Y10 Knowledge Organiser

Y10 Knowledge
Organiser 2

END OF YEAR ASSESSMENTS
February to July 2020

Name:
Tutor Group:
Tutor & Room:

“If you are not willing to learn, no one can help you. 1
If you are determined to learn, no one can stop you.”

Contents

1. Your Knowledge Organiser and Self-Quizzing Book 26. German Key words
Nazi Control and Dictatorship
2. How do I complete Knowledge Organiser homeworks? 27. History Life in Nazi Germany 
Key words
3. KBA Literacy Whole school literacy fundamentals 28. History Key words
Probability
4. KBA Literacy Whole school literacy fundamentals 29. ICT Simplify, Expand and Rationalise
Statistics
5. Art & Design Colour theory 30. ICT Film
Musical Forms and Devices
6. Art & Design Key terms 31. Maths Music for Ensemble
Fitness for sport and exercise
7. Art & Design Key terms 32. Maths Fitness for sport and exercise
Cardiac values
8. Art & Design Key terms 33. Maths Aerobic & anaerobic exercise
Christianity
9. Business Studies Enterprise 34. Music Christianity & Buddhism
Buddhism
10. Business Studies Enterprise 35. Music AQA GCSE Sociology
AQA GCSE Sociology
11. Computing Key terms 36. Music Biology
Chemistry
12. Computing Key terms 37. PE BTEC Physics
Role play
13. Drama Performance Styles 38. PE BTEC Key words

14. Drama Performance Styles 39. PE GCSE

15. English Language Explorations in Creative Reading 40. PE GCSE

16. English Language Writers’ Viewpoints and Perspectives 41. PRE

17. English Literature Dickens’ A Christmas Carol 42. PRE

18. English Literature Priestley’s “An Inspector Calls” 43. PRE

19. English Literature Themes & Tones 44. Sociology

20. English Literature Themes & Tones 45. Sociology

21. French Role play 46. Science

22. French Key words 47. Science

23. Geography Coastal processes 48. Science

24. Geography Hydrographs 49. Spanish

25. German Role play 50. Spanish

2

Your Knowledge Organiser You must bring your Knowledge
and Self-Quizzing Book Organiser and Self-Quizzing Book
to every lesson and place it on
Y10 Knowledge Knowledge Organisers
Organiser 2 your desk at the beginning of
Knowledge Organisers contain critical, each lesson.
END OF YEAR ASSESSMENTS fundamental knowledge that you MUST
February to July 2020 know in order to be successful in Year 10 and You must keep all of your
subsequent years. Knowledge Organisers and
Name: Self Quizzing Books because
Tutor Group: They will help you recap, revisit and revise the fundamental knowledge
Tutor & Room: what you have learnt in lessons in order to required in Year 10 will also be
move the knowledge within from your short-
“If you are not willing to learn, no one can help you. term memory to long-term memory. required in year 11.
If you are determined to learn, no one can stop you.”
1 Knowledge Organisers are
NOT a replacement for revision

guides but they include the
fundamental knowledge that
ALL students in Year 10 require.

Self-Quizzing Book

This is the book that all Knowledge Organiser
homework is to be completed in.

You must follow the simple rules as to how they
are to be used.

01

How do I complete Knowledge Organiser homeworks?

You will be set a MINIMUM of 2 Knowledge Organiser homeworks in every subject each half term

STEP 1 STEP 2 STEP 3

Check SMHW and identify what words/ Write today’s date and the title from your Write out the keywords/definitions/facts you
definitions/facts you have been asked to Knowledge Organiser. have been set from SMHW in FULL.

learn.

STEP 4 STEP 5 STEP 6
Cover the definitions in your SELF-QUIZZING
BOOK, apart from the first. Read it, Cover it, Cover up ALL the definitions/facts and write Check your answers and correct where
Say it in your head, check it… REPEAT until them out from memory in your required. Repeat Steps 4 to 6 until you are
SELF-QUIZZING BOOK.
confident. confident.

You will be tested on the words/definitions/
facts as a starter activity in your lesson on

the day that the homework is due.

This will be completed in your normal
exercise book and you will mark it in class.

02

Can I write in paragraphs? I am proud of my work because... Can I use different sentence types?

The TIPTOP rule • I have written clearly so that my reader Simple sentences: Contains a subject and a verb
can understand my writing easily. and can contain an object
You move onto a new paragraph when you • Sarah likes to read in the library.
change Time, Place, Topic or Person. • I have checked my spelling and • Tom enjoys reading at home.
corrected any errors.
1. I always start an essay with an introduction Compound sentences: Joins two simple sentences
which addresses the question. • I have used full sentences with a subject using the connectives: for, and, nor, but, or, yet, so.
2. I finish an essay with a conclusion to and a verb. • Sarah likes to read in the library but Tom
summarise the main points of my argument prefers to read at home.
and to address the question again. • I have used correct punctuation and
3. I use connectives in each paragraph to link grammar. Complex sentences: A complex sentence contains
my ideas and to put them in a logical order. a conjunction such as because, since, after,
• I have paragraphed my work using TIPTOP. although, or when.
• Because Robert felt tired, he only studied for
• My writing is suitable for the person I am an hour.
writing for. • Although the rain had stopped, the pitch was still
water-logged.
Furthermore But Meanwhile Can I spell familiar words accurately? • Paul enjoys Music, however, he is more
Whereas Since Nonetheless proficient in Art.
Common contractions
Nevertheless Yet However Homophones
Alternatively Therefore Although We must use an apostrophe to replace any letter(s)
Consequently Moreover we have left out.
Besides

Have I used the correct grammar? 11 o’clock How’s They’d Where’ll I have checked that I have not mixed up my
homophones.
I am aware that I must use language that is Aren’t I’d They’ll Where’s
appropriate to my reader.
Can’t I’ll They’re Who’d Affect/effect One/won
• No slang that lesson was bangin’
• No informal language I’m gonna do my Couldn’t I’m Wasn’t Who’ll Bare/bear Passed/past
homework now
Didn’t Isn’t We’d Who’s Brake/break Peace/piece
Other things to consider:
I am clear about the purpose of this Doesn’t It’d We’ll Why’d Buy/by Practice (n)/
piece of writing
I know who my audience is Don’t It’ll We’re Why’ll For/four Practise (v)
I will use a suitable layout and text type
Hadn’t It’s Weren’t Why’s Flour/flower Read/red
Literacy Fundamentals
1 of 2 Hasn’t Mightn’t What’d Won’t Grate/great Sea/see

Haven’t Mustn’t What’ll Wouldn’t Hair/hare Sight/site

He’d Shan’t What’s You’d Hole/whole Son/sun

He’ll She’d When’d You’ll Hour/our To/too/two

He’s She’ll When’ll You’re Knight/night Wait/weight

How’d She’s When’s Know/no Weak/week

How’ll Shouldn’t Where’d Meat/meet Wear/where

03

Basics: Can I use punctuation? Apostrophe for Possession

• Every sentence must start with a capital letter. The Apostrophe (To show that something belongs to another)

• Every sentence must finish with some form of I always aim to use apostrophes correctly. If a single thing/person owns anything,
punctuation: .?! There are two main reasons why we use apostrophes: for add an apostrophe + ‘s’.

• Proper nouns need capital letters. These are possession and to replace a letter or letters • The dog’s bone
unique people, places or things e.g. there are • The boy’s homework
many cities so ‘city’ doesn’t take a capital Note: Apostrophes are NEVER used to denote plurals • Jones’s bakery
letter. However there is only one London, • Yesterday’s lesson
therefore it takes a capital letter. Full stop . Indicates that a sentence has
Comma finished However, if it is plural (more than one), an
• When writing titles of works such as books, Question mark apostrophe comes after the ‘s’.

films or plays: indicates a slight pause in a • The dogs’ bones
• The boys’ homework
• Capitalise the first word , sentence, separates clauses in • Joneses’ bakeries (lots of Jones families)
a complex sentence and items • Many websites’ content is educational
• Capitalise any main/important words
in a list There/their/they’re

• Don’t capitalise minor words such as Note: special care must be taken over the use of
there, their and they’re as they sound the same but
‘and’, ‘of’ or ‘the’ e.g. The Sound of ? goes at the end of a question are used quite differently:
• There shows position Your seat is over there
Music, The Wizard of Oz, Harry Potter goes at the end of a dramatic • Their shows that ‘they’ own something Their blazers
are navy blue
and the Goblet of Fire Exclamation ! sentence to show surprise or • They’re is short for they are as in They’re revising
mark every day
• When writing speech: shock
Go to a new line when a different Its
person speaks e.g. “Good morning” Apostrophe ‘ shows that letter(s) have been
left out or indicates possession Note: its, which shows that something owns something
said the Headteacher. (like our, his etc), does not take an apostrophe: the
indicate direct speech, the dog ate its bone and we ate our dinner.
“It’s the afternoon!” replied the student.
Each person’s speech is marked with Speech marks “” exact words spoken or being Your/you’re
speech marks e.g. “Walk on the left”
quoted Note: special care must be taken over the use of your
said Mr Mathews. and you’re as they sound the same but are used quite
Colon : introduces a list, a statement or differently:
a quote in a sentence • Your is possessive as in this is your pen
• You’re is short for you are as in you’re coming over
Can I spell accurately? Semicolon separates two sentences to my house

; that are related and of equal

importance

1. Sound out the word 6. Look it up in a dictionary/ Dash / hyphen - separates extra information
2. Think about how it looks spellchecker from the main clause by
3. Think about a similar word holding words apart
4. Is there a memory sentence 7. Ask a friend or teacher
for this word? (e.g. big Brackets can be used like dashes, they
elephants cannot always 8. To learn it: look, cover, write,
use small exits) check () separate off extra information
5. Find the word in a list –
• Key words list 9. Once you’ve solved it, add from the main clause
• Frequently used words list the correct spelling to your
• Your own word bank own word bank. Ellipsis to show a passage of time, to

... hook the reader in and create

suspense

Literacy Fundamentals
2 of 2

04

Fine Art, 3D Design & Photography
1 of 4

1. The Formal Elements Additional Key Words 3. Colour Theory

• Line: Defines shape; the outer edge • Still Life: A painting or drawing of an Colour: When light is reflected off an object, colour is what the eye sees.
of something. It can vary in width, arrangement of objects, typically There are primary colours and secondary colours.
direction and length. including fruit and flowers and
objects. Warm Colours: Colours that give the feeling of warmth – red, orange, yellow.
• Tone: How dark or light a shape is.
• Symbolism: Is when one idea, Cool colours: Colours that give a cool feeling – blue, green purple.
• Pattern: A repeated shape or line. feeling, emotion, or other concept
is represented by something else, Complementary colours: Opposite colours on
• Texture: The feel or appearance of a like a: skull meaning death, a white the colour wheel.
surface; how rough or smooth it is. dove representing peace. A red rose
conveying love. Shade: When black is mixed with a
• Shape: Can be in the form of squares, colour to make it darker.
circles, triangles, rectangles, and ovals. • Dominance: An object or colour that
stands out in relation to the rest of the Tint: When white is mixed with a
artwork. colour to make it lighter.

• Highlight: Small areas on an artwork in
which reflected light is the brightest.

2. Techniques specific to: Drawing

• Hatching: Drawing lines that are close together, the closer they are the darker they will 4. Composition
appear, while lines further apart will suggest highlights.
• Composition: The arrangement/layout of shapes/objects on the page.
• Cross Hatching: Drawing lines that cross over each other, the more lines that cross the • Proportion: The size and shape of one object in comparison to another.
darker the area. • Foreground, mid-ground, background: The areas at the front middle or back of a drawing

• Blending: Gradually blend and build tone onto your pages. Blending colours together or painting.
and showing graduated tone. • Focal Point: The part of the artwork which stands out and draws the eye.
• Perspective: The way of showing that objects appear to get smaller and closer together the
• Stippling: Applying small dots to your work. The closer the dots, the darker the tone
appears. further away they are from the viewer.

• Scumbling: Building up small scribbled lines, vary the direction of the line to add
interest.

05

Keywords specific to Painting Keywords specific to Printmaking Additional Fine Art
Key terms
The activity of making pictures or designs by printing
• Mark making: The different line, patterns and them from specially prepared plates or blocks. • Collage: An image that is
textures we create in a piece of art. created by using layers of
• Pclraetaet:eThaepsruinrfta. ce that is added to or cut into to other images and/or materials.
• Chiaroscuro: The contrast of light and dark in a • Monoprint: A single print taken from a design.
drawing or painting. • Etching: An image that is created by engraving • Mixed Media: Using a variety
onto a plate which a print is taken from. of different media to create
• Medium: The media used to create the artwork. • Collagraph: A print taken from a collaged surface.

• Realism: Painted realistically. Keywords specific to Photography an artwork.

• aUonfbdpaeasrienptafoainrptmipnlogier:edAltnaoyuaenrdps eaorifpnptaianinignt,itnwoghvieiscrthhtheseefrirtvsoetpsla.ayser • Aperture: The size of the hole which controls how • Sculpture: A 3D piece of
much light is allowed into the camera when taking a artwork.
photograph. The higher the aperture the smaller the
• aDnadubcinlugm: sTyo apply paint to a surface with fast hole (less light). • Sbteeenncicl:uAtnoiumt aogf ecathrdatahnadsused
strokes. • Focus: Areas of an image may be in focus (clear and to create an image.
sharp) and some areas may be out of focus (blurry
• Observational: Closely studying objects. and difficult to see).
• Focal Point: The part of the photograph that the eye
• Oil paint: A pigment mixed with linseed oil to is immediately drawn to. • Turnadnesprnaereantht: Being able to see
slow drying and aid blending. • Rule of thirds: A technique used to create a the top layer.
successful composition. The rule states that the
• Sgraffito: Scratching into the painted surface focal point should not be dead centre.
to reveal underpainting or create texture. • Leading lines: The viewer’s eyes are naturally
drawn along vertical and parallel lines.
• Sfumato: Soft graduated shading and tone.

• Gestural: A painting that has been created
using large sweeping movements of the hand,
arm or body.

• Impasto: The process or technique of laying on
paint or pigment thickly so that it stands out
from a surface.

Fine Art, 3D Design
& Photography
2 of 4

06

Keywords specific to Keywords specific to Keywords specific to
3D Art and Design Sculpture 3D Art and Design

• Sculpture: A three-dimensional, fine art • Sculptor: An artist who works in 3D. • Architectural Design: The profession
piece – designed purely for aesthetics – not associated with any type of building
function. • Carving: The sculptor removes unwanted design
• Maquette: A small scale model to illustrate
how a 2D sculpture design would look if material to create the form. Materials such and construction.
realised in 3D. as a block of wood, stone, soap and other
• Model Box: A scale model of a theatre set, • Interior Design: The design of any space
exhibition space, interior or architectural hard materials are used. inside a building.
design.
• Plastic materials: Clay, papier-mâché, • Modelling: The sculptor creates a form by • Silversmith: A designer that works with
textiles – malleable materials. precious metals and gems to create
• Resistant Materials: Wood, metal plastic – building it up. Clay, papier-mâchê, and jewellery.
Sheet materials that need to be cut with
hand and/or power tools. other soft materials are modelled into a • Automotive Design: The profession
• Armature: A rigid framework, often wood or sculpture. Modelling with clay is generally associated with the design of motor vehicles.
steel, used to support a sculpture or other
large work while it is being made. the first process for creating a cast metal

Fine Art, 3D Design sculpture. • Ceramicist: An artist or designer that works
& Photography solely with clay.
3 of 4 • Assembly or construction: The sculptor joins
materials together. This is also additive
sculpture. Materials such as steel, wood,
and found materials are glued, welded, or
connected in some way to create a
sculpture.

• Freestanding Sculpture: A piece that is
finished on all sides. It can stand-alone.
Designed and made to be viewed from all
angles.

• Relief Sculpture: Shapes that project from a

background. Reliefs are classified by their

degree of projection; high relief indicates
that the objects project at least half of their
natural circumference from the background

and low relief indicates the figures barely

project from the background.

• eKiitnheetircbSycauilrpctuurrere: nStcsu, slputcuhreatshmatombiolevse, so r by
a power source installed by the artist.

07

Keywords specific to Photography Keywords specific to Photography

• Aperture: The size of the hole which controls how • Shutter speed: How long the camera’s shutter is kept open.
much light is allowed into the camera when taking a
photograph. The higher the aperture the smaller the • Subject matter: What is represented in the photograph, a
hole (less light). basic breakdown of what can be seen.

• ISO: ISO is a camera setting that will brighten or • Over exposure/under exposure: When too much or
darken a photo. As you increase your ISO number, too little light has been exposed onto the film.
your photos will grow progressively brighter.
• Crop: To select an area of an image and remove
• Focus: Areas of an image may be in focus (clear and surrounding area.
sharp) and some areas may be out of focus (blurry
and difficult to see). • Composition: To arrangement of the subject matter and how
they relate to one another within the photograph.
• Focal Point: The part of the photograph that the eye
is immediately drawn to. • Depth of field: The area of the image which is in
sharp focus.
• Rule of thirds: A technique used to create a
successful composition. The rule states that the • Lighting/ shadow: Light and shadow can be created
focal point should not be dead centre. with artificial light (lamps or flash) or natural light (sun).

• Leading lines: The viewer’s eyes are naturally • Perspective: The position or angle of the shot in relation to
drawn along vertical and parallel lines. object being photographed.

Fine Art, 3D Design
& Photography
4 of 4

08

Enterprise Keywords

Enterprise Entrepreneurial activity (can also mean a business or company).

Entrepreneur Someone who creates a business, taking on financial risks with the aim of making a profit from the business.

Consumer Someone who buys and uses goods and services.

Obsolete Out of date or not used anymore.

E-commerce Using the internet to carry out business transactions.

M-commerce Using mobile technologies, such as smartphones and tablets, to carry out business transactions.

Social media Websites that allow users to interact with other users, by sharing text-based messages, pictures or links to online content.

Payment platform Enable businesses to take online payments from customers. They are usually free for the customer to use, but take a small amount of
commission from the seller.

Marketplace The activities involved in buying and selling particular types of goods and services, in competition with other companies.

Data Information, particularly statistics, that can be collected and analysed.

Demographic Relating to the population, such as average age, average income and so on.

Risk The possibility that an enterprise will have lower than anticipated profits or experience a loss.

Financial reward The money that an entrepreneur or investor receives when a business succeeds.

Market research The process of gathering information about the market and customers’ needs and wants in order to help inform business decisions, including
Revenue forecast product design and marketing.
A prediction of future revenue based on expected sales; this is either a judgement or based on previous sales patterns.

Cash flow The amount of money coming in and going out of the business and the timing of the movement.

Sales revenue The amount of money that comes in from a business’s sales.

Investment Putting money into a business with the intention of making a profit.

Start-up A new business, usually with only a small number of employees – perhaps only one.

Intuition Knowing something instinctively or understanding something easily without conscious thought.

Stakeholder Anyone who has an interest in the activities of a business, such as its workers, its suppliers, its directors, the local community and the
Ethics government.
Moral principles or standards that guide the behaviour of a person or business.

Unique selling point (USP) Something that makes a product stand out from its competitors.

Values Standards of behaviour or moral principles.

Loyalty Wanting to always support something or someone. Business
Market share The proportion of sales in a market that are taken by one business. Studies
Economy The system by which a country’s money and goods are produced and used. 1 of 2

09

SWOT Analysis PEST Analysis

Strengths Political Reasons for success of SMEs
Areas an enterprise is very good at and has experienced • Changes in government policy
success in, such as: • Impact of pressure groups Customer Hard work Resilience
• High level of customer service • Effect of Taxation Service
• Good reputation • Relationships with other countries
• Strong brand             
Economic
Weaknesses Skills
Areas that an enterprise needs to improve in, such as: • Employment levels
• Lack of training being provided • Exchange rates
• Ineffective use of resources • Wage levels
• Poorly performing products • Interest rates

Opportunities Social Employees Determination Ability of
entrepreneur
Developed from both strengths and weaknesses of an • Changes in trends and fashions
• Ethical concerns Business
enterprise. Opportunities arise that an enterprise can take • Customer demographics Studies
• Education 2 of 2
advantage of, such as:

• To start selling in new locations Technological
• To merge with another enterprise
• Developments in IT
Threats • Developments in mobile technology
Threats are anything that is likely to prevent the enterprise • Introduction of machines to replace human workers
f  r o• m   b  e  i nC g h sau ncgceesssinfucl,ussutcohmaesr:tastes • E-commerce
• New competitors entering the market

Maintaining Success of an SME Methods of measuring success

Area Maintaining Success Survival: Based on the number of years an enterprise has
Motivating and developing employees traded, the longer, the more successful.
Continually motivating and providing the Making a living: The entrepreneur being able to earn enough
highest level of training for now and in to provide for the family.
the future Sales volume/value: The more sales and the higher the value
of sales, the better.
Customer service and satisfaction Customer service should be monitored Market share: The % of the market the enterprise controls.
Experience of operating in the market constantly Profit: As profits go up, the enterprise is demonstrating success
Reputation/customer satisfaction: The better an enterprise is
Constant analysis of the market, being aware doing, the better the reputation it should have.
of changes and introducing employees
with experience

10

1.5 Network Topologies

• Internet Layer – This layer of the protocol stack deals with routing of individual packets according to their destination IP address. The
Internet Protocol (IP) lives here.

• Link Layer – The bottom layer of the protocol stack, it handles the interface between the internet layer and the physical hardware.
Ethernet runs here.

• Protocol – An agreed set of rules for network communications.
• SMTP – Used for sending email. Simple Mail Transfer Protocol.
• POP3 – Retrieves email. Post Office Protocol 3 – a common mail retrieval protocol.
• HTTP – An application layer protocol used between a browser and web server. Hypertext Transfer Protocol transmits HTML webpages.
• HTTPS – Secure version of HTTP, the traffic is encrypted between the browser and the web server for security.
• FTP File Transfer Protocol – Used to transfer files to and from a file server.
• IP Internet Protocol – In charge of routing packets of data around the internet or LANs and WANs.
• TCP Transmission Control Protocol – This sets up and maintains a reliable connection between two computers.
• IPv4 – The older version of the Internet Protocol still in use, this uses addresses from 0.0.0.0 to 255.255.255.255 and they are running out!
• IPv6 – The new version of the Internet Protocol. Uses 128 bits instead of 32, so it can have up to 80 octillion addresses. In theory it should

never run out.
• Packet – The smallest piece of data that is transmitted across a network. They are managed by the Internet Protocol which routes them

around the network.
• SSL – Secure Sockets Layer – this protocol provides security for network traffic, allowing conversations to be encrypted.

Computing
1 of 2

11

1.6 Systems Security

• Social Engineering – Is a form of techniques employed by cybercriminals designed to lure unsuspecting users into sending them their
confidential data, infecting their computers with malware or opening links to infected sites.

• Cyber attack – An attack on a computer system to steal data, disrupt service or cause damage.
• Cyber security – Protection of computer systems against threats such as cyber attacks.
• Phishing – Sending fake emails to fool people into revealing personal information.
• Vishing – Voice-phishing: making telephone calls or setting up a phone system to capture personal information.
• Smishing – SMS-phishing: sending texts to capture personal information.
• State-sponsored Cyber attack – An attack on computer systems launched by a country’s government. China is regularly accused of this.
• Hacker – An individual who breaks into or maliciously attacks computer systems for fun or profit.
• Cybercriminal – Anyone who commits a crime involving a computer, usually for profit.
• Computer Misuse Act – The UK law that makes hacking illegal.
• Eavesdropping – Secretly listening in to data being sent/received on network, to steal private data.
• User Education – The best defence against social engineering, this means training people to stay safe.
• Network – Firewalls and Intrusion Detection Systems that sit on the outside of your network, defending against cyber attacks.
• Anti-Malware – Software that protects against malicious software such as viruses and spyware.
• Vulnerability – A weakness in a computer program that is exploited by malware, it should be found by a vulnerability scan.
• DDOS – Distributed Denial of Service, a common type of cyber attack which simply floods a website with traffic, knocking it offline. Often

uses a botnet.
• Botnet – A network of infected computers controlled by a hacker called a botmaster, often used to launch cyber attacks such as DDOS

against a target.

Computing
2 of 2

12

Performance Style: Devising Drama
Key Terms and Definitions 1 of 2

• Comedy: A performance where there is a happy ending, with the intention of
amusing and entertaining the audience.

• Epic Theatre: Features of Epic Theatre include episodic scenes, a lack of tension,
breaking the theatrical illusion through devices such as direct audience address,
use of songs, projections and narration.

• Expressionism: A term for theatre design and performance style which places
greater value on emotion than realism. The trademark Expressionist effects were
often achieved through distortion.

• Form Theatre: In the process the actors or audience members could stop a
performance, often a short scene in which a character was being oppressed in
some way.  The audience would suggest different actions for the actors to carry
out on stage in an attempt to change the outcome of what they were seeing.

• Melodrama: A Melodrama is a dramatic work that exaggerates plot and/or
characters in order to appeal to the emotions.

• Metatheatre: Comedy and tragedy, at the same time, where the audience can
laugh at the protagonist while feeling empathetic simultaneously.

• Naturalism/Naturalistic: A performance that attempts to replicate nature and
present events and characters on stage as in real life. Naturalism attempts
to hold up a mirror to nature and give the illusion of characters as actual people
in real-life situations using everyday language.

• Physical Theatre: Performances which incorporate dance elements into a
dramatic theatre performance.

• Realism: Realism in theatre describes a decision by the creative team to present
the audience with an accurate depiction of the real world, rather than a stylised
interpretation.

• Style: Style refers to the way the actors perform, the visual characteristics of the
setting and costumes, and the choice of conventions used.

• Stylised: Stylisation is the conscious process of emphasising and often

exaggerating elements of the design or characteristics of a role.

• Symbolism/Symbolic: Using symbols to suggest and communicate meaning to
the audience.

• Theatre in Education: Often abbreviated to T.I.E.  The use of theatrical techniques
to educate, covering social issues or topics on the school’s syllabus.

13

Performance Style: Drama
Key Terms and Definitions 2 of 2

• Amplifies/emphasises: Adds extra impact/draws our
attention to.
• Connotes: Associations of a word.
• Constructs: Build an idea or character.
• Conveys: Puts across a: message, concept, theme.
• Defines: Gives us the clear meaning / pictures of something.
• Demonstrates/evidences: Shows, gives a clear example.
• Evokes: Brings about a strong feeling or idea.
• Foreshadows: Hints at subsequent events.
• Highlights: Draws attention to it, making it stand out.
• Identifies: Points out, provides a clear meaning of something.
• Illustrates: Creates a distinct image, supports something, points
out.
• Indicates: Shows, points out.
• Portrays: Shows or represents.
• Projects: Takes an idea and makes it distinct, puts forward an
idea.
• Proposes/puts forward: Offers an idea, theme, message.
• Reflect/mirrors/parallels: Espouses the same or a similar idea,
echoes, matches.
• Reiterates: Repeats or supports the same point / idea,
reinforces an idea.

14

Start of the exam - 15 minutes Question 3 - 10 minutes - Structure Question 5 - 45 minutes - Writing

1. Read the glossary. Planning the answer: Planning the answer: 10 mins
2. Read the information box and underline:
• Character 1. Decide what the writer focuses on at the beginning, 1. Plan your ideas before you start.
• Setting middle and end of the extract and highlight 2. Order your ideas to show the
• Place in Story a quotation (piece of evidence) that supports this. examiner that you are attempting
3. Read the passage WITHOUT looking at the questions. 2. Jot down the tone next to the evidence, any to structure and craft your work.
Focus on just understanding what is going on. questions that come to mind and the effect of the 3. Write a punctuation list at the top
section on the reader. (!?,.;-).
PQlaunensintiognth1e-a5nmswineur:tes LEARN 3. When writing the answer:
• Write three paragraphs – each one must contain a When writing the answer: 30 mins
1. Read the question and highlight the focus. quotation and structural feature.
2. On the question draw a box around which lines to • Do not make reference to language features or zoom in. 1. Write your description / story
focus on.
3. Highlight the correct answers in the text. Question 4 - 20 minutes - Evaluation 2. Start each paragraph in a
4. When writing the answer: different way:
• Use full sentences Planning the answer: • Verb: ‘ing’ / ‘ed’ word
• Start each sentence with the focus from the question • Adverb: ‘ly’ word
• Be careful not to repeat points. 1. Draw a box around the section on the extract. • Preposition/Place word: ‘on’ /
2. Highlight the keywords in the statement. ‘next to’ / ‘near’
Question 2 - 10 minutes - Language 3. Find three pieces of evidence to show that you • Adjectives: describing word
agree with the statement.
Planning the answer: 4. Circle your zoom words and label with subject 3. Vary your sentence starts.
terminology.
1. Read the question and highlight the focus. 4. Litter your work with techniques
2. Highlight powerful words and phrases linked to the When writing the answer: and to use ambitious vocabulary.
question focus. 1. Write an introduction stating how much you agree
3. Pick three examples to use and circle your zoom word. and give two reasons why – in your own words. 5. Use a range of punctuation and
4. Label your examples with subject terminology. 2. Write three PEEZEL paragraphs. sentence types for effect.
3. The last sentence of each paragraph should always
When writing the answer: refer back to the statement. 6. Proofread each paragraph as you
1. Write an establishing sentence outlining your three work
ideas linked to the focus – in your own words. Explorations in Creative Reading
2. Write three PEEZE paragraphs. and Writing Language 7. Complete a final proofread of
3. Always use quotation marks. Paper 1 your work (5mins).
4. Always zoom in. 1 hour 45 minutes • Correct spelling errors.
5. Always explain why the language feature/word class • Add missing words and
has been used. Features or structural features. punctuation.
Consider the writer’s intention.
8. Remember that it is okay to
cross out and write a better word
above a piece of dull or repeated
vocabulary.

English Language 15
1 of 2

Start of the exam - 15 minutes Question 3 - 12 minutes - Language Question 5 - 45 minutes - Writing
1. Read both extracts – do not forget to read
the glossaries. Planning the answer: When writing the answer: Planning the answer: 10 mins
2. Focus on understanding what is going on. 1. Read the question and highlight 1. Write an establishing sentence
the focus. outlining your three ideas linked 1. Underline the purpose/audience/form
Question 1 - 5 minutes - True or False to the focus – in your own words. (PAF) in the question.
2. Highlight powerful words and 2. Plan before your ideas before you start.
Read the INSTRUCTIONS about how to shade phrases linked to the question 2. Write three PEEZE paragraphs. 3. Order your ideas to show the
VERY carefully (this is marked electronically focus. examiner that you are attempting
and must be shaded right!) 3. Always use quotation marks. to structure and craft your work.
Before you answer: 3. Pick three examples to use and 4. Write the techniques for the purpose
circle your zoom word. 4. Always zoom in. (explain, argues, persuade, instruct/
1. Circle the lines you have been directed to advise) at the top of the page.
2. Read each statement. 4. Label your examples with subject 5. Always explain why the language 5. Write a punctuation list at the top
3. If you find evidence in the extract for the terminology. (!?,.;-).
statement underline it feature/word class has been
used. Always explain why the When writing the answer: 30mins
Answering the question: language feature/word class
1. Shade only the true statements has been used. Features or 1. Write your response.
2. Choose a maximum of four structural features. Consider the 2. Start each paragraph in a
3. Double-check your answers writer’s intention. different way:

Question 2 - 8 minutes - Summary Question 4 - 20 minutes - Viewpoints • Rhetorical question
• Use the word ‘Imagine’
1. Read the question and highlight the focus. Planning the answer: When writing the answer: • Discourse markers
2. On the sources underline quotations
(evidence) that link to the focus of the 1. Read the question and 1. Write an opening statement 3. Vary your sentence starts.
question. highlight the focus of the that clearly refers to the 4. Litter your work with techniques
3. Match the pairs of quotations that allow question. This is the comparison question – name both writers and use ambitious vocabulary.
you to show the most inference (3 pairs). focus. and make reference to each 5. Use a range of punctuation and
4. Do not make reference to language or 2. Highlight quotations source. sentence types for effect.
structure. (evidence) in both sources 2. Write three ‘PEEZE C PEEZE’ 6. Proofread each paragraph as you
5. Embed quotations where possible. that answer the question. You paragraphs. work.
need three per source. 3. Use a comparison word (C) in 7. Complete a final proofread of
English Language 3. Next to the evidence each paragraph. your work (5mins).
2 of 2 label with correct subject 4. Zoom into the language • Correct spelling errors.
terminology. feature used and explore why • Add missing words and punctuation.
16 4. Pair up the three ideas from it has been used in relation to 8. Remember that it is okay to cross
Source A with the three from the question. out and write a better word above a
Source B. 5. Explore the tone of both
extracts. piece of dull or repeated vocabulary.
6. Use the writers’ names
through your response.

Writers’ Viewpoints and Perspectives Language
Paper 1

1 hour 45 minutes

Plot Characters Key Terms Key Quotations

Stave 1 • Ebenezer Scrooge is at work in his counting house. Ebenezer A selfish and isolated business man Pathetic Fallacy ‘squeezing, wrenching, grasping, Dickens’ A CHRISTMAS CAROL
• Scrooge turns down his nephew, Fred’s, invitation to his Scrooge whose only concern is money before the Syndetic Lists covetous old sinner’
visitation of four ghosts who support his Asyndetic Lists
Christmas party & the request of two men who want money for Fred redemption. Allegory ‘I wear the chain I forged in life…The
charity. Gothic chain was made up of cash boxes,
• Scrooge is visited by the ghost of his dead partner, Jacob Jacob The upbeat and cheerful nephew of Symbolism ledgers, heavy purses’
Marley, who tells Scrooge that, due to his own greedy life, he Marley Scrooge, and represents the Christmas Spirit Simile
has to wander the Earth wearing heavy chains. in human form. Narrative Voice ‘Are there no prisons? Are there no
• Marley tries to stop Scrooge from doing the same. Dialogue workhouses?’
• He tells Scrooge that three spirits will visit him during the next Scrooge’s ex partner whose suffering after Metaphor
three nights. Scrooge falls asleep. death is a warning to Scrooge to change Characterisation ‘from the crown of its head there
his ways. Connotations sprung a bright clear jet of light’
• Scrooge wakes and the Ghost of Christmas Past appears to him
Stave 2 • Invisible to those he watches, Scrooge revisits his childhood school Bob Scrooge’s hard working clerk, who Themes ‘a solitary boy neglected by his friends’
Cratchit represents the struggle of the working poor.
days; his apprenticeship with a jolly merchant named Fezziwig, Social ‘Another idol has displaced me…A
• He also visits Belle, who leaves Scrooge as he loves money too Fezziwig Scrooge’s old boss who represents what an Responsibility golden one’
employer should be like. Family
much to love another human being. Class ‘Bob held his withered little hand in his,
Stave 3 • Scrooge sheds tears of regret before returning to his bed. Tiny Tim Bob’s youngest son, who is crippled up, Christmas Spirit as if he loved the child, and wished
moral and upbeat. He represents the most Free will & Fate to keep him by his side, and dreaded
• Scrooge waits for the spirit to arrive and is surprised when it doesn’t Belle vulnerable. Change that he might be taken from him’
arrive, following a light to find a transformed version of his own Time
room. With the Ghost sat on a pile of food. Ghost of Ex-fiancée, who represents everything that ‘there sat a jolly Giant, glorious to see,
Christmas money has taken from Scrooge and the Key Vocab who bore a glowing torch’
• Scrooge sees the Cratchit family eat a tiny meal in their little home; Past impact of greed.
Bob Cratchit’s crippled son, Tiny Tim, whose kindness & humility ‘The Phantom slowly, gravely, silently
warm Scrooge’s heart and sees Fred’s Christmas party. Ghost of A thing of contradictions; a combination of approached’
Christmas young & old, winter & summer, white haired
• The ghost shows Scrooge two starved child-like figures; Ignorance Present & unwrinkled. The light shining from its head ‘I will honour Christmas in my heart,
& Want. is symbolic of memory, enlightenment, and try to keep it all the year. I will live
Ghost of guidance. in the Past, the Present, and the Future’
• The Ghost takes Scrooge through a sequence of scenes linked to Christmas
an unnamed man’s death. Yet to Come ‘A Jolly giant who bore glowing torch’ – ‘Scrooge was better than his word.
personifies everything that is generous & He did it all, and infinitely more; and
• He is shown a collection of business men who only want to know giving about Christmas, but also conceals to Tiny Tim, who did not die, he was a
where the man’s money is and then taken to a pawn shop, where current problems. second father’
people sell the stolen items of the man.
Stave 4 The silent final ghost, whose appearance Redemption Destitute English Literature
• He is shown two people who are happy as the dead man means is a little like the grim reaper – hooded and Benevolent Remorseful 1 of 4
their debt is delayed. concealed – representing the mystery of Miser Penitent
the future. Avarice Contexts and Ideas
• He is also shown the Cratchits, and discovers that Tiny Tim has died.
• Scrooge begs to know the name of the dead man. Poor Laws The 1834 Act brought in The Work House to reduce the cost of looking after the poor. If people in poverty wanted help they had
• In a churchyard, the spirit points to a grave and looks at the to go to the workhouse to get it. The poor were terrified about the prospect of the workhouse as the conditions were appalling
and they would rather go to prison.
headstone & is shocked to read his own name. He is desperate to
change his fate & promises to change his ways. Dickens’ He was withdrawn from school and sent to work in a factory aged 12 following his father going into debtor’s prison. He used this
• He suddenly finds himself safely tucked in his bed. Own Life experience to reflect on the experience of the poor and was a social campaigner focused on changing attitudes.

Stave 5 • Scrooge is delighted to learn it is still Christmas Day. Industrial As a result of increased growth of industry, there were huge population moves from the country to the city. This resulted in
• He sends a turkey to the Cratchit house, givens money to the Revolution overcrowding in housing and lowering of wages. Employers who were interested in profit rather than support.

charity collectors & goes to Fred’s party. Inequality Victorian Society was divided into clear classes (upper, middle and working) and the upper weren’t very supportive of the most needy
• He gives Bob a raise as well. – there were even tours of the slums. Many believed that the poor were that way due to laziness and an economist named Malthus
• As the years go by, he continues to celebrate Christmas with all his claimed that the growth in population should be controlled by starvation and disease. There were some setting up the first charities

heart. He treats Tiny Tim as if he were his own child.

Supernatural Dickens himself believed in mesmerism (where the energy could be manipulated to improve a hypnotised person’s life), and
spiritualism (contact with spirits and the dead) was another popular belief – even Queen Victoria was a fan. Ghost stories were
increasingly popular with Victorian writers as well.

17

Plot Characters Key Terms Key Quotations

Act 1 • The Birling family gather in their drawing room in Brumley for an Arthur Birling Local industrialist and ex-Lord Mayor. Dramatic Irony “clothes mean something different to women…
evening meal. Represents the capitalist approach and Stage Directions a token of their self respect”
Act 2 Sybil Birling emergent middle class. Plays golf, social Characterisation
• Gerald presents Sheila with a ring, and they all celebrate their climber. Arrogant, pompous, selfish. Setting “If you don’t come down hard on these people
engagement. Sheila Birling Tension they’d soon be asking for the earth.”
Her husband’s social superior. Believes in Antagonist
• An Inspector arrives and announces that a girl has died in the Eric Birling personal responsibility and traditional roles. Mouthpiece “It was simply a piece of gross impertinence.”
infirmary. On the board of the local charity. Cold, Cyclical
Gerald supercilious, remorseless, prejudiced. structure “but these girls aren’t cheap labour, they’re people.”
• He reveals her name is Eva Smith, and questions Mr Birling. Croft Foreshadowing
• Mr Birling reveals that he sacked Eva Smith for striking and Inspector Begins the play as an obedient daughter, Fourth wall “fairy prince”
Goole marrying to bring the businesses together.
campaigning for higher wages. Becomes more compassionate and Themes “It’s the only time I’ve ever done anything like that,
• The Inspector then reveals that she changed her name to Daisy Edna remorseful towards Eva and arguing with and I’ll never, never do it again to anybody”
Eva Smith her parents. Naive. Responsibility
Renton and questions Sheila. Social class “There are millions and millions and millions of Eva
• Sheila reveals that she had Daisy sacked for laughing and looking Outsider who drinks too much and is very Gender Smiths and John Smiths still left with us, with their lives,
passive in the first half of the play. Regrets Appearance v their hopes and fears, their suffering, and chance of
better in a dress than she did. his actions towards Eva and begins to Reality happiness, all intertwined with our lives, with what we
• Sheila begins to become suspicious of Gerald. assert himself at the end of the play. Generations think and say and do. We don’t live alone.”
Frustrated, reckless, immature.
• Gerald confesses that he met Daisy in the Palace Bar in the “The famous younger generation who know it all.”
Summer and she became his mistress. Son of Lord and Lady Croft and fiancé of
Sheila. Kept Eva as a mistress, and discovers “if men will not learn that lesson, then they will be
• Sheila breaks off the engagement and Gerald leaves. that the inspector is not real. Pragmatic, taught it in fire and blood and anguish.”
• The Inspector begins to question Mrs Birling. evasive, aristocratic.
• Mrs Birling reveals that she turned down a Mrs Birling (Daisy/Eva) “The lighting should be pink and intimate until the
The antagonist of the play who represents inspector arrives and then it should be brighter and
for support even though she was pregnant. the socialist ideals of the playwright. He harder.”
• Mrs Birling refuses to accept any responsibility for her refusal. controls the play and the action. He is an
• She states that the baby’s father should be responsible for her. ambiguous character who represents their “Girls of that class”
• Sheila and the audience work out that the father is Eric, but Mrs consciences.
Key Vocab “I was in that state where a chap easily turns nasty.”
Birling is oblivious. The Birling’s servant. She is a reminder of the
• Eric enters. working classes and a physical reminder of Dynamic “you’re not the kind of father a chap could go to
Eva on stage. when he’s in trouble”
• Eric realises everyone knows that he was the father of Eva’s child
and describes meeting Eva in the Palace Bar when drunk. Never appears on stage. Eva/Daisy/Mrs Patriarchy “we are members of one body. We are responsible
Birling represents the struggles of working Oppressed for one another”
• He forces her to have sex with him and they developed a casual class women and the impact of social
Act 3 affair. injustice on their lives. Vulnerable. Hypocritical Evasive English Literature
Chauvinist Naïve 2 of 4
• She refuses to marry him and he steals from the firm to support her Prejudice
when she is pregnant. Eva refuses to take the money.
Scruple Ambiguous Contexts and Ideas
• Eric discovers his mother turned her down and blames her.
• Inspector delivers his final speech, warning them that there are World Wars The play is written at the end of WW2, but set before WW1. Many people wanted change by 1945 – they had suffered two
generations of loss. In addition, gender roles had changed.
other ‘Eva Smiths’ and they need to change and leaves. Edwardian
• Gerald returns and reveals that the police don’t have an England Although strictly speaking 1912 is not Edwardian, the period before WW1 is referred to that way. It was a time of strict social
structures – both in classes (upper, working) and in gender roles. There was little state support (the first Welfare Act had only been
Inspector Goole. He also phones the infirmary and discovers there Women passed the previous year very controversially).
is no dead girl.
• Mrs Birling, Mr Birling and Gerald are relieved and happy, but Morality Plays In the Edwardian era, women had very limited rights and opportunities. By the time the play was written in 1944, some women
Sheila and Eric say they are still guilty. were now able to vote (suffragette movement), and many young women had experienced greater freedom during WW2.
• Phone rings – a girl has died and an inspector is on his way to Socialism v
question them. Capitalism These were popular in the Middle Ages to teach the audience lessons based on the deadly sins. Characters who did not change were
Titanic punished, but those who redeemed themselves could be saved. It focused on moving people from ignorance to enlightenment.
Priestley’s
Priestley was a socialist himself, and argued that the state should be helping the many. It was a time of contention as the growth
“An Inspector Calls” of the communist in Easter Europe was viewed with increasing suspicion by the capitalist west.

The Titanic represented the excesses of the Edwardian Era. It also represented the gap between the classes. Mr Birling’s belief in it
is an example of dramatic irony and ensures that the audience know his views of the world should not be trusted.

18

Ozymandias London The Prelude

Themes: Power of Nature, Decay, Pride Themes: Power, Inequality, Loss, Anger Themes: Power of Nature, Fear, Childhood
Tones: Ironic, rebellious Tones: Angry, Dark, Rebellious Tones: Confident > Dark / Fearful > Reflective

Content, Meaning and Purpose Content, Meaning and Purpose Content, Meaning and Purpose
- The narrator meets a traveller who tells him about a decayed - The narrator is describing a walk around London and how he is - The story of a boy’s love of nature and a night-time adventure in a
statue that he saw in a desert. saddened by the sights and sounds of poverty. rowing boat that instils a deeper and fearful respect for the power
- The statue was of a long forgotten ancient King: the arrogant - The poem also addresses the loss of innocence and the of nature.
Ozymandias, ‘king of kings.’ determinism of inequality: how new-born infants are born into - At first, the boy is calm and confident, but the sight of a huge
- The poem is ironic and one big metaphor: Human power is only poverty. mountain that comes into view scares the boy and he flees back
temporary – the statue now lays crumbled in the sand, and even - The poem uses rhetoric (persuasive techniques) to convince the to the shore.
the most powerful human creations cannot resist the power of reader that the people in power (landowners, Church, Government) - He is now in awe of the mountain and now fearful of the power of
nature. are to blame for this inequality. nature which are described as ‘huge and mighty forms, that do not
live like living men.’
Context Context
- Shelley was a poet of the ‘Romantic period’ (late 1700s and early - The poem was published in 1794, and time of great poverty is Context
1800s). Romantic poets were interested in emotion and the power many parts of London. - Published shortly after his death, The Prelude was a very long poem
of nature. - William Blake was an English poet and artist. Much of his work was (14 books) that told the story of William Wordsworth’s life.
- Shelley also disliked the concept of a monarchy and the influenced by his radical political views: he believed in social and - This extract is the first part of a book entitled ‘Introduction –
oppression of ordinary people. racial equality. Childhood and School-Time’.
- He had been inspired by the French revolution – when the French - This poem is part of the ‘Songs of Experience’ collection, which - Like Percy Shelley, Wordsworth was a romantic poet and so his
monarchy was overthrown. focuses on how innocence is lost and society is corrupt. poetry explores themes of nature, human emotion and how humans
- He also questioned the teachings of the Church and the decisions are shaped by their interaction with nature.
Language of Government. Language
- ‘sneer of cold command’: the king was arrogant, this has been - ‘One summer evening (led by her)’: ‘her’ might be nature
recognised by the sculptor, the traveller and then the narrator. Language personified – this shows his love for nature.
- ‘Look on my works, ye Mighty, and despair.’: ‘Look’ = imperative, - Sensory language creates an immersive effect: visual imagery -‘an act of stealth / And troubled pleasure’: confident, but the
stressed syllable highlights commanding tone; ironic – he is telling (‘Marks of weakness, marks of woe’) and aural imagery (‘cry of oxymoron suggests he knows it’s wrong; forebodes the troubling
other ‘mighty’ kings to admire the size of his statue and ‘despair’, every man’) events that follow.
however they should really despair because power is only - ‘mind-forged manacles’: they are trapped in poverty. - ‘nothing but the stars and grey sky’: emptiness of sky.
temporary. - Rhetorical devices to persuade: repetition (‘In every..’); emotive - ‘the horizon’s bound, a huge peak, black and huge’: the image of
‘The lone and level sands stretch far away.’: the desert is vast, language (‘infant’s cry of fear’). the mountain is more shocking (contrast).
lonely, and lasts far longer than a statue. - Criticises the powerful: ‘each chartered street’ – everything is - ‘Upreared its head’ and ‘measured motion like a living thing’: the
owned by the rich; ‘Every black’ning church appals’ - the church mountain is personified as a powerful beast, but calm – contrasts
Form and Structure is corrupt; ‘the hapless soldier’s sigh / Runs in blood down palace with his own inferior panic.
- A sonnet (14 lines) but with an unconventional structure… the walls’ – soldier’s suffer and die due to the decisions of those in - ‘There hung a darkness’: lasting effects of mountain.
structure is normal until a turning point (a volta) at Line 9 (..these power, who themselves live in palaces.
words appear). This reflects how human structures can be Form and Structure
destroyed or decay. Form and Structure - First person narrative – creates a sense that it is a personal poem.
- The iambic pentameter rhyme scheme is also disrupted or - A dramatic monologue, there is a first-person narrator (‘I) who - The regular rhythm and enjambment add to the effect of natural
decayed. speaks passionately about what he sees. speech and a personal voice.
- First eight lines (the octave) of the sonnet: the statue is described - Simple ABAB rhyme scheme: reflects the unrelenting misery of the - The extract can be split into three sections, each with a different
in parts to show its destruction. city, and perhaps the rhythm of his feet as he trudges around the city. tone to reflect his shifting mood:
- Final two lines: the huge and immortal desert is described to - First two stanzas focus on people; third stanza focuses on the
emphasise the insignificance of human power and pride. institutions he holds responsible; fourth stanza returns to the people Lines 1-20: (rowing) carefree and confident
– they are the central focus. Lines 21-31: (the mountain appears) dark and fearful
Lines 32-44: (following days) reflective and troubled
English Literature - Contrasts in tone: ‘lustily I dipped my oars into the silent lake’
3 of 4 versus ‘I struck and struck again’ and ‘with trembling oars I turned’.

19

My Last Duchess The Charge of the Light Brigade Exposure

Themes: Power, Pride, Control, Jealousy, Status Themes: Conflict, Suffering, Reality of War, Patriotism Themes: Conflict, Suffering, Nature, Reality of War, Patriotism
Tones: Sinister, Bitter, Angry Tones: Energetic, Tragic, Haunting Tones: Tragic, Haunting, Dreamy

Content, Meaning and Purpose Content, Meaning and Purpose Content, Meaning and Purpose
- The Duke is showing a visitor around his large art collection and - Published six weeks after a disastrous battle against the Russians in - Speaker describes war as a battle against the weather and
proudly points out a portrait of his last wife, who is now dead. He the (unpopular) Crimean War conditions.
reveals that he was annoyed by her over-friendly and flirtatious - Describes a cavalry charge against Russians who shoot at the - Imagery of cold and warm reflect the delusional mind of a man
behaviour. lightly-armed British with cannon from three sides of a long valley. dying from hypothermia.
- He can finally control her by objectifying her and showing her - Of the 600 hundred who started the charge, over half were killed, - Owen wanted to draw attention to the suffering, monotony and
portrait to visitors when he chooses. injured or taken prisoner. futility of war.
- He is now alone as a result of his need for control. - It is a celebration of the men’s courage and devotion to their
- The visitor has come to arrange the Duke’s next marriage, and country, symbols of the might of the British Empire. Context
the Duke’s story is a subtle warning about how he expects his next - Written in 1917 before Owen went on to win the Military Cross
wife to behave. Context for bravery, and was then killed in battle in 1918: the poem has
- As Poet Laureate, he had a responsibility to inspire the nation and authenticity as it is written by an actual soldier.
Context portray the war in a positive light: propaganda. - Of his work, Owen said: “My theme is war and the pity of war”.
- Browning was a British poet, and lived in Italy. The poem was - Although Tennyson glorifies the soldiers who took part, he also - Despite highlighting the tragedy of war and mistakes of senior
published in 1842. draws attention to the fact that a commander had made a commanders, he had a deep sense of duty: “not loath, we lie out
- Browning may have been inspired by the story of an Italian Duke mistake: “Someone had blunder’d”. here” shows that he was not bitter about his suffering.
(Duke of Ferrara): his wife died in suspicious circumstances and it - This was a controversial point to make in Victorian times when blind
was rumoured that she had been poisoned. devotion to power was expected. Language
- “Our brains ache” physical (cold) suffering and mental (PTSD or
Language Language shell shock) suffering.
-‘Looking as if she was alive’: sets a sinister tone. - “Into the valley of Death”: this Biblical imagery portrays war as a - Semantic field of weather: weather is the enemy.
- ‘Will’t please you sit and look at her?’ rhetorical question to his supremely powerful, or even spiritual, experience. - “the merciless iced east winds that knive us…” – personification
visitor shows obsession with power. - “jaws of Death” and “mouth of Hell”: presents war as an animal (cruel and murderous wind); sibilance (cutting/slicing sound of
- ‘she liked whate’er / She looked on, and her looks went that consumes its victims. wind); ellipsis (never-ending).
everywhere.’: hints that his wife was a flirt. - “Honour the Light Brigade/Noble six hundred”: language glorifies - Repetition of pronouns ‘we’ and ‘our’ – conveys togetherness and
- ‘as if she ranked / My gift of a nine-hundred-years-old name / the soldiers, even in death. The ‘six hundred’ become a celebrated collective suffering of soldiers.
With anybody’s gift’: she was beneath him in status, and yet dared and prestigious group. - ‘mad gusts tugging on the wire’ – personification
to rebel against his authority. - “shot and shell”: sibilance creates whooshing sounds of battle.
- ‘I gave commands; Then all smiles stopped together’: euphemism Form and Structure
for his wife’s murder. Form and Structure - Contrast of Cold > Warm > Cold imagery coveys Suffering >
- ‘Notice Neptune, though / Taming a sea-horse’: he points out - This is a ballad, a form of poetry to remember historical events – we Delusions > Death of the hypothermic soldier.
another painting, also about control. should remember their courage. - Repetition of “but nothing happens” creates circular structure
- 6 verses, each representing 100 men who took part. implying never-ending suffering.
Form and Structure - First stanza tightly structured, mirroring the cavalry formation. - Rhyme scheme ABBA and hexameter gives the poem structure
- Dramatic Monologue, in iambic pentameter. Structure becomes awkward to reflect the chaos of battle and the and emphasises the monotony.
- It is a speech, pretending to be a conversation – he doesn’t allow fewer men returning alive. - Pararhymes (half rhymes) (“nervous / knife us”) only barely hold
the other person to speak! - Dactylic dimeter (HALF-a league / DUM-de-de) mirrors the sound the poem together, like the men.
- Enjambment: rambling tone, he’s getting carried away with his of horses galloping and increases the poem’s pace.
anger. He is a little unstable. - Repetition of ‘the six hundred’ at the end of each stanza English Literature
- Heavy use of caesura (commas and dashes): stuttering effect (epistrophe) emphasises huge loss. 4 of 4
shows his frustration and anger: ‘She thanked men, – good! but
thanked / Somehow – I know not how’
- Dramatic Irony: the reader can read between the lines and see
that the Duke’s comments have a much more sinister undertone.

20

Role Play Answer Solid Answer Aiming higher Aiming at the top
Booster L’année derniére, je suis allé – J’ai fait plein de choses comme… J’ai décidé d’aller à– I decided
Je voudrais + INF- I would like + inf Verb Last year I went to – I did many things like… to go to
structures Quand j’étais jeune – When I was Avant, je pensais que – Before I J’ai toujours était sportif – I’ve
Je veux + INF- I want + inf in past younger used to think that always been very active
Quand j’avais…ans – When I Je faisais beaucoup d’activités – Les activités ne m’ont pas
______ commence à _____- ____ starts at____ was…years old I used to do various activities intéressé – the activity didn’t
J’ai toujours voulu – I’ve always interest me
wanted Je viens de + inf – I have just + inf

______ se termine à_____- ___finishes at____

______ ouvre à_____- ____ opens at____ Verb Je vais – I go Il y a ni de…ni de… – There isn’t J’ai l’habitude de jouer – I tend
structures Je fais beaucoup de choses – a____ nor a ____ to play
in present I do a lot of things Je le veux – I want it Je le/la fait depuis deux ans –
Je sors avec mes amis – I go out I have done it for 2 years
______ ferme à _____- ____ closes at____ with my friends LoJe le/la pratique beaucoup –
I practise it loads

_____ ça dure une heure/semaine- ___ lasts an hour/week

_____ ça coûte___ euros- ___ costs___ euros Verb L’année prochaine, je vais + inf – Dans un monde ideal + conditional Si je pourrais +conditional – If I
structures Next year I am going to… - In an ideal world + conditional could +conditional
____ c’est dans/en_____- _____ is in______ in future Je vais aller à – I am going to Dans un monde ideal, je serais Si j’avais de l’argent
Idioms go to riche – In an ideal world I would +conditional – If I had money
Vous pouvez m’aider avec____? Can you help me with____? Je vais avoir – I am going to be rich +conditional
have Quand j’aurai...ans - where i am... Même si ça a l’air effrayant, je
On peut réserver____? Can we book ______? Je visiterai des endroits years old voudrais le faire – Even though it
interessants – I will visit interesting J’ai décidé que je vais aller/etre… is daunting, I would like to do it
Combien de temps dure ______?- How long does_____ last? places – I’ve decided that I am going to Je dois me bouger – I have to
Quand je serai grand – When I go/be… pull my socks up
Combien de temps vous restez à/en__? How long are you in__? am older Ça marche – It works (go for it) Ça a ni queue ni tête – It is
Ça déchire – It’s awesome J’ai du pain sur la planche – I’m nonsensical
C’est dommage – What a shame very busy (I have bread on the
board)

Que pensez-vous de______? What do you think about_____?

Qu’est-ce que vous allez faire __? What are you going to do___? Role Play

Quand est le/la/les _______?- When is the________? Contrast/Balance Addition
Et – and
Combien coûte_______? How much do_____ cost? Mais – but Aussi – also
Cependant – however De plus – in addition to
French Néanmoins – nonetheless En outre – furthermore
1 of 2 Ou bien/ou sinon – alternatively Encore – again
Malgré – despite Suivant(e) – the following
Toujours – still
D’un côté…d’un autre côté – on one hand…on the other Emphasis
Au lieu de – instead of… surtout – above all
en particulier – in particular
Cause/effect particulièrement – notably/especially
Alors – consequently considérablement – significantly
Ainsi – thus En fait/en réalité – in fact
Donc – so
Par conséquent – therefore/as a result 21
Jusqu’à – until

Module 6 Module 7 Module 8

Les matières School subjects Les métiers Jobs Qu’est-ce qu’on peut faire pour aider? What can we do to help?
le commerce business studies
le dessin art Je suis/Il/Elle est … I am/He/She is a/an … On peut faire du bénévolat. You can do voluntary work.
le français French
la biologie biology Je veux être … I want to be a/an … On peut parrainer un enfant. You can sponsor a child.
la chimie chemistry
la géographie geography Je veux travailler comme … I want to work as a/an … On peut donner de l’argent à une You can give money to a charity.
la musique music association caritative.
la physique physics avocat/avocate lawyer
la religion religious studies On peut recycler. You can recycle.
la technologie technology ingénieur/ingénieure engineer
l’allemand (m) German Il faut agir. You/We have to act.
l’anglais (m) English électricien/électricienne electrician
l’art dramatique (m)/le théâtre drama Il faut lutter contre la faim. You/We have to fight against hunger.
l’EPS (f)/le sport PE mécanicien/mécanicienne mechanic
l’espagnol (m) Spanish Il faut signer des pétitions. You/We have to sign petitions.
l’étude des médias (f) media studies musicien/musicienne musician
l’histoire (f) history Il faut participer à des manifestations. You/We have to take part in
l’informatique (f) ICT maçon/maçonne builder demonstrations.
l’instruction civique (f) citizenship
les arts ménagers home technology patron/patronne boss Il faut éduquer les gens. You/We have to educate people.
les maths maths
Un école bien équipée A well-equipped school coiffeur/coiffeuse hairdresser Les problèmes environnementaux Environmental problems
le gymnase sports hall
le hall (assembly) hall/auditorium programmeur/programmeuse programmer Le plus grand problème The biggest environmental
le terrain de basket basketball court environnemental, c’est … problem is …
le terrain de sport sports ground serveur/serveuse waiter/waitress
la bibliothèque library
la cantine canteen vendeur/vendeuse salesperson le changement climatique climate change
la cour de récréation playground
la piscine swimming pool Je suis … I am … le manque d’eau potable the lack of drinking water
la salle de sport gym
les labos de science science labs indépendant(e) independent la disparition des espèces the extinction of species
les salles de classe classrooms
les vestiaires changing rooms intelligent(e) intelligent la destruction des forêts tropicales the destruction of the rainforests

22 motivé(e) motivated la surpopulation overpopulation

(bien) organisé(e) (well) organised la pollution de l’air air pollution

actif/-ve active la sécheresse drought

créatif/-ve creative les inondations flooding/floods

ambitieux/-euse ambitious les incendies fires

sérieux/-euse serious On détruit la planète. We are destroying the planet.

travailleur/-euse hard-working C’est très inquiétant. It’s very worrying.

sociable sociable C’est catastrophique. It’s catastrophic.

timide shy Faire du bénévolat Doing volunteer work

Mes projets d’avenir My plans for the future Tu peux/J’aimerais … You can/I would like to …

Je veux/J’espère/Je voudrais … I want/ I hope/ I would like … travailler avec les personnes âgées work with elderly people

passer mes examens to take my exams travailler avec les enfants work with children

réussir mes examens to pass my exams travailler avec les sans-abri/des SDF work with homeless people

prendre une année sabbatique to take a gap year travailler avec les animaux work with animals

voyager/visiter d’autres pays to travel/visit other countries participer à un projet de conservation participate in a conservation project

faire un apprentissage/devenir to do an apprenticeship/ Je fais du bénévolat parce que … I do volunteer work because …
become
pour moi, c’est important for me, it’s important to
apprenti(e) an apprentice
d’aider les autres help other people
aller à l’université/continuer mes to go to university/continue my
pour moi, c’est important de participer for me, it’s important to participate
études à la fac(ulté) studies at university à la vie en société in society

faire du bénévolat/du travail to do voluntary work j’aime développer de nouvelles I like developing new skills
compétences
bénévole volunteer

me marier to get married j’aime rencontrer de nouvelles personnes I like meeting new people

avoir des enfants to have children c’est une expérience enrichissante it’s a rewarding experience
pour moi for me
si if

bien well

mal badly

vraiment really

plutôt quite/rather

seulement only

déjà already French
2 of 2
à part apart from

1. Coastal Processes: 2. Coastal Features: 3. Management methods at the coast:

• Deposition: The laying down of material by sea, river, • Headland: Part of the coastline that juts out into the • Hard engineering: Involves building man-made
wind or ice. sea (typically more resistant geology). structures to protect the coast.

• Erosion: Wearing away of material by sea, river, wind • Cave: Natural underground feature, usually at the • Soft engineering: The use of nature to protect the
or ice. base of a cliff. coastline.

• Abrasion: The material being transported by the sea • Arch: Natural opening eroded out of a cliff face by • Groynes: Concrete or wooden barrier built out into
wears away the cliffs (like sandpaper). coastal processes. the sea from a beach to reduce erosion and drifting.

• Attrition: When pebbles are knocked together and • Stack: Pillar or vertical column of rock in the sea • Rock armour: Rock armour or rip-rap involves
they gradually become more rounded and reduced formed by erosion.  placing large boulders in front of a cliff or sea wall to
in size. absorb the energy of waves.
• Stump: When a stack is weathered/eroded and it
• Hydraulic action: The sheer force of the water by itself becomes smaller. • Gabions: Rocks placed in metal cages to reduce
can erode material from the cliffs. the impact of wave energy.
• Spit: Narrow tongue of sand or shingle which grows
• Solution: Rocks are subject to chemical attack and out from the coastline, deposited by longshore drift. • Beach nourishment: (also referred to as beach
slowly dissolve in the water. replenishment) when sand, lost through longshore
• Tombolo: When longshore drift deposits material drift or erosion is replaced. 
• Longshore drift: The transport of sand and pebbles between a headland and an island.
along the beach • Managed retreat: Allows an area, usually of low
• Bar: When longshore drift deposits material between value, to become flooded by removing coastal
• Swash: When a wave breaks and water is washed up one headland and another. protection.
the beach
• Bay: Wide, curved inlet at the coast. • Cliff stabilisation: The process of securing the cliff to
• Backwash: As water flows back down to the sea • Lagoon: Natural lake formed behind a coastal bar. reduce cliff collapse.
• Destructive wave: Weak swash and strong backwash • Salt marsh: Sheltered area often formed behind a spit.
• Wave cut platform: The existing base of a cliff, 4. Weathering Processes:
so beach material is removed by the wave
• Constructive wave: Strong swash and weak exposed by low tide. • Mechanical weathering: Physical break down of
• Wave cut notch: When the base of the cliff is eroded. rocks e.g. through freeze thaw weathering.
backwash so beach material is added by the wave.
• Transportation: When sediment is carried by the sea. Cave, arch, stack and stump • Biological weathering: The disintegration of rocks
• Traction: When large particles e.g. boulders are Forming on a headland. caused by plants or animals e.g. plant roots growing
through rocks.
pushed along by the sea.
• Saltation: When pebbles are bounced along the sea • Chemical weathering: Chemical reactions
decompose, weaken or dissolve specific rocks e.g.
bed. carbonation.
• Suspension: When small particles are picked up and

transported by the water.
• Solution: When soluble materials e.g. limestone are

transported in the water.

Geography
1 of 2

23

5. Hydrological cycle key words: 6. Coastal Features: 8. River features:

• Precipitation: Moisture falling from the atmosphere: • Tributary: A river or stream flowing into a larger river • Waterfall: An erosional, upper course river feature,
rain, snow, sleet and hail. or lake. where water flows over a vertical drop.

• Evaporation: The process of turning from liquid into • Confluence: The junction of two rivers. • Meander: A winding curve or bend in a river. They
vapour (gas). • Watershed: A ridge of high land that separates are the result of both erosional and depositional
processes. They are typical of the middle and
• Transpiration: The evaporation of water vapour from waters flowing to different rivers/basins. lower course of a river.
trees and plants. • Drainage Basin: An area of land where precipitation
• Interlocking Spurs: Erosional features as water
• Evapotranspiration: The loss of water from a collects and drains into a river. winds round more resistant rock in the upper
drainage basin into the atmosphere from the leaves course.
of plants + loss from evaporation. 7. Hydrographs:
• Ox bow lake: A U-shaped lake that forms when a
• Condensation: The conversion of a vapour or gas • Peak rainfall: The peak rainfall is the time of highest wide meander of a river is cut off.
to a liquid. rainfall.
• Levees: A natural deposition of material in the
• Interception: Refers to precipitation that does not • Peak discharge: Is the time when the river reaches lower course of a river. Often associated with
reach the soil, but is instead ‘caught’ by the leaves, its highest flow. flooding periods.
branches of plants and human structures.
• Lag time: Is the time delay between the peak • Floodplain: The flat land either side of the lower
• Surface run off: Is water, from rain, snowmelt, or rainfall and the peak discharge. course of a river that naturally floods. Deposited
other sources, that flows over the land surface. sediment forms this feature.
• Rising limb: Part of the hydrograph where the
• Infiltration: Is the process by which water on the discharge increases and the river levels rise. 9. River Management:
ground surface enters/soaks into the soil.
• Falling limb: Part of the hydrograph where • Hard Engineering: Involves building man-made
• Percolation: The movement of water within the soil discharge decreases and the river’s level falls. structures which try to control natural processes.
and down vertically into the rocks. E.g. embankments, dams, river straightening.
• Cumecs: Unit used to measure discharge (cubic
• Ground water flow: The deeper movement of water metres per second). • Soft engineering: Where the natural environment is
through underlying permeable rock. used to help reduce river flooding. E.g. Floodplain
zoning, warning systems, afforestation.
• Groundwater storage: The storage of water
underground in permeable rock. • Levees: An artificial wall built along the sides of a
river, blocking water from going where we don’t
• Channel Flow: The movement of water within the want it to go.
river channel. This is also called a river’s discharge.
• Channel Straightening: A river channel may be
• Channel Storage: the water held in a river or stream straightened (removal of meanders) so that water
channel. can travel faster along the course.

• Stemflow: Water running down a plant stem or tree • Embankments: A long artificial bank of earth; built
trunk. alongside the river to hold back river water.

• Surface storage: The total volume of water held on • River restoration: Contributes to flood risk
the Earth’s surface in lakes, ponds and puddles. management by supporting the natural capacity
of rivers to retain water. e.g reinstating meanders,
Geography silt removal, narrowing channels to increase flow
2 of 2 speeds, reinstating floodplains.

24

Role Play BAonoswsteerr Solid Answer Aiming higher Aiming at the top
Verb Letztes Jahr bin ich nach ----
Planning the answer: schlecht - bad structures gegangen - last year I went to Jeden Tag ging ich/ass ich/trank Ich habe mich entschieden,
sie sehen....aus - they look like... in past Letztes Jahr habe ich ----gespielt ich/fuhr ich/spielte ich/machte ich dass - I decided that
auf der linken Seite - on the left side unten - on the bottom - last year I played – every day I used to go/eat/drink/ Ich hatte es mir immer
auf der rechten Seite - on the right side das Wetter ist... the weather is... Verb Als ich jünger war - when I was travel/play/do vorgestellt, dass - I always
außerdem - also Auf dem Foto gibt es/sieht man – structures younger Ich wollte immer + infin - I always planned to
eine Frau - a woman on the photo there is/you can see. in present Als ich ----- Jahre alt war - when I wanted to Pluperfect: Ich hatte Tennis
ein Mann - a man Das Foto ist drinnen/draußen – was…years old gespielt – I had played tennis
es gibt - there is the photo is inside/outside. Verb Ich bin/ich habe – I am/I have Ich will + infin – I want to Ich war ins Kino gegangen – had
das Foto/Bild - the picture structures Er ist/er hat – he is/he has Ich soll + infin – I should gone to the cinema
gut - good Es sieht aus wie Sommer – it looks like in future Ich gehe schwimmen - I go Ich darf + infin – I am allowed to
im Hintergrund - in the background summer swimming Ich muss + infin – I have to Ich spiele seit einem Jahr Geige -
im Vordergrund - in the foreground Idioms Ich sehe fern – I watch TV Ich kann + infin – I can I have played violin for 1 year
die Jungen - the boys Es könnte ein Geburtstagsfeier sein – it Opinions Ich fahre Rad – I ride my bike Es gibt – there is Ich lerne seit zwei Jahren Deutsch
die Kinder - the children could be a birthday in three Es gibt keinen/keine/kein – there isn’t - I have been learning German
die Mädchen - the girls Ich würde sagen, dass – I would say that tenses Nächstes Jahr werde ich + infin – for 2 years
Man sieht... One sees.. Next year I am going to… Ich habe (in der Zukunft) vor,---zu Ich lerne weder Musik noch Kunst
meiner Meinung nach.... in my opinion Sie sehen glücklich / traurig aus – they Er/sie wird + infin – He/she will + infin - In the future I intend to… – I am neither studying music
oben - on top look happy/sad Am Wochenende will Ich + infin - Mein Traumhaus wäre groß und es nor art
At the weekend I want to hätte ein Schwimmbad – My ideal
‘Wow’ words and phrases Wenn ich älter bin werde ich + house would be big and it would Wenn es möglich ware, würde
infin - When I am older I will… have a swimming pool ich - if it were possible, I would
ohne Zweifel – without fail Ich habe vor …– I am planning to Wenn ich reich wäre, würde ich ein Wenn ich könnte, würde ich - if I
sonst – else Ich habe Lust,… zu… – I have a mind to… Er hat Schwein gehabt! - he was großes Auto kaufen – If I were rich, could, I would-
trotzdem – despite Ich plane, ….zu – I am planning to… lucky! I would buy a big car Wenn ich viel Zeit hatte, wurde
eigentlich – actually Ich versuche… zu – I am trying to… Da kannst du Gift drauf nehmen - ich – if I had time I would
zufällig – randomly Past You can bet your life on that Wenn ich die Wahl/genug Geld
Ich habe die Nase voll. – I am sick and Ich mochte es – I used to like it hatte, würde ich--- - if I had the
tired about Ich fand es – I found it--- Present choice/enough money, I would-
Es hat mir gut gefallen/nicht gut Ich mag/ich mag nicht – I like/
gefallen – I liked it/didn’t like it don’t like Du hast den Nagel auf den Kopf
Was mir am besten gefallen hat, Ich finde es---- I think it’s---- getroffen! – you’ve hit the nail on
war – what I liked the most was Mir gefällt es/Mir gefällt es nicht - the head
Ich war überzeugt, dass---- I was I like it/don’t like it
surprised that Meiner Meiniung nach, - in my Future
opinion Es wird-----sein – it will be
Ich denke, dass---- I think that---- Ich freue mich drauf - I’m looking
forward to it
Es ware toll! – it will be great!

ich interessiere mich für – I am interested in Time Connectives
ich kann…nicht leiden – I can’t stand…
das Beste daran ist – the best thing about it is Addition Cause/effect Emphasis Contrast/Balance
Es wäre viel besser, wenn…- it would be better, if und – and infolgedessen – consequently
auch – also dadurch – thus vor allen Dingen – above all aber – but
German außerdem – furthermore so – so
1 of 2 zusätzlich – in addition to deshalb – therefore besonders – in particular jedoch – however
weider – again demzufolge – as a result
nachfolgend – the bis – until insbesondere – notably nichtsdestotrotz – nonetheless
following
hauptsächlich – especially beziehungsweise – alternatively

bedeutend – significantly trotz – despite

sogar – in fact trotzdem – still

zum einen – on one hand…
on the other

stattdessen – instead of...

25

German
2 of 2

Module 7 Module 7 Module 8

Berufe Jobs Berufsbilder Job descriptions Sprachen bei der Arbeit Languages at work

der/die Anwalt/Anwältin lawyer Sie haben ausgezeichnete… You have an excellent… Ich mochte etwas… machen. I would like to do something…

der/die Apotheker(in) chemist Sprachkenntnisse knowledge of languages Er/Sie wurde gern etwas… He/She would like to do

der/die Arzt/Ärztin doctor machen. something…

der/die Bäcker(in) baker Sie müssen… You must… ganz Anderes completely different

der/die Bankangestellte bank clerk zuverlässig sein be reliable Sinnvolles meaningful

der/die Beamte/Beamtin civil servant Aufregendes exciting

der/die Bibliothekar(in) librarian Ihre Arbeit pünktlich abliefern deliver your work on time Interessantes interesting

der/die Chef(in) boss Sie brauchen eine gute Ausbildung. You need a good education. Praktisches practical

der/die Dolmetscher(in) interpreter Ein Hochschulabschluss A degree Neues new

der/die Feuerwehrmann/-frau firefighter Ich möchte… I would like to…

der/die Friseur/Friseuse hairdresser Arbeitserfahrung work experience In (der Autoindustrie) arbeiten work in (the car industry)

der/die Informatiker(in) computer scientist Ich interessiere mich für den Job I’m interested in the job as bei (BMW) arbeiten work for (BMW)

der/die Kellner(in) waiter/waitress eine Bustour durch (Amerika) go on a bus tour through

der/die Klempner(in) plumber Ich würde gern eine Lehre machen I would like to do an machen (America)
apprenticeship
der/die Koch/Köchin cook
Arbeitserfahrung sammein accumulate work experience
der/die Kraftfahrer(in) lorry driver
als Lehrling arbeiten work as an apprentice/trainee
der/die Lehrer(in) teacher Module 8

der/die Metzger(in) butcher als ehrenamtlicher work as a volunteer
Mitarbeiter arbeiten
der/die Polizist(in) police officer Umwelt macht Schule Setting environmental
standards at school
der/die Programmierer(in) computer programmer Man könnte/sollte/würde We could/should/would
den Müll trennan sort the rubbish
der/die Schauspieler(in) actor/actress Eine Debatte A debate Biomüll kompostieren compost organic waste
Meiner Meinung nach… In my opinion… eine Solaranlage installieren install solar panels
der/die Sozialarbeiter(in) social worker Sie sind mir wichtig, weil There are important to me because

der/die Tierarzt/Tierärztin vet

der/die Verkäufer(in) sales assistant

der/die Übersetzer(in) translator Sie sind mir nicht wichtig, weil… They aren’t important to me
because…
Ein Praktikum A work experience Bienenvölker im keep bee-hives in the
Du hast gesagt…, You said…, but I think Schulgarten halten school garden
Beim Arbeitspraktikum For my work experience aber ich denke

musste ich… I had to…

Glücklicherweise musste Fortunately I didn’t have to… eine Fahrradwoche organisieren organise a bike week

ich keine… Sprachen öffnen Türen Languages open doors Energie sparen save energy
Im Moment lerne ich At the moment I’m learning
Telefonanrufe machen make phone calls (Spanisch) (Spanish) das Licht ausschalten turn the light off
Akten/Dokumente abheften file files/documents
Formulare ausfüllen fill in forms mich um einen guten Job apply for a good job die Natur schützen protect nature
E-Mails schreiben write emails zu bewerben
Gäste bedienen serve customers Der Mull ist das wichtigste Rubbish is the most important
Autos waschen wash cars
Termine organisieren organise meetings Problem. problem.
Ich musste auch (keinen)… I also did (not) have to…
Man sollte weniger Auto fahren. We should drive less.

Ich lerne (Deutsch), um… I’m learning (German) in order to…

26

KT3: Nazi Control and Dictatorship Key Words

1. This was a time when Hitler formed a legal dictatorship 15. Marinus van der Lubbe: The Reichstag Fire was blamed
and put in place methods of propaganda and on this Communist.
censorship to persuade and encourage all Germany
people to support Nazi ideals 16. Enabling Act: Gave the Nazis full power for the next 4
years.
Key Events
17. Gleichschaltung: Hitler’s attempt to bring German
2. 1933 January Hitler becomes Chancellor. society into line with Nazi philosophy.
3. 1933 February Reichstag Fire.
4. 1933 March Nazis win 288 seats. 18. German Labour Front (DAF): Set up to replace Trade
5. 1933 March Enabling Act passed. Unions.
6. 1933 July Nazis become the only legal party in Germany.
7. 1934 June Night of the Long Knives. 19. Dachau: First concentration camp.
8. 1934 August President Hindenburg dies. 20. Centralisation: Germany had been divided into districts
9. 1934 August Hitler combines the post of Chancellor and
called Lander. Now Germany was run from Berlin alone.
President and becomes Fuhrer. 21. Purge: To get rid of opposition.
10. 1934 August German army swears allegiance to Hitler. 22. Gestapo: Secret police headed by Goering.
11. 1938 Over the course of the year, Hitler removes 16 army 23. Night of the Long Knives: Removal of internal and

generals from their positions. external opposition.
24. Sicherheitsdienst (SD): The intelligence body of the Nazi
Key Concepts
Party.
12. Removal – From 1933 to 1934, Hitler removed all 25. Concordat: In July 1933 the Pope agreed to stay out
opposition and established himself as Fuhrer.
of political matters if the Nazis did not interfere with
13. Control – There was an attempt to control and influence Catholic affairs.
attitudes. This was done by propaganda and terror. 26. Eidelweiss Pirates and Swing Youth: Groups who
opposed the Hitler Youth.
14. Opposition – The youth and the churches opposed the 27. Confessional Church: Followed traditional German
regime. Protestantism and refused to allow the Nazification of
religion. Led by Pastor Martin Niemoller.
28. Mit Brennender Sorge (With Burning Concern): The Pope
wrote to priests in Germany about his concerns over the
Nazi attempts to control religion.

History
1 of 2

27

KT3: Life in Nazi Germany, 1933-39 Key Words

1. The lives of German citizens were changed after Hitler’s 12. Kinder, Kuche, Kirche: Children, Kitchen, Church. This
appointment as Chancellor. For some, life was better under summed up the Nazi ideal of womanhood.
the Nazis but for others, it was much worse.
13. The Motherhood Cross Award: Given to women for large
Key Events families.

2. 1933 Boycott of Jewish shops and businesses. Law for 14. Lebensborn: Where unmarried women were
the Encouragement of Marriage. Sterilisation Law passed. impregnated by SS men.

3. 1935 The Nuremberg Laws were passed. 15. Napola: Schools intended to train the future leaders of
4. 1935 Conscription introduced. Germany.
5. 1936 Membership of the Hitler Youth made compulsory.
6. 1938 Jewish children were not allowed to attend German 16. Nazi Teachers League: All teachers had to swear an
oath of loyalty to the Nazis.
schools. Lebensborn programme introduced. Kristallnacht.
7. 1939 The euthanasia campaign began. Designated Jewish 17. Reich Labour Service: A scheme to provide young men
with manual labour jobs.
ghettos established.
18. Invisible unemployment: The Nazi unemployment
Key Concepts figures did not include women, Jews, opponents and
unmarried men under 25.
8. Anti-Semitism – Persecution of the Jews grew continuously
after 1933. 19. Autobahn: Motorway.

9. Young – The Nazis placed much emphasis on controlling 20. Rearmament: Building up the armed forces in readiness
the young as only then could they secure a ‘thousand year for war.
Reich’. Youth organisations and education indoctrinated the
German youth. 21. Volksgemeinschaft: The Nazi community.

10. Women – The Nazis had traditional family values but even 22. Strength Through Joy: An attempt to improve the leisure
these were tested by the needs of war and the desire to time of German workers.
ensure a growing Aryan population.
23. Beauty of Labour: Tried to improve working conditions of
11. Living Standards – The Nazis did reduce unemployment German workers.
but they did this by banning Jews and women from the
workplace and by putting Germany on a war footing. 24. Volkswagen: People’s car.
Workers had limited rights.
History 25. Eintopf: A one pot dish.

26. Herrenvolk: The master race or the Aryans.

27. Nuremberg Laws: Jews were stripped of their citizenship
rights and marriage between Jews and non Jews was
forbidden.

28. Kristallnacht (Night of the Broken Glass): A Nazi
sponsored event against the Jewish community.

2 of 2

28

Key Words Key Words Key Words

• Access Rights: Control over who has access • Contingency time: Time in a project plan with no • Feasibility report: Created during the initiation
to a computer system, folder, files, data and tasks assigned. stage and considers each of the questions and
information. constraints. Success criteria and objectives are
• Data encryption software: Software that is used to also defined.
• Adware: Advertising-supported software. encrypt a file.
• ANPR: Automatic Number Plate Recognition. • Gantt Chart: A visual method of showing the
• Assets: Items such as images or videos to be • Data subject: The person the data is being stored proposed timing of each task needed to
about. complete a project.
included in the final product.
• Backup: A copy of the data or files that are • Data types: A specific kind of data item that is • Green energy: The use of natural, renewable
defined by the values that can be stored using it. resources to generate power.
currently in use.
• Bias: Considering only one point of view. • Defamation of character: When an untrue or false • Hacker: A person who finds out weaknesses in a
• Biometric protection measure: A measure that statement is made by one person about another. computer system to gain unauthorised access.

uses a person’s physical characteristic. E.g. Eye • Denial of Service (DoS): A cyber attack where • Identity theft: When personal details are stolen
scan or voice. the attackers attempt to prevent authorised users and used to commit fraud.
• Blog: A regularly updated website that is usually from accessing the service.
run by one person. • Information: Processed data that has a meaning
• Botnet: An interconnected network of infected • Dependency: A dependent task is one that and is in context.
computer systems. cannot be started until a previous task has been
• Buffering: When the internet connection is too completed. • Integrated document: A document featuring
slow to show a resource in real time. components from other documents.
• Closed question: A question with only a set of • Distributed Denial of Service (DDoS): An attempt
number of questions. to make a computer or network system • Interaction: How the phases link together.
• Concurrent: Tasks that can be completed at the unavailable to its users by flooding it with network • Interviewee: The person answering the questions.
same time. traffic. • Interviewer: The person asking the questions.
• Intranet: A private network that is accessible only
• Iteration: The repeating of a phase. • Distribution channel: The methods that can be
• Logical protection methods: Computer-based used by an individual or businesses to share to those people who have login, or access details.
information.
methods that can be put in place by the systems • Rank order: Requires the person completing the
team to reduce, or mitigate the risks to data. • Encryption code: A set of characters or numbers questionnaire to rank a list of items in order.
• Magnetic wipe: Replaces the data with binary and that is used when encrypting data or a file.
removes all the basic commands stored on the • Real-time backup: When a backup is
storage device, making the device unusable. • Personal data: Information held about an individual. automatically carried out each time a change is
• Malware: Malicious software. made to the data.
• Milestones: A given point in time when a task is • Physical protection methods: Security methods
expected to be started or completed. that are designed to deny unauthorised access to • Record: A collection of data about a single item.
• Open question: Allows the person completing the computer equipment. Each record must be unique.
questionnaire to give a detailed answer in their
own words. • Primary research method: When the data and • Reliability: If the data and information is correct
• Patches: Updates released by software vendors for information collected is fresh data collected for a and can be verified.
their software. specific purpose.
• Resources: The things needed to complete the
ICT • Project manager: The person who is in overall project. These may be include hardware and
1 of 2 charge of the project.  software.

• Public authorities: These include government • RFID: Radio Frequency Identification tags can use
departments, the NHS, state schools and the police radio frequency to transfer data from the tags to a
force. computer system.

• Query: A way of interrogating and manipulating 29
data within a database. A query has rules that filter
to find the specific data needed.

Key Words Advantages of the Project Life Cycle Inputs & Outputs of Each Phase

Secondary research methods: Methods that use data • It provides a structured approach. Phase Inputs Outputs
and information that has already been collected. • It shows clearly defined tasks to be carried out in Initiation
Social engineering: The art of manipulating people Planning User requirements Feasibility report
so that confidential information can be found out. each phase. User constraints Legislation implications
Static product: A product that doesn’t move. • The inputs and outputs of each phase are defined. Execution Phase review
Example: A poster. • The roles and responsibilities of each project team
Table: Contains data about ‘things’. Evaluation Feasibility report Project plan
Example: A customer’s table. member are defined. Legislation implication Test plan
Validation: Can include length checks, presence • Resources are allocated at the start of the project. Constraints list
checks, format checks, range checks and input • The project progress can be monitored to make Phase review
masks.
Validity: How believable the data and information sure the final product is delivered to the client on Project plan Deliverable product
collected is. time. Test plan Test results
vLog: A video blog. Constraints list Phase review
VoIP: Voice over Internet Protocol is a system that SMART stands for:  Phase review
enables voice calls to be made over the internet. Specific, Measurable, Achievable, Realistic, Time
Vulnerabilities: Weaknesses that allow an attacker to Deliverable product Release of deliverable
launch a cyber-security attack. Constraints: Test results product
Workbook: A collection of worksheets. • Time User documentation
Workflow: Which tasks are dependent on another, • Resources Final review report
which tasks have to be completed before moving on • Regulations
to the next. • Security/Risk management Malware Type Malware How to mitigate
Worksheet: One spreadsheet contained within a • Mitigation of Risks Why/how it’s used
workbook.
Planning Tools Adware Generates revenue for its author; Install, run and update a
Security/risk Management Bot this is any software that shows security software package.
Gantt Chart Components: Dates/days along adverts such as pop-ups. Do not run software/click links
Logical protection methods include: the top, Tasks down the left side, Milestones, Takes control of a computer system; from unknown sources.
• Firewalls Dependent tasks, Concurrent tasks. this is a type of malware that works
• Encryption PERT chart Components: Nodes/sub-nodes, Time, without a user’s knowledge. It
• Access rights Dependent taks, Concurrent tasks, Critical path. can result in a ‘botnet’, which is
• Usernames and passwords Visualisation diagram Components: Multiple a network of infected computer
images, Position and style of text, Font, systems.
Physical protection methods include: Annotations, Colours/themes.
• Locking rooms that computer equipment is Flow Chart Components: Start point, End point, Bug Connected to flaws in software; Check for and install any
Decisions, Processes, Connection lines, Direction usually the result of human error patches that are released
located in. arrow. during coding of the software. from software vendors.
• Bolting computers to desks. Mindmap Components: Nodes, Sub-Nodes,
• Using device locks. Branches/connecting lines, Key words, Colours, Ransomware Holds data on a computer system Install, run and update a
• Using and closing blinds at windows. Images. to ransom; usually encrypts files security software package.
Task list Components: Tasks, Sub-tasks, Start date, and displays a message to the user. Do not run software/click links
ICT End date, Duration, Resources. It spreads like a worm. from unknown sources.
2 of 2
Rootkit Designed to remotely access a Difficult to detect as they
computer system; allows a remote are not usually detected by
cyber attacker access to steal/ security software; regular
modify data and/or configuration software update, keeping
on a computer system. security software up to date
and not downloading
suspicious files are the only
ways to trying to avoid a
rootkit being installed.

Spyware Collected data from infected
computers; usually hidden from the
user and installed without the user’s
knowledge.

Trojan horse Standalone malicious program Install, run and update a
Virus designed to give full control of a PC security software package.
to another PC; can be hidden in Do not run software/click links
valid programs. from unknown sources.
Attempts to make a computer
system unreliable; replicates itself
from computer to computer.

Worm Standalone program that replicates
itself to other computers; almost
always cause harm to networks
even if only by using bandwidth.

30

Probability Capture and Recapture

All outcomes add up to 1 Expected outcomes (Estimating) What is it?  Capture & recapture is a method used to estimate populations
Example:  where it can be difficult to record all members of the populations exactly.
A bag contains red, white and blue beads. Relative frequency: frequency ÷ total trials
Red = 4     white = 2     blue = 4 Formula: Mm Mn
So: Expected outcome = probability x number of N=n m
trials (estimating) N=
4 + 2 + 4 = 10 = 2 e.g. A biased spinner is spun 800 times. The
10 10 10 10 probabilities it lands on each colour is below.
The probability of it landing on red is the same as
Or as decimals: the probability of it landing on green. How many
   0.4  +   0.2  +  0.4 =  1 times would you expect yellow to come up?

Result Red Green Brown Yellow N is the population size to be estimated.
M is the number of members of the population that are captured initially and tagged.
Probability 0.48 0.2 n is the number of members of the population that are captured subsequently.
m is the number of members of this subsequent captured population that are tagged.
Sample space: We can use a sample P(Y) = (1 - 0.48 - 0.2) ÷ 2 = 0.32 ÷ 2 = 0.16
space diagram to help determine and list Estimate of/Expected yellow = 0.16 x 800 = 128
all the possible outcomes of two events.
The sample space below shows the results Example: 10 fish are caught in a lake, marked and released back into the lake. A
of rolling two dice and adding the scores:

a.) What is the week later, 20 fish are caught and 4 are found to be marked. Estimate the number of
probability of
fish in the lake.
2 3 4 5 6 7 getting a sum of 7?                                            10 =   4 
P(7) = 6/36 = 1/6                                             N     20

3 4 5 6 7 8 b.) What is the
probability of
                                            N = (10×20) 
4 5 6 7 8 9 getting a sum that                                                          4       There are approximately 50
is odd? P(odd) =                                             N= 50   fish in the lake

5 6 7 8 9 10 18/36 = 1/2
c.) What is the

6 7 8 9 10 11 probability of
getting a prime

7 8 9 10 11 12 number or an even Multiply along the
number? branches to find each
probability
P(prime or even) = Simple interest Formula: I = P x r x n P = Amount borrowed (principal)
r = Interest rate (as a decimal)
32/36 = 8/9 Example: borrow £5000 for 6 years n = Years
at 7% p.a. I = Interest
Mutually exclusive events
Mutually exclusive events are events that 5000 x 0.07 x 6 = £2100 interest P = Amount borrowed (principal)
CANNOT happen together. Example: On the r = Interest rate (as a decimal)
draw of a card you CANNOT get an ace and a Compound interest n = Years
king, these are MUTUALLY EXCLUSIVE.You CAN Formula:          V = P x (1+ r)n V= future value
get a heart and a king, therefore these are NOT Example: calculate the future value
MUTUALLY EXCLUSIVE. of £16500 invested for 8 years at a Mathematics
compound interest rate of 9%: 1 of 3
             16500 x (1.09)8 = £32877.28   
To find the interest earned, subtract the
original from the future value

31

Surds – Simplify, Expand and Rationalise Bounds and Error Intervals

• Simplify • Expand The lower bound is the smallest value that would round up to the
estimated value.        
50 = 25 x 2 (3 + 2)(3 - 2) The upper bound is the smallest value that would round up to the next
= 25 x 2 estimated value.
= 5x 2 9-3 2+3 2-2= 7 A quick way to calculate upper and lower bands is to halve the degree of
accuracy specified, then add this to the rounded value for the upper bound
=5 2 • Rationalise and subtract it from the rounded value for the lower bound.
Look for square numbers Example:  A mass of a person is 70 kg, rounded to the nearest 10 kg

in order to simplify 2 = 2 x 3 + 5 = 6+2 5 = 3 + 5 Degree of accuracy = nearest 10kg ÷ 2 = 5kg 

3 - 5 3 - 5 3 + 5 9-5 2 Lower bound = 70kg – 5kg = 65 kg, 

Squares: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100.. Upper bound = 70 + 5kg = 75kg 
Primes: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37…
This can be written as an ERROR INTERVAL --> 65kg ≤ x < 75kg

Calculations with bounds (limits)

Standard Form Calculating in standard form Example: Operation Rule
A model boat travels 3.9 Adding
Remember the first number Dividing: metres in 7.3 seconds. Both Upper bound + upper bound = upper bound
must be more than or equal (8 x 105) ÷ (2 x 102) Lower bound + lower bound = lower bound
8 ÷ 2 = 4    and 105 ÷ 102 = 103  
to 1 but less than 10. = 4 x  103 measurements are correct to Subtracting Upper bound - upper bound = upper bound
1.dp. Find the upper bound Lower bound - lower bound = lower bound
Multiplying:
(4 x 105) x (2 x 102) of the speed of the boat in Multiplying Upper bound x upper bound = upper bound
4 x 2 = 8  105 x 102 = 107 metres per second. Dividing Lower bound x lower bound = lower bound
= 8 x 107 3.95 ÷ 7.25 = 0.5 m/s to 1.dp
Upper bound ÷ lower bound = upper bound
Adding and subtracting: Lower bound ÷ upper bound = lower bound
Write the standard form out as ordinary
Ordinary Number Standard Form numbers and +/- as applicable. Recurring Decimal
29 2.9 x 101 Example:
350 3.50 x 102 (3 x 104) + (5.6 x 103) A recurring decimal is a decimal Here you must create two
4716 4.716 x 103  30 000 number which has a pattern than equations in order to get
600000000 6 x 108 + 5 600 the same recurring part
0.3 3 x 10-1 35 600 repeats over and over after the
0.09 9 x 10-2 Then put back in s.f. : 3.56 x 104 decimal place.  after the decimal.
0.0071 7.1 x 10-3
0.000502 5.02 x 10-4 Convert 0.54 to a fraction. Write 0.085 as a fraction.

x = 0.5454545454 ... x = 0.08555555 ...
100x = 54.5454545454 ... 100x = 8.555 ...
99x = 54 1000x = 85.555 ...
900x = 77
x = 54 = 6
99 11 77
Mathematics x = 900
2 of 3

32

Statistics Drawing Pie Charts Frequency Polygons

Types of averages Formula: 1. Plot frequency at the mid-point
Mean: 360 degrees  = degrees per item  2. Join with straight lines
the total sum of all values ÷ total number of values  Frequency 
The mean of 7, 9, 1, 3 is:  7+9+1+3 = 20 = 5 Example:   360  = 15 degrees Weight w (kg) Frequency
                                4                     24 30 ≤ w < 50 3
Median: the middle value (when data is in order) 50 ≤ w < 55 7
ODD AMOUNT IN LIST 55 ≤ w < 75 10
1, 2, 2, 3, 4, 4, 5, 5, 5, 6, 10 75 ≤ w < 80 6
Score off from either end evenly until you find the 80 ≤ w < 100 4
Middle. Median = 4
EVEN AMOUNT IN LIST Averages from a grouped frequency table
There will be two in the middle, add them and 
Divide by two:    5, 8, 12, 15         8+12 = 20 =  10  Estimating the mean:
                                   2
Mode: Most common value. Football Team Frequency Degrees ∑ fw MP x f (estimated total sum of values) ; where, w is
3, 4, 4, 5, 6, 6, 7, 7, 7, 7, 7, 8        Mode = 7 Liverpool 3 3 x 15 = 45° ∑f f (number of values)
MEASURE OF SPREAD: RANGE  = biggest - smallest Birmingham City 7 7 x 15 = 105°
Manchester Utd 4 4 x 15 = 60° the midpoint of the group.
Ratio Arsenal 2 2 x 15 = 30°
Newcastle 8 8 x 15 = 120° Median group: find which group the n+ 1 th, value lies.
Change of ratio within a question 24 2
Example: Red and blue counters are in a bag in the ratio 1:3.
12 red counters are added.  Where, n is the total frequency.
The new ratio of red to blue counters is 4:6.
Work out the number of counters originally in the bag. Example: In this table 51.5th value which lies in group
WORKING:
-Original ratio = 1:3     New ratio = 4:6   8 < w ≤ 12 (using the cumulative frequency)
-blue counters have not increased therefore ratios in original
and new represent the same value. Cumulative Frequency Diagrams and Box Plots Weight of box (w kg) Frequency
-MATCH THE BLUE PARTS         RED : BLUE 0<w 4 11
                          1  :  3 total cumulative frequency 4<w 8 16
                                                   x2      x2 8 < w 12 29
                        Original ratio     2   :   6 cumulative frequency 26
                        New ratio        4   :   6 12 < w 16 20
-Increase of 2 parts, so:   2 parts = 12 counters 16 < w 20
                                             1 part =  6 counters
2:6 = 8 parts in total, therefore:  Upper Quartile 75% of cumulative freq. Scatter graphs - correlations
                                     8 x 6 = 48 counters in the bag originally Median 50% cumulative freq.

Mathematics Lower quartile 25% cumulative freq.
3 of 3
interquartile range values
range

Lower quartile Median Upper Quartile

Interquartile range = upper quartile - lower quartile

33

Year 10 – Term 3 – Film

• Leitmotif: A frequently recurring short melodic or harmonic idea which is associated with a character, event, concept, idea, object or
situation which can be used directly or indirectly to remind us of one not actually present on screen. Leitmotifs can undergo
considerable thematic and harmonic transformation such as SEQUENCING depending on the contexts within the VISUAL NARRATIVE.

• Mickey-Mousing: A technique frequently used in cartoons and animated films where the music attempts to represent every little
physical movement on screen.

• Cue Sheet: A detailed listing of musical cues matching the visual action of a film so that composers can time their music accurately to
match the visual images.

• Sequencing: Where a melodic idea (often a LEITMOTIF) is repeated growing louder and louder and consistently rising either a tone
or a semitone higher during each repetition. Sequencing is often used by film music composers to build tension and create a
mood of suspense.

• Cue: A section of music that is timed to fit a specific portion of visuals.

• Diegetic Music: Music that is included in the film, and that the characters would be able to hear. This might include source music from
the set such as a car radio or a band in a nightclub, or sound effects such as guns in the distance or screeching car brakes.

• Non-diegetic Music: Music which has been composed to accompany events on screen but that the characters can’t hear, but the
audience can (e.g. music to accompany a car chase or to highlight the emotions of a conversation between two characters).
Also referred to as UNDERSCORE or INCIDENTAL MUSIC.

• Hit Point: An exact point during a cue when music or sound effects match a moment on screen.

• Motif (Motive): A short thematic strand of only a few notes.

• Synchronisation: The process of marrying up music and film. Usually handled within a sequencer, sometimes communicating externally
with a video recorder using timecode.

• Storyboard: A planning tool (similar to a CUE SHEET) used by film soundtrack composers to plan the music to different scenes within a film.

• Theme: A main tune, melody or theme within a film soundtrack, representing a particular character, ideas or object in the story and
often returning in the background or in altered form.

• Visual Narrative: The process of describing a story or storyline using visual images. MUSICAL NARRATIVE is therefore the process of
describing a story or storyline using music and sound.

• Soundtrack: The music and sound recorded on a motion-picture film. The word SOUNDTRACK can often mean a commercial Music
recording of a collection of music and songs from a film sold individually as an audio CD or via digital download. 1 of 3

34

Year 10 - Term 5 - Musical Forms and Devices

Devices: Musical Forms: Clefs:
Binary (A, B)
• Repetition – exact repeat of a musical idea Ternary (A, B, A) Treble Clef (used by the violin)
Rondo (A, B, A, C, A)
• Contrast – a change in the music Variation (T, V1, V2, V3) Bass Clef (used by the cello)
Strophic (A, A, A)
• Anacrusis – a note before the first beat Minuet and Trio (M, T, M) Alto Clef (used by the viola)

• Imitation – when another part copies a musical Key words: Important Musical Periods & Composers:
idea
• Accidental – changes the pitch of the note The Baroque Era (1600-1750)
• Sequence – a repeated idea but at a different • Cadence – two chords played one after the Bach, Handel, Vivaldi, Corelli, Lully, Purcell
pitch  
other to produce the end of a phrase The Classical Era (1750-1810)
• Ostinato – a repeated pattern or phrase • Interval – the distance between two notes Haydn, Mozart, Beethoven
• Unison – all parts singing the same notes  
• Syncopation – off-beat • Accented – when emphasis is placed on a The Romantic Era (1810-1910)
Schubert, Mendelssohn, Chopin, Schumann,
• Dotted rhythms – lengthening a note by half of note Liszt, Wagner, Verdi, Brahms, Tchaikovsky,
its value by placing a dot after it • Chromatic – music goes up or down in Dvorak

• Drone – a long held note semitones
• Sotto voce – hushed voice/soft voice/under
• Pedal – a held or repeating note against which
harmonies change the voice
• Suite – a collection of short musical
• Canon – melody is repeated in another part
whilst the original melody continues to play movements
• Diminution – making the note values shorter
• Conjunct movement – (mainly) stepwise • Subdominant – the 4th note of a scale and
melody
its chord
• Disjunct movement – leaping melody

• Broken Chord/Arpeggio – notes of a chord are
played separately one after the other

• Alberti bass – broken-chord accompaniment
• ( I, V, III, V)

• Regular phrasing – balanced melody

• Motifs – short melodic or rhythmic ideas

• Chord progressions – a series of related chords

• Modulation – changing key

Music
2 of 3

35

Year 10 - Term 5 and 6 - Music for Ensemble

Texture: • Sforzando (sfz) - a sudden, forced accent Duet - 2 performers
on a note or chord Trio - 3 performers
• Monophonic - single melodic line for an Quartet - 4 performers
instrument or voice or when instruments/ • Colla voce - when the accompaniment Quintet - 5 performers
voices are unison has to follow the vocal part, without strictly Sextet - 6 performers
sticking to the tempo Septet - 7 performers
• Homophonic - one main melody plus Octet - 8 performers
harmonic accompaniment of chords (inc. • Recitative - a vocal style that imitates
broken chords) the rhythms and accents of the spoken Jazz and Blues Trios
language
• Polyphonic Texture - number of melodic Vocal Ensembles - duets, trios, backing vocals
lines heard independently of each other • Declamatory writing - a type of vocal
writing, similar to recitative in that it has Trio Sonata - A work in several movements for 1
Textural Devices: speech-like quality or 2 soloists + basso continuo
String Quartet - Mvt 1 (sonata form)
• Unison (2 or more musical parts sound at • Sforzando (sfz) - a sudden force accent on Mvt 2 - slow (ABA or T&V)
the same pitches at the same time - can a note or chord Mvt 3 - moderate dance (minuet and trio)
be in octaves) (monophonic) Mvt 4 - fast sonata or rondo form
• Basso Continuo - continuous bass line  
• Chordal - parts move together producing 12-bar Blues structure
a series or progression of chords • Rhythm Section - underlying rhythm,
(homophonic) harmony and pulse of the accompaniment II I I
IV IV I I
• Melody and accompaniment - the • Pentatonic - a 5 note scale V IV I I
tune is the main focus of interest and
importance, and it is ‘accompanied’ by • Improvisation - music is made up on the
another part/parts which support the tune spot
(homophonic)
• Stanza - another word for a verse
• Canon or imitation - the melody is
repeated exactly in another part while • Swing style - dotted rhythm feel to the beat
the initial melody is still being played
(polyphonic) • Call and Response - music sung or played
by the leader and responded to by the rest
• Countermelody - a new melody played at of the group
the same time as a previous melody
• Blues scale - minor pentatonic scale +
• Layered - when more parts are added on flattened 5th
top of each other
• Blues notes - flattened 3rds, 5th, 7th notes

• Riffs - short repeated musical pattern

Music
3 of 3

36

BTEC Sport - Unit 1 - Fitness for Sport and Exercise - Knowledge Organiser

Components of Fitness Principles of Training

Health-related Fitness 1. F.I.T.T Frequency - how often you train
Intensity – how hard you train
1. Muscular The ability to use voluntary muscles repeatedly, without Time – how long you train for
Endurance getting tired. Type – what training method you use

2. Muscular The amount of force a muscle can generate when it 2. Progressive Making training steadily harder, to gradually improve
Strength contracts to overcome resistance. Overload fitness.

3. Body The ratio of fat to fat-free mass (vital organs, muscle, 3. Individual Matching the training to the requirements of the
Composition bone) in the body. Needs individual person.

4. Flexibility A range of movements possible at a joint. 4. Specificity Matching the training to the particular requirements of
an activity.
5. Cardiovascular The ability to exercise the body for long periods of time,
Fitness without getting tired. 5. Adaptation Body adapts (changes) in response to training.

6. Speed How quickly a movement can be performed or a 6. Reversibility Any improvements or changes that take place will be
distance can be covered.
reversed when you stop training.
Skill-related Fitness
7. Variation Training must be varied to avoid boredom.

7. Balance The ability to maintain centre of mass over a base of Methods of Training
support.

8. Coordination The ability to use two or more body parts at the same Flexibility of Training
time.
1. Static stretching Active stretching – stretching on your own
9. Power Strength x Speed. Passive stretching – stretching with someone/thing else.

10. Agility A measure of how quickly you can change the 2. Ballistic Fast, jerky movements through the complete range of
position of your body, while keeping your body under stretching motion, eg. bouncing or bobbing.
control.
3. PNF stretching Used to develop mobility, strength and flexibility
11. Reaction Time The time it takes to respond to a stimulus. - Performed with a partner or an object.

Strength, Muscular Endurance and Power training

Exercise Intensity 1. Circuit - Different stations/exercises used
training - Use different muscle groups to avoid fatigue
1. Maximum 220 – Age = MHR
Heart Rate 2. Free weights - Use of barbells or dumb-bells to perform dynamic exercises
- Alternate between upper and lower body/push and pull
2. Aerobic 60 – 85% of your maximum heart rate (e.g. MHR x 0.6 exercises
Training Zone = 60%)

3. Anaerobic 85 – 95% of your maximum heart rate (e.g. MHR x 0.85 Training for strength Low reps and high loads

Training Zone = 85%) PE BTEC Training for endurance High reps and low loads
1 of 2 Training for strength 50-60% of 1 RM and 20 reps
4. BORG’s Scale RPE x 10 = HR endurance

5. RPE Rating of Perceived Exertion

Training Sessions Training for elastic strength 75% of 1RM and 12 reps

1. Warm Up Pulse Raiser, Stretching, Skill-related activity. Training for maximum strength 90% of 1RM and 6 reps

2. Cool Down Pulse lowering activity, Static Stretching. 3. Plyometrics Develops explosive power and strength, eg. lunging, jumping,
incline press-up.

37

BTEC Sport - Unit 1 - Fitness for Sport and Exercise - Knowledge Organiser

CMometphoondesnotsf Toraf Finitinnegss CMometphoondesnotsf Toraf Finitinnegss
HeAalethro-rbeiclatTeradinFiintngess
HeaSlpthe-eredlaTtreadiniFnitgness
1. Continuous Training at a steady pace for a minimum of 30 minutes.
training 1. Hollow sprints A series of sprints separated by a ‘hollow’ period of
jogging or walking.
2. Fartlek training Running at different speeds or over different terrains.
2. Acceleration Pace gradually increased from a standing/rolling start
3. Interval training Individual performs a work period followed by a rest or sprint to jogging, then striding and then to a maximum sprint.
recovery period.
3. Interval training individual performs a work period followed by a rest or
4. Circuit training - Different stations/exercises used recovery period.
- Use different muscle groups to avoid fatigue
What can be varied PE BTEC
Number of stations; time spent at each station; number 2 of 2
of circuits; rest period between exercises; number of
sessions per week.

Fitness Tests

C.O.F Fitness Test Information Advantages Disadvantages

1. Body Body Mass Index BMI = Weight (kg) ÷ (Height x Height - Easy to carry out. Results can be misleading as muscle weighs
Composition more than fat.
(BMI) (m)) Measured in kg/m2 - Simple calculations used.

Bioelectrical Electricity passed through the body - Quick and gives instant results. Needs expensive equipment.
Impedance Analysis from the wrist to the ankle - Can be repeated over time with no
(BIA) bad effects.

Skinfold Test Equipment – Callipers - Provides accurate percentages of - Needs specialist equipment.
body fat. - Problem with people revealing bare skin.

2. Aerobic Multi-stage Fitness Measured in ml/kg/min - Can test a large group at once. - Scores can be subjective.
Endurance Test - Tests a performer’s maximum effort. - If outside, environment may affect the result.

Forestry Step Test Equipment – Metronome - Can test on your own. - People may struggle to keep with the stepping
- Can be performed inside or outside. pace on the metronome.
3. Speed 35m Sprint Test Sprint in a straight line over 35m - Little equipment so cheap to run. - Human error when timing can affect results.
4. Strength Grip Dynamometer Measured in kgW - Simple and easy test. - Must be adjusted for correct hand size.
- Can be conducted anywhere. - Specialist equipment required.
5. Flexibility Sit and Reach test Measured in cm - Quick and easy to perform. - Only measures lower back and hamstring.
6. Muscular Sit Up / Press up Tests Measured in repetitions - Quick and easy, with little equipment. - Different techniques can affect comparison
- Can test a large group at once. of results.
Endurance Illinois Agility Test Measured in seconds - Cheap and easy to conduct. - Human error with timing may affect the results.
7. Agility - Weather/ surface conditions can affect results.
Vertical Jump Test Measured in kgm/s - Quick and easy to conduct. - Technique may affect results as need to jump
8. Power and mark the wall.

38

The skeleton has 5 main functions: Cardiac values:
1. Movement • Heart rate (HR) – the number of times your heart
2. Support and protection
3. Production of blood cells beats in 1 minute.
4. Storage of minerals • Stroke volume (SV) – the volume of blood
5. Attachment of muscles
pumped out of the heart each beat.
Types of Synovial Joints: • Cardiac Output (Q) – the amount of blood

Type of Joint Body Types of Movement pumped from the heart every minute and is
Location the product of heart rate and stroke volume
Flexion/extension, combined.
Ball and Hip, rotation, abduction, • Cardiac Output (Q) = stroke volume (SV) X heart
socket Shoulder adduction, rate (HR)
circumduction
Hinge Knee, Flexion/extension Gaseous Exchange:
Pivot elbow • Gaseous exchange occurs in the alveoli in the
Rotation
Neck lungs and takes place by diffusion.
• Diffusion is the movement of gas from an
Types of joint movement:
• Flexion – bending at a joint, angle of the joint decreases area of high concentration to an area of low
• Extension – straightening a joint, angle of the joint increases concentration.
• Abduction – movement away from the midline of the body • In the alveoli there is a high concentration of
• Adduction – movement towards the midline of the body oxygen and in the bloodstream, there is a high
• Circumduction – where the limb moves in a circle concentration of carbon dioxide.
• Rotation – where the limb moves in a circular movement around a fixed joint • Capillaries surround the alveoli in the lungs. Both
the capillaries and alveoli walls are very thin
– just one cell thick. They are made up of semi-
permeable membranes which allow oxygen and
carbon dioxide to pass through them.

Lung Volumes:
• Vital capacity – the is the maximum amount of

air that can be breathed out after breathing in as
much air as possible.
• Breathing rate (frequency) – the number of
breaths in a minute.
• Tidal volume – the amount of air breathed in with
each normal breath.
• Minute Ventilation – is the total volume of air
entering the lungs in a minute.
• Minute ventilation = Breathing Rate x Tidal Volume

GCSE PE
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39

Aerobic and Anaerobic exercises: Aerobic respiratory system:
• - Depending upon whether the body uses oxygen or not in order • The aerobic respiratory system is responsible for producing the

to perform specific exercises determines if the exercise is aerobic majority of our energy while our bodies are at rest or taking part in
(with oxygen) or anaerobic (without oxygen). low intensity exercise for long periods of time, such as jogging or
long-distance cycling.
Anaerobic respiratory system:
• The anaerobic respiratory system supplies energy for sports • Carbohydrates and fats provide the energy for the aerobic
energy system and can supply energy for long periods of time.
needing explosive power, where the activity only lasts for
seconds. • Glucose + Oxygen -------> energy + water + carbon dioxide

• There are 2 types of anaerobic energy systems: Long-term effects of exercise Type of training
1. The creatine phosphate (CP) system
2. The lactic acid system Cardiovascular Cardiac hypertrophy Aerobic
system Increased stroke volume (SV)
• The creatine phosphate (CP) anaerobic system supplies energy Decrease in resting heart rate (HR)
faster than all other energy systems. Respiratory Increase in maximum cardiac output (Q)
system Capillarisation of lungs and muscles
• It is used for explosive, high-intensity contractions, such as in Increase in number of red blood cells
sprinting 100 metres, but it can only supply energy for about ten Energy
seconds. system Increased vital capacity Aerobic
Muscular Increased number of functioning alveoli
• CP --------> energy + creatine system Increased strength of the respiratory muscles
Skeletal system (internal and external intercostal and diaphragm)
• Once the CP system has run out, the lactic acid system is used to
supply energy. Increased production of energy from the aerobic Aerobic
energy system Anaerobic
• This system breaks down glucose into lactic acid. It produces Increased tolerance to lactic acid
energy very quickly, but not as quickly as the CP system.
Muscle hypertrophy Resistance
• The lactic acid energy system produces the majority of the Increased strength of tendons
energy for the moderate to high intensity activities such as Increased strength of ligaments
running 400 metres.
Increase in bone density Resistance
• Glucose -------> energy + lactic acid

GCSE PE
2 of 2

40

Baptism Christianity
Believers’ baptism
Catholic Agency for The sacrament through which people become members of the Church. Baptism involves the use of water as a symbol of the washing away of
Overseas Development sin. It is a rite of initiation.
(CAFOD) Initiation into the Church, by immersion in water, of people old enough to understand the ceremony/rite and willing to live a Christian life.
Christian Aid This form of baptism contains many similarities to the baptism of Jesus.
Christmas A Christian charity that provides emergency and long-term aid to the developing world.
Easter
Eucharist A Christian charity that provides emergency and long-term aid to the developing world.

Evangelism The Feast Day commemorating the birth of Jesus (25 December in most Churches).
Food banks
Holy Communion The religious season celebrating the Resurrection of Jesus from the dead. It starts on Easter Day and finishes with the feast of Pentecost.
Infant baptism
Literally ‘thanksgiving’. Another name for Holy Communion and a service in which the sacrificial death and resurrection of Jesus are celebrated,
Informal worship using bread and wine. Thanks are given to God for his creation of the world, for the life, death and resurrection of Jesus and for the bread and
Iona wine which many Christians refer to as Jesus’ Body and Blood.

Liturgical worship Preaching the gospel to convert people to the Christian faith. PRE
Lourdes This relates to Christian charities collecting donated food to distribute to the poor in Britain. 1 of 3

Lord’s Prayer Another name for the Eucharist in which the sacrificial death and resurrection of Jesus are celebrated using bread and wine.
Mission
Non-liturgical worship Initiation of babies and young children into the Church, where promises are taken on their behalf by adults. The infant is freed from sin and
Persecution introduced to the saving love of God and the support of the Christian community.
Pilgrimage
Worship which has no set structure. It is usually spontaneous and sometimes charismatic in nature.

An island off the west coast of Scotland founded by Columba in the 4th century. It is used by Christians today as a centre for pilgrimage and
religious retreat.

A church service which follows a set structure or ritual.

A town in France, where the Virgin Mary appeared to Bernadette in a series of visions, and now a place of pilgrimage, where it is claimed that
miraculous healings have taken place.

The prayer taught to the disciples by Jesus; also known as the ‘Our Father’.

Literally ‘sent out’. It refers to the duty of Christians to spread the gospel (the good news about Jesus).

A service which does not follow a set text or ritual. This type of worship is sometimes spontaneous or charismatic in nature.

Throughout the centuries and still in some parts of the world, Christians face punishment and even death for adherence to their faith.

A journey by a Christian to a holy site, e.g. Lourdes, Iona. Pilgrimage is itself an act of worship and devotion.

41

Prayer Christianity

Private worship Communicating with God through words of praise, thanksgiving or confession, or requests for his help or guidance.
Reconciliation Listening to and speaking to God.
Sacrament A believer giving God praise and worship on his or her own.
A sacrament in the Roman Catholic and some Anglican Churches. 
Set prayers The outward and visible sign of an invisible and spiritual grace. Baptism and the Eucharist are recognised as sacraments
by most Christians.
Street pastors These are prayers written throughout the centuries by Christian holy men and women, which many Christians use.
Tearfund The Lord’s Prayer is an example of a set prayer.
Worship A Christian organisation consisting of people who work mainly at night on city streets, caring for those who need help.

A Christian charity that provides emergency and long-term aid to the developing world.
Offering to God the praise that he is due. This may be done in public or in private worship.

Anatta Buddhism
Anicca
Ascetic No fixed self, no soul.

Buddha-nature Impermanence, instability, not permanent.

Dependent arising A life free from worldly pleasures (especially sexual activity and consumption of alcohol), often with the aim of pursuing
religious and spiritual goals.
Dhamma
Dukkha In Mahayana Buddhism this refers to the fundamental nature of all beings, which means that all beings can attain
The Eightfold Path Buddhahood.

Enlightenment The belief that everything in existence is because other things are. The idea that everything is interconnected and that
The Four Noble everyone affects everyone else.
Truths
Universal law; ultimate truth; the teachings of Buddha. 

Suffering; ill; everything leads to suffering; unsatisfactoriness.

The fourth Noble Truth. Magga. The Middle Way. The way to wisdom; mental training and the way of morality.
Eight stages to be practised simultaneously.

Wisdom or understanding enabling clarity of perception; this allows a Buddhist to be freed from the cycle of rebirth.

Dukkha, Samudaya, Nirodha, Magga (suffering, the cause of suffering, the end of suffering, the path to the end of
suffering a.k.a. the eightfold path!).

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42

Buddhism

The Four Sights Gautama’s four encounters with illness, old age, death and a holy man.
Jataka The Jataka Tales are stories about the previous lives of the Buddha.
Kamma Literally ‘action’. Deliberate actions that affect the believer’s circumstances in this and future lives; cause and effect.
Magga The Eightfold Path. ‘The Middle Way’ which leads to freedom from suffering (The Fourth Noble Truth).
Mahayana A form of Buddhism which includes both the lay and monastic communities. Literally “Greater Vehicle”, it focuses on
achieving enlightenment for the sake of all beings. It is the Buddhism of China, Tibet and Japan.
Meditation A spiritual experience that opens a person up to the highest state of consciousness. One of the six perfections.
Monasteries Viharas. Buildings that house monks and nuns.
Nibbana Literally ‘blowing’ out. To reach a state of perfect peace where the individual experiences liberation from the cycle of
birth, death and rebirth.
Panna Insight into the true nature of reality.
Paticcasamupada The concept of dependent arising.
Pure Land This is the dominant form of Buddhism in Japan and focuses on chanting the name of Amitabha Buddha.
Rebirth This refers to the belief that when a person dies he / she is reborn and that this process of death and rebirth continues
until nibbana is attained.
Samadhi Meditation, the spiritual experience leading to the highest form of consciousness.
Samudaya The causes of suffering (the Second Noble Truth).
Sunyata Literally ‘emptiness’. In Mahayana Buddhism, it refers to the absence of an intrinsic nature (or identity) in all phenomena.
Tanha Craving/desire, which causes suffering. The attempt to grasp at the things we enjoy.
Theravada The kind of Buddhism found in Sri Lanka and Thailand. It came before Mahayana.
The Threefold Way A term that refers to three divisions of the Eightfold Path into ethics, meditation and wisdom.
The Three Marks of Sometimes known as the Three Universal Truths: dukkha, anicca, anatta (unsatisfactoriness, impermanence, no self).
Existence
The Three Poisons Ignorance, greed and hate.
The Three Refuges Buddha, Dhamma, Sangha.
Zen A Japanese school of Mahayana Buddhism. It focuses on the value of meditation and intuition rather than ritual worship
and study of the scriptures.

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43

A. DEFINING CRIME AND DEVIANCE D. MARXISM ON CRIME G. FEMINISM & CRIME I. MEDIA AND CRIME

Crime Behaviour that breaks the law. Materialism Belief in the value of Control theory Heidensonhn’s theory that Deviancy Mentioning behaviour draws
Deviance This is punishable by law. Consumerism possessions and physical women commit less crime amplification attention to it, making it seem
comfort e.g. cars, houses. Double because their behaviour is Moral panic as if it has been amplified
Legal Deviance This is behaviour that doesn’t deviancy thesis controlled at work, home and Folk devil (there is more of it).
Illegal Deviance conform (follow) to the The need to buy products. Chivalry thesis in public. When the media exaggerate
dominant (main) norms Carlen The idea women are treated an issue or group causing
or social rules of a specific Reasons for 1. Blue collar crimes are Class deals more harshly because they panic.
society. more working easier to see 2. Victims to pity Gender deals break laws, and social norms Group identified as threat to
class in prison = longer sentences. 3. Cost (unfeminine). society.
This is behaviour that is seen as of lawyers. The CJS treat females more
‘abnormal’ by most people leniently as they feel females
in society but it doesn’t break E. CRIME AND SOCIAL CLASS need protecting.
the law. Sociologist who carried out
White collar A crime requiring a high unstructured, taped interviews J. ETHNICITY AND CRIME
This involves criminal crime social status to commit e.g. of 39 female offenders.
behaviour that is punishable embezzlement The class deal offers them
by the state (government). Corporate material rewards such as
crime Crimes committed by consumer goods if they work
B. FUNCTIONALISM & CRIME a company e.g. Tesco for a wage. Institutional The way the organisation
Blue collar horsemeat scandal The gender deal offers them racism works is discriminating against
Anomie When society breaks down crime material and emotional Canteen Culture an ethnic group (can be
and there is normlessness. Physical crimes against an rewards if they live with a MacPherson unintentional).
Social Cohesion Cohen individual, often by working husband. Report (1999) This is when lower ranks of the
Social unity, which gives a class. police force have racist, sexist
Boundary sense of belonging to society. Status and homophobic attitudes.
maintenance frustration Sociologist who argued Report into investigation on
Durkheim’s idea that crime working class boys rejected Stephen Lawrence murder
Strain Theory reminds people not to cross middle class culture to form finding the Metropolitan Police
boundaries of society. delinquent subcultures. institutionally racist.
H. GENDER AND CRIME
The pressure society puts on The idea that working class
people to achieve culturally boys try and fail to achieve Gender Learning to behave according
defined goals e.g. the middle class success and Socialisation to their “gender” e.g. socially
“American dream” become frustrated with their acceptable behaviour for boys
status. Lack of and girls.
C. STRAIN AND CRIME Opportunity No chance to actually commit K. AGE AND CRIME
Bedroom a crime.
Culturally defined Goals are determined by culture Delinquency Offences and anti-social
goals the values within culture e.g. Girls being supervised by their behaviour by young people.
economic success Ladette parents and spend a lot of
Response 1: F. INTERACTIONISM & CRIME time indoors, reducing their Anti-social ASBO – Punishment given to
Conformity Individual accepts the goals opportunity to commit crime. Behaviour Order teens, but often seen as status
of success and can achieve it Young women having more symbol. Cancelled in 2014.
“laddish” behaviour.
Response 2: Innovation Individual accepts the goals Becker Interactionist who says
of success but they lack the labelling leads to criminal
opportunities to succeed Deviant and deviant behaviour.
through legal means so turn Career
to crime. Labelling The process by which
individuals come to see
Response 3: Ritualism Individual makes their own Master status themselves as deviant.
“easier” goals but they
accept legitimate means The process of attaching a Crime and Deviance
rigidly. characteristic or definition to AQA GCSE Sociology
a person or group. E.g. thief.
Response 4: Retreatism Individual rejects the goal (9-1)
of success and they reject A status which overrides
legitimate means to achieve all of an individual’s other Sociology
it e.g “drop-outs”. statuses e.g. “junkie” not 1 of 2
“daughter” .
Response 5: Rebellion Individual rejects the
conventional goals of success
and the means to achieve
them, and replace them with
alternative goals and means.

44

A. What is stratification? C. Life Chances E. Wealth, Income & Poverty G. Power and Authority

Social stratification The way that society is Gender Life Chances People’s chances or Wealth Ownership of assets e.g – Power Is based on either coercion or
Ascribed status divided into layers (strata). having positive or negative Income houses and land. Authority authority.
Achieved status Glass Ceiling outcomes in their life. E.g – Absolute Flow of resources received When people willingly agree
3 Examples of Status is given at birth e.g education, employment, poverty annually/monthly. Coercion to do something because they
Social Stratification – royal titles. Sex health, housing. When their income is Traditional see it as right.
Discrimination insufficient to obtain the Authority Threat or use of force to ensure
Social mobility Status is earned based on Act 2010 Invisible barrier to promotion minimum to survive. Rational-legal people obey.
Closed system hard work. Institutional for women. authority Authority based on custom
Open system racism Relative poverty When income is well below Charismatic and tradition e.g – Monarchy
Davis & Moore 1. Caste system in Made it illegal to discriminate average so they are poor, Authority in Britain.
(1945) traditional India. Ethnicity Race relations based on sex and marital relative to society. Walby (1990) on Authority based on people
2. Feudalism in Medieval Act 2010 status. power following set laws or rules, and
Europe. Ageism Social Exclusion When people are shut out obeying those enforcing them.
3. Social class in the UK. Equality act The idea that an institution from everyday activities. Obeying a leader who they
2010 or company disadvantages believe have extraordinary
The ability to move up or ethnic minorities. Low Incomes Below 60% of the median after qualities and inspire them.
down the social strata. Other housing costs. 6 Patriarchal Structures – Paid
Age Made it illegal to discriminate employment, household,
No social mobility. based on ethnicity. Subjective Based on whether people see culture, sexuality, male
poverty themselves as in poverty. violence against women, the
Ability to move social Age discrimination. state.
strata. Environmental Measuring deprivation in
Protecting against age poverty terms of conditions such as
Stratification is necessary discrimination at work and Townsend (1979) adequate housing and air
to fill most functionally access to services. pollution.
important jobs with Created a deprivation index
talented people. Life chances can also including 12 items to measure
be affected by disability, relative to deprivation
sexuality and religion. and found 23% of the UK H. Power and the State
population lived in poverty.
B. Social Class

Karl Marx Identified two main social D. Affluent workers Democracy People vote for leaders
classes; bourgeoisie and Dictatorship rational-legal authority.
False Class proletariat. Embourgeoisement Affluent working class Proportional
Consciousness Thesis (1950s) families become middle representation Power in hands of dictator,
When proletariat are class in norms and values. censoring media to benefit
Lumpen – unaware that they’re them.
Proletariat being exploited. Devine (1992) Criticised Goldthorpe’s F. Explanations of poverty Seats allocated according
Weber’s Four Social Revisited (1969) Luton study. Interview to total number of votes for
Classes Drop–outs and criminals 62 people. Found working each party.
of society. class lifestyles hadn’t Cycle of Idea that people are
Market Situations changed much. deprivation ‘trapped’ in poverty as they Pressure Groups Groups who lobby (influence)
(Weber) 1. Property owners. develop values which stop governments to make
2. Professionals. Inter – Movement between the Murray (1996) them from being free. decisions.
Status vs Class 3. Petty Bourgeoisie. generational generations of a family and the New UK’s underclass is growing
(Weber) 4. Working class. mobility when a child has a different Right rapidly as a result of welfare Pluralist view on Idea that no single group
social class to parents. Globalisation reform taking away incentive State Power dominates decision making,
The idea that different to work. Conflict view on state is neutral.
social classes have Intra – Movement of an individual Global economic recession State Power Those in powerful positions
different life chances generational between social classes between 2008-2010 led to come from certain groups
as a result of the labour mobility through their lifetime. E.g – increased unemployment, Trade union and make decisions to benefit
market. through promotion. rising fuel and food prices. them.
Organisation looking after
Status (Power) and Class Sociology Social Stratification the welfare and wellbeing of
(Wealth) are different as 2 of 2 AQA GCSE Sociology workers.
people can have status
without being property (9-1)
owners. i.e – aristocrats.

45

Infectious Disease (Paper 1) Inheritance (Paper 2) Ecology (Paper 2)

Pathogen A micro-organism that causes disease. DNA The chemical from which genetic information is made. Species A group of similar
Antibiotic organisms that can
Immune A medicine that kills bacteria only. Genome All of the DNA in an organism. breed to create
Meiosis The process of making gametes. fertile offspring.
Specific When a person can no longer be
Toxin infected by a disease. Their white Asexual Reproduction involving one parent. Community A group of
blood cells can make the correct Selective Choosing organisms to breed together. different species
Antibody antibodies. breeding living in a habitat.
Targets only one substance. True Breed A population in which a certain characteristic will
Antitoxin always be inherited. Population A group of one
Antigen Chemicals produced by bacteria, Genetic Modifying an organism’s genome by adding/removing species living in a
damages tissues. engineering a gene. habitat.
Vector A gene is inserted into this to move it between
Protein produced by white blood cells, organisms. Inter- The network of
attach to antigens. dependent relationships
Plasmid An example of a vector (found naturally in bacteria). between different
Chemicals produced by white blood Adaptation organisms within a
cells. Allele A version of a gene. community.
Proteins on the surface of cells used for Gene A short section of DNA coding for one protein.
recognition by white blood cells. Chromosome Made of DNA, how DNA is stored in the nucleus. A special feature
that helps an
Placebo A medicine containing no active drug. organism survive.

Double-blind A test where no-one (doctors or Homozygous Having two of the same allele in the genome. Extremophile A micro-organism
patients) knows who is in which group. that can survive in
Heterozygous Having two different alleles for a gene. extreme heat/pH.

Control group A group used for comparison. Diploid Having two copies of each chromosome. Biodiversity The range of
Haploid organisms living in
Monoclonal Identical and produced from a single Dominant Having one copy of each chromosome. an ecosystem.
type of white blood cell.
Recessive An allele which causes the characteristic when only
Culture A group of bacteria. one copy is present. Quadrat A frame with a
Genotype Transect known area.
Physical Prevents entry of micro-organisms to Phenotype An allele which is only ‘expressed’ when two copies Biotic
defence a plant. Cystic Fibrosis are present. Abiotic A line from point
Polydactyly A to B.
Hybridoma A fused lymphocyte and tumour cell. Extinct The combination of alleles an organism has.
Linnaean Living parts of an
Biology (separate science words classification The characteristics an organism has. ecosystem.
shown in RED italics - there are also some in
A recessive genetic disorder causing excess mucus. Non-living parts of
inheritance & ecology!) an ecosystem.
A dominant genetic disorder causing extra digits.

When all of the organisms in a species are dead.

A hierarchy of groups: kingdom, phylum, class, order,
family, genus, species.

Science (Biology)
46 1 of 3

Rate Rates of Reaction (Paper 2)
Activation energy
Collision The mass of product made/volume of gas made (or reactant used) per second.
Successful collision
Collision theory The minimum amount of energy colliding particles have to have in order to react.
Factors
Catalyst Particles knocking into each other.

Precipitate A collision between particles that results in a reaction.
Reversible reaction To increase the rate of reaction, particles must collide more often (and with sufficient energy).
Equilibrium
Endothermic  The things that affect rate: concentration, pressure, temperature, surface area, catalyst.
Something that speeds up the rate of reaction without being used up (enzymes in biology or often
Exothermic transition metals in chemistry).
When a solid is formed from two liquids/solutions (happens in the sodium thiosulphate reaction) 
Dynamic equilibrium
(HT ONLY) When the products can react with each other to reform the reactants.
Le Chatelier
Yield In a reversible reaction, when the forwards and backwards rate are equal to each other.
Closed system A reaction that takes in energy from the surroundings, the energy required to break bonds is greater than
the energy released when making new bonds.
Science (Chemistry) A reaction that releases energy to the surroundings, the energy released by making new bonds is greater
2 of 3 than the energy taken in when breaking bonds.
The position of the equilibrium can change depending on temperature, pressure, concentration.
 
The scientist who explained dynamic equilibrium. 

The mass/volume of a product.
When the apparatus used for a reaction is sealed so no products can escape, and no more
reactants can be added.

CHEMISTRY

(separate science key words show in RED italics)

47

Generating Electricity (Paper 1) Nuclear Radiation (Paper 1)

The National Grid A system of cables and transformers linking Atom The smallest piece of an element. Has a radius of 0.1nm.
Step-up transformer power stations to consumers. Nucleus
The central part of an atom which contain protons and
Step-down Used to increase the potential difference Proton neutrons; where the mass of an atom is found.
transformer and decrease the current from the power
Work done (electricity) station to the transmission cables. This Subatomic particle in the nucleus, charge of +1, mass of 1.
Efficiency reduces heat loss in the cables.
Efficiency  Neutron Subatomic particle in the nucleus, no charge, mass of 1.
Efficiency  Used to decrease the potential difference Electron
and increase current for domestic use.  Subatomic particle that orbits around the nucleus, charge
Renewable energy Isotopes of -1, mass of 1/2000.
resource  Work is done when charge flows in a circuit. 
Fossil fuel Atomic number Different forms of the same element in which the atoms
Useful output energy transfer   have the same number of protons but a different number
Biofuel   Total input energy transfer Mass number  of neutrons. 
Geothermal 
Useful power output Tells you the number of protons in an atom. The modern
Hydro-electricity  Total power input  periodic table is ordered by this.

A measure of the amount of energy Tells you the total number of neutrons and protons in the atom.
transferred to a useful store by a device
compared to the total amount of energy Plum pudding Model developed by JJ Thomson which showed the
that is transferred to the device.  model  atom as a ball of positive charge with electrons stuck in it. 

A resource that can be replenished or Nuclear model Today’s accepted model which shows that electrons are
replaced as quickly as it is used.  contained in shells (suggested by Bohr) which orbit the
Alpha particle nucleus (suggested by Rutherford).
One of the main energy resources available Beta particle
on Earth e.g. Coal, Oil and Gas. This fuel is   Contains 2 neutrons and 2 protons (like a helium nucleus).
finite (made slower than it is used). Gamma ray Very ionising.
Radioactive decay
Fuels that are produced from natural A high speed electron which has virtually no mass and a
products e.g. plant material. Half-life charge of -1.
Contamination
Where heat from hot rocks in the ground Irradiation Electromagnetic wave with a short wavelength. Very
is used to heat water to create steam. The penetrating. 
steam is used to drive turbines.
The breakdown of an unstable nucleus where any of the
Where water is used to drive turbines following can be released: alpha particle, beta particle,
directly to generate electricity. gamma ray or a neutron. 

PHYSICS The time taken for the number of radioactive nuclei in an
isotope to halve. 
(separate science key
When unwanted radioactive atoms transfers into or onto
words show in RED italics) an object. The object becomes radioactive.

When objects are exposed to a radioactive source.

Science (Physics) Fission The splitting of a large nucleus into smaller nuclei, 2 or 3
3 of 3 Fusion neutrons and gamma radiation.

48 When two small, light nuclei join together to make one
heavier nucleus.