Knowledge Organiser 2020 2021 - Year 9 - Longfield Academy
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Knowledge Organiser
2020 - 2021
Year 9
Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Knowledge Organisers
At Longfield Academy, we believe that a firm grounding in knowledge should be at the core of students
learning. With this in mind, we have created this ‘knowledge organiser’ booklet to give you an overview of
what your son or daughter will be studying over the next two modules. A knowledge organiser is a set of key
facts or information that pupils need to know and be able to recall in order to master a unit or topic. This will
help them to develop and deepen their learning across all of their lessons.
Each subject has created one or more knowledge organisers based upon the topics that are being studied in
the first two modules. Students should learn this information in their own time so that they can recall it easily.
This can be done following these simple steps:
Read – Spend 5 to 10 minutes reading through a knowledge organiser.
Cover – Either cover over key topics or simply turn your knowledge organiser over to ensure that
the information is well hidden.
Quiz – Ask a friend or relative to test your knowledge on what you have learnt.
Repeat - Repeat the steps until you have committed the material to memory and mastered the
topic.
If you are still struggling with a topic, then you might want to carry out further research and make
your own knowledge organiser.
Teachers will set this as homework which should be recorded in the student planners. Students will then be
tested in lessons via low stakes quizzing to ensure that they have revised their knowledge organisers. It is
important that students track their scores from their low stakes quizzes in the “Quiz Scores” section of this
booklet. Typically, these will be scored out of 5, however, departments may vary depending on the topic they
are delivering. Initially the scores will be recorded in the student’s books or online work book. However, it is
vitally important that they are transferred to this document.
You can support your child by:
Encouraging them to study their knowledge organiser booklet and learn the material set.
Testing them on their ability to recall the information learnt from the knowledge organisers.
A digital copy of the knowledge organiser booklet can be found on our school website under the ‘curriculum’
tab. The knowledge organiser is part of their stationary equipment and it is expected that the knowledge
organiser should be with the students at all times.
Quiz Scores
Design - Art
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Design - Technology
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Drama
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
English
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Quiz Scores
Food Preparation and Nutrition
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Geography
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
History
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
ICT – Digital Design
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Quiz Scores
Maths
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Music
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
PE
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Religious Studies
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Quiz Scores
Science
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Spanish
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
Contents On the following pages are knowledge organisers for subjects in the following order: Middle Years Programme Language Design - Art Design - Technology Drama English Food Preparation and Nutrition Geography History ICT - Digital Design Maths Music PE Religious Studies Science Spanish
Art - Modules 1 and 2 – Part 1
Art - Modules 1 and 2 – Part 2
Art - Modules 1 and 2 – Part 3
Art - Modules 1 and 2 – Part 4
Art - Modules 1 and 2 – Part 5
Art - Modules 1 and 2 – Part 6
Design Technology - Modules 1 and 2 – Part 1
Design Technology - Modules 1 and 2 – Part 2
Drama - Modules 1 and 2
Drama - Module 2 – Dennis Kelly – Part A
Drama - Module 2 – Dennis Kelly – Part B
Drama - Module 2 – Dennis Kelly – Part C
English – Module 1 – Part 1
English – Module 1 – Part 2
Food - Modules 1 and 2 – Part 1
Food - Modules 1 and 2 – Part 2
Food - Modules 1 and 2 – Part 3
French – Module 1
Knowledge organiser - Please, learn your vocabulary regularly. Your teacher will test you at the start of every lesson.
Week 1 Describing a person Week 2 Planet Facebook
Tu es comment? What do you look like? Qu’est-ce que tu fais sur What do you do on Facebook?
Facebook?
J’ai les cheveux … I have … hair. Je poste des messages à mes I post messages to my friends.
copains.
blonds blond Je modifie mes préférences. I update my likes.
noirs. black Je regarde les photos de mes I look at my friends’ photos
copains.
bruns . brown Je commente des photos. I comment on photos.
J’ai les yeux … I have … eyes. J’invite mes copains à sortir. I invite my friends out.
bleus. blue La fréquence Frequency
marron brown quelquefois sometimes
Je suis beau/belle. I am good-looking/beautiful. souvent often
Je suis … I am … tous les jours every day
drôle funny tous les soirs every evening
gentil(le). kind. tous les weekends every weekend
gentil(le). kind. une fois/deux fois par semaine once/twice a week
intelligent(e). intelligent.
sportif/sportive sporty.
timide shy.
Week 3 Places and times Week 4 - Past tense
Je vais … I go … J’ai dansé avec …. I danced with ….
au centre commercial to the shopping centre Qu’est-ce que tu as fait samedi? What did you do on Saturday?
au centre de loisirs to the leisure centre J’ai joué au bowling avec … I went bowling with …
au cinéma/à la piscine. to the cinema/ to the swimming J’ai mangé un hamburger avec … I ate a hamburger with …
pool
au fastfood. to the fast-food restaurant. J’ai regardé un DVD avec …. I watched a DVD with …
à la patinoire. to the ice rink. Je suis allé(e) au cinéma avec... I went to the cinema with …
ce matin this morning Je suis allé(e) en ville avec … I went into town with …
cet après-midi this afternoon Je suis allé(e) à une fête avec … I went to a party with …
ce soir his evening C’était … It was ….
demain (matin) tomorrow (morning) genial. great.
Tu veux aller …au Do you want to go …to the romantique. romantic.
cinéma /à la piscine? cinema/swimming pool?
Oui, je veux bien/ Yes, I’d like to ennuyeux. boring.
D’accord/ Génial! OK/Great! nul. rubbish.
Pourquoi pas? Why not? un désastre a disaster.
Non, merci No thanks.
Désolé(e), je ne peux Sorry, I can’t.
pas.
Week 5 Fou de musique Week 6 High Frequency words
Au festival de musique At the music festival oui yes
On a écouté toutes We listened to all sorts of non no
sortes
de musiques. music. j’ai I have
On a chanté. We sang. je suis I am
On a dansé toute la We danced all night. et and
soirée.
On a mangé de la We ate pizza. mais but
pizza.
On a regardé le We watched the concert on aussi also
concert sur
des écrans géants. giant screens. très very
On a bien rigolé. We had a good laugh assez quite
un peu - merci a bit - thank you
avec with
qu’est-ce que …? What?
pourquoi? Why?
parce que because
ce/cet thisFrench – Module 2
Knowledge organiser - Please, learn your vocabulary regularly. Your teacher will test you at the start of every lesson.
Week 1 Week 2
Mes droits My rights Mes priorités My priorities
J’ai le droit … I have the right/I am Mes priorités sont … My priorities are …
allowed …
Je n’ai pas le droit … I don’t have the right/I am le foot. football.
not allowed …
d’aller au MacDo avec mes to go to McDonald’s with la musique. music.
copains. my friends.
la santé. health.
d’aller sur des forums. to go on forums. l’argent. money.
d’aller sur Facebook. to go on Facebook. mon chien. my dog.
de jouer à des jeux vidéo le to play video games in the ma famille. my family.
soir. evening.
de regarder la télé dans to watch TV in mes amis. my friends.
ma chambre. my bedroom mes études. my studies/schoolwork
de sortir avec mes copains to go out with my friends Je n’aime pas du tout … I really dislike …
le weekend. at the weekend. le racisme. racism.
de sortir seul(e). to go out by myself. la cruauté envers les animaux. cruelty to animals.
de surfer sur Internet une to surf the internet for one la pauvreté dans le monde. poverty in the world.
heure par jour. hour a day. la violence. violence.
l’état de la planète. the state of the planet.
Week 3 Shopping and time words Week 4
J’achète ... I buy … Le bonheur Happiness
J’ai acheté … I bought … Pour moi, le bonheur, c’est…. For me, happiness is …
Je vais acheter … I’m going to buy … d’aller à la pêche. going fishing.
des jeux vidéo et des DVD. video games and DVDs. d’être avec mon chien. being with my dog.
des vêtements ou des clothes or shoes. d’être en famille. being with my family.
chaussures.
des produits du commerce fair-trade products. de danser. dancing.
équitable.
des produits d’occasion. second-hand products. de faire les magasins. going shopping.
des produits écolos. ‘green’ products. de jouer au foot. playing football.
des produits que j’aime. products that I like. de manger de la pizza. eating pizza.
en général generally, usually de partir en vacances. going on holiday.
hier yesterday de retrouver mes copains. meeting up with my
friends.
le weekend dernier last weekend
la semaine dernière last week
demain tomorrow
le weekend prochain next weekend
la semaine prochaine next week
Week 5 Essential words
Les mots essentiels High-frequency words
à mon avis in my opinion
avec with
c’est it is
d’abord first of all
j’ai I have/I’ve got
mon/ma/mes my
parce que because
pour moi for me
pour toi for you
puis then
quelquefois sometimes
souvent oftenGeography - Module 1 – Part 1
Geography - Module 1 – Part 2
Geography - Module 2
History - Modules 1 and 2 – Part 1
History - Modules 1 and 2 – Part 2
History - Modules 1 and 2 – Part 3
History - Modules 1 and 2 – Part 4
History - Modules 1 and 2 – Part 5
ICT – Digital Design – Modules 1 and 2
Import Export Editing Tools
This is the term used when data is pulled into an This is a tool that allows you to export you image Editing allows the user to change or adjust the
application from another source. In Adobe into a different image type. image that they are working on.
Fireworks you would import pictures onto your The select section of tools let
canvas. you move and resize your
Adobe Photoshop Adobe Fireworks Properties image on your canvas.
This is an image editing software which allows Adobe Fireworks is a piece of software that The properties in Fireworks or Photoshop are the
users to edit, crop, resize and correct colour on provides users with effective means of creating options associated with what you are working
digital photos. graphics. with.
Canvas Erase Modify The bitmap sections of tools are
The canvas is the window in which the picture is This is the process of removing or rubbing out This is the process of making partial or minor really useful for when you want
created or edited. sections of something. changes to something like the structure. to edit your image. The magic
Select Deselect Filters wand tool is great for removing
The select tool allows the user to take and The deselect tool allows the user to remove the A filter is a tool which allows you to enhance an the white around photos for
choose different objects on the canvas and objects from a collection of objects that are object by adding a 3D effect or a shadow. example. The eraser tool is also
provides them with the option to move them currently on the canvas. useful for removing parts of an
around. image.
Bitmap Vector
A Bitmap image is made up of a large number of dots or pixels which look A vector graphic is not made up of pixels like a bitmap, but is made up of a The vector section of tools let
like a picture as long as you are sitting a reasonable distance away from the set of instructions to the computer of how to draw the image from scratch. you draw vector shapes and
screen. As soon as you zoom in close or enlarge the image, you will see the For example, the vector image might contain the command: "Draw a line add text to your page. This is
individual pixels. When a bitmap image is stretched, the pixels are stretched from position A to position B on the computer screen". When this 'vector really useful when creating
and it becomes blurry. image' is loaded into a program that understands how to deal with it, a line
logos.
gets drawn from A to B.
Properties Window
The properties window changes depending on what you click on. By default, it will look like
the image on the left. This is where you can change the size and colour of your canvas. You
can also change the resolution of your canvas by clicking on canvas size.
If you were to click on some text or an image in Adobe Fireworks the properties window
would change to reflect the object that you have clicked on.Maths – Module 1 – Coordinates and Linear Graphs
Maths – Module 1 – Standard Form
Maths – Module 1 – Proportion
Maths – Module 2 – Estimation
Maths – Module 2 – Sequences
Maths – Module 2 – Algebra Manipulation – Part 1
Maths – Module 2 – Algebra Manipulation – Part 2
Music - Modules 1 and 2 – Part 1
Music - Modules 1 and 2 – Part 2
PE – Modules 1 and 2 - Paper 1: Health and components of fitness
Health and fitness: The relationship between health and fitness:
Fitness definition: ‘The ability to meet the demands of the environment’ Exercise improves fitness, an increase in fitness will improve performance
Explanation: Are you fit enough to do your everyday tasks in your everyday life. e.g. the fitness needed to Exercise improves all aspects of health (physical, social, emotional)
be a window cleaner to that of an office worker
If you are not healthy enough to take part in regular exercise your fitness will
Health: ‘A state of complete emotional, physical and social wellbeing ant not merely the absence of disease deteriorate causing your performance to drop. Health benefits will not be gained
or infirmity’
Explanation: Not only are you free from disease and infirmity you are socially active, physically fit and
have no emotional problems such as stress
Cardiovascular Muscular Reaction
Endurance Flexibility Power Speed Agility Balance Coordination Strength
fitness Time
‘Is the ability to do ‘The ability to
‘Is the ability to ‘Is the ability to
‘The ability of a strength ‘The amount of time ‘Is the ability to use overcome a
‘The ability of the change position of retain the body’s
muscle group to ‘The range of ‘The time taken to performances it takes to perform a two or more body resistance. it
heart and lungs to the body quickly centre of mass above
undergo repeated movement respond to a quickly’ particular action or parts together requires a force to
supply oxygen to the while maintaining the base of support’
contractions, possible at a joint’ stimulus’ cover a particular smoothly and be applied to a
working muscles’ control of the
avoiding fatigue’ Power = distance’ efficiently’ muscle or muscle
movement’ static or dynamic
Strength x Speed group’
Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation Explanation
They need good They need a Performers need Performers need Performers need
Performers need Performers need Performers need Performs need Performers need
cardiovascular prolonged additional good flexibility to to react to a balance so they don’t
power to improve speed to get from agility to change coordination when Strength to
fitness to be able to oxygen delivery to be able to get into stimulus. A fall over. E.g. in
performance. Speed one position to direction quickly. they are using two support weight
maintain a high the working muscles position without stimulus can gymnastics when
and strength are another. This may be This can be used to body parts at the (static) lifting a
standard of to repeat muscle getting injured and include: a ball, performing a balance
needed in sports leg speed to run or evade opponents or same time. It can be weight (maximal)
performance contractions over a to perform whistle, starters (static) or travelling
where you throw arm speed when move around the used when aiming, or punch (dynamic)
throughout the long period of time complex gun, or an across the beam
jump kick and sprint throwing or hitting court or pitch quickly striking/hitting a ball throw (explosive)
race/match. without tiring movements opponent (dynamic)
Sports Sports Sports Sports Sports Sports Sports Sports Sports Sports
Games players Cyclist (legs)
Long distance Boxing (punching) Gymnasts Sprinters Shot put Sprinting Rugby side-step Gymnastics Tennis Weight lifting
runners/rowers Swimmer Goal keepers Badminton players Football (kicking) Badminton Tennis Skiing Archery Rugby
(arms/legs) Divers Rugby players High jump Javelin thrower Badminton Hammer throw Football Gymnastics
Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test Fitness Test
Multi stage fitness Grip dynamometer
Sit-up bleep test Sit and reach Ruler drop test Vertical jump 30m sprint Illinois agility run Stork balance test Wall toss
test 1 rep max testPE – Modules 1 and 2 - Principles and Types of Training
Principles of training: SPORT Applying overload to the F.I.T.T principle: Training intensities:
Specificity: Training must match the requirements of the Frequency: How often you train (should be gradually increased) Aerobic target zone:
activity so that the right muscles and body systems are Week 1 = train once per week - Week 2 = train twice per week 60% - 80% of max heart rate
adapted
Intensity: How hard you train (should be gradually increased) Anaerobic training zone:
Progression Overload: Gradually increasing the amount of
80% - 90% of max heart rate
working training so that fitness gains occur, but without the Week 1 = 1 set of 5 repetitions of a 5 kg weight - Week 2 = 2
risk of injury sets of 5 repetitions of a 5 kg weight Max Heart rate:
Reversibility: Just as fitness improves with training it can 220 - age
decline if you stop training Time: How long you train (should be gradually increased) Week 1
= 20-minute session - Week 2 = 25-minute session Strength/Power
Tedium: This is the boredom that can occur when you train
high weight/low reps above 70% of 1 rep max (3 sets of 4/8 reps)
the same way every time. A variety of training methods are Type: Relates to specificity. training should closely match the
needed to keep motivated to carry on without giving up Muscular endurance
activity. E.g. A marathon runner should use continuous training
low weight/high res below 70% of 1 rep max (3 sets of 12-15 reps)
Types of training:
Cardiovascular Fitness Most components of fitness. Power Strength Flexibility
Continuous Training Circuit Training Plyometric Training Weight Training Static Stretching
Stretch as far as you can.
Is sub-maximal aerobic exercise Contains stations organised in a Maximal intensity involving Form of interval training which
The stretch is held (isometric) for
circuit, they can be skill or fitness jumping/bounding. It involves an involves reps and sets. The
that has no breaks or rest. It up to 30 seconds. It Can be done
based, aerobic or anaerobic eccentric contraction (muscle weight provides the resistance.
lasts for a minimum of 20 minutes on your own, with apparatus or
Intensity is measure by circuits, time lengthens) immediately followed by a Can be done using free or fixed
and can improve cardiovascular & with a partner. Improves
or repetitions. Can be adapted to concentric (muscle shortens) weights. It improves strength,
muscular endurance flexibility
improve all types of fitness Improves power (speed & strength) power and muscular endurance
Advantages Advantages Advantages Advantages Advantages
Variety of stations generates
No equipment or facilities Can target specific areas of the
interest Develops power quickly
Has many health benefits (CHD) body Develops flexibility
Can be skill or fitness No equipment
Can be done on your own
Can easily be adapted
Disadvantages Disadvantages Disadvantages Disadvantages Disadvantages
Can cause injury with poor Not as effective as other
Boring
Equipment can be costly technique a spotter needed with stretchng metrhods and can take
No change of pace Can cause injury due to high intensity
Can be time consuming to set up free weights alog time to go through all muscle
Can cause impact injuries
Can be expensive groups
Sports Sports Sports Sports Sports
Marathon running Basketball
Weight lifting, tennis (muscular Most sports and activities benefit
Cycling Can be adapted to suit all sports Long jump
endurance) from static stretching
Swimming HurdlesReligious Education - Module 1 - Buddhism Beliefs
Key Words
The three Ignorance, greed and hatred which will lead to suffering Four Noble Truths Four truths the Buddha taught about suffering and
poisons and needs to be overcome how to overcome it
Asceticism A lifestyle of strict self-denial – rejected by Siddhartha for Four Sights Four things Siddhartha saw that inspired him to
the Middle Way leave his life of luxury
The Five An ethical codes used by Buddhists to live a morally Jakata A book of popular tales about the life of the Buddha
precepts correct lifestyle
Dependent The idea that everything is dependent on everything else Meditation The practice of focusing or calming the mind and
Arising reflecting on teachings
Dharma The Buddha’s teachings – how to reach the state of Nirvana / Nibbana A state of complete enlightenment which lies outside
enlightenment the cycle of samsara
Dukkha Suffering or dissatisfaction – something Buddhists seek to Samsara The cycle of life, death and re-birth
overcome
Eightfold Path Eight aspects of life Buddhists live by to try and reach Three Marks of Three Buddhist beliefs about the truth of existence
enlightenment Existence
Enlightenment A state of spiritual wisdom which arises from Three Watches Three realisations Siddhartha made in order to
understanding the nature of reality become enlightened
Key Ideas
Buddha was born Siddhartha Gautama around 500BC in southern The Four Sights Siddhartha saw on his trip
Nepal. outside the palace were:
Buddha’s Life + Four
He grew up in a life of luxury as the son of a Queen. His birth was 1. An old man – everyone ages
special and he was said to walk straight after birth and lotus flowers 2. An ill man – everyone becomes ill
to grow in his footsteps. 3. A dead man – all things die
He was inspired to leave this life in the Palace by the Four Sights. 4. A holy man – the only answer to
After this he lived an ascetic life of self-denial and pain but wasn’t these problems
Sights
able to become enlightened so left it for the Middle Way between
pain and luxury.
After the failure of Siddhartha’s ascetic life to provide him with enlightenment Siddhartha chose to follow the Middle
Enlightenment + 3 Way. He meditated under a tree and was tempted by Mara who tried to distract him, but he stayed focused on
meditation and reaching enlightenment.
Eventually he became enlightened during the Three Watches of the Night where he understood: knowledge of all his
previous lives, the cycle of life, death and re-birth (samsara) and that all beings suffer due to desire. After this
Watches Siddhartha became enlightened and began to be known as Buddha.
Buddhists believe that nothing is permanent, everything is changing, we don’t have a fixed soul and suffering is a
part of life (Dependent arising) that all people must face. The Tibetan Wheel of life is an image that illustrates the
birth death and rebirth of beings (samsara)
The Tibetan Wheel
The outer wheel - Nidanas The six realms of The inner hub -The three
This illustrates how human beings are subject to birth, samsara poisons
death and rebirth. This indicates the realms These are ignorance, greed
in which a person is and hatred, all of which will
of Life
reborn to. The ideal is to lead to suffering.
be able to move to
nibbana.
The Four Noble Truths are what Buddha taught about suffering
1. There is suffering >> 2. Suffering has a cause >> 3. Suffering can come to an end >> 4. There is a way to end
Four Noble Truths + suffering
Eightfold Path One of the main causes of suffering is tanha or craving. Other causes are known as the Three Poisons of greed,
hatred and ignorance. Ultimately Buddha teaches that we can and must overcome these causes of suffering in order
to become enlightened and reach nirvana – a state of freedom, happiness and peace
The Eightfold Path consists of eight aspects that Buddhists practise and live by in order to do this.
e.g. Right speech (speaking truthfully and kindly), right mindfulness (developing awareness of the world around you)
and right understanding (developing an understanding of Buddha’s teachings)
A Buddhist ethical code No1. To abstain from taking life
The five Precepts Buddhists use these precepts to try to live an ethical No2. To abstain from taking what is not given freely
and morally correct lifestyle. Buddhists practise the No3. To abstain from the misuse of the senses or sexual
precepts voluntarily to improve their behaviour and misconduct
purify their minds of greed, ignorance and hatred. No4. to abstain from wrong speech
No5. To abstain from intoxicants that cloud the mind.
Meditation A spiritual exercise that calms the mind and body and leads to the “Even the gods envy those awakened and
development of insight into the nature of existence. It is an important mindful ones who are intent on
practice in most Buddhist traditions. meditation.”
“Do not encumber your mind with useless
thoughts… remain in the simplicity of the
present moment”Religious Education - Module 2 - Christianity Beliefs
God The creator and ruler of the universe and Atonement Making amends for wrongdoing. The idea of
source of all moral authority. being at one with God.
Jesus God in human form Resurrection The physical return of Jesus on the third day
after he died.
Creation The explanation of how God created the Fundamentalism Christians who take the Bible literally, i.e.
story universe in seven days. word for word true.
Crucifixion Capital punishments used by the Romans Incarnation God in human form.
which nails a person to a cross to kill them.
Omnipotent The idea that God is all powerful. Gospel The names of the books about the life of
Jesus in the Bible: Matthew, Mark, Luke and
John.
Omnipresent The idea that God is everywhere. Bible Christianity’s holy book.
Omniscient The idea that God knows everything. Messiah The anointed one who is seen as the saviour
by Christians.Science - Modules 1 and 2 – 9A – Part 1
Science - Modules 1 and 2 – 9A – Part 2
Science - Modules 1 and 2 – 9A – Part 3
Science - Modules 1 and 2 – 9A – Part 4
Science - Modules 1 and 2 – 9A – Part 5
Science - Modules 1 and 2 – 9A – Part 6
Science - Modules 1 and 2 – 9B – Part 1
Science - Modules 1 and 2 – 9B – Part 2
Science - Modules 1 and 2 – 9B – Part 3
Science - Modules 1 and 2 – 9B – Part 4
Science - Modules 1 and 2 – 9B – Part 5
Science - Modules 1 and 2 – 9B – Part 6
Science - Modules 1 and 2 – 9B – Part 7
Science - Modules 1 and 2 – 9B – Part 8
Science - Modules 1 and 2 – 9B – Part 9
Spanish – Module 1
Knowledge organiser - Please, learn your vocabulary regularly. Your teacher will test you at the start of every lesson.
1. Likes, dislikes and opinions 2. Interests
¿Qué cosas te gustan? What things do you like? el deporte sport
¿Qué cosas te encantan / What things do you love? el dibujo drawing
te chiflan? What things do you love? el fútbol football
¿Qué cosas no te gustan? What things do you not like? el racismo racism
Me gusta(n) (mucho)… I like... (a lot) la música music
Me encanta(n) / Me I love... la tele TV
chifla(n)…
No me gusta(n) (nada)… I don't like ... (at all) la violencia violence
Me chifla (n) I love... los animales animals
Me interesa (n) ... interests me los deberes homework
Prefiero... I prefer los insectos insects
Mi actor favorito es... My favourite actor is... los videojuegos video games
Mi actriz favorita es... My favourite actress is.. las artes marciales martial arts
Mi actividad favorita es... My favourite activity is.. Soy miembro de un club I am a member of a (judo) club.
(de judo).
Mi película favorita es... My favoruite film is... Soy miembro de un equipo. I am a member of a team.
Soy miembro de un grupo. I am a member of a group / band.
3. Free time activities 4. Expressions of frequency
Bailo Zumba. I dance Zumba. una vez a la semana once a week
Cocino para mi familia. I cook for my family. dos veces a la semana twice a week
Escribo canciones. I write songs. a veces sometimes
Leo cómics / libros. I read comics/books. a menudo often
Monto en bici. I ride a bike. siempre always
Saco fotos. I take photos. (casi) todos los días (almost) every day
Toco el teclado. I play the keyboard. todos los fines de semana at weekends
Veo un partido de fútbol. I watch a football match. los lunes / martes / on Mondays/Tuesdays/
miércoles / jueves Wednesdays/ Thursdays
los fines de semana every weekend
después del insti after school
5. TV Programs mañana tomorrow
¿Qué tipo de película es? What type of film is it? la semana que viene next week
Es… It is… el fi n de semana que viene next weekend
una comedia a comedy el mes que viene next month
una película de acción an action film el nueve de febrero on the ninth of February
una película de animación an animated film 6. High frequency words and other structures.
una película de aventuras an adventure film casi almost
una película de ciencia a science-fiction film primero firstly
ficción
una película de fantasía a fantasy film luego later
una película de superhéroes a superhero film después after that
una película de terror a horror film más tarde after that
7. The future tense. o or
Voy a hacer karting. I am going to do go-karting. y and
Voy a ir a la bolera. I am going to go bowling. pero but
Voy a ir a un parque de I am going to go to a theme park. también also
atracciones.
Voy a jugar al paintball. I am going to play paintball. por supuesto of course
Voy a pasar la noche en casa I am going to have a sleepover at
con mis amigos/as. home with my friends.
Voy a sacar muchas fotos. I am going to take lots of photos.
Vamos a montar en una We are going to ride a roller
montaña rusa. coaster.
Vamos a ver películas de We are going to watch horror
terror. films.
¡Va a ser genial! It’s going to be great!Spanish – Module 2
Knowledge organiser - Please, learn your vocabulary regularly. Your teacher will test you at the start of every lesson.
1. Nationalities 2. Rights
¿Cuál es su nacionalidad? What is his/her nationality? Tengo derecho… I have the right…
Es… He/She is… al amor y a la familia to love and to family
argentino/a Argentinian al juego to play
boliviano/a Bolivian a la educación to an education
colombiano/a Colombian a la libertad de expresión to freedom of expression
mexicano/a Mexican a la protección to protection
norteamericano/a North American a un medio ambiente sano to a healthy environment
peruano/a Peruvian No puedo… I cannot…
inglés/inglesa English dar mi opinión give my opinion
español(a) Spanish ir al insti(tuto) go to school
pakistaní Pakistani jugar con mis amigos play with my friends
3. Interview questions respirar breathe
¿De dónde es? Where is he/she from? salir a la calle go out in the street
¿Dónde vive? Where does he/she live? vivir con mi familia live with my family
¿Con quién vive? Who does he/she live with? porque… because…
¿Qué hace por la mañana? What does he/she do in the soy chico/a I am a boy/girl
morning?
¿Qué hace durante el día? What does he/she do during the mi padre es muy estricto my father is very strict
day?
4. About his/her life tengo que ganar dinero I have to earn money
Es de… He/She is from… tengo que trabajar I have to work
Vive en… He/She lives in… el aire está contaminado the air is polluted
Vive con sus padres. He/She lives with his/her en mi país a veces hay violencia in my country sometimes
parents. there is violence
Organiza sus cosas. He/She organises his/her things. ¡No es justo! It isn’t fair!
Va al insti. He/She goes to school. Es inaceptable. It is unacceptable.
Ayuda a su madre. He/She helps his/her mother. 5. Transport
Estudia. He/She studies. ¿Cómo vas al insti? How do you get to school?
Hace los deberes. He/She does homework. Voy a caballo. I go on a horse.
Prepara la cena. He/She prepares dinner. Voy a pie. I go on foot. / I walk.
6. The environment Voy en autobús I go by bus.
Para ser un instituto verde… In order to be a green school… Voy en barco. I go by boat.
apagamos la luz we switch off the light Voy en bici. I go by bike.
conservamos electricidad we save electricity Voy en coche. I go by car.
no malgastamos agua we don’t waste water Voy en metro. I go by underground.
plantamos árboles y flores we plant trees and flowers Voy en tren. I go by train.
reciclamos botellas de plástico we recycle plastic bottles ¿Por qué? Why?
reciclamos papel y vidrio we recycle paper and glass Porque es… Because it is…
reducimos el consumo eléctrico we reduce our consumption of más rápido que ir a pie quicker than walking
electricity
tenemos un jardín we have a garden más verde que ir en autobús greener than going by bus
vamos en bici we go by bike más barato que ir en taxi cheaper than going by taxi
Para hacer un mundo mejor… In order to create a better world… más práctico que ir en coche more practical than going
by car
vamos a escribir cartas para we are going to write letters for más seguro que nadar safer than swimming
Amnistía Internacional Amnesty International
vamos a organizar un evento we are going to organise an event la única opción the only option
vamos a recaudar fondos we are going to raise funds 6. High frequency words and other structures.
vamos a vender pasteles We are going to sale cakes mi/mis my
su/sus his/her
más… (que) more… (than)
para in order to / for
para mí for me
por ejemplo for example
por eso so / therefore
muy very
hay there is / there are
ahora now
ya already
en el futuro in the future
el año pasado last yearYou can also read
