Year 7

Knowledge Organisers

Term 5

Year 7 Art and Design Knowledge Organiser

ToneTone means how light or dark something is. Thetones artists and designers use and the contrastbetween them can create very different moods andvisual effects.Further reading:

Imaginative TessellationEscher used tessellating shapesto create very imaginative work. He was famous for his tessellations where the individual tiles became recognisable things such as birds, fish, lizards or faces.

Key Words - definitions

Texture- (Textured)- refers to the surface quality in a work of art. We associate textures with the way

that things look or feel. Everything has some type of texture be it smooth, rough, furry , lumpy etc.

Tone (Tonal, Tones) - tone refers to the relative lightness or darkness of a colour

Mono chrome (mono-chromatic)-

Shading (shaded, shading)- Shading is the action of making the lines and marks used in a drawing or

painting to show the different tones.

Imagination (imaginative)- the act or power of forming a mental image of something not present to the

senses.

Tessellation (tessellating)- shapes that fit together with no gaps or overlaps to create a pattern or

picture.

Unique- some thing that is very unusual or a one-off.

Optical Illusion- A misleading image. Optical illusions simply trick our brains into seeing things which

may or may not be real.

Inspired (Inspirational, Inspire)- to have a brilliant idea.

Natural World- the whole of nature. All of the animals, plants, and other things existing in nature and

not made or caused by people.

DrawingWhen drawing you need to consider these three main areas – tone, texture (using mark making) and proportions.

The Grid TechniqueThe grid method involves drawing/placing a grid over your reference image, and then drawing a grid of equal measurements. Then you draw the image out, focusing on one square at a time, until the entire image has been transferred.

https://www.bbc.co.uk/bitesize/guides/z2thmsg/revision/1

Key Artist: M.C.Escher(Maurits Cornelis Escher)

https://www.youtube.com/watch/CNFIuVws5EA

Mark Makinghttps://www.bbc.co.uk/bitesize/guides/zc7sfrd/revision/7

Mark making describes the different lines, dots, marks, patterns and textures created in a drawing. It can apply to any drawing materials.It can be loose and expressive or controlled and neat. The results will depend on your choice of media, tools and techniques.

‘Eye’ by M.C. Escher 1946

Overview Selecting and Ranking Search Results

Search Engines - Introduction

Online Communication

Important Vocabulary

Google Keyword Browser Search Engine Ranking Crawlers Algorithm Internet Tim Berners-Lee World Wide Web

Searching and Communicating

-You should already know that the internet is a network of networks.

-You should also know that the World Wide Web is the part of the internet where we can visit websites and

webpages.

-The World Wide Web can be used to find information, using search engines.

-The internet is also a useful communication tool – with a number of different communication mediums

for a range of different purposes.

Selecting Search Results

-Search engines use programs known as crawlers to index the World Wide Web.

-They ‘crawl’ websites for searchable information – they then store where it is found in a huge index.

-Search engines select information from this index when we type in key words.

-Searching for some search terms can bring many millions of results.

-We need to make sure that our search terms are as refined as possible, in order to allow the search engine to select the information that is most relevant.

Ranking Search Results

-Search engines ‘rank’ the web pages (the highest ranked page is at the top).

-Search engines use algorithms to do this – algorithms look at a number of different factors and give web pages a score for each.

-The web page with the highest score ranks the highest.

-Some factors include if the search term is in the title of the page (high points) or if it appears in the paragraphs of the text on the page (lower points).

-Web designers consider algorithms when making when pages.

-Communication is when we share information with one another. We can communicate in lots of different ways on the internet, e.g. messaging services, emails, social media, video calling and gaming platforms.

-Public communication is visible to all, whilst private communication is restricted to only some people.

-Some communications are one-way (e.g. Youtube) whilst others are two-way (e.g. Skype).

-Some communications are to one person, whilst others are to many.

-We should consider which type of communication is most appropriate to our needs, safety and privacy.

-We can find information on the World Wide Web by using search engines.

-A search engine is a program that finds websites & webpages based on key words entered by the user.

-When the World Wide Web was invented by Tim Berners-Lee in 1989, there was only 1 website. By 2018, there were 1,630, 322, 579! The World Wide

Web is a big place, and we need search engines to be able to find what we need.

-Some examples of search engines are Bing, Google, Yahoo, DuckDuckGo and Kiddle.

-You can also type searches into the address bar of the browser (e.g. Google Chrome or Microsoft

Internet Explorer).

-We may not get the results that we are looking for if our search is not refined (precise) enough.

DESIGN TECHNOLOGY YEAR 7 MODULE 5

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.

Challenge 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.

OLIVER

TWIST What is ‘Oliver Twist’? Oliver Twist is a book written by Charles Dickens in 1837. There was

a lot going in England in the 1800s, here are some key facts about the era.

1) England had JUST got a new queen, Queen Victoria.

2) Poor people worked in work houses, places that offered you a job and a place to stay

when you couldn’t support yourself.

3) In 1861, 35,000 children under the age of 12 lived in the work houses.

4) Children would sleep two to a bed and sixteen to a room.

5) Conditions were dirty and cold and the jobs they had to do were hard.

6) Children would be beaten with whips if they cried.

Horrible! Our story is about an orphan named Oliver Twist who lives in a workhouse.

Then, one day, he asked a question and his life was changed forever...

What skills are we going to develop?

Physical skills

1. Body-language, using out bodies to

communicate

2. Unison (moving together)

3. Cannon (one person moves, then the

next etc)

4. Duet (two people moving together)

5. Solo (one person moving on their own)

6. Proxemics (where characters are in re-

lation to other characters)

Vocal skills

Pace—how fast or slow

Pause—taking a breath

Pitch—how high and low

Tone—emotion

Volume—how loud or quiet

Emphasis—saying certain words with

more energy

Accent—a way of speaking from a spe-

cific area.

Reading Skills QLA:

1 Give ideas about a text to demonstrate understanding of the plot, characters, themes and writer’s intentions

2 Use references/quotations to the text

3 Analyse the language and the techniques used, and explain why it has been used

4 Analyse the way the text is structured

5 Demonstrate an understanding of the relationship between the text and its social, cultural and historical context

6 Compare characters, events, language and ideas across two or more texts

Key Vocabulary:

Corruption

Vulnerability

Characterisation

Connotations

Social justice

Omniscient

Purpose

Allusion

Poverty

Construct

Perspective

Reliability

Gentleman

Prosperous

Merchants

Orphans

Reputation

Morality

Protagonist

Antagonist

Victorian society

Anti-Semitism

Term Five: Oliver

Twist

MODEL PARAGRAPH:

In the extract, Dickens presents Fagin as evil: ‘a very old shrivelled Jew, whose villainous-looking and

repulsive face was obscured by a quantity of matter red hair’. Typically the colour ‘red’ has connotations

of danger and the devil, which, added to the adjective ‘villainous-looking’ suggests that Fagin has the

typical appearance of a villain, is immoral and plays a role as the antagonist in the novel. Additionally, the

use of the adjective ‘repulsive’ could suggest that Fagin is unpleasant to the eye or that he has the ability

to repel people. This description of Fagin would not have shocked a Victorian audience as anti-Semitism

was rife during this era. Due to prejudice, there were limited careers available to people of Jewish descent

which drove Jewish people to illegal activity. However, to a modern audience, only referring to Fagin as

‘the Jew’ may cause offence as Dickens is allowing his faith to consume his identity whilst portraying him

as a corrupt man, thus perhaps making a generalisation about all Jews.

Key Characters

• Oliver Twist

• Fagin

• Mr Brownlow

• Nancy

• Mr Bumble

• Artful

Dodger

• Bill Sykes

Charles Dickens

Charles Dickens was born on the 7th Feb, 1812.

His parents were middle class, but they

suffered financially as a result of living beyond

their means. When Dickens was twelve years

old, his family’s situation forced him to quit

school and work in a shoe polish factory. Within

weeks, his father was put in a debtor’s prison;

his mother and siblings eventually joined him.

Dickens lived and worked on his own for several

months. The horrific conditions of the factory

haunted him.

Historical Context – The Victorians

There was a huge contrast between the rich and the

poor. The streets were always full of life, full of people

from pickpockets to elegant ladies.

At the start of the 19th century very few children went

to school. Many Victorian children were poor and worked

to help their families. Few people thought this strange or

cruel. Families got no money unless they worked, and most

people thought work was good for children.

Additional suggested tasks:

• Read the full version of Oliver Twist or

other Victorian novels.

• Research life in Victorian England: work-

houses, role of women, anti-Semitism

etc.

• Create a journal/diary entry from the

perspective of one of the characters.

• Create posters on key characters.

• Write your own analytical paragraphs

(can use your own texts) using the model

paragraph to support you.

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.

FOOD - 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.

Key Words & Terms

Food Spoilage - When food

deteriorates so that its quality is

reduced or it can no longer be eaten.

Food Poisoning – An illness caused by

eating contaminated food.

High-Risk Foods – Ready-to-eat moist

foods, usually high in protein.

Bacteria – Microscopic living

organisms, which are single celled and

can be found everywhere.

Reproduce – When plants and animals

make their own kind.

Binary Fission – How each bacterium

reproduces and splits into 2.

Temperature Danger Zone –

Temperatures between 5c and 63c,

where most bacteria can multiple.

Dormant – When bacteria become

inactive and cannot grow at all.

Temperature Probe – A device with a

metal spike which takes the core

temperature of a food.

Challenge Task –

To find out more, go to:

https://bit.ly/322eSpr

Data collection Description Advantages Disadvantages

Question-naires

A series of questions to find out people's views and opin-ions. Questions can be closed question, these pro-vide a choice of answers such as yes/no Open questions allow peo-ple to go into more detail. And are open ended

•You can collect a range of views and find out how different groups feel about an issue •Closed questions allow us to draw graphs easily and easily look for patterns

•Questions can be mis-leading if not planned carefully •People can be in a rush and not want to fill them out properly

Environmental survey

This is where you give a score to an area for a range of categories such as litter, vandalism and traffic. This score allows us to assess how much of a problem they are.

•You can easily compare different streets and are-as •You can give a score to things like safety

•Its based on you opin-ion so can be biased •If we complete it on a nice sunny day then our scores might be differ-ent than if we complet-ed it at night

Traffic surveys

Tally the number of different vehicles that pass by in a set period of time

•You can quantify the amount of traffic •You can see if different types of vehicles are more com-mon •You can see patterns

•You can make mis-takes if its very busy •Results can be affected by the time of day/week

Our local area:

Our school is located in Trowbridge, the county town of Wiltshire. Wiltshire is a county in the

South West and has a population of approximately 470,000. The largest town in Wiltshire is

Swindon. People have a variety of views about our home town, some are positive and some

are negative. The River Biss floes through our town. The town is also 31 miles (49 km) south

west of Swindon and 20 miles (32 km) south east of Bristol. Trowbridge is a market town,

the Kennet and Avon canal to the north of Trowbridge allowed coal to be transported from

the Somerset Coalfield and The town was the foremost producer of this mainstay of contempo-

rary clothing and so Trowbridge had an industrial past. Infact it was once known as the

"The Manchester of the West". Today much of the industry has closed or moved elsewhere

UK Human Environments: Our local area

What are the advantages and disadvantages of living in Trowbridge

Advantages Disadvantages

In the 2011 Census 49.75% of people liv-

ing in Trowbridge felt their health was

very good (2% higher than England as a

whole)

Close to major cities such as Bath and

Bristol: ideal for shopping and work

A train station makes commuting to work

easy

Close to major tourist attractions such as

Bath and Longleat

A sense of community

High levels of crime and anti social behav-

iour

Traffic problems leading to high levels of

air pollution

Major employers have closed and moved

elsewhere

Derelict and unused sites

It has a poor reputation

Life expectancy varies around the town as

does poverty and unemployment

How can we present data about our local area?

Traffic data can be presented

as a proportional flow arrow.

Thius is where the size of the

arrow shows the amount of

traffic. The wider the arrow

the more traffic there is

Environmental survey data

can be presented as a radial

graph. Each segment repre-

sents a category e.g segment D

= traffic, E = vandalism and F =

litter. The amount of the seg-

ment coloured in shows the

scores

What data can we collect about our local area?

Key term Definition

Doom Painting A painting that depicted (showed) heaven and hell.

Monastery A place where monks and nuns live and worship

Pope Leader of the Roman Catholic Church, based in Rome

Relics Remains of a holy person or object, used for prayer

Cleric Anybody who worked for the church

Tithe Tax paid to the Church

Crusade A religious war

Christendom The Christian world in the Medieval period

Monks/Nuns Men/women who devoted (gave) their lives to God

Pilgrimage A journey made to a special religious place

Holy Land The area where Jesus lived and died

Bishop An important church leader

The role of the Church in Medieval society

• The church had an important role in the lives of people, as most believed in the reality of a spiritual realm all around them, and in Heaven and Hell.

• In the Middle Ages, church ceremonies provided for people's religious lives – baptisms, christenings, marriages, confession, the last rites for the dying and burying the dead

• The Church played a big part in government: Bishops sat in the House of Lords. They could raise an army for the king in times of war.

• The Church was very wealthy—everybody paid a tax called a tithe to it.

• Anybody who was not a Roman Catholic Christian was persecuted (very badly treated)

• Many people chose a career in the Church or in a monastery. • Many people went on a pilgrimage to try to reduce the time

they spent in Purgatory. A person who had been on pilgrimage would wear a badge to show which shrine he had visited.

Monks and Nuns

• Monks and nuns took vows of poverty, chastity and obedience

• Monks could often read and write, so they copied books and documents and taught children.

• Monks usually lived in closed communities and built monasteries

• Monasteries and nunneries looked after the old and sick, provided somewhere for travellers to stay, gave alms to the poor and sometimes looked after people's money for them.

• Monasteries had running water and good toilet facilities, and were much healthier than medieval towns and villages.

• Monasteries often had libraries.

The Crusades

• The Crusades were a series of religious wars between Christians and Muslims, fought to secure control of holy sites considered sacred by both groups.

• For Jews, Christians and Muslims, Jerusalem was, and still is, a holy city. For Christians it was the centre of their world spiritually and geographically.

• In 1095, Pope Urban II promised the knights of Europe forgiveness of their sins if they went on a Crusade to win back Jerusalem for Christianity.

• This was not the only crusade. See the image:

Challenge yourself to learn more here:https://www.bbc.co.uk/bitesize/guides/zjbj6sg/revision/1

History - The Impact of the Christian Church in Britain

Year 7 – Term 5

Maths Essential Vocabulary

Word Meaning

Expression Algebra that doesn’t have an equals in it.

Eg. 3x + 5y

Equation Algebra that has an equals.

Eg. 3x + 5 = 8

Terms Each part in an algebraic expression or equation.

Eg in 3x + 5y, 3x is a term and 5y is another term.

Simplify Group together ‘like’ terms

Substitute Replace the letter with the relevant number and calculate.

Solve Find the value of the unknown.

Expand Multiply out the brackets.

Sequence A set of numbers following a pattern/rule.

Term Each value in a sequence. The first number is called the first term

etc.

Term to term The pattern/rule that takes you from one term to the next in a

sequence.

Eg. In the Sequence 3, 5, 7, 9… The term-to-term rule is add 2.

Key Terms and Definitions

Verse The part of the song that sets up the chorus and tells the story.

Bassline The lowest pitched part of the music often played on bass instruments such as the bass guitar or double bass. Creative and distinctive basslines make your song stand out!

Melody The main “tune” of a song or piece of music, played higher in pitch that the bassline.

Chord Sequence The pattern of chords used to create the harmony of the song for the melody

Verse-Chorus Form A structure of a popular song which makes use of verses and choruses – there’s usually an intro, bridge and outro somewhere in there too!

Key Artists – Go the extra mile!

Adele(b.1988)

Adele is often cited as the one of the most successful female singers in history, selling over 40 million albums and 50 million singles in just five years. Here one of her most famous songs, Someone Like You, here. Can you work out the structure? https://www.youtube.com/watch?v=hLQl3WQQoQ0

Ed Sheeran(b.1991)

Ed Sheeran is a singer-songwriter, famous for his honest and emotional songwriting. His two albums ‘+’ and ‘÷’ are two of the best selling UK albums of all time. Listen to one of his most emotive songs, Supermarket Flowers, here: https://www.youtube.com/watch?v=bIB8EWqCPrQ

Taylor Swift(b.1989)

Taylor Swift is an Americansinger-songwriter who has her roots in Country music, and has moved more into mainstream pop music in recent years. Have a listen to her song Love Storyreleased in 2008. Can you name the instruments used? https://www.youtube.com/watch?v=8xg3vE8Ie_E

Making up your own music is called composition. People who write music are

called composers. When it comes to composing music there are no set rules. You

can write a song any way you want to. The important thing is that you enjoy creating

it. You are going to be composing your own short song (verse and chorus) using

melody and chords. Don’t forget you can use Bandlab to work on your ideas at home.

Introduction to Composition

Chords we are using:

C = C E G F = F A C G = G B D

Year 7 Knowledge Organiser – Theory Me THEORY ME (Term 5)

1. Know most of the components of fitness (Components include: Speed, Strength, Power, Agility, Coordination, Balance, Flexibility, Reaction, Cardiovascular endurance, muscular endurance)

50%< 51 – 69% 70%+

2. Know the Principles of training (Specificity, Overload, FITT, Progression, Reversibility, Moderation, Variance)

3. Know some methods of training and know the difference between aerobic and anaerobic exercise. (Continuous, Interval, Fartlek, Circuit, Resistance, Plyometric, Agility, Flexibility, balance)

Components of Fitness

SKILL-RELATED Definition Example

AGILITY The ability to change direction at speed remaining in control of the body

Badminton player moving around the court in all directions at speed with efficiency

BALANCE The ability to maintain the body’s centre of mass above base of support

A gymnast completing a routine on the beam with turns, jumps and leaps

COORDINATION The ability to use two or more body parts together

A diver timing their arm and leg movements to perform a tuck somersault into the water

POWER The ability to perform a strength activity with speed. (SPEED X STRENGTH = POWER)

A javelin thrower applying strength, quickly to release the javelin to see how far it can go

REACTION TIME The time taken to respond to a stimulus A boxer perceives a punch from their left and rapidly moves head to the right to avoid the punch

SPEED The ability to put body parts into motion quickly

A tennis player moving forward from the baseline to play a net shot

Principles of Training

Principle of Training Definition Specificity Training Programmes must be specific to the needs of the sport and performer.

Progression In order to improve and continue to develop, the training programme must be made progressively harder. Once the body adapts to stresses and loads placed upon them no further changes will occur.

Overload In order for the body to adapt it must work harder than normal. This can be achieved by changing five key factors of training: F. I. T. T. A. (F: Frequency, I: Intensity, T: Time, T: Type and A: Adherence)

Reversibility Use it or lose it! It takes much longer to gain fitness than it does to lose it. If we train our muscles get bigger (hypertrophy), alternatively if we don’t our muscles get smaller (atrophy)

Moderation Training needs to consider the age, gender, environment and experience. It must be at the correct level for the sports performer.

Variance Training must be varied, this will help with progression. It will help avoiding a plateau in performance and also reduce tedium.

LD: RE Year 7 Unit 4: Why is the world important?

Key Questions:

How did God create the world? What does the Bible tell us about the story of creation? Why

is this important? How can this be interpreted? What are humans doing to the planet? What would Christians think about this? How is this

affecting our world? What does it mean to be a good steward? What is stewardship? Where do these ideas come

from? How can we be good stewards in our lives today? What do Christians do to help the environment? Where do these ideas come from? Why is

this important to our world? How can we be involved? How can we help the world? Why should we do it? Is it just for religious believers?

Key Terms:

Creation The beginning of the world and the universe

Dominion Having control (over the world)

Duty A responsibility (to look after the world)

Environment The world around us

Genesis The first book in the Bible detailing the story of creation

Pollution Harmful substances that damage the planet e.g. car exhaust fumes

Responsibility Being accountable for something (the planet)

Stewardship The job of supervising/taking care of the world as given by God.

Key Concepts:

Charity/Organisations

Organisations created to support various environmental issues, e.g. Green Peace, Operation Noah, The Salvation Army. Demonstrating the Christian idea of agape love for humankind

Creation The beginnings of the world and the universe as detailed in Genesis. Christians believe that the story can inform us not only about the nature of God but also our place with in the world and why He created it. Many Christians interpret this differently, some believe the book of Genesis details actual events where as others would interpret it as poetic and metaphorical .

Environmental campaigning

The action of raising awareness for environmental issues with the aim of protecting and improving the health of the environment. Often this can be emotive, making governments aware and putting pressure on them in order to make a change.

Stewardship Christians believe that through the story of Genesis humans were given stewardship over the earth. This means that humankind has become the earth’s guardians, which for some explains why God no longer intervenes. It enables humans to continue to the work of God through their caring actions.

Metals Knowledge Organiser

KPI C5.1 Metals and non metals

KPI C5.2 Metallic bonding

KPI C5.6 Extracting metals

KPI C5.5 Reactivity series

KPI C5.4 Displacement reactions

KPI C5.3 Alloys

The Periodic Table Knowledge Organiser

KPI C4.1 and C4.2 The Periodic Table

KPI C4.3 Atomic structure

KPI C4.7 and C4.8 Halogens and noble gases

KPI C4.3 Atomic structure

KPI C4.6 Group 1 metals

KPI C4.4 Calculating numbers of subatomic particles

Big Question: Are all elements the same?

KPI C4.5 Reactions

All the different elements are arranged in a chart called the periodic table. A Russian scientist called Dmitri Mendeleev produced one of the first practical periodic tables in the 19th century. The modern periodic table is based closely on the ideas he used:

• the elements are arranged in order of increasing atomic number

• the horizontal rows are called periods • the vertical columns are called groups • elements in the same group are similar to each other

ADJECTIVES aburrido/a – boring

divertido/a – fun barato/a – cheap

caro/a – expensive bueno/a – good nulo/a – rubbish pesado/a – dull sano/a – healthy

malsano/a – unhealthy peligroso/a – dangerous

sucio/a – dirty competitivo/a – competitive

fácil – easy difícil - difficult

interesante – interesting emocionante – exciting

Los pasatiempos – hobbies INFINITIVES cocinar – to cook ir al cine – to go to the cinema cantar – to sing jugar al fútbol – to play football nadar – to swim montar en bicicleta – to ride a bike jugar a los videojuegos – to play video-games escuchar música – to listen to music ver la televisión – to watch television navegar por internet – to surf the net hablar por teléfono – to talk on the phone salir con mis amigos – to go out with my friends hacer los deberes – to do homework ir de compras – to go shopping leer un libro – to read a book tocar la guitarra – to play the guitar

¿Cuándo? – When?

normalmente – normally por regla general – usually / generally los lunes – on Mondays el fin de semana – at the weekend después del colegio – after school antes del colegio – before school por la mañana – in the morning

por la tarde – in the afternoon a veces – sometimes de vez en cuando – from time to time

el martes que viene – next Tuesday mañana – tomorrow

esta noche - tonight

me gusta – I like me gusta mucho – I really like me encanta – I love me da igual – I don’t mind me interesa – I am interested in me mola – I like (informal) me chifla – I really like/love

me flipa – I really like/love no me gusta – I don’t like no me gusta nada – I really don’t like odio – I hate me aburre… - …. bores me me fastidia … - … annoys me prefiero – I prefer

Note – the infinitive follows these phrases if you are talking about doing something

Los deportes – sports For sports we play – we use jugar al… (not el). For other sports - we use practicar + el/la.. el fútbol – football el rugby – rugby el baloncesto – basketball el tenis – tennis el tenis de mesa / el ping pong – table-tennis el voleibol – volleyball el hockey - hockey el patinaje – skating la vela - sailing

la natación – swimming el judo – judo la equitación – horseriding el esquí - skiing

el atletismo – athletics el ciclismo - cycling la gimnasia – gymnastics el baile - dancing

Key verb – jugar – to play juego– I play jugamos – we play juegas – you (s) play jugáis – you (pl) play juega – he/she plays juegan– they play

Year 7 Spanish

El tiempo libre – Free time

Opiniones y razones – Opinions and reasons

singular plural

Connectives porque – because puesto que – because

ya que – because también – also

además – in addition pero – but

sin embargo - however

muy – very bastante – quite un poco – a bit demasiado – too

Future tense - going to…

Use part of the verb ir + a + infinitive

eg

voy a cocinar - I am going to cook vamos a leer – we’re going to read mi madre va a nadar – my mum is going to swim

Note – when giving an opinion

of an activity (using the

infinitive), the masculine

adjective form is used

es – it is

puede ser – it can be

Use a comparative!

más (+ adjective) que - more …than

menos (+ adjective) que - less …than

eg: el rugby es más peligroso que el tenis –

rugby is more dangerous than tennis.

cantar es menos difícil que bailar – singing is less

difficult than dancing.

Key verb for forming the future tense – ir – to go voy– I am going vamos – we are going vas – you (s) are going vais – you (pl) are going va – he/she is going van– they are going

feud

flabbergasted

ambivalent

livid

perplexed

precipitous

abhorrent

conquer

crevasse

flamboyant

As blob stood by the start of the bridge he feltcompletely ambivalent, could he possibly make it acrossin one piece? He could see that on the other side, armswide with pride, blob had clearly managed to conquerhis fears and crossed the bridge successfully. However,there were those who clung on with a perplexedexpression and he wondered what they had to be sopuzzled about.

Perhaps they (as to be honest, he was) were questioningthe risky and flamboyant choice of blob balanced soprecariously on the rope of the bridge. With such a steepprecipitous edge and deep crevasse to fall into, it didseem a rather foolish idea. It was almost certainly thisthat had exacerbated his trepidation over setting foot onthe bridge.

Blob was so focused on the left side of the bridge that hefailed to notice the abhorrent act of another blob whohad pushed his foe over the edge! With a livid cry, hisenemy hurtled to the ground! This heinous act waswitnessed by a flabbergasted blob who instinctivelystretched out his arms in vain, but knew there was nohope of saving him.

It was quite incredulous to think that not more blob’shad tried to help! Although for some, the feud they werehaving with their friend had taken their attention awayfrom everything. For others, they ought to stop gawkingat the lost blob and focus on saving the other clinging onto the bridge!

precariously

foe

heinousgawk

perplexed – confused livid – very angry

flabbergasted – shockedambivalent – unsure

feud – argumentcrevasse – abyss

foe – enemy

conquer – overcomegawk – stare

precariously – not secure

abhorrent – terribleheinous – horrific

precipitous – steepIncredulous – disbelieving

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

idyllic

immaculate

sedentary

verdant unkempt

dilapidated

consternation

ravenous

disparity

tranquil

succulent

sombre

melancholy

Dilapidated and in desperate need of repairing, the panels that made up the back fence on the left were in a state of ruin due to neglect. This failure to look after the fence extended into the rest of the garden, which grew wild and unkempt. The lawn’s tufts of grass made it look particularly untidy. In contrast, the garden on the right was in excellent condition.

This immaculate garden was perfectly neat and tidy, with its well-kept lawn, path and thoughtfully tended to flower beds. Despite the clam and neatness, which created a tranquil atmosphere, not all of the blobs were feeling tranquil. Some blobs felt rather melancholy and sombre. Sad perhaps that they could not help the lonely blob stuck in the tree.

Perhaps the disparity, the enormous differences between the two gardens, was the cause of one Blob’s consternation. He had not expected to see such a difference; he couldn’t help thinking that it all looked so idyllic and picturesque on the other side of the hedge. What Blob was not considering was that although the other side was immaculate, his side of the fence was verdant. Untidy yes, but it was rich with a green lawn and mature trees and Blob’s enjoying football and music. On the other side, Blobs were sitting sedentarily.

One thing both sides did share was the succulent and juicy sausages being cooked on the BBQs! The blob cooking, could not wait to tuck in as he was extremely hungry, some might even say that he was ravenous!

neglect

Dilapidated = falling apart.

Neglect = not looked after.

Immaculate = kept perfectly.

Melancholy = feeling sad for no obvious reason.

Tranquil = peaceful

Sombre= sad / dull

Sedentary = not much physical movement

Disparity = big difference

Succulent = juicy and tasty

Idyllic = peaceful & picturesque

Consternation = anxiety and unhappiness

Verdant = lush & green

Unkempt = untidy

Ravenous = very hungry

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