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Year 7

Autumn 2 Knowledge Organiser

Alan Sillitoe

House Colour: Yellow

The daughter of famed poet Lord Byron, Augusta Ada Byron, Countess of Lovelace - better

known as “Ada Lovelace” - was born in London on December 10, 1815. Ada showed her

gift for mathematics at an early age. She translated an article on an invention by Charles

Babbage, and added her own comments. Because she introduced many computer

concepts, Ada is considered the first computer programmer. Ada died on November 27,

1852. She was buried, at her request, next to her father at the church of St. Mary

Magdalene, Hucknall, Nottingham.

Ada Lovelace’s contributions to the field of computer science were not discovered until the

1950s; Ada has received many posthumous honours for her work. In 1980 the U.S.

Department of Defence named a newly developed computer language “Ada” after

Lovelace.

House Colour: Green

Rebecca Adlington

House Colour: Blue

Morris Samuels

House Colour: Red

“The more I study, the more

instable do I feel my genius for it”

Ada Lovelace

Ada Lovelace

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjLhInBlsncAhUwz4UKHa8TCcEQjRx6BAgBEAU&url=https%3A%2F%2Fwww.spectator.co.uk%2F2018%2F03%2Fwas-ada-lovelace-the-true-founder-of-silicon-valley%2F&psig=AOvVaw3P65

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Contents

Timetable

Reading Log

Principal’s Reading 4th Nov




Principal’s Reading 2nd Dec

Principal’s Reading 9th Dec

Principal’s Reading 16th Dec

Power writing template

Subject: English

Subject: Maths

Subject: Science

4

5

7

8

9

10

11

12

13

14

16

18

20

Subject: Geography

Subject: History

Subject: Spanish

Subject: ICT

Subject: Product Design 1

Subject: Product Design 2

Subject: Food Technology

Subject: Art and Design

Subject: Music

Subject: Drama

22

24

26

28

30

32

34

36

38

40

4

Timetable Believe at BBA Year 7 Monday Tuesday Wednesday Thursday Friday

w/b 4th Nov

English History or Geography

(whichever you have 2 lessons of) Science Maths

200 word challenge from

this week’s library lesson

ICT Drama D&T Spanish Principal’s Reading

For next week

w/b 11th Nov





ICT Music D&T Spanish Principal’s Reading

For next week

w/b 18th Nov






For next week

w/b 25th Nov






For next week

w/b 2nd Dec






For next week

w/b 9th Dec






For next week




this week’s library lesson w/b 16th Dec


For next week

ALL WEEKS

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


5

Reading Log

Monday Tuesday Wednesday Thursday Friday

W/b 4th Nov

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 11th Nov

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 18th Nov

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 25th Nov

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 2nd Dec

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 9th Dec

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 16th Dec

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Believe at BBA

6

Principals Reading

7

Principal’s Reading w/b 4th Nov Believe at BBA Machu Picchu: the Lost City of the Incas

The Incas, an American Indian people, were

originally a small tribe in the southern highlands

of Peru. In less than a century, during the

1400s, they built one of the largest, most tightly

controlled empires the world has ever known.

Their skill in government was matched by their

feats of engineering. Roads, walls, and irrigation

works constructed by the Incas are still in use

today. Spanish conquerors captured the Inca

emperor in 1532 and began to break up the

empire. But the Indian people of Peru never

forgot their Inca heritage. Many, even now,

believe that a new Inca king will someday arise

to restore the glory of their ancestors.

Way of Life There are many gaps in our knowledge of Inca life. But we do have written accounts from several explorers From these we know that most Incas lived in villages. Even Cuzco, the capital, was not a large city. Workers who supplied its needs lived in small settlements in the surrounding countryside. Dress. When Inca people got up in the morning, they did not have to get dressed. They slept in their clothes. Women wore long gowns with a sash at the waist. Men wore loincloths and sleeveless shirts that hung almost to the knees. Both sexes wore sandals and long capes. Food. The first meal of the day was at eight or nine in the morning. Most dishes were soups or stews. Beans, peppers, tomatoes and peanuts, were used. But the more important foods were maize (corn) and potatoes. So-called Irish and Idaho potatoes actually originated in ancient Peru. Almost the only meat regularly used was guinea pig. Work. Men, if they were not on military duty, worked in the fields. Women did spinning and weaving and took care of the home. Often, however, wives went to the fields and helped their husbands with the farming. Since there was no regular schooling (except for the children of nobles), most young people learned adult chores by watching their parents. Shelter. The average house was a one-room structure of stone or mud brick, roofed with thatch. At night the whole family slept together on the floor. There were no mattresses (not even for the emperor). People doubled a huge blanket and crawled inside.

Machu Picchu means ‘old peak;.

Machu Picchu was built between 1460 and 1470 AD by an Incan ruler.

The city has an altitude of 8000 feet, and is high above the Urubamba

river canyon cloud forest.

Machu Picchu has about 200 ruined buildings, mostly residences,

although there are some temples, storage structures and other public

buildings.

The city is surrounded by agricultural terraces that were sufficient to

feed the population, and watered by natural springs.

One of Machu Picchu’s primary functions was that of astronomical

observatory.

It takes 3.5 hours by train and then a short bus journey to get to the

city from Cuzco. There is also a helicopter service that drops people

near the ruins.

8

Principal’s Reading w/b 11th Nov Believe at BBA

After another day’s sojourn at this encampment we resumed our journey. We took a good supply of fuel with us, as we

were now entering on the barren, woodless region, during our transit over which we should have to rely solely on the

provision we now made.

Leaving the beechwood behind us we rode up on to the plain, on whose edge we could distinguish what appeared to be

a little black cloud. In reality it was a peak, or rather clump of peaks of the Cordilleras, at the foot of which we were one

day to camp, and towards which for the next few days we directed our horses’ heads.

This days ride, and its was a long one, was by far more monotonous and dreary than any of the preceding ones. The

immense plateau over which we rode for six or seven hours was remarkable for its gloom and barrenness, even in a

region where all is sterility and dreariness. There was no sun and the sky, lowering and dark, formed a fit counterpart to

the plain, which stretched flatly away to the indistinct horizon, grey, mournful, and silent.

We could not help being affected by the aspect of the scenery around us, and do I not remember ever to have felt

anything to equal the depression of spirits to which I, in common with all our party, fell a prey, and to whose influence

even the guides succumbed.

Nature is the main character in Patagonia, one of Argentina’s most imposing scenes. Its

rugged beauty always resisted attempts of conquerors and settlers who intended to

control it in order to extend courage and determination were finally able to inhabit these

desolate lands. With enormous personal sacrifice, some people settled in the valleys

surrounded by arid plateaux where no drinking water was available; others chose to stay

close to the coast, in barren lands with no vegetation and putting up with its devastating

ways.—’Why then,’ - Darwin wondered—’do these arid lands possess my mind? Not only

mine. I can’t find a logical explanation but, in a way, I believe it may be because these

lands widen the horizons of our imagination’

Extract A from the diaries of Florence Dixie

Extract B from Arrgentina, a book of photographs by Florian von der Fetch

Two different views of the same place

Glossary

Sojourn - a temporary stay

Monotonous - dull, tedious, and repetitious; lacking in variety and interest

Preceding - coming before something in order, position, or time

Immense plateau - a very large area of fairly level high ground

Barrenness - unproductive; unfruitful

Indistinct - not clear or sharply defined

9


Goodness me, but isn't London big? It seems to start about twenty minutes

after you leave Dover and just goes on and on, mile after mile of endless grey

suburbs with their wandering ranks of terraced houses and stuccoed semis

that always look more or less identical from a train, as if they've been

squeezed out of a very large version of one of those machines they use to

make sausages. How, I always wonder, do all the millions of occupants find

their way back to the right boxes each night in such a complex and

anonymous sprawl?

Victoria Station was swarming with the usual complement of lost-looking

tourists, lurking touts and passed-out drunks. I can't remember the last time I

saw anyone at Victoria who looked like he was there to catch a train. On my

way out, three separate people enquired whether I had any spare change -

'No, but thank you for asking!' - which wouldn't have happened twenty years

ago. Then, not only were panhandlers something of a novelty but they always

had a good story about having lost their wallet and desperately needing £2 to

get to Maidstone to donate bone marrow to their kid sister or something, but

now they just flatly ask for money, which is quicker but less interesting.

I do find London exciting. Much as I hate to agree with that tedious old git

Samuel Johnson, and despite the pompous imbecility of his famous remark

about when a man is tired of London he is tired of life (an observation

exceeded in fatuousness only by 'Let a smile be your umbrella'), I can't

dispute it. After seven years of living in the country in the sort of place where

a dead cow draws a crowd, London can seem a bit dazzling.

I can never understand why Londoners fail to see that they live in the most

wonderful city in the world. It is far more beautiful and interesting than Paris,

if you ask me, and more lively than anywhere but New York—and even New

York can't touch it in lots of important ways. It has more history, finer parks,

a livelier and more varied press, better theatres, more numerous orchestras

and museums, leafier squares, safer streets, and more courteous inhabitants

than any other large city in the world.

NOTES FROM A SMALL ISLAND by Bill Bryson

10


“There were sixteen of us altogether learning to fly in this Initial Training School in Nairobi, and I liked every one of my companions. They were all young men like me who had come out from England to work for some large commercial concern, and who had now volunteered for flying duties. It is a fact, and I verified it carefully later, that out of those sixteen, no fewer than thirteen were killed in the air within the next two years. In retrospect, one gasps at the waste of life.

At the aerodrome we had three instructors and three planes. The instructors were civil airline pilots borrowed by the RAF from a small domestic company called Wilson Airways. The planes were Tiger Moths. The Tiger Moth is a thing of great beauty. Everybody who has ever flown a Tiger Moth has fallen in love with it. You could throw one about all over the sky and nothing ever broke. You could spin her vertically downwards for thousands of feet and then all she needed was a touch on the rudder-bar, a bit of throttle and the stick pushed forward and out she came in a couple of flips. A Tiger Moth had no vices. She never dropped a wing if you lost flying speed coming in to land, and she would suffer innumerable heavy landings from incompetent beginners without turning a hair.

There was only one runway on the little Nairobi aerodrome and this gave everyone plenty of practice at crosswind landings and take-offs. And on most mornings, before flying began, we all had to run out on the airfield and chase the zebra away.

After I had gone solo, I was allowed to go up alone for much of the time and it was wonderful. In the Great Rift Valley the big game and smaller game were as plentiful as cows on a dairy farm, and I flew low in my little Tiger Moth

to look at them. Oh, the animals I saw every day from that cockpit! I would fly for long periods at a height of no more than sixty or seventy feet, gazing down at huge herds of buffalo and wildebeest which would stampede in all directions as I whizzed over. I flew over the pink flamingos on Lake Nakuru and I flew all the way round the snow summit of Mount Kenya. What a fortunate fellow I am, I kept telling myself.”

Chapter 7 Excerpt – “Flying Training”

11

Principal’s Reading w/b 2nd Dec Believe at BBA

“There were sixteen of us altogether learning to fly in this Initial Training School in Nairobi, and I liked every one of my companions. They were all young men like me who had come out from England to work for some large commercial concern, and who had now volunteered for flying duties. It is a fact, and I verified it carefully later, that out of those sixteen, no fewer than thirteen were killed in the air within the next two years. In retrospect, one gasps at the waste of life.

At the aerodrome we had three instructors and three planes. The instructors were civil airline pilots borrowed by the RAF from a small domestic company called Wilson Airways. The planes were Tiger Moths. The Tiger Moth is a thing of great beauty. Everybody who has ever flown a Tiger Moth has fallen in love with it. You could throw one about all over the sky and nothing ever broke. You could spin her vertically downwards for thousands of feet and then all she needed was a touch on the rudder-bar, a bit of throttle and the stick pushed forward and out she came in a couple of flips. A Tiger Moth had no vices. She never dropped a wing if you lost flying speed coming in to land, and she would suffer innumerable heavy landings from incompetent beginners without turning a hair.

There was only one runway on the little Nairobi aerodrome and this gave everyone plenty of practice at crosswind landings and take-offs. And on most mornings, before flying began, we all had to run out on the airfield and chase the zebra away.

After I had gone solo, I was allowed to go up alone for much of the time and it was wonderful. In the Great Rift Valley the big game and smaller game were as plentiful as cows on a dairy farm, and I flew low in my little Tiger Moth

to look at them. Oh, the animals I saw every day from that cockpit! I would fly for long periods at a height of no more than sixty or seventy feet, gazing down at huge herds of buffalo and wildebeest which would stampede in all directions as I whizzed over. I flew over the pink flamingos on Lake Nakuru and I flew all the way round the snow summit of Mount Kenya. What a fortunate fellow I am, I kept telling myself.”

An extract from; Around the World in 80 days By Michael Palin

Day 29: 23 October Another Sunday, and into my fifth week away. At this moment home seems very far off and the prospect of seeing family and friends again in fifty days utterly remote. But at least we are moving east, and there is daylight through the shutters. There’s also an insistent pounding on the door. I open it and find a small, grubby bearded man standing there looking - disgruntled. He demands to know what I want for lunch:

‘Chicken biryani very nice,’ he proposes briskly, and when I don’t show instant enthusiasm (it is seven o’clock in the morning) he looks irritated. ‘Egg curry, Western style, very nice.’

An order for several biryanis, accompanied by payment, is all that will get rid of him, and I hear him go on to the next compartment. He knocks at this door persistently for at least fifteen minutes, too afraid to open it, too dogged to give up.

Not wanting to wake the rest of the compartment, I visit the Western-style latrine, then consult the two railway officials sitting in the corridor as to our whereabouts. Guntakal Junction is the next stop. How long would that be?

‘Fourteen minutes,’ says one, very positively.

‘Half an hour,’ pronounces the other authoritatively.

We pull into Guntakal Junction forty-five minutes

later. When I next look, both men are gone.

Outside there are rain clouds in the skies. A boy waves at the train, further on an older man pulls his trousers up after depositing another load of what is poetically known as night soil.

The bird life is rich and I wish I knew what they all were. Egrets perch on bullocks and the rest pose on the telegraph lines as if in an ID parade - parrots, hooded crows, shrike, kite, humming birds. Some of the bullocks’ horns have been painted bright blues and reds. Pride of ownership, I’m told. Like putting ‘Les and Christine’ across your car windscreen.

There are no tractors in the fields, not even a bicycle.

12

Principal’s Reading w/b 9th Dec Believe at BBA

Minutes from Tragedy in Tokyo: A Survivor’s Story In this extract Nathaniel Brywater describes his experiences of the Tokyo earthquake

I had decided to go travelling before embarking on my University studies and all of the tens of thousands of debt that come with it! I knew that if I didn’t go now, then my chance would be gone. I’d spend the rest of my life chained to a desk to pay off my student debts with no chance of a week in Butlins never mind Barcelona or Buenos Aires!

The first stop in the East was Tokyo. I didn’t know what to expect but when I got there I realised it was just like that film Lost in Translation: all bright lights and oceans of people all scurrying about going somewhere in a hurry.

I arrived on 8th March 2011.

Nonetheless for what happened next that date probably wouldn’t have been any more special than any other on the calendar. That was the day when, for me at least, things would completely change.

I was in a youth hostel in the centre of the city when the quake struck. It was a surreal experience. I’d never experienced anything like it. The ground began shuffling beneath my feet. Then it stopped. It was a second, not even that, but it felt like eternity. I didn’t know what to expect next. Then it came.

The earth rocked underneath me as the building shuddered on its foundations. Suddenly, my brain clicked into gear: I’d seen disaster movies where they always run into door frames to protect themselves. I leapt for the nearest doorway. I froze again.

What now? Do I just wait? What if the building comes down on top of me? What if I never leave the city again? I don’t remember looking at what anyone else was doing. They didn’t seem to matter.

Almost as if by magic I found myself in the street outside the hostel. It was a strange kind of magic – one that didn’t require me to think. It just happened. I started walking amongst the rushing crowds away from the hostel. Tokyo has a funny, surreal quality. At times it seems like any other city in any other country in the world. It felt like the weirdest place on Earth.

Lost and in a mass of people, I stopped. There was silence. There were faces all looking lost and terrified. There were people screaming, people shouting into mobile phones.

I saw everything and heard nothing. It was as if the true horror of their screams would come later. I didn’t know when. I just had to wait and then the horror of what happened would grab me by the throat and stun me into the terror of the situation.

Suddenly, my eye was caught by something disappearing from the skyline. Like a bird dropping from the sky in mid-flight the horizon changed. Where there was once life there was no emptiness. Just a huge void of air.

It occurred to me: the hostel had collapsed along with some of the other buildings on that part of the street. It had just fallen like dominoes. I was struck. That void that now stood where the hostel once was could have consumed me too. I was ten minutes from tragedy.

13

Principal’s Reading w/b 16th Dec Believe at BBA

The Eye of the Horse by Jamila Gavin

14

200 Word Challenges

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

Plan your response to take the thinking out of the writing process.

This will allow you to focus on how well you are writing, rather

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjD8NOZoPrWAhXCfxoKHRC1DSgQjRwIBw&url=https://freeclipartimage.com/article/top-82-book-clip-art&psig=AOvVaw0o-giRlJ5f9nanrZ7N6uD6&ust=1508418830995107

15

Knowledge Organiser

Subjects

16

Believe at BBA

Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Protagonist (n) A major or leading character in a play, novel, story, poem etc.

Antagonist (n) The enemy or rival of the main character

Climax (n) The most dramatic part of the story. Usually near to the end.

Resolution (n) The end of the story, where everything is worked out or resolved.

Perspective (n) The point of view/opinion of a character in the story or of the author.

Connotation (n) What you are reminded of when seeing or reading something.


To Contrast (vb) To show the differences between things.

To Elaborate

(vb)

To add further detail or explain in more depth.

To Summarise

(vb)

To recount something and make it shorter.

Motivation (n) Being active and taking action for a particular reason.

Omnipotent

(adj)

All powerful/all knowing

Sympathetic

(adj)

Feeling sad or sorry for someone who experiences bad luck.

Empathetic

(adj)

Truly understanding the feelings of someone and their experiences

Represent (vb) Represents/stands in for a bigger idea. Acts as an example of something.

Escalation (n) An increase in intensity or seriousness of something.

Section 2: Important ideas

What Questions:

1. What is the difference

between first person and

third person?

Answers:

1.First = Told from the point of

view of the narrator.

Third = told from an outside

point of view.

2. What is a pronoun? 2. A word used to refer to some-

one or something instead of the

noun.

3. Pronouns for first person 3. I, me, we, us

4. Pronouns for third person 4. she, he, him ,her, it, they,

them

Why Questions:

5. Why might an author use

the first person?

Answers:

5. So we know the narrators

thoughts, feelings and actions.

6. Why might an author use

the third person?

6. So we can see a range of

thoughts, feelings and actions

from different characters.

What is:

Setting

Character

Plot

Narrator

Narrative

Prose

Answers:

Where the story takes place.

The people in the story

The events of the story

The person telling the story

The story

The style of writing—not poetry

or script.

Section 3: Writing Direct speech

1) Nancy

You’re so lucky. Lucky? she echoed into

the phone. In what way am I lucky? Oh,

you know Nancy said you get to start

over. In a whole new school, where no

2) A War Hero

Subject: English Topic: Class reader Year: 7 Term: Autumn 2

17

Year 7 English WAR

w/b 4th November Think about what it was like for soldiers during the war. Use the words ‘resolution’, ‘perspective’, ‘sympathetic’, ‘escalation’

and ‘motivation’ from your vocabulary list in Section 1 to summarise what you think it was like for them.

w/b 11th November Consider the life a soldier leads, write one paragraph in the style of first person, and one paragraph in third person. Look at

Section 2, Question 1 for guidance.

w/b 18th November Look at ‘Nancy’ in Section 3. Rewrite this speech in your books, but remember to add in the speech marks. REMEMBER: Speech marks

look like this “……” . They go around sentences that show someone is talking.

w/b 25th November

Imagine you are waiting for your loved ones to come home from war. Comment on the ‘contrast’ between your

experiences waiting, and your loved ones’ experiences fighting a war, and why you can be ‘empathetic’ for those on the

battlefront. (Look at your Section 1 vocabulary list for guidance).

w/b 2nd December Plan your own story using the ‘What Is?’ words in Section 2. Your plan must be based on soldiers on the front line ad

include: ‘setting’, ‘character’, ‘plot’ and ‘narrator’

w/b 9th December Look at the image of ‘A War Hero’ in Section 3. Look at the image, and find three things about the soldier that make him

look like a hero. For each reason, make sure you comment why you think that.

w/b 16th December In 5 bullet points summarise the 5 main things you have learnt from reading your knowledge organiser this half-term.

18

Believe at BBA Section 1: Key Vocabulary


Product The answer to a multiplication calculation

Quotient The answer to a division calculation

Factor A number that divides into another number without a remainder

Multiple The result of multiplying a number by a whole number

Highest Common

Factor (HCF)

The largest number that is common factor of given numbers

Lowest Common

Multiple (LCM)

The smallest number that is multiple of given numbers

Prime Number A number is prime if it has exactly two factors: 1 and itself.

Product of prime

factors

A multiplication using only prime numbers whose product is the given number

Area The space inside a 2D shape

Quadrilateral A shape with exactly 4 straight edges

Trapezium A quadrilateral with at least one pair of parallel sides

Parallelogram A quadrilateral whose opposite sides are parallel


Dimension A length in a given direction

2D Two dimensional; having the dimensions of height and width only

Parallel In the same direction

Section 3: Possible exam/CAF-style questions

Subject: Maths Year: 7 Term: Autumn 2

Section 2: Key Fact/Methods/Processes/Questions

What are the rules for

multiplying and dividing

negative numbers?

2 × -3 = -6 8 ÷ -2 = -4

-2 × 3 = -6 -8 ÷ 2 = -4

-2 × -3 = 6 -8 ÷ -2 = 4

Write 36 as a product of

prime factors

List all the factors of 36 Factor pairs:

1 × 36 4 × 9

2 × 18 6 × 6

3 × 12

Factors: 1, 2, 3, 4, 6, 9, 12, 18, 36

Write a number that is divisible

by both 3 and 5

To be divisible by 5 it must end in 0

or 5. To be divisible by 3 the digit

sum must be divisible by 3.

One example is: 2535

List all the prime numbers up

to 20

2 , 3 , 5 , 7 , 11 , 13 , 17 , 19

What is the formula for the

area of a trapezium?

What is the formula for the

area of a triangle?

Calculate

Calculate

2² x 3²

19

Year 7 Mathematics

w/b 4th November

Section 1: Vocabulary

Use the grid method to multiply a) 25 x 34 and b ) 37 x 88

Hegarty Maths Video Numbers: Unsure 10 Confident: 144, 143

w/b 11th November

Section 2: Key Facts

Use the lattice method to multiply a) 37 x 23 and b) 56 x 78

Hegarty Maths Video Numbers: Unsure 143 Confident 21

w/b 18th November

Section 3: Exam Questions

Sketch and calculate the area of a rectangle with side lengths a) 8cm and 6cm b) 11cm and 14cm

Hegarty Maths Video Numbers: 554

w/b 25th November


Find the area of a triangle with a base of 7cm and a height of 9cm.

Find the height of a parallelogram with a base of 6cm, a height of 4cm and a diagonal height of 5cm

Hegarty Maths Video Numbers: Unsure 556, 557 Confident 557, 559

w/b 2nd December

Section 2: Key Facts

List the first 15 square numbers

List all the prime numbers below 30

Hegarty Maths Video Numbers: 28, 99 Extension 101

w/b 9th December

Section 3: Exam Questions

Write a sentence explaining how to tell if a number is divisible by 3.

Write a sentence explaining how to tell if a number is divisible by 4


w/b 16th December


Calculate 1.4 x 2.3 Calculate 2.1 x 4.5


20



Nucleus Controls what happens inside the cell. Carries genetic information.

Cytoplasm Jelly-like substance, where chemical reactions happen.

Cell membrane Controls what substances can get into and out of the cell.

Chloroplast Where photosynthesis happens – chloroplasts contain a green substance called chlorophyll.

Vacuole Contains a liquid called cell sap, which keeps the cell firm.

Cell Wall Made of a tough substance called cellulose, which supports the cell.

Mitochondria Where respiration takes place in the cell. Oxygen combines with glucose to form energy required for metabolism and cellular activities.


Eukaryotic cell Cells of animals, plants and fungi are called eukaryotic cells. They contain membrane bound organelles such as a nucleus and mitochondria.

Prokaryotic Cell Bacterial cells are called prokaryotic cells. These cells do not contain membrane bound organelles such as a nucleus or mitochondria.

Respiration Provides the energy needed for all life processes in plants and in animals.

Magnification This allows us to see detail in cells using a microscope.

Reactants Reactants and products are the two major components of a chemical reaction.

Products Formed as a result of a chemical reaction.

Section 3: Possible exam/CAF-style

questions

Section 2: Key Fact/Methods/Processes/

Questions Paragraph 1: Aerobic and Anaerobic Respiration Respiration provides the energy needed for all life processes in plants and in animals. Aerobic respiration needs oxygen. This is the equation for aerobic respiration:

Glucose + oxygen → carbon dioxide + water During exercise, the muscle cells respire more than they do at rest. This means oxygen and glucose must be delivered to them more quickly. It also means that waste carbon dioxide must be removed more quickly too. This is achieved by increasing the breathing rate and heart rate.

During hard exercise, anaerobic respiration takes place as well as aerobic respiration. Anaerobic respiration does not need oxygen for it to happen: Glucose → lactic acid

The waste product, lactic acid, builds up in the muscles causing pain and tiredness (fatigue).

1. Why does the main body of the sperm contain

lots of mitochondria?

2. How is the structure of a plant cell different to

that of an animal cell?

3. Can you write the word equation for aerobic

respiration?

3. How is aerobic respiration different to

anaerobic respiration?

5. Why is it that a person’s heart rate doesn’t

return back to resting rate immediately after they have

Subject: Science Topic: Cells and Respiration Year: 7 Term: Autumn 2 Believe at BBA

21

Year 7 Science

w/b 4th November Read, cover, write and check Section 1 Vocabulary for Cells and Respiration.

w/b 11th November

Take the paragraph in Section 2. Write out the word equation for aerobic and anaerobic respiration (they are written in

bold writing).

Identify how anaerobic respiration is different to aerobic respiration and explain why we can only do anaerobic respiration

for short periods of time.

w/b 18th November Design a labelled poster showing the different structures in animal and plant cells (use the diagram in section 2 and the

vocabulary in section 1 to help you).

w/b 25th November

Using the Tier 2 vocabulary in section 1 can you identify the different reactants and products for both the aerobic and

anaerobic respiration chemical reaction (Copy out the equations found in section 2 and underline the reactants in one

colour and the products in another)

w/b 2nd December Answer the assessment style questions 1, 2 and 3, found in Section 3.

w/b 9th December Answer the assessment style questions 4 and 5 and explain what you think the graph shows.

w/b 16th December Produce a mindmap of the information in the knowledge organiser plus knowledge from sources such as your exercise book

and BBC Bitesize KS3 Science.

22

Believe at BBA Subject: Geography Topic: Geography of the UK Year: 7 Term: Autumn 2



Densely

populated

A large amount of people living in

one area.

Sparsely

populated

Few people living in one area.

Weather The daily patterns of the

atmosphere including

precipitation, temperature and

wind

Climate The average weather conditions of

an area over many years

Precipitation Geographical term for rainfall

Evaporation The process of liquid turning into

gas

Condensation Where the gas turns into clouds


Human Features Man made features, e.g. buildings

and statues

Physical Features Natural features, e.g. rivers,

beaches and waterfalls

Rural Geographical term for the

countryside

Urban Geographical term for towns and

cities

Population The amount of people in one area.

Vegetation Plants found in a particular area

Section 2a: Key Fact Questions

1. In which continent do you find the UK?

2.What is the population of the UK?

3. What is the population of Nottingham?

4. What are the three types of rainfall

5. What is the average rainfall for the UK?

6. What is the average temperature for the UK?

7. What are the two types of air pressure?

8. What do isobars show on a weather map?

9. What are the two types of weather fronts?

10. What are weather depressions?

Section 2b: Thinking Questions

1. Write a paragraph to explain why most people live in

urban areas.

2. Write a paragraph to describe today’s weather.

Section 3

1. Using the map, describe where people live in the UK.

Write at least one paragraph and use compass direc-

tions.

2. Explain how the water cycle works. Write at least one

paragraph and use tier 2 & 3 vocabulary.

Figure 1

Figure 2

23

Year 7 Geography

w/b 4th November Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Nottingham is densely populated.

w/b 11th November Answer the question based on figure 1. Write at least one

paragraph.

w/b 18th November Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 25th November Answer the question based on figure 2. Write at least one

paragraph.

w/b 2nd December Answer the questions in section 2a – simple, short, one or two word

answers are all you need.

w/b 9th December Write full paragraph answers to the questions in section 2b. Explain

your answers using chains of reasoning's your answers.

w/b 16th December

Create a detailed mind map which summarises the geography of the

UK. Include key information from the knowledge organiser and from

your lessons.

24



Feudalism A way of controlling society intro-

duced by the Normans. Everyone

knew their place

Palisade The barrier surrounding a castle,

sometimes made of wood

Bailey The outer wall of the castle

The Stocks A medieval punishment where you

were locked in by your hands or

feet

Feint Pretend to attack the pretend to

run away. A trick used in battle by

the Normans

Normans People who live in Normandy,

Northern France

Cavalry Well trained warriors who fight on

horseback

Housecarls Anglo– Saxon warriors

Shield wall Tactic used by Anglo-Saxons in

Battle


Monarchy A king or queen from the royal fam-

ily

Manor Biggest house in the village, Usually

made of stone

Tithe A tax that the everyone pays to the

Lord of the Manor

Pope

Papal

The highest position in the Catholic

Church. His blessing means god has

blessed you

Infantry Soldiers who fight on foot


This a scene for the Bayeux Tapestry

It shows Harold getting crowned

Challenge—support your answer with knowledge AND the

source

How useful is the Bayeux Tapestry for telling the story of

how Duke William invaded England?

Who made it and why; what events does it miss out?

Write a PEEL on how useful you think it is.

Challenge—support your answer with knowledge AND the

photograph.

Subject: History Year: 7 Term: Autumn 2

Section 2a: Key Fact Questions—Simple answers in

just a few words

1. Who invaded first in 1066?

2. What tactic did William use to win at the Battle of Hastings?

3. What happened to King Harold?

4. What were the first Norman castles called?

5. Name three things that made up these castles

6. In the feudal system, how does a baron reward his knights?

7. What was the Domesday book?

8. Name three types of entertainment in the medieval village?

Section 2b: Causation, consequence, evaluation,

change & continuity

1. Write a paragraph explaining what happened at the Battle of

Stamford bridge. Include dates, what happened and who won

2. Write a paragraph explaining medieval life, Ensure you include

entertainment, law and order and medicine

3. Write a paragraph describing what information was collected in the

Domesday book

25

Year 7 History

w/b 4th November

SECTION 1— Put at least 5 of the words into a full sentence. Use the word in a

historical context e.g. The main cause of William’s victory at the Battle of

Hastings was…

w/b 11th November SECTION 3—Answer the question based on image 1.

w/b 18th November Use the PEEL Marking Checklist to mark your own work (from week 2) and

improve it.

w/b 25th November SECTION 3 - Answer the question based on image 2.

w/b 2nd December SECTION 2a—Answer the questions in this section – simple, short, one or two

word answers are all you need.

w/b 9th December

SECTION 2b— Write full paragraph answers to the questions in section 2b.

Explain your answers using historical words such as causes, consequences,

significant.

w/b 16th December

SECTION 2b Question 3— Write full paragraph answers to the questions in 2b.

Explain your answers using historical words such as ‘causes’, ‘consequences’,

‘significant’.

26

Believe at BBA


Spanish English

chatear To chat

jugar a los videojuegos To play video games

leer To read

salir con mis amigos To go out with friends

interesante Interesting

guay Cool

divertido Fun

aburrido boring

monto en bici I ride my bike

bailo I dance

saco fotos I take photos

toco la guitarra I play the guitar

hago natación I do/go swimming

hago atletismo I do athletics

juego al baloncesto I play basketball

juego al fútbol I play football

hago equitación I do / go horseriding

lunes = Monday martes = Tuesday miércoles = Wednesday jueves = Thursday

viernes = Friday sábado = Saturday domingo = Sunday

Los fines de semana At weekends

Section 3: CAF Style Question

Read these short texts about what Samuel, Joel and Maya

like to do in their spare time. Write the correct name for

each sentence.

[6 marks]

Section 2: Key Ideas

Questions: Answers:

¿Qué te gusta hacer? - What do you like to do?

Me gusta(n)… (I like) Me gusta (n) mucho… (I

really like) No me gusta(n)… I do

not like) No me gusta(n) nada…

(I really do not like) Odio… (I hate) porque es… (because it

is) porque no es…

(because it is not)

¿Qué tiempo hace? - What is the weather like?

Hace calor (It is hot) Hace frío (It is cold) Hace sol (It is sunny) Hace buen tiempo (It is

nice weather) Llueve (It rains/it is

raining) Nieva (it snows/it is

snowing)

¿Qué estación es? - What season is it?

El otoño (Autumn) El invierno (Winter) El verano (Summer) La primavera (Spring)

¿Cuándo? - When?

siempre (always) a veces (sometimes) de vez en cuando (from

time to time) nunca (never) todos los días

(everyday)

En mi tiempo

libre me encanta

hacer mucho

deporte. Juego

al rugby y al

tenis y también

hago natación a

veces. Cuando

llueve, me gusta

navegar por

Internet. La

música es mi

pasión. Samuel

Me gusta

mucho jugar al

fútbol porque

es muy

divertido. Toco

el piano, pero

es difīcil.

También juego

a los

videojuegos

con mi

hermano y me

encanta. A

veces me gusta

salir con mis

amigos. Joel

No hago

mucho deporte,

pero me gusta

hacer gimnasia

y a veces juego

al baloncesto

con mis

hermanos.

¡Todos los días

juego con mi

perro! Me

gusta salir con

mis amigas,

pero nunca

bailo. Maya

1 I don’t do a lot of sport.

2 I love doing different types of sports.

3 My brother and I love to play inside.

4 Swimming is one of the sports I do sometimes.

5 I go out with my friends but I never dance.

6 I play with my pet every day.

Example: I really like playing football. Joel

Subject: Spanish Topic: Free Time Year: 7 Term: Autumn 2

27

Year 7 Spanish

w/b 4th November Learn the meanings and spellings of the first ten words from section 1 (chatear—bailo) for a vocab check in your first

lesson after your homework day.

w/b 11th November Write at least 4 sentences giving your opinions of different activities—2 positive and 2 negative. E.g. Me gusta salir con mis

amigos.

w/b 18th November Learn the meanings and spellings of the bottom 9 boxes ( saco fotos—los fines de semana, including days of the week) from

section 1 for a vocab check in your first lesson after your homework day.

w/b 25th November Learn the weather phrases (¿qué tiempo hace?) and seasons (¿qué estación es?) from section 2 for a vocab check in your

first lesson after homework day.

w/b 2nd December

Write a paragraph answering the following points:

What activities do you like / not like to do and when?

What do you do when it rains / is hot?

w/b 9th December Complete the reading activity from section 3 by writing the correct name for each sentence in the boxes below.

w/b 16th December Write at least 4 sentences saying what activities you do in each type of weather. E.g. Cuando hace calor juego al fútbol.

28


Tier 3

vocabulary

Definition

Denary The number system most commonly used by people. It contains 10 unique digits from 0 to 9. Also known as decimal or base 10

Binary Binary is a number system that only uses two digits: 1 and 0. All information that is processed by a computer is in the form of a sequence of 1s and 0s. Therefore, all data that we want a computer to process needs to be converted into binary.

Interpreter A program that translates high level programming languages into machine code. Programs can either be interpreted or compiled.

Tier 2

vocabulary

Definition

Input Device An input device is a piece of computer hardware used to provide data and control signals to an information processing system.

Output Device An output device is any device used to send data from a computer to another device or user.

Computer

Systems

A combination of hardware and software components that allow input, processing and output of data.

Storage Device A storage device is any computing hardware that is used for storing, porting and extracting data files and objects. It can hold and store information both temporarily and permanently, and can be internal or external to a computer, server or any similar computing device.

Representing

Data

All data inside a computer is transmitted as either on or off. In order for a computer to be able to process any kind of data, including text, images and sound, they must be converted into binary form.


List all of the Input and Output devices from the image above.

Fill in the table above

How can you tell if the answer to a Decimal Value will be an odd

number?

The Decimal Value for 00110101 is 53 but how would you show

the working out?

Fill in the table above


Questions What is an Input device? In computing, an input device is a piece of computer hardware equipment used to provide data and control signals to an information processing system such as a computer or information appliance. Examples of input devices include keyboards, mice, scanners, digital cameras, joysticks, and microphones

What is an Output device? An output device is any piece of computer hardware equipment which converts information into human-readable form. In brief, an output unit is responsible for providing the output in user-readable form. It can be text, graphics, tactile, audio, and video. Examples include monitors, projectors, speakers, headphones and printers.

What does Overflow mean? When the result of a numeric calculation is too large to be stored in the space reserved for that type of data. What are the different sizes of memory?

Bit: A single binary digit: 0 or 1 Nibble: 4 bits

Byte: 8 bits Kilobyte: 1024 bytes

Megabyte: 1024 Kilobytes Gigabyte: 1024 Megabytes

Terabyte: 1024 Gigabytes

What are the benefits of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc.?

Portable. Larger capacity.

Can be used on different machines. Useful for Backups

What are the limitations of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc.?

Can be slower.

Some are easier to lose which means that it is gone for ever.

DVDs can be scratched and folders / files can become corrupted.

Subject: ICT Subject: Computer Systems Year: 7 Term: Autumn 2

Devices

Input Output Storage

Xbox Hard

Drive

Remote

Control

8 4 2 1 Decimal

i) 1 1 0 1 =

ii) 1 1 0 1 =

29

Year 7 Computer Science

w/b 4th November

w/b 11th November Learn all of the spelling in Tier 2 and rewrite the definitions in your own words.

w/b 18th November List at least 5 different Input Devices and state what they do.

w/b 25th November

w/b 2nd December Learn all of the spelling in Tier 3 and rewrite the definitions in your own words

w/b 9th December List at least 5 different Output Devices and state what they do.

w/b 16th December Answer the questions in Section 3.

Using the same format as in the table work out the following:

A) 01000101 B) 11001100 C) 10010010 D) 00110011

State the similarities between the different storage spaces.

Can you guess which is used the most in education?

30

Believe at BBA

Subject: Product Design 1 Year: 7 Term: Autumn 2


Tier 3 Vocabulary Definition

Two-dimensional An object that is flat so that it has width and height but no thickness

Three-dimensional A solid rather than a flat object

Perspective The art of representing three-dimensional objects on a two-dimensional surface.

Illusion Something that is false or not real but seems to be true or real.

Horizon The viewers eye line.

Vanishing point A point on the horizon into which all objects vanish.

Converging Lines Lines that meet at the vanishing point.

Typography The style, arrangement, or appearance of printed letters on a page

Tier 2 Vocabulary Definition

Distance The length and space of two points.

Surface The surface of something is the flat top part of it or the outside of it

Height The measurement of someone or something from head to foot or from base to top.

Width The measurement or extent of something from side to side; the lesser of two or the least of three dimensions of a body.

Depth

The distance from the top or surface to the bottom of something.

Object

A material thing that can be seen and touched.


Study the Creative Typography below. Look how the

designer has used lots of little junk foods to make up

each of the letters of the word FOOD.

The other examples have taken the subject of the

word and used imagery to represent them.

Task: Create your name in creative typography.

Think about using images which best represent you.


1. What is typography?

2. What happens to an object as it moves farther into the

distance?

3. How does an object appear when it’s moving closer to

you?

4. What does perspective create?

5. What is illusion?

6. How do you create two point perspective in a drawing?

7. What does orthographic drawing usually consist of?

8. Explain the technique of sketching.

9. When drawing an object what is tone?

10. What is form?

31

Year 7 Product Design 1

Week 1 What happens to an object as it moves farther into the distance?

How does an object appear when it’s moving closer to you?

Week 2 What is illusion?

Week 3 How do you create one-point perspective?

Week 4 Can you explain what a mood board is and what designers use them for?

Week 5 A client has asked you to design a birthday card for a 9 year old. Can you list 2 requirements for the birthday card?

An example. The birthday card must contain images appropriate for a 9 year old.

Week 6 Why is it important to consider the needs of a client/ end user while designing a product? Give two reasons and justify your

answer

Week 7 Explain what is meant by the term Design Brief?

Week 8 How do you create two point perspective?

What is a quick method of producing an illustration, using a pencil or a pen?

Week 9 What are the names of three different pop-up mechanisms and give examples of when they would be used

32

Believe at BBA Subject: Product design 2 Year: 7 Term: Autumn 2


Task: Copy out the diagrams and discuss how you

have used the try square during your DT lessons.


Vocabulary Definition

Aesthetics The study of the shape or form of everyday products as in “That product is aesthetically pleasing”

Analysis Looking in detail at the design problem, what the problem involves, what needs to be looked at (researched), and who needs to be consulted for advice.

Client A person whom the designer is making the product for, and they may be different to the end user or consumer. For example designing clothes for Monsoon, Marks and Spencer etc.

Consumer A person who buys products and uses them for their intended purpose.

Design Brief A single sentence that states exactly what the design problem is

Evaluation The process of recording the good and bad features of the final design / product, what other people think of it and what you would change if you were to repeat the design task.

Model An attempt to build a version of your design to see if it works, if it is the right size or if it looks good. This could be done using CAD.

Planning The process of sorting out how the design work will be done, how the product will be made, which processes get done first and the time needed for all of these activities.

Quality

Assurance

The guarantee a company can give that their product will be reliable based upon the reliability of the tests carried out when the product was made.

Quality

Control

Individual tests carried out to check the product is being assembled correctly during production.

Repair Repair the product, don’t throw it away. Graphics – facelift. Systems – fix it. Design for disassembly so parts are not thrown away.

Strength The ability of a material to resist pressure / loads.

Function What the product is used for

Testing The process of trying out a product to see if it does its job or to see if it is strong enough or durable enough.

Environment Where the product would be used

The try-square is pushed against the straight

edge of a piece of wood and a marking knife is

then used to mark a straight line across the

material. The line is continued all the way

around the wood (all four sides are marked).

method of marking materials helps if a joint is

to be cut or the end of the material is simply to

The woodworker’s try square is composed of two main

parts - the stock and the blade. The blade is made from

hardened and tempered steel which makes it resistant to

damage. The stock is usually made from rosewood

although cheaper versions can be made from plastic or

cheap woods.

A brass face is added to the stock to ensure a straight

edge.


Give two health and safety rules to follow when using the tenon

saw and give reasons for your answer.

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

How do you use quality control and quality assurance while pro-

ducing your phone holder in the work shop?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

What are the properties of pine and why are they suitable for

making your phone holder?

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

Which of the following material is not a manufactured board?

Pine

MDF

Plywood

Chipboard

33

Year 7 Product design 2

Week 1 SECTION 1— Put at least five of the words into a full sentence.

Week 2 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible and justify your response

Week 3 List 10 health and safety rules that should be followed when performing practical tasks in the workshop. Justify your

answers fully.

Week 4 SECTION 2—Study the information and images shown regarding the coping saw. Answer the questions in as much detail as

you can.

Week 5 SECTION 1— Put the next four words into a full sentence. Make sure you are using Design and Technology references.

Week 6 SECTION 2—Study the information and images shown regarding the disc sander. Answer the question in as much detail as

you can.

Week 7 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible and justify your response

Week 8 SECTION 2—Study the information and images shown regarding the bench hook. Answer the questions in as much detail

as you can.

Week 9 SECTION 1— Put the final four words into a full sentence. Make sure you are using Design and Technology references

34

Believe at BBA Subject: Food Topic: Dietary needs Year: 7 Term: Autumn 2



Vegetarians A person who doesn’t eat meat but does eat both

dairy products and eggs. They also eat vegetables,

grains and pulses.

Vegans A person who doesn’t eat meat, eggs or dairy. They

do not consume anything from an animal. Vegans

are better for the environment as meat produces

more C02.

Pescatarian A person who doesn't eat land mammals but do eat

vegetables, dairy, eggs and fish. They also eat grains

and pulses.

Ethical diets A moral consequences of food choices. Certain

methods of food production and certain types

of foods have greater environmental impacts than

others.

Localvore

(local foods)

A person interested in eating food that

is locally produced. The local food movement is a

movement of people who consume products or

produce, grown or farmed close to places of sale

and preparation.

Measuring Finding out the size, amount, by using an

instrument or device marked in standard units

Food miles Means the distance that food travels from where it

is grown to where it is bought. This is an

environmental concern because of the CO2

emissions from transport.

Free range Is a method of farming where animals are allowed

to roam freely.

Weighing find out how heavy (someone or something) is,

typically using scales.

Organic foods Food that have been grown without the use of

chemical fertilisers or pesticides.

Seasonal foods Foods that are in season. Choosing these reduces

food miles and can help local communities.

Sieving Put (a food substance or other material) through a

sieve, remove unwanted ingredients or adding air.


Consequence A result or effect

Deficiency A lack or shortage, may be deficient in a nutrient

Section 2: Important ideas

What is calorie

controlled?

Food energy is measured in calories. Keeping calorie consumption below the energy your body uses up causes weight loss.

What is coeliac

disease?

( pronounced see-lee-ak ) intolerance to gluten. Gluten is found in foods containing wheat, e.g. bread, cakes, and pasta.

What is diabetes? A disease that occurs when your blood glucose, also called blood sugar, is too high. Blood glucose is your main source of energy and comes from the food you eat. Diabetics need to monitor carbohydrate intake.

What is lactose

intolerance?

Is an inability to absorb the sugar that naturally occurs in cow's milk.

What is a nut allergy? Is a sensitivity to nuts, causing a reaction which can be severe.

What are examples of

natural sugars ?

Natural sugar refers to sugars that occur naturally in foods, such as fruits, honey, maple syrup.

What is the

recommended daily

intake for salt?

Adults should eat no more than 6g of salt a day, that's around 1 teaspoon. Children should have no more than 2g for age 1 to 3 years.

Why is it important to

evaluate our work?

To assess and adapt your activities to ensure they are as effective as they can be. Evaluation can help you identify areas for improvement and your strengths.

What is sensory

analysis?

Analysis to the use of human senses (sight, smell, taste, touch and hearing) for the purposes of evaluating a result.

Section 3: Possible exam/CAF-style

questions What is cross contamination? The process by which

bacteria or other microorganisms are

unintentionally transferred from one substance or

object to another, with harmful effect. on humans.

Some examples of high risk Foods are:

cooked meat and fish.

gravy, stock, sauces and soup.

shellfish.

dairy products such as milk, cream and soya

milk.

cooked rice.

Methods of control that can be used to prevent

cross contamination:

Raw meats should always be stored on the bottom

shelf. This eliminates the risk of juices dripping onto

other foods and contaminating them.

Raw meat, poultry and seafood should be

stored in covered containers or sealed plastic bags

to prevent their juices from dripping or leaking onto

other foods.

If you’re not

planning on using

meat within a few

days of purchase,

it should be placed

in the freezer for

defrosting at a later

date.

Meats and ready-to-

eat foods should

never be placed next

35

Year 7 Food

Week 1

Read the extract in Section 2 and use the information from key facts

Give advice on how a child could maintain a heathy diet and lifestyle to prevent childhood obesity.

Week 2

Read the extract in Section 1

Compare and contrast the differences between meat eaters, pescatarian, vegans and vegetarians

Week 3

Read the extract in Section 3

Explain how cross contamination can be prevent by correct refrigerator storage and colour coded equipment. Give two reasons on

why this can reduce the risk of food poisoning.

Week 4

Read Section 2

Give examples of why eating too much sugar can be harmful to your health, give two ways in which someone can lower

their sugar intake in their diet.

Week 5

Read Section 1

How can buying local food help the environment and out local communities to prosper?

Week 6

Read Section 1

Explain which diets are the most environmentally friendly. Give an example of an ethical diet from section one and explain

how it can help the planet.

Week 7

Read section 1

Design a poster on how to be environmentally food friendly , why diets are the best for the planet?

Week 8

Read section 2

Design a poster on the affects of having too much sugar in your diet and how it can be very dangerous.

Week 9

Read section 3

Design a food hygiene poster on cross contamination

36



Client brief This sets out what a client expects you to make or design for them; this is your starting point

Scenario This is the setting given that relates to the design brief; it will give you a theme

Mood board

A collection of images to do with your theme that can give you inspiration, normally collected from the internet onto a PowerPoint . This is a form of secondary research

Secondary research This is research that you do based on the work of others, You can look at other artists and collect images and information on them

Observational

drawing

This is looking at something that is in front of you.

Construction line These are guide lines to help with accurate drawing skills

Grid drawing A table of squares, put over the top of an image to help process the shape and proportions within an image

Shading

Shading is where you use a pencil to add tone to your work

Pattern A series of shapes, that are repeated

Poly printing A method of printing where you imprint an image into a tile . Then you ink the tile up with a roller and print onto a piece of paper


Evaluation Saying how you think you did , when doing an activity or using a technique

techniques How to use materials in the best way

Materials The equipment we use in art and design

Section 3:

Symmetry

Construction lines

Grid drawing


Questions

Facts about African Art

African art history has played a significant

role in shaping the culture and history of

the world.

It started with rock art and cave paintings

found in South Africa over 75 million years

ago

African masks are part of their culture ,

they would be worn for ceremonies and

social events such as weddings and funerals

Masks would all have a spiritual meaning

Mask making would be passed from father

to son

African masks and patterns were decorated

in earthen colours, these are colours that

are made from the natural environment,

such as soil (brown) clay (red) chalk (white)

charcoal (black) and sandstone (yellow)

when ground down and mixed with liquid

Many 20th century artists have taken

inspiration from African art, such as Picasso,

Matisse, and Modigliani

African patterns use lots of geometric

shapes that are repeated to make textiles

and clothing

African masks are

symmetrical, this

means that they are

the same on both

sides. So when you

draw a mask ,start by

drawing one side and

then do the other side

as a mirror image

When drawing you can use

construction lines to help you

map out where certain fea-

tures should be. A construc-

tion line must be sketched so

that they can be rubbed out

later when making your

drawing more accurate .

To create an accurate

drawing , we can put a grid

over our image, then draw

the same grid on a piece of

plain paper . Now use the

grid to help you plot where

the outlines and the details

would be

Subject: Art and design Year: 7 Term: Autumn 2

37

Year 7 Art and Design

Week 1

Read through your knowledge organiser and highlight or underline 6 words that you do not understand. In your work book write them down and

then find out their meanings, using a dictionary or the internet to get their definitions

Week 2

Complete homework worksheet 1 on symmetry given to you in lesson. Use your knowledge organiser to help you to understand how to draw a

mirror image and how to use the technique of construction lines to make your drawing as accurate as possible. Once completed glue in to your

Week 3

Using your knowledge organiser write down in your work books two examples of secondary research, say where you would collect this

information from , and what you would collect

Week 4

Using your knowledge organiser write down 3 facts about African art in your work books

Week 5

Write down what an earthen colour is?

What kinds of colours were used and what they were made from ?

Week 6

Complete homework worksheet 2 on grid drawing given to you in lesson. Use your knowledge organiser to help you to understand how to use a

grid to set out work as accurately as possible . Once completed glue it in to your work book

Week 7

Explain how the use of grid drawing and construction lines can help when drawing

Week 8

Write 3 sentences that include the following key words, ‘observational drawing’, ‘client brief’ and ‘construction lines’

Week 9

Write an evaluation of 70 words explaining how your book cover design meets the client brief

38



Libretto The text of an opera or other long vocal work.

Opera A dramatic work in one or more acts, set to music for singers and instrumentalists.

Soprano The highest singing voice. Usually female. Sopra means high or above in Italian.

Alto The lowest female singing voice. Some men who have a high singing voice may be classed as alto.

Tenor This is usually considered to be the highest adult male singing voice.

Bass The lowest adult male singing voice.

Falsetto A method of voice production used by male singers, especially tenors, to sing notes higher than their normal range.

Beat boxing Imitate the sounds of a drum machine with the voice.

Scat In vocal jazz, scat singing is vocal improvisation with wordless vocables, nonsense syllables or without words at all. In scat singing, the singer improvises melodies and rhythms using the voice as an instrument rather than speaking


Diction The style of enunciation in speaking or singing. This includes intonation, inflection and sound quality.

Projection The strength of speaking or singing whereby the voice is used loudly and clearly. It is a technique employed to command attention.


Listen to Promises by Sam Smith and Calvin Harris. You

may need to listen to it more than once.

Answer the questions below:

1. What type of voice does Sam Smith have?

2. What are the lyrics after Sam Smith sings: “I make

no promises”.

3. What does Sam Smith need to do to make the lyrics

clearer?

4. What instruments accompany Sam Smith in this

music?

5. What is the purpose of the other voice we hear?

6. What is the repeated section of lyrics usually called?

7. What is the purpose of repeating a section of the

lyrics?

Section 2:Key Fact/Methods/Processes/Questions

Beatboxing To get started, you should master the three basic sounds of beatboxing: the classic kick drum {b}, the hi-hat {t}, and the classic snare drum {p} or {pf}. Make sure to get the timing right. Start off slowly and build up speed later.

Practice the classic kick drum {b}. The simplest way to make the classic kick drum is to say the letter "b." To make it sound louder and punchier, you need to do what is called a lip oscillation. This is where you let air vibrate through your lips - a bit like "blowing a raspberry." Once you can do this, you make a very short lip oscillation. Make the ‘b’ sound as if you are saying ‘b’ from the word bogus. With your lips closed, let the pressure build up. You need to control the release of your lips just enough to let them vibrate for a short amount of time. Try to duplicate the hi-hat {t}. Make a simple "ts" sound but have your teeth closed or lightly closed. Move the tip of your tongue forward behind your front teeth for a thin hat sound and to the traditional ‘t’ position for a heavy hat sound. Try successive or advanced hi-hats. You can also do successive hi-hats by making a "tktktktk" sound, using the mid-back of your tongue to make the "k" sound. You can make an open hi-hat sound by drawing out the breath in the "ts" hi-hat, so it's more like "tssss" for a more realistic open door sound. Another way of producing a realistic high-hat sound is to make a "ts" sound with your teeth clenched. Try to tackle the classic snare drum {p}. The simplest way of making a classic snare sound is to say the letter 'p.' However, making a 'p' sound is too quiet. To make it louder you can do several things: the first is to make a lip oscillation. This is where you push the air out of your lips making them vibrate. The second is where you breathe out at the same time making a [ph] sound. Don't forget to breathe! You would be surprised at the number of human beatboxers who pass out because they forget that their lungs need oxygen. You may want to start by incorporating your breath into the beat. Eventually you will gain a great deal of lung capacity throughout your practice.

Subject: Music Topic: Vocal skills Year: 7 Term: Autumn 2

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

https://www.wikihow.com/Breathe

https://www.wikihow.com/Increase-Your-Lung-Capacity

https://www.wikihow.com/Increase-Your-Lung-Capacity

39

Year 7 Music

w/b 4th November Drama homework to be completed this week.

w/b 11th November Using Section 1, explain the types of voices in your own words. You may use pictures or diagrams if you wish.

w/b 18th November Drama homework to be completed this week.

w/b 25th November

Using Section 2, try to learn some beatboxing sounds. Evaluate how you got on. What was easy? What was difficult? How well do

you think you did? What do you need to do to improve your skills further?

w/b 2nd December Drama homework to be completed this week.

w/b 9th December Listen to Promises by Sam Smith and Calvin Harris and complete the questions in Section 3.

w/b 16th December Drama homework to be completed this week.

40



Mime Acting without words / dialogue.

Gesture A movement of part of the body,

especially a hand or the head, to

express an idea or meaning.

Facial Expression A series of expressions made by

the muscles in the face expressing

a mood or feeling.

Slapstick Slapstick is comedy based

performance. Actions and events

are deliberate and clumsy. Scenes

are humorous and based on

embarrassing events.

Hot Seating Hot seating is a strategy in which

a character or characters are

interviewed by the rest of the

group.

Balance Balance is when an actor evenly

distributes their weight on stage,

enabling them to have control

over their body and to remain

upright and steady. Tier 2 vocabulary Definition

Protagonist A protagonist is a leading

character or one of the major

characters in a scene or play.

Participate To take part in an event or

activity.

Justify Give reasons or evidence to

support an opinion.


Body language

Body language is communication coming from movement

or position, particularly facial expressions, gestures and the

relative positions of a speaker and listener. It may be the

message being conveyed or it may add layers of meaning to

the spoken words.

Body language is also known as non-verbal communication.

If you’re wondering how powerful body language can be,

think about how often a text message or even a phone call

is misunderstood. This is because the listener doesn’t see

the facial expressions or body language which would con-

vey the mood of the speaker.

Think Point: How does your body language express how you

are feeling right now?


Reviewing your performance work:

Key things to consider as part of your review:

The techniques used and the impact that they had on the

performance

The actor’s use of physical movements and gestures

The actor’s use of facial expression

The actors use of their voice including projection, diction

and vocal expression

The actor’s ability to stay in role and not corpse

The actor’s ability to respond to cues and remember lines

Use of props and / or token costume

The intended impact on the audience

The audience’s response

Target Setting:

When target setting you need to consider the following:

1. Identify exactly what aspect of your performance

work you need to improve– be specific

2. Identify the steps that need to be taken in order to

achieve your target

3. Set a realistic time scale for improvement

4. Check your progress regularly

5. Outline what success will look like to help you to

track your progress

6. Be reflective and persistent

Subject: Drama Year: 7 Term: Autumn 2

41

Year 7 Drama

w/b 4th November Look at section 3. Write a paragraph that explains the use of body language. Now link this to your practical work and

explain how your body language, in your scene, communicates your character’s feelings.

w/b 11th November Music homework to be completed this week.

w/b 18th November

Write 5 questions that you would like to be asked in the Hot Seat (remember these are questions for your character). Now

write the answers that your character would give. The questions and answers should relate to the plot line of your

performance.

w/b 25th November Music homework to be completed this week.

w/b 2nd December Write a review of your performance work. Use sections 1&2 to help you with key words and subject specific vocabulary.

w/b 9th December Music homework to be completed this week.

w/b 16th December Use section 2 to help you to set targets for improvement.

42

Notes:

43

Notes:

44

Notes:

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