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KNOWLEDGE organiserYear 7

Half Term 3

English, Year 7 Unit 2- Love and Conflict, Knowledge Organiser

Literary and non-literary text types

Poetry- literary work in which the expression of feelings and ideas is given intensity by the use of distinctive style and rhythm. Types of poems include: lyrics, songs, ballads, sonnets, free verse poems, acrostic, shape poems, limericks,

Prose fiction- written or spoken language in its ordinary form, without metrical structure. Examples include: novels, short stories, myths, legends

Drama- a play for theatre, radio, or television. Examples include: tragedy, comedy, tragicomedy, melodrama, pantomime

Prose non-fiction- prose writing that is informative or factual rather than fictional. Examples of this include: autobiography, biography, essay, academic journal, letter, literary criticism, textbooks, historical accounts,

Features of autobiographical writing:

Tends to be 1st person Written in past tense Includes times connectives to link ideasContains reference to specific events and experiences Anecdotal tone Events and experiences are often told in chronological order

Awareness of impact, intention and context

Once, Morris Gleitzman:

Plot summary: Published in 2005, Once is a children’s historical fiction novel by Morris Gleitzman. Set in Poland during World War II, the story follows Felix, a Jewish boy being hidden from the Nazis in a Catholic orphanage, as he embarks on a quest to find his parents. Gleitzmanwas inspired by the true experiences of the Polish-Jewish educator and author Janusz Korczak during the Holocaust.

Going Solo, Roald Dahl:

Going Solo is the autobiographical sequel of Boy, which is written by the world-famous author Roald Dahl. It is about his life as a worker with the Shell Company and an RAF fighter pilot. The book starts off when Roald Dahl is sailing on the S.S Mantola to Africa, the onset of his life as a Shell worker. On the way he meets many extraordinary people and sees new feats.

Key terms:

Context of production is the situation or circumstances in which a text is produced with significant factors influencing the writing or speaking of a text.

Context of reception is the social setting within which an audience/ reader encounters a text in any medium.

Tier 2 Vocabulary :Conflict, Expose, Overwhelmed, Anguish Resilience , Mourning, Vivid, Protest, Assault, Hostile, Occupation , Belligerent, truceExplain, Discover, Evaluate, justify , adversity, humanity,

Tier 3 Vocabulary Autobiography, BiographyPurpose, Audience , FormatAnecdote, Didactic, ProtagonistAntagonist, Stanza, Tone, Imagery , Protagonist,Antagonist , Apostrophe, Narrative structure.

Prefixes: Deca, Micro, Macro, Mini, Octa, Quad, Tri

Suffixes: ment, ion, tion, ation, ition

Character archetypes (Propp)

1. The Villain, 2. The Dispatcher, 3. The (magical) helper, 4. The Donor, 5. The Princess (or prize), 6. The Oracle, 7. The Hero or victim/seeker hero, 8. False Hero, 9. Femme fatal

Poetry key terms

Assonance, enjambment, irony, metaphor, metre, rhyme, rhythm, sonnet, caesura, free verse, ballad , rhyming couplets, personification,

Bird Song, The Children of Terezin:

A total of 15,000 children under the age of fifteen passed through the TerezinConcentration Camp between the years 1942-1944; less than 100 survived. The ghetto of Terezin (Theresienstadt), located in the hills outside Prague, was an unusual concentration camp in that it was created to cover up the Nazi genocide of the Jews. Billed as the "Fuhrer's gift to the Jews, " this "model ghetto" was the site of a Red Cross inspection visit in 1944. With its high proportion of artists and intellectuals, culture flourished in the ghetto - alongside starvation, disease, and constant dread of transports to the death camps of the east.

English, Year 7 Unit 2- Love and Conflict, Quizzing Sheet

Literary and non-literary text types

Poetry- Write a definition of each of the following poetic forms : lyrics, songs, ballads, sonnets, free verse poems, acrostic, shape poems, limericks,. Now find an example of each. You should not copy out the whole poem, Just the title and poet’s name.

Prose fiction- What is the different between a myth and a legend? Write a short summary of one of the myths we studied in the last unit.

Drama- research and write down the key features of the following: tragedy, comedy, tragicomedy

Prose non-fiction- create a biography page for your favourite, author, film star, sports star , musician or influencer. This page should include key information about their life and times. It must be set out neatly using subheadings/

Complete the following activities:

Write two sentences using the word autobiography and autobiographical.

Define the prefix Auto-

List 8 other words that use the prefix Auto-. Challenge: use each of these in a sentence.

What do we mean by writer’s intentions?

Why is it important to study context?

Write 3 sentences using the word

impact in different contexts. Once, Morris Gleitzman:

Research, and record, 10 facts about Morris Gletizman’s life.

Research and record, key information about what happened to Poland during WWII

Write a poem inspired by the information you know about WWII

Going Solo, Roald Dahl:

Find out, and record, 10 facts about Roald Dahl’s life

Find out, and record, 10 facts about WWII

Like Roald Dahl, write a short autobiographical passage about an experience in your life. This can be about an exciting experience or a time you had to overcome a challenge.

Key terms:

What is the difference between context of production and reception?Why are both important?

Define and use in a sentence: Conflict, Expose, Overwhelmed, Anguish Resilience , Mourning, Vivid, Protest, Assault,

Define and use in a sentence: Hostile, Occupation , Belligerent, truceExplain, Discover, Evaluate, justify , adversity, humanity,

Find an article about a group of people who have protested something. Summarise the article and the information you have found in your reflection log.

Research and define: Autobiography, BiographyPurpose, Audience , FormatAnecdote, Didactic, ProtagonistAntagonist, Stanza, Tone, Imagery , Protagonist,Antagonist , Apostrophe, Narrative structure.

Define each of these prefixes : Deca, Micro, Macro, Mini, Octa, Quad, Tri

Create a list of words that begin with each of these prefixes: Deca, Micro, Macro, Mini, Octa, Quad, Tri

Write a definition of meaning for each of these suffixes: ment, ion, tion, ation, ition

Create a list of words for each of these suffixes:ment, ion, tion, ation, ition

Write a story that includes: The villain, hero, false hero and femme fatal.

Create a dual coding poster that represents each of the character archetypes.

Write a definition and provide an example for the terms below:

Assonance, enjambment, irony, metaphor, metre, rhyme, rhythm, sonnet, caesura, free verse, ballad , rhyming couplets, personification,

The Children of Terezin:

• Find out, and record, 10 interesting facts about Terezin concentration camp in Poland.

• Write a short story inspired by what you know about the real life experiences of The Children of Terezin.

• Choose one of the poems and create a story board that represents the content of the poem

Create your own dual coding poster that represents the 7 basic plots

Mathematics Knowledge Organiser

Year 7 : Spring 1st Half Term

KEY VOCABULARY/TERMS

Multiplication, Division, BIDMAS, Index/Indices, Negative, Integer, Square, Root

Multiplication/Division Problems

Operations with Directed Number

Force, F – in Newtons, N; Pressure, P – in N/m2; Area, A – in m2; Density, D – in kg/m3; Volume, V – in m3; mass, m – in kilograms, kg P

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Frequency, f – in Hertx, Hz; time, t – in seconds, s (to convert from minutes just x by 60); speed or velocity, s or v, in metres per second, m/s

Energy, E – in

Jou

les, J; Wavelen

gth – in

m; P

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Watts, W

; distan

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etres, m

Energy stores Kinetic, chemical, internal (thermal),

gravitational potential, elastic potential, magnetic, electrostatic, nuclear

Energy is gained or lost from the object or device.

Ways to transfer energy

Light, sound, electricity, thermal, kinetic are ways to transfer from one store to another store

of energy.

EG: electrical energy transfers chemical energy into thermal energy to heat water up.

Kinetic energy

Energy stored by a moving

object

Elastic Potential

energy

Energy stored in a stretched spring, elastic

band

Gravitational Potential

energy

Energy gained by an object raised above the ground

Work (Joule, J)

Doing work transfers energy from one store to another

Power (Watt, W)

The rate of energy transfer

Mechanical Force acts upon an object

Electrical Electric current flow

Heat Temperature difference between objects

Radiation Electromagnetic waves or sound

Efficiency How much energy is usefully transferred

Principle of conservation

of energy

The amount of

energy always

stays the same.

Energy cannot be created or destroyed, only changed from one store to another.

Useful energy Energy transferred and used

Wasted energy Dissipated energy, stored less usefully

Ways to reduce

‘wasted’ energy

Energy transferred

usefully

Insulation, streamline design, lubrication of moving parts.


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Energy, E – in

Jou

les, J; Wavelen

gth – in

m; P

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Watts, W

; distan

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– in m

etres, m

Self Quizzing Questions

1. What is kinetic energy?

2. What is elastic potential energy?

3. What is gravitational potential energy?

4. State what happens to a spring, or other elastic

object when a force is applied to it.

5. State the law of conservation of energy.

6. Can energy ever be created or destroyed?

7. List the 8 energy stores.

8. List 5 ways to transfer energy.

9. Describe what is meant by useful energy.

10. Describe what is meant by wasted energy.

11. What is Efficiency?

Science Knowledge Organiser – Energy 1

12. What is a mechanical transfer?

13. What causes an electrical transfer?

14. How is a thermal transfer different to an

electromagnetic one?

15. Give 3 ways to reduce wasted energy transfers.

16. Define what is meant by work.

17. Define what is meant by power.

18. What is energy measured in?

19. What is the unit of Force?

20. What is power measured in?


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Energy, E – in

Jou

les, J; Wavelen

gth – in

m; P

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Watts, W

; distan

ce, d

– in m

etres, m

Non-renewable These will run out.

Renewable These will never run out.

Resource How it works Positive Negative

Fossil Fuels (coal, oil and

gas)

Burnt to release thermal energy used to turn water into steam to turn turbines

Provides most of the UK energy. Large reserves. Cheap to extract. Used in

transport, heating and making electricity. Easy to transport.

Non-renewable. Burning releases pollution. Some pollution causes acid rain. Carbon dioxide released contributes to global warming.

Serious environmental damage if oil spilt.

Nuclear Nuclear fission process No greenhouse gases produced. Lots

of energy produced from small amounts of fuel.

Non-renewable. Dangers of radioactive materials. Nuclear sites need high levels of security. Start up costs and decommission

costs very expensive. Toxic waste needs careful storing.

Biofuel Plant matter burnt to

release thermal energy

Renewable. As plants grow, they remove carbon dioxide. They are

‘carbon neutral’.

Large areas of land needed to grow fuel crops. Habitats destroyed and food not grown. Emits pollution when burned.

Tides Every day tides rise and fall, so generation of electricity

can be predicted

Renewable. Predictable. No greenhouse gases produced.

Expensive to set up. A dam like structure is built across an estuary, altering habitats and causing problems for ships and boats.

Waves Up and down motion turns

turbines Renewable. No waste products.

Can be unreliable depends on wave output as large waves can stop the pistons working.

Hydroelectric Falling water spins a

turbine Renewable. No waste products. Habitats destroyed when dam is built.

Wind Movement causes turbine

to spin which turns a generator

Renewable. No waste products. Unreliable – wind varies. Visual and noise pollution. Dangerous to

migrating birds.

Solar Sunlight captured in

photovoltaic cells Renewable. No waste products.

Making and installing solar panels expensive. Unreliable due to light intensity.

Geothermal Hot rocks under the ground

heats water to produce steam to turn turbine

Renewable. Clean. No greenhouse gases produced.

Limited to a small number of countries. Geothermal power stations can cause earthquake tremors.

Transport Petrol, diesel, kerosene produced from oil

Heating Gas and electricity

Electricity Most generated by fossil fuels


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Energy, E – in

Jou

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gth – in

m; P

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er, P – in

Watts, W

; distan

ce, d

– in m

etres, m

Self Quizzing Questions

1. List 3 things energy is used for.

2. State the way most of our electricity is

generated in the UK.

3. List 9 different energy resources.

4. Label each resource as renewable or non-

renewable.

5. What do Fossil fuel, Nuclear, Biofuel and

Geothermal energy have in common?

6. What do Wave, Tidal and Hydroelectric power

have in common?

7. How is Solar different to every other resource?

8. List 2 positives and 2 negatives of Fossil fuel

power

9. List 2 positives and 2 negatives of Nuclear

power

Science Knowledge Organiser – Energy 2

12. What is a renewable resource?

13. What about non-renewable?

14. How are the tides used to generate electricity?

15. How is wind used?

16. What about Geothermal; where does the energy

come from?

17. Which resource has the most negatives?

18. Are all the negatives a big deal? Explain.

19. Which resource is the best in your opinion?

20. Give at least 3 reasons why you think this.

Spyware is a type of malware which monitors and records user actions.

A rootkit is a set of software tools that enable an unauthorised user to gain control of a computer system

without being detected.

Malicious software created to harm or gain illegal access to computer systems.

A virus is a type of malware which spreads by attaching itself to files. The virus then causes the computer system to malfunction in some way.

Year 7 Computer Science 7.2

Scareware is a type of malware that creates false messages to trick the user into following malicious links.

Ransomware is a type of malware that uses encryption to lock the user out of their files then requests a large

sum of money to decrypt and return the data

Social Engineering is a way of gathering sensitive information or illegal access to networks by

tricking / manipulating people.

An active attack is where someone attacks a network with malware.

Phishing is the sending of emails or text messages claiming or appearing to be from a

bank/ e-commerce site asking for personal details and/or credit card details.

Shouldering involves finding passwords and pins by watching people enter them.

This could happen in a busy office or at a distance using binoculars or recording equipment.

Blagging involves a criminal inventing a scenario to persuade a victim to give out information.

e.g. they could pretend to be another employee/technician.

A network is 2 or more devices connected to share data.

A Local area network (LAN) is 2 or more devices connected in a small geographical area (usually in one building).

Networks are created to allow the sharing of: Data Hardware (printers etc.) Internet connection

A passive attack is where a hacker intercepts data travelling on a network

usually using packet sniffers.

A network attack is an information security threat that involves an attempt to obtain, alter, destroy, remove, implant or reveal information without authorised access.

A Trojan is a type of malware which is disguised as legitimate software.

Symptoms of an infected computer: 1. Unexpected pop-up windows 2. Slow start up and slow performance 3. Lack of storage space 4. Missing files 5. Crashes and error messages

A Wide area network (WAN) is 2 or more LAN’s connected (via the internet) over a large geographical area.

An insider attack is where someone inside the organisation EXPLOITS their network

access to steal information

A brute force attack involves gaining information / access to a network through

cracking passwords. Brute force attacks use automated software

which produces hundreds of likely passwords.

Increasing the security of a computer system of network can be done by:

Installing up to date anti-malware Using strong passwords Using anti-spyware software Not opening attachments from

suspicious emails. Being careful when downloading files

from the internet. Installing and using a firewall.

malicious, malfunction, unauthorised, detected, disguised, legitimate, manipulating, e-commerce, scenario, persuade, obtain, alter, destroy, remove, implant, reveal, authorised, exploit

Define malware

List 5 types of malware.

Explain what a virus is / does.

Explain what scareware is/ does.

Explain what ransomware is/ does.

Explain what spyware is / does.

Explain what a rootkit is / does.

Explain what a Trojan is / does.

List the symptoms of an infected computer system.

Define social engineering.

Explain how phishing works.

Explain how shouldering works.

Explain how blagging works.

Define the term network.

What do LAN and WAN stand for?

Define LAN and WAN.

Give 3 reasons for creating a network.

What is a network attack?

Describe a passive attack.

Describe an active attack.

Describe an insider attack.

Describe a brute force attack.

Describe 3 ways in which security can be increased on a computer system/network.

What advice would you give someone who wants to create a strong password.

What I need to know:

Year 7 Computer Science - Topic 7.2 System Security

A glacier is a large mass of ice that flows across the land and

down slopes. Glaciers depend on snow to grow. Glaciers move in

two ways:

1. Ice crystals inside the glacier slide past each other.

2. Ice at the bottom melts and the glacier slides along on the wa-

ter.

Glaciers are found on every continent. The largest can be found on Antarctica.

Glaciers erode by doing

three things:

Plucking, where the glacier

plucks rocks and sediment from

the mountainside as it flows over

it, a bit like how people pluck

their eyebrows!

Features formed by erosion:

Pyramidal peaks—A sharp pointed

mountain peak.

Arete—A long ridge.

U Shaped Valley—a carved our U shape

where the glacier has eroded.

Corrie—A sheltered hollow where a

glacier begins.

Hanging Valley—A large valley cut

across by another valley.

Features formed by deposition:

Moraine—An area of glacial till deposit-

ed by a glacier.

Drumlin— A low mound in the ground

shaped by a glacier.

Erratic—A large rock deposited by a glac-

ier, different to the surrounding rocks.

Explain how a corrie is formed.

Describe an erratic.

Describe an Arete.

Describe the three ways that Glaciers erode material and draw diagrams

to help. The three types are Plucking, Abrasion and Freeze-Thaw.

Explain how a glacier forms and draw a diagram to help with your expla-

nation.

What are Glaciers made up from?

How do glaciers move along a mountainside?

How many continents do you find glaciers on?

Where is the largest glacier located?

Draw a diagram for each of the following and put

them into two categories, erosion and deposition:

Arete

Pyramidal peak

Corrie

Erratic

Drumlin

Moraine

U shaped valley

Use the following QR codes and website to look at glaciers in more detail:

https://www.youtube.com/

watch?v=NH-vnKR6A7A


watch?v=4wNOrFy17WE&t=12s


watch?v=loI584OFVpE

Write a story of a rock being slowly

eroded from the top of a mountain to

the bottom. Try and include as many

features, processes and landmarks

as you can along the way.

History Knowledge OrganiserYear 7 - Life and death in the Middle Ages

Archbishop, cathedral, Catholic, King, Pope, Magna Carta, Protestant, Reformation, religion, Black Death, Bubonic Plague, Pneumonic Plague, flagellants, buboes, Greeks, Romans, sins, printing press, laws, latin.

For most of the Middle Ages the Catholic Church was the most powerful organisation in Europe. The head of the church was the Pope, the most powerful man on earth. People believed in heaven and hell. Everyone went to church where they were taught about sins and good deeds.

Thomas Becket Archbishop of Canterbury who fell out with the King Henry II. He was killed by 4 knights after Henry ranted ‘Who will rid me of this troublesome priest?’ He was killed in Canterbury cathedral in 1170

King John

The unpopular King who was forced to sign the Magna Carta in 1215.

Martin Luther A German monk who wrote the 95 theses in 1517. This was a list of complaints about the Catholic church. His work was the beginning of the Protestant church and began the Reformation of religion in Europe.

In 1348 the Black Death reached England. It had spread from the far east and killed between ⅓ and ½ of the world’s population. It was spread by the trade routes as well as people running away. There were two types Bubonic and Pneumonic. Bubonic was a summer disease, lasted 5 days and killed around 50% of the people who got it. Pneumonic was a winter disease and killed 80% of people. The people did not know what caused the illness and their treatments included whipping themselves (flagellants), prayer and putting a chicken’s bottom on the buboes.

The period from the 14th to the 17th century when the ideas of the ancient Greeks and Romans were reborn. People began to question the world and with the invention of the printing press these ideas spread.

The unpopular King John had angered the English barons. On 15th June 1215 he was forced to sign The Magna Carta (Great Charter). This was a set of laws the King had to follow which gave rights to the people. It was the basis of our legal system today.

History Knowledge OrganiserLife and death in the Middle Ages

1170

1215

1348

1517

14th - 17th centuries

Martin

Luther

King John

Thomas Becket

Leonardo da Vinci

Find out the symptoms for each of the five days of the Bubonic Plague.

What treatments did the people use to try and cure themselves?

Who invented the printing press? Why was it important? Find out about another Renaissance artist e.g. Michelangelo, Raphael, Donatello.

French Knowledge Organiser core information Year 7/Term 2

Prior Knowledge Les pronoms Je/J’ I Tu you (sing) Il He Elle She On We Nous We Vous You (plural) Ils They (m) Elles They (f)

Avoir To have J’ai I have Tu as You have Il a He has Elle a She has On a We have Nous avons We have Vous avez You have Ils ont They have Elles ont They have

Être to be Je suis I am Tu es You are Il est He is Elle est She is On est We are Nous sommes We are Vous êtes You have Ils sont They are Elles sont They are C’est It is Il y a There is

Conjugating ‘er’ verbs

e.g. J’aime I like Tu aimes You like Il/Elle aime He/She likes On aime We like Nous aimons We like Vous aimez You like Ils/Elles aiment They like

Justifying (giving a reason for) To aim higher, you need to be able to say why you do or don’t like certain things. To do this you need an opinion phrase (J’aime) a connective (parce que) it is (c’est) and an adjective. e.g. J’aime la musique parce que c’est intéressant.

Some ‘er’ verbs to talk about school are; regarder = to watch étudier = to study commencer = to begin manger = to eat bavarder = to chat rigoler = to have a laugh

Aimer – to like, can be used with other verbs in the infinitive to describe what we like to do. e.g. J’aime danser - I like to danse J’aime manger – like to eat

Quelle heure est-il? What time is it? Il est…….heures It is …….o clock Il est…heures cinq It is five past… Il est…heures moins cinq. It is five to… Il est…heures et quart It is quarter past… Il est..heures moins le quart It is quarter to… Il est…heures et demie It is half past… Il est midi/minuit It is midday/midnight Le collège commence à… School starts at… Le collège finit à … School finishes at…

J’adore I love Je déteste I hate J’aime I like Je préfère I prefer Je n’aime pas I don’t like Je déteste I hate Je préfère I prefer parce que because Pourquoi? Why? car because C’est it is Ils sont they are

Qu’est-ce qu’il y a dans la photo? Écris 4 phrases en français. What is in the photograph? Write 4 sentences in French.

French Knowledge Organiser core information

Turn the statements below into a question then translate them into English. Practise saying each sentence with the correct tone of voice. 1. Tu aimes les chats. 6. Vous adorez le sport. 2. Tu adores la musique. 7. Vous aimez la géographie. 3. Tu préfères les maths 8. Vous détestez l’histoire. 4. Tu détestes les sciences. 9. Vous préférez le dessin. 5. Tu es français. 10. Tu fais les devoirs.

Write a paragraph about your school subjects. Make sure that you include: • The subjects you like • The subjects that you don’t like. • Your favourite subject. • The reasons for your opinions.

Rewrite each sentence conjugating each ‘er’ verb correctly (adding the correct ending for each pronoun). Can you translate the sentences into English? 1. Je regarder un film en classe. 2. Tu étudier les maths et les sciences. 3. On commencer à neuf heures. 4. Nous manger à la cantine. 5. Vous bavarder avec vos copains. 6. Ils rigoler avec le professeur.

Year 7/Term 2

Qu’est-ce qu’il y a dans la photo? Écris 4 phrases en français. What is in the photograph? Write 4 sentences about his opinions in French.

Use ‘aimer + infinitive’ to translate the following sentences into French. 1. I like to eat pizza. 2. I like to watch a film. 3. I like to chat with my friend. 4. I like to study geography. 5. I like to start at nine o clock. Now make up some sentences of your own.

Read Melissa’s e-mail. Find the four sentences that are true. 1. Lessons start at 8.00. 2. On Thursday at 8.20 she has

French. 3. She likes French. 4. She also likes Maths. 5. Lunch is at 12.20. 6. She eats fish in the cantine. 7. For dessert, she eats

chocolate mousse. 8. What other subject does she

love at school?

After Muhammad died, approximately 100,000 Muslims had to choose a new leader. The larger group

of Muslims wanted to vote on who their new leader would be. They chose Muhammad's very good

friend, Abu Bakr and called him a Caliph (politico-social leader). This decision was respected by the

majority of the Muslim community, whom were later to became Sunni Muslims. The next four caliphs

were Abu Bakr, Umar, Uthman and Ali. A smaller group of the Muslim community, later to become

Shi’a, did not agree with this and believed that Muhammad's son-in-law and cousin, Ali should have

been Muhammad's successor. They believed that Muhammad had already decided this before he

died. The smaller group believed that the first three caliphs shouldn’t have been given the title. Each

group decided to follow a different line of caliphs. Sunni Muslims accepted the next caliph after Ali,

but the Shi’as followed Ali’s descendants. Sunnis and Shi’as have been separate groups ever since.

Sunni and Shi’a Muslims agree on the core principles of Islam, such as believing in one God

(Monotheism) and the importance of the prophets.

2/20 Islam- Key beliefs

Muhammad was the founder of Islam, the seal of the prophets and Allah’s final messenger.

Allah sent the angel Jibril (Gabriel) to reveal the Qur’an (Koran)to Muhammad.

Muhammad’s death

Muhammad (p.b.u.h)

However, Sunni and Shi’a Muslims also have some differing beliefs and ways that they practice Islam

570 CE – 8 June 632 CE

All Muslims also share the same holy book - the Qur’an. Sunni Shi’a

Sunni and Shi’a Islam

Good Better Best Mastered

List the main branches of Islam

List two ways that Muhammad’s

death influenced Muslims

Explain the reason for the divide in

Islam

Explain two contrasting beliefs

about Muhammad’s

successors

‘All Muslims share the same beliefs’

Evaluate this statement.

In your answer give• reasoned arguments to support this statement

• give reasoned arguments to

support a different point of view

• reach a justified conclusion.

• [12 marks]

• [+ 3 SPaG marks]

WHY?

I want to work harder: How many purple words can you define?

innovation

ARTIST INFORMATION

ART Knowledge Organiser Year 7 : Term 2:1

ROBERT INDIANA Indiana was a painter, sculptor and printmaker. He studied at the Art Institute of Chicago (1949–53), the Skowhegan School of Painting and Sculpture in Maine (summer 1953) and Edinburgh University and Edinburgh College of Art (1953–4), before settling in New York in 1954. Here he joined the Pop Art movement, using distinctive imagery from a commercial art approach.

Indiana's work often consists of bold, simple images, especially numbers , shapes, numbers and short words like "EAT", "HUG", and "LOVE". The images that he produced were often very personal, displaying his thoughts about America and himself. A lot of his images were self portraits. However he used words, shapes and numbers that were relevant to him at the time to describe himself, rather than painting a conventional picture. Indiana called himself a ‘sign painter’ to suggest the humble origins of his artistic activity and to indicate his fascination with the use of words in signs. He developed paintings characterized by flat bright colours and clearly defined contours. He has also developed his images into large, brightly painted 3-dimensional sculptures.

1928 - 2018

KEY VOCABULARY Pop Art – an art movement that emerged in the United States during the mid- to late-1950s. The artists based their work on images from advertising, comic books and everyday objects. Contour –The outline of an object. 3-dimensional – A solid object that has shape.

ASSESSMENT CRITERIA Competence - How you complete and improve your work using the project activities.

Critical Understanding - How you have used the ideas of artists to develop your own work.

ARTIST INFORMATION

ART Knowledge Organiser Year 7 : Term 2:1

Write 3 relevant facts about Indiana

Write the definitions for these words

Pop Art – Contour – 3-dimensional –

Write about your likes/dislikes of the his work

Music Knowledge OrganiserYear 7 Treble and Bass Clef Notation

KEY VOCABULARY - INSTRUMENTATION

Learn the spelling of key words by using the look, cover, write, check method.

TREBLE CLEF BASS CLEF PITCH STAFF STAVE TIME SIGNATURE MELODY RHYTHM MIDDLE C

TREBLE CLEF NOTATION

DEFINITIONS

BASS CLEF NOTATION

Middle C Found to the left of the two black keys in the middle of the keyboard

Melody A tune that consists of a pattern of rhythms and pitches.Rhythm A pattern of long and/or short sounds or notes.

Stave A set of 5 lines where notes can be written onTreble Clef Appears at the start of the stave - middle and high pitched notesBass Clef Appears at the start of the stave - low notes

Time Signature Appears after the clef and tells you how many beats there are in a bar

Music Knowledge OrganiserYear 7 Treble and Bass Clef Notation

KEY VOCABULARY - INSTRUMENTATION

Learn the spelling of key words by using the look, cover, write, check method.

TREBLE CLEF BASS CLEF PITCH STAFF STAVE TIME SIGNATURE MELODY RHYTHM MIDDLE C

KEYFACTS

Copy the following into your book-1. What kind of pitch does the treble clef represent?2. What kind of pitch does the bass clef represent?3. Give the definition of stave.4. What mnemonic can we say for the notes of the treble clef on LINES?5. What mnemonic can we say for the notes of the treble clef in SPACES?6. What is special about middle C on the stave?

SYMBOLS

ELEMENTS OF MUSIC

Draw the treble clef and bass clef sign as neatly as you can

Give three of music you have learnt to play in treble clef.

Listening TasksResearch and listen to three instruments that play in treble clef and three instruments that play in bass clef. Write down the instrument,

name of the piece of music and the composer (person who created the music).

COMPOSE

Compose a short melody using the notes C D E F G.

EXAM STYLE QUESTIONS

Write three exam style questions for a peer. You may choose to use a variety of multiple choice,

one word answer or extended writing.Use the words melody, rhythm and pitch.

Core PE Badminton

Badminton Rules

FACT - You can play

Singles or Doubles in

Badminton

KEY TERMS

Shuttlecock SMASH

Doubles ODD/EVEN

Racket Court

Single serve (servers score is EVEN)

Double serve (servers score in EVEN)

Single serve (servers score is ODD)

Double Serve (servers score is ODD)

Singles normal play (after the serve)

Doubles normal play (after the serve)

If you have an EVEN score you serve from the RIGHT and if you have an ODD score you serve from the LEFT

Core PE BADMINTON

Questions ** = Extension question

1. List some of the Key Terms in Badminton

2. What side do you serve from when the servers score is ODD?

3. What side do you serve from when the servers score is EVEN?

4. What happens if a players or their racket touches the NET?

5. How many people can play Badminton? Explain your answer!

6. What happens when you win a point? Explain your answer?

7. What direction does the server have to serve?

8. How many points do you need to win a game?

9. How many games to you have to play?

10. What is the definition of Agility? When might agility be needed within a Badminton match?

11. Name two types of shot that can be played in Badminton?

12. Where should you stand on the court after each shot?

13. Can you explain the different court markings for a singles game and a doubles game of Badminton?

Ok with it Confident Unsure

Core PE Fitness

Health

Health can be defined as 'complete physical, mental and

social well being and not only the absence of illness or

infirmity'.

Fitness

Fitness can be defined as 'the ability to meet the demands of the

environment' and relates to how physically demanding life is.

Circuit training

This involves a series of exercises, known as stations, being performed one

after the other. It involves 8-10 stations. When planning a circuit it is important

to vary the muscle group you work.

40 seconds with 20 seconds rest.

Complete 2-4 laps

1. Squats

2. Press ups

3. Plank

4. Star jumps

5. Lunges

6. Plank press

7. Skipping

8. Mountain climbers

Interval training

Involves periods of exercise or work followed by periods of rest (intervals). It is effective

at improving cardiovascular fitness, muscular endurance, speed and recovery time.

HIIT = High Intensity Interval Training (rest in between sets)

Most effective workout for burning calories and improving fitness.

Fartlek training

SAQ training

Rate each activity

Fartlek is a Swedish word for SPEED TRAINING and is

useful for sports such as football and basketball.

It is done over many intensities and over various terrains

(look up the two words highlighted above)

It can develop cardiovascular fitness and speed.

SAQ = Speed - Agility - Quickness

Helps develop attributes for different sports such as football, basketball, netball

and rugby.

High Intensity (30 seconds)

Sprinting

Burpees

Mountain Climbers

Jumping squats

Walking lunges

E.g.

Medium Intensity (60-90 seconds)

Jogging

Walking

Squats

Lunges

Max Heart Rate (MHR) =

220 - age

A balanced healthy diet +

exercise = fat loss/muscle gain.

MUGA

KEY

Fast walk =

Jogging =

Sprint =

Equipment needed

Hurdles

Ladders

Cones

Poles

Key words: Health, fitness, SAQ training, fartlek training, interval training, max heart rate, balanced diet, fat loss, muscle gain, fitness, high intensity, medium intensity.

Core PE

Fitness

Questions

1.What is health defined as?

2.What is fitness defined as?

3.How can leading an active and healthy lifestyle help you?

4. Describe the different aspects of circuit training.

5. In your reflection log design your own circuit (try to explain what each station is training e.g. sit ups = abs)

6. Describe the different aspects of interval training.

7. In your reflection log design your own interval training session (try to explain why you have chosen those activities)

8. Give me three key points for FARTLEK training.

9. Can you write the correct technique for each station ?

E.g: ‘’Squats you need to have heels on floor and 90 degree angle when going down’’

10. Design your own Fartlek training circuit. What effect will each speed have on your body system.

11. Why will SAQ benefit the four different types of sports on the previous page.

12. Design your own SAQ course and label each section like the one on the previous page.

13. Explain which type of training would you choose to help you get fitter? Why will it help you? How will it give you

an advantage in sport?

Year 7 Textiles Knowledge Organiser Term 2.1 Equipment and safety.

KEY VOCABULARY/ TERMS

Equipment, design task/brief, mood board, felt, embroidery thread, stitch, fibre, fabric, task analysis, design ideas, design solution, annotate, evaluate.

Equipment

Shears

These are used for cutting out fabric. The blades are smooth and very sharp.

Tape measure

This is used to measure fabric and the body accurately.

Pins These are made from steel, are pointed and may have a plastic or steel head. They are used for holding fabric together before it is stitched.

Stitch unpicker

These undo stitches and are sometimes also called a quick unpick or seam ripper.

Needle They have an eye, a stem and a point and are made of nickel plated steel and are used with thread to sew fabrics together.

Thimble They are made from steel, brass or plastic and are used to protect the sewer’s finger or thumb. They make sewing easier and quicker.

Pinking shears

These have a zigzag edge. They produce a decorative and attractive edge to fabrics which can stop fabrics from fraying.

Pin cushion These are used for storing pins or needles.

Tailors chalk

This is used for marking out fabric. It can be easily rubbed off.

Safety in the textiles room.

Tie back long hair

Keep bags out of the way

Carry scissors correctly

One person on a sewing machine

Keep room and workspace tidy

Tuck in ties


Learn the spelling of each word and look up any you do not know.

Equipment Design task/brief Mood board Felt

Embroidery Thread Stitch Fibre

Fabric Task analysis Design ideas Design solution

Annotate Evaluate Scissors Research

Copy and complete the chart below to show off your knowledge of textiles equipment

Equipment Drawing Used for

Needle

Pins

Embroidery scissors

Thimble

Stitch unpicker

Thread

Pinking shears

Tape measure

Safety in the textiles room.

Using some of the rules

listed over the page,

design a safety poster

which could be displayed

in the textiles area.

Year 7 Term 1:1 Textiles Knowledge Organiser

Year 7 Food Knowledge Organiser


Cross contamination, bacteria, hygiene, hygienic, chilling, danger zone, micro organism, cleanliness.

Food Hygiene

Food hygiene is necessary in order to prepare and cook food which is safe to eat. This involves more than just being clean. A simple way to remember is the 4 C’s:

• Cleaning.

• Cooking.

• Chilling.

• Cross contamination.

Cleaning

Cleaning the kitchen is important to keep food safe and prevent bacteria from spreading. ‘Clean as you go’ means people make sure that they clean the area and utensils they have been working in or with, as they prepare food. This avoids build up of mess and leads to better hygienic conditions.

Chilling

The bacteria that cause food to deteriorate and food poisoning rapidly reproduce around the temperature of 37ºC (body temperature). The temperature between 5ºC– 63ºC is sometimes called the ‘danger-zone’. Reducing the temperature below 5ºC slows the reproduction of micro – organisms.

Cooking

Food should be cooked to a core temperature of 75ºC to destroy bacteria. Hot food must be served piping hot, above 63ºC. Some foods change colour when they are

cooked.

Cross contamination

The process by which bacteria are transferred from one area to another. The main carriers of bacteria and causes of cross contamination are: • humans. • rubbish. • pets and other animals. • food, e.g. raw meat or poultry.

Clean hands. Hair tied back. Wear an apron.

Wear blue plasters. Don’t cough/sneeze over

food. Use the bridge and claw methods for

cutting/chopping.


Learn the spelling of each word and look up any you do not

know.

Cross contamination

Bacteria Hygiene Hygienic

Chilling Danger zone Micro organism Cleanliness

Use the information to answer the questions in your reflection log. Use full

sentences.

1. Why is food hygiene important when preparing food?

2. What does ‘Clean as you go’ mean?

3. What temperature should food be cooked to?

4. What aspect of the food can change when it is cooked?

5. What temperature allows food poisoning bacteria to multiply rapidly?

6. What is the ‘danger zone’?

7. What are the main carriers of bacteria?

Year 7 Food Knowledge Organiser

Design task: Produce a poster

to show safety and / or

hygiene rules for the food

classroom

Design and Technology Knowledge Organiser Year 7 : Term 1

Festival logo project

Computer aided design (CAD) is the software used to draw, design and adapt images using a computer. CAD is used in design and technology to create logos and graphical images, develop product ideas and link to the computer aided manufacturing machines. 2D design, Serif and Sketchup are popular programmes used at Unity. Advantages of CAD • It can be more accurate than hand-drawn designs – it reduces human error. • You can save and edit ideas, which makes it easier and cheaper to modify your design as you go along. • You can modify existing ideas, which saves time. Disadvantages of CAD • The software itself can be expensive so initial costs are high. There

are free software packages though. • Staff need to be trained how to use the software, which also adds to

costs. • Requires a PC or Mac

KEY VOCABULARY

Computer aided design (CAD)- Computer software used to design and develop design ideas. Accuracy - The quality or state of being correct or precise. Communication – the ability to clearly explain and share information.

Why are logos important? A company LOGO is very important as it is a symbol of success. Successful companies such as Microsoft, Nike, Apple and many others rely on a logo to put over an image of achievement to the general public. A logo will also give a company an original identity and allow it to stand out amongst its competitors. It is important that a logo is simple as logos are created to be memorable. There are 3 important factors to consider when designing a logo – Typography – Colour – Imagery. Typography - When looking at almost any magazine it is obvious that there are a wide and varied number of letter styles / fonts available for everyday use. There is a style of writing for almost every occasion from celebrations to formal events. Colour - Graphic designers need to use the power of colour to express the main feelings around graphics such as posters, adverts and in particularly

logo design. The most popular colour combinations focus around the

colour wheel. Primary colours, complementary colours and related colours are regularly used in logo design Because they are aesthetically pleasing. Imagery - Using images to communicate ideas is essential to achieve successful graphic designs. Imagery is very common throughout the majority of graphic design areas. Imagery is a great tool in communication world wide as it can express feeling in information without using a language.

ASSESSMENT CRITERIA

Competence - How you complete and improve your work using the project activities.

Technical ability – How yow have used your CAD skill accurately to create a successful logo.

ARTIST INFORMATION

Design and Technology Knowledge Organiser Year 7 : Term 2.1

CAD questions

Give three advantages of CAD. • •

•

Give three disadvantages of CAD •

•

•

What CAD software will you use to create your logo?

What are the three key factors to consider when designing a logo?

• • •

-In the boxes below create a colour scheme that uses colours that work well together. -Explain why the colours you used work well. • -Give three reasons why a logo is important. • • •

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