Knowledge Organiser Year 9 - Cycle Three 2020-21 - St Luke's Church of England ...

Knowledge
Organiser
Year 9
Cycle Three
2020-21

Intro d uc tio n

 Self-Quizzing
 Why should I 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, and how often?
 Research shows that regular testing improves knowledge retention; in order to learn the information in your
 knowledge organiser, you will need to work with it more than once! If a subject sets homework more than once
 per week, it is highly likely that they will ask you to work with the same information on both nights – this is so that
 you learn it more effectively. There are many different ways to learn the material in your knowledge organiser.

 You could:
 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; correct any mistakes and fill in any
 missing information in your green pen. Repeat this process at least twice to fill your page. You could also
 include content from the previous week’s homework – especially if there were some parts you struggled with.

 If you find the cover–write–check method too simple, try one of the following strategies:
 a) Practice paragraphs / exam questions – use the key information on your knowledge organiser to write
 a paragraph response to the topic. This will show that you can use key vocabulary in context.
 b) Revision clock – draw a clock and add the topic in the middle. Break the clock face into 10 minute
 sections. Add notes from the knowledge organiser in each section. Cover the clock and recite the
 information aloud.
 c) Transformative tasks – take the information from the knowledge organiser and present it in a different
 format: e.g. a newspaper report, a page from a text book, a comic strip, a set of quiz questions (make sure
 that you include the answers).
 d) Additional research – Complete your own research into the topic set on your knowledge organiser.
 Present this new information in your homework book.
 e) 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.
 f) Draw a mind map, jotting down everything that you can remember from the knowledge organiser.
 Check accuracy, correct in green pen and then repeat.

 TOP Don’t just copy material from the knowledge organiser into your book.
 This will not increase your retrieval strength, since you are not actually

 TIP trying to remember anything. It won’t stick!

 Knowledge Homework Year 9 Summer 2021 Cycle Three | Page 2

In tro d uc tio n
 How should I present my work?
 Please remember that the same rules apply to the presentation of your homework as apply for your class work:
 dates and titles (which should be the name of the subject) need to be underlined with a ruler and you
 should present your work as neatly as you are able to.
 If you are self-quizzing correctly, there should be evidence of green pen on your page. Here are some
 examples of how to set out your work:

 Homework Schedules
 Week Week
 commencing Week Section of KO to work from commencing Week Section of KO to work from
 19th April A Week 1 21st June A Week 9
 26th April B Week 2 28th June B Week 10
 3rd May A Week 3 Assessment week: revise for
 5th July A
 assessments
 10th May B Week 4
 Super-teaching week: teachers will
 17th May A Week 5 12th July B set homework linked to knowledge
 24th May B Week 6 gaps identified in assessments

 7th June A Week 7 19th July A Enrichment Week

 14th June B Week 8

 Week A Subject 1 Subject 2 Subject 3

 Monday English Food Science

 Tuesday Tier 2 vocab Maths (Sparx) LTTF

 Wednesday Geography History Drama

 Thursday Science English Computing

 Friday Maths (Sparx) Maths (Sparx) MFL

 Week B Subject 1 Subject 2 Subject 3

 Monday English MFL Science

 Tuesday PE Maths (Sparx) DT

 Wednesday Geography History Art

 Thursday Science English Music

 Friday Maths (Sparx) Maths (Sparx) MFL

Knowledge Homework Year 9 Summer 2021 Cycle Three | Page 3

A rt
 Cover – Write – Check WEEK 3/4 WEEK 5/6 WEEK 7/8 Year 9 ART
 the ‘Art Elements’ TONE SHAPE PATTERN
 Refers to the lightness or Is a Two-Dimensional area. Refers to a design created by
 WEEK 1/2 darkness of something. Shapes can either be repeating lines, shapes, tones WEEK 9/10
 This could be a shade or how geometric, like a circle, square or colours. The design used to
 COLOUR TEXTURE
 dark or light a colour appears. or triangle, or irregular. create a pattern is often
 Colour Theory Refers to how something feels or how
 Tones are created by the way [2D = height + width] referred to as a motif. These
 Primary colours are the three it appears to feel. There are two types
 light falls on a 3D object. motifs can be simple shapes or
 FORM of texture; actual texture and simulated
 main colours. They cannot be complex arrangements.
 Is a Three-Dimensional shape, texture. Actual Texture: means the
 made, but when mixed together Patterns can be man-made, actual physical surface of an artwork
 such as a cube, sphere or
 they make all other colours. like a design on fabric, or or design. It describes the tactile
 cone.
 Secondary (2nd) colours are natural, like the markings on feeling you would get if you ran your
 [3D = height, width + depth]
 made by mixing two primary animal fur. Patterns can also hand over it. Simulated Texture:
 colours together. be regular or irregular. refers to the illusion of texture which is
 Tertiary (3rd) Colours are made created by an artist using various
 by mixing primary and secondary skills.
 colours together. Opposite
 colours complement one another
 well and can be found directly
 opposite one another on the colour
 wheel. Complementary colours
 Tonal Shading
 sit alongside one another and Natural Patterns
 work well together as a set.

 Actual Texture

 Man-Made Patterns
 TONAL VOCABULARY
 Light Dark Shades Harsh
 Flower Shapes
 Silhouette Tint Reflecting
 Gradient Graphite SHAPE & FORM
 Grayscale Hatching Cross- VOCABULARY Simulated Texture
 hatching Shadow Sketch Rounded Angular Irregular
 The Colour Wheel Tonal Solid Contrast Chunky Small Fragile
 PATTERN VOCABULARY TEXTURE VOCABULARY
 Dull Shading Highlight Feminine Masculine Bold
 COLOUR VOCABULARY Repeat Motif Simple Scaly Flaking Crusty Rough
 Blend Bold Range Robust Bulbous Sculptural
 Primary Secondary Tertiary Hot Complex Symmetrical Smooth Bobbled Sharp Wavy
 Cylindrical Delicate
 Cool Opposite Block Tone Random Natural Man- Woolly Stubble Woven Wooden
 EXTEND YOUR Balanced Organic
 Vibrant Complementary Blend made Mirrored Surface Stippled Rusty Carved Bark
 UNDERSTANDING Geometric Abstract
 Hue Shade Mixture Bright Structural Decorative Stone Feathery Polished
 1.Create your own tonal scale Realistic Simplified
 Clashing Contrast Dull Glowing Tessellation Rhythm Crumbling Actual Visual Coarse
 with your own drawing pencils. Structure Proportion
 Harmonious Bright Neon Balance Recurring Block Fluffy Furry Silk Tactile
 2.Practise drawing different Spherical Square Ovoid
 Translucent Intense Calm Optical Illusion Design
 flower shapes. Regular Volume
 Detail

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 4

C o m p u t i ng
 Week 1 & 9 Week 3 & 9
 Variables, Data Types Operators & Programming Constructs
 age = 14 There are three types of operator that programmers use:
 A variable is a named memory
 message = “Hello World” Arithmetic operators, Relational/ logical operators and Boolean operators.
 location which temporarily stores
 data that can change while the program is Arithmetic Operator Operation Relational Operator Operator meaning Boolean
 Variable Data being assigned to variable
 running. Operator
 / Division == Equal to
 VAT = 20 and
 PI = 3.142 * Multiplication != Not equal to
 A constant is a named memory or
 location which temporarily stores data that Constant Data being assigned to Constant ** Exponentiation > Greater than
 remains the same throughout the execution not
 Constants are commonly Named in ALL CAPS + Addition Greater than or equal
 of the program. Assigning Data to Variables / Constants >=
 to
 When variables are declared they are usually given an initial value, like the value 14 in the example above. It - Subtraction
 is also possible to assign values to variables when a program is running. < Less than
 score = 5 #Initialy sets the variable score to 5 // Integerdivision
 score = score + 1 #Increments the Variable score by 1 =d: (if a is equal to b and c is greater than or equal to
 d then perform a block of code)
 Dat a t y pe Description Sample data
 Programming Constructs
 INTEGER Stores positive or negative whole numbers 17 Assignment = 
 Age = 14
 Assignment is used to det or change the value
 Stores numbers that contain decimal places/values and can also store of a variable
 = 
 REAL/FLOAT 17.65
 integers Name = “Bill” + “ “ + “Smith”
 CHARACTER Stores a single character which can be a letter, number or symbol “$” , 1 , “A” Sequence Name = input( “Enter Name” )
 Every instruction comes one after the other, from print( “Hello” , Name )
 Stores alphanumeric combinations and text. String is really a group of
 the top of the file to the bottom of the file.
 characters stored together as one. Numbers to be used for calculations
 STRING “Hello World”
 should not be stored as string data even though they can be. They if :
 Selection
 should be stored as INTEGER or REAL 
 When designing programs, there are often points
 If is true, then is
 Stores True or False only. This is sometimes taught as 1 or 0 only where a decision must be made. This decision is
 BOOLEAN True executed
 where 1 is true and 0 false known as selection, and is implemented in if age > 18:
 programming using IF statements. print( “You can enter” )
 Conversion / Casting
 Conversion / Casting is used to transform the data types of the contents of a variable using int(), if : if :
 
 str(), float(), bool(). Casting between any allowable data types is permitted. However you may
 elif : else:
 lose data e.g. casting from a float to an integer (7.5) -> (7) 
 When using the input command in python you MUST cast numeric input to INT or FLOAT as the else If is true, then first is
 default data type is string. e.g. if the user entered the number 14 in the following code . The executed, otherwise second is
 executed.
 program would store the string(word) “14” not the number. If is true, then first is executed,
 otherwise second test is checked . If true, then
 Age = input(“Enter Age”) second is executed. if age > 18:
 To store the number you would need to cast to an integer Supports multiple instances of ‘elif’ print( “You can enter” )
 Else:
 Age = int(input(“Enter Age”)) The ‘else’ is not required with the ‘elif’
 print( “Too young!, Go Home!” )

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 5

C o m p u t i ng
 Week 5 & 9 Week 7 & 9
 Programming Constructs (Cont)

 Write a program that asks the user
 a file (see resources on Google

 Please user resources on Google
 user wants to add items until they
 Program will keep asking whether
 Top of the class

 whether they want to add an item
 Reading from a file / writing to

 Identify, explain and use local

 classroom to revise these areas.
 ‘must’ and ‘should’ know , plus:

 the program will add the item to
 Repetition while : This executes while

 to a list. If the user types “yes”,

 the list, otherwise a “goodbye”
 Create a program that uses all

 Create and understand the
 A repetition statement (also called a looping is true.
 statement or a loop) allows you to specify that a

 purpose of subroutines
 program should repeat an action while some i = 1 Set I to 1

 and global variables
 condition remains true. ... At this point, program while i

D es ig n & Tech n o l o g y
 Week 1 / 2 Week 3 / 4 Week 5 / 6
 Freehand Sketching Cardboard Modelling Paper Sculpture Techniques

 To explain your designs (ideas), you’re going to need to Making a model allows designers to visualise and test how a Adding detail using paper is a really effective way of
 draw it on paper. Remember practise makes perfect… product looks and performs in 3D and is a great way of transforming a sculpture/prototype to add detail and
 checking a product’s viability. intricate finishing touches .
 • ‘Freehand’ means drawing without using any
 equipment (except a pen or pencil).

 • It’s the quickest method of drawing, so it’s handy for Modelling
 getting initial design ideas down on paper. can be time-
 consuming
 • You can combine 2D and 3D sketches to explain and
 details. expensive,
 but a
 TASK - Create an entire page of Confectionery (tiered
 cakes, biscuits, sweets, chocolate bars, muffins, physical
 cupcakes….) sketches using freehand sketching model
 allows a
 person to
 see and
 handle a
 product

 TASK - Have
 a go at
 modelling
 with
 cardboard
 and create
 as many
 Refine your sketching… different
 Keep going over your samples like TASK - Have a go at
 initial sketch using light the ones sculpting with paper
 pencil marks until you get above and and create as many
 the shape you desire. opposite as different paper
 you can. sculpture sample
 Sketches aren’t supposed to be perfect. techniques as you can.

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 7

D es ig n & Tech n o l o g y
 Week 7 / 8 Week 9 / 10 Extension Tasks (all weeks)
 Critical Analysis Critical Analysis Continued Colour Theory
 Critical analysis is responding to, interpreting meaning, and making
 critical judgments about specific works of art/design. Continue your analysis of the Patianne Stevenson sculpture Colour Wheel - A circle with different coloured sections
 “Strawberry Chocolate Cake” - Edible Ecology Series - used to show the relationship between colours.
 You are going to be analysing the Patianne Stevenson Recycled Cardboard. Look at the images from Week 7/8 & 9/10
 sculpture “Strawberry Chocolate Cake” - Edible Ecology to form your answers. Primary Colours - are the three main colours, RED,
 Series - Recycled Cardboard. Look at the images from Week YELLOW and BLUE. They cannot be made but when mixed
 7/8 & 9/10 to form your answers. MOOD … together they make all the other colours.

 CONTEXT… • How does the work make you feel? Secondary Colours - are made by mixing two primary
 colours together
 • Who made it (artist’s name)? • What emotions are being displayed in the sculpture? YELLOW + BLUE = GREEN
 YELLOW + RED = ORANGE
 • What series was it part of? • Does the colour or texture affect your mood?
 RED + BLUE = PURPLE
 • What is the title? FORM…
 Tertiary Colours - are made by mixing a primary and a
 • What is the work made from? secondary colour together.
 • From previous knowledge organiser what do you
 know about the artist?
 • What colours does the artist use? Complementary Colours - are opposite on the colour
 CONTENT… wheel they contrast each other to have a vibrant look
 • Describe the shapes or forms you can see? RED - GREEN
 • What is it a sculpture of?
 • What kinds of textures can you see?
 BLUE - ORANGE
 • What does the work represent?
 YELLOW - PURPLE

 • Is it a realistic or abstract sculpture?

 • Does the work tell a story or send a message?

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 8

D ram a
 Week One Week One Week Three Week Three Week Five
 Vocal Skills Physical Skills Relationships with other Our Day Out Willy Russell –
 characters and audience
 Accent: a distinctive way of
 Playwright
 Actions: the physical
 Eye focus/ contact: looking in Plot synopsis
 pronouncing a language, movements made by actors on
 especially one associated with stage. a particular direction. Look at
 a particular country, area, or a specific focal point (on the
 social class.
 wall) during a still image.
 Balance: an even distribution When Mrs Kay's 'Progress
 of weight enabling the Levels: using different heights Class' are unleashed for a
 Diction: speaking clearly being performer to remain stable. to show contrast between
 sure to pronounce all the characters.
 day's coach trip to Conway
 consonants of each word so Body language: how you use Castle in Wales, it is an
 that you can be understood. your body to show something - Physical contact: contact and exuberant celebration of
 e.g. standing tall to show pride touch between characters. the joys and agonies of
 Pace: how quickly or slowly or confidence
 you speak. Proxemics: distance between
 growing up and being
 characters to show a footloose, fourteen and
 Facial expressions: how you free from school. But this is
 Pause: a temporary stop when relationship.
 use your face to communicate
 you are speaking.
 an emotion – e.g. smiling to more than a romp - it
 show happiness points up the depressing
 Pitch: how high or low your present and empty future
 voice is when you are Elements of Drama
 speaking. Gestures: how you use your for these comprehensive Willy Russell was born in
 hands and therefore body to Costume: the clothing that no-hopers from the 1947 in a working-class
 Projection: exaggerating your communicate- characters wear backstreets of Liverpool, family. He left school at 15
 voice in order to “send” it to an action with meaning. for whom a day out is as with an English O-Level. For
 Lighting: the use of lights to a while he worked as a ladies'
 an audience. create a particular much as they can expect.
 Levels: using different heights hairdresser - but when his
 to communicate a message. atmosphere.
 Tone: how you communicate attempts to write failed, he
 emotion and atmosphere Props: items used within a went back into studying, and
 when you speak. Movement: travelling performance. went to College. Russell
 creatively around the space or wrote ‘Our Day Out’ in 1977.
 Volume: how loud or quiet moving position. Set: backdrops and furniture It was based on his
 your voice is when you are used within the performance. experience at Shorefields
 speaking. Comprehensive School.
 Sound: adding music or
 sound effects to create an Russell’s plays and novels are
 effect. about ordinary working class
 people. His collection of work
 Timing: judgement of when is funny and moving with a
 something should be done. comic touch.

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 9

D ram a
 Week Five Week Seven Week Seven Week Nine Week Nine
 Our Day Out - Context Our Day Out - The Characters Our Day Out - The Key theme: Social exclusion More Factors that lead to
 Characters social exclusion:
 1970’s Liverpool What is social exclusion?
 The children: Poor housing
 In the 1970s Liverpool People suffer from social
 suffered from severe exclusion when they do not Families of four living in a one
 Carol - First and last have access to adequate bedroom flat
 economic decline, resulting character seen in the play.
 in poverty and health care or education. Lack
 unemployment. During the
 13 years old. She feels of education and health care CAROL : Why can’t I live in one
 The teachers: trapped by her poor stop people from getting good of them nice white houses an’
 economic recession, the do the garden an’ that? Page
 background. jobs which mean they will have
 docks and manufacturers, 48
 Mrs Kay little or no income which
 which were major employers, means that social exclusion
 went into decline and created Reilly - Class bully. 15 years
 Teacher of the Progress Class; becomes a cycle for families. Poor health
 unemployment and poverty. old.
 in her early forties. She is
 The unemployment and kind and caring. What caused social exclusion? May be suffer from illness
 poverty resulted in social Digga - Reilly's 'assistant'. caused by poor diet
 problems and riots. Adults Susan 15 years old. Escalating economic decline in
 either had to struggle with the 1970s meant that many BRIGGS: How long have you
 jobs that paid very little or Helps Mrs Kay look after the Linda - In love with Colin. people had little or no income, been smoking Andrews?
 children; early twenties. 15 years old. which divided the rich and
 live on the dole, welfare
 poor. This is called social ANDREWS: Since I was eight
 money from the government. Colin
 Karen - Linda's friend; in exclusion. The children in the sir. Page 16
 In some households,
 unemployment became Another helper of Mrs Kay; love with Colin. Fifteen progress class are seen as less
 Low educational achievement
 trans-generational: children he is teased by Reilly & Digga years old. important because of social
 were growing up in families because he is dating Susan exclusion. May be caused by disruptive
 where the parents, the and is in his early twenties. Andrews - 13 years old. pupils and lack of teaching
 Andrews is addicted to Factors that lead to social
 grandparents and even, Mr Briggs staff
 exclusion:
 sometimes, the great- smoking and does not have
 grandparents had not Deputy Headmaster; in his a very good life at home. MRS KAY: You’ll never teach
 Low income
 worked. Therefore, early thirties; he is very strict, them because nobody knows
 aspirations were very low. tries to discipline the children Families cannot afford luxuries what to do with them. Ten
 and is unsympathetic towards such as food or new school years ago you could teach
 them. shoes them to stand in a line, you
 could teach them to obey, to
 The Headmaster ‘Carol rushes along wearing a expect little more than a lousy
 school uniform which doubles factory job. ..Most of them
 Sends Mr Briggs to supervise were born for factory fodder,
 the children as a street outfit and her
 Sunday best.’ Page 1 but the factories have closed
 down. Page 38

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 10

E ng lish
 Week 1 Week 2 Week 3 Week 4 Week 5 – Themes
 CONTEXT CONTEXT DRAMATURGY MR BIRLING CLASS
 - The class system determines the
 1912 (when the play is set) Socialism • Stage Directions - an SUMMARY decisions people make. Eva is
 • Just before the sinking of the - Put simply, an ideal socialist instruction in the text of a Businessman and capitalist who treated badly because she is a
 Titanic and a couple of years society is one that is egalitarian: play indicating the is against social equality. A self- lower class than the Birlings.
 before WW1. everyone has equal rights and movement, position, or tone made man (new money). - Priestley makes it clear that the
 • British society was completely opportunities. of an actor, or the sound class system divides society.
 divided by class. Those with the - Resources are shared out fairly effects and lighting. VOCABULARY - Even the Birlings have to play by
 most money had the most power. and the facilities and resources
 for producing goods are • Lighting – the colour,
 • Pompous - showing an the rules of class. Mrs Birling is
 • Only men who owned property exaggerated sense of one’s own her husband’s ‘social superior’
 could vote; women couldn’t vote. communally owned. intensity and focus of lights and Gerald’s parents disapprove
 importance.
 • There was not much government - J.B Priestley was a socialist and on the stage. of his marriage to Sheila
 uses the character of the • Boastful- to continually try and
 support which is why charities because they’re higher class; Mr
 Inspector as his ‘mouthpiece.’ • Entrances and exits – when impress others with own
 B is desperate to improve his
 were so important. and how characters enter achievements and possessions
 - The Inspector, the personification status with a knighthood. .
 • Things were beginning to change: of socialism, invades the and exit the stage. • Prejudiced - unfair treatment
 there was the largest ever - Throughout the play, Eva Smith
 capitalist space of the Birlings toward a person or group (a symbol of all the working
 miner’s strike in 1912 and the and easily pulls their beliefs • Character construct – the without cause or reason
 Labour Party formed in 1906 to deliberate crafting of a classes) is mistreated by the
 apart. • Bombastic- high-sounding but
 represent the interests of the character by a writer as a other characters because she is
 working class.
 - By accepting responsibility and with little meaning lower class.
 adopting socialist ways of life, symbol of something.
 Priestley argues there will be
 • Capitalist – supports capitalism
 hope for the future • Foreshadowing - a writer – he prioritises personal profit GENDER
 1945 (when the play was written) gives an advance hint of what • Women in 1912, regardless of
 is to come later in the story. social class, were seen as
 • Following the end of WW2, the Capitalism QUOTATIONS
 - Capitalism is where trade and second-class citizens – a fact
 majority of the British people, • Dramatic Irony – when the 1) ‘hard headed man of business’ underlined by their lack of a
 particularly the working class, did industry is mostly controlled by audience knows something
 not want a return to pre-war business owners. 2) ‘a man has to mind his own right to vote.
 that the characters don’t. business and look after
 Conservative economic policies - These individuals or companies • It was the deplorable state of
 which they blamed for poverty. himself and his own’ working-class women’s lives that
 keep the profits made by their • Tension and Tone – when the
 • There was a mood for businesses instead of distributing writer creates a tense 3) ‘unsinkable, absolutely prompted Emmeline Pankhurst
 widespread social change: at the them evenly between workers. atmosphere or tone in the unsinkable’ to found the suffragettes.
 1945 general election, Winston - Priestley does not agree with play. 4) ‘(rather impatiently) Yes, yes. • Eva is a symbol of the way lower
 Churchill was defeated by the capitalism so uses the character Horrid business’ class women were mistreated by
 Labour Party. of the Inspector to attack it. • Props and symbolism – items society, particularly wealthy
 • Labour later created the Welfare - Mr. Birling is a capitalist. He is and objects used by 5) ‘Still, I can't accept any men.
 characters in the play which responsibility’
 State (benefits for those in need) ‘Priestley’s puppet’ and is made • Sheila begins the play as naïve
 and created the NHS – National to look foolish by Priestley so represent wider ideas. on the 6) ‘‘I’ve got to cover this up as girl who is patronised by her
 Health Service. capitalism is made to look stage quick as I can. You damned father because she is female.
 • Women had also gained more foolish.. fool’ Later she grows in intelligence,
 power because they had - The Inspector destroys Birling’s 7) ‘(angrily). There'll be a public confidence and independence:
 contributed to the war effort. views, showing capitalism is not a scandal’ she confronts Gerald, her
 strong basis for society. parents and takes on the
 Inspector’s views.

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 11

E ng lish
 Week 6 Week 7 Week 8 Week 9 Week 10
 SHEILA: GERALD: MRS BIRLING ERIC:
 INSPECTOR GOOLE
 SUMMARY Businessman engaged to Sheila Husband’s social superior; SUMMARY
 shows no regret Drinks too much; regrets his Priestley’s mouthpiece;
 Changes her views and pities and politically close to Birling.
 advocates social justice; serves
 Eva. Regrets her actions. • Supercilious - showing an actions.
 • Aristocratic – has a high social arrogant disregard for others as the Birlings’ conscience
 VOCABULARY position due to his family • Remorseless - showing no VOCABULARY:
 • Naïve – lacking knowledge, • Evasive – avoiding telling the mercy, compassion or remorse • Uneasy – not comfortable; VOCABULARY:
 experience, or realistic truth, especially by avoiding or • Prejudiced - unfair treatment nervous
 judgment being unclear. • Reckless – pays no attention • Unconventional – unusual;
 toward a person or group doesn’t conform to
 • Compassionate – understands • Pragmatic - views things from a without cause or reason danger or the consequences of expectations
 another's suffering and wants practical perspective. • Hypocritical - a person who one's actions
 • Imposing - grand and
 to help; sympathetic pretends to be different or • Irresponsible - not showing a impressive in appearance
 • Astute - keen in understanding 1) ‘she was pretty and warm- better than he or she really is. proper sense of responsibility.
 • Sardonic - bitterly mocking;
 and judgment; shrewd. hearted and intensely • Frustrated - feeling upset or derisive; scornful.
 • Remorseful - feeling guilt and grateful’ 1) ‘girls of that class’ angry because of being unable
 • Righteous – morally right or
 sorrow over having done 2) ’After all, y’know, we’re 2) I'm very sorry. But I think she to do what one is trying to do.
 good
 something wrong. respectable citizens and not had only herself to blame. • Remorseful - feeling guilt and
 • Empowered – made stronger criminals’ sorrow over having done • Commanding - showing
 3) I did nothing I'm ashamed of authority
 and more confident, especially 3) ‘Everything’s all right now something wrong.
 in controlling their life and Sheila’
 claiming their rights. QUOTATIONS:
 GENERATIONS
 RESPONSIBILITY - Priestley creates a clear divide QUOTATIONS:
 QUOTATIONS - Social responsibility is the idea between the older and the 1) ‘pink and intimate…brighter
 1) ‘very pleased with life and that a society’s poorer members younger generations in the play. 1) ‘Half shy half assertive’ and harder’
 rather excited’ should be helped by those who
 have more than them. - Whilst Mr & Mrs B refuse to 2) ‘What about war? ’ 2) ‘massiveness, solidity and
 2) ‘Oh - how horrible! Was it an - This is one of the main messages accept their responsibility and purposefulness’
 accident?’ in the play, summed up by the role in Eva’s death, Eric and 3) ‘(involuntarily) My God!’ 3) it's better to ask for the earth
 Sheila are shaken by the part than to take it.
 3) ‘But these girls aren't cheap Inspector when he says, ‘We are
 they have played in her suicide. 4) ‘I was in that state when a
 labour - they're people’ members of one body.’ chap easily turns nasty’ 4) ‘but each of you helped to kill
 - Priestley wants us to recognise - The younger generation are her. Remember that.’
 4) ‘Why — you fool — he that their actions have effects for more emotional and idealistic. 5) ‘she was pretty - and a good
 knows’ others, not just themselves. - The older generation are more 5) ‘millions and millions and
 sport—’ millions of Eva Smiths and
 5) ‘(miserably) So I'm really - Priestley believes we have a bigoted and selfish.
 John Smiths’
 responsible?’ responsibility to look out for - Priestley places hope in the 6) ‘[nearly at breaking point]
 others regardless of wealth, younger generations. By the Then - you killed her’ 6) ‘fire and blood and anguish’
 6) ‘he’s giving us the rope- so status, class or anything else. end of the play, they begin to 7) We are members of one body.
 that we hang ourselves’ - The Inspector gives a voice to appreciate socialist thinking. 7) ‘And I say the girl's dead and We are responsible for each
 those who have none because we all helped to kill her —
 7) ‘No, because I remember … They will grow up and lead a
 and that's what matters
 other
 what he made me feel. Fire those in privileged positions are socialist Britain which Priestley
 and blood and anguish’ ignoring their social argues would be better for
 responsibility. society.

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 12

F renc h
 Week 1 Week 2 Week 3 Week 4 Week 5

 Les matières Subjects J’aime I like Amusant Fun Fatigant Tiring Utile Useful

 L’art Art Je n’aime pas I don’t like L’anglais English Le français French Acheter To buy

 Le dessin Art J’adore I love La biologie Biology L’histoire-géographie History-geography Les affaires Belongings

 L’art dramatique Drama Je déteste I hate Le bulletin School report L’informatique IT L’animal en Cuddly toy
 peluche
 Les maths Maths Je ne supporte pas I can’t stand Le cahier Exercise book L’instituteur Primary school
 teacher Apprendre To learn
 L’anglais English Parce que c’est Because it is La cantine Canteen
 L’institutrice Primary school L’arbre Tree
 Le français French Facile Easy La chimie Chemistry teacher
 Le car Coach
 L‘allemande German Difficile Difficult La cour Playground Insuffisante Poor
 Le cartable School bag
 L’espagnol Spanish Intéressant Interesting Le cours Lesson Intéressant Interesting
 Commencer To start
 Les sciences Science Utile Useful Le dessin Art La langue Language
 Comprendre To understand
 Le sport Sport Inutile Useless Les devoirs homework Les maths Maths
 Demander To ask
 L’EPS PE Ennuyeux Boring Difficile Difficult La matière School subject
 Distribuer To give out
 La chimie Chemistry Amusant Fun Le directeur Headteacher La musique Music
 L’emploi du temps Timetable
 La biologie Biology Sympa Kind La directrice Headteacher Les notes Grades, marks
 Enerver To annoy
 La physique Physics Méchant Unkind L’élève student Oublier To forget
 Finir To finish
 La géographie Geography Sévère Strict Ennuyeux Boring La pause-déjeuner Lunch break
 L’ordinateur Computer
 L’histoire History Patient Patient L’EPS PE La physique Physics
 La poubelle Bin
 La technologie DT Facile Easy Le professeur Secondary school
 teacher Le professeur Form teacher
 L’informatique IT Faire attention To pay attention principal
 Les progrès Progress
 La religion RE Faire des efforts To make an effort La quatrième Year 9
 La récré Break
 remarquer To notice
 sévère strict

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F renc h
 Week 6 Week 7 Week 8 Week 9 Week 10

 Le sac Bag L’intimidation Bullying Le côté Side Pouvoir To be able to, can je complète I complete

 La seconde Year 11 Mieux Better Devoir To have to, must Le prix Prize je choisis I choose

 Le singe Monkey Pas mal de A lot of Le directeur Headteacher Propre Clean j’ai complété I completed

 La sixième Year 7 Passer un examen To sit an exam La directrice Headteacher La punition Punishment j’ai choisi I chose

 Sonner To ring (bell) Pénible Painful, annoying Distribuer To give out La raie Parting (in hair) je compléterai I will complete

 Le tableau Board (white) Pire Worse Ecrire To write La récompense Reward je choisirai I will choose

 Le trajet Journey Le principal Headteacher En arrière backwards Respecter To respect il dure It lasts

 Voyager To travel Régulièrement Regularly En retard Late Sale Dirty il a duré It lasted

 L’ambiance Atmosphere Stressant Stressful Exprimer To express Le vêtements de Designer clothes il durera It will last
 marque
 Avoir raison To be right Tard Late Falloir To be necessary je choisirais I would choose
 Vouloir To want
 Avoir tort To be wrong Le temps libre Free time S’habiller To get dresses je compléterais I would complete
 ça me rend + adj. it makes me + adj.
 Bien équipé Well equipped Tôt Early Il faut It is necessary, you j’étudie I study
 must réussir un examen to pass an exam
 Le bruit Noise Vrai True j’ai étudié I studied
 Interdit Not allowed, redoubler to retake (a year)
 Le car de School bus Absolument Absolutely forbidden j’étudierai I will study
 ramassage rater un examen to fail an exam
 La blouse Overall (worn at La laine Wool je vais étudier I’m going to study
 Le correspondant Penfriend school) une heure de retenu detention
 La mode Fashion j’étudierais I would study
 Distribuer To hand out La coiffure Hairstyle un contrôle test, assessment
 Se moquer de To make fun of je vais choisir I’m going to choose
 Etre d’accord To agree Contre Against la sonnerie bell
 Nettoyer To clean je vais compléter I’m going to complete
 Faire attention To pay attention Corriger To correct populaire popular
 Obligé Obliged, forced je veux I want
 Faux false pour in favour
 Porter To wear je dois I have to (must)
 L’ inconvénient disadvantage

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 14

Ge o g ra p hy
 YEAR 9 CYCLE 3 GEOGRAPHY – Urban World Knowledge Organiser
 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
 Urbanisation: the process of towns Rural-urban migration Informal sector: jobs where people do Dharavi is located in Mumbai and is Jakarta, the Indonesian capital, is
 and villages developing and not pay tax and have no legal working India’s largest slum. It has nearly one home to 10 million people but it is one
 becoming bigger as their population rights, for example selling fruit at a million people crammed into one of the fastest-sinking cities in the
 increases. More than half of the street market. square mile. world.
 world’s population now lives in towns Water full of diseases – high levels of It sits on swampy land with 13 rivers

 Out of villages
 Informal housing: housing built on
 or cities. land that does not belong to those who typhoid, diphtheria. running through it. Flooding is
 Megacity: a city with a population of are building it. Often land which may be Doctors deal with 4000 cases per day frequent.
 over 10 million people. The largest unsuitable for the purpose: river beds, of sickness caused by poor sanitation. By 2050, 95% of North Jakarta will be
 megacity in the world is Tokyo in land close to industrial activity, land on 85% of people have a job in the slum. under water.
 Japan with 37.4 million people! steep or unstable slopes or next to There are 15,000 one-room factories in Northern Jakarta has sunk 2.5 metres
 transport networks. the slum with a turnover of $1 billion in 10 years, which is double the global
 Rural-urban migration: the per year. average for coastal megacities.
 movement of people from the Infrastructure of often poor and there
 In the UK, 23% of our waste is recycle; North Jakarta houses one of
 villages (rural areas) into the towns are problems with electricity and
 in Mumbai it is 80%. Most of that Indonesia’s busiest sea ports.

 Into the cities
 and cities (urban areas). It is most sanitation. This informal housing is
 happens in Dharavi. The dramatic rate of sinking is partly
 common in NEE and LICs. Caused by often known as slums or squatter
 Strong sense of community in the down to the excessive extraction of
 push and pull factors. settlements. slum – small village squares, flower groundwater for use as drinking water,
 Internal growth: growth within a city It is estimated that 1 in 7 people on the baskets. bathing and every day use. Piped
 that results from births among the planet currently lives in a slum. In Some Plans to replace Dharavi slum with water is not reliable to people pump
 resident population rather than developing countries, it is as much as tower blocks of flats. The land is very water from aquifers underground.
 people moving into the city. 90% of the urban population. valuable.

 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
 A world city is one considered to be London has a population of 8.7 A sustainable city offers a good quality Masdar City, in the UAE, relies on solar The world’s northernmost town in
 an important hub in the global million people, located in SE England. of life to current residents but doesn’t energy and other renewable sources. Longyearbyen which is located in the
 economic system. 37% of London’s population was born reduce the opportunities for future Started in 2006, the city was Norwegian archipelago of Svalbard. It
 Characteristics of world cities: outside of the UK. The largest group residents to enjoy. envisioned to cover 6km2 and has 2,400 citizens.
 o Headquarters of transnational of migrants comes from India, Key features of a sustainable city: estimated to cost $18-22 billion. Final It was established a mining town.
 corporations. Jamaica and Nigeria. Since 2007, more o Public transport as an alternative to completion is now estimated to be Longyearbyen is around 650 miles
 o Centre for business innovation migrants have come from eastern cars. 2030. from the North Pole.
 o Major centre for manufacturing Europe. o Walking and cycling is safe. The city will be home to 45,000-50,000 There are more polar bears than there
 o Home of an important stock Demand for public transport is o Renewable resources are used people and 1,500 businesses. are people.
 exchange or major banks expected to grow by 60% by 2050.. instead of non-renewable. As of 2016, fewer than 2,000 people The sun does not rise at all for four
 o Highly rated universities, often Around 2 million people use the o Water is seen as a resource and are employed there. months of the year.
 specialising in research, which underground every day. recycled wherever possible. The city has terracotta. The The town has all the amenities of a
 links to a high quality healthcare London is one of the world’s greenest o New homes are energy efficient. temperature in the streets is 15-20oC modern town, including a school,
 provision. cities with 47% as green space e.g. o Access to affordable housing. cooler than surrounding desert. church and restaurants.
 o Cultural opportunities including Hyde Park. o Community links are strong and A wind tower sucks in air from above Longyearbyen is home to the famous
 opera and ballet Deprivation is a huge problem with communities work together to deal and pushes a cool breeze through the Doomsday Seed Vault which stores
 o E.g. Sydney, Australia two million Londoners living in with issues such as crime. streets. every known crop on the planet.
 poverty. o Areas of open space. Buildings are clustered together to No burials of people have happened
 London’s population is growing by o Cultural and social amenities are shield people from the sun. in Longyearbyen for over 80 years due
 100,000 people per year yet only accessible for everyone. Masdar is powered by a 22-hectare to the icy conditions and permafrost
 about 20,000 houses are being built. field of solar panels. preventing bodies from decomposing!

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 15

His to ry
 Week One Week Two Week Three Week Four Week Five
 Power and the People Part 1 The Peasants’ Revolt (1381) Power and the People Part 2 Power and the People Part 3 Anti-Slavery Movement

 Magna Carta (1215) The peasants were angered by The English Revolution Political Reform Causes: African slaves were
 the poll tax and the feudal The Great Reform Act (1832) treated horrifically on the
 The barons forced King John to system. Charles I angered MPs by middle passage and
 sign it. marrying a Catholic and Parliament gave the right to plantations.
 Wat Tyler led a march to changing the Church, closing vote to some more middle
 It limited the King’s power and London where they burned parliament for 11 years and classes. Leaders: William Wilberforce,
 gave rights to freemen. buildings and beheaded the raising ship money. Oluadah Equiano.
 However, you still had to own
 King’s Treasurer and property to vote, meaning
 It said all freemen had the The Civil War was between the Protest Methods: petitions,
 Archbishop. Parliamentarians and the the working classes had no
 right to a fair trial and John had speeches, leaflets,
 to consult with the barons and King Richard II went back on
 Royalists and lasted from 1642 – vote. memoribilia.
 bishops about raising taxes. 1649.
 his promise to give the
 peasants their freedom and The Parliamentarians won and Results: Slavery was abolished
 Simon de Monfort v Henry III had the leaders The Chartists in 1833.
 Charles I was executed.
 hanged/executed. The People’s Charter set out
 Henry III upset his barons by England had no monarch from their aims, including the vote
 listening more to his French The Pilgrimage of Grace 1649-1660. Oliver Cromwell for all men over 21 and
 lords and giving in to the Pope. (1536) became Lord Protector. voting in secret.
 Simon led the barons to Catholics in the north of In 1660 Charles II returned as Moral force Chartists were
 overthrew Henry III in 1264. He England were angry because of king, but the king’s power had peaceful and Physical force
 became like a king for a year. the Break with Rome been reduced and parliament’s Chartists used violence.
 (Reformation). power had now increased.
 When in power he invited Leaders: Feargus O’Connor
 knights and barons to his The American Revolution (1776- and William Lovett.
 Robert Aske led a peaceful 1783)
 parliament. Anti-Corn Law League
 march of about 50,000 people Protest methods: petitions,
 in York. Americans were angry that they marches, riots.
 Henry III returned and had to pay taxes but had no Causes: The Corn Laws raised
 defeated Simon In 1265. representation in parliament. tax in imported wheat. Bread
 Henry VIII went back on his
 prices went up.
 promise to give the rebels They won independence from
 some of their demands. He the British Empire. Leaders: John Bright and
 had over 200 leaders Charles Villiers.
 The Declaration of
 hanged/executed.
 Independence said that all men
 were equal and people had the Protest methods: meetings,
 right to choose their speeches, memorabilia.
 government.
 Results: The Corn Laws were
 repealed (abolished) in 1846.

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His to ry
 Week Six Week Seven Week Eight Week Nine Week Ten
 Factory and Social Reformers Workers’ Campaigns (19th Power and the People Part 4 Womens’ Movement (20th Ethnic Minorities (20th
 century) century) century)
 Why did they want reform? Workers’ Campaigns (20th
 Tolpuddle Martyrs (1834) century) The Suffragists (peaceful) Causes: People were angered
 Dangerous conditions, low by poor living conditions, low
 wages and long hours in They were arrested for The General Strike (1926) Leader: Millicent Fawcett wages, racism and
 factories. Children as young as forming a trade union and discrimination.
 6 worked in factories. Cramped making an oath to keep it Over a million workers went Protest methods: petitions,
 and unhygienic conditions in secret. on strike about low wages articles, meetings, marches. Enoch Powell’s ‘Rivers of
 towns. Overcrowding and and poor conditions. The Blood’ speech seemed to
 unsanitary conditions in There was a huge protest led strike lasted 9 days and The Suffragettes (violent) show that there was racism
 prisons. by Robert Owen. 200,000 failed. within the government.
 people marched in London Leader: Emmeline Pankhurst
 George Cadbury The government limited
 and 800,000 signed a In the 1970s and 1980s the
 trade unions’ rights and Protest methods: chaining
 Built houses, a school and a petition. The martyrs were ‘Sus Law’ allowed police to
 membership of trade unions themselves to railings,
 chapel for his workers around freed. stop and search anyone. They
 decreased. blowing up post boxes,
 his factory in Bourneville, targeted young black men.
 New Unionism (1880s) hunger strikes.
 Birmingham.
 The Miners’ Strike (1984-85) The Brixton Riots (1981)
 The Match Girls protested Some women over 30 were
 about low pay and dangerous Margaret Thatcher’s given the right to vote in Lasted 3 days in London.
 conditions. They went on Conservative government 1918, after WWI. All women Clashes between the black
 strike in 1888. They were led closed mines, leading to huge over 21 were given the right community and the police.
 by Annie Besant, a journalist. unemployment. Miners went to vote in 1928. Buildings were burned and
 They marched to the Houses on strike and clashed with over 100 arrests.
 Robert Owen police. In the 1960s women
 of Parliament and organised a
 campaigned for equal pay, Results: The Scarman Report
 boycott. They were successful
 His workers only worked an 8 The strikes failed and the against discrimination and for said that the police needed to
 hour day and he provided a and achieved higher wages.
 government limited trade the right to have abortions. avoid targeting black men.
 school to educate workers’ unions’ rights and
 The Dockers were angered by The investigation after the
 children. membership of trade unions
 low wages and casual labour murder of Stephen Lawrence
 Elizabeth Fry (no guaranteed hours). They decreased. showed that there was
 went on strike in 1889 and racism within the police in
 Set up a school and chapel for were led by Ben Tillett. They the 1990s.
 women and children in marched through London
 Newgate Prison. Campaigned carrying fish heads and rotten .
 for prison reform. vegetables. They were
 successful and achieved
 higher wages and a
 guaranteed 4 hour day.

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 17

Ho s p ita l i t y & Ca t e r i n g
 Week 1 Week 3 Week 5 Week 7 Week 9
 Gluten Formation and Flours Types of Dough Gelatinisation Sauces Packaging and Product Labels.

 Gluten is a protein made up from Lean doughs are made with flour, Starches are long chains of sugar A white sauce otherwise known as a Food labelling is important to help
 two smaller proteins glutenin and yeast, water and salt. Béchamel sauce is made from a us decide which food to buy, to
 gliadin. molecules—thousands of ensure we store and cook food
 molecules long, in fact—they are white roux (butter and flour) and correctly and so we are aware of the
 Yeast is a living, single-cell found, in the form of tiny, dry milk. It has been considered, since nutritional content of the food.
 A protein is long chain of amino
 acids. organism. As the yeast grows, it the seventeenth century, one of the
 granules, in all plants.
 converts its food (in the form of mother sauces of French cuisine. Some information on food
 sugar or starch) into alcohol and packaging is mandatory. This means
 carbon dioxide through the process The starches we commonly use Starches: it is required by law.
 of fermentation. This makes it in the kitchen come from grains • The name of the food
 Gliadin + Glutenin + water + physical
 action = Gluten crucial to the making of wine and (wheat and corn) and roots Wheat flour is used in a white • A date of minimum durability
 beer, as well as the process of (potato, cassava, and arrowroot). sauce. • Instructions for use
 Gluten is elastic. baking (which has led to the • The country of origin
 Starch gelatinisation is the • The name and address of the
 identification of two main types, • Cornflour is used in custard food manufacturer
 Gluten is plastic. brewer’s and baker’s yeast). process where starch and a and gravy. • A nutrition declaration
 liquid are subjected to heat • Any special storage conditions
 Gluten is found in flour. Baker’s yeast is used in cookery to causing the starch granules to • Arrowroot is used in a glaze for • The net quantity of the food
 rise (leaven) any kind of bread, swell and absorb water and fruit flans or gateaux. • Information on certain foods
 Not everyone can eat gluten (this is whether sweet or savoury. causing allergies
 called coeliac) this is because they eventually burst. This thickens • An ingredients list
 cannot break down the long chains the liquid. • Potato flour used for
 of amino acids. Rich doughs (or enriched doughs) thickening soups.
 are made with the addition of Ingredients are listed in order of
 Gelatinisation begins at 60° with quantity. The largest first. Allergen
 To create gluten you need to knead shortening/fat, sugar milk and eggs. Acidic fruits such as lemon or information for the 14 main
 the liquid beginning to thicken at
 it (physical action). tomato affect the starch granules. allergens must be highlighted in
 Kneading develops the gluten in the about 85°. However, This lowers the power of the starch bold in the main ingredients list on
 Why is gluten so important? dough; gives it the stretch. gelatinisation is not complete granules so you may need more to the back of a food packet. Traffic
 Without it, there would be nothing until about boiling point 100° is thicken the sauce . Light Labelling – The labels on food
 to hold the gas that makes bread Straight-dough/mix method: can be reached. must contain precise and accurate
 rise. Think of gluten as the rubber of used to make all yeast breads (lean, information about the nutrients the
 a balloon: The stronger it is, the food contains.
 rich and sponge) Mix all ingredients
 more gas it can hold.
 in a bowl and knead. Heat Starch
 starch granules
 granules become
 Sponge method – Mix yeast, ½ in liquid swollen
 But stronger isn’t always better. For liquid, ½ flour to dorm a “sponge”. Fat, saturated fat, salt and sugar are
 many baked goods, like pastries and After “sponge” rises, add the labelled on a food product in either
 pie crusts, it’s important to avoid remaining ingredients. green, amber or red.
 gluten development. That’s why
 different flours contain different The difference between Green – low amounts of fat,
 Starch
 amounts of protein, depending on batter and dough is batters are thin granules
 The liquid saturated fat salt and sugar.
 thickens
 how they are meant to be used. and contain eggs, and doughs are burst and
 gelatinizes Amber – medium amounts of fat,
 thick and don't have to contain saturated fat, salt and sugar.
 A high-protein flour will make a
 dough with strong gluten, good for eggs. Because of their different
 hearty yeast breads. Pastry chefs, consistencies and ingredients, you Red – high amounts of fat, saturated
 on the other hand, prefer low- will mix and prepare batters and fat, salt and sugar.
 protein flours that yield delicate, doughs differently.
 tender doughs. Starch gelatinizes when heated in a liquid, producing a thickened liquid

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 18

L ife to t he Fu l l
 Year 9 - Life To The Full
 Week 1 Week 3 Week 5 Week 7 Week 9
 Memorise the key words: Memorise the key words: Memorise the key words:
 Use look, cover, write, check Research
 to learn the key words for Gender Prejudice - believing Eid-Ul-Adha - Muslim festival
 your RSE topic. that one sex is superior to the
 Asylum Seeker = a person
 Go to: celebrating the end of Hajj
 other who has left their home and remembering the
 www.brook.org.uk Gender discrimination - Acting country and is seeking sacrifice of Ibrahim and
 upon your beliefs that one asylum (safety) in another. Ishmael.
 On the home page gender is inferior to the other
 They do not yet have
 you’ll see: and treating people of different Eid-Ul-Fitr - Muslim festival
 sex differently refugee status in a new celebrating the end of
 1) Topics. Please Sexism - Discrimination, country. Ramadan (the month of
 go to the part prejudice or stereotyping on the fasting)
 for contraception. basis of gender
 Racism - a belief that members Refugee = a person who Advent - The four week
 of one race are superior to those has been forced to leave Christian period of joy,
 of others their country in order to waiting and preparation
 Task Overt – something said or done building up to the festival
 in the open escape war, persecution, or of Christmas
 Covert – done in secret natural disaster.
 Create a fact file 3- Christmas - The Christian
 5 different forms of BAME – Black, Asian and celebration that
 contraception Minority Ethnic Immigrant = a person who remembers the birth of
 comes to live permanently in Jesus Christ
 Microaggressions – a foreign country.
 hostile/prejudicial daily verbal, Lent - The forty day Christian
 2) Topics. Please behavioural, and environmental period leading up to Easter
 indignities whether intentional or Islamophobia - To be
 go to the part for Good Friday - The Christian
 unintentional scared of, dislike or negative
 STI/Ds towards people who are
 day that remembers when
 Institutional racism – a form of Jesus was crucified on the
 racism expressed in the practice Muslim cross
 of social and political institutions
 Task Anti-semitism - hostility or Easter - The festival
 White privilege – societal celebrating the day Jesus
 prejudice towards Jews. rose from the dead
 privilege that benefits white
 Create a fact file 3- people over non-white people.
 5 different STI/Ds White privilege doesn’t mean LGBT+ - Lesbian, Gay,
 you have not experienced Bisexual, Transgender and
 hardship – just not hardship due Task: Write your own
 newspaper report on what
 related communities.
 to the colour of your skin
 happened to Grenfell Tower.
 Xenophobia - dislike of or You can use everything you Equality Act 2010 - It is
 Remember to use your prejudice against people from against the law to
 green pen to fill in any gaps other countries. learnt in the lesson, news
 in knowledge when checking reports and television reports discriminate against the
 through your work. to help you. LGBT+ community

Knowledge Organiser Year 9 Summer 2021 Cycle Three | Page 19