“With an education… you all have everything you need to ... · Freytag’s Pyramid and label the events in the play. 4 Pick two of the questions from Section D and prepare a short

Year 7 2017 Summer 2 Knowledge Booklet

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YEAR 7 KNOWLEDGE HOMEWORK ORGANISER: Summer 2 2017

“With an education…you all have everything you need to rise above all the noise and fulfill every last one of your dreams.”

Michelle Obama

Name: Form:


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CONTENTS PAGE:Page 3 & 4

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Homework timetable and parental check and sign off.

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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 starting5th June

Subject 1 Subject 2 Reading 30 mins (every night)

Signed Off

MondayTuesday DramaWednesday Maths DTThursday MFLFriday Science Music

Week 2:Week starting 12 th June


Signed Off

Monday English History

Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE

Week 3:

Week starting 19th June


Signed Off

Monday English Art

Tuesday Drama

Wednesday Maths DT

Thursday MFL

Friday Science Music

Week 4:Week starting 26th June


Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE

Week 5:Week starting 3rd July


Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE

Week 6:Week starting 10th July


Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science RE

Week 7Week starting 17th June


Signed Off


Tuesday PE

Wednesday Maths IT

Thursday Geography

Friday Science REExample:Week starting 20th Febr


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

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

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 19th June


Signed Off

Monday English DT

Tuesday MFL

Wednesday Maths IT

Thursday PE

Friday Science History



Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music

Week 5:Week starting 3rd July


Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music




Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music




Signed Off


Tuesday RE

Wednesday Maths Art

Thursday Music

Friday Science GeographyExample:

Week starting 17th July


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

5/6

12/6

19/6

27/6

15/5

3/7

10/7

17/7



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EnglishA. Literary Movements and their context D. Shakespearean/Renaissance context

What does ‘the Great Chain of Being’ mean?

What was ‘the Bubonic Plague’? What was Humanism? How did it change the way people thought in Shakespearean times?

What was ‘the Reformation’? What was ‘the Divine Right of Kings’?

Tasks

1 Research the time periods for each of the literary movements in Section A. Label them on your Knowledge organiser.

2 Create a timeline for British Literature. On your timeline, label the literary move-ments (Section A), any important events in British history that you have researched, and add the texts you have read this year (see Section B)

3 Research a Shakespearean text (perhaps one which includes a villain you are studying). Using all of the words in Section C, create a fact sheet about this play. BONUS: Draw Freytag’s Pyramid and label the events in the play.

4 Pick two of the questions from Section D and prepare a short explanation/speech/presentation as your answer.

5 Remind yourself of the terms in Section E. Underline the term that could be classified as a structural device. Look back at one speech from a villain that you have read in class, explain which of these techniques they used in their speech and explain the reason why.

6 Revise the key terms in Section F. Link these words to 3 texts you have studied in Eng-lish this year. Write a sentence to explain how each text relates to these words.

E. . Recap Section (Summer 1)Imperatives Superlatives Personal Pronouns

B. Literature in Year 7 Hyperbole Emotive language RepetitionLegend of Robin Hood Hamlet – W Shakespeare 1984 – G Orwell F. Key terminology

War of the Worlds – H G Wells

The Tempest – W Shake-speare

The Boy in the Striped Pyjamas – J Boyne

Catharsis (n) catharsis is a Greek word meaning cleansing. An audience can experience catharsis at the end of watching a tragedy.

Hercules and the 12 Labours

The Witches – R Dahl Frankenstein – M Shelley Pathos (n) a feeling of sympathy or pity

C. Recap Section (Spring 1) Hubris (n) excessive pride or self-confidence.

Freytag’s pyramid Protagonist Equilibrium Peripeteia (n) a reversal of circumstances, or turning point.

Context Antagonist Disequilibrium Hamartia (n) a fatal flaw leading to the downfall of a tragic hero or heroine


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Mathematics

An Average Poem

Hey Diddle diddle

The MEDIAN is the middle

Add then divide for the MEAN

The MODE is the one that appears the most

And the RANGE is the difference between

Homework Tasks

Week 1 Memorise “An average Poem” ready to recite in lesson. You will need to know the differ-ent types of averages for this half term.

Week 2 Make flash cards of the names of shapes from Figure 3.Can you work out what the interi-or angles inside each polygon add up to?

Week 3 Memorise all of the angle for-mulae from Figure 2 ready for a quiz in lesson. Can you spot which formula is missing?

Week 4 Make a poste using figure 1 but include as many different angles facts as you can.

Week 5 Write five revision questions for someone else to answer. Make sure that you know the correct answers too.

Additional homework tasks may be set by your Maths teacher.

Figure 1

Figure 2

Figure 3


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Science Bubbles, Bangs and BurningA. Chemical and Physical Changes C. Flame Tests

Chemical Change Physical Change Chemical Colour of FlameSodiumPotassiumLithiumMagnesiumCopperIron Filings

D. Tasks:

1 Complete the meanings for the key words.

2 Write the statements in the table under the correct heading.

3 Label the fire triangle and explain why each element is important for a fire.

4 Research the colour of the flame for each chemical during a flame test.

5 Create a poster summarising the gas tests and draw a picture for each gas test (Hydrogen, Oxygen and Carbon Dioxide).

B. Fire Triangle E. Key terms Phonetic MeaningChemical ReactionObservationReversibleIrreversibleDecompositionFuelCombustionReactantProductHydrocarbon

The change is irreversible.

They may look different.

Appearance and texture change

The change is often reversible.

A new substance is made.

No new substance is made.


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Religious Education Person Martin Luther King (Christian) Aung San Suu Kyi (Buddhist) Oscar Romero (Christian) Mahatma Gandhi (Hindu) Dalai Lama (Buddhist)

Facts

Baptist Minister and leader of Civil Rights movement in USAUsed non-violent protest e.g march-es, speechesWas assassinated in 1968

Spoke out against military govern-ment in BurmaWas elected leader but kept under house arrestNow a member of parliament

Archbishop of San SalvadorSpoke out against injustices of cor-rupt military and governmentWas assassinated in 1980

Campaigned fot equal rights in South Africa and for Indian Inde-pendenceBelieved in ahimsa (non-violence)

Spiritual leader of the Tibetan peopleLives in exile in IndiaWhen China invaded Tibet in 1945 he told them not to fight back

Quotes

I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”

“If you want to bring an end to long standing conflict, you have to be prepared to compromise”

“Each one of you has to be God’s microphone. Each one of you has to be a messenger, a prophet2

“An eye for an eye makes the whole world blind”“You must be the change you want to see in the world”

“Be kind wherever possible... our own brain, our own heart is our temple, the philosophy is kindness”

“A person with compassion is kind, even when angry. For one with com-passion, even enemies may turn into friends” Buddha

“Defend the poor and the fatherless; do justice to the afflicted and the needy” Psalm 82:3

“Ahimsa is the greatest happiness. Ahimsa is the highest truth and Ahimsa is the greatest teaching” Mahabharata

“One is not called noble who harms living beings. By not harming living beings one is called noble” Buddha

Inspira-tion from Holy Books

Jesus said “Love your enemies and pray for those who persecute you” Matthew 5:44

websitehttp://www.biography.com/people/martin-luther-king-jr-9365086

http://www.biography.com/people/aung-san-suu-kyi-9192617 http://cafod.org.uk/News/Internation-

al-news/About-Oscar-Romero

http://www.biographyonline.net/politicians/indian/gandhi.htm

http://www.bbc.co.uk/religion/reli-gions/buddhism/people/dalailama_1.shtml

Person Dietrich Bonhoeffer (Christian) Sherin Ebadi (Muslim) Mother Theresa (Christian) Malala Yousafzai (Muslim) Lord Alf Dubbs (Humanist)

Facts

German ministerBecame part of a plot to kill HitlerWas arrested and later killed in prison in 1944

Iranian Human Rights lawyer, Has fought for democracy, women’s and children’s rights Defended political opponents in Iran

Roman Catholic nun who worked in the slums in Calcutta, IndiaShe set up the Missionaries of Charity and founded hospices and orphanages

Pakistani schoolgirl who defied threats of the Taliban to campaign for the right to education. Campaigns for women’s rights and the right to education.

Rescued from the Nazis in the KindertransportCampaigns for the rights of refu-gees, including for unaccompanied Syrian refugee children to come to Britain

Quotes

“Silence in the face of evil is itself evil; God eill not hold us guitless. Not to speak is to speak. Not to act is to act”

“In the last 23 years, …, I had repeat-ed one refrain: an interpretation of Islam that is in harmony with equality and democracy is an authentic ex-pression of faith”

“I see God in every human being. When I wash the leper’s wounds, I feel I am nursing the Lord himself. Is it not a beautiful experience”

“With guns you can kill terrorists, with education you can kill terror-ism.”

“I would like other children who are in a desperate situation at the moment to be offered safety in this country and be given the same wel-come and opportunities that I had”

Inspira-tion from Holy Books

“And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God Micah 6:8”

“Their Lord responded to them: “I never fail to reward any worker among you for any work you do, be you male or female - you are equal to one another” Surah 3;195

“For when I was hungry you fed me, when I was thirsty you gave me a drink” Matthew 25

“Are those who have knowledge equal to those who do not have knowledge?!” Surah 39:9

All children have the right to:• life, survival and development• protection from violence, abuse or neglect UN Convention on the Rights of the Child

websitehttp://www.christianitytoday.com/history/people/martyrs/dietrich-bon-hoeffer.html

http://www.biographyonline.net/women/shirin-ebadi.html

http://www.biographyonline.net/nobelprize/mother_teresa.htm

http://www.malala-yousafzai.com https://humanism.org.uk/about/our-people/patrons/lord-dubs/

Tasks: 1) Find out three more facts about the person you have been given Stretch and Challenge A) At least one factshould be about how they have been influenced by their religious faith

1) Find out three more facts about the person you have been given to research2) Learn the facts about Martin Luther King, Aung San Suu Kyi and ONE other person

A) At least one fact should be about how they were influenced by their faithB) Compare two people from DIFFERENT religions. How are their beliefs and actions similar and different

People of Faith: Influence of Belief on Individuals


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A. Key Words and Meanings: B. Timeline

Bloodletting The medical practice off letting blood by opening a vein with scalpels or leeches. It was thought to cure or prevent illness and disease. It is no longer used today.

1660 Parliament invite Charles II to return and rule England.

Charles II The King of England, Scotland and Ireland from 1660-1685. Son of Charles I of England who was executed by Parliament in 1649.

September 1666 The Great Fire of London begins in Pudding Bag Lane.

Monarchy A country that is ruled by a King or a Queen (a monarch). 1685 Charles II went into a coma and died.

Regency The period when King George III was deemed unfit to rule and his son, the Prince of Wales (the future George IV), ruled for him.

1714 Queen Anne (a Stuart) dies. Her second cousin, George I of Hanover, becomes King.

Restoration A series of events in April-May 1660 and the period that followed it in British history. Charles II became of England, Ireland and Scot-land again. Britain was no longer a Commonwealth.

1727 George I dies and is succeeded by his son George II.

Samuel Pepys He worked for the British government and is famous for keeping a diary from 1660-1669. It is full of information as Pepys wrote about many great events and people. It is a useful primary source.

1800 The Act of Union creates the United Kingdom (England, Ireland, Scotland and Wales).

Victorian Era The period of British History that spans the reign of Queen Victoria from 20 June 1837 until her death, on 22 January 1901.

1837 Queen Victoria becomes queen and starts the Victorian era.

C. Websites for Homework tasks D. Stretch and Challenge

1. http://www.fireoflondon.org.uk/game/2. http://www.bbc.co.uk/history/british/civil_war_revolution/great_fire_01.shtml3. http://www.bbc.co.uk/education/clips/zxksr824. http://www.bbc.co.uk/news/magazine-22122407

1. Who was to blame for the Fire of London? Explain why different groups are at fault (e.g. Catholics, Jews etc.)2. What was the impact of George III’s illness on the government of Britain?

E. Homework Tasks - complete as instructed by your teacher. F. The Great Fire of London (1666) and Charles II.

1. Write a diary entry from Samuel Pepys to explain what happened during the Great Fire of London. Use 3 key words from section A and the image in section C.

2. What was wrong with George III? Explain your opinion. Use 3 key words from section A.

3. Create a timeline for the dates in section B. Try to expand on each key date and use the key words to explain important events. You may use the websites in section C.

History Life after the Civil War

http://www.fireoflondon.org.uk/game/


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Geography Rivers and FloodingKey Words and Meanings Key Features of RiversSource The start of a river up in the hills.

Ox bow lakeMeander A large looped bend.

Mouth The end of the river, usually into a lake or the sea.

Floodplain The flat land either side of a river. This gets flooded when the river overflows.

Cross profileWatershedThe dividing line between two drainage basins. Water that falls on the other side of this line will flow to another river.

Confluence The meeting point of two rivers

V shaped valley In the upper course of the river has steep banks which it has cut out of the land over time.

leveeTributary A smaller river/steam that feeds into a larger one

Websites

http://www.ngkids.co.uk/ (National Geographic for Kids) http://www.kidsgeo.com/ http://lizardpoint.com/geography/world-quiz.phps http://www.coolgeography.co.uk/GCSE/AQA/Water%20on%20the%20Land/Water%20on%20the%20land.htm http://www.geographyalltheway.com/ http://www.bbc.co.uk/education/subjects/zrw76sg

Meander

Possible Tasks: Stretch and challenge tasks

Flood barrier1. Why might people want to live next to a river and what might be the dangers? 1. Explain how rivers can be used to make energy

2. Describe how a river changes as it goes 2. Explain the difference between a U shaped valley and a V shaped valley

3. Research and make a fact file for a river of your choice. Include the effects of its flooding. 3. Make a river in sand

Dam4. Explain how human activities can lead to flooding 4. Build a dam

http://www.ngkids.co.uk/

http://www.kidsgeo.com/ http://lizardpoint.com/geography/world-quiz.phps

http://www.coolgeography.co.uk/GCSE/AQA/Water%20on%20the%20Land/Water%20on%20the%20land.htm

http://www.geographyalltheway.com/

http://www.bbc.co.uk/education/subjects/zrw76sg


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FrenchThe Present TenseFrench has one present tense. It can be translated into English as (e.g.) ‘I watch’ or ‘I’m watching’, etc.

The near future tenseRule: For all verbs (regular and irregular), use the present tense aller (to go) + the infinative of the main verb

Regular -er verbs Rule: Replace the infinitive ending (-er) with the endings shown in bold. regarder - to watch

redarder - to watch je vais regard-er

I’m going to watch nous allons regarder

we’re going to watch

je redarde I watch nous redardons we watch tu vas regarder you’re going to watch vous allez re-garder

you’re going to watch

tu redardes you watch vous redardez you watch il/elle/on va regarder

he/she is going to watch/we’re going to watch

ils/elles vont regarder

they’re going to watch

il/elle/on redarde he/she watches/we watch ils/elles redardent they watch Examples: je vais regarder la télé I’m going to watch TV

Note the spelling change in the nous form for verbs ending -ger and -cer.nous mangeons, nous commençons.Other regular -er verbs: adorer (to love), aimer (to like), détester (to hate), écouter (to listen), jouer (to play), parler (to talk), téléphoner (to phone)

Tu vas faire du judo? Are you going to judo?on va aller à la pêache We’re going to go fishing.

Complete the sentence by selecting the correct form of the verb

Irregular verbs 1 Il mange/manger un sandwich. 4 Elles dansons/dansent.Rule: These don’t follow a pattern so you have to learn each one by heart. 2 J’écoutes/écoute de la musique. 6 Elles aime/aimez les vacances.avoir - to have 3 Vous désires/désirez? 7 Nous jouons/jouent au volley.

j’ai I have nous avon we have 4 Tu restes/restent au lit. 8 On adores/adore le reggae.

tu as you have vous avez you have Replace the verbs in brackets with the correct form.

il/elle/ on a he/she has/we have ils/elles ont they have

Normalement, nous 1 (aller) an italie. Nous 2 (aller) à la champange. Nous 3 (aimer) piqueniquer, mais quelquefois, nous 4 (aller) au restaurant. Nous 5 (visiter) des monu-ments et nous 6 (faire) des activités sportives. J’adore L’Italie. C’est cool.

être - to beje suis I am nous sommes we aretu es you are vous êtes you areil/elle/on est he/she is/we are ils/elles sont they are Copy and complete the text using the correct forms of the near future tense

faire - to do/make C’est bientôt les vacances et je suis impatiente! Je 1_________ dans la mer et

je 2_____ Le soir, nous 3 __________ et nous 4_________. Mes copains vont

aller à la montagne. Ils 5_________ et ils 6____________. Ma sœur va partir en

colo. Elle 7 ______ . Qu’est-ce que tu 8 (faire)?

je fais I do nous faisons we dotu fais you do vous faites you do

il/elle/on fait he/she does/we do ils/elles font they do

aller -to go

je vais I go nous allons we go

tu vas you go vous allez you go

il/elle/on va he/she goes/we go ils/elles vont they go

LES VERBES

The verbs on this page are examples of the patterns you will need to be able to spot to use French verbs properly. Use the information below to write out the six correct parts of the verbs in this box - jouer, écouter, nager, manger, parler......

allons


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Rompecabezas. Lee las frases. Copia y comleta tabla con la informatión del recuadroBrainteaser. Read the sentences. Copy and complete the grid with information from the box

Spanish LOS VERBOS

The verbs on this page are examples of the patterns you will need to be able to spot to use Spainish verbs prop-erly. Use the information below to write out the six correct parts of the verbs - cocinar, vencier, vivir, decir.......

Regular Verbs The near future tenseThere are three typees of regular verbs in Spainish; -ar, -er and -ir.Rule:Replace the infinitive ending with the endings in bold.

The near future tense is used to talk about what you are going to do. Use the present tense of the verb ir followed by a plus the infinitive

-ar verbs voy a salir con mis amigos I am going to go out with my friends

habiar to speak vas a ver la téléisión you are going to watch TV(yo) habio I speak (nosotros) habiamos we speak va a ir de paseo he/she is going for a walk(tú) habias you speak (vosotros) habiáis you (plural) speak vamos a jugar al voleibol we are going to play volleyball(él/ella) habia he/she speaks (ellos) habian they speak vais a chatear you (plural) are going to chat onlineIn brackets you can see the pronouns I/he/she/we/you/they. Often these are not used in Spainish as it is clear who is speaking from the verb ending

van a hacer los deberes they are going to do homeworkStem changing verbs - some spanish verbs are called stem-changing verbs or ‘boot’ verbs.-er verbs

comer to eat Jugar to playcomo I eat comemos we eat juego I play jugamos we playcomes you eat coméis you (plural) eat juegasa you play jugáis you (plural) playcome he/she eats comen they eat jueg he/she plays juegan they play-ir verbs querer to wantescribir to write quiero I want queremos we wantescribo I write escribimos we write quieres you want queréis you (plural) wantescribes you write escribís you (plural) write quiere he/she wants quier they wantescribe he/she writes escriben they writeOnce you know the pattern they follow, you can apply the rules to other -ar, -er and -ir verbs you come across


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ArtART KEY WORDS HOMEWORK TASKS

Your 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.

Shape a geometric figure such as a square, triangle, or rectangle.

Form A three-dimensional geometrical figure.

Scale The relative size or extent of some-thing.

Proportion The size of an object (a whole) in relationship to another object (an-other whole).

1. Keyword definitions. a- Find out and write down the definitions of the following words: Linear, Form, Sculpture, Pliable.

b- Write full sentences containing each keyword.

Linear Drawing with line only. 2. Artist Research. Research another artist that makes wire sculptures. Try googling ‘wire sculpture artists’ to see what you can find. On paper, present your research to include: Artist’s name, 3 Images of the Artist’s work, some information about the artist, your opin-ion on the artwork.

Mark-making Creating texture and pattern with media.

3. Continuous Line Drawing. On one sheet of A4 paper complete 2 continuous line drawings of an object of your choice. Time your-self: 3 minutes for the first drawing and 1 minute for the second. Do not take your pen off the page!

Quality of line Lines can be thick, thin, straight, bumpy, heavy, faint etc…

EXTENSION HOMEWORK TASKSSculpture Three-dimensional artwork. 1. Find or draw images to illustrate your keyword definitions and sentences.Three Dimen-tional (3D)

Solid rather than flat, because it can be measured in three different di-rections, usually the height, length, and width

2. On A4 paper, draw a study of one of the artist’s sculptures using media of your choice. Make your drawing bold and fill the page.

Symmetry The material you are creating your artwork with. E.g. Pencil, oil pastel.

3. Can you find any artists that produce continuous line drawings? Choose 3 of your favourite exam-ples and add your own opinion.

looping Creating a line of circles with wire. Tom Hill Fish Sculpture Continuous Line Drawing Collaged Fish Working with WireAttaching Fixing something to another sur-

face.

Twisting To bend and rotate the wire togeth-er.

Flexible Capable of bending easily without breaking.

Pliable Easily bent; flexible.

Composition Where you place objects on the page.


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Drama Shakespeare: Opening ScenesThe Tempest synopsis Romeo and Juliet synopsis

First Performed : 1611-12First Printed : 1623The Tempest narrates the tale of Prospero, former duke of Milan and his daughter Miranda who was usurped by his Brother Antonio and banished to an island. Prospero with his books of magic lives on the island with a savage creature Caliban and Ariel a sprite as his slaves.

Prospero watches a shipwreck from the island whose passengers were none other than Antonio the usurper, Alonso the king of Naples, his brother Sebastian and his son the prince Ferdinand .The group is washed ashore to the same island. In a series of bemusing events Ferdinand falls in love with Miranda and is married to her with Propsero’s blessings. The entire casts of characters are then brought together and Prospero’s identity is revealed. The play ends in reconciliation and celebration.

First Performed : 1594-95First Printed : 1597 A boy (Romeo) and a girl (Juliet) fall in love. But they come from families which hate each other, and know they will not be allowed to marry. They are so much in love they marry in secret instead. However, before their wedding night Romeo kills Juliet’s cousin in a duel, and in the morning he is forced to leave her. If he ever returns to the city, he will be put to death.Juliet is then told she must marry Paris, who has been chosen by her parents, who do not know she is already married. She refuses - then agrees because she plans to fake her death and escape to be with Romeo.She takes a sleeping potion and appears to be dead, so her parents lay her in a tomb. However, Romeo does not know about the plan, visits her grave, finds her ‘dead’, and kills himself. Juliet finally wakes up, finds Romeo dead, and then kills herself.

Hamlet synopsis Macbeth synopsis

First Performed : 1600-01First Printed : 1603Hamlet is one of the most powerful of Shakespearean tragedies famed for its catch line “to be or not to be’’ part of the popular speech of this play. This Shakespeare play is a classic tale of betrayal, murder and revenge. Prince Hamlet of Denmark is incited by ghostly apparitions of his father who wants revenge against his murderer Claudius. Claudius also his brother seizes both the throne and marries his brother’s wife Gertrude.

The prince’s initial plot to kill Claudius fails with him killing his sweetheart Ophelia’s father instead. When prince is sent to England by Claudius, he chances upon Ophelia’s funeral instead. While Gertrude is killed by drinking poison meant for the prince, Claudius incites a duel between prince and Laertes Ophelia’s brother. Both the men are fatally wounded, but hamlet kills Claudius before succumbing to his injuries.

First Performed : 1605-06First Printed : 1623Shakespeare play, Macbeth is a dramatic representation of the treachery of political ambition and how it can lead to madness. General Macbeth after a victorious battle is prophesied by witches to become king. However the prophesy predicts his friend Banquo’s lineage as his successors.

Influenced By his wife, he murders Duncan the King of Scotland and ascends the throne. Fearing that Banquo suspects him, he orders Banquo to be killed in the forest but his son Fleance escapes. The witches warn him against Macduff the thane of Fife. He orders the killing of Macduff and his family however Macduff isn’t present. Meanwhile his wife becomes insane with guilt and dies.

In revenge, Macduff and Duncan’s son Malcolm wage war on Macbeth killing him in battle. Malcolm is crowned king.

Homework1 Learn the synopsis for each play ready for testing in class 2 Desing the characters of Ariel and Prospero. This should be presented in

full colour with annotations3 Research differnt versions of the witches in Macbeth and create a moodboard


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Music Form and StructureForm and Struc-ture

Relates to the plan in a piece of music and it describes the layout of a composition as divided into sections.

Binary Form A short piece that is made up of two balanced sections. (AB or AABB)

Ternary Form A piece of music in three sections, in which the first section is repeated. (ABA)

Repetition Form A piece of music that repeats throughout the song. This is a well used form in dance music and dynamics and texture are used to create variation.

Rondo Form A form in which one section repeats at certain times throughout a piece. (ABACA)

Theme and Varia-tion

Theme and variation is a piece of music which starts with the main melody. This is followed by one or more variations of that main theme.

Task 1 To produce a drawing of Binary form using the above as an example (AB). You can create the piece using the PowerPoint software package.

Task 2 To produce a drawing of Ternary form using the above as a example (ABA) .You can create the piece using the PowerPoint software package.

Task 3 To produce a drawing of Rondo form using the above as an example (ABACA). You can create the piece using the PowerPoint software package.


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Computer Science

Investigation: Are these Myths or real stories? Domain names: What do they mean?The Montauk Monster (2008) .com

.co.uk.gov.org

.ed .ac .uk.net

Belongs to a commercial organisation Example of a country specific Domain Used by local or national government Used by non-commercial organisations Belongs to an educational institution Could belong to any kind of organisation

Flying Penguins (2008)

How to Charge an iPod with an Onion (2007)

The Derbyshire Fairy (2006)

Giant Camel Spiders in Iraq (2004)

Hercules the Dog (2007)

Bigfoot’s body (2008)

Internet search techniques“ “ Use speech marks to search for an exact

phrase or words next to each other 1. Is it clear who has written the information?2. Are the aims of the site clear?3. Does the site achieve its aims?4. Is the site relevant to me?5.Can the information be checked?6. When was the site produced or updated?7. Is the information biased in anyway?8.Does the site tell you about choices open to you?

OR Searches for EITHER of your search terms

site:bbc.co.uk Searches within the specifiied site only

site:gov Limits searches to a particular domain type

filetype:pdf Searches for a particular file type e.g PDF

define:computer Finds a quick dictionary definition


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SECTION A: Keywords/ Terms & Definitions TASKS1. Create Flash Cards of the Keywords and Definitions2. Create a Fitness Diary of your week3. Write a journal to monitor how you feel physically, mentally ad socially.4. Set yourself a weekly target to improve your health and fitness.5. Create a personal fitness plan

Health Not just free from disease or infirmity but a state of physical, mental and social wellbeing.

Fitness The ability to meet the demands of the environment.

Brain Teasers?Body Shape

Physical appearance; the distribution of muscle and fat.

1. What effects do you think there would be if you di d 5/15/30 mins exerscise a day?2. How can fitness effect your mood and happiness?3. Do you agree with the statement, Why bother with Health, it’s not worth it?

Stress related illness Caused by tension and worry. Includes conditions such as depression, insomnia and anxiety

Co-operation The ability to work with others.

Competition Testing yourself against others

Physical challenge Testing yourself against the environ-ment or your best performances

Aesthetic appreciation Recognizing quality of movement in a performance

Well Being The state of being comfortable, healthy, or happy.

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

Physical Education HEALTH & WELL BEING


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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

“With an education… you all have everything you need to ... · Freytag’s Pyramid and label the events in the play. 4 Pick two of the questions from Section D and prepare a short