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Name: _______________________________________
Mentor group: ______________________
2
English Language & English Literature 3
Mathematics 4
Science 5
Art 6
Design Technology 7
Drama 8
Food Technology 9
Geography 10
History 11
Modern Languages
French 12
German 13
Spanish 14
Music 15
Physical Education 16
Religious Education 17
Textiles 18
Contacts 20
3
Non-Fiction writing
A. C
on
text
B
. Vo
cab
ula
ry
C. N
on
-ficti
on
dev
ices
15
53
M
ary
Tud
or
is t
he
firs
t w
om
an t
o b
e cr
ow
ned
as
Qu
een
of
Engl
and
. 1
. Per
pe
tuat
e
Spre
ad
1. R
he
tori
cal q
ues
tio
n A
qu
esti
on
ask
ed w
ith
ou
t ex
pec
tin
g an
an
swer
15
59
El
izab
eth
I cr
ow
ned
as
the
Qu
een
of
Engl
and
. 2
. Su
bve
rt
Go
aga
inst
an
idea
2
. Ep
iple
xis
A q
ues
tio
n a
sked
to
cri
tici
se t
he
liste
ner
/ r
ead
er
18
67
Th
e Lo
nd
on
So
ciet
y fo
r W
om
en’s
Su
ffra
ge is
fo
rmed
. 3
. Co
nfi
ne
Li
mit
, res
tric
t 3
. Hyp
op
ho
ra
A q
ues
tio
n r
aise
d a
nd
an
swer
ed b
y th
e w
rite
r
18
70
Th
e M
arri
ed W
om
en’s
Pro
per
ty A
ct
4. E
galit
aria
n
Free
an
d e
qu
al
4. T
rico
lon
Th
ree
wo
rds
or
ph
rase
s u
sed
to
geth
er f
or
effec
t
18
80
Th
e fi
rst
fou
r w
om
en t
o a
tten
d u
niv
ersi
ty g
rad
uat
e.
5. S
tere
oty
pes
La
bel
s o
r as
sum
pti
on
s 5
. An
aph
ora
R
epeti
tio
n a
t th
e st
art
of
sen
ten
ces
or
ph
rase
s
18
91
Th
e ri
ght
to u
se c
orp
ora
l pu
nis
hm
ent
on
a w
ife
is r
emo
ved
. 6
. Co
nfo
rm
Ob
ey, f
ollo
w
6. J
uxt
apo
siti
on
P
utti
ng
two
op
po
site
idea
s n
ear
to e
ach
oth
er
19
18
W
om
en o
ver
30
wit
h p
rop
erty
qu
alifi
cati
on
s ge
t th
e ri
ght
to v
ote
. 7
. Rei
nfo
rce
St
ren
gth
en
7
. Met
aph
or
Som
eth
ing
is s
om
eth
ing
else
19
28
W
om
en a
re g
iven
un
iver
sal s
uff
rage
. 8
. In
evit
able
B
ou
nd
to
hap
pen
8
. Sim
ile
Som
eth
ing
is ‘l
ike’
or
‘as’
so
met
hin
g el
se
19
70
Eq
ual
Pay
Act
9
. Pre
vale
nt
Co
mm
on
9
. Exo
rdiu
m
Intr
od
ucti
on
19
79
M
arga
ret
That
cher
is t
he
UK
’s fi
rst
fem
ale
Pri
me
Min
iste
r.
10
. Mis
ogy
ny
Pre
jud
ice
agai
nst
wo
men
1
0. C
on
firm
atio
Su
pp
orti
ng
evid
ence
20
14
Sh
ared
par
enta
l lea
ve is
intr
od
uce
d: 8
% t
ake
-up
1
1. P
atri
arch
y R
ule
by
men
1
1. A
ne
cdo
te
A s
ho
rt f
actu
al a
mu
sin
g o
r in
tere
stin
g st
ory
20
15
Li
bb
y La
ne
elec
ted
as
the
firs
t fe
mal
e C
of
E B
ish
op
1
2. S
enti
men
t Fe
elin
g 1
2. P
aral
lelis
m
Gra
mm
atica
lly s
imila
r p
hra
ses
20
17
Th
e ge
nd
er p
ay g
ap is
13
.9%
1
3. I
ngr
ain
ed
D
eep
ly r
oo
ted
E.
Wo
rd c
lass
es
D. P
un
ctu
atio
n
14
. No
rms
Stan
dar
ds
1. N
ou
n
A p
erso
n, p
lace
or
thin
g
( In
sert
s ex
tra
info
rmati
on
, cla
rifi
es w
rite
r’s
stat
e o
f m
ind
1
5. M
ilita
ncy
V
iole
nce
2
. Co
ncr
ete
no
un
So
met
hin
g yo
u c
an s
ee /
to
uch
, Fo
r lis
tin
g an
d s
epar
atin
g su
bo
rdin
ate
and
mai
n c
lau
ses
16
. Ob
ligati
on
D
uty
3
. Ab
stra
ct n
ou
n
An
idea
/ c
on
cep
t /
feel
ing
“ In
dic
ates
sp
eec
h, s
arca
sm o
r a
titl
e
17
. In
dig
nati
on
Ou
trag
e
4. V
erb
A
wo
rd o
f d
oin
g, f
eelin
g o
r b
ein
g
‘ U
sed
wh
en
lett
ers
are
om
itted
or
for
po
sses
sio
ns
18
. Su
bm
issi
on
Ob
edie
nce
5
. Ad
jecti
ve
Des
crib
es a
no
un
; Se
par
ates
co
mp
lex
item
s in
a li
st, j
oin
s tw
o m
ain
cla
use
s 1
9. A
ctivi
sts
Pro
test
ers
6. C
om
par
ative
ad
j U
sual
ly e
nd
s in
–er
: In
tro
du
ces
lists
, in
tro
du
ces
extr
a in
form
atio
n
20
. Tyr
ants
C
ruel
ru
lers
7
. Su
per
lati
ve a
dj
Usu
ally
en
ds
in –
est
F. S
ente
nce
fu
ncti
on
s 2
1. U
pb
raid
C
riti
cise
8
. Pro
no
un
R
epla
ces
a n
ou
n
1. D
ecl
arati
ve
Stati
ng
an id
ea o
r tr
ansf
erri
ng
info
rmati
on
2
2. H
iera
rch
y O
rder
of
peo
ple
9
. Ad
verb
D
escr
ibes
a v
erb
or
adje
ctive
2. E
xcla
mati
ve
Exp
ress
ing
stro
ng
emo
tio
n
23
. In
feri
or
to
Less
th
an
10
. Ad
verb
of
tim
e
Des
crib
es h
ow
lon
g, w
hen
or
ho
w o
ften
3. I
nte
rro
gati
ve
Ask
ing
a q
ue
stio
n
24
. Su
per
ior
to
Bett
er t
han
1
1. A
dve
rbia
ls
Ph
rase
s to
des
crib
e p
lace
, tim
e, m
ann
er
4. I
mp
erati
ve
Exp
ress
ing
a d
irec
t re
qu
est
25
. Op
pre
ss
Pu
sh d
ow
n
12
. Co
nju
ncti
on
Jo
ins
clau
ses
toge
ther
G. C
lau
ses
and
co
nju
ncti
on
s 1
3. A
rticl
e
The
/ a
1. S
imp
le s
ente
nce
H
as o
ne
mai
n c
lau
se
14
. Dem
on
stra
tive
s Th
is, t
hat
, th
ese,
th
ose
2. C
om
po
un
d s
en
ten
ce
Has
tw
o o
r m
ore
mai
n c
lau
ses
join
ed
by
a ‘F
AN
BO
Y’ (
co-o
rdin
atin
g co
nju
ncti
on
) 1
5. P
oss
essi
ves
Its,
ou
r, t
hei
r, m
y, y
ou
r, h
is, h
er
3. C
om
ple
x se
nte
nce
H
as a
mai
n c
lau
se a
nd
on
e o
r m
ore
su
bo
rdin
ate
clau
ses
16
. Qu
anti
fier
s In
dic
ate
ho
w m
uch
of
som
eth
ing
exis
ts.
4. M
ain
cla
use
C
an s
tan
d a
lon
e as
a c
om
ple
te s
ente
nce
; has
a v
erb
an
d a
su
bje
ct
17
. In
fin
itive
ver
b
To +
ver
b (
e.g.
to
wal
k /
to
ru
n)
5. S
ub
ord
inat
e cl
ause
W
ill n
ot
mak
e se
nse
alo
ne;
is d
epen
den
t o
n a
mai
n c
lau
se
18
. Im
per
ative
ver
b
A v
erb
wit
ho
ut
a p
ron
ou
n; g
ives
a c
om
man
d
6. C
o-o
rdin
atin
g co
nju
ncti
on
Fo
r, a
nd
, no
r, b
ut,
or,
yet
, so
1
9. M
od
al v
erb
In
dic
ate
po
ssib
ility
(e.
g. c
ou
ld, s
ho
uld
, wo
uld
)
7. S
ub
ord
inati
ng
con
jun
ctio
n
Intr
od
uce
s a
sub
ord
inat
e cl
ause
(e.
g. a
fter
, alt
ho
ugh
, bec
ause
, if,
un
til,
wh
en
) 2
0. A
uxi
liary
ver
b
Use
d in
fo
rmin
g te
nse
s: t
o b
e, t
o h
ave,
to
do
4
Topic/Skill Definition/Tips Example
1. Integer A whole number that can be positive, nega-
tive or zero.
2. Decimal A number with a decimal point in it. Can
be positive or negative.
3. Negative
Number
A number that is less than zero. Can be
decimals.
4. Addition To find the total, or sum, of two or more
numbers.
‘add’, ‘plus’, ‘sum’
5. Subtraction To find the difference between two num-
bers.
To find out how many are left when some
are taken away.
‘minus’, ‘take away’, ‘subtract’
6. Multiplication Can be thought of as repeated addition.
‘multiply’, ‘times’, ‘product’
7. Division Splitting into equal parts or groups.
The process of calculating the number of
times one number is contained within
another one.
‘divide’, ‘share’
8. Remainder The amount ‘left over’ after dividing one
integer by another. The remainder of is ,
because 6 divides into 20 exactly 3
times, with 2 left over.
5
Science—Forces, energy and space What is the unit for a force? Newton
Name the apparatus used to measure forces Newton meter
Define a force A push or pull that acts on an object
Name 5 examples of contact forces Friction, air resistance, tension, compression, normal
Name 3 examples of non-contact forces Gravitational force, electrostatic force, magnetic force
What happens to an object when the forces are
balanced?
It remains at rest or moves at constant speed and direc-
tion
What happens to an object when the forces are
unbalanced?
It can change speed – speed up (accelerate) or slow down
(decelerate), shape or direction
What is Newton’s first law? If the resultant force acting on an object is zero the object
will remain stationary or moving at a constant speed
State the equation of Newton’s second law Force = mass x acceleration
State Newton’s third law When two objects interact, the forces they exert on each
other are equal and opposite
State the equation for Hooke’s law Force = spring constant x extension
Define “moment of a force” The turning effect of a force
State the equation for a moment of a force Moment of a force = force x distance to the pivot
State the unit for “moment of a force” Nm (Newton meter)
State the units of the spring constant Newton per meter (N/m)
Name the six stores of energy Thermal (internal), Chemical, kinetic, gravitational poten-
tial, elastic potential, electrostatic potential
Define the conservation of energy Energy cannot be created or destroyed; it can only be
transferred, stored or dissipated
Define dissipated Spread out wastefully
What is the equation for efficiency? Efficiency = Useful energy output/total energy input
What is kinetic energy? The energy of a moving object
Define "mass" The amount of matter an object contains
Define "weight" The force of gravity on an object
State the value of gravitational field strength on Earth 9.8 N/kg
State the equation for weight Weight = mass x gravitational field strength
State the standard unit of mass Kilograms (kg)
State the standard unit of weight Newton (N)
Name the main components of the Solar System Sun, planets, moons, asteroid belt, dwarf planets
Recall the order of the 8 planets in the Solar System Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune
What is a year? The time taken for a planet to orbit the Sun
Define "light year" The distance travelled by light in one year
Define "galaxy" A collection of stars
Name the galaxy that we are in The Milky Way
Define "star" An object in space that gives out light and heat energy
Name the force that keeps planets and moons in orbit
around larger objects
Gravity
Define "natural satellite" A moon that orbits a planet
Define "artificial satellite" Manmade objects that orbit Earth; used for communications
6
Key Definitions
Bench Hook Wooden tool that can be hooked onto the vive to support wood when
you are cutting it
Tenon Saw A tool that is used to cut wood in a straight line. Normally used with
the support of a bench hook to hold the wood.
Vice A tool that is fixed to the bench that can hold material while you are
working with it.
Coping Saw A tool that is used to cut curves. Care needs to be taken with this tool
as the blades can be broken easily.
Sand Paper Used with a cork block to smooth down soft wood.
Sanding Block Used with sandpaper to smooth down soft wood.
Belt Sander Power tool which is used to sand down material. This machine is great
for more that just sanding the edges to clean up.
Pillar Drill This power tool is used to drill holes into materials. Normally used
with a nippy vice holding the materials that you are wanting to drill a
hole in.
Hammer Used to tap material into position. Also used to tap fixings into wood
such as nails.
Mallet A tool that is used to tap wood into position.
Bench An area where we work on practical. Bench vices are attached to this
equipment.
Pine Wood This is a soft materials that is sourced from a pine tree. Has a lovely
smell once you have worked with this material.
Safety Rules for the Work-
shop
Long hair must be tied back when entering
the workshop ready for practical work.
Bags must be placed under the table
throughout the lesson.
All overcoats must be hung up when en-
tering the workshops.
On request students must be at voice level
0 and tracking the teacher.
No running in the workshops.
No talking on the machines..
When working on the machines always
wear goggles to protect your eyes.
Be safe with your hands when working
with power tools.
Pull the handle down slowly when using
the pillar drill.
When working on the Hot glue gun make
Never touch the hot glue gun
Never touch the table which the hot glue
Can you name the tools below?
What are the safety rules for each tool?
Creative Animal Pencil Holders
Tenon Saw
Belt Sander
Coping Saw
Mallet Hammer
Bench Hook
Hot Glue Gun
Sand Paper/
Cork block
Pillar Drill
Vice
Bench
7
DRAMA
8
Year
7 F
oo
d T
ech
no
logy
Kn
ow
led
ge O
rgan
-
Ho
w f
oo
d s
ho
uld
be
sto
red
in a
fri
dge
Bac
teri
al g
row
th s
top
pe
d a
t -1
8°C
Bac
teri
al g
row
th s
low
s at
0 t
o 5
°C
Bac
teri
a ki
lled
at
abo
ve 7
5°C
Dan
ger
zon
e 5
to
63
°C
9
The United Kingdom
The world is made up of 7 continents (South America,
North America, Europe, Africa, Asia, Oceania/Australasia,
Antarctica and Antarctica). The United is located in
Europe and is made up of four countries (England,
Wales, Scotland and Northern Ireland). London is the
capital city of the United Kingdom.
Human Geography of the UK
Human features have been
created by humans (towns
cities roads and railways).
Physical Geography of the UK
Physical features are natural
features of the land that have not
been created by humans (rivers,
lakes, mountains and oceans).
Physical features are shown on a
relief map. Relief is the
geographical word that tells us
the lay of the land (slope
steepness, altitude (height above
sea level).
8 point compass
Is used to describe
direction.
An OS map is a very detailed map. OS maps are split up into squares. These are
known as grid squares. A grid reference is used to help describe the location of a
place or feature on a map. It directs you to a certain grid square
How to read a 4 figure grid reference: remember the rule along the corridor, up the
stairs.
4 figure
Scale
A scale is used to help us work out real distances between two places on a map.
You can use a scale line or ratio (e.g. 1 : 25,000).
How to describe locations using physical and
human features.
1.Use compass points to state what the location
is next to
2.State the physical features in the area
3.State the human features in the area.
6 figure grid references.
These are used to state where exactly in a grid square a feature
is. To create a 6 figure grid reference you need to also say how
many tenths across the square and up the square the symbol
is. The extra two numbers make up the 3rd and 6th number in
the grid reference.
Latitude and Longitude
The number of latitude degrees will be larger the
further away from the equator the place is
located, all the way up to 90 degrees latitude at
the poles. Latitude locations are given as __
degrees North or __ degrees South. Vertical
mapping lines on Earth are lines of longitude,
known as "meridians".
10
Year 7 History Term 1 Knowledge Organiser
William’s army Harold’s army His soldiers were well trained and well equipped. They wore chain mail armour which gave them much protection. His army was made up of infantry, arch-ers and cavalry. His cavalry rode specially bred horses which could carry the weight of these horse soldiers and still ride at speed. They were the elite of William’s army.
Harold’s army was made up of professional soldiers and conscripts, peasant farmers who were forced to join the army and fight. Harold’s best profes-sional soldiers were the Saxon Huscarls. They were the king’s elite bodyguard. They fought with large axes and round shields.
How did the Anglo-Saxon and Norman armies compare when they met at Hastings?
Why did William, Duke of Normandy win the Battle of Hastings and become William the Conqueror?
Castles
William also kept control by building castles throughout England.
Motte and Bailey – The first castles built to help fight against rebellions.
They were built quickly and made out of wood, meaning that they were
not very strong,and could be easily destroyed.
The Domesday Book
In 1086, William sent out surveyors to every part of
England, with orders to list:
how much land was there
who had owned it in 1066, and who owned it
now
what was the place like, and who lived there
how much it was worth in 1066 and how much
now
William did this to allow him to effectively tax the land
and earn money.
William also needed to have an idea of what could be
seized from landowners who did not show him loyalty.
The Feudal System.
After taking the throne in 1066, William has a few
problems:
He does not trust the English lords, who do not like
him.
He has to force the English to accept him as King.
Many of the English are rebelling and fighting
against William.
He has to pay the French Knights who helped him to win the throne.
Solution: William crushes the rebellions and took the land away from the English lords and gave it to his supporters instead. William now has his supporters helping him to control the whole country.
William also sets up the Feudal System. This forces the English to give William
their taxes and promises of loyalty, in return for protection and land to farm.
William is at the top of the system, as he holds all the land and money, which
he gives to the Barons. They promise William their money, soldiers and loyalty.
They give the land to the Knights in return for loyalty and military service.
11
Year 7 History Term 1 Knowledge Organiser
The Murder of Beckett
1154 King Henry II appointed Thomas Beckett as his Chancellor. His job was to look after the church and the King’s law courts.
During this time Henry and Thomas became good friends.
1161 Henry asked Thomas to become the new Archbishop of Canterbury. Beckett was asked to make the church
courts fairer, as they favoured the churchmen. Beckett refused and made Henry very angry,
1164 Henry announced that he would be in charge of the church court, and Beckett agreed but then changed his
mind. Sensing danger, Beckett fled to France.
June 1170 Henry ordered the Archbishop of York to crown the next king. This was usually the job of the Archbishop of
Canterbury. Beckett was furious!!
July 1170 Henry and Beckett met in France. They ended their argument.
November
1170
Despite making up, Beckett removed Henry’s supporters from the church.
December
1170
Henry found out that Beckett had removed his supporters from the church. Henry was furious and shouted:
“Will no one rid me of this troublesome priest?!?!?!”
29th Decem-
ber 1170
Four knights heard Henry’s shout and went to Canterbury Cathedral. They found Beckett and tried to force
him to change his mind. Beckett refused and the four knights stabbed him to death in the church.
MAGNA CARTA
The barons were angry with John and no compromise could be agreed. In April/May the barons took up arms against
the King, led by Robert FitzWalter. They marched on London, Lincoln and Exeter, which asll fell to the barons and the
rebellion grew in size.
The barons issued a royal charter of demands which John was forced to accept on the field of Runnymeade on 15th
June 1215. This became known as the MAGNA CARTA. Some of the key terms of this were:
The charter defined that a formal relationship should exist between the monarch and barons. The king was now subject
It promised the protection of church rights
The King could not sell justice.
Protection from illegal imprisonments
All people were to be tried by jury.
new taxation only with the consent of the barons
The King could not sell justice
A council of 25 barons would be set up to ensure that the King was
respecting the rights and the laws of the charter.
The Peasants' Revolt
The Peasants' Revolt started in Essex on 30 May 1381, when a tax collector tried, for the third time in four years, to levy a poll
tax. Richard II's war against France was going badly, the government's reputation was damaged, and the tax was 'the last
straw'.
The peasants were not just protesting against the government. Since the Black Death, poor people had become increasingly
angry that they were still serfs, usually farming the land and serving their king. Whipped up by the preaching of radical priest
John Ball, they were demanding that all men should be free and equal; for less harsh laws; and a fairer distribution of wealth.
Soon both Essex and Kent were in revolt. The rebels coordinated their tactics by letter. They marched in London, where they
destroyed the houses of government ministers. They also had a clear set of political demands.
On 15 June, the 14-year-old king, Richard II, met the rebels' leader Wat Tyler. William Walworth, the Lord Mayor of London,
attacked and killed Tyler. Before the rebel army could retaliate, Richard stepped forward and promised to abolish serfdom. The
peasants went home, but later government troops toured the villages hanging men who had taken part in the Revolt.
12
Bo
njo
ur
la c
lass
e!
Les
chiff
res
Les
jou
rs d
e la
se
mai
ne
Q
u’e
st-c
e q
ue
tu
as
dan
s to
n s
ac?
Bo
njo
ur
la c
lass
e
Hel
lo c
lass
u
n –
on
e lu
nd
i – M
on
day
d
ans
mo
n s
ac j’
ai…
in
my
bag
I h
ave
Bo
njo
ur
mad
ame…
….
Hel
lo M
rs…
d
eux
– tw
o
mar
di –
Tu
esd
ay
Qu
’est
-ce
qu
’on
va
fair
e au
jou
rd’h
ui?
W
hat
are
we
goin
g to
do
to
day
? tr
ois
– t
hre
e
mer
cred
i – W
edn
esd
ay
un
age
nd
a –
a p
lan
ner
On
va
app
ren
dre
W
e ar
e go
ing
to le
arn
. q
uat
re –
fo
ur
jeu
di –
Th
urs
day
u
n c
rayo
n-
a p
enci
l
On
va
rega
rder
W
e ar
e go
ing
to lo
ok.
ci
nq
– fi
ve
ven
dre
di –
Fri
day
u
n s
tylo
– a
pen
L’ag
end
a, le
cah
ier
The
sch
oo
l pla
nn
er, t
he
exer
cise
b
oo
k si
x –
six
sam
edi-
Sat
urd
ay
un
feu
tre
– a
fel
t ti
p p
en
sep
t –
seve
n
dim
anch
e -
Sun
day
u
ne
calc
ula
tric
e -
a ca
lcu
lato
r
Le s
tylo
et
le c
rayo
n
The
pen
an
d t
he
pen
cil
hu
it –
eig
ht
Les
mo
is
un
e go
mm
e –
a ru
bb
er
Reg
ard
ez-
mo
i Lo
ok
at m
e (t
rack
me
) n
euf
– n
ine
jan
vier
– J
anu
ary
un
tai
lle-c
rayo
n –
a s
har
pen
er
Eco
ute
z s’
il vo
us
pla
ît
Ple
ase
liste
n.
dix
- t
en
févr
ier
– F
ebru
ary
un
e tr
ou
sse
– p
enci
l cas
e
Le la
nga
ge d
e c
lass
e
on
ze -
ele
ven
m
ars
- M
arch
u
n li
vre
– a
bo
ok
Ou
vrez
vo
s ca
hie
rs!
Op
en y
ou
r b
oo
ks.
do
uze
- t
wel
ve
avri
l – A
pri
l u
n c
ahie
r –
an e
xerc
ise
bo
ok
Ferm
ez v
os!
C
lose
yo
ur
exer
cise
bo
oks
. tr
eize
– t
hir
teen
m
ai –
May
u
ne
règl
e–
a r
ule
r
Ass
eyez
-vo
us
s’il
vou
s p
laît
Si
t d
ow
n, p
leas
e.
qu
ato
rze
– fo
urt
een
ju
in –
Ju
ne
un
po
rtab
le –
a m
ob
ile p
ho
ne
Ou
vrez
la f
enêt
re
Op
en t
he
win
do
w.
qu
inze
– fi
ftee
n
juill
et–
Ju
ly
Les
cou
leu
rs
Ferm
ez la
po
rte
C
lose
th
e d
oo
r.
seiz
e –
six
teen
ao
ût
– A
ugu
st
rou
ge –
red
Reg
ard
ez a
u t
able
au
Loo
k at
th
e b
oar
d.
dix
-sep
t –
sev
ente
en
sep
tem
bre
– S
epte
mb
er
ble
u –
blu
e
Eco
ute
z!
List
en!
dix
-hu
it –
eig
hte
en
oct
ob
re –
Oct
ob
er
no
ir -
bla
ck
Pre
nez
vo
s st
ylo
s Ta
ke o
ut
you
r p
en(s
).
dix
-neu
f –
nin
etee
n
no
vem
bre
– N
ove
mb
er
bla
nc
- w
hit
e
Trav
aille
ave
c to
n p
arte
nai
re/t
a p
ar-
ten
aire
W
ork
wit
h a
par
tner
. vi
ngt
– t
wen
ty
déc
em
bre
- D
ece
mb
er
vert
- g
reen
Pac
k aw
ay.
vin
gt-e
t u
n –
21
C
’est
qu
and
to
n a
nn
ive
rsai
re?
ora
nge
- o
ran
ge
Leve
z-vo
us
s’il
vou
s p
laît
St
and
up
, ple
ase.
tr
ente
– t
hir
ty
Wh
en is
yo
ur
bir
thd
ay?
jau
ne
- ye
llow
Lève
-to
i s’il
te
pla
ît
q
uar
ente
– f
ort
y M
on
an
niv
ersa
ire
c’e
st…
.. …
…
mar
ron
- b
row
n
Les
salu
tati
on
s C
om
me
nt
ça v
a?
cin
qu
ante
– fi
fty
le p
rem
ier
jan
vier
m
on
po
rtab
le e
st n
oir
– m
y p
ho
ne
is b
lack
. Sa
lut
- H
ello
C
om
men
t ça
va?
H
ow
are
yo
u?
le d
eu
x ja
nvi
er
Bo
nn
e jo
urn
ée
- G
oo
d d
ay
Je v
ais
bie
n, m
erci
. I a
m fi
ne,
th
ank
you
. Le
tro
is ja
nvi
er -
J’
ai u
n s
tylo
ble
u –
I h
ave
a b
lue
pen
.
Bo
nso
ir –
Go
od
eve
nin
g gé
nia
l, m
erci
. I a
m g
reat
th
ank
you
. M
y b
irth
day
is o
n 1
st/2
nd/3
rd J
an
Au
rev
oir
- G
oo
db
ye
pas
mal
N
ot
bad
La
gra
mm
aire
Au
rev
oir
– B
ye
Je n
e va
is p
as b
ien
I a
m n
ot
wel
l. A
voir
– t
o h
ave
Êt
re –
to
be
A b
ien
tôt!
– S
ee y
ou
so
on
. M
alh
eure
use
me
nt
je n
e va
is p
as t
rès
bie
n
Un
fort
un
ate
ly, I
am
no
t ve
ry
wel
l.
j’a
i – I
hav
e je
su
is –
I am
Salu
t!
tu a
s –
You
hav
e
tu e
s –
you
are
C
om
men
t t’
app
elle
s- t
u?
– W
hat
is y
ou
r n
ame?
Sa
lut?
Co
mm
ent
ça v
a? Ç
a va
bie
n
mer
ci. J
e m
’ap
pel
le M
arie
et
j’ai
tr
eize
an
s. M
on
an
niv
ersa
ire
c’es
t le
d
ix o
cto
bre
. Et
toi?
Co
mm
ent
t’ap
-p
elle
s-tu
? Q
uel
âge
as-
tu
?
Hel
lo, h
ow
are
yo
u?
I am
fin
e th
ank
you
. I a
m c
alle
d M
aria
an
d I
am t
hir
teen
yea
rs o
ld.
My
bir
thd
ay is
on
10
th O
cto
-b
er. A
nd
yo
u?
Wh
at is
yo
ur
nam
e? H
ow
old
are
yo
u?
il/el
le a
– h
e/sh
e/it
has
Il/
elle
/ e
st –
he/
she/
it is
no
us
avo
ns
– w
e h
ave
no
us
som
mes
– w
e ar
e
Je m
’ap
pel
le–
I am
cal
led
……
…..
vo
us
avez
– y
ou
hav
e (p
lura
l)
vou
s êt
es –
yo
u a
re (
plu
ral)
C
om
men
t ça
s’é
crit
? vo
us
avez
– y
ou
hav
e (p
olit
e)
vou
s êt
es –
yo
u a
re (
po
lite)
–
Ho
w d
o y
ou
sp
ell t
hat
? ils
/ el
les
on
t –
they
hav
e
ils/
elle
s so
nt
– t
hey
are
13
Gu
ten
Tag
Kla
sse
! D
ie Z
ahle
n
Die
Wo
che
nta
ge
Was
has
t d
u in
de
ine
r Ta
sch
e?
Hal
lo K
lass
e
Hel
lo c
lass
ei
ns
– o
ne
Mo
nta
g –
Mo
nd
ay
In m
ein
er T
asch
e h
abe
ich
…
In m
y b
ag I
hav
e G
ute
n T
ag F
rau
……
. H
ello
Mrs
……
zw
ei –
tw
o
Die
nst
ag –
Tu
esd
ay
Was
wer
den
wir
heu
te m
ach
en
? W
hat
are
we
goin
g to
do
to
day
? d
rei –
th
ree
Mitt
wo
ch –
Wed
nes
day
ei
nen
Sch
ulp
lan
er –
a p
lan
ner
Wir
wer
den
lern
en.
We
are
goin
g to
lear
n.
vier
– f
ou
r D
on
ner
stag
– T
hu
rsd
ay
ein
en B
leis
tift
- a
pen
cil
Wir
mü
ssen
un
s o
rgan
isie
ren
. W
e m
ust
org
anis
e o
urs
elve
s.
fün
f –
five
Fr
eita
g –
Frid
ay
ein
en K
uli
– a
pen
Der
Sch
ulp
lan
er, u
nse
r H
eft.
The
sch
oo
l plla
nn
er, o
ur
exer
cise
b
oo
k se
chs
– si
x Sa
mst
ag -
Sat
urd
ay
ein
en F
ilzsti
ft –
a f
elt
tip
pen
sieb
en –
sev
en
Son
nta
g -
Sun
day
ei
nen
Tas
chen
rech
ner
- a
calc
ula
-to
r
Der
Ku
li u
nd
der
Ble
isti
ft.
The
pen
an
d t
he
pen
cil
ach
t –
eigh
t D
ie M
on
ate
ei
nen
Rad
ierg
um
mi –
a r
ub
ber
Sch
aut
mic
h a
n.
Loo
k at
me
(tra
ck m
e)
neu
n –
nin
e Ja
nu
ar –
Jan
uar
y ei
nen
An
spit
zer
– a
sh
arp
ener
Bitt
e h
ört
zu
! P
leas
e lis
ten
. ze
hn
- t
en
Feb
ruar
– F
ebru
ary
ein
e Fe
der
map
pe
– p
enci
l cas
e
Die
Kla
sse
nsp
rach
e
el
f -
ele
ven
ei
n B
uch
– a
bo
ok
Mac
ht
die
Bü
cher
au
f!
Op
en y
ou
r b
oo
ks.
zwö
lf -
tw
elve
A
pri
l – A
pri
l ei
n H
eft –
an
exe
rcis
e b
oo
k
Mac
ht
die
Heft
e zu
! C
lose
yo
ur
exer
cise
bo
oks
. d
reiz
ehn
– t
hir
teen
M
ai –
May
ei
n L
inea
l – a
ru
ler
Setz
t eu
ch, b
itte.
Si
t d
ow
n, p
leas
e.
vier
zeh
n –
fo
urt
een
Ju
ni –
Ju
ne
ein
Han
dy
– a
mo
bile
ph
on
e
öff
net
das
Fen
ster
! O
pen
th
e w
ind
ow
. fü
nfz
ehn
– fi
ftee
n
Juli
– J
uly
D
ie F
arb
en
Mac
h d
ie T
ür
zu!
Clo
se t
he
do
or.
se
chsz
ehn
– s
ixte
en
Au
gust
– A
ugu
st
rot
– re
d
Sch
aut
die
Taf
el a
n!
Loo
k at
th
e b
oar
d.
sieb
zeh
n –
se
ven
teen
Se
pte
mb
er –
Sep
tem
ber
b
lau
– b
lue
Hö
rt z
u!
List
en!
ach
tzeh
n –
eig
hte
en
Okt
ob
er –
Oct
ob
er
sch
war
z -
bla
ck
Nim
m/N
ehm
t d
ein
en/e
ure
n S
tift
au
s!
Take
ou
t yo
ur
pen
(s).
n
eun
ehn
– n
inet
een
N
ove
mb
er –
No
vem
ber
w
eiβ
- w
hit
e
Arb
eite
t m
it e
ine
m P
artn
er/e
iner
Par
t-n
erin
W
ork
wit
h a
par
tner
. zw
anzi
g –
tw
enty
D
eze
mb
er -
Dec
emb
er
grü
n -
gre
en
Pac
k aw
ay.
ein
un
dzw
anzi
g –
21
W
ann
has
t d
u G
eb
urt
stag
? o
ran
ge -
ora
nge
Alle
s ei
np
acke
n!
Stan
d u
p, p
leas
e.
dre
iƁig
– t
hir
ty
Wh
en is
yo
ur
bir
thd
ay?
gelb
- y
ello
w
Steh
t au
f, b
itte!
vier
zig
– f
ort
y Ic
h h
abe
am…
.. …
…
bra
un
- b
row
n
Gre
eti
ngs
W
ie g
eh
t’s?
fü
nfz
ig –
fift
y er
sten
Jan
uar
Geb
urt
stag
M
ein
Han
dy
ist
Sch
war
z –
my
ph
on
e is
bla
ck.
Hal
lo -
Hel
lo
Wie
geh
t’s?
H
ow
are
yo
u?
zwei
ten
Jan
uar
Geb
urt
stag
Gu
ten
Tag
- H
ello
/ G
oo
d d
ay
Es g
eht
mir
….g
ut,
dan
ke.
I am
fin
e, t
han
k yo
u.
dri
tten
Jan
uar
Geb
urt
stag
-
Ich
hab
e ei
nen
bla
uen
Ku
li –
I h
ave
a b
lue
pen
. G
ute
n A
ben
d –
Go
od
eve
nin
g Es
geh
t m
ir p
rim
a, d
anke
. I a
m g
reat
th
ank
you
. M
y b
irth
day
is o
n 1
st/2
nd/3
rd J
an
Au
f W
ied
erse
hen
- G
oo
db
ye
Es g
eht
No
t b
ad
Gra
mm
atik
Tsch
üs
– B
ye
Es g
eht
mir
sch
lech
t I a
m n
ot
wel
l. h
abe
n –
to
hav
e se
in –
to
be
Bis
bal
d!
– S
ee y
ou
so
on
. Es
geh
t m
ir n
ich
t gu
t le
ider
U
nfo
rtu
nat
ely
I am
no
t ve
ry w
ell.
ich
hab
e –
I hav
e
ich
bin
– I
am
Wie
hei
Ɓt
du
? –
Wh
at is
yo
ur
nam
e?
Hal
lo!
du
has
t –
Yo
u h
ave
d
u b
ist
– yo
u a
re
Wie
hei
ssen
Sie
? –
Wh
at is
yo
ur
nam
e?
Hal
lo, w
ie g
eht’
s? M
ir g
eht
es
seh
r gu
t d
anke
. Ich
hei
Ɓe
Mar
ia u
nd
ich
b
in d
reiz
ehn
Jah
re a
lt. I
ch h
abe
am
zeh
nte
n O
kto
ber
Geb
urt
stag
. Un
d
du
? W
ie h
eiƁ
t d
u?
Wie
alt
bis
t d
u?
Hel
lo, h
ow
are
yo
u?
I am
fin
e th
ank
you
. I a
m c
alle
d M
aria
an
d I
am t
hir
teen
yea
rs o
ld.
My
bir
thd
ay is
on
10
th O
cto
-b
er. A
nd
yo
u?
Wh
at is
yo
ur
nam
e? H
ow
old
are
yo
u?
er/s
ie/e
s h
at –
he/
she/
it h
as
er/s
ie/e
s is
t –
he/
she/
it is
wir
hab
en –
we
hav
e
wir
sin
d –
we
e ar
e
Ich
hei
sse
– I a
m c
alle
d…
……
..
ihr
hab
t –
yo
u h
ave
(plu
ral)
ih
r se
id –
yo
u a
re (
plu
ral)
Wie
sch
reib
t m
an d
as?
Sie
hab
en –
yo
u h
ave
(po
lite)
Si
e si
nd
– y
ou
are
(p
olit
e)
– H
ow
do
yo
u s
pel
l th
at?
sie
hab
en –
th
ey h
ave
si
e si
nd
– t
hey
are
14
¡Ho
la c
lase
! Lo
s n
úm
ero
s Lo
s d
ías
de
la s
em
ana
¿Q
ué
tie
ne
s e
n t
u m
och
ila?
Ho
la c
lase
H
ello
cla
ss
un
o –
on
e lu
nes
– M
on
day
En
mi m
och
ila t
engo
: I h
ave
u
n d
icci
on
ario
– a
dic
cio
nar
y H
ola
señ
or/
a H
ello
Sir
/Mis
s d
os
– t
wo
m
arte
s –
Tu
esd
ay
¿Qu
é va
mo
s a
hac
er
ho
y?
Wh
at a
re w
e go
ing
to d
o t
od
ay?
tres
– t
hre
e
mié
rco
les
– W
edn
esd
ay
un
a ag
end
a –
a p
lan
ner
Vam
os
a h
abla
r W
e ar
e go
ing
to t
alk
cuat
ro –
fo
ur
juev
es–
Th
urs
day
u
n lá
piz
- a
pen
cil
Vam
os
a e
scu
char
W
e ar
e go
ing
to li
sten
ci
nco
– fi
ve
vier
nes
– F
rid
ay
un
bo
lígra
fo –
a p
en
Vam
os
a p
arti
cip
ar
We
are
goin
g to
par
tici
pat
e
seis
– s
ix
sáb
ado
- Sa
turd
ay
un
mo
ned
ero
– a
wal
let
siet
e –
sev
en
do
min
go -
Su
nd
ay
un
a ca
lcu
lad
ora
- a
calc
ula
tor
En la
cla
se d
e e
spañ
ol
In t
he
Span
ish
less
on
o
cho
– e
igh
t Lo
s m
ese
s u
na
gom
a –
a ru
bb
er
hay
qu
e h
abla
r es
pañ
ol
we
hav
e to
sp
eak
Span
ish
n
uev
e –
nin
e en
ero
– J
anu
ary
un
sac
apu
nta
s –
a sh
arp
ener
Vam
os
a ap
ren
der
mu
cho
w
e ar
e go
ing
to le
arn
a lo
t d
iez
- te
n
feb
rero
– F
ebru
ary
un
est
uch
e –
pen
cil c
ase
Las
inst
rucc
ion
es
on
ce -
ele
ven
m
arzo
- M
arch
u
n li
bro
– a
bo
ok
¡Ab
rid
los
libro
s!
Op
en y
ou
r b
oo
ks.
do
ce -
tw
elve
ab
ril –
Ap
ril
un
cu
ader
no
– a
n e
xerc
ise
bo
ok
¡Cer
rad
los
cuad
ern
os!
C
lose
yo
ur
exer
cise
bo
oks
. tr
ece
– th
irte
en
may
o –
May
u
na
regl
a –
a ru
ler
¡Sen
tao
s, p
or
favo
r!
Sit
do
wn
, ple
ase.
ca
torc
e –
fou
rtee
n
jun
io–
Jun
e
un
mó
vil –
a m
ob
ile p
ho
ne
¡Ab
re la
ven
tan
a!
Op
en t
he
win
do
w.
qu
ince
– fi
ftee
n
julio
– J
uly
Lo
s co
lore
s
¡Cie
rra
la p
uer
ta!
Clo
se t
he
do
or.
d
ieci
séis
– s
ixte
en
ago
sto
– A
ugu
st
rojo
– r
ed
¡Mir
ad la
piz
arra
! Lo
ok
at t
he
bo
ard
. d
ieci
siet
e –
sev
ente
en
sep
tiem
bre
– S
epte
mb
er
amar
illo
- y
ello
w
¡Esc
uch
ad!
List
en!
die
cio
cho
– e
igh
teen
o
ctu
bre
– O
cto
ber
n
egro
- b
lack
¡Co
ge e
l bo
lígra
fo!
Take
ou
t yo
ur
pen
. d
ieci
nu
eve
– n
inet
een
n
ovi
em
bre
– N
ove
mb
er
bla
nco
- w
hit
e
Trab
aja
con
tu
co
mp
añer
o
Wo
rk w
ith
yo
ur
par
tner
. ve
inte
– t
wen
ty
dic
iem
bre
- D
ece
mb
er
mo
rad
o -
pu
rple
¡Rec
oge
d p
or
favo
r!
Pac
k aw
ay.
vein
tiu
no
– 2
1
¿Cu
ánd
o e
s tu
cu
mp
leañ
os?
n
aran
ja -
ora
nge
¡Lev
anta
os!
St
and
up
, ple
ase.
tr
ein
ta –
th
irty
W
hen
is y
ou
r b
irth
day
? az
ul –
blu
e
cuar
enta
– f
ort
y M
i cu
ple
año
s e
s el
…
mar
rón
- b
row
n
Gre
eti
ngs
…
un
o d
e en
ero
ve
rde
- gr
een
Ho
la -
Hel
lo
¿Có
mo
est
ás?
Ho
w a
re y
ou
? …
do
s d
e en
ero
ro
sa -
pin
k
Bu
eno
s d
ías
– G
oo
d m
orn
ing
Esto
y b
ien
, gra
cias
I a
m fi
ne,
th
ank
you
. …
tre
s d
e en
ero
gr
is -
gre
y
Bu
anas
tar
des
– G
oo
d a
fter
no
on
Es
toy
fen
om
enal
I a
m g
reat
M
y b
irth
day
is o
n 1
st/2
nd/3
rd J
an
Bu
enas
no
che
s –
Go
od
eve
nin
g Es
toy
así -
así
N
ot
bad
la
gra
máti
ca
Ad
ios
– B
ye
Esto
y m
al
I am
no
t w
ell.
ten
er–
to
hav
e se
r –
to b
e
Has
ta lu
ego
– S
ee y
ou
so
on
. Es
toy
fata
l I a
m n
ot
very
we
ll.
ten
go –
I h
ave
soy
– I
am
¿Có
mo
te
llam
as?
Wh
at is
yo
ur
nam
e?
¡Ho
la!
tien
es
– Yo
u h
ave
er
es
– y
ou
are
Me
llam
o –
my
nam
e is
H
ola
, ¿có
mo
est
ás?
Esto
y b
ien
, gr
acia
s. M
e ll
amo
Mar
ía y
te
ngo
tr
ece
añ
os.
Mi c
um
ple
año
s e
s e
l d
iez
de
oct
ub
re. ¿
Y t
ú?
¿Có
mo
te
lla
mas
? ¿C
uán
tos
año
s ti
en
es?
Hel
lo, h
ow
are
yo
u?
I am
fi
ne
than
k yo
u. I
am
cal
led
M
aria
an
d I
am t
hir
tee
n
year
s o
ld. M
y b
irth
day
is o
n
10
th O
cto
ber
. An
d y
ou
? W
hat
is y
ou
r n
ame?
Ho
w o
ld
are
you
?
tien
e –
he/
she/
it h
as
es –
he/
she/
it is
ten
emo
s –
we
hav
e
som
os
– w
e ar
e
Soy
– I a
m
ten
éis
– y
ou
hav
e (p
lura
l)
sois
– y
ou
are
(p
lura
l)
¿Có
mo
se
escr
ibe
? ti
enen
– t
hey
hav
e
son
– t
hey
are
– H
ow
do
yo
u s
pel
l th
at?
15
Wh
at is
Te
mp
o?
The
spee
d o
f a
pie
ce o
f m
usi
c –
the
un
der
-
lyin
g b
eat
or
pu
lse
Wh
at is
Pit
ch?
Ho
w h
igh
or
low
a n
ote
so
un
ds
Wh
at a
re D
ynam
ics?
Th
e vo
lum
e o
f a
sou
nd
Wh
at is
du
rati
on
? Th
e le
ngt
h o
f n
ote
s b
ein
g p
erfo
rmed
Wh
at is
sile
nce
? N
o s
ou
nd
at
all
Wh
at is
Rh
yth
m?
A c
om
bin
atio
n o
f d
ura
tio
ns
to m
ake
a
patt
ern
Wh
at is
Tim
bre
? Th
e so
un
d/t
on
e th
at a
n in
stru
men
t m
akes
Wh
at is
tex
ture
? H
ow
man
y d
iffer
ent
mu
sica
l id
eas
can
be
hea
rd a
t th
e sa
me
tim
e.
Wh
at is
str
uct
ure
? H
ow
th
e m
usi
c ca
n b
e p
ut
toge
ther
in
diff
eren
t se
ctio
ns.
– V
erse
/Ch
oru
s et
c
- R
on
do
AB
A C
A
Wh
at d
oe
s A
llegr
o m
ean
? A
fas
t te
mp
o
Wh
at d
oe
s M
od
erat
o m
ean
? A
med
ium
tem
po
Wh
at d
oe
s la
rgo
mea
n?
A s
low
tem
po
Wh
at d
oe
s fo
rte
mea
n?
A lo
ud
dyn
amic
Wh
at d
oe
s p
ian
o m
ean
? A
qu
iet
dyn
amic
16
17
18
SEWING EQUIPMENT
Fabric Shears - Cutting fabric only.
Needle - Hand sewing only
Pins -Temporarily holding fabric together
Stitch ripper-Removing mistakes
Tailors chalk - Marking where you want to sew
Pinking shears - Neatening raw edges
Embroidery scissors -Snipping small threads
Working with a sewing machine
A seam allowance is 15mm (How far you should sew
from the edge of the fabric when you are making
products)
A capital N shows you have threaded the machine
correctly.
You back stitch to secure the seam.
You place threads at the back of the machine when
you start to sew.
Tacking is a temporary stitch.
Applique is where you sew fabric onto fabric to
make a pattern. You could stitch around the edge in
straight stitch, zig-zag stitch or hand embroidery. Decorative Techniques
Hand embroidery—running stitch and cross stitch.
Applique—sewing on fabric onto another fabric to
create a pattern.
Fabric paint/pen/crayon —painting on fabric
Block printing—cutting a block to create a
pattern.
Tie and dye—a resist technique of dyeing . Natu-
ral fabrics are used e.g. cotton or linen and
How to Analyse Textile/Artists work.
1. Describe what you can see in the Artwork.
2. What media has the artist used
3. What shapes and colours can you see.
4. What mood or emotion does the artwork show.
5. Give reasons whether you like or dislike the art work
Colour theory
Primary colours - RED, YELLOW, BLUE
Secondary colours—ORANGE GREEN, VIOLET
(These colours are formed by mixing the primary
colours)
Monochrome—an image in varying tones of one
Fabrics .Cotton—Plain weave. Very absorbent. Felt—
bonded fabric used for decoration
Running Stitch
19
Mr Hodges, Assistant Principal
Miss Ogundele Year 7 Family Leader
Ms Billings, Year 7 Mentor
Ms Saarany, Year 7 Mentor
Ms Roberts, Year 7 Mentor
Ms Ledger, Year 7 Mentor
Ms Williams, Year 7 Mentor
Mr Gordon, Year 7 Mentor
Ms Berkeley, Year 7 Mentor
Ms Killeen Year 7 Mentor
Ms Herold Year 7 Mentor
Ms Elvin, SENCO
Ms Thompson, Head of Maths
Ms Sacks, Head of English
Mr Thompson, Head of Science
Mr Simmonds, Head of Geography
Mr McAllen. Head of History
Ms John, Head of RE
Ms Dadswell, Head of Expressive Arts
PE, Drama, Music, Art
Mr Calvo, Head of Design Technology
Mrs Buckingham, Head of Food Technology
Mrs Booth, Head of Textiles
Ms Abbasi, Head of Computing
Mrs Rivaldi, Head of MFL
Philippa.Rivaldi@
oasiscoulsdon.org
