Knowing more and remembering more Y 10 H

Knowing more and remembering more Y 10 (H) KNOWLEDGE ORGANISERS

KNOWLEDGE ORGANISER THE PURPOSE The purpose of a knowledge organiser is to provide you with an outline of the topics that will be covered across all subjects. This can be used as a tool for flip learning (researching or learning about a topic that hasn't already been taught in school), to recap, revisit and revise. Your ‘remember more and remember better’ knowledge organisers are now part of your equipment and should be bought to school with you everyday. You must keep your knowledge organisers free from any graffiti and they must be handled with care. Treat them as you do all your subject books. • HOW TO USE YOUR KNOWLEDGE ORGANISERS 'Key focusses' - This is a breakdown of the learning that will take place for each half term. You can use these titles to flip learn, recap, revisit and revise in order to improve your retention and knowledge and excel in your assessments. • 'Key vocabulary/ definitions' - Use this to help you define your subject terminology. • 'Key equipment' - Will have you prepared for every lesson and give you complete access to the lesson so that you are progressing every hour. • Everything else gives you information, facts and examples which you can use to better your learning. ONLINE RESOURCES AND WEBSITES ENGLISH: SENECA MATHS: HEGARTY MATHS SCIENCE: SENECA, QUIZLET, TASSOMAI COMPUTER SCIENCE: ONENOTE HISTORY: PADLET GEOGRAPHY: SENECA

KNOWLEDGE ORGANISER ENGLISH YEAR/ GROUP: 10 TERM: AUTUMN 1&2 TOPIC: CHRISTMAS CAROL BY CHARLES DICKENS CHRISTMAS CAROL Settings Scrooge’s workplace, Scrooge’s living room, Scrooge’s bedroom, the village from Scrooge’s childhood, Scrooge’s school, Fezziwig’s party, the Crachit residence, the streets of London, the Beetling shop, Fred’s residence, the graveyard. Dickens’ ideas and intentions KEY VOCABULARY Dickens, Dickensian, Victorian, poverty, workhouse, ignorance, miserly, redemption, transformation, ghost, Spirit, Christmas, injustice, inequality, allegory, stave, novella KEY EQUIPMENT Pen, Pencil , Ruler, Copy of the book ‘Christmas Carol’ KEY FOCUSSES Understanding the whole texts Answer a GCSE exam focusing on the extract and the text as a whole. Symbolism/Motifs: Light and dark; hot and cold; music, Scrooge’s bed, Marley’s chain; Ignorance and Want; Scrooge’s gravestone; the three ghosts; fire; Dickens’ writing criticised economic, social, and moral issues in the Victorian era. He showed compassion and empathy towards the vulnerable and disadvantaged people in English society, and help to bring about several important social reforms. Dickens’ deep social commitment and awareness of social issues come from his traumatic childhood, where his father was imprisoned for debt, and he was forced to work in a shoe-blacking factory at 12 years old. In his adult life, Dickens developed a strong social conscience and empathised with the victims of social and economic injustice. Dickens’ intention in A Christmas Carol is to draw readers’ attention to the plight of the poor and to highlight the hypocrisy of Victorian society. He juxtaposes the wealth and greed of capitalists with the poorer classes and draws attention to the way in which the greed and selfishness of some impacts on the quality of the lives of others. His moral message appears to be that we should care for our fellow man. The transformation of Scrooge suggests that Dickens feels it is never too late for change and redemption. Dickens emphasises the importance of family, friendship and charity in bringing about this change. • • • • Structure/Form Conflict- problem faced by characters Resolution- point where conflict is resolved Foreshadowing- clue about something later Foreboding- sense that something will occur Juxtaposition- two contrasted ideas Backstory- insight into character’s past Exposition- revelation of something Poetic justice- good rewarded bad punished Melodrama- exaggerated characters/events Motif- repeated image or symbol Antithesis- contrast of ideas in same grammatical structure Authorial intrusion- where author pauses to speak directly to reader Allegory- characters/events represent ideas about religion, morals or politics Language Satire- use of humour or ridicule to criticise Asyndeton- list without conjunctions Polysyndeton- list with conjunctions (and) Simile- comparing using ‘like’ or ‘as’ Metaphor- saying one thing is another Personification- make object human Pathetic fallacy- weather to create mood Pathos- language to evoke pity Allusion- reference to another literary work Hyperbole- exaggerated statement Connotation- associated meaning of word Characterisation- built up description of character in text Semantic field- words related in meaning Imagery- visually descriptive language

ENGLISH KNOWLEDGE ORGANISER Context Ghosts and the supernatural: Whilst the Victorians made many technological advances thanks to their interest in science and medicine, they were also fascinated in the supernatural and things that couldn’t be easily explained by science. Ghost stories became extremely popular, as did trying to contact the dead via séances. Christmas celebrations: Christmas was a fairly low key celebration at the start of the 19 th century, but Queen Victoria’s German husband, Albert helped to introduce some European traditions, like a decorated tree, into the traditional British Christmas celebration during the 1840 s. During Victoria’s reign, workers started to be given two day’s holiday to celebrate Christmas. The invention of the train enabled people to travel home to celebrate with family. The traditional figure of Father Christmas, dressed in green to symbolise the returning spring, was familiar at this time, but not the gift-distributing Santa Claus we know today. Rich people would give each other handmade gifts and toys, but stockings did not become popular until the 1870 s. Turkey was only eaten by rich families as it was expensive, goose was a cheaper option.

KNOWLEDGE ORGANISER ENGLISH YEAR/ GROUP: 10 TERM: AUTUMN 1&2 TOPIC: CHRISTMAS CAROL BY CHARLES DICKENS CHRISTMAS CAROL Very Brief Plot Summary Stave 1: Scrooge is introduced; he refuses to make a charity donation; refuses to eat Christmas dinner with Fred; sees Marley’s ghost who warns him he will be visited by three spirits to make him change his miserly ways. Stave 2: The Ghost of Christmas Past takes Scrooge back in time to show him: his village; him alone at school; his sister collecting him from school; a party at Fezziwig’s; Belle breaking off their engagement and Belle celebrating Christmas with her family. Stave 3: The Ghost of Christmas Present shows Scrooge: Christmas morning in London; The Cratchit family celebrating Christmas; various celebrations around the country; Fred’s Christmas party; Ignorance and Want. Stave 4: The Ghost of Christmas yet to Come shows Scrooge: a group of businessmen discussing a dead man; a pawn shop where people are selling the possessions of a dead man; a couple expressing relief that the man they owe money to is dead; the Cratchit family grieving for Tiny Tim; a grave with the name Ebenezer Scrooge written on it. Stave 5: Scrooge is transformed! He sends a turkey to the Cratchit family, makes a huge charity donation and attends Fred’s Christmas party. He also gives Bob a raise and becomes a second father to Tiny Tim who does not die. Key Quotations • KEY FOCUSSES • Understanding the whole texts Answer a GCSE exam focusing on the extract and the text as a whole Stave 1: ‘a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!’ ‘Hard and sharp as flint. ’ ‘solitary as an oyster. ’ “the cold within him froze his old features” “`Bah!’’ said Scrooge, ’Humbug!’’ ‘What reason have you to be merry? You’re poor enough. ’ ‘A kind, forgiving, charitable, pleasant time. ’ ‘I can’t afford to make idle people merry. ’ ‘Are there no prisons? ’ “And the Union workhouses? ’’ demanded Scrooge. `Are they still in operation? ’’ “`If they would rather die, ’’ said Scrooge, ‘they had better do it, and decrease the surplus population’” `I wear the chain I forged in life, ’ Stave 2: ‘A solitary child neglected by his friends. ’ ‘Father is so much kinder than he used to be. ’ ‘The happiness he gives, is quite as great as if it cost a fortune. ’’ ‘Another idol has displaced me’ Stave 3: ‘I see a vacant seat. ’ ‘I’ll give you Mr Scrooge, the founder of the feast. ’ ‘The whole quarter reeked with crime, with filth, with misery. ’ ‘This boy is Ignorance. This girl is Want. Beware them both, and all of their degree, ’ Stave 4: ‘He frightened everyone away from us when he was alive, to profit us when he was dead. ’ `I will honour Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present, and the Future. The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Stave 5: ‘I am as light as a feather. I am as happy as an angel. I am as merry as a schoolboy. I am as giddy as a drunken man. ’ Wonderful party, wonderful games, wonderful unanimity, won-der-ful happiness! ‘I’ll raise your salary and endeavour to assist your struggling family. ’

ENGLISH KNOWLEDGE ORGANISER

KNOWLEDGE ORGANISER ENGLISH Key themes and ideas Poverty, Fate, Charity, Transformation, Capitalism, Greed, Money, Redemption, Family, Friendship, Religion, Morality, Isolation/Loneliness, Choices, Memory and the past, Compassion, Forgiveness, Guilt and blame, Time, Rationality Characters Ebenezer Scrooge: The main character. A mean old loner who hates Christmas. Fred: Scrooge’s patient, jovial nephew. The son of his beloved sister, Fan. Literally the complete opposite of Scrooge. Bob Cratchit: Scrooge’s hard-working and underpaid clerk. Tiny Tim: Bob’s ill and vulnerable son. Belle: Scrooge’s former fiancée who breaks off their engagement because he values money more than their relationship. Fezziwig: Scrooge’s generous former employer. Marley: Scrooge’s deceased business partner, who appears as a ghost warning Scrooge to change his ways. Little Fan: Scrooge’s deceased younger sister, the mother of Fred. The Ghost of Christmas Past: a shape changing spirit who has light streaming from the top of its head. Represents memory. The Ghost of Christmas Present: a jovial spirit (resembling a traditional ‘Father Christmas’) who represents generosity and Christmas spirit. The Ghost of Christmas Yet to Come: a silent, sinister spirit in a black, hooded cloak who represents death. KEY FOCUSSES • Understanding the whole texts • Answer a GCSE exam focusing on the extract and the text as a whole CHRISTMAS CAROL Christmas Spirit Scrooge learns the true meaning of Christmas is to spend time with your family and loved ones. He learns it’s a time to be charitable and think about those less fortunate. Fezziwig’s party shows him that small gestures at Christmas can make people feel valued and appreciated. Family Scrooge is miserable and lonely because he refuses to socialise with his family. He is reminded of how much he loved his sister and how hurt he was by his father’s behaviour. Fred never gives up on Scrooge and is loyal and forgiving towards his uncle. The closeness of the Cratchit family demonstrates how being together and supporting each other is more important to them than anything else. Seeing Belle reminds Scrooge that he is lonely in his old age due to his own actions. He chose money over a family with Belle. Poverty and Social Injustice Scrooge learns that not all poor people are lazy. Scrooge learns that he can share some of his wealth to make other people’s lives more comfortable. Tiny Tim shows how poverty can contribute to poor health. The Cratchits show you can be poor but happy. Ignorance and Want remind Scrooge that turning a blind eye to the plight of the poor creates desperate people who turn to crime to support themselves. Transformation Scrooge is cold, lonely and miserable at the start of the book. The spirits show him scenes that prompt his transformation. Memory reminds Scrooge of how he was once connected to other people. Empathy helps him to understand those less fortunate than himself. Being shown the reaction to the death frightens Scrooge into changing his personality to change his destiny.

KNOWLEDGE ORGANISER MATHEMATICS YEAR/ GROUP: 10 H TERM: AUTUMN 1 TOPIC: RATIO, PROPORTION & RATES OF CHANGE KEY VOCABULARY Share, part, direct, inverse, proportional, constant, Multiplier, compound, simple, reverse, original, Rationalise, expand, simplify, Manipulate, subject, isolate, ‘divide through’, factorise. KEY EQUIPMENT Pen, Pencil, Ruler, Scientific Calculator • • KEY FOCUSSES Ratio and Proportion Percentages Surds Rearranging PERCENTAGES RATIO Simple interest REARRANGING FORMULAE Use inverse operations on both sides of the formula (balancing method) until you find the expression for the letter.

SCIENCE KNOWLEDGE ORGANISER YEAR/ GROUP: 10 TERM: Autumn 1 TOPIC: P 4 • • • KEY FOCUSSES Current and charge Potential difference and resistance Series circuits Parallel circuits Component characteristics Electrical charges and fields (Triple only)

SCIENCE KNOWLEDGE ORGANISER

SCIENCE KNOWLEDGE ORGANISER

SCIENCE KNOWLEDGE ORGANISER YEAR/ GROUP: 10 TERM: AUTUMN 1 TOPIC: P 5 ELECTRICITY IN THE HOME • • KEY FOCUSSES Electrical power and PD Electric currents and energy transfer AC national grid and transform ers Cables and plugs

SCIENCE KNOWLEDGE ORGANISER YEAR/ GROUP: 10 TERM: Autumn 1 TOPIC: C 4 Quantitative Chemistry KEY FOCUSSES • • Relative masses and moles Equations and calculations From masses to balanced equations Expressing concentrations

SCIENCE KNOWLEDGE ORGANISER

SCIENCE KNOWLEDGE ORGANISER Triple ONLY! YEAR/ GROUP: 10 TERM: Autumn 1 TOPIC: C 4 Quantitative Chemistry KEY FOCUSSES • • • Atom economy The yield of a chemical reaction Titrations Titration calculations Volume of gases

SCIENCE KNOWLEDGE ORGANISER

SCIENCE KNOWLEDGE ORGANISER YEAR/ GROUP: 10 TERM: Autumn 1 TOPIC: B 8 Photosynthesis KEY FOCUSSES • • Photosynthesis The rate of photosynthesis How plants use glucose Making the most of photosynthesis

SCIENCE KNOWLEDGE ORGANISER YEAR/ GROUP: 10 TERM: Autumn 1 TOPIC: B 9 Respiration • • KEY FOCUSSES Aerobic respiration The response to exercise Anaerobic respiration Metabolism and the liver

KNOWLEDGE ORGANISER HISTORY YEAR/ GROUP: 10 TERM: AUTUMN 1 TOPIC: BRITAIN: HEALTH AND PEOPLE Ancient Medicine KEY VOCABULARY Four Humours, Hippocrates, Galen, Barber Surgeon, Apothecary, Women, Trained Physician, Miasma, Urine charts, Pilgrimage, Blood-letting, Purging, Regimen Sanitatis, Endowment, Penance, Buboe, Lazar House, Authority, Ancient knowledge, Dissection, Prayer, Superstition, Supernatural, Quack Doctor, Surgery, Anatomy, Black Death, Flagellants, Public health, Ibn Sina, Al-Razi, Herbs and Spices, Bubonic Plague, Pneumonic Plague, Bacteria, Quarantine. KEY EQUIPMENT Pen, pencil, ruler The Black Death - Many people blamed the Jews (which was not true). Islamic Medicine Al-Razi (Rhazes): - Said observation of patients was important. - Distinguished the differences between smallpox and measles. - Encouraged people to move away from supernatural ideas and look at more logical/natural ideas. Ibn Sina (Avicenna): - Wrote encyclopaedias on medicine called the ‘Cannon of Medicine’. - This listed the properties of each drug and treatment. - In some places replaced the books of Galen meaning medicine could progress. • • • KEY FOCUSSES Ancient Medicine Medieval Medicine The Black Death The Catholic Church Islamic Medicine Medieval Medicine Common Treatments: - Bloodletting - Leeches - Prayers - Charms - Astrology - Four Humours: Doctors believed that a person became ill when the humours were out of balance. The Catholic Church Care not cure Illness comes from sinning. Use Galen and Hippocrates’ Ideas 700 hospitals - mostly small and centres of rest.

KNOWLEDGE ORGANISER GEOGRAPHY YEAR/ GROUP: 10 TERM: AUTUMN 1 TOPIC: UK RIVERS Lower Course of a River Near the river’s mouth, the river widens further and becomes flatter. Material transported is deposited. Formation of Floodplains and levees KEY VOCABULARY Confluence, Cross Profile, Drainage Basin, Estuaries, Floodplains, Gorge, Interlocking Spurs, Lateral Erosion, Levees, Meander, Mouth, Ox-bow lakes, Source, Tributary, Vertical Erosion KEY EQUIPMENT Pen, pencil, ruler, purple pen, green pen, glue Middle Course of a River When a river floods, fine silt/alluvium is deposited on the valley floor. Closer to the river’s banks, the heavier materials build up to form natural levees. Here the gradient gentler, so the water has less energy and moves more slowly. The river will begin to erode laterally making the river wider. Nutrient rich soil makes it ideal for farming. Flat land for building houses. Upper Course of a River Near the source, the river flows over steep gradient from the hill/mountains. This gives the river a lot of energy, so it will erode the riverbed vertically to form narrow valleys. Formation of Ox-bow Lakes Step 1 Erosion of outer bank forms river cliff. Deposition inner bank forms slip off slope. Step 3 Erosion breaks through neck, so river takes the fastest route, redirecting flow Formation of a Waterfall Step 2 Further hydraulic action and abrasion of outer banks, neck gets smaller. Step 4 Evaporation and deposition cuts off main channel leaving an oxbow lake. Hydrographs and River Discharge 2) River erodes soft rock faster creating a step. River discharge is the volume of water that flows in a river. Hydrographs who discharge at a certain point in a river changes over time in relation to rainfall 3) Further hydraulic action and abrasion form a plunge pool beneath. 5) Waterfall retreats leaving steep sided gorge. Water Cycle Key Terms Precipitation Moisture falling from clouds as rain, snow or hail. Interception Vegetation prevent water reaching the ground. Surface Runoff Water flowing over surface of the land into rivers Infiltration Water absorbed into the soil from the ground. Transpiration Water lost through leaves of plants. River Management Schemes Soft Engineering Hard Engineering Afforestation – plant trees to soak up rainwater, reduces flood risk. Demountable Flood Barriers put in place when warning raised. Managed Flooding – naturally let areas flood, protect settlements. Straightening Channel – increases velocity to remove flood water. Artificial Levees – heightens river so flood water is contained. Deepening or widening river to increase capacity for a flood. Case Study: The River Tees 1) River flows over alternative types of rocks. 4) Hard rock above is undercut leaving cap rock which collapses providing more material for erosion. • • KEY FOCUSSES Changes in rivers and their valleys Fluvial processes River erosion landforms River deposition landforms River landforms on the River Tees Factors increasing flood risk Managing floods – hard/soft engineering Physical and Human Causes of Flooding. Physical: Prolong & heavy rainfall Long periods of rain causes soil to become saturated leading runoff. Physical: Geology Impermeable rocks causes surface runoff to increase river discharge. Physical: Relief Steep-sided valleys channels water to flow quickly into rivers causing greater discharge. Human: Land Use Tarmac and concrete are impermeable. This prevents infiltration & causes surface runoff. 1. Peak discharge is the discharge in a period of time. 2. Lag time is the delay between peak rainfall and peak discharge. 3. Rising limb is the increase in river discharge. 4. Falling limb is the decrease in river discharge to normal level. Location and Background Located in the North of England flows 137 km from the Pennines to the North Sea at Red Car. Geomorphic Processes Upper – Features include V-Shaped valley, rapids and waterfalls. Highforce Waterfall drops 21 m and is made from harder Whinstone and softer limestone rocks. Gradually a gorge has been formed. Middle – Features include meanders and ox-bow lakes. The meander near Yarm encloses the town. Lower – Greater lateral erosion creates features such as floodplains & levees. Mudflats at the river’s estuary. Management -Towns such as Yarm and Middleborough are economically and socially important due to houses and jobs that are located there. -Dams and reservoirs in the upper course, controls river’s flow during high & low rainfall. - Better flood warning systems, more flood zoning and river dredging reduces flooding.

KNOWLEDGE ORGANISER RELIGIOUS EDUCATION YEAR/ GROUP: 10 TERM: AUTUMN 1 TOPIC: THEME B: HUMAN RIGHTS & SOCIAL JUSTICE KEY VOCABULARY Genesis, Fundamentalist, Liberalist, Evolution, Dominion, Stewardship, Khalifah, Pollution, Renewable energy, Sustainable development, Vegetarian, Vegan, Vivisection, Abortion, Sanctity of life, Quality of life, Ensoulment, Eternity, Akhirah, Heaven, Hell, Judgement KEY EQUIPMENT Pen, Pencil, Ruler Exam structure: Q 1) 1 Mark Q 2) 2 Marks Q 3) 4 Marks Q 4) 5 Marks Q 5) 12 • • KEY FOCUSSES To explore issues relating to religion and life, such as abortion and animal rights To discuss religious teachings in relation to these issues

KNOWLEDGE ORGANISER ART & DESIGN Comic Book. YEAR/ GROUP: 10 TERM: AUTUMN 1 Design TOPIC: COMIC BOOK DESIGN KEY VOCABULARY Investigate, record, analyse, experiment, develop, refine, portraiture, story-telling, composition, line, tone KEY EQUIPMENT: Pencil, black pen, rulers, glue sticks, rubbers, sketchbooks, portfolios ‘’In this project you will work as a graphic artist to design and produce a comic strip’’ Always work in layers from light to dark. BLACK IS ALWAYS LAST LA: A Investigate art and design practice. LA: B Generate and communicate art and design ideas. Visual communication refers to any nonverbal communication that uses the sense of sight. It involves anything that expresses a message and offers information with the assistance of various gestures, signs or postures. Mood boards are produced and used in the early stage of a project to indicate the visual ideas and contextual references of a design concept. Mood boards are generally used to: • Collect together research • Visualize research and ideas • Visually communicate a theme and/or design concept. Composition is how a drawing is arranged. Consider where to position shapes and lines on the page. Think about the focal point and use contrast, positioning and size to draw attention to it. Genre Is a type of art, music, cinema, design or literature that can be Ø Hallie Bateman identified and grouped together by similar style. You might be more familiar with genres in cinema with horror, thriller, action, Ø Quentin Blake rom com all being well known types of movies that share Ø Tove Jansson similar styles and stories. Ø Judith Kerr https: //www. pinterest. co. uk/ https: //www. bbc. co. uk/bitesize/subjects/z 6 hs 34 j Ø Christoph Niemann Ø Sara Pichelli Ø David Shrigley Ø Charles Schulz Ø Jack Kirby Ø Chris Ware. Ø Chip Kidd Ø Jim Lee Always draw light until you know its right! Artists KEY FOCUSSES • Being to research and develop individual ideas • Begin to work as artists in the creative arts industry • Identify unique selling points in multiple products • Work as graphic designer to produce a comic book story • Complete Unit 1 of BTECH Art qualification

ART & DESIGN Year 10 - Analysing and recording ideas Writing Annotations KNOWLEDGE ORGANISER

KNOWLEDGE ORGANISER HEALTH & FITNESS YEAR/ GROUP: 10 TERM: AUTMUMN 1 TOPIC: CARDIO AND RESPIRATORY SYSTEM CARDIO & RESPIRATORY SYSTEM KEY VOCABULARY Lungs, heart, breathing, diffusion, gaseous exchange, diaphragm, carbon dioxide, oxygenated, blood, alveoli, capillaries, intercostal muscles, thoracic volume, thoracic pressure, capillaries KEY EQUIPMENT pencil, pen, ruler Diffusion – Gas moving from a high concentration to a low concentration Gaseous exchange – The movement of oxygen and carbon dioxide between the lungs and blood at the alveoli. Breathing- rib cage moves up and out, lung capacity increases, allows more oxygen to be breathed in, oxygen is diffused to blood from the lungs into the blood stream and this goes to working muscles, capillaries are around the alveoli with a huge surface area, the capillaries are only 1 cell thick which allows diffusion to happen. When breathing out, the de oxygenated blood travels back through the body into the right ventricle, Arteries. They begin with the aorta, the large artery leaving the heart. Arteries carry oxygen-rich blood away from the heart to all of the body's tissues. They branch several times, becoming smaller and smaller as they carry blood farther from the heart. Capillaries. These are small, thin blood vessels that connect the arteries and the veins. Their thin walls allow oxygen, nutrients, carbon dioxide, and other waste products to pass to and from our organ's cells. Veins. These are blood vessels that take blood back to the heart; this blood lacks oxygen (oxygen-poor) and is rich in waste products that are to be excreted or removed from the body. Veins become larger and larger as they get closer to the heart. The superior vena cava is the large vein that brings blood from the head and arms to the heart, and the inferior vena cava brings blood from the abdomen and legs into the heart. Right side Blood enters the heart through two large veins, the inferior and superior vena cava, emptying oxygen-poor blood from the body into the right atrium. As the atrium contracts, blood flows from your right atrium into your right ventricle through the open tricuspid valve. When the ventricle is full, the tricuspid valve shuts. This prevents blood from flowing backward into the atria while the ventricle contracts. As the ventricle contracts, blood leaves the heart through the pulmonic valve, into the pulmonary artery and to the lungs where it is oxygenated Left side The pulmonary vein empties oxygen-rich blood from the lungs into the left atrium. As the atrium contracts, blood flows from your left atrium into your left ventricle through the open mitral valve. When the ventricle is full, the mitral valve shuts. This prevents blood from flowing backward into the atrium while the ventricle contracts. As the ventricle contracts, blood leaves the heart through the aortic valve, into the aorta and to the body. • • • KEY FOCUSSES How we breathe What we breathe in What we breathe out Which muscles are involved Which bones are involved Which parts of the body are involved

KNOWLEDGE ORGANISER FRENCH YEAR/ GROUP: 10 TERM: AUTUMN 1 TOPIC: HOLIDAYS LES VACANCES

FRENCH KNOWLEDGE ORGANISER

KNOWLEDGE ORGANISER FRENCH Au Collège

FRENCH KNOWLEDGE ORGANISER