Organiser 2019-20 Knowledgematerials Proportion -describe the size, location, or amount of one element in relation to another Composition -the placement or arrangement of visual elements

2019-20

Cycle Two

Year 7

Knowledge Organiser

Knowledge Organiser Year 7 Spring 2020 Cycle Two | Page 2

Intro

du

ction

Don’t just copy material from the knowledge organiser into your book.This will not increase your retrieval strength, since you are not actually trying to remember anything. It won’t stick!

TOP TIP

Why should you self-quiz?Your mind is split into two parts: the working-memory and the long-term memory. Everybody’s working-memory is limited, and therefore it can very easily become overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

You can support your working memory by storing key facts and processes in long term memory. These facts and processes can then be retrieved to stop your working memory becoming overloaded.

Research shows that students remember 50% more when they test themselves after learning something.

This booklet contains knowledge organisers for all of your subjects. Each knowledge organiser has the key information that needs to be memorised to help you master your subject and be successful in lessons.

How should I self-quiz, and how often?There are many different ways to learn the material in your knowledge organiser.

You could:

a) Cover – Write – Check: Cover up one section of the knowledge organiser, and try to write out as much as you can from memory. Check the knowledge organiser to see if you are right and correct any mistakes.

b) Use your knowledge organisers to create flashcards. These could be double sided with a question on one side and the answer on the other. Alternatively, a keyword on one side and a definition or diagram on the other. These are then used for self-quizzing.

c) Draw a mind map, jotting down everything that you can remember from the knowledge organiser. Check accuracy and then repeat.

d) Make up mnemonics (e.g. BIDMAS) to help you remember key facts. Write these out from memory.

Self–Quizzing


Intro

du

ction

Week 2 Subject 1 Subject 2 Subject 3

Monday T2 Vocab Art Science

Tuesday MFL Geography Sparx Maths

Wednesday RPE Science Drama

Thursday MFL English History

Friday Sparx Maths Sparx Maths English

Week 1 Subject 1 Subject 2 Subject 3

Monday T2 Vocab MFL Science

Tuesday Music ICT Sparx Maths

Wednesday RPE Science English

Thursday MFL History Geography

Friday Sparx Maths Sparx Maths English

Homework Schedule This table shows you which knowledge organisers you should use each day for Homework. Remember that your workbooks will be checked each morning in tutor time. You should spend a minimum of 20 minutes on each subject per night (5 hours per week).

T

CNA

on Time

Accurate

Neat

Complete

Homework should be TANC.

Any work that is not TANC will be considered incomplete.

What are the Homework expectations?You must:

• Check the schedule below to see which knowledge organisers you should use each day.

• Complete one full page for each subject on the schedule in your workbook every day.

• Use your knowledge organiser after you have finished to mark and correct your own work.

• Write the date and subject heading for each piece of work.

Homework Expectations


ArtYEAR 7 ART – SPRIN

G TERM PR

INT M

AK

ING

– Natural Form

s

Angie Lewin is a British printm

aker working in linocut, w

ood, engraving, lithography and

screen printing. She is inspired by the clifftops and saltm

arshes of the North N

orfolk coast, and the Scottish Highlands. She depicts these contrasting environm

ents and their native flora in her prints.

H

enri Matisse is a giant of m

odern art. In his late sixties, w

hen ill health first prevented Matisse from

painting, he began to cut into painted paper w

ith scissors to m

ake drafts for a number of com

missions.

In time, M

atisse chose cut-outs over painting: he had invented a new

medium

.

TO

NA

L RA

NG

E is the range from

light through to dark of an object or of an entire painting or draw

ing. In painting, and more

especially in drawing, it is this range of values regardless of the

colour. To m

ake different tones gradually increase the pressure of your pencil to create a darker tone and lessen off the pressure for lighter tone.

Colla

grap

hy is a printing process in w

hich a collaged plate is m

ade and printed from

. The

different surfaces on the plate print varied tones

and textures. N

atural materials, papers and m

ediums can

be added and are usually covered in a layer of shellac or varnish or even P

VA

glue, that is left to dry before printing.


Art

Exa

mp

les of Colla

grap

h p

rints:

VOCABU

LARY YOU

NEED TO

BECOM

E FAMILIAR W

ITH:

Collagraphy – a printing process involving creating a printing plate M

edium – m

aterial Contrast – difference betw

een two things

Primary – first (colours)

Secondary – second (colours) Tertiary – third (colours) Juxtaposition - tw

o things being seen or placed close together w

ith contrasting effect Tone - the light and dark values used to render a realistic object, or to create an abstract com

position Texture - the perceived surface quality of a w

ork of art Collage - a piece of art that incorporates a variety of m

aterials Proportion - describe the size, location, or am

ount of one elem

ent in relation to another Com

position - the placement or arrangem

ent of visual elem

ents in a work of art

Element – a building block in an art piece

Observational draw

ing is easily defined as draw

ing or painting from life. E

xamples w

ould include sketching a bow

l of fruit (still life), draw

ing from a m

odel (figurative), or drawing a

street scene (landscape). The image is not taken

from either a photograph or the artist'

imagination, but from

real life observation.

In order to produce an outstanding observational draw

ing, you must observe: your

eyes must continually dance from

the piece of paper to the object and back again. N

ot just once or tw

ice, but constantly.

CO

LOU

RC

olour is produced when light strikes an object and reflects back to the eye.


Co

mp

utin

g

KS3 Computing – HTML 1


Co

mp

utin

g

Adding an Image

For a list of all 140 Colo(u)r Names, use this link: http://htmlcolorcodes.com/color-names/

HTML Font Names:

https://www.w3schools.com/cssref/css_websafe_fonts.asp

KS3 Computing – HTML 2 HTML formatting:

https://www.w3schools.com/html/html_formatting.asp


Dra

ma

Melodrama (mel-uh-drah-muh): a dramatic form that exaggerates emotion and emphasises plot or action at the expense of characterization.

Melodrama began in the early 1800s and became popular by 1840. Melodrama developed as a theatrical form in France and grew popular during the time of industrialisation. More people were moving into cities and needed entertainment. Melodramatic plays were a mixture of violence, romance and sentimentality. Each scene was short and full of action. Melodramatic plays used over the top setting, music, exaggerated acting and encouraged audience interaction.

Drama – Year 7 Melodrama Knowledge Organiser

Set and Lighting

Colour Colour could be used symbolically such as red for danger and white for purity.

Levels Levels could also suggest status, such as high platforms for the powerful characters.

Lighting The lighting could help create shadowy corners, or sudden flashes could add dramatic effect to surprise entrances.

Set The set in a melodrama should create an atmosphere. There may be shadowy corners in which a villain could lurk. You may need several doorways for dramatic entrances/exits and thrilling chase sequences

Sound effects and music

Music Fast music might increase the tension for a chase sequence; slow, creepy music might add tension to a dangerous situation.

Sound effects

Sound effects could be used in melodrama to add atmosphere – a stormy night, driving rain, howling wind, an advancing steam train. Effects could also be added to actors’ voices, such as echo for evil laughter.

Structure: The structure of a play is the ‘shape’ of the action.

Exposition The exposition is the portion of a story that introduces important background information to the audience; for example, information about the setting, events occurring before the main plot, characters' back stories, etc.

Rising action In the rising action, a series of events build toward the point of greatest interest. The rising action of a story is the series of events that begin immediately after the exposition (introduction) of the story and builds up to the climax. These events are generally the most important parts of the story since the entire plot depends on them to set up the climax and ultimately the satisfactory resolution of the story itself.

Climax The climax of the play is the point at which the action changes decisively. It may be a truth revealed, a choice made by a major character, or a reconciliation among characters. No matter what kind of event the climax is, the climax marks the "point of no return": the main action or character of the play has moved in a direction from which there is no returning to earlier states of affairs. Because the climax is the decisive turning point of the play, after which suspense diminishes, the climax of most plays is placed near the end of the plot.

Falling action During the falling action, the conflict between the hero and the villain unravels, with the hero winning against the villain. The falling action may contain a moment of final suspense, in which the final outcome of the conflict is in doubt.

Denouement The dénouement comprises events from the end of the falling action to the actual ending scene of the drama or narrative. Conflicts are resolved, creating normality for the characters and a release of tension and anxiety, for the audience


Dra

ma

Practical skills: exaggerated emotions

Anger Both hands shoulder high, eyebrows pushed towards each other, face tense with a grimace, hands in tight fists.

Dramatic / overwhelmed

Chin up bringing the face to look up, one arm dropped limp to the side. Other hand open with palm towards audience on top of forehead.

Evil planning One eyebrow up, the other down. Grimace on face. Hands rubbing together. If it’s a really good plan, the fingers twiddle.

Evil sneaking Shoulders hunched over, arm raised to cover the nose, eyes free to shift around the room. Legs bent as they cross the stage.

Fear Face turned to the right, right hand to mouth, fingers curled under touching the top of palm.

Grief Head down, shoulders hunched, hands cupping face. Raising shoulders up and down with a sobbing noise.

Horror Eyes wide, mouth open, both hands to cheeks with fingers extended.

Love Female: chest high, head to one side, kick leg up, hands under chin, smileMale: chest high, right hand across chest and hand on heart. Other hand open and pointing to his love.

Pride Chest up, hands with knuckles to both hips, legs slightly apart, balanced. Chin up and tilted head.

Stock characters: a form of stereotype, which we expect to see in a particular style of drama. Their appearance, behaviour and speech is predictable.

Faithful servant

The faithful servant is the accomplice of the hero. However, this character is also often portrayed as clumsy and idiotic. He is not as brave, courageous or handsome as the hero. This character often provides comic relief to the audience, just like the villain’s accomplice.

Hero The hero is moral, manly, brave and handsome. He believes in justice and fights against evil and injustice. He also saves the heroine from danger and defeats the villain.

Heroine The heroine is beautiful, kind, gentle and innocent. She is in love with the hero. She is often in some distress or danger and needs to be saved (Damsel in distress). At the end of the story, she has her happily ever after with the hero.

Villain The villain is the main enemy of the hero. He is evil, powerful, dishonest, vengeful, corrupt and rich. He hates the hero. In most melodramas, the villain tries to kidnap or marry the heroine.

Villain’s accomplice

Villain’s accomplice helps the villain, but he often gets in the way of the villain. He or she is rather idiotic and stupid and provides comic relief.

Costumes in melodrama

With the characters being stereotypical, costume design in melodrama would usually reinforce these stereotypes. Colour might be used symbolically (red for danger, black for a villain, white for purity etc) and accessories might be added for dramatic effect, e.g. a cloak to swish menacingly.


En

glish

WEEK 1 WEEK 3

Culture: The way of life of groups of people; the way they perceive/do things.

Stereotype: An oversimplified image or idea of a particular person, group, or thing.

Tradition: Customs/beliefs/practices passed down from one generation to the next.

Repressed: To forcibly keep something under control.

Heritage: An individual’s ethnic or cultural background; a cultural aspect or tradition that has been passed down through generations.

Villain: Someone/thing that harms other people or breaks the law.

Identity: The qualities, beliefs, personality that make a person or group. Often shaped by culture, tradition, heritage, and language.

Victim: Someone/thing that has suffered, either because of the actions of someone/thing else, or because of illness or chance.

Accent: A distinctive way of pronouncing words, especially associated with particular geographical areas or social class.

Prejudice: An opinion that is held without reason or actual experience.

Dialect: Phrasing which is particular to a specific region or social group.

Discrimination: The unfair treatment of different categories of people, especially on the grounds of race, sex, or age.

WEEK 2 WEEK 4

Vocabulary: The words that make up a language. Conflict: A disagreement – this can come in many forms such as physical, verbal, internal etc.

History: A series of past events, connected with a particular person/people.

Oppression: Prolonged cruel or unjust treatment of people; cruel of unjust execution of authority.

Oral: Spoken/verbal communication. Protest: A statement or action that expresses disapproval or objection to something.

Epic poem: A lengthy narrative poem normally involving a time beyond living memory concerning extraordinary deeds performed by extraordinary people.

Infer: Red between the lines to find out information, rather than being given explicit statements.

Endured: To suffer through something patiently over a period of time. Power: The ability to direct or influence the behaviour of others.

Year 7 – Political and Cultural Poetry


En

glish

Year 7 – Political and Cultural PoetryWEEK 5: AO2: Key Language devices

Alliteration: The repetition of the same consonant sounds at any place, but often at the beginning of words.

Assonance: The repetition or a pattern of the same vowel sounds.

Couplet: In a poem, a pair of lines that are the same length and (usually) rhyme and form a complete thought.

Enjambment: A sentence or thought which flows over more than one line of poetry with no punctuation.

Genre conventions:

The main features of a type of text including themes, setting, characters, plotlines

Hyperbole: A figure of speech in which deliberate exaggeration is used for emphasis.

Imagery: The use of pictures, figures of speech, and description to evoke ideas, feelings, objects, actions, states of mind etc.

Metaphor: A figure of speech in which two things are compared, usually by saying one thing is another,or by substituting a more descriptive word for the more common or usual word that would be expected. Probably the most important figure of speech to comment on in an essay.

Stanza: Two or more lines of poetry that together form one of the divisions of the poem.

Symbol: When a word, phrase, or image ‘stands for’ an idea or theme.

Poet: Quick Bio: Poems:

John Agard Born: 1949, British Guiana. Language: Patois/English.

“Half-Caste”, “Checking Out Me History”.

Grace Nichols Born: 1950, Guyana.Language: Creole/English.

“Island Man”, “Hurricane Hits England”.

Imtiaz Dharker Born: 1954, Pakistan.Language: Pakistani/Marathi/English.

“This Room”, “Blessing”.

Tom Leonard Born: 1944, Scotland.Language: English.

“Unrelated Incidents”.

Sujata Bhatt Born: 1956, India.Language: Gujarati/English.

“Search for My Tongue”.

Derek Walcott Born: 1930, Saint Lucia.Language: French/Creole/English.

“Love After Love”.

Niyi Osundare Born: 1947, Nigeria.Language: Pidgin/English.

“Not My Business”.

Moniza Alvi Born: 1954, Pakistan.Language: Pakistani/English.

“Presents From My Aunt in Pakistan”.

WEEK 6 and 7: AO3: Context.


En

glish

Poem: Key Quotation:

“Half-Caste” “an I will tell you de other half of the story”

“Checking Out Me History” “I carving out me identity”

“Island Man” “his crumpled pillow waves”

“Hurricane Comes to England” “it took a hurricane to bring her closer to the landscape”

“This Room” “the bed is lifting out of its nightmares”

“Blessing” “screaming in the liquid sun, their highlights polished to perfection”

“Unrelated Incidents”. “yi canny talk right”

“Search for My Tongue”. “Every time I think I’ve forgotten, I think I’ve lost the mother tongue, it blossoms out of my mouth.”

“Love After Love”. “You will love again the stranger who was your self.”

“Not My Business”. “The jeep was waiting on my bewildered lawn waiting, waiting in its usual silence.”

“Presents From My Aunt in Pakistan”. “My costume clung to me and I was aflame, I couldn’t rise up out of its fire”

Year 7 – Political and Cultural Poetry

Analytical Vocabulary:

Suggests/implies/Connotes/indicates/highlights/perhaps

arguably/ significantly/ in

particular

WEEK 8 and 9: AO1: Textual References.


Fre

nch

deux 2

trois 3

quatre 4

cinq 5

six 6

sept 7

huit 8

neuf 9

dix 10

onze 11

douze 12

des some

sommes are (we)

êtes are (you pl.)

sont are (they)

frère brother

sœur sister

parent parent

ouvert open

prudent careful

strict strict

jeune young

faisons do/make (we)

faites do/make (you pl.)

font do/make (they)

progrès progress

effort effort

travail work

sport sport

équitation horse riding

natation swimming

aller to go

vais go (I)

vas go (you)

va go (he/she)

collège school

musée museum

parc park

caisse checkout

gare station

poste post office

train train

samedi Saturday

comment how

où where

quand when

aéroport airport

étranger abroad

hôtel hotel

université university

commerces business

iles islands

États-Unis Untied States

souvent often

rarement rarely

avons Have (we)

avez Have (you pl.)

ont Have (they)

lecteur reading

MP3 MP3

problème problem

cheval horse

difficile difficult

formidable fantastic

Revision Week:Autumn Half Term 1Autumn Half Term 2Spring Half Term 1

allons go (we)

allez go (you pl.)

vont go (they)

vacances holidays

ville town

mois month

année year

Écosse Scotland

Angleterre England

Londres London

chez at (somebody’s (house))

venir to come

viens come (I/you s.)

vient comes (he/she)

dire to say

dis say (I/you s.)

dit says (he/she)

sortir to go out

sors go out (I/you s.)

sort goes out (he/she)

prendre to take

prends take (I/you s.)

prend take (he/she)

apprendre to learn

comprendre to understand

vérité truth

de from


Fre

nch

qui who

que what/that

pourquoi why

quel which/what

combien how much/many

bureau office

club club

équipe team

parfois sometimes

dans in

Il y a + numbers/nouns

Plural nouns (with des)

Plural adjectives

Adjectival Agreement

Indefinite articles (un/une/des)

(à la/à l’/au/aux) “to + places”

Question words

(en) with feminine countries +

Subject-Verb inversion in questions

Question words

“ne … pas” to form negatives

avoirJ’ai I have

Tu as You have (s)

Il / Elle a He / She has

Nous avons We have

Vous avez You have (pl.)

Ils / Elles ont They have

êtreJe suis I am

Tu es You are (s)

Il / Elle est He / She is

Nous sommes We are

Vous êtes You are (pl.)

Ils / Elles sont They are

faireJe fais I am

Tu fais You are (s)

Il / Elle fait He / She is

Nous faisons We are

Vous faites You are (pl.)

Ils / Elles font They are

aller – to go Je vais I go

Tu vas You are (s)

Il / Elle va He / She is

Nous allons We are

Vous allez You are (pl.)

Ils / Elles vont They are


Ge

og

rap

hy

Yr7 DevelopmentWhat is development?

Development is an improvement in living standards through better use of resources.

How do we measure development?

Economic development

We plot countries using their GDP or GNI (see left)

Human Development Index (HDI)

A number that uses life expectancy, adult literacy rate and income per person (GNI).

DEVELOPMENT INDICATORS

These are used to compare and understand a country’s level of development.

Economic indictors examples

Gross Domestic Product per capita (GDP)

This is the total value of goods (e.g. cars or computers) and services (e.g. doctors and teachers) that we produce per person, per year.

Gross National Income per capita (GNI)

An average of everyone's wage divided by the number of people within the country (per year) –Usually given in US dollars.

Social indicators examples

Infant mortality The number of children who die before reaching the age of 1 per 1000 babies born.

Adult literacy rate

The percentage of population over the age of 15 who can read and write.

Life expectancy The average lifespan of someone born in that country.

Birth rate The number of babies born per 1000 people per year.

Death rate The number of people who die per 1000 per year.

Access to safe water

The percentage of the population that have access to clean safe water

People per doctor The amount of people that see 1 doctor

Urban population The amount of people who live in cities

Natural increase How quickly the population is growing.

Variations in the level of development

LICs Poorest countries in the world. GNI per capita is low and most citizens have a low standard of living.

NEEs These countries are getting richer as their economy is progressing from the primary industry to the secondary industry. Greater exports leads to better wages.

HICs These countries are wealthy with a high GNI per capita and standards of living. These countries can spend money on services.

The Demographic Transition Model

The demographic

transition model (DTM)

shows population

change over time. It

studies how birth rate and

death rate affect the

total population of

a country.

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5

High BRHigh DRSteady

BR High Falling

DRVery High

Rapidly falling

BRLow DR

High

Low BRLow DR

Zero

Low or Falling

BRSlowly Rising

DRNegative

e.g. Tribes

e.g. Kenya e.g. India e.g. UK e.g.

Japan

The three lines on the DTM are:DR = Death rateBR = Birth RateTotal Population

Key Geographical Terms

Economic To do with money

Social To do with people and services, like water and health care.

Environmental To do with the surroundings, wildlife etc.


Histo

ry

The Break with Rome

Differences:

Love Henry VIII had fallen in love with Anne Boleyn so wanted to divorce Catherine of Aragon to marry Anne.

Money Henry VIII was bankrupt if he changed the church from Catholic to Protestant then all taxes could be given to him instead of the Pope. Many people thought that the Catholic Church was too rich.

Power All English churches were Catholic and so were controlled by the Pope. Henry VII did not like this. He also wanted to have an heir to the throne, a boy.

Faith Two of Henry’s close advisers were Protestant: Thomas Cromwell and Thomas Cramner.

Why?

Love Anne Boleyn had a girl. Henry VIII didn’t love her anymore so he had her killed

Money Henry VIII took the church's money but then spent it all going to war with France

Power He gave power to the monarchy, but his daughter Mary made the country Catholic again

Faith He changed the church but it was too Protestant for what Henry wanted.

Consequences:

Catholic opinion Protestant opinion

Bible and church services

Should be in Latin Should be in English so people can understand

Appearance of churches

Should be decorated

Should be kept plain

Role of priests To communicate with God

Share the message of God.

Sins Can be forgiven by the Pope if money

is given

There is no way to bribe yourself in to heaven.

Lifestyle of priests Priests cannot marry

Priests can marry

The Church was very powerful during the Tudor times. All churches in England were part of the Roman Catholic Church. The head of the Catholic Church was the Pope. Some people did not like how much power the Pope had over the church and did not agree with the Catholic teachings.

Background:

• Henry VIII used parliament to help him• Henry VIII put himself as head of the church• He executed people who stayed loyal to the church• Henry VII closed all the monasteries and took their riches.

How did things change?:


Histo

ry

The English Revolution / Civil WarKey dates

1625 Charles I crowned King

1625 Charles I married Henrietta Maria

1629 -1640

Charles closed parliament

1635 Ship tax introduced

1641 The Grand Remonstrance

1642 The Irish Rebellion

1642 The 19 Propositions

1642 The outbreak of the Civil War

1649 Execution of Charles I

1653 Oliver Cromwell gave himself the title Lord Protector

1658 Cromwell died

1660 Restoration of Charles II as King

Key Vocabulary

Civil War A war between 2 or more groups within one country

Revolution When a group of people try to overthrow the leader(s) of a country

Parliament The organisation that represents the people and makes decision about how the country should be run.

MPs Members of Parliament

Divine Right of Kings

The belief that kings are appointed by God

Tax Money that people pay to the government whichis used for public services

Restoration When someone or something is brought back to the way it used to be or should be.

Propositions Suggestions

Puritan A strict Protestant

Who fought who?

The Royalists

Nicknamed the Cavaliers

Leader: King Charles I

Religion: Mostly Catholic

The Parliamentarians

Nicknamed the Roundheads

Leader: Oliver Cromwell

Religion: Puritan

CausesReligious Some MPs were worried Charles was trying to make

England more Catholic.

Economic Charles introduced taxes without Parliament’s permission.

Political The Royalists believed Charles was appointed by God and that Parliament were unfairly trying to limit his power. Parliament believed that Charles was abusing his power and not listening to the people.


Ma

thsM

athematics

How to login:

1.Go to ‘w

ww.sparx.co.uk’

2.Click on ‘Login’ in the top right corner, then on ‘Student Login’.

3.Search for St Luke’s Science &

Sports College’ in the ‘find your school’ box.4.

Login with your usernam

e and password, w

hich should be written into your sparxbook.

Complete your com

pulsory sparxhomew

ork as follows:

✓W

rite the bookwork code

✓You m

ust show your w

orking and your answer.

✓M

ark your answer.

✓If you are struggling, w

atch the video.✓

Your homew

ork is only complete w

hen you have answered every question correctly.

YearSet

Due (8am)

7Friday

Wednesday

8Friday

Wednesday

9W

ednesdayTuesday

10W

ednesdayTuesday

11Friday

Thursday

What if you need help?

Support Sessions M

A1 at 1:35pm:

Year 7 & 8 –

Tuesday Year 9 &

10 –M

onday Year 11 –

Wednesday

Your book work should

look like this.You can earn m

erits for good book w

ork, as well

as completing your

compulsory, optional

and target homew

ork tasks..


Mu

sic

Musical Knowledge : Pitch Notation

Definitions

Words for Describing Melody

How to Read Pitches

1. Rhythm = long and short notes, and the gaps between them:

2. Melody = tune. This has pitch as well as rhythm (i.e. it goes up and down):

Register – how high or low the notes are.Range - the distance from the lowest note to the highest: wide or narrow.Sequence – a pattern that repeats, ascending or descending.Steps –going to the next-door note.Leaps – jumping to a further away note.Ornaments – extra notes added for decoration.Ostinato/Riff – a repeating pattern.

1. The blobs of the notes are arranged on the lines and spaces of the stave. The higher the blob on the stave, the higher the pitch.

2. Notes alternate being on a line and in a space.3. Notes higher or lower than the stave have their own little line

called a ledger line, like middle C shown above.

4. You can remember the notes on the lines with ‘Every Good Boy Deserves Football’, and the notes in the spaces spell ‘FACE’. Remember to go upwards when doing this!


Mu

sic

Musical Knowledge : Keyboard & Chords

Above is a keyboard.

Please make sure you know the names of all of the notes as this will help you when playing chords.

Accidentals

The black notes on the keyboard are either called a sharp or flat note.

Sharp ( #) = to the right of the white noteFlat (b) = to the left of the white note

Common Chords

A chord is three or more notes played at the same time.You need to learn the following four common chords.

C Major = C E G

F Major = F A C

G Major = G B D

A Minor = A C E

Tonality is the word we use to describe the mood of a sound.

Major = happyMinor = sad


Re

ligio

n, P

hilo

sop

hy

& E

thics

Bible The Holy book for Christians

Covenant An agreement or promise between two peopleor groups

Prophet A person chosen to be a messenger of God.

Temptation Wanting to do something even though you know it is wrong

Sin Breaking a religious law

Infant baptism The ceremony to welcome a baby into the Christian religion

Adult baptism The ceremony to welcome an adult into the Christian religion

Genesis Beginning, the name of the first book of the Bible

Creationism The belief of some Christians that the world and life was created exactly as described in Genesis

Dominion Power, to be in charge of

Omniscient All knowing

Omnibenevolent All loving or all good

Omnipotent All powerful

Natural evil Suffering caused by nature, eg. an earthquake

Moral evil Suffering caused by humans, eg. sexism

Key vocabulary:

Key quotationsSource of authority:

Quote:

Bible ‘God created man in his own image’

Bible ‘Let them (humans) have dominion over every living creature’

Bible ‘in the name of the father, the son and the holy spirit’

Timeline:

The CovenantOld Testament (BC or BCE) New Testament (AD or CE)

Jesus born

Adam

& E

ve

Noa

h

Abra

ham

& Is

aac

Mos

es


Re

ligio

n, P

hilo

sop

hy

& E

thics

Allah Arabic word for God

Prophet A human who’s given a message from God

Salah Prayer - Muslims should say five prayers each day

Zakah 2.5% of all surplus wealth should be given to charity each year

Sawm The act of fasting during the month of Ramadam

Hajj The pilgrimage to Mecca

Qur’an The holy book for Muslims

Surah A chapter in the Qur’an

Hadith A book describing the teachings and actions of a key religious figure

Caliph A person who is both the religious and political leader of a country

Mosque The Muslim place of worship

Ka’ba The holiest place on earth for Muslims

Hijab Veil worn by some Muslim women

Wudu A ritual wash before prayer

Key vocabulary:

Key Quotes:

Key beliefs:There are two main types of Muslims which are called Sunni and Shi’a.

Muhammad was the last prophet of Allah.

Muslims believe the Qur’an was passed to Muhammad by the angel Jibril.

Sunni Muslims follow the five pillars.

Shi’a Muslims follow the ten obligatory acts.

Islam

Qur’an -Shahadah

“There is no God but Allah and Muhammad is his Prophet”

Qur’an -Bismillah

“In the name of Allah, the Merciful, the Compassionate”


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Key Terms Function Herbivore Organism eats plant only, prey

organisms Carnivore Organism eats other organisms,

they hunt prey for their dinner Omnivore Organism eats both plant and

animals Primary consumer The first eater in a food chain Secondary consumer The second eater in a food chain Tertiary consumer The 3rd organism feeding in the

food chain, usually the top carnivore

Trophic level Stages in the food chain e.g producers, or primary consumers

Bioaccumulation The build up of toxic substances in the food chain, affecting organisms at the top of food chains

Ecosystem A community of interacting organisms and th

Biology: Interdependence Knowledge Organiser

Biodiversity is the variety of all life on Earth. A great biodiversity ensures stability of ecosystems. Rapid growth in the human population means more resources are used and more wastes are produced, which could lead to more pollution. Pollution kills plants and animals which can reduce biodiversity. Waste may pollute water with sewage, fertilisers or toxic chemicals. Waste may pollute air with smoke and gases such as sulfur dioxide, which contributes to acid rain. Waste may pollute land with toxic chemicals such as pesticides and herbicides, which may be washed from the land into water. Humans reduce the amount of land available for other plants and animals by building, quarrying, farming and dumping waste. Large scale deforestation has happened to provide land for cattle and rice fields to provide more food and grow crops. This destruction of large areas of trees has increased the release of carbon dioxide by burning and reduced the rate at which carbon dioxide is removed from the atmosphere by photosynthesis. It has also led to a reduction in biodiversity. Levels of carbon dioxide and methane in the atmosphere are increasing and contribute to ‘global warming’. Consequences of global warming include loss of habitat

All food chains start with a green plant, producers. Arrows point to the eater and show the flow of energy in a food chain. Each stage is called a trophic level. mahogany tree → caterpillar → song bird → hawk maize → locust → lizard Food chains show a simplistic view of who’s eating who in an ecosystem. Organisms eat more than 1 food so food chains link together to make food webs. Removing an organism or adding an organism to a food chain can have big implications on other organisms.

Bioaccumulation Some toxic substances like pesticides can pass up food chains. Organisms near the bottom of the food

chain absorb them in small amounts. The concentration in these organisms is too low to cause significant harm. However, as these organisms cannot excrete these substances, when they are eaten by others higher up the food chain, the concentration becomes more toxic and eventually causes harm. DDT is an example of a pesticide that was used and built up in the food chain.


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The human reproductive system is different in males and females. When a sperm and egg join, the egg is fertilised and a baby starts to develop. Its mother provides all a baby’s needs until it is born. The fertilised egg divides to form a ball of cells called an embryo. The embryo attaches to the lining of the uterus. It begins to develop into a foetus and finally into a baby.

The Male Reproductive System The human male reproductive system contains these parts:

glands sperm ducts urethra penis testes

Testes The two testes (one of them is called a testis) are contained in a bag of skin called the scrotum. The testes have two functions:

to produce millions of male gametes (sex cells) called sperm

to make male sex hormones, which affect the way a man's body develops

Sperm duct and glands The sperm pass through the sperm ducts, and mix with fluids produced by the glands. The fluids provide the sperm cells with nutrients. The mixture of sperm and fluids is called semen. Penis and urethra `The penis has two functions:

to pass urine out of the man's body to pass semen out of the man's body

The urethra is the tube inside the penis that can carry urine or semen. A ring of muscle makes sure that there is no chance of urine and semen getting mixed up.

The Female Reproductive System The human female reproductive system contains these parts:

oviducts ovaries uterus cervix vagina

Ovaries The two ovaries (one of them is called an ovary) contain hundreds of undeveloped female gametes (sex cells). These are called ova (one of them is called an ovum) or egg cells. Women have these cells in their bodies from birth, whereas men produce new sperm continually. Oviducts Each ovary is connected to the uterus by an oviduct. This is sometimes called a Fallopian tube or egg tube. The oviduct is lined with cilia, which are tiny hairs on cells. Every month, an egg develops, becomes mature and is released from an ovary. The cilia waft the egg along inside the oviduct and into the uterus. Uterus and cervix The uterus, also called the womb, is a muscular bag with a soft lining. The uterus is where a baby develops until its birth. The cervix is a ring of muscle at the lower end of the uterus. It keeps the baby in place while the woman is pregnant. Vagina The vagina is a muscular tube that leads from the cervix to the outside of the woman's body. A man's penis goes into the woman's vagina during sexual intercourse.

Menstruation This happens every month in females who have reached puberty. The menstrual cycle lasts approx. 28 days. It involves preparing the uterus for a fertilised egg. If not used the lining of the uterus breaks down and is commonly known as a ‘period’.

The start of the cycle, day 1, is when bleeding from the vagina begins. This is caused by the loss of the lining of the uterus, with a little blood. This is called menstruation or having a period.

By the end of about day 5, the loss of blood stops. The lining of the uterus begins to re-grow and an egg cell starts to mature in one of the ovaries.

At about day 14, the mature egg cell is released from the ovary. This is called ovulation. The egg cell travels through the oviduct towards the uterus.

If the egg cell does not meet with a sperm cell in the oviduct, the lining of the uterus begins to break down and the cycle repeats

Fertilisation Fertilisation is the fusing together of the sperm and egg nuclei. It takes place in the fallopian tube.

Gestation & Birth

It takes 40 weeks a baby to develop. The baby is protected by a watery substance called the ‘amniotic fluid’. Birth occurs when the baby is born.

Gametes are the sex cells: eggs are female gametes sperm are male gametes

Gametes have adaptations to increase the chances of fertilisation and successful development of an embryo. For example, sperm cells are produced in large numbers to increase the chance of fertilisation. Sperm cells have these adaptations:

a tail to move them towards an egg cell many mitochondria to provide energy an acrosome (part of the tip of the head) that releases enzymes

to digest the egg membrane The placenta is an organ responsible for providing oxygen and nutrients, and removing waste substances. It grows into the wall of the uterus and is joined to the fetus by the umbilical cord.

Biology: REPRODUCTION

Knowledge Organiser


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Chemistry METALS

Metals can be arrangedin order of their reactivity in a reactivity

series, as shown in the diagram to the left. This reactivity series also shows the position of the non-metals carbon and hydrogen in

the series.

The metals potassium, sodium, lithium, calcium, magnesium, zinc, iron, and copper can be put in order of their reactivity from their reactions with water and dilute acids.

Mnemonic to help remember the order of the metals in the reactivity series: Pond Slime Can Make A Zoo Interesting. The Long Crinkly Sort Goes Purple.

General word equations for the reactions of metals:• metal + oxygen → metal oxide • metal + water → metal hydroxide + hydrogen • metal + acid → salt + hydrogen

Reactions with oxygen

Reactions with water Reactions with dilute acid

Group 1 metals (the

alkali metals)e.g. lithium, sodium and potassium

Metals react with oxygen to form metal oxides.

The reactions are oxidation

reactions because the metals gain

oxygen. Group 1 metals

react quickly with oxygen;

React vigorously with water to produce metal

hydroxides and hydrogen gas. Reactions get more vigorous going down the

group

React vigorously with dilute acid.

Group 2 metals, e.g. magnesium and calcium

Calcium reacts fairly vigorously. Magnesium is

fairly unreactive with cold water

React rapidly.

Zinc, iron and copper

React very slowly or not at all

Zinc and iron react slowly; metals such as copper, which are below

hydrogen in the reactivity series, do not react

Displacement reactions• A more reactive metal can displace a less reactive metal from a compound• For example, magnesium is more reactive than copper; it displaces copper

from copper sulfate solution• This reaction can be summarised with word and symbol equations as follows:

Magnesium + copper sulfate → magnesium sulfate + copperMg (s) + CuSO4 (aq) → MgSO4 (aq) + Cu (s)

• The following observations can be made in this reaction:• The magnesium metal becomes coated in copper, which is red-

brown in colour• The blue colour of the solution fades as the blue copper sulfate

solution is replaced by magnesium sulfate, which is colourless

Metal K Na Ca Mg Al

Carb

on

Zn Fe Cu Au

Extractionmethod Electrolysis of molten compounds

Heating with carbon(metal oxide is

reduced)

Unreactive.Found in earth as

metal itself


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In a series circuit, all of the current will flow through every component. This means that the current in a series circuit will remain constant no matter where it is measured in the circuit.

The current in an electrical circuit is the flow of electrons.

The electrons have a negative charge and so are attracted to positive charges and repelled by negative charges

Definitions

Potential Difference: The work done when a coulomb of charge passes between two points. Measured in Volts, V.

Resistance: A measure of how much an object is reducing the current flowing through it. Measured in Ohms, Ω.

Current: The Rate at which electrical charge flows. Measured in Amperes, A.

Charge: The property of a particle that determines whether it is positive or negative. Measured in Coulombs, C.

The potential difference between two sides of a parallel circuit is constant.

The current will only ever flow down one branch and so must use its energy across the components on that branch, the resistance on each branch does not matter, all of the energy will be used to cross from one side to the other.

In this example, the potential difference across each resistor will be 12V.

The current can be calculated using the following equation:

𝐼𝐼 𝐼 𝐼𝑉𝑉𝑅𝑅

𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝐼 𝐼𝑃𝑃𝑃𝑃𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝑃𝑃𝑃𝑃𝑃𝑃𝐼𝑃𝑃𝐼𝐼𝑃𝑃𝑃𝑃𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝑃𝑃𝐶𝐶

𝑅𝑅𝐶𝐶𝑅𝑅𝑃𝑃𝑅𝑅𝐶𝐶𝑃𝑃𝐶𝐶𝑃𝑃𝐶𝐶

In a parallel circuit, the current is split at every branch, however, the total current in the circuit is always constant.

A1 and A5 will show the total current

A1 = A2 +a3 +A4

The current splits depending on the resistances of each branch. The higher the resistance, the lower the current.

The current will always try to take the path of least resistance

Physics: Current

Knowledge Organiser


Sp

an

ishdos 2

tres 3

cuatro 4

cinco 5

seis 6

siete 7

ocho 8

nueve 9

diez 10

once 11

doce 12

unos/unas some

perro dog

abuelo grandad

abuela grandma

dedo finger

primo cousin

clase class

prima cousin

empresa business

pagina page

diferente different

hacer To do / make

hago I do

haces You do (s.)

hace He/she (it) does

cantar To sing

descansar To relax

deporte sport

deberes homework

mañana morning

tarde afternoon

noche night

¿cuándo? When?

por For (in)

ganar To earn

pagar To pay

tocar To play

trabajar To work

necesario necessary

poco (a) bit

¿cuánto? How much?

¿cuál? Which?

de from

para for

preparar to prepare

comida food

cuidar to look after

observar to observe

animal animal

vaca cow

campo countryside

junto together

solo alone

naturaleza

árbol tree

pájaro bird

rio river

rojo red

amarillo yellow

verde green

azul blue

lugar place

lejos far

genial great

deber to have to limpiar to clean

debo I must coche car

debes You must (s.) suelo floor

debe He/she (it) must basura rubbish

lavar to wash ropa clothes

sacar to take fin de semana weekend

Madrid Madrid

Londres London

Barcelona Barcelona

este East

oeste West

aeropuerto airport

estadio stadium

estación station

cerca near

poder to be able to en clase In class

puedo I can instrumento Instrument

puedes You can (s.) geografía Geography

puede He/she (it) can religión RE

jugar to play historia history

participar to participate director head teacher


Sp

an

ish

Adjectival agreement (gender and number)

Word order –nouns/adjectives

“Estar” + location

Question words

Regular “ar” verbs

Question intonation

“Deber”, “Poder”, “Querer” + infinitive

poder – to be able topuedo I can

puedes You can (s.)

puede He/she (it) can

podemos We can

podéis You can (pl.)

pueden They can

ser – to besoy I am

eres You are (s.)

es He/She (It) is

somos We are

sois You are (pl.)

son They are

deber – to have todebo I must

debes You must (s.)

debe He/she (it) must

debemos We must

debéis You must (pl.)

deben They must

estar – to be estoy I am

estas You are (s.)

esta He/She (It) is

estamos We are

estáis You are (pl.)

están They are

tener – to havetengo I have

tienes You have (s.)

tiene He/she (it) has

tenemos We have

tenéis You have (pl.)

tienen They have

romántico romantic montaña mountain viajar to travel

moreno dark (hair) julio July nadar to swim

claro light agosto August mirar to watch

oscuro dark Francia France a to

aburrido boring Australia Australia durante during

estrella star mar sea vacaciones holidays


Vo

cab

ula

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Tier Two Vocabulary Knowledge Organiser – Spring Term 2020 Academic vocabulary Tone and Emotion vocabulary

Main Word and Linked Words Definition Synonyms Example Sentences

Wee

k 1

analyse (verb) analysed (verb) analysing (verb)

to separate into parts for close study; to examine and explain.

examine, explore, research, scrutinise If we analyse the problem, perhaps we can solve it.

analysis (noun) a careful study of the parts of something in order to understand more about the whole.

examination, investigation, study,

Her analysis of the painting helped us understand why it is considered a masterpiece.

analyst (noun) someone trained or skilled in a particular type of analysis.

investigator, researcher A chemical analyst identified the powder found at the crime scene.

dejected (adj.) in low spirits; sad. discouraged, hopeless, miserable My dog looked dejected when I left without her.

Wee

k 2

distribute (verb) distributed (verb) distributing (verb)

to divide into parts and give out to each of several people or groups.

dispense, give out, share The teacher distributed the tests to her students.

distribution (noun) 1) the act of distributing. 2) way of distributing

assignment, circulation We took over distribution of the newspaper in our neighbourhood.

redistribute (verb) redistributed redistributing

to distribute again, often in different ways or amounts. There weren’t enough for five sweets each, so the teacher redistributed

them.

resilient (adj.) able to withstand and recover quickly from difficulty or sickness.

tough, strong, adaptable Babies are generally far more resilient than new parents realise

Wee

k 3

evident (adj.) easily seen; clear. apparent, clear, obvious, plain Her happiness was evident to all.

evidence (noun) something that gives proof or a reason to believe.

proof, confirmation, facts Scientists have not yet found evidence of life on Mars.

evidently (adverb) as nearly as can be determined; apparently. apparently Evidently, the news of the coming hurricane never reached the island, or

people would have tried to evacuate sooner.

fragile (adj.) easily broken; delicate. breakable, delicate, frail, weak

The fragile chair cracked when he sat on it. It had been an emotional time and she was feeling fragile.


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Wee

k 4

establish (verb) established, establishing

to bring into being; to found. to prove or show to be true.

1) begin, initiate, 2) confirm, prove,

1) He established a new club. 2) The lawyer established the suspect's guilt.

establishment (noun)

1) the act of establishing 2) the people in control of society or government. 3) a business, or a place of business.

1) foundation, introduction 2) government 3) business, firm

1) We celebrated the establishment of a new school in our town. 2) In the 1960s, many young people in America and Europe were against the values of the Establishment. 3) We always get our hair cut at that establishment.

pessimistic (adj.) feeling in a negative way about things; expecting the worst. negative, defeatist She is pessimistic about her exams; she doesn’t think she’ll pass them.

Wee

k 5

similar (adj.) having resemblance or likeness. equivalent, like, akin Lee's handwriting is similar to mine.

similarity (noun) the state or quality of being similar; resemblance.

likeness, resemblance

There are no similarities between this crime and the one last week. One similarity among mammals is that they are warm-blooded.

similarly (adverb) in a similar way likewise, comparably

They’re looking for a similarly priced house. Similarly, the second story also contained similes and metaphors

remorseful (adj.) filled with guilt and sadness over having done something wrong

contrite, penitent, repentant

When he realized how much he had hurt his brother, he was remorseful. Ten years in prison had not made him remorseful; he was denied parole.

Wee

k 6

indicate (verb) indicated, indicating

1) to show or point out. 2) to signal

1) point out, show 2) suggest, imply

1) Please indicate that you have finished the exam by raising your hand. 2) Those dark clouds indicate that it will rain.

indication (noun) anything that indicates, such as a sign. sign, signal, clue He gave no indication that he wanted to come to the party.

indicative (adj.) suggesting; indicating representative His remark was indicative of a desire to help.

inquisitive (adj.) given to asking and enquiring; eager to learn. curious My inquisitive niece wanted to know where the water went when it left the

sink.


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Wee

k 7

principle (noun) principles

1) a basic law or truth on which action or behaviour is based. 2) a set of personal rules for behaviour.

1) doctrine, belief 2) morals, ideals

1) Our country's laws are based on the principles of liberty and justice. 2) He is a man of high principles.

principled (adj.) motivated by or having principles. conscientious, ethical, moral

She weighed the matter carefully and made a principled decision. I know you will do the right thing because you are a principled person.

unprincipled (adj.) without regard to moral principles, or lacking moral standards or scruples.

corrupt, immoral, unscrupulous

He was an unprincipled businessman who made a lot of money—and didn't care how he did it

nonchalant (adj.) not showing excitement or anxiety; coolly confident, unflustered, or unworried; casually indifferent.

casual, confident, imperturbable

His nonchalant manner infuriated me. The first suspect was nervous and edgy, but the second was completely nonchalant.

Wee

k 8

environment (noun)

1) the things and conditions that are all around you or a person or thing. 2) the natural world, especially as affected by human activity.

1) setting, surroundings 2) nature

1) The many stuffed animals and family pictures on the walls make her room a comforting environment. 1) My sister says the pizza restaurant is a friendly environment to work in. 2) Air pollution from cars is one of the causes of harm to the environment.

environmental (adj.)

of or having to do with the surroundings of something, especially the natural surroundings.

Building a supermarket here will cause much environmental damage.

hesitant (adj.) not feeling sure; in doubt. doubtful, reluctant, unsure

I want to go to the party, but I'm hesitant because I won't know anyone there.

Wee

k 9

consist (verb) consisted consisting

to be made up or formed (usually followed by ‘of’).

made up of, composed of

The United States consists of fifty states. The crew consisted of five men.

consistent (adj.) 1) having a regular style or pattern; not changing. 2) in agreement; compatible with

congruous, unchanging

1) He has a consistent way of throwing the ball. 2) Her words are consistent with her actions.

consistency (noun) 1) agreement or similarity between or among different things. 2) the thickness, firmness,or density.

1) constancy 2) density

1) It is hard to tell what she will do because there is no consistency in her actions. 2) Add more milk to the pudding mixture to get the right consistency.

inconsistent (adj.) not following a regular pattern; variable.

changeable, erratic, variable

The results of the repeated experiments were inconsistent and gave little support to the researchers' claim. She is talented but her performances are inconsistent in quality.

sceptical (adj.) having or showing doubt; questioning. doubtful, suspicious The public were very sceptical about some of the Prime Minister’s proposals

Documents

Organiser 2019-20 Knowledgematerials Proportion -describe the size, location, or amount of one element in relation to another Composition -the placement or arrangement of visual elements