Victory Values - Ormiston Victory Academy

Victory Values
 Name:
Ready – Respectful – Reasonable
 Head of Year:

 Form Tutor:

 Form Room:

 1

Contents and Order

 Topic
 Introduction
 How to use my Victory Vitals Booklet
 Victory Vitals Revision Techniques
 Mathematics Knowledge Organiser/s
 Science Knowledge Organiser/s

 Core PE Knowledge Organiser’s

 PSHE Knowledge Organiser/s
 Options Subject KO/s

A message for parents/carers:
Teaching our students how to correctly retain knowledge and key subject
vocabulary is fundamental to students learning. Our aim at Ormiston Victory
Academy is to provide students with this information in their half termly Victory
Vitals booklets. The Victory Vitals Book of Knowledge includes a range of
resources to support students in class and with their homework. As part of our
homework policy all students should use their Knowledge Organiser (KO) to revise
for their key knowledge quizzes and end of topic assessments. Improving
knowledge retention across the five-year academic journey will have a positive Remember to check Class charts weekly to see the tasks your class teachers have set you
impact on all levels of attainment and achievement. We send out a guidance linked to your Knowledge organisers in this booklet!
letter to you under our letter section on the website in October. If you would like
more information or to review the guidance again please head to the website.
 NOTE: you can access this digitally by scanning the following QR code and via
 Class charts!

Subject: English Language Paper 1
 Topic: Explorations in creative reading and writing 1 hour 45 minutes Section A: READING
What to do first: Always read through the whole of the source making
sure you understand the basic meaning - the ‘BIG’ of the text i.e. You will be provided with one unseen fiction extract- First reading 10-15 minutes Key Terminology
 Section A: Reading (40 marks) NOUN: the name of an object, place or person. e.g.: apple / man / London
WHO are the characters and WHOSE perspective is the story being
 Q1 List four things… (4 marks) VERB: a word which describes an action or a state. e.g.: I run / I am a student
told from?
 WHAT is going on? Q2 How does the writer use language to…? (8 marks) ADJECTIVE: a word which describes a noun. e.g.: green apple / tall man
WHEN is it taking place? Q3 How does the writer structure the text to interest the reader? (8 marks)
WHERE is it set? Q4 Evaluative response to a statement about the extract. (20 marks) ADVERB: a word which describes how an action is happening. e.g.: I run
HOW are we meant to feel? quickly

 PRONOUN: a word which can be used to replace a noun. e.g.: Jo is a
Question 2: How does the Question 2; What you are being marked on: Question 2: Sentence stems: student. He studies English.
writer use language here
 PREPOSITION: a word which describes the position of something. e.g.: My
to describe…..? ❑ Textual detail which is relevant and understood in its proper context (at The writer describes…..He uses the
 homework is on the desk
You could include the least two quotes – preferably three!) word/verb/adjective/simile “…. ” to
writer’s choice of: portray/show….In particular, the ALLITERATION – The repetition of the same letter or sound at the start of words
- Words and phrases  Subject terminology writer chose “ …….” because it has next to each other. The boy burst his balloon.
- Language features connotations of/connotes/is
 and techniques  The effects of the writer’s choice of language & its effect on the reader – associated with… By doing this, EXTENDED METAPHOR – A metaphor that continues across multiple lines or
- Sentence forms detailed analysis perhaps the writer is trying to… paragraphs.
  Extension G6+: METAPHOR - A metaphor is a word or a phrase used to describe something
IMPORTANT! Identify patterns In addition, the writer….. as if it were something else. e.g The stormy ocean was a raging bull
Check which lines the (This is further reinforced/echoed/
 PERSONIFICATION – A figure of speech in which something non human is
question is asking about returned to when he writes “….….” thus creating the impression that….) given human attributes. Lightning danced across the sky.
and stick to that part of
the text! SIMILE - A figure of speech involving the comparison two things using ‘like’ or
 ‘as.’ e.g She had a mouth as sour as a green gooseberry.

 IRONY – The use of words to convey a meaning that is the opposite of its
Question 3: How does the How writers structure stories: The ‘Building
 Question 3; What you are being marked on: literal meaning often for humorous effect
writer structure the text to Blocks’ or ‘Shaping Techniques’ of a story HYPERBOLE – The use of extreme exaggeration to make a point.
interest the reader? What you are being marked on: Sentence Types
You could write about: Simple sentences: contains a subject and a verb and can contain an object
- What the writer  The effects of the writer’s choices of structural features Sarah likes to read in the library.
 focuses your Tom enjoys reading at home.
  Selects a judicious range of examples(at least two quotes – Compound sentences: joins two simple sentences using the connectives: for,
 attention on at the
 and, nor, but, or, yet, so.
 beginning preferably three!)
 Sarah likes to read in the library but Tom prefers to read at home.
- How and why the  Accurate use of subject terminology such as: Complex sentences: A complex sentence contains a conjunction such as
 writer changes this Narrative perspective because, since, after, although, or when .
 focus as the source Dialogue Because Robert felt tired, he only studied for an hour.
 develops Action Although the rain had stopped, the pitch was still water-logged.
- Any other structural Internal thoughts Exclamative sentence: These are used to express strong feelings, strong
 emphasis or emotion.
 features that Setting
 What a horrible day it is!
 interest you Description of character Imperative sentence: Imperatives are sentences that give orders or
IMPORTANT! Shifts in time, place, mood, atmosphere, focus commands
For this question you Change of character Put your phone away.
need to consider the Extended metaphors Interrogative sentence: Sentences that ask questions
whole text! Foreshadowing How much studying have you done today
ROOT word: structure Repetition of an image, idea or theme
 Use of Direct speech

Question 3 sentence stems:
Towards the start of the text the writer focuses our attention on…..through…when it says“……”. This opening is engaging because the reader is led to think/feel…..

As the text progresses the writer shifts our attention to… through… when it says“….” By choosing to shift our focus to ..at this point, the writer is…

Finally the writer shifts our attention to… through… when it says“….” By choosing to end the text in this way the writer is…

Section A: READING Question 4; What you are being marked on: Question 4 sentence stems:
Question 4 Evaluate the Statement:
A reader said ‘In the _____part of the  Evaluates the effects of the writer’s choices of language & structural In my opinion, one of the most effective ways that the
text…….the writer really features writer creates______ is the way he describes / writes about
shows………………………’ / portrays……..
  Selects a judicious range of examples(at least two quotes – preferably
Question: To what extent do you three!) For example it says “……….….”
agree with this statement?  Accurate use of subject terminology
  Clear & relevant response to focus of statement (read question REALLY Here, the use of the
In your response, you could: carefully!!) phrase/word/image/simile/dialogue/description makes
• consider your own impressions the reader feel …./ suggests to the reader…/ highlights
 of……... Vocabulary for analysis: for the reader…….
 Evaluative Phrases:
 Reinforces
• evaluate how the writer
 Because/ as …
 creates…………… In my opinion….
 Suggests …
• support your response with I think…..
 Implies …
 references to the text One of the most…
 Furthermore …
 An even more….
 Connotates ..
 Section B: WRITING Top Tips:
 Perhaps the most….
 Therefore … - Try to be convincing with
 Emphasises … vocabulary – use words that
Section B: WRITING link with the topic you are
 writing about
 Question 5 example: You have been invited to take part Grade 5+ WRITING CHECKLIST - Adopt a persona
 in a creative writing competition judged by people your - Zoom in and use a range of
 own age. Write a description of this picture or a narrative ✓ I consistently use a range of language techniques suitable for
 creative writing i.e. language and structure
 starting with the opening line …
 imagery - similes/metaphors/personification techniques
 sound effects - onomatopoeia/alliteration. - Ensure you spend time
 ✓ I create successful effects by using a variety of the language planning
 devices like those above as well as through a range of different
 techniques from using the 5 senses to the use of juxtaposition or
 careful structuring or narrative voice
 ✓ My work develops ideas fully and in detail in paragraphs Now try the following tasks:
 Task 1: practice these skills using
 ✓ My paragraphing is consistently clear around topics, and ideas
 past papers and mock exam
 are coherently linked with a variety of appropriate connecting
 questions using your KO to guide
 phrases within and between paragraphs
 you.
 ✓ My ideas/content is consistently engaging (interesting), with a
 Task 2: write under timed
 range of clear, connected ideas
 conditions without using the stems
 and self assess using the checklists
 Sentence Openings —Use different types of words to vary ✓ I increasingly use a sophisticated vocabulary to express ideas
 your sentence openings
Adjective– Terrible thoughts ran through her head. Extension: scan the following – log
Verb– Thinking through the events made her head hurt. ✓ I use a variety of sentence forms, punctuated appropriately on to GCSEPod and complete
Preposition– Under the covers she felt safe. Modules 1-5 on Achieve English.
Adverb– Quickly, she turned on the light. ✓ I demonstrates clear control of a range of punctuation to clarify
Pronoun– She hid under the covers and shook. meaning
Connective– Whilst she knew it was foolish, she always ✓ I mostly use accurate spelling, including complex and irregular
checked under the bed. words
Noun– Sarah was afraid of the dark. ✓ I mostly use Standard English appropriately in writing

Subject: English Literature Summary of key information: Characters and context Summary of key scenes:
 Topic : Macbeth
 Summary of the scenes
 Characterisation Remember – each character is constructed by the writer for a purpose
 1.1 The three witches arrange to meet with Macbeth
 1.2 Macbeth and Banquo are praised as brave and loyal warriors
 The character of MACBETH is the PROTAGONIST in the The character of BANQUO is used as a FOIL to Macbeth
 tragedy: he is a tragic hero who undergoes a “tragic fall” and is used by Shakespeare to explore the nature of 1.3 Macbeth and Banquo meet the witches who reveal the first set of prophecies & Macbeth learns the first has come true. Macbeth speaks
 his “Whu do I yield to that suggestion?” soliloquy.
 due to a combination of fate and his own “fatal flaw” nobility, loyalty and trust.
 (fault in his character). Macbeth is used by Shakespeare Through his loyalty to the legitimate King and how he
 to explore the nature and effect of ambition. The responds differently to the prophecies compared to 1.4 King Duncan executes the old Thane of Cawdor; rewards Macbeth and names Malcolm as his heir.
Writer’s Methods: witches’ prophecies transform him from a loyal soldier Macbeth, he is used by Shakespeare as a foil (a contrast)
Character and subject to a morally weakened tyrant. to the protagonist. 1.5 Lady Macbeth receives Macbeth’s letter and begins her manipulation of her husband. LM speaks her “unsex me here” soliloquy.
development The character of LADY MACBETH is used by Shakespeare THE “WEIRD SISTERS” are used to explore the corrupting
Contrast to explore the nature of ambition in a woman who lives nature of evil as well as the extent to which our own 1.6 Duncan arrives at Macbeth’s castle and is greeted with false love by Lady Macbeth
 in a patriarchal world. She is presented as cunning and weaknesses can be exploited by external forces.
Foil 1.7 Macbeth speaks his “I have only vaulting ambition” soliloquy. Macbeth tells Lady Macbeth he will not commit regicide – but she
 manipulative in her pursuit for power but ultimately she The witches tempt Macbeth towards his tragic end persuades him to go ahead with the murder
Juxtaposition reverts to her “natural” femininity when she is overcome through their initial prophecies and later through their
Soliloquy / aside by guilt. Perhaps Shakespeare intended to use her equivocation (when they “lie like truth”). They can be 2.1 Banquo and Macbeth discuss the witches and Banquo expresses his loyalty to the King. Macbeth sees a vision of a dagger & speaks his
 “Is this a dagger which I see before me?” soliloquy.
Imagery character as a warning against challenging viewed as an embodiment of evil and its corrupting
Motif conventional gender roles; or alternatively perhaps he effect on the protagonist who appears to be fated to 2.2 Macbeth murders King Duncan whilst LM says she could not do it as the old man reminded her of her father as he slept. After the regicide
 meant to present her as a powerful rebel, challenging meet them; alternatively they are used to show how a Macbeth is overwhelmed with crushing guilt. His wife takes control and in contrast appears remorseless.
Symbolism the submissive role of women. Her effect on Macbeth is morally weak man is easily manipulated and corrupted
 similar to that of the witches by playing on his to to his own fatal flaw. 2.3 Macduff finds Duncan’s body. Macbeth and Lady Macbeth pretend to be shocked & Macbeth kills the guards.
 weaknesses she succeeds in corrupting him.
 The character of KING DUNCAN symbolises the Malcolm and Macduff serve as opponents to Macbeth 2.4 Macduff reports that the suspicion has fallen on Malcolm and Donalbain meaning Macbeth will be King. Macduff refuses to see Macbeth
 legitimate King anointed by God - he rules by “Divine asserting the Divine Right of Kings (Malcolm is the crowned at Scone.
 Right” and his murder (regicide) is presented as an legitimate heir) and justice. Malcolm spends his time in 3.1 Macbeth is presented as an anxious and paranoid King - he fears Banquo and so plans to murder him and his son, Fleance.
 unnatural act and a sin as well as an act of treason. He is exile gathering the support of the English to topple the
 presented as trusting, generous, just and a virtuous King - tyrant Macbeth, whilst Macduff risks his family’s safety by 3.2 Macbeth tells Lady Macbeth about his anxieties and mental torment but he does not reveal his full plans to kill Banquo & Fleance,
 keeping secrets from her for the first time.
 all qualities that contrast with Macbeth’s tyrannical rule. joining the heir - proving his loyalty to Scotland. Macduff
 expresses an alternative masculinity when he grieves for 3.3 Banquo is murdered, but Fleance escapes!
 his murdered family - “I must feel it as a man” - which
 forms a contrast to Macbeth’s toxic understanding of 3.4 Macbeth learns of Fleance’s escape and then sees Banquo’s ghost at the banquet. Lady Macbeth tries but fails to control Macbeth.
 Macbeth explains his plan to return to the witches to discover whether Fleance or Macduff pose a threat to his rule.
 manhood.
 3.5 The witches meet with Hecate, the Goddess of witches. This scene may not have been written by Shakespeare and is left out of many
 editions of the play.

 Context: Shakespeare wrote the play around 1606, and uses it to explore a number of ideas and issues from that time… 3.6 The Thanes discuss Malcolm and Macduff’s plan to overthrow Macbeth.

 King James I. Previously known as King James VI of Scotland, he had recently ascended to the English throne – and Shakespeare sought to impress him by addressing his two big interests: 4.1 Macbeth commands the the witches to summon three apparitions, each telling another prophecy. Later it transpires they “lie like truth”.
 kingship and witchcraft. King James was anxious about threats to his power from potential assassins and from witchcraft. The play also complimented the king’s ancestry (Banquo, a Macbeth is ready to believe what he wants to believe. He plans to slaughter the Macduff family.
 noble character, was named after one of James’ ancestors,).

 4.2 Macbeth has Macduff’s wife and children murdered
 KINGSHIP & REGICIDE WITCHCRAFT & WOMEN
 The Great Chain of Being. In Jacobean times, people believed that all life was part of a strict hierarchy,
 Witches and the Supernatural. There was real superstition and anxiety 4.3 Macduff’s loyalty to Scotland is tested by Malcolm. Macduff then llearns of his family’s murder. He grieves “like a man” and then vows
 with God at the top. Kings were thought to have been appointed by ‘divine right’ (selected by God) revenge on Macbeth
 and therefore higher than the rest of mankind. Therefore, Macbeth not only tried to usurp Duncan (steal about the evils of witchcraft, in the lower classes and in royalty. King
 his position) but also committed blasphemy by challenging the will of God. James had written a book called ‘Demonology’ which was a study
 of the evils of magic. He also asked Parliament to pass an anti-
 5.1 Lady Macbeth sleepwalks in a state of guilt and mental torment.
 King James wrote an essay titled “The true law of free monarchies” in which he set out the idea of
 kingship: that royal titles should pass down through family. This hadn’t been the case in Scotland, but the
 witchcraft law, which he then used to execute a number of witches 5.2 Malcolm and his English army approach Macbeth’s castle at Dunsinane.
 idea stuck and is still used today in most monarchies. in the North Berwick Witch Trials. 5.3 Macbeth mocks his servant for being scared of the approaching army, believing he is still invincible. He speaks his “my life has fallen into
 the sere” soliloquy.
 The Gunpowder Plot. In 1605, a group of rebels, including Guy Fawkes, attempted regicide by plotting to The role of women. Society was ‘patriarchal’ (led by men). Women
 blow up Parliament. Shakespeare shows how those who attempt or commit regicide will be tormented
 by guilt and punished with a tragic death.
 were said to be lower than men in The Great Chain of Being. A 5.4 Great Birnam wood appears to move. Macbeth “begins to doubt the equivocation of the fiend who lies like truth”.
 woman’s role in Jacobean times was clearly defined. They were
 expected to marry, to bear children and be subservient to men. 5.5 Lady Macbeth dies; Macbeth expresses a nihilistic, brutalised view of life.
 Women who challenged this concept were sometimes labelled as 5.6 Malcolm and Macduff prepare to attack
 witches and ostracised from society, or worse…
 5.7 Macbeth kills Young Siward, and English nobleman.
 5.8 Macbeth chooses to fight with nobility to the death rather than “kiss the ground beneath young Malcolm’s feet”. He is slain by Macduff
 5.9 Malcolm is crowned king: order is restored.

Key concepts to know and remember this half term: The following resources will be useful this half term to test your subject
 knowledge of the play. Remember to check class charts each week on
 1. The conventions of a tragedy and a tragic hero and how the play Macbeth fits into the genre/conventions WHAT to use and WHEN to prepare for you KO quiz and end of topic
 2. The concept of the Divine Right of Kings and how Shakespeare uses his play to warn about the consequences of going against the Natural Order.
 3. The key events and soliloquies in each Act required to understand the development of Macbeth’s and Lady Macbeth’s characters assessment
 4. Year 10-11: the key motifs of blood, light/dark & religious imagery in the play and how they are used thematically
 5. Year 10-11: the characterisation of Duncan, Banquo, Malcolm and Macduff and how they are used thematically.

 Key quotations:
1.1 “Fair is foul and foul is fair” Key vocabulary:
1.2 “Brave Macbeth! Well he deserves that name!” Jacobean
1.3. “Why do I yield to that suggestion whose horrid image doth unfix my hair” Fortune or Fate
1.5 “Unsex me here!” Supernatural
1.5 “Yet do I fear thy nature – it is too full of the milk of human kindness”
 Unorthodox
1.5 “Look like the innocent flower but be the serpent under it”
 Contemporary GCSE POD Macbeth podcasts and Mr Bruff Macbeth characterisation videos
1.7“This Duncan hath born his faculties so meek, hath been so clear in his
great office” audience Check & Challenge quizzes
1.7 “I have only vaulting ambition which overleaps itself” Modern audience
1.7 “When you durst do it, then you were a man” Natural Order
1.7 “I would have dashed its brains out, had I so sworn” Regicide
1.7 “False face must hide what the false heart doth know” Natural Justice
2.2 “Will all great Neptune’s ocean wash this blood clean from my hand? Honour
No.” Ambition
2,2 “A little water clears us of this deed. How easy is it then” Corruption
2.3 “The night has been unruly” Tyrant / tyranny
2.3 “The Lord’s anointed temple hath been broke ope Conscience
3.1“Our fears in Banquo stick deep” Hallucination
3.2 “O, full of scorpions, is my mind” Sparknotes Macbeth resources
 Figment of his
3.2 “Be innocent of the knowledge, dearest chuck” imagination
3.4 “cabined, cribbed, confined”
 conscience
3.4 “never shake thy gory locks at me, thou cannot say I did it”
 Hardened / Brutalised
3.4 “"I am in blood Stepped in so far that, should I wade no more, Returning
were as tedious as go o’er” Determined
4.1 “I’ll make assurance double sure…Put to the edge of the sword his wife Tyrannical Self assess mini quiz on:
and babes” Slaughterous
5.1 “Out damned spot, out!” Determined
5.1“Who would have thought the old man to have had so much blood in Megalomaniac
him” Legitimate King
5.2 “Now does he feel his title hang loose upon him like a giant’s robes upon Illegitimate King
a dwarfish thief” Remorseful
5.3“My way of life has fallen into the sere, the yellow leaf” Incriminates
5.5 “She should have died hereafter” Remorseful
5.5 “I begin to doubt the equivocation of the fiend that lies like truth” Desensitised
5.8 “Macduff was from his mother’s womb untimely ripped” Nihilistic
5.8 “Lay on Macduff and damned be he that first cries ‘Hold! Enough!’”
 Nobility of spirit
5.8 “This dead butcher and his fiend-like queen” Context Key vocabulary Characterisation

This half term I am studying: How to guide on Dr Frost and your KO

 Scan the QR code to take you to your course overview.
 Unit ___ and Unit ___ Select this half terms units.

 Click on the topic you wish to revise.

 Revise by watching the videos, practising the key skills or
 completing exam questions.

 Remember, points mean prizes!

 Every two weeks, the Dr Frost leadership board is updated with the
 top three students who will win 10 visas each

 At the end of every half term the top five students will win the
 following rewards:
 1st Place - £10
 2nd Place - £5
 3rd Place- 20 visa points
 4th Place- 15 visa points
 5th Place- 10 visa points

 The more independent work you complete, the more points you
 win!

Mathematician of the half term Mathematics Careers
 Answer the questions at the bottom and take your
 answers to your maths teacher to win 5 visas

1st law:
2nd law:
3rd law:

Science Knowledge Organiser Year 11 HT 1

Atomic Structure B4 OrganisingPlants
 Organising Animals and
 and Plants
 Animals
 Development of
 Atomic Model
 Dalton – atoms can’t
 be divided

 JJ Thompson
 discovered electrons –
 Plum pudding model

 Rutherford’s alpha-
 scattering experiment
 – Nuclear model

 Bohr – electrons
 in shells

 This evidence led Rutherford to suggest the nuclear
 Chadwick model:
 discovered the • the mass of an atom is concentrated at its centre
 neutron • the nucleus is positively charged

 Ions and Number of protons(+) = Number of electrons (-)
 Isotopes
 Number of neutrons =
 Atoms lose or gain mass number – atomic number
 electrons to form ions

Science Knowledge Organiser Year 11 HT 1

P1 Conservation of Energy
Energy
 Principle of the conservation of energy: Energy can
 never be created or destroyed
Kinetic All moving objects have kinetic
energy energy.
 Ek = 0.5 x mass x speed2
 Ek = 0.5 x m x v2
 (J) (kg) (m/s) Videos
Gravitationa When an object moves higher off
l Potential the ground
energy Ep = mass x gravity x height moved
 Ep = m x g x ∆h
 (J) (kg) (N/kg) (m)
Elastic Energy stored in springs, elastic
potential bands and bouncy balls
energy Ee= 0.5 x spring constant x
 extension2
 Ee = 0.5 x k x e2
 (J) (N/m) (m)
 This equation is given in the exam

 Quizzes

PSHE
Year 11
Autumn 1: Careers

Key vocabulary:

Curriculum Vitae (CV)
– Detailed document
about your history of
achievements

Covering letter – A
letter sent with a CV to
an employer more of
an idea about who
you are

Apprenticeship –
Learning on a job with
some wage.

Subject: Financial Records
Topic: Costs

Subject: Financial Records
 Topic: Profit

 TASK 1:Defining different types of
Key vocabulary:
 costs: Start Up, Running, Variable
 and Fixed
 TASK 2: Examples of different
 types of costs
 TASK 3: Formula for total costs
 TASK 4: What is revenue?
 Task 5: What are the different
 sources of revenue?
 Task 6: What is expenditure?
 Task 7: Give examples of
 expenditure
 Task 8: What is the formula for
 Revenue?
 Task 9: Give examples of Revenue
 Task 9: What is the formula for
 Profit?

Subject: Child Development and Care
 Topic: Working with children 0-5 years

 • Early Years Setting
 • Ofsted
 • Disclosure and Summary of key information:
 Barring
 Service (DBS) check An early years setting is an early years group of children 0-5 years, where children’s learning and development is nurtured by adults.
 • Key issues
 • Mentor Ofsted is the Office for Standards in Education, Children’s Services and Skills. It is an English government organisation which exists to monitor
 • Placement and inspect different types of services that care for children and young people and provide education and skills for learners of all ages.
 • Time-keeping
 • Good
 Key issues are the most important things to consider when preparing to work with children.
 communication skills
 • Timekeeping
 • Attendance Mentor – an experienced childcare practitioner who is responsible for training and advising students while offering emotional support and
 • Reliability answering queries.
 • Dress code
 • Positive attitude A placement offers work experience with children to ensure students are ready for work, both in what they know and the way in which they
 • Behaviour behave toward children and adults.
 An example of an exam question related to this topic is:
 • Role model
 Give five (5) examples of professional skills required when working in an early years setting .

For your knowledge quiz you should be able to answer the following questions:

* Explain what is meant by an early years setting using examples.

• What is the role of the Office for Standards in Education, Children’s Services and Skills (Ofsted)?

• Identify key issues to consider when preparing to work with children.

• Explain how a mentor can support a student on placement.

• Describe ways in which a student on placement in an early years setting can act as a positive role model for children.

Tasks you could complete to help you revise this topic:

• Read handouts
• Refer to PowerPoint presentations posted on Google Classroom
• Research using text-books and the internet

GCSE ART FORMAL ELEMENTS
 APPLICATION OF KNOWLEDGE
ANALYTICAL ELEMENTS
Subject Matter,
Theme & Context
Media & Materials
Formal Elements

Each week you will review one of the formal or analytical elements and become confident discussing this in reference to a piece of artwork. You will
learn to apply keywords and demonstrate your knowledge and understanding of the formal elements. You will cover these in lessons and be
expected to learn the definitions and the key language as homework. You will be tested on the key language in class and to apply your knowledge you
will write a piece of analysis that is relevant to your project and can be included in your coursework.

Step 1 Step 2 Step 3 Step 4
Formal & Analytical Preparation - homework
Elements Knowledge Knowledge Test - in Review and
Organisers Select a piece of work by your lesson feedback
 relevant artist and find some
You will review a formal information about them. This may You will complete a spider notation and
 This piece of work will be
element each week in be an article, artist statement, web a piece of artist analysis in test
 marked as a % and you will
class and learn the page or photocopied book page. conditions.
 receive feedback on how to
definitions and key Read this information and highlight
 You will use your understanding of the improve your analysis.
language at home. You any useful key words, quotes or
 formal elements learnt in class to
will have an informal test facts. You could annotate this with
 identify which elements are important in This work will be included into
to check your your thoughts and questions.
 your chosen work and you will use the your portfolio and will support
understanding. writing frame to support you to write a your projects. This will be set as
 piece of extended writing. Ensure you homework or progress support.
 check through your writing before
 submitting your work.

GCSE ART FORMAL ELEMENTS
 APPLICATION OF KNOWLEDGE

Research & Context Select and Explore - Analyse in Depth EXTEND
 SPIDER NOTATION
Read around your artist or idea. When you are confident to, analyse that For each paragraph you
 Select one particular piece by your artist. should think about
Print off articles or photocopy image in full sentences. Use the artistic
 Decide which formal elements can be
pages from a book. Highlight the language and key points you made in your adding either a quote
 commented on for example: colour, tone,
interesting ideas or quotes. texture etc. Annotate briefly around your spider notation to get you started. (you will have found in
Annotate this with your thoughts chosen image commenting on all the Imagine you are describing this piece to your articles and
 important features. Use the artistic someone who cannot see it. The details research), a fact, an
and questions. Find a few
 vocabulary to help support your thoughts opinion or you could
examples of their work to review. are important and demonstrate you have
 and show your understanding.
 a clear understanding of the work. pose a further question.

 The Art of Analysis
 Artist analysis is a way to demonstrate your ability to look closely at a piece of art and show that you understand the work. The art work is a
 series of decisions that the has artist made. You need to describe, explain, and interpret those decisions and comment on why the artist
 may have made them. You need to be a visual detective….

Photography GCSE PHOTOGRAPHY FORMAL ELEMENTS
 Knowledge APPLICATION OF KNOWLEDGE

ANALYTICAL ELEMENTS
Subject Matter,
Theme & Context
Media & Materials
Formal Elements

Each week you will review one of the formal or analytical elements and become confident discussing this in reference to a piece of artwork. You will
learn to apply keywords and demonstrate your knowledge and understanding of the formal elements. You will cover these in lessons and be
expected to learn the definitions and the key language as homework. You will be tested on the key language in class and to apply your knowledge you
will write a piece of analysis that is relevant to your project and can be included in your coursework.

Step 1 Step 2 Step 3 Step 4
Formal & Analytical Preparation - homework
Elements Knowledge Knowledge Test - in Review and
Organisers Select a piece of work by your lesson feedback
 relevant artist and find some
You will review a formal information about them. This may You will complete a spider notation and
 This piece of work will be
element each week in be an article, artist statement, web a piece of artist analysis in test
 marked as a % and you will
class and learn the page or photocopied book page. conditions.
 receive feedback on how to
definitions and key Read this information and highlight
 You will use your understanding of the improve your analysis.
language at home. You any useful key words, quotes or
 formal elements learnt in class to
will have an informal test facts. You could annotate this with
 identify which elements are important in This work will be included into
to check your your thoughts and questions.
 your chosen work and you will use the your portfolio and will support
understanding. writing frame to support you to write a your projects. This will be set as
 piece of extended writing. Ensure you homework or progress support.
 check through your writing before
 submitting your work.

Photography GCSE PHOTOGRAPHY FORMAL ELEMENTS
 Knowledge APPLICATION OF KNOWLEDGE

Research & Context Select and Explore - Analyse in Depth EXTEND
 SPIDER NOTATION
Read around your artist or idea. When you are confident to, analyse that For each paragraph you
 Select one particular piece by your artist. should think about
Print off articles or photocopy image in full sentences. Use the artistic
 Decide which formal elements can be
pages from a book. Highlight the language and key points you made in your adding either a quote
 commented on for example: colour, tone,
interesting ideas or quotes. texture etc. Annotate briefly around your spider notation to get you started. (you will have found in
Annotate this with your thoughts chosen image commenting on all the Imagine you are describing this piece to your articles and
 important features. Use the artistic someone who cannot see it. The details research), a fact, an
and questions. Find a few
 vocabulary to help support your thoughts opinion or you could
examples of their work to review. are important and demonstrate you have
 and show your understanding.
 a clear understanding of the work. pose a further question.

 The Art of Analysis
 Artist analysis is a way to demonstrate your ability to look closely at a piece of art and show
 that you understand the work. The art work is a series of decisions that the has artist made.
 You need to describe, explain, and interpret those decisions and comment on why the artist
 may have made them. You need to be a visual detective….

GCSE TEXTILES FORMAL ELEMENTS
ANALYTICAL APPLICATION OF KNOWLEDGE
ELEMENTS
Subject Matter,
Theme & Context
Media & Materials
Formal Elements

Each week you will review one of the formal or analytical elements and become confident discussing this in reference to a piece of
artwork. You will learn to apply keywords and demonstrate your knowledge and understanding of the formal elements. You will
cover these in lessons and be expected to learn the definitions and the key language as homework. You will be tested on the key
language in class and to apply your knowledge you will write a piece of analysis that is relevant to your project and can be
included in your coursework.

 Step 1 Step 2 Step 3 Step 4
 Formal & Analytical Preparation - homework Knowledge Test - in lesson Review and
 Elements Knowledge
 Organisers Select a piece of work by your
 You will complete a spider notation and a
 feedback
 relevant artist/ designer and find
 piece of artist/ designer analysis in test
 You will review a formal some information about them. This This piece of work will be
 conditions.
 element each week in class may be an article, artist statement, marked as a % and you will
 You will use your understanding of the
 and learn the definitions web page or photocopied book receive feedback on how to
 formal elements learnt in class to identify
 and key language at home. page. improve your analysis.
 which elements are important in your
 You will have an informal Read this information and highlight
 chosen work and you will use the writing
 test to check your any useful key words, quotes or This work will be included into
 frame to support you to write a piece of
 understanding. facts. You could annotate this with your portfolio and will support
 extended writing. Ensure you check through
 your thoughts and questions. your projects. This will be set as
 your writing before submitting your work.
 homework or progress support.

GCSE TEXTILES FORMAL ELEMENTS
 APPLICATION OF KNOWLEDGE

Research & Context Select and Explore - EXTEND
 Analyse in Depth
Read around your artist/ SPIDER NOTATION
 When you are confident to, analyse For each paragraph
designer or idea. Print off Select one particular piece by your
 that image in full sentences. Use you should think
articles or photocopy pages artist/ designer. Decide which
from a book. Highlight the the artistic language and key points about adding either
 formal elements can be
interesting ideas or quotes. commented on for example: colour, you made in your spider notation a quote (you will
Annotate this with your tone, texture etc. Annotate briefly to get you started. Imagine you are have found in your
thoughts and questions. Find a around your chosen image describing this piece to someone articles and
few examples of their work to commenting on all the important research), a fact, an
 who cannot see it. The details are
review. features. Use the artistic
 important and demonstrate you opinion or you
 vocabulary to help support your
 thoughts and show your have a clear understanding of the could pose a further
 understanding. work. question.

The Art of Analysis
Analysis is a way to demonstrate your ability to look closely at a piece of art or design and show
that you understand the work. The art or design work is a series of decisions that the has
artist/designer made. You need to describe, explain, and interpret those decisions and comment
on why the artist/designer may have made them. You need to be a visual detective….

WJEC LEVEL 1&2 HOSPITALITY & CATERING
 UNIT 1: Exam Content 40%
 Unit 2: Controlled Assessment 60%
Each week you will receive 6 periods of Hospitality & Catering. Generally 4 periods will be practical focused. 2 periods will be theory focused.

The practical will focus on building confidence and independence in the kitchen, whilst understanding safe and hygienic working practices. It will also allow students to develop professional catering
skills at the same time as learning about the nutrition in each dish.
Recipes will be announced on class charts each week, with options to personalize dishes where appropriate and cater for special dietary requirements.

Theory work will cover the topics below. Each topic, and specifically the relevant page numbers for each Knowledge Organiser quiz, will be shared each half term on class charts under a homework
assignment.
These booklets will be printed and distributed in class. The QR codes below link to a digital copy, for your convenience. A printed copy will be provided in class. Please bring this to every lesson.

 Unit 1: LO1 Unit 1: LO2 Unit 1: LO3 Unit 1: LO4 Unit 2: Controlled
 Understanding the Understand how Understand how Know how food can Assessment -
 environment in hospitality & hospitality and cause ill health resources to support
 which hospitality catering provision catering provisions each section of the
 and catering operate meets health and project
 providers operate safety requirements
 60% of final mark
 Use the QR code to view
 all the topic knowledge
 organisers.

Subject: Creative Media
Year: 11
Topic: Creating Digital Graphics (R082)
Half Term: Autumn 1

 Resolution If you were creating an advert 8x6 inches,
 PPI = pixels per inch @ 300ppi the ad would measure 2,400 x 1,800.
 Different formats require a different ppi…
 Web = 72 ppi Print = 300 This
 ppi would then guide you in terms of the pixel
 dimensions you would need for a background
 Assets asset.
 Pixel Dimensions
 This is indicated by how many pixels across and how many pixels high the image is (e.g. 1920 x
 PPI 1080).

 Resolution To calculate print size you would need to divide the width and height by the resolution. This
 would give you a measurement in inches. You would then need to convert this further if you
 Layout wanted it in mm.

 White Space
 Exporting Resolutions & Types An image is 2490 x 3510... 2490
 Typography
 PPI File Size 2490 ÷ 300 = 8.3 inches

 3510
Reducing File Size 3510 ÷ 300 = 11.7 inches
 .jpg Small
 Online 72
 Convert from .tiff to .jpg .png 1MB (1000KB)
 @25.4mm per inch = 210mm x 297mm
 Reduce quality (increase
 compression) resaving as a .jpg .tiff
 Print 300 Large This is the measurement for A4 so is fine for a
 .jpg (high quality)
 Convert image to 72ppi full page print.

Task Tools Notes

 With lasso and quick selection, use layer>new>layer via copy/cut.
 Cropping backgrounds Magic eraser only works well with block colour backgrounds.
 Quick Magic
 Lasso
 Selection Eraser

 Paint bucket works for large areas of similar colour.
 Colouring Eye
 Eye dropper will automatically load to the foreground colour. Use
 Paint Colour
 Dropper Replacement
 ‘alt’ to load to the background colour.
 Bucket

 Mainly used to add drop shadow, inner and outer glows, gradient
 Layer Effects overlay and outlines (via stroke).

The following resources will be useful this half term to test your subject knowledge. Remember to check class charts each week on WHAT to use
 and WHEN to prepare for you KO quiz and end of topic assessment.

 Use these pods to revise creating digital graphics... All class resources can
 be found here...

 Use this link to test yourself Use this link to test yourself
 Tools and Techniques File Formats and on Tools & Techniques... on File Compatibility...
 for Graphics Compatibility

Subject: Performing Arts Year 11 Autumn 1
 Topic: Set Studies

TECHNICAL PHYSICAL SAFE MENTAL EXPRESSIVE
 SKILLS SKILLS PRACTICE SKILLS SKILLS
Action, Space, Dynamics, Skills that require the Ensuring that you Skills that mainly Skills which largely include
 Relationships use of your whole body limiting the risk of relate to rehearsal the use of your face and
 injury when dancing and preparation the space around you

 A GUIDE TO THE SET STUDIES

 TECHNICAL PHYSICAL SAFE PRACTICE MENTAL SKILLS EXPRESSIVE
 SKILLS SKILLS SKILLS
 Just what it sounds like - This is where we, as
 ● Action (eg travel, Not only the skills listed Essentially we’re nothing to do with the dancers, look to engage
 turn, below, but most of them looking at everything body, it’s all in the mind! our audience. The skills
 elevation,gesture, are here! that you can do both in we use to draw them in
 stillness, use of and out of the studio and tell them what the
 different body to encourage injury ● systematic repetition piece is about:
 ● alignment
 parts, floor work, prevention. Stuff like: (doing the routine
 transfer of weight) ● balance
 ● Dynamics (eg over and over!) ● Projection
 ● coordination • safe execution
 fast/slow, ● mental rehearsal
 sudden/sustained, ● control • appropriate ● Focus
 acceleration/deceler (seeing yourself doing ● spatial awareness
 ● flexibility dancewear, including:
 ation,strong/ the movements)
 light,direct/ indirect ● mobility footwear, ● facial expression
 flowing/abrupt) ● rehearsal discipline ● phrasing
 ● strength hairstyle, absence
 ● Space (eg pathways, (be on time, warm up
 levels, directions, ● stamina of jewellery.
 size of movement, properly, pay
 ● extension • warming up
 patterns,spatial attention, work hard)
 design) ● isolation • cooling down
 ● Relationships - not ● planning of rehearsal
 • nutrition
 applicable as these ● response to feedback
 are two solo dances • hydration.
 ● capacity to improve

Links to handouts on Google
 Questions you could be asked in the exam?
 Classroom
Technical and Expressive Skills Whilst I have only listed two examples of questions below, it’s
sheets important to remember that the questions you could be asked range
Safe practice handout from one mark to six marks!
Cardio Warm ups • Any questions relating to ASD (Action, Space, Dynamics -
Terminology sheet remember, you won’t be asked about relationships when
 performing a solo) Specifically these questions will relate back to
Learn the Contemporary
 your own experience of performing the set phrases
exercises
ASDR Handout • Any definition, or explanation of technical terminology to do with
 safe practice/expressive skills/ technical skills/mental
 skills/physical skills

 ROOT WORD= SKILL

 From the Old Norse skil - meaning the ability to make out or
 discern (know)

Remember that the videos for the Set Studies are readily
available on YouTube and are easy to practice. There is also
a breakdown of the movements themselves if you prefer to
see information written down rather than as a video

Subject: History
 Topic: Henry and Cromwell 1534-40, Pt. 1

 Reasons for Cromwell’s Key Terms How did Cromwell get the annulment?
 Cromwell’s rise and Rise Renaissance - the revival of Realised Pope wouldn’t give it – it would upset
 Fall Loyalty to Wolsey – King European art and literature Charles V
1485 – Born in Putney. impressed he spoke up for in the 14th–16th centuries. NEW tactic – power to grant annulment should be
Son of an innkeeper. him AFTER fall – would be Divine Right of Kings – God taken from pope and given to Henry
1503-14 – Travelled & loyal to King. given right rule. Act of Restraint – parliament March 1533 – Henry
worked in Europe, now head of church AND country = could grant
 Charm – helped him gain Parliament- Made up of
mainly in Italy and friends. his own annulment.
 nobles mainly used to pass
then as a cloth Efficient - very effective at Divorce Hearing 1533 – led by Cranmer it
 taxes.
merchant in Antwerp. putting the King’s wishes decided that:
 Privy Chamber – Made up of • Pope’s dispensation to allow marriage was
1514-19 – Returned to into action.
England, became a
 the kings closest advisors. wrong SO Henry and Catherine were never
 Ruthless – able to manage Star chamber – Kings court
successful merchant controversial and legally married.
and lawyer in London. of appeal. • Henry’s secret marriage to Anne WAS legal as
 sometimes violent acts – Pope – Leader of the
1519 – Became a scared off rivals. he wasn’t married.
member of Wolsey’s Catholic Church. • Anne crowned queen.
council and became a
trusted advisor. Reform of Wales Council of the North reformed
1529 – Became MP for
Taunton.
 • Officially became part of England,
 English official language, English
 Cromwell’s Reforms • Set up 1472 with nobles and
 churchmen, aim = help
1531 – Became a law replaced Welsh law, 26 Welsh govern the north. Met
member of the Privy Royal Council reformed = 100 members
 MPs, justices of the peace occasionally
Council. • Privy Council replaced it – only 20
 appointed across Wales. • Cromwell made permanent
1533- Becomes members
 • Aim = secure support of Welsh 1537 to maintain law and
Master of the Rolls • More lawyers and administrators
 gentry and increase control. order.
1533 – Becomes instead of nobles (ability v blood).
 • Helped prevent rebellion and
chancellor of the Financial Reforms • Aim = no one should gain too much
 increase control after north –
Exchequer • Kings Chamber – dealt with royal power or support.
 IMPORTANT AFTER POG
1535 – Became vicar finances BUT too much after • Clerk recorded all decisions – clear
general in the church dissolution of the monasteries = records Control of parliament
– can make changes Cromwell created 6 departments • Needed for Henry to pass
 More use of Parliament
to the church. • 2 dealt with dissolution laws
 • Parliament used more – used to
1536 – Becomes the • Court of Augmentations – money • Cromwell controlled
King’s personal seal. justify/authorise changes to state and
 and land from the dissolution of church. parliamentary business –
1540 – Becomes Lord what was discussed.
 the monasteries. • Gaining support from those in
Great Chamberlain.
 • Court of Fruity and Tenths – taxes parliament increased power of King – • Cromwell was an MP – could
 paid by clergy that went to the suggested people approved of what guide debates in parliament.
 pope previously. he was doing. • Threatened opponents.

Subject: History
 Topic: Henry and Cromwell 1534-40, Pt. 2

 Rise and Fall of How did Cromwell get the annulment?
 Cromwell
1485 – Born in Putney.
His father was an
innkeeper.
1503-14 – Travelled
and worked in
Europe, mainly in Italy
and then as a cloth
merchant in Antwerp.
1514-19 – Returned to
England and married
Elizabeth Wyckes.
Became a successful
merchant and lawyer
in London.
1519 – Became a
member of Wolsey’s
council and became a
trusted advisor.
1529 –MP for Taunton.
1531 – Became a
member of the Privy
Council.
1533- Becomes
Master of the Rolls
1533 – Becomes
chancellor of the
Exchequer
1535 – Became vicar
general in the church
– allows him to make
changes to the
church.
1536 – Becomes the
King’s personal seal.
1540 – Becomes Lord
Great Chamberlain.

Subject: History
Topic: Henry and his Ministers 3 & 4 Quizzes – Henry and Videos
 Cromwell 1534-40, Pt. 1
 Rise and Fall of
 Cromwell’s Rise to Cromwell
 Find out more! Websites Power

 Great Lives – Thomas Cromwell
 (Podcast) The Annulment
 Government
 Reforms

 Quizzes – Henry and
 The Annulment
 Cromwell 1534-40, Pt. 2

 Dissolution of the
 Monasteries
 Rise and Fall of
 Cromwell Timeline
 Thomas Cromwell Biography

 Career of Thomas
 Government Reforms
 Cromwell
 Dissolution of the Monasteries

Definitions of development
 Subject Geography:
Development The processes of the standard Global pattern of development
(social, of living in a country improving.
economic and It is measured using
political) development indicators. Developing country Country with low human development (LHD), a poor country.

Economic An increase in the amount of Emerging country Country with high and medium development (HMHD),
growth goods and services produced recently emerging country.
 per person over a period of
 time. Developed country Country with very high human development (VHHD).

Life The average age that a person
expectancy may expect to live. GDP per capita The monetary value of all the finished goods and services
 produced in a country in a specific time period, divided by the
Birth rate The number of live births per number of people in the country.
 thousand people per year.
 North–south divide The difference in wealth between the rich countries of the
Death rate The number of deaths per world in the north and the poor countries in the south .
 thousand people per year.

Gross The monetary value of all the Spatial The position, area, and size of things.
domestic finished goods and services
product (GDP) produced in a country in a Development gap The widening difference in levels of development between
 specific time period. the world's richest and poorest countries.

Purchasing A method of currency valuation
power parity based on the idea that two Global Development Countries ranked by human development index
(PPP) identical goods in different
 countries should eventually Influence of geopolitics and technology
 cost the same.
 Geopolitics Global-scale political systems, allegiances and negotiations,
Corruption Dishonest or fraudulent including global governance and agreements.
 conduct by those in power
 Allegiances A loyalty or commitment to another country or government.
Inequality Differences between people’s
 circumstances e.g. wages, Global governance Cooperation between countries/TNCs and political powers aimed
 quality of life etc. at negotiating responses to problems that affect everybody

HDI Human Development Index - A Connectivity The connection of person to person using the latest technology
 statistic of life expectancy, e.g. phones, internet etc
 education and income.
 It is used to rank countries into Social development The well-being of every individual in society
 four tiers of human
 development.
 Low, Medium, High and Very Political development The development of the institutions, attitudes, and
 High Human Development values that form the political power system of a society
 Types of reasons for global differences in development
Gender A measure of difference in life
 Economic development The process by which people in a country become Physical e.g. presence of raw materials; climatic variations; proximity to the coast/rivers.
inequality expectancy, education, and
 wealthier, healthier, better educated, and enjoy quality
index incomes between men and
 housing Historic e.g. legacy from colonialism; political ties and conflicts.
 women.
 Economic e.g. membership of trading blocs; proximity to markets.

Influence of location on development Impact of uneven development

Local scale The local area which can be a village or a town or a city. Quality of life The standard of health, comfort, and happiness

National scale A country. Literacy rate The percentage of people who are able to read and write

Global scale The entire world. Access to housing If people have somewhere to live

Primary The industries that produce or extract natural resources such as crops, oil, Health A person's mental or physical condition
 and ores.

Secondary Industry that converts the raw materials from primary industry into Education Access to schooling
 products for the consumer e.g. Manufacturing.
 Employment Jobs
Tertiary Provides services, including a wide range of businesses such as financial
 institutions, schools and restaurants. Technology Phones, the internet etc.

Quaternary The sector of industry that involves the intellectual services: research, Food and water Being able to get enough food and water to remain healthy
 development, and information. Global Development security

Infrastructure The basic physical and organisational structures and facilities (e.g.
 Buildings, roads, power supplies) needed for a country to run International strategies used to reduce uneven development.

Economic sector A division of a country’s population based on the economic area in which
 that population is employed e.g. Primary, secondary, tertiary etc. Transnational corporations (TNC) A large company that operates in several countries around the world.

 Aid Money, equipment, or services that are provided for people, countries, or organisations who need them but cannot provide them
 for themselves

 Emergency or short-term aid Needed after sudden disasters such as aid sent from the UK to Nepal following the 2015 earthquake

 Conditional or tied aid When one country donates money or resources to another (bilateral aid) but with conditions attached. These conditions will often
 be in the donor’s favour, e.G. Aid from china to countries in Africa

 Charitable aid Funded by donations from the public through organisations such as OXFAM and water aid.

 Long-term or development aid Involves providing local communities with education and skills for sustainable development, usually through organisations such as
 practical action.

 Multilateral aid Given through international organisations rather than by one specific country, such as the world bank providing aid to Ecuador
 following the 2016 earthquake

 Top-down development Large-scale, expensive development projects funded by organisations such as national governments and/or the world bank.

 Bottom-up development Small-scale, sustainable development carried out and funded by NGOs (non-governmental organisations) in partnership with local
 communities e.g. Water aid providing hand pumps in Nicaragua.

 Trade Buying and selling goods and services

 Inter-governmental agreements International agreements between governments can help to reduce uneven development. The UK has inter-governmental
 agreements with 26 other countries as part of the European union (EU).