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KNOWLEDGE
ORGANISERSYear 8 – Term 3 – Spring 1
Name: ………………………………… Form:…………………
Students are required to apply the ‘KO code of working’ which is:
LOOK – Read the specific part they need to learn for homework.
SAY – Read out loud the specific part they need to learn.
COVER – Cover the KO.
WRITE – Write out everything you can remember from the specific part of the KO in your workbook.
CHECK – Check that you have all the content needed and it is correct. Any content that is missing or incorrect use a purple pen to illustrate the gaps in your knowledge that you have corrected.
x3 – Repeat 3 times.
LOOK SAY COVER WRITE CHECK
ENGLISH
MATHEMATICS
Language Meaning Example Language Meaning Example
Acute An angle that is less than 90 degrees.
Opposite Angles that are directly apart.
Right angle An angle that is exactly 90 degrees.
Parallel Angles located on a line that intersect two lines that will never meet.
Obtuse An angle that is greater than 90 degrees but less than 180 degrees.
Adjacent Angles that are next to each other.
Straight line An angle that is exactly 180 degrees.
Perpendicular Angles that meet at 90 degrees (right angle).
Reflex angle An angle that is greater than 180 degrees but less than 360 degrees.
Corresponding Angles that make the shape of a letter ‘F’ when located in parallel lines.
Full turn An angle that is exactly 360 degrees.
Alternate Angles that make the shape of a letter ‘Z’ when located in parallel lines.
SCIENCE
Section 1 – Keywords Section 2 – Types of Reactions
Physical Change – Changes of state
Chemical Change – You can tell if a chemical reaction has occurred
because one of the following will happen: Colour change; Fizzing (gas
being produced); Temperature change; Producing light
Section 3 – Energy Changes
During a chemical reaction, the first thing that happens is that chemical
bonds in the reactants are broken. Then bonds are made in the
products – the new chemicals.
Reaction profiles, or energy level diagrams, shows whether a reaction
is exothermic or endothermic. It shows the energy in the reactants and
products, and the difference in energy between them. We move from
the left to the right along the diagram.
Section 4 – Catalysts
Catalysts work by reducing the amount of energy needed to break the
bonds in the reactants. This means the reaction can happen more
quickly because less energy is being absorbed. The energy change of
the reaction is unchanged.
Chapter 11 –Chemical Energy
• Catalysts: Substances that speed up chemical reactions but are
unchanged at the end.
• Exothermic reaction: One in which energy is given out, usually as
heat or light e.g. Respiration, Neutralisation, Hand Warmers
• Endothermic reaction: One in which energy is taken in, usually as
heat e.g. Photosynthesis, Thermal Decomposition, Cool Packs
• Chemical bond: Force that holds atoms together in molecules.
• Physical change : A reaction that is reversible and does not
involve new chemicals being made e.g. a change of stage
• Chemical change: A reaction that is usually impossible to reverse
and involves new chemicals being made e.g. combustion
Exothermi
c
Endothermic
Section 1 – Keywords Section 2 – Types of Reaction
• Combustion:
• In order for a fire to start three things are required, oxygen,
heat and a fuel. If you remove any of these then the fire will
go out.
• When we burn a fuel in oxygen, carbon dioxide and water
are produced.
• Alcohols are often used as fuels because they are liquids,
so are easy to transport and store, they burn easily and
they release lots of energy.
• Thermal decomposition is when a single reactant breaks down into
two or more products using heat.
• Mass is conserved in every reaction where the system is closed
(the products have not escaped)
Chapter 12 – Types of Reaction
• Fuel: Stores energy in a chemical store which it can release as
heat.
• Chemical reaction: A change in which a new substance is formed.
• Physical change: One that changes the physical properties of a
substance, but no new substance is formed.
• Reactants: Substances that react together, shown before the
arrow in an equation.
• Products: Substances formed in a chemical reaction, shown after
the reaction arrow in an equation.
• Conserved: When the quantity of something does not change after
a process takes place.
Section 3 – Balancing Equations
We know from studying our law of conservation of mass, that atoms cannot be made or destroyed, therefore every chemical equation must
be balanced.
Rules for balancing equations: You can never change the little numbers; You must only balance the equation by placing big numbers in
front; The number of atoms of both elements must be equal.
How to balance an equation:
1. Draw a line under the equation using a ruler. Draw a vertical line down from the arrow.
2. Underneath the line, on the left hand side write out the elements present.
3. Count the number of atoms of each element in each compound. Right this below the compounds.
4. Check if it is balanced on the left hand side and right hand side of the equation.
5. If it is not balanced then you increase the number of atoms of each element by multiplying the number of molecules.
6. Readjust your number of atoms and see if the equation is now balanced.
7. Repeat the process until the equation is balanced.
8. Rewrite the final equation.
Section 1 – Keywords
• Aerobic respiration: Breaking down glucose with oxygen to
release energy and producing carbon dioxide and water.
• Anaerobic respiration (fermentation): Releasing energy from the
breakdown of glucose without oxygen, producing lactic acid (in
animals) and ethanol and carbon dioxide (in plants and
microorganisms).
• Fertilisers: Chemicals containing minerals that plants need to
build new tissues.
• Photosynthesis: A process where plants and algae turn carbon
dioxide and water into glucose and release oxygen.
• Chlorophyll: Green pigment in plants and algae which absorbs
light energy.
• Stomata: Pores in the bottom of a leaf which open and close to let
gases in and out.
Section 2 – Equations
Aerobic Respiration – with oxygen GO COW
Glucose + oxygen Carbon dioxide + water ( + energy)
C6H12O6 + 6O2 6CO2 + 6H2O
Anaerobic Respiration – without oxygen
In animals: Glucose Lactic acid ( + some energy)
In plants and microorganisms: Glucose Ethanol + Carbon Dioxide
C6H12O6 2C2H6O + 2CO2
Photosynthesis – only occurs in plants COW GO
Carbon dioxide + water Glucose + oxygen
6CO2 + 6H2O C6H12O6 + 6O2
Section 3 – Respiration
• Aerobic respiration occurs when there is plenty of oxygen so
glucose can be broken down fully into carbon dioxide and water
and lots of energy is released.
• In some situations organisms may not be receiving enough oxygen
so they instead respire anaerobically which still produces some
energy but far less. In animals anaerobic respiration produces the
toxic chemical lactic acid which causes cramp; however in plants
and microorganisms ethanol (which makes beer alcoholic) and
carbon dioxide (which makes bread rise) are produced instead.
• For any more information watch this video:
Section 4 – Photosynthesis
• In order to grow plants need: carbon dioxide (for photosynthesis),
oxygen (for respiration), light (to provide energy for
photosynthesis), water (for respiration), as well as space to grow
and nutrients from the soil
• Plants have specially adapted leaves which have chloroplasts
containing the green pigment chlorophyll to absorb as much light
as possible and stomata to let gases in and out.
• Plants have specially adapted roots with tiny root hair cells to
absorb as much water as required and all of the nutrients they
need to make the plant healthy.
• The water is moved around a plant in xylem vessels by a process
called transpiration
• Glucose is dissolved and transported around the plant in phloem
vessels in a process called translocation
• Glucose is used in respiration, building the cellulose cell wall and
any left over is stored as starch.
Chapter 17 and 18 –Respiration and Photosynthesis
FRENCH
Knowledge OrganiserFrench - Year 8
Spring 1
Les endroits Places
Dans ma ville il y a… In my town there is/are…
un café a café
un cinéma a cinema
un marché a market
un musée a museum
un tabac a newsagents
un hôtel a hotel
un hôpital a hospital
un air B&B an air B&B
une église a church
une poste a post office
une banque a bank
une gare a station
des magasins shops
Où es-tu allé(e)? Where did you go?
Qu’est ce que tu as mangé/bu? What did you eat/drink?
Qu’est-ce que tu as visité? What did you visit?
Qu’est-ce que tu as fait? What did you do?
Où es-tu resté(e)? Where did you stay?
Apply knowledgeLes monuments de
Londres
London monuments
Á Londres il y a… In London there is/are…
la Tour de Londres the Tower of London
Madame Tussauds Madame Tussauds
la Tamise the Thames
le Palais de Westminster the palace of Westminster
le Palais de Buckingham Buckingham Palace
le Zoo de Londres London Zoo
l’Abbaye de Westminster Westminster Abbey
La nourriture et les boissons
Food and drink
Le fromage cheese
Le poulet chicken
Le poisson fish
Le lait milkLe pain breadLa viande meatLe beurre butterLa confiture jamLa pizza pizzaLes œufs eggsL’hamburger hamburgerLe jus d’orange orange juiceLe coca cokeLe riz riceLe jambon hamLe jus de pommes apple juiceLe bifteck steakLes pommes de terre potatoes
Manger To eat – past tenseJ’ai mangé I ateTu as mangé You (friend) ateIl/elle a mangé He/she ateNous avons mangé We ateVous avez mangé You (plural) ateIls/elles ont mangé They ate
Visiter To visit – past tenseJ’ai visité I visited
Tu as visité You (friend) visited
Il/elle a visité He/she visited
Nous avons visité We visited
Vous avez visité You (plural) visited
Ils/elles ont visité They visited
Autresverbes
Other verbs
J’ai bu I drankJ’ai vu I sawJ’ai lu I readJ’ai fait I did
Rester To stay – past tenseJe suis resté(e) I stayedTu es resté(e) You (friend) stayed
Aller To go – past tenseJe suis allé(e) I wentTu es allé(e) You (friend) went
SPANISH
Knowledge OrganiserSpanish - Year 8
Spring 1
Les endroits Places
En mi ciudad hay... In my town there is/are…
un cafe a café
un cine a cinema
un mercado a market
un museo a museum
una plaza de toros a bullring
un hotel a hotel
un hospital a hospital
un aire b-b an air b&b
una iglesia a church
una oficina de correos a post office
un banco a bank
una estación de tren a station
una tienda a shop
Adónde fuiste? Where did you go?
¿Qué comiste/bebiste? What did you eat/drink?
¿Qué visitaste? What did you visit?
¿Qué hiciste? What did you do?
¿Dónde te alojaste? Where did you stay?
Apply knowledge
Los monumentos de
Londres
London monuments
En Londres hay... In london there is/are…
La Torre de Londres The tower of london
Madame Tussauds Madame tussauds
El Támesis The thames
El Palacio de Westminster The palace of westminster
El Palacio de Buckingham Buckingham palace
El Zoo de Londres London zoo
La Abadía de
Westminster
Westminster abbey
La nourriture et les boissons
Food and drink
el queso cheese
el pollo chicken
el pescado fish
la leche milkel pan breadla carne meatla mantequilla butterla confitura jamla pizza pizzalos huevos eggsla hamburguesa hamburgerel zumo de naranja orange juiceel Coca-Cola cokeel arroz riceel jamón hamel zumo de manzana apple juicelas patatas fritas potatoes
Comer To eat – past tenseYo comí I ateTú comiste You (friend) ateÉl/ella comió He/she ateNosotros/as comimos We ateVosotros/as comisteis You (plural) ateEllos/ellas comieron They ate
Visiter To visit – past tenseYo visité I visited
Tú visitaste You (friend) visited
Él/ella visitó He/she visited
Nosotros/as visitamos We visited
Vosotros/as visitasteis You (plural) visited
Ellos/ellas visitaron They visited
Otros verbos Other verbsYo bebí I drankYo vi I sawYo leí I readYo hice I did
Alojarse To stay – past tenseMe alojé I stayedTe alojaste You (friend) stayed
Ir To go – past tenseFui I wentFuiste You (friend) went
GEOGRAPHY
HISTORY
HISTORY YEAR 8 HALF TERM 3: WWI1.Alliance: An agreement between countries to support each other in warArms Race: A competition between countries for superiority in the development and build-up of weaponsAssassinate: To murder an important person for political or religious reasons Long-term cause: An event or situation in the past that leads to an effect some time laterShort-term cause: An event or situation that leads to an immediate effectPatriotism: Supporting your country, especially during wartimePropaganda: False or misleading information used to spread a certain point of view
5. Armistice: The ceasefire that ended the First World War on 11 November 1914Commemorate: To recall and show respect for someone or something in a ceremony Retreat: Move back from a positionDeath Toll: The number of people killed in war or natural disaster
Additional information can be found at BBC Bitesize: https://www.bbc.com/bitesize/topics/z4crd2p
2. Conscientious objector: A person who believes that war is wrong and refuses to fightConscription: The government policy of forcing men to join the armed forced in wartimeCensor: To delete sensitive information in a publicationInfantry: Soldiers fighting on footStalemate: A situation in which further progress by opposing sides in a war seems possibleWestern Front: The area in Northern France and Belgium where British, French and Belgium forces fought Germany in the First World War
3.Shell shock: A nervous condition suffered by some soldiers exposed to the noise and chaos of battleShrapnel: Fragments of a bomb or shell that are thrown out when it explodesCourt martial: A military coup for trying soldiers accused of breaking the rulesCowardice: Lack of courageDesertion: Illegally leaving a military position without permissionPardon: To remove the blame from someone wrongly accused of a crime, such as desertion in wartime.
4.Colonial: Relating to land, people or ideas that are part of an empire such as the British EmpireColony : A country controlled by another country as part of its empireCivilian: A member of the public who is not part of the armed forcesHome front: The civilian population of a nation whose armed forces are engaged in war abroadRationing: Officially limiting the amount of items such as food allowed to each person during wartime
World War One, also known as the Great War,
was one of the largest, most violent wars in
History. For Britain and many other countries in
Europe and beyond, it changed both how we
live and we interact with other countries. New
technologies such as tanks were created and
the rights of women were changed. Battles
such as the Somme saw the deaths of tens of
thousands of soldiers with little gained.
28th July 1914
Start of WW1.
28th June 1914
Assassination of
Archduke
Ferdinand.
January 1916
Military service Act
passed introducing
conscription
November 1916
Battle of the Somme28th June 1919
Signing of the Treaty
of Versailles.
11th November 1918
End of WW1 and the armistice.
Trenches were the main way land battles
were fought during WW1. Trenches were
open topped tunnels that allowed troops
to move and fight with some level of
protection. The conditions however were
terrible. Trench foot, rats and bad
weather meant that many soldiers died
just from the poor conditions.
HISTORY YEAR 8 HALF TERM 3: WWI
The Home front was as much a battleground as the front lines. Propaganda posters were everywhere, trying to persuade men to join up. Rationing of many foods was the norm. Women were encouraged to help with the war effort, taking on work that had before just been for men. Conscription was introduced in 1916 and saw men from across the country forced to join the army. Those who refused became the Conscientious Objectors who faced prison for their refusal.
Timeline
Additional information can be found at BBC Bitesize: https://www.bbc.com/bitesize/topics/z4crd2p
INFORMATION
TECHNOLOGY
PHYSICAL
EDUCATION
DRAMA
ART
Year 8 Art
Investigating Visual Language; Dragons.
Colour Theory
Secondary
Tertiary
Primary
Pencil, Look, Observe,
Primary Source, First-
hand,
Record,Shade, Blend
Ink, Dipping stick,
Control, Pattern
Mark-making, Bleed,
Outline
Layer, Colour, Blend,
Smudge, Scrape,
Apply, Work, Mix.
Brush, Apply, Layer,
Mix
Blend, Outline, Fill
Dab, Gradations
Mixed media,
Experiment, Combine,
Risk, Layer, Collage,
Stick, Manipulate,
Collagraph, Ink, Roller
Viking and Norse Dragons.
The Vikings used to sail on long
ships, also called ‘drakkar’ or dragon
ship. These ships were used to
transport Viking warriors on their
raids across Europe. Often sea-
going ships would have a dragon’s
head mounted on its stern to ward off
evil sea spirits and serpents.
Oriental Dragons
Oriental dragons have serpentine
bodies, four legs, and are usually
without wings. They are said to be a
composite of various other animals-
the body of a snake, the antlers of a
deer, the talons of an eagle, the
soles of a tiger, the scales of a carp,
and the eyes of a demon. It is said
that Oriental dragons have 117
scales.
A dragon is a legendary creature, typically
with serpentine or reptilian traits, that features in
the myths of many cultures. There are two distinct
cultural traditions of dragons: the European or Western
dragon and the Eastern dragon which includes Chinese,
Japanese Korean and dragons from other East Asian
countries.
Welsh Dragons. The Prince of Wales uses rampant
dragons on his banner and the Welsh flag features a red dragon. The old British word “draig,” meant leader, and the word, “pen,” meant head. The two words combined to form Pendragon or Pen Draig, a noble surname in early Britain as early as the fifth century.
Celtic Dragons.
Celtic dragons were strongly associated
with earth and water. Many Celtic dragons
are
forms of sea serpent. They are often
represented as a huge winged
serpent; however unlike many other
Western dragons they usually had
no legs.
Celtic art is ornamental, avoiding
straight lines and occasionally
using symmetry,
Constructing and
Joining Pinch Pots
Together
Stages of Clay
ILLUSTRATION
Year 8 Illustration
Maps.
Key Words: Line, shape, layer, pattern, texture, blend, smudge, mark, symbolic language.
Key Words: Line, shape, polyprint, plate, ink, roller, registration.
Key Words: Line, shape, texture, pattern, layer, mark, collage, wax resist, watercolour, oil pastel, pencil, tissue paper, fold, zine, publish.
A map key or legend is included
with a map to unlock it. It gives you
the information needed for the map
to make sense. Maps often use
symbols or colours to represent
things, and the map key explains
what they mean. ... Symbols in the
key might be pictures or icons that
represent different things on the
map.
Use the 4 key
areas to help
you think, then
write about Art.
Remember, we
want to know
your opinion
and the reasons
why you feel the
way you do
about a piece of
Art.
MUSIC
TEXTILES
Key words 1:
Collage
Overlay
Layer
Texture
Pattern
Outline
Layout
Key words 2:
Tie Dye
Hazard
Secure
Dye bath
Protect
Key words 3:
Embroidery
Stitch
Blanket stitch
Needle
Thread
Accurately
SecurelyKey words 4:
Equipment
Embellishment
Safety
Scissors
Identify at least 10 hazards in this picture
Copy the words and explainations
Year 8 ‘Under the Microscope’ homework Project
You have a term to complete the following tasks and submit a booklet of your work to your teacher for
assessment.
● Research the Textile artist Karen Kamenetzky - include an image and your opinion.
● Make a collage of a piece of work by Karen Kamenetzky.
● Research Islamic rotational prints and write 3 facts you learnt
● Design your own pattern using colour.
Extension: Make a cartoon character based on a disease / bug use colour.
Make an observational drawing from the image below.
