year 7 summer term 2020 knowledge organisers · essential vocabulary: language adjective a word...

Year 7

Summer Term 2020

Knowledge Organisers

Student Name: Tutor Group:

Subject: English Topic: Adventure Dates: Summer 1 Additional Information:

Year 7

Essential Vocabulary: Language

Adjective A word used to describe a noun

Atmosphere The feeling, emotion, mood or tone that an author

creates in a narrative through descriptive language.

Verb A doing, being or action word.

Imagery

Language used by poet to create visually descriptive

phrases that create vivid images in the mind of the

reader.

Tension

The part in a text where the reader/audience feels on

edge, anxious, unsettled or a sense of anticipation.

Personification

When you give an object human characteristics.

Juxtaposition

The fact of two things being seen or placed close

together with contrasting effect.

Tone The writer’s attitude.

Semantic Field

A group of words that are linked by meaning. These

often create a theme in a poem.

Stereotype A widely held but fixed and oversimplified image or

idea of a particular type of person or thing.

Adventure

An unusual, exciting

or daring experience

Conventions of Adventure

Writing

Includes a hero or heroine

(protagonist) who is setting out

on a journey to face a challenge.

Physical action- the characters

are often placed in extreme

situations and are forced to take

risks in order to complete their

journey.

There is often a villain

(antagonist) who uses their skills

to stop the protagonist.

The setting changes, moving

from place to place as we follow

the protagonist through his or

her journey.

The setting often emphasises a

sense of danger and obstacles to

be overcome.

The plot is fast paced with

action and excitement

throughout.

Essential Vocabulary: Persuasive Devices

Alliteration The occurrence of the same letter or sound at the

beginning of adjacent or closely connected words.

Direct

Address

Using names or pronouns to clearly address the reader.

Emotive

Language

Deliberately select words to influence your reader into

having an emotional response or reaction.

Hyperbole

Extreme exaggeration used to emphasise a feeling or

idea.

Language

Feature

The specific linguistic choices a writer has made e.g. a

Metaphor

List of three Using a trio of ideas in a list

Metaphor Compares one thing directly to another.

Opinions

presented as

facts

Saying something with conviction as if there is no doubt

about its legitimacy.

Pronoun A word that takes the place of a noun. Common

pronouns are he, she, you, me, I, we, us, this, them, that.

Repetition The repeated use of the same word or word pattern.

Simile A figure of speech that compares two things indirectly

using the words ‘like’ or ‘as’.

Statistics Using numerical evidence to support your claims

Superlative A word which suggest the highest quality of degree e.g.

largest/ greatest

Key Themes

Survival Good triumphing over evil

Bravery Courage

Strength Journeys and Voyages

Subject: FOOD Topic: Eating well Year 7 Rotation

The Eatwell Guide helps us choose the right balance of foods so that we get the nutrients we need. The three macro nutrients are protein, fat and carbohydrate. Protein helps build new cells so is used for growth and repair. Fats give us energy and help keep us warm. Carbohydrates give us energy and dietary fibre which helps prevent constipation. You can make recipes healthier by cutting down the fat and/or sugar and increasing the fibre. This is called adapting the recipe to meet government guidelines. To be healthy - You can swap foods eg have an apple instead of chocolate or change how they are cooked eg swap chips for a jacket potato or just have less eg have a small bag of popcorn instead of the whole family pack to yourself!

Keeping safe Knife safety – carry with blades down. Use the correct grip (bridge or claw) and cut down wards onto a chopping board. Cooker safety – use oven gloves, crouch down when opening the oven, check the hob is turned off properly. Don’t leave things unattended, control it carefully so the heat does not get too fierce, keep pan handles turned in so they don’t get knocked. If you burn yourself put the burned skin under cold running water for 10 minutes.

Keeping food hygienic. • Keep it cold so bacteria can’t

multiply as fast • Cook it thoroughly to kill bacteria • Don’t cross contaminate(move

bacteria from one food to another)

• Keep yourself clean • Keep all of your equipment and

kitchen clean

Food miles – this is the distance food travels from where it is produced to you. Choosing food that is produced close to where you live reduces the carbon footprint – it is better for the environment.

Food labels give you information about the ingredients and nutrients in the tin/pack of food. This helps you make the correct choices to stay safe (if you are allergic to a food) and healthy.

Additional information can be found at the British Nutrition Foundation’s website - www.foodafactoflife

Essential Vocabulary

Nutrient The chemicals in food we need to stay healthy.

Hygiene Keeping clean and so safe from contamination.

Bacteria Micro-organisms that can cause food poisoning.

Eatwell Guide The government’s guidelines to help choose foods for a healthy diet.

Subject: French Topic: Holidays Dates: Summer

Term

Additional Information: n/a


Infinitive The basic form of a verb (to…)

Conjugation Changing the infinitive according

to subject (I, you, he/she, we,…)

Article ‘The’ (definite) – ‘A/An’ (indefinite)

Cognate A word that looks or sounds

similar to its English counterpart

Gender Word gender of a noun

(masculine/feminine)

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1561052/priorymfl-

year-7-french/ (Relevant levels: 30 – 36)

https://decks.memrise.com/course/1561052/priorymfl-year-7-french/

https://decks.memrise.com/course/1561052/priorymfl-year-7-french/

Subject: Geography Topic: Ecosystems

Dates: Summer

1 Year 7

Additional Information:

N/A

Additional information can be found video the following websites and videos;

Ecosystems: https://www.bbc.com/bitesize/guides/zwh9j6f/revision/1

Tropical Rainforests: https://www.bbc.com/bitesize/guides/zx8n39q/revision/1

Hot Deserts: https://www.bbc.com/bitesize/guides/zpnq6fr/revision/1


Ecosystem The combination of Biotic and Abiotic factors within a space and how they interact.

Biotic Living parts of an ecosystem

Abiotic The non-living parts of an ecosystem

Adaptation The characteristics that animals/plants have developed to help them survive in the rainforest/desert.

Deforestation Removal of trees in the rainforest whether it’s to use the wood or the create space.

Climate Graph Combination of bar chart (showing rainfall) and line graph (showing temperature) throughout the year.

Desertification The process by which fertile land is turned to desert. There are both human and physical causes.

Emergent Layer – the

tallest trees. Very hot

and exposed to sun

and rain.

Canopy – Home to

most of the wildlife in

the forest

Undercanopy – Large

ferns grow here, very

dark

Forest Floor – very

dark and damp, not

much light gets

through the canopy.

Deforestation causes:

Agriculture – The main cause of deforestation in the

Amazon is cattle farming.

Logging – Cutting down the wood to use for furniture

Mining – Clearing away trees to make space to dig

for gold and other precious minerals

Poison Dart Frog adaptations.

- Suckers on it’s feet to

help it climb trees.

- Secrets deadly poison

from its skin to ensure it

doesn’t get eaten.

- Bright colours warn

predators not to try and

eat it.

Camel adaptations.

- Long eyelashes to keep sand out

- Hump which stores fat, an energy source

which it can use if it hasn’t eaten for a long

time.

- Long legs to keep it’s body away from the

hot sand

- Wide feet so as not to sink into the sand.

Desertification causes:

Agriculture – Cattle eat the plants meaning the soil

doesn’t get the nutrients from falling leaves so plants

die.

Overuse of water – Humans overuse water meaning

none left for plants

Hot Weather – Evaporates water so plants die.

In both the desert and

rainforest

ecosystems, pleants

lose their leaves

which rot into the soil

allowing the soil to

get nutrients, this is

then reused by the

plants through their

roots.

https://www.bbc.com/bitesize/guides/zwh9j6f/revision/1

https://www.bbc.com/bitesize/guides/zx8n39q/revision/1

https://www.bbc.com/bitesize/guides/zpnq6fr/revision/1

Subject: Geography Topic:

Sustainability

Dates: Summer 2

Year 7


N/A


Sustainability Meeting the needs of people today without compromising the ability of future generations to meet their own needs

Natural Resources

A natural resource is a product found in nature that is used for the gains of people. This is usually economic gains

Non – Renewable

This is a product that will eventually run out

Renewable A resource that is unlike to run out in the distant future.

Sustainable development

Economic development that is conducted without depletion of natural resources.

The stool of sustainability

If one of these aspects (stool legs) is missing then something isn’t ‘truly’ sustainable’

Social

Economic Environmental

Natural resources:

These include the following: Coal / Water / Sunlight / Wind / Soil / Biofuels / Natural Gas / Plants / Animals. These can either be renewable or non-renewable.

- Advantages of Renewable: They last forever / they are less likely to damage the environment.

- Disadvantages of renewable: They can be expensive to get hold off and they aren’t used across the world

- Advantages of non-renewable: They are cheap and fairly easy to obtain.

- Disadvantages of non-renewable: More likely to pollute the atmosphere and they run out.

Hanham Hall – A case study

Hanham hall a town outside of Bristol has been purpose built to be sustainable. It has the following things making it more sustainable.

Solar Panels Composting of old food and biodegradable waste

Rainwater Harvesting

Wooden building construction

3.7 Ha of green space

Large windows

Natural wind powered cooling system

Brownfield construction

Well insulated homes

Porches designed for neighbours to interact

Allotments in the garden

Heat Exchanger

All houses facing south

Community centre to allow for community decisions

Additional information can be found

video the following websites and videos;

https://sustainabledevelopment.un.org/?men

u=1300

https://www.bbc.com/bitesize/topics/z2vkjxs

Sustainability in the UK London has the congestion charge and

are aiming for 0 emissions. Bristol have the Poo bus which is

powered on human waste and are a leading city in cycling There’s also a fleet of electric vehicles available to hire through the Co-Wheels scheme. It is blossoming with green spaces to spend a lazy afternoon or packed with really fun play equipment to entertain the children. With over 400 gardens and parks

https://sustainabledevelopment.un.org/?menu=1300

https://sustainabledevelopment.un.org/?menu=1300

https://www.bbc.com/bitesize/topics/z2vkjxs

http://www.co-wheels.org.uk/

Subject: German Topic: Where you

live

Dates: Summer

Term


n/a









(masculine/feminine/neuter)

Additional information can be found at; Vocabulary https://decks.memrise.com/course/1568146/priorymfl-7-

german/ (Relevant levels: 22 – 26)

https://decks.memrise.com/course/1568146/priorymfl-7-german/


Subject: German Topic: Describing

your area

Dates: Summer

Term


n/a









(masculine/feminine/neuter)


german/ (Relevant levels: 27 – 31)



Subject: History Topic: Slavery Dates: Summer 1 Year

7



Triangle

Slave Trade

Transatlantic trading system, from the late 16th to

early 19th century

Slavery Individuals are owned, bought and sold as a ‘de

jure’ form of property

The Middle

Passage

The part of the trade where Africans, densely

packed onto ships, were transported across the

Atlantic to the West Indies.

Resistance When slaves fought back (passively and actively)

Auctions Where slaves are sold and bought

Underground

railroad

A network of secret routes and safe houses

established in the United States during the early to

mid-1800s, and used by African-American slaves to

escape into free states

Plantation Farms where slaves worked. Crops included,

sugar, tobacco and coffee.

Abolition The action of ending slavery

Wilberforce British politician, philanthropist, and a leader of

the movement to abolish the slave trade.

For the British slave traders it was a three-legged

journey called the 'triangular trade':

West African slaves were exchanged for trade

goods such as brandy and guns.

Slaves were then taken via the ‘Middle Passage’

across the Atlantic for sale in the West Indies

and North America.

Finally, a cargo of rum and sugar taken from the

colonies, was taken back to England to sell.

The triangular trade

The slave trade began with Portuguese (and

some Spanish) traders, taking mainly West

African (but some Central African) slaves

to the American colonies they had

conquered in the 15th century.

British sailors became involved in the trade

in the 16th century and their involvement

increased in the 18th century when the

Treaty of Utrecht (1713) gave them the

right to sell slaves in the Spanish Empire.

The slave trade made a great deal of profit

for those who sold and exchanged slaves..

At least 12 million Africans were taken to

the Americas as slaves between 1532 and

1832 and at least a third of them in British

ships.

At the end of the 18th century, public opinion began to turn against the slave trade. There was

resistance to the slave trade:

Some African rulers refused to sell slaves to the traders. Occasionally villages attacked British slave

ships and set the slaves free.

Sometimes slaves mutinied on board ships. The most famous case was the Amistad in 1839.

There were many slave rebellions. The most famous slave leader was Toussaint l'Ouverture, who led

a successful slave revolution in French Saint Domingue in 1791.

In Jamaica, runaway slaves formed 'Maroon' communities that fought against the British soldiers.

In Britain, slaves like James Somerset (or Somersett), frequently ran away from their masters. When

he was recaptured, he and his friends contested his case in the courts.

In 1787, the Committee for the Abolition of the Slave Trade was set up. William Wilberforce

represented the committee in Parliament.

Subject: History Topic: Empire Dates: Summer 2

Year 7



Empire A group of countries ruled over by

a single monarch or sovereign state

Colony A country or area under the full or

partial political control of another

country and occupied by settlers

from that country

Walter

Raleigh

English aristocrat, soldier, spy and

explorer.

Roanoke A colony, established by Raleigh,

near Virginia and North Carolina

Voyage A long journey involving travel by

sea or in space

Native A person born in a specified place

or associated with a place by birth,

whether subsequently resident

there or not

East India

Company

(EIC)

British East India Company, 1600–

1874, company chartered by Queen

Elizabeth I for trade with Asia.

Scramble

for Africa

The "Scramble for Africa" is the

invasion, occupation, colonization of

African territory by European

powers during 1881 and 1914.

Benin

Head

A trophy of empire, taken from a

royal shrine by Ralph Locke during

the raid of Benin (a French-speaking

West African nation) in 1897.

Patriotic Having or expressing devotion to

and support for one's country.

Additional information can be found at;

BBC Bitesize: https://www.bbc.com/bitesize/guides/zf7fr82/revision/1

Roanoke – establishing a colony

Raleigh didn't go to America himself, but he sent

two other explores to find a suitable site for a

colony.

They arrived on Roanoke Island in July 1584 and

met the native tribes.

In August 1585, 107 colonists landed and

constructed a fort on the island. Grenville promised

to come back in April 1586 with more colonists

and supplies, but the reinforcements didn't arrive.

Many of the colonists returned to England and

brought back tobacco and potatoes with them, but

some of them stayed behind.

What is the British Empire?

An 'empire' is a group of countries ruled over by a single

monarch or ruling power. An empire doesn't need an

'emperor'. The British Empire comprised of Britain, the

'mother country', and the colonies, countries ruled to some

degree by and from Britain.

The British began to establish overseas colonies in the 16th

century. By 1783, Britain had a large empire with colonies in

America and the West Indies. This 'first British Empire' came

to an end after the American Revolution.

However, in the 19th century, the British built a second

worldwide empire, based on British sea-power, made up of

India and huge conquests in Africa.

Sir Walter Raleigh and Elizabeth I

Elizabeth's reign was a time of discovery as English ships

travelled the world, exploring and trading.

Under Elizabeth, England became a great naval power, and

sowed the seeds of the British Empire.

Raleigh became Captain of the Queen’s guard and a very

famous explorer. Elizabeth hoped new colonies would:

provide riches from the New World

act as a base for disrupting Spanish treasure ships

https://www.bbc.com/bitesize/guides/zf7fr82/revision/1

Subject: Maths Topic: Algebra (2) & Statistics

(1)

Dates: Summer

Term


See Below


Equation a statement that the values of two mathematical expressions are equal (indicated by the sign =)

Inequality the relation between two expressions that are not equal, employing a sign such as ≠ ‘not equal to’, > ‘greater than’, or < ‘less than’

Expression A phrase containing numbers, variables (letters) and operations (+, - , x, ÷) E.g. 5x + 2

Data

Numbers or words that give us information, eg hair colour

Chart A diagram to show data, eg pie chart, bar chart etc

Graph A diagram with continuous numbers on both axis, eg scatter graph

Use the symbols =, ≠

Use and interpret algebraic notation,

including: ab in place of a × b, 3y in place

of y + y + y and 3 × y

Use priority of operations (and reverse

priority)

Understand and use concepts and

vocabulary of expressions, equations,

formulae and terms

Recognise and use relationships between

operations, including inverse operations

Substitute numerical values into

expressions

Draw diagrams from written description

Translate simple situations or procedures

into algebraic expressions or formulae

Use the symbols <, >, ≤, ≥

Solve linear equations in one unknown,

algebraically, where the unknown appears

on one side of the equation

Rearrange formulae to change the subject

Represent the solution set to an inequality

on a number line

Solve linear inequalities in one variable

Introduce project and how it will work

Form a line of enquiry for their own project

(what will you investigate?)

Write a hypothesis to be tested for their

own project

Given a collection of data, organise it by

type

Given a set of questions / problems to be

investigated, suggest what data can be

collected and what type of data it is.

How will data be collected?

What will the sample size be?

How will the sample be chosen?

Design own questionnaire / survey

Carry out survey

Construct a tally chart for a given data set

> Categorical data

> Discrete data

> Grouped discrete data

> Grouped continuous data, using

inequality notation

Construct a two-way table from written

information

Draw their own pictogram from data they

have collected

Draw their own bar charts from data they

have collected

Draw their own scattergraph from data they

have collected

Use a line of best fit to make predictions

Additional information can be found at;

http://vle.mathswatch.co.uk

http://vle.mathswatch.co.uk/

Subject: PE Topic: Yr7

Rounders

Dates: Summer 1

and 2


N/A


Fielding To collect the ball quickly to try and get the batter out.

Batting Hits the ball in order to score as many rounders’ as possible.

Bowler Throws the ball underarm to the batter to hit

Back stop Stands behind the batter to collect the ball if it is missed or hit behind

Bases There are 4 bases on the pitch, one player on the batting team can stand on the base at a time

Backwards hit If the ball is hit behind the line running across from 4th base across the bowlers box.

Rounder scored If the batter manages to run all the way to 4th base without getting caught out in their go

Half rounder scored

If the batter manages to run to 2nd base without getting caught out in their go

Umpire The official for the game of rounders

Additional information can be found video the following websites and videos;

https://www.roundersengland.co.uk/ https://www.youtube.com/watch?v=f5Lxiy9_L9Q&t=19s

Basic rules for Rounders

-One player from the batting team steps up to

bat in the batting square.

-The ball is underarm bowled to the batter.

-The batter then tries to run as far around the

posts as possible in order without getting

stumped out.

-The fielding team want to try and get the ball

as quick as possible to the nearest base the

batter is running to get them out or to stop

them running any further.

- You are out if you are stumped out at a post,

the ball you hit is caught and if you are outrun

by your team mate.

- A rounder is awarded if the batter makes it

to 4th base on their turn without stopping at

the bases and they hit the ball. Half a rounder

is awarded if they make it to 2nd base without

stopping on their go and they hit the ball.

Side lin

e

Batting Technique

1. Stand sideways on to the bowler

2. Feet shoulder width apart

3. Hold the bat on your back hand (one handed)

4. Hold the bat up in line with torso

5. Swing the bat and make contact with the ball

6. Must take the bat with you when running around

the pitch.

https://www.roundersengland.co.uk/

https://www.youtube.com/watch?v=f5Lxiy9_L9Q&t=19s

Subject: PSCRE Topic: Christianity Dates: Summer

Term Year 7

Additional Information: Summer

Term 1 & 2


Christian The word Christian was given to the early followers of Jesus, and the name has 'stuck' to this day. Christians are people who believe that Jesus Christ is the Son of God, and who follow his teachings and those of the Christian churches that grew up after his death.

Jesus Jesus Christ is the Son of God. He came to earth to teach about love and fellowship. He represents the person that all Christians must strive to be.

Trinity Trinity means three, so when we discuss the Holy Trinity we mean the Father (God), Son (Jesus), and Holy Spirit (sometimes referred to as the Holy Ghost). ... So, while God is the one, true God. He is the only God, He uses other parts of Himself to accomplish His goals.

Atonement The action of making amends for a wrong.

Agape Agape love is selfless, unconditional love.

Heaven Those who believe in Christ and live good lives will be given eternal life in Heaven.

Redemption For Christians this means that Jesus gave up his life so that humans can be free from sin.

Denomination A religious group that has slightly different beliefs from other groups that share the same religion – so there are different types of Christian e.g. Protestant, Catholic etc.

Forgiveness To stop blaming or being angry with someone for something that person has done, or not punish them for something.

What do Christians believe?

Christians believe that Jesus Christ was the Son

of God and that:

God sent his Son to earth to save

humanity from the consequences of its

sins

Jesus was fully human, and experienced

this world in the same way as other

human beings of his time

Jesus was tortured and gave his life on

the Cross (At the Crucifixion)

Jesus rose from the dead on the third day

after his Crucifixion (the Resurrection)

Christians believe that Jesus was the Messiah

promised in the Old Testament

Christians believe that there is only one God, but

that this one God consists of 3 "persons"

o God the Father

o God the Son

o The Holy Spirit

Christians believe that God made the world.

Where do Christians worship?

The Christian place of worship is called a

Church. They are often built in the shape of a

cross with the altar facing east towards the rising

sun.

The Christian spiritual leaders are called priests

or ministers.

What is Christian worship like?

Christian worship involves praising God in music,

speech, readings from scripture, prayers of

various sorts, a sermon and various holy

ceremonies.

How is Christianity similar to other religions?

Christianity shares a number of beliefs and practices with other religions, particularly Judaism and Islam.

With Judaism and Islam, Christians believe in one God, who created the universe and all that is in it. All

believe that this God is active in history, guiding and teaching his people.

Additional information can be found at:

http://www.primaryhomeworkhelp.co.uk/religion/christian.htm

https://www.bbc.com/bitesize/topics/zc63cdm

http://www.primaryhomeworkhelp.co.uk/religion/jewish.htm

http://www.primaryhomeworkhelp.co.uk/religion/Islam.htm

http://www.primaryhomeworkhelp.co.uk/religion/christian.htm

https://www.bbc.com/bitesize/topics/zc63cdm

Subject: Spanish Topic: Leisure Dates: Summer

Term


n/a











spanish/ (Relevant levels: 30 – 36)

https://decks.memrise.com/course/1555322/priorymfl-7-spanish/


Subject: Spanish Topic: Your area Dates: Summer

Term


n/a











spanish/ (Relevant levels: 37 – 43)



year 7 summer term 2020 knowledge organisers · essential vocabulary: language adjective a word...

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