Q3 Academy Langley Quest for Knowledge Booklet Year 9 ...

Q3 Academy Langley

Quest for Knowledge

Booklet

Year 9 – Cycle Two

This pack has been put together by your core Learning Consultants.

It contains lots of information that will support you in your learning

outside of the classroom.

Use it when you have either completed your Independent Learning, or

if you want to stretch yourself further.

Some strategies to help maximise how you use this pack:

• Copy out information to help you learn;

• Test yourself on information (Look-Cover-Test-Check);

• Read through the pack silently to deepen your understanding.

Student Name:

____________________________________________

Company:

____________________________________________

Tutor:

____________________________________________

Using your Quest for

Knowledge Booklet

There are lots of ways to use your Quest for Knowledge booklets to supplement

your learning in Core subjects.

If you complete your Independent Learning, you should learn your Quest for

Knowledge for each Core subject you study – the information has been

designed to support your learning.

Strategies to use your Quest for Knowledge effectively:

Strategy Guidance

Copying out – writing out

information from the Q4K yourself.

This strategy is useful for working

through information systematically; it

has its limitations though.

Mind Mapping – writing a topic or

key idea, and surrounding it with

linked ideas or information.

This strategy is a nice way to break

down information, and draw links

between them.

Self-quizzing – cover information

that you feel is learned, before

testing yourself.

This is an extremely effective strategy

– as you get more confident, you can

ask more difficult questions of yourself!

Quizzing at home – parents/carers

relatives take key information, and

quiz you on it.

This is similar to self-quizzing; make

sure that whoever quizzes you pays

close attention to accuracy of your

answers!

Blurting – write a topic or key idea,

before wiring everything you can

think of. Then, check to see what you

know and have missed.

This is a great way to find the gaps in

your knowledge; give it a try!

Flash-cards – on a small piece of

paper or card, write a question or

term. On the back, write the answer

or definition. Test yourself, or get

tested by someone!

Flash cards are particularly useful for

remembering key terminology, vocab

or dates.

Habits of Discussion:

Agreement Prompts:

• “I agree with Jason because…”

• “I was just thinking of something similar to

Maria’s point about…”

• “Grace’s point makes sense because…”

• “I think that the strongest part of Taz’s response

was…”

• “Nelam’s point about ___ was important

because it…”

Disagreement Prompts:

• “I disagree with Chris because…”

• “I think it’s more complex than what you’re

saying, Alice, because…”

• “I understand why you’d say that Naresh,

but…”

• “There’s another piece of evidence that

contradicts Rosie’s point…”

• “I see things differently to Shara because…”

• “The evidence I’ve looked at suggests

something different to Ben’s response…”

Add to Prompts:

• “I’d like to elaborate on Jade’s idea…”

• “I’d like to build on Kate’s point…”

• “There’s another example of what Theo is

talking about…”

• “You could also add that…”

• “The thing that I think is missing from Charlie’s

point is…”

• “I understand, and would like to add…”

• “Is it fair to say that…”

• “If we change Jess’ point just a little, we could

add…”

• “Alex’s point about _____ was good but I’d

also add…”

Paraphrasing:

• “Another way you may interpret that is…”

• “Put another way, Brian is saying…”

• “So Nyasha is saying that…”

• “It is fair to say that Chris believes…”

Habits of Discussion

Habits of Discussion:

Agreement Prompts

• “Je suis d’’accord avec ________ parce que…” – I agree with

_________ because…

• “Je suis du même avis que…” – I am of the same opinion as…

• “Sans doute ton point est vrai _________ parce que…” - There is

no doubt that your point is true because…

• “ Selon moi, ta idée est…

convaincante/puissante/pertinente __________ parce que…” – In

my opinion, your idea is…

Convincing/powerful/relevant because…

• “Je prends le parti de _____________ parce que…” – I take the

side of ______________ because…

• “J’abonde dans le sens de __________ parce que…” – I agree

wholeheartedly with…

• “J’accepte sans équivoque l’avis de __________ parce que…”

Disagreement Prompts

• “Je ne suis pas d’accord avec…” – I disagree with…

• “Je pense que c’est plus compliqué/complexe que ce que tu as

dit __________ parce que…” – I think that it is more

complicated/complex than what you have said

• “Je comprends ce que tu veux dire ____________ mais…” - I

understand what you are trying to say but…

• “J’ai un avis différent à ______________ car…” – I am of a

different view to __________as…

• “Je suis désolé(e) __________ mais à mon avis…” – I am sorry

but in my opinion…

• “Je suis contre le point de ____________ parce que…” – I am

against ___________’s point because…

• “Le point de _____________ ne dépasse pas la surface des

choses parce que…” ___________’s point skims the surface

because…

• Je refute le point de ____________ parce que… I reject this

point because…

• Je condamne nettement le point de ______________ parce

que… - I condemn outright ____________’s point because…

• Je crois que c’est tout le contraire – I believe that exactly the

opposite is true

• Je suis (fermement) opposé(e) à l’avis de _______________

parce que… - I am firmly opposed to __________’s opinion

because

Add to Prompts

• “En plus, on pourrait dire que…” – In addition, one could say

that…

• “Le point de ________ était vrai mais je voudrais ajouter

quelque chose…” - _____________’s point was true but I would

like to add something…

• “En cela s’ajoute”… - In addition there is…

• “Par ailleurs, Je voudrais dire que”… - Furthermore, I would like

to say that…

Paraphrasing

• “En d’autres termes ___________ dit que…” – In other words,

___________ said that…

• “Cela revient à dire que” – This amounts to saying that…

• “Pour résumer le point de ___________…” – To summarise

___________’s point…

• “Autrement dit…”- In other words…

• “Autant dire que…” – In other words…

• “En fin de compte…” – At the end of the day…

• J’en reviens toujours là…” I come back to the point that…

• J’ai déjà constaté/dit que…” – I have already said that...

Habits of DiscussionFrench

Habits of DiscussionSpanish

Agreement Prompts

Respuestas de acuerdo

• Estoy de acuerdo con________ porque…

I agree with _________ because…

• Tengo la misma opinión que…

I have the same opinion as…

• No hay duda, tu punto de vista es verdad porque…

There is no doubt that your point is true because…

• En mi opinión, tu idea es convincente / poderosa /

relevante porque…

In my opinion, your idea is convincing/powerful/relevant

because…

• El punto de vista de______tiene sentido porque…

_______ point makes sense because…

Disagreement Prompts

Respuestas de desacuerdo

• No estoy de acuerdo con_________

I disagree with_________

• Pienso que eso es mas complicado/complejo que lo que

has dicho porque…

I think that it is more complicated/complex than you

have said because…

• Entiendo lo que dices pero…

I understand what you are trying to say but…

• Lo siento pero en mi opinión…

I am sorry but in my opinion…

• Estoy en contra de____________ porque…

I am against ___________’s point because…

• Veo las cosas diferentes a _______ porque…

I see things differently to ___________because…

Add to Prompts

Añadimos las respuestas

• Además, puedo decir que…

In addition, I could say that…

• El argumento de ________ era verdad pero me gustaría

añadir algo…

_____________’s argument was true but I would like to

add something…

• Además, hay…

Also, there is…

• Entiendo, y me gustaría añadir…

I understand, and would like to add…

Paraphrasing

Parafrasear

• En otras palabras ___________ diría que…

In other words, ___________ said that…

• Así que ________esta diciendo que…

So_______ is saying that…

• Para resumir el punto de vista de ___________...

To summarise ___________’s point…

• En otras palabras…

In other words…

Orwell’s birth George Orwell was born in India in 1903 to a well-off middle class background.

Orwell’s political

beliefs

In the 1930s, he aligned himself with being a socialist due to his disgust for seeing

how poor industrial workers were being oppressed and neglected.

Orwell's

motivation for

writing Animal

Farm

Orwell saw the truth of what was happening in Soviet Russia through books and

newspapers. The working class were being exploited and used by the ruling class, and

they were not progressing towards anything that could remotely be called socialism.

However, people in England were not aware of that as they were being fed

propaganda lies that made out what was happening in Russia was okay.

When Orwell came back to England in the mid 1930s from Spain, he wanted to write

a book that would easily explain to anyone/everyone what was really happening in

the Soviet Union and expose the Soviet myth.

Orwell’s reasons

for using animals

in Animal Farm

One day, he saw a boy whipping a cart horse and thought to himself if only animals

became aware of their strength and humans lost their power of them. Orwell thought that

humans exploit the animals the same way the ruling class exploit the working class. This

was his inspiration for using animals to help explain the events in the Soviet Union.

Orwell’s creation

of Animal Farm

Orwell began writing the book in 1943. Therefore, the main outline of the story was in

his mind over a period of 6 years before it was written. As a result, not all of the

events in Animal Farm follow the events in the Soviet Union in the correct

chronological order.

Orwell wrote the ending of the novel not to show complete reconciliation with the pigs

and humans despite Napoleon and Mr Pilkington drinking together, but instead to show

that good relations between the USSR and the West (i.e. Britain and USA) would not

last long.

Orwell’s Death Orwell died in 1950, 6 years after finishing Animal Farm.

Quest for Knowledge – Assessment Cycle Two - English

Can Humans Ever Treat Everyone Fairly?

George Orwell – Key Information

1.



Animal Farm – Characters and Links to Russian Revolution

Character Name Species Key Words Linked to Character

Mr. Jones Human Lazy; incompetent; cruel; negligent; alcoholic; unintelligent

Old MajorPig (Middle

White Boar)Venerable; visionary; inactive; inspirational; radical; privileged

Snowball Pig (Boar)Radical; visionary; leader; determined; passionate; intellectual;

brave; intelligent; articulate; logical; privileged; scapegoat

NapoleonPig (Berkshire

Boar)

Radical; leader; forceful; determined; greedy; privileged; selfish;

gluttonous; avaricious; capricious; ruthless; protean

Squealer Pig (Porker)Manipulative; articulate; disingenuous; duplicitous; unscrupulous;

obsequious; sycophantic; casuistic; voluble

BoxerHorse (Cart

horse)

Strong; strong-willed; loyal; unintelligent; ardent; devoted;

patriotic; steadfast; dim-witted; victim.

CloverHorse (Cart

horse)Caring; acquiescent; thoughtful; kind; emotional; inert; supine

Mollie Horse (Filly)Frivolous; lazy; lackadaisical; shallow; narcissistic; vainglorious;

naïve; sophomoric

Benjamin Donkey Cynical; intelligent; sceptical; misanthropic; pessimistic; sardonic

Moses RavenSarcastic; devious; mischievous; roguish; divisive; intelligent;

articulate

Mr. Whymper HumanIntelligent; greedy; deferential; wilfully ignorant; venal;

mercenary

Mr. Frederick Human Vicious; cruel; calculating; greedy; ambitious; shrewd

Mr. Pilkington Human Opportunist; sycophantic; ambitious

2.

Term/Name Definition/DescriptionLink to characters in

Animal Farm

Adolf HitlerRight wing German political leader of the Nazi Party and

German Chancellor from 1933-1945Mr. Fredrick.

Alexey StakhanovA coal miner who was incredibly hard working – Stalin made

him a figure of pride to the proletariat.Boxer.

Bolsheviks

Political party that seized power in 1917 in the October

revolution, under leadership of Trotsky, Lenin and Stalin -

wanted immediate change in Russia.

Snowball, Napoleon,

Squealer.

BourgeoiseThe wealthy middle class, many of whom left after the

Revolution.Mollie.

ChekaRussia’s Secret Police who worked for Stalin – became the

KGB.The dogs.

Franklin D.

Roosevelt/

Winston Churchill

The President of the United States of America/ Great Britain

during WWII. Both had ran capitalist governments.Mr. Pilkington.

IntelligentsiaEducated people who were concerned about how Russia was

being run, but did little.

Other pigs and

Benjamin.

Joseph StalinOne of the main figures in the Russian Revolution – became a

ruthless dictator later.Napoleon.

Karl MarxWrote Das Kapital, a book which led to Communism – a

country run by the government, for all.Old Major.

Leon Trotsky

One of the main figures in the Russian Revolution – was

talented at planning and innovating. Stalin forced him out of

Russia.

Snowball.

MensheviksThe opposition party to the Bolsheviks – they believed in

democracy and gradual change.Not really there!

Orthodox ChurchReligious group that Stalin forced out; later brought back to

convince proletariat that work was good.Moses.

PravdaThe newspaper that represented the Bolsheviks by publishing

stories in their favour.Squealer.

ProletariatThe mass of Russians who were exploited by rich land owners,

and later, Stalin.

Animals that are not

pigs and dogs.

Vladimir LeninOne of the main figures in the Russian Revolution; he was the

original leader before his death.Old Major.

Tsar Nicholas II The vain and wasteful ruler of Russia before the Revolution. Mr. Jones.



Key Figures and Groups in the Russian Revolution

3.

Term/Name Definition/Description In Animal Farm?

April ThesesReport from Lenin about the future of Russia and the vision of

Communism.

The Seven

Commandments.

CapitalismA concept of trading for personal, private profit, rather than

trading with and for fairness.Mr. Whymper.

CollectivisationA process where Stalin forced all farms to fall under the state’s

control to feed all people and allow Russia to trade.

Napoleon’s

announcement after

Snowball is expelled.

CommunismA concept of politics where the state (government) controls all

of society, to keep things fair for all.Animalism.

DictatorA leader who rules on their own, and forces people to follow

their ideas.Napoleon.

Marxism

A type of socialism by Karl Marx which prompted the uprising

of the working class against the ruling class to take control of

the means of production and share everything they made

equally after contributing equally to make it. There is no ruling

class and no class divisions.

The purpose of the

Rebellion.

Socialism

A political theory in which the means of production, distribution

and exchange of good/services should be owned or regulated

by the community as a whole. Over time this can turn into

communism.

Initial purpose of

Animalism.

Soviet

Groups of people representing the working classes that were

set up to rule over small areas – Russia was the ‘Soviet’ Union.

Fell under Stalin’s power eventually.

Snowball’s Committees.

TotalitarianismA system which forces the people to follow exactly what the

government says.

Animal Farm under

Napoleon.

Tyrant A cruel and oppressive leader. Napoleon.



Russian Revolution – Key Events/Concepts

4.

Concept Definition

AllegoryA story or poem that reveals a hidden meaning, typically a moral o political one.

Animal Farm is an allegory of the Russian Revolution!

Democracy A system of government in which the general public vote for their representatives.

DoublespeakThe act of purposely using vague and confusing language in order to deceive the

reader/listener. This links to Squealer’s persuasive speeches in Animal Farm.

Dramatic Irony

A form of irony whereby the readers have a better understanding of events or

characters in a text than the characters themselves. For example, readers

understand that the Seven Commandments are being violated by the pigs, but the

animals on the farm do not.

IronyWhen a writer uses language that actually signifies or means the opposite of what

they are saying.

SatireThe use of humour, irony or exaggeration to expose and criticise political and

topical issues.

Symbolism

A literary technique in which symbols such as words, people, objects, actions or

abstract ideas represent a hidden deeper meaning. For example, Mr. Jones carries

a whip that represents human cruelty. Napoleon later carries this whip.

Yalta Conference

A conference that was held in which the leaders of the USA (Franklin D.

Roosevelt), Great Britain (Winston Churchill) and the Soviet Union (Joseph Stalin)

had gathered together to divide Germany between themselves after the Nazis had

surrendered in 1945. This reflects the meeting at the end of Animal Farm between

Napoleon and the neighbouring farmers.



Russian Revolution – Key Concepts

5.

6.

7.

Theme and Definition Linked characters Where do we see it?

Leadership

The act of influencing others

to a vision or goal.

Mr. Jones; Old

Major; Snowball;

Napoleon

• Mr. Jones’ poor management of Manor Farm.

• Old Major’s speech to the animals on Manor Farm, which

inspires the Rebellion.

• Napoleon, Snowball and Squealer’s control of the farm

and teaching of Animalism.

• Napoleon’s control of Animal Farm.

• Boxer’s unwavering commitment and devotion on the

farm as an example to other animals.

Dreams/ Hope/ Ambition

To see something beyond

the present as an aim or

goal.

Old Major; Snowball;

Napoleon; Boxer;

Squealer



• The singing of ‘Beasts of England’.

• The writing of the Seven Commandments.

• The success of the first harvest after Mr. Jones’ expulsion.

• Moses’ encouraging the animals o believe in Sugarcandy

Mountain.

Oppression

To limit someone’s freedom

to do something.

Napoleon; Squealer;

Mr. Jones

• Mr Jones’ neglect of the animals and poor management of

Manor Farm.

• Old Major’s speech, which highlights the oppression of the

animals under Mr. Jones.

• Squealer’s use of rhetoric in his speeches to manipulate and

control the animals on the farm.

• Napoleon’s leadership, which resembles a dictatorship, of

Animal Farm (from Chapter Five onwards).

Violence/ Aggression/

Conflict

To use physical means to

achieve an aim, possibly in

an extreme manner.

Old Major; Snowball,

Mr. Jones; Napoleon;

Mr. Frederick

• Mr. Jones’ use of violence against the animals, including

whips.

• The Rebellion and expulsion of Mr. Jones from the farm.

• The Battle of the Cowshed between Animal Farm and Mr.

Jones.

• Conflict between Snowball and Napoleon after Mr. Jones’

expulsion.

• The expulsion of Snowball from the farm using the dogs.

• The executions of animals believed to be in league with

Snowball.

• The Battle of the Windmill between Animal Farm and Mr.

Frederick



Key Themes – Animal Farm

Theme – The main idea or underlying meaning a writer explores in a novel. Themes can be conveyed using

characters, setting, dialogue, plot, or a combination of all of these elements.

8.


Faith

To believe in something

bigger than yourself as true

and right.

Old Major;

Snowball; Napoleon;

Squealer; Boxer



• Napoleon, Snowball and Squealer’s teaching of

Animalism, which gives the animals faith for a better

future.

• Squealer’s persuasive speeches to the animals to motivate

them to work and encourage them to have faith in

Napoleon.

• Snowball’s plans for the Windmill.

• Boxer’s dedication to the farm (‘I will work harder!’).

Deception/ Corruption

To intentionally trick people

into believing something that

is not true/ wilfully breaking

the rules for personal gain.

Napoleon; Squealer;

Mr. Whymper; Mr.

Frederick; Mr.

Pilkington; Moses

• The pigs’ decision to keep the milk and apples for

themselves.

• Squealer’s persuasive speeches to the animals to

manipulate them and control them.

• Moses’ description of Sugarcandy Mountain so that the

animals believe there is a better life waiting for them.

• Napoleon’s use of the dogs against Snowball, after

taking them away from their mothers.

• The changing of the Seven Commandments to benefit only

the pigs.

• The failed trading negotiations with Mr. Frederick,

through Mr. Whymper.

• Squealer’s description of Boxer’s death to the animals.

• The pigs’ leadership, which resembles Mr. Jones, at the

end of the novella.

Order/ Rules

Systems, structures and

processes that have been

established and need to be

followed.

Snowball; Napoleon;

Squealer; Mollie;

Benjamin

• The inscribing of the Seven Commandments on the barn

wall.

• Napoleon, Snowball and Squealer’s control of the farm

and teaching of Animalism.

• Mollie’s struggle to accept the new rules and leaving the

farm.

• Napoleon’s introduction of new policies on the farm that

only benefit the pigs, including food rations and working

hours.

• The changing of the Seven Commandments.

• Benjamin’s refusal to challenge any corruption on the

farm (despite noticing it), and continue following orders.






9.


Naivety

Believing all things easily,

without questioning whether

or not they are right or

wrong.

Mollie; Snowball;

Clover; Boxer

• The animals’ belief that they are treated equally under the

pigs’ leadership.

• The animals’ acceptance of Snowball as a traitor.

• Snowball’s inability to see Napoleon as a threat.

• Boxer and Clover’s unwavering commitment and devotion

to the farm without question.

Intelligence

The capacity to think and

make connections, and

understand ideas.

Old Major; Snowball;

Napoleon; Squealer;

Moses; Benjamin;

Boxer

• Old Major’s dream of Animalism shared with the animals

during his speech.

• Snowball’s plans to build a windmill and educate the

animals on the farm.

• Benjamin’s ability to read and write, and understanding

of the pigs’ deception.

• Moses using Sugarcandy Mountain to support the pigs’

control of the farm.

• Boxer beginning to question the actions of the pigs and

their claims against Snowball.

• Napoleon’s use of the dogs to expel Snowball from the

farm.

• Squealer’s use of rhetoric in his speeches to manipulate

the animals and help Napoleon remain in control.

Power

The capacity to make

decisions that need to be

followed, and enforce those

decisions.

Snowball; Napoleon;

Mr. Jones; Squealer

• Mr. Jones’ power of the animals in Chapter One.

• Battle for power during the Battle of the Cowshed against

Mr. Jones and his men.

• Snowball and Napoleon’s battle for power on the farm.

• Squealer’s use of rhetoric in his speeches to manipulate the

animals and help Napoleon remain in control.

• Napoleon’s changing of the policies and Commandments to

maintain power and benefit the pigs.

Manipulation

The act of deliberately

twisting someone’s mind into

thinking what you want them

to.

Napoleon; Squealer;

Moses; Mr.

Whymper, Snowball

• Squealer’s use of rhetoric in his speeches (across the

novella) to manipulate the animals and help Napoleon

remain in control.

• Moses using Sugarcandy Mountain to encourage the

animals to work hard for a better life ahead.

• Napoleon’s manipulation of Mr. Whymper to conceal the

famine on Animal Farm.






10.

Quest for Knowledge – Assessment Cycle Two – Maths

Key Term Definition/Examples

Term

A term is either a constant, variable, or a constant and variables

multiplied together.

E.g.

• 5

• 𝑥

• 6fg

• 3b2

VariableThe letter, or symbol, used to represent an unknown. The value of

a variable can be changed (or varied).

Expression

A mathematical phrase that can contain numbers, variables (𝑥,

y…) and operators (+, -, x, ÷).

Examples of algebraic expressions include:

• 5𝑥

• 2a + 5b

• 10𝑥 + 3y + 2z

•32𝑥

16

Equation

Two expressions with an equals sign between them.

Examples of equations include:

• 5𝑥 + 7 = 37

• 2𝑥 – 3 = 15

• 4𝑥 – 2 = 3𝑥 + 6.

Formula

A formula states a fact or rule. A formula has more than one

variable.

E.g.

ST = D

𝑎2 + 𝑏2 = 𝑐2

Identity

An identity is an expression or formula that is always true

regardless of which values you substitute into the variables.

Three lines can be used to show this.

E.g. 2(𝑥 + 1) ≡ 2𝑥 + 2

Coefficient

A number that multiplies with a variable.

E.g. The coefficient of 5a is 5.

11.



Multiplying Indices

Hegarty Maths – 105

When multiplying indices with the same base we add the powers

together.

E.g. a3 x a4 = a3+4 = a7

Dividing Indices


When dividing indices with the same base we subtract the

powers.

E.g. a8 ÷ a5 = a8-5 = a3

Power of Power Rule


When raising a bracket to a power we multiply the powers.

E.g. 𝑎35= 𝑎3×5 = 𝑎15

Negative Indices


A negative power means take the reciprocal of the base and

raise it to the positive value of the power.

E.g. 𝑎−5 = 1

𝑎

5=

15

𝑎5=

1

𝑎5

Reciprocal


The number you multiply by another number to give the answer

1.

E.g. 3 x 1

3= 1

1

3is the reciprocal of 3

and 3 is the reciprocal of 1

3.

Standard Form

Standard form is a system of writing numbers which can be

particularly useful for working with very large or very small

numbers. They are set out with:

• A number between 1.0 and 10.0 ( 1 ≤ 𝑛 < 10 ).

• Multiplied by 10 raised to a power.

E.g. 1.45 × 103.

Converting To and From Standard

Form

Hegarty Maths – 122 - 123

1) Using BIDMAS we calculate the ‘10 to the power ’.

2) Multiply the decimal by that number.

E.g.

1.45 × 103

103 = 10 x 10 x 10 = 1000

1.45 x 1000 = 1450

So 1.45 × 103 = 1450. 12.



Standard Form – Adding and

Subtracting


1) Convert the numbers from standard form to ordinary

numbers.

2) Add/subtract the numbers.

3) Convert the answer back to standard form.

E.g.

5 × 103 + 2.5 × 105

1) 5 × 103 = 5000

2.5 × 105 = 250000

2) 5000 + 25000 = 255000

3) 255000 = 2.55 × 105.

Standard Form – Multiplying

Hegarty Maths – 124, 125

1) Multiply the decimals.

2) Multiply the indices.

3) Check that it is still in standard form. If not you will need to

convert it so that the decimal is ( 1 ≤ 𝑛 < 10 ).

E.g.

5 × 103 × 2.5 × 105

Can be written: 5 × 2.5 × 103 × 105

1) 5 x 2.5 = 12.5

2) 103 × 105 = 103+5 = 108

3) 12.5 × 108 is not in standard form 12.5 must be divided by

10 to be between 1 ≤ 𝑛 < 10.

Therefore 5 × 103 × 2.5 × 105 = 1.25 × 109.

Standard Form – Dividing

Hegarty Maths – 124, 126

1) Divide the decimals.

2) Divide the indices.

3) Check that it is still in standard form. If not you will need to

convert it so that the decimal is ( 1 ≤ 𝑛 < 10 ).

E.g.

5 × 106 ÷ 3.2 × 104

1) 5 ÷ 3.2 = 1.5625

2) 106 ÷ 104 = 106−4 = 102

3) 1.5625 is between 1 ≤ 𝑛 < 10.

Therefore 5 × 106 ÷ 3.2 × 104 = 1.5625 × 102 .

Expanding Single Brackets


The number outside the bracket is multiplied by everything

inside the bracket.

E.g. 2(y – 8) = 2y – 16

13.



Solving Linear Equations


When solving equations, the aim is to get the unknown on its own on one side

(making the unknown the subject) using inverse operations. It is important to

keep both sides of the equals sign balanced, so you must always do the same

to both sides.

4𝑥 + 8 = 44

4𝑥 = 36

𝑥 = 9

Now 𝑥 is the subject, we know the value of 𝑥 is 9.

Solving Equations with

Unknowns on Each Side


First collect all the unknowns together on one side of the equals sign using

inverse operations. Then continue to solve by making 𝑥 the subject.

E.g. 5𝑥 + 2 = 62 – 𝑥

6𝑥 + 2 = 62

6𝑥 = 60

𝑥 = 10

Now 𝑥 is the subject, we know the value of 𝑥 is 10.

Re-arranging Formulae


Just like solving, the aim of re-arranging formulae is to make a certain

variable the subject. It is important to keep both sides of the equals sign

balanced, so you must always do the same to both sides.

E.g. Make a the subject of b = 2a + h

b = 2a + h

b – h = 2a

b − h2

= a

Now a is the subject, however, we don’t know the value of a because a

formula has more than one unknown.

-8-8

÷4÷4

+𝑥+𝑥

-2-2

÷6÷6

-h-h

÷2÷2

14.

Key Term Definition

Diffusion

The spreading out of particles from an area of higher concentration to an area

of lower concentration.

In the example above, the first diagram shows a higher concentration on the left

and a lower concentration on the right. Over time, the particles spread out so that

there is the same concentration on both sides (this is shown in the second

diagram).

ConcentrationThe amount of a substance in a specific space. If there is more of a substance in a

space, then we say it has a high concentration.

Where can it

happen?

Diffusion can happen in both solutions and gases. This is because the particles are

free to move about at random.

Examples of

Diffusion

1) When perfume is sprayed in a room, there is a higher concentration in the

area that it is sprayed. Over time, the perfume particles spread out and

diffuse around the whole room.

2) If you put a drop of ink in water, then the dye in the ink will spread out until it

has diffused throughout the entire solution.

3) If someone bakes a cake in the kitchen, you can smell the cake even if you’re

in a different room as the particles have spread out and diffused through the

air.

Diffusion across

cell membranes

Cell membranes hold a cell together and control what goes in and out. Dissolved

substances can move in and out of cells by diffusion. Only small molecules (like

oxygen and glucose for respiration, amino acids and water) can diffuse through a

cell membrane.

Rate of Diffusion

The rate of diffusion can vary and is affected by:

• Concentration Gradient – the difference in concentration of the particles. The

bigger the difference, the faster the rate of diffusion.

• Temperature – the higher the temperature, the faster the rate of diffusion. This

is because the particles have more energy.

• Surface Area – the larger the surface area, the faster the rate of diffusion. This

is because more particles can pass through at once.

• Thickness of Cell Membrane – the thicker the membrane, the slower the

diffusion.

Quest for Knowledge – Assessment Cycle Two – Science

Movement of Substances

Time

Left Right

15.

Key Term Definition

Osmosis

Osmosis is the movement of water molecules across a partially permeable

membrane from a region of higher water concentration to a region of lower water

concentration.

The particles actually move both ways across the membrane because the molecules

move at random but because there are more on one side than the other, the net

(overall flow) is from high concentration to low concentration.

Partially

Permeable

Membrane

A membrane with very small holes in it so that only tiny molecules (like water) can

pass through them and bigger molecules (like sugar) cannot.

Required Practical

2

Showing Osmosis at Work

1. Cut up a potato into identical cylinders and measure and records their masses.

2. Get some beakers with different sugar solutions in them. One is pure water,

one is very concentrated sugar solution, then at least 3 in between of varying

concentrations.

3. Place one potato cylinder in each beaker. Leave for 24 hours.

4. Take the cylinders out and dry with a paper towel. Measure and record the

masses again.

5. If the cylinders have drawn in water by osmosis then they will have increased in

mass. If water has been drawn out then they will have decreased in mass.

Independent Variable – concentration of sugar solution

Dependent Variable – cylinder mass

Control Variables – volume of solution; temperature; time; type of sugar etc.

Errors: imagine if one of the cylinders was not dried properly. That extra water

would add to the mass of the cylinder even though it wasn’t actually inside the cells.

Active Transport

The movement of particles against a concentration gradient (i.e. from an area of

lower concentration to an area of higher concentration) using energy transferred

during respiration.

It allows cells to absorb ions from very dilute solutions.

Active Transport

in Plant Roots

Root cells grow into long ‘hairs’ which stick out into the soil. This gives the plant a

large surface area for absorbing water and mineral ions from the soil.

The concentration of mineral ions is usually higher in the root than in the soil so they

can’t take the ions up using diffusion; instead they use the energy from respiration

for active transport.

Active Transport

in the Gut

When there is a higher concentration of nutrients in the blood than there is in the

gut. This means the nutrients can’t be taken up by diffusion so active transport is

used to take nutrients from the gut (a low concentration) to the blood (a higher

concentration).


Movement of Substances

16.

Key Term Definition

Atom

A tiny particle that everything is made from. They have a radius of 0.1 nanometer

(1 x 10-10 metres). A 50p coin contains about 77,400,000,000,000,000,000,000

atoms!

Each atom is made of protons, neutrons and electrons. The number of protons

determines what type of atom it is (e.g. carbon, oxygen, hydrogen etc.)

Nuclear Model

A way of representing atoms as a nucleus

(containing protons and neutrons) surrounded

by electrons.

Proton Positively charged. Relative mass of 1. Found in the nucleus.

Neutron Neutral charge (no charge). Relative mass of 1. Found in the nucleus.

NucleusContains protons and neutrons. Overall positive charge. Only about 1/10,000th

the size of the entire atom!

Electron Negative charge. Relative mass is negligible compared to proton and neutron.

Element Made up of one type of atom.

Nuclear Symbol

The chemical symbol for an element with the

atomic number and mass number indicated. Mass

number tells us how many protons + neutrons;

atomic number tells us how many protons.

IsotopeAn element that has the same number of protons but a different number of

neutrons.

IonAn atom that has a different number of protons and electrons and therefore has a

positive or negative charge.

Relative Atomic

Mass

Different elements have more than one isotope. The relative atomic mass is the

average mass of all the different isotopes of an element. But there is often more

of one isotope than another so we need to take into account how much of each

isotope there is.

John DaltonA scientist who, in 1804, said that atoms were tiny spheres that couldn’t be broken

up and each element is made from a different type of atom.

JJ Thomson

Discovered the electrons that could be removed from the atom (proving Dalton

wrong). Thomson suggested that atoms were spheres of positive charge with

negative electrons stuck in them like fruit in a plum pudding – the plum pudding

model.

Ernest Rutherford

Fired a beam of alpha particles at some thin gold foil. He expected the positively

charged alpha particles to go straight through or be slightly deflected. A small

number of alpha particles actually bounced straight back. From this he worked out

that there must be a positive mass in the centre – the nucleus.


Atomic Structure

17.

Key Term Definition

Ionic Bonding

When a metal reacts with a non-metal to form a compound. Electrons are

transferred from the metal to the non-metal. The metal gains a positive charge

and the non-metal gains a negative charge, and they bond together.

They can be represented using dot and cross diagrams (above).

Ionic Compounds

They have a structure called a giant ionic lattice (closely-packed, regular

arrangement of particles). There are very strong electrostatic forces attracting the

oppositely charged ions in all directions. They are represented in different ways:

- Dot and Cross Diagrams;

- 3D Models;

- Ball and Stick Models.

Properties of Ionic

Compounds

• High melting and boiling points. This is because of the strong attraction

between the ions. It needs a lot of energy to break the bonds.

• Most dissolve easily in water.

• They don’t conduct electricity when solid. This is because the ions are in fixed

positions.

• They do conduct electricity when melted and dissolved. This is because the ions

are free to move and they will carry electric current.

Covalent Bond

Formed when a pair of electrons is shared between two atoms to get a full outer

shell. They occur between non-metal atoms. For example, non-metallic elements

like chlorine and oxygen, or in compounds like water and methane.

They can be represented in different ways:

- Dot and Cross Diagrams;

- Displayed Formulas;

- 3D Models and Ball and Stick Models.

Simple MoleculesMade up of only a few atoms joined together by strong covalent bonds. e.g.

hydrogen, chlorine, hydrogen chloride, methane, water.

Properties of

Simple Molecular

Structures

• Don’t conduct electricity. This is because there are no ions or free electrons to

carry an electrical charge.

• Low melting and boiling points. They are mostly gas or liquid at room

temperature (but can be solid). This is because while the bonds between atoms

are very strong, the bonds between molecules (intermolecular bonds) are very

weak.

Bonding in Metals

Electrons in the outer shells are delocalised. This means that they aren’t associated

with a particular atom or bond and they’re free to move through the whole

structure.


Bonding

Na Cl

18.

Key Term Definition

TransformerAn electrical device that increases, or decreases, the potential difference (voltage)

of an alternating current.

National Grid

The network that connects all of the

power stations in the country to make

sure that everywhere has access to

electricity.

High currents waste more energy

(dissipated) via heating. Electricity is

transported as high voltage low

current.

Wires in a plug

Fuse – melts if current is too large.

Double insulation – surrounded by

plastic to stop user coming into contact

with any of the metal parts.

Earth wires – pulls a large current

through a fuse in the event of the live

wire loosening. Blue – Neutral

Green and Yellow – Earth

Brown - Live

Series Circuit

Connected to a circuit in such a way

that the same current flows through

each component in turn.

The current is the same everywhere in

the circuit.

The potential difference of the circuit is

shared across all components.

The resistance of the circuit it the sum of

the resistance of all the components.

Parallel Circuit

In a parallel circuit, the current divides

into two or more paths before

recombining to complete the circuit.

The current of the branches adds up to

the total current leaving the cell.

The potential difference is the same on

every branch.

The total resistance is less than the

resistance of the smallest individual

resistance.


Electricity in the Home

V

I R

P

V I

e

P t

E

Q V

19.


Working Scientifically

Apparatus Description and Function

Beaker A glass container with a pouring lip. Used to hold, mix or heat substances.

Balance Scales used to measure mass.

Measuring

CylinderA cylindrical container used to measure the volume of liquid.

Dropper/Pipette A thin, tapering glass or plastic tube used to eject or suck in a small amount of fluid.

Test TubeA thin, cylindrical container, usually made of glass. Used to hold chemical and

biological substances.

Boiling Tube A slightly larger glass test tube. Used to heat substances over a Bunsen burner.

Thermometer A device that measures temperature.

FunnelA tube that is wide at one end and narrow at the other. Used to move liquids or

particles through a narrow opening.

Syringe A tube and plunger used to eject or suck in a fluid or gas.

StopwatchUsed to measure the duration of an event. Usually hand-held and operated by

buttons.

MicroscopeA device that uses lenses to magnify items that are normally too small for the human

eye to see. e.g. cells.

Conical Flask

A glass container with a flat base, a wide, rounded body and a long neck. The

slanted sides and narrow neck of this flask allow the contents of the flask to be mixed

by swirling, without risk of spillage.

20.

Key Word Definition

1. Anomalous An odd result that does not fit the general trend or pattern of results.

2. Control

VariablesVariables or factors kept same during the investigation.

3. Dependent

Variable

Results or measurements (output variable). This is what you measure, count or look

out for.

4. Independent

Variable

Factor that you change on purpose or deliberately (factor under investigation i.e.

the input variable).

5. Range Lowest to the highest value of the independent variable that is to be investigated.

6. Valid Something is reliable, accurate or trustworthy.

7. Prediction What you think will happen when the factor is changed.

8. HypothesisA hypothesis or prediction is made with limited evidence at the beginning of a

scientific investigation.

9. Accuracy Accuracy refers to how close a measurement is to the true or accepted value.

10. Precision Precision refers to how close measurements of the same item are to each other.

Presenting Data

When plotting a graph use the following guidelines:

• Independent variable on the x-axis and dependent on the y-axis.

• Axes labelled with units.

• Axes increasing in equal increments.

• Informative title.

• Line of best fit (if applicable).

When constructing a table use the following guidelines:

• Each column has a heading (including units).

• Units are not needed throughout the table, only in the heading.

• Use the same number of significant figures in each column.

• Place the independent variable in the left hand column.


Working Scientifically

21.


The Periodic Table

22.

Sources Analysis

Use the acronym SNOP to remember how to evaluate sources – Source Content, Nature, Origin, Purpose.

Source Content The words and images in the source itself.

Nature What type of source is it? (e.g. newspaper, diary entry, photograph)

Origin

The origins of the source (who produced it, when it was produced, etc.)

For example, a diary entry of a soldier from 1912.

PurposeWhy was the source produced? What effect was it meant to have on the

reader/audience?

ReliabilityHow trustworthy is the source in regards to who the author is and what their

intention is. For example, a first-hand account has increased reliability.

Typicality if a source is typical then it is similar to other sources from the same time.

Objectivity

A measure of how true a source is. If a source is objective, it will give a factual

view of an event. If a source is subjective (the opposite), it will be a person’s

opinion.

Pro

venance

Source Content – Describe

what you can see in the

source. If it’s a text source,

use a quote.

Nature (what, or the type of source)

Purpose (why) – To encourage

people to join the army.

Origin (who, when,

where)Source A: A British Army recruitment poster, 1914.

Quest for Knowledge – Assessment Cycle Two – History

23.

First World War – Key Chronology

Date Event Notes

1870-71Franco-Prussian

War

War establishing the German Empire, and leading to the

territories of Alsace-Lorraine being annexed (taken) by

Germany.

1880s Scramble for AfricaRivalry between the European powers over which countries

would be able to colonise which parts of Africa.

1882 Triple AllianceAn alliance of Germany, Austria-Hungary and Italy, to deal

with potential attack from France or Russia.

1884 Berlin Conference A meeting of the powerful European countries, to decide how

Africa should be divided between them.

1906-1914 Naval RaceCompetition between Britain and Germany to build the

strongest and largest navy.

1907 Triple EntenteAlliance between France, Britain and Russia, to balance the

power of the Triple Alliance.

June 1914

Assassination of

Archduke Franz

Ferdinand.

The heir to the throne of Austria-Hungary shot and killed.

Austria seek revenge against Serbia, triggering the war.

July 1914 July crisis.Rival mobilisations (countries getting ready to fight) tip the

Alliances into war. Britain declares war in August 1914.

August 1914 DORADefence of the Realm Act gives the British Government

sweeping powers to control the country in wartime.

August 1914 Recruitment DriveLord Kitchener’s call for volunteers to join the army and fight

the Central Powers.

1916 ConscriptionThe legal requirement of men of fighting age to fight in the

war.

July 1916 Battle of the SommeThe largest battle of the Western Front, leading to 20,000

British deaths and 60,000 casualties on the first day alone.

1917 RationingThe legal control of goods, such as food and materials,

introduced in response to the U-Boat crisis.

November 1918 ArmisticeThe agreement to end the fighting on land, at sea and in the

air, coming into force on 11th November 1918.

1919 Treaty of Versailles The formal end of the war with Germany.


24.

Key Facts on the First World War

Dates July 1914 – November 1918

Terms

Also known as World War One (or abbreviated as WWI), other names reflect how large or

significant the war was: the Great War; ‘the war to end all wars’; or ‘the first modern war’,

given that military technology such as the tank, the aeroplane, the machine gun, and poison

gas, were introduced or developed.

Belligerents

Countries fighting in the war. At the outset, the Allies (Russia, Britain, France) fought the

Central Powers (Germany, Austria-Hungary, and the Ottoman Empire – centred on modern-

day Turkey). Later, other countries joined, such as Italy, and the United States of America.

Where countries had overseas empires, such as the British Empire, these colonies were also

involved in the fighting.

Total DeathsWhile it is difficult to be sure, it is estimated that 9-11 million soldiers died, with perhaps

another 6-8 million civilians, including those dying in famines caused by the conflict.

Location

The main fighting took place on what was called the ‘Western Front’, fighting from opposing

trenches in France and Belgium. However, it was a global war. Other significant areas of

conflict included: the ‘Eastern Front’, between Germany and its allies, and Russia; in Africa; in

what is now Turkey and the Middle East; and at sea, across the globe.

Week One – Long Term Causes

Imperialism When powerful countries invade other countries and have them as ‘colonies’.

NationalismAn excessive feeling of pride in one’s own country. It usually creates feelings of

superiority over other countries.

Great Power StatusA recognition that a country is powerful and influential in the world. This could have

many forms, e.g. wealth, military power.

WeltpolitikGerman word which translates to ‘World Politics’. It is a belief held by Germans that

they should be allowed to gain power by acquiring an empire.

Berlin Conference,

1884

A meeting of the powerful European countries, to decide how Africa should be divided

between them.

MilitarismThe belief that a country should have a strong military and be able to use it to secure

its interests overseas.

Naval RaceCompetition between Germany and Britain, 1906-1914, to produce as many

battleships as possible. At its peak, in 1913, they built 10 battleships in a year.

Dreadnought Heavily armoured battleship created by Britain in 1906.

975,000 Size of Britain’s army at the outbreak of war in 1914 (including reserves).

4 million Size of France’s army at the outbreak of war in 1914 (including reserves).

5.9 million Size of Russia’s army at the outbreak of war in 1914 (including reserves).

4.5 million Size of Germany’s army at the outbreak of war (including reserves).

3 million Size of Austria-Hungary’s army at the outbreak of war in 1914 (including reserves).


25.

Week Two – Short Term Causes

Moroccan Crises, 1905-

1911

Rivalry between European countries over who would colonise an African country

called Morocco. The crises worsened tensions between the different alliances in

Europe.

AllianceAn agreement usually made formally at a treaty, which states that a country will

provide aid and support another if they are involved in war or dispute.

Triple Alliance Germany, Italy and Austria-Hungary.

Triple Entente Britain, Russia and France.

Schlieffen PlanA German war plan, devised in 1905, which intended to stop a war on two fronts

by attacking France quickly and then attacking Russia.

Mobilisation A country getting their armies ready to fight.

Assassination of

Archduke Franz-

Ferdinand

28th June 1914. The heir to the throne of Austria-Hungary was shot and killed by

Bosnian terrorist, Gavrilo Princip, who was supporting Serbia.

Black Hand GangOrganisation of 2,500 members who wanted to use violence to end Austrian rule

of Bosnia.

5th July 1914 Germany offers Austria a ‘blank cheque’ to signify their unconditional support.

28th July 1914Austria first declared war upon Serbia as they refused to meet the demands of

their 10-point ultimatum.

4th August 1914 Britain declare war upon Germany.

Treaty of LondonAn agreement from 1839 whereby Britain promised to defend Belgium’s

neutrality.


26.

Week Three – Recruitment

Lord Kitchener

British Secretary of State for War from 1914. Against popular opinion, Kitchener

correctly understood the war would last several years and cost countless lives,

predicting it would be fought to “the last million”.

Recruitment Drive

August 1914: Lord Kitchener started his drive to recruit men to the army. Army

spokesmen delivered 20,000 speeches and were supported by 54 million posters.

After three months, 1,186,337 had joined the army.

478,893 The number of soldiers who joined the British Army between 4th August and the 12th

September 1914.

33,204Number of people who were recruited to the British Army in one day alone, the peak

of recruitment.

6 millionTotal number of British men mobilised (in the armed forces) during World War One.

Of these, approximately 700,000 were killed.

‘Kitchener’s Army’

The volunteers who joined the army in response to Kitchener’s appeals, also known as

the Pals Battalions, as friends and family from the same towns and villages would

often join and fight together.

Indian Army

Recruited from Britain’s largest colony, more than a million men served overseas in the

First World War, in Europe, Africa and the Middle East. At least 75,000 men lost their

lives.

Sepoy A term referring to an Indian soldier fighting for the British Empire in the Indian Army.

ANZAC

Standing for the Australia and New Zealand Army Corps, ANZAC forces fought as

part of the British Empire. Around 60,000 Australian soldiers were killed, alongside

17,000 New Zealanders.

Conscription

From 1916, as the battles got worse, more men were required at the front lines.

Conscription forced able men to join the army. In January 1916 Parliament passed the

Military Service Act, requiring men aged 18-40 to fight, unless they were widowed

with children or ministers of religion.

Conscientious

Objectors

Men who refused to fight for religious or moral reasons. Around 16,000 refused in

Britain, often facing huge stigma and even imprisonment in some cases.


27.

Week Four – Trench Warfare

Trenches

Deep, purpose-built ditches dug in the ground in which soldiers fought, slept and

lived during battle. These quickly developed into intricate networks along the

Western Front. They could be well defended and were hard to attack.

No-Man’s Land The area between the two opposing trenches, which neither side controlled.

‘Going over the top’When soldiers were instructed to climb out of the safety of their trench and

charge towards the opposing trench, usually well-defended by machine guns.

Western FrontThe line of fighting across northern France and Belgium, characterised by trench

warfare, and largely stable throughout most of the war.

Weapons

Many weapons and types of military technology we know today were either first

introduced or developed in the First World War, for example: machine guns;

military aircraft (for surveillance and bombing); poison gas (including mustard

gas and chlorine); and tanks. Artillery was also a significant factor – high-

powered guns firing shells at enemy trenches, in an effort to break the deadlock.

Week Five – Medicine in the Trenches

Trench FootCaused by the wet and muddy conditions of the trenches, trench foot could lead

to gangrene and amputation.

Trench Fever A flu-like disease spread by lice in the trenches.

97% Percentage of soldiers who suffered from lice in the trenches.

Shell shockNow known as post-traumatic stress disorder (PTSD), shell shock covered a range

of mental health conditions caused by exposure to warfare.

Blood transfusionsGiving a patient donated blood, vital for surgery and treating significant injuries.

Blood transfusion developed significantly in response to the conflict.

GasA new weapon used in WW1. First used in April 1915 in Ypres. It blinded

(Mustard) or suffocated (Chlorine) soldiers.

RespiratorsAlso known as gas masks. Began to be used in 1915 as a response to gas

attacks.

6,000Number of British deaths as a result of gas. This was low because of the use of

respirators.

Plastic surgery

Pioneered by surgeon Harold Gillies, plastic surgery, or facial reconstruction, was

a surgical response to the horrific facial wounds caused by the new style of

warfare.

X-raysUsed extensively in the First World War to prepare for plastic surgery on injured

soldiers.

RAMCRoyal Army Medical Corps, a specialist section of the British Army, vital in

treating injured soldiers.


28.

Week Six – The Home Front

Home Front

Describes the conditions back at home in the country fighting, and how civilians are

affected. The term also explains how much armies rely on the support the receive

from their home nation.

Total WarThe idea that all of the country’s resources (factories, workers, etc.) are given over

to fighting a war.

500,000 tonnes

Amount of supplies sunk by Germany during the U-boat crisis where Germany

submarines were sinking British supply ships in an attempt to starve Britain into

submission.

70%Percentage of sugar that Britain bought from Austria-Hungary before the outbreak

of war.

Unrestricted

Submarine Warfare

When all enemy ships are targeted by submarines. This includes civilian and supply

ships, not just battleships.

6 Weeks During 1915, Britain had 6 weeks of wheat left.

RationingThe controlled distribution of goods, such as food or materials, when they are in

shortage. In January 1918, rationing had been introduced in Britain.

DORA

Defence of the Realm Act 1914 – a wide-ranging law introduced at the start of the

conflict, giving the Government more powers to interfere with the lives of the public

in order to win the war.

16th December, 1914 German naval artillery attacks Britain at Scarborough, causing 137 deaths.

Royal Defence Corps Army of volunteers trained at home as the last line of defence against invasion.

Censorship

The control of speech, writing or other forms of communication. DORA gave the

British Government powers to stop any communication thought ‘likely to cause

dissatisfaction or alarm’ in the military or the country.

5 million Number of additional women who entered work during WW1.

Munitions Crises

With many men fighting, there were labour shortages in factories that produced

ammunition. This meant these factories couldn’t produce enough ammunition for the

men fighting. In 1915, one battalion was reduced to using only 3 rounds per day.

Canary GirlWomen who worked in factories gained this nickname as the TNT they were

exposed to when making bombs turned their skin yellow.


29.

Week Nine – The End of the War

End of the war

A blockade of goods by Britain meant that important supplies, such as food, could

not enter Germany. The German citizens lost interest in the war, some revolted,

causing the German leader to abdicate (flee the country) and Germany to

surrender.

November RevolutionA period of crisis in Germany at the end of 1918, leading to the collapse of the

German Government and overlapping with Germany’s defeat.

ArmisticeThe agreement to end all fighting in the First World War, which came into force

on 11th November, 1918.

Treaty of Versailles

The key treaty in 1919 bringing the war to an official end, and negotiated at the

Paris Peace Conference, the Treaty of Versailles included many controversial

elements, including war guilt and reparations.

War GuiltThe idea that Germany was to blame for the war, and all the damage done by it.

This was later exploited by Adolf Hitler and the rise of the Nazis.

Reparations The requirement that Germany would pay to repair the damage done by war.

League of NationsAn international organisation set up following the First World War, to find

peaceful ways to resolve conflict.

Week Eight – The Somme

Date July 1st 1916 – November 1916

Aims

British forces were to attack the Germans at the Somme in order to relieve pressure on

their French allies at Verdun, where the French were facing heavy casualties. The Battle

of the Somme was intended as a way of the Allies breaking though to victory. In fact,

it turned into the largest battle on the Western Front, and one of the bloodiest battles

in history.

Tactics

Use artillery to clear No Man’s Land of barbed wire and obstacles, and disable the

German trench system, before sending troops ‘over the top’ to capture the opposing

trench.

Total casualtiesBritain: 420,000 including 60,000 on the first day alone. Germany: 500,000. France:

200,000.

20,000 Amount of British deaths on the first day of the Battle of the Somme.

548 Deaths within the Sheffield Pals’ Battalion during the battle.

90% Casualties within the Newfoundland regiment at the battle.

6 miles Amount of land the British army advanced despite the casualties.

General involved Sir Douglas Haig.

1.7 million Number of shells used by Britain to ‘soften up’ the German defences.


$33 billion

The amount Germany paid in reparations to the Allied powers. A staggering

amount of money at the time, and impossible for Germany to repay, reparations

became another deep grievance for the Nazis to exploit.30.

Quest for Knowledge - Assessment Cycle Two - Geography

How Has Water Influenced the UK’s Geography?

Week 1

Key Terms Description

WeatherThe day-to-day condition of the atmosphere (e.g. temperature, wind and

rainfall).

Climate The average weather conditions over a long period of time, usually 30 years.

Precipitation Water falling from the atmosphere to Earth’s surface (e.g. rain or snow).

Air massesA large body of air that travels from one area to another, e.g. The Arctic

Maritime Air Mass.

Prevailing WindsThe most common wind direction. For the United Kingdom the prevailing wind

comes from the south-west.

Ocean Current A flow of warm or cold water in the ocean, e.g. The North Atlantic Drift.

WeatheringThe breakdown of rocks at or close to the earth’s surface. There are three types;

chemical, biological and mechanical.

ErosionWearing away and removal of small pieces of rock by, for example, a river. This

can be done in four ways; hydraulic action, abrasion, attrition and solution.

TransportationThe movement of rocks from one place to another. This can be done in four ways;

solution, saltation, traction and suspension.

Deposition The dropping of rock particles either being carried in the sea or by a river.

Week 2


Fetch How far a wave has travelled.

Swash The water flowing towards a beach when the wave breaks.

Constructive WaveWaves which help to build up (deposit) material on the coast. They form

depositional landforms e.g. spit, bar and beach.

Destructive WaveWaves which remove (erode) material from the coast. They form erosional

landforms.

Longshore Drift The movement of material along a coastline due to the angled approach of

waves.

SpitA stretch of beach at one end of a coastline caused by waves depositing material

via longshore drift.

Bar A spit that has grown across a bay.

HeadlandA high area of land that extends out to sea. A headland is formed of hard rock

which eroded slowly.

BayA low-lying inlet of land on the coast. A bay is formed of softer material which is

easily eroded.

Stack A tall column of rock that forms on a headland.31.

Week 3


Hard Engineering Using artificial structures such as sea walls to control natural processes.

Soft Engineering Less intrusive, more environmentally friendly methods that work with natural

processes to protect the coast.

Managed RetreatThis increasingly popular option enables the controlled retreat of the coastline,

often involving allowing the sea to flood over low-lying land.

Sea Wall

A concrete or rock barrier built against the sea, placed at the foot of a cliff or a

the top of a beach. The sea wall has a curved face to reflect the waves back into

the sea.

Rock ArmourPiles of large boulders dumped at the foot of a cliff. The rocks force the wave to

break, absorbing their energy and protecting the cliffs.

GabionWire cages filled with rocks that can be built up to support a cliff or provide a

buffer against the sea.

Groynes

Timber or rock structures built out to sea from the coast. They trap sediment being

moved by longshore drift and enlarge the beach. The wider beach acts as a

buffer to reduce wave damage.

Beach Nourishment The addition of sand or shingle to an existing beach to make it higher or wider.

ReprofilingThe sediment is redistributed from the lower part of the beach to the upper part

of the beach.

Dune NourishmentMarram grass planted on sand dunes stabilises the dunes and helps to trap sand

to build them up.

Week 4


Source The place where a river starts in the upper course.

Mouth The place where a river meets the sea, also known as an estuary.

WaterfallA steep drop in a river. Forms when there are horizontal bands of hard rock,

positioned over bands of soft rock.

Plunge Pool The pool of water found at the bottom of a waterfall.

Gorge A deep, narrow passage that usually has a river running through it.

Interlocking Spur A hill that a river meanders around in a V-shape valley.

Meander A bend in the river formed by processes of erosion and deposition.

River CliffA steep bank created on the outside of a river bend by the erosive power of

fast-flowing water.

Slip-off Slope Gently sloping bank found on the inside of a river bend by the erosive effect

slow-flowing water.

Oxbow Lake A curved lake formed from a horseshoe bend in a river where the main stream

has cut across the narrow end and no longer flows around the loop of the bend.



32.

Week 5


Permeable A substance which allows fluids or gases to pass through it, e.g. sandstone.

Impermeable Rock which does not allow water to pass through it, e.g. granite.

Surface Run-offThe water that runs over the surface of the land when the soil is unable to absorb

it.

Saturated Unable to contain any more liquid.

Interception When trees or plants stop water from reaching the surface.

Hard Engineering Hard engineering involves building artificial structures which try to control rivers.

Soft EngineeringSoft engineering does not involve building artificial structures, but takes a more

sustainable and natural approach to managing the potential for river flooding.

River Straightening

Straightening the river speeds up the water so high volumes of water can pass

through an area quickly. Dredging makes the river deeper so it can hold more

water.

Embankment

An embankment is an artificial ridge of soil or rock built by the side of

a river and designed to try to prevent the river from flooding during times of high

water.

River Restoration River restoration is the process of managing rivers to reinstate natural processes

to restore biodiversity, providing benefits to both people and wildlife.

Week 6 - Recap of Year 8 Content


Climate Change Changes in climate as a result of natural causes or human activity.

Global Warming The recent increase in global temperatures.

Greenhouse Gases Gases such as carbon dioxide and methane, which absorb heat from Earth.

DeforestationThe cutting down of trees and forests to allow for another land use, e.g. farming,

logging, mining, building roads and for the local population to live on the land.

Nutrient CycleThe cyclic movement of nutrients such as calcium, potassium and magnesium within

an ecosystem.

Sustainable An activity which does not consume or destroy resources or the environment.

Permafrost Permanently frozen soil.

Ice Caps A large area of land covered in ice.

Antarctica Treaty

The Antarctica Treaty (1961) and related agreements, collectively known as the

Antarctic Treaty System, regulate international relations with respect to

Antarctica, Earth's only continent without a native human population.

Sustainable

Development

Economic development which meets the needs of the current population without

polluting the environment or depleting resources.



33.

Week 8


PluckingA type of glacial erosion that occurs when ice freezes onto the landscape, ripping

out rocks when it moves.

Abrasion

As the glacier moves downhill, rocks that have been frozen into the base and

sides of the glacier scrape the rock beneath. The rocks scrape the bedrock like

sandpaper, leaving scratches called striations behind.

Freeze-thaw Weathering When water in rocks freezes and expands, breaking the rock apart.

CorrieA bowl-shaped hollow area formed by glaciation, sometimes containing lakes or

'tarns'. Corries are also known as cirques or, when found in Wales, cwms.

Arête A sharp ridge of rock separating two corries.

Pyramidal Peak A sharply pointed mountain peak that has been formed by glaciation.

Truncated Spur A rounded area of land at the edge of a U-shaped valley.

Ribbon Lake A long narrow lake found in a glacial trough.

Hanging Valley A smaller valley which is located high above the main U-shaped valley.

Rotational Slip Movement of the ice out of the corrie in a circular motion.

Week 9


BulldozingWhen rocks and debris found at the front of the glacier are pushed downhill with

the ice.

Lateral Moraine Moraine found along the edge of the glacier.

Medial Moraine A landform resulting from glacial material (till) deposited between two glaciers.

Terminal Moraine Moraine (debris) left at the furthest point the glacier reached.

Boulder Clay All material deposited by a glacier.

Erratic A large rock fragment transported by ice away from its place of origin.

Drumlins A mound of deposited moraine.

Glacial Till Ice deposited material.

Glacial Drift Material moved by the glacial melt water.

Glacial Outwash The sand and gravel deposited by the running melt water leaving the glacier.



34.

Week 7

Assessment Week.

Coasts - Diagrams

1. Water

enters

crack in

rock.

2. Water

freezes &

expands,

widening crack.

3. Ice melts and

water goes

deeper into

crack.

4. Process

repeats

until rock

splits.

2) Mechanical Weathering - Freeze-thaw1. Roots

enter

small

crack in

rock.

2. As roots

grow,

cracks get

larger.

3. Rocks break

away.

3) Biological Weathering - Flora & Fauna

Suspension Traction Solution Saltation

4) Transportation

Strong

backwash

Weak

swash

High wave in

proportion to length.

Tall breaker: it breaks

downwards with great

force.

5) Destructive Wave



1) Air Masses

35.

Weak backwash Strong swash

Low wave in

proportion to length.

6) Constructive Wave

1. Longshore drift

2. Secondary

wind and

wave

direction

Prevailing wind

and wave

direction

3. Sandspit with

hooked end

4. Salt marshes

River flow

River

Mouth

7) Spit Formation

Longshore drift

Old BayLagoon

Bar

Prevailing wind

8) Bar Formation

Coastline changes

over time

Hard

rock

Soft

rock

Differential

erosionHeadland Bay

Wave

attack

9) Headland & Bay Formation

1. Crack 2. Cave

3. Arch

Headland4. Stack

5. Stump

Wave-cut platform

exposed at low tide

Original shape of

headland

10) Erosional Features Formation - Crack, Cave, Arch, Stack & Stump

Rivers - Diagrams

Mouth Channel Tributary

Confluence Watershed Source

Attrition

AbrasionSolution

Hydraulic action

11) Drainage Basin 12) Erosional Processes


36.

Steep sided

gorge

Hard rock

Soft rock

Overhang erodes and

waterfall retreats

Plunge pool with fallen

rocks

13) Waterfall Formation

Slip-off

slope

Slow current

Deposition

on inside of

bank

Fine material

in suspension

Fast current

Lateral erosion on

outside of bank

River cliff

14) Meander Formation

Erosion makes

the neck

narrow

During floods river

takes shortest course

through the neck

New straighter

river course

Cut off/abandoned

meander or oxbow

lake

15) Oxbow Lake Formation

Wide valley

FloodplainEroded

interlocking

spurs

Oxbow

lake

Fertile soil

Gentle

valley

sides

16) River Floodplain

Quest for Knowledge – Assessment Cycle Two - Geography

17) Freeze-thaw Weathering 18) Glacial Landforms

Freeze-thaw

Plucking

Abrasion

Hanging

Valley

U-shaped valley with flat

floor and steep sides

Truncated

spur

Ribbon lake

37.

Quest for Knowledge – Assessment Cycle Two – French

Key Verbs

Present Perfect ImperfectSimple

FutureConditional

Soutenir Je soutiens J’ai soutenu Je soutenais Je soutiendrai Je soutiendrais

Accepter J’accepte J’ai accepté J’acceptais J’accepterai J’accepterais

Critiquer Je critique J’ai critiqué Je critiquais Je critiquerai Je critiquerais

Se marier Je me marieJe me suis

marié(e)Je me mariais Je me marierai Je me marierais

S’amuser Je m’amuseJe me suis

amusé(e)Je m’amusais Je m’amuserai Je m’amuserais

Se disputer Je me disputeJe me suis

disputé(e)Je me disputais Je me disputerai Je me disputerais

Recevoir Je reçois J’ai réçu Je recevais Je recevrai Je recevrais

Donner Je donne J’ai donné Je donnais Je donnerai Je donnerais

Aider J’aide J’ai aidé J’aidais J’aiderai J’aiderais

S’entendre

(avec)Je m’entends

Je me suis

entendu(e)Je m’entendais Je m’entendrai Je m’entendrais

Infinitive Meaning in English

Soutenir To support

Accepter To accept

Critiquer To criticise

Se marier To get married

S’amuser To have fun

Se disputer To argue

Recevoir To receive

Donner To give

Aider To help

S’entendre (avec) To get on with

38.

Les exemples Examples

Subjunctive

Bien que je sache que je suis gâté(e), je

voudrais plus d’argent de poche.

Il faut que je sois très travailleur et que

j’aide à la maison.

Although I know that I am spoilt, I would like

more pocket money.

It’s necessary that I am very hard working

and that I help out at home.

Pronouns

Mon meilleur ami est vraiment gentil et loyal.

Nous nous entendons bien.

My best friend is really kind and loyal.

We get on well.

Adverbs

Généralement, je trouve ma sœur énervante.

Heureusement, mes parents me laissent sortir

le soir.

Generally, I find my sister annoying.

Fortunately, my parents let me go out in the

evening.

Reasons

Je ne vais pas me marier parce que c’est

trop cher.

Je déteste faire le repassage parce que je

le trouve vraiment ennuyeux.

I wouldn’t like to get married because it is

too expensive.

I hate doing the ironing because I find it

really boring.

Tenses and

Time phrases

De temps en temps, je fais la lessive pour

mes parents.

Dans le passé, je me disputais avec mon

frère tout le temps.

Demain, je vais dépenser mon argent de

poche.

À l’avenir, je trouverai mon compagnon

idéale/ma compagne idéale.

From time to time, I do the laundry for my

parents.

In the past, I used to argue with my brother

all the time.

Tomorrow, I’m going to spend my pocket

money.

In the future, I will find my ideal partner.

Adjectives

(and

comparatives)

Mon frère est plus travailleur que ma sœur.

Je m’entends aussi bien avec mes parents

que mes amis.

My brother is more hardworking than my

sister.

I get on just as well with my parents as my

friends.

Negatives

Je ne me dispute jamais avec mes amis.

Je ne reçois que cinq euros par semaine.

Je ne parle plus à ma tante car elle peut

être difficile.

I never argue with my friends.

I only receive 5€ a week.

I don’t speak to my aunt anymore as she can

be difficult.

Subordinate

clauses

Mon père, qui s’appelle Henri, est assez

strict.

La tâche que je préfère, c’est ranger ma

chambre.

My dad, who is called Henri, is quite strict.

The chore that I like the most is tidying my

room.


Writing Success Criteria - SPARTANS

39.

French English

To start off

Sur la photo, il y a

Je peux voir

La photo montre

Au premier plan

Au deuxième plan

À gauche / À droite

Près de

Devant

In the photo, there is/ are

I can see

The photo shows

In the foreground

In the background

To the left / To the right

Close to

In front of

People

Un homme/une femme

Un garçon/une fille

Une famille

Des enfants/jeunes

Des élèves

Beaucoup de personnes

Il/Elle a les cheveux bruns/blonds/longs/courts

Il/Elle est grand(e)/petit(e)/joli(e)

Il/Elle porte

Ils/Elles portent

un T-shirt/un jean/un pull/une veste/un uniforme

A man/woman

A boy/girl

A family

Some children/young people

Some students

A lot of people

He/she has brown/blond/long/short hair

He/she is tall/small/pretty

He/she is wearing

They are wearing

A t-shirt/jeans/a jumper/a jacket/a

uniform

Action

Il/Elle est en train de… +INFINITIVE

Ils/Elles sont en train de …+INFINITIVE

parler

sourire

rire

se disputer

marcher

travailler

jouer

manger

He/She is…

They are…

talking

smiling

laughing

arguing

walking

working

playing

eating

Location/

Weather

Il/elle est…

Ils/elles sont…

au collège/au parc/à la maison

dans un jardin/un restaurant/un

café/un hotel

Il fait beau/mauvais

Il fait chaud/froid

Il pleut/neige

He/she is…

They are…

at school/at the park/at home

in a garden/restaurant/

café/hotel.

It’s good/bad weather

It’s hot/cold

It’s raining/snowing

Mood

Il/Elle a l’air …

Ils/Elles ont l’air…

content(e)(s)

triste(s)

fatigué(e)(s)

énervé(e)(s)

He/She seems…

They seem..

happy

sad

tired

angry


Speaking: Photo card

PALM

40.

Structure French English

Qu’est-ce qu’il y a

sur la photo ?

Sur la photo je peux voir une famille de quatre. Il y a

le père, la mère et deux enfants. Le père et les

enfants sont en train de se disputer ensemble. Ils sont

dans la cuisine.

In the photo, I can see a family of four. There is

the dad, the mum and two children. The dad

and the children are in the middle of arguing

with one another. They are in the kitchen.

Décris ta famille.

J’habite avec ma mère, mon beau-père et mon frère

cadet qui a dix ans. Cependant, je vais chez mon

père chaque week-end. Mes parents ont divorcé

quand je n’avais que huit ans ce qui était difficile.

I live with my mum, my step-dad and my

younger brother who is 10. However, I go to my

dad’s house every weekend. My parents got

divorced when I was only 8 years old which

was difficult.

Tu t’entends bien

avec ta famille?

Quand j’étais petit, je me disputais toujours avec

mes frères mais maintenant je m’entends bien avec

eux. Nous nous disputons rarement et ils ne se

fâchent pas avec moi. Ma mère est plus généreuse et

plus gentille que mon père qui est trop sévère.

When I was little, I always argued with my

siblings but now I get on well with them. We

rarely argue and they don’t get angry with me.

My mum is more generous and kinder than my

dad who is too strict.

Qu’est-ce que tu as

fait le weekend

dernier avec ta

famille?

Le weekend dernier, je suis sortie avec ma famille et

nous sommes allés au cinéma. J’ai aimé le film car,

à mon avis, les effets spéciaux étaient incroyables.

Après, nous sommes rentrés à la maison. Nous

avons cuisiné ensemble et nous avons mangé de la

nourriture traditionnelle marocaine. J’avais faim donc

j’ai mangé un dessert aussi. Le repas était délicieux!

Last weekend, I went out with my family and

we went to the cinema. I liked the film because

in my opinion, the special effects were

incredible. Afterwards, we went home. We

cooked together and we ate traditional

Moroccan food. I was hungry so I ate a dessert

too. The meal was delicious!

Tu voudrais avoir

une famille à

l’avenir?

À l’avenir, je voudrais me marier parce que je crois

que c’est important. Mon mariage serait très beau et

je porterais une robe blanche et chère. Après s’être

marié, j’aimerais avoir des enfants car à mon avis, il

est essentiel de se marier si on veut des enfants.

In the future, I would like to get married

because I believe that it is important. My

wedding would be very beautiful and I would

wear a white, expensive dress. After having

married, I would like to have because in my

opinion, it is essential to get married if you

want children.


Speaking: Photo Card

41.


Speaking: Role-play

Tu parles avec ton ami(e) de l’argent de poche. Moi, je suis ton ami(e).

Prompt Question Example Responses

Les tâches ménagères. Aides-tu à la maison?

Je dirais que j’aide beaucoup à la maison Je

dois toujours nettoyer ma chambre mais je ne

fais pas du jardinage.

! Tu reçois de l’argent de poche?Si j’aide à la maison, je reçois 10€ par

semaine. Je pense que c’est assez pour moi.

Une soirée typique en

famille

(deux activités).

Qu’est-ce que tu fais normalement

chez toi le soir ?

Normalement, chaque soir, je fais mes devoirs

en écoutant de la musique.

Achats le week-end

prochain.

Qu’est-ce que tu vas acheter avec

ton argent de poche ce week-end?

Je ne vais pas dépenser mon argent de poche

ce week-end. Il faut que je fasse des

économies.

? Petit boulot. As-tu un petit boulot?

42.

Tu t’entends bien avec ta famille ? Pourquoi ? / Décris ton meilleur ami/ta meilleure

amie.

1 En général, je m’entends bien avec ma famille In general, I get on well with my family

2 car tout le monde est très gentil because everyone is very kind

3 sauf mon frère cadet. Il est trop gâté et except my younger brother. He is too spoilt and

4 nous nous entendons comme chien et chat ! we don’t get on!

5 Ma meilleure amie, qui s’appelle Léa, My best friend, who is called Léa,

6 est vraiment fidèle et compréhensive et is really loyal and understanding and

7 je l’aime parce qu’elle n’est jamais égoïste. I love her because she is never selfish.

8 Nous avons les mêmes intérêts et We have the same interests

9 nous nous amusons beaucoup ensemble ! and we have a lot of fun together!

Tu voudrais te marier ? / Tu voudrais avoir des enfants ?

1 Bien que je sache que c’est une tradition, Although I know that it is a tradition,

2 à l’avenir, je ne vais pas me marier in the future, I am not going to get married

3 car il me semble que c’est une dépense inutile because it seems to me like it is a waste of money.

4 Je dirais que, de nos jours, I would say that, nowadays,

5 le mariage n’est plus nécessaire pour mener une vie heureuse. marriage is no longer necessary to lead a happy life.

6 Ça dépend, mais récemment It depends, but recently

7 je viens de devenir une tante I have just become an aunt

8 et depuis, je me suis rendue compte que and since, I have realised that

9 j’ai envie d’avoir des enfants moi-même. I want to have children myself.


Key Questions

43.

Quest for Knowledge – Assessment Cycle Two – Spanish

Key Verbs

Present Preterite ImperfectSimple

FutureConditional

Apoyar Apoyo Apoyé Apoyaba Apoyaré Apoyaría

Aceptar Acepto Acepté Aceptaba Aceptaré Aceptaría

Criticar Critico Critiqué Criticaba Citicaré Criticaría

Casarse Me caso Me casé Me casaba Me casaré Me casaría

Divertirse Me divierto Me diverté Me divertía Me divertiré Me divertiría

Pelearse Me peleo Me peleé Me peleaba Me pelearé Me pelearía

Recibir Recibo Recibí Recibía Recibiré Recibiría

Dar Doy Di Daba Daré Daría

Ayudar Ayudo Ayudé Ayudaba Ayudaré Ayudaría

Llevarse Me llevo Me llevé Me llevaba Me llevaré Me llevaría

Infinitive Meaning in English

Apoyar To support

Aceptar To accept

Criticar To criticise

Casarse To get married

Divertirse To have fun

Pelearse To argue

Recibir To receive

Dar To give

Ayudar To help

Llevarse bien con To get on well with

44.

Ejemplos Examples

Subjunctive

Aunque sepa que estoy mimado/a, me

gustaría más dinero de bolsillo.

Es necesario que sea muy trabajador(a) y

que ayude en casa.

Although I know that I am spoilt, I would like

more pocket money.

It’s necessary that I am very hard working

and that I help out at home.

Pronouns

Mi mejor amigo es muy simpático y fiel.

Nos llevamos bien.

My best friend is really kind and loyal.

We get on well.

Adverbs

Generalmente, encuentro que mi hermana es

molesta.

Afortunadamente, mis padres me permiten

salir por la noche.

Generally, I find that my sister is annoying.

Fortunately, my parents let me go out in the

evening.

Reasons

No voy a casarme porque es demasiado

caro.

Odio planchar la ropa porque lo encuentro

aburrido.

I am not going to get married because it’s

too expensive.

I hate ironing because I find it really boring.

Tenses and

Time phrases

De vez en cuando, lavo los platos para mis

padres.

En el pasado, me peleaba con mi hermano

todo el tiempo.

Mañana, voy a gastar mi dinero de bolsillo.

En el futuro, encontraré mi pareja ideal.

From time to time, I wash the dishes for my

parents.

In the past, I used to argue with my brother

all the time.

Tomorrow, I’m going to spend my pocket

money.

In the future, I will find my ideal partner.

Adjectives

(and

comparatives)

Mi hermano es más trabajador que mi

hermana.

También, me llevo tan bien con mis padres

como mis amigos.

My brother is more hardworking than my

sister.

Also, I get on just as well with my parents as

my friends.

Negatives

Nunca me peleo con mis amigos.

No compro ni caramelos ni revistas.

No hablo con mi tía tampoco porque puede

ser difícil.

I never argue with my friends.

I buy neither sweets nor magazines.

I don’t speak to my aunt either as she can be

difficult.

Subordinate

clauses

Mi padre, que se llama Enrique, es bastante

estricto.

La tarea que más me gusta, es ordenar mi

habitación.

My dad, who is called Enrique, is quite strict.

The chore that I like the most is tidying my

room.


Writing Success Criteria - SPARTANS

45.

Spanish English

To start off

En la imagen…

En la foto…

Hay…

Veo…

Puedo ver…

La foto muestra…

En el fondo…

En el primer plano…

A la derecha/A la izquierda…

In the image

In the photo

There is/ are

I see

I can see

The photo shows…

In the background

In the foreground

To the right / To the left

People

un hombre/una mujer.

un niño/una niña .

una familia.

algunos chicos/gente joven.

algunos estudiantes.

mucha gente.

Él/Ella tiene el pelo marrón/rubio/largo/corto.

Él/Ella es alto(a)/pequeño(a)/guapo(a).

Él/Ella lleva…

Ellos llevan…

una camiseta/unos vaqueros/un

jersey/una chaqueta/un uniforme.

a man/woman.

a boy/girl.

a family.

some children/young people.

some students.

a lot of people.

He/She has brown/blond/long/short hair.

He/She is tall/small/pretty.

He/She is wearing…

They are wearing…

a t-shirt/jeans/a jumper/a jacket/a

uniform.

Action

Él/Ella está…

Ellos/Ellas están…

hablando.

sonriendo

riendo

discutiendo.

caminando.

trabajando.

jugando.

comiendo.

He/She is…

They are…

talking.

smiling.

laughing.

arguing.

walking.

working.

playing.

eating.

Location/ Weather

Él/Ella está…

Ellos/Ellas están…

en el colegio/en el parque/ en la casa.

en el jardín/restaurante/ cafetería/hotel.

Hace buen/mal tiempo.

Hace calor/frío.

Está lloviendo/nevando.

He/she is…

They are…

at school/at the park/at home.

in a garden/restaurant/café/hotel.

It’s bad good/weather.

It’s hot/cold.

It’s raining/snowing.

Mood

Él/Ella parecen…

Ellos/Ellas parecen…

feliz (felices).

triste (s).

cansado(a) (os/as).

enfadado(a) (os/as).

He/She seems…

They seem..

happy.

sad.

tired.

angry.


Speaking: Photo card

PALM

46.

Structure Spanish English

Describe la foto

En la foto, puedo ver una familia de cuatro. Hay el

padre, la madre y sus dos hijos. El padre y los hijos se

están peleando juntos. Están en la cocina.

In the photo, I can see a family of four. There is

the dad, the mum and their two children. The

dad and the children are arguing together.

They are in the kitchen.

Describe tu familia.

Vivo con mi madre, mi padrastro y mi hermano menor

que tiene diez años. Sin embargo, voy a la casa de

mi padre cada fin de semana. Mis padres se

divorciaron cuando tenía sólo ocho años lo que era

difícil.

I live with my mum, my step-dad and my

younger brother who is ten years old. However,

I go to my dad’s house every weekend. My

parents divorced when I was only eight years

old which was difficult.

¿Te llevas bien con

tu familia?

Cuando era joven, siempre me peleaba con mis

hermanos pero ahora me llevo bien con ellos. Nos

peleamos raramente y no se enfadan conmigo. Mi

madre es más generosa y más amable que mi padre,

que es demasiado severo.

When I was young, I always argued with my

siblings but now I get on well with them. We

rarely argue and they don’t get angry with me.

My mum is more generous and kinder than my

dad who is too strict.

¿Que hiciste la

semana pasada

con tu familia?

El fin de semana pasado, salí con mi familia y fuimos

al cine. Me gustó la película porque, en mi opinión,

los efectos especiales fueron increíbles. Después,

volvimos a casa. Cocinamos juntos y comimos

platos tradicionales de Marruecos. Tenía hambre así

que comí un postre también. ¡La comida fue deliciosa!

Last weekend, I went out with my family and

we went to the cinema. I liked the film because

in my opinion, the special effects were

incredible. Afterwards, we went home. We

cooked together and we ate traditional

Moroccan dishes. I was hungry so I ate a

dessert too. The meal was delicious!

¿Te gustaría tener

una familia en el

futuro?

En el futuro, me gustaría casarme porque creo que es

importante. Mi boda sería muy bonita y llevaría un

vestido blanco y caro. Después de casarme, quisiera

tener hijos porque en mi opinión, es esencial casarse si

quieres hijos.

In the future, I would like to get married

because I believe that it is important. My

wedding would be very beautiful and I would

wear a white, expensive dress. After getting

married, I would like to have children because

in my opinion, it is essential to get married if

you want children.


Speaking: Photo Card

47.


Speaking: Role-play

Estás hablando con tu amigo/a sobre el dinero de bolsillo. Yo soy tu amigo/a.

Prompt Question Example Responses

Las tareas

domésticas.¿Ayudas en casa?

Diría que ayudo mucho en casa y que soy muy

trabajador/a. Siempre tengo que ordenar.

Además, plancho la ropa a menudo y a veces,

plancho la ropa para mis padres.

! ¿Recibes dinero de bolsillo?

Si ayudo en casa, recibo10€ por semana.

Pienso que es suficiente para mí porque puedo

comprar lo que quiero.

Una tarde típica en

familia

(dos actividades).

¿Qué haces normalmente por la

tarde?

Normalmente, cada tarde, hago mis deberes y

toco mi guitarra o veo una película en Netflix.

Compras el próximo

fin de semana.

¿Qué vas a comprar con tu dinero

de bolsillo el próximo fin de

semana?

Este fin de semana voy a comprar caramelos y

videojuegos.

? Trabajo a tiempo

parcial.¿Tienes un trabajo a tiempo parcial?

48.


Key Questions

¿Te llevas bien con tu familia? ¿Por qué? / Describe tu mejor amigo/a.

1 Generalmente, me llevo bien con mi familia Generally, I get on well with my family

2 porque todos son muy amables, because everyone is very kind

3 excepto mi hermano menor. Es demasiado mimado y except my younger brother. He is too spoilt and

4 ¡no nos llevamos bien! we don’t get on!

5 Mi mejor amiga, que se llama Carmen, My best friend, who is called Carmen,

6 es realmente fiel y comprensiva y is really loyal and understanding and

7 ella me encanta ya que nunca es egoísta. I love her as she is never selfish.

8 Tenemos mucho en común We have the same interests

9 y ¡nos divertimos mucho! and we have a lot of fun together!

¿Te gustaría casarte? / ¿Te gustaría tener hijos?

1 Aunque sepa que es una tradición, Although I know that it is a tradition,

2 en el futuro, no voy a casarme in the future, I am not going to get married

3 porque me parece que es una pérdida de dinero. because it seems to me like it is a waste of money.

4 Diría que, hoy en día, I would say that, nowadays,

5 el matrimonio ya no es necesario para llevarse una vida feliz. marriage is no longer necessary to lead a happy life.

6 Depende, pero recientemente It depends, but recently

7 acabo de volverme una tía I have just become an aunt

8 y desde que me di cuenta que and since, I have realised that

9 quiero tener hijos yo mismo. I want to have children myself.

49.

Quest for Knowledge – Assessment Cycle Two – Citizenship

How Parliament Works (Week 1)

This week we will look in detail at the work done by MPs in Parliament, including debating (discussing issues

and laws), scrutinising (looking at the Government’s plans in detail) and legislating (making new laws).

Key Term Definition

Debates

Debates are formal discussions held by MPs and Lords, often on a particular

question. At the end of the debate, there will be a vote, to decide what happens

next. In the Commons, the debates are chaired (controlled) by the Speaker of the

House. In the Lords, the Lord Speaker takes this role.

ConstituencyAn area of approximately 68,000 voters who elect an MP to represent them in

Parliament.

Question Time

A chance for MPs/Lords to ask questions of the Government. Different Ministers

will be questioned about their departments at different points (for example, the

Education Secretary, Gavin Williamson, will answer questions on education). The

most famous session is the weekly Prime Minister’s Questions, or PMQs.

Select Committees

Committees of MPs who monitor the work of specific departments and publish

reports on that area. For example, the Education Select Committee follows the

work of the Department of Education.

ConstituentsPeople who live in an MP’s constituency and are represented in Parliament by that

MP. We are constituents of John Spellar, the Warley MP.

WhipsMPs/Lords whose job it is to make sure that their party’s members in Parliament

vote to support party policy.

Junior Ministers

Ministers outside of Cabinet, but who are still responsible for areas of policy. For

example, under the Education Secretary (Gavin Williamson), who is a member of

the Cabinet, there is also a specific Schools Minister (Nick Gibb), who is not. At

any given time there might be up to 100 junior ministers.

Black RodSenior officer in the House of Lords and responsible for its security. They are also

involved in major ceremonial events of Westminster.

The SpeakerElected to the post by MPs, their role is to chair (lead) the debates and ensure the

rules of the debate are kept to.

Front and Backbenchers

Where MPs sit in the House of Commons, reflecting their responsibilities.

Government Ministers and Opposition spokespeople sit on the Front Benches. MPs

on the Back Benches don’t have extra responsibilities, and their main role is to

represent their constituents.

50.


How Government Works (Week 2)

This week we will look in detail how the UK Government is organised, and how decisions get made.

Key Term Definition

Prime MinisterThe leader of the Government in the UK, and normally the leader of the largest

party (the party with most seats) in the House of Commons.

Prime Minister’s OfficeSometimes called ‘Number 10’, the officials and advisors supporting the Prime

Minister in his/her work.

Indirect Election

Prime Ministers are not directly chosen by the electorate. They are appointed by

the Queen because they are the leader of the largest party in the House of

Commons. If that party chooses a new leader (as the Conservatives did in 2016,

with Theresa May, and 2019, with Boris Johnson), then that new leader becomes

Prime Minister, without there necessarily being another general election.

Cabinet

A group of MPs/Lords chosen by the Prime Minister to lead government

departments. Cabinet Ministers are therefore vey influential politicians. Cabinets

typically have around 20 members.

Government Departments

Sometimes called ministries, these are the different units of government, led by a

Cabinet Minister. For example, the Home Secretary leads a department called

the Home Office, while the Chancellor leads a department called the Treasury.

Public Inquiries

Major investigations into areas of public concern, often led by a judge. For

example, the Chilcot Inquiry investigated how the UK became involved in the war

in Iraq in 2003, while the Saville Inquiry investigated ‘Bloody Sunday’, the killing

of protestors by British troops in Northern Ireland in 1972.

Green Papers

The earliest stage of a new law. A government will publish a ‘green paper’

outlining their ideas about how to change the law, and to start discussion

(consultation) on the issue.

The Reading Stages

Bills in Parliament go through three ‘reading stages’ before they become law. The

First Reading is the ‘White Paper’, when the Government publishes its detailed

plans. The Second Reading is a debate and a vote on the principle of the new

law. The Third Reading is the final decision on the law.

The Committee StageThe Committee Stage comes after the Second Reading, when MPs examine the Bill

in detail (line by line), and vote on possible changes (amendments).

The Report Stage

The Report Stage comes after the Committee Stage, and this is when the work of

the committee is discussed by the House of Commons. This is then followed by the

Third Reading.

Royal Assent

Once bills (proposed new laws) have gone through all three readings in the House

of Commons and the House of Lords, they are passed to the Queen for final

agreement. This is called Royal Assent, and is the last stage in a bill becoming an

Act of Parliament (an actual law).

51.


The UK in International Organisations (Week 3)

This week we will look in detail at the role the UK plays, and has played, around the world.

Key Term Definition

Soft PowerWhen a country tries to persuade others around the world, by using cultural

influences, diplomacy and humanitarian support.

Hard PowerWhen a country uses force on others around the world, for example through

sanctions or military intervention.

Sanctions

Financial, legal or political consequences put in place to punish behaviour from a

country, organisations or individuals. For example, the UK currently places

sanctions on North Korea.

United Nations

An international organisation promoting peace, security and human rights around

the world. Established after the Second World War, the United Nations now has

193 countries around the world as its member states.

Security Council

The part of the United Nations with the specific responsibility for maintaining

peace and security around the world. The Security Council has fifteen members,

five of which are permanent members, and can veto (block) decisions of the

Council. The permanent members are the UK, France, the United States, Russia and

China.

General AssemblyThe main deliberative (debating and discussing) assembly of the United Nations,

including all 193 member states.

Peacekeeping

Interventions designed to promote peace settlements in former conflict zones.

Peacekeeping missions are particularly associated with the United Nations, but

also take place under the authority of other international organisations such as the

European Union and NATO.

North Atlantic Treaty

Organisation

NATO, a US-led defence alliance established after the Second World War,

originally intended to combat the threat from the Communist Soviet Union. The UK

was a founder member. Member states pledge to spend 2% of their GDP on

defence, in order to maintain the strength of NATO forces.

European Union

The EU, a political and economic union of 27 member states. Britain joined what

was then the EEC (European Economic Community) in 1973, and left the EU in

2020, following the Brexit referendum of 2016.

Council of Europe

An international organisation promoting human rights, democracy and the rule of

law. Consisting of 47 member states, including the UK, the Council developed the

European Convention on Human Rights.

CommonwealthA political organisation of 54 member states, almost all former colonies of the

British Empire. The Commonwealth promotes human rights and development.

World Trade OrganisationThe WTO, an intergovernmental (between governments) organisation promoting

and regulating international trade around the world.

52.


Mediation and NGOs (Week 4)

This week we will look in detail at the idea of ‘soft power’, and in particular how governments try alternatives

to military force in order to create change around the world.

Key Term Definition

Non-Governmental

Organisation

NGOs, organisations which are independent of governments, often with a

particular focus on humanitarian, human rights or environmental issues. Oxfam, the

Red Cross and Medecins Sans Frontiers are all examples of NGOs.

MediationA process where parties involved in a conflict are brought together and supported

to come to a peaceful resolution of their differences.

1998 Good Friday

AgreementAn example of mediation that ended The Troubles, a period of conflict in Ireland.

Humanitarian Aid

Assistance to people who desperately need support, for example as refugees or

after natural disasters. Humanitarian aid should not be confused with

humanitarian intervention, which can describe military action taken to protect

human rights.

Boycott

The refusal to buy a product or buy and sell with an organisation or country, for

political reasons. For example, South Africa was subject to a range of boycotts

from the 1960s onwards, in protest against their Apartheid policies of racial

discrimination.

Disasters Emergency

Committee

A coordinating body for humanitarian NGOs in the UK, which often issues joint

appeals following natural disasters or humanitarian crises around the world. DEC

members include Oxfam, Islamic Relief, Save the Children and the British Red

Cross.

Oxfam

Oxfam is an international charity, focused on the relief of poverty around the

world. Started as the Oxford Committee for Famine Relief in 1942, Oxfam is now

a confederation of 20 different independent charities around the world.

The Red Cross

The International Committee of the Red Cross is an international humanitarian

organisation, based in Geneva, Switzerland, with a particular focus on protecting

those injured or harmed by armed conflict.

Medecins Sans Frontiers

Medecins Sans Frontiers (sometimes known as Doctors without Borders) is an

international humanitarian NGO with a particular focus on providing medial

support in conflict zones and areas with endemic diseases.

53.


Voter Apathy (Week 5)

This week we will look in detail at various barriers to voting and examine the reasons why people may choose

to opt out of the democratic process.

Key Term Definition

Turnout The percentage of the population who chose to vote.

Voter Apathy When people are not interested in politics so choose not to vote.

Polling Station Public space where people go to vote – often primary schools.

Turnout in the UK since

1945

66.1% of people in Britain have voted in the General Election in 2015. This

increased to 69% in 2017.

Voting Age in UK In 1970, the voting age was lowered to 18 from 21.

Voting Age in Scotland

In the Scottish Referendum 2014, 16 year olds were allowed to vote. You can

vote in local elections when you’re 16 in Scotland, but General Elections when

you’re 18.

Young PeopleThis group typically votes less than other ages – in 2010, only 38% of people

aged 18-24 voted, whereas 74% of 65+ voted.

E-petitionPetitions that can be shared online. If they reach 100,000 signatures, the issue is

discussed in Parliament.

54.


Citizens and Change (Week 6)

This week we will look in detail at how citizens can get involved in society and campaign for change, beyond

voting and party politics.

Key Term Definition

Citizen

A person recognised as having the legal right to live in a given country, with the

political, economic and social protection that brings with it. An active citizen would

be a citizen who also takes an active part in society, whether through politics,

campaigning or volunteering.

Campaign Group

An organisation devoted to campaigning for change on a particular issue or

issues. This could involve raising awareness, lobbying politicians, protesting and a

range of other methods.

Charity

A legal category of organisation, devoted to a particular charitable purpose

(such as education or the relief of poverty). Charities are not allowed to be

politically active, and benefit from tax relief on the money they raise.

Voluntary Organisation

A group dedicated to a particular goal or purpose, other than profit. The term

covers a huge range of groups, from local sports clubs to neighbourhood watches

(groups of local citizens reporting crime or suspicious activity in their area) to

cultural groups.

Lobby Group

An organisation specifically focused on promoting a particular view to politicians

and decision-makers, and persuading them (lobbying them) to change their

policies.

Trade UnionAn organisation of workers, combining to protect their rights and conditions in the

workplace.

VolunteeringGiving your time for free, for some kind of wider social purpose. For example,

somebody might volunteer at a local food bank.

March

A particular kind of protest, where a large group of people gather and walk in

the streets, typically with banners, signs and speeches, to raise awareness about

an issue, and create pressure for change. For example, in 2003, 1-2million

people marched in London against the impending invasion of Iraq by US and UK

forces.

Protest

A general term for a public expression of disapproval or dissent from an idea or

a policy. For example, 2020 has seen widespread protests against racism,

triggered by the killing of George Floyd by US police officers.

Non-Violent Direct Action

A general term for protesters using their economic or physical power to take

action directly against some kind of problem or issue. Sit-ins and strikes are

examples of NVDA.

Petitions

Lists of names and addresses showing support for a particular issue. Often online,

there is an e-petitions service on the UK Parliament website. Petitions getting

support from 10,000 people will receive an official government response, while

those with more than 100,000 supporters will be considered for a Parliamentary

debate.55.


Taking Part in Democracy (Weeks 8 & 9)

This week we will look in detail at how different groups seek to influence politics and politicians, and how

successful they have been.

Key Term Definition

38 Degrees

A British political activism group, famous for using online campaign methods such

as mass emails and e-petitions to push for change on a range of social issues,

decided by their supporters.

Single-cause Groups

Pressure groups focused on one particular issue. For example, protesters against

the HS2 high speed rail link between London and Birmingham would be

considered a single-cause group.

Multi-cause Groups

Pressure groups focused on a range of related issues. For example, Trade Unions

would be considered multi-cause groups, as they campaign on a range of issues

such as pay, rights at work and health and safety.

Protective GroupsGroups that seek to protect the rights of their members. An example would be the

British Medical Association (BMA), which speaks on behalf of doctors in the UK.

Promotional Groups

Groups that wish to promote (raise awareness of) issues to government and the

wider public. Environmental groups such as Greenpeace and Friends of the Earth

would qualify as promotional groups.

Insider Groups

Similar to lobby groups, organisations that would regularly meet with decision-

makers and be consulted by them on issues of importance. The Confederation of

British Industry, an umbrella group for British businesses, would be considered an

insider group.

Outsider Groups

Groups that campaign on issues but do not have regular access to decision-makers

and would not be consulted on decisions. Black Lives Matter and Extinction

Rebellion would be considered outsider groups.

Fathers 4 Justice

A promotional, single-issue outsider group which carried out NVDA to highlight

cases of fathers being denied access to their children in cases of family

separation. Protestors would typically dress up as superheroes and conduct

media-friendly publicity stunts to attract attention.

HS2 Protests

HS2 is a major high-speed rail project connecting London, the Midlands and the

North of England. Costing tens of billions of pounds, many protestors feel that HS2

is not value for money, and will destroy homes and valuable countryside.

56.


Active Citizenship (Tutor Time)

Key Term Definition

Active CitizenshipParticipating in society to bring about a change.

For example: organising and/or collecting food for food banks.

Emergency Food3 days worth of food provided to people who visit a food bank

and can prove that they are in need of help.

Food Bank

A place where stocks of food, typically basic provisions and non-

perishable items, are supplied free of charge to people in

financial need. Smethwick Foodbank is a local example.

Food VouchersVouchers that can be given to a person in a position of financial

hardship. They can then be exchanged for emergency food.

Primary SourceA primary source is information collected first-hand by an

individual – e.g. a questionnaire.

Secondary Source

A secondary source is information collected by someone who did

not experience first-hand or participate in the events or conditions

you are researching – e.g. watching a news clip in which the

reporter has already carried out the research.

Statistics Number data that allows people to examine an event or issue.

Trussell Trust An organisation that oversees 420 foodbanks in the UK.

Stages of an Active Citizenship Project

Identifying Understanding the issue which the project will be built around.

Researching Finding out more, through primary and secondary research.

Planning Deciding what the project will look like.

Acting Carrying out the project.

Measuring Judging the impact of the project.

Evaluating Weighing up the project’s strengths and weaknesses.

57.

This page is intended to remain blank.

The name ‘Q3’ represents three high ideals:

To seek that which is good.

To seek that which is right.

To seek that which is true.

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