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Essential Knowledgefor Cycle Two

Year 7

Ambition Determination Respect Ambition Determination Respect

Your Essential Knowledge Booklet and Knowledge Organisers

Knowledge Organisers contain essential knowledge you must know. This will help you recap, revisit and revise what you have learnt in lessons in order to remember this knowledge for the long-term.

You must have this Essential Knowledge Booklet for every lesson – it is a key part of your equipment.

Note to parents:

This booklet contains the essential information your child must know if they are to be successful in their final set of examinations (in the week beginning 22 June 2020). The booklet is not a complete record of everything that will be taught and discussed in lessons, but it contains the foundations of everything your child will learn. Your child will complete much of their homework using this booklet; they will need to learn sections of it and be prepared to recall them when asked to by their class teacher. You can be of immense help to your child as they seek to learn all the information that follows. For example, you could test them on the sections they have completed and return to those parts they have struggled to learn. Making this booklet part of your routine at home will have a profound effect on your child’s grades at school.

Please also consider supporting your child to extend their learning and memorisation of this essential knowledge even further through:• supporting their independent research of these topics• encouraging further reading around the subject matter• taking the opportunity to explore much of this content through trips to museums and exhibitions in London and beyond.

Many thanks in advance for your support.

Mr Parker and the teachers at Walthamstow Academy

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Using your Essential Knowledge Booklet for revision

Students remember 50% more when they test themselves after learning.

You can use your Essential Knowledge Booklet to help memorisation.

1. Read a section of your knowledge organiser

2. Cover it up

3. Write out what you’ve remembered

4. Check the knowledge organiser to see if you’re right

5. Repeat this process

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SUBJECT PAGE NUMBER CONTENTART Pg. 12 1 – Contextual Inquiry

2 – Key Terms3 – Key Artists4 – The Basics of Line5 – Mark Marking Practice6 – Tone Practice

DRAMA - Ernie’s Incredible Illucinations Pg. 14 1 – Ernie’s Incredible Illucinations2 – Performance Evaluation

DRAMA: A Midsummer Night’s Dream Pg. 15 1 – Scripted Performance for Assessment2 – Key Terms3 – Vocal Emphasis and Heightened Characterisation Script

ENGLISH: War Poetry Pg. 16 1 – The Poems We Will Study2 – Subject Terminology3 – Key Structure Terminology4 – Context: To Research

ENGLISH: Blood Brothers Pg. 17 1 – The Big Ideas2 – Characters3 – Context – Liverpool in the 1960s

What do I need to learn in my Knowledge Organiser?

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SUBJECT PAGE NUMBER CONTENTFRENCH 1- 8 Pg. 18 1 – My House

2 – Types of House3 – Locations4 – Furniture5 – Countries and Nationalities6 – School and Time7 – School Subjects8 - Opinions

FRENCH 9 - 12 Pg. 19 9 – ETRE – The verb TO BE10 – AVOIR – The verb TO HAVE11 – In My Bag/ Classroom12 – Describing a Picture

GEOGRAPHY Pg. 20 1 – The Water Cycle – Key Terms2 – The Water Cycle3 – River Profile – Key Terms4 – Formation of a Waterfall5 – Types of Erosion6 – Meanders & Oxbow Lakes – Key Terms7 – Formation of an Oxbow Lake8 – Floodplains & Levees9 – Causes of Flooding10 – Flood Defences11 – River Flooding in Boscastle


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SUBJECT PAGE NUMBER CONTENT

HISTORY: Importance of Religion in the Middle Ages

Pg. 23 1 – Keywords2 – Key Themes about Religion in Medieval England

HISTORY: The Crusades Pg. 24 1 – Keywords2 – Key Facts & Historical Views

MATHS Pg. 25 7.08 – Techniques for Fractions as Part of a Whole7.09 – Techniques for Adding and Subtracting Fractions7.10 – Compare and Order Fractions, Fraction/ Decimal Equivalence7.11 – Fractions as an Operation7.12 – Order of Operations7.13 – Basic Rules of Algebra7.14 – Expand and Factorise7.15 – Substitution & Sequences

MUSIC Pg. 27 1 – Instruments2 – Musical Features3 – Rhythm Grids4 – Djembe Technique


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RE Pg. 28 1 – Christianity2 – Jesus3 – Christian Beliefs4 – Christian Practices

SCIENCE Pg. 30 1 – Reproduction2 – Chemical Reactions3 – Forces4 – Ecological Relationships and Classification

SPANISH 1 - 8 Pg. 34 1 – Which is your favourite subject?2 – In My Bag/ Classroom3 – School and Time4 – The Verb TO BE5 – Countries and Nationalities6 – The Verb TO LIVE7 – Types of Home8 – Rooms of the House


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SPANISH 9 - 16 Pg. 35 9 – Furniture10 – Locations11 – Prepositions12 - The verb TO PLAY13 – Activities with the verb TO PLAY14 – The verb TO DO15 – Activities with the verb TO DO16 – Other Free Time Activities

SPANISH 17 - 20 Pg. 35 17 – The verb TO HAVE18 – The verb TO GO19 – Near Future20 – Describing a Photo


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SUBJECT 1 2 3 4 5 6 7 8

ART

DRAMA: Ernie’s Incredible Illucinations

DRAMA: A Midsummer Night’s Dream

ENGLISH: War Poetry

ENGLISH: Blood Brothers

FRENCH 1- 8

FRENCH 9 - 12

GEOGRAPHY 1 - 8

GEOGRAPHY 9 - 11

HISTORY: Importance of Religion in the Middle Ages

HISTORY: The Crusades

What do I know off by heart?Tick off a section when you can recall all the content of a section off by heart

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What do I know off by heart?Tick off a section when you can recall all the content off by heart

SUBJECT 1 2 3 4 5 6 7 8

MATHS

MUSIC

RE

SCIENCE

SPANISH 1 - 8

SPANISH 9 - 16

SPANISH 17 - 20

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How can I become an independent learner?

• Read actively: Pay close attention to the words you are reading and their meaning.

• Read widely and ambitiously: Your knowledge organiser contains the foundations of knowledge for Assessment Cycle 2. Speak to your teachers and Ms Sutton in the Library to seek out books, articles or websites you can read to deepen your knowledge of a topic and places you can visit to see what you are learning about in action.

• Different sources: When doing research, try to draw from a variety of different sources. Research is NOT accessing www.wikipedia.org - remember that ANYONE can edit a Wikipedia webpage to say anything they want it to say…

• Be determined: If a task is challenging, don’t give up. Keep at it until you understand what you need to do.

• Seek help where necessary: Asking for support and advice is an important part of independent learning. If you need help, ask for it!

• Discussions: If you want to explore a topic, discuss it with your friends or peers. This could help you think about an aspect of the topic you hadn’t considered before.

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http://www.wikipedia.org/

Ambition Determination Respect

Art Department – Cycle 2 Knowledge OrganiserYear 7 The Formal Visual Elements: Line, Texture and Tone

2 KEY TERMS

1 Line A line is a mark made on a surface that joins different points.

2 Scale To represent in proportional dimensions; reduce or increase in size according to a common scale

3 Texture The feel, appearance, or consistency of a surface or a substance

The tactile quality of the surface

4 Mark- marking The combination of different lines, dots, marks, patterns, and textures we use to create artwork

5 Tone The general effect of light and shade in a picture

1. CONTEXTUAL INQUIRY “There are only 3 colours, 10 numbers, and 7 musical

notes; its what we do with them that's important.” Jim Rohn

The Formal Visual Elements of line, shape, tone, colour, pattern, texture and form are the basic building blocks we use to make images. Education in how to use these has hardly changed in hundreds of years which means greatartists like Picasso, Rembrandt and even Leonardo Da Vinci all started by learning the formal visual elements.

3 KEY ARTISTS From

1 Vincent Van Gogh Holland

2 Angie Lewin UK

3 Red Hong Yi Malaysia

4 Antoni Gaudi Spain

Basic line types Copy examples here

Vertical

Horizontal

Diagonal

Curved

Parallel

Loose

4 The basics of line

AUTHOR: ECR JAN 2020 12


Art Department – Cycle 2 Knowledge OrganiserYear 7 The Formal Visual Elements: line, texture and tone

5 Mark making practice 6 Tone practice

AUTHOR: ECR JAN 2020 13


Drama Department – Year 7 Cycle 2 Knowledge OrganiserErnie’s Incredible ‘Illucinations’

2: Performance Evaluation

1 Step 1 Analyse / identify one positive aspect of performance.

2 Step 2 Justify why that was effective.

3 Step 3 Explain its impact on the audience (how it made you feel, expanded your understanding, what it communicated).

4 Step 4 Analyse / identify one area for improvement.

5 Step 5 Explain why that was unsuccessful.

6 Step 6 Suggest a strategy to help improve the work.

1: Ernie’s Incredible ‘Illucinations’

1 Alan Ayckbourn British playwright and director who has written and produced more than 70 full-length plays.

2 1969 Ernie’s Incredible Illucinations was written with the intention of being performed by schools.

3 Stage directions An instruction in the play text indicating how the actor should perform.

4 Multi-role When the performer takes on the role of more than one character in a play.

6 Sight-read Performing while reading the play without having learned the lines.

7 Accent The distinctive way of pronouncing language so that is it associated with a particular place or social class.

8 Staging The space the play is performed in: proscenium arch, traverse, in the round, promenade.

Proscenium Arch Traverse Thrust In the round

AUTHOR: SGL JAN 2020 14


Drama Department – Cycle 2 Knowledge OrganiserMidsummer’s Nights Dream

1 - Scripted performance for assessment: 2 - Key terms

1 Vocal emphasis To give extra weight to or stress key words or lines. This can be achieved either through pitch, volume, length or emotional tone.

2 Heightenedcharacterisation

To strengthen, deepen or intensify the character by creating an extreme emotion.

3 Unrequited love Affection that isn’t reciprocated; the feelings are not mutual.

3 - Vocal emphasis and heightened characterisation script:

AUTHOR: SGL JAN 2020 15


English Department – Cycle 2 Knowledge OrganiserWar Poetry

1 The poems that we will study:

1 Does it Matter? Siegfried Sassoon

2 Dulce et Decorum est Wilfred Owen

3 Anthem for Doomed Youth

Wilfred Owen

4 A Dead Boche Robert Graves

2 Subject Terminology

1 Enjambment the continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.

2 Caesura a pause near the middle of a line through punctuation.

3 Personification Giving inanimate objects human characteristics/ features.

4 Metaphor Something representative or symbolic of something else.

5 Simile Comparing two things using like or as .

6 Plosive Alliteration the repetition of the short, sharp consonant sounds.The following letters are plosive: t, k, p, b, d, g.

4 Context- To Research:

Why was it called a World War (who was fighting whom)? Conditions in the trenches in World War I. How many lives were lost in battle? How many lives were lost to secondary causes such as disease? Changing public attitudes to warfare as a result of WW1 poems and

poets.

3 Key Structure Terminology

1 Rhyme (of a word, syllable, or line) have or end with a sound that sounds like another.

2 Rhythm A pattern of stressed and unstressed beats across a poem, including end stops, enjambment and caesura.

3 Rhyming couplet Two consecutive lines of poetry ending with rhyming words.

4 Blank verse Poetry which comprises of non-rhyming lines of 10 syllables each.

5 Stanza A verse of poetry.

AUTHOR: YNI MAR 2020 16


English Department – Cycle 2 Knowledge OrganiserBlood Brothers

1 - The Big Ideas1 Social class A status based hierarchy that individuals are placed in

based on their economic success and wealth.

2 Social Inequality The unequal distribution of resources based on social class.

3 Superstition A widely held but irrational belief in supernatural influences, especially as leading to good or bad luck, or a practice based on such a belief.

4 Fate The development of events outside a person's control, regarded as predetermined.

5 Nature vs Nurture The extent to which particular aspects of behaviour are a product of either inherited (i.e. genetic) or acquired (i.e. learned) influences.

2 - Characters1 Mrs. Lyons A very lonely woman, who cannot have children.

2 Mrs. Johnstone A warm and caring mother, despite the struggles she faces supporting her eight children alone.

3 Edward Lyons The twin taken away from his biological mother and brought up as part of a wealthy family.

4 Mickey Johnstone The twin brother who is brought up by his biological mother with his seven older siblings.

5 Linda A kind and confident character, who always protects Mickey and stands up for him.

6 The Narrator Does not directly interact with the characters on stage. Although he sometimes speaks to them, they do not respond. Comments on events and communicates with the audience.

3- Key Context - Liverpool in the 1960s1 Because of its position on the River Mersey, Liverpool was a prosperous

seaport in the 19th century.

2 In the 20th century, it suffered financial depression, which led to unemployment and strikes.

3 At the time the play is set, factories were closing down.

4 Unemployment reached 25% in the 1960s.

5 Council houses were the homes of most working class people in the 1950s and 1960s; many were cramped and lacked inside toilets and bathrooms.

6 To improve standards of living, the government moved people away into new council accommodation in the countryside, known as ‘New Towns’.

7 Although the 1945 Education Act had made grammar schools free, working class children had to pass the 11+ to gain entry to the grammar schools. The pass mark was kept deliberately high to ensure only the most academic students could attend.

AUTHOR: YNI MAR 2020 17


French – Cycle 2 Knowledge Organiser

18AUTHOR: LAS JAN 2020


French – Cycle 2 Knowledge Organiser

19AUTHOR: LAS JAN 2020


Geography Department – Cycle 2 Knowledge OrganiserRIVERS

1 THE WATER CYCLE – KEY TERMS1 Precipitation Rain, sleet, hail, or snow.

2 Interception When the leaves of trees stop precipitation from reaching the ground.

3 Transpiration The process where plants absorb water through roots and give off water vapour through pores in their leaves.

4 Infiltration The movement of water from the surface into the soil.

5 Soil moisture When water is stored in the soil layer.

6 Percolation The movement of water from the soil into rocks below.

7 Surface run off The movement of water over the land in a drainage basin, back to the river.

3 RIVER PROFILE – KEY TERMS1 Drainage basin An area of land drained by a river and its tributaries.

2 Watershed The dividing line between two drainage basins.

3 Source Where a river begins.

4 Mouth Where the river enters the sea.

5 Tributary A river or stream flowing into a larger river or lake.

6 Meander A bend in a river.

7 Confluence The point at which two rivers meet.

2 THE WATER CYCLE

4 FORMATION OF A WATERFALL

AUTHOR: HJA JAN 2020 20


Geography Department – Cycle 2 Knowledge OrganiserRIVERS Y7

5 TYPES OF EROSION1 Hydraulic action The sheer force of the water causing erosion.

2 Corrosion The acids in the water causing erosion.

3 Abrasion Material carried by the river scrapes along the river bed/banks.

4 Attrition The river load hits into each other, breaking down into smaller pieces.

6 MEANDERS & OXBOW LAKES – KEY TERMS1 Meanders The river eroding in a lateral direction (across).

2 Deposition When the river loses energy and drops the sediment it is carrying.

Happens on inside, slow part of a bend, forming a slip-off slope.

3 Erosion Happens on the outside, fast part of the bend, forming a river cliff.

4 Oxbow lake An isolated horseshoe-shaped bend, that forms when two outside bends of a meander meet.

Over time this will dry out and fill with vegetation.

7 FORMATION OF AN OXBOW LAKE

Stage 1 Meanders erode

laterally, faster at the outside bend.

The neck of land is getting narrower.

Stage 2 2 meanders erode until

the outside bends meet.

Stage 3 The river joins up to

take a new, shorter route.

This leaves an isolated horseshoe-shaped bend (the oxbow lake).

8 FLOODPLAINS & LEVEES

1 When the river floods, the water covers the flood plain.

2 The transported river material (silt) will be deposited on the land.

3 Smaller material will travel further out and will provide fertility for the soil.

4 Heavier material will be dropped on the riverbank, forming levees.



Geography Department – Cycle 2 Knowledge OrganiserRIVERS

9 CAUSES OF FLOODING1 Physical Steep slopes.

Impermeable rock. Saturated ground. Snow melt. Heavier than average rainfall. Meanders.

2 Human Deforestation. Impermeable surfaces, e.g. tarmac and concrete. Urbanisation. Bridges and pinch points. Climate change, leading to changes in intensity of

rainfall and rising sea levels.

10 FLOOD DEFENCES1 Hard engineering

methods Dams and reservoirs – control the flow of the river. Widening and deepening the river – holds more water. Embankments (levees) – raise the height of river banks

so it can hold more water. Overflow channels – take excess water away from

populated areas. Straightening the channel – allows the river to move

more quickly past certain locations.

2 Soft engineering methods

Afforestation – planting trees to increase interception. Flood zonation – placing certain buildings in particular

flood return periods. Flood warnings – sirens and messages which warn

people to evacuate and move expensive items to safety (e.g. upstairs in their home).

11 RIVER FLOODING IN BOSCASTLE

1 When? November 2009

2 Where? Boscastle, Cornwall, South-West England

3 Causes Physical factors: a massive downpour of rain (1.4 million litres) in 2 hours. The soil was already saturated from previous rain, which increased surface run off.

Human factors: Boscastle has experienced building on flood plains and some deforestation.

4 Impacts Social: Zero deaths, 6 people injured. 58 properties were damaged, meaning people had to stay in caravans for 6 months during repairs.

Economic: 25 businesses were flooded, costing £25 million in repairs. 4 bridges were destroyed, causing a decline in tourism and trading.

Environmental: 75 cars washed into the river, causing fuel to leak into the river and sea, damaging habitats.

5 Responses Immediate: 7 helicopters sent in to rescue people from roofs of their homes. Community centre used as an evacuation centre, providing food and safety.

Long term: Rivers were widened and deepened, so they could hold more water, and straightened in certain places to give the river a more direct route back to the sea. Car park was rebuilt on higher ground. Wider span bridges were built, so water can pass through.



History Department – Cycle 2 Year 7 Knowledge OrganiserUNIT TITLE: Importance of Religion in the Middle Ages

1: KEY WORDS 1 Benefit of the

Clergy The privilege enjoyed by clergymen to be tried in

church courts.

2 Cathedral A large and impressive church that contains the seat of the Bishop.

3 Catholicism One of the three major branches of Christianity, led from Rome by the Pope.

4 Clergy Officials of the Christian church, ordained to lead church services.

5 Crusade A journey to the Holy land (e.g. Jerusalem) to take land from Muslims, as directed by the Pope.

6 Doom Painting

A painting showing people being sent to heaven or hell on The Day of Judgement.

7 Illiterate People who could not read and write (most of the population of Medieval England).

8 Monastery A building housing a religious community of monks or nuns.

9 Pilgrimage A religious journey taken to a shrine or place of religious importance.

10 Pope Leader of the Catholic Church, he lives in Rome and is believed to be God’s representative on Earth.

11 Relic An object of religious significance, often the physical or personal remains of a saint.

12 Tithe A local church tax, where village priests could take one-tenth of their produce for the village. And church.

2: Key themes about Religion in Medieval England:1 Popular religion during the medieval period needed to be vivid, dramatic and colourful

because most people could not read. Therefore, they gained their religious understanding through images, rituals and religious plays. (These helped people know what to believe).

2 In churches many depicted scenes of The Day of Judgment; these were called Doom Paintings and told ordinary people what happened to them when they died. They would go to hell, heaven or purgatory. It was clear to go to heaven you needed to be free of sin and give the church what you could.

3 People of medieval England went on pilgrimage to visit places of religious significance, such as Canterbury, Rome or Jerusalem. These journeys were difficult so they believed they would get forgiveness for their sins or a cure for a disability or disease.

4 Some people also went on crusades to the Holy Land around Jerusalem where Christ had lived to fight the Muslims who lived in Jerusalem. These lasted from 1095 (when Pope Urban asked people to go) to 1291. People went for many reasons summarised as: ‘God, glory, greed’.

5 The Church was very powerful and owned land in England; bishops were very influential in advising kings and were had an elite position under the king in the feudal system.

* The hierarchy of the church = Pope – Cardinals – Archbishops – Bishops – Priests –monks – nuns.

6 In every feudal village there was a church, which was a large building, at the centre. It was used for church services and storing possessions such as weapons and fire-hooks. The Manor court may be held in the court. Miracle plays were held there as well as local meetings and church feasts. The Priest lived in a house near the church and had access to tithes. A tithe was one-tenth of each man’s produce in the village which was stored in the tithe barn near the church.

7 There were 19 cathedrals in medieval England (cathedra means ‘seat’ in Latin; meaning where the bishops sit).

8 Religion had a huge impact on everyone in medieval society socially, culturally, politically & economically.

AUTHOR: VPA JAN 2020 23


History Department – Cycle 2 Year 7 Knowledge OrganiserUNIT TITLE: The Crusades

1: KEY WORDS 1 Crusade The word Crusade comes from the Latin word for cross.

To go on a Crusade meant to go to war in the name of Christ to take land from Muslims, as directed by the pope.

2 Pope Urban II

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

3 Holy Land The Holy Land is a term which is also used by Muslims and Christians to refer to the area between the Jordan River and Mediterranean Sea, the area referred to in the Bible.

4 Crusader A European who goes to fight for the pope in the Holy lands to take Jerusalem.

Richard I (Coeur de Lion)

Richard ‘the Lionheart’ was the leader of the Christian armies during the Third Crusade. Richard did win some land during the Crusades but he failed to win back Jerusalem for the Pope.

6 Salah al-Din

Salah al-Din was born Yusuf Bin Ayyubhe and was the ruler of Jerusalem and large parts of the Holy Lands during the 3rd Crusade and he had many battles with Richard I. He was a great military leader and won back many areas captured by the Crusader Knights.

7 Siege Siege means a military attack in which an army surrounds a castle, cutting off essential supplies, with the aim of forcing those inside to surrender.

8 Siege weapons:Trebuchet and Battering Ram

Trebuchet is a very large sling machine used in medieval siege warfare for hurling (flinging) large stones or other missiles.

Battering ram is a heavy object swung or rammed against a castle entrance to break it down.

2: The Crusades: KEY FACTS & HISTORICAL VIEWS1 The First Crusade, 1096‒1099: First an army of peasants led by Peter the Hermit (a

French priest and key leader of the Crusades) set off for the Holy Land. They were massacred by the Turks. An army of knights followed, led by Godfrey of Bouillon (Frankish knight and another leader of the first Crusades), which massacred Muslims and captured Jerusalem in 1099.

2 The Second Crusade, 1145‒1149: King Louis VII of France invaded the Holy Land, but was defeated at Damascus.

3 The Third Crusade, 1189‒1192: In 1187, the Muslim ruler Saladin had recaptured Jerusalem. The Crusaders (who included King Richard I of England) captured the port of Acre. But they quarrelled, and failed to capture Jerusalem. On the way home, Richard was kidnapped and held ransom until February 1194 when the English paid for his release.

4 The Fourth Crusade, 1202-1204 : The Pope wanted to unite western and eastern Christians under his authority. He diverted this Crusade, with the help of Venice, and captured Constantinople in 1204. Christians fought Christians.

5 The Children's Crusade, 1212: An army of young people set off on Crusade. They were kidnapped and sold as slaves.

6 Fifth, Sixth and Seventh Crusades, 1217‒1250: All failed.

7 Battle of Nicopolis, 1396 sometimes called the 'last' Crusade. An army of French and Hungarian knights were massacred. Some historians refer to it as the 'last' Crusade.

8 Western interpretations: In the Middle Ages, the Crusaders were seen as Christian heroes.

Writers in Britain in the 1800s, like Sir Walter Scott, produced a romantic, chivalric interpretation of the Crusades - a meeting of noble warriors on both sides who respected each other.

9 Eastern interpretations: Muslim writers of the time condemned the Crusades. Many Muslim writers saw the Crusades as an unimportant event in their history until 1900.From then onwards Muslim writers started to portray the Crusades as aggressive

empire-building wars waged by western colonialists.

AUTHOR: VPA JAN 2020 24


Maths Department – Cycle 2 Knowledge Organiser

7.08 Techniques for fractions as part of a whole1 Equivalent Fraction Multiply numerator and denominator by the same number

2 Simplify Fractions Divide numerator and denominator by the same number

3 Mixed numbers Whole number x denominator then add the numerator

4 Improper Fractions How many times does the denominator go into the numerator?

7.09 Techniques for adding and subtracting fractions1 Adding and subtracting fractions Common denominators

2 Adding mixed numbers Whole number + whole number and fraction + fraction

3 Subtracting mixed numbers Convert to improper

7.10 Compare and order fractions, fraction/decimal equivalence1 Order fractions Same denominator

2 Fraction to decimal Make denominator 100.

3 Percentage Out of 100

4 Percentage to decimal Divide by 100

5 Ordering fractions decimals and percentage

Convert all to decimals first

7.11 Fractions as an operation1 Fraction of a quantity Divide by denominator and times by numerator

2 Integer to fraction write over 1 e.g. 4 = 41

3 Numerator = denominator will always equal to 1 e.g. 44

=1

AUTHOR: PMA JAN 2020 25


Maths Department – Cycle 2 Knowledge Organiser

7.12 Order of Operations

1 BIDMAS B: BracketsI: Indices D DivisionM: MultiplicationA: AdditionS: Subtraction

e.g. 2 + 3 X 2 = 2+ 6 = 8e.g. put brackets to make equation true: 4 + 2 X 8 = 48Ans: (4 + 2 ) X 8 = 48

7.13 Basic Rules of Algebra1 Multiply ab in place of a × b

2 Collect like terms

3y + 2x in place of y + y + y + x + x

3 Powers aᶾ in place of a × a × a

4 Variable A letter in an expression that represents a number

5 Expressions Collection of numbers, variables and symbols e.g. 3x+2

6 Equations Have an equals sign e.g. 3x +2 = 8

7 Inequalities

8 Formula an equation with 2 or more variables

9 Terms Separated by + or -

7.14 Expand and Factorise

1 Expand brackets

Use ‘bridges’ to open bracketsE.g. expand 6 (x + 2 ) = 6x + 12

2 Factorise Opposite of expanding – add brackets to an expressione.g. factorise 6x + 12 = 6 (x + 2)e.g. factorise 6x + 12y + 3 = 3 ( 2x + 4y + 1)

7.15 Substitution & sequences1 Substitution Replace unknown letter with a number

e.g. if x = 2, find: 2x = 4x + 5 = 7x2 = 4-x = -2

2 Linear sequence

Has a constant term to term rule

e.g. 3,8,13,18 ….. (term to term rule: + 5 )e.g. -1,-3,-5,-7…… (term to term rule: -2 )

3 nth term rule Difference multiplied by n + the 0th term

e.g. 3,5,7,9 nth term = 2n + 1e.g. 3,8,13,18 nth term = 5n-2

AUTHOR: PMA JAN 2020 26


Music Department – Cycle 2 Knowledge OrganiserYear 7: African Drumming

1 Instruments

1 Djembe A single-headed, goblet-shaped drum that is played with the hands.

2 Dunun A large double-headed drum played with a stick.

3 Talking drum A drum played with a hooked stick, and contains string that can be tightened and loosened to alter the pitch.

4 Agogo A bell-like instrument that can produce two pitches.

5 Shekere A type of shaker made from a dried, hollowed gourd with beads woven into a net.

2 Musical Features

1 Polyrhythm The combination of several different rhythms.

2 Call and response One person shouts or plays a 'call', and the rest of the performers (or audience) respond.

3 Improvisation Made up on the spot.

4 Ostinato/ostinati Short repeated pattern/s.

5 Virtuoso Someone who possesses outstanding technical ability.

3 - Rhythm Grids

4 - Djembe Technique (3 sounds)

AUTHOR: PAD JAN 2020 27


RE Department – Cycle 2 Knowledge OrganiserChristianity

1 Christianity

1 Bible Sacred book for Christians containing both the Old and New Testaments.

2 Church The Holy People of God, also called the Body of Christ, among whom Christ is present and active.

Members of a particular Christian denomination/tradition.

A building in which Christians worship.

3 Denomination A branch of the Christian Church e.g. Roman Catholic, Protestant etc.

4 Holy trinity The belief that there are three Persons in the One God. The Father, Son and Holy Spirit are separate, but are also one being.

5 Gospels The message concerning Christ, the kingdom of God, and salvation - “good news.”

2 Jesus

1 Parable A simple story used to illustrate a moral or spiritual lesson, as told by Jesus in the Gospels.

2 Mission Literally ‘sent out’. It refers to the duty of Christians to spread the gospel (the good news about Jesus).

3 Saviour Jesus Christ as the redeemer of sin and saver of souls.

4 Miracle A seemingly impossible event, usually good, that cannot be explained by natural or scientific laws, and is thought to be the action of God.

5 The New commandment

Jesus said “a new command I give you: love one another. As I have loved you, so you must love one another.” (John 13:34)

3 Christian beliefs

1 Advent Advent is the time when Christians get ready to celebrate Jesus’ birth. It begins four Sundays before Christmas and ends with Christmas Day itself. The word ‘advent’ means ‘coming’: it is a period to reflect on God’s coming to earth.

2 Resurrection The event celebrated on Easter Day of Jesus rising from the dead, an event recorded in all four gospels and the central belief of Christianity.

The form that many Christians believe the afterlife will take, referring to either physical or spiritual bodies.

3 Incarnation The doctrine (teaching) that God took the human form as Jesus.

4 Redemption Deliverance of Christians from sin and captivity.

5 Salvation Saving the soul and deliverance from sin and admission to heaven brought about by Jesus.

4 Christian practices

1 Sacrament Rites and rituals through which a believer receives a special gift of grace. An ‘outward’ sign of ‘inward’ grace.

2 Baptism The sacrament through which people become members of the Church. Baptism involves the use of water as a symbol of the washing away of sin. It is a rite of initiation.

3 Communion A sacrament celebrating the sacrificial death and resurrection of Jesus, observed using bread and wine.

4 Confirmation A sacrament practised by several Christian denominations. The word means strengthening or deepening a persons relationship with God.

AUTHOR: ACL JAN 2020 28


RE Department – Cycle 2 Knowledge OrganiserIslam

1 Islam Keywords

1 Islam Islam is a monotheistic faith. This means that Muslims only believe in one God (Tawhid- There is only one God).

Islam means Peace and a Muslim is someone who Submits him/herself to the will of God.

2 Qur’an The holy book revealed to Muhammad by the angel Jibril; God’s final revelation to humankind.

3 Mosque A building in which Muslims worship.

4 Traditions in Islam

Sunni: Muslims who believe in the successorship to Muhammad of Abu Bakr, Umar, Uthman and Ali.

Shi’a: Muslims who believe in the Imamate, the successorship of Ali.

5 Hadith The collection of sayings of the Prophet Muhammad.

6 Shari’ah Islamic law based on the Qur’an Sunnah and Hadith.

2 Prophets and Angels in Islam

1 Prophet Muhammad(pbuh)

The last and the greatest messenger. The Prophet Muhammad is the key figure in Islam and

the one who has been the most influential for Muslims. In Islam, he is the Seal of the prophets sent by God and it is through him that the foundations of Islam were laid down.

2 Ibrahim Ibrahim fulfilled all the tests and commands given to him by God, and so he was promised to be the father of all nations. In the Qur’an Ibrahim is presented as a role model because of his obedience to God, his kindness and compassions and his refusal to worship idols.

3 Angels Jibril. He revealed Allah’s words (Qur’an) to Muhammed. He also revealed messages to other prophets. He is known as the angel of revelation.

Mika’il – He rewards righteous people for the good they do during their lives on earth.

3 Islamic Practices

1 Birth Aqiqah Ceremony: This includes shaving of the baby’s hair: the hair is then weighed, and sadaqah (charity) is given dependant upon the rate of silver on the day. Also an animal sacrifice is carried out and the babies name is declared.

2 Life after death (Akhirah)

Muslims believe in Akhirah (life after death). In Islamic belief, a person will be judged by God, who will declare their Akhirah to be in Heaven or Hell, depending on the good or bad deeds they have done.

3 Jihad Jihad (struggle): there are two types, the personal struggle to live a goodlife and the struggle to defend Islam against its critics.

4 Khalifa Muslims believe that Allah created humans and trusted every person to be responsible for not only their own lives, but the lives and their family, for the planet, animals, the environment and the rest of humanity.

3 Islamic Beliefs

1 The Five Pillars of Islam

1. Shahadah (Faith): To believe in no God but Allah and Muhammad (pbuh) is his prophet.

2. Salah(Prayer) : Muslims pray 5 times a day.3. Sawm (Fasting): Muslims fast during the month of

Ramadan.4. Zakah (Almsgiving): Muslims give charity to the poor

(2.5%).5. Hajj (Pilgrimage): Muslims are to preform a pilgrimage to

Makkah at least once in a lifetime.

2 Sunni Islam – The Six articles of faith.

1. Allah is the one and only god (Tawhid).2. Belief in angels.3. Authority of the holy books.4. Belief in Allah’s prophets.5. Belief in the Day of Judgement.6. The supremacy of God’s will.

3 Shi’a Islam – The Five principles of religion.

1. Prohethood.2. Tawhid.3. The Imamate.4. The justice of God. 5. Resurrection.

AUTHOR: ACL JAN 2020 29


Science Department – Cycle 2 Knowledge OrganiserYear 7 Reproduction

1 MALE REPRODUCTIVE SYSTEM

1 Testes Produce gametes (sex cells) called sperm. Make male hormones.

2 Glands Produces a fluid which is mixed with sperm. The mixture of sperm and fluid is called semen.

3 Sperm ducts Takes the sperm from the testes to the penis.

4 Urethra Semen passes through this during ejaculation.

5 Penis Passes urine and semen out of a man’s body.

2 FEMALE REPRODUCTIVE SYSTEM

1 Ovaries Contain hundreds of undeveloped female gametes (sex cells) called ova (egg cells).

2 Oviducts Connect the ovary to the uterus; lined with cilia. Every month an egg develops, becomes mature and is

released from an ovary to the uterus.

3 Uterus A muscular bag with a soft lining. Where a baby develops until birth.

4 Cervix A ring of muscle at the lower end of the uterus. Keeps baby in place during pregnancy.

5 Vagina Muscular tube leading from cervix to the outside of a woman's body.

The penis enters the vagina during sexual intercourse.

3 PREGNANCY AND GESTATION

1 Placenta An organ attached to the uterus lining during pregnancy which provides the developing fetus with all the nutrients and oxygen it needs to grow.

2 Umbilical cord The tube which passes blood, oxygen and nutrients from the placenta to the fetus through its navel.

3 Fetus The name given to a unborn baby after 8 weeks of development.

4 Amniotic fluid Clear yellowish liquid that surrounds and protects the fetus during pregnancy.

5 Fertilisation The process where the nucleus of a sperm joins (fuses) with the nucleus of an egg to produce a zygote.

6 Embryo The early stage of the development of a fetus (unborn baby); after the zygote divides a small number of times.

7 Zygote Fertilised egg cell.

8 Gestation The period of time for the fetus to fully develop from conception to birth.

9 Stages of Gestation

Fertilisation Zygote Embryo Fetus Baby Birth

4 MENSTRUAL CYCLE

1 Menstrual cycle Cycle lasting approximately 28 days during which the uterus thickens then breaks down and leaves the body if the egg is not fertilised.

2 Menstruation Also known as a ‘period’. Is the bleeding from the vagina caused by the uterus wall

breaking down. This takes place between days 1- 5 of the cycle.

3 Ovulation The release of a mature egg from the ovary. The egg travels through oviduct towards the uterus on day 14

of the cycle.

AUTHOR: MMN JAN 2020 30


1 Chemical change When a substance changes into something new (an irreversible reaction).

2 Physical change When a substance changes but can return back to its original state (a reversible reaction).

3 Catalyst A substance which speeds up a reaction without being used up itself.

4 Reactants Substances that react together.

5 Products Substances that are made when reactants react together.

6 Chemical equations Shows the reactants and products of a chemical reaction.

7 Conservation of mass

Explains that the total mass of the reactants is equal to the total mass of the products formed (there is no loss in mass).

8 Combustion The burning of a substance / fuel.

9 Fossil fuels Coal, oil, gas – these are made from long-dead plants & animals and can be used as fuels for combustion.

10 Oxidation Reacting oxygen with a substance to form an oxide.

11 Thermal decomposition

When a reactant is broken down into products using heat.

12 a) Endothermicb) Exothermic

Heat energy being taken in during a reaction. Heat energy being given out during a reaction.

13 a) Acidb) Alkalic) Hazardd) Corrosive

e) Neutral

A substance with a pH below 7. A substance with a pH above 7. Symbol to show how a substance can cause harm. ‘Eats’ away at substances when in contact with

them. A substance with a pH of 7.

14 a) Indicator

b) Litmus paper

c) Universalindicator

A substance that shows whether something is acidic or alkaline.

An example of an indicator – changes to red with acid or blue with alkali.

An example of an indicator – changes colour to show how strong or weak an acid or alkali is.

15 pH scale A range of numbers to show how strong or weak an acid or alkali is (<7 = acid, >7 = alkali, 7 = neutral).

16 Neutralisation This is what happens when an acid and an alkali react together – they form a salt and water.

17 Salts The product formed when acids and alkalis or acids and bases react together.

reactants products

Science Department – Cycle 2 Knowledge OrganiserYear 7 Chemical Reactions

AUTHOR: NCN JAN 2020 31


Science Department – Cycle 2 Knowledge OrganiserYear 7 Forces

1 - KEYWORDS 1 Force Push or pull

Always act in pairs with each force acting in the opposite direction

Contact or Non-contact

2 Interaction pair An object exerts a force on another object and vice versa

3 Moment The turning effect of a force around a pivot

4 Moment equation M = F x d Moment = Force x distance

5 Elastic material Will change shape when a force is applied but will return to its original shape when the force is removed

6 Non-elastic material Will change shape when a force is applied but will stay in its new shape when the force is removed

7 Hooke’s Law The extension of an elastic object is directly proportional to the force applied to it

8 Hooke’s Law Equation

F = k e Force = Spring Constant x Extension

9 Law of conservation of energy

Energy is neither created nor destroyed, only transformed from one type to another

10 Different energy types

Thermal, sound, electrical, gravitational potential, elastic potential, nuclear, chemical, light, kinetic

11 Deformation Changes in an object’s shape due to a force being applied

12 Resultant force The overall force acting on an object

13 Velocity How quickly an object is moving

KEYWORDS 14 Constant

velocity Moving at the same, steady speed

15 Stationary Not moving

16 Balanced forces A pair of forces that are equal in size

17 Unbalanced forces

A pair of forces where one force is larger than the other force

18 Limit of proportionality

The point at which an elastic material will not return to its original shape

AUTHOR: NCN JAN 2020 32


Science: Cycle 2 Knowledge OrganiserYear 7 Ecological relationships and classification

2 - Food chains1 Food chains A food chain shows the different species of an organism

in an ecosystem, and their feeding relationships. Usually starts with producers.

2 Producer Usually a plant, because plants make carbohydrates through photosynthesis.

3 Primary Consumer Usually a herbivore. These are usually prey for predators.

4 Secondary Consumer

Secondary consumers are usually carnivores. Carnivores are predators. Predators hunt, kill and eat

other animals.

5 Tertiary Consumer A Tertiary consumer is at the top of the food chain and known as the apex predator.

Apex predators are prey to no animal. They have no predators who hunt, kill and eat them in their food chain.

1 - Key definitions1 Environment All the conditions surrounding a living organism.

2 Habitat The place where an organism lives.

3 Population All members of a single species living in a habitat.

4 Community All populations of different organisms living in a habitat.

5 Ecosystem The community and the habitat in which organisms live.

6 Consumer An organism that eats other organisms, usually an animal.

7 Photosynthesis A process that plants use to make glucose for energy.

8 Herbivore A consumer that eats only plants.

9 Carnivore A consumer that eats only animals.

10 Omnivore A consumer that eats both plants and animals.

11 Predator An animal that hunts and eats other animals.

12 Prey An animal that is eaten by a predator.

13 Variation Differences between organisms of the same species

14 Extinction When there are no more individuals of a species left.

15 Biodiversity Having a wide range of different species in an ecosystem.

3 - Natural Selection - model answer to be written in prose.1 Individuals in a species show variation.

2 Some of this variation is inherited by genes being passed on.

3 Individuals who are best suited to the environment are more likely to survive and reproduce.

4 The genes that allow these individuals to be successful are passed to their offspring.

5 Over many generations these small differences cause evolution of species.

6 Given enough time, a population may change so much it may even become a new species, unable to reproduce successfully with individuals of the original species.

AUTHOR: MHN JAN 2020 33


Spanish - Cycle 2 Knowledge Organiser

AUTHOR: LAS JAN 2020 34


Spanish - Cycle 1 Knowledge Organiser

AUTHOR: LAS JAN 2020 35

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