Year 7 Knowledge Organisers Term 2 · Red-Eyed Tree Frog The red-eyed tree frog lives in areas of...
Transcript of Year 7 Knowledge Organisers Term 2 · Red-Eyed Tree Frog The red-eyed tree frog lives in areas of...
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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