Year 9 Transition to Year 10 Knowledge

Organiser

“Knowledge is power. Information is liberating.”Kofi Annan

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Introduction Page 1Instructions For Use Page 2-6Self-Tracking Sheet Page 7-8English Page 9-13Maths Page 14-16Science Page 17-21History Page 22-26Geography Page 27-30

Spanish Page 31-34Computing Page 35-38Art Page 39-42Music Page 43-46Drama Page 47-50Health and Social Care Page 51-54Physical Education Page 55-58Hospitality Page 59-62Construction Page 63-66Design Technology Page 67-69Photography Page 70-73

Introduction

At Alsop High School, we know that if you build effective revision strategies this will help you retain more information. This will help you with your GCSE exams and preparing in small manageable chunks on a regular basis. This is based on extensive evidence, so we know that if you do it well, it will work. In this knowledge organiser is all the key knowledge you need for each subject to help you successfully prepare for year 10.There are exact facts, dates, events, characters, concepts and precise definitions that we need you to remember for each subject for this term. Each subject has provided you with an overview, so you have an overarching ‘bigger picture’ of the content included which has been broken down for you into smaller pieces in the Knowledge OrganiserIn order to be as prepared as possible for your return to School in September, you will need to study the knowledge identified in each subject carefully, using the Look Cover, Write Check method identified on the next page.

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At Alsop High School we know that this is best when using the look-cover- write-check technique. When this is done in regular small chunks, it is one of the best ways you can learn relevant knowledge over time. What to do

You have been given an exercise book with this knowledge organiser to follow the steps outlined below.

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Open the exercise book. Count five lines up from the bottom of the page.Now draw a line across the page from edge to edge with a ruler.

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Write the date and the title at the top of the page.Underline this then with your ruler.

Using a ruler look carefully at up to four points. These are numbered clearly on each page. Read each point carefully and re read them if you need to. Don’t rush, take your time and try your hardest to remember the points. word for word

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Now write down the points in your exercise book as you have remembered them. If you cannot remember all of them, write as much as you can.You must write them exactly as they appear in the knowledge organiser.

Now cover your knowledge organiser with the self-quizzing cover sheet provided in this pack so you can’t see the points. Don’t peak!

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Now check what you have written. Is it correct? What have you missed out? What have you spelt incorrectly?Check your writing word for word. With a green pen, draw a tick above each correct word.

Underline the mistakes.Now write your corrections clearly in the margin or above the word.

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What a good one looks like! Don’t worry if you have lots of corrections. Go back to the same points again and repeat. The more you do this the more the information will stick.

Checking is the most important part of this process. We would expect to see lots of corrections in green pen. This means that you have done prep well and are learning from your mistakes.

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Self Quizzing Tracking Sheet

Each time you complete a self -quiz task in your exercise book, record the date, subject and score so you can track your performance each week in each subject.

Date Subject Score Date Subject Score

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Date Subject Score Date Subject Score

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English

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Year 9 Term 3B (2020) - Romeo and Juliet

Romeo and Juliet is a key text that will be studied in greater depth during GCSE English Literature in years 10 and 11. This module aims to give an initial insight into the plot, characters and themes found in the play. You will consider the intent behind Shakespeare’s writing (the messages that he wanted to convey) concerning Elizabethan society. These are explored through the themes of family feuds, fate, conflict, honour, death, love and revenge.

Context

Romeo and Juliet is set in the fourteenth century during a period known as the Renaissance. During this era, changes were beginning to occur in people’s attitudes towards society, literature, science, religion and art. It is significant that Shakespeare’s play Romeo and Juliet is set during this period as, through the characters and events that he creates, he explores and questions societal conventions that have previously remained unchallenged. Throughout your study of Romeo and Juliet this term, you will consider the Elizabethan acceptance of patriarchy and the role of religion in shaping attitudes and actions.

Romeo and Juliet – The Play

Romeo and Juliet is a play written by Shakespeare. It is a tragic love story where the two main characters, Romeo and Juliet, are supposed to be sworn enemies but fall in love. Due to their families' ongoing conflict, they cannot be together, so they kill themselves because they cannot cope with being separated from one another. Romeo and Juliet is a Shakespearean tragedy.

Romeo and Juliet – The Plot

1. Two wealthy families, the Montagues and the Capulets, have another brawl in the city of Verona. The Prince and the townspeople cannot cope with the constant fighting so the Prince declares that the next person to break the peace will be killed. This opening scene introduces the theme of conflict which runs throughout the play and foreshadows the violent events that are to come.

2. Romeo Montague and his friends Gatecrash a Capulet party and Romeo meets Juliet Capulet. Before entering the party, Romeo feels a sense of foreboding. The theme of fate is illustrated here and the chain of events that leads to their deaths is set in motion. Romeo falls in love with Juliet instantly. They are shocked to discover they are sworn enemies due to their feuding families. Friar Laurence marries Romeo and Juliet in secret. He has a role to play in both their happiness and their ultimate downfall.

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3. Romeo goes to celebrate his marriage with his friends, Mercutio and Benvolio, but gets into a fight with Juliet's cousin, Tybalt. Tybalt kills Mercutio and Romeo avenges his death by killing Tybalt. With these characters all attempting to defend their family honour, they are acting according to Elizabethan societal expectations. Romeo knows that the punishment for enacting revenge on Tybalt will be severe.

4. The Prince banishes Romeo because he killed Tybalt. Both Romeo and Juliet are heartbroken.

5. Capulet, Juliet's father, decides she should marry Paris as was the custom during the Elizabethan era. Juliet refuses and goes to Friar Laurence where they come up with a plan for Romeo and Juliet to be together.

6. Juliet fakes her death and lies in a tomb waiting for Romeo to come so they can run away together. Romeo doesn't receive the message about the plan, so thinks Juliet has actually died. He goes to Verona and sees Juliet in her tomb, 'dead'. In these scenes, we see how Friar Lawrence plays a significant role in their untimely deaths.

7. Romeo drinks poison so he can be with Juliet in death. She wakes up to discover Romeo is dead. Juliet kills herself with his dagger.

8. The Capulet and Montague families vow never to argue again, and the feud is ended.

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Maths

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Science

Big Questions? What factors affect living organisms a habitat? How do plants and animals within a community interact? How do human activities affect biodiversity?

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How are materials in a community cycled? You will have already come across the ideas that organisms in an ecosystem depend on each other for survival. That organisms are affected be their environment. That human activities produce carbon dioxide which impacts on the climate and that all organisms have to undertake certain life processesTopic overviewThe Sun is a source of energy that passes through ecosystems. Materials including carbon and water are continually recycled by the living world, being released through respiration of animals, plants and decomposing microorganisms and taken up by plants in photosynthesis. All species live in ecosystems composed of complex communities of animals and plants dependent on each other and that are adapted to particular conditions, both abiotic and biotic. These ecosystems provide essential services that support human life and continued development. In order to continue to benefit from these services humans need to engage with the environment in a sustainable way. In this section we will explore how humans are threatening biodiversity as well as the natural systems that support it. We will also consider some actions we need to take to ensure our future health, and well beingStudent knowledgeThere are different levels of organisation in an ecosystem from individual organisms to the whole ecosystem and the importance of interdependence and competition in a community is key.There are factors for which organisms are competing in a given habitat and organisms are adapted to the conditions in which they live. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there. Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.A change in an abiotic factor would affect a given community. Abiotic (non-living) factors which can affect a community are: light intensity, temperature moisture levels, soil pH and mineral content, wind intensity and direction, carbon dioxide levels for plants and oxygen levels for aquatic animals.

Biotic (living) factors which can affect a community are: availability of food, new predators arriving, new pathogens, one species outcompeting another so the numbers are no longer sufficient to breed.Organisms are adapted to live in their natural environment, Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural or functional.Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophilesPhotosynthetic organisms are the producers of biomass for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem.

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Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers.Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.Many different materials cycle through the abiotic and biotic components of an ecosystem and the carbon and water cycles are important to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated. The role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soilBiodiversity is the variety of all the different species of organisms on earth, or within an ecosystem. A great biodiversity ensures the stability of ecosystems by reducing the dependence of one species on another for food, shelter and the maintenance of the physical environment. The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Pollution can occur: in water, from sewage, fertiliser or toxic chemicals: in air, from smoke and acidic gases and on land, from landfill and from toxic chemicals. Pollution kills plants and animals which can reduce biodiversityHumans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste.The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal and microorganism species that live there (biodiversity). The decay or burning of the peat releases carbon dioxide into the atmosphereLarge-scale deforestation in tropical areas has occurred also.Some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing and leading to global warmingThere are both positive and negative human interactions in an ecosystem and all can have their impact on biodiversity. Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity. These include: breeding programmes for endangered species, protection and regeneration of rare habitats, reintroduction of field margins and hedgerows in agricultural areas where farmers grow only one type of crop, reduction of deforestation and carbon dioxide emissions by some governments and recycling resources rather than dumping waste in landfill

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Overview - Ecology

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KS4 Knowledge Organiser Ecology in action A1 Interdependence- The way in which the organisms in an area depend on each other, for food, shelter, protection and so on.

2 Abiotic factor- A non-living factor that influences what can live where

3 Competition Often two or more different organisms may compete for the same resource such as food, water or light.

4 Sampling - Estimating the population of organisms in an area by randomly dropping a quadrat several times, finding the average number of organisms present and scaling up your answer

5 Adaptation features that organisms have that help them survive in their environment

6 Extremophile organisms that can survive very extreme environments

History

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Overview Medicine on the Western Front

Trench warfare – design, conditions, injuries (physical and mental)

By 1915 trenches on the Western Front had developed into a sophisticated system containing a front-line trench, overlooking ‘No Man’s Land’ (where the Germans were stationed opposite), a support trench and a reserve trench. These three trenches were connected to each other with a communication trench. Trenches could be dirty, cold, wet and infested with rats and bugs feasting on the mangled dead bodies strewn all over the trench system. With soldier’s feet constantly immersed in mud many suffered from Trench Foot, which caused feet swelling, infection and possible amputation. To combat Trench Foot soldiers would rub whale oil into their feet. Trench Fever, a flu like illness also affected the soldiers and this was caused by lice crawling all over the men’s uniforms and biting them. As well as suffering from physical injuries the soldiers (Tommie’s) suffered mentally with an estimated 80,000 men encountering shellshock – a breakdown of the nervous system caused by the horrific nature of war. The military leaders at the time misunderstood such mental illnesses and consequently, many soldiers were accused of cowardice and executed ‘shot at dawn.’

Technology and Key Battles

New weapons and tactics led to new medical problems and solutions. Chlorine gas was used by the Germans in the 2nd Battle of Ypres (1915). It caused a great deal of panic and suffering at first but within months all British soldiers had been issued gas masks. 6000 British soldiers died in gas attacks. In 1917 Mustard (yellow) Gas was also used – causing blistering to the skin, eyes and throat, thus hindering a soldier’s ability to fight. In 1916 the British suffered 400,000 casualties at the Battle of the Somme with a massive 20,000 dead on the first day. By 1917 in the Battle of Cambrai, 500 tanks were effectively used to enable the British to move easily across ‘No Man’s Land’. During the 3rd Battle of Ypres in 1917 the wet weather caused major problems as many soldiers drowned in the mud and wounds became infected. 245,000 British soldiers were killed or wounded in this battle. In 1916 and 1917 British and New Zealand troops built 2.5miles of tunnels with a fully stocked hospital with 700 beds and all the facilities of a base hospital directly on the front line.

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Chain of Evacuation and medical developments / surgery

Depending on the seriousness of their injury, the soldiers would be transferred to different medical posts known as the Chain of Evacuation. The first port of call for medical assessment was the Regimental Aid Post, whereby minor wounds would be tended to. If the injury was more serious the casualties would be transferred to the Casualty Clearing Station, whereby an X-Rays might take place. If a soldier had a very serious injury then an ambulance would take the soldiers to a Base Hospital behind the trench system. Dr Harvey Cushing developed new methods for brain surgery, including using magnets to remove shrapnel from human flesh. Plastic surgery was developed by Dr Harold Gillies and by the wars end doctors had performed 12,000 facial reconstructions on the ‘men with broken faces.’ With medical knowledge of infection well known aseptic surgery (attempted germ, virus prevention) was the norm. Medical instruments would be sterilised and doctors wore rubber gloves. Muddy trench conditions made aseptic surgery difficult. Bullet and shrapnel wounds had to be removed from the body to prevent infection and the best way to find these metal fragments was by using X-Rays. 6 mobile X-ray units housed in vans moved around the battlefields to assist the medical officers. With trenches dug on farmer’s field’s, dirt and fabric would also get into wounds and cause infections like gangrene which could be treated by antiseptics, the new method of wound excision (cutting away the infected flesh), or amputation. Tetanus could be treated using injections from late 1914. The Carrel-Dakin method of using a salt solution to kill infection (germs) was developed but to be effective this had to be re-mixed and replaced every 6 hours, and there were often not enough staff to do this. If infected wounds could not be treated the only other option was amputation. By 1918, 240,000 men had become amputees. The Queen Mary hospital in Roehampton opened in 1915 specialising in fitting prosthetic (plastic) limbs. The Thomas Splint was developed to keep leg wounds still while moving injured soldiers along the Chain of Evacuation. This reduced bleeding and meant that deaths from this type of injury fell from 80% to 18%. Blood transfusions were needed both to deal with blood loss and shock. At the start of World War I blood transfusions took place but blood could not be effectively stored due to clotting. When Rous and Turner in 1916, successfully stored blood for up to 4 weeks it meant that Dr Oswald Hope-Robertson could treat 20 Canadian soldiers with blood collected 26 days before. Without this transfusion all would have died but because the blood hadn’t decayed, 11 survived.

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Geography

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Overview: River Landscapes in the UK

A river is a moving body of water that flows from its source on high ground, across land, and then into another body of water, which could be a lake,

the sea, an ocean or even another river. A river flows along a channel with banks on both sides and a bed at the bottom. If there is lots of rainfall,

r snow or ice melting, rivers often rise over the top of their banks and begin to flow onto the floodplains at either side.

Rivers usually begin in upland areas, when rain falls on high ground and begins to flow downhill. They always flow downhill because of gravity. They

Then flow across the land - meandering - or going around objects such as hills or large rocks. They flow until they reach another body of water. As rivers

flow, they erode - or wear away - the land. Over a long period of time rivers create valleys, or gorges and canyons if the river is strong enough to erode rock. They take the sediment - bits of soil and rock - and carry it along with them. Small rivers are usually known as streams, brooks or creeks. If they flow from

underground they are called springs.

Erosional processes, such as Hydraulic Action, Abrasion, Attrition, and Solution can continue to break the pieces of rock down further. Hydraulic

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sheer power of the water as they smash against the riverbed and banks. Air becomes trapped in the cracks in the rock and causes the rock to break

apart. Abrasion involves pebbles scraping along the bottom of the river and being thrown at the banks. Over time this causes the rocks to become smooth

just like using sandpaper or a nail file. When pebbles are being transported in the waves, they can knock against each other. The pebbles break apart

to become smaller and more rounded, this is known as Attrition. Lastly, the river water itself can dissolve certain types of rocks (e.g. limestone), this is

known as Solution.

Transportation processes, such a Traction, Saltation, Suspension and Solution constantly move materials from different areas in a river. Traction is

when large boulders are rolled along the riverbed in deep water. Saltation is when smaller rocks are bounced along the riverbed in a leapfrog motion.

Suspension is when smaller, lighter rocks are carried by the volume and speed of the water. Lastly, the river water itself can dissolve certain types

of rocks (e.g. limestone), this is known as Solution.

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Deposition occurs when the river loses energy, it drops any of the material it has been carrying. Factors which lead to materials being deposited are

shallow water, when a river reaches the end of its journey at the river’s mouth and when the volume of water in a river decreases. Large materials are

deposited first are they are heavier to carry. Smaller materials are deposited later as they are able to float along in the water.

There are 3 courses in a river. The upper course, middle course and lower course. The upper course of the river is at the source (beginning). The upper

course is very narrow and shallow. Load size is large and angular. Vertical erosion is common here with hydraulic action, abrasion and attrition being the

dominant processes. Waterfalls, v shaped valleys and interlocking spurs are the landforms found in this course. The middle course of the river is where

the river channel becomes deeper and wider. Vertical erosion is decreasing, and lateral erosion becomes more common. Suspension is the main

transportation type and materials become smaller and less angular due to the large amounts of attrition. Meanders and ox-bow lakes are found in this

course.

In the lower course of the river is where the river enters the sea or the ocean. The channel is at its widest and deepest at this point. Deposition is more

common than erosion. Fine, small materials are deposited here. There are large amounts of materials in this course, but they are very small and round.

Flood plains and leveeare found in this course.

Hard and soft engineering strategies are used to prevent flooding along a river. The hard engineering strategies that are used are dams and reservoirs,

channel straightening, embankments and flood relief channels. Hard engineering strategies are expensive but can last for a long time. The soft engineering

strategies that are used are flood warning, preparation, flood plain zoning, planting trees and river restoration. Soft engineering strategies use more natural

options to prevent flooding and do not distort the image of an area.

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Spanish

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18Overview -mi pueblo -Home, town, neighbourhood and region.

In the following overview you will find some of the Spanish grammatical rules and strategies to help you with this unit Mi pueblo, which builds on some grammatical structures from previous lessons and includes new vocabulary and opinions phrases in the context of my town .In this module we also explore other forms of the present tense to describe home and review the use of the conditional tense to describe your ideal place to live.

Es and Está (The verb to be).In Spanish, there are two ways to say “it is”: es and está.

Es is used for general descriptions: Madrid es grande (Madrid is big)/ Mi madre es simpática (My mother is nice). Está is used for position/ location: Valencia está en el este de España (Valencia is located in the East of Spain). / Pamplona está en el norte (Pamplona is located in the north).

Verb conjugation

When you’re learning Spanish, Verb conjugation is vital to speaking and understanding Spanish. Verb conjugation is the process of modifying a verb to indicate who is doing what and when. To conjugate a verb, remove the infinitive ending (either –ar, -er, or –ir) and add the appropriate ending.

Verb conjugation: Present Tense-ar verbs -er verbs -ir verbs

Yo (I) -o -o -oTú (you) -as -es -esEl/ella (he,she) -a -es -esNosotros/ nosotras (we) -amos -emos -imosVosotros/vosotras (you all/ plural) -áis -éis -ísEllos/ellas (they) -an -en -en

However, you need to be aware of irregular verbs and stem-changing verbs which do not follow a normal pattern. In this module we are learning the following key verbs haber, ser, estar, haber, vivir and tener in four different tenses. They are the present, imperfect, future and the preterite.

Adjectival agreement.

Nouns in Spanish have a gender and this the adjective must agree with the noun. Eg Mi ciudad es moderna y limpia. La ciudad is feminine; therefore, the adjectives must also be feminine. Mi pueblo es bello y antiguo .El pueblo is masculine, therefore, the adjectives I use to describe my town are masculine.

The definite article In Spanish, “the” is either el (masculine), la (feminine), los (masculine plural) or las (feminine plural). Eg. El banco (the bank), las Iglesias (the churches). When talking about things in a general sense, the definite article is still used in Spanish, even though it is not used in English. E.g. Las tiendas son más pequeñas que los supermercados (shops are smaller than supermarket)

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Computing

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Overview 9 Pre-Production Narrative

In any form of media, we come into contact with in our day-to-day lives, there has been an extensive amount of planning going into that piece of media / product, which could span years! There will never be a time when an organisation brings out a product just by thinking of something from the top of their head and running with it. There must be a planning phase, creation / implementation phase, and a testing phase, before the product can be brought out. If at any point the product seems like it is not going to live up to expectation, the organisation has two options – go back and make changes or give up and move on to the next idea.

Mood boards allow us to create a collage of ideas, which can be brought together in order to provide a visual representation on the variety of aspect linked to the new product. This can include images, text, samples of objects and colours. The purpose of a mood bard is to give a feel/flow/look of a product, generate ideas and collect ideas together. This can allow us to make visual links to what is going to be successful and link together well, as well as what not to include.

A mind map allows us to group ideas together for an overall project. This can show the development routes of the products as well as giving an opportunity to expand on each idea. A mind map consists of nodes (main ideas – sometimes in their own bubble) as we as sub nodes (expansions of the original node). Each sub node is linked to the nod by a branch. The more branches a node has, the more expansion of that idea there is.

In order to get the best out of a scene when filming, the camera team need to know how the director wants the scene to be shot – this can link to shot type (how close or far the camera is), camera angle (the physical location / height of the shot) and camera movement (how with the camera track what is going on). Applying each of these 3 correctly can allow the audience to know the surroundings of the scene, know the emotion of the characters as well as providing them with a sense of being engaged within the scene.

Before creating an acting scene, whether it be filmed (TV/Film/Advert etc.) or a piece of theatre (live acting) the director needs to plan out various major aspects of the scene, in order for the whole team to know what they’re going to be doing for each shot within the scene. Storyboards will include locations (where is it being shot – internal/external, night/day etc.), shot numbers, shot lengths, camera movement, shot type, camera angle, character actions and sound. This provides a detailed step by step account of what will happen during a scene – shot by shot.

Visualisation diagrams are visual representations of what a product could look like after production. This can include layout, sketches, logos, colours fonts and annotations. A good visualisation diagram should be detailed enough so that when it is passed onto the creation phase, the people in charge of making the product should be able to do so with as little communication from the planning team as possible – this is because the details should all be there to see.

Work plans are project management tools in order to foresee what the length of a project should realistically be before the project has begun. This plan should then be followed as much as possible to ensure that the project runs as smoothly and as professionally as possible. A work plan would include tasks (what you are going to do and when), workflow (the order of the tasks), timescales (how long each task will take), resources (what is needed for the task to be carried out successfully), milestones (main aims throughout the project) and contingencies (time allowed in case other tasks overflow).

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Strands 39.Media Media is the main means of mass communication. For example, TV, Film, Social Media, Theatre, Newspapers.40.Mind maps A collection of ideas related on a single topic. This is used to group together key aspects of a production / piece of media

41.Shot Types In order to set a scene, or mood within a TV/film, different shot types can be used to convey this to the audience.42.Storyboards A sequence of drawings, typically with some directions and dialogue, representing the shots planned for a film or television production.

43.Visualisation diagram A drawing created by hand or digitally showing what something will look like when created. A range of visualisation diagrams may be made for one product, in order to pick strengths from each, and discard weaknesses – this can be used to create a final “best fit” visualisation diagram.

44.Work plans This is a project management tool that is used in the planning and scheduling of projects of all sizes. This can be split into phases (planning, creation, evaluation) with sub tasks. This allows the team to know how much time they “should” be spending on each phase of the project.

Key Vocabulary

45.Media The main means for mass communication46.Pre-production Work done on a product, especially a film or broadcast programme, before full-scale production begins.47.Photographs Can be used in mood board to visually represent an idea48.Logo This is a symbol used to represent a company48.Colours The change in colour can impact on somebody’s mood and the perception of a product or feeling towards something50.Text Annotations are used in pre-production to expand on the ideas of the creator51.Shot Type A shot type is defined by how close the camera is to the subject that's being filmed

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Art

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Overview Natural Form- Botanical Art

Historical Context Botanical Art The earliest portrayals of plants and trees were found in Mesopotamia and Egypt about four thousand years ago, where highly developed agricultural civilizations included images of plants and other motifs on the walls of their temples and tombs.

Contemporary Artist 1

Susannah Blaxill was born and currently lives in Australia, but lived in England for about 17 years, where she became a member of the Society of Botanical Artists. She is internationally recognised as a leading artist specialising in watercolour, pencil and charcoal drawings. Susannah Blaxill first became interested in plants, their colour, form and structure during her early experience as a gardener, when she lived and worked in England in a small cottage in East Anglia. She gradually created a small garden of one acre, planting trees, shrubs, perennials, bulbs, vegetables and fruit and was entranced by plant forms spending many hours observing and considering carefully the plants that she grew.

Linocut Printing- Linoleum was created in the 1800s and used in the late 1800s as a floor covering.

“Linoleum” dates to 1863 when Frederick Walton of England combined the Latin word for flax, “linum,” with the Latin word for oil, “oleum”. When artists such as Henri Matisse and Pablo Picasso started using linoleum in the early 1900s, its popularity grew. It was cheaper than wood blocks and metal engraving plates thus it was more accessible for artists to use.

The linocut printing technique was used first by the artists of Die Brücke, who were part of the German Expressionist movement in Germany between 1905 and 1913, where it had been similarly used for wallpaper printing.

Other well-known linocut artists include; Otto Dix, Henri Matisse, Pablo Picasso, Conrad Felixmuller, Edward Bawden

Contemporary Artists 2

Angie Lewin- Angie Lewin is an illustrator and designer who was born in 1963. She was educated at Northwich, Camberwell and Central St Martins Colleges of Art studying printmaking, glass, architecture and fine art. She works from her studios in Norfolk and in the Cairngorms, where she is greatly inspired by the natural environment.

Images are based on plant forms, especially seed heads seen against sea and sky. Influences also include the contrasting landscape and native plants of the Scottish Highlands.Angie Lewin has worked in a range of printmaking techniques including lithography, silkscreen, wood-engraving and etching. Recently she has concentrated on linocut and wood engraving.Angie Lewin is inspired the artists and printmakers Eric Ravillious and Edward Bawden. Other contemporary linocut printmakers include Carry Ackroyd, Mark Hearld, Helen Roddy.

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Music

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Musical Elements and Theory-Time Signatures, Texture and TonalityThe elements of music are the key components that are used when creating and performing music. The focus for this half term has been on developing your knowledge of time signatures, texture and tonality in music.Time signaturesA time signature is a set of two numbers found at the beginning of a piece of music. It is found at the beginning of the stave directly after the clef and the key signature and indicates how many beats are in each bar of a piece of music. A time signature explains how rhythmic patterns within the music are organised so the music can be easily read by all who want to perform or study it. To be able to identify a time signature, you need to understand the rhythmic values of each musical note.The top number in the time signature tells us how many beats are in the bar. For example, if the time signature is 2/4, the two on the top tells us there are two beats in each bar. The bottom number in the time signature indicates the type of beat we are counting. Different numbers on the bottom relate to different types of notes. For example, if the time signature has a 4 on the bottom, it indicates we are counting in crotchets.When we are asked to explain what a time signature means, we need to use a combination of the top number and the bottom number to do this. For example, if we are asked to explain what 2/4 means, we would answer with; ‘2/4 means there are 2 crotchet beats per bar within the piece of music’. By saying it in this way, we have explained the number of beats and the type of beat that these number refer to.

TextureTexture describes how layers of sound within a piece of music interact. Imagine that a piece of spaghetti is a melody line. One strand of spaghetti by itself is a single melody line. This would be described as a monophonic texture (mono=one + phonic=sound). Many of these strands interweaving with one another (like spaghetti on a plate), is a polyphonic texture (poly=many + phonic=sounds). If all of these strands were placed directly on top of each other and all lined up (like spaghetti in a packet), they could move together in chords. This would reflect a homophonic texture (homo=same + phonic=sounds). Monophonic, polyphonic and homophonic are the three main ways we can describe the texture of a piece of music.In conjunction with these, there are other ways we can describe the layers within a piece of music. Unison describes music where all of the parts are playing exactly the same notes and rhythm at the same time. This could be used by a composer to highlight the importance of a particular theme or idea within the music. In conjunction with this we can describe the texture as octaves. This indicates that the instruments are playing/singing at the same pitch but an octave apart (8 notes apart). This could be used when a composer wants to highlight the importance of an idea or theme but the idea would be too high or too low for a particular instrument to play or vocalist to sing. By moving the notes up or down an octave, it allows them to play or sing in a suitable range.An Acapella texture refers specifically to vocal music. It indicates that a piece of music features voices only (no instruments) therefore, these voices are unaccompanied (there are no instruments supporting the vocal melody).The final way we can describe the texture of a piece of music is canon. A canon is when voices or instruments sing or play the same music starting at different times. A round is a type of canon, but in a round each voice, when it finishes, can start at the beginning again so that the piece can go “round and round”.By using these terms to describe texture, it helps us to analyse the structure of a piece of music. We can also use particular types of texture within our own compositions to create effective pieces of music.TonalityTonality is the character of a piece of music which is created by the key it has been written in. There are three ways to describe the tonality of a piece of music; major, minor and atonal.When describing the tonality of a piece of music as major, we are identifying that the sequence of notes within the music gives it a happy/uplifting sound. When describing the tonality of a piece of music as minor, we are identifying that the sequence of notes within the music gives it a sad/somber sound. When describing the tonality of a piece of music as atonal, we are identifying that the music is not related to a key and therefore it is difficult to pinpoint the character of the music.

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Drama

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Overview Blood Brothers

When a play is performed it usually done so with theatrical elements, which include; costume, props, set, lighting, music and sound effects. All of the theatrical elements usually work together with the characters and the storyline to help to communicate the play to the audience, both visually and aurally. When a play is getting ready for performance the Director and the designers will work closely together so that they all share the same vision for the play. The play Blood Brothers was written by the Liverpool playwright ‘Willy Russell’ in 1982, although the play is actually set in Liverpool in the 1960’s. During this period, Liverpool had a very high unemployment rate which lead to high levels of poverty across the city, this created a massive divide between the rich and the poor. Willy Russell wrote this play as a musical, so all the way through the play, music, song and dance are used to help to communicate with the audience.

The play Blood Brothers was initially written from an idea that Russell had had about babies being switched at birth and how those babies develop using the ‘nature versus nurture debate’ (are we the way we are because of genes or the way that we are brought up in our environment). As the play progresses, it is clear that there are many other themes and issues, such as; poverty, differences in social class, education, unemployment, friendship, romance, superstition, drugs and gun crime. The play is divided into two acts.

Blood Brothers revolves around twin brothers (Mickey and Edward) who are separated at birth and brought up in two completely different environments in the city. Mickey is brought up with his seven older siblings by his struggling single mother, Mrs Johnstone. His twin brother, Edward, however, is brought up as the only child of the wealthy Lyons family, who live nearby, after Mrs Lyons persuaded Mrs Johnstone to hand over one of her twins at birth. Mickey and Edward don’t meet each other until they are seven years old, but immediately become best friends and blood brothers. The bond continues when the boys are teenagers and both live in the countryside, despite them both being in love with Mickey’s neighbour Linda. However, as they get older, the huge difference in their backgrounds pulls them apart and eventually leads to their tragic deaths. Written during a period of huge changes in society and politics, Blood Brothers draws the audience’s attention to the detrimental effect that social inequality can have on people’s lives.

The play opens with the bodies of Mickey and Edward on stage and a prologue, spoken by the Narrator. The Narrator tells us that the men were twins who were separated at birth. He invites the audience to judge their mother so cruel (Mrs Johnstone) for her role in their deaths. Mrs Johnstone is a struggling single mother of seven who finds out that she is pregnant with twins. Her employer, Mrs Lyons persuades Mrs Johnstone to give her one of the babies and makes her swear on the bible. Mrs Lyons takes Edward and brings him up as her own, convincing her husband this is true. Mrs Johnstone goes back to work but fusses over Edward, leading to Mrs Lyons firing her. Aged seven, Mickey and Edward meet and become best friends, along with Mickey’s neighbour Linda. The three of them get into trouble with the police when they begin to throw stones at windows, the police officer tells Edwards mum that he was being silly and that ‘boys will be boys’, he then goes on to tell Mrs Johnstone that her son will end up in a life of crime if he doesn’t improve his behaviour. Scared of Edward becoming close to his biological family, Mrs Lyons convinces her husband to move the family to the countryside. Soon afterwards, the Johnstone’s (and Linda’s family) are rehoused by the council. As teenagers, Mickey and Edward meet again and they rekindle their friendship. Linda and the boys remain close throughout their teenage years before Edward goes off to university. After marrying a pregnant Linda, Mickey loses his factory job. Unemployed and with no money, Mickey is involved in a crime with one of his brothers, Sammy, and both are sent to prison. Mickey becomes depressed and takes pills to help him cope, which he continues to take after being released. After Mickey comes out of prison, Edward and Linda rekindle their friendship and Edward gives Mickey a job without him knowing. Mickey finds out and he is furious, so he finds Sammy’s gun and goes to find Edward at his workplace, the town hall. Mrs Johnstone follows Mickey and tells him in front of Edward that they are twins. The police also arrive as they heard that an armed gun man has entered the building. Mickey waves the gun around whilst shouting at Eddie and it accidentally goes off, killing Edward. The police shoot Mickey and the twins both die – on the self-same day.

The set has been designed to set the scene for play, which is based in Liverpool, therefore, the backdrop represents a backdrop of Liverpool, with some of the famous buildings used as a skyline. The stage itself is then divided into two sides; the Johnstone’s home, which shows 3 small terraced houses with washing hanging in the street and the Lyons’ home, which is one large house with a balcony area. This effective use of set design highlights the different sides of the city in regard to class, poverty and wealth. Scenery is also pushed on and off the stage at times throughout the play which shows the inside of the houses, this is done in front of the audience and usually uses the cast members to change the scene. Props are also utilised often throughout the play to help to communicate meaning and to set the scene, for example, when Sammy encourages Mickey to do a job with him and he pulls out a gun, we know that the job is going to be illegal and dangerous. Also, chairs are key props used to set the scene the bus, this is a key part of the play as it gives us a view of Sammy’s character and shows him causing trouble. Lighting is very significant in the staging of this play, it identifies times of day, such as showing when it is night time, it shows where the play is set, for example, the lighting is dimmed and gloomy in the city where there are lots of buildings and pollution, however, during the scenes in the countryside the lighting is bright and the colours are bright and vibrant.

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Key Theatrical terms

1 Elements of theatre

These are the ingredients that are all used together when staging a performance. They usually include; costume, set, lighting, props and music.

2 Production design Design has an impact on the audience's experiences of a play, it provides essential information on when and where the play is set or it also gives clues about the type of play. The designers have to work very closely with the director of a play so they have the same vision.

3 Costume This is the clothing or overall appearance of a character or performer in a play. It usually gives us clues about when or where the play is set or information about specific characters.

4 Set Set design is the creation of the physical space on the stage which shows us where the play is set. It is used to draw an audience into the world of the play. Set design usually includes a backdrop and scenery.

5 Lighting Lights can help to define different locations on the stage, they can create mood and atmosphere and also help direct the audience's attention to a specific moment. There are lots of different types of stage lighting; spotlight (usually used to light one key character on the stage), gels (coloured sheets that are added to the front of lights to add colour onto the stage), gobo (this is a sheet with a cut out design that projects a shape onto the stage), strobe (a flashing light, used for special effects).

6 Props This was formerly known as ‘theatrical property's’, they are items or objects used on stage or screen by actors during a performance. Props help to communicate meaning to the audience, they help by making the action more realistic. They are considered to be anything moveable or portable on stage.

7 Music Music can be used in a play for a number of reasons; to create mood and atmosphere, to build tension, to help set the scene, indicate a change in time or location, focus attention on a particular scene or character.

8 Sound effects Are an artificial reproduction of sound or sounds intended to accompany action and supply some realism in the theatre. Sound effects can help to establish the time or location of a play, for example, the sounds of birds singing may suggest a sunny morning.

9 Plot This is the sequence of events that make up a story.

10 Characters Are the people in a play, film or book. Characters are played by actors and actors have to decide upon the voice and movement that they should use to show this character.

11 Narrator A person who delivers a commentary accompanying a play, film or music.

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Health and Social Care

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Overview

There are many factors that affect our growth and development, some may have a positive impact however, many have a negative impact. The factors developed in this section include; income/wealth, diet and lifestyle choices, personal relationships, role models and social isolation. In relation to Justin Bieber each of the factors stated have a differing impact on his growth and development depending on the life stage he passes through; our focus will be on early childhood (3-8 years of age), adolescence (9-18 years of age) and later adulthood (65+).

Income or wealth relates to the amount of money available to Justin Bieber, this changes as Justin progresses through the life stages. In early childhood and adolescence, the money available to him would be from the income his mum received from paid employment and his singing in adolescence. In later adulthood, Justin will hopefully have money available to him from the singing career he is enjoying now. As mentioned previously this factor’s impact will change throughout Justin’s life. In terms of physical development, he is likely to experience a low immunity during early childhood as a result of little money being spent on quality food; in turn this will affect his growth and development. The impact this factor will have on his physical development will change when passing through adolescence as he will have more money to buy the food he needs to maintain good immunity and reduce his risk of infection. In relation to intellectual development, if Justin isn’t getting the right nutrients he will struggle to retain or learn new information due to poor concentration and a lack of focus. As Justin begins to earn more money this would have changed in adolescence and would continue to improve when in later adulthood. In terms of emotional development, Justin may have developed a poor attachment with his mum due to her working all the time; this would have led to poor self-esteem and confidence. As Justin passes through into adolescence the time, he spends with his mum might have increased but could have also been affected by the fact he started touring. Finally, as Justin’s mum didn’t have a lot of money his opportunities to socialise with his friends may have been limited, this would obviously change as Justin got older as he had more money to spend on socialising with friends and family. Income and wealth had the biggest negative impact on Justin when he was in early childhood, this is due to his mum having a low income and therefore restricted with what she provided for Justin. This factor would least affect Justin when he is in the later adulthood life stage as he would be able to live off the money he is making now, therefore, the impact during this life stage is likely to be a positive one

Diet and lifestyle choices is a further factor affecting Justin’s growth and development which relates firstly to the type of food Justin ate/eats. Lifestyle choices are also centred around decisions Justin makes throughout his life, some examples are smoking, alcohol consumption, taking drugs, physical activity. Justin’s diet may well have been poor growing up which would have negatively affected his immunity and increased the risk of infection. Positively, as Justin was an active child his bones and muscles wold have developed and strengthened. Whilst in his adolescence life stage, if Justin ate a balanced diet, he would have increased immunity and reduced his risk of infection; however, this would not have been the case if he ate mainly take away meals. We know that Justin made some bad choices around alcohol and smoking, if this was to continue, he would increase his chances of developing infection and disease when in later adulthood. Intellectually, the alcohol consumption and drug taking would have impaired his judgement and affected his ability to make decisions. Later on in life if Justin was to continue taking drugs and consuming alcohol is chances of developing dementia would increase. In terms of his emotional development and depending on his approach to this factor Justin may be affected positively or negatively when considering self-esteem and confidence. Socially, drinking alcohol, taking part in sporting activities are centred around interacting with others, therefore increasing opportunities for socialisation to take place. The diet Justin had in both his early childhood and adolescence could have had an equally negative impact on Justin’s development, firstly due to a poor income (early childhood) and secondly due to eating take away meals (adolescence). Justin may also be affected the most in his adolescence life stage when thinking about alcohol consumption and drug use as we all know that he had an issue when younger.

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Role models can be both negative and positive depending on the choice’s individuals make, this factor relates to individuals Justin looked up to in his life when he was younger, this could have been his mum or singers he admired. This factor is also about him being a role model to others around him, for example his fan base. Justin had limited role models in his life growing up as his dad left when he was young. He may have turned elsewhere for a strong role model and this may have led to Justin’s appearance changing when in adolescence along with changes to his diet and other lifestyle choices. Intellectually, before Justin matures, his decision making may have been influenced by decisions made by others and at times this got Justin into trouble. An absent male role model may have been a contributing factor in the decisions made by Justin. On the other hand, Justin has now become a role model himself to thousands of fans which might result in Justin maturing and making better decisions. A lack of role models growing up may well have had a negative impact on his self-esteem and confidence, however, now Justin is a role model himself this would change as he would take a lot of confidence from the fact others look up to him. Justin, as we know, is famous and is a role model to so many, this has increased his levels of socialisation and in turn reduced the chance of social isolation. There will come a day when Justin retires and he will lose touch with many people who have looked up to him, this will ultimately lead to social isolation and is likely to happen in later adulthood. Justin would have been heavily affected in early childhood and adolescence by the absence of a male role model, on the other hand this would have changed slightly when at the end of his adolescence life stage he became a role model to so many of his fans. This would continue into later adulthood when his children and grandchildren look up to him.

Ultimately, social isolation is about Justin not socialising with other individuals and spending more time by himself. Some factors linked to social isolation is having a busy career, being old or having no family or friends around him and is more likely to occur during Justin’s later adulthood life stage. Physically, social isolation can affect an individual like Justin as it could possibly lead to changes in his eating habits as he may not feel like preparing food for himself. In later adulthood, there will be times when he find himself alone with limited social interaction with others; over time this will increase his risk of developing forms of dementia including Alzheimer’s. In relation to emotional development social isolation will often lead to Justin feeling insecure and his confidence and self-esteem will decrease making him less likely to socialise when he has an opportunity to do so. Social isolation has the biggest impact on Justin’s social development as he will feel very lonely and isolated from human interaction. This is a factor that could have affected Justin in early childhood and adolescence when isolated from friends and family and when moving to later adulthood as family move on and his loved ones; friends and family pass away. The impact of social isolation would be most felt during the later adulthood life stage as he may well lose his wife and his children will all have lives of their own. However, during early childhood and adolescence he may have suffered from social isolation, he may not have been able to socialise as much as he would have like to, firstly because of money and secondly when he was touring.

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Overview Contemporary Issues in Sport – Factors affecting participation in Sport

There are a range of issues that go some way to affecting participation in sport. To understand it more clearly, we must first establish the different user groups who may participate in sport. These include, ethnic minorities, retired people, single parents, children, disabled and unemployed amongst others. These groups can face the following as possible barriers to their participation in sport.

Firstly, disposable income is the amount of money people have available to spend on their leisure time. How much they have influences what sport they choose to participate in. The cost of participation in some sports is high compared to others. i.e. Golf and Skiing. Our job also impacts on our free time. Some jobs leave very little free time for us to take part in sport. Added to this, our work can place restrictions on what and when we can do sport and our family commitments can have the same effects. Often, women are still seen as individuals who should bring up the family and therefore may not be as involved in sport as they would like. Where we live and work can also mean that we do not have accessibility to facilities. Where the access for a facility is good there is generally more participants. Good public transport, disabled access and parking means more people can access a facility. At the same time, the activities that are provided in our area can sometimes be limited. Local areas will offer different activities depending on location and surroundings. The hope is that requirements of the prospective participant will be met by this provision, however this is not always the case. Mo Salah, used to take two buses to training when he was 12 years old that could take up to eight hours.

Being aware of what activity is available is down to advertising and promotion. Without this how would potential participants be aware of what is available in an area. Arguably, the largest influence on people taking up sport are positive role models. After the London Olympics in 2012, when Team GB was so successful large numbers of Olympic sports witnessed an initial increase in participation rates. When sports performers are successful or we can relate to them, people often want to follow in their footsteps. So, when there is a lack of role models, we often see less people taking up sport. Many sports and ethnic groups are unrepresented and lack role models for others to aspire towards. This is especially the case for women, ethnic minorities and disability sports stars.

In order to find solutions to these barriers, there are organisations and structures in place to increase the number of people regularly engaging in physical activity. These include, Sport England, National Governing Bodies (FA/RFU/ECB) and the Department of Culture, Media and Sport. Each of these organisations is responsible for promotion of the opportunities in local areas, providing a range of different provisions to interest everybody and ensuring these places are easy to access.

What sport is provided, supplied or arranged is known as provision and should consider the different user groups, specific demands of the area locally and timings of the activities. Solutions need to be specific to the user group, for example: crèche facilities at leisure centres for young parents, bus routes to facilities for the elderly, ladies-only clubs and subsidised affordable clubs for all. More coverage by the media will reach more people in target and it can also highlight campaigns, e.g. walking football for the over 50’s. This works at both a local and national level with campaigns such as 'Kick it Out‘, Disability Football and 'This Girl Can'.

There are a variety of factors that impact on the popularity of a sport in the UK. Firstly, sports with widespread mass participation will always remain popular. Football is the most popular game played in the U.K. due to the accessibility of pitches, equipment and teams as well as media and role model related factors. Positive outcomes during high profile events causes an increase in popularity. This has been seen in gymnastics and cycling after the Rio Olympics 2016. Access to the necessary facility, specialist equipment or coaching impacts on the rate of participation. i.e. a lack of accessible tennis courts limits the base level of participation. The opportunity to watch professional games live, means audiences are more likely to participate in the sport they watch. For example, participation in tennis increases during Wimbledon. Sports that are covered by free to air channels (BBC) are likely to gain more popularity than those shown on subscription channels only (NBA Basketball on Sky Sports). Sports with limited role models suffer from a lack of interest. Particular ethnic groups are also underrepresented due to a lack of significant others. i.e. Asian footballers or ethnic minority swimmers like Alice Dearing. Some sports are seen as less acceptable especially if they involve violence or cruelty to animals. Boxing still has vocal opposition who feel that it is violent and the aim of the sport is to hurt an opponent and that it is therefore not appropriate, especially for younger people. Horse racing has opposition due to the use of a whip.

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Hospitality

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Overview for Hospitality & Catering

Your home-schooling task has been to work on the key knowledge required to complete your NEA task. When you return you will be asked to propose and make suitable dishes for the practical examination task. To do this well, you need to have sound knowledge of nutrition, cooking methods, factors that affect menu choices as well as environmental issues.

Humans like to put things into categories because it is easy to remember what they do, and we can compare them with other things. In nutrition, we often group nutrients by size or what they do in the body. We start with two groups, micronutrients, and macronutrients. Carbohydrates, proteins, and fats are called macronutrients because they are large, and energy nutrients because they provide the fuel your body needs to do things.

Vitamins and minerals are called micronutrients because they are much smaller in comparison. That does not mean they are less important; they are still essential nutrients, but you only need little bits. Micronutrients can be classified by whether they are soluble in fat or soluble in water. Vitamins A, D, E, and K are fat-soluble, and the B-complex vitamins and vitamin C are water-soluble. For your live NEA you need to be able to recall a range of both micro and macronutrients including their food sources. You have been working on developing your knowledge of deficiencies and excess of these vital vitamins and minerals. This powerful knowledge will be required for your unseen task as you will be given two customers to propose four suitable dishes for.

Cooking methods also affect the nutrient content of dishes on a menu. Some nutrients are more affected by cooking than others. Calcium is sturdy, for example, while vitamin C, folate, and potassium are quite fragile. Different cooking methods also affect various nutrients differently. As a rule, minerals can take the heat. In fact, dry heat, such as baking or roasting hardly affects mineral content at all. Vitamins, on the other hand, seem to do slightly better with moist cooking methods, such as boiling—mostly because the cooking times are shorter.

A large raw potato, for example, contains a decent amount of both calcium and vitamin C. If you bake the potato, the calcium content remains the same, but you lose about 60% of the vitamin C. If you boil the potato instead of baking it, you will lose about half the vitamin C but, in addition, you’ll also lose about three-quarters of the calcium.

When you cook foods in water or other liquids, both vitamins and minerals leach out into the cooking liquid and end up going down the drain. If you can figure out a way to include the cooking liquid in the meal, you’ll salvage a lot of that nutrition. For example, when you make vegetable soup, a lot of the nutrients from your vegetables may up in the broth. Another good option is to steam vegetables in a rack placed above boiling water. That way, the vegetables do not actually come into contact with the water so more of the vitamins stay. Some still end up in the water, however, so you can use that water to cook with as well.

When designing a menu, it is important to get it right for your business to be successful. All customers have different needs and requirements. Establishments should aim to ensure that these specific needs are met by offering vegetarian menus, lactose free desserts and an affordable children’s menu. Customers will have varying needs when eating from a menu. It is important that staff know what these specific needs are when catering for every customer. Factors to consider include cost, time of the year, celebration meals and skills of the chef. Eating out can be a regular occurrence for some families so healthy eating is a priority.

Finally, food production has a huge impact on the environment. Some types of food production have more of an effect than others. For example, rearing animals for food produces far more greenhouse gases than plant-based protein food such as beans. A lot of energy is used in the preparation and cooking of food. We need to reduce this to protect our environment. To safe energy during cooking you should use lids on saucepans, match the size of the pan and ring and when using gas, the flames should remain under the pan for maximum efficiency. Seasonal, locally sourced ingredients mean there will be a lower carbon food print.

Reviewing the food preparation, presentation process and nutritional content of dishes will be used in the preparation of your menu as well as reviewing how preparation and presentation methods affect nutritional values of your chose dishes. Food on a menu needs to meet the nutritional needs of the customer and be prepared, cooked and served in a certain way to ensure customer appeal and standards are maintained in any establishment; thus food safety and meeting nutritional needs must be the focus of all planning and activities for this task.

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Construction

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Overview for Construction

Unit 1 is comprised of three sections; Understanding the structural performance required for low-rise construction, investigate how sub-structures are constructed and investigate how superstructures are constructed. You will this reviews how buildings are constructed and to understand the planning stages before site work commences, as well as exploring the technical aspects of how structures are constructed.

For learning aim 1, focuses on the structural performance requirements for a low-rise building and common structural forms. While exploring structural performance, seven considerations are addressed during the design stage: strength, stability, fire resistance, thermal insulation, sound insulation, weather resistance and sustainability. Low rise buildings are a common form of construction and include buildings such as residential properties (houses and bungalows). The classification of a low-rise building is; an enclosed structure below 35 metres which is divided into regular floor levels. The opposite is a high rise, and this includes structures such as towers, multi-storey car parks, hotels, apartment and office blocks. A high-rise building is defined as a building in which the number of floors means occupants need to use a lift to reach their destination, the height is beyond the reach of available fire-fighting equipment and the height can have a serious impact on evacuation. Visual images of buildings will help illustrate how these aspects are addressed. In this section we have covered common structural forms for a low-rise construction and considered how varied building elements combine to safely resist loads. Again, visual images and the creation of sketches will help develop your understanding of how both traditional and modern structures are designed and detailed.

Learning aim 2, focuses on how sub-structures are constructed. A Sub-structure is the sections of a building taken place under ground level and comprises of a foundation. There are four main types of foundation that you will need to know; Pad, Pile, Raft and Strip. The type of foundation used will depend on the performance requirements of the building. You have explored how the desk-based preconstruction activities of legal requirements, planning and scheduling work and the site-based activities of demolition and clearance, enabling work and site set-up combine to initiate construction work on site. Exploration of groundwork activities will reinforce how excavations are safely performed and how different types of foundations are detailed.

Learning aim 3 focuses on how superstructures are constructed. The superstructure is the part of a building that in constructed above ground level, this includes the elements of the building such as the roof, walls, floor, ceiling, and stairs. You have completed tasks and activities that demonstrated the use of sketching techniques and you have considered common types of detailing, functions, and components used for a range of walls, floors and roofs. You investigated and developed your knowledge of the following wall types; Cavity Wall, Cross Wall, Timber Frames, Panel and Cladding (SIPS). Again, each wall types is selected and constructed based on the performance requirements of the building and is categorised as either an external or internal wall, with different load bearing properties.

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Strength and stability Timber 44. Impact/live load This is when something hits a building or falls on it 49. Timber is used in structures such as building frames and roof trusses, as well as in doors and windows.

45. Dead load These are loads that do not move such as the weight of the building itself

50. The strength of various types of timber is tested. Timber is then sorted into groups. This process is called stress grading and strength grading.

46. Dynamic load These are the loads that can change during the use of a building

51. The letter C stands for coniferous and means it is a soft wood.

47. The strength of a material is calculated by working out how much pressure it can take.

The strength of a material is calculated by working out how much pressure it can take.

52. This means timber is classified from C14 to C50 and D30 to D70. A C25 timber is a softwood with a strength of 25 Newtons.

48. The pressure is measured in Newtons (N)

The pressure is measured in Newtons (N) 53. A D30 timber is a hardwood with a strength of 30 Newtons

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Overview Experimental photography

This term we have been looking at the work of two practicing artists whose work explores the relationship between portrait photography and experimentation.

The first artist Hattie Stewart utilizes her style coined ‘Doodble Bombing’ to illustrate over the covers of famous magazines. This experimental style is bold, fun and creative; winning her a number of awards and exciting opportunities within the fashion industry.

We have used her style to capture portrait photographs and experiment with the gathered images using Photoshop. The idea is to create our own unique icons that can be overlaid onto our photographs. (See examples of the artist’s work in section H of the knowledge Organizer).

The second artist is Bruno Timmermans and in a similar way to Hattie Stewart he too uses portraits of iconic people. His style uses images of objects related to the icon and overlays them. His idea for the ‘Iconic’ series is to show how the status these people hold may fade away over time. This is evident in the way he adds a ‘cracked’ layer to the work showing imperfections and erosion. (See examples of the artist’s work in section H of the knowledge Organizer).

Again, we have used the style of the artist as a method to further explore the area of photography. The focus this time is on isolating the subject and capturing them on a plain, black background. Then identifying what images and objects you could overlay that tell us something about the person.

Finally, we have spent some time practicing how to effectively analyze an image. We have begun using a structure to help identify the main areas of the photography and initiate conversations about them. (See section H of the knowledge Organizer).

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