KNOWLEDGE ORGANISER Year 9 ART Autumn Half Term 2: Objects OBJECTS

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KNOWLEDGE ORGANISER Year 9 ART Autumn Half Term 2: Objects OBJECTS TONY CRAGG TODD FORD Tony Cragg is a British sculptor who

He often organizes them by size and colour to create large silhouettes of simple shapes that are displayed on a wall or as floor

Todd Ford is an American photorealist painter who creates detailed, large-scale versions of everyday objects such as bottles and

By producing enlarged paintings of small sections of objects- such as a section of broken glass- Ford allows the viewer to see

KEYWORDS ELLIPSE PHOTOREALISM Paintings or sculptures that are very realistic- like an actual photograph.

2 KNOWLEDGE ORGANISER Year 9 ART Autumn Half Term 2: Objects OBJECTS TONY CRAGG TODD FORD Tony Cragg is a British sculptor who creates installations from found objects and discarded materials. He often organizes them by size and colour to create large silhouettes of simple shapes that are displayed on a wall or as floor piece. Todd Ford is an American photorealist painter who creates detailed, large-scale versions of everyday objects such as bottles and light bubbles. By producing enlarged paintings of small sections of objects- such as a section of broken glass- Ford allows the viewer to see objects in a different, unfamiliar way. KEYWORDS ELLIPSE PHOTOREALISM Paintings or sculptures that are very realistic- like an actual photograph. ASSEMBLAGE ART Assemblage artworks consist of sculptural objects arranged in a certain way. (A three-dimensional collage) The placement and arrangement of things within a work of art. TRANSCRIPTION A copy of an artist s work. ANNOTATION Writing about another artists work and your own creative ideas. COMPOSITION INSTALLATION A large sculptural artwork often experienced as something the viewer can walk around/in. MACRO The art of photographing (often very tiny) subjects up-close (For example insects, flowers & plants) POSITIVE/ NEGATIVE

4 KNOWLEDGE ORGANISER - Year 9 Performing Arts, Autumn Term 2 - Physical Theatre Key concepts, events, people or processes Physical Theatre Physical Theatre is the a form of drama that emphasises storytelling through use of movement and physical expression. It often integrates elements of dance and mime. Rudolf Laban Rudolf Laban was a dancer and choreographer who devised a way of defining certain movements so that his performers could express certain ideas by using them. Antonin Artaud Artaud developed the concept of Theatre of cruelty whereby the audience was placed at the centre of often traumatic or intense experiences, wanting the audience to feel trapped. Frantic Assembly A physical Theatre company that integrates a large element of dance in their performances, who devised work such as Chair Duets. Devising Process Devising involves the development of character, script, technical elements such as costume, lighting and sound. KEYWORDS devising The process of developing an idea from a stimuli. devices The specific techniques or strategies you use to tell the story in a creative way embody To become, to utterly adopt a role. epic theatre Theatre that relates to big ideas in our contemporary existence improvisation To develop dramatic ideas in the moment. naturalistic Performance that is true to life; as real as possible. narrative A story within a piece of drama. physicalisation The way in which we use our body to show meaning, such as an emotion or idea. This unit is about extending your awareness of key drama practitioners by adopting their performance styles in your own work. You will be given stimulus material to get you started on devising two pieces of physical theatre to be performed to audiences.

5 Year 9 English Autumn Half Term 2: Power and Conflict Poetry Anthology

7 KNOWLEDGE ORGANISER Year 9 GEOGRAPHY, AUTUMN 2: How do I carry out a Geographical investigation?i Key concepts, events, people or processes Aim Data Collection The aim of your investigation will be set by Miss Clinnick and students will in groups to carry out their investigation. You need to understand what you are investigating and making sure you complete preliminary research (secondary data) on the topic. The data will be collected during your Geography lessons as well as secondary data collection throughout this time. You will need to include key statistics and information that has been well researched as well as data you have collected yourself. Data Presentation This section will contain all of your best evidence, mostly in graph format. You must understand and be able to create: bar, line, pie, scatter and radar graphs both by hand and using ICT. You will also need to be able to sketch and annotate photographs including high quality detail. Analysis In this section you will need to sequence your work and explain the results you have presented. You will need to practice explaining patterns found on graphs and evidence found in photographs. This skill can be practiced using many different graphs and photographs before you prepare the final draft. Extending your knowledge KEYWORDS Aim (Key Q) This is the purpose of your investigation to be proven. Bias Where a set of data may be inaccurate because of your previous knowledge or links to the subject. Bibliography The sources you have used to collect secondary data, such as websites. Conclusion The section of your investigation where you analyse your results to prove your hypothesis. Data Presentation The section of your controlled assessment where you present your results. This will be via graphs, maps, data tables, photographs, sketches and diagrams. Evaluation A review of your investigation outlying strengths and areas for development. It should be specific to each method used. GIS Geographic Information Systems such as Google Earth to help locate and understand areas. Hypothesis A prediction of the outcome of your investigation written before you carry out your primary data collection. Introduction Investigation A study of a process or location that is written up as a report. Limitations An understanding that your investigation is only relevant to the small area it is carried out in. Location A written description of where your investigation will take place including GIS. Methodology A break-down of each method you have used and reasoning. Primary Data Data that is collected by your personally or others within the group. Questionnaire A method of collecting primary data from residents without interviewing them individually. Risk Assessment Evidence that you have considered the risks involved. Sampling A decision on how many types of primary data are collected and at which interval or location. Scale Data that has already been collected such as internet articles or books. Sequence The order in which your controlled assessment will take place and be submitted in. Secondary Data Sketching The start to your investigation including the location, secondary information, aim and hypothesis. Maps of differing content such as: global, national, regional and local. A skill that can be carried out in the field and analysed later to be used in your data presentation section.

KNOWLEDGE ORGANISER History KS4 (Year 9) Autumn 2: Renaissance Medicine c.1500-1700 A timeline of Renaissance Medicine 1440 The printing press is invented in Germany.

This is part of a wider Protestant revolution in Europe which challenges the power of the Catholic Church. 1543 Publication of Vesalius On the Fabric of the Human Body.

8 KNOWLEDGE ORGANISER History KS4 (Year 9) Autumn 2: Renaissance Medicine c A timeline of Renaissance Medicine 1440 The printing press is invented in Germany. This will revolutionise access to information by making books cheaper and more easily available Dissolution of the monasteries in England. This is part of a wider Protestant revolution in Europe which challenges the power of the Catholic Church Publication of Vesalius On the Fabric of the Human Body William Harvey publishes his book on the circulation of blood The Royal Society meets for the first time in London The Great Plague arrives in England Thomas Sydenham publishes Observationes Medicae First recorded observation of bacteria. Tasks: (i) Research Andreas Vesalius (ii) What did he do? (iii) Why is his work considered important to progress in medicine? Tasks: (i) Research William Harvey (ii) What did he do? (iii) Why is his work considered important to progress in medicine? Renaissance England - KEYWORDS Alchemy An early form of Chemistry. Dysentery A sometimes fatal disease which causes severe diarrhoea. Protestant One of the new groups of Christians that emerged in protest against the Catholic Church. Animalcules The name given to bacteria when they were first seen under a microscope. Journeyman A travelling professional doctor. Royal charter A document from the King or Queen granting special powers or privileges. Catholic The older, more traditional form of Christianity in Europe. Microscope An instrument used to see tiny organisms such as bacteria. Secular Not connected to the church or religion. Cinchona The bark of a South American tree, effective in treating malaria. New World A name given to North and South America, recently discovered in Smallpox A deadly disease characterised by spots which left terrible scars even if the patient survived. Circulation The process by which blood passes around the body. Printing press A machine for printing books and other documents quickly. Syphilis A sexually transmitted disease which can attack the brain and cause blindness or insanity. Sometimes called The Pox.

9 KNOWLEDGE ORGANISER Year 9 Maths, AUTUMN 2

Knowledge Organiser Year 9 Music, Autumn 2: Performance Skills & Composing Skills Key Concepts and Processes Reviewing your performance Watching a video of your performance and using it to amend or

10 Knowledge Organiser Year 9 Music, Autumn 2: Performance Skills & Composing Skills Key Concepts and Processes Reviewing your performance Watching a video of your performance and using it to amend or set new targets Solo performance skills Understanding the techniques needed when performing as a soloist and being able to demonstrate them Preparing for performance Using rehearsal time and peer/self assessment to prepare for a performance to a wider audience Stage Presence Researching what stage presence is and how to achieve it Composing a chord sequence and melody Understanding how to fit a chord sequence to a melody and vice versa Composing a bass riff Understanding what a bass riff is and how to compose one to fit a chord sequence Outcomes This half term, you will begin by reviewing the performance from the end of last half term and use it to evaluate the progress you have made so far. You will then use this to amend or set new targets. You will study performance techniques with a view to implementing these at performances at the end of the term. You will continue to study music theory, focusing on composing chord sequences, melodies and riffs. Keywords Root Position Playing a chord where the note name of the chord is the lowest note Inversions The notes of the chord are played in a different order. (1st inversion or 2nd inversion) Bass Riff A repeated phrase, played in the bass that fits with the chords Projection Controlling the volume of your voice clearly and distinctly Posture The way you stand or sit in relation to your performance Eye Contact Looking at the audience as a way of engaging them in the performance Dynamics Controlling the volume of your voice/instrument to add interest

KNOWLEDGE ORGANISER Autumn 2:Year 9 Sport BTEC, practical sports performance Key concepts to learn for Basketball 1a The rules, regulations and scoring system for basketball 1a The skills, techniques

responsibilities of the officials to other sports Key words (technique) Key words (rules) Dribbling Gain control of the ball by spreading your fingers over the top.

Double dribbling In basketball, an Illegal dribble (incorrectly identified in common wording as a double dribble) occurs when a player dribbles with two hands simultaneously.

11 KNOWLEDGE ORGANISER Autumn 2:Year 9 Sport BTEC, practical sports performance Key concepts to learn for Basketball 1a The rules, regulations and scoring system for basketball 1a The skills, techniques and tactics for basketball 1a The role and responsibility of the officials in basketball 1b Applying the officials rules to different situations 1a Comparing and contrasting the roles and responsibilities of the officials to other sports Key words (technique) Key words (rules) Dribbling Gain control of the ball by spreading your fingers over the top. Begin the dribble by pushing the ball firmly to the floor. Use your hand, wrist and arm to control the height and speed of the bounce. Try to keep the ball at waist level. Double dribbling In basketball, an Illegal dribble (incorrectly identified in common wording as a double dribble) occurs when a player dribbles with two hands simultaneously. A double dribble can also occur when a player picks up the ball with two hands then dribbles it again with one hand. Bounce pass Use your fingers to push the ball downwards to your team-mate. The ball will slow after bouncing, so aim to hit the floor about two-thirds of the way to the receiver. This reduces the risk of your opponent intercepting the ball. Stay focused on who you are passing to. Travelling In basketball, traveling is a violation of the rules that occurs when a player holding the ball moves one or both of their feet illegally. Most commonly, a player travels by illegally moving his or her pivot foot or taking three or more steps without dribbling the ball. Overhead pass Begin the pass with the ball held by both hands above your head. Cupping the underside of the ball with your fingers will help to keep the ball away from your marker. Foul In basketball, a personal foul is a breach of the rules that concerns illegal personal contact with an opponent. It is the most common type of foul in basketball. A foul out occurs when a player exceeds his or her personal foul limit for a game and is disqualified from participation in the remainder of the game. Chest pass The ball should be held close to your chest. Your fingers should be spread comfortably around it, shielding the ball. Take a step forward as you release the ball and extend your arms sharply as you push the ball towards your team-mate. Keep your eyes on the receiver as you make the pass - watching the ball is likely to send it astray. Free throw free throws or foul shots are unopposed attempts to score points from a restricted area on the court (the free throw line; informally known as the foul line or the charity stripe), and are generally awarded after afoul on the shooter by the opposing team. Each successful free throw is worth one point. Set shot To begin the shot, crouch down with your knees apart and face the basket. Your shooting hand should be behind the ball with the wrist cocked. If you are a right-hand shooter, your right leg should be just ahead of your left as your knees bend. Make sure your shooting hand is facing the basket. Start the shot by straightening your legs and transfer your weight slightly forwards. With the ball in front of you, see yourself as springing up towards the basket. Pump your arm upwards so it straightens and aim to lift yourself up onto your toes. Use your non-shooting hand to guide the ball and release it by flicking your wrist and fingers of your shooting hand. Aim for the ball to loop quite high and concentrate on having a smooth and continuous action. Technical foul A technical foul (also colloquially known as a "T" or a "Tech") is any infraction of the rules penalised as a foul which does not involve physical contact during the course of play between opposing players on the court, or is a foul by a non-player. Jump shot To give yourself a solid base, both of your feet should be flat on the floor. With your body facing the basket, a low crouch will give you the momentum to make the jump.with the ball in both hands, rise up off your feet and prepare to shoot. Your shooting hand should cup the ball and point towards the basket. And your other hand can gently guide the shot from the side of the ball. Time out Play can be stopped for coaches to discuss tactics and game plans with If you are approaching from the right side and are right handed, take a half step with your outside (right) foot, then take a full stride to land on your inside (left) foot, using it to push off the court. Launch yourself off your forward leg, and thrust your arms upwards towards the net to prepare for the shoot. Bending the knee will help provide the spring needed - and keep defenders away. Aim to jump up towards the side of the basket and at the top of your leap, roll the ball to your shooting hand. The ball should be released when the shooting arm and hands are at full stretch. Try and lay the ball softly on to the backboard. If it's perfection you want, then hit the top corner of the rectangle on your side of the basket. Positioning Lay up their players. Each team can call two time outs in the first half and a total of three in the second half, each lasting for a maximum of 60 seconds. Only one per team is available in overtime regardless of its duration.

13 KNOWLEDGE ORGANISER Year 9 PRODUCT DESIGN, HALF TERM 2 : Are there shortcuts to success (with Illustrator)? GETTING A NEW BRAND OUT TO THE TARGET CONSUMER Ambient Advertising Applying branding and placing promotional material in unusual places that ideally interact with the potential consumer.

14 KNOWLEDGE ORGANISER Year 9 Science, Autumn Half Term 2: Topic

15 KNOWLEDGE ORGANISERKNOWLEDGE Year 9 SPANISH Autumn TERM 2 Key Question: How do2: I describe my home town in Spanish? ORGANISER Year 9 SPANISH Autumn Half Term Topic IR (to go) KEY VERBS PRESENT HACER (to do/to make) PRESENT PODER (to be able to) PRESENT DECIR (to say) PRESENT M F M plural F plural a/some un una unos unas Yo voy hago puedo digo the el la los las tú vas haces puedes dices this/these este esta estos estas dice that/those ese esa eses esas a lot of mucho mucha muchos muchas so much of tanto tanta tantos tantos a little/few poco poca pocos pocas too much demasiado demasiada demasiados demasiadas él/ella va hace puede nosotros vamos hacemos podemos decimos vosotros vais hacéis podéis decís ellos/ ellas van hacen pueden dicen KEY OPINIONS for one thing izquierda left derecha right debajo beneath encima de above al lado de next to entre between enfrente de opposite delante de in front of detrás de behind KEY QUESTIONS for more than one thing (no)me gusta I (don t) like (no) me gustan I (don t) ike me encanta I love me encantan I love me interesa I m interested in me interesan I m interested in Los pueblos PREPOSITIONS These modifying ADJECTIVES and ARTICLES usually go in front of the noun they describe and must match the noun in gender and number (Adjectival Agreement). THERE IS/THERE ARE = HAY Adjetivos quién? who? cuándo? when? cómo? how? dónde? where? cuánto? how many? qué? what?/which? por qué? why? cuál? which? La región En el centro 1 En el centro 2 muy very ruidoso noisy el este the east una tienda a shop un ayuntamiento town hall bastante quite concurrido busy el oeste the west un colegio a high school una comisaría police station un pueblo a town/village pequeño small el sur the south una biblioteca a library (los) Correos post office una ciudad a city grande big el norte the north una iglesia a church un muelle a pier un barrio a neighbourhood limpio clean en la costa on the coast un museo a museum una playa a beach el campo the countryside sucio dirty junto al rio next to the river un mercado a market un acantilado a cliff las afueras the outskirts feo ugly cerca de near to una calle a street/road una piscina a swimming pool

Bordentown Regional High School Physical Education. Basketball Study Guide

Bordentown Regional High School Physical Education Basketball Study Guide Basketball Study Guide History: The game of basketball was actually developed to help condition athletes during the winter months.