Year 7 - Review Period Four—Knowledge Organiser

How to use your Knowledge Organiser...

Each school day you should be

spending one hour completing your Out

of Lesson Learning.

This will either be:

Revising your Knowledge

Organiser

Completing extra maths work

Reading at home

The timetable on the next page shows

you which subject you should be

Revising (it doesn't matter if you have

that subject on that day or not, you

should follow the timetable).

You should complete the work in your

Knowledge Organiser Exercise Book. Each

subject should take up half a side of A4.

Don’t forget to add a date and title.

You can revise your Knowledge Organisers using a range of different methods but you should not just

copy from the Knowledge Organiser into your book.

You can use the ‘How to Self-Test with the Knowledge Organiser’ booklet to help you! A copy of this,

along with all of the Knowledge Organisers and the timetable can be found on the school website.

Try to use some of the methods we have gone through in school:

Look, cover, write and check

Ask someone to write questions for you

Create mind maps

Use the ‘clock’ template to divide the knowledge into smaller sections

Create a timeline of key events

You should take pride in how you present your work, each page

should be clearly dated, with the name of the subject used as a ti-

tle.

Half way down the page a line should divide it in two.

Year 7 - Review Period Four—Knowledge Organiser

Year 7 Timetable...

Monday Tuesday Wednesday Thursday Friday

Homework A

30 minutes

30 minutes

Maths

To be quizzed

Tuesday

30 minutes

MFL

To be quizzed

Wednesday or

Thursday

30 minutes

Humanities

To be quizzed

Thursday or Friday

30 minutes

English Technical

Accuracy

To be quizzed

Friday

30 minutes

Science

To be quizzed

Monday or Tuesday

Homework B

30 minutes

30 Minutes

Recommended

Reading Time

30 Minutes

Recommended

Reading Time

30 minutes

English

To be quizzed

Extra Maths 30 Minutes

Recommended

Reading Time

Year 7 - Review Period Four —Knowledge Organiser

French Ma famille et Moi Review 3 & 4

LES YEUX & LES CHEVEUX

les yeux eye

les cheveux hair

longs long

mi-longs medium length

courts short

frisés frizzy

bouclés curly

raides straight

en brosse spiky

roux red/ginger

blonds blonde

châtains light brown

noisette hazel

Tu as les yeux de quelle couleur?

Tes cheveux sont comment?

DESCRIPTIOINS PHYSIQUES

grand(e) tall

petit(e) small

de taille moyenne medium

gros(se) fat

mince thin

beau/belle beautiful

moche ugly

jeune young

vieux/vieille old

chauve bald

LA FAMILLE

Mon père My Dad

Ma mère My Mom

Mes parents My parents

Mon frère My brother

Ma sœur My sister

Mon grand-père My granddad

Ma grand-mère My grandmother

Mes grands-parents My grandparents

Mon oncle My uncle

Ma tante My aunt

Mon cousin My cousin (m)

Ma cousine My cousin (f)

Mon copain/ami My friend (m)

Ma copine/mon amie My friend (f)

LES TRAÏTS DE PERSONNALITÉ

intelligent(e) intelligent/clever

bête stupid

gentil(le) kind

méchant(e) naughty/nasty

marrant(e) funny

sportif(ve) sporty

sympa nice

timide shy

maladroit(e) clumsy

paresseux(euse) lazy

ennuyeux(euse) boring

bavard(e) chatty

Tu es comment? What are you like?

LES ANIMAUX

un oiseau A bird un lapin A rabbit

un serpent A snake un poisson A fish

un cheval A horse une tortue A tortoise

un chien A dog une souris A mouse

un chat A cat une araignée A spider

un hamster A hamster !! Learn if the noun is masculine or feminine

Year 7 - Review Period Four —Knowledge Organiser

French La Grammaire Review 3 & 4

CONNECTIVES

et and

mais but

aussi also

cependant however

Parce que Because

car because

ETRE – TO BE

Je suis I am

Tu es You are (friend)

Il/ Elle est He/she is

On est We are

Nous sommes We are

Vous êtes You(pl) are

Ils/ Elles sont They (m/f) are

Je ne suis pas I am not

LES COULEURS

rouge(s) red

vert(e)(s) green

jaune(s) yellow

noir(e)(s) black

bleu(e)(s) blue

rose(s) pink

violet(te)(s) purple

gris(e)(s) grey

blanc(he)(s) white

orange orange

!! Adjectives go after the

noun. E.g. un crayon bleu =

a blue pencil

!! They agree with their nouns.

E.g. une gomme bleue

deux gommes bleues

My Your His/Her

masc mon ton son

fem ma ta sa

pl mes tes ses

qui s’appelle Who is called

qui s’appellent Who are called

INTENSIFIERS

très very

assez quite

un peu a bit

trop too

LES OPINIONS

J’adore I love

J’aime I like

Je n’aime pas I don’t like

Je déteste I hate

Je préfère I prefer

Je pense que I think that

AVOIR – TO HAVE J’ai I have

Tu as You have

Il/Elle a He/she has

On a We have

Nous avons We have

Vous avez You(pl) have

Ils/Elles ont They(m/f) have

Je n’ai pas de I don’t have any

Black Death Symptoms by day

Humanities Year 7 Review 2

Key word Definition

Peasant A person living in the Middle Ages under the Feudal

System, legally tied to the Lord of the Manor.

Black Death Name given to the plague epidemic of 1347-1349. It was

actually a mix of both Bubonic and Pneumonic plagues.

Bubonic

Plague

The commonest form of plague in humans, characterised by fe-

ver, and the formation of buboes.

Buboes Very large boils which grow in the groin or armpit.

Pneumonic

Plague

Is more deadly type and caught by breathing in the germs

when an infected person coughs or sneezes. It attacks the

lungs

Epidemic The rapid spread of an infectious disease to a large num-

ber of people within a short period of time.

Symptoms The indicators of illness used to identify the actual disease

or medical condition

Miasma The belief in the Middle Ages that disease was carried

through smell.

Consequences The results of.

P POINT— the point answers the question set in the title or

at least refers to the title.

E EVIDENCE—supports your point—can be an examples or

a quotation (remember to mention who’s words you are

using)

E EXPLAIN—how your evidence proves your point

Large, very painful, boils called Buboes,

grow in the armpit or groin. Can be as big

as an egg

The sufferer begins to vomit and develops

a fever

Bleeding under the skin causes dark

blotches all over the body

The victim suffers spasms as the disease

attacks the nervous system – severe pain

follows

Some buboes burst and pus, blood and a

foul smelling black liquid oozed out. .

Most died after just a few days in excruciating pain

The Medieval

Fair

Facts:

Happens every

year

Live entertainment like a jester,

musicians, singers or acrobats

Food—like pies and cheese

Farm workers go there to find

work for the next year

A place to sell or buy items

Main Consequences of the Black Death.

1. The population fell by one third.

2. There was no-one to left to keep law and order.

3. Weeds flourished where crops were once grown.

4. The smell of dead bodies lingered in the streets for weeks.

5. Some villages were abandoned.

The Middle Ages, 1066-1485

Year 7 - Review Period Four — Knowledge Organiser

Black Death Symptoms by day

Humanities Year 7 Review 2

Key word Definition

Peasant A person living in the Middle Ages under the Feudal

System, legally tied to the Lord of the Manor.

Black Death Name given to the plague epidemic of 1347-1349. It was

actually a mix of both Bubonic and Pneumonic plagues.

Bubonic

Plague

The commonest form of plague in humans, characterised by fe-

ver, and the formation of buboes.

Buboes Very large boils which grow in the groin or armpit.

Pneumonic

Plague

Is more deadly type and caught by breathing in the germs

when an infected person coughs or sneezes. It attacks the

lungs

Epidemic The rapid spread of an infectious disease to a large num-

ber of people within a short period of time.

Symptoms The indicators of illness used to identify the actual disease

or medical condition

Miasma The belief in the Middle Ages that disease was carried

through smell.

Consequences The results of.

P POINT— the point answers the question set in the title or

at least refers to the title.

E EVIDENCE—supports your point—can be an examples or

a quotation (remember to mention who’s words you are

using)

E EXPLAIN—how your evidence proves your point

Large, very painful, boils called Buboes,

grow in the armpit or groin. Can be as big

as an egg

The sufferer begins to vomit and develops

a fever

Bleeding under the skin causes dark

blotches all over the body

The victim suffers spasms as the disease

attacks the nervous system – severe pain

follows

Some buboes burst and pus, blood and a

foul smelling black liquid oozed out. .

Most died after just a few days in excruciating pain

The Medieval

Fair

Facts:

Happens every

year

Live entertainment like a jester,

musicians, singers or acrobats

Food—like pies and cheese

Farm workers go there to find

work for the next year

A place to sell or buy items

Main Consequences of the Black Death.

1. The population fell by one third.

2. There was no-one to left to keep law and order.

3. Weeds flourished where crops were once grown.

4. The smell of dead bodies lingered in the streets for weeks.

5. Some villages were abandoned.

The Middle Ages, 1066-1485

Year 7 - Review Period Four — Knowledge Organiser

ENGLISH

Exam ques-

tion type

Key words and

phrases to look out for

How to approach the

question Considerations

Comparison

Compare/compare and

contrast/identify similari-

ties and differences.

Write about ways in

which two or more po-

ems are similar and

ways in which they are

different.

Try to compare the

poems throughout

your response, rather

than writing about

them separately.

Understand-

ing how a

poem works

The ways in which the

poem/the ways in which

the poet...

Write about how

themes, ideas and

form, structure and

language link to the

meaning and effect of a

poem.

You are not being

asked just what a

poem says but also

about how it gets that

message across.

Approaching

the essay

Consider/explore/

discuss/write about.

Analyse the poem

showing you can offer

ideas about the way it

works.

Think about different

possible readings and

don’t be afraid to offer

your personal re-

sponse

Poetic Techniques: Alliteration- When words placed to-gether start with the same sound. “She sells sea shells on the sea shore”.

Metaphor -When you say something is something else but you know it can’t be. “She is a star!”

Simile- When you compare two things using ‘as’ or ‘like’.

“As brave as a lion”.

Oxymoron- When two words are placed together with op-posite meanings. “Cruel kindness” or “silent scream”.

Onomatopoeia– Words that sound like what they are. “Meow” or “crash”.

Assonance- The repetition of a vowel sound “Go slow over the road”.

Emotive language- Language used to create a particular emotion in the reader.

Figurative language- When writers use similes, metaphors or personification to describe something in a non-literal way.

Imagery- When something is described in way that appeals to our senses.

Structure- The way that the poem is arranged/organised.

Non– Fiction and Poetry William

Wordsworth

(7 April 1770 -23 April 1850)

English

Romantic poet.

Wordsworth and Samuel Taylor Coleridge helped to launch the Romantic Age in English

Literature.

William Blake

(1757-1827)

Famous Romantic poet. During his lifetime, his work

Feature Purpose Effect on the reader

openings The start of a text must interest

the reader.

Comment on how the writer introduces ide-

as and raises questions.

focus This is what the writer focuses on

as the text develops.

Analyse what is implied, eg a gloomy land-

scape implies an unhappy situation - what is

causing that unhappiness? What will hap-

contrast The differences between two

things.

Comment on the effect a drastic difference

produces.

pace

The feeling of speed in the writing

– are events and ideas revealed to

the reader slowly or quickly?

Ask what effect is created by altering the

pace, eg a slow pace builds tension or sug-

gests boredom, a quicker pace may suit a

piece about things happening at speed.

temporal

references References to time.

Comment on how time is used to speed up

or slow down the pace of the text.

order of

events

This could be chronological or

writers might choose to start at the

end, in the middle, or with flash-

backs / flash forwards.

Comment on how the order of events intro-

duces and prioritises key ideas – and how

this engages the reader.

endings The conclusion of a text may be

neat or leave us with questions.

Think about how the reader feels at the end.

Have their feelings changed since the open-

withholding

information

Clues and hints are given without

revealing everything at once.

Analyse what is implied by hints – how does

this build the reader’s expectations?

headings,

subheadings

and ques-

Divides the content of texts into

topics and sub topics. Can signal

the start of new points.

How do they guide readers through a text?

sentence

structures

Varied types of sentences, eg

simple, compound and complex.

Comment on how sentence structures affect

the fluency of the text, eg a sudden short

sentence could reveal shocking information.

paragraph

lengths

These vary like sentences eg, to

highlight significant points or to

provide a detailed account.

Comment on how paragraph lengths affect

the development of the text, eg a final para-

graph might summarise key points in an

argument.

Year 7 - Review Period Four—Knowledge Organiser

Year 7 - Review Period Four —Knowledge Organiser

SCIENCE FORCES

“Define the following terms…”

Force The interaction between two objects.

Interaction pairs Pairs of forces working in opposite directions.

Measurement of force Newtons (N), Newtons per metre (N/m), Newton metres (Nm).

Extension The amount an object stretches beyond its original length.

Hooke’s Law If the applied force to a spring is doubled, the extension doubles.

Elastic Limit The point at which a spring will not go back to its original length.

Friction When two surfaces grip together.

Lubrication Something, usually a liquid, which reduces friction.

Drag force A force which slows down an object.

Streamlined A Shape of an object designed to reduce drag forces to a minimum.

Force field The area around an object where a force can be felt.

Weight The force of gravity pulling an object towards the centre of another object (eg to-

wards the centre of the Earth).

Mass The amount of matter an object is made of.

Balanced forces Forces are the same size but in opposite directions.

Equilibrium Forces are the same size and cancel each other out.

“Give examples of the following…”

Contact Forces Friction, Air Resistance, Upthrust.

Non-contact forces Gravity, Magnetism, Electrostatic

Deforming forces Compressing, Stretching

Drag forces Air resistance, Water resistance

“Name the Interaction pairs in each scenario…”

Scenario

Interaction pairs

Main force Opposing force

Object pushed along a solid surface Applied force Friction

Object pushed through water Applied force Water resistance

Object thrown through the air Applied force Air resistance/drag

Object is stretched Applied force Tension

Object at rest on solid surface Gravity/Weight Reaction force

Object falling through the air Gravity/Weight Air resistance/drag

Object sinking/floating on water Gravity/Weight Upthrust

“What uses do we have for these forces?...”

Force Useful use

Applied force Kicking a football, throwing a ball.

Friction Brakes on a bike, Grip on your shoes.

Gravity Hold you to the ground

Air resistance Parachute, wind turbines

Upthrust Swim without sinking, boats don’t sink.

Water re-

sistance Make clean energy by turning turbines

Forces are shown using arrows.

Bigger arrow = Bigger force. Forces

always come in pairs working

Applied force

Gravity

Left and

Up and

“Name the units…”

Measure-

ment Unit

Force Newton (N)

Weight Newton (N)

Mass Kilogram (kg)

Gravity Newtons per

kilogram(N/kg)

“Define the following varia-

bles…”

Variable Definition

Independent Variable you change

Dependent Variable you measure (the

results)

Control Variables you keep the

“What do we use to measure the

following?…”

Meas-

urement Apparatus/Equipment

Force Newtonmeter

Length Ruler

Time Stopwatch Mass and Weight

Mass is a measurement of how much

“stuff”, or physical matter is in an object.

Weight is how much force that mass

applies to the ground underneath it

caused by gravity pulling it

towards the centre.

A bowling ball will always

have a mass of 5kg, but its

weight depends how strongly gravity is

pulling it.

On Earth (normal gravity):

Mass = 10kg, Weight = 98N

On Jupiter (HUGE gravity):

Mass = 10kg, Weight = 248N

In Space (minimal gravity):

Year 7 - Review Period Four —Knowledge Organiser

SCIENCE ELEMENTS, ATOMS & COMPOUNDS

“Define the following terms…”

Atom The smallest particle of an element that can exist.

Element A substance containing only a single kind of atom. Cannot be

broken down into other substances.

Compound A substance containing two or more kinds of atoms strongly

bonded together.

Mixture Two or more compounds or elements mixed together but

NOT chemically bonded together .

Periodic table A list of all the elements arranged by atomic number.

Element

symbol A one or two letter code unique to each element.

Compound

Formula Shows the combination of elements that make up the compound.

“Give examples of the following…”

Elements Carbon, oxygen, magnesium, sodium, iron, hydrogen, helium.

Compounds Water, sugar, salt, copper sulfate, sodium chloride,

Element

symbols

Oxygen = O, Hydrogen = H, Helium = He, Sodium = Na, Potassium = K,

Magnesium = Mg, Iron = Fe, Carbon = C, Sulfur = S.

Compound

Formula

Sodium chloride = NaCl, Potassium Hydroxide = KOH,

Water = H2O, Copper sulfate = CuSO4, Magnesium Sulfate = MgSO4

Element with a

single atom

Element with

pairs of atoms

Compound Mixture

Metals Non-Metals

Groups of atoms (bulk)

The properties of groups of atoms, or their bulk properties,

are not the same as the properties of individual atoms

> A gold atom can not conduct electricity

> A gold atom is not shiny

> A gold atom is not yellow

> A gold atom is not solid, liquid or gas

> A gold atom cannot melt

“Name the product of the following reactions…”

Reactants Product name Product Formula

Iron and Oxygen Iron Oxide Fe2O3

Zinc and Oxygen Zinc Oxide ZnO

1x Carbon and 1x Oxygen Carbon Monoxide CO

1x Carbon and 2x Oxygen Carbon Dioxide CO2

Hydrogen and Oxygen Water H2O

Element facts!

Fluorine

> Found in toothpaste

> Prevents tooth decay

Carbon

> Most common element in the

body

Hydrogen

> Explosive!

> Element exists in pairs (H2)

Sodium

> Silver coloured metal when pol-

“State the name of each element and how many of each element is in the follow-

ing compound…”

Chemical Element 1 Element 2

NaCl 1x Sodium 1x Chlorine

N2O 2x Nitrogen 1x Oxygen

CH4 1x Carbon 4x Hydrogen

2CH4 2x Carbon 8x Hydrogen

Year 7 - Review Period Four —Knowledge Organiser

English Technical Accuracy

Homophones: words the sound the same but are spelt differently

Hear: Sound Here: place/position

They’re: They are Their: possession to show

someone owns something

There: place

and position

You’re: You are Your: possession to show

someone owns something

Too: also, in excess To: before a verb Two: number

Where: place Wear: clothes

Sea: ocean See: sight

Speech Punctuation:

Always use speech marks “…” around speech (when a character says something)

Always include any punctuation inside the speech marks. For example:

if a character asks a question, put the question mark inside the speech marks.

Always start a new line when someone new speaks.

Vary your use of verbs/adverbs to describe how the speaker says something

(asked, replied, angrily, smirked, whispered, laughed…)

Start each line of speech with a capital letter.

Rules for spelling: Plurals

1. Regular nouns, add S: Car / cars, apple/apples

2. Irregular nouns – learn them: man/men, woman,/women, person/people,

mouse/mice, tooth/teeth, foot/feet, child/children

3. Words ending in S, CH, SH, X or Z, add ES: bus/buses, match/matches

4. Words ending in F or FE, remove the F / FE and add VES: leaf/leaves, wolf/

wolves

5. Words ending in a consonant + Y – remove the Y and add ies: city/cities,

party/parties

6. There are some words which do not change when in plural form: sheep,

Rules for using paragraphs/sentence starters:

You must always use paragraphs in your writing.

You must use paragraphs to show a change in: time, topic, place or person.

You must indicate a change in paragraph by starting a new line/indenting the writing

away from the margin/edge of your page.

Avoid starting sentences with the same words. Rather than using ‘then’, try ‘next’

‘after some time…’ ‘Following on…’ . Avoid using ‘suddenly’ too often.

Use a range of adverbs to start sentences.

Rules for using apostrophes:

An apostrophe should be used to show something belongs to someone.

“Isaac’s basketball was flat.”

An apostrophe should be used to replace a letter: don’t (do not)

An apostrophe should not be used when using plurals: The tigers were asleep.

Topic/

Skill

Definition/Tips Example

Perimeter

The distance

around a 2D

shape

Add up the sides =

3 + 7 + 3 + 7 = 20cm

Area of a

square/

rectangle

The amount

of space in-

side a 2D

shape.

Area of

triangle

Area of

A circle

X

Year 7 - Review Period Four—Knowledge Organiser

Topic/Skill Definition/Tips Example

Volume The amount of space

inside a 3D shape

such as a cube or

triangular prism

These shapes all have

a volume of 8

Volume of

cubes/

cuboids

Ratio The relationship

between two or more

groups that expresses

how much bigger one is

than the other.

Percentages An amount of something,

expressed as a number

out of 100.

Per cent translates to

“out of 100”

Mathematics Shape and Number

cm

cm

cm

cm

Area = 5 x 4 = 20cm2

5cm

4cm

base height

Area = 8 x 4

So: 32 ÷ 2 = 16cm2

2

Length =5cm

Height =4cm

Width = 2cm

Volume = 5 x 2 x 4 = 40cm3

5:15