Knowledge Organiser "Everything I did, I was constantly fighting to get what I needed. We should all push ourselves to include others" - Rose ...

Knowledge Organiser
 Year 10 Spring 1 2022

“Everything I did, I
was constantly
fighting to get what I
needed. We should
all push ourselves to
include others”

 Rose Ayling-Ellis

Year 10 Spring 1 Knowledge Organiser 2022

 Contents Page
Timetable 3 Subject: Performing Arts 23

Examples of activities 4 Subject: Sports Science 25

Subject: English 5 Subject: Design & Technology 26

Subject: Maths 6 Subject: Food & Nutrition 27

Subject: Biology 8 Subject: Engineering 28

Subject: Chemistry 9 Subject: Construction 30

Subject: Physics 10 Subject: Computer Science 31

Subject: History 11 Subject: Information Technology 32

Subject: Geography 13 Subject: Business 33

Subject: Spanish 17 Subject: Health & Social Care 34

Subject: Art 21 Subject: Media 36

Subject: Music 22

 2

Year 10 Spring 1 Knowledge Organiser 2022

 Homework Timetable
 You are expected to study the subjects shown on your timetable each day.
 Each day use a page of your exercise book to evidence your work: half a page per subject.
 Week starting Subject Subject Subject Week starting Subject Subject Subject
 Date 13.09.21 1 2 3 Date 20 .09.21 1 2 3
You can use your KOs and book in a
variety of ways (see next page) but you Monday ICT Spanish Monday Geog Spanish
should not just copy from the Knowledge
 Tuesday Maths History Tuesday Maths
Organiser into your book.
 Wednesday Tech Wednesday Drama Tech
Your teacher will tell you how they would Thursday Art English Thursday English PE
like you to use your Knowledge Organiser
 Friday Music Science Friday RE Science
each week. These instructions will appear
on Go4Schools. You should always mark Week starting Week starting
 Subject Subject Subject Subject Subject Subject
your work using a different coloured pen. Date 27.09.21 Date 04.10.21
 1 2 3 1 2 3
Your teacher may follow up your Monday ICT Spanish Monday Geog Spanish
Knowledge Organiser work with an online
 Tuesday Maths History Tuesday Maths
activity that uses the knowledge you
have been studying. Wednesday Tech Wednesday Drama Tech
 Thursday Art English Thursday English PE
 Friday Music Science Friday RE Science

 Week starting Subject Subject Subject Week starting Subject Subject Subject
 Date 11.10.21 1 2 3 Date 18.10.21 1 2 3

 Monday ICT Spanish Monday Geog Spanish

 Tuesday Maths History Tuesday Maths

 Wednesday Tech Wednesday Drama Tech

 Thursday Art English Thursday English PE

 Friday Music Science Friday RE Science
 3

Year 10 Autumn 1 Knowledge Organiser 2021

 Examples of Activities
 Look, Cover, Write, Check Mind Mapping Explaining a Diagram

Step 1: Read the part of the section
you want to remember.
Step 2: Read it again.
Step 3: Read it aloud. Step 1: Read the part of the section
 you want to remember. Step 1: Read, cover and recreate the
Step 4: Cover the part you are
 Step 2: Draw a mind map with the diagram.
remembering with your book.
 key information. Step 2: Write a paragraph explaining
Step 5: Write as much as you can
 Step 3: Add and extra information what is happening in the diagram
remember in your exercise book.
 that provides more detail about the and give
Step 6: Check your answers with a topic specific examples.
tick for correct answers or a cross for
 Step 4: Check your answers using the Step 3: Check your answers using
incorrect.
 information in all three sections of your class notes or ask your teacher
Step 7: Correct your mistakes with the Knowledge Organiser. to check in your next lesson.
the information from that section. Step 5: Correct any mistakes
 Step 5: Correct any mistakes

 4

A Christmas Carol Knowledge Organiser Key Themes:
 Logic and Time
 Section 1: Key Vocabulary Scrooge’s sense of logic is continually disrupted,
 helping to dismantle his cold and rational view of
Tier 3 Definition society. He initially dismisses the supernatural
vocabulary Ebenezer Scrooge Bob Cratchit Fred Jacob Marley
 Miserly, solitary, Humble, devoted, Persistent, forgiving, Terrifying, remorseful, appearances, before then submitting to them. The
Capitalism Trade and industry are covetous, stubborn, caring, loyal, hospitable, jovial, exhausted, tortured ghosts are late to visit him, and then distort time as
 controlled by private owners remorseful, redeemed downtrodden empathetic they seem to visit him all in one night – not over three
 for profit, rather than by the nights as planned. This discarding of logic reflects
 state Dickens’ criticism of the heartless economic logic that
 Ghost of Christmas Ghost of Christmas Ghost of Christmas Tiny Tim was used to create the New Poor Law.
Socialism An economic system where Past Present Yet to Come Vulnerable, innocent,
 everyone in the society equally Irrepressible, Jolly, jovial, angry, Foreboding, pure, thoughtful Compassion, forgiveness and Reclamation
 owns the factors of production. commanding, judgmental, Foreshadowing, Dickens uses different characters to demonstrate
 illuminating, ominous, silent compassion and forgiveness (Fred and Bob who feel
Allegory A story that can be interpreted
 ephemeral pity for him) and how these people lead happy lives. In
 to reveal a hidden meaning,
 typically a moral or political contrast, he shows the selfish nature of mankind in the
 one. dark and sinister Stave Four. Fred shows compassion
 and forgiveness in Stave Five by welcoming Scrooge in
Stave Dickens is acting as if the book for Christmas.
 is a Christmas carol, and each
 chapter is part of the song Poverty and Greed
 Dickens wanted to highlight the plight of the poor in
 Victorian England, and how they are exploited by the
Tier 2 Definition greed of the wealthy. He used the harshness of winter
vocabulary to further emphasise this. He also uses Scrooge as a
 vehicle to show that financial wealth does not mean
Hostility Unfriendliness or opposition
 contentment. Scrooge is impoverished in other ways
 (family, friends, happiness).
Responsibi Having a duty to deal with
lity something or of having control Isolation versus Family
 over someone We learn quickly that Scrooge (‘solitary as an oyster’)
 and Marley are isolated, and unhappy characters.
Miser Person who hoards wealth and Scrooge was Marley’s ‘sole friend and sole mourner’.
 spends as little money as The warmth and emotional richness of families (Bob
 possible. Cratchitt’s, Fred’s, his ex-finacee’s) are used as a
Remorse Deep regret or guilt Callous An contrast to Scrooge’s self-determined isolation. The
 insensitive and cruel disregard disruption to Scrooge’s childhood family life may have
 for others also contributed to his future behaviour. The message
 may be that family is the cornerstone of a happy
Fate The outcome of a situation for
 someone or something society

Redemptio The action of saving or being Transformation
n saved from sin, error, or evil. The novella contains many examples of
 transformation: the transformation of young Scrooge
Ignorance Lack of knowledge or into an embittered old man; his transformation to a
 information benevolent man; the transformation of Marley from
Want A desire to possess or do selfish human to eternally suffering ghost;
 (something); wish for supernatural transformation; the transformation of
 the future – to save Scrooge and Tiny Tim. Dickens
Hoard A store of money or valued message may have been that it is never too late to
 objects, typically one that is change.
 secret or carefully guarded

Solving quadratic equations
 Yr10 Maths H Spring 1 using the quadratic formula
 Some quadratic equations cannot
 A quadratic equation be solved by factorisation because
 has the form they do not have simple factors. You
 = 2 + + . can use the quadratic formula to
 When plotted as a solve any quadratic equation that is
 graph, it produces a soluble.
 smooth curve called
 a parabola. − ± 2 − 4 
 =
 2 
 Fractional and Negative Indices
 Solving quadratic equations by Completing the Square
 e.g. Solve 5 2 − 11 − 4 = 0
 = + + .

 =5 = −11 = −4

 − ± 2 − 4 
 =
 2 
 −(−11) ± (−11)2 −4 × (5) × (−4)
 =
 2 × (5)
 Simplifying Surds

 11 ± 121 − −80 11 ± 201 = 2.52 = −0.32
 = = (rounded to 2 decimal places)
 10 10

 Limits of Accuracy

 When you write a surd as a
A rational number is a fraction in an answer, you should
number that can be written write it with a rational
as a fraction. denominator, which means that
 the denominator should not
Surds are roots of rational include surds.
numbers.

MATHS FOUNDATION Spring 1 7

 Section A: Key Vocabulary Section B : Volume formula Section C; Solving linear equation examples
 Solve + 9 = 23
Volume Vocabulary Definition Shape Formula Example
 Subtract 3 on both sides
 Prism = 14
Volume Volume is a measure of the
 amount of space inside a
 Volume = area of cross Solve − 10 = 6
 solid shape.
 section x length Add 10 on both sides
Prism A prism is a 3D shape whose
 cross section is the same = 16
 throughout. Cylinder
Cross section The cross section is the Solve 2 − 3 = 7
 shape that continues all the = Add 3 on both sides
 way through the prism. 2 = 10
Linear equations Definition Divide by 2 on both sides
Vocabulary =5
Solve To find the answer to
 something Cone
 Solve 2 + 9 = 7 − 6
Inverse Opposite
 Subtract 2x on both sides
 = 
 9 = 5 − 6
Linear Highest power is x
 Add 6 onto both sides
 5 = 15
Rearrange Make the equation equal to
 Pyramid 1 Divide by 5
 something else = × 6 × 6 × 7 = 84 3
 3 =3
Variable A letter you don’t know the
 value of 3 +7
 Solve 5 = 14
 = × 
 Section B : Volume formula Multiply both side by 5
 3 + 7 = 70
Shape Formula/example
 Sphere Find the volume of a sphere with Subtract 7
Cube/cuboid diameter 10cm 3 = 63
 
 = Divide by 3
 
Length x width x height
 = 21
 4 500 3
 = (5)3 = 
 3 3

GCSE Biology (Combined and separates) Topic 4:
 Photosynthesis
 Section A: Structure of a leaf Section D: Limiting factors
 Limiting factors are anything that can slow or stop the rate of photosynthesis in a plant
 ● Light intensity ● Carbon dioxide concentration ● Temperature
 ● Water availability ● Chlorophyll presence

 Photosynthesis is carried
 Carbon dioxide is a
 Light is needed for out using enzymes. If it is
 reactant needed in
 photosynthesis to occur. too cold, enzymes work
 photosynthesis. The more
 The more light available, slower until they get to an
 carbon dioxide available,
 the faster the rate of optimum temperature
 the faster the rate of
 photosynthesis until where the rate is at its
 photosynthesis until
 Section B: Photosynthesis equation something else limits the highest. Any hotter, and
 something else limits the
 rate of photosynthesis. enzymes denature and the
 rate of photosynthesis.
 Light . rate slows down.
 Carbon + Water -------------> Glucose + Oxygen
 Section E: Limiting factors required practical
 Dioxide Chlorophyll .
 The rate of photosynthesis can
 be measured using underwater
 Section C: Adaptations of leaves plants. They release oxygen
• Thin – allows gases to reach cells easily bubbles which can be easily
• Wide and flat - creates a larger surface area to absorb as much light as counted. The more bubbles
 possible released in a given time, the
• Xylem and phloem – carries water to the cells and glucose away, also faster the rate of photosynthesis.
 supports the leaves Light intensity can be changed by
• Stomata - pores to allow gases in and out of the leaves moving the lamp closer or further
• Waxy cuticle – lets light through to the photosynthesising mesophyll cells away from the beaker.
• Many chloroplasts – maximum photosynthesis

C4 Chemical changes - part 1 9

 Section A: Key Vocabulary
 Section C: Metal extraction using carbon Section F: Redox reactions - Higher
Tier 2 Definition
Keywords When we have obtained the ore we need to extract he metal from Metals reacting with acids under a redox reaction. A redox reaction occurs
Economical Giving good value or return in relation to its oxide before we can use it. Metals more reactive than carbon when both oxidation and reduction take place at once. We can show an
 the money, time, or effort expended are extracted using electrolysis. ionic equation which only shows the part of reaction where REDOX has
Tier 3 Definition Metals which are more reactive than carbon are extracted using occurred.
Keywords reduction (by adding carbon) . Reduction is the removal of oxygen eg. Ca + 2HCl → CaCl2 + H2 becomes 2H+ + Ca → Ca2+ + H2
Ore A compound found in rock that contains e.g full symbol equation ionic equation
 enough metal that is economical to extract Iron oxide + Carbon → Iron + Carbon dioxide
Oxidation The loss of electrons from an atom OR when
 We can further split the ionic equation into two half equations.
 an atom gains electrons
 The metals that are less reactive than carbon are found on there on Oxidation is loss of electrons Reduction is gaining of electrons
Reduction The opposite to oxidation, when an atom
 and do not need to be extracted-they are said to be native. Ca → Ca2+ + 2e- 2H+ + 2e- → H2
 gains electrons OR when an atom loses an
 oxygen atom Section D: Reactions of Metals with water The calcium is oxidised The hydrogen is reduced
REDOX reaction A reaction where one atom is oxidised and Reactive metals will react with water, the more reactive the metal Remember OILRIG Oxidation Is Loss Reduction Is Gain
 another atom is reduced the quicker the reaction. The alkali metals are especially reactive.
Aqueous A solution where the solvent is water Metal + Water → Metal hydroxide + Hydrogen
 eg. Lithium + Water→ Lithium hydroxide + Hydrogen Section G: Making soluble salts
Solute A substance that is dissolved by a solvent to
 Section E: Reactions of acids
 form a solution
 1. An acid can be neutralised to produce salt and water.
Solvent A substance that dissolves a solute to form a
 solution There are 4 reactions of acids to be aware of:
Saturated A solution that can dissolve no more solute i) Acid and metal (Metals less reactive than hydrogen will not
 react with acids)
 Acid+ Metal → Salt + Hydrogen
ion A charged particle
 Section B: The reactivity series eg. 2HCl (aq) + Zn(s)→ ZnCl2 (aq) + H2(g)
 ii) Acid and base
Some metals are Acid+ Metal oxide → Salt + Water
more reactive than eg. 2HNO3 (aq) + MgO (s)→ Mg(NO3)2 (aq) + H2O(l)
others. The iii) Acid and alkali (soluble base)
non-metals carbon Acid+ Alkali → Salt + Water
and hydrogen are eg. HCl (aq) + NaOH(aq)→ NaOH (aq) + H2O(l)
also listed, as it is iv) Acid and Carbonates
important to know Acid+ Metal carbonate→ Salt + Water + Carbon dioxide
whether the metals eg. H2SO4 (aq) + CaCO3(s)→ CaSO4(aq) + H2O(l) + CO2 (g)
are more or less 2. Naming salts Salts are made of a metal and a non-metal
reactive than them. ionically bonded together. The metal name carries over and the
A more reactive acid used determines the non-metal part
metal will displace
a less reactive
metal from
solution.

Particle
 GCSE Physics (Combined and separates) Model
 Section A: Key Vocabulary Section B: Density Equation Section E: Specific Heat Capacity Equation
 Energy = Mass × ℎ ×
 Density = =
Tier 2 Vocabulary Definition ℎ 
 Change in state from a gas to a density, ρ, in kilograms per metre cubed, kg/m3 ∆ = ∆ 
Condensing change in thermal energy, ΔE, in joules, J
 liquid. mass, m, in kilograms, kg
 volume, V, in metres cubed, m3 mass, m, in kilograms, kg
 Change in state from a liquid to
Evaporating specific heat capacity, c, in joules per kilogram per
 a gas. Section C: Density
 degree Celsius, J/kg °C
 Change in state from a liquid to To find the density of an object, you need to find
Freezing temperature change, Δθ, in degrees Celsius, °C.
 a solid. the mass and the volume.
 Section F: Specific Latent Heat
 Pressure is fore per unit area.
 The mass can be found using a top pan balance. Energy = Mass × ℎ 
 The pressure of a gas is due to For regular solids, the volume can be measured
Gas pressure ∆ = 
 the force the gas particles exert with a ruler or Vernier callipers.
 on the walls of the container. energy, E, in joules, J
 For an irregular solid you would need to use the mass, m, in kilograms, kg
 Change in state from a solid to
Melting apparatus below to find the volume by specific latent heat, L, in joules per kilogram, J/kg
 a liquid.
 displacement.
 Change in state from a solid to
 Specific latent heat of fusion – change of state
Sublimation a gas or a gas to a solid (missing
 from solid to liquid
 out liquid phase).
Tier 3
 Specific latent heat of vaporisation – change of
Vocabulary Definition
 state from liquid to vapour
 Density is defined by the
 Section G: Particle motion in Gases
 equation mass/volume. It is
Density
 usually measured in kg/m3 (can Section D: Changes of State
 be in g/cm3).
 The total kinetic and potential
Internal energy energy of all of the particles
 The molecules of a gas are in constant random
 that make up the system.
 motion. The temperature of the gas is related to
 The amount of energy needed the average kinetic energy of the molecules.
Specific heat
 to increase the temperature of
capacity
 1 kg of a substance by 1oC. Changing the temperature of a gas, held at
 The energy needed to change Mass is conserved when a change of state occurs. constant volume, changes the pressure exerted by
Specific latent
 the state of 1 kg of a substance Changes of state are physical changes which can be the gas. 10
heat
 with no change in temperature. reversed.

Electricity
 GCSE Physics (Combined and separates) (part 1)
 Section A: Key Vocabulary Section B: Circuit Symbol Section E: Resistance of a wire
 This circuit can be
Vocabulary Definition Circuit diagrams use standard symbols.
 used to find the
 Used to measure the current flowing resistance of a
Ammeter through a component/part of a component. The
 circuit. Must be connected in series. resistor represents
 Flow of electrons/electric charge. any component.
Current
 Measured in amps (A). After measuring
 A conductor in which the resistance current and
 remains constant. This means the potential difference,
Ohmic
 current flowing through it will be The Ohm’s law
conductor
 directly proportional to the potential equation can be used to calculate the resistance.
 difference.
 There are two or more parallel
Parallel 'branches' providing more than one Section F: Resistors in series and parallel
circuit path the electrons can follow around In series the resistances are added together.
 the circuit.
 The potential difference between
 two points in a circuit is the work
Potential Section C: Current and Charge
 done when a coulomb of charge
difference Electric current is a flow of electrical charge. The
 passes between the points.
 Measured in volts (V). size of the electric current is the rate of flow of
 A measure of how easy it is for electrical charge.
 electrons to flow. Measured in ohms Charge = ×Time RT = R1 + R2
Resistance (Ω). If the resistance increases it is Q = ×t
 Charge, Q, in Coulombs, C
 harder for electrons to flow so
 Current, I, in Amperes, A In parallel the total
 current decreases. Time, t, in seconds, s resistance of two
 All of the components are in a single
 Section D: Ohm’s Law resistors is less than
Series loop. There is only one path that
 Potential Difference = × the resistance of the
circuit electrons can follow around the
 V= × smallest individual
 circuit.
 Potential Difference, v, in volts, V resistor.
 Used to measure the potential
 Current, I, in Amperes, A
Voltmeter difference across a component. Must Resistance, R, in Ohms, Ω
 be connected in parallel.

HISTORY How did the Nazis control Germany?
What were the economic policies of the Nazis? How did the Nazis use fear to control Germany?
How many 6 million Gestapo Secret Police. Spied on people, listened to phone calls and opened mail. Relied on a huge
 network of informers. Children encouraged to report on their parents and teachers.
people were
 Police and Courts Ordinary police continued their normal work but ignored crimes committed by Nazis. New
unemployed laws meant that the death penalty could be given for telling and anti-Hitler joke.
in 1933?
 The SS Black shirts. Hitler’s bodyguard led by Himmler. Divided into three sections – security, an
How did the RAD – men aged 18-25 had to spend 6 months working on
 elite unit in the army and the Death’s Head units who ran the concentration camps.
Nazis lower public schemes. Public Work Schemes – 100,000 employed
 to build the new autobahns (motorways). Schools and The Concentration Large prisons where ‘enemies of the state’ could be held. Anyone the Nazis didn’t like were
unemployme
 hospitals were also built creating jobs sent there – Jews, Gypsies, political opponents. Inmates were forced to work hard
nt? Camps
 sometimes to death.
 Rearmament – Jobs created in industries. Conscription
 created jobs in the army. Within 5 years it grew from
 How did the Nazis create and use propaganda?
 Newspapers Only stories showing the Nazis as good were
 100,000 to 1.4 million.
 published. There were negative stories about the
 Invisible unemployment – Women and Jews did not count Jews.
 as unemployed. Part-time employed counted as full time Mass Rallies Huge rallies to showcase how impressive and
 employed. well organised the Nazis were.
Who ran the 1933 – Schacht Books, Writers forced to praise Hitler. Books that did
economy? 1936 – Schacht was sacked and replaced with Goring Theatre and not were publicly burnt.
 Music
What were Designed to get Germany ready for war. High targets in
 Radio Nazis controlled all radio stations. Cheap radios
the four year military industries. Tried to make Germany self sufficient
 sold. Loudspeakers placed in the streets.
plans? e.g coffee from acorns, petrol from coal.
How did the Cut taxes for farmers. Films All films had to show the Nazis in a good way and
Nazis help Stopped them losing their land when in debt. enemies in a bad way.
farmers? Kept farms large (which annoyed some farmers)
 Sport and 1936 Berlin Olympics used to showcase both
How were the Nazis opposed? Leisure physical strength of Germans and technological
 progress of Germany.
Edelweiss Pirates Refused to join Hitler Youth. Attacked Hitler Youth Groups. Some were executed for an attack
 on the Gestapo
 To what extent did the Church support the Nazis?
Swing Movement Listened to American jazz and had Jewish friends. Catholic Signed a Concordat (an agreement) to not interfere
 Church with each other. Later Catholic priests were arrested as
The White Rose Group University students who produced anti-Nazi leaflets. Led by a brother and sister who were both Hitler felt they listened to the Pope more than him.
 executed by the Nazis Some priest spoke out against Nazi policies such as
 A bomb planted by a group of army generals in 1944 in a meeting Hitler was attending. Euthanasia e.g Archbishop Galen
The July Bomb Plot
 German Supported Hitler. Often wore Nazi Uniforms. ‘the
 Many people moaned or made fun of the Nazis but only in their own homes Christians swastika on our chests and the Cross in our hearts’
Moaning/Grumbling
Passive Resistance Some Germans publicly showed they didn’t support the Nazis by refusing to follow rules e.g not Confessional Led by Martin Niemoller. They openly criticised the
 giving the Heil Hitler salute. Church Nazis. The Nazis arrested 800 pastors. Niemoller sent to
The Church Initially supportive of the Nazis some priests made an effort to speak out against the Nazis e.g a concentration camp and the Confessional Church was
 banned.
 Archbishop Galen and Niemoller

HISTORY How did the Nazis policies impact German People?
How did the Nazis policy affect Women? How did Hitler control the Young?
Increase the Contraception and abortion banned Hitler Youth Established in 1922 for boys. Taught Nazi ideas and beliefs and military skills e.g Knife skills, shooting and fitness.
 Long marches and attended camps. Prepared for future as soldiers. 1933 Hitler banned all other youth clubs. In
Birth Rate Mother Cross Medal awarded to mothers who had
 1936 it was given equal importance to school. In 1939 it was made compulsory.
 large families Young were easier for the Nazis to manipulate and indoctrinate
 Lebensborn programme led to 8000 children being German League Still went on tough marches and weekend camps. Mainly taught to cook and keep fit. Taught Nazi beliefs and
 born idea but also how to be good wives and mothers.
 of Maidens
 3KS – Kinder, Kirche and Kuche – Children, Church
 School Curriculum changed to focus on Nazi ideas. Race Studies introduced. Other subjects altered to brainwash
 and Cooking students. History focused on great German victories, Geography on countries the Germans would conquer.
 Women with hereditary diseases were forcibly Science on weapon making and chemical warfare. Textbooks were rewritten. Old textbooks were burnt. Anti-
 sterilised. Nazi teachers were sacked.
 SUCCESS: Birth rate increased by about 500,000 a Special schools were set up to develop future leaders of the Nazi regime
 year by 1939 How did the Nazis control the Workers?
Reduce Women were discouraged from getting a job.
Unemployment Women who had worked as doctors, teachers and Created Army increased
 lawyers were sacked. jobs Weapons production created jobs
 PARTIAL SUCCESS: Removing women from the Public Work Schemes – Schools,
 workplace did create jobs for unemployed men hospitals and roads were built.
 however, when war broke out and men joined the
 Women were sacked from jobs.
 army the government need women back in the
 workplace. Many found this difficult as they now
 had large families at home to care for. Unlike GB Improved Beauty of Labour – improved working
 Women were not called up to work. working environment by introducing better
Introduce Women were banned from smoking or wearing conditions
 How did Nazi policies control minorities? lighting, low-cost canteens and sports
traditional make-up
 facilities. .
values Wearing trousers or high hells were discouraged. Nazis used concentration camps to hold people that they
 Propaganda reinforced the image of a more natural Offered Strength Through Joy (KDF) – Reward
 considered ‘enemies of the state’. These included:
 women. incentives scheme that offered cheap holidays
 Jews, Homosexuals, Gypsies, Communists, Ethnic Minorities, for hard
 The German Women’s League coordinated women’s and tickets to the theatre or football
 movements and promoted cooking, childcare and
 Political Opponents work
 matches for workers who hit their
 healthy eating. Key Policies Against the Jews
 target.
 Jan All Jewish shops marked with a star of David
 Also save for a car (Never materialized
 1934
 due to the war.)
 Sept The Nuremburg Laws – banned intermarriage and Did workers No: Workers lost their rights because
 1935 introduced controls on Jewish life. benefit trade unions were banned. Wages did
 overall
 Nov Jewish Children banned from schools not rise. Workers could not quit
 from Nazi
 1938 Kristallnacht – Jewish businesses and synagogues policies? without the government’s permission.
 Workers worked long hours.
 attacked. Jewish men taken to concentration camps
 YES: KDF did provide rewards but
 1942 Wannsee Conference – Meeting where ‘The Final
 many holidays were still too
 Solution’ was discussed and plans for the death
 expensive for most workers
 camps were made.

Geography – Consuming energy resources

 Section A: Key Vocabulary Section B: Energy resource classifications Section D: Why do oil prices change?
Key term Definition Energy type Definition Examples • Oil supply and prices are closely linked and can fluctuate
Biofuels Any kind of fuel made from living things, or Non- These are being • Fossil fuels for a number of reasons.
 renewable used up and cannot e.g. coal, oil • Generally, periods of oversupply can cause prices to fall
 from the waste they produce.
 be replaced. They and natural and periods of undersupply can cause prices to increase.
Black gold A term used for oil, as it is regarded as such a • There are two main reasons why oil prices change:
 are sometimes gas
 valuable commodity. • Changing international relations (conflicts,
 called finite
Combined heat and An efficient method of generating electricity diplomatic relations)
 resources.
power (CHP) and using the heat from the process. • Economic factors (periods of recession versus
 Renewable These will never • Wind energy
generator boom, over or under supply).
 run out and can be • Solar energy
Energy Getting energy from a variety of different
 used over and over • Hydroelectric Examples include:
diversification sources to increase energy security.
 again. power • Short-term spikes in oil price can be caused by disruptions
Energy security Having access to reliable and affordable to supply, such as the 2010 oil spill caused by an
 sources of energy. Recyclable These provide • Nuclear explosion on a BP oil rig in the Gulf of Mexico.
Flow resource Resources such as wind, HEP or tidal energy energy from power • During periods of recession, such as after 2008,
 that is used as it occurs and then replaced. sources that can be • Biofuels economies slowed down and consumers bought fewer
 recycled or reused. goods. There was less demand for oil and prices fell.
Fossil fuels A natural fuel found underground, buried
 within sedimentary rock in the form of coal,
 oil or natural gas.
Fracking A process that involves drilling down into the Section E: Effects of exploiting isolated areas for oil
 Earth and using a high-pressure water Section C: Pattern of global oil Advantages Disadvantages
 mixture to release gas trapped inside rock. consumption • Countries with oil and gas • Any damage from an
Geothermal Heat from inside the Earth. reserves can save money by accident or leak can be long-
Hydro-electric The use of fast flowing water to turn turbines reducing energy imports. lasting and difficult to clean
power (HEP) which produce electricity. • Oil and gas companies bring up.
Peak oil The theoretical point at which half of the investment and jobs to an • Opening up isolated areas
 known reserves of oil in the world have been area. with roads and industry
 used. • There are large areas of gas increases air pollution and
Recyclable Energy resources, such as biofuels and and oil that haven’t yet been can pollute soils and water.
 nuclear, that can be reused, so will last into used, all of which can be • The cost of constructing new
 the future. used to help meet the rising facilities are high. The remote
Reserve The estimated amount of resources left demand. locations makes it more
 • Countries with oil and gas expensive to build and
 which can be extracted.
 can make money from operate.
Stock resource A non-renewable resource like coal that can
 exporting energy. This in turn • In order to reach new
 be used only once, so will eventually run out.
 can boost the economy of an reserves, land may have to
Strip mining (or open-pit, opencast or surface mining) area. be cleared to make way for
 involves digging large holes in the ground to pipelines and roads. This can
 extract ores and minerals that are close to disrupt fragile ecosystems
 the surface. and cause a loss of
Tar sands Sediment that is mixed with oil, can be biodiversity. 14
 mined to extract oil to be used as fuel.

Geography – Consuming energy resources

 Section F: Unconventional oil and gas reserves Section G: Improving energy efficiency in homes
 Shale gas - Fracking Tar sands
• Fracking, or hydraulic fracturing, is the process of • Tar sands (also known as oil sands) are a mixture of
 extracting natural gas from shale rock layers deep within mostly sand, clay, water, and a thick, molasses-like
 the earth. Fracking makes it possible to produce natural substance called bitumen. Bitumen is made of
 gas in shale areas that were once unreachable with hydrocarbons—the same molecules in liquid oil—and is
 conventional technologies. used to produce gasoline and other petroleum products.

• Horizontal drilling allows for the injection of highly • Common extraction methods include surface mining—
 pressurised fracking fluids into the shale area. where the extraction site is excavated—and “in-situ”
 mining, where steam is used to liquefy bitumen deep
• This creates new channels within the rock from which underground. The largest deposits of tar sands are found
 natural gas is extracted at higher than traditional rates in Alberta, Canada.

 Section I:
 Section H: Energy futures
 The IEA (International Energy Agency) put forward two
possibilities to show how global use of energy could be in
the future:
Business as usual – this assumes that the world will continue
to rely on fossil fuels as the main source of energy, with oil
production and natural gas increasing just to meet extra Section J: Why are attitudes changing?
demand. 1. Rising affluence - although rising incomes increase energy
A sustainable future – more countries would adopt demand, they can also encourage alternative sources because
renewables and rely on mixed energy supplies in order to more people support the investment needed for clean and
reduce CO2 emissions as a way of combating impacts of sustainable energy.
climate change. 2. Environmental concerns – greater research and awareness of
 the impact fossil fuels are having on the world’s environments,
 particularly on climate change, has led to worldwide demands
 for a rapid shift to sustainable energy production and use.
 3. Education – improving people’s awareness of the need for
 more sustainable energy is an important goal for international
 organisations. Schools and young people have a key role in
 preparing for a more sustainable energy future.

 15

SPANISH Theme 3: My studies

 Section A – ¿Qué estudias? What do you study? Section B – Key infinitive verbs
(No/nunca) Estudio = I (don’t/never) el alemán =German porque es más…que = It’s more…than Estudiar = to study
study el arte dramático = drama because Dibujar = to draw
Estudia = He/she studies el comercio = business studies es la asignatura más = it’s the Escribir = to write
Estudiamos = We study el dibujo = drawing/art most… subject Escuchar = to listen
Estudian = They study el español = Spanish Hablar = to talk
Me gusta estudiar = I like to study el francés = French es un poco = it’s a bit Leer = to read
No me gusta estudiar = I don’t like to el inglés = English Trabajar = to work
study es menos… que = it’s less…than Hacer = to do/make
Me gustaría estudiar = I’d like to study la cocina = food technology divertido/a/s = fun Enseñar = to teach
Quiero estudiar = I want to study la gimnasia = gymnastics aburrido/a/s = boring Optar = to choose/to opt for
Espero continuar con = I want to la informática = IT práctica/o/s = practical Continuar = to continue
continue with la biología = biology Elegir = to choose
He optado estudiar = I have chosen to la física = physics útil/es = useful Dejar = to drop
study la química = chemistry fácil/es = easy Faltar = to skip/miss (a lesson)
Voy a dejar = I’m going to drop difícil/es = difficult Completar = to complete
Mi professor me enseña = My teacher los idiomas = languages Preguntar = to ask a question
teaches me los trabajos manuales = handicrafts interesante/s = interesting Participar = to participate
Saco buenas/malas notas en = I get importante/s para mi carrera = Intentar = to try
good/bad grades in las ciencias económicas = economics important for my career Ayudar = to help
Hago mis deberes/tareas de = I do my … las ciencias = science Aprender = to learn
homework Mirar = to look
 Interrumpir = to interrupt
 Section C – Common Commands Section D – Mi primer día
 Entender = to understand
Escribe el título = write the title Al principio = at the beginning Ahora = now
Escucha al profe = listen to the teacher Me gustó = I liked Me gusta = I like
Habla con tu companero = talk to your partner Mi asignatura favorita era = my Prefiero = I prefer
Lee el texto = read the text favourite subject was Mi asignatura favorita es = My
Trabaja bien = work well Estaba nervioso/a = I was nervous favourite subject
Haz tus deberes = do your homework Entré al instituto/a la clase = I Lo mejor/peor aspecto del instituto
Completa la actividad = complete the activity entered the school/classroom es = the best/worst thing about
Pregunta al profe = ask the teacher Me pareció… = it seemed…to me school is
Pide ayuda = ask for help Conocí = I met
Mira la pizarra = look at the board Había = there was/were
Abre los cuadernos = open your books
Aprende el vocabulario = learn the vocab

 16

SPANISH – Foundation Tier Theme 3: Life at School
 Section A – Un día en el instutito
El instutito = the school es = is grande/s = big
El patio del recreo = the playground pequeño/a/s = small Durante la hay = clubs = clubs
el campo de deportes = the sports field viejos/a/s = old hora de comer there películas = films
el gimnasio = the gym antiguo/a/s = old = during the is/are actividades deportivas = sports activities
la cafetería = the dining hall moderno/a/s = modern lunch hour actividades musicales = music classes
la sala de informática = the IT room ruidoso/a/s = loud Después de clases extra = extra lessons
las aulas = the classrooms son = are tranquilo/a/s = quiet clase = after actividades extraescolares = after-school
los laboratorios = the labs limpio/a/s = clean class activities
los pasillos = the corridors
Las clases = the classes empiezan = start a las ocho y media = at 8:30 a las nueve = at 9
 terminan = finish a las tres = at 3 a las tres y cuarto = at 3:15
Tenemos = we have un recreo = a break a las once = at 11 a las once menos cuarto =
 la comida = lunch 10:45
Hay dos/tres clases = there are 2/3 antes del recreo =
classes before break Section C – lo bueno y lo malo
 después de la En mi debería películas durante la hora de comer
 comida = after lunch opinión = in haber = = films at lunchtime
 my opinion there más castigos = more punishments
 should be más clases de repaso antes de los
 A mi parecer exámenes =- more revision classes
 = The way I before exams
 Section B – las reglas y el uniforme
 see it
un aspecto hay que = it’s llevar uniforme = wear uniform los utilizar más tecnología = use more
positivo/negativo del necessary to llevar pendientes = wear earrings Desde mi profesores technology
instituto es que = a se debe = one llevar maquillaje = wear make-up punto de deberían = utilizar las pizarras interactivas =
positive/negative must ser educado y considerado = be polite and considerate vista = from the use interactive whiteboards
 my point of teachers
aspect of school is that tenemos que = usar el móvil = use our phones
 view should
una reglas buena/mala we have to correr en los pasillos = run in the corridors
es que = a good/bad podemos = we mascar chicle = chew gum Pienso/creo deberían = construir una piscina = build a
rule is that can traer una nota de los padres si faltamos a clase = bring que = I think they ought swimming pool
lo bueno/malo es que a parent note if we miss a class that to permitir el uso de los móviles =
 allow the use of mobile phone
= the good/bad thing is To make these hacer los deberes en casa = do homework at home
 plantar plantas y flores = plants
that phrases negative fumar = smoke plants and flowers
 put ‘no’ in front of salir a comer =leave to eat lunch cambiar el uniforme = change the
 them. tratar mal a otros estudiantes = treat other students uniform
 17
 badly

ART
 Section A: Key Vocabulary The Four Stages of
 The Human Image Annotate Image Analysis:
Vocabulary Definition
 your own
 Level 1 Describe - literally
Formal Elements of Line, Detail, Colour, Tone, Shape, Line work: describe the subject.
 Form, Texture, Pattern Write about the
Art Level 2 Analyse - formally

Observational Drawing what you see after artwork, describe, describe in terms of line,
 colour, values, symmetry, style
 careful looking explain, evaluate, (-ism), historical context, etc…
drawings
 compare. Do you
Primary Sources Using objects that you have in Level 3 Interpret - assign
 like it? Which parts meaning to the subject, what's
 front of you to work from
 are effective? being expressed, what it
Secondary Sources Finding ideas to work with -from means, symbolizes. (What is
 the internet / books
 What could you the ‘mood’.)

 Bringing different ideas together
 change? How? Level 4 Judge - use all of the
Combine ideas above to form a personal
 Luke Dixon Jason Thielke Why? response to the piece.

Develop ideas Moving an idea on from your
 Watercolour
 staring point, changing it Presentation:
 Making your ideas better each Key concepts,
Refine ideas techniques and materials
 time you experiment include:
Experiment Trying out ideas, trying different
 styles, layouts, materials Composition / Layout /
 Title / Background / Text
Select resources Choosing different ways of box / Watercolour wash
 working, different materials / Tea stain / Collage/
Produce a series of Creating several different Ripped paper / Old Book
 Jane Beata pages / maps.
outcomes artworks, experimenting
Artist influence & Research artists and art history,
 Pattern  Extending your
 examining and using their style
Contextual sources Dominic Beyler work :
Annotation Writing about your work or work Develop your
 of others, describing and homework and
 evaluating classwork further by
 creating a drawing,
Techniques Ways / methods of working in
 painting or collage in
 different ways with art materials the style of the artist
Collage Incorporate different materials based on a
 e.g. sticking papers Elizabeth St Hilaire
 photograph. 18
 together

MUSIC – AOS2: Music for
 Ensemble
 Section A: Styles Section C: Textures
 Vocabulary Definition
 Monophonic Music with a single line of music
 •Aristocrats employed musicians as part of Unison Several instruments playing the same thing
 their household staff. Musicians composed Homophonic Either melody plus accompaniment or all parts playing different
 chamber music- music for small groups and notes but moving at the same time creating block chords
Baroque small audiences
 Polyphonic Many lines of music interweaving. There would still be a melodic
 Music •Trio sonata = soloists with a basso continuo
 part that was more important than the other Section E: 12- Bar Bliues
 1600- •Basso continuo = “continuous bass”.
 1750 Accompanying part played by cello, bassoon, Contrapuntal Like polyphonic but there would be more than one melody line
 harpsichord or organ that was important I I I I
 •Textures were often contrapuntal or Countermelody The secondary melody that is added to create contrapuntal
 polyphonic IV IV I I
 texture
 Imitation When one part copies another
 V IV I I

 Section D: Musical Theatre Listening
 •String quartet = 2 violins, viola and cello. Godspell Opening number Section F: Textures
Classical Became the most common chamber ensemble West Side Story One Hand, One Heart
 Era of the era Vocabulary Definition
 •Piano was created and so harpsichord became A Boy Like That Lyrics 3 line verses – first line is repeated, then a different final line
 1750-
 1810 obsolete Somewhere Blues scale The minor pentatonic scale with an added flattened 5th
 •Textures simpler Guys and Dolls Opening number Blue notes Flattened 3rd, 5th and 7th notes
 Phantom of the Act 1: Scene 7 Improvisation Making the music up on the spot
 Opera Act 1: Scene 8 Swung rhythms When 2 quavers are played as long-short instead
 Riffs Repeated patterns
 Rhythm section Drums, bass player, keyboard/guitar
 Front line Usually brass or wind players (e.g. saxophones, clarinet, trumpets,
 •Chamber music became more widely
 performed in concert halls trombones). Sometimes called horns
Romantic
 •String quartet remained commonplace Standard A really popular jazz song
 Era
 •Composers experimented with different Head The main theme or riff
 1810- combinations of instruments
 1910 Chorus Chord changes or chord progressions
 •The music became much more expressive and
 Chord extensions Notes that are added to standard chords
 lyrical
 Break A short solo, a linking phrase to the chorus
 Stop chords Heard when the rhythm section isn’t playing
 Walking bass When the bass line maintains a steady rhythm and the pitches sort of
 Section B: Ensembles “walk” up and down
 Vocabulary Definition Back-ups Short musical motifs heard behind the solo part
 Duet 2 players Kicks Musical motifs which are played loudly and reinforced by the drums
 Trio 3 players Licks A short series of notes that fit into the chord changes
 Quartet 4 players Turnaround A short passage of chords (sometimes a melody) found at the end of a
 Quintet 5 players section which brings the music back to the tonic
 Sextet 6 players Lead sheet A sheet given to performers that consists of the melody and chords
 19
 Septet 7 players Shout chorus The name given to a final chorus played loudly by all the front line
 Octet 8 players instruments

In this Comp you devise an original performance
 BTEC TECH IN PERFORMING ARTS for the exam board and document the process in 3
 COMP 3: RESPONDING TO A BRIEF (EXTERNAL ASSESSMENT) written controlled assessments.

 Section A - Vocabulary Section B Methods and Processes
 Terms 1 Definition Target audience examples:
Brief A set of instructions given to a theatre company before they devise a Elderly, Children, Teens, Adults, Families etc.,
 production.
 Structure:
Stimulus A starting point for creating theatre. Linear, Cyclical, Episodic, Montage etc.,
Running time The length or duration of a theatre production. This is often expressed in
 minutes. Theatre styles/Genres
 A particular order I which scenes or sequences follow each other in drama. The genre of a performance refers to the type of story being told, and the style refers to
Structure
 how the work is being presented on stage. A genre or style can help to give performers a
Style The way in which a story is told. For example Epic, TIE, Naturalistically. framework to shape the devised work.

Genre The type of story being told i.e. tragedy, comedy, satire etc., Tragedy, comedy, melodrama, romance, horror, Epic, Naturalism, Verbatim, TIE,
 Musical
Rehearse To plan and practice performance work in preparation for an audience.
 Creative intentions and Purposes
 Terms 2 Definition Raise awareness, educate, entertain, questions, inform, celebrate, challenge
 viewpoints/society etc.,
Apply Put knowledge, understanding or skills into action in a particular context

Analyse Examine methodically and in detail, typically in order to interpret. Practitioner influences
 Brecht, Artaud, Stanislavski, Frantic Assembly, Kneehigh, Berkoff, Boal, DV8,
Assess Present a careful consideration of varied factors or events that apply to a
 specific situation or identify those that are the most important or relevant Venues and types of staging:
 and arrive at a conclusion Community/village hall, youth centre, parks, fields, school hall, theatre etc.,

Contribute .To offers skills and/or ideas to the group in order to make progress
Collaborate Work jointly with others to produce defined outcomes
Evaluate Bring together all information and review it to form a conclusion, drawing on
 evidence, including strengths, weaknesses, alternative actions, relevant data
 or information

Reflect To review with great consideration.
Refine Improve initial work taking feedback into account.
Select Choose the best or most suitable option related to specific criteria or
 outcomes.

Summarise Gathers together all of the main aspects of a given situation or experience in
 a condensed format.

 20

In this Comp you devise an original performance
 BTEC TECH IN PERFORMING ARTS for the exam board and document the process in 3
 COMP 3: RESPONDING TO A BRIEF (EXTERNAL ASSESSMENT) written controlled assessments.
 Ideas log/Skills log/Evaluation
 Ideas You will be assessed on your individual contribution to the interpretation of the brief, exploration and development of ideas and planning.
(AO1) Task 1: Using terms 1 and 2, write a paragraph no the audience you have selected
Understand •What do I want to achieve? Why? for your original devised play. State why you chose them as your target audience
 •What is the purpose? Why? and discuss your intended aims for this chosen audience (what is the purpose of
how to • What style would be most suitable? Why? your piece?) How might the age of the audience effect what you decide to produce
respond to a •How will I demonstrate the style? and the language you will use?
brief •Which acting techniques are most appropriate? Why?
 •What do I already know about the subject matter? Task 2: Look at the types of stage spaces and performance spaces in section B. Use
 •What questions do I have about the subject matter? this to consider your use of staging. Explain what stage space you will use to
 •How do I plan to conduct my research? perform your devised piece and why this is appropriate-link this back to the brief.
 •What will my role be?
 • What will the moral or themes be? Task 3: Write about the chosen structure of your piece and what style/genre you
 •Which practitioner will influence our work? How? have chosen. Have you identified your creative intentions and purpose? Use Section
 •Planning of rehearsals. A& B to help you with this.
 • Structure of the performance.
 •The time of day. Task 4: List all the resources that you have used in your work so far and explain the
 •The setting. purpose of each one.
 Skills You will be assessed on your selection and development of skills, contribution to the rehearsal/development process and use of the influence of
 practitioners.
(AO2) • What is my role in the group? Task 5: Thinking about the style and structure of your work you have chosen for
Select and • What skills and techniques do I need to realise my ideas? your performance, which drama skills will best communicate your story? List
 • What skills have I got? How can I use them in my performance? and explain, giving reasons for each. You must select a minimum of 4 skills
develop skills • What skills/techniques am I using? Do they belong to a particular
 and/or techniques. Use Section A and B to help you.
and techniques practitioner/style/genre? How am I influenced by them?
in response to • What skills/techniques am I developing? How have I developed them?
 • What do I want to communicate through my use of these skills and
a brief
 techniques? How do they link back to the brief? What impact do they
 have?
 • How have I independently developed and monitored my own skills?
 Evaluation You will be assessed on your ability to evaluate your own contribution to the development of ideas, skills and the workshop performance/design
(AO4) Process: Task 6: Write two paragraphs on your contribution to the development of
Evaluate the • What was my contribution to the stimulus and brief? workshop performance and the performance itself. Refer to the stimulus and
 • What is my reflection on the contributions from members of the group? brief in your answer and contributions from other members of your group.
developmental • What is my reflection about contributions to the development process:
 Task 7: Reflect on the process of selecting skills/techniques and how you
process and Skills and techniques: selection, development/adaptation, and application developed and adapted/refined the performance. Analyse your strengths, areas
outcome in Individual strengths and areas for improvement for improvement and your contribution to the group giving specific examples.
response to the What was my overall individual contribution? Task 8: Give examples of how the workshop performance was effective and
 Performance: explain how you would improve this. Discuss your strengths and areas for
brief • How effective was the response to the brief? Explain.
 improvement and the impact of the group.
 • What were my individual strengths and areas for improvement?
 • What was the overall impact of the group?
 21

PE Year 10 Cambridge Technical – Psychology of sport

 1. Negative Thought Stopping: 3. Imagery:
 This involves recognising that This is the formation of
 the athlete has started worrying mental pictures that often Somatic stress management refers to
 about a performance. Use of a unrelated to the actual relaxation techniques that are directed
 ‘trigger’ word will hopefully sporting action to reduce towards the bodies muscles and not the mind.
 refocus and work on positive the feeling of anxiety. 1. Breathing Control
 thoughts. This is the simplest way for a performer to
 2. Positive thinking/Self Talk: 4. Mental rehearsal reduce anxiety. The chest and shoulder
 This involves developing involves the athlete
 muscles should be relaxed while taking deep
 positive thoughts to motivate, imagining themselves in an slow breathes. This enables enough oxygen
 drive and ‘psych’ up players. environment performing a into the body and can redirect attention and
 This might also include specific activity using all of
 their senses. The images focus.
 reference to successful past
 should have the athlete 2. Biofeedback:
Stress / anxiety management techniques performances.
 performing successfully and This technique looks directly at physiological
 feeling satisfied with their responses to stress and anxiety. Information is
 performance. collected on heart rates, breathing rates, skin
 temperature and muscle tension. Awareness
 5. Rational thinking: of how an athlete’s body responses to stress
 This technique involves with enable a better coping strategy.
 challenging negative thoughts
 with logical and perspective 3. Progressive muscle relaxation
 thinking linked to the situation. This relaxation technique focuses on slowly
 An athlete may consider the tensing and relaxing each muscle group.
 chances of being injured against This can become more effective with
 the chances of winning. practice.

 22

Y10 Design and Technology – Spring Term 1
 Key Vocabulary
 Tier 2 Definition
 Timbers & Common specialist principles
 Vocabulary Key Facts
• Timbers
 Discuss Present key points about different ideas or strengths and
• Forces and stresses Questions: Answers:
 weaknesses of an idea Set out both sides of an argument (for
• Improving functionality and against. Advantages and Disadvantages), and come to a
 Which production One off Production:
 conclusion.
• Ecological and social footprints method produces the High material costs
 Evaluate Judge from available evidence and consider several options,
• The 6 Rs ideas or arguments and come to a conclusion about their most expensive High labour costs
• Scales of production importance / success / worth.
 products?
 Conclude Make a decision after reasoning something out. Usually after
 Key Diagrams evaluating something The four different types Torsion due to the twisting of
 Analyse Break down the content of a topic, or issue, into its constituent of forces are Tension, the key in the lock.
 elements in order to provide an in-depth account and convey
 Compression, Torsion
 an understanding of it.
 Tier 3 VocabularyDefinition and Shear. Explain Shear due to the breaking of the
 Carbon Footprint The amount of Co2 emitted during a process which forces are key.
 Compression Occurs when a pushing force is applied to either end of involved in this
 a material scenario.
 Deforestation The removal of forests and conversion of the land by “ A Key breaks as you
 other uses. try to open the door”
 Ecological The concern with the relation of living organisms to
 Evaluate why it is To ensure that the planet will
 one another and to their physical surroundings.
 important for all cope with a growing population
 Laminating Overlaying a flat object or sheet of material with a
 layer of protective material
 individuals and
 Recycle To reprocess or convert waste back into a useful organisations to To minimise the damage caused
 material minimise their carbon to the atmosphere and planet
 Reinforcement Adding strength or stiffness to a product footprint.
 Shear force Is a force that acts on an object in a direction Discuss what the term Having a rethink through
 perpendicular to its length reduce means in thought or action.
 Softwoods and Hardwoods Tension Occurs when a pulling force is applied to either end of
 context with the 6Rs Reduce the number of parts
 a material
 Fit motion sensing lights to
 Torsion Occurs when a material is being twisted
 Webbing Ribs of material that provide reinforcement inside a reduce energy waste.
 product. Use “energy walks” to ensure all
 Density Mass of a material per unit volume appliances are switched off.
 Ductility The ability of a material to be stretched without Explain what is meant The amount of miles a product
 breaking. And stay permanently in its new form by product miles. travels through its life time.
 Hardwood A wood that comes from a deciduous tree. From raw material to end of life.
 Softwood A wood that comes from an evergreen tree.
 Strength The ability of a material to withstand a force that is
 applied to it.
 Thermal The ability of heat to be conducted through a material
 Conductivity
 23
 Toughness The ability of a material to absorb impact without
 rupturing

Key terms / Skills Assessment for research & Planning – Food Preparation and Nutrition Skill 8: Sauce making
 Skill 1: General practical skills Skill 3: Preparing fruit and vegetables
 Food Prep Skills Techniques
Food Preparation Food Prep Skills Techniques
 Techniques Sauce demonstrating starch gelatinisation such as…
 Skills
  Roux. All in one. Blended. Infused velouté.
 Starch based
 Can you evenly and with attention to finished  Mash, Shred, scoop, scissor snip béchamel.
Prepare product…  Crush, Grate, Peel, Segment  How starch/liquid ratios affect viscosity.
ingredients and  grease/oil.  De-skin, De-seed
  reduction sauce to show how evaporation
equipment  Line  Blanch, Shape, Pipe
 Preparing fruit concentrates flavour…
  flour  blend, Juice
 and vegetables  tomato pasta sauce. curry sauce. gravy
  prepare garnishes whilst demonstrating the
 Use of… Reduction  meat sauce (including meat alternatives such as
 technical skills of controlling enzymic browning
  temperature probe, knife, skewer mycoprotein and textured vegetable protein)
  spoilage and preventing food poisoning (wash and
  finger or poke test  to show how evaporation concentrates flavour and
Test for readiness dry where appropriate).
  bite changes the viscosity of the sauce.
  visual colour check or sound to establish
 Skill 4: Use of the cooker  make an emulsion sauce such as a salad dressing,
 whether an ingredient or recipe is ready.
 Emulsion  demonstrating an understanding of how to stabilise an
  Paste Food Prep Skills Techniques emulsion.
 Skill 9:Tenderise and marinate
  Jus
  reduction.  baking . Roasting. casseroles and/or tagines
 Using the oven Food Prep Skills Techniques
 How to change texture and flavour using…  braising.
  browning (dextrinisation, caramelisation)  how acids denature protein.
Judge and modify  glazing Tenderise and
 Skill 6: cooking methods  marinades add flavour and moisture when preparing
sensory  add crust marinate
 vegetables, meat, fish and alternatives.
properties Presentation and food styling… Food Prep Skills Techniques
  use garnishes Skill 10: dough
  decorative techniques to improve the aesthetic Water based
 qualities  Steaming. Boiling. Simmering. Blanching.
 methods using Food Prep Skills Techniques
  demonstrate portioning poaching.
 the hob
  presenting and finishing. Making a dough Use technical skills of…
 Dry heat & fat (bread, pastry,  Shortening. gluten formation. Pastry. pasta
 based methods  dry frying. shallow frying. stir frying. pasta)  fermentation (proving) for bread
 Key Terms: using Hob
  Roll out pastry. use a pasta machine
Polysaccharides: A carbohydrate (e.g. starch, cellulose, or
 Skill 7: Prepare, combine and shape  line a flan ring
glycogen) whose molecules consist of a number of sugar Shaping and  create layers (palmiers) proving and resting
molecules bonded together. Long chains, such as plant Food Prep Skills Techniques finishing  glazing and finishing, such as pipe choux pastry
and animal starches.  bread rolls. pasta, flat breads. Pinwheels. pizza
  calzone.
Disaccharides are double sugars, such as sucrose (table  Roll. Wrap. Skewer. Mix. coat
sugar). Comprised of 2 monosaccharides bonded  layer meat, fish and alternatives Skill 11: Raising agents
 Prepare,  shape and bind wet mixtures (such as falafels,
together. combine and burgers, fish cakes or meatballs) Food Prep Skills Techniques
Monosaccharides: Simple carbohydrates contain the shape  demonstrate the technical skill of preventing cross
monosaccharide and disaccharide groups. Comprised of a contamination and handling high risk foods Eggs as a raising  create a gas-in-liquid foam. whisking egg whites,
 correctly. agent  whisked sponge
single simple sugar unit, glucose, fructose, or galactose,
and they cannot be broken down into simple sugar units. Chemical raising  the use of self raising flour
 agents  baking powder. bicarbonate of soda
... Simple Sugars: Type of carbohydrates, are one of the
three basic macronutrients — the other 2 being protein Biological raising
  Use of yeast in breadmaking
 agent
and fat. Simple sugars are found naturally in fruits and
milk, or they can be produced commercially and added to Skill 12: Setting mixtures
foods to sweeten, prevent spoilage, or improve structure Food Prep Skills Techniques
and texture.
  Gelation . Use a starch to set a mixture on
Complex carbohydrates: Are made up of sugar molecules Removal of heat
 chilling for layered desserts such as custard.
that are strung together in long, complex chains. Found in
 Set a mixture on heating such as…
foods such as peas, beans, whole grains, and vegetables. Use protein
  Denatured. Coagulated protein in eggs.
Both simple and complex carbohydrates are turned to
glucose (blood sugar) in the body and are used as energy