Year 8 T6 Knowledge Organiser

KNOWLEDGE
ORGANISER
Year 8
Term 6
Contents
SUBJECT PAGE NUMBERS
How do you use a 3-4

Knowledge Organiser?
Reading 5
Recommendations
Art 6-7
Computing 8-10
Cooking & Nutrition 11-12
Dance 13-17
Drama 18-21
English 22-28
French 29-31
Geography 32-34
History 35-37
Mathematics 38-41
Music 42-43
Physical Education 44-45
Religious Education 46-47
Science 48-49
Spanish 50-53
Personal Development 54-55
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How do you use a Knowledge Organiser?
Knowledge Organisers will be used in school to support learning but they should provide a central focus for
regular and consistent home learning. Home learning is something you should be completing every day – it
is essential in allowing you to remember the knowledge and skills you have learned in recent weeks. It is
vital that you are able to retrieve what you have learned that day, the day before, the week before and
even years before in order to support your progress in your subjects and achieve what you are capable of.
You might feel that you understood something in lesson that day but only doing something once means it
is much more likely to be limited to your short term memory and quickly forgotten. Going over a topic
again and testing yourself on regular occasion’s means it is far more likely to go into your long term
memory! The more you are required to recall something and test whether you remember and understand
it – the more clearly encoded it will be in to your long term memory. Make sure you keep all of your
Knowledge Organisers and as you go through the school year keep going back to the previous ones – do
you still remember them?
You will receive a Knowledge Organiser for each term which will include the following for each subject:
• Learning Frame points which will allow you to clearly identify the key areas of knowledge and skills
which are being focused on. The more of these questions/statements you are able to successfully
complete – the stronger the progress you are making.
• An equivalent grade for each question/statement so you are able to identify the level of challenge and
rigour associated with successful accomplishment of that area.
• The core knowledge or modelling of the skills necessary to be accomplished in that area. These are the
areas where you need to focus on learning or practicing what is required.
• A QR code which directly links to the subject space on the Learner Portal where you can find lessons
resources and support material for the topic. QR code readers can be downloaded for free on most
electronic devices.
• Key vocabulary which you will be expected to understand and confidently use in your learning.
• Home learning tasks which are specifically selected to consolidate and enhance your knowledge of the
topic in question.
Below are examples of strategies you can use to help you use the Knowledge Organisers as effectively as
possible:
Look, Say, Cover, Do, Check
Your teacher will direct you to focus on a specific Learning Frame point or choose one for yourself. Spend
some time looking over and revising the area. Attempt to explain the topic to yourself out loud or to
someone else. Then close the booklet or cover with a piece of paper. Attempt to write out/reproduce what
it said from memory – don’t sneak a look! Compare what you produced to the original – in the Knowledge
Organiser highlight red the parts you forgot, amber the parts you had some knowledge of and green the
parts you were confident with. Try again without looking at your last attempt and then compare again –
did you remember more this time? Then try again a day later, week later, month later, year later – do you
still remember it?
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Formulate your knowledge
Take what is in one Learning Frame point or a number of points and use it to produce a summary of what is
there. Could you produce a Thinking Map to consolidate your knowledge of those topics? Would you
prefer to make them into revision cards? Are you going to practice doing it for yourself? Can you attempt
to explain the topic to someone else in as much detail as possible? Can you make a song or rhyme to help
you remember it? Whatever you choose to do – make sure to test yourself on it afterwards to see if you
can remember what you have produced from it.
Testing
An important step in understanding whether you have remembered a topic is to test yourself on it.
Teachers will be setting quizzes on Show my Homework to allow you to do this but you can also get your
friends and family to test you as you go along. It is worth trying to do exam questions or practice related to
the area you have focused on so you can get feedback on what you have done well and how you can
improve.
Taking it Further
Use the suggestions at the bottom of the subject page to take your knowledge further. This will often
provide opportunities for you to explore the topic further using videos, websites and further reading.
Learning about the topic by using different forms of media will help to strengthen your confidence and
memory of that area. Ensure you do something active with these Home Learning tasks – producing a
summary to share with the class is always a good step if there are no other suggestions!
If you want further guidance on how to support Home Learning or on how to use the Knowledge
Organisers please contact Mr Weller ([email protected]).
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Reading Recommendations
As well as your Cultural Capital books and extensions, we challenge you to read as many of these
additional texts as possible. Your teachers have handpicked twenty books for you to enjoy and to challenge
your reading abilities.
 English 1: Skulduggery Pleasant by Derek Landy

 English 2: Martyn Pig by Kevin Brooks
 English 3: The Other Side of Truth by Beverley Naidoo
 Maths: The Phantom Tollbooth by Norton Juster
 Science: Kay’s Marvellous Medicine by Adam Kay
 History 1: Private Peaceful by Michael Morpurgo
 History 2: Goodnight Mr Tom by Michelle Margorian
 Geography: Bloomin' Rainforests by Anita Ganeri
 Religious Studies 1: The Bone Sparrow by Zana Fraillon
 Religious Studies 2: American Born Chinese by Gene Luen Yang
 Physical Education: Women in Sports: 50 Fearless Athletes who played to win by Rachel Ignotofsky
 Computing 1: The Person Controller by David Baddiel & Jim Field
 Computing 2: Hacker by Malorie Blackman
 Art: Why your five-year- old could have done that: Modern Art Explained by Susie Hodge
 Art 2: V&A introduces: Frida Kahlo
 Dance: Wonder by R.J. Palacio
 Drama: Refugee Boy by Benjamin Zephaniah
 Head of Year: Unique by Alison Allen-Gray
 Assistant Head of Year: Being Me by Wendy L. Moss
Bonus Reading:
 Business Studies: How to Turn $100 Into $1,000,000: Earn! Save! Invest! by James McKenna
 Health and Social Care: Good Enough by Jen Petro-Roy
 Hospitality: Cooking Up A Storm: The Teen Survival Cookbook by Sam Stern
 Sociology: Here I Stand by Amnesty International
All the above titles will be available to borrow from the fantastic, newly re-stocked CDS library shelves.
Once you have finished a book, please see your English teacher collect your evidence sheet (like below)
and get the book checked off your list!
5
ART
Refinement and personal outcomes - Mark making and collage illustrations inspired by the work of
Clare Youngs
Prior Learning Links Art - Y7 T5 - Mark Future Learning Links Understanding of Illustration
making, Collage techniques, Developing techniques, Ideas on creative careers – illustration/
outcomes from research. Graphic design.
KEY VOCABULARY
KEY TERM DEFINITION
Collage A piece of art made by sticking various different materials such as photographs and pieces of
paper or fabric on to a backing.
Illustration An illustration is a decoration, interpretation or visual explanation of a text, concept or process,
designed for integration in published media, such as posters, flyers, magazines, books, teaching
materials, animations, video games and films.
Graphic A graphic designer works in the design and graphic arts industry. They assemble together images,
Designer typography, or motion graphics to create a piece of design. A graphic designer creates the graphics
primarily for published, printed, or electronic media, such as brochures and advertising.
1. Identify the role of a graphic designer/illustrator. (Grade 3) Red Amber Green

2. Select and use mixed media tools, techniques and processes to create a detailed Red Amber Green
collaged animal. (Grade 3)
You will use a
combination of ripping
and cutting to achieve
more detail in the image.
Cut or rip out the sections
of the animal’s body and
build them up using your
template as a guide.
3. Select and control various mixed media techniques and processes to create Red Amber Green
thoughtful outcomes. (Grade 4)
Trace your shapes onto your paper- Cut out your shapes with accuracy.
You need to show you have considered background and foreground when creating your collage. You will
include details and small features of the animal. Consider the characteristics of your chosen animal such as
wings, eyes, feet, fin.
4. Modify and effectively improve a practical outcome as it develops to ensure a Red Amber Green
quality final piece. (Grade 5)
You will ensure: • Use felt pens to outline areas to make
• All areas of material have been glued to prevent the edges them stand out.
coming up. • Add another layer of PVA to seal collage.
• There is a clear definition between foreground and • Attach to a card backing to make it more
background. stable.
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• Carefully chosen patterns and design to differentiate • Add chosen text to image.
between features.
• Small intricate details have been created to create depth.
5. Create a range of outcomes that are independent, creative and exciting. (Grade 6) Red Amber Green
6. Demonstrate a personal outcome that shows originality and imagination making Red Amber Green
links to wider issues. (Grade 7)
Write a haiku poem to describe your endangered animal.
Your poem will make connections to how the animal’s life is
endangered.
7. Regularly evaluate and make improvements to work. (Grade 8) Red Amber Green
As you develop your illustration you need to ask yourself the following:
Has my main character got enough detail and personality? Does it link to Clare Youngs style?
Does the text reflect the wider issues of the endangered animal?
Have I thought about layout and composition?
What is successful in my work and what areas do I need to improve?
Have I used a relevant font style? Could this be improved?
Could I add additional media to help areas stand out or create a mood to reflect the text?
Document your answers in your sketchbook alongside small sketches/ experiments and ideas.
8. Demonstrate a high level of artistic skills and technical ability through a personal Red Amber Green
and meaningful responses making links to wider issues. (Grade 9)
At this level you would have considered:
Composition, Layering, Positive and negative space, Font style, Placement of text, Mood/ Character
representation. The accuracy of your animal shows understanding of texture, tone, shape and character.
You have made links to the work of others and demonstrating exceptional understanding and control of tools and
techniques.
HOME LEARNING TASKS

Task Description Done?
Design a poster about saving your endangered animal. Your poster must include facts about why your
animal is endangered and what people can do to save this animal. Your poster must include an
observational drawing of your animal.
KS3 Art quiz
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COMPUTING
User Interfaces This term gives students an insight into how to design and create working user
interfaces for businesses (focus on theme parks of your choice)
Prior Learning Links Creation of interfaces for Future Learning Links This learning will link to
your snakes and ladders game will help you Graphical User Interfaces in component 1 of Y9.
understand how a piece of software allows you This will also link to design principles delivered
to navigate an interface. in textiles and art.
KEY VOCABULARY
KEY TERM DEFINITION
Intuitive Design Intuitive design refers to making products easy to use. With an intuitively designed product,
customers will understand how to use it without much effort.
Project Proposal
1. A project proposal is a 2-5 page document that seeks to address key questions surrounding a
major project. A project proposal concisely describes what your project hopes to accomplish,
why those objectives are important, and how you intend to achieve them. In more general
terms, it makes a case for what you plan to do.
Constraints Project constraints are limiting factors for your project that can impact quality, delivery, and
overall project success. Some say there are as many as 19 project constraints to consider,
including resources, methodology, and customer satisfaction.
Gannt Chart Gantt chart is a project management tool that illustrates work completed over a period of time
in relation to the time planned for the work. A Gantt chart can include the start and end dates
of tasks, milestones, dependencies between tasks, assignees, and more.
Design Simple Design Tips to Grab User Attention - Less is More. Visual Content can Accomplish What
Principles mere Text Might Usually Fail at. If you Cannot Get Rid of Complexities, why not Break Them
into Parts. Simple Forms are People's Choice.
Interface A GUI performs functions by clicking and moving buttons, icons, and menus with a pointing
device, such as a mouse or track pad.
1. What is a user interface. (Grade 3) Red Amber Green

What is user interface (UI)?
The user interface (UI) is the point of human-computer interaction and communication in a device. This can
include display screens, keyboards, a mouse and the appearance of a desktop. It is also the way through which a
user interacts with an application or a website. The growing dependence of many businesses on web applications
and mobile applications has led many companies to place increased priority on UI in an effort to improve the
user's overall experience.
Types of user interfaces
The various types of user interfaces include:
graphical user interface (GUI), command line interface (CLI), menu-driven user interface, touch user interface,
voice user interface (VUI), form-based user interface, natural language user interface
Examples of user interfaces
Some examples of user interfaces include: computer mouse, remote control, virtual reality, ATMs, Speedometer,
the old iPod click wheel
2. Understand what is meant by audience needs. (Grade 4) Red Amber Green
The look and feel and convenience of user experience interaction affects the user’s initial impression the
satisfaction level from the product usage while the controls elements placement determines the usability.
That’s why among the main goals of designing any product interface are:
1. Understanding the goals of potential customers and the context of the product.
2. Based on the objectives of the customers and the context of use, design the product interface within the
business and technology limitations.
3. Identify a range of design principles. (Grade 4) Red Amber Green
Design principles provide both appropriate and effective user interaction with hardware devices.
Colours: o use of a limited range of colours o use of organisational house style o ensuring that colours do not clash
o use of textures, to include glossy, corporate textures in colours, warm, fabric-style textures.
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Font style/size: o ensuring text style/style is readable o use of sans serif fonts for screen reading o avoiding
decorative fonts
4. Understand how colours inform house styling. (Grade 4) Red Amber Green
They can reflect the personality of your brand. They can attract users, and they can better communicate your
message. Any UI Design guidelines are likely to mention colours prominently. Colour can set the basic mood, tone,
concept, and connotation for a brand or product.
5. Explain how font size can impact on an audience engagement/usability. (Grade 4) Red Amber Green
Font style/size: o ensuring text style/style is readable o use of sans serif fonts for screen reading and avoiding
decorative fonts.
6. Produce a design specification that allows for: increased user confidence/ Red Amber Green
familiarity and reduces need for specialist knowledge. (Grade 4-7)
What are user accessibility requirements?
Accessibility includes: Requirements that are technical and relate to the underlying code rather than to the
visual appearance. For example, they ensure that websites work well with assistive technologies. This includes
screen readers that read aloud content, and screen magnifiers that enlarge content.
UI designer skills
Interaction design principles.
Branding, typography and colour theory.
Wireframing and prototyping.
Style guides.
User research and personas.
Teamwork and communication skills.
Key industry tools, including Sketch.
7. Produce a design specification that allows for: reduced learning time of new Red Amber Green
interfaces/ features. (Grade 4-7)
This will include developing shortcuts and allowing you to apply them to your work and design. These may include:
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8. Produce a design specification that allows for: reduced time to complete tasks Red Amber Green
and increased user attention. (Grade 4-7)
They can reflect the personality of your brand. They can attract users, and they can better communicate your
message. Any UI Design guidelines are likely to mention colours prominently. Colour can set the basic mood, tone,
concept, and connotation for a brand or product.
9. Produce a design working interface that allows for: increased user confidence/ Red Amber Green
familiarity and reduces need for specialist knowledge. (Grade 4-7)
Key information, bullet points, diagrams. Split the cells as appropriate if it helps break the information down
further into sub-topics.
10. Produce a working interface that allows for: reduced learning time of new Red Amber Green
interfaces/ features. (Grade 4-7)
11. Produce a working interface that allows for: reduced time to complete tasks and Red Amber Green
increased user attention. (Grade 4-7)
12. Produce a review of the interface to include: user requirements, ease of use and Red Amber Green
design principles. (Grade 4-7)
Review the WWW, EBI and action points for: User requirements, Ease of use, Design Principles. In the project you
will need to fully outline HOW and WHY you have applied specific aspects to the design. You will also need to
discuss and explain the IMPACT of your different functions and design aspects.
HOME LEARNING TASKS

Read this blog on project proposals Here's how to write a winning project proposal (filestage.io)
Go to YouTube and watch this video on intuitive design What is an Intuitive Interface (Intuitive Design)? -
YouTube
Go on this website and read about how we can make user interfaces an immersive experience How we
Create an Immersive User Experience | Milkinside (medium.com)
Go on the Learner Portal and look at the ICT revision guides on user interfaces KS3 Computer Science -
Revision Resources - All Documents (sharepoint.com)
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COOKING & NUTRITION
Designing and making portable food products: Students will learn about designing foods to be
eaten on the move – portability of food products; British Summer foods and picnics. They will also
learn about nutritional needs and life stages.
Practical work: designing and making portable food products suitable for days out and picnics.
Prior Learning Links Ethical food Future Learning Links Sustainability. Farming methods
choices. Nutritional needs, across the world. Meeting customer needs when proposing
Seasonality. Designing dishes. dishes for a menu.
Convenience products. Bread making.
KEY VOCABULARY
KEY TERM DEFINITION
Life stages Points in a person’s life that affect nutritional needs and health.
Portability Describes how easy it is to carry or transport a product.
1. At what time of the year do strawberries grow in the UK? (Grade 1) Red Amber Green
Strawberries grow in the early Summer in the UK and are ripe and ready for picking from June
onwards. Sometimes you see signs for ‘Pick Your Own’ strawberries – this is where a farmer
opens the fields to the general public for them to pick the strawberries they like the look of. It can
be fun to pick your own fruit and taste the juicy strawberries straight from the field when they are perfectly fresh.
2. Define what a picnic is. (Grade 2) Red Amber Green
When people have a picnic, they eat a meal out of doors, usually in a field or a forest, or at the
beach. Often the food and drink are packed up and eaten sitting on blanket. Most picnic foods
do not require plates or knives and forks– usually products are handheld and individual
portions to make them easier to eat. You can take a cool box or bag too if you have items
which would usually need to be kept refrigerated.
3. List five products you can buy that would be suitable for a picnic and explain your Red Amber Green
answers. (Grade 3)
Products for purchasing to take on a picnic could include pre-packed sandwiches or rolls, crisps, olives, fruit, salad,
tomatoes, peanuts, quiche, scotch eggs, pork pies, party sausages or any other food that can be eaten out of the
packet and does not require heating up. Drinks in bottles with cups or cartons are easy to hand around.
4. List five products you could make that are easily portable – explain your answers. Red Amber Green
(Grade 3)
Products you could make which would be easily transportable might include jam
tarts, cakes, scones, sandwiches, filled rolls, pasta salad, rice salad, cut up carrots
and peppers and dips (such as hummus), individual pies or quiches or tarts, sausage
rolls or cheese and onion rolls and pastries. There are any other products you can make it is all
down to your personal taste.
5. List three characteristics of food that would be easy to transport/ carry/ eat on the Red Amber Green
go. (Grade 4)
Food that it easy to transport or eat on the go should be individually portioned, not messy to eat and easily
wrapped without sticking to the wrapping. It needs to be able to remain fresh when out of the fridge without
perishing or spoiling and should not need to be heated up.
6. Sequence the steps for making one of your picnic products from getting ready to Red Amber Green
cook to packing the item up for transporting. (Grade 4)
E.g. If you were making jam tarts: 1. Observe the hygiene rules – hands, hair & apron 2. Mise-en-place –get ready
for cooking 3. Preheat the oven 4. Roll out the pastry and cut into circles to fit your tin 5. Place a circle in each hole
in your tin and press down. 6. Add a teaspoon of jam to each case 7. Bake in the oven until pastry is golden and
jam bubbling 8. Cool down 9. Place into a container with greaseproof paper in between layers to stop sticking
7. Outline the nutrients we get from scones, strawberries and cream. How could this Red Amber Green
be adapted to meet healthy eating criteria? (Grade 5)
As an estimate, a Cream Tea (1 Scone, Clotted Cream & Jam) would contain 670 Cal, 46.5g Carbs
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23g Fat, 7.4g Protein. To reduce the amount of fat we could swap out some of the cream and mix with a low fat
alternative. We could use lower sugar jam or even fresh fruit.
8. Illustrate a plating or serving suggestion for a chosen dich, using Red Amber Green
annotation. (Grade 5)
Chef’s use annotated drawings to illustrate their vision for a dish. Look at this link to see more examples: From
Page to Plate: See How 4 Chefs Transform Drawings Into Dishes (michelin.com)
9. Describe the nutritional requirements of an adult – why do they need the Red Amber Green
nutrients you’ve outlined? (Grade 6)
Adults typically need around 2000-2500 calories per day depending on gender and their level of physical activity.
Whilst they no longer need protein for growth they still need it for maintenance and repair after injury. Carbs are
necessary for energy but this depends on how active they are, excess carbohydrates will be stored as fat in the
body and can result in obesity. Iron and calcium are required for healthy blood, bones and teeth.
10. Describe the nutritional requirements of an elderly person – why do they need the Red Amber Green
nutrients you’ve outlined? (Grade 7)
Elderly people are usually less active and require less carbohydrates. Protein is necessary for body repair. The
digestive system slows down as you get older and therefore more fibre may be needed. Calcium to prevent
osteoporosis and keep bones strong. Vitamins are necessary to boost the immune system.
11. Analyse the health and safety considerations that need to be considered when Red Amber Green
serving food outside or on a picnic. (Grade 8)
Keeping food safe on a picnic | Food Standards Agency
Temperature control is the main consideration when planning a picnic. There is often a longer gap between
cooking food and consuming it so keeping things chilled is vital to prevent food poisoning. Avoiding bugs and dirt
too is important.
12. Compare the nutritional needs of an adult and an elderly person – what are the Red Amber Green
main differences in requirements and why? (Grade 9)
Elderly people need more fibre as their digestive system may be slower. Adults needs more carbohydrates as they
are generally more active and use up more energy each day. Both need a good supply of protein for body repair
and maintenance. Both need calcium to support bone strength and vitamins for eyesight, skin cell renewal and the
immune system. Both need iron to prevent them from becoming anaemic.
HOME LEARNING TASKS

Considering your family’s preferences and tastes, design a picnic to suit your family. Try to cover all
aspects of the Eatwell Guide and make sure you have a balanced meal.
Design a recipe card for your picnic product. Include images which suggest it is designed for eating
outdoors. Make sure your recipe card includes a picture of the finished product, the method for making
and the ingredients required.
Draw a poster which clearly shows the nutritional needs of an adult or an elderly person – try to identify
which part of the body will benefit from each nutrient.
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DANCE
Choreographic Principles: Students will combine the skills and knowledge they have developed
within KS3 so far. They will conclude their study with the opportunity to create their own
choreography based around a given stimulus. Students will explore the choreographic approaches
used by professional choreographers to create and showcase their own choreographic repertoire.
The focus questions for this topic are; what choreographic devices and techniques are used during
the choreographic approach and process? Why are choreographic devices, techniques and
approaches essential?
Prior Learning Links Students will have a secure knowledge of Future Learning Links Students
actions, space, dynamics and relationships meaning they will will continue to develop their
be able to make developments to movement systems when performance skills if they opt to
learning, developing, creating and performing repertoire. study Dance as a GCSE option.
Students will also have a secure knowledge and skill set in Students will continue to develop
technical and performance skills. They will be able to select their performance skills by
and explore these accordingly to support their choreographic learning and creating different
work. styles of performance repertoire.
KEY VOCABULARY
KEY TERM DEFINITION
Choreography The art of creating a Dance routine or performance.
Motif A small sequence of movements, or a section of a routine.
Motif Development The adaptation of a motif for further development.
Stimulus / Stimuli The inspiration(s) and starting point(s) for the choreography.
Choreographic A tool / method for generating movement material.
Techniques
Choreographic A tool / method for developing a dance routine or action.
Devices
Repertoire A dance routine or sequence.
Motif A small sequence of movements, or a section of a routine.
Practitioner Professional choreographer who makes their own work.
1. Define the term choreography listing a limited range of choreographic devices. Red Amber Green
(Grade 1)
● Choreography is the art of piecing actions together to make a motif, the motif will then be developed to create
a routine or performance repertoire.
● The purpose of choreography can change depending on the choreographer’s intention. For example, a piece of
choreography may educate, inspire, challenge, entertain or educate the audience.
2. Define a range of choreographic devices. (Grade 1) Red Amber Green
When choreographing, a choreographer will create an initial motif based on their stimulus / stimuli. The
choreographer will then use choreographic devices to develop the motif, these developments are then pieced
together to create a routine or performance repertoire. Here are a range of choreographic devices used by
choreographer:
● Unison – When all the dancers on the stage are performing the exact same movement at the same time. There
should be complete synchronisation between everyone dancing.
● Canon - When the dancers in a group perform the same movement but start the movement with a time delay
or alternative sequencing. Different types include reverting, accumulative, simultaneous and loose.
● Repetition - When a motif or movement is presented again in exactly the same form with no alterations.
● Accumulation - New movements are added to existing movements in a successive manner. It generally begins
with move 1, then 1 + 2, then 1 +2 +3
● Retrograde – when dancers in a group perform the movements backwards, almost as if they were dancing in
reverse.
3. Define a range of choreographic forms and techniques. (Grade 2) Red Amber Green
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Every piece of performance repertoire that is created is unique. However, choreographers use a range of
choreographic techniques which are a compositional method to create movement. Here are some choreographic
techniques that are used by professional practitioners:
● William Forsythe - ‘Avoidance technique’ - This is where Forsythe will imagine a shape in space that he must
physically avoid as he moves. Shapes can vary from a stick, cylinder or own body position when creating
movement.
● Frantic Assembly - ‘Chair technique’ - This is where two dancers will take turns to connect with their partner,
taking responsibility for placing their hands on or moving their partner’s. ‘Around by through’ technique - This
is where you can create a string of movements using these three words, they can be in any order. Exploring
weight and contact will present further movement opportunities.
● Merce Cunningham ‘Chance technique’ - The choreographer tosses a coin or rolls dice to decide factors such
as the number of dancers, what music will be used, and even the order and timing of the phrases. This
postmodern device often reveals unimagined movement and choreographic possibilities. Example: Labelling
phrases 1, 2, 3, 4, 5 and 6, then rolling the dice to determine what order they’ll be performed in.
● Wayne McGregor - ‘Improvisation technique’ - This is about how you watch an improvisation, copy and take
information to create a motif. ‘Suggestion technique’ - This is where you make a duet by using the bodies as
objects to move making suggestions i.e. can you grab this arm, can you place it down to the floor, can you kick
your leg, can you rotate and so on.
● Trisha Brown - ‘Cube’ technique - This is where the twenty six letters of the alphabet are organised around an
imaginary cube. You can use different body parts to reach out to the letters, this could be at random or spell
out a word such as a given theme.
4. Select two techniques to create a short motif that explores a selected theme. Red Amber Green
(Grade 2)
To evidence this, you will need to demonstrate your ability to use a choreographic technique to aid your
choreography.
● Avoidance technique is where you imagine a shape in space that you must physically avoid as you move.
Shapes can vary from a stick, cylinder or own body position when creating movement. For example, if you
were to imagine a stick in front of you, you could move around it, under it, over it. You could also change its
position to find new ways to avoid the stick shape that you are imagining. Performing your movement facing a
partner with fast dynamics could link to the idea of having a disagreement or argument.
● ‘Chair duet technique’ is where two dancers will take turns to connect with their partner, taking responsibility
for placing their hands on or moving their partner’s. ‘Around by through technique’ is where you can create a
string of movements using these three words, they can be in any order. Exploring weight and contact will
present further movement opportunities.
5. Develop choreography using a limited range of choreographic devices Red Amber Green
(Repetition). (Grade 2)
To evidence this, you must include the following:
Stimuli
Kinaesthetic stimulus refers to a choreographer using a specific action, or range of actions. This could be individual
movements or a piece of existing repertoire created by a professional dance company. When using kinaesthetic
stimuli, a choreography may directly copy, or take inspiration from actions and their features. For example, a
choreographer could be inspired by a single action such as a leap, or they could be inspired by an entire piece of
choreography such as an extended phrase.
Devices
Repetition - When a motif or movement is presented again in exactly the same form with no alterations.
Accumulation - New movements are added to existing movements in a successive manner. It generally begins with
move 1, then 1 + 2, then 1 +2 +3
6. Outline a range of strengths and areas for further developments. (Grade 3) Red Amber Green
This term I have been learning about choreography methods, I think my strength was using canon effectively to
develop my motif. For example, I was able to use canon on our seated roll. I rolled, the Joe rolled. The positive
impact of this was that we were able to develop the structure of our choreography that made the performance
interesting for the audience to watch.
Considering my assessment performance, I think my area for development was to improve our choreographic
structure. To make progress, I could have explored the use of the avoidance technique further, by create a wide
range of motifs. Making the development would allow us to have a longer, and choreographic complex routine.
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7. Select three types of techniques to create a motif that explores a selected theme. Red Amber Green
(Grade 4)
To evidence this, you will need to demonstrate your ability to use choreographic techniques to aid your
choreography.
● ‘Avoidance technique’ is where you imagine a shape in space that you must physically avoid as you move.
phrases 1, 2, 3, 4, 5 and 6, then rolling the dice to determine what order they’ll be performed in.
8. Develop choreography using a secure range of choreographic devices (Repetition, Red Amber Green
Accumulation and Unison). (Grade 5)
Stimuli
● Kinaesthetic stimulus refers to a choreographer using a specific action, or range of actions. This could be
individual movements or a piece of existing repertoire created by a professional dance company. When using
kinaesthetic stimuli, a choreography may directly copy, or take inspiration from actions and their features. For
example, a choreographer could be inspired by a single action such as a leap, or they could be inspired by an
entire piece of choreography such as an extended phrase.
● Auditory stimuli is anything that inspires you, as a choreography through sound. For example, it could be a
song, specific noise or spoken word (there are many more). When using auditory stimuli, a choreographer will
be inspired to consider how they can use the sound to develop ideas. For example, they may use the pace of
the music to determine the timing and dynamics, the sound of the noise or lyrics to connect the theme or
purpose of the performance.
● Visual stimulus is anything that inspires you, as a choreographer through sight. For example, it could be a
picture, postcard or statue (there are many more). When using visual stimuli, a choreographer will be inspired
by shape, space, intention and meaning. For example, if a choreographer were to use a picture of two people
pulling clothing/hair, they may be inspired to create a contact duet resembling a fight. It may include lifts and
leans to show the idea of struggling to become free.
Devices
9. Describe a range of strengths and areas for further development. (Grade 6) Red Amber Green
This term I have been learning about choreography methods, I think my strength was using canon effectively to
develop my motif. For example, I was able to use canon on our seated roll. I rolled, the Joe rolled. The positive
impact of this was that we were able to develop the structure of our choreography that made the performance
interesting for the audience to watch.
Considering my assessment performance, I think my area for development was to improve our choreographic
structure. I did not explore my connection to The Chance Technique by Merce Cunningham. To make further
progress, I could have created two motifs using the chance method. Making the development would allow us to
have a longer, and choreographic complex routine
10. Select four types of techniques to create and develop a motif that explores a Red Amber Green
selected theme with creativity. (Grade 7)
To evidence this, you will need to demonstrate your ability to use choreographic techniques to aid your
choreography.
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● ‘Avoidance technique’ is where you imagine a shape in space that you must physically avoid as you move.
phrases 1, 2, 3, 4, 5 and 6, then rolling the dice to determine what order they will be performed in.
● Wayne McGregor - ‘Improvisation technique’ - This is about how you watch an improvisation, copy and take
information to create a motif. ‘Suggestion technique’ - This is where you make a duet by using the bodies as
objects to move making suggestions i.e. can you grab this arm, can you place it down to the floor, can you kick
your leg, can you rotate and so on.
11. Develop choreography using a considered range of choreographic devices Red Amber Green
(Repetition, Accumulation, Unison and Canon). (Grade 8)
Stimuli
● Kinaesthetic stimulus refers to a choreographer using a specific action, or range of actions. This could be
individual movements or a piece of existing repertoire created by a professional dance company. When using
kinaesthetic stimuli, a choreography may directly copy, or take inspiration from actions and their features. For
example, a choreographer could be inspired by a single action such as a leap, or they could be inspired by an
entire piece of choreography such as an extended phrase.
● Auditory stimuli is anything that inspires you, as a choreography through sound. For example, it could be a
song, specific noise or spoken word (there are many more). When using auditory stimuli, a choreographer will
be inspired to consider how they can use the sound to develop ideas. For example, they may use the pace of
the music to determine the timing and dynamics, the sound of the noise or lyrics to connect the theme or
purpose of the performance.
● Visual stimulus is anything that inspires you, as a choreographer through sight. For example, it could be a
picture, postcard or statue (there are many more). When using visual stimuli, a choreographer will be inspired
by shape, space, intention and meaning. For example, if a choreographer were to use a picture of two people
pulling clothing/hair, they may be inspired to create a contact duet resembling a fight. It may include lifts and
leans to show the idea of struggling to become free.
● Ideational - movement is stimulated and formed with the aim of conveying an idea or to tell a story. For
example, if the idea was ‘gangs’, then immediately the choreographer’s range of choice would be directed to
movements that suggest this.
Devices
● Canon - When the dancers in a group perform the same movement but start the movement with a time delay
or alternative sequencing. Different types include reverting, accumulative, simultaneous and loose.
● Retrograde – when dancers in a group perform the movements backwards, almost as if they were dancing in
reverse.
12. Explain the importance of choreographic techniques and devices. (Grade 9) Red Amber Green
All choreographers will use different choreographic techniques and devices within their choreographic process.
However, all choreographers use these choreographic techniques and devices for the following reasons:
● Firstly, choreographic technique is important because it allows the choreographer to generate movement
material. Using a range of techniques will allow them to generate plenty of movement material that they can
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then select their best ideas to develop. In addition, using a range of stimuli sparks ideas and allows for more
movement content to be created.
● Secondly, choreographers use choreographic devices so they are able to develop an interesting piece of
choreography, by developing an existing motif it allows the audience to recognise changes and consider why
these were made. Therefore, it engages the audience in a way that is more than just entertainment. Finally,
using choreographic devices allows choreographers to complete their choreographic process with a lot of
content from potentially very few original movements and motifs.
HOME LEARNING TASKS

Watch a dance performance of your choice, explain the choreographic devices used in the
choreography.
Create a choreographic technique and device handbook that could be used by a dancer that wants to
try choreographing.
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DRAMA
Theatre in Education: Within this unit, students will be introduced to the TIE style. They will
explore the skills and techniques required to create their own devised work with a theme to
educate the audience upon. Students will further develop the use of their vocal and physical skills
and ability to analyse Drama.
Prior Learning Links Students will have Future Learning Links Devising skills will continue
learnt Devising skills from previous to be developed in all CAPA subjects throughout
improvisation units in Y7. Y8. Devising is a Key Component in GCSE study.
KEY VOCABULARY
KEY TERM DEFINITION
Theatre-in-Education Theatre in education is a style of Drama where the main aim is to educate the audience
Genre (Genre=style of on a particular topic or theme. It calls for careful consideration of the audience's age and
performance) requirements in order to engage them and get the message across.
Bertolt Brecht Theatrical Practitioner responsible for Epic Theatre. Epic Theatre was designed to
educate its audience on a moral relating to their lives that would instigate social change.
Brecht used a number of techniques to make a play anti-naturalistic and strange for the
audience so they were aware they were watching a play. ‘A presentation of life – not life
itself’. Key techniques were the use of mime/song/placards/breaking character and
multi-rolling/use of comedy (SPASS) to make a serious point.
CES (Character CES –acronym for the 3 main principals of what you show when acting; C = Character –
/Emotion/Situation) show the person you play in a performance. E = Emotion – show the character’s
emotion’s. S = Situation –show what is happening to the characters and the
situation/location they are in.
Verbatim Theatre A form of documented theatre in which plays are constructed from the precise words
spoken by people interviewed about a particular event or topic.
Stimulus A text (image, document, article, poem, piece of music, film clip, etc.) that is used as a
starting point to create or ‘stimulate’ devising Drama work.
Documentary Theatre Uses pre-existing material (such as newspapers, government reports, interviews,
journals, fact sheets and correspondences) as source material for stories about real
events and people, frequently without altering the text in performance.
Devising Drama Drama that is created from a stimulus by the Drama group. This can be created from
various sources and structured to form a new piece of Theatre.
Theatrical Devices that can be used to present the Drama to enhance engagement, plot or
Conventions character – These can include Still Image, Thought-Tracks, Narration, Direct-Address,
Split staging, flashbacks-forward, slow-motion, Chorus, use of Placards, Music and Mime.
Thought-Track/ When a character shares their thoughts with the audience. Other characters cannot
Thought-Tracking hear these. Similar to an Aside or Soliloquy. Person is to understand the character’s
intentions/motivations further.
Direct address/Break When you speak directly to the audience in a performance. The Fourth wall is the
the fourth wall imaginary wall that acts as a barrier between actors and audience. This gets broken to
involve the audience.
The 3 E’s The 3 key principals of Theatre in Education – To Engage, To Educate, To Entertain.
A ‘Plant’ An actor who is placed in the audience to create a dramatic impact.
Audience Intention What you what the audience to see / understand from the performance – intention for
the audience to learn how bullying affects teenagers. The audience intention is for them
to feel sympathy for Azeed.
‘Target’ audience Awareness of who the audience is and creating Drama to suit them to ensure
engagement, entertainment and education takes place.
Chorus When two or more characters are speaking at the same time. This can be to highlight a
particular point or narrate. A Greek chorus is effectively a group narrator who comments
and judges upon the action taking place. The chorus can also be the group of actors on
stage not in lead roles who are often doing the same things at the same time.
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1. I can comment on my own and others work using basic vocabulary. (Grade 1) Red Amber Green
Can comment on what they saw using 1-2 pieces of key vocabulary. Statements rather than opinion.
Example: ‘They focused all the way through the piece.’ ‘They faced the audience most of the time.’
2. I can create, rehearse and perform using some TIE skills and presentation rules. I Red Amber Green
can collaborate well and focus in performance using 1-2 skills. (Grade 2)
Create Rehearse TIE skills & techniques Performance quality
• Can respond to • Can participate and • Can explore a stimulus with • Can use 1-2 skills (1
stimulus in cooperate with other some thoughts for target vocal / 1 physical) from
some way with students without audience the acting skills list
1-2 suggested refusal • Can use stimulus from when in front of an
ideas –perhaps • Can make basic others to contribute to a audience
for own suggestions on how scene to meet audience • Positive Diction and
character based to develop work for intentions projection (some lost
on given ideas target audience (‘we • Can use a theatrical words)
• Cooperate and all need to face the convention to explore an • Skills are performed
collaborate in audience’) idea with guidance –see fairly consistently &
some way to • Can practice work a point 7 Q1. often faces the
making a piece few times –sense of • Physical Acting Skills: audience
of TIE – will be audience intention. Movement, Gesture, • Some focus = tries to
mainly led and Some focus can stay Posture, BL, Levels, Pace stay in character but
directed on task most of the • Vocal Acting skills: tone, will sometimes break
time pace, volume, pitch, due to confidence / loss
inflection of concentration
3. I can evaluate my own and others work using some Drama vocabulary. (Grade 3) Red Amber Green
Can suggest what they like /dislike about a performance using 1-2 pieces of key vocabulary. Opinion starting to
form. Example: I thought they engaged the audience well at the end by using a Thought-track to show how Azeed
felt. This made us have sympathy for him.
4. I can show an understanding of the TIE style and techniques. (Grade 4) Red Amber Green
Can demonstrate through discussion/performance that they know at least 2 of the first 5 TIE stylistic features:
1. Can define the term T.I.E and know its purpose to educate an audience on a topic or issue
2. Can define the 3 E’s
3. Can define ‘target audience’ and can give 2-3 ideas about how to meet the 3 E’s for them. For example,
Protagonists maybe the same age and share the same experiences as the Target audience
4. Actors multi-role (play many characters) and have limited set/props/costume so the performance can play in
different spaces.
5. Actors must involve the audience at some point to get them to meet the 3’E’s – this can be through direct
address, plants, breaking the fourth wall, reacting/questioning/voting, etc.
6. Can define Documentary Theatre / Verbatim Theatre and give an example of each from exploration work
Can use at least 1 Theatrical Convention to attempt to meet a target audience intention – may use 2 lines of
dialogue in a thought-track to show how upset a bullied character is.
5. I can create, rehearse and perform using TIE techniques and presentation rules. I Red Amber Green
can collaborate well and focus in performance using 2-3 skills. (Grade 4)
Create Rehearse TIE skills & techniques Performance quality
• Can respond to • Can cooperate with • Can explore an stimulus • Can use 2-3
stimulus in some way other students with thoughts for target Vocal/physical skills
with 2-3 suggested • Can make some audience from the acting skills
ideas –adding own suggestions on how • Can use stimulus to list (at least 1 vocal /
creative work beyond to develop work contribute to a scene to 1 physical) when in
stimulus with more K&U of meet audience front of an audience
• Shows limited K&U of target audience intentions • Skills are performed
stimulus based on (‘They may not get • Can use theatrical consistently
research –can that –we need to…’) conventions to explore • Faces the audience
improvise from this. • Can practice work in an idea – can do it with • Diction and
allotted time to a sense of clarity. projection has an air
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• Cooperate and attempt to meet • Physical Acting Skills: of clarity (perhaps 1-
collaborate positively audience intentions Movement, Gesture, 2 words lost)
to making a piece of TIE • With focus = Can Posture, BL, Levels, Pace • With focus =
– will give some stay on task almost • Vocal Acting skills: tone, performs the
structuring input always pace, volume, pitch, rehearsed piece with
• With focus – will do as • Improvises then inflection concentration.
asked almost all of the rehearses own
time work.
6. I can show reasonable understanding of the TIE style and techniques. (Grade 5) Red Amber Green
Can demonstrate through discussion or performance that they know and can apply all of the first 5 TIE stylistic
features from Q1. This will be done with a degree of accuracy and minimal guidance.
7. I can evaluate my own and others work using examples and confident Drama Red Amber Green
vocabulary. (Grade 5)
Can give opinion with positive justification and show awareness of how to improve work and feedback to other
supportively. At least 3 Key pieces of vocabulary are used. Example: I thought they engaged the audience well at
the end by using a Thought-track to show how Azeed felt. This made us have sympathy for him, since we knew
that he was so upset at the bullying. I also liked how the bully’s use chorus around the audience. This really
involved us. It would be even better if they used more physical skills to show this. Is Cooperative and collaborative
in a positive and focused way to lead the whole group.
8. I can rehearse and perform using TIE techniques and 3-4 performance skills that Red Amber Green
sometimes meet intentions. (Grade 6)
Presentation rules. Rehearse TIE skills and Techniques Performance quality
Consistently • Fully cooperative • Can explore a stimulus • Can use 3-4 skills from the
• Faces audience with other students with researched thoughts acting skills list (at least 2
• Still image • Practices work in for target audience vocal / 2 physical) when in
at start/end allotted times to • Will use stimulus to front of an audience. Using 1
• Stays make sure it meets contribute to a scene to skill with emotional range
focused in intentions meet audience intentions • Consistency = Skills are
role • Will stay fully on task • Uses theatrical performed throughout with
• Rehearsed and guide others. conventions with more an air of rehearsal, focus and
all moves so • Many suggestions on clarity on intent – ‘let’s consideration
you know how to develop work add a TT here to show • Faces the audience at all
them with more K&U of how he feels’ times
• Knows and target audience • Moments of • A consideration of CES and
shows (‘let’s add a plant tension/conflict character /audience intention
intention since that will catch attempted often met
• Uses NVC to them by surprise and • Physical Acting Skills: • Creatively = has added some
show CES engage them) Movement, Gesture, of their own dialogue and
• Improvises then Posture, BL, Levels, Pace ideas beyond set stimulus.
rehearses own work. • Vocal Acting skills: tone, • Target audience are clearly
Supports others with pace, volume, pitch, addressed through choices of
ideas. inflection theatrical conventions and
acting
9. I can lead exploration to create work that uses TIE stylistic features and can often Red Amber Green
meet audience intention. (Grade 7)
• Can suggest at least 3-4 ideas from research that can allow the group to explore the stimulus
• Following the 3 for creativity rule of exploration - able to try at least 3 different ideas that fit the structure of the work
-- able to show independence and have own ideas beyond teacher suggestions.
• Demonstrates ability to apply ideas to a clear structure – beginning /middle/end – applying at least 3 Theatrical
conventions that will meet audience intentions. Makes choices and explains ideas with a sense of justification: ‘we
will add chorus here since it shows many characters are against him’.
10. I can lead exploration to create work that uses TIE stylistic structure well and will Red Amber Green
meet audience intentions. (Grade 8)
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• Meeting Criteria in Q9
• Experimenting more with a range of Involvement techniques & Theatrical conventions that are used with
thought and understanding based on clear research of the stimulus and Target audience. E.G. Will use a
piece of music popular with Year 8. Will question audience directly and structure the work around potential
given responses.
11. I can rehearse and perform using TIE techniques and 3-4 performance skills that Red Amber Green
sometimes meet intentions. (Grade 8)
Presentation rules. Rehearse TIE skills and Techniques Performance quality
• Faces audience • Fully cooperative with • Can explore a stimulus • Can use many skills from
• Still image at other students - with researched the acting skills list (at
start/end directs thoughts for target least 3 vocal / 3 physical)
• Stays focused in • Practices work in audience when in front of an
role allotted times to make • Will use stimulus to audience. Using 1 skill
• Rehearsed all sure it meets contribute to a scene with emotional range
moves so you intentions to meet audience • Consistency = Skills are
know them • Will stay fully on task intentions performed throughout
• Knows and shows and guide others. • Moments of with a real air of
intention • Consistent tension/conflict rehearsal, focus and
• Uses NVC to suggestions on how to created to engage consideration
show CES to a develop work with audience • A real consideration of
clear degree clear K&U of target • Uses theatrical CES and character
• Created audience (‘Let’s show conventions with more /audience intention met
performance of a flashback to how he clarity on intent – ‘let’s • Creatively = has added
desired length was before he was add a TT here to show much of their own
• Clear bullied to get a how he feels’ dialogue and ideas
start/middle/end contrast to enhance • Physical Acting Skills: beyond set stimulus.
sympathy) Movement, Gesture, • Target audience are
• Improvises then Posture, BL, Levels, clearly addressed through
rehearses whole Pace choices of theatrical
group work with • Vocal Acting skills: conventions and acting
supportive tone, pace, volume,
suggestions pitch, inflection
12. I can analyse and evaluate work to an excellent standard using clear examples Red Amber Green
using a broad Drama Vocabulary. (Grade 9)
Can give clear opinion with justification and show good awareness of how to improve work and feedback to other
supportively. At 3-5 Key pieces of vocabulary are used. Descriptions are becoming analytical. Example: I thought
they engaged the audience well at the end by using a Thought-track to show how Azeed felt. This made us have
sympathy for him, since we knew that he was so upset at the bullying. I also liked how the bully’s use chorus
around the audience. This really involved us and made us feel engaged since we almost felt like we were being
bullying. Although effective, it would be even better if they used more physical skills to show this. For example, if
they all moved around us with aggressive gestures of fists we would have felt more threatened and more scared.
HOME LEARNING TASKS

Research into your theme so you have further stimulus to use and create from
Research further into your target audience – watch and listen to the programmes/films/music that are
aimed at them for stimulus
Research further into TIE, its origins and stylistic features:
https://www.bbc.co.uk/bitesize/guides/zsbjn39/revision/1
Watch other TIE performances from YouTube to inspire ideas
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ENGLISH
Novel study: ‘Of Mice and Men’ by John Steinbeck Building on our study of ‘The Hobbit’ in Term 2
of Year 7, we will examine how characters are products of their context and how injustice influences
action.
Prior Learning Links Y7 T2 ‘The Hobbit’ – Future Learning Links The themes of racism and
journeys, character and place, Y7 T4 - Identity social justice are built on by the study of Identity
poetry, Y7 T5 - Dystopian fiction, Y8 T1 - poems as part of ‘Power and Conflict’ (Y9).
‘Macbeth’ (power and ambition), Y8 T3 - Protest Social justice is studied as part of ‘AIC’ (Y9) and
Poetry, Y8 T5 - Rhetoric , Sentence length, ‘ACC’ (Y10). Circular structure is revisited in ‘AIC’
prepositions, discourse markers, varying (Y9) and ‘ACC’(Y10)
sentence openings, different types of adverbs. History – Y8 T6 – American Civil Rights, Religious
Tense consistency, correcting comma splices. Education – Y8 T6 - Equality and Justice
History - Y7 T5 – Slave trade
KEY VOCABULARY KEY METHODS

Bindle: A bundle of possessions carried by a migrant Alliteration: The repetition of initial consonant sounds.
worker, symbolizing their transient lifestyle and lack of
permanence.
Brittle: Fragile, likely to break or shatter. Flashback: Interruptions in the narrative to depict
events that occurred earlier in time.
Bunkhouse: The living quarters provided for the ranch Foreshadowing: Hints or clues about future events in
workers, representing the cramped and utilitarian the narrative.
conditions they endure.
Euchre: A trick-based multiplayer card game. Imagery: Descriptive language that appeals to the
senses, creating vivid mental images for the reader.
Horseshoes: A game played by the ranch workers for Juxtaposition: The placement of two contrasting
entertainment, representing moments of leisure and elements side by side to highlight their differences.
camaraderie amidst the hardships of their lives.
Morosely: In a withdrawn or gloomy way; sadly; Parallelism: Similarity or comparison between two or
thoughtfully 6. lumbered: verb.; moved cl more elements in the narrative.
Pugnacious: Belligerent or aggressive in nature; Pathetic fallacy: human emotions or characteristics
quarrelsome. attributed to nature or inanimate objects.
Skinner: A type of worker on a farm, especially one who Pathos: An appeal to the reader's emotions, often
works with horses and mules. involving sympathy or empathy for the characters.
Stable: The building on the ranch where the horses are Repetition: The repeated use of words, phrases, or
kept, representing a place of work and routine for the motifs for emphasis or effect.
characters.
Swamper: A term used to describe the handyman or Symbolism: The use of objects, settings, or actions to
janitor on the ranch. represent abstract ideas or concepts.
1. How can I use ambitious vocabulary to discuss 'Of Mice and Men'? (Grade 3-9) Red Amber Green
This term you will learn some fantastic new vocabulary. The first set of words listed above are words that feature
in the novel we will study. The second set of words are subject terms that will help you when writing about ‘Of
Mice and Men.’
2. How can I use a range of discourse markers for different purposes within my Red Amber Green
writing? (Grade 3-9)
Using a range of discourse markers can enhance the flow and coherence of your writing, as well as indicate
various purposes such as sequencing events, comparing and contrasting ideas, emphasising points, or expressing
cause and effect. Let's explore how different discourse markers are used in ‘Of Mice and Men’:
Sequencing
Example: Firstly, they arrive at the ranch. Then, they meet Curley's wife. Finally, the tragic event occurs.
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In ‘Of Mice and Men,’ Steinbeck employs discourse markers like "firstly," "then," and "finally" to sequence the
events in the narrative, guiding the reader through the story's progression.
Comparing and Contrasting Ideas
Example: While George dreams of owning a farm, Lennie longs for the companionship of rabbits.
Discourse markers like "while" are used to contrast the desires of George and Lennie, highlighting their differing
aspirations and personalities.
Emphasising Points
Example: Indeed, the dream of owning a piece of land becomes a symbol of hope for the characters.
"Indeed" is used to emphasise the significance of the dream in the novel, drawing attention to its importance as a
central motif.
Expressing Cause and Effect
Example: As a result of Lennie's actions, tragedy strikes, leading to devastating consequences.
Discourse markers such as "as a result" are used to indicate the cause-and-effect relationship between Lennie's
actions and the subsequent tragic events in the narrative.
Transitioning Between Ideas
Example: Moreover, the theme of loneliness pervades the novel, touching upon the lives of all the characters.
"Moreover" is used to transition between discussing one theme (loneliness) and introducing another related idea,
indicating a continuation or expansion of the discussion.
3. Can I summarise the key events of ‘Of Mice and Men’? (Grade 2-4) Red Amber Green
See below a summary of the key events of ‘Of Mice and Men.’
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4. How does John Steinbeck use foreshadowing at the start of the text? (Grade 3-8) Red Amber Green
At the start of the text, Steinbeck employs foreshadowing to hint at future events and set the tone for the
narrative. One example of foreshadowing occurs in the description of the natural setting surrounding the Salinas
River, where the story begins. Steinbeck describes the tranquillity and serenity of the landscape, but he also
introduces elements that foreshadow the conflict and tragedy to come.
For instance, Steinbeck writes about the water "warm(ing) with the sun" and "the golden foothill slopes," creating
an atmosphere of peace and beauty. However, he also mentions "willows fresh and green with every spring,"
suggesting a cycle of renewal but also potential vulnerability. This imagery foreshadows the themes of renewal
and vulnerability in the characters' dreams and lives.
Additionally, the presence of a dead mouse in Lennie's pocket at the start of the text serves as a subtle yet
ominous foreshadowing of future events. Lennie's habit of accidentally killing small animals is hinted at early on,
setting the stage for the tragic incident involving Curley's wife later in the narrative.
5. How well do I understand the characters and their role in ‘Of Mice and Men?’? Red Amber Green
(Grade 2-5)
Steinbeck creates a cast of characters who each play distinct roles in advancing the narrative and exploring its
central themes. Here are some key characters and their roles:
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6. How do I track and comment on the development of the characters in ‘Of Mice and Red Amber Green
Men’? (Grade 3-6)
Identify the main characters
The primary characters include George Milton, Lennie Small, Candy, Curley, Curley's wife, Slim, and Crooks. Pay
attention to how each character is introduced and their initial traits.
Observe their traits and behaviours
As you read, take note of each character's personality, strengths, weaknesses, and motivations. Consider how
they interact with others and how they respond to various situations.
Look for character development
Characters in literature often undergo changes or growth as the story progresses. Note any significant events or
experiences that impact the characters and cause them to evolve. For example, consider how George's attitude
towards Lennie shifts throughout the story, or how Lennie's actions affect the other characters.
Track relationships
Characters in ‘Of Mice and Men’ have complex relationships with one another. Pay attention to how these
relationships evolve over time, particularly those between George and Lennie, Curley and his wife, and Candy and
his dog. Analyse how these relationships influence the characters' development.
Consider symbolism and themes
Characters in literature are often symbolic of larger themes or ideas. Reflect on how each character represents
different aspects of society or human nature. For example, Lennie symbolizes innocence and vulnerability, while
Curley represents aggression and powerlessness.
Make connections
Compare and contrast the characters' development to one another. How do their experiences shape their
perspectives and actions? Look for parallels and contrasts between characters to deepen your understanding of
their development.
7. How do I select effective quotations and references from an extract to support and Red Amber Green
develop my ideas? (Grade 3-6)
Selecting the right quotations and references from an extract plays a crucial role in strengthening and expanding
your ideas. When choosing quotations, it's essential to pick ones that directly relate to your argument and provide
evidence or examples to support your points. Look for quotes that are clear, concise, and impactful, avoiding
lengthy passages that may overwhelm your reader.
Before selecting quotations, make sure you fully understand your own arguments or interpretations. What points
are you trying to make? What evidence do you need to support them?
As you read the extract or text, look for sentences or paragraphs that relate to your ideas. These passages should
directly address the themes, characters, or events you're discussing.
After selecting your quotations, analyse them in relation to your ideas. Explain how each quote supports or
develops your argument. What specific aspects of the quote help to illustrate or reinforce your point?
8. How does Steinbeck use language devices to present the characters of George and Red Amber Green
Lennie? (Grade 3-9)
Lennie Small
George Milton
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George is vividly depicted as a small, quick, Lennie is portrayed as a very large and slow man, "a
and intelligent man in the novella. Steinbeck's huge man, shapeless of face, with large, pale eyes, with
description of George as "small and quick, wide sloping shoulders.” This vivid visual imagery
dark of face, with restless eyes and sharp, accentuates Lennie's physical vastness, contrasting
strong features" provides compelling evidence sharply with George's smaller stature and quickness.
of his character. The adjectives "quick," While George's quickness is emphasised at his
"restless," and "sharp," serves as a physical introduction, reflecting his intelligence and wit, Lennie's
reflection of George's mental agility and size becomes the focal point of his introduction.
intelligence. The word "quick" suggests not
only George's physical agility but also his Furthermore, Lennie's immense physical strength and
sharp wit and ability to think on his feet. slow-moving nature create significant challenges
Similarly, the adjective "restless" implies a throughout the narrative. His lack of control over his
constant state of alertness and awareness, own strength becomes a recurring issue, leading to
further emphasising George's astuteness. tragic consequences later in the book. For example,
Additionally, the descriptor "sharp, strong Lennie inadvertently kills small animals and ultimately
features" highlights George's assertive and contributes to a fatal incident due to his inability to
determined demeanour. regulate his strength. This lack of control underscores
Lennie's childlike innocence and vulnerability, despite
his imposing size.
9. Can I make links between ‘Of Mice and Men’ and what was happening at the time Red Amber Green
it was written? (Grade 3-6)
The novel is set during the Great Depression, a period marked by significant poverty and unemployment across
the USA following the Wall Street Crash in 1929. As you read the novel, consider how the lives of the characters
are affected by the historical and social context.
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r
10. How is the reality of The Great Depression revealed in 'Of Mice and Men? (Grade 4- Red Amber Green
9)
These examples from ‘Of Mice and Men’ illustrate how the reality of the Great Depression is revealed through the
characters' experiences and interactions, providing insight into the challenges and hardships faced by individuals
during this tumultuous period in American history.
Poverty and Economic Struggles
Example: The characters constantly face financial hardships and dream of a better life. George and Lennie's dream
of owning a piece of land symbolizes their desire to escape poverty.
Quotation: "Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don't
belong no place... With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about
us." - George (Chapter 1)
Unemployment and Instability
Example: Many characters are itinerant workers, moving from job to job in search of employment. The instability
of their work reflects the broader economic uncertainty of the Great Depression.
Quotation: "I seen hunderds of men come by on the road an' on the ranches, with their bindles on their back an'
that same damn thing in their heads. Hunderds of them. They come, an' they quit an' go on; an' every damn one
of 'em's got a little piece of land in his head. An' never a God damn one of 'em ever gets it." - Crooks (Chapter 4)
Loneliness and Isolation
Example: The characters experience profound loneliness and isolation due to their transient lifestyles and lack of
meaningful connections.
Quotation: "Guys like us, that work on ranches, are the loneliest guys in the world. They got no family. They don't
belong no place... With us it ain't like that. We got a future. We got somebody to talk to that gives a damn about
us." - George (Chapter 1)
Discrimination and Injustice
Example: Discrimination and injustice occur due to deeply ingrained societal prejudices and power imbalances
prevalent during the Great Depression era.
Quotation: "Crooks, the negro stable buck, had his bunk in the harness room; a little shed that leaned off the wall
of the barn. On one side of the little room there was a square four-paned window, and on the other, a narrow
plank door leading into the barn." - Description of Crooks (Chapter 2)
Curley's wife experiences discrimination and sexism due to her gender. Women during the Great Depression were
often relegated to traditional gender roles and viewed as inferior to men.
Quotation: "Jesus, what a tramp." - George's initial impression of Curley's wife (Chapter 2)
Quotation: "I seen too many you guys. None of you got sense enough to find out he don't need no heel-taps, and
he's got a nice wife to warm his bunk." - Slim's derogatory comment about Curley's wife (Chapter 2)
11. How do I explore John Steinbeck’s ideas, perspectives, motivations and Red Amber Green
intentions? (Grade 5-9)
When analysing the text, make sure that you explore the writer’s intentions. Through his works, Steinbeck sought
to shine a light on the injustices of society, particularly during the Great Depression era, while fostering empathy
and understanding for marginalised individuals. He used literature as a platform to represent the diverse
experiences of ordinary people and advocate for social change, emphasising the inherent dignity and worth of all
individuals. Steinbeck's intentions were driven by a desire to challenge social norms, evoke empathy in his
readers, and give voice to those who were often overlooked or silenced in society.
Through the characters of George and Lennie, he showcases the power of companionship in a world marked by
isolation and desperation. The bond between George and Lennie, two itinerant ranch workers, highlights the need
for human connection and the devastating effects of loneliness.
Steinbeck also explores the fragility of dreams and the harsh realities of the American Dream. Characters like
George, Lennie, and Candy all harbour dreams of a better life, yet Steinbeck masterfully reveals the obstacles and
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hardships that stand in the way of achieving these aspirations. The author's motivation in portraying these dreams
is to shed light on the harsh truths of the Great Depression era and the elusive nature of the American Dream.
The author’s work also reflects his deep concern for social injustice and the plight of marginalised communities.
The character of Crooks, the African-American stable hand, embodies the racial discrimination prevalent during
that era. Through Crooks' experiences, Steinbeck exposes the pervasive racism and prejudice that permeated
society, prompting readers to reflect on issues of inequality and social justice.
12. To what extent are any of the characters to blame for the outcome? (Grade 4-9) Red Amber Green
The question of blame in ‘Of Mice and Men’ is complex, as the outcome of the story is influenced by various
factors, including the characters' actions, circumstances, and societal forces. While it may be tempting to assign
blame to specific characters, it's important to consider the broader context in which they operate.
George
Some readers may argue that George bears some responsibility for the outcome due to his role in the tragic
events that unfold. George's decision to kill Lennie, albeit motivated by a desire to spare him from a more brutal
fate, ultimately leads to a tragic end. However, it's important to acknowledge the difficult choices George faced
and the love and loyalty he demonstrated towards Lennie throughout the story.
Lennie
Lennie's actions also contribute to the outcome, particularly his unintentional killing of Curley's wife. Lennie's
intellectual limitations and inability to control his strength make him vulnerable to dangerous situations. However,
it's crucial to recognize that Lennie is not fully responsible for his actions, as his mental disability limits his capacity
for understanding and self-control.
Curley's wife
Some readers may argue that Curley's wife shares responsibility for the outcome due to her flirtatious behaviour
and decision to interact with Lennie alone in the barn. However, it's important to consider the societal constraints
and gender roles that limit Curley's wife's options and agency. She is a victim of the patriarchal society in which
she lives, and her actions are influenced by her desire for companionship and connection.
Societal forces
Ultimately, the outcome of ‘Of Mice and Men’ is shaped by larger societal forces, including the economic
instability and social injustices of the Great Depression era. The characters' limited opportunities and struggles to
survive in a harsh and unforgiving environment contribute to the tragic ending of the story.
HOME LEARNING TASKS

Watch a theatre adaptation of the novel: Of Mice And Men - Sherbino Theatre Company (youtube.com)
Listen to the audiobook: Of Mice and Men -John Steinbeck ~The Audiobook~ (youtube.com)
Visit BBC Bitesize Plot summary – WJEC - GCSE English Literature - WJEC - Video - BBC Bitesize
Imagine an alternative ending to the story and write a short story or script depicting this new
resolution.
Create a storyboard or comic strip illustrating key scenes from the novel. Pay attention to visual details,
dialogue, and character expressions to effectively convey the mood and atmosphere of each scene.
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FRENCH
Revision Recalling and re-using all previous vocabulary to demonstrate mastery of what I have
learnt this year.
Prior Learning Links Y7 T1-5 - Introducing myself, Future Learning Links Y9 T2 – Weekend
discussing family members and pets and saying where I activities, Y9 T4 – Making plans, Y9 T5 –
live, Y8 T1 – Discussing jobs, Y8 T2 – Discussing food, Y8 A typical day, Y10 T1 & 2 – GCSE Theme
T3 – Discussing what you wear and when, Y8 T4 – 1, Y10 T5 – GCSE Theme 2, Y11 T2 – GCSE
Discussing freetime activities. Theme 3.
1. I can say what jobs members of my family do and give their opinion about the job. Red Amber Green
(Grade 1)
2. I can give information about what foods and drink I like or dislike and why. (Grade Red Amber Green
2)
3. I can say what foods and drink I have at different meal times. (Grade 3) Red Amber Green
Pour le petit déjeuner je prends – for breakfast I have
Pour le déjeuner je prends – for lunch I have
Por le dîner je prends – for dinner I have
4. I can talk about the clothes and accessories that I wear and when I wear them with Red Amber Green
descriptions. (Grade 4)
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5. I can give information about what clothes other people wear or have as well as Red Amber Green
myself. (Grade 5)
6. I can say what sports I play or activities I do and when I do them (Blue). (Grade 6) Red Amber Green
7. I can say where I go at different times (Red). (Grade 7) Red Amber Green
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8. I can give information about what I or other people do when it’s different weather. Red Amber Green
(Grade 8)
9. I can say what activities I will do next weekend. (Grade 9) Red Amber Green
je vais jouer – I am going to play il/ elle va jouer- he/ she is going to play
je vais faire – I am going to do il/ elle va faire- he/ she is going to do
je vais aller – I am going to go il/ elle va aller- he/ she is going to go
10. I can develop a conversation in French by responding spontaneously and fluently to Red Amber Green
the following questions. (Grade 9)
Tu-es comment? – how are you?
Où habites-tu? – where do you live?
Tu voudrais un serpent à l’avenir? – would you like to have a snake in the future?
Tu t’entends bien avec ton père/ ta mère? – do you get along well with your mum/dad?
Ta mère travaille comme comptable? - does your mum work as an accountant?
C’est quoi ton plat préféré? – what is your favourite food?
Qu’est-ce que tu prends pour le petit déjeuner/ le déjeuner? – what do you eat or drink?
Qu’est-ce que tu fais pendant ton temps libre? – what do you do in your free time?
C’est quoi ton sport préféré? – what is your favourite sport?
Tu-joues souvent aux échecs? – do you play chess often?
Qu’est-ce que tu portes quand tu sors avec des amis? – what clothes do you wear when you go out with friends?
Qu’est-ce que tu portes à la plage? – what clothes do you wear on the beach?
HOME LEARNING TASKS

Create a revision guide for sports
Create a dialogue about free time activities
Create a revision guide for jobs
31
GEOGRAPHY
Tourism – Defining tourism, exploring the changes in tourism, consider the impact of tourism in
South Africa. What’s the future for tourism and tourists?
Prior Learning Links World Biomes, Hazards, Future Learning Links GCSE Geography
Russia. TTO Year 9 T1 Tourism.
KEY VOCABULARY
KEY TERM DEFINITION
Tourism Tourism means all the activities that tourists take part in, and the services that support them. For
example, hotels, airports, taxis, shops etc. These are all part of the tourism industry.
Tourist A tourist is someone who spends at least one night away from their normal place of residence.
The visit could be for many different reasons. For example, holiday, business, to visit friends or
relatives, religious or for health reasons.
Environment Our surroundings.
Ecotourism Tourism involving responsible travel to natural areas, conserving the environment, and
improving the well-being of the local people. Its purpose may be to educate the traveller and
directly benefit the economic development of local communities.
Benefits Advantage/Gain.
Negatives Bad side of a situation.
Community Groups of people living together.
National Park The National Park Authorities aims: Conserve and enhance the natural beauty, wildlife and
cultural heritage; and promote opportunities for the understanding and enjoyment of the special
qualities of National Parks by the public.
1. Define tourism. (Grade 1) Red Amber Green

Tourism means all the activities that tourists take part in, and the services that support them. For example, hotels,
airports, taxis, shops etc. These are all part of the tourism industry.
2. Describe why tourism has grown. (Grade 4) Red Amber Green
Tourism is a rapidly growing industry and has far-reaching economic and environmental impact across the
world. In 2010, 940 million people were recorded as arriving in a country from abroad because of tourism. This is
worth $919 billion dollars, making tourism one of the world's largest industries.
3. Explain, using data, why tourism has increased over time. (Grade 6) Red Amber Green
Tourism is also one of the world's fastest-growing industries. In 2010, the Middle East and Asia had the greatest
growth of tourists. Europe still has the greatest number of tourists - nearly 500 million in 2010.
4. Define key words – Development, Development indicator, Multiplier effect. (Grade Red Amber Green
2)
Development is any improvement in the standard of living of people in a specific country. It includes factors
related to money, such as wealth, which we call economic factors and factors related to people, such as literacy,
which we call social factors
There is no single way to measure how developed a country is. However, development indicators can give some
idea of a country’s development. Some common development indicators - The UN developed the HDI – it gives
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one figure (between 0 and 1) which indicates development. It is calculated using an average of four indicators:
life expectancy, education – literacy, education – average length of schooling and GDP per capita.
Multiplier Effect: the 'snowballing' of economic activity. e.g. If new jobs are created, people who take them have
money to spend in the shops, which means that more shop workers are needed.
5. Explain how tourism increases development in a country. (Grade 6) Red Amber Green
6. Describe the location of South Africa. (Grade 3) Red Amber Green
7. Evaluate the impacts of tourism on South Africa. (Grade 8) Red Amber Green
Positive impact on the environment Negative impact on people
• Modern tourist facilities can upgrade the appearance of • Jobs can often be seasonal, especially in
run-down areas. beach and ski resorts, so some people
• Many tourists are more environmentally conscious and may have no income for several months.
can have a positive impact on the landscape by donating • Tourists can be noisy and upset the
money to local nature reserves. tranquillity of the area.
• Beaches can be cleaned up to ensure they are safe enough • Tourist facilities can be too expensive for
for tourists to use, through initiatives like Blue Flag. local people.
• Seas, e.g. the Mediterranean, become less polluted as • Different cultures can clash and tourists
more sewage treatment plants are built. can come into conflict with local people.
8. Define mass tourism. (Grade 1) Red Amber Green
Mass tourism occurs when large numbers of people visit the same place at any one time. This includes sunbathing
on a beach, e.g. the Costa del Sol (Spain), skiing in the mountains such as the Swiss Alps, visiting a national
park such as Snowdonia or travelling to a theme park, e.g. Disney World in Florida. Many will use a package
holiday which combines all food, transport and accommodation needed for the holiday.
9. Describe how mass tourism might impact Cape Town positively and negatively. Red Amber Green
(Grade 5)
Positive impact on people Negative impact on the environment
-Local people are employed to build tourist -Traditional landscapes are ruined by developments,
facilities and serve tourists, e.g. in hotels, restaurants e.g. Spanish fishing villages being overdeveloped with
and shops, allowing them to improve their standard of hotels and tourist facilities.
living. -Land is lost from farming for tourist developments.
-Increased air travel contributes to global warming
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-Residents can also enjoy tourist facilities, e.g. -Traffic congestion increases air and noise pollution.
restaurants, theme parks, ski resorts and water parks. -Many tourist facilities spoil the look of the natural
-Increased employment enables the local tax income environment.
to increase so the local government/council can invest -Increased sewage pollutes seas and increases the risk
in schools, healthcare and social services. of diseases like typhoid.
-Residents in the host country can experience foreign -Polluted water damages marine habitats and aquatic
languages and a variety of cultures – this life.
increases cultural understanding. -Litter and rubbish spoil the appearance of areas.
-Local people can benefit from improvements in
infrastructure, e.g. electricity, roads and airports.
10. Define ecotourism. (Grade 1) Red Amber Green
Tourism involving responsible travel to natural areas, conserving the environment, and improving the well-being
of the local people. Its purpose may be to educate the traveller and directly benefit the economic development of
local communities,
11. Explain how ecotourism is sustainable. (Grade 5) Red Amber Green
Stewardship - Taking responsibility for looking after and caring for something on behalf of another person.
Sustainability - The ability to keep something going over time without harming people or the environment.
Sustainable tourism - A type of holiday that doesn't cause harm to people or the environment
12. Assess the impacts of ecotourism. (Grade 8) Red Amber Green
Positive impact of ecotourism on people Negative impact of ecotourism on the environment
• Ecotourism can provide local people with • Ecotourism is now a large industry and there are
employment opportunities, e.g. park rangers, not enough regulations to control how it is
cooks and cleaners in lodges. This employment operated.
provides an income which is often higher than • The destruction of local resources to make room
they would receive from selling their crops. for ecotourism is a problem, e.g. trees felled to
• Education is improved as locals are trained make lodges for tourists.
as wildlife guides, improving their family's • Natural resources are destroyed to
standard of living and lifestyle. make souvenirs.
• Local communities can earn extra income from • Rare species are hunted down to use as tourist
the creation of handicrafts which they can sell to attractions.
tourists. • Destruction of natural features, e.g. overused
• Ecotourism fosters respect for local cultures and tracks lead to soil erosion and damage to
the environment and increases the awareness of vegetation.
conservation. • There is a real danger of some areas becoming
• Teachers who have taken part in ecotourism trips overused.
can teach young people to realise the importance • Tourist hotels sometimes dump waste into rivers
of the principles and practices of ecotourism, causing water
promoting cultural understanding and
environmental awareness.
HOME LEARNING TASKS

Read the key terms and meanings associated with tourism - Global tourism - National 4 Geography
Revision - BBC Bitesize
Go to this website and read about eco-tourism Ecotourism - Global tourism - National 4 Geography
Revision - BBC Bitesize
Go to Tourism in the UK national parks - Global tourism - National 4 Geography Revision - BBC Bitesize
and read about the Lake District National Park
Read about trends on tourism trends - Global tourism - National 4 Geography Revision - BBC Bitesize
Have a go at the Global Tourism quiz – test your knowledge and understanding
Global tourism test questions - National 4 Geography Revision - BBC Bitesize
Listen to this Podcast The end of tourism? – podcast | Travel | The Guardian and consider the future
for tourism
34
HISTORY
Exploring the American Civil rights movement. Exploring Stonewall and the origins of the Pride
movement. Women’s rights and the Equal Pay Act.
Prior Learning Links History – Y7 T5 - Slave Trade. Future Learning Links Sociology – Y9 T2 -
English – Y8 T3 – Protest Poetry, Religious Sex/Race and Gender, Cultural Capital
Education – Y8 T1 – Discrimination, Y8 T6 – Social Reading – Y9 T3 & T4 - To Kill a Mocking Bird
Justice.
KEY VOCABULARY
KEY TERM DEFINITION
Segregation Black Americans were forced to use different facilities to White Americans.
Civil Rights Campaign for Black Americans to receive equal rights.
Liberation To free a group of people so they have the same rights as others.
1. Describe features of segregation in America. (Grade 1-3) Red Amber Green

• After the USA abolished slavery in 1864 Black Americans continued to be persecuted through enforced
segregation giving them less access to housing, education and opportunities
• The Jim Crow laws segregated schools, parks, theatres, cinema and prisons. There were separate waiting
rooms and toilets in public buildings.
2. Explain the actions of the Civil Rights movement. (Grade 3-5) Red Amber Green
• During the 1950s-60s the Civil Rights movement in the USA campaigned for equal rights for Black Americans
and to end segregation. Many people in the civil rights movement made use of direct action to try and
achieve their aims for equality.
• Direct action is a form of public protest that includes lots of different methods, such as marches, boycotts,
strikes, sit-ins and demonstrations.
• Members of the civil rights movement took direct action in the hope that it would draw people’s attention to
their struggle for equality, and have an impact that people in power could not ignore.
• An example of direct action would be Rosa Parks refusing to give up her seat on a bus to a white person and
the subsequent bus boycott.
3. Compare the actions of Martin Luther King and Malcom X. (Grade 1-4) Red Amber Green
• Martin Luther King Jr was a Christian Baptist minister and • Not everyone supported Martin Luther King’s
a leading member of the civil rights movement. In 1955, peaceful protest methods. Malcolm X
he became well-known as a leader of the Montgomery campaigned for civil rights through speeches
bus boycott. and protests, but also believed that it may
• Dr King believed that non-violent direct action was the sometimes be necessary to use violence as
best approach to pressuring the government for civil part of the campaign
rights reforms • In April 1964, Malcolm made his most
• In 1963, King led the Washington March for Jobs and famous speech, ‘The Ballot or the Bullet’.
Freedom. He stood in front of the Lincoln Memorial in • In February 1965, Malcolm was assassinated.
Washington D.C. and delivered his famous ‘I Have a
Dream’ speech to a crowd of 250,000 people. Many
historians believe that this speech played a key part in
pressuring the government to pass the Civil Rights Act of
1964
• In April 1968, King travelled to Memphis to support
striking workers. On 4 April 1968, King was assassinated
on his hotel balcony.
4. Analyse the importance of the Civil Rights Movement. (Grade 4-7) Red Amber Green
• The Civil Rights Act made it illegal for someone to be discriminated against in the workplace on the basis of
their skin colour. Segregation in public spaces, such as parks and cinemas, was also banned. The 1965 Voting
Rights Act outlawed discrimination that prevented Black Americans from voting. It banned the requirement
for a literacy test.
35
• In 1968, President Johnson signed a further Civil Rights Act, a week after Martin Luther King’s assassination.
Also known as the Fair Housing Act, this banned discrimination in owning or renting houses on the basis of
race
5. Explain the causes and consequences of the Stonewall riots. (Grade 4-6) Red Amber Green
Causes Events Consequences
The gay community experienced significant • The Stonewall Inn, • After the riots existing gay
discrimination in America. New York, was a bar activist groups, such as the
• The American Psychiatric Association listed that welcomed gay Gay Activists Alliance (GAA)
homosexuality as a form of mental disorder. men, lesbians and and Gay Liberation Front (GLF),
• Homosexuality was illegal in 49 of 50 states. transgender people. come together to hold
Illinois became the first state to • When the police protests in Washington.
decriminalise homosexuality, in 1961. raided the Stonewall • In 1970, a year after the
• In 1953, President Dwight D Eisenhower Inn on 28 June, they Stonewall riots, the first ever
signed an order to ban gay people from arrested several Gay Pride marches were held
working in the federal government. people for not in New York and Los Angeles.
• Until 1966, when Lyndon B Johnson was wearing at least three • Over the next couple of years
president, it was illegal for gay people to items of 'gender- the Pride movement spread
gather in groups. Bars refused to serve gay appropriate' clothing. across the USA raising
people drinks as the law deemed them to • A crowd gathered to awareness of gay rights.
be disorderly. protest the arrests • The first Pride protest in the
• Gay people in the US military could lose and attacked the UK was in 1972
their jobs if their sexual orientation was police officers. • In 1973, the American
made public. • The protest lasted for Psychiatric Association
• The New York Police Department arrested 5 days 4 police removed homosexuality from
over 50,000 gay men between the 1920s officers were hurt its list of recognised mental
and the 1960s. This increased anger in the and 13 protesters illnesses.
gay community. were arrested.
6. Analysis the impact of the pride movement. (Grade 3-5) Red Amber Green
• In San Francisco the Gay pride flag was designed by Gilbert Baker on the request of Harvey Milk, the first
openly gay man elected into government in the USA.
• In 1988 the UK’s conservative government bough in Section 28 which banned mentioning homosexuality in
schools and libraries. Gay people who worked in schools had to hide their sexuality and books by gay authors
were banned from school and public libraries. Pride protested against this. Section 28 was abolished in 2003.
• In the 1990s the AIDS epidemic turned pride into a protest not just for equality but for funding research into a
fatal disease and reflect on the lives lost.
• Pride in most cases now is a celebration of a wide range of identities, however homosexuality is still illegal in
69 countries, Pride marches happen in some of these countries and people risk their lives to attend and
protest against their treatment.
7. Explain causes of the women’s liberation movement. (Grade 3-5) Red Amber Green
• The suffragette movement started in the late 1800s campaigning for women's right to vote amongst other
things. In 1878 women were allowed to attend university for the first time.
• During World War One and World War Two women had stepped up to take on male jobs to help Britain to
victory. However despite earning the right to vote in 1919 and the right to attend Oxford and Cambridge
Universities in 1920 and 1948 respectively little changed.
• Second Wave feminism began in the 1960s following a book by Betty Friedan called The Feminine Mystique
which talked about how unhappy women were with the restrictions on them.
• Women earnt less than men in equivalent jobs, it was virtually impossible for women to progress in the
workplace. Women were expected to give up work when they married to care for their husbands and
children. There was little protection from sexual harassment and domestic violence. Often if women tried to
36
divorce their husbands they could lose access to their children. Women weren’t even allowed to run
marathons or play league football.
8. Explain causes of the strikes in Ford Dagenham. (Grade 3-5) Red Amber Green
• In the Ford car factory in Dagenham East London women machinists who made the car seats were paid as
unskilled workers. This is despite having to pass a skills test in order to be employed in the role.
• This meant they received 15% less pay than the men working in the factory.
• The women went on strike for 3 weeks, costing Ford Motors £117 million.
• In June 1968 the 187 women travelled to London to protest and met with MP Barbara Castle, the Employment
Secretary.
• They made a deal to end the strike and this led to the Equal Pay Act of 1970 which states that men and
women should get paid the same rate for the same or broadly similar jobs.
9. Analyse the importance of the Equal Pay Act. (Grade 4-6) Red Amber Green
• The Equal Pay Act 1970 was the first piece of UK law which ensured equality of pay between men and women.
It continues to be an important part the Equality Act 2010.
• It led to other laws being introduced like the Sex Discrimination Act 1975 which made it illegal to treat people
differently within the workplace based on their sex.
• It allowed women to earn more and therefore become more independent.
• Despite these laws for every £1 a man earns in 2024 a women only earns 91p. However the gap has been
slowly closing 5 years ago it was 80p to the £1.
10. Analyse the impact of protest on the modern world. (Grade 4-8) Red Amber Green
• Protest has brought injustice and inequality into the public eye and sparked debate.
• It has put pressure on the government to change unfair laws and introduce laws that protect women and
minority groups.
11. Use primary and secondary sources to infer information to support understanding Red Amber Green
of the Civil Rights Movement, Pride movement, Women’s liberation movement.
(Grade 3-6)
12. Evaluate the reliability and usefulness of primary and secondary sources in their Red Amber Green
depiction of the Civil Rights Movement, Pride Movement and Women’s Liberation
Movement. (Grade 4-8)
HOME LEARNING TASKS

Read Through My Eyes by Ruby Bridges about growing up during segregation.
Watch The University of Law and so much more (youtube.com) about how the Stonewall Riots started
the Pride Movement.
Watch Made in Dagenham about the strike at Ford Dagenham
Read Kathrine Switzer: First woman to officially run Boston Marathon on the iconic moment she was
attacked by the race organiser | Athletics News | Sky Sports
37
MATHEMATICS
Unit 9 Straight line graphs
Prior Learning Links Y7 Unit 8. Future Learning Links Y10 Units 2, 8 & 9.
KEY VOCABULARY
KEY TERM DEFINITION
Gradient How steep a line is.
y-intercept Where the line crosses the y-axis.
Parallel Lines Two lines with the same gradient.
1. Plot and read x and y coordinates in all four quadrants. (Grade 3) Red Amber Green
Written in pairs. The first term is the x-coordinate (movement across). The second term is the y-coordinate
(movement up or down)
2. Solve simple problems on a coordinate grid. (Grade 3) Red Amber Green
3. Find the midpoint of two points & find the midpoint of two points and the Red Amber Green
endpoint when given the midpoint and one endpoint. (Grade 5/6)
Method 1: add the x coordinates and divide by 2, add the y
coordinates and divide by 2
Method 2: Sketch the line and find the values half way between the
two x and two y values.
4. Identify the equations of horizontal and vertical lines. (Grade 5/6) Red Amber Green
P is x = -4
Q is x = 5
R is y = -3
S is y = 1
5. Plot coordinated from a rule to generate a straight line. (Grade 5/6) Red Amber Green
6. Use a table of values to plot graphs of simple linear functions.
When using a table of values to plot graphs, you must substitute in the value of x to find the value of y.
For example; When x=-3 and we know that y =x+3, we do -3+3 = 0, so y=0.
7. Identify the y intercept of a linear graph from the equation and the graph. (Grade Red Amber Green
5/6)
The y intercept is where the line crosses the y-axis.
When using the formula y= mx + c, C is always the y intercept. Make sure you identify whether it is positive or
negative.
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Example 1; y = 2x + 4 (Y Intercept = +4)
Example 2; y = 4x – 6 (Y Intercept = -6)
8. Interpret the gradient of a linear graph and identify it from the equation. Red Amber Green
9. Identify the gradient of a linear graph from the equation of a graph. (Grade 7/8)
The gradient of a line is how steep it is.
𝑪𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒚 𝑹𝒊𝒔𝒆
Gradient = =
𝑪𝒉𝒂𝒏𝒈𝒆 𝒊𝒏 𝒙 𝑹𝒖𝒏
The gradient can be positive (sloping upwards) or negative (sloping downwards)
10. Identify the equation of a linear graph from the graph. Red Amber Green
11. Use the form y = mx + c to interpret the graph. (Grade 6/7)
HOME LEARNING TASKS

Watch MathsWatch videos and complete set task
Straight Line Graphs- Clip 96 Gradient of a Line- Clip 97
https://vle.mathswatch.co.uk/vle/
Use Pixl app https://mathsapp.pixl.org.uk/PMA2.html
Make revision flash cards
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MATHEMATICS
Unit 10 Percentages
Prior Learning Links Percentage, Fractions, Decimals, Future Learning Links
Place Value.
KEY VOCABULARY
KEY TERM DEFINITION EXAMPLE
Decimal A number with a decimal point in it. Can be 3.7, 0.94, −24.07
positive or negative.
Equivalent Fractions which represent the same value. 2 4 20 60
= = = 𝑒𝑡𝑐.
Fractions 5 10 50 150
Fraction of an Divide by the bottom, times by the top 2
Find 5 of £60
Amount 60 ÷ 5 = 12
12 × 2 = 24
Percentage Number of parts per 100. 31
31% means
100
1. Represent a fraction, decimal and percentage on a hundred grid. (Grade 2) Red Amber Green
A fraction, decimal and percentage can be

converted and shown on a hundred grid as
pictured here.
We can find a decimal if we divide a

percentage by 100.
We can find a fraction from a percentage by

adding a denominator of 100 underneath.
2. Compare fractions, decimals and percentage by finding the equivalent. (Grade 2) Red Amber Green
We can compare fractions,

decimals and percentages
by finding the equivalent.
3. Find the fraction of a quantity. (Grade 3) Red Amber Green

Divide the denominator and times the numerator 2
Find of £60
5
60 ÷ 5 = 12
12 × 2 = 24
4. Calculate a percentage of a quantity. (Grade 3) Red Amber Green
Finding 10% To find 10%, divide by 10 10% of £36 = 36÷10=£3.60
Finding 1% To find 1%, divide by 100 1% of £8 = 8÷100 = £0.08
To calculate a percentage of a quantity you can find easier percentages such as 1% or 10% to make it easier.
5. Perform percentage increase and decrease. (Grade 3) Red Amber Green
6. Calculate the percentage increase and decrease. (Grade 3) Red Amber Green
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Non-calculator: Find the percentage Increase 500 by 20% (Non Calc):
and add or subtract it from the original 10% of 500 = 50
Increase or amount. so 20% of 500 = 100
Decrease by a 500 + 100 = 600
Percentage Calculator: Find the percentage Decrease 800 by 17% (Calc):
multiplier and multiply. 100%-17%=83%
83% ÷ 100 = 0.83
0.83 800 = 664
7. Do calculations with percentages, decimals and fractions to solve problems. Red Amber Green
(Grade 3)
Fractions to Decimals Divide the numerator by the 3
= 3 ÷ 8 = 0.375
denominator using the bus stop 8
method.
Decimals to Fractions Write as a fraction over 10, 100 or 36 9
0.36 = =
1000 and simplify. 100 25
Percentages to Decimals Divide by 100 8% = 8 ÷ 100 = 0.08
8. Calculate simple interest. (Grade 3) Red Amber Green

Simple Interest Interest calculated as a £1000 invested for 3 years at 10% simple
percentage of the original interest.
amount. 10% of £1000 = £100
Interest = 3 × £100 = £300
HOME LEARNING TASKS

Watch MathsWatch videos and complete the interactive task.
Watch the clip – N1a, b and c and complete the assessment.
https://vle.mathswatch.co.uk/vle/
Watch this video on Fractions to Decimals:
https://corbettmaths.com/2012/08/19/percentages-to-decimals/
Complete these questions:
https://corbettmaths.com/wp-content/uploads/2013/02/percentages-to-decimals-pdf2.pdf
Watch this video on Percentages to Fractions:
https://corbettmaths.com/2012/08/20/percentages-to-fractions/
https://corbettmaths.com/wp-content/uploads/2018/09/Percentages-to-Fractions-pdf.pdf
Watch this video on Decimals to Fractions:
https://corbettmaths.com/2013/02/15/decimals-to-fractions/
https://corbettmaths.com/wp-content/uploads/2018/12/Decimals-to-Fractions-pdf.pdf
Watch this video on Decimals to Percentages:
https://corbettmaths.com/2012/08/19/decimals-to-percentages/
Try these questions:
https://corbettmaths.com/wp-content/uploads/2018/12/Decimals-to-Percentages-worksheet.pdf
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MUSIC
Ensemble Performance: What does it take to be in a band? A practical unit where all students
choose an instrument and form a class pop/rock band.
Prior Learning Links Y7 - Elements of Music, Y7 Future Learning Links Y9 – 11 Music
– Ensemble Performance, Y8 - Blues Music. Performance Skills.
KEY VOCABULARY
KEY TERM DEFINITION
Chord A collection of 3 or more notes played together
Semi-tone The distance between a note and the one immediately next to it. For example ‘C’ and ‘C#’
Root Note The first note or name of the chord. A root note of C major is C.
1. Perform a simple rhythmic part as part of a polyrhythmic ensemble or take part in Red Amber Green
a melodic performance with few recognisable aspects. (Grade 1)
2. Produce a performance with some recognisable aspects. (Grade 2) Red Amber Green
3. Produce a performance of a piece that is recognisable but contains a number of Red Amber Green
errors. (Grade 3)
4. Produce a performance of a piece with some sense of accuracy although errors may Red Amber Green
interrupt the flow. (Grade 4)
5. Perform without any major hitches attempting to use interpretive music skills at Red Amber Green
some more expressive moments of the music and although this may not be wholly
successful, your intentions will be clear. (Grade 5)
6. Produce a performance that is generally solid. Any errors will be minor and you will Red Amber Green
not let these detract from the overall performance.
Technical and interpretive music skills will, in the main, be secure, and you will use
these to create a performance that generally ‘fits the bill’. Knowledge and
understanding of stylistic requirements will be evident but not wholly clear. (Grade
6)
Dynamics - Adjusting how loud you play at appropriate points in the song will help you to communicate the
emotions of the music.
Phrasing - Phrasing is basically musical sentences. From the point of view of a singer, it can be as simple as
breathing in the right places and singing through the sentences. From the point of view of an instrumentalist, it is
more complicated; altering tone, tempo, dynamics, articulation, inflection, and other characteristics.
Articulation - This is the length of the notes and how they are linked. For example you may play through the notes
with no gaps between creating a continuous phrase or you may cut some of the notes shorter creating a snappier
performance. A combination of these will add character to your performance.
7. Demonstrate a positive approach to the rehearsal process, showing good time- Red Amber Green
management skills and appropriate behaviour in the rehearsal
room. (Grade 7)
8. Apply technical and interpretive music performance skills to create a confident and Red Amber Green
assured performance. There will be consistent application of the skills used
throughout the performance. Knowledge and understanding of stylistic
requirements will be clear. (Grade 7)
The style of music that you are performing will have a major impact on how you perform it. For example, a reggae
song sounds very different to a girl band ballad and recognising the differences in the performance requirements
and ensuring that you work within the required style will help to make your performance more believable.
9. Engage in rehearsals with purpose and energy. (Grade 8) Red Amber Green
10. Apply technical and interpretive music skills, performing with energy and Red Amber Green
commitment. Perform with flair and attention to detail to producing a fluent,
coherent, successful and stylish performance. (Grade 8-9)
11. Use the rehearsal process as a framework to explore and develop your work. Red Amber Green
Experiment imaginatively with a variety of creative ideas, taking on and using
guidance and direction to improve your work. (Grade 9)
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Understanding the style of the music is important to help you to play it correctly. It is not about just playing what
is on the page. Every genre has its own nuances which makes it different to another genre. Being able to play and
recognise these differences is what makes a strong musician.
HOME LEARNING TASKS

Visit https://www.ultimate-guitar.com/ to find the chords to your favourite song and try to play it.
Practise your part on your instrument at home.
Form a band and try to play one of the songs we have been practising.
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PHYSICAL EDUCATION
Pupils across Key Stage 3 will take part in two different physical education lessons. In Term 6 the
activities will be focused on summer sports such as athletics and striking and fielding. These will
develop team work, composition skills, co-ordination as well as developing confidence,
determination and perseverance.
Prior Learning Links Pupils are likely to have Future Learning Links Pupils across Key Stage
limited knowledge and understanding of the 3 will develop learning and performances
summer term sports so staff will concentrate on across a variety of different sporting areas.
the fundamental aspects before refining and Each term the sports will change to develop a
developing them in Y8 with extra levels of wider understanding of the different
challenge and difficulty. techniques.
KEY VOCABULARY
KEY TERM DEFINITION
Clean contact (S&F) The ability to hit a ball with power and accuracy (with consistency).
Pace The ability to maintain a running speed during the course of a race (e.g. 800m).
Throwing/jumping The ability to use explosive actions when either using upper or lower body in Athletics.
Feedback The information that is gathered from coach or teacher after a performance/skill.
Community The locality that we live in (for example Thanet Wanderers Rugby club).
Sprinting Explosive speed over a short distance (50-200m).
Replication When you are shown a performance of a skill/action and you then repeat it.
Heart rate This is measured in beats per minute to see how fit and effective your heart is.
1. I can demonstrate underarm throwing and catching with increased accuracy. Red Amber Green
(Grade 3)
To throw a ball using the underarm technique, begin by facing your target while
holding the ball in your dominant hand. Shift your body weight to centre over that
same-side leg. For example, if you’re throwing right-handed, you’ll put your weight on
your right toot. Swing the arm holding the ball back behind you and stride 12 inches
forward with the other foot so that you’re in a staggered stance. Your shoulders
should remain facing your target. Swing your arm forward, simultaneously transferring
your weight onto your lead foot and moving your free arm back slightly to help you
maintain balance. Release the ball once your hand is positioned between your waist and shoulder.
2. I can demonstrate overarm throwing/catching with increased accuracy. (Grade 3) Red Amber Green
Throwing arm swings forward keeping the elbow at least level with top
of throwing shoulder. The wrist should be outside the line of, and behind, the
elbow. Release the ball with both feet on the ground and the chest facing the
target. Swing the throwing arm through so that both arms end up behind the
opposite hip.
3. Show a good replication of skills across most athletic disciplines and applies a Red Amber Green
reasonable knowledge during performances. (Grade 3)
Each of the athletic disciplines require specific techniques. The athletic disciplines covered in the Term 5 and 6
lessons will be: Sprinting, Middle and long distance running, Long Jump, High Jump, Javelin, Shot Put
4. I am able to strike the ball when batting with increased accuracy when performed Red Amber Green
in isolation. (Grade 4)
Batting is one of the central aspects of the sport of cricket. It may look simple, but becoming a competent
batsman requires lots of hard work. Take some time to really focus on your stance, grip, and swing, along with
other basic cues. When it comes time to take the swing, watch the bowler closely to try to predict his angle of
delivery and keep your eye on the ball until you make contact. With enough practice, you can score more runs and
take your game to the next level.
5. I can work under pressure in a competitive situation to make sound fielding Red Amber Green
decisions. (Grade 6)
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When fielding it is essential that you set up the fielding roles and responsibilities so that all gaps have been filled.
By setting up an effective fielding formation, you will be able to limit the batting team to a lower score for their
innings.
6. I can make sound choices when I am batting with running around bases. (Grade 6) Red Amber Green
In both rounders and softball players will need to run quickly and effectively to achieve runs/points. When you are
running between bases it is essential that you show good awareness, apply good speed/agility and judgement.
Players need to concentrate for long periods of the game so they can spot weaknesses in their opponents.
7. To understand rules regarding throwing/landing across throwing events. (Grade 5) Red Amber Green
When performing in shot put and javelin lessons pupils need to be fully aware of the risk assessment put in place
and the health and safety rules to ensure all participants are able to perform safely. The throwing area will be set
up clearly for all pupils to see. Once pupils have thrown the implement (shot put or javelin) they must wait until
they have been instructed to collect their implement. Pupils must abide by the rules or will not be allowed to have
further involvement in the athletics lessons.
8. To understand factors that may affect the throwing of the javelin/shot. (Grade 6) Red Amber Green
The javelin is a very technical throwing event/activity. You must focus on the different aspects of the technique to
ensure you can successfully throw and achieve an improved distance/measurement. The technical aspects are:
• Stance (foot and body position), Grip, Concentration, Angle of release, Follow through.
9. I effectively recall types of fitness relevant for striking and fielding. (Grade 7) Red Amber Green
Striking and fielding activities require the ability to bowl, bat and field the ball. The different components of
fitness that are relevant to this are:
Co-ordination – linking more than one body part together (catching, batting and throwing success).
Power – the ability to throw or hit the ball long distances.
Speed and agility – movement between bases.
Reaction time – hitting the ball/catching with fluency, consistency and control.
10. To accurately replicate the technique for an effective high jump. (Grade 5) Red Amber Green
The high jump is one of the most technical events in athletics. To perform the high jump to a high standard
(successful) pupils will need to
break up the technique into sub
sections. The first aspect to focus
on is the run-up (angle and pace),
take-off, explosive jump, body
control (in motion) and the landing.
11. I can effectively demonstrate the principles of middle-distance running. (Grade 5) Red Amber Green
Middle distance running is a fundamental aspect of the athletic unit of work. Pupils need to be aware of pacing.
Pacing strategies in track and field are the varied strategies which runners use to distribute their energy
throughout a race. Optimal strategies exist and have been studied for the different events of track and field.
12. I evaluate my own performance and can offer improvements to both my own and Red Amber Green
others performance. (Grade 8-9)
Analysing your own strengths and weaknesses is essential when developing new skills/techniques. In athletics and
striking and fielding observations should be made so that strengths are praised and remembered and weaknesses
can then be worked on/developed. For example in the high jump event you may find a weakness in your take-off
so will have to adjust the run-up, change take-off foot, alter the techniques used. In a throwing event such as the
javelin you may realise that the tip of the javelin is not going into the ground. This means you will have to alter the
grip, body position, angle of release or possibly the follow through (all analysis may be performed by yourself or
your peers).
HOME LEARNING TASKS

Design a reciprocal teaching/coaching card for an athletic event of your choice.
In two striking and fielding describe your strengths and weaknesses in relation to your bowling, fielding
and batting techniques.
Watch the video below and make notes on rules and regulations of the sports for T5 and 6.
https://www.youtube.com/watch?v=6GklXr0hKaY https://www.youtube.com/watch?v=DwVYejPGS-k
45
RELIGIOUS EDUCATION
Equality and Justice: Human rights and social justice.
Prior Learning Links English – Y7 T3 – Poetry & Future Learning Links Y09-11 Paper 2 Theme F. A
Y8 T6 – Of Mice and Men, History – Y7 T5 – Health & Social Care – Y9 T4 – Welfare, English –
Enslaved Rights & Y8 T2 – Women’s Rights Y9 T6 - Identity
KEY VOCABULARY
KEY TERM DEFINITION
Human Rights Rights that are believed to belong to every person.
Social Justice Justice in terms of the distribution of wealth, opportunities, and privileges within a society.
Prejudice Having an opinion on different categories of people that is not based on reason or actual
experience.
Discrimination The unjust or prejudicial treatment of different categories of people
Racism Prejudice, discrimination, or antagonism directed against a person or people on the basis of
their membership of a particular racial or ethnic group
1. What are human rights? (Grade 4) Red Amber Green

• Human rights are rights that belong to every person.
• An example is the right to freedom and liberty. This right ensures that each person should be free from
something like slavery.
2. Define social justice. (Grade 4) Red Amber Green
• Social justice is justice of the opportunities, wealth and privileges within a society.
• For example, it aims for any person to have access to the opportunity to do any job.
3. What is racism? (Grade 4) Red Amber Green
• Racism is the unequal treatment of people of a different racial or ethnic group.
• This sometimes involves denying opportunities or access to wealth to those of different racial or ethnic
groups.
• But it can simply be abusing those people, or by being antagonistic toward them.
4. Give two examples of human rights. (Grade 4) Red Amber Green
• One example of human rights is the right to life. This right states that every person has the right to keep on
living, which means that things like murder are wrong.
• Another human right is the right to freedom of speech. This right states that each person has the right to
express their own opinion without censorship or legal penalty. However, this freedom of speech has to avoid
limiting the right to pursuit of happiness: which allows people to be happy and free from harm.
5. Explain a religious belief about racism. (Grade 5) Red Amber Green
• Most religions are clear that racism is wrong. Both the Bible and the Qur’an stress that all people are equal in
the eyes of God.
• If God sees everyone as equal, then it would be absolutely wrong for people to view others as unequal.
6. What do religions say about equality? (Grade 6) Red Amber Green
• Christianity and Islam believe that all people are equal.
• Christians and Muslims also believe that all people descended from Adam and Eve. This common ancestry
means that there is equality. There is no difference in the source of different racial groups’ heritage, so all
must be equal.
7. Explain why some people have fewer opportunities than others. (Grade 6) Red Amber Green
Some people have fewer opportunities than others because of discrimination. Some people are not able to access
the same opportunities because they are of a different racial or ethnic group, and the people who grant access to
those opportunities deny them this access. For example, an employer might not accept Black people’s
applications.
8. Do you agree that human rights are protected in the UK? (Grade 8) Red Amber Green
Yes No
The UK has a law that ensures that human rights are In the UK, there are still inequalities. People of minority
observed. Any issues with human rights can be taken to ethnic and racial groups do not have access to the same
46
court and decided on by a judge. This allows people to opportunities that the wealthier white people do. We
have confidence that their rights are protected. cannot say that our human rights are fully protected
where there is no equality.
9. Do you think that we can ever get rid of racism? (Grade 8) Red Amber Green
Yes No
Attitudes to racism have shifted massively in the past Racism exists beyond the clear aggression that we
50 years. We can continue to see this trend developing, sometimes think it is. It exists within the prejudices of
with young people showing more and more tolerance people, their unconscious bias, and within the wider
to other racial and ethnic groups. society.
10. ‘Everyone should look after the poor’. Discuss. (Grade 6-9) Red Amber Green
Yes No
• Yes. The rich in society take advantages of the • Each person should be responsible for their own
inequality to get richer and make sure they stay wellbeing. This includes their financial wellbeing. It
rich. They need to acknowledge this by looking after is not the responsibility of the rich to start giving
the poor. away their money to the poor.
• The fewer people in poverty, the better the overall • Poor people have made poor choices, which has led
society. We should try to avoid anyone falling into them to where they are. They need to help
poverty. themselves.
11. ‘All people should be treated as equal’. Discuss. (Grade 6-9) Red Amber Green
For Against
Each person has unique Religious people would argue Each person has unique People have different
talents, and to that this is true because God talents, and to treat interests and skills. It
discriminate and deny created everyone equally, everyone equally (the makes no sense to treat
people opportunities and everyone is equal in the same) denies them the people equally. Rather,
because of their eyes of God. opportunity to show these we should treat people
physical characteristics unique talents. relevant to their abilities,
is wrong. interests and skills.
HOME LEARNING TASKS

Read the BBC Bitesize page on Wealth and Inequality and answer the questions.
Watch the YouTube video on gender equality.
Watch the YouTube video on wealth inequality in the UK.
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SCIENCE
Working Scientifically.
Prior Learning Links All Science units. Future Learning Links Required practical’s in KS4.
KEY VOCABULARY
KEY TERM DEFINITION
Variable A factor that can be changed in an experiment.
Hypothesis An educated guess as to what will happen during your experiment.
Method A description of how an experiment should be done, often written as a list of instructions.
Conclusion A judgment or decision you come to - the final idea after considering the information provided.
1. Identify the variables of an investigation. (Grade 4) Red Amber Green

A variable is a factor that can be changed in an experiment.
There are three types of variable:
Independent - a variable that is changed during an experiment.
Dependent - a variable that is measured or tested during an experiment. This
depends on the independent variable.
Control - a variable, other than the independent variable, that could affect the
dependent variable.
2. Explain why there are different variables in an investigation. (Grade 5) Red Amber Green
Identifying control variables, independent and dependent variables is important in making experiments fair.
Knowing about variables can help you make scientific predictions and test them.
3. Plan a suitable method for an investigation. (Grade 5) Red Amber Green
Scientists need to be able to clearly show how they carry out experiments and what they find out. When this is
done properly, other scientists can check their work to find strengths and weaknesses with the experiment.
A method describes how an experiment is carried out. It should contain a set of written instructions with numbers
or letters to show the order in which the steps are carried out.
A diagram can be included to show how the experiment should look when it’s set up.
Each step should describe one action during the experiment. The
Apparatus used should be described, using scientific terms. Everything that was done to complete the whole
experiment should be listed in the method, so somebody else could follow it and get a similar outcome.
4. Collect and present data in an accurate way. (Grade 5) Red Amber Green
Types of data: In science, investigations involve the collection of data. The data collected can be qualitative or
quantitative. Data collected can be:
Continuous - numeric data can have any value within a range. Examples include time, height and temperature.
Discrete- numeric data that can only have certain values. Examples include shoe size, number of people in a room
and the number of marks on a test.
Categoric - the data are words. Examples include colour such as ‘red’ or ‘blue’, and how an object feels like, e.g.:
‘rough’ or ‘smooth’.
Drawing a graph with your data:
You should draw your graph with a pencil. You should also use a ruler.
Label each axis. Include the units.
Label the axis with an appropriate scale. The scale should cover as much of the graph as possible.
Draw plot points with an x.
5. Analyse data collected during an investigation. (Grade 7) Red Amber Green
After a scientific method has been followed through, data is analysed to see if it matches the prediction and
check if the hypothesis seems correct.
Once data has been collected, displaying it in a chart or a graph helps to spot patterns. The pattern, if there is one,
will show how the independent variable has affected the dependent variable.
After analysing the data, you can draw a conclusion.
A conclusion says what has been found out during an investigation. A good conclusion does the following:
• Fully describes the relationship between variables.
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• Links the findings back to the hypothesis.
• Explains findings using scientific knowledge and understanding.
6. Evaluate steps taken during an investigation to improve results. (Grade 8) Red Amber Green
Some ways to improve the results of a scientific investigation are:
• Making repeated measurements of chemicals being used
• Increasing sample size
• Randomizing samples
• Repeating experiments and calculating means
HOME LEARNING TASKS

Learn the 3 variables in experiments by watching this: Scientific Variables (youtube.com)
Learn all about working scientifically here: Working scientifically - KS3 Biology - BBC Bitesize
Test your experiment planning skills here: Planning an experiment - Working scientifically - KS3 Science
- BBC Bitesize
49
SPANISH
Revision Recalling and re-using all previous vocabulary to demonstrate mastery of what I have
learnt this year.
Prior Learning Links Y7 T1-5 - Introducing myself, Future Learning Links Y9 T2 – Weekend
discussing family members and pets and saying activities, Y9 T4 – Making plans, Y9 T5 – A
where I live, Y8 T1 – Discussing jobs, Y8 T2 – typical day, Y10 T1 & 2 – GCSE Theme 1, Y10
Discussing food, Y8 T3 – Discussing what you wear T5 – GCSE Theme 2, Y11 T2 – GCSE Theme 3.
and when, Y8 T4 – Discussing freetime activities.
1. I can say what jobs members of my family do and give their opinion about the job. Red Amber Green
(Grade 1)
2. I can give information about what foods and drink I like or dislike and why. (Grade Red Amber Green
2)
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3. I can say what foods and drink I have at different meal times. (Grade 3) Red Amber Green
Desayuno – for breakfast I have
Como – for lunch I have
Ceno – for dinner I have
Bebo – I drink
4. I can talk about the clothes and accessories that I wear and when I wear them with Red Amber Green
descriptions. (Grade 4)
5. I can give information about what clothes other people wear or have as well as Red Amber Green
myself. (Grade 5)
6. I can say what sports I play or activities I do and when I do them (Blue). (Grade 6) Red Amber Green
7. I can say where I go at different times (Green). (Grade 7) Red Amber Green
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8. I can give information about what I or other people do when it’s different weather. Red Amber Green
(Grade 8)
9. I can recall prior learning about pets. (Grade 8) Red Amber Green
10. I can say what activities I will do next weekend. (Grade 9) Red Amber Green
Voy a jugar – I am going to play
Voy a hacer – I am going to do
Voy a ir – I am going to go
Va a jugar – he/she is going to play
Va a hacer – he/she is going to do
Va a ir – he /she is going to go
11. I can develop a conversation in Spanish by responding spontaneously and fluently Red Amber Green
to the following questions. (Grade 9)
¿Cómo estás? – how are you?
¿Dónde vives? – where do you live?
¿Con quién vives? – who do you live with?
¿Te gustaría tener una serpiente en el futuro? – would you like to have a snake in the future?
¿Te llevas bien con tu madre/padre? – do you get along well with your mum/dad?
¿Qué trabajo hace tu madre? - what job does your mum do?
¿Cuál es tu comida preferida? – what is your favourite food?
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¿Qué desayunas o cenas? – what do you eat or drink?
¿Qué haces en tu tiempo libre? – what do you do in your free time?
¿Cuál es tu deporte favorito? – what is your favourite sport?
¿Con qué frequencia juegas al ajedrez? – how often do you play chess?
¿Qué ropa llevas cuando sales con tus amigos? – what clothes do you wear when you go out with friends?
¿Qué llevas en la playa? – what clothes do you wear on the beach?
HOME LEARNING TASKS

Memorise 8 different pets
Create a revision guide for sports
Create a dialogue about free time activities
Create a revision guide for jobs
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PERSONAL DEVELOPMENT
PSHE Bitesize Sessions: Theme – Resilience
Understand the term ‘Growth mindset’ and identify why how this can be beneficial.
PSHE Dropdown Sessions
Develop an awareness of ways to remain safe online.
Develop an understanding of digital literacy and develop skills to assess media reliability.
Prior Learning Links Y7 Students will have covered Future Learning Links Y9 students will learn about the
online friendships and ways to remain safe within impact of online presence on employability. Y10 will
these. look at the risk of extremism online.
KEY VOCABULARY
KEY TERM DEFINITION
Resilience The capacity to withstand or to recover quickly from difficulties.
1. What is growth mindset? Red Amber Green

People with a growth mindset believe that their most basic abilities can be developed through dedication
and hard work.
2. How do you already demonstrate a growth mindset? Red Amber Green

The ability to adapt well in the face of adversity, trauma, tragedy, threats and significant stress – such as family
and relationship problems and serious health problems etc. It means “bouncing back” from difficult experiences.
3. What are the benefits of having a growth mindset? Red Amber Green
• Enjoy life and try new things • See setbacks as useful
• Improve yourself insight and self esteem • Enjoy putting in time and effort
• Never feel stupid when you are learning
4. What would you say are your strengths and weaknesses? Red Amber Green
Weaknesses Strength
Procrastination Enthusiasm
Self-criticism Creativity
Fear of public speaking Patience
5. Is it normal to have a weakness? Red Amber Green
It is normal to have weaknesses. It is important to identify your weaknesses and work on these so they can
become strengths.
6. Do you think addressing your weakness is a part of resilience? Red Amber Green
Resilience is the ability to face setbacks, unforeseen events, obstacles and failures without allowing them to
dominate, derail or destroy your life. It is not about being unaffected by stress or pressure; it is about recognising
when you are affected by it and having coping strategies to manage it.
7. Identify three unsafe online behaviours Red Amber Green
Accepting friend requests from Sharing your location regularly. Using easily guessed passwords for
strangers. Opening unknown links a number of sites.
Not using a passcode. Oversharing images.
8. Can you identify examples of online grooming? Red Amber Green
Asking you to keep things secret. Giving you gifts or compliments.
Trying to find out things about you that you have Making you feel isolated.
shared willingly. Threatening you.
Sending you sexual messages or images. Things are too good to be true.
9. What does the law say about teenage use of social media? Red Amber Green
Most social media sites have an age restriction of 13+.
Online services are not allowed to collect or store children's personal information if they are under the age of 13,
due to data protection laws.
54
10. How would you make an informed decision on the reliability of an online Red Amber Green
information source?
The story – what are they trying to say? Is it an ad or a joke?
The author – is it someone's opinion or a fact?
The website – are there spelling or grammar mistakes?
The date – is the story recent or old?
11. Can you describe a way to use the internet responsibly? Red Amber Green
•
12. What are age restrictions used for? Red Amber Green
Age restrictions act as a guideline for who should use a game, based on the content included. This helps to protect
young people from inappropriate content for their age, such as swearing, violence or sexual activity.
HOME LEARNING TASKS

Students will complete their 2 activities on PIXL
Take the fake news quiz – can you identify fake news? Lesson 1: Real versus fake news - BBC Teach
55

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KNOWLEDGE

How do you use a 3-4

Cooking & Nutrition 11-12

Physical Education 44-45

Religious Education 46-47

Personal Development 54-55

 English 1: Skulduggery Pleasant by Derek Landy

1. Identify the role of a graphic designer/illustrator. (Grade 3) Red Amber Green

HOME LEARNING TASKS

1. What is a user interface. (Grade 3) Red Amber Green

HOME LEARNING TASKS

HOME LEARNING TASKS

HOME LEARNING TASKS

HOME LEARNING TASKS

KEY VOCABULARY KEY METHODS

HOME LEARNING TASKS

HOME LEARNING TASKS

1. Define tourism. (Grade 1) Red Amber Green

6. Describe the location of South Africa. (Grade 3) Red Amber Green

HOME LEARNING TASKS

1. Describe features of segregation in America. (Grade 1-3) Red Amber Green

HOME LEARNING TASKS

HOME LEARNING TASKS

A fraction, decimal and percentage can be

We can find a decimal if we divide a

We can find a fraction from a percentage by

We can compare fractions,

3. Find the fraction of a quantity. (Grade 3) Red Amber Green

8. Calculate simple interest. (Grade 3) Red Amber Green

HOME LEARNING TASKS

HOME LEARNING TASKS

HOME LEARNING TASKS

1. What are human rights? (Grade 4) Red Amber Green

HOME LEARNING TASKS

1. Identify the variables of an investigation. (Grade 4) Red Amber Green

HOME LEARNING TASKS

HOME LEARNING TASKS

1. What is growth mindset? Red Amber Green

2. How do you already demonstrate a growth mindset? Red Amber Green

HOME LEARNING TASKS

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