Knowledge Organiser - Belper School

“Knowledge is power.

Information is liberating.

Education is the premise

of progress, in every

society, in every family”

Kofi Annan

Knowledge Organiser Year 8 Spring 2 2022

Subject: English 3

Subject: Maths 9

Subject: Science 12

Subject: Geography 18

Subject: History 19

Subject: RE 20

Subject: French 21

Subject: German 22

Subject: Computing 23

Subject: PE 24

Subject: Art 27

Subject: Drama 29

Subject: Music 30

Subject: D&T Food 31

Subject: D&T Textiles 33

Subject: D&T Product Design 34

Contents Page

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Year 8 Spring 2 Knowledge Organiser 2022

English, Science, PE and Technology are on a rotation so have multiple pages in this booklet. Your teacher will direct you to the appropriate pages to work from.

English: Prose FictionYear 8

Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Protagonist The main character in a story

Antagonist The major character or force that opposes the protagonist

Dynamic Character A character who undergoes a significant, lasting change, usually in his or her outlook on life

Static Character A character who does not change in the course of a story

Figurative Language

Language that's intended to create an image, association, or other effect in the mind of the reader

Foreshadowing To hint a something that will happen later in the story

Narrative Another word for a story

Conflict A struggle between opposing characters and forces


Atmosphere / Mood

The main feeling that is created in a story

Character The fictional persons who carry out the action of a story

Setting The time and place in which a story is placed

Tone Writer-centric: the attitude a writer takes towards a text

Theme The message of the story

Highlights To draw attention to something for a specific purpose

Section 2: New Key Skills/Strategies

How to Annotate a Text1. Look at any context information you have - the title,

or a description, or a picture - think about what you could work out from that.

2. Read the text once just to get a feeling for it.3. Make sure you know what you’re annotating for -

are you trying to find something out about a character or a setting? Or are you trying to find out something about a theme or message?

4. Read the text again with your focus in mind, looking for interesting things. Use the following marks to help you identify relevant information:

1. Try to identify techniques and/or word classes in the things you’ve noticed as interesting. For example, you might have found a simile, or an interesting verb.

How to Write about a Text

Section 3: Plot Structure

Plot can be talked about in a number of different ways. This diagram shows one of the most common structures for a story.

Possible Structure Questions- Why has the writer focussed your attention on

this at the start?- How does the writer end the piece of writing?- How does the development of the story add

interest?

C Connective Firstly / Additionally / Finally

P Point Use the words of the question in your point

E Example Include a short quote to exemplify your point

A Analysis Explain how your quote proves your point

T Think impact

Try to explain how the writer’s language makes you think or feel

Mark Meaning

* Important idea or information

Underline I don’t understand this

? I have questions about this

English: Poetry and WW1 PoetryYear 8



Alliteration The repetition of identical consonant sounds

Stanza A group of lines within the poem

Simile Comparing using ‘like’ or ‘as’

Repetition Repeating words or phrases throughout the poem

Rhythm The beat and movement of language

Anaphora Repeating words or phrases at the start of the line

Rhyme A repetition of similar sounds in the

last syllable of the word


Over the course of the unit you will need to use the following strategies to explore the poems:

This will help you understand and explore key questions.


Infer To work something out based on evidence

Connotation What a word makes you think of

Intention The purpose behind something

Impact The effect something has on a reader

Suggests What an idea might mean

Implies Another word for suggests

Section 3: Example Annotations and Example Questions

Annotating Dulce et Decorum est

Bent double, like old beggars under sacks,

Knock-kneed, coughing like hags, we cursed through sludge,

Till on the haunting flares we turned our backs,

And towards our distant rest began to trudge.

Men marched asleep. Many had lost their boots,

But limped on, blood-shod. All went lame; all blind;

Drunk with fatigue; deaf even to the hoots

Of gas-shells dropping softly behind.

Example Questions

How does the poet portray the conditions in the trenches the men experienced?

To what extent does the poet make the reader feel the true horror of warfare?

How does the poet use language and structure to present the key theme of conflict?

RRead the question

UUnderline the key words

CChoose the best approach

SSelect any key information

AAnswer the question

CCheck your answer

C Connective Firstly, Moreover,In conclusion,

P Point The writer uses a simile to...

E Example This is illustrated by ‘............’

A Analysis This suggests…This infers...

T Think intention and impact

The writer’s intention is…This evokes a sense of ...

The phrase ‘Drunk with fatigue’ suggests the soldiers are stumbling around as if drunk - this reflects their physical state - tired and disoriented.

The simile ‘coughing like hags’ infers the soldiers are suffering and in pain due to poor physical health.

English: Functional WritingYear 8



Faithfully How to end a formal letter in which the recipient is not known by name

Sincerely How to end a formal letter in which the recipient’s name is known

Allegedly When something is claimed to be the case or have taken place although there is no proof

Bias Opinion for or against one person or group

Masthead The newspaper’s name

Headline The title of the newspaper article

Tabloid A newspaper which uses informal language and many pictures

Broadsheet A newspaper which uses formal language and complex vocabulary


Over the course of the unit you will need to use the following strategies to explore the play:

This will help you understand and explore key questions.Tier 2 vocabulary Definition

Alliteration The same letter or sound at the beginning of closely connected words

Metaphor A comparison where something is described to be something that it is not

Similes A comparison of two things using the words ‘like’ or ‘as’

Sensationalism The presentation of stories in a way that is intended to provoke the reader

Hyperbole Exaggerating language

Secondary Story A less important story featured on the front cover of a newspaper

Section 3: Other subject specific information

Leaflet Format

Newspaper Report Format

Letter Format

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R Read the question

U Underline the key words

C Choose the best approach

S Select any key information

A Answer the question

C Check your answer

P Purpose Are you writing to:• Inform• Persuade• Argue

A Audience Who are you aiming the text at?

F Format What are the key conventions of:• News report• Leaflet• Letter

English: Creative WritingYear 8



Gothic Genre featuring dark themes, strong emotions, mysterious characters

Supernatural Phenomena outside of, or unexplained by, science

Foreboding A feeling of approaching disaster

Macabre Ideas associated with death, or the fear of death

Isolation The experience of being either literally or metaphorically alone

emotions Feelings and reactions, different to thoughts and ideas

Section 2: New Key Skills and Strategies

Exciting sentence styles and punctuation to use in your writing:

Many questions sentence: What if she was lost? Trapped? Captured? Murdered?

Emotion word comma phrase: Desperate,she screamed for help.

Personification of the weather sentence: The wind stroked his face gently as he meandered along the path.

O.I. sentence (outside, inside): Outside, he tried to remain composed. (Inside, however, his heart was pounding in fear).


Tension The unknown difference between the current moment in a narrative and a future point

Foreshadowing The suggestion of an event that will occur later in the narrative

Pathetic fallacy The relationship between environment and atmosphere

Plot development The evolution of narrative and character through different stages

Enigma The creation of mystery and intrigue by presenting information that is incomplete

Characterisation The creation of characters through vivid description

Section 3: Example Questions: Applying Section 2 Skills

Write a description as suggested by this image:OR

Write a story titled ‘Into the Unknown’

The wind whispered a warning.Frantically, the skeleton branches shivered; like knives, the crytalised and merciless raindrops pierced my face, Desperate, I yelped for help - it was no use. What next? Where was safety? Where was Death’s escape?

Personification of the weather sentence

Many questions sentence

Emotion word comma phrase

English: Playscript and Contemporary DramaYear 8



Form The structure and shape of a play

Convention A device used within the dramatic form

Exposition Important information establishing setting, character and/or context

Rising Action The section of a play when the dramatic intensity increase

Climax The most dramatically intense moment within the Act, scene and/or play.

Falling Action The section of a play were the dramatic intensity decrease

Denouement The section of a play where key plot elements are explained


Over the course of the unit you will need to use the following strategies to explore the play script:







Reiterates Reinforcing an idea within a text

Embellishes To add extra detail for effect

Develop To advance a particular viewpoint

Section 3: Context and Example Questions

Aristotelian model of Drama

Areas of a stage

Example Questions

How does the poet use language and structure to present the key themes in the play?

The play presents the theme in a powerful and emotive way, , to what extent do you agree with this statement.

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R Read the question





C Check your answer







English: Shakespeare - The TempestYear 8



Colonialism One country establishes its power over another

Tempest A violent storm

Pathos To evoke emotional responses in the audience

Duality Two sides to a character

Shakespearean Tragicomedy

A play which contains elements of both tragedy and comedy

Usurper A person who takes power from another with no right to


Over the course of the unit you will need to use the following strategies to explore the play script:






Reiterates Reinforcing an idea within a text

Embellishes To add extra detail for effect

Develop To advance a particular viewpoint

Section 3: Character Overview and Example Questions


R Read the question





C Check your answer







Maths: Number 1Calculations with integers and decimals. Rounding and Approximating.

Year 8 Spring 1


Tier 3 vocabulary

Definition

Decimal Places Digits after a decimal point

Significant figures

The digits in a number with the largest place values

Integers Whole numbers

Error Interval The range of values that a number could have been before it was rounded

Upper Bound The largest a number could have been before it was rounded*

Lower Bound The smallest a number could have been before it was rounded

Section 2: New Knowledge/Skills

Be able to multiply with large numbers without a calculator.E.g.

257 X 63

= 16191

Adding the numbers in the table using column addition gives a total of 16191.

Be able to divide using the bus stop method.E.g. 6327 ÷ 5 = 1265.4

When multiplying decimals….6.3 X 2.57

Remove decimal points and multiply numbers using grid method shown above.

63 X 257 = 16191

Since the decimal places have been moved three places to the right to turn the decimals into integers, it needs to be moved three places to the left for the final answer.

If 63 X 257 = 16191then 6.3 X 2.57 = 16.191

Practice Question23 Items are purchased for £1.20 each. The cost is split equally between 5 people. How much does it cost in total?How much does each person pay?

Answers - £27.60, £5.52

Tier 2 vocabulary

Definition

Limits A point or level beyond which something does not or may not extend or pass

Round Rounding means making a number simpler but keeping its value close to what it was.

Approximate close to the actual, but not completely accurate or exact

Estimate An answer to a question using approximations

Section 3:

Rounding Examples

Estimating

Know that to estimate the answer to a problem, I must round each number to one significant figure.E.g326.1 + 481.7

23.7 × 3.7≈300 + 500

20 × 4= 10

Error Intervals

6.2cm

3.4cm

Given that each measurement is given to one decimal place, state the error interval for the length and the width of the rectangle.

Answer 6.15 ≤ length < 6.25

3.35≤ width < 3.45

What would be the smallest area possible for the rectangle?What would be the largest area possible for the rectangle?

Answers smallest = 20.6025𝑐𝑚2

largest = 21.5625𝑐𝑚2

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Section 3: Knowledge/Skills

Compound Interest

Interest needs to be calculated at the end of each time period, so that each year the interest increases. You can work out your final amount of money you have by using the formula below…

Final amount = Initial amount X 𝒎𝒖𝒍𝒕𝒊𝒑𝒍𝒊𝒆𝒓𝒏

where ‘n’ represents the number of times the interest is being applied.

Example QuestionToby invests £300 into a bank account that offers 5% interest per annum. How much money will he have in 4 years time?

Solution:

£300 X 1.054 = £364.65Note, answer is rounded to the nearest penny, and gives an answer £4.65 more than if I had used simple interest.

Reverse Percentage Questions

Example Question:After a 35% discount, a T-shirt costs £15.60. What was the original price of the T-shirt.

Solution-:To solve this we set up an equation, making use of a decimal multiplier, we then solve that equation to find the original price. If the T-shirt is reduced by 35%, it is now 65% of it’s original price.

If we let P be the original price, we can form the following equation….

P X 0.65 = £15.60

To solve this we need to divide both sides by 0.65, giving us that

P = £15.60

0.65= £24

Maths: Number 2

Fractions, Decimals and PercentagesYear 8 Spring 2



Decimal Multiplier A decimal that you need to multiply by to calculate a given percentage, or percentage increase/decrease

Simple Interest Where interest in any additional time periods is the same as the interest in the first time period

Compound Interest

This is where interest needs to be calculated at the end of each time period. You earn more interest each time period as you are earning interest on any previous interest.

Section 2: Knowledge/Skills

• To convert a fraction into a decimal you simply divide the numerator by the denominator

• To convert a percentage into a decimal you simply divide by 100.

To find a fraction or a percentage of a quantity you can convert into a decimal and then just multiply the decimal and quantity together, for example…..

7% of 900 = 0.07 X 900 = 634

5of 900 = 0.8 X 900 = 720

To increase by a given percentage you can use a decimal multiplier, which is 1 + percentage as a decimal, for example…..

to increase 250 by 12% you would do 250 X 1.12to increase 300 by 9% you would do 300 X 1.09to increase 125 by 35% you would do 125 X 1.35

To decrease by a given percentage you can use a decimal multiplier, which is 1 - percentage as a decimal, for example…..

to decrease 250 by 12% you would do 250 X 0.88to decrease 300 by 9% you would do 300 X 0.91to decrease 125 by 35% you would do 125 X 0.65

Simple Interest

Calculate how much interest is gained during the first time period and then assume interest for all time periods is the same as this amount. For example:

Question:Applying simple interest, if I earn 5% interest each month for 4 months, how much money will I end up with?

Solution:

If I earn 5% interest each month for 4 months and I start with £300, then I would calculate 5% of 300 using the method above, (300 x 0.05), which is £15. This means I would get £15 each month for 4 months, so in the end the total money I would have is £300 + £15 + £15 + £15 + £15 = £360


Percentage Increase

The percent increase between two values is the difference between a final value and an initial value, expressed as a percentage of the initial value

Percentage Decrease

Percent decrease is a measure of percent change, which is the extent to which something loses value

Depreciates Loses value over time

Inflation The rate at which prices increase over time

Profit A financial gain

Loss Amount of money lost during a transaction or over time.

Per Annum Annually (each year)

Numerator Top line of a fraction.

Denominator Bottom line of a fraction.

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Maths: Pythagoras TheoremYear 8 Spring 2


Tier 3 vocabulary

Definition

Hypotenuse …the longest side of a triangle

Right-angled triangle

…a triangle which has a 90o angle

Square orsquare number

…the product of a number multiplied by itselfe.g. 4 x 4 = 16, so 16 is a square number,and 16 is the square of 4

Square root

…the number that multiplies by itself to make a square numbere.g. . 4 x 4 = 16, so 4 is the square root of 16

…represented with the symbol √

so √16 =4(find the square root button on your calculator)

Section 2: Prior Learning

▪ In Year 7 Autumn 2 you will have looked at types of triangle in the Pinboard Angles topic.

▪ In Year 7 Summer 2 you will have explored the area of squares in the Area & Perimeter topic.

▪ In Year 7 Summer 2 you will have explored square numbers in the Number Sets topic.

Tier 2 vocabulary

Definition

Triangle…a 2D (two-dimensional) shape with three sides and three angles

Theorem…a mathematical rule which can be shown to be true and used to find things we don’t know

Triple …a set of three numbers

Integer …a whole number

Section 4: Using Pythagoras Theorem

1. We can find the hypotenuse if we know the two shorter sides

2. We can find one or both of the shorter sides if we know the hypotenuse

3. We can test a triangle to see if it has a right-angle by testing whether Pythagoras Theorem works.

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In this topic we will find out how to find the third side-length of a right-angled triangle if we know

the other two side-lengths

Pythagoras Theorem states that :

“the sum of the squares of the shortest sides of a right-angled triangle is equal to the square of the hypotenuse”

…in other words…

• work out the squares of the three sides of the right-angled triangle

• now add the two smallest squares together –they should add up to the square of the hypotenuse

!!THIS ALWAYS WORKS FOR ALL RIGHT-ANGLED TRIANGLES!!

Section 5: Pythagorean Triples

• Right-angled triangles do not all have side-lengths which are integers, but those whose side-lengths are integers are known as Pythagorean Triples.

• The example in Section 3 is an example of a Pythagorean Triple

• We can represent the triple in Section 3 as(3,4,5)

Now it’s your turn!1. Can you use the Triple in Section 3 to find any

other triples?2. Using a list of the first 100 squares, can you

find any other Triples?3. List as many as you can4. Can you group them into ‘families’? Explain

how you’ve grouped them.

3 cm

4 cm

5 cm 3 x 3 = 9

4 x 4 =16 +

25

and

5 x 5 = 25

Section 6: Handy Hint

!!ALWAYS REMEMBER!!

No matter which side-lengths are given in a question, it’s the two SHORTEST sides whose squares are added together – NEVER add the square of the hypotenuse to one of the other

squares

Science: 7b Light and SoundYear 8 Spring 2


Tier 3 vocabulary

Definition

Refraction Light changing direction as it passes between substances

Transparent A substance light can pass through

Opaque Substances that block light completely

Absorb When light is taken in by an object and NOT reflected

Normal Line A line at right-angles to a surface

Incident Ray The line of light coming into a Ray Diagram

Reflected Ray The line of Reflected Light in a Ray Diagram

Refracted Ray The line of Refracted Light in a Ray Diagram

Angle of Incidence

The angle between the Incident Ray and the Normal

Angle of Reflection

The Line between the Reflected Ray and the Normal

Spectrum The word for a range of colours, like a Rainbow


Sound Waves travel at 310-350 m/s in air.

Light waves travel at 300,000,000 m/s in a vacuum.

A Wave is a way of transferring Energy from place to place.

Luminous Objects, like lights, Emit their own light. Non-Luminous Objects, like people or the Moon, Reflect light.Shadows are where light doesn’t travel.

How to Draw a Ray Diagram- Use a ruler and a pencil- Put a single arrow in the middle of the light ray; not the end- Draw the Normal with a dotted line- The rays and the normal should all meet in the same place

Reflection:The Angle of Reflection is equal to the Angle of Incidence

RefractionWhen a wave move from one material to another the wave can change speed and direction; this is Refraction.

Tier 2 vocabulary

Definition

Frequency The number of complete wave or vibrations per second

Wavelength The DIstance between one point on a wave and the same point on the next wave

Electromagnetic Wave

The Scientific term for all forms of Light, visible and invisible

Luminous An object that emits its own ght

Non-Luminous An object that doesn’t emit its own light

Section 3: Other subject specific things

Light can travel through a Vacuum, Sound cannot:All Sounds are caused by Vibrations; the vibrations are passed on through the Particles in the material, like air molecules. The Closer the particles are together, the Faster the sound travels. So Sound travels Fastest in Solids and Slowest in Gases. Sound can’t travel through a Vacuum because there are no particles in a vacuum to vibrate.

High Frequency: The Faster something Vibrates, the Higher the Pitch. Lower frequency vibrations give a Lower pitch.High Intensity: The Larger the vibrations, the Louder the sound. Lower Intensity is a Quieter sound.

Can you remember all the parts of the ear?

The Human Hearing Range is about 20Hz to 20,000Hz, but animals all have different ranges.

What things might stop us hearing properly?

White Light is made up of all the Visible Colours; can you remember the main seven colours in order?We get a Spectrum of these colours when we Disperse white light through a Prism, like a Rainbow does with raindrops.

Colours and Filters only allow the colours they appear to be passed on; they Absorb all the other colours that hit them. What happens to the Energy in the absorbed light?

Why do Dark Clothes make you Warmer in sunlight than Light Coloured Clothes?

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Science: 8a Organ Systems 1Year 8 Spring 2



Tissue Group of cells of one type.

Organ Group of different tissues working together to carry out a job.

Organ system A group of organs working together to perform a certain function.

Antagonistic pair Pairs of muscles that relax and contract to create movement.

Joints Places where bones meet.

Malnutrition Lack of proper nutrition.

Obesity The condition of being very overweight, often through eating large amounts of fat and carbohydrates.

Food group A group of foods that share similar nutritional properties.

Food test Chemical tests that are used to determine is a specific food group is present.

Digestion Process of breaking down large insoluble molecules into smaller soluble molecules.

Liver Organ that produces bile.

Peristalsis The squeezing of the muscles of the oesophagus to push food down into the stomach.

Pancreas Where the majority of digestive enzymes are produced. Also responsible for controlling blood sugar levels.

Catalyst A molecule that speeds up a chemical reaction without being used itself.

Enzyme A biological catalyst.

Substrate The molecule that an enzyme acts on eg: starch is a substrate as it is broken down by an enzyme.

Active site The space on an enzyme where the substrate joins.

Denature When the active site of an enzyme changes shape.

Section 2: organ systems

Key human organ systems include; ● Circulatory system used to pump blood around the body. ● Respiratory system used to get oxygen into the blood ● Reproductive system used to produce babies ● Musculoskeletal system used for movement ● Digestive system used to get nutrients from food ● Immune system used to fight infections ● Nervous system is used to control the body

The skeleton There are 206 bones in the human body, below is some of the most important bones.

Food groups

Vitamins. Minerals and fibre are also key food groups. They are responsible for keeping key systems in the body working correctly; for example the nervous system.

Section 3: digestion

Digestive system

Enzymes Enzymes are used in digestion to break down large molecules.

Lock and key hypothesis The lock and key hypothesis explains that only one substrate can fit into the active site of an enzyme. If enzymes are put into the wrong conditions their active site changes shape.This is called denaturing. This meansthe enzymes can no longerwork this happens in;

● A too low or high pH ● A high temperature

Questions ● Explain why digestion is important. ● Describe the route of food through the digestive system.● Describe the role of each organ in the digestive system.● A food turns purple with benedict’s and white with the

emulsion test, explain what this shows. ● Explain how enzymes aid the digestion of food?

● Explain how enzymes are denatured and the effect of this.

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Food group Use Food test/ positive result

Complex carbohydrates

Energy Iodine = black

Simple carbohydrate

Energy Benedict’s = green, yellow, orange or red

Proteins Growth and repair

Biuret = purple

Lipids (fats) Energy storage Emulsion test = white

Science: 8b breathing, respiration and circulation

Year 8 Spring 2



Ventilation Movement of air in and out of the lungs.

Trachea (windpipe)

Carries air from the nose and mouth to the lungs.

Bronchi Tubes which branch off from the trachea and carry air into the lungs.

Bronchioles Small tubes branching off the bronchi that carry air throughout the lung tissue.

Alveolus (plural alveoli)

Small air sacs where gas exchange happens.

Gas exchange The exchange of oxygen into the blood and carbon dioxide out.

Aerobic respiration

Chemical reaction that uses oxygen release energy from glucose.

Anaerobic respiration

Chemical reaction that does not use oxygen to release energy from glucose.

Diaphragm Sheet of muscle found under the lungs.

Arteries Blood vessels that carry blood away from the heart.

Veins Blood vessels that carry blood towards the heart.

Capillaries Small blood vessels that connect arteries and lungs.

Valves Found in the heart and veins, these prevent the backflow of blood.

Tissue fluid Fluid that leaks out of the blood and surrounds cells.

Ventricle The larger lower chambers of the heart.

Atrium The smaller top chambers of the heart.

Tissue fluid Fluid that leaks out of the capillaries to surround cells. Oxygen and glucose diffuse from the tissue fluid into cells and carbon dioxide and waste products diffuse from the cells to the tissue fluid.

Section 2: Respiratory system

Respiration is a chemical reaction that occurs in cells to release energy. Aerobic respiration requires oxygen.

Glucose + oxygen → carbon dioxide + water

Inside the alveoli oxygen is absorbed from the air breathed in into the blood. The respiratory system

Gas exchange

Anaerobic respiration happens when there is not much oxygen, for example during exercise.

Glucose → lactic acid

The lactic acid can cause cramp so needs to be broken down by oxygen. This is why you continue to breathe rapidly after exercise.

The amount of oxygen needed to break down the lactic acid is called oxygen debt.

Section 3: Circulatory system

The heart The heart’s purpose is to pump blood around the body. The blood carries nutrients and oxygen that your cells need.

1. The left ventricle contracts to push oxygenated blood to the body through the aorta.

2. The right ventricle contracts to push deoxygenated blood to the lungs through the pulmonary artery.

3. Blood returns to the right atrium from the body via the vena cava.

4. Blood returns to the left atrium via the pulmonary artery. 5. The atria contract to push blood down into the ventricles

and the cycle starts again.

The human circulatory system is called a double pump as it beats twice per cycles. Once when the ventricles contract and once when the atria contract.

Blood vessels There are three types of blood vessel.

Questions 1. Write a paragraph to explain why exercise increases your

breathing and pulse rate. 2. Describe the route of an oxygen molecules from the nose

to a respiring cell.3. Using the information and your own knowledge describe

the route of blood through a full cycle from the left ventricle.

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Science: 8c drugs and plantsYear 8 Spring 2


Tier 3 vocabulary

Definition

Addiction Where a person is unable to stop taking a certain drug.

Drug A drug is a substance that has an affect on the way the body functions.

Tar A thick black substance produced by cigarettes.

Carbon monoxide A poisonous gas that stops the blood from carrying oxygen.

Depressant A drug that slows down the bodies’ nervous system.

Stimulant Speed up the transfer of impulses in the bodies nervous system.

Recreational drug A drug taken as people enjoy the effects on the body.

Medical drug Taken to help people who are suffering from pain or disease.

Xylem The tube that carries water through plants.

Stoma (plural stomata)

Holes in the underside of the leaf where gas exchange happens.

Guard cells Cells that control the opening and closing of the stomata.

Root hair cell Cells in the roots of plants responsible for taking in water and mineral ions from the soil.

Phloem The tube that carries sugars and other nutrients through the plant.

Section 2: drugs and smoking

There are many different types of drugs. Some are medical and are used to treat illnesses and diseases. Others are recreational and taken as people enjoy the effect they have on the body.

Examples of stimulant (speed up nervous system) drugs: Caffeine, cocaine, methamphetamine

Examples of depressant (slow down nervous system) drugs: Alcohol, cannabis, heroin

Side effects All drugs have side effects (even medical drugs), however medical drugs have the benefit of treating certain illnesses. It is important to read the information leaflet given with medication as this tells you some of the side effects of a medication. For example Warfarin is an important drug is preventing heart attacks and strokes, however one side effect is that it can cause internal bleeding.

Recreational drugs also have side effects, however their benefits will not outweigh them. Using recreational drugs can lead to side effects such as memory loss, increased risk of mental illness, organ damage and even death from an overdose.

When someone is addicted to a drug (even a medical drug) if they stop taking it they can experience withdrawal symptoms like vomiting, panic attacks, muscle aches, diarrhea and insomnia.

Smoking Tobacco smoke contains many harmful substances, these include;

● Tar - can cause lung, mouth and throat cancer. It coats the inside of the lungs and damages the alveoli. This damage can lead to diseases called emphysema and bronchitis.

● Nicotine - is addictive and also increases blood pressure which can lead to heart disease.

● Carbon monoxide - reduces the amount of oxygen in the blood and this means the heart needs to work harder to pump blood. This can also lead to heart disease.

Section 3: plants

Photosynthesis happens in the chloroplast of plant cells. It requires light which is trapped by the pigment chlorophyll.

Photosynthesis is a chemical reaction it can be summarised by the following equations.

Carbon dioxide + water → glucose + oxygen

6CO2 + 6H2O → C6H12O6 + 6O2

Using glucose Glucose created from photosynthesis can be turned into starch and stored by the plant. To test for starch you add iodine, if it goes black starch is present.

Transporting substances in plant

Both water and mineral ions are absorbed into plants from the soil by root hair cells. Water is transported around the plant in a tube called the xylem.

Carbon dioxide diffuses into leaves from the air through small holes called stomata. These can be open and closed by special cells called guard cells.

What affects photosynthesis? There are three factors that affect how quickly a plant will photosynthesise, these are; light intensity, temperature and carbon dioxide concentration. Questions

1. Explain why a plant left in the dark would not turn iodine black.

2. Using the information and your own knowledge create a factsheet on the differences between medical drugs and recreational drugs. You can include examples and side effects.

3. Explain the importance of the following structures in plants. A. Stomata B. Xylem C. Phloem D. Root hair cells

15


Nicotine The addictive substance in cigarettes.

Cancer A disease caused by the bodies cells dividing uncontrollably.

Class A drug Drugs judged to be the most dangerous.

Overdose Taking more than the recommended amount of a drug. It can lead to serious side effects or even death.

Type of drug Examples

Medical Paracetamol, ibuprofen, codeine,

antibiotics tramadol.

Legal

recreational

Caffeine, nicotine (tobacco),alcohol,

Illegal

recreational

Heroin, cocaine, methamphetamine,

cannabis.

Science: 8c diseases and defence Year 8 Spring 2


Tier 3 vocabulary

Definition

Microorganism A living thing that needs a microscope to be seen.

Pathogen A microorganism that can cause disease.

Bacterial toxin Molecules produced by bacteria that create illness.

Vector An animal that transfers a pathogen to other organisms.

Agar A jelly like substance used to grow bacteria.

Lysozyme Chemical found in tears and saliva that can kill bacteria.

White blood cell Cells in the blood responsible for fighting infections.

Antibody Molecules produced by white blood cells that are used to destroy pathogens.

Antigen Shapes on the surface of a cell or pathogen that trigger an immune response.

Immune response A reaction of the body to the presence of a pathogen.

Memory white blood cell

White blood cells that are used to provide immunity.

Primary response The production of antibodies when the body has first been infected by a particular pathogen.

Secondary response

The production of antibodies after the first time a body has been infected by a particular pathogen.

Vaccine A dead or inactive form of a pathogen used to provide immunity.

Immunity The ability of the body to not be infected by a particular pathogen

MMR A vaccine used to provide immunity to measles, mumps and rubella.

Antibiotic A medicine used to treat bacterial infections.

Antibiotic resistance

A situation where bacteria are unable to be destroyed by an antibiotic.

Section 2: pathogens and communicable diseases

Pathogens and disease

Spreading disease Diseases can be spread in many ways for example; - Droplets in the air - Direct contact - Blood - Vectors (animals eg: mosquitos) - Water - Food

Defences against disease The body has ways to prevent pathogens from infecting it. If an infection occurs the immune system will fight off the infection.

Immune system The immune system is made from white blood cells, there are two different types.

Phagocytes – these eat and destroy pathogens. Lymphocytes – these produce antibodies to destroy pathogens and also provide immunity from diseases.

Section 3: fighting and preventing infections

Immune response

Vaccines Vaccines provide immunity to a disease without having to be infected by it.

Vaccines make you body produce memory lymphocytes so you can fight the real pathogen if it enters your body and destroy it before it makes you sick.

Antibiotics Antibiotics are a medicine that kills bacteria, this means they can only be used to treat infections caused by bacteria so not the cold or flu.

Tasks 1. Give 5 ways you could prevent the spread of pathogens 2. Create an factsheet on one infection caused by a bacteria and

one caused by a virus. Include how the pathogen is spread, how it enters the body, what symptoms it produces and how it can be treated.

3. Explain how the body could defend itself against pathogens that are spread through droplets in the air.

4. Explain why if you have a vaccine for rubella you will not get a rubella infection.

5. Create a table to show the most common vaccinations that children will get in the UK, what diseases they protect them against and what ages children will get them.

16

Diagram Description

Pathogen enters the body. The antigen

on the surface tells the body that it has

an infection.

The body needs to find the correct

lymphocyte to match the antigen, this

can take up to 10 days. Once the

correct one is found it attached to the

antigen.

The correct lymphocyte is copies lots

of times.

The lymphocytes make lots of

antibodies. These destroy the

pathogen.

Some lymphocytes remain in the blood

as memory lymphocytes to fight future

infections.

Pathogen Description Disease

Bacteria Small cells that produce toxins. Plague, salmonella, tuberculosis.

Viruses Tiny cells that live inside host cells and destroy the,.

Influenza, covid-19, smallpox.

Fungi Can be multi or single celled. They produce spores.

Athlete’s foot, thrust, valley fever.

Science : The EarthYear 8 Spring 2


Tier 3 vocabulary

Definition

Sedimentary A type of rock formed from cemented grains

Igneous Crystalline rocks formed from cooled molten rocks

Metamorphic Produced when pressure and/or heat change rocks

Rock Cycle The cycle of minerals through different stages

Erosion Gradual wearing and smoothing of rock fragments

Weathering Breaking off of large chunks of rock

Transport Movement of rocks usually including erosion

Deposition Laying down of grains of rock (sediments)

Compaction Pressure on sediments leading to cementation

Grains Small fragments of rock

Crystals Interlocking grains of rock

Permeable (Porous) able to absorb water

Magma Molten rock below the surface

Lava Molten rock above the surface

Minerals The different chemicals rocks are made of

Fossil Remains of living things turned to rock

Tectonic plates The cracked surface (crust) of the Earth

Section 2: New Knowledge

Fossil Evidence - Shows the habitat rocks were formed in, evidence of extinctions, evolution, continental drift

The Rock Cycle

Types of weathering -Chemical - Acid rainBiological - Plant rootsPhysical - Waves/water, freeze-thaw, wind,Onion-skin

Plate boundariesConstructive - Where two plates move Away from each other.Destructive - Where two plates move Towards each other.

Tier 2 vocabulary

Definition

Acid Rain Rain water with a pH below 7

Volcano Site where Molten rock reaches the surface

Evidence Data/information used to (dis)prove a theory

Theory An idea to explain an observation or evidence17

Rock Type Formation Appearance Example

Intrusive

Igneous

When Magma cools slowly below the

surface

Large visible crystals, various colours Granite,

Gabrro

Extrusive

Igneous

When Lava cools quickly above the surface Small crystals, can be porous, various colours Basalt, Pumice

Sedimentary When grains of sediment are laid down,

compacted and cemented together

Made of grains, can be various sizes, often

shows layers, colour varies depending on where it

was deposited, often porous

Limestone,

Sandstone,

Mudstone

Metamorphic When other rocks are changed through

heat and/or pressure

Huge variety depending on rock formed from, can

have layers, crystals, not usually porous

Marble, Slate,

Gneiss


Summer Anticyclones

Clear settled conditions bring long, sunny, cloudless days and warm temperatures. The weather is normally dry, although occasionally very hot temperatures

can trigger convectional rainfall and thunderstorms.

Winter Anticyclones

Cold, dry days with light winds. The clear skies allow heat to be lost from the surface. Temperatures can decrease very quickly at night. Water vapour can

condense and freeze on ground surfaces causing frost.

Latitude - places near the equator are much warmer than places near the poles.

Distance from the sea – land and sea heat up at different rates. The sea takes a lot longer to heat up than the land but keeps its heat for longer as more than

just the surface is heated up. In winter the sea keeps coastal areas warm and in the summer cools them down. The further away from the sea the wider the

range of temperatures found there.

Altitude – temperatures decrease by around 1°C for every 100m increase in height. Many parts of the Alps mountain range in Europe are over 4,000m above

sea level which means they are 40°C colder than coastal areas.

Prevailing winds – the prevailing wind is affected by the area it blows over. The North Atlantic Drift is a warm ocean current that flows across the Atlantic

Ocean from the Gulf of Mexico. It warms the prevailing winds or air masses, making western areas of the UK and Europe warmer than areas inland.

The climate in the UK is variable meaning it changes a lot. The UK has cool summers, mild winters and rainfall evenly spread throughout the year. The climate is classified as temperate which means we rarely experience extremes

Weather Instruments

Temperature =Maximum/minimum thermometer, measured in °C. Air pressure = Barometer, Millibars Wind speed = Anemometer, Knots or MPH

Wind direction = weather vane, Compass points Rainfall = Rain Gauge, mm

Geography: Weather and ClimateYear 8 Spring 2



Anticyclones High pressure system - dry settled conditions

Depressions Low pressure system - associated with wet, windy weather

Air pressure The weight of the air pushing down on the earth

Precipitation Water droplets in clouds biome too heavy and fall as rain, hail or snow

Condensation Water vapour is cooled and turns back to water droplets

Cold front Meeting of two air masses where tehcool mass is replaced by the warm one

Warm front Meeting of two air masses where the warm mass is replaced by the cool one

Relief rainfall Rain formed as air is forced to rise over a range of hills

Frontal rainfall Rain formed when warm air rises over cold air

Convectional rainfall

Rain formed when warm air moist rises

Clouds Formed by droplets of moisture in the atmosphere

Isobars A line joining points of equal pressure

Prevailing wind The direction the wind usually comes from - SW in the UK

Meteorology The study of the weather


Weather The day to day conditions of the atmosphere

Climate Average weather over several years

Section 3: Geographical Skills

• Use the synoptic code, weather charts and satellites to analyse weather patterns • Interpret and draw climate graphs for the UK • Interpret climate maps for the UK and the world • Describe and explain weather patterns and the climate of the UK • Use new geographical terminology – weather and climate 18

Convectional Rainfall Relief RainfallFrontal rainfall

History: Equal Rights In Britain since 1960 West Africa Before 1600

Year 8 Spring 2



UN Declaration of

Human Rights

Entitles citizens to certain inalienable

rights.

Equal Pay Act Law passed to entitle all workers to the

same rate of pay for the same work.

Race Relations

Acts

Made it unlawful to discriminate on

the grounds of race.

Sex Discrimination

Act

Made it unlawful to discriminate

against women in any setting.

Racism Treating someone differently on the

basis of their colour.

West Africa The western section of the African

continent. Made up of 17 countries.

The Mali Empire A huge territorial empire that

flourished in west Africa in the 13th

and 14th centuries.

Section 3: Equal Rights Timeline

A Timeline of key events:

1948 United Nations declaration of Human Rights

1967 Sexual Relations Act: Legalised gay sex for those over 21.

1970 Disabled Persons Act: Recognised the rights of people

with disabilities.

1970 Equal Pay Act: Made it illegal for women to be paid less

than men for the same work.

1972 First London Pride Festival to promote gay rights.

1975 Sex Discrimination Act made it illegal to discriminate

against women in work, education or training.

1976 Race Relations Act made it illegal to discriminate on the

grounds of race in education or employment..

1979 Margaret Thatcher elected as Britain’s first female Prime

Minister.

1981 Education Act stated that disabled children should be

included in mainstream schools.

1991 The Disability Living Allowance was introduced.

1993 Stephen Lawrence murdered in unprovoked racist attack.

1995 Disability Discrimination Act made discriminating against

disabled people in any area of life, unlawful.

1999 Macpherson Report finds institutional racism amongst

the Police force.

2000 People identifying as gay could serve in Armed Forces for

the first time.

2000 Human Rights Act introduced by the British government

for the first time.

2014 Gay people allowed to legally marry.


Equality The state of being equal, especially in

status, rights, or opportunities.

Rights A moral or legal entitlement to have or

do something.

Diversity Simply means differences

Minority A distinct group that coexists with but

is subordinate to dominant group.

Disability A condition that limits a person's

movements, senses, or activities

Empire A group of states ruled over by a single

monarch or country

Kingdom An area ruled by a king

Section 5: Enquiry Questions

What helped the struggle for equal rights in Britain after?

What was the relationship between Africa and Europe like at

this time?

19

Section 4: West Africa Timeline

1180-1897 Kingdom of Benin that produced metal work like

the Benin bronzes.

1235-1600 Mali Empire, this included the rule of Mansa Musa

1390-1914 Kingdom of Kongo- Had established contact with

Europe.

1464-1591 Songhay Empire- They had a powerful army and

centres of great learning.

Akan people- A group of people from the area that is now

Ghana.

Section 6: Source Analysis

What can you learn about the people that made these bronze

statues?

Section 7: Interpretations

Interpretations: How and why historians and others have interpreted the same events and developments in different ways.

For example:

• Some historians will argue that it was the civil rights movement in the USA that was the most important influence on changing rights in Britain

• Other historians will argue that it was the protests and young people in Britain that led to changes in Britain.

RE: Should religious buildings be sold to feed the starving?Year 8 Spring 2


Tier 3 vocabulary Definition - to be filled in in class

Zakat

Sadaqah

Lillah

Eid-ul-Fitr

Vand Chakna

Kirt Karna

Nam japna

Langar

Ibadah

Ubadiyah

Sufism

Shahadah

Salah

Hajj


In this unit you will,

Consider whether Muslims should sell mosques to feed the starving by:Recapping learning about zakat (charity) in Islam.

Consider Qur’anic teachings urging charity, e.g. ‘And be steadfast in prayer and regular in charity: And whatever good ye send forth for your souls before you, ye shall find it with Allah’ (Qur’an 2:110).

Explore the mosque’s role in receiving and distributing zakat.Finding out about the work of Islamic Relief. Could it be seen as a ‘mosque’ of charitable work in the world?

Considering this quote on the Islamic Relief website: ‘Zakat is not just a duty on those with wealth, but a right that the poor have over us – we are ‘those in whose wealth there is a recognised right for the needy and the poor’ (Qur’an 70:24–25).’ How can zakat be something Muslims need for themselves, rather than something they give for others?

Consider whether Sikhs should sell Gurdwaras to feed the starving by:Finding out about a Sikh’s three duties: Nam japna, Kirt Karna and Vand Chakna. Discover how each of these is fulfilled in the gurdwara and the langar.

Explaining how the gurdwara helps Sikhs in their relationship with God.

Debating whether Vand Chakna (charitable giving) is a form ofworship.


Charity

Humble

Merciful

Prophets

Last Judgement

Worship

Section 3: Assessment Information

Assessment essay question.

Should religious buildings be sold to feed the starving?

In answering this question you should consider the following,

What is the role of zakat in Islam?What does the Qur’an have to say about caring for those in need?How important is the Gurdwara in Sikh worship?Why does every Gurdwara have a Langar?

Aim for at least three paragraphs,

Some ________ might argue that all religious buildings should

be sold

Some ________ might suggest that some religious buildings

could be sold.

Some ________ might consider religious buildings to be too

import to the practice of their faith.

If you have time finish with are final paragraph that

summarizes all your points and comes to a conclusion.

Skills checklist – as you write your essay check that you have

included…

Knowledge – facts and religious or non-religious beliefs,

Impact of belief – how it affects what people think and do,

Specialist terms,

Sources of authority – where people get their ideas/beliefs

from – quotations,

Judgement – how strong, valid or sound the argument is,

Opinion – at least 2 different points of view

French: À loisirYear 8 Spring 2



Adjective A word used to describe a noun or pronoun

Adjectival agreement Adjectives ‘agree’ with the subject in gender and number

Negation Negative expressions go around the first verb (ne/n’...pas/jamais/rien)

Perfect tense Used to talk about what has happened in the past.

Time phrases Words that show the tense you need to use

Auxiliary verb Avoir or être used to form the Perfect tense

Past participle Expresses completed action

Section 2: Grammar

AdjectivesIn French all nouns are masculine or feminine. Adjectives must agree with the subject: masculine or feminine, singular or plural.The main patterns of agreement are as follows:

e.g. la ville (f) est laide - the town is ugly

Possessive AdjectivesPossessive adjectives like mon/ma/mes (my), ton/ta/tes (your) and son/sa/ses (his/her) change according to the noun that follows them.

Questions Translation

Quand est-ce que tu regardes la télé?

When do you watch tv?

Avec qui est-ce que tu regardes la télé?

Who do you watch tv with?

Où est-ce que tu regardes la télé?

Where do you watch tv?

Qu’est-ce que tu regardes à la télé?

What do you watch tv?

Comment est-ce que tu regardes la télé?

How do you watch tv?

Qu’est-ce que tu fais en ligne?

What do you do on line?

Quels sont tes loisirs? What was your school like?

Qu’est-ce que tu as fait? What did you do/have done??

Qu’est-ce que tu vas faire? What are you going to do?

Section 3: WAGOLL

Normalement, je regarde la téléle weekend seul dans ma chambre.Je regarde aussi des chaînes sur YouTubesur mon smartphone car c’est très facileet ce n’est pas cher. Ma sœur préfèreregarder à la demande, sur Netflix. Elleadore les séries policières parce qu'à sonavis, elles sont pleines d’action. Quelle

barbe! Récemment ma sœur a beaucoup apprécié la série française Lupin. Omar Sy (image à droite), c’est l’un de ses acteurs préférés parce qu’il a beaucoup de talent et il fait beaucoup de choses pour de bonnes causes.

À part regarder YouTube, j’aime beaucoup écouter de la musique et de temps en temps je crée des playlists, cependant je ne lis jamais. Je trouve ça complètementennuyeux. Le weekend dernier, je suis allé en ville avec mes amisd’abord, on est allés au cinéma où on a vu le nouveau film de James Bond et on a mangé du popcorn. Après, j’aifait les magasins. J’ai essayé plein de vêtements et j’aidépensé trop d’argent mais c’était sensass! J’adore mesamis car ils sont vraiment cool .Ce weekend, nous allonsfaire du sport mais je n’ai pas trop envie car je suis trèsparesseux. Ça va être hyper fatigant!

A savoir

★ France has a very successful film industry. One of the most famous film festivals in the world takes place every May, in Cannes, in the south of France. France also has its own version of the Oscars called Les César

★ Can you find out who Auguste and Louis Lumière were and why they are so importantto French cinema?

21

masc singular

fem singular

masc plural

fem plural

regular laid laide laids laides

Ending in -e

égoïste égoïste égoïstes égoïstes

Ending in -eur or-eux

menteursérieux

menteusesérieuse

menteurssérieux

menteusessérieuses

irregular gentilnulbeau

gentillenullebelle

gentilsnuls beaux

gentillesnulles belles

masculinesingular

femininesingular

before a vowel

plural

mon portable ma tablette mon école mes amis

ton portable ta tablette ton école tes amis

son portable(his/her)

sa tablette(his/her)

son école(his/her)

ses amis(his/her)

German: Bleib gesundYear 8 Spring 2



False Friend A word that sounds the same in both languages, but has 2 different meanings

Negative indefinite article

Used to mean ‘no/not a/not any’

Stem The part of the verb without the ‘en’ ending

Irregular verb/Strong verb

A verb where the stem changes in the du/er/sie form

Qualifier A word that tells you how much an adjective applies, e.g. very, quite, really

Imperative The form of a verb used to give a command or instruction

2nd person sing (familiar)

Using the ‘you’ form when speaking to one person

Preposition A word used to show direction, time, space, location

Cases Tells you the function or position of something in a sentence

Modal Verb e.g. darf, kann, muss These verbs must be used with another verb and they express possibility or necessity.

Section 2: Grammar

Key grammar

‘Essen’ - ‘to eat’

Ich esse - I eatDu isst - you eat (singular, familiar)Er/sie isst - he/she eatsWir essen - we eatIhr esst - you eat (plural)Sie essen - you eat (polite/formal)Sie essen - they eat

Use of ‘kein’ for negatives when followed by a noun.

Ich esse kein Frühstück - I don’t eat breakfastIch trinke keinen Kaffee - I don’t drink coffeeIch habe keine Zeit - I don’t have time

‘Nehmen’ - ‘to take’

Ich nehme - I takeDu nimmst - You take (familiar)Er/sie nimmt - He/she takesWir nehmen - We takeIhr nehmt - You take (plural)Sie nehmen - You take (polite/formal)sie nehmen - They take

Imperative (command form) examples

Stell! - Put!Nimm! - Take

The modal verb ‘müssen’ (to have to)

Ich muss - I have to/mustDu musst - You have to/mustEr/sie muss - He/she has to/mustWir müssen - we have to/mustIhr müsst - You (plural) have to/mustSie müssen You (formal/polite) have to/mustsie müssen - They have to/must

Questions Translation

Was isst du? What do you eat/What are you eating?

Was trinkst du? What do you drink/What are you drinking?

Was hast du gegessen?

What did you eat/What have you eaten?

Was hast du getrunken?

What did you drink/What have you drunk?

Was nimmst du? What are you having?

Was muss man machen?

What do you have to do?

Section 3: Other subject specific things

WAGOLL

Heute habe ich mein normales Frühstückgegessen: vier Brötchen mit Schinken, Käse, Butter und Marmelade. Heute Morgen habe ich auch noch einen Joghurt gegessen und drei TassenKaffee getrunken. Dann bin ich in die Stadt gegangen und habe einen Film gesehen. Im Kino habe ich ein Schokoladeneis gegessen und eineCola getrunken. Das fand ich köstlich aber ich muss weniger Fett und Zucker essen und mehrWasser trinken anstatt so viele süβe Getränke.

Nach dem Film bin ich in eine Imbissstubegegangen, wo ich eine Currywurst mit Pommes gegessen habe. Am Abend habe ich eine Stundegeschlafen und danach ferngesehen. Mein Lebensstil ist nicht gesund - Ich muss besserwerden! Ich muss früher ins Bett gehen und zweimal pro Woche joggen oder trainieren.

Gut zu wissen

Miam, miam! - Yum, yum!Igitt! - Yuck!Ich liebe - I love Ich hasse - I hateIch esse lieber - I prefer to eatIch trinke am liebsten - My favourite drink is…Das ist gesund - That’s healthyDas ist ungesund - That’s unhealthyIch werde morgen/ab nachste Woche gesünderessen.Tomorrow/from next week I will eat more healthily

22

Computing: Introduction to DatabasesYear 8 Spring 2



Field A field is a place to storage a single piece of data, where the information is structured around the same topic. E.g., a Colour or a Name.

Record A record is a group of fields which are all related and grouped together on one bigger topic on either a person, item/object or area of interest.

Query A query is a tool within a database used to select specific pieces of information about a topic.

Report A report is a printed/digital copy output to a screen which contains the completed queries.

Primary Key (Key Field)

A primary key or key field, is the name given to a field in a database table which produces records in a database that are completely unique.

Boolean Value A Boolean value is a value in a database which contains 2 options, typically Yes or No, or True or False.

Data Type Is the type of data put into a database. Usually text, integer, date or Boolean.

Table The structure of a database file.

Flat File Database

A database structure made up of only one table.

Relational Database

A database structure made up of two or more tables.


Search To look for information

Sort To put into a particular order

Filter To remove pieces of information

Sequence To follow instructions step-by-step


A Database is a Store of Data1) Databases are used to store lots of data in an organised

way.2) Databases hold data in one or more tables. A table

consists of a series of Fields and Records.

These are the different fields in a database about Dinosaurs

Changing and Adding Data in a Databases

A database is a table of information that looks like a spreadsheet. Individual fields can be edited in the cells to change data, and new records can be added at the end an existing one.

The Benefits of Databases

The benefit of databases is that you can search through them quickly to find specific data, or use them to generate reports. E.g., what books in a book shop have sold the most copies.

Databases can also be used to store and hold lots of information digitally. This means that the use of paper is reduced and these do not need to be stored inside filing cabinets.

Section 3: Other subject specific content

Wildcard QueriesA wildcard is a character that can be used as a substitute for another character or a set of characters.For example, you can use a wildcard to query for any names of movies that begin with B.

To do this in an Access Database you would type the wildcard search =B* in the criteria box.

To find movies starting with the letters Bat, you would use the wildcard search =Bat* in the criteria box.

Sorting in a DatabaseYou can sort tables in databases using a sort on either the record or the field. The two most common sorts are sorting the data Alphabetically or by number size- An Ascending sort puts the smallest values first and the

largest last, and alphabetically A first to Z last.- A Descending sorts puts the highest values first and the

smallest last, and alphabetically Z first to A last.

Searching and Filtering in a DatabaseQueries can be used to search and filter databases. A filter is a condition applied to a field. It can be used to filter out data from the database which meets a certain argument. E.g., people who are older than 21.A search is a more complex filter query applied to a database which compares conditions in different fields and returns results based on those conditions. E.g., People who are older than 21 and also are Female in gender.

Quick Quiz1) What is the name of the popular database software

developed by Microsoft?2) Databases consist of just one table? True or False3) Databases can be filtered using tools called

queries? True or False

This is the table name

PE: BasketballSection 1: Key Vocabulary

Tier 3 vocabulary

Definition

Jump Shot The most common way to shoot the ball by jumping up straight to shoot over the defender.

Set Shot Keeping the feet on the floor when shooting - only used for free-throw.

Lay-up A close range shot taken with a running action after dribbling to the basket.

Dribble-move

Changing hands or direction when dribbling to evade a defender - key techniques are the crossover, spin, through-the-legs and behind-the-back.

Man-to-man A defensive system where each player is responsible for marking a player from the opposing team.

Over-dribble Taking too many bounces of the ball and either losing possession or having a negative effect on your team’s attacking options.

Violation Breaking the rules of the game such as travel, double-dribble, out-of-bounds, carrying.

Foul Physical contact which gives an unfair advantage over an opponent.

Free-throw If you are fouled when shooting, you will get a free-throw - basketball’s equivalent of a penalty shot


In Year 8 basketball you will develop your scoring ability by working on the two main techniques for scoring baskets: the jump-shot and the lay-up.

You will learn how to use the skill of dribbling more effectively in the game to help your team.

You will start to work as a team in games by communicating with each other to organise an effective man-to-man system.As your understanding of the game improves more rules will come into play to keep games fair and you may be asked to referee your classmates’ games. 24


Tier 3 vocabulary

Definition

Rally Hitting the shuttle or ball back and forth with your opponent.

Service Getting the rally started with a serve -there are some important rules to follow to keep things fair.

Umpire Net games are officiated by an umpire -you will take a turn as umpire in most lessons.

Love The score of zero in net games is called ‘love’ eg. 3-0 is said “3 love”. Love comes from the French for ‘egg’ - l’oeuf -because a zero looks like an egg.

Fault When a player breaks a rule they commit a fault. There are many faults that you will need to watch out for when umpiring.

Court The correct name for the playing area in badminton.

Tramlines The double lines around the badminton court.

Service line/box Badminton courts have a service line and service box.


In your Net Games lessons this year you will play some badminton and some table tennis, developing the key skills that you learned in Year 7 table tennis lessons and gaining an introduction to the key points of the game of badminton.

In table tennis you will develop your ability to play competitively against an opponent. In badminton you will be introduced to the basics such as grip stance, backhand, forehand, overarm, underarm as well as the key rules.

Questions:How many rules of the table tennis serve can you list?How many rules of the badminton serve can you list?What happens in each sport when the serve clips the top of the net?In each sport, when does the serve go over to the other player?



Flight Producing gymnastic shapes and movements in the air, with or without assistance.

Apparatus A piece of equipment used in a gymnastics lesson to enhance safety or enable you to perform skills.

Cannon Performing skills or actions one after another.

Mirror Performing skills and actions in time and in opposition.

Vault A gymnastic skill performed using apparatus such as a box, buck or horse.

Controlled landing Landing safely and effectively on 2 feet, having performed gymnastic flight.


Do you know 3 important safety procedures that we should follow when setting out apparatus in a gymnastics lesson?

Can you explain what the following pieces of apparatus are used for and how we would use them safely? Springboard, trampette, box, buck, bench, gym mat, crash mat, horse..

How should we land after performing flight and give 2 reasons why this is so important?

Can you explain or demonstrate some of the following types of flight? Tuck jump, star jump, straddle jump, pike, through vault, turn, diving roll.

When performing a flight routine with a partner we may choose to work in cannon or mirror. What is meant by these terms? Could you spot them being used in a lesson?

Can you give an example of assisted flight?

PE: Net Games PE: Gymnastics

PE: NetballSection 1: Key Vocabulary


1st Stage Defence Marking the player

2nd Stage Defence Marking the ball

Horizontal Band An area across the width of the court

Held Ball Holding the ball for more than 3 seconds

Contact Touching another player

Obstruction Standing less than a metre away from a player with the ball

Free Pass A method of restarting the game after a player has broken a rule.

Penalty Pass A method of restarting the game after a player has committed a foul against another player - the player who committed the foul stands by the stand of the player taking the pass.


Within the netball module you will learn how to:

Play the full 7-a-side version of the game. You will learn the names, roles and the areas of the court each playing position can go in. Be introduced to some new rules - held ball, obstruction, contact & over a third and how the game is re-started after these rules have been broken. Do you know the difference between a free and penalty pass. What are these awarded for?

Perform a range of dodges (sprint, change of direction and feint) in order to get free from a defender.

Perform the correct shooting technique & develop movement within the shooting circle to create space & receive the ball

Use horizontal bands to create space on the court in order for your team to keep possession of the ball

Switch from 1st and 2nd stage defence. Know when to do this and why it is important . 25


Tier 3 vocabulary

Definition

Possession Keeping control of the ball as a team by passing it or dribbling it and not letting the other team get it.

Stickwork Being able move your hockey stick quickly to control, dribble and turn with the ball, making it difficult for defenders.

Self-pass rule When re-starting the game, remember that you can dribble the ball as well as pass it.

Shooting circle

The semi-circle in front of goal. You need to be inside it to take a shot.

Give-and-go A quick way to get the ball up the field: pass to a teammate, run up the field and they give you the ball back.

Dodging Trying to dribble past a defender in a one-on-one situation.

Deception When dodging, make the defender think you are going one way, then go the other!

Passing angles Make sure there is a clear line between you and your teammate in order to make a pass.

Formation Arranging your team into roles such as defence, midfield and attack so that all areas of the pitch are covered.


In this year’s hockey unit you will continue to develop your individual skills but there will be more focus on working as team.

Stickwork will be an important part of your effectiveness as a player - quick and accurate control so you don’t get tackled.

Keeping possession as a team will now become essential in order to create more goals and we will explore ways to link passes with teammates such as creating passing angles and using the give-and-go.

In games, we will start to get some team organisation and look at how to play in formation.


Tier 3 vocabulary

Definition

Speed This obviously means going as fast as you can, but we need to recognise it at as the opposite of endurance. You cannot go fast for very long.

Endurance The ability to keep swimming for a long period of time, but not particularly fast.

Efficiency A smooth technique can help you move through the water with less effort, increasing both your speed and your endurance.

Breathing It sounds obvious again, but a smooth and regular breathing pattern can improve the efficiency of the stroke.

Straddle entry A safe way to enter deep water in an emergency situation. Your face should stay out of the water.

HELP position Heat Escape Lessening Posture - take up this position to stay afloat in a survival situation.

Surface dive Diving underwater from the surface of the water.


In Year 8 swimming, we will be looking at ways to measure and improve the efficiency of our strokes. This will help both our speed and endurance.

We will explore how to start widths efficiently to gain maximum momentum, including sitting and standing dives. We will also look at efficient turn technique such as the tumble turn.

In personal survival we will try some tougher challenges such as the straddle entry into deep water, head-first and feet-first surface dives and endurance swimming. We will also have a go at swimming with clothes on.

In water-polo we will play the full-version of the game with goals, goalkeepers and a range of rules.

PE: Hockey PE: Swimming

PE: Rugby

26

PE: Football PE: Running

PE: Health and Fitness

PE: Leadership



Tackle Wrapping your arms around a players legs to try to bring them to the ground.

Breakdown The point at which the attacking teams forward progress is stopped, usually by a tackle.

Recycle After the breakdown, the attacking team try to set up for another attack.

Ruck After a player is tackled and the ball is placed on the floor, the teams compete for the ball

Maul When a player with the ball stays on their feet in the tackle and players arrive to compete for the ball.

Line-out The forwards of both teams line up for a throw-in from the touchline.

Scrum The restart after a forward pass or knock-on where the forwards bind together to push over the ball.

Offside Players must always stay on their own team’s side of the ball.

Forwards Players who usually use their size and strength to win the ball for their team and make ground up the pitch.

Backs Players who use their speed and skill to avoid being tackled and to get the ball up the pitch.

Scrum-half Collects the ball from the forwards and passes to the backs.


This year will see a move to contact rugby and you will first learn the key points of safe and effective tackling.

This will then be transferred to game situations where we will introduce many of the roles and rules mentioned in the table above. You will work towards becoming either a forward or a back depending on the personal and physical qualities you offer your team.



Possession The team or player in control of the ball.

Formation Players plan and perform in set positions in the game.

Width Using the sides of the playing area.

Depth Using the ends of the playing area.

Distribution Making good decisions about how and where to send the ball.


You will be encouraged to demonstrate a good ready position, to prepare for action. This will include outfield and goalkeeping roles.

Continue to demonstrate passing, dribbling and control skills to keep possession. Have you been able to use your left and right side to do this?

When we perform in small sided games you will be using basic positions in a formation. These are defence (including goalkeeping), midfield and attack.

List three actions that are needed when you are a team captain?

Position What do you need to do in this role?

Goalkeeper

Defender

Midfielder

Attacker

New knowledge/Skills

You will continue to develop your endurance in running this year with further target setting to help you towards achieving a personal best in your timed runs.

We will look at how we can use lap times and split timesto help break down a performance and help us to achieve a target.

We will consider some of the mental aspects of running which can be used to motivate ourselves and therefore improve performance, for example, positive self-talk.


Through the various activities in Year 8 we will consider the effects of exercise on the body and the science behind them, including:•Redness of the skin•Changes to our breathing• Increased heart rate• Sweating

We will link these effects to the importance of the warm-up and we will introduce the idea of having a cool down after an intense exercise session.


To develop our leadership abilities in Year 9, you will be challenged to use your PE knowledge at times to lead a warm-up or a skill practice for a group of classmates.

We will discuss and try to develop some of the key personal qualities which can help you become a good leader such as: communication, initiative, responsibility, knowledge, reliability, confidence, body language.

You may be ask to take on various leadership roles such as coach, captain, referee, scorekeeper.

Art: African MasksYear 8 Spring 2



Scarification Scratching, etching, burning, branding, or superficially cutting designs into skin.

Fragmented To break or cause to break into pieces

Tonal bar A way of demonstrating a tonal range

Batik A method of printing on fabric

Proportion How the sizes of different parts of a piece of art or design relate to each other.

Symmetry When two halves of a work of art mirror each other

Pressprint Thin polystyrene printing sheets

Easel A frame for holding an artist's work or an object while it is being painted or drawn.

Gradient A gradual blending from one colour to another colour

Elongate To stretch out of proportion lengthwise


Artists

Pablo PicassoGeorge BraqueJuan GrisPaul Cezanne

Cubism

A term applied to a group of artists working in a particularly inventive, new way starting in 1907. Influenced heavily by African Art, they brought different views of subjects (usually objects or figures) together in the same picture, resulting in paintings that appear fragmented and abstracted.

Context

In 1907 Pablo Picasso, George Braque and other European artists visited an exhibition of African Art at an exhibition at the Ethnographic Museum of Trocadero in Paris. There they saw a large amount of African art and craft items including masks, sculptures and fabric. They saw African Art for the first time and were inspired by what they saw.

They began to incorporate African influences in their own work. They were inspired by the stylised and distorted faces and the expressive power of the tribal artwork on show.

One of the earliest and most important pieces of work influenced by African Art was by Pablo Picasso and is called Les Demoselles D’Avignon and was painted in 1907. This piece,marked a radical break from traditional composition and perspective in painting. It shows five naked women painted as flat, splintered surfaces whose faces were inspired by African masks. The cramped space they stand together in appears to push forward in jagged shards.

Another painting by Picasso which demonstrates how African art influenced the cubist style of painting is called Nude with Drapery and was painted in 1907. The head and figure in this painting are simplified , elongated and have harsh markings resembling a deeply carved wooden surface.


Carving The act of using tools to shape something from a material

Blend The gentle transition from one tone or colour to another

Texture How something feels eg, rough or smooth

Detail An individual or small part of an item

Highlight The lightest parts of an object, drawing or painting. Where the light hits or reflects off an object.

Distort To be out of proportion

Section 3: Techniques

African FabricOne of the main traditional techniques for dying fabric by hand in West Africa is called batik. Batik fabrics are brightly coloured, often using complementary colours and are highly detailed.

The ProcessWax + dye = batik

The batik process in Africa is simple in theory, but complex in

practice.

First, the theory. Wax + dye = batik. Applying wax to fabric

creates a resist which dye cannot penetrate.

Where there is wax, the fabric stays the colour it was before

going into the dye vat. Where there is no wax, the dye colours

the fabric.

Now, the practice. African batik makers use a variety of

techniques and tools to apply their wax, including carved foam

rubber and wooden stamps, sticks, combs, feathers and

various brushes. They might drip wax from on high or splatter

it with a whisk broom.

Batik artists

One of Kenya's most famous Batik artists, Heidi Lange, has

created over 300 pictures of Kenyan life. Her work can be

viewed on www.heidilange.net

Other renowned African batik artists :

Esther Amate

Grace Adover

Neneh Jallow

To view a range of African artifacts visit www.quaibranly.fr

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http://www.heidilange.net/

Art: BirdsYear 8 Spring 2



Altarpiece An artwork depicting a religious scene for display on an altar in a Christian church.

Archetype A typical example of a certain thing.

Dutch Golden Age A period of reinvention in art in the Netherlands roughly spanning the 17th century.

Ornithologist Someone who studies birds.

Renaissance A fervent of European cultural, artistic, political and economic “rebirth” following the Middle Ages.

Trompe-l'œil French for ‘deceive the eye’ - visually representing an object so as to appear real to the viewer.

Section 2: Artists

John James Audubon’s Birds of America was printed between 1827 and 1838. It contains 435 life-size watercolours of North American birds, all reproduced from hand-engraved plates, and is considered to be the archetype of wildlife illustration. As an ornithologist, Audubon produced the series as an attempt to catalogue all of America’s birds.

Carel Fabritus (1622-1654), an artist of the Dutch Golden Age, painted the Goldfinch in oil in 1654 - it depicts the eponymous bird at life size, creating a trompe-l'œil. Fabritus was a pupil of Rembrandt. He was killed at the age of 32 in an accidental explosion in Delft. As a consequence, Fabritus produced relatively few artworks in total.

Albrecht Dürer (1471-1528) was a German painter and printmaker of the German Renaissance, noted for his portraits and altarpieces. He also produced a number of separate drawings, paintings and etchings of nature. These intensely detailed, closely observed studies enriched Dürer’s larger works and had a lasting impact on other artists.


Canvas In painting, a sheet of textile usually stretched over a wooden frame acting as a surface for painting.

Delft A city in the Netherlands, famous for its blue pottery, that was important in the Dutch Golden age.

Engraving Technique of making prints from a metal plate into which a design has been incised.

Oil paint A type of paint in which pigments are suspended in a slow drying oil.

Panel In painting, a solid surface, often wood, on which a painting is made.

Plate In this sense, an illustrated page.

Relief printing A printing technique in which a raised surface with a design is used to print an image onto a surface.

Vibrant Bright and saturated colour.

Watercolour A type of paint in which pigments are suspended in a water-soluble paste or block.

Woodcut A relief printing technique in which designs are engraved into a flat wooden block.

Section 2: Artists

Red Canna, 1919

Georgia O’Keeffe (1887-1986) was an American painter renowned for her contribution to modern art. O’Keeffe was well-known for her large scale paintings of flowers of which she made around 200 between around 1920-1950. O’Keeffe’s flower paintings range widely in their colour palettes from subtle variations of white, to vibrant colour contrasts.

Autumn Leaves, 1925

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Drama: BullyingYear 8 Spring 2



Cross cutting A device to move between two or more scenes staged in the space at the same time. It's important that the audience know which part of the action they should follow. One part of the action remains in still image while another scene is played out, directing the audience's focus.

Non-naturalistic techniques

Performance styles that are not dependent on the life-like representation of everyday life. Based on the work of Antonin Artaud (Theatre of Cruelty), Bertolt Brecht (Epic Theatre) and Jerzy Grotowski (Poor Theatre).

Soundscape A soundscape is a rehearsed collection of sounds or words which are structured and performed to create an atmosphere.

Abstract still image

An image that focuses on emotions and concepts rather than actions.

Symbolic props A symbol is something which stands for, or represents something else. Symbols are often used in drama to deepen its meaning and remind the audience of the themes or issues it is discussing. A prop often has a particular significance that an audience will instantly recognise when used symbolically in the work.

Section 2: Non-naturalism


Cyberbullying The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature.

Cause and effect In a cause and effect relationship, one event causes another to happen. The cause is why it happened, and the effect is what happened.

Section 3: Information

What to do if you're being bullied on a social network

reportharmfulcontent.com

Bullying on Facebook, Twitter, YouTube, WhatsApp,

Instagram, Snapchat or TikTok

With the increase of social networking sites, online activity and

messaging apps, cyberbullying is on the increase. At least two

million British children experience online bullying each year,

with more than a quarter of them finding it to be worse during

lockdowns compared to when schools are open, according to

research by USwitch.

Key points:

Don't get into arguments online, this is called flaming and it

can get nasty. If you break the rules of whichever site you're on

then the content is likely to be removed and you might have

your membership terminated

You can report bullying to an organisation called Report

Harmful Content online and they can help to get things taken

down.

Be wary of using hashtags as that can open up your post to be

visible on that particular hashtag thread on any social network

or app

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Where to get help at Belper School?You could speak to one of our anti-bullying ambassadors.

Year 8 Ambassadors are;

Lola Postlethwaite & Isla Heafield


Harvey Allen & Katie Atton


Jessica Carroll and Erin Crabtree

You can also speak to any member of staff.

What do the boxes represent? Doors? Windows? Cages? Prisons? What do you think?

https://www.uswitch.com/media-centre/2021/02/children-say-cyberbullying-has-worsened-during-lockdown/

https://reportharmfulcontent.com/

Music: All About the BluesYear 8 Spring 2



Blues Scale A scale of notes used in Blues and Jazz music, often for solo improvisations

Chords Two or more notes played together, often to support a melody or to provide a Harmonic backing for a solo improvisation.

7th chords Chords formed of 4 notes using the basic triad (root, third and fifth) with an extra note added which is seven notes above the root (often flattened

Riff Short, repeated musical patterns often used in solos and fills.

Improvisation Music created ‘on the spot’ (previously

unprepared performance), although

often within certain musical structures

Melodic Something that's tuneful or pretty to listen to is melodic.

Riff Small piece of often repeated music

Chromatic A scale that moves in semi-tones


The history, origins and development of the Blues

and different types and styles of Jazz can be linked

through Instruments, timbres, and sonorities used

in Jazz and Blues.

The characteristic 12-Bar Blues chord pattern

makes a traditional starting point for the unit with

pupils learning chords I, IV and V as triads in C

Major before pupils extend these into seventh

chords triads and turn these into a Walking Bass

Line. The Blues Scale introduces a new melodic

resource on which to improvise using ostinato,

riffs and fills within the 12-Bar Blues.

12-Bar Blues, Blues Chord Sequence, Blues Song

Structure (AAB) Blues Scale, Blues Song Lyrics;

Chords and Seventh Chords I, I7, IV, IV7, V & V7;

Chord Vamps; Improvisation; Swing/Swung

Rhythms; Ostinato, Riffs, Fills and Solos; Types and

Styles of Jazz; Modes and Modal Jazz; Ragtime;

Instruments of Jazz: Frontline (Solos) and Rhythm

Section.

The Rhythm Section: includes the Piano, Electric or

Acoustic Guitar, Drums/Drum Kit (and Percussion)

and Double Bass (often just called the “Bass” or

“String Bass” in jazz). These instruments provided

the accompaniment or backing based on the

agreed chord pattern (such as the 12-bar Blues)

and the scale that the piece used e.g. The Blues

Scale, a Mode.


Scale An instrument to weigh things on

Bass The bottom of something

Acoustic The sound

Swing A child’s toy

Pattern The drawing instructions of how to make something

Sequence a particular order in which related things follow each other

Solo Something that’s on its own

Section 3

B. The Twelve Bar BluesSome or all of these chords can be SEVENTH CHORDS (7)CHORD I CHORD I CHORD I

CHORD ICHORD IV CHORD IV CHORD I

CHORD ICHORD V CHORD IV CHORD I

CHORD I

ssd

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D&T Food : Booklet 1Year 8 Spring 2



Pathogenic bacteria

Harmful bacteria (can cause Food Poisoning)

Raising Agent Can be biological (e.g. yeast) or chemical (e.g. baking powder) -methods of introducing bubbles to create light texture.

Fermentation When yeast has the correct conditions it will produce carbon dioxide.

Reduction Sauce Flavours in a liquid sauce become more intense when the water content is reduced through evaporation

Core Temperature

The central temperature that meat should reach to ensure that it is safely cooked.

Lamination Layers created in flaky pastry to create crispy flaky texture

Gluten A stretchy protein which gives bread dough the capacity to expand as yeast produces carbon dioxide. (Some people who have coeliac disease cannot digest.

Hypothesis Prediction of results


Key Temperatures

Tier 2 vocabulary

Definition

Cross Contamination

Transfer of bacteria or an ingredient which can cause allergies from one place to another

Dough Thick paste which can be shaped and moulded (e.g. pastry / bread)

Knead Action of folding and stretching dough to develop gluten strands

High Risk Foods Foods which have a high risk of carrying food poisoning

Prove Leaving dough in a warm place to give the yeast time to produce carbon dioxide

Section 3

What Conditions Do Bacteria Need To Grow?

Warmth, Moisture, Food, Time

Who is most at risk of Food Poisoning?

Babies and toddlers, very elderly frail people, pregnant women, people who are already seriously ill or who have a compromised immune system.

Examples of high risk foods are

Meat and meat products, Fish (especially shellfish), poultry, eggs, dairy products & reheated rice

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Homework 1Create a cartoon which explains how to reduce the risk of causing food poisoning when preparing, cooking & serving food. Use the key words from this knowledge organiser, then complete the safety quiz on Google classroom (or ask your teacher for a paper copy)What temperature should a domestic freezer be?

When using a temperature probe to check the core temperature of meat, what is the minimum temperature that it should reach?

Homework 2. Research and EvaluateBreadmaking is a tradition in countries all around the world. Find out about the different types of bread served around the world. You can look in bakeries, supermarkets, cafes, recipe books and the internet. Complete a chart like the one shown below. Ask the adults that you live with about the traditional bread eaten in the area they grew up. Then complete the Google classroom evaluation (or ask your teacher for a paper copy)

D&T: Food Booklet 2Year 8 Spring 2



Provenance Where something comes from

Sensory Analysis Analysing products based on the 5 senses

Umami Savoury flavour e.g. from cooked mushrooms / onions

Kosher Foods that are prepared according to Jewish dietary laws

Halal Meat that is prepared in accordance with the Muslim faith

Protected Designation of Origin

Traditional foods that are registered as PDOs can only be made in certain areas by law. E.g. Melton Mowbray pork pie

Al dente “To the bite” - not overcooked, food still has a firm (rather than soggy) texture. Usually used to describe pasta or vegetables.



Recipe development

Changing /adapting recipes to improve them or make them more appropriate for different needs

Filo pastry Very thin pastry used to make spring rolls & samosas

Creaming method Cake making method used for Victoria Sandwich cake, margarine & sugar are mixed until they look creamy, then eggs are added and flour is folded in

Seasoning The addition of salt, pepper, herbs and spices to give a dish flavour

Tradition Customs / beliefs / habits passed from generation to generation

Bland Lacking in flavour

Intense or concentrated flavour

Strongly flavoured

Section 3: To do

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Homework 1 - Sensory AnalysisComplete a star diagram and results chart analysing the Bombay Potatoes or Chilli Con Carne which you made. Use the descriptive words from this knowledge organiser to help you. Then complete the evaluation on Google Classroom (ask your teacher for a paper copy if needed).Descriptive

wordsColourfulHeavy DenseFluffy MoistSoftHotSloppy Consistency AttractiveGarnishedContrastingDelicateSubtle

Homework 2 - British Food Traditions Complete the homework page from your school booklet. (Finding out about British traditions and matching the food to the are that it is linked with on the map.)

D&T Textiles : Personalised Pencil CasesYear 8 Spring 2



Zip A fastening device with two parallel rows of metal or plastic teeth on either side of a closure. The teeth are interlocked by a sliding tab. Often used on clothing, bags and suitcases, purses, tents, sleeping bags and other textiles.

Quilting A method of sewing two layers of cloth with a layer of insulating batting in between. The insulation can be used to add warmth and protective qualities.

Bias The bias of a piece of woven fabric is at 45 degrees to its warp and weft threads, i.e. the diagonal. It gives the fabric stretch, and makes it drape well.

Cross Stitch A decorative hand stitch in which pairs of diagonal stitches of the same length crosseach other in the middle to form an X

Polyester A fabric or textile, which is made using synthetic, or “manmade” polyester yarns or fibres.

Section 2: Skills

Quilting

A quilted fabric is one that is made from 3 layers. The layers are sewn together in a decorative pattern. The middle layer is called wadding (imagine stuffing fibres made into a fabric). Warm air is trapped in between the fibres in the wadding, this means that a quilted material will keep you warm.

Bias Tape

Bias tape is used to BIND the edges of quilted fabrics. The fabric is cut at a 45° to the straight grain. This makes the tape bend and fold around curves and corners more easily.


Repeat The repeat of a fabric is the distance (in cm/mm) it takes before the pattern starts all over again

Component Any resource that is used to complete the construction of a textile product. E.gbuttons, zips, laces, eyelets

Form The Design or Style of a product - the aesthetics.

Function The uses and properties of a product e.g. a coat may be waterproof, a towel needs to be absorbent

Synthetic Threads or fabrics manufactured in factories using chemical synthesis e.g. nylon / polyester

Section 3: Knowledge

Anatomy of a Zip

A zip is an example of a COMPONENT that is usedIn textiles. In this case we will use thezip to improve the FUNCTION of our pencil case. I.e. we will be able to open and close it and things won’t fall out! Alternative components we could use include buttons, press studs and velcro.

Zipper Foot

When you are sewing the zip onto your pencil case you will need to use a special presser foot/clamp on the machine.

You can tell the feet apart quite easily.

*The standard foot has a letter B on it. *Standard foot has two prongs at the front.*The standard foot has one bar on tofix it to the machine. *The zipper foot has a letter E on it.*The zipper foot has 2 bars on the top which means it can be fixed on in 2 different positions depending on which side of the zip you are sewing.

Homework 1: Sketch the different presser feet. Explain 3 different ways you could tell another student how to tell them apart.

Homework 2: Sketch a diagram of a woven fabric, labelling the warp, weft and bias.

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Standard Presser Foot

Zipper Presser Foot

One bar

Two bars

2. Layers are stitched together

3. Cross section view

1. Wadding is sandwiched between the outer layers

Fabric cut on the STRAIGHT

grain

Fabric cut on the BIAS

grain


Design Techniques A method of doing a task that requires specific skill

Photoshop Digitally using Photoshop image-editing software

Layers A layer is used in the preparation of a complicated computer drawing, when all the layers are placed on top of another the whole drawing can be seen.

Rendering Add colour or shade to an object to make them realistic

2D – Two Dimensional An object with only height and width, no depth.

3D – Three Dimensional

An object with height, length and breadth


Computer Aided Design

Technology for design and technical documentation

Computer Aided Manufacture

Software and computer-controlled machinery to automate a manufacturing process

Third Angle Orthographic Projection

Shows all or different views of a n object and its dimensions or measurements

Isometric Projection A drawing made from lines including 30 deg’s to the horizonal to give the impression of three dimension.

1 Point perspective The technique of drawing three-dimensional objects on paper using a single vanishing point to show depth, distance.

2 Point Perspective The technique of drawing three-dimensional objects on paper using two vanishing point to show depth, distances relationships of various parts to each other.

Typography Typography design is the skill of arranging a message in a readable and aesthetically pleasing composition.


What is in a logo? Match up:

Colour - Effective and easy to read

Eye Catching - identifies the business

Scalable - Easy to remember

Memorable - Works no matter what size

Appropriate – Easy to describe

Monogram – A symbol using the initials

Pictograms – A symbol representing an activity

Logogram – a symbol including text and pictures

Section 3

Logos:

Here are 3 different types of logos. Can you label each of the

diagrams with the correct name.

Try and list as many as you can think of in each category.

One Point Perspective:

Has a vanishing point on the horizon line to create a 3D object.

The image becomes distorted as it is drawn back to the

vanishing point.

Two Point Perspective:

Has 2 vanishing points on the horizon line to create a 3D

object. The image become distorted towards the vanishing

points.

Isometric Drawing

It is a 3D drawing using 30 degree angles. It is an axonometric

drawing so the same scale is used for every axis, resulting in a

non-distorted image.

Knowledge Organiser - Belper School

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