Knowledge Organiser - St James School

2020-21

Cycle TwoYear 10

Knowledge Organiser

Knowledge Organiser Year 10 Spring 2021 Cycle Two |

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

TOP TIP

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

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

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

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

How should I self-quiz?There are many different ways to learn the material in your knowledge organiser. Mr Brown has demonstrated how use your knowledge organiser effectively in a Video which can be found on the school website. Whichever method you decide to use, your tutor will ask to see evidence of your work.

You could:

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

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

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

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

Self – Quizzing


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Subject 1 Subject 2 Subject 3

Monday Sparx Maths Sparx Maths Sparx Maths

Tuesday French or Spanish Science* Extended Writing*

Wednesday English Science* Humanities

Thursday French or Spanish Science* JBACC

Friday English Option A Option B

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

T

CNA

on Time

Accurate

Neat

Complete

Independent Study should be TANC.

Any work that is not TANC will be considered incomplete.

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

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

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

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

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

Independent Study Expectations

Option subjectsArt & Design ComputingDesign Technology EnterpriseMusic Food Preparation and NutritionPsychology Performing ArtsStatistics Sociology

Physical Education (Health and Fitness) Health and Social Care

iArt

* It is vital that you have opportunities to practise your extended writing. This will be completed in your English books and will be checked by your English teacher.

* Science homework expectations; for each Science slot on the timetable above, you are expected to spend at least 20 minutes on Tassomai. This will be supplemented on a fortnightly basis with a retrieval home-learning lesson. The purpose of the retrieval lesson is to ensure that you are constantly reviewing and recapping topics that have been taught to you through year 9 and earlier in year 10.

In order to ensure you are fully prepared for your GCSE your teachers may recommend that you spend some additional time on their subject. This is to support you in spacing out your revision so that you are not overwhelmed when the exams start. Any additional work will be checked in lesson and not in tutor time.


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7

o Compliment 5 people o o Shake hands with your teacher o Complete a litter pick o o Make a thank you card o Make a new friend o o Say good morning everyday o Help a younger student o Help with recycling o Sit with someone new at lunch o Give a stranger a compliment o Invite a new friend to hang out o Thank your bus driver o Spend time doing a beach clean o Make a kindness poster o Take the bus or walk instead of

getting a lift o Spend time reading aloud to a

younger student or sibling o Write a thank you card for your

teachers o Show appreciation to the

canteen staff o Bring a new friend the sports

hall to try a new sport. o Hold the door open for a

stranger o Show appreciation to the head

teacher creatively o Help at home without being

asked o Call your grandparent or write

them a letter o Sign up to run a multisport

session for primary students o Teach a younger student or

sibling how to do times tables o Help your family or neighbour

in the garden. o Make positive comments on

social media to make others smile and feel good.

o Help find economic and plastic free products in your weekly shop

o Busking with DZB to raise money for charity and to make others smile.

o Volunteer to marshal or take part in a park run.

o Bake cakes for someone to say thank you.

o Learn a new word and what it means then teach to someone.

o Donate your old clothes to a clothing bank.

o Clean your room without being asked.

o Plant a tree or plant in your garden to help the environment

o Try to only eat local produce for a week (within 25miles)

o Write a letter for the old people’s home.

o Make a friendship gift for a new friend

o Sign up to help raise awareness and money for a charity

o Make a card to say thank you to the reception staff.

o Sign up to run a multisport activity with younger children

Come up with your own Kind Act ideas o o o o o o o o o o o o o o o o o o o o o o o o

St James will be joining The Great Kindness Challenge from the 25th to 29th of January. During this week, instead of doing an hour’s work from your knowledge organiser, we are going to ask you to spend an hour with your

family or in the community doing kind acts for others. Your tutor, teachers or guardians will sign off when you tick a kind act off your list and then at the end of the week we will be able to see how many kind acts we

managed to do as a school. Use the list to help or think up your own kind act; be as creative as you can! Think of the difference we can make when we work together to be kind.

KIND ACTS


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Day What kind acts you have completed Comment / Check.

Weekend

Monday

Tuesday

Wednesday

Thursday

Friday

The kind act I am most proud of and why? Who did this impact?

Total Kind Acts I Completed:

Total Kind acts we completed as a tutor:

Keep a log of your kind acts here so we can count how many kind acts you have done across the week and share these with your tutor. Please can your parent/guardian to sign off each night so that your tutor can

confirm the kind acts you have done at home.


Tim

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Week A Monday Tuesday Wednesday Thursday Friday

Period 1

Period 2

Canon

Period 3

Period 4

Period 5

Week B Monday Tuesday Wednesday Thursday Friday

Period 1

Period 2

Canon

Period 3

Period 4

Period 5


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Co

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Computer Science cycle two – Security breaches Operating System and Utility software

Network security: Security of a computer networkSocial engineering: The use of deception to manipulate individuals into divulging confidential information that may be used for fraudulent purposesBlagging: Pretending you are someone you are not to get private or personal informationPhishing: Sending illegitimate emails pretending to be a company you are not to try and get private or personal informationShouldering: Actively looking over someone’s shoulder or into photos to steal private or personal informationVirus: Something that can harm your computerWorm: A type of virus that duplicates once on the networkTrojan: A type of spywareSpyware: Software that monitors what you are doing with a view of stealing private or personal informationAdware: Websites that use cache data to personalise adverts to your previous online searchesBrute force attack: Attacking a network with brute force, trying again and againDenial of service attack: Cutting off a part of a network so you can penetrate it or prevent it from working as normalData interception and theft: Stealing personal or private data SQL injection: A type of code that can be done to steal a password that enables access to a databaseZero day attack: Where a network vulnerability is attackedNetwork policies: Policies that should prevent an attack on a network

Firewall: Prevents unwanted connections getting into your computer networkAnti-virus: Stops viruses getting onto your computerAnti-Spyware: Stops others accessing information about what you are doing on your computer disk formatting - Prepares the hard drive so that it can store files and programsFile transfer: The ability to create, move, copy and delete filesDisk defragmentation: Disk defragmentation is a useful tool as over time, files and folders on the hard disk become fragmented or scattered making the processor slow downSystem clean-up: Searches your hard disk for old installation details, temporary files, dead shortcuts etc. and deletes the files which are no longer needed.System information and diagnostics: System information tells you to current information about the operating system and components of the machine. Diagnostics check the system to see if there are any problems.Automatic updating: Updates software automaticallyFile manager: Part of the OS that manages the file creation, management and transfer of the computerMemory manager: Part of the OS that manages the memory allocation of the computerProcess manager: Part of the OS that manages the processes of the computer (by the CPU)Task manager: Part of the OS that manages the tasks that are allocated by the CPUUser interface: Part of the OS that manages the way the computer looks (the interface)

Security Types of software

Anti-malware: Software that protects a network from malicious softwareFirewalls: A method of protecting what goes in and out of a computer networkUser access levels: Various network access for different users.Passwords: To keep user areas secureEncryption: A method of keeping data securePenetration testing: Testing a system to check for vulnerabilitiesNetwork forensics: Research on a network to find out what went wrongAcceptable use policy: A policy that has conditions you must follow when using the networkArchiving: Backing up data so it takes up less spaceCritical systems: Systems that kick in should a main system go downBackup: Incremental backup stores new data but full back up stores all data whether new or old. This takes up more space.Disaster recovery: A policy that says what happens in the event of a natural disaster like a fire, flood or volcano Redundancy: Data that is no longer relevantFailover – Switching to a stand by computer system because the main one has gone down

Open source - Software created and published for others to use and edit as they wish. Source code made available online for them to do soClosed source / proprietary - Software created and sold as it is in a shopOff the shelf - Software created and sold as it is in a shopCustom written / bespoke - Software tailor made to what you want - this comes at a cost


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Environmental, ethical, cultural and privacy Issues Legal issues

Cultural issue - An issue specific to a culture such as a western culture or third worldEthical issue - Is it right or wrong to do this?Privacy issue - Is this breaching someones privacyEnvironmental issue - Is it affecting the environment through waste or use of resources?Stakeholder - Someone with an interest in somethingE-waste - Electronic waste generated from throwing away devices and not recycling themWEEE - Waste Electric and Electronic EquipmentPrecious metals - Such as gold, silver, copper, mercury, palladium, platinum, indium are used in devices and aren't easily recycledNon renewable energy - Coal, gas, oilLandfill - Toxic chemicals can leak from non recycled devices and cause toxic problemsDigital divide - Some people have greater access to technology then others and this can have an impactSurveillance - Monitoring people through internet use of CCTVCyberbullying - Bullying someone onlineTrolling - Being unkind to someone using social mediaSocial well being - The impact of technology on our mental health and wellbeingHealth problems - Eyestrain, repetitive strain injury and back problems can all occur from excessive use of technology

Data Protection Act 1998 - This is a piece of U.K. legislation that has been passed to protect your rights as an individual to have your personal data collected, stored and used in a suitable manner.Freedom of Information Act 2000 - The Freedom of Information Act 2000 provides public access to information held by public authorities. It does this in two ways: public authorities are obliged to publish certain information about their activities; and. members of the public are entitled to request information from public authoritiesComputer Misuse Act 1990 - The Computer Misuse Act enables people to be prosecuted if they commit one of the following offences:1. Unauthorised access to computer material2. Unauthorised access with intent to commit or facilitate a crime3. Unauthorised modification of computer material.This mainly relates to hacking and distributing viruses although other computer related crimes can be tried under this Act.If you are found guilty of these offences you could face up to a five year prison sentence and a very hefty fine.Copyright Designs and Patents Act 1988 - This Act was introduced to protect the copyright of individuals who have created original pieces of work. This can mean authors of books, composers of music, software developers etc.Software piracy has become a major problem with people regularly copying software from friends or purchasing illegally made copies of applications from markets or other such places. It is estimated that at least 40% of all software is copied. The penalties for breaking this Act include up to two years in prison and unlimited fines.Creative Commons - A legal agreement / contract document. A licence, in general, sets out the conditions you must agree to in order to install the software. You often see it turn up in the install process, where you have to click an "I agree" button to carry on with the installation. A 'creative commons' licence was developed to allow 'Open Source' software to be distributed freely but with the provisio that you do not sell it on, as if it was your own property. The licence also insists that if you modify the source code to suit your own requirements, then that software must also be covered by the creative commons licence. The idea it to allow anyone to use / modify open source software and then pass on the improvements to the rest of the Open source community so it benefits everyone.


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Hardwood or Softwood?

Hardwood isn’t necessarily harder than softwood. For example, balsa wood, which is known as one of the lightest woods in the world, is actually a hardwood!

Hardwood comes from ‘deciduous’ trees. They are trees that are generally have broad leaves, bear fruit and drop their leaves in winter and are normally slower growing.

Coniferous trees are cone bearing (think pine cone), have needle like leaves and are most often evergreen. They are generally much faster growing.

They tend to be less dense than deciduous trees, and as such are seen as a softwood! However, as balsa proves, there is no weight requirement to being a hardwood.

know your POLYMERS

ENGINEERING D T – Material Properties & Categories

know your METALSknow your TIMBER

Thermo or Thermo-Setting?

Thermo polymers can be reformed into new products because they can be reheated and remoulded. This makes them potentially sustainable if we can make sure our thermo polymers do not get sent to landfill and get recycled 100% of the time.

Thermo-setting polymers can be moulded only once. After that they are set in that shape due to the crosslinking that occurs at molecular level when they are first formed. They do not soften when heated but would burn if they are continually heated.

KEY WAY TO REMEMBER WHICH IS WHICH…THERMO POLYMERS are like ice/water. Applying heat changes their form as many times as you like.THERMO SETTING POLYMERS are more like an egg, once it is heated it stays hard. Keep Heating it and it will burn.

FE or non-FE?Ferrous metals contain iron and non-ferrous metals do not.

WHAT ABOUT ALLOYS?An alloy is defined as metal made by

combining two or more metallic elements, especially to give greater strength or resistance to corrosion.

KEY ALLOYS

STAINLESS STEEL (IRON, Ca & CHROME/NICKEL)

BRASS (COPPER & ZINC)BRONZE (COPPER &TIN)

know your material properties

Tough = Takes impact without breaking

Brittle = Will easily smash or shatter under impact (opposite to tough)

Ductile = will stretch along its length without breaking

Hard = withstands indentation or scratching

Durable = hard wearing

Corrosion Resistance = does not degrade/corrode/rust

Insulator = blocks the flow of (heat/electricity)or Conductor? (opposites)

Elastic = returns to its original length once loading has been removedor Plastic = deforms without returning to its original shape? (opposites)

Stiff = does not deflect (opposite of easily bent)

Strength = Resistance to deformation or fracture in a particular direction(tensile/compression/torsion/shear)

Malleable = deforms easily(linked to plasticity/hardness/ductility)

Machinability = cuts/machined/finished well

Magnetic = attracts or repels magnetically

Sustainable = can be used forever without it running out

Aesthetics = shape/ looks/form/colour/impression

KEY THERMO POLYMERS

NYLONPP PETPEPSABSACRYLIC

KEY THERMO SETPOLYMERS

EPOXY RESIN

UREAFORMALDEHYDE

KEY HARDWOODS

OAKASH BEECH MAHOGANY

KEY SOFTWOOD

PINESPRUCEREDWOODDOUGLAS FIR

KEY FE METALS

CAST IRON WROUGHT IRON Carbon STEELMild STEEL

KEY NON FE METALS

COPPERALUMINIUM TIN ZINCLEADTITANIUM

Week 1 Week 2 For reference/revision Week 3


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BLOW MOULDING (including extrusion)is the process used to make hollow polymer parts like bottles. It is process that is best suited to the continuous product-ion often of disposable plastic drinks bottles.

VACUUM FORMING is the process of heating sheet thermo-polymer and using a vacuum to force the now malleable material over a positive mould. The stages are shown on the right.a) Heat the Polymer sheetb) Wait for the sheet to become malleablec) Raise the former into the malleable polymer sheetd) Remove the air underneath the former to force the polymer

over the former.VF is a process most suitable for batch production as in comparsion to IM or BM it is slower and more labour intensive. Fridge liners are made this way.

ENGINEERING D T – INDUSTRIAL PROCESSES know your METAL FORMING processes

DIE CASTING is the process of pouring molten metal into a metal mould (or die) of a higher temperature. It is a very similar process to IM for polymer but with metal. (read definition on left)

what is SCALE OF PRODUCTION?S of P is the type of manufacturing that is going to be used to make the quantity of products needed. There are 4 main categories.One-off production A product that is only going to be made once like a bespoke hand made item or a prototype.Batch production, more than one identical product up to a large batch of 1000’s so CNC machines and flexible manufacturing techniques are used that are easier to change.Mass production, Produced on an assembly line where products are passed along a line for each step of manufacturing. Large numbers makes specialised expensive machines affordable.Continuous Production is fully automated production, so products and components may have to be designed so the automated machinery can handle them. Very high numbers of constantly needed products like drinks cans are made in a fixed, inflexible production line

IM produces very complex and detailed moulding and most polymer casings are made this way. A key feature is that the IM parts can have intricate features to help in assembly built in making production quicker and therefore saving money.

know your POLYMER MOULDING processesINJECTION MOULDING (see below right) is the process of injecting molten polymer into a mould (or

Die). It is a mass production process as the set up costs are very high so it is used only when a large quantity of products that are identical are needed.

SAND CASTING is a workshop process most suited for one off or small batch

Week 4

Week 5(3 processes with diagrams)

Week 6 (2 Processes with diagrams)

Week 10


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ENGINEERING Design – Users Needs & Product RequirementsUSER NEEDS = Things the ‘User needs’ the product to do or be. You can think of it like questions the user asks of a product i.e.

• Aesthetics—does it look good? • Ergonomics—does it feel good to use? • Anthropometrics—is it the right size for me? • Benefits & Features—does it do all the things I want it to do? • Product Safety—is it safe to use?

AESTHETICS refers to the shape and form of the product.

ERGONOMICS involves the study of people and their relationship with the environment around them. It often involves research into the way people interact with products and the environment.

ANTHROPOMETRIC data is used to determine the size, shape and/or form of a product, making it more comfortable for humans to use and easier to use. FEATURES of a product describe what it does and what functions it has.

BENEFITS of a product describe what the user gets out of it, such as solving a problem or improving their life in some way.

For example, the FEATURES of a child’s electronic toy might include a range of different activities (colour and shape games, spelling games, counting games, etc.); the BENEFITS to the child will include developing their motor skills (control of their hands) and brain development (learning to spell, count, recognise shapes and colours, etc.)

PRODUCT SAFETY describes features of the product designed to make it safe to use and to reduce or eliminate the possibility of damage or injury to the user. For example, children’s toys will be designed not to have small parts that could be swallowed. Electrical products will be insulated to prevent people from touching live components and getting a shock.

PRODUCT REQUIREMENTS Other than what the User may want a product to do there are many other factors the designer must consider. These ‘product requirements’ are the specific needs and key functionality of the product. Common considerations for Product requirements would include;

• Working Environment — where the product will be used • Aesthetics – does its form help you to understand how it works?• Function— what purpose the product has • Features — what the product can do • Limitations and Constraints (Size, Weight, Functional Limitation) • Ergonomics— Can a wider range of users comfortably use the product?• Performance — how well the product fulfils its function • Target Group / Intended Users — Does it appeal to its intended customer?• Lifecycle — the impacts of the product’s manufacture, use and disposal

WORKING ENVIRONMENT refers to how the product is suited to the environment it will be used in.For example, a microwave oven will need to be of an appropriate size to fit into a kitchen, be easy to clean

and resistant to moisture, have a long enough cable to allow the user to position it where they want, and not produce too much noise when in operation. This can also include safety aspects, such as not becoming too hot to touch.

LIMITATIONS AND CONSTRAINTS refer to aspects of the product that must be restricted to ensure it remains usable. Size and weight are typical constraints — a product that is intended to be portable should not be too heavy to easily move around or too large to carry. This can also include aspects like durability (how well the product stands up to repeated use).

PERFORMANCE refers to how well a product performs the functions it was designed for. For example, a chair should be able to support the weight of the user, be stable and not topple over, be comfortable to sit in for long periods of time, be durable enough to survive many years of use, and be light enough to move around.

LIFECYCLE refers to how the product will be made, and from what materials, how it will be maintained throughout its useful life, and how it will be disposed of at EoL(End of Life). This has a major influence on the choice of materials, especially if the product should be recyclable.

Some of the PRODUCT REQUIREMENTS are also in the USER NEEDS as there is natural overlap in these 2 sections. The examples in Italics do not need to be copied out unless they are helpful.

Week 7

Week 8

Week 9

Week 10


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Week1- Prologue , Act1.1 Week 2 – Act 1 Scene 2-3 Week 3 Act 1 Scene 4 -5 Week 4- Act 2 Scene 2 Week 5- Act 2 Scene 3-5

‘From the fatal loins of these two foes a pair of star-crossed lovers take their life’ (P)‘From ancient grudge break to new mutiny’ (P)‘I will bite my thumb at them which is a disgrace to them if they bare it (1.1)‘O brawling love, O loving hate’ (1.1)

‘She’s the hopeful lady of my earth’ (1.2)‘Let two more summers wither in their pride /Ere we may think her ripe to be a bride’ (1.2)‘Madam, I am here, what is your will?’ (1.3)‘Compare her face with some that I shall show,/And I will make thee think thy swan a crow.’ (1.2)

‘If love be rough with you, be rough with love;Prick love for pricking, and you beat love down.’ (1.4)‘O, she doth teach the torches to burn bright!/It seems she hangs upon the cheek of night’ (1.5)‘Now, by the stock and honour of my kin, To strike him dead, I hold it not a sin.’ (1.5)‘My lips, two blushing pilgrims, ready stand/To smooth that rough touch with a tender kiss.’ (1.5)

‘But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun’ (2.2)‘Deny thy father and refuse thy name;’ (2.2)‘Call me but love and I’ll be new baptised;/ henceforth I never will be Romeo’ (2.2)‘O, swear not by the moon, the inconstant moon,/That monthly changes in her circled orb,’ (2.2)

‘When, and where, and how/We met, we wooed and made exchange of vow/I’ll tell thee as we pass…’ (2.3)‘Wisely and slowly; they stumble that run fast.’ (2.3)‘Therefore do nimble-pinion'd doves draw love,And therefore hath the wind-swift Cupid wings.’ (2.5)‘O honey nurse, what news?Hast thou met with him? Send thy man away.’ (2.5)

Reflecting the surge of interest in the classical philosophies and fascination with the human condition of his times, Romeo and Juliet explores the very essence of human conflicts: internal, emotional and societal.

Shakespeare’s presentation of Paris’ suit and Capulet’s response is used to establish traditional, higher class, Elizabethan attitudes towards marriage and courtship as the societal norm which is subverted later in the play.

Mercutio's attitudes to love provide comic relief but Shakespeare also uses him as a foil to the portrayal of Romeo of an archetypal Petrarchan lover. Mercutio, as a character, also rejects pretences and criticises those who he feels are not being true to themselves.

Shakespeare uses celestial imagery in different ways to highlight the difference between the two protagonists. Romeo compares Juliet to the sun and moon whilst Juliet wants a more grounded response.

Shakespeare explores the relationships between the lovers and the adults ‘responsible’ for their education. Friar’s proverb goes unheeded and Juliet wills her nurse to move and speak faster.

Influenced by the renaissance and a renewed interest in classical writers such as Ovid, Shakespeare establishes this play as a tragedy through the use of a prologue.

Elizabethan society, despite having a female monarch, was firmly patriarchal. Arranged marriages were the norm, especially for wealthy families. Marrying for love was almost unheard of.

Characteristic of many of Shakespeare’s plays, he portrays characters who challenge traditional gender roles, almost always with tragic consequences. Juliet takes on a more masculine tone than Romeo.

A strongly religious society, the Elizabethan audience would be shocked by the religious imagery used by Romeo and Juliet; it emphasises how their love challenges expectations and social norms.

Exploiting the deep suspicion of Catholic Priests and their perceived meddlesome behaviour, the Friar is hypocritical and the nurse represents the uneducated.

The use of the singular ‘life’ could be a classical allusion to Plato’s Symposium and Aristophanes’ definition of love completing people.

The ‘hopeful lady of my earth’ coupled with a later reference to Juliet as ‘for earth too dear’ creates an ominous sense she may be too precious for Earth.

Written in to the lovers’ courtship from the start is a significant role for their bodies.: references to eyes, cheeks, hands and kissing gives a physicality to their love.

Classical Greek thinking identified several forms of love. Here Shakespeare is exploring how they challenge Storge - love and duty to family.

Greco-roman references-’doves’ draw Venus (morning star) evoking images of the goddess of love and dawn


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Act 2 Scene 6 and Act 3 Scene 1, 2 +3 Act 3 Scene 5 Week 9+10- Authority and Friendship, Age and Fate

‘These violent delights have violent ends’ (2.6)‘Romeo, the hate I bear thee can afford/ No better term than this,--thou art a villain.’ (3.1)‘O calm, dishonourable, vile submission!/ Allastoccata carries it away./Tybalt, you rat-catcher, will you walk?’ (3.1)‘O, I am fortune's fool!’ (3.1)

‘Gallop apace, you fiery-footed steeds,/ Towards Phoebus' lodging: such a wagoner/As Phaethon would whip you to the west’ (3.2)‘Give me my Romeo; and, when he shall die,/ Take him and cut him out in little stars,/And he will make the face of heaven so fine/ That all the world will be in love with night’ (3.2)‘Blister'd be thy tongue/ For such a wish! he was not born to shame:Upon his brow shame is ashamed to sit;’ (3.2)‘Hold thy desperate hand:Art thou a man? thy form cries out thou art:Thy tears are womanish; ’ (3.3)

‘Me thinks I see thee, now thou art below,/As one dead in the bottom of a tomb:/Either my eyesight fails, or thou look'st pale.’ (3.5)‘O fortune, fortune! all men call thee fickle:’ (3.5)’I will drag thee on a

hurdle thither.Out, you green-sickness carrion!’ (3.5)‘An you be mine, I'll give you to my friend;And you be not, hang, beg, starve, die in the streets,’ (3.5)

‘What ho! You men, you beasts’ (1.1)‘My blood for your rude brawls doth lie a-bleeding’ (3.1)‘Now thou art sociable: Now thou art Romeo’ (2.4)‘Be ruled by me forget to think of her’ (1.1)

‘My child is yet a stranger in the world;She hath not seen the change of fourteen years.’ (1.2)‘unbruised youth with unstuffed brain’‘Young men’s love the lies/Not truly in their hearts but in their eyes’ (2,3)‘my mind misgives / Some consequence yet hanging in the stars’ (1.4)‘If he be married, / My Grave is like to be my Wedding Bed’ (11.5)

The society of Verona is portrayed by Shakespeare as being out of balance: the Montagues and Capulets are allowing themselves to be ruled by their passions .Mercutio’s anger at, what

he perceives as, Romeo’s cowardice is arguably where the play begins to descend into tragedy.

With Romeo banished, Juliet has to contend with her father’s impatience to marry her to Paris; his angry outburst contrasts with her deepening sense of doom.

The authority of the Prince as head of state would be recognised; the rulers of the period would be able to sentence people to death for violence

Shakespeare creates a definitive distinction between the older characters and the younger characters. The young are impulsive and passionate.

Juliet’s language and behaviour is now in stark contrast to her submissive obedience at the beginning of the play: she impatiently wants Romeo.

Elizabethan London was rife with violent street brawls and rival families killing in the name of honour. This is reflected in the action on stage.

Whilst a modern audience would celebrate a young women challenging gender expectations, an Elizabethan audience would be shocked by her erotic language.

The Elizabethan patriarch would be expecting unquestioning obedience- his violence would be accepted by a contemporary audience.

Galen’s humours: An imbalance in the humours could lead people to behave in certain negative ways. This belief permeates the very structure of the play.

The Elizabethans, similar to attitudes today, believed the young were too often led by their emotions and passions and needed controlling.

Phaeton, despite being warned against it, tried to control his father’s fiery steeds. They overpowered him and scorched the earth. Zeus killed him.

Proto feminist: It could be argued that Shakespeare’s portrayal of Capulet’s violence is a social criticism of patriarchal violence.

Generic conventions of the Aristotelian Tragedy; Romeo is cursed by fate and has a hamartia which causes their inevitable downfall.

Does the tragic catharsis central to plot explain the longevity and timeless popularity?

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Week 1 – Arrogance and Abuse Week 2 –Identity Week 3/4- Nature Key

'I met a traveller from an antique land,/who said' Ozy'My name is Ozymandias, King of Kings' 'Nothing beside remains.' Ozy'That's my last Duchess painted on the wall' ’her looks went everywhere.’ MLD'I gave commands; Then all smiles stopped together.' MLD

'Dem tell me/Wha demwant to tell me' COMH'Bandage up me eye' 'I carving out me identity' COMH'Pages smoothed and stroked' Tissue'trace a grand design//with living tissue’ 'turned into your skin.' Tissue

‘We our prepared: we build our houses squat’ SOTL‘raise a tragic chorus’ ‘spits like a tame cat/turned savage’ SOTL‘It was an act of stealth/and troubled pleasure’ Prelude‘A huge peak, black and huge…up reared its head.’

Content (AO1)

Quotations(AO2)StructureForm

Ozymandias reveals the ephemeral nature of power and warns that all power must end.

COMH conveys Agard’s anger at white euro-centric education that left him ignorance of his own identity.

SOTL may be about a literal storm that steals the islanders’ sense of control or a metaphorical storm that refers to political uncertainty.

Context (AO3)

MLD reveals the megalomania of a Duke and how power and arrogance have corrupted him.

Tissue explores the nature of identity itself.Dharker’s identity is itself a combination of multiple cultures –Pakistani, Scottish, Welsh and Indian. This background provides a unique perspective.

Prelude is an autobiographical poem relating the night when Wordsworth’s worldview is changed forever.

Aboveand Beyond

Shelley’s poem is a veiled criticism of King George III’s reign which he felt was tyrannical. Shelley reminds the public that all power must end.

Structure: enjambment is used in both to show disjointed and thoughts and loss of control.

Key Vocabulary

Structure: Tissue’s enjambment reflects the ongoing creative process of identity. COMH – no conventional structure.

Structure – both poems are rigidly structured ‐> control; MLD structure breaks line 43

Form – Ozy is in a modified sonnet form – suggests self‐love.

Form: COMH refuses to employ standard English forms, possibly as a form of protest .

Form: SOTL is in 1st person plural to create community;Prelude is 1st person to share personal experience

A&B: Some commentatorshave seen Ozymandias asShelley attacking the Church.

A&B: COMH is a racially charged poem but some argue that it also insights criticism of class as well.

Ephemeral – lasting a short timeTransient – impermanent; Megalomania ‐ obsession with the exercise of power. Objectification ‐ the action of degrading someone to the status of a mere object.

Euro-centric: a point of view that is heavily biased towards, or influenced by White European history. Ostracise (v) – to exclude from a society or group.

A&B: SOTL may refer to a time of unrest known as the Troubles. The IRA bombed civilians.

Poignant (adj) – evoking sadness.


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Week 5/6 - Society Week 7/8 – Effects of Conflict Week 9/10 – Effects of conflict cont.

'Marks of weakness, marks of woe.’ London'Mind forged manacles I hear’ London'There once was a country’ Emigree'It tastes of sunlight' 'They accuse me of being dark in their city' Emigree

'I see every round as it rips through his life /I see broad daylight on the other side.’ Remains'his bloody life in my bloody hands.' Remains'Belfast. Beirut. Phnom Penh. All flesh is grass.’ WP'running children in nightmare heat' WP

'Her father embarked at sunrise''A shaven head/ full of powerfulincantations.’ Kamikaze'till gradually we too learnedto be silent' 'which had been the better way to die' Kamikaze'spasms of paper red' 'Sellotape bandaged around my hand' Poppies‘After you’d gone I went into your bedroom,/ released a song bird from its cage.’ Poppies

London is a description of the horrors plaguing the lower classes.

Remains is crafted like a conversational story from a ex‐soldier. He recounts an episode where he killed a looter in a war and then goes on to explain how it has effected him: he has been left with PTSD, unable to move on.

Emigree considers how power and conflict are irrevocably tied to location and identity.

Kamikaze tells the story of a pilot who didn’t complete his mission and the stigma he faced on his return.

Blake was a critic of organised religion and their treatment of the poor. He was a Romantic poet and thought civilisation corrupted mankind.

Poppies explores the effects of war on non‐combatants, in this case a mother of a ‘dead’ solider.

War photographer follows the life of a war photographer between jobs – his memories return as he develops the photos he has taken. The final stanza concerns the public’s reaction to these pictures.

Kamikaze pilots followed ideals called Bushido. To break these rules was to invite dishonour on yourself and your family. In Japanese culture, honour and shame play a significant role in people’s choices.

Structure: London has a rigid structure and rhyme scheme to mirror the repetitive nature or poverty.

Structure – Remains uses the shift from conversational tone to a recurring focus to show how the episode’s effects.Form: Both write in 1st person to vividly share

their experiences, esp. the senses.Structure – Poppies employs frequent enjambment and caesura to represent loss of emotional control.Form – Remains employs 1st person,

conversational tone; WP is 3rd person.A&B: 'mind forged manacles' was originally 'German forged links' – a criticism of George III’s links to Germany.

Form – Kamikaze is 3rd person ‐‐> distance; Poppies is 1st person.

A&B: Remains can be seen as an implicit criticism of the government’s treatment of PTSD in veterans.

A&B: What does Garland’s discussion of Japanese culture reveal about our own reactions to shame and honour?

Monotony (n) tedious repetitionThinly veiled criticism – a criticism of something that is not direct and obvious but easily understood and only partially hidden. Fervent – having or displaying a passionate intensity.

Patriotism (n) ‐ support for one's country.Self‐condemnation (n) ‐ the blaming of oneself for something

Combatant (n) – a person directly involved in combat.Deindividualization – where a person’s individual identity is removed.


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Unseen Poetry Knowledge Organiser


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Unseen Poetry Knowledge Organiser

POET’S INTENTION


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Year 10 GCSE Food Preparation and Nutrition– Knowledge Organiser Cycle 2 -

Aerating Make food lighter by adding air, carbon dioxide or steam.

MeringueCakesMousseChoux pastry

Thickening Gives food a more viscous (thick) consistency SaucesCustard

Emulsifying Holding an oil (fat) and water mixture together to stop it separating.

MayonnaiseHollandaise sauce

Setting Changing from a liquid to a solid. JellyGelatine Cheesecakes

Shortening Making mixtures crumbly by reducing the length of gluten molecules in pastry and biscuit dough

PastryBiscuits

Coating Covering the outside of food with another ingredient.

Fish CakesScotch EggsBattered Fish

Glazing Mixing fat and sugar together to hold air Creamed Sponge Cake

Binding Sticking ingredients together. BurgersPastry doughBread dough

Sweetening Adding sugar taste to foods. Cakes, Biscuits, Puddings

Bulking Ingredients that form the main part of the recipe and provide structure to the product.

Flour in making breadPastaRicePotatoes

Preserving Ingredients that help to make foods last longer.

Sugar in jamVinegar in pickles

Gelatinisation Starch granules swell when cooked in liquid so that they burst releasing the starch to thicken

SaucesGravy

Caramelise When sugar is heated to change the flavour and colour

CakesBiscuitsCrème Brulee

Dextrinisation The action of dry heat on starch to produce a brown colour and crust

ToastBreadSconesPastry

Coagulation Change in the structure of protein, when proteins set, brought about by heat or acids

QuicheCustard TartsMarinated meat

Foaming Gas (air) trapped inside a liquid giving a very light, airy texture

MeringueWhisked Sponge

Raising agent Ingredient or process that introduces a gas into a mixture so that it will rise when cooked

Baking powderYeast Bicarbonate of soda

Cooking/food properties key terms

White fish

Cod haddock plaice whiting pollock coleydover sole

less than 5% fat in their flesh.

Oily fish

herring mackerel sardines whitebait tuna (only counted as an oily fish if it is fresh or frozen)

Shellfish

Molluscs scallops oysters cockles mussels winkles

Crustacea prawns scampi crabs lobsters shrimps Octopus squid cuttlefish

Seafood- There are three types

Oily fish – nutrition• rich sources of the fat soluble vitamins A and

D which are important for growth and bones

• good source of omega 3 (found in oil-rich fish and some plant oil) fatty acids

• Salmon is one of the major sources

fatty acids are… - the building blocks of fats - important for a healthy heart, (lowering cholesterol levels and keeping our body healthy)

- Some fatty acids are made by the body some like Omega 3 fatty acids, cannot be made, and must be supplied by the diet

TypesAnimals – beef, pork, lambPoultry- chicken, geese, duckGame- venison, rabbitOffal – liver, heart, tongue

Nutritional Value

Protein – HBVFat (saturated)Minerals – Iron and CalciumVitamins – B6 and B12

Meat StructureMuscle held together by connective tissue.Muscles that work a lot need longer cooking, in a wet heat such as stewing or braising.Less tough cuts such as loin and rump have done less work and are more tender and need a quicker cooking time such as frying.They are also more expensive to buy.

Meat facts

Marinating and Tenderising Marinades are added to meat before cooking to tenderise and add flavour.

Acids are really effective marinades – lemon juice, tomatoes, vinegar, yoghurt

Mincing and beating also break down tough connective tissue and tenderise the meat

What happens to meat during cooking?

•Muscle protein shrinks and moisture is lost•The meat browns-MAILLARD REACTION •The connective tissue softens•The fat melts•Collagen breaks down into gelatine

- Kills bacteria and makes it safe to eat - Makes the meat tender and easier to eat- Improves flavour and appearance of the meat

Why do we cook Meat?

High Biological Value Proteinprotein. Foods containing all the essential amino acids are said to have a high biological value. Foods originating from animal sources (meat, poultry, fish, eggs and dairy products) are all HBV protein foods; soya is the only HBV food originating from a plant.

Complimentary Proteins (plant based HBV)different proteins tend to complement each other in their amino acid pattern, so when two foods providing vegetable protein are eaten at a meal, such as a cereal (e.g. bread) and pulses (e.g. baked beans), the amino acids of one protein may compensate for the limitations of the other, resulting in a combination of higher biological value. Examples: Hummous & breadsticks, Dhal & Naan bread.

Low biological value (LBV) proteinFoods that are deficient in one or more of the essential amino acids are said to have a low biological value (LBV). Foods originating from plants (cereals, nuts, seeds, lentils, beans, pulses) are LBV protein foods.

ShelfishShellfish is a term for aquatic invertebrates used as food, including species of molluscs, crustaceans, and echinoderms. Most kinds of shellfish are harvested from saltwater environments, some are found in freshwater.


Fre

nchfaire = to do aimer = to like être = to be habiter = to live visiter = to visit

je fais = I do j’aime = I like je suis = I am j’habite = I live Je visite = I visit

on fait = we do on aime = we like on est = we are on habite = we live on visite = we visit

j’ai fait = I did j’ai aimé = I liked j‘ai été = I was j’ai habité = I lived j’ai visité = I visited

on a fait = we did on a aimé = we liked on a été = we were on a habité = we lived on a visité = we visited

je faisais = I used to do j’aimais = I used to like j‘étais = I used to be j’habitais = I used to live je visitais = I used to visit

je vais faire = I’m going to do

je vais aimer = I’m going to like

je vais être = I am going to be

je vais habiter = I am going to live

je vais visiter = I am going to visit

je ferai = I will do j’aimerai = I will like je serai = I will be j’habiterai = I will live je visiterai = I will visit

je ferais = I would do j’aimerais = I would like je serais = I would be j’habiterais = I would live je visiterais = I would visit

aller = to go avoir = to have pouvoir = to be able to rester = to stay préférer = to prefer

je vais = I go j’ai = I have je peux = I can je reste = I stay je préfère = I prefer

on va = we go on a = we have on peut = we can on reste = we stay on préfère = we prefer

je suis allé(e) = I went j’ai eu = I had j’ai pu = I was able to Je suis resté(e) = I stayed j’ai préféré = I prefered

on est allé(e) = we went on a eu = we had on a pu = we were able to

on est resté = we stayed on a préféré = we preferred

j’allais = I used to go j’avais = I used to have je pouvais = I was able to je restais = I used to stay je préférais = I used to prefer

je vais aller = I am going to go

je vais avoir = I am going to have

je vais pouvoir = I’m going to be able to

je vais rester = I’m going to stay

je vais préférer = I am going to prefer

j’irai = I will go j’aurai = I will have je pourrai = I will be able to

Je resterai = I will stay je préférerai = I will prefer

j’irais = I would go j’aurais = I would have je pourrais = I could je resterais = I would stay je préférerais = I would prefer

French Key Verbs


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animé = lively la gare = station la maison individualle / jumelée = detached / semi-detached house

quitter = to leave le tabac = newsagents

la bibliothèque = library l’escalier = staircase ranger = to tidy sale = dirty

la bijouterie = jewellery shop l’étage = floor/storey la mairie = town hall propre = clean / tidy l’usine = factory

le centre commercial = mall la fenêtre = window le marché = market nettoyer = to clean le sous-sol = basement

la circulation = traffic la ferme = farm l’hotel de ville = town hall réduire = to reduce la vie = life

les commerces = shops gratuit = free of charge le musée = museum le salon = living room la ville = town

le commissariat = police station

l’immeuble = block of flats

la place = the squarela patisserie = cake shopla poste = post officele prix = price / prize

au rez-de-chaussée = on the ground floorau premier étage = on the first floor

le transport en commun = public transportla zone piétonne = pedestrian zone

déménager = to move house

le jardonage = gardening

dépenser = to spend (money) la librairie = book shop le quartier = area du coup = as a result la vitrine = shop window

F G H I J

je loge = I stay pour me vacances de rêves= for my dream holidayla pièce = the room

ça serait = it would be on a passé = we spent j’ai découvert = I discovered

dans un gîte = in a cottage je me reposerais = I would rest c’était = it was j’ai oublié = I forgot

je me baigne = I swim je logerais = I would stay il y aurait = there would be charmant = charming avant de partir = before leaving

dans la mer = in the sea je voyagerais = I would travel je mangerais = I would eat les distractions = things to do j’étais triste = I was sad

je me promène = I go for a walk

je regarderais = I would watch

il n’y aurait pas de = there wouldn’t be

ça s’est bien passé = it went well

la voiture est tombée enpanne = the car broke down

je me repose = I rest le coucher du soleil = the sunset

certainement = certainly il y avait = there was / were

je me suis cassé la jambe= I broke my leg

je sors = I go out je nagerais avec des poisonstropicaux = I would swim with tropical fish

ce matin / cet après-midi = this morning / this afternoon

nous y avons passé un super séjour = we had a great stay

j’ai rate l’avion = I missed the plane

French Key Vocab


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WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

Development is an improvement in living standards through better use of resources. Economic: This is progress in economic growth through levels of industrialisation and use of technology.Social: This is an improvement in people’s standard of living, for example, clean water and electricity.Environmental: This involves advances in the management and protection of the environment.

Measuring developmentEmployment type: The proportion of the population working in primary, secondary, tertiary and quaternary industries. Gross Domestic Product (GDP) per capita: The total value of goods and services produced by a country in a year divided by its population.Literacy rate: The percentage of the population over the age of 15 who can read and write.Human Development Index (HDI): A number that uses life expectancy, education level and income per person.

LICs: Poorest countries in the world. GNI per capita is low and most citizens have a low standard of livingNEEs: Countries are getting richer as their economy is progressing from the primary industry to the secondary industry. Greater exports leads to better wages.HICs: These countries are wealthy with a high GNI per capita and high standards of living. These countries spend money on services.

Stage 1: High birth and death rates, low population growthStage 2: Birth rate remains high, death rate falls, population rising.Stage 3: Low death rate, falling birth rate, increasing population.Stage 4: Low birth and death rate, population steadies.Stage 5: Falling death rate and low birth rate leading to natural decrease of the population.

Human factors affecting uneven developmentAid: Helps countries develop key projects for infrastructure faster. Improve services such as schools and hospitals. Too much reliance on aid hinders development though.Trade: Countries that export more than the import have a trade surplus. Trading goods and services is more profitable than raw materials. Education: Creates a skilled workforce, meaning people earn more money and can pay more taxes which helps to develop the country. Politics: Corruption in local and national governments. Stability of the government can affect their ability to trade and to invest in services and infrastructure. History: Colonialism has helped Europe develop but slowed the development of other countries. Countries which have already industrialised benefit economically today. Health: Lack of clean water and poor healthcare means a large number of people suffer diseases. People who are ill cannot work so make little contribution to the economy.

Physical factors affecting uneven developmentNatural resources: Fuel sources such as oil. Minerals and metals. Availability of timber. Access to safe water.

Natural hazards: Frequent hazards undermines development. Benefits from volcanic material and floodwater.

Climate: Reliability of rainfall to benefit farming. Extreme climates limit industry and affects health. Climate can attract tourists.

Location/terrain: Landlocked countries may find trade difficult. Mountainous terrain makes farming more challenging.

Consequences of uneven developmentWealth: People in HICs have higher incomes than those in LICs/NEEsHealth: Better healthcare means that people in HICs live longer.Migration: If nearby countries have higher levels of development or are secure, people will move to seek better opportunities and standard of living.

Reducing the development gapMicrofinance loans: Involves people in LICs receiving small loans from traditional banks. Loans enable them to start their own businesses. Might not be effective at a large scale.

Aid: Given from one country to another as money or resources. Improve literacy rates, building dams, improving agriculture. Can be wasted by corrupt governments.

Fair trade: Movement where farmers get paid a fair price for the goods produced. Paid fairly so they can improve healthcare and schools. In reality, only a small proportion of extra money reaches the producers.

Foreign-direct investment: when one country buys property or infrastructure in another country. Leads to better access to finance, technology and expertise. Investment can come with ties that countries need to meet.

Debt relief: When a county’s debt is cancelled or interest rates are lowered. Means more money can be spent on development. Locals might not always get a say. There might be ties from the donor country.

Technology: Includes tools, machines and affordable equipment. Renewable energy is less expensive and polluting. Requires investment in skills to operate machinery.

YEAR 10 CYCLE 2 GEOGRAPHY – Changing Economic World (Paper 2) Knowledge Organiser


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YEAR 10 Health and Social Care Knowledge Organiser: Component 3 Health and Wellbeing Learning Aim B: Understanding and interpreting Health indicators

How do we know how our lifestyle affects us? What tests can we take to assess health? How do we interpret test results to help improve health and wellbeing?

B2 Lifestyle Indicators

WEEK 1: Smoking

1. Smoking harms the bodies organs, causes diseases, and reduces health

2. Approximately half of all life-long smokers die prematurely, losing on average around 10 years of life.

3. Health risks – Cancer/ Stroke/ Coronary heart disease/ increased blood pressure/ blood clots

4. Two-thirds of smokers say they want to quit, however trying to do so unaided is the least effective method.

5. Smokers who get the right support are 3 times as likely to quit successfully.

WEEK 2: Alcohol consumption 1. UK Chief Medical Officers (CMOs) advise

not to drink more than 14 units of alcohol per week

2. Having one or two heavy drinking episodes a week, increases your risk of long-term illness and injury.

3. Risks whilst drunk – Accidents causing injury/ Misjudging risky situations/ Losing self-control

4. Health risks – Cancer (Mouth, throat and breast)/ alcoholism/ liver damage/ psychiatric disorders

WEEK 3: Lifestyle- Activity levels 1. Sedentary lifestyle – involves little or no physical

activity 2. Inactive lifestyle- Adults that do no forms of

physical activity at all 3. Government guidelines recommend at least 150

minutes of moderate intensity activity or 75 minutes of vigorous activity a week

4. Benefits of regular exercise- - 20-30% reduction of premature death/ 50%

reduced risk of chronic diseases (Heart disease, stroke, diabetes, cancers)

- Physical activity releases chemicals in the brain which boost self-esteem, aids concentration, sleep and improves the way you look and feel

Learning Aim C: Person-centred health and wellbeing improvement plans C1 Health and wellbeing improvement plans C2 Obstacles to implementing plans WEEK 4: Target setting- SMART Targets 1. If a target is not SMART, it can give the

individual an opportunity to not start the plan. - Specific-Target should be clearly stated and

say exactly what you mean - Measurable- A specific amount must be

stated to prove you have met the target - Achievable - It must be possible to achieve

the target you have set - Realistic- You should be physically able to do

the target. - Time Related -Target must have a deadline,

so you know when to achieve it by 2. Short-term target- less than 6 months 3. Long-term target- over 6 months

WEEK 5: Health & wellbeing improvement plans 1. Information to include- Statement of the problem/ Overall goal/ Short & long-term targets/ Recommended actions to improve health/ Types of support to be used/ Obstacles/ barriers the individual could face Obstacles- anything that makes it difficult for you to do something;

- Emotional/ psychological - Time constraints - Availability of resources - Unachievable targets - Lack of support

WEEK 6: Support implementing plans-types of support 1. Informal support- Provided by family and friends who are not paid to help 2. Formal support- Provided by trained professionals such are Doctors and therapists. 3. Voluntary support - Voluntary organisations often run events which could help to improve aspects of health and wellbeing like inactivity and diet. For example, Cancer Research UK runs the 'race for life' events across the UK 4. Self-help groups- are run by community organisations for example weight-loss groups where people can discuss nutrition, exercise and take part in exercise sessions.


Histo

ry

Medicine through time Knowledge organiser –18th- 19th Century

Week 1 Specific Content Week 2 + 3 Key examples

Ideas about the cause of disease and illness

Continuity and change in explanations of the cause of disease and illness. The influence in Britain of Pasteur’s Germ Theory and Koch’s work on microbes.

Approaches to prevention and treatment

The extent of change in care and treatment: improvements in hospital care and the influence of Nightingale. The impact of anaesthetics and antiseptics on surgery. New approaches to prevention: the development and use of vaccinations and the Public Health Act 1875

Case studies

1. Key individual: Jenner and the development of vaccination2. Fighting Cholera in London, 1854; attempts to prevent its spread; the significance of Snow and the Broad Street pump

Week 5 Key people

Public Health Act

Previous laissez-faire attitude, then 1848 Public Health Act made action on clean water and sewage voluntary. 1875 Public Health Act made it compulsory for towns to take action. Change mostly because of (1) Snow (2) working men getting the vote in 1867 (3) Great Stink 1858.

Causes Miasma until 1861, and afterwards – people slow to change. Spontaneous generation was a popular theory – rotting matter created microbes, which caused the miasmata.

Pasteur+ Koch’s influence

Pasteur – Britain slow to listen, followed Bastian’s spontaneous generation ideas. Lister did follow Pasteur. John Tyndall, a physicist, similarly linked dirt and disease, but people found ideas hard to accept. Koch made it easier for other doctors to study microbes+inspired them to

Treatment Not much change – still miasma belief so (eg) cholera still dealt with by burning tar, burning dead people’s clothes. Inoculation used for smallpox but dangerous. 2nd half od 19th century – patent medicines (‘cure-alls’)sold millions but had dangerous ingredients.

Hospitals 1859 – first cottage hospital (small hospital provided nursing care, with medical treatment from local GP) – 300 by 1900. Also voluntary hospitals in London. Most rich treated at home. Those who couldn’t support themselves treated in workhouses 1867 new infirmaries instead of this, paid for by rate-payers. Antiseptics used

Anaesthetics and antiseptics

Anaesthetics stopped pain (previously just opium or alcohol). Laughing gas from 1795 didn’t knock patient out. Ether from 1846 was flammable+caused vomiting. Opposition from Christians and because of Hannah Greener. Black Period – more deaths. Then antiseptic and aseptic surgery, though doctors didn’t like carbolic acid or Lister

Week 4 Case studiesJenner and vaccination

See above. Smallpox very serious – 11 epidemics in London in 18th century. Inoculation = deliberately giving someone the disease, to protect them later. Jenner published in 1798 and government then funded vaccine. Hostility because strange idea, and Jenner couldn’t explain how it worked. 1852 smallpox vaccination compulsory, enforced from 1872.

Fighting Cholera in London, 1854

First came to Britain 1831 – epidemics every decade to 1860s. Killed people in a week. Tar barrels burnt, but it didn’t help. In 1848-9 epidemic Snow suggested cholera was being transmitted by dirty water (not miasmata). He proved this in 1854 epidemic – mapped deaths in Soho and linked them to contaminated Broad Street pump

Florence Nightingale Nursed in the Crimean War in the 1850s, cut death rates from 42% to 2%. Then wrote 200 books about hospitals, including Notes on Nursing and Notes on Hospitals, and set up a training school for nurses in the 1860s at St Thomas’. [still believed in miasma] Made nursing respectable

Edward Jenner 1796 – used cowpox germs to protect against smallpox – the first vaccination. Tested it on 23 people. Lots of opposition, including from Christians and from people who had done inoculation.

Louis Pasteur Published germ theory in 1861 – germs cause disease. Then 1879 chicken cholera vaccine discovered by chance (injected old germs) – first vaccine since Jenner. Developed more, as did Koch

Robert Koch 1875 – found the germ that caused anthrax – which proved germ theory was true and meant vaccines could be developed. Also stained microbes.

Simpson+Lister Key developers of chloroform (1847), the first successful anaesthetic and carbolic acid (1865), the first antisepticJoseph Bazalgette Responsible for ambitious London sewers, created after Great Stink in 1858, finished 1875John Snow 1854 – proved that cholera was spread through water

Y10 History Knowledge Organiser– Cycle 2- Industrial Medicine


Histo

ry

Medicine through time Knowledge organiser – Modern Britain

Week 6 - Specific Content

Week 8+9 Key examples

Ideas about the cause of disease and illness

Advances in understanding the causes of illness and disease: the influence of genetic and lifestyle factors on health. Improvements in diagnosis: the impact of the availability of blood tests, scans and monitors

Approaches to prevention and treatment

The extent of change in care and treatment. The impact of the NHS and science and technology: improved access to care; advances in medicines, including magic bullets and antibiotics; high-tech medical and surgical treatment in hospitals.New approaches to prevention: mass vaccinations and government lifestyle campaigns

Case studies

1. Fleming, Florey and Chain’s development of penicillin2. The fight against lung cancer in the 21st

century: the use of science and technology in diagnosis and treatment; government action

Causes -genetic

Genetic understanding improved by 1900 through Mendel (genes come in pairs, one from each parent). Then 1953 Crick and Watson identified the structure of DNA, using photography from Franklin. Led to Human Genome Project, finished 2000 – identified complete set on DNA. From that, can identify genes that cause diseases – eg BRCA1 for some breast cancer (Angelina Jolie)

Causes -lifestyle

Smoking – popular from 1920s – biggest cause of preventable disease in world. Diet – too much sugar (leads to diabetes) and fat (heart disease). Also alcohol, tanning and STIs.

Treatment Huge changes: 1. Magic bullets – specific cure for specific disease, first one 1909 Salvarsan 606 (Paul Ehrlich) for syphilis. 2. Penicillin – first antibiotic, could cure more than one infection. Lots of technology for treatment now (chemotherapy for cancer, kidney dialysis machines to do the work of kidneys if they fail). Better sci+tech includes mass production of pills, insulin pumps and hypodermic needles (which measure precise doses).

Improvements in diagnosis

X-rays from 1890s – can see inside human body without cutting into it. Later (1940s) ultrasound and then (1970s) CT and MRI scans – MRI can see tissue. Blood tests from the 1930s onwards and ECGs from 1900s onwards. Blood pressure monitors from 1880s onwards. Endoscopes from 1900 (camera to see inside body)

Week 10 -Treatment in hospitals and influence of NHS

1. Previously – some help through 1911 National Insurance Act, but only for workers, not for wives/families2. NHS launched 1948 – government now responsible for GPs and for about 3000 hospitals. 3. High-tech surgery now includes transplants (eg hearts from 1967), microsurgery (reattaching tiny blood vessels), keyhole surgery (tiny incisions). More and better prosthetic limbs – for increased soldiers surviving attacks in Iraq and Afghanistan4. Prevention has improved – mass vaccination for babies and young people (eg polio developed 1954, HPV 2008), Clean Air Acts in 1960s. Lifestyle campaigns against binge drinking or unprotected sex, and for healthy eating eg 5 a day

Week 7 - Case studiesFleming, Florey andChain

1928 – Fleming noticed unexpected mould growing in his experiment – penicillin, the first antibiotic. He published but didn’t get funding. 1939 – Florey and Chain researched, produced penicillin but couldn’t make enough – 1941 US govt agreed funding when they entered WW2. Later (after Hodgkin identified its chemical structure in 1945) synthetic versions could be produced, although some bacteria also became resistant to it.

Fight against lung cancer

Very little lung cancer in 19th century. 85% cases are smokers. Diagnosis issues – no national screening programme as diagnosis is tricky – X-rays not detailed enough – but CT scans, followed by PET-CT, or bronchoscopy, are better. Treatment – transplants, radiotherapy, chemotherapy, genetic research (some chemo drugs work better in patients with certain genes). Prevention – tobacco advertising banned on TV in 1965 and completely in 2005. 2007 – no smoking in public places and have to be 18 to buy tobacco. Adverts, tax on cigarettes, also (2015) illegal to smoke in a car with someone under 18

Y10 History Knowledge Organiser– Cycle 2- Modern Medicine


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JBA

CC

Theme 4– Sex and Relationships

Week 1 Assertive: Being confident in stating your opinions or feelings whilst still

considering those of others. Equality: In a relationship, equality is where both people in a relation-ship (romantic or non-romantic) have the same amount of influence on one another. In an unhealthy relationship, there will not be equality as one person will have power over the other.

2 Attachment: Feeling connected to someone. Attachment is an im-portant factor in long-term relationships (romantic and otherwise) Attraction: Feeling drawn towards someone, often romantically.

3 Intimacy: Closeness with someone. People often assume that intimacy is about sex, but in reality there are many different forms of intimacy and not all are sexual or romantic. Lust: Sexual desire.

4 Contraception: Protection against pregnancy. Contraception can come in many forms, some of which protect against STIs STIs: Sexually Transmitted Infection:: There are many types of STI. Not all STIs have obvious symptoms.

5 Grief: A feeling of loss. This can be experienced when a relationship ends. Red Flags: Signs that a relationship (romantic or non-romantic) may have become unhealthy. These include intensity, isolation, extreme jealousy, belittling or volatility.

Theme 3—Buddhism

Week 1 Dharma: The teachings of the Buddha: When the Buddha died he did

not name a successor. Instead, he told his followers to look at the the Dharma for advice. Dukkha: The best translation for this work in English is ‘suffering’ or ‘lack of satisfaction’.

2 Anatta: The teaching that we do not have a ‘self’ or ‘soul’ that is immor-tal and can be separated from out body. Anicca: The teaching that all things are impermanent.

3 Samsara: The cycle of birth, death and rebirth. The ultimate goal in Bud-dhism is to free oneself from this cycle. Karma: A natural law where all actions have a reaction or consequences.

4 Meditation: A central Buddhist practice, meditation the focusing one's mind for a period of time, in silence or with the aid of chanting. Puja: Puja is the name for ceremonies that involve offerings, or gifts. During these ceremonies, there will also be meditation and contempla-tion.

5 Vihara: A Buddhist place of worship (sometimes called a temple) or a Buddhist monastery Sangha: The community of Buddhist monks and nuns.


Math

s

Foundation Formulae – each week practice and learn them


Math

s

Higher Formulae – each week practice and learn them


Mu

sic BT

EC

IS1Digital Audio W

orkstation(DAW

) –a piece of softw

are that allows you to sequence and record live sound and/or M

IDI instruments,

VirtualInstrumentTrack –

MIDI track to recorded or edit M

IDI sounds, Audio Track –Live sound track to loads loops or record live

audio from m

icrophones or guitars, Metronom

e–

click to help you keep time w

hen recording, Loops/samples

–pre-recorded m

usical ideas in a library, Regions/clips

–coloured areas that hold m

usical information, M

IDI keyboard –attached to the com

puter to record m

usical ideas, Piano roll/step input –editing w

indow w

hich enables editing of MIDI events

IS2Note editing: Note duration –

lengthof note, Note position -

placement of pitch and rhythm

, Note velocity –volum

e of each note, Quantisation

–m

oving notes to set beat positions, Looping–

repeating musical regions/clips for set am

ounts of time, Copy and paste

–copying anything from

single notes to entire sections of music and pasting them

in a selected area.

IS3M

arker–labelling

a place on your DAW to organise ideas and change things like tem

po and key, BPM–

speed of the track in beats per m

inute, Balance–

the balance of signals for each track to achieve a balanced sound in the overall song, Panning–

the control of signal to each side in the stereo m

ix (left and right ear), Audio interface –equipm

ent connecting your live instruments (m

ics, guitars) to your com

puter, Mixer–

a control surface with m

ultiple inputs for live instruments w

ith settings such as balance and pan.

IS4Genre –

particular set of features that makes a piece of m

usic fit a particular field or style, Musical features/conventions –

things that help determ

ine what style a piece is in, Soundtrack

–m

usic to accompany an advert/film

or TV show, Original m

usic –m

usic that is m

ade from scratch, not using anyone else’s m

aterial.

IS5M

ixing –process of adding effects and then pan and balance the song, Effects –

in the past they were pieces of equipm

ent but these days effects are found as selections from

a library of effects to help enhance a piece of music, M

astering–

process to export the final recording w

ith some sm

all tweaks, M

ix down –

process of exporting the song to a given format, M

P3, WAV or sim

ilar.

IS6M

usician–

someone

who plays an instrum

ent,Composer/Song W

riter –som

eone who w

rites songs for themselves orothers to

perform/record,Record Producer –

someone w

ho makes songs/album

s with artists in a studio,Conductor–

someone

who helps

direct an ensemble of m

usicians,Live Sound Technician –som

eone who dealsw

ith the sound at live events or on the fly in recording studios,Roadie

–som

eone who w

orks on tourmoving equipm

ent in and out of venues,InstrumentTechnician

–som

eone who looks

after instruments for artists/perform

ers.

IS7ArtisticM

anager–som

eone who

could potentially manage every part of an artist’s professional life,Venue

Manager–

someone w

ho organizes people

who w

ork in venues,StudioM

anager–som

eone who organizes people

who w

ork in studios,Promoter–

someone

who w

ill promote som

eone’s work,M

arketer–som

eonew

ho can work w

ith people to create a brand and strategy to sell that brand,A&

R(artist and repertoire) –

someone w

ho finds artistsfor record labels, they can also help manage the artist,Sound

Engineer–som

eone who

helps to manipulate sound in particular spaces and has a lot of know

ledge about live sound,SessionM

usician–

someone w

ho performs w

itha variety of different artists and doesn’t belong to a set band/artist.

IS8M

asteringEngineer–

someone w

ho works to create the finished product after it’s been recorded in the studio,M

anufacturer–som

eone who creates CDs and other things like m

erchandise,MusicJournalist/Blogger–

someone w

ho writes review

s on all things in m

usic, from new

guitars to new bands,Broadcaster–

someone w

ho works to get the m

usic productout on a network (TV, radio,

internet),Software

Programm

er/AppDeveloper–

someone w

how

orks to create musical softw

are for the music industry,DJ–

someone w

hoplays artist’s m

usic, either on radio or at live events,Retailer–som

eone who stocksCDs or m

erchandise, Distributer–som

eonew

ho helps to distribute all things to do with m

usic.

IS9Full Tim

e –w

ork that requires you to be there for a settime, you get privileges like sick pay and holiday pay,Part Tim

e –sam

e as full tim

e but reduced hours,Freelance/Selfemployed

–you get w

ork for yourself, oftenw

ell paid but doesn’t have the privilege of sick pay or holiday pay

LargeVenues–

huge stadiums or sportgrounds that seat up to 100,000,M

ediumvenue

–royal albert hall, the O2, they seat sm

aller num

bers like 4,000 –15,000,Sm

allVenues–bars, pubs and clubs that seat num

bersin the low thousands or hundreds,Health, Safety

andSecurity

–Law

s and regulationsthat venues must follow

to help keep their employees and custom

ers safe.

IS10Recording Com

panies/Record Labels –Large

multinational organisationsthat m

ake albums/songs/records,M

ajor Labels –Universal

or Sony are examples,Sub Labels –

a branch of a bigger label,Independent Labels –labels that are not controlled by any of the larger

record labels,Music Publishing –

artistspublish work using these organisations,Self Publishing –

when an artist publishes

their own

work,Prom

otion Companies –

companies w

ho advise and help promote artist’s w

ork (TV, radio, social media),PR and M

arketing Com

panies –com

panies that help createa brand and im

age for an artist,Hire and Transport Companies –

companiesthat provide

equipment for lighting, sound, other am

enities like loo facilities and catering, and companies that m

ove this stuff around and transport it.

IS11Agencies–

companies that w

ork for musicians and provide advice and protection, Unions–

large organisationsset up to protect works

right in the music industry,Trade Bodies –

largeorganisationsthat are created and funded by its m

embers to w

ork for the rights of the people w

ithin that body.

Y10 BTECM

usicSpring


Mu

sic GC

SE

Y10 GCSE Music

Spring

IS1Arpeggio

–has the notes of a chord played in succession rather than together, strictly in continuously ascending or descending order.

The term ‘broken chord’ is som

etimes used as a synonym

,Cadence-The chords that conclude a m

usical phrase. Cadences are of four m

ain types: perfect, with chords V‒I; im

perfect, with I (or other nondom

inantchord) and V; plagal, with chords IV‒I; interrupted,

usually with V‒VI,Bass (line) -The low

est part in the musical texture, w

hich often determines or generates the harm

ony. A Baroque ‘figured bass’ has num

erals underneath to indicate the chords to be ‘realised’ by the continuo keyboard player. A ‘murky’ bass has a

pattern of broken octaves (as in parts of Beethoven’s Pathétiquesonata),Chord

-The simultaneous sounding together of tw

o or m

ore notes. Often used to refer to the triads in major and m

inor keys.

IS2Conjunct/Stepw

ise-W

here a melody m

oves by steps (by tones and/or semitones) and not by leaps (of a 3rd or m

ore),Disjunct-Opposite of conjunct (or its synonym

‘stepwise’), Dissonance

-In traditional harmony a dissonance is a note that does not belong to

a comm

on chord or triad,Chord sequence -A series of chords, usually repeated (e.g. in a 12-bar blues).

IS3Fanfare

-A flourish for brass instruments (frequently w

ith percussion) for ceremonial or celebratory effect, or sim

ply any short passage for brass in an orchestral w

ork,Ground bass -A repeating phrase in the bass (a type of ‘ostinato’), especially in some

Baroque pieces, notably by Purcell,Interval-The distance between tw

o neighbouring notes or two heard sim

ultaneously,Leap-A

melodic m

ovement to a note further than a tone or sem

itone away from

the previous note. Opposite of ‘step’.

IS4M

elody-A m

elody (or ‘melodic line’) is a succession of single sounds –

most frequently an individual strand or part w

ithin a fuller m

usical texture. A melody is usually ‘tuneful’ or otherw

ise prominent or m

emorable,M

elodic device -A compositional m

ethod applying to a single m

elodic line rather than to the complete texture (for exam

ple melodic sequence),M

onotone-Use of the sam

e pitch repeatedly in a m

elodic part,Ornamentation

-The process of elaborating or decorating musical m

aterial (particularly a m

elody). Includes conventional ornaments such as trills and turns.

IS5Ostinato

-A short musical pattern repeated throughout a section or com

plete piece, Pedal-A note (usually in the bass, and generally either the tonic or dom

inant of the key) which is sustained or repeated w

hile chords change, often resulting in dissonance,Riff-Sim

ilar to ostinato, but applied to popular styles of music,Rom

an numerals -Rom

an numerals (from

I to VII) are used to label chords in traditional harm

ony according to which degree of the scale is used as the root. Thus in C m

ajor, the chord D F A (with

root D) is II.

IS6Scale

-A succession of pitches in stepwise order usually extending for an octave (e.g. C D E F G A B C is a (m

ajor) scale),Sequence-

Repetition of a melody (or an harm

onic progression) but at different pitch level(s) rather than at the same pitch,Them

e-A m

elody (or occasionally som

e other form of m

usical material) on w

hich part or all of a piece is based,Tonality-The relationship of notes

within a scale or m

ode to a principal note (the tonic or final).

IS7Atonal-Absence of tonality or key,Chrom

atic-Chromatic notes are those progressing by sem

itones, especially to a tone having the sam

e letter name, eg

C to C sharp,Key-A form

of tonality based on major and m

inor scales,Major-Based on m

ajor scales, with a

major 3rd betw

een scale degrees 1 and 3.

IS8M

inor-Based on minor scales, w

ith a minor 3rd betw

een scale degrees 1 and 3,Modal-Tonality based on m

odes (precursors of m

odern scales ‒ of several types, each with a different series of tones and sem

itones), Modulation

-Change of key,Relative m

inor/major -M

ajor keys and their relative minors have the sam

e key signature (e.g. F major and D m

inor). Minor keys and their

relative majors have the sam

e key signature (e.g. E minor and G m

ajor).

IS9Form

/structure-The overall shape of a com

position (e.g. binary. ternary, rondo). ‘Form’ and ‘structure’ are largely synonym

ous,Binary

-A form w

ith two sections (often referred to as A and B), each usually repeated,Introduction

-An opening passage or section w

hich clearly prepares for (or introduces) the first main idea,Phrase

-A short passage of music to som

e extent comparable to a

phrase in speaking or writing. M

any phrases are two or four bars long.

IS10Rondo

-A form com

prising several statements of a m

ain section interspersed with contrasting episodes. The sim

plest rondo structure w

as ABACA, where A is the recurring section, and B and C are the episodes,Sonata form

-A large-scale form w

hich evolved in the Classical period. It com

bines elements of binary form

, and ternary form (in having exposition, developm

ent and recapitulation),Ternary

-A form w

ith three sections (often referred to as A B A). The opening section is repeated (exactly or varied), section B providing pronounced contrast,Strophic

-A strophic song has the same (or sim

ilar) music for each stanza of the poem

being set. (A song in w

hich some or all stanzas are set differently is ‘through-com

posed’)

IS11Sonority

-The nature and quality of musical sounds,Articulation

-The degree to which a note is separated from

the note that follow

s it (ranging from m

inimal (legato) to m

uch greater (staccato or staccatissimo),Tim

bre-The particular tone colour of an

instrument or voice ,Texture

-The number of parts in a piece of m

usic and how they relate to one another.


Pe

rform

ing A

rts

Vocal skills (in yellow boxes)Physical skills (in blue box)

Week 1&2● Articulation- The formation of clear and distinct sounds in speech ● Projection- Using the correct technique to make your voice heard at a distance ● Breath control- The way in which you control your breathing to deliver your lines as

effectively as possible

John Godber ‘Bouncers’ Week 7&8

● Written in 1977● Set in a northern nightclub called “Mr

Cinders” explores the relationship between 4 doormen and their customers

● Inspired by working class people, gender stereotypes, unemployment and his own life experiences

YYeeaarr 1100 PPeerrffoorrmmiinngg AArrttss CCyyccllee 22

Week 3&4● Learning lines- Ability to memorise lines in order to rehearse off script in the lead up to a

performance ● Pitch/Tone- The quality of a sound (how high or low the sound is) ● Pace- The speed in which lines are delivered for dramatic effect● Use of pause- Using silence within your speech for dramatic effect

Week 5&6● Balance- Evenly distributing weight enabling someone to remain upright ● Coordination- Controlling all body parts at the same time ● Movement memory- The ability to remember movements at specific points in the

script/performance ● Spatial awareness- Knowing where your body is in the space in relation to other people

and objects ● Proxemics- The space used on stage to give the audience some context of relationships or

storyline ● Pace and energy - Ensuring the scenes happen at a speed with plenty of engery so the

audience do not tire● Focus and control- Remaining in role for the duration of the performance ● Characterisation- The ability to use vocal and physical skills to accurately present a

character

Week 9&10

Characteristics of Godber style (similar to Epic Theatre)

- Multi-role- Narration- Song and dance/rap - Breaking the fourth wall - Character out of role- Minimal set/props - Minimal Lighting changes - Moral/political statement within piece - Physical Theatre


Psych

olo

gy

Week 1 Week 2 Week 3

• ANS: the autonomic nervous system, which is a network of unmyelinated nerve fibres running through the body and connecting the senses and internal organs with the central nervous system.

• CNS: the central nervous system, which consists of the brain and spinal cord.

• PNS: the peripheral nervous system, which is the network of nerve fibres connecting the various parts of the body with the central nervous system. It is made up of the SNS and the ANS.

• Sensory information: information which is picked up by the sense organs of the body and passed on to the central nervous system.

• SNS: the somatic nervous system, which is the network of myelinated sensory and motor neurons that carry sensory information to, and instructions for movement from, the central nervous system.

• Stimulus: something that is detected by the sense receptors, which the nervous system will react to.

• Fight or flight response: an automatic reaction to threat, stimulated by the ANS and maintained by the endocrine system, which activates the body's reserves of energy to prepare it for action.

• Emotion: the moods or feelings that a person experiences.

• Neuron: a specialised nerve cell which generates and transmits an electrical impulse.

• Motor neuron: a nerve cell that takes messages from the CNS to muscles to cause them to move.

• Sensory neuron: a nerve cell that picks up information from sense receptors and carries it to the CNS.

• Relay neuron: a nerve cell that passes messages within the CNS.

• Neurotransmitter: a chemical which is released into the synapse by one neuron, and picked up by the next neuron.

• Excitation: when a neurotransmitter binds with a receptor on the next neuron, and increases the chance that the next neuron will fire an electrical impulse.

• Inhibition: when a neurotransmitter binds with a receptor on the next neuron, and decreases the chance that the next neuron will fire an electrical impulse.

• Neuronal growth: when a neuron repeatedly excites another neuron, leading to a change (or process of growth) in one or both of the neurons.

• Synapse: the small gap between the dendrite of one neuron and the receptor site of the next one.

• Synaptic transmission: the process by which messages are passed from one neuron to another by sending neurotransmitters across the synaptic gap so they can bind with receptors on the next neuron.

• Reuptake: a process by which neurotransmitter is reabsorbed into the synaptic knob after it has been used during synaptic transmission.

Week 4 Week 5

• Cerebellum: a small, wrinkled structure at the back of the brain which coordinates motor movement, dexterity, and balance, among other things.

• Cerebrum: the largest part of the brain in humans, which consists of two large cerebral hemispheres.

• Lobes of the brain: each half of the brain is divided into four areas or lobes: the frontal lobe, the temporal lobe, the parietal lobe and the occipital lobe.

• Frontal lobe: the area of the brain that controls cognitive processes such as thought and memory.

• Occipital lobe: the area of the brain where visual information is processed.

• Parietal lobe: the area of the brain thatis responsible for integrating

information from other areas to form complex behaviours.

• Temporal lobe: the area of the brain that is responsible for aspects such as the comprehension and production of spoken language.

• Cerebral cortex: the folded outer layers of the cerebrum.• Localised function: a function such as language or vision, which is found in a

particular area on the cerebral cortex.• Motor area: the area of the cerebral cortex concerned with movement.• Somatosensory area: the area of the cerebral cortex concerned with sensory

feeling.• Angular gyrus: an area on the parietal lobe which deals with reading.• Visual cortex: the area of the cerebral cortex concerned with vision.• Auditory cortex: the area of the cerebral cortex concerned with hearing.• Broca's area: an area on the frontal lobe which deals with speech production.• Wernicke's area: an area on the temporal lobe which deals with understanding

speech.


Psych

olo

gy

Week 6 Week 7 Week 8

• Cognitive neuroscience: the study of how cognitive processes connect with brain activity and structure.

• CT scan: Computerised Tomography, which scans the brain by building up a 3D image from a series of X-ray 'slices‘.

• fMRl scan: functional Magnetic Resonance Imaging, which scans the brain by identifying the magnetic activity of water molecules in active brain cells.

• PET scan: Positron Emission Tomography, which locates blood flow in the brain by detecting radioactive tracers.

• Neurological damage: injury or harm to the nervous system, which affects how the neurons work.

• Stroke: a sudden interruption to the blood supply in a part of the brain.

• Symptom: one of a collection of physical changes that tell us that some kind of disorder or problem exists.

• International Classification Of Diseases (ICD): lists of symptoms and other features of different physical and mental health problems, which also provide the criteria for diagnosing them.

• Mental health: a person's emotional and psychological wellbeing; this allows them to cope with the normal stresses of everyday life and to function in society.

• Mental health problems: diagnosable conditions in which a person's thoughts, feelings, and behaviours change and they are less able to cope and function.

• Stigma: situations, people, or characteristics that are disapproved of and seen as shameful by much of society.

• Peer: someone who is from the same social group, or who is the same age or social status, or has the same background, abilities or qualifications, as someone else

• International Classification Of Diseases (ICD): lists of symptoms and other features of different physical and mental health problems, which also provide the criteria for diagnosing them.

• Mental health: a person's emotional and psychological wellbeing; this allows them to cope with the normal stresses of everyday life and to function in society.

• Mental health problems: diagnosable conditions in which a person's thoughts, feelings, and behaviours change and they are less able to cope and function.

• Stigma: situations, people, or characteristics that are disapproved of and seen as shameful by much of society.

• Peer: someone who is from the same social group, or who is the same age or social status, or has the same background, abilities or qualifications, as someone else

Week 9 Week 10

• Isolation: being or feeling alone and separate from other people.• Society: a group Of people living together in an area or country with

common values, laws, and customs.• Bipolar depression: a mood disorder that causes an individual's mood,

energy, and activity levels to change from one extreme to another.• Sadness: a normal emotional response to an unpleasant, painful, or

unhappy situation or experience.• Unipolar depression: a mood disorder that causes an individual to feel

constantly sad, to lose interest and enjoyment, and to have reduced energy and activity levels.

• Nature: the idea that our characteristics and behaviour are inherited.• Nurture: the idea that our characteristics and behaviour are influenced

by our environment.• Attributions: the ways people explain situations and behaviour.• Negative schemas: a biased cognitive model of people, objects or

situations based on previous information and experience that directs us to perceive, organise or understand new information by focusing on what is bad.

• Antidepressants: a type of medication used to treat depression.• Cognitive behaviour therapy (CBT): a talking therapy that can help you manage your

problems and emotions by changing the way you think and behave. • Holistic: the view that the parts of something are all connected and understandable only by

studying things as a whole.• Reductionist: understanding complex things like human behaviour by simplifying it to its

most fundamental and basic parts.• Addiction: repeated use of a substance resulting in an individual becoming entirely focused

on the substance, which they need to have regularly in order to avoid withdrawal symptoms.

• Dependence: repeated use of a substance results in an individual's brain and body only functioning normally when the substance is present; when the substance is not present, withdrawal symptoms occur.

• Substance abuse: using a substance in a way that is harmful or dangerous, often because of a consistent pattern of use.

• Aversion therapy: a treatment to help individuals stop unwanted behaviours such as substance addiction; the individual experiences some form of unpleasantness when carrying out the unwanted behaviour.

• Self-management programmes: an intervention designed to support and empower individuals so that they can take responsibility for their own choices and behaviour.


So

ciolo

gy

Week 1: Factors Affecting Achievement – Social Class, and Material Factors Nature: The idea that intelligence is inherited or genetic and that educational success is determined by the abilities we are born with. Nurture: The idea that educational success is linked to social environment. Social Class: The organisation of members of society based on economic factors. Material Deprivation: A lack of resources related to financial situation or poverty.

Week 2: Factors Affecting Achievement – Parental Attitudes and the School Social Capital: the networks of relationships among people who live and work in a particular society, enabling that society to function effectively. Counter-school Subculture: A group within a school that rejects the values and norms of the school and replaces them with anti-school values and norms. Streaming: Where students are separated into different ability groups and then taught in these separate groups.

Week 3: Factors Affecting Achievement - Gender Feminism: A movement that fights for gender equality society. Patriarchy: Male power, authority and dominance over women Single-sex Schools: Schools which only cater to one sex (male or female), meaning that young people do not act with members of the opposite sex in school.

Week 4: Factors Affecting Achievement – Ethnicity and Culture Cultural Deprivation: A theory that suggests that students from certain groups lack the ‘correct’ values and attitudes to succeed in education. Ethnocentric Curriculum: Where a curriculum is seen as judging things in a biased way from the point of view of one culture. Stereotype: A fixed and distorted view of the characteristics of particular groups, often based on prejudice.

Week 5: Researching Education Focus Group: A type of group interview that focuses on one particular topic. It explores how people interact within the group and how they respond to each other’s views. Non-participant Observation: Where a researcher observes a group but does not take part in any of its activities. Official Statistics: Statistics compiled by government agencies.

Week 6: Crime and Deviance Crime: An illegal act (such as shoplifting or murder) that is punishable by law. Deviance: Behaviour that does not conform to society’s norms and values, which is likely to lead to negative sanctions. Socially Defined Behaviour: Behaviour (such as deviance) that is defined according to the social setting in which it occurs.

Week 7: Social Control Negative Sanctions: Sanctions which punish those who do not conform to a group’s expectations, e.g. ignoring them. Social Control: Control constraints over people’s actions from society or groups. Agencies of Social Control: The groups or organisations in society that control or constrain someone’s actions.

Week 8: Functionalist Criminal Subculture: A social group whose members’ values and behaviour involve breaking the law. Social Cohesion: The idea that people in society should have a shared set of values and attitudes that unite them. Structural Theory: A theory that considers the structure and culture of society in its explanations, rather than how people react with each other.

Week 9: Marxist and Feminist Approaches to Crime and Deviance. White-collar Crimes: Crimes committed by people in relatively high status positions during their work, e.g. tax evasion. Chivalry Thesis: The idea that the criminal justice treats female offenders more leniently than male offenders. Conformity: Behaviour that complies with or follows society’s values and norms.

Week 10: Interactionist Approaches to Crime and Deviance. Interactionism: A perspective that focuses on how people interact on a daily basis. Master-status: A status such as ‘junkie’ or ‘thief’ that overrides all of an individual’s others statuses such as daughter, sister, friend, etc. Labelling: Attaching a label, characteristic or definition to individuals or groups.


Sp

anish

ser = to be ir = to go hacer = to do/make tener = to have utilizar= to use

soy = I am voy = I go hago = I do tengo = I have utilizo= I use

es = he/she/it is va = he/she/it goes hace = he/she/it does tiene = he/she/it has utiliza= he/ she / it uses

somos = we are vamos = we god hacemos = we do tenemos = we have utilizamos= we use

son = they are van = they go hacen = they do tienen = they have utilizan= they use

fui= I was fui = I went hice = I did tuve = I had utilicé= I used

fue = he/she it was fue = he/she/it went hizo = he/she/it did tuvo = he/she/it had vio = he/she/it watched

voy a ser = I’m going to be voy a ir = I’m going to go voy a hacer = I’m going to do voy a tener = I’m going to have voy a utilizar = I am going to use

sería = I would be iría = I would go haría = I would do tendría = I would have utilizaría = I would use

reciclar= to recycle encender= to turn on (TV) apagar= to turn off (TV) combatir= to combat/ to fight solucionar= to solve

reciclo= I recycle enciendo= I turn on apago= I turn off combato= I combat soluciono= I solve

recicla= he/ she recycles enciende = he/she turns on apaga= he/ she turns off combate= he/she combats soluciona= he/ she solves

reciclamos= we recycle encendemos= we turn on apagamos= we turn off combatimos= we combat solucionamos= we solve

reciclan= they recyle encienden= they turn on apagan= they turn off combaten= they combat solucionan= they solve

reciclé= I recycled encendí= I turned on apagué= I turned off combatí= I combated solucioné= I solved

recicló- he/ she recycled encendió= he/ she turned off apagó= he/she turned off combatió= he/she combatted solucionó= He/she solvedvoy a reciclar= I am going to recycle voy a encender= I am going to turn on voy a apagar= I am going to turn off voy a combatir= I am going to combat voy a solucionar= I am going to solve

reciclaría= I would recycle encendería= I would turn on apagaría= I would turn off combatiría= I would combat solucionaría= I would solve

Spanish Key Verbs

hay= there is / there arehabia = there was / werehabré = there will behabría = there would be

es = it isfue = it wasaerá = it will beseríá = it would be

hace sol = it’s sunnyhace calor = it’s hothace frío= It’s coldllueve = it’s rainingnieva = it’s snowinghay viento = it’s windy

creo que = I believe that thatpienso que = I think thatopino que = I think that me parece que = it seems to me thata mi modo de ver = from my point of view


Sp

anish

A B C D E

la naturaleza= nature el cambio climático= climate change

recargable= rechargeable utlizar= to use la marea negra= oil spill

la tierra= earth el recurso= resource renovable = renewable reciclar= to recycle el petrolero= oil tanker

el medio ambiente= environment el efecto invernadero= the greenhouse effect

la sequía= droughtel mundo= the world

el cultivo= crop la belleza= beauty encender= to turn on (lights, TV) malgastar= to waste/ to misuse los desechos= waste/ rubbish

el pájaro= bird escaso/a= scarce/ meagre ducharse = to have a shower el calentamiento global= globalwarming

el envase= wrapping/ packaging/ container

los productos químicos= chemicals desaparecer= to disappear la basura = rubbish la capa de ozono= ozone layer el vertedero= rubbish dump/ tip

químico= chemical el combustible= fuel el reciclaje= recycling el agujero= hole nocivo= harmful

medioambiental= environmental el contenedor= container

sucio= dirty el petróleo= oil el cartón= cardboard el consumo= consumption agotar= to use up/ to exhaust

cultivar = to till/ to grow/ to cultivate

la pila= battery tirar= to throw (away) el huracán = the hurricane arruinar= to ruin/ destroy

el fuego= fire recoger = to gather, to pick up, to collect el incendio= fire ensuciar= to make dirty/ to make a

mess

F G H I J

estropear= to ruin, to spoil los necesitados= needy people la libertad= freedom matar= to kill la ventaja= advantage

los residuos= refuse/ waste/ rubbish

la pobreza= poverty el daño= harm la encuesta= poll/ survey

el atasco= traffic jam pobre= poor injusto= unjust/ unfair el peligro = danger salvar= to save

el aumento= the increase los derechos= rights el gobierno= government faltar= to be missingmundial= global, world wide

los gases de escape= exhaust fumes

la preocupación= worry/ anxiety el extranjero= foreigner grave= serious, la escasez= shortage/ lack

dañar= to harmla lluvia ácida = acid rain preocupado= worried/ anxious beneficar= to benefit el/la gamberro/a = hooligan

la selva = rainforest/ jungle luchar= to fight/ struggle la ley= law aumentar= to increase la multa = fine (financial)

combatir= to fight/ to combar inquietar(se)= to worry, to upset oneself

el robo= theft/ bulgary proteger= to protect los sin techo= homeless people

el testigo= witnessamenazar= to threaten el desarrollo= development el ladrón= thief preocupante= worrying

apagar = to turn off (light) robar = to steal la cupla= fault/ blame/ guilt la falta = lack echar la cupla= to blame


Statistics

Statistics – Year 10Week 1

Measures of location are single values which describe a position data. Of

these, measures of central tendency are to do with the centre of the

data, i.e. a notion of ‘average’. Measures of spread are to do with how

data is spread out.

Averages 2 – Week 4

When comparing two sets of data, two factors should you always include:ALWAYS include an average (mean, median, mode) and a measure of spread or variation (range or IQR)

Mean Advantages - Includes every item of dataDisadvantages - Can be skewed by extreme values (outliers)

Median Advantages - Not affected by extreme valuesDisadvantages - It doesn’t take into account the value of each piece of data

Mode Advantages - Is the only average that can be used for qualitative data. E.g. favourite colourDisadvantages – There can be more than one mode. It doesn’t always represent the data

InterquartileRange(IQR)

Unlike the range the IQR is less likely to be affected by extreme valuesIt represents the middle 50% of the data.

Finding Averages 1 – Week 2/3

Discrete Data Continuous Data

Mod

e The most commonly occurring term in the set of data.

Named the modal. The most popular group of data.

Mea

n

ഥ𝒙𝒙 =𝜮𝜮𝒙𝒙𝒏𝒏

ҧ𝑥𝑥 = 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚Σ = 𝑠𝑠𝑠𝑠𝑚𝑚 𝑜𝑜𝑜𝑜…𝑥𝑥 = 𝑣𝑣𝑚𝑚𝑣𝑣𝑠𝑠𝑚𝑚𝑠𝑠/𝑜𝑜𝑓𝑓𝑚𝑚𝑓𝑓𝑠𝑠𝑚𝑚𝑚𝑚𝑓𝑓𝑓𝑓𝑚𝑚 = 𝑚𝑚𝑠𝑠𝑚𝑚𝑛𝑛𝑚𝑚𝑓𝑓 𝑜𝑜𝑜𝑜 𝑣𝑣𝑚𝑚𝑣𝑣𝑠𝑠𝑚𝑚𝑠𝑠

An estimated mean For grouped frequency data:

𝜮𝜮 (𝒇𝒇 × 𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒎𝒏𝒏𝒎𝒎)𝜮𝜮𝒇𝒇

Med

ian

The middle value when in order. To find the position:

𝟏𝟏𝟐𝟐(n+1) th position

𝑚𝑚 = 𝑚𝑚𝑠𝑠𝑚𝑚𝑛𝑛𝑚𝑚𝑓𝑓 𝑜𝑜𝑜𝑜 𝑣𝑣𝑚𝑚𝑣𝑣𝑠𝑠𝑚𝑚𝑠𝑠

An estimated median.• Find the position

𝟏𝟏𝟐𝟐(n+1) th position

• Use interpolation: 𝐿𝐿 +𝑛𝑛2−𝐹𝐹

𝑓𝑓× 𝑤𝑤

Low

erQ

uart

ile

The value ¼ along the data set. To find the position,

𝟑𝟑𝟒𝟒(n+1) th position


An estimated lower quartile.• Find the position , 𝟏𝟏

𝟒𝟒(n+1) th term

• Use interpolation: 𝐿𝐿 +𝑛𝑛4−𝐹𝐹

𝑓𝑓× 𝑤𝑤

Upp

erQ

uart

ile The value ¾ along the data set. To find the position :

𝟑𝟑𝟒𝟒(n+1) th position


An estimated upper quartile.• Find the position, 𝟑𝟑

𝟒𝟒(n+1) th term

• Use interpolation: 𝐿𝐿 +3𝑛𝑛4 −𝐹𝐹

𝑓𝑓× 𝑤𝑤

Inte

rpol

atio

n

𝐿𝐿 +𝑛𝑛2 −𝐹𝐹

𝑓𝑓× 𝑤𝑤

• 𝐿𝐿 is the lower boundary of the class containingthe median

• 𝑚𝑚 is the total number of values• 𝐹𝐹 is the cumulative frequency of the intervals

before the one containing the median• 𝑜𝑜 is the frequency of the median class interval• 𝑤𝑤 is the width of the median class interval


Statistics

Interquartile Range – Week 5

InterquartileRange

Upper quartile – lower quartile

Box Plots

“Skewed” means the data is distorted by certain values (i.e. not normally distributed)

Outliers Outliers are considered outside the expected range of data.

𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐𝒐𝒐𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺 < 𝑳𝑳𝑳𝑳− (𝟏𝟏. 𝟓𝟓 × 𝑰𝑰𝑳𝑳𝑰𝑰)

𝑳𝑳𝑺𝑺𝑺𝑺𝑳𝑳𝑺𝑺𝑺𝑺 𝒐𝒐𝒐𝒐𝒐𝒐𝑺𝑺𝒐𝒐𝑺𝑺𝑺𝑺 > 𝑼𝑼𝑳𝑳+ (𝟏𝟏. 𝟓𝟓 × 𝑰𝑰𝑳𝑳𝑰𝑰)

PPoossiittiivvee sskkeeww𝑄𝑄𝑄 − 𝑄𝑄𝑄 > 𝑄𝑄𝑄 − 𝑄𝑄𝑄

NNeeggaattiivvee sskkeeww𝑄𝑄𝑄 − 𝑄𝑄𝑄 < 𝑄𝑄𝑄 − 𝑄𝑄𝑄

NNoo sskkeeww//SSyymmmmeettrriiccaall 𝑄𝑄𝑄 − 𝑄𝑄𝑄 = 𝑄𝑄𝑄 − 𝑄𝑄𝑄

Positive skewmean > median > mode

Negative skewmean > median > mode

Averages 3 – Week 6

Standard deviation is a measure of how much all the values deviate from the mean value, or how spread out they are.

Standarddeviation (SD)

𝑄𝑛𝑛Σ 𝑥𝑥 − ҧ𝑥𝑥 2

is where you subtract the mean from each value.We then square each answer, add them all together, divide byhow many values (𝒏𝒏), then square root the sum of those answers.

SD in frequency tables

Σ𝑓𝑓 𝑥𝑥 − ҧ𝑥𝑥 2

Σ𝑓𝑓

Weightedmean

For data that has different weightings or values in each group, we use the weighted mean.

𝛴𝛴(𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 × 𝑤𝑤𝑣𝑣𝑤𝑤𝑤𝑤𝑤𝑤𝑤)𝛴𝛴 𝑤𝑤𝑣𝑣𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤

GeometricMean

The geometric mean is the nth root of the product of 𝑛𝑛values.

𝒏𝒏 𝒗𝒗𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝟏𝟏 × 𝒗𝒗𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝟐𝟐 × ⋯× 𝒗𝒗𝑺𝑺𝑺𝑺𝒐𝒐𝑺𝑺𝒏𝒏

𝒏𝒏 = 𝑛𝑛𝑣𝑣𝑛𝑛𝑛𝑛𝑣𝑣𝑛𝑛 𝑜𝑜𝑓𝑓 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑤𝑤Scatter Graphs – Week 7

Explanatory(independent) variable

If you want to investigate how changing one variable affects another variable. The variable you change is the explanatory variable. This is the variable being investigated in the experiment.

On a scatter graph, this is labelled on the 𝒙𝒙-axis.

Response(dependent) variable

The other variable is called the response variable because it ‘responds to’ or ‘depends on’ the explanatory variable.

On a scatter graph, this is labelled on the 𝒚𝒚-axis.


Statistics

Correlation and Causation – Week 8

Correlation Is a relationship between two variables, showing an increasing or decreasing trend. As one variable increases, the other decreases or increases.

E.g. As a students age increases, in general the height will increase. This would show a trend of positive correlation.

Types of correlation

• Positive correlation is when one variable increases as the other increases.

• Negative correlation is when one variable decreases as the other increases.

• When the points lie on or near a straight line, the correlation is linear.

Causation When a change in one variable directly causes a change in another variable, there is a casual relationship between them. This is not the same as correlation.

E.g. The amount of fuel a car uses depends on the size of its engine, since bigger engines use more fuel. The size of the engine causes the car to use more fuel. There is a casual relationship between them both.

Interpolation Using a line of best fit to estimate data values from within the range of data is called interpolation.

Extrapolation Using a line of best fit to estimate data values from within the range of data is called interpolation.

Line of Best Fit – Week 9/10

A line of best fit is a straight line drawn so that the plotted points on a scatter diagram are evenly scattered either side of the line, passing through as many points as possible. By drawing a line of best fit, it helps make estimations from the trend of data.

The line of best fit can becreated by:

1. The line of best fitcan be drawn by eye

Equation of line of best fit

The equation of the line 𝒚𝒚 = 𝒂𝒂𝒂𝒂 + 𝒃𝒃With gradient 𝒂𝒂, and its intercept on the y-axis is (0, 𝒃𝒃).

The gradient, 𝒂𝒂, of the line of best fit is the rate of increase of the response variable in relation to the explanatory variable.The 𝒚𝒚-intercept b is the value of the response variable when the explanatory variable is 0.

2. To get a better fit, draw yourline through the mean point ഥ𝒂𝒂, ഥ𝒚𝒚 .

This is done by calculating the mean of both variables (e.g. shoe size and height). Creating a co-ordinate from these values

The gradient can be found by:

𝒄𝒄𝒄𝒄𝒂𝒂𝒄𝒄𝒄𝒄𝒄𝒄 𝒊𝒊𝒄𝒄 𝒚𝒚𝒄𝒄𝒄𝒄𝒂𝒂𝒄𝒄𝒄𝒄𝒄𝒄 𝒊𝒊𝒄𝒄 𝒂𝒂

=𝒚𝒚𝟐𝟐 − 𝒚𝒚𝟏𝟏𝒂𝒂𝟐𝟐 − 𝒂𝒂𝟏𝟏


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6. Breathing mechanisms

When you inhale:•the intercostal muscles contract, expanding the ribcage•the diaphragm contracts, pulling downwards to increase the volume of the chest•pressure inside the chest is lowered and air is sucked into the lungs

When you exhale:•the intercostal muscles relax, the ribcage drops inwards and downwards•the diaphragm relaxes, moving back upwards, decreasing the volume of the chest•pressure inside the chest increases and air is forced out

3. Passage of air

•Air enters the body through the nasal cavity and mouth•Then it travels down the trachea (wind pipe)•The trachea splits into 2 tubes, 1 to each lung, these are called bronchi•Each bronchus further divides into smaller tubules called bronchiole•Each bronchiole ends in a tiny air sac called an alveolus•Gaseous Exchange occurs at the alveoli

7. Gaseous exchange

The alveoli have very thin walls and a large surface area – this aids gaseous exchange. When we breathe in, our alveoli fill with oxygen. Each alveolus is surrounded by capillaries carrying deoxygenated blood. This blood is low in oxygen and high in Carbon Dioxide. Oxygen travels from the alveoli into the blood. Carbon Dioxide travels from the blood into the alveolus to be exhaled

5. Key terms

Respiration is the exchange of gasesExternal Respiration is the exchange of gases between the alveoli and the blood (O2 from alveoli into blood and CO2 from blood into alveoli)Internal Respiration is the exchange of gases between the blood and tissue cells (O2 from blood to tissues and CO2 from tissues to blood). Inspiration – breathing air inExpiration – breathing air out. Diffusion is the movement of substances from a high concentration to a low concentration

4. Components of the Respiratory system

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1. Body Systems 2


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Vessel Type

Structure Function

Artery Thick, muscular elastic walls, small lumen, high pressure

Take blood away from the heart

Vein Thin, little muscle in walls, non-elastic, large lumen, pocket valves, low pressure

Bring blood into the heart

Capillary Very thin walls (1 cell), very small lumen

Form networks around muscle and tissue and allow gaseous exchange

The vena cava brings deoxygenated blood from the body to the right atrium

At the same time, the pulmonary vein brings oxygenated blood from the lungs to the left atrium

When the atria are full of blood, they contract – squeezing blood into the ventricles

The bicuspid and tricuspid valves slam shut to prevent back flow

The ventricles are now full of blood and contract – squeezing blood out of the heart

The Aorta takes oxygenated blood from the left ventricle around the body

The pulmonary artery takes deoxygenated blood from the right ventricle to the lungs

The 2 semi lunar valves shut to prevent back flow

The cycle begins again.

Component of Blood Function

Red Blood Cells Transport oxygen around the body

White Blood Cells Fight disease [protection]

Platelets Clot the blood [protection]

Plasma Fluid part of the blood, mostly water, transports cells, nutrients, gases and wastes

2. Cardiovascular system has 3 parts – the heart,blood and blood vessels. The heart itself is adouble muscular pump, this means it pumps bloodto the lungs (pulmonary circulation) and it pumpsit to the body (systemic circulation). Its functiontherefore is to deliver deoxygenated blood to thelungs to get rid of CO2 and to collect O2.

The bloods function is protection (white bloodcells and platelets), delivery of oxygen andnutrients and removal of carbon dioxide and waste

The blood vessels function is to form a networkaround the body so blood can be delivered towhere it is needed. Blood vessels are also involvedwith temperature regulation and gaseousexchange.

Measurement DescriptionHeart Rate Number of times heart beats per minute

Stroke Volume Amount of blood leaving the heart per beatCardiac Output Amount of blood leaving the heart per

minute (stroke volume x heart rate)Maximum heart rate Calculated as 220-age

High blood pressure Blood pressure above 120/80

Low blood pressure Blood pressure below 90/60

Systolic pressure The blood pressure in the arteries during the contraction of your heart

Diastolic pressure The blood pressure in the arteries when the heart rests between beats

5. Diagram of the heart 4. Cardiac Cycle

1. Blood Vessels

6. Components of Blood

3. Cardiac Measurements

7. Key terms

Vasoconstriction – reducing the diameter of the small arteries to reduce blood flow to tissues.Vasodilation – increasing the diameter of the small arteries to increase blood flow to the tissues.Vascular shunt – mechanism that directs blood to where there is greater demand


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1. Energy Systems

Aerobic energy system – uses/is dependent on oxygen; used for long duration, low-intensity activities (Glucose + oxygen ---> energy + carbon dioxide + water).Anaerobic energy system – not dependent on oxygen used for short duration; used for high intensity activities (Glucose ---> energy + lactic acid). Lactic acid – fatiguing waste product of the anaerobic energy system.

5. Short term effects of exercise

Effect Impact

6. Long term effects of exercise

Effect Impact

2. Health and Fitness

Health is a complete state of physical, mental and social well being, not simply an absence of disease

Fitness is the ability to meet the demands of your everyday lifestyle

There is a close relationship between the two, people who take part in exercise tend to maintain their physical, mental and social wellbeing. People who are healthy tend to enjoy taking part in physical activity.

3. Health related components of fitness Cardiovascular endurance – the ability for your whole body to work for a prolonged period without fatigueMuscular Endurance – the ability for a muscle/muscle group to work repeatedly for a prolonged period without fatigueMuscular Strength – the ability for a muscle to overcome a resistanceFlexibility – the range of movement at a jointBody Composition – the % of your body that is made of fat, muscle and bone

4. Skill related components of fitness Agility – the ability to change direction quicklyBalance – the ability to maintain your equilibrium over a base of supportCo-ordination – the ability to use 2 or more body parts together efficientlySpeed – the ability to move the body or body parts quicklyPower – the ability to overcome a resistance with speed (strength x speed)Reaction Time – the time taken to respond to a stimulus

7. Principles of Training - SPORTSPECIFICITY – training must reflect the needs of the individual, their position and their sportPROGRESSIVE OVERLOAD – in order for fitness gains to continue, training must gradually get more difficultREVERSIBILITY – if you stop training due to illness or injury, fitness will be lost (detraining)TEDIUM AVOIDANCE – training must have variety to avoid boredom and injury

8. Principles of FITTFREQUENCY – progressive overload could be added by training more oftenINTENSITY – progressive overload could be added by training harderTIME – progressive overload could be added by training longer/resting lessTYPE – the correct method of training should be selected


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LLiiffee aafftteerr SStt JJaammeess:: -- WW

hhaatt qquuaalliiffiiccaattiioonn sshhoouulldd II cchhoooossee?? Since 2015, in England, young people m

ust be in some form

of ‘education or training’ until they are 18. The government decided

to do this because it is widely recognised that staying in training im

proves your career prospects. Early in Year 11, you will need

to decide what you w

ant to do after your GCSEs.

Full-Tim

e Study – an academic or vocational qualification taken at a sixth form

, college or training provider.

An Apprenticeship – working for an em

ployer while studying for a qualification as part of your training.

Traineeships – this is an option for students w

ho would like to do an apprenticeship but w

ho do not yet have the experience, skills or qualifications to do so. A traineeship can prepare you for an apprenticeship.

Part-Tim

e Study – you may w

ork or volunteer full-time if you are also studying part-tim

e for a qualification.

Maths and English resits? If you get Grade 3 (or below

) in your GCSE Maths or English, you w

ill re-sit these qualifications as part of any course you study at college or as part of an apprenticeship. If you achieve low

er than a Grade 3, you might be

offered an alternative qualification called “Functional Skills Maths and English”.

T Levels are a new technical qualification, directly related to the w

orld of work. You pick one subject, and the

course is 80% study and 20%

(or 45 days) of relevant work experience.

Like A Levels, T Levels take 2 years to complete. They are assessed by a m

ixture of exams and coursew

ork, and students w

ill be graded “Distinction”, “Merit”, “Pass” or fail. A Distinction is equivalent to three A* at A Level.

Providers: Exeter College currently offers three T Levels: Construction, Digital, and Education & Childcare. It is

important to check the course guide (available in the school library) or their w

ebsite for up to date information.

Entry Requirements: See Exeter College w

ebsite

TECHNICAL (T) LEVELS

Vocational qualifications are work-related qualifications that blend classroom

learning with practical elem

ents, often including w

ork experience. There are literally hundreds of different qualifications at different levels, ranging from

Entry Level up to Level 3 (including NVQ

s and BTECs), your options are only limited by w

hat is offered locally. It is w

orth noting that T Levels will replace som

e Level 3 qualifications.

Providers: Further Education Colleges

VOCATIO

NAL Q

UALIFICATIO

NS

The IB Diploma is an academ

ic qualification, where you study three subjects to a higher level and three at a standard level.

There are also core courses that you must study. It allow

s you greater breadth than A Levels, although the trade-off is less depth.

Providers: Exeter College, Bridgwater &

Taunton College

Entry Requirements: See w

ebsite for specifics, but at least 6 GCSEs (inc. Maths and English) at Grade 6+.

THE INTERN

ATION

AL BACCALAUREATE (IB)

A Levels are academic qualifications, w

here you study a subject in depth. Most students chose three subjects,

which are assessed by exam

s at the end of two years. There are m

any different subjects to choose from, so you

need to see what courses are offered at your chosen provider.

When choosing A Levels, think about the com

bination of subjects – do they work w

ell together? Some

University courses require specific A Levels – so do your research w

hen choosing.

Providers: 6th Form

s and Further Education Colleges

ADVANCED (A) LEVELS


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LLooccaall FFuurrtthheerr EEdduuccaattiioonn ((FFEE)) CCoolllleeggeess Exeter College: O

ffers a whole range of subjects (e.g., Hair and Beauty, Childcare,

Construction, Business Managem

ent, Performing Arts and Photography) at various levels

(from Entry Level to Level 5) https://exe-coll.ac.uk/ .

Bicton College: Part of the Cornwall College group, the Bicton College site focuses on land-

managem

ent type courses, including Animal Care and the M

ilitary and Protective Services. Again, it runs courses from

Entry Level through to Level 5 https://ww

w.bicton.ac.uk/ .

Exeter Maths School: A sm

all college, focusing on Maths, Physics and Com

puter Science. Linked to the University of Exeter https://w

ww

.exetermathem

aticsschool.ac.uk/ .

Some of the secondary schools in Devon have a Sixth Form

where students can stay at school and enter

year 12 and then year 13. Sixth Forms typically focus on A-Level qualifications.

AApppprreennttiicceesshhiippss

Apprenticeships combine practical training in a job w

ith studying for a related qualification. The employer

decides the qualification and chooses a training provider, which could be a local or national college or an

industry-specific training provider. Apprenticeships are governed by “Standards”. The standards set out the skills, know

ledge and behaviours that apprentices must achieve during the apprenticeship.

At Post 16, you will probably be looking at Interm

ediate Level apprenticeships.

Traineeships are for students that do not have the relevant qualifications, experience or skills to start an apprenticeship but are interested in progressing on to one in the future. They involve a program

me of up

to six months of study, including a w

ork placement, qualifications in M

aths and English and support with

finding a job or apprenticeship once the course is completed. Traineeships are unpaid.

https://ww

w.gov.uk/find-traineeship

In addition to Exeter College and Bicton College, there are local specialist training providers, who w

ork with

employers to deliver apprenticeships. If you are looking for an apprenticeship, it can help to talk to one of

these providers as well as the colleges:

PGL Training offer a wide range of courses; from

Hairdressing to Bricklaying, to W

arehousing and Business Administration. Pick up a prospectus from

the Careers Library or see w

ww

.pgltraining.com.

Many em

ployers will not use local training providers for Apprenticeships. Som

e, such as Hays Travel, have an in-house schem

e that they run themselves. O

thers, such as some accountancy firm

s, will also use

national bodies such as Kaplan.


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YYoouurr 11::11 aappppooiinnttmmeenntt ww

iitthh aa qquuaalliiffiieedd CCaarreeeerrss AAddvviissoorr All students w

ill receive an invitation to a 1:1 meeting w

ith our qualified Careers Advisor, M

aria. This meeting w

ill take place at the end of Year 10 or the very start of Year 11. You should com

e to this meeting prepared to talk

about your ideas, likes, dislikes. The Advisor will then be able to help you to

focus your thinking.

UUssee yyoouurr nneettww

oorrkk Your friends and fam

ily, tutors and teachers, people who know

you well: tap into

your network and ask them

questions. What route did they take? W

hat did they like / dislike? W

hat do they think you would prefer? At the end of the day, it is

your decision that you need to take, but it can be helpful to learn from other peoples’

experiences.

GGoo oonnlliinnee::

Be sure to look at the website of local colleges and

sixth forms, here you w

ill find the most up to date

selection of courses.

The Career Pilot website is so easy to use. It has

loads of useful information about all aspects of

choosing your next steps. It is worth having a look,

even if you are already certain about your choices.

Another good one is BBC Bitesize, which has useful

videos and information:

https://ww

w.bbc.co.uk/bitesize/articles/z6w

s47h

WH

ER

E TO

GO

FOR

MO

RE H

ELP…


No

tes

Knowledge Organiser - St James School

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