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English Knowledge Organiser: Once by Morris Gleitzman
Plot Overview: Felix has lived in a Catholic orphanage for over three years but always hopes that his Jewish bookseller parents to come for him. Alarmed by
the sight of what he assumes are official 'librarians' burning Jewish books in the orphanage, he sets off in search of his parents to warn them of the danger. On his travels Felix uses his natural optimism and storytelling gift to explain away the horrific events he witnesses in Nazi-occupied
Poland. His stories bring hope to the people suffering the same horrific circumstances as Felix. A story of hope, horror, friendship and fear.
Summary: After we read each section, add a sentence to summarise the events.
The Orphanage:
The Journey:
Meeting Zelda:
Barney and the Cellar:
The Ending:
Context
Judaism
A religion very similar to Christianity, however, with a belief only in the Old Testament. Jewish
people believe in God as the Creator.
Poland in 1942
The novel is set in Poland in 1942. This was nine years after Hitler’s rise to power. By this time, Hitler
was already in control of Poland (the Nazis invaded Poland in
1939).
Adolf Hitler
Hitler took control of Germany in 1933. He was a passionate
speaker and persuaded people to support him. Those who did not agree with Hitler were punished
or killed.
World War 2
Hitler invaded Poland in 1939, This prompted Britain and France to declare war against Germany.
Britain and France, working together, were known as the
Allies. Holocaust
Hitler began a regime known as the Holocaust, persecuting Jews,
Roma Gypsies, homosexuals, mentally and physically disabled people, and anyone who spoke
against them.
Boycott and Censorship
Hitler’s first act against Jews was a boycott of Jewish business and
an enforced segregation of Jewish people. He also
committed acts of censorship, burning all Jewish books.
Kristallnacht and Ghettos
Kristallnacht (the night of glass) was a physical attack on Jewish
homes and businesses and began the regime of forcing Jews
to live in the Ghettos.
Final Solution
Hitler’s ultimate aim was to destroy the Jewish race. Hitler
opened Death Camps, in which Jews were imprisoned, enslaved
and killed. Approximately 6 million Jews were killed.
Write down adjectives to describe the main characters as we read the book and learn more about them:
These are important themes in the novel: draw a symbol next to each one to reflect its meaning.
Felix at the start:
Mother Minka:
Jankiel:
Felix’s Parents:
Zelda:
Barney:
Nazi Soldiers:
Nazi with Toothache:
Felix by the end:
Naïve, hopeful,
Hope
Friendship
Resilience
Imagination
Naivety
Cruelty
Isolation
Racism
Family
Assessment Overview: Write an essay to prove a thesis statement given to you. Vocabulary Definitions
Essay Section: Helpful phrases: Riot: a violent disturbance
Dedication: Devote to someone
Blurb: Summary on book cover
Persecution: Hostility & ill-treatment
Protagonist: Main character
Inferences: Things you work out
Judaism: A religion
Context: The circumstances around the story
Determiner: Tells you more about the noun e.g. The/a/every/this etc.
Connotations : Associations
Holocaust: Slaughter on mass scale
Dramatic Irony: Audience knowing more than characters
Censorship: Suppression of speech/ideas for a specific reason
Propaganda: Lies told by politicians
Ghetto: Areas of cities where Jewish people were segregated.
Naivety: Lack of understanding
Harrowing: Very painful/distressing
Anti-Semitism: Racism against Jews
Boycott: To avoid altogether
Isolation: Being/feeling alone
Empathy: To feel another’s feelings
Introduction: Start with a broad statement, then narrow your focus to introduce your main ideas and summarise the thesis statement.
…is a key theme… Gleitzman presents…
The novel is set…
Main Paragraphs: Introduce and event from the story and describe
what happens in detail. Explain clearly what this event shows and
how this links to context at the time. Link back to the thesis
statement and what Gleitzman wanted readers to think/learn.
In the event… …. is presented when…
When … happens… The … reflects …
This highlights/emphasises… At the time…
In 1942… Gleitzman utilises…
Conclusion: Summarise your ideas about the thesis statement by rounding up your essay with
Gleitzman’s intentions.
Ultimately, Gleitzman shows / highlights / exposes /
intends…
Keywords Sequence: items or numbers put in a pre-decided order Term: a single number or variable Position: the place something is located Rule: instructions that relate two variables Linear: the difference between terms increases or decreases by the same value each time Non-linear: the difference between terms increases or decreases in different amounts Difference: the gap between two terms Arithmetic: a sequence where the difference between the terms is constant Geometric: a sequence where each term is found by multiplying the previous one by a fixed non zero number
What do I need to be able to do? By the end of this unit you should be able to:• Describe and
continue both linear and non-linear sequences
• Explain term to term rules for linear sequence
• Find missing terms in a sequence
Describe and continue a sequence diagrammatically What will the next number be? Can you draw this?
Count the number of circles or lines in each image
Continue Linear Sequences 7, 11, 15, 19… How do I know this is a linear sequence? It increases by adding 4 to each term.How many terms do I need to make this conclusion? At least 4 terms – two terms only shows one difference not if this difference is constant. (a common difference). How do I continue the sequence? You continue to repeat the same difference through the next positions in the sequence
Year 7 Mathematics Term 1 Knowledge Organiser Algebraic Thinking – Sequences
Predict and check terms Predictions: Look at your pattern and consider how it will increase. e.g. How many lines in pattern 6? Prediction - 13 If it is increasing by 2 each time - in 3 more patterns there will be 6 more lines
Linear and Non Linear Sequences Linear Sequences – increase by addition or subtraction and the same amount each timeNon-linear Sequences – do not increase by a constant amount – quadratic, geometric and Fibonacci. • Do not plot as straight lines when modelled graphically • The differences between terms can be found by addition, subtraction, multiplication or division. Fibonacci Sequence – look out for this type of sequence0 1 1 2 3 5 8 …
Each term is the sum of the previous two terms.
Explain term-to-term rule How you get from term to term Try to explain this in full sentences not just with mathematical notation. Use key maths language – doubles, halves, multiply by two, add four to the previous term etc. To explain a whole sequence you need to include a term to begin at…
Continue non-linear Sequences 1, 2, 4, 8, 16 … How do I know this is a non-linear sequence? It increases by multiplying the previous term by 2. – this is a geometric sequence because the constant is multiply by 2 How many terms do I need to make this conclusion? At least 4 terms – two terms only shows one difference not if this difference is constant. (a common difference). How do I continue the sequence? You continue to repeat the same difference through the next positions in the sequence.
.0
.0
Sequence in a table and graphically
Because the terms increase by the same addition each time this is linear – as seen in the graph
MW A11a
MW A11c
MW A22
MW A11b
Keywords Function: a relationship that instructs how to get from an input to an output. Input: the number/ symbol put into a function.Output: the number/ expression that comes out of a function. Operation: a mathematical process Inverse: the operation that undoes what was done by the previous operation. (The opposite operation) Commutative: the order of the operations do not matter. Substitute: replace one variable with a number or new variable. Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign) Evaluate: work out Linear: the difference between terms increases or decreases by the same value each time Sequence: items or numbers put in a pre-decided order
What do I need to be able to do? By the end of this unit you should be able to:• Be able to use inverse operations and “operation families”. • Be able to substitute into single and two step function machines. • Find functions from expressions. • Form sequences from expressions
Year 7 Mathematics Term 1 Knowledge Organiser Algebraic Thinking – Understand and Use Algebraic Notation
Single Function Machines
INPUT OUTPUTThe number that
goes INThe number that
comes OUTThis box gives the
calculation instructionTo find the input from the output
7x
Find functions from expressions
?INPUT OUTPUT14x
Find the relationship between the input and the outputSometimes there can be a number of possible functions eg. + 7x or x 2 could both be solutions to the above function machine
Two step Function Machines (algebra)
x5b5b
+4 5b + 4
IMPORTANTCalculate the value at the end of each operation÷5 -4
+4cc+4
x5 5(c + 4)= 5c + 20
-4 ÷5NOTE
The whole first output is multiplied by 5
Substitution into an expression
+3
INPU
T
OUT
PUT
Add 3 to the input
then times by 2
2(x + 3)
x2
If x = 1010 + 3 = 13 13 x 2 = 26
Put the expression into a function machine
Forming a sequence
INPUT
OUTPUT
2(x + 3)
1 2 3
8 10 12
The substitution is the ‘input’ value The OUTPUT becomes the sequence
Using letters to represent numbers
Addition and multiplication can be done in any order Commutative calculations
5 + 5 + 53 x 55 x 3
4 lots of ‘y’
y + y + y + yy x 44 x y4y
20 shared into ‘h’
number of groups
20 ÷ h20h
Single Function Machines (algebra)
x10
INPUT OUTPUTa 10a
÷10
To find the input from the outputUse the INVERSE operation
3c 30c
Two step Function Machines
INPU
T
Calculate the value at the end of each operation
OUT
PUT
To find the input from the outputUse the INVERSE operation
Substitution into expressions
If y = 7 this means the expression is asking for 4 ‘lots of’ 7
4 x 7 or 7 + 7 + 7 + 7 or 7 x 4
4y 4 lots of ‘y’
Eg. y – 2 = 7 – 2 = 5
=28
Use the INVERSEoperation
+3INPU
T
x2
Take the function and generate a sequence 2(x+3)
OUT
PUT
To represent graphically the input becomes x co-ordinates
and the output becomes y co-ordinates
Representing functions graphically
y = 2(x+3)
INPUT
OUTPUT 8 10 12
1 2 3
INPUT
OUT
PUT
NOTE:Becausethis isalinear graphyou
canpredict other values
Gives us the co-
ordinate (3,12)
MW N26
MW A10
MW A3
Keywords Equality: two expressions that have the same value Equation: a mathematical statement that two things are equal Equals: represented by ‘=‘ symbol –means the same Solution: the set or value that satisfies the equation Solve: to find the solution. Inverse: the operation that undoes what was done by the previous operation. (The opposite operation) Term: a single number or variable Like: variables that are the same are ‘like’ Coefficient: a multiplicative factor in front of a variable e.g. 5x (5 is the coefficient, x is the variable) Expression: a maths sentence with a minimum of two numbers and at least one math operation (no equals sign)
What do I need to be able to do? Bythe end of this unit you should beable to:• Form and solve linear equations• Understand like and unlike terms• Simplify algebraic expressions
Year 7 Mathematics Term 1 Knowledge Organiser Algebraic Thinking – Equality and Equivalence
Equality 2 + 14 = 5 + 5 + 6
16 16
“Is equal to”
Saying it out loud sometimes helps you to
understand equality
The sum on the left has the same result as the sum on the right
Fact Families
20 𝑥 10
y
t t t
13 7
Mod
el the inform
ationFact Fam
ily
Use a bar model to display the relationships between terms and numbers
14
Like terms are those whose variables are the same
Examples and non-examples
y, 7y 2x² , x² ab, 10ba 5, -2
y, 7x 2x² , 2c² ab, 10a 5, -2t
Like terms Unlike terms
Like and unlike terms
and 3
the variable is the same
the variables are NOT the same
Note here ab and ba are commutative operations, so are still like terms
2 x2m
7m– 3m
4m
4m
5m
EquivalenceCheck equivalence by substitution e.g. m=105m 5 x 10 = 50
2 x 2m2 x (2x10) = 2 x 20 = 40
7m – 3m(7x10) – (3x10) = 70 – 30 = 40
Equivalent expressionsRepeat this with
various values for m to check
x + 42 = 59 42 + x = 59
59 – x = 42 59 – 42 = x
Solve one step equations (+/-)
x + 42 = 59 There is more to this than just spotting the answer
59
x 42Don’t forget you know
how to use function machines
x 59+42
– 42
13 + 7 = 207 + 13 = 2020 – 7 = 1320 – 13 = 7
x + 10 = 1410 + x = 1414 – 10 = x14 – x = 10
t + t + t = y3 x t = y3t = y
y – t – t = ty ÷ 3 = ty ÷ t = 3
Solve one step equations (+/-)
Don’t forget you know how to use function
machines
5 f
÷ 4
x 4
f ÷ 4 = 5 f ÷ 5 = 4
5 x 4 = f 4 x 5 = f
f= 5
f
5 5 5 54
The ≡ symbol means equivalent to. It is used to identify equivalent expressions.
Collecting like terms ≡ symbol ≡Collecting like terms Only like terms can be combined Common misconceptions
Although they both have the x variable x² and x terms are unlike terms so can not be collected
2x + 3x² + 4x ≡ 6x + 3x²4x + 5b – 2x + 10b
4x + 5b – 2x + 10b
2x + 15b
MW A12 MW A12
MW A6MW A6
Working Scientifically
Keywords
Accurate Close to the true value.
Anomalies Values in a set of results which are judged not to be part of the variation caused by random uncertainty.
Random error Causes readings to be spread about the true value, due to results varying in an unpredictable way. The effect can be reduced by making more measurements and calculating a new mean.
Systematic error Causes readings to differ from the true value by a consistent amount each time. Cannot be dealt with by simple repeats. Experiment should be repeated using different equipment or technique.
Zero error When a measuring system gives a false reading when the true value of a measured quantity is zero.
Interval The quantity between readings, e.g. a set of 11 readings equally spaced over a distance of 1m would give an interval of 10cm.
Precise Where there is very little spread about the mean value. Precision depends only on the extent of random errors – it gives no indication of how close results are to the true value.
Range The maximum and minimum values of the variables.
Repeatable If the original experimenter repeats the investigation using same method and equipment and obtains the same results.
Reproducible If the investigation is repeated by another person, or by using different equipment or techniques, and the same results are obtained.
Validity Suitability of the investigative procedure to answer the question being asked. This involves ensuring all control variables are controlled.
Drawing a graph
S ‐ ScaleP ‐ Pencil and rulerA ‐ Axis labelsT ‐ TitleU ‐ UnitsL ‐ Line of best fitA ‐ Accuracy
Independent, dependent and control variables
Independent variable is the variable for which values are changed or selected by the investigator.Dependent variable is the variable of which the value is measured for each and every change in the independent variable.Control variable is one which may affect the outcome of the investigation and therefore has to be kept constant or at least monitored.
Example:Homer has just been picked for a bowling team. He has rubber shoes, leather shoes and the plastic shoes. He tests each shoe by running 2 metres and then measures how far he slips down the alley. He wants to find the shoes which will give him the least amount of slip.
Independent variable: Shoe materialDependent variable: Distance he slips down the alleyControl variable: Running distance
A fair test is where only the independent variable has been allowed to affect the dependent variable.
SpaceKeywords
Galaxy Collection of stars held together by gravity. Our galaxy is called the Milky Way.
Light year The distance light travels in a year (over 9 million, million kilometres).
Stars Bodies which give out light, and which may have a solar system of planets.
Orbit Path taken by a satellite, planet or star moving around a larger body. Earth completes one orbit of the Sun every year.
Exoplanet Planet that orbits a star outside our solar system.
What is in Space?
Moons ‐ Our moon is the Earth’s only natural satellite.
Planets ‐ We have 8 planets in our Solar System.
Stars ‐ The Sun is the closest star to Earth and is actually a relatively small star.
Solar system ‐ Made up of planets, moons and other celestial objects, all orbiting around the Sun.
Galaxy ‐ The Solar System is part of the Milky Way galaxy.
Universe ‐ The observable universe is the part that can be seen / observed.
Seasons
The Earth's axis is the imaginary line through the centre of the Earth between the South and North poles. This axis is tilted slightly.We get different seasons because the Earth is tilted.
The Big Bang
The theory states that originally all the matter in the universe was concentrated into a single incredibly tiny point. This began to enlarge rapidly in a hot explosion, and it is still expanding today.This explosion is called the Big Bang, and happened about 13.7 billion years ago.
Our Solar System
The order of planets in our solar system:
Mercury ‐ closest to the SunVenusEarthMarsJupiterSaturnUranusNeptune ‐ furthest from the Sun
Mnemonic to help you remember: My Very Educated Mother Just Served Us Nachos.
Acids & Alkalis
Keywords
pH A number between 0‐14 which shows how strongly acidic or alkaline a solution is.
Indicators Substances used to identify whether unknown solutions are acidic or alkaline.
Base A substance that neutralises an acid. Usually oxides, hydroxides and carbonates. Has a pH value more than 7.
Alkali A base that dissolves in water. Has a pH value more than 7.
Acid A substance that reacts with a base. Has a pH value less than 7.
Concentration A measure of the number of particles in a given volume.
Neutral A solution with a pH of 7, which is neither acidic nor alkaline.
Neutralisation The chemical reaction of an acid and a base in which a salt and water are formed. If the base is a carbonate, carbon dioxide is also produced.
Indicators
1. Litmus paperLitmus paper comes in 2 colours ‐ red and blue.In an acidic solution: red stays red, blue goes red.In an alkaline solution: red goes blue, blue stays blue.In a neutral solution: red stays red, blue stays blue.
2. Red cabbage indicatorA homemade indicator from red cabbage ‐ this will help you see if a solution is acidic or alkaline as well as whether the solution is strong or weak.
3. Universal indicatorA common indicator used in the laboratory ‐ shows exactly how strongly acidic or alkaline a solution is. This is measured using the pH scale. The pH scale runs from pH 0 to pH 14. Universal indicator has many different colour changes, from red for strong acids to dark purple for strong bases. In the middle, neutral pH 7 is indicated by green.
General Word Equations
Metal + acid → Metal salt + hydrogenAcid + base → Salt + waterAcid + alkali → Salt + waterAcid + carbonate → Salt + water + carbon dioxide
Common Salts
Hydrochloric acid (HCl) → chlorides (Cl‐)Sulphuric acid (H2SO4) → sulphates (SO4
2‐)Nitric acid (HNO3) → nitrates (NO3
‐)
Health
Nutrients
Carbohydrates Main source of energy found in sugary foods such as sugar and fruit where they provide a quick source of energy.Found in starchy foods such as pasta and bead, these are broken down by he body so energy is released slowly.
Sugar1. Add a few drops of Benedicts solutions.2. Heat test tube in a water bath.3. If it turns orange‐red contains sugar.Starch1. Add a few drops of Iodine solution2. Turns blue‐black, contains starch
Lipids Fats and Oils. 1. Provide a store of energy. 2. Keep us warm. 3. Protect our organs from damage.
1. Rub some food on filter paper2. If the paper has gone translucent it contains lipids
Proteins Repair body tissue and make new cells for growth. Muscles, organs and immune system mainly made of protein.
1. Add a few drops Biuret solution2. Turns purple, contains protein
Vitamins and minerals
Only need tiny amounts but are essential for keeping us healthy, fruits and vegetables are a good source.
Water Needed in all cells and body fluids.
Fibre Provides bulk to the food to keep it moving through the gut. Stops constipation.
EnzymesCarbohydrase Breaks down carbohydrates into sugar. Found in the
salivary gland, pancreas and small intestine.
Protease Breaks down proteins into amino acids. Found in the stomach, pancreas and small intestine.
Lipase Breaks down lipids into fatty acids and glycerol. Found in the small intestine and pancreas.
Bile Made in the liver, breaks lipids into small droplets, creates a large surface rea for lipase to work.
Drugs
Drugs Chemical substances that affect how our body works.
Medicinal drugs Use in medicine, used to treat the symptoms of a disease.
Recreational drugs
People take for enjoyment. Often very harmful and have no health benefits.
Addiction Need to keep taking the drug to feel normal, cannot cope without it.
Withdrawal symptoms
When a person tries to stop taking a drug they are addicted to, it can be unpleasant.
Digestion Large molecules of food broken down into smaller ones.
Mouth Chewing breaks food into smaller chunks.
Gullet/ oesophagus Tube from mouth to stomach.
Stomach Food mixed with digestive juices and acid.
Small intestine Where small molecules pass into the bloodstream
Large intestine Food that cannot be digested, water passes back into the body.
Rectum and anus Faeces are stored in the rectum and exit the body through the anus.
Alcohol Contains the drug ethanol which is absorbed by the blood and affects the brain and nervous system.
Depressant A chemical that slows your body’s reactions.
Passive smoking When you breathe in somebody else’s smoke.
Stimulant A chemical that speeds up the bodies reactions.
Heart disease Smoking can cause blocked arteries leading to heart attack or stroke.
Year 7 History Term 1 Knowledge Organiser: Migration
Romans 70AD
Vikings 870AD
Medieval (Flemish weavers
1363)
Early Modern (Nathan brothers
1780)
Industrial Revolution (Irish 1850)
The 20th
Century (Euton
Christian 1948)
TIMELINE OF MIGRATION TO MANCHESTER
EVIDENCE clues or information about the past.
INFERENCE a guess based on evidence. Reading between the lines
CHRONOLOGY the sequence of events in time.
HISTORICAL SIGNIFICANCE
Explaining what makes past events important.
MIGRATION movement of people to a new area or country.
MIGRANT Someone who moves from one place to another to live.
PUSH FACTOR something that forces people to move away from the place they are in.
PULL FACTOR something that attracts people to a new place.
SYNAGOGUE a Jewish place of worship.
FAMINE an extreme shortage of food.
RACISM when people are treated unfairly because of their skin colour or background
COLOUR BAR when people were banned because of the colour of their skin. For example; jobs, housing, bars etc.
1
2
3
4 5
6
7
PLACE PEOPLE
1 Manchester Brigantes
2 Italy Romans
3 Norway Vikings
4 Flanders Flemish Weavers
5 Bavaria, Germany
Nathan brothers
6 Ireland Irish
7 Jamaica Euton Christian
What is Geography? Knowledge Organiser Y7 HT1
Compass Points The four main points of the compass are north, east, south and west. Half way between each of these there are four other points: north-east, south-east, south-west and north-west.
Lines of latitude Lines of latitude circle the Earth in an east-west direction. They are parallel. Lines of longitude run from the top of the Earth to the bottom. They meet at a point at the north and south poles and are called meridians.
Physical and political maps There are two types of maps; Physical maps - show natural features such as rivers and mountains. Political maps – show artificial features such as borders and countries.
Continents Asia North America South America Europe Antarctica Australasia/ Oceania Africa
Four Major cities of the UK Human and Physical Geography Human and physical features are things that you can see all around you.
Physical features like seas, mountains and rivers are natural. They would be here even if there were no people around.
Human features like houses, roads and bridges are things that have been built by people
Europe Europe is a continent located entirely in the Northern Hemisphere and mostly in the Eastern Hemisphere. Area: 10.18 million km² Population: 746.4 million (apx) Some languages spoken in Europe are: Bulgarian, Croatian, Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Hungarian, Irish, Italian, Latvian, Lithuanian, Maltese, Polish, Portuguese, Romanian, Slovak, Slovenian, Spanish
Geographical Concepts
BonjourHello
Salut!Hi!
(Comment) çava?How are you?
Ça va (très) bienI’m (very)well
Pas mal, merciNot bad, thank you
Ça ne vapas!Not good!
Au revoir!Goodbye
À plus!See you later
Point de départ As-tu des frères ou des soeurs?
Module 1 - La rentrée-Back to school
As-tu des frères ou des soeurs?
Do you have brothers or sisters?
Oui, j’ai..Yes I have..
un (demi) -frère a (half) brotherune (demi) - soeura (half) sister
Non je n’ai pas de frères ou de soeursI don’t have any brothers or sisters
Je suis fils/fille uniqueI’m an only child
Voici ma salle de classe
Qu’est-ce qu’il y a sur la photo?
What is on the photo?
Sur la photo In the photo
Au fond- at the frontAu centre- in the centreÀ gauche- on the leftÀ droite- on the right
il y a
there is/are
un tableau (noir/blanc) a (black/white) board
un poster – posterun/une prof(esseur) – a teacherun écran – screenun ordinateur – a computerune porte – a doorune fenêtre – a windowune tablette – a tabletdes tables – some tables des chaises – some chairsdes élèves - some pupils
c’estit is
sympa - nice
génial - great
moderne - modern
triste - sad
nul – rubbish
démodé – old fashioned
Tu es comment?
Je suis – I amJe ne suis pas – I’m not
Il est – he isElle est – she is
amusant (e) – funnyarrogant (e) – arrogantbavard (e) – chattyfort (e) – stronggrand (e) – big/tallintelligent (e) – intelligentméchant (e) – nastypatient (e) - patientpetit (e) – small/shorttimide - shy
Tuaimes…?Do you like?
J’aime – I like
le sport - sportle foot - footballle vélo - cyclingle collège - schoolle poisson - fish
Je n’aime pas –I don’t like
la danse – dancela musique – music
Je préfère – I prefer
les serpents – snakesles pizzas – pizza les glaces – ice-creamsles jeux vidéo – video games les vacances – holidays les BD – comicsles mangas – manga les araignées - spiders
Module 1 - La rentrée- Back to school
Tu aimes ça?
Qu’est-ce que tu fais? Mon interview par vidéo
Ma vie, c’est…My life is…
Pour moi, la rentrée c’est…For me, going back to school is….
chanter – to singdanser – to danseretrouver mes amis – to meet up with friendsbloguer – to blogsurfer – to surftchatter – the chatrigoler – to have a laughétudier – to studynager – to simjouer – to playgagner – to win
C’estquand, ton anniversaire?When is your birthday?
monanniversairec’est le…my birthday is the
premier – 1st
2,3,4,5 etc
janvier juilletfévrier aoûtmars septembreavril octobremai novembrejuin décembre
Les numéros
1 un/une2 deux3 trois4 quatre5 cinq6 six7sept8 huit9 neuf10 dix11 onze12 douze13 treize14 quatorze15 quinze16 seize17 dix-sept (10+7)18 dix-huit (10+8)19 dix- neuf
20 vingt30 trente40 quarante50 cinquante60 soixante70 soixante-dix (60+10)71 soixante et onze (60+11)80 quatre vingts (4 x 20)90 quatre-vingts-dix (4x20)+10100 cent
High Frequency Words
jetuilelle
un/unedes
etmaisaussi
asseztrèstropun peu
I youheshe
asome
andbutalso
quiteverytoo mucha bit
Key verbs a
nd vocab
Tengo – I haveTienes – you haveTiene – he/she/it has
No tengo – I don’t have
_______ años –_____ years old
un caballo – a horseuna cobaya – a guinea pigun conejo – a rabbitun gato – a cat una tortuga – a tortoiseun perro – a dog un pájaro – a birdun pez – a fish un hámster – a hamster un ratón – a mouseuna serpiente – a snake
mascotas – pets
una hermana – a sisterun hermano – a brotheruna hermanastra – a stepsister / half‐sisterun hermanastro – a stepbrother / half‐brother
hermanos ‐ siblings
Soy – I amEres –you areEs – he/she/it isSon – they are
No soy – I’m not
simpático/a ‐ nice estupendo/a – brilliant tímido/a ‐ shyantipático/a ‐ mean fenomenal – fantastic perezoso/a ‐ lazyaburrido/a ‐ boring generoso/a – generous inteligente ‐ cleverdivertido/a ‐ fun genial – great sincero/a – sinceretranquilo/a – quiet/calm serio/a – seriousguay – cool tonto/a ‐ sillylisto/a – clever sincero/a – sincere
hijo único – an only child (boy)hija única – an only child (girl)
Mi cumpleaños es el… ‐ my birthday is the…
1 uno2 dos 3 tres4 cuatro5 cinco6 seis7 siete8 ocho9 nueve
10 diez11 once12 doce13 trece14 catorce15 quince16 dieciséis17 diecisiete18 dieciocho
19 diecinueve 20 veinte21 veintiuno22 veintidós23 veintitrés,etc.30 treinta31 treinta y uno
de ‐of
enero ‐ Januaryfebrero ‐ Februarymarzo ‐ March noviembre ‐ Novemberabril ‐ April diciembre ‐ Decembermayo – May junio ‐ Junejulio ‐ Julyagosto – Augustseptiembre ‐ September octubre ‐ October
Mi vida- My life-Knowledge Organiser
Buenos días. Me llamo JoséHello. My name is José
y tengo once años. and I am 11 years old.
También, mi cumpleaños es el cuatro de junio.
Also, my birthday is the 4th of June.
Soy muy simpático I am very nice
y bastante listo and quite clever
pero no soy perezoso. but I’m not lazy.
Tengo una hermana I have a sister
pero es tonta. but she is silly.
¡Ojalá tuviera un hermano! If only I had a brother!
Tengo un perro marron I have a brown dog
y un pájaro azul. and a blue bird.
¿Tienes mascotas? Do you have any pets?
Mi pasión es el fútbol My passion is football
porque es divertido because it’s fun
y mi héroe es Mo Salah and my hero is Mo Salah
porque es genial. because he’s great.
¿Te gusta el fútbol? Do you like football?
Look at this model text about yourself – do you think you could replicate it with your own information?
2.
My pa
ssion
Mi pasión es… ‐ My passion isMi héroe es… ‐ My hero is…
el deporte – sport la música ‐ musicel fútbol – football el tenis – tennisla tele – TV los videojuegos – videogames
porque es… ‐ because it is…
Colours
blanco/a – whiteamarillo/a – yellownegro/a – blackrojo/a – redverde – greengris – greymarrón – brownazul – bluerosa – pinknaranja ‐ orange
Key qu
estio
ns
¿Qué tal? – How are you¿Cómo te llamas? – What’s your name? ¿Dónde vives? – Where do you live?¿Y tú? – And you?¿Cuántos años tienes? – How old are you?¿Cuándo es tu cumpleaños? – When’s your birthday?¿Qué tipo de persona eres? – What kind of person are you?¿Cómo eres? – What are you like?¿Tienes hermanos? – Do you have brothers and sisters?¿Tienes mascotas? ‐ Do you have any pets?¿Cómo es? – What’s it like? ¿Cómo son? ‐ What are they like?
Let’s
show
off!
Me encanta – I love
Odio – I hate
Ojalá tuviera… ‐ if only I had…
NO capital letters for months in Spanish!
Scanning these QR codes will take you straight to Quizlet. Quizlet is great for practising all your Spanish vocabulary!
Key verbs and vocab Personal informationPresent tense verbs
Past tense verbs
Future tense verbs
Connectives
Little words
Question words
Time phrases
Key verbsPets
Brothers and sisters
Numbers to 31
Months
Personality
Colours
Keyquestions
Year 7 Subject Term Knowledge Organiser: Computing: E-SafetyPassword:Have a password that is six or more characters long Include upper and lower letter case letters Include numbers Avoid information that may be easy to guess e.g. pet name
Email: stands for “electronic mail”This is when a message is sent from one computer to another, usually over the internet.
Netiquette is the term for how you should behave when sending emails and using the internet.
Social media: interactive technologies that allow the creation and sharing of information, ideas, career interests, and other forms of expression via virtual communities.
Digital footprint:A trail of information and data that you create whilst you are surfing the internet. If you post any updates on social media, pictures, orvideos then you are creating a ‘data trail’.
Personal data:This is any information related to an individual person. Examples include name, address, date of birth, email address
CyberbullyingThis is a form of bullying through mobile phones and the internet. This includes malicious text messages, “happy slapping”, sending nasty or threatening messages on websites and chat rooms and setting up fake accounts on somebody else's behalf.
An Internet TrollPeople who leave intentionally provocative or offensive messages on the internet in order to get attention, cause trouble or upset someone.
A VirusA Virus is a program that “infects” your computer. It harms your computer in some way, usually by deleting or altering files and stopping programs from running.
Anti Virus SoftwareAntivirus software acts as a “vaccine” against virtual viruses. It can identify and eliminate the threat before you were even aware of it
Phishing ScamsWhen people send you phony emails, pop-up messages, social media messages, texts, calls, or links to fake websites in order to hook you into giving out your personal and financial information.
Staying Safe Online:1) Think Before you post2) Keep your Personal Data safe/Check your privacy
settings3) Never give out your password4) Don’t accept a friendship request from someone you
don’t know
The Island Y7
Knowledge Organiser
Summary of topicThrough imaginative process drama learners are engaged through teacher‐
in‐role exploration as they become ‘experts’. They develop credible characters using role‐on‐the‐wall and hot‐seating as they solve the mystery
of ‘the black cloud’ and the secrets that ‘The Island’ has in store.
Aims of the topicTo be introduced and explore key
drama techniques that help develop character, teamwork and imagination.
Key Words
Skills & DefinitionsHOT SEATING – Asking interesting questions and answering them in character to discover more about your character
FREEZE FRAMES – Frozen images that represent a story/message
ROLE ON THE WALL – Exercise to get a deeper understanding of a characters feelings, traits and personality
IMPROVISATION – Drama/Performance made up on the spot with no time to plan
Assessment & Performance Tips
The assessment is a group devised performance at the end of the first
half‐term. You will play your expert role to solve the mystery of
the black cloud. • Face the audience at all times
• Speak loud and clear so everyone can hear you
• Try not to laugh and stay focused• Bring props and costume in to enhance
your character• Use an accent or voice to differentiate
your character from yourself• Try your best
DRAMA
Year 7 Drama HT1 Knowledge Organiser
Introduction to Music
Drink rhythms
Tempo = The speed of music
Pitch = How high or low
Dynamics = How loud or quiet
Year 7 MUSIC HT1 Knowledge Organiser
Year 7 Food Technology Subject Term Knowledge OrganiserHealth and safety:Hygiene – we follow hygiene rules to reduce the risk of spreading harmful bacteria which can give us food poisoning and contaminating food with non‐food items.Safety – we follow safety rules to reduce the risk of accidents such as: cuts, burns, falls.
Sizzle test:The sizzle test show you when you pan is at the correct temperature for cooking. This ensures that you food does not soak up the fat/ oil and also that you pan does not get too hot which can result in a pan fire. To conduct the sizzle test, place one piece of food (usually onion) in the pan with oil. Turn your pan on. When the food sizzles, the pan is ready for the rest of your ingredients.
Pan safety: Do not leave you pan unattended. Make sure your pan handles do not hang over the front of the hob.
Washing up:• Remove any food from dishes into the bin.• Stack dishes next to sink – sharp knifes should be placed behind the sink.• Fill bowl with HOT soapy water.• Wash cleanest items first!!• When washing knifes always keep hold of them and place carefully on
draining board.• Dry items thoroughly.• Clean sink.
Cooking Rice:• Do not stir rice• Always use cold water• Do not let the water boil dry• Drain rice as soon as it is cooked
Knife skills:• Always carry a knife by your side• Always walk• Use the correct knife holds• Place knives behind the sink when washing up• Concentrate – no talking!• Always cut on a chopping board.
Cutting an onion: Cut onion in half so that the roots are on both pieces.Chip‐ cut the onion in long sections. Do not cut all the way through to the root. Dice‐ Cut across the onion into small dices.
Starch Gelatinisation: When we make sauces such as: Cheese sauce, Gravy or Sweet and sour we use flour to thicken the sauce. Flour is a starch. It is the starch in the flour which is used to thicken the sauce and this process is called Starch Gelatinisation.
Reduction (reduced sauce):Reduction is the process that thickens liquids such as sauces and soups by simmeringthem. This causes the water to evaporate. This also concentrates the flavour of the sauce making it more intense.Common reduced sauces include; tomato pasta sauce (Ragu), curries and gravy. Reduced sauces can also be sweet in taste such as apple or raspberry coulis.
Heat Transfer:Conduction: Heat transfers through a solid.Convection: Heat transfer through a gas or a liquidRadiation: Heat transfers through the atmosphere
Lamination:Rubbing in coats the flour with fat, this helps when making baked goods as it stops water/liquids getting in to the flour. The process of rubbing in is also called lamination as you are laminating the flour with fat
Year 7 Design and Technology Knowledge Organiser
Pillar Drill Safety• Hold work securely so that it
doesn’t spin.
• Check the chuck guard is
closed.
• Check the hazard area is
clear.
• Wear Safety goggles.
• Make sure loose clothing is
tucked in.
• Long hair must be tied up.
Belt Sander Safety
• Make sure extraction is
working.
• Do not sand very small
pieces of material.
• Keep material flat on the
table.
• Keep finger away from the
sanding belt.
• Check the hazard area is
clear.
• Wear Safety goggles.
• Make sure loose clothing is
tucked in.
• Long hair must be tied up.
Keywords: Safety / Manufacture / Risk Assessment / Hazard / Accuracy / Pillar Drill /
Belt Sander / Emergency / Precaution / Finishing / Finishes / Sanding / Goggles /
plywood / Manmade board / Perpendicular / Quality / Durable /
Plywood PropertiesStrongNatural wood grainDurableBuy in large sheetsStays flat
Keywords
Formal Elements - The parts used to make a piece of artwork.
Line - Line is the path left by a moving point. A line can be horizontal,diagonal or curved and can also change length.
Shape - A shape is an area enclosed by a line. It could be just an outline or it couldbe shaded in. Shapes can be geometric or irregular.
Tone - This refers to the lightness ordarkness of something.
Technique – The way tools and media are used to create an artwork.
Space – This refers to the emptiness or area between, around, above, below, or within objects.
Colour Theory• Primary colours – R B & Y• Secondary colours – G P & O • Primary colours are mixed together to
make secondary colours• Primary colours cannot be mixed.
• B + R = Purple • Y + R = Orange• B + Y = Green • The colour wheel is split into two halves:
warm and cool colours. • Harmonious colours look well together
and are pleasing to the eye. These are next to each other on the colour wheel.
• Complementary colours are opposite each other – these are not so pleasing to the eye.
Warm
Cool
• In art and design, tone refers to how light or dark something is. Tones could refer to black, white and the grey tones between. It could refer to how light or dark a colour appears.
Tone
• In real life tone is created by the way light falls on an object.
• The parts of the object on which the light is strongest are called highlights and the darker areas are called shadows.
Shadow
Cast Shadow
Light Source
Highlight
Reflection
Midtones
Year 7 ART HT1 Knowledge Organiser
Observational Drawing tips
Mark-makingCarolee Clark is an artist best known for her vibrant use of colour. Her subject matter tends to be common scenes, such as landscapes and food. She primarily uses acrylic paints.
Key wordsComposition – The arrangement and layout of elements within a work of art.
Still life - A work of art featuring an arrangement of inanimate, everyday objects, often flowers or fruit.
Abstract - Abstract art is modern art which does not represent realistic images of our everyday world.
Patterns – A design in which lines, shapes, forms or colours are repeated.
Landscape - the depiction of natural scenery in art.
Man-made – Something which was created by humans.
Observe – Look at what you are drawing.
Understand perspective and proportion.
Keep the outlines light.
Use a good range of tone.
Use mark-making to create texture.
This describes the different lines, dots, marks, patterns, and textures we create in an
artwork. It can be loose or neat.
WAGOLLS
Tona
l Sca
le
Year 7 ART HT1 Knowledge Organiser
Year 7 Subject Term Knowledge OrganiserFootball, Badminton, DanceKnowledgeDescribe and display the basic rules including sportsmanship and gamesmanship to play a game of Football successfully.Play singles basic Badminton games and half court competitions incorporating the basic rules of badminton and scoring.Explore movements, stylistic features, actions, space and dynamics in dance.
SkillsUse basic passing, dribbling skills and be able to attack/defend to play a game of football successfully.Understand the basic rules of badminton and scoring to be able to play basic singles games and half court competitions.Explore movements, stylistic features, actions, space and dynamics in dance.
Rugby, Handball, NetballKnowledgeStudents will become key players and leaders in rugby, handball and netball.Show resilience and will not give up on a task or activity and be a consistent role model to others.Understand the basic rules of Rugby = Scoring, forward pass, knock on, offside, illegal tackle, restart of play, Handball = outfield players can touch the ball with any part of their body that is above the knee, once a player receives possession, they can pass, hold possession or shoot and Netball = no travelling, no snatching or hitting the ball out of an opponents hand, you can’t hold the ball for more than 3 seconds.
SkillsDevelop ways of kicking the rugby ball and incorporate the kicking rules. Pass and Receive = Swing pass, spiral pass, pop pass tackling = Side tackle, front tackle, front on high hold.Learn how to perform a pass in handball, using two hands, moving to one arm throws. Work on standing foot, pace and technique of the pass. Their shoulder pass accuracy will also be developed using their most dominant hand.Understand and perform correctly the four passes in netball; shoulder, bounce, chest and overhead pass. Understand areas of the court and positions. Perform the correct shooting technique and understand how to mark and intercept.
Key WordsSportsmanship – Fair and generous behaviour or treatment of others, especially in a sporting contest.Gamesmanship – The art of winning games by using various ploys and tactics to gain a psychological advantage.Rule – An accepted principle or instruction that states the way things are or should be done.Regulation – A rule or directive made and maintained by an authority.
Stylistic Features – How a dancer or dancers, executes the different dance genres, and their own specific style qualities.Dynamics – How the dancer moves e.g. fast/ slow, sudden/ sustainedResilience – The capacity to recover quickly from difficulties; toughness.Role model – Someone who is worthy of imitation – like your beloved teacher or a well behaved celebrity.Reflection – Serious thought or consideration.
RE Knowledge Organiser Y7 7.1 JudaismKey termsTorah Jewish holy scripture revealed to MosesMitzvot Commandment given by GodSynagogue Jewish place of worshipShabbat Jewish holy day and day of rest, SaturdayCovenant An agreement made between God and humankindMonotheist A person who believes in ONE GodProphet A person who has received messages from GodWorship Showing dedication and love towards God
MosesMoses was a Hebrew who was brought up with the Pharaoh. He witnessed the Hebrews being treated cruelly as slaves and challenged the Pharaoh to free them. God helped Moses to free the Hebrews by inflicting ten plagues upon the Egyptians. The Hebrews were freed and Moses led them for many years until they reached the Promised Land. Moses was a prophet and was given commandments by God to spread amongst the Hebrews.
Rites of PassageWhen boys and girls ‘come of age’ they have a special ceremony called a Bar Mitzvah (boys) or Bat Mitzvah (girls). After the ceremony, they person is considered responsible for their own actions and faith.Young Jews are expected to study and prepare carefully for their ceremony.After the ceremony has taken place a special meal is shared and there is often a party held with family, friends and the community.
MitzvotThere are 613 commandments or mitzvot! The most well-known are the Ten Commandments. Jews believe that the commandments are a gift, given to help them.
Jews have different ways of interpreting the mitzvot. Some believe that they should be followed at all times, no matter how difficult they are. Others believe that it’s acceptable only to follow commandments that are relevant in the modern world.
ShabbatSaturday is an important day of the week as the Jewish creation story says that on this day God rested. Jewish people will also rest on this day.Many Jews take the rules about resting very seriously! For example, they will not use electronic devices and they will not drive their car. They will spend time with their family and the community.Observing the Shabbat is one of the Ten Commandments given to Moses.
FestivalsRosh Hashanah and Yom Kippur. Rosh Hashanah is the first day of the Jewish new year. On the ten days between Rosh Hashanah and Yom Kippur Jews will reflect on their behaviour from the previous year. On Yom Kippur Jews have a chance to seek forgiveness from God.Passover/Pesach Jews remember the night they
The beginningThe history of Judaism begins with Abraham. Jews believe that he was chosen to begin a new religion. Most people in Abraham’s time believed in many Gods. Abraham believed in ONE God.God tested Abraham’s faith ten times, for example by asking him to give up his home and by seeing how willing he was to sacrifice his son Isaac
Crucial Commands:
Describe: Say in detail what something or someone is like, and the impact it has. E.g. Describe rites of passage in Judaism.
Explain: Say why something or someone is important, and the impact it has. E.g. Explain why Moses is important.
Discuss: Write about at least two points of view and explain why these points of view are valuable or not. E.g. “”Yom Kippur is the most valuable Jewish festival” Discuss.
