year 7 · pronoun (:) used to mark a major division in a sentence, to indicate that what follows...
TRANSCRIPT
Knowledge Organiser
Year 7
Term 1 and 2
2019-2020
Name: ………………………………...
Try using these memorisation techniques with your Knowledge Organisers
Quizlet Login Details:
Show my Homework Login Details:
English Knowledge Organiser Year 7 - Writing Knowledge Organiser: Expressions of Self Unit
Key Concepts
1. Persuasion: the action or process of persuading someone or of being persuaded to do or believe something.
1. Point of view/viewpoint: a particular attitude or way of looking at an issue
1. Line of argument: the reasoning used to support a particular idea or view.
Key Contexts
1. Inequality: when people are treated differently in society and as a result there is difference in the amount of power or influence they have.
1. Stereotypes: a widely held but fixed and oversimplified image or idea of a particular type of person or thing.
1. Discrimination: when people are treated negatively especially on the grounds of race, age, or sex.
Rhetorical Techniques Aspects of Grammar and Punctuation Aspects of structure
Anecdote Rhetorical question Litotes Hyperbole Colloquialism Direct Address
A short amusing or interesting story about a real incident or person. A question asked to produce an effect, not for replies e.g. why do I bother? Understatement, e.g. “not bad at all.” Obvious exaggeration. e.g. ‘to wait an eternity’ Ordinary or familiar conversation rather than formal speech or writing The use of a term or name for the person spoken to, as in securing the attention of that person e.g. you should be listening to this.
Colons Semi colons Modal verbs Pronoun
(:) used to mark a major division in a sentence, to indicate that what follows provides extra detail. (;) used to show a division in a sentence where a more distinct separation is felt between clauses or items A type of verb that expresses necessity or possibility. e.g. include must, shall, will, should, would, can, could, may, and might. A word that refers to the participants in the conversation (e.g. I, you) or to someone or something mentioned elsewhere (e.g. she, it, and this).
Counter-argument Topic sentence Discourse markers Effective openings Bookending
What someone who disagrees with you might say in response to your ideas/argument. A sentence that identifies the main idea of the paragraph e.g. The facts about women and employment are clear. A word or phrase used to organize what we are saying in sections, e.g. however or I mean. Grabbing the audience’s attention with techniques that stand out and make people listen (sometimes by being: emotive/descriptive/mysterious) When your speech introduction and conclusion support your speech in a way that provides balance and creates structure
English Knowledge Organiser Year 7 - Writing Knowledge Organiser: Expressions of Self Unit
Emotive Language Repetition List of three
Language used to create emotion in the audience e.g. ‘he was depressed, bedraggled and lonely.’ Words or phrases that are used more than once. Three words or phrases used in a sentence for emphasis
Dashes Brackets
A horizontal stroke in writing or printing to mark a pause or break in sense or to represent omitted letters or words. A pair of marks ( ) used to enclose words to separate them from the context.
Short sentences Single Sentence Paragraph
A simple sentence, which often communicates clearly and is easily remembered. When one line of text is used on its own in a text, normally for emphasis.
Year 7 Unit 2: Media (Wildlife) Knowledge Organiser
Summary
PRINT ADVERT LANGUAGE CONVENTIONS PRINT ADVERT LAYOUT CONVENTIONS KEY CONCEPTS
Code Linguistic codes Direct address Imperative verbs Slogan Emotive language Headline Copy Statistics Rhetorical question Weasel words
Something that has to be ‘unscrambled’ or decoded before the meaning becomes clear The meanings that lie behind words used in a media text Where the word ‘you’ is used to make the message feel personal An imperative sentence gives a command. e.g. ‘buy this’ A short, memorable phrase used to sell a product/brand. e.g. Nike’s ‘just do it.’ Words that create strong feelings e.g. disaster The biggest part of the text – in a newspaper article it is like a title The longer sections of writing, usually in smaller print Facts expressed using numbers e.g. 80% of people… A question that does not require an answer. e.g. Don’t you agree? Vague words that make the product in an advert seem better than it is e.g. ‘Makes your floor virtually spotless’ – what do they mean by ‘virtually’?
Layout Codes of colour Focal point Balance Visual hierarchy Rule of thirds Weight
How different parts of a design are laid out on a page The symbolic meanings attached to colour e.g. white=innocence The part of the picture that the eyes look at first An image with ‘balance’ has its different elements roughly equally placed around the focal point The order in which the eyes look at things, with the first thing being the most important The design rule that states that an image should have all the interesting things in certain places as this is where the eye looks the most when looking at an image If part of an image looks ‘heavy’, it can be described as having a lot of weight. Lots of bold, dark lines and colours can add weight
Audience: The people who are ‘consuming’ the media text Target Audience: The people who are being deliberately targeted by the media text e.g. men in their 20s Representation: How people, places, events and things are represented by the media .e.g. women are represented as weaker than men Connotation: The symbolic or hidden meaning of something e.g. ‘red has connotations of love, blood and danger.’ Denotation: The literal meaning of something e.g. ‘red is a colour that is a bit darker than orange, but lighter than purple.’ Convention: the way in which something is usually done e.g. the convention is that letters are topped with an address Symbolism: the use of symbols to represent ideas or qualities. e.g. crown symbolises monarchy
Charities are
not-for-profit
organisations
They aim to raise
awareness and
funds through
donations
They use the donations
to fund their work and
inspire further
donations
They make choices about
the codes and conventions
used to maximise impact
and affect the audience
They make print
and television
adverts to inspire
donations
They consider how
they can best
communicate with
their target audience
ANALYSIS & SKILLS Paragraph 1: About the Artist.
Who are they?
When were they born?
Are they contemporary? (Modern/ still alive)
What is their work about?
Are they part of an Art movement?
Paragraph 2: About the Art work.
Describe the piece of Art work you are looking at in detail (use sheet of key words to help)
If it is 3D what shapes, materials, scales, proportions have been used and how?
Is it about anything? Does it convey an idea or message?
Paragraph 3: Your opinion.
What do you think about the Art work? Why?
How does it make you feel? What is the mood?
What does it remind you of? Does it link with other images, objects that you have seen?
Do you think it conveys a message? How and Why?
DRAWING Key Questions you should ask
yourself…..
Has my shading gone from black to white with
several shades of grey?
Am I spending at least 75% of my time looking at
the subject of my drawing so I am drawing what I
see NOT what I THINK I see!
Can I build in more form by using mark making or
tone?
Have I drawn out the initial proportions lightly and
accurately?
PAINTING Key questions to ask yourself…
Am I layering the paint from dark to light?
Am I mixing my own colours…NOT using colour
straight from the tube!
Am I using a variety of tones and tints? Am I
creating VERY DARK TONES OF COLOUR……NOT
BLACK for shadows?
PRINTING Key questions to ask yourself…
Have I started with the lightest colour ready to
layer with progressively darker colours?
Am I layering on the ink with a roller, making
sure I listen for the correct sounds?
Am I recutting the right areas before I layer the
next colours?
Have I allowed the ink layer to dry before I re
layer the next colour?
The COLOUR WHEEL is an important tool used by artists to learn
to ‘organise colours’ and learn to mix colours.
ELEMENTS OF ART LINE: Is a mark on a
surface that describes a shape or
an outline. It can create texture
and be thick or thin.
SHAPE: Is a 2
dimensional line with no form or
thickness. Shapes are flat and can
be grouped together in two
categories, Geometric and
organic.
FORM: Is a 3 dimensional
object having volume and
thickness. It can be the illusion of
a 3d effect with the use of light.
VALUE:Is the degree of light and dark in a design. It is the
contrast between the black and
white and all the tones in
between.
COLOUR Is made up of
3 things, Hue (the colours name),
Value (How light or dark it is) and
Intensity (How pure and intense
the colour is)
SPACE Is the space
around, within or between
elements or objects in a piece of
work.
TEXTURE Is the
surface quality of and object
sensed through touch. Texture
can be conveyed in drawing
through mark making and layers.
Autumn Term - Biology B 1.1 Knowledge Organiser
part function
nucleus contains genetic material,
which controls the activi-
ties of the cell
cytoplasm most chemical processes
take place here, controlled
by enzymes
cell membrane controls the movement of
substances into and out of
the cell
mitochondria most energy is released
by respiration here
ribosomes protein synthesis happens
here
Key term Definition
Specialised cell A cell whose shape and structure enable it to perform a par-ticular function
Nerve cell A animal cell that transmits electrical impulses around the body
Red blood cell An animal cell that transports oxygen around the body
Sperm cell A cell that contains male genetic material
Leaf cell A plant cell that contains chloroplasts where photosynthesis takes place
Root hair cell A plant cell that takes in water and minerals from the soil
part function
cell wall strengthens the cell
chloroplasts contain chlorophyll, which
absorbs light energy for pho-
tosynthesis
permanent vacuole filled with cell sap to help
keep the cell turgid (firm)
Leaf cell
Root hair cell
Sperm cell
Red blood cell Nerve cell
Observing animal and plant cells
1. Peel a piece of onion one cell thick 2. Place on a slide flat with no air bubbles 3. Add one drop of iodine to the slide to dye the cells 4. Carefully place a cover slip over the top 5. Observe under the microscope, using the low power lens first 6. Draw your observations 7. Use a cotton wool bud collect some cheek cells 8. Smear on the slide 9. Add methyl blue 10. Place a cover slip over the top 11. Draw your observations
Magnification = size of the image
Actual size of the object
Unicellular organisms
Is a single cell organism
Prokaryotic cell do not have a nucleus eukaryotic cells do.
Bacteria are microscopic, single-celled organisms that thrive in diverse environments. Protozoa is a single-celled eukaryotes, either free-living or parasitic, which feed on organic matter such as other microorganisms or organic tissues and debris.
Movement in and out of a cell
Dissolved substances have to pass through the cell membrane to get into or out of a cell. Diffusion is one of the processes that allows this to happen. Diffusion occurs when particles spread. They move from a high concentration to a low concentration Temperature and concentration affect the rate of diffusion Key word Definition
cell wall The plant cell component that surrounds the cell, providing support.
cells The smallest functional units in an organism – the building blocks of life.
chloroplasts The plant cell component where photosynthesis takes place.
concentration A measure of the number of particles of a substance in a given volume.
diffusion The movement of liquid or gas particles from a place of high concentration to a place of low concentration.
leaf cell The plant cells that contain chloroplasts, where photosynthesis takes place.
microscope An optical instrument used to magnify objects, so small details can be seen clearly.
nerve cell An animal cell that transmits electrical impulses around the body.
nucleus The cell component that controls the cell and contains genetic material.
observation Carefully looking at an object or process.
organisms Living things.
red blood cell An animal cell that transports oxygen around the body.
root hair cell A plant cell that takes in water and minerals from the soil.
specialised cell A cell whose shape and structure enable it to perform a particular function.
sperm cell A cell containing male genetic material.
unicellular Consisting of just one cell.
vacuole The plant cell component that contains cell sap and helps to keep the cell firm.
Stem cells
Stem cells are cells that can differentiate into other types of cells, and can also divide in to
produce more of the same type of stem cells.
Adult stem cells are frequently used in various medical therapies (e.g., bone marrow transplantation). Stem
cells can now be artificially grown and transformed (differentiated) into specialized cell types with
characteristics consistent with cells of various tissues such as muscles or nerves, and can be used to treat
organ failure.
With all stem cell extraction and use there is a high risk to life.
Physics Knowledge Organiser: Energy - year 7
Food and fuels
There is energy in the chemical stores associated with food and fuel. Energy is measured in Joules.
You need different amounts of energy for different activities.
Energy Resources
Fossil fuels such as coal, oil and gas were formed over millions of years and are non-renewable.
They can be use to drive a generator in a thermal power station. Wind, wave and solar sources
are examples of renewable energy resources.
Conduction—Energy is transferred by conduction in solids.
Conductor—a material that transfers energy
very well, such as metals.
Insulators - a material that does not transfer or
conduct energy well.
Power, work and machines
Power= energy /time and electric power = potential difference X current. You can work
out the energy transferred by appliances in your home using the unit of kilowatt hours.
Calculate work = force x distance. Simple machines like levers and gears can make it easi-
er to do work but you do not get more out than you put in.
Explaining convection
When a liquid is heated it expands. The fluid be-
comes less dense and rises. The warm fluid is re-
placed by cooler, denser fluid. The resulting con-
vection current transfers energy throughout the
fluid. Fluids are liquids and gases.
Temperature
Temperature is measured using a thermometer. The temperature doesn't depend on the amount of
material, but the amount of energy in the thermal store does.
When a hot object is in contact with a colder one energy is transferred from the hot object to the
colder one. Energy will be transferred and the temperature difference will decrease until the objects
are in equilibrium.
Law of conservation of energy
Energy cannot be created or destroyed; it can only be transferred between stores. This is the
law of conservation of energy. Light, sound and electricity are ways of transferring energy.
Radiation
Energy is transferred by radiation, which does not need a medium to travel through.
All objects emit (give off) radiation. Infrared radiation can be detected by your skin or a
thermal imaging camera. If the energy transferred to an object is less than the energy
transferred from it the object will cool down.
In a thermal power station:
1. fuel such as coal, oil or gas is burned in a furnace to produce heat - chemical to heat energy.
2. this heat is used to change water into steam in the boiler. 3. the steam drives the turbine (which is like a big fan) 4. this drives the generator to produce electricity.
Science Starts Here! Year 7
Important rules working in a Laboratory
Do NOT enter the lab without a member of staff
Put bags and coats out of the way
Never put anything into your mouth
Do not run or play around
Follow instructions carefully
Wear eye protection
Heat things carefully, standing up – stools under desks
If there is an accident, tell your teacher immediately
Let apparatus cool down before you tidy up
Hazard symbols
Corrosive
Caution
Flammable
Cancer causing
Toxic
Units of measurement:
Time—seconds (s)
Mass—g (grams) or Kg (kilograms)
Distance—mm (millimetres) or m (metres)
Volume—ml (millilitres) or L (litres)
Temperature 0C (degrees Celsius)
Key equipment
Beaker A container to to put chemicals
in, which sometimes as a scale
on the side
Test tube Used to hold, mix or heat chemi-
cals in
Boiling tube A larger container to hold, mix or
heat chemicals in
Tripod A three legged stand to balance
an object on that is being heated
Conical flask A flat bottomed container to mix
chemicals together in
Thermometer To measure the temperature of
a substance
Spatula To move solid chemicals from
one container to another
Forceps Used to pick up and hold objects
Measuring cylinder Used to measure liquids
Flame
Hottest part
Chimney
Heat proof mat
Base
Rubber tubing
Bunsen burner
Never heat anything using the Safety flame. Always light the Bunsen with the hole closed Blue flame is used to heat substances up When the air hole is open, air is drawn into the chimney, where it mixes with the natural gas. This ensures complete combustion: Methane + oxygen → carbon dioxide + water
Air hole
What is an observation
Observations are what we can say about things we see, hear, taste, smell and touch.
We can also use measuring equipment to help us with observations.
What is the difference between an observation and an inference?
An inference is a guess and is used before you interpret your exact observations
An observation is an exact account of what you are seeing happening in practical work.
Graphs
Line graph
Pie chart
Bar graph
Using a microscope
Variables
Independent variable—the variable that you are changing in an
experiment
Dependent variable—the variable you are measuring in an ex-
periment
Control variable—The variables you are keeping the same in an
experiment
Line graphs are used when the data is continuous
(there are many in-between values)
Bar graphs are used when the data is categorical
Focusing knob
Objective lens
Light source
Eye Piece lens
Stage
Total Magnification =
magnification of OBJECTIVE lens x magnification
of EYEPIECE lens
Drawing graphs things to remember
The independent variable (what you are changing) always
goes on the X (bottom axis)
The dependent variable (what you are measuring) always
goes on the y (side) axis
Choose suitable scales
Always label your axis and include the units
Make sure you plot each point or draw each bar carefully
Give the graph a title.
In a results table the independent variable always goes in the
left hand column
The dependent variable always goes in the right hand column.
Particle Model
Autumn Term - Chemistry Knowledge Organiser C.1
Key word Definition
Material The different types of stuff that things are made up from
Particle The tiny things that materials are made from
Mixture A material whose properties are not the same all the way through
Substance A material that is not a mixture. It has the same properties all the way through.
Property A quality a substance or material that de-scribes its appearance, or how it behaves.
Solid In a solid state, a substance cannot be com-pressed and it cannot flow.
Liquid In a liquid state, substance can flow but can-not be compressed
Gas In a gas state, a substance can flow and can also be compressed
States of matter The three forms in which a substance can exist solid, liquid or gas
Melting
The change of state between solid to liquid
Freezing The change of state from liquid to solid
Melting point The temperature at which a substance melts
Change of state The process by which a substance changes from one state to another
Conserve The mass of substance is conserved changing from one state to another
Boiling The change of state between liquid and gas
Boiling point The temperature at which a substance boils
Evaporation The change of state from liquid to a gas
Condensation The change of state from gas to liquid
Sublimation
The change of state from solid to gas
Cooling Curve:
Solubility: The mass of solute that dissolves in 100 gram of water to make a saturated solution is
called solubility.
Gas pressure
The force exerted by gas particles per
unit area of a surface
Three factors that give a substance its property:
What the particles are like
How are the particles arranged
How its particles move around
Diffusion:
The random movement of particles
Temperature
Particle size
The state of the substance
ALL affect the speed of diffusion
Y7 Mathematical facts Term 1
The decimal number system
Millions Thousands Ones Fractions
Ten Millions
Millions Hundred Thousands
Ten Thousands
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
3 245 769 is three million, two hundred and forty five thousand, seven hundred and sixty nine.
In the number 3 245 769 the 5 stands for five thousand and the 2 stands for two hundred thousand.
27.398 is twenty seven point three nine eight; you will note that fractions are read as single numbers.
In the number 27.398 the 3 stands for three tenths, the 9 stands for nine hundredths and the 8 for eight
thousandths.
Directed numbers
Numbers getting smaller
… -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 …
Numbers getting larger
A negative and an operation can lead to two signs being written next to each other e.g. 3 + -4 and 5 – -7
When two signs are written next to each other they can be simplified: – - is the same as +, + - is the same as –
Proportion
A description of a situation using the total number e.g. In a class of 20 there are 13 boys.
Ratio
A description of a situation using the composite numbers e.g. In a class there are 13 boys and 7 girls
The ratio of boys to girls is 13:7
Fractions, decimals and percentages
Are three ways of saying the same thing, they share a common format if expressed in hundredths.
Fraction = 78
100 , Decimal 0.78, Percentage 78%
Fractions are numbers that include part of a whole number, they are written as 𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟
The denominator tells you how many divisions make a whole number
Decimals are written after a decimal point in decreasing multiples of 10
Percentages are written as hundredths, the percentage sign means the number is 100 times smaller than it is shown.
Order of operations (PEMA)
There is an order to operations:
P (Parenthesis) - any calculation within a bracket is completed first
E (Exponential) – any term with an exponential is completed second
M (Multiplication and Division) – any scalar change is completed third
A (Addition and subtraction) – completed last and in a left to right order
Y7 Mathematical facts Standard units of length, mass and volume
Length Area Volume Mass
Stan
dar
d
un
its
kilometre = km metre = m centimetre = cm millimetre = mm
Square kilometres = km2 Square metres = m2 Square centimetres = cm2 Square millimetres = mm2
Litre = l Millilitre = ml Cubic metre = m3 Cubic centimetre = cm3 Cubic millimetre = mm3
Ton = t Kilogram = kg Gram = g Milligram = mg
Equ
ival
enci
es
1km = 1000m, 1m = 100cm = 1000mm, 1m = 0.001km 1cm = 10mm, 1cm = 0.01m, 1mm = 0.001m,
1 l = 1000ml 1 ml = 0.001 l 1 ml = 1 cm3
1t = 1000kg, 1kg = 1000g, 1kg = 0.001t 1g = 1000mg 1g = 0.001kg, 1mg = 0.001g,
Imp
eria
l
un
its
Feet = ft. Inch = in.
Gallon = gal. Pound = lb Ounce = oz
Equ
ival
en
-cie
s
3 ft. ≈ 1 m 1 in. ≈ 2.5 cm
1 gal. ≈ 4.5 l
2.2 lb = 1 kg 1 oz = 30 g
Time
1 day = 24 hours 1 year = 365 days 9am, 2:15pm – 12 hour clock 1 hour = 60 minutes 1 year = 52 weeks (plus 1 day) 09:00, 14:15 – 24 hour clock 1 minute = 60 seconds 1 year = 12 months 02:34.45 – two hours, thirty four
minutes and forty five hundredths of a second
Y7 Mathematical facts Term 2
factor A number that divides another leaving no remainder e.g. 3 is a factor of 12 because 12 ÷ 3 = 4, no remainder
multiple A number that is in the times table of another e.g. 12 is a multiple of 3 because 12 = 3 x 4
prime A number with only two factors e.g. 7 because 7 only has 1 and 7 as factors
square A number that is made from multiplying a number by itself
e.g. 36 because 36 can be made from 6 x 6
cube A number that is made from multiplying a number by itself and once again
e.g. 27 because 27 can be made from 3 x 3 x 3
Axis for graphs
First quadrant Axis are labelled x and y (x horizontal) Axis are divided equally Numbers are written on the lines
Four quadrant Axis are labelled x and y (x horizontal) Axis are divided equally Numbers are written on the lines
Triangles
Equilateral triangle 3 equal sides 3 equal angles
Isosceles triangle Two sides the same Two angles the same
Isosceles right triangle Two sides the same Two angles the same One right angle
Scalene triangle No two sides the same No angles the same
Scalene right triangle No two sides the same No angles the same One right angle
Y7 Mathematical facts Quadrilaterals
Square Four equal sides Two pairs of parallel sides Four right angles
Rectangle Two pairs of equal sides Two pairs of parallel sides Four right angles
Rhombus Four equal sides Two pairs of parallel sides Two pairs of equal angles
Parallelogram Two pairs of equal sides Two pairs of parallel sides Two pairs of equal angles
Kite Two pairs of equal sides One pair of equal angles No parallel sides
Arrow head Two pairs of equal sides One pair of equal angles No parallel sides
Isosceles Trapezium One pair of parallel sides One pair of equal sides Two pairs of equal angles
Trapezium One pair of parallel sides No equal sides No equal angles
3d solids
Vertex – where three or more faces join Edge – where two faces join Face – the ‘side’ of a solid
Y7 Mathematical facts
Cube There are six faces All faces are squares All faces meet at right angles
Cuboid There are six faces All faces are rectangles All faces meet at right angles
Prism The cross section is always the same
Pyramid / Cone The base tapers to a point
Symmetry
Equilateral triangle Three lines of reflective symmetry Rotational symmetry order 3
Isosceles triangle One line of reflective symmetry Rotational symmetry order 1
Square Four lines of reflective symmetry Rotational symmetry order 4
Square Two lines of reflective symmetry Rotational symmetry order 2
Y7 Mathematical facts Term 3 Data types
Discrete Values that cannot be divided e.g. colours, shoe sizes, flavours, children, …
Continuous Values that can continually be divided e.g. measurements including time
Primary Values that you collect personally e.g. the opinions of your friends
Secondary Values that someone else collects e.g. national surveys
Types of graph
Tally chart Data being collected in the left column Tally in the right – in groups of up to 5
Frequency table Data being reported in the left column Frequency in the right
Pictogram Title of data Data being reported in the left column Pictures showing the data and Key
Bar chart (discrete data) Title of data and axis labelled Bars separate Labels for bars under bars
Bar chart (continuous data) Title of data and axis labelled Bars joined Labels for bars not under bars
Comparative bar chart Title of data and axis labelled Key for bars
Y7 Mathematical facts
Stacked bar chart Title of data and axis labelled Key for bars
Line graph Title of data and axis labelled Data points plotted on lines Scale used and values interpolated
Pie chart Title of data Sectors labelled (or a key used)
Landmark An object or feature of a landscape or town that is
easily seen and recognized from a distance, especially
one that enables someone to establish their location.
Human Effects
Physical Effects
Changes to the landscape caused by human activity.
E.g. cutting down a forest to make way for a highway.
Changes to the landscape caused by nature E.g. ero-
sion from the sea, ox-bow lakes.
The British Isles Made up of 2 large islands and many smaller ones. Highest point in the UK Ben Nevis - the highest mountain in the British Isles,
located in Scotland. Standing at 1,345 metres above
sea level.
Great Britain The largest island and is sometimes called Britain.
Divided into 3 parts – England, Wales and Scotland.
Main Rivers in the UK River Severn, River Thames, River Trent, River Wye,
River Ure and River Tay.
Ireland The other large island, divided into 2 parts – North-
ern Ireland and the Republic of Ireland. Weather Weather is what conditions of the atmosphere are
over a short period of time.
The United Kingdom Made up of England, Wales, Scotland and Northern
Ireland
Climate Climate is how the atmosphere "behaves" over
relatively long periods of time.
The Republic of Ireland A separate country with its own government. Poverty The state of being extremely poor.
Autumn Term - Geography Knowledge Organiser: UK’s Changing Landscape
Autumn Term - Geography Knowledge Organiser
Key map skills
1. Direction The 8 points of the compass are used to describe the location
of places and features on a map.
2. Scale The scale of a map is the part that compares a distance on the
map to its actual distance in the real world.
3. Symbols Symbols are used on maps to represent different features. They
make the map easier to read.
4. 4 figure grid
references
Most maps are divided into small squares by grid lines that run horizontally and vertically across the map. Each line has a number so we can give a reference for each square to help us locate where something is on a map.
The green square is 31,25
5. 6 figure grid
references
To give a grid reference for a whole grid square we use 4 figure
grid references to locate it on the map.
To locate a specific point within the grid
square we give it a 6 figure grid
reference. The red square is
828,543
6. Relief
shading
Areas of different heights are
shown using different colours .
Brown shows the highest
point.
7. Spot heights The exact height above the ground
is measured and written onto
a map.
8. Contour
lines
Brown lines drawn on a map
which join up points that are the same
height.
Key Atlas Knowledge
1. Continents There are 7 continents: Europe, North America,
Africa, Asia, South America and Antarctica. Each
continent is made of several countries, with the
exception of Antarctica.
2. Oceans There are 5 main oceans: Atlantic Ocean, Pacific Ocean,
Indian Ocean, Southern Ocean and Artic Ocean.
3. Lines of latitude Lines of latitude run horizontally around the world. The
significant lines of latitude are the equator 0°, Tropic of
Cancer 30°N, Tropic of Capricorn 30°S, Artic Circles and
Antarctic Circle.
4. Capital and major cities On some maps you will find that the capital city of the
country has been included and also other major cities. In
this map the capital city is represented by a star and major
cities by a circle as shown in the key.
Autumn Term - History Knowledge Organiser: What is History and The Norman Conquest
1. Chronology The arrangement of dates or events in the
order of their occurrence.
2. B.C The years ‘Before Christ’
3. A.D The term anno Domini is Medieval Latin
and means "in the year of the Lord", but is
often translated as "in the year of our
Lord".
4. Primary source An artefact, a document, diary, manu-
script, autobiography, a recording, or any
other source of information that was
created at the time under study.
5. Secondary source A source created later by someone who did
not experience first-hand or participate in
the events or conditions you're research-
ing.
6. Interpretation Historians interpret the past differently
according to their own beliefs and
experiences. They present their own views
on different things/events/people. This
does not mean they are wrong or right; it is
their opinion.
7. Bias Bias is an inclination or outlook to present
or hold a partial perspective, often accom-
panied by a refusal to consider the possible
merits of alternative points of view.
8. Context The circumstances that form the setting for
an event, statement, or idea, and in terms
of which it can be fully understood.
What is History?
9. Edward the Confessor Edward the Confessor, was among the last Anglo-Saxon kings of England, and usually
considered the last king of the House of Wessex, ruling from 1042 to 1066. His death
sparked the battle for the English throne in 1066.
10. Harold Godwinson Harold Godwinson, was the last Anglo-Saxon king of England. Harold reigned from 6 January
1066 until his death at the Battle of Hastings on 14 October . His death marked the end of
Anglo-Saxon rule in England.
11. Harald Hardraada King of Norway from 1046-1066. Unsuccessfully attempted to claim the English throne in
1066. Launched an invasion in the north of England but was repelled by Harold Godwinson’s
forces.
12. William of Normandy
(the Conqueror)
William I, usually known as William the Conqueror, was the first Norman King of England,
reigning from 1066 until his death in 1087. He claimed the throne had been promised to him
by Edward the Confessor and launched an invasion to successfully claim it.
13. Vikings Norse seafarers who regularly raided the north east coast of England and Northern Europe in
the 8th-11th centuries, from their base in Scandinavia.
14. Normans The Normans were a group of people who gave their name to the region in northern France
where they lived, Normandy.
15. Anglo-Saxons The Anglo-Saxons were a people who inhabited Great Britain from the 5th century. They
comprise people from Germanic tribes who migrated to the island from continental Europe,
their descendants, and indigenous British groups who adopted their culture.
16. Hastings The venue for the famous battle between Harold Godwinson’s Saxon army and William’s
Norman army. Harold was killed, William was victorious and declared himself King.
17. Domesday Book A manuscript record of the "Great Survey" of much of England and parts of Wales completed
in 1086 by order of King William the Conqueror.The survey's main purpose was to determine
what taxes had been owed during the reign of King Edward the Confessor .
18. Feudal System Feudal System. The basic government and society in Europe during the middle ages was
based around the feudal system. Small communities were formed around the local lord and
the manor. The lord, in return, would provide the king with soldiers or taxes.
19. Barons A title of honour. They were originally Williams’s closest allies and they were given land
following the conquest of England in 1066.
20. Knights A class of lower nobility, they were trusted soldiers who fought on horseback. They were
assigned land by the Barons under the Feudal system.
21. Peasants/Villeins A poor smallholder or agricultural labourer of low social status.
22. Bayeux Tapestry An embroidered cloth which depicts the events leading up to the Norman conquest of
England in 1066.
The Norman Conquest—Key Individuals and Terms
Autumn Term 2 - ICT Knowledge Organiser: Computing Fundamentals and Internal Components
Computing Fundamentals
Internal Components Computer System A system in which you can input data, process data, output data and store data
digitally
Accumulator A CPU register which stores data in current use by the CPU
Input Device A hardware device used to input data into a computer system for processing ALU Arithmetic Logic Unit. Performs arithmetic and logical operations in the CPU.
Interface The boundary between systems or between systems and humans Bus A part of the computer architecture that transfers data and signals between the components of a computer.
Keyboard A device that uses labelled keys to enable data input into a computer. Cache Memory Special high speed memory used by a computer
Microphone A device for capturing sound Control Unit Works with the CPU to control the flow of data through the CPU.
Monitor A device which displays images and text. Clock Chip The electronic device in a computer which controls the timing of signals
Mouse A device that controls the movement of a pointer on the screen based on its own movement and allows the user to select an object by pressing a button.
Computer Architecture The internal logical structure and organisation of a computer
Output Device A piece of hardware that is used to output/display data which has been pro-cessed or has been stored onto the computer
Control Unit Works with the CPU to control the flow of data through the CPU.
Printer A device which produces physical copies of output of a computer system. CPU Central Processing Unit. Fetches, decodes and executes instructions.
Sensor A device that can detect physical conditions such as temperature, weight, light etc.
Dual/ Quad Core A CPU with multiple cores.
Speaker A device to output sound Fetch Execute Cycle The process of fetching instructions from the cache, decoding them and then executing them in the CPU
Touch Screen A touch sensitive surface that allows the user to select, control or move object by touching icons etc. using their fingers or a stylus.
Motherboard The central PCB that holds the crucial components of the system
User Interface - The boundary between the computer and the user Operator Assembly This is the part of the instruction that tells the CPU what to do.
Program Counter A register in the CPU that keeps the address of the next instruction.
RAM - Random Access
Memory. Main memory of a computer that stores programs and data that are currently in use. You can read data from the RAM and write data to the RAM. It is volatile memory which means when the computer is switched off the RAM will lose all of its data.
ROM - Read Only
Memory
Storage for data on a computer which cannot be overwritten. ROM data is always available and non-volatile.
Register - Special fast access part of the CPU that stores data currently in use.
Virtual Memory A section of the hard disk is used as if it was RAM to supplement the amount of main memory available to the computer when the main memory is insufficient.
Key Terms
Autumn Term - ICT Knowledge Organiser: What is online safety?
Cyberbullying The bullying of another person using the internet, mobile phones and other digital devices, with the intent to deliberately upset them.
Chat room A website, or part of a website which allows people to communicate via a comput-er network in real time.
Netiquette Correct or acceptable way of communicating on the internet. Spam An email that is sent to a large number of people and mostly consists of advertis-ing.
Cyberstalking Repeated use of electronic communication to harass or frighten someone. SNS An online platform that allows users to create a public profile and interact with others.
Online Grooming Deliberate act taken to befriend and create an emotional connection with a child, resulting in not good intensions.
IM Instant Messaging
Sexting Sending sexually explicit messages or images by cell phones and other electronic devices.
Block Action taken to stop interactions from set people via online communication.
Cyberpal A friend who you only communicate with through the internet or cyberspace. Zip It Keep your personal stuff private and think about what you say and do online
Password A secret word or phrase that must be used to gain access to something. Block it Block people who send nasty messages and don’t open unknown links and attach-ments
Emoji Small digital image or icon used to express an idea, emotion, etc. Flag it Flag up with someone you trust if anything upsets you or if someone asks you to meet them offline.
Hacking Gaining access to a computer, with the intension of stealing data or causing dam-age.
Cookie A small piece of data from a website that records your activity on each website for example what you click on and the length of time that you are there.
Download Copying data from one computer system to another, typically over the internet. Username A unique way of identifying each person on a computer or online security system
Cyberstalking Repeated harassment that includes threats of harm or that is highly intimidating and
intrusive uponone's personal privacy.
Internet Predator People who intentionally access sites that children or teens visit and can search for
potential victims by location or interest.
Key Terms
¿Qué tipo de persona eres? What type of person you are?
Soy una persona sincero I am a person sincere
tímido shy
generoso generous
serio serious
listo clever
tonto silly
simpático kind
tranquilo calm
divertido fun
¿Tienes hermanos? Do you have siblings?
Si, tengo un hermano Yes, I have a brother
una hermana a sister
dos hermanos y una hermana two brothers and a sister
No, soy hijo único No, I am son unique
¿Tienes mascotas? Do you have pets?
Si, tengo un perro negro Yes, I have a dog black
un conejo blanco a rabbit white
un gato marrón a cat brown
un ratón gris a mouse grey
una serpiente roja y amarilla a snake red and yellow
un pez naranja a fish orange
una tortuga verde a tortoise green
No, no tengo mascotas No, I don’t have pets
¿Cómo te llamas? How are you called?
Me llamo Pedro I am called Pedro
¿Cuántos años tienes? How many years you have?
Tengo doce años I have 12 years
¿Cuándo es tu cumpleaños? When is your birthday?
Mi cumpleaños es el quince de mayo My birthday is the 15th of May
¿Cómo se escribe? How is it written?
Se escribe… It is written…
High Frequency Words
tengo I have
no tengo I don't have
soy I am
no soy I am not
y and
pero but
también also
muy very
bastante quite
un poco a bit
Year 7 Spanish—Term 1
Year 7 Spanish—Term 2
¿Qué te gusta hacer? What do you like to do?
Me gusta chatear I like to chat
Me gusta mucho leer I really like to read
No me gusta escuchar música I don't like to listen to music
No me gusta nada jugar a los videojueagos I don't like at all to play videogames
mandar sms to send texts
ver la televisión to watch TV
nevegar por internet to surf the internet
escribir correos to write emails
salir con mis amigos to meet with my friends
¿Qué haces en tu tiempo libre? What do you do in your freetime?
Bailo I dance
Toco la guitarra I play the guitar
monto on bici I ride my bike
saco photos I take photos
hablo con mis amigos I speak with my friends
Canto Karaoke I song karaoke
¿Cantas Karaoke? You sing Karaoke?
¿Bailos? You dance?
¿Escuchas…? You listen…?
¿Tocas…? You play…?
¿Navegas…? You surf…?
¿Montas….? You ride..?
todos los dias toco la guitarra every day I play the guitar
a veces sometimes
nunca never
a vez un cuando from time to time
¿Qué haces cuando llueve? What do you do when it is raining?
Cuando llueve saco fotos when it is raining I take photos
hace buen tiempo it is good weather
nieva it is snowing
frío it is cold
hace calor it is warm
en primavera in spring
en verano in summer
en otoño in autumn
en invierno in winter
¿Qué deportes haces? what do you like to do?
hago gymnasia I do gynnastics
hago artes marciales I do martial arts
hago equitación I do horseriding
hago ateletismo I do athletics
hago natación I do swimming
juego al fútbol I play football
juego al tenis I play tennis
juego al voleibol I play volleyball
juego al balonccestro I play basketball
High Frequency Words
con with pero but
cuando when porque because
generalmente generally sí yes
mucho a lot también also/too
no no y and
o or ¿y tú? and you?
Autumn Term - Performing Arts Music Knowledge Organiser
Musical Elements
A graphic score as seen above is a way of writing down how
music would sound. using images, and shapes instead of
real music notation
Memorise the notes on the keyboard. Remember that the notes
are the same just repeated at either a higher or lower pitch across
the piano keyboard.
Autumn Term - Performing Arts Music Knowledge Organiser
Rhythm and Pulse
Rhythm changes constantly. It is grouped into time signatures which in turn are separated
by bar lines.
Pulse— is a steady beat like a ticking clock or your heartbeat. It can be measured in time by
counting the number of beats per minute (BPM).
Time signatures—These tell you two things 1) how many beats there are in a bar and 2)
what type of beats are being counted.
Different time signatures have different feelings
2 and 4 beats in a bar feels like a march.
3 beats in a bar feels like a waltz.
2 beats in a bar
What type of beat.
4 = Crotchet beats
3 beats in a bar
What type of beat.
4 = Crotchet beats
4 beats in a bar
What type of beat.
4 = Crotchet beats
Autumn Term - Performing Arts Drama Knowledge Organiser
Introduction to Drama
Dramatic Tension/Suspension Dramatic tension and suspense are terms often used interchangeably. Suspense develops in a work when apprehension, tension or anxiety is felt by the audience regarding the outcome of the plot. Dramatic tension can happen when the audience is aware of something that the characters are not but is also possible when the audience and the characters share the same knowledge and point of view.
Mood and feelings A mood is a feeling or a person's specific state of mind at any particular time. A mood is also the prevailing emotion found not only in
people but also in literature, music, and other expressive arts. Moods set the overall tone for speech or writing and are an important
element in literature as well as in everyday life.
Status Status refers to the power difference in the relationship between two characters. A character in a high status behaves dominantly towards a character in a lower status.
Devising Devising is a method of theatre-making in which the script or performance originates from collaborative, often improvisatory work by a performing ensemble.
Characters Characters are a person or other being in a narrative (such as a novel, play, television series, film, or video game)
Plot and Story The plot is the foundation of a novel or story, around which the characters and settings are built. It is meant to organise information and events in a logical manner.
The story is the overall piece.
Mime Mime is the expressing an idea or mood or portraying a character entirely by gesture and bodily movement without the use of words.
Thought Tap Thought tap involves the teacher or director freezing the action and tapping individuals on the shoulder for them
The unit supports the development of self-confidence, encourages social cooperation and enhances creativity. It uses an assortment of imaginative stimuli designed to
engage, promote creativity and thinking skills. There are several opportunities for students to create, perform and devise in a variety of ways.
Design & Technology Knowledge Organiser
Materials
MDF – Medium Density Fibre board
Acrylic
Paper
Card
Pine - soft wood
Foam
Tools and Equipment
Junior Hack-
saw
Fine tooth saw usually used for cutting
metal and plastic. Because of its very
fine teeth we use it on this project to
accurately cut thin wood
Pin Hammer A pin hammer is a very light-
weight hammer which is used for very
fine work, e.g. pins and nails
Bench Hook
A way of holding your wood still when
you are cutting it. It can be used either
with or without a vice
Woodwork
Vice
A way of holding things securely in the
workshop when cutting and filing
materials.
Hot Glue
Gun
Hot glue that dries quickly
Not very strong glue
Glass Paper
A type of abrasive paper that comes in
different grades of roughness, that is
used to smooth down wood
Project: Wooden Pencil Box For this project you will be making a wooden pencil box/holder
This will have your logo engraved on it and you will be able to use it
Around school
This project will introduce you to different types of wood, their stock forms
and how you can join them together
Key word Definition
MDF A manufactured board made from recycled wood fibres, Medium Den-
Coping Saw A hand saw used for cutting curves or detailed work
Laser Cutter A piece of equipment which falls under CAM used for cutting materials
2D Design A computer based programme we use for designing which falls into
Engrave A surface detail which is burnt or etched into the material
CAD Computer aided design
CAM Computer aided manufacture
Glass Paper Abrasive sheet which is used to sand the edges of materials to make
File A hand tool which has small teeth used to make edges of material
Belt Sander Sanding machine used for making edges of material smooth
Design & Technology Knowledge Organiser
Acrylic A type of colourful or clear plastic that
is used to make shop signs and baths.
It is also used a lot in school as it is
easy to cut, shape and join
Dichloromethane A type of solvent glue that is used to
join acrylic to acrylic.
- Always wear googles
- Always replace the lid after use
- Always use in a well ventilated area
Template A shaped piece of rigid material used
as a pattern for processes such as
cutting out, shaping, or drilling.
Coping saw A saw used for cutting curved lines and
intricate shapes
Woodwork vice A method of holding your work se-
curely and still whilst you are working
on it
Orthographic
drawing
3 different views of an object that is
made up of the Front view, Right Hand
View and Plan or Birdseye view
Net A pattern that you can cut and fold to
make a model of a solid shape
Project: Table Tennis Bat
Stiga are the leading manufacture of table tennis equipment, they top the charts
for the best bats in the business and now they are teaming p with Sports Direct.
Sports Direct wants to expand its range of products that they are selling and they
now want to offer more table tennis bats aimed at young people.
Stiga and Sports Direct want you to design, make and test a new table tennis bat
that will be comfortable for young people to use and look exciting encouraging
young people to take p the sport. The table tennis bat will be made from standard
components but will need to be personalised for each user in its design.
Key word Definition
Softwood A type of wood which comes from Evergreen trees.
Pine A type of tree which falls under the category of softwoods
Coping Saw A hand saw used for cutting curves or detailed work
Tenon Saw A hand saw used for cutting straight lines through batons
Bench Hook A cutting aid which holds materials square and is placed inside a vice to secure it in place
Vice A wood working tool attached to the work bench which holds materials securely
Foam A thin spongy material which comes from Plastic
Manufactured Board
A man made sheet timber not naturally occur-ring
PVA Polyvinyl acetate
Adhesive A technical term for glue used to stick materials together
Design & Technology Knowledge Organiser
Techsoft 2D Design Skills
Select Tool
Allows you to choose different tools or
parts of the drawing
Double Path
Tool Draws a double line 5mm apart
Grid Lock
When selected, will only draw lines at a
spacing of 10mm, using the grey dots on
the screen
Step Lock
When selected, will only draw lines at a
spacing of 1mm When grid lock and step
lock are both turned off, you can draw a
line of any length.
Delete Any
Tool that deletes all of a line
Delete Part
Tool that allows part of a line to be
deleted
Project: Snack Attack
McVitie’s is a British snack food brand and we are famous for
making a range of popular cakes, biscuits and snacks to in-
clude Digestives, Hob Nobs, Penguin bars, Cheddars and Ja-
maica Ginger Cake.
McVitie’s want to introduce a new Breakfast Bar aimed at
teenagers and have asked you to design and make a proto-
type of the bar and the packaging box. Both will be presented
to The Marketing Board for consideration to be made and
sold throughout the UK.
The box must contain all legal information, including a nutri-
tion label and appeal to a teenage audience.
Key word Definition
2D design A computer based programme we use for designing which falls into CAD
Product Analysis A process of evaluating products
Logo A series of images joined together to identify a company or individual
Slogan A tag line used to help identify a company
Packaging Used to promote and protect products
Barcode Found on packaging and used to identify the product through an EPOS system
EPOS Electronic Point of Sale
Labelling Logos or symbols on packaging which could be required by law
Font The way writing is constructed there are many types
CAD Computer aided design
Autumn Term - Food Technology Knowledge Organiser
Theme: Food Skills for Life
The Four C’s
Cleanliness
Cooking
Chilling
Cross Contamination
Equipment Use
1. Mixing bowl Combine ingredients.
2. Saucepan Heat liquids.
3. Rolling pin Roll out pastry and dough.
4. Cooling rack Reduce temperature of cooked foods
5. Pot stand Protect work surface from hot pans.
6. Spatula Scrape and spread mixture.
7. Bun tin Cook small cakes.
8. Greaseproof paper Protect baking trays and tins and help prevent food sticking.
9. Wooden spoon Mix ingredients, especially in a saucepan.
10. Fish slice Handle hot foods.
11. Baking tray Cook foods in an oven.
12. Hand Whisk Mix and add air to ingredients
13. Sieve Remove lumps from dry ingredients and add air.
14. Colander Drain liquids from foods.
Cooking Equipment Storing Foods Safe Knife Skills
Cooking and Preparation Techniques
Rubbing-in Boiling Baking
Nutrients and their Functions
Autumn Term - Food Technology Knowledge Organiser
Keyword Definition
Colander Used to strain foods such as pasta or to rinse vegetables
Pathogenic bacteria Bacteria that can cause disease.
Cross contamination Transfer of bacteria or other contaminants from one surface or substance to another
Danger zone 5°C or above 63°C - the temperature range within which bacteria grow most quickly
CAYG Clean As You Go
Rubbing-in Flour is rubbed into a fat with the fingertips to make dishes such as shortcrust pastry, crumbles and scones
Pre-heating To heat an oven to a particular temperature before putting food in it
High risk food Usually ready to eat foods that are high in moisture and protein
Carbohydrate Body uses this for energy and the two main forms of carbohydrates are sugars and starches
Protein Substance found in food and drink such as meat, eggs, and milk. You need this in order to grow and be healthy.
Fat Gives you energy and there are two main types: saturated and unsaturated
Minerals Help your body grow, develop, and stay healthy. For example, calcium.
Vitamins Help your body grow, develop, and stay healthy. For example, Vitamin A.
Fibre Helps to keep your digestive system in good working order
Curds A soft, white substance formed when milk coagulates, used as the basis for cheese.
Whey The liquid remaining after milk has been curdled and strained.
Hygiene Actions that help maintain health and prevent the spread of diseases
Nutrients Substances in food that our bodies process to enable it to function
Eatwell Guide An image used to achieve eating healthily and a balanced diet
Detergent Cleaning agent that helps to remove dirt and grease
Running Hold the head up, stable and eyes looking for-
ward
Drive arms backwards and forwards vigorously in opposition to the legs.
Elbows bent at 90 degrees
High knee li with the thigh almost parallel to the ground
Principles of the game (attacking and defending)
Fitness testing Multistage fitness test 1 minute press up test 12 minute cooper run
Jumping
Eyes focused forward or upwards, head up and back straight through-out the jump
Crouch with knees bent and arms behind the body
Legs forcefully extend and straight-en in the air
Arms swing forwards and upwards in time with the legs
Fitness for sport and exercise— Physical fitness:
Cardiovascular system (heart & Circulatory)
The cardiovascular system is re-sponsible for the uptake of oxygen from the air we breathe, the transport of nutrients and oxygen around the body and the removal of waste products including car-bon dioxide.
Throwing and catching:
"Track": Track the ball with your eyes all the way into your hands.
"Reach": Reach arms towards ball.
"Give": Give with ball as ball hits hands to make it a soft catch.
"Pinkies and Thumbs": Pinkies together if ball is below waist. Thumbs together if ball is above waist.
"Quick Feet": Move your feet quickly to get into position to catch the ball.
Respiratory system (lungs & airways)
The respiratory system is the set of organs that allows a person to breathe and exchange oxygen and car-bon dioxide throughout the body.
An example of respiratory system is the human's nasal passages, larynx, trachea, bronchial tubes and lungs.
Exercise intensity: BORG scale 6-20 6= no exhaustion. 20= maximal
Passing and receiving Body Posture When making a short pass, approach the ball at a slight angle. your spine should be upright and you should be leaning into the pass just before you strike the ball. Positioning The position of your supporting foot (the on that does not kick the ball) is crucial as well. Striking the ball Turn your kicking foot outwards, bend your knee slightly, and lock your ankle as you make the pass. Use the inside of your foot to make contact with the center of the ball Following through Continue to swing your kicking foot towards your target after it contacts the ball Receiving Feet shoulder width apart and on your toes (ready position) You can use a variety of different body parts to control the ball.
Dribbling Dribbling allows you to move the ball around the field without losing possession.
Keep the ball close to your feet at all times, when running with it.
Use the inside, outside and sole of your foot to control the ball when moving.
Don’t look down when running with the ball. Keep your head up.
Maintain balanced body position
Keep your weight over the ball
In a full sided game each team consists of 11 players.
If the ball goes off the side of the pitch it is a throw in to the team that didn’t touch the ball last.
If the ball goes off the end of the pitch it is a cor-ner or a goal kick depending who the ball touched last.
Depending on where the incident takes place, a free kick or a penalty is awarded if the player in possession of the ball is illegally infringed.
The goalkeeper is the only player allowed to touch the ball with their hands and can only do this inside their 18 yard box.
To score a goal, the ball must cross the opposi-tion’s goal line.
The team with the most goals at the end of the game will win the game
Speed Training
1. Hollow Sprint - broken up by ‘hollow’
lower level work
2. Acceleration Sprints -jogging to striding
and finally to sprinting at maximum speed.
3. Interval Training -– work, rest, work, rest
Aerobic Endurance
Aerobic endurance is the ability of the CARDIORESPIRA-
TORY SYSTEM to work efficiently, supplying NUTRIENTS
and OXYGEN to working MUSCLES during sustained
physical activity.
*Activities that last for a long time require excellent aer-
obic endurance*
Shooting Power and accuracy are the main principles of shooting. Non kicking foot next to the ball Keep body balanced Head slightly over the top of the ball Use side foot for placement or top of the foot for increased
power
Fitness for sport and exercise
Rules and Regulations
Short Passes
• keep the arms bent at the elbows
• push the ball across and level with the waist
• keep hands slightly underneath the ball
• finish the movement with the wrist and fingers
• keep shoulders facing forward during the pass.
Principles of the game (attacking and defending)
The Ruck and Maul
Keep the eyes open and head up
Keep a straight back as you drive with the legs
Shoulders always above hips
Wrap arms around opponent and bind tightly
Be committed and controlled
Tackling safely (taking and making the tackle)
Head behind or to side of ball carrier’s legs
Shoulders braced
Head up and looking
Shoulder contact on thigh
Drive with the legs
Wrap arms around and hang on tight Keep eyes open.
Drive the ball carrier over backwards Use forward momentum to bring the player down
Fitness for sport and exercise— Physical fitness:
Basic rules and principles of the game
Aerobic endurance
The ability of the cardiorespiratory system to work efficiently, supplying nutrients and oxy-gen to working muscles during sustained (long lasting) physical activity.
Example:
Playing a match for 80 minutes
Longer Passes:
• use straighter arms
• allow the natural “pendulum” swing of the arms to occur
• follow through much further with the arms
• help the ball on its way with a slight turn of the shoulders
• finish the movement with the wrists and fingers.
Muscular endurance
The ability of the muscular system to work efficiently and continue to contract over a peri-od of time against a light to moderate load.
Example:
To repeatedly kick conversions
Speed
There are three types of speed
1. Accelerative speed – sprints up to 30 m
2. Pure speed- sprints up to 60 m
3. Speed endurance- sprints with a short recovery period (rest) in between
Muscular strength
The maximum force (strength) that can be generated (made) by a muscle or muscle group.
Example:
Pushing against another person in a ruck
Tackling
A player is tackled when held and brought to ground
You cannot tackle above the shoulders (neck high)
When a player has been tackled, he/she should let go of the ball at once (don’t ‘hold on’)
When a player has made a tackle, they should let their opponent release the ball (the should ‘roll away’)
The aim of the game is to gain territory
(get over the gain line)
Defend as a team (straight line)
Attack as a team (diagonal lines)
Try to run into space
Be disciplined and courageous
Knock-on and Throw Forward
A player must not throw or knock the ball forward with their hands.
A knock on is when the ball hits the hands or arms of a player and goes forwards
How to use your Knowledge Organisers?
What is a Knowledge Organiser?
A knowledge Organiser sets out the most important facts and ideas that your teachers believe you
need to study their subject this term. We want you to memorise information that will support
what you are learning in class.
Why do we need Knowledge Organisers?
To make your homework more meaningful and to link it more directly to what you learn in
lessons.
To help you make sense of what you learn in lessons, allowing you to complete more chal-
lenging tasks.
To help you develop the memorising techniques you will need to be successful at GCSE.
To give you the opportunity to feel more of an expert in the subjects you are learning.
How does your memory work?
You store information in both your long and short
term memory. Your short term memory is your
‘working memory’ - you use it for day to day
thinking and problem solving, and memories here
are only held for a short amount of time. Your long
term memory contains information that you know
really well, and your short term memory ‘calls it up’
when it needs to use it.
If you don’t memorise information, your short term
memory soon ‘forgets it’. Also if you try to rely too
much on your short term memory it quickly
overloads and this will affect your ability to think
clearly and you will make mistakes.
To store information in your long term memory you need to practise:
Repetition - Keep coming back to the information again and again.
Spacing - Mixing up the information you study to test your memory.
Testing - Find ways to check what you remember, and to work out your weaker areas.