Download Year 8 Revision Booklet Spring 2015

Year 8 Revision Booklet
Spring 2015
English Language
There are two styles of examination paper to be taken in Year 11:
Paper 1: Analysing fictional writing and creative writing;
Paper 2: Analysing and comparing non-fiction texts and transactional writing.
In Year 8, we are going to sit just one of those papers, Paper 2:
Writers’ Viewpoints and Perspectives
Each workout gets a little more difficult. Don’t give up! Stay on a workout until you can
do it before moving on to the next and even then, stop after thirty minutes and try
again the next day until you succeed.
Everyone has to do the same paper in the end – so the first question is a little easier
than the next and the last question is very hard indeed – unless you work-out of
course!
How to Revise
We have divided your revision up into six thirty minute work-outs and a practice-paper
so that you can practise the timings for the paper at home.
The revision sessions build on the work that you have been doing in class for
Functional Skills. You will be doing some of this booklet in class and then using the
booklet to revise at home.
You should practise the skills not only on the texts in the booklet, but try them out on
other advertisements and speeches too!
There are two texts to base your revision-work upon. Even if you remember “doing it”
in class, have another go at home where you are by yourself.
Reading Source One: an extract taken from the diary of Anne Frank.
Anne Frank went into hiding in 1942 because of the growing hatred for Jewish people in Hitler’s
Germany. Her family fled from Germany to Amsterdam and hid in a secret annex behind a bookcase
in a friend’s house. Anne Frank was found and arrested on 4th August, 1944.
For the two years before her family was discovered, Anne kept a diary. This diary survived the war
and gives us a clue about what life for a 12 year old Jewish girl in hiding was like.
Source One for analysis starts here: Here she describes her home:
July 8th 1942: “At three o’clock (Hello had left but was supposed to come back
later), the doorbell rang. I didn’t hear it, since I was out on the balcony, lazily
reading in the sun. A little while later Margot appeared in the kitchen doorway
looking very agitated. “Father has received a call-up notice from the SS,” she
whispered. “Mother has gone to see Mr. van Daan” (Mr. van Daan is Father’s
business partner and a good friend.) I was stunned. A call-up: everyone knows
what that means. Visions of concentration camps and lonely cells raced through
my head. How could we let Father go to such a fate? “Of course he’s not
going,” declared Margot as we waited for Mother in the living room. “Mother’s
gone to Mr. van Daan to ask whether we can move to our hiding place
tomorrow. The van Daans are going with us. There will be seven of us
altogether.” Silence. We couldn’t speak. The thought of Father off visiting
someone in the Jewish Hospital and completely unaware of what was
happening, the long wait for Mother, the heat, the suspense – all this reduced
us to silence.
July 9th 1942: “Here’s a description of the building… A wooden staircase leads
from the downstairs hallway to the third floor. At the top of the stairs is a
landing, with doors on either side. The door on the left takes you up to the spice
storage area, attic and loft in the front part of the house. A typically Dutch, very
steep, ankle-twisting flight of stairs also runs from the front part of the house to
another door opening onto the street. The door to the right of the landing leads
to the Secret Annex at the back of the house. No one would ever suspect there
were so many rooms behind that plain gray door. There’s just one small step in
front of the door, and then you’re inside. Straight ahead of you is a steep flight
of stairs. To the left is a narrow hallway opening onto a room that serves as the
Frank family’s living room and bedroom. Next door is a smaller room, the
bedroom and study of the two young ladies of the family. To the right of the
stairs is a windowless washroom with a sink. The door in the corner leads to the
toilet and another one to Margot’s and my room… Now I’ve introduced you to
the whole of our lovely Annex!”
SOURCE TWO: This is taken from a travel website.
Amsterdam » Museums » Anne Frank House
Anne Frank House in Amsterdam
For more than two years Anne Frank and her family lived in
the annex of the building at Prinsengracht 263 where
Anne’s father, Otto Frank, also had his business. The Van
Pels family and Fritz Pfeffer hid there with them.
The doorway to the annex was concealed behind a
moveable bookcase constructed especially for this purpose. The office
personnel knew of the hiding place and helped the eight people by supplying
them with food and news of the outside world. On August 4, 1944, the hiding
place was betrayed. The people in hiding were deported to various
concentration camps. Only Otto Frank survived the war.
Nowadays, the rooms at the Anne Frank House, though empty, still breathe the
atmosphere of that period of time. Quotations from the diary, historical
documents, photographs, film images, and original objects that belonged to
those in hiding and the helpers illustrate the events that took place here. Anne’s
original diary and other notebooks are on display in the museum. In the
multimedia space, visitors can go on a “virtual journey” through the Anne Frank
House, accessing background information about the people in hiding and World
War Two. A contemporary exhibition is presented in the exhibition hall.
Note from the editor
During the summer-season many people from all over the world visit the Anne
Frank House. This can mean people have to line up before entering the
museum.
Many visitors seem to be unaware of the fact that from 15 March until 31
October the museum is opened every day from 9 am till 9 p.m. The museum
tends to be more quiet during the evening. Therefore, we would like to suggest
our visitors consider visiting the museum late in the afternoon/early in the
evening.
30 Minute Work-Out One
Reading A01:
Retrieving facts from a text and creating a summary.
TASK ONE: Read through Source One carefully and identify the one statement below which is true.
Be careful – some of them sound true but definitely aren’t – and some of them may be true but
aren’t mentioned in the extract!
a) The Frank family worked at Prinsengracht 263.
b) Anne’s original diary was written during the First World War.
c) Anne Frank’s family hid behind a bookcase when the Germans came.
d) There is a multi-media space where you can find out about concentration camps.
e) People in the office didn’t know about the hidden family.
f) Everyone knows that it’s best to visit the museum in the evening.
Task Two: Learning how to write a summary.
Guidance in a Box:
How to Write a summary
1) Look for the main points
2) Exclude all the detail
3) Use your own words and use quotation marks when you don’t.
4) Never lose sight of what the summary is for.
EXAMPLE: Write a summary of why you should go to Anne Frank’s House.
This is why you should go to Anne Frank’s House. It is still possible to see
the bookcase which hid the annex where Anne Frank hid with her family for two
years. On display are historical documents, photographs and film-images that
provide information about the people in hiding and World War Two. In addition,
there is a multi-media area and a contemporary exhibition to discover
background information as well as Anne Frank’s diary itself.
Now try your own summary writing.
Read Source Two. Write a summary of what we learn about the problems this family
faced because they were Jewish.
This is what we find out about the problems this Jewish family faced.
30 Minute Work-Out Two
Writing AO6: Technical accuracy: using capital letters correctly
(Yes, we’re going back to capital letters because in year 8, it’s still the most common
error in our writing!)
Guidance in a Box
Capital letters begin sentences.
Every day I wait for the postman to arrive.
Capital letters are used for proper nouns: names of places, names of people, days of the
week and festivals.
I am spending Christmas with Eric and Ernie in Blackpool.
The word I is never spelt “i” .
However,
Seasons of the year begin with lower case letters.
spring summer
autumn
winter
Subjects at school only begin with a capital letter if they have something to do with a
country.
English French German Spanish mathematics science technology geography
Or are written as initials . . .
PE or IT or RE
The first word spoken in a written conversation begins with a capital letter.
“Don’t touch that!” yelled Kellie. “Put it down!”
“What?” asked Laura sleepily. “Don’t touch what?”
“Just put the jar down slowly and carefully,” said Kelly through gritted teeth.
Laura, puzzled, replaced the jar on the table next to the jam. “What was that all about?”
Suddenly, a large wasp emerged buzzing angrily out of the jam jar and headed straight for
Kelly’s face. “That’s what!” she screamed, leaping out of her chair.
Although . . .
When the speaker tag interrupts an utterance, when the utterance re-starts, a capital
letter is not needed.
“ I hope you can do this quickly,” warned Jenny, “otherwise we’ll be late!”
However, if the speaker continues with a completely new sentence, then you use a capital
letter to open the utterance as usual.
“I hope you can do this quickly,” warned Jenny. “I really don’t want to be late!”
In addition, professions as part of names have capital letters – but they don’t when they
are used as common nouns in a sentence.
Mr Moore went to see Dr Williams at her surgery.
surgery.
Mum and Dad entered the room. BUT
BUT
Mr Moore went to the doctor’s
She took her dad’s hand in hers.
Task 1: Annotate Source Two to show six different reasons for using capital
letters!
Task 2: Use capital letters correctly in the sentences below.
1) luke and joanna decided to go to the harry potter exhibition in london.
2) on the coach, they watched a film entitled “harry potter and the goblet of fire.”
3) luke had already seen the film on bbc1 after a programme about world war two.
4) joanna said, “can we watch something else? i’m sick of harry potter.”
5) luke gave her the name of a doctor called doctor banks.
Task 3: Rewrite the text below, using capital letters correctly. Can you insert the
speech marks correctly too?
lee asked nikki, would you like to go for a run?
not today, thanks, she replied. I broke my ankle a while ago and it’s still not right.
alright, what about you, laura? lee asked. do you fancy a run?
laura laughed, lee, you would never be able to keep up with me!
oh! exclaimed lee, surprised. i wasn’t going to run with you, i just wanted you to break my new trainers in
for me.
Task 4: Learn the definitions and examples in the table below and add four more
examples of your own to each box.
COMMON NOUNS: naming words PROPER NOUNS - specific names for an
individual – recognisable by the capital letter.
A dog
sound
the cat
a reason
the
COLLECTIVE NOUNS - names
for groups
A herd of cows
A swarm of bees
A flock of sheep
An audience at the theatre
A congregation in a church
A dog called Scruffy
Mrs Webster
Monday Tuesday Wednesday
Poulton-le-Fylde
Lancashire
Great Britain
Easter
Christmas
England
ABSTRACT NOUNS – feelings and qualities
courtesy
honesty
truth
love
PRONOUNS – words that stand in
place of a name
POSSESSIVE PRONOUNS – pronouns that
show possession
He she it they
His her their my mine its whose
Task 5: Correct the possessive pronouns in the following two sentences:
1) Louise and Luke were eating there breakfasts.
2) Joanna and Nikki were driving there cars to school.
30 Minute Work-Out Three
Writing AO6: Technical accuracy: spelling of homophones
Guidance in a Box
There their they’re
They’re is a contraction of they and are:
They’re very clever.
Their is a possessive pronoun – that means it shows belonging:
There is used to show place:
Or to start a piece of information:
They’re doing their homework.
They’re doing their homework over there.
There is no place like home.
Task 1: Correct and annotate with pos (to show you know it’s a possessive pronoun);
info (to start a piece of information);
cont (to show a contraction)
or place (to show that you understand that this particular
spelling shows place).
1) There driving there cars to school.
2) There driving there cars over there.
3) There are many reasons why there driving rather than walking.
4) It isn’t that there lazy; there not!
5) There socks are hanging on the line over there.
6) There always careful to do there work-outs to prepare for there tests.
Task 2: Look at the examples of homophones below and then write another sentence with
homophones of the same meaning.
Whose book is this? (Who does it belong to?)
Who’s coming with me? Who’s put their coat on? (Who is or who has)
You’re my best friend! (You are my best friend)
Eat your dinner! (belonging to)
It’s time for tea! (It is time for tea. An apostrophe in it’s only ever means it is or it was or it
has.)
Look at its cute little face! (belonging)
Look at the herd of cows!
I heard you were feeling poorly.
30 Minute Work-Out Four
Reading: A02: Explain, comment on and analyse how writers use language
and structure to achieve effects and influence readers.
Task One: Revise AFOREST. (This is an acronym to help you to remember
the features of persuasion.)
A
F
alliteration, anecdote, all ideas link, addressing the reader
with personal pronouns
Forceful phrases, facts
0
Opinions
R
Rhetorical questions, repetition,
reader focus by using personal pronouns
E
Emotive language, exaggeration, examples, expert opinion
S
Statistics, shock tactics, structure
T
Triplets, things to do in the future
Task Two: Now go back to Source Two, the extract from the travel
website.
1) Highlight and label all the persuasive features you can find.
2) Go back and annotate again, this time to consider what effect on the reader
each feature has. What does it make the reader feel?
3) Write a PETER paragraph to show how the writer uses language to persuade
the reader to want to go to the Anne Frank museum.
Guidance in a Box
When analysing a text, unwrap the meaning so you can see how the text actually
works.
What ingredients has the writer used and what effect did he intend by using them?
1) Say how the writer wants his reader to respond: Point
2) Provide a quotation that has a good example of a persuasive feature: Evidence
3) Name the persuasive feature and analyse how it makes the reader feel, think and
respond. Technique Effect on the Reader
4) Go back into your quotation to see what else you can find at word and sentence
level.
Point: The writer wants to persuade us that the house is worth a visit.
Evidence: “For more than two years Anne Frank and her family lived in the
annex of the building at Prinsengracht 263…..”
Technique: Here, a very long sentence is used to contain specific information
Effect on the reader: to make the reader want to find out more about what happened
to Anne Frank’s family to make them so interesting.
Challenge: go back into the quotation to see what else you can find . . . In addition, the intensifier
“more” in “more than two years” reminds the reader that this was a very long time to be hidden
away.
30 Minute Work-Out Five
Reading: A02: Explain, comment on and analyse how writers use language and structure to achieve
effects and influence readers.
Task 1: Learning a vocabulary for talking about sentences: make sure you understand the
information in the guidance box before tackling the tasks.
Guidance in a Box
What is a sentence?
A sentence is a group of words put together so it makes sense.
E.g: A school a went boy to A boy went to
school.
Every sentence must have a verb.
A boy to school. A boy went to school.
A verb is the “doing” part of the sentence and answers the question “What did it/he/she do? He went.
Most sentences have a subject.
The subject of the sentence is whatever or whoever does the verb. Find it by asking, “Who did the verb?”
The verb is went. Who went?
He went.
He is the subject of the sentence.
What about the other words in a sentence?
The other words in a sentence all have different jobs to do and we need to learn these terms.
A part of speech tells us what job a word or a phrase does in a particular sentence.
The
sentence
The part of
speech
Description
of its job.
The
boy
looked
quickly
through
a
very
dirty
window.
Definite
article
The
These
That
This
noun
verb
adverb
preposition
intensifier
adjective
noun
Naming
word
Action
word
How the
verb is
done
position or
relationship
between
things
Indefinite
article
A
an
Adds
emphasis to
an adjective
or adverb
Tells us
about the
noun
Naming word
In addition . . . Adjectives modify nouns. They answer the question – What was it/he/she like?
The window was dirty. In the sentence above, “dirty” is an adjective that modifies the noun
“window”.
Adverbs modify verbs. They answer the question – How was it done?
The boy looked quickly. In the sentence above, “quickly” is an adverb that modifies the verb
“looked”.
Furthermore . . .
Sometimes a phrase is used to describe a noun. This is called an adjectival phrase.
Sometimes a phrase is used to describe a verb. This is called an adverbial phrase.
Now it gets complicated because sometimes they look a bit like verbs at first glance – but
they aren’t because they describe a noun – they answer the question “What is it/he/she
like?
The man
noun
with brown hair
Adjectival
phrase
walked
verb
as quickly as he could
Adverbial phrase
towards
preposition
her.
pronoun
Task 1: Use this table to write a simple sentence from the words listed below.
Definite
article
noun
verb
adverb
preposition
Definite
article
Adjective
noun
The
Bear
very suddenly although bear walk
brown them
was smiling the as near house small
he
really in quietly
beyond they laugh thoughtfully whereas hat between at and after too
dog she
jumped some quickly above below clumsily
beneath Polly him across danced
because sadly her
had seen
until teacher
Task 2: Create a compound sentence, this time starting with a proper noun and including a
conjunction.
Task 3: Create a sentence from the following ingredients!
Take: One proper noun
A verb
An adverb
Preposition
A definite article
An adjective
A noun.
Task 4: Underline the verbs and highlight the adverbs in the following sentences.
What did she/it do?
How did she/it do it?
1) Louise suddenly sat down on the floor.
2) She looked all around for her scissors.
3) Carefully, she shook her coat and skirt.
4) The scissors clattered noisily to the floor.
5) Smiling with delight, she jumped noisily to her feet.
If a word ending in –ly goes at
the start of a sentence, follow
it with a comma!
In the fifth sentence above, why is “Smiling with delight,” an adverbial phrase?
………………………………………………………………………………………………………………………………………………………………………
.
Task 5: Underline the nouns and highlight the adjectives in the following sentences.
1) Miss Bell gave the worried student a pen.
2) He slowly sat down, ready to do a difficult test.
3) She smiled kindly as he lifted his pen and started to write.
4) One long hour later, the school bell went.
5) Much happier, the boy left the room.
30 Minute Work-Out Six
Reading: A02: Explain, comment on and analyse how writers use language
and structure to achieve effects and influence readers Task 1: Re-read the
first paragraph (entitled Here she describes her home) of the extract from Source
One: Anne Frank’s diary. Write your own PETER paragraphs to show how the way in
which she writes reflects the tension of their situation.
You may wish to use the grid below to help you.
By the way, you can muddle Peter up – as long as he’s all there!
TPEER is a particular favourite!
Read across . . .
Point
Evidence
Technique
Effect on the Reader
What the writer is
aiming to do.
A quotation which is
just the little bit you’re
talking about
The language
feature:
Persuasive features
How the language
feature is used to make
the reader feel a
particular way.
Anne Frank structures
the diary entry to show
how everything
changes very quickly on
July 8th, 1942.
“At three o’clock
(Hello had left but
was supposed to
come back later), the
doorbell rang.”
The entry begins
with a short
sentence interrupted
by information in
brackets.
She shows how the
mood of the day
changes completely.
In one sentence
Anne is “lazily
reading in the sun.”
In the next, “Margot
appeared in the
kitchen doorway
looking very
agitated.”
Here the actions
contrast. The adverb
“lazily” describes the
enjoyable pastime of
reading and the
adverbial phrase
describes the way in
which Margot
appears.
This gives the reader the
impression that this particular
visit was very important and
also unexpected. At the time,
Anne was not aware or
unnerved by the sound of the
bell – but the speed at which
events unfolded as a result of
this visit shows us how
frightening their situation was.
This reminds the reader that
“she whispered”
“I was stunned.”
a question
30 Minute Work-out Seven
Reading A4: How to compare writers’ ideas and perspectives, as well as how these
are conveyed, across texts
Guidance in a Box
When comparing texts, you need to make use of comparison connectives and structure your writing
so that you pay an equal amount of attention to each text.
Similarities
Differences
is similar to
similarly
on the other hand
whereas
both
in the same way
however
although
also
most important
but
while
too
have in common
in contrast
unlike
as well
differs from
Perspective = point of view.
Conveyed = shown or demonstrated
Source A: Anne Frank’s Diary:
July 9th 1942: “Here’s a description of the building… A wooden staircase leads from the
downstairs hallway to the third floor. At the top of the stairs is a landing, with doors on either
side. The door on the left takes you up to the spice storage area, attic and loft in the front part
of the house.”
Source B: The extract from a travel website describing Anne Frank’s home in
Amsterdam.
“The doorway to the annex was concealed behind a moveable bookcase constructed
especially for this purpose. The office personnel knew of the hiding place and helped the
eight people by supplying them with food and news of the outside world. “
What a “comparison of perspectives and how these are conveyed” looks like
Both these extracts describe the house where Anne Frank lived with her family in 1942, but Source
One is Anne Frank’s diary extract written to amuse herself and an imaginary audience. In contrast,
source B is describing the building in order to intrigue people and encourage them to visit the house.
Anne Frank structures her writing as though she is taking you through the house, like a guided tour.
“Here’s a description of the building… A wooden staircase leads from the downstairs hallway
to the third floor.” She talks directly to her audience and doesn’t mention herself making the
staircase the subject of the sentence. This makes the reader feel as if they are walking alongside Anne
as she goes through the house.
In contrast, source B describes the house from outside the door. “The doorway to the annex was
concealed behind a moveable bookcase constructed especially for this purpose.” The passive
tense is again used with the bookcase being the subject of the sentence. The adjective “concealed” is
showing us how cleverly the family’s existence has been hidden and reminds the reader how
dependent this family was on the help of others.
Task One:
The writers of the following different extracts both talk about Blackpool
illuminations.
Compare the perspectives and how these are conveyed in the following two sources.
1) Say what the perspectives of both writers are.
2) Start at the beginning; what language features are used in Source A to show a point of view?
2b) How is this the same or different in Source B?
3) Continue to cross-reference, backing everything up with a quotation.
Source A: From a website promoting Blackpool: Visit Blackpool
Blackpool Illuminations is Britain’s most famous light show and one of the most iconic sights in British
culture.
If you missed out this year, take a look out our gallery that showcases some of the best images of our
new features and unique pictures from delighted visitors to this year’s world famous Blackpool
Illuminations.
Don’t miss out on what 2015 has to offer and keep Friday 4th – Sunday 6th September 2015 free for
our Blackpool Illuminations Switch-On Festival Weekend and make sure you visit next year where
Blackpool Illuminations will be shining until Sunday 8th November 2015.
Source B: Extract from a piece of Travel Writing by Bill Bryson.
Well, all I can say is that Blackpool's illuminations are nothing if not splendid, and they are not
splendid. There is, of course, always a danger of disappointment when you finally encounter
something you have wanted to see for a long time, but in terms of let-down it would be hard to
exceed Blackpool's light show. I thought there would be lasers sweeping the sky, strobe lights
tattooing the clouds and other gasp-making dazzlements. Instead there was just a rumbling
procession of old trams decorated as rocket ships or Christmas crackers, and several miles of paltry
decorations on lampposts. I suppose if you had never seen electricity in action, it would be pretty
breath-taking, but I'm not even sure of that. It all just seemed tacky and inadequate on rather a
grand scale, like Blackpool itself.
Perspectives
Comparison One – opening sentence
Comparison two –
Comparison three –
Final sentences of extracts
30 Minute Work-out Seven
Writing AO5 and AO6 : How to write a persuasive speech
Guidance in a Box
The key to producing any writing in an examination situation is to spend 5 minutes planning and at
least 5 minutes checking.
Know what your writing is being assessed for.
A05: CONTENT AND ORGANISATION
Content
My writing is compelling. I deliver my message throughout my writing in a way that is detailed and thoughtful.
I match what I write to my purpose; write in the correct style and always with my audience in mind. APS
I demonstrate an extensive vocabulary and use linguistic devices – here AFOREST
Organisation
I structure and develop my writing with a range of engaging complex ideas that link. My conclusion links to
my introduction.
I use paragraphs consistently with integrated discourse markers
I use varied and effective structural features
AO6: TECHNICAL ACCURACY
I always write in sentences.
I use a wide range of sentence forms and sentence starters
I show off a wide range of punctuation.
I use standard English and write in a way that is grammatically correct.
My vocabulary is ambitious and my spelling is accurate.
Plan a response to this question:
Write an article for your school magazine in which you persuade students to take pride in the
appearance of their environment.
This is what your structure should look like:
Audience? Parents and friends of the school
Purpose? To persuade
Style? An article
Introduction: why the
appearance of our
school is important and
the problems that could
easily be put right by
students
Three main ideas that link - all backed up by anecdote, expert opinion or statistics
First idea: what we are
doing and can still do
about litter caused by
packaging of snacks and
food brought to school.
Anecdote followed by a
question which you try
to answer in the
conclusion.
Second idea: keeping our
classrooms and corridors
orderly, free from graffiti and
clean- :
Opinions from teachers,
cleaners and students
Third idea: the positive effect
of being clean and tidy on
our health and also on the
way students treat the
buildings.
Conclusion:
Answers the question asked in
the introduction and states
what can be done in the future
to improve the school
environment.
AQA: An Examination paper for you to practise. The skills you
need to answer these questions are just the same as the ones
you will need to answer your real Year 8 examination and
eventually, your examination in year 11.
Source A: 21st Century non-fiction: an extract from a speech
delivered by Malala in front of an assembly of the United Nations.
Dear brothers and sisters, we want schools and education for every
child’s bright future. We will continue our journey to our destination
of peace and education. No one can stop us. We will speak up for our
rights and we will bring change to our voice. We believe in the power
and the strength of our words. Our words can change the whole world
because we are all together, united for the cause of education. And if
we want to achieve our goal, then let us empower ourselves with the
weapon of knowledge and let us shield ourselves with unity and
togetherness.
Dear brothers and sisters, we must not forget that millions of people
are suffering from poverty and injustice and ignorance. We must not
forget that millions of children are out of their schools. We must not
forget that our sisters and brothers are waiting for a bright, peaceful
future.
So let us wage a glorious struggle against illiteracy, poverty and
terrorism, let us pick up our books and our pens, they are the most
powerful weapons. One child, one teacher, one book and one pen can
change the world. Education is the only solution. Education first.
Thank you.
Source B: Taken from the front page of a newspaper article of August 28th, 1963.
King's dream for racial
harmony
The fight for racial equality in the United States moved
a step closer to victory today as Martin Luther King
spoke of his dream for freedom in an address to
thousands of Americans.
Reverend King was greeted with rapturous applause as he delivered
his heart-felt words to a 250,000-strong crowd of civil rights
protesters at the Lincoln Memorial in Washington DC.
He spoke of the need "to rise from the dark and desolate valley of
segregation to the sunlit path of racial justice".
He promised that the struggle for equality would continue until
"justice rolls down like waters and righteousness like a mighty
stream".
Rev King, who has worked tirelessly for an end to racial
discrimination through non-violent means, spoke repeatedly of his
dream for equality.
"I have a dream," he said. "I have a dream that my four little children
will one day live in a nation where they will not be judged by the
colour of their skin but by the content of their character.
"I have a dream today.
"I have a dream that one day every valley shall be engulfed, every hill
shall be exalted and every mountain shall be made low, the rough
places will be made plains and the crooked places will be made
straight and the glory of the Lord shall be revealed and all flesh shall
see it together."
Dr King, who is president of the Southern Christian Leadership
Conference (SCLC) first came to prominence in 1955 when he led a
382-day bus boycott in an attempt to end segregation on city buses.
Since then he has endured numerous arrests, violent harassment and
a bomb attack on his home.
But his struggle continues and it is believed today's speech will have a
lasting impact on all who heard it.
Read again source A from lines 1 to 8
Choose four statements below which are TRUE.
a) Malala believes that education can save the world.
b) Malala believes that education can give children a brighter future.
c) Malala believes that everyone should be allowed to go to school.




e) She believes that children should unite to speak out for their right to an education.

f) They need to do this because millions of children don’t go to school.
g) Millions of children don’t want to go to school.

h) She states that one person can’t change the way things are.
   
d) She believes that children should form an army to fight the terrorists.
2) You need to refer to source A and source B for this question.
Use details from both sources. Write a summary of the different ways in which Malala and Martin
Luther King think the world can change for the better.
[8 marks]
3) You now need to refer only to source A, lines 9 to 16 (the end).
How does Malala use language to appeal to her audience?
marks]
[12
4) For this question, you need to refer to the whole of source A,
together with source B,
The speakers have both told us about their dreams for the future.
Compare how the two writers convey these dreams.
In your answer, you should:
• compare the different dreams for the future
• compare the methods the writers use to convey these dreams
• support your ideas with quotations from both texts.
marks]
[16
Section B: Writing
Writing: Write a speech for an assembly in which you urge your House to take pride
in their school environment by keeping the classrooms, corridors and outside areas
free from litter.
•
(24 marks for content and organisation 16 marks for technical accuracy)
[40 marks]
Science
Students will be assessed on all content covered in Year 7 and content covered
in Year 8 so far.
BIOLOGY
CHEMISTRY
PHYSICS
CELLS & SPECIALISED CELLS
HAZARD WARNING SYMBOLS &
RISKS IN THE LAB
FORCES
SOLIDS, LIQUIDS AND GASES
BALANCED AND UNBALANCED
FORCES
CHANGES OF STATE
FRICTION
CHEMICAL AND PHYSICAL
PROPERTIES OF SUBSTANCES
MASS AND WEIGHT
ORGAN SYSTEMS AND DIFFUSION
SKELETAL SYSTEM
MUSCULAR SYSTEM
BALANCED DIET & FOOD TESTS
DIGESTIVE SYSTEM
ENZYMES
HOOKES LAW
CHROMATOGRAPHY
PRESSURE
FRACTIONAL DISTILLATION
SEPARATING MIXTURES
SPEED AND DISTANCE TIME
GRAPHS
ELECTRICTY
PLANT REPRODUCTION
ROCKS – SEDIMENTARY, IGNEOUS
AND METAMORPHIC
PLANT POLLINATION
THE ROCK CYCLE & WEATHERING
EFFECTS OF DRUGS, ALCOHOL AND
SMOKING
FOSSILS
ADAPTATIONS & CLASSIFICATION
FOOD CHAINS & WEBS
SERIES AND PARALLEL CIRCUITS
MEASURING CURRENT
EXERCISE
RESPIRATION AND LUNGS
ORGAN SYSTEMS
SPECIALISED CELLS
NUTRITION AND THE DIGESTIVE
SYSTEM
ENZYMES
PHOTOSYNTHESIS
BLOOD
REPRODUCTION
DNA
PUBERTY & MENSTRUAL CYCLE
NATURAL SELECTION
GENETICS
MAGNETISM
ATMOSPHERE
ELECTROMAGNETS
THE EARTHS STRUCTURE
DOMAIN THEORY
GRAPH DRAWING
ELECTROMAGNETS AND USES
ELEMENTS MIXTURES AND
COMPOUNDS
WAVES AND SOUND WAVES
ACIDS AND ALKALIS
ULTRASOUND & INFRASOUND
NEUTRALISATION
LIGHT
OXIDATION & DECOMPOSITION
REFLECTION AND REFRACTION
THE PERIODIC TABLE
THE EYE & THE EAR
CHEMICAL REACTIONS
COLOUR
METALS AND NON METALS
METAL AND ACID REACTIONS
METAL AND OXYGEN REACTIONS
REACTIVITY SERIES & EXTRACTION
DISPLACEMNT REACTIONS
ICT
Revise:
Screen 7 Cinema - creating websites and designing logos - know the key terms; target
audiences; the tools that would be used.
Masks Theatre - Excel; formulas; key words and tools. Need to know the cell
references and how to write out complex formulas.
Computational Thinking - algorithms, search methods, key terms and definitions.
Python - writing code, key terms and definitions.
Students can access their work on Moodle and use the lesson PowerPoints on there.
They will have an hour of revision in class to go over any key areas they struggle with;
they can use Teach ICT and KS3 Bitesize websites.
Geography
Students have been provided with their own revision guides.
RE
Revise:
 Sikhism
 Writings in the Bible
 Islam
There will be four questions and students will choose two to answer.
Exempt Revision

Art – Students do not have an exam but will be assessed on their final abstract drawing.
 PE
 Design Technology – Students undertake tests at the end of every carousel.