Year 7

Knowledge Organiser

Term 2

Proportions of the face

Day of the dead is ‘Día de los Muertos’ in Spanish. The holiday focuses on gatherings of family and friends to pray for and remember friends and family members who have died. It takes place over November 1st and 2nd each year.

‘La Calavera Catrina’ is a

famous artwork by Posada. She often wears a large fancy hat and has become an icon of the festival. Tone has been added to her using a variety of ‘hatching’ techniques. KEY WORDS

Primary ColourSecondary ColourHarmonious ColourTertiary ColourComplementary ColourDia Di Los MuertosOfrendaShadingToneTexture

Hatching is an artistic technique used to create tonal or shading effects by drawing closely spaced parallel lines. When lines are placed at an angle to one another, it is called cross-hatching.

Traditions connected with the holiday include building private altars in their homes that honour the dead using sugar skulls, marigolds, and the favourite foods and drinks of the departed. They also visit and decorate their graves with these as gifts.

Key Artist : Frida KahloYou will learn how to create a self portrait in the style of Frida Kahlo this term.

The seven elements of art are line, shape, space, value, form, texture, and colour. These elements are the building blocks, or ingredients of art. Can you learn what they all mean?

The Elements of Art

Computer Science: Programming In Scratch

Computer Science: Programming In Scratch

DESIGN TECHNOLOGY YEAR 7 MODULE 2

KEY WORDS

Manufactured boards:- Manufactured

boards are timber sheets which are

produced by gluing wood layers

or wood fibres together. Manufactured

boards often made use of

waste wood materials.

Plywood:- a type of strong thin wooden

board consisting of two or more layers

glued and pressed together with the

direction of the grain alternating.

MDF:- Medium Density Fibreboard;

Particles and fibres of wood glued together

and then rolled into usable sheets.

Block board:- Strips of wood laid side by

side and laminated top and bottom.

Glass paper:- Sheets of paper with varying

grades with which to smooth wood.

Book end a support placed at the end of a row of books to keep them upright, typically forming one of a pair.

Extension taskName alternative materials that could be used to embellish your book end.

Machines

Plastics &

metals.

Tools and equipment are to be used safely and observing the Health and Safety rules.

Glued joints and types of woods. There are many joints that may be used to join woods and manufactured boards.

No tools are to be used, until shown how properly.

William Shakespeare

• Birth: April 26, 1564

• Death: April 23, 1616

• Occupation: Playwright, poet and actor

• Genres: Tragedy, Comedy, historical

• Plays written: thirty-seven

• Theatre performed in: The Globe

‘MACBETH’ plot summary

1. Three witches make a prediction.

2. Macbeth tells his wife he is too be King.

3. Lady Macbeth decides to hurry up the process and makes a plan for Macbeth to

kill King Duncan, the current king.

4. Macbeth isn’t sure about it but he does it anyway.

Macbeth becomes paranoid about his friend, Banquo. He thinks Banquo knows

what he did. He has Banquo killed.

Banquo’s ghost visits him during a party.

Lady Macbeth senses things aren’t going well and takes her own life.

Macduff (another soldier) challenges Macbeth to duel to the death.

Macbeth can’t be killed by any one “born by a woman”.

Macduff was born by caesarean...he kills Macbeth.

Techniques we will explore:

1. Sound-scape—layering on sound to create atmosphere or an envi-

ronment

2. Still image—stopping mid-action to draw attention to the moment

3. Choral speech—two or more voices speaking together

4. Choral movement—two or more actors moving together

5. Canon—one an actor echos a movement/sound after another per-

former.

6. Mime—using gesture and movement without speaking

7. Direct address—speaking directly to the audience (similar to narra-

tion)

8. Role-play—becoming a character

9. Thought-tracking—speaking a characters thoughts’ out loud

10. Slow-motion—slowing down an action to draw attention

DRAMA SKILLS

1. Volume—how loud or quiet you speak

2. Pace—how fast or slow you speak/move

3. Pitch—how high or low you speak

4. Pause—stopping speaking to create effect

5. Tone—emotion you speak with

6. Levels–using different heights

7. Facial-expression—using your face to com-

municate emotion

8. Body-language—using your body to com-

municate emotion.

9. Gesture—hand movements/actions

10. Posture—the position in which you hold

your body, either standing or sitting

Year 7:

Drama

Writing Skills QLA: 1 Select and use the correct form of writing for a range of purposes and audiences to produce

imaginative, interesting and thoughtful texts

2 Vary sentences for clarity, purpose and effect

3 Select and use appropriate and effective vocabulary

4 Organise and present whole texts effectively, sequencing and structuring information, ideas and events

5 Use a range of punctuation with accuracy

Key Rhetorical Techniques (W1)

Personal pronouns – these help to establish a connection

with your reader/audience

e.g. We need to tackle this problem together

Anecdote – a personal story which adds to your argument

Repetition – writing something more than once to

emphasise your argument

Emotive Language – choosing words that will evoke feeling

in your reader/audience

Rhetorical question – asking a question which doesn’t

require an answer to encourage your reader/audience to

think about your topic

e.g. How much longer will this injustice continue?

English - Year Seven Unit 2 – Greek Myths and Rhetoric

Key Vocabulary (W3 and 6)

Abhorrent - hateful Allegory – a story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one Atonement – to make amends for something wrong Boycott – to avoid for moral reasons Compassion – sympathy and concern for others Devoted – very loving and loyal Diplomacy – dealing with people in a sensitive way Diversity – a great deal of variety Espouse – adopt or support (a cause) Foreshadowing – a warning or indication of a future event Heritage – valued objects and traditions which have been passed down through generations Hostile - unfriendly Inevitable – going to happen (without doubt) Lavish – rich and elaborate Mediocrity – average quality Neutral – not supporting either side Ordeal – an unpleasant and prolonged experience Representation – the portrayal of someone or something in art or media Resilience – to be able to recover quickly from difficult events and experiences Rhetoric – the art of effective or persuasive speaking or writing

Subordinating Conjunctions (W2)

Subordinating conjunctions are used in complex sentences.

They show the relationship between the main clause and the subordinate clause. The subordinating conjunction indicates that there is information added to the main clause (this could be relating to time, place, or cause and effect). The main clause remains the most important part of the sentence.

e.g. She went home even though she wanted pizza. e.g. Since he wasn’t busy, he baked a cake.

Always use a comma when the subordinate clause is written first.

After ● Although ● As ● Because ● Before ● Even if ● Even though ● If ● Once●

Provided that ● Rather than ● Since ● So that ● Than ● That ● Though ● Unless

● Until ● When ● Whenever ● Where ● Whereas ● Wherever ● Whether ●

While

Your Name

Wingfield Road

Trowbridge

Recipient’s Name Recipient’s Address

Dear Mr/Mrs/Ms/Mx or Dear Sir/Madam (if you don’t know the name),

Date

Yours sincerely (if you know the name) or Yours faithfully (if you don’t know the name)

Structure of a formal letter (W1 and 4)

Apostrophes (W5)

Apostrophes show where a letter has been omitted (missed)

e.g. The athlete can’t compete. Can’t = cannot

Apostrophes show belonging

e.g. the sponsor’s poster or Emma’s lunch

If the word already ends in an ‘s’, then you need to add an apostrophe after the ‘s’.

e.g. James’ hat or . the boys’ lesson (more than one boy)

Top Tip: possessive its never splits!

e.g. The cat chased its tail.

This sentence can’t have an apostrophe in its because it would mean: ‘the cat chased it is tail.’

Jardinière Julienne Macedoine mas-i-dwahn

Brunoise BROON-wahz

Practical Focus Skills

Rubbing in – e.g. Rock Cakes - protein, carbohydrate,5 a day

Safe working, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using a timer, even shaping and sizes, even quality, using the oven independently, handling high risk ingredients, weighing, measuring, using the oven, rubbing in, mixing, cracking eggs.

Developing rubbing-in, knife skills – e.g. Crumble - carbohydrate, 5 a day

Safe working within a food room, working in an organised approach, cleaning up, rubbing in, dovetailing, fruit preparation / knife skills, combining two skills learnt previously – dovetailing, how to use the oven safely, how to recognise when food is cooked, weighing, measuring, baking.

Developing rubbing-in, knife skills, moulding and shaping dough, oven. E.g. Scone Based Pizza – all section of the eatwell guide

Safe working within a food room, working in an organised approach, cleaning up, rubbing in technique, adding liquids, using the oven, using a timer, knife skills, weighing, shaping, using the oven independently, assessing when foods are cooked.

Hob, knife skills, dovetailing – e.g. Pasta Salad – carbohydrate / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, bridge and claw technique, handling and preparing raw ingredients, using the hob safely & correctly, boiling, simmering, draining, knife skills.

High risk ingredients, knife skills, hob, e,g, Savoury Mince - protein / 5 a day

Safe working within a food room, working in an organised approach, cleaning up, how to check food is cooked, how to safely handle raw meat, using the hob safely & correctly, testing food for seasoning / balance. Knife skills, using the hob, simmering

Béchamel, simmering, dovetailing, e.g. Macaroni Cheese – Dairy / fat

Safe working within a food room, mixing, weighing, knife sills, boiling, draining, measuring, using the hob, working in an organised approach, cleaning up, how to check food is cooked, béchamel sauce. Dovetailing.

Crushing, mixing, layering, double boiler - dairy

Weighing and measuring, crushing, melting, mixing, double boiler, whisking, combining, layering, handling cream – aeration, setting, cleaning, and timing.

Safety, cooking methods & Skills

Bacteria are the main cause of food poisoning. They are living organisms, which multiply and spread. They cannot be seen without a microscope. Most bacteria are harmless, but some can cause food poisoning and make you very ill.

1. Bacteria grow best in the danger zone which is between 5◦C

and 63◦C 2. Below 5◦C they are dormant, this means that grow very slowly

or not at all 3. Above 63◦C they are mainly destroyed by the heat

The Temperature Danger Zone

• It is important to weigh and measure ingredients accurately. Ingredients can be weighed or measured by using either:

• IMPERIAL measurements e.g. pounds, ounces, pints or fluid ounces or

• METRIC measurements e.g. kilograms, grams, litres or millilitres.

Diagram – Layers of the Rainforest Animals of the Rainforest – including description, location, and key facts!

Harpy Eagle

Harpy eagles are the largest and most powerful raptors found in the rainforest. Harpy eagles perch on emergent trees scanning the canopy

for prey, for example sloths and monkeys. They are occasionally eaten by snakes and jaguars.

South/Central America Emergent

Length: approx. 1m

Weight: approx. 6kg

Morpho Butterfly

Morpho butterflies are several species that are known for their bright colours and large size. They live for about 115 days. Their low weight

and ability to fly means that the emergent layer is perfectly safe for them.

South/Central America Emergent

Length: approx. 6cm

Weight: approx. 1.5g

Howler Monkey

Howler monkeys are among the largest of the Central/South American monkeys. They are

known for their exceptionally loud call, which can be heard 3 miles away! They mainly eat

canopy leaves and fruits.

South/Central America Canopy

Length: approx. 1m (half of

this is tail!) Weight:

approx. 6kg

Flying Fox Bat

Flying fox bats are the largest bats in the world. They feed mainly on nectar, blossoms, pollen, and fruit. Unlike other bats, they don’t have echolocation. Instead, their sense of smell and

eyesight are well-developed.

Asia/ Australia/

Africa Canopy

Length: approx. 40cm

Weight: approx. 0.6kg

Red-Eyed Tree

Frog

The red-eyed tree frog lives in areas of rainforest near inland water, e.g. rivers and ponds. When threatened, it opens its eyes, in an attempt to

startle predators before it escapes.

South/Central America Canopy

Length: approx. 6cm

Weight: approx. 10g Layers of the Rainforest

Emergent Layer The emergent layer is the name given to the very tops of trees that grow above the

canopy level. There is lots of sunshine and rainfall here, and only the strongest and tallest plants grow to this height. Anything above 45 metres (150 feet) are emergent, however some trees can grow to a massive 70 metres (230 feet)! Only some birds, bats, butterflies and small monkeys live here.

Canopy The canopy is a dense layer of vegetation at around 30-45 metres (100-150 feet). It is sometimes called the ‘ceiling’ of the rainforest, as it blocks a great deal of sunlight with its thick, overlapping leaves. As a result, the layers below the canopy level are often quite shaded. Lots of animals: e.g. insects, bats, birds and monkeys can be found in the canopy layer.

Sloth

Sloths are known for their exceptionally slow movement and for hanging upside down in

trees. Their slow speed has evolved as a result of their low energy diet.

South/Central America Canopy

Length: approx. 70cm

Weight: approx. 6kg

Reticulated Python

The reticulated python is the world’s longest snake and in the top 3 heaviest. They stalk the understory, looking both below and above for

prey, such as small mammals and birds.

Asia Understory

Layer

Length: approx. 4m

Weight: approx. 50kg

Bullet Ant

These ants are known for their exceptionally painful sting. They live in colonies of a few

hundred, and spend their days foraging in the undergrowth for nectar.

South/ Central America

Understory Layer

Length: approx. 20mm

Weight: approx. 3mg

Understory/ Shrub Layer The understory level is a muddle of intertwining shrubs, young trees, vines,

saplings, and palms. It is very hot and damp here, and the air very still. Compared to the canopy, plants here receive little sunlight. This lack of light limits the growth of plants, and so they must have special adaptations in order to survive here. For example, leaves on plants here tend to be much broader. Snakes, lizards and sloths are examples of animals living here.

Forest Floor

The forest floor is exceptionally hot and humid, due to the constant shade from the levels above. Despite this, the forest floor remains an important part of the rainforest’s eco-system. The forest floor is where decomposition takes place – dead plants and animals are broken down and their nutrients recycled. Most of the largest animals of the rainforest live here, for example elephants, tigers, the tapir and the jaguar.

Tapir

Tapirs are large herbivores that are similar in shape to a pig, with a short nose trunk. Their

diet consists of fruit, berries and leaves.

South/ Central America/Asia

Forest Floor

Length: approx. 2m

Weight: approx. 200kg

Gorilla

Gorillas are herbivores that dwell in the forests of central Africa. They mostly eat the leaves, stems, and shoots of the forest. The DNA of gorillas is around 97% identical to humans.

Africa Forest Floor

Length: approx. 1.6m

Weight: approx. 160kg

Where are the Rainforests?

Rainforests are usually found between the Tropic of Cancer and the Tropic of Capricorn (the tropics), where it is close to the Equator. It is very warm

and there is lots of rainfall. The biggest rainforest in the world is the Amazon rainforest in South

America. These are the locations of the 10 largest rainforests in the world (not in order): Mexico, Venezuela, Bolivia, Brazil, Colombia, Suriname,

Peru, Congo DRC, Indonesia, Papua New Guinea.

Jaguar

The jaguar is the largest carnivorous animal in South America. The jaguar enjoys swimming

and is at the top of its food chain. They regularly eat deer, tapirs and small caiman.

South/Central America

Forest Floor

Length: approx. 1.5m

Weight: approx. 80kg

Bengal Tiger

The Bengal Tiger is one of the biggest tiger subspecies (tigers are the biggest cats in the world). It is a top carnivore, eating mainly

chital, sambur and domestic livestock. There are approximately 2,500 left in the wild.

Asia Forest Floor

Length: approx. 2.7m

Weight: approx. 300kg

Amazon Rainforest Timeline

1900 – Rapid clearing in begins in Brazil. Whole state

of Parana cleared in 30 years.

1970 – Huge clearing for the Transamazon

Highway.

1880– The invention of the rubber tyre starts the ‘Amazon

Rubber Boom.’

Before 1500– Deforestation is a feature of Amazonian life long before Europeans arrive around 1500. Indigenous peoples maintained extensive

areas of agriculture, and cleared areas for living.

Early 2000s– Amazon loses 4.3 million hectares

per year.

Present Day – 289,000 sq. miles of Amazon lost. 100 years

predicted no rainforest left.

Emergent Layer

Canopy

Understory/ Shrub Layer

Forest Floor

Causes of deforestation

• Rainforests are being burnt and cleared so that farmers can grown Palm oil

• Areas a cleared so that ranchers can rear beef cattle

• Valuable ores and minerals have been discovered and so areas are cleared

for mining of gold, bauxite and oil

• Logging of valuable rainforest trees such as mahogany, teak and rosewood

• Areas are cleared to make way for roads and housing

The importance of rainforests

•Massive biodiversity (15 million species of plants and animals)

•An ecosystem for plants and animals (2000 bird species ….)

•They are a global carbon sink and store huge amounts of carbon

•They reduce the risk of flooding and soil erosion

•They are important to the local economy (Rubber, Fibres, Dyes, Resins and food

•Home to thousands of indigenous tribes

The impacts of deforestation

• Indigenous tribes are losing their homes and way of life

• The soils is quickly eroded by the heavy rains

• There is a loss of biodiversity and species of plants and animals are becoming

extinct

• The soils is becoming infertile as the heavy rain leaches away nutrients

• It is affecting global climate change because as trees are cleared, often by

burning them, huge amounts of CO2 are released into the atmosphere con-

tributing to the green house effect

The impact on the orang-utan

• The name orang-utan means "man of the forest" in the Malay language.

• They live solitary existences and eat wild fruits like lychees, mangosteens,

and figs, and slurp water from holes in trees.

• They make nests in trees to sleep at night and rest during the day.

• 25 orang-utans die a day. They are endangered and could be extinct in 5

years

• Some people take the babies sell them as pets

• Hungry orang-utans try to eat the Palm oil fruits and farmers shoot them to

protect their crops

• They are losing their habitats to palm oil plantations

Managing rainforests

Selective Logging: Only cut down a selection of trees, leaving the rest untouched

Afforestation: areas of rainforest can be replanted with local trees

Ecotourism: Aims to introduce people to the natural world to benefit local communities

and protect local environments for the future

Small scale shifting cultivation: encourage small scale farmers to clear small areas for

farming, when the soils becomes infertile farmers move elsewhere.

International Agreements: countries negotiate and agree to reduce the amount of defor-

estation

Indigenous tribes

The Penan. The hunter-gatherer Penan live in the rainforests of the interior of Sara-

wak, in the Malaysian part of the island of Borneo. Traditionally nomadic, most of

the 10-12,000 Penan now live in settled communities, but continue to rely on the

forest for their existence. Some still live largely nomadically.

Year 7 Rainforest Knowledge organiser

Harold Godwinson William of Normandy Harald Hardrada

Anglo-Saxon Earl of Wessex, one of

the most powerful men in England

Harold’s sister was married to King

Edward. Harold was a brave and re-

spected solder with a tough streak.

The Witan, wanted Harold to be the

next king. Edward promised the

throne to William on his deathbed.

Norman Duke of Normandy, France.

William came from a fighting family. He

was a brave solider. Edward’s cousin.

Edward had lived in Normandy from

1016-1042. Edward had supposedly

promised that William should become

King of England. Harold had promised

to support William.

Viking King of Norway Vikings had

ruled Britain before Most feared warri-

or in Europe – Hardrada means ‘hard

ruler’ and his nickname was ‘the Ruth-

less’. Harald was supported by Tostig,

Harold Godwinson’s brother who want-

ed revenge.

Edward the Confessor was king of England between 1042-1066. Edward married but had no children. For a king to die without an heir was a disas-ter. A strong ruler, preferably with experience, good at fighting and leading armies and related to the king was required. Here are the candidates:

5 Jan Edward the Confessor died. The Witan elected Harold Godwinson to be the next king of

England.

6 Jan Harold was crowned as king of England, probably at Westminster Abbey.

20 Sep Harald Hardrada and Tostig invaded, with more than 10,000 men in 200 long ships. Anglo-

Saxon Earls Edwin and Morcar were defeated at Battle of Fulford.

25 Sep Harold Godwinson travelled north to fight Harald Hardrada. In four days he marched 180

miles to surprise Hardrada and Tostig, east of York. Godwinson defeated Hardrada but his

army was tired and badly reduced in size.

27 Sep William Duke of Normandy set sail with almost 700 ships. His soldiers landed at Pevensey

and made a small castle. The Normans pillaged and burned the surrounding area, in order to

force Harold to come south. Having heard of William's landing while at York, he raced his

army down the old Roman road of Ermine Street

12 Oct Harold arrives at London, to recruit more troops

14 Oct Battle of Hastings—death of King Harold

Harold drew up his army in three wedges on Senlac Hill. He had little more than 5,000, against a Norman

force of up to 15,000 infantry, archers and cavalry. Harold had to fight a defensive battle. He was forced to

rely on the English shield-wall, behind which his men could stand and let the Norman attacks break them-

selves. The Normans were at the bottom of the hill. This was a problem because they would get tired from

charging uphill.

The Normans attacked first charging at Harold’s shield wall. The battle raged for hours. The Normans could

not break the Saxons’ defensive shield-wall. Suddenly, a Norman knight tore off his helmet and cried “it is

me, William” to prove he was not dead.

Some Norman troops turned and ran from the Saxons, who followed them, believing the battle to be over.

The Normans then turned and slaughtered the Saxons. The shield-wall had now begun to break up.

The Normans were winning the battle and many Saxons were killed. According to the Bayeux Tapestry, a

stray arrow struck Harold Godwinson in the eye and the Saxon king fell down dead. This is debateable. The

Saxon army was without a leader. The last Saxon Housecarls were killed protecting the body of the King.

The battle of Hastings ended in a Norman victory. William of Normandy, now William the Conqueror, was

crowned king of England on Christmas Day , 1066 at Westminster Abbey.

Preparations Leadership Luck

William had well trained and professional

soldiers. Large parts of Harold’s army was

untrained and made up of farmers. Many of

Harold’s men had left the army to collect the

harvest in.

Harold was not prepared for the battle. Wil-

liam's army was fresh and well rested. He

had lots of supplies. Harold’s army was tired

and reduced in size following the Battle of

Stamford Bridge.

William was very brave and

led his men very well. William

showed his face during the

battle to keep his solders

from running away.

William used cavalry & archers

to help to win the battle.

The tactic of pretending to

run away worked perfectly.

The weather changed

when William was try-

ing to cross the English

Channel. Harold had

to fight the Vikings

first, giving William the

advantage.

At a key moment in

the battle Harold was

killed.

The Feudal System: After taking the throne in 1066, William had a few problems: He did not trust

the English lords, who did not like him. He had to force the English to accept him as king. Many of

the English were rebelling and fighting against William. He had to pay the French knights who

helped him to win the throne.

William crushed the rebellions and took the land away from the English lords and gave it to his

supporters instead. William now had his supporters helping him to control the whole country. Wil-

liam also set up the Feudal System. This forces the English to give William their taxes and promises

of loyalty, in return for protection and land to farm. William is at the top of the system, as he holds

all the land and money, which he gives to the Barons. They promise William their money, soldiers

and loyalty. They give the land to the knights in return for loyalty and military service. Finally the

knights give the land to the peasants. The peasants farm the land and give food, money and ser-

vices to the knights.

How did William control England?

Harrying of the North: There were a number of rebel-

lions against the Normans which were crushed ruth-

lessly. A revolt in the north led to William’s men burn-

ing villages, slaughtering the inhabitants and also kill-

ing animals & destroying crops, leading to starvation.

Castles: The Normans built castles as bases for

offensive patrols into the surrounding area. Nor-

man castles were large, imposing buildings that

were built to intimidate, bully and administrate

the local area. They commanded the landscape

in every direction. The location was incredibly

important. They had to be high enough to see

attackers coming, defend important routes such

as the old Roman roads or river crossings, have

easy access to resources such as wood, food

and water, and also have natural advantages for

defence. Castles were often located near a bend

in the river or on the coast as the water could

provide a natural moat. The first castles were

wooden and called motte & bailey. Later, they

were built out of stone, with higher walls & tow-

ers.

The Domesday Book: was drawn up in 1086 to tell William how much property was owned by the people

of England to allow him to tax them more heavily.

bailey Flat area at the foot of the motte containing store-

rooms, animals etc.

housecarls Harold’s elite troops

barons Nobles who fought for William at Hastings & were re-

warded with large areas of land to control for him

knights Soldiers who were given land in the Feudal system

Bayeux Tapes-

try

Embroidery which tells the story of the Battle of Has-

tings (from the Norman perspective)

motte Large man-made mound on which a tower was placed for

defence

cavalry Soldiers who fought on horseback Normans From Normandy in France, descendants of Vikings (North-

men)

Domesday

Book

A record of all land and property, completed in 1086 peasants Ordinary people, who worked on the land and had to serve

their feudal master, often a knight.

feudalism Norman way of organising society so that everybody is

loyal to the king

rebellion An uprising against the ruler

heir Next in line to the throne witan A council of nobles which helped the king to rule in Anglo-

Saxon England

Key Terms

What do I need to know?

1. Why was there a problem about who would be king in 1066?

2. Who were the contenders & what were their strengths & weaknesses?

3. What happened during 1066?

4. Why did William win the Battle of Hastings?

5. How did William keep control of England?

Year 7 – Term 2

Maths Essential Vocabulary

Word Meaning

Factors The factors of a value are the numbers that divide exactly into it.

Eg. The factors of 12 are 1 & 12, 2 & 6 and 3 & 4.

The largest factor is the number itself.

Multiples The multiplication table for that number.

Eg. The multiples of 3 are 3, 6, 9, 12…

The smallest multiple is the number itself.

Area A measure of the space inside a two dimensional shape.

Product Multiply.

Eg. The product of 2 and 3 is 6 as 2 x 3 = 6

Whole

Number

An exact value, no decimal places or fractions.

Eg. 7 and 126.

Integer A positive or negative whole number or zero.

Prime A number that has exactly two factors. These will be 1 and the

number itself.

Lowest

common

multiple

The first number that is a multiple of both numbers.

Eg. The lowest common multiple (LCM) of 3 and 4 is 12.

Highest

Common

Factor

The largest number that is a factor of both numbers.

Eg. The highest common factor (HCF) of 12 and 15 is 3.

Divisible When an integer can be divided exactly by a value, also an integer,

then we say that it is divisible by that value.

Eg. 8 is divisible by 2.

Where are you Christmas? The Grinch

Where are you Christmas

Why can't I find you

Why have you gone away

Where is the laughter

You used to bring me

Why can't I hear music play

My world is changing

I'm rearranging

Does that mean Christmas changes too

Where are you Christmas

Do you remember

The one you used to know

I'm not the same one

See what the time's done

Is that why you have let me go

https://www.youtube.com/watch?v=nmGSHZ

YZ74c

Christmas Music

Chords:

C = CEG G = GBD

D = DF#A

Key Words:

Chords: 2 or more notes

played together

Melody: A collection of notes

which make a tune

Teamwork: Working

together as a group

Solo: One person performing

alone

Duet: Two people performing

together

Pitch: How high or low the note

is

Rhythm: The pattern of note

lengths

Octave: How high or low the

music is

Arrangement: Restructuring pre-existing music

Carol: A religious piece of music

sung at Christmas

Choir: A group of singers

Tempo: The speed of the

music

Dynamics: The volume of

the music – how loud or quite it is

Knowledge organiser – Year 7 – Social Me

• In places or situations we’re not familiar with we take special care to look more keenly about us – even over our

shoulder – we are prepared for the unexpected! Most sports should be played in the same way.

• Invasion games are played from a sideways position; this makes the movement to strike easier as well as to be well

positioned to see as much of the pitch and surrounding area as possible.

• Sport requires performers to adjust their body positioning according to the actions required for quick, accurate

responses.

• This positioning is important both when you are defending and attacking, with a slightly different emphasis for each.

• Keep a check on yourself and your positioning when you are able to.

• Delivering information & feedback

effectively is important, but to do

this, you must also listen.

• Listening carefully to performers as

they acquire skills may help you to

improve the performance of the

player.

• Listening to performers’ experiences

of playing may clarify areas of

difficulty that you, as a leader, may

not be able to see.

• Communication is a two-way process

for the improvement of performance.

3. SOCIAL ME TEAM WORK 1. BE ABLE TO CONRTIBUTE TO A TEAM BY BEING POSTIONALLY DISCIPLINED

LEADERSHIP

2. BE ABLE TO LEAD AN INDIVIDUAL OR SMALL GROUP IN AN ACTIVITY OR DRILL

FEEDBACK

3. BE ABLE TO GIVE FEEDBACK TO YOURSELF AND OTHER INDIVIDUALS ACROSS A RANGE OF ACTIVITIES

1.

2. & 3.

The John of Gaunt – PSHE & Careers Year 7 Knowledge Organiser – Term 2

Risks

Key word Definition Risk to be accepted as part of a group;

fit in

Protection an idea accepted as true;

something that is believed

Health a Christian ceremony in which

someone who wishes to join the

church is sprinkled with water or

dipped in water

Balanced diet a form of worship; the act of asking

God or another spiritual being to use

his or her power

Food hygiene something that shows what a group

of things is like

Carbohydrates belief in the sacredness of all living

creatures

Protein Daughter/Son of God

Fibre refers to both a special group of

initiated Sikh warriors

Fats a religious group or division

Road safety following rules of right or fair

behaviour

Key Content:

➢ Christianity & Baptism – Christians believe in one God. Christians show belonging to

their religion by performing baptism, this is celebrated in different ways and at

different ages depending on which church you belong to e.g. Baptist, Catholic,

Protestant. Baptism symbolises a persons belief in God and Jesus as the son of God.

➢ Islam & the 5 Pillars – Muslims (followers of Islam) believe in one God, Allah. They

believe that there is only one God, and that Muhammed is his messenger. Muslims

show that they belong to their religion by following the 5 Pillars of Islam – the

Shahadah, Salah, Zakah, Sawm and Hajj. These fundamental beliefs of the religion

refer to charity, fasting and pilgrimage.

➢ Judaism & Bat/Bar Mitzvah – Jews believe in one God. Jewish people show they

belong to their religion by having a Bat/Bar Mitzvah. When a Jewish boy (Bar) turns

13, and when a Jewish girl (Bat) turns 12 they have an initiation ceremony which

shows they are now seen as an adult within their religion, as a Son or Daughter of

God.

➢ Sikhism & the 5 Ks – Sikhs believe in one God, and follow the example set by many

Guru’s (teacher of God). Many Sikhs who are baptised into the Khalsa show that

they below to their religion by wearing/following the 5 Ks. These items and beliefs are

referred to as Kesh, Kanga, Kara, Kachera and Kirpan.

➢ Hinduism & Ahimsa – Hindus believe in one supreme God, however they worship

God using many different names and images. Hindus believe in the teaching of

ahimsa, this means ‘not to injure’ or to not harm. This means that many Hindus are

against the use of violence, as demonstrated by the important Hindu role model

Mahatma Gandhi.

➢ Buddhism & the 5 Moral Precepts – Buddhists do not believe in God, they follow the

example of Siddhartha Gautama, also known as the Buddha. Within Buddhism they

follow the 5 Moral precepts these are key teachings that influence the behaviour of

Buddhists on a daily basis. The 5 Precepts are ‘do not harm living things’, ‘do not

take what is not given’, ‘no harmful sexual activity’, ‘no lies’ and ‘do not take

intoxicating substances’.

Useful websites for extended reading:

https://sites.google.com/site/worldreligionsforkids/

https://www.bbc.com/education/subjects/zh3rkqt

The John of Gaunt – Religious Education Year 7 Knowledge Organiser – Term 2

Belonging

Key word Definition Belong (ing) to be accepted as part of a group;

fit in

Belief an idea accepted as true;

something that is believed

Baptism a Christian ceremony in which

someone who wishes to join the

church is sprinkled with water or

dipped in water

Prayer a form of worship; the act of asking

God or another spiritual being to use

his or her power

Example something that shows what a group

of things is like

Ahimsa belief in the sacredness of all living

creatures

Bat/Bar Mitzvah Daughter/Son of God

Khalsa refers to both a special group of

initiated Sikh warriors

Denomination a religious group or division

Moral following rules of right or fair

behaviour

Precept a basic rule, principle, or directive

that guides action

Muslim a person who follows the religion of

Islam

Religion a set of beliefs about how the

universe was made and what its

purpose is. Religion usually involves

worship of a god or gods, and the

belief in certain ideas about right

and wrong behaviour

Preparation the act of getting something ready.

Key Content:

➢ Christianity & Baptism – Christians believe in one God. Christians show belonging to

their religion by performing baptism, this is celebrated in different ways and at

different ages depending on which church you belong to e.g. Baptist, Catholic,

Protestant. Baptism symbolises a persons belief in God and Jesus as the son of God.

➢ Islam & the 5 Pillars – Muslims (followers of Islam) believe in one God, Allah. They

believe that there is only one God, and that Muhammed is his messenger. Muslims

show that they belong to their religion by following the 5 Pillars of Islam – the

Shahadah, Salah, Zakah, Sawm and Hajj. These fundamental beliefs of the religion

refer to charity, fasting and pilgrimage.

➢ Judaism & Bat/Bar Mitzvah – Jews believe in one God. Jewish people show they

belong to their religion by having a Bat/Bar Mitzvah. When a Jewish boy (Bar) turns

13, and when a Jewish girl (Bat) turns 12 they have an initiation ceremony which

shows they are now seen as an adult within their religion, as a Son or Daughter of

God.

➢ Sikhism & the 5 Ks – Sikhs believe in one God, and follow the example set by many

Guru’s (teacher of God). Many Sikhs who are baptised into the Khalsa show that

they below to their religion by wearing/following the 5 Ks. These items and beliefs are

referred to as Kesh, Kanga, Kara, Kachera and Kirpan.

➢ Hinduism & Ahimsa – Hindus believe in one supreme God, however they worship

God using many different names and images. Hindus believe in the teaching of

ahimsa, this means ‘not to injure’ or to not harm. This means that many Hindus are

against the use of violence, as demonstrated by the important Hindu role model

Mahatma Gandhi.

➢ Buddhism & the 5 Moral Precepts – Buddhists do not believe in God, they follow the

example of Siddhartha Gautama, also known as the Buddha. Within Buddhism they

follow the 5 Moral precepts these are key teachings that influence the behaviour of

Buddhists on a daily basis. The 5 Precepts are ‘do not harm living things’, ‘do not

take what is not given’, ‘no harmful sexual activity’, ‘no lies’ and ‘do not take

intoxicating substances’.

Useful websites for extended reading:

https://sites.google.com/site/worldreligionsforkids/

https://www.bbc.com/education/subjects/zh3rkqt

Structure Knowledge Organiser

KPI B2 Skeletal and Muscular systems

KPI B4 Gas exchange systems and health

KPI B5 Photosynthesis

KPI B3 Digestive system

Big Question: How does the body move and stay upright?

Mi Familia mi madre – my mother mi hijo - my son mi padre – my father mi hija – my daughter

mis padres – my parents mi tío – my uncle mi madrastra – my stepmum mi tía – my aunt mi padrastro – my stepdad mi primo – my cousin (male) mi hermano – my brother mi prima – my cousin (female) mi hermana - my sister mi abuelo – my grandfather mi hermanastro – my stepbrother mi abuela – my grandmother mi hermanastra – my stepsister mis abuelos – my grandparents

soy hijo único - I’m an only child (boy) se llama – is called

soy hija única – I’m an only child (girl) se llaman – are called

Los animales / Las mascotas – Animals / Pets Tengo – I have / No tengo – I don’t have un perro – a dog un gato – a cat un ratón – a mouse un conejo - a rabbit un hámster – a hámster un caballo - a horse un pájaro - a bird un pez – a fish un lagarto - a lizard una serpiente – a snake una tortuga - a tortoise / turtle una rata – a rat

guapo/a - good looking bonito/a - pretty feo/a - ugly grande - big pequeño/a - small alto/a - tall bajo/a – short (height) corto/a –short (length) delgado/a - slim gordo/a - fat de talla mediana – of average height

¿Cómo soy? – What do I look like?

Key verb – ser – to be

soy – I am somos – we are eres – you are sois – you (pl) are es – he/she is son – they are

Mi familia y las mascotas – My family and pets ¿Cómo es? – What’s he/she like? ¿Cómo eres? – What are you like?

negro/a - black blanco/a - white amarillo/a - yellow rojo/a - red verde - green marrón - brown naranja - orange rosa - pink

azules - blue grises - grey marrones - brown verdes – green

grandes – large

pequeños - small

castaño - brown rubio - blonde negro - black gris - grey blanco - white

liso - straight largo - long corto - short rizado - curly ondulado - wavy

gafas - glasses un sombrero – a hat una barba – a beard un bigote – a moustache

tengo los ojos

– I have … eyes

tengo

– I have

llevo

– I wear

pecas –freckles granos - spots

Connectives and intensifiers también – also pero – but demasiado - too muy - very un poco – a little bastante – quite algo - somewhat ni… ni… - neither… nor…

a veces - sometimes

tengo el pelo

– I have … hair

singular plural soy pelirrojo/a – I am red-haired

NB – WORD ORDER –

in Spanish the

adjective comes

AFTER the noun

aburrido/a - boring antipático/a - unpleasant simpático/a – kind, nice divertido/a - fun perezoso/a – lazy

molesto/a - annoying tímido/a - shy

generoso/a - generous inteligente - intelligent loco/a – crazy paciente - patient ordenado/a - tidy desordenado/a - untidy extrovertido/a – outgoing, extrovert inmaduro/a - immature

Comparatives

más adjective que – more adjective than

menos adjective que – less adjective than

eg

mi padre es más alto que mi madre – my

dad is more tall (taller) than my mum

mis hermanas son menos molestas que

mi hermano – my sisters are less annoying

than my brother

Make sure you agree your adjective

– do you need a masculine,

feminine, singular or plural ending?

archaic

benevolent

forlorn

harangue

havoc

lethargic

desolate

tenacious

eloquence

seclusion

exuberant

perturbed

As blob entered the archaic church, he hoped he would find solace and support within the ancient, old building walls. He was not disappointed as two benevolent and caring people greeted him.

Inside the medical centre, one blob stood at the window feeling complete seclusion, alone from anyone else. He watched, upset by the weaponry being wielded. He wondered if another scuffle would inevitably end up breaking out.

On the other side of the tunnel, a blob with great eloquence boomed persuasively from the loudspeaker, fluently trying to persuade others to listen to his speech.

Despite the noise and attention from others, there was a blob who remained feeling desolate with an overwhelming feeling of unhappiness. His feelings were exacerbated and made worse by the beautiful bond shared by two blobs holding hands. Their beautiful bond seemed incongruous and not in keeping with those around them who felt like desolate blob: forlorn and lonely.

Meanwhile, perturbed by the possible explosion and worried that it might hurt someone, one blob raced towards the blob about to cause havoc with a bomb. First, he had to get past the exuberant blob, who was happily jumping for joy. Exuberant blob was oblivious to the bomb and hadn’t noticed it in the slightest.

Another blob seemingly also oblivious to the bomb was a lethargic blob, he showed no interest in anything going on around him – including the awful harangue going on from one blob to minuscule blob. Why he needed to give minuscule blob such an aggressive and lengthy speech was anyone’s guess!

All the while, reading blob demonstrated a very tenacious attitude and determination to block the others out and remain engrossed in his book.

solace

scuffledesolate – extremely unhappy

forlorn – sad and lonelyexuberant – happy and excited

lethargic – tired and lazytenacious – determined

perturbed – afraid or worried

scuffle –fightharangue – aggressive speech

havoc – widespread destructionoblivious – not aware

engross – absorbed attention

archaic – very oldbenevolent – kind

solace – comfort and consolation

minuscule – very smallincongruous – out of place

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