KS3 Knowledge Organiser Year 8 Term 1 - Skills For Life Trust

KS3 Knowledge OrganiserYear 8 Term 1Knowledge Organisers will be given out by English, Maths, Science, MFL, History and Geography on a termly basis. Each Knowledge Organiser will have threesections of information linked to the lesson content for that fortnight. Once every two weeks, students will be directed to revise one of the three topicsahead of a quiz during a lesson. These will be available to see on our school website.Homework club is every Tuesday, Wednesday and Thursday from 3pm to 4pm in the library.Email address for any queries:English:Miss Epsley epslm001@g-a-t.co.ukMaths:Mr Goeegoeem003@g-a-t.co.ukScience:Mrs Bennett bailc197@g-a-t.co.ukMFL:Mrs Turketurka041@g-a-t.co.ukHistory:Mr Uddinuddis462@g-a-t.co.ukGeography: Mr Razzellgowec018@g-a-t.co.uk

Here are some strategies that might help you: Be ACTIVE!Take notes - use highlighter pens, colour coding, or diagrams.Click on the links which will take you to the relevant websites or videos.Try converting the information into a mind mapMake a glossary of keywords, with definitions or a list of formulas.Get someone to test you.Make key word posters.Write notes again and again and again!Look cover say write checkMnemonics – Naughty Elephants Squirt Water (for learning North, East, South and West)Write postcards to summarise a topic.15 minute revision sessions, any longer could be counter productive

ENGLISHOf Mice and MenTopic 1 – Language techniques and punctuationLearn the definitions of these language techniques, andpunctuation:Year 8Term 1Topic 2 – Structural TechniquesLearn the definitions of these structural techniques:Topic 3 – Literary DevicesLearn the defintions of these literary devices:Simile Comparison. Using like, or as.Metaphor Comparison. Saying something issomething else.Connotation What a word makes you think of, or feel.A positive, or a negative word.Personification Making an object come to life.Adjectives Describing words.Description Words used to help the audienceunderstand more about a character/setting.Imagery Phrases used to create a picture in theaudiences mind.Comma Adds detail to a sentence. Tells the readerwhere to take a breath.Semi-colon Joins two sentences together. Replaces aconnective.Full stop Used to mark the end of a sentence.Simple sentence One idea about the same topic.Compound sentence 2 simple sentences joined by aconjunction (FANBOYS)Complex sentence More than one idea, more than onepiece of punctuation.Minor sentence One word sentence.Direct speech What a character says. Marked byinverted commas.Beginning The introduction of character, setting andatmosphere in a piece of text.Middle The plot/action of a piece of text. Where plotpoints are introduced.End Resolution of the plot. Usually where thecharacter/audience have learnt a lesson, or problemshave been resolved.Shift A change inmood/atmosphere/setting/character.Focus Looking closely at a part of the story in detail.Character A person in a play/novel/filmSetting Where a text is setForeshadows Hints at the futureTheme A recoccuring image in a textDialogue SpeechSymbolism the use of an object to represent abigger ideaImagery A vivid description that paints apicture for the readerSuspense feeling of excited or anxiousuncertainty about what may happen.Tension Phrases that create fear, or worry in atext. Hightened dramatic effect.Drama an exciting, emotional, or unexpectedevent or circumstanceStructure The way the text is set out.Beginning, middle and end.Author’s Intentions 5 W’s for the author. Whythey wrote the text, what influenced them towrite, and when the text was tps://www.bbc.com/bitesize/subjects/z3kw2hv

MathematicsWorking with Number, angle types and algebra notationTopic 1- Positive and negative numberTopic 2 – Types of AnglesThere are different types of angles found on parallellines. These sisfun.com/definitions/directednumber.htmlYear 8Term 1Topic 3 –Algebra NotationVertically ic-notation/

SCIENCEPhotosynthesis, Reactions of Metals and Electrical Circuits.Year 8Term 1Topic 1 - PhotosynthesisTopic 2 - Reactions of MetalsTopic 3 - Electrical circuitsThe equation for photosynthesis is belowWhen a metal reacts with water it produces a metalhydroxide and hydrogen gas.Components (like bulbs/lamps) can be arrangedin series with each other OR in parallel with eachother.The Rate Of Photosynthesis.The following factors affect the rate ofphotosynthesis:Temperature: because all chemical reactionsspeed up as the temperature increases.However, as photosynthesis is controlled byenzymes, too high a temperature preventsphotosynthesisCarbon dioxide concentration: the higher theconcentration of CO2 in the air, the more isavailable for photosynthesis, so the rate ofphotosynthesis increases as concentrationincreases.Light intensity: as the equation shows,photosynthesis requires light energy. So, thehigher the light intensity, the higher the rate ofphotosynthesis.Amount of chlorophyll: more chlorophyll meansmore light can be absorbed. Some leaves have paleparts, as you may have seen, due to a lack ofchlorophyll. The rate of photosynthesis is obviouslymuch lower in the pale parts compared to the deepgreen evision/1The more reactive the metal is, the more vigorous thereaction. For example:Lithium Water Lithium Hydroxide HydrogenYou see a similar pattern for the reaction betweenmetals and acids however the products in thesereactions are different, in this case you will make a saltand water, the salt will depend on the type of acid thatyou have used.If hydrochloric acid is used the salt made will be a chloride.Lithium Hydrochloric Acid Lithium Chloride WaterIf sulphuric acid is used the salt made will be a sulphate.Lithium Sulphuric Acid Lithium sulphate WaterIf nitric acid is used the salt will be a nitrate.Lithium nitric Acid Lithium nitrate Waterhttps://www.youtube.com/watch?v gr82/revision/4

GeographyOne planet, many people: How are populations changing?Topic 1: How have populations changed?The world population has changed over time. There hasbeen a ‘population explosion’ since 1800. This causes: Strain on natural resources Ageing population Higher medical costs More cost to the tax payerTopic 2: Describing population structures.We can use different methods to describe a population.We can use a Demographic Transition Model whichdescribes how a population has changed in 5 stages.Year 8Term 1Topic 3: Why do people migrate?People choose to migrate to different placesfor many different reasons. These can becategorised into push and pull factors.We can also use a Population Pyramid. These look atgender, population percentage and age See below:The world population changed like this:First slowly, then fast. Why? Mostly due to advances inmedical care, industrialisation and education.Governments and international organisationsare currently dealing with crisis’ relating tomigration. This is due to increasing levels ofunrest, war and poverty in many places inAfrica and the Middle tube.com/watch?v RvOnXh3NN9w

HISTORYThe Industrial RevolutionYear 8Term 1Topic 1: What was the Industrial Revolution?thThe Industrial Revolution started in Britain during the 18Century and was the process of the country moving froman agricultural (farming) to an industrial (factories)society.Topic 2: Coal, iron and factory reformCoal began to be used much more during the industrialrevolution to power factories, as well as being used in thehome for cooking and heating. This meant that it becameharder and harder to mine from underground.Mines had to be much deeper underground and thismade the job lots more dangerous. Because it meantworking in such a small space, small children were usedby mine owners.Another use of coal was in the production or iron. Thisalso became vital during the industrial revolution. Ironhad many uses, domestic, agricultural and industrial.Topic 3: TransportDuring the industrial revolution, transportneeded to develop as materials and goodsneeded to be moved in and out of factories.One way in which this was improved wasbetter roads. ‘Turnpike Trusts’ wereestablished to look after sections of road.Canals were a brilliant way to deliver heavyobjects that could not be pulled by horses.They also moved fragile goods safely.However, it was a slow method of transportand canals could freeze in winter.The population of the country during this timedramatically increased. This was due to a large increasein births and decrease in deaths. People started to moveout of the countryside and into towns where they couldfind work in factories.Rich industrialists and factory owners wanted to becomeas rich as possible. As a result, they often employedchildren, paid them poorly and treated them badly.Fortunately, during the 1800s, ‘reformers’ persuaded thegovernment to pass laws to improve conditions forfactory workers.The biggest advancement in transport duringthe IR was trains. Steam engines were used topower them and the most famous trainbuilder of all was George Stephenson.Trains were a fast and safe and could pull veryheavy loads. They also changed the lives ofordinary people who could now afford totravel across the x/revision/2http://www.youtube.com/watch?v wx/revision/8

MFLVocabularyTopic 1: DescriptionsGrand(e)Big, tallPetit(e)SmallLes cheveuxHairLes yeuxEyesLes cheveux blondsBlonde hairLes cheveux brunsDark hairLes cheveux noirsBlack hairLes cheveux rouxRed hairLes yeux bleusBlue eyesLes yeux vertsGreen eyesLes yeux marronBrown eyesLes yeux grisGrey e)IntelligentParesseux (paresseuse)LazySportif restingJe m’appelle J’habite à J’ai ansJ’ai Je suis My name is I live in I am years oldI have I am ces/1Year 8Term 1Topic 2: Family and jobsMon père/ mon beau-pèreMa mère / ma belle-mèreMon frère/ mon demi-frèreMa soeur/ ma demi-soeurMon grand-pèreMa grand-mèreMon oncleMa tanteMon cousinMa cousineCoiffeur (coiffeuse)Électricien (électricienne)Infirmier (infirmière)Mécanicien (mécanicienne)Ouvrier (ouvrière)ProfesseurSecrétaireServeur (serveuse)Vendeur (vendeuse)Un bureauJe suis Il/ elle est Je travaille dans Il/ elle travaille dans Je/ il/elle travaille pas dans My father/ my stepfatherMy mother/ my stepmotherMy brother/ my stepfatherMy sister/ my stepsisterMy grandfatherMy grandmotherMy uncleMy auntMy male cousinMy female cousineA hairdresserAn electricianA nurseA mechanicA factory worker, labourerA teacherA secretaryA waiter/ waitressA shop assistantAn officeI am He/she is I work in He/she works in I do, he/she works in ces/1Topic 3: Where I live, weather and activitiesLe nord, le sudThe north, the southL’est, l’ouestThe east, the lande du nordNorthern IrelandLe Pays de GallesWalesLa FranceFranceIl fait chaudIt is hotIl fait froidIt is coldIl y a du ventIt is windyIl y a du brouillardIt is foggyIl y a du soleilIt is sunnyIl y a des oragesIt is stormyIl neigeIt snowsIl pleutIt rainsOn fait du skateWe go skateboardingOn fait du véloWe go cyclingOn joue aux cartesWe play cardsOn regarde la téléWe watch TVOn va au caféWe go to the caféJ’habite dans I live in Je viens de I come from Il/ elle vient de He/ she comes from J’habite ici depuis I have lived here for C’est ( opinion)It is ( c/resources/1

KS3 Knowledge Organiser Year 8 Term 1 Knowledge Organisers will be given out by English, Maths, Science, MFL, History and Geography on a termly basis. Each Knowledge Organiser will have three sections of information linked to the lesson content for that fortnight. Once every two weeks, students will be directed to revise one of the three topics