View
1
Download
0
Category
Preview:
Citation preview
Homework Journal Year 9 —Half Term 4
Name: _____________________________________
Family Group: _________________
2
Half Term 4 Homework Journal
Welcome to your new Homework Journal. Inside you will find all of your
homework for the next half term. For each subject there will be the
knowledge organisers for all the information you will need to know, along
with a set of tasks your teachers will set you for homework.
You will be expected to complete your homework tasks by the time your
teacher asks, and to the best of your ability. Make sure you keep your
Homework Journal neat, organised and safe—if you lose your journal you
will be expected to buy a new one and copy up all of the homework again!
If you want to do any extra revision at home, you can also use the
knowledge organisers to revise all of the key knowledge for your subjects.
Contents:
Art—page 3
English—page 10
Geography—page 18
History—page 23
Maths—page 29
MFL—page 32
PE—page 34
RE—page 49
Science—page 53
Tech—page 54
3
Art
Kn
ow
led
ge
Org
an
ise
r
Y9:
Mo
vem
ent
Wh
at E
xcel
len
t Lo
oks
Lik
e:
Ob
serv
atio
nal
dra
win
g (A
03
)Ex
plo
rati
on
of
mat
eria
ls
(AO
2)
Ligh
t sk
etch
Acc
ura
te,
flu
ent
Dev
elo
pm
ent
of
idea
s (A
O2
) P
rese
nt
a re
spo
nse
in
form
ed b
y co
nte
xtu
al
sou
rces
, eg
Bo
ccio
ni,
Edga
sD
egas
, Sco
tt
Eato
n
Pre
sen
t a
per
son
al r
esp
on
se (
AO
4)
dem
on
stra
tin
gU
nd
erst
and
ing
of
DO
TD im
ager
y/ C
om
po
siti
on
(A
O1
)C
on
tro
l of
mat
eria
ls (
AO
2)
Un
der
stan
din
g o
f co
lou
r th
eory
(A
O1
)
4
GCSE assessment objectives
AO1: Develop ideas through investigations, demonstrating critical understanding of sources
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials,
AO3: Record ideas, observations, and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates under-
5
Pupils will be expected to complete unfinished work at
home on a weekly basis.
Number Task Completed
1 Draw an example of work by Umberto Boccioni.
Add colour and/ or tone.
2 Draw an example of work by Edgas Degas. Add
colour and/ or tone.
3 Draw a figure in motion i.e. a sportsperson/
dancer etc. Add colour/ tone. Try looking at the
photography of Scott Eaton for ideas.
Extension
Design a title page for all of your home-
work “Movement”.
Present all of your homework neatly under
your title “Movement”
Add notes describing each of the pictures
you have drawn. What is it of? What do
you think it is about?
Use the “Content Form Process Mood”
writing frame available from your teacher
to help you.
6
Extension task—title page
7
Task 1
8
Task 2
9
Task 3
10
P
lot
Su
mm
ary
The
Te
mp
est
(I.i)
Alo
nso
, th
e K
ing
of N
ap
les,
is o
n a
sh
ip w
ith
his
so
n
Ferd
ina
nd
an
d h
is c
om
pa
nio
ns
Se
ba
stia
n, A
nto
nio
, Ste
ph
an
o a
nd
Trin
cu
lo. T
he
y a
re s
tru
ck b
y a
te
rrifyin
g,
ho
wlin
g s
torm
. Th
ey a
ba
nd
on
sh
ip a
nd
sw
im t
o a
ne
arb
y
isla
nd
bu
t a
re w
ash
ed
ash
ore
in d
iffe
ren
t p
lac
es.
Th
e is
lan
d
see
ms
to b
e a
ba
nd
on
ed
.
Aft
er th
e S
torm
(I.
ii)Fr
om
a n
ea
rby is
lan
d, M
ira
nd
a w
atc
he
s th
e h
ug
e t
em
pe
st.
Sh
e li
ve
s w
ith
he
r fa
the
r P
rosp
ero
an
d h
as
little
me
mo
ry o
f h
er
life
be
fore
th
e is
lan
d. P
rosp
ero
te
lls h
is d
au
gh
ter o
f th
eir
pa
st: h
e w
as
the
Du
ke
of
Mila
n t
we
lve
ye
ars
ag
o, b
ut
he
w
as
so in
vo
lve
d w
ith
his
bo
oks
an
d s
ec
ret
stu
die
s th
at
he
did
n
ot
rea
lise
his
bro
the
r A
nto
nio
wa
s st
ea
ling
po
we
r fr
om
him
. O
ne
nig
ht,
An
ton
io o
rde
red
so
ldie
rs to
ta
ke
Pro
spe
ro a
nd
M
ira
nd
a a
nd
pu
t th
em
on
a b
oa
t to
th
eir d
ea
th. B
ut
the
y
we
re w
ash
ed
ash
ore
th
is is
lan
d s
afe
ly a
nd
ha
ve
liv
ed
th
ere
e
ve
r si
nc
e. P
rosp
ero
ha
s b
ee
n r
ule
r o
f th
e is
lan
d. P
rosp
ero
h
as
cre
ate
d t
he
sto
rm t
o b
rin
g h
is b
roth
er to
th
e is
lan
d.
Arie
l a
nd
Ca
liba
n (
I.ii.
co
nt.
/II.
i)P
rosp
ero
is a
po
we
rfu
l ma
gic
ian
wh
o c
on
tro
ls th
e s
pirit A
rie
l w
ho
co
mp
lete
s ta
sks
for h
im. P
rosp
ero
ha
s a
gre
ed
to
re
lea
se A
rie
l a
fte
r th
is la
st m
issi
on
. Ca
liba
n is
a d
efo
rme
d
sav
ag
e s
lav
e w
ho
is a
lso
un
de
r P
rosp
ero
’s c
on
tro
l. H
e is
th
e
son
of
an
old
witc
h, Syc
ora
x, a
nd
is a
na
tiv
e o
f th
e is
lan
d.
Pro
spe
ro ta
ug
ht
Ca
liba
n h
ow
to
sp
ea
k b
ut
Ca
liba
n re
sen
ts
the
co
ntr
ol P
rosp
ero
ha
s o
ve
r h
im.
Kin
d A
lon
so(I
I.i)
K
ing
Alo
nso
an
d h
is y
ou
ng
er b
roth
er Se
ba
stia
n, a
s w
ell
as
An
ton
io (
the
usu
rpin
g D
uke
of
Mila
n),
wa
nd
er a
rou
nd
th
e
isla
nd
. K
ing
Alo
nso
we
ep
s a
s h
e b
elie
ve
s h
is s
on
Fe
rdin
an
d is
d
ea
d. Se
ba
stia
n a
nd
An
ton
io p
lot
to k
ill A
lon
so s
o t
ha
t Se
ba
stia
n c
an
be
kin
g. Th
ey a
re s
top
pe
d b
y A
rie
l’s
ma
gic
al
inte
rve
ntio
n.
Ca
liba
n,Ste
ph
an
o a
nd
Trin
cu
lo (
II.ii, III
.ii)
The
mo
nst
er C
alib
an
is f
ou
nd
by S
tep
ha
no
an
d T
rin
cu
lo.
The
y g
ive
him
alc
oh
ol t
o d
rin
k a
nd
he
ge
ts d
run
k. C
alib
an
o
ffe
rs t
o s
erv
e S
tep
ha
no
be
ca
use
he
be
liev
es
he
is a
go
d
be
ca
use
of th
e h
ea
ve
nly
drin
k! C
alib
an
exp
lain
s to
th
em
h
ow
Pro
spe
ro h
as
tre
ate
d h
im a
nd
th
at
he
will
be
th
eir
gu
ide
on
th
e is
lan
d if
th
ey o
ve
rth
row
him
. Th
e t
hre
e d
run
ks
go
to
fin
d a
nd
kill
Pro
spe
ro.
Ch
ara
cte
rs
Alo
nso
–K
ing
of N
ap
les
Se
ba
stia
n –
Alo
nso
’s b
roth
er
Ferd
ina
nd
–A
lon
so’s
so
n
An
ton
io–
Pro
spe
ro’s
bro
the
r.
An
ton
io s
tole
Pro
spe
ro’s
title
as
Du
ke
of
Mila
n.
Go
nza
lo–
the
old
co
un
sello
r to
th
e
Kin
g o
f N
ap
les
Trin
cu
lo –
a je
ste
r
Ste
ph
an
o –
a d
run
ke
n b
utle
r
Pro
spe
ro–
the
rig
htf
ul D
uke
of
Mila
n
Mira
nd
a –
Pro
spe
ro’s
da
ug
hte
r
Arie
l –a
n a
iry s
pirit; a
sla
ve
of
Pro
spe
ro’s
wh
o e
arn
s h
is fre
ed
om
Ca
liba
n –
a s
av
ag
e a
nd
de
form
ed
sl
av
e o
f P
rosp
ero
’s; a
na
tiv
e o
f th
e
isla
nd
Ke
yw
ord
s w
ord
s
co
lon
ialis
m –
wh
en
on
e c
ou
ntr
y
est
ab
lish
es
itse
lf in
an
oth
er c
ou
ntr
y.
Wh
en
so
me
on
e c
olo
nis
es
a n
ew
c
ou
ntr
y, t
he
y a
re c
alle
d a
co
lon
ise
r.
The
orig
ina
l in
ha
bita
nts
of
the
lan
d
are
ca
lled
na
tiv
es.
usu
rp –
tota
ke
co
ntr
ol o
f so
me
on
e
els
e’s
po
we
r w
he
n y
ou
do
no
t h
av
e
the
rig
ht
to. So
me
on
e w
ho
usu
rps
is
ca
lled
a u
surp
er.
tem
pe
st –
a v
iole
nt st
orm
.
tre
aso
n –
a c
rim
e t
ha
t h
arm
s yo
ur
co
un
try o
r g
ov
ern
me
nt.
So
me
on
e
wh
o c
om
mits
tre
aso
n is
a t
raito
r.
ca
llou
s–
wh
en
so
me
on
e is
cru
el
an
d d
oe
s n
ot
ca
re a
bo
ut o
the
r p
eo
ple
.
pa
tho
s –
a s
itu
atio
n th
at
ma
ke
s u
s fe
el s
ym
pa
thy o
r so
rro
w.
du
aln
atu
re –
ha
vin
g tw
o s
ide
s.
nu
rtu
re –
to e
nc
ou
rag
e o
r su
pp
ort
th
e d
ev
elo
pm
en
t o
f so
me
on
e o
r so
me
thin
g.
Tra
gic
om
ed
y –
a p
lay
tha
t h
as
som
e
fea
ture
s o
f a
tra
ge
dy a
nd
so
me
fe
atu
res
of a
co
me
dy.
Ba
ck
gro
un
d In
form
atio
n
Sh
ake
spe
are
wa
s b
orn
in t
he
Eliz
ab
eth
an
era
, n
am
ed
aft
er
Eliz
ab
eth
I. A
fte
r sh
e d
ied
, Ja
me
s I b
ec
am
e k
ing
. Th
is p
erio
d
of
his
tory
is c
alle
d t
he
Ja
co
be
an
era
, b
ec
au
se J
ac
ob
is t
he
La
tin
fo
r Ja
me
s. S
ha
ke
spe
are
liv
ed
an
d w
ork
ed
in b
oth
era
s.
Ita
lian
city s
tate
s -
A c
ity-s
tate
is a
n a
rea
th
at
is r
ule
d b
y a
m
ajo
r c
ity. D
urin
gth
e E
liza
be
tha
n a
nd
Ja
co
be
an
era
, It
aly
w
asn
't o
ne
un
ifie
d c
ou
ntr
y, b
ut
a n
um
be
r o
f sm
all
ind
ep
en
de
nt c
ity
-sta
tes.
Se
a e
xplo
ratio
n w
as
bo
om
ing
in t
he
Eliz
ab
eth
an
era
as
pe
op
le ‘
dis
co
ve
red
’ n
ew
pa
rts
of
the
wo
rld
. Q
ue
en
Eliz
ab
eth
I w
as
ob
sess
ed
with
th
eir d
isc
ov
erie
s a
nd
wa
s h
ap
py t
o p
ay
for th
eir t
rav
els
. Le
d b
y h
er e
xam
ple
, th
e r
est
of
the
co
un
try
we
re a
lso
fa
scin
ate
d b
y t
he
ir s
torie
s a
nd
go
od
s.
‘Th
e T
em
pe
st’
Kn
ow
led
ge
Org
an
ise
r
Ferd
ina
nd
an
d M
ira
nd
a (
I.ii,
III
.i)
Ferd
ina
nd
ha
s su
rviv
ed
th
e s
torm
. H
e is
sa
fely
on
th
e is
lan
d
an
d is
fo
un
d b
y M
ira
nd
a. Th
ey fa
ll in
sta
ntly in
lov
e. P
rosp
ero
w
an
ts t
o t
est
th
at
the
lo
ve
is r
ea
l. Fe
rdin
an
d h
as
to e
nd
ure
h
ard
lab
ou
r to
pro
ve
his
inte
ntio
ns
are
ho
no
ura
ble
. Mira
nd
a
pitie
s Fe
rdin
an
d a
nd
wa
nts
to
ma
rry h
im. P
rosp
ero
ble
sse
s th
eir m
arr
iag
e.
The
En
d (
IV.i, V
.i)
A m
arr
iag
e fo
r Fe
rdin
an
d a
nd
Mira
nd
a is
arr
an
ge
d a
nd
c
ele
bra
ted
with
a m
asq
ue
att
en
de
d b
y s
pirits.
It
is
inte
rru
pte
d w
he
n P
rosp
ero
re
ca
lls t
he
th
rea
t fr
om
Trin
cu
lo,
Ste
ph
an
o a
nd
Ca
liba
n. P
rosp
ero
an
d A
rie
l se
nd
sp
irit d
og
s to
sc
are
th
em
aw
ay. K
ing
Alo
nso
, Se
ba
stia
n a
nd
An
ton
io
me
et
Pro
spe
ro. H
e e
xpla
ins
wh
at
ha
s b
ee
n h
ap
pe
nin
g o
n
the
isla
nd
. H
e s
ho
ws
the
m F
erd
ina
nd
an
d M
ira
nd
a w
ho
are
n
ow
ma
rrie
d. K
ing
Alo
nso
is f
ille
d w
ith
re
gre
t a
nd
ask
s fo
r fo
rgiv
en
ess
fro
m P
rosp
ero
wh
ich
he
gra
nts
.
Ep
ilog
ue
Pro
spe
rod
ec
lare
s th
at
he
will
be
giv
ing
up
his
ma
gic
. A
rie
l is
rele
ase
d fro
m h
is s
erv
ice
. Th
e p
art
y t
rav
el b
ac
k t
o M
ilan
. W
e
do
no
t kn
ow
wh
at
ha
s h
ap
pe
ne
d t
o C
alib
an
.
English Knowledge Organiser
11
Task 1: Research Task
How was magic and witchcraft viewed in the time Shakespeare was writing
the tempest?
Challenge: how could this link to the play?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
12
Task 2: Etymology—Treason
Trea
son
13
Task 2: Etymology—Callous
Ca
llou
s
14
Task 2: Analytical Paragraph
‘Caliban is the main villain of the story’
How far do you agree with this statement?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
15
Task 3: Research task
Research what we mean by the ‘Nature vs Nurture’ debate.
Challenge: how could this link to the play?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
16
Task 5: Reflection
Go through all of the characters in the play. What do you think will happen
to each character at the end of the play and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Prospero
Miranda
Ariel
Caliban
Alonso
Ferdinand
Antonio
Sebastian
Gonzalo
Trinculo and Stephano
17
Task 6: Preparing for next half term
Research the writer George Orwell. Create a mind map or a poster of what
you have learned.
18
Geography Knowledge Organiser Climate
Chang
e in
the A
rctic
The ‘Hoc
key S
tick
’ Gra
phT
his
gra
ph s
how
s us
how
the t
em
pera
ture
has
in
creas
ed s
ince
the 1
90
0s
as h
as t
he a
mou
nt o
f ca
rbon
dio
xid
e in
the a
tmos
phere
.
Kn
ow
led
ge
Or
ga
nis
er
Ge
og
ra
ph
y o
f th
e A
rc
tic
Will th
e A
rcti
c eve
r be t
he
sam
e a
gain
?
Key
Term
sW
here
is
the A
rctic?
Ice
Age
Arc
tic
The G
reenh
ouse
Eff
ect
Impa
ct o
n Animals
Perm
afr
ost
Perm
afro
st i
s an
y gro
und
that
rem
ains
com
ple
tely
fr
ozen
for
at leas
t tw
o ye
ars.
In
the N
orth
ern
Hem
isphere
, perm
afro
st c
overs
25
% o
f la
nd. A
s th
e
clim
ate w
arm
s, t
he p
erm
afro
st is
melt
ing
whic
h is
hav
ing a
hug
e im
pac
t up
on t
he
env
iron
ment
. C
oast
al e
rosi
on i
s b
eco
min
g
mor
e c
omm
on, eco
syst
em
s w
ill b
e a
ffect
ed
and m
an m
ade inf
rast
ruct
ure, su
ch a
s b
ridges,
pi
pes
and r
oads,
will b
e a
ffect
ed. T
o ad
d t
o th
is, perm
afro
st h
as v
ast
rese
rves
of c
arb
on
dio
xid
e a
nd m
eth
ane, w
hic
h a
re r
ele
ased a
s th
e ice
melt
s.
These
gas
es
will enh
ance
the
gre
enh
ouse
eff
ect
can
cau
se f
urth
er
heat
ing
of t
he p
lane
t.
The G
reenh
ouse
Eff
ect
is
vita
l fo
r life
on
Ear
th.
The d
iagr
am b
elo
w b
reak
s dow
n th
e
key
ideas
:1.
The s
un’s
rad
iati
on is
2
.T
his
heat
s up
the lan
d a
nd a
tmos
phere
of
the E
arth
.3
.T
he r
adia
tion
is t
hen
refl
ect
ed b
y E
arth
.4
.S
ome o
f th
is r
efl
ect
ed r
adia
tion
pas
ses
thro
ugh t
he a
tmos
phere
and
bac
k int
o sp
ace
5.
Gre
enh
ouse
gas
es,
suc
h a
s ca
rbon
dio
xid
e
and m
eth
ane t
rap h
eat
wit
hin
the
atm
osphere
incr
eas
ing
the e
arth
’s
tem
pera
ture
. T
he a
mou
nt o
f gr
eenh
ouse
ga
ses
in t
he a
tmos
phere
has
inc
reas
ed d
ue
to h
uman
s bur
ning
fos
sil fu
els
. T
his
is
enh
anci
ng t
he g
reenh
ouse
eff
ect
and
heat
ing
the w
orld
fur
ther.
1
3
2
4
5
Peop
le
Clim
ate c
han
ge in
the A
rcti
c w
ill
hav
e h
uge im
pac
ts u
pon
ani
mal
s in
th
e A
rcti
c. T
he i
nterr
ela
tion
ship
b
etw
een
anim
als
in t
he f
ood w
eb
hav
ing h
uge c
onse
quenc
es.
Po
lar
Bear
s ar
e o
ne A
rcti
c an
imal
that
w
ill b
e im
pac
ted. T
he s
ea
ice
that
Pol
ar B
ear
s us
e f
or h
unti
ng
Is
melt
ing. T
his
mean
s th
at
bear
s hav
e t
o fi
nd f
ood o
n la
nd
rath
er
than
the a
bun
dan
t fo
od
sour
ces
in t
he s
ea.
T
his
has
lead
to
man
y Po
lar
bear
s st
arvi
ng
acro
ss t
he A
rcti
c.
Dur
ing t
he Q
uate
rnar
y peri
od,
the m
ost
rece
nt g
eol
ogic
al p
eri
od w
hic
h s
tart
ed 2
.56
m
illion
year
s ag
o, t
he E
arth
has
had
a
fluc
tuat
ing c
lim
ate w
hic
h f
lipped f
rom
Ice
A
ges
and int
erg
laci
als,
whic
h is
a peri
od o
f w
arm
er
tem
pera
ture
s.
We a
re s
till in
an
Ice
Age t
oday
as
there
is
still ic
e p
rese
nt
on E
arth
. I
ce A
ges
are
caus
ed b
y ch
ange
s to
the E
arth
’s o
rbit
aro
und t
he s
un c
ausi
ng
chan
ges
in t
he a
mou
nt o
f ra
dia
tion
whic
h
reac
h t
he e
arth
mak
ing t
he t
em
pera
ture
w
arm
er
or c
older.
The A
rcti
c C
ircl
e is
loc
ated
66
°no
rth o
f th
e
Equ
ator
. T
here
ar
e 8
cou
ntri
es
whic
h c
an b
e
foun
d h
ere
: C
anad
a, U
SA
, R
ussi
a, I
cela
nd,
Gre
enl
and,
Nor
way
, Sw
eden
and F
inla
nd.
4
million
peop
le
live
in
this
re
gion
.
The W
oolly M
ammot
hT
he W
oolly
Mam
mot
h is
the ico
nic
Ice
A
ge a
nim
al.
These
ani
mal
s w
ere
ar
ound
3m
tal
l an
d w
ere
cov
ere
d in
thic
k h
air
to k
eep
them
war
m a
s th
e
tem
pera
ture
plu
mm
ete
d.
These
an
imal
s die
d o
ut a
s th
eir
hab
itat
re
duc
ed a
s th
e ice
age
end
ed a
nd
were
hun
ted b
y hum
ans
for
their
fur
, tu
sks
and m
eat
.
Arc
tic
TheArc
tic
is a
pol
ar
regi
onlo
cate
d a
t th
e
nort
hern
mos
t par
t of
Ear
th.
Ice
Age
A lon
g peri
od o
f co
ld
tem
pera
ture
s w
hic
h
caus
e ice
to
deve
lop
at t
he p
oles.
Climate
Chang
eA
chan
ge in
glob
al o
r re
gion
al c
lim
ate
pat
tern
s ca
used b
y th
e inc
reas
ed leve
ls
of a
tmos
pheri
c ca
rbon
dio
xid
e
pro
duc
ed b
y th
e u
se
of f
ossi
l fu
els
.
Geop
olitics
pol
itic
s, e
speci
ally
in
tern
atio
nal
rela
tion
s, a
s in
flue
nced b
y ge
ogra
phic
al f
acto
rs
Natu
ral
Reso
urce
sm
ateri
als
or
subst
ance
s oc
curr
ing
in n
atur
e w
hic
h c
an
be e
xplo
ited f
or
eco
nom
ic g
ain
Inu
it
indig
eno
us p
eop
le
of n
orth
ern
Can
ada
and p
arts
of
Gre
enl
and a
nd
Ala
ska
Clim
ate c
han
ge is
hav
ing a
hug
e
impac
t up
on t
he liv
es
of t
he 4
m
illion
peop
le w
ho
live
in
the
Arc
tic.
T
hese
peop
le r
ely
on
the
ice a
nd t
he e
nvir
onm
ent
to
sust
ain
their
liv
es,
thou
gh a
s th
e
ice m
elt
s ch
ange t
hey
mus
t ad
apt.
D
og s
leds
can
no lon
ger
be u
sed f
or h
unti
ng.
19
Geography Knowledge Organiser
How
is
the
Arc
tic
chan
gin
g?
Perm
afro
st
Will
the A
rcti
c eve
r be t
he s
ame a
gain
?
Clim
ate C
han
ge
Politi
cal
Yes
No
Natu
ral Reso
urce
sIt
is t
hou
ght
that
vas
t qu
anti
ties
of
natu
ral gas
and
oil m
ay lie
in
the A
rcti
c-
perh
aps
as m
uch a
s 5
0 t
rillio
n cu
bic
m
etr
es
of n
atur
al g
as a
nd 9
0 b
illion
bar
rels
of
oil.
There
are
may
als
o be
larg
e, un
dis
cove
red s
ourc
es
of g
old, zin
c,
nick
el an
d iro
n.
An
inte
rnat
iona
l ag
reem
ent
gra
nts
coun
trie
s th
e r
ight
to
the r
eso
urce
s fo
und w
ithin
20
0 m
iles
from
their
shor
es.
Tou
rism
in
the A
rctic
The A
rcti
c is
ful
l of
wildlife
, pri
stin
e l
andsc
apes
and
cult
ure, an
d h
as s
een
larg
e g
row
th in
tour
ism
ove
r th
e p
ast
15 y
ear
s. T
he A
rcti
c is
an
incr
eas
ingly
pop
ular
dest
inat
ion
for
Bri
tish
tra
vellers
bot
h a
s pas
seng
ers
on
crui
se s
hip
s an
d o
nshor
e enj
oyin
g ad
vent
ure t
ouri
sm a
ctiv
itie
s. T
he U
K
pro
mot
es
safe
and
sus
tain
able
tou
rism
in
the f
ragile A
rcti
c env
iron
ment
and
is
awar
e t
hat
the iso
lati
on o
f so
me p
arts
of
the A
rcti
c co
mb
ined w
ith t
he h
arsh
env
iron
ment
pos
es
uniq
ue c
hal
leng
es
to s
afe t
ouri
sm.
Who
cont
rols t
he A
rctic?
There
are
8 c
ount
ries
that
cla
im p
arts
of
the A
rcti
c (C
anad
a, R
ussi
a, U
SA
, N
orw
ay, G
reenl
and, Ice
land
, F
inla
nd
and S
weden)
, and
they
form
the A
rcti
c C
ounc
il. F
or m
any
year
s th
ese
cou
ntri
es
hav
e h
ad c
ompe
ting
cla
ims
in t
he
regi
on, an
d r
ece
ntly
the t
ens
ion
has
been
grow
ing.
E
ach
coun
try
wan
ts t
o se
cure
its
ow
n ac
cess
to
ship
ping
lan
es
and
reso
urce
s, a
nd s
o th
e q
uest
ions
of
who
owns
what
has
beco
me m
ore im
port
ant.
Som
e c
ount
ries
argu
e a
bou
t how
far
their
terr
itor
y exte
nds.
D
ispu
tes
of w
here
cou
ntri
es
end
and
new
one
s begi
n w
hic
h im
pact
s w
hat
belo
ngs
to w
ho.
R
ussi
a has
mad
e
the a
rcti
c on
e o
f it
’s p
rior
itie
s: in
20
07
it
sent
tw
o su
bm
arin
es
to t
he s
eab
ed o
f th
e A
rcti
c oc
ean
to
plan
t ru
st
proo
f ti
tani
um f
lags
to
stak
e t
heir
cla
im o
n th
e A
rcti
c.
Clim
ate c
han
ge m
ean
s th
at o
ne o
f he w
orld
’s la
st g
reat
un
spoi
led r
egi
ons
is u
nder
theat
. It
isn’
t on
ly t
he g
eog
raph
y of
the a
rea
that
will be t
rans
form
ed, b
ut a
lso
the
rela
tion
ship
s betw
een
the d
iffe
rent
cou
ntri
es,
as
eac
h o
ne
trie
s to
pro
tect
it’
s ow
n in
tere
sts.
B
ut w
hat
is
hap
peni
ng in
the A
rcti
c is
a g
lobal
iss
ue: th
e c
han
ges
here
cou
ld h
ave
impo
rtan
t co
nsequ
enc
es
for
the w
hol
e p
lane
t. T
is
in t
he
inte
rest
s of
the A
rcti
c co
untr
ies
to w
ork t
ogeth
er
and n
ot
to let
the r
ace f
or r
eso
urce
s dest
roy
this
onc
e p
rist
ine
wildern
ess
.
20
G
eo
gr
ap
hy
of
th
e A
rc
tic
-H
om
ew
or
k #
1
Usi
ng t
his
map
, desc
ribe t
he
loca
tion
of
the A
rcti
c?…
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…
1
3
2
4
5
Usi
ng t
he d
iagr
am, expl
ain
what
the g
reenh
ouse
eff
ect
is.
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
……
…..
21
Ge
og
ra
ph
y o
f th
e A
rc
tic
-H
om
ew
or
k #
2
Defi
ne t
hese
keyw
ords…
Clim
ate
Chan
ge
Gre
enh
ouse
E
ffect
Perm
afro
st
13
2
4
5
Wh
at im
pac
t is
C
limat
e C
han
ge
hav
ing
on
th
e A
rcti
c?
Use
the k
now
ledge
org
anis
er
to h
elp
you
com
plete
this
m
ind m
ap o
f im
pact
s of
clim
ate c
han
ge.
22
Ge
og
ra
ph
y o
f th
e A
rc
tic
-H
om
ew
or
k #
3
Defi
ne t
hese
keyw
ords…
Arc
tic
Geop
olit
ics
Nat
ural
R
eso
urce
s
Wh
o
con
tro
ls t
he
Arc
tic?
Use
the k
now
ledge
org
anis
er,
and
what
we h
ave lear
nt in
clas
s to
help
you
com
plete
this
min
d m
ap t
hin
kin
g ab
out
‘Who
cont
rols
the A
rcti
c?’
23
History Knowledge Organiser K
no
wle
dg
e O
rg
an
ise
rY
ear
9W
omen
Thro
ugh T
ime
U
nit
#2
Key T
erm
sPatr
iarc
hy
A s
yste
m o
f so
ciety
or
gov
ern
ment
in
whic
h m
en
hol
d t
he p
ower
and w
omen
are lar
gely
excl
uded f
rom
it.
Dom
usT
he t
ype o
f hou
se o
ccup
ied
by
the u
pper
clas
ses
and
som
e w
eal
thy
freedm
en
in
Rom
an s
ocie
ty.
Feud
al Syst
em
A w
ay o
f st
ruct
urin
g s
ocie
ty
arou
nd r
ela
tion
ship
s deri
ved
from
the h
oldin
g o
f la
nd.
Peasa
ntla
bou
rer
or f
arm
er
wit
h
lim
ited l
and u
nder
feud
alis
m
wor
kin
g f
or t
heir
lor
d.
Nob
lewom
an
A w
oman
of
hig
h
soci
al
rank
ing a
fter
the R
oyal
s.
Here
sy
A b
elief
or o
pin
ion
that
doe
s no
t co
nfor
m t
o est
ablish
ed
beliefs
and
cus
tom
s (e
speci
ally
Chri
stia
n)
doc
trin
e.
Duc
king S
tool
Chai
rs f
orm
erl
y us
ed f
or
pun
ishm
ent
of
dis
orderl
y w
omen,
par
ticu
larl
y w
omen
accu
sed o
f w
itch
craf
t.
Sup
ers
tition
Belief
or p
ract
ice t
hat
is
cons
idere
d i
rrat
iona
l or
su
pern
atur
al:
ofte
n ar
ises
from
igno
ranc
e,
a m
isun
ders
tand
ing o
f sc
ienc
e
or c
ausa
lity
.
Malleus
M
alifica
rum
Boo
k w
ritt
en
by
chur
chm
en
to h
elp
oth
ers
ident
ify
wit
ches.
Medieva
l Soc
iety
& t
he R
ole o
f W
omen
There
was
a v
ery
dis
tinc
tive
soc
ial
clas
s sy
stem
dur
ing t
he M
iddle
Ages
(the f
eud
al
syst
em
).
Mos
t M
edie
val
peop
le w
ere
peas
ants
, ov
er
90
%,
but
the d
ivid
e b
etw
een
peas
ants
and
nob
ilit
y w
as v
ery
cle
ar-c
ut.
Peas
ants
were
at
the b
otto
m o
f th
e s
ocia
l sc
ale. T
hey
wor
ked f
or t
heir
lor
ds
on t
he
man
or.
Wom
en
star
ted a
s ear
ly a
s 3
am in
the s
umm
er.
They
were
eng
aged i
n sp
inni
ng
and p
repar
atio
n of
fib
res
for
spin
ning
and
w
eav
ing.
They
were
hir
ed t
o do
vari
ous
types
of a
gri
cult
ural
lab
our,
inc
ludin
g
pla
ntin
g p
eas
and
bean
s, w
eedin
g,
reap
ing,
bin
din
g,
that
chin
g,
hay
mak
ing,
hay
sta
ckin
g.
Marr
iage-
Nob
lew
omen
had
lit
tle c
hoi
ce o
ver
their
m
arri
age c
hoi
ces
and w
ere
oft
en
betr
othed
from
an
ear
ly a
ge t
o co
ntin
ue d
ynas
tic
mar
riag
es.
W
omen
were
oft
en
mar
ried
youn
g p
arti
cula
rly
nob
lew
omen,
as
their
ro
le w
as t
o ca
rry
childre
n fr
om a
n ear
ly
age a
nd o
verl
ook t
he d
omest
ic m
atte
rs.
Mar
ried l
ife f
ollo
wed a
pat
riar
chal
sys
tem
w
here
by
wom
en
were
pra
ctic
ally
und
er
the
dom
inan
ce o
f her
hus
ban
d w
ith p
eas
ant
wom
en
bein
g f
urth
er
tied d
own
by
stru
ctur
es
of t
he f
eud
al s
yste
m. Pe
asan
t w
omen
hav
ing c
hildre
n ou
t of
wedlo
ck
wou
ld h
ave t
o pay
com
pens
atio
n to
their
lo
rds,
whic
h h
elp
ed f
inan
ce t
heir
lor
ds.
Pe
asan
t w
omen
requ
ired p
erm
issi
on f
rom
th
eir
Lor
ds
pri
or t
o m
arry
ing o
r w
ould
fac
e
pun
ishm
ent
. F
urth
erm
ore,
serf
wom
en
pai
d
a fe
e c
alle
d a
merc
het
as t
he r
atio
nale
was
th
at t
he L
ord h
ad l
ost
a w
orker.
Religion
T
he C
hur
ch w
as o
ne o
f th
e m
ost
infl
uent
ial
inst
itut
ions
in
all
of M
edie
val
Eng
land
and
pla
yed a
lar
ge r
ole i
n educ
ation
and
re
ligion.
The C
hur
ch's
pow
er
was
so
gre
at
that
they
coul
d o
rder
and c
ontr
ol k
nights
an
d s
end
s th
em
to
bat
tle w
hene
ver
they
wis
hed t
o. T
he C
hur
ch a
lso
gav
e w
omen
an
alte
rnat
ive r
oute
to
wor
k a
nd m
arri
age.
As
Eur
ope's
Chri
stia
nizat
ion
beca
me n
ear
ly
com
ple
te,
it w
as m
ore c
omm
on f
or w
omen
to a
chie
ve p
ower
by
foun
din
g m
onas
teri
es,
ch
urch
es,
and
con
vent
s. H
ere
they
coul
d
beco
me a
nun
or
an A
bb
ess
.
Rom
e w
as v
ery
muc
h a
mal
e d
omin
ated s
ocie
ty;
so m
uch s
o th
at in
the R
oman
Repub
lic
a m
an c
ould
legal
ly k
ill
his
wif
e o
r dau
ghte
r if
they
quest
ione
d h
is a
uthor
ity.
Wom
en
were
no
t al
low
ed t
o b
e s
ena
tors
, gov
ern
ors,
law
yers
, ju
dges
or a
ny o
f th
e o
ther
offi
cial
pos
itio
ns i
nvol
ved i
n ru
nnin
g t
he R
oman
Em
pir
e . W
omen
were
als
o no
t al
low
ed t
o vo
te i
n ele
ctio
ns.
The s
tola
was
a s
ign
of a
Rom
an w
omen’
s vi
rtue
and
well-b
ear
ing.
Wom
en
of
less
er
soci
al s
tatu
s w
ould
hav
e s
imply
wor
n th
e t
oga
or t
unic
a w
hile t
he h
igher
up in
the
soci
al a
rena
you
were
the s
tola
wou
ld h
ave e
choe
d t
his
soc
ial
valu
e. R
oman
hai
rsty
les
ident
ifie
d t
he s
ocia
l st
andin
g o
f th
e p
ers
on.
The u
se o
f ac
cess
orie
s, s
uch a
s gol
den
hai
rnets
, w
ould
cert
ainl
y se
nd a
sta
tem
ent
of
affl
uenc
e i
n st
yle.
Wom
en
seen
as
resp
ect
able
wor
e a
(pal
la)
alon
gsi
de t
heir
sto
laan
d h
ad t
ies
in t
heir
hai
r (v
itta
e).
Wom
en
wor
e t
ogas
as
well,
but
aft
er
the 2
nd c
ent
ury
BC
, th
e t
oga
was
wor
n excl
usiv
ely
by
men,
an
d w
omen
were
expect
ed t
o w
ear
the s
tola
. A
t th
at p
oint
, it
was
con
sidere
d d
isgra
cefu
l fo
r a
wom
an t
o w
ear
a t
oga;
wear
ing t
he m
ale g
arm
ent
was
ass
ocia
ted w
ith p
rost
itut
ion
and a
dul
tery
. If
a re
spect
able
wom
an w
as f
ound
gui
lty
of a
dul
tery
, on
e o
f th
e
pun
ishm
ent
s w
as t
o w
ear
the t
oga.
Rom
an s
ocie
ty b
elieve
d t
hat
a v
irtu
ous
wom
an h
eld
qu
alit
ies
such
as
cari
ng a
nd s
elf
less
-pla
cing
her
dom
est
ic d
utie
s b
efo
re h
er
own
needs.
T
he g
ood w
ife r
an a
n exce
llent
hou
sehol
d,
the "
dom
us."
The h
ouse
hol
dw
as e
xtr
em
ely
im
por
tant
in
Rom
an i
deol
ogy.
The u
pper
clas
ses
saw
their
wom
enf
olk i
n ve
ry m
uch t
he
sam
e w
ay t
he less
er
clas
ses
saw
their
s. T
heir
pri
mar
y pur
pos
e o
f up
per
clas
s w
omen
was
co
nsid
ere
d t
o b
e t
he p
roduc
er
of c
hildre
n.Low
er
clas
s R
oman
wom
en
did
hav
e a
mor
e
visi
ble
pub
lic
life
beca
use t
hey
had
to
wor
k f
or a
liv
ing.
Typ
ical
job
s un
dert
aken
by
such
w
omen
were
in
agri
cult
ure,
mar
kets
, cr
afts
, as
mid
wiv
es
and a
s w
et
nurs
es.
Wit
chcr
aft
was
not
mad
e a
cap
ital
off
enc
e in
Bri
tain
unt
il 1
56
3 a
lthou
gh it
was
deem
ed h
ere
sy a
nd w
as d
eno
unce
d a
s su
ch
by
Pope I
nnoc
ent
VIII. F
rom
14
84
unt
il a
roun
d 1
75
0 s
ome 2
00
,00
0 w
itch
es
were
tor
ture
d, bur
nt o
r han
ged i
n W
est
ern
E
urop
e.
Sexist
Views
and
Misog
yny
-T
here
were
als
o boo
ks
wri
tten
by
chur
chm
en
to h
elp
oth
ers
ident
ify
wit
ches;
the m
ost
fam
ous
of t
hese
is
pro
bab
ly t
he M
alle
us M
alefi
caru
m, or
, “T
he H
amm
er
of t
he W
itch
es”
. T
his
was
wri
tten
by
a w
itch
-hun
ter
Hein
rich
Kra
mer
in 1
48
7,. K
ram
er’
s pop
ular
boo
k is
extr
em
ely
mis
ogyn
ist
to m
odern
eye
s F
or t
he f
irst
tim
e,
wit
ches
are ident
ifie
d a
s pri
mar
ily
fem
ale; fu
rtherm
ore, al
l w
omen
are p
rone
to
indul
ging
in
wit
chcr
aft
beca
use “
all
wit
chcr
aft
com
es
from
car
nal
lust
, w
hic
h is
in w
oman
ins
atia
ble
.”In
medie
val ar
t, t
he r
esp
onsi
bilit
y of
wom
en
for
this
'o
rigi
nal
sin'
, is
oft
en
em
phas
ised b
y gi
ving
a f
em
ale h
ead
to
the s
erp
ent
who
tem
pts
Eve
to
dis
obey
God
. T
he s
tory
un
derl
ined t
he b
elief
that
wom
en
were
inf
eri
or t
o m
en,
and
that
they
were
mor
ally
weak
er
and lik
ely
to
tem
pt
men
into
si
n.The R
ole o
f Religion
and
Here
sy-
Sci
ent
ific
reas
onin
g w
as d
isco
urag
ed a
nd b
elief
in m
agic
, su
pers
titi
on a
nd w
itch
-cra
ft
beca
me c
omm
on.
Any
att
em
pt
to q
uest
ion
the t
eac
hin
gs o
f th
e C
hur
ch b
roug
ht
seve
re p
unis
hm
ent
. T
he C
hur
ch,
eve
r desi
rous
of
pow
er
and t
he e
xpan
sion
of
its
hol
din
gs,
used t
he e
xcu
se o
f era
dic
atin
g w
itch
es
to f
urth
er
its
goal
s. M
any
vict
ims
of t
he I
nqui
siti
on w
ere
weal
thy
land
owne
rs -
-co
nveni
ent
ly f
or t
he c
hur
ch, w
hos
e r
ights
exte
nded t
o th
e p
ower
of
conf
isca
ting
the p
ropert
ies
of c
onvi
cted w
itch
es
and h
ere
tics
. S
o tr
ansp
arent
were
their
eff
orts
in
accu
sing
and
killing
w
eal
thy
indiv
idua
ls f
or t
he p
urpos
e o
f ob
tain
ing
their
hol
din
gs t
hat
the I
nqui
sito
r E
ymeri
c, i
n th
e 1
4th
cent
ury
com
pla
ins
of t
he s
carc
ity
of w
eal
thy
here
tics
and
expre
sses
the f
ate o
f th
e c
hur
ch w
ithou
t th
is r
ead
y so
urce
of
inco
me.
Sup
ers
tition
-S
ocie
ty
was
hig
hly
sup
ers
titi
ous
there
fore
any
behav
iour
or
phys
ical
feat
ures
out
of t
he ‘n
orm
’ cou
ld b
e
seen
as s
upers
titi
ous
acti
vity
as
well a
s illn
ess
es
and p
lagu
es.
Wit
ches
were
to
bla
me f
or a
ny m
isfo
rtun
es
such
as
anim
als
dyi
ng,
a bad
har
vest
, hou
ses
bein
g bur
nt d
own.
The P
end
le W
itch
es
is a
n exam
ple
that
hig
hligh
ts t
his
. M
ost
peop
le
accu
sed o
f bein
g w
itch
es
tend
ed t
o be o
ld, poo
r an
d s
ingl
e w
omen.
Any
who
were
unf
ortu
nate
eno
ugh t
o be ‘c
rone
-lik
e,
sunk
en
cheeked a
nd h
avin
g a
hai
ry lip
were
ass
umed t
o pos
sess
the ‘E
vil E
ye’ !
If
they
also
had
a c
at t
his
was
tak
en
a pro
of, as
wit
ches
alw
ays
had
a ‘f
amilia
r’,
the c
at b
ein
g th
e m
ost
com
mon
. A
t a
wit
ch t
rial
a d
uckin
g st
ool w
as u
sed t
o te
st
if a
wom
an w
as a
wit
ch a
s w
ell a
s th
e s
wim
min
g te
st-
if s
he f
loat
ed s
he w
as a
wit
ch, if
she d
row
ned s
he w
as c
lear
ed o
f her
char
ge a
nd h
er
soul
went
to
heav
en.
Rom
an W
omen
24
History Knowledge Organiser K
no
wle
dg
e O
rg
an
ise
rY
ear
9W
omen
Thro
ugh T
ime
U
nit
#2
The low
er
wor
king c
lass
liv
ed i
n co
ntra
st t
o th
e lav
ish
life
styl
e.
Their
foo
d w
as t
aste
less
and
con
sist
ed o
f an
ythin
g t
hat
they
coul
d a
ffor
d,
their
clo
thes
were
vas
tly
dif
fere
nt f
rom
the lux
urio
us o
utfi
ts o
f th
e u
pper
clas
s w
omen
–co
nsis
ting
of
rag a
nd c
heap
clo
th,
and t
heir
hom
es
wou
ld b
e c
old,
dam
p a
nd d
ark.
These
wom
en
were
usu
ally
si
ngle
, an
d r
elied o
nly
upon
them
selv
es
for
suppor
t, o
ften
wor
kin
g a
mon
g m
en
of t
he s
ame c
lass
in
wor
khou
ses.
Lif
e
in t
he w
orkhou
ses
was
ard
uous
and
dan
gero
us,
but
as
long
as
the w
omen
were
pro
noun
ced a
s “a
ble
bod
ied”
they
had
to
wor
k,
not
only
beca
use o
f th
e legal
requ
irem
ent
to
do
so,
but
to
scra
pe t
ogeth
er
any
mon
ey
they
coul
d..
In
Lon
don
, ov
erc
row
din
g w
as e
ndem
ic i
n th
e s
lum
s in
hab
ited b
y th
e w
orkin
g c
lass
es.
The w
orst
are
as h
ad
exam
ple
s su
ch a
s 9
0 p
eop
le c
ram
med i
nto
a 10
-roo
m h
ouse
, or
12
peop
le l
ivin
g i
n a
sing
le r
oom
. R
ent
s w
ere
exor
bit
ant;
8
5 p
erc
ent
of
wor
kin
g-c
lass
hou
sehol
ds
in L
ondon
spent
at
leas
t on
e-f
ifth
of
their
inc
ome o
n re
nt, w
ith 5
0%
pay
ing
one-q
uart
er
to o
ne-h
alf
of t
heir
inc
ome o
n re
nt. C
oal-
dus
t fr
om s
tove
s (a
nd f
acto
ries)
was
the b
ane o
f th
e V
icto
rian
w
oman
's h
ouse
keepin
g e
xis
tenc
e.
Car
ried b
y w
ind a
nd f
og,
it c
oate
d w
indow
s, c
loth
ing,
furn
itur
e a
nd r
ugs.
Was
hin
g
clot
hin
g a
nd l
inens
wou
ld u
sual
ly b
e d
one o
ne d
ay a
week,
scru
bb
ed b
y han
d i
n a
larg
e z
inc
or c
opper
tub
. C
urta
ins
were
tak
en
dow
n an
d w
ashed e
very
for
tnig
ht;
they
were
of
ten
so b
lack
ene
d b
y co
al s
mok
e t
hat
they
had
to
be
soak
ed i
n sa
lted w
ater
befo
re b
ein
g w
ashed.
Scr
ubb
ing
the f
ront
woo
den
doo
rste
p o
f th
e h
ome e
very
mor
ning
was
al
so a
n im
por
tant
chor
e t
o m
aint
ain
resp
ect
abilit
y.
The I
ndus
tria
l R
evo
luti
on b
egan
in
Gre
at B
rita
in a
roun
d 1
76
0..
Wom
en
of t
he w
orkin
g c
lass
es
wou
ld u
sual
ly b
e e
xpect
ed t
o go
out
to w
ork,
ofte
n in
the m
ills
or
min
es.
As
wit
h t
he c
hildre
n an
d m
en
the h
ours
were
lon
g a
nd c
ondit
ions
were
har
d.
A c
omm
on
job
for
wom
en
in a
coa
l m
ine w
as t
o hau
l ca
rts
of c
oal
up m
ine s
haf
ts.
The w
oman
wou
ld h
ave t
he
cart
ful
l of
coa
l at
tach
ed t
o her
wai
st b
y a
stra
p a
nd s
he w
ould
be e
xpect
ed t
o hau
l it
thro
ugh
the n
arro
w s
pac
e. W
omen
were
not
val
ued t
he s
ame a
s m
en
in t
he w
orkpla
ce,
and w
ere
oft
en
pai
d m
uch l
ess
than
men.
For
exam
ple
, w
hile m
ale B
riti
sh ind
ustr
ial
wor
kers
were
oft
en
pai
d
abou
t 10
shilling
s per
week,
wom
en
were
pai
d h
alf
that
.
Thos
e w
ho
were
for
tuna
te m
ay h
ave b
eco
me m
aids
for
weal
thie
r fa
milie
s, o
thers
may
hav
e
wor
ked a
s gov
ern
ess
es
for
rich
childre
n. T
he l
ess
for
tuna
te m
ay h
ave b
een
forc
ed t
o w
ork i
n sh
ockin
g c
ondit
ions
dur
ing t
he d
ay a
nd t
hen
hav
e t
o re
turn
hom
e t
o co
nduc
t th
e h
ouse
hol
ds
dom
est
ic n
eeds
(Was
hin
g,
Coo
kin
g a
nd l
ookin
g a
fter
childre
n etc
.) W
omen
also
fac
ed t
he a
dded
bur
den
of s
ocie
ties
dem
and f
or c
hildre
n. T
he i
ndus
tria
l ag
e l
ed t
o a
rapid
inc
reas
e i
n b
irth
rat
es
whic
h c
lear
ly h
as a
n im
pac
t up
on t
he p
hys
ical
str
eng
th o
f th
e m
others
. It
was
not
unc
omm
on f
or
fam
ilie
s to
hav
e m
ore t
han
10
childre
n as
a r
esu
lt o
f th
is d
em
and:
and t
he w
oman
wou
ld o
ften
hav
e t
o w
ork r
ight
up t
o an
d s
trai
ght
afte
r th
e d
ay o
f th
e c
hild's
bir
th f
or f
inan
cial
reas
ons,
le
avin
g t
he c
are o
f th
e n
ew
bor
n ch
ild t
o ol
der
rela
tive
s. W
omen
were
for
ced t
o w
ork 1
2 t
o 14
hou
rs a
day
, no
t on
ly s
epar
atin
g t
hem
fro
m t
heir
hom
es,
but
als
o pay
ing t
hem
low
wag
es.
They
were
for
ced t
o w
ork i
n fi
lthy
fact
orie
s fu
ll o
f dis
eas
es
and w
ithou
t an
y pro
tect
ive c
loth
ing.
Man
y w
omen
and c
hildre
n got
inj
ured a
nd s
ick d
ue t
o th
e h
arsh
con
dit
ion
incl
udin
g t
oxic
fum
es.
T
he p
ers
iste
nt d
eat
h o
f yo
ung c
hildre
n un
der
the a
ge o
f se
ven
was
con
sidere
d a
pro
duc
t of
the
soci
al i
lls
caus
ed b
y w
omen
ent
eri
ng t
he lab
our
forc
e.
Beca
use o
f th
e lar
ge i
nflu
x o
f la
bou
rers
fr
om o
utsi
de o
f ur
ban
are
as,
man
y m
others
did
not
hav
e r
eliab
le a
nd a
ccess
ible
fam
ily
wit
h
whom
to
leav
e t
heir
childre
n w
hile t
hey
were
at
wor
k.
As
a re
sult
, th
e e
ighte
ent
h c
ent
ury
saw
an
incr
eas
e i
n in
fant
deat
h r
ates.
Com
ment
ator
s cl
aim
ed t
hat
the f
acto
ry w
oman
was
self
ish a
nd
pre
ferr
ed t
o b
e e
mplo
yed t
han
to
repro
duc
e a
nd c
reat
e a
fam
ily.
Doc
tors
poi
nted o
ut t
hat
w
omen
cons
idere
d c
hildre
n as
a s
ymb
ol o
f th
eir
fem
inin
ity
and t
heir
bio
logic
al m
atern
al r
ole,
and
man
y w
ere
not
read
y fo
r eit
her.
Wit
h t
his
bein
g s
aid,
abor
tion
rat
es
were
als
o in
creas
ing v
ery
qu
ickly
. In
the 1
88
0s
the M
edic
al O
ffic
er
of H
eal
th c
oncl
uded t
hat
wom
en
wan
ted t
o av
oid t
he
bur
den
of h
avin
g c
hildre
n, s
o m
uch s
o th
at t
hey
were
als
o b
lam
ed w
ith t
he inc
reas
e i
n th
e leve
l of
inf
anti
cide.
Chang
es
in S
ociety
The I
ndus
tria
l R
evo
luti
on p
aved t
he w
ay f
or l
ater
pol
itic
al c
han
ge.
Fac
tory
wor
k a
llow
ed t
he
bre
akdow
n of
segre
gat
ion
betw
een
men
and w
omen
as b
oth t
ook p
art
in s
imilar
job
s (a
lthou
gh
wit
h l
ower
wag
es)
. T
he M
ines
Act
of
184
2 p
rohib
ited t
he e
mplo
yment
of
wom
en
and o
f ch
ildre
n un
der
10 y
ear
s of
ag
e, in
und
erg
roun
d m
ines.
The F
acto
ry A
ct o
f 18
47
, al
so k
now
n as
the T
en
Hou
rs A
ct w
as a
U
nite
d K
ingdom
Act
of
Parl
iam
ent
whic
h r
est
rict
ed t
he w
orkin
g h
ours
of
wom
en
and y
oung
pers
ons
(13
-18
) in
texti
le m
ills
to
10 h
ours
per
day
. T
he i
ndus
tria
l ag
e m
ean
t th
at e
duc
atio
n in
creas
ingly
off
ere
d m
en
the o
ppor
tuni
ty t
o b
ett
er
them
selv
es,
and
where
educ
atio
nal
oppor
tuni
ties
were
mad
e a
vailab
le t
o m
en,
they
were
qui
ckly
al
so s
ought
by
wom
en.
For
ins
tanc
e,
in 1
82
3,
the M
ech
anic
s’ I
nsti
tute
in
Lon
don
was
opene
d t
o pro
vide e
duc
atio
nal
lect
ures
for
wor
kin
g m
en
that
they
coul
d a
ttend
out
side o
f th
eir
wor
kin
g
hou
rs;
by
183
0,
these
had
been
opene
d t
o w
omen
as w
ell.
Wom
en
dur
ing
the I
ndus
trial Revo
lution
Victo
rian
Wom
en
Wom
en
of t
he upper
class
es
enj
oyed a
lif
e o
f tr
avel, f
ine
clot
hes
and s
taff
to
do
chor
es
for
them
. T
heir
allot
ted g
oal
in l
ife w
as t
o m
arry
, hav
e c
hildre
n an
d r
aise
them
in
an
appro
pri
ate a
nd r
esp
ect
ful
man
ner.
The r
ole o
f devo
ted w
ife
and m
other
was
hig
hly
ideal
ized i
n V
icto
rian
Bri
tain
. T
he
perf
ect
rol
e m
odel
for
the d
omest
icit
y expect
ed o
f up
per,
an
d e
speci
ally
mid
dle
cla
ss w
omen,
was
that
of
Vic
tori
a hers
elf
, w
ho
dot
ed u
pon
her
hus
ban
d a
nd c
hildre
n, a
nd a
fter
Alb
ert
’s d
eat
h r
em
aine
d l
oyal
, m
odest
and
dem
ure.
Dan
cing
an
d g
rand
soc
ial
par
ties
were
com
mon
pla
ce i
n th
e liv
es
of
weal
thy
Vic
tori
an w
omen.
How
eve
r, t
he lad
ies
had
to
rem
em
ber
to a
dhere
to
cert
ain
unsp
oken
rule
s of
eti
quett
e,
lest
they
com
e a
cros
s as
vul
gar
and
gai
n an
uns
avou
ry
reput
atio
n am
ong t
he o
ther
mem
bers
of
the e
lite
. T
he r
ules
rang
ed f
rom
what
kin
d o
f je
wellery
to
wear
, to
where
and
w
ith w
hom
they
were
allow
ed t
o w
alk.
The i
deal
Vic
tori
an
wom
an w
as p
ure, ch
aste
, re
fine
d,
and m
odest
. T
his
ideal
was
su
ppor
ted b
y eti
quett
e a
nd m
anne
rs.
Key T
erm
sInd
ustr
ial
Revo
lution
T
he r
apid
deve
lopm
ent
of
indus
try
that
oc
curr
ed i
n B
rita
in i
n th
e lat
e 1
8th
cent
ury.
Hur
rier
Als
o ca
lled a
dra
wer.
T
he h
isto
ric
loca
l te
rm f
or t
he p
ers
on
who
bro
ught
em
pty
co
al t
ubs
up t
o th
e
coal
Spinning
Jenn
y
A s
pin
ning
mac
hin
e
wit
h m
ulti
ple
spin
ning
fr
ames.
‘Ang
el in t
he H
ouse
’ Po
em
/Idea
abou
t th
e
role
of
a w
oman
as
an
obedie
nt w
ife w
ho
behav
es
like a
n ‘a
ngel’
and s
erv
es
her
hus
ban
d.
Fallen
Wom
en
Term
use
d t
o desc
rib
e w
omen
who
had
fal
len
from
‘the
gra
ce o
f G
od’ or
‘los
t th
eir
inn
ocenc
e.’
Chatt
el
Ite
m o
f pro
pert
y an
d
pers
onal
pos
sess
ion.
W
omen
were
seen
as
chat
tel.
1882 M
arr
ied
Wom
en’s
Act
A
ct o
f Pa
rlia
ment
th
at a
llow
ed m
arri
ed
wom
en
to o
wn
and
cont
rol
pro
pert
y in
th
eir
ow
n ri
ght.
Suf
fragett
e
mem
ber
of m
ilit
ant
wom
en'
s or
gan
isat
ions
. Suf
fragist
believe
d in
peac
efu
l ca
mpai
gni
ng m
eth
ods
such
as
mar
chin
g a
nd
pro
test
ing.
25
History Knowledge Organiser K
no
wle
dg
e O
rg
an
ise
rYear
9 H
isto
ry W
omen
Thro
ugh T
ime U
nit
#2
The P
osition
of W
omen
in V
icto
rian Soc
iety
Unt
il l
ate i
n th
e 2
0th
Cent
ury
a m
arri
ed w
oman
cou
ld o
wn
no p
ropert
y.E
nglish
law
defi
ned t
he r
ole o
f th
e w
ife a
s a
'fem
e c
overt
', e
mphas
izin
g h
er
sub
ordin
atio
n to
her
hus
ban
d,
and p
utti
ng h
er
under
the '
pro
tect
ion
and i
nflu
enc
e o
f her
hus
ban
d,
her
bar
on,
or l
ord'.
Upon
mar
riag
e,
the h
usb
and
and w
ife b
eca
me o
ne p
ers
on u
nder
the law
, as
the p
ropert
y of
the w
ife w
as s
urre
ndere
d t
o her
hus
ban
d,
and h
er
legal
ident
ity
ceas
ed t
o exis
t.In
188
2 t
he M
arri
ed W
oman
's P
ropert
y A
ct g
ave w
omen
rights
to
own
her
own
pro
pert
y.Pr
evi
ousl
y her
pro
pert
y, f
requ
ent
ly i
nheri
ted f
rom
her
fam
ily,
belo
nged t
o her
hus
ban
d o
n m
arri
age.
She b
eca
me t
he chatt
el
of t
he m
an.
Dur
ing t
his
era
if
a w
ife s
epar
ated f
rom
her
hus
ban
d s
he h
ad n
o ri
ghts
of
acce
ss t
o se
e h
er
childre
n.A
div
orce
d w
oman
had
no
chan
ce o
f ac
cepta
nce i
n so
ciety
agai
n.
Vic
tori
an m
en
kept
mis
tress
es,
but
they
still
expect
ed t
heir
wiv
es
or m
istr
ess
es
to b
e f
aith
ful
what
eve
r th
eir
ow
n m
isdem
ean
our
s.If
a w
omen
took
a l
over
it w
as n
ot
mad
e p
ublic.
If
it d
id b
eco
me p
ublic
kno
wle
dge s
he w
ould
be c
ut b
y so
ciety
.B
ut m
en
coul
d a
mb
le a
long
to
one o
f th
eir
gent
lem
an's
clu
bs
and a
lway
s fi
nd a
war
m
welc
ome.
Near
ly a
ll V
icto
rian
phys
icia
ns c
onsi
dere
d w
omen
mor
e f
ragile a
nd s
ens
itiv
e t
han
men.
They
believe
d w
omen
were
mor
e s
usc
epti
ble
to
nerv
ous
bre
akdow
n.
The c
lass
ic ‘fe
mal
e i
llne
ss’ w
as h
yste
ria.
Bedla
m-
Wom
en
coul
d f
ind t
hem
selv
es
lab
elled i
nsan
e a
nd l
ocked u
p in
mad
hou
ses
for
a ra
nge o
f co
ndit
ions
–fr
om p
ostn
atal
depre
ssio
n to
alc
ohol
ism
or
seni
le
dem
ent
ia,
and e
ven
for
soci
al t
rans
gre
ssio
ns s
uch a
s in
fidelity
(‘m
oral
ins
anit
y’).
A w
oman
who
reb
elled a
gai
nst
Vic
tori
an d
omest
icit
y ri
sked b
ein
g d
ecl
ared i
nsan
e a
nd c
omm
itte
d t
o an
asy
lum
. T
his
was
usu
ally
at
her
hus
ban
d’s
or
fath
er’
s re
quest
, an
d s
he g
ene
rally
had
no
right
to c
onte
st o
r ap
peal
.
Att
itud
es
towar
ds
Wom
en
& S
exua
lity
Wom
en’s Suf
frage
Nation
al Union
of
Wom
en'
s Suf
frage S
ocieties
(NUW
SS):
In
189
7,
The N
ation
al Union
of
Wom
en'
s Suf
frage S
ocieties
(NU
WS
S)
was
fo
rmed.
They
were
led b
y M
illice
nt G
arre
tt F
awce
tt (
184
7-1
92
9).
Gar
rett
pub
lish
ed w
idely
on
wom
en'
s is
sues
and w
as a
fre
quent
pub
lic
speak
er
on w
omen'
s ri
ghts
. The S
uffr
agists
believe
d i
n ac
hie
ving
chan
ge t
hro
ugh p
arliam
ent
ary
mean
s an
d u
sed l
obb
ying
tech
niqu
es
to
pers
uade M
em
bers
of
Parl
iam
ent
sym
pat
heti
c t
Betw
een
187
0 a
nd 1
88
4 d
eb
ates
on w
omen'
s su
ffra
ge t
ook p
lace
alm
ost
eve
ry y
ear
in
Parl
iam
ent
. T
he U
nite
d P
roce
ssio
n of
Wom
en,
or
Mud
Mar
ch a
s it
beca
me k
now
n, w
as a
peac
efu
l dem
onst
rati
on i
n Lon
don
on
9 F
eb
ruar
y 19
07
or
gan
ised b
y th
e N
UW
SS
, in
whic
h m
ore t
han
thre
e t
hou
sand
wom
en
mar
ched f
rom
Hyd
e P
ark C
orne
r to
the S
tran
d i
n su
ppor
t of
wom
en'
s su
ffra
ge. W
omen
from
all c
lass
es
par
tici
pat
ed i
n w
hat
was
the lar
gest
pub
lic
dem
onst
rati
on s
uppor
ting
wom
en'
s su
ffra
ge s
een
up t
o th
at
dat
e. o
their
cau
se t
o ra
ise t
he iss
ue o
f w
omen'
s su
ffra
ge.
(WSPU) -
Wom
en'
s Soc
ial and
Political Union
-(“Deeds
not
Wor
ds’’):
This
uni
on w
as f
ound
ed b
y E
mm
eline
Pan
khur
st i
n 19
03
. M
em
bers
hip
of
the W
SPU
was
lim
ited t
o w
omen
only
. E
mm
eline
’s d
aughte
rs,
Chri
stab
el, S
ylvi
a an
d A
dela
, w
ere
com
mit
ted m
em
bers
. W
SPU
mem
bers
were
dete
rmin
ed t
o ob
tain
the r
ight
to v
ote f
or w
omen
by
any
mean
s an
d c
ampai
gne
d t
irele
ssly
and
som
eti
mes
viol
ent
ly t
o ac
hie
ve t
his
aim
.T
hey
felt
that
the im
pac
t of
peac
efu
l ta
ctic
s us
ed b
y th
e s
uffr
agis
ts (
NU
WS
S)
seem
ed t
o hav
e b
een
exhau
sted a
nd a
dif
fere
nt,
mor
e r
adic
al
appro
ach w
as n
eeded.
The l
ack o
f G
overn
ment
act
ion
led t
he W
SPU
to
undert
ake m
ore v
iole
nt a
cts,
inc
ludin
g a
ttac
ks
on p
ropert
y an
d l
aw-
bre
akin
g,
whic
h r
esu
lted i
n im
pri
sonm
ent
and
hun
ger
stri
kes.
In
190
5,
two
mem
bers
of
the S
uffr
agett
es,
Chri
stab
el
Pank
hur
st a
nd A
nnie
K
enn
y, i
nterr
upte
d a
meeti
ng i
n M
anch
est
er
to a
sk t
wo
pol
itic
ians
, W
inst
on C
hur
chill
and S
ire E
dw
ard G
rey,
if
they
believe
d w
omen
shou
ld
hav
e t
he r
ight
to v
ote. T
he t
wo
wom
en
then
got
out
a b
anne
r th
at s
aid ‘V
otes
for
Wom
en’
and
shou
ted a
t th
e t
wo
pol
itic
ians
to
answ
er
their
qu
est
ions
. Pa
nkhur
st a
nd K
enn
ey
were
thro
wn
out
of t
he m
eeti
ng a
nd a
rrest
ed f
or c
ausi
ng a
n ob
stru
ctio
n an
d a
ssau
ltin
g a
pol
ice o
ffic
er.
Mos
t pro
stit
utes
were
con
sidere
d
“fal
len
wom
en”
beca
use it
was
b
elieve
d t
hat
wom
en
of t
he s
ocie
ty
wou
ld n
eve
r op
t to
beco
me a
pro
stit
ute. H
oweve
r, t
he p
rofe
ssio
n w
as l
egal
and
in
som
e s
ect
ions
, it
w
as e
ven
enc
oura
ged.
It
was
believe
d t
hat
men
needed a
n ou
tlet
for
their
sexua
l desi
res
whic
h t
hey
had
to
keep s
uppre
ssed
in t
heir
dai
ly l
ife.
On
the o
ther
han
d,
it g
ave a
way
to
ear
n fo
r w
omen
who
wou
ld n
eve
r hav
e e
arne
d
otherw
ise.T
here
were
mor
e
bro
thels
in
Lon
don
than
sch
ools
.In
188
7,
a m
edic
al j
ourn
al e
stim
ated
that
there
were
aro
und 8
0,0
00
pro
stit
utes
in L
ondon
whic
h i
s 3
%
of t
he t
otal
pop
ulat
ion
of
2,3
60
,00
0.
Man
y S
uffr
agett
es
who
went
to
pri
son
refu
sed t
o eat
there
fore
when
a S
uffr
agett
e w
as s
ent
to
pri
son,
it
was
ass
umed t
hat
she w
ould
go
on a
hun
ger
stri
ke a
s th
is
gai
ned m
axim
um p
ublici
ty.
The g
overn
ment
was
sca
red t
hat
the w
omen
mig
ht
die
in
pri
son,
so
they
star
ted t
o fo
rce f
eed t
hem
. T
his
bro
ught
a lo
t of
negat
ive m
edia
at
tent
ion
and t
he g
overn
ment
then
intr
oduc
ed t
he ‘T
em
por
ary
Dis
char
ge f
or H
eal
th A
ct,’
whic
h w
as a
new
law
that
allow
ed w
omen
tob
e s
et
free f
rom
pri
son
if t
hey
refu
sed t
o eat
. T
he l
aw a
lso
gav
e p
olic
e t
he p
ower
to a
rrest
and
im
pri
son
wom
en
agai
n at
a lat
er
dat
e. It
beca
me k
now
n as
the
‘Cat
and
Mou
se A
ct’ b
eca
use t
he
gov
ern
ment
cou
ld a
rrest
and
im
pri
son
Suf
frag
ett
es
as o
ften
as t
hey
wan
ted u
nder
the n
ew
law
. T
he C
at a
nd M
ouse
Act
allow
ed S
uff
ragett
es
to g
o on
a h
unger
stri
ke a
nd
let
them
get
weak
er
and w
eak
er.
When
the S
uffr
agett
es
were
very
weak
they
were
then
rele
ased f
rom
pri
son.
Thos
e w
ho
were
rele
ased w
ere
so
weak
that
they
coul
d
take n
o par
t in
any
vio
lenc
e.
When
they
had
regai
ned t
heir
str
eng
th t
hey
were
re-a
rrest
ed a
nd t
he w
hol
e p
roce
ss s
tart
ed a
gai
n. H
unger
stri
kers
were
for
ce f
ed b
y pri
son
doc
tors
usi
ng s
teel
mou
th c
lam
ps
and t
ubes.
This
was
a p
ainf
ul a
nd b
ruta
l pro
cess
. F
orce
feedin
g s
hoc
ked t
he p
ublic
and g
aine
d a
lot
of s
ympat
hy
for
the S
uffr
agett
es
an
d t
heir
cau
se.
26
You
r hom
ewor
k is
to re
vise
and
learn
key
inf
orm
atio
n fr
om t
he
less
ons
that
we
hav
e had
so
far
this
ter
m. T
his
in
clud
es k
ey
term
s an
d s
mal
l pi
eces
of su
bje
ct k
nowledge
. Y
ou h
ave on
e w
eek
to c
ompl
ete
this
lea
rnin
g.
Ind
ustr
ial
Revo
luti
on
Duc
kin
gS
tool
Hur
rier
Spin
ning
Jenn
y
Patr
iarc
hy
Sup
ers
titi
on
Feud
al
Here
sy
Tes
t Y
ours
elf!
!! W
rite
the
def
init
ions
for
the
key
term
s b
elow
.List
one d
iffe
renc
e a
nd o
ne s
imilarity
betw
een
Peasa
nt W
omen
& W
omen
in t
he I
ndus
trial Age
One
diffe
renc
e:
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
One
sim
ilarity
:
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Why
were
w
omen
lab
elled
as w
itch
es
in
the lat
e
Medie
val
peri
od?
Hom
ew
ork #
2 –
His
tory
–Y
ear
9
Nam
e:
Fam
ily
grou
p:
The I
ndus
trial Revo
lution
: Chang
es
in S
ociety
-List
two
1)
2)
27
Y
our
hom
ewor
k is
to re
vise
and
learn
key
inf
orm
atio
n fr
om t
he
less
ons
that
we
hav
e had
so
far
this
ter
m. T
his
in
clud
es k
ey
term
s an
d s
mal
l pi
eces
of su
bje
ct k
nowledge
. Y
ou h
ave on
e w
eek
to c
ompl
ete
this
lea
rnin
g.
‘Ang
el in
the H
ouse
’
Chat
tel
Hur
rier
Spin
ning
Jenn
y
Patr
iarc
hy
Ind
ustr
ial
Revo
luti
on
Fal
len
Wom
en
188
2M
arri
ed
Wom
en’
s A
ct
Tes
t Y
ours
elf!
!! W
rite
the
def
init
ions
for
the
key
term
s b
elow
.
Hom
ew
ork #
3 –
His
tory
–Y
ear
9
Nam
e:
Fam
ily
grou
p:
Fro
m t
his
sou
rce I
ca
n in
fer…
Fro
m t
his
sou
rce I
ca
n in
fer…
Upp
er
Class
Victo
rian
Wom
en’s
Lives
Low
er
Wor
king
Class
Victo
rian
Wom
en’s
Lives
28
Y
our
hom
ewor
k is
to re
vise
and
learn
key
inf
orm
atio
n fr
om t
he
less
ons
that
we
hav
e had
so
far
this
ter
m. T
his
in
clud
es k
ey
term
s an
d s
mal
l pi
eces
of su
bje
ct k
nowledge
. Y
ou h
ave on
e w
eek
to c
ompl
ete
this
lea
rnin
g.
WS
PU
Suf
frag
ett
e
NU
WS
S
Suf
frag
ist
Fal
len
Wom
en
‘Ang
el in
the
Hou
se’
188
2M
arri
ed
Wom
en’
s A
ct
Cat
& M
ouse
Act
19
13
Tes
t Y
ours
elf!
!! W
rite
the
def
init
ions
for
the
key
term
s b
elow
.
Hom
ew
ork #
4 –
His
tory
–Y
ear
9
Nam
e:
Fam
ily
grou
p:
Fro
m t
his
sou
rce I
can
in
fer…
De
sc
rib
e 2
fe
atu
re
s o
f th
e w
om
en
’s s
uff
ra
ge
mo
ve
me
nt.
One
feat
ure o
f th
e w
omen’
s su
ffra
ge m
ovem
ent
was
…
This
gro
up b
elieve
d/u
sed…
.
A s
eco
nd f
eat
ure o
f th
e w
omen’
s su
ffra
ge m
ovem
ent
w
as …
…
This
gro
up b
elieve
d/u
sed…
.
29
Maths Knowledge Organiser—Spring 1 U
nit
8 -
con
stru
ctio
ns
No
.Q
ue
stio
nA
nsw
er
Exam
ple
8.1
Wh
at d
oes
eq
uid
ista
nt
mea
n?
At
equ
al d
ista
nce
s
8.2
Wh
atd
oes
p
erp
en
dic
ula
r m
ean
?
At
righ
t an
gles
to
8.3
Wh
at d
oes
b
isec
tor m
ean
?C
uts
in h
alf
8.4
Wh
atis
an
an
gle
bis
ecto
r?C
uts
the
an
gle
in h
alf
Un
it 9
–si
mila
rity
an
d c
on
gru
en
ce
No
.Q
ue
stio
nA
nsw
er
Exam
ple
9.1
Wh
at is
en
larg
em
ent?
Ch
ange
sth
e s
ize
of
the
sh
ape
by
a sc
ale
fact
or
fro
m a
cen
tre
po
int
9.2
Wh
at is
th
e s
cale
fa
cto
r?W
hat
all
the
sid
es
are
mu
ltip
lied
by
to g
et
the
en
larg
em
ent
9.3
Wh
at a
re s
imila
r sh
ape
s?Id
en
tica
l in
sh
ape
,an
gles
ar
eth
e s
ame
bu
t d
iffe
ren
t in
siz
e , t
he
rat
io b
etw
een
si
de
sis
th
e s
ame
9.4
Wh
atar
e co
ngr
ue
nt
shap
es?
Ide
nti
cal i
n s
hap
e a
nd
siz
e
9.5
Wh
at a
re t
he
fo
ur
con
gru
en
cy r
ule
s?SS
S
SA
S A
SA
RH
S
9.6
SSS
Sid
e,s
ide
, sid
e (a
ll si
de
s ar
e eq
ual
)
9.7
SAS
Sid
e,A
ngl
e ,S
ide
9.8
ASA
An
gle,
Sid
e, A
ngl
e
9.9
RH
S R
igh
t an
gle
, Hyp
ote
nu
se,
Sid
e
Un
it 1
1 -
po
lygo
ns
No
.Q
ue
stio
nA
nsw
er
Exam
ple
11
.1P
oly
gon
An
y 2
D s
hap
e fo
rmed
w
ith
str
aigh
t lin
es
11
.2R
egu
lar
po
lygo
nA
2D
sh
ape
form
ed w
ith
eq
ual
str
aigh
t lin
es
and
eq
ual
inte
rio
r an
gles
11
.3In
teri
or
angl
esTh
e a
ngl
es in
sid
ea
po
lygo
n
11
.4Su
m o
f in
teri
or
angl
es
(nu
mb
er
of
sid
es
–2
) x
18
0
11
.5Ex
teri
or
angl
es
The
an
gles
ou
tsid
ea
po
lygo
n
11
.6Ex
teri
or
angl
es…
Su
mto
36
0
11
.7In
teri
or a
nd
ex
teri
or
angl
es…
Sum
to 1
80
Un
it 1
0–
tria
ngl
es
and
qu
adri
late
rals
No
.Q
ue
stio
nA
nsw
er
Exam
ple
10
.1W
hat
are
the
pro
pert
ies
of
an
equila
tera
l
tria
ngle
?
All
angl
es a
re t
he
sam
esi
ze
and
all
sid
es
are
the
sam
ele
ngt
h.
10
.2W
hat
are
the
pro
pert
ies o
f a
scale
ne
tria
ngle
?
All
angl
es a
re d
iffe
ren
t siz
es
and
all
sid
es
are
dif
fere
nt
len
gth
s.
10
.3W
hat
are
the
pro
pert
ies o
f a
right-
ang
led
tria
ngle
?
Co
nta
ins
on
e an
gle
of
90
10
.4W
hat
are
the
pro
pert
ies o
f a
isoscele
s
tria
ngle
?
Has
2 s
ide
s o
f eq
ual
len
gth
an
d
2 a
ngl
es o
f eq
ual
siz
e
10
.5W
hat
are
the
pro
pert
ies o
f a
square
?
1.
All
of
its
sid
es
are
the
sa
me
len
gth
.2
.A
ll o
f it
s an
gles
are
eq
ual
(9
0 )
3.
It h
as 2
pai
rs o
f p
aral
lel
sid
es
10
.6W
hat
are
the
pro
pert
ies o
f a
rrecta
ngle
?
1.
Op
po
site
sid
es
are
the
sa
me
len
gth
2.
All
of
its
angl
es a
re e
qu
al
(90 )
3.
It h
as 2
pai
rs o
f p
aral
lel
sid
es
10
.7W
hat
are
the
pro
pert
ies o
f a
rhom
bus?
1.
All
sid
es
are
the
sam
e le
ngt
h2
.N
on
e o
f its
an
gles
are
90
3.
It h
as 2
pai
rs o
f p
aral
lel
sid
es
10
.8W
hat
are
the
pro
pert
ies o
f a
para
llelo
gra
m?
1.
Op
po
site
sid
es
are
the
sa
me
len
gth
2.
No
ne
of i
ts a
ngl
es a
re 9
0
3.
It h
as 2
pai
rs o
f p
aral
lel
sid
es
10
.9W
hat
are
the
pro
pert
ies o
f a
kite?
1.
Ad
jace
nt
sid
es
are
the
sa
me
len
gth
2.
1 p
air
of o
pp
osi
te a
ngl
es
are
equ
al3
.It
has
0 p
airs
of
par
alle
l lin
es
10
.10
What
are
the
pro
pert
ies o
f a
ttra
peziu
m?
1.
It h
as 1
pai
rs o
f p
aral
lel
line
s2
.In
th
e s
pe
cial
cas
e o
f an
is
osc
eles
trap
ezi
um
it h
as
1 p
air
of o
pp
osi
te s
ide
s o
f eq
ual
len
gth
Spri
ng
1
30
Un
it 1
2 -
eq
uat
ion
s
No
.Q
ue
stio
nA
nsw
er
Exam
ple
12
.1W
hat
do
es s
olv
e m
ean
?Fi
nd
th
e u
nkn
ow
nSo
lve
to f
ind
12
.2W
hat
is t
he
un
kno
wn
?Th
e le
tter
in a
n e
qu
atio
n
12
.3W
hat
do
es e
xpan
d m
ean
?M
ult
iply
ou
t th
e b
rack
et in
th
e ex
pre
ssio
n
12
.4W
hat
do
es r
earr
ange
mea
n?
Mak
ean
oth
er le
tter
th
e su
bje
ct o
f th
e eq
uat
ion
Mak
e
the
sub
ject
12
.5W
hat
is t
he
sub
ject
?Th
e le
tter
of t
he
equ
atio
n
wh
ich
is o
n it
s o
wn
on
on
e si
de
12
.6W
hat
is a
lin
ear
equ
atio
n?
An
eq
uat
ion
wh
ich
form
s a
stra
igh
t lin
e o
n a
gra
ph
12
.7W
hat
is a
qu
adra
tic
equ
atio
n?
An
eq
uat
ion
con
tain
ing
a p
ow
er w
hic
h fo
rms
a cu
rved
lin
e o
n a
gra
ph
12
.8>
Gre
ater
th
an
12
.9<
Less
th
an
12
.10
is
gre
ater
th
an 2
12
.11
is
gre
ater
th
an o
r eq
ual
to
2
12
.12
is
less
th
an 2
12
.13
is
less
th
an o
r eq
ual
to
2
12
.14
is
grea
ter
than
2 a
nd
sm
alle
r th
an 4
12
.15
is
gre
ater
th
an o
r eq
ual
to
2 a
nd
sm
alle
r th
an o
r eq
ual
to
4
Un
it 1
3 –
sim
ult
ane
ou
s e
qu
atio
ns
No
.Q
ue
stio
nA
nsw
er
Exam
ple
13
.1W
hat
are
sim
ult
aneo
us
equ
atio
ns?
A p
air
of
equ
atio
ns
that
h
ave
the
sam
e so
luti
on
s fo
r th
e u
nkn
ow
n
Un
it 1
4 –
qu
adra
tic
grap
hs
No
.Q
ue
stio
nA
nsw
er
Exam
ple
14
.1W
hat
is t
he
y in
terc
ept?
Wh
ere
the
grap
h c
ross
es
the
y ax
is
14
.2W
hat
is t
he
max
imu
mp
oin
t?Th
e p
oin
to
f th
e gr
aph
w
her
e th
e gr
adie
nt
= 0
an
d
chan
ges
fro
m p
osi
tive
to
n
egat
ive
14
.3W
hat
is t
he
min
imu
m p
oin
t?Th
e p
oin
to
f th
e gr
aph
w
her
e th
e gr
adie
nt
= 0
an
d
chan
ges
fro
m n
egat
ive
to
po
siti
ve
14
.4W
hat
are
the
roo
ts?
Wh
ere
the
grap
h c
ross
es
the
x ax
is (
the
solu
tio
ns)
Spri
ng
2Maths Knowledge Organiser—
Spring 2
31
Week Hegarty
Clip
Number
Hegarty Clip Title
1 680 Congruence
2 823 Triangles
3 824 Quadrilaterals
4 560 Interior angles in quadrilaterals
5 561 Interior angles in polygons
6 563 Exterior angles in polygons
32
Vocabulary Learning Homework
Research has shown that regular vocabulary learning is very beneficial to a child’s acquisition of language.
Therefore, each week, vocabulary learning is set in MFL. Students are asked to learn 10 words per week
on average (this is at the teachers’ discretion). A proven method for learning vocabulary is “Look, cover,
write, check”.
Students will receive at the start of each half term a vocabulary sheet. There are pictures to help with re-
tention of vocabulary. They are expected to look after this sheet and keep it for the duration of the half-
term. Instructions will be sent for which words the students are to learn via “Classcharts”. For this half-
term, your child is studying “Food and drink” and the vocabulary that is set reflects this.
You can help your child to learn this vocabulary by quizzing them, even a few minutes a day can make a
huge difference. You can also help them by downloading apps such as “Duolinguo” and
“Linguascope” (username: leesbrook, password Leesbrook1)
“Quizlet” is also a useful website where students can quiz themselves. They will need to create an ac-
count, and further details are to be provided next half-term.
Watching TV programmes in the target language and changing your phone settings are also easy ways of
improving your language skills.
If your child does not achieve 7/10 in the weekly vocabulary test, they will sit a detention.
MFL Knowledge Organiser
33
If you feel it is useful, use this grid to help you revise.
LOOK COVER WRITE CHECK
1
2
3
4
5
6
7
8
9
10
34
Knowledge Required
Rules:
Mixture of Football, Basketball & Ice
Hockey
Played in two teams of 7
1 GK and 6 outfield players
No more than 3 seconds or 3 steps
Cannot go onto the goal area
Defenders do = penalty throw
Attackers do = no goal 60 minutes per game – (2 x 30
minutes) Score by throwing the ball into the net
Side line ball to the opposite team if the ball goes out of play
1 point scored for goal You can block an opponent but cannot
grab them
Game start with a Centre Line
7 metre line (Penalty)
Double dribble – just like basketball Passive play is forbidden (no attempt
to score)
1 foul = Yellow card
2 fouls = 2 minute time out
3 fouls = 2 minute time out
4 fouls = Red card
PE Knowledge Organiser
35
PE Knowledge Organiser
Catching Catching of the ball is an essential technical element in handball. Accurate catching is very important and ensures a fast, smooth and skilful game. Coaching points = W shape, eyes on the ball, feet shoulder width apart
Chest pass
PASS OVER A SHORT DISTANCE WITH NO DEFENDERS INBETWEEN
W Shape = Grip
Step into the pass = Power Extend your arms = Accuracy
Shoulder pass PASS MADE OVER A LONGER DISTANCE WITH POWER AND NO DEFENDERS IN DI-
RECT
Fingers spread as wide as possible = Grip
Step into the pass = Power
Extend your arms = Accuracy
Throw the ball = Distance
Components of fitness and how they are needed?
COF
Definition
How are they used?
Agility The ability to change direction quickly
You need this to dodge and opponent or the GK to dive to save the shot
Balance The ability to maintain equilibrium The ability to hold a fixed position
You need this to not fall over when people are trying to tackle you or when landing
Co-ordination
The ability to use two or more body parts
You need this to throw and catch the ball
Power Strength x speed
You need this when jumping or any explosive actions such as shooting
Reaction Time
The time taken to respond to a stimulus
A GK needs this to react to the ball when somebody has shot at his goal
Re-acting to a referees whistle
Aerobic Endurance
The ability for the cardiorespiratory system (heart/lungs) to supply the muscles with oxy-gen and nutrients to take part in sustained physical activity.
You need this to keep running for the 60 minutes without becoming fatigue.
Speed The ability to move the whole or parts of the body quickly
You need this to run fast past defenders
36
Components of Fitness:
You are going to spend 5 minutes memorising as much information on the following
pages ready for a look, cover, write and check on the next page. It is crucial that you do
not just copy this! The PE department will constantly be asking you throughout the term
on these.
37
38
39
40
41
42
43
44
45
46
47
48
INDEPENDENT RESEARCH TASK – IPADS ARE AVAILABLE AT HOMEWORK CLUB IF REQUIRED
49
RE Knowledge Organiser Is
su
es o
f H
um
an
Rig
hts
Key T
erm
s
Cens
orsh
ip:
Lim
itin
g a
ccess
to
som
eth
ing b
eca
use i
t m
ight
caus
e
offe
nse o
r pan
ic.
Discr
imination
: T
reat
ing s
omeon
e
dif
fere
ntly
beca
use o
f th
eir
ap
pear
ance
, ra
ce,
gend
er,
etc
.Extr
emism
: B
elievi
ng i
n an
d s
uppor
ting
id
eas
that
are
very
far
from
what
mos
t peop
le c
onsi
der
corr
ect
or
reas
onab
le.
Hum
an
Rights
: W
hat
we a
re e
ntit
led t
o to
keep u
s sa
fe,
free a
nd e
qual
.Pers
onal Con
vict
ion:
Som
eth
ing a
pers
on s
tron
gly
feels
or
believe
in.
Pre
judice:
Jud
gin
g s
omeon
e b
efo
re
kno
win
g t
hem
.Relative
Pov
ert
y:
Feeling
that
you
are
poo
r in
com
par
ison
to
others
in
soci
ety
.Abso
lute
Pov
ert
y:
Not
hav
ing a
ccess
to
the b
asic
s ne
eded f
or s
urvi
val.
Soc
ial Jus
tice
: Pr
omot
ing a
fai
r so
ciety
b
y ch
alle
ngin
g i
njus
tice
and v
alui
ng d
ivers
ity.
Christ
ianity
Islam
Dig
nity
of
Hum
an L
ife
Christ
ianity
Islam
Christ
ianity
Islam
Rac
ial Pr
eju
dic
e &
Dis
c
Christ
ianity
Islam
Preju
dic
e &
Dis
crim
inat
ion
Sources of Authority
Sources of Authority
Sources of Authority
Sources of Authority
Chri
stia
nity
in
blu
eIsl
am in
green
Aga
pe in
Act
ion
Amne
sty I
ntern
ation
al
Why
they
figh
t fo
r H
uman
R
ights
:
How
they
figh
t fo
r H
uman
R
ights
:
Chr
isti
ans
bel
ieve
tha
t ea
ch p
erso
n is
sac
red
and
w
orth
y of
res
pect
and
dig
nity
. B
ecau
se o
f th
is,
Chr
isti
ans
feel
tha
t ea
ch p
erso
n sh
ould
be
trea
ted
wit
h un
cond
itio
nal l
ove.
Jesu
sta
ught
tha
t sh
owin
g co
ncern
for
othe
rs i
s a
bas
ic d
uty.
T
his
is r
einf
orce
d in
the
Par
able
of
the
Goo
d
Sam
arit
an.
Hel
ping
oth
ers
is a
rel
igio
us dut
y –
failin
g to
do
this
is
failin
g God
.E
very
one
is m
ade
‘imag
o d
ei’ –
in t
he i
mag
e of
God
. E
very
one
shou
ld h
ave
dig
nity
, equ
alr
ight
s an
d
trea
tmen
t.
“do
unto
oth
ers
as
you
wou
ld h
ave t
hem
do
unto
yo
u”.
Isla
m t
each
es t
hat Allah
crea
ted
all h
uman
s an
d
are
part
of
‘Allah
’s f
amily’
, and
tha
t th
ey s
houl
d
be
trea
ted
wit
h d
igni
ty a
nd t
ake re
spon
sibility
for
each
oth
er.
The
Ummah
are
expe
cted
to
care
for
eac
h ot
her
‘like
a sh
ephe
rd i
s re
spon
sible
for
his
fl
ock’. M
uhammad
said
tha
t ev
ery
acti
on t
o he
lp
othe
rs w
as s
adaq
ah–
a kin
dne
ss t
hat
plea
ses
Allah
. T
hese
act
ions
will b
e re
war
ded
in
para
dis
e.
Muh
amm
ad a
lso
said
tha
t yo
u ar
e no
t a
true
M
uslim
unt
il y
ou a
re k
ind
to
your
neighbou
r.
Mus
lim
s al
so b
elie
ve t
hat
“he
who
eat
s w
hils
t hi
s bro
ther
goe
s hu
ngry
is
not
a tr
ue M
uslim
”.
Aga
pe i
s se
lfle
ss lo
ve a
nd c
ompa
ssio
n to
war
ds
anot
her
hum
an b
ein
g. A
gape
is
show
n th
roug
h t
he w
ork o
f in
div
idua
ls li
ke
Mot
her
Tere
sa, th
e S
alva
tion
Arm
y an
d
Str
eet
Past
ors.
Mot
her
Tere
sa:
care
d s
elf
less
ly f
or t
he
unw
ante
d a
nd u
nlov
ed
ill i
n C
alcu
tta
–op
eni
ng h
ospi
ces
and
orp
han
ages.
Str
eet
Past
ors:
vol
unte
ers
fro
m c
hur
ches
who
go int
o ci
ty c
ent
res
on F
rid
ay a
nd
Sat
urd
ay n
ights
–ca
ring
for
the
vuln
era
ble
, dru
nk, lo
st, a
nd h
omele
ss.
The I
slam
ic e
quiv
alent
of
agap
e in
acti
on is
called
Um
mah
in A
ctio
n.
Um
mah
in A
ctio
n is
dem
onst
rate
d
thro
ugh t
he g
ivin
g of
zak
ahan
d
sad
aqah
, as
well a
s th
roug
h c
har
itie
s su
ch a
s Isl
amic
Relief.
Christ
ian/
Mus
lim F
orum
is B
ased in
Lond
on.
It
bri
ngs
toge
ther
Chr
isti
ans
and M
uslim
s fr
om
aro
und t
he c
oun
try
to
bui
ld g
ood r
ela
tions
hips
. It
has
four
Chr
isti
an m
inis
ters
who
are
sele
cted f
rom
dif
fere
nt C
hris
tian
Chu
rche
san
d f
our
Mus
lim P
resi
dent
s w
ho r
epr
ese
nt t
he d
iffe
rent
tra
dit
ions
. Thr
oug
h in
terf
aith
dia
logu
e a
nd a
ctiv
itie
s, t
he F
oru
m
seeks
to e
duc
ate a
nd c
ampa
ign
for
a gr
eat
er
unders
tand
ing
betw
een
relig
ions
.
All p
eopl
e ar
e eq
ual, a
ltho
ugh
not
the
sam
e.
All p
eopl
e ar
e im
port
ant
in t
heir
ow
n ri
ght
as
they
are
cre
ated
by
Allah
.
We
can
lear
n fr
om M
uham
mad
’s (
pbuh
) ex
ampl
e,
ie:
show
ing
resp
ect
for
wom
en.
The
um
mah
(the
com
mun
ity
of M
uslim
bel
ieve
rs)
cros
ses
all c
ultu
ral, r
acia
l and
gen
der
bou
ndar
ies.
T
his
prov
es t
hat
ever
yone
is
equa
l an
d t
hat
dis
crim
inat
ion
is u
nacc
epta
ble
.
The
act
of
pray
er d
emon
stra
tes
equa
lity
–E
VE
RY
ON
E p
rays
in
exac
tly
the
sam
e w
ay,
show
ing
that
bef
ore
God
eve
ryon
e is
equ
al.
“An
Ara
b is
not
bett
er
than
a N
on-
Ara
b,
a w
hit
e p
ers
on is
not
bett
er
than
a b
lack
pers
on”.
P &
D a
re u
nacc
epta
ble
bec
ause
the
y go
aga
inst
key
Chr
isti
an t
each
ings
suc
h as
‘lov
e th
y ne
ighb
our’
.T
he T
en C
omm
and
men
ts g
ive
guid
ance
on
livi
ng in
ha
rmon
y w
ith
othe
rs.
Chr
isti
ans
follow
Jes
us’ e
xam
ple,
i.e
.: lo
okin
g af
ter
outc
asts
and
ten
din
g to
the
lep
er. T
his
prov
ed
that
all p
eopl
e ar
e eq
ual an
d w
orth
y of
kin
dne
ss.
The
par
able
of
the
Goo
d S
amar
itan
tea
ches
C
hris
tian
s to
tre
at all
peop
le w
ith
love
and
kin
dne
ss.
All p
eopl
e ar
e eq
ually
valu
able
and
can
hav
e a
rela
tion
ship
wit
h G
od “
for
God
doe
s no
t sh
ow
favo
urit
ism
”.
At
Cre
atio
n, A
llah
mad
e m
an f
rom
7 d
iffe
rent
co
lour
ed h
and
fuls
of
clay
. T
his
show
s A
llah
d
esig
ned
hum
an b
eing
s to
hav
e d
iffe
rent
rac
es.
Dis
crim
inat
ion
is t
here
fore
aga
inst
Allah
.In
his
fin
al s
erm
on M
uham
mad
sai
d “A
n A
rab is
no
t bet
ter
than
a N
on-A
rab, a
whi
te p
erso
n is
no
t bet
ter
than
a b
lack
per
son”
.T
he U
mm
ahcr
osse
s al
l rac
ial b
ound
arie
s –
anyo
ne a
nd e
very
one
can
be
a M
uslim
, so
all a
re
equa
l.
Dis
crim
inat
ion
is a
gain
st C
hris
tian
tea
chin
gs s
uch
as
‘love
thy
nei
ghbou
r’.
God
cre
ated
all h
uman
bei
ngs
as e
qual
s no
mat
ter
thei
r ra
ce, ge
nder
or
abilit
y.
“The
re i
s ne
ithe
r J
ew
nor
Gen
tile
, m
ale
nor
fem
ale,
for
all a
re o
ne in
Jes
us
Chr
ist”
.In
Gen
esis
it
says
tha
t G
od c
reat
ed a
llhu
man
bei
ngs
in h
is im
age.
Mar
tin
Lut
her
Kin
g bel
ieve
d i
n a
foug
ht f
or t
he e
qual
ity
of a
ll m
en,
as a
ll d
eser
ve
equa
lity
, dig
nity
and
res
pect
.
“An
Ara
b is
not
bett
er
than
a N
on-
Ara
b,
a w
hit
e p
ers
on is
not
bett
er
than
a b
lack
pers
on”.
“There
is
neit
her
Jew
nor
G
ent
ile, m
ale n
or f
em
ale,
for
all ar
e o
ne i
n J
esu
s Chri
st”.
“There
is
neit
her
Jew
nor
G
ent
ile, m
ale n
or f
em
ale,
for
all ar
e o
ne i
n J
esu
s Chri
st”.
“He w
ho
eat
s w
hilst
his
b
roth
er
goe
s hun
gry
is
not
a tr
ue M
uslim
”.
“what
eve
r yo
u did
for
one
of t
he le
ast
of t
hese
bro
thers
and
sis
ters
of
min
e, yo
u did
for
me.'
All d
ese
rve d
igni
ty a
nd
freedom
fro
m o
ppre
ssio
n.
Post
card
cam
pai
gns
.E
mai
l ca
mpai
gns
.Lob
byi
ng f
oreig
n /
corr
upt
gov
ern
ment
s.Pa
ssin
g i
nfor
mat
ion
on h
uman
rig
hts
’ ab
uses
to t
he m
edia
.E
mplo
ying
hum
an r
ights
dete
ctiv
es.
Con
cert
s an
d f
undra
isers
.
“He w
ho
eat
s w
hilst
his
b
roth
er
goe
s hun
gry
is
not
a tr
ue M
uslim
”.
50
RE Knowledge Organiser
Christ
ianity
Islam
Acq
uisi
tion
& U
se o
f W
eal
th
Sources of Authority
Beliefs
Act
ions
Sources of Authority
Beliefs
Act
ions
Islamic R
elief
Sources of Authority
Christ
ian
Aid
Ca
se
Stu
die
s
Belief/
pers
onal
con
vict
ion:
Con
flic
t w
ith t
he law
:
Act
ions
:
Ma
rtin
Lu
th
er
Kin
g
Belief/
pers
onal
con
vict
ion:
Con
flic
t w
ith t
he law
:
Act
ions
:
Osc
ar
Ro
me
ro
Belief/
pers
onal
con
vict
ion:
Con
flic
t w
ith t
he law
:
Act
ions
:
Ma
lala
He k
new
that
all t
he s
uffe
ring
he s
aw a
roun
d h
im w
as
tem
por
ary
beca
use w
hen
our
live
s on
ear
th a
re o
ver
we c
an
join
God
in
Heav
en.
H
e b
elieve
d i
t w
as h
is m
issi
on t
o defe
nd
the p
oor
and w
eak
. H
e b
elieve
d i
n so
cial
jus
tice
.
El S
alva
dor
beca
me a
“se
curi
ty s
tate
” w
here
Hum
an
Rig
hts
were
sus
pend
ed a
nd ‘ene
mie
s’ w
ere
execu
ted
at w
ill.
Pro
test
s ag
ains
t un
fair
ele
ctio
ns e
nded i
n b
lood
shed a
s so
ldie
rs m
achin
e-g
unne
d t
he c
row
ds.
He ins
truc
ted a
ll p
riest
s to
off
er
sanc
tuar
y to
thos
e
thre
atene
d b
y go
vern
ment
tro
ops.
He p
raye
d p
ublicl
y at
le
ngth
besi
de h
is f
riend
’s r
em
ains
, an
d t
hen
bur
ied h
im
wit
hou
t ga
inin
g go
vern
ment
perm
issi
on –
a cr
imin
al o
ffenc
e.
He e
xco
mm
unic
ated t
he m
urdere
rs o
f his
fri
end
s. H
e
star
ted t
o op
enl
y sp
eak
out
aga
inst
the g
overn
ment
, an
d h
old
meeti
ngs
whic
h h
ad b
een
ban
ned.
All p
eop
le a
re m
ade b
y G
od a
nd m
ade e
qual
ly b
y G
od.
Eve
ryon
e d
ese
rves
hum
an d
igni
ty a
s w
e a
re a
ll m
ade in
God
’s
imag
e.
We s
hou
ld s
how
unc
ondit
iona
l lo
ve t
o ot
hers
–fo
rgiv
ing
the
evi
l deed a
nd t
urni
ng t
he o
ther
cheek.
The s
outh
ern
sta
tes
of A
meri
ca h
ad “
Jim
Cro
w”
or r
acis
t la
ws
whic
h a
llow
ed lega
l se
grega
tion
of
bla
ck a
nd w
hit
e A
meri
cans
.
Bla
cks
were
deni
ed e
qual
ity,
pro
tect
ion
by
the law
and
the
oppor
tuni
ty t
o su
cceed d
ue t
o in
stit
utio
nal ra
cism
and
pop
ular
ly a
ccepte
d r
acis
t at
titu
des.
He m
oved
to
Mon
tgom
ery
, A
lab
ama
to w
ork in
the ‘d
eep
sout
h’ a
s a
reve
rend
. H
elp
ed
lead
the B
us B
oyco
tt in
195
5/6
. L
ed
the N
AA
CP
in p
eac
efu
lly
prot
est
ing
for
equ
al r
ights
. Help
ed
run
a s
tud
ent
pro
test
gro
up,
usin
g th
e
meth
od o
f ci
vil d
isob
ed
ienc
e.
Spo
ke o
ut p
ublica
lly
agai
nst
raci
sm a
nd
viol
enc
e.
Led
the M
arch
on
Was
hin
gton
where
he g
ave t
he “
I h
ave a
dre
am”
speech
.
Gre
ed
and
sno
bb
ishne
ss u
nacc
ept
able
. N
o le
ndin
g fo
r pr
ofit
/ u
nfai
r m
eth
ods
of g
ett
ing
mon
ey.
M
any
Chri
stia
ns d
o no
t pl
ay t
he N
atio
nal Lot
tery
/
gam
ble
.
Tru
e g
ivin
g sh
ould
inv
olve
sac
rifi
ce.
The P
arab
le o
f th
e S
heep
and
the
Goa
ts t
eac
hes
us t
hat
thos
e w
ho
help
th
e n
eed
y w
ill g
o to
heav
en.
The g
reed
y an
d t
hos
e w
ho
hoa
rd
mon
ey
will n
ot g
o to
heav
en
eit
her.
A l
ove o
f m
oney
will d
istr
act
you
from
lo
ving
God
. “Y
ou c
anno
t se
rve b
oth
God
and
mon
ey”
.
“it
is e
asie
r fo
r a
cam
el
to g
o th
roug
h
the e
ye o
f a
needle
th
an a
ric
h m
an t
o ent
er
heav
en”
.
All w
eal
th is
a g
ift
and
ble
ssin
g fr
om
Allah
. I
t is
not
wro
ng t
o b
e w
eal
thy
but
the m
ore y
ou h
ave t
he m
ore
gene
rous
you
shou
ld b
e. T
he v
alue
of
mon
ey
is in
the g
ood
that
you
can
do
wit
h it
(e.g
.: b
y gi
ving
sad
aqah
–ex
tra
don
atio
ns t
o ch
arit
y).
Allah
te
sts
believe
rs o
n how
well t
hey
use
their
weal
th.
Weal
th c
anno
t b
e a
cqui
red
in
dis
hon
est
way
s. W
eal
th s
hou
ld n
ot
be u
sed
to
har
m o
r ex
ploi
t ot
hers
–b
eca
use o
f th
is g
amb
ling
is
forb
idd
en,
no
lend
ing
for
prof
it, no
d
ishon
est
y.
“Bew
are o
f gre
ed f
or i
t is
read
y pov
ert
y”.
As
a M
uslim
Mal
ala
believe
s fi
erc
ely
in
equ
alit
y an
d t
he r
ights
of
wom
en
to a
ccess
educ
atio
n.
(She a
lso
believe
s th
at t
ruth
mus
t tr
ium
ph. S
he b
elieve
s in
fo
rgiv
ene
ss.)
She liv
ed in
a re
gion
of
Pakis
tan
where
the T
alib
an h
ad t
aken
auth
orit
y. T
hey
were
deny
ing
peop
le f
reedom
to
pra
ctic
e
their
ow
n ve
rsio
n of
Isl
am (
for
exam
ple
for
cing
gir
ls t
o co
ver
their
fac
es,
bur
ning
boo
ks
and C
Ds
that
they
thou
ght
were
‘o
ffens
ive’) a
nd t
hey
were
refu
sing
to
allo
w g
irls
to
acce
ss
educ
atio
n or
go
to
schoo
l.
She s
ecr
etl
y w
rote
a b
log
for
the B
BC a
bou
t life
und
er
the
Tal
iban
.S
he p
ublica
lly
spok
e o
ut a
gain
st t
he T
alib
an a
nd f
or g
irls
ri
ghts
to
educ
atio
n in
Pak
ista
n.
She h
as c
onti
nued t
o w
ork f
or r
ights
to
educ
atio
n fo
r al
l –
esp
eci
ally
gir
ls –
acro
ss t
he w
orld
. S
he h
as c
reat
ed t
he
Mal
alaf
und
whic
h r
uns
pro
ject
s sp
onso
ring
gir
ls e
duc
atio
n in
Ind
ia,
Afg
han
ista
n, N
igeri
a an
d in
refu
gee c
amps.
•A
s a
Chri
stia
n or
gani
sati
on
they
believe
in ju
stice,
fairne
ss a
nd e
qual
oppor
tunities
for
all.
•T
hey
believe
that
caring
fo
r ot
hers
is
a b
asic
dut
y.
•T
hey
believe
that
show
ing
“lov
e” and
resp
ect
is
a
command
of
Jesu
sth
at
they
mus
t fo
llow
.•
Chri
stia
nity
teac
hes
that
eve
ryon
e d
ese
rves
dignity
, an
d w
here
there
is
inju
stic
e
this
is
not
pos
sible
.
Proj
ect
s help
ing
farm
ers
wor
k
wit
h n
ew
too
ls, equ
ipm
ent
, an
d
arid
lan
d.
Tra
inin
g–in
clud
ing
lite
racy
cl
asse
s fo
r w
omen
and
man
agem
ent
cla
sses.
Proj
ect
s un
itin
g co
mm
unit
ies
thro
ugh e
stab
lish
ing
and f
undin
g lo
cal gr
oups.
Proj
ect
s pro
vidin
g ac
cess
to
ess
ent
ial re
sour
ces
such
as
wat
er
by
dig
ging
wells
and
creat
ing
irri
gati
on s
yste
ms.
Giv
e a
ccess
to
mon
ey
thro
ugh
loan
s a
low
int
ere
st r
ates
to
allo
w d
eve
lopm
ent
.
“what
eve
r yo
u did
for
one o
f th
e le
ast
of
these
bro
thers
and
si
sters
of
min
e, yo
u did
for
me.'
•M
uham
mad
sa
id t
hat
yo
u ar
e n
ot a
tru
e
Mus
lim
unt
il y
ou a
re
kin
d t
o yo
ur neighbou
r.
Mus
lim
s al
so b
elieve
th
at “
he w
ho
eat
s w
hilst
his
bro
ther
goe
s hun
gry
is
not
a tr
ue
Mus
lim
”.
•R
efe
renc
es
to b
ein
g
char
itab
le a
nd
com
pas
sion
ate a
re
thro
ughou
t th
e Q
ur’a
n.
Prov
ide 1
stw
ave e
merg
enc
y re
lief
afte
r dis
aste
rs –
eg:
ear
thqu
akes,
flo
ods
–pro
vidin
g w
ater,
heal
thca
re, cl
othin
g.
Prov
ide f
amin
e r
elief.
Run
wat
er
eng
ineeri
ng p
roje
cts.
Run
an
orphan
spon
sors
hip
pro
gram
–pro
vidin
g ch
ildre
n w
ith g
ifts
, su
mm
er
cam
ps,
a
soci
al w
orker,
etc
.
Educ
atio
n pro
gram
–bui
ldin
g an
d
reno
vati
ng
schoo
ls, st
ockin
g th
em
, tr
aini
ng t
eac
hers
and
su
bsi
dis
ing
food
.
“He w
ho
eat
s w
hilst
his
b
roth
er
goe
s hun
gry
is
not
a tr
ue M
uslim
”.
51
H
om
ew
or
k
Ac
tiv
ity
#1
Year
9
Is
su
es o
f H
um
an
Rig
hts
U
nit
#2
“There
is
too
muc
h inj
usti
ce
to m
ake a
dif
fere
nce”.
D
o yo
u ag
ree?
Key
Chri
stia
n beliefs
abou
t H
uman
Rig
hts
/
Hum
an D
igni
ty
Key
Isl
amic
beliefs
abou
t H
uman
Rig
hts
/
Hum
an D
igni
ty
Desc
rib
e h
ow r
eligi
ous
believe
rs w
ork
for
soci
al j
usti
ce.
[5]
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
52
H
om
ew
or
k
Ac
tiv
ity
#2
Year
9
Is
su
es o
f H
um
an
Rig
hts
U
nit
#2
“There
is
too
muc
h inj
usti
ce
to m
ake a
dif
fere
nce”.
D
o yo
u ag
ree?
Desc
rib
e h
ow o
ne r
eligi
ous
believe
r w
orke
d f
or H
uman
Rig
hts
. [
5]
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
Pers
onal
C
onvi
ctio
n is
_
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Pers
onal Con
vict
ion
Con
flict
with t
he L
aw
Act
ions
Osc
ar R
omero
53
Science homework—Educake Quiz
A quiz will be set every Tuesday and checked by the teacher during the week to see if it is
complete. You will get one week to complete the quiz.
Date of quiz set
Date Due Tick box if completed and write the date completed
Score out of 20
25/02/20 03/03/20
03/03/20 10/03/20
10/03/20 17/03/20
17/03/20 24/03/20
24/03/20 31/03/20
31/03/20 07/04/40
54
Technology Knowledge Organiser K
no
wle
dg
e O
rga
nis
er:
Te
ch
no
log
y Y
ea
r 9
Textile
s: S
pri
ng
Te
rm
De
sig
n
De
sig
n b
rie
f
Sp
ec
ific
atio
n
Tem
pla
te
Pa
tte
rn
Ou
tlin
e
De
tail
Jo
inin
g s
titc
h
De
co
rative
stitc
h
Em
be
llish
me
nt
Co
nst
ruc
tio
n
Ma
nu
fac
ture
Fa
bric
Sh
ea
rs
Ne
ed
le
Pin
s
Ap
pliq
ue
Cro
ss S
titc
h
Lac
ed
ru
nn
ing
stitc
h
Bla
nke
t st
itc
h
Ove
rstitc
h
Ru
nn
ing
stitc
h
Se
qu
ins
Felt
Fle
ec
e
Po
m-p
om
Ass
em
ble
Jo
inin
g S
titc
he
s
De
co
rative
Stitc
he
s
Ru
nn
ing
stitc
h
Ba
ck s
titc
h
Ove
r st
itc
h
Bla
nke
t st
itc
h
Cro
ss s
titc
h
Ch
ain
stitc
h
Sa
tin
stitc
h
Lac
ed
ch
ain
stitc
h
De
ep
:A
cc
ura
te,
ev
en
ly-
spa
ce
d, sm
all
stitc
he
sD
ee
p-c
ha
lle
ng
e s
titc
he
s:B
lan
ke
t, c
ha
in, sa
tin
Se
cu
re-c
ha
lle
ng
e:
Ap
pliq
ue
De
ep
-ch
alle
ng
e c
on
stru
ctio
n:
Ea
rs, h
orn
s, p
om
-po
m, sp
ike
s
55
Task 1: Product Analysis
Complete the product analysis below.
Ye
ar
9 H
om
ew
ork
: P
rod
uc
t A
na
lysi
s
Na
me
: ________________________
De
sig
ne
rsa
na
lyse
pro
du
cts
sim
ilar
toth
eo
ne
sth
ey
are
go
ing
tod
esi
gn
an
dm
an
ufa
ctu
reto
he
lpth
em
toc
rea
tea
co
mp
etitiv
e,
suc
ce
ssfu
lpro
du
ct.
On
ete
ch
niq
ue
the
yu
seis
ca
lled
AC
CESS
FM
.
An
aly
seth
efle
ec
eh
at
usi
ng
AC
CESS
FM
.Y
ou
mu
stp
rov
ide
cle
ar
rea
son
sfo
ryo
ur
an
swe
rs.
Ae
sth
etic
s-
this
me
an
s w
ha
t it
loo
ks
like
. Exp
lain
th
e c
olo
ur
an
d
style
.
________________________________
________________________________
________________________________
________________________________
Cu
sto
me
r -
wh
o is
th
is t
arg
ete
d
at?
Ho
w d
o y
ou
kn
ow
?
________________________________
________________________________
________________________________
________________________________
Co
st -
ho
w m
uc
h d
o y
ou
th
ink
this
ha
t w
ou
ld s
ell
for?
Exp
lain
wh
y.
________________________________
________________________________
________________________________
________________________________
En
viro
nm
en
t -
fle
ec
e is
ma
de
fro
m s
yn
the
tic
po
lye
ste
r. T
his
is a
typ
e o
f p
last
ic.
All
pla
stic
s a
re
ma
de
fro
m o
il. D
oe
s th
is h
av
e a
po
sitiv
e o
r n
eg
ativ
e im
pa
ct
on
the
en
viro
nm
en
t? W
hy?
________________________________
________________________________
________________________________
________________________________
________________________________
Siz
e–
wh
at
size
do
yo
u t
hin
k t
his
ha
t sh
ou
ld b
e t
o f
it t
he
use
r a
nd
wh
y?
________________________________
________________________________
________________________________
________________________________
Sa
fety
–w
ha
t sa
fety
fe
atu
res
are
imp
ort
an
t a
nd
wh
y?
________________________________
________________________________
________________________________
________________________________
________________________________
Fu
nc
tio
n–
ho
w s
uc
ce
ssfu
l is
the
ha
t a
s a
wo
rkin
g h
at,
ke
ep
ing
a
he
ad
wa
rm?
________________________________
________________________________
________________________________
________________________________
________________________________
Ma
teria
ls–
ho
w w
ou
ld t
he
se
ma
teria
ls f
ee
l? Is
th
is g
oo
d?
Sh
ou
ld t
he
y b
e w
ash
ab
le?
Wh
y?
________________________________
________________________________
________________________________
________________________________
________________________________
56
Task 2: Care label symbols
Learn the different symbols found on a care label. You can fill in your
research in the table below.
Symbol What does it mean
57
Task 3: Design
Design 3 different styles of thermal socks for the Go Polar range.
Recommended