or ask someone

to read it to you.

Don’t Know a Word?

Look at the pictures, if there

are any.

Try to sound out the word.

Look at the letters at the

beginning.

Look at the letters at the end.

Look for a smaller word within

the word.

Use the words around it to

help you understand the

meaning of the sentence.

Try to guess! What word

makes sense?

Does your guess work within

the context of the sentence?

Go back and re-read. Does it

sound right?

Put another word in its place.

Look it up in a dictionary.

Ask a friend or an adult.

Got the Habit? Great!

Now consider choosing two books:

⧫ A ‘Comfortable’ read (1 or 2 Fingers) that you can get into immediately

and

⧫ A ‘Challenging’ read (3 or 4 Fingers) to stretch your reading skills and

increase your vocabulary.

- 34 -

READING STRATEGIES

Skimming

Looking through a piece of text –

literally casting your eyes over it – to

get a basic idea about what is there,

whether it is what you want or need to

read and forming a first impression.

Scanning

Looking over a piece of text to find

particular ideas, information or a

section which needs to be read more

thoroughly.

Close Reading

Examining the text in detail, looking

back over what has been read, looking

for detail and interpreting and

considering meaning carefully.

Continuous

Reading

Uninterrupted reading of a text for

information, pleasure or personal

interest.

Inference

Understanding what the writer has

implied: taking information or ideas

from the text and using these to work

out something which is not explicitly

stated – reading between the lines.

Empathy

To put yourself in the position of other

people in order to understand their

motives, feelings, attitudes,

behaviours or problems – putting

yourself in someone else’s shoes.

- 35 -

SPEAKING AND LISTENING

Making a formal presentation

A formal presentation needs careful preparation. As well as

thinking through your ideas or points, you need to plan how

you will present them effectively.

What is the purpose of your presentation?

You must think carefully about what you are aiming to do in

your presentation:

• Are you explaining ideas?

• Are you persuading your audience to think or feel

something?

• Are you giving information?

• Are you telling a story?

• Are you giving a report?

Your Presentation

When you are giving your presentation, it is essential to:

Make eye contact with your audience

Speak more slowly than you would normally

Speak loudly enough for everyone to hear clearly

Give the audience time to take in ideas, or to look at

what you show them – do not race through your

material

Be organised – it will help you to feel confident

Look prepared: do not refer to scrappy bits of paper;

put your notes on cards, or a clipboard

- 36 -

Speaking and Listening - Group Discussion Sentence Starters

Support and Develop:

I think you’re right and…

Question:

Why do you think?

Disagree and Develop:

I don’t agree with that idea

because…

Agree and Develop:

Yes, I agree and I also

think…

Clarify:

Can I just check?

You’re saying…

Counter and Develop:

Although you say…, I

think…

Extend and Develop:

That’s also true when…

because…

Summarise:

So you are

suggesting…

Challenge & Develop:

I don’t think that’s true

because…

Begin a new point:

Another thing…

Begin a new point:

I also think…

Begin a new point:

I wondered whether…

- 37 -

PRESENTATION OF WORK

At Ladybridge, we believe that good presentation is

important because it encourages learners to take pride in

their work. Please make sure you follow the checklist below.

For every new piece of work, make sure you do the following:

rule off after your last piece of work and leave a line;

write the date, title and ‘class work’ or ‘homework’ and

leave a line;

underline all titles/headings with a ruler;

write neatly in, preferably, a black pen;

use a pencil to draw diagrams, maps and graphs;

when drawing straight lines, always use a ruler;

put question numbers in the margin;

mistakes need to be crossed out with one line struck

through neatly. Correction fluid is not allowed in school;

complete any corrections/improvements as soon as

possible;

fill the whole page before starting a new page;

write on both sides of the page;

stick worksheets into your book;

check your work through carefully before handing in;

doodling and graffiti of any kind in or on books or folders is

unacceptable.

- 38 -

HOW TO PROOFREAD YOUR WORK

Top 10 Tips

1. Concentrate - if you’re going to spot mistakes, then you

need to focus without any distractions.

2. Create your own proofreading checklist – keep a list of the

types of mistakes you commonly make and then refer to

that list each time you proofread. Check all your SPaG

feedback comments to avoid repeating mistakes.

3. Don't proofread for every type of mistake at once –

concentrate on one area at a time.

4. Make sure each sentence makes good sense.

5. Check spelling – use a spell-checker/dictionary. Reading

your work backwards sometimes helps.

6. Check that full stops and capital letters are in the right

places.

7. Check punctuation – particularly comma usage and the

punctuation of direct speech.

8. Check your use of apostrophes – make sure you haven’t

mixed up their and they’re, its and it’s, your and you’re.

Also, remember that the apostrophe is never used to form

plurals.

9. Check verb tenses are consistent throughout your work.

10. Check your paragraphs – do they begin and end in the

best places?

- 39 -

Writing Recipe Card

Advise Links to... Writing to explain, inform, argue and persuade

PURPOSE/

REASON

• To offer helpful and informative guidance in

a friendly way

TEXT

LEVEL

• Example title: Write a leaflet for 16 year olds

on how to live a healthier life

• A variety of formats: letter, article, leaflet,

speech

• Make suggestions that are genuinely

achievable and helpful

• Create a friendly, empathetic tone –

formal/informal, depending on audience

• Set out the various options and related

consequences

SENTENCE

LEVEL

• Personal and direct – use of personal

pronouns I/we/us/you

• Use of questions

• Range of sentence types including more

complex to build viewpoint

WORD LEVEL

• Range of conjunctions and discourse

markers

• Emotive language

• Be polite – use modal verbs like could, would

and should to show possibility & words like

perhaps

CONJUNCTIONS

/DISCOURSE

MARKERS

• Contrast: however; although;

• Emphasis: above all; in particular; in fact

• Additions: furthermore; in addition;

• To link cause and effect: if; because

Writing to...

- 40 -

Writing Recipe Card

Analyse Links to...

Writing to discuss, argue, persuade and

evaluate

PURPOSE/

REASON

• To present a reasoned response to a

text/series of texts or an issue.

• Often in essay form: broad topic, to be

addressed through attention to detail.

TEXT

LEVEL

• Title may be a question: ‘How can the

continuing cost of space exploration be

justified?

• A detailed understanding of the topic must

be shown.

• Statement of the issue followed by each

point developed in turn, followed by a

conclusion.

• Use of PEE chains to develop points.

SENTENCE

LEVEL

• Third person.

• Present tense/past tense, depending on the

focus.

• Formal tone.

WORD LEVEL

• Vocabulary related to subject eg in

literature: personification; in art: texture.

• Vocabulary associated with value

judgements: convincing, amusing.

CONJUNCTIONS

/DISCOURSE

MARKERS

• To introduce evidence: as in...; I know this

because...; this shows that...

• To show cause & effect: because, since,

therefore, so, as a result.

• To compare: whereas, while, however, on the

other hand, equally, similarly.

Writing to...

- 41 -

Writing Recipe Card

Discuss/Argue Links to... Writing to analyse, persuade and advise

PURPOSE/

REASON

• To present argument and information from

differing points of view

TEXT

LEVEL

• Title may be a question: ‘Should the logging

of forests be allowed to continue?’

• Statement of the issue followed by points in

favour. Counter arguments then follow.

Finally, the conclusion comes down on one

side or the other.

• Use of PEE chains to develop points

SENTENCE LEVEL

• Third person/perhaps first person in

conclusion

• Present tense

• Formal tone

• Phrases to introduce evidence/examples

WORD LEVEL

• Persuasive devices – see page 70

• Facts and statistics

CONJUNCTIONS

/DISCOURSE

MARKERS

• To introduce counter argument: on the

other hand; however; some may say

• To emphasise: most/least of all; in fact

• To add to: furthermore; in addition;

moreover

• Examples: such as; to show that; for

instance; notably

• To compare: equally; similarly; whereas, in

contrast

• To conclude: weighing up all these

arguments, I...; in conclusion...

Writing to...

- 42 -

Writing Recipe Card

Evaluate Links to... Writing to analyse

PURPOSE/

REASON

• To assess the strengths and weaknesses of

a performance/product/piece of work

TEXT

LEVEL

• Title contains a value judgement: How well

did…?

• Subheadings: strengths, weaknesses,

summary, target for future

• Contains recount to describe processes

• Use of PEE chain

SENTENCE LEVEL

• First person

• Past tense to reflect on performance

• Present tense to reflect on personal

attributes

• Future tense to set targets

• Description to illustrate & recount

• Connectives to balance, to introduce

evidence, to show cause & effect

WORD LEVEL

Precise technical/subject specific vocabulary

CONJUNCTIONS

/DISCOURSE

MARKERS

To balance/change direction: however;

although; on the other hand; still

To evidence: for example; such as; this shows

that

Cause & effect: since; therefore; as a result of

To evaluate: it would have been better if; it

could have been improved by; on reflection;

on consideration

Writing to...

- 43 -

Writing Recipe Card

Explain Links to...

Writing to inform and advise

PURPOSE/

REASON

• To explain how something works

• Emphasis on clarity

TEXT

LEVEL

• Titles usually begin with ‘Why... ‘ or ‘How...’

• Paragraphs begin with a topic sentence

• A general statement introduces the topic

• A series of chronological steps explain the

issue

• Bullet points and diagrams may be used

SENTENCE LEVEL

• Third person

• Present tense/past tense, depending on the

focus

• Formal tone

• Description to illustrate

• Connectives to indicate sequence, cause &

effect and comparison

WORD LEVEL

• Mostly plain vocabulary for clarity, mainly

nouns and verbs

• Glossary may be needed to help with

technical vocabulary

• Very little use of adjectives/adverbs

CONJUNCTIONS

/DISCOURSE

MARKERS

• To show sequence: firstly; next; then;

gradually; meanwhile.

• To show cause & effect: because; so;

therefore

• To compare: although; in contrast; on the

other hand; similarly

Writing to...

- 44 -

Writing Recipe Card

Inform

Links to...

Writing to explain and advise

PURPOSE/

REASON

• To describe the way things are

• For a reader who wants to know more on a

given subject

TEXT

LEVEL

• Headings/subheadings to

classify/categorise information; tables

/diagrams add information

• Opening general statements – eg Snakes

are reptiles.


• Facts

SENTENCE LEVEL

• Simple & compound sentences for clarity

• Present tense (except for historical events)

• Impersonal – third person he/she/it

• Formal

• Questions used to interest reader – eg

Penguins: Are they a Pest?

WORD LEVEL

• Logical conjunctions and discourse markers

• Precise, technical/topic specific vocabulary

• Facts and figures

CONJUNCTIONS

/DISCOURSE

MARKERS

• Generalisation: usually; typically; most;

some

• Cause & effect: because; therefore; so

• Examples: for example; for instance; such

as

Writing to...

- 45 -

Writing Recipe Card

Instruct

Links to...

Writing to advise

PURPOSE/

REASON

• To describe how something is done in a

series of sequenced steps

TEXT

LEVEL

• Title indicates How to…

• Layout makes text easy to read, including

large fonts and short sentences

• Clear sequence using bullet

points/numbers/letters

• Chronological order – step by step

SENTENCE LEVEL

• Clear, simple sentences each covering one

instruction

• Impersonal – second person implied ‘you’ –

doesn’t need to say it

• Present or future tense

• Formal

WORD LEVEL

• Use of imperative (bossy) verbs – eg Take

the large spanner…; Mix; Stop; Start

• Plain vocabulary to ensure clarity, mainly

nouns and verbs

• Technical/topic specific vocabulary

• Adverbs to make things clearer eg: slowly…

• Punctuation limited to full stops and

commas

CONJUNCTIONS

/DISCOURSE

MARKERS

• Time: First; Next; Then; After that; Finally;

When the glue is set...

Writing to...

- 46 -

Writing Recipe Card

Persuade

Links to...

Writing to analyse, discuss, argue & advise

PURPOSE/

REASON

• To argue the case for a point of view.

• To make people do something or buy

something

TEXT

LEVEL

• Opening statement, arguments, summary

and conclusion


which is then elaborated on

• Use of PEE chains to develop points

SENTENCE LEVEL

• Third person in formal persuasion; often

second person in advertising

• Personal and direct – use of personal

pronouns I/we/us/you

• Formal

• Use of persuasive devices – see page 70

• Range of sentence types including more

complex to build viewpoint

WORD LEVEL

• Use a range of conjunctions and discourse

markers

• Strong and emotional language

CONJUNCTIONS

/DISCOURSE

MARKERS

• Logical: this shows; because; therefore; in

fact

• In formal texts, counter arguments are set

up to be demolished: Some people may

imagine that...

• Emphasis: most of all; most importantly

• To persuade: of course; naturally; surely;

clearly

Writing to...

- 47 -

Writing Recipe Card

Recount

Links to...

Descriptive writing

PURPOSE/

REASON

• To retell an event/series of events, usually

in chronological order

• Fiction/diary/autobiography/biography/

History/newspaper reports

TEXT

LEVEL

• Example title: Describe the events leading

up to the Norman Invasion of 1066

• Chronological – events as they occurred

• Paragraphs contain a topic sentence,

usually at the beginning

• Change paragraphs for effect – time,

focus, place

SENTENCE LEVEL

• Usually third person but first person in

autobiography

• Past tense

• Variety of sentence structure to create

different effects – eg sequence of long

sentences followed by a short sentence

• Description to illustrate

WORD LEVEL

• Time discourse markers

• Powerful verbs/adverbs/adjectives to ‘paint

a picture’

• Specific names/places/dates/times

• Vocabulary related to thoughts & feelings

CONJUNCTIONS

/DISCOURSE

MARKERS

• Time: later; meanwhile; twenty years on

• Cause and effect: because; as a result

• Contrast: although; however

Writing to...

- 48 -

WRITING A FORMAL LETTER

144 Nutkin Lane, Nutsford,

Nutts. NU1 1NU

The Manager, Kangaworld Ltd., Tree House, Copse Street, Nutsford, Nutts. NU5 3AB

1st August, 2020 Dear Sir/Madam,

I wish to express my concern about the kangaroo, which I recently purchased from your company.

Despite the promises in your advertisement, looking after a kangaroo in a small semi-detached house has presented a number of problems.

Firstly, exercise has been far from easy,

the police officer’s trousers. In conclusion, I feel that I must return the animal to your care. I would be grateful if you would contact me as soon as possible to make the necessary arrangements. Yours faithfully, Ms A Jack

Your address

Date

Opening

paragraph

explains what

the letter is

about

Concluding

paragraph

‘Yours faithfully’ if you have not addressed

the person by name; ‘Yours sincerely’ if you

have addressed the person by name

Name printed

Your signature

Carefully

ordered

paragraphs,

making a

series of

points

‘Sir/Madam’

if you do not

know the

name of the

person

Name and

address of

the person

you’re

writing to

- 49 -

NEWSPAPER OUTLINE

Ladybridge Times

SCHOOL SURPASSES RESULTS!!

Students celebrate success

Mastheadd

Headline

Logo

Picture Picture

e

Caption

By-Line

Copy/Story

Saiqa Chaudhari

- 50 -

PARAGRAPHS

It is difficult to give strict rules about where paragraphs

should start and stop. However, it is useful to remember

these guidelines.

Time Person

TiPToP

Place Topic

Start a new paragraph...

Ti... when you move to a new period of time.

P... when you move to a different place/location.

To... when you move from one topic to another.

P... when you bring a new person into your writing, or

when you change from one person to another (especially

when writing conversation).

Presentation of Paragraphs • If you are writing with a pen, indent/set new paragraphs

about 1cm in from the margin.

• If you are working on the computer, press the ‘enter’ key

twice to create a double space.

- 51 -

WRITING BETTER SENTENCES

SIMPLE SENTENCES have only one verb, but they are not always

short.

• She lost her bag in the hall.

• John’s dance performance for the exam was absolutely

stunning.

COMPOUND SENTENCES join two simple sentences together using

a FANBOYS co-ordinating conjunction:

For And Nor But Or Yet So

Co-ordinating conjunctions join individual words, phrases and

independent clauses. When joining independent clauses, we have

the option of placing a comma before the conjunction if we want

to emphasise the pause.

Here are some examples:

• We dipped the litmus paper in the solution and it turned blue.

• Kenya depends on agriculture but rainfall in Kenya is low.

• Shall we run through that again, or can it wait until tomorrow?

COMPLEX SENTENCES contain a main clause and a subordinate

clause, which gives extra information. Subordinate clauses are

normally introduced by a subordinating conjunction:

because, although, if, when, as, who, until, while, before, after,

which, since, unless,

Subordinating conjunctions introduce a subordinate clause. A

subordinate clause is often called a dependent clause because it

cannot make sense on its own: it depends on the main clause, so

it is dependent.

Conjunctions are used to introduce clauses.

- 52 -

In the following examples of complex sentences, the

subordinating conjunction is marked in bold and the subordinate

clause is underlined.

• When we dipped it in the solution, the litmus paper turned blue.

• Although rainfall in the country is low, Kenya depends on

agriculture.

• You can buy shortcrust pastry if you do not want to make your

own.

Remember to always put a comma after your subordinate clause

when you begin a sentence with a subordinating conjunction.

VARYING SENTENCE OPENINGS

To vary your sentence openings, try beginning them with:

• -ing words

e.g. Peering into the darkened rodent tanks, I saw a rat.

Pouring acid into the test tube, we took great care.

• -ed words

e.g. Ashamed of what I had done, I felt I had to say sorry.

Astonished at the size of the spider, I screamed in fear.

• Words that show time

e.g. In the summer of 1914, the First World War began.

At ten past two this afternoon, the coach will return.

• Words that show place

e.g. In the Sahara Desert, there is very little rainfall.

At the bottom of the test tube, the liquid darkened.

• An example of –ing, place and time:

Living in Germany in the late 1930s, Jews were terrified

about what might happen to them.

- 53 -

Su

bo

rdin

ati

ng

Co

nju

ncti

on

s

Befo

re

Be

fore

go

ing

to

bed

, h

e

cle

an

ed

his

te

eth

.

Wh

en

W

he

n T

im s

co

red

a g

oa

l, t

he

cro

wd

ch

ee

red

.

As

As

she

wa

lke

d h

er

do

g,

she

ph

on

ed

he

r fr

ien

d.

Wh

ile

Wh

ile

wa

lkin

g m

y d

og

, I

met

a f

rie

nd

.

Wh

ile

Beca

use

Beca

use

sh

e w

as

so t

ire

d,

she

fe

ll a

sle

ep

.

Wh

ere

I

visi

ted

th

e t

ow

n w

he

re I

wa

s b

orn

.

Wh

o

Sim

on

, w

ho

wa

s h

ap

py,

smile

d a

t e

very

on

e.

If

If s

he

co

me

s a

rou

nd

ag

ain

,

I sh

all b

e a

ng

ry.

Aft

er

Aft

er

wa

shin

g t

heir

ha

nd

s,

the

y a

te d

inn

er.

Un

til

Sh

e d

id n

ot

loo

k a

t h

im

un

til

he

sp

ok

e.

Alt

ho

ug

h

Alt

ho

ug

h a

ge

d 1

2,

he w

as

too

sh

ort

fo

r th

e B

ig O

ne.

Wh

ich

H

e lo

st t

he

bo

ok

, w

hic

h I

ha

d le

nt

him

.

- 54 -

Wh

ere

ver

Wh

ere

ver

he

go

es,

Ja

ck

alw

ays

sp

ots

a b

arg

ain

.

For

He

wa

s ve

ry h

ap

py,

fo

r h

e

ha

d w

on

th

e lo

ttery

.

Bu

t I w

en

t to

se

e m

y a

un

t b

ut

she

wa

s o

ut.

So

Sh

e s

at

ne

xt t

o m

e s

o I

talk

ed

to

he

r

Co

-ord

ina

tin

g C

on

jun

cti

on

s

Wh

en

eve

r W

hen

eve

r I ri

ng

, h

e is

alw

ays

ou

t.

Sin

ce

Sin

ce y

ou

ha

ve b

ee

n,

I h

ave

cle

an

ed

th

e h

ou

se.

No

r H

e d

oe

s n

ot

ea

t

cak

e,

no

r d

oe

s h

e e

at

bis

cuit

s.

Yet

He is

ove

rwe

igh

t, y

et

he

sti

ll

ea

ts lo

ts o

f ca

ke

s.

Un

less

U

nle

ss y

ou

revi

se,

you

wil

l

no

t p

ass

yo

ur

exa

m.

As

well

as

As

well a

s ta

kin

g h

er

co

at,

she

to

ok

a h

at.

An

d

He

wa

s ti

red

an

d h

e h

ad

a

he

ad

ach

e.

Or

Do

yo

ur

ho

mew

ork

, o

r yo

u

will n

ot

go

to

th

e p

ark

.

- 55 -

CONJUNCTIONS & DISCOURSE MARKERS

To introduce an

additional point...

To change direction... To indicate

time/sequence...

and

also

furthermore

in addition/additionally

moreover

as well as

what is more

however

although

on the other hand

unfortunately

fortunately

despite

initially

firstly, secondly etc

finally

previously

eventually

subsequently

as a result of

To show similarity... To show a difference... To emphasise...

equally

similarly

compared with

in the same way

likewise

to balance this

in contrast

compared with

is different from

whereas

most of all

least of all

most importantly

in fact

To indicate

uncertainty/possibility

To indicate cause and

effect... To evaluate...

it is possible that

it has been suggested

that

it could be

argued/suggested

perhaps the answer is

another possible

explanation

one suggestion

perhaps

If

consequently

as a result of

because

therefore

depending upon

inevitably

hence

it would have been

better if

it could be improved by

if I were to

on reflection

on consideration

thinking about it

In persuasion... To introduce an

illustration...

In conclusion or

summary...

of course

naturally

obviously

clearly

surely

indeed

decidedly

for example

such as

to show that

in particular

as revealed by

for instance

notably

to conclude/in

conclusion

after all

finally

overall

on the whole

to sum up/summarising

- 56 -

FULL STOPS, COMMAS & CAPITAL LETTERS

FULL STOPS

• Full stops are used to mark

the end of a sentence and

indicate to a reader that

there is a ‘strong pause’.

e.g. This is a short sentence. This is another. They are two separate statements. They are not closely connected.

COMMA SPLICING • The most common error in written English is using a comma

where there should be a full stop.

e.g. I love eating fruit, it is one of my favourite foods.

Although these statements are connected, they are two separate

statements and so cannot be separated with a comma.

Try one of these alternatives instead: I love eating fruit. It is one of my favourite foods. I love eating fruit because it is one of my favourite foods. I love eating fruit; it is one of my favourite foods.

CAPITAL LETTERS

• Every sentence starts with a

capital letter and ends with a

full stop (or a question mark,

or an exclamation mark).

Capital letters are also used for:

proper nouns Joe, from Bolton, England

days and months Tuesday, 4th June.

main words in titles The Lord of the Rings

initials J K Rowling

the word ‘I’ As the fire alarm went off, I

walked quickly to the door.

- 57 -

The PEE Chain

P = Point E = Evidence E = Explanation

You could use the PEE chain to help you structure your

responses to exam questions and coursework tasks.

Try to picture the chain in your head as you write your

answers.

(P) If I have a problem in school, there are lots of people I

can go to; (E) for example, my Learning Co-ordinator,

subject teachers or Learner Support Lead. (E) This shows

that the school cares about me.

POINT EVIDENCE EXPLANATION

LINK

PHRASE

1

For example…

I know this because…

This is apparent in line…

This is shown by…

LINK

PHRASE

2

This example highlights…

This reaction suggests …

This shows…

The writer says this to

suggest…

I chose this quote because...

- 58 -

BIG MISTAKES TO AVOID!

I was / We were – NEVER I were / We was

It’s very important to make sure your verb agrees with its subject.

I was

you were

he

she was

it

we were

they were

Could have / Should have / Would have /

Might have – NEVER of

Never use ‘of’ with could, would,

should or might.

Always use ‘have’ instead.

So you’d write ‘I could have’,

never ‘I could of’.

e.g: I could have been an astronaut.

Sally would have made a good

leader.

There / Their / They’re

They sound the same, but you don’t write them the same.

1. There goes with where – it’s

about places.

2. Their means it belongs to

them.

3. They’re is short for ‘they are’.

‘might of’ / ‘could of’

‘would of’ / ‘should of’

‘might have’

‘could have’

‘would have’

‘should have’

He’s over there.

This is their house.

They’re friendly people.

X

I were on my way to school when...

We was running to the shop when...

I was on my way to school when...

We were running to the shop when...

X

- 59 -

Its is the possessive form of the pronoun it.

It doesn’t follow the normal rule for apostrophes for possession – it

doesn’t have an apostrophe.

e.g. The dog caught the ball in its mouth.

It’s is short for it is or it has.

To check whether it’s is the right form to use, always replace it’s

with it is or it has in your head to check that your sentence makes

sense.

e.g. It’s (it is) dry today, but it’s (it has) been wet recently.

Were is the past tense of ‘are’.

e.g. They were very happy to be returning to school.

Where is related to place and means in what place.

e.g. Where is my Peak Performance Manual?

We’re means we are.

e.g. We’re really looking forward to our holiday.

To means in the direction of.

e.g. We are going to the cinema.

Too means as well or also.

e.g. I’ve got one of those too.

Two means the number 2.

e.g. I need two pens in case one runs out.

Its / It’s

Were / Where / We’re

To / Too / Two

- 60 -

Spelling Rules – You CAN Improve! As you will be awarded marks in your GCSEs for the accuracy of your

spelling, it is worth spending some time trying to improve it.

Methods to use

Method 1 Don’t try to memorise a long list of ‘difficult’ words,

make your own list of words you want to remember.

Method 2 Use the Look, Say, Cover, Write, Check technique: Look at

the word; Say the word; Cover it up; and Write the word

without looking at the original. Check and repeat, if

necessary.

Method 3 Learn groups of words with the same combination of

letters.

Method 4 Learn how words are built up eg, DIS + APPOINT + MENT =

DISAPPOINTMENT.

Method 5 Look for words within words eg, description.

Method 6 Sound out words phonetically eg, math-e-mat-ics.

Method 7 Use mnemonics eg, because = Betty eats cooking apples

until she explodes.

Method 8 Use a dictionary.

Some spelling rules to learn

Our Examples Your Examples

Rule

1

‘i’ before ‘e’ except after ‘c’

or when sounded as ‘a’

receive

neighbour

Rule

2

For words ending in soft ‘ce’

or ‘ge’, keep the ‘e’ before

‘able’ and ‘ous’

advantageous

noticeable

Rule

3

For verbs ending in ‘ie’,

change the ending to ‘y’

before adding ‘ing’

die – dying

lie – lying

Rule

4

Drop the final ‘e’ before a

suffix beginning with a

vowel

weave – weaving

race – racing

Rule

5

Keep the final ‘e’ before a

suffix beginning with a

consonant

fierce – fiercely

peace - peaceful

NB Unfortunately, each rule has a few exceptions.

- 61 -

HIGH FREQUENCY WORDS I go come went up you day was

look are the of we this dog me

like going big she and they my see

on away mum it at play no yes

for a dad can he am all

is cat get said to in

about can't her many over then who

after could here may people there will

again did him more push these with

an do his much pull three would

another don't home must put time your

as dig house name ran too

back door how new saw took

ball down if next school tree

be first jump night seen two

because from just not should us

bed girl last now sister very

been good laugh off so want

boy got little old some water

brother had live(d) once take way

but half love one than were

by has made or that what

call(ed) have make our their when

came help man out them where

- 62 -

CAN YOU SPELL THESE WORDS? a lot commitment knowledgeable responsible

absence committed laboratory restaurant

acceptable committee leisurely rhythm

accommodation controlled liaise satellite

accuracy criticise licence secretary

acquaint definitely lonely seize

acquire description maintenance separate

adequately desperate manoeuvre signature

adolescent develop maybe sincerely

advertise difference meant skiing

aggressive disappear mortgage souvenir

alcohol disappoint necessary succeed

amateur discussion noticeable success

analyse embarrassed nuclear summarise

annually exaggerate nuisance surprise

apparent excellent occasion swimming

appearance expense occur tendency

argument fascinate occurrence thorough

awkward February occurring through

beginning fulfil parallel transferred

biscuit government privilege truly

business guarantee probably unanimous

calendar humorous pronunciation until

catalogue imaginary questionnaire usually

cemetery immediately receive vacuum

chief independent recommend weird

- 63 -

PREFIX MEANING EXAMPLES SUFFIX MEANING EXAMPLES anti- against antifreeze -able, -ible can be done comfortable, flexible

auto- self autobiography -al, -ial having characteristics of personal, celestial

de- opposite defrost -dom place or state of being kingdom, freedom

dis- not, opposite of disagree -ed past-tense verbs walked

en-, em- cause to encode, embrace -en made of wooden

fore- before forecast -er comparative higher

hyper- extreme hyperactive -er, -or one who worker, actor

in-, im- in, into, towards, within infield, immigrate -esque reminiscent of statuesque

in-, im-, il-, ir-

not injustice, impossible, illegal, irregular

-est comparative biggest

-ette diminutive, small kitchenette

inter- between interact -ful full of careful

intra- inside, within intravenous -ic having characteristics of linguistic

mid- middle midway -ing verb form/ resent participle running

mis- wrongly misfire -ition, -tion, -ation, -ion

act, process communion, relation, exploration, audition non- not nonsense

ob-, op- to, against, in the way of obstruct, oppose -ism doctrine or belief scepticism

out- surpassing, away from outperform, outbound -ist one who chemist

over- over overlook -ity, -ty state or quality of inactivity, beauty

post- after postscript -ive, -ative having the nature of active, talkative

pre- before prearranged -less without effortless

re- again return -ly characteristic of quickly

semi- half semicircle -ment action or process enjoyment

sub- under submarine -ness state of, condition of kindness

super- above superstar -ous, -eous, -ious

possessing the qualities of joyous, aqueous, cautious

tele- at a distance telephone

trans- across transport -s, -es more than one books, boxes

trans- changing transformation -ship quality, condition or status companionship, kingship

un- not unfriendly

under- under underwater -wise in relation to otherwise, clockwise

up- make or move higher upgrade, uphill -y characterised by hasty

- 64 -

PUNCTUATION

Full Stop [ . ] We use a full stop at the end of a sentence. Eg: Kirsty is a fantastic swimmer.

Question A question mark shows that someone has asked a question. Mark [ ?] Eg: Are you going to netball practice?

Comma [ , ] We use commas in lists Eg: I like football, tennis, golf and cricket. or to separate clauses. Eg: Feeling confident, she served for the match.

Exclamation We use an exclamation mark to show surprise, anger Mark [ ! ] or shouting. Eg: Goal! We’ve won!

Ellipses […] We use ellipses to build suspense. Eg: Slowly, he opened the door…

Apostrophe[ ’ ] An apostrophe can show possession Eg: She played with Aisha’s hockey stick. or a missing letter. Eg: Don’t, can’t, it’s

Speech [ “”] We put speech marks around the words someone says. Marks Eg: “That’s mine!” he shouted.

Hyphen/ [ - ] A hyphen can be used like a comma to separate words in a dash

sentence and give extra explanation. Eg: My teacher – who is helpful – explains well.

Colon [ : ] A colon can introduce a list or an example.

Eg: I enjoy the following: golf, boxing and football.

Semi-colon [ ; ] A semi-colon can join two related sentences, sometimes

replacing ‘because’; Eg: Hannah is a good footballer; she makes few mistakes. or can be used like a comma in lists when you need commas in each list item. Eg: I’ve been to three cities in America: New York, New York; Houston, Texas; and San Francisco, California.

Parentheses We use parentheses to add extra explanation.

(brackets) [( )] Eg These are your test subjects: Eng (English) and

RE (Religious Education).

- 65 -

ENGLISH COMMAND WORDS

COMMAND MEANING

Analyse Break down the content of a topic, or issue, into its parts in order to provide an in-depth account and convey your understanding.

Annotate Add to a diagram, image or graphic a number of words that describe and/or explain features, rather than just identify them (which is labelling).

Assess Consider several options or arguments and weigh them up so as to come to a conclusion about their effectiveness or validity.

Calculate Work out the value of something.

Critically

Often occurs before ‘Assess’ or ‘Evaluate’, inviting an examination of an issue from the point of view of a critic with a particular focus on the strengths and weaknesses of the points of view being expressed.

Define What is meant by?

State the precise meaning of an idea or concept.

Describe

Give an account in words of a circumstance, which may be an entity, an event, a feature, a pattern, a distribution or a process. EG, if describing a landform, say what it looks like, give some indication of size or scale, what it is made of, and where it is in relation to something else.

Discuss

Set out both sides of an argument (for and against) and arrive at a conclusion related to the content and emphasis of the discussion. There should be some evidence of balance, though not necessarily of equal weighting.

Evaluate Consider several options, ideas or arguments and arrive at a conclusion about their importance/success/worth.

Examine Consider carefully and provide a detailed account of the indicated topic.

Explain… Why...? Suggest reasons for…

Set out the causes of a circumstance and/or the factors which influence its form/nature. This usually requires an understanding of processes.

Interpret Ascribe meaning.

Justify

Give reasons for the validity of a view or idea why some action should be undertaken. This might involve discussing and discounting alternative views or actions. Each of the views will have positives and negatives. For the outcome(s) chosen, the positives outweigh the negatives.

Outline… Summarise…

Provide a brief account of relevant information.

To what extent…? Form and express a view as to the merit or validity of a view or statement after examining the evidence available and/or different sides of an argument.

- 66 -

Persuasive Language Techniques

Think FOREST!

Technique Definition Example

Flattery

Saying nice things

about the reader

to get them on

your side.

As you are the sort

of customer that

appreciates

quality…

Opinions as

Facts

To present beliefs

as if they are

factual truths.

- Bolton is an

excellent football

team.

- Obviously,

hunting is cruel.

Rhetorical

Questions

A question

designed to make

the reader think

and which doesn’t

need an answer.

- Why hunt foxes

with dogs?

- Isn’t the solution

obvious?

Emotive

Language

Words and phrases

to make the reader

feel something.

- The fox is torn

apart viciously by

savage dogs.

- Starving children

need your help.

Statistics,

Facts &

Figures

Use of figures or

quotations to

make the reader

believe the point.

- 60% of polar

bears...

- 8/10 people have

experienced this.

Triplets

Repeat an idea

three times,

usually in a slightly

different way.

- Hunting is evil,

cruel & outdated.

- Do it well, do it

fast and do it now.

- 67 -

FIGURATIVE LANGUAGE

Figurative Language is the term we use for powerful

comparisons that help the reader picture what is being

described. Imagery such as similes, metaphors and

personification are examples of figurative language.

Simile one thing is compared to another using

the linking words ‘as’ or ‘like’:

As clean as a school shirt on a Monday

morning.

My face is like a greasy ball; my spots are

like volcanoes.

Metaphor one thing is compared to another but

described as if it really is the thing it is

being compared to:

He was a tiger in battle.

(Simile: He was like a tiger in battle.)

My spots are volcanoes erupting on my

cratered face.

Personification takes things that are not alive (the

weather, objects, concepts) and, through

the verb, describes them as if they were

alive:

The wind whispered through the trees.

Rain danced on the pavement.

Use these techniques in your writing to enhance the quality

of your descriptions.

- 68 -

PTREE Writing a language analysis response - AO2

POINT

Make a point in response to the

question (this will ensure that

your response is focused).

TERMINOLOGY/

TECHNIQUE

What has the writer used?

Personification? Metaphor?

Simile? Adverbs? Adjectives?

Nouns? Close description/

zoom? Impressive verbs?

REFERENCE

Use a reference to the text to

evidence your point (this could

be a word, phrase line number

or event/moment in the text.)

EXPLORE

CONNOTATIONS(E1)

Zoom in on at least one key

word from the reference that

you have chosen. What are the

connotations of that word?

What could it suggest?

EXPLAIN EFFECT IN

CONTEXT (E2)

Looking back at the extract,

what is the effect of the

writer’s choice of language in

this context? BE SPECIFIC!

This is the starting point for language

analysis. For some questions on the

English exam, you will need to compare

texts together too but this is the basis

for

o

r

- 69 -

STRUCTURING A LITERATURE RESPONSE

When writing a Literature response, you need to make sure

you address each of the three assessment objectives.

By starting with the ‘what’ and working through the ‘how’

before exploring the ‘why’, you will be able to structure an

analytical response.

- 70 -

MULTIPLICATION TABLE

X

1 2 3 4 5 6 7 8 9 10 11 12

1

1 2 3 4 5 6 7 8 9 10 11 12

2

2 4 6 8 10 12 14 16 18 20 22 24

3

3 6 9 12 15 18 21 24 27 30 33 36

4

4 8 12 16 20 24 28 32 36 40 44 48

5

5 10 15 20 25 30 35 40 45 50 55 60

6

6 12 18 24 30 36 42 48 54 60 66 72

7

7 14 21 28 35 42 49 56 63 70 77 84

8

8 16 24 32 40 48 56 64 72 80 88 96

9

9 18 27 36 45 54 63 72 81 90 99 108

10

10 20 30 40 50 60 70 80 90 100 110 120

11

11 22 33 44 55 66 77 88 99 110 121 132

12

12 24 36 48 60 72 84 96 108 120 132 144

Example: 6 x 9 = 54 and 9 x 6 = 54; 54 ÷ 6 = 9 and 54 ÷ 9 = 6

Diagonally highlighted numbers (numbers multiplied by themselves) eg; 2

x 2 = 4 and 12 x 12 = 144

You should know your times-tables. Don’t worry if you don’t, but try

to learn them. Test yourself regularly. You’ll be surprised how quickly

you get to know them.

- 71 -

NEGATIVE NUMBERS

Negative number rules

ADDING AND SUBTRACTING

From any starting number

(positive OR negative)

Operation

+ or - number

Result Example

+ + 7 + +8 = 15

+ - 7 + -8 = -1

- + 4 – +7 = -3

- - 4 - -7 = 11

Multiplying and Dividing

X or

+ - Eg: 4 x 4 = 16

4 x -4 = -16 -4 x 4 = -16 -4 x -4 = 16 -20 ÷ 5 = -4 20 ÷ 5 = 4 20 ÷ -5 = -4 -20 ÷ -5 = 4

+

+ -

- - +

Larger

+9 +9

+8

+7

+6 +5

+4

+3

+2 +1

0

-1

-2 -3

-4

-5

-6 -7

-8

-9

Smaller

- 72 -

MATHS FORMULAE

- 73 -

UNITS OF MEASUREMENT

Metric Here are some basic facts that you should know:

Length: Mass:

1cm = 10mm 1kg = 1000g 1m = 100cm 1 tonne = 1000kg 1km = 1000m

Volume: Note to remember: 1 litre = 1000ml = 1000cm3 1m = 100cm 1 litre = 100 cl 1m2 = 10 000cm2

1cl = 10 ml 1m3 = 1 000 000cm3

Imperial Here are some more facts that you should know:

Length: Weight:

1 foot = 12 inches 1 pound = 16 ounces 1 yard = 3 feet 1 stone = 14 pounds 1 mile = 1760 yards 1 ton = 160 stones (or 2240 pounds)

Volume: 1 gallon = 8 pints Note: the different spellings of tonne (metric) and ton (imperial).

Converting Metric and Imperial Units

You need to know the approximate conversions between some of the metric and imperial units. Here are the main ones:

Kilometres & Miles: Kilograms & Pounds:

Miles to Km - Multiply by 1.6 Kg to Pounds - Multiply by 2.2 Km to Miles - Multiply by 0.62 Pounds to Kg – Multiply by 0.45

Litres & Gallons: Metres, Centimetres, Feet & Inches Litres to Gallons - Multiply by 0.22 Inch to cm – Multiply by 2.54 Gallons to Litres - Multiply by 4.55 Cm to inch – Multiply by 0.39

- 74 -

Order of Operations

Multiplication and Division are performed

whichever comes first from left to right.

Addition and Subtraction are performed whichever comes first from left to right.

- 75 -

AVERAGES

- 76 -

PIE CHARTS

The whole key to pie charts is that they are made up of 360°.

They are a good way to represent data as it is separated into

categories. For example, how learners spend their week.

Drawing pie charts

To work out the angle needed for each section (a fraction of 360):

Then use a protractor to measure each section.

Always fully label all angles and sections in a pie chart as you

go along.

Reading pie charts

To find out the frequency that each section represents measure the

angle for the section then:

- 77 -

Scatter Diagrams or Scatter Graphs

In real life, data rarely falls into strict patterns and produces straight lines

on a graph, but there may be trends when looking to see how closely

related two sets of data are. For example, when considering the number

of cars on the road and number of accidents, we would expect that there

would be more accidents if there were more cars on the road. We could

plot a scatter graph to help us to see this. To plot a scatter graph and see

how closely related two sets of data are, we simply draw and label a set

of axes based on two sets of data and then plot the data points.

If the data follows a ‘trend’ or ‘correlation’, we can draw a line of best fit,

showing the general slope of the data (you can just use your judgement

to do this – it does not have to actually pass through any of the points, it

just needs to be roughly through the middle of them).

• If both sets of data are increasing (the line of best fit will slope

upwards from left to right), then we have a positive correlation.

• If one set of data decreases whilst the other increases (the line of

best fit will slope downwards from left to right), then we have

negative correlation.

• If the points are scattered everywhere and we are unable to draw

a line of best fit, then we have zero correlation, which means that

there is not linear relationship between the two sets of data.

You can also use a scatter graph and line of best fit to obtain

further information.

- 78 -

Prime and Composite Numbers

The positive integers (excluding 1) can be divided into two sets.

primes

composites

All composite numbers can be

expressed as a product of primes.

For example:

70 = 2 x 5 x 7

90 = 2 x 32 x 5

55 = 5 x 11

88 87 86 89 90 85 84 83 82 81

78 77 76 79 80 75 74 73 72 71

68 67 66 69 70 65 64 63 62 61

58 57 56 59 60 55 54 53 52 51

48 47 46 49 50 45 44 43 42 41

38 37 36 39 40 35 34 3 3 32 31

28 27 26 29 30 25 24 23 22 21

18 17 16 19 20 15 14 13 12 11

98 97 96 99 100 95 94 93 92 91

8 7 6 9 10 5 4 3 2 1

- 79 -

MATHEMATICAL KEYWORDS

A

Acute angle An angle less than 90°.

Adjacent

Adjacent sides are next to each other and are joined by a common vertex.

Algebra Algebra is the branch of mathematics where symbols or letters are used to represent numbers.

Angle An angle is formed when two straight lines cross or meet each other at a point. The size of an angle is measured by the amount one line has been turned in relation to the other.

Approximate An approximate value is a value that is close to the actual value of a number.

Arc Part of a circumference of a circle.

Area The amount of space a shape takes up. E.g. the area of the lawn is 35 square metres.

Asymmetrical A shape which has no lines of symmetry.

Average A value to best represent a set of data. There are three type of average - the mean, the median and the mode.

Axis An axis is one of the lines used to locate a point in a coordinate system.

B

Bearing A three digit angle measured from north in a clockwise direction.

BIDMAS A way of remembering the order in which operations are carried out. It stands for Brackets - Indices - Division - Multiplication - Addition - Subtraction.

Bisect To divide an angle or shape exactly in half.

Brackets Used to determine the order in which operations are carried out. For example, 3 + 4 x 2 = 11 but (3 + 4) x 2 = 14.

C

Calculate To work out the value of something. This does not have to mean you need a calculator!

Centilitre (cl) A measure of volume. 100 centilitres = 1 litre (100 cl = 1 l). 1 centilitre = 10 millilitres (1 cl = 10 ml).

Centimetre (cm) A measure of distance. 1 centimetre = 10 millimetres. (1 cm = 10 mm). 100 centimetres = 1 metre. (100 cm = 1 m).

Chord A straight line drawn from one point on the edge of a circle to another.

- 80 -

Circumference The perimeter of a circle.

Coefficient The number in front of an algebraic symbol. For example the coefficient of 5x is 5.

Congruent If you can place a shape exactly on top of another then they are said to be congruent. You may rotate, reflex or translate the shape.

Constant A letter or symbol whose value always stays the same. The constant Π is a common example.

Credit To add money to a bank account. For example, I had £500 credited to my bank account.

Cross section The end section created when you slice a 3D shape along its length.

Cube number The product when an integer is multiplied by itself twice. For example 5 cubed = 5 x 5 x 5 = 125.

Cuboid A 3D shape with all sides made from rectangles.

Cumulative frequency

A running total of the frequencies, added up as you go along.

D

Day A time period of 24 hours. There are 7 days in a week.

Debit To take out money from a bank account. For example, £400 was debited from my account.

Decagon A ten sided polygon.

Decimal Not a whole number or integer. For example, 3.64

Decrease To make an amount smaller.

Denominator The bottom part of a fraction.

Diameter The distance across a circle which passes through the centre.

Distance How far away an object is. For example, it is a distance of 3 miles to the city centre.

Distribution How data is shared or spread out.

E

Equal Used to show two quantities have the same value.

Equation Two expressions which have the same value, separated by an '=' sign. E.g. 3y = 9 + y

Equilateral triangle

A triangle with all sides and angles the same size.

Estimate To find an approximate answer to a more difficult problem. E.g. 31.2 x 5.94 is roughly equal to 30 x 6 = 180.

Even number Any number which is a multiple of 2. Even numbers always end in 2, 4, 6, 8 or 0.

- 81 -

Expand To multiply out brackets in an expression. For example, 2(3x + 7) = 6x + 14.

Expression A collection of terms which can contain variables (letters) and numbers. e.g. 4pq - q + 7

F

Factor A number that divides another number exactly. e.g. 4 is a factor of 12.

Factorise To put an expression into brackets by taking out a common factor. For example, 20x + 15y = 5(4x + 3y).

Figures Another name for numbers. For example one thousand and fifty in figures is 1050.

Formula An equation used to describe a relationship between two or more variables.

Frequency How many times something happens. Another word for 'total'.

Frequency density

The frequency divided by the class width.

G

Gradient How steep a line is. Found by dividing the distance up by the distance across.

Gram (g) A measure of mass. 1 gram = 1000 milligrams. (1 g = 1000 mg).

H

HCF Means 'highest common factor'. It is the largest factor common to a set of numbers, eg. the HCF of 16 and 24 is 8.

Heptagon A seven sided polygon.

Hexagon A six sided polygon.

Hypotenuse The longest side on a right angled triangle.

I

Increase To make an amount larger.

Indices Another name for powers such as ² or ³.

Integer A whole number.

Inter-quartile range (IQR)

The difference between the upper and lower quartile.

Irrational A decimal which is never ending. It must also not be a recurring decimal.

- 82 -

J

Justify Another word for 'explain'. Often crops up on your maths exam. E.g. 'Calculate the mean and range for each player. Who is the better player Justify your answer.'

K

Kilogram (Kg) A measure of mass. 1 kilogram = 1000 grams. (1 kg = 1000 g)

Kilometre (Km) A measure of distance. 1 kilometre = 1000 metres. (1 km = 1000 m)

L

LCM Stands for 'lowest common multiple'. It is the smallest multiple common to a set of numbers. E.g. The LCM of 3 and 4 is 12.

Litre (l) A measure of volume. 1 litre = 100 centilitres (1 l = 100 cl). 1 litre = 1000 millilitres (1l = 1000 ml).

Loci The plural of locus.

Locus

A collection of points which are the same distance from another point or line.

Lower range The smallest value in a set of data.

M

Mean A type of average found by adding up a list of numbers and dividing by how many numbers are in the list.

Median The middle value when a list of numbers is put in order from smallest to largest. A type of average.

Metre (m) A measure of distance. 1 metre = 100 centimetres. (1 m = 1000 cm).

Millilitre (ml) A measure of volume. 10 millimetres = 1 centilitre (10 ml = 1 cl). 1000 millilitres = 1 litre (1000 ml = 1 l).

Millimetre (mm) A measure of distance. 10 millimetres = 1 centimetre. (10 mm = 1 cm).

Modal Another term for mode

Mode The most common value in a list of numbers. If two values are tied then there is two modes. If more than two values are tied then there is no mode. A type of average.

Month A time period of either 28, 30 or 31 days. There are 12 months in a year.

Multiple A number which is part of another number's times table. E.g. 35 is a multiple of 5.

- 83 -

N

Natural number A positive integer

Negative A value less than zero

Nonagon A nine sided polygon.

Numerator The top part of a fraction.

O

Obtuse angle An angle between 90 and 180 .

Octagon An eight sided polygon.

Odd number A number that is not a multiple of 2. Odd numbers always end in 1, 3, 5, 7 or 9.

Operation An action which when applied to one or more values gives an output value. The four most common operations are addition. subtraction, multiplication and division.

P

Parallel Two or more lines which are always the same distance apart.

Parallelogram A quadrilateral with two pairs of parallel sides.

Pentagon A five sided polygon.

Perimeter The distance around a shape.

Perpendicular Two or more lines which meet at right angles.

Pi (Π) An irrational constant used when calculating the area and circumference of circles. It is approximately equal to 3.14.

Polygon A shape made from straight lines.

Prime A number which has exactly two factors. The number one and itself.

Prism A 3D shape with the same cross section all along its length.

Probability A measure of how likely an event is to occur.

Product The answer when two values are multiplied together.

Q

Quadratic equation

An equation where the highest power is two. For example x² + 4x + 6 = 0 is a quadratic equation.

Quadrilateral A four sided polygon.

R

Radius The distance from the centre of a circle to its circumference. The plural of radius is radii.

- 84 -

Random sampling A method of choosing people at random for a survey.

Range The largest number take away the smallest value in a set of data.

Rational A decimal number which ends or is recurring.

Reciprocal The reciprocal of any number is 1 divided by the number. e.g. the reciprocal of 3 is 1/3., the reciprocal of 3/4 is 4/3.

Recurring A decimal which never ends but repeats all or parts of the sequence of numbers after the decimal point. e.g. 0.333333 or 0.141414.

Reflex angle An angle greater than 180 .

Regular A shape with all sides and angles the same size.

Remainder The amount left over when a number cannot be divided exactly. For example, 21 divided by 4 is 5 remainder 1.

Right angle An angle of 90 .

Rotation To turn a shape using an angle, direction and centre of rotation.

Round To reduce the amount of significant figures or decimal places a number has. For example £178 rounded to the nearest £10 is £180.

S

Scale factor How many times larger or smaller an enlarged shape will be.

Segment An area of a circle enclosed by a chord.

Sequence A list of numbers which follows a pattern.

Simplify To write a sum, expression or ratio in its lowest terms. For example 4:10:6 can be simplified to 2:5:3.

Solid A 3D shape.

Solve To find the missing value in an equation.

Speed How fast an object is moving. Average speed = Total distance divided by time taken.

Square number The product when an integer is multiplied by itself. For example, 1, 4, 9, 16, 25, 36, 49, 64, 81, 100.

Sum The answer when two or more values are added together.

Surface area To total area of all sides on a 3D shape.

Symmetrical A shape which has at least one line of symmetry.

T

Tally A system of counting where every group of four vertical lines is followed by a horizontal line to easily count in steps of five.

Tangent A straight line that just touches a point on a curve. A tangent to a circle is perpendicular to the radius which meets the tangent.

Term A number, variable or combination of both which forms part of an expression

- 85 -

Transformation The collective name for reflections, rotations, translations and enlargements.

Translation To move a shape from one position to another by sliding in the x-axis followed by the y-axis.

Trapezium A quadrilateral with one pair of parallel sides.

Tree diagram A method of solving probability questions by listing all the outcomes of an event. Probabilities are calculated by multiplying down the branches.

Triangle A three sided polygon.

U

Units A quantity used to describe a measurement. Examples are kilograms, metres and centilitres.

Upper range The largest value in a set of data.

V

Value A numerical amount or quantity.

Variable A letter which we don't know the value of.

Volume The amount an object can hold. e.g. a bottle of lemonade has a volume of 2 litres.

W

Week A time period of 7 days.

Wide Used to describe the width of something

Width The distance from side to side. e.g. 'The swimming pool is 10 metres wide.'

X

X-Axis The horizontal axis on a graph. The line going across the page.

Y

Y-Axis The vertical axis on a graph. The line going from top to bottom.

Y-Intercept The value of the y-coordinate when a graph crosses the y-axis.

Year A time period of 12 months or 365 days. (366 in a leap year.)

Z

Z-Axis Represents the depth of an object when working with 3D coordinates.

- 86 -

Science Symbols and S. I. Units

Symbol S.I. Unit

Acceleration a m/s2 (metres per second squared)

Area A m2 (square metres)

Change in thermal energy ΔE (delta E) J (Joules)

Charge flow Q C (Coulombs)

Current I A (Amps)

Density ρ (rho) g/cm3 (grams per cubic centimetre)

Distance/displacement s m (metres)

Elastic potential energy Ee J (Joules)

Electrical resistance R Ω (Ohms)

Energy transferred E J (Joules)

Extension e m (metres)

Final velocity v m/s (metres per second)

Frequency f Hz (Hertz)

Gravitational field strength g N/kg (Newtons per kilogram)

Gravitational potential energy

Ep J (Joules)

Height h m (metres)

Initial velocity u m/s (metres per second)

Kinetic energy Ek J (Joules)

Length l m (metres)

Magnetic flux density B T (Teslas)

Mass m kg (kilograms)

Moment M Nm (Newton metres)

Momentum p kgm/s (Kilogram metres per second)

Potential difference V V (Volts)

Power P W (Watts)

Pressure p Pa or N/m2 (Pascals or Newtons per square metre)

Resultant force F N (Newtons)

Specific Heat Capacity C J/kg°C (Joules per kilogram degrees Celcius)

Specific latent heat L J/kg (Joules per kilogram)

Spring constant k N/m (Newtons per metre)

Temperature change Δθ (delta theta) oC or K (degrees Celcius or Kelvin)

Time t s (seconds)

Volume V m3 (cubic metres)

Wave speed v m/s (metres per second)

Wavelength λ (lambda) m (metres)

Weight w N (Newtons)

Work done W J (Joules)

- 87 -

Memorise these Physics Equations

Word Equation Symbol

Equation

acceleration = change in velocity

time taken

a = v - u

t

charge flow = current × time Q = I t

density = mass

volume

ρ = m

V

displacement = velocity × time s = v t

efficiency = useful output energy transfer

total input energy transfer

energy transferred = charge flow × potential

difference E = Q V

force applied to a spring = spring constant ×

extension F = k e

gravitational potential energy =

mass × gravitational field strength × height Ep = m g h

kinetic energy = ½ × mass × speed 2 Ek = ½ m v2

moment of a force = force × distance M = F s

momentum = mass × velocity p = m v

potential difference = current × resistance V = I R

power = current 2 × resistance P = I2 R

power = energy transferred

time

P = E

t

power = work done

time

P = W

t

power = potential difference × current P = V I

pressure = force

area

p = F

A

resultant force = mass × acceleration F = m a

wave speed = frequency × wavelength v = f λ

weight = mass × gravitational field strength w = m g

work done = force × distance W = F s

- 88 -

Command Words in Science Exams

CALCULATE: learners should use numbers given in the question to

work out the answer.

CHOOSE: select from a range of alternatives.

COMPARE: this requires the student to describe the similarities

and/or differences between things, not just write about one.

COMPLETE: answers should be written in the space provided, for

example, on a diagram, in spaces in a sentence or in a table.

DEFINE: specify the meaning of something.

DESCRIBE: learners may be asked to recall some facts, events or

process in an accurate way.

DESIGN: set out how something will be done.

DETERMINE: use given data or information to obtain and answer.

DRAW: to produce, or add to, a diagram.

ESTIMATE: assign an approximate value.

EVALUATE: learners should use the information supplied as well as

their knowledge and understanding to consider evidence for and

against.

EXPLAIN: learners should make something clear, or state the

reasons for something happening.

GIVE: only a short answer is required, not an explanation or a

description.

e e

Include the correct headings and units

- 89 -

IDENTIFY: name or otherwise characterise.

JUSTIFY: use evidence from the information supplied to support an

answer.

LABEL: provide appropriate names on a diagram.

MEASURE: find an item of data for a given quantity.

NAME: only a short answer is required, not an explanation or a

description. Often it can be answered with a single word, phrase or

sentence.

PLAN: write a method.

PLOT: mark on a graph using data given.

PREDICT: give a plausible outcome.

SHOW: provide structured evidence to reach a conclusion.

SKETCH: draw approximately.

SUGGEST: this term is used in questions where students need to

apply their knowledge and understanding to a new situation.

USE: the answer must be based on the information given in the

question. Unless the information given in the question is used, no

marks can be given. In some cases, learners might be asked to use

their own knowledge and understanding.

WORK OUT: learners should use numbers given in the question to

work out the answer.

WRITE: only a short answer is required, not an explanation or a

description.

- 90 -

Practical Skills: CHEMISTRY

- 91 -

Practical Skills: BIOLOGY

- 92 -

Practical Skills: PHYSICS

- 93 -

SCIENTIFIC NOTATION CHART

- 94 -

Name

Equipment How to draw

Beaker

Measuring

cylinder

Bunsen

burner

Gauze

XXXXXXXX

- 95 -

Conical flask

Thermometer

Test tube

Tongs

- 96 -

Clamp and

stand

Filter funnel

Tripod

Safety mat

- 97 -

PERIODIC TABLE

- 98 -

REACTIVITY OF METALS

- 99 -

Key word Definition Examples Accuracy A result is considered accurate if it is

judged to be close to the true value.

The results of the learner boiling pure water

was 100°C. This was accurate.

Anomalous

Results

Odd results that do not fit in with the

rest of the results pattern.

60 61 59 80 58

80 is the anomalous result.

Calibration Marking a scale on a measuring

instrument.

Place a thermometer in melting ice to see

whether it reads zero, in order to check if it

has been calibrated correctly.

Data Information, either qualitative or

quantitative, that has been collected.

Data can be collected for the volume of a gas

or the type of rubber.

Errors :-

Systematic

errors

Errors that differ from the true value by

the same amount. Caused by the

methods of observation, instruments

used or environment.

The balance was not at 0g to begin with but

at 10g. Each reading of different masses was

10g higher than the true value.

Errors :-

Random

errors

These errors are spread away from the

true value in an unpredictable way.

Caused by human error, faulty

equipment or a faulty technique in

taking the measurements.

The learner measured the time with a stop

watch but panicked and stopped it too early.

Evidence Data which has been shown to be valid. To find out the average length of feet in the

class you measure the length of all the

learners’ feet and then check the results a

http://www.gcse.com/science/true_value.htm

http://www.gcse.com/science/data.htm

http://www.gcse.com/science/validity.htm

- 100 -

few times.

Fair Test A fair test is one in which only

the independent variable has been

allowed to affect the dependent

variable.

A fair test can usually be achieved by keeping

all other variables constant.

Hypothesis A proposal intended to explain certain

facts or observations. The hypothesis is

then usually tested using scientific

methods.

At higher temperatures there is faster rate of

reaction. This is because the particles have

more energy and there will be more

successful collisions.

Intervals The quantity between readings. A set of 11 readings equally spaced over a

distance of 1 metre would give an interval of

10 centimetres.

Precision Precise measurements are very close to

the mean average. It depends on the

random errors. It does not tell you how

close results are to the true value.

It is often the case that an instrument with

smaller resolution (more sensitive

measurement) will give more precise results.

Prediction A prediction is a statement suggesting

what will happen in the future, based

on observation, experience or a

hypothesis.

John predicts that the sugar will dissolve in

water at higher temperatures based on his

earlier hypothesis.

Qualitative

data

Qualitative data is information about

qualities; information that can't

Softness of your skin, the grace with which

you run, and the colour of your eyes are all

http://www.gcse.com/science/dependent_variables.htm



http://www.gcse.com/science/resolution.htm%22

- 101 -

actually be measured. examples.

Quantitative

data

Quantitative data are measures of

values or counts that are expressed as

numbers.

Height, your shoe size, and the length of your

fingernails are all examples.

Reliable For data to be reliable, the variation

within the values must be small. To

obtain reliable results you repeat at

least 3 times, remove anomalous

results and calculate the mean

average.

Results = 60s 61s 59s 80s 58s

Remove 80. Calculate the mean average =

60+61+59+58=238/4=62

Repeatable A measurement is repeatable if the

same persons repeat the investigation

using the same method and equipment

and obtain the same results.

The same person investigated the boiling

point of pure water. The results obtained

were 100°C 99°C 100°C 101°C. These are

repeatable despite the random errors.

Reproducible A measurement is reproducible if the

investigation is repeated by another

person, or by using different equipment

or techniques, and the same results are

obtained.

3 learners were timing a ball rolling down a

ramp. The results obtained from 3 different

students were 127sec, 128sec, 126sec. The

results are similar and a mean average can

be calculated.

Resolution The smallest change in the quantity

being measured (input) of a measuring

instrument that gives a change in the

A typical mercury thermometer will have a

resolution of 1°C, but a typical digital

thermometer will have a resolution of 0.1°C.

- 102 -

reading.

Sketch

graph

A line graph, not necessarily on a grid,

that shows the general shape of the

relationship between two variables.

No points are plotted and the line may be

straight or a curve.

Validity How suitable the investigation method

is to answer the question being asked.

An investigation to find out if the rate of a

chemical reaction depended upon the

concentration of one of the reactants would

not be a valid procedure if the temperature

of the reactants was not controlled.

Valid

Conclusion

A conclusion supported by valid results,

obtained from an appropriate

experiment.

Enzymes work best at 40°C. This is not a valid

conclusion if the method only investigated

temperatures within the range of 10°C to

30°C.

Variables :-

Independent

variable

The independent variable is the variable

where the values are changed or

selected and are then investigated.

Investigating different masses on the end of

a spring to see how mass effects the spring

length. The independent variable is the

different masses.

Variables :-

Dependent

variable

The dependent variable is the variable

where the value is measured for each

and every change in the independent

variable.

The dependent variable for the above

investigation is the spring length.

Variables :- A control variable is one which may, in If investigating the effect of temperature on

- 103 -

Control

variable

addition to the independent variable,

affect the outcome of the investigation

and therefore has to be kept constant.

This ensures a fair test.

the rate at which sugar dissolves the control

variables would be mass of sugar, volume of

water and the amount of stirs.

Variables :-

Categoric

variables

Categoric variables have values that

are labels.

Names of plants or types of material. To plot

a graph of categoric results, you should

choose to do a bar chart.

Variables :-

Continuous

variables

Continuous variables can have values

(called a quantity) that can be given a

magnitude (size) either by counting or

by measurement.

Temperature, mass and time are examples of

continuous variables.

True Value This is the value that would be obtained

in an ideal measurement. An ideal

measurement is one that would have

no errors at all.

If a 1 metre ruler is entirely accurate in length

then it will not be even a tiny amount more

or less than 1 metre. The problem is that we

cannot measure with 100% accuracy. The

'true value' is hypothetical there is no such

thing can actually be measured.

Uncertainty The interval within which the true value

can be expected to lie, with a given

level of confidence or probability.

The temperature is 20°C ± 2°C, at a level of

confidence of 95%.

http://www.gcse.com/science/errors.htm

- 104 -

Writing in Spanish Core Language

Starter sentences Para empezar To start with En primer lugar In the first place

Antes de nada First of all Es verdad que It’s true that Se puede decir que One can say that

En cuanto al / a la Regarding Es importante + inf. It is important to Es necesario + inf. It is necessary to

Hay que + inf. We/One must Se debe + inf. You/One should Es que… The thing is that

Lo que What..(that which) En lugar de Instead of Por lo general Generally

Take the reader through the process Primero First of all Segundo Secondly Al principio In the beginning

Luego Next Después After Más tarde Later

En seguida Immediately Finalmente Finally

Expressions of time Ahora Now

Hoy en día Nowadays Antes Before En el pasado In the past

Después Afterwards En el futuro In the future

Frequency Normalmente Normally

A veces Sometimes De vez en cuando From time to time Nunca Never

Siempre Always

Connectives porque because pero but

y and sin embargo however por eso therefore

a pesar de in spite of o or además in addition

a causa de because of que that/which aunque although

si if como as ya que since

en cuanto as soon as también also mientras que whilst

cuando when donde where

con with sin without por un lado on one hand

por otro lado on the other hand por ejemplo for example sobre todo especially por supuesto of course

quizás perhaps

Important Closing Phrases

Para terminar To finish Todo considerado All things considered

En resumen To sum up Al fin y al cabo When all is said and

done

Opinions – Impersonal tone Lo bueno es The good thing is Lo malo es The bad thing is Afortunadamente Fortunately

Desgraciadamente Unfortunately Es mejor + infinitive It’s better to... Debería One should

Parece que It seems that

Opinions – Personal tone Creo que I believe that

Pienso que I think that En mi opinión In my opinion Me parece que It seems to me

Estoy de acuerdo con I agree with Estoy en contra de I am against Lo que me gusta es What I like is

Ser and Estar (To be)

Es It is (permanent)

Son They are (permanent) Está It is (temporary) Están They are (temporary)

Hay / No hay There is / There isn’t

Quantifiers muy very bastante quite demasiado too, too much

casi almost mucho/a/os/as a lot un poco a little

más more menos less

- 105 -

- 106 -

- 107 -

- 108 -

SPANISH

High-Frequency Verbs - 3 Time Frames INFINITIVE

PRESENT –

what I do

PAST –

what I did

FUTURE – what

I am going to do

ser – to be Soy Fui Voy a ser

tener – to have Tengo Tuve Voy a tener

hacer – to do Hago Hice Voy a hacer

ir – to go Voy Fui Voy a ir

estar – to be Estoy Estuve Voy a estar

querer – to want Quiero Quise Voy a querer

ver – to see Veo Vi Voy a ver

leer – to read Leo Leí Voy a leer

jugar – to play Juego Jugué Voy a jugar

hablar – to talk Hablo Hablé Voy a hablar

escuchar – to listen Escucho Escuché Voy a escuchar

visitar – to visit Visito Visité Voy a visitar

trabajar – to work Trabajo Trabajé Voy a trabajar

comprar – to buy Compro Compré Voy a comprar

beber – to drink Bebo Bebí Voy a beber

comer – to eat Como Comí Voy a comer

escribir – to write Escribo Escribí Voy a escribir

vivir – to live Vivo Viví Voy a vivir

Third Person Singular of Key Verbs in 6 Tenses

Infinitive Present Preterite Imperfect Immediate

Future Future Conditional

ser Es Fue Era Va a ser Será Sería

tener Tiene Tuvo Tenía Va a tener Tendrá Tendría

haber Hay Hubo Había Va a haber Habrá Habría

- 109 -

Art and Design Analysing an artist's work

Analysing an artist's work means studying the elements that make up a

piece of artwork. You can show your understanding by answering

questions below.

In order to achieve higher marks in art, you need to show that you

understand the work of artists, designers and craftspeople.

FORM - This means looking at the formal elements of an artwork.

What is the medium of the work?

What colours does the artist use? Why? How is colour organised?

What kind of shapes or forms can you find?

What kind of marks or techniques does the artist use?

What is the surface like? What kinds of textures can you see?

How big is the work?

CONTEXT - This means how the work relates to a particular time, place,

culture and society in which it was produced.

When was it made? Where was it made? Who made it?

Who was the work made for?

What do you know about the artist?

How does the work relate to other art of the time?

Does the work relate to the social or political history of the time?

Can you link it to other arts of the period, such as film, music or

literature?

Does the work relate to other areas of knowledge, such as science or

geography

- 110 -

CONTENT - The content is the subject of a piece of work.

What is it? What is it about? What is happening?

Is it a portrait? A landscape? Abstract?

What does the work represent?

The title - what does the artist call the work?

Does the title change the way we see the work?

Is it a realistic depiction?

Have any parts been exaggerated or distorted? If so, why?

What is the theme of the work?

What message does the work communicate?

PROCESS - Looking at process means studying how the work was made

and what techniques were used.

What materials and tools were used to make the piece?

What is the evidence for this?

Do sketchbooks provide any clues as to how the work developed?

MOOD - Mood means looking at how the artist has created a certain

atmosphere or feeling.

How does the work make you feel?

Why do you think you feel like this?

Does the colour, texture, form or theme of the work affect your

mood?

Does the work create an atmosphere?

- 111 -

Sport, Health and Character Reaching National Expectations

Year 7 Expectations I can begin to link and refine basic skills and techniques acquired at

primary school.

I can show strength in some activities (for example - maybe one team

and one individual activity).

I can display these skills within a controlled environment such as a skill

practice.

I can apply and link some of my basic skills in some of the different

activities and games offered.

I understand some of the differences in performance between other

players.

I can explain some of the skills and techniques needed for an effective

performance.

I can identify strengths and weaknesses in myself, others, a skill and a

team situation.

I understand basic rules in a variety of sports.

I have a basic level of fitness.

I understand the benefits of being fit and healthy.

I have the confidence to try new and different skills, in lessons and

beyond, within school or out of school activities.

I am able to lead a small group and contribute to lessons, at Year 7

level, with confidence.

Year 8 Expectations I can demonstrate more complex movements, fluidity, timing and

control in different activities. I can demonstrate strength and good control in more activities (for

example - more than one individual and one team).

I can display more advanced techniques within a controlled situation

such as a practice.

I can show more influence on games with some more technical skills in

a game, taking a greater responsibility for my development, showing

off my skills.

I understand how to improve the performance of others.

- 112 -

Year 8 Expectations continued I can explain and analyse techniques and suggest how it can be

changed and improved using specific teaching points.

I understand rules and tactics in different activities.

I can officiate activities with confidence, demonstrating my

understanding of the rules.

I can display strengths in aspects of my fitness and show a

determination to be competitive when performing.

I understand the benefits to specific activities of being fit and healthy.

I help develop others with their character and morals, encouraging

others to attend, and attend myself, at extra-curricular clubs.

I can design and lead skill drills and warm ups.

Year 9 Expectations I can demonstrate complex movements and show flair and originality in

different activities.

I am more competent, confident and expert in different techniques,

and apply them across different sports and physical activities.

I can place my skills into set plays and complex drills, applying the

principles in a game situation.

I show great confidence in a game situation, demonstrating to the

teacher, my team mates and myself more technical aspects of the

game.

I understand how to make others more effective in a game.

I can understand the perfect model and use this information to help

others.

I understand the rules and tactics in most of the curriculum offered.

I can officiate activities with confidence and a sound knowledge in

most of the curriculum activities.

I am strong in specific fitness components that help my performances.

I can link GCSE understanding to the importance of physical health and

fitness and the long term benefits.

I attend extra-curricular clubs with an understanding of how they will

support success in later life.

I lead with confidence, creating practices from given scenarios.

- 113 -

MUSIC KEY WORDS

Rhythm A set or pattern of notes -

eg, syncopated, ostinato,

polyrhythms.

Metre Time signature or number of beats

in a bar - eg, 3/4, 4/4, compound

time(6/8, 12/8).

Harmony Notes that work well together

making chords eg chords, cadences,

discords.

Tonality Major, minor, blues, modal,

chromatic, serial.

Texture The layers of sound/instruments -

eg, polyphonic, monophonic.

Melody

The main theme or ‘tune’ usually

sung or played by lead instrument -

eg, sequence, imitation, call and

response, inversion, riff.

Timbre The type/quality of sound -

eg, strings play arco (bowed) or

pizzicato (plucked).

Dynamics The various volumes of music -

eg, piano, forte, crescendo.

Structure The way the music is put together.

Form Types of structure -

eg, ternary (ABA) binary (AB), song

form (verse, chorus).

- 114 -

MUSICAL AREAS OF STUDY

Rhythm: This covers pulse, syncopation, note values,

meter (time signatures), polyrhythms, cross

rhythms and ostinato.

Harmony and Tonality: This covers chords, cadences,

key signatures, scales, bass lines,

suspensions, atonality, chromaticism, close

harmony, 3rds, parallel harmony, cluster

chords and modal.

Sonority: This covers the unique sound of different

instruments, and the different sounds that

can be made on an individual instrument,

such as pizzicato, arco, tremolo, distortion,

reverb, chorus, sul tasto, con sordino and

multiphonics.

Melody: This covers scalic, conjunct and disjunct,

triadic, arpeggios, intervals, leaps, step,

inversions, imitation, sequence, polyphony,

canon, vocables and motifs.

Structure: This covers the scaffolding of a piece such

as Song form, verse and chorus form, coda,

cadenza, sonata, exposition, recapitulation,

development, Ternary, Strophic, Binary,

Rondo, Concerto, Symphony, Rhapsody, Da

Capo, aria, film music, head, improvisation,

and looping.

- 115 -

PIANO NOTATION

Use the guide below to help you find the notes on your own stave more easily.

- 116 -

SCALES AND CHORDS

- 117 -

SCHOOL PRODUCTION

I am playing the role of ________________________________

In the School Production of _____________________________

The rehearsal dates are from:

________________________to________________________

every________________________________________________

I give permission for my son/daughter to take part in

Ladybridge High School’s Production of ___________________

and to attend all rehearsals after school.

Signed (Parent/Carer)______________________Date_______

- 118 -

DUKE OF EDINBURGH BRONZE/SILVER

Skill ………………………………………………………...

Volunteering……………………………………………….

Physical…………………………………………………….

eDofE log in: Username……………………………

Password……………………………

Meetings

Day …………………

Time ………………...

Place ………………...

Expedition Dates

Training …………………………………......

Practice Expedition ……………………..

Qualifier Expedition ……….……………

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- 120 -

USEFUL WEBSITES

EDUCATION EXAM BOARDS

www.bbc.co.uk/schools/ks3bitesize www.aqa.org.uk

www.bbc.co.uk/schools/gcsebitesize www.edexcel.org.uk

www.s-cool.co.uk www.ocr.org.uk

www.revision-notes.co.uk/gcse www.eduqas.co.uk

www.topmarks.co.uk

www.projectgcse.co.uk

www.gcse.com PSCHEE

www.schoolzone.co.uk

www.technologystudent.co.uk www.trashed.co.uk

www.channel4.com/learning www.childline.org.uk

www.foodtech.org.uk www.netdoctor.co.uk

www.schoolhistory.org.uk www.surgerydoor.co.uk

www.nhm.ac.uk www.nspcc.org.uk

www.maths-help.co.uk

[email protected]

www.geography.about.com

www.rgs.org

www.nationalgeographic.com ENTERTAINMENT

www.french.about.com www.virgin.net

www.spanish.about.com www.dotmusic.com

www.english-zone.com www.mymovies.net

www.dictionary.com www.film.com

www.chem4kids.com/index.html www.mtv.com

www.sciencenet.org.uk

www.ictgcse.org.uk

www.physicaleducation.co.uk

SPORT RESEARCH

www.unicef.org.uk

www.sky.com/sports www.school.discovery.com

www.cricket4.com www.encarta.msn.com

www.footballunlimited.co.uk www.britannia.com

www.bbc.co.uk/sports www.bl.uk

www.bwfc.co.uk

www.google.co.uk

http://www.bbc.co.uk/schools/ks3bitesize

http://www.aqa.org.uk/

http://www.bbc.co.uk/schools/gcsebitesize

http://www.edexcel.org.uk/

http://www.s-cool.co.uk/

http://www.ocr.org.uk/

http://www.revision-notes.co.uk/gcse

http://www.eduqas.co.uk/

http://www.topmarks.co.uk/

http://www.projectgcse.co.uk/

http://www.gcse.com/

http://www.schoolzone.co.uk/

http://www.technologystudent.co.uk/

http://www.trashed.co.uk/

http://www.channel4.com/learning

http://www.childline.org.uk/

http://www.foodtech.org.uk/

http://www.netdoctor.co.uk/

http://www.schoolhistory.org.uk/

http://www.surgerydoor.co.uk/

http://www.nhm.ac.uk/

http://www.nspcc.org.uk/

http://www.maths-help.co.uk/


http://www.geography.about.com/

http://www.rgs.org/

http://www.nationalgeographic.com/

http://www.french.about.com/

http://www.virgin.net/

http://www.spanish.about.com/

http://www.dotmusic.com/

http://www.english-zone.com/

http://www.mymovies.net/

http://www.dictionary.com/

http://www.film.com/

http://www.chem4kids.com/index.html

http://www.mtv.com/

http://www.sciencenet.org.uk/

http://www.ictgcse.org.uk/

http://www.physicaleducation.co.uk/

http://www.sky.com/sports

http://www.school.discovery.com/

http://www.cricket4.com/

http://www.encarta.msn.com/

http://www.footballunlimited.co.uk/

http://www.britannia.com/

http://www.bbc.co.uk/sports

http://www.bl.uk/

http://www.bwfc.co.uk/

http://www.google.co.uk/

- 121 -

WHERE TO GET HELP…

BULLYING

Bully Free Zone

01204 454 958

www.bullyfreezone.co.uk

Kidscape

Bullying helpline for parents

020 7730 3300

STOPPING SMOKING

The NHS Stop Smoking Helpline

www.givingupsmoking.co.uk

DRUGS AND ALCOHOL

Frank

Drugs Helpline

0800 77 66 00

www.talktofrank.com

Project 360

Drugs treatment, information,

advice/support for under 19s

01204 337 330

www.360online.org.uk

Bolton Community Alcohol Team

(CAT)

Giles House 43 Chorley New Rd

Bolton BL1 4QR

01204 380 948

www. Boltondrugsinfo.co.uk

Alcohol Concern

www.alcoholconcern.org.uk

The Parallel

Confidential advice on alcohol,

drugs, sexual or any health matter

9A Churchgate

Bolton BL1 1HU

01204 462

www.theparallel.net

MISSING FROM HOME

RUNA (Remember UR Not Alone)

Urban outreach

Environ House

Salop St.

Bolton BL2 1DZ

01204 385 848

Runaway Helpline

For under 18s who are away from

home or care.

0808 800 7070

[email protected]

POLICE/LEGAL MATTERS

Police

0161 872 5050

Victims of crime

Victim support

01204 399 736

SUPPORT FOR PARENTS

Parentline Plus

0800 800 2222

Textphone: 0800 783 6783

www.parentlineplus.org.uk

Parenting Education Support

Forum

www.parentinguk.org

INTERNET SAFETY

Think u know

www.thinkuknow.co.uk

NATIONAL YOUTH AGENCY

www.nya.org.uk

http://www.bullyfreezone.co.uk/

http://www.givingupsmoking.co.uk/

http://www.talktofrank.com/


http://www.parentlineplus.org.uk/

http://www.parentinguk.org/

http://www.thinkuknow.co.uk/

- 122 -

ATTENDANCE TRACKER

Week

commencing Attendance

Week

commencing Attendance

3rd September 8th February

7th September 22nd February

14th September 1st March

21st September 8th March

28th September 15th March

5th October 22nd March

12th October 29th March

2nd November

19th April

9th November 26th April

16th November 4th May (Off 3rd)

23th November 10th May

30th November 17th May

7th December 24th May

14th December 7th June

4th January 14th June

11thJanuary 21st June

18th January 28th June

25th January 5th July

1st February 12th July

19th July

CONTENTS - Ladybridge High School

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Transcript of CONTENTS - Ladybridge High School