Year 8 - Developing geometry…

@whisto_maths Angles in parallel lines and polygons

What do I need to be able Keywords
to do? Parallel: Straight lines that never meet
By the end of this unit you should be able to: Angle: The figure formed by two straight lines meeting (measured in degrees)
• Identify alternate angles Transversal: A line that cuts across two or more other (normally parallel) lines
• Identify corresponding angles Isosceles: Two equal size lines and equal size angles (in a triangle or trapezium)
• Identify co-interior angles Polygon: A 2D shape made with straight lines
• Find the sum of interior angles in polygons Sum: Addition (total of all the interior angles added together)
• Find the sum of exterior angles in polygons
• Find interior angles in regular polygons
Regular polygon: All the sides have equal length; all the interior angles have equal size.

Basic angle rules and notation The letter in the middle is the angle
The arc represents the part of the angle
Parallel lines Still remember to look for angles on Lines AF and BE are transversals
straight lines, around a point and (lines that bisect the parallel lines)
Acute Angles Right Angles vertically opposite!!
0°< angle <90° 90°
Angle Notation: three letters ABC Corresponding Alternate angles
Obtuse This is the angle at B = 113 ° angles often
Right angle notation often identified by
90°< angle <180° Line Notation: two letters EC
identified by their their “Z shape” in
The line that joins E to C.
“F shape” in position
Straight Line Vertically opposite angles position.
Reflex
180°< angle <360° 180° Equal
Angles around a point
360 ° This notation identifies parallel lines

Alternate/ Corresponding angles Co-interior angles Triangles & Quadrilaterals Link to

steps
Side, Angle, Angle
Because alternate angles are Because co-interior angles have
equal the highlighted angles are a sum of 180° the highlighted
the same size angle is 110° Side, Angle, Side

Side, Side, Side

Because corresponding angles
are equal the highlighted angles As angles on a line add up to 180° co-interior angles can also be
are the same size calculated from applying alternate/ corresponding rules first

Properties of Quadrilaterals Parallelogram Sum of exterior angles Exterior angles all add up to 360°
Square Opposite sides are parallel
All sides equal size Opposite angles are equal
All angles 90° Co-interior angles Using exterior angles
Opposite sides are parallel
Trapezium Exterior Angle
Rectangle One pair of parallel lines
All angles 90° Interior angle + Exterior angle = straight line = 180°
Opposite sides are parallel Kite Exterior angle = 180 – 165 = 15°
Exterior Angles
No parallel lines
Are the angle formed from
Number of sides = 360° ÷ exterior angle
Rhombus Equal lengths on top sides Interior Angle Number of sides = 360 ÷ 15 = 24 sides
All sides equal size the straight-line extension
Equal lengths on bottom sides
Opposite angles are equal at the side of the shape
One pair of equal angles

Sum of interior angles (number of sides – 2) x 180 Missing angles in regular polygons
Interior Angles
The angles enclosed by the Exterior angle = 360 ÷ 8 = 45°
Sum of the interior angles = (5 – 2) x 180
polygon
Interior angle = (8-2) x 180 = 6 x 180 = 135°
This shape can be made from
three triangles
8 8
Each triangle has 180°
Exterior angles in regular polygons = 360° ÷ number of sides
Sum of the interior angles = 3 x 180
This is an irregular polygon = 540°
– the sides and angles are Interior angles in regular polygons = (number of sides – 2) x 180
different sizes Remember this is all of the interior angles added together number of sides
Year 8 - Developing geometry…
@whisto_maths Area of trapezia and Circles
What do I need to be able Keywords
to do? Congruent: The same
Area: Space inside a 2D object
By the end of this unit you should be able to:
Perimeter: Length around the outside of a 2D object
• Recall area of basic 2D shapes
Pi (𝝅): The ratio of a circle's circumference to its diameter.
• Find the area of a trapezium
• Find the area of a circle
Perpendicular: At an angle of 90° to a given surface
• Find the area of compound shapes Formula: A mathematical relationship/ rule given in symbols. E.g. b x h = area of rectangle/ square
• Find the perimeter of compound shapes Infinity (∞): A number without a given ending (too great to count to the end of the number) – never ends
Sector: A part of the circle enclosed by two radii and an arc.

Area – rectangles, triangles, parallelograms

Rectangle Parallelogram/ Rhombus A triangle is half the size of the
Triangle
Base x Height Base x Perpendicular height rectangle it would fit in
½ x Base x Perpendicular height
h h

b b

Area of a trapezium Compound shapes

Area of a trapezium To find the area compound shapes often need splitting into more manageable shapes first.
( a + b ) x h. . Identify the shapes and missing sides etc. first.
2
Why? Shape A - Isosceles
• Two congruent trapeziums
make a parallelogram trapezium
• New length (a + b) x height
• Divide by 2 to find area of
one Shape B- nonstandard
8cm trapezium

. .
Area of a circle (Non-Calculator) Units
Shape A + Shape B = total area
Read the question – leave in Area of a circle
(5 + 7) x 4 + (5 + 8) x 7 = 24 + 45 5 = 69 5cm2
terms of 𝝅 or if 𝝅 ≈3 (provides 𝝅 x radius2
2 2
an estimate for answers)

Diameter = 8cm Compound shapes including circles

∴ Radius = 4cm Compound shapes are not always area questions.
Radius = 4cm Circumference
For Perimeter you will need to use the
𝝅 x diameter
𝜋 x radius2 Find the area of circumference
4
= 𝜋 x 42 one quarter of the Spotting diameters and radii
= 𝜋 x 16 circle Circle Area = 16𝜋 cm2
= 16𝜋 cm2 Quarter= 4𝜋 cm2

This dimension is also the diameter of the semi

Area of a circle (Calculator) circles.
Arc lengths = 𝜋 x 64 Don’t need to halve this because there
Area of a circle are 2 ends which make the whole
𝝅 x radius2 = 64 𝜋 circle

How to get 𝝅 symbol on the

calculator Arc lengths + Straight lengths = total perimeter
= 64 𝜋 + 150 + 150
Still remember to split up the
It is important to round your answer suitably – to significant figures or = (300 + 64 𝜋) m
compound shape into smaller more
decimal places. This will give you a decimal solution that will go on forever! OR = 501.1 m
manageable individual shapes first
Year 8 - Developing geometry…
@whisto_maths Line symmetry and reflection
What do I need to be able Keywords
to do? Mirror line: a line that passes through the center of a shape with a mirror image on either side of the line
Line of symmetry: same definition as the mirror line
By the end of this unit you should be able to: Reflect: mapping of one object from one position to another of equal distance from a given line.
• Recognise line symmetry Vertex: a point where two or more-line segments meet.
• Reflect in a horizontal line Perpendicular: lines that cross at 90°
• Reflect in a vertical line Horizontal: a straight line from left to right (parallel to the x axis)
• Reflect in a diagonal line Vertical: a straight line from top to bottom (parallel to the y axis)

Lines of symmetry Rhombus Reflect horizontally/ vertically (1 )

Mirror line (line of reflection) two lines of symmetry Reflection on an axis grid
Note: a reflection
doubles the area of
Parallelogram the original shape
No lines of symmetry

Reflection in the line y=-2

Reflection in a vertical line

Reflection in a horizontal line

Shapes can have more than A circle has an infinite amount of
one line of symmetry…. lines of symmetry
This regular polygon (a
regular pentagon has 5 lines
of symmetry) Reflection in the line x=2

Reflect horizontally/ vertically ( 2 ) Reflect Diagonally (1 ) Turn your image

If you turn your image it
Points on the mirror line don’t change position becomes a vertical/ horizontal
reflection (also good to check
All points need your answer this way)
to be the same
distance away
from the line of
reflection Drawing perpendicular lines
Perpendicular lines to and
from the mirror line can help
Reflection in the line y axis – this is also a you to plot diagonal reflections
reflection in the line x=0 Fold along the line of symmetry to check
the direction of the reflection

Reflect Diagonally ( 2 )
This is the line y = x (every y coordinate is the
same as the x coordinate along this line)

This is the line y = - x

The x and y coordinate have the
same value but opposite sign

Lines parallel to the x and y axis Turn your image

REMEMBER If you turn your image it
Lines parallel to the x-axis are y = ____ becomes a vertical/ horizontal
reflection (also good to check
Lines parallel to the y-axis are x = ____
your answer this way)
Year 8 - Reasoning with data…
@whisto_maths The data handling cycle
What do I need to be able Keywords
to do? Hypothesis: an idea or question you want to test
By the end of this unit you should be able to: Sampling: the group of things you want to use to check your hypothesis
• Set up a statistical enquiry Primary Data: data you collect yourself
• Design and criticise questionnaires Secondary Data: data you source from elsewhere e.g. the internet/ newspapers/ local statistics
• Draw and interpret multiple bar charts Discrete Data: numerical data that can only take set values
• Draw and interpret line graphs
Continuous Data: numerical data that has an infinite number of values (often seen with height, distance, time)
• Represent and interpret grouped quantitative
data Spread: the distance/ how spread out/ variation of data
• Find and interpret the range Average: a measure of central tendency – or the typical value of all the data together
• Compare distributions Proportion: numerical relationship that compares two things

Set up a statistical enquiry Design and criticise a questionnaire

Write a Design a Pros/ Pros/ Discrete or The Question - be clear with the question - don’t be too leading/ judgemental
suitable data Cons of Cons continuous e.g. How much pocket money do you get a week?
hypothesis collection sampling primary or data?
sheet secondary Responses – do you want closed or open responses? – do any options overlap? – Have
data you an option for all responses?
Features of a data collection sheet
Total number of Zero More
£0 £0.01 - £2 £2.01 - £4 more than £4
Grouped or Data Title Tally Frequency that group option option
ungrouped observed
categories NOTE: For responses about continuous data include inequalities < x ≤

Pictograms, bar and line charts Represents quantitative data Multiple Bar chart Compares multiple groups of data
Pictogram Bar Chart Line Chart Key/ Colour code for separate
- Clearly labelled axes groups of information
- Scale for axes
- Comparable data bars
drawn next to each
= 4 people
other
- Gaps between the bars - Gaps between the lines
- Need to remember a key
- Clearly labelled axes - Clearly labelled axes
- Visually able to identify mode
- Scale for the axes - Scale for the axes
- Title for the bar chart Gap between different
- Discrete Data
- Discrete Data categories of data

Draw and interpret Pie Charts Remember a circle has 360° Draw and interpret line graphs
There were 60 people asked in this survey - Commonly used to show changing over time
(Total frequency) - The points are the recorded information
and the lines join the points.
32 Multiple method
“32 out of 60 people had a dog” As 60 goes into 360 – 6 times.
60 Line graphs do not need to start from 0
Each frequency can be multiplied by 6 to find
Dog
the degrees (proportion of 360)
This fraction of the 360 degrees More than one piece of
represents dogs data can be plotted on
the same graph to It is possible to make estimates from the line
32 X 360 = 192° Use a protractor to draw Represents quantitative, compare data e.g. temperature at 9.30am is 5℃
60 This is 192° discrete data

Grouped quantitative data This is a frequency diagram

There are no gaps between
Find and interpret the range Difference between the biggest and smallest values
the bars The range is a measure of spread
Shop 1 highest value Shop 1 lowest value
4 10
8
A smaller range means there is less variation in
5 6 Grouping the the results – it is more consistent data
8 4
2 data is useful if
10
1 there is a A range of 0 means all the data is the same
large spread value
The use of inequalities shows that this will be of data to
“More than or equal Shop 1 has the smallest range – this
a frequency diagram begin with
to 25 and less than indicates it has a more consistent flow of Range of customers = 25 – 22 = 3
30 minutes” customers each week. (Shop 1)
 Year 8 GCSE Science Term Knowledge Organiser - Light
Key Vocabulary: 18 Understanding Light 20 Refraction
1 Angle of The angle between the incident 1. Refraction is the change in the direction of light going from one
incidence (incoming) ray and the normal. 1. Light travels at 300 million metres per material (medium) into another.
2 Angle of The angle between the reflected second (m/s). 2. This change in direction is because light changes speed when it
reflection (outgoing) ray and the normal. 2. Light travels faster than sound. moves from one medium to another.
3 Boundary The edge of a material or medium. 3. Light always travels in straight lines from a 3. When light enters a more dense medium it bends towards the
luminous object. normal.
4 Concave A lens that spreads out rays of light.
4. Shadows form when light is blocked by an 4. When light enters a less dense medium it bends away from the
lens
opaque object. normal.
5 Convex lens A lens that brings rays of light to a 5. Refraction in water makes objects look as though they are nearer the
5. Ray diagrams can show how light reflects off
focal point. surface than they actually are.
mirrors, forms images, and refracts.
6 Cornea The transparent layer at the front of
6. Ray diagrams are always drawn with a ruler
the eye. and pencil.
7 Dispersion The splitting of white light into the 7. Angles are measured from the normal line
colour spectrum. with a protractor.
8 Emit Produce or give out. 8. The normal line is the dotted line from
which angles are measured, at right angles 21 Lenses
9 Law of The angle of incidence is equal to
(90°) to the surface. 1. Lenses refract light.
reflection the angle of reflection.
9. Arrows are used to show the direction the 2. Convex lenses are thicker in the middle and refract light to a focal
10 Lens A piece of dense transparent
light is travelling in. point. In the eye, the cornea and lens are both convex lenses and
material that causes light to refract.
10. Transparent: A material that allows most help to focus light onto the retina.
11 Luminous Something that gives off light.
light to pass through it. 3. Concave lenses are thinner in the middle and scatter the light (there
12 Medium The substance through which a
11. Translucent: A material that allows some is no focal point).
wave travels. light to pass through it.
13 Non- Something that does not give off 12. Opaque: A material that allows no light to
luminous light. pass through it.
14 Normal An imaginary line perpendicular (at 22
19 Reflection
right angles) to the surface of a 1. Prisms cause light to be dispersed, this is when white light to split
medium, from where angles are 1. Reflection occurs when light hits a smooth into seven component colours called a spectrum.
measured. surface (e.g. a mirror). 2. Spectrum: A band of colours produced by separation of the
15 Pupil The round opening in the centre of 2. The light hits the surface and is reflected components of light because they are each refracted differently.
the eye through which light passes. into the eye. 3. The order of the colours is always the same ROYGBIV: red, orange,
16 Reflection When light bounces back to the 3. The angle of incidence is equal to the angle yellow, green, blue, indigo, violet.
medium it came from when it hits a of reflection – this is the law of reflection. 4. Red light is refracted the least and violet is refracted the most.
boundary between materials. 5. Red, green and blue are called the primary colours of light.
17 Refraction The change in speed of light as it 6. Yellow, magenta and cyan are the secondary colours of light, made
moves from one medium to from combinations of the primary colours.
another, causing it to change 7. White light is produced from the combination of all the colours.
8. Objects appear the colour that they reflect, e.g. a red apple appears
direction.
red because it reflects red light and absorbs all other colours
18 Retina The layer at the back of the eye that
9. White objects appear white because they reflect all colours
is sensitive to light and passes 10. Black objects appear black because they absorb all colours
signals to the brain via the optic
nerve.
19 Spectrum The colours that make up white
light.
 Year 8 Science Summer Term Knowledge Organiser – Nutrition
Key Vocabulary 11 The contents of a healthy human diet include 16 The oesophagus moves food into the stomach
carbohydrates, lipids (fats and oils), protein,
vitamins, minerals, dietary fibre and water
17 In the stomach, mechanical and chemical
1
Acidic Having a pH lower than 7.
The stomach is acidic.
12 A balanced diet includes all the nutrients our
body needs in the right quantities
digestion occur
18 The stomach contains acid
13 Calcium is an example of a mineral used in
making bones and teeth 19 Water is absorbed into the bloodstream from the
2
Alkaline Having a pH greater than 7.
Bile is alkaline. large intestine

14 Carbohydrates are important to provide

3
Amylase An enzyme that speeds up the
breakdown of starch into
energy. Carbohydrates are found in foods such
as bread, potatoes, rice and pasta Food test
glucose.
21 Iodine solution changes colour from brown to
Lipids (fats) are important for providing energy
black in the presence of starch
4
Diffusion The net movement of particles
from an area of high
and insulation. Lipids are found in foods such
as nuts, dairy products, meat, oils and sweets
concentration to an area of 22 Benedict’s reagent changes colour from blue to
low concentration. orange/red when heated in the presence of
Proteins are important for growth and repair of
5
Enzyme Substances that speed up
chemical reactions in the body.
cells and tissues. Proteins are found in foods simple sugars such as glucose
such as eggs, pulses, fish, meat, nuts and dairy 23 Biuret reagent changes colour from blue to
products purple in the presence of protein
6
Lipid A nutrient found in butter, oils
and other fatty foods, that
provides energy and insulation.
7
Muscle A type of tissue that can
contract and relax. 20

Tissue

8
Organ A group of tissues working
together in an organism which
performs a specific function.
9
Pancreas An organ which produces
enzymes.

1
0 Protein A nutrient found in fish, meat,
eggs, nuts and pulses that is
Year 7 – Poetry – HT5 Knowledge Organiser

Poetry Literary work that expresses feelings and ideas using rhythm and style.
Analysis Detailed examination of the language elements or structure of a piece of writing.
Comprehension The understanding when reading a piece of text.
Structure The structure of a poem is the way it is put together. It refers to the structural techniques and how it looks on the page.
Message The message of a poem is what the writer intended to say – often poetry will have different layers of meaning.
Imagery The imagery of a poem refers to the mental images that are created through language use.
Language The language of a poem refers to word choices. Poets often try to use particularly descriptive vocabulary.
Effect The effect of a poem refers to the way the writer wants readers to feel after reading.
Stanza A group of lines in poetry, like a paragraph in writing, or a verse in a song.
Free Verse Free verse is any poem that does not follow a particular rhyme scheme or rhythm.
First Person Narrative When a story or poem is written from the perspective of the protagonist using first person pronouns.
Cyclical Structure When a story begins at the end or ends at the beginning.
Consonance When the same or similar constant sound occurs in words close to each other in a text.
Abstract Something that usually only exists through a thought or an idea.
Caesura A pause in a line of poetry marked by a full stop/end of a sentence.
Dashes Punctuation that creates particular emphasis.
Refrain A repeated line through a piece of poetry.
Connotations The associations a particular word or phrase has.
Rhyme Words with a similar/identical vowel or consonant sound.
 Year 8: Causes of the First World War
ALLIANCES An agreement between countries that benefits each of them.
On 28 June 1914, Archduke Franz Ferdinand, and
his wife were assassinated This was just one of the ASSASSINATION The planned murder of an important person.
many causes leading to the start of the First World BALKANS A region in south eastern Europe.
War.
EMPIRE A group of countries ruled by a single country.

Triple Entente HEIR someone who has the right to inherit a person's money, property, or title when
that person dies
GB, France, Russia, Serbia
IMPERIALISM Imperialism is a way of governing in which large or powerful countries seek to
Central Powers extend their power beyond their own borders.
Germany, Austro Hungary KAISER German word meaning King.

MILITARISM The belief that it is necessary to have strong armed forces.

NAVY The part of a country's armed forces that is trained to operate

at sea.

NATIONALISM A pride in your own country and a belief that it must be strong.

RIVALRIES A situation in which countries compete against each other for

the same thing.

Key People

Alfred von Schlieffen developed a plan in 1897 in which Germany would attack and defeat
Schlieffen France quickly, and then fight Russia.

Kaiser Wilhelm I King of Germany

The Black Hand A secret society of Serbs dedicated to unite all Serbs in the Balkans.

Archduke Franz Heir to the Austro-Hungarian Empire, assassinated by Gavrilo Princip in 1914.
Ferdinand

King George V King of England

Tsar Nicholas I Emperor of Russia

TIMELINE OF THE EVENTS LEADING TO WORLD WAR ONE

Triple France and Archduke Franz Austro-Hungary Germany declares
Alliance Britain signed Ferdinand, declares war on war on Russia
Signed. the Entente assassinated. Serbia. 28th July
Cordiale 1904. 1914 1st August 1914
1882. 28 June 1914,
7.5 Russia Knowledge Organiser

Keywords Russia’s biomes Volcanoes in risky areas

Biome - a global ecosystem. Characteristics of biomes

Predict
Choropleth - colour map to show different values.
Climate - average temperature and precipitation Tundra Taiga
over time.
Densely populated - many people in an area. Fungi and Evergreen
shrubs trees
Nuclear energy - energy created by atoms. Monitoring Plan
techniques
Permafrost - permanently frozen ground. Too cold for
Thick bark 3Ps
trees
Rural-urban migration -movement of people from
rural to urban areas.
Shallow, long
Short roots
Sparsely populated – few people in an area. roots Prepare

Taiga - forest in high latitudes.

Thin, acidic
Tundra - flat, treeless region in high latitudes. Rich soil
soils

Russia’s population Rural-urban migration in Russia Causes and effects of the Chernobyl disaster
Causes 100x more
power released Radioactive
Reasons for population Large power
material
distribution • Larger homes surge
released
• Gardens • Higher
• Stores are education
expanding • More leisure
Sparsely populated Densely populated • Public libraries facilities
• Outdoor • Good healthcare
Landscape Ports activities Chernobyl disaster
(1986)

Extreme Fertile • Lack of gas,

water and • Overcrowded
electricity • Housing 160,000 people Over 200,000
• Poor healthcare shortage evacuated deaths
Risk Mild Food 600,000 people
• Poor education
Effects shortages exposed
 MFL Knowledge Organiser
Odio
Detesto De moda fashionable
Son= they are
Hay - there is Prefiero Antecuado(a) Old fashioned
PRESENT -ar verbs -er verbs -ir verbs Es - is
I -o -o -o Tiene - has
you -as -es -es Largo(a) / corto(a) Long/ short
he/she/it -a -e -e
we -amos -emos -imos elegante smart
Me chifla(n) Me = me Me irrita(n)
you (pl) -áis -éis -ís De colorines coloured
Le = him/her
they -an -en -en Me flipa(n) Me aburre(n)
Nos = us Estampado(a) patterned
FUTURE Saying what you are going to do
De rayas striped
Voy INFINITIVE
Ir Cómodo / incómodo (un)comfortable
vas También / además also/furthermore
va Tocar Pero / sin embargo but / however Feo/a Ugly
que which
a
jugar
vamos
vais
nadar Porque / dado que
Aunque
because/ given that
although
Un vestido negro
llevar
Una falda negra
van leer
Ver
Tengo que + Infinitive = I have got to Muy = very
Tengo que llevar = I have to wear Bastante = quite
Un poco = A little bit
Más….que = more…than Demasiado=too
Menos…que = less…than realmente= really

Me gustaría llevar… = I would like to wear…

LA ROPA

un traje a suit
un jersey a jumper
un abrigo a coat
un top a top
un vestido a dress
Un cinturón a belt

una camisa a shirt

una blusa a blouse
una falda a skirt
una camiseta a T-shirt
una corbata a tie
una sudadera (con a sweatshirt (with hood)
capucha)
una gorra a baseball cap

unos pantalones trousers Los verbos

unos zapatos shoes
unos vaqueros jeans Comprar - to buy
unos calcetines socks
Llevar - to wear
unas botas boots
unas zapatillas de trainers
deporte
 RE 8.3 Crime and Punishment
Key terms Reasons for punishment Capital punishment
1. Punishment - A negative consequence for a The main reasons for punishment are: retribution (to Different types of Capital Punishment include:
bad action. get pay-back or revenge); deterrence (to put people • Lethal injection. • Gas chambers
2. Capital punishment - The death penalty. off committing crimes); protection (to keep • Crucified • Firing squad
3. Retribution - Getting revenge. dangerous criminals away from innocent people; and • Electrocuted • Hanging
4. Protection - Keeping people safe. reform (to help people who live a bad life to learn Many people support capital punishment as they
5. Reform - Helping people to change for the how to live a good life and change for the better). believe that it protects us from dangerous criminals
better. and deters people from committing crimes. Others
6. Forgiveness - Accepting an apology and letting Other reasons for punishment are: vindication (to people dislike capital punishment as they believe
go of anger. show that good people are good) and reparation (to that there is always a chance that an innocent
7. Human Rights - Things we are entitled to make amends for something you have done wrong). person could be executed.
because we are human.
8. Amnesty International - A global human rights Amnesty International Humanism
organisation. This is a very well-known Human Rights organisation, Capital punishment is generally opposed by
9. Humanism - Non religious people who believe who campaign against injustice and inequality world- humanists because they believe that killing
that we should try to live a good life just wide. They also work to protect people in the world somebody intentionally is always wrong.
because we should. who are vulnerable to inhumane treatment and
10. Impact - The effect something has. where human rights are violated. Humanists believe in treating criminals fairly and
11. Justice – Fairness. they argue that by doing this it ensures that
Amnesty International has over seven million innocent suspects are also treated fairly.
Crucial Commands: members, both religious and non-religious. Amnesty
Describe: Say in detail what something or International very famously campaign against the Humanists believe that the capital punishment
death penalty and hope for the death penalty to be violates basic human rights, as the Human Rights
someone is like, and the impact it has. E.g.
abolished world-wide. Act states that we all have a right to life.
Describe Hajj.
Explain: Say why something or someone is Islam Christianity
important, and the impact it has. E.g. Explain There are many teachings in the Qur’an concerning There are many teachings in the Bible that relate
why Zakat is important... capital punishment. For example the Qur’an says not to capital punishment. For example, the Ten
Discuss: Write about at least two points of view to take life, which God has made sacred, except for Commandments say “do not kill” whereas the
and explain why these points of view are a JUST CAUSE. . It is very important that Muslim Book of Genesis says “whoever sheds the blood of
valuable or not. E.g. “”Zakat is the most authorities think carefully before they make a decision man, by man his blood shall be shed”. Christians
beneficial of the Five Pillars of Islam” Discuss. concerning taking life. are therefore divided on their views of CP.
 RE 8.3 Crime and Punishment
Key terms Reasons for punishment Capital punishment
1. Punishment - A negative consequence for a The main reasons for punishment are: retribution (to Different types of Capital Punishment include:
bad action. get pay-back or revenge); deterrence (to put people • Lethal injection. • Gas chambers
2. Capital punishment - The death penalty. off committing crimes); protection (to keep • Crucified • Firing squad
3. Retribution - Getting revenge. dangerous criminals away from innocent people; and • Electrocuted • Hanging
4. Protection - Keeping people safe. reform (to help people who live a bad life to learn Many people support capital punishment as they
5. Reform - Helping people to change for the how to live a good life and change for the better). believe that it protects us from dangerous criminals
better. and deters people from committing crimes. Others
6. Forgiveness - Accepting an apology and letting Other reasons for punishment are: vindication (to people dislike capital punishment as they believe
go of anger. show that good people are good) and reparation (to that there is always a chance that an innocent
7. Human Rights - Things we are entitled to make amends for something you have done wrong). person could be executed.
because we are human.
8. Amnesty International - A global human rights Amnesty International Humanism
organisation. This is a very well-known Human Rights organisation, Capital punishment is generally opposed by
9. Humanism - Non religious people who believe who campaign against injustice and inequality world- humanists because they believe that killing
that we should try to live a good life just wide. They also work to protect people in the world somebody intentionally is always wrong.
because we should. who are vulnerable to inhumane treatment and
10. Impact - The effect something has. where human rights are violated. Humanists believe in treating criminals fairly and
11. Justice – Fairness. they argue that by doing this it ensures that
Amnesty International has over seven million innocent suspects are also treated fairly.
Crucial Commands: members, both religious and non-religious. Amnesty
Describe: Say in detail what something or International very famously campaign against the Humanists believe that the capital punishment
death penalty and hope for the death penalty to be violates basic human rights, as the Human Rights
someone is like, and the impact it has. E.g.
abolished world-wide. Act states that we all have a right to life.
Describe Hajj.
Explain: Say why something or someone is Islam Christianity
important, and the impact it has. E.g. Explain There are many teachings in the Qur’an concerning There are many teachings in the Bible that relate
why Zakat is important... capital punishment. For example the Qur’an says not to capital punishment. For example, the Ten
Discuss: Write about at least two points of view to take life, which God has made sacred, except for Commandments say “do not kill” whereas the
and explain why these points of view are a JUST CAUSE. . It is very important that Muslim Book of Genesis says “whoever sheds the blood of
valuable or not. E.g. “”Zakat is the most authorities think carefully before they make a decision man, by man his blood shall be shed”. Christians
beneficial of the Five Pillars of Islam” Discuss. concerning taking life. are therefore divided on their views of CP.
 Year 8 Subject Term Knowledge Organiser
Athletics Stretch and Challenge Task:
Knowledge
Be able to demonstrate my performance.
Research the past Olympic games, they
Show a range of skills in a competitive situation in track events 100m, have an incredible history!
200m, 300, 400, 800m, 1500m and field events – throwing = Discus,
Javelin, Shot Put – jumping = Long Jump, High Jump, Triple Jump.
https://www.olympic.org/
Key Skills: Key Content and Terms to learn:
Running events ATHLETE: a trained person in sports who takes part in track and
• Starting: • Use of Blocks (where relevant) • Leg action: • Foot strike field competitions
•Cadence • Bend running (where relevant) • Stride pattern/pacing • BATON: a short tube passed from runner to runner in a race* BELL
Jumping events LAP: the final
• Approach: • Hitting appropriate speed for take-off • Efficient lap in a race* DECATHLON: an athletic event in which competitors
transition take part in ten
between technical phases of the movements • Flight: • Appropriate sports events* FALSE START: an invalid start of a race in which one
elevation • Landing • movement of the body beyond initial point of of the
contact competitors starts too early – before the official signal has been
(long jump and triple jump) given
Throwing events
• Travel: • use of cross step/glide (where applicable) • rotational
throws Each individual discipline has its own specific set of rules
(where applicable) • Release phase: • Appropriate angle of release • and competitors are expected to abide by these to ensure
Efficient transition between technical phases of the movements that the competition is fair.
Some athletics events you are likely to cover include the
following;
• 100 metres, 200 metres, 400 metres, 4 × 100 metres
relay, High jump, Long jump, Triple jump, Shot put, Discus
throw, Javelin throw

Key Content and Terms to learn: HEPTATHLON: an athletic event in

which competitors take part in seven sports events* HIGH JUMP: a Stretch and Challenge Task:
sports event in which competitors jump over a bar LANE: parallel
lines on a running track
Research local clubs and events , perhaps
you could get involved…!
 Year 8 Computing Term Knowledge Organiser
INTRODUCTION TO PYTHON
Python is a text based programming language. That can be used to create Useful snippets of code
programs, games, applications and much more!
Will display the string “Year 8”. A
print (“Year
string to be displayed is always
8”)
A program is a set of precise instructions, expressed in a programming found between “ “
language. This is called an algorithm
Reads a line of text from the
input ()
keyboard and returns it
In programming we use variables, these are like containers that store data An
example would be Name =(“Paul”) - Name is the variable and Paul is the Is put before what you want to be
print
data stored. output

If we do not input data and have information returned, there is no point of a Name=[item1 Allows ctreation of a list e.g.
computer. , item2, shopping = [“oranges”, “apples”,
To enter data using python item3] pears”]
Name = input(“ please enter your name”) Name is the variable and the data
entered by the user will be stored in that variable. If we don’t put the input in then Arithmetic operators
Data types
the user will not be able to input and data
If we want to enter a number the code used is slightly different Whole numbers—integer + addition
Num = int(input(“please enter a number, “)) please note the double brackets at - difference
the end and we put int before the input Letters, combination of * multiplication
letters, numbers—string.
/ division
Strings are always
We can use selection in programming, for example if it is raining wear coat contained in “” if you
otherwise don’t wear a coat. This looks like want it displayed Selection symbols
Raining = input(“ is it raining, please answer yes or no, “) < less than
If Raining == “yes”: Yes/no or True/False— > Greater than
print (“it is raining”) Raining is the variable, if and else check boolean = = Equal to
else: and the print is the output. Don’t forget the :
print (“ it is dry”) Some common syntax errors in selection
∙ use if and else—no capitals
Or when the value you want to enter is a number: ∙ A colon : is always required after the condition and
Test =int( input(“ What did you get in the test “)) after else. E.g. after the yes and the 50 in the examples
If Test > 50: Test is the variable. Don’t forget the int and ∙ Use indentation to indicate which statements ‘belong’
print (“Well done you passed”) the (( because it is a number to the if block and the else block.
else: You need a double = (look at the example) if you want
print (“ Sorry you failed”) the condition to be = to something
 Year 8 ART HT5&6 Knowledge Organiser
Aboriginal Art History
Design – A plan for the Keywords: Construction
construction of an object or Communication – Using imagery to
art piece before it is made. communicate, for example, cave paintings. of Boomerang
• Aboriginal art is the oldest form of artistic
expression in the world. Scientists have Pattern – A repeated Tribal – Things which belong to a A boomerang is a flying tool with a
found Aboriginal art carvings that dates decorative design. tribe; a group of indigenous people. curved shape used as a weapon or for
back at least 30,000 years. sport.
Cultural – The ideas and behaviour of a society. Aboriginal people used them to help
• Experts believe that the Aboriginals migrated Symbolism – Representing an idea to hunt for food.
from the African continent over 30,000 years in a visual way. They are primarily used for sport.
ago. They believe that they arrived in
Australia by accident, as they where carried
across the pacific ocean by a flood or
tsunami that happened somewhere in the
north.
Step 1: Draw around the boomerang template.
• An important part of their culture is the performance of Step 2: Design your boomerang, adding an animal and
dance and art. Most of the dances are inspired by animals symbols using earthy colours.
and nature. Dances and stories are passed down from Step 3: Using cardboard, layer your boomerang to make
generation to generation. Nothing is written down. it three-dimensional.
Step 4: Using papier mâché, make your boomerang layers
• Dreamtime is a type of Aboriginal smooth.
Art. It is how they understand the Step 5: Using your design idea from before, repeat your
world and rules that govern their design neatly onto your boomerang. Use a base colour
lives. You could say it is similar to first. You could also add texture with string. Make sure
the bible. to create small dots with different colours.
Symbolism
• Aboriginals believe that the
Dreamtime was way back, at the The colours used represent parts
of the Earth.
very beginning. The land and the
Black: Represents night time
people were created by the Spirits. This is the sacred colour.
They made the rivers, streams, Aboriginal Art consists of symbols.
These symbols are used as The colour of the sun.
water holes the land, hills, rocks, Red: The colour for land and
communication. The symbols
plants and animals.
represent earth, their rituals, food blood.
and customs. The spirt colour, like smoke,
wind and lighting.
 Year 8 Drama HT6 Knowledge Organiser
Summary of topic Skills & Definitions
Students explore Greek myths and choral strategies to fully understand Choral Speech – speaking together at the
how drama was created. same time.
Parados – Where the chorus stand.
Skene – Where the actors got changed.
Theatron – Where the audience sat.
Orchestra – Where the actors performed.
Ampitheatre – Greek outdoor theatre.
Aims of the topic Posiedon – King of the ocean.
To be introduced to the Greek Theatre Zeus – Leader of the Gods.
Medusa – Gorgon, if you stare at her she
genre of where drama began. turns you into stone.
Athens – Capital city of Greece.
Greek Trestle mask – Worn by the actors. Assessment &
Performance Tips

DRAMA
Theatre Y8
Knowledge The assessment is a
Organiser group scripted
piece using a poem
stimuli of Medusa.
• Face the audience
at all times
• Speak loud and
clear so everyone
Key Words can hear you
• Try not to laugh and
stay focused.
• Ampitheatre • Zeus • Use a real range of
• Theatron • Chorus movement skills.
• Use choral skills.
• Parados • Orchestra • Add emotion to
your performance.
• Skene • • Make your
• Poseidon performance
• abstract. Look
beyond the
meaning of words.
 Year 8 Food

The yeast ferments the sugar in the food.

Ferment = yeast feeds on sugar and
produces
CO2 - Carbon Dioxide
&
Alcohol
 Year 8 Food

The yeast ferments the sugar in the food.

Ferment = yeast feeds on sugar and
produces
CO2 - Carbon Dioxide
&
Alcohol
 CLASS CONCERT

Samba Pop Music

Through the Decades
Recap
Rehearse
Perform
from the 5
topics

Adverts