Knowledge Organiser Year 9 - Cycle Three 2019-20 - St James, Exeter

Knowledge
Organiser

Year 9
Cycle Three
2019-20

Introd u c tion

 Self – Quizzing
 Why should you self-quiz?
 Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s
 working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term
 memory, on the other hand, is effectively limitless.
 You can support your working memory by storing key facts and processes in long term memory. These
 facts and processes can then be retrieved to stop your working memory becoming overloaded.
 Research shows that students remember 50% more when they test themselves after learning something.
 This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key
 information that needs to be memorised to help you master your subject and be successful in lessons.

 How should I self-quiz?
 There are many different ways to learn the material in your knowledge organiser.

 You could:

 a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much
 as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes.

 b) Use your knowledge organisers to create flashcards. These could be double sided with a question on
 one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on
 the other. These are then used for self-quizzing.

 c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser.
 Check accuracy and then repeat.

 d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.

 TOP TIP
 Don’t just copy material from the knowledge organiser into your book.
 This will not increase your retrieval strength, since you are not actually trying
 to remember anything. It won’t stick!

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Introd u c tion
 Independent Study Expectations
 What are the Independent Study expectations?
 You must:
 • Check the schedule below to see which knowledge organisers you should use each day.
 • Complete one full page for each subject on the schedule in your workbook every day.
 • Use your knowledge organiser after you have finished to mark and correct your own work.
 • Write the date and subject heading for each piece of work.

 T on Time Independent Study should be TANC.

 A Accurate Any work that is not TANC will be considered incomplete.

 N Neat

 C Complete

 Independent Study Schedule
 This table shows you which knowledge organisers you should use each day for Independent Study.
 Remember that your workbooks will be checked each morning in tutor time. You should spend a
 minimum of 20 minutes on each subject every evening.

 Subject 1 Subject 2 Subject 3

 Monday English Option A Science

 Tuesday English Option B Humanities

 Wednesday Sparx Maths Sparx Maths Religious Studies

 Thursday MFL Science Sparx Maths

 Friday MFL T2 Vocabulary Science

 Option Block A - Monday lessons Option Block A - Tuesday lessons

 • Art & Design • I – Art • Computing • Health & Social Care
 • Design Technology • Music • Enterprise • I – Art
 • Health & Fitness • Psychology • Food Preparation and • Performing Arts
 • Health & Social Care • Statistics Nutrition • Sociology
 • Health & Fitness

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A r t and D es ign
 Annotation Guide – Recording ideas and Intentions AO2 AO3
 Personal responses – Your visual diary
 Aim to record personal thoughts, reflections, evaluations, judgments, and responses (rather than
 regurgitating facts or the views of others), providing insight into your thinking and decision-making.
 Communicate with clarity
 Communicate in a succinct and clear manner. Thoughts may be recorded in any legible format: mind maps,
 written questions, bulleted summaries and complete paragraphs. Avoid ‘txt’ speak and spelling errors; these
 indicate sloppiness and suggest that the work is not high quality.
 Demonstrate subject-specific knowledge
 Aim to communicate informed and knowledgeable responses, using a range of art-related vocabulary and
 terminology. Use sensory language when you are writing about the photographs or art – using synonyms and
 metaphors when writing about what you feel or imagine about the art.
 Avoid the obvious
 Self-explanatory statements, such as “I drew this using a pencil” or “this is a drawing of a shoe” are
 unnecessary; they communicate no new information.
 Recording
  Having created a series or set of drawings, paintings or experimental pieces – think about what you’ve
 created?
  How has it been created?
  Describe the steps taken to create the artwork.
  What medium or materials did you use? Note in detail the resources used to create your artwork.
 Think and write about the;
 Line, tone, form, colour, pattern, texture, subject matter and composition of the artwork
 Sentence starters:
 In this piece of work I have....................
 I have used the following materials....................
 I really like how the……………..
 I think the (line work, tone, colour etc.) gives the work……………
 Through working in this way I have learned how to....................
 I like the characteristics of the lines....................
 I have found creating this piece of work a challenge because……………..
 Looking at the work, the artwork suggests……………
 Insights and Intentions
  Having reflected on the experimental work, ask yourself what are you going to do next?

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  What aspects of your artwork have been successful in execution?
  State at least four aspects of your artwork you believe you have executed well.
  What might you do differently if you could?
  Are you going to use different materials or techniques having experimented?
  Write about the challenges you might experience and how you might approach the creation of the
 work.
 Sentence starters:
 I like the idea of using the technique to make…………..
 To further extend the idea I’m going to create…………..
 I would like to use…………..
 I’m interested in trying…………..
 To refine the work I could…………..
 I plan to make the scale of the work………..
 I am going to use…………I think this will really enhance………………
 I want the work to have the feeling of…………….so that the viewer might feel………….
 I think the central idea behind the body of work is……………
 I want my work to be viewed in such a way as to…………..
 SJE 2019

A r t and D es ign
 Annotation Guide – Recording ideas and Intentions AO2 AO3
 Form:
 Describe exactly what can you see in the artwork?
 What’s in the foreground or background?
 Is it figurative or abstract?
 What colours can be seen?
 I can see...
 In this painting, I can see...
 The work reminds me of...
 The size of the work suggests…
 Process:
 Describe how the artist achieved the art using formal elements?
 What kinds of skills have been used?
 Discuss:
 Lines - thin, thick, curved, jagged, zigzag, heavy, light, short, wavy, flowing, direction, dotted,
 vertical, horizontal, expressive
 Colours - primary, secondary, tertiary, warm, cool, complimentary, harmonious, monochromatic,
 vivid,
 solid, dark, tone, tint, vibrant
 Texture – impasto, thick, rough, soft, smooth, furry, gritty, fine, uneven, bumpy, dry, abrasive
 Space – composition, perspective, positive space, negative space, foreground, background, middle
 ground
 Shape – circular, square, triangular, organic, curvaceous, geometric
 Pattern – natural, manmade, repeating, regular, irregular, radial, spiral, rhythm, symmetry
 Context:
 What do you think the artist is trying to convey?
 What does it make you feel or remind you of?
 What kind of feelings does it evoke?
 Imagine what you can smell, taste, touch or hear in the work…
 Feeling or appearance of the art:
 Expressive, alive, lonely, atmospheric, complex, delicate, funny, sad, shocking, joyous, beautiful,

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 ugly, strange, imposing, disturbing, depressing, harrowing, ethereal, nostalgic, impressionistic,
 surreal, fake, distorted, symbolic, abstract, geometric, flowing, exciting, sombre…
 I think the art was were created in response to....I think this because...
 I think that the artist is trying to say…
 I really like how the main emphasis is on…
 My eyes are drawn to… I believe the artist has achieved this by…
 I think the theme or idea behind this artwork is…
 If I were inside this artwork, I would be feeling or thinking…
 I like the idea of using this technique to make…
 I am going to attempt to use a similar technique to create a set of (drawings? monoprints?
 paintings? lino prints? Etc)…
 I want to experiment with...
 SJE 2019

Comp u ting
 Year 9 Computing Cycle Three – Half term 1 Week One - Embedded systems & Input Output Week Two - Storage

 Week 5 and 6 – Revision and Topic Test

 A method of storage
 which uses moving parts. An example
 would be a hard drive
 How robust is this
 method of storage? Is it likely to break or
 corrupt data at any point?
 How easy is it to carry this
 method of storage around
 How much storage can this hold
 and at what cost?
 Week Three – Solving algorithm problems Week Four – Sorting and searching algorithms

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Comp u ting
 Year 9 Computing Cycle Three – Half term 2 Week One - Defensive design Week Two - Testing, syntax, logic errors

 Week 5 and 6 – Revision and Topic Test

 Week Three – Programming environments Week Four – Translators and facilities

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De sign and Techno lo gy
 ENGINEERING D T – Design & Problem Solving Skills
 know different types of drawing style 1 Week 3 - First and third angle projections
 Week 1 - Isometric First angle projections and third angle projections are the two main types of
 Isometric drawings, sometimes called isometric orthographic drawing, also referred to as ‘working drawings’. The difference
 projections, are a good way of showing measurements and between first and third angle projection is in the position of the plan, front and
 how components fit together. Unlike perspective drawings, side views.
 they don’t get smaller as the lines go into the distance.
 In third angle, what you see from the right would be drawn on the right. In first
 There are three main rules to isometric drawing: angle, the view from the right would be projected through and drawn on the left.
 horizontal edges are drawn at 30 degrees The views in first angle are depicted as if you were looking at an x-ray of the
 vertical edges are drawn as vertical lines object.
 parallel edges appear as parallel lines
 know how to make models
 Week 4 -Card
 Card is a cheap and quick way to test
 ideas you have drawn. Hot melt glue
 is a good way to attach parts together
 quickly although be careful when using
 Week 2 -Orthographic projection the glue guns.

 Orthographic projections are working drawings in either a Even multi national companies like make models out of card to test
 first or third angle projection and show each side of a design ideas. In the workshop we can quickly and easily laser cut parts for modelling to
 without perspective, ie a 2D drawing of a 3D object. They are check fits, dimensions, function or aesthetics.
 used to show an object from every angle to help
 manufacturers plan production. Starting with a front view of
 a product, construction lines show where areas join and are
 used to draw a side and plan (top) view, ensuring that the
 drawing is accurate from all angles. These drawings are to
 scale and must show dimensions.
 Week 5 -CAD
 3D CAD models are also an excellent way to visualise, test
 and develop ideas without using up physical resources.
 Most of the time designers use a combination of CAD and Card to develop
 products and check they meet the customers needs.

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De sign and Techno lo gy
 ENGINEERING D T – Design & Problem Solving Skills
 know about CAD/CAM know about communicating ideas
 Week 6 – Week 9 –
 CAD stands for Computer Aided Design. Written communication is an important part of the designers job. Making sure
 This can be 2D like on 2D design which can run laser your ideas have been clearly described and explained is very important if a
 cutters and CNC (computer numeric controlled) product is going to be successful. The following should be added to all sketches
 routers in the workshop. Alternatively it can be 3D in your portfolio.
 for 3D routing or 3D Printing.
 Rendering – shading your sketches taking into account light and shade
 (you can download PTC CREO for free at home or Labelling – making sure each part is clearly named
 just try web based Sketch Up online with thousands Annotation - labelling with detailed descriptions to explain function and
 of tutorials on You Tube) showing detail in you ideas. Sometimes this will be to show
 you have evaluated your work.
 Week 7 – Dimensions - adding the measurements to you designs in mm
 CAM stands for Computer Aided Manufacture.
 These computer controlled machines include know careers in Engineering and design
 - CNC Routers* Week 10 -14
 - CNC Lathes Draw this table in your book and add the information for a different
 - Laser Cutters* engineering/designing career each week. Use the internet to search out the
 - Plasma Cutters details of which careers interest you most in this area.
 - CNC Mills
 - 3D printers Career What do they do? What products are they
 responsible for?
 (we have these at St James’ and you will use them
 in Engineering Design & Technology in KS4) Design Engineer

 Week 8- Graphic Designer
 Disadvantages of CAD/CAM
 - Equipment can be expensive to buy and set up.
 - Lower numbers of workers needed Web designer
 - System relies on good IT equipment.
 - Some hand skills will be lost Electronic Engineer

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E nglis h
 Year 9 Knowledge Organiser: Christmas Carol

 Week 1 Plot Week 2: Key Characters Week 3 and 4: Historical Context
 Ebenezer Scrooge is at work in his counting house. Dickens’ experiences of the unfair and arbitrary
 Scrooge turns down his nephew’s invitation to Ebenezer Scrooge – A selfish businessman who (thoughtless, meaningless) nature of poverty
 Christmas and heads home alone. transforms into a charitable philanthropist. convinced him to become and advocate (supporter)
 of social reform (changing society for the better),
 Scrooge is visited by the ghost of his dead partner, Fred – Scrooge’s nephew who embodies Christmas sprit particularly for children.
 Jacob Marley, who tells Scrooge that, due to his
 greedy life, he has to wander the Earth wearing Jacob Marley – Scrooge’s dead partner who returns as Constantly hanging over the poor was the threat of
 heavy chains. He tells Scrooge that three spirits will a ghost to warn scrooge to change his ways. the workhouse, introduced by the Poor Laws 1834.
 visit him during the next three nights. The workhouse prevented the poor from receiving
 Bob Cratchit – Scrooge’s clerk who doesn’t have much any help unless they went to the workhouse, which
 The Ghost of Christmas Past takes Scrooge into the money. He loves his family and is shown to be happy was essentially a form of forced imprisonment and
 past. Scrooge revisits his childhood school days, his and morally upright. labour. Families were torn apart and all were forced
 apprenticeship with a jolly merchant named to work in cruel, careless conditions to receive basic
 Fezziwig, and his engagement to Belle, who leaves Tiny Tim – Bob’s ill son whose story plays a part in food and shelter.
 Scrooge as he loves money too much to love inspiring Scrooge’s transformation.
 another human being. Dickens, therefore, devoted himself to writing
 Mrs Cratchit – Bob’s wife polemics (books designed to change the moral
 viewpoint of an audience) that challenged the social
 The Ghost of Christmas Present shows Scrooge The Ghost of Christmas Past – A strange combination of mores (values) of Victorian England – particularly
 Christmas as it will happen that year. Scrooge young and old, wearing white robes and looking like a the rich industrialists (people who owned business)
 watches the Cratchit family eat a tiny meal in their candle. who did nothing to help the poor.
 little home. The spectre shows Scrooge his
 nephew's Christmas party. Toward the end of the The Ghost of Christmas Present – A jovial spirt who is Dickens was particularly aggrieved (upset,
 day the ghost shows Scrooge two starved children, introduced sitting on a throne of food. frustrated) at how society would be kind, charitable
 Ignorance and Want. and forgiving at Christmas (thus proving that people
 The Ghost of Christmas Yet To Come – A robed and could care for each other), but then revert to their
 The Ghost of Christmas Yet to Come takes Scrooge hooded spirit who confronts Scrooge with his own usual callous, selfish selves for the rest of the year.
 through a sequence of scenes linked to an unnamed tombstone.
 man's death. He finds himself in a churchyard with Therefore, Dickens wrote ‘A Christmas Carol’ in
 the spirit pointing to a grave. Scrooge looks at the Fezziwig – Scrooge’s ex-employer, symbolic of 1843 to convince his readers of his carol philosophy;
 headstone and is shocked to read his own name. responsible employment that the morals and values of Christmas should be
 adopted and displayed all year round to make a
 Scrooge rushes out onto the street hoping to share Belle – A woman who scrooge was in love with who left more equitable and caring society.
 his newfound Christmas spirit. As the years go by, him due to his greed.
 he continues to celebrate Christmas with all his
 heart..

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E nglis h
 English Knowledge organiser: Christmas Carol

 Week 5: Key Vocabulary Week 6: Language and Structure Notes Week 7: Quotations
 Malthusian-describes the theory in which food supply
 would not be able to keep up with population growth The novella is divided into five staves, a musical term Scrooge; the start “Hard and sharp as flint” “ solitary
 and there would be a “surplus” of people, leading to that links to the ‘carol’ idea in the title of the book, as an oyster” “ If they had rather die they’d better do
 inevitable death. implying that this novella is meant to remind it quickly and reduce the population” “Every idiot who
 Motif- A repeated object, or image that occurs across audiences of the meaning of Christmas like a goes around with merry Christmas on his head…should
 the novel. traditional Christmas carol. be buried with a stake of holly through his heart”
 Prolepsis- The representation of a thing or event
 before it actually happens. It is an episodic narrative, meaning that it is divided Scrooge by the end “I will honour Christmas in my
 Symbolism-Use of symbols to represent ideas and into five clear episodes, each with an obvious symbolic heart. I will live in the Past, the Present, and the
 qualities. meaning. Each episode is designed to demonstrate Future. I will not shut out the lessons that they teach.”
 Covetous- having or showing a desire to possess Scrooge’s moral transformation and redemption. “I am light as a feather, I am as happy as an angel, I am
 something to belong to someone else. as merry as a schoolboy, I am giddy as a drunken
 Benevolent- well meaning and kindly man.”
 Destitute-poor and unable to provide for oneself. ‘A Christmas Carol’ is an allegory (the characters and
 Humility- having a low understanding of your own actions represent something else). Scrooge’s The Cratchits ““The clerk’s fire was so very much
 importance. transformation is an allegory for the changing smaller that it looked like only one coal” “There never
 Misanthropic- showing a dislike of others, unsociable. attitudes Dickens wishes to see from callous Victorian was such a goose cooked.” “Eked out by apple-sauce
 Omniscient- all knowing- ie an omniscient narrator industrialists and each spirit delivers an allegorical and mashed potatoes” “God bless us, everyone”
 knows everything. message to encourage Scrooge’s redemption.
 Social commentary- Using rhetoric to comment on Fred: “I have always thought of Christmas as a good
 social issues. time, a kind, forgiving, charitable, pleasant time”
 Didactic- a tone that is used to teach
 Miser- someone who keeps all their money to Marley: “I wear the chain I forged in life...The chain
 themselves. was made up of cash boxes..ledgers..heavy purses”
 Rhetoric- a piece of writing designed to have “Mankind was my business!
 persuasive impact.
 Exploited- where an opportunity or person is used to Ghost of Christmas Present: “A jolly giant who bore a
 gain profit glowing torch with a cheery voice and a joyful air” “I
 Compassionate- someone who shows kindness and see a vacant seat. The child will die” “They are Man’s.
 understanding This boy is Ignorance. This girl is Want. Beware for I
 Callous-uncaring/ cruel toward others see that written which is Doom.”

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E nte r p ris e
 Y9 Enterprise - Knowledge Organiser - Summer Term

 Week 1 Week 2 Week 3
 Revenue: This is used to refer to any money received Net Profit: What is left over from the Gross Profit Fixed Assets: Assets that are not likely to change
 by an enterprise. once expenses have been subtracted. hands quickly. For example computers in the office,
 Turnover: This is revenue received within a certain Net Profit = Gross Profit - Expenses or a delivery van.
 period of time. For example Annual Turnover, Dividend: The cut an investor or the owner takes Current Assets: Assets that can change hands very
 Monthly Turnover etc. from the company’s Net Profit. quickly e.g. money in the cash register (till) or stock
 Cost of Sales: This is how much money an enterprise on the shelves of a shop.
 Retained Profit: The money left in a business’s
 has to spend on materials needed to make their finances once the owner and investors have drawn Current Liabilities: Liabilities that will have to be
 products or how much money they have spent on their dividend. paid off quickly e.g. by the end of the financial
 buying in stock in order to re-sell it. month. Examples of Current Liabilities include credit
 Assets: Things that are owned by a business e.g. its cards and overdrafts.
 Gross Profit: This is the money made by the business money in the bank and the tills, stock on their
 once they have sold their products. It is calculated by shelves, and equipment they own. Long-Term Liabilities:Liabilities that can be paid off
 subtracting the cost of sales from the turnover. over a long period of time. Examples of Long-Term
 Liabilities: What a business owes e.g. its debts. Liabilities include mortgages and large sums of
 Expenses: Indirect costs of running a business e.g. These can be paid off long term over time, or in the
 paying staff wages, bills and rent. money invested into a business in order to help it
 short term at once. start up.

 Week 4 Week 5 Week 6
 Capital: The money needed by a business in order to Cash Flow Forecast: A document used to predict Profit: When a business has made more money than
 start up or to expand. This can come from Investors, upcomming cash flow for a business. they initially spent.
 bank loans and from the retained profits of the Inflow: Money that flows into a business. Loss: When a business has made less money than
 business. they initially spent.
 Receipts: Another word used to describe inflows
 Liquidity: This refers to a business’s ability to pay off Gross Profit Ratio: This gives a percentage of
 its debts. If a business has good liquidity then it is Outflow: Money that flows out of a business
 turnover that is kept as gross profit.
 able to pay off its liabilities. Payments: Another word used to describe outflows
 Gross Profit Ratio = (Gross Profit / Turnover) * 100
 Creditor: A business or an individual that an Net Cash Flow: The difference between inflows and
 enterprise owes money to. outflows. Inflows - Outflows = Net Cashflow Net Profit Ratio: This gives a percentage of turnover
 that is kept as net profit.
 Debitor: A business or an individual that owes Opening Balance: On a cash flow forecast this is
 money to an enterprise. carried forward from the previous week / month Net Profit Ratio = (Net Profit / Turnover) * 100
 Bankruptcy: When a business is unable to pay off its Closing Balance: This is Net Cash Flow + Opening Statement of Comprehensive Income: Also known
 liabilities and must cease trading. Balance. as a profit and loss statement; calculates gross and
 net profit.

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E nte r p ris e
 Y9 Enterprise - Knowledge Organiser - Summer Term

 Week 7 (Financial Documents) Week 8 (Liquidity Ratios) Week 9 (Break Even)
 (1) Purchase Order: The document sent from a Inventory: The stock on your shelves Break Even Point: The Point in between profit and
 customer to a supplier, requesting goods. Current Ratio: The current assets (including loss, where a business is simply covering it’s costs.
 (2) Delivery Note: The document sent from a inventory) a business has per £1 of debt they owe. Variable Costs: The cost of all sales. It is called
 supplier to a customer, accompanying goods This can be used to calculate if a business could pay variable because a business will end up spending
 delivered and stating what they are. off their debts if they were able to sell their more overall if they need to sell more items (the cost
 (3) Invoice: Sent from a supplier to a customer inventory. will vary).
 outlining what they must pay for goods received. Liquid Capital Ratio: The current assets (excluding Fixed Costs: These are costs that stay the same for
 (4) Receipt: Confirmation from the supplier to the inventory) a business has per £1 of debt they owe. an enterprise, regardless of however many products
 buyer of what has been paid for. This can be used to calculate if a business could pay they sell. For example a business will pay £180 in
 off their debts without needing to sell their monthly electricity bills regardless of whether they
 (5) Credit Note: Sent by the supplier, outlining inventory. send 0 items or if they sell £200 items.
 money the customer is owed if goods delivered were
 faulty. Current Ratio Formula: Revenue: Money taken by the business e.g. money
 Current Assets / Current Liabilities from selling each item.
 (6) Statement of Account: Outlines past and
 outstanding payments from the customer over the Liquid Capital Ratio Formula: Break Even Formula:
 past few months. (Current Assets - Inventory) / Current Liabilities Fixed Costs / (Revenue - Variable Costs)

 Week 10 (Promotional Mix) Week 11 (Types of Market) Week 12 (Payment Methods)
 Advertising: Where a business pays to have their Business to Customer: This is a market where a Credit / Debit Card: Customer places the card into a
 product displayed in public spaces / in the media. business will sell their goods direct to the customer. reader and pays for goods immediately.
 Direct Marketing: Where a business pays specialist This requires lots of individual purchases for the Accommodates contactless payment for orders up to
 sales staff to contact customers in order to push a business to be profitable, and the product must £30
 product out to them. appeal personally to the customer. Direct Debit: A customer sets up a monthly payment
 Personal Selling: Where customers in a shop would Business to Business: This a market where to you from their bank. This will be automatic, and
 be approached by sales staff who will help them businesses sell directly to one another. Less the same amount, so you are guaranteed to receive
 choose the right product. individual sales need to be made to stay profitable, it every month.
 as Businesses are usually repeat customers. Price Online Payment Methods: Paypal and others take
 Public Relations: Where a business contacts media and impact on their own operations are more
 outlets (newspapers) to shares a “newsworthy” story the money from the customer and pass it on to the
 important selling points for business customers. seller. Secure for both parties as neither directly
 with them in the hope the newspaper will cover it.
 Push Strategy: Going out an marketing at customers. shares their details with the other.
 Special Offers: Discount cards / money off sales etc.
 Used to attract more customers. Pull Strategy: Making a product seem desirable so Cheque: A customer signs a document that entitles
 customers seek it out. the seller to debit their account for a given amount.

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F ood Prep aratio n and N u tritio n
 Year 9 GCSE Food Preparation and Nutrition– Knowledge Organiser TERM 3 – Macro and Micro Nutrients and Nutrition
 Functions of macronutrients Functions of Micronutrients
 Fat is required to insulate the body Carbohydrates are a primary energy source Water soluble Vitamin B Releases energy from food
 Fat is required to protect the vital organs Carbohydrates are divided into simple and Water soluble Vitamin C Builds connective tissue, assists immunity
 complex Fat soluble Vitamin A- Retinol- Oily fish, red Eyesight and antioxidant, production of white blood
 Fat is required as an energy source Simple are monosaccharides. Glucose, fructose and orange veg cells
 Fat is required to insulation Simple are disaccharides. Sucrose, lactose Fat soluble Vitamin D- Sunshine and dairy Controls calcium uptake, strong bones
 Fat allows the body to feel fuller (satiety) Complex are polysaccharides- Starch and fibre
 Fat soluble Vitamin E- Veg oils, peanuts, Antioxidant, destroys dangerous microbes
 NSP
 avocado
 Proteins are required to provide amino acids Starch comes from plants and is used for energy
 Fat soluble Vitamin K-Green leafy veg Helps blood to clot
 Proteins are required for growth Starch as bulk to the diet
 Iron- Spinach , red meat Production of red blood cells
 Proteins are required for repair Starch keeps you fuller for longer
 Calcium- Dairy products Works with Vit D for strong bones and teeth
 Proteins are a secondary energy source Excess starch is turned to fat and stored
 Sodium- Cheese, bacon Maintains water balance in the body
 Proteins are made up of amino acids Fibre aids digestion, prevents constipation
 Potassium- All red meats Helps build proteins

 TECHNICAL VOCABULARY Importance of Water and hydration
 High biological value Proteins that contain all the essential amino acids. Regulates body temperature- sweating Overheating of the body
 Red meats Gets rid of waste products Constipation, bowel cancer
 Low biological value Proteins that contain some amino acids- pulses,
 lentils, nuts Keeps internal organs moist So they don’t rub together create friction/pain
 Protein complementation Combining two incomplete proteins to get a Helps absorb nutrients Weakness and nausea
 complete one Transports nutrients, CO2 and O2 around the Changes in blood pressure/ headaches
 Invisible fat Fat that can’t be seen, impossible to separate from
 body via the blood
 food- biscuits, cakes
 Trans fats Are Unsaturated fats that have been hydrogenated Nutritional needs of different age groups

 Fat soluble vitamins Are carried round body by proteins, these are ADEK Toddlers Small, frequent, high energy meals, lots of calcium
 and protein for growth, variety
 Cholesterol A fatty substance made in the liver, carried by the
 Children Avoid high sugar foods, tooth decay, weight gain.
 blood
 Lots of nutrients, good eating patterns
 Hydrogenation A process of turning oils into solid fats
 Teenagers Growth spurts, eatwell guide. Balanced meals.
 Saturated fat Derives from animals, single bonded. Butter, lard.
 Solid at room temperature
 Middle age Calcium and Vit D to help bone strength, iron for
 Unsaturated fats Derives from plants, contain single and double women. Maintain healthy lifestyle
 bonds. Liquid at room temperature. Olive oil, veg oil Late adulthood Less energy required, eat less fat, supplements

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 14

French Key Verbs for Module 3 – Year 9

 F re nc h
 faire = to do aimer = to like être = to be manger = to eat boire = to drink
 je fais = I do j’aime = I like je suis = I am je mange = I eat je bois = I drink
 on fait = we do on aime = we like on est = we are on mange = we eat on boit = we drink
 j’ai fait = I did j’ai aimé = I liked j‘ai été = I was j’ai mangé = I ate j’ai bu = I drank
 on a fait = we did on a aimé = we liked on a été = we were on a mangé = we ate on a bu = we drink

 je faisais = I used to do j’aimais = I used to like j‘étais = I used to be je mangeais = I used to eat je buvais = I used to drink

 je vais faire = I’m going to je vais aimer = I’m going je vais être = I am going je vais manger= I am je vais boire = I am going
 do to like to be going to eat to drink
 je ferai = I will do j’aimerai = I will like je serai = I will be je mangerai = I will eat je boirai = I will drink
 je ferais = I would do j’aimerais = I would like je serais = I would be je mangerais = I would eat je boirais = I would drink

 aller = to go avoir = to have pouvoir = to be able to fêter = to celebrate préférer = to prefer
 je vais = I go j’ai = I have je peux = I can je fête = I celebrate je préfère = I prefer
 on va = we go on a = we have on peut = we can on fête = we celebrate on préfère = we prefer
 je suis allé(e) = I went j’ai eu = I had j’ai pu = I was able to j’ai fêté = I celebrated j’ai préféré = I prefered
 on est allé(e) = we went on a eu = we had on a pu = we were able to on a fêté = we celebrate on a préféré = we preferred

 j’allais = I used to go j’avais = I used to have je pouvais = I was able to je fêtais = I used to celebrate je préférais = I used to prefer

 je vais aller = I am going je vais avoir = I am going je vais pouvoir = I’m je vais fêter = I’m going to je vais préférer = I am
 to go to have going to be able to celebrate going to prefer
 j’irai = I will go j’aurai = I will have je pourrai = I will be able to je fêterai = I will celebrate je préférerai = I will prefer
 j’irais = I would go j’aurais = I would have je pourrais = I could je fêterais = I would celebrate je préférerais = I would prefer

 il y a du soleil = it’s sunny il y a = there is / there are c’est = it is je crois que = I think that
 il fait beau = it’s nice weather il y avait = there was / were c’était = it was j’imagine que = I imagine that
 il fait mauvais = It’s bad weather il y aura = there will be ça sera = it will be je dirais que = I would say that
 il pleut = it’s raining il y aurait = there would be ça serait = it would be il me semble que = It seems to me that
 il y a du vent = it’s windy
 cela me rappelle de = It reminds me of

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 15

F re nc h
 Key Vocab for Module 3
 A B C D E
 pour le petit-déjeuner = for un kilo de = a kilo of d’habitude je porte = usually I j’ai cours tous les jours = I have les cabines d’essayage = the
 breakfast wear lessons every day changing rooms
 pour le déjeuner = for lunch un pot de = a pot of un impermeable = a raincoat sauf = except la taille = the size
 Comme casse-croute = as a snack un paquet de = a packet of une robe = a dress je dois = I have to la pointure = shoesize
 à midi = at midday cinq cent grammes de = 500g un sweat à capuche = a hoody me lever tôt = to get up early il y a un trou = there’s a hole

 le soir = in the evening un litre de = a litre of une casquette = a cap quitter la maison = to leave home il y a une tâche = there’s a stain

 je prends = I have/take une boîte de = a box/tin of une ceinture = a belt aider mes parents = to help my il/elle ne marche pas = it
 parents doesn’t work
 à midi = at lunch une tranche de = a slice of une montre = a watch je peux = I can Je voudrais = I would like

 je bois = I drink au marché = at the market une chemise = a shirt rester au lit = to stay in bed échanger = to exchange
 je mange = I eat je voudrais = I would like un pantalon = trousers retrouver mes amis – catch up un remboursement = a refund
 with friends

 F G H I J
 Noël = Christmas on danse = we danse du jambon = ham le marché = the market l’anniversaire = birthday
 La Veille de Noël = Christmas Eve on boit du champagne = we drink du saucisson = salami la boucherie = the butcher la fête = party
 champagne

 Pâques = Easter on chante = we sing une baguette = French bread l’épicerie = the grocer j’ai réçu = I received
 La Saint-Sylvestre = New Year’s Eve on ouvre des cadeaux = we des salades composées = mixed la poissonnerie = the fish monger mon frère s’est pacsé = my bro
 open presents salads got in a civil partnership
 La Saint-Valentin = Valentine’s Day on prépare = we prepare des gâteaux = cakes la charcuterie = the deli je suis allé(e) = I went
 La Fête des Mères = Mother’s Day on décore = we decorate des tartes aux fruits = fruit pies la pâtisserie = the cake shop il y aviait = there was

 Le quatorze juillet = 14th July on est chrétiens = wer’re Christian des framboises = raspberries la boulangerie = the bakery c’était = it was

 Le six janvier = epiphany on est juifs = we’re jewish des champignons = mushrooms la poste = the post office ma sœur a eu son bébé = my
 sister had her baby

 Le Nouvel An = New Year’s Day on est musulmans = we’re muslim des poivrons = peppers le supermarché = the supermarket beaucoup d’invités = lots of
 guests

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 16

G e ogr ap hy
 Types of Erosion Lower Course of a River
 Near the river’s mouth, the river widens further and becomes flatter. Material transported is deposited.
 The break down and transport of rocks – smooth, round
 and sorted. Unit 1c Formation of Floodplains and levees
 Attrition Rocks that bash together to become
 smooth/smaller. Physical Landscapes When a river floods, fine silt/alluvium is deposited
 on the valley floor. Closer to the river’s banks, the

 in the UK
 heavier materials build up to form natural levees.
 Solution A chemical reaction that dissolves rocks.
 Nutrient rich soil makes it ideal for farming.
 Flat land for building houses.
 Abrasion Rocks hurled at the base of a cliff to
 break pieces apart. River Management Schemes

 Soft Engineering Hard Engineering
 Hydraulic Water enters cracks in the cliff, air
 Action compresses, causing the crack to Afforestation – plant trees to soak up rainwater, Straightening Channel – increases velocity to
 expand. reduces flood risk. remove flood water.
 Demountable Flood Barriers put in place when Artificial Levees – heightens river so flood water is
 Types of Transportation warning raised. contained.
 Upper Course of a River Managed Flooding – naturally let areas flood, Deepening or widening river to increase capacity
 A natural process by which eroded material is protect settlements. for a flood.
 carried/transported. Near the source, the river flows over steep gradient from the hill/mountains.
 This gives the river a lot of energy, so it will erode the riverbed vertically to
 Solution Minerals dissolve in water and are Hydrographs and River Discharge
 form narrow valleys.
 carried along.
 River discharge is the volume of water that flows in a river. Hydrographs who discharge at a
 Suspension Sediment is carried along in the flow of Formation of a Waterfall certain point in a river changes over time in relation to rainfall
 the water.
 1) River flows over alternative types of rocks. 1. Peak discharge is the discharge in a
 Saltation Pebbles that bounce along the period of time.
 2) River erodes soft rock faster creating a step.
 sea/river bed.
 2. Lag time is the delay between peak
 3) Further hydraulic action and abrasion form a rainfall and peak discharge.
 Traction Boulders that roll along a river/sea bed
 plunge pool beneath.
 by the force of the flowing water.
 4) Hard rock above is undercut leaving cap rock
 3. Rising limb is the increase in river
 Water Cycle Key Terms which collapses providing more material for discharge.
 erosion.
 Moisture falling from clouds as rain, snow or 4. Falling limb is the decrease in river
 Precipitation
 hail. 5) Waterfall retreats leaving steep sided gorge. discharge to normal level.
 Interception Vegetation prevent water reaching the ground.
 Middle Course of a River Case Study: The River Tees
 Water flowing over surface of the land into
 Surface Runoff
 rivers
 Here the gradient get gentler, so the water has less energy and moves more Location and Background
 slowly. The river will begin to erode laterally making the river wider. Located in the North of England and flows 137km from the Pennines to the North Sea at Red Car.
 Infiltration Water absorbed into the soil from the ground.
 Geomorphic Processes
 Formation of Ox-bow Lakes
 Transpiration Water lost through leaves of plants. Upper – Features include V-Shaped valley, rapids and
 Step 1 Step 2 waterfalls. High Force waterfall drops 21m and is made
 Physical and Human Causes of Flooding. from harder Whinstone and softer limestone rocks.
 Erosion of outer bank Further hydraulic Gradually a gorge has been formed.
 Physical: Prolong & heavy Physical: Geology Middle – Features include meanders and ox-bow lakes. The
 forms river cliff. action and abrasion
 rainfall Impermeable rocks causes meander near Yarm encloses the town.
 Deposition inner bank of outer banks, neck
 Long periods of rain causes surface runoff to increase Lower – Greater lateral erosion creates features such as
 forms slip off slope. gets smaller.
 soil to become saturated river discharge. floodplains & levees. Mudflats at the river’s estuary.
 leading runoff.
 Step 3 Step 4
 Management
 Physical: Relief Human: Land Use
 Erosion breaks through Evaporation and -Towns such as Yarm and Middleborough are economically and socially important due to houses
 Steep-sided valleys channels Tarmac and concrete are
 neck, so river takes the deposition cuts off and jobs that are located there.
 water to flow quickly into impermeable. This prevents
 fastest route, main channel leaving -Dams and reservoirs in the upper course, controls river’s flow during high & low rainfall.
 rivers causing greater infiltration & causes surface
 redirecting flow an oxbow lake. - Better flood warning systems, more flood zoning and river dredging reduces flooding.
 discharge. runoff.

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 17

He alth and S o cial Care
 Health and Social Care Knowledge Organiser: Component 2 Health and Social Care Services and Values
 Learning Aim A: Understand the different types of health and social care services Learning Aim B: Demonstrate care values and review own practice
 and barriers to accessing them
 Providing good health and social care services is very important and a set of ‘care values’ exist to ensure this happens. Care values are important because they
 enable people who use health and social care services to get the care they need and to be protected from different sorts of harm.

 Week 1: A1 Health and social care services Week 3: B1 Care values
 1. Different health care services and how they meet service user needs 1. Empowering and promoting independence by involving individuals,
 a. Primary care, e.g. dental care, optometry, community health care where possible, in making choices
 b. Secondary & tertiary care, e.g. specialist medical care 2. Respect for the individual by respecting service users’ need,
 c. Allied health professionals, e.g. physiotherapy, occupational therapy, speech beliefs and identity
 and language therapy, dieticians 3. Maintaining confidentiality
 2. Different social care services and how they meet service user needs 4. Preserving the dignity of individuals to help them maintain privacy
 a. Services for children and young people, e.g. foster care, residential care, youth and self-respect
 work 5. Effective communication that displays empathy and warmth
 b. Services for adults or children with specific needs (learning disabilities, 6. Safeguarding and duty of care
 sensory impairments, long-term health issues) e.g. residential care, respite 7. Promoting anti-
 care, domiciliary care discriminatory practice
 c. Services for older adults, e.g. residential care, domiciliary care by being aware of types
 d. Role of informal social care provided by relatives, friends and neighbours of unfair discrimination
 and avoiding
 discriminatory
 behaviour

 Week 2: A2 Barriers to accessing services Week 4: B2 Reviewing own application of care values
 1. Types of barriers and how they can be overcome by the service providers and 1. Key aspects of a review
 users a. Identifying own strengths and areas for improvement
 a. Physical barriers, e.g. issues getting into and around the facilities against the care values
 b. Sensory barriers, e.g. hearing and visual difficulties b. Receiving feedback from teacher or service user about
 c. Social, cultural and psychological barriers, e.g. lack of awareness, differing own performance
 cultural beliefs, social stigma, fear of loss of independence c. Responding to feedback and identifying ways to improve
 d. Language barriers, e.g. differing first language, language impairments own performance
 e. Geographical barriers, e.g. distance of provider, poor transport links
 f. Intellectual barriers, e.g. learning difficulties
 g. Resource barriers for service provider, e.g. staff shortages, lack of local
 funding, high local demand
 h. Financial barriers, e.g. charging for services, cost of transport, loss of income
 while accessing services

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 18

Histor y
 Week 3
 Week 1
 Week 2

 Week 4

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 19

Histor y
 Week 7
 Week 5

 Week 8
 Week 6

Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 20

iA r t
 Annotation Guide – Recording ideas and Intentions
 Personal responses – Your visual diary
 Aim to record personal thoughts, reflections, evaluations, judgments, and responses (rather than
 regurgitating facts or the views of others), providing insight into your thinking and decision making.
 Communicate with clarity
 Communicate in a succinct and clear manner. Thoughts may be recorded in any legible format: mind
 maps, written questions, bulleted summaries and complete paragraphs.
 Avoid ‘txt’ speak and spelling errors; these indicate sloppiness and suggest that the work is not of high
 quality.
 Demonstrate subject-specific knowledge
 Aim to communicate informed and knowledgeable responses, using a range of art or photographic-
 related vocabulary and terminology. Use sensory language when you are writing about the photographs
 or artwork – use synonyms and metaphors when writing about what you feel or imagine about the art.
 Avoid the obvious
 Self-explanatory statements, such as “here is a photograph…” or “this is a photograph of a shoe…” are
 unnecessary; they communicate no new information.
 Recording
  Having created a series or set of photographs or experimental pieces – think about what you’ve
 created?
  How have they been created? Describe the steps taken to create the photographs.
  What cameras or materials did you use? Note in detail the techniques and technical details used to
 create your photographs.
  What rules of photography have you used or can identify?
 Think and write about the;
 Composition, light, colour, pattern and texture, mood, subject matter and your idea or theme.
 Sentence starters:
 In this set of photographs I have…
 I have used a (Polaroid, DSLR, point and shoot) camera because…
 I really like how the…
 I think the (leading lines, symmetry, dense shadows etc.) gives the work…
 Through working in this way I have learned how to…
 I like the characteristics of digital manipulation…
 I have found creating this piece of work a challenge because…
 Looking at the work, the photographs suggest…

 Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 21
 Insights and Intentions
  Having reflected on the photographs taken or the experimental work, ask yourself what are you going to
 do next?
  What aspects of your photographs have been successful?
  State at least four aspects of your photographs you believe you have executed well.
  What might you do differently if you could?
  Are you going to use different cameras or techniques having experimented?
  Write about the challenges you might experience and how you might approach the creation of further
 photographs.
 Sentence starters:
 I like the idea of using the technique to make…
 To further extend the idea I’m going to create or take…
 I would like to use…
 I’m interested in trying…
 To refine the work I could….
 I plan to make the scale of the work…
 I want the work to have the feeling of…so that the viewer might feel…
 I think the central idea behind the body of work is…
 SJE 2019

iA r t
 Annotation Guide – Recording ideas and Intentions
 FORM
 Describe what can you see in the photograph? Explain objectively and honestly…
 I can see...
 In this artwork, I can see...
 The photograph reminds me of...
 I think that the photographs were created in response to....I think this because...
 PROCESS
 How the photos are composed (rules of photography)?
 framing, leading lines, rule of thirds, close up, depth of field, viewpoint…
 emphasis, repetition, pattern, texture, symmetry, asymmetry, curves, frames, contrast, colour,
 viewpoint, negative space, filled space, foreground, background, visual tension, shapes,
 eyeline,
 perspective, complex, blurred
 What kind of light has been used?
 Source, artificial, gentle, natural, dappling, dark, haze, shadow, intense, soft, ethereal, tone,
 harsh,
 Technical details?
 Slow/fast shutter speed, flash, daylight, ISO setting, wide angle, zoom,
 CONTEXT
 The subject or theme captured in the photography. Discuss the ideas? –
 What do you think they are trying to convey? What does it make you think or feel?
 FEELING OR APPEARANCE:
 Alive, lonely, atmospheric, delicate, funny, sad, shocking, joyous, beautiful, ugly, strange,
 imposing, disturbing, depressing, harrowing, ethereal, nostalgic, impressionistic, surreal, fake,
 distorted, symbolic…
 I think that the photographer was trying to say…
 I really like how the main emphasis is on…
 My eyes are drawn to… I believe the photographer has achieved this by…
 I think the theme or idea behind this set of photographs is…

 Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 22
 If I were inside this artwork, I would be feeling or thinking…
 I like the idea of using this technique to make…
 I am going to attempt to use a similar technique to create a set of photographs…
 I want to use…
 SJE 2019

Mu sic
 Y9 BTEC Music
 Summer
 IS1 Digital Audio Workstation (DAW) – a piece of software that allows you to sequence and record live sound and/or MIDI instruments,
 Virtual Instrument Track – MIDI track to recorded or edit MIDI sounds, Audio Track – Live sound track to loads loops or record live
 audio from microphones or guitars, Metronome – click to help you keep time when recording, Loops/samples – pre-recorded musical
 ideas in a library, Regions/clips – coloured areas that hold musical information, MIDI keyboard – attached to the computer to record
 musical ideas, Piano roll/step input – editing window which enables editing of MIDI events
 IS2 Note editing: Note duration – length of note, Note position - placement of pitch and rhythm, Note velocity – volume of each note,
 Quantisation – moving notes to set beat positions, Looping – repeating musical regions/clips for set amounts of time, Copy and paste
 – copying anything from single notes to entire sections of music and pasting them in a selected area.
 IS3 Marker – labelling a place on your DAW to organise ideas and change things like tempo and key, BPM – speed of the track in beats per
 minute, Balance – the balance of signals for each track to achieve a balanced sound in the overall song, Panning – the control of signal
 to each side in the stereo mix (left and right ear), Audio interface – equipment connecting your live instruments (mics, guitars) to your
 computer, Mixer – a control surface with multiple inputs for live instruments with settings such as balance and pan.
 IS4 Genre – particular set of features that makes a piece of music fit a particular field or style, Musical features/conventions – things that
 help determine what style a piece is in, Soundtrack – music to accompany an advert/film or TV show, Original music – music that is
 made from scratch, not using anyone else’s material.
 IS5 Mixing – process of adding effects and then pan and balance the song, Effects – in the past they were pieces of equipment but these
 days effects are found as selections from a library of effects to help enhance a piece of music, Mastering – process to export the final
 recording with some small tweaks, Mix down – process of exporting the song to a given format, MP3, WAV or similar.
 IS6 Musician – someone who plays an instrument, Composer/Song Writer – someone who writes songs for themselves or others to
 perform/record, Record Producer – someone who makes songs/albums with artists in a studio, Conductor – someone who helps
 direct an ensemble of musicians, Live Sound Technician – someone who deals with the sound at live events or on the fly in recording
 studios, Roadie – someone who works on tour moving equipment in and out of venues, Instrument Technician – someone who looks
 after instruments for artists/performers.
 IS7 Artistic Manager – someone who could potentially manage every part of an artist’s professional life, Venue Manager – someone who
 organizes people who work in venues, Studio Manager – someone who organizes people who work in studios, Promoter – someone
 who will promote someone’s work, Marketer – someone who can work with people to create a brand and strategy to sell that brand,
 A&R (artist and repertoire) – someone who finds artists for record labels, they can also help manage the artist, Sound Engineer –
 someone who helps to manipulate sound in particular spaces and has a lot of knowledge about live sound, Session Musician –
 someone who performs with a variety of different artists and doesn’t belong to a set band/artist.
 IS8 Mastering Engineer – someone who works to create the finished product after it’s been recorded in the studio, Manufacturer –
 someone who creates CDs and other things like merchandise, Music Journalist/Blogger – someone who writes reviews on all things in
 music, from new guitars to new bands, Broadcaster – someone who works to get the music product out on a network (TV, radio,
 internet), Software Programmer/App Developer – someone who works to create musical software for the music industry, DJ –
 someone who plays artist’s music, either on radio or at live events, Retailer – someone who stocks CDs or merchandise, Distributer –
 someone who helps to distribute all things to do with music.
 IS9 Full Time – work that requires you to be there for a set time, you get privileges like sick pay and holiday pay, Part Time – same as full
 time but reduced hours, Freelance/Self employed – you get work for yourself, often well paid but doesn’t have the privilege of sick
 pay or holiday pay

 Knowledge Organiser Year 9 Summer 2020 Cycle Three | Page 23
 Large Venues – huge stadiums or sport grounds that seat up to 100,000, Medium venue – royal albert hall, the O2, they seat smaller
 numbers like 4,000 – 15,000, Small Venues – bars, pubs and clubs that seat numbers in the low thousands or hundreds, Health, Safety
 and Security – Laws and regulations that venues must follow to help keep their employees and customers safe.
 IS10 Recording Companies/Record Labels – Large multinational organisations that make albums/songs/records, Major Labels – Universal
 or Sony are examples, Sub Labels – a branch of a bigger label, Independent Labels – labels that are not controlled by any of the larger
 record labels, Music Publishing – artists publish work using these organisations, Self Publishing – when an artist publishes their own
 work, Promotion Companies – companies who advise and help promote artist’s work (TV, radio, social media), PR and Marketing
 Companies – companies that help create a brand and image for an artist, Hire and Transport Companies – companies that provide
 equipment for lighting, sound, other amenities like loo facilities and catering, and companies that move this stuff around and transport
 it.
 IS11 Agencies – companies that work for musicians and provide advice and protection, Unions – large organisations set up to protect works
 right in the music industry, Trade Bodies – large organisations that are created and funded by its members to work for the rights of the
 people within that body.