English Roald Dahl: Short Stories

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Billy Weaver, a key character in The Landlady

Billy Weaver, the story’s protagonist, is an enthusiastic and innocent seventeen-year-old boy.

When Billy arrives in the city of Bath, keen to make his way in the business world, his first task is to find lodgings for the night.

He happens upon a charming Bed and Breakfast, and is welcomed inside by the friendly landlady there.

Feeling very pleased with himself for finding such comfortable and cheap lodgings, Billy misses important clues and warnings about the landlady’s true nature. Billy is curious but naïve.

He finds it strange, for example, that there are no other guests staying at the Bed and Breakfast, but trusts the landlady’s peculiar explanation.

He also notices that there have only been two previous entries in the visitors’ book—Christopher Mulholland and Gregory W. Temple—and, curiously, he recognizes both names.

Although he is very keen to determine why, he is easily fooled and distracted by the landlady during his search for truth. Ultimately, the sweet-looking landlady is able to take advantage of poor Billy because his innocent and trusting nature prevents him from suspecting that things might not be as they seem.

Although the story’s cliff hanger does not explicitly reveal Billy’s fate, it is implied that the landlady poisons his tea so that she can kill Billy and stuff him, just as she does to her pets.

Key Quotations:

1. “The tea tasted faintly of bitter almonds, and he didn't much care for it” 2. “Animals were usually a good sign in a place like this, Billy told himself; and all in all, it looked to him as though it would be a pretty decent house to stay in” 3. “Each word was like a large black eye staring at him through the glass, holding him, compelling him, forcing him to stay where he was....”

English Roald Dahl: Short Stories

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: The Landlady

The story’s antagonist is the unnamed landlady who runs the Bed and Breakfast that Billy chooses to stay in.

Although she appears to be sweet, friendly, and generous, the story’s plot twist reveals that she is a cruel woman, or insane, capable of horrifying and wicked crimes.

Throughout their evening together, Billy is increasingly curious about the landlady’s previous guests, Christopher and Gregory, and it becomes apparent that the landlady is hiding a secret with regard to them, and when they left her Bed and Breakfast.

Billy is sure that he has seen their names in the newspaper headlines, and that Christopher went missing in a tragic accident.

Although the landlady denies this, she makes several creepy and objectifying comments about the boys’ appearance.

When the landlady explains that she has a taxidermy hobby, and shows Billy her stuffed pets, the reader realizes that she has killed and stuffed Christopher and Gregory too, and displayed their bodies upstairs.

The two young men have never been found, and she has never been caught, presumably because nobody suspects the landlady of such terrifying violence.

At this moment, Billy notices that his tea “tasted faintly of bitter almonds,” and it becomes clear that the landlady has poisoned him.

Key Quotations:

1. After all, she not only was harmless—there was no question about that—but she was also quite obviously a kind and generous soul. 2. “I stuff all my little pets myself when they pass away. Will you have another cup of tea?” 3. He noticed that she had small, white, quickly moving hands, and red finger-nails.

English Roald Dahl: Short Stories

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Writing to Describe The important thing with descriptive writing is that you know what to include and that you know why you are using them. Look carefully at the following techniques:

Technique Description Effect

Adjectives Describing words that describe a noun. Used to help create a more vivid picture

Adverbs Words used to describe verbs They help to create a more vivid picture in our minds about how something is being done.

Alliteration Repetition of connected words beginning with the same letter

Used to highlight the feeling of sound and movement, or to intensify feeling or to bind words together.

Connotations An idea or feeling that a word creates for a person as well as its literal meaning.

Connotations evoke reactions in the reader based on their experience of certain words. For example, words like ghost and death can evoke strong negative connotations.

Pathetic fallacy

Where the weather in the story mirrors the emotion of the scene or the people in it.

For example, when it is very hot the characters are agitated or when it is foggy, mystery is evoked. This adds atmosphere to the writing and gives clues to the reader as to what is to come, especially if the weather is described before the event.

Personification The technique of presenting things which are not human as if they were.

This can make inanimate things seem as if they are alive and able to do the things that a person can.

Repetition The action of repeating something. This will either add emphasis to the words being repeated or create a rhythm within the writing.

Onomatopoeia Use of words which echo their meaning in sound. For example, 'whoosh' or 'bang'. This techniques can give the reader a real sense of the noise that is happening within the writing.

Simile A comparison based on a similarity between two things, which suggests one object shares features with another but is not identical

This technique helps to create an image in the mind of the reader so that the reader can identify with how things appear or may be happening. Hint - 'like' or 'as' are key words to spot.

Symbolism When a word, phrase or image stands for a complex set of ideas.

Writers will sometimes use symbols in their writing so that they can suggest things without actually explaining them.

English Support and application

Year 7 Term 2

Vocabulary Wider Research Apply

1. Adventure 2. Plot 3. Protagonist 4. Paragraph 5. Fable 6. Explicit 7. Implicit 8. Summary 9. Accurate 10. Imagery 11. Oxymoron 12. Metaphor 13. Quotation 14. Mystery 15. Explain 16. Because 17. Realistic 18. Setting 19. Atmosphere 20. Mood 21. Adjective 22. Verb 23. Noun 24. Adverb 25. Detail 26. Alternative 27. Comprehension 28. Witch 29. Weaver 30. Thesaurus

A YouTube version of the play: https://www.youtube.com/watch?v=sWhBej5r07o More information about Roald Dahl’s life: https://www.roalddahlfans.com/about-dahl/dahl-biography/ Recommended Reads:

Matilda

The Witches

Charlie and the Chocolate Factory

Charlie and the Great Glass Elevator

The BFG, Roald Dahl.

Fantastic Mr Fox

James and the Giant Peach

George’s Marvellous Medicine

1. Create a mind-map of words and phrases to describe the Landlady. Use a thesaurus to help you.

2. Create a mind-map of words and phrases to describe Billy Weaver. Use

a thesaurus to help you.

3. Do you think the Landlady is evil? Write a paragraph explaining your answer.

4. Do you think Billy is a believable character? Why? Or, why not? Write a

paragraph explaining your answer.

5. Writing Task 1: Write a PEEL paragraph to answer the question: How is the Landlady described?

6. Writing Task 2: Continue the story...What happens next?

7. Writing Task 3: Write a newspaper report about Gregory Temple and

Mr Mulholland going missing.

Maths Geometry

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Perimeter, area and volume The perimeter of a shape is the total distance around the edge. To calculate the perimeter of a shape you add the lengths of all its sides. The area is the space inside a flat shape. One way to calculate the area of shape is to count the number of square centimetres inside it. You can also use a formula to find the area of shape. You will need to recall the formula for the area of a rectangle, see the image. A compound shape is made up from more than one shape. You can work out its area by dividing it into the shapes that make it up. See the example of how to work out the area. To find the perimeter you need to add together all the outer sides, but be careful as not all the sides are shown. The shown sides are 5cm, 8cm, 9cm and 11cm but you can work out the length is 17cm (8cm+9cm) and the other missing side is 6cm (11cm-5cm) so the perimeter is 56cm. Area of a triangle: ½ x base x height Area of a parallelogram: base x perpendicular height Area of a trapezium: See image Area of a circle: πr² (r for radius) Circumference of a circle: πd (d for diameter) or 2πr 3D shapes where all faces are square are called cubes. Their width, length and height are all the same. Shapes that are comprised of rectangles in 3D are called cuboids. Their width, length and height can all be different. This is the formula to find the volume of a cube or cuboid: Volume = length x width x height You can use letters to write this as a formula: V = L X W X H or V=LWH A prism is a 3D shape that has the same cross-section running all the way through it. You can calculate the volume of a prism by multiplying the area of its cross section by the depth (or height) of the prism.

Maths Number

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Working with numbers When you multiply a number by itself, the result is called a square number. For example 4² = 4 x 4 = 16. The square root of a number is that number which, when squared, gives the starting number. For example: 2 is the square root of 4, and 3 is the square root of 9. A prime number is a whole number that has only two factors: itself and one. The first prime number is 2, this is also the only even prime number. The next 10 prime numbers are: 3,5,7,11,13,17,19,23,29 and 31. Product of prime factors: When 24 is expressed as 2 x 2 x 2 x 3 it is written as a product of prime factors. See image. Highest Common Factor (HCF): If numbers have more than one common factor you should always use the highest one, which is called the highest common factor. For example: Find the HCF of 15 and 21 Write out the factors of each number: 15 – 1,3,5,15 21 – 1,3,7, 21 You can see that the HCF is 3. Lowest Common Multiple (LCM): The lowest common multiple is the smallest number that appears in the multiplication tables of both numbers. For example: Find the LCM of 3 and 5 Write out the multiples of 3 and 5: 3,6,9,12,15,18,21… 5,10,15,20,25…You can see that the LCM is 15. Multiplication and Division: Long multiplication is a method for multiplying large numbers. See the two images. The first image is the column method and the other one is the Napier’s bones method.

See image to the right of methods to calculate short division, which can be applied to long division also.

Maths Algebra

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Using formula Term – a part of an expression, equation or formula. Terms are separated by + and – signs. Expression – a collection of numbers, letters, symbols and operators representing a number or amount. For example, x² - 3x + 4 Variable – a quantity that may take many values. Substitute – replace a variable in an expression with a number and work it out. For example, if we substitute 4 for t in 3t + 5 the answer is 17 because 3 x 4 + 5 = 17. Coefficient – a number written in front of a variable in an algebraic term to show multiplication; for example, in 8p, 8 is the coefficient of p and means 8 times p. Like terms – terms in which the variables are identical, but have different coefficients; for example, 2ax and 5ax are like terms but 5xy and 7y are not like terms as they contain different letters. Simplifying expressions: In the expression 2a + b + 3a + b you need to collect the like terms. 2a + 3a = 5a b + b = 2b so the answer is 5a + 2b More examples: a + a + a = 3a 3x + 7x = 10x 9t – 4t = 5t 2xy + 5xy – 3xy = 4xy x² + 4x + 7 – 7x + 3x² +2 To simplify this expression you first need to collect the like terms.

x² + 3x² = 4x² 4x – 7x = -3x 7 + 2 = 9 Now put the like terms together to get your answer 4x² - 3x + 9 Substitution example: to work out the value of this expression when a = 8 and b = 4

a) 5a 5a means 5 x a = 5 x 8 = 40 b) a + 3b a + 3b means a + (3 x b) = 8 + (3 x 4) = 20 c) a² - 2b a² - 2b means (a x a) – (2 x b) = (8 x 8) – (2 x 4) = 64 – 8 = 56

Formula example: a rule for calculating the cost of hiring a hall for a wedding is £200 plus £6 per person. Written as a formula: taking c = cost in pounds and n = number of people. C = 200 + 6n Expanding brackets examples: expressions such as 2(g+4) and 5n(n+3) can be expanded by multiplying them out. See images Factorising: is the opposite of expanding. See images Quadratic expansion: this involves multipling out two brackets.

See image

Maths Support and application

Year 7 Term 2

Vocabulary Wider Research Apply

1) area 2) perimeter 3) length 4) width 5) height 6) triangle 7) trapezium 8) parallelogram 9) volume 10) prism 11) circle 12) cross-section 13)square number 14) square root 15)prime number 16) product 17) multiply 18) divide 19) like term 20) coefficient 21) variable 22) expression 23) term 24) simplify 25) substitute 26) formula 27) bracket 28) expand 29) factorise 30) quadratic

Area of shapes: https://www.mathsisfun.com/area.html Perimeter: https://www.bbc.co.uk/teach/skillswise/perimeter/zkpxkmn Area of compound shapes: https://www.bbc.co.uk/bitesize/guides/z2mtyrd/revision/4 Volume of cubes and cuboids: https://www.mathsisfun.com/cuboid.html Volume of prisms: https://www.mathsisfun.com/geometry/prisms.html Area of a circle: https://www.bbc.co.uk/bitesize/guides/zc9wxnb/revision/3 Factors and multiples: https://www.mathsisfun.com/numbers/factors-multiples.html Prime numbers and product of prime factors: https://www.mathsisfun.com/prime_numbers.html https://www.bbc.co.uk/bitesize/guides/z9hb97h/revision/4 Simplifying expressions: https://www.bbc.co.uk/bitesize/guides/z8y9jty/revision/2V Expanding expressions: https://www.mathsisfun.com/algebra/expanding.html Factorising an expression: https://www.bbc.co.uk/bitesize/guides/zmvrd2p/revision/1 Quadratic expressions: https://www.bbc.co.uk/bitesize/guides/z8y9jty/revision/9 https://www.mathsisfun.com/algebra/factoring-quadratics.html

1. What is the area of a square with sides of 5cm? 2. What is the perimeter of a square with sides of 3cm? 3. What is the area of a circle with a radius of 4cm? 4. What is the circumference of a circle with a diameter of 6cm? 5. What is the area of a triangle with a base of 8cm and a perpendicular height of 3cm? 6. What is the volume of a cube with sides of 2cm? 7. What is the volume of a cuboid with sides of 4cm, 6cm and 2cm? 8. What is the volume of a triangular prism with a cross-section of 24cm² and a length of 8cm? 9. What is the first prime number? 10. What is 8²? 11. What is the square root of 36? 12. What is 42 as a product of its prime factors? 13. What is the HCF of 21 and 35? 14. What is the LCM of 12 and 28? 15. What is the 10th prime number? 16. Simplify 6g + 2h – 3g + 3h 17. When p = 4 what is 7p + 2? 18. Expand 6(w + 5) 19. Expand a(a – 4) 20. Factorise 6m + 12t 21. Expand (m + 3) (m + 2) 22. Expand (n + 10) (n – 7)

Science Particle Model and Separating Mixtures

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Particle Model and Separating Mixtures

The particle theory describes the arrangement and movement of particles, it is used to explain the properties of solids, liquids and gases.

SOLIDS: Particles:

Close together

Arranged in a regular way

Vibrate in a fixed position

Do not move Properties:

Fixed shape, cannot flow

Cannot be compressed

LIQUIDS: Particles:

Close together

Arranged randomly

Glide over each other slowly Properties:

Take the shape of the container they fill

Cannot be compressed

GASES: Particles:

Far apart

Arranged in a sequence

Move quickly in all directions

Collide with each other and wall of container Properties:

Completely fill container

Can be compressed

When gas particles hit the walls of their container they cause a force called pressure. If the temperature is increased, the particles in a gas move faster, so they hit the walls of the container more often. This causes the pressure to rise.

Diffusion is the movement of a substance from an area of high concentration to an area of low concentration.

Diffusion happens in liquids and gases because their particles move randomly from place to place.

Diffusion is an important process for living things; it is how substances move in and out of cells.

Substances can change state when they gain or lose energy, usually through heating and cooling. This is a physical change, as the changes are reversible (see diagram to right). Conservation of mass- The number of particles in a substance stay the same when it changes state - only

their closeness, arrangement or motion change. This means that the mass of the substance stays the same.

The individual substances in a mixture can be separated using different methods, depending on the type of mixture. These methods include filtration, evaporation, distillation and chromatography.

Paper chromatography is often used when the dissolved substances are coloured, such as inks, food colourings and plant dyes. It works because some of the coloured substances dissolve in the solvent used better than others, so they travel further up the paper.

Science Human Reproduction

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Human Reproduction

MENSTRUAL CYCLE:

The start of the cycle, day 1, is when bleeding from the vagina begins.

By the end of about day 5, the loss of blood stops. The lining of the uterus begins to re-grow and an egg cell starts to mature in one of the ovaries.

At about day 14, the mature egg cell is released from the ovary. This is called ovulation. The egg cell travels through the oviduct towards the uterus.

If the egg cell does not meet with a sperm cell, the lining of the uterus begins to break down and the cycle repeats.

FEMALE REPRODUCTIVE SYSTEM:

MALE REPRODUCTIVE SYSTEM:

SPERM CELL ADAPATIONS:

a tail to move them towards an egg cell

many mitochondria to provide energy

an acrosome (part of the tip of the head) that releases enzymes to digest the egg membrane

It takes about 40 weeks for a baby to develop in the uterus (gestation). After this, the baby is ready to be born. The cervix relaxes and the uterus contracts. Waves of muscle contraction push the baby out of the mother's body through the vagina.

FACTORS AFFECTING FOETUS:

Smoking

Drinking Alcohol

The human reproductive system is different in males and females.

When a sperm and egg join, the egg is fertilised and a baby starts

to develop. Its mother provides all a baby’s needs until it is born.

Science Required Practical- Purifying Rock Salt

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Required Practical- Purifying Rock Salt

Rock salt is a mixture of salt and sand. In order to get the pure salt, we need to separate it from the sand.

METHOD: 1) First, grind up 5g of rock-salt using a pestle and mortar.

2) Place the crushed rock-salt is in a beaker and add 20cm3 of water.

3) Filter the solution using some filter paper, a funnel and a conical flask.

4) Weigh an evaporating dish on the scales. Add the solution from the

conical flask to the dish and warm gently for 5 minutes over a Bunsen

burner.

5) Place the evaporating dishes aside until next lesson for the rest of the

water to evaporate away.

6) Weigh the evaporating dish with the salt in it (Mass 2 = ..... g).

7) To work out how much pure salt was in 5g of rock salt take away the

mass of the evaporating dish from the mass of the evaporating dish

with the salt in it.

FILTRATION

EVAPORATION

How could you separate an insoluble solid like sand from a mixture of sand and water?

It is easy to separate an insoluble solid by filtering the mixture.

The insoluble solid cannot pass through the filter paper but the water can.

The sand that is trapped by the filter paper is called the residue. The water that passes through the filter paper is called the filtrate.

How could you separate a soluble solid, like salt, from a seawater solution?

To separate a soluble solid from a solution, evaporation can be used.

The solution is heated so that the water evaporates and leaves the dissolved solid behind.

We also get salt from rocks called ‘rock salt’. Rock salt is a mixture of salt with sand and bits of rock.

Rock salt was traditionally extracted by hand from underground mines; a very dangerous process.

Today, rock salt is mined using earth-moving equipment before being purified.

The percentage yield shows how much product is obtained compared to the maximum possible mass. The percentage yield can vary from 100% (no product has been lost) to 0% (no product has been made).

Science Support and application

Year 7 Term 2

Vocabulary Wider Research Apply

1) Solid 2) Liquid 3) Gas 4) Particles 5) Arrangement 6) Properties 7) Diffusion 8) Concentration 9) Pressure 10) Filtration 11) Evaporation 12) Distillation 13) Chromatography 14) Dissolved 15) Reversible 16) Menstrual Cycle 17) Sperm 18) Egg 19) Reproduction 20) Adaptation 21) Gestation 22) Foetus 23) Adaptation 24) Ovulation 25) Yield 26) Percentage 27) Insoluble 28) Soluble 29) Solution 30) Salt

Solids, Liquids and Gases- https://www.bbc.co.uk/bitesize/guides/z2wmxnb/revision/1 Diffusion- https://www.bbc.co.uk/bitesize/topics/z9r4jxs/articles/znqbcj6 Separating Mixtures- https://www.bbc.co.uk/bitesize/guides/zgvc4wx/revision/1 Human Reproduction- https://www.bbc.co.uk/bitesize/guides/z9fgr82/revision/1

1) State the three states of matter (3 marks)

2) Compare and contrast the arrangement and movement of particles

in solids, liquids and gases (6 marks)

3) Suggest at least 1 property each for solids, liquids and gases (3 marks)

4) State the definition of Diffusion (1 mark)

5) Suggest two examples of diffusion occurring in everyday life (2 marks)

6) Explain why solids cannot undergo Diffusion (1 mark)

7) Describe the four main stages of the menstrual cycle (4 marks)

8) Name 3 components of the male reproductive system, and 3 components of the female reproductive system.

9) State the two main separation methods involved in purifying rock salt.

10) Suggest one reason why the actual yield of salt is less than the theoretical yield of salt produced in purification?

Geography How do we use our planet as a natural resource?

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Renewable and Non renewable The world uses energy to power everything we do on a daily basis. There is a move by world governments to become sustainable and less damaging to the environment in how we do this. Non-renewable energy involves taking resources that the world has created over millions of years from the ground and burning it for energy usage. When we burn coal, gas and oil, harmful gasses known as greenhouse gasses are released into the atmosphere which causes the greenhouse effect. The greenhouse effect stops heat and light energy from the sun reflecting back out of the planet. This leads to global warming, causing the planet to heat up. The impact of global warming is destructive on the planet. As temperatures rise, the ice sheets melt causing sea levels to rise. We also find large amounts of water shortages in the poorest parts of the world. In order to protect the long term sustainable future for the planet, we need to move to use renewable energy. Examples of non-renewable energy (Cannot be re used) • Oil • Gas • Coal Electricity can be generated from wind, water, geothermal and solar energy. These energy resources are renewable. All resources have advantages and disadvantages. Examples of renewable energy (Can be re used with no carbon emissions) • Solar Power • Wind Farms • Hydroelectricity The impact of global warming is destructive on the planet. As temperatures rise, the ice sheets melt, causing sea levels to rise. We also find large amounts of water shortages in the poorest parts of the world. In order to protect the long term sustainable future for the planet, we need to move to use renewable energy.

This Photo by Unknown Author is licensed under CC BY-SA-

NC

Geography How do we use our planet as a natural resource?

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Use of the tropical rainforest

Tropical rainforest biomes are found in equatorial countries in hot and humid climates. Human

intervention has positive and negative consequences for people and this environment. A tropical

rainforest biome is found in hot, humid environments in equatorial climates. They contain the most

diverse range and highest volume of plant and animal life found anywhere on earth. In general,

tropical rainforests have hot and humid climates where it rains virtually every day. The level of rainfall

depends on the time of year. Temperatures vary throughout the year - but much less than the rainfall.

Humans use the tropical rainforest to make money and have tourism experiences. One way in which

we change the rainforests are known as clearance.

There are some costs and benefits of clearing the rainforest:

Land for agriculture, houses and roads, jobs for local workers in road building, logging, agriculture,

mining and construction the generation of income (often in valuable foreign currency) for the LIC

when wood, minerals, and other resources are sold and finally scientific investigation into rainforest

plants may provide new food sources and medicines. Clearing rainforest threatens the survival of

many plant and animal species and can lead to serious environmental degradation. Widespread

deforestation damages the whole biosphere (the balance of living and non-living things) with serious

long-term consequences.

In order to make sure that rainforests have a long term future, they must be managed sustainably.

We do this by making sure that land clearance is small scale with trees planted immediately, only

allowing eco-friendly tourism and educating people on the products we use every day that take

resources away from the rainforest such as palm oil and wood.

This Photo by Unknown Author is licensed under CC BY-SA-NC

Geography How do we use our planet as a natural resource?

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: The water cycle Understanding how the water cycle operates is key to understanding how rivers work. The water cycle is also known as the hydrological cycle. It is called a cycle because water continuously moves around the system. Rivers are part of this cycle. How does the water cycle work?

Energy from the Sun heats the surface of the Earth.

Water is evaporated from oceans, rivers, lakes, etc.

The warm, moist air rises because it is less dense.

Condensation occurs when water vapour is turned back into water droplets as it cools down. Clouds are formed.

Precipitation occurs as water droplets get bigger and heavier they begin to fall as rain, snow and sleet, etc.

When the precipitation reaches the surface, some falls directly into the sea but other water falls on land:

Some water is intercepted by vegetation. Some water may then slowly reach the ground. Some will evaporate from the surface of leaves or be taken up by the plant roots, and some of this water will eventually return to the air as vapour through the process of transpiration. This slows down or prevents some water flowing back to the river.

Some water flows across the surface of the ground - surface run-off. This happens when the surface doesn't allow water to penetrate. Surface run-off is more likely to occur if the ground is saturated with water or when the rock is impermeable. This water moves quickly to the river.

Some water infiltrates into the soil. This through-flow move more slowly back to the river than surface run-off.

Some water percolates deeper into the ground and is slowly transferred back to the river or sea.

This Photo by Unknown Author is licensed under CC BY-SA

Geography How do we use our planet as a natural resource?

Year 7 Term 2

Vocabulary Wider Research Apply

1) Renewable 2) Non-renewable 3) Sustainable 4) Greenhouse 5) Carbon 6) Emission 7) Pollution 8) Atmosphere 9) Energy 10) Hydroelectricity 11) Rainforest 12) Amazon 13) Emergent 14) Canopy 15) Soil 16) Nutrient 17) Cycle 18) Vegetation 19) Fauna 20) Species 21) Hydrological 22) Percolation 23) Transpiration 24) Condensation 25) Evaporation

Types of energy video https://www.youtube.com/watch?v=osBVRfvkmAU Non-renewable and renewable energy https://ww2.kqed.org/quest/2014/02/13/nonrenewable-and-renewable-energy-resources-2/ Thanet offshore wind farm https://powerplants.vattenfall.com/en/thanet What is happening at the moment to The Amazon? https://www.bbc.co.uk/news/world-latin-america-49815731 How can we help the Amazon? https://www.wwf.org.uk/updates/5-ways-help-amazon-rainforest

Create a leaflet about the benefits of using renewable energy. You could use the Wind Farm offshore from The Isle of Thanet as an example of what it allows the country to do in a sustainable way.

Create a poster about the different layers of the tropical rainforest. What would you find in each layer? Why are certain animals only found in specific layers? How much sun and rain does each layer get?

1. What is the impact of humans using non-renewable resources for

energy? 2. Why should humans move towards using sustainable renewable

energies? 3. What is the impact of clearing the tropical rainforest? 4. What do you think the impact would be if we added more water to the

water cycle? 5. What would the impact of rising temperatures be on the water cycle?

History Norman England

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Motte and Bailey Castles

Norman castles were designed for a different purpose. They were not defensive structures like the burhs (old English fortifications), they were designed to intimidate the conquered Anglo-Saxons and remind them of Norman power.

Norman castles were often built in locations that were considered of strategic value. The first Norman castle in England was built a few miles from where William landed and was used as a base for soldiers to terrorise the local population and gather supplies.

Unlike Anglo-Saxon fortified towns, a Norman Motte and Bailey castle could be built very quickly, in some cases it only took a few days

William had 8000 men to try and consolidate his power in England. Building Motte and Bailey castles was an effective way of securing towns that had submitted to his power.

Although the wooden structure was much more vulnerable to damage than a stone structure, a Motte and Bailey castle could be built quickly until the Normans had the time to build more permanent stone structures.

Mottes ranged from 25 feet (8m) to over 80 feet (24m) in height.

The major weakness of the Motte and Bailey castle was the likelihood of the Keep rotting or burning down. The solution was to build stone Keeps but these could not always be built on the same site since the weight of the stone would sink into the Motte.

The Normans started to replace wooden structures with stone Keep designs. Stone castles had a number of advantages over wooden motte and bailey structures:

Stone Keeps did not rot or go up in flames.

Expensive to build, but they did demonstrate the wealth and power of the Lord that built it.

History Norman England

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: The Feudal System

The King

Owned all the land in England and he gave

land to his most important supporters, the

tenants in chief. They did not own the land

just held it for him.

Tenants in Chiefs

Tenants in Chiefs gave land to their knights.

This might be a village or villages – enough

land to give him enough income to pay for

his warhorse, armours and weapons.

Knights

Knights gave most of their land in their

villages to the local people so they could

grow their own food.

In return for their land the tenants in chief

agreed to bring men to fight for the king for

40 days a year.

The knights in return agreed to do military

service for their lord. This was known as

‘knight service’.

The local people would work for the knight

and this was called labour service. They were

called ‘villeins.’

History Norman England

Year 7 Term 2

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Harrying of the North

The Harrying of the North refers to the brutal slaughter and pillaging of Northumbria in 1069-1070 by the army of William the Conqueror. This is thought to have been

devastating to the extent that 100,000 people starved to death.

Entire villages were razed and their inhabitants were killed, livestock slaughtered and stores of foods were also destroyed.

Why did William do this?

1. William was angry at the failure of English leaders to accept him as king and be grateful that he had left them their lands and titles.

2. He was frustrated at the constant rebellions.

3. He wanted to instil fear as he was worried the Danes would support the rebels.

4. William wanted to punish the rebels so they would not dare rebel again.

What did the Harrying of the North achieve for William?

1. Fear amongst the English

2. Many deaths of rebels

3. Destruction of homes, farm animals and equipment

4. Refugees fled as far as the Midlands

5. Confirmed Norman control of the North

6. William built more castles in the North

History Support and application

Year 7 Term 2

Vocabulary Wider Research Apply

1) Motte 2) Bailey 3) Castles 4) Wooden Bridge 5) Palisade 6) Moat 7) Hierarchy 8) Feudal System 9) Tenants in Chief 10) Knights 11) Villeins 12) Knight Service 13) Labour Service 14) Doomsday 15) Commissioned 16) Genocide 17) Harrying 18) Destruction 19) Rebellions 20) Edwin and Morcar 21) Resentment 22) Seizure

General information about life after the Norman Conquest: https://www.youtube.com/watch?v=bxpTxuPTklA The Doomsday Book https://www.youtube.com/watch?v=om_BIzXaVwU Revolts and Rebellions https://www.youtube.com/watch?v=kNWoXlAZdkM Motte and Bailey Castles https://www.castlesworld.com/tools/motte-and-bailey-castles.php The Feudal System https://www.bbc.co.uk/bitesize/guides/zdvdmp3/revision/1 The Harrying of the North https://www.thoughtco.com/harrying-of-the-north-1069-70-1221079

1. Create a history ‘dictionary’ using the key vocabulary. Find all the definitions and form a sentence

Key Word Definition Form a sentence

2. Explain 3 advantages and 3 disadvantages of Motte and

Bailey castles.

3. Write a short diary entry of what life would be like during the Norman era as a knight.

4. Write a short diary entry of what life would be like during

the Norman era as a Villein.

5. Explain what the ‘Feudal System’ is to a relative. Make sure you use all the key words listed (The King, Land, loyalty, promise, Tenants in Chief, Knights, Knight service, labour service, Villeins, hierarchy).

6. Write a newspaper article describing what you would see,

hear, feel, smell, touch during the ‘Harrying of the North.’ Make sure you create a catchy headline and include what happened after.