Organiser Year 7 Knowledge Cycle One - St James School

2020-21

Cycle OneYear 7

Knowledge Organiser

Knowledge Organiser Year 7 Autumn 2020 Cycle One | 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?There are many different ways to learn the material in your knowledge organiser. Whichever method you decide to use, your tutor will ask to see evidence of your work.

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 using a different colour.

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 B Subject 1 Subject 2 Subject 3

Monday Science Geography History

Tuesday Science English Music

Wednesday Sparx Maths Sparx Maths Sparx Maths

Thursday Science MFL Art and Design

Friday Drama English Technology

Week A Subject 1 Subject 2 Subject 3

Monday Science Geography History

Tuesday Science English JBACC

Wednesday Sparx Maths Sparx Maths Sparx Maths

Thursday Science MFL Reading

Friday PE English Computer Science

Independent Study Schedule This table shows you which knowledge organisers you should use each day for Independent Study. Remember that your workbooks will be checked each morning in tutor time. To effectively ‘self-quiz’ and therefore learn the content, you should dedicate 20 minutes to each slot on the timetable.

T

CNA

on Time

Accurate

Neat

Complete

Independent Study should be TANC.

Any work that is not TANC will be considered incomplete.

What are the Independent Study expectations?You must aim to meet the following expectations. Any adjustments to these expectations must be discussed with your Tutor :

• 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.

Independent Study Expectations

Science expectationsFor each Science slot on the timetable above, you are expected to spend at least 20 minutes on Tassomai. In addition you may wish to use the Science Knowledge Organiser pages included in this booklet to pre-learn information, recap key concepts and revise for assessments. By continually revisiting and practicing these topics you will be in the best possible position to revise and succeed in your GCSE exams. Your Tassomai will be checked every day and if it is unsatisfactory, you will be told to attend after school catch up sessions.


Sch

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The ground floor

The first floor The lower ground floor

Top entry to hall

F32 English room

F33-F41 The English

Corridor

Office

F2-F14 The Maths

Corridor

Office

F65

Refocus

F52 Reset

F50 ICT

Classroom

F53 English

Classroom Offices

Gallery

The Headteacher’s Office

L33 – L42 The Music Area

L18 – L27 The Design & Technology and MFL Corridor

L1 – L12 The Science Corridor

L13-L14 Literacy Support

Atrium

Drama Studio Hall PE Area: Sports Hall, PE Office,

Dance Studio Canteen

G67 ICT Room

G68 Humanities

G72 and G78

The Art Corridor

G81

Library

G15-G25 The Food

Technology Corridor

G18

Photography

G4-G13 Humanities

Corridor Rooms

Office

G82

Humanities Classroom

Reception Finance Office

Resources Counselling

Safeguarding SEND Support Sensory Room

F18 IT Support

F20

The lower ground floorThe first floorThe ground floor


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De

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D T IN THE TIMBER WORKSHOPWeek 3

know your hand toolsWe use a TENON SAW for crosscutting timber. It has fine teeth so you get an accurate cut if it is sharp. It is only for straight cuts and how you clamp your work is just as important as how you cut it. See below for holding your work.

know your clamping toolsA BENCH HOOK fits into the BENCH VICE for sawing at 90

to the grain.

A ‘G’ CLAMP is a portable clamp that can be used on work benches or machines like the Pillar drill for example. It is a good idea to use scrap to protect your work and avoid denting flat surfaces.

A MACHINE VICE is for use on the Pillar Drills to hold your work in position. It is a good idea to support your work both at the sides and underneath with scrap timber when drilling.

Week 4

know your machine toolsThe workshop is full of tools and equipment. In Y7 you will use a Belt Sander, Pillar Drill and Power Fret Saw to accurately produce parts in timber and manufactured board. You must wear PPE for them all. The belt sander and power fret saw have extraction built in to remove the majority of the saw dust as soon as it is created.

Week 1

know how to mark outWhen you mark out material you must always leave room for the cut. SAWS, CHISELS etc are all ‘wasting’ tools so they produce waste when used i.e. saw dust. We call this space a cutting gap. Remember you can always take material away but you can never put it back.

The diagram above shows two areas for cutting that are hatched to mark the waste material. You should cut between the lines.

To measure and mark out accurately in the workshop you should use and a TRI SQUARE and a STEEL RULE for small jobs or a TAPE MEASURE for larger materials.

Week 5

know your workshop safetyMake sure you always follow the rules of the workshop.

1. Wear goggles on machines and when hammering2. Only use a machine when you are confident ,have

permission and have seen a demonstration to use it3. Wear an apron4. Tie you hair back5. Do not run in the workshop6. Only the person using the machine should stand in the

yellow/black safety area7. Always switch a machine off and wait for it to slow

down after use8. Do not shout in the workshop9. Do not talk when you are using a machine10. Remove loose clothing and jewellery

Week 6

Week 2

know aboutmanufacturing drawingsEngineers and manufacturers use orthographic projection drawings to gain information about parts and assemblies . They are scaled 2D views, measured and dimensioned in mm. they are most commonly produced in CAD (Computer Aided Design)

know your PPEPPE stands for Personal Protective Equipment. In the workshop you must always wear googles on machines and using impact tools i.e. hammers and mallets. You should also wear an apron and remove loose clothing/jewellery. On occasions you may need to wear ear defenders, gloves, a leather apron and more robust shoes depending on what you are doing.

From left to rightBelt Sander, Pillar Drill, Power Fret Saw


Dram

a

Week 1 & 2

Still Image/Freeze Frame A moment of action frozen in time, like a photograph.

An acronym to remember the Physical Skills keywords is Funny Badgers Get Lots (of) Excellent Party InvitationsFacial Expression Using your face to communicate emotions.Body LanguageUsing your body to communicate thoughts and feelings.Gesture Using your body, head or hands to express emotion/meaning.LevelsPositioning on stage to communicate status/meaning.Eye ContactLooking at another person or the audience to communicate a message.PosturePosition you hold your body upright when standing/sitting.Interaction with others communicating with others nonverbally and verbally.

Nonverbally - communicating with others not using your voice.Verbally - using your voice to communicate with others.

Week 3&4

Rules for performers● Face the audience● Focus, stay in character● Stay frozen at the end

of your performance● Listen to feedback

Rules for audience members

● Watch, listen and focus● Respect the performer/s● Be ready to give

feedback

Thought Tracking - A Thought Track is when an actor speaks their inner thoughts and feelings on stage, all other actors are frozen on stage.

Volume - Loud/quiet.

Tone - how the character sounds (emotions) pitch, strength, quality of voice.

Pace - Speed, fast/slow.

Pitch - high/low

Pause - a temporary stop

Week 5&6

Role Play - Acting and movement using performance skills to communicate with the audience.What does a great Role-Play looks like?

❏ Starts and ends in a freeze-frame (so the audience know it has started and when it has ended).

❏ Voice projection- we need to be able to hear you.

❏ No backs to the audience – we want to see you!

❏ Good use of the space.

❏ No laughing, focus-we want to believe the role-play is real.

Multi-role - Actors playing more than one character in a performance.

Freeze Frame - Used to capture the whole story in a still image.

Characterisation - skills used by an actor to help make each character they perform more realistic and believable.

Week 7&8

Physical TheatreWhen an actor uses their bodies to create the propsor scenery.

Mime - When an actor uses exaggerated body language/gesture to showspecific props.

Soundscape - When an actor or group of actors use sounds to create location and an atmosphere.

Vocal Performance SkillsVolume - Loud/quiet

Pitch - High/low

Pace - Speed, fast/slow

Pause - A temporary stop

Tone - Emotion, strength,

quality of voice.

Areas of the performance

space Always try to imagine

you are the actor standing on

stage to ensure you get the

correct right/left.

Week 9&10

Hot Seating - is a technique used when a character is sat down in front of an audience and they ask the character questions - the character must think on their feet and respond how they think the character would.

Narration - An actor describing what is happening/telling the story.

Flashback – the action onstage goes backwards in time.

Flashforward – the action onstage goes forwards in time.

Cross cutting –Split stage, action on one side and frozen on the other. You can then create drama that goes forwards and backwards in time.

Unison -Speaking/moving at the same time as other people.


En

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••••

••••

•••••


Foo

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Week 1 – health and safety

• To check Chicken is cooked thoroughly you should use a temperature probe and stick in the deepest part of the food to see that it reaches over 63 degrees

• Store perishable foods (foods which go off quickly) in the fridge 0- degrees

• Freezers should be below 18 degrees• Danger zone where bacteria grows is between 5

degrees and 63 degrees • Hot foods above 63 degrees and cold foods below

5 degreesWeek 3 – Healthy eating and couscous

The 4 C’s C – Good hygiene prevents CROSS CONTAMINATIONC – Effective CLEANING removes harmful bacteria and stops them spreadingEffective CHILLING prevents harmful bacteria multiplying C – Thorough COOKING kills bacteria

EAT A RAINBOW – THESE ONLY APPLY TO NATURAL FOODS!Red foods are good for your heart and blood health and they support joint functionOrange foods help prevent cancer and reduce the risk of heart diseaseYellow foods are good for your skin, heart and eyes and improve your digestion and immune systemGreen foods are good for your bones, as well as detoxing the body and strengthening you immune systemBlue and purple foods help with mineral absorption and can improve memory and brain function

Week 2 – Health and safety and couscous demo

Week 4 –Pizza demo pre-made component Week 8– Demo Chicken goujons

Week 9 –Chicken goujon practical – raw chicken safety

Pre-made componentsA pre-made component is something that is bought, which has been made in a factory (usually) which is used to make a product. The reason for using a pre-made component, such as a pizza base, is that it saves the person time when making the whole product. Other examples of pre-made components would be: Ready roll pastry to make a pie, meringue nests to make Eaton mess, pastry tart case – to fill with your choice of filling.

Chicken can be a nutritious choice, but raw chicken is often contaminated with Campylobacter bacteria and sometimes with Salmonella and Clostridium perfringens bacteria. If you eat undercooked chicken or other foods or beverages contaminated by raw chicken or its juices, you can get a foodborne illness, which is also called food poisoning.

How to avoid food poisoning •Wash hands with warm soapy water for 20 seconds before and after handling chicken.•Do not wash raw chicken. During washing, chicken juices can spread in the kitchen.•Use a separate cutting board for raw chicken.•Wash cutting boards, utensils, dishes, and countertops with hot soapy water after preparing chicken •Use a temperature probe•If cooking frozen raw chicken in a microwavable meal, handle it as you would fresh raw chicken. •Refrigerate or freeze leftover chicken within 2 hours

Week 6– Demo little cakes

Week 7– Cook little cakes

Week 5 – Cook pizza

ALL IN ONE /CREAMING METHODCreaming method. Also known as the 'sugar-shortening' method, the sugar and shortening fat are blended together first and then creamed by added mixing. During creaming, small air cells are formed and then incorporated into the mix. This mix becomes larger in volume and softer in consistency.

Skills: Chopping, dicing, Julien, chiffonade, claw grip, bridge hold, combining, pouring, stirring, presenting

Skills: Chopping, dicing, claw grip, bridge hold, combining, spreading, grating, decorating/presenting, baking, checking for readinessIngredients: medium pizza base, Tomato puree/pizza sauce, 1 pinch mixed herbs, 100g/4oz grated cheeseUp to 4 toppings of your choiceEquipmentLarge bowl, fork, chopping board, sharp knife, can

opener, scissors, frying pan, pan stand, wooden spoon, mixing spoon, baking tray, grater.

Skills: Mixing, combining, all in one, dividing, bakingIngredients: 100g soft butter, 100g caster sugar, 2 eggs, 100g SR flour, 12 cake cases, ContainerEquipment:mixing bowl, measuring jug, sieve, wooden spoon, metal spoon, spatula, cake tin, cooling rack

Food Group Nutrient (main) Function

Fruit and vegetablesVitamins, e.g. Vitamin A and Vitamin C

Vitamin A is needed for night vision.Vitamin C is needed for the maintenance of healthy skin.

Potatoes, bread, rice, pasta and other starchy carbohydrates

CarbohydrateCarbohydrate is the main source of energy for the body.

Beans, pulses, fish, eggs, meat and other proteins

Protein

Minerals, e.g. Iron

Protein is needed for growth and repair.

Iron is a mineral which is needed for healthy blood.

Dairy and alternatives Minerals, e.g. Calcium

Calcium is a mineral which is needed for the growth and maintenance of strong bones and teeth.

Oil and spreads Fat Fat is needed for health, but in small amounts.

Week 10 – Eatwell guide


Fre

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11AA 11BB 11CC 11DD 11EEêêttrree to be, being aammuussaanntt((ee)) funny (m/f) aavvooiirr to have, having ttuu aass you have uunn aammii a friend (m)

jjee ssuuiiss I am ccaallmmee quiet jj’’aaii I have ll’’aannggllaaiiss English language uunnee aammiiee a friend (f)

ttuu eess you are (sing) aaiimmaabbllee kind iill aa he has llee ffrraannççaaiiss French language uunn cchhaanntteeuurr a singer (m)

iill eesstt he is ccoonntteenntt((ee)) happy (m/f) eellllee aa she has uunnee ddaattee a date uunnee cchhaanntteeuussee a singer (f)

eellllee eesstt she is iinntteelllliiggeenntt((ee)) clever (m/f) ccee//cc’’ this/that uunn ttiittrree the title uunn pprrooffeesssseeuurr a teacher (m)

aannggllaaiiss((ee)) English (m/f) mmaallaaddee ill cc’’eesstt this/it is uunnee mmaacchhiinnee a machine uunnee pprrooffeesssseeuurree a teacher (f)

ffrraannççaaiiss((ee)) French (m/f) mméécchhaanntt((ee)) naughty (m/f) qquuii who uunn oorrddiinnaatteeuurr a computer uunnee ffeemmmmee a woman

ppeettiitt((ee)) small (m/f) ttrriissttee sad uunn a,one (m) uunn vvéélloo a bicycle ddrrôôllee funny

ggrraanndd((ee)) tall, big (m/f) mmaaiiss but uunnee a,one (f) uunnee vvooiittuurree a car iinnttéérreessssaanntt((ee)) interesting (m/f)

ccooooll cool oouu or uunn aanniimmaall an animal cchheerr//cchhèèrree expensive (m/f) ssyymmppaa((tthhiiqquuee)) nice

eett and vvooiillàà here you are uunnee cchhaammbbrree a bedroom mmooddeerrnnee modern vvrraaii true

oouuii yes mmeerrccii thank you uunn cchhiieenn a dog ppuuiissssaanntt((ee)) powerful (m/f) ffaauuxx false

nnoonn no uunnee cchhoossee a thing rraappiiddee quick

bboonnjjoouurr hello uunnee iiddééee an idea eenn in

aauu rreevvooiirr goodbye uunnee lliissttee a list ppaarrllee eenn ffrraannççaaiiss speak in French

uunn lliivvrree a book ééccrriiss eenn aannggllaaiiss write in English

uunn ppoorrttaabbllee a mobile phone CCoommmmeenntt ççaass’’ééccrriitt??

How is it written?

J’aime le français parce que c’est amusant!

11FF 11GG 11HH 11II 11JJuunn aacctteeuurr actor (m)

ffaaiirreeto do, make / doing/making

llee cciieell sky llee bbaatteeaauu boat, ship aaiimmeerr to like, liking

uunnee aaccttrriiccee actor (f) llee rrêêvvee dream llee mmaaggaassiinn shop ccoocchheerr to tick, ticking

llaa ffiillllee girl jjee ffaaiiss I do/make llaa vvaagguuee wave llaa pprroommeennaaddee walk ddoonnnneerr to give, giving

llee ggaarrççoonn boy ttuu ffaaiiss you do/make llaa ccoouulleeuurr colour llee ttoouurr tourppaasssseerr

to spend/ spending timeuunn hhoommmmee a man iill ffaaiitt he does/makes bblleeuu((ee)) blue (m/f) llee vvooyyaaggee trip

llee mmééddeecciinn doctor (m) eellllee ffaaiitt she does/makes jjaauunnee yellow llee nnuumméérroo number ppoorrtteerr to wear, wearing

llaa mmééddeecciinn doctor (f) ççaa that rroouuggee red llaa qquueessttiioonn question ttrroouuvveerr to find, finding

llaa ppeerrssoonnnnee person uunnee aaccttiivviittéé an activity vveerrtt((ee)) green (m/f) llaa rrééppoonnssee answer uunn uunniiffoorrmmee a uniform

llee mmoott wordlleess ccoouurrsseess grocery shopp

ccoommmmee like bbeeaauu beautiful (m) llee ccaaddeeaauu present, gift

llaa pphhrraassee sentence mmaauuvvaaiiss((ee)) bad (m/f) llee mmoommeenntt moment

bboonn good (m) llaa ccuuiissiinnee cooking eenn in/by llaa sseemmaaiinnee week

bboonnnnee good (f) lleess ddeevvooiirrss homework llaa ssoolluuttiioonn solution

llee the (m) llee lliitt bed cchhaaqquuee every

llaa the (f) llee mméénnaaggee housework àà to

lleess the (pl) llee mmooddèèllee model

dd’’aaccccoorrdd okay, alright


Ge

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Tundra Low growing plants due to cold and windyconditions

Coniferous forest

Cone-bearing evergreen trees able tocope with harsh winters

Temperate deciduous forest

Trees such as oak and beech that loseleaves during the autumn (UK’s biome)

Temperate grasslands

Grassy plains suited to dry, hot summersand cold winters

Mediterranean Shrubs, herbs and olive trees able to copewith high temperatures and summerdrought

Desert Few plants (e.g. cactus) and animals (e.g.camels) that cope with extremetemperatures and very dry conditions

Tropical rainforest

Vegetation suited to warm, wet climatethroughout the year and inhabited by 50%of the world’s plants and animal species

Tropical grassland (savannah)

Grassland able to cope with long, dryperiods with some violent thunderstorms;grazed by animals (e.g. gazelles) andstalked by predators (e.g. lions)

Biomes of the world (WEEK 2 & 3)

Ecosystem A community of plants and animals that interact with each other and theirenvironment

Biome A plant and animal community that covers a large area of the Earth’s surface (e.g.desert, tropical rainforest)

Global atmospheric circulation

The worldwide system of winds which moves heat from the equator to the poles. Ithelps to create the conditions for different biomes to exist.

Climate The average weather conditions over the long period of time. Around the world, thiscreates zones that have the same pattern of temperature and rainfall.

Tropical rainforests (WEEK 6 inc. diagrams)

Threats to tropical rainforests (WEEK 7)

Deforestation The cutting down of trees, transforming aforest into cleared land for other uses such asbuilding or growing crops

Logging Trees cut down for items such as furniture,paper and utensils. Half of wood used for fuel.

Cattle ranching Cattle raised on the cleared land to meet thedemand for beef elsewhere e.g. USA.

Mining Rainforests contains copper, diamonds, goldand other metals. Some places also have oiland gas.

Palm oil plantations

Palm oil is found in around half the products insupermarkets, for example, biscuits, shampoo,margarine.

Dam building Often built to produce hydroelectric power forother activities such as logging.

Emergents Tallest trees in the rainforest reaching around50 metres

Canopy Receives 70% of sunlight and 80% of rainfall.Around 30 metres high.

Undercanopy Sheltered layers of young trees growing to aheight of 20 metres

Shrub layer Only small trees and shrubs. Less than 5% ofsunlight reaches the forest floor

Epiphytes Some plants grow on larger trees as they onlyneed water and air to survive e.g. orchids

Convectional rainfall

Where the ground is heated intensely by thesun, the air rises, cools and condenses to formclouds and heavy downpours.

Tropical rainforests only cover 6% of the Earth’s surface, yet they contain 50% of the plant and animal species.

YEAR 7 CYCLE 1 GEOGRAPHY - Biomes Knowledge OrganiserW

EEK 1


Ge

ograp

hy

Tropical rainforest Tropical grasslands Deserts Polar regions

Where is the biome found?

Within the tropics, around the Equator. Central Africa, SE Asia, Brazil & central America

Between the rainforest and desert biome. Around Congo Basin, Venezuela, northern Australia, Mexico

Around 30° north and south of the equator, at the tropics. Sahara and Namib/Kalahari in Africa, Arabian desert.

At the poles – Arctic in the north and Antarctica in the south. Below the Arctic is the tundra (northern Canada, Russia)

What is the climate like?

No seasons. Temperatures 26-28°C each day. 200mm rainfall.

Wet season & dry season. 80% rainfall happens in 4-5 months - wet season. Dry season as low as 100mm

Temperatures can reach 36°C in the day. Below freezing at night. Annual rainfall of 40mm.

Long, cold winters, short, cool summers. Temperature rarely above freezing. Low rainfall 250mm.

What plants live there?

Tall trees such as mahogany. Long vines called lianas. Orchids on the branches of trees.

Baobab tree. Grasses such as pampas. Cacti and yucca plants. Bushes grow apart so they do not complete for water.

Mosses and some grasses in the Arctic. No trees.

What animals live there?

Toucans, insects, jaguars, monkeys, snakes, frogs.

Gazelles and impalas, elephants, giraffes, wildebeest, cheetah, lions, hyenas

Camels, sidewinder snakes, meerkats, scorpions. Many nocturnal species.

Killer whales, walruses, polar bears, wolves, foxes and reindeer, seals

YEAR 7 CYCLE 1 GEOGRAPHY - Biomes Knowledge Organiser

Polar food web – Who eats who? (WEEK 9)The Arctic and Antarctica (WEEK 8) Threat to polar bears (WEEK 10)

Arctic (north) Antarctica (south)Temperatures are warmer from -46°C to -26°C

Temperatures are colder from -62°C to -55°C

Sea does not fall below -2°C Average height of 2300 metres – highest of all continents

Southern parts include the tundra

Only 1% of the continent is ice free

Arctic is an ocean surrounded by land

Antarctica is land surrounded by an ocean

Around four million people live there.

No permanent inhabitants but up to 10000 scientists in the summer

Climate changeSea ice melting means less hunting grounds. Polar bears become lighter (10kg) and less healthy.

Toxic pollutionHigh pollutants found in polar bears leads to lower levels of vitamins and antibodies. Milk can poison cubs.

Oil explorationConsuming oil from eating oil from contaminated prey. Noise from construction can destroy their habitat.

OverhuntingLaws set a limit on how many can be hunting by local people. Numbers are monitored to keep numbers stable.

WEEK 4 & 5


Histo

ry

Y7 History Knowledge Organiser– Cycle 1 – What do the 7 hills tell us about Ancient Rome and why Did Harold fail to keep his eye on the battle?1

–Ke

y dat

es

753BC – Rome is founded by Romulus and Remus, according to legend. 509 BC - The last king of Rome, is run out of the city and the Republic is established44 BC – Caesar is murdered by rebelling senators. 31 BC Octavian (later Augustus), Caesar's adopted son, ends the struggle for power when he triumphs over the forces of Mark Antony and Cleopatra27 BC – Augustus becomes first Roman Empire43AD – Rome, under the leadership of Empire Claudius invades Britain successfully. 6

–Ke

y da

tes (

all

1066

)

5th January – Edward the Confessor dies, leaving no heir6th January – Harold Godwinson, a powerful Earl, is crowned King of England18th September – 300 Viking Longboats led by Harald Hardrada land in England20th September – the Battle of Gate Fulford, led by Harald Hardrada defeat the Saxon army led by the ealrs Edwin and Morcar25th September – the Battle of Stamford Bridge. Harold Godwinson defeats the Viking army

2 –

Key d

ates

2

79 AD - Mount Vesuvius erupts destroying Pompeii80 AD - The Colosseum in Rome is completed seating 50,000 spectators285 AD - Split in Roman Empire to divide it between East & West330AD - Establishment of Constantinople as capital of the Roman Empire410 AD – Tribes beginning to attack the borders of the Western Roman Empire476 The last Emperor of the West, Romulus Augustulus, abdicates (leaves his position of power) and Rome is taken over by the Goths. Western Rome collapses

7 –

Key

date

s (al

l 106

6) 28th September - William of Normandy and his men land on the south coast of England.29th September – William occupies Hastings and starts attacking local villages1st October – Harold, still in the North, receives news of the Norman Invasion6th October – Harold arrives in London and starts preparing for battle (again)14th October - The Battle of Hastings. Harold Godwinson and his army battle William of Normandy and his army. William is victorious. 25th December – William is crowned King of England

3 –

Key p

eopl

e

Romulus and Remus - Mythical twin brothers who founded Rome at the base of the Palatine Hill. Julius Caesar - Military general and politician; ceased power of the Roman Republic; later assassinated by SenatorsAugustus - Great nephew, adopted son & heir of Caesar; first Emperor of the Roman Empire. Nero - Infamous Roman Emperor; executed anyone who disagreed with him (including his mother); played the fiddle whilst Rome burnedBoudicca – Queen of the Celtic tribes who fought against the Romans in BritainConstantine the Great – converted the Roman Empire to Christianity – moving away from their belief in multiple Gods 8

Key

wor

ds

Normans - People from Northern France who invaded England in 1066. Anglo Saxons - The people who lived in England before 1066Vikings - People from Scandinavia, who invaded England in 1066The 4 contenders to the throne in 1066 - Harold Godwinson (Anglo Saxon), Edgar Aethling (Anglo-Saxon), Harald Hardrda (Viking), William of Normandy (Norman)Heir - A person set to inherit property or a title, often used to mean next in line to the throne. Earl - A noble title, developed during the Anglo-Saxon period to describe the ruler of a county.Cavalry - Soldiers who fight on horseback. (Normans)Housecarls - Professional soldiers armed with battleaxes. (Anglo Saxon)

4 –

Key w

ords

Latin – the language of Ancient RomeSenate – Political body of the Republic – controlled money and foreign policyRepublic – Before Rome had an emperor, it was run by elected individuals. Consul – Two highest elected officials in charge of Rome for a one year termBC – the time ‘Before Christ’AD – Anno Domini – the time after Christ was bornCenturion - An officer who commanded a group of 80-100 soldiers within a LegionLegion - Large unit of the Roman army consisting of around 5000 soldiers.

9

5 –

Key w

ords

2

Aqueduct - A structure, like a bridge, which is used to carry water.Public Bath - A building, like a Spa today, where people went to wash, exercise and meet other people. Dictator – a person who has complete power of a countryEmperor – a person who runs an empireGaul - The area where France and Holland is today. Kingdom – an area ruled by an King or QueenCelt - Group of people, mainly based in Britain, Ireland and Gaul, who were ruledby and fought against the RomansConstantinople - Capital city of the Roman Empire during its late period. Modern Istanbul.

10


JBA

CC

Theme 1 – Me and my world

Week Definitions

1

Influence- The capacity to have an effect on the character, development, or behaviour of someone or something Value- How much something or someone is worth/how important it is.

Atheist- Someone who does not believe in the existence of God or gods. Theist- Someone who believes in the existence of God or gods Agnostic- Someone who is not sure if God exists.

2

Immoral- Doing the wrong/bad thing. Moral- Doing the right/good thing. Amoral- A situation which is neither moral or immoral.

Absolute morality- The belief that some actions are always right or wrong, regardless of the outcome Relative morality- The belief that the outcome of an action determines whether it is right or wrong.

Creation- The act by which God brought the universe into being according to theists. In the Genesis creation story it tells Jews and Christians that God created the heavens and the earth in 6 days and then rested on the 7th day. Big Bang theory- The current leading scientific explanation for the how the universe began. Fundamentalist: A person who believes in the strict, literal interpretation of scrip-ture (e.g. the Bible) in a religion. Stewardship- The job of supervising or taking care of something. Dominion- Having power over something or someone

3

4 Kindness- The quality of being friendly, generous, and considerate.

Theme 2 – Local Community Week Definitions

5

Community – The people you live with/near or share something in common. Identity – What makes you, you. Culture – The ideas and traditions that define a group Race – A group who share similar physical or social char-acteristics Religion – A system of belief about God or gods Church – A Christian religious building; or a group of Christians

Mosque – An Islamic religious building Synagogue – A Jewish religious building Gurdwara – A Sikh religious building Sewa – The Sikh idea of selfless service Poverty – Being extremely poor, usually below a set amount Homelessness – Not having a home Elizabeth Fry – A Christian who campaigned for prison reform Christians Against Poverty – A charity that helps people in poverty Street Pastors – An organisation that helps people who are out in pubs and clubs at the weekend Foodbanks – A charity that helps people who do not have enough money to buy food St Petrock’s – an Exeter charity that helps homeless people improve their lives.

6

Do unto others as you want

Don’t hurt others in ways that you yourself would find hurtful. (Buddhism)

Those acts that you consider good when done to you, do those to others. (Hinduism)

None of you truly believes until he wishes for his brother what he wishes for himself. (Islam)

Golden Rules


Math

s

#

1) Go to www.sparx.co.uk/login

2) St James School

3) Login using your username and password

4) Complete your compulsory Sparx homework as follows:

Write the bookwork code

You must show your working and your answer.

Mark your answer.

If you are struggling, watch the video.

Your homework is only complete when you have answered every question correctly.

REMEMBER: Ask you teacher before the deadline if you need help .


Math

s

Formulae for GCSE – each week practice and learn them


Mu

sicY7 Music -Autum

n

IS1IS2IS3IS4IS5IS6

Ext1Ext2Ext3Ext4Ext5IS6


Ph

ysical Ed

ucatio

n

1

2

3 4

5


Scie

nceGroup

1Group

2Group

3Group

4Group

5Group

6Group

7Group

0

Period1 key

relative atomic massatomic symbol

nameatomic (proton) number

1H

hydrogen1

4He

helium2

Period2

7Li

lithium3

9Be

beryllium4

11B

boron5

12C

carbon6

14N

nitrogen7

16O

oxygen8

19F

fluorine9

20Neneon10

Period3

23Na

Sodium11

24Mg

magnesium12

27Al

aluminium13

28Si

silicon14

31P

phosphorus15

32S

sulfur16

35.5Cl

chlorine17

40Arargon18

Period4

39K

potassium19

40Ca

calcium20

45Sc

scandium21

48Ti

titanium22

51V

vanadium23

52Cr

chromium24

55Mn

manganese25

56Feiron26

59Cocobalt

27

59Ni

nickel28

63.5Cu

copper29

65Znzinc30

70Ga

gallium31

73Ge

germanium32

75As

arsenic33

79Se

selenium34

80Br

bromine35

84Kr

krypton36

Period5

85Rb

rubidium37

88Sr

strontium38

89Y

yttrium39

91Zr

zirconium40

93Nb

niobium41

96Mo

molybdenum42

[98]Tc

technetium43

101Ru

ruthenium44

103Rh

rhodium45

106Pd

palladium46

108Agsilver47

112Cd

cadmium48

115In

indium49

119Sntin50

122Sb

antimony51

128Te

tellurium52

127I

iodine53

131Xexenon

54

Period6

133Cs

caesium55

137Ba

barium56

139La*

lanthanum57

178Hf

hafnium72

181Ta

tantalum73

184W

tungsten74

186Re

rhenium75

190Os

osmium76

192Ir

iridium77

195Pt

platinum78

197Augold79

201Hg

mercury80

204Tl

thallium81

207Pblead82

209Bi

bismuth83

[209]Po

polonium84

[210]At

astatine85

[222]Rnradon86

[223]Fr

francium87

[226]Ra

radium88

[227]Ac*

actinium89

[261]Rf

rutherfordium104

[262]Db

dubnium105

[266]Sg

seaborgium106

[264]Bh

bohrium107

[277]Hs

hassium108

[268]Mt

meitnerium109

[271]Ds

darmstadtium110

[272]Rg

roentgenium111

* The Lanthanides (atomic numbers 58-71) and the Actinoids (atomic numbers 90-103) have been omitted.Relative atomic masses for Cu and Cl have not been rounded to the nearest whole number.

Alkali Metals• reactive

• low melting and boiling points

• more reactive down the group

Alkali Earth Metals Transition Metals• reactive

• high melting and boiling points

• forms coloured compounds

Other Metals Halogens• reactive

• non-metals

• less reactive down the group

Noble Gases• unreactive

• full outer shell of electrons

Other non-metals

Elements with atomic numbers 112-116 have been reported but not fully authenticated


Scie

nce

GCSE Combined Sciences Physics Equations To Learn


Scie

nce

Week One Week Two

Week Three Week Four

Year 7 Combined Science Cycle One

Key Vocabulary


Scie

nce


Sp

anish

11FF 11GG 11HH 11II 11JJttiieennee s/he, it has eell the (m) hhaayy there is/are ppooddeerr to be able to ssee ppuueeddee one/we canssoonn they are llaa the (f) uunnaa mmeessaa a table ppuueeddoo I can vviissiittaarr to visit

uunnooss some (m) llooss the (m pl) uunnaa ssiillllaa a chair ppuueeddeess you can ccaammiinnaarr to walkuunnaass some (f) llaass the (f pl) uunnaa ppllaannttaa a plant eessttuuddiiaarr to study vveerr to see

uunn aammiiggoo a friend (m) eell ppaarrqquuee park uunnaa ccaammaa a bed eessccuucchhaarr to listen ccoommpprraarr to buyuunnaa aammiiggaa a friend (f) eell mmuusseeoo museum uunn zzaappaattoo a shoe hhaacceerr to do ccoommeerr to eat

nneeggrroo//aa black eell rreessttaauurraannttee restaurant uunnaa mmaannoo a hand jjuuggaarr to play bbeebbeerr to drinkaammaarriilllloo//aa yellow eell cciinnee cinema aazzuull blue ddeeppoorrttee sport mmoonnuummeennttooss monuments

rroojjoo//aa red llaa ttiieennddaa shop vveerrddee green mmúússiiccaa music ppeellííccuullaass moviesuunnoo one llaa eessccuueellaa school mmaarrrróónn brown vviiddeeoojjuueeggoo videogame rreeccuueerrddooss presentsddooss two ppeeqquueeññoo//aa small eennttrree between ttaammbbiiéénn also bboonniittoo//aa prettyttrreess three ggrraannddee big

ccuuaattrroo four iinntteerreessaannttee interestingcciinnccoo five ttrriissttee sad

11AA 11BB 11CC 11DD 11EE

eessttaarr To be(location/state)

eessttooyy I am (location/state)

sseerr to be (trait)

eess s/he, it is (trait)

tteenneerr to havetteennggoo I have

eessttáá s/he is, it is (location/state)

eessttááss you are (location/state)

ssooyy I am (trait) ffaammoossoo//aa famous ttiieenneess you haveeerreess You are (trait) ttaalleennttoossoo//aa talented uunn a/an (m)

eessttooyy I am (location/state)

ccoonntteennttoo//aa happy ssiimmppááttiiccoo//aa friendly iinnggllééss//aa English uunnaa a/an (f)aabbuurrrriiddoo//aa bored, boring aannttiippááttiiccoo//aa unfriendly eessppaaññooll//aa Spanish uunn hheerrmmaannoo a brother

nnoorrttee north eennffeerrmmoo//aa ill ffeeoo//aa ugly ccaannttaannttee singer uunnaa hheerrmmaannaa a sisterssuurr south ccaannssaaddoo//aa tired, tiring gguuaappoo//aa good-looking ppiinnttoorr//aa painter (m/f) uunnaa bbiicciicclleettaa a bike

cceennttrroo centre bbllaannccoo//aa pale, white aallttoo//aa tall jjuuggaaddoorr//aa player (m/f) uunn lliibbrroo a bookIInnggllaatteerrrraa England mmuuyy very bbaajjoo//aa small ffúúttbbooll football uunn tteellééffoonnoo a phone

EEssppaaññaa Spain hhooyy today yy and tteenniiss tennis uunnaa iiddeeaa an ideaAAmméérriiccaa America ¿¿ccóómmoo?? how? uunnaa pprreegguunnttaa a question¿¿ddóónnddee?? where? ¿¿qquuéé?? what?

eenn in

¡Me gusta el español porque es genial!


Sp

anish

11AA 11BB 11CC 11DD 11EE

eessttaarr to be, being(location/state)

bbllaannccoo//aa white (m/f)sseerr to be, being (trait)

tteenneerr to have, having uunn aammiiggoo a friend (m)lliissttoo//aa ready (m/f) tteennggoo I have uunnaa bbootteellllaa a bottle

eessttooyy I am(location/state)

nneerrvviioossoo//aa nervous (m/f) ssooyy I am (trait) ttiieenneess you have uunn ccaabbaalllloo a horserrraarroo//aa strange (m/f) eerreess you are (trait) ttiieennee s/he has, it has uunnaa ppaallaabbrraa a word

eessttááss you are(location/state)

sseegguurroo//aa sure, certain (m/f) eess s/he is (trait) lleeee read (verb) uunn ppeerriióóddiiccoo a newspapersseerriioo//aa serious (m/f) mmaarrccaa mark (verb) ¿¿QQuuéé?? What? uunnaa ppllaannttaa a plant

eessttáá s/he is, it is(location/state)

ttoonnttoo//aa silly (m/f) uunnaa ooppcciióónn an option bbaarrccoo boat uunnaa pprreegguunnttaa a question

ttrraannqquuiilloo//aa calm, tranquil (m/f)

aalleeggrree happy, cheerful bbiicciicclleettaa bicycle uunnaa rreevviissttaa a magazinennoorrttee north aallttoo//aa tall, high (m/f) bboollííggrraaffoo pen uunnaa ttaarreeaa a task

ssuurr south ¿¿CCóómmoo?? How? bbaajjoo//aa short, low (m/f) ccaammaa bed uunn tteellééffoonnoo a telephoneIInnggllaatteerrrraa England hhooyy today ccoorrrreeccttoo//aa correct (m/f) ccáámmaarraa camera ttaammbbiiéénn also

EEssppaaññaa Spain mmuuyy verygguuaappoo//aa

good-looking(m/f)

ccaassaa houseeenn in ¿¿CCóómmoo ssee ddiiccee

eenn iinnggllééss??How do you say

it in English?ggaattoo cat

¿¿ddóónnddee?? where?ssiimmppááttiiccoo//aa

nice, friendly(m/f)

ffrraassee phrase, sentence¡¡HHaassttaa lluueeggoo!! See you later! ¿¿CCóómmoo ssee

eessccrriibbee??How is itwritten?

lleettrraa lettrehhoollaa hello yy and lliibbrroo book

nnoo no mmoonneeddaa coinssii yes ppaappeell paper

nnuueevvoo//aa new (m/f)uunn,, uunnaa a, an (m/f)

11FF 11GG 11HH 11II 11JJ

bbaaiillaarr to dance, dancinglllleevvaarr to wear, wearing ccaammiinnaarr to walk, walking uunnoo 1 ssiieettee 7 hhaayy there is, there are

nneecceessiittaarr to need, needingeessttuuddiiaarr to study, stuyding

ddooss 2 oocchhoo 8 mmiirraarr to look, looking

eessccuucchhaarr to listen, listeninguussaarr to use, using ttrreess 3 nnuueevvee 9 uunn cchhiiccoo a boy

((uunnaa)) aayyuuddaa (a) help eennttiieennddoo I understand ccuuaattrroo 4 ddiieezz 10 uunnaa cchhiiccaa a girlccoommpprraarr to buy, buying uunnaa bboollssaa a bag eell aarrttee art cciinnccoo 5 oonnccee 11 uunnaa ccllaassee a class

hhaabbllaarr to speak(ing), to talk(ing)

uunnaa ccaammiissaa a shirt eell eessppaaññooll Spanish sseeiiss 6 ddooccee 12 uunnaa mmeessaa a tableuunnaa ccoossaa a thing eell iinnggllééss English uunn nnúúmmeerroo a number uunnaa ppeerrssoonnaa a person

lllleeggaarr to arrive, arriving uunn pprroodduuccttoo a product llaa hhiissttoorriiaa history uunn aauuttoorr an author (m) uunnaa ppuueerrttaa a door¿¿QQuuiiéénn?? Who? uunn vvaassoo a glass eell ggrruuppoo group uunnaa aauuttoorraa an author (f) uunnaa ssiillllaa a chair

uunnaa aammiiggaa a friend (f) uunn vvoolluunnttaarriioo a volunteer eell ssiilleenncciioo silence uunn ccoolloorr a colour uunnaa vveennttaannaa a windowllaa mmúússiiccaa music uunn zzaappaattoo a shoe sseeññoorr sir, Mr

uunn ddiirreeccttoorra head teacher

(m)aallllíí here

uunnaa ppaarreejjaa a pair, partner lluueeggoo then sseeññoorraa madam, Mrs aaqquuíí thereiimmppoorrttaannttee important ggrraacciiaass thanks llaa vveerrddaadd true

uunnaa ddiirreeccttoorraaa head teacher

(f)bbiieenn wellddee nnaaddaa

you’rewelcome

ffaallssoo//aa false (m/f)tteemmpprraannoo//aa early (m/f) mmuucchhoo//aa much, a lot (m/f) uunnaa fflloorr a flower

ttaarrddee late ppeerroo but uunn ppllaann a planccoonn with oo or uunn pprrooffeessoorr a teacher (m)

oottrraa vveezz again ppeerrddóónn sorry uunnaa pprrooffeessoorraa a teacher (f)nnoo no, not


No

tes


No

tes

Documents

Organiser Year 7 Knowledge Cycle One - St James School