Knowledge Organiser "Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family" ...

Knowledge Organiser
 Year 10 Autumn 2 2020

 “Knowledge is power.
 Information is liberating.
 Education is the premise
 of progress, in every
 society, in every family”
 Kofi Annan

 (Find out who he is)

Year 10 Autumn 2 Knowledge Organiser 2020

 Contents Page
 3 Subject: Performing Arts 29
Timetable
 4 Subject: Astronomy 30
Subject: English
 7 Subject: PE 31
Subject: Maths
 10 Subject: Sports Science 32
Subject: Biology
 11 Subject: Design & Technology 33
Subject: Chemistry
 12 Subject: Food & Nutrition 34
Subject: Physics
 13 Subject: Engineering 35
Subject: History
 14 Subject: Construction 36
Subject: Geography
 16 Subject: Computer Science 37
Subject: Spanish
 20 Subject: Information Technology 38
Subject: French
 24 Subject: Business 39
Subject: RE
 26 Subject: Hair & Beauty 40
Subject: Art
 27 Subject: Health & Social Care 41
Subject: Music
 Subject: Media 42

 2

Year 10 Autumn 2 Knowledge Organiser 2020

 Homework Timetable
 You are expected to spend 30 minutes on each subject 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 1 Subject 2 Signed Week starting Subject 1 Subject 2 Signed Week starting Subject 1 Subject 2 Signed
2nd November Off 9th November Off 30th November Off
Monday English Maths Monday English Maths Monday English Maths
Tuesday Option A Option B Tuesday Option A Option B Tuesday Option A Option B
Wednesday Option C Biology Wednesday Option C Biology Wednesday Option C Biology
Thursday Chemistry Physics Thursday Chemistry Physics Thursday Chemistry Physics
Friday English Maths Friday English Maths Friday English Maths

 You can use your KOs and book in a variety Week starting Subject 1 Subject 2 Signed Week starting Subject 1 Subject 2 Signed
 of ways (see next page) but you should not 16th November Off 7th December Off
 just copy from the Knowledge Organiser Monday English Maths Monday English Maths
 into your book. Tuesday Option A Option B Tuesday Option A Option B
 Wednesday Option C Biology Wednesday Option C Biology
 Your teacher will tell you how they would Thursday Chemistry Physics Thursday Chemistry Physics
 like you to use your Knowledge Organiser Friday English Maths Friday English Maths
 each week. These instructions will appear
 on Class Charts. You should always mark Week starting Subject 1 Subject 2 Signed Week starting Subject 1 Subject 2 Signed
 your work using a different coloured pen 23rd November Off 14th December Off
 Monday English Maths Monday English Maths
 Your teacher may follow up your Tuesday Option A Option B Tuesday Option A Option B
 Knowledge Organiser work with an online Wednesday Option C Biology Wednesday Option C Biology
 activity that uses the knowledge you have
 Thursday Chemistry Physics Thursday Chemistry Physics
 been studying.
 Friday English Maths Friday English Maths

 3

English Language Paper 2 Knowledge Organiser - Reading 4
Purpose: WRITING TO WRITING TO WRITING TO WRITING TO Q1: Read again the first part
 ARGUE PERSUADE ADVISE EXPLAIN/INFO
 Q1 (5 mins, 4 You’re marked on AO1 for Key vocabulary:
 of Source A from lines ___ to ‐
 RM marks): ‐‐‐‐‐‐‐. this question. The skills Emphasises
What is it? Giving the case Convincing Providing ways Explaining Shade FOUR true Choose four statements being looked at are: Accentuates
 below which are true.
 for one side of someone that forward for your opinion statements about a • Shade the circles in the • Identifying key Illustrates
 a debate your opinion is someone. on a topic to section of the boxes of the ones that you information Highlights
 right your reader. think are true.
 source chosen. • Interpreting a text Exaggerates
 • Choose no more than four
What does it Being aware of Using your Not telling You are not Read the question statements. • Being able to understand Draw attention to
involve? the other side language to someone what convincing carefully – make • If you make an error cross
 of a debate convince your to do but giving people or out the whole box.
 explicit (made obvious) Focuses the reader on…
 leader. them options. advising. sure you answer for • If you change your mind and and implicit (hinted at or Maintains
 the right part. require a statement that has suggested) ideas Underscores
What key Includes Includes Includes modal Includes been crossed out
features do counter‐ triplets, verbs, facts, then draw a circle around the • Selecting key quotes to Indicates
you often find arguments, repetition, imperatives, an opinions, an box. [4 marks] support your ideas Affirms
in this type of rhetorical emotive understanding unbiased and
writing? questions, language, tone but one neutral tone. Reiterates
 Q2 (10 mins, 8 marks): You’re marked on AO1 for this
 facts, rhetorical that is direct. question. The skills being looked
 Repeats
 statistics, questions, Provide helpful This is the summary at are: Enlarges
 emotive direct address information.
 You need to refer to
 question. Source A and Source B for • Identifying key information Dramatises
 language and more… You need information • Interpreting a text
 this question. Use details Asserts
 from both texts. from both sources to write • Being able to understand
 Purpose Audience Form Tone Are you looking at explicit (made obvious) and Reader
 a summary of the
 similarities or differences? [similarities/differences] implicit (hinted at or Writer
What Why a text has been The specific A specific type The sound Only facts, not opinions. suggested) ideas – icebergs!
is it? written, what the people a writer is of writing, for or mood of between [8 marks] Audience
 Include short, regular • Selecting key quotes to
 writer was trying to trying to target instance a piece of quotes. support your ideas
 Effects (Noun)
 achieve by writing it through their letters, writing. What does each quote tell Affects (Verb)
 (see the table writing. speeches, the reader? Why? Think
 above) essays and so icebergs.
 on.
Why is The purposes of the The texts you will You may be Understand
it two texts given to analyse in the given two ing the Q3 (15 mins, 12 marks): Q3) You now need to You’re marked on AO2 for this Adding connectives, to add to
 refer only to Source B. question. The skills being looked
import you in the exam can exam won’t articles in the tone of a
 This is PEE question. at are:
 your initial ideas:
ant? affect how they are necessarily be exam, but you text in the
 It is only ONE source. • Explaining, commenting on and Moreover
 written and the written for you, could be given exam helps How does the writer use
 particular language they maybe two you to Read the question
 language to try to
 analysing how a writer uses Furthermore
 features used. For written for other completely understand carefully – what is it language in a text to create In addition
 asking you to focus on?
 [influence/entertain/affe
 instance, a people in other different types their effects and affect their readers
 Include quotes,
 ct] their readers? • Within analyses, using key Additionally
 persuasive article is places, times, of texts (a attitude
 going to include positions and letter and a and techniques and effects of terms and language features to Similarly
 the techniques on the [12 marks] support your ideas As well as this
 more DAFORREST contexts. Reflect speech, for perspective
 techniques, for on this as you instance). better. Are reader • Using specific quotes to
 instance. consider what the Always they angry? . support interpretations
 writer’s attitude consider the Are they Contrasting connectives, to
 is and how they types of sad? Are Q4 (25 mins, 16 marks): Success criteria:
 address their writing given they quite show a different perspective
 audience. If they to you and neutral This is the comparison question. This is another language analysis question, but or idea:
 are giving a how this form about the Make sure you focus on the links between this time you have to compare the two texts. However
 speech to a group of writing will topic? The the two texts.
 of doctors then impact on two texts Is it asking you about similarities or On the other hand
 • Use connectives to link ideas together.
 their writing will style, tone, you are differences? Alternatively
 Include connectives to link your ideas • Ping Pong (Table Tennis) – Switch between
 be different register, given will texts, don’t write in big blocks about each Despite this
 comparing to language likely have together.
 Include analysis of both quotes and one. In contrast
 writing a diary features, very
 techniques for both sources. • Identify methods Conversely
 entry for structure and different
 Think about purpose and audience for each In spite of this
 themselves. so on. tones.
 text in this answer.

English Language Paper 2 Knowledge Organiser - Writing 5
How a writer begins and finishes a text is incredibly important. How does a writer engage you right Purpose: WRITING TO WRITING TO WRITING TO ADVISE WRITING TO
from the start and what kind of thoughts or feelings do they want you to have at the end of the article, ARGUE PERSUADE EXPLAIN
letter, speech or essay? Know these different beginnings and endings so you can use these techniques INFORM
in your own writing for Question 5/Section B! What is it? Giving the Convincing Providing ways Explaining your
 case for one someone that forward for opinion on a
 side of a your opinion someone. topic to your
Beginnings Endings debate is right reader.

A puzzle! Hook your reader in with something that Cyclical ending: where the ending returns back to What does Being aware Using your Not telling someone You are not
isn’t clear at the beginning, perhaps something the beginning of the text, often using to emphasise it involve? of the other language to what to do but convincing
unusual has happened? the original point. side of a convince your giving them options. people or
 debate leader. advising.

 What key Includes Direct Modal verbs Facts
Amusing hook. Use a joke to establish a comedic Twist: a complete change in direction from where features do counter‐ address (Should, could, Opinions
tone at the beginning of your text. It’s a great way the text was going. you often arguments, (“you”) would, will, must, A neutral and
to make a reader feel at ease and lure them into a find in this rhetorical Alliteration / won’t, etc – they unbiased tone
 type of questions, Adjectives modify or alter the that gets across
difficult or controversial topic.
 writing? facts, Facts meanings of verbs). your opinions
 statistics, Opinions Pronouns (You, he, on a topic
Dialogue. Have people talking to each other right Short sentence: Making your final sentence very, emotive Rhetorical she, they, I, etc –
 language questions they replace names).
from the beginning to establish a relevant example very short can leave the readers with one final
 Repetition An empathetic and
to the topic being discussed. ‘punch’ or impactful idea to take away from the Exaggeration understanding tone.
 whole text. / Emotive Imperative
 language sentences (A
 Statistics sentence where you
Visual hook. Use a powerful image or description Summing up: The writer reflects back on all the Tone / command someone
to engage the reader at the start. topics covered in their text to provide the reader Triplets to do.
 with a summary.

Atmospheric hook. Use your descriptive language A final question: Asking the readers a rhetorical Varying Sentence Openers: Preposition sentence openers for your effort.
to build up a particular tone and atmosphere right question or question at the end of a text means There are many ways of At the end of the evening, they Despite his disappointment, the
 opening sentences besides just returned home. student kept smiling.
at the very beginning. It be using a particular the responsibility or onus is on the reader to make repeating ‘I’ or ‘The’. Through the streets of
example to engage the reader with the topic of the up their own minds. Remember the acronym Birmingham, there are ‐ed sentence openers
text. ‘iSpaced’ to get all of these thousands of shops. Disguised in her costume, she
 sentence openers into your Inside the cupboard, it was dark was a hit at Halloween
 head: and scary. Shocked by the score, the
Direct address. Talk directly to your readers as a Repeating examples: A writer could refer back to a football team gave up.
 ‐ing sentence openers Adverbial sentence openers Challenged to a staring contest,
way of engaging them. specific example they made during their text. For Considering his future, he went Quickly, he packed his bag for the student reluctantly agreed.
 instance, if they spoke about a particular person or to the Careers Advisor school.
 place earlier on in the text to provide evidence for During the evening, it snowed Silently, she read the book in Dialogue sentence openers
Subtle hook. Hint at what is going to happen in the their argument, they made decide to repeat that
 heavily. the Library. “You can start a sentence with
rest of the text. Shouting, she ran away from Surprisingly, no one was in the dialogue!” shouted the teacher.
 example again for further emphasis: the ghost. classroom. “That is amazing,” said the
 Maybe if we change our ways, people like Bob student, “I didn’t realise that!”
 Simile sentence openers Connective sentence openers
 would no longer have to suffer. As fast as a cheetah, he made Although you worked hard
 his escape. today, it wasn’t quite enough
 Like a fish in the sea, she swam for a merit.
 across the water. However, I will say well done

English Language Paper 2 Knowledge Organiser - Writing 6
Language features: As you will see in your Section A questions in AQA English Language Paper 2, writers will use a variety of language features to engage their audiences and persuade/argue/explain/advice
to them, whatever their purpose. Use the right features in your own writing – each form, purpose and audience has different requirements so be careful!
 Using like/as to compare one thing to another. This where a number of words begin with the same letter or sound.

 Alliteration
 The man was as tall as a skyscraper. The angry, aggressive aardvark ate all the apricots.
 She moved like a snail! Mr W wrote wildly on the whiteboard.
Simile

 Similes help readers to picture a particular object, person or place by comparing something they don’t Alliteration creates a memorable sound in the readers’ head that means they notice that particular line
 know to something they do. They can also be used for exaggeration. more or they can remember it quite well. This means it can be used to emphasise a particular point, idea
 or feeling.

 Transforming one thing into another. Nouns are people, places or objects. E.g. table, window, ceiling, computer, Birmingham, etc.

 Nouns and
Metaphor

 He was a monster truck on the football field. Verbs are actions or ‘doing words’. E.g. run, skip, jumping, arguing, shouting, cry, crying, etc.

 Verbs
 She is over the moon about her exam results. Both can be used carefully to evoke or give off certain emotions or feelings.

 Metaphors help readers to picture a particular object, person or place by transforming them into
 something they understand better. They can also be used for exaggeration.

 This is a type of metaphor, where something non‐human is described in a human way. Adjectives are words that describe nouns. E.g. tall, short, wide, skinny, ugly, beautiful, amazing,
 The wind whistled past his face. spectacular, boring, etc.
Personification

 Adjectives and
 The trees danced in the breeze.

 Adverbs
 Adverbs are words that describe verbs. E.g. quickly, amazingly, powerfully, slowly, shockingly. They usually
 Metaphors help readers to picture a particular object or place by transforming them into something end in ly.
 they understand better. They can also be used for exaggeration.
 These are both used to add to descriptions and help build specific images or feelings in the readers’
 heads.

 The terrifying, disgusting, powerful monster quickly and sharply jumped off the building.
Repetition

 Rhetorical
 Repetition is where you repeat a word, phrase or idea again and again. This is a question that is asked in order to create a dramatic effect or to make a point rather than to

 questions
 actually get an answer.
 E.g. “Run! Run! Run!” she shouted at him.
 Example: Why had they put me in this place?
 Repetition helps to stick an idea in the readers’ heads or helps to emphasise a particular idea or feeling.

 This is where a writer will speak directly to their readers in their writing, often using the pronoun ‘you’. These are used to make a piece of writing sound more serious or official.
 Statistics and facts help to back up opinions and make them sound more authoritative.

 Facts and
 Statistics
Address
 Direct

 You must see that this kind of inaction is wrong, you can do something to change it.
 E.g. 75% of all statistics are made up on the spot.
 Direct address makes the reader feel involved in the text, that they have a sense of responsibility for the
 topic the writer is explaining, arguing or persuading about. Direct address is a very common technique
 used in speeches as well.
 It’s important to know the differences between facts and opinions when it comes to Paper 2. An opinion Exaggerated ideas that aren’t meant to be taken literally or at face value.
 is a belief that cannot be proven, but facts are statements of truth that can be proven. Hyperbole
Opinions

 Example: This is the worst day of my life.
 Liverpool are the best team in the world – opinion
 Liverpool beat Crystal Palace 4‐3 in January 2019 – fact You see, it probably isn’t the worst day of your life, but the use of hyperbole accentuates the point that
 this was an awful day.
 How do the writers in your two exam texts use facts and opinions? Do they get across a sense of bias
 or seeming to favour one side of an argument?
 Sometimes these are called ‘rules of three’ or ‘triples’, but they all mean the same thing: three ideas in a This is a term for any words that try to evoke emotions from the reader, so to make them feel guilty, sad
 row. or responsible. Like so:
 language
 Emotive
Triplets

 Example: England were rampant, ferocious and destructive against Ireland in the Six Nations Homelessness is a cruel nightmare that robs people of their dignity – it is hard to believe ordinary
 people could lead such atrocious lives in the 21st century.
 Putting three adjectives or ideas together provides emphasis, exaggeration and simply sounds pleasant
 to the ear. It’s true! Emotive language is very useful for emphasis and exaggeration but also in winning over a read to your
 ideas.

MATHS Year 10 Foundation Autumn 2 7

 Section A: Key Vocabulary SectionB2: Translation Examples Section C; Probability example and formulae
 Probability Notation P(A) refers to the probability that
Transformation Definition Topic Example event A will occur.
Vocabulary
 Translation
Translation Translate means to move a shape.

Column Vector In a column vector, the top number Probability scale
 moves left (‐) or right (+) and the
 bottom number moves up (+) or down
 (‐)
Rotation The size does not change, but the
 shape is turned around a point. Rotation
 Theoretical Probability . 
Reflection The size does not change, but the . 
 shape is ‘flipped’ like in a mirror.
 Relative Frequency 
Enlargement The shape will get bigger or smaller. 
 Multiply each side by the scale factor.
 Sample Space The set of all possible outcomes of an
 experiment.
 Scale Factor = 3 means ‘3 times Reflection
Scale Factor
 larger = multiply by 3’

 Scale Factor = ½ means ‘half the
 size = divide by 2’
Probability Vocabulary Definition
Probability The likelihood/chance of something
 happening. It is expressed as a
 Finding the centre of
 number between 0 (impossible) and
 1 (certain). enlargement
Mutually Exclusive Events are mutually exclusive if they Expected Outcomes The probability that a football team
 Draw straight lines
 cannot happen at the same time. wins is 0.2 How many games would
 The probabilities of an exhaustive through
 you expect them to win out of 40?
 set of mutually exclusive events corresponding
 adds up to 1. corners of the two 0.2 40 8 
Event An activity you perform that may have shapes.
 several possible outcomes
 The centre of
Outcome A result you get from an event or trial enlargement is the
 point where all the
Trial One attempt of performing an event lines cross over.
Exhaustive Outcomes are exhaustive if they
 cover the entire range of possible
 outcomes.

Yr10 Higher Autumn 2

Parallel lines have gradients that Perpendicular lines have gradients that
are the same. are negative reciprocals of each other.

Yr10 Higher Autumn 2

Solving Equations –
Balance Method Inequalities
Remember: “Always do the
same to both sides”

 12km = 7.5miles

 A rational number is a number
 that can be written as a
 fraction.

 A terminating decimal has a
 finite number of digits.

 A recurring decimal has a digit,
 or block of digits, that repeats.

GCSE Biology (Combined and separates) Topic 3: Organisation

 Section B: Stages of CHD Section C: The heart
 Section A: Key Vocabulary
 development D H
 Vocabulary Definition
 Coronary When the blood vessels of the heart are
 A E
 Heart Disease narrowed by plaque
 Fatty deposits that block the arteries causing
 Plaque
 high blood pressure and heart disease
 Something that increases your chance of getting
 Risk factor F
 an illness or disease
 A disease caused by the uncontrolled growth of
 Cancer
 cells.
 B

2 White blood Part of the immune system they are involved in
 cell phagocytosis and destroying pathogens
 A type of cell that carries oxygen and carbon
 Red blood cell
 dioxide around the body
 Platelets Involved in blood clotting and scab formation G
 A straw coloured liquid that makes up just over
 Plasma C
 half the volume of blood.
 When a mass of cells joins together to form a
 Blood clot
 group.
 Muscular walled tubes that take blood away Section D: Alveoli
 Artery Section E: Benign vs Malignant Tumours
 from the heart
 A tube that circulates deoxygenated blood back
 Vein
 to the heart
 Tiny blood vessels that connect arteries and
 Capillaries
 veins
 Air sacs found in the lungs that facilitate fast
 Alveoli diffusion of gases into and out of the blood
3 stream.

 Benign A type of non‐cancerous tumour

 Malignant Cancerous growths (tumours)

 A balloon that is inserted into the artery, that
 Stents There are two types of tumours. Benign and
 inflates a wire mesh to widen the artery. The alveoli are involved in gas exchange and have three malignant. A biopsy will be performed in order for
 main adaptations. High blood supply, thin diffusion the doctors to identify which type of tumour it is.
 Statins A type of drug used to reduce blood pressure
 pathway and large surface area.

Chemistry: 8 The rate and extent of chemical change - Part 2 11

 Section A: Key Vocabulary Section C Reversible reactions and dynamic equilibrium Section E: Le Chatelier’s principle –higher
Tier 2 Keywords Definition In a reversible reaction, products are made but these can also get turned back into the tier
Counteract To act against something to reduces its reactants you started with. The rates that the reactant and products are being made at French scientist Le Chatelier explained that
 effect can change, so you could end up with more products or more reactants overall at a given reversible reactions try to counteract changes
Tier 3 Keywords Definition time. made to them. “If a system is at equilibrium and a
Gradient The measurement of how steep a line a line change is made to any of the conditions, then the
 is on a graph After time the reaction will reach equilibrium. At equilibrium both reactions are system responds to counteract the change”
Tangent A straight line that touches a curve at a happening (hence dynamic) but they are happening at the same rate, so there is no
 point overall change in the amounts being made and their concentrations remain the same. Knowing what will happen to a reaction when we
Reaction profile A graph that shows the energies of the Products are being changed back into reactants as fast as they are being made! change the conditions, we can shift the position of
 reactants and products at different stages Equilibrium does not means the concentrations are equal however. The position of equilibrium in our favour to make a higher amount
 of the chemical reaction equilibrium can be thought of like a balance, if it is in the middle, the concentrations of products
Dynamic equilibrium The point in a reversible reaction where the would be the same, but if it lies to the right the concentration of products is greater then The Haber process – An example of compromise
 rate of the forwards and backwards the concentration of the reactants. If it lies to the left there is a greater concentration of
 reaction are equal reactants than products.

 Section B: Calculating rate of reaction from graphs –
 As well as the type of reaction, the position of equilibrium depends on the reaction
 higher tier conditions i.e. temperature and concentration of reactants and products (also pressure if
Finding the mean rate gases are involved) Changing
1. Pick two y values on graph and
 Section D: Energy profiles Temperature
subtract the smallest from the
 By increasing temperature the reaction tries to
largest For a reversible reaction one direction will be the exothermic pathway (releasing energy
 decreases the temperature by following the
2. Repeat this for two x values into the surroundings) and the opposite direction will be the endothermic pathway
 backwards endothermic reaction. We want to shift
3. Mean rate (taking energy from the surroundings)
 the equilibrium to the right so a cooler temp is
of reaction = change in y
 better, however enough energy to react is required
 change in x
 so a temperature of 450 OC is selected.
 Changing Pressure
 This only affects an equilibrium involving gases.
Finding the rate for a given point on the graph.
 Increasing pressure causes the reaction to move to
 the side with fewer molecules to reduce the
Here you need to find the gradient The example below shows how the changes in energy from reactants to products occur
 pressure. Decreasing the pressure moves to the
1. Line your ruler up across the of the course of a reaction. If there is more energy in the products than reactants energy
 side with more particles to increase the pressure. A
 graph, so it touches the point has been absorbed from the surroundings cooling them (endothermic) and if the
 high (but safe) pressure here will shift the
you want to fin the gradient of products have less energy some has been lost to the surrounding, warming them
 equilibrium to the right (2 molecule on the rights
2. Adjust the ruler until the (exothermic)
 rather than 3 on the left).
space between the ruler and
 Changing concentration
 the curve is equal on both sides Note the
 Changing concentration of either reactants or
3. Draw the line, extending activation
 products means a new equilibrium has to be set
 across the graph and pick two energy for
 up. Increasing the concentration of reactants will
 easy points to calculate from. each
 shift the equilibrium to the right to make more
 Mean rate of reaction = change in y
 products. Removing products as they are made
 change in x
 also helps to shift the equilibrium to the right.

PHYSICS: Electromagnetic Waves 12

 Section A: Key Vocabulary Section B: EM waves Section E: Dangers of EM Waves
 Electromagnetic waves are transverse waves that Ultraviolet waves, X‐rays and gamma rays can have
Tier 2 Vocabulary Definition transfer energy from the source of the waves to an hazardous effects on human body tissue. The effects
 The total number of waves per absorber. depend on the type of radiation and the size of the dose.
Frequency Electromagnetic waves form a continuous spectrum and
 second. Measured in hertz (Hz) Ultraviolet waves can cause skin to age prematurely and
 A wave in which the vibrations are all types of electromagnetic wave travel at the speed of increase the risk of skin cancer. X‐rays and gamma rays
Transverse wave at right angles to the direction of light through a vacuum (space) or air. are ionising radiation that can cause the mutation of
 energy travel. The speed of light is 300,000,000m/s. genes and cancer.
 The distance from a point on one
Wavelength wave to the equivalent point on Section F: Lenses (Physics only)
 the adjacent wave. Section C: EM Spectrum
 The EM waves are grouped in terms of their wavelength
Tier 3 Vocabulary Definition
 and their frequency. Going from long to short
 An object that absorbs all of the wavelength (or from low to high frequency) the groups
 (infra red) radiation incident on it are: radio, microwave, infrared, visible light (red to
Black body
 (it does not reflect or transmit any violet), ultraviolet, X‐rays and gamma rays.
 radiation)
 Electromagnetic waves are
Electromagnetic transverse waves that transfer
waves energy from the source of the The image produced by a convex lens can be either
 waves to an absorber. real or virtual.
 Distance from the centre of a lens Our eyes only detect visible light and so detect a limited
Focal length
 to its focal point range of electromagnetic waves

Lens Form an image by refracting light
 Section D: Uses of EM Waves
 Electromagnetic waves have many practical applications.
 The ratio of image height to object
 For example:
Magnification height. It has no units as it is a
 • radio waves – television and radio
 ratio
 • microwaves – satellite communications, cooking food The image produced by a concave lens is always
 An image that can be projected on • infrared – electrical heaters, cooking food, infrared
 virtual.
Real image to a screen. Only produced by cameras
 convex lenses. • visible light – fibre optic communications
 An image that appears to have • ultraviolet – energy efficient lamps, sun tanning
 The magnification produced by a lens can be
 come from behind the lens. Can • X‐rays and gamma rays – medical imaging and calculated using the equation:
Virtual image
 be produced by convex and treatments. image height
 magnification =
 concave lenses object height

History – How successful was the League of Nations? 13
 C: League of Nations Key Facts D: How successful was the League in the 1920s?
 A: League of Nations Key Vocabulary Aims of the S – Stop War
 EVIDENCE OF SUCCESS EVIDENCE OF FAILURE
 1921‐25: Upper Silesia: The 1920: Vilna: Vilna had been made
Covenant An agreement; the Covenant of the League League of I – Improve people’s lives
 population accepted the the capital of Lithuania but many
 of Nations set up what the League was and Nations T‐ Trade decision following a Polish people lived there. The Polish
 what members could expect to happen E – Enforce the peace treaties plebiscite to decide to whom army took control of the city. The
 under it. D ‐ Disarmament it should belong. The area League asked them to leave, but
Depression An economic state; when a country has Who joined The League initially had 42 members but there was split between Germany they refused.
 little or no money. the League? were some key countries who were missing: and Poland along voting line. 1923: Corfu: An Italian League
Dictator One ruler who has total power over a 1921: The Aaland Islands: representative was murdered in
 the USA, Russia and Germany
 country. Sweden and Finland fought Greece. In retaliation Italy invaded
 How was 1. Collective Security‐ it was thought that if all
 over these islands. The Corfu (a Greek island). The League
Fascist A right‐wing political group, holding the League countries worked together, and looked after League gave them to Finland. condemned Italy’s actions but Italy
 strongly nationalistic views. intended to each other, then peace could be maintained. This was accepted. went behind the League’s back and
Foreign A politician responsible for a country’s work? 2. The Permanent Court of International 1925: Bulgaria: Greece persuaded powerful countries such
minister relationship with other countries. Justice‐ This was part of the structure of the invaded Bulgaria in as Britain and France to force
Foreign policy The policy a country has about how it deals League and tried to make sure all countries retaliation for a murder. The Greece to apologise pay them
 with other countries. were following the same laws. It tried to settle League told Greece to leave compensation. The League could
Locarno Treaty Agreement signed in 1926, which allowed and they did. not protect the smaller country.
 international arguments as they came up.
 Germany to join the League of Nations. E: Why did the League fail in the 1930s?
 However, their decisions were only advisory.
 The Great During this time, Fascist dictators such as Hitler
Plebiscite When the people of a country, not just 3. Mitigation‐ If countries disagreed they
 Depression and Mussolini took power. They weren’t
 politicians, vote on a matter. would be asked to talk though the problems.
 (after the 1929 interested in collective security and were happy
Unanimous When everyone agrees. 4. Moral Condemnation‐ If countries became to use violence and ignore the League to get
 Wall Street
Veto The right to reject a proposal. aggressive they would be ‘told off’. what they wanted. Other countries were not in
 Crash)
 5. Economic Sanctions‐ Countries would be a position to support the League against them.
 B: How was the League Structured? punished for aggression by members of the This failed because Hitler would only disarm if
 The 1932‐34
The All 42 members met together once a year to League refusing to trade with them. other countries did too. They refused and so
 Disarmament
Assembly vote on matters of international importance. What were STRENGTHS: Most countries were members, Hitler left the conference. He then left the
 Conference
 All decisions had to be unanimous. the the punishments of moral condemnation and League entirely.
The Council This was made up of the four permanent strengths economic sanctions would have been effective The Japan invaded Manchuria (part of China). China
 members; Britain, France, Italy and Japan. Four Manchurian appealed to the League. It told Japan to leave
 and on many countries, all countries involved in
 Crisis, 1931 but the League did not want to fight with Japan
 other countries were also elected to it for a weaknesses the peace treaties recognised the organisation
 and Manchuria was so far away. In the end
 period of time. They met more frequently than of the WEAKNESSES: Some powerful countries were Japan left the League and continued to occupy
 the Assembly and could veto any decision. League? not members which undermined the Manchuria.
The This was the administration of the League. punishment of economic sanctions as trade The Abyssinian Italy invaded Abyssinia but the League failed to
Secretariat They organised any action the League wanted could continue with USA, the League had no Crisis, 1935 protect Abyssinia because a) the Suez Canal
 to take and was made up of experts. army so could not enforce its decisions, wasn’t closed so Italy could continue getting
Special These were groups put together to tackle decisions were slow because of the weapons b) trade sanctions hurt Abyssinia
 more than Italy and c) Britain and France
Commission specific issues such as: Slavery Commission, complicated structure and the fact that they
 plotted secretly promised Italy parts of
 Commission for Refugees, Health Organisation. had to be unanimous.
 Abyssinia which undermined the League.

GCSE Geography: Topic 5 UK’S EVOLVING HUMAN LANDSCAPE
SECTION A: Key Vocabulary Section B: Urban Core vs Rural Periphery
Key Term Definition
 Urban core Rural periphery
Central Business The heart of an urban area, often containing a high percentage of shops and
District (CBD) offices. Population density High and staying high, Low, 1‐100 people per km2
Connectivity How easy it is to travel or connect with other places. over 200 people per
Decentralisation Shift of shopping activity and employment away from the CBD. km2
Deindustrialisation Decreased activity in manufacturing and closure of industries, leading to Age structure Many young adults, Many older people, some single people
 unemployment.
 many single people
Depopulation Decline in the total population of an area.
Deprivation Lack of wealth and services. It usually means low standards of living caused by
 Economic activity Retailing, large shops Farming, fishing, forestry, mining
 low income, poor health and low educational qualifications. Offices and corporate Working from home – IT
 headquarters Tourism
Diversification When a business (e.g. a farm) decides to sell other products or services in Many jobs – shops, Renewable energy
 order to survive or grow.
 offices, factories
Economic core The centre of a country or region economically, where businesses thrive,
 people have opportunities and are relatively wealthy; a highly developed area. Cultural centre – library,
 museum, theatre
Economic periphery The edge of a country or region in terms of economics; a more remote, Settlement Metropolis, Market towns, villages and isolated farms
 difficult area where people tend to be poorer and have fewer opportunities; a
 led well developed area.
 conurbation, city, large Low‐rise buildings
Free trade The free flow of goods and services without the restriction of tariffs.
 town Property generally cheaper
 Mix of low and high‐rise
Foreign Direct Overseas investment in physical capital by transnational corporations. buildings
Investment (FDI)
 Property often more
Globalisation Increased connections between countries. How can the UK government encourage business to locate in rural areas?
 expensive
Gross domestic The total value of goods and services produced by a country in one year.
product (GDP)
Index of Multiple Means of showing how deprived some areas are.
Deprivation (IMD)
Migration Movement of people from one place to another.
Population density The average number of people in a given area, expressed as people per km2.

Population structure The number of each sex in each age group (e.g. 10‐14), usually displayed in a
 population pyramid.
Privatisation The sale of state owned assets to the private sector.
Quality of life A measure of how ‘wealthy’ people are, but measured using criteria such as
 housing, employment and environmental factors, rather than income.

Regeneration Means re‐developing former industrial areas or housing to improve them.

Rural‐urban fringe The area where a town or city meets the countryside.
Transnational Those which operate across more than one country e.g. Apple, Nike, Microsoft
companies (TNCs) etc.

GCSE Geography: Topic 5 UK’S EVOLVING HUMAN LANDSCAPE
Section D: Why is London famous? Section E: How does life vary across London?

 Section F: Challenges and opportunities in Cornwall
 Cornwall challenges Cornwall opportunities
 Many jobs in the tourist industry are seasonal and low paid 4 million tourists visit the country in August alone, providing much
 needed income in the service industry
 Wealthy people from all over the UK buy second homes in Cornwall, The Eden project has created over 700 jobs and supports many other
 pushing up the house prices for locals businesses
 There are no universities in the local area for Farmers are finding new opportunities to diversity (alternative ways to
 make money)
 There is only one major hospital in Truro, this is a long distance from In its first 10 years, the Eden Project was responsible for over £1
 people in the west of Cornwall billion worth of income to the local economy
 Increased use of technology in agriculture decreased the number of With over 400 miles of coastline, Cornwall has an abundance of fresh
 workers needed in rural areas seafood to take advantage of. There are dozens of seafood restaurants
 in Cornwall.

SPANISH – Foundation Tier Theme 2: Travel & Tourism 16

 Section A – Holidays vocabulary Section B – Travel vocabulary Section C – Weather
(no) fumador = (non) smoking a mano derecha/izquierda = on the right‐
 There are a few different verbs to talk about the weather –
el albergue juvenil = youth hostel /left‐hand side
el alojamiento = accommodation a pie = on foot hacer, haber and estar. Some weathers even have their own
Bañarse/nadar = to bathe/swim el aeropuerto = airport verb – nevar and llover. You can use the table below to talk
la cama de matrimonio = double bed la agencia (de viajes) = travel agent’s about the weather in the present and past tenses.
la crema solar = suncream el andén = platform
los deportes acuáticos = water sports Aparcar = to park Verb Weather
Descansar = to rest el asiento = seat Hace = it is sol = sunny
la dirección = management el autocar = coach calor = hot
Disponible/libre = available la autopista = motorway Hizo = It was frío = cold
el equipaje/la maleta = luggage/suitcase el avión = airplane buen/mal tiempo = good/bad
estar de vacaciones = to be on holiday el barco = boat weather
la excursión = trip el billete (de ida/de ida y vuelta) = viento = windy
extranjero = abroad (single/return) ticket fresco = cool
el folleto = leaflet Cambiar = to change
el guía = guide la guía = guidebook Caminar = to walk Hay = it is niebla = foggy
la habitación (doble/individual) = (single/double) room el carnet de conducir = driving licence tormentas = stormy
 Hubo = it was chubascos = showers
Llevar = to take la carretera = highway
la máquina (de fotos) = camera el coche = car Está = it is nublado = cloudy
el mar/la playa = sea/beach Coger = to take despejado = clear
media pensión/pension completa = half/full board Conducir = to drive Estuvo = it was
el papel higiénico = toilet paper la consigna = left luggage office
el parador = state owned hotel (in Spain) el crucero = cruise Nieva = it’s snowing
el parque temático/de atracciones = theme Cruzar = to cross Doblar/torcer = to turn Nevó = it snowed
park/fairground Esperar = to wait Llueva = it’s raining
Pasar = to spend time; to go through; to pass la estación = station Llovió = it rained
la pensión = boarding house el ferrocarril/el tren = railways/train
 Section D – Seqeuncing
Perder = to lose; to miss Llegar = to arrive
la postal/el recuerdo = postcard/souvenir el metro = underground To describe your holiday in detail you should use sequencers
Quedarse/alojarse = to stay la parada = stop to tell the story. Add any infinitive verb (ending in AR, ER, IR)
la recepción = reception el pasajero = passenger to tell your story. You can use these in any topic.
Relajarse = to relax Regresar/volver = to go back/return Antes de (llegar) = before (arriving)
la reserva = reservation el retraso = delay Después de (viajar) = after (travelling
sacar (fotos) = to take photos Tardar = to take time
el saco de dormir = sleeping bag la taquilla = ticket office Section E – Star phrase
la tarjeta = credit card el tranvía = tram
la tienda = tent Viajar = to travel Use al and an infinitive verb to say ‘upon doing something’.
tomar el sol = to sunbathe el viaje = trip E.g. Al llegar al aeropuerto = Upon arriving at the airport.
la vista = view el vuelo = Flight

SPANISH – Higher Tier Theme 2: Travel & Tourism 17

 Section A – Higher vocabulary Section B – Weather Section F – Key questions
el abanico = fan There are a few different verbs to talk about the weather – hacer, haber and Present tense
la aduana = customs
 estar. Some weathers even have their own verb – nevar and llover. You can ¿Adónde vas de vacaciones normalmente? =
la avería = breakdown
averiado = broken down use the table below to talk about the weather in the present and past tenses. Where do you normally go on holiday?
el bonobús = bus pass Verb Weather ¿Con quién vas? = Who do you go with?
broncearse = to get a tan ¿Cuándo vas? = When do you go?
el camion = lorry Hace = it is sol = sunny
 calor = hot ¿Cómo viajas? = How do you travel?
el casco = helmet
 Hizo = It was frío = cold ¿Qué tiempo hace normalmente? What’s the
castellano = Castillian
el cinturón de seguridad = seat belt buen/mal tiempo = good/bad weather weather like normally?
el cruce = crossroads viento = windy Past tense
decepcionar = to disappoint fresco = cool ¿Adónde fuiste de vacaciones el año pasado?
detener(se) = to stop
 Hay = it is niebla = foggy = Where did you go on holiday last year?
DNI = ID card
 tormentas = stormy ¿Dónde te alojaste? = Where did you stay?
hacer transbordo = to change Hubo = it was chubascos = showers ¿Cómo era el hotel? = What was the hotel
la insolación = sunstroke
el motor = engine Está = it is nublado = cloudy like?
la queja = complaint despejado = clear ¿Qué tal lo pasaste? = How was it?
quejarse = to complain Estuvo = it was
 ¿Qué hiciste el último día/la última noche? =
la rueda = wheel Nieva = it’s snowing What did you do on the first day/last night?
la sombrilla = sunshade Nevó = it snowed
 ¿Qué hacías todos los días? = What did you
 Llueva = it’s raining
 Llovió = it rained do everyday?
 Section C – Sequencing
 Future tense
To describe your holiday in detail you
 Section D – Preterite and imperfect tenses ¿Qué vas a hacer durante las vacaciones este
 should use sequencers to tell the
 The preterite tense is used to talk about a single action or one‐off event in the verano? = What are you going to do during
 story. Add any infinitive verb (ending
 past. E.g. Un día, hice una excursión. = One day, I went on a trip. the holidays this year?
 in AR, ER, IR) to tell your story. You
 The imperfect tense is used to talk about something that happened frequently ¿Adónde irás el año que viene? = Where will
 can use these in any topic.
 in the past or a repeated action over a period of time. E.g. Cuando estaba de you go next year?
Antes de (llegar) = before (arriving)
 vacaciones, iba a la playa todos los días. = When I was on holiday, I went to the ¿Si fueras rico/a, adónde te gustaría ir de
Después de (viajar) = after (travelling
 beach every day. vacaionces? = If you were rich, where would
 Section E – Star phrase Using two past tenses in the same sentence is a sure way to really impress an you like to go on holiday?
 Use al and an infinitive verb to say examiner in your writing and speaking. Using both tenses together will help ¿Cómo serían tus vacaciones ideales? = What
‘upon doing something’. E.g. Al llegar you to tell a story. You can use ‘cuando’ meaning ‘when’ to link your story would your ideal holidays be like?
 al aeropuerto = Upon arriving at the together. E.g. Estaba haciendo windsurf, cuando me caí al agua. I was
 airport. windsurfing when I fell in the water.

SPANISH – Foundation Tier Theme 3: Post 16 Education 18

 Section A – Key vocabulary Section C – Future tense Section D – Lo que and lo
a tiempo complete = full time Use the future tense in si clauses. Lo que means ‘what’ and lo when used with an adjective means ‘the…thing’. Use
a tiempo parcial = part time Take the infinitive verb (AR, ER, IR) these instead of the usual ‘me gusta’ style opinions to show off your Spanish
el aprendiz = apprentice and add the following endings. when speaking and writing.
el aprendizaje = apprenticeship, training, Some verbs have irregular stems
learning Lo que más me importa es = what matters to me most is
 which replace the infinitive as seen
calificado = competent, skilled, qualified Lo que más/menos me gusta es = What I like the most/least is
 below.
la Carrera = career; profession Lo que me preocupa es = What worries me is
el comienzo = beginning, start Pronoun Future ending Lo que me interesa es = What interests me is
los conocimientos = knowledge
 yo é Lo bueno/malo es que = the good/bad thing is that
conseguir = to get, to achieve
dejar = to leave Lo preocupante/interesante es que = the worrying/interesting thing is that
 tú ás
esperar = to hope; to expect
la experiencia laboral = work experience él/ella á
tomar un año libre/sabático = to take a gap Section E – Writing frame for talking about future plans
year nosotros emos
útil = useful vosotros eis Voy a buscar un porque me gustan las asignaturas que hago
la academia = academy, school post‐16 (for I’m going trabajo I like the subjects I do
certain careers) ellos/ellas án to to look for a ya que quiero aprobar mis exámenes
el derecho = law (at university) Espero job I want to pass my exams
 Irregular stems:
la formación (profesional) = vocational I hope to encontrar puesto quiero hacer algo diferente/más
 tener – tendr… e.g. tendré = I will
training Me un que práctico
 have
lograr = to achieve gustaría aprendizaje I want to do something
 hacer – har…
la perspectiva = prospects, outlook, future I’d like to look for an dado different/more practical
 haber – habr…
developments Quiero apprentices que necesito ganar dinero/experiencia
 poder – podr…
 Section B – Si clauses I want to hip laboral
 querer – querr…
Si clauses are ‘if’ sentences. Si is followed by He continuar I need to earn money/work
 the present tense and the next clause is in decidido con los experience
 the future tense. I have estudios me interesa mucho estudiar
Si apruebo los exámenes, iré a la Section F – Star phrase decided continue I’m interested in studying
universidad. = If I pass my exams, I will go to to studying necesito un título para mi carrera
 Use a cuando phrase with the dejar el futura
university. subjunctive followed by a future
Si saco buenas notas, continuaré con los insti I need a degree for my future career
 tense verb. E.g. Cuando vaya a la leave
estudios = If I get good grades, I will continue será difícil difficult
studying universidad, estudiaré la historia. = school
 ir a la it will be un reto a challenge
Si encuentro un aprendizaje, dejaré en el When I go to university, I will study va a ser emocionante
instituto = If I find an apprenticeship, I’ll universidad
 history. Cuando sea mayor, seré it’s going to be exciting
leave school go to
 famoso = When I’m older, I will be university lo encontraré divertido fun
Si puedo, me quedaré en el instituto = If I I will find it estupendo amazing
 famous.
can, I will stay at school

SPANISH – Higher Tier Theme 3: Post 16 Education
 Section A – Key vocabulary Section C – Future tense Section D – Lo que and lo
a tiempo complete = full time Use the future tense in si clauses. Lo que means ‘what’ and lo when used with an adjective means ‘the…thing’. Use
a tiempo parcial = part time Take the infinitive verb (AR, ER, IR) these instead of the usual ‘me gusta’ style opinions to show off your Spanish
el aprendiz = apprentice and add the following endings. when speaking and writing.
el aprendizaje = apprenticeship, training, Some verbs have irregular stems
learning Lo que más me importa es = what matters to me most is
 which replace the infinitive as seen
calificado = competent, skilled, qualified below. Lo que más/menos me gusta es = What I like the most/least is
la Carrera = career; profession Lo que me preocupa es = What worries me is
el comienzo = beginning, start Pronoun Future ending Lo que me interesa es = What interests me is
los conocimientos = knowledge
 yo é Lo bueno/malo es que = the good/bad thing is that
conseguir = to get, to achieve
dejar = to leave Lo preocupante/interesante es que = the worrying/interesting thing is that
 tú ás
esperar = to hope; to expect
la experiencia laboral = work experience él/ella á
tomar un año libre/sabático = to take a gap
 nosotros emos Section E –The subjunctive with cuando
year
útil = useful vosotros eis The subjunctive is used with cuando meaning ‘when’ when there is possibility
la academia = academy, school post‐16 (for whether it may or may not happen in the future. The Spanish language is pretty
certain careers) ellos/ellas án pessimistic! Follow the cuando starter with the future tense like in si clauses.
el derecho = law (at university) Irregular stems: E.g. cuando sea mayor = when I’m older, cuando tenga veinte años = when I’m
la formación (profesional) = vocational tener – tendr… e.g. tendré = I will
training twenty years old, cuando vaya a la universidad = when I go to university.
 have
lograr = to achieve In all of these examples you don’t know if they’ll ever materialise... Will you live
 hacer – har…
la perspectiva = prospects, outlook, future haber – habr… that long? Will you pass your exam to get to uni?
developments poder – podr… To create the subjunctive you follow the present tense by taking off the AR, ER
 Section B – Si clauses querer – querr… and IR endings but you swap the endings between AR and ER/IR verbs as follows:
Si clauses are ‘if’ sentences. Si is followed by Some subjunctive verbs are
 the present tense and the next clause is in Section F – Star phrase Pronoun AR ER IR
 irregular and stem‐changing
 the future tense. Use a cuando phrase with the yo e a a verbs also change their stems in
Si apruebo los exámenes, iré a la the subjunctive. Here are some
 subjunctive followed by a future tú es as as
universidad. = If I pass my exams, I will go to common examples in the yo
university. tense verb. E.g. Cuando vaya a la
 él/ella e a a form.
Si saco buenas notas, continuaré con los universidad, estudiaré la historia. = tenga = I have
estudios = If I get good grades, I will continue When I go to university, I will study nosotros emos amos amos sea = I am
studying history. Cuando sea mayor, seré vaya = I go
Si encuentro un aprendizaje, dejaré en el vosotros éis áis áis
 famoso = When I’m older, I will be sepa = I know
instituto = If I find an apprenticeship, I’ll ellos en an an pueda = I can
leave school famous.
 ellas haya = there is
Si puedo, me quedaré en el instituto = If I quiera = I want
can, I will stay at school

FRENCH - Foundation tier Theme 2: Travel & Tourism
 Section A ‐ Vocabulary Section E – Perfect and imperfect tense
Acheter un cadeau = to buy a present The perfect tense tells us what you did at one specific time. The imperfect tense tells us what you were doing over a
aimer mieux = to prefer longer period of time. E.g. J’ai joué = I played. Je jouais = I was playing.
au bord de la mer = at / to the seaside
Bronzer = to sunbathe les États‐Unis = USA Pronoun Perfect – I have done Imperfect – I was doing
à la campagne = in / to the countryside
 Use the verb avoir and a past Take your infinitive verb and take away the ER, IR or RE
les loisirs = free‐time activities
Louer = to hire la nourriture = food
 participle: ending and add the following endings instead:
Partout = everywhere J’ ai Take your infinitive ais Section C – Sequencing
la pêche = fishing la plage = beach verb and take away In your speaking exam you will get more marks
la (planche à) voile = sailing (windsurfing) Tu as ais for being able to tell a mini‐story. To do this you
 the ER, IR or RE
en plein air = outside fatigant(e) = tiring need some sequencers to piece your story
 Il/Elle/On a ending and add the ait
plein de = lots of se reposer = to rest together.
 following endings
le siècle = century en ville = in / to town Nous avons ions après = afterwards d’abord = firstly
la station de ski = ski resort instead:
 d’habitude = usually Enfin = finally, at last
l’auberge de jeunesse = youth hostel Vous avez iez Ensuite = next finalement = finally
Compter = to count (upon) ER – é
 Ils/Elles ont aient plus tard = later Puis = then
Découvrir = to discover Également = also IR – i
 You can also refer to times or frequencies.
Espérer = to hope Essayer = to try RE ‐ u
 le matin = in the morning le soir = in the evening
à l’étranger = abroad Loger = to stay
Goûter = to taste là‐bas = over there Section B – Using prepositions l’après‐midi = in the afternoon
Quelle barbe! = How boring! le rêve = dream Prepositions tell you the position of something. To say you’re chaque jour/tous les jours = every day
le roman = novel ça me plaît = I like it going on holiday ‘to’ a country there are different prepositions to tous les matins = every morning
la colonie de vacances = summer camp
 use. You should use the preposition au for masculine countries and en for feminine Section D – Modes of travel
faire des achats = to do the shopping
le kayak = canoeing, kayaking countries. For plural countries use aux. en avion = by plane
marrant = funny nager = to swim For towns use à. E.g. Je vais à Paris. = en bateau = by boat
 Masc Fem Plural
le petit déjeuner = breakfast la piscine = pool I’m going to Paris. se déplacer = to get around
la piste cyclable = cycle path / lane Je vais Je vais Je suis allé à moto = by motorbike
 To talk about transport most means
s’amuser = to have fun le bâtiment = building au aller en aux États‐ le moyen de transport =
la boucherie/boulangerie= butcher’s/baker’s of transport use ‘en’ to mean ‘by’.
 Canada. France. Unis. means of transport
le bruit = noise cher = expensive I go to I’m going I went to There are some exceptions which use
la charcuterie = delicatessen propre = own ‘à’. E.g. Je voyage en voiture. = I à pied = on foot
 Canada. to go to the USA.
heureusement = fortunately payer = to pay for à vélo = by bike
 France. travel by car. Je vais à pied. = I go on
l’inconvenient = disadvantage seul = only en voiture = by car
 foot. Voyager = to travel
même = even pleuvoir = to rain la
promenade = walk le(la) voisin(e) = neighbour
les sports d’hiver = winter sports Section F – Star phrase
tomber = to fall toujours = always Use ‘j’ai toujours voulu’ to say ‘I have always wanted’ followed by an infinitive. E.g. J’ai toujours voulu visiter la
 20
trop de monde = too many people Tour Eiffel. = I have always wanted to visit the Eiffel Tower.