Exam Week 2014 - BSAK YEAR 8

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Exam Week 2014

Year 8 Revision Resources

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Contents:

Subject Pages

History ………………………………………………………. 2-3

French ………………………………………………………. 4-5

Art ………………………………………………………. 6-7

DT ………………………………………………………. 10

Maths ………………………………………………………. 11

Spanish ………………………………………………………. 12-22

Science ………………………………………………………. 23-39

Geography ……………………………………………….. 40-43

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HISTORY

A checklist of what you should make notes on

Topic/Issue Date when I will do

this I am a hero and

have completed this (tick)

Why did Henry break from Catholic influence from Rome?

What were the religious policies of Edward Tudor and Mary Tudor?

What problems did Elizabeth I face when she became Queen?

Why was the Spanish Armada defeated?

Why was there a Gunpowder Plot?

What were the causes of the English Civil War? (religion, money and power)

Why did the Parliamentarians win the Civil War?

Was Cromwell good or bad?

How do historians judge whether sources are reliable (truthful)?

• When you have made these notes, you should try to learn these (a bit like learning a script in drama). Test yourself.

• You should also read through your entire exercise book.

What the exam paper will look like

• The exam paper is 1 hour long.

• There will be a total of 50 marks.

• There will be 3 Sections: Section A, B and C.

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• Section A is worth 10 marks and has 10 multiple choice questions. You will get a question with 3 possible answers. Place a X in the box next to the right answer.

• Section B is worth 20 marks and has 2 source questions.

• One question will ask you to use the source (a picture) and your own knowledge to describe something. Try to have 2 paragraphs. In one paragraph to use detail from the source to answer. In the second paragraph use your own knowledge.

• One question will be on the reliability of the source (remember the criteria for judging reliability).

• Section C is worth 20 marks and is an essay question.

• Try to use your time wisely. Section A should not take too long. However, you should be spending over 20 minutes on both Section B and C. You do not want to rush a 20 mark questions.

Good luck – we want you to do well.

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FRENCH Listening and Reading

•••• Make sure you revise vocabulary from Modules 1, 2, 3, 4 and 5

Speaking

•••• Please see the list also on Weebly

Writing

You will be given 3 tasks and must answer only 2. You need to write a minimum of 50 words per task,

there is no upper word limit but we believe that 150 is more than enough!

☺You will have 40 min to complete the Writing examination.

☺Remember that in order to reach Level 6 you need to include a variety of vocabulary and grammar,

connectives, intensifiers, negative forms, opinion and reason and 3 verb tenses (present, immediate

future and perfect tense) with accuracy.

☺We strongly advise you to proof-read your work and check:

- The spelling (did you miss / misplace a letter?)

- The word order (remember that in French, sometimes the word order is different)

- Do the adjectives agree with the nouns?(masculine, feminine, singular, plural)

- Are your tenses accurate? Have you the right auxiliary verbs? Are your past participles correct?

- Do you have the right form of aller plus infinitive for the immediate future?

- Did you use the correct gender? (masculine or feminine?)

- Did you use the plural form accurately?

- Did you use the correct pronoun? (Je, tu, il, elle etc?)

- Did you use the correct possessive adjective (mon, ma mes?)

- Did you use the correct verb ending?

Grammar

Use Expo 2, languages online and your cahier to make sure you understand and can write using the

following:

•••• The Present Tense

•••• The Perfect tense

•••• The Immediate Future Tense

•••• Comparatives and Superlatives

•••• Modal Verbs

•••• How to say to/in + a city/country

•••• Adjective Endings

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End of Year 8 French Speaking examination

2014 Here is a list of questions you should prepare at home. Your teacher will ask you 4/6 questions. In order to reach Level 6, you must use 3 tenses: Past, Present and Immediate

Future. Remember to include connectives, intensifiers, negative forms, comparison, opinion and justification of opinion.

- Décris ta famille (nom, boulot des parents, passe-temps etc)

- Qu’est-ce que tu as regardé hier soir à la télé ? C’était comment ?

- Qu’est-ce que tu fais le week-end quand il pleut ?

- Décris ce que tu as fait le week-end dernier

- Qu’est-ce que tu portes pour aller à une fête ?

- Quelle sorte de magasins tu préfères ?

- Qu’est-ce que tu aimes manger et boire pour le petit déjeuner ?

- Qu’est-ce que tu as mangé hier soir ?

- Où es-tu allé en vacances l’année dernière ?

- Quels pays voudrais-tu visiter un jour ?

- Qu’est-ce que tu as fait pendant les dernières vacances ?

- Où vas-tu passer tes prochaines vacances ?

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ART

OUTLINE As part of your classwork you have been studying natural forms. For your art exam you will

have an opportunity to use the skills and techniques that you have learnt over the course of the

year produce a coloured drawing based on plants and flowers. You will have 2 hours to

complete your art exam on A3 paper.

MATERIALS REQUIRED You are expected to bring to the classroom a range of coloured pencils as well as graphite

pencils. There are no rules for the types of coloured pencils that you use. You will also need

to bring a kneadable eraser and a good quality sharpener. You can bring in additional objects

from home such as vases of flowers and houseplants but they need to be delivered to the

respective classroom the morning of the exam to allow for objects to be set up. You may wish

to visit http://www.pencils.co.uk/hints.aspx?mid=1243 to get some hints and advice about

how to uses certain types of pencils. Have your sketchbook in class to practice your

techniques before and during the exam.

DATE AND TIME

Thursday 22nd May YEAR 8 GROUP 1 - P3 & 4

Thursday 29th May YEAR 8 GROUP 2 – P3 & 4

ASSESSMENT Your work will be assessed based on the National Curriculum levels in Year 8. You will be

awarded a Level 4C - 6A. The work will be marked by all three Art Teachers and will be based

on the following three objectives:

• Observation – how accurately you have been able to draw the objects?

• Critical Awareness and technique – how clearly you have applied your knowledge and

understanding the artists and techniques learnt throughout the year, especially when applying colour

• Composition – how thoughtfully you have arranged your objects and drawn your

composition to consider space? SESSION 1

• Sit next to the arrangement of natural forms. Organise art materials ready to start drawing

• Write your name and form clearly on the back of your A3 piece of paper in BLOCK CAPTALS

• Draw the outline of your composition carefully and accurately

• Begin to introduce colour by shading to suggest the variations of hues from light green to dark

green for example

SESSION 2

• Continue to add a full range of values with your coloured pencils by using different mark making

techniques

• Refer to previous drawings that you have completed in your sketchbook and artist research

pages

• Once you have completed your studies of the natural forms you might want to consider the

background to place the objects into a context but make sure the objects have been coloured

to the best of your ability.

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Year 8

WORKING TOWARDS

CURRENT LEVEL

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4c �� 4b �� 4a

MY DRAWING TARGET

� I want to draw try to draw more accurately by looking closely at the object and observing the shape

and structure in relation to other parts of the object

� I want to show the way that adding a range of different coloured values can make natural forms look

more realistic, show the direction of a light source

� I also want to make my drawings more creative through interesting use of colour.

TO GAIN THE NEXT LEVEL

Year 8

MEETING EXPECTATIONS

CURRENT LEVEL

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5c �� 5b �� 5a

MY DRAWING TARGET � I want to draw with even greater accuracy and to make sure that when I am drawing I am

considering the space that I am working with.

� I also want to make my drawings more creative and original through thoughtful use of colour and

to introduce a greater range of coloured values

� I also want to demonstrate that I am developing a greater awareness of other artists by applying

their techniques to my own work.

Year 8

EXCEEDING EXPECTTIONS

CURRENT LEVEL

6 ��

7 ��

8 ��

*

MY DRAWING TARGET � I want to draw on a greater scale and make my drawings look even more realistic and three

dimensional

� I want to experiment practice layering and blending the colours to achieve richer and denser tones.

I want to see if the order in which and see if the order in which colours are used makes a difference

to the outcome.

� I also want to be able to demonstrate my knowledge and understanding of other artists that I have

studied through my own work

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ENGLISH

READING EXAM

• There will be a reading exam where you will read two texts and answer questions

about them. Your teacher will show you a sample paper in class.

• Pay close attention to the marks awarded for each question making sure that you spend

longer on the higher tariff questions.

WRITING EXAM

• There will be one writing task where you will need to show that you can describe and

inform.

• You must write a quick plan which will help you to collect your ideas as well as to

organise your writing into paragraphs.

• Ensure that you select your vocabulary carefully and pay close attention to spelling and

punctuation.

• Show that you can use a good range of sentence shapes and control your writing.

Before the examination make sure you can answer yes to the following questions.

Have you read lots of different types of texts - newspapers, novels,

leaflets, advertisements, magazines for example?

Do you know what P. E. E. stands for and how to use it?

(Point, Evidence, Explanation)

Do you know how and when to use quotation marks?

Do you know when to use these punctuation marks?

• , ‘ “” ! ?

Can you use hyphens, colons and semi-colons? Brackets?

Do you know when to start a new paragraph?

Do you know what connectives do and how they are used?

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Can you think of at least 8 different connectives?

Can you think of different ways to start sentences to make your writing interesting to

read?

Do you know the difference between where, wear and we’re?

Do you know the difference between there, their and they’re?

Do you know which words you regularly spell wrongly and have you practised

writing them out correctly?

Do you know how the following should be laid out:

A letter

A script

An advertisement

A leaflet?

Do you know how to recognise the following sentence types:

A simple sentence

A compound sentence

A complex sentence

A question?

Can you write a paragraph that includes the first 3 types?

Do you know what you would need to include if you had to write in the

following styles:

Writing to describe

Writing to inform?

If you have answered no to any of the above you need more revision. If you

are still unsure see your English teacher —soon!

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DESIGN TECHNOLOGY

General Design and Technology

• The meaning of the design and technology process.

• Meaning of the CAD and CAM

Resistant materials

Name 3 different hardwoods and 3 different softwoods.

Metals are often classified into two main groups.

Name a range of different metals and examples of what they are commonly used for.

What are the health and safety requirements of working in the workshop?

Name all the tools found in the toolboxes and understand their uses.

Name a range of machines and equipment in the workshop.

Name at least 3 processes used to make products from woods, metals and plastics.

Textiles

• How to transfer colour on to the fabric. 4 methods taught, tie and dye, batik, transfer crayon,

paint techniques- stamp and stencil.

• The Why cotton fabric is used in school.

• Man made and natural fibres.

• Simple design task.

Food

• Safety and hygiene in the kitchen, especially in relation to food poisoning and contamination

• Different making methods we have used this year

• The function of basic baking ingredients

• Healthy Eating and The Eatwell Plate

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MATHS

Revise:

Ch1- Integers

Ch2- Measures

Ch 3- Probability

Ch 4- Fractions, Decimals and Percentages Ch 5- Algebra, expressions and formulae Ch 6- Angles and Shapes

Ch 7- Algebra, equations and graphs

Ch10- Algebra, Sequences

Resources:

Students can use www.mymaths.co.uk to revise, they can work through individual topics, working through

inline lessons and then take the online assessments.

They may also find SATs questions on e-maths helpful to have a go at. The following link will take them to e-

maths student page where they can find SATs questions and revision resources. Students should focus on 4-

6 and 5-7 papers.

http://www.emaths.co.uk/index.php?option=com_zoo&view=category&layout=category&Itemid=505

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SPANISH

Year 8 – Listos 1 – Modules 4, 5 and 6.

SPEAKING EXAMINATION: Your examination will take place the week before your end of year examination week. In order

to prepare for this assessment, you are required to prepare answers to the questions below.

Your teacher will ask you between 4 and 8 questions depending on the length of your answers

(the more you say the less we will have to ask you!). You do not know which question we are

going to ask you so be prepared to answer any of them! Next to the question, there is a page

number, which refers to the page in your textbook where you can find help to answer the

question. Please, use your exercise book as well as you have already answered to most of these

questions in previous assessments or in class.

When we are marking a speaking examination we are looking at these important points:

- Does the student understand the question the first time we ask it?

- Does the student need us to repeat the question?

- Does the student need us to say what the question mean in English?

- Can the student answer the question in full sentence using a verb (doing word)?

- Does the student only give one/two words answer?

- Can the student give extra details? (for example, if we ask you how many are there in

your family? Can you say: there are 4 people in my family: my dad, my mom, my sister

and I. My dad has blond hair and is 42 years old. He is from Australia. My mom is

English and she is 39 years old etc…)

- Can the student speak without pausing too much?

- Does the student have a good Spanish pronunciation?

- Does the student speak with confidence or hesitate a lot?

- Can the student use the 3 verb tenses (present, immediate future and preterit) with

confidence?

- Can the student answer unpredicted question?

Here are the questions: 1- ¿Cómo te llamas? (p24) – What’s your name?

2- ¿Dónde vives y dónde está exactamente? (p78) Where do you live and where is it

exactly?

3- ¿Cómo es tu casa/tu piso? (p78) How is your house/flat?

4- ¿De cuántas plantas es? (p78) How many floors do you have?

5- ¿Qué hay en la planta baja? (p78) What do you have on the ground floor?

6- ¿Te gusta tu casa/piso? ¿Por qué or por qué no? (p78) Do you like your house/flat?

Why or why not?

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7- ¿Cuántas habitaciones tienes? (p78) – Please give details How many rooms do you

have?

8- ¿Qué hay en tu dormitorio? (p79) – Please give details What is there in your

bedroom?

9- ¿Cuál es tu rutina diaria? (p79) What is your morning routine?

10- ¿Comes en el instituto o en casa? (p79) Do you eat at school or at home?

11- ¿Cuándo haces los deberes? (p79) When do you do your homework?

12- ¿Qué haces después de cenar? (p79) What do you do after dinner?

13- ¿A qué hora te acuestas? (p79) At what time do you go to bed?

For questions 14 and 15, we will give you a map and you will have to answer the

questions according to the map. You will only see the map on the exam day. To prepare for these questions, revise the directions p96)

14- ¿Por dónde se va a….? (p96) How do you get to…?

15- ¿Está cerca? (p96) Is it close?

16- ¿Qué hay de interes en tu ciudad? (p97) What is there to see in your city?

17- ¿Te gusta tu barrio? (p97) Do you like your neigborhood?

18- ¿Te gustaría visitar Barcelona? (p97) Would you like to visit Barcelona?

19- ¿Qué tiempo hace en Abu Dhabi en verano y en invierno? (p97) What is the

weather like in AD in summer/winter?

20- ¿Qué haces cuando llueve? (p97) What do you do when it rains

21- ¿Qué te gusta hacer cuando hace calor? (p97) What do you like to do when it

is hot?

22- ¿Qué deportes practicas? (114) What sports do you do?

23- ¿Qué haces los fines de semana? (p114) What do you usually do on the week

end?

24- ¿Qué te gusta hacer en tu tiempo libre? (p114) what do you like to do in your

free time?

25- ¿Te gusta salir con tus amigos? (p115) Do you like to go out with your

friends?

26- ¿Qué vas a hacer este fin de semana? (p115) IMMEDIATE FUTURE What are

you going to do this week end?

27- ¿Cómo vas a ayudar este fin de semana? (p115) IMMEDIATE FUTURE How

are you going to help at home this week end?

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28- ¿Qué hiciste el fin de semana pasado? (exercise book) PRETERIT What did

you do last week end?

29- ¿Qué tal lo pasaste? (exercise book) PRETERIT How was it?

Please feel free to answer 2 questions in one (for example: ‘usually, on the week end I do this

and that but last week end I did that and this. Next week end, I am going to do this and that’).

Any question, visit our website: www.bsakspanish.weebly.com and do not hesitate to ask

anything to your teacher!

The maximum level you can get for this examination is level 6a: ‘You have shown that you

can use Present, Past ad Future Tenses with accuracy and that you can speak with

confidence and good pronunciation. You know how to give opinion and justify them.’

Buena Suerte = Good luck!

Y8 – Listos 1 Chapter 4, 5 and 6 Revision

Guide

Writing practice

As it has been a while since we have covered chapters 4, 5 and 6 from Listos 1, you

need to make sure you are familiar with the material below before your end of year

examination and more importantly before starting Year 9. This sheet will help you

prepare for your writing examination. You will be expected to write about anything

covered in Chapters 4, 5 and 6 as showed below. These answers are just model to help

you. Please do not copy them but adapt them for yourself. You can write longer

answers as you now have sufficient vocabulary to do so.

In your writing examination, we will give you the choice between two tasks (taken

from Modules 4, 5 or 6) and you will have to write around 100/150 words.

Remember, to get a level 6a in your Writing assessment, you will need to: - Include a variety of vocabulary (avoid repetitions such as ‘I play football with my friends, I play rugby with my friends, I am going to pay rugby, I played rugby’) - Include a variety of subject pronouns. Try to not always say ‘I’ but use other pronouns such as ‘he, she, they we etc’. You can talk about what your mom, dad, brother, friends, etc do/did etc… - Always try to add extra details. Think about where/when/who with/at what time/description of the place or person etc

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- You will have to show that you can use the Present, Immediate future (next week end) and Preterit (last week end) together and accurately in order to get a level 6. (2 verb tenses = Level 5, 1 verb tense = 4). - Try to link your sentences together using connectives such as the ones listed at the end of this document. - Use as many different adjectives as possible and remember that their endings have to agree with the word they describe: una mesa negra/ los libros blancos etc… - Try to include some negative forms as well (no, nunca, nada) - Include as much opinion as possible and always justify them (me gusta jugar al baloncesto porque me gusta jugar con mis amigos y es divertido) - Be creative and try to say something that we have never taught you but that you found in the Spanish magazines from the library or from the list of our favourite websites on weebly (www.bsakspanish.weebly.com) - Have fun! You do not have to say the truth. You can say that you live in a big mansion with 50 rooms for example. You can also say that you went to Paris on your private jet last week end etc!

Buena Suerte

☺☺☺☺ Habla de tu casa – Talk about your home

1. ¿Dónde vives? (Where do you

live?)

2. Describe tu casa. Incluye – la

planta/ número de

habitaciones/ tipo de

habitaciones en casa. (Describe your house. Include

floor/number of rooms/ type of

rooms in the house.)

3. ¿Cómo es tu dormitorio?

(What is your bedroom like?)

Vivo en una casa adosada en el

barrio de Abu Dhabi que se llama

Khalifa City. Vivo en un piso en un

bloque antiguo. (I live in a semi-

detached house in a neighbourhood of

Abu Dhabi called Khalifa City. I live in

a flat in an old block of flats.)

Mi piso está en la primera planta y

es bastante grande. Tiene tres

dormitorios, una cocina y un salon

donde podemos ver la television. Además, en mi piso hay un cuarto de

baño y un jardín muy bonito. ( My

flat is on the 1st floor and is quite big.

It has three bedrooms, a kitchen and a

living room where we can watch

television. Furthermore, in my flat

there is a bathroom and a very pretty

garden.) Mi dormitorio está en la primera

planta y es bastante pequeño. En mi

dormitorio tengo una cama y una

mesa donde tengo mi ordenador. (My

bedroom is on the first floor and is

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4. ¿Te gusta tu dormitorio? (Do

you like your bedroom?)

5. ¿Ayudas en casa? (Do you help at home?)

6. Háblame de tu rutina por la

mañana. (Talk about your

morning routine.)

7. Háblame de tu rutina por la

tarde.

quite small. In my bedroom I have a

bed and a table where I have a computer.)

Me gusta mucho mi dormitorio porque

tengo posters en las paredes y mis

cortinas y la alfombra son de color

rosa. (I like my bedroom a lot because

I have posters on the walls and my

curtains and the carpet are pink.)

Pongo la mesa todos los días y los sábados paso la aspiradora. Sin

embargo, este fin de semana voy a

planchar mi uniforme y voy a lavar el

coche. (I set the table every day and

on Saturdays I hoover. However, this

weekend I am going to iron my uniform

and I am going to wash the car. )

Por la mañana, normalmente me

levanto a las seis, me ducho,

desayuno, me visto y voy al

colegio. (In the morning, usually I

get up at 6, I get dressed and I go

to school.)

Por la tarde, después de colegio

meriendo a las cuatro, hago mis

deberes y ceno a las siete con mi

familia. Me acuesto a las nueve.

(In the afternoon, after school I

have a snack at 4, I do my

homework and I have dinner with

my family. I go to bed at 9.)

Habla de tu ciudad

1. ¿Dónde vives en un pueblo o

una ciudad? ¿Cómo se

llama? ¿Dónde está

exactamente? (Where do you live – a town or a city?

What is it called? Where exactly is it?

1. Vivo en Abu Dhabi que es la

capital de Los Emiratos

Arabes Unidos. Vivo en un

barrio que se llama Khalifa

City y está en el desierto (I live in AD, the capital of the UAE.

I live in an area which is called

Khalifa City and it is in the desert)

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2. ¿Cómo es tu barrio? (What is

your area/ neighbourhood like?)

3. ¿Te gusta tu barrio? ¿Por

qué sí/no? (Do you like your neighbourhood?)

4. ¿Qué hay que ver y hacer

en tu ciudad? (What is there to

see and do in your city?)

5. ¿Qué tiempo hace en tu

ciudad? (What is the weather

like in your city?)

6. ¿Dónde te gustaría vivir en

el futuro y por qué? (Where

would you like to live in the future

and why?)

2. Mi barrio es muy tranquilo y moderno y limpio. Me gusta

mucho (My neighbourhood is very quiet modern and clean. I like it

alot) 3. No me gusta mucho mi barrio

porque es industrial y ruidoso,

aunque tenga muchas tiendas. (I don’t like my neighbourhood a lot because it is industrial and

noisy although it has many shops.)

4. Hay mucho que hacer en mi ciudad. Hay muchas tiendas,

también, tiene muchos

monumentos importantes y hay

varios parques y esta en la

costa. (There is a lot to do in my city. There are lots of shops; it

also has many important

monuments and it is on the coast.)

5. Hace calor y sol todo el año

en AD. En el verano hace

demasiado calor y es muy humido, pero el resto del año

hace muy bien tiempo. (It is

hot and sunny all year round in

AD. In the summer it is too hot

and it is very humid, but the

rest of the year it has lovely

weather.)

6. En el futuro me gustaría vivir

en Barcelona porque es bonita

y tiene la playa. (In the future I’d like t olive in Barcelona because

it is pretty and it has a beach.)

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Habla de tu tiempo libre

1. ¿Qué deporte practicas? (What sport do you do?)

2. ¿Qué te gusta hacer en tu

tiempo libre? (What do you like

to do in your free time?)

3. ¿Ayudas en casa? (Do you help at home?

4. ¿Qué vas a hacer este fin

de semana? (What are you going

to do this weekend?)

1. Practico muchos deportes. En mi colegio juego al baloncesto dos

veces a la semana. Además,

practico la natación con mi

hermana los jueves. (I practise many sports. In school I play

basketball twice a week. Furthermore,

I practise swimming with my sister on

Thursdays.) 2. En mi tiempo libre me gusta jugar

con los videojuegos y salir con mis

amigos. No me gusta nada cantar

y odio bailar. (In my free time, I like to play video games and go out with my

friends. I don’t like to sing and I hate

dancing.) 3. Normalmente saco la basura y

pongo la mesa todos los días. Sin

embargo este fin de semana voy a limpiar mi dormitorio y voy a planchar mi uniforme. (Usually I take the rubbish out and set the table

every day. However, this weekend I am

going to prepare food and iron my

uniform.) 4. Este fin de semana voy a ir de

compras con mis amigos el viernes

por la mañana y voy a escuchar

música por la tarde. El sabado por la mañana, voy a hacer mis

deberes, pero por la tarde voy a

ir al cine. El sabado por la noche

voy a jugar a las cartas con mi

familia. (This weekend I am going to go shopping with my friends on Friday

morning and I am going to listen to

music in the afternoon. On Saturday

morning, I am going to do my homework

but I am going to go to the cinema in

the afternoon. On Saturday evening, I

am going to play cards with my family.)

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Habla del fin de semana pasado.

1. ¿Qué hiciste el fin de

semana pasado? (What did you

do last week end?)

2. ¿Qué tal lo pasaste? (How

was it)

1- El fin de semana pasado, fui a Dubai con mi familia. El

viernes, visité Burj Khalifa con

mis padres y me gustó mucho.

Después, fuimos de compras al

más grande centro comercial

de los Emiratos Arabes

Unidos. Compré una camisa

roja y mi hermano y yo comimos en un restaurante de

comida rapida. Comí una

hamburguesa y bebí un coca.

Por la tarde, fuimos a la playa

donde nadé en el mar. Fue

muy divertido.(Last week end, I went to Dubai with my family. On

Friday, I visited Burj Khalifa with

my parents and I liked it a lot.

After, we went to the biggest

shopping mall in the UAE. I bought

a red shirt and my borther and I

ate at a fast food. I ate a burger

and I drank a coke. In the

afternoon, we went to the beach

where I swam. It was fun) 2- Me lo pasé bomba porque me

gusta pasar tiempo con mi

familia e ir de compras es mi

pasión. (I had a great time because I like to spend time with

my family and shopping is my

passion.)

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CONNECTIVES IN SPANISH

Adding

y : and

también : also, as well

además : furthermore

Cause and Effect

porque : because

así que : so

por lo tanto : therefore

por consiguiente : consequently

a causa de : because of

por eso : because of this

Sequencing

primero : first

entonces : then

después : after(wards)

más tarde : later

finalmente : finally

en primer lugar :firstly

en segundo lugar : secondly

luego : then

por fin : finally

en seguida :

pues : then

Qualifying

sin embargo : however

no obstante : however

pero : but

aunque : although

aparte de : apart from

si : if

cada vez que : whenever

mientras que : whilst

puesto que : since/as

Emphasising

sobre todo : above all

especialmente : especially

en particular : in particular

claro : of course

sin falta : without fail

Illustrating

por ejemplo : for example

como : as/like

Comparing

como : like

igualmente : likewise

Contrasting

mientras : whereas

en vez de : instead of

por una parte : on one hand

por otra parte : on the other hand

salvo que : except that

21

CONNECTIVES IN SPANISH

Adding

y : and

también : also, as well

además : furthermore

Cause and Effect

porque : because

así que : so

por lo tanto : therefore

por consiguiente : consequently

a causa de : because of

por eso : because of this

Sequencing

primero : first

entonces : then

después : after(wards)

más tarde : later

finalmente : finally

en primer lugar :firstly

en segundo lugar : secondly

luego : then

por fin : finally

en seguida :

pues : then

Qualifying

sin embargo : however

no obstante : however

pero : but

aunque : although

aparte de : apart from

si : if

cada vez que : whenever

mientras que : whilst

puesto que : since/as

Emphasising

sobre todo : above all

especialmente : especially

en particular : in particular

claro : of course

sin falta : without fail

Illustrating

por ejemplo : for example

como : as/like

Comparing

como : like

igualmente : likewise

Contrasting

mientras : whereas

en vez de : instead of

por una parte : on one hand

por otra parte : on the other hand

salvo que : except that

22

Useful websites evision - Year 8

http://www.languagesonline.org.uk/ (Click on Español – left handside)

Caminos Book 1 –

Caminos 1 Unidad 4 (ALL)

Caminos 1 Unidad 6 (Nueva Edición) (ALL)




Caminos Book 2


Vocabulary Units

Mi Familia - Family

El Tiempo - The Weather

Los Deportes - Sports

Las preguntas – questions words

Grammar Units

The Present Tense (ALL)

The Present Tense 2 (El presente regular e irregular) (ALL)

The immediate Future

The Preterit

http://www.ngfl-cymru.org.uk/

Click on English, Then Teaching resources, then Key Stage 3, then Spanish. Mi Tiempo Libre (ALL)

Que haces en tu tiempo libre? (ALL)

Mi pueblo y me region (ALL)

Mi casa (ALL)

Mi pueblo (ALL)

www.linguascope.com

Username: BSAK

Password: You should have it in your exercise book, ask your teacher if not sure

Go to Beginner and go through all the activities from:

- Yo y mi familia: donde vivo

- mi mundo: mi casa/el tiempo/mi habitación/ en la ciudad

- la vida cotidiana: mi día típico

- el ocio: all

http://www.spanishrevision.co.uk/ks3/listos1/index.htm Excellent website, based on your textbook

23

SCIENCE

Studying Disease

Learning checklist

Level 4

I can name three ways diseases are spread. �

I know that infectious diseases are caused by microbes. �

I know two ways the body fights off infection. �

I know one example of biological warfare. �

Level 5

I know that the types of microbes that cause disease are bacteria, viruses and fungi. �

I know two examples of viral and two of bacterial disease. �

I can explain how one disease is spread and the symptoms it has. �

I know that disinfectants kill microbes. �

I can explain how to use an agar plate to show how effective disinfectants are. �

Level 6

I know the infection cycle explains how microbes cause disease. �

I can explain the difference between infection and symptoms. �

I know how white blood cells prevent disease. �

I know the role of antibodies. �

I know the difference between disinfectants and antiseptics. �

Level 7

I can explain how vaccines work. �

I can explain the case for and against the use of vaccines. �

I can explain how to find out which strength of disinfectant is not effective against bacteria. �

I can explain the evidence to support the germ theory for disease. �

I can use the immune response model to explain how allergies are caused, how vaccines work

and why some people never catch a disease. �

My Targets.

24

Key Words/Facts:

25

Atoms, Elements and Compounds

Learning checklist

Level 4

I know how many elements there are. �

I know that atoms can join up. �

I can describe the differences between solids, liquids and gases. �

I know that the Periodic Table displays the elements. �

I know that we use special symbols for the elements. �

Level 5

I know the difference between atoms and molecules. �

I know some examples of common chemical symbols. �

I know some differences between metals and non-metals. �

I can correctly use the words brittle, malleable and ductile. �

I know that the Periodic Table shows patterns of elements. �

I know how compounds and mixtures are different. �

I can recognise some chemical symbols. �

Level 6

I know some examples of molecules. �

I can identify elements as metals or non-metals. �

I can use the Periodic Table to classify elements. �

I can distinguish between compounds and mixtures by their properties. �

I can write chemical symbols from names. �

Level 7

I can count the atoms in the formula of a molecule. �

I know the characteristic properties of metals and non-metals. �

I know the symbols of many common elements. �

I know that there is a gradation in properties in the Periodic Table. �

I know in what ways the properties of mixtures differ from those of compounds. �

I can understand how to use word equations. �

I can convert word equations into symbol equations. �

I can calculate and explain mass changes in reactions. �

I can predict whether the mass will increase or decrease in a particular chemical reaction. �

26

My Targets.

Key Words/Facts:

27

Sound and Heat

Learning checklist

Level 4

I know that sounds are made by vibrating objects. �

I know that sound becomes fainter further away from the source because energy dissipates

or spreads out. �

I know that sounds travel at different speeds in solids, liquids and gases. �

I can give some examples of common temperatures on the Celsius scale. �

Level 5

I know how to calculate the speed of sound. �

I know what an echo is and I can explain what causes it. �

I can describe how insulators can reduce heat loss. �

I can describe conduction, convection and radiation. �

Level 6

I know the difference between a compression and rarefaction. �

I can give some uses of an ultrasound. �

I can describe how temperature difference leads to a flow of energy. �

I can use the particle model to explain conduction and convection. �

Level 7

I can use a model ear to describe some possible causes of hearing impairment. �

I can use my ideas about heat transfer to explain the use of conductors and insulators in

a range of situations. �

I can use my ideas about energy to explain heat transfer by radiation. �

I can explain using ideas about energy transfer, the dissipation of heat and sound during

transfer processes. �

My Targets.

28

Key Words/Facts:

29

Chemical Patterns

Learning checklist

Level 4

I know that some groups of metals have special names. �

I know that iron rusts. �

I know that acids react with metals. �

I know that gold is unreactive. �

I know what ‘concentrated’ and ‘dilute’ mean. �

Level 5

I know how the alkali metals react with water. �

I know that rusting is an example of corrosion. �

I know that metals react at different rates with acids. �

I know why gold is chosen to make jewellery and coins. �

I know how to vary the concentration of an acid. �

I know that the Earth’s supply of metals is limited. �

Level 6

I know the reactivity trend for the alkali metals. �

I know that reactivity is linked to rate of corrosion. �

I can draw up a reactivity series of metals. �

I can decide which metal to use based on reactivity. �

I can predict the outcomes of displacement reactions. �

I can write and interpret word equations. �

Level 7

I can predict the reactivity of the alkali metals from data. �

I can understand how to prevent metals corroding. �

I can interpret the behaviour of metals in terms of the reactivity series. �

I can understand the importance of gold in archaeology. �

I can write symbol equations for displacement reactions. �

I can assess the importance of recycling in the conservation of metals. �

I can use both scientific and economic data to decide on how best to use metals. �

I can interpret formulae and equations in terms of the numbers of bonds used by the

particles involved. �

My Targets.

30

Key Words/Facts:

31

Pressure, Forces and Moments

Learning checklist Level 4

I can measure the size of a force and use the right units. �

I can compare the speeds of different things. �

I can describe what speed means scientifically and use the correct units. �

I can use the relationship between speed, distance and time. �

Level 5

I know some key facts about pressure. �

I can describe how to lower pressure by spreading a force out over a larger area and how to increase

pressure by concentrating a force. �

I can describe situations where forces are balanced or unbalanced. �

I know that if the forces on an object are balanced, then it moves at a constant speed. �

Level 6

I can describe how to balance a see-saw. �

I can describe what happens to the turning effect of a force using a longer lever. �

I understand the idea of moments to explain how things balance. �

I can describe how pressure works in gases. �

Level 7

I can calculate pressure using an equation. �

I can use the relationship between pressure, force and area in different situations. �

I can apply the law of moments to explain situations. �

I know that if an object’s speed changes, then the forces acting on it must be unbalanced. �

I know what acceleration is. �

I can draw distance–time graphs and interpret them correctly. �

I can use the equation for speed in calculations and I can convert different units. �

I can explain how turning forces are used in levers. �

My Targets.

32

Key Words/Facts:

33

Variation

Learning checklist

Level 4

I can give examples of variation that is caused by the environment. �

I can give examples of variation that are inherited. �

Level 5

I know the nucleus contains the genetic information. �

I know the cause of variation is due to environmental and inherited factors and the

interactions between them. �

I can explain how a fertilised egg inherits information. �

Level 6

I can explain the difference between the nucleus, chromosomes, DNA and genes. �

I can explain what a clone is. �

I can explain how artificial selection is carried out. �

I can use data from identical twins to identify which features are inherited and which

features are caused by the environment. �

I know the difference between reliability and accuracy when taking measurements. �

Level 7

I can explain why problems are caused by inbreeding, for example in pedigree dogs. �

I know the difference between accuracy and precision when taking measurements. �

Level 8

I can explain the ethical factors associated with genetics and provide reasoned arguments. �

I can use data to predict a range of outcomes. �

My Targets.

34

Key Words/Facts:

35

Energy Transfers (Light and Electricity)

Learning checklist Level 4

I can describe how light is reflected at plane (flat) surfaces. �

I know that filters and coloured objects absorb some colours (and transmit or reflect others). �

I know that light travels from light sources to our eyes so we can see them. �

I know that most insects have compound eyes. �

I can explain how shadows form. �

I know that light travels much faster than sound. �

I can use the terms current, voltage and resistance in my explanations. �

I know how to measure the current in a circuit. �

Level 5

I can describe how light is refracted at plane (flat) surfaces. �

I can describe how a prism affects white light. �

I can describe what effect coloured filters and coloured light have on coloured objects. �

I can give two examples of how colour is useful in everyday life. �

I know that we see objects’ reflected light. �

I know the main parts of the eye and can label them on a diagram. �

I can explain two ways of changing the size of a shadow. �

I can describe how curved mirrors work. �

I can describe what electrical resistance is. �

I know what affects the resistance in a circuit. �

Level 6

I can recognise refraction and dispersion and I can give examples of each. �

I can explain how the eye works. �

I can demonstrate the Law of reflection at plane (flat) surfaces. �

I can describe total internal reflection. �

I know the relationship between the resistance of a component and the current it allows to flow. �

Level 7

I can explain why coloured objects look different in coloured lights. �

I know how convex lenses and concave lenses work. �

I know that how much light refracts depends on its colour. �

I can explain the behaviour of circuits using a charge flow model. �

Level 8

I can describe the different parts of the electromagnetic spectrum. �

My Targets.

36

Key Words/Facts:

37

Studying diseases http://www.bbc.co.uk/schools/ks3bitesize/science/organisms_behaviour_health/disease/re

vise1.shtml

Some useful KS4 material to extend your learning http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/keepinghealthy/defendingagainstin

fectionrev1.shtml

Test yourself http://www.bbc.co.uk/apps/ifl/schools/ks3bitesize/science/quizengine?quiz=disease&templ

ateStyle=science

Sound and Heat

http://wps.pearsoned.com.au/sf1/21/5549/1420763.cw/index.html

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/heatingrev1.sht

ml

http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/heatingact.shtm

l

Atoms, Elements and Compounds

http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/atoms_ele

ments/revise1.shtml

http://www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compound

s_mixtures/revise1.shtml


Test yourself http://wps.pearsoned.com.au/sf2/29/7673/1964314.cw/index.html

http://www.bbc.co.uk/apps/ifl/schools/ks3bitesize/science/quizengine?quiz=atoms&templa

teStyle=science

http://www.bbc.co.uk/apps/ifl/schools/ks3bitesize/science/quizengine?quiz=compounds&t

emplateStyle=science

38

Chemical Patterns

Extension material http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/periodic_table/group

1rev1.shtml (Pages 1-3 only) http://lgfl.skoool.co.uk/content/keystage3/chemistry/pc/learningsteps/MTLLC/launch.html

http://lgfl.skoool.co.uk/content/keystage3/chemistry/pc/learningsteps/NMTLC/launch.html

http://lgfl.skoool.co.uk/content/keystage3/Chemistry/pc/learnPathLessons/QW8/frameset.

htm

Pressure, Forces and Moments

http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/forces/revise1.

shtml

http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/learningsteps/PIVLC/launch.html

http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/learningsteps/CMOLC/launch.html

http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/learningsteps/CAWLC/launch.html

http://www.media.pearson.com.au/schools/cw/au_sch_whalley_sf3_1/dnd/8_3_6.html

http://www.freezeray.com/flashFiles/balancedBeam.htm

http://www.freezeray.com/flashFiles/balance.htm

Test yourself http://www.docbrown.info/ks3physics/9LmcHP6.htm

39

Energy transfers (Light and electricity)

http://freezeray.com/physics.htm


http://www.media.pearson.com.au/schools/cw/au_sch_whalley_sf1_1/int/5_shadow.html

http://www.media.pearson.com.au/schools/cw/au_sch_whalley_sf1_1/int/reflect.html

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/visiblelight_solarsystem/telesc

opesrev1.shtml (page 1 only)

http://www.echalk.co.uk/Science/physics/circuitBuilder/circuitBuilder.html

http://www.media.pearson.com.au/schools/cw/au_sch_whalley_sf2_1/int/circuits.html

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electromagnetic_spec

http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/energy_home/2_

cooking_with_waves1.shtml

Quiz http://wps.pearsoned.com.au/sf1/21/5549/1420763.cw/index.html


Variation http://www.bbc.co.uk/bitesize/ks3/science/organisms_behaviour_health/variation_classifica

tion/revision/1/

http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/celldivision/inherita

nceact.shtml

40

GEOGRAPHY

Below are a list of learning criteria you will be taught in each unit. You will be asked by your

teacher to complete a personal self assessment of your own knowledge, skills and understanding

of the unit at different times in the year. When asked to do this, colour code how well you understand each statement by colouring the boxes next to each

statement:

green= I understand everything

orange= I need revision

red= I need teacher help

Date of

assessment

Learning Criteria

Year 8 Angry Earth

1. To describe the global distribution of earthquakes and volcanoes

2. To identify the characteristics of the 4 layers that make up the earth (inner

core, outer core, mantle and crust)

3. To describe convergent, divergent and conservative plate boundary

movements

4. To understand what happens at convergent, divergent and conservative

plate boundaries using annotated diagrams

5. To locate the epicentre and focus of an earthquake

6. To know the structure of a volcano (vent, magma chamber, crater,

secondary cone, lava, pyroclastic flow)

7. To draw a cross-section through a hotspot and explain its formation

8. To describe the causes and effects of the volcanic eruption in Montserrat

9. To describe the causes and effects of the Sendai earthquake in Japan

10. To know how predicting, planning and preparing for volcanic eruptions

and earthquakes can help reduce risk and damage

11. To understand why people still choose to live in areas of tectonic activity

41

Date of

assessment

Learning Criteria

Year 8 - China

Understand why China, America and Russia are recognised with superpower

status and how they achieved this

Locate the human features of China such as the capital Beijing and the cities

Shanghai, Hong Kong, Harbin and Chongqing

Locate physical features such as the rivers Yellow, Yangtze and Xi; the plains of

Huabei and Dongbei; the Tibetan Plateau and Gobi Desert

Recognise how the 1.3 billion inhabitants of China are distributed

Understand why the population in China is distributed this way

Understand why the One-Child Policy was needed in China and how the

government went about enforcing it

Know the impact of the One-Child Policy on the people of China

Enquire about the cultural, socio-economic and environmental characteristics

of Beijing, understanding what it is like to live in the capital city

Know how China is linked with other countries in the world

Recognize the negative and positive impact of China’s development

Understand how China’s economy is likely to change in the future

Understand the concept of sustainability and why developments in China need

to become more sustainable

To know the advantages and disadvantages of the Three Gorges Dam project

To understand the impact China is having in some of the countries of Africa

42

Date of

assessment

Learning Criteria

Year 8 – Weather and Climate

1. I can explain the difference between weather and climate.

2. I can explain how latitude, distance from the sea, prevailing wind, altitude and ocean

currents influence climate.

3. I can carry out an enquiry to find out the different factors which affect the school

microclimate.

4. I can describe the different air masses which affect the UK and I can describe the

effect of severe weather in the UK.

5. I understand the most common weather symbols used in a weather forecast and I

can identify a warm, cold and occluded front associated with a low-pressure

system

6. I recognize what information needs to be included in a weather forecast and why

the information is not always accurate.

7. I can describe clouds at different heights including sirrus, cumulus and stratus.

8. I know the water cycle store, transfers and processes including evaporation,

condensation and precipitation

9. I can explain how relief, convection and frontal rainfall form and I understand

what happens during a flood.

10. I know what a climate graph is and I can produce one with blue precipitation bars

and a red temperature line.

11. I can describe the type of weather linked with low pressure

12. I can describe the type of weather linked with high pressure

13. I know some of the ways to measure the different aspects of the weather

including precipitation, temperature, wind direction, wind strength, visibility, cloud

type, cloud cover, humidity, air pressure and how they’re measured.

43

Date of

assessment

Learning Criteria

Year 8 Population and Migration

Know the meaning of the terms population structure, population pyramid, birth rate, death rate,

natural increase, life expectancy, infant mortality, ageing population and youthful population

Construct a line graph to show how global population has changed over the last 1000 years

Predict how the global population is likely to change in the next 50 years and where the greatest

growth will be

Describe the global distribution of population and offer ideas as to why some places are sparsely

populated and other places are densely populated at a national and international scale

Calculate the difference between death rate and birth rate in order to determine population

growth or decline

Use Gapminder as a tool to graph, map and understand the difference in population, literacy rates,

life expectancy and GDP of different countries

Understand the social, economic, environmental and political factors that cause death rates to vary

Recognise how population pyramids vary in shape, dependent on the age and gender structure of a

country’s population

Compare the shape of population pyramids for HICs and LICs, referring to birth and death rates, life

expectancy and the size of the dependent population

Recognise the push and pull factors which cause migration to take place

Understand why people move from rural to urban places and from one country to another, be it as

an economic migrant, refugee or environmental migrant

Recognise where in the world the most rapid migration is taking place and the impacts this is

having

Identify the costs and benefits of migration for the donor and recipient countries

Describe the path a migrant might take from Mexico to the Unites States of America and

understand that the journey is not easy

Documents

Exam Week 2014 - BSAK YEAR 8