Ada Lovelace - Home - Bluecoat Beechdale Academy

Year 8

Autumn 2 Knowledge Organiser

Alan Sillitoe

House Colour: Yellow

The daughter of famed poet Lord Byron, Augusta Ada Byron, Countess of Lovelace - better

known as “Ada Lovelace” - was born in London on December 10, 1815. Ada showed her

gift for mathematics at an early age. She translated an article on an invention by Charles

Babbage, and added her own comments. Because she introduced many computer

concepts, Ada is considered the first computer programmer. Ada died on November 27,

1852. She was buried, at her request, next to her father at the church of St. Mary

Magdalene, Hucknall, Nottingham.

Ada Lovelace’s contributions to the field of computer science were not discovered until the

1950s, Ada has received many posthumous honours for her work. In 1980 the U.S.

Department of Defence named a newly developed computer language “Ada” after

Lovelace.

House Colour: Green

Rebecca Adlington

House Colour: Blue

Morris Samuels

House Colour: Red

“The more I study, the more

instable do I feel my genius for it”

Ada Lovelace

Ada Lovelace

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjLhInBlsncAhUwz4UKHa8TCcEQjRx6BAgBEAU&url=https%3A%2F%2Fwww.spectator.co.uk%2F2018%2F03%2Fwas-ada-lovelace-the-true-founder-of-silicon-valley%2F&psig=AOvVaw3P65

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Belong to BBA

Contents

Timetable

Reading Log

Principal’s Reading 4th Nov




Principal’s Reading 2nd Dec

Principal’s Reading 9th Dec

Principal’s Reading 16th Dec

Power writing template

Subject: English

Subject: Maths

Subject: Science

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16

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Subject: Geography

Subject: History

Subject: Spanish

Subject: ICT

Subject: Product Design 1

Subject: Product Design 2

Subject: Food Technology

Subject: At and Design

Subject: Music

Subject: Drama

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Timetable Believe at BBA Year 8 Monday Tuesday Wednesday Thursday Friday

w/b 4th Nov

English History or Geography

(whichever you have 2 lessons of) Science Maths

200 word challenge from

this week’s library lesson

ICT Drama D&T Spanish Principal’s Reading

For next week

w/b 11th Nov





ICT Music D&T Spanish Principal’s Reading

For next week

w/b 18th Nov






For next week

w/b 25th Nov






For next week

w/b 2nd Dec






For next week

w/b 9th Dec






For next week




this week’s library lesson w/b 16th Dec


For next week

ALL WEEKS

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


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Reading Log

Monday Tuesday Wednesday Thursday Friday

W/b 4th Nov

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 11th Nov

Read:


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W/b 18th Nov

Read:


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W/b 25th Nov

Read:


Signed:__________________

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Signed:_________________

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W/b 2nd Dec

Read:


Signed:__________________

Read:


Signed:_______________

Read:


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Signed:________________

W/b 9th Dec

Read:


Signed:__________________

Read:


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W/b 16th Dec

Read:


Signed:__________________

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Signed:________________

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Signed:_________________

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Signed:________________

Believe at BBA

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Principals Reading

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Principal’s Reading w/b 4th Nov

Every year around the beginning of November they come out again to be worn proudly; the red poppies that remind us of those who lost their lives fighting in the First World War and in conflicts since. Sometimes, however, there are also a few white poppies to be spotted. However, since they are still quite controversial and not many dare to wear the white poppy publicly, we thought we would try to explain a little about this symbol of peace.

But what does the white poppy stand for?

Just like the traditional red poppy, the

white poppy is worn to commemorate

those who died in war. The main

difference is that while the red poppy

mainly commemorates the soldiers who

lost their lives while the white

poppy remembers all the victims of war

and wishes for an end to all wars. It

aims to emphasise peace as the only

desirable outcome. The Peace Pledge

Union, who sell the white poppies,

explain:

The White Poppy symbolises the belief that there are better ways to resolve conflicts and reject killing fellow human beings for whatever reason. Some supporters of the white poppy also say that the red poppy has become too political for them, as a way to glorify and justify wars.

The white poppy as a symbol of peace

carries a huge importance, especially if

we consider the UK’s recent involvement

in wars (6 alone in the last 15 years).

The White Peace Poppy, a brief history?

Believe at BBA

http://www.ppu.org.uk/

http://www.ppu.org.uk/

http://www.bpec.org/index.php/news-views/140-the-white-peace-poppy-why-the-controversy

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Believe at BBA Principal’s Reading w/b 11th Nov

In this extract, Frankenstein, a scientist, has taken the parts of dead bodies to

bring to life what he thinks will be the perfect human.

Frankenstein by Mary Shelley

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Doctor’s Dilemma

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Many years ago, there lived in China a young man called Mogo,

who earned his living breaking stones. Although he was strong

and healthy, he was not contented with his lot and complained

about it day and night. He so blasphemed against God that, in

the end, his guardian angel appeared to him.

‘You’re healthy and you have your whole life before you,’ said

the angel. ‘All young men start off doing the same sort of job as

you. Why are you always complaining?’

‘God has treated me unfairly and has not given me the chance to

grow,’ replied Mogo.

Concerned, the angel went to ask the Lord for his help in

ensuring that his protégé did not end up losing his soul.

‘Do as you wish,’ said the Lord. ‘Everything that Mogo wants will

be granted to him.’

The following day, Mogo was, as usual, breaking stones when he

saw a carriage pass by bearing a nobleman laden with jewels.

Wiping the sweat from his dirty face, Mogo said bitterly:

‘Why can’t I be a nobleman too? That is my destiny!’

‘So be it!’ murmured his angel, delighted.

And Mogo was transformed into the owner of a sumptuous

palace with a vast estate, with many servants and horses. He

used to go out every day with his impressive train of followers

and enjoyed seeing his former companions lined up at the

roadside, gazing respectfully up at him.

On one such afternoon, the heat was unbearable; even under

his golden parasol, Mogo was sweating as much as he used to in

his days as a breaker of stones. He realised then that he wasn’t

really that important: above him were princes and emperors,

but higher than them all was the sun, who obeyed no one – the

sun was the true king.

‘Dear angel, why can’t I be the sun? That must be my destiny!’

whined Mogo.

‘So be it!’ exclaimed the angel, concealing his sadness at such

vaulting ambition.

And Mogo became the sun, as he had wanted.

While he was shining in the sky, admired for his immense power

to ripen the grain or scorch it as he wished, a black spot started

moving towards him.

The dark stain grew larger and larger, and Mogo realised that it

was a cloud spreading all around him, so that he could not

longer see the Earth.

‘Angel!’ cried Mogo. ‘The cloud is stronger than the sun! My

destiny is to be a cloud!’

‘So be it!’ replied the angel.

Mogo was transformed into a cloud and he thought he had

finally realised his dream.

‘I’m so powerful!’ he yelled as he obscured the sun.

‘I’m invincible!’ he thundered as he chased the waves.

But on the deserted ocean shore stood a vast granite rock, as

old as the world itself. Mogo thought that the rock was defying

him and unleashed a storm such as the world had never seen.

Vast, furious waves lashed the rock, trying to wrench it from the

earth and hurl it into the depths of the sea.

Firm and impassive, the rock remained where it was.

‘Angel,’ sobbed Mogo, ‘the rock is stronger than the cloud! My

destiny is to be a rock!’

And Mogo was transformed into that rock.

‘Who can vanquish me now?’ he wondered. ‘I am the most

powerful thing in the world!’

And so several years passed, until, one morning, Mogo felt

something stabbing into his stone entrails, this was followed by

intense pain, as if part of his granite body was being broken into

pieces. Then he heard dull, insistent thuds and felt again that

terrible pain.

Mad with fear, he cried:

‘Angel, someone is trying to kill me! He has more power than I

do, I want to be like him!’

‘So be it!’ exclaimed the angel, weeping.

And that was how Mogo went back to breaking stones.

Mogo always wants something better By Paulo Coelho

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Believe at BBA

Teenager Derek Bentley has been executed at Wandsworth Prison in London for his part in the murder of PC Sidney Miles. The 19-year-old was hanged at 09:00 hours after last-minute appeals for clemency were rejected. Bentley was sentenced to death on 11 December for killing Pc Miles during a bungled break-in at a warehouse in Croydon, Surrey. The court was told his co-defendant, Christopher Craig, fired the fatal shot but because he was still a juvenile in the eyes of the law he escaped the death sentence and was ordered to be detained at Her Majesty's pleasure. Bentley must not die A large crowd began gathering outside Wandsworth jail from early this morning. Some sang the hymn Abide With Me and the 23rd Psalm. Others began booing when a prison warder came out carrying a glass-covered board containing the execution notice. Bentley's sentence was sealed last night when the Home Secretary, Sir David Maxwell Fyfe, said he could not see any reason for intervening in the case. A deputation of MPs had earlier gone to see the home secretary with a petition, said to have been signed by about 200 members. They urged him to ask the Queen to exercise her royal prerogative of mercy. They pointed out Craig was the ringleader of the two and that Bentley's mental age was probably younger than his partner - a fact that had not been disclosed to the jury. They also claimed big public support for a pardon. But the Home Secretary said he could see no grounds for modifying the sentence. Earlier, he had written to Bentley's parents saying the same thing.

A crowd of up to 300 gathered outside the Houses of Parliament last night, chanting "Bentley must not die!" The demonstrators marched to the Home Office and later to Downing Street. The crowd eventually dispersed in the early hours of this morning after handing in a petition at Deputy Prime Minister Anthony Eden's home. Bentley's execution comes just three months after the warehouse break-in in Croydon in which Pc Miles died. Bentley was convicted on the basis of police evidence. Three officers told the court they had heard him encourage Craig to shoot by shouting "Let him have it". Bentley's defence claimed he was already under arrest at the time the shots were fired and was simply urging Craig to give up his gun.

1953: Derek Bentley hanged for murder

Principal’s Reading w/b 2nd Dec

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Principal’s Reading w/b 9th Dec Believe at BBA

A woman was waiting at an airport one night,

with several long hours before her flight.

She hunted for a book in the airport shops,

bought a bag of cookies and found a place to drop.

She was engrossed in her book but happened to see,

that the man sitting beside her, as bold as could be. . .

grabbed a cookie or two from the bag in between,

which she tried to ignore to avoid a scene.

So she munched the cookies and watched the clock,

as the gutsy cookie thief diminished her stock.

She was getting more irritated as the minutes ticked by,

thinking, “If I wasn’t so nice, I would blacken his eye.”

With each cookie she took, he took one too,

when only one was left, she wondered what he would do.

With a smile on his face, and a nervous laugh,

he took the last cookie and broke it in half.

He offered her half, as he ate the other,

she snatched it from him and thought… oooh, brother.

This guy has some nerve and he’s also rude,

why he didn’t even show any gratitude!

She had never known when she had been so galled,

and sighed with relief when her flight was called.

She gathered her belongings and headed to the gate,

refusing to look back at the thieving ingrate.

She boarded the plane, and sank in her seat,

then she sought her book, which was almost complete.

As she reached in her baggage, she gasped with surprise,

there was her bag of cookies, in front of her eyes.

If mine are here, she moaned in despair,

the others were his, and he tried to share.

Too late to apologize, she realized with grief,

that she was the rude one, the ingrate, the thief.

So here are five memorable lessons from the poem…

The Cookie Thief by Valerie Cox

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Principal’s Reading w/b 16th Dec Believe at BBA

As a long time prisoner in concentration camps

Victor Frankl found himself stripped to naked

existence. His father, mother, brother, and his

wife died in camps or were sent to the gas ovens,

so that, excepting for his sister, his entire family

perished in these camps. How could he—every

possession lost, every value destroyed, suffering

from hunger, cold and brutality, hourly expecting

extermination—how could he find life worth

preserving?

Any attempt to restore a man's inner strength in

the camp had first to succeed in showing him

some future goal. He believed in Nietzsche's

words, "He who has a why to live for can bear

with almost any how,"

Those who lived in concentration camps can

remember the men who walked through the huts

comforting others, giving away their last piece of

bread. They may have been few in number, but

they offer sufficient proof that everything can be

taken from a man but one thing: the last of the

human freedoms—to choose one's attitude in

any given set of circumstances, to choose one's

own way.

Frankl’s most enduring insight was that forces

beyond your control can take away everything

you possess except one thing, your freedom to

choose how you will respond to the situation. You

cannot control what happens to you in life, but

you can always control what you will feel and do

about what happens to you.

Man’s Search for Meaning by Viktor E. Frankl

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Believe at BBA 200 Word Challenges

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

Plan your response to take the thinking out of the writing process.

This will allow you to focus on how well you are writing, rather

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjD8NOZoPrWAhXCfxoKHRC1DSgQjRwIBw&url=https://freeclipartimage.com/article/top-82-book-clip-art&psig=AOvVaw0o-giRlJ5f9nanrZ7N6uD6&ust=1508418830995107

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Knowledge Organiser

Subjects

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Believe at BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition Allegory A story, poem, or picture that can be

interpreted to reveal a hidden meaning, typically a moral or political one.

Moral A principle or belief concerning right and wrong behaviour.

Dystopia An imagined state or society in which there is great suffering or injustice.

Irony A situation in which something that was intended to have a particular result has the opposite or a very different result

Objective Based on real facts and not influenced by personal beliefs or feelings

Subjective Based on personal opinions and feelings rather than on facts.

Omniscient

narrator

A third-person narrator who knows all the thoughts, actions, and feelings of all the characters.

Propaganda Ideas or statements that are often false or exaggerated and that are spread in order to help a cause, a political leader or a government

Tier 2 vocabulary Definition

Naive Lack of experience

Cynical Disbelieving and suspicious

Tyrannical Brutal leader

Totalitarian Where the leader has complete control

To unify Bring together

To manipulate Control of, influence

Unanimous In complete agreement

Collusion Secret agreement to deceive others

Apathy Lack of interest or concern

Futile Hopeless

Scapegoat A person blamed for someone else’s wrongdoing

Repress To control what people do

Section 3: Possible exam/CAF-style questions

Statement: The presents the character of Old Major as…

Quote: highlighted when “___________”

Unpick: The use of the verb/adjective/noun (word class)

means _________ and has connotations of __________

Interpret: This makes the reader feel __________

because…

Develop: This is further reinforced when ___________

______________________________________________________

"Man is the only creature that consumes without produc-ing. He does not give milk, he does not lay eggs, he is too weak to pull the plough, he cannot run fast enough to catch rabbits. Yet he is lord of all the animals. He sets them to work, he gives back to them the bare minimum that will prevent them from starving, and the rest he keeps for him-self. Our labour tills the soil, our dung fertilises it, and yet there is not one of us that owns more than his bare skin. You cows that I see before me, how many thousands of gallons of milk have you given during this last year? And what has happened to that milk which should have been breeding up sturdy calves? Every drop of it has gone down the throats of our enemies. And you hens, how many eggs have you laid in this last year, and how many of those eggs ever hatched into chickens? The rest have all gone to mar-ket to bring in money for Jones and his men. And you, Clo-ver, where are those four foals you bore, who should have been the support and pleasure of your old age? Each was sold at a year old--you will never see one of them again. In return for your four confinements and all your labour in the fields, what have you ever had except your bare rations and a stall?” ________________________________________________

Section 2: Key Facts/Methods/Ideas

Questions: Answers:

Equality and

inequality

In Animal Farm, Orwell uses the animals and their actions to make the reader think about equality and inequality. Before 1917, the majority of Russian people suffered from great inequality - they had far less money and food than the ruling classes.

Social class

Before the Revolution of 1917, Tsar Nicholas II ruled Russia. The ruling classes had money and power, whilst most of the population were poor, exploited peasant workers or from the working class. These people lived in terrible conditions and what they farmed was taken from them leaving them to face starvation and poverty. The revolution that came in 1917 sought to overthrow the Tsar and change the balance of society to give power back to the working class. The plot of Animal Farm closely parallels these events.

Power and

control

Power and control is one of the most important themes in Animal Farm. Orwell explores political power - Mr Jones owns the farm and the animals and uses his men and whips to keep them under control and maintain his power. Old Major is partly based on Karl Marx and Vladimir Lenin. Karl Marx was a German philosopher who lived during the 19th century. His ideas formed the basis of communism and his ideas are collectively known as ‘Marxism’, like ‘Animalism’ in the novel. He developed theories on how power structures in society keep people under control. Vladimir Lenin was a Russian revolutionary who established a form of ‘Marxism’ in Russia in the early 20th-century.

Subject: English Topic: Animal Farm Year: 8 Term: Autumn 2

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Year 8 English Animal Farm

w/b 4th November USING SECTION 1: Pick 6 pieces of vocabulary and design a symbol or logo that represents each piece of vocabulary and its

meaning.

w/b 11th November Choose 3 of the main characters you’ve come across so far. Write down: why they are important, what their role is in the

novel, how they feel about Animal Farm and what their actions, words and behaviours suggest about them.

w/b 18th November

USING SECTION 2: Skim and scan the text to find the important information in each of the three terms. Using this, write

down at least two bullet points for Equality and Inequality, and at least three bullet points for Social Class and Power and

Control

w/b 25th November

USING SECTION 3: Read the extract from Chapter 1 of Animal Farm.

Write out three quotations from this extract which you think show Old Major’s viewpoint.

Annotate them with language terms and inferences about what his viewpoint is and how he uses words and phrases to share this.

w/b 2nd December

‘How does Orwell present Old Major’s feelings of anger and frustration in this speech?’ Look at the key words in this question and in your homework book write out 5 synonyms for each of these key words. Use 3 of your synonyms for anger and frustration to write a short paragraph on Old Major’s feelings

w/b 9th December

USING SECTION 3: Use the sentence starters for SQUID to write a paragraph answering:

‘How does Orwell present Old Major’s feelings of anger and frustration in this speech?’

Don’t forget to use your synonyms from last week’s homework as inferences!

w/b 16th December In 5 bullet points summarise the 5 main things you have learnt from reading your knowledge organiser this half-term.

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Subject: Maths Year: 8 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Prime number A number is prime if it has exactly two

factors: 1 and itself.

Prime Decomposition Prime numbers that multiply to make the

original number.

Term Either a single number or variable or

numbers and variables multiplied

together.

Expand Multiply each term inside the bracket by

the expression outside the bracket.

Factorise Opposite of expanding. Find the highest

common factor of the terms, this goes

outside of the bracket.

Highest Common

Factor (HCF)

The highest number that can be divided

exactly into each of two or more numbers.

For example 6 is the HCF of 12 and 18.

Expression A mathematical statement written using

symbols, numbers or letters.

Equation A statement that shows that two

expressions are equal.

Inequality When two expressions are not equal.

Algebraic Convention The correct form of writing with algebra.

Index Notation/ Indices The index shows how many times the

base number has to be multiplied by itself

Linear There are no terms involving higher

powers of x. E.g. 2x + 3

Quadratic A variable having a power of 2. E.g. x2


Solve To find the answer or value of something.

Inverse The opposite. For example the inverse of

addition is subtraction.

Section 2: Key Fact/Methods/Processes/Questions

Find the prime factors of 36.

Using indices makes your

answer as simplified as possible.

Expand 2(a + b) = 2a + 2b

Factorise 2a + 2b = 2(a + b)

I am thinking of a number, I

multiply it by 5 then I subtract

12 and my answer is 47.

What was the number I was

thinking of?

X → ×5 → -12 → 23

X ← ÷5 ← +12 ← 23

23 + 12 = 35

35 ÷ 5 = 7

Therefore X = 7

Here is x < 11 on a number line.

When do you use an open or

closed circle?

Open circles are used for numbers

that are strictly less or more than.

Closed circles are used for numbers

that are less than or equal, or greater

than or equal.

Different representations to solve 2x + 7 = x + 15

Section 3: Possible exam/CAF-style ques-

tions Draw diagrams to show your answers.

1. What is the prime decomposition of 120?

2. What is the product of prime factors for 400?

3. Look at your simplified answers to questions 1

and 2. How can you tell that 400 is a square

number and 120 is not?

4. What is the value of b in 68 = 22 × b

5. There are n students in a class.

A) The school has 800 pupils. Write an expres-

sion for the number of students not in that

class.

B) If 2 students were to join the class write an

expression for the number of students in the

class.

6. A rectangular garden has length 2x + 7 and

width 3. What is the area of the garden?

7. Stacey factorises 8x2 + 4x and gets 2x(4x + 2).

What mistake did Stacey make?

8. The perimeter of an equilateral triangle is 15x +

1. How long are the side lengths?

9. The area of a parallelogram is 3x2 - 6.

What could the length and height of the paral-

lelogram be?

2x + 7

3

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Year 8 Mathematics

w/b 4th November

Section 1: Vocabulary

A) What is 10% of £120? B) What is 12% of £320? C) What is 101% of £90?

Hegarty Maths Video Numbers: Getting started 84 Unsure 86 Confident 87

w/b 11th November

Section 2: Key Facts

A) Increase 210 by 10% B) Decrease 70 by 2%

Hegarty Maths Video Numbers: getting started 88 89 Unsure 90 Confident 91

w/b 18th November

Section 3: CAF Questions

Draw tables to answer the CAF style questions 1—5 in section 3.

Hegarty Maths Video Numbers: getting started 28 Unsure 29 Confident 30 Prime decomposition

w/b 25th November


Hegarty Maths Video Numbers: Multiply 105 Divide 106 Brackets 107 Laws of Indices

w/b 2nd December

Section 2: Key Facts

Expand 3(n + 3) = 5(4h—9) = 8d(3d + 10) = 3c( 4 — c) =

Hegarty Maths Video Numbers: Getting started 158 Unsure 160 Confident 161

w/b 9th December

Section 3: CAF Questions

Draw tables to answer the CAF style questions 6—9 in section 3.

Hegarty Maths Video Numbers: Getting started 167 Unsure 168 Confident 169 Factorising

w/b 16th December


Solve

A) 2y = 3 B) m - 3 = 8 C) 4n + 7 = 19 D) 4(3y - 2) = 100 E)

Hegarty Maths Video Numbers: Getting started 178 Unsure 179 180 Confident 182

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Sperm cell Male sex cell

Egg cell Female sex cell

Fertilisation Joining of the male sex cell with the female sex cell

Placenta Structure that joins the mothers uterus to the foetus, providing nutrients and removing waste products

DNA Deoxyribonucleic acid

menstruation Part of the female monthly cycle when the lining of the uterus comes away

Evolution A theory that explains how life on Earth began and gave rise to all living organisms on Earth today

Natural selection Nature selects the fittest individuals to survive and pass on their genetic information to their offspring

Kingdom A kingdom contains all the varieties of a certain group of living organisms

fossil The dead remains of a plant or animal


Survival Managing to go on living or existing in spite of great danger or difficulty.

Genetics Relating to genes and inheritance in the body.

variation The differences between individuals of the same species

Section 3: Possible exam/ CAF style question

1) Which two cells listed below pass on information from parents to their children? Tick the two correct boxes. bone cell cheek cell egg cell muscle cell red blood cell sperm cell

(2) The drawings below show a stoat in summer and in winter.

Stoat in summer stoat in winter

In winter the ground is often covered by snow or frost. During this part of the year a stoat’s fur is white. Suggest two ways its white coat helps a stoat to survive in the winter.

3) Use words from the list below to complete the sentences. (not all are used)

adapt cytoplasm gene grow inherit

letters membrane mutate nucleus

Rabbits have the same fur colour all year. Young rabbits ……………… fur colour from their parents. Information from parents is passed on from one generation to the next in the form of ………………….in the ……………… of an egg and sperm cell

Section 2: Key facts/Methods/Processes/

Questions

1. What are the human

gametes called?

1. Sperm cell, egg cell

2. Where does fertilisation

take place in a human?

2. fallopian tube (egg tube)

3. Name three parts of the

female reproductive

system.

3. Vagina, cervix, uterus,

fallopian tube, ovary.

4. What is a gene? 4. A gene is made up from a

section of DNA

5.What is continuous

variation?

5. Continuous variation is a

variable that can have any

number i.e. temperature or

height

6. Are humans

vertebrates?

6. Humans are vertebrates

because they have a backbone

7. How many different

kingdoms are there?

7 There are 5 kingdoms

8. Who was Charles

Darwin?

8. English scientist who devised

the theory of survival of the

fittest.

9. Explain the theory of

‘survival of the fittest.’

9. Those best suited to their

environment survive long

enough to reproduce and pass

on the

successful genes

Subject: Science Topic: Inheritance Year: 8 Term: Autumn 2

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Year 8 Science

w/b 4th November Read, cover, write and check Section 1 Vocabulary for Inheritance.

w/b 11th November Read, cover, write and check Section 1 Vocabulary for Materials.

w/b 18th November Formulate new questions for the answers found in Section 2 of Inheritance.

w/b 25th November Formulate new questions for the answers found in Section 2 of Materials.

w/b 2nd December Answer the assessment style questions in Inheritance

w/b 9th December Answer the assessment style questions in Materials

w/b 16th December Produce a mind map of the information in the knowledge organiser plus knowledge from

sources such as your exercise book and BBC Bitesize KS3 Science.

22



Element A substance that contains only one

type of atom

Compound A substance that contains more than

one type of atom chemically joined

together

Oxidation The process of adding oxygen during

a chemical reaction

Malleable Able to be easily hammered into

different shapes

Sonorous Able to make a ringing sound when

hit.

Non-metal Elements not having the character of

metals

Displacement

reaction

A reaction where one element takes

the place of another in a compound

Density The amount of mass that 1cm3 of a

material has. Denser materials are

‘heavier’ than less dense ones.

Ductile The ability of a material to be drawn

into a thin wire, without breaking.


Metal

A solid material which is normally

hard, a conductor and dense

Property Something that is used to describe

how a material behaves and what it is

like.

Reactant Chemicals that form new substances

during a chemical reaction

Product A new chemical formed I a chemical

reaction

Rust Substances formed when iron or steel

react with oxygen or water.

Section 3: Possible exam/CAF style questions

Section 2: Questions

1. On which side of the

periodic table would you

find metals?

1. The left hand side.

2. List 5 properties of

metals

2. high melting/boiling points,

conduct electricity/heat, shiny,

strong, hard, malleable, sonorous,

have a high density.

3. What does solubility

mean?

3. How well a substance will

dissolve

4. What is crystallisation? 4. Crystals forming after

separation and evaporation

5. Which metals will rust? 5. Iron and steel.

6..What is produced when a

metal carbonate reacts with

an acid?

6. a salt + carbon dioxide + water

7. Name 3 very reactive

metals.

7. potassium, sodium, lithium.

8.Name 3 very unreactive

metals

8. silver, gold, platinum.

9. What is relative formula

mass?

9. The total mass of a substance

10. What is the empirical

formula?

10. The formula in its simplest

form

11. What is chromatography

used for?

11. Separation of dyes or food

colouring

12. What are melting points

and boiling points?

The temperature at which a

substance goes from solid to

liquid and liquid to gas.

1) Describe how a student could use chromatography to investigate the different colours in food dyes. You will need to include a diagram of the apparatus as well as a method.

[6 marks] 2) Rema used the apparatus below to distil 100

cm3 of water-soluble ink.

(a) Which processes occur during distillation?

[1 mark] (b) Give the name of the colourless liquid that collects in the test-tube. (c) What would the temperature reading be on the thermometer when the ink has been boiling for two minutes? (d) (i) Water at 15°C enters the condenser at X. Predict the temperature of the water when it leaves the condenser at Y. ........ Explain this change of temperature. [1 mark] (ii) Give two ways in which the water vapour changes as it passes down the glass tube in the condenser.

1 mark

Subject: Science Topic: Materials Year: 8 Term: Autumn 2

23

Year 8 Science

w/b 4th November Read, cover, write and check Section 1 Vocabulary for Inheritance.

w/b 11th November Read, cover, write and check Section 1 Vocabulary for Materials.

w/b 18th November Formulate new questions for the answers found in Section 2 of Inheritance.

w/b 25th November Formulate new questions for the answers found in Section 2 of Materials.

w/b 2nd December Answer the assessment style questions in Inheritance

w/b 9th December Answer the assessment style questions in Materials

w/b 16th December Produce a mind map of the information in the knowledge organiser plus knowledge from

sources such as your exercise book and BBC Bitesize KS3 Science.

24

Believe at BBA Subject: Geography Topic: Development Year: 8 Term: Autumn 2

Section 1: Key Vocabulary


Slum A spontaneous settlement, often

built illegally on unused land along

roadsides or on the edge of a city.

Inequality The differences in society for

example healthcare, housing and

employment.

Rural-to-urban

migration

The movement of people from rural

areas (the countryside) to urban

areas (towns/cities).

Migration The movement of people.

Quality of life The standard of health, comfort,

and happiness people experience.

Development The use of resources to improve the

standard of living of a nation.


Rural Geographical term for the

countryside.

Urban Geographical term for towns/cities.

Aid The giving of help and support in

order to help countries/places

develop.

Population The amount of people in one area.

Pollution The presence of something in the

environment which can be harmful

to people or wildlife.

Sanitation Conditions relating to public health,

e.g. clean drinking water.

United Nations

(UN)

A global organisation made up by

193 states.

Section 2a: Key Fact Questions

1. In which continent do you find China?

2.What is the capital city of China?

3. What is the population of China?

4. What is the capital city of India?

5. What is the One Child Policy?

6. When was the One Child Policy introduced?

7. Why was the One Child Policy introduced?

8. When was the One Child Policy relaxed?

9. What are the 5 types of aid?

10. What does NGO stand for?

Section 2b: Thinking Questions

1. Write a paragraph to explain one advantage and one dis-

advantage of aid.

2. Write a paragraph to explain the social and economic

problems China faces.


1. Using the graph, describe the changes to China’s birth

and death rate. Write at least one paragraph.

2. Explain two impacts the Chinese One Child Policy has

had on the population of China. Write at least one para-

graph.

Figure 1

Figure 2

25

Year 8 Geography

w/b 4th November Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Rural to urban migration is common in China.

w/b 11th November Answer the question based on figure 1. Write at least one

paragraph.

w/b 18th November Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 25th November Answer the question based on figure 2. Write at least one

paragraph.

w/b 2nd December Answer the questions in section 2a – simple, short, one or two word

answers are all you need.

w/b 9th December Write full paragraph answers to the questions in 2b. Explain your

answers using chains of reasoning's your answers.

w/b 16th December

Create a detailed mind map which summarises the topic of

development. Include key information from the knowledge

organiser and from your lessons.

26

Subject: History Year: 8 Term: Autumn 2

Believe at BBA Section 2a: Key Fact Questions

1. Who was Field Marshal Haig?

2. Who was Emily Davison?

3. Who are the Pankhursts?

4. What happened at Epsom Derby horse race in 1913?

5. Name one way suffragettes protested

6. How did the suffragettes protest in jail?

7. When some women get the vote?

8. Who wrote the poem ‘Trench Suicide’ in 1918?

10. What is supposed to have happened during the

Christmas Truce?

10. On what day did the Armistice begin?

Section 2b: Historical concepts e.g.

1.How did women help in winning the war? What jobs did

they do and how did this contribute to the war effort? Write

a PEEL on why women should get the vote.

2.The British Government did not wont to give the vote

women. Write a PEEL justifying reasons why women should

not vote.

3. Write a PEEL on describing two ways that were used to

protest for women getting the vote


This poster is from 1912.

This source supports the women getting the vote.

How do you know?

1.Analyse and describe the content on the sources

and write a PEEL paragraph explain why you think

that

Use details from the source and your own knowledge.

2. Using your own knowledge write an narrative

account of how women got the vote. Be sure to

include key events and names.



Trench art Artwork produced by soldiers during active

service in WW1

Mustard gas Poisonous yellow gas that attacked soldiers’

skin, eyes and lungs

Historical

interpretation

An opinion on a historical event/person that

is produced after that time

Remembrance Remembering the dead and wounded in all

conflicts since WW1.

Passchendaele A major battlefield of WW1 where trenches

were often water-logged

Shell Like a bomb. It explodes with a lot of power

Suffragists A group of women and men who protested

by peaceful means to get women the vote.

Shell-shock A mental illness that soldiers developed in

WW1 due to the difficult circumstance that

they had to endure

Militant Using violence to promote a cause or social

issue

Christmas Truce The Christmas of 1914 many French, German

& British forces stopped fighting for

Christmas

Suffragettes A group who campaigned for women to vote

by using violent protest


Field Marshal The highest rank in the British army

Zeitgeist From German—means the mood of the time.

A commonly held attitude.

Suffrage Having the vote.

General Election People vote for who should run the country

Hunger strike Refusing to eat to prove a point

Government People running the country. They try to

create new laws

Parliament People whom adults vote for. These people

then vote on laws made by the government.

27

Year 8 History

w/b 4th November SECTION 1— Put at least 5 of the words into a full sentence. Use the word in a

historical context e.g. Suffragettes protested by...

w/b 11th November SECTION 3—Answer the question based on image 1.

w/b 18th November Use the PEEL Marking Checklist to mark your own work (from week 2) and

improve it.

w/b 25th November SECTION 3 - Answer question 2 Based on the Image.

w/b 2nd December SECTION 2a—Answer the questions in this section – simple, short, one or two

word answers are all you need.

w/b 9 December SECTION 2b—Write full paragraph answers to the questions in 2b. Explain your

answers using historical words such as causes, consequences, significant.

w/b 16 December SECTION 2b question 3— Full paragraph answers to the questions in 2b. Explain

your answers using historical words such as causes, consequences, significant.

28


Vocabulary Definition

todos los días everyday

dos o tres veces a la se-

mana

two or three times a week

a veces sometimes

de vez en cuando from time to time

nunca never

la música clásica classical music

la música electrónica electronic music

la música pop pop music

la letra the lyrics

la melodía the tune

el ritmo the rhythm

un programa a programme

un concurso a game show

un documental a documentary

un reality a reality show

una comedia a comedy

una serie policíaca a police series

una telenovela a soap opera

el telediario the news

más… que... more… than...

Section 3: CAF/Exam Style Question

Responding to a picture

Describe the boy in the photo. What does he

look like?

What is he doing? Where do you think he is?

What do you normally do on your phone?

How often do you chat to friends on your phone?

What is your opinion of watching videos and/or

films on your phone?

What did you do yesterday on your phone?

Section 2: Key Ideas

Questions: Answers:

¿Qué haces con tu mó-vil? What do you do with your mobile?

Chateo con mis amigos - (I chat with my friends)

Comparto mis vídeos favoritos - (I share my favourite videos)

Descargo melodías o apli-caciones - (I download ringtones or apps)

Hablo por Skype - (I talk on Skype)

Juego - (I play)

Leo mis SMS - (I read my texts)

Mando SMS - (I send texts)

Saco fotos- (I take photos)

Veo vídeos o películas - (I watch videos or films)

¿Qué tipo de música escuchas? What type of music do you listen to?

Escucho rap - (I listen to rap)

Escucho la música de… - (I listen to …’s music)

Escucho de todo - (I listen to everything)

¿Qué hiciste ayer? What did you do yester-day?

Bailé en mi cuarto - (I dan-ced in my room)

Fui al cine - (I went to the cinema)

Hice gimnasia - (I did gym-nastics)

Jugué en línea con mis amigos/as - (I played onli-ne with my friends)

Jugué tres horas - (I played for three hours)

Vi una película - (I watched a film)

Salí con mis amigos - (I went out with my friends)

Subject: Spanish Topic: Technology Year: 8 Term: Autumn 2

29

Year 8 Spanish

w/b 4th November Learn the meanings and spellings of the answers to ¿qué haces con tu móvil? in section 2 for a vocab check in your first

lesson after your homework day.

w/b 11th November Learn the meanings and spellings of the top 11 words (todos los días—el ritmo) in the list in section 1 for a vocab check in

your first lesson after your homework day.

w/b 18th November Write at least 4 sentences (2 positive and 2 negative) giving your opinion of different types of music. You must also give

reasons for your opinions e.g. me gusta el rock porque es guay y le melodía es fantástica.

w/b 25th November Learn the meanings and spellings of the bottom 9 words ( un programa—más… que) in section 1 for a vocab check in your

first lesson after your homework day.

w/b 2nd December

Write a power plan in Spanish to answer the following bullet points:

What do you do on your phone?

What type of music do you like / not like and why?

What did you do yesterday?

Use section 1 and 2 and last half term’s KO for help.

w/b 9th December Complete the activity in section 3 by writing answers in Spanish to the questions to create a description of the photo. Use section

1 and 2 for help if needed.

w/b 16th December Write at least 4 extended sentences (must have a connective) in the past tense. E.g. Fui al cine con mi amigo pero no fuimos

al restaurante.

30


Tier 3

vocabulary

Definition

Pseudocode A way of writing an algorithm that is close to actual programming language, using coding-style constructs such as IF…THEN…ELSE, loops and array notation as appropriate.

Iteration Where a program will execute a group of instructions zero or more times based on a condition. FOR loops will execute instructions a specific number of times, REPEAT…UNTIL loops for one or more times and WHILE…DO loops for zero or more time.

Arithmetic

operations

Is a branch of mathematics that consists of the study of numbers, especially the properties of the traditional operations on them—addition, subtraction, multiplication and division.

Syntax A set of rules that defines how program statements must be written in order for the translator to understand them.

Array A group of data items of the same data type that use a single identifier. Individual data items are accessed using a subscript.

Tier 2

vocabulary

Definition

Data Types A formal description of the type of data being stored in a variable. It defines the amount of memory required and the type of operations that can be performed on that variable

Boolean A binary variable that can have one of two possible values, 0 (false) or 1 (true).

Numbers an arithmetical value, expressed by a word, symbol, or figure, representing a particular quantity and used in counting and making calculations.

Selection A decision within a computer program when the program decides to move on based on the results of an event.

Strings Is traditionally a sequence of characters, either as a literal constant or as some kind of variable.


1) What is the difference between an integer and a real

number (float)?

2) Explain what is meant by the term ‘variable’.

3) Consider the algorithm shown below.

What is the final value of the variable number?

4) Consider the algorithm shown below.

i. What is the value of C when it is printed out onto the

screen?

ii. Explain your answer to part i) above.

5) Explain what is meant by the term ‘String’.

6) Explain what is meant by the term ‘Integer’.

Section 2: Key Fact/Methods/Processes/

Questions An algorithm is a plan, a logical step-by-step process for

solving a problem. Algorithms are normally written as a

flowchart or in pseudocode.

Understanding the problem

Before an algorithm can be designed, it is important to check

that the problem is completely understood. There are a

number of basic things to know in order to really understand

the problem:

What are the inputs into the problem?

What will be the outputs of the problem?

In what order do instructions need to be carried out?

What decisions need to be made in the problem?

Are any areas of the problem repeated?

Pseudocode

Most programs are developed using programming languages.

These languages have specific syntax that must be used so

that the program will run properly. Pseudocode is not a

programming language, it is a simple way of describing a set

of instructions that does not have to use specific syntax.

Common pseudocode notation

There is no strict set of standard notations

for pseudocode, but some of the most widely recognised are:

INPUT – indicates a user will be inputting something

OUTPUT – indicates that an output will appear on the

screen

WHILE – a loop (iteration) that has a condition at the

beginning

FOR – a counting loop (iteration)

REPEAT – UNTIL – a loop (iteration) that has a condition

at the end

IF – THEN – ELSE – a decision (selection) in which a choice

is made

any instructions that occur inside a selection or iteration

are usually indented

Explain the image above

number = 20

number = number + 15

A = “6”

B = “4”

Subject: ICT Topic: Programming Year: 8 Term: Autumn 2

31

Year 8 ICT

w/b 4th November Explain in detail what an Algorithm is.

w/b 11th November Learn the spellings and meanings of all the Tier 2 Vocabulary.

w/b 18th November Answer the questions from Section 3.

w/b 25th November Learn the spellings and meanings of all the Tier 3 Vocabulary.

w/b 2nd December Highlight all of the keywords in Section 2 and research 3 further keywords and find what the meanings are

w/b 9th December Create a flowchart to check if the temperature has been set to 25oc Make sure that you use the right shapes and show the

direction it is flowing.

w/b 16th December

Using BBC Bitesize, revise Algorithms and answer all of the questions in the test section.

https://www.bbc.co.uk/bitesize/guides/zpp49j6/revision/1

Note: Make sure that you write all the questions with the answers.

32



Product Analysis Product analysis can take different forms but in general it means asking questions about a product and forming answers.

Manufacturing The process of converting raw materials, components, or parts into finished goods that meet a customer's expectations or specifications.

Access Fm Access Fm is the acronym for creating a great product in design technology, the letters stand for: Aesthetics (how it looks) Cost (the price) Customer (who will buy it) Environment (is it eco-friendly)

Sketching Drawing lightly when you first start a picture, to get the shape and proportion. By pressing lightly you can rub out any inaccuracies

Development Providing details and support for our ideas is called development.

Design Specification A design specification is used to describe all of the client and technical requirements gathered throughout the research process

Functionally In a way that is practical and useful, rather than attractive.

Modification

Unforeseen changes may affect timescale, cost and material selection. These may be minor and have low impact on the design.


Logo A symbol or other small design adopted by an organisation to identify its products, uniform, vehicles, etc.

Evaluate Form an idea of the value or assess the quality or effectiveness of a piece of work.

Subject: Product Design 1 Year: 8 Term: Autumn 2

Section 2: Key Fact/Methods/Processes/

Questions

Many everyday items have been made

more comfortable and effective to use.

Do you think these are more expensive to make? Explain/

Discuss

What makes a successful logo?


1. Product analysis, where is it used in industry?

2. How does product analysis affect the way in which

products are designed?

3. What information do you think would be helpful for a

designer making a chair for a café?

4. How does research help a designer improve their design?

5. As part of research, it’s essential to know what else is on

the market and how it’s made. Why?

6.Product analysis can help your awareness of:

7. What areas should you consider when carrying out

product analysis?

8. Why is it important to test a final product?

9. What could cause a change to the original design

specification?

33

Year 8 Product Design 1

Week 1 Product analysis where is it used in industry?

Week 2 How does research help a designer improve their design?

Week 3 As part of research, it’s essential to know what else is on the market and how it’s made. Why?

Week 4 What does each letter of ACCESS FM stand for? And what do they mean?

Week 5 Explore what is meant by the term quality control giving examples. Describe why it is important during the manufacturing

of a product

Week 6 Explain why we perform a product analysis during the research stages of a project and how ACCESS FM is used in this

process

Week 7 What makes a successful logo? Give reasons for your answer

Week 8 State two important features of chocolate packaging and give reasons for your answer

Week 9 Name two advantages of using CAD ( computer-aided design) and give justifications for your answer

34



Brainstorming Listing all possibilities for the design

problem, usually in a spider-type

diagram or similar.

CAD Computer software that helps the

designer to create designs, plans,

technical drawings and 3D images of

the design being explored. Computer

aided design.

CAM Computer software programs and

Computer Numeric Control (CNC)

machinery, such as a milling machine

lathe or vinyl cutter machine, that

allows CAD produced designs to be

made by the CAM machinery.

Computer aided manufacture.

Durability The ability of a material or product

to last a long time.

Research Gathering information to help with

design work. The process of looking

at existing ideas and designs and

listing good and bad features.

Gathering other information that will

assist with design work.

Hardwoods From deciduous trees, oak, teak,

beech, high cost as grow slow

Softwoods From coniferous trees ‘pine, spruces’

low cost as grow fast

Man- made

boards

MDF, plywood, hardboard.

Reshaped to improve the properties

Thermoplastic Can be heated and shaped many

times

Section 3: Possible exam/CAF-style questions What is MDF suitable for making prototypes?

What tool would you use to cut straight lines in a piece of Pine?

Why would you always use mm as the unit of measurement in the workshop?

What is meant by the term Quality Assurance and how do you use it while making your Pine Boat?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Explain the difference between hardwoods and softwoods Use examples to justify your answer.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Task: Draw out the tools/equipment and make sure they

are labelled correctly. Describe what each is used for during

your practical lessons to produce your Pine Boat

The File is used to remove small amounts of

waste material. Two different techniques can be

used. The “cross” and the “Draw” technique.

What are some of

the properties of

pine?

Pine is a soft, white or pale

yellow wood which is light

weight, straight grained and

lacks figure. It resists

shrinking and swelling.

Why is Varnish

applied to natural

timbers?

Varnish is applied to protect

or enhance the aesthetics of

the natural wood.

What are the

advantages of

Computer Aided

Design?

- Can be more accurate than hand-drawn designs - it reduces human error.

- You can save and edit ideas, which makes it easier and cheaper to modify your design as you go along.

- You can modify existing ideas,

which saves time.

Subject: Product design 2 Topic: timbers and plastics Year: 8 Term: Autumn 2

35

Year 7 Product design 2

Week 1 SECTION 1— Put at least five of the words into a full sentence.

Week 2 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible

and justify your response

Week 3 List ten health and safety rules that should be followed when performing practical tasks in the

workshop. Justify your answers fully.

Week 4 SECTION 2—Study the information and images shown regarding the “pillar drill”. Answer the

questions in as much detail as you can.

Week 5 SECTION 1— Put the other four words into a full sentence. Make sure you are using Design and

technology references.

Week 6 SECTION 2—Study the information and images shown regarding the ‘tenon saw and bench

hook’. Describe the process you would go through in order to cut straight lines in wood.

Week 7 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible

and justify your response

Week 8 SECTION 2—Study the information and images shown regarding the “The File”. Answer the

questions / or complete the task in as much detail as you can.

Week 9 SECTION 1— Separately, put the final four words into a full sentence. Make sure you are using

Design and Technology references

36

Subject: Food Technology Year: 8 Term: Autumn 2 Believe at BBA Section 2: Important ideas

Commercial sector

residential.

Hotels, guest houses, bed & breakfast,

farmhouses, family holiday camps, glamping,

cruise ships, long-distance train, cruise ships,

airlines, motorway services, youth hostels.

Commercial sector non

-residential .

Restaurants, bars, cafes, tearooms,

takeaways &fast food, pubs, clubs and

casinos, street food, pop-up restaurants,

mobile road side food, tourist attractions,

Non commercial

residential sector

Public sector catering, NHS hospitals, NHS

nursing homes, emergency services prison,

universities , Armed services , homeless

hostels/ shelters , private nursing and care

homes, boarding schools.

Non commercial non-

residential sector

Work force catering , voluntary sector/

health and welfare– senior citizens lunch

clubs, charity food vans and soup kitchens,

Childcare and school holiday clubs, schools.

What is the kitchen

brigade ?

A system for setting out and explaining the

job roles and responsibilities of those people

who work in the kitchen .created by a French

chef, this is why French terms are historically

used in cooking . This was developed by a

French Chef in 19th Century.

What is the economy? A country or region in terms of the

production and consumption of goods and

services and the supply of money.

What is a Michelin

star ?

Michelin stars are a rating system used by

the red Michelin Guide to grade restaurants

on their quality. One star signifies "a very

good restaurant", two stars are "excellent

cooking that is worth a detour", and three

stars mean "exceptional cuisine that is worth

a special journey".



Commercial Making or intending to make a profit.

Non-commercial Not having a commercial objective; not intended to make a profit.

Caterer A business or person who arranges the preparation, delivery and presentation of food for clients

Catering Providing food and beverages

Client group Individuals or establishments who a company may aim attract to their business , this can be for commercial or non commercial establishments .

Beverages Drink (or beverage) is a liquid intended for human consumption.

Yeast Aa microorganism , commercial product containing living yeast cells that is used in baking to make dough rise and in the making of alcoholic beverages (as wine)

Raising agents A raising agent is something that makes bread and other foods rise. Chemical Raising Agents Bread Soda Baking Powder . Yeast is a biological raising agent

Special dietary

need

Restricted diet from the main choices. This could be due to an allergy, intolerance, medical need, religious or cultural diet, vegetarian, vegan diet.


Explain Make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts

Describe give a detailed account in words of.

Industry economic activity concerned

Establishment A business organization, public institution, or household.

Section 3: Possible exam/CAF-style

questions What is the role of the environmental health office

EHO? They are responsible for carrying out

measures for protecting public health, including

administering and enforcing legislation related

to environmental health and providing support to

minimize health and safety risks relating to food

and facilities which provide services for customers.

How can a poor food hygiene rating affect a

hospitality and catering establishment ? Five point

food safety rating could boost a business’s sales.

Where as a low rating may put customer off from

purchasing food from the premises as it may be

seen as being a place that is not clean.

What does the

thermometer

showing the danger

zone represent ?

The temperature

range in which food

-borne

bacteria can grow is

known as the danger

zone. Food safety

agencies define the

danger zone as

roughly 5 to 63 °C.

37

Year 8 Subject

Week 1

Read the extract in Section 3 and use the information from key facts

Explain what the role of the EHO is in the food industry is? Why is this important for the Hospitality and catering industry?

Week 2

Read the extract in Section 2

Why is it important to use the kitchen brigade system to manage a kitchen ?

Week 3

Read the extract in Section 2

How could a Michelin star help to promote a restaurant ? How could this affect the business?

Week 4

Read Section 3

What could be the consequence of a poor hygiene rating from an Environmental Health Officer on a hotel ? How might this

affect the business ?

Week 5

Read Section 2

Compare and contrast the different sectors of the hospitality and catering industry.

Week 6

Read Section 1 and 2

Give examples of different commercial residential establishments, explain what the intention of these business are.

Give examples of different Non- commercial residential establishments, explain what the intention of these business are.

Week 7

Read section 3

Redraw the temperature chart accurately using colour and labels

Week 8

Read section 1

Why is it important that you make sure you are clear what is contained in the food on the food label ? What could be the

affects on someone who is allergic to some ingredients?

Week 9

Read section 1

Why is yeast important in the production of bread? What other products are used in a similar process ?

38



Scenario This is the setting given that relates to the client brief; it will give you a theme

Design brief This sets out what a client expects you to make or design for them , this is your starting point

Mood board A collection of images to do with your theme that can give you inspiration, normally collected from the internet onto a PowerPoint . This is a form of secondary research

Observational

drawing

This is looking at something that is in front of you.

Collage A collection of chocolate and sweet wrappers glued on to a piece of paper

View finder 2 L shaped pieces of paper that you can put over a section of an image so that you can draw what is in the box

Grid drawing A table of squares, put over the top of an image to help process the shape and proportions within an image

Typography The style of lettering used in graphics for writing words

Artist research A form of secondary research where you collect images and information on an artist


Evaluation A written judgement on how something has been done.

Communicate To explain work to show ideas and development in your work


Grid Drawing

To create an accurate drawing , we can put a grid over

our image, then draw the same grid on a piece of plain

paper . Now use the grid to help you plot points of

where the outlines and the details would be


1 Name the 3 primary

colours

1. Red, Yellow, Blue

2. Name the 3 secondary

colours

2. Green , Orange, Purple

3. What are the 3 sets of

complementary colours?

3. Red and green, purple and yellow ,

blue and orange

4 What is the difference

between watercolour

paints and acrylic paints?

Watercolour paints use water to

make the paint liquid on a block ,

acrylic paints are already liquid and

can be mixed straight away; they are

plastic based paints.

5. Which colour should

you paint first ?

5. The lightest colours first and you

can then always go darker

6. Which colours do you

add last and why?

6. Black; as you will not pollute any

of your colours or it can be used to

outline or to neaten edges.

7 How do you mix a tint

of colour ?

A tint is made by adding white to a

colour

8.How do you mix a tone

of colour?

A tone of colour is made by mixing

black with a colour

9. How do you make

purple?

9. Red + Blue = Purple

10.How do you make

green?

10.Yellow + Blue = Green

11.How do you mix the

colour orange?

Red + yellow = orange

Artists name

Subject: Art and design Year: 8 Term: Autumn 2

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Year 8 Art and Design Homework

Week 1

Read through your knowledge organiser highlight or underline 6 words that you do not understand , in your homework

book write them down and then find out their meanings, using a dictionary or the internet to get their definitions .

Week 2

Complete homework worksheet 1 on creating a collage. See the definition in the knowledge organiser.

You should collect 5-7 sweet or chocolate wrappers and glue on to a page to create a collage; glue it in to your work book

Week 3

Make a view finder and place over your collage from last week’s homework . On work sheet 2 given out in lesson draw what you see in

your view finder. See the definition of a view finder in your knowledge organiser. Bring the sheet to your next lesson

Week 4

Answer the following question in your homework book using full sentences

What is the difference between primary and secondary research?

Week 5

Answer the following questions in your homework book in full sentences

What is a design brief?

What design brief are we working to in lessons?

Week 6 Using a style of typography design a logo for the shop ‘Sweets & Treats’ in your homework book

Week 7

Explain which things need to be put on a creative study artist research page .

Week 8

Colour theory:

write out all the primary colours and how they can be put together to make different secondary colours

Week 9

Write an evaluation of 70 words explaining how your bag design meets the requirements of the design brief .

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Form Form refers to the way a composer organises musical ideas within a piece. It is another tool the composer uses to convey the meaning and ideas that make up their music.

Phrase A phrase is a substantial musical thought, which ends with a musical punctuation called a cadence. Phrases are created in music through an interaction of melody, harmony, and rhythm.

Notation Musical notation is a visual record of heard or imagined musical sound, or a set of visual instructions for performance of music. Composers may notate by hand or using a computer.

Graphic score A graphic score is a way in which a composer can write down a piece without using common musical notation. Graphic scores often use abstract symbols, images and text to convey meaning to performers.

Ornamentation The embellishment of a melody, either by adding notes or by modifying rhythms. Ornaments are musical flourishes - typically added notes - that are not essential, but serve instead to decorate or "ornament" that line or provide added interest and variety.

Tier 2 vocabulary Definition Develop To grow or cause to grow and

become more mature, advanced, or elaborate.

Extend To take an idea and add to it to make it longer/larger.


Listen to “Ah vous dirai-je Maman", K.265/300e by

Wolfgang Amadeus Mozart.

1. What instrument is used?

2. What structure is the whole piece?

3. What structure is the theme?

4. Identify what Mozart has done to the music as

it develops.

5. How has Mozart used tempo throughout the

piece?

6. If you were going to extend Mozart’s piece

what would you do?

7. What do you think influenced Mozart to create

this piece of music?

8. If Mozart asked for feedback on his composi-

tion what would tell him?


Structure

All music has some form of structure. Structure is a crucial

element of music. It describes how the different sections in a

piece of music are positioned together to form the composition.

Binary form

Binary form describes the structure of a piece of music which is

divided into 2 different sections. The 2 sections are usually

labelled A and B.

Ternary form

This is a structure consisting of three sections, the third section

normally either a literal or a varied repeat of the first.

Theme and variation

This is a musical structure that is built upon a musical idea called

the theme which is played at the start of the piece. Once the

theme has been played the composer then repeats it, but varies

it in some way. This process is repeated as many times as the

composer chooses. Each variation is different, but can still be

traced back to the original theme in some way. The composer

may change the original melody in a number of different ways.

These include adding notes, taking notes away and inverting the

melody. Another technique is to add ornamentation. The

composer may change the rhythm, the key, the harmony or the

time signature.

Rondo A rondo is an instrumental form with a refrain that keeps coming back. Unlike the verses of a song, though, the music in a rondo changes between each repetition of the refrain. Classical rondo form has at least 3 statements of the refrain (A)

and at least 2 contrasting sections (B and C) creating symmetrical

patterns such as ABACA, ACACABA, or even ABACADA.

Subject: Music Topic: Composing Year: 8 Term: Autumn 2

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS



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Year 8 Music

w/b 4th November Listen to “Ah vous dirai-je Maman", K.265/300e by Wolfgang Amadeus Mozart. Answer the questions in Section 3.

w/b 11th November DO YOUR DRAMA HOMEWORK

w/b 18th November Why might composers use organisational strategies in their compositions? Why might they choose to repeat something again and again?

w/b 25th November DO YOUR DRAMA HOMEWORK

w/b 2nd December Listen to “Ah vous dirai-je Maman", K.265/300e by Wolfgang Amadeus Mozart. Create you own graphic score for the theme.

w/b 9th December DO YOUR DRAMA HOMEWORK

w/b 16th December Create your own graphic score for a piece showing ternary structure.

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Subject: Drama Year: 8 Term: Autumn 2 Believe at BBA Section 1: Key Vocabulary


Epic Theatre

Epic Theatre is theatre that is created with an episodic structure and uses techniques that have a distancing effect on the audience to make them think about and question objectively the action/ plot of the play.

Vocal Expression

Vocal expression or vocal colour is how an actor gives meaning to words. The way we say a line is just as important as the lines itself.

Abstract Theatre

A symbolic representation of the events, situations and feelings of the drama.

Soundscape

A soundscape is the acoustic environment as perceived by humans, and can be used to set the scene.

Narration

Narrating is adding a spoken commentary for the audience about the action onstage. A narrator is like a storyteller informing the audience about the plot.

Placards

A placard is a sign or an additional piece of written information presented on stage. Using placards might be as simple as holding up a sign or banner.


Refine

Improve initial work, taking feedback into account.

competent

Having the necessary knowledge or skills to do something well.

Section 3: Possible exam/CAF-style question

content

Narration is useful in making a story more understandable for the audience. It also makes the drama stylised. This means that it becomes non-naturalistic because the audi-ence are aware throughout that a story is being told and the fourth wall is broken. Narrating can make a drama more understandable or styl-ised in a number of ways:

An actor can speak the commentary over the action happening in the drama

A character can say out loud what they think the audience needs to know about the characters or the situation of which they’re a part, which is known as self-narrating

An actor can just tell the audience what they need to know in between scenes

A character can read or write a diary or letter that informs the audience what is important for them to know about what is happening or going to happen

Using placards A placard is a sign or additional piece of written information presented onstage. What’s important is that the infor-mation doesn’t just comment upon the action but deepens our understanding of it. For example, a married couple are arguing and the wife is very upset. If the actress held up a placard saying ‘I’m miserable’ that wouldn’t tell us anything about the character that we didn’t already know. However, if her placard said ‘I’m having an affair’ or ‘I’ve never loved him’ the audience would be forced to consider other as-pects of their relationship and to think about deeper rea-sons behind her tears.


Target Setting:

When target setting you need to consider the following:

1. Identify exactly what aspect of your performance

work you need to improve– be specific

2. Identify the steps that need to be taken in order to

achieve your target

3. Set a realistic time scale for improvement

4. Check your progress regularly

5. Outline what success will look like to help you to

track your progress

6. Be reflective and persistent

Reviewing your performance work:

Key things to consider as part of your review:

The techniques used and the impact that they had

on the performance

The actors use of physical movements and gestures

The actors use of facial expression

The actors use of their voice including projection,

diction and vocal expression

The actors ability to stay in role and not corpse

The actors ability to respond to cues and remember

lines

Use of props and / or token costume

The intended impact on the audience

The audiences response

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Year 8 Drama

w/b 4th November Epic Theatre is a style of theatre– research the aims of Epic Theatre and some of the skills used by actors in this style.

w/b 11th November Music homework to be completed this week.

w/b 18th November Consider your performance piece so far. Write a paragraph of narration that could be used to further develop your

performance.

w/b 25th November Music homework to be completed this week.

w/b 2nd December Use Sections 1&2 to review your performance work. How successful were you in demonstrating the taught skills? How well

did you work as a team? What could you have improved?

w/b 9th December Music homework to be completed this week.

w/b 16th December Use Section 2 to set yourself targets for next term. Make sure that these include your use of the taught skills as well as

teamwork goals.

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Documents

Ada Lovelace - Home - Bluecoat Beechdale Academy