Year 8
Knowledge Organisers
Term 3
Other important Pop Artists:- David Hockney• English painter, draftsman, printmaker, stage designer, and
photographer. • Considered one of the most influential British artists of the 20th • Born: 9 July 1937 (age 83 years), Bradford, England
Year 8 Knowledge OrganiserThis term our topic will be based around food. You will be developing your drawing and painting skills, along with 3D sculpture skills, whilst learning about the Pop Art Movement.
Tonal Drawing You will practice creating tone with pencil and apply this skill to your drawing. Whether drawing an understanding of tone, the variations of light and shade, is important.A variety of pencils are needed to create a tonal
Other important Pop Artists:- Andy Warhol• American artist, film director, and producer.• Considered the artist who created Pop Art.• Born: 6 August 1928, Pittsburgh, America• Died: 22 February 1987, New York, America
study. The B range is soft and dark and more suitable than H pencils for shading and tonal drawings.Study the different shades of light and dark in your subject. These tones are dependent on where the light source is. It is a common mistake to have little difference between the darkest and lightest areas of a drawing. This can make your results seem flat.Objects are three dimensional, so the tone will change over the surface. Think about the direction and distance between your marks when shading. If shading using cross-hatching, think about the closeness of the crossing lines - the closer the lines, the darker the shading.Alternatively, try building tone using several layers of pencil, using softer pencils or working with charcoal.
Key Words:-
Sculpture.
Public Art.
3D & 2D
Everyday objects.
“Soft Sculpture”.
Pop Art.
Popular culture.
Shading.
Tone.
Texture.
Key Artist:- Claes Oldenburg.1. Born January 28, 1929.
2. He is an American sculptor.
3. He is most famous for his public art of
large versions of everyday objects.
4. He is also famous for his “soft
sculpture” versions of everyday
objects.
5. His work is part of the “Pop art” style
that was the new art that became
popular in the 1960’s.
6. Pop artists get their ideas from every
day, normal, very recognisable
objects.
7. The change in size, from a small object
in real life, into a massive art
Sculpture, made the “ordinary” object
more “extraordinary” and special.
8. Oldenburg currently lives and works in
New York.
2D and 3D.A 2D, or two-dimensional, shape has length and height as its dimensions, it would be flat if laid down. A 3D, or three-dimensional, shape has length, height, and width (depth) as its dimensions.
Other important Pop Artists:- Roy LichtensteinAmerican artist. Born: 27 October 1923, New York, AmericaDied: 29 September 1997, New York, America.
Pop art is an art movement that emerged in the United Kingdom and the United States during the mid- to late-1950s. The movement presented a challenge to traditions of fine art by including imagery from popular and mass culture, such as advertising, comic books and mundane mass-produced cultural objects.
The seven elements of art are line, shape, space, value, form, texture, and colour. These elements are the building blocks, or ingredients of art. Can you learn what they all mean?
The Elements of Art
DESIGN TECHNOLOGY YEAR 8 Term 3
KEY WORDS
Isometric:- A 3D drawing drawn at a 30°
angle.
Weight of line:- How hard you press to
create the line.
Feint:- Very light lines or working lines
Working lines:- For example to show the
crate in the crating technique before the
object was drawn.
CAD Visuals:- Computer generated visuals
of an imagined space, using different images
to simulate materials.
Textures:- Rendering techniques to
represent the surface of different materials.
Annotation:- written explanation's to help
others understand what you are designing.
(materials, sizes, construction methods)
Ergonomics is the process of designing or arranging workplaces, products
and systems so that they fit the people who use them. ... Ergonomics aims to improve workspaces and environments to minimise risk of injury or harm.
Anthropometrics is the practice of taking measurements of
the human body and provides categorised data that can be
used by designers.
Anthropometrics help designers collect useful data, eghead circumferences when designing a safety helmet.
Percentiles. Percentiles are shown
in anthropometry tables and they tell you
whether the measurement given in the tables
relates to the 'average' person, or someone
who is above or below average in a certain
dimension.
1. To know the names of key practical skills
2. To know the names of key features of Melodrama and Realism
3. To demonstrate the use of key practical skills
4. To demonstrate the key features of Melodrama and Realism
5. To give constructive feedback to others to help application of key skills and features
Year 8 Drama Term 3
Constructive Feedback (5) Feedback can be easily structured.
• WHAT (the skill, see Key practical skills (1+3))
• HOW (how they have used the skill e.g. by raising their voice, crossing their arms, frowning)
• WHY (the effect that skills has had e.g they were angry, they were bored, they were stressed)
Key practical skills
1. Emphasis: stress given to a word or words
2. Tone: the emotion of the speaker
3. Pitch: how high or low
4. Volume: how loud or quiet
5. Pace: how fast or slow
• Facial expressions: using your face to com-
municate meaning
• Body language: using your body to com-
municate meaning
• Posture: how you hold your body e.g. upright
or slouched
• Gesture: how you use your hand movement
Features of Melodrama
1. Stock characters: recognisable characters
that appear in stories and require no fur-
ther development e.g. villain, hero, damsel
2. Exaggerated plot: a story line that over-
emphasises things to make them better or
worse
3. Exaggerated characterisation:
characters that react and be-
have in an over-the-top way
4. Use of “aside”: talking directly
to the audience and the other
characters can’t hear you
5. Audience participation: actively encourag-
ing the audience to boo, hiss and cheer
certain characters.
Features of Realism
1. Given circumstances: the information given
to you at the beginning of the play about
characters, set, date and time
2. Magic If: an actor using their past
experience to inform how they perform as
a character, as “if” they are in the same
situation
3. Character intention: the thing that
is driving the character through the story
4. Super objective: what is the aim of
the performance as a whole.
5. Fourth wall: imagining the stage is a room
with four walls and the audience if
watching through a window at the action
unfolding, as if the acting is “real life”
Aside A line that a character delivers that is not supposed to be heard by the other characters
Blank Verse Unrhymed iambic pentameter. Usually used by Shakespeare to indicate education and
high class
Denouement The final part of a play where the action is explained and resolved
Exposition Background information that an audience requires so that they understand the story
Dramatic irony A technique where the audience knows more than the characters
Hierarchy A ranking system according to importance/status
Iambic pentameter A line of verse with five pairs of stressed and unstressed syllables
Jacobean Describes the time period in society when James 1 was King (1603-1625)
Literary critic Someone who writes about a text
Marginalised A character or theme that is treated as insignificant or on the edge of society
Microcosm A setting that represents, in miniature, something much larger and more significant
Parody Mimic someone or something’s style in a humorous way
Pathetic Fallacy A technique where the weather reflects the mood of the writing
Prose Written or spoken language in its ordinary form
Soliloquy When a character speaks their thoughts out loud, when they are alone on stage
Usurp To take a position of power illegally, or by force
Utopia A perfect state/place
English - Term 3 - The Tempest
Key Characters:
Prospero: The play’s
protagonist. He wields
power over his enemies
through magic. He was
usurped as Duke of Milan,
and now rules the island.
Miranda: Prospero’s
daughter. Naïve,
compassionate and loyal.
Ariel: Prospero’s spirit slave.
Prospero rescued him from
the witch Sycorax.
Caliban: Prospero’s slave
who believes the island
rightfully belongs to him.
King Alonso: King of Naples
who aided Antonio in
usurping Prospero.
Ferdinand: son and heir of
Alonso.
Gonzalo: An old, honest
Lord. He helped Prospero &
Miranda when Antonio
sends them away
Antonio: Prospero’s brother.
Power-hungry & foolish.
Sebastian: Alonso’s brother.
Aggressive, cowardly and
disloyal (like Antonio).
Stephano: a drunken butler.
Trinculo: a jester.
Key Context
1. Britain was establishing overseas colonies in America (Virginia) and across the world. Shipwrecks were
common and deadly. Shakespeare may have been inspired by the tale of the Sea Venture, which was
wrecked in the Caribbean but survivors later returned to England.
2. Shakespeare was influenced by Montaigne and other philosophers, who questioned England’s attempts to
seize new lands. England was becoming very powerful globally and Shakespeare explores the
problematic relationship of power between new rulers (colonisers) and native people in the play.
3. The play was performed as part of celebrations for the marriage of King James I’s daughter. It was also
performed in Blackfriar’s theatre. Smaller than the Globe, and with a roof, this meant that the company
could experiment more with light and special effects, bringing Prospero’s magic to life theatrically.
4. The Renaissance (French word for rebirth) is a cultural period in history that represented the search for
knowledge and power. Prospero represents a ‘Renaissance man’ because he devotes himself to his books
and explores a new land.
Plot
Act 1: A fierce storm threatens the lives of all aboard King Alonso’s ship and
they are shipwrecked on Prospero’s island. Miranda begs her father to stop
the storm but he tells her the story of why they are on the island: his brother
betrayed them, taking the title Duke of Milan from Prospero by arranging for
Prospero and Miranda to be sent to sea in a rickety boat. Ariel tells Prospero
that the ship’s inhabitants are all stranded on different parts of the island. He
asks to be freed but Prospero refuses. Caliban claims the island is rightly his
but Prospero forces him to comply through magic. On meeting, Miranda
and Ferdinand fall instantly in love but Prospero enslaves him.
Act 2: Ariel puts all the ship’s passengers to sleep except Antonio and
Sebastian who plot to seize King Alonso’s crown. Just as they are about to
attack the sleeping King, Ariel wakes the party up who all leave in search of
Ferdinand. Trinculo and Stephano meet Caliban and give him wine.
Caliban drunkenly worships Stephano.
Act 3: Ferdinand and Miranda declare their love and agree to marry.
Caliban, Trinculo and Stephano plot to kill Prospero with Caliban promising
that Stephano can marry Miranda. Ariel hears and reports the plan to
Prospero. A banquet appears in front of the royal party but, as they are
about to eat, Ariel appears as a harpy and accuses King Alonso, Antonio
and Sebastian of being sinners. The three flee in fear.
Act 4: Prospero arranges Miranda and Ferdinand’s marriage but suddenly
remembers Caliban’s plan. He tells Ariel to tempt the men with garish
clothes and sends spirits after them. He promises to free Ariel soon.
Act 5: Prospero promises to give up magic. The group arrive and Prospero
forgives them but states Antonio must give up his claims on Prospero’s
dukedom. Alonso grieves for the loss of Ferdinand and Prospero reveals he is
alive and married to Miranda. Caliban, Trinculo and Sebastian are brought
to Prospero by Ariel and Caliban repents. Ariel’s final duty is to provide calm
seas for them to set sail the next morning.
QLA: R1 Give ideas about a text to demonstrate understanding
of the plot, characters, themes and writer’s intentions
R2 Use references/quotations to the text
R3 Analyse the writer’s use of language and linguistic
techniques
R4 Analyse the way the text is structured
R5 Demonstrate an understanding of the relationship
between the text and its social, cultural and historical
context
Analytical paragraph and its features
In The Tempest, Shakespeare presents Caliban as Prospero’s
‘slave’ – he is entirely controlled by Prospero and is kept
trapped in a cave. Prospero treats him like an animal, calling
him a ‘freckled whelp’ where the word ‘whelp’ suggests he is a
worthless puppy, not a human. Prospero controls him and
insults him, calling him ‘tortoise’ when he doesn’t respond
quickly. This metaphor suggests Caliban is slow and reluctant to
work for Prospero. Shakespeare could be building sympathy for
Caliban and encouraging the audience to question how
Europeans treated the indigenous people that they
encountered when they were creating colonies in America.
Caliban’s presentation could be conforming to stereotypes of
native Americans in the Jacobean period – as savages that
needed to be controlled. This part of the scene differs from
Prospero’s interactions with Ariel, where Prospero is more
respectful, calling him ‘brave spirit’, and ‘servant’. This
highlights the contrast between Ariel and Caliban’s treatment
and makes Prospero seem even more harsh.
R1 R2 R3 R4 R5
Practical Focus Skills
Rubbing in – e.g. Rock Cakes - protein, carbohydrate,5 a day
Safe working, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using a timer, even shaping and sizes, even quality, using the oven independently, handling high risk ingredients, weighing, measuring, using the oven, rubbing in, mixing, cracking eggs.
Developing rubbing-in, knife skills – e.g. Crumble - carbohydrate, 5 a day
Safe working within a food room, working in an organised approach, cleaning up, rubbing in, dovetailing, fruit preparation / knife skills, combining two skills learnt previously – dovetailing, how to use the oven safely, how to recognise when food is cooked, weighing, measuring, baking.
Developing rubbing-in, knife skills, moulding and shaping dough, oven. E.g. Scone Based Pizza – all section of the eatwell guide
Safe working within a food room, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using the oven, using a timer, knife skills, weighing, shaping, using the oven independently, assessing when foods are cooked.
Hob, knife skills, dovetailing – e.g. Pasta Salad – carbohydrate / 5 a day
Safe working within a food room, working in an organised approach, cleaning up, bridge and claw technique, handling and preparing raw ingredients, using the hob safely & correctly, boiling, simmering, draining, knife skills.
High risk ingredients, knife skills, hob, e,g, Savoury Mince - protein / 5 a day
Safe working within a food room, working in an organised approach, cleaning up, how to check food is cooked, how to safely handle raw meat, using the hob safely & correctly, testing food for seasoning / balance. Knife skills, using the hob, simmering
Béchamel, simmering, dovetailing, e.g. Macaroni Cheese – Dairy / fat
Safe working within a food room, mixing, weighing, knife sills, boiling, draining, measuring, using the hob, working in an organised approach, cleaning up, how to check food is cooked, béchamel sauce. Dovetailing.
Crushing, mixing, layering, double boiler - dairy
Weighing and measuring, crushing, melting, mixing, double boiler, whisking, combining, layering, handling cream – aeration, setting, cleaning, and timing.
Jardinière Julienne Macedoine mas-i-dwahn
Brunoise BROON-wahz
•
• Be sure to follow safety guidelines when using the hob o Use burners on the back as much as
possible. o Never use a pot that is too small or big for
the burner. o Never leave a burner on that does not have
a filled pot or pan on it. o Do not leave an empty pan on a hot burners. o Always use a wooden spoon as it does not
conduct heat in the same way as metal spoons.
o Always use a low / medium heat – this gives you more control.
The Hob
• Before each use, do an oven safety check.
o Make sure there is nothing in the oven. An oven
should never be used for storage. o Position your oven racks before pre-heating to
prevent scalding. o The oven should be pre-heated before use for at
least 15 minutes. o When using the oven – stand to the side, pull down
the door, count to 3 and then place food in or take food out. Shut the door immediately.
o Close the oven door immediately after removing or testing food.
o Always use oven dry oven mitts – a range will be available.
The Oven Before Each Lesson you
Will Be expected To –
Tie all long hair back.
Take off all hand and wrist
jewellery – you will need to
store this safely at your
own risk.
Wear a clean apron.
Roll up sleeves / take off
school jumper.
Accidents – accidents happen from time to
time, please do not panic – you must ask for
help IMMEDIATELY.
Ingredients lists will be issued two weeks before
each practical via Show My Homework.
Eat at least five por6ons of a variety of fruit and vegetables a day. Fruit and vegetables are a good source of vitamins, minerals and fibre. Starchy food should make up just over a third of the food we eat. Choose higher-fibre, wholegrain varieties, such as whole-wheat pasta, brown rice, or simply leave skins on potatoes. There are also higher-fibre versions of white bread and pasta. Starchy foods are a good source of energy and the main source of a range of nutrients in our diet. Milk, cheese, yoghurt are good sources of protein and some vitamins, and they're also an important source of calcium, which helps to keep our bones strong. Eat lower-fat / ugar products where possible, like 1% fat milk, reduced-fat cheese or plain low-fat yoghurt. These foods are good sources of protein, vitamins and minerals. Pulses such as beans, peas and lentils are good alternatives to meat because they're lower in fat and higher in fibre and protein, too. Choose lean cuts of meat and mince and eat less red and processed meat like bacon, ham and sausages. Unsaturated fats are healthier fats and include vegetable, rapeseed, olive and sunflower oils. Remember all types of fat are high in energy and should be eaten sparingly.
Food temperature probe: Used to test the inner temperature of a food to ensure it is
cooked throughout.
Minerals are needed in small amounts to help the body func6on properly and stay strong. Calcium is needed for the growth of healthy teeth / bones and blood clotting. Sources of calcium include milk, cheese, eggs, wholegrain cereals, green vegetables, bread and tofu. Iron is needed for the formation of red blood cells. Sources of iron include red meat, green vegetables, eggs, lentils and bread.
Ma chambre – my bedroom Dans ma chambre il y a – In my bedroom there is/are Dans ma chambre idéale il y aurait – In my ideal bedroom there would be un lit – a bed une armoire – a wardrobe une commode – a chest of drawers une étagère – a bookshelf une table – a table une chaise – a chair une lampe – a lamp un bureau – a desk un tapis – a rug une télévision – a TV un ordinateur – a computer une console de jeux vidéo – a games console des rideaux – some curtains une moquette – a carpet les murs sont - the walls are les murs seraient – the walls would be noirs/blancs/jaunes/verts/bleus/rouges - black/white/yellow/green/blue/red
J’habite dans une maison – I live in a house
un appartement – a flat
un bungalow – a bungalow
une ferme – a farm
à la campagne – in the countryside dans le nord/l’est/le sud/l’ouest –
à la montagne – in the mountains in the north/east/south/west
au bord de la mer – by the sea dans le sud-ouest – in the southwest
en ville – in town près de - near to
Dans ma maison il y a – In my house there is /there are
Dans ma maison idéale il y aurait - In my ideal house there would be
une cuisine – a kitchen un jardin – a garden
une piscine – a swimming pool un bureau – an office
une salle à manger – a dining room un salon – a living room
une toilette – a toilet deux chambres – two bedrooms
une salle de bains – a bathroom la chambre de ma sœur – my sister’s room
deux étages – 2 floors
Au rez-de-chaussée il y a - On the ground floor there is/are
Au premier étage il y a – On the first floor there is /are
Adjectives (these come after the noun
and need to agree with the noun in gender/number) :
traditionnel/traditionnelle – traditional moderne – modern grand/e – big petit/e – small joli/e – pretty moche - ugly propre – clean sale – dirty confortable – comfortable rangé/e – tidy en désordre - untidy
Expressing an opinion:
Selon moi – According to me
À mon avis – In my opinion
Je pense que – I think that
ma maison est – my house is
les chambres sont – the bedrooms are
assez – quite un peu – a little
très – very trop – too
Locations à droite de* – on the right of à gauche de* - on the left of à côté de* - next to en face de* - opposite devant - in front of derrière - behind sur – on (top of) sous– under
Chez moi – Where I live KS3
masculine plural adjectives
to describe masc pl noun
Using pronouns:
elle est – it is (for feminine nouns like maison)
il est – it is (for masculine nouns like salon)
elles sont – they are (for feminine plural nous like chambres)
ils sont – they are (for masculine plural nous like rideaux)
PREFERENCES: J’aime - I like J’aime beaucoup – I really like J’adore – I love Je n’aime pas – I don’t like Je n’aime pas du tout – I don’t like at all Je déteste – I hate Je préférerais – I would prefer J’aimerais – I would like Connectives: et – and aussi – also cependant – however mais – but parce que – because car - because
à cause de* – because of
` Key grammar point involving à and de
à followed by le = au de followed by le = du
EXAMPLES:
j’habite à la campagne – I live in the countryside
j’habite au bord de la mer – I live by the sea
Mon lit est à droite de la fenêtre – My bed is on the right of the window
La table est à droite du lit – The table is on the right of the bed
*
Avoid repetition. Je l’aime – I like it Je les aime – I like them eg : Ma maison est grande et je l’aime car elle est moderne aussi: My house is big and I like it because it is modern as well.
Les murs sont verts et je les aime – the walls are green and I like them. You can replace ‘aime’ with any of the verbs. je la déteste – I hate it (talking about a fem sing noun) ; je le déteste - I hate it (masc sing noun) ; je les déteste – I hate them (plural noun)
Comparatives – plus..adjective..que = more… than moins……que = less… than aussi….que = as….as
Le salon est plus grand que la cuisine – the living room is bigger than the kitchen
Year 8 Topic 2 Development & IndiaWhat is development?
Development in Geography is a complex term. Most simply it means people having an acceptable standard of living or
quality of life. This is very different around the world.
Measuring development
Development Indicators are used to measure and understand a country’s level of development.
Economic indictors
Gross National Income or GNI
The total amount of money earned by a nation's people and businesses, divided by the total population. This gives a figure in $US dollars per person, or the average earnings. It is used to measure and track a nation's wealth from year to year.
Social indicators - examples
Infant mortality
The number of children who die before reaching 1 year old, per 1000 babies born.
Literacy rate
The percentage of population over the age of 15 who can read and write.
Life expectancy
The average lifespan of someone born in a country.
Mixed indicators
Human Development Index (HDI)
The HDI combines three indicators – life expectancy, education (average number of years of schooling) and gross national income.
Variations in the level of development
LICs or Low
Income Countries
These are the poorest countries in the world, where people have an average income (GNI) of $1045 or less per person. Most citizens have a poor standard of living and can live in extreme poverty.
NEEs or Newly
emerging Economies
Countries that have begun to experience higher rates of development, industrialisation, increasing incomes and high levels of investment. eg Brazil, Russia, China and India (the BRICS countries). These countries are getting richer.
HICs or High
Income Countries
Countries where people have an average income of $12,746 or above per person. These countries are wealthy with high standards of living. These countries can invest money in services such as health & Education
Development is globally uneven with most HICs located in Europe, North America and Oceania. Most NEEs are in Asia and South America, whilst most LICs are in Africa. Remember, development can also vary within countries too, as people’s quality of life is mainly dependant on income.
Which factors can affect development?
History Trade
Colonialism (the practice of taking full or partial political control over another country, and exploiting it’s wealth). helped Europe develop, but slowed down development in many other countries e.g. LIC’s in Africa. African countries are still feeling the effects of Colonialism today, as valuable resources such as oil and goldwere taken.
Wealthy HIC’s like Japan and the UK are heavily industrialised and produce manufactured goods such as cars and computers to trade internationally. LIC’s trade more in low value primary products such as crops (cotton, sugar, tea) which earn far lower incomes on international trade markets.
Education Health
Education creates a skilled workforce meaning more goods and services are produced.
Educated people earn more money, meaning they also pay more taxes. This money can help develop the country in the future. Investment in education in HIC’s is far higher than in LIC’s.
Lack of clean water and poor healthcare in LIC’s means a large number of people suffer from diseases.
People who are ill cannot work so there is little contribution to the economy. More money spent on healthcare in HIC’s means less spent on development.
Reducing the development gap
Aid Fair trade
Aid comes in many forms and can help some countries develop key projects faster. Aid can improve services such as schools, hospitals and roads. Differentforms of aid include; short term, long term, bilateral and multilateral. HIC’s donate billions of $ in Aid every year to help improve development in LIC’s.
This is a movement where the aims include farmers in LIC’s and NEE’s getting a fair price for the goods (such as footballs or chocolate) they produce along with better working conditions. The fair trade logo is now seen in many places on our supermarket shelves. Fair trade can help the poorest rural communities develop throughimproving incomes and farming practices.
India – History & Physical geography Development in India Urbanisation in India
India, officially the Republic of India,is a country in South Asia. It is the second-most populated countryin the world with 1.3 billion people. It is the seventh-largest country by land area. India was formally ruled by Britain for almost 200 years before gaining independence from colonial rule in 1947.
India is home to the famous river Ganges The Ganges is a lifeline to millions who livealong its course. It is a sacred river and worshipped as the goddess Ganga in Hinduism. The Ganges is threatened by severe pollution from human activities such as industry and sewage. This poses a danger not only to humans but also to animals.
Although India has undergone rapid development in the last 20 years, it has big differences in wealth within the country. Generally, the states in the south and west (with the exception of Rajasthan) have a far higher level of development than the states in the north and east. In 2013 India was the seventh richest country in the world. Estimates suggest that it had grown to become the fifth largest economy in 2020 and is predicted to be the third largest world economy after China and the USA by 2025. Although India is an example of a country that has become richer, there is still a great deal of
poverty in rural areas.
India's economic development and improvement in living standards, have caused rapid urbanisation - This is the process where more and more people live in cities. Urbanisation in India has happened very quickly. This has created a skilled workforce creating jobs for example in call centres and software companies. This increases wealth leading to investment in education, health and sanitation, reducing disease and infant mortality rates. City authorities though struggle to cope with the growth. This can result in a lack of affordable housing, causingmigrants from rural areas to live in self built slums withno waste disposal, and high incidences of disease. Rapid urbanisation also puts pressure on transport systems leading to high levels of urban air and water pollution in Indian cities.
Year 8 The Civil War and Restoration knowledge organiser
Civil war battles
Roundheads & cavaliers
Oliver Cromwell
Charles I Charles II James II
William&Mary - Glorious Revolution
Key people
James I King of England and Scotland from 1603-1625 Charles I Ruled from 1625-1649 Henrietta Maria Daughter of Henri IV of France; Catholic, Married to Charles I William Laud Archbishop of Canterbury; Protestant; initiated reforms in the Church which were hated by Puritans Thomas Fairfax Parliamentarian General and creator of the New Model Army. Oliver Cromwell Ruled England as Lord Protector from 1653-1658 Richard Cromwell Son of Oliver Cromwell. Ruled England as Lord Protector from 1658-1659 Charles II Charles I’s son. Ruled from 1660-1685 James II Brother of Charles II, Catholic, Ruled from 1685 – 1688 William of Orange Son in law of James II, Protestant, Dutch, Ruled from 1688 - 1702 Mary Stuart Daughter of James II, protestant, wife of William of Orange, queen 1688 – 1694 Anne Stuart Daughter of James II, protestant, queen 1702 1714.
Key terms Civil War A war between different groups within the same country. Divine Right of Kings A belief that the Monarch was chosen by God, that their power and authority was derived from God and they had to answer to no one except God. Petition of right Demand by Parliament on the King in 1628 to make sure that money could never be raised by a King without the support of Parliament. Puritans Christians who believed in simple church services and studying the bible rather than following the Catholic church, bishops or priests. Ship money/ ship tax A tax traditionally only be imposed on coastal towns in times of war, to pay for the navy; Charles I imposed the tax during peace and across the country. Cavaliers The nickname given to the Royalists, who fought for the King; it literally meant “horsemen”. Roundheads The nickname given to those who fought for Parliament; many Puritans wore their hair very short / closely cropped. New Model Army Fulltime, highly disciplined, professional army set up by Thomas Fairfax and Oliver Cromwell; Puritan; vital in defeating Charles. Rump parliament The Parliament that was left after the MPs who were against Charles I’s trial were thrown out by Cromwell and his men. Only 200 MPs were left in this Parliament out of over 500 at first. Restoration ‘Restoring’ the monarchy after the Civil War, by making Charles II king of England in 1660 Whigs A political group formed during the reign of Charles II. They wanted to limit the power of the King and more power for Parliament. They didn’t want the Catholic brother of the king, James, to be the next king. Tories A political group formed during the reign of Charles II. They opposed the Whigs and supported Charles II. Glorious Revolution The name given to the overthrow of king James II in 1688, when William III and Mary II were invited to take over the throne of England. Bill of rights A law passed after the Glorious Revolution in 1688, which said that Catholics could not inherit the British throne.
Key events 1625 Charles I became King and married Henrietta Maria; 1629 Charles I dissolve Parliament and ruled without them; he raised money through imposing Ship Money, 1640 Charles was forced to recall Parliament as needed money to fight Scots 1641 Charles marched into the House of Commons with 400 soldiers to arrest his five leading critics, but they had fled. 1642 22nd August: Charles raise the royal standard at Nottingham Castle, starting the civil war 1644 2nd July: Battle of Marston Moor – Charles defeated by Parliament 1645 February: New Model Army crated by Thomas Fairfax and Oliver Cromwell 14th June: Battle of Naseby. Charles devastatingly defeated by Parliament 1648 August: Battle of Preston- Decisive victory for Parliament Trial of Charles on charges of being a “tyrant, traitor, murderer and public enemy” 1649 Execution of Charles I, England becomes a Republic under Oliver Cromwell and Parliament. 1653 Cromwell became Lord Protector – ruling over England like a King. 1658 September – Oliver Cromwell dies. He is succeeded by his son Richard Cromwell as Lord Protector 1659 Richard Cromwell is forced to abdicate by Parliament 1660 Parliament decided to proclaim Charles II (Charles I son) King of England and invite him to return from exile in the Netherlands. England becomes a monarchy again. 1685 James II becomes King. 1688 Glorious Revolution. William of Orange and Mary (James II’s daughter) become king and queen. 1702 William dies and Anne, Mary’s sister, becomes Queen.
Charles’ Problems : Money Religion Power Money • Charles had a lavish lifestyle and was running out of money, he was bankrupt. • He wanted to raise taxes without consulting Parliament • He raised Ship Tax without the support of Parliament. Not to spend on building ships but on himself! Religion • Charles married a Catholic in 1625, Henrietta Maria of France. The protestants didn’t like this. • Charles forced the Scottish Church to look more Catholic. He introduced a new prayer book in 1637.
This didn’t go down well with the Protestants and Puritans who were worried that Charles would make the country Catholic again.
• Charlies allied Protestant England with Catholic Spain.
Power • Charles believed in Divine Right, he did not want Parliament telling him what to do. • In 1628 Charles called Parliament together and it forced Charles to sign the PETITION OF RIGHT
This meant money could never be raised by a King without Parliament’s support. Charles agreed and then in 1629 sent Parliament home again.
• In 1640 Charles lost a war against the Scottish which made him look weak. • In 1642 Charles took control of the army without Parliament’s permission to do so.
Charles I and the causes of the English Civil War
Year 8 – Term 3
Maths Essential Vocabulary
Word Meaning
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.
2 Step
equation
An Equation which requires 2 steps to solve.
Formula An equation that calculates something, such as a temperature or
area.
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.
Solve Find the value of the unknown.
Expand Multiply out the brackets.
Sequence A set of numbers following a pattern/rule.
Term Each value in a sequence. The first number is called the first term
etc.
Term to term The pattern/rule that takes you from one term to the next in a
sequence.
Eg. In the Sequence 3, 5, 7, 9… The term-to-term rule is add 2.
The Blues
Keyword Definition
Work Song Song sang in the fields by the slaves
12 Bar Blues 12 bar repeating chord pattern
Walking Bass A part played by the bass where they play through the notes of the chord up and back down
Call and Response A leader will sing out and then others will sing back in response
Improvisation Making it up on the spot as you play
Blues Scale Set notes to play which give the music its Blues sound
Structure How the music is organised
Lick A short repeated melodic pattern
Film Music Listening Find these pieces in YouTube to listen to:
At Last – Etta James
I Got a Woman – Ray Charles
I Got the Blues – Sam Myers
12 Bar Blues Chord Pattern
C(CEG)
C C C
F(FAC)
F C C
G(GBD)
F C C
The Walking Bass
C E G A Bb A G E C E G A Bb A G E F A C D Eb D C A
C E G A Bb A G E G B D B F A C A C E G A Bb A G E
The Blues Scale
Blues Instruments
Knowledge organiser – Year 8 – Personal Me
3. PERSONAL ME RESPONSIBILITY 1. DEMONSTRATE RESPONSIBILITY TO POSITIVELY IMPACT YOUR LEARNING
RESILIENCE
2. KNOW HOW TO REACT POSITIVELY TO FAILURE
DECISION MAKING
3. BE ABLE TO EVALUATE THE IMPACT OF DECISIONS MADE AND BEGIN TO MAKE CHANGES
1.
2.
INCREASING YOUR OPPORTUNTITIES TO HAVE A POSITIVE EXPERIENCE IN PE AND SUCCEED
• Arrive promptly, calmly and quietly to your PE lesson
• Change swiftly, calmly, quietly and go to your lesson
• Enter the lesson area calmly and settle quickly when instructed
• Only perform activities you have been instructed to do so
• When the teacher is speaking do not talk to other students,
touch equipment or be distracted
• Take and return equipment as instructed
• Be positive towards your peers
• At the end of a lesson follow the same rules above
POSITIVE MIND-SET TO CHALLENGING WORK
• Understanding that if you have tried hard
and the performance is your best that is all
that matters
• Understanding that people do not think badly
of you if attempts are not completed as
planned
• Understanding that everytime an attempt is
not fully successful it provides you with
information to improve on the next attempt
• Recognising the effort from other students
when they have not been fully successful
• Provide postive, critical feedback to others
when required
3. REFLECTING ON YOUR PERFORMANCE AND DECIDING ON IMPROVEMENTS
• Attempt to access a range of sources of feedback
from verbal, recorded images, data from
measurements and personal reflection
• Decide which feedback is valuable and how you
will use it to alter your performance next time
• Discuss your actions for improvements with a
friend or your teacher
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
The John of Gaunt – Religious Education Year 8 Knowledge Organiser – Term 3
Islam
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/
Bioenergetics Knowledge Organiser
KPI 6.1 Respiration Respiration is a series of chemical reactions, in cells, that breaks down glucose to provide energy and form new molecules. Living organisms use energy to
1. To drive chemical reactions that make complex chemicals from the products of digestion and photosynthesis.
2. For movement. 3. For growth.
• Animals get the glucose they need for respiration from the digestion of food.
• Plants get their glucose from photosynthesis
Big Question: How do organisms get energy?
KPI 6.2 Aerobic Respiration Aerobic respiration: breaking down glucose with oxygen to release energy and producing carbon dioxide and water.
Glucose + Oxygen Carbon dioxide + Water
When we exercise we need more energy so the rate of aerobic respiration increases. This means our cells need more oxygen so our body responds by increasing
1. Breathing rate 2. Breath volume 3. Heart rate
KPI 6.3 Anaerobic Respiration Anaerobic respiration: releasing energy from the breakdown of glucose without using oxygen. Most organisms usually use aerobic respiration but if they need large amounts of energy and cannot get enough oxygen they will use anaerobic respiration. Anaerobic respiration in animals
Glucose Lactic acid Anaerobic respiration in plants and fungi (fermentation)
Glucose Ethanol + Carbon dioxide
Fermentation by yeast is used in brewing and bread making.
KPI 5.2 Photosynthesis Plants use the energy from sunlight, with carbon dioxide and water to make sugar.
Carbon dioxide + Water Glucose + Oxygen
Plants use the glucose 1. As an energy source 2. To build new tissue 3. To store for later use
Photosynthesis happens in the chloroplast inside cells. This is full of the pigment chlorophyll which absorbs sunlight.
KPI 5.1 structure of the leaf Most photosynthesis occurs in the leaves. Leaves are specially adapted to photosynthesis.
KPI 6.6 factors affecting photosynthesis
The rate of photosynthesis is affected by
1. Light intensity 2. Carbon dioxide concentration 3. temperature
The Earth Knowledge Organiser
KPI 9.1 Earth’s structure
KPI 9.4 Weathering Weathering is the breaking down or wearing away of rocks. Biological weathering Breakdown of rocks caused by plants and animals. Chemical weathering Chemicals react and dissolve the minerals in rocks. Physical weathering Caused by changes in temperature, weather, wind, rain and waves. For example Freeze-thaw weathering
KPI 9.3 Sedimentary rocks Sedimentary rocks are formed from the broken remains of other rocks that become joined together.
1. Deposition – pieces of broken rock settle at the bottom of a lake or sea.
2. Sedimentation – deposited rock builds up in layers.
3. Compaction – the weight of the top layers squeeze the bottom sediments.
4. Cementation – water is squeezed between pieces of rock and salt crystals form sticking the pieces together.
Igneous rocks Formed from molten rock that has cooled and solidified. Magma that cools slowly is forms rock with large crystals. Magma that cools quickly forms small crystals.
KPI 9.2 Fossil formation
Big Question: What is the Earth made of
KPI 9.5 Erosion Erosion is the movement of broken pieces away from the site of weathering. Rivers and streams can move pieces of rock. This is called transport.
Crust - outermost layer, relatively thin and rocky. Mantle - Inner core - Outer core -
KPI 9.6 Rock cycle
KPI 9.7
El cuerpo y las enfermedades – Body and Health
¿Cómo estás? – How are you? estoy bien/mal – I am well / ill me siento mal – I feel ill
no me encuentro bien – I don’t feel well
estoy enfermo/a – I am unwell estoy cansado/a – I am tired estoy mareado/a – I am dizzy / sick estoy constipado/a – I have a cold (bunged up) tengo fiebre – I have a temperature / fever tengo tos – I have a cough tengo una picadura – I have a bite / sting tengo una quemadura – I have a burn tengo diarrea – I have diarrhoea
tengo una insolación – I have sunstroke tengo vómitos – I feel sick tengo catarro – I have a cold tengo gripe – I have flu tengo sed – I have thirst (I am thirsty) tengo hambre – I have hunger (I am hungry)
En la farmacia – At the chemist’s unos comprimidos – some tablets una crema - a cream una pomada - ointment unas pastillas – some pastilles un jarabe – a cough syrup unas aspirinas – some aspirin una tirita - a plaster una venda – a bandage
Las partes del cuerpo – parts of the body
el cuerpo - the body la espalda – the back el brazo – the arm el codo – the elbow
la mano – the hand (fem)
el dedo – the finger el pie – the foot la pierna – the leg la rodilla – the knee el tobillo – the ankle la cabeza – the head la garganta – the throat el oído – the (inner) ear la oreja – the ear el ojo – the eye el estómago – the stomach la boca – the mouth los dientes – the teeth las muelas – the teeth (back) la nariz – the nose
me duele el pie – my foot (singular) is hurting me (hurts)
me duelen los pies – my feet (plural) are hurting me (hurt)
tengo dolor de muelas – I have toothache tengo dolor de cabeza – I have (a) headache
¿Qué te pasa? Dígame – How can I help? ¿Qué te pasa? – What’s wrong with you? ¿Qué te duele? – What hurts you?
¿Dónde te duele? – Where does it hurt you?
Quiero ver a un médico - I want to see a doctor una consulta – a consultation
¿A quién le duele? – Who is hurting? a mí me duele el pie – my foot hurts
a Juan le duele el pie – Juan’s foot hurts
KEY VERB 1 – tener – to have (revision from year 7)
tengo – I have tenemos – we have tienes – you (s) have tenéis – you (pl) have tiene – he/she has tienen – they have
singular
(one person)
plural
(more than one person)
KEY VERB 2 – doler – to hurt (back-to-front verb)
me duele(n) – is (are) hurting me nos duele(n) is (are) hurting us te duele(n) – is (are) hurting you os duele(n) is (are) hurting you (pl)
le duele(n) is (are) hurting him/her les duele(n) is (are) hurting them
This verb works like gustar – use the final ‘n’
when more than one body part is involved.
singular (one person) plural (more than one person)
Recomendaciones – instructions
tú – you (informal) toma – take quédate – stay llama – call bebe – drink ponte – put (on)
usted – you (formal) tome - take quédese - stay llame - call
beba - drink póngase – put (on)
¿desde hace cuánto tiempo? For how long? desde hace dos días – (since) it make two days = for 2 days
desde ayer – since yesterday desde hace una semana – for a week
todos los días – every day una vez – once a veces - sometimes dos veces al día – twice a day tres veces a la semana - three times a week de vez en cuando – from time to time nunca - never casi nunca – almost never por la mañana – in the morning por la tarde – in the afternoon
This is an IDIOM
(doesn’t translate
word-for-word)
idyllic
immaculate
sedentary
verdant unkempt
dilapidated
consternation
ravenous
disparity
tranquil
succulent
sombre
melancholy
Dilapidated and in desperate need of repairing, the panels that made up the back fence on the left were in a state of ruin due to neglect. This failure to look after the fence extended into the rest of the garden, which grew wild and unkempt. The lawn’s tufts of grass made it look particularly untidy. In contrast, the garden on the right was in excellent condition.
This immaculate garden was perfectly neat and tidy, with its well-kept lawn, path and thoughtfully tended to flower beds. Despite the clam and neatness, which created a tranquil atmosphere, not all of the blobs were feeling tranquil. Some blobs felt rather melancholy and sombre. Sad perhaps that they could not help the lonely blob stuck in the tree.
Perhaps the disparity, the enormous differences between the two gardens, was the cause of one Blob’s consternation. He had not expected to see such a difference; he couldn’t help thinking that it all looked so idyllic and picturesque on the other side of the hedge. What Blob was not considering was that although the other side was immaculate, his side of the fence was verdant. Untidy yes, but it was rich with a green lawn and mature trees and Blob’s enjoying football and music. On the other side, Blobs were sitting sedentarily.
One thing both sides did share was the succulent and juicy sausages being cooked on the BBQs! The blob cooking, could not wait to tuck in as he was extremely hungry, some might even say that he was ravenous!
neglect
Dilapidated = falling apart.
Neglect = not looked after.
Immaculate = kept perfectly.
Melancholy = feeling sad for no obvious reason.
Tranquil = peaceful
Sombre= sad / dull
Sedentary = not much physical movement
Disparity = big difference
Succulent = juicy and tasty
Idyllic = peaceful & picturesque
Consternation = anxiety and unhappiness
Verdant = lush & green
Unkempt = untidy
Ravenous = very hungry
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