1. Knowledge Organisers Summer term 1
Year 8
Knowledge Organisers
Summer term 1

2. Independent variable:
Knowledge Organiser – Science – Year 8 – HT5: Variables + Graphs
Variables:
Independent variable:
This is the thing that you want to see the effect of. It’s what you change in the investigation.
Dependent variable:
This is what you will measure and record during the investigation.
Control variable:
These are things that could affect the dependent variable and so they are kept at one particular value in order to prevent the data becoming invalid.
Example:
Variables:
Another example:
In an investigation to see how the temperature of an acid affects the speed of its reaction with Mg metal...
IV would be “the temperature of the acid”
DV would be “the speed of the reaction with Magnesium metal”
One CV here could be to use the same type of acid each time, for example, only use HCl acid.
Another CV could be to make sure you use the same amount (mass) of Magnesium each time.
In an investigation to see if the amount of sunlight affects the height plants grow to…
IV would be “the amount of sunlight”
DV would be “the height the plants grow to”
Variables in Tables of Results and in Graphs:
In a table of results, the independent variable is always drawn as the first column. Then your dependent variable (so your results) come to the right of that.
In graphs, the independent variable is always drawn on the x-axis, and the dependent variable on the y-axis.
One CV here could be to “use the same species of plant each time”, as different plant species might grow to different heights anyway, for all we know.

3. Knowledge Organiser – Science – Year 8 – HT5: Variables + Graphs
Drawing Graphs:
Use a ruler & pencil to ensure that straight lines are drawn straight!
If the x and y axes both have numbers, you draw a line graph. Do not play dot-to-dot with the data points!
If the x-axis is category/type and the y-axis is a number, you draw a bar chart.
Choosing a Scale for your x- and y- axes.
The scale on the x and y axes do not have to be the same.
Because graph paper is usually marked off in squares of 5 units or 10 units, it makes sense to use scales such as: 1 large square: 1 unit, OR 1 large square: 5 units, OR 1 large square: 10 units.
Line or Curve of best fit?
In this graph, the points almost lie on a smooth curve – but not exactly. In such cases the graph is completed by drawing the smoothest curve possible – a curve of best fit.
In the second graph, the points almost lie along a nice straight path. One of them doesn’t, so we can ignore that one and circle it as an “anomalous result”. We draw our line of best fit as a straight line that follows the trend of the data points.
Describing What Graphs Show:
For any of these graphs, you could also speak about what value on the y-axis they start at and what value they end up at.
As “x” increases, “y” does what?
Graph 1:
As TIME increases, the HEIGHT OF BEAN PLANT also increases.
The graph is linear (shows a constant rate) and values plotted for y are directly proportional to those on the x-axis. The graph shows positive correlation between the values for x and y.
Graph 2:
As the NUMBER OF DAYS increases, the AMOUNT OF WATER LEFT decreases.
The graph is linear and shows negative (inverse) correlation between the variables for x and y.
Graph 3:
As the NUMBER OF DAYS INCREASES, the LENGTH OF PUPA remains constant (does not change).
The graph is linear and shows no correlation between the variables for x and y.

4. Introduction to Probability
Knowledge Organiser: Year 8 Summer 1 Mathematics
3D Shapes
Formulae
Area
What is volume?
Introduction to Probability

5. English Knowledge Organiser: HT5 Y8 - 19th Century Fiction – Gothic Theme
SLIM
Structure
Foreshadowing – is anything being being hinted at?
Opening – how does the extract begin?
Ending – how does the extract finish? Is there a clear resolution?
Flashbacks – are any included? What do they reveal?
Repetition – are any ideas or patterns repeated? Why?
Connections – how do the paragraphs link together?
Narrative perspective – does this stay the same throughout?
Linear/non linear – is there a clear order to the events?
Language and Imagery
Alliteration - the repeating of initial sounds.
Metaphor - comparing two things by saying one is the other.
Simile - comparing two things saying one is like or as the other.
Personification - giving something non-human human qualities.
Onomatopoeia - words that sound like the thing they describe.
Repetition - does the writer repeat words or phrases?
Connotation - associations that words have
Ambiguity/ Ambiguous - is the word or phrase deliberately unclear? Could it mean opposite things or many different things?
Adjectives - what are the key describing words?
Meaning
What is the extract about?
What happens in the extract?
Theme(s) of the extract - what is it really about?
Where does the extract “get to” from start to end?
Someone call my name?
What do we learn about the characters that might be important?
Symbols & Motifs in Gothic Literature
Blood
Ghosts/Spirits
Coffins
Cemeteries
Full Moon
Water
Ocean Tides
Landscapes
Key Concepts
Pastoral
Sublime
Binary Opposites
Duplicity
Elegaic
Ethereal
Protagonist
Revenant
Intertextuality
Ancestral Curse
Body-Snatching
Supernatural
Cadaver
Pastiche
Social and Historical Context
The key social, moral, cultural and spiritual influences of the time were:
Social class – upper, middle and working classes.
Church and religion – the belief in God and His work
Women – their roles and inequality amongst men
Supernatural and Science
Romanticism – a literary movement popular at the time
The French Revolution ( )
The Industrial Revolution – and its affects on society
The Age of the Enlightenment ( )
Burke and Hare – infamous body-snatchers
Jack the Ripper – and how this event influenced writers and society.
Characters
What is the narrative voice? Is it first or third person?
Who is the telling the story?
Typical settings:
1. Wild landscapes in Northern England that were often remote and inhospitable
2. Medieval style castles, churches or abbeys that were often ruined or decayed
3. Industrial cities where social classes lived among each other
4. ’Exotic’ locations to depict colonisation, imperialism, attitudes to race and ‘otherness’
5. Volatile and threatening weather (symbolism)
Why not find out what these mean…

6. Y8 Buddhism

7. Why did men volunteer to fight? Problems in the trenches:
WW1
Why did men volunteer to fight?
To fight alongside friends and family
Duty to defend the King and Country
To avenge the deeds of the enemy
Fear of being seen as a coward
For better money or wages
To learn a trade or skill
Life in the trenches: Soldiers in the trenches did not get much sleep. When they did, it was in the afternoon during daylight and at night only for an hour at a time. They were woken up at different times, either to complete one of their daily chores or to fight. During rest time, they wrote letters and sometimes played card games. The trenches could be very muddy and smelly. There were many dead bodies buried nearby and the latrines (toilets) sometimes overflowed into the trenches. Millions of rats infested the trenches and some grew as big as cats. There was also a big problem with lice that tormented the soldiers on a daily basis.
Problems in the trenches:
Trench foot: The wet and muddy conditions in the trenches caused feet to swell up and go black. The flesh would go rotten and the soldiers would be in terrible pain.
Lice: The trenches did not have running water or showers, so soldiers found it very hard to keep clean. They soon became infected with lice that lived on all parts of their bodies.
Rats: The dirty conditions and the lack of storage attracted rats to the trenches. The rats ate the soldiers’ rations and crawled all over them when they slept. They carried diseases.
Toilets: There was no running water or sewage pipes in the trenches. This meant that proper toilets could not be fitted.
Trenches: Trenches were long, narrow ditches dug into the ground where soldiers lived all day and night. Trenches were long, narrow ditches dug into the ground where soldiers lived all day and night. In the middle, was No Man's Land, so-called because it did not belong to either army. Soldiers crossed No Man's Land when they wanted to attack the other side.
Pals Battalions: In September 1914, Lord Kitchener, British war secretary, was put in charge of recruiting more volunteer soldiers to help fight in the trenches. By the end of September, 175,000 men between the ages of 19 and 38 were recruited and were grouped together depending on where they lived or worked. Therefore most of the men in these ‘Pals Battalions’ were close friends.
Military Service Act: (Conscription): By the start of 1916, the British Government needed to take more forceful action in order to recruit enough soldiers to win the First World War. In January 1916, the government passed the first Military Service Act and in doing so, began the recruitment policy of conscription. The first act stated that all single men between the ages of 18 and 41 could be called up to the British Army by the government without warning. Only people in war related jobs such as munitions and conscientious objectors could refuse. A second Military Service Act passed in May 1916 stated that married men were now being made available for conscription.
Year 8 History
Conscientious objectors are people who refused to fight or be involved with war. There were over 16,000 conscientious objectors in Britain. These ‘conchies’ or ‘Cuthberts’ (as they were often nicknamed) had many different reasons for refusing to fight:
Some were pacifists who were against war in general.
• Some people felt the war was wrong or thought it went against their conscience or personal beliefs.
• Some were political objectors who did not consider the government of Germany to be their enemy
• Some were religious objectors who believed that war and fighting was against their religion. Groups in this section were the Quakers and Jehovah Witnesses.
Some were ‘absolutists’ who refused to have anything to do with the war and would not participate in any activity even related to fighting such as munitions. Many of these COs decided to go before special courts to ask

8. Knowledge Organiser: Year 8 – Geography of Sport
Sport has a huge influence over people's lives in all parts of the world. Geography can be used to help plan for sporting events and manage the consequences of sport on a global scale.
Benefits of sport
Sport is often called a ‘universal language’ asd sporting activities link many countries. Many sports can be played in different settings regardless of the development of a country.
Participating in sport benefits a person’s health. It has other benefits too:
It increases social contact between groups of people.
It may help to raise an area's image or identity.
It can help to regenerate an area.
It can bring money into an area. Spectators may spend money before and after the event. Related industries gain custom.
It can help raise money for charity, eg the 'Race for Life'.
The sporting environment
This is where sports happen. Some sports require a natural environment, eg sailing, while others need special facilities built by humans, eg athletics or tennis.
Sports such as a city marathon or a football match tend to take place in urban areas.
Other sports may take place in rural areas. Skiing and mountain biking are two examples of sports suited to rural areas.
There is also a link between the size of the local population and the potential success of a team or event. The larger the population, the more people there are to come to an event. The greater the support from people, the more money the event gets. With more money, better players and equipment can be bought. This, in turn, attracts sponsorship.
Global sporting events
A number of sporting events happen on a global scale. Examples include FIFA Football World Cup, the Olympics and the Winter Olympics.
Each of these events happen every four years and any country that qualifiescan take part. Who participates and who wins can follow geographical patterns.
Factors affecting sporting participation and success of a country:
Resources available. One way that sport can be encouraged is to make resources and coaching available to competitors. Sports that require expensive infrastructure, eg a velodrome for cycling, tend to be dominated by more developed countries that can afford the investment.
Culture of the country. Some cultures are strongly linked to a sport. The USA has strong links with baseball and Japan with martial arts.
Climate. Areas which have cold, wintery conditions for some or most of the year can be more successful in sports such as skiing and bobsleigh.
The identity of the country. A country is likely to invest in resources for sports if they see this as a way of gaining international recognition, investment and trade.
Generally, countries with larger populations and a higher level of wealth have the potential to be more successful in global sporting competitions.
Globalisation of sport
Changes in sport can reflect global changes, ie globalisation can impact on a national sport.
Players in the English football Premier League demonstrate how global influence has become greater over time. Over the last 20 years the average number of foreign players has gradually increased within the league.
Reasons for the globalisation of football players within the Premier League include:
More frequent, faster travel options for players from abroad.
Improvements in technology increases global awareness of potential players.
Television coverage brings high-profile leagues to a greater audience, so more people are aware of the English clubs.
Pre-season global tours offer high revenue for the clubs, and increases interest from abroad
Trading globally is a pattern in business. Buying players from abroad widens the available talent base.
Selecting players from abroad with the same skill level may be cheaper. This uses opportunities presented by the global market to help reduce costs.
Purchasing of players from abroad can increase income for the club, eg club merchandise will be bought by people supporting their home player who is now playing in a Premier League club in England.

9. Knowledge Organiser: Year 8 Spanish - My city and neighbourhood
Places in town
las afueras – outskirts
el aparcamiento – parking
el árbol – tree
el ayuntamiento – town hall
el barrio –neighbourhood
la biblioteca – library
la bolero – bowling alley
el bosque – forest
la calle – street
el campo – countryside
la cancha – (sports) court
el centro comercial – shopping centre
el centre – centre
el cine – cinema
la ciudad – city
el club de jóvenes – Youth club
la comisaría – police station
el Correos – Post Office
el edificio – building
la fábrica – factory
los grandes almacenes – department stores
la granja – farm
el habitante – inhabitant
la iglesia – church
el lago – lake
el Mercado – market
la mezquita- mosque
el museo – museum
el parque infantil – playground
la plaza de toros – bull ring
la plaza – square
la población – population
el polideportivo – sports centre
el pueblo – village, people, nation
el río – river
la sierra – mountain range
el teatro – theatre
la zona peatonal – pedestrian zone
Gramática
Key Verbs
Tiene - It has
Tenía – It used to have
Es – It is
Era – It was/used to be
Son – They are
Eran – They were
Hay – There is
Había – There used to be
Voy a - I am going to
Me gustaría – i would like
vivir – to live
mudarme – to move
quedarme – to stay
Preguntas Claves
¿Dónde vives? – Where do you live?
¿Cómo es tu barrio? – What is your neighbourhood like?
¿Cómo era Salford en el pasado ? – What was Salford like in the past?
Tu ciudad, ¿es interesante para turistas ? – Is your city intersting for tourists?
¿Qué hay que hacer para los jóvenes?– What is there for young people to do?
¿Qué hiciste en tu ciudad la semana pasada ? – What did you do in your city last week?
¿Qué tiempo hace normalmente en tu región ? – What is the weather normally like in your área?
¿Es mejor vivir en el campo o la ciudad ? Is it better to live in the countryside or the city?
¿Qué es lo positivo y lo negativo de vivir en una ciudad ? – What are the positives and negatives of living in a city?
Adjectives
Limpio - clean
Sucio - dirty
Lo major – the best
Lo peor – the worst
Seguro - safe
Peligroso - dangerous
Antiguo - old
Moderno - modern
Nuevo - new
Viejo - old
Bueno - good
Malo - bad
Bonito – pretty
Feo – Ugly
Deprimido – depived
Rico – rich
tranquilo – quiet
Ruidoso - noisy
Connectives
a pesar de – in spite of
así que – so, therefore
aun (si) - even if
aunque – although
como – as, since
cuando – when
incluso – even
o – or
por eso – for that reason
por lo tanto – therefore
sin embargo – however
tal vez – perhaps
ya que - since
Opinions
agradable – pleasant
bonito – pretty
decepcionante – disappointing
desagradable – unpleasant
las desventajas – the disadvantages
distinto – different
divertido – fun
estupendo – fantastic
fatal – awful
impresionante - impressive
único – unique
las ventajas – the advantages

10. Knowledge Organiser: Year 8 – Geography, Rivers
Key Vocabulary:
Source – where the river begins
Mouth – where the river ends in a lake or the sea
Channel – where the river flows
Tributary – a small river or stream which goes into the main channel of a river
Confluence – the point where a tributary goes into the main channel of a river
River basin – an area of land where rain water collects that goes into a river
The four main forms of river erosion
Hydraulic action - the force of the river against the banks can cause air to be trapped in cracks and crevices. The pressure weakens the banks and gradually wears it away.
Abrasion - rocks carried along by the river wear down the river bed and banks.
Attrition - rocks being carried by the river smash together and break into smaller, smoother and rounder particles.
Solution - soluble particles are dissolved into the river.
The four different river transport processes
Solution - minerals are dissolved in the water and carried along in solution.
Suspension - fine light material is carried along in the water.
Saltation - small pebbles and stones are bounced along the river bed.
Traction - large boulders and rocks are rolled along the river bed.
Formation of a waterfall:
The soft rock erodes more quickly, undercutting the hard rock.
The hard rock is left overhanging and because it isn’t supported, it eventually collapses.
The fallen rocks crash into the plunge pool. They swirl around, causing more erosion.
Over time, this process is repeated and the waterfall moves upstream.
A steep-sided gorge is formed as the waterfall retreats.
Case study of flooding
Boscastle is a small coastal settlement in the south west of England. It flooded in August 2004, washing cars and buildings into the sea and putting peoples' lives in danger.
Causes of flooding in Boscastle:
Heavy localised rainfall – 89 mm of rain fell in an hour.
Saturated ground from previous rainfall.
Topography of the land. The landscape upstream of Boscastle, a steep-sided valley, acted as a funnel directing vast volumes of water into the village.
Narrow river channels in the village itself.
What has Boscastle done to prevent flooding in the future?
£4.5 million has been spent on a flood defence scheme.
The scheme stretches along the valley, incorporating drainage, sewerage systems and land re-grading.
Boscastle car park has been raised in height, which will stop the river from bursting its banks so easily.
New drains allow water to run into the lower section of the river quickly.
The river channel has been made deeper and wider so that it can accommodate more water.
River Erosion processes
The four main forms of river erosion
Hydraulic action - the force of the river against the banks can cause air to be trapped in cracks and crevices. The pressure weakens the banks and gradually wears it away.
Abrasion - rocks carried along by the river wear down the river bed and banks.
Attrition - rocks being carried by the river smash together and break into smaller, smoother and rounder particles.
Solution - soluble particles are dissolved into the river.

11. Knowledge Organiser Year 7&8 :
Key Literary Vocabulary:
Media/Medium
The materials and tools used by an artist to create a piece of art.
Technique
The skill in which an artist uses tools and materials to create a piece of art.
Abstract
A piece of art which is not realistic. It uses shapes colours and textures.
Style
The technique an artist uses to expressive their individual character of there work.
Composition
The arrangement and layout of artwork/objects.
Highlight
The bright or reflective area within a drawing/painting where direct light meets the surface of the object or person.
Shadow, shade, shading
The tonal and darker areas within a drawing/painting where there is less light on the object or person.
Texture
The feel, appearance or the tactile quality of the work of art
Mark making
Mark making is used to create texture within a piece of art by drawing lines and patterns.
Graffiti
Writing or drawings on a wall or other surface in a public place
Graffiti tag
A stylized signature. The simplest and most widespread type of graffiti, a tag is often done in a colour that contrasts sharply with its background. 
Illuminated lettering
Is where a letter of text is decorated with pattern, borders and miniature illustrations. 
Illustration
Images and pattern used to often accompany stories
Fonts
A particular size, weight and style of a typeface/lettering.
Key artists styles for your project:
Graffiti illuminated lettering
Drawing and Shading Techniques:
Blending colours making text look 3D
mark making adding pattern
Illuminated lettering
There are 3 major kinds of framed letters.
The area OUTSIDE the letter has added patterns
The area INSIDE the letter has decoration
Decoration is added WITHIN the letter itself.
The difference between graffiti art and vandalism is that the vandal has no respect for another individual or their property. They may be expressing something but it is done in a disrespectful way with no concern taken for others.
Graffiti is a form of painting, some styles of graffiti are called street art. This is when the artist tries to communicate something and get a message across

12. FOOD & COOKERY: Year 7 & 8 NUTRIENTS Carbohydrates: Sources?
Types – what are they made up of?
How are they used in the body?
Fat + sugar:
Saturated and unsaturated fat
What are they required for in the body?
Amounts required?
Effect on the body if too much consumed?
Protein:
Vitamins:
Minerals:
What are minerals?
What is a balanced diet?
How do we keep safe in the food room?
What hygienic practices must we follow?
Knife safety
Uses of the cooker (hob + oven)
Weighing and measuring
How to store food correctly in the fridge
What is a food allergy?
What are the 8 most common allergies?
What is the difference between an allergy and an intolerance?
Cooking methods
Dry Heat
Moist Heat
Frying
Baking
Steaming
Deep fat frying
Grilling
Boiling
Shallow frying
Roasting
Poaching
Stir frying
Barbequing
Stewing
Sautéing
Basting
Simmering
Types of vegetarians
What is dietary fibre?
Why is it important?
What is it important to weigh and measure ingredients accurately?
What can happen if we don’t?

13. KS3 Knowledge Organiser: Year 8 Reggae
Key Features:
Electric guitars with effect pedals
Caribbean drum line up
Amplified bass guitar riffs
Organ sounds
4/4 with a missing beat
Off beat rhythms (sounds on beat 2 and beat 4)
Simple chord sequences
Simple verse/chorus structure
Political themes in lyrics
Key Listening
One Love
Who da Cap Fit
Buffalo Soldier
Jammin’
Three Little Birds
Exodus
Stir It Up
Remember!
Reggae lyrics cover political and religious issues and talk about current and past inequalities in the world.
Reggae history
Reggae is a slow, rhythmical style of music that originated in Jamaica in the 1960s. It developed from Ska which an early form of fast dance music in Jamaica.
Reggae is closely linked to Rastafarianism, a religion founded in Jamaica.
The most notable Reggae artist is Bob Marley who took over Western culture by storm with his powerful songs.
Jamaica is in the Caribbean. The music in the Caribbean is very upbeat and uses a lot of specific instruments such as bongos and shakers.

14. QUALITY SYSTEMS: Year 7,8,9 MR BRANDY D&T
Products that have a British Standards Institute (BSI) Kite Mark stamped on them, have been checked for safety and quality of manufacture, by the BSI. The Institute carries out strict tests, that have been designed to ensure that the product is safe and has been manufactured to a high standard. The BSI Kite Mark is respected throughout the world. If a product being tested meet British Standards, the manufacturer is issued with a licence, allowing the use of the Kite Mark.
QUALITY SYSTEMS: Year 7,8,9
TOLERANCE
Checking that a product is manufactured within an upper and lower limit. Example: Thousands of steel bolts are manufactured by a company. Samples are check that they are the correct size. Each bolt must fall within a maximum and minimum length.
QUALITY CONTROL Quality checks by the workers on the production line. Testing the product to see that it works properly. Visual checks and computer / sensor checks.
Applies to products in the European Community Manufacturers must ensure that their products at least meet these minimum standards or risk having their products removed from the shelves of retailers throughout Europe.
QUALITY ASSURANCE
Administrative system (paper work).
Includes: staff training, surveying customers regarding the quality of the product. Monitoring workers checking the quality of manufacture on the production line..
The Lion Mark is truly a consumer symbol. It means that consumers can be assured that a toy which bears the Lion Mark has been made by a member who believes in making good quality, safe toys

15. Shot Put- Coaches Clipboard Coaches Card- Javelin
Knowledge Organiser: Key Stage 3 Athletics – Year 7,8,9
Shot Put- Coaches Clipboard
Coaches Card- Javelin
How to Grip the Shot Put? 
Dirty fingers Clean Palm
‘OK’ grip: Index finger and thumb grip the javelin at the top of the binding
Preparation Phase
‘V’ grip: Javelin lies between the index finger and thumb in a V shape, grip at the top of the binding and the other fingers curl around the binding
Keep throwing elbow high
Turn shoulders to face away from direction of the throw
Both legs bent, with bodyweight on throwing leg.
Left foot in line with heel of right foot
Approach side on to the throw.
Arm is extended fully behind you.
Plant opposite leg to begin throwing action.
Execution Phase
Keep shoulders low until hips drive forward
Keep non- throwing arm high
Lean back creating an arched back.
Rotate hips and bring your arm forward
in a pulling motion.
Throw from low to high (weight transference)
Drive hips forwards and upwards. From low to high
Body weight shifts to non- throwing leg
Follow Through Phase
Throwing arm pushes long and high
Straighten both legs and body.
Release just above head height (45 degrees)
Follow through with your body as you release.
Do not step over the line.

16. Up-Sweep Down-Sweep Baton Handover - Coaches Clipboard. Drive Phase
Knowledge Organiser: Key Stage 3 Athletics:
Knowledge Organiser: Key Stage 3 Athletics – Year 7,8,9
Baton Handover - Coaches Clipboard.
Drive Phase
Body leaning forward
Head looking down
Shorter fast strides
Quick pumping action with arms
Up-Sweep
Acceleration Phase
Receiver holds out hand with palm facing down
Body upright and relaxed
Head looking forward
Long strides (High knees)
Elbows 90º (fast arm action)
Carrier gives command ‘Hand’
Receiver gives call when baton is in their hand
The Dip
Body lunges forward
Head looking down
Relaxed long strides
Arms back
(forcing chest forward)
Carrier sweeps baton from low to high
Down-Sweep
Sprint Start Technique- Coaches Clipboard
Carrier gives command ‘Hand’
Receiver holds out hand with palm facing up
Arms shoulder width
Fingers Bridged
Back knee on floor
Body weight slightly forward
Raise your hips
Head relaxed
Body weight leaning forward
React fast (on the G of GO!)
Pump arms fast, body position low
Short fast strides to gain speed
Receiver gives call when baton is in their hand
Carrier sweeps baton from high to low

17. Knowledge Organiser: Year 8 TEXTILES
Recall Equipment :
Stitches used in this project:
Snake stitch
What is meant by GLOBAL?
Core skills I am learning this term
MOODBOARD
A mood board is a type of collage consisting of images, text, and samples of objects in a composition. It can be based upon a set topic or can be any material chosen at random. A mood board can be used to give a general idea of a topic that you were given, or can be used to show how different something is from the modern day. They may be physical or digital, and can be "extremely effective" presentation tools
Cross stitch
Textile equipment knowledge:
Internet links – As part of your homework you will be asked to research here are three links to short films on global community and what the 9 habits mean:

18. Knowledge Organiser: Year 8 TEXTILES
Examples of outcomes:
RECALL TECHNIQUES: How to tie a knot
Keywords in textiles
A Applique / Aesthetics
B Buttons / Batch production / Batik / Bonded fabrics /
Breathable fabrics / Biodegradable / Bobbin
C Cotton / CAD CAM / Components / Colour / Construction
D Decorative stitches / Design / Dyeing / Disassembly
Design brief / Durability
E Embroidery / Evaluation / Elasticity / Eco-Design
Embellishment / Embossing /
F Fibres/ fluorescent fabrics / Functionality / Fabric crayons
Fastenings / Felt / Flammability
G Gathering / Grading
H Hand stitching / Health & Safety / Hems / Handle
I Ideas / Interfacing / Inspiration / Inks / Iron
L Lace / Laminated fabrics / Leather / Linen
M Machine stitching / Microfibres / Manequin /Mood
boards
N Natural fibres / Natural fibres / Needles / Nylon
O Overlock / Organic
P Patchwork / Pattern / Pattern cutting / Pile /
Phosphoresence
Pigment / Polyester / Pocket / Pleat / Printing / Pressing
R Recycling / Regenerated fibres / Research / Rayon /
Reflective
S Satin / Scissors / Sustainable / Screen printing /
Sewing machine / Shade / Stencil
T Tailors chalk / Tape measure / Testing / Texture / Threads /
Tie-Dye / Trends / Tolerance / Tailored / Transfer printing
W Weave / Webbing / Wool / Water-proofing
Z Zip
How to tie off
How to threading needle
Remember I am looking for individual progression in every lesson
Higher level stitching:
Knowledge on patterns used
Pick a pattern, explain what stitch you would use to re-create the pattern on your fabric design.