year 7 knowledge organisers modules 1 and...

Year 7

Knowledge Organisers

Modules 1 and 2

Knowledge Organisers

At Longfield Academy, we believe that a firm grounding in knowledge should be at the core of

students learning. With this in mind, we have created this ‘knowledge organiser’ booklet to

give you an overview of what your son or daughter will be studying over the next two modules.

A knowledge organiser is a set of key facts or information that pupils need to know and be

able to recall in order to master a unit or topic. This will help them to develop and deepen

their learning across all of their lessons.

Each subject has created one or more knowledge organisers based upon the topics that are

being studied in the first two modules. Students should learn this information in their own

time so that they can recall it easily. This can be done following these simple steps:

Read – Spend 5 to 10 minutes reading through a knowledge organiser.

Cover – Either cover over key topics or simply turn your knowledge organiser over

to ensure that the information is well hidden.

Quiz – Ask a friend or relative to test your knowledge on what you have learnt.

Repeat - Repeat the steps until you have committed the material to memory and

mastered the topic.

If you are still struggling with a topic, then you might want to carry out further

research and make your own knowledge organiser.

Teachers will set this as homework which should be recorded in the student planners. Students

will then be tested in lessons via low stakes quizzing to ensure that they have revised their

knowledge organisers. You can support your child by:

Encouraging them to study their knowledge organiser booklet and learn the material

set.

Testing them on their ability to recall the information learnt from the knowledge

organisers.

A digital copy of the knowledge organiser booklet can be found on our school website under

the ‘curriculum’ tab. The knowledge organiser is part of their stationary equipment and it is

expected that the knowledge organiser should be with the students at all times.

Contents On the following pages are knowledge organisers for subjects in the following order:

Middle Years Programme Language

Art

Design Technology

Drama

English

Food Preparation and Nutrition

French

Humanities

ICT

Maths

Music

Physical Education

Science

Spanish

Year 7 – Middle Years Programme Knowledge Organiser – All Terms

Approaches to Learning (ATL)

Communication Collaboration Organisation Affective

Communication is the exchange or transfer of signals, facts, ideas and symbols.

Collaboration involves two or more people sharing expertise and experience, working together to solve a problem and realize shared goals.

The action of organizing something effectively like your coursework or pencil case.

This approach to learning is how you can manage your state of mind whilst completing your work.

Reflection Information Literacy Media Literacy Critical Thinking

This is where you give a topic serious thought or consideration. An example might be when you are evaluating your work.

A set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.

Media literacy is the ability to identify different types of media and understand the messages they're sending. It is also interacting with media to use and create ideas.

Critical thinking is the ability to think clearly and rationally, understanding the logical connection between ideas. It is also the ability to analyse and evaluate issues and ideas.

Creative Thinking Transfer MYP

Creative thinking means looking at something in a new way. It is the very definition of thinking outside the box. It can also be described as generating news ideas and considering new perspectives.

When you learn a new skill you should be able to transfer that skill into multiple contexts.

This is the acronym for your programme of study. It stands for “Middle Years Programme”.

MYP Attributes

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive

difference in the lives of others and in the world around us.

Principled We act with integrity and honesty, with a strong sense of fairness and

justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Knowledgeable We develop and use conceptual understanding, exploring

knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our

learning and personal development.

Risk-Taker

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas

and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves

and others. We recognize our interdependence with other people and with the world in which we live.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively,

listening carefully to the perspectives of other individuals and groups.

Inquirers We nurture our curiosity, developing skills for inquiry and research. We

know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Open-Minded:

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek

and evaluate a range of points of view, and we are willing to grow from the experience.

Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned,

ethical decisions.

Art

Year 7 – Modules 1 and 2 – Knowledge Organiser

Design Technology

Year 7 – Modules 1 and 2 – Knowledge Organiser – Part 1

Design Technology


Drama

Year 7 – Modules 1 and 2 – Knowledge Organiser

Category 1 - Vocal Skills Category 4 - Relationships with other characters and audience

Volume How loud or quiet you speak Proxemics Distance between characters to show a relationship

Tone Matching mood or emotion Eye Contact Looking in a particular direction

Pace How fast or slow you speak Physical contact Contact and touch between characters

Pitch How High or low you speak Levels To show contrast between characters

Accent How you speak based on where you’re from

Category 2 - Physical Skills Category 5 - Elements of Drama

Body Language How you use your body to communicate Lighting The use of lights to create a particular atmosphere

Gestures How you use your hands to communicate Sound Adding sound or music to create an effect

Facial Expressions How you use your face to communicate an emotion

Costume What the character would wear

Actions What you do Props Items used within the performance

Levels Using different heights to communicate a message

Set Backdrops and items to create an atmosphere

Projection Exaggerating either vocal or physical skills

Category 3 - Use of Space

My drama teacher:

Miss Williams OR Miss Giannini

Classroom: D111 (the drama studio)

Audience Awareness

Ensuring the audience can see you.

Stage directions Where you are on the stage.

Movement Using the whole stage.

Blocking Marking your pathway in a scene.

English


French

Year 7 – Module 1 – Knowledge Organiser - Part 1

1.3 Months and Days

janvier January

février February

mars March

avril April

mai May

juin June

juillet July

août August

septembre September

octobre October

novembre November

décembre December

lundi Monday

mardi Tuesday

mercredi Wednesday

jeudi Thursday

vendredi Friday

samedi Saturday

dimanche Sunday

1.1 Introducing yourself

Je m’appelle I’m called (my name is)

Comment tu

t’appelles?

How are you called?

(what’s your name)

Bonjour Good day (hello)

Salut Hi/ bye

Comment ça

s’écrit?

How is it spelled?

Comment ça

va?

How is it going? (how

are you)

Ça va bien It’s going well (I’m fine)

Très bien Very well/good

Pas mal Not bad

Ça ne va pas It’s not going (it’s not

going well)

1.2 Numbers and Age

J’ai onze ans I have 11 years (I’m 11

years old)

Quel âge as-tu? What age are you?

(how old are you?)

Un One 1

Deux Two 2

Trois Three 3

Quatre Four 4

Cinq Five 5

Six Six 6

Sept Seven 7

Huit Eight 8

Neuf Nine 9

Dix Ten 10

Onze Eleven 11

Douze Twelve 12

Treize Thirteen 13

Quatorze Fourteen 14

Quinze Fifteen 15

Seize Sixteen 16

Dix-sept Seventeen 17

Dix-huit Eighteen 18

Dix-neuf Nineteen 19

Vingt Twenty 20

Vingt-et-un Twenty one 21

Vingt deux Twenty two 22

Vingt trois Twenty three 23

Trente Thirty 30

Quarante Forty 40

Cinquante Fifty 50

Soixante Sixty 60

Soixante-dix Seventy 70

Quatre-vingts Eighty 80

Quatre-vingts-dix Ninety 90

Cent One hundred 100

1.4 The verb ‘Avoir’ (to have)

J’ai les cheveux

(bleus)

I have (blue) hair

J’ai les yeux

(bleus)

I have (blue) eyes

J’ai I have

Tu as You have

(singular/informal)

Il/ Elle a He/ She has

On a One has/ we have

French

Year 7 – Module 1 – Knowledge Organiser - Part 2

Colour French Masculine spelling (un/le) French Feminine spelling (une/la)

blue bleu bleue

orange orange orange

green vert verte

White blanc blanche

purple violet violette

red rouge rouge

pink rose rose

black noir noire

yellow jaune jaune

grey gris grise

brown marron marron

1.8 Pets

Je n’ai pas

d’animal à la

masion

I don’t have an

animal at home (I

don’t have pets)

Je voudrais I would like

un chien a dog

un chat a cat

une souris a mouse

un oiseau a bird

un cheval a horse

une araignée a spider

un lapin a rabbit

un hamster a hamster

un serpent a snake

un cochon d’Inde a guinea pig

un poisson

(poisson rouge)

a fish

(a gold fish)

une tortue a tortoise/turtle

1.5 Personality Adjectives

timide timid/ shy

méchant nasty/

naughty

patient patient

arrogant arrogant

sportif sporty

amusant fun/ funny/

amusing

bavard Chatty /

talkative

petit small

fort Strong / loud

grand Tall / big

doué (en sport) talented (in

sport)

1.6 The verb ‘Être’ (to be)

Je suis I am

Tu es You are

(singular/informal)

Il/Elle est He is

On est One is/ we are

1.7 Colours and adjective agreement

In French, the adjective (colour) must come after the noun it’s describing and agree with the noun (based on whether it’s feminine, masculine or plural). If the word is feminine (une/la) you must use the feminine spelling of the colour. For example: une tortue verte = a green turtle; un serpent vert = a green snake.

French

Year 7 – Module 2 – Knowledge Organiser – Part 3

2.1 Family members 2.2 The verb ‘Avoir’ (to have) 2.3 The verb ‘Être’ (to be)

la mère (the) mum J’ai I have Je suis I am

Le père (the) dad Tu as You have

(singular/informal)

Tu es You are

(singular/informal)

La soeur (the) sister Il a He has Il est He is

Le frère (the) brother Elle a She has Elle est She is

La grand-mère (the) grandmum On a One has/ we have On est One is/ we are

Le grand-père (the) granddad Nous avons We have Nous

sommes

We are

La tante (the) aunt Vous avez You have (plural/formal) Vous êtes You are (plural/formal)

L’oncle (the) uncle Ils ont They have (boys/mixed

group)

Ils sont They are (boys/mixed

group)

Le cousin (the) cousin Elles ont They have (girls only) Elles sont They are (girls only)

La cousine (the) cousin

Le bébé (the) baby

Les parents (the parents)

Les grands-parents (the) grandparents

Le fils (the) son

La fille (the) daughter

2.4 Opinions 2.5 Possessive Pronouns

J’aime I like Masculine noun (le) Feminine noun (la) Plural noun (les)

Je n’aime

pas

I don’t like My… Mon

mon oncle = my uncle

Ma

ma soeur = my sister

Mes

mes parents = my parents

J’aime assez I quite like Your… Ton

ton oncle = your uncle

Ta

ta soeur = your sister

Tes

tes parents = your parents

J’aime bien I well like (I

really like)

His/Her… Son

son oncle = his/her uncle

Sa

sa soeur = his/her sister

Ses

ses parents = his/her

parents

J’aime

beaucoup

I like a lot

Je déteste I hate

Je préfère I prefer

amusant amusing

ennuyeux boring

génial great

intéressant interesting

nul rubbish

incroyable incredible

divertissant entertaining

bon/bien good/well

Humanities

Year 7 – Module 1 – Knowledge Organiser - Norman Conquest

The Battle of Hastings and how William the Conqueror became King of England – Part 1

Reasons why Harold lost the Battle of Hastings

1 Harold’s men would have been exhausted from marching from the Battle of Stamford Bridge to Hastings.

2 A number of Harold’s soldiers were killed at Stamford Bridge - he had to rely on untrained soldiers (fyrd).

3 Harold chose to march to Hastings, instead of waiting for William to come to him.

4 Although Harold’s housecarls were highly trained and disciplined., Harold’s fyrd were inexperienced and had poor weapons.

5 Harold started to fight before many of his men and reinforcements from London had arrived. This meant that they had no archers.

6 The inexperienced fyrd fell for the Norman tactics (feigned retreat).

7 Some sources have suggested that Harold’s men were drinking heavily the night before the battle.

Reasons why William won the Battle of Hastings

1 William secured the local area by building a castle, this meant he could wait for Harold to arrive. William’s troops were rested and well-prepared.

2 William’s men were highly trained, with better weapons.

3 William got lucky with the timing of Hardrada’s invasion.

4 William used a clever tactic, the feigned retreat, to trick Harold’s men into leaving the shield wall. Once the wall was broken, William was able to slaughter the AngloSaxon troops.

5 William’s knights had a height advantage, as they were on horseback.

How the battle was won?

• Harold’s men stood in battle formation (shield wall) on Senlac Hill. They pushed off William’s attack down the hill.

• William’s men knew they could only defeat Harold by tricking the English. So they attacked up hill, then pretended to panic and run away. The English soldiers followed them to try and cut them down. This was the successful feigned retreat

• Harold’s shield wall was broken and William’s army took advantage of this

Humanities



How William controlled England after the Battle:

Castles were built around England to protect the Normans. At first they built Motte and Bailey castles. These were quick and relatively easy to build. It gave the Normans

security and allowed them to defend England from any potential attacks. The castles were built in strategic positions: on high ground, near rivers or coasts. This ensured

that the castles were easily seen. They were a constant reminder to the English about who was in charge. Many Anglo-Saxons felt intimidated by the castles.

The Feudal system (see below) gave land and power to the Norman knights and lords. The feudal system helped William to keep control

He gave land to his nobles in return for military power. This meant he would have soldiers to help him without having to pay for them (the knights and fyrd).

William was able to control the nobles, as he would remove their land/power if they did not do as he said. Peasants provided land service for the knights and nobles in

return for protection against attack

The Domesday Book. In 1086, William ordered a survey of the land and resources that people owned. He wanted to know what taxes the people paid and whether they

should pay more. He also wanted to know how many knights his nobles could provide (in case England was attacked). It helped William to assess the value of the land and

to know what he was owed in terms of money and soldiers. It also helped him to keep control, as he made sure no one had too much land or power.

Humanities



The Harrying of the North. In 1069, the Anglo-Saxons rebelled against William. They killed a northern earl, as well as 3000 Norman soldiers. This posed a huge threat to

William.

William attacked the north of England to stop the Anglo-Saxons rebelling against him. He wanted to teach them a lesson and make sure that no one challenged his control

again. Norman soldiers burned homes, killed livestock, destroyed seeds and put salt on the land. Over 100,000 people died from starvation

The north was uninhabitable for the next 20 years. There was no more rebellion in the north after this event

Humanities

Year 7 – Module 2 – Knowledge Organiser – Map Skills

Humanities

Year 7 – Module 2 – Knowledge Organiser – Map Skills continued

ICT

Year 7 – Modules 1 and 2 – Knowledge Organiser – E-Safety E-Safety CEOP Report Hacking

E-safety is about being safe whilst operating online and using technology.

Child Exploitation and Online Protection. This is a website where you can report any worries or concerns when online.

To give a spoken or written account of something that one has observed, heard, done, or investigated.

The gaining of unauthorized access to data in a system or computer.

Copyright Plagiarism Cyber-Bullying Cyber-Security

The exclusive and assignable legal right, given to the originator for a fixed number of years, to print, publish, perform, film, or record literary, artistic, or musical material.

The practice of taking someone else's work or ideas and passing them off as one's own.

The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature.

The state of being protected against the criminal or unauthorized use of electronic data, or the measures taken to achieve this.

Block Trojan Firewall Cyberbullying

To stop a computer reaching something on the Internet or to stop someone from contacting you on a chat service.

This program is not what it seems. It pretends to be a useful program but installs spyware and opens up your computer to hackers.

A firewall is a software program that helps screen out hackers, viruses and worms that try to reach your computer over the Internet.

Bullying behaviour which takes place through the use of electronic devices like mobile phones and tablets.

Digital Footprint Cookie Troll Malware

The information about a particular person that exists on the Internet as a result of their online activity.

A cookie is a small text file that is sent to the computer from certain websites. With permission being granted first they track your behaviour online and keep track of personal preferences.

In Internet slang, a troll is a person who posts negative comments or messages in an online community such as a chat room, forum or on social media sites.

Software that is specifically designed to disrupt, damage, or gain unauthorized access to a computer system.

Anti-virus Virus Pharming Phishing

This is designed to detect and destroy computer viruses.

A computer virus, much like a flu virus, is designed to spread from computer to computer and has the ability to replicate itself.

This is pronounced as ‘farming’. This is a method by which scanners try to get personal information from users by directing them to false websites which look legitimate.

This is pronounced as ‘fishing’. This is an attempt to trick people into visiting malicious websites by sending emails or other messages which pretend to come from banks or online shops.

Replace Rearrange Re-write Reference

This is when you take text from the internet and then swap words for other words with same meaning.

This is when you are taking text from the internet and then put the words in a different order.

This is when you read text online and then write a sentence in your own words.

This is when you list your sources of information such as websites or books.

Top Tips CEOP – Reporting issues More Information and Hyperlinks

1. Protect your online reputation: use the services provided to manage your digital footprints and “think before your post”. Content posted online can last forever and could be shared publicly by anyone.

2. Know where to find help: understand how to report to service providers and use blocking and deleting tools. If something happens that upsets you online, it is never too late to tell someone.

3. Do not give in to pressure: if you lose your inhibitions, (a feeling that makes one self-conscious and unable to act in a relaxed and natural way) you have lost control; once you have pressed send you cannot take it back.

4. Respect the law: use reliable services and know how to legally access music, film and TV you want.

5. Acknowledge your sources: use trustworthy content and remember to give credit when using others’ work/ideas.

This button will provide you with help on how to report any concerns you have if not use the

following website to help you with any concerns you have:

https://www.ceop.police.uk/ceop-report/

This is a website designed for students to look at to help them understand e-safety in more detail:

https://www.thinkuknow.co.uk/

Have a question and don’t want to ask your teacher, go to this website:

https://www.thinkuknow.co.uk/11_13/Got-a-question/

If you need help about reporting an issue, go to this website:

https://www.thinkuknow.co.uk/11_13/help/

https://www.ceop.police.uk/ceop-report/

https://www.thinkuknow.co.uk/

https://www.thinkuknow.co.uk/11_13/Got-a-question/

https://www.thinkuknow.co.uk/11_13/help/

ICT

Year 7 – Modules 1 and 2 – Knowledge Organiser – Digital Graphics

Import Export Editing Tools This is the term used when data is pulled into an application from another source. In Adobe Fireworks you would import pictures onto your canvas.

This is a tool that allows you to export you image into a different image type.

Editing allows the user to change or adjust the image that they are working on.

Adobe Photoshop Adobe Fireworks Properties

This is an image editing software which allows users to edit, crop, resize and correct colour on digital photos.

Adobe Fireworks is a piece of software that provides users with effective means of creating graphics.

The properties in Fireworks or Photoshop are the options associated with what you are working with.

Canvas Erase Modify

The canvas is the window in which the picture is created or edited.

This is the process of removing or rubbing out sections of something.

This is the process of making partial or minor changes to something like the structure.

Select Deselect Filters

The select tool allows the user to take and choose different objects on the canvas and provides them with the option to move them around.

The deselect tool allows the user to remove the objects from a collection of objects that are currently on the canvas.

A filter is a tool which allows you to enhance an object by adding a 3D effect or a shadow.

Bitmap Vector

A Bitmap image is made up of a large number of dots or pixels which look like a picture as long as you are sitting a reasonable distance away from the screen. As soon as you zoom in close or enlarge the image, you will see the individual pixels. When a bitmap image is stretched, the pixels are stretched and it becomes blurry.

A vector graphic is not made up of pixels like a bitmap, but is made up of a set of instructions to the computer of how to draw the image from scratch. For example, the vector image might contain the command: "Draw a line from position A to position B on the computer screen". When this 'vector image' is loaded into a program that understands how to deal with it, a line gets drawn from A to B.

Properties Window

The properties window changes depending on what you click on. By default, it will look like the image on the left. This is where you can change the size and colour of your canvas. You can also change the resolution of your canvas by clicking on canvas size. If you were to click on some text or an image in Adobe Fireworks the properties window would change to reflect the object that you have clicked on.

The select section of tools let

you move and resize your

image on your canvas.

The bitmap sections of tools are

really useful for when you want

to edit your image. The magic

wand tool is great for removing

the white around photos for

example. The eraser tool is also

useful for removing parts of an

image.

The vector section of tools let

you draw vector shapes and

add text to your page. This is

really useful when creating

logos.

Maths

Year 7 – Modules 1 and 2 – Knowledge Organisers

Key Words Ascending—numbers get bigger Descending—numbers get smaller Perimeter—distance around the outside of a shape Area—space inside of a 2D shape Multiple—a number that may be divided by another a certain number of times without a remainder Product—the result of multiplication Factor—numbers that can be multiplied to get another number HCF—highest common factor LCM—least common multiple

Writing

Numbers

in Words

Music

Year 7 – Modules 1 and 2 – Knowledge Organisers

Physical Education

Year 7 – Module 1 – Knowledge Organisers – Part 1

Physical Education

Year 7 – Module 1 – Knowledge Organisers – Part 2

Physical Education

Year 7 – Module 1 - Knowledge Organisers – Part 3

Physical Education

Year 7 – Module 2 - Knowledge Organisers

Science

Year 7 – Modules 1 and 2 – Knowledge Organisers – Working Scientifically

Science

Year 7 – Modules 1 and 2 – Knowledge Organisers – Cells

Science

Year 7 – Modules 1 and 2 – Knowledge Organisers – Cells continued

Science

Year 7 – Modules 1 and 2 – Knowledge Organisers – Particles

Science

Year 7 – Modules 1 and 2 – Knowledge Organisers – Particles continued

Spanish


El pelo

Los ojos

Spanish


year 7 knowledge organisers modules 1 and...

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