Year 7 Essential Knowledge for Cycle One

Ambition Determination Respect

Year 7Essential Knowledge for Cycle One

Name: ________________________

Form Group: ___________________


Contents

Page Number

Your Essential Knowledge Booklet and Knowledge Organisers Introduction 3

Using Your Essential Knowledge Booklet for homework and revision 4

How can I become an independent learner? 5

Art 6

Drama 7

English 9

French 11

Geography 12

History 14

Maths 17

Music 21

RE 23

Science 24

Spanish 27

2


Your Essential Knowledge Booklet and Knowledge Organisers

Knowledge Organisers contain essential knowledge you must know. This will help you recap, revisit and revise what you have learnt in lessons in order to remember this knowledge for the long-term.

You must have this Essential Knowledge Booklet for every lesson – it is a key part of your equipment.

Note to parents:

This booklet contains the essential information your child must know if they are to be successful in their first set of examinations (in the week beginning 18 January 2021). The booklet is not a complete record of everything that will be taught and discussed in lessons, but it contains the foundations of everything your child will learn. Your child will complete much of their homework using this booklet; they will need to learn sections of it and be prepared to recall them when asked to by their class teacher. You can be of immense help to your child as they seek to learn all the information that follows. For example, you could test them on the sections they have completed and return to those parts they have struggled to learn. Making this booklet part of your routine at home will have a profound effect on your child’s grades at school.

Please also consider supporting your child to extend their learning and memorisation of this essential knowledge even further through:• supporting their independent research of these topics• encouraging further reading around the subject matter• taking the opportunity to explore much of this content through trips to museums and exhibitions in London and beyond.

Many thanks in advance for your support.

Miss Capstick and the teachers at Walthamstow Academy

3


Using your Essential Knowledge Booklet for homework and revision

Students remember 50% more when they test themselves after learning.

You can use your Essential Knowledge Booklet to help memorisation.

1. Read a section of your knowledge organiser

2. Cover it up

3. Write out what you’ve remembered in your exercise book

4. Check the knowledge organiser to see if you’re right

5. Repeat this process

4


How can I become an independent learner?

• Read actively: Pay close attention to the words you are reading and their meaning.• Read widely and ambitiously: Your knowledge organiser contains the foundations

of knowledge for Assessment Cycle 1. Speak to your teachers to seek out books, articles or websites you can read to deepen your knowledge of a topic and places you can visit to see what you are learning about in action.

• Different sources: When doing research, try to draw from a variety of different sources. Research is NOT accessing www.wikipedia.org = remember that ANYONE can edit a Wikipedia webpage to say anything they want it to say…

• Be determined: If a task is challenging, don’t give up. Keep at it until you understand what you need to do.

• Seek help where necessary: Asking for support and advice is an important part of independent learning. If you need help, ask for it!

• Discussions: If you want to explore a topic, discuss it with your friends or peers. This could help you think about an aspect of the topic you hadn’t considered before.

5

http://www.wikipedia.org/


Art Department – Cycle 1 Knowledge OrganiserYear 7 What is Art?

1. CONTEXTUAL INQUIRY

Can we define art?What makes something art?

What makes something not art?What is the purpose of art?

What does art do FOR us?What does art do TO us?

What do we expect from art?Is art the same for everyone?

These are all questions we are going to think about this term as we

try to understand our relationship with art.

2 KEY ARTISTS From

1 Antony Gormley UK

2 Christo and Jeanne-Claude Bulgaria and Morocco

3 Jean Michel Basquiat America

3 DRAWING SKILLS:1 CONTEXTUAL INQUIRY

a. b.

c.

AUTHOR: ECR JULY 2020 6


1 Key skills Definition

Still Image Actors create an image using their bodies

Role play Act out or perform the role of characters

In Role To play a character that is different from you

Marking the Moment A convention to emphasise a key moment in a scene using slow motion; a still image of exaggeration

Body Language How actors use non-verbal communication through the use of gesture, stance, orientation and physicality

Thoughts Aloud Speaking the inner thoughts of a character

Absent Role Creating the illusion of a person in front of the actor

2 Principles of Stagecraft craft

Definition

Blocking Planning the positioning of movement of the characters

Diagonals Standing at a 45 degree angle so the audience can see you – ensuring your back is not to the audience

Voice projection Speaking with energy so the audience can hear you

Proxemics The use of space between characters to create meaning

Levels The use of height to suggest authority, status and emotions

Movement The use of movement of an actor across the stage to represent a character, mood or emotional state

4 Skill: Voice Definition

Articulation Emphasis /clarity on consonants or vowels

Pitch Varying high to low quality (deep /shrill /low /piercing)

Pace Speed (fast /slow /quick /drawn out)

Pause Choice of breaks in speech

Tone Choice of mood or emotion of delivery (menacing, patronising, aggressive, disappointed, confrontational, flirty)

Accent What a person’s voice sounds like and how they pronounce their words

3 Performance Skill: Mime

Definition / How

Imagination Aim to believe what you are acting out – use facial reactions

Respect the object Handle an imaginary object as you would in the real world

Weight Use tension to create the illusion of weight

Time Slow everything down by half

Drama Department – Year 7 Cycle 1 Knowledge OrganiserIntroduction to Drama & Darkwood Manor

AUTHOR: SGL JULY 2020 7


1: Silent Movies

1 Exaggerated mime

When the performer uses larger-than-life facial expressions and movements to communicate with the audience.

2 Slapstick Comedy that is created through deliberately clumsy actions and embarrassing events.

3 Captions The title or brief explanation that will accompany the mime performance.

4 Action and reaction

How the performer’s speech or movement will affect the other characters or audience.

5 Clock the audience

A technique where the performer acknowledges the audience’s presence. The performer invites the audience into the performance by ‘clocking’ (looking directly) at them.

2: Charlie Chaplin

1 Comic actor Best known for his screen persona “the Tramp” and his works during the silent film era.

2 Life Born in London in 1889. Moved to America in 1908 (at the age of 19). World famous by 1918 (29 years old). Died 1977 (aged 88).

3 1921 First feature-length film was called The Kid.

4 The silent art form

Chaplin refused to add sound to his films even when this became popular in the 1930s.

5 Perfectionist Chaplin wrote, directed, produced, edited, starred in, and composed the music for most of his films!

3: Performance Evaluation

1 Step 1 Analyse / identify one positive aspect of performance.

2 Step 2 Justify why that was effective.

3 Step 3 Explain its impact on the audience (how it made you feel, expanded your understanding, what it communicated).

4 Step 4 Analyse / identify one area for improvement.

5 Step 5 Explain why that was unsuccessful.

6 Step 6 Suggest a strategy to help improve the work and give tips on what to avoid next time.

Example of a caption

Drama Department – Year 7 Cycle 1 Knowledge OrganiserSilent Movies

AUTHOR: SGL JULY 2020 8


1 BIG IDEAS

1 Family Conor has a complicated and changing family situation. The novel discusses the notion of family.

2 Death Conor’s mother’s illness is at the centre of the novel. Part of Conor’s journey is learning to cope with loss and death.

3 Fantasy and Magical Realism

A style of fiction that paints a realistic view of the world and adds magical and fantasy elements.

4 Fear and suffering There are examples of physical and emotional suffering in the novel. Conor’s fear is represented by the recurring nightmare he has and is unable to face.

5 Isolation Conor is separated from his friends and teachers at school due to a lack of empathy, and is isolated from his mother because of her illness. He is forced to become independent at home.

2 KEY CHARACTERS

1 Conor O’Malley

Brave, vulnerable, fragile, burdened, scared, naïve, angry. A 13 year old boy who takes care of himself and his mum at home.

2 The Yew Tree Fierce, selfless, cryptic, caring, encouraging, enigmatic. A magical character of a tree who uses fables to teach Conor valuable lessons

about how to cope.

3 Mum Gentle, loving, weak, frail, optimistic, hopeful, positive. A loving mother. The novel revolves around her illness. She tries to spare

Conor the grief of her death but her lies are actually damaging to him.

4 Dad Absent, distant, flaky, unsupportive, detached. An absent father who has new priorities and a new family.

5 Grandma Immaculate, pushy, cold, obsessive, strong-willed A woman who is determined to stay as young as possible and struggles to

form a relationship with her grandson even though she has good intentions.

6 Harry Charismatic, leader, intelligent, ruthless, lacks empathy. A student at Conor’s school who bullies Conor.

3 QUOTATIONS

1 “Stories are wild creatures. When you let them loose, who knows what havoc they might wreak?”

2 “There is not always a good guy. Nor is there always a bad one. Most people are somewhere in between.”

3 “Humans are complicated beasts, the monster said. How can a queen be both a good witch and a bad witch? ”

4 “Conor was no longer invisible. They all saw him now.But he was further away than ever.”

- CONTEXT - Written by Patrick Ness and published in 2011 - Idea for book belonged to another author, Siobhan Dowd.

Tragically Dowd died of cancer, aged 47, after she’d started writing and could not finish the novel.

- Ness never met Dowd but was asked to take her idea and write it himself. He said her idea “was so strong and so vivid he never felt like he was fabricating something she didn’t want.”

- In 2012, the novel became the first book to win both the Carnegie Medal (for outstanding books for children and young adults) and the Greenaway Medal (for distinguished illustration).

- The story is set in present-day England, in a world where private thoughts are audible.

- Ness was fascinated by the idea of “information overload” and how relevant it is to today.

- While the story is tragically sad and bleak, Ness wanted to show there’s hope at the end. He said its “a healing kind of thing.”

English Department – Cycle 1 Knowledge OrganiserA MONSTER CALLS

AUTHOR: EKR JULY 2020 9


1 The sonnets that we will study:

1 Sonnet 116 Let me not to the marriage of true minds

2 Sonnet 18 Shall I compare thee to a summer's day?

3 Sonnet 130 My mistress' eyes are nothing like the sun;

4 Romeo and Juliet Prologue

Two households, both alike in dignity,

2 Key language terminology

1 Sonnet A fourteen line poem usually about love Traditional English sonnets typically have ten

syllables per line Shakespeare’s sonnets have the rhyme scheme

ABAB and end with a rhyming couplet

2 Alliteration The repetition of consonants in words next to or near each other. E.g.: The brass bell was broken

3 Personification Giving inanimate objects human characteristics or features

4 Metaphor Comparing two things by saying one thing isanother. The comparison is often representative or symbolic. E.g: She had coal black hair

5 Simile A direct comparison between two different things using like or as

E.g.: Her laugh was like an alarm bell

4 William Shakespeare context

Shakespeare is believed to have been born on the 26th of April 1564 in Stratford-Upon-Avon, Warwickshire.

When he was 18, he married a 26 year old woman named Anne Hathaway with whom he had three children.

He moved to London when he became a playwright. His plays were performed at the Globe Theatre, on the South Bank of the

River Thames. The original Globe burnt down, but a replica of the theatre was recently rebuilt and Shakespeare’s plays are now performed there every day.

He was the author of 38 plays and 154 sonnets. Shakespeare died on 23rd April 1616.

3 Key structure terminology

1 Rhyme The use of similar sounding words; often but not always at the end of a line.

2 Rhythm Rhythm is the pattern of stresses within a line of verse.

3 Rhyming couplet Two consecutive lines of poetry ending with rhyming words.

4 Blank verse Poetry which comprises of non-rhyming lines of 10 syllables each. This pattern is said to reflect the natural pattern of English speech.

5 Stanza The breaks in the body of a poem. These are similar to paragraphs in a piece of prose.

English Department – Cycle 1 Knowledge OrganiserSHAKESPEARE - SONNETS

AUTHOR: YNI OCT 2020 10


French – Cycle 1 Knowledge Organiser

AUTHOR: LAS JULY 2020 11


Background1 Development As a country develops it usually means that the people’s

standard of living and quality of life improve. Different factors can affect development such as economic, social and political factors. Emerging countries have begun to experience higher rates of development, with a rapid growth in secondary industries.

2 Country classifications

Developed country: Normally has lots of money, many services and a high standard of living

Developing country: Often quite poor compared to others, fewer services and a lower standard of living.

The Brandt line: An imaginary line which divides countries into the rich north, poor south

2 Development indicators1 Gross Domestic

Product per capita (GDP per capita)

The total number of goods and services sold by a country, divided by it’s population.

2 Infant mortality The number of babies who die per 1000 before their first birthday in a country.

3 Life expectancy The average age you are expected to live to in a country.

4 Literacy rate The % of people who can read and write in a country.

5 Human Development Index

Combines GDP per capita, life expectancy and literacy rate.

3 Factors influencing development1 Factors which

encourage development

A strong and stable government.A large coastline for trade.Availability of natural resources e.g. oil, coal, fertile soil etc.A pleasant climate, ideal for growing crops.

2 Factors which hinder development

An unstable or corrupt government, meaning money is not invested properly in the country.The country is landlocked, making trade difficult.Few natural resources to power industry.A harsh climate, so cannot grow crops reliably.Colonialism and neo colonialism has slowed economic

development.

4 Aid1 What is aid? Donor - A country which gives aid to another country.

Recipient - A country which receives aid. Bilateral - International aid given by one country to another. Multi-lateral - Aid given by NGOs (Non-Government Organisations)

like the Red Cross or Oxfam. Short term aid - Aid given to support a country following a crisis

e.g. after an earthquake. Long term aid - Aid given over a prolonged period of time to

support a country’s development e.g. teaching farmers different farming techniques.

2 Aid -advantages

People learn new skills e.g. improved farming techniques; sobecome independent Can save lives after a natural disaster e.g. supplying clean water,

food and medicines.Simple technology e.g. water pumps, are easy for the locals to

maintain.

3 Aid –disadvantages

Countries can become dependent upon aid, causing problems if it is removed.Corrupt governments can sell the aid on, so it does not reach those in need.The recipient can end up in debt if loans or deals are made.

Geography Department – Cycle 1 Knowledge Organiser Development

AUTHOR: ESS JULY 2020 12


5 Fairtrade1 What is Fairtrade? Trade which involves giving producers in developing

countries a fair price for their goods.

2 Advantages Farmers receive a fair and decent price and it ensures good working conditions for farmers.

3 Disadvantages Non-Fairtrade farmers may lose out and sales can often be low as the price of Fairtrade goods can be high.

6 Example: Tree Aid1 Where does Tree

Aid operate? In countries along the Sahel across northern Africa e.g.

Mali.

2 Features Tree seeds given, so people can develop tree nurseries and bikes and donkey carts given.

3 Success A reliable food source e.g. cashew nuts and money made from the sale of cashew nuts can be used to send children to school.

Rostow’s Model of Economic Development

Geography Department – Cycle 1 Knowledge Organiser Development

AUTHOR: ESS JULY 2020 13


1: KEYWORDS 1 Anglo-

Saxons The people who lived in and controlled England

before the Norman Conquest in 1066.

2 Normans People from a region in Northern France called Normandy.

3 Vikings Norsemen ('people from the North') from Scandinavia. They were great travellers and sailed to other parts of Europe, where they traded, raided, and often settled. The Vikings first invaded Britain in AD 793. Viking Kings ruled large parts of Britain until 950 AD.

4 Heir A person who is legally allowed to take the position and property of someone who has died. In this case, the person who is legally going to be king.

5 Witan The Anglo Saxon King’s Council, made up of powerful Bishops and Earls. Helped the king run the country.

6 Conquest Taking control of a country through military force.

3. KEY EVENTS: – Why was 1066 a year of crises for England?1 The Death of

Edward the Confessor(January 1066)

Edward became king of England in 1042 after his half-brother died. Before this he had been living in Normandy.

Edward married but had no children. It was not clear who Edward wanted to be king after him. He died in January, 1066. For a king to die without an heir was a disaster!

2 Harold Godwinson is King

After Edward died, Harold was named King of England by the Witan. He expected this decision to be challenged.

3 Viking Invasion 20th September, 1066: Harald Hardrada and Tostig invaded with 10,000 men and 200 longships. They captured York and won the Battle of Fulford.

4 Battle of Stamford Bridge, 1066

25th September, 1066: Harold Godwinson travelled north to fight Hardrada. In 4 days he marched 300km. Godwinson won the battle but his army were tired and reduced in size.

5 Normaninvasion led by William of Normandy

27th September, 1066: William set sail with almost 700 ships. His army landed at Pevensey and began to destroy the local area to force Harold to march south.

6 Harold marches to Hastings

Harold marched his army back from the north of England all the way to the south, picking up extra soldiers on the way.

7 The Battle of Hastings

Harold had an army of 5,000 Saxon Huscarls against 15,000 Norman infantry. Harold used a defensive shield wall which the Normans could not break. However, when the Normans pretended to retreat, the shield wall broke up. This gave the Normans their chance and, according to legend, an arrow hit Harold in the eye and he died!

8 William the Conqueror

William won the Battle of Hastings and was crowned king of England on Christmas Day, 1066.

9 Bayeux Tapestry The tapestry tells the story of the Norman Conquest of England in 1066. The tapestry contains a lot of detailed information about all the events leading to the Conquest, the battle of Hastings and following the battle.

2: The three rivals for the English throne in 1066:

Harold Godwinson Harald Hardrada William of NormandyAnglo-Saxon.Earl of Wessex, one of the most powerful men in England. Harold’s sister was married to King Edward. He was brave and respected. The Witan wanted him to be king.

Viking.King of Norway. Vikings had ruled Britain previously, so he felt he had a claim to the throne. He was supported by Tostig, Harold Godwinson’s brother.

Norman.Duke of Normandy, France.He was Edward’s cousin and Edward supposedly promised him the English Crown when Edward had visited Normandy.

History Department – Cycle 1 Year 7 Knowledge OrganiserUNIT TITLE: The Battle of Hastings, 1066

AUTHOR: VPA JULY 2020 14


4: CHALLENGE KNOWLEDGE – THE ARMIES

Anglo Saxons: Led by Harold Godwinson Normans: Led by William of NormandyFyrd Peasant farmers volunteered or forced to join the Saxon

army and fight.Cavalry Soldiers on horses which gave the army speed.

Huscarls The King’s elite soldiers. Fought with axes and shields. Archers Used crossbows to attack enemy from air.

5: Key Events of the Battle of Hastings, 10661 Harold II marched quickly south, immediately after the Battle of Stamford Bridge. He left many of his foot soldiers behind and exhausted the others. Harold II

arrived in Sussex after two weeks of constant marching.

2 The two sides met at Senlac Hill, near Hastings. Harold II had gathered his men at the top of the hill and they protected their position using a wall of shields.

3 The battle began in the morning with the Norman knights on foot firing arrows followed by those on horseback charging up the hill.

4 The battle continued for two hours before a rumour suggested William had been killed. On hearing this news, one of the Norman soldiers began to flee because they thought William had been killed. William took off his helmet to show them he was still alive. Shouting “Look at me! I am alive! And with God’s help we will win!”

5 The next part of the battle was in the afternoon. A turning point in the battle was to occur. The Normans pretended to run away, then turned and cut down the Saxons when the inexperienced fyrd chased them. The Saxons had lost their main advantage: their control of the top of the hill.

6 William had a well-equipped army. He could now use them to his advantage. He had knights on horseback and archers with crossbows. Harold II had a traditional Saxon army – his housecarls fought on foot with axes and the fyrd were just farmers who fought with any weapons they could get. William’s soldiers were fresh and full-time fighters. The Saxons stood no chance!

7 William used archers to break up the Saxon shield wall. Arrows fell like rain on the Saxons, killing many of them in the process.

8 In desperation, the housecarls formed a ring around their king. They failed to protect him however and Harold was killed - although exactly how he died, no-one can be sure of.

9 Harold was killed. It is impossible to know how Harold II died. Most people believe that he was killed by an arrow in the eye. This theory is based on a scene in the Bayeux Tapestry. The tapestry has the words 'Harold is killed' next to a man with an arrow in his eye, but it is impossible to know which soldier is Harold II because all the Saxon soldiers are dressed identically.

10 William’s army of about 10,000 were experienced and well trained. They used swords, bows and arrows, and knights on horseback. On the other hand, Harold’s army of 8000 were largely peasants, plus the fierce and well trained housecarls. They used spears, axes and swords but also farm tools such as pitchforks. Harold’s tired army had little chance of beating the well-equipped Norman army.

13History Department – Cycle 1 Year 7 Knowledge OrganiserUNIT TITLE: The Battle of Hastings, 1066



1. BACKGROUND & KEY TERM DEFINITIONS:

After taking the English throne in 1066, William needed to establish his rule. He had to force the English to accept him as King. He did this by using force (the Harrying of the North), the Feudal System, and religion to control the population.

KEY TERM: DEFINTIONS:

Norman England

The period when England was ruled by the Normans – from 1066 to 1154.

Feudal System

The social structure of Medieval England. A system of ruling based on importance. The King was at the top, followed by Barons, then Knights, then Peasants at the bottom.

Villein A type of peasant who paid for the use of land.

Baron Noble land-owner who had pledged their loyalty to William.

Motte and Bailey Castle

The first castle created by William. It was made out of mud and wood and had a higher Motte part and a low Bailey part.

Stone Keep These castles was made out of stone. The main part of the castle was the Keep, a large square tower, used as the main defence.

Concentric Walls

A castle with an outer wall and an inner wall with towers all along it.

Wattle and Daub

A type of hut made out of animal dung and straw that peasants would have lived in.

2. KEY KNOWLEDGE – CONTROL OF ENGLANDThe Harrying of the North, 1068-70: KEY EVENTS

1068 Edwin and Morcar (two rebels against William’s rule), with Edgar the Aethling (Edward the Confessor’s nephew), fled William’s court, and went North. As Edgar had lost his claim for the throne, he needed allies to continue his pursuit for the crown. King Malcolm of Scotland gave him his support. Malcolm had just married Edgar’s sister so was now related to him. By the end of the year these English rebels were attacking Normans in the North of England.

Jan.1069

The Norman Earl of Commines and his men were murdered by the English rebels. In addition to this, the Bishop of Durham’s house was set on fire and Edgar attacked the city of York. They also teamed up with Danish Vikings. The joint English and Danish army defeated Norman forces outside the castle in York and captured the castle itself. However, as William approached the Vikings returned to their ships and William paid them money to leave.

1069 In response to what had happened, William destroyed areas of land around York, burning and salting the fields and killing any living creatures and men, women and children. This massacre became known as the’ Harrying of the North’.

1086 The Domesday Book was written between 1085-66. It recorded every piece of land and livestock the people of England owned so that they could be taxed. It also recorded that 80% of the land in Yorkshire was waste meaning it was uncultivated (not farmed) and unpopulated, a result of the Harrying of the Northparts of the North around York had been devastated by William’s army as a warning to others who wanted to rebel.

3. CHALLENGE KNOWLEDGE The Domesday Book, 1085-86

A book which recorded the names, jobs, and incomes of everyone in the country. William used the information in it to maximise his tax revenue. William needed to raise more taxes because of a threat to his rule from Danish Vikings in 1085. The taxes would pay for his army.

14History Department – Cycle 1 Year 7 Knowledge OrganiserUNIT TITLE: The Norman Conquest, 1066-1087



7.01 Place Value and Number Sense HM Clips: 13,14,25,37, 46,47,99,101

1 Place Value The value to a given digit by its place in anumber

27.398 = Twenty-seven point three nine eight9 stands for nine hundredths or as a fraction

9100

2 Is Equal to (=) Having the same value as 1.5 = 1.500

3 Is Greater Than (>) Shows the number on the left is greater than the number on the right

3 > 2 - 7.05 > - 7.0657

4 Is Less Than (<) Shows the number on the left is less than the number on the right

4 < 550257 < 50520

5 Square (²) To square a number, multiply it by itself 2² = 2 x 2 = 4

6 Square Root (√) The square root of a number is a value that can be multiplied by itself to give the original number √25 = 5 because 5 x 5 = 25

7 Ascending Arranged from smallest to largest/Increasing 3, 9, 12, 55 are in ascending order- 0.103, - 0.032, - 0.0312 in ascending order

8 Descending Arranged from largest to smallest/Decreasing 100, 45, 22, 18, 2 are in descending order

Hundred thousands

Ten thousands

Thousands Hundreds Tens Ones . Tenths Hundredths Thousandths Ten-thousandths

Hundred-thousandths

100,000 10,000 1,000 100 10 1 110

1100

11000

110,000

1100,000

Mathematics– Cycle 1 Knowledge Organiser

AUTHOR: SUR JULY 2020 17


7.02 Addition and Subtraction HM Clips: 41,41,744

1 Sum, total, plus, add, more, and, more

To add up

2 Difference, take aware, subtract, minus, reduce

To subtract

7.03 Perimeter HM Clips: 548, 549, 550,551

1 Perimeter The distance around the outside of a 2D object

2 Compound Shape A shape made by putting two or 3 more shapes together

3 Polygon A 2D shape with at least 3 straight sides Any type of triangle, Quadrilateral, Pentagon, etc.

4 Regular Polygon A polygon is regular when all angles and all sides are equal

Square, Equilateral, Triangle, Regular Pentagon, etc.




7.04 Estimation and Rounding HM Clip: 17,56, 99,1011 Estimate Using rounding to find

a value close to the actual answer

Rounding to 1dp Rounding 1sf

2 Significant figures The values of a number with the highest place value

7.05 Multiplication and Division HM Clip: 10,11,15,21,22,48,501 Multiply,

times,product of

Gelosia/Lattice method1. Make a grid2. Draw a diagonal line in each box3. Add numbers

(ignore any decimal points)4. Multiply 5. Add the diagonals

Column Method 1. Ignore any decimal

points2. Multiply as if they

were integers (whole numbers)

Multiplying Decimals?Just include the samenumber of decimal places in the answer as there were in the question

2 Division, share, quotient




7.06 Factors, Multiples and Primes HM Clip: 26,27,28,31, 33,34, 361 Multiple A number in another numbers times table The multiples of 8 are: 8, 16, 24, 32, 40, 48 …

56 is a multiple of 8

2 Factor A number that divides exactly into another number The factors of 12 are 1,2,3,4,6,123 is a factor of 12

3 Prime number A number with exactly two factors (1 and the number itself) The number 1 is NOT prime. Prime Numbers: 2, 3, 5, 7, 11, 13, 17, 19…

4 LCM Lowest common multiple1. List the first (10) multiples of the first number2. List the first (10) multiples of the second number (and/or third)3. Circle the lowest common multiples

LCM of 4 and 55: 5, 10, 15, 20, 25, 30, 35, 40, 45, 504: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40The LCM is 20

5 HCF Highest common factor1. List all the factors of the first number2. List all the factors of the second number3. Circle the highest common factor

HCF of 8 and 128: 1, 2, 4, 812: 1, 2, 3, 4, 6, 12 The HCF is 4

7.07 Area of Rectangles, Triangles and Parallelograms HM Clip: 99, 131, 553, 554, 556, 5571 Area of a Triangle Base x Height

2NOTE: Make sure you use the perpendicular height

2 Area of a Parallelogram Base x Height




1 Elements of Music1 Pulse ❑ The underlying beat of the music.

2 Rhythm ❑ How patterns of music are organised to fit with the pulse.

3 Dynamics ❑ How loud or quiet music is.

4 Texture ❑ How different layers of music interact with each other.

5 Tempo ❑ How fast or slow music is.

5 Rhythm names and values

Notated note

Note name Note duration Kodály method counting

Semibreve ❑ 4 beats ta-a-a-aMinim ❑ 2 beats ta-a

Crotchet ❑ 1 beat ta

Quavers ❑ ½ beat each ti-ti

Semiquavers ❑ ¼ beat each tika-tika

2 Dynamics in Italianpp pianissimo ❑ Very quiet

p piano ❑ Quiet

mp mezzo piano ❑ Moderately quiet

mf mezzo forte ❑ Moderately loud

f forte ❑ Loud

ff fortissimo ❑ Very loud

crescendo ❑ Gradually getting louder

diminuendo ❑ Gradually getting quieter

3 Notes of the treble stave

4 Tempi in Italian

1 Largo ❑ Very slow

2 Adagio ❑ Slow

3 Andante ❑ Walking pace

4 Allegro ❑ Fast

5 Presto ❑ Very fast

Music Department – Cycle 1 Knowledge OrganiserYear 7: Keyboard skills and elements of music theory

AUTHOR: MAN AUG 2020 21


6 Notes on the keyboard

Music Department – Cycle 1 Knowledge OrganiserYear 7: Keyboard skills and elements of music theory

AUTHOR: MAN AUG 2020 22


1 Jewish beliefs

1 Monotheism A religious belief in the existence of one deity.

2 Tenakh The Jewish name for the Old Testament, comprises the Torah, Nevi’im and Ketuvim.

Torah – books of the Law, the first five books of the Tenakh.

Nevi’im – the writings of the prophets historical books in the Tenakh.

Ketuvim – books in the Tenakh including Psalms, Proverbs and the book of Job.

3 Mitzvot Jewish religious laws or commandments of which there are 613.

4 Covenant A promise made by God to care for the Jewish people.

5 Prophet A messenger of God.

2 Jewish practices

1 Rites of passage

Special ceremonies that mark an important event in life, such as birth or marriage.

2 Brit Milah(Circumcision)

The removal of a boy’s foreskin for religious purposes.

3 Bar Mitzvah Marks a boy coming to maturity in religious terms.

4 Pesach Hebrew for Passover, the festival that reminds Jews of how God rescued them from slavery in Egypt.

5 Yom Kippur The day of atonement “It shall be a holy convocation unto you; and ye shall

afflict your souls.” Leviticus 23:27

3 Christian beliefs

1 The Holy Trinity The belief that there are three persons in one God.

2 Resurrection The event celebrated on Easter Day of Jesus rising from the dead, an event recorded in all four gospels and the central belief of Christianity.

The form that many Christians believe the afterlife will take, referring to either physical or spiritual bodies.

3 Incarnation The doctrine (teaching) that God took the human form as Jesus.

4 Redemption Deliverance of Christians from sin and captivity.

5 Salvation Saving the soul and deliverance from sin and admission to heaven brought about by Jesus.

4 Christian practices

1 Sacrament Rites and rituals through which a believer receives a special gift of grace. An ‘outward’ sign of ‘inward’ grace.

2 Baptism The sacrament through which people become members of the Church. Baptism involves the use of water as a symbol of the washing away of sin. It is a rite of initiation.

3 Communion A sacrament celebrating the sacrificial death and resurrection of Jesus, observed using bread and wine.

4 Confirmation A sacrament practised by several Christian denominations. The word means strengthening or deepening a persons relationship with God.

RE Department – Cycle 1 Knowledge OrganiserJudaism and Christianity

AUTHOR: LHA AUG 2020 23


1 Organelle Is a specific part within a living cell that serves a function e.g. nucleus

2 Nucleus Contains genetic material which controls the cell’s activities

3 Cell membrane Controls the movement of substances in and out of the cell

4 Cytoplasm Where most of the chemical reactions happen

5 Mitochondria Where most energy is released in respiration

6 Ribosome Where protein synthesis happens

7 Cell wall Strengthens the cell and supports the plant

8 Chloroplast Absorbs light energy for photosynthesis (contains chlorophyll)

9 Vacuole Filled with cell sap to help keep the cell turgid to provide support

10 Plant cells Found in plants (and contains all the above)

11 Animal cells Contain all of the above apart from cell wall, chloroplasts and large, permanent vacuole(found in animals)

12 Unicellular Organisms made of one cell (e.g. amoeba)

13 Multicellular Organisms made of many cells (e.g. human)

14 Tissue Made from a group of cells with a similar structure and function, which all work together to do a particular job (e.g. muscle tissue)

15 Organ Made from a group of different tissues, which all work together to do a particular job (e.g. stomach)

16 Stages of digestion

After we swallow, our food passes through these organs in turn:1. oesophagus or gullet2. stomach3. small intestine4. large intestine

17 Stages of digestion

• Food is digested in the mouth, stomach and small intestine by enzymes

• Digested food is absorbed into the bloodstream in the small intestine;

• Excess water is absorbed back into the body in the large intestine;• Undigested food passes out of the anus as faeces.

18 Gas exchange Oxygen diffuses out of the alveoli into the blood stream Carbon dioxide diffuses out of the blood into the alveoli

Digestive system:

Animal cell and plant cell

Microscope:

Science Department - Cycle 1 Knowledge Organiser Year 7 Cells, tissues and organs

AUTHOR: SYS AUG 2020 24


1 States of matter Matter is anything that has mass and occupies space Three states of matter: solids, liquids and gases

2 Solids – particlemodel

Particles with a regular arrangement Vibrate about fixed position Very close

3 Liquid – particle model

Randomly arranged particles Move around each other Touching

4 Gas –particle model

Randomly arranged particles Move quickly in all directions Far apart

5 Solids –properties

Fixed shape & cannot flow because particles cannot move from place to place

Cannot be compressed (squashed) because particles are close together and have no space to move into

6 Liquids-properties

They flow and take the shape of their containerbecause particles can move around each other

They cannot be compressed (squashed) because the particles are close together and have no space to move into

7 Gases-properties

They flow and completely fill their container because the particles can move quickly in all directions

They can be compressed (squashed) because the particles are far apart and have no space to move into

8 Changes of state Condensing – gas to liquid Freezing – liquid to solid Melting – solid to liquid Evaporating/boiling – liquid to gas Sublimation – solid to gas

9 Condensing Particles become closer together Arrangement of particles remain random Particles stop moving quickly in all directions, and

can only move around each other particles lose energy

10 Freezing Particles stay close together Arrangement of particles go from random to regular Particles stop moving around each other, and only vibrate on the

spot particles lose energy

11 Melting Particles stay close together Arrangement of particles go from regular to random Particles start to move around each other particles gain energy

12 Evaporating or Boiling

Particles become much further apart Arrangement of a particles stay random Particles start to move quickly in all directions

13 Conservation of mass

The particles stay the same when a substance changes state - only their closeness or motion changes.

This means that the mass of the substance stays the same Mass is not lost or gained - atoms only rearrange themselves

Melting Boiling (or evaporating)

CondensingFreezing

Gaining energy

Losing energy

The Particle Model

Changes of state

Science Department – Cycle 1 Knowledge OrganiserYear 7 Particles

AUTHOR: SYS AUG 2020 25


1 Energy The ability to do work. Measured in Joules (J). Converting kJ to J multiply by 1000 (1kJ = 1000J)

2 Energy Stores Chemical e.g. food, muscles, electrical cells Kinetic e.g. runners, cars, buses Gravitational potential e.g. aeroplanes, kites, mugs

on a table Elastic potential e.g. elastic bands, compressed

springs Magnetic e.g. fridge magnets, compasses Electrostatic e.g. thunderclouds, van de graaff

generators Internal (or thermal) e.g. hot bodies, hot coffees Electrical, light and sound are not energy stores.

3 Conservation ofEnergy

Energy cannot be destroyed or created, only transferred.

Energy tends to spread out and become less useful.

4 Energy transfer By mechanical work (a force causing an object to move).

By electrical work (when charges move due to a potential difference).

By heating (due to a difference in temperature). By radiation (due to electromagnetic waves, e.g.

light or mechanical waves, e.g. sound).

5 Heat Transfer Conduction – heat transfer in a solid. Convection – heat transfer in fluids. Radiation – heat transfer via infra-red (thermal)

radiation - can travel through a vacuum.

6 Conduction Particles gain thermal energy and vibrate. They pass vibrations (and therefore kinetic energy)

to adjacent particles. In metals, this happens because free electrons gain

kinetic energy and move through the metal, colliding with particles and transferring energy to them.

7 Convection Particles in a fluid gain energy and move further apart. This makes the fluid less dense, causing it to rise.

8 Power A measure of how fast energy is being transferred. Measured in Watts (W). Measured in kilowatts (kW). Converting kW to W multiply by 1000 (1kW = 1000W) P = E / tP= Power (W); E = energy (J); t = time (s).

9 Energy costs Total cost (p) =number of kilowatt-hours (kWh) × cost per kilowatt-hour (p).

10 Energy resources

Non-renewable energy resources cannot be replaced once they are all used up.

Renewable energy resources can be replaced, and will not run out.

11 Non –renewable resources

Fossil fuels (coal, oil, gas). Nuclear.

12 Renewable resources

Wind. Water (wave, tidal or hydroelectric). Geothermal. Solar.

Science Department – Cycle 1 Knowledge OrganiserYear 7 Energy

AUTHOR: NCN OCT 2020 26


Spanish - Cycle 1 Knowledge Organiser

AUTHOR: LAS JULY 2020 27

Year 7 Essential Knowledge for Cycle One

Documents

Transcript of Year 7 Essential Knowledge for Cycle One