Year 8

Knowledge Organisers

Term 2

HAIDA PATTERN Haida people often have homes by water, so water based animals are common images. The patterns come for drawing one shape inside of another and using simpler versions of details, such as fins, feathers and eyes.

NAVAJO PATTERN The Navajo tribe became famous for their jewellery Textiles, like rugs and shawls. The patterns use GEOMETRIC shapes (diamonds, Triangles, squares) which are repeated over and over. A “four fold” design is traditional, which means repeating a pattern into the four corners. This represents the tribes ideas of living in Harmony.

What’s your spirit animal? Internet task: What animal shares the same characteristics as you? Look up the meaning of Native American animals and read through what each animal represents. Which is the closest to you?

PREVIOUS KNOWLEDGE

The Bear and the Eagle Bear is considered a medicine being with magical powers. Bears are symbols of strength and wisdom Many Tribes link the Bear to Nature and the cycle of the seasons. Eagles, or Thunderbirds, deliver prayers to the Creator and other spirits. Eagles are thought of so highly that a feather is the highest honor. Eagles signify courage, wisdom and Strength , this is why chiefs wear eagle feathers.

Native Americans believe:- Humans were created to serve as

caretakers of Mother Earth. That all living things are connected and

each has a spirit, none lesser than any other.

Nature is viewed as a friend and ally. Animals are considered ‘brothers and

sisters’. Animals are part of Native American

tribes’ “creation stories”. Ideas of living in harmony with

animals, nature and people are a core belief.

Reading task. As there are lots of different Native American tribes, each with their own slightly different beliefs, there are lots of different ancient stories about Native American animals. Find and read a story about your spirit animal, or your favourite Native American animal.

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Year 8 Computer Science Topic 2- My Game Business

UNDERSTANDING WHAT IS BUSINESS, HOW WE CREATE A BUSINESS AND PLANNING FOR THE DESIGN AND CODING OF YOUR GAME

Game Research An important part of game development is to research, find, compare and contrast different features of a game to gain useful insights into your game creation.

Program A collection of instructions that performs a specific task when executed by a computer. e.g Microsoft Word

Audience The age, gender, location and financial standing of your game

Programming Language

It is a vocabulary and set of grammatical rules for instructing a computer or computing device to perform specific tasks. E.g. Python or C++, COBOL, Java

Initial Requirements

A written description of the requirements for the game and some of the key features it must have

Python

Python is a high-level programming language for general-purpose programming that in education and business

Purpose The reason for which something is done or created or for which something exists.

Algorithm An algorithm is a sequence of instructions or a set of rules that are followed to complete a task.

Market Research The action or activity of gathering information about customer need, the potential of the market in the future and the threat of competitors

Sequence A set of related events, movements, or items that follow each other in a particular order in a program

Storyboard A sequence of drawings, typically with some directions, annotations and dialogue, representing the screens planned for a game

Iteration

When designing programs, there may be some instructions that need repeating. This is known as iteration, and is implemented in programming using FOR and WHILE statements.

Feedback Information about reactions to your ideas, which is used as a basis for improvement.

Selection

In a selection a question is asked, and depending on the answer, the program takes one of two courses of action, after which the program moves on to the next event. Uses IF ELIF * ELSE statements

Flowchart A logical diagram of the sequence of the game. Variable

Variables are used to store information to be referenced and manipulated in a computer program. They also provide a way of labelling data with a descriptive name, so our programs can be understood more clearly by the reader and ourselves.

Evaluation A reflective action designed to think WWW/EBI and how you would improve if you had more time

Debugging Debugging is the routine process of locating and removing computer program bugs, errors or abnormalities

Stanislavski: The Man

Himself Born in Moscow,

Russia (1863), Stanislavski

was an actor that became

a director and teacher. His

family loved the theatre

and so he experienced it

from a young age; both

watching and acting.

Stanislavski: The Techniques

Melodrama—”sensational”,

characters and emotion are

exaggerated.

Given circumstances—

working with what the

playwright has told us (date,

set, characters etc)

Stanislavski: The Big Idea

Realism— he wanted

theatre to reflect “real life”.

Actors would work on char-

acters from the inside out,

to create a more “true” or

“real” performance. He

wanted the audiences’

emotional investment.

Emotional memory— using

your memories to help you

recreate the emotion of the

character.

Magic If—putting yourself

in the shoes of the charac-

ter by thinking “what if” I

was in that situation.

DESIGN TECHNOLOGY YEAR 8 MODULE 2

KEY WORDS

Compartments:- A separate section or

part of a structure or container

Screw Joints.- Temporary fixing, a type

of joint that is fastened by means of

screws

Mortise and tenon joints:- square hole

made to receive a tenon and so to form

a joint. tenon - a projection at the end

of a piece of wood that is shaped to fit

into a mortise and form a mortise joint.

Interior:- Situated on or relating to the

inside of something.

Decoration:- The activity of making

something look more attractive by

putting things on it or around it.

Inlay:- embedding pieces of a different

material in it, flush with its surface.

Inlay An ornament (an object) by embedding pieces of a different material in it, flush with its surface.

Extension taskUsing materials other than wood, design a decoration for the lid of your storage box.

Types of inlays and joints.

Interior and Paint effects.

Finishing techniques.There are many ways of finishing products. Paint effects are just one of them.Matt, satin and gloss for the most common type of paint. Fancy paints such as; chalk paint and crackle glaze are used now. Stencils also give a an interesting finish..

Storage interiors can be sectioned up into compartments. And precious objects can be protected by softer materials.

Inlays of different materials can be used to great effect.

Grammar focus:

How do I use an apostrophe?

1. Apostrophes are used to show contraction (this is when two words are

shortened to create one word e.g: don’t , can’t, haven’t etc.

The apostrophe indicates where a letter has been removed to create the

contraction.

2. Apostrophes indicate possession. For example, if you said Charlie’s bag or

Sophie’s

feelings the apostrophe shows that the noun belongs to them.

When do I use a semi-colon?

A semi colon is used to link two independent, main clauses. Each clause

must make sense as a sentence on its own. In order to link them using a

semi colon however, the two clauses must be related in some way.

Example:

My parents bought me a surf board for my birthday; I love to go surfing.

The link is surfing—the clauses are both about the same topic.

Both clauses make sense on their own.

Tenses

You use the past, present or future tense. When writing it’s important to

always stay in one tense (usually you’ll use the past).

Past Present Future

Ran Run I will run

I did I am I will

Key Spellings

Genre

Eponymous

Hamartia

Tragedy

Regicide

Witchcraft

Additionally

Furthermore

Moreover

However

Contrastingly

Alternatively

Theatre

Shakespeare

Macduff

Banquo

Sorcery

Prophecy

Apparition

Vision

Caesarean

Foreshadow

Metaphor

Simile

Pathetic fallacy

Macbeth—The Plot

Macbeth and his friend Banquo are brave heroes fighting for king Duncan, but

on the return from battle the meet 3 witches who prophesize that Macbeth will

be king. Macbeth returns home to his wife and they plot to murder king Duncan

which they do and his two sons flee leaving Macbeth to take the throne.

Macbeth becomes paranoid that Banquo suspects what he’s done and so has

Banquo murdered. He is haunted by the ghost of Banquo and appears mad in

front of the court.

Macduff leaves for England to find King Duncan’s sons and bring them back to

overthrow Macbeth. Macbeth returns to the witches and receives a prophecy

warning him to “beware Macduff” so he orders the execution of Macduff’s fami-

ly to act as a warning.

The English army with Macduff return and defeat Macbeth in battle. Lady Mac-

beth commits suicide, unable to live with the guilt of killing King Duncan.

Assessment Skills: You will be writing an essay using PEE and WETRATS.

P—point (explain what you’re idea/argument is)

E—evidence (give a quote from the poem to support your point)

E—explain (explain how the quote you’ve chosen proves your point)

WETRATS—use this to help add detail to your ‘explain’ in a PEE paragraph.

W = word (zoom in on a key word from the quote)

E = effect (explain the effect of the quote/ what it suggests)

T = technique (identify techniques used by the writer—e.g: metaphor)

R = reader’s reaction (how does the quote make the reader feel)

A = alternative interpretation/ author’s intention

T = time context (how is this related to the historical context)

S = structure (consider the order of events and the effect this creates)

English Faculty—Year 8—Term 2

Ma famille – my family

mon père – my dad

ma mère – my mum

mes parents – my parents

ma sœur – my sister

mon frère – my brother

mon grand-père – my grandad

ma grand-mère – my grandma

mes grands-parents – my grandparents

mon oncle – my uncle ma tante – my aunt

mon cousin / ma cousine / mes cousins – my cousin(s)

moi – me

je suis fils/fille unique – I am an only child (boy/girl)

les animaux - animals un chien – a dog un chat – a cat un oiseau – a bird un cheval – a horse un serpent – a snake un cochon d’Inde – a guinea pig deux cochons d’Inde – 2 guinea pigs un hamster – a hamster un lapin – a rabbit un poisson – a fish un lézard – a lizard une tortue – a tortoise une souris – a mouse une araignée – a spider

des animaux – some animals

La personnalité - personality bavard(e) – chatty marrant(e) – funny gourmand(e) - greedy méchant(e) – unkind gentil/gentille – kind sympa – nice pénible – annoying timide – shy travailleur/travailleuse – hard working

ennuyeux/ennuyeuse – boring paresseux/paresseuse – lazy

sportif/sportive - sporty

Quand? - when tout le temps – all the time tous les jours – every day

souvent – often normalement – normally de temps en temps – from time to time

quelquefois – sometimes le matin – in the morning l’après-midi – in the afternoon le soir – in the evening

le weekend – at the weekend pendant les vacances – during the holidays

Les descriptions – descriptions j’ai – I have il a / elle a – he has / she has les cheveux longs/mi-longs/courts – long/mid-length/short hair les cheveux raides/frisés/en brosse – straight/curly/spiky hair les cheveux bruns/noirs/blonds/roux/gris – brown/black/blonde/ginger/grey hair

les yeux bleus/verts/marron/gris – blue/green/brown/grey eyes les taches de rousseur – freckles une barbe – a beard une moustache – a moustache un piercing – a piercing une cicatrice – a scar je suis – I am

il/elle est – he/she is grand(e) – tall

petit(e) – short joli(e) – pretty beau/belle – good looking gros/grosse – fat

mince – slim

de taille moyenne – of average height

je/il/elle porte des lunettes (de soleil) – I/he/she wear(s) (sun)glasses

il/elle s’appelle – he/she is called

ils/elles s’appellent – they are called

il/elle a X ans – he/she is X years old

ils/elles ont X ans – they are X years

old

son anniversaire est le - his/her

birthday is the

J’ai une grande/petite famille – I have a

big/small family

Connectives mais – but et – and aussi – also par contre – however cependant - however

COMPARATIVES plus (adj) que – more (adj) than

moins (adj) que – less (adj) than aussi (adj) que – as( adj) as The adjective must agree with the first thing being described Exemples :

Mon père est plus grand que ma mère – My dad is more tall (taller) than my mum.

Ma tante est moins petite que mon oncle – My

aunt is less short than my uncle.

NB – WORD ORDER – NOUN FIRST, THEN

ADJECTIVE!

Ma famille et moi KS3 French

Having and not having:

j’ai un chat – I have a cat

j’ai deux chats – I have two cats

j’ai des chats – I have some cats

je n’ai pas de chat – I don’t have a cat

je n’ai pas de – I don’t have followed

by the noun with no article

j’ai deux chats mais je n’ai pas de

chien – I have 2 cats but I don’t have a

dog

How to make a plural If the word ends in “s/z/x” – leave it If the word ends in “al” – change to “aux” If the word ends in au – add an “x”

All other endings – add “s”

j’ai beaucoup de copains – I have a lot of

friends

un copain – a friend (m)

une copine – a friend (f)

mon meilleur copain – my best friend (m)

ma meilleure copine – my best friend (f)

assez – quite très – very un peu – a bit

trop - too

Noun is masc fem plural

my mon ma mes

his/her son sa ses mon père – my dad; mes animaux = my animals

son père – his / her dad; ses animaux = his/her animals

Possessive adjectives:

Y8 Natural HazardsKS3 Geography: Extreme Planet 16 Subject Specific Key Terms

Conservative plate marginTectonic plate margin where two tectonic plates slide

past each other.Magma Molten rock below the Earth’s surface.

Constructive plate marginTectonic plate margin where rising magma adds new

material to plates that are diverging or moving apart.Plate margin The margin or boundary between two tectonic plates.

Destructive plate margin

Tectonic plate margin where two plates are

converging or coming together and oceanic plate is

subducted. It can be associated with violent

earthquakes & explosive volcanoes.

Primary effects

The initial impact of a natural event on people and

property, caused directly by it, for instance the ground

buildings collapsing following an earthquake.

EarthquakeA sudden or violent movement within the Earth’s crust

followed by a series of shocksRichter Scale

A unit of measurement for the magnitude and strength

of an earthquake. Typically ranges 1-10.

Epicentre

The point on the surface of the Earth, directly above

the focus, where the shockwaves will be felt the

strongest.

Secondary effects

The after-effects that occur as indirect impacts of a

natural event, sometimes on a longer timescale, for

instance fires due to ruptured gas mains resulting from

the ground shaking.

Focus

The point below the Earth’s within the crust where

pressure is released and shockwaves travel outwards

from.

Tectonic Plate

A rigid segment of the Earth’s crust which can ‘float’

across the heavier, semi-molten rock below. Continental

plates are less dense, but thicker than oceanic plates.

Immediate responsesThe reaction of people as the disaster happens and in

the immediate aftermath.Tsunami Waves generated by an earthquake on the sea bed.

Long-term responsesLater reactions that occur in the weeks, months and

years after the event.Volcano

An opening in the Earth’s crust from which lava, ash and

gases erupt.

Learning Log

1. Introduction

2. Inside the Earth

3. Plate Tectonics

4. Volcanoes

5. Mount St Helens

6. Nepal Earthquake

7. Japan Tsunami

8. Revision

9. Assessment

10. Response to Assessment

Topic Scoreboard

Spelling Test 1 Spelling Test 2

Knowledge Test 1 Knowledge Test 2

Inside the Earth

At around 22°C the thinnest layer of

the Earth is solid. CRUST

Consists of iron, nickel, sulphur and

oxygen. This liquid layer is found

5,150km deep. It is thought to be

4,000-6,000 °C. OUTER CORE

Its temperature ranges from 1,400°C to 3,000°C. It is made up of iron, oxygen, silicon, magnesium and aluminium. The majority of this layer is molten. MANTLE

This layer makes up 80% of the

Earth’s structure. MANTLE

The layer beneath the ocean bed is

about 8km thick and is mainly made

from a rock called basalt. CRUST

A huge solid metal ball of iron and

nickel measuring 2,500 km wide.

INNER CORE

At 5,000-6,000 °C this part of the

Earth is 6,000 times hotter than our

atmosphere. INNER CORE

The layer that makes up the land

ranges from 8km to 70km thick and

is mostly made from a rock called

granite. CRUST

This layer is divided up into

segments called tectonic plates.

These are moving very slowly.

CRUST

It is the movement of metals in this

layer that creates our Earth’s

magnetic field. OUTER CORE

Plate Tectonics

Constructive margins are where two plates are moving away from each other. Magma (molten rock) rises to fill the gap and cools, creating new crust.

Destructive margins are where two plates are moving towards each other. Where an oceanic plate meets a continental plate, the denser oceanic plate is forced down into the mantle and destroyed. This often creates volcanoesand ocean trenches (very deep sections of the ocean floor where the oceanic plate goes down). When two continental plates meet, the plates collide, and the ground is folded & forced upwards to create mountain ranges.

Conservative margins are where two plates are moving sideways from each other, or moving in the same directionbut at different speeds. Crust isn’t created or destroyed.

Crucial Command Word

DescribeSet out characteristics.

‘Use a case study to describe how people responded to a volcanic eruption, earthquake or tsunami’.

The tectonic plates move between 2-5cm per year. That’s about the same speed at which your fingernails grow!

Volcanoes

Active volcanoes erupt often, or have erupted recently. Dormant volcanoes have not erupted for a long time, but can still erupt. Extinct volcanoes can no longer erupt and have not erupted for thousands of years.

The eruption of Mount St Helen’s, 18 May 1980

Mount St Helens is on a destructive plate boundary. The Juan de Fuca plate subducts below the North American plate. As the plate subducted the magma chamber grew in size. The pressure got too big, forcing magma upwardscausing an eruption.

The volcano took everyone by surprise as it erupted out of the north side, rather than the main crater at the top.

Nuée ardente (hot ash and gas)

destroyed forests and logging camps.

The National Guard flew helicopter

rescue missions into the blast zone for

2 weeks and rescued 130 people.

Ash blocked rivers destroying popular

fishing sites and causing flooding. This

in turn destroyed crops and livestock.

57 people were killed, mainly by

poisonous gases.

People had to be rehomed.

Lahars (mudflows of ash and water)

covered an extensive area surrounding

the volcano

Flooding destroyed communications

such as road and railway bridges.

Sediment carried downstream ruined

barge transport on the Columbia River.

Earthquakes

Seismology The study of earthquakes

FocusThe point within the Earth’s crust where the

rocks fracture and the earthquake begins.

EpicentreThe point directly above the focus on the Earth’s

surface where the earthquake is felt strongest

Shock

Waves

The name of the vibrations of energy that travel

through the Earth’s crust. The further they

travel, the weaker they become.

Seismom-

eter

This piece of equipment will measure the

strength of the earthquake by recording the

vibrations caused by the tremors. The vibrations

are plotted on a seismograph.

Richer

Scale

Measures the magnitude (strength) of the

earthquake on a scale of 1-10.

Nepal Earthquake, April 20159,000 dead & 23,000 injured

Japan Tsunami, March 201115,000 dead & 6,000 injured

At a destructive margin where the Pacific plate subductedbelow the Okhotsk plate, and got stuck. Pressure built up and the Okhotsk plate snapped free releasing shockwaves.

1. The epicentre of earthquake along the fault line. Shock waves result in uplift of the water.

2. High energy waves travel outwards in both directions. 3. Sea movement showing crests and troughs of waves.

Further away from land these waves remain evenly spaced and low in height.

4. As the sea gets shallower the waves get bigger and their height increases.

5. Just before the tsunami hits land, the sea draws back and the crest of the wave is at its highest.

6. All buildings along the coast are at risk, including those several miles inland.

Many buildings were old and

not earthquake-proof.

The area is steep and hilly

making it hard for rescue

teams to access affected

villages.

The earthquake triggered a

massive avalanche on Mount

Everest. This killed 17

people.

Planes carrying aid supplies

were unable to land as the

airport was full.

90% of the Nepalese army

was mobilised to the worst

affected areas, but their

efforts were hampered by

poor roads.

The earthquake measured

7.8 on the Richter Scale –

making it as powerful as the

amount of energy released by

a nuclear bomb.

LIFESTYLES OF THE RICH AND POOR

Contrasting Lifestyles of Rich and Poor

20%-30% lived on edge of poverty, bad harvests and rising

unemployment tipped them over the edge.

The Monarch - Queen Elizabeth I

Nobles and Lords - Great Landowners, 50 families earning

£6000 per year

Gentry – lesser landowners, 10,000 families earning £200

per year.

Wealthy Merchants – buying and sell goods, 30,000

families // Professionals – the emerging middle class like

doctors and clergy.

Yeoman – owned property with a few servants / Tenant

Farmers – rented 10-30 acres of land (100,000 families.

Cottagers – small gardens and small-scale industries /

Skilled Artisans – men with a trade

Landless unskilled labourers – seasonal jobs, unemployed

The Poor and the Unemployed

Lifestyle of the rich

How they increased wealth – agriculture, specifically sheep farming rather than

labour intensive work / exploitation of minerals / advantageous marriages

Homes – ‘Great Rebuilding’ / Mansions / Symmetrical houses (E or H) / Large

glass windows / large fireplaces / long gallery for socialising/ Burghley House

Fashion – latest fashion with finest material (silk or linen) and fine jewels.

Education – home tutored in classics and languages, Daughters taught how to

run a house as they would do in the future.

Lifestyle of the Gentry

Copied lifestyle of rich

Homes – Modernised

stone, brick or half-

timbered homes. Large

windows, fireplaces and

brick-built chimneys.

Fashion – modern, stylish

outfits, without fine

threads or jewels.

Education – grammar

schools, Oxford /

Cambridge, became

lawyers or clerics.

Lifestyle of the lower classes

Homes- Lived in smaller homes, one room with animals, an earth floor with

timber frame walls. Wattle and Daub infill with thatched roofs.

Fashion- possessed few changes of clothes, usually made of cloth.

Education and Leisure- very little education, only church Sunday schools if lucky,

little time to socialise, went to local inn for cock fighting or bear baiting.

Poverty in Elizabethan Times

Impotent poor- unable to work, needed poor relief

Able-bodied poor- capable of work, but unwilling/unable

Causes of Poverty -

Rural Depopulation – Countryside to towns

Rack renting – sharp increase in rents

Costly foreign wars – unemployed soldiers

Rising population – (2.7 million to 4.1 million)

Changes of farming methods

The Issue of Unemployment and Vagrancy

Thomas Harman wrote a book

about Vagabonds-

Hooker – stole items.

Clapper Dudgeon – arsenic

Doxy – female, hid items in bag

Abraham Man – acted mad

Ruffler – ex-soldiers threatening

Drumerer – acted dumb

Counterfeit Crank – sucked soap

Success of Poor Laws – Helped many poor people, helped reduce

threat of rebellion, system remained for 200 years, poverty still rose.

Government Legislation

1563- Statute of Artificers – compulsory 7 year apprentice

1572- Vagrancy Act – punishments for vagrants

1576- Act for Relief of the Poor – 1 House of correction per county

1598- Act for Relief of the Poor –Overseers appointed to supervise

1598- Act of Punishment for Rogues – vagabonds banned (begging)

1601- Act for Relief of Poor – legal framework to attack poverty

Year 8 – Term 2

Maths Essential Vocabulary

Word Meaning

Estimating Using approximate values, rather than exact ones.

Eg. You would estimate 329 as 300.

Place Value The amount that each digit in a number represents.

Eg. In 2357, the 2 represents 2 thousand,

the 3 represents 3 hundred,

the 5 represents 5 tens,

and the 7 is 7 units.

Rounding When we approximate or estimate a number, we look to see

whether a number is closer to the value below or above.

So to round 1.7 to a whole number, would be 2, as it is closer to 2

than 1, whilst 1.3 would go to 1.

Decimal

places

Decimal Places are numbers that have a value less than 1.

Eg. 0.3 is written with one decimal place and has the value of 3

tenths.

We can use rounding to give fewer decimal places.

Significant

figures

Counting from the first non-zero value.

Eg. In the number 1234, the first significant figure is the one

thousand, the second is the 2 hundred, whilst in 0.0567, the first

significant is the 5 hundredths.

Mean An average, calculated by adding up all of the numbers and dividing

by how many there are.

Area A measure of the space inside a two dimensional shape.

Percentage % Out of 100.

Multiplier A single decimal that is used to find a percentage increase or

decrease.

Expression Algebra that doesn’t have an equals in it.

Eg. 3x + 5y

Equation Algebra that has an equals.

Eg. 3x + 5 = 8

Terms Each part in an algebraic expression or equation.

Eg in 3x + 5y, 3x is a term and 5y is another term.

Simplify Group together ‘like’ terms

Substitute Replace the letter with the relevant number and calculate.

Word Meaning

Solve Find the value of the unknown.

Expand Multiply out the brackets.

Factorise To put an expression into brackets. The opposite of expanding.

Inequality These are: ‘Greater than’ (>); ‘Less than’ (<); ‘Greater than or equal

to’ (≥) and ‘Less than or equal to (≤).

Inequation An Equation where the equals sign is replaced by an inequality.

music used in a film to accompany the action and create atmosphere.

Keyword Definition

Major Happy sounding

Minor Sad sounding

Chord 2 or more notes played together at the same time

Melody A collection of notes formed to create a tune

Bass Line A low pitched accompaniment part

Diegetic Music that is played on the screen and characters are aware of

Non-Diegetic

Background music that characters are not aware of

Ostinato A short repeated pattern of notes

Leitmotif A theme connected to a particular character/scene

Film Music Listening Listen to these pieces of film music to gain inspiration for your composition.

John Williams ‘Imperial March’- Star Wars

Hans Zimmer ‘Now we are Free’- Gladiator

Hans Zimmer ‘He’s a Pirate’- Pirates of the Caribbean

James Horner ‘Gift of a Thistle’- Braveheart

Alan Silvestri ‘Feather Theme’- Forrest Gump

https://www.youtube.com/watch?v=ZC9vB5AUU2M&safe=active

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching.

1

Serving Positions

Basic rules

1. A match consists of the best of 3 games of 21 points.

2. Every time there is a serve – there is a point scored.

3. The side winning a rally adds a point to its score.

4. At 20 all, the side which gains a 2 point lead first, wins that game.

5. At 29 all, the side scoring the 30th point, wins that game.

Types of shots

1. Attacking clear

2. Defensive clear

3. Smash

4. Drive

5. Drop

6. Net drop

Badminton England

Website

www.badmintonengland.co.uk

Nylon Feather

EXTRA CURRICULAR – TERM 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Aft

er

school

3.1

5 –

4.1

5

Netball

Outside Netball Courts

Year 7/8

KBO

Netball

Outside Netball Courts

Year 9/ 10/11

SLO/JDU

Rugby

Field

Year 7

JMO

Rugby

Field

Year 8,9

JDU

Rugby

Field

Year 10/11

IWA

Girls Rugby

Field

All Years

VMA

Hockey

Astro

Mixed All Years

PE/KBO

Cycle Ball

(Football on a bike – you need

your own bike)

Outdoor basketball court

Outside coach

Badminton

Sports Hall

All Years

SLO/IWA

Girls Football

Astro

All Years

PE

Fitness

Gym

JM O

Basketball

Sports Hall

Sixth formers

Try and come along to

at least one club each

week as part of your

PE homework!

Wear your

PE kit!

Coming soon..

YOGA led by

an outside

coach!

The John of Gaunt school – ASSESSMENT IN KEY STAGE 3 PHYSICAL EDUCATION

PHYSICAL

CONSISTENCY . Complete the basic skills with some consistency.

CREATIVITY . Come up with one idea in the lesson.

TECHNIQUE . Replicate parts of basic technique

CONFIDENCE . Perform a range of skills with good control in front of my partner.

GROUP/TEAM PERFORMANCE . Perform within a group/team

3

CONSISTENCY . Complete basic skills with at least 90% consistency

CREATIVITY . Come up with innovative ideas to put towards a routine or performance.

TECHNIQUE . Replicate basic technique with at least 90% accuracy.

CONFIDENCE . Demonstrate a sequence of actions with good control in front of a small group.

GROUP/TEAM PERFORMANCE . Participate in a specific role within a group performance.

4

CONSISTENCY . Complete intermediate skills with some consistency.

CREATIVITY . Experiment with new ideas for pair and group routines or

performances.

TECHNIQUE . Copy and complete some intermediate techniques, with

clear body tension and control.

CONFIDENCE . Use combinations of controlled skills that fit within a group

performance

GROUP/TEAM PERFORMANCE . Contribute to group/team performance with

positional awareness.

5

CONSISTENCY . Complete intermediate skills with at least 90% consistency

CREATIVITY . Actively come up with new ideas for group routines and

performances.

TECHNIQUE . Copy and complete intermediate techniques and begin to

link them together with tension, fluency and control.

CONFIDENCE Remain in time and sequence whilst performing in a group

for the class.

GROUP/TEAM PERFORMANCE . Directly contribute to the success of group/team performance through effective positional play.

6

CONSISTENCY . Complete advanced skills with some consistency

CREATIVITY . Come up with multiple uses for equipment and explain

how they could be used in a lesson.

TECHNIQUE . Copy and complete some advanced techniques with good

body tension, fluency and control

CONFIDENCE . Perform skills in pressure situations and improvise, when it

does not go to plan.

GROUP/TEAM PERFORMANCE . Individual technical and tactical performance has

significant effect on group/team performance.

7

CONSISTENCY . Complete complex skills with at least 90% consistency.

CREATIVITY . Help develop the school schemes of work with creative

ideas.

TECHNIQUE . Copy and complete advanced techniques with excellent

body tension, fluency and control.

CONFIDENCE . Perform advanced skills in pressure situations as an individual, with a partner or within a group.

GROUP/TEAM PERFORMANCE . Individual technical and tactical performance can Be adaped as group performance changes , (winning/losing) etc 8

JOG P.E

The John of Gaunt – PSHE & Careers Year 8 Knowledge Organiser – Term 2

Drugs Education

Key word Definition

Legal Allowed by law

Illegal Against the laws or rules, not lawful

Stimulant A substance which speeds up physical and

mental activity

Depressant A substance which depresses (slows down)

physical and mental activity

Hallucinogen A substance that induces false or distorted

sensory perceptions

Drug A substance that causes a chemical

change in the body and may cause

addiction

Consequences That which follows; a result

Alcohol A clear liquid that is present in drinks such as

beer, wine and whiskey.

Safety The condition of being safe (protected)

from danger

Emergency A serious situation or sudden crisis that calls

for immediate action

Law Set of rules that a society must follow

Moderation Avoidance of excesses or extremes

Support To help during a time of need/stress

Rehabilitation To restore to good health or to improve

wellbeing

Key Content:

In the drugs education topic we look in detail at categories of drugs,

their effects, associated risks and what the law says.

Drugs can be categorised in many different ways, the main way being

legal V illegal. Many legal drugs are types of medicine, or are legal but

with age restrictions e.g. alcohol.

In addition to this, illegal drugs are further classified based on the

associated risks the drug causes to the individual or society. The class

into which a drug is placed affects the penalty for an offence involving

the drug.

For example, Class A drugs attract the most severe penalty as they are

considered to cause the most harm e.g. cocaine.

Similarly, drugs can also be categorised based on the effect that they

have when taken, for example the way in which they affect your

physical and mental activity. Stimulants, depressants, and

hallucinogens are all different categories of drug.

Within this topic you will…

Establish what you already know about legal & illegal drugs

Develop an understanding of the effects and risks of different

legal and illegal drugs

Consider what influences someone to take drugs

Discuss ways to keep yourself and friends safe in the future

Useful websites for extended reading:

https://www.talktofrank.com/

https://www.drinkaware.co.uk/

https://www.addaction.org.uk/

The John of Gaunt – Religious Education Year 8 Knowledge Organiser – Term 2

Islam

Key word Definition

Allah Arabic name for God

Qur’an Islamic scared book

Prophet Messenger of God

Shahadah Declaration of faith – ‘There is no God but Allah,

and Muhammed is the messenger of Allah’

Salah Obligatory Muslim prayers

Zakah Compulsory giving of 2.5% of ones wealth to

charity

Sawm Fasting from dawn until dusk during Ramadan

Hajj A compulsory religious journey (pilgrimage) to

Mecca that Muslims must take once in their life

Muhammed

(pbuh)

Last messenger (prophet) of Allah

Hadith A collection of traditions containing the sayings

of Prophet Muhammed

Mecca Birth place of Prophet Muhammed and the

holiest city in Islam

Ka’aba A small stone building in the court of the Great

Mosque at Mecca. The direction Muslims face

during prayer

Mosque A Muslim place of worship

Islam The religion of Muslims, submission to the will of

God

Muslim A follower of the religion of Islam, submitter to

God

Eid-ul-Adha/Eid-ul-

Fitr

The two most significant Muslim festivals.

Celebrated at the end of Hajj/Ramadan

Key Content:

Islam is the second largest religion in the world, with over 1 billion followers.

There are around 2 million Muslims in Britain, which makes up around 2.7%

of the population.

The word Islam in Arabic means submission to Gods will, followers of Islam

are called Muslims. Muslims believe that there is one true God Allah (the

Arabic word for God). Muslims believe that Islam was revealed over 1400

years ago in Mecca through a man called Muhammed.

Muhammed is believed by Muslims to be the last prophet (messenger of

Allah) sent by God. Muslims believe that Allah sent prophets to humankind

to teach them how to live according to his rules. Jesus, Abraham and

Moses are other well-respected prophets.

The Muslim holy book is called the Qur’an, it is written in Arabic and Muslims

believe that it is the exact word of Allah. Muslims follow the five basic Pillars

of Islam, they are an essential part of Muslim life:

1. Shahadah – declaration of faith

2. Salat – praying five times a day

3. Zakah – giving money to charity

4. Sawm – fasting

5. Hajj – a pilgrimage to Makkah at least once in a lifetime

Muslims worship in a building called a Mosque. On Friday at noon, the most

important of the weekly services is held. When Muslims pray they must face

Makkah.

Useful websites for extended reading:

https://www.bbc.com/bitesize/topics/zsdtsbk

http://www.bbc.co.uk/religion/religions/islam/

Year 8 – The Periodic Table

The Big Question: Are all elements the same?

All the different elements are arranged in a chart called the periodic table. A Russian scientist called Dmitri Mendeleev produced one of the first practical periodic tables in the 19th century. The modern periodic table is based closely on the ideas he used:• the elements are arranged in order of increasing atomic number• the horizontal rows are called periods• the vertical columns are called groups• elements in the same group are similar to each other

The zig-zag line in this diagram separates the metals, on the left, from non-metals, on the right.

Making predictions using the periodic tableGroups in the periodic table contain elements with similar chemical properties. But there are usually trends in properties that allow us to make predictions. For example, in group 1:

Melting point Density Reactivity

LithiumDecreases down the group

Increases down the group

Increases down the group

SodiumDecreases down the group

Increases down the group

Increases down the group

PotassiumDecreases down the group

Increases down the group

Increases down the group

RubidiumDecreases down the group

Increases down the group

Increases down the group

Key Terms: Group, Period, Mendeleev, Metal oxide, Base, Alkaline, Neutralise, Acidic, Malleable, Sonorous, Density.

Year 7 - Variation The Big Question – Why is every human different?

Key Facts

• The presence of differences between living things of

the same species is called variation.

• Some variation within a species is inherited, and

some variation is due to the environment

• Variation that is a result of genetic information from

the parents is called inherited variation eg eye colour,

hair colour, lobed ear

• Variation caused by the surroundings is called

environmental variation eg language, religion

The Five KingdomsAll living things are classified into one of the five kingdoms1. Protoctists

eg amoeba,paramecium

2. Prokaryoteseg bacteria, blue

algae3. Fungi

eg moulds, mushroom,yeast

4. Plantseg all green plants

5. Animalseg all multi-cellularorganisms

Inheritance

Keyword Definition

Variation Differences between individuals in a species

Species Able to breedand produce fertile offspring

Inheritance Characteristicspassed to offspring by parents

Environment Conditions you live in

DNA Geneticmaterial in cells

El mundo del trabajo – the world of work

¿Qué opinas? – What do you think?

a mi ver

a mi juicio

a mi parecer

en mi opinión

KEY VERB – trabajar – to work (regular -ar verb) trabajo – I work trabajamos – we work trabajas – you work trabajáis – you (pl) work trabaja – he/she works trabajan – they work

Los trabajos - Jobs [Use part of ser – to be + no el/la – eg soy contable]

policía – policeman/woman hombre / mujer de negocios – businessman/woman secretario/a - secretary actor / actriz – actor cajero/a – cashier deportista - sportsman / woman mecánico/a - mechanic dependiente/a – shop assistant periodista - journalist profesor / profesora - teacher escritor / escritora - writer médico/a – doctor contable – accountant ingeniero/a - engineer cartero/a – postal worker veterinario/a – vet carnicero/a – butcher camarero/a - waiter /waitress abogado/a – lawyer enfermero/a – nurse amo/a de casa – homemaker cantante – singer limpiador/limpiadora - cleaner

For these, use part of estar – to be + no el/la – eg está en paro]

desempleado/a – unemployed jubilado/a – retired en paro - unemployed

¿Qué tienes que hacer? – What do you have to do?

tengo que + infinitive – I have to

hay que + infinitive – it’s necessary to

trabajar de canguro - to work as a baby sitter

repartir periódicos – to deliver newspapers

ayudar en casa / a mi jefe/a – to help at home / my boss

enseñar a – to teach / show how to

trabajar con – to work with utilizar – to use

cuidar a – to take care of fregar – to wash up

barrer – to sweep up contestar – to reply / answer

operar la caja – to operate the till

fotocopiar – to photocopy arreglar – to tidy

poner – to put organizar - to organise

hacer – to make / to do hablar con – to talk to

vender al público – to sell to the public

rellenar las estanterías – to stack the shelves

singular

(one person)

plural

(more than one person)

Nouns

el sueldo – the wage

la paga – the pay

el salario – the salary

la variedad – the variety

las horas – the hours

el trabajo – the work/job la gente – the people mi jefe/e – my boss los clientes – the customers

in my

opinion

¿Cuándo? – When? una vez a la semana - once a week todos los días – every day por la mañana – in the morning por la tarde – in the afternoon el fin de semana – at the weekend de vez en cuando – from time to time

a veces – sometimes en el futuro – in the future

antes / después del colegio – before / after school

cuando sea mayor – when I’m older

Use the conditional tense!

mi trabajo ideal sería - my ideal job would be

(no) me gustaría trabajar como – I would (not) like to work as a

no) me gustaría ser – I would (not) like to be a

¿Dónde trabajas? – Where do you work? Trabajo en - I work in

¿Dónde te gustaría trabajar? - Where would you like to work?

Me gustaría trabajar en – I would like to work in

un colegio – a school un banco – a bank un garaje – a garaje

un bar – a bar una tienda – a shop un supermercado – a supermarket

una oficina – an office el aire libre – the open air un hospital – a hospital

mi casa – my house una fábrica – a factory una comisaría – a pólice station

un restaurante – a restaurant un café – a café un parque – a park

Lo bueno – the good thing

Lo malo – the bad thing

Lo mejor – the best thing

Lo peor – the worst thing

Lo interesante – the interesting thing

porque / ya que / puesto que - because

es / son – it is / they are

era / era – it was / they were

sería / serían – it would be / they would be

hay que ser – it’s necessary to be

soy – I am puedo ser – I can be

aunque sea / sean – although it/they may be

es - is

era - was

sería – would be

Follow these

with a noun or

infinitive

Adjectives (remember agreement):

aburrido/a/os/as – boring

divertido/a/os/as – fun

creativo/a/os/as – creative

fantástico/a/os/as – fantastic

nulo/a/os/as – rubbish

simpático/a/os/as – kind

majo/a/os/as – nice

bueno/a/os/as – good malo/a/os/as – bad

perezoso/a/os/as – lazy

largo/a/os/as – long

corto/a/os/as – short

repetitivo/a/os/as - repetitive

interesante/s – interesting

importante/s – important

fatigante/s – tiring

(im)paciente/s – (im)patient

exigente/s – demanding

difícil / difíciles - difficult

fácil / fáciles – easy útil / útiles – useful

trabajador/+a/+es/+as- hardworking

pero – but

sin embargo – however

no obstante – however

también – also / as well

además – moreover / in addition

es más – furthermore

por un lado – on the one hand

por otro lado – on the other hand

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