Try using these memorisation techniques with your knowledge organisers
C r eate knowledge cards (you need a set of small
b la nk 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
H i g hlighting and note-making (you need b lank paper
and a small p iece of card)
•
•
•
•
•
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
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.
C r eate 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.
S e lf-testing (you need blank paper or an exercise
b ook)






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 9 ART – HALF TERM 2
OBJECTS
TONY CRAGG
TODD FORD
Tony Cragg is a British sculptor who creates installations from found
objects and discarded materials. He often organizes them by size and
colour to create large silhouettes of simple shapes that are displayed on a
wall or as floor piece.
Todd Ford is an American photorealist painter who creates detailed,
large-scale versions of everyday objects such as bottles and light bubbles.
By producing enlarged paintings of small sections of objects- such as a
section of broken glass- Ford allows the viewer to see objects in a
different, unfamiliar way.
KEYWORDS
ELLIPSE
PHOTOREALISM
Paintings or sculptures that
are very realistic- like an
actual photograph.
ASSEMBLAGE
ART
Assemblage artworks consist
of sculptural objects arranged
in a certain way. (A threedimensional collage)
The placement and
arrangement of things within
a work of art.
TRANSCRIPTION
A copy of an artist’s work.
ANNOTATION
Writing about another
artists work and your own
creative ideas.
COMPOSITION
INSTALLATION
A large sculptural artwork
often experienced as
something the viewer can
walk around/in.
MACRO
The art of photographing
(often very tiny) subjects
up-close – (For example
insects, flowers & plants)
POSITIVE/
NEGATIVE
KNOWLEDGE ORGANISER – Year 9 Computer Science, Autumn 2:
What is meant by iteration?
This unit will develop your understanding for the different types of loops used by computer programmes.
Iteration - KEYWORDS
Definite
iteration
The number of iterations are
known before the execution of
the loop is started.
Indefinite
iteration
The number of iterations is not known
before the loop is started.
While loop
The loop continues while a
certain condition remains true.
The condition is checked before
the code is executed.
Do…until loop
This loop is similar to the while loop but
the comparison is not done until the
end of the code block.
For loop
This states ‘For a set number of
times, do something’.
Infinite loop
Also called endless loops, because they
go on repeating and never stop.
Nested Loop example
Nested loop
One loop can run inside another
loop. This is referred to as
‘nesting’, so they are called
‘nested loops’.
Syntax error
A grammatical mistake in the code,
which could be caused by a misspelling
or by missing colons, semi-colons or
brackets.
WHILE Loop example
password = ""
while password != "secret":
password = input("Please enter the password: ")
if password == "secret":
print("Thank you. You have entered the correct password")
else:
print("Sorry the value entered in incorrect - try again")
count = 1
for i in range(10):
for j in range(0, i):
print(count, end='')
count = count +1
print()
input()
FOR Loop example
list = [2, 4, 6, 8]
sum = 0
for num in list:
sum = sum + num
print("The sum is:", sum)
KNOWLEDGE ORGANISER – Year 9 Drama, Autumn 2: Developing your acting skills
Key concepts, events, people or processes
Frantic Assembly
Frantic assembly are a physical theatre company that believe in ‘brave and bold’ theatre that involves movement
and choreography directors to create dramatic works.
https://www.franticassembly.co.uk/
Gecko
Gecko is a physical theatre company that makes a departure from traditional dance in order to make their work
wide open to interpretation and challenge an audience.
http://geckotheatre.com/
Rudulf Laban
Rudulf Laban devised a notation system that described the system of movements by the human body. His
system identified the type, direction and duration of movement
https://en.wikipedia.org/wiki/Labanotation
Chair Duets
‘Chair Duets’ is a performance piece devised by Frantic assembly that involves the performers creating
movement sequences based around a seated position. The performance is choreographed to music which
reflects the mood of the piece.
KEYWORDS
body language
Movement, positioning and posture of the body
which gives meaning to a someone’s state.
choreography
Designing a series of movements to form a
sequence.
fable
A traditional moral tale that usually involves a
simple story.
Labanation
The notations of body movements.
physical theatre
A type of storytelling that is told through physical
means.
shadow play
A type of storytelling that involves performance
through a lit screen.
A scene from Frantic Assembly’s
‘Chair Duets’ devising process.
Year 9 English – Autumn 2 AQA Language Kerboodle – Fight For Freedom
Texts and extracts covered in this unit:
Key Terms for this unit:
Prejudice
Persecution
Oppression
Interpret
Explicit
Implicit
Infer
Summarise
Fact
Tone
Structure
First-Person Narrative
Contrast
Connotation
Symbol
Persona
Evaluate
Register
Opinion
Extract from London Labour and the London
Poor by Henry Mayhew.
Extract from Incidents in the Life of a Slave Girl
by Harriet Jacobs.
Extract from I am Malala by Malala Yousafzai.
Extract from Nineteen Eighty-Four by George
Orwell.
Extracts from a radio script; Woman’s Hour,
1947.
Extract from A Room of One’s Own by Virginia
Woolf.
Extract from Small Island by Andrea Levy.
Extract from a transcript of a speech by Martin
Luther King.
Other comparative non-fiction articles for each
piece of prose: containing speeches, newspaper
articles, blogs and other literary forms.
KNOWLEDGE ORGANISER – Year 9 Food 2: What are religious and cultural diets?
KEYWORDS
Vegetarian
A diet of grains, pulses, nuts, seeds, vegetables and fruits
with, or without, the use of dairy products and eggs
Muslim
Prohibited
Pork, sausages, alcohol, eel, animal fats
Allowed
Fresh fruits and vegetables, yogurt, nuts, rice, corn, pasta, eggs,
herbs and spices, cheese and dairy products, dried beans and peas.
If locally available, poultry is slaughtered according to the specified
Halal methods
Polo
Vegetarian
Avoids red meat and fish but eats chicken.
Hindu
Hindu meals are pure vegetarian meals that do not include meat,
fish, or eggs.
Prohibited
Beef, beef products/meat exchange, veal, eggs, lamb, pork, fish and
seafood, chicken/fowl
Allowed
Rice, fresh fruits and vegetables, starches, corn, dairy products,
herbs and spices, tofu, dried beans and peas
flexitarian
Flexitarian” is a term recently invented to describe those
who eat a mostly vegetarian diet, but occasionally eat meat
Jewish
Are prepared under rabbinical supervision and wrapped and sealed
accordingly. All food used has been produced in accordance with
Jewish food rules. Passover has a different set of rules again.
Prohibited
Pork, sausages, cured meats, shellfish, rabbit meat
Allowed
Poultry, beef, lamb, liver, sweetbreads, eggs, cheese and dairy
products, flour ingredient products, fresh fruits and vegetables,
sugars and preservatives, potatoes, rice, herring and fish with scales
Pescatarian
Avoids red meat and chicken but eats fish
Lacto – Ovo
Vegetarian
Eat both dairy products and eggs; this is the most common
type of vegetarian die
Vegan
Do not eat dairy products, eggs, or any other products
which are derived from animals
There are 3 main reasons why people may have special dietary
requirements;
Allergies
Religious
Personal Choice
KNOWLEDGE ORGANISER Year 9 French Autumn TERM 2 Key Question: How do I talk about a trip to the cinema using past tense
KEY
AUXILARY
VERBS
AVOIR
(to have)
To form the PERFECT TENSE (COMPLETED ACTIONS IN THE
PAST), you need 3 parts: 1. The subject (who), 2. The present
tense of AVOIR or ETRE 3. The past participle (the verb in the
past tense)
ETRE
(to be)
(I) Je
J’ai
suis
(you) tu
as
es
(he/she/it)
Il/elle/on
a
est
(we) nous
avons
(you lot)
vous
avez
êtes
(they) ils/
elles
ont
sont
REGULAR PAST PARTICIPLES
To form the past participle look at the INFINITIVE of the verb
you want to use, take off the ending and add the appropriate
ending: -ER – é, IR – i, RE - u
sommes
Some verbs have irregular past participles, for example:
boire= bu
être=été
avoir=eu
faire=fait
Verbs using être in
the past tense
must agree with
the subject eg:
Elle est allée
Elles sommes
allées
screen
SET 3 M ort
died
SET 3 cont
A rrivé
arrived
Les billets
tickets
R esté
stayed
M onté
Went up
Switched
off
L’arrêt du bus
Bus stop
S orti
Went out
P arti
left
bu
drank
La salle
The room
D escendu
Climbed/went
down
pris
took
la séance
showing
A llé
went
commencé
started
L’escalier
stairs
V enu
came
fini
finished
Le guichet
Ticket office
E ntré dans
entered
duré
lasted
Par terre
On the floor
Né
born
C’était
It was
Porte monnaie
purse
T ombé
fell
étaient
were
Le portable
Mobiel phone
R etourné
returned
SET 1
Regardé
watched
SET 2
vu
saw
étient
L’écran
MRS DAVENTRAMP
Verbs could end
with an extra
e and/or s
KNOWLEDGE ORGANISER – Year 9 GEOGRAPHY, AUTUMN 2: How do I carry out a Geographical investigation?
Key concepts, events, people or processes
Aim
Data
Collection
Data
Presentation
Analysis
Extending
your
knowledge
The aim of your investigation will be set by Miss Clinnick and students will in groups to carry out their investigation. You need to understand what you
are investigating and making sure you complete preliminary research (secondary data) on the topic.
The data will be collected during your Geography lessons as well as secondary data collection throughoutthis time. You will need to include key
statistics and information that has been well researched as well as data you have collected yourself.
This section will contain all of your best evidence, mostly in graph format. You must understand and be able to create: bar, line, pie, scatter and radar
graphs both by hand and using ICT. You will also need to be able to sketch and annotate photographs including high quality detail.
In this section you will need to sequence your work and explain the results you have presented. You will need to practice explaining patterns found on
graphs and evidence found in photographs. This skill can be practiced using many different graphs and photographs before you prepare the final draft.
http://www.bbc.co.uk/schools/gcsebitesize/geography/geographical_skills/controlled_assessment_rev1.shtml
http://www.geography.org.uk/download/ga_conf10weedenguidance.pdf
https://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/Secondary/PDFs/Geography/AQAGCSECAGeographyWB_pp1-11.pdf
http://www.instructables.com/id/How-to-Make-Graphs-On-Google-Drive/
http://www.bbc.co.uk/education/guides/z9y2k7h/revision
http://www.rgs.org/OurWork/Schools/Fieldwork+and+local+learning/Fieldwork+techniques/Sketching+and+photography.htm
KEYWORDS
Aim (Key Q)
This is the purpose of your
investigation to be proven.
Bias
Where a set of data may be inaccurate because of your
previous knowledge or links to the subject.
Bibliography
The sources you have used to collect secondary
data, such as websites.
The section of your controlled assessment where you
present your results. This will be via graphs, maps, data
tables, photographs,sketches and diagrams.
Evaluation
A review of your investigation outlying strengths
and areas for development. It should be specific
to each method used.
Conclusion
The section of your investigation
where you analyse your results
to prove your hypothesis.
Data
Presentation
GIS
Geographic Information Systems
such as Google Earth to help
locate and understand areas.
Hypothesis
A prediction of the outcome of your investigation
written before you carry out your primary data
collection.
Introduction
Investigation
A study of a process or location
that is written up as a report.
Limitations
An understanding that your investigation is only
relevant to the small area it is carried out in.
Location
A written description of where your
investigation will take place including GIS.
Methodology
A break-down of each method
you have used and reasoning.
Primary Data
Data that is collected by your personally orothers
within the group.
Questionnaire
A method of collecting primary data from
residents without interviewing them
individually.
Risk
Assessment
Evidence that you have
considered the risks involved.
Sampling
A decision on how many types of primary data are
collected and at which interval or location.
Scale
Maps of differing content such as: global,
national, regional and local.
Data that has already been
collected such as internet
articles or books.
Sequence
The order in which your controlled assessment will take
place and be submitted in.
Secondary
Data
Sketching
The start to your investigation including the
location, secondary information, aim and
hypothesis.
A skill that can be carried out ‘in the field’ and
analysed later to be used in your data
presentation section.
KNOWLEDGE ORGANISER – Year 9 HISTORY AUTUMN 2: What did people believe caused and cured illness in Ancient Greece and Rome?
Key events
Key medical trends and developments
c.800 BC to 150 BC
Ancient Greece– An advanced, pagan civilisation that
grew up around the Mediterranean. Rather than being
a large empire, the Greeks lived in a series of city states
(Athens, Sparta, Troy, Macedon) ruled by different sorts
of government – some were democracies, others
monarchies and dictatorships. Greek states grew
wealthy through trade and developed a rich cultural life
that included drama, architecture and politics. They
also developed a more advanced form of writing from
hieroglyphics.
What did people believe caused illness?
Some people believed that the gods or spirits caused illness, others believed that there were natural reasons why
people became ill.
How were the sick treated?
Superstitious or magical treatments like visiting an Asclepion. Some doctors used clinical observation to diagnose
illnesses. Use of plants, roots or berries in recipes passed on by word of mouth, or in medical histories.
Who treated the sick?
Priests, doctors or older family members (often women)
Where does our evidence for this come from?
Archaeological evidence – human remains, historical sites and artefacts, surviving texts from Ancient Greece
(Hippocratic collection)
c.750 BC to 450 AD
Ancient Rome– A further advanced pagan society
growing out of Rome in Northern Italy. Rome was
initially ruled by monarchs, then as a democracy before
a lengthy period when it was led by a series of allpowerful emperors. Romans were both warlike and
businesslike, and over centuries took over a large
empire stretching from Britain, to North Africa and the
Middle East. Rome managed this large, diverse empire
through maintaining a strong government and a large
army. Though they believed in pagan gods, the Romans
were practical people and looked for logical
explanations and practical solutions to the problems
they experienced.
What did people believe caused illness?
Some people believed that the gods or spirits caused illness, others believed that there were natural reasons why
people became ill.
How were the sick treated?
Superstitious or magical treatments like visiting an Asclepion. Some doctors used clinical observation to diagnose
illness. Good public health was used to prevent illness. Use of plants, roots or berries in recipes passed on by word of
mouth or in medical histories
Who treated the sick?
Priests, doctors or older family members (often women)
Where does our evidence for this come from?
Archaeological evidence – human remains, historical sites and artefacts, surviving texts from Ancient Rome (works of
Galen)
KEYWORDS
Asclepios
Greek (and later Roman) god of healing
Hygiene
Being clean – Egyptians, Greeks and Romans all recognized that hygiene
kept people healthy. The word is Greek and comes from the name of
Asclepios’ daughter.
Public Health
The Roman belief that the population should be kept healthy
with a clean water supply and sewers to remove waste – this was
paid for by collecting taxes.
Asclepion
Greek (and later Roman) temple of healing
where the sick slept believing Asclepios visited
them in dreams
Four
Humours
Greek (later Roman) idea that the body was made up of 4 liquids called
humours (blood, phlegm, black bile, yellow bile) which needed to be
balanced for someone to be healthy. Idea lasted for 1500 years.
Aqueduct
A bridge or tunnel used to carry freshwater from springs in hills
or mountains down into towns or cities – they were the key part
of the Roman public health system.
Abaton
A sleep chamber in an Asclepion where the sick
believed Asclepios visited and treated them in
their dreams
Theory of
opposites
A theory of treatment that used the idea of the 4 humours – treatment
would be based on an opposite to the humour you had an excess of., eg:
Phlegm was a cold humour, so the treatment should be something hot
Miasma
Romans believed miasma (or bad air/smells) could cause illness –
therefore they removed rubbish from the streets and avoided
living near swamps
Votive
offering
A carved stone left by visitors to an Asclepion
thanking Asclepios for their treatment – often
in shape of body part
Claudius
Galen
A Greek doctor from Pergamum (now in Turkey) – he trained in Egypt and
at a gladiator school before eventually becoming the emperor’s doctor in
Rome – he wrote books on anatomy that were followed for over 1000
years, though he dissected animals rather than humans.
Dark Ages
When the Roman empire collapsed, so-called barbarian tribes
(Goths, Huns, Angles, Saxons) took over their lands. They were
illiterate and lacked the skill to maintain Roman medical
knowledge or the public health system
Hippocrates
‘Father of medicine’ a doctor from the island of
Cos who pioneered clinical observation and
medical histories
Anatomy
Knowledge of the human body, including the location and purpose of the
muscles and internal organs
Dissection
Studying a body by cutting it open and examining what it is like
inside – the only way this happened in Ancient Egypt was as part
of mummification.
Hippocratic
collection
A series of medical histories written by
Hippocrates and his followers recording
observations and treatments of patients
Diagnosis
How a doctor works out what is wrong with a patient.
Physiology
Knowledge of how different parts of the body work – Egyptians
had some ideas about anatomy, but little about physiology, as
they only dissected the dead.
Hippocratic
oath
A code of conduct for doctors still used today –
it says doctors should ‘do no harm’ and keep
their patients details confidential
Symptom
A sign that indicates what is wrong with a sick person e.g. a cough is a
symptom of a cold.
Surgery
Cutting or opening the body in order to treat an illness or to
repair an injury
Clinical
observation
Watching, questioning and listening to patients
and recording how their symptoms change in
order to diagnose their illness
Rational
An explanation that is based on evidence and reason, rather than religion
and superstition.
Physician
The title often given to doctors in the ancient world – they often
did not perform surgery, and only diagnosed illness and
suggested treatment.
MATHS: Year 9 Autumn Term 2
Basic decimals, Coordinates and Linear Graphs,
Rounding, Collecting and Representing Data and
Sequences
Place value
Linear Graphs
Sequences
Multiplying
decimals
Collecting and Representing Data
Knowledge Organiser – Year 9 Music, Autumn 2: Instrumental/Vocal Performance Skills & Composing
Skills
Key Concepts and Processes
Preparing for performance
Watching a video of your performance and using it to amend or set new
targets
Understanding the techniques needed when performing as a soloist and
being able to demonstrate them
Using rehearsal time and peer/self assessment to prepare for a performance
to a wider audience
Stage Presence
Researching what stage presence is and how to achieve it
Composing a chord sequence and melody
Understanding how to fit a chord sequence to a melody and vice versa
Understanding what a bass riff is and how to compose one to fit a chord
sequence
Reviewing your performance
Solo performance skills
Composing a bass riff
Outcomes
This half term, you will begin by
reviewing the performance from
the end of last half term and use it
to evaluate the progress you have
made so far. You will then use this
to amend or set new targets. You
will study performance techniques
with a view to implementing these
at performances at the end of the
term. You will continue to study
music theory, focusing on
composing chord sequences,
melodies and riffs.
Keywords
Root
Position
Inversion
s
Playing a chord where the note name of the chord is the lowest note
The notes of the chord are played in a different order. Can be 1 st
inversion or 2nd inversion
Bass Riff
A repeated phrase, played in the bass that fits with the chords
Projection
Controlling the volume of your voice clearly and distinctly
Posture
Eye
Contact
The way you stand or sit in relation to your performance
Dynamics
Controlling the volume of your voice/instrument to add interest
Looking at the audience as a way of engaging them in the performance
KNOWLEDGE ORGANISER – Autumn 2:Year 9 Sport BTEC, practical sports performance
Key concepts to learn for Basketball
1a
The rules, regulations and scoring system for basketball
1a
The skills, techniques and tactics for basketball
1a
The role and responsibility of the officials in basketball
1b
Applying the officials rules to different situations
1a
Comparing and contrasting the roles and responsibilities of the officials to other sports
Key words (technique)
Key words (rules)
Dribbling
Gain control of the ball by spreading your fingers over the top.
Begin the dribble by pushing the ball firmly to the floor. Use your hand, wrist and arm to control
the height and speed of the bounce. Try to keep the ball at waist level.
Double
dribbling
In basketball, an Illegal dribble (incorrectly identified in common wording
as a double dribble) occurs when a player dribbles with two hands
simultaneously. A double dribble can also occur when a player picks up
the ball with two hands then dribbles it again with one hand.
Bounce pass
Use your fingers to push the ball downwards to your team-mate.
The ball will slow after bouncing, so aim to hit the floor about two-thirds of the way to the
receiver. This reduces the risk of your opponent intercepting the ball.
Stay focused on who you are passing to.
Travelling
In basketball, traveling is a violation of the rules that occurs when a
player holding the ball moves one or both of their feet illegally. Most
commonly, a player travels by illegally moving his or her pivot foot or
taking three or more steps without dribbling the ball.
Overhead
pass
Begin the pass with the ball held by both hands above your head. Cupping the underside of the
ball with your fingers will help to keep the ball away from your marker.
Foul
In basketball, a personal foul is a breach of the rules that concerns illegal
personal contact with an opponent. It is the most common type of foul in
basketball. A foul out occurs when a player exceeds his or her personal
foul limit for a game and is disqualified from participation in the
remainder of the game.
Chest pass
The ball should be held close to your chest. Your fingers should be spread comfortably around it,
shielding the ball. Take a step forward as you release the ball and extend your arms sharply as
you push the ball towards your team-mate. Keep your eyes on the receiver as you make the pass
- watching the ball is likely to send it astray.
Free throw
free throws or foul shots are unopposed attempts to score points from a
restricted area on the court (the free throw line; informally known as the
foul line or the charity stripe), and are generally awarded after a foul on
the shooter by the opposing team. Each successful free throw is worth
one point.
Set shot
To begin the shot, crouch down with your knees apart and face the basket.
Your shooting hand should be behind the ball with the wrist cocked. If you are a right-hand
shooter, your right leg should be just ahead of your left as your knees bend. Make sure your
shooting hand is facing the basket. Start the shot by straightening your legs and transfer your
weight slightly forwards. With the ball in front of you, see yourself as springing up towards the
basket. Pump your arm upwards so it straightens and aim to lift yourself up onto your toes. Use
your non-shooting hand to guide the ball and release it by flicking your wrist and fingers of your
shooting hand. Aim for the ball to loop quite high and concentrate on having a smooth and
continuous action.
Technical
foul
A technical foul (also colloquially known as a "T" or a "Tech") is any
infraction of the rules penalised as a foul which does not involve physical
contact during the course of play between opposing players on the court,
or is a foul by a non-player.
Jump shot
To give yourself a solid base, both of your feet should be flat on the floor.
With your body facing the basket, a low crouch will give you the momentum to make the
jump.With the ball in both hands, rise up off your feet and prepare to shoot.
Your shooting hand should cup the ball and point towards the basket.
And your other hand can gently guide the shot from the side of the ball.
Time out
Play can be stopped for coaches to discuss tactics and game plans with
their players. Each team can call two time outs in the first half and a
total of three in the second half, each lasting for a maximum of 60
seconds.
Only one per team is available in overtime regardless of its duration.
Lay up
If you are approaching from the right side and are right handed, take a half step with your
outside (right) foot, then take a full stride to land on your inside (left) foot, using it to push off
the court.
Launch yourself off your forward leg, and thrust your arms upwards towards the net to prepare
for the shoot. Bending the knee will help provide the spring needed - and keep defenders away.
Aim to jump up towards the side of the basket and at the top of your leap, roll the ball to your
shooting hand. The ball should be released when the shooting arm and hands are at full stretch.
Try and lay the ball softly on to the backboard. If it's perfection you want, then hit the top corner
of the rectangle on your side of the basket.
Positioning
KNOWLEDGE ORGANISER – Autumn 2:Year 9 Sport BTEC, practical sports performance
Key concepts to learn for Badminton
1a
The rules, regulations and scoring system for Badminton
1a
The skills, techniques and tactics for Badminton
1a
The role and responsibility of the officials in Badminton
1b
Applying the officials rules to different situation
1a
Comparing and contrasting the roles and responsibilities of the officials to other sports
Key words (regarding rules and scoring )
Key words (regarding basic technique)
Short and long
service lines
These lines mark the area for which the
service must cross in front of and not
exceed.
Service
A serve or service is the first shot of any rally which
brings the shuttle into play and aims to deliver the
shuttle into the service court of the opponent's side.
This could include a short, high or drive serve.
Feint
A deceptive movement meant to confuse
the opponent regarding the player's
intended direction, choice or speed of shot.
Overhead clear
It is played to the opponent's back court and may be
used defensively (high clear) or offensively as when
played flatter (attacking clear).
Carry or throw
An illegal act wherein the shuttle is held on
the racket and then thrown during the shot.
Smash
It is the most attacking shot in badminton. It is an
overhead shot which brings the shuttle down from a
height at a steep angle.
Fault
Any violation of the playing rules in serving,
receiving or during rally.
Drop shot
A shot played with finesse to land the shuttle swiftly
and close to the net on the opponent's side.
Let
A legal stoppage of play when the rally
may be replayed.
QN codes
Scan and use the following
QN code to see Badminton
techniques and skills
Officials responsibilities
For example, appearance, equipment, fitness, qualifications,
interpretation and application of rules, control of players,
accountability to spectators, health and safety (equipment,
facilities, players), fair play, use of technology, effective
communication (voice, whistle, signals).
KNOWLEDGE ORGANISER – Year 9 GCSE PE Autumn 1
Key objectives of the unit
1
To identify the key fitness components and the sporting activities the components are required to achieve excellence
2
To understand the importance and limitations of fitness testing
3
To explain and apply knowledge of the fitness testing data to normative averages.
4
To be able to explain the testing proecures for each fitness test
To test your knowledge
from the previous half
term please use the QR
code for exam questions.
KEYWORDS
Reasons for
fitness testing:
Limitations of fitness
testing:
●
Test data
●
●
●
●
●
●
To identify strengths and/or weaknesses in a
performance/the success of a training programme
To monitor improvement
To show a starting level of fitness
To inform training requirements
To compare against norms of the group/ national average
To motivate/sets goals
To provide variety to a training programme
●
tests are often not sport specific/too general
Testing
procedures
●
●
●
they do not replicate movements of activity
they do not replicate competitive conditions required in sport
many do not use direct measuring/sub- maximal – therefore
inaccurate/some need motivation/some have questionable
reliability
they must be carried out with the correct procedures to
increase validity.
●
Completion of all
remaining fitness
tests
●
Agility – Illinois Agility Test
Balance – Stork Balance
C ardiovascular endurance (aerobic power) – Multi Stage Fitness
Test
C oordination – Wall Toss Test
Flexibility – Sit and Reach Test
Muscular endurance – Sit-Up Test
Power/explosive strength (anaerobic power) – Vertical Jump Test
Reaction time – Ruler Drop Test
Maximal strength – One Rep Max Test
Speed – 30 Metre Sprint Test
Strength – Handgrip Dynamometer Test.
An understanding of how test scores are measured/
recorded (eg in seconds, levels, centimetres, numbers).
Definitions of the terms qualitative and quantitative, in
relation to the collection of fitness testing data.
Understanding that the quantitative data collected during
fitness testing can be compared to national averages.
Testing procedures refers to ‘how each test is carried out’
-The facilities and the equipment needed to set it up
-The procedures that have to be followed – the tasks and
the rules
-The measurements that are used to score the
performance
-The way conclusions are drawn from the scores/results.
-Evaluate whether or not these tests are relevant to
performers in different sporting activities.
KNOWLEDGE ORGANISER – Year 9 PHILOSOPHY GCSE Autumn Half Term 2: Relationships and Family
KEYWORDS and TERMS
Human
Sexuality
How people express themselves as
s exual beings
Marriage
Lega l union between a man a nd
woma n/same sex i n s ome
countri es.
Extended Family
Fa mily tha t extends to grandparents and
other relatives than just parents a nd
chi l dren
Heterosexual
Bei ng s exually a ttracted to members
of the opposite s ex
Cohabitation
A couple who l ive together a nd
ha ve s ex outside of marriage.
Procreation
Ha vi ng children/bringing offspring i nto the
worl d.
Homosexual
Bei ng a ttracted to members of the
s a me sex
Divorce
Lega l ending of a marriage
Stability
Sa fe and secure (family and society)
Adultery
Ha vi ng s ex with s omeone other than
your s pouse
Annulment
Roma n Ca tholic ruling that a
ma rri age was never va lid.
Gender Equality
Ha vi ng the same ri ghts a nd opportunities
rega rdless of being male or female.
Spouse
Hus band or wife
Nuclear Family
Coupl e and children as a basic
fa mi ly unit.
Gender
Prejudice
Unfa irly judging s omeone, based on their
gender, without knowing the facts.
Contraception
Methods used to prevent a
pregnancy ta king place
Polygamy
Ha vi ng more than one wife a t the
s a me time
Sexual
Stereotyping
Ha vi ng a fixed i dea of how men and
women will behave.
Family Planning
Control ling how many children a
coupl e have.
Bigamy
Ma rryi ng s omeone when you a re
a l ready married.
Gender
Discrimination
Acting a gainst s omeone on the basis of
thei r gender (often against the law)
Useful Christian Quotes:
St Paul said that people should control their sexual urges
Lust is one of the seven deadly sins
“Do not commit adultery” (One of 10 Commandments)
“With my body I honour you” (Wedding vows, where sex is mentioned)
“Until death do us part” (Wedding vows, linked to divorce/separation)
Sex is seen as a gift from God
“Children, obey your parents” (Also children are seen as a gift from God)
“Fathers, do bot exasperate your children”
“We are all equal in Christ” (Link to sexuality: Humans made in image of God)
“Do not lie with a man as one lies with a woman” (Against homosexuality)
Jesus taught love is most important thing (support of homosexuality)
Golden rule (link to sexuality and equality)
Some Buddhist Beliefs:
8 fold path: No sexual misconduct, contraception allowed but not for selfish
reasons. Vows based on 8 fold path (speech, intention, karma)
KNOWLEDGE ORGANISER – Year 9 PRODUCT DESIGN, HALF TERM 2 : Are there shortcuts to success (with Illustrator)?
GETTING A NEW BRAND OUT TO THE TARGET CONSUMER
Ambient Advertising
Appl yi ng branding and
pl a cing promotional
ma terial in unusual places
tha t i deally i nteract with
the potential consumer.
KNOWLEDGE ORGANISER – Year 9 and 10 Science, Autumn2: Chemistry units 5,6 and 10
Key concepts, events, people or processes
Energy Changes
Energy i s conserved in chemical reactions. The amount of energy i n the universe a t the
end of a chemical reaction is the same as before the reaction takes place. If a reaction
tra ns fers energy to the surroundings the product molecules must have l ess energy than
the rea ctants, by the amount transferred.
Energy
Calculation(HT)
The energy needed to break bonds and the energy released when bonds a re formed can
be ca lculated from bond energies.
Chemical Cells
and Fuel Cells
(Triples Only)
Cel l s contain chemicals which react to produce electricity.
The vol tage produced by a cell i s dependent upon a number of factors including the type
of el ectrode a nd electrolyte.
Rate of Reaction
The ra te of a chemical reaction can be found by measuring the quantity of a reactant used
or the quantity of product formed over ti me
Fa ctors which affect the rates of chemical reactions i nclude: the concentrations of
rea ctants i n s olution, the pressure of reacting gases, the surface area of solid reactants,
the temperature a nd the presence of catalysts.
Reversible
Reactions and
Equilibrium
In s ome chemical reactions, the products of the reaction can react to produce the original
rea ctants. Such reactions are ca lled reversible reactions and are represented:
A+B
C+D
The Earth’s
Resources
Huma ns use the Earth’s resources to provide warmth, s helter, food a nd tra nsport.
Na tural resources, s upplemented by a griculture, provi de food, timber, cl othing and fuels.
Fi nite resources from the Earth, oceans a nd a tmosphere are processed to provi de energy
a nd materials.
KEYWORDS
Exothermic
A reaction that gives out energy to the
surroundings
Activation Energy
The minimum energy needed for a reaction to take
place
Equilibrium
The point in a reversible reaction at which
the forward and reverse reactions are
happening at the same rate.
Endothermic
A reaction that takes in energy from
the surroundings
Collision Theory
The explanation of chemical reactions in terms of
reacting particles colliding with sufficient energy for a
reaction to take place.
Le Chatelier’s
principle (HT)
When a change in conditions is
introduced to a system at equilibrium, the
equilibrium shifts to cancel the effect
Bond Energy
The energy required to break a
specific chemical bond
Catalyst
A substance that speeds up a chemical reaction without
being chemically changed itself
Life Cycle
Assessment
Carried out to assess the environmental
impact of products
Fuel Cells
Sources of electricity that are supplied
by an external source of fuel
Reversible
Reaction
A reaction in which the products can reform the
reactants
Phytomining
The use of plants to extract metals
Rate of reaction
The speed at which reactants are
turned into products
Closed System
A system in which no matter enters or leaves
Bioleaching
The use of bacteria to extract metals
KNOWLEDGE ORGANISER Year 9 SPANISH Autumn TERM 2 Key Question: How do I describe my home town in Spanish?
THERE IS/THERE ARE = HAY
KEY
VERBS
IR
(to go)
PRESEN
T
HACER
(to do/to
make)
PRESENT
PODER
(to be able
to)
PRESENT
These modifying ADJECTIVES and ARTICLES usually go in front of the
noun they describe and must match the noun in gender and number
(Adjectival Agreement).
DECIR
(to say)
voy
hago
puedo
digo
tú
vas
haces
puedes
dices
él/ella
va
hace
puede
dice
nosotros
vamos
hacemos
podemos
decimos
vosotros
vais
hacéis
podéis
decís
ellos/
ellas
van
hacen
pueden
dicen
left
derecha
right
debajo
beneath
encima de
above
al lado de
next to
entre
between
F
M plural
F plural
a/some
un
una
unos
unas
the
el
la
los
las
this/these
este
esta
estos
estas
that/those
ese
esa
esos
esas
a lot of
mucho
mucha
muchos
muchas
enfrente
de
opposite
so much of
tanto
tanta
tantos
tantos
delante de
a little/few
poco
poca
pocos
pocas
in front
of
too much
demasiado
demasiada
demasiados
demasiadas
detrás de
behind
KEY OPINIONS
for one thing
izquierda
M
PRESENT
Yo
PREPOSITIONS
KEY QUESTIONS
for more than one thing
¿quién?
who?
¿cuándo?
when?
(no)me gusta
I (don’t) like
(no) me gustan
I (don’t) ike
¿cómo?
how?
¿dónde?
where?
me encanta
I love
me encantan
I love
¿cuánto?
how many?
¿qué?
what?/which?
me interesa
I’m interested in
me interesan
I’m interested in
¿por qué?
why?
¿cuál?
which?
SET 1
SET 2
SET 3
SET 4
SET 5
muy
very
ruidoso
noisy
el este
the east
una tienda
a shop
un ayuntamiento
town hall
bastante
quite
concurrido
busy
el oeste
the west
un colegio
a high school
una comisaría
police station
un pueblo
a town/village
pequeño
small
el sur
the south
una
biblioteca
a library
(los) Correos
post office
una ciudad
a city
grande
big
el norte
the north
una iglesia
a church
un muelle
a pier
un barrio
a neighbourhood
limpio
clean
en la costa
on the coast
un museo
a museum
una playa
a beach
el campo
the countryside
sucio
dirty
junto al rio
next to the river
un mercado
a market
un acantilado
a cliff
las afueras
the outskirts
feo
ugly
cerca de
near to
una calle
a street/road
una piscina
a swimming pool