English The Hunger Games

Year 7 Term 5

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: Context The author and her influences:

• The author of the famous The Hunger Games series, Suzanne Collins is an American novelist and television writer. • She developed an early interest in writing as a young girl. • Collins father was in the military – he was in the American Air Force and went to Vietnam. Her grandfather also

served in World War I and her Uncle served in World War II. • When returning from war, her father became a military historian. • Her father believed it was important that his children understood warfare and military history. • Collins wanted to make war theory relatable to young adults. • She wanted to explore morals and war, and what is acceptable behavior within war and its aftermath. • Collins was interested in the desensitising effect of the modern media on the subject of war. • She was heavily inspired by Greek mythology and the story of Theseus, who was sent to be sacrificed to the

Minotaur, but instead emerged from the Labyrinth alive. • In 1991, Suzanne Collins began her career as a writer for children’s television – the Nickelodeon Channel. • ‘The Hunger Games’ was published in 2008. • Collins became famous after releasing The Hunger Games trilogy. It became an instant bestseller and remained on

the New York Times bestseller list for 60 weeks. • As a result of the popularity Collins gained from this series, she was named amongst Time magazine’s list of most

influential people of 2010. • The film version was released in March 2012.

English Noughts and Crosses

Year 7 Term 5

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: Dystopian Literature What is Dystopian Literature?

The Hunger Games is a work of dystopian literature.

Dystopian literature is a work of fiction describing an imaginary place where life is extremely bad because of deprivation or terror.

Propaganda is used to control the citizens of society.

Information, independent thought and freedom are restricted.

A leader/concept is worshipped by the citizens of the society.

Citizens are perceived to be under constant surveillance.

Citizens have a fear of the outside world.

Citizens live in a dehumanised state.

The natural world is banished and distrusted.

Citizens conform to uniform expectations. Individuality is frowned upon.

The society is an illusion of a perfect world

Dystopian features in ‘The Hunger Games’:

The Hunger Games is set in a nation called Panem. Panem is governed by a wealthy city called the Capitol, whose citizens lead impressive and luxurious lives devoted to fashion, parties, and entertainment.

There is a totalitarian government.

People are oppressed, poor, starving and terrorised by the government and police.

Nature is not trusted and avoided.

The government control every aspect of society: technology, manufacturing, education and religion.

There are horrific consequences for anyone breaking the rules of the totalitarian government.

English The Hunger Games

Year 7 Term 5

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: Plot summary: the beginning

Katniss Everdeen wakes up on the day of the reaping, when the tributes are chosen and will take part in the Hunger Games.

We are introduced Katniss’ family and the background of her life.

Her mother and little sister, Prim, live with her. Her father died in a mine explosion years earlier.

Katniss is a skilled hunter who goes hunting in the woods outside her district, District 12, with Gale, her best friend.

That night, at the reaping ceremony, the mayor gives a speech describing how the governments of North America collapsed and the country of Panem rose up in their place. A war ensued between the Capitol and the districts. The Capitol won, and as a reminder of their defeat, the Capitol holds the Hunger Games every year.

The mayor then introduces Haymitch Abernathy, District 12’s only living Hunger-Games winner, and he’s so drunk he ends up falling in his own vomit.

The district’s female tribute is chosen, and to Katniss’s horror, it’s Prim, which leads to Katniss volunteering immediately in Prim’s place.

Then the male tribute is selected. It’s Peeta Mellark, and Katniss remembers how years earlier, while searching for food for her family in the garbage bins behind the town shops, Peeta gave her bread from his family’s bakery. Katniss credits him with saving her that day.

Katniss and Peeta say goodbye to their friends and families and board a train for the Capitol. During the trip, she and Peeta convince Haymitch, their mentor in the Games and the person responsible for getting them gifts from sponsors, to take his duties seriously.

Once there, Katniss meets with her stylist, Cinna, who is designing her dress for the opening ceremony.

At the ceremony, Katniss and Peeta wear simple black outfits lit with synthetic flames. The outfits are a huge hit with the audience and make Katniss and Peeta stand out among the tributes.

The next day, Katniss and Peeta attend group training, and the tributes from rich districts who have trained for the Games their whole lives, called Career Tributes, show off their skills. Later, the tributes are interviewed by Caesar Flickerman, a television host. In his interview, Peeta reveals that he’s had a crush on Katniss for several years.

Finally the time comes. From a small underground room, Katniss is lifted into the arena and the Games officially begin. All the tributes are there, and in front of her is the Cornucopia, which houses an abundance of supplies.

Rather than fight, she runs away as Haymitch advised. She hikes all day before making camp. After dark, someone starts a fire nearby, and it isn’t long before a pack of Career Tributes arrives and kills the person. To Katniss’s shock, Peeta is with them.

The next day Katniss goes in search of water. She walks for hours and collapses from exhaustion, but ultimately she finds a stream.

She’s woken in the night by a wall of fire moving in her direction, and as she runs away one of the numerous fireballs falling around her grazes her leg, injuring it.

English Support and application

Year 8 Term 5

Vocabulary Wider Research Apply

1. Morals 2. Media 3. Desensitisation 4. Mythology 5. Trilogy 6. Novel 7. Dystopia 8. Fiction 9. Literature 10. Propaganda 11. Freedom 12. Dehumanised 13. Totalitarian 14. Oppressed 15. District 16. Dehumanised 17. Panem 18. Katniss 19. Society 20. Government 21. Reaping 22. Capitol 23. Mentor 24. Haymitch 25. Peeta 26. Tribute 27. Cornucopia 28. Duties 29. Exhausted 30. Hunger

Context of The Hunger Games: https://www.nytimes.com/2018/10/18/books/suzanne-collins-talks-about-the-hunger-games-the-books-and-the-movies.html How the Hunger Games became so popular: https://www.theguardian.com/film/2015/nov/18/how-the-hunger-games-mockingjay-part-2-staged-a-revolution Sparknotes: https://www.sparknotes.com/lit/the-hunger-games/ Cliffnotes: https://www.cliffsnotes.com/literature/h/the-hunger-games/the-hunger-games-at-a-glance Quizlet: https://quizlet.com/subject/hunger-games/ Further books by Suzanne Collins:

Catching Fire

Mockingjay

Gregor and the Overlander

The Ballad of the Songbirds and the Snakes

1. Research modern warfare.

2. Create a mind-map of words and phrases to describe Katniss Everdeen. Use a thesaurus to help you.

3. Create a series of flash-cards that summarise the plot of ‘The

Hunger Games’.

4. Watch the film versions of ‘The Hunger Games’ and compare the events to the novel.

5. Create a storyboard of the novel, plotting the key events.

6. Write a diary entry from the point of view of Primrose, Katniss’ sister. What would she be thinking during the reaping?

Maths Number

Year 7 Term 5

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: Fractions, decimals and percentages Converting between fractions, decimals and percentages Fraction to decimal - Divide the numerator (the top part) by the denominator (the bottom part): 1/4 = 1 ÷ 4.00 = 0.25 Fraction to percentage - Multiply the fraction by 100. Then, attach a percent sign. 1/4 x 100/1 = 100/4 = 25/1 = 25% Decimal to fraction - starting from the decimal point, count the decimal places. If there is one decimal place, put the number over 10 and simplify if necessary. If there are two places, put the number over 100. If there are three places, put it over 1000, and so on. 0.25 = 25/100 = 1/4 Decimal to percentage – Multiply the decimal by 100. Then, attach a percent sign. 0.25 = 25% Percentage to decimal – Divide the percentage by 100. Then, drop the percent sign. 25% = 0.25 Percentage to fraction - Put the number over 100 and simplify if necessary. Drop the percent sign. 25% = 25/100 = 1/4 Fraction of a quantity When finding a fraction of an amount, the key rule to remember is to divide the amount by the denominator and multiply your answer by the numerator. For example: Find 2/5 of £35. First find 1/5 by dividing £35 by 5 to get £7. Now to find 2/5, multiply by 2 to get £7 × 2 = £14. Percentage of a quantity A percentage is a proportion that shows a number as parts per hundred. The symbol '%' means 'per cent'. 9% means 9 out of every 100, or 9/100. Percentages are just one way of expressing numbers that are part of a whole. These numbers can also be written as fractions or decimals. 50% can also be written as a fraction, 1/2, or a decimal, 0.5. They are all exactly the same amount. Knowledge of converting between decimals, fractions and percentages is required. Calculating percentages of amounts: Percentages of amounts can be calculated by writing the percentage as a fraction or decimal and then multiplying it by the amount in question. For example: find 16% of £40. Know that to find 10% you divide the amount by 10, and to find 1% you divide the amount by 100. So to find 16% you could break it down to 10%, 5% and 1% or alternatively find 1% and multiply by 16. 10% = £4, 5% = £2 (half of 10%) 1% = £0.40, which gives you an answer of £6.40 Percentage increase/decrease To calculate percentage increase or decrease, follow the same rules for both: First: work out the difference between the two numbers you have been given. Then divide

this number by the original number and finally multiply by 100. 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑛𝑢𝑚𝑏𝑒𝑟𝑠

𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 X 100. Example: The price of a laptop increases from £360 to £378.

What is the percentage increase? 378−360

360 X 100 = 5% increase. If the laptop had been £378 and been reduced to £360, you would have entered it like this

378−360

378 x

100 = 4.76% decrease.

Maths Symmetry

Year 7 Term 5

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: Symmetry Lines of symmetry in polygons A shape can be folded to see if it has a line of symmetry. A shape has a line of symmetry when the folded part sits perfectly on top with all edges matching. A square is a regular polygon. (Regular means all the sides are the same). It has four lines of symmetry and four sides. A regular pentagon has 5 sides and 5 lines of symmetry. Rotational symmetry A shape has rotational symmetry when it can be rotated and it still looks the same. The order of rotational symmetry of a shape is the number of times it can be rotated around a full circle and still look the same. If the triangle is rotated a full 360°, it never looks the same except when it arrives back at its original starting position. It only has one order of rotational symmetry, the starting position. The minimum order of rotational symmetry a shape can have is 1. Rotational symmetry in regular polygons. The order of rotational symmetry of a regular polygon is equal to the number of sides. Symmetry in special quadrilaterals There are six special quadrilaterals with different symmetrical properties. Square: A square has four lines of symmetry. It has rotational symmetry of order four. Rectangle: A rectangle has two lines of symmetry. It has rotational symmetry of order two. Parallelogram: A parallelogram has no lines of symmetry. It has rotational symmetry of order two. Rhombus: A rhombus has two lines of symmetry. It has rotational symmetry of order two. Trapezium: Some trapeziums have one line of symmetry. They are called isosceles trapeziums as they have 2 sides of an equal length like isosceles triangles. A trapezium has rotational symmetry of order one. Kite: A kite has one line of symmetry. It has rotational symmetry of order one. Attached is an image of all six special quadrilaterals mentioned. Your task is to name each quadrilateral and add the line of symmetry on each shape. Feel free to annotate your knowledge organiser as it will help you for your homework quiz.

Maths Transformations

Year 7 Term 5

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: Transformations Translations Translation is a term used in geometry to describe a function that moves an object a certain distance. The object is not altered in any other way. It is not rotated, reflected or re-sized. In a translation, every point of the object must be moved in the same direction and for the same distance. When you are performing a translation, the initial object is called the object after the translation is called the image. Describing translations using vectors – please see image explaining how to use vectors to describe translations. Rotations

A rotation is a transformation that turns a figure about a fixed point called the centre of rotation. An object and its image are the same shape and size, but the figures may be turned in different directions. Rotations may be clockwise or counter clockwise. When working on a coordinate grid: assume the centre of rotation to be the origin (0, 0) unless told otherwise. Assume a positive angle of rotation turns the figure counter clockwise, and a negative angle turns the figure clockwise (unless told otherwise). Reflections A reflection can be thought of as folding or "flipping" an object over the line of reflection.

The image is usually labelled using a prime symbol, such as A'B'C'. An object and its reflection have the same shape and size, but the figures face in opposite directions. The objects appear as if they are mirror reflections, with right and left reversed. Enlargements An enlargement is a way of changing the size or position of a shape. To enlarge a shape, a scale factor and centre of enlargement are required. When a shape is enlarged from a centre of enlargement, the distances from the centre to each point are multiplied by the scale factor. The size of an enlargement/reduction is described by its scale factor. For example, a scale factor of 2 means that the new shape is twice the size of the original. A scale factor of 3 means that the new shape is three times the size of the original.

Maths Support and application

Year 7 Term 5

Vocabulary Wider Research Apply

Fraction Decimals Percentage Quantity Amount Conversion Increase Decrease Symmetry Rotational Transformation Translation Rotation Rotate Scale Factor Centre Enlargement Reflect Image Rectangle Parallelogram Kite Trapezium Square Rhombus Prime Symbol

FDP https://www.mathsgenie.co.uk/FDP.html Fraction of a quantity https://www.mathsgenie.co.uk/fraction-of-amount.html Percentages https://www.mathsgenie.co.uk/percentages.html Symmetry https://www.mathsisfun.com/geometry/symmetry.html Transformations https://www.mathsgenie.co.uk/transformations.html

1. Write 0.6 as a fraction in its simplest form

2. Convert 33% into a decimal

3. Find 5/7 of 49

4. Find 3/5 of 105

5. Find 24% of 30

6. Find 113% of 60

7. Increase £90 by 4%

8. How many lines of symmetry does a regular quadrilateral have?

9. List the order of rotational symmetry on a regular pentagon

10. Draw a squared grid in the space below. Draw a square, 5cm x 5cm. Once

drawn below, translate the shape by using a vector. This vector can be

chosen by you.

Science Genes- Variation

Year 7 Term 5

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: Genes- Variation

The presence of differences between living things of the same species is called variation; variation between different species is usually greater than the variation within a species. Variation in a characteristic that is a result of genetic information from the parents is called inherited variation. Characteristics of animal and plant species can be affected by external factors.

Inherited causes of variation: Children usually look a little like their father, and a little like their mother, but they will not be identical to either of their parents. This is because they get half of their DNA and inherited features from each parent. Each egg cell and each sperm cell contains half of the genetic information needed for an individual. When these join at fertilisation a new cell is formed with all the genetic information needed for an individual. Environmental causes of variation: An example of environmental variation is becoming heavier if you eat too much food, and you will become lighter if you eat too little. A plant in the shade of a big tree will grow taller as it tries to reach more light.

Inherited and environmental causes: Some features vary because of a mixture of inherited causes and environmental causes. For example, identical twins inherit

exactly the same features from their parents. However, if you take a pair of twins, and twin 'A' is given more to eat than twin 'B', twin 'A' is likely to end up heavier.

Weight and height are common examples of characteristics that are influenced by both genetic and environmental factors.

Continuous variation Human height is an example of continuous variation. It ranges from that of the shortest person in the world to that of the tallest person. Any height is possible between these values. So it is continuous variation. Discontinuous variation A characteristic of any species with only a limited number of possible values shows discontinuous variation. Human blood group is an example of discontinuous variation. In the ABO blood group system, only four blood groups are possible (A, B, AB or O) - There are no values in between.

Variation is important, as this facilitates the natural process whereby the best-adapted individuals survive longer, have more

offspring and thereby spread their characteristics. Often referred to as ‘natural selection’.

Science Earth – Earth structure and Universe

Year 7 Term 5

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: Earth – Earth structure and Universe

The Earth is almost a sphere. These are its main layers, starting with the outermost:

crust (relatively thin and rocky)

mantle (has the properties of a solid, but can flow very slowly)

core (made from nickel and iron)

The radius of the core is just over half the radius of the Earth. The Earth’s atmosphere surrounds the Earth. The Earth’s crust, its atmosphere and oceans are the only sources of the resources that humans need. Rocks are solid at room temperature. They are made of grains that fit together. Each grain in a piece of rock is made from a mineral, which is a chemical compound. The grains in a rock can have different:

colours

shapes

sizes

Igneous rocks contain randomly arranged interlocking crystals. The size of the crystals depends on how quickly the molten magma solidified:

magma that cools slowly will form an igneous rock with large crystals

lava that cools quickly will form an igneous rock with small crystals Sedimentary rocks are formed from the broken remains of other rocks that become joined together- these are the stages of sedimentary rock formation: Sedimentation- the rocks are deposited when carried in a river, the deposited rocks build up in layers, called sediments. Compaction & Cementation- the weight of the sediments on top squashes the sediments at the bottom, the water is squeezed out from between the pieces of rock and crystals of different salts form.

Our Sun is a star. It seems much bigger than other stars in the sky because it is much closer to Earth. Stars form immense groups called galaxies. A galaxy can contain many millions of stars, held together by the force of gravity... our Sun is in a spiral galaxy called the Milky Way. We get different seasons (winter, spring, summer and autumn) because the Earth’s axis is tilted. This is how it works:

it is summer in the UK when the northern hemisphere is tilted towards the Sun

it is winter in the UK when the northern hemisphere is tilted away from the Sun

Science Required Practical- Investigating the effect of light intensity on seedling height

Year 7 Term 5

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- Investigating the effect of light intensity on seedling height.

In this practical you will work in a group to plan an investigation, germinate oat seedlings and monitor their growth... you will be investigating the effect of light intensity on the height of seedlings.

VARIABLES: Independent- light intensity Dependent- height of seedlings Control:

volume of water type of seed number of germinating seedlings in

each condition.

METHOD:

1) Place the cotton wool in three petri dishes, soak them with equal amount of water.

2) After a few days, will begin to germinate.

3) Make sure there are the same amount of seedlings in each dish (remove ones that haven’t germinated)

4) Use a ruler to measure the height- pull straight (be careful not to damage them!)

5) Place 3 dishes in 3 different conditions full sunlight (very bright windowsill) partial light (back of lab) darkness (cupboard)

6) Aim to measure the height every day for at least 5

consecutive days- record results in table.

7) When the experiment is finished, calculate mean seedling height for each day

8) Draw diagrams to show effects of different light intensities on seedlings.

EQUIPMENT:

Petri Dishes

Cotton Wool

Water

Seedlings

Allocated environments to grow

OBSERVATIONS: Seedlings will be highest in the dark- seeds usually germinate underground and grow rapidly to reach sunlight. They will also have small and yellow leaves- once they’ve used all their energy stores, they can’t carry out photosynthesis in the dark!

Science Support and application

Year 7 Term 5

Vocabulary Wider Research Apply

1) Variations 2) Inherited 3) Environmental 4) Characteristics 5) Factors 6) Continuous 7) Discontinuous 8) Variation 9) Natural Selection 10) Species 11) Core 12) Crust 13) Mantle 14) Igneous 15) Sedimentary 16) Star 17) Galaxy 18) Milky Way 19) Season 20) Axis 21) Hemisphere 22) Intensity 23) Germinate 24) Equipment 25) Method 26) Variable 27) Independent 28) Dependent 29) Control 30) Photosynthesis

Variation- https://www.bbc.co.uk/bitesize/guides/z9gk87h/revision/1 Inheritance- https://www.bbc.co.uk/bitesize/guides/zp7thyc/revision/2 Natural Selection- https://www.bbc.co.uk/bitesize/topics/zpffr82/articles/z7hj2nb Structure of Earth- https://www.bbc.co.uk/bitesize/guides/zysbgk7/revision/1 Rock Cycle- https://www.bbc.co.uk/bitesize/guides/zwd2mp3/revision/5 Universe- https://www.bbc.co.uk/bitesize/guides/z8wx6sg/revision/1

1) State the two types of variation (2 marks)

2) Explain why offspring look similar to both their mother and father (2 marks)

3) Suggest why variation is important within a species (2 marks)

4) List two examples of inherited variation, and two examples of environmental variation (4 marks)

5) What variable is blood group considered as, and why? (2 marks)

6) What are the most and least reactive metals in the reactivity series? (2 marks)

7) How are sedimentary rocks formed? (4 marks)

8) Compare how Summer and Winter occur on Earth (4 marks)

9) What condition could you alter to investigate height of seedlings? ( 1 mark)

10) What must be controlled with the above investigation to produce valid results? (3 marks)

Geography Africa

Year 7 Term 5

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: The Geography of Africa Physical landscape - The physical geography in Africa is very different to that of other continents. - Africa’s surface is mainly made up of very old, stable and hard rocks. - Much of the continent is formed of one tectonic plate. - The Great Rift Valley in East Africa is being transformed as tectonic activity takes place. - There are very few mountains in Africa as tectonic plates do not crash into the continent. - Africa is home to the world’s largest hot desert, the Sahara. - Africa is home to many different ecosystems (biomes) that serve as a home to animals and plants, with their own distinctive climate.

Natural Resources - Africa is rich in natural resources, it exports 16% of the world’s uranium, used to produce energy for humans. - In 2011, Africa produced more than half of the world’s diamonds. - Africa has 10% of the world’s oil and gas reserves. - Africa is also rich in forests, a source of hardwood that is used for furniture. Distribution of resources These mineral resources are not however evenly distributed across the continent. The largest reserves of resources are found in very few countries. This means that Africa is an unevenly developed continent made up of many different LIDCs and EDCs.

Geography Africa

Year 7 Term 5

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: Africa’s biomes

The climate zones and biomes (ecosystems) of Africa have evolved as a repeated pattern north

and south of the Equator. This pattern has developed due to the interactions of the

atmosphere, hydrosphere and biosphere.

A biome is a large ecosystem. The Earth has many different biomes, with each one containing

many different living organisms that have adapted to the environment. One way to group

together areas that share characteristics is to look at the ecosystem of the area. An ecosystem

is a group of living organisms interacting with the non-living parts of an environment.

Ecosystems can vary in size, e.g. a single hedgerow or a whole rainforest.

The type of plants and animals found in each ecosystem depends on the type of climate and

soils. The harsh conditions of an extreme environment mean that only plants and animal

species that have adapted are able to survive in the area. The vegetation, climate and soils are

closely linked with one another. A large ecosystem is called a biome. A biome contains

particular plant and animal groups, which are adapted to that particular environment.

The world is split into 7 major biomes, whereas Africa itself is home to 5 of these. You can see

these on the map of Africa, which is colour coded by biome. Much of North Africa and Southern

Africa are covered in very dry, arid locations such as deserts or grassland. The Tropical

Rainforest sits around the middle of the continent, acting like a green belt around the

continent.

Major biomes in Africa:

- Sahara Desert

- Congo Rainforest

- Grasslands

- Savanna

Geography Africa

Year 7 Term 5

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: Kenya tourism case study Kenya lies along the Equator on the east coast of Africa, next to the Indian Ocean. The capital city is Nairobi. It has a population of over 46 million people. It is a very diverse population with over 40 ethnic groups including the Kikuyu, Luo and Maasai. Kenya is an example of a low income country (LIC). Impacts of tourism on the economy Tourism in Kenya is vitally important to the economy. Low income countries (LICs) such as Kenya are keen to attract tourists to promote development. Kenya was one of the first LICs to develop its tourist industry. It is an English speaking and this helped the launch of tourism. Over 1.3 million visitors travelled to Kenya in the peak year of 2011, spending £600 million. Attractions Kenya has a hot climate and is located on the coast. Its safari parks, coral reefs and sandy beaches make it a very popular destination for tourists. Positive effects of tourism

Improved living standards, with more schools and hospitals. Foreign exchange allows purchase of imported goods. Infrastructure improved. Safari parks protect animals from poachers and can stop extinction of species. Local tribes are able to make money by selling handicrafts, e.g. the Maasai tribe.

Negative effects of tourism Jobs are low paid and temporary. Foreign multinational companies own 80 per cent of the hotels and travel companies, therefore most of the profits go back to richer countries. Nomadic tribes are forced to settle in order to get a job. Traditional ways may be lost in order to make a

living. Game park buses cause soil erosion and alter the wild animals' behaviour. Hotels use a lot of water, which is a precious resource.

Sustainable tourism Tourism has already reached a point of decline. Controversial presidential elections in 2007 followed by terrorist attacks in 2013 and 2014 caused a massive decline in visitors. Political instability, violent crime, harassment of tourists, over-commercialism of safari parks and environmental degradation have all discouraged many tourists from visiting the country. The Kenyan government is now acting to try to halt the decline by:

limiting the number of visitors to marine and game parks promoting sustainable tourism where visitors are in small groups using local people as guides limiting the height of coastal developments educating tourists to observe local customs

Geography Africa

Year 7 Term 5

Vocabulary Wider Research Apply

Biome

Ecosystem

Tourism

Sustainable

Income

Flora

Fauna

Grassland

Savanna

Desert

Tropical

Rainforest

Continent

Tectonic

Hazard

Climate

Weather

Wildlife

Biodiversity

https://www.nationalgeographic.org/encyclopedia/africa-physical-geography/ https://www.bbc.co.uk/bitesize/guides/zh2p34j/revision/2 https://www.youtube.com/watch?v=UIbplCn8-zs

Answer these GCSE Questions:

Identify the location of three different biomes in Africa. [2 marks]

Describe the distribution of biomes in Africa. [4 marks]

Explain what an LIDC is. [5 marks]

Suggest some challenges that Ethiopia is facing. [6 marks]

Justify why tourism is of high importance to Kenya. [8 marks] Get creative:

Create your own fact file on The African biomes. What is a biome? What do we find in the biomes? How do biomes work? We suggest you focus on the Congo Rainforest.

Create your own tourism poster about Kenya.

History Crime Through Time

Year 7 Term 5

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: Crime and Punishment in Roman Britain

Hierarchical – society arranged in order of importance. Crime – an unlawful act that is punishable by the state. Punishment – penalty for a committing a crime. Roman Laws were made public and written down. They were carved onto metal sheets and displayed around town. Some of the laws include:

1. Right of every person to know what the laws were 2. Idea of innocence until proven guilty 3. Right to present evidence in court 4. There was no proper police force; victims of crime were responsible for collecting evidence and taking the suspect to court.

Crime Punishment

Minor crimes e.g. petty theft

Flogging, beating, financial penalties (forced to pay the cost of goods stolen)

Major crimes e.g. mugging

Amputation of limbs

Murder, arson Execution, exile (only for rich)

Refusing to accept the authority of the emperor

Execution by crucifixion or being thrown to the lions, forced to become a gladiator

History Crime Through Time

Year 7 Term 5

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: Crime and Punishment in Medieval Britain

In Medieval Britain, crimes were divided according to how serious they were thought to be. Felonies (crimes punished by hanging)

Murder

Theft of goods worth more than 12 pence (2 days’ wages)

Arson

Rape

Treason

Robbery Trespasses (punished by fines or money)

Selling goods for the wrong prices

Assault

Breaking legal agreements

Paying too high of a wage to attract workers away from other villages

All minor crimes were controlled by the Manor Courts. They were likely to be fined. There were no such things as prisons, instead, Medieval prisons were mostly just places to hold people waiting trial. Royal courts dealt with priests, monks and nuns breaking church rules. Royal courts dealt with serious crimes and all types of people. During the Medieval Era, beggars were viewed as criminals and punished. They started to distinguish the different types of beggars to

1. Deserving poor (sick or injured) 2. Sturdy beggars (lazy people who could not be bothered to work)

People in the 16th and 17th centuries were very afraid of witches. Women who lived by themselves, who were old and performed herbal remedies were viewed and treated with suspicion. Those suspected and ‘proven’ of being a witch would be punished by death, hung and burned at the stake.

History Crime Through Time

Year 7 Term 5

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: Crime and Punishment in Modern Britain

Modern Britain witnessed huge changes in society such as

1. Immigration (multicultural society) 2. Improved children’s rights 3. Use of motor cars 4. Cowardice in WW1 5. High use of technology

This has impacted what ‘crime’ looks like. New crimes include drug smuggling, computer fraud, anti-social behaviour, street crime, people trafficking, hate crimes, speeding, running through a red light, having illegal images and many more. Technology has impacted on fighting crime.

Fingerprinting The Finger print department was set up in 1901.

Radios Modern communication makes it easier to report issues and call for back up. Used first in 1910.

Computers To sort information out, identify patterns, monitor websites and can hunt those planning terrorist attacks.

DNA evidence In 1995 the DNA database was set up to identify hair, skin and blood.

CCTV Allows people’s behaviour on the streets to be checked.

History Crime Through Time

Year 7 Term 5

Vocabulary Wider Research Apply

1) Crime 2) Punishment 3) Romans 4) Justice 5) Jury 6) Hierarchy 7) Slaves 8) Laws 9) Felonies 10) Trespassing 11) Emperor 12) Immigration 13) Racism 14) Discrimination 15) DNA 16) Surveillance 17) Execution 18) Cowardice 19) Witchcraft 20) Superstitions 21) Assault 22) Fines 23) Sturdy beggars 24) Vagabonds 25) Medieval 26) Multicultural 27) Multi-faith 28) Cultural

Roman Crime and Punishment https://www.ducksters.com/history/ancient_rome/roman_law.php Witch Craft https://www.history.com/topics/folklore/history-of-witches https://www.bbc.co.uk/bitesize/clips/z2rvcwx Medieval Crime and Punishment https://www.bbc.co.uk/bitesize/guides/z2cqrwx/revision/2 https://www.bbc.co.uk/bitesize/topics/zpp3srd WW1 Cowardice https://www.bbc.co.uk/news/uk-england-25841494

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

Key Word Definition Form a sentence

2. Write a PEEL paragraph explaining how technology has

developed new crimes around the world. (4 marks) Technology has developed new crimes because … For example … Another example… These crimes have… Therefore technology has created new crimes.

3. Write a PEEL paragraph explaining how technology helps

tackle crimes around the world. (4 marks)

Technology has allowed crimes to be dealt faster and accurately. For example... Another example… These have made tackling crime easier because...

4. Research 2 interesting crimes that have taken place in the past (can be from any era) Find out what happened, who did the crime, what happened to them. Challenge – try researching two crimes from two different time periods.