Try using these memorisation techniques with your knowledge organisers
Create knowledge cards (you need a set of small blank
cards, or paper cut up into squares)
•
•
•
•
•
•
•
Using your knowledge organiser write a keyword
on the front of each card
Write the definition of each word on the other side
of the card
Put the cards in a pile with the keywords facing up
Either on your own or with a partner go through
each card to see if you can recall the definition
If you get the definition correct put the card to one
side
If you get the definition wrong put the card back to
the bottom of the pile
Keep going until you have got rid of all your cards
Highlighting and note-making (you need blank paper
and a small piece of card)
•
•
•
•
•
You can adapt this method by writing keywords and
definitions on separate cards, mixing them up that
trying to match them. Some people like to add pictures
or symbols to their cards too.
Create mind maps (you need A4 or A3 paper)
•
•
•
•
•
Read through your knowledge organiser, highlighting the
information you think is the most important
Group together the information you have highlighted into
different categories based on what they have in common
Write the title of the overall topic in the middle of a blank
page and draw branches from it to represent the different
categories you chose – ideally use different colours for the
different categories
Extend the branches adding in the information you
highlighted from your knowledge organiser showing how
it all links together.
If you want to, add pictures or symbols to represent the
important pieces of information on your diagram
You can go further with this technique by using your diagram
to help you explain the topic to a relative or a friend, or you can
display your diagram somewhere you will see it often.
Read through your knowledge organiser, highlighting
the information you think is the most important
Use what you have highlighted to write out you own
notes about the information you have learned – try to
organise it into sections, under headings
Read through your own notes, highlighting the
information that you think is most important
Re-write your notes using what you’ve highlighted,
aiming to make it shorter and more focused than
before
Keep going until you have reduced your notes to fit on
a single, small card (index card size)
All of these ideas require:
Practice – repeat them again
and again
Persistence – don’t be put off
by mistakes, or when it’s hard
Planning – Put 20-30 minutes
aside regularly, and mix it up
so you’re not doing the same
activity over and over
Self-testing (you need blank paper or an exercise
book)






Choose 10 keywords and definitions from
your knowledge organiser
Copy those words and definitions on to the
left hand side of a page
Fold the paper over lengthways, covering the
left hand side where you copied the words
and definitions
Try to write the 10 keywords and
definitions again from memory on the
folded over paper
Check your answers, correcting any
mistakes in a different colour
Repeat until you can do recall all 10 words
and definitions correctly from memory
KNOWLEDGE ORGANISER – YEAR 8 ART Spring 1
CHANGING PERSPECTIVE & THE ART OF AFRICA
CECIL
SKOTNES
Cecil Skotnes was a South African artist
known for his woodcuts and engravings.
His work often used simple ‘earthy’ and
natural colour themes and the content
usually reflected traditional, tribal African
imagery. For example, masks.
AFRICAN
MASKS
A visual understanding of African masks,
their history and the roles that they still
play. in people’s lives.
TRIBAL
RELIGIOUS
CEREMONIAL
DECORATIVE
KEYWORDS
OBSERVATIONAL
DRAWING
Drawing or painting
from life
CONTINUOUS LINE
DRAWING
Drawing without removing the
pencil from the page.
MARK
MAKING
Ways to draw/paint
WOODCUT
a print of a type made
from a design cut in a
block of wood,
formerly widely used
for illustrations in
books.
ENGRAVING
A print made from an engraved
plate, block, or other surface.
SGRAFFITO
scratching through a surface to
reveal a lower layer of a
contrasting colour.
INTERWOVEN
Under and over.
CURVES
Part of a smooth circular line.
LINE
A mark.
COLLAGE
Cutting/sticking
materials to a backing.
MONOCHROMATIC
Containing or using ONE colour.
SHADE/TONE
How light or dark something
looks.
CROSS HATCHING
Intersecting parallel
drawn lines.
ABSTRACT
Non-figurative.
PERSPECTIVE
Smaller in the distance.
KNOWLEDGE ORGANISER – Year 8 Computer Science, Spring 1: How a Computer Works.
This half term you will be learning about how a computer understands data and processors instructions.
You will learn to use binary, truth tables and logic gates.
You will explore how data is stored and the how the brain of the computer works.
8 bit binary number line
128
64
32
16
8
4
2
1
0
1
0
0
1
0
1
1
AND gate
Logic Gates
NOT gate
OR gate
How a computer works - KEYWORDS
Denary
10 base number system, used by
humans.
AND gate
Both inputs have to be true for
the output to be true.
Non-volatile
memory
Devices which store data
without needing to be
permanently powered.
Binary
2 base number system, used by
computers.
OR gate
Only one input has to be true for
the output to be true.
RAM
Memory used by the computer
to store running programmes
and data.
Truth
table
Used to help show function of a
logic gate.
NOT gate
The reverse happens with this
gate, if the input if true, the
output will be false.
ROM
Memory chip containing all the
start up instructions needed to
run the computer.
Logic
gate
Block found on a digital circuit.
Most gates have two inputs and
one output.
Transistors
Acts like a switch, when there is
current entering the Base of the
transistor, current is allowed to
flow through.
CPU
The brain of a computer, a
microchip which performs the
calculations, processes all
instructions and runs the
hardware.
KNOWLEDGE ORGANISER – Year 8 Drama, Spring 1: Murder & Mayhem
Key concepts, events, people or processes
Greek drama
Greek drama is based around the re-telling of great myths or stories of the Gods. The
first dramas were performed by a whole chorus rather than individual actors.
Shakespearean drama
Shakespeare wrote a number of plays, either comedic, tragedies or histories. Many of
the historical plays he wrote were based around the downfall of Kings of England or
famous figures from history.
KEYWORDS
chorus
A group of simultaneously speaking
performers.
denouement
The ending of the play where the
meaning and main action takes place.
tragedy
A play that ends with the downfall of
the central characters, often involving
murder
The person telling the story.
narrator
props
Hand held items that are used to add
realism to a performance.
rhyming couplets
Pairs of lines that have the last sound
in the line rhyming with the other.
Julius Caesar
KNOWLEDGE ORGANISER – Year 8 English, Spring 1: Dystopian fiction
Texts studied
Writing
The Hunger
Games
Written by Suzanne Collins. Panem is split up into 12 districts. Each year,
every district is forced to randomly choose two tributes--one girl and one
boy--to fight in the annual Hunger Games. A fight to the death on live
television. Katniss Everdeen takes her sister's place when she is called to
be the tribute of the 74th annual Hunger Games.
The
Lottery
Written by Shirley Jackson. In "The Lottery," the inhabitants of a New
England town gather in the town square to draw lots. Whoever draws a
slip of paper with a black dot on it will be killed. After two drawings, a
woman named Tessie is stoned to death in the town square.
1984
Written by George Orwell. Winston Smith is a member of the Outer Party.
He works in the Records Department in the Ministry of Truth, rewriting and
distorting history. To escape Big Brother's tyranny, at least inside his own
mind, Winston begins a diary — an act punishable by death
Examination
day
Written by Henry Seslar. Dickie Jordan is an intelligent and curious youth
in a dystopian future. It is Dickie's twelfth birthday, which means he is
required by law to report to a government testing facility for a mandatory
IQ test.
Harrison
Bergeron
Written by Kurt Vonnegut. It is the year 2081, and all people have been
made 'equal' through the use of physical and mental handicaps. The
United States Constitution mandates this equality in the 211th, 212th, and
213th Amendments, and the law is enforced by Diana Moon Glampers, the
Handicapper General
Keywords and technical vocabulary
Verb
Adverb
Noun
Adjective
Preposition
Lexical field
Imagery
Simple sentence
Compound sentence
Complex sentence
Relative clauses
Archaic language
Portrayed
Structure
Dystopia
Futuristic
Genre
Devastation
Political
Alternative
Omniscient
Perspective
Descriptive: be able to incorporate interesting vocabulary with
imagery, emotive language and descriptive writing techniques.
Make sure you can both identify and use these techniques and
continually explore different vocabulary choices to change the
tone of your writing and to keep it interesting.
Speech: be able to write effectively using speech, including
incorporating correctly used punctuation for speech. Try to add
to characters’ portrayal through the way they talk and respond to
other characters and situations.
Short story writing: be able to write a story in the style of texts
studied, including: setting, characters, description, tension and
interesting vocabulary.
Sentences and punctuation: make sure you can identify and use
a range of sentence types and punctuation for effect.
Analysis
POINT: Make a point about the text (The character is presented as…)
EVIDENCE: Use a quote (the author uses the sentence “…”)
EXPLANATION1: What the quote means (this is saying…)
EXPLANATION2: Language analysis (the word “…” suggests…)
EXPLANATION3: Effect (this makes the reader think/feel…)
Layering: Repeat E2 and E3 to show different suggestions of meaning
for the quote you have selected.
Mastery
AO1.8 AO1.9 AO1.10 AO1.11 AO1.18
AO1.22
AO4 (all)
AO5.1 AO5.2 AO5.3 AO5.10 AO5.11
AO1.14 AO5.24
KNOWLEDGE ORGANISER – Year 8 Food 1: What are the Dry and Wet methods of cookery and how do
we prepare food safely?
Food Safety
1-4C
Safe fridge temperature
-18 to -22
Safe freezer temperature
75C
Core temperature of cooked food
63C+
Hot holding temperature
5C63C
Food danger zone
36/37
Body temperature - The temperature bacteria multiply the most at
KEYWORDS
Boiling
A method of cooking food in boiling water
Baking
To cook in an oven with dry heat at a specific temperature
Blanching
To submerge foods in boiling water for just a few seconds,
remove from the water, and refresh under cold water to stop
the cooking process. Blanching is a gentle form of cooking used
to loosen skins, firm flesh, and heighten colour and flavour
Shallow
Frying
To fry with a little amount of oil
Poaching
To cook food in liquid, at or just below the boiling point. For
eggs, meat, or fish, the liquid is usually water or a seasoned
stock; fruit is generally poached in a sugar syrup
Grilling
To cook by direct heat. Also a utensil or appliance used for such cooking
Simmering
To cook in a liquid just below the boiling point, at temperatures
of 85 to 990C. Bubbles form slowly and collapse below the
surface
Roasting
An implement with a broad, flat, blunt blade, used for mixing and
spreading things
Steaming
A method of cooking foods over, not in, hot liquid, usually
water. The heat cooks the food while the vapors keep it moist.
Deep
Frying
Submerging food, usually coated first in breading or batter, into very hot
fat
Braising
A cooking technique where meat is browned in oil or fat and
then cooked (tightly covered) very slowly in liquid. Braising
tenderizes and enhances the flavour of the meat
Stewing
To cook food in liquid for a long time until tender, usually in a covered pot
KNOWLEDGE ORGANISER Year 8 French SPRING TERM 1. Key Question: How do I write as comic strip in French?
KEY
VERBS
(for
descriptio
n)
AVOIR
(to have)
ETRE
(to be)
Modal
verb
Je
(I) Je
J’ai
suis
(you) tu
as
es
(he/she/it)
Il/elle/on
a
est
(we) nous
avons
sommes
(you lot)
vous
avez
(they) ils/
elles
ont
POUVOIR –
to be able
to
peux
Tu
peux
Il/elle/on
peut
Nous
pouvons
êtes
Vous
pouvez
Sont
Ils/elles
peuvent
DEVOIR- To have
to/must
Imperative
(giving a
command)
Eg:Écouter - listen
dois
tu
Écoutes!
dois
vous
Écoutez!
Take the
ER/RE/IR
ending off
the verb and
add either –
es or –ez!
doit
KEY QUESTIONS
devons
devez
doivent
Comment?
How/what?
Quand?
when?
Quel(le)?
What?
Pourquoi?
why?
Quoi?
What??
Combien?
How many?
Où?
Where?
Qui?
Who?
SET 1
Le pays
country
SET 2
manger
To eat
SET2 cont:
Faire
To do
Set 3
Au debut
At the beginning
Le château
castle
Nager
To swim
Dire
To say
Enfin
finally
Le bois
wood
trouver
To find
attendre
To wait
finalement
finally
Le forêt
forest
Écouter
To listen
Voir
To see
Apres
afterwards
La mer
sea
Regarder
To watch
venir
To come
Suivi par
Followed by
Le paysage
countryside
Parler
To speak
Plus tard
later
La maison
house
Ésperer
To hope
puis
then
La terre
Ground/
earth
crier
To shout
ensuite
next
La bataille
battle
chanter
To sing
alors
so
l’armée
army
demander
To ask
donc
therefore
KNOWLEDGE ORGANISER – Year 8 GEOGRAPHY, SPRING 1: How and why is climate change occurring?
Key concepts, events, people or processes
Weather and
Climate
The weather is what is happening today in terms of temperature and precipitation. If we compare or predict how we expect the weather to behave
year-on-year, this is called climate. In general the climatic conditions stay the same for a location so any cause of change to this natural cycle is a risk.
Climate
Factors
Atmospheric Circulation
Climate
Change
Climate change is the term given to the process of increased warming and melting in our atmosphere. This happens as a result of the GREENHOUSE
EFFECT which traps pollution in the air causing temperature to increase. It is difficult to know the impact this process will have on global climate over
the next 100 years. The only thing that we do know if that large amounts of ice melting will cause sea levels to rise globally leading to vulnerability.
Sustainability
People are trying to live ‘sustainably’ so that we as a human race can still feed ourselves and survive well without using all natural resources that are
available. This initiative also include using less energy, considering what you eat and buy and promoting actions that are good for the environment.
Extending
your learning
http://www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/changes_in_environment/revision/6/
http://www.bbc.co.uk/bitesize/ks3/geography/physical_processes/weather_climate/revision/2/ https://www.youtube.com/watch?v=RHrFBOUl6-8
http://footprint.wwf.org.uk/
http://www.coolaustralia.org/finding-a-way-to-slow-sea-level-rise/
KEYWORDS
Altitude
The height of an object or place in relation
to how many metres it is above sea level.
Atmospheric
Circulation
Climate
Change
A global change in the earths typical climate
factors such as temperature and rainfall.
Climate
Graph
A graph that plots two types of climate data: bars
for average rainfall and a line graph for average
temperature.
Distance to
Sea
How far a location is from the coast
determines it’s average temperature. In the
winter this area will be warmer but in the
summer it will have lower average
temperatures.
Ice Age
This is a period in the Earth’s history where it
experienced different climatic conditions and
caused a global cooling period.
Latitude
Precipitation
Rain, sleet, snow or hail that condenses and
falls to the ground.
Sea Level
Rise
This refers to the level of the sea rising due to
increased melting of glaciers.
Sustainability
Temperature
How warm a location is measured in
degrees Celsius.
Vulnerability
The pattern of air movement that occurs over
particular latitudes of the Earth.
A person or location can be considered vulnerable
if they are at threat of something negative
happening.
Climate
Consequences
Weather
This is the typical weather conditions for a
location that are seen year-on-year. These are
based on average conditions and do not change
day by day.
A consequence is an outcome or action that
occurs as a result of another action occurring.
These are invisible lines that run across the Earth’s
surface from left west to east. These bands
control the average temperatures across the
globe.
The process of considering the environment so
that it is not damaged beyond repair.
This is the current conditions of temperature and
rainfall for a location. This changes day by day.
KNOWLEDGE ORGANISER – Year 8 History, Spring 1: Why did the Transatlantic Slave Trade exist?’
Key concepts, events, people or processes The Triangular Trade
The exchange of:
1. Cotton, sugar and tobacco from the Americas to Europe. 2 Manufactured products such as cloth, metal and guns from Europe to Africa. 3 Slaves from Africa to
the Americas, West Indies and Europe.
The Middle Passage
The journey on the slave ship across the Atlantic Ocean from Africa to the Americas.
Loose Pack
Slaves lay on their backs in cramped conditions on two or three tiered wooden racks (like giant bunk beds without all the nice sheets etc.,) below the deck of the
slave ship. The slaves are chained together. Conditions are awful. It is dark and extremely hot. The slaves have to go to the toilet where they lay. This means that
those slaves on the lower racks will get covered in urine, excrement and sick. As a result, many slaves became very ill and died on the journey. They were given one
hour a day above deck where they would be washed down with sea water, given food and made to dance for exercise. Some slaves committed suicide by throwing
themselves overboard.
Tight Pack
Slaves lay on their sides. This enables the slave ship company to double its cargo of slaves from approximately 300 under loose pack to 600 under tight pack.
The Slave Auction
Upon arrival in the Americas, the slaves are cleaned and have any cuts from the journey filled with hot pine tar to make them look healthy. Their skin is covered
in linseed oil to make their skin glisten. After this, the slaves are inspected like animals by potential buyers (plantation owners) before they are then sold like
goods to the highest bidder.
Plantation
A plantation is like a very large farm where products such as cotton and tobacco are grown. All the work was done by the slaves. The plantation owners were white
men who became very rich as they didn’t pay any wages to the slaves. They provided small amounts of food and small huts for the slaves to live in on the
plantations.
Slave Labour
This is the unpaid work done by the slaves. They worked from sunrise to sunset for six days a week. Slaves were allowed Sundays off. They were vital to large
plantations at a time when there was very limited mechanical farming equipment. The rapidly growing population of Britain and Europe meant that there was a
huge demand for large quantities of cotton to be spun into cloth in the Cotton Mills of Britain’s industrial north.
Slavery
A slave is someone who has no freedom and does not get paid for the work that they d
The Committee for the
Abolition of Slavery
Many white people in America and Europe were against slavery. Politicians, social reformers, owners of industry such as William Wilberforce, Thomas Clarkson,
Granville Sharp, Adam Smith and Josiah Wedgewood campaigned for the end of slavery.
The end of slavery
(1). 1807 = Britain abolished the slave trade (ended their role in it) (2).1833 = All slaves under British control in the West Indies were set free after they served a 7
year apprenticeship under their existing slave owner (3).1866 = Slaves in America are given their freedom but segregation is put in place and racism continues.
KEYWORDS
Olaudah
Equiano
Roots
A former slave who gained his freedom, became
educated and campaigned for the end of slavery
Creole Slaves
Slaves who were born in the West Indies from
African parents
Probably the most famous TV portrayal of the slave
trade. Based on a book by Alex Hailey who retraced
his family tree back to the West Coast of Africa
where his ancestor Kunta Kinte was captured and
taken to America to become a slsve.
Civil Rights
Campaign
The campaign led by Martin Luther King in 1960s
America to bring about equal rights for Black
Americans with White Americans.
Mixed Race
Slaves
Slaves whose mother was most likely African and
the father was probably the white slave owner or a
white employee
KNOWLEDGE ORGANISER – Year 8 Mathematics, Spring 1:
Key concepts, events, people or processes
A formula allows us to deal with everyday number
problems in a simple way.
Formula
Formulae to remember:
Area of rectangle = L x w
Perimeter of rectangle = L + L + w + w or P = 2L + 2w or P = 2(L + w)
Area of a triangle = ½(b x h) = ½ (base x height)
Circumference of a circle = d
Area of a circle = 𝜋𝑟²
Area of a trapezium = ½ (a + b) h
𝑃𝑅𝑇
The formula for simple interest (I) =
where P=
You’d probably find your total pay by multiplying the
hours worked by the hourly rate. (This is the
formula in words)
If we call:
100
Substitute values into a formula
If a = 2 and b = 5, what is:
i) a + b ii) 4a + b
How to generate a formula
If you know how much you get paid per hour and you
work for a certain number of hours, how much
should you get paid?
Pay = P
Hours worked = w
iii) 2a + 2b
iv) b - a
Hourly Rate = r
v) b - 3a
Then we could write P = w × r (Easy formula to use)
KEYWORDS
Substitute
Solve problems by replacing
letters (unknown) with numbers
into a formula.
Expression
An algebraic expression is
a mathematical phrase that can
contain ordinary numbers,
variables (like x or y) and
operators (like
add,subtract,multiply, and
divide).
Replace
Numbers take the place of letters
in a formula.
Term
In Algebra a term is either a single
number or variable, or numbers
and variables multiplied together.
Nth Term
What are the 2 things to look for when finding the rule for a sequence?
1.
The amount each goes up by
2.
What we need to add or subtract to get our first term.
Look at the following sequence
1 2 3
4 5
7, 13, 19, 25, 31, ....
Look at the following sequence
1 2 3
4 5
3, 7, 11, 15, 19, ....
6 6
6
6
First term = (6 x 1) + 1 = 7
What is the rule?
x6 + 1
4 4
4 4
First term = (4 x 1) -1 = 3
What is the rule?
x4 – 1
So we can write this as
So we can write this as
6n + 1
4n – 1
KNOWLEDGE ORGANISER – Year 8 Mathematics, Spring Term 1
Key processes
Angles with parallel lines
Corresponding Angles
Corresponding or (F angles) are equal
a = e, b = f,
c = g, d = h
Alternate Angles
Using parallel lines to prove the
internal angles of a triangle = 180°
Supplementary Angles
Alternate or (Z angles) are equal
a = c, d = b
Interior angles add up to 180°
Interior angles are Supplementary
Remember the angles on a straight line add up
to 180°
c = c (vertically opposite)
a = a , b = b (corresponding angles)
KEY processes
SPEED DISTANCE TIME
What units of speed do you know?
You need to be able to use the three main ones:
Kilometres per hour (km/h)
Miles per hour (mph)
Metres per second (m/s)
SPEED
I drive 120km, and it takes me 2 hours.
How fast was I driving in km/h?
SPEED = DISTANCE ÷ TIME
TIME
I run 30 miles and I run at 6mph.
How long does it take me to run the 30 miles?
TIME = DISTANCE ÷ SPEED
DISTANCE
I run at 7m/s for 6 seconds.
How far do I run?
DISTANCE = SPEED x TIME
Distance = speed x time
Time = distance ÷ speed
Speed = distance ÷ time
÷
X
D
S T
CONVERT BETWEEN DECIMALS AND OPERCENTAGES
To convert percentages to decimals, divide by 100
To convert decimals to percentage, multiply by 100
CONVERT BETWEEN DECIMALS AND FRACTIONS
Use the place value of the last digit
÷4
E.g
0.32 = 32
= 8
100
25
÷4
CONVERT BETWEEN PERCENTAGES AND FRACTIONS
Key Word: Percent
Per – cent
out of
eg,
20% = 20
100
÷20
÷20
= 1
5
100
Knowledge Organiser – Year 8 Music, Spring 1: Developing Instrumental and Ensemble Skills
Key Concepts and Processes
Simplified chord or full chord
You will learn how to progress from playing a simplified chord to a full chord on the guitar
Chord transitions
You will learn how to move between the chords smoothly and fluently
Keeping in time
Adjusting the tempo you play at to suit each song in the medley
Improvising rhythmic patterns
Once you can play chords on the beat in time, you will explore rhythmic improvisation
Outcomes
Keywords
This half term you will continue to
develop your skills on the ukulele,
guitar and keyboard working towards
a large ensemble performance of a
medley of songs. You will be able to
find the beat of a song which will
help you to incorporate different
strumming or rhythmic patterns on
the instruments you play, adding
interest to the instrumental parts.
Full Ukulele
Chords
Improvise
Play ‘on the spot’ without prior preparation
Medley
A collection of shortened pieces/songs played as one longer piece
Pulse
The beat of a piece of music
Strumming
A playing technique on the guitar or ukulele
Rhythmic
Being in time with a beat
Full Guitar
Chords
KNOWLEDGE ORGANISER – Year 8 Fitness, HALF TERM: Spring 1
Key concepts,
●
●
●
●
To describe the components of a warm-up and cool-down with an attempt to adapt them for
certain sports.
To demonstrate and understands how to prepare for and recover from physical activity.
To identify the components of a personal exercise programme.
To name the main muscle groups of the body. For example: deltoids, pectorals, biceps,
abdominals, quadriceps, trapezius, triceps, latissimus dorsi, gluteals, hamstrings and
gastrocnemius.
Pulse raiser
Dynamic drills
The pulse raiser is the initial part of a
warm-up and involves any kind of
exercise that slowly increases the heart
rate.
Dynamic stretching or drills is “stretching as
you are moving
Static stretches
Cool down
Static stretching, which is the stretching of
muscles, holding it in a position of stillness
for a minimum of 10 seconds.
A cool down is done after a more intense
activity, to allow the body to gradually
transition to a resting or near-resting state.
Training methods
Skeletal muscles
Continuous training
Interval training
Circuit training
Fartlek training
Weight training
Emerging
Can describe 2
components of
a warm-up and
cool-down with
an attempt to
adapt them for
certain sports.
Developing
Mastered
Can describe
the three
components of
a warm-up and
two stages of a
cool-down,
describing how
to adapt them
for certain
sports.
Can describe
the three
components of
a warm-up and
two stages of a
cool-down,
explaining how
to adapt them
for certain
sports.
Can identify
Can describe,
Can explain,
how to prepare using examples using relevant
for and recover how to prepare example how to
from physical for and recover prepare for and
activity.
from physical
recover from
activity.
physical
activity.
Can identify the Can describe Can explain the
basic
the
components of
components of components of
a personal
a personal
a personal
exercise
exercise
exercise
programme.
programme.
programme
Can name 3 or
Can name
Can name 8 or
less of the
between 4 and more of the
specified
7 of the
specified
muscles.
specified
muscles.
KNOWLEDGE ORGANISER – Year 8 Football, HALF TERM: Spring 1
Key concepts, events, people or processes
1
To repeat short sequences and actions showing control, coordination and spatial awareness.
2
To use a range of creative and imaginative approaches to solve problems and achieve effective outcomes.
3
To demonstrate the components of a gymnastics routine
4
To show some individuality in their generation of ideas and performances.
KEYWORDS
Apparatus
Specific equipment used in gymnastics.
Arabesque
Standing on one leg with the other leg raised about 45 degrees
Balance
Held for a minimum of three seconds. It is highlighted by a static hold
position that demonstrate strength, agility and flexibility.
Base
Rhythmic
gymnastics
In acrobatic gymnastics, the role in pair and group competition that
requires strength and balance. The base is usually an older, larger
athlete.
A discipline of gymnastics in which competitors manipulate
apparatuses. The sport combines elements of ballet, gymnastics,
theatrical dance, and apparatus manipulation. Athletes are scored on
their leaps, balances, pivots, flexibility, apparatus handling, and
artistic effect.
Fluency
To show fluidity, flow, effortlessness and smoothness in your
movement or routine.
Counter
balance
Using a partner’s weight to balances another weight.
Sequence
Two or more skills which are performed together creating a different
combination skill.
Spatial
awareness
This is the ability to be aware of yourself in a space.
Coordination
The ability to use different parts of the body together smoothly and
efficiently
MASTERY CHECKPOINT ASSESSMENT CRITERIA
Emerging
Developing
To repeat a basic
sequence and
actions showing
some control,
coordination and
spatial awareness.
To repeat short
sequences and
actions showing
good control,
coordination and
spatial awareness.
To use creative and
To use a range of
imaginative
creative and
approaches to solve
imaginative
problems,
approaches to solve
sometimes achieving problems, usually
effective outcomes. achieving effective
outcomes.
Mastered
To repeat short
sequences and
actions showing a
high level of control,
coordination and
spatial awareness.
To use a range of
creative and
imaginative
approaches to solve
problems, always
achieving effective
outcomes.
Can demonstrate the Can demonstrate the Can demonstrate
basic components of components of a
with a high level of
a gymnastics or
gymnastics or dance
accuracy the
dance routine.
routine.
components of a
gymnastics or dance
routine.
To assist in the
production of
individuality in your
generation of ideas
and performances.
To demonstrate
individuality in your
generation of ideas
and performances.
To demonstrate a
high level of
individuality in your
generation of ideas
and performances.
KNOWLEDGE ORGANISER – Year 8 PHILOSOPHY Spring half term 1: Rites of Passage
What are Rites of Passage around the world?
The term ‘Rite of Passage’ means an important milestone that most people go through in life. These are events such as birth,
initiation, marriage and death. They are often celebrated by cultures in symbolic ways, to show the importance of these events.
Most culture in the world celebrate birth, initiation, marriage and death in some way, so there are similarities.
How do different cultures and religions celebrate
birth?
Christians celebrate Baptism – This follows Jesus’ example, after he was baptised by John the Baptist in the River Jordan. People
can be baptised at any age. Christians believe that Godparents play an important role in helping the child learn about
Christianity and be a role model. Muslims have Aqiqah ceremony, where the child is purified and welcomed into the ummah.
How do different cultures and religions celebrate
initiation?
Many types of Christians have ‘confirmation’ ceremonies, where people become part of the Christian community. Some other
Christians decide to be baptised as an adult (sometimes known as ‘believer’s baptism). Jewish people have Bar Mitzvah for a
boy and Bat Mitzvah for a girl. Other cultures and religions have equivalent ceremonies that mark someone becoming an adult.
How do different cultures and religions celebrate
marriage?
Christians see marriage as a sacred bond between two people and God (covenant). Vows, prayers, Bible readings, hymns,
sermon and a blessing are key feature of their wedding service. Jewish people have a wedding canopy (chuppah/huppah) and
break a glass which is symbolic. Hindus and Muslims often have assisted marriages, where parents help them find a partner.
How do different cultures and religions celebrate
death?
Christians celebrate death in various ways, remembering the person’s life and believing that their soul will go to Heaven.
Muslims also believe in an afterlife in paradise. Allah will decide if they have done enough good deeds to get to heaven. Hindus
and Buddhists believe in reincarnation. They only ever cremate bodies, believing that the soul will be released this way.
What are my opinions about moral and ethical issues
linked to this unit? Think about some of these….
Do you believe that a child should be brought up in a particular religion? What age do you think a person can decide what they
believe? Is marriage a good thing? Is divorce acceptable? Do you believe in any sort of afterlife? Do you believe that’s it’s OK for
people to donate their organs to someone else when they die? Should our parent help us choose who to marry?
KEYWORDS and TERMS
Baptism
When a person is welcomed into
the Christian community.
Ummah
The word for Muslim community or
‘brotherhood’
Assisted
weddings
When a person’s parents help them to find a
suitable marriage partner.
Infant Baptism
When a young child or baby is
welcomed using light and water.
Confirmation
When a Christian confirms the
promises made at baptism.
Heaven
A place where Jewish, Christian and Islamic
people believe souls of good people go at death.
Believer’s or
Adult Baptism
When a person who is old enough
to decide to become an Christian,
is welcomed into the Church.
Bar Mitzvah
Bat Mitzvah
When a Jewish boy or girl becomes
an adult member of Judaism
Afterlife
A term that can be used to describe any sort
of life after death (Heaven or reincarnation)
Milestone
An important even in life that is
often marked by a ceremony.
Initiation
When a person becomes an adult
and joins a community.
Reincarnation
The belief that the soul of a human or
animal will live on in another body.
Rite of Passage
An even in life that is marked by a
ceremony, often a religious one.
Marriage
A legal and/or religious bond made
between two people.
Cremation
Burning the body to become ashes, which
are often scattered in a special place.
Aqiqah
When a Muslim baby is
welcomed into the Ummah.
Covenant
An agreement between people and
God such as marriage.
Allah
The Arabic word for ‘God’
Brit Milah
When a Jewish baby boy is
circumcised and welcomed.
Vows
Promises made by a couple to each
other at their wedding.
Godparents
At a Christian baptism, these additional
parents make promises to the child.
KNOWLEDGE ORGANISER – Year 8 Product Design, HALF TERM 1: What properties do different plastics have?
Plastics can be broken down into two categories:
Thermoplastics
•
•
•
Soften when heated
Can be reshaped
More commonly used in schools
Thermosetting Plastics
•
•
•
Initially set by heat
Cannot be reshaped once set
Extremely strong and durable
Plastics can be manipulated using a number of specialist machines available in our workshop:
Strip Heater
A strip heater heats the plastic along a line so that it
becomes soft and flexible allowing the manufacture
to manipulate and bend the sheet of material.
Vacuum Former
A sheet of plastic is heated until it is at a point of elasticity. A
mould is then pushed into the malleable plastic and a vacuum
is turned on to force the plastic into the precise shape of the
mould.
Polisher Buffer
A machine which spins ‘mops’ at high speed.
Plastics (and metals) can then be pressed against
the mop and moved backwards and forwards to
polish it. In some cases abrasive materials are
added to the mop to enhance the process.
Laser Cutter
A laser cutter is a computer aided manufacturing process where a
design is initially inputted onto a computer program from which
the information is sent to the machine. From here the output of a
high power laser is directed through an optic system and
concentrated onto the material to both cut and engrave it.
Industrial processes unavailable in a school setting that are used to shape and form plastics:
Injection
Moulding
Injection moulding is used to make solid objects.
Molten plastic is injected into moulds and squeezed
under high pressure.
Blow Moulding
Injection moulding is used to
make hollow single piece
objects. A piece of hot plastic
is expanded against the
internal surfaces of a heated
two-piece mould with
compressed air.
Plastics - KEYWORDS
Plasticity
How much a plastic can bend
without breaking
Elasticity
When a plastic bends and returns to its original
shape
Hardness
Ability to withstand dents and scratching
HIPS
High Impact Polystyrene
PP
Polypropylene
PVC
Polyvinylchloride
CA
Cellulose Acetate
PE
Polyethylene
Acrylic
A plastic made from acrylic acid
KNOWLEDGE ORGANISER – Year 8 Science, Spring 1: Unit 5 Rock Cycle and Unit 6 Energy Transfers
Key concepts, events, people or processes
Rock types and
textures
There are three main types of rock: sedimentary, igneous and metamorphic. Rocks are
made of grains that fit together. Each grain in the rock is made from a mineral. The grains
in a rock can be different colours, shapes and sizes. Some types of rock have interlocking
grains that fit tightly together. Granite is a rock with interlocking grains. Other types of
rock have rounded grains. Sandstone is a rock with rounded grains
Weathering and
Erosion
Rocks gradually wear away. This is called weathering. There are three types of weathering;
physical, chemical and biological. Erosion is the movement of the broken pieces away from
the site of weathering. Rivers and streams can move pieces of rock. This is called transport.
Changes in the
atmosphere
Over billions of years, the proportion of carbon dioxide in the atmosphere has decreased.
This is because the gas was locked up in sedimentary rocks, such as limestone, and in fossil
fuels. The gas was also absorbed by plants for photosynthesis and some was dissolved in
the oceans.
Energy transfer
Energy can be transferred from one place to another in many different forms. Energy
transfer diagrams show the locations of energy stores and energy transfers. The nine types
of energy are: sound, kinetic, light, thermal, elastic potential, electrical, gravitational
potential, chemical and nuclear.
Energy resources
Energy is obtained from many different types of energy resources, including fuels, food
and stores of energy such as batteries or the wind. We can divide energy resources into
two categories: non-renewable and renewable.
Thermal energy
transfer
Thermal energy can be transferred by conduction (in solids), convection (liquids and gases)
and radiation. Insulating materials can be used to reduce heat loss. This is very useful
when saving energy in the home.
The
Rock
Cycle
Energy stores and transfers
KEYWORDS
Igneous
A type of rock that formed from cooled lava or
magma
Weathering
Rocks gradually wear away. There are three
types of weathering; physical, chemical and
biological.
Efficiency
The efficiency of a device is the amount of the
energy supplied that is transferred in useful
ways.
Sedimentary
A type of rock formed from grains that have
been deposited by water or air.
Erosion
The movement of the broken pieces of rock
away from the site of weathering.
Insulation
Some materials are good insulators. They keep
other objects warm by stopping heat transfer.
Metamorphic
Igneous or sedimentary rocks can be changed by
heat and pressure underground to make this
type of rock.
Crust
This is the outermost layer of the Earth and is
made of rock.
Conduction
Heat energy is transferred from the hot end of a
solid object to the cold end.
Fossil
The remains or impression of a plant or animal
formed in rock.
Energy
Power derived from using physical or
chemical resources. Energy cannot be created
or destroyed only transferred.
Convection
In liquids and gases, heat energy is transferred
from hot places to cooler places by convection.
Porous
When a rock has gaps between its grains it is
porous.
Kinetic
All moving objects have kinetic energy. The
amount of kinetic energy they have depends
on their speed and mass.
Radiation
Heat can be transferred by infrared radiation. This
does not need particles. It involves waves instead.