“Let us pick up our books and our pens,” I said. “They are ... … · Year 7 2016 Autumn 2 nowledge Booklet 1 Page Use this reading log to record the books you read and how

Year 7 2017 Spring 2 Knowledge Booklet

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YEAR 7 KNOWLEDGE HOMEWORK ORGANISER: Spring 2 2017

Name: Form:

“Let us pick up our books and our pens,” I said. “They are our most

powerful weapons. One child, one teacher, one book and one pen can

change the world.”

Malala Yousafzai

Knowledge OrganiserSpring 22017


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CONTENTS PAGE:Page 3 & 4

Page 5

Page 6

Page 7

Page 8

Page 9

Page 10

Page 11

Page 12

Page 13

Homework timetable and parental check and sign off.

Page 14

Page 15

Page 16

Page 17

Page 18

Page 19

Page 20

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Page 22

If you are using an electronic version of this Knowledge Organiser and open it in Adobe Acrobat Reader you can press the buttons above to jump straight to the page you want.


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Week 1:Week starting 20th February

Subject 1 Subject 2 Reading 30 mins (every night)

Signed Off

Monday English ArtTuesday DramaWednesday Maths DTThursday MFLFriday Science Music



Signed Off

Monday English History

Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE

Week 3:

Week starting 6th march


Signed Off

Monday English Art

Tuesday Drama

Wednesday Maths DT

Thursday MFL

Friday Science Music

Week 4:Week starting 13th March


Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE



Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE



Signed Off

Monday English Art

Tuesday Drama

Wednesday Maths DT

Thursday MFL

Friday Science Music

Example:Week starting 20th February


Signed Off

Monday English p Art p p A Parent

Tuesday Drama p p B Parent

Wednesday Maths p DT p p A Parent

Thursday MFL p p A Parent

Friday Science p Music p p B Parent

If you are in 7G or 7H please follow this timeline; although the days you are expected to complete homework on do not exactly match the days you have this subject it is as close as possible.


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Signed Off

Monday English DT

Tuesday MFL

Wednesday Maths IT

Thursday PE

Friday Science History



Signed Off

Monday English Drama

Tuesday RE

Wednesday Maths Art

Thursday Music

Friday Science Geography

Week 3:

Week starting 6th March


Signed Off

Monday English DT

Tuesday MFL

Wednesday Maths IT

Thursday PE


Week 4:Week starting 13th march


Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music




Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music




Signed Off

Monday English DT

Tuesday MFL

Wednesday Maths IT

Thursday PE


Example:Week starting 20th February


Signed Off

Monday English p Drama p p A Parent

Tuesday RE p p B Parent

Wednesday Maths p Art p p A Parent

Thursday Musicp p A Parent

Friday Science p Geography p p B Parent

If you are in 7I or 7J please follow this timeline; although the days you are expected to complete homework on do not exactly match the days you have this subject it is as close as possible.

Year 7 2016 Autumn 2 Knowledge Booklet

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Use this reading log to record the books you read and how long you have spent reading.

Reading Log “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Week MON TUE WED THURS FRI SAT SUN Book(s) read (title and authorTime spent

reading

Parent comment/signature

20/2

27/2

6/3

13/3

20/3

27/3



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A. Key Terminology from English exam questions D. Discourse markers

Summary A brief statement or account of the main points of some-thing

Differences Ways in which people or things are dissimilar/not alike

Form The type of text e.g. Letter, Narrative, Speech, Poem, Play

LanguageThe choices of words/techniques the writer makes to affect the reader. E.g. Noun phrases, adjectives, similes, metaphors, personification, anecdotes etc.

Structure

The organisation of a text by a writer. This could include where they have used: paragraphs, sentences, punctua-tion. Or even the changes between the beginning, middle and end of a text. (Revise Structural devices - Knowl-edge Organiser Class Reader) Tasks

1 Make a paper fortune teller/chatterbox which includes the terms and definitions from section A. Use this to quiz and revise these terms.Follow the link for how to: https://www.youtube.com/watch?v=OGVkIVWJ0i8

HowExplain what he writer’s methods/choices are in this text; these could be based on language or form or structure.

Point out the similarities/differences (between texts)Compare2

Remind yourself of the definition of the word ‘SUMMARY’ from section A. Then, using a newspaper article of your choice write a summary of the 5-10 main points it makes. Effect The impression produced in the mind of a person e.g.

feeling anxious about...., curious about...

3 Colour code the words in section B. Categorise them based on which relate to the LANGUAGE and which are STRUCTURAL terms. B. Recap section

Metaphor Adverb Repetition Verb

4

Remind yourself of the definition of the word ‘LANGUAGE’ in section A. Then, using a non-fiction text of your choice, highlight three interesting choices of LANGUAGE that the writer has made. For each, use the words from section C to write an explanation of why you think the writer has made this choice.

Sentence types Zooming in/out Adjective Contrast/Change

Punctuation Alliteration Paragraphing Simile

C. Phrases to explore effects 5

Look at the discourse markers in section D. Take a non-fiction article of your choice and highlight each of the words that are used. What do you notice about where they are used?The writer: challenges... implies... suggests...

hints at... highlights... reinforces creates a sense of...

6Write a non-fiction article, which could be published in the Wollaton Bulletin, enti-tled: ‘The latest craze to sweep Year 7’. Think carefully about your use of LAN-GUAGE and STRUCTURE and use as many words from Section D as possible. emphasises... develops the

theme of... indicates... conveys...

English

Module 4 – Non-Fiction


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Vocabulary EQUIVALENT F, D and P

Homework TasksMultiples The multiples of 5 are 5, 10, 15...

LCM Lowest Common Multiple 1. Learn how to spell the vocabularly using look/cover/write/check

2. Write 5 questions about adding/subtracting fractions for someone else to answer. Remember to have the answers ready so you can mark their work!

3. Work out the LCM of 5, 6 and 12. Show all of your working out.

4. Create a colourful poster about how to add/subtract/multiply and divide fractions

5. Bring in a reciept and calculate 10%, 5%, 20% and 1% of the amount.

Numerator the number above the line in a fraction

Denominator the number below the line in a fraction

Equivalent equal in value

Percentage a rate, number or amount in each hundred

VAT Value Added Tax (20%)

Decimal a system of numbers and arithmetic based on the number ten

Proper Fractions

where the numerator is less than the denominator

Improper where the numerator is greater than the denominator

Mixed Number

a number consisting of an integer and a proper fraction

Integer a whole number

Additional homework may be set by your Maths teacher

Mathematics Decimals, Percentages and Fractions


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A. Major Organs Specialised Cells

Muscle Cell

Nerve Cell

Root Hair Cell

Palisade Cell

Xylem Cell

F. Key Terms Phonetic Meaning

Cell Cell

B. Differnces Between Plant & Animal Cells Tissue Tiss -ue

Organ or-gan

Organ Syatem Or-gan sys-tem

Microscope Mi-cro-sco-pe

Cell Membrane Cell mem-bra-neNucleus Nu-cle-us

Chloroplast Ch-l-o-ro-pl-a-st

Part Function Heart H-ea-r-t

1 Circulatory System Cir-cu-la-to-ry Sys-tem

2 Tasks

3 1 Complete the meanings for the key words

4 2 Label the diagram of three main organs of the human & plant

5 3 State the function of each organ

6 4 Write out a method of how to prepare a microscope slide

5 Use the space in section d to draw how cells divide

Science Tissues


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A. Key words and meanings B. What does it mean?Incarnation God took on human form as Jesus. He was both fully human

and fully divineWhen Jesus arrives in a deserted and remote area to preach to a crowd of 5000, he is told that the people are hungry. They discuss whether to go back to the villages to get food, but it’s getting late, so instead Jesus asks the disciples to order the crowd to sit and to gather what food is available. All they manage to collect is five loaves and two fishes. But Jesus works a miracle and there is enough to feed everyone, so much so there are twelve baskets full of leftovers.The ancient meaning of this miracle would have been clear to the disci-ples and the crowd. Jesus had acted like Moses. The miracle was similar to Moses and his miracle in the Sinai wilderness when he fed the crowd of Hebrews. In both miracles there were baskets full of leftovers.To first-century Jews the miracle of the loaves and fishes signalled that Jesus was like Moses. The reason is that in Jewish minds, Moses was a role model for the Messiah. The Jews were praying for a saviour to come and free them from slavery. They believed he would be someone like Moses who had freed the Israelites from Egyptian slavery. Maybe Jesus was the leader they were waiting for? The crowd certainly thought so - after the miracle, the crowd try to crown Jesus king of the Jews there and then.

Son Jesus is God’s son – fully human yet without sin

Baptism Sacrament of joining the church and becoming sin free

Miracles An act of God which cannot be explained by science

Trinity Belief that God is one yet revealed in three different forms, Father, Son and Holy Spirit

Temptation The tempting of Jesus by the Devil

Parables Story with a moral/meaning

Gospel The books of the Bible (Matthew, Mark, Luke and John) that record the events of Jesus life

C. Websites:http://www.bbc.co.uk/religion/religions/christianity/history/jesus_1.shtmlhttp://www.godtube.com/watch/?v=FCC92CNUhttp://www.whatchristianswanttoknow.com/5-great-bible-stories-about-je-sus-for-kids/

D. Tasks: E. Stretch and Challenge:1) learn key words for the topic 1) Who is Jesus to you? Create a poem, poster or rap explaining your under-

standing of who Jesus is

2) Find a parable Jesus told, identify the meaning, rewrite the parable with a mod-ern twist

2) Create a piece of art for example a stain glass-window showing the key beliefs about Jesus (you do not need to use images of Jesus but can use symbols)

3) Reflection: do miracles really happen. Write a paragraph explaining your views 3) Read the feeding of the 5,000 and explain a fundamentalist view and a liberal view of the story

4) Why do we give things up for lent? 4) Find three teachings of Jesus and explain if they are relevant in today’s world

Religious Education BIBLE: BIG IDEA – ANALYSING AND EVALUATING

http://www.bbc.co.uk/religion/religions/christianity/history/jesus_1.shtml

http://www.godtube.com/watch/%3Fv%3DFCC92CNU

http://www.whatchristianswanttoknow.com/5-great-bible-stories-about-jesus-for-kids/

http://www.whatchristianswanttoknow.com/5-great-bible-stories-about-jesus-for-kids/


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A. Key words and meanings B. TimelineBattle of Bosworth This ended the war of the Roses, as Richard III, the last

Yorkist King, was defeated and killed by Henry Tudor (the founder of the Tudor house). His body was found in a car park in Leicester in 2012.

1455 The Wars of the Roses begins with the Battle of St Albans.

House of Lancaster The English royal house (a branch of the Plantagenet line) that reigned from 1399 to 1461. Its emblem was a red rose.

1461 Edward IV is declared king of England.

House of York The English royal house (a branch of the Plantagenet line) that reigned from 1461 to 1485. Its emblem was a white rose.

1483 Edward IV dies and his 12-year-son, Edward V, becomes King.

Richard III A Yorkist and brother of Edward IV. He took the throne from his nephew Edward V after he mysteriously disap-peared. He was king for just over two years.

April 1483 Edward V and Richard (Princes in the Tower) are missing!

Wars of the Roses A Yorkist and brother of Edward IV. He took the throne from his nephew Edward V after he mysteriously disap-peared. He was king for just over two years.

1485 Henry Tudor defeats Richard III at the battle of Bosworth.

Princes in the Tower Edward V’s children who disappeared udner suspicious circumstances.

1487 The House of Tudor, defeats the House of York at Stoke. The Wars of the Roses is over.

C. Websites: D. The Roses of Lancaster and York, Richard III and Henry Tudor:

1. http://www.bbc.co.uk/history/historic_figures/princes_in_tower.shtml 2. http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/history/bosworth/the_battle.htm 2. http://www.historylearningsite.co.uk/tudor-england/the-battle-of-bosworth/

E. Homework Tasks: E. Stretch and Challenge:1) Research the Princes in the Tower. Find out: who they are and why they were put in the Tower of London. Use 3 key words from section A and the diagram in section G to help.

1) Explain why Richard III would want to kill the Princes in the Tower.

2) Create a diary entry to explain what happened at the Battle of Bosworth Field. You can write this from the point of view of a Yorkist or a Lancastrian. Use 3 key words from section A.

2) ‘The Battle of Bosworth was the deciding battle in the War of the Roses.’ Explain how far you agree with this statement.

History Who has the power? 1455 - 1487

http://www.bbc.co.uk/history/historic_figures/princes_in_tower.shtml%20

http://www.bbc.co.uk/history/historic_figures/princes_in_tower.shtml%20


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A. Key words and meanings B. What are the carbon diaries? Carbon A natural element. It is one of the basic elements of living things. It is a major part of

coal, oil and gas. Your body is 18% carbon. Carbon Diaries is a story set in the near future, when Global Warming has become such a threat that England has decided to ration carbon. If you use up more than your fair share of carbon, there will be consequences. How this affects people on a practical level, is told through the eyes of Laura. Students will explore extracts from this novel, and through it, be intro-duced to the concepts of climate change.

Carbon Dioxide A gas produced by burning carbon and respiration (and other processes). The carbon combines with the oxygen to make CO2

Carbon emissions Carbon released

Carbon footprint The amount of carbon dioxide released by the actions of one person. It is a metaphor – the damage you might do, the dirty footprint you might leave behind.

Carbon rationing Limiting the amount of carbon emissions each person or company can have

Climate change A long term change in the normal pattern of weather. Long term means it doesn’t return to normal within about 10 years.

Drought Shortage of water due to lack of rain.

Enhanced greenhouse effect

Too many greenhouses gases in the atmosphere trap too much of the sun’s radiation.

Evaporation The heat of the sun turns liquid water into water vapour

Food miles How far food has been transported before you buy it.

Fossil fuels Coal, oil and gas. Formed millions of years ago when plants and animals died, their fos-silised remains were covered by layers of sand. The weight of the layers, put the fossils under high pressure, and they turned into coal, oil and gas that can be burnt as a fuel.

Global warming A gradual increase in global temperatures. This is the most likely type of climate change happening at the moment.

C. Websites:http://climatekids.nasa.gov/ http://tiki.oneworld.org/global_warming/climate_home.htmlhttp://www.eschooltoday.com/climate-change/Introduction-to-cli-mate-change-for-children.htmlhttps://www3.epa.gov/climatechange/kids/basics/https://www.c2es.org/science-impacts/basics/kids

Greenhouse effect Gases in the atmosphere, let the sun’s radiation reach the earth. These rays are reflect-ed back out to space. The gases stop some of the radiation from escaping, which keeps earth warm. This is normal.

Greenhouse gases Carbon dioxide, methane, nitrous oxide and water vapour are the main ones.

Precipitation Rain, snow, hail etc.

D. Tasks: E. Stretch and Challenge:1) Track your energy usage at home over a 3 day period. You will be given a recording sheet for this. Make sugges-tions on how you could become more carbon efficient.

4) Investigate the idea that global warming is a conspiracy.

2) Calculate your carbon footprint using this website http://calc.zerofootprint.net/ You will be given a follow-up task from this.

5) Design and carry out a questionnaire to find out the energy use habits of friends and family

3) Comparing energy use around the world – map task. 6) Write a letter to the Prime Minister to make suggestions on how climate change should be tackled.

Geography Carbon Diaries

http://climatekids.nasa.gov/%20%0Dhttp://tiki.oneworld.org/global_warming/climate_home.html%0Dhttp://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html%0Dhttps://www3.epa.gov/climatechange/kids/basics/%0Dhttps://www.c2es.org/science-impacts/basics/kids%20%0D

http://tiki.oneworld.org/global_warming/climate_home.html

http://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html

http://www.eschooltoday.com/climate-change/Introduction-to-climate-change-for-children.html

https://www3.epa.gov/climatechange/kids/basics/

https://www.c2es.org/science-impacts/basics/kids


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French1 Qu’est-ce que tu aimes faire? 2 qu’est-ce que tu fais pendant ton

temps libre?3 Saisons et jours 4 expressions temporalles et mots

de questionsJ’aime... - I likeJ’aime beaucoup... - I really likeJe n’aime pas... - I don’t likeJe n’aime pas de tout... - I really don’t like tchatter - to chat on lineécrire les émels - write emailsécouter la musique - listen to musicjouer aux jeux vidéos - play video gameslire - to readenvoyer des SMS - send textssurfer sur l’internet - surf the netsortir avec des amis - go out with friendsregarder la télévision - watch TVparce que c’est - because it’sparce que ce n’est pas - because it’s notinteresant(e) - interestingcool/ branché(e) - coolennuyeux - boring

je danse - I danceje chante la karaoké - I sing karaokeje parle avec mes amis - I speak with my friendsje fais du vélo - I ride my bikeje prends des photos - I take photosje joue de la guitare - I play the guitarquelquefois - sometimesde temps en temps - from time to timejamais - nevertous les jours - every dayil fait chaud - it’s hotil fait froid - it’s coldil fait du soleil - it’s sunnyil fait beau - it’s nice weatheril pleut - it’s rainingil niege - it’s snowingQu’est-ce que tu fais quand il pleut? - What do you do when it’s raining?

le printemps - springl’ été -summerl’automne - autumnl’hiver - winter

lundi - Mondaymardi - Tuesdaymercredi - Wednesdayjuedi - Thursdayvendredi - Fridaysamedi - Saturdaydimanche - Sunday

avec - withquand - whengénéralment - generallybeaucoup - a lotno n- noou - ormais - butparce que - becauseoui - yesaussi - also et - andet toi? - and youQuel...? - What/Which...?Quand...? - When...?où...? - Where...?Comment...? - How/What...?Combien...? - How many...?

5 GrammaireThe infinitivejouer - to playfaire - to dotchatter - to chat on linelire - to readécrire - to writevivre - to livechanter - to singparler - to speak

Presente avec -erto speakje parletu parlesil/elle parlenous parlonsvous parlezils/elles parlent

Stem changing verbs - some parts change!!!pouvoir - to be able toje peuxtu peuxil/elle peutnous pouvonsvous pouvezils/elles peuvent

Verbes avec l’infinitifj’aime envoyer des SMSJ’adore regarder la téléj’aime lire beaucoupje n’aime pas faire l’atletismetu aimes écouter la musique?

7 Tasks and H/WBlog from the point of view of a famous person on free time activities during one week.

Create artwork with captions to explain free time activities with certain weather conditions.

Keep a diary of what 2 family members do in a week


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Spanish1 Que te gusta hacer? 2 Que haces en tu tiempo libre? 3 Estaciones y dias 4 Palabras frecuentes y preguntasMe gusta... - I likeMe gusta mucho... - I really likeNo me gusta... - I don’t likeNo me gusta nada... - I really don’t like chatear - to chat on lineescribir correos - write emailsescuchar música - listen to musicjugar a los videojouegos - play video gamesleer - to redmandar SMS - send textsnavegar por internet - surf the netsalir con amigos - go out with friendsver la television - watch TVporque es - because it’sporque no es - because it’s notunteresante - interestingguay - coolaburrido/a - boring

bailo - I dancecanto karaoke - I sing karaokehablo con mis amigos - I speak with my friendsmonto en bici - I ride my bikesaco fotos - I take photostoco la guitarra - I play the guitara veces - sometimesde vez en cuando - from time to timenunca - nevertodos los dias - every dayhace calor - it’s hothace frío - it’s coldhace sol - it’s sunnyhace buen tiempollueve - its rainingnieva - it’s snowing¿Qué haces cuando llueve? - What do you do when it’s raining?

la primavera - springel verano -summerel otoño - autumnel invierno - winter

lunes - Mondaymartes - Tuesdaymiércoles - Wednesdayjueves - Thursdayviernes - Fridaysábado - Saturdaydomingo - Sunday

con - withcuando - whengeneralmente - generallymucho - a lotno - noo - orpero - butporque - becausesí - yestambién - also y - andy tú? - and youQué...? - What/Which...?Cuándo...? - When...?Dónde...? - Where...?Cómo...? - How/What...?Cuántos...? - How many...?

5 Gramatica

The infinitivejugar - to playhacer - to dochatear - to chat on lineleer - to readescribir - to writevivir - to liveeantar - to singhablar - to speak

Presente con -arto speakhablohablashablahablamoshabláishablan

Stem changing verbs - some parts change!!!jugar - to playjuegojuegasjuegajugamosjugáisjuegan

Verbos con el infinitivoMe gusta mandar SMSMe encanta ver la teleMe gusta mucho leerNo me gusta hacer atletismoTe gusta escuchar musica?

7 Tasks and H/WBlog from the point of view of a famous person on free time activities during one week.

Create artwork with captions to explain free time activities with certain weather conditions.

Keep a diary of what 2 family members do in a week


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Art Keywords Useful terms to help your learning in this project

Homework TasksYour work must be submitted on plain A4 paper.

It must be well presented and completed to the best of your ability.

It should take you between 30 – 60 minutes.

To challenge yourself further you can choose to do an extension task as well.

Colour Wheel A circle with different coloured sections used to show the rela-tionship between colours.

1. Keywords. look up and record the definitions of the following words: Blending, Colour palette, Hue and Opaque. Write a sentence containing each word eg: the artist used a warm colour palette to paint the flower.

2. Text Collage. Collect 5 examples of different text styles either from magazines, newspapers or flyers. Stick and present them neatly on A4 paper.

Primary Colours Red, blue and yellow. All other colours can be obtained by mixing two primary colours together.

3. Colour Wheel. Create a 6 colour wheel showing the primary and secondary colours using collage. You can use anything you like to create the colllage. For example: sweet wrappers, magazine, photograph colourful objects etc. Think back to the pictures in class and be creative!

Optional Extension TasksSecondary Colours A colour resulting from the mixing

of two primary colours.1. Print out 3 paintings of your choice. Describe what type of colour palette the artist has used using art keywords.

2. Can you find any famous artists who create art with text? Print out your favourite examples and explain why.Teriary Colours A colour obtained by mixing a primary and a secondary colour. 3. Create an abstract collage using a harmonious or complementary colour pallette.

Harmonious Colours Colours that sit next to each other on the colour wheel. The Colour Wheel Complementary Harmonious Text Collage

Complementary Colours Colours that are opposite on the colour wheel.

Warm Colours Warm colours are the hues from red through to yellow, browns and tans. Think of the sun and fire.

Cool Colours Cool colors are the hues from blue green through to blue violet. Think of ice and water.

Colour Palette The range of colours used in an artwork. Eg. a limited palette or a warm, summer inspired palete.

Art Flowers and Insects


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Did you Know?Even though World War II involved countries all over the globe, there were two sides fighting against each other – the Axis powers and the Allied powers.

Hitler’s plan to invade Britain in the summer of 1940 was called ‘Operation Sea Lion’.

The first ever battle to be fought only in the air is the Battle of Britain, be-tween the German and British aeroplanes.

The code name for the evacuation of Allied troops from Dunkirk was ‘Oper-ation Dynamo’.

Two types of aeroplane were used in the Battle of Britain – bombers that dropped bombs on towns and cities and fighters that attacked other aeroplanes.

The Siege of Leningrad – when all the roads going in and out of Leningrad were closed off so nobody could come in or go out, even to get food – last-ed for 900 days (about two and a half years).

British Prime Minister Winston Churchill, US President Franklin Roosevelt and Soviet Union leader Joseph Stalin were known as the ‘big three’. They were all leaders of Allied countries.

World War II carried on for a few months after it ended in Europe, and offi-cially ended when Japan formally surrendered to the Allies on 2 September 1945 (also called VJ Day).

Homework In 1939 Britain...1 Learn the information on this page ready for a test in class. Few children had ever travelled outside Britain. If they had a holiday, most went to

the seaside or the country.

2 Writing in RoleIn role as your Evacuee character write a letter home to your family about your new home. This should be at least 300 words long.

Not many people had cars. Most people travelled by bus, train or bike, or walked. Television started in 1936, but very few people had a TV set. Instead families lis-tened to the radio or ‘wireless’.

3 Create an extra page for the Rose Blanche story. This should be laid out as it was in the book with text at the top and an illustraion below. See example pages at Public/Drama/Year 7 homework resources/Rose Blanche

At school, children learned about the British Empire, now the Commonwealth.

In a typical family, dad worked while mum looked after the home. Most young peo-ple left school at 14, and started work.

Drama Children of War


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Pentatonic scaleIs made up of 5 notes. The easiest version of apentatonic scale is the black notes. (C# D# F# G# A#)

Major scaleIs made up of 8 notes e.g( CDEFGABC) TTSTTTS meansT= tone, e.g C-D. S= semitone, e.g E-F or B-C.

Chromatic scaleconsist of 12 notes. 7 white notes and 5 blacks notes. Theyare made up semitones. (CC#DD#EFF#GG#AA#BC)

Minor ScaleIs made of 8 notes e.g (F G Ab Bb C Db E F). The differ-ence from a major is that 3rd note is flattened.

DurationRelates to the length of the notes, how many beats do they last for.

Rhythm The combination of variety notes with different duration.

Stepwise movement A melody that moves in steps e.g C D E F.

Leap movement A melody that consists of leaps C E G C

Extended Learning/Homework

Creating MelodyLearn and understand the keywords.(Set week 2, due week 3)

Must – Use the keywords in creating melody to complete a sentence. Make sure you use paragraphs in your written work. Use an A4 format and the work needs to be at least half a page long.

Should- Use the keywords in Creating melody to write a story. Use the keywords as the characters in your story.

Could. - Listen to piece of music and choose 3 keywords to describe the elements.

Writing out major scalesLearn and understand how to read, perform and record ideas using staff notation(Set week 4, due week 5)

Must- Write out 3 Pentatonic scales using the black notes. Remember to create a treble clef with lines and spaces.

Should- Write out two major scales using the TTSTTTS System(Tone, Tone, Semitone, Tone, Tone, Tone, Semitone) . Write them out in G and F major scale. Remember to create a treble clef with lines and spaces.

Could- Write out 3 chromatic scales using the semitone system. You can start on any note i.e D, F and C. Remember to create a treble clef with lines and spaces.

Compose a melodyLearn and understand how compose a melody(Set week 6 and due week 7

Must- Compose a melody using short phraes and repeats, using stepwise and leap movement.

Should –Compose two contrasting melodies using stepwise and leap movement. Add chords and use a basic structure in your composition (i.e Binary Form AB)

Could-Compose two contrasting melodies using stepwise and leap movement with chords. Your composition must include clear sections, with intros and endings.

Music: Creating MelodyMusic is made up of different elements, such as pitch, tempo and the sound of the instruments. When you are performing or composing music, the elements of music is the foundation in any

piece.


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Vocabulary Useful functions in EXCEL

Spreadsheet a document where data is organised in rows and columns

=SUM=AVERAGE

=MIN=MAX

=COUNT=COUNTA=COUNTIF

Adds a range of cellsFinds the average of a range of cellsReturns the smallest value in a rangeReturns the highest value in a rangeCounts how many numbers in a rangeCounts how many values in a rangeCounts cells if they meet a condition

Homework Tasks

Model a representation of a real world system to assist calculations and predictions

Row is the line of cells next to each other horizontally

Column is the line of cells on top of each other horizontally

Cell one of the individual boxes on a spreadsheet

Reference each cell on a spreadsheet has a unique address or location Mathmatical Operators used in Spreadsheets

Format the way the spreadsheet cell looks, for example the colour or alignment + ADD - SUBTRACT * MULTIPLY / DIVIDE

> GREATER THAN < LESS THANFormula a calculation involving one or more cell

references Homework tasks:

Function a pre-defined formula or procedure 1. Create a guide titled ‘What are Spreadsheets?’ and use some of the key vocabulary to explain what they do and what they can be used for.2. Write one example formula using each of the example mathematical operators for example =A2+B7 3. Describe the key Tools and Features of Microsoft Excel covered in lessons so far. Use screen shots to show the icon and describe what it does.

Validation rules to control the type of data or the values that users enter into a cell

Alignment The way that text is set out, for example, right, left, centered or justified.

Active Cell The cell currently selected

Computer Science Spreadsheet Modelling


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SECTION A: Keywords & Definitions TASKS1. Create Flah Cards of the Keywords and Definitions2. Research a list of exercises that use a component of fitness3. Learn the Spellings of the Keywords4. Find out the Practical Tests for each Component of Fitness

Aerobic Endurance How well Your Body is supplied with Oxygen

Muscular Endurance Muscles can contract and extend many times and hold in a certain position for extended periods of time. Brain Teasers?

Power This combines strength and speed so muscle contract very quickly in order to move something or someone

1. What would happen if you had no flexibility.2. Which Components of Fitness do you need most for a) Football b) Netball c) Athletics3. Which Body shapes suit which Sports? Flexibility The range of movement you have around

a joint

Body Composition How much of your body is made up of fat and how much is muscle

Strength Is the amount of force generated by a muscle

Speed This is how fast your muscles can con-tract over a short period of time.

Agility Ability to move and change direction quickly and under control

Co-Ordination This is being able to use 1 , 2 or more parts of your body at the same time. Even things like walking require coordination.

Balance Being able to keep your body stable when you’re moving or standing still

Physical Education COMPONENTS OF FITNESS


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DT: Food TechnologyEatwell Guide Key Equipment

1. Pallet Knife2. Sharpe knife3. Baking tray 4. Measuring jug5.Glass mixing bowl 6. Chopping boards

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Homework tasks1. How has the eatwell plate guide changed over the last

two years, write an article about the changes and what might have been the reason for the change.

2. Consider what you eat in a week, make a note of each meal and your snacks. Create a visual diary with notes about your diet and link it to the eatwell plate.

3. Consider different types of hazards, make a poster which will make other pupils think about how to stay safe in the food room

4. Cook or help to prepare a main meal at home, get people to review your meal saying what went well and then consider how you could improve and make notes on the experience of cooking for others

5. In Britain we are so lucky to have a variety of different cultural foods available to us, pick a culture which is important or is interesting to you, find out what that cultures staple food is and what dishes they are famous for, find out facts about the country of origin and dishes they serve, turn your information into a Make a mini presentation.

Fun Facts!Yeast is a micro organism, just like all bacteria it needs, food, warmth, moisture and time to grow. Can you think of some foods which need yeast to grow?

Fats are not all bad for us, we need fat to give us energy and to protect our vital organs. Fats such as butter also help to trap air in food, without it our cakes wouldn’t be as fluffy and out biscuits wouldn’t crumble!

There are 750 farmers markets in the UK, this helps to reduce the carbon footprint and Co2 levels in the earths atmosphere. If we eat locally we help our environment and can get fresh seasonal foods

Proteins are made up of lots of amino acids, without them we wouldn’t be able to grow and get stronger. Our body uses tens of thousands of amino acids to keep it going, we need protein to keep us on the move.

Health and Safety in the Food Room: Safety RulesPersonal HygieneWash hands in hot soapy waterTie long hair backWear apron and tuck tie inRoll back sleeves

Cross ContaminationUse correct coloured chopping boards when preparing ingredientsRed = raw meatGreen = fruit and leafy vegetables

Hazards Physical – hair in food, glass found in packaging or nail varnishChemical – bleach spillage, surface cleaners or washing up liquidBiological – Sneezing in or on food, coughing or not washing hands

Nutrient / Food Group

Function Found in..

Protein growth and repair Meats, fish, eggs, and pulses

Carbohydrates Slow release energy Bread, pasta, rice and potatoes

Dairy Contains calcium strong bones and teeth

Milk, cheese, yoghurt

Fruit and Vegetables

Vitamins and minerals which boost the immune system

Apples, oranges, tomatoes, cabbage, carrots and many more

Oils and low fat spreads

protects vital organs, keeps you warm

Oil’s from vegetablesand margarines


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DT: GraphicsKey wordsTypography: typography is the visual art of creating written words.

Art Deco: The decorative art style of the 1920s and 1930s, characterised by precise and bold geometric shapes, strong colours and used most notably in house-hold objects and in architecture

Massimo Vignelli: Graphic designer

Perspective: the art of repre-senting three-dimensional objects on a two-dimensional surface so as to give the right impression of their height, width, depth, and position in relation to each other.

Slogan: A short and striking or memorable phrase used in adver-tising

Homework tasks-Create a two point perspective street view drawing with a good level of detail.-Watch video of https://www.youtube.com/watch?v=P8DoXumJCSw. Outline 3 advantages and disadvantages of rendering with markers over pencil colours.-Who is Massimo Vignelli? Find out who this graphics icon is and what is his slogan? -Imagine you have decided to start a magazine, design the name and front cover of your chosen magazine, who is it for? What are the articles about? Use A4 and lots of vibrant colours, sketches and typography-Find an advert for a drink or food product, research Art deco adverts for something similar, compare how they have changed graphically over the years.

https://www.youtube.com/watch%3Fv%3DP8DoXumJCSw


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DT: Resistant Materials

Polyester Resin

Brass (Copper and Zinc)

Hand Tools

Marking gauge Tenon Saw

Coping Saw

Junior Hack Saw

Bench Hook

Mallet Hammer

Vice Steel rule

Homework tasks 1. Research into hard and soft woods, what are the advantages of each

type and give examples of the types of products which we would make from them

2. Find out what the term Mass production means write an article on mass production and how it helps the manufacturing industry

3. Make a poster about recycling different types of materials consider the 6R’s.

4. Analyse a product at home. What materials has it been made from? 5. Log on to the website below and create a flow chart of the

production stages which are completed when making a bike in a factory. Why do we make bikes from metals? Can you think of positives and negative reasons?

http://www.bbc.co.uk/education/clips/zydygk7


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DT: TextilesTools and Equipment 1. Needles - are a long slender tool with a pointed tip at one end and a hole or eye at the other

for the thread to go through. They are used when sewing/stitching. 2. Pins - a small, slender, often pointed piece of metal used to fasten, support, or attach fabric

together. 3. Fabric scissors - Fabric scissors are scissors with extremely sharp blades made for cutting fabric.

They cannot be used to cut other materials such as paper as this will make the blades blunt. 4. Pinking shears - are scissors, the blades of which are saw-toothed instead of straight. They

leave a Zigzag pattern instead of a straight edge. This stops the edge of the fabric from fraying. 5. Sewing machine - is a machine used to stitch fabric and other materials together with thread. 6. Heat press - is a machine engineered to imprint a design or graphic on to a material with the

application of heat and pressure for a pre-set period of time. 7. Dye sublimation printer - used to print an image or text on to fabric using a heat press. 8. Thread – Used in both needles and sewing machines to join fabrics together

Homework tasks 1. Watch this video on industrial printing https://www.youtube.com/watch?v=tSuJU7QF_Sk 2. Who is Paul Smith? Why is he so important to Nottingham? Write a case study on him and what he

is famous for 3. Design a new range of t-shirts with a new slogan on which is influenced by a club or team you are

part of e.g. a football team. What would they be made from and why? Give reasons why you have chosen your slogans – how do they support your team/club to do their best?

4. Material properties – using the table above, list where each item comes from and how it is made. Why do we use man made fabrics, how do they benefit us?

5. Research biomimicry; can you find 3 items from nature which have influenced textiles design

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Tacking A rough running stitch to hold fabrics

Running Stitch

Back stitch Embroidery - the art of working raised and ornamental designs in threads of silk, cotton, gold, silver, or other material, upon any woven fabric, leather, paper, etc., with a

needle.

Natural Man Made

Cotton Nylon

Silk Polyester

Wool Rayon

1733 - John Kay invents the flying shuttle to enable faster weaving

1764 – James Hargreaves invents the spinning jenny

1803 - William Radcliffe invents the dressing sizing machine

1856 – William Henry Perkin invents the first resist dye

1892 – Cross, Bevan & Beadle invent Viscose.

1889 – first sewing machine is develops selling 700,000 worldwide

1953 – First commercial polyester fibre production by DuPont.

1969 - Gore-Tex is a waterproof, breathable fabric.

1941 – Velcro was invented

1960-70s – commercial patterns are sold enabling people to make ‘fashionable’ cloths at home

1980’s - Wearable technology is introduced

Documents

“Let us pick up our books and our pens,” I said. “They are ... … · Year 7 2016 Autumn 2 nowledge Booklet 1 Page Use this reading log to record the books you read and how