‘Curiosity is the wick in the candle of learning.’William Arthur Ward

Year 10

Knowledge OrganiserSpring 2

Name: VMG:

… Changing lives

There are some more ideas and strategies listed below:•Ask someone to write questions for you

• Write your own challenging questions and then leave it overnight to answer them the

next day

• Create mind maps

• Create flashcards

• Put the key words into new sentences

• Look, cover, write and check

• Mnemonics

• Draw a comic strip of a timeline

• Use the ‘clock’ template to divide the information into smaller sections. Then test

yourself on different sections

• Give yourself spelling tests

• Definition tests

• Draw diagrams of processes

• Draw images and annotate/label them with extra information

• Do further research on the topic

• Create fact files

• Create flowcharts

Instructions for Using your Knowledge Organiser

Every school day you should study 2 subjects from your KO (knowledge organiser), making sure to cover all the subjects you study.

You are to use your KO exercise book to show the work you have done. Each evening you should start a new page and put the date clearly at the top. You need to bring your KO and exercise book with you EVERY DAY to the academy.

You will also be tested in your lessons on knowledge from the KO.

PresentationYou should take pride in how you present your work, each page should be clearly dated at the top left hand side with Subject 1 written in the middle. Half way down the page a line should divide it in two with Subject 2 written above the dividing line. Each half of the page should be neatly filled with evidence of self-testing. There should be an appropriate amount of work. Remember the PROUD system should still be followed in your exercise book.

You can use your KO and book in a number of different ways but you should not just copy from the Knowledge Organiser into your book. Use the ‘How to self-test with the Knowledge Organiser’ booklet available on the school website which you can access using the QR code to the right. An instructional video on how to use your Knowledge Organiser is also available on the school website.

GCSE Pod can be used as part of your knowledge organiser, simply watch the Pods and make notes in your books!

Username: full namee.g. joebloggs

Password: Date of birth (dd mm yy)e.g. 010307

Will you make it into the Pod Gods League?

GCSE POD

www.gcsepod.com

Year 10 Spring

Year 10 Spring

“We may think we live a long way from the oceans but we don’t. What

we actually do here ... has a direct effect on the oceans and what the oceans do then reflects back on us.

“It is one world. And it’s in our care. For the first time in the history of humanity, for the first time in 500 million years, one species has the

future in the palm of its hands. I just hope he realises that that is the

case.”Sir David Attenborough

Year 10 Principal’s Page

Covey’s 7 habits of highly effective teens

Rules and laws create order and harmony in society. They protect and safeguard people. Laws in the UK are created by government and parliament, and are enforced by both the police and law courts. People who break these laws are punished. Punishment aims to deter people from breaking the law, to protect society and to reform criminals.

The Oxford English Dictionary has defined ‘rule of law’ as the authority and influence of law in society and the principle whereby all members of a society (including those in government) are considered equally subject to publicly disclosed legal codes and processes.

One of the earliest mentions of the term rule of law appeared in a petition to James I in 1610, from the House of Commons: ‘Amongst many other points of happiness and freedom which your majesty's subjects of this kingdom have enjoyed there is none more dear and precious than this, to be guided and governed by the certain rule of the law.’

British Values – 2. Role of Law

Do something for another person this half term every week. Don’t wait for them to ask you to do it, pay attention to their needs and find something to brighten their day. Who knows, you may find that the kindness comes back around to make your day better…

Ran

do

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f kin

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Enrichment

Represent the academy

Residential

National event

Academic event

Formal presentation

International event

Community experience

Fundraising

Which pledge will you gain this half term?

Use some time to plan how you will gain one of your pledges this half term.Could you plan some community experience? How about fundraising?

The

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Mr Brooke’s Literacy Corner

Affect Effect

Affect is usually used as a

verband means “to

influence.”

Example: “If you cast your

vote, you can affect the

outcome of the election.”

… in rare cases:

As a noun, by psychologists and

psychiatrists, to describe

the mood someone

appears to have:

“Sam displayed a happy

affect.”

Means: Sam looks happy,

but we don’t really know

if he feels happy.

Effect is usually used as a

nounand refers to a result or

impact.

Example: “The outcome

could have an effect on

the stock market.”

… less frequently:

As a verb in the context of “to bring about,” or “to

accomplish.”

Example: “The new prime

minister hoped to effect

change in the country.”

Year 10 Principal’s Page

Covey’s 7 habits of highly effective teens

Individual Liberty means that:• We can express our views freely and can agree or

disagree.• We are encouraged to make choices about our futures

in a supportive and safe environment.• We can campaign for causes we care about and choose

to participate in enrichment activities.

43-410AD: Romans invaded, bringing the first black people with them from North Africa. A few hundred years later they returned to Italy leaving those who wished to stay.1555-1833: African and Afro-Caribbean people arrived because of Britain’s involvement in the slave trade.1700 onwards: Indians and Chinese arrived because of Britain’s growing Empire and trade with far-off countries.1840: Many people came to England to escape terrible famine in Ireland.1946: After WWII many refugees came to Britain from Eastern Europe.Today: Immigrants continue to arrive from the EU and around the world, enriching our diversity.

British Values – 3. Individual Liberty

Do something for another person this half term every week. Don’t wait for them to ask you to do it, pay attention to their needs and find something to brighten their day. Who knows, you may find that the kindness comes back around to make your day better…

Ran

do

m acts o

f kin

dn

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Enrichment

Represent the academy

Residential

National event

Academic event

Formal presentation

International event

Community experience

Fundraising

Which pledge will you gain this half term?

Use some time to plan how you will gain one of your pledges this half term.Could you plan some community experience? How about fundraising?

The

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#£10k10weeks

“The Children’s Air Ambulance began in 2012. After a lot of hard work, dedication and passion we began to transfer specialist paediatric teams to treat seriously ill children. This national service is the first and only dedicated helicopter transfer service for critically ill children – a flying intensive care unit.

In May 2013 we transferred our very first baby to the emergency surgery he needed. We transported Theo to the care he so very badly needed in only 15 minutes. A journey that could have taken up to an hour by road.

Since then we have gone on to achieve over 300 missions!

The Children’s Air Ambulance is dedicated to helping children all across the UK get to the care and support they need. Fast. In fact, we can get children to the care they need 4 times faster than if they were to go by road.”

Help us reach our goal of raising £10k in 10weeks! How will you be fundraising?Get your sponsor form from Miss Hanquinioux.

Year 10 Art and Design

Year 10 Art and Design

Year 10 Business

Year 10 Business

Business Ownership – Revision Recap

Sole Trader Partnerships Franchise

Definition Individual who owns and runs their own

business

Is where 2 to 20 people own the business When a company buys the rights to trade

under an existing name

Control Is with the individual who owns the

business

‘Sleeping partners’ invest but do not run,

partners that run share control

‘Deed of Partnership’ outlines responsibilities

Stores is owned and run by owner with

control at the franchisor

Decisions Owner can decide working hours, what to

do with profit & who to employ

Each partner shares in decision making Between franchisee and franchisor depending

on contract

Liability Unlimited – they are responsible for

everything. They could lose their home

and assets

Partners have unlimited liability Franchisor is liable

Setup Easy with little capital (money) required Partners invest their own money together Easy to set up a long as the franchisor agrees

Benefits All profit goes to you

Easy to setup

You are the boss

All competitors can’t see your accounts

Highly motivated

Risks & Responsibilities are shared

More specialist skills

Simple & flexible

Competitors can’t see your accounts

Easier to raise finance than sole trader

It is still your own business

Franchisee gets advice, support and training

No industry expertise is required in most

cases

Easier to build a customer base

Drawbacks Unlimited liability

Limited Finance

Difficult to find cover if you are ill

Few specialist skills – buy in expertise

Unlimited liability

Arguments can occur between partners

If partner dies, resigns or goes bankrupt the

partnership dissolves

Trust becomes significant element between

partners

Have to pay substantial initial fees and

ongoing royalties

Profit is shared with franchisor

Need to earn more profit

Damage to name impacts on all associated

Example Newsagents Solicitors, Accountants McDonalds

1. Key words to practice spelling

Still image

Transition

Facial expression

Body language

Role-play

Narration

Thought-track

Characterisation

Physical Theatre

Slow motion

Dynamics

PhysicalityMarking the momentSymbolismConscience AlleyCross-cuttingBrechtDirect addressMulti-roleContrastTwo dimensional SubtlePolitical VerfremdungseffektSpassCommedia

2. Activities that will help your understanding of the topic.1.Research Bertolt Brecht and his background

2. Create a 140-character tweet in response to ‘Comedy can be used as a tool to make people think’

3. Research Splendid Theatre Company

Useful links

3. Information recallSplendid creatively adapt existing plays/novels/epic poems and turn them into hour-long pieces of Epic theatre using three actors. We structure the work using the techniques of Bertolt Brecht, so it is always episodic, social political, dialectical, humorous and fourth-wall demolishing. The audience are central to the work – as important as the actors – and they are considered first with every adaptation. Each show is unique and exploits the exceptional possibilities of the relationship between actor and spectator. A Splendid show is always an event.

Year 10 Drama

Year 10 Drama

1. Key words to practice spelling:Cross-cuttingCommunicateIntentionRehearsalWeight distributionCharacterisationInterpretative skillsPhysical skillsVocal skillsClarityDictionPaceCommitmentCharacterisationEnsembleContact

ExaggerationFrantic AssemblyChair duetsRound-By-ThroughSymbolic movementTensionFlock of BirdsCurious IncidentNational TheatrePhysical theatreDevising Refining StylisedMarking the momentBlocking

Useful links

2. Information Recall:

Frantic Assembly creates thrilling, energetic and unforgettable theatre. The company attracts new and young audiences with work that reflects contemporary culture. Frantic Assembly's unique physical style combines movement, design, music and text. Frantic Assembly is led by Artistic Director Scott Graham.

Curious Incident of the Dog in the Night-TimeCo-founders Scott Graham and Steven Hoggett have together created breath-taking and dynamic choreography to animate Christopher's world and share his singular viewpoint with the audience as he makes his way through Swindon to London.

3. Activities that will help your understanding of the topic.

1.Research Frantic Assembly and their aims.

2. Research the National Theatre

performance of Curious Incident.

Year 10 Design and Technology

Year 10 Design and Technology

1. Key words to practice spelling

Still image

Transition

Facial expression

Body language

Role-play

Narration

Thought-track

Characterisation

Physical Theatre

Slow motion

Dynamics

PhysicalityMarking the momentSymbolismConscience AlleyCross-cuttingBrechtDirect addressMulti-roleContrastTwo dimensional SubtlePolitical VerfremdungseffektSpassCommedia

2. Activities that will help your understanding of the topic.1.Research Bertolt Brecht and his background

2. Create a 140-character tweet in response to ‘Comedy can be used as a tool to make people think’

3. Research Splendid Theatre Company

Useful links

3. Information recallSplendid creatively adapt existing plays/novels/epic poems and turn them into hour-long pieces of Epic theatre using three actors. We structure the work using the techniques of Bertolt Brecht, so it is always episodic, social political, dialectical, humorous and fourth-wall demolishing. The audience are central to the work – as important as the actors – and they are considered first with every adaptation. Each show is unique and exploits the exceptional possibilities of the relationship between actor and spectator. A Splendid show is always an event.

Year 10 Drama

Year 10 Drama

1. Key words to practice spellingNaturalisticCommunicateIntentionStyleGenreStanislavskiSystemEmotion MemoryCircles of AttentionTempo-RhythmGiven CircumstancesUnits and ObjectivesSuper ObjectiveSense of TruthAudienceCharacterisationFacial expressionsBody languageVocal expressionLighting effects Sound effects DesignCostumeSettingInterpretation

Useful links

1 2

2. Activities that will help your

understanding of the topic.1.Research Stanislavski and his background

2. Create a 140-character tweet in response to Stanislavski’s quote ‘There are no small parts, only small actors’

3. Research National Theatre’s production of DNA.

3. Information recallIt’s very easy to over-simplify the methods of Stanislavski. The main thing to remember is that he takes the approach that the actors should really inhabit the role that they are playing. So the actor shouldn’t only know what lines they needs to say and the motivation for those lines, but also every detail of that character’s life offstage as well as onstage. In this way we can establish Stanislavski as a director and practitioner whose productions are naturalistic.

Year 10 English Literature

Struggling to remember the play? Mr Bruff’s YouTube guides could

help. Follow the link:

EXTEND YOUR KNOWLEDGE

“We are members of one body”

TASKS:

1. What do the two quotes

mean?

2. Describe Priestley’s moral

message in the play.

3. Which characters learn?

Who doesn’t? Why and

how?

Who is most to blame

for Eva Smith’s suicide?

Unsure? Use BBC

Bitesize to help!

Vocabulary to check and use:1. Responsibility2. Capitalism3. Socialism4. Justice5. Guilt6. Remorse

Lucky Dip Revision Aid

Create a mind map of

key events from each

section of the play.

“There are millions and millions and

millions of John Smiths and Eva

Smiths left with us”

Year 10 English

GO the Extra Mile

Name of

subject

Read

The

Northern

Lights

Phillip

Pullman

Visit

The Dome

and do a

physical

activity

Research

Place2Be

and/or

Mind

Watch

Golden

Compass

The Government and parents are becoming increasingly concerned with the increase in mental health issues in young people. Health Secretary Jeremy Hunt said ‘half of mental health problems start before the age of 14’.

Your task is to produce a leaflet aimed at your peers regarding mental health. You need to include facts, advice and guidance. Consider the tone you use, the level of formality needed. What information will your peers need? Where can they go for help & additional information? What can they do to support their own mental health?

Write a letter to the Mayor of Doncaster, Ros Jones, giving your thoughts and feelings about metal health in young people. What do you think she could instigate to improve mental health amongst young people?

Before you begin think about the PAF. Ensure you use the appropriate layout. Consider your paragraphs and what to include in each one. Make sure you use the appropriate tone and level of formality. Think about your vocabulary. Remember after you have finished to check your SPaG.

Year 10 Geography

Year 10 Geography

Year 10 Health and Social Care

Year 10 Health and Social Care

Year 10 History

Problems and solutions for Homesteaders The rise and fall of the cattle industry

Year 10 History

Main events in the struggle for the Plains Why did the white Americans win the West?

1.Little Bighorn - the massacre of Custer's regiment caused thousands of 'Custer's Avengers' to join up, and it made the US Army determined to hunt down and destroy the Native American warriors.2.Lies - the US government made promises which it later broke.3.Economy - the US government had unlimited men and money. After the Little Bighorn, the Sioux had to disband their army because the land could not support so large a group for long.4.Technology - the US Army had access to repeating rifles, machine guns, cannons and the telegraph. The Native Americans had to buy rifles, and used smoke signals to communicate.5.Railroads - thousands of white Americans and US soldiers could travel to the West in hours by railroad.6.Slaughter of the buffalo - after the 1870s, white hunters destroyed the buffalo, not only for their hides, but partly to destroy the Native Americans, whose way of life depended on these animals. By 1895, less than a thousand buffalo remained on the Great Plains.7.The US Army was too big and strong for the Native American warriors. It controlled the Plains from a system of forts.8.Reservations destroyed the Indian way of life, because people on them were forced to become farmers. Many warriors became alcoholics. The influence of the chiefs declined, because the reservations were run by agents. The Code of Religious Offences destroyed the Native American religion, and the Dawes Act ended community ownership.9.Education - the Indian boarding schools, which the children were made to attend, forced Native American children to become 'white'. They were beaten if they even whispered in their own language - the motto of one school was “kill the Indian to save the man”.

Year 10 iMedia

Year 10 iMedia

Year 10 Mathematics

Foundation Higher

Find the Meaning of these Key WordsRotate, reflect, transformation, symmetry, axis, coordinates, vector, enlargement, scale factor, origin, centre of enlargement,

Find the Meaning of these Key WordsProbability, chance, mutually exclusive, two way table, successive, outcome independent, dependent, experimental, sample space, estimate, relative frequency

Find the Meaning of these Key WordsBearing, angle, north, clockwise, anticlockwise,

Find the Meaning of these Key WordsVertices, elevation, diameter, radius, face, edge, congruence, plan view

Congruence– Same size angles and sides

Vector

Year 10 Mathematics

Find the Meaning of these Key WordsProbability, outcome, mutually exclusive, frequency table, theoretical, independent, dependent.

Find the Meaning of these Key WordsEquation, identity, formula, expression, coefficient, inequality, rearrange, subject

−2 < 𝑥 < 2

𝑥 < −2 𝑥 > 2

−2 ≤ 𝑥 ≤ 2

𝑥 ≤ −2 𝑥 ≥ 2

Find the Meaning of these Key WordsTrigonometry, opposite, adjacent, hypotenuse, theta, cosine, sine, tangent,

Find the Meaning of these Key WordsPi, radius, diameter, circumference, area, sector, arc,

Foundation Higher

Year 10 Photography

GCSE Art and Design – Unit 1 60%

Assessment Objective 1

Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

(Finding out about inspirational art and using it to influence your own work.)

Assessment Objective 2

Refine their ideas through experimenting and selecting appropriate resources, media, material, techniques and process.

(Experimenting with media and techniques, improving your skills and visual ideas so you can devise a final idea.)

Assessment Objective 3

Record their ideas, observations and insights relevant to their intentions in visual and/or other forms.

(Thinking about the theme, making observations, annotating work and collecting resource material.)

Assessment Objective 4

Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

(Completing a relevant and intentional final piece.)

Find out about artist Ansel Adams.Make notes. Research more images.

LANDSCAPE PHOTOGRAPHY

Landscape photography shows spaces within the world sometimes vast and unending but other times microscopic. It can capture the presence of nature but can also focus on manmade features

Find out about artist Thomas Heaton.Make notes. Research more images.

Find out about artist Charlie Waite.Make notes. Research more images.

Get yourself out and about and take your own collection of townscapes and landscapes

Year 10 Photography

• Choose your starting point by making a mind map of possible ideas for at least 2 of the titles given

• Explore photographers/artists/ historical periods/ cultures and produce creative research pages for each.

• Experiment by taking loads of photographs and editing them using photoshop or similar to try out ideas.

• Make sure your own photos link to the style of who/what you have researched.

• Keep a record of all of your photos, planning, editing and selecting. Don’t bin anything!

• Annotate everything you do, showing your thought process, opinions, WWW and EBI.

• Produce best and final piece/pieces which results from all of the things you have done.

• Produce this in the 10 hour exam time.

GCSE Photography – Unit 2 – Externally Set Task - 40% of final mark.

Each assessment objective is equally weighted i.e. worth 25% of final

mark

Ass

ess

me

nt

Ob

jec

tiv

e 1

“Develop ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.”

(Finding out about inspirational art/photography/ cultures and using it to influence your own work.)

Ass

ess

me

nt

Ob

jec

tiv

e 2

“Refine ideas through experimenting and selecting appropriate resources, media, materials, techniques and process.”

(Experimenting with styles and techniques, improving your skills and visual ideas so you can devise a final idea.)

Ass

ess

me

nt

Ob

jec

tiv

e 3

“Record ideas, observations and insights relevant to their intentions in visual and/or other forms.”

(Drawing, planning, evaluating, collecting ideas and resource material but mainly taking lots of photos to experiment with your ideas.)

Ass

ess

me

nt

Ob

jec

tiv

e 4

“Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.”

(Putting all of the above together into a final outcome which shows off your skills and ideas to their best.)

Choose one of the themes on the exam paper to explore. You will have from January until April to complete. Useful websites are listed below.

Useful websites:1. https://www.thephotoargus.com/40-great-photographer-portfolio-websites-for-inspiration/2. https://abeautifulmess.com/2014/08/20-photography-tips-and-tricks.html3. https://photographylife.com/photography-tips-for-beginners4. https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-82065. http://images.google.com/hosted/life

Year 10 Science

Year 10 Science

Year 10 Science

Las expresiones de cantidad Expressions of quantitycien / quinientos gramos de… 100 / 500 grammes of…un bote de… a jar of…un kilo de… a kilo of…un litro de… a litre of…un paquete de… a packet of…una barra de… a loaf of…una botella de… a bottle of…una caja de… a box of…una docena de… a dozen…una lata de… a tin / can of…

Mi rutina diaria My daily routineme despierto I wake upme levanto I get upme ducho I have a showerme peino I brush my hairme afeito I have a shaveme visto I get dressedme lavo los dientes I clean my teethme acuesto I go to bedsalgo de casa I leave homevuelvo a casa I return hometemprano / tarde early / lateenseguida straight awayodio levantarme I hate getting up

Las fiestas Festivalsla fiesta de… the festival of…esta tradición antigua… this old tradition…se caracteriza por… is characterised by…se celebra en… is celebrated in…se repite… is repeated…se queman figuras de madera wooden figures are burntse construyen hogueras bonfires are builtse disparan fuegos artificiales fireworks are set offse lanzan huevos eggs are thrownlas calles se llenan de… the streets are filled with…los niños / los jóvenes… children / young people…los familiares / las familias… relations / families…comen manzanas de caramelo eat toffee applesdecoran las casas / las tumbas decorate houses / gravescon flores / velas with flowers / candlespreparan linternas / altares prepare lanterns / altarsse disfrazan de brujas / fantasmas dress up as witches / ghostsven desfiles (they) watch processions

Los alimentos Food productsel aceite de oliva olive oilel agua waterel ajo garlicel arroz riceel atún tunael azúcar sugarel chorizo spicy sausageel maíz cornel pan breadel queso cheesela cerveza beerla carne de cerdo / cordero / ternera pork / lamb / beefla coliflor cauliflowerla harina flourla mantequilla butterla mermelada jamlos albaricoques apricotslos guisantes peaslos lácteos dairy productslos melocotones peacheslos melones melonslos pepinos cucumberslos pimientos pepperslos plátanos bananaslos pomelos grapefruitslos refrescos fizzy drinkslas cebollas onionslas fresas strawberrieslas judías (verdes) (green) beanslas legumbres pulseslas lentejas lentilslas manzanas appleslas naranjas orangeslas peras pearslas piñas pineappleslas uvas grapeslas zanahorias carrots¿Has probado...? Have you tried…?el gazpacho gazpacho (chilled soup)la fabada stew of beans and porkEs un tipo de bebida / postre. It’s a type of drink / dessert.Es un plato caliente / frío. It’s a hot / cold dish.Contiene(n)… It contains / They contain…Fue inventado/a / introducido/a… It was invented / introduced…

Las comidas Mealsel desayuno breakfastla comida / el almuerzo lunchla merienda tea (meal)la cena dinner / evening mealdesayunar to have breakfast / to have …

for breakfastcomer / almorzar to have lunch / to have … for lunchmerendar to have tea / to have … for teacenar to have dinner / to have … for dinnertomar to have (food / drink)beber to drinkentre semana… during the week…los fines de semana… at weekends…Desayuno a las ocho. I have breakfast at eight o’clock.Desayuno / Como / Ceno… For breakfast / lunch / dinner I have…Meriendo… For a snack/tea I have…un huevo an eggun yogur a yogurtun pastel a cakeun bocadillo a sandwichuna hamburguesa a hamburger(el) café / (el) té coffee / tea(el) Cola Cao Cola Cao (Spanish chocolate drink)(el) marisco seafood(el) pescado fish(el) pollo chicken(el) zumo de naranja orange juice(la) carne meat(la) ensalada salad(la) fruta fruit(la) leche milk(la) sopa soup(la) tortilla omelette(los) cereales cereals(los) churros fried doughnut sticks(las) galletas biscuits(las) patatas fritas chips(las) tostadas toast(las) verduras vegetablesalgo dulce / ligero / rápido something sweet / light / quickser goloso/a to have a sweet toothtener hambre to be hungrytener prisa to be in a hurrytomar un desayuno fuerte to have a big (lit. strong) breakfast

Year 10 Spanish

Year 10 Spanish

¿Qué le pasa? What’s the matter?No me encuentro bien. I don’t feel well.Me siento fatal. I feel awful.Estoy enfermo/a / cansado/a. I am ill / tired.Tengo calor / frío. I am hot / cold.Tengo catarro. I have a cold.Tengo diarrea. I have diarrhoea.Tengo dolor de cabeza. I have a headache.Tengo fiebre. I have a fever / temperature.Tengo gripe. I have flu.Tengo mucho sueño. I am very sleepy.Tengo náuseas. I feel sick.Tengo quemaduras de sol. I have sunburn.Tengo tos. I have a cough.Tengo una insolación. I have sunstroke.Tengo una picadura. I’ve been stung.Me duele(n)… My … hurt(s)Me he cortado el/la… I’ve cut my…Me he hecho daño en… I’ve hurt my…Me he quemado… I’ve burnt my…Me he roto… I’ve broken my…Me he torcido… I’ve twisted my…el brazo / el estómago arm / stomachel pie / el tobillo foot / anklela boca / la cabeza mouth / headla espalda / la garganta back / throatla mano / la nariz hand / nosela pierna / la rodilla leg / kneelos dientes / las muelas teethlos oídos / las orejas earslos ojos eyes¿Desde hace cuánto tiempo? How long for?desde hace… for…un día / un mes a day / a monthuna hora / una semana an hour / a week¿Desde cuándo? Since when?desde ayer since yesterdaydesde anteayer since the day before yesterdayTiene(s) que / Hay que… You have to…beber mucha agua drink lots of waterdescansar restir al hospital / médico / dentista go to the hospital / doctor / dentisttomar aspirinas take aspirinstomar este jarabe / estas pastillas take this syrup / these tabletsusar esta crema use this cream

Las fiestas Festivalsla fiesta de… the festival of…esta tradición antigua… this old tradition…se caracteriza por… is characterised by…se celebra en… is celebrated in…se repite… is repeated…se queman figuras de madera wooden figures are burntse construyen hogueras bonfires are builtse disparan fuegos artificiales fireworks are set offse lanzan huevos eggs are thrownlas calles se llenan de… the streets are filled with…los niños / los jóvenes… children / young people…los familiares / las familias… relations / families…comen manzanas de caramelo eat toffee applesdecoran las casas / las tumbas decorate houses / gravescon flores / velas with flowers / candlespreparan linternas / altares prepare lanterns / altarsse disfrazan de brujas / fantasmas dress up as witches / ghostsven desfiles (they) watch processions

Un día especial A special dayAbrimos los regalos. We open presents.Buscamos huevos de chocolate. We look for chocolate eggs.Cantamos villancicos. We sing Christmas carols.Cenamos bacalao. We have cod for dinner.Comemos dulces navideños / We eat Christmas sweets /doce uvas / pavo. twelve grapes / turkey.Nos acostamos muy tarde. We go to bed very late.Nos levantamos muy temprano. We get up very early.Rezamos. We pray.Vamos a la mezquita / iglesia. We go to the mosque / church.Ayer fue… Yesterday was…el baile de fin de curso the school promel Día de Navidad Christmas Day(el) Domingo de Pascua Easter Sunday(la) Nochebuena Christmas Eve(la) Nochevieja New Year’s EveMe bañé y luego me maquillé. I had a bath and then did my make up.

¿Qué va a tomar? What are you going to have?de primer / segundo plato… for starter / main course…de postre… for dessert…Voy a tomar… I’m going to have…(el) bistec steak(el) filete de cerdo pork fillet(el) flan crème caramel(el) jamón serrano Serrano ham(la) merluza en salsa verde hake in parsley and wine sauce(la) sopa de fideos noodle soup(la) tortilla de espinacas spinach omelette(la) trucha a la plancha grilled trout(los) calamares squid(las) albóndigas meatballs(las) chuletas de cordero asadas roast lamb chops(las) croquetas caseras homemade croquettes(las) gambas prawns(las) natillas custard¿Qué me recomienda? What do you recommend?el menú del día the set menula especialidad de la casa the house specialityestá buenísimo/a / riquísimo/a it’s extremely good / tasty¡Que aproveche! Enjoy your meal!¿Algo más? Anything else?Nada más, gracias. Nothing else, thank you.¿Me trae la cuenta, por favor? Can you bring me the bill, please?No tengo cuchillo / tenedor / cuchara. I haven’t got a knife / fork / spoon.No hay aceite / sal / vinagre. There’s no oil / salt / vinegar.El plato / vaso / mantel está sucio. The plate / glass / table cloth is dirty.El vino está malo. The wine is bad / off.La carne está fría. The meat is cold.dejar una propina to leave a tipequivocarse to make a mistakepedir to order / ask forser alérgico/a… to be allergic to…ser vegetariano/a to be a vegetarian

Un festival de música A music festivalMe fascina(n)… …fascinate(s) me.Admiro… I admire…No aguanto / soporto… I can’t stand…su actitud / talento his/her attitude / talentsu comportamiento his/her behavioursu determinación / estilo his/her determination / stylesu forma de vestir his/her way of dressingsu música / voz his/her music / voicesus canciones / coreografías his/her songs / choreographysus ideas / letras his/her ideas / lyricsatrevido/a(s) daringimaginativo/a(s) imaginativeprecioso/a(s) beautifulrepetitivo/a(s) repetitiveoriginal(es) originaltriste(s) sadMe/Te hace(n) falta… I/You need…crema solar sun creamel pasaporte / DNI your passport / national ID cardun sombrero / una gorra a hat / cap

Year 10 Spanish

Year 10 Spanish

¿Qué aplicaciones usas? What apps do you use?Uso … para… I use … (in order) to…ver mis series favoritas watch my favourite seriesorganizar las salidas con mis amigos organise to go out with my friendscontrolar mi actividad física / monitor my physical activity / mylas calorías calorie intakecontactar con mi familia get in touch with my familychatear con mis amigos chat with my friendsLa tengo desde hace … meses. I’ve had it for … monthsEs una aplicación buena para… It’s a good app for…buscar y descargar música looking for and downloading musicpasar el tiempo / el rato passing the timesacar / editar / personalizar fotos taking / editing / personalising photoscompartir / subir fotos sharing / uploading photosestar en contacto keeping in touchconocer a nueva gente meeting new peoplesubir y ver vídeos uploading and watching videoschatear y mandar mensajes chatting and sending messagesEs / No es… It is / It isn’t…una red social a social networkamplio/a extensivecómodo/a convenientdivertido/a funnecesario/a necessarypeligroso/a dangerouspráctico/a practicalrápido/a quickfácil de usar easy to usepopular popularútil usefulgratis freeun canal de comunicación a channel / means of communicationuna pérdida de tiempo a waste of timeSoy / Es adicto/a a… I am / He/She is addicted to…Estoy / Está enganchado/a a… I am / He/She is hooked on…Lo único malo es que… The only bad thing is that …te engancha it gets you hooked

¿Qué estás haciendo? What are you doing?Estoy… I am…actualizando mi página de updating my Facebook page

Facebookeditando mis fotos editing my photosEstás / Está / Están… You are / He/She is / They are…escuchando música listening to musicesperando a (David) waiting for (David)descansando relaxingpensando en salir thinking about going outpreparando algo para merendar preparing something for tearepasando para un examen revising for an examtomando el sol sunbathinghaciendo footing jogginghaciendo el vago lazing aboutleyendo readingviendo una peli watching a filmescribiendo writing¿Quieres salir conmigo? Do you want to go out with me?No puedo porque… I can’t because…está lloviendo it’s rainingtengo que… I have to…salir go outvisitar a (mi abuela) visit (my grandmother)cuidar a (mi hermano) look after (my brother)hacer los deberes do homeworkquiero… I want to…subir mis fotos a… upload my photos to…quedarme en casa stay at home¡Qué rollo! What a pain!¿A qué hora quedamos? What time shall we meet?¿Dónde quedamos? Where shall we meet?en la Plaza Mayor in the main squaredebajo de underneathdetrás de behinddelante de in front ofenfrente de oppositeal lado de next to

¿Qué te gusta leer? What do you like reading?los blogs blogslos tebeos / los cómics comicslos periódicos newspaperslas revistas magazineslas poesías poemslas novelas de ciencia ficción science fiction novelslas novelas de amor romantic novelslas historias de vampiros vampire storieslas biografías biographies

¿Con qué frecuencia lees? How often do you read?cada día / todos los días every daya menudo oftende vez en cuando from time to timeuna vez a la semana once a weekdos veces al mes twice a monthuna vez al año once a yearnunca never

¿Qué es mejor, leer What is better, readingen papel o en la red? paper books or online?Leer en formato digital… Reading in digital format…protege el planeta protects the planetno malgasta papel doesn’t waste papercansa la vista tires your eyesdepende de la energía relies on electricity

eléctrica te permite llevar contigo allows you to take thousandsmiles de libros of books with youcuesta mucho menos costs a lot lessfastidia porque no hay is annoying because there isnumeración de páginas no page numberingLos libros electrónicos Electronic books son fáciles de transportar are easy to transportno ocupan espacio don’t take up spaceUna desventaja es… One disadvantage is…el uso de batería the battery useMe gusta / prefiero… I like / I prefer…tocar las páginas to touch the pagespasar las páginas a mano to turn the pages by handleer horas y horas to read for hours and hoursun ratón de biblioteca a bookwormun fan del manga a manga fanun libro tradicional a traditional bookun libro de verdad a real book

Year 10 Spanish

La familia Familyel padre / la madre father / motherel padrastro / la madrastra step-father / step-motherel hermano / la hermana brother / sisterel hermanastro / la hermanastra step-brother / step-sisterel abuelo / la abuela grandfather / grandmotherel bisabuelo / la bisabuela great grandfather / great grandmotherel tío / la tía uncle / auntel primo / la prima male cousin / female cousinel sobrino / la sobrina nephew / nieceel marido / la mujer husband / wifeel hijo / la hija son / daughterel nieto / la nieta grandson / granddaughtermayor / menor older / younger

¿Cómo es? What is he/she like?Tiene los ojos… He/She has … eyesazules / verdes / marrones / grises blue / green / brown / greygrandes / pequeños / brillantes big / small / brightTiene el pelo… He/She has… hairmoreno / rubio / castaño / rojo dark brown / blond / mid-brown / redcorto / largo short / longrizado / liso / ondulado curly / straight / wavyfino / de punta fine / spikyTiene… He/She has…la piel blanca / morena fair / dark skinla cara redonda / alargada a round / oval facelos dientes prominentes big teethpecas frecklesLleva… He/She wears / has…gafas glassesbarba a beardbigote a moustacheEs… He/She is…alto/a / bajo/a tall / shortdelgado/a / gordito/a / gordo/a slim / chubby / fatcalvo/a baldmoreno/a dark-hairedrubio/a fair-hairedcastaño/a brown-hairedpelirrojo/a a redheadespañol / española Spanishinglés / inglesa EnglishMide 1,60. He/She is 1m60 tall.No es ni alto ni bajo. He/She is neither tall nor short.(No) Nos parecemos físicamente. We (don’t) look like each other.

¿Cómo es de carácter? What is he/she like as a person?Como persona, es… As a person, he/she is…optimista / pesimista optimistic / pessimisticsimpático/a / antipático/a nice / nastytrabajador(a) / perezoso/a hard-working / lazygeneroso/a / tacaño/a generous / meanhablador(a) / callado/a chatty / quietdivertido/a / gracioso/a / serio/a fun / funny / seriousfiel / infiel / feliz / triste loyal / disloyal / happy / sadordenado/a / caótico/a tidy / chaoticenérgico/a / animado/a / tranquilo/a energetic / lively / calmpensativo/a / comprensivo/a thoughtful / understandinghonesto/a / alegre honest / cheerfulmolesto/a / egoísta / ambicioso/a annoying / selfish / ambitiousEstá feliz / triste. He/She is happy / sad.

¿Te llevas bien con tu familia? Do you get on well with your family?(No) Me llevo bien con…porque… I (don’t) get on well with… because…me apoya he/she supports meme acepta como soy he/she accepts me as I amnunca me critica he/she never criticises metenemos mucho en común we have a lot in commonMe divierto con… I have a good time with…Me peleo con… I argue with…Nos llevamos superbién. We get on really well.Nos llevamos como el perro y el gato. We fight like cat and dog.Nos divertimos siempre. We always have a good time.

¿Cómo es un/a buen/a amigo/a What is a good friend like?Un buen amigo es alguien que… A good friend is someone who…te apoya / escucha supports / listens to youte conoce bien knows you wellte acepta como eres accepts you as you arete quiere mucho likes / loves you a lotte da consejos gives you advicete hace reír makes you laughno te critica doesn’t criticise younunca te juzga never judges youConocí a mi mejor amigo/a… I met my best friend…Nos conocimos We met / got to know each otherNos hicimos amigos We became friendsNos hicimos novios We started going outconvivimos we lived togethernos casamos we got marriedEs el amor de mi vida. He/She is the love of my life.Tenemos … en común. We have … in common.nos gustan (las mismas cosas) we like (the same things)nos encantan (las películas) we love (films)

Year 10 Sport Science