Alan Sillitoe423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/... · House Colour: Green Rebecca Adlington House Colour: Blue Year 8 Autumn 1 Knowledge Organiser Morris Samuels House

Alan Sillitoe was born in Nottingham and died aged 82. He was one of the most important British writers of the

post-war era. He made his name with the novel Saturday Night and Sunday Morning (1958) and the collection of

short stories The Loneliness of the Long

Distance Runner (1959).

Sillitoe’s father could not read or write and was not in regular employment. Therefore, Alan and his family

experienced extreme poverty.

It was Alan Sillitoe’s ambition to become a pilot and passed his examinations just before the end of World War II.

He completed his national service as a radio operator and returned to Nottingham. When he became ill with

tuberculosis, he read a lot of literature and began to write. His characters and stories were inspired by his own

experiences of being working class in Nottingham.

His first novel was rejected five times by publishers before it was accepted.

Alan Sillitoe

House Colour: Yellow

Ada Lovelace

House Colour: Green

Rebecca Adlington

House Colour: Blue

Year 8

Autumn 1 Knowledge Organiser

Morris Samuels

House Colour: Red

“Whatever people say I am, that is

what I am not”

Alan Sillitoe

https://www.theguardian.com/books/alan-sillitoe

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 9th Sept


Principal’s Reading 23rd Sept


Principal’s Reading 7th Oct

Principal’s Reading 14th Oct

Subject: English

Subject: Maths

Subject: Science

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10

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13

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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 Belong to BBA

Year 8 Monday Tuesday Wednesday Thursday Friday

w/b 9th Sept

English History/Geography Science Maths

200 word challenge

from this week’s library

lesson

ICT Drama/Music D&T Spanish Principal’s Reading

For next week

w/b 16th Sept


200 word challenge


lesson


For next week

w/b 23rd Sept


200 word challenge


lesson


For next week

w/b 30th sept


200 word challenge


lesson


For next week

w/b 7th Oct


200 word challenge


lesson


For next week


200 word challenge


lesson w/b 14th Oct


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 9th Sept

Read:

For: _________ minutes

Signed:__________________

Read:


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W/b 16th Sept

Read:


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W/b 23rd Sept

Read:


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W/b 30th Sept

Read:


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Read:


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Read:


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Read:


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W/b 7th Oct

Read:


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Read:


Signed:_______________

Read:


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Signed:________________

W/b 14th Oct

Read:


Signed:__________________

Read:


Signed:________________

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Signed:________________

Belong to BBA

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Principals Reading

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Belong to BBA Principal’s Reading w/b 9th Sept

One fine evening a young princess put on her bonnet and clogs, and went out to take a walk by

herself in a wood; and when she came to a cool spring of water, that rose in the midst of it, she sat

herself down to rest a while. Now she had a golden ball in her hand, which was her favourite play-

thing; and she was always tossing it up into the air, and catching it again as it fell. After a time she

threw it up so high that she missed catching it as it fell; and the ball bounded away, and rolled along

upon the ground, till at last it fell down into the spring. The princess looked into the spring after her

ball, but it was very deep, so deep that she could not see the bottom of it. Then she began to bewail

her loss, and said, ‘Alas! if I could only get my ball again, I would give all my fine clothes and jewels,

and everything that I have in the world.’

Whilst she was speaking, a frog put its head out of the water, and said, ‘Princess, why do you weep so

bitterly?’ ‘Alas!’ said she, ‘what can you do for me, you nasty frog? My golden ball has fallen into the

spring.’ The frog said, ‘I want not your pearls, and jewels, and fine clothes; but if you will love me, and

let me live with you and eat from off your golden plate, and sleep upon your bed, I will bring you your

ball again.’ ‘What nonsense,’ thought the princess, ‘this silly frog is talking! He can never even get out

of the spring to visit me, though he may be able to get my ball for me, and therefore I will tell him he

shall have what he asks.’ So she said to the frog, ‘Well, if you will bring me my ball, I will do all you

ask.’ Then the frog put his head down, and dived deep under the water; and after a little while he

came up again, with the ball in his mouth, and threw it on the edge of the spring. As soon as the

young princess saw her ball, she ran to pick it up; and she was so overjoyed to have it in her hand

again, that she never thought of the frog, but ran home with it as fast as she could. The frog called

after her, ‘Stay, princess, and take me with you as you said,’ But she did not stop to hear a word.

The next day, just as the princess had sat down to dinner, she heard a strange noise—tap, tap—plash,

plash—as if something was coming up the marble staircase: and soon afterwards there was a gentle

knock at the door, and a little voice cried out and said:

‘Open the door, my princess dear,

Open the door to thy true love here!

And mind the words that thou and I said

By the fountain cool, in the greenwood shade.’

Then the princess ran to the door and opened it, and there she saw the frog, whom she had quite

forgotten. At this sight she was sadly frightened, and shutting the door as fast as she could came back

to her seat. The king, her father, seeing that something had frightened her, asked her what was the

matter. ‘There is a nasty frog,’ said she, ‘at the door, that lifted my ball for me out of the spring this

morning: I told him that he should live with me here, thinking that he could never get out of the

spring; but there he is at the door, and he wants to come in.’

While she was speaking the frog knocked again at the door, and said:





Then the king said to the young princess, ‘As you have given your word you must keep it; so go and let

him in.’ She did so, and the frog hopped into the room, and then straight on—tap, tap—plash, plash—

from the bottom of the room to the top, till he came up close to the table where the princess sat.

‘Pray lift me upon chair,’ said he to the princess, ‘and let me sit next to you.’ As soon as she had done

this, the frog said, ‘Put your plate nearer to me, that I may eat out of it.’ This she did, and when he

had eaten as much as he could, he said, ‘Now I am tired; carry me upstairs, and put me into your bed.’

And the princess, though very unwilling, took him up in her hand, and put him upon the pillow of her

own bed, where he slept all night long. As soon as it was light he jumped up, hopped downstairs, and

went out of the house. ‘Now, then,’ thought the princess, ‘at last he is gone, and I shall be troubled

with him no more.’

But she was mistaken; for when night came again she heard the same tapping at the door; and the

frog came once more, and said:





And when the princess opened the door the frog came in.

To continue reading this story you can find the book in the library.

THE FROG-PRINCE by the Brothers Grimm from the book Grimms’ Fairy Tales

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The Visitor by Ray Bradbury from the book The Illustrated Man

SAUL WILLIAMS awoke to the still morning. He looked

wearily out of his tent and thought about how far away Earth

was. Millions of miles, he thought. But then what could you

do about it? Your lungs were full of the “blood rust.” You

coughed all the time.

Saul arose this particular morning at seven o’clock. He was a

tall man, lean, thinned by his illness. It was a quiet morning

on Mars, with the dead sea bottom-flat and silent—no wind

on it. The sun was clear and cool in the empty sky. He

washed his face and ate breakfast.

After that he wanted very much to be back on Earth. During

the day he tried every way that it was possible to be in New

York City. Sometimes, if he sat right and held his hands a

certain way, he did it. He could almost smell New York. Most

of the time, though, it was impossible.

Later in the morning Saul tried to die. He lay on the sand and

told his heart to stop. It continued beating. He imagined

himself leaping from a cliff or cutting his wrists, but laughed

to himself—he knew he lacked the nerve for either act.

Maybe if I squeeze tight and think about it enough, I’ll just

sleep and never wake, he thought. He tried it. An hour later

he awoke with a mouth full of blood. He got up and spat it

out and felt very sorry for himself. This blood rust—it filled

your mouth and your nose; it ran from your ears, your

fingernails; and it took a year to kill you. The only cure was

shoving you in a rocket and shooting you out to exile on

Mars. There was no known cure on Earth, and remaining

there would contaminate and kill others. So here he was,

bleeding all the time, and lonely.

Saul’s eyes narrowed. In the distance, by an ancient city ruin,

he saw another man lying on a filthy blanket.

When Saul walked up, the man on the blanket stirred

weakly.

“Hello, Saul,” he said.

“Another morning,” said Saul. “Christ, I’m lonely!”

“It is an affliction of the rusted ones,” said the man on the

blanket, not moving, very pale and as if he might vanish if

you touched him.

“I wish to God,” said Saul, looking down at the man, “that

you could at least talk. Why is it that iintellectuals never get

the blood rust and come up here?”

“It is a conspiracy against you, Saul,” said the man, shutting

his eyes, too weary to keep them open. “Once I had the

strength to be an intellectual. Now, it is a job to think.”

“If only we could talk,” said Saul Williams.

The other man merely shrugged indifferently.

“Come tomorrow. Perhaps I’ll have enough strength to talk

about Aristotle then. I’ll try. Really I will.” The man sank

down under the worn tree. He opened one eye. “Remember,

once we did talk on Aristotle, six months ago, on that good

day I had.” “I remember,” said Saul, not listening. He looked

at the dead sea. “I wish I were as sick as you, then maybe I

wouldn’t worry about being an intellectual. Then maybe I’d

get some peace.”

“You’ll get just as bad as I am now in about six months,” said

the dying man. “Then you won’t care about anything but

sleep and more sleep. Sleep will be like a woman to you.

You’ll always go back to her, because she’s fresh and good

and faithful and she always treats you kindly and the same.

You only wake up so you can think about going hack to sleep.

It’s a nice thought.” The man’s voice was a bare whisper.

Now it stopped and a light breathing took over.

Saul walked off.

Along the shores of the dead sea, like so many emptied

bottles flung up by some long-gone wave, were the huddled

bodies of sleeping men. Saul could see them all down the

curve of the empty sea. One, two, three—all of them

sleeping alone, most of them worse off than he, each with

his little cache of food, each grown into himself, because

social converse was weakening and sleep was good.

At first there had been a few nights around mutual campfires. And they had all talked about Earth. That was the only thing they talked about. Earth and the way the waters ran in town creeks and what homemade strawberry pie tasted like and how New York looked in the early morning coming over on the Jersey ferry in the salt wind. I want Earth, thought Saul. I want it so bad it hurts. I want something I can never have again. And they all want it and it hurts them not to have it. More than food or a woman or anything, I just want Earth. This sickness puts women away forever; they’re not things to be wanted. But Earth, yes. That’s a thing for the

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Belong to BBA

mind and not the weak body.

The bright metal flashed on the sky.

Saul looked up.

The bright metal flashed again.

A minute later the rocket landed on the sea bottom. A valve opened, a man stepped out, carrying his luggage with him. Two other men, in protective germicide suits, accompanied him, bringing out vast cases of food, setting up a tent for him.

Another minute and the rocket returned to the sky. The exile stood alone.

Saul began to run. He hadn’t run in weeks, and it was very tiring, but he ran and yelled.

“Hello, hello!”

The young man looked Saul up and down when he arrived.

“Hello. So this is Mars. My name’s Leonard Mark.”

“I’m Saul Williams.”

They shook hands. Leonard Mark was very young—only eighteen; very blond, pink-faced, blue-eyed and fresh in spite of his illness.

“How are things in New York?” said Saul.

“Like this,” said Leonard Mark. And he looked at Saul. New York grew up out of the desert, made of stone and filled with March winds. Neons exploded in electric color. Yellow taxis glided in a still night. Bridges rose and tugs chanted in the midnight harbors. Curtains rose on spangled musicals.

Saul put his hands to his head, violently.

“Hold on, hold on!” he cried. “What’s happening to me? What’s wrong with me? I’m going crazy!”

Leaves sprouted from trees in Central Park, green and new. On the pathway Saul strolled along, smelling the air. “Stop it, stop it, you fool!” Saul shouted at himself. He pressed his forehead with his hands. “This can’t be!”

“It is,” said Leonard Mark.

The New York towers faded. Mars returned. Saul stood on the empty sea bottom, staring limply at the young newcomer.

“You,” he said, putting his hand out to Leonard Mark.“You did it. You did it with your mind.”

“Yes,” said Leonard Mark.

Silently they stood facing each other. Finally, trembling, Saul seized the other exile’s hand and wrung it again and again, saying, “Oh, but I’m glad you’re here. You can’t know how glad I am!”

They drank their rich brown coffee from the tin cups. It was high noon. They had been talking all through the warm morning time.

“And this ability of yours?” said Saul over his cup, looking steadily at the young Leonard Mark.

“It’s just something I was born with,” said Mark, looking into his drink. “My mother was in the blowup of London back in ’57. I was born ten months later. I don’t know what you’d call my ability. Telepathy and thought transference, I suppose. I used to have an act. I traveled all around the world. Leonard Mark, the mental marvel, they said on the billboards. I was pretty well off. Most people thought I was a charlatan. You know what people think of theatrical folks. Only I knew I was really genuine, but I didn’t let anybody know. It was safer not to let it get around too much. Oh, a few of my close friends knew about my real ability. I had a lot of talents that will come in handy now that I’m here on Mars.”

“You sure scared the hell out of me,” said Saul, his cup rigid in his hand. “When New York came right up out of the ground that way, I thought I was insane.”

“It’s a form of hypnotism which affects all of the sensual organs at once—eyes, ears, nose, mouth, skin—all of them. What would you like to be doing now most of all?”

Saul put down his cup. He tried to hold his hands very steady. He wet his lips. “I’d like to be in a little creek I used to swim in in Mellin Town, Illinois, when I was a kid. I’d like to be stark-naked and swimming.”

“Well,” said Leonard Mark and moved his head ever so little.

Saul fell back on the sand, his eyes shut.

Leonard Mark sat watching him.

Saul lay on the sand. From time to time his hands moved, twitched excitedly. His mouth spasmed open; sounds issued from his tightening and relaxing throat.

Saul began to make slow movements of his arms, out and back, out and back, gasping with his head to one side, his arms going and coming slowly on the warm air, stirring the yellow sand under him, his body turning slowly over.

Leonard Mark quietly finished his coffee. While he drank he kept his eyes on the moving, whispering Saul lying there on the dead sea bottom.

“All right,” said Leonard Mark.

Saul sat up, rubbing his face.

After a moment he told Leonard Mark, “I saw the creek. I ran along the bank and I took off my clothes,” he said breathlessly, his smile incredulous. “And I dived in and swam around!”

To continue reading this story you can find the book in the library.

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Principal’s Reading w/b 23rd Sept Belong to BBA

William Tell

The people of Switzerland were not always free and happy as they are to-

day. Many years ago a proud tyrant, whose name was Gessler, ruled over

them, and made their lot a bitter one indeed.

One day this tyrant set up a tall pole in the public square, and put his own

cap on the top of it; and then he gave orders that every man who came into

the town should bow down before it. But there was one man, named

William Tell, who would not do this. He stood up straight with folded arms,

and laughed at the swinging cap. He would not bow down to Gessler himself.

When Gessler heard of this, he was very angry. He was afraid that other men

would disobey, and that soon the whole country would rebel against him. So

he made up his mind to punish the bold man.

William Tell's home was among the mountains, and he was a famous hunter.

No one in all the land could shoot with bow and arrow so well as he. Gessler

knew this, and so he thought of a cruel plan to make the hunter's own skill

bring him to grief. He ordered that Tell's little boy should be made to stand

up in the public square with an apple on his head; and then he bade Tell

shoot the apple with one of his arrows.

Tell begged the tyrant not to have him make this test of his skill. What if the

boy should move? What if the bow-man's hand should tremble? What if the

arrow should not carry true?

"Will you make me kill my boy?" he said.

"Say no more," said Gessler. "You must hit the apple with your one arrow. If

you fail, my sol-diers shall kill the boy before your eyes."

Then, without another word, Tell fitted the arrow to his bow. He took aim,

and let it fly. The boy stood firm and still. He was not afraid, for he had all

faith in his father's skill.

The arrow whistled through the air. It struck the apple fairly in the center,

and carried it away. The people who saw it shouted with joy.

As Tell was turning away

from the place, an arrow

which he had hidden under

his coat dropped to the

ground.

"Fellow!" cried Gessler,

"what mean you with this

second arrow?"

"Tyrant!" was Tell's proud

answer, "this arrow was for

your heart if I had hurt my

child."

And there is an old story,

that, not long after this, Tell

did shoot the tyrant with

one of his arrows; and thus

he set his country free.

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Belong to BBA Principal’s Reading w/b 7th Oct

Julius Caesar

Nearly two thousand years ago there lived in Rome a man whose name was

Julius Caesar. He was the greatest of all the Romans.

Why was he so great?

He was a brave warrior, and had conquered many countries for Rome. He

was wise in planning and in doing. He knew how to make men both love and

fear him.

At last he made himself the ruler of Rome. Some said that he wished to be-

come its king. But the Romans at that time did not believe in kings.

Once when Caesar was passing through a little country village, all the men,

women, and children of the place, came out to see him. There were not

more than fifty of them, all together, and they were led by their mayor, who

told each one what to do.

These simple people stood by the roadside and watched Caesar pass. The

mayor looked very proud and happy; for was he not the ruler of this village?

He felt that he was almost as great a man as Caesar himself.

Some of the fine officers who were with Caesar laughed. They said, "See how

that fellow struts at the head of his little flock!"

"Laugh as you will," said Caesar, "he has reason to be proud. I would rather

be the head man of a village than the second man in Rome!"

At another time, Caesar was crossing a narrow sea in a boat. Before he was

halfway to the farther shore, a storm overtook him. The wind blew hard; the

waves clashed high; the lightning flashed; the thunder rolled.

It seemed every minute as though the boat would sink. The captain was in

great fright. He had crossed the sea many times, but never in such a storm as

this. He trembled with fear; he could not guide the boat; he fell down upon

his knees; he moaned, "All is lost! all is lost!"

But Caesar was not afraid. He bade the man get up and take his oars again.

"Why should you be afraid?" he said. "The boat will not be lost; for you have

Caesar on board."

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Belong to BBA Principal’s Reading w/b 14th Oct

by the Brothers Grimm from the book Grimms’ Fairy Tales

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Knowledge Organiser

Subjects

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Section 1: Key Vocabulary Tier 3 vocabulary Definition

Anecdote A short interesting story about a real incident or person: ‘I had a friend who…’

Facts Something that can be proven to be true.: ‘smoking is bad for your health’

Opinion A personal belief : I believe schools need more money for books’

Rhetorical Questions A question designed to get the listener to think: ‘Do you know what it’s like to…’

Emotive Language Language designed to convey strong emotions ‘The litter around school is a disgrace’

Statistics Numerical facts, often expressed as percentages ‘65% of students would prefer…’

Tricolon A series of three parallel words, phrases or clauses: ‘Friends, Romans, Countrymen…’

Pronouns A word that you use to refer to something or someone when you do not need to use a noun.

Imperatives verbs Command phrases to force the listener to act ‘You must’

Anadiplosis Where the speaker uses a word at the end of a clause and then repeats that word to begin the next clause.

Antithesis If there is an antithesis between two things, there is a contrast between them.

Anaphora The same phrase repeated at the start of succeeding sentences.

Rhetoric The skill of using language effectively

Tier 2 vocabulary Definition

Vehemently To have strong feelings about something

Preposterous Ridiculous

Moral Decent, honest, respectable

Obligation A sense of duty

Reckless Irresponsible

Tyrannical Unfair to others whom they have authority over

Proposal Idea or suggestion

Compromise Coming to an agreement or settlement

Convincing Believable

Compelling Gripping or interesting

Section 3

In Churchill’s speech, you may have noticed that lots of his sentences begin with the phrase, ‘we shall…’ “We shall go on to the end, we shall fight in France, we shall fight

on the seas and oceans, we shall fight with growing confidence and growing strength in the air, we shall defend our Island,

whatever the cost may be, we shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the fields and in the

streets, we shall fight in the hills; we shall never surrender”

Repetition of words or phrases at the beginning of successive clauses, phrases or sentences is called Anaphora. Anaphora is used for emphasis. TASK: Write a speech to your peers persuading them to act on an issue

you really care about.

Using the statement above, write a 300 word paragraph of your own, using anaphora. You could start with:

I love…

I hate…

I will…

I will never...

Section 2: Key Facts

Questions: Answers:

What is the Aristotelian Triad?

Aristotle suggested there are three main ways that writers and speakers appeal to their audience. These three methods of appeal have become known as the ‘Aristotelian Triad’.

What is ‘Ethos’? Ethos is how we portray ourselves in an argument: it is the image persuaders present of themselves, to those they attempt to persuade. ‘You should believe in me because..’

What is ‘Logos’? Logos is a Greek term meaning ‘word’ and refers to using logic and reasoning as your appeal. Logos is the clarity of the message itself, the credible arguments used and the supporting evidence on which arguments are built: facts, rather than emotion.

What is ‘Pathos’? Pathos is the emotional influence of the speaker on the audience. Its goal is to make the audience feel something. Whether this is fear, joy, or patriotism, appealing to people’s emotions is a really powerful way to get them onside.

What is socialism? Socialism is a set of left-wing political principles whose general aim is to create a system in which everyone has an equal opportunity to benefit from a country’s wealth. Under socialism, the country’s main industries are usually owned by the state.

What is capitalism?

Capitalism is an economic and political system in which property, business, and industry are owned by private individuals and not by the state.

What is communism?

Communism is the political belief that all people are equal and that workers should control the means of producing things.

Who was George Orwell?

Orwell was an English novelist whose work is well known for raising awareness of social injustice and supporting democratic socialism.

Belong to BBA Subject: English Topic: Rhetoric Year: 8 Term: Autumn 1

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Year 8 GCSE RHETORIC

w/b 9th September Pick 10 pieces of vocabulary from the first column of your English Knowledge Organiser for this half term. Design a symbol or logo

that represents each piece of vocabulary and its meaning.

w/b 16th September The words ‘good’ and ‘bad’ have been banned indefinitely. Come up with 15 synonyms for each that you could use as an

alternative in your writing.

w/b 23rd September Write a short analysis of a television advert and explain how it uses ethos, logos and pathos to persuade the audience to buy the product.

w/b 30th September

Write a 200 word speech arguing for or against something of your choice. You must include at least one example of:

Anaphora

Tricolon

Rhetorical Question

w/b 7th October Look at Section 3 of your Knowledge Organiser. Create a power plan for the task: Write a speech to your peers persuading them

to act on an issue you really care about.

w/b 14th October Write a 300 word response to the task you planned last week: Write a speech to your peers persuading them to act on an issue

you really care about.

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Belong to BBA Subject: Maths Year: 8 Term: Autumn 1

Section 1: Key Vocabulary


Ratio Compares the size of one part to an-other part.

Equivalent Ratios Ratios that express the same relation-ship between numbers. For example: 1:2 is equivalent to 2:4 and 3:6

Proportion Compares the size of one part to the size of the whole.

Unitary method Finding the value of a single unit

Best Buy Comparing the cost of the same num-ber of items and the lowest price is the best value.

Percentage Number of parts per 100

Percentage Increase Increase a quantity by a percentage

Percentage Decrease Decrease a quantity by a percentage

Percentage Change Comparing the initial (or before) and final (or after) quantities as a percent-age.

Multiplier A number you multiply a quantity by to increase or decrease by a percent-age

Factor A number that divides into another number without a remainder

Common Factor A number that divides exactly into two or more numbers.


Reduce To decrease an amount

Calculate To work something out using mathe-matical reasoning

Section 2: Key Fact/Methods/Processes/Questions

Adam and Kevin share the running costs of the car in the ratio 1 : 3. Last year it cost £1860 to run the car. How much did Kevin pay?

To make suet you need fat and flour in the ratio 1:3. Yasmin has 180g of flour. How much fat does she need to make the suet?

Increase £30 by 10%. Method 1: Using a Ratio table Method 2: Multiplier £30 × 1.1 = £33 Method 3: Bar Model

A TV costs £320 and it is reduced in the sale by 12%. What is the new price?

To find a 12% reduction, multiply by 0.88

Percentage Change =

Section 3: Possible exam/CAF-style questions

You must draw a diagram for each question.

1. Share £40 between two people in the ratio 3:5.

2. Bart and Homer share some cookies in the ratio 2:5.

Homer eats half of his cookies and now has 12 more cook-

ies than Bart.

How many cookies did Homer have to begin with?

3. Jake watched 135 minutes of a film which is 225 minutes

long. What percentage of the film has he watched?

Show his progress watching the film on a bar model.

4. A box of 14 bars of chocolate from Adli cost £8.40

however 20 bars costs £14.50 from Midl.

Which shop gives better value and is the best buy?

(Use a ratio table for each supermarket )

5. Ben wants to know how much of each ingredient he will need to make 12 pancakes. He has a recipe for 8 pancakes: 300ml milk, 2 eggs, 100g plain flour.

% 100 10 110

£ 30 3 33

÷10

÷10

100+10

30+3

10% 0% 100% 110%

£0 £30 £33 £3

0% 100

0 225

Pancakes 8

19

Year 8 Mathematics

w/b 9th September

Section 1: Vocabulary

Calculate the mean median and mode of this data set 1, 5, 0, 2, 3, 4, 9, 3, 1, 2.

Which average would you use as a representative value of the data set? Write a few sentences to explain your reasoning.

Hegarty Maths Video Numbers: Mean 405, Median 409, Mode 404

w/b 16th September


Hegarty Maths Video Numbers: Unsure 68 Confident 67

w/b 23rd September

Section 3: CAF Questions

Draw diagrams to answer questions 1, 2, and 3 in section 3.

Hegarty Maths Video Numbers: Unsure 332 333 Confident 333 334 Sharing in a given ratio

w/b 30th September

Section 1: Vocabulary

Simplify these ratios: a) 2:4 b) 21:35 c) 36:12 Write five equivalent ratios to 1:5

Hegarty Maths Video Numbers: Unsure 329 Confident 329 331

w/b 7th October


At shop A a pack of 10 pens is £1. Shop B sell 4 pens for 38p. Which is the best buy? You must draw ratio tables.

Hegarty Maths Video Numbers: Unsure 763 764 Confident 764 765

w/b 14th October

Section 3: CAF Questions

Draw tables to answer questions 4 and 5 in section 3.

Hegarty Maths Video Numbers: Unsure 739 Confident 740 Recipes

20

Subject: Science Topic: Electricity and magnetism Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Electrons The negative particle responsible for

carrying current.

Current Measured in Amps (A)

Conductors Something that allows electricity to

flow through it.

Insulators Something that does not allow

electricity to flow through it.

Resistance How difficult it is for the current to get

around a circuit. Measured in Ohms

(Ω)

Potential difference The difference in charge between two

points of a circuit. Measured in Volts

Series A circuit with only one loop with

everything working together.

Parallel A circuit with more than one loop,

each loop working independently.

Magnetic field Area surrounding a magnet. The closer

together the lines are the stronger the

field.

Electromagnet A core which is made into a magnet by

the passage of electrical current going

through the coil surrounding it.

Pole Ends of a magnet.

Permanent magnet Something that retains its magnetic

properties. Induced magnet Something that has its magnetic properties

turned off and on.


Component Part of a circuit e.g. a buzzer.

Repel To push away

Attract To pull something towards

Section 3: Possible exam/CAF-style ques-

tions

Section 2: Key Fact/Methods/Processes/

Questions

1 KW 1000 W

÷ 1000

x 1000

Key equations

charge flow (C) = current (A) × time (s)

potential difference (V) = current (A) × resistance (Ω)

Power (W) = potential difference (V) × current (A)

power (W) = (current)2 (A) × resistance (Ω)

energy transferred (J) = charge (C) × potential dif-

ference (V)

1. Calculate the charge flow in a circuit that

runs for 1 minute and has a current of 30A.

2. Calculate the potential difference for a

circuit which has a current of 20 Amps and

resistance of 3 Ω.

3. Calculate the power of a circuit with a

current of 10 A and a resistance of 5 Ω.

4. Convert the following :

i) 2 KW —> W

Ii) 7000 W —> KW

Iii) 7.5 KW —> W

IV) 10,000 W —> KW

V) 0.07 KW —> W

5. Sammy works at a scrap metal yard. He

needs to move some metal from one side

of the yard to the other. Explain how

Sammy could use electromagnets to help

him achieve this.

6. The diagram shows a magnetic lock for a

door. It consists of both a strong

permanent magnet and an electromagnet.

It is fitted into the door frame. An iron

plate is attached to the door.

21

Year 8 Science Autumn 1

w/b 9th September Read, cover, write and check Section 1 Vocabulary for Electricity and Magnetism.

w/b 16th September

Use your knowledge of resistance to plan a practical investigating the resistance of a wire. You will change

the length of the wire and measure the resistance across the circuit.

1. Identify the independent, dependent and control variables.

2. List the equipment you would need.

3. Identify any risks associated with the practical.

w/b 23rd September

Using your planning from last week,

1. Write a method for Investigating the Resistance of a Wire practical.

2. Write a predict ion for what you think you would see.

3. Draw a suitable table to record your results in.

w/b 30th September Read, cover, write and check the equations in Section 2. Practise rearranging the equations

w/b 7th October

Read, cover and write the circuit symbols in Section 2.

Use the circuit diagrams to draw the following:

1. Parallel circuit containing: a variable resistor, a bulb and a cell.

2. A series circuit containing: a variable resistor, a bulb and a cell.

3. A parallel circuit containing: a battery, 2 bulbs, a motor, an ammeter.

4. A series circuit containing: a battery, 2 bulbs, a motor, an ammeter.

w/b 14th October Answer the exam questions in Section 3.

22

Belong to BBA Subject: Geography Topic: Development Year: 8 Term: Autumn 1



Development

indicator

A method of measuring the

wealth of a country.

Developed country A country with high human

development, e.g. UK.

Emerging country A country with medium human

development, e.g. Brazil.

Developing country A country with low human

development, e.g. Malawi.

Aid The giving of help and support in

order to help countries/places

develop.

Population density A measurement of the number of

people living in one area.

Densely populated A large amount of people living in

one area.

Sparsely populated Few people living in one area.


Social Geographical term for people

Economic Geographical term for money.

Environmental Geographical term for land and

water.

Rural Geographical term for the

countryside.

Urban Geographical term for towns and

cities.

Population The amount of people in one

area.

Challenges Problems an area might face.

Section 2a: Key Fact Questions

1. Which development indicator is about money?

2. Give three social measures of development

3. Is Malawi a developed, emerging or developing

country?

4. On which continent do you find Malawi?

5. What is the capital of Malawi?

6. What is the currency in Malawi?

7. What is the population of Malawi?

8. In what city is the Ndirande slum located in?

9. What is the population of the Ndirande slum?

10. What does the term ‘landlocked’ mean?

11. What disease is associated with dirty water?

Section 2b: Thinking Questions

1. Explain one factor (e.g. lack of clean water) that has

impacted the development of Malawi. Write at least

one paragraph.

2. Explain two ways in which the Ndirande slum could

be improved. Write at least one paragraph.

Section 3

Figure 1.

1. Malawi is a landlocked country. Explain what impact

this has had on the country’s development. Write at

least one paragraph.

Figure 2.

2. Using figure 2, explain two challenges of living in the

Ndirande slum. Write at least one paragraph.

23

Year 8 Subject Geography

w/b 9th September Put at least seven of the Tier 2 and 3 words into a full geographical

sentence, e.g. The UK is a developed country in Europe.

w/b 16th September Answer the question based on figure 1. Write at least one

paragraph.

w/b 23rd September Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 30th September Answer the question based on figure 2. Write at least one

paragraph.

w/b 7th October Answer the questions in this section – simple, short, one or two

word answers is all you need.

w/b 14th October Full paragraph answers to the questions in 2b. Explain your answers

using chains of reasoning.

24

Subject: History Year: 8 Term: Autumn 1 Belong to BBA

Section 2a: Key Fact Questions

1. Who was in an alliance with the UK in 1914?

2. Who was in an alliance with Germany in 1914?

3. What happened in Sarajevo on 28th June 1914?

4. What was the name of the terrorist group who assassi-

nated Archduke Franz Ferdinand?

5. What was the name of the man who assassinated Arch-

duke Franz Ferdinand?

6. What encouraged a lot of British soldiers to ‘Join Up’?

7. Which battle began July 1st, 1916?

8. In which country did the Battle of the Somme occur?

10. How many casualties were there on all sides in the

whole of the Battle of the Somme?

10. When is Remembrance Day?

Section 2b: Historical concepts e.g.

What was the main cause of the First World War?

Write one paragraph on the MAIN cause (Militarism, Alliance

System, Imperialism or Nationalism) that you think was the

most important reason for the war.

Remember to explain your answers using “because” and

“This meant that…”



Militarism Wanting your country to have power-

ful armed forces

Alliance System When countries agree to support

each other if they ever get involved in

a war e.g. Britain was in an alliance

with France and Russia.

Imperialism Wanting to take over countries

around the world and have an em-

pire.

Nationalism Believing your country is better than

all other countries.

Trenches The ditches dug by the armies of

WW1 to protect the soldiers from

enemy fire

Morale The spirit or determination of an army

or nation to carry on fighting

Barrage Firing lots of shells repeatedly at the

enemy

Shell Like a bomb. It explodes with a lot

power

Shell-shock A mental illness that soldiers devel-

oped in WW1 due to the difficult cir-

cumstance that they had to endure

Casualties The number of dead and wounded

soldiers during a battle

Infantry Soldiers fighting on foot


Assassinate Murder an important person

Propaganda Information that is usually exaggerat-

ed, used to promote a point of view.

General One of the highest ranked soldiers in

an army

Objective A goal you wish to reach

Military Armed forces

Section 3

Look at this poster from 1918.

The poster is encouraging British men to join up to the ar-

my. How do you know?

Use details from the source and your own knowledge

Look at this painting from 1923, by German artist Otto Dix.

What does it tell you about what the First World War was

like?

Use details from the source and your own knowledge

25

Year 8 History

w/b 9th September SECTION 1— Put at least five of the words into a full sentence. Use the

word in a historical context e.g. Militarism caused WW1 because…

w/b 16th September SECTION 3—Answer the question based on image 1.

w/b 23rd September Use the PEEL Marking Checklist to mark your own work (from week 2)

and improve it.

w/b 30th September SECTION 3 - Answer the question based on image 2.

w/b 7th October SECTION 2a—Answer the questions in this section – simple, short, one

or two word answers is all you need.

w/b 14th October

SECTION 2b— Full paragraph answers to the questions in 2b. Explain

your answers using historical words such as causes, consequences,

significant.

26

Subject: Spanish Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

El año pasado Last year

El verano pasado Last summer

Fui a... I went to...

Escocia Scotland

Gales Wales

Inglaterra England

Los Estados Unidos USA

autocar coach

avión plane

barco boat/ferry

coche car

tren train

luego then

Más tarde later

después afterwards

El primer día On the first day

El último día On the last day

Otro día Another day

a/al/a los/a las to (the)

en by

Además Also, in addition

No fui de vaciones. I didn’t go on holiday.

Normalmente... Normally...

Section 3 - CAF Style Question

Ángel and Borja have blogged about their holidays in Brazil. Read the blogs, then an-swer the questions by writing A (Ángel), B

(Borja) or A + B (Ángel and Borja).

En el verano fui de vacaciones a Río de Janeiro. ¡Qué guay! Fui a un hotel en la playa, donde descansé y escuché música. El primer día cono-cí a una chica muy guapa. Por la noche bailé con ella en la discoteca del hotel. El último día de mis vacaciones fui a ver un partido de fútbol en el famoso estadio de Maracaná. Fue genial. Me gustó mucho Brasil, especialmente la visita al estadio. Ángel

En las vacaciones de verano fui a Brasil. Hizo muy buen tiempo. Durante las vacaciones mi hermano y yo tomamos el sol por la mañana y luego por la tarde fuimos de compras. Un día fuimos en autocar a ver monumentos. También visitamos el estadio de fútbol. Fue fantástico y saqué muchas fotos. La última tarde salí con mi hermano a una discoteca, donde bailamos mu-cho. Borja

Who… Example: went dancing? A + B

mentions the weather?

made friends while on

holiday?

went on holiday in the

summer?

went on a coach trip?

loved the football stadium?

does not mention with whom

they went on holiday?

Section 2: Key Ideas

¿Qué hiciste? What did you do?

Bailé - I danced

Compré una camiseta - I bought a T-shirt

Descansé en la playa - I relaxed on the beach

Mandé SMS - I sent texts

Monté en bicicleta - I rode my bike

Nadé en el mar - I swam in the sea

Saqué fotos - I took potos

Tomé el sol - I sunbathed

Visité monumentos - I visited monuments

Bebí - I drank

Comí—I ate

¿Cómo te fue? How was it?

Fue... - it was...

divertido - fun/funny

estupendo - brilliant

fenomenal - fantastic

flipante - awesome

genial - great

guay - cool

regular - ok

un desastre - a disaster

horroroso - terrible

raro - weird

Me gustó - I liked (it)

Me encantó - I loved (it)

porque ...- because…

hizo buen tiempo - the weat-her was good

llovió - it rained

Exclamaciones Exclamations

¡Qué bonito! - How nice!

¡Qué rico! - How tasty!

¡Qué lástima! - What a shame!

¡Qué mal! - How bad!

¡Qué rollo! - How annoying!

27

Year 8 Spanish

w/b 9th September Learn the countries and the modes of transport in Spanish for a vocab check in your first lesson of the week.

w/b 16th September Learn the English meaning of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson of

next week.

w/b 23rd September Learn the Spanish spellings of the activities from the ¿Qué hiciste? part of section 2, for a vocab check in your first lesson of

next week.

w/b 30th September Learn the Spanish spellings of the opinions in the ¿Cómo te fue? part of section 2, for a vocab check in your first lesson of

next week.

w/b 7th October

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

Where did you go on holiday last year?

What activities did you do?

How was your holiday?

Use section 1 and 2 for help.

w/b 14th October Complete the reading activity in section 3 by writing A (Ángel), B (Borja) or A + B (Ángel and Borja) next to the English statements

about the texts. Use section 1 and 2 for help if needed.

28

Belong to BBA Section 1: Key Vocabulary


Binary

Binary is a number system that only uses two digits: 1 and 0. All information that is processed by a computer is in the form of a sequence of 1s and 0s. Therefore, all data that we want a computer to process needs to be converted into binary.

Denary

The number system most commonly used by people. It contains 10 unique digits 0 to 9. Also known as decimal or base 10

Translator

Program translators convert program code into machine code to be executed by the CPU. There are three types of translator:

1. Interpreter 2. Compiler 3. assembler

Interpreter

A program that translates high level programming languages into machine code. Programs can either be interpreted or compiled.


Representing Data

All data inside a computer is transmitted as either on or off. In order for a computer to be able to process any kind of data, including text, images and sound, they must be converted into binary form.

Software

The programs, applications and data in a computer system. Any parts of a computer system that aren't physical.

Bit The smallest unit of data in computing represented by a 1 in binary.

RAM

Random Access Memory (RAM): Memory that is constantly being written to and read from. It does not retain its contents without a constant supply of power.


1) What is binary?

a. A sequence of 1s and 0s

b. The way a computer speaks

c. A useless code that is no longer used

2) What kind of a ‘base’ system is binary known as?

a. Base 10

b. Base 2

c. Base 16

3) What would the denary number 199 be in binary?

a. 11000110

b. 10100111

c. 11000111

4) What code can be used to convert text into binary?

a. Python

b. ASCII code

c. Binary code

5) Convert the following into binary:

6) Convert the following into decimal:

Section 2: Key Fact/Methods/Processes/

Questions The benefits of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc:

Portable.

Can be used on different machines.

Larger capacity.

Useful for Backups. The limitations of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc:

Can be slower.

Some are easier to lose which means that it is gone for ever.

DVDs can be scratched and folders / files can become corrupted.

Hexadecimal (or hex) is a base 16 system used to simplify how binary is represented. A hex digit can be any of the following 16 digits: 0 1 2 3 4 5 6 7 8 9 A B C D E F. Each hex digit reflects a 4-bit binary sequence. Hex codes are used in many areas of computing to simplify binary codes. How to tell if the answer to a Decimal Value will be an Odd number: There will be a 1 placed in the conversation table under the 1 bit value as shown in the example below. Binary Addition Rules: 1+0=1 1+1=10 1+1+1=11 Remember: Binary only works with 0s & 1s and is not worked out like traditional maths problems.

128 64 32 16 8 4 2 1

22 =

97 =

134 =

128 64 32 16 8 4 2 1 Decimal

0 0 0 0 0 1 1 1 =

1 0 1 0 1 0 1 0 =

1 1 1 1 0 1 1 1 =

Subject: ICT Topic: Data Representation Year: 8 Term: Autumn 1

29

Year 8 Data Representation

w/b 9th September Learn the spelling sand meanings of all the Tier 2 Vocabulary in preparation for the CAF test

w/b 16th September

Go onto the following website and revise the information on Binary and then answer the questions from the test in your

homework book.

Web link: https://www.bbc.com/bitesize/guides/z26rcdm/revision/1

w/b 23rd September Learn the spellings and meanings of all the Tier 3 Vocabulary in preparation for the CAF test

w/b 30th September Answer the questions from Section 3.

w/b 7th October

Go onto the following website and revise the information on Representing Text, Images and Sound and then answer the

questions from the test in your homework book.

Web link: https://www.bbc.com/bitesize/guides/zpfdwmn/revision/1

Remember to write the questions out as well.

w/b 14th October Highlight all of the keywords in Section 2 and research three further keywords and find what the meanings are

Note: do not use keywords already in Section 1.

https://www.bbc.com/bitesize/guides/z26rcdm/revision/1

https://www.bbc.com/bitesize/guides/zpfdwmn/revision/1

30

Subject: Product Design 1 Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


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.


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?

31

Year 8 Product Design 1

w/b 9th September SECTION 1— Put at least 5 of the words into a full sentence.

w/b 16th September SECTION 3—Answer first 4 question in section 3. Where required, use as much detail as

possible and justify your response

w/b 23rd September Using your knowledge of ACCESS FM produce a product analysis for the kids fork and spoon

in section 2

w/b 30th September SECTION 2—Study the information and images shown in section 2 and perform the task to

the best of your ability

w/b 7th October SECTION 1— Put the other 5 words into a full sentence. Make sure you are using Design and

technology references.

w/b 14th October SECTION 3—Answer the last 4 question in section 3. Where required, use as much detail as


32

Subject: Product Design 2 Topic: Timbers and Plastics Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


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 does MDF stand for?

What tool would you use to support a piece of wood while

cutting?

What is the unit of measurement used in the workshop?

Vacuum forming is a method of what?

What are the properties of concrete?

What does the term “tolerance” mean in Design and

Technology?

How much variation from a precise size specification

can be allowed.

How well you work together with your partner in the

workshop.

Marking out using a specific tool such as a try

square.

Making sure you hold your wood in place while

sawing.

Explain the difference between natural wood and man-

made board. 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.

The pillar drill is used for drilling holes through

materials including a range of woods, plastics

and metals.

A tenon saw and bench hook are used to

cut straight lines in timber.

33

Year 8 Subject Product Design 2

w/b 9th September SECTION 1— Put at least five of the words into a full sentence.

w/b 16th September SECTION 3—Answer all the question in section 3. Where required, use as much detail as


w/b 23rd September List ten health and safety rules that should be followed when performing practical tasks in

the workshop. Justify your answers fully.

w/b 30th September SECTION 2—Study the information and images shown regarding the “pillar drill”. Answer the

questions in as much detail as you can.

w/b 7th October SECTION 1— Put the other four words into a full sentence. Make sure you are using Design

and technology references.

w/b 14th October 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.

34

Subject: Food Technology Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Contamination The action or state of being made impure

by polluting or poisoning.

Risk assessment A systematic process of evaluating the

potential risks that may be involved in a

projected activity or undertaking.

Hygienic Maintaining health and preventing

disease, especially by being clean; sanitary.

Risk A situation involving exposure to danger.

Hazard A danger or risk

Safety The condition of being protected from or

unlikely to cause danger, risk, or injury.

Functions The functional properties of different

ingredients can be combined. Binding uses

fats, eggs, cereals and flour to bind

ingredients. For example, egg is used to

bind together a biscuit mixture

Disinfect Clean (something), especially with a

chemical, in order to destroy bacteria.

Sanitisation Making something sanitary (free of germs)

as by sterilising. Sanitising, cleaning or

cleansing, the act of making something

clean.

EHO Environmental Health Officer


Precautions A measure taken in advance to prevent

something dangerous, unpleasant, or

inconvenient from happening.

Equipment The set of necessary tools, clothing, etc.

for a particular purpose

Purpose The reason for which something is done or

created or for which something exists.

Modifications To change or modify something

Section 2: Important ideas

Salmonella Salmonella bacteria typically live in animal and

human intestines and are shed through faeces.

Humans become infected most frequently through

contaminated water or food.

Listeria A bacterium that causes an illness called

Listeriosis. Cases of foodborne illness from listeria

are rare, but can involve serious symptoms and

even death in certain groups of people

Campylobacter Commonly found in raw meat, particularly raw

poultry such as chicken, turkey, etc. Cooking meat

thoroughly usually kills the bacteria.

Escherichia coli E. coli is a type of bacterium that normally lives in

the intestines of people and animals. However,

some types of E. coli can cause intestinal infection.

Other strains cause intestinal sickness.

Clostridium

botulinum

A bacterium that produces dangerous toxins under

low-oxygen conditions. The toxins are one of the

most lethal substances known. They block nerve

functions and can lead to respiratory and muscular

paralysis.

Staphylococcus Staph food poisoning is an illness involving the

intestines and causes vomiting, nausea, diarrhoea

and especially dehydration. It is caused by eating

food which is contaminated by toxins produced by

Staphylococcus aureus.

Food poisoning

symptoms

Food poisoning is an illness caused by eating

contaminated food, symptoms include abdominal

cramps. diarrhoea. vomiting. loss of appetite. mild

fever. weakness. nausea. headaches.

Bacteria

multiplication

In the correct conditions (with warmth, moisture,

nutrients) bacteria can multiply rapidly. The

correct core cooking temperature to kill bacteria is

70 degrees.


Raising agents

Any substance added to a food product (such as dough or

batter) that makes them rise when cooked; leavening

agent.

Types of leavening agent

Chemical – baking powder, sodium bicarbonate,

ammonium bicarbonate (by releasing carbon dioxide gas)

Biological – yeast (by fermentation)

Mechanical -Air can be added to food mechanically using

whisking, sieving, creaming, beating, rubbing in, rolling and

folding.

Disadvantages of convenience foods:

May have less meat, fish, or cheese than you would

include in homemade versions.

Cooking time is sometimes increased for thawing or

longer baking time.

Harder to control fat, salt and sugar levels.

Cost per serving may be higher than homemade.

Convenience foods are typically high in calories, fat,

saturated fat, sugar, salt, and trans-fats.

They tend to lack freshness in fruits and vegetables,

which means less vitamins.

Packaging that is not able to be recycled .

What are the risks of eating a poor diet?

In the short term, poor nutrition can contribute to stress,

tiredness and affect our capacity to work, and over time, it can

contribute to the risk of developing some illnesses and other

health problems such as: being overweight or obesity, tooth

decay, high blood pressure, type 2 diabetes .

Eat a Balanced Diet

Good nutrition depends on eating all the essential nutrients -

fats, carbohydrates, protein, vitamins, minerals, and water -

and eating them in a balance that nourishes your body. There

are three main nutrients in all foods: carbohydrates, protein

and fats.

35

Year 8 Food

w/b 9th September Read section 1 and 2

What are some of the serious implications of food poisoning? How can food poisoning be prevented ?

w/b 16th September Read section 1

What is the role of the environmental health officer in the food industry? Why is it important to maintain a good rating ?

w/b 23rd September

Read section 3

Write a passage to answer the following: Why are raising agents important in the production of baking? How will this affect

the texture of the product if they are not used?

w/b 30th September Read section 3

Ready meals are becoming more widely used in the UK, what impact might this have on the health of people and the environment ?

w/b 7th October Read the extract in Section 3

When considering a balanced diet how would you advise someone else how to follow a healthy lifestyle?

w/b 14th October Read the extract in Section 3

What is the impact on your health if you do not have a varied diet? How could this affect you?

36

Subject: Art and Design Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


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

Looking at something that is in front of

you and drawing it.

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 ideas in your work

Section 3:

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 the 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 neaten edges.

7 How do you mix a tint

of a colour?

A tint is made by adding white to a

colour

8.How do you mix a tone

of colour?

A tone 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

37

Year 8 Art and Design Homework

w/b 9th September

Read through your knowledge organiser highlight or underline six 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 .

w/b 16th September

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

You should collect five to seven sweet or chocolate wrappers and glue them onto a page to create a collage, glue this into

your workbook

w/b 23rd September Make a view finder and place over your collage from last weeks home work . On work sheet 2 given out in lesson draw what you see in

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

w/b 30th September Answer the following question in your homework book using full sentences

What is the difference between primary and secondary research ?

w/b 7th October

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?

w/b 14th October Using a style of typography design a logo for the shop ‘Sweets & Treats’ in your homework book

38

Subject: Music Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Leitmotif A recurrent theme throughout a musical composition, associated with a particular person, idea, or situation.

Melody The tune. A melody is a sequence of notes moving by step and moving by leap.

Device A technique used by a composer to create a particular effect.

Musical clichés An expression, idea, or element of music which has become overused .

Dissonance Intervals between notes that sound unpleasant. Clashing notes. Used to build tension.

Consonance Intervals between notes that sound pleasant and pleasing to the ear.

Chromatic A musical scale that uses all 12 pitches (black and white notes).

Tonality The arrangement of pitches and chords. The use of major and minor chords and how they are linked.

Timbre Describes the tone or unique quality of a sound of an instrument.


Perform Present work to an audience. To entertain an audience.

Compose Write or create a piece of music.

Evaluate A piece of writing where you look at your project as a whole and discuss its successes and areas for development.

Recurrent Occurring often. Repeated.

Section 3:

Listen to the James Bond theme.

Analyse the piece using the questions below:

1. What instruments are used in the piece?

2. Is the music a leitmotif?

3. If it is a leitmotif what person, idea or situation

is it associated with?

4. What mood does the composer create?

5. How does the composer achieve this mood?

6. What composition musical devices are used in

this piece?

7. What do you like/not like about the piece of

music? Justify your answer.

The James Bond theme was written by Monty

Norman (4th April 1928-present). The theme

was first heard in Dr No in 1962. John Barry (3rd

November 1933-30th January 2011) re-arranged

the theme as producers were not satisfied with

Norman’s arrangement.


Composition musical devices

A musical device is a tool composers use when they write music. These

tools help the composer to create more ideas which are connected to

the music that has already been heard. This helps them to write longer

pieces of music and also makes a piece of music feel "glued" together,

because it uses similar ideas as it goes along. Here are some devices

that could be used in film music:

Syncopation Usually, when a composer writes a rhythm, they fit it to a time signature

so that the notes that fall on the strong beats of the bar are given a little

emphasis, or slight accent, when they are played. This little "push" on

the strong beat helps us to feel the beat and to understand how many

beats per bar there are as we listen or play. In all time signatures the

beat that is strongest (or has the most accent) is beat 1. Most rhythms

are not syncopated. This means they are written so that notes that are

worth more than one beat fall on the strong beats, and not on the weak

beats. In syncopated music, the long notes are moved onto the weak

beat of the bar.

Ostinato

A repeated pattern in music. Ostinatos (or ostinati) can be built on a

melody or just a rhythm (on a drum, for example).

Sequences

A sequence is a repeated section of melody, beginning on a different

note. The interval distance between each of the notes in the melody will

stay the same. The intervals between each of the notes in the melody

stay the same, and the rhythm stays the same.

Imitation

The copying of a musical phrase by different instruments or voices in a

piece.

Dissonance

This means unstable or clashing sound. To create dissonance you just

have to play 2 or more notes that are really close to each other.

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

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

39

Year 8 Music

w/b 9th September Listen to the extract shown in column 3. Analyse it using the questions provided. Make sure you answer in full sentences.

w/b 16th September

Create a mind map for a character from a film of your choice. The mind map needs to include characteristics and

personality traits. In a different-coloured pen add on how you could show these things musically.

E.g. Big character = loud dynamics, low pitched instrument.

w/b 23rd September Explain what a musical cliché is, giving examples.

w/b 30th September Using the information about composition musical devices, create an example for each one. This needs to be written on a

stave, which you can draw out or find drawn on music manuscript paper.

w/b 7th October If a composer re-arranges a piece of music what do you think this would involve them doing? Explain your answer, giving

examples.

w/b 14th October

“I want to write and feel the drama. Music is essentially an emotional language, so you want to feel something from the

relationships and build music based on those feelings.” Howard Shore.

To what extent do you agree/disagree with Howard Shore? Explain your reasons.

40

Subject: Drama Year: 8 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Slow Motion Slow motion is a drama technique

that slows down the speed of the

action from real time.

In Role Writing Writing in role is a drama strategy

that asks students to write from a

character's perspective, typically in a

familiar format like a diary entry; a

letter, email, or text; a newspaper

headline; or a letter to an editor.

Placard A placard is a sign or additional piece

of written information presented

onstage. Using placards might be as

simple as holding up a card or banner.

Multimedia or a PowerPoint

slideshow can also be used for this

effect.

Conscience Alley A useful technique for exploring any

kind of dilemma faced by a character,

providing an opportunity to analyse a

decisive moment in greater detail.

The class forms two lines facing each

other.

Cross Cutting Cross-cutting is a technique used to

show two different scenes happening

at the same time in different places.

Whilst one plays the other freezes.


Protagonist A protagonist is a leading character or

one of the major characters in a play

or scene.

Corpsing To lose focus and come out of role

and giggle.

Justify

Give reasons for the points you are

marking so that the marker knows

how you arrived at that conclusion.

Section 3:

Character Development; In-role writing example:

I am astonished by the lack of support that you have given

to me at this difficult time. I thought we were close friends

but I was mistaken. You clearly only think of yourself and of

your feelings which is not only inconsiderate, but

exceptionally hurtful. In the past I have supported you and

your needs. When you cried, I cried. When you laughed I

was beside you laughing with you. That now seems like a

lifetime ago and even though you have reached out for me I

hand on heart can say… this so-called friendship is not for

me. We are two very different people with differing sets of

values and I cannot and will not compromise. A true friend

would have been there to hold my hand and pass me a

tissue to wipe away my tears. I am afraid I have no more

words for you. Please delete my email address and take on

board what I have said. Life will be a very lonely place for

you if you continue to treat others the way you have

treated me.

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 timescale 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

In drama it is essential that you can review your own work and the

work of others. The best reviews look at all aspects of the

performance work, and the responses are justified and well

thought out.

Example 1:

“I believe that my use of sill image helped to successfully mark the

moment. I believe this because the given moment we chose to

capture for the audience was a significant moment for the

protagonist. This was further developed by the skill thought

tracking; which allowed the actors to share their private thoughts

with the audience in this given moment.”

Example 2:

“Throughout my performance I was able to project my voice

loudly enough for the audience to hear. Feedback from my peers

and teacher gives me confidence in this statement. However, I

now need to work on my diction and articulation as some of my

words were slurred.”

Key things to consider as part of your review:

The techniques used and the impact that they had on the

performance

The actor’s use of physical movements and gestures

The actor’s use of facial expression

The actor’s use of their voice including projection, diction

and vocal expression

The actor’s ability to stay in role and not corpse

The actor’s ability to respond to cues and remember lines

Use of props and / or token costume

The intended impact on the audience

The audience’s response

41

Year 8 Drama

w/b 9th September Make a list of five possible captions that you could use in your performance. Next to each explain why you have chosen

them and what you want the impact of each of these to be.

w/b 16th September Explain what a protagonist is and then write a paragraph about the protagonist in your performance piece considering who

they are, what they want and what they are going through in your play.

w/b 23rd September In Role Writing- Write a letter, email or text from your character to another character.

w/b 30th September Think about the role that you are playing and the direct address that you have started to develop in class. Write an

extended direct address that reveals your character’s true feelings / emotions / thoughts.

w/b 7th October Write a review of your performance work. Use Sections 1&2 to help you with key words and subject specific vocabulary.

w/b 14th October Use Section 3 to help you to set targets for improvement.

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Notes:

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Notes:

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Notes:

Documents

Alan Sillitoe423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/... · House Colour: Green Rebecca Adlington House Colour: Blue Year 8 Autumn 1 Knowledge Organiser Morris Samuels House