Year 7

Autumn Term

Knowledge Organisers

Student Name: Tutor Group:

Subject: Art Topic: Colour

theory

Dates: Autumn

Term, Year 7

Additional Information:

N/A

Additional information can be found via the following websites and videos; Expressionism: https://www.tate.org.uk/art/art-terms/e/expressionism Wassily Kandinsky: https://www.tate.org.uk/art/artists/wassily-kandinsky-1382 Sonia Delaunay: https://www.tate.org.uk/whats-on/tate-modern/exhibition/ey-exhibition-sonia-delaunay/delaunay-introduction Orphism: https://www.tate.org.uk/art/art-terms/o/orphism

Essential Vocabulary

Colour Primary colours: The three colours that can be mixed to make all other colours. Secondary colours: A colour created by mixing two primary colours together. Tertiary colours: A colour created by mixing a primary and secondary colour. They must be beside one another on the colour wheel.

Composition The placement or arrangement of visual elements in a piece of artwork.

Tone The light and dark values used to create realistic qualities.

Shape (2D)

A shape may have an outline, or you may recognise it via an area. Limited to height and width.

Complementary colours

Complementary colours are pairs of colours that when placed next to each other, they create the strongest contrast for those two colours. They are also opposite each other on the colour wheel.

Blending

Mixing or combining two colours together.

Warm and cold colours

Warm colours are red, yellow, and orange and they evoke warmth because they remind us of things like the sun or fire.

Cool colours are blue, green, and purple and they evoke a cool feeling because they remind us of things like water or grass.

Sonia Delaunay French/Ukrainian, Painter, Orphism - Her work is mainly made up of contrasting bright and dark colours. - She was a painter, textile artist and stage set designer. - She co-founded the Orphism art movement. - First female living artist to have an exhibition at the Louvre. - She is known for using a combination of geometric shapes.

Wassily Kandinsky - Russian, Painter, Expressionism

- - Known for his involvement in the Expressionist movement.

- - He taught at the Bauhaus school of art and architecture.

- - His work is known as abstract. - - He was inspired by music and had synaesthesia

meaning he could see colours when he listened to music and could hear music when he painted.

Expressionism - - Is used to represent emotions, moods and meanings

rather than reality. - - Artists tries to express feelings through creating their

work. - - Colours are used to represent different emotions.

Orphism - - Based on the Cubist movement and combines

abstraction with cubism. - - Artists were influenced by colour and abstract shapes - - Orphism is inspired by music and is used as a visual

to the sound.

Sonia Delaunay Wassily Kandinsky

Subject: Computing Topic: 7.1 e-Safety Dates: Autumn 1

Essential Vocabulary Password A string of characters that allows access

to a computer, interface, or system.

Special

Character

The characters other than letters and

numbers such as % & “ ? *.

Complexity The state or quality of being intricate or

complicated.

Cyberbullying The use of electronic communication to

bully a person, typically by sending

messages of an intimidating or threatening

nature.

Trusted Adult Adults in a position of responsibility and

trust, such as teachers, youth leaders,

police officers and family members.

Bystander A person who is present at an event or

incident but does not take part.

Grooming When someone builds an emotional

connection with a child to gain their trust

for the purposes of sexual abuse,

exploitation or trafficking.

Victim A person harmed, injured, abused or killed

as a result of a crime or a person feeling

helpless in the face of ill-treatment.

CEOP Child Exploitation and Online Protection.

This is the organisation you can report

concerns to who will investigate and take

police action.

Password Security

Make sure your password is memorable

but not easy to break

Use a combination of Uppercase,

Lowercase, numbers and special

characters

Make sure it is at least 8 characters long

Change your password regularly

Do not share your password with anyone

Do not leave your password written down

in an obvious place

Digital Literacy:

File Naming: File names should be sensible and

describe what the document is to make it easy to find

again in the future.

Folder Structure: Like file names they must be sensibly

named with a logical structure to make locating work

easy

Frequency: Ensure you save your work regularly to

avoid loosing it through technical errors

Document Structure: Header

Name: Your name must be on the top left

Class: Your Class must be

under your name

Date: In the short form dd/mm/yy on the top right

Title: An appropriate title describing the work Should be

in the centre

Document Structure: Footer

Filepath: On the bottom left you should

place the file path showing where it is saved

Page Number: In the bottom centre the page number

e-Safety Key Points

Protect your personal information online,

do not post: your address, telephone

number, email, date of birth, bank details

On social media use the privacy settings

to make sure only your friends and family

can see your pages

Use a nickname online not your real

name

Be careful about what photos you share

online, if they show your home, work,

school or places you regularly go to you

can be easily traced

Think about the suitability of what you

post, images and text, would you want

your granny to see it? Are you revealing

too much?

Remember once you post it online you

cannot get it back it could be shared and

downloaded around the world

If you are concerned report it straight

away

Tell trusted adults if you are worried:

Teachers, Parents, Youth Workers,

Police Officers

Know where to get more help: CEOP;

NSPCC; Childline.

Additional information can be found via the following websites and videos; Child Exploitation and Online Protection (Police): https://www.ceop.police.uk/safety-centre/ e-Safety Advice: https://www.thinkuknow.co.uk/11_13/ BBC e-Safety Advice: https://www.bbc.com/bitesize/guides/zrtrd2p/revision/1 Childline: https://www.childline.org.uk/

Subject: English Topic: Macbeth Dates: Autumn 1 Additional Information:

Year 7

Essential Vocabulary

Ambition A strong desire to do or achieve something.

Betrayal Being purposely disloyal and breaking a person’s trust.

Prophecy A prediction of what will happen in the future.

Reality Things as they actually exist that can be seen and touched.

Stereotype A widely held image or idea about how a person or thing.

Treason The crime of betraying your country by attempting to kill or

overthrow the King or Queen.

Essential Vocabulary: Subject Terms

Act Part of a play. A tragedy has five acts. Each act in a play is

made up of individual scenes.

Aside

When a character’s speaks to the audience but is not heard by

the other characters on stage.

Audience

The people who watch the performance or who the play is

aimed at.

Dramatic Irony

When the audience knows something that is going on in the

play but the characters are unaware of what is happening.

Fatal Flaw The weakness of a tragic hero which brings about their

downfall and eventual death.

Foreshadowing Hints about what is to come later in the text.

Metaphor Compares one thing directly to another.

Pathetic Fallacy Using light, colours or the weather to reflect the mood in a

text.

Sensory Language

Use of the five senses (sight, sound, smell, taste, touch) to

describe.

Scene A small section or portion of a play.

Script The written dialogue, description and directions provided by

the playwright.

Simile Compares two things indirectly using the words ‘like’ or ‘as’.

Stage Directions Instructions given to the actors telling them what to do, where

to move and how to say their speech. It can also give

information about the setting.

Soliloquy A speech given by a character to the audience to show their

thoughts and feelings.

Tension A part in a text where the reader/audience feels on edge,

anxious, unsettled or a sense of anticipation.

Theatre The place where plays are performed.

Tragedy Is a genre of literature where the main character faces terrible

events.

Key context

Divine Right

of Kings

The belief that the King was chosen by God not by the people. Also, the belief that a King had

complete power and only answered to God.

The

Gunpowder

Plot

A plan to murder King James I by using gunpowder to blow up Parliament to allow English

Catholics to take over the country. Guy Fawkes was caught with the gunpowder and he and his

men were executed. These events inspired Macbeth as Shakespeare knew King James I wanted to

see a play where treason was punished

Jacobean The name of the era in which King James I ruled England and Scotland.

Globe

Theatre

The theatre in London where many of Shakespeare’s plays were first performed.

Witchcraft The practice of magic, particularly dark magic. At the time, many people strongly believed in

witches and were terrified of them. King James I was personally involved with witch trials where

women accused of witchcraft were killed.

Macbeth

Subject: English Topic: Magic, Myths, Fantasy

and the Supernatural

Dates: Autumn 2 Additional Information:

Year 7

Essential Vocabulary: Language

Adjective A word used to describe a noun.

Adverb A word used to describe a verb. Usually ending in ‘ly’.

Atmosphere The feeling, emotion, mood or tone that an author creates in

a narrative through descriptive language.

Hyperbole

Extreme exaggeration used to emphasise a feeling or idea.

Imagery Language used by poets to craft visually descriptive phrases

that create vivid images in the mind of the reader.

Metaphor

A metaphor makes an even stronger image in the reader's

head by comparing one thing directly to another.

Noun A person, place or item.

Onomatopoeia

Using words that imitate the sound they denote.

Personification

When you give an object human characteristics.

Repetition Using the same word, phrase or word pattern more than

once for effect.

Semantic Field

A group of words that are linked by meaning, often creating a

key theme.

Sensory language

The use of the five senses (sight, sound, smell, taste, touch) to

create a vivid description for the reader.

Simile

A figure of speech that compares two things indirectly using

the words ‘like’ or ‘as’.

Symbolism The use of symbols in a piece of literature to stand for or

represent a key idea.

Theme An idea that is repeated (or recurs) throughout a piece of

writing.

Verb A doing, being or action word.

Keywords

Myths A traditional story, especially one concerning

the early history of a people or explaining a

natural or social phenomenon, and typically

involving supernatural beings or events.

Moral

A story concerned the principles of right and

wrong behaviour.

Mythology

A collection of myths dealing with the gods,

demigods, and legendary heroes of a particular

people.

The

supernatural

Events considered to be of unnatural origin,

such as ghosts, vampires, werewolves etc..

Prophecy A supernatural prediction of what will happen in

the future.

Fate The development of events outside a person's

control, regarded as predetermined by a

supernatural power.

We study extracts from the following texts

Harry Potter by J.K Rowling

The Sword in the Stone by T. H. White

The Carpet People by Terry Pratchett

The Chronicles of Narnia by C. S. Lewis

Alice in Wonderland by Lewis Carroll

The Lady of Shalott by Tennyson

Collection of Greek Myths

Subject: FOOD Topic: Eating well Year 7 Rotation

The Eatwell Guide helps us choose the right balance of foods so that we get the nutrients we need. The three macro nutrients are protein, fat and carbohydrate. Protein helps build new cells so is used for growth and repair. Fats give us energy and help keep us warm. Carbohydrates give us energy and dietary fibre which helps prevent constipation. You can make recipes healthier by cutting down the fat and/or sugar and increasing the fibre. This is called adapting the recipe to meet government guidelines. To be healthy - You can swap foods e.g. have an apple instead of chocolate or change how they are cooked e.g. swap chips for a jacket potato or just have less e.g. have a small bag of popcorn instead of the whole family pack to yourself!

Keeping safe Knife safety – carry with blades down. Use the correct grip (bridge or claw) and cut down wards onto a chopping board. Cooker safety – use oven gloves, crouch down when opening the oven, check the hob is turned off properly. Don’t leave things unattended, control it carefully so the heat does not get too fierce, keep pan handles turned in so they don’t get knocked. If you burn yourself put the burned skin under cold running water for 10 minutes.

Keeping food hygienic. • Keep it cold so bacteria can’t

multiply as fast • Cook it thoroughly to kill bacteria • Don’t cross contaminate (move

bacteria from one food to another)

• Keep yourself clean • Keep all of your equipment and

kitchen clean

Food miles – this is the distance food travels from where it is produced to you. Choosing food that is produced close to where you live reduces the carbon footprint – it is better for the environment.

Food labels give you information about the ingredients and nutrients in the tin/pack of food. This helps you make the correct choices to stay safe (if you are allergic to a food) and healthy.

Additional information can be found at the British Nutrition Foundation’s website - www.foodafactoflife

Essential Vocabulary

Nutrient The chemicals in food we need to stay healthy.

Hygiene Keeping clean and so safe from contamination.

Bacteria Micro-organisms that can cause food poisoning.

Eatwell Guide The government’s guidelines to help choose foods for a healthy diet.

Subject: French Topic: Basics Dates: Autumn

Term

Additional Information: n/a

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1561052/priorymfl-year-

7-french/ (Relevant levels: 1 – 6)

Essential Vocabulary

Noun An object, place or person

Verb An action, state or occurrence

Adjective A word to describe a noun

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine)

Subject: French Topic: School Dates: Autumn

Term

Additional Information: n/a

Essential Vocabulary

Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according

to subject (I, you, he/she, we,…)

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine)

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1561052/priorymfl-

year-7-french/ (Relevant levels: 7 – 14)

Subject: Geography Topic: Geographical Skills

Dates: Autumn 1 Term Year 7

Additional Information: N/A

Additional information can be found at; www.ordnancesurvey.co.uk/mapzone www.bbc.com/bitesize/guides/z6j6fg8/revision/1

Essential Vocabulary

Continent One of the seven large land masses of the earth

Country A nation with its own government occupying a particular territory

Longitude The lines down the earth showing east or west

Latitude The lines across the earth showing north and south

Contour Lines

Brown lines on a map which show height

Relief The height of the land

OS Map Ordnance Survey is a map of areas of the UK

Continent, Oceans and Key Lines of Latitude

Subject: Geography Topic: Climate Change Dates: Autumn Term 2, Year 7

Additional Information: N/A

Essential Vocabulary

Adaption Action that helps cope with the effects of climate change.

Biofuel A fuel derived from renewable, biological sources.

Carbon dioxide (CO2)

Carbon dioxide is a gas in the Earth's atmosphere. It occurs naturally and is also a by-product of human activities such as burning fossil.

Fossil fuels Natural resources, such as coal, oil and natural gas.

Greenhouse effect

The insulating effect of certain gases in the atmosphere, which allow solar radiation to warm the earth and then prevent some of the heat from escaping

Mitigation Action that will reduce man-made climate change.

Climate Change: a change in global or regional climate patterns, in particular a change apparent from the mid to late 20th century onwards and attributed largely to the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels.

Natural causes of climate change

Orbital Changes

The Milankovitch Theory explains the 3 cyclical changes in Earth’s orbit and tilt that cause the climate fluctuations that occur over tens of thousands of years to hundreds of thousands of years.

Volcanic Eruptions

Volcanic eruptions discharge carbon dioxide, but they may also emit aerosols, such as volcanic ash or dust, and sulfur dioxide. Volcanic aerosols can block a percentage of sunlight and cause a cooling that may last for 1-2 years.

Variation in Solar Radiation

The total amount of solar radiation varies by very small amounts. This change in solar radiation is related to the number of sunspots. The sun emits slightly more radiation during active periods of sunspots. This can lead to global temperature change.

Additional information can be found via the following websites and videos; https://www.bbc.co.uk/programmes/p03qqzs9 https://www.bbc.com/bitesize/topics/zx38q6f

Subject: German Topic: Basics Dates: Autumn

Term

Additional Information:

n/a

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1568146/priorymfl-7-

german/ (Relevant levels: 1 – 6)

Essential Vocabulary

Noun An object, place or person

Verb An action, state or occurrence

Adjective A word to describe a noun

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine/neuter)

Subject: German Topic: School Dates: Autumn

Term

Additional Information:

n/a

Essential Vocabulary

Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according

to subject (I, you, he/she, we,…)

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine/neuter)

Additional information can be found at;

Vocabulary

https://decks.memrise.com/course/1568146/

priorymfl-7-german/ (Relevant levels: 7 – 11)

Subject: History Topic: Norman

Conquest

Dates: Autumn

Year 7

Additional Information:

Essential Vocabulary

Battle of

Hastings

On October 14th, 1066, the English

army, led by King Harold II, was

defeated by Duke William and the

Normans at the Battle of Hastings.

William the

Conqueror

(1066 -

1087)

On Christmas Day, 1066, William the

Conqueror (from Normandy) was

crowned King of England.

Battle of

Stamford

Bridge

The Battle of Stamford Bridge took

place at the village of Stamford Bridge,

East Riding of Yorkshire, on 25

September 1066, between an English

army under King Harold Godwinson

and an invading Norwegian force led by

King Harald Hardrada and the English

king's brother Tostig Godwinson.

Feudal

System

A system developed by William where

each group of people pled loyalty to

the group above, starting with Villeins,

knights, barons and ending with the

King

Motte and

Bailey A motte-and-bailey castle is a fortification with a wooden or

stone keep situated on a raised earthwork called a motte,

accompanied by an enclosed courtyard, or bailey,

surrounded by a protected ditch and fencing (palisade)

Villein A peasant who worked the land

Domesday ‘Day of judgement’

Additional information can be found at; BBC Bitesize https://www.bbc.com/bitesize/guides/zsjnb9q/revision/1

Defeating Saxon rebels William dealt with some of his

problems very swiftly.

The march to London: William took two months to reach

London and on his way his army burnt, stole and killed

people as they passed. The Harrying of the North;

When William’s trusted friend, Earl Robert, and 900 of

William’s soldiers were murdered when they were sent up

to rule Durham, the king acted quickly and brutally:

“William came to York…stopping at nothing to hunt down

the rebels hidden there. He cut down many and destroyed

and burned homes. Nowhere else had William shown such

cruelty. His fury was blind and he punished the innocent

with the guilty. He ordered that all crops, cattle and food

be burned, so that the whole region had nothing to live

on.” Some estimate that 100,000 people died from

starvation because of William’s actions.

Castle‐building

William brought his rich and powerful friends over from

Normandy to help control the English. In return for their

support, he gave them large areas of English land. They

soon realised that they needed protection from attacks by

unhappy Englishmen.

William’s men built castles all over England. By 1086, over

100 castles had been built across England. These castles

were known as Motte and Bailey castles.

They were built at key points, to guard important roads,

ports, river crossings and towns.

How have castles changed over time?

Motte and Bailey castles-

They were weak against a determined attack.

The wooden walls could quite easily be

chopped or burned down, or just climbed

over with ladders. (See Castle-building for

diagram).

Stone castles –

Stronger walls and towers made these castles

much more difficult to invade but tunnelling

under the corners of the towers and using

siege towers meant that stronger defences

were eventually needed.

Concentric castles –

These had a curtain wall around them, a moat

and round towers. The keep and barbican

were guarded. The use of canons in the late

14th century meant that even these castles

could be attacked successfully.

“I have persecuted its natives beyond all reason. I was cruel; they perished through famine or the sword”

William the Conqueror

“

Subject: History Topic: Medieval Life Dates: Autumn 2

Year 7

Additional Information:

Essential Vocabulary

Cottager a villein who lived on the Manor but

only had a cottage garden with their

house

Demesne a piece of land attached to the Manor

for use by the people who lived there

Freeman a person who was free to work and

travel in England

Feudal

system

a social structure of people sorted

according to importance established by

the Normans

Hierarchy a system in which people were ranked

according to their importance

Magna

Carta -

the ‘big charter’. A document sealed by

King John which enabled the nobles to

have more powers

Peasant a person living in the countryside who

worked the land (from the French

‘paysanne’)

Monarch king or queen ruling the country

Villein a landowner who pays the tenant

money in order to work on the land

Additional information can be found at; BBC Bitesize https://www.bbc.com/bitesize/guides/zm4mn39/revision/1

Medieval life was organised into those who lived in the

countryside (90%) and those who lived in the towns and

cities (10%).

Life for a Medieval villein was the hardest. They worked the

land for the Lord of the Manor for over 250 days of the

year and had to give him the produce that they grew as

payment for their land. They also had to pay 10% of their

produce as a tithe to the church.

Families worked all week and had Sundays off as a ‘Holy

Day’, which has become ‘holiday’ today. They would go to

church where the children would play games at the back of

the church and so would the adults as they couldn’t

understand the church service because it was in Latin.

Freemen may live on the Manor but provided trades such

as blacksmiths, coppers (barrel makers), masons (builders),

tanners (changing hides into leather). They would be free to

travel from the Manor to the towns and would earn

money.

If the freemen lived in a town, it would be expected that

they would join a ‘guild’ if they were good at their trade. If

you weren’t in a guild you couldn’t sell your goods in that

town.

Feudal system

William knew he needed help running the

country, so he used all the land he owned

as a way of getting assistance. By giving lots

of land to his friends (the barons), he got

their support and help and some money

when he taxed them.

The barons got their money by giving some

of their land to knights who then paid taxes

to the barons. In turn, the knights shared

much of their land with the peasants

(villeins) who then farmed the land and paid

taxes to the knights. This way nearly every

man in the country got some land BUT he

had to promise to be loyal to the man who

gave it to him. If he broke his promise, he

lost his land. So William had a constant

supply of money and support.

Domesday Book

William sent officials all over England to visit every village and t

o ask a series of detailed questions, for example:

How much farmland is there? How many people live here?

How much is the land worth? They interviewed the

priest, the steward and six elderly villagers in each village.

All the records from the surveys were sent to Winchester

where one man wrote it all down in Latin. The surveys filled

two huge books and contained approximately two

million words.

Subject: Maths Topic: Number & Negatives

& Proportional Reasoning

Dates: Autumn

Term

Additional Information:

See Below

Essential Vocabulary

Integer A whole number, e.g. 4, 33

Factor Integers that multiply together to make a target e.g. 12 = 1&12, 2&6 and 3&4

Multiple The times table of a number e.g. 12, 24, 36, 48, 56

Square A number multiplied by itself e.g. 4 squared = 42 = 16

Cube A number multiplied by itself and itself again, e.g. 43 = 4x4x4

Root The opposite of a square, cube etc., e.g.: what squared is 64?

Primes A number with only 2 factors, e.g. 23, 29, 31, 37

Essential Vocabulary

Improper Fraction

A “top heavy” fraction, eg 9 / 2

Mixed Number

The clearer way of writing improper fractions, eg 4½

Numerator The top of a fraction

Denominator The bottom of a fraction

Additional information can be found at; http://vle.mathswatch.co.uk

Subject: Music Unit: Premiere

Performance / Feel

the Rhythm

Dates: Autumn 1

and Autumn 2

Additional Information:

N/A

Pitch The frequency of a note – high and low.

Rhythm The pattern of notes over time

Dynamics The loudness of music

Pulse The steady beat behind the music

Structure The way music is organised over time (horizontally)

Texture The way music is organised into layers (vertically)

Ostinato The repeated pattern of notes or beats

A capella Singing without any accompaniment (no instruments)

Posture The correct to stand or sit whilst singing or playing an instrument

Melody The tune, a single sequence of notes

Accompaniment The arrangement of music behind the melody

Chord Several notes played together, often used as accompaniment

Bass line Low pitched notes often under chords and melody

Harmony A melody or chords that work with the main tune.

Note names (Western

Classical)

The tradition names of different note symbols: semibreve, minim, crotchet, quaver,

semiquaver

Note names (Modern) The contemporary names of different note symbols: whole notes, half notes, quarter

notes, eighth notes and sixteenth notes

Essential Vocabulary and Key Skills (re-emphasis of Unit 1 language, plus:)

Strumming To create sound on a stringed instrument through an up/down movement

across the strings

Picking To highlight individual notes on a stringed instrument

Fretting To hold down strings in specific positions to create chords and melodies.

Muting To create a ‘dead’ sound by light holding the strings and strumming.

Pitch bending To alter the pitch of a picked note by bending the string

Glissando To quickly ascend or descend in pitch by sliding the hand up or down the

fretboard

Vamping To play repetitive chord patterns behind a melody

Improvising To create music instantly, based on given rules, stimuli or guidelines

Scale An ascending and descending series of notes from which a melody is created

Major chord A chord which is generally pleasant, light, happy, joyful or celebratory

Minor chord A chord which is generally dark, sad, dramatic, angry or mournful

Progression A pattern of major and/or minor chords which create an accompaniment.

Additional information;

Baseline testing will take place to ascertain prior knowledge and skills gained in music.

All students have the opportunity to learn an instrument with a specialised teacher, at a subsidised rate. Contact

the music department for details.

Subject: Music Unit: Chords and

Ukuleles

Dates: Autumn 2

and Spring 1

Additional Information:

N/A

Additional information;

All pupils will be expected to take part in performance and there are opportunities to both accompany and take

the lead. Assessment will be consistently applied to level of commitment and participation in either case.

Subject: PSCRE Topic: Sikhism Dates: Autumn

Term Year 7

Additional Information:

Autumn 1

Essential Vocabulary

Guru A spiritual teacher.

Guru

Nanak The founder of Sikhism.

Gurdwara The Sikh place of worship.

The 5 K’s Five symbolic items that all full Sikhs must wear.

Langar The Sikh kitchen/custom of giving away food after worship.

Khanda Name of the symbol of Sikhism.

Khalsa

Sikhs A community of the faithful who wore visible symbols of their faith and trained as warriors. Today the Khalsa includes all practising Sikhs.

Additional information can be found at:

Key Facts: http://www.primaryhomeworkhelp.co.uk/religion/sikhism.html

Video: https://www.bbc.com/bitesize/topics/zyqnvcw/resources/1

Sikhism is one of the world’s youngest

religions being founded just over 500 years

ago. It originates in The Punjab, an area of

Northern India.

Despite being so young, it is the fifth largest

religion in the world with over 20 million

followers.

The word 'Sikh' in the Punjabi language

means 'disciple', Sikhs are the disciples of

God who follow the writings and teachings

of the Ten Sikh Gurus.

The Sikh faith was founded by Guru Nanak

(1469-1539) and then shaped by the nine

Gurus who followed him in the sixteenth

and seventeenth centuries.

Khanda

Gurdwara

Langar

Guru

Nanak

Core Beliefs of Sikhism:

One God

All Are Equal

Men and Women have the same rights/responsibilities

Meditation

Live Honestly

Sikhs are supposed to work hard and live honestly

Share with Others

Give to the needy.

The Sikh

Holy Book

is called

the ‘Guru

Granth

Sahib’. It

contains

teachings

of Guru

Nanak and

the other

Gurus.

Subject: PSCRE Topic: Bullying Dates: Autumn

Term Year 7

Additional Information:

Autumn 2

Additional information can be found at childline.org.uk

Essential Vocabulary

Bullying

Repeated behaviour which is intended to hurt someone either emotionally or physically.

Cyberbullying Cyber bullying is bullying through a mobile phone or online (e.g. by email, instant messenger or on social network sites).

Banter Exchange remarks in a good-humoured, teasing way.

Peer Pressure A feeling that one must do the same things as other people of one's age and social group in order to be liked or respected by them.

Self-Esteem A person's overall sense of self-worth or personal value. In other words, how much you appreciate and like yourself.

e-safety E-safety is often defined as the safe and responsible use of technology. This includes the use of the internet and also other means of communication using electronic media (eg text messages, gaming devices, email etc).

Impact of Bullying

Bullying can make you feel isolated and worthless,

lonely, anxious, angry and lacking confidence. You

may experience some or all of these feelings.

Some people who are being bullied

develop depression, anxiety and eating problems.

Bullying in any form is hurtful and unacceptable

and can make your life miserable.

How can you get help?

Ignoring bullying won’t make it go away. You need to

tell someone about what is happening.

If the bullying is happening at school – talk to your

parents or carers and your teacher.

If the bullying is happening outside school – talk to

your parents or carers, close relatives such as

grandparents, aunties and uncles, even your friends’

parents.

Subject: Spanish Topic: Basics Dates: Autumn

Term

Additional Information:

n/a

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1555322/priorymfl-7-

spanish/ (Relevant levels: 1 – 7)

Essential Vocabulary

Noun An object, place or person

Verb An action, state or occurrence

Adjective A word to describe a noun

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine)

Subject: Spanish Topic: School Dates: Autumn

Term

Additional Information:

n/a

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1555322/priorymfl-7-

spanish/ (Relevant levels: 8 – 14)

Essential Vocabulary

Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according

to subject (I, you, he/she, we,…)

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine)