Knowledge Organisers At TEMA Student Guide Year 8
Knowledge Organisersat TEMAStudent GuideYear 8Teaching and Learning at TEMA:We will equip all students with the skills, abilities, attributes and qualificationsto pursue a fulfilling career, contribute positively to their communities and beactive, global citizens.1
Dear Year 8,This booklet is designed to provide you with the essential knowledge you need for each subject thisterm and will compliment what you are learning in your lessons. You should also be completing yourhome learning workbook.Within this booklet, we have included strategies that will help you to remember the information youneed to become an expert!CONTENTS1. Introduction to knowledge organisersa. What are knowledge organisers?b. Why should you use knowledge organisers?c. How to use your knowledge organisers2. Your knowledge organisersSubject1. English2. Maths3. Science4. History5. Geography6. RE7. Spanish8. Digital Communication9. Music10. Performing Arts11. Art12. Technology13. Food TechnologyTopicVictorian GothicMultiplicationSubstancesWorld War TwoAfricaBuddhismEating OutIntroduction to PythonReggaeErnie’s incredible IllucinationsArtists over timePaper EngineeringPlating and PresentationUse your knowledge organisers to demonstrate our REACH Values of:2
Introduction to Knowledge Organisers3
Remember itUse the tables below to learn the Powerful Language from this unitLOOK: Copy theword from theknowledgeorganiser or pagesfrom yourworkpackCOVER & WRITE:Now try to writethe word withoutlookingCHECK: Did youspell the wordcorrectly?Can you say theword correctly?DEFINE: What does the word mean?Can you use it in a sentence?4
LOOK: Copy theword from theknowledgeorganiser or pagesfrom yourworkpackCOVER & WRITE:Now try to writethe word withoutlookingCHECK: Did youspell the wordcorrectly?Can you say theword correctly?DEFINE: What does the word mean?Can you use it in a sentence?Connect itLink what you know together: write 3 key words and explain how they arelinked. Describe how information links to another topic or subject.5
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Unit Title: The Victorian GothicRepetition – The use of a word or phrase more than once inclose succession for effect.Rhyme – Words that end in the same sound.Adjectives – Words that describe a noun.Triple / Rule of three – Three words or phrases used todescribe something (usually a noun).Metaphor – Presenting something as something elseemphasising similarities between the two things.Personification – Giving an inanimate object humanqualities.Simile – Comparing two things using ‘like’ or ‘as’.First person narrative – A tale told relaying events from theperspective of the narrator.Exclamative – An exclamation mark used to express strongfeelings, emphasis or emotion.Pathetic fallacy – The use of the weather to create a moodor tone.Emotive language – Words specifically used to evokeemotion in the reader.Zoomorphism – Giving non animal objects animal qualities.Dialogue – The use of speech.Rhetorical question – A question used to make a point orcreate an effect, one that does not require an answer.Direct address – The audience being included or spokendirectly to.Juxtaposition – Two things with a contrasting effect beingplaced close to each other.Anaphora – The repetition of a phrase at the beginning ofnew sentences.Powerful Knowledge: ‘You should know that ’Writers use a range of techniques, structures andlanguage to produce a successful piece of creativewriting:Short story – A story that is fully developed but that is shorter and lesselaborate than a novel.Novel – A fictious piece of writing which typically contains character andaction. It is book length (usually over 200 pages long).Poetry – Literary work in which there is an expression of feelings and ideaswhich are intensified by the use of style and rhythm.Media – A means of conveying literature in a non standard form.Musical – A play or film in which singing and dancing is an essential part.Play – Literature that is designed to be acted and or performed.Types of literature:Gothic, murder, mystery, mental illness, power, hate, supernatural,scientific discoveries, horror, death, haunted homes, curses, entrapment,isolation, beautyThemes:Light and dark – the juxtaposition of goodness and calm (light) verses eviland fear (dark)Raven – symbolic of death and or bad newsDreams – as a way to convey the subconscious (what we really think or feel)Varying time periods – clashes between the ancient and archaic and themodern.Ghosts – they represent something that is out of its proper time and usualbring a demand, a curse or a plea.Symbols:Powerful Examples used in Gothic literature:The Powerful Question: How do writers use language to describe and create imagery? How can I create aneffective piece of creative writing of my own?Writers use a variety of different techniques and language choices to generate an image of a setting, character,story line, event, for example. It is important for us to explore how a variety of writers do this so that you cancreate your own piece of effective creative writing. We need to understand the variety of elements that areeffective in the production of a high level piece of creative writing. It is not just about the language used but alsosentence structure, punctuation, whole text structure, format, tone that make a piece of writing effective. You willexplore these and then be given the opportunity to put your learning into practice by completing your own piecesof writing.Year: 8 English1. Identify a variety of techniques and structural features used in gothic writing – exploring theimpact and effect of them.2. Explore and develop knowledge of a variety of different writing forms.3. Create and effective use techniques and structural features for effect.4. Develop your knowledge of 19th century literature including contextual.5. Use all of the knowledge and skills developed about the Victorian Gothic to create your owneffective piece of gothic creative writing.You should be able to:Term: Half Term 4
Determines the repetition and theadditive operationThe result of a multiplicationThe numbers that multiply lettersTo write the additive equivalentusing the distributive artitioning the multiplicand orthe multiplier has no effect onthe product. (g h) x jgxj hxja x (b c) axb ax cDistributive LawThe order in which operators areused has no effect on theproduct.(a x b) x c a x (b x c)Associative LawAdditive repetitionMultiplicationGridColumnFormal35 x 17 (30 5) x (10 7) 30 x (10 7) 5 x (10 7) 300 210 50 35 We do not write thetimes symbol, wherepossible. We write coefficients onthe left of the product. We do not writecoefficients ofMathematicalConventions1 is the multiplicative identityEffects of MultipliersThe order in whichoperands are used hasno effect on theproduct.mxn nxmCommutativeLaw-1, 0, 1To multiply efficiently,ask yourself four questions.1) Is there anything to notice?2) Can you break multipliersdown?3) Could I keep doubling to getmy answer?4) Are the operands close to amultiple 10?Then choose a method frombelow.Multiplying IntegersPOWERFUL KNOWLEDGERe-writing as a sum of partsPartition2.The value to berepeatedly addedor subtractedMultiplicandRewriting as a product offactorsWrite the multiplicativeequivalentDEFINITIONKEYWORDPOWERFUL LANGUAGEx c/d c /b x a/d a/d x c/b ac/bdx c/d ac/bd12-1,-1/2Top Tip:Work out the sign first and then the size.-4 x -3 124 x -3 -12Multiplying by a negative number meansthe product will have the opposite sign tothe multiplicand.-4 x 3 -124 x 3 12Multiplying by a positive number meansthe product will have the same sign as themultiplicand.Multiplying NegativesThe product of a number and itsmultiplicative inverse is always 1is the multiplicative inverse or reciprocalof 2.The reciprocal of a/b is b/a because ab/ab 1.1/.25 x 0.5 25/100 x 5/10 (25 x 5) / (100 x 10) 125 / 1000 0.125Convert decimals into fractions to evaluatetheir product.When multiplying fractions and integers,associate the numerator and the integer.n x a/b na/bWhen the numerator denominator, thefraction is a whole.a/ aCommuting the numerators or denominatorshas no effect on the product.a/ba/bTo multiply fractions, associate thenumerators together and the denominatorstogetherMultiplying RationalsPOWERFUL EXAMPLESMaths: MULTIPLICATION()()()()()()(x 7) (y 1) (z 4)(a b 7)(c - d 4), (a 7)(d 1) (4 h)3(a 2) 4(7 - a) 3(2- a)Non-Examples[ (1 f)(s 3) ](y 4) [ 1(s 3) f(s 3) ](y 4) [ s 3 fs 3f ](y 4) ( s 3 fs 3f )(y 4) s(y 4) 3(y 4) fs(y 4) 3f(y 4) sy 4s 3y 12 fsy 4fs 3fy 12fExampleExpanding: Triple Brackets3(a 2) 4(7 - a)(2)(m - 5)(7 7) (8 1)Non-Examples(a b)(c d) a(c d) b(c d) ac ad bc bdExampleExpanding: Double Bracketsa x (b),a x (b x c)a x (b 0)a(b c) ab cNon-Examplesa(b c) ab acExampleExpanding: Single Bracket
Unit Title: SubstancesPowerful Knowledge: ‘You should know that ’1. Chemical reactions create new substances.2. Chemical reactions can also be used to transfer energy byburning fuels.3. In a chemical reaction the atoms rearrange themselves andthen join back together in a different way.4. Signs a chemical reaction has occurred are changes in:temperature, colour, bubbles (effervescence), pH, productionof heat or light.5. Atoms are rearranged in a chemical reaction.6. The substances that:7. react together are called the reactants8. are formed in the reaction are called the products9. There are over a hundred different elements.10. The elements are listed in the Periodic table, the name,symbol, atomic number and mass number are included.11. Elements are arranged in groups and periods.12. The atoms in a particular element are the same as each other,and they are different from the atoms of all other elements.13. Each element is given its own chemical symbol, like H forhydrogen or O for oxygen.14. Chemical symbols are usually one or two letters long.15. Every chemical symbol starts with a capital letter, with thesecond letter written in lower case.16. Magnesium's’ chemical symbol is Mg17. Sometimes the symbol comes from a name for the elementthat is not an English word. For example, W stands for tungsten(from the word wolfram) and Na stands for sodium (from theword natrium).18. Examples of chemical reactions: Combustion (burning inoxygen), thermal decomposition (breaking down whenheated), oxidation (gain of Oxygen).Law of conservation of massNo atoms are created or destroyed in a chemicalreaction. This means that the total mass of the reactantsis the same as the total mass of the products. We saythat mass is conserved in a chemical reaction.Formula and formulaeThe word 'formulae' is the plural of 'formula'. If we havemore than one formula, we don't say formulas, we sayformulae.Numbers in formulaeWe use numbers to show when a molecule containsmore than one atom of an element. The numbers arewritten below the element symbol. For example, CO2 isthe formula for carbon dioxide (small numbers go at thebottom, CO2 is correct but CO2 is wrong) It tells you thateach molecule has one carbon atom and two oxygenatoms. Sodium sulfate is Na2SO4. It tells you thatsodium sulfate contains two sodium atoms (Na2), onesulfur atom (S) and four oxygen atoms (O4).Powerful Examples:Chemical ReactionsIn a chemical reaction the atoms in the startingsubstances separate from each other. They rearrangethemselves and join together differently to make newsubstances called products. The number of atoms ofeach type is the same before and after a reaction.The Powerful Questions:Can you identify the different types of chemical reactions? Explain how atoms are rearranged in a chemical reactionlinking this to the conservation of mass? How could you identify a chemical reaction has occurred?Examples of chemical reactions: Combustion (burning in oxygen), thermal decomposition (breaking down when heated),oxidation (gain of Oxygen). Chemical reactions can be identified when a gas is produced, a change in colour, a smell, atemperature change or effervescence (fizzing) is seen. Conservation of mass is when the mass of the products is equal tothe mass of the reactants. The atoms can be arranged differently in the reactants and products but there is always thesame number on each side.Year: 8 ScienceAtomDifferenttypes of atomschemicallybondedDifferenttypes of atomsnot hanges4. Mixture5. Chemicalchange6. PhysicalchangeSubstance /materialParticleSynonyms3. Compound2. Element1.PowerfulLanguageMostly reversible, no new substances are formed, substanceretains its chemical properties. Ice melting is water changingfrom its solid to liquid state, easily reversed by cooling the waterbelow 0 C.Chemical changes are not reversible, one or more newsubstances is formed, new substance has different propertiesfrom the original substance.Magnesium Oxygen - Magnesium OxideA mixture contains two or more different elements that are notbonded together. Sand and water is a mixture, the sand can beseparated from the water by evaporating the water or usingfilter paper to collect the sand (water will pass through).A compound is a substance that contains atoms of two or moredifferent elements, and these atoms are chemically joinedtogether. For example, water is a compound of hydrogen andoxygen. Each of its molecules contains two hydrogen atoms andone oxygen atom. There are very many different compounds.An element is a substance that cannot be broken down into anyother substance. Every element is made up of its own type ofatom. This is why the chemical elements are all very differentfrom each other. Lead and gold are elements. A piece of puregold contains only gold atoms. A piece of pure lead contains onlylead atoms.Everything is made from atoms, including you. Atoms are tinyparticles that are far too small to see, even with a microscope. Ifpeople were the same size as atoms, the entire population of theworld would fit into a box about a thousandth of a millimetreacross.Definition and sentence to contextualiseYou should be able to:1. Identify elements, compound's and mixtures2. Identify the reactants and products in a chemical reaction3. Write word equations and symbol equations4. Count the number of atoms in a symbol equation and balance it5. Assign state symbols to word/symbol equationsTerm: HT4
Unit Title: World War TwoThe bombing of Industrial Targets was not successful in WWII. This wasbecause bomber planes needed to be precise, and they often missed thetargets in the dark. Also, many factories were built miles away from cities ontheir own which made them harder to find. If factories were hit, they couldusually get up and running again within two to three days.The BlitzThe bombing affected everybody’s lives, mostly because of blackouts and airraid shelters. Homes, shops, factories and even trains and cars had to blackoutwhen German bombers came over, so that there were no easy targets. ByJune 1941, 43,000 had been killed and 1.5 million homes destroyed.There were many factors which led to the start of WWII. These issues can betraced back to the end of WWI. The Treaty of Versailles – the harsh terms of the treaty led to resentmentin Germany. Germany had to accept responsibility for the War. The League of Nations had been set up but it had no power. America had adopted a policy of isolationism – they wanted to stay out offoreign problems. The depression in Germany led to violence on the streets and Hitler tookpower.World War II lasted from 1939 to 1945. Therewere several major events leading up to thewar and then during the war.WWII began on 1st September 1939 after Hitler invaded Poland. This act ofaggression led to one of the biggest conflicts on WWII. By 1945 it is estimatedthat between 50 – 80 million people had been killed. The majority of peoplekilled were civilians. The war was fought all over the world – in Europe, Africaand the Far East.30th January 1933: Adolf Hitler becomesChancellor of Germany. His Nazi part takesover and Hitler is essentially the dictator ofGermany12th March 1938: Hitler annexes the country ofAustria into Germany. This is also called theAnschluss.1st September 1939: Germany Invades Poland.World War Two begins10th July 1940: Germany launches and airattack on Great Britain. These attacks last untilthe end of October and are known as thebattle of Britain7th December 1941: The Japanese attack theUS Navy in Pearl Harbour. The next day the USenters World War Two on the side of the Allies6th June 1944: D-Day and the Normandyinvasion. Allied forces invade France and pushback the Germans7th May 1945: Germany surrenders to theAllies6th August 1945: The United States drop theAtomic Bomb in Hiroshima, Japan. The city isdevastated.Powerful Examples: World War Two Key EventsPowerful Knowledge: ‘You should know that ’The Powerful Question:‘Explain the legacy of the Second World War’.This topic looks at the entirety of the Second World War, beginning with the signing of the Treaty of Versailles right through to theimpact World War Two had on Europe with a particular focus on the local aspect of Manchester. It will focus on key aspects thathelp us to answer our Powerful Question, such as what life was like on the Home Front and the consequences of rationing, and thelasting impact of the Blitz in London and Manchester. Sources such as propaganda posters and diary extracts will be used to fullyinvestigate the legacy of the Second World War. There will also be the opportunity to use video archive as much of the war wasdocumented in order to gain a deeper understanding of the Second World War and its legacy.Year: 8 HistoryThe German Nazi dictator during World WarTwoThe countries that fought against the Axis.The main Allied powers were Britain, the US,the Soviet Union and FranceThe 3 major Axis powers were Germany,Japan and Italy. In World War Two they weredefeated which brought an end to the Axispowers.‘Victory in Europe’ or VE Day was the 7th and8th May 1945, the dates when the World WarTwo Allies formally accepted theunconditional surrender of the armed forcesof Nazi Germany.An atomic bomb is an extremely destructivetype of bomb which produces a gigantic cloudshaped like a mushroom. The US dropped anatomic bomb on Hiroshima, Japan on 6thAugust 1945People coming together to try and make lifeas normal as possible during the Blitz2. Allies3. Axis Power4. VE Day5. Atomic Bomb6. Blitz SpiritDefinition and sentence to contextualise1. Adolf HitlerPowerful LanguageYou should be able to:1.Explain the consequences of the outbreak of WWII2.Explain the consequences of the bombing of London in WWII3.Explain why life was so hard for people on the Home Front4.Explain the importance of the Blitz Spirit in Britain defeating Germany inWW2.5.Explain the consequences of the attack on Pearl HarbourTerm: Half Term 4
Unit Title: AfricaCompared to the United Kingdom which has the NHS, many Africancountries have a lack of good health care facilities or vaccination. Theyalso have far lower numbers of doctors per thousand people. This leadsto the idea that there are global inequalities in health due to lack of socialdevelopment.As a result of historic poverty, diseases have been allowed to spreadmore freely in Africa than in other parts of the world. This is due to a lackof education relating to disease management, cultural beliefs andpractices.Whilst Africa is often generalised as being poor, there are many areasthat are rich with human resources and minerals for example crude oil.Historic causes of poverty include colonisation, aids and diseasesAfrica is a continent but often the media talks about Africa as if it is onecountry and is all the same everywhere you go. As a general rule, themedia loves reporting ‘bad news’ and only rarely reports ‘good news’.This can lead to many misconceptions about Africa.Due to the size of the con
Knowledge Organisers at TEMA . Student Guide . Year 8 . Teaching and Learning at TEMA: We will equip all students with the skills, abilities, attributes and qualifications to pursue a fulfilling career, contribute positively to their communities and be active, global citizens.
Knowledge Organisers Year 8 Spring 2020. Knowledge Organisers Autumn Term Knowledge Organisers still need to be brought to school every day, alongside this one. Some subjects have knowledge organisers which last two terms or even the whole year. To save on paper
Year 8 Knowledge Organisers (Autumn Term) . Year 7, 8 & 9 Maths English Science Humanities Creative Year 10 & 11 . Knowledge organisers are not about copying, they are about memorising the knowledge needed for each subject. Each time you use your Knowledge Organisers in prep time
Year 7 Knowledge Organisers (Autumn Term) . Year 7, 8 & 9 Maths English Science Humanities Creative Year 10 & 11 . Knowledge organisers are not about copying, they are about memorising the knowledge needed for each subject. Each time you use your Knowledge Organisers in prep time
Contenido del curso Tema 1. Sistemas de Producción Lechera en México Tema 2. Características de la raza Holstein Tema 3. Crianza de reemplazos Tema 4. Manejo reproductivo del ganado lechero Tema 5. Alimentación del ganado lechero Tema 6. Manejo sanitario del ganado lechero Tema 7. Producción de leche Tema 8. Construcciones y equipo
sismologÍa e ingenierÍa sÍsmica tema 6: modelos sobre el comportamiento de fallas activas. tema 7: paleosismicidad. tema 8: movimiento sÍsmicos del suelo: dominio temporal y frecuencial. tema 9: peligrosidad sÍsmica y efectos locales. tema 10: vulnerabilidad y riesgo sÍsmico. tema 11: sismometrÍa
An introduction to Knowledge Organisers Art Computing Drama Design Technology (DT) English Geography History Mathematics MFL Music PSHE Religion, Ethics and Philosophy (REP) Science *Some subjects have Knowledge Organisers which last two terms or a year, therefore it will be the same as the Autumn Term.
INTRODUCCIÓN AL HOME STUDIO 2. SOFTWARE DE AUDIO (PROTOOLS) TEMA 1: INTERFACE TEMA 2: COMANDOS TEMA 3: CONFIGURACIÓN DE SESIÓN TEMA 4: EDICIÓN I 3. PROCESAMIENTO Y MIDI TEMA 1: PRINCIPIOS DEL AUDIO Y PLUGINS - Ecualización - Dinámica - Efectos TEMA 2: INSTRUMENTOS VIRTUALES - Instrumentos orgánicos - Instrumentos sintéticos 4 .
Grade 2 collected 25 books. Grade 3 collected 15 books. Grade 4 collected 10 books. The school had a book drive to support the local shelter. Grades 1, 2, 3, and 4 collected books. Organize the book data into the pictograph above. 1. Who collected the most books? _ 2. What was the total amount of books collected? _ 3. Which grade .
