Year 7

Knowledge Organisers

Term 2

Artist Fact file • Frida Kahlo de Rivera was a Mexican painter, who mostly painted self-portraits.• She was inspired by Mexican popular culture and used a naïve folk art style to paint pictures about identity, post-colonialism, gender, class, and race in Mexican society.

• Born: July 6, 1907 Coyoacán, Mexico • Died: July 13, 1954 (aged 47), Coyoacán, Mexico • Full name: Magdalena Carmen Frieda Kahlo y Calderón• Husband: Diego Rivera (m. 1940–1954), Diego Rivera (m. 1929–1939)• Nationality: Mexican • Education: Self–taught

• Known for: Painting • Movement: Surrealism, Naïve art, Modern art, Symbolism• Her work has been celebrated internationally as symbol of Mexican tradition, and by feminists for her depiction of the female form.

What will you include on your Frida inspired self portrait?-What things symbolise your identity and personality?

Make a mind map of everything you can think of that makes you, you.

Frida challenged gender stereotypes…she dressed in her fathers clothes in their family portrait.

She was openly bi-sexual.

She painted real women and their experiences.

She did not let the pain and agony from her accident stop her.

When she was 18 she was in a terrible bus accident that broke her spinal cord, collarbone, ribs, pelvic bone, leg, foot, and shoulder.

Year 7 Computer Science Topic 1- Improving The Performance Of A Computer

COMPUTER HARDWARE VOCABULARY

Peripheral A device which can add extra functionality to a computer system. Peripherals can either input or output data from the computer.

Output Device

An output device is a piece of hardware or peripheral that receives data from a computer. It can receive from the computer:

Text e.g. printer

Pixels and images e.g. monitor

Sound e.g. Speakers

Utility Software

Utilities allow the user to manage, fix and optimise the computer. There are many different utility programs and they may vary across operating systems. These include:

Disk cleaner (to make more space on the disk)

Disk defragmentation (to make the disk more efficient)

Security utilities (to clean up malware on the computer)

Input Device

An input device is a piece of hardware or peripheral that enters data into a computer. It can input:

Instructions e.g. keyboard

Data e.g. memory stick

Images e.g. Scanner

Sound e.g. microphone

Clock Speed

The speed at which a microprocessor executes instructions. Every computer contains an internal clock that regulates the rate at which instructions are executed. The faster the clock speed, the faster the processor.

Software A collection of instructions that enable the user to interact with a computer, its hardware, or perform tasks. Without software, most computers would be useless.

Storage

A storage device is used for storing and extracting data files and objects. It can hold and store information both temporarily and permanently, and can be internal or external to a computer, server or any similar computing device.

Cores There are single core, dual and quad core processors and the main types are Intel or AMD. The more cores a computer has the more efficient and faster it will be.

Motherboard Connects all components in the computer together electrically in circuits.

Processor (CPU)

Performs any calculation plus processes instructions given to it.

RAM Short-term storage, which stores instructions for the CPU to process. Stands for Random Access Memory.

Hard Drive Stores information in long-term memory. Contains a magnetic disk or solid-state drive inside to store data on.

BINARY BASIC AND STORAGE

Binary The only language that computers truly understand. 0 means off, 1 means on. Megabyte (MB) 1024 kilobytes

Bit The smallest amount of data (stands for binary digit) (0 or 1) Gigabyte (GB) 1024 megabytes

Byte (B) 8 bits Terabyte (TB) 1024 gigabytes

Kilobyte (KB) 1024 bytes Petabyte (PB) 1024 terabytes

Year 7—Term 2

Script: a written

text, lines that

an actor follows.

Status: how

important a

character is.

Stage direction:

tells the actor

what to do.

Dialogue: tells the

actor what to say.

Multi-set: many uses

for same set.

Multi-role: play-

ing more than one

character.

Gesture: a

movement with

arm or hand.

Posture: how a

character holds

their body.

Characterisation: taking on a character through

body language and facial expressions.

Physical theatre:

creating props and

set with your body. Audience awareness:

performing to an audience.

DESIGN TECHNOLOGY YEAR 7 MODULE 2

KEY WORDS

Manufactured boards:- Manufactured

boards are timber sheets which are

produced by gluing wood layers

or wood fibres together. Manufactured

boards often made use of

waste wood materials.

Plywood:- a type of strong thin wooden

board consisting of two or more layers

glued and pressed together with the

direction of the grain alternating.

MDF:- Medium Density Fibreboard;

Particles and fibres of wood glued together

and then rolled into usable sheets.

Block board:- Strips of wood laid side by

side and laminated top and bottom.

Glass paper:- Sheets of paper with varying

grades with which to smooth wood.

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

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

Machines

Plastics &

metals.

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

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

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

Grammar focus:

When do I use a semi-colon?

A semi colon is used to link two independent, main clauses. Each clause must

make sense as a sentence on its own. In order to link them using a semi colon

however, the two clauses must be related in some way.

Example:

My parents bought me a surf board for my birthday; I love to go surfing.

The link is surfing—the clauses are both about the same topic.

Both clauses make sense on their own.

When should I use capital letters?

Capital letters are used at the start of sentences and to indicate a proper

noun (a proper noun means the name of a person or place). You might be

surprised to know that the names of months and week days are all proper

nouns so require a capital letter too!

Examples:

Monday / London / Trowbridge / Helen / Joseph / February

How do I use speech marks?

Speech marks indicate that words you write are spoken by someone else,

maybe a character or another writer who you’re quoting.

Examples:

“Hello” said Molly. “How are you?”

OR

The writer describes “the sun was shining radiantly in the sky” which shows…

Key Spellings

Moreover

Additionally

Furthermore

However

Alternatively

Suggests

Indicates

Implies

Evokes

Connotations

Analysis

Adjective

Adverb

Narrator

Narrative

Chapter

Novel

Character

Villain

Hero

Dialogue

Additional Reading Challenges:

This term you are reading a novel in class. Reading is hugely beneficial to

your ability to write clearly, the development of your vocabulary and it is

proven to help you do better in English if you read at home regularly.

When you’re doing your reading at home, why not try these challenges:

Write a review of your book

Draw one of the main characters and label with descriptions

Write the next chapter—what happens next?

Re-write the story from a different character’s perspective

Assessment Skills: You will be learning to write an essay and these are

some helpful ways of remembering how to structure your paragraphs.

P—point (explain what you’re idea/argument is)

E—evidence (give a quote from the poem to support your point)

E—explain (explain how the quote you’ve chosen proves your point)

WETRATS—use this to help add detail to your ‘explain’ in a PEE paragraph.

W = word (zoom in on a key word from the quote)

E = effect (explain the effect of the quote/ what it suggests)

T = technique (identify techniques used by the writer—e.g: metaphor)

R = reader’s reaction (how does the quote make the reader feel)

A = alternative interpretation/ author’s intention

(what else could it mean?/why did the author include it?)

T = theme (how does this show one of the key themes in the book?)

S = structure (consider the order of events and the effect this creates—

consider flashbacks etc. )

English Faculty—Year 7—Term 2

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

Harpy Eagle

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

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

South/Central America Emergent

Length: approx. 1m

Weight: approx. 6kg

Morpho Butterfly

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

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

South/Central America Emergent

Length: approx. 6cm

Weight: approx. 1.5g

Howler Monkey

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

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

canopy leaves and fruits.

South/Central America Canopy

Length: approx. 1m (half of

this is tail!) Weight:

approx. 6kg

Flying Fox Bat

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

eyesight are well-developed.

Asia/ Australia/

Africa Canopy

Length: approx. 40cm

Weight: approx. 0.6kg

Red-Eyed Tree

Frog

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

startle predators before it escapes.

South/Central America Canopy

Length: approx. 6cm

Weight: approx. 10g Layers of the Rainforest

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

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

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

Sloth

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

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

South/Central America Canopy

Length: approx. 70cm

Weight: approx. 6kg

Reticulated Python

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

prey, such as small mammals and birds.

Asia Understory

Layer

Length: approx. 4m

Weight: approx. 50kg

Bullet Ant

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

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

South/ Central America

Understory Layer

Length: approx. 20mm

Weight: approx. 3mg

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

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

Forest Floor

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

Tapir

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

diet consists of fruit, berries and leaves.

South/ Central America/Asia

Forest Floor

Length: approx. 2m

Weight: approx. 200kg

Gorilla

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

Africa Forest Floor

Length: approx. 1.6m

Weight: approx. 160kg

Where are the Rainforests?

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

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

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

Peru, Congo DRC, Indonesia, Papua New Guinea.

Jaguar

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

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

South/Central America

Forest Floor

Length: approx. 1.5m

Weight: approx. 80kg

Bengal Tiger

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

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

Asia Forest Floor

Length: approx. 2.7m

Weight: approx. 300kg

Amazon Rainforest Timeline

1900 – Rapid clearing in begins in Brazil. Whole state

of Parana cleared in 30 years.

1970 – Huge clearing for the Transamazon

Highway.

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

Rubber Boom.’

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

areas of agriculture, and cleared areas for living.

Early 2000s– Amazon loses 4.3 million hectares

per year.

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

predicted no rainforest left.

Emergent Layer

Canopy

Understory/ Shrub Layer

Forest Floor

Harold Godwinson William of Normandy Harald Hardrada

Anglo-Saxon Earl of Wessex, one of

the most powerful men in England

Harold’s sister was married to King

Edward. Harold was a brave and re-

spected solder with a tough streak.

The Witan, wanted Harold to be the

next king. Edward promised the

throne to William on his deathbed.

Norman Duke of Normandy, France.

William came from a fighting family. He

was a brave solider. Edward’s cousin.

Edward had lived in Normandy from

1016-1042. Edward had supposedly

promised that William should become

King of England. Harold had promised

to support William.

Viking King of Norway Vikings had

ruled Britain before Most feared warri-

or in Europe – Hardrada means ‘hard

ruler’ and his nickname was ‘the Ruth-

less’. Harald was supported by Tostig,

Harold Godwinson’s brother who want-

ed revenge.

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

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

England.

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

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

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

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

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

army was tired and badly reduced in size.

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

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

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

army down the old Roman road of Ermine Street

12 Oct Harold arrives at London, to recruit more troops

14 Oct Battle of Hastings—death of King Harold

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

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

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

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

charging uphill.

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

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

me, William” to prove he was not dead.

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

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

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

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

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

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

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

Preparations Leadership Luck

William had well trained and professional

soldiers. Large parts of Harold’s army was

untrained and made up of farmers. Many of

Harold’s men had left the army to collect the

harvest in.

Harold was not prepared for the battle. Wil-

liam's army was fresh and well rested. He

had lots of supplies. Harold’s army was tired

and reduced in size following the Battle of

Stamford Bridge.

William was very brave and

led his men very well. William

showed his face during the

battle to keep his solders

from running away.

William used cavalry & archers

to help to win the battle.

The tactic of pretending to

run away worked perfectly.

The weather changed

when William was try-

ing to cross the English

Channel. Harold had

to fight the Vikings

first, giving William the

advantage.

At a key moment in

the battle Harold was

killed.

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

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

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

helped him to win the throne.

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

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

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

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

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

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

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

vices to the knights.

How did William control England?

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

lions against the Normans which were crushed ruth-

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

ing villages, slaughtering the inhabitants and also kill-

ing animals & destroying crops, leading to starvation.

Castles: The Normans built castles as bases for

offensive patrols into the surrounding area. Nor-

man castles were large, imposing buildings that

were built to intimidate, bully and administrate

the local area. They commanded the landscape

in every direction. The location was incredibly

important. They had to be high enough to see

attackers coming, defend important routes such

as the old Roman roads or river crossings, have

easy access to resources such as wood, food

and water, and also have natural advantages for

defence. Castles were often located near a bend

in the river or on the coast as the water could

provide a natural moat. The first castles were

wooden and called motte & bailey. Later, they

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

ers.

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

of England to allow him to tax them more heavily.

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

rooms, animals etc.

housecarls Harold’s elite troops

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

warded with large areas of land to control for him

knights Soldiers who were given land in the Feudal system

Bayeux Tapes-

try

Embroidery which tells the story of the Battle of Has-

tings (from the Norman perspective)

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

defence

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

men)

Domesday

Book

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

their feudal master, often a knight.

feudalism Norman way of organising society so that everybody is

loyal to the king

rebellion An uprising against the ruler

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

Saxon England

Key Terms

What do I need to know?

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

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

3. What happened during 1066?

4. Why did William win the Battle of Hastings?

5. How did William keep control of England?

Year 7 – Term 2

Maths Essential Vocabulary

Word Meaning

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

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

The largest factor is the number itself.

Multiples The multiplication table for that number.

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

The smallest multiple is the number itself.

Mean An average, calculated by adding up all of the numbers and dividing

by how many there are.

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

Product Multiply.

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

Whole

Number

An exact value, no decimal places or fractions.

Eg. 7 and 126.

Integer A positive or negative whole number or zero.

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

number itself.

Equivalent

fraction

Two fractions that represent the same quantity.

Convert To change the way a number is written, without changing its value.

This can be from a decimal to a fraction.

Mixed

numbers

A whole number and a fraction.

Proper

Fraction

A fraction where the numerator (top number) is smaller than the

denominator (bottom number).

Improper

fractions

A fraction where the numerator (top number) is bigger than the

denominator (bottom number). Also called top-heavy fractions.

Lowest

common

multiple

The first number that is a multiple of both numbers.

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

Highest

Common

Factor

The largest number that is a factor of both numbers.

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

I'm wishing on a star And trying to believe

That even thought it's far He'll find me Christmas Eve

I guess that Santa's busy

'Cause he's never come around I think of him when Christmas comes to town

The best time of the year When everyone comes home With all this Christmas cheer

It's hard to be alone

Putting up the Christmas tree With friends that come around

It's so much fun when Christmas comes to town Presents for the children wrapped in red and green All the things I've heard about but never really seen

No one will be sleeping on the night of Christmas Eve Hoping Santa's on his way

Presents for the children wrapped in red and green All the things I've heard about but never really seen

No one will be sleeping on the night of Christmas Eve Hoping Santa's on his way

When Santa's sleight bells ring I listen all around

The herald angels sing I never hear a sound

And all the dreams of the children

Once lost will all be found That's all I want when Christmas comes to town That's all I want when Christmas comes to town

3 top tips of a warm up and cool down

1. Pulse raiser consisting of things such as jogging, high knees.

2. Dynamic stretching (stretches on the move) lunges.

3. Static stretching.

1

Serving Positions

Basic rules

1. A match consists of the best of 3 games of 21 points.

2. Every time there is a serve – there is a point scored.

3. The side winning a rally adds a point to its score.

4. At 20 all, the side which gains a 2 point lead first, wins that game.

5. At 29 all, the side scoring the 30th point, wins that game.

Types of shots

1. Attacking clear

2. Defensive clear

3. Smash

4. Drive

5. Drop

6. Net drop

Badminton England

Website

www.badmintonengland.co.uk

Nylon Feather

EXTRA CURRICULAR – TERM 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Aft

er

school

3.1

5 –

4.1

5

Netball

Outside Netball Courts

Year 7/8

KBO

Netball

Outside Netball Courts

Year 9/ 10/11

SLO/JDU

Rugby

Field

Year 7

JMO

Rugby

Field

Year 8,9

JDU

Rugby

Field

Year 10/11

IWA

Girls Rugby

Field

All Years

VMA

Hockey

Astro

Mixed All Years

PE/KBO

Cycle Ball

(Football on a bike – you need

your own bike)

Outdoor basketball court

Outside coach

Badminton

Sports Hall

All Years

SLO/IWA

Girls Football

Astro

All Years

PE

Fitness

Gym

JM O

Basketball

Sports Hall

Sixth formers

Try and come along to

at least one club each

week as part of your

PE homework!

Wear your

PE kit!

Coming soon..

YOGA led by

an outside

coach!

The John of Gaunt school – ASSESSMENT IN KEY STAGE 3 PHYSICAL EDUCATION

PHYSICAL

CONSISTENCY . Complete the basic skills with some consistency.

CREATIVITY . Come up with one idea in the lesson.

TECHNIQUE . Replicate parts of basic technique

CONFIDENCE . Perform a range of skills with good control in front of my partner.

GROUP/TEAM PERFORMANCE . Perform within a group/team

3

CONSISTENCY . Complete basic skills with at least 90% consistency

CREATIVITY . Come up with innovative ideas to put towards a routine or performance.

TECHNIQUE . Replicate basic technique with at least 90% accuracy.

CONFIDENCE . Demonstrate a sequence of actions with good control in front of a small group.

GROUP/TEAM PERFORMANCE . Participate in a specific role within a group performance.

4

CONSISTENCY . Complete intermediate skills with some consistency.

CREATIVITY . Experiment with new ideas for pair and group routines or

performances.

TECHNIQUE . Copy and complete some intermediate techniques, with

clear body tension and control.

CONFIDENCE . Use combinations of controlled skills that fit within a group

performance

GROUP/TEAM PERFORMANCE . Contribute to group/team performance with

positional awareness.

5

CONSISTENCY . Complete intermediate skills with at least 90% consistency

CREATIVITY . Actively come up with new ideas for group routines and

performances.

TECHNIQUE . Copy and complete intermediate techniques and begin to

link them together with tension, fluency and control.

CONFIDENCE Remain in time and sequence whilst performing in a group

for the class.

GROUP/TEAM PERFORMANCE . Directly contribute to the success of group/team performance through effective positional play.

6

CONSISTENCY . Complete advanced skills with some consistency

CREATIVITY . Come up with multiple uses for equipment and explain

how they could be used in a lesson.

TECHNIQUE . Copy and complete some advanced techniques with good

body tension, fluency and control

CONFIDENCE . Perform skills in pressure situations and improvise, when it

does not go to plan.

GROUP/TEAM PERFORMANCE . Individual technical and tactical performance has

significant effect on group/team performance.

7

CONSISTENCY . Complete complex skills with at least 90% consistency.

CREATIVITY . Help develop the school schemes of work with creative

ideas.

TECHNIQUE . Copy and complete advanced techniques with excellent

body tension, fluency and control.

CONFIDENCE . Perform advanced skills in pressure situations as an individual, with a partner or within a group.

GROUP/TEAM PERFORMANCE . Individual technical and tactical performance can Be adaped as group performance changes , (winning/losing) etc 8

JOG P.E

Personal, social and health education (PSHE): year seven term two global citizenship

Key word Definition

Citizen A person who lives in a community and

country.

Global Citizen Someone who is aware of understands

issues in the world – and their place

within it.

Community A group of people living in the same

place.

The Convention on the

Rights of the Child

A treaty that sets out the civil,

political, economic, social, health and

cultural rights of children.

The Declaration of

Human Rights

An international document that sets

out all of the rights and freedoms

that all humans are entitled to.

UNICEF The United Nations Children’s Fund.

It is an international organisation and

charity that looks after the needs of

children and mothers in developing

countries.

British Values Democracy

The rule of law

Mutual respect for all

Tolerance of different

religious and non-religious

beliefs

What do UNICEF do?

UNICEF keeps children safe by providing vaccines against deadly

diseases, distributing mosquito nets and by promoting safe hygiene in

communities around the world. They are the world’s largest supplier of

emergency life-saving food for children. And we campaign tirelessly to

end violence against children. Find out more about this organisation here:

https://www.unicef.org.uk/

The Declaration of Human Rights

This document was established in 1948 and adopted by the United

Nations. It consists of thirty articles or ideas outlining the unconditional

rights that all humans have. Find out more information and an exact

break-down of your own rights by visiting the following link:

http://www.un.org/en/universal-declaration-human-rights/

Should ALL humans should have these rights? Write down some ideas for

and against this question. Explain your reasoning.

This is the symbol that

UNICEF currently have.

Consider a new

design/symbol for this

organisation.

Should children have a

separate set of rights

compared to adults?

Come up with some ideas

for and against this

claim.

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

Topic Name: Holy Books

Key word Definition

Holy book Any writing that is regarded as by a

religious group.

Bible The holy book in Christianity.

Qur’an and Hadith The holy books in Islam.

Torah The holy book in Judaism.

Guru Granth Sahib The holy book in Sikhism.

Bhagavad Gita and

The Vedas

One of the holy books in Hinduism.

Pali Canon and

Tripitaka

The holy books in Buddhism.

Interpretation People having different

explanations behind the meaning of

something (i.e. religious people

have different ideas regarding some

parts of their holy book).

The Talmud and the

Tanakh

The holy books in Judaism.

Buddhism: The Tipitaka and Pali Canon

The Tipitaka was written around 1st century BCE, and is authoritative mainly in the Theravada Buddhism. Their focus is on the dress code, certain dietary rules to be followed, and the

teachings of the Buddha. Christianity: The Bible

The Bible is considered divine inspiration that records the relationship between God and humankind. The sacred text dates back to 4th Century from when copies have been preserved in the Vatican Library, and includes the holy writing related to Jesus. It is regarded by Christians as the

inerrant word of the God. Hinduism: The Vedas and The Upanishads

The Vedas in their written form were compiled around 4,000 to 6,000 years ago. It includes the original texts known as Mantra and the commentary portion as Brahmana. It includes four Vedas with teachings, like the procedures of wedding in the Rig Veda, sacrificial rites in the Yajur Veda, chanting of songs of praise in the Sam Veda, and philosophical and political issues are a part of the Atharva Veda. The Upanishads, also known as Vedanta, are considered as ends of Vedas, and are spiritual contemplation of the same. Islam: The Quran and The Hadiths

The Quran in Islam is regarded as the word of God that is revealed to Muhammad, and the Hadiths contains the saying of the Muhammad and his followers, as this is a kind of narrative. These are authoritative texts in the religion of Islam Judaism: The Tanakh and The Talmud

The Tanakh is a collection of Jewish texts, and some of its source material serves as the basis for the Christian Bible's Old Testament. Many of the same divine teachings from the Bible are recorded in it. In the Talmud, rabbinic teachings are described which tell about the meaning of work and the prohibition of different types of work. Sikhism: The Guru Granth Sahib

This sacred text, first compiled between the years 1563 and 1606 by Guru Arjan, the fifth Sikh Guru, also includes the teachings of 13 Hindu Bhakti movements’ saints, and two from Islam.

Useful websites for extended reading: http://www.bbc.co.uk/religion/religions/islam/texts/quran_1.shtml

http://www.bbc.co.uk/schools/religion/sikhism/ http://www.bbc.co.uk/religion/religions/christianity/texts/bible.shtml

http://www.bbc.co.uk/schools/religion/judaism/

part function

nucleus contains genetic material, which controls the activities of the cell

cytoplasm most chemical processes take place here, controlled by enzymes

cell membrane controls the movement of substances into and out of the cell

mitochondria most energy is released by respiration here

ribosomes protein synthesis happens here

part function

cell wall strengthens the cell

chloroplasts contain chlorophyll, which absorbs light energy for photosynthesis

permanent vacuole filled with cell sap to help keep the cell turgid

Function of cells which animal and plant cells have in common

Plant cells also have extra parts: (Extra parts of plant cells)

Specialised cells Cells may be specialised for a particular function. Their structure will allow them to carry this function out. Here are some examples:• Sperm cell • Egg cell• Ciliated epithelial cell• Red blood cell• Nerve cell• Root hair cell

Bacterial cell structure

Bacterial cells are much smaller than plant or animal cells. Using electron microscopes we now know that bacteria have a cell wall. This is similar to a plant cell wall but is more flexible. Bacteria do not have a nucleus. They do have two types of DNA –plasmid and chromosomal. The chromosomal DNA

carries most of the genetic information. Plasmid DNA forms small loops and carries extra information. Some bacteria have a flagellum – a whip like tail. This helps the bacteria to move itself along. When we talk about these flagellum tails in multiple bacteria, we call them flagella.

Year 7 -Cells

The Big Question: What are we made of?

Year 7 - Forces The Big Question – What goes up must come down but why?

Balanced and Unbalanced Forces

If an object speeds up, slows down or changes direction the forces must be unbalanced. Unbalanced forces cause change

Weight and MassGravity is an attractive force between

all objects. On Earth, this causes everything to be pulled down

towards the centre of the Earth. This downward attraction is called the

weight of an object.

Resultant ForceWe can show the forces acting on an object using force arrows. These arrows show the size (magnitude) and direction of the force.

Hooke’s Law The extension of an elastic object is directly proportional to the force added.

Keyword Definition

Balanced Equal forces on opposite sides

Unbalanced Unequal forces on opposite sides causing a change in direction or haste

Newtons (N) Unit used to measure force

Resultant force The overall force acting on the object

Moment A turning effect of a force

Viscosity How thick or thin a liquid is

The Newton (N) is the unit for

force and is named after

Sir Isaac Newton.

Push of the table on the books –

reaction force

Pull of the Earth on the books - weight

The red box will move to the left

Year 7 - ParticlesThe Big Question – How can I smell perfume from across the room?

States of Matter – SOLID LIQUID GAS

The particles should be the same in all 3 diagrams.

Density1 kg of a gas has a larger volume than 1 kg of a solid.There is empty space between particles in a gas, but in a solid, they are tightly packed together.

Density = Mass / Volume

… so the density of the gas is much smaller than the density of the solid.

Dissolving

When the particles in a solid spread out in a liquid.

We call the liquid the SOLVENT

We call the solid the SOLUTE

We call the mixture of the solid and the liquid a SOLUTION.

A solid that will dissolve in a liquid is called SOLUBLE.

A solid that will not dissolve in a liquid is called INSOLUBLE.

Changes of State

As a substance isheated it gains energy.When the particles gain enough energy they overcome the forces between them.Whilst a change ofstate is happening thetemperature of the substance does not change. (flat line on graph)

DiffusionParticles in a liquid or a gas spread out from an area of high concentrationto an area of lowconcentration until the concentrations are equal.

The higher the concentration gradient the faster the net diffusion.The higher the temperature the faster the net diffusion.If the particles that are spreading are water molecules we call this process osmosis.

Time phrases and connectives

normalmente – normally

por regla general – usually

a veces – sometimes

de vez en cuando – from time to time

por la mañana – in the morning

por la tarde – in the afternoon

¿Cuándo? – When? en el recreo – at breaktime a la hora de comer – at lunch time

el lunes – on Monday el martes – on Tuesday el miércoles – on Wednesday el jueves – on Thursday el viernes – on Friday el sábado – on Saturday el domingo – on Sunday

Opiniones – opinions (add the ‘n’ to the verb for plural subjects (los/las) Me gusta(n) – I like Me gusta(n) mucho – I really like Me encanta(n) – I love Me da(n) igual – I don’t mind No me gusta(n) – I don’t like No me gusta(n) nada – I really don’t like Odio/detesto – I hate Prefiero – I prefer

porque - because

KEY VERB - Estudiar – to study estudio – I study estudiamos – we study estudias – you study estudiáis – you (pl) study estudia – he/she studies estudian – they study

Las asignaturas – School Subjects Estudio… – I study el dibujo - Art el teatro - Drama el español - Spanish el francés- French el inglés - English el deporte - PE la geografía - Geography la historia - History la informática - IT la música - Music las matemáticas - Maths las ciencias - Science la religión - RE la tecnología - Technology

Mi colegio – My school

Mi colegio se llama - My school is called

Mi colegio está en - My school is located in

Mi colegio es - My school is

viejo - old

grande - big

moderno – modern

acogedor – welcoming

interesante - interesting

¿A qué hora? At what time? [hours 1st; then mins]

a la una – at 1

a las dos – at 2

a las tres – at 3

a las cuatro – at 4

a las cinco – at 5

a las seis – at 6

a las siete - at 7

a las ocho – at 8

a las nueve- at 9

a las diez – at 10

a las once – at 11

a las doce – at 12

a mediodía – at midday

Adjectives (remember agreement):

aburrido/a/os/as – boring

divertido/a/os/as– fun

creativo/a/os/as – creative

fantástico/a/os/as – fantastic

nulo/a/os/as - rubbish

interesante/s– interesting

importante/s – important

fatigante/s – tiring

difícil / difíciles- difficult fácil / fáciles – easy útil / útiles – useful

y cuarto – and ¼ (quarter past)

menos cuarto – minus ¼

(quarter to)

y media – and ½ (half past)

menos cinco / diez / veinte /

veinticinco (minus 5/10/20/25

mins = TO)

y cinco / diez / veinte /

veinticinco (and 5/10/20/25 mins

= PAST)

y – and

también – also, as well

pero – but

sin embargo - however

además – in addition, furthermore

es - it is son – they are

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

GIVE REASONS FOR YOUR OPINIONS

singular

(one person)

plural

(more than one person)

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