year 7 summer term 2020 knowledge organisers · essential vocabulary: language adjective a word...
TRANSCRIPT
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
Essential Vocabulary
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)
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
Essential Vocabulary
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.
Subject: Geography Topic:
Sustainability
Dates: Summer 2
Year 7
Additional Information:
N/A
Essential Vocabulary
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
Subject: German Topic: Where you
live
Dates: Summer
Term
Additional Information:
n/a
Essential Vocabulary
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/neuter)
Additional information can be found at; Vocabulary https://decks.memrise.com/course/1568146/priorymfl-7-
german/ (Relevant levels: 22 – 26)
Subject: German Topic: Describing
your area
Dates: Summer
Term
Additional Information:
n/a
Essential Vocabulary
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/neuter)
Additional information can be found at; Vocabulary https://decks.memrise.com/course/1568146/priorymfl-7-
german/ (Relevant levels: 27 – 31)
Subject: History Topic: Slavery Dates: Summer 1 Year
7
Additional Information:
Essential Vocabulary
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
Additional Information:
Essential Vocabulary
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
Subject: Maths Topic: Algebra (2) & Statistics
(1)
Dates: Summer
Term
Additional Information:
See Below
Essential Vocabulary
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
Subject: PE Topic: Yr7
Rounders
Dates: Summer 1
and 2
Additional Information:
N/A
Essential Vocabulary
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.
Subject: PSCRE Topic: Christianity Dates: Summer
Term Year 7
Additional Information: Summer
Term 1 & 2
Essential Vocabulary
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
Subject: Spanish Topic: Leisure Dates: Summer
Term
Additional Information:
n/a
Essential Vocabulary
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/1555322/priorymfl-7-
spanish/ (Relevant levels: 30 – 36)
Subject: Spanish Topic: Your area Dates: Summer
Term
Additional Information:
n/a
Essential Vocabulary
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/1555322/priorymfl-7-
spanish/ (Relevant levels: 37 – 43)