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

Knowledge Organiser
 Year 11 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 11 Autumn 2 Knowledge Organiser 2020

 Contents Page
Timetable 3 Subject: Astronomy 30

Subject: English 4 Subject: PE 31

Subject: Maths 6 Subject: Sports Science 32

Subject: Biology 8 Subject: Design & Technology 33

Subject: Chemistry 10 Subject: Food & Nutrition 34

Subject: Physics 11 Subject: Engineering 35

Subject: History 13 Subject: Construction 36

Subject: Geography 15 Subject: Computer Science 37

Subject: Spanish 17 Subject: Information Technology 38

Subject: French 21 Subject: Business 39

Subject: RE 25 Subject: Hair & Beauty 40

Subject: Art 27 Subject: Health & Social Care 41

Subject: Music 28 Subject: Media 42

 Subject: Performing Arts 43

 2

Year 11 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 Option A Option B Monday Option A Option B Monday Option A Option B
Tuesday Option C Biology Tuesday Option C Biology Tuesday Option C Biology
Wednesday Chemistry Physics Wednesday Chemistry Physics Wednesday Chemistry Physics
Thursday Maths Maths Thursday Maths Maths Thursday Maths Maths
Friday English English Friday English English Friday English English

 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 Option A Option B Monday Option A Option B
 into your book. Tuesday Option C Biology Tuesday Option C Biology
 Wednesday Chemistry Physics Wednesday Chemistry Physics
 Your teacher will tell you how they would Thursday Maths Maths Thursday Maths Maths
 like you to use your Knowledge Organiser Friday English English Friday English English
 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 Option A Option B Monday Option A Option B
 Your teacher may follow up your Tuesday Option C Biology Tuesday Option C Biology
 Knowledge Organiser work with an online Wednesday Chemistry Physics Wednesday Chemistry Physics
 activity that uses the knowledge you have
 Thursday Maths Maths Thursday Maths Maths
 been studying.
 Friday English English Friday English English

 3

English Language Paper 1 Knowledge Organiser - Reading
Question 1 Language devices and their effects (Q2 and Q4) - Also can be used in Q5 Structural choices and their effects (Q3) - Also
 response can be used in Q5 response
1. Marks: 4 1. Simile – A simile gives the person/thing being described the
 1. Juxtapositions – a deliberate Contrast
2. Time: 4 minutes characteristics of something else. It therefore helps us to see these
 people/things in a new light - in a way we may have never seen them or between ideas to create tension / imagery
3. Focus: Identifying explicit
information in the text. thought about them before allowing the writer to exaggerate or create vivid 2. Dialogue – speech to reveal information
 imagery.
4. Tips: Use quotations or paraphrase about characters

 2. Hyperbole – Exaggerated statement or claims not to be taken literally, 3. Foreshadowing – a hint of what is to happen
Question 2 used specifically for effect in writing: ‘I’ve told you a thousand times!’. later to build dramatic tension
1. Marks: 8 4. Narrative perspectives – the viewpoint of
2. Time: 8 minutes 3. Alliteration –can create a harder or softer mood depending on which the narrator and how this develops and
 sound is being repeated. Plosive /b/ /p/ /t/ /d/ sounds create an abrupt, changes
3. Focus: Analysis of language use and
 sharp, sometimes shocking effect. Sibilant /s/ sounds ( or as in
effects. 'ice'. or ) can create a soft, devious or sinister 5.Shifts or changes in time, topics, Places, tone
4. Tips: Layers of meaning / Think, atmosphere. It can also present a hissing sound. and focus – changes to signpost new events or
feel, imagine / alternative viewpoints ideas to the reader – takes the reader on a
/ answer the Q 4. Metaphor – Making a direct comparison to something than a simile does: journey
 ‘Its eyes fired daggers into my very soul’.
 5. Personification – Giving an object human qualities to make it sound more
Question 3 powerful or in control: ‘The paintings stared at me menacingly as I crept
 Evaluative Vocabulary (Question 4)
 along the hallway’.
1. Marks: 8 Subtle Skilful
2. Time: 8 minutes
 6. Onomatopoeia– can be used to create atmosphere of being surrounded Challenging Striking
3. Focus: Analysis of the overall by the action by engaging the sense of sound. It can bring to life a scene and
structure of text and how it engages create vivid imagery. Crucial Significant
the reader. Pivotal Provocative
 7. Oxymoron – A figure of speech in which opposite words appear next to
4. Tips: How does the focus change each other: ‘Living dead’, ‘Working holiday’. – can make a character seem
from the start to the end of the confused or lost.
extract and why has the writer done Phrases to ensure a sophisticated analysis (Q2 and Q4)
 8. Pathetic Fallacy – Using the weather to reflect to mood of the characters
this? or scene – this creates tone and develops emotion in the writing. 1. This suggests/ implies/ indicates/ demonstrates/
Question 4 portrays/ presents/ highlights/ emphasises/
 9. Rhetorical Question– Can be used to emphasise: Humor—to emphasise develops…
1. Marks: 20 how ridiculous an idea is / Obviousness—to emphasise how obvious an idea
 is (leading the audience to identify with the writers views) / 2. The line/adjectives/noun/verb/phrase/image…
2. Time: 20 minutes Reflectiveness—to allow the reader to reflect on their own response to the 3. It could be argued that/the reader may infer…
3. Focus: Evaluation of effectiveness question.
of text. 4. You get the impression/the reader is positioned to
 10. Repetition– A way that a writer can emphasise the importance of words feel/ the writer causes the reader to consider..
4. Tips: Make sure you only explore or ideas or to highlight the repetitive nature of a certain message.
the focus of the question – re-read it
 4

English Language Paper 1 Knowledge Organiser - Writing 5
 Language features
Descriptive writing Narrative writing Pun A joke exploiting the different possible
 meanings of a word or the fact that there are
Focused creating an image in the reader's mind and Focused on character, setting and plot development with words which sound alike but have different
describing a scene in detail descriptive elements as well as dialogue and action meanings
 Symbol An object or action in a literary work that means
 Structuring a narrative more than itself, that stands for something
 beyond itself.
1. A narrative device often used at the beginning of a work that provides
Exposition necessary background information about the characters. Onomatopoe A word that imitates the sound it represents.
2. Inciting An event that begins the action/plot. ia
Incident
 Euphemism An indirect, less offensive way of saying
3. Rising Events leading up to the climax
Action
 something that is considered unpleasant
4. Climax Most exciting moment of the story; turning point Personificati Personification A figure of speech in which an
 on object or animal is given human feelings,
5. Falling Events after the climax, leading to the resolution
Action thoughts, or attitudes
6. Ends the conflict and leaves reader content Metaphor A comparison of two things without using the
Resolution word like or as.
7. Cliff- A dramatic moment leaving suspense over what is to come
hanger
 simile A comparison of two things using like or as
8. A method of narration in which present action is temporarily interrupted
Flashback so that the reader can witness past events Hyperbole A figure of speech that uses exaggeration to
9. The one Start with a one-sentence paragraph or rhetorical question. Your next express strong emotion, make a point, or evoke
sentence paragraph should then jump back in time. Recount the events leading up humour
opener to this first line.
 Irony Irony A contrast or discrepancy between what is
10. Twist Tell the story in a way that suggests one thing about a character only to
in the tale surprise the reader at the end. stated and what is really meant, or between
 what is expected to happen and what actually
11. Flipped Start with the end - the most dramatic moment (present tense) and then
narrative flashback to the events leading up to it.
 does happen.
12. A tale Tell the incident from one character’s perspective and then tell the Connotation The experience (associations) we bring to a word
of two whole thing again from a completely different point of view.
halves Oxymoron A figure of speech in which apparently
 contradictory terms appear in conjunction
 STRUCTURING A DESCRIPTION Extended When a writer exploits a single metaphor or
 metaphor analogy at length throughout a poem or story.
1. Overview Describe the bigger picture (wide/panoramic) Imperative A command
2. Zoom in Focus on an object and describe it in detail (close up)
 Declarative A statement
3. The senses Sights, sounds, smells, tastes, touch.
 Pathetic A type of personification where emotions are
4. A person Describe a person (or two) in an imaginative way, create personality through the way they move, speak fallacy given to a setting, an object or the weather.
 and react.
 Emotive Language intended to create an emotional
5. Overview Zoom back out, returning to the bigger picture (wide/panoramic) language response.
6. Linking Repeated reference to an object, person or idea throughout. Rhetorical A question asked merely for rhetorical effect
theme question and not requiring an answer

MATHS Year 11 Foundation and Higher Autumn 2 6

 Section A: Key Vocabulary SectionB: Pythagoras knowledge and examples Section C; Trigonometry knowledge and examples
Pythagoras Definition To find a missing side:
 1. Label the sides
Vocabulary
Right angled triangle A triangle in which one angle is a
 right angle
 H
Square number A number that results from
 multiplying an integer by itself O
Square root The inverse of squaring a number

Hypotenuse The longest side in a right angled
 triangle.
 A
 2. Decide which two sides to use
Trigonometry Definition 3. Use SOHCAHTOA to decide which formula triangle to
 use.
Vocabulary 4. Substitute numbers into the formula triangle and
Trigonometry The mathematical study of calculate.
 triangles.

ratio Compares the size of one part to
 another part.

Sine (sin) 
 ℎ 
 To find a missing angle use the same first four steps.
Cosine (cos) 
 ℎ 5. Use the inverse function, either −1 , −1 −1 to
 find the angle.
Tangent (tan)
 
adjacent side The side next to a named angle in a
 right-angled triangle, but not the Exact values:
 hypotenuse.

opposite side The side opposite to a named angle in
 a right-angled triangle, but not the
 hypotenuse.

SOH CAH TOA An acronym for remembering how to
 use trigonometry in right-angled
 triangles.
 S, C and T represent the trigonometric
 functions sin, cos and tan.
 H, A and O represent the sides of the
 triangle.

MATHS Year 11 Higher Only Autumn 2 7

Section A: Trigonometry in non-right-angled triangles Section B: Trigonometric Graphs Section C: Pythagoras in 3D
How should you properly Label the sides using lowercase ℎ ℎ = 
label a triangle? letters (a,b,c). Label the angles using 4 steps to solving problems in
 uppercase letters (A,B,C).
 Angles and sides with the same
 3D:
 letters must be opposite each other.
 1. Identify the right angled
 triangle

 ℎ ℎ = 
The Sine Rule: used to work
out the remaining sides of a
triangle when two angles and
a side are known or when we
 2. Re-draw and label the
are given two sides and a
non-enclosed angle. triangle B

 9cm
The Cosine Rule: -used to find
a side from two sides and the A
included angle.

Or
 ℎ ℎ = 
An angle when given the 3. Work out which formula
length of three sides.

What is the trigonometric to use (add or subtract
formula for the area of a
triangle?
This diagram shows what
 sides)
information is needed.
 4. Calculate to 3 sig figs

GCSE Biology (Combined and separates) Topic 5: The endocrine
 system
 Section A: Key Vocabulary Section B: Negative Feedback Section C: The endocrine system
 Vocabulary Definition
 The way in which the body balances its
 Homeostasis internal environment, controlled by the
 hypothalamus
1 Negative feedback
 A mechanism where a change reverses
 the original change back to normal
 A chemical messenger that travels
 Hormone
 around the blood to a target organ
 A type of sugar used by the body to
 Glucose
 release energy
 Organ that releases hormones to
 Pancreas
 regulate glucose levels
 Target organ of hormones released by
 Liver the pancreas which can store and release
2 excess glucose
 Hormone that lowers blood glucose
 Insulin
 levels
 Glycogen Stored form of glucose in the liver
 Section D: Glucose regulation
 Hormone that increases blood glucose
 Glucagon (HT only) Section E: The menstrual cycle
 levels
 A condition where blood sugar levels are
 Diabetes
 not controlled
 Pancreas doesn’t produce any insulin.
 Type I Injections are taken to manage this type
3 of diabetes.
 Insulin is not recognised by the cells in
 Type II the body. Exercise and a controlled diet
 manages this type of diabetes.
 Produced by the developing follicle (egg
 Oestrogen
 cell) and helps thicken the uterus lining
 Produced by the corpus luteum
 Progesterone (ruptured egg follicle) and helps to
4 maintain the uterus lining
 Follicle Stimulating Released by the pituitary gland and
 Hormone (FSH) causes the follicle to mature and develop
 Luteinising Released by the pituitary gland and
 Hormone (LH) stimulates the process of ovulation

GCSE Biology (Separates only) Topic 5: The endocrine
 system and plant hormones
 Section A: Key Vocabulary Section B: Thermoregulation
 Vocabulary Definition
 Thermoregulation Control of body temperature
 Vasoconstriction Blood vessels reduce in size in response to being too cold

 Vasodilation Blood vessels increase in size in response to being too hot

 Osmoregulation Control of water content in the body
1 A tubule found inside the kidney which is responsible for
 Nephron cleaning the blood and removing urea and excess water
 and mineral ions
 Anti-diuretic Hormone released by the pituitary gland to act on the
 hormone (ADH) kidneys and help absorb water when needed
 Dialysis A method of cleaning the blood when the kidneys fail
 A growth movement in response to a stimulus (positive = Section D: Osmoregulation
 Tropism
 towards and negative = away)
 The diagram shows what
 Phototropism Growth movement in response to light
 happens when there is too
2 Hydrotropism Growth movement in response to water
 little water in the blood.
 Geo/Gravitropism Growth movement in response to gravity
 Urine is concentrated. The
 A plant hormone made at the tips and roots of plants and
 Auxin opposite is true when
 is responsible for controlling the direction of growth
 there is too much
 Section C: The kidneys water in the blood, the
 pituitary gland stops releasing
 Step 1: Filtration ADH into the blood and less
 Blood passes through the kidney under water is reabsorbed into the
 high pressure. Small molecules such as body resulting in more water
 glucose, water, urea and ions are In the urine which is more
 filtered out whilst large molecules such diluted.
 as proteins can not fit through.
 Step 2: Selective reabsorption Section E: Action of auxin
 Useful molecules (glucose, essential Auxin controls the growth of plants by
 water and ions) are reabsorbed back promoting cell division and causing
 Elongation (cells get longer).
 into the blood
 In a stem, auxin moves by diffusion to the
 Step 3: Formation of urine shaded side which causes the cells on that
 Any molecules that aren’t absorbed side to grow longer and therefore it grows
 (urea, excess water and ions) pass towards the light. Auxin has the opposite
 along the nephron and form the urine. effect on root cells, the shaded side contains
 It is then stored in the bladder. more auxin and grows less causing the
 root to grow away from light.

Quantitative Chemistry 2 10

 Section A: Key Vocabulary
 Section B: Titrations and calculations Section C: Percentage yield and atom economy
Tier 2 Definition
Atom The smallest part of an element Titrations • The yield of a chemical reaction describes how much
State symbol (l) For liquid, (g) for gas , (s) for solid product is made.
 and (aq) for a solution , used in • Titration is used to measure accurately how much • The percentage yield of a chemical reaction tells us
 symbol equations. alkali is needed to react completely with a known how much product is made compared with the
Atomic mass Mass of an atom in grams.
 amount of acid (or vice versa). maximum amount that could be made (100%).
Mass number Mass of the protons and neutrons in
 • The point at which an acid-base reaction is complete • Factors affecting the yield of a chemical reaction
 an atom, added together in grams
 is called the end point of the titration. include product being left behind in the apparatus
Proton The number of protons in an atom,
 • A suitable indicator should be chosen to the end and difficulty separating the products from the
number which is also the same as the
 point of an acid-base titration. reaction mixture.
 number of electrons in an atom.
 • Strong acid + strong alkali any indicator • It is important to maximise atom economy to
Balanced An equation where the number and
equation type of atoms are the same for both
 • Weak acid + Strong alkali use phenolthalein conserve resources and reduce pollution.
 the reactants and products. • Strong acid + Weak alkali use methyl orange.
Molecular A formula that shows the total Section D: Concentration and volumes of gases
formula number of the different kinds of Calculations
 atoms in a molecule. Volumes of gases
Tier 3 Definition • Number of moles = concentration x volume • Equal amounts in moles of gases occupy the same
 • Concentration units - mol/dm3 volume under the same conditions of temperature
Titration A method for measuring the amount • Volume units - dm3 and pressure.
 of substance in a solution.
 • Moles = Mass of substance(g)/ RFM • The volume of one mole of any gas at room
Percentage The percentage of product formed in
 a chemical reaction compared with temperature and pressure (200 C and 1 atmosphere
yield
 the maximum possible amount of • E.g What mass of H2SO4 is there in 250cm3 of 1 pressure ) is 24 dm3
 product that could be formed. mol/dm3 suluric acid (H2SO4)? • The volume of gaseous reactants and products can
Atom The efficiency of a chemical reaction be calculated from the balanced equation for the
economy in terms of all of the atoms involved. • Answer: In 1 dm3 there would be 1 mole of H2SO4 so reaction.
Pipette Used to deliver a set volume of 98g
 liquid accurately. • In 1000cm3 there would be 98g H2SO4 Calculating the concentration
 • So in 1cm3 there would be 98/1000g • Concentration = number of moles/ volume (dm3)
Burette Used to deliver a variable volume of
 • So in 250cm3 =98 x250/1000 • Units: mol/dm3 Or
 liquid accurately.
 • = 24.5 g H2SO4 • Concentration = mass of substance/ volume (dm3)
Moles The relative formula mass of a • There is 24.5g of H2SO4 in 250cm3 of 1 mol/dm3 of • Units: grams/dm3
 substance in grams.
 sulfuric acid.

GCSE Physics (Combined and Separate) Topic 4: Atomic Structure 11

 Section A: Key Vocabulary Section C: Decay equations Section D: Half life
Tier 3 Vocabulary Definition

 When radioactive isotopes
Radioactive
 decay by a random process,
Decay
 releasing ionising radiation
 Highly ionising, helium nuclei,
Alpha Radiation positively charged, stopped by
 paper
 Quite ionising and penetrating, Section E: Safety
 high speed electron, negatively
Beta Radiation Ionising radiation can enter living cells and ionise atoms. This can damage the
 charged, stopped by thin sheet
 cells and cause cancer.
 of aluminium
 To reduce the risks, the following safety measures can be taken:
 Most penetrating, E-M wave
Gamma • Irradiation: keep sources in a lead lined box and stand behind barriers
 which is reduced by very thick
Radiation • Contamination: Use gloves/ tongs to handles sources. Industrial workers
 lead
 When radiation is inside or on will wear protective suits and breathing apparatus.
Contamination something so that it becomes Section F: Properties
 radioactive.
 Alpha Beta Gamma
 Exposing an object to radiation.
Irradiation Suitable precautions can be Helium nucleus
 Electromagnetic
 taken to protect yourself Nature Two protons and High speed Electron
 wave
 The time taken for the number two neutrons
Half Life of radioactive nuclei in an Relative Charge +2 -1 0
 isotope to halve.
 Section B Relative Mass 4 1/1800 (Tiny) 0

 Distance travelled A few cm Up to 1m Infinite

 Speed Slow Faster than Alpha Speed of light

 Ionising effect Strong Weak Very weak

 When the source is When outside the When outside the
 Most dangerous
 inside the body body body

GCSE Physics- Separate only Topic 4: Atomic Structure 12

 Section A: Key Vocabulary Section B : Chain Reactions
Tier 3 Definition A neutron is absorbed by a large unstable
Vocabulary nucleus. This causes it to release energy and
 split into 2 smaller nuclei and 2/3 neutrons.
Background Low level radiation that is around us at
radiation all times, it comes from sources such The released neutrons hit other unstable
 as food, cosmic rays, rocks, human nuclei causing them to split and so on, this is
 activity and building materials. called a chain reaction.

 Radiation dose is measured in Sieverts In a nuclear reactor control rods are used to
 (Sv). 1 Sv = 1000 mSv (mili-Sieverts). absorb neutrons which allows the amount of
 energy released to be controlled. In a
 nuclear bomb the chain reaction is
Nuclear The splitting of a large, unstable uncontrolled resulting in a massive release of
fission nucleus resulting in a large amount of energy (explosion).
 energy released as well as neutrons
 and gamma rays.
 Section C: Uses
Nuclear The fusion of two small nuclei which Medical Radioactive isotopes are injected into the body. The progress
fusion releases a very large amount of tracers around the body of these isotopes can be tracked using a detector
 energy (more than fission). outside the body in order to explore internal organs. Gamma
 sources are used as they penetrate through the skin and do not
 cause much ionisation of cells. The radioactive isotope used
 should have a short half-life so that the patient does not remain
 radioactive for a long time following the procedure.

 Radiotherapy Gamma radiation can be directed at cancerous cells in order to kill
 them. Dosage must be ionising enough to kill cancerous cells
 without damaging too many healthy cells.

 Radioactive Beta emitters can be implanted into or next to tumours in order to
 implants continually irradiate the tumour. The beta particle should have a
 long enough half life to keep emitting radiation until the implant is
 removed.

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 the German People?
How did the Nazis policy affect Women? How did Hitler control the Young?
 Hitler Youth Established in 1922 for boys. Taught Nazi ideas and beliefs and military skills e.g Knife skills, shooting and
Increase the Contraception and abortion banned fitness. Long marches and attended camps. Prepared for future as soldiers. 1933 Hitler banned all other youth
Birth Rate Mother Cross Medal awarded to mothers who had clubs. In 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 Curriculum changed to focus on Nazi ideas. Race Studies introduced. Other subjects altered to brainwash
 School
 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.
 Special schools were set up to develop future leaders of the Nazi regime
 SUCCESS: Birth rate increased by about 500,000 a
 year by 1939
Reduce Women were discouraged from getting a job. How did the Nazis control the Workers?
Unemployment Women who had worked as doctors, teachers and
 lawyers were sacked. Created Army increased
 PARTIAL SUCCESS: Removing women from the jobs Weapons production created jobs
 workplace did create jobs for unemployed men Public Work Schemes – Schools,
 however, when war broke out and men joined the hospitals and roads were built.
 army the government need women back in the
 Women were sacked from jobs.
 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
 Women were banned from smoking or wearing conditions
Introduce 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
 Political Opponents work
 movements and promoted cooking, childcare and 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
 not rise. Workers could not quit
 Nov Jewish Children banned from schools from Nazi
 policies? without the government’s permission.
 1938 Kristallnacht – Jewish businesses and synagogues
 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.

GCSE GEOGRAPHY - Topic 8: Forests Under Threat
 SECTION B1: PLANT AND ANIMAL ADAPTATIONS RAINFOREST
 SECTION A: KEY TERMS
Acid precipitation Also called acid rain. When industrial air pollution causes water vapour in the Due to the abundance of plant life in rainforests,
 atmosphere to become acidic and fall as acid precipitation. animal life thrives.
 The animals have adapted in many ways:
Arable The farming of crops like wheat and barley.
 · As plants flower and produce fruits at different
Biofuel Is made from plant oils and waste materials and can be used to power diesel vehicles
 times of year, animals (specifically monkeys) have
 and generate electricity. adapted to travel through the canopy.
Biomass The mass (weight) of all the living things in an ecosystem. They have gripping hands and feet, long
Boreal A type of forest found in high northern latitudes, also called taiga. prehensile tails for balance and coloured vision to
Canopy The continuous layer of tall trees which shades the forest floor. identify if fruits are ripe.
Carbon sinks Natural stores for carbon-containing chemical compounds, like carbon dioxide or · Birds have also evolved such as eagles, these
 methane. have powerful legs and clawed talons that can
CITES Convention on International Trade in Endangered Species of Wild Fauna and Flora. grab monkeys from the canopy.
Commercial Farming in which crops are grown for sale. · Some animals like chameleons’ camouflage to
 avoid being eaten.
agriculture
Coniferous Having needle instead of leaves: most coniferous trees have cones and are evergreen.
Conservation Means protecting threatened biomes e.g. setting up national parks or banning trade in SECTION B2: PLANT AND ANIMAL
 endangered species. ADAPTATIONS TAIGA
Deciduous Having leaves that fall off in the autumn and grow again in spring.
Deforestation The deliberate cutting down of forests to exploit forest resources (timber, land or Animal adaptations
 minerals). Due to seasonality in terms of the climate there is also
Direct threat When there is a direct cause between one thing happening and damage being caused seasonality with animal life. During the summer months
 to something else. the taiga has a large amount of animal populations, this
Emergent Very high trees that grow another ten metres or more above the tropical rainforest drops dramatically in winter.
 canopy. The Canadian taiga has over 300 bird species in the
Equatorial climate The constantly hot and wet climate of regions near the Equator. summer however, only 30 stay during the winter as
Food web A complex network of overlapping food chains that connect plants and animals in many migrate south. They migrate to the taiga in winter
 biomes. due to a lot of insects. The animals that stay in the taiga
Fossil fuels A natural fuel found underground, buried within sedimentary rock in the form of coal, all year round are specially adapted to live there. They
 generally have thick fur coats for insulation, smaller
 oil or natural gas.
 ears, noses and short tails to reduce the chance of frost
Hydro-electric The use of fast flowing water to turn turbines which produce electricity.
 bite. Many animals also hibernate during the winter
power (HEP)
 months; they build up a large layer of fat during the
Indirect threat When there is not a direct cause between one thing happening and another thing being summer months so they can go into a sleep-like state.
 damaged. Some animals develop a white coat during winter
Invasive species (or alien species) Is a plant, animal or disease introduced from one area to another months to camouflage better.
 which causes ecosystem damage.
Leaching When minerals are washed downwards through the soil by rainwater.
Net primary A measure of how much new plant and animal growth is added to a biome each year.
productivity (NPP)
Nutrient Mineral or chemical that plants and animals need to grow.
Nutrient cycle Nutrients move between the biomass, litter and soil as part of a continuous cycle which
 keeps both plants and soil healthy.
REDD Reducing Emissions from Deforestation and Forest Degradation.
Subsistence Where farmers grow food to feed their families, rather than to sell.
farming
Sustainable When trees are cut down for timber and they are replaced by new trees, ideally with
forestry species that are naturally part of that ecosystem rather than non-native species.
Sustainable Planning ahead and controlling development for a long future.
management

GCSE GEOGRAPHY - Topic 8: Forests Under Threat
 SECTION E1: MANAGEMENT OF THE TROPICAL RAINFOREST
 SECTION D1: THREATS TO THE RAINFOREST SECTION D2: THREATS TO THE TAIGA
 Global Actions
Deforestation happens as the forest is converted into farmland. Trees Commercial development is a direct threat to the taiga CITES (Convention on International Trade in Endangered Species
are cut down either to sell as timber, provide space for open-cast mining environment. This happens when an area has valuable resources of wild fauna and flora) and REDD (Reducing Emissions from
and HEP schemes. Deforestation, logging and mining are direct threats that can be sold to make money. The threats to the taiga can be Deforestation and forest Degradation) are international
to the rainforest. classed as direct or indirect. Direct threats include logging as it organisations that have made agreements to protect the tropical
Deforestation causes removes trees that are a key biotic component of the ecosystem. rainforest. Countries sign up to these agreements and receive
 aid and assistance.
 An indirect threat is mining, HEP and oil and gas extraction as they  CITES - The main aim is to prevent the trade of
 damage the taiga due to their side effects such as flooding, endangered animal and plant species across the world.
 pollution and oil spills. Especially if it threatens the rainforests biodiversity. There
 • Deforestation is high is the taiga environment due to the are currently 35,000 species listed under CITES protection.
 softwood available.. Russia has a huge deforestation issue as There are different levels of protection. Countries have to
 huge amounts of forests are being cleared (average 12 million agree to monitor trade across their borders and punish
 hectares a year in 2014). As much as half of the logging is illegal. people importing or exporting products from endangered
 Commercial agriculture—this is when crops are grown to sell at a This is a huge threat to the taiga as the plants that are logged are species if they sign up to CITES.
 profit. This is the main cause of deforestation in the tropical not replanted. In Canada the government controls logging and  REDD—The is a UN (United Nations) scheme that advises
 rainforest (75% deforestation in Brazil is for cattle farming). In ensures that any trees felled are replanted. governments on how they can reduce deforestation and
 recent years the rainforest has been cleared to grow sugarcane to • Oil and gas extraction is another threat to the taiga in Russia as promote afforestation. Remote sensing is used to monitor
 export. are in high demand as they are biofuels. 20% of the world’s oil and gas reserves are found here. deforestation rates. It receives funds from sources such as
 Subsistence agriculture– this is when people farm to feed their Greenpeace an NGO (Non-governmental organisation) that the World Bank to help with the schemes it promotes.
 families. A small plot of trees is felled and burnt so crops can be campaigns environmental issues states that Russia’s oil industry
 planted. Leaching is a big problem because of this as the nutrients spills 5 million barrels (795 million litres) of oil each year through
 in the soils are washed away during any precipitation. Poorer accidents and leaks. Due to the poor drainage systems in the SECTION E2: MANAGEMENT OF THE TAIGA
 farmers resort to ‘slash and burn’ as no money is needed to clear taiga environment the oil is not easily washed away and as well
 the land which creates a lot of pollution. As the population is as this decomposition occurs very slowly therefore the oil
 • Sustainable Forestry—This is when trees are cut down and
 growing more and more land is being cleared for families and remains in the ecosystem for a long time this can kill the roots of
 are replanted with native taiga species. The whole forest area
 plots are having to be used straight away. the trees.
 is carefully managed so that the biodiversity is not lost. Forest
• Commercial hardwood logging—many countries are participating in • Acid precipitation—This occurs when fossil fuels are burnt in
 corridors are created to allow species migration and the areas
 commercial logging to earn money to pay off interest on industries, chemicals such as sulphur dioxide are created and are
 are preserved. Sustainable management is expensive and
 international debts. Chinese buyers will pay high prices for hardwood released into the atmosphere (Volcanoes also do this). When
 requires long-term planning. This is usually only possible for
 timber such as rosewood. Poverty is another reason why logging is this reacts with water and oxygen it forms an acid which can
 large companies or when international organisations provide
 high in tropical rainforests. Logging companies pay very well so locals form acid precipitation. The most damage that is caused is when
 funding.
 take the jobs even though is illegal. the acid gets into the soils, lakes and ponds. Acidic water kills
 • Conflicting views—Many different groups of people have an
• Mining—valuable minerals can be found underneath the tropical insects and their eggs, this means there is less food available for
 interest in how the taiga is used.
 rainforest so open-cast mines are created to extract the minerals. migrating birds.
 • Forestry — Countries like Canada have strict controls on
 This means huge areas of forests are lost for the mines and roads • Forest Fires— Natural causes of forest fires are lightning strikes.
 logging and timber can only be used sustainably. However in
 created. Fuelwood—The indigenous people of the rainforest use the Most fires are caused by humans such as hunters lighting camp
 some countries like Russia are unsustainable when it comes
 trees as fuelwood. fires and gas flares in oil fields. The taiga is adapted to forest
 to forestry.
 fires as the ash left after a fire is nutrient rich which plant
Climate change • Mining and Energy production– Without mining and energy
 species benefit from. The problem is naturally the forest is
Climate change is an indirect threat to the rainforest meaning there is production Russia and Canada would be very poor, for
 adapted to fires every 80-100 years, however they have become
no direct cause between one thing and another. example 380,000 Canadians work in the mining industry.
 much more frequent as global temperatures have increased and
The Earth’s atmospheric temperature is increasing which is affecting • Indigenous people—They want to maintain aspects of their
 saplings are burnt before they can replace the old trees.
the atmospheric circulation systems that bring wet seasons to the traditional uses of taiga resources, such as hunting.
 • Pests and diseases– The taiga has mould and fungus species
equatorial climate. The warmer temperatures mean that the rain belt • Recreation and tourism—In North America and in Russia they
 that damage the needles, trunks and roots of conifer trees.
moves polewards and the rainforest receives less rainfall. This means go to the taiga environment to relax as well as this
 Insects also eat the pine cones, young leaves and the saplings.
the rainforest may suffer with drought conditions and many areas will international tourism also brings visitors and money to the
 For, example the silkworm which spread into eastern Siberia
become seasonal tropical forests. Temperatures in the tropical local economies.
 from Mongolia in the early 2000s killed many plants it didn't
rainforest are similar all year round and many species will not be able • Consumers of taiga products—Most of the paper we use
 help that the area was also suffering from forest fires and
to adapt to any change in temperature or lack of rainfall. comes from the taiga environment. Although most countries
 droughts
 now recycle the paper.

SPANISH – Foundation Tier Theme 1: Technology
 Section A – Key vocabulary Section C – Perfect tense Section D – Por and para
accede = to access Use the perfect tense to say you have Por and para often get confused by people learning Spanish as in English we tend
el archive = file done something. Use the verb haber
arroba = @ to use the word ‘for’ for both when translating.
 followed by a past participle as
borrar = to erase follows: POR PARA
el buzón = mail box
cargar = load Pronoun Haber Past per – Mando veinte mensajes por for someone – He comprado un móvil
colgar = to put (photos on social media participle día = I sent 20 messages per day para mi hija = I have bought a mobile
el correo basura = spam for my daughter
 yo he Take the
el correo electrónico = email
 infinitive in exchange for – He cambiado el in order to – Uso internet para hacer
crear = to create tú has verb and ordenador por una tableta = I have los deberes = I use the internet for
descargar = to download
 él/ella ha take off changed the computer for a tablet doing my homework
el disco duro = hard drive
 the ending.
enviar = to send nosotros hemos with morning, afternoon, night = Section E – Present continuous
 Add the
funcionar = to work Envío textos por la noche = I send Use the present continuous to say that
 vosotros habéis following
grabar = to record texts at night
 endings. you are currently doing something.
guarder = to save
 ellos/ellas han AR – ado Section F – Using the internet You need the verb ESTAR in the
hablar = to speak
 ER/IR – ido
mandar = to send Descargo música = I download music present tense followed by the gerund
el mensaje (de texto) = text (message) E.g. He mandado un correo Mando correos electrónicos = I send (ing) as follows:
el muro = wall electrónico. = I have sent an email. emails
navegar = to surf Hemos decidido hablar por móvil. = We Envío mensajes de texto = I sent texts Pronoun ESTAR Gerund
el ordenador = computer have decided to talk on the phone. Leo un periódico digital = I read a
la pantalla = screen newspaper online yo está Take the
periódico (digital) = (digital) newspaper Section B – Más and menos Chateo cen una sala de chat = I chat in a infinitive
el portátil (ordenador) = laptop chat room tú estás verb and
 You can compare two things using
publicar = to publish más and menos que. To form a Hago mis deberes = I do my homework él/ella está take off
el punto = dot, full stop Subo fotos en redes sociales = I upload the
 comparison follow this structure: nosotros estamos
puntocom = .com photos on social networks ending.
el ratón = mouse First thing + es/son + más/menos + Add the
 Section G – Star phrase vosotros estáis
recibir = to receive adjective + que + second thing. following
la red = network Remember that the adjective must Use these sentence starters to cheat ellos/ellas están endings.
la red social = social network agree with the gender and quantity with your tenses! Add an infinitive to AR – ando
la revista (digital) = (digital) magazine each starter to continue your sentence. ER/IR –
 of the first noun.
el riesgo = risk iendo
la sala de chat = chat room E.g. Los discos son menos caros que los Suelo = I tend to
el teclado = keyboard DVDs. = CDs are less expensive than Solía = I used to E.g. Estoy hablando = I am talking.
el videojuego = video game DVDs. Acabo de = I have just Están viendo la televisión = they are
 Quiero = I want to watching the TV 17

SPANISH – Higher Tier Theme 1: Technology
 Section A – Key vocabulary Section C – Perfect tense Section D – Present continuous Section E – Verbs with prepositions
accede = to access Use the perfect tense to say you have Use the present continuous to say that you Some verbs in Spanish have to be
el archive = file done something. Use the verb haber are currently doing something. You need followed by a preposition. Here are
arroba = @ followed by a past participle as
borrar = to erase the verb ESTAR in the present tense the most common:
 follows:
el buzón = mail box followed by the gerund (ing) as follows: empezar a = to start to
cargar = load Pronoun Haber Past ayudar a = to help to
colgar = to put (photos on social media participle Pronoun ESTAR Gerund
 atreverse a = to dare to
el correo basura = spam yo he Take the acabar de = to have just done
el correo electrónico = email yo está Take the
 infinitive tratar de = to try to
crear = to create tú has infinitive
 verb and tú estás
descargar = to download verb and dejar de = to stop doing something
 él/ella ha take off
el disco duro = hard drive él/ella está take off the insistir en = to insist on
 the ending.
enviar = to send nosotros hemos ending.
 Add the nosotros estamos consistir en = to consist of
funcionar = to work Add the
 vosotros habéis following soñar con = to dream of/about
grabar = to record vosotros estáis following
 endings. E.g. Skype me ayuda a comunicarme
guarder = to save endings.
 ellos/ellas han AR – ado
hablar = to speak ellos/ellas están AR – ando con mis parientes que viven al
 ER/IR – ido
mandar = to send ER/IR – extranjero. = Skype helps me to
el mensaje (de texto) = text (message) iendo communicate with my relatives who
 E.g. He mandado un correo
el muro = wall electrónico. = I have sent an email. E.g. Estoy hablando = I am talking. Están live abroad.
navegar = to surf Hemos decidido hablar por móvil. = We viendo la televisión = they are watching the Sueño con comprar un iPad = I dream
el ordenador = computer have decided to talk on the phone.
la pantalla = screen TV about buying an iPad.
periódico (digital) = (digital) newspaper Section B – Higher vocabulary Section G – Star Section F – Cuyo
el portátil (ordenador) = laptop adjuntar = to attach phrase Cuyo means ‘whose’. It has to agree with the noun that comes
publicar = to publish el buscador = search engine Use these sentence after it. The ending changes depending on the gender and the
el punto = dot, full stop la contraseña = password starters to cheat
puntocom = .com desactivar = to block (screen) quantity of the thing that comes after it: cuyo/a/s
 with your tenses! E.g. Mi hermano, cuyo móvil tiene muchas apps… = My brother,
el ratón = mouse el guión = hyphen
recibir = to receive la guión bajo = underscore Add an infinitive to whose mobile has many apps… (mobile is masc)
la red = network la herramienta = tool each starter to Mi amiga, cuya madre no le permite salir al parque… = My friend,
la red social = social network inalámbrico = wireless continue your whose mum doesn’t allow her to go out to the park… (mum is fem)
la revista (digital) = (digital) magazine el internauta = Internet user sentence. Mi padre, cuyos correos electrónicos desaparecieron… = My dad,
el riesgo = risk el marcador = bookmark Suelo = I tend to whose emails disappeared… (emails are masc pl)
la sala de chat = chat room el navegador = browser
el teclado = keyboard la portada = homepage Solía = I used to Me gustan esas tabletas cuyas pantallas son pequeñas = I like
el videojuego = video game el reproductor = widget Acabo de = I have those tablets whose screens are small (screens are fem pl)
 el servidor de seguridad = firewall just 18
 el usuario = user Quiero = I want to

SPANISH – Foundation Tier Theme 3: Careers

 Section A – Key vocabulary Section B – Jobs vocab Section C – Quisiera Section D – Using a variety of tenses
la carta = letter In Spanish you don’t need to use the Use a range of tenses to achieve your target grade.
la cita = appointment article when describing your job as Quisiera is another way of saying
 me gustaría which both mean ‘I Using the past, present and future tenses accurately
el comercio = commerce, trade they are seen as adjectives. You must
el contrato = contract make the job agree with the person would like’. Follow both sentence will help you to achieve a grade 4. Here is the verb
el correo = post you are describing depending on their starters with an infinitive verb. ‘trabajar’ in a variety of tenses with the pronoun ‘I’ to
el ejecutivo = executive, officer gender. Often this means changing the E.g. Quisiera trabajar como use during this topic.
el empleado = employee ‘o’ to an ‘a’ or adding an ‘a’ when the Solía trabajar/trabajaba = I used to work
 azafata. = I’d like to work as an air
el empleo = job, employment job ends in a consonant. See ‘cajero’ Trabajé = I worked
la empresa = company below as an example. hostess.
Encontrar = to find E.g. Soy profesor. = I’m a teacher. NOT There are some other ways of He trabajado = I have worked
la entrevista = interview Soy un profesor. expressing want and desire. Había trabajado = I had worked
estar en paro = to be el ama de casa (f) = housewife These are all followed by the Trabajo = I work
unemployed el bombero = firefighter Suelo trabajar = I tend to work
 infinitive.
Ganar = to earn el cajero/la cajera = bank-teller, cashier Voy a trabajar = I’m going to work
las horas de trabajo flexibles = el camarero = waiter Quiero = I want
 Tengo la intención de = I intend Trabajaré = I will work
flexitime el carnicero = butcher
el jefe = boss el cocinero = cook Sueño con = I dream about/of Trabajaría = I would work
Laboral = working el comerciante = merchant Deseo = I wish Habré trabajado = I will have worked
la línea = line el dependiente = shop assistant Habría trabajado = I would have worked
 Espero = I hope
la llamada = call el electricista = electrician
llamar por teléfono = to phone el enfermero = nurse Section E – Key questions
llegar a ser = to become el escritor = writer ¿Qué trabajo te gustaría hacer? = What job would you like to do?
el objetivo = aim, objective el hombre de negocios = businessman
 ¿En qué trabajas?/¿Trabajas a tiempo parcial?= What do you work as?/Do you work part-
Obtener = to get, to obtain el ingeniero = engineer
Parado = unemployed (civil/mechanical) time?
el paro = unemployment el jardinero = gardener ¿Por qué le interesa el trabajo? = Why does the job interest you?
el periodismo = journalism el militar = serviceman, soldier ¿Cree que tiene la personalidad para el trabajo? = Do you think you have the personal
Pronto = ready el obrero = workman qualitites for the job?
el sello = stamp el panadero = baker
 ¿Se lleva bien con la gente? = Do you get on well with people?
el sobre = envelope el peluquero = hairdresser
el teletrabajo = work from el periodista = journalist ¿Cuál es su experiencia laboral? = What work experience do you have?
home el pintor = painter, artist ¿Cuándo puede empezar a trabajar? = When can you start work?
el título = university degree el policía = police officer
el trabajador = worker el soldado = soldier Section F – Star phrase
Trabajar = to work el traductor = translator Use the conjunction ‘para que’ with the subjunctive verb ‘pueda’ to say ‘so
Triunfar = to triumph, to el veterinario = veterinary surgeon that I can’.
succeed E.g. Voy a estudiar mucho para que pueda ser contable. = I’m going to study 19
 lots so that I can be an accountant.

SPANISH – Higher Tier Theme 3: Careers
 Section A – Key vocabulary Section D – Quisiera Section E – Using a variety of tenses
la carta = letter Section B – Jobs vocab Use a range of tenses to achieve your target grade.
 Quisiera is another way of saying
la cita = appointment In Spanish you don’t need to use the article Using the past, present and future tenses
el comercio = commerce, when describing your job as they are seen as me gustaría which both mean ‘I
 would like’. Follow both sentence accurately will help you to achieve a grade 4. Here
trade adjectives. You must make the job agree
el contrato = contract with the person you are describing starters with an infinitive verb. is the verb ‘trabajar’ in a variety of tenses with the
el correo = post depending on their gender. Often this means E.g. Quisiera trabajar como pronoun ‘I’ to use during this topic.
el ejecutivo = executive, changing the ‘o’ to an ‘a’ or adding an ‘a’ Solía trabajar/trabajaba = I used to work
 azafata. = I’d like to work as an air
officer when the job ends in a consonant. See Trabajé = I worked
el empleado = employee ‘cajero’ below as an example. hostess.
 There are some other ways of He trabajado = I have worked
el empleo = job, employment E.g. Soy profesor. = I’m a teacher. NOT Soy un
la empresa = company profesor. expressing want and desire. Había trabajado = I had worked
Encontrar = to find la abogado = lawyer, solicitor These are all followed by the Trabajo = I work
la entrevista = interview el albañil = brick-layer, building worker infinitive. Suelo trabajar = I tend to work
estar en paro = to be el ama de casa (f) = housewife Voy a trabajar = I’m going to work
unemployed Quiero = I want
 la azafata = flight attendant
 Tengo la intención de = I intend Trabajaré = I will work
Ganar = to earn el bombero = firefighter
las horas de trabajo flexibles el cajero/la cajera = bank-teller, cashier Sueño con = I dream about/of Trabajaría = I would work
= flexitime el camarero = waiter Deseo = I wish Habré trabajado = I will have worked
el jefe = boss el carnicero = butcher Espero = I hope Habría trabajado = I would have worked
Laboral = working el camionero = lorry driver
la línea = line el carpintero = joiner, carpenter Section F –Present subjunctive in hypothetical
 Section C – Higher vocab
la llamada = call el cartero = postman el cocinero = cook situations
 el ejército = army
llamar por teléfono = to el comerciante = merchant Use the subjunctive after ‘que’ when you refer to a
 el encargado = person in charge
phone el contable = accountant person or something that you don’t know actually
 encargarse (de) = to be in
llegar a ser = to become el dependiente = shop assistant exists. Remember that AR verbs take ER endings and
 charge of
el objetivo = aim, objective el electricista = electrician ER and IR verbs take AR endings in the present
 estar en huelga = to be on strike
Obtener = to get, to obtain el enfermero = nurse el escritor = writer subjunctive.
 el expectative = hope, prospect
Parado = unemployed el granjero = farmer E.g. Busco un empleo que tenga horas de trabajo
 el gerente = manager
el paro = unemployment el hombre de negocios = businessman flexibles. = I’m looking for a job that has flexible
 Probar = to have a go; to try
el periodismo = journalism el ingeniero = engineer working hours.
 Rellenar = to fill in
Pronto = ready el jardinero = gardener Preferiría trabajar con gente que sea amable. = I’d
 Solicitar = to apply
el sello = stamp el militar = serviceman, soldier prefer to work with people that are kind.
 la solicitud = (job) application
el sobre = envelope el obrero = workman el panadero = baker Quiero un jefe que me ayude. = I want a boss that
 el sueldo = wages, salary
el teletrabajo = work from el peluquero = hairdresser helps me.
home el periodista = journalist
 Section G – Star phrase
el título = university degree el pintor = painter, artist
el trabajador = worker el policía = police officer el soldado = soldier Use the conjunction ‘para que’ with the subjunctive verb ‘pueda’ to say ‘so
Trabajar = to work el traductor = translator that I can’. E.g. Voy a estudiar mucho para que pueda ser contable. = I’m 20
Triunfar = to succeed el veterinario = veterinary surgeon going to study lots so that I can be an accountant.