Year 7 Revision Support Guide can round to a stated number of significant figures 90 I can use...
Transcript of Year 7 Revision Support Guide can round to a stated number of significant figures 90 I can use...
Name:
Tutor group:
Year 7
Revision
Support
Guide
Each subject has provided you with a list of content which needs to be covered
for revision.
The list is a series of ‘I can…’ statements. You need to tick the box next to each
statement once you have covered it. You should aim to cover each statement at
least 3 times.
Some subjects have provided a list of key terms. It is your job to write in the
definitions. The use of the key words enables you to achieve higher marks in
assessments as it shows the examiner that you are aware of the subject specific
language.
You will also find a section for ‘memorisation’ for a majority of subjects. This is
the information you are expected to know off by heart for each exam. You
should make this a key focus of your revision.
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3 I can respond to an unseen fiction extract
I can select and retrieve information
I can infer and deduce meanings
I can recognise effect of structure and layout on meaning
I can work out and explore a writer’s intention
I can recognise effects on the reader
I can write using the P.E.E. structure
I can explain in detail
I can write a narrative text
I can use vocabulary for effect
I can use a range of punctuation accurately
I can use connectives to organise ideas
I can structure a text by using a variety of sentence types and paragraphs
I can write a descriptive text
English
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Audience
Purpose
Noun
Verb
Adverb
Adjective
Pronoun
Simile
Metaphor
Alliteration
Narrator
Conveys
Implies
Key terms and definitions
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content MathsWatch Clip References
1 2 3
Cal
cula
tio
ns
I can carry out mental calculations using efficient methods
I can add, subtract, multiply and divide integers using written methods 17, 18, 19, 20
I can add, subtract, multiply and divide decimals (including money) using written methods
17, 18, 66, 67
I can apply BIDMAS correctly 75
I can use a calculator and interpret it’s display Including brackets, sign change, powers, roots, fractions
77
I can find a reciprocal 76
I can multiply and divide by numbers between 0 and 1
I can solve worded number problems
I can solve problems involving money and change both with and without a calculator
22
Are
a, V
olu
me
and
Su
rfac
e
I can find the area and perimeter of rectangles, I can find the area of triangles, parallelograms and trapezium
53 54, 55, 56
I can find the area of a compound shape
I can find the area and circumference of circles 117, 118
I can find the area and perimeter of parts of circles
I can find the area of a sector and the length of an arc (higher paper only) 167
I can find the volume and surface area of cubes and cuboids 114, 115
I can find the volume and surface area of prisms 114, 119
I can find the volume and surface area of cylinders 119
I can find the volume and surface area of cones, pyramids and spheres (higher paper only)
169, 170, 171
I can work with frustums (higher paper only) 172
I can enlarge a perimeter, area or volume
Pro
bab
ility
I can read and use the probability scale in words and from 0 to 1 14
I can identify outcomes of events and find probabilities using fractions, decimals or percentages
59, 60
I can estimate the probability from an experiment 125
I can find the probability of an event happening p and not happening as 1-p
I can use the sum of all outcomes being 1
I can use lists & sample space diagrams to systematically record possible outcomes
58, 61, 126
I can compare and understand the difference between theoretical and experimental probability
125
I can explain how to make experimental probability more reliable 125
I can identify outcomes and find probabilities from experiments 125
I can complete and use a frequency tree 57
I can complete and use a Venn diagram 127, 185
I can complete and use a tree diagram (higher paper only) 151
I can decide when to add or multiply two probabilities to solve a problem (higher paper only)
204
Mathematics: Foundation
Foundation paper – do not revise the topics indicated as higher paper only.
Higher paper - remember the higher paper can cover all topics, from any
grade, not just those indicated to be in the higher paper only.
All areas of maths could be tested in a standard question that makes it
obvious what maths is needed or through problem solving where you may
need to interpret and think carefully about the maths needed to be able to
solve the problem.
I can understand and use conditional probability in tree diagrams and venn diagrams (higher paper only)
175
Pla
ce V
alu
e, R
ou
nd
ing
and
Est
imat
ing I can state the place value of a digit within a number, including decimals 1, 92
I can multiply and divide by powers of 10 30
I can round positive whole numbers to the nearest 10, 100 or 1000 31
I can round decimals to the nearest whole number or stated decimal place 32
I can order decimals 3
I can round to a stated number of significant figures 90
I can use significant figures to approximate answers 91
I can use rounding to make estimates and give solutions to problems 90, 91
I can calculate the upper and lower bounds (higher paper only) 132
I can combine upper or lower bounds appropriately to achieve an overall maximum or minimum for a calculation (higher paper only)
206
Mea
sure
s an
d C
on
vers
ion
s
I can read and interpret scales 4
I can convert between metric units 112
I can do rough metric equivalents of imperial measures such as miles, pounds and pints
I can make a scale drawing
I can use and interpret scales on a map and scale drawing
I can combine measures and interpret such as kmph or pence per metre 142
I can use the rules for distance, speed and time & density, mass and volume 142
I can convert areas and volumes into different units 142
Sim
plif
yin
g an
d
Sub
stit
uti
on
I can interpret expressions 7
I can simplify algebraic expressions by collecting like terms 33
I can multiply a term over a single bracket 93, 134
I can factorise expressions by removing the largest common factor 94
I can expand double brackets 134
I can substitute positives, negatives and decimals into a formulae 95
I can add simple algebraic fractions 210
Co
ord
inat
es
and
Str
aigh
t
Lin
e G
rap
hs I can read and plot a coordinate in all four quadrants 8
I can find and use coordinate points to make a shape on a grid 113
I can find the midpoint of a line given the coordinates of each end 133
I can find the coordinate points that divide a line into a given ratio
There are key elements of each examination course that need to be fully memorised in order for you
to obtain the highest marks possible in the exam. The information below should be a priority for
memorising as part of your revision.
Memorisation
There is so much to memorise and use in maths that the best way to revise is to practice, practice and
practice some more, do not just sit and read your exercise book.
Find lots of questions which give you the opportunity to practice the skills learnt, especially when the
question is not straight forward and you need to unpick what all the words are actually asking you to do.
Use your memorisation skills learnt in Spanish to help you memorise all the formulae needed for maths, this
is just a flavour of what you may need.
BIDMAS – Brackets, Indices, Division/Multiplication, Addition/Subtraction
Know the location and how to use the key buttons on your calculator for creating; powers,
roots, negative numbers, fractions
Rules for area and perimeter:
o Area of a rectangle or square = length x width
o Perimeter of a rectangle or square = (length + width) x 2
o Area of a triangle = ½ x base x height
o Area of a parallelogram or rhombus = base x height
o Area of a trapezium = ½ (top + bottom) x height
o Area of a circle = π r2
o Circumference of a circle = π d
Rules for finding the volume:
o Volume of cube or cuboid = length x width x depth
o Volume of a prism = area of the cross section x depth (use the rules above for area to find the area of the cross section – the shape that goes all the way through the
prism)
o Volume of a cylinder = π r2 x depth
Probabilities can only be given using fractions, percentages or decimals
Probabilities add up to 1
The probability of something happening (p) and not happening (1-p) add up to 1
If you are asked to estimate or approximate an answer round everything to 1 significant
figure
Metric conversions e.g. grams to kilograms
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content: Cells 1 2 3
Identify the similarities and differences between plants and animals
Explain why plants and animals are different
Compare and contrast plant and animal cells
Know what MRS GREN stand for and why it is important
Describe features of an animal cell
Describe features of a plant cell
Explain the functions of the cell organelles in an animal cell
Explain the functions of the organelles in a plant cell
Identify parts of a microscope
Know how to make a microscope slide to observe cells
Know how to calculate the magnification using eyepiece lens and objective lens
State the principles and limitations of the light microscope
Identify cells that carry out specialised functions
Describe specialised features of different cells and relate these features to the cell’s function
Define a unicellular organism and give some examples of a unicellular organism
Describe how cells combine to make tissue and give some examples of plant and animal tissue
Describe how tissues combine to make organs and give some examples of organs
Suggest how organ systems work together (e.g. Circulatory/Respiratory)
Describe what diffusion is in terms of particles
Revision content: Forces
Recall that forces cause a change in shape, speed or direction
Describe what a contact and a non-contact force is
Explain what force arrow show
Define what a resultant force is
Recall what the unit of force is and how to measure force
Explain how mass is different to weight
Use and rearrange the mass, weight, gravity equation
Recall that balanced and unbalanced force lead to a change in speed
Be able to clearly show all forces acting on stationary/constant motion objects
Know that force is proportional to the acceleration that it causes
Recall what kind of force friction is and describe how friction can be reduced
Explain how friction can be useful and non-useful in a number of different situations
Explain how friction occurs as a result of microscopic features
Explain how surface area contact affects friction
Define the word drag in relation to force and friction
Explain how drag can be reduced on vehicles
Compare drag through liquids and gases
Define upthrust
Perform calculations related to density
Revision content: Cells 1 2 3
Identify the similarities and differences between plants and animals
Explain why plants and animals are different
Compare and contrast plant and animal cells
Know what MRS GREN stand for and why it is important
Describe features of an animal cell
Describe features of a plant cell
Explain the functions of the cell organelles in an animal cell
Explain the functions of the organelles in a plant cell
Identify parts of a microscope
Know how to make a microscope slide to observe cells
Know how to calculate the magnification using eyepiece lens and objective lens
State the principles and limitations of the light microscope
Identify cells that carry out specialised functions
Describe specialised features of different cells and relate these features to the cell’s function
Define a unicellular organism and give some examples of a unicellular organism
Describe how cells combine to make tissue and give some examples of plant and animal tissue
Describe how tissues combine to make organs and give some examples of organs
Suggest how organ systems work together (e.g. Circulatory/Respiratory)
Describe what diffusion is in terms of particles
Revision content: Forces
Recall that forces cause a change in shape, speed or direction
Describe what a contact and a non-contact force is
Explain what force arrow show
Define what a resultant force is
Recall what the unit of force is and how to measure force
Explain how mass is different to weight
Use and rearrange the mass, weight, gravity equation
Recall that balanced and unbalanced force lead to a change in speed
Be able to clearly show all forces acting on stationary/constant motion objects
Know that force is proportional to the acceleration that it causes
Recall what kind of force friction is and describe how friction can be reduced
Explain how friction can be useful and non-useful in a number of different situations
Explain how friction occurs as a result of microscopic features
Explain how surface area contact affects friction
Define the word drag in relation to force and friction
Explain how drag can be reduced on vehicles
Compare drag through liquids and gases
Define upthrust
Perform calculations related to density
Explain how fish use buoyancy to move up and down
Explain what Hooke’s Law is
Year 7 Science Revision
Revision content: Particles 1 2 3
Recall that matter exists as solid, liquid or gas
Describe the properties of solids, liquids and gases
Define the term ‘particle’
Describe how particles are arranged in solids, liquids and gases
Draw particle diagrams for solids, liquids and gases
Describe what happens to particles when an object is heated and when it is cooled
Define the terms; soluble, insoluble, solute, solvent and solution
Draw diagrams to show what happens when a substance dissolves
Define the terms; filtrate and residue
State the three states of matter
Name the physical changes that occur when a substance changes state
Use the particle model to illustrate what is happening during changes of state
Interpret and explain graphs that show changes of state
Define the terms ‘melting point’ and ‘boiling point’
Use melting point and boiling point data to determine the state of a substance at a given temp.
Define the term ‘diffusion’
Explain what happens to particles during diffusion in both gases and liquids
State what gas pressure is
Explain gas pressure at different temperature and pressures using ideas about particle collisions
Revision content: Lab Skills
Identify common risks and hazards in the lab and how to limit their impact
Describe hazards based on their symbols
Describe how to use a Bunsen burner safely
Identify, draw and name general lab equipment
Define the keywords; accuracy, precision, repeatability and reproducibility
Convert between different units of measurement
Know how to make a prediction and a hypothesis
Describe features of a good method
State what a variable is and identify key variable in an experiment
Describe the features of a correctly drawn results table
Describe the features of a correctly drawn graph of results
Explain why results are drawn on ether a line graph or bar chart
Identify a simple [pattern in data and identify anomalies
Distinguish between information that is fact, evidence, explanation, opinion or creative thinking
Revision content: The Earth
State that most of the material around us come from the Earth
Suggest what rocks can tell us about the Earth’s past and present
State three different types of weathering
Explain what erosion is and what can cause erosion
Describe what sedimentary rock is and give some example of sedimentary rocks
Describe what igneous rock is and give some example of igneous rocks
Describe what metamorphic rock is and give some example of metamorphic rocks
Describe what the Rock Cycle is and how it links together the processes of rock formation
State what a fossil is and describe how fossils are formed
Explain why fossils are useful to geologists
Know the structure of a volcano
Evaluate the advantages and disadvantages of living close to a volcano
Explain the dangers of living near to a volcano
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Cell wall
Cell membrane
Nucleus
Vacuole
Mitochondria
Ribosomes
Chloroplasts
Cytoplasm
Sperm cell
Red blood cell
Ovum
Leaf palisade cell
Bacteria
Protozoa
Fungi
Diffusion
Oxygen
Carbon dioxide
Glucose
Microscope
Force
Newtons
Weight
Mass
Friction
Motion
Drag
Solid
Liquid
Gas
Condensation
Melting
Freezing
Evaporation
Diffusion
Accuracy
Precision
Repeatability
Key terms and definitions
Reproducibility
Weathering
Erosion
Sedimentary rock
Metamorphic rock
Igneous rock
Fossil
There are key elements of each examination course that need to be fully memorised in order for you
to obtain the highest marks possible in the exam. The information below should be a priority for
memorising as part of your revision.
Memorisation
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3
I can use a scale line on a map to convert distances
I can find four figure grid references
I can find six figure grid references
I can use map symbols
I can give all 8 compass directions
I can find the height of a landmark using contour lines
I can give reasons for why people choose to settle on certain sites and not others
I can give a definition for water scarcity
I can use a case study example to explain how a place tries to save water
I can explain the problems which may be faced by migrants when they move to a new country
I can use a case study example to show how people can be more sustainable
Geography
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Sustainable
Water scarcity
Migrants
Key terms and definitions
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3
Know the consequences of Edward the Confessor’s death – can explain that he had no heir and that several different claimants were competing for the English throne
Know who the 4 claimants to the throne were and what each of their claims was based upon.
Know who Harold Godwinson was and what his claim was based upon
Know who William of Normandy was and what his claim was based upon
Know who Harald Hardrada was and what his claim was based upon
Know who Edgar the Aetheling was and what his claim was based upon
Able to describe the key events of the Battle of Stamford Bridge and which leaders were involved
Able to explain how William prepared for the Battle of Hastings
Able to explain how luck contributed to deciding the winner of the Battle of Hastings
Able to explain Harold Godwinson’s mistakes before and during the Battle of Hastings had an impact on the outcome of the battle
Able to explain in detail the events of the Battle of Hastings in chronological order
Able to explain why William won the Battle of Hastings
Able to explain why historians hold different views about how Harold Godwinson died
I can answer a 4 mark source based question
I can answer a 4 mark ‘describe’ question
I can write a balanced answer with a conclusion for a 12 mark question
Year 7 – Normans Revision
Checklist
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Heir
Claimant
Contender
Witan
Earl
Nobleman
Fyrd
Housecarl
Anglo-Saxon
Wessex
Throne
Shield Wall
Cavalry
Retreat
Key terms and definitions
There are key elements of each examination course that need to be fully memorised in order for you
to obtain the highest marks possible in the exam. The information below should be a priority for
memorising as part of your revision.
Memorisation
Death of Edward the Confessor
Consequences of his death – no heir and different claimants to the throne
Claimants to the English throne
Harold Godwinson
Harald Hardrada
William of Normandy
Edgar Aetheling
Know who they all were and what their claim to the throne was based upon.
The Battle of Stamford Bridge
Key events in chronological order, leaders and outcomes.
The Battle of Hastings
Why William won
Events of the Battle in detailed chronological order
Leadership and preparations of both Harold and William
Mistakes made by Harold
The Death of Harold Godwinson
Different views of how he died.
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3
I can use the key terms theist, atheist and agnostic
I can explain at least 2 arguments for the existence of God
Creation
Design argument
Religious experience/revelation (Muhammad or Guru Nanak)
I can explain at least 2 arguments against the existence of God
Science (Big Bang and Evolution)
Evil and suffering
I can explain different viewpoints about the creation story
I can explain my own opinion about whether God Exists
Philosophy and Ethics
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Atheist Believing there is no God
Agnostic Do not believe you can prove whether God
exists or not.
Theist Believe that God exists.
Creator Title given to God – the origin of all Creation
Design Argument Argument for God’s existence. Creation is too detailed and complex to have happened by accident.
Evolution Living things adapt and develop to their
environment.
Big Bang Scientific theory for the beginning of the universe.
Omnipotent
All powerful
Omniscient
All knowing
Omnibenevolent
All loving
Revelation
God shows/reveals himself in different ways.
Key terms and definitions
There are key elements of each examination course that need to be fully memorised in order for you
to obtain the highest marks possible in the exam. The information below should be a priority for
memorising as part of your revision.
Memorisation
Key terms and their meanings
At least 2 arguments for and against the existence of God
Explanations of the Big Bang and Evolution
Your own opinion about the existence of God
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3
I can say and write the phrases in Spanish from the following sections of vocabulary
from my pink year 7 booklet:
Me presento - hello, I love it; I’m into them
Me presento – the family and how old are you?
Me describo – birthdays & festivals and my pets
Me describo – languages & nationalities and what are you
like?
El insti – my subjectd & time and timetable
El insti – school buildings and clothes
Mi semana – free time and in the afternoon
Spanish
There are key elements of each examination course that need to be fully memorised in order for
you to obtain the highest marks possible in the exam. The information below should be a
priority for memorising as part of your revision.
Memorise your Spanish paragraph about school so you can write it from memory
in Spanish (you have divided it into sections on flash cards!)
Practise 4 or 5 times a week for a few minutes, saying it loud and writing it out in
the back of your book or on paper
Key phrase to memorise Definition Spanish paragraph practice
Me encanta I love
Me gusta I like
Me mola I’m into
Es It is
Muy Very
Bastante Quite
Tengo I have
Para ir al insti, llevo To go to school, I wear
Cuando hace sol When it’s sunny
Cuando llueve When it rains
Cuando hace frío When it’s cold
Pero But
Si If
Porque / ya que / dado que es
Because
Mis amigos prefieren hacer My friends prefer to do
Aiming for 20+ points…(all of the above, plus…)
La semana próxima / que viene Next week
El fin de semana próximo Next weekend
Voy a jugar I am going to play
Vamos a ir a We are going to go to
Será / va a ser It will be / it is going to be
Van a hacer They are going to do
Pienso que / opino que I think that
Así que Therefore
Además Furthermore
Antes, me gustaba porque era más Before, I used to like because it was more
Pero ahora es But now it is
Memorisation
Science has proved that pathways between neurons in your brain can be strengthened over time.
Simple repetition – practising retrieving a memory over and over again – is the best form of consolidating information. You need to try and revise each ‘I can statement…’ at least three times.
Revision content 1 2 3
I can understand the elements of music.
I can identify dynamics within different pieces of music.
I can identify rhythm within different pieces of music.
I can identify structure within different pieces of music.
I can identify melody within different pieces of music.
I can identify instruments within different pieces of music.
I can identify tempo within different pieces of music.
I can understand how box notation and graphic notation works.
I can remember the history of African music.
I can remember the instruments used in African music.
I can read notes from the treble clef (see memorisation).
I can remember different note values.
Music
Using subject specific terminology in your exam answers increases your chances of being awarded
higher grades.
Complete the table below to give the definition of each of the key terms provided
Key term Definition
Dynamics
Rhythm
Structure
Melody
Instrumentation
Tempo
Tonality
Texture
Harmony
Layered Rhythms
Call and Response
Syncopation
Oral Tradition
Key terms and definitions
There are key elements of each examination course that need to be fully memorised in order for you
to obtain the highest marks possible in the exam. The information below should be a priority for
memorising as part of your revision.
Memorisation
Semibreve Dotted Minim Minim Crotchet
Quaver Two quavers Semiquaver 4 Semiquavers
Mon Reg Mon 1 Mon 2 Mon 3 Mon 4 Mon 5 Mon 6 Mon 7 Mon 8 Mon 9 Thurs Reg Thurs 1 Thurs 2 Thurs 3 Thurs 4 Thurs 5 Thurs 6 Thurs 7 Thurs 8 Thurs 9
Tues Reg Tues 1 Tues 2 Tues 3 Tues 4 Tues 5 Tues 6 Tues 7 Tues 8 Tues 9
Fri Reg Fri 1 Fri 2 Fri 3 Fri 4 Fri 5 Fri 6 Fri 7
Weds Reg Weds 1 Weds 2 Weds 3 Weds 4 Weds 5 Weds 6 Weds 7 Weds 8 Weds 9
Regis
tration
English -
Writing
45 mins
Main Hall
P and E
1 hour
Main Hall
Period 9
as n
orm
al
Tuesday 16th January 2018
Regis
tration Spanish -
writing
45
minutes
Main Hall
History
1 hour
Main Hall
Period 9
as n
orm
al
Wednesday 17th January 2018
Thursday 18th January 2018
Year 7
Friday 19th January 2018
Regis
tration
Music
45
minutes
Main Hall
Geog
1 hour
Main Hall
Period 9
as n
orm
al
Maths - calculator
1 hour
Main Hall
Science
1 hour
Main Hall
Regis
tration
Monday 15th January 2018R
egis
tration
Maths - non
calculator
1 hour
Main Hall
English - Reading
1 hour
Main Hall
Period 9
as n
orm
al
Note: Drama, Design technology and Art will be assessed during normal lessons.
Your teachers will give you more information on this.