Organiser 2020-21 Knowledge · 2020. 9. 8. · Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 4 Myths and Legends: Mythical Plants Art MYTHICAL PLANTS Flowers are not merely

2020-21

Cycle One

Year 9

Knowledge Organiser

Knowledge Homework Year 9 Autumn 2020 Cycle One | Page 2

Intro

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Don’t just copy material from the knowledge organiser into your book. This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

If you find the cover–write–check method too simple, try one of the following strategies:

a) Practice paragraphs / exam questions – use the key information on your knowledge organiser to write a paragraph response to the topic. This will show that you can use key vocabulary in context.

b) Revision clock – draw a clock and add the topic in the middle. Break the clock face into 10 minute sections. Add notes from the knowledge organiser in each section. Cover the clock and recite the information aloud.

c) Transformative tasks – take the information from the knowledge organiser and present it in a different format: e.g. a newspaper report, a page from a text book, a comic strip, a set of quiz questions (make sure that you include the answers).

d) Additional research – Complete your own research into the topic set on your knowledge organiser. Present this new information in your homework book.

e) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

f) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy, correct in green pen and then repeat.

Self-QuizzingWhy should I self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz, and how often?Research shows that regular testing improves knowledge retention; in order to learn the information in your knowledge organiser, you will need to work with it more than once! If a subject sets homework more than once per week, it is highly likely that they will ask you to work with the same information on both nights – this is so that you learn it more effectively. There are many different ways to learn the material in your knowledge organiser.

You could:

Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right; correct any mistakes and fill in any missing information in your green pen. Repeat this process at least twice to fill your page. You could also include content from the previous week’s homework – especially if there were some parts you struggled with.

Knowledge Homework Year 9 Autumn 2020 Cycle One | Page 3

Intro

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Week B Subject 1 Subject 2 Subject 3

Monday English MFL Science

Tuesday PE Maths (Sparx) DT

Wednesday Geography History Art

Thursday Science English Music

Friday Maths (Sparx) Maths (Sparx) MFL

Week A Subject 1 Subject 2 Subject 3

Monday English Food Science

Tuesday Tier 2 vocab Maths (Sparx) LTTF

Wednesday Geography History Drama

Thursday Science English Computing

Friday Maths (Sparx) Maths (Sparx) MFL

Week commencing Week Section of KO to work from

7th Sept B Week 1

14th Sept A Week 2

21st Sept B Week 3

28th Sept A Week 4

5th Oct B Week 5

12th Oct A Week 6

19th Oct B Week 7

9th Nov A Week 8

Week commencing Week Section of KO to work from

16th Nov B Week 9

23rd Nov A Week 10

30th Nov B Assessment week: revise for assessments

7th Dec ASuper-teaching week: teachers will set homework linked to knowledge gaps identified in assessments

14th Dec BSuper-teaching week: teachers will set homework linked to knowledge gaps identified in assessments

How should I present my work?Please remember that the same rules apply to the presentation of your homework as apply for your class work: dates and titles (which should be the name of the subject) need to be underlined with a ruler and you should present your work as neatly as you are able to.

If you are self-quizzing correctly, there should be evidence of green pen on your page. Here are some examples of how to set out your work:

Homework Schedules

Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 4

Art

Myths and Legends: Mythical Plants

MYTHICAL PLANTS Flowers are not merely a beautiful creation of Mother Nature and symbolic of love, passion and youth, but, are also deeply associated with many legends and myths. In some cultures, flowers, such as roses, are considered a representation of love and romance, while, in others, flowers like wolf’s-bane are considered to be powerful deterrents for vampires and werewolves. A tender flower bud represents youth, while, a flower that is wilting is representative of loss and sorrow. Even the shades of flowers carry different connotations, like, red flowers are symbolical of energy and blood. White blooms are symbolic of purity. KEY WORDS: Myths, Ancient Greek Mythology, Goddess, Plant lore, Flora, Floral

SUNFLOWER In Greek mythology, the sunflower’s nemesis is Clytie, a water nymph who was also a Babylonian princess in other folklore. She fell in love with the Sun God Apollo, who, soon got bored with her. Clytie remained in love with Apollo. Legend has it that Clytie, in order to watch the god, would turn her head slowly like the sunflower, every time Apollo rode his sun chariot. This continued for until finally the gods turned her into a sunflower.

NARCISSUSAccording to an old myth from the ancient land of Greece, Narcissus was not a flower to begin with. He was a very handsome young man who was in love with himself. Narcissus lacked emotions and was unsympathetic towards everyone. His rude behaviour earned him god's wrath and was cursed to fall in love with his own reflection. The Goddess Nemesis led Narcissus to a pool where he fell in love with his own reflection. At the spot where Narcissus fell head over heels in love with himself, grew the Narcissus flower named by the nymphs.

ANEMONE This mythical flower has a deep association with ancient Greek myths. According to Greek mythology, red anemone was the flower that was born with the death of Adonis. Legend has it that Adonis was loved by Persephone as well as Aphrodite and other Greek goddesses. He was stabbed by a wounded boar’s tusks when he went hunting one day. Hearing his cries, Aphrodite rushed to save him and saw him bleeding profusely till he died. At the spot where his blood drops fell, there grew red anemone flowers.

WOLFSBANEWolfs-bane was considered a poisonous plant that deterred werewolves, and was known to kill the vicious creatures with its deadly poison. According to folklore, this plant was used as a repellent against werewolves by people. If smelled or eaten, it had the power to kill a werewolf. According to myths, this plant was believed to have powers that worked against vampires.

ART AND DESIGN WEEK 3 & 4

TASKS AND STEPS FOR SUCCESS1. Take two photoshoots of flowers

outside in different locations. (10 –15 photos)

2. Try out different compositions, lighting, close ups and angles.

3. Look for texture, colour, shape and symmetry in your shots.

4. At the end of your photoshoot write up a paragraph that describes what you did, why you did it and two of your favourite shots in terms of colour, shape, detail, texture and angles.

WEEK 1 & 2TASKS AND STEPS FOR SUCCESS1. Research and create a mind map

of Mythical Flowers. 2. Mind map names of flowers found

in myths and their symbolic significance, colour and uses. Fill the entire page adding drawings of flowers in coloured pencils, biro, fine liner, graphite.

3. Use this website to discover morehttps://www.theoi.com/Flora1.html

Echo and Narcissus 1903


Art

Basic shapes

Accurate shapes Detail Shade

GRAPHITE PENCILS Use an extensive range of pencils in different grades of hardness for sketching, graphic design and shading work. The 16 different grades of hardness range from a delicate grey hue to a deep graphite black, and offer artists a wide range of possibilities of tone.

Pencil The basic tool for drawing, can be used for linear work or shading

Biro Drawing can be completed in biro and shaded using hatching or cross hatching

Pastel –chalk/oil

Oil and chalk pastels can be used to blend colours smoothly, chalk pastels give a lighter effect

Coloured Pencil

Coloured pencil can be layered to blend colours some are water soluble (watercolour pencils)

Acrylic Paint A thick heavy paint that can be used smoothly or to create texture

Watercolour A solid or liquid paint that is to be used watered down and layered

Mixed Media

A variety of media used in a work of art. Collage, Assemblage

Spray paint Spray painting is a technique where a device sprays a coating of one colour through the air onto a surface.

Myths and Legends: Mythical Plants

WEEK 5 & 6TASKS AND STEPS FOR SUCCESS

1. Copy 2 photographs from your flower photoshoot to create drawings of flowers on 2 x A4 paper.

2. Revise the methods and stages of recording/drawing/shading to help you. 3. Practice tonal shading with a range of graphite pencils to achieve quality drawing and

shading. (Alternatively, vary pressure if using just a standard HB pencil).4. Extension work: Try out drawings from photos in another media e.g. Coloured pencil or

paint.

WEEK 7 & 8 TASKS AND STEPS FOR SUCCESS1. Copy 2 photographs from your flower

shoot to create drawings of flowers on A4 paper using black biro or fine liner pen.

2. Practice the methods of creating tone with hatching techniques.

WEEK 9 & 10 TASKS AND STEPS FOR SUCCESS1. Research methods of creating mixed media art

work. E.g. Fine liner pattern with watercolour paint & pencil.

2. Practice combining 2 or more mediums together to create an image inspired by a photograph you took or a previous drawing you made.

3. Mixed media collage is an art form which involves combining different materials like different coloured/ textured paper, ribbons, newspaper clippings, photographs etc. to create a new whole.

Fine liner Pen Biro/Watercolour Mixed Media Mixed Media

Media Types

Hatching


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Week 2 Week 4 Week 6Architecture of the CPU

Answer the Following Exam Style Question in your

Homework Book – You will DIRT this next lesson.

[OCR GCSE CS May 2018 Paper 1 Q4a]

Alice has designed a computer using Von Neumann architecture.

Describe the purpose of two registers that are used by Von Neumann

architecture.(4 marks)

Hint – 4 Marks – 1 Mark for Identification, 1 Mark for description of each register

CPU performance

Watch the Following Video and make notes (Cornell Style) in your

Homework Book(All Links and Guide on your Google Classroom)

1.1 The common characteristics of CPUs 7:22

https://www.youtube.com/watch?v=pZs_jfoxNLA

1.1 Embedded systems 2:48https://www.youtube.com/watch?v=WR24

2RfnsIo

Embedded Systems

Answer the Following Exam Style Question in your Homework Book – You will DIRT this

next lesson.

[OCR GCSE CS Sample Paper 1 Q3c]

Gareth has a satellite navigation system (Sat Nav) in his car that uses RAM and

ROM.Identify three devices, other than a Sat Nav, that contain embedded systems.

(3 marks)

Primary Storage - RAM & ROM

Watch the Following Videos and make notes (Cornell Style) in your


1.2 The need for primary storage 4:07https://www.youtube.com/watch?v=dhQO

kkZXu5w1.2 RAM & ROM 4:01

https://www.youtube.com/watch?v=Q2pzT6oYPWg

1.2 Virtual memory 2:25https://www.youtube.com/watch?v=M31S

S70Od08(Continued on next page)

Architecture of the CPU

Watch the Following Videos and make notes (Cornell Style) in your

Homework Book(All Links and Guide on your Google

Classroom)

1.1 The purpose of the CPU - The fetch-execute cycle 3:52

https://www.youtube.com/watch?v=7Up7DIPkTzo

1.1 Common CPU components and their function 3:00

https://www.youtube.com/watch?v=NoEf2soSmnE

1.1 Von Neumann architecture 13:49https://www.youtube.com/watch?v=XX

O3jmPPTt4

CPU

Central Processing Unit: “The main part of the computer (the brain), consisting of the registers, ALU and control unit.”

Fetch-execute cycle

“The complete process of retrieving an instruction from store, decoding it and carrying it out. Also known as the instruction cycle.”

ALU

Arithmetic Logic Unit: “Performs calculations e.g. x = 2 + 3 and logical comparisons e.g. IF x > 3 in the CPU.”

CU

Control Unit: “Decodes instructions. Sends signals to control how data moves around the CPU.”

Cache

“Memory in the processor providing fast access to frequently used instructions and data.”

Register

“Tiny areas of extremely fast memory located in the CPU normally designed for a specific purpose, where data or control information is stored temporarily e.g. the MAR, MDR etc.”

Von Neumann architecture

“Traditional computer architecture that forms the basis of most digital computer systems. Instructions are fetched, decoded and executed one at a time.”

MAR

Memory Address Register: “Holds the address of data ready for use by the memory data register, or the address of an instruction passed from the program counter. Step 2 of the fetch, decode, execute cycle.”

MDR

Memory Data Register: “Holds the data fetched from or to be written to the memory. Step 3 of the fetch, decode, execute cycle.”

Program Counter

“Holds the address of the next instruction to be executed. Step 1 of the fetch, decode, execute cycle.”

Accumulator“Holds the result of calculations.”

Cores

“A part of a multi-core processor. A multi-core processor is a single component with two or more independent actual CPUs, which are the units responsibly for the fetch-decode-execute cycle.”

Cache size

“A part of the main store between the central processor and the rest of the memory. It has extremely fast access, so sections of a program and its associated data are copied there to take advantage of its short fetch cycle. The larger the size of the cache the more that can be copied and stored here without having to go back to slower main memory (RAM), this has a significant impact on the speed of processing.”

Embedded system

“A computer which has been built to solve a very specific program and is not easily changed. For example the operating system placed inside a washing machine, microwave or set of traffic lights.”

Primary storage

“At GCSE level you can think of primary storage comprising of Random Access Memory (RAM) and Read Only Memory (ROM). It holds data and instructions which the CPU can much more easily and quickly access than from secondary storage devices.”

RAM

Random Access Memory: “Volatile (data lost when power is off) Read and write. Purpose: temporary store of currently executing instructions and their data. E.g. applications and the operating system in use.”

ROM

Read Only Memory: “Non-volatile (data retained when power is off) Read only. Purpose: stores instructions for starting the computer called the bootstrap.”


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Week 6 (continued) Week 8 Week 10Week 8The Need for Secondary Storage

Watch the Following Videos and make notes (Cornell Style) in your Homework

Book(All Links and Guide on your Google Classroom)

1.2 The need for secondary storage 3:26

https://www.youtube.com/watch?v=FNwA-h_tfPo

1.2 Common types of storage 7:42https://www.youtube.com/watch?v=qIy_wg

o03Oo

1.2 Common types of storage 7:42https://www.youtube.com/watch?v=qIy_wg

o03Oo

Common types of storage

Answer the Following Exam Style Question in your Homework Book –

You will DIRT this next lesson.[OCR GCSE CS May 2018 Paper 1 Q1aii]

William is creating a film for a school project using a digital video camera.

The digital video camera has a secondary storage device.

The digital video camera uses solid state storage.

Explain why solid state storage is the most appropriate type of storage for

the digital video camera.(4 marks)

Suitable storage devices & storage media

Watch the Following Video and make notes (Cornell Style) in your


1.2 Suitable storage devices & storage media 10:24

https://www.youtube.com/watch?v=xfDwcdap5LA

Answer the Following Exam Style Question in your Homework Book – You will DIRT this

next lesson.

[OCR GCSE CS Sample Paper 1 Q2c]Vicky has been on holiday and has

taken lots of photos. The memory in her camera is now full and she needs to transfer her photos to an external

secondary storage device.State four characteristics of secondary

storage devices that Vicky should consider when choosing a device.

(4 marks)

HINT – 4 Marks need 4 details

RevisionRevise previous weeks videos, key

terms and workbooks and make notes (Cornell Style) in your Homework Book(All Links and Guide on your Google Classroom)1.1 The purpose of the CPU - The fetch-

execute cycle 3:52https://www.youtube.com/watch?v=7U

p7DIPkTzo1.1 Common CPU components and

their function 3:00https://www.youtube.com/watch?v=No

Ef2soSmnE1.1 Von Neumann architecture 13:49

https://www.youtube.com/watch?v=XXO3jmPPTt4

1.1 The common characteristics of CPUs 7:22

https://www.youtube.com/watch?v=pZs_jfoxNLA

1.1 Embedded systems 2:48https://www.youtube.com/watch?v=W

R242RfnsIo1.2 The need for primary storage 4:07

https://www.youtube.com/watch?v=dhQOkkZXu5w

1.2 RAM & ROM 4:01https://www.youtube.com/watch?v=Q2

pzT6oYPWg1.2 Virtual memory 2:25

https://www.youtube.com/watch?v=M31SS70Od08

1.2 The need for secondary storage 3:26

https://www.youtube.com/watch?v=FNwA-h_tfPo

1.2 Common types of storage 7:42https://www.youtube.com/watch?v=qI

y_wgo03Oo1.2 Suitable storage devices & storage

media 10:24https://www.youtube.com/watch?v=xfDwcd

ap5LA

Virtual Memory

Answer the Following Exam Style Question in your Homework Book –

You will DIRT this next lesson.

[OCR GCSE CS May 2018 Paper 1 Q4di]

Alice has designed a computer using Von Neumann architecture.

The computer will only have 2GB of RAM, but Alicia says that virtual

memory can be used instead of adding more RAM.

Explain how virtual memory can compensate for the lack of RAM in

Alicia's computer.

(3 marks)

HINT – 3 Marks need 3 details

Virtual memory

“Using part of the hard disk as if it were random access memory. Allows more applications to be open than physical memory could hold.”

Secondary storage

“Permanent storage of instructions and data not in use by the processor. Stores the operating system, applications and data not in use. Read/write and non-volatile.”

Storage capacity

“The amount of data a storage device is able to store. ”

Storage speed

“The read/write access speed of a storage device.”

Optical storage

“CD/R, CD/RW, DVD/R, DVD/RW Use: music, films and archive files. Low capacity. Slow access speed. High portability. Prone to scratches. Low cost.”

Magnetic storage

“Hard disk drive. Use: operating system and applications. High capacity. Medium data access speed. Low portability (except for portable drives). Reliable but not durable. Medium cost.”

Solid state storage

“Memory cards & solid state hard drive (SSD). Use: digital cameras and smartphones. Medium capacity. High portability. Reliable and durable. No moving parts. Fast data access speed. High cost.”

Storage portability

“How easy it is to transport a given storage medium. E.g. Solid state and optical storage and designed to be highly portable, whereas more traditional magnetic storage is designed to stay in place.”

Storage durability

“How resistant to damage and wear a tear a storage device is. Devices with low durability will wear out easily over time.”

Storage reliability

“A relative measure of how confidant you can be that a given storage device will correctly allow you to write, read, delete and modify data.”

Storage cost

“The relative price of a storage device e.g. per Megabyte of data”

Storage durability

“How resistant to damage and wear a tear a storage device is. Devices with low durability will wear out easily over time.”

Storage reliability

“A relative measure of how confidant you can be that a given storage device will correctly allow you to write, read, delete and modify data.”

Storage cost

“The relative price of a storage device e.g. per Megabyte of data”

Storage capacity

“The amount of data a storage device is able to store. ”

Storage speed

“The read/write access speed of a storage device.”


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Week 2 Week 6 Week 8 Week 10Week 4So why have A Greek Chorus?

1. The chorus was one of the most important components of the play.

2. They narrated and reflected on the action.

3. Without them, the audience would have no background information, and the play would be more confusing.

4.They moved and spoke as one (in unison)

5. They acted out or sang basic information.

6. They explained what the characters were feeling.

7.They were the narrators of the play.

The Story Of Idomeneus

IDOMENEUS

THE CRETAN KING

RETURNING HOME FROM TROY

IS CAUGHT

IN A STORM

IN A HURRACANE

SO TERRIBLE

THAT NONE OF THE SHIPS

NOT ONE OF THEM

NONE OF THE EIGHTY

EXCEPT THE SHIP BELONGING TO THE KING HIMSELF

CAN WITHSTAND THE TOWERING WAVES

Now learn this so that you can:

• Move and speak in unison

• Make it interesting and can draw the audience in?

• Use Direct address to the audience.

• Use the space. When performing, use the entire performance area, well.

The Greek Gods

Learn about these 14 Key Greek Gods

Full Information on accompanying Page.

Zeus

Poseidon

Hades

Ares

Apollo

Hephaestus

Hermes

Hera

Athena

Artemis

Hestia

Dionysus

Aphrodite

Demeter

The Story Of Oedipus Rex

Read and Learn the story which is written in full on the accompanying page.

A son was born to LAIUS, King of Thebes, and his wife JOCASTA, but

the rejoicing was overcast by a prophecy of the oracle that the child was fated to kill his father

and marry his mother………

During his travels he quarrelled with a man in a horse drawn

carriage and in the struggle, he killed the man. Without realizing it,

Oedipus had just killed his real father, Laius…..

He married Jocasta, the widow of Laius and they had four children. Fifteen happy years passed……

Jocasta, unable to bear the shame that she had married her son,

hanged herself. Oedipus, seeing her body, pierced his eyes with her golden brooch and blinded himself.

The word Drama comes from the Ancient Greek word ‘Dran’

meaning ‘to do’. Drama was an important part of life for the

Ancient Greeks and plays were often staged to entertain

crowds of thousands.

Greek mythology is the body of myths and teachings that

belong to the ancient Greeks concerning their gods and heroes and the origins and

significance of their own practices. It was also a part of the religion in ancient Greece.

Myths played a key role in Greek theatre.

1. Explained the unexplainable, 2. Justified religious practices, 3. Gave credibility to leaders, 4. Gave hope, 5. Centred around the twelve Olympians (primary Greek gods).

The Theatre

(See Diagram on next Page)

Skene – Portion of stage where actors performed (included 1-3

doors in and out)

Orchestra – where chorus and actors would perform.

Auditorium – Seating for audience.

Theseus and The Minotaur

Read and Learn the story which is on the accompanying pages.


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Theseus and The MinotaurIn the middle of a dark, dark mazelived the monstrous Minotaur.

He had two sharp horns and fearsome teethand a deep and horrible roar.

No one should have to go in there,in the dark with that terrible beast

but fourteen young men and young womenwere sent in for the monster to feast.

Then, with his sword, came Theseus,who had heard of the young people's plight.

He promised to enter the Labyrinthand challenge the fiend to a fight.

Ariadne, the King's clever daughter,knew a sword wasn't enough,

getting into the maze would be easy,but getting out again, that would be tough.

So she gave him a ball of red-coloured stringand told him to use it with care,

to tie one end tight at the start of the mazebefore entering the Minotaur's lair.

At last he came to the middle,and the Minotaur came in to view,

and Theseus shaking but ready,did what he promised to do.

He fought with the beast in the darkness,till the Minotaur fell down dead,

and then Theseus retraced each step he had made, following the line of the thread.

THE STORY OF OEDIPUS REXA son was born to LAIUS, King of Thebes, and his wife JOCASTA, but the rejoicing was overcast by a prophecy of the oracle that the child was fated to kill his father and marry his mother.

To prevent the prophecy coming true, Laius ordered a servant to abandon the child on a mountainside and to pierce his feet with an iron pin to prevent it crawling away.

The servant, however, took pity on the child and gave it to a shepherd to look after. The shepherd took it to his master, the King of Corinth, He named the child OEDIPUS

Oedipus grew assuming the King and Queen of Corinth to be his real parents, but by chance he learnt of the prophecy that he would be the slayer of his father and to prevent that from happening he fled.

During his travels he quarrelled with a man in a horse drawn carriage and in the struggle, he killed the man. Without realizing it, Oedipus had just killed his real father, Laius. Oedipus made his way to Thebes and found the city in the grip of a monster – The Sphinx. By finding the answer to the riddle the Sphinx posed, Oedipus freed the city and was rewarded by being made King.

He married Jocasta, the widow of Laius and they had four children. Fifteen happy years passed, but the Gods could not let the truth be concealed forever. Famine and poverty returned to Thebes and the cause was traced to Oedipus himself, who revealed he was both the killer and son of Laius.

Jocasta, unable to bear the shame that she had married her son, hanged herself. Oedipus, seeing her body, pierced his eyes with her golden brooch and blinded himself.


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Week 1

Elements of Art

These are the basic elements that are used by Artists/Designers in creating Art/Products: they are what you use to create an aesthetically pleasing piece of work.

When we make Art, we need to understand and apply these seven Elements of Art.

LINE - A mark made by an implement. Line is the path left by a moving point e.g. a pencil, pen or brush dipped in paint.

COLOUR - Is one of the most dominant elements. It is created by light. There are three properties of colour; Hue, Shade/Tint(values) and Intensity (brightness).

TEXTURE - This is relating to the surface quality, the way something feels or looks like it feels.

SHAPE - The outline or form of something. An area enclosed by a line. It could be just an outline or it could be shaded in.

FORM - Form is a Thee-Dimensional Shape, such as a cube, sphere or cone. Sculpture and 3D Design are about creating forms.

VALUE - Degrees of lightness or darkness. The difference between values is called value contrast.

SPACE - The distance around and between things. How it’s used to create the illusion of depth.

Sarah Graham

Born: 1977 United Kingdom

Died: -

Specialism: Painting

Most Recognised Media: Oil on Canvas

Style: Hyperrealism

A British painter with a Fine Art degree from De Montfort University. Her work is a vivid exploration of still life, using subjects that satisfy her obsession with colour; and within them somehow communicate an elusive sense of sheer joy. Imagery is often borrowed from childhood; sweet things, toys, stuff that might evoke a sense of wonderment and ultimately nostalgia. She was commissioned in 2012 to create the album cover for ‘Souvenir’ by the Kaiser Chiefs.

“Painting has been my first love for as long as I can remember.” - Sarah Graham

Week 5

Painting Techniques

Artist/Designers experiment with paints, techniques and painting styles to give character to the piece/product and

evoke different emotions from the viewer.

Watercolour is a translucent medium suitable for many purposes. It is often used to create a muted, subtle image and has a softened look. Watercolour is a good choice if you want to work quickly.

Ink can be used with a pen, paintbrush, stick, toothpick, knife, fork any implement that you desire to create drawings or marks on a page. Used on its own, ink gives a rich, glossy result. When mixed with water it becomes transparent.

Acrylic paint is an incredibly versatile medium. It is a rich and vibrant paint and is well-suited for including detail. It can be used like oils paints or thinned down with water to make softer almost watercolour paint.

Oil Pastels are pigments that are combined with waxes and fats. They are good for painting if you’d like strong colours. They can be blended with a bit of effort to give a smooth finish.

Chalk Pastels have a soft, matt quality and are easy to use. Colours can be blended by overlaying and using smudging techniques. A dusty surface is created and a fixative is needed to keep it in place.

Week 3

Write an informative piece all about Sarah Graham.


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Week 7

Critical Analysis

Critical analysis is responding to, interpreting meaning, and making critical judgments about specific works of

art/design.

Answering the questions below complete a critical analysis of Sarah Graham’s work.

• Who is the artist? Where are they from? Write a brief description about them.

Describe It:

• What do you see?

• How would you describe the illustrations?

• How would you describe the colours/shapes/size of it?

Relate It:

• Does the work remind you of anything?

Analyse It:

• What can you tell me about the colours used?

• How does the art make you feel?

• How do you think it is made?

Interpret It:

• What title would you give the piece and why?

• What do you think the meaning of this work is and how did you come to think this?

Evaluate It:

• What do you think is good about this work and what is not so good? Why do you think this?

• What do you think is memorable about this piece?

Paper and Board

Paper and board is available in sizes from A0 (biggest) to A7 (smallest). The most common size is A4. Each size is half the one before, e.g. A3 is half the size of A2 and A4 is half the size of A3. Paper and board is sold in weight: GSM - grams per square metre. Card thickness is traditionally measure in Microns. 1000 Microns = 1mm, so the higher the value, the thicker the card or paper.

Extension Tasks (all weeks)

Subject Specific Terminology

Media - The substance that an artist/designer uses to make art (pencil, paint, pastels, oil etc…).

Materials - The same as media but can also refer to the basis of the art work e.g. canvas, paper, clay, wood, metal, plastic.

Techniques - The method used to complete the art work, can be generic such as painting or sculpture or more focused such a blending or relief mould.

Processes - The method used to create artwork that usually follows a range of steps rather than just one skill.

Shape - Sections within a piece of work e.g. circle, triangle, square, rectangle.

Line - Defines shape, the outer edges of something. Different lines e.g. jagged, zigzag, curved etc.

Pattern - A repeated image on a surface.

Colour - Different shades e.g. primary, secondary, tertiary colours.

Texture - The feel or appearance of a surface, how rough or smooth it is.

Tone - Gradient of shading from light to dark.

Form - Three-dimensional shapes e.g. cylinders, spheres, pyramids.

Scale - The difference sizes of shapes used.

Proportion - The size and shape of one object in comparison to another.

Modelling - Making a practice version of a design or part of a design.

Product Analysis - Examining and disassembling a current product to get ideas for a new product or design.

Week 9

Paper/Board Description and Uses

Cartridge Paper

• good quality white paper• available in different weights• general purpose work• can be used to make simple

models

Layout Paper• lightweight, thin white paper• used for initial ideas• takes colour media well

Tracing Paper • thin, translucent paper• making copies of drawings

Corrugated Card

• strong and lightweight• used for packaging protection and

point of sale stands• available in different thicknesses

Foam Core Board

• very light, very stiff and very flat• white rigid polystyrene foam

centre, with smooth white paper laminated onto both faces

• easy to cut with a knife• great for modelling


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Week 1 A - PLOT Week 3 A – KEY VOCABULARY Week 4 A - WITCHES Week 5 A - THEMESWeek 2 A - CONTEXTKing James I – Macbeth was written in 1606, early in the reign of James I, who succeeded to the English throne in 1603 after being King of Scotland. The play pays homage to the king’s Scottish lineage and hatred of witches. Additionally, the witches’ prophecy that Banquo will found a line of kings is a nod to James’ family’s claim to have descended from the historical Banquo.

The Divine Right of Kings – the idea that kings got their power from God and not from their subject. James I was a believer in this, and the idea meant that any treasonous activity was a crime against God. Only a century earlier, England had suffered under the massive disorder of the Wars of the Roses, so many supported the idea to avoid civil unrest.

Patriarchy – patriarchal societies are those in which men dominate, and inheritance passes through male heirs.

Gender – Macbeth and Lady Macbeth switch between having masculine and feminine characteristics. In the play, gender is often linked to ambition and a willingness to do anything to achieve power.

Women – Women were expected to follow social expectations with their behaviour towards men. They were meant to obey all men, be faithful and respectful, not be violent and be religious. They would have been regarded as a possession, first owned by the father, then given to and owned by the husband. Women were considered the delicate, ‘fairer’ sex and they should be quiet and reserved, always respecting the wishes and opinions of the males in their lives. Lady Macbeth subverts these expectations in the play to manipulate Macbeth in getting what she wants.

Witchcraft – in Shakespeare’s time there was no scientific knowledge to explain natural disasters such as earthquakes, floods and droughts. One of the ways they accounted for the unexplained was the idea of witches. In Elizabethan England, hundreds of thousands of women were tortured and executed in Europe because they were accused of witchcraft. The King wrote a book on the subject entitled ‘Daemonologie’ and appealed to parliament to pass the following act in 1563 which was still a part of English law until 1951. At the time Shakespeare was writing, many people thought that witches were real, so the weird sisters would have seemed believable and frightening to an audience in the 1600s.

Ambition - Strong desire to achieve something.

Apparitions - A ghost/ghost-like image of a person.

Betrayal - Being disloyal.

Catholics - A person belonging to the Christian church.

Fatal Flaw - A defect / weakness in character.

Hallucination - Apparent vision of something not present.

Invincible - Feeling too powerful to be defeated.

Jacobean - Relating to the reign of King James I.

Kinsman - A relative / blood relation.

Treason - Betraying one’s country.

Prophecy – a prediction.

Masculinity - Qualities considered to be of a man.

Noble - Belonging to aristocracy.

Protestant - A member of the Western Christian church.

Regicide - The action of killing a king.

Remorseless - Without guilt or regret.

Scepticism - Doubts the truth of things.

Thane - A man with land granted by the king.

Tragedy - A play with tragic events.

Traitor - A person who betrays someone.

Virtuous - Having high moral standards.

The three witches open the play and later meet Macbeth with prophecies, which impacts Macbeth’s life. The witches guide Macbeth on the path of his own destruction.

‘Fair is foul, and foul is fair, Hover through the fog an filthy air.’ (Act I, Scene i) - Foreshadowing that people who are seen as good will turn evil (Macbeth) and situations seen as good will be bad (prophecies). Warns the reader to not trust expectations.

‘ When the battle's lost and won’. (Act I, Scene i)

‘When shall we three meet again in thunder, lightning, or in rain? When the hurlyburly 's done, When the battle 's lost and won.’ (Act I, Scene i)

‘Thou has it all now, King, Cawdor, Glamis, all, as the weird sisters promised, and I fear though play’st most foully for’t.” (Act III, Scene i) Banquo

‘By the pricking of my thumbs, Something wicked this way comes.’ (Act IV, Scene i)

‘Double, double toil and trouble; Fire burn, and cauldron bubble.’ (Act IV, Scene i)

Ambition - Macbeth allows his ambition to overwhelm him and becomes a murderer. LM is affected by the guilt of her actions caused by her ambition.

Fate - Macbeth puts himself in the position of having to master fate always and struggles against parts of the witches’ prophecies that do not benefit him.

Guilt - Macbeth feels guilt early on whilst LM becomes guilty later on which leads to her increasing lack of sanity.

The Supernatural - The witches are a clear image, as well as Macbeth disrupting the social and political order by killing KD. Also raging storms are presented mirroring Macbeth& LM’s acts.

Power - Macbeth deeply desires power. Macbeth abuses his power when he is King to avoid any threats. Lady Macbeth also desires power which is not considered a traditional trait for a woman of this time.

Masculinity vs Femininity - Many questions around manhood towards Macbeth and Macduff from their wives because of their decisions.

Kingship vs tyranny – Duncan and Macbeth embody the qualities of a good king and a tyrant respectively.

Good and Evil - Good and evil are shown through contrasts in the play. Evil is illustrated by the witches, Macbeth, Lady Macbeth, the assassins & traitors. Good is shown by Duncan, Malcolm, Banquo, Macduff, Lady Macduff.

Act 1 - The 3 witches gather to meet Macbeth and Banquo. Duncan hears the Thane of Cawdor has betrayed him. Macbeth is seen as a hero. Macbeth and Banquo meet the witches and hear the predictions that he will be Thane of Cawdor and the next king. Ross arrives to confirm that Macbeth is the new Thane of Cawdor. Duncan decides that Malcolm will be heir to the throne. Duncan plans to visit Macbeth. Lady Macbeth reads Macbeth’s letter.

Act 2 - Macbeth has doubts and sees a vision of a floating dagger. He follows through with Duncan’s murder. Lady Macbeth has to finish the job by wiping blood on the drunk guards. Macduff discovers Duncan’s body. The guards are the likely suspects. Macbeth kills the guards. Malcolm and Donalbain flee the castle because they are afraid.

Act 3 - Banquo suspects Macbeth for the murder of King Duncan. Macbeth sends murderers to kill Banquo. Banquo is murdered but Fleance escapes. The ghost of Banquo is at the banquet. Macbeth rants and raves. Lady Macbeth tries to cover up the situation. Macduff didn’t attend the banquet as he is suspicious of Macbeth.

Act 4 - Macbeth visits the 3 witches and they show him more visions. He believes he can’t be killed by any man. Macbeth sends murderers to Macduff’s castle to kill his family. In England, Macduff begs Malcolm to return to the throne. Malcolm tests Macduff’s loyalty then agrees to the war against Macbeth.

Act 5 – Lady Macbeth has gone mad with guilt. She sleepwalks and tries to clean blood from her hands. She commits suicide. Many of Macbeth’s supporters decide to help Malcolm. Macbeth isn’t worried as he believes the prophecies. Macbeth confronts Macduff and learns that he was not born naturally but by caesarean section. Macbeth and Macduff fight and natural order is restored when Macbeth is killed and Malcolm is crowned king.

Week 1 B - PLOT Week 2 B - CONTEXT Week 3 B – KEY VOCABULARY Week 4 B - WITCHES Week 5 B - THEMES


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Week 1 A - PLOT Week 8A – LADY MACBETH Week 9 A and B – KEY TERMS AND QUESTION SUPPORTWeek 7A – OTHER CHARACTERSKing Duncan - Is the King of Scotland at the beginning of the play .Is murdered by Macbeth after Lady Macbeth persuades him to so he can get the throne.

Banquo - Macbeth’s best friend. Is ordered to be and is murdered by Macbeth as he poses as a threat to Macbeth’s chances of becoming King. Macbeth loses trust in Banquo because he was present when Macbeth saw the witches. Appears as a ghost at the banquet after his murder.

Fleance - Banquo’s son. Ordered to be killed by Macbeth as he is a threat to Macbeth becoming King, however, Fleance escapes from the murderers. Foreshadowed that Fleance is a light for Scotland and Fleance will be the first King (in the witches’ predictions) who will start the line of descendants.

Macduff - Soldier, Thane of Fife and Macbeth’s rival. Grows suspicious of Macbeth after KD’s murder. Forms an army with Malcolm in England and kills Macbeth at the end; a figure of mortality.

Malcolm - King Duncan’s son. Flees to England after he is killed. Represents order and once that is restored at the end of the play, he becomes King

Donalbain - King Duncan’s other son who flees to Ireland after King Duncan is killed.

Hecate - Known as the Head Witch or Goddess of Witchcraft; Hecate is in charge of the three witches. She is angry at the three witches but also hints at Macbeth’s downfall at the end of the scene she appears in.

Ross, Lennox, Angus: Scottish nobles

Lady Macbeth - Is manipulative and does not follow the stereotypical Jacobean woman of this time. Is presented as strong at the beginning of the text and weak at the end when she becomes insane because of how guilty she feels.

“Come you spirts…unsex me here and fill me from the crown to the toe top full of direst cruelty.” - Lady Macbeth wants to be stripped of female weakness and given the strength of man. She knows Macbeth is too weak to kill Duncan and she wants to carry the deed out herself. (A1S5)

“Look like the innocent flower but be the serpent under’it” – Lady Macbeth tells Macbeth he must appear to be innocent, kind and polite but must deceive the others so he is not suspected. Also has religion connotations to Garden of Eden. (A1S5)

‘Are you a man?’ – Lady Macbeth questions Macbeth’s manhood as he hallucinates as sees Banquo’s ghost and then becomes hysterical. This comment contrasts to what women were like at this time.(A3S4)

‘Out damned spot! Out I say!’ - The blood on LM’s hands will not wash off. Is a motif as connects to Macbeth saying the ocean could not wash off KD’s blood after the murder. (A5S1)

“All the perfumes of Arabia will not sweeten this little hand” - She is completely undone by guilt and has lost her mind. Similar to her husband’s guilt-induced hallucinations, Lady Macbeth has started seeing things that aren’t there – namely, blood on her hands, a physical manifestation of her guilt over her part in Duncan’s murder.(A5S1)

Metaphor - saying something is something else Alliteration - beginning words in a phrase with the same letter sound Repetition - using a word or phrase more than once Contrast - using opposite ideas Ambiguity – phrases with more than one possible meaning Personification – giving non-human things human qualities or characteristics Simile - comparing two things using “like” or “as” Soliloquy - speeches only meant to be heard by the audience; they tell us directly about a character's thoughts and feelings. Dramatic irony - when the audience know more than the characters. Foreshadowing- A hint or a warning of something in the future. Withholding – A technique where the author holds back important information.Juxtaposition – Two concepts, themes, ideas or characters that are contrasting or opposite. Stage directions –an instruction indicating the movement, position, or tone of an actor, sound effects andlighting. Symbolism – The representation ofideas in images ormotifs. Imagery – Words or phrases thatcreate visual images. Iambic Pentameter - A line of verse, with 5 metrical feet, each with one unstressed syllable followed by one stressed syllable.

Macbeth - Is considered a hero at the beginning of the play. Gets promoted from Thane of Glamis to Thane of Cawdor and eventually King. Is ambitious and manipulated by his wife.

‘I have no spur to prick the sides of my intent, but only vaulting ambition which o’erleaps itself’ – Macbeth is in conflict within his mind to determine whether or not he should murder King Duncan. (A1S7)

‘Is this a dagger which I see before me?’ - Macbeth is unsure on whether to murder KD. He begins to hallucinate and comments on the wickedness of the world before being interrupted by the ringing of the bell. (A2S1)

‘I am afraid to think what I have done.’ -Represents guilt but also Macbeth’s downfall as he continues to kill later in the play. His loyalty for KD and others has been shattered. (A2S2)

‘(looking at his hands) this is a sorry sight.’ - Macbeth shows guilt and remorse for his actions. LM only finds this comment from Macbeth ‘foolish’. (A2S2)

‘O full of scorpions is my mind, dear wife!’ - Macbeth uses a metaphor to explain that his guilty conscience is attacking and stinging him. (A3,S2)

‘Out, out, brief candle! Life's but a walking shadow, a poor player, That struts and frets his hour upon the stage’ – Macbeth’s reaction to Lady Macbeth’s death is muted and the audience realise how completely his wife’s passing and the ruin of his power have undone Macbeth. His speech insists that there is no meaning or purpose in life.(A5,S5)

Week 6 B - MACBETH Week 7B – OTHER CHARACTERS Week 8B – LADY MACBETH

Week 6 A – MACBETH


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Key WordsGlobalisation- the way people, things and ideas spread around the world easily now.

Trade- how countries buy things from other countries and sell things to other countries.

Imports- Things that are brought into a county from another country.

Exports- Things that are sold to another country.

TNC-Trans National Corporation-a company that has branches or offices in many countries. They operate in multiple countries.

BRICs- Brazil Russia India China-These countries are the future superpowers and are changing the world quickly. Their rapid development means they are catching up with the USA.

Fair trade- Trade that makes sure poor farmers in LIC countries are able to make a decent living. Fair Trade helps farmers set up schools, water pumps, etc in their community to improve everyone’s lives.

More Key Words

Emerging economy- Countries that have fast growing economies and are getting richer quickly.

Cultural exchange- The way that globalisation leads to new cultures being introduced around the world.

Infrastructure- Roads, power lines, water pipes, sewers, all the things that people use that are provided to us by someone else.

Regional powers- The most powerful country in the region or area.

GNI- Gross National Income- This tells us how much money a country makes in a year.

GNI per Capita- This tells us how much money an average person in the country makes in a year.

Information technology- All the new inventions in technology like internet and mobile phone innovations. IT can be used to make money and gain more power.

De-industrialisation- The closing down of factories. This happened in the UK about 50 years ago as factories moved to China and other Asian countries.

The Main Superpower: USA

• USA has been the main world superpower for over 70 years now.

• GNI=20,840,000,000,000

• GNI per capita= 63,700

• Money spent on the military each year= 722 Billion

• The world’s most famous music, movies, TV are all made in the USA. This gives them huge influence over other countries.

• Many TNCs like Apple, Facebook and Google are American.

• USA is very keen to keep their position as the world’s only superpower so having China just behind them is causing some problems.

The Next Superpower: China

• China is quickly catching up with the USA. China is the main threat to the USA’s status as the only superpower.

• GNI= 25,3000,000,000,000

• GNI per capita= 18,170

• Money spent on the military each year= 178 Billion

• China is the industrial engine of the world. They have more factories than any other country, more people than any country and produce more exports than any other country.

• Without imports from China, the HIC countries would be in serious trouble as most HICs are de-industrialised and can’t manufacture much for themselves any more.

• China is continuing its progress by improving infrastructure. China is the world leader in 5G technology.

Superpowers!A superpower country is one that has a strong military, lots of money, a large population and lots of influence all over the world. At the moment, the USA is the main superpower, but countries like China, India, Brazil and Russia are catching up fast! The European Union is also considered a superpower even though it’s a group of 27 countries.

These superpower countries have become so rich and powerful through the processes of trade and globalisation.

Reminder of some key wordsHIC- High Income Country- rich but not necessarily powerfulNEE- Newly Emerging Country-getting richer quicklyLIC- Low Income Country- not rich and probably not powerful


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Regional Powers: Brazil, Nigeria, Germany, EU

• Brazil is the regional power for South America.

• It is by far the richest and most powerful South American country and it is able to use its power to influence the other 12 countries in the region.

• Likewise, Nigeria has the highest GNI and population in Africa and is therefore a regional superpower.

• The European Union is also considered a superpower even though it is 27 countries working together. Within the EU, Germany is the most powerful country which makes it a real regional superpower.

Superpowers and Conflict

• As superpower countries and emerging superpowers start using their power and influence, conflict is almost certain.

• Recently, Trump has started a trade war with China in an attempt to slow China’s rise to superpower status. The trade war hurts the USA as much as China though!

• Russia invaded parts of Ukraine (a smaller, less powerful neighbouring country) in 2014. Many other countries showed disapproval, but scared of Russia’s power, no country has tried to get them out and Russia now “owns” these places.

• Many small islands in the South China Sea have been claimed by China even though they belong to other smaller countries like Taiwan or Philippines. The USA sent some military ships there but the conflict is still not resolved.

• Russia is starting to use Information Technology to influence other countries elections. In 2016, Russian hackers put lots of propaganda on social media to help elect Trump. Russia wants Trump as president because his policies weaken the USA as a superpower.

Superpowers and the Environment

• With all these countries desperate to become richer and more powerful, often the environment suffers.

• China’s factories that have brought so much economic wealth have also led to some of the worst air pollution in the world. Smog is Beijing can reach 20 times the recommended safe limit!

• In the 1950s, Russia (then the Soviet Union) was on a mission to become a superpower. They diverted 2 rivers to water cotton crops to sell and make money. Those rivers fed into the Aral Sea which in turn dried up almost completely. The Aral Sea was the 4th

largest lake in the world, now it’s a small pond!

Summary

• A superpower country is one that has a strong military, lots of money and lots of influence all over the world.

• The Main Superpower: USA

• The Next Superpower: China

• Emerging Powers: BRICs

• Brazil, Russia, India, China

• Regional Powers

• Brazil is the regional power for South America.

• The European Union is also considered a superpower even though it is 27 countries working together. Within the EU, Germany is the most powerful country which makes it a real regional superpower.

Superpowers and Conflict

• As superpower countries and emerging superpowers start using their power and influence, conflict is almost certain.

Superpowers and the Environment

• With all these countries desperate to become richer and more powerful, often the environment suffers.

Emerging Powers: BRICs

• Brazil, Russia, India, China are all NEE countries.

• Sometimes South Africa is included making it BRICS.

• The rapid development of the BRICs is changing the world.

• Most HICs are getting richer but only a little bit and very slowly. The BRICs are getting richer very fast. 60% of global economic growth was in these 4 countries!

• BRICs are starting to work together to plan further growth, cooperation and sustainable development that will make this group of countries even more powerful.

• Economic predictions show that the top 5 world economies in 2050 are likely to the BRIC and the USA!

• The BRICs are the future of superpowers and globalisation.


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Week 1

Key words

Protest = To go against something.

Revolt = To go against something, often using violence.

Authority = The power or right to give orders and make important decisions.

Democracy = A fair system of government where people have equal rights, are able to vote and have freedom of speech.

Cause = A reason for an event.

Consequence = A result or effect of an event.

Significant = Important. Significant events have important consequences.

Reform = To change something for the better.

Revolution = When the government is overthrown and replaced by new leaders.

Monarch = The King or Queen.

Divine right of Kings = The belief that the king is appointed by God.

Republic = A country that has no King or Queen.

Civil War = a war between 2 or more sides within one country.

Magna Carta

Causes

King John had upset his barons by raising taxes, losing land in France and angering the Pope.

Events

The barons forced John to sign Magna Carta, which limited King’s power and gave rights to freemen.

The King could not raise taxes without barons’ permission or interfere with the Church.

Consequences and Significance

King’s power was limited, barons’ power increased and freemen gained rights.

Magna Carta was a starting point for human rights developing. It influenced the Declaration of Human Rights in 1948. Future groups referred to it when standing up for their rights.

Week 3

Henry III v Simon de Montfort and the barons

Causes

Henry III ignored his barons and invited his French friends to advise him.

Henry did whatever the Pope wanted.

Events

Barons forced Henry to sign Provisions of Oxford in 1258. Henry did not keep his promise and Simon overthrew him in 1264.

Simon invited knights and burgesses to his parliament of 1265.

Henry III’s army returned and defeated Simon.


Simon allowed knights and burgesses (rich people outside the nobility) to attend a type of parliament for the first time.

Important step in the development of parliament and giving people a voice in decisions about running the country.

Week 2


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Week 4

The Peasants’ Revolt

Causes

Economic – Poll tax and low wages

Political – Feudal system meant peasants had no power.

Religious – John Bull (a priest) believed God had made all people equal and encouraged peasants to stand up for their rights.

Events

Peasants marched to London where they set fire to buildings, killed the King’s Treasurer and the Archbishop of Canterbury.

Led by Wat Tyler.

Richard II promised to give the peasants their freedom, but then went back on his promise and had the leaders executed.


Revolt failed. It showed that the King was still not willing to set peasants free. However, the peasants were given their freedom less than 100 years later.

Showed the power that a large group of lower classes could have when they came together. Inspired future protests.

The Pilgrimage of Grace

Causes

Henry VIII broke with Rome and set up Protestant Church of England in 1534.

Henry’s men began dissolving the monasteries and people were forced to worship like Protestants, not Catholics.

Events

Marches in 1536 in Lincoln and York. Over 50,000 protestors marched to York. Leader was Robert Aske.

Henry promised to meet their demands. Then went back on his promises and had over 200 of the rebels executed, including Robert Aske.


Rebellion failed. Showed that Henry was extremely powerful. He increased the pace of his religious changes.

Showed that people could work together to protest and that many people cared deeply about religious changes in the Tudor period.

Week 6

The Causes of the English Revolution

Political

Charles I closed down Parliament for 11 years from 1629-1640.

Parliament gave Charles 2 lists of demands to ensure he listened to Parliament: The 19 Propositions and the Grand Remonstrance. Charles refused to follow either set of demands.

Religious

Charles married a French Catholic Princess called Henrietta Maria.

Charles made changes to the Church e.g. introducing a new prayer book and decorating churches. Many MPs were worried that he was making the Church more Catholic.

Many MPs were Puritans (strict Protestants) and thought Charles’ changes were too extravagant.

Economic

Charles raised ship tax without Parliament’s permission. This should have been paid by people on the coast in times of war, but Charles made everyone pay it.

Week 5


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Week 7

The Events of the English Revolution (English Civil War).

The war lasted from 1642 - 1649

The 2 sides were the Parliamentarians and the Royalists.

The Royalists were nicknamed the Cavaliers and led by Charles I.

The Parliamentarians were nicknamed the Roundheads and led by Oliver Cromwell.

The war was won by the Parliamentarians.

Charles I was put on trial by the Parliamentarians, found guilty of treason (going against your country) and executed in January 1649.

Charles’ son fled to France.

The Significance of the English Revolution

Charles I was dead. Many people were shocked.

Many were excited about gaining freedom from having a monarch. Groups with radical ideas developed such as the Levellers and the Quakers.

For the next 11 years (1649 –1660) England was a republic (known as the Commonwealth), ruled by Parliament and Oliver Cromwell (known as the Lord Protector).

Cromwell increased freedom for Protestants but introduced some strict religious laws.

In 1660 Charles II returned to be King. This was called the Restoration.

First time that the English people had overthrown and killed the King. Showed future monarchs that if they did not listen to the people then the people could respond by rebelling and overthrowing them.

Week 9

The American Revolution

Causes

America was part of the British Empire. Americans could not vote but were forced to pay taxes.

Events

1776 – The American colonies signed the Declaration of Independence, stating that all men were equal and had the right to elect the government.

1776 – 1783 – The War of Independence between American and British forces. American won and gained independence.


USA was first country to break away from the British Empire.

Britain had to develop trade links with other countries in its empire such as Canada and India.

Inspired middle-classes and working-classes in Britain to protest for reform.

Week 10

The British Political System in 1800

What was unfair?

Only upper-class men who owned property could vote.

Only upper-class men could be MPs. MPs were not paid a salary so you had to be rich to be able to be one.

Voting was not in secret.

New industrial towns were not fairly represented by MPs.

Women, working-class men and many middle-class men had no right to vote and no voice in government.

Week 8


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Week 2 Week 6 Week 8 Week 10Week 4Pastry - Shortcrust, puff pastry and their relatives need to be kept cool for best results. If the pastry gets hot, the fat melts and shortening does not occur.

Similarly, pastry needs to be mixed quickly. This helps keep it cool but also minimises development of the flour's gluten content, otherwise the pastry may become too elastic, difficult to roll, inclined to shrink, and tough in texture. Too much handling can also make the fat soft and the finished pastry greasy.

Once the dough is formed, chilling it for 30 minutes or so helps relax the gluten and set the fat, making the dough manageable and less likely to shrink. Chilling the dough between each stage of making puff pastry is vital.

Choux pastry is a very light pastry that is often filled with cream. Unlike other types of pastry, choux is in fact closer to a dough before being cooked which gives it the ability to be piped into various shapes such as the éclair and profiterole. It’s made with plain flour, salt, butter, eggs, milk and a little sugar (if it’s being used for a sweet dish).

https://www.youtube.com/watch?v=wiVlScPkWfc

https://www.youtube.com/watch?v=xCSKLOuthU8

Food Commodities Cereals Wheat -Wheat grains grow at the top of the plant. They are closely packed together in clusters called ears. It is these starchy grains that we eat.Each grain of wheat has three distinct parts. 1. Bran layers - the coarse outer.2. Wheat germ – a new plant would grow from this part. 3. Endosperm (the starchy store of food which the germ feeds on while it grows).

The endosperm is the white flour we use to make many products. After milling, the wheat germ and bran can be added back to white flour in different amounts to create either brown or wholemeal flour. The next step is milling - the process turns wheat into flour. Different parts of the wheat grain are used to make different types of flour. The miller must use their skill to buy, blend and mill the wheat to produce the right kinds of flour.

https://www.youtube.com/watch?v=3wyhzKX97Vk

Heat Transfer and Methods of Cooking1. Radiation: heat travels from its source in direct rays until it falls on an object in its path.2. Conduction: heat is transferred through a solid object by contact.3. Convection: movement of heated particles of gases or liquids. On heating, the particles expand, become less dense and rise. The colder particles sink to take their place, thus causing convection currents, which distribute heat. Wet methods of cooking: Using water, stock, steam or oil/ fat Dry methods of cooking: grilling, broiling, baking and rotisserie cooking.

Although cooking improves digestion and the absorption of many nutrients, the levels of some vitamins and minerals may decrease. Water-based cooking methods cause the greatest losses of water-soluble vitamins, they have very little effect on omega-3 fats

Grilling and broiling provide great flavour but also reduce B vitamins.

Microwaving is a safe cooking method that preserves most nutrients due to short cooking times.

Sautéing and stir-frying improve the absorption of fat-soluble vitamins and some plant compounds, but they decrease the amount of vitamin C in vegetables

Frying makes food taste delicious, and it can provide some benefits when healthy oils are used.

Steaming is one of the best cooking methods for preserving nutrients, including water-soluble vitamins.

Special Diets - There are a number of factors that influence the need for special diets:

AgeChildren require the same variety of food from the Eatwell Guide as adults but in smaller portions. The same rules apply when providing food for teenagers, as they are still growing. As people age their dietary requirements change.

Heath issuesDiabetes - A condition that causes the body’s blood sugar level to become too highHeart conditions and obesity are also important factors.

Cultural/religious considerationsIt is important when working in hospitality to have a knowledge of the impact of religion on food choices. Islam, Judaism, Hinduism.

Ethical reasonsLacto-ovo Vegetarians - A vegetarian will not eat the flesh of animals but they will drink milk and eat eggs because the animal does not suffer to produce these.Vegan - A strict vegetarian who consumes no animal products (such as meat, eggs, or dairy products)

Food allergies/food intoleranceAnaphylactic shock An extreme, often life-threatening allergic reaction which can cause the mouth and throat to swell up, blocking the airway and increasing the risk of suffocation.Food intolerance - When a person has difficulty digesting certain foods and can have an unpleasant physical reaction, such as bloating and stomach pain.Coeliac disease - Coeliac disease is a common digestive condition where the small intestine becomes inflamed and unable to absorb nutrients.

Pastry - At its most basic, pastry is a mixture of flour and fat bound with water to form a paste. The wide range of pastries made today vary in texture and taste according to the proportion of fats used, the way in which it is incorporated with the flour, and the method used to shape the dough.

Shortcrust pastry is the easiest type of pastry to make. It's also very versatile as it readily incorporates other flavourings. It can be used for sweet or savoury pies and tarts, pasties and other pastry parcels. Regular shortcrust pastry is bound with water but for a richer version the water is replaced with egg.

Pate sucrée is a French sweet pastry similar to shortcrust pastry but with high sugar content and egg yolks for richness.

Puff pastry has a much higher fat content than short pastries and uses a special rolling and folding technique to create fine layers of dough that trap air between them. The pastry then puffs up on baking, creating scrumptious leaves with a light texture and rich flavour. This is one pastry that really impresses.

Flaky pastry and 'rough puff' are both similar to puff pastry but easier and quicker to make. They are ideal for recipes where you want a flaky texture but do not need the pastry to rise impressively.

It's very easy to make simple vegan sweet shortcrust pastry by substituting the butter with soya margarine.


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Your teacher will give you a printed copy to attach here.


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How to login:

1.Go to ‘w

ww.sparx.co.uk’

2.Click on ‘Login’ in the top right corner, then on ‘Student Login’.

3.Search for St Luke’s Church of England School’ in the ‘find your school’ box.

4.Login w

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Click on ‘Homew

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Complete your com

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W

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Your homew

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What if I need help?

Support Sessions, MA1 at lunchtim

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Your book work should

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Pulse : The beat of the music. Every piece of music has a ‘heartbeat’. It doesn't need to be played by drums - you can ‘feel’ the beat.

Rhythm : Notes have different lengths, some long, some short. When we combine long and short sounds, it creates a pattern, which is a rhythm.

Tempo : Tempo means the speed of the music. Music can change tempo within a piece.

Dynamics : Dynamics means the volume of the music. Music can change dynamics within a piece.

Pitch : How high or low of a sound is.

Structure : Music is divided into sections. The order of these sections creates a structure. Song structure includes Chorus, Verse, Instrumental etc.

Texture : A single part creates a thin sound. Adding more parts/layers creates a bigger sound. These layers can interact with each other.

Timbre : The unique quality of sound produced by different instruments. What makes instruments sound different.

Please make sure you know the notes of the keyboard.

Film music is a wonderful thing and without it movies would be a somewhat boring affair. The music within these productions tells us when to be sad, when to be happy and when to jump.

Click Track : a click metronome heard by musicians through headphones as they record.

Cues : The parts of the film that require music. These are agreed by the Director and Composer.

Diegetic : Music that can be heard by the characters as well as the audience.

Homophonic : A texture where all parts move in harmony. Usually a melody and chords.

Leitmotif : A melody that represents a character, thing or place.

Mickey Mousing : The music fits with what is happening on screen.

Monophonic : A texture which has a single melodic line.

Non-diegetic : Music that can only be heard by the audience.

Ostinato : A repeated pattern.

Polyphonic : A texture with different parts working independently of each other.

Syncing/Sync Point : A precise moment where the timing of the music needs to fit with the action.

Underscore : Where the music is played at the same time as action or dialogue.

Week Three Week FiveWeek One

Musical Elements Recap Film MusicMusic Notation Recap

Notes on the Keyboard

You will need to know the pitch notation positions of Treble and Bass Clef from memory:

Treble Clef

Bass Clef

Rhythmic NotationYou will also need to be able to remember the rhythmic notation names and their value.

Key Words


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The table below lists musical elements and the common (cliché) we think of when they appear in film. Make sure you learn them as they will make composing so much easier.

Purpose : Music in films is there to set the scene, enhance the mood, tell the audience things that the visuals cannot, or manipulate their feelings. Sound effects are not music!

Specially Composed Music : Some music is composed specially for a film. Much of this is broadly classical in style.

Borrowed Music : Some music used in film soundtracks was composed for other (non-film) purposes but is adopted for use in a film because it fits the film-maker’s intentions.

Theme Songs : Sometimes a song, usually a pop song, is used as a theme song for a film. This helps with the marketing and publicity.

Virtual Instrument Track : MIDI track to recorded or edit MIDI sounds

Audio Track : Live sound track to loads loops or record live audio from microphones or guitars

Metronome : Click to help you keep time when recording

Loops/samples : Pre-recorded musical ideas in a library

Regions/clips : Coloured areas that hold musical information

MIDI keyboard : Attached to the computer to record musical ideas

Piano roll/step input : Editing window which enables editing of MIDI events

Note editing:/Note duration : length of note

Note position : Placement of pitch and rhythm

Note velocity : Volume of each note

Quantisation : Moving notes to set beat positions

Looping : Repeating musical regions/clips for set amounts of time

Copy and paste : Copying anything from single notes to entire sections of music and pasting them in a selected area.

Week Nine Week Seven

Types of Musical Cliché Key Ideas and Concepts

Tempo

FastExcitement, action or fast moving things ( chase scene).

SlowContemplation, rest or slow-moving things ( funeral procession).

Melody

AscendingUpward movement, or a feeling of hope (climbing a mountain).

DescendingDownward movement or feeling of despair ( movement downhill).

LeapsDistorted or grotesque things/strange behaviours (a monster) .

Harmony

Major Happiness, optimism, success.

MinorSadness, seriousness, anger ( a character learns of a loved ones death).

DissonantScariness, pain, mental anguish ( a murdererappears).

Rhythm

Dance-like rhythms Playfulness, party, dancing (medieval feast).

Irregular rhythmsExcitement, unpredictability, action ( fast moving fight).

Rhythmic ostinato Menace, tension (the countdown to an invasion).

Dynamics

Forte (loud) Power, surprise, large objects, wide open spaces.

Piano (quiet) Gentle, weak, shy, small objects, small spaces.

Crescendo Getting closer/something approaching.

Decrescendo Getting further away/something leaving.

Software Terms


PE

Week 1 Week 5 Week 7 Week 9 Week 3BENEFITS TO

PARTICIPATION IN PHYSICAL ACTIVITY.

Physical health and well-being:- Improves heart function- Improves body systems- Reduces the risk of some illness- Lose weight- Avoids obesity- Reduces the chance of injury

Mental health and well-being:- Reduces stress and tension- Releases a feel good hormone (serotonin)- Allows you to control emotions

Social health and well-being:- Opportunities to socialise/meet friends- Co-operation with others- Teamwork- Improves communication skills

CONSEQUENCES OF A SEDENTARY LIFESTYLE

A sedentary lifestyle is a lifestyle with irregular or no physical activity.

A sedentary lifestyle can lead to:- Weight gain/obesity- Heart disease- Diabetes- Poor sleep- Poor self-esteem- Lethargy- High cholesterol

Obesity is a term to describe people with a large fat content, caused by an imbalance of calories consumes to energy expenditure.

Obesity: Effect on performance in physical activity - Limits stamina / cardiovascular endurance- Limits flexibility- Limits agility- Limits speed/power

Causes ill health (physical):- Cancer- Heart disease/heart attacks- Diabetes- High cholesterol.

Causes ill health (mental):- Depression- Loss of confidence.

Causes ill health (social):- Inability to socialise

ENERGY BALANCE

Energy is measured in calories (Kcal) and is obtained from the food we eat.

Average adult male requires 2,500 Kcal/day and the average adult female requires 2,000 Kcal/ day but this is dependent upon:- Age- Gender- Height- Energy expenditure (exercise).

A balanced diet contains lots of different types of food to provide the suitable nutrients, vitamins and minerals we require.

The reasons for a balanced diet:- Unused energy is stored as fat, which could cause obesity- The suitable energy can be available for activity- The body needs nutrients for energy, growth and hydration

Hydration is also important to have enough water to enable normal functioning of the body and prevent dehydration.

Dehydration can lead to:- Blood thickening- Increase in heart rate - Increase in body

temperature

FACTORS THAT CAN AFFECT HEALTH AND

WELL-BEING

Physical and lifestyle factors:- Genetic inheritance- Ill health - Diet- Amount of exercise- Substance use; including alcohol, nicotine, illegal drugs and misuse of prescribed drugs- Personal hygiene

Social, emotional and cultural factors:- Social interactions- Stress- Willingness to seek help or access services

Environmental factors:- Levels of pollution- Noise pollution- Housing condition and location

Financial resources can also affect an individuals health and wellbeing. For example, not being able to afford nutritious foods.

HEALTHY ACTIVE LIFESTYLE KEY

DEFINITIONS

Health:A state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

Well-being:Physically, mentally and socially comfortable, happy and healthy.

Mental health and well-being:A state of well-being in which a person realises their potential, is able to cope with the normal stresses of life, can work productively and is able to make a contribution to their community.

Physical health and wellbeing:When a person has all their body systems working well and they are free from illness and injury.

Social health and well-being:Basic human needs (food, clothing & shelter) are being met and an individual is socially active. They experience little stress in social situations and have friends and a support network.


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There are two types of microscopes, light and electronmicroscopes. Electronmicroscopes have a greater magnification and resolutionwhich has increased our understanding of sub-cellular organelles.Magnification = Image size ÷

Actual sizeOn microscope slides the stainmakes organelles visible.

When writing and working with very large or very small numbers, we use standard form. Standard form shows the size of numbers as powers of ten. Standard from numbers are written as:A × 10n

where: A is a number greater than 1 but less than 10 and n is the index or power.Four small numbers you need to know:milli (10−3) 0.001micro (10−6) 0.000001nano (10−9) 0.000000001pico (10−12) 0.000000000001

All organisms need energy. Plants and algae trap energy by transferring light energy to glucose through photosynthesis.Photosynthesis occurs in chloroplasts which contain chlorophyll and it is an endothermic reaction

Leaves, stems and roots are organs consisting of different types of tissues. Plant leaves are the main organ for photosynthesis.Leaves have various adaptations: Epidermis is thin and transparent; palisade cells near the top packed with chloroplasts; stomata, tiny pores that allow Carbon dioxide and Oxygen to diffuse in and out; specialised guard cells open and close the stomata; cuticle, a thin waxy coating; spongy layer, to allow gases to diffuse around the leaf.

Photosynthesis has three limiting factors:Temperature: high temperatures cause the enzymes in the chlorophyll to denature so the reaction cannot take place. At low temperatures; the enzymesmay not have enough energy to collide.Light intensity: light brings energy to the reaction. After a certain light intensity, the rate of reaction plateaus and the rate of photosynthesis remains constant. Carbon dioxide concentration: carbon dioxide is a reactant of photosynthesis and therefore the more it has, the quicker the reaction can take place. After certain concentrations, the increased amount of carbon dioxide will no longer affect the reaction and the rate of photosynthesis will remain constant.

Plants use two different systems: xylem moves water and mineral ions from the roots to the leaves; phloem moves food substances such as sucrose (sugar) and amino acids from leaves to the rest of the plant.Transpiration: the flow of water into the roots (by osmosis), up through the stem through the xylem vessel and out of the stomata (as water vapour) in the leaves. Factors that increase the rate of transpiration: wind, high temperatures, light intensity.Translocation: glucose is moved around the plant in the form of sucrose. The phloem vessels in the stem help transport sucrose.Companion cells pump sucrose from the leaf into the phloem by active transport. The companion cells require energy so they contain many mitochondria.Root hair cells: have a large surface area and thin cell walls to increase the rate of water (osmosis) and mineral uptake (active transport).

Cells from different tissues have different shapes, sizes and functions to help them do their jobs. The cells are specialised.

Plant cells have thick cell walls and may have some other features not found in animal cells: chloroplasts and a permanent vacuole.

Animal and plant cells are described as eukaryoticorganisms. Bacteria cells are described as prokaryoticorganisms.

Specialised cells are adapted to their function:• Sperm cell: acrosome,

haploid nucleus, mitochondria and tail.

• Egg cell: nutrients in cytoplasm, haploid nucleus and changes to cell membrane after fertilisation.

• Ciliated epithelial cells: cilia wave to move substances through the body.


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The distribution of organisms is affected by abiotic and biotic factors.Abiotic – temperature, light, water, pollutantsBiotic – competition, predationThe distribution of a species if determined using a belt transect.Abundance is a measure of how common something is in an area, such as population size.You can estimate population size by taking samples using quadrats.

Quadrats are placed randomlyalong a line and each individual counted within the quadrat.Pop size= number of organisms in all quadrats x (total size of area/ total area of quadrats)

The results from transects can be drawn into kite diagrams. The width of the bar from the middle at any distance shows how many individuals were observed at that point.

A change in the distribution of species across a habitat is called zonation. It can happen because of a change in an abiotic factor.

Substances that cause harm in the environment are pollutantsand cause pollution. Many human activities release pollutants.The effect of a pollutant can be quantified by studying the changes in population distribution and sizes.Measurements and abiotic factors are recorded.The distribution of the organisms is then comparedwith the abiotic factors tosee which populations are most affected by the changesin the abiotic factors.

Biodiversity is specifically the number of different species. An area with large populations of few species is not biodiverse.Ecosystems with higher biodiversity have fewer species that depend on just one other for food, shelter and maintaining their environment.

The increase in the human population and waste, deforestation, peat bog destruction and global warming are all reducing biodiversity. Modern society is more consumable, humans manufacture more products and replace them more often. This consumption is not sustainable.Conservation helps reverse this. Conservation is the preservation of ecosystems and the organisms that live within them.Human interactions within an ecosystem can be both positive (+) and negative (-).Fish farming: (+) reduces overfishing, (-) pollutants, waste, spread of disease & parasites.Non-indigenous species: (+) used to control populations out of control, (-) out competing native species, may result in extinction.Eutrophication: (-) causes aquatic animals and plants to die.Conservation: (+) preserves the biodiversity of a habitat (difficult if the habitat is under threat).Reforestation: (+) increased number & type of trees grown leads to more habitats and species numbers.Breeding programs (+) help to preserve endangered species.

Materials cycle through both the abiotic and biotic factors within the ecosystem. The main nutrient cycles are the carbon, nitrogen and water cycles.Carbon cycle: Carbon is an essential element for life on Earth. Includes Carbon dioxide in the air, photosynthesis, respiration, digestion and waste materials, death, decay and decomposition, fossil fuels and combustion.Nitrogen cycle: Nitrogen is essential for the formation of amino acids which form proteins. Includes: lightning, decomposition & nitrogen fixing bacteria. Farmers rotate their crops or use fertilisers to increase the amount of nitrates in the soil for plant growth.Water cycle: water is constantly recycled via evaporation, condensation. Ground water is made potable (safe to drink) using chemicals or desalination.

An ecosystem is the interaction between a community of living organisms and their environment.The environment consists of all the conditions that surround any living organism - both the other living things and the non-living things or physical surroundings.A population is all the organisms of the same or closely-related species in an area.An ecosystem is two or more populations of organisms (usually many more) in their environmenta habitat is the place where an organism lives.A community is two or more populations of organisms. All organisms and the environment in which they live form an ecosystem.Organism that live and interact in an ecosystem form a community.Within a community, populations of different species depend on each other for resources, so we say they are interdependent. Each population of species lives within a particular habitat in the ecosystem. Different species within a community will have different effects on each other. Competition – when 2 species compete for the same resource.Predation- when one species eats another and their numbers are correlated in the predator-prey cycleSome organisms work together to survive in a mutualistic relationship, while others depend on a host in a parasitic relationship.


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Week 9 Week 10

FOUNDATION: Describe tu familia…

¿Te llevas bien con tu familia?

¿Qué haces normalmente los fines de semana con tu familia?

¿Qué hiciste con tus amigos el fin de semana pasado?

¿Qué vas a hacer para celebrar la Navidad?

FOUNDATION: ¿Cómo es tu casa?

¿Te gusta tu casa? ¿Por qué (no)?

¿Qué hay para hacer en tu ciudad?

¿Qué hiciste el fin de semana pasado en tu ciudad?

¿Dónde te gustaría vivir en el futuro? ¿Por qué?


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ryuni- = oneTIER 1 WORDS

Unicorn (one horn), unicycle (one wheeled-bicycle), unit(one individual thing), uniform (one type of clothing that everyone in an organisation wears)

TIER 2 AND TIER 3 WORDSUnique – being the only one of its kind. Unlike anything else. ‘Your handwriting is unusual – it’s really unique’. Unite – join together as one. ‘The two countries have united against their common enemy.’Union – to make into one. ‘they are joined in the union of marriage’Unification - the process of being united /made into a whole. ‘The team’s long-term goal was unification’Universal – can be applied to all, everything, everyone. ‘Universal peace seems like an impossible dream.’Unanimous – a number of people agreeing with one idea orargument. ‘Their decision was unanimous.’

Extension Words: Unilateral, unison, unanimity, unionist

How do I use this Knowledge Organiser?

What is a Prefix?

• A prefix is an affix (a part of a word) which is placed before the main part of a word. A prefix can add or change the meaning of the original word stem.

• For example: when the prefix un- is added to the word happy, it creates the word unhappy.

How will this help me?

• Knowing common prefixes will help you to decode words you come across when you are reading. Every week you will be learning a range of Tier 2 and Tier 3 vocabulary which will be linked to the same prefix. Some of these words you will be familiar with, but some will be brand new vocabulary for you to learn.

How do I use this knowledge organiser?

• Every fortnight you will need to learn the meaning of the prefix and as many words beginning with this prefix as you can. You will need to learn the words, the definitions and their spellings.

• You can learn the words and their meanings in different ways. You can copy them out using ‘write/cover/check’. You can create FrayerModels of the different prefixes and words. You could even draw images to help you to learn them.

• When doing the work in your homework books, you should prioritise the words you don’t already know. If you are already confident with using the Tier 1 words and some of the Tier 2 words, then you don’t need to revise them. Focus on the words you are not familiar with.

• You will be given a range of words with detailed explanations, but also a list of extension words. You can look up the meaning of these words online or using a dictionary and learn them too.

mono- = oneTIER 2 AND TIER 3 WORDS

Monocle – like glasses to help you see, but only one lens. Monotone – a sound that stays on only one level, without variation. ‘His monotone voice droned on’Monotonous – When one task is repeated again and again so it is boring. ‘She had the monotonous job of folding leaflets.’Monarchy – When there is only one king or queen. ‘There has been a monarchy in England for 1200 years’.Monomer - one molecule that forms the basic unit for polymers. ‘The smaller molecules are called monomers.’

Extension Words: monotheism, monoxide, monologue, monopoly, monolith, monosaccharides.

Week 2

bi- = two or twiceTIER 1 WORDS: Bicycle, binoculars.

TIER 2 AND TIER 3 WORDSBinary – made up of two parts or the system of using 1 and 0 in computing. ‘All computer equipment deals only in binary.’Biannual – happening twice a year. ‘The company is conducting its biannual review’Bilingual – able to speak or use two languages. ‘Her children are bilingual.’Bisect – divide into two parts. ‘The new road will bisect the town.’ Bipartisan – supported by two different political parties. ‘They created a bipartisan coalition’.

Extension Words: bicarbonate, bigamy, biracial

di- = two or twiceDilemma – a situation that requires a choice between two actions, neither of which will be a good solution. He had a dilemma: lie to his friend or lie to his parents.

Extension Words: dioxide, dichotomy, dichromatic

duo- = twoTIER 2 AND TIER 3 WORDS

Duet – two people singing together.Duplicate – to make a copy. ‘Can you duplicate this worksheet?’Duplicitous – someone sneaky or deceitful. Two-faced. ‘Lady Macbeth is a duplicitous character’. Duologue – dialogue or conversation between two people, often in a play. ‘They performed a duologue.’

Week 4


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ryde- = not, oppositeTIER 2 AND TIER 3 WORDS

Decrease - to become less or smaller. ‘The price of petrol decreased.’ ‘His interest in gaming decreased.’Decode - to change from code into ordinary language.‘I finally decoded the secret message.’Destabilise – To upset the balance. ‘The election would destabilise the government.’Demystify - make a difficult subject clearer and easier to understand. ‘This book demystifies car mechanics’. Deflate – to shrink or collapse by letting out gas. ‘The balloon deflated’; losing confidence. ‘She felt deflated.’Deoxyribonucleic acid – DNA – a chemical which carries genetic information.

Extension Words: defrost deselect, detoxify, deregulate, decelerate, declutter, decentralise.

Week 6 Week 8 Week 10

multi- = manyTIER 2 AND TIER 3 WORDS

Multiple – made of more than one part; many. ‘He had multiple prints made of his favourite picture.’;a number into which another number may be divided without remainder. ‘Six is a multiple of two.’Multimillionaire - a person worth several million pounds. ‘The businessman was a multimillionaire.’Multicultural – involving several cultural. ‘The festival was a multicultural celebration’. Multinational – (adj.) involving several countries; (noun) a company with business in several countries. ‘Are multinationals more powerful than governments?’Multifaceted – Having many faces. ‘The multifaceted diamond’. Or: having many stages or aspects. ‘He’d had a multifaceted career.’

Extension Words: multiply, multimedia, multipurpose, multifunctional, multifarious, multilingual.

poly- = manyTIER 2 AND TIER 3 WORDS

Polygon – a shape with three or more straight sides. Polymath – someone who has expertise in many areas. ‘The polymath Leonardo da Vinci was a painter and sculptor, engineer, musician, and inventor.’Polyglot – someone who knows several languages. [poly=many, glotta=tongue]Polytheism –the belief in more than one god. [poly=many, theos=god] Polymer - made by chemical reactions that join many small molecules together to make long molecules. Polypeptide - A short polymer made from fewer than 50 amino acids.

Extension Words: polynomial, polymerisation, polyester.

dis- = not, opposite, apartTIER 1 WORDS: disappear, disagree

TIER 2 AND TIER 3 WORDSDisobey – do not carry out an order or command. ‘Shedisobeyed her parents by staying out late.’Disadvantage - a condition or situation that makes it more difficult to succeed. ‘Despite the disadvantage of being poor, he became very successful.’Disarm – to take weapons away. ‘The leader refused to disarm the country’s nuclear weapons.’ Discredit – to harm the reputation of; to put in doubt. ‘The scientist tried to discredit his rival’s scientific data.’Displace - to force out of a home territory or particular place. ‘Many families were displaced by the flood.’

Extension Words: disrespect, disapprove, disprove, disambiguation, disallow, disinfect, distillation, disregard.

in- = notTIER 1 WORDS: incorrect, incomplete, invisible

TIER 2 AND TIER 3 WORDSInability - lack of ability to do something. ‘Her inability to use a computer was a disadvantage in her job.’Independent, not needing the support or advice of another. ‘She is an independent learner.’Incompatible – two things that are so different, they can’t work together. ‘My old charger is incompatible with my new phone.’Inadequate – not enough or not good enough. ‘He failed the test because his answers were inadequate.’Insoluble - impossible to dissolve, especially in a given liquid. ‘These minerals are all insoluble in water.’

Extension Words: inflexible, indecisive, incurable, inelegant, indestructible, incoherent, incongruent.

im- = notTIER 2 AND TIER 3 WORDS

Impossible - not able to happen, or be done; not possible. ‘It is impossible to walk across the ocean.’Impolite - not polite; rude. ‘It is impolite to leave without saying goodbye.’Impatient - not patient; not willing or able to wait calmly. ‘Waiting in a long queue makes me impatient’Immature – not mature; childish or foolish. ‘Your silly behaviour is immature.’Immeasurable - impossible to measure; very great.‘Her love for her daughter was immeasurable.’Immortal - living forever; never dying or decaying. ‘our mortal bodies are inhabited by immortal souls’

Extension Words: impeccable, impure, impolite, improbable, imprecise, Immovable, improper.

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Organiser 2020-21 Knowledge · 2020. 9. 8. · Knowledge Organiser Year 9 Autumn 2020 Cycle One | Page 4 Myths and Legends: Mythical Plants Art MYTHICAL PLANTS Flowers are not merely