HTTPSWWW - Leesbrook.co - Ukwp Contentuploadssites19202303year 8 KO Spring 2023 PDF

Name: Form:
‘Always train hard, work harder, never give

up, never give in, and believe in you.’
Marcus Rashford (MBE)
Marcus Rashford in an English professional footballer for Manchester
United and the England national team. He is also a campaigner
against racism, homelessness and child hunger. He has done
significant work on Free School Meals, having spoken about his own
struggles with food poverty when he was a child. He is an MBE, which
stands for ‘Most Excellent Order of the British Empire’, which is
awarded for an outstanding achievement or service to the
community.
Rashford has also written his very own book called ‘You are a champion’.
Year 8 Knowledge Organiser:

Spring Term 2023
1
CONTENTS
3 Instructions 36-37 Art
4-5 Homework timetable, parental check and sign off 38-39 Drama
6 How do I Self-Quiz? 40-44 Dance
7-9 English 46-48 Music
10-13 Maths 49-51 Computing
14-20 Science 52-53 Physical Education (PE)
21-22 Religious Studies 54-61 Design and Technology
23-24 History 62-63 Notes
25-27 Geography 64 Back Cover
28-35 Modern Foreign Languages
2
Instructions for using your Knowledge Organiser
Every school day you should be studying at least 1 Self-testing
section of your Knowledge Organiser (KO) for You can use your KOs and book in a number of different ways but you should not just copy from the Knowledge
homework. Organiser into your book. Use the ‘How to self-test with the Knowledge Organiser’ booklet to help you. It can also
The timetable on the next page tells you which be found here: https://www.leesbrook.co.uk/learning/knowledge-organisers/
subjects you should be studying on which days (it Below are some possible tasks you could do in your workbooks, no matter which task you do you
doesn’t matter if you have that subject on that day or
not, you should follow the timetable). should always check and correct your work in a different coloured pen.
You are to use your exercise book to show the work Ask someone to write questions for you Use the ‘clock’ template to divide the information
you have done. Each evening you should start a new Write your own challenging questions and then into smaller sections. Then test yourself on different
page and put the date clearly at the top. leave it overnight to answer them the next day sections
Create mind maps Give yourself spelling tests
You need to bring your KO and exercise book with you Create flashcards Definition tests
EVERYDAY to the academy. Put the key words into new sentences Draw diagrams of processes
Look, cover, write and check Draw images and annotate/label them with extra
Your parents should sign off your homework every Mnemonics information
evening using the grid in your KO on page 4. Draw a comic strip of a timeline Create fact files
Create flowcharts
Your KO and exercise book will be checked regularly Presentation
in form time, failure to show homework for ALL FIVE
You should take pride in how you present your work:
days of the week will result in an after school
detention that day. Each page should be clearly dated at the top left hand side with Subject 1 written in the
middle.
You will also be tested in your lessons on knowledge Half way down the page a line should divide it in two with Subject 2 written above the
from the organisers. dividing line.
Each half of the page should be neatly filled with evidence of self-testing. There should
be an appropriate amount of work.
Failure to show pride in your presentation or wasting space on your page with large
writing or starting a number of lines down will result in a negative point.
3
You are expected to study the subjects shown on your timetable each day.
= the week you do
Each day use a page of your exercise booklet to evidence your work. Year 8:
this work.
Spring Term 1
Week Week starting: Week starting:

starting: Subject 1 Subject 2 Signed off Subject 1 Subject 2 Signed off
Subject 1 Subject 2 Signed off 6th Feb
23rd Jan
9th Jan
Monday English Art
Monday English Art
Monday English Art
Tuesday Dance/Drama CT—English
Tuesday Dance/Drama CT—English Tuesday Dance/Drama CT—English
Wednesday Maths DT
Wednesday Maths DT Wednesday Maths DT
CT—Science French/German
CT - Science French/German CT—Science French/German Thursday
Thursday Thursday
Friday Science Music Friday Science Music Friday Science Music
Week Week starting: Week starting:

starting: Subject 1 Subject 2 Signed off Subject 1 Subject 2 Signed off
Subject 1 Subject 2 Signed off 13th Feb
30th Jan
16th Jan
Monday English History
Tuesday RE PE Tuesday RE PE
Tuesday RE PE
Wednesday Maths Computing Wednesday Maths Computing
Wednesday Maths Computing
Thursday Hegarty/Sparx Geography Thursday Hegarty/Sparx Geography Thursday Hegarty/Sparx Geography
Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx
4
You are expected to study the subjects shown on your timetable each day.
= the week you do
Each day use a page of your exercise booklet to evidence your work. Year 8:
this work.
Spring Term 2
Week Week Week
starting: Subject 1 Subject 2 Signed off starting: Subject 1 Subject 2 Signed off starting: Subject 1 Subject 2 Signed off
27th Feb 13th March 27th March
Monday English History Monday English History Monday English History

Tuesday RE PE Tuesday RE PE Tuesday RE PE
Wednesday Maths Computing Wednesday Maths Computing Wednesday Maths Computing
Thursday Hegarty/Sparx Geography Thursday Hegarty/Sparx Geography Thursday Hegarty/Sparx Geography
Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx
Week Week starting: Signed

starting: Subject 1 Subject 2 Signed off Subject 1 Subject 2
20th March off
6th March
Monday English Art
Monday English Art
Wednesday Maths DT Wednesday Maths DT
CT—Science French/Germa CT—Science French/German

Thursday Thursday
n
Friday Science Music Friday Science Music
5
How do I self-quiz?
How to use...Flashcards How to use… Look, Cover, Write, Check and Correct How to use… Mind Maps
1. On one side of the flash card, write the word or question. 1. Write your key words into the ‘Look, Cover’ column and 1. Write out your topic or idea in the centre. E.g. The First
then cover it. World War.
2. On the other side, write the definition for the word, or
answer to the question. 2. Write out the meaning, definition or spelling in the ‘Write’ 2. Off of the main bubble, write out important categories to
column. organise your ideas. E.g. causes of WWI and events in
3. Once you have completed your set of cards, put them in a
WWI
pile. Then for each card, see if you can remember the 3. Put a ‘tick’ or ‘cross’ in the ‘Check’ column depending on if
definition or answer to the question. Tick or cross you got the answer right. 3. Then add your knowledge off of these branches. You
when you get it right or wrong. might even be able to make connections between
4. If you got the answer incorrect, write the correct answer
them.
4. When you get the card right, place it in the ‘correct’ pile. in the ‘Correct’ column.
When you get it wrong, place it in the ‘wrong’ pile. 4. Once made, then redraw as many of the connections
Repeat until all cards are in the ‘correct’ pile. Look , Cover Write Check Correct as possible from memory. Correct any errors.
You can also use the Leitner Method: Alliances
Noun A person,
https://www.youtube.com/watch?v=C20EvKtdJwQ place or First World Events
Causes
War
thing. Assassination of Franz
Ferdinand
Algorithm Algorithim X Algorithm
How to use… Explaining a process/ idea further How to… Summarise a process/idea How to use… Subject Specific Tasks or Questions
Your teacher might ask you to explain a key idea, process Rather than expand or explain a process, your teacher might Your teacher might choose to set a task that is not outlined
or event from your learning. This could be the water cycle ask you to summarise it into its key parts. E.g. summarising here, and which is specific to that topic or their subject.
(Geography), photosynthesis (Science) or something else. In the plot ‘A Midsummer Night’s Dream’ in English.
In this case, your teacher will outline specifically what it is
your answer, try to use the words because, but, and so.
1. Read through the relevant part of your knowledge you need to do, and how. This will still include you checking
These will help you to:
organiser as directed by your teacher. and correcting any errors.
1. Because: helps to explain a reason, cause or why
2. Write out the (up to) 5 most important parts in your KO
something works.
book, leaving a two lines in-between.
2. But: helps to explain a limitation or problem.
3. For each part, add one main idea.
3. So: helps to explain what happens next in a sequence,
4. E.g. here, the 4 key characters are picked out, and the
process or event.
direction of love is shown through the arrows. Check
Check your sentences to see if your explanations or right or and correct any errors.
wrong. Correct any errors.
6
Year 8 – English – Richard III – Spring Term
Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Plot

Tier 3 Vocabulary Definition Concepts: ACT ONE Richard III follows the events portrayed in Henry VI Part 3. Richard of
Power Conflict and Resolution Morality Identity Gloucester, the brother of King Edward IV, is determined to gain the
Soliloquy (n) An act of speaking a character’s
thoughts aloud for the audience to crown of England for himself, no matter what. His plot begins as he
Big Questions: romantically pursues Lady Anne, a widow. He woos her as she
hear.
1. How does Shakespeare explore relationships within the accompanies the funeral procession of her father-in-law, King Henry VI
Motif (n) A repeated image or symbolism. (whom Richard murdered). Anne is unable to resist Richard's advances
play?
and becomes Duchess of Gloucester. Richard engineers the
Giving animalistic features to a 2. What type of love is explored within the play? imprisonment of his elder brother, Clarence, in the Tower of London.
Zoomorphism (n)
human or object. 3. How is conflict shown? Clarence tells his jailer a dream he had of drowning. Shortly afterwards,
Richard's hired assassins kill him and place the body in a cask of wine.
An indication of what will happen 4. Why did Shakespeare write the play? ACT TWO
Foreshadowing (v) Lancaster King Edward IV is ill, and Richard is appointed to govern in his place,
later in the plot. 5. How is character presented effectively? aided by Lord Hastings and the Duke of Buckingham. Three women
mourn their state: Margaret, former queen of Henry VI; Queen Elizabeth,
Tier 2 Vocabulary Definition 6. What was the War of the Roses?
Edward's wife; and the widowed Duchess of York, Richard's mother.
Duplicitous (adj) Being deceitful and dishonest. 7. Who is Richard III? Margaret curses Richard and the kingdom.
ACT To counter any claims to the crown, Richard confines his nephews, the
8. What is tyranny? THREE and
Being cunning and scheming, York FOUR young Prince of Wales and his brother, in the Tower of London.
Machiavellian (adj) 9. Why is the play relevant? Buckingham assists Richard's rise to power by helping persuade the
especially in politics.
Context Lord Mayor and the people of London to support their faction. When
disease kills Edward, his brother is proclaimed King Richard III.
Kingship (n) The state or position of being a king. The Divine Right of the Kings
This was a belief held in the early modern period that Richard has Lord Hastings, the Lord Chamberlain, executed for
attempting to thwart him. Richard also sends an assassin to smother the
kings were appointed by god and therefore should be
Tyrannical (adj) Exercising power in a cruel way. princes in the tower in their sleep. Buckingham suspects Richard's role in
viewed as divine beings.
the death of the young princes. Then when he is denied an earldom,
Take (a position of power or Historical Play Buckingham seeks to raise an army against Richard. Richard captures
Usurped (v) The War of the Roses
importance) illegally or by force. Richard III belongs to the and executes him. Meanwhile, Richard wants Elizabeth of York, Edward
The wars between the
genre of Shakespeare’s plays IV's daughter, as a new wife to secure his position as King. He has his
A prediction of what will happen in House of York and the
Prophecy (n) known as the histories. The current wife, Anne, murdered.
House of Lancaster
the future. play chronicles the bloody ACT FIVE Henry Tudor, Earl of Richmond, is the heir to the Lancastrian claim to the
were called the Wars of
deeds perpetrated by the
the Roses, because each throne, and he gathers an army in France to oppose Richard's tyrannical
The crime of betraying one's murderous and tyrannical
county has a rose as its reign. Their armies meet at Bosworth in Leicestershire. The night before
country, especially by attempting to King Richard III. Generations the battle, the ghosts of his victims haunt and curse Richard, while
Treason (n) symbol. The two
of readers have found appearing to Richmond and blessing him for the battle. Richmond kills
kill or overthrow the sovereign or counties still have a
themselves seduced by Richard III on Bosworth Field and is proclaimed Henry VII of England. He
government. rivalry, even though the
Richard’s brilliance with plans to end the ‘Wars of the Roses' by marrying Elizabeth of York and
last battle between
words and his persuasive becoming the link between the white rose of York to the red rose of
Hubris (n) Excessive pride or self-confidence. them was five hundred
emotional manipulations Lancaster.
years ago, when this
even as they are repelled by
A fatal flaw leading to the downfall play ends. Concepts seen before: Year 8 will build on their previous knowledge of Shakespeare in year
Hamartia (n) his evil.
of a tragic hero or heroine. 7. They will revisit the concepts of: power, morality, identity, and conflict and resolution. 7
Week Beginning TASKS
(DD/MM/YYYY) Year 8—English—Shakespeare– Richard III—Spring Term
9/1/23 TASK: Research and create a timeline of the different Kings who reigned during the War of the Roses.
16/1/23 TASK: Research and create a poster of the key events that happened during The War of the Roses.
23/1/23 TASK: Write a paragraph with the title: What does ambition mean to you? Perhaps consider: what ambitions you might have
for the future/ famous celebrities who you know have been successful with their ambitions/ how we talk about ambition in
school.
30/1/23 TASK: Create a learning poster with five key terms from your knowledge organiser. Include the word class of each word and
the definition. Include symbols to represent each word/phrase!
6/2/23 TASK: Research and create a poster about attitudes towards people with disabilities in both the Elizabethan period and in
today’s society.
13/2/23 TASK: Choose three of the Big Questions and answer them as a mini paragraph.
8
(DD/MM/YYYY) Year 8—English—Shakespeare– Richard III—Spring Term
27/2/23 TASK: Research the role of women in Elizabethan society. You might want to include: how they are expected to behave,
what roles they have, and what society expects of them.
6/3/23 TASK: Research and create a poster about attitudes to the supernatural in the Elizabethan period. You might want to
consider: witches, ghosts, and curses.
13/3/23 TASK: Choose three of the Big Questions and answer them as a mini paragraph.
20/3/23 TASK: Create your own witches’ curse or spell. You might want to consider: what impact your spell will have. You may want
to turn it into a poem or add in a scary image.
27/3/23 TASK: Create your own book cover for the front of Richard III. Use the knowledge you have gained this term to inform your
ideas.
9
Year 8 – Mathematics – Algebraic Reasoning – Spring Term 1
Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

Tier 3 Vocabulary Definition
Coefficient (n) A number used to multiply a variable
Term (n) A single number or variable
The difference between terms increases

Linear (adj) or decreases by adding or subtracting by
the same value
The difference between terms increases

Non-Linear (adj) or decreases in different amount by
multiplying and dividing
A sequence where each term is found by

Geometric (adj) multiplying or dividing the previous one
3𝑛 − 4 = 201 68. 3ሶ is not a
by a fixed non zero number
+4 +4 whole number
A sequence where the gap is constant. It 3𝑛 = 205 so it cannot be
Arithmetic (adj) is found by adding and subtracting by the
÷3 ÷3 a position in
same amount
𝑛 =68.333… the sequence.
An inequality compares who values
Inequality (n) showing if one is greater than, less than
Perimeter
or equal to another
The distance around the
Tier 2 Vocabulary Definition outside of a shape.
Equal expressions when relating to any 𝟐𝒙 + 𝟑𝒙 + 𝟒𝒙 = 𝟗𝒙

Identity (n)
variables
Difference (n) The gap between two terms
Equivalent (n) Something of equal value
Product (n) Multiply terms 𝟑𝒙 + 𝟐𝒙 + 𝟑𝒙 + 𝟐𝒙

= 𝟏𝟎𝒙
Position (n) The place something is located
Sequences (n, pl) Numbers put in a pre-decided order

Concepts seen before:
Substitute (n) Swap a variable with a numerical value Multiplying, Brackets, Directed Numbers,
Inequalities
Simplify (v) Grouping and combining similar terms 10
Year: 8 Subject: Mathematics Topic: Algebraic Reasoning Term: Spring 1
Write simplified expressions for the perimeter and area of each shape.
09/01/2023
Annie is working out 6 × 82 and reasons she can do the same with any number 𝑥
16/01/2023
Compare the value of 6(𝑎 + 2) with the value of 6𝑎 + 12 for different values of 𝑎 (positive, negative, fractions, decimals)
Do they always have the same value?
The area and the length of one of the sides is given for each of the rectangles. Find the missing sides.
23/01/2023
Expand and simplify the expressions.

30/01/2023
𝑎. 3 5𝑎 + 2 + 4 2𝑎 + 3 𝑏. 3 5𝑎 + 2 + 4(2𝑎 − 3) c. 3 5𝑎 − 2 + 4(2𝑎 − 3) 𝑑. 3 5𝑎 − 2 − 5 3𝑎 − 2
e. 3(5𝑎 + 2) − 4(2𝑎 + 3) f. 3 5𝑎 − 2 − 4(2𝑎 + 3) g. 3 5𝑎 − 2 − 4(2𝑎 − 3) h. 3 4𝑎 − 2 − 2(6𝑎 − 3)
Complete the spider diagram
06/02/2023
A sequence is given by the rule 3n+7

13/02/2023
Work out the 45th term of the sequence
Form equations to determine which if any of these numbers are numbers in the sequence
11
Is the sequence linear? How do you know?
Year: 8 Subject: Maths Topic: Developing Number Term: Spring 2

Denominator (n) The bottom of the fraction (the
total number of parts the whole
has been split into)
Significant figures A type of rounding.
(n) All non-zero numbers ARE
significant. Zeros between two
non-zero digits ARE significant.
Leading zeros are NOT significant.
Trailing zeros to the right of the
decimal ARE significant. Trailing
zeros in a whole number with the
decimal shown ARE significant.
Convert 0.25 to a fraction.
Power/index/expon When a number is multiplied by
0.25
0.25 is the same as 1 Multiply the
Addition and Subtraction with Standard Form numerator and Simplify
ent (n) itself so many times. E.g 2 × 2 × (Anything divided by
(9 × 105 ) + (4 × 104) (8 × 107 ) − (3 × 105 ) denominator by
2 × 2 × 2 = 25 one stays the same). 100.
Convert to ordinary numbers.
Numerator (n) The top of the fraction (how many 900,000 80,000,000
parts of the total we have) +40,000 - 300,000
940,000 79,700,000
Base (n) The number multiplied to a power.
Then convert back to standard form. The easiest way to convert fractions to decimals is when
E.G 25 2 is the base.
9.4 × 105 7.97 × 107 possible create an equivalent fraction with tenths or
Integer (n) A whole number ( e.g -2, 1, 19 etc.) hundredths
Convert (v) Switch between/ change but is still
equivalent
Equivalent (n) The same/equal If it can’t be
converted into tenths
To roughly calculate or judge the or hundredths then
Estimate (v)
value, number, quantity or extent of. divide the numerator
by the denominator.
Percent (n) Parts per 100. “per cent” “per
hundred”
e.g 50% is 50 per 100 which is a
half. Fractions seen in Autumn 1.
Standard form and multiples of 10, year 7 Autumn
Standard form A way of writing very large or very
small numbers as powers of 10.
2. Indices seen in Spring 1 12
Year: 8 Subject: Maths Topic: Developing Number Term: Spring 2
27/02/2023 Make flash cards for the following key words: Denominator, Numerator, Convert and
Estimate
06/03/2023 Convert the following Fractions into Decimals:

1 1 3 3 2 13
a) 2 b) 5 c) 10 d) 7 e) 9 f) 11
13/03/2023 Convert the following Decimals to Fractions in their simplest form:
a) 0.1 b) 0.75 c) 1.2 d) 0.375 e) 0.13 f) 0.113
20/03/2023 Create a diagram to explain these percentage changes:

a) A decrease by 50% b) A decrease by 34% c) An increase by 15%
27/03/2023 Write a step by step guide on how to convert to and from standard form with diagrams.
03/04/2023 Calculate the following leaving your answers in standard form:

a) 1.4 × 105 − 3.2 × 103 b) (3.45 × 102 ) + (7.83 × 103 )
13
Year 8 – Science – Breathing – Spring Term
Tier 3 Vocabulary Definition Aerobic respiration needs oxygen Inhalation

Aerobic respiration A type of respiration in which
(n) oxygen is used to release energy
from substances, such as glucose.
Anaerobic respiration A type of respiration that does not
(n) need oxygen Anaerobic respiration does not need oxygen
Alveolus (n) A small pocket in the lungs in which
gases are exchanged between the
air and the blood. Plural is alveoli.
Bronchus (n) The trachea splits into two tubes; one

bronchus goes into the left lung and the
Transport in and out of cells
other goes into the right lung. Plural is
bronchi.
Carbohydrate (n) A nutrient that is used as the main

source of energy. Examples include
starch and sugars.
carbon monoxide (n) A poisonous gas produced by Gas exchange

carbon burning without enough
oxygen. Found in cigarette smoke.
Haemoglobin (n) The substance that carries oxygen

in red blood cells.

Diaphragm (n) An organ containing a lot of muscle
tissue, which diaphragm contracts and
moves downwards to increase the EPOC: Excess post-oxygen consumption
volume of the chest when inhaling. This
then causes the lungs to expand.
Breathing (n) The movement of muscles that

makes the lungs expand and
contract.
Food and nutrition provides the carbohydrates
Substances made by a chemical
Products (n) needed for respiration.
reaction 14
Year 8 – Science – Force fields – Spring Term

Tier 3 Vocabulary Definition Force fields Static electricity
The volume around something
where a non-contact force can
Force field (n)
affect things. Examples are electric,
magnetic, and gravitational fields.
The space around a magnet where
Magnetic field (n) it can affect magnetic materials or
other magnets.
The space around an object with a
Electric field (n) charge of static electricity where it
can affect other objects.
Electric current (n) A flow of electrons around a circuit.
A switch that is turned on and off
without a person touching it. One
type of relay uses a small current to
Relay (n)
make an electromagnet close the
contacts in a circuit that carries a
much larger current.
Two things pulling towards each
Attract (v)
other are said to attract.
Repel (v) To push away.
A way of saying how difficult it is
Resistance (n) for electricity to flow through
something.
The position of a digit to the right
of the decimal point in a number.
Decimal place (n) The number of decimal places in a
number is the number of digits
after the decimal point.
The first significant figure in a
number is the digit with the highest
Significant figure (n) place value, the second significant
figure has the second highest place Concepts seen before:
value and so on. Magnets and electric circuits 15
Year 8– Science – Forces and motion – Spring Term
Tier 3 Vocabulary Definition Forces and movement Energy for movement
Accelerate (v) To change speed.
When two forces on an object are
balanced forces (n) the same strength, but in opposite
directions.
When two forces acting in opposite
directions on an object are not the
Unbalanced forces (n)
same strength. Unbalanced forces
change the motion of objects.
Another name for air resistance or
Drag (n)
water resistance.
The total distance something travels
divided by the total time taken is the
Mean speed (n)
mean (or average) speed for a
journey.
The speed of one object compared
Relative speed (n) to another – both objects could be
moving.
A point about which something
Fulcrum (n)
turns. Another name for a pivot.
Deform (v) Change shape.
Dissipate (v) Spread out.
A fuel formed from the dead

Fossil fuel (n) remains of organisms over millions
of years (e.g. coal, oil or natural gas).
Equilibrium (n) In balance.
The turning effect of a force. It is

calculated by multiplying the force Concepts seen before:
Moment (n) Types of forces and their effects.
by the perpendicular distance of the
force from the pivot. 16
Year 8 – Science – Plants – Spring Term
Section A: Key vocabulary Section B: Section C: Subject Specific

Tier 3 Vocabulary Definition Plant reproductive organs Kingdoms
asexual reproduction (n) Producing new organisms from one
parent only.
Biodiversity (n) The range of different species of
organisms in an area.
Extinct (adj) An organism that no longer exists is
extinct.
Fertile (adj) Able to produce offspring.
fertilised egg cell (n) What is produced when two gametes

fuse.
Gamete (n) A cell used for sexual reproduction.
Germinate (verb) When a seed starts to grow.
A group of similar organisms.

Wind pollination
Genus (n)
Pollination (n) The transfer of pollen from an anther to a

stigma.
Seed (n) A small part of a plant formed by sexual
reproduction that can grow into a new
plant
sexual reproduction (n) Reproduction that needs two individuals
to produce a new organism of the same
type. Insect pollination
Species (n) A group of organisms that can reproduce
with each other to produce offspring that
will also be able to reproduce.
Zygote (n) Another term for ‘fertilised egg cell’. Sexual reproduction occurs when two organisms breed and
Tier 2 Vocabulary Definition produce new organisms.
Characteristic (adj) A feature of an organism.
Members of the same species can reproduce sexually to
Classify (v) To sort things into groups produce offspring that can also reproduce sexually.
Hybrid (n) An organism produced when members of Members of two different species cannot usually reproduce,
two different species reproduce with each but if they do, the offspring is called a hybrids. Hybrids are
other not fertile, they cannot reproduce.
Inherited (adj) A feature that an organism gets from a Concepts seen before:
parent is inherited. Asexual reproduction does not need gametes. Part of the
parent plant forms a new plant. Offspring will be identical to Reproduction in animals and the parts of a plant.
Variation (n) The differences between things
the parent.
17
Year 8 – Science – Unicellular organisms – Spring Term
Tier 3 Vocabulary Definition Growth curves Microorganisms and Kingdoms

Multicellular (adj) An organism made of many cells.
Unicellular (n) An organism made of one cell.
Budding (n) A type of asexual reproduction in which a

new small cell, a bud, grows out from a
parent cell.
Enzyme (n) A substance that can speed up some
processes in living things (e.g. by breaking
down food molecules).
Flagellum (n) A tail-like structure that rotates, allowing a
unicellular organism to move. Plural is
flagella.
Pseudopod (n) An extension from a cell that can extend
and contract and so pull a cell in a certain Bacteria and protists
direction.
carbon cycle (n) A model used to show how carbon
Food chains
compounds are recycled in an ecosystem.
Decomposer (n) An organism that feeds on dead organisms

or animal wastes, causing them to decay.
Pyramid of numbers
limiting factor (v) Something that stops a population
growing.
Decay (n) The breakdown of dead organisms or
animal wastes, which allows the substances
they contain to be recycled.
Ecosystem (n) All the physical environmental factors and Concepts seen before:
all the organisms that are found in a Plant and animal cells.
habitat. Specialised cells and multicellular organisms 18
Week Beginning Science Tasks: Year 8
09/01/23 Learn the spellings and the definitions of the Tier 3 vocabulary words for the plants topic. Do this by writing out the definitions
and then writing out the words next to each definition in a mixed up order. Match up the words to the definition using a line or
colour. Check your answers.
16/01/23 Compare and contrast the 2 types of plant fertilisation.
23/01/23 Make flash cards to learn ten words from the key vocabulary for the breathing topic. Write the key word on one side and the
definition on the opposite side. Test yourself until you know the definition of each word by memory. Stick theses in your
knowledge organiser book so they can be reused for revision.
30/01/23 1. Describe how oxygen gets from the air to your cells.
2. Describe how carbon dioxide gets from your cells to the air.
06/02/23 Learn the spellings and the definitions of the Tier 3 vocabulary words for the unicellular organisms. Do this by writing out the
definitions and then writing out the words next to each definition in a mixed up order. Match up the words to the definition
using a line or colour. Check your answers.
13/02/23 Describe the similarities and differences in the cellular structure of the 5 kingdoms.
19
Week Beginning Science Tasks: Year 8
27/02/23 Make flash cards to learn ten words from the key vocabulary for the forces and motion topic. Write the key word on one side
and the definition on the opposite side. Test yourself until you know the definition of each word by memory. Stick theses in
your knowledge organiser book so they can be reused for revision.
06/03/23 Draw a diagram to show a balanced and unbalanced forces. Describe what the two phrases mean.
13/03/23 A man pushes his daughter on a swing to make her start moving.
1. Draw an energy transfer diagram (similar to the diagram on in section C of the forces and motion knowledge organiser) to
show the energy transfers.
2. Explain why the swing eventually stops moving after the man stops pushing it.
20/03/23 Learn the spellings and the definitions of the Tier 3 vocabulary words for the force fields and electromagnets. Do this by
writing out the definitions and then writing out the words next to each definition in a mixed up order. Match up the words to
the definition using a line or colour. Check your answers.
27/03/23 Describe how to plot the magnetic field of a bar magnet and what shape it forms.
20
Year 8 – RS – Belief in God – Spring Term
Section A: Key Vocabulary Section B: Arguments for the existence of God Section C: Atheist response
Tier 2
Definition Cosmological (First Cause) Argument Big Bang Theory
vocabulary
• Everything has a cause, so the • About 13.7 billion years ago all the
Something that actually exists or can be
Fact (n)
proven to be true using an experiment. world existing can prove God exists matter in the Universe
concentrated into a single
Accepting that something is true that isn’t • Everything in the universe comes incredibly tiny point. This began to
Belief (n) from something. You cannot make
actually based on evidence. enlarge rapidly in a hot explosion,
A system of ideas intended to explain
something out of nothing. and is still expanding today.
Theory (n)
something. • As everything in the universe has a • This cause the universe to be
cause, therefore the universe itself created and not God.
All existing matter and space - considered as
Universe (n)
a whole must have a ‘First Cause’.
Something which develops gradually. In the • That ‘First Cause’ is God.
animal kingdom – the change in
Evolve (v)
characteristics of an animal or organism
over many generations. Evolution by Natural Selection
Tier 3
Definition All the different species have
vocabulary
Teleological (Design) argument evolved from simple life forms.
Theist (n) Someone who does believe in God.
These simple life forms first
Atheist (n) Someone who does not believe in God. • Through the design of the world and the developed more than three billion
universe you can prove God exists. years ago. They have evolved to
Someone who believes it is impossible to
Agnostic (n) • If you were walking on a heath and saw a better suit their environment. This
know whether God exists or not.
watch on the ground you would assume that explains why it might appear that
Religious An experience that brings a person closer to it’s parts had not come together by chance they have been ‘designed’ this way.
Experience (n) God.
because it is too ordered and complicated
Mystical An experience of God that is difficult to • Therefore someone must have designed it or
experience (n) explain.
it would not work. As the universe is also
ordered and complicated, someone must
An experience that makes someone follow a have designed that too. Concepts you have seen before:
Conversion (n) Creation, evolution (Y7 science, Y8
religion or change their religious following.
• That someone is God. geography)
21
(DD/MM/YYYY) Year 8— Religious Studies — Belief in God — Spring Term
Section A: Key vocabulary.

16/01/2023 TASK: Pick three words from Tier 3 and two words from Tier 2. Write the definition and dual code them (add a picture to represent what it is).
Cover the definitions and try to write them from memory using only your dual coding as a guide. Correct any errors.
Section B: Arguments for the existence of God.
30/01/2023 TASK: Read through the summaries of both the cosmological and teleological argument. Create your own summary of each argument into a
maximum of 10 words. Use the arguments to check your summaries. Can you improve them?
Section B and C:
13/02/2023 TASK: Create a set of 5 quiz questions based on these sections. Leave the questions for a few hours or overnight, then try to answer them
without using your notes.
27/02/2023 TASK: Write out all your Tier 2 and 3 words onto flashcards. You should have 9 flashcards in total. One the other side of each flashcard, write
the definition. Now put them into a pile. For each card, test if you can remember the definition. When you get the card right, place it into the
‘correct’ pile. When you get it wrong, place it into the ‘wrong’ pile. Repeat until all the cards are in the ‘correct’ pile.
Section B and C:
13/03/23 TASK: Read through the 4 arguments for and against the existence of God. Then without using your notes, draw an image to represent each
argument and write a brief explanation of each.

TASK: 1) Draw a table for ‘Look, Cover, Write, Check and Correct’ as on your ‘How do I self-quiz?’ page.
2) In the ‘Look, Cover’ column, write out the tier 2 and tier 3 key vocabulary.
27/03/23
3) Write out, from memory, what you think the definition is for each word. Then check them against the answers on the knowledge organiser.
Put a ‘tick’ or a ‘cross’.
4) If you got the answer wrong, write in the correct answer in the ‘Correct’ column.
22
History—Democracy in Britain—Spring Term
Section 1: Key Vocabulary Section 2: People Section 3: Timeline
Tier 3 Definition
vocabulary Members of the Chartists 1765– The American , French and Haitian Revolutions
Borough (n) A town or district that has its own local government e.g. 1804 take place. The British government are worried
council. Who were the Chartists?
about revolution in Britain.
Rotten Borough (n) Areas or boroughs that no longer existed could still send The Chartists were people who did not believe that
MPs to Parliament. the Great Reform Act of 1832 gave enough people 1811- The Luddites: These textile workers had spent
Luddite (n) British textile workers who were against the use of the right to vote. So the Chartists created the 13 years learning their craft. But in the Industrial
machines in factories to produce goods and materials. People’s Charter. Below are examples of Chartists. Revolution, machines were placing them. The
The first Luddites were from Nottingham. first Luddite riot took place in Nottingham,
Thomas Attwood: Thomas wanted to help the poor burning mills and destroying factory
People’s Charter This document asked for all men over 21 to have the vote,
and encouraged people to support the 1832 Reform equipment.
(n) elections to be secret (rather than seeing who others are
Act. He believed in peaceful protest.
voting for), Members of Parliament to have a wage, and March The Blanketeers: Three men organised a
the population of each borough to have a fair number of Susanna Inge : Susanna encouraged women to help 1817 protest to draw attention to textile workers
MPs. men who thought women were their equal. She losing their jobs due to machines. The march
Tier 2 Definition argued that in time, women should be given the right started in Manchester, planning to march to
vocabulary to vote. London to deliver a petition to the king. Each
Government (n) The group of people with the power to govern, or rule, a William Cuffay: William was the son of a former man carried a blanket to keep them warm,
country. enslaved man. He was born in the Caribbean but therefore being called Blanketeers.
Representation (n) The act of speaking or acting on behalf of someone else. moved to Kent in England. He was angry with poor 1819 Peterloo Massacre: a peaceful protest against
Protest (n) The action of expression objection to something. working conditions and low pay. He became leader of the lack of an MP for Manchester. 60,000
Peaceful. the Chartists in London and worked to improve the protestors gathered. However, 15 protestors
Riot (n) A violent disturbance by a crowd. Not peaceful. rights of British workers. were killed.
Revolution (n) A quick change in conditions in a country. Can be violent.
Leaders of the Suffrage Movement 1820 The Cato Street Conspiracy: A small group
Democracy (n) A system of government where the whole population
Millicent Fawcett—Leader of the NUWSS. Officially spoke out against laws that stopped working
elects (votes for) their representatives.
called the National Union of Women’s Suffrage men from protesting. The group met at a house
Representative (n) The act of speaking or acting on the behalf of someone
Societies (NUWSS). They campaigned peacefully, on Cato Street in London. They planned to kill
else.
wrote letters and signed petitions. members of the government.
Member of A person elected to parliament; voted for by the people.
Parliament (MP) (n) Emeline Pankhurst—Leader of the WSPU. Officially 1832 Great Reform Act: 56 ‘rotten boroughs’ were
House of The Lower House of Parliament which MPs are elected to called Women’s Social and Political Union (WSPU). abolished, and 22 new boroughs were set up.
Commons (n) by the people. They used militant or violent action—interrupted 200,000 more people got the right to vote.
House of Lords (n) The Upper House of Parliament which is not voted for by Parliamentary debates, smashed windows, burned 1918 Representation of the People Act: Gave
the people. churches. women over the age of 30, who owned
Suffrage (n) The right to vote in political elections. Concepts you have seen before: Rebellion, property, the right to vote. All men over 21
Enfranchise (v) To give someone the right to vote. To set someone free. Parliament, trade, economy, society, politics, years old could vote.
Petition (n) A formal written request, often for a political cause, expansionism, monarch, taxation, population, 1928 Equal Franchise Act: All men and women over
signed by many people. protest. 21 years old could now vote.
Union (n) The act of joining together in a group. Usually a political 23
group or a group with an interest.
Year 8—History—Democracy in Britain—Spring Term
Section A: Answer these questions on the key vocabulary in full sentences. Use the question language below to help.
1. What is the difference between a borough and a rotten borough?
16/01/2023
2. What was the People’s Charter?
3. What are the difference’s between a protest, a riot, and a revolution?
Section C: Use the timeline to create flashcards on the following events. On one side write the name and date of the event, on the other, describe
what happened in a maximum of 3 bullet points per event. Then ask a family member to quiz you on the events.
30/01/2023
The Luddites / The Blanketeers / Peterloo Massacre / Cato Street Conspiracy / Great Reform Act
Section B: Create a fact file, each with 3 bullet points, on the following important people in the Chartist Movement:
1. Thomas Attwood
13/02/2023
2. William Cuffay
3. Susanna Inge
Section A: Use read, cover, write, check and correct to learn the definitions of these words. Tick off each one as you complete it.
27/02/2023 Representation / Democracy / Representative / Member of Parliament (MP) / House of Commons / House of Lords /
Enfranchise / Suffrage
Sections A, B and C: Describe how women campaigned for the right to vote in the early 1900s. In your paragraph include:
 The following 4 key words from Tier 2 vocabulary in Section A to Suffrage / Enfranchise / Petition / Union
13/03/2023
 Also include the role of Millicent Fawcett and Emeline Pankhurst from Section B.
 Finally, include the events from 1918 and 1928 on your timeline in Section C.
Section C: Subject Specific
27/03/2023 TASK: Choose 5 events from the timeline. For each event, decide how important this was. Give it a score (0 = not important, 10 = very important).
Explain why you have given each event this score.
24
Year 8 – Geography – Settlement – Spring Term 1
Tier 3 Definition What is a Settlement Lagos
Vocabulary A settlement is a place where people establish a community. The major problem in Lagos is the growth of squatter
Settlements can vary in size from a small village, a town or settlements also known as Slums. These slums come with
An area of poor-quality housing, lacking in many issues for people including the lack of planned access
extremely large settlement (a city). Settlements start in different
Slum amenities such as water supply, sewerage to clean water and sanitation systems, poor health, lack of
places for different reasons - defence, availability of building
(n) and electricity, which often develops education, unemployment and the prospect of crime.
materials for shelters, fuel, water for drinking, food and crops
spontaneously and illegally. • 65 percent of the people living in Lagos are urban poor
and flat land for building easily. That many of the places people
Function of a what the settlement does to 'earn its living' live in today are thousands of years old and were created by who live in slums
Settlement e.g. market town, mining town, early settlers such as the Romans, Vikings and Anglo-Saxons. • 8.5 percent of the near 21 million people living in Lagos,
(n) administrative centre, tourist resort etc That land has a variety of uses including agricultural, retail, Nigeria live in poverty — about 1.7 million people.
leisure, residential, business and industrial use. Planners have been unable to keep up with rapidly rising
An urban land use model showing five
Burgess Model population, the average population density is 20, 000
concentric zones, based upon age of
(n) people per km. This puts massive stress on the supply of
houses and wealth of their inhabitants
housing, services and infrastructure.
Methods to improve the social, economic,
Urban
and environmental conditions of a city to Slum Improvements
sustainability
ensure the quality of life and well-being of Top down approaches
(n)
current and future residents. • Self help schemes where the government gives loans /
Tier 2 Definition materials to slum dwellers to help them improve their
Vocabulary Urban Land Use livelihood
CBD (Central Business District) located at the centre of the city • National schemes to improve water and electricity
A place where people live. A settlement where rail and roads meet. Contains many commercial activities, supplies
Settlement may be as small as a single house in a shops, entertainment and business activities. • New homes are built and slum dwellers are moved into
(n) remote area or as a large as a mega city (a Inner City mixed land-use containing small industries as well as these before demolishing the slums
city with over 10 million residents) high-density residential land-use – often characterised by Bottom up approaches
An area of poor-quality housing, lacking in terraced housing. • Aid agencies help provide water to the slums
Slum amenities such as water supply, sewerage Inner Suburbs residential areas which developed during the • Slum dwellers work with aid agencies to build sewers
(n) and electricity, which often develops 1920s/30s – often semi-detached houses with bay windows and and improve their homes
spontaneously and illegally. front/back gardens. • Microloans are give
Outer Suburbs residential areas which grew up later as greater
a ranking of settlements or shopping Sustainable Urban Living
Hierarchy public transport and private car ownership allowed people to
centres according to their population size Social sustainability e.g. good schools, health facilities,
(n) commute These houses are often semi-detached/detached with
or the number of services they provide. exercise
larger gardens.
Rural-urban fringe this is right on the edge of towns and cities Economic sustainability e.g. cheap services, local businesses
Concepts seen before: Concepts seen before: Place Environmental sustainability e.g. renewable energy, public
and is mainly low density, private housing (often larger detached
Knowledge. Y7 How is world population changing? Where transport
properties); new industrial estates/business parks and facilities
do people live? Why do people migrate?
requiring larger open spaces such as golf courses
What’s great about living in a city? 25
Year 8 – Geography– Tectonics – Spring 2

Tier 3 Vocabulary Definition The Layers of the Earth Why do people
Earth is made up of 4 main layers; live near a volcano?
Tectonic Plate Pieces of the rocky outer layer of inner core; outer core; mantle and • Fertile soil that is good
(n) the Earth known as the crust. then crust. There are 2 types of crust, for agriculture
continental and oceanic. • The presence of minerals
• Geothermal energy to
Destructive plate Two tectonic plates move produce electricity
Convection Currents
boundaries (n) towards each other. This is a current of warmer • Tourism: attract millions of
material; when soft rock is visitors every year. volcanoes
Constructive plate Two tectonic plates move
boundaries apart, away from each other. heated from below, the
warmer material rises in a
(n) This is normally with oceanic
convection current.
plates.
Conservative plate No land is made or destroyed. Managing the risk
How an earthquake near volcanoes
boundaries Two tectonic plates slide past occurs
(n) each other causing friction and Prediction, planning
and preparation:
pressure to be built up.
Plate Boundaries • Prediction – monitoring volcanoes to see when it is likely
Epicentre The centre of an earthquake it could erupt.
(n) where energy is the highest • Planning – includes drawing up evacuation plans and
using hazard maps to prevent houses being built in high
Seismic waves The waves of energy caused by risk areas.
(n) the earthquake. • Preparation – educating people on what to do if a nearby
volcano erupts.
Tsunamis – Japan 2011
When a natural event threatens Earthquake
Natural hazard Magnitude 9.0 earthquake off the coast of Japan triggered
to cause damage or loss of life. Management tsunami waves on the east coast.
(n)
Preparation: • Approx. 20 000 people dead
• Earthquake survival • Entire towns destroyed
This is a natural hazard when kit
Natural disaster • Estimated costs of $300 billion
many lives are lost. • Guidance and
(n) • Caused the meltdown of the
support Fukushima nuclear plant, leading
• Earthquake drills to radiation exposure and an
Primary Effect These occur in the minutes and
Earthquake resistant exclusion zone of 30 miles
(n) hours after the natural buildings:
disaster. • Cross bracing Concepts seen before: Physical Geography
Secondary Effect These occur in the days, weeks • Shear wall Y7 What makes a place amazing?
• Base isolator
(n) and months after the natural How can physical geography make a place amazing?
• Shock absorbers
disaster. 26
Year: Subject: Topic: Term:
Spring 1: Learn the Tier 2 and Tier 3 vocabulary. Use the ‘look, cover, write check’ method to help
16/01/2023 you.
Spring 1: List the challenges facing cities under the following headings:
30/01/2023 Social challenges, Economic challenges, Environmental challenges
Pick one of the challenges you have listed and explain it in detail
Spring 1: Describe life in a slum. Make reference to housing, sanitation (cleanliness), services,
diseases
13/02/2023 Create a one page case study of the Makoko Slum.
Include reference to the opportunities and challenges that living in the slum offers
Spring 2: Learn the Tier 2 and Tier 3 vocabulary. Use the ‘look, cover, write check’ method to help
you.
27/02/2023
Spring 2: 1. Describe and explain the differences between shield and composite volcanoes
2. Which is more dangerous, explain your answer
13/03/23
Spring 2: 1. List the ways by which a country can prepare for an earthquake
2. Why is it difficult to make sure everyone in the world is fully prepared for an earthquake? Use at
27/03/23
least two different countries in your answer.
27
Year 8 – French – Paris – Spring Term 1
Section A: Key vocabulary Section B: Core text Section C: Tier 3 vocabulary & grammar
Tier 1 & 2 Vocabulary Definition
Concepts seen before: days of the week, the

weather
28
Year: 8 Subject: French Topic: Paris Term: Spring 1
09/01/23 Learn vocabulary section “En ville” for a spelling test in class.
23/01/23 Memorise lines 1-4 of the core text. You should be able to write the French text from
memory.
Learn the green grammar box “à”
memory.
Learn the green grammar box “vouloir”. You should be able to write sentences saying “I
want” and “I don’t want”
memory.
29
Year 8 – French – En vacances – Spring Term 2
Section A: Key vocabulary Section B: Core text Section C: Tier 3 vocabulary & grammar
Tier 1 & 2 Vocabulary Definition
Concepts seen before: opinions, numbers, food

items.
30
Year: 8 Subject: French Topic: En vacances Term: Spring 2
memory.
Learn the green grammar box “à”
27/03/23 Learn the vocabulary section “Qu’est-ce que tu as visité?” for a spelling test.
Learn the green grammar box “The perfect tense of regular –er verbs”
31
Year 8 – German – Berlin – Spring Term 1
Section A: Tier 1 & 2 Key vocabulary Section B: The Core Text Section C: Tier 3 Vocabulary & Grammar
Tier 3 Vocabulary Definition Guten Tag aus Berlin! 1 Good day out Berlin!
Berlin ist eine sehr große 2 Berlin is a very large and
und beschäftigte Stadt. busy town.
Es gibt hier einen Bahnhof, 3 it gives here a trainstation,

eine Kirche und ein Schloss. a church and a castle.
Leider gibt es keinen Park, 4 unfortunately gives it not a
keine Kegelbahn oder kein park, not a bowling alley
Kino. or not a cinema
In Berlin kann man mit dem 5 In Berlin can one with the
Schiff fahren boat to travel
und man kann auch 6 and one can also
“Checkpoint Charlie” “Checkpoint Charlie” to
besuchen. visit.
Ich gehe auch einkaufen: 7 I go also to shop
Ich möchte ein Trikot und 8 I wouldlike a jersey and a
eine Kappe kaufen. cap to buy.
Im Café hätte ich gern 9 in the café would I like
einmal Bratwurst und eine onetime Sausage and a
Cola, coke,
weil ich Cola liebe! 10 because I Coke love
In den Sommerferien 11 In the summerholidays will
werde ich an den Strand I on the beach to go
gehen
und meine Familie und ich 12 and my family and I will to
werden tauchen. dive.

Modal verbs, adjectives, “haben” and “sein”
32
Year: 8 Subject: German Topic: Berlin Term: Spring 1
09/01/2023 Learn the “In der Stadt” section of the Tier 1 & 2 Key Vocabulary. You will need this for
activities in the lesson.
23/01/2023 Memorise lines 1-4 of the core text. You should be able to write the German from
memory. Learn the green Tier 3: Vocabulary and Grammar box “Es gibt ein/kein”. You
will need this for activities during the lesson, and for the following Unit.
memory. Learn the green Tier 3 Vocabulary and Grammar boxes “möchten with the
infinitive” and “Using werden to form the future tense”. You will need this for activities
during the lesson, and for the following Unit.
memory.
33
Year 8 – German – Ich liebe Ferien – Spring Term 2
Section A: Tier 1 & 2 Vocabulary Section B: The Core Text Section C: Tier 3 Vocabulary & Grammar

“haben” and “sein”, past tense, family members
34
Year: 8 Subject: German Topic: Ich liebe Ferien Term: Spring 2
memory. Learn the Tier 1 & 2 Vocabulary “Früher und heute”. You will need this for
activities during the lesson.
27/03/2023 Memorise lines 5-12 of the core text. Learn the green Tier 3 Vocabulary & Grammar
box “The perfect tense”. You will need this for activities during the lesson, and for the
following Unit.
35
Year 8 – Art – Spring Term
Section A: Key vocabulary Section B: Techniques/Art Movements Section C: Artists
The feel, appearance, or

Texture (n.) consistency of a surface or a
substance.
Pattern (n.) A repeated decorative design.
Was a trend around 1850, with

Arts and Craft the importance on nature as William Morris (24 March 1834 – 3 October 1896) was
Impressing is one of the most natural and effective a British textile designer, poet, artist, novelist,
Movement (n.) inspiration, and the value of architectural conservationist
forms of decoration. Marks are made by pressing
simplicity, utility, and beauty. tools, objects and materials into the soft clay surface
to achieve crisp definition that is often unachievable
Art based on modern popular by hand.
Pop Art (n.) culture and the mass
media.
A form of abstract art that gives

Op Art (n.) the illusion of movement by the Keith Haring
precise use of pattern and colour.
Mark making techniques:
Hatching, Cross-Hatching,
Where paint is laid on an area of
Impasto Smudging, Pointillism
the surface thickly, usually thick
enough that the brush or Painting
technique (n.)
painting-knife strokes are visible techniques:
- Dabbing
When logos, colour schemes, - Wet on wet Greg Mike
icons, typography or particular - Dry Brush
Branding (n.) - Over painting Concepts seen before: Texture, Pattern, Oil pastels.
imagery is used to make a
company’s work identifiable
- Blending
36
Year: 8 Subject: ART Topic: Patterns and Ceramics Term:
09/01/23 - Find a piece of art by William Morris and try to draw a section of his work.
- See if you can recreate his patterns using pencil.
(See section C)
23/01/23 - Research GCSE Tiles (For inspiration)
- Start to draw a tile with various pieces of nature.
(You can use this for your plan of your ceramic Tile)
06/02/23
- Draw a pattern using Keith Harling’s doodle from Section C
06/03/23 - Practice the four Mark making techniques from Section B
20/03/23 - Research the artist Greg Mike (Section C) and try to recreate one of his drawings.
37
Year 8 – Drama – Spring Term 2
Section B: Key Concepts/Ideas/Questions Section C: Subject Specific
Proscenium Arch Staging
Monologue: One character
directly addresses the
Roles within a
Production audience.
company: Duologue: Two characters
directly addressing the
Director
Traverse audience.
Assistant Breaking the Fourth Wall:
Director Talking directly to the
audience. Can also be known
Producer as direct address.
In the Round
Script Writer Split-Staging: Two scenes that

can interlink what is
Production happening on the stage, at the
Assistants 1 &2 same time but in different
Cast/Actors
locations.
Cross Cutting: The transition
between two scenes.
38
Year: 8 Subject: Drama Topic: Realism /Performance Techniques Term: Spring Term 2
Using a thought map diagram list as many drama definitions as seen in section 3 on your knowledge organiser.
W/B 27th February
Monologue, duologue, breaking the fourth wall, split staging and cross cutting. Write the definitions in your own words to
2023
show your understanding.
CONTEXT: Explain what context is, and also how it relates to the text you are using in class. Who is most relevant to
W/B 6th March 2023 discuss when explaining the context within a play. Please extend this piece of writing for homework, use a quote from the
script to support your explanation.
Preparation for your assessment in class W/C . In groups establish characters for reading, begin staging and rehearsing
W/B 13th March 2023
together for a performance in 3 weeks time
Create a monologue piece for an additional or a pre-existing character within the play. Using section 2 of the knowledge
organiser draw out and explain what staging you used explaining the reasons for this. Complete and improve where
W/B 20th March 2023 needed Monologue for homework, spend time rehearsing at home to family, friends or in the mirror
Final Rehearsal of group scripted performance, ready to perform next week. 2 people in charge of production :Director &
W/B 27th March 2023
1st Assistant Director
Assessment week
39
Year 8 – Dance – Carnival- Term 2
Accompaniment The sound that you hear during a
dance. For example, percussion.
Carnival Music
A design that is traced in the air by part
Air Pattern
of the body.
Artistry Creative skill.
Methods used to develop and vary
Choreographic Devices
material. History of Carnival in Brazil
Deceleration Slowing down the movement.
The qualities of movement based upon

Dynamics
variations in speed, strength and flow
Aspects that contribute to

performance artistry and that engage
Expressive Skills
the audience, such as focus and
musicality.
Shapes or patterns created in space by
Formation
dancers.
Manipulation of How the number of dancers in a group
Number is used.
The matter of dance: actions, space,

Movement Material
dynamics and relationships.
The ability to understand the worth of

a dance/choreography and value its
Appreciation qualities and importance within the Concepts seen before: Performance within a set
context of the art form; a recognition phrase and creating/developing motifs in the style
of aesthetic values.
of carnival 40
Year: 8 Subject: Dance Topic: Carnival Term: 2
09/01/23 Rehearse the set phrase at home using the QR Code

What strategies did you use? Asked someone at home to watch and give feedback
Rehearsed the dance using systematic repetition
23/1/23 Create a mind map about the history of Carnival in Brazil using the QR Code
06/02/23 Explain how you have used different formations and choreographic devices within your Carnival dance
06/03/22
What is a gesture in Dance?
Describe 3 arm gestures in the set phrase
20/03/22
Revise the definitions for Gesture, jump, turn, travel and stillness for the a test next lesson
41
(DD/MM/YYYY) Year 8—Dance—Disco—Term 1A
What is a gesture in Dance?
Describe 3 arm gestures in the set phrase.
Revise the definitions for Gesture, jump, turn, travel and stillness for the a test next lesson.
What are the different safety considerations you should apply in Dance?
Describe the 5 Disco movements on the knowledge organiser.

Which one do you like the best and why?
Disco Dance Reflection:
What did you enjoy about this dance unit of work?
What did you find challenging?
Mind map key Street Dance facts .
Describe the tutting sequence that you have created in lesson. You may choose to draw diagrams and annotate.
Street Dance Reflection:

What did you enjoy about this dance unit of work?
What did you find challenging?
42
Expressive Arts—Dance—Disco Dance The Hustle
Walk forward
An introduction into Dance at Lees Brook, developing creativity, performance and appreciation. x4/Walk back x4
Turn to the
Exploring Disco Dance. left/Turn to the
Dance Actions Safe Practice as a Performer right
Vocab Definition Vocab Definition

The Robot
A movement of part of the body, The ability to start and Also sometimes called the
especially a hand or the head, to stop movement, change Mannequin, this street
Gesture Safe execution
express an idea or meaning. direction and hold a shape dance often causes viewers
efficiently. to think they are seeing an
optical illusion
Warming up is a part of
stretching and
Push oneself off a surface and into The Lawnmower
preparation for physical
Jump the air by using the muscles in Warming up The running man on the
exertion or a performance
one's legs and feet. spot with arms out in fists.
by exercising or practicing
Wipe the head repeated.
gently beforehand.
Turn Move in a circular direction wholly Cooling down after a
or partly round an axis or point. workout is a good way to
Cooling down prevent injury and help The Sprinkler
your body ease back into One hand behind head,
a resting state . the other arm pulses
Go from one place to another, Understanding what a across in front of the
Travel typically over a distance of some Nutrition healthy dancer should body like a sprinkler
length. eat.
Drinking
enough water each day is
crucial for many reasons: The Electric Slide
to regulate body 4 steps o the right then
temperature, keep joints 4 steps to the left. Four
Stillness Holding an action. Hydration steps to the back. Step
lubricated, prevent
infections, deliver touch to the front and
back. Step kick turn.
nutrients to cells, and
keep organs functioning
properly.
43
Year 8 – Dance – Carnival- Term 2
Accompaniment The sound that you hear during a dance.
For example, percussion.
Carnival Music
A design that is traced in the air by part
Air Pattern
of the body.
Artistry Creative skill.
Methods used to develop and vary
Choreographic Devices
material. History of Carnival in Brazil
Deceleration Slowing down the movement.
The qualities of movement based upon

Dynamics
variations in speed, strength and flow
Aspects that contribute to performance

Expressive Skills artistry and that engage the audience,
such as focus and musicality.
Shapes or patterns created in space by

Formation
dancers.
How the number of dancers in a group is
Manipulation of Number
used.
The matter of dance: actions, space,

Movement Material
dynamics and relationships.
The ability to understand the worth of a

dance/choreography and value its
Concepts seen before: Performance within a set
Appreciation qualities and importance within the
phrase and creating/developing motifs in the style
context of the art form; a recognition of of carnival
aesthetic values. 44
Year: 8 Subject: Dance Topic: Carnival Term: 2
09/01/23 Rehearse the set phrase at home using the QR Code
What strategies did you use? Asked someone at home to watch and give feedback
Rehearsed the dance using systematic repetition
23/1/23 Create a mind map about the history of Carnival in Brazil using the QR Code
06/02/23 Explain how you have used different formations and choreographic devices within
your Carnival dance
45
Year 8
Performing and Expressive - Music - Film Music
Tier 3 Vocabulary Definition Film music is…
A meeting where the A type of descriptive music that represents a

Music spotting -
composer and director decide where/when mood, story, scene or character through music, it
Noun
sound effects are to feature in the film. is designed to support the action and emotions
of the film on screen. film music can be used to:
Cue sheet - A detailed listing of musical cues matching
Noun the visual action of a film. • Create or enhance a mood (though the
elements of music) ->
Diagetic music-
Music within the film for • To emphasise a gesture (mickey-mousing –
Adjective
both the characters and audience to hear. when the music fits precisely
• with a specific part of the action in a film e.g.
Non-Diagetic music Music which is put “over the top” of the cartoons)
- action of a film for the audience’s benefit • Provide unexpected juxtaposition/irony (using
Adjective and which the characters within a film can’t music the listener wouldn’t expect to hear
hear. giving a sense of uneasiness or humour!)
• Link one scene to another providing continuity
Tier 2 Vocabulary Definition • Influence the pacing of a scene making it
Soundtrack - The music and sound recorded on a motion- appear faster/slower
Noun picture film. • Give added commercial impetus (released as a
soundtrack) – sometimes
• A song, usually a pop song is used as a theme
Storyboard - A graphic organiser in the form of song for a film.
Noun illustrations and images displayed in
• Illustrate the geographic location (using Concepts seen before:
sequence.
instruments associated with a particular
• Instruments of the Orchestra
Apply - Verb Making informed decisions. country) or historical period (using music ‘of
• DR P SMITH acronym musical elements
the time’). • Wider listening skills with musical analyse
Analyse - Verb Listen and look and describe.
• Keyboard skills
Anticipate - Verb Expect or predict. • Composition skills
Classify - Verb Arrange in a class or group. • Stave notation
46
Year 8
Performing and Expressive - Music - Blues and Jazz
Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject specific
A style of early jazz, often vocal,
Blues Music - descended from African-American
Noun work songs and spirituals.
Scat - Verb A type of blues singing using nonsense

syllables instead of words.
Syncopation - Emphasis on the ‘off-beats’.

Adjective
Where one person sings/plays a line,
Improvisation -
and is then answered by another
Noun Although the blues evolved in the southern states of the USA
person or group.
from the late 19th century, it has lots of musical influences from
Slave trade - Noun Keeping going, even if you make a Africa. Work songs were sung rhythmically in time with the task
mistake. being done. They used call and response in which phrases from a
lead singer were followed by the other singers. African music
12 Bar Blues - Noun Correct notes and rhythms. combined with the folk music of the white European settlers to
produce new styles of music.
Ensemble - Noun Performing as a group.
The early style of blues was known as country blues and was
Tier 2 Vocabulary Definition usually a solo singer accompanied on guitar or piano sometimes
Where one person sings/plays a line, with added harmonica or drums. The majority of blues musicians
Call and response - had descendants from Africa who were transported to America
and is then answered by another
Verb in the slave trade. Well-known country blues musicians include
person or group.
Lead Belly, Blind Lemon Jefferson and Robert Johnson.
Fluency- Noun Keeping going, even if you make a Concepts seen before:
mistake. By the 1960s, the blues had spread beyond the USA notably to
the UK and the rest of Western Europe. English blues guitarists • Deeper understanding of World Music
Accuracy - Noun
Correct notes and rhythms. such as Eric Clapton and Stan Webb emulated this style. Many • DR P SMITH acronym musical elements
more blues rock guitarists have followed. The blues has left its • Wider listening skills with musical analyse
mark on all areas of popular music and is the driving force behind • Keyboard skills
Famous - Adjective Well known internationally. Rock music. • Stave notation
47
(09/01/2023) Year: 8 Subject: Music
Topic: Film Music and Blues and Jazz Music Term: 2
Task 1 - 09/01/2023 Practice your spellings and definitions from Section A of your Knowledge Organiser
Task 2 - 23/01/2023 Summarise the information in Section B of your Knowledge Organiser – Film Music
Task 3- 06/02/2023 Film composer profile using Section C of Knowledge Organiser
Task 4 - 27/02/2023 Create x 10 questions of musical maths questions ready to give to a peer in retrieval time next lesson
Task 5 - 13/06/2023 Summarise the information in Section B of your Knowledge Organiser – Blues and Jazz Music
Task 6 - 27/03/2023 Describe your understanding of the co-curricular links of the beginning of Blues and Jazz (for example historical and
geographical context)
48
Year 8 – Computing – Cyber Security – Spring 1

Tier 3 Vocabulary Definition BIG QUESTIONS: DDOS Attack
1. What is Personal information and how is this stored online
Netiquette (noun) the correct or acceptable way of DDoS Attack means "Distributed Denial-of-Service (DDoS)
using the internet. 2. How do organisations misuse data
3. How can we prevent/restricted access to Inappropriate Attack" and it is a cybercrime in which the attacker floods a
the gaining of unauthorized content server with internet traffic to prevent users from accessing
Hacking (noun)
access to data 4. How could we stop unknown communication connected online services and sites.
5. What are the benefits and drawbacks of Social Media
Copyright (noun) assignable legal right 6. What is netiquette?
7. What is plagiarism?
Plagiarism (noun) taking someone else's work 8. What is copyright? Computer Virus
9. How can we ensure passwords are strong?
helps keep children and young In more technical terms, a computer virus is a type of
CEOP 10. What is CEOP?
people safe malicious code or program written to alter the way a
Cyber security is the protection of computer systems and computer operates and that is designed to spread from one
software that is specifically networks from theft or damage to its data. computer to another
Malware (noun)
designed to disrupt, damage There are so many types of cyber security threats; some can
be:
protect (a network or system) o Internal – come from inside the network
Firewall (verb) Computer Hacking
from unauthorized access o External – attacks through the Internet from outside the
network Hacking is the act of identifying and then exploiting
Tier 2 Vocabulary Definition weaknesses in a computer system or network, usually to gain
What do you think are some of the threats to cyber security?
facts and statistics collected unauthorized access to personal or organizational data
Data (noun)
together
use (something) in the wrong Firewall
Misuse (verb)
way
A firewall is a network security device that monitors traffic to
a brief statement of the main Computer virus Cracking or from your network. It allows or blocks traffic based on a
Summarise (verb) defined set of security rules.
points
Examine something and explain
Analyse (verb)
the decision made around it.
Any Information or Imagery from Malware
Sourcing/ A network is two or more computers - or other electronic
which something comes, or is
Referencing (noun) devices - that are connected together for the purpose of
obtained. Concepts seen before: This unit builds upon your
communication. They are connected by a wired medium such
knowledge of E-Safety you studied in Year 7
as cables, or by a wireless medium such as Wi-Fi.
49
Year 8 – Computing – Binary, Logic and Images – Spring 2

Tier 3 Vocabulary Definition BIG QUESTIONS: Binary
1. What is Binary? A binary number is a number expressed in the base-2
Bits (noun) A bit is a binary digit numeral system or binary numeral system, a method of
2. How do we convert from binary to decimal?
3. How do we convert from decimal to binary? mathematical expression which uses only two symbols:
A pixel is the smallest unit of a 4. What is a logic gate? typically "0" and "1“
Pixel (noun)
digital image
Logic Gates
Transistors (noun) Small electrical device A logic gate is a series of transistors connected together to give Images
one or more outputs. There are three types of gate to consider: Computers work in binary. All data must be converted into
Base 2 uses powers of 2 (only • AND gate
Base 2 binary in order for a computer to process it. Images are no
two possible digits 0 and 1) • OR gate
• NOT gate exception.
indicates the number of pixels Each type of gate can be represented either as a diagram (below)
Consider a simple black and white image. If 1 is black (or on)
Resolution (noun) that are displayed per inch for an AND gates
An AND gate uses two inputs to generate one output. The and 0 is white (or off), then a simple black and white picture
image
output is 1 (TRUE) only if both of the inputs are 1 (TRUE). can be created using binary.
Numbering scheme (two values 0
Binary (noun)
and 1)
To create the picture, a grid can be set out and the squares,
Tier 2 Vocabulary Definition known as pixels, coloured (0 - black and 1 - white):
determine (the amount or OR gates
Calculate (verb) number of something) An OR gate uses two inputs to generate one output. The output
mathematically. is 1 (TRUE) only if either or both of the inputs are 1 (TRUE).
Colour depth
Convert (verb) change the form
Many images need to use colours. To add colour, more bits
a brief statement of the main are required for each pixel.
Summarise (verb)
points
The more colours an image requires, the more bits per pixel
Examine something and explain NOT gates are needed. Therefore, the more the colour depth, the larger
Analyse (verb)
the decision made around it. A NOT gate uses just one input to generate one output. the image file will be.
Any Information or Imagery from e.g.: four bits per pixel (0000 to 1111) - 16 possible colours
Sourcing/
which something comes, or is
Referencing (noun)
obtained.
Concepts seen before: This unit builds upon your
knowledge of Binary you studied in Year 7
50
Year: 8 Subject: Computing Topic: Cyber Security Term: Spring 1
16/01/2023 Use Look, Cover, Write, Check to learn the key terms spellings for tier 3 vocabulary.
30/01/2023 Create 3 flash cards on: Firewall, Computer Virus, DDOS Attach.
13/02/2023 Explain what is a computer network.
27/02/2023 Use Look, Cover, Write, Check to learn the key terms spellings for tier 3
vocabulary.
13/03/2023 Explain how the logic gate works
27/03/2023 Practice creating logic gate diagrams using https://logic.ly/
51
Year 8 – PE – Badminton - Spring
Tier 3 Vocabulary Definition The drop shot
The back third of the badminton The drop shot uses a similar
Back court (n) technique to the overhead clear.
court
The shuttle is hit towards your
Drive shot (n) A hard powerful, flat shot opponent's forecourt
A soft shot, that the shuttle falls The net lift

Drop shot (n)
close to the net This shot can be played using
both the forehand and the Differences in court markings in doubles and singles play
Fault (n) A infraction of the rules backhand. Is mostly used when
your opponent has hit the shuttle On serve, in both singles and doubles, the shuttle must be hit
A backhand serve used to towards your forecourt. The shot diagonally across the court the the opponents. The service
Flick serve
deceive your opponent is used to give you time and box area is different in doubles. The shuttle must be landing
allow you to move to the centre past the short service line and before the inner line of the
Fore court (n) The front third of the court of the court back tramline, the shuttle can also land as wide as the outer
side tramline.
Let (n) A call to restart the point After the serve the whole court is then in play to the outer
The back hand
lines of the court.
A shot from your forecourt that Scoring system is the same and games are played to 21
Net shot (n) The back hand techniques are often
points.
just clears the net more difficult to perform
Tactics and formations
consistently in a game situation.
A hard, powerful shot hit
Smash (n) The most common formations used in doubles badminton
downwards to the opponent. are side to side and front and back.
Side to side is seen in defensive play, whereas the front and
Tier 2 Vocabulary Definition Olympic double finals
back formation is more attacking.
The videos below are from recent Olympic finals.
As the image shows
Identify (v) Name the key point
formations and tactics often
change depending on where
Recall facts, events or process in an the shuttle is on court
Describe (v)
accurate way.
Make something clear, or state the

Explain (v)
reasons for something happening
Using the information supplied to Concepts seen before:

Evaluate (v) consider evidence for and against
Using tactics to create space
Men’s doubles Mixed doubles Women’s doubles Using formations
when making a judgement 52
Year: 8 Subject: PE Topic: Badminton Term: Spring
16.1.23 Create a set of Flashcards for all the keywords in Section A & B. Then Self test yourself and create a learnt and ‘developing knowledge’
set of flashcards.
30.1.23
Watch the videos of the drop shot and the net lift and identify at least 3 main technique points for each skill.
13.2.23
Create a 10 question quiz about the court marking, scoring, singles and doubles play
27.2.23 Watch one of the videos of the doubles finals.

Identify which techniques are being used throughout the match. Describe what the main formations are of the doubles pairs and
evaluate when they are being used during the match
13.3.23 Watch one of the videos of the doubles finals.

Identify which team is being more success and justify why they are more successful and describe what tactics might be being used (No
more than 200 words)
27.3.23 Scan the QR code and answer the 20 multiple choice questions
53
Design & Technology — Bird Feeder Project
This is the
product you will In D&T you will be completing a project to year completing
be making.
different projects and developing lots of new skills and knowledge
Section C: Subject Specific
Section B: Important Ideas / Concepts/ Questions
You will learn about the source of different materials We will be learning how to cut
and how they are processed to produce the products wood joints. You will be using a
Section A: Key vocabulary finger / comb joint
that we use everyday.
Vocab Definition Here are some of the tools and machines you will
be using during this project.
A wood from a tree that is
evergreen. They mature in around
Softwood (n)
30 years. It has needles and cones.
They are called coniferous trees. Tenon Saw Coping Saw File
A wood from a tree that loses its
This is a vacuum forming machine.
leaves in autumn. They mature in It is used to make the tray for your bird
Hardwood (n) around 100 years. feeder.
They are called deciduous trees.

The word we use to describe
different types of plastic. There are
two categories thermoforming and
Polymers (n) thermoset.
You will be using acrylic and
High Impact Polystyrene (HIPS) You will recap the different types of polymers.
Above is a list of polymer identification codes.
Equipment / Machinery The machines and tools used to These enable us to sort the plastics for recycling
(n) shape the material.
To work within a specific range of

Measuring (a) /accuracy
measurements. You will be
(n)
working in millimetres.
The process of smoothing an edge

Finishing (a) or applying a protective finish to a
material e.g. polishing / varnish.
You will learn how to turn a rough cut edge of
acrylic into a smooth finish.
54
(DD/MM/YYYY) Year Group—Subject—Topic—Term/Half-Term
1
Using your knowledge Organiser, Look , cover, write, check key terms and definitions.
2
Using your knowledge Organiser, identify a household object made from a polymer and explain why It is made from this
material
3
Using your knowledge Organiser to create a revision Mind Map
4
Using ACCESS FM to evaluate an object / product in your home made from a polymer (plastic)
55
Design Technology— Engineering—Racing Car Project
You will rotate around Food, Graphics, Engineering and D&T throughout the year completing
Section B: Important Ideas / Concepts/ Questions Section C: Subject Specific

Scales of Production:
Metal Finishes are applied to protect or enhance the
Section A: Key vocabulary You will learn about the different scales of production, material. You will learn about the different metal finishes,
their advantages and disadvantages and the sorts of their advantages and disadvantages and their application
Vocab Definition products made using each method. methods.
Develop knowledge from Y7 to find out
Types of metals (n) about the different types of metals
within each category
One off (n) A scale of production used in the

Production (n) manufacture of products
Batch (n) Production

A scale of production used in the
(n) manufacture of products
Mass (n) A scale of production used in the

Production (n) manufacture of products
Metal Fixing Methods You will learn about different
methods of permanently and temporarily fixing metals
Manufacturing Metal Types You will develop your knowledge from Year 7 to
A metal manufacturing process together. You will have the opportunity to try some of
process – Casting (n) learn about the different types of metals within each metal
these out for yourself.
category. You will find out about their properties and uses
Manufacturing A metal manufacturing process
and will be able to identify the types of metal every day
process – Pressing (a) products are made from, through practical investigation.

process – Forging (v)

process – Folding (a)
Common metal finishes used to

Metal finishes (v)
protect and enhance metals
Common metal fixing methods for

Metal fixings (n)
manufacturing metal products 56
1
Using your knowledge Organiser, Look , cover, write, check key terms and definitions.
2
Using your knowledge Organiser, identify a household object made from a type of metal and explain why It is made from this
material
3
Using your knowledge Organiser to create a revision Mind Map
4
Using ACCESS FM to evaluate an object / product in your home made from a type of metal
57
N
N
N
N
N
N
N
58
1 Using CLAW and BRIDGE techniques, practice at home and send a photo in to your teacher/print off
and stick into your exercise book. Or get your guardians to write a note saying you have completed
this.
2 Explain why it is important to be sustainable in food.
3 Write down a recipe for your favourite food, highlight all the allergies found in that food an explain
what could happen to someone who is allergic ate that food.
4 Using your retrieval poster, revise for your CAF.
59
Design Technology—Graphic Design—Computer Game Packaging
You will rotate around Food, Graphics, Engineering and D&T throughout the year completing
Section A: key vocabulary Section B: Important Ideas / Concepts/ Questions Section C: Subject Specific
Raster against Vector:
Tier 3 vocabulary
Vocab Definition
Refers to a group of potential customers/users to whom a
Target market (n)
company wants to design/sell its products to.
Colour (n) Is used to show a mood, theme or feeling You will be using Adobe
Key terms of Composition:
Illustrator to create your
Is the art of arranging letters and text in a way that makes the White White space is the area between design designs.
Typography (n) Space (n) elements. It is also the space within individual Shortcuts include:
copy legible, clear, and visually appealing to the reader.
design elements, including the space between Ctrl + S = Save
Also referred to as layout, artwork, design and means the typography. Despite its name, white space does Ctrl + C = Copy
Composition (n)
placement or arrangement of visual elements on a blank page. not need to be white. It can be any colour, Ctrl + V = Paste
texture, pattern, or even a background image. Ctrl + T = Transform
Line (n) Used in graphic design to separate or enhance information
Alignment Alignment is a design principle that refers lining
Refers to lightness and darkness in, it can help make something (n) up text or graphics on a page. A design with
Tone (n) poor alignment will look cluttered and
stand out. There are many techniques to create tone
unfinished. But aligning elements on the page
will organize your design and make it easier to
A visual representation of something, imagery can be created in
Imagery (n) read.
many different ways Planned obsolescence
Contrast Contrast is where you use two different things to
A vector graphic is artwork made up of points, lines, and curves (n) make one stand out, colours, types of fonts, lines
Vector (n) that are based upon mathematical equations, rather than a solid etc.
coloured square pixels.
Hierarchy Hierarchy is a visual design principle
Also called bitmap graphics, a type of digital image that uses (n) which designers use to show the importance of
Raster (n) each piece of information: for example using Categories of Typography are
tiny rectangular pixels represent an image.
different sizes or colours. used to represent different
Is an acronym designers tool used to make you think about things and a re used to appeal
ACCESS FM Repetition means the reusing of the same or similar to different audiences.
products in a critical and analytical way. (n) elements throughout your design. Repetition of
Planned obsolescence describes a strategy of deliberately certain design elements in a design will bring a Serif Sans
Planned clear sense of unity, consistency, and Serif
ensuring that the current version of a given product will become
obsolescence (n) cohesiveness.
out of date or useless within a known time period. Script Decorative 60
Week Beginning TASKS:
(DD/MM/YYYY) Year 8 – Graphic Design
1 Use look/cover/write and check to learn key vocabulary spellings.
2 Identify the differences between raster and vector images
3 Using your knowledge organiser and the retrieval poster you created in lesson revise for your end of rotation exam
4 Using ACCESS FM, evaluate an existing computer game. Use at least 4 of the headings to help describe the different features of
the product. What works well and what do you think could improved?
61
Notes page
62
Notes page
63
Your equipment you need for learning every day:
64

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Name: Form:

‘Always train hard, work harder, never give

Year 8 Knowledge Organiser:

3 Instructions 36-37 Art

6 How do I Self-Quiz? 40-44 Dance

7-9 English 46-48 Music

10-13 Maths 49-51 Computing

14-20 Science 52-53 Physical Education (PE)

21-22 Religious Studies 54-61 Design and Technology

23-24 History 62-63 Notes

25-27 Geography 64 Back Cover

28-35 Modern Foreign Languages

Week Week starting: Week starting:

Friday Science Music Friday Science Music Friday Science Music

Week Week starting: Week starting:

Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx Friday Science Hegarty/Sparx

Monday English History Monday English History Monday English History

Week Week starting: Signed

CT—Science French/Germa CT—Science French/German

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Plot

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

Term (n) A single number or variable

The difference between terms increases

The difference between terms increases

A sequence where each term is found by

Equal expressions when relating to any 𝟐𝒙 + 𝟑𝒙 + 𝟒𝒙 = 𝟗𝒙

Difference (n) The gap between two terms

Equivalent (n) Something of equal value

Product (n) Multiply terms 𝟑𝒙 + 𝟐𝒙 + 𝟑𝒙 + 𝟐𝒙

Sequences (n, pl) Numbers put in a pre-decided order

Expand and simplify the expressions.

A sequence is given by the rule 3n+7

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

06/03/2023 Convert the following Fractions into Decimals:

20/03/2023 Create a diagram to explain these percentage changes:

03/04/2023 Calculate the following leaving your answers in standard form:

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

Tier 3 Vocabulary Definition Aerobic respiration needs oxygen Inhalation

Bronchus (n) The trachea splits into two tubes; one

Carbohydrate (n) A nutrient that is used as the main

carbon monoxide (n) A poisonous gas produced by Gas exchange

Haemoglobin (n) The substance that carries oxygen

Tier 2 Vocabulary Definition

Breathing (n) The movement of muscles that

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

A fuel formed from the dead

Equilibrium (n) In balance.

The turning effect of a force. It is

Section A: Key vocabulary Section B: Section C: Subject Specific

fertilised egg cell (n) What is produced when two gametes

Germinate (verb) When a seed starts to grow.

A group of similar organisms.

Pollination (n) The transfer of pollen from an anther to a

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific

Tier 3 Vocabulary Definition Growth curves Microorganisms and Kingdoms

Unicellular (n) An organism made of one cell.

Budding (n) A type of asexual reproduction in which a

Decomposer (n) An organism that feeds on dead organisms

16/01/23 Compare and contrast the 2 types of plant fertilisation.

Section A: Key vocabulary.

Section A: Key vocabulary.

Section A: Key vocabulary.

Section A: Key vocabulary Section B: Key Concepts/Ideas/Questions Section C: Subject Specific