Year7 AutumnTerm2

KnowledgeOrganiser

S.M.I.L.E

Stru

ctu

re How many stanzas/verses Which words or phrases link to the images or theme?

Line length/rhyme scheme?

Imagery

What is thepoem about?

Does it have a message?

What is the poet discussing?

Is there an overall theme and idea in the poem?

Meaning

What does the poet want us to imagine by the word choices they have included in their poem?

Does the poem contain similes/metaphors or personification?

Lan

guag

e

What words has the poet used to create an image?

Which words and phrases create the images?

Effect

What does the poem make the reader think about?

What is the poet trying to show or teach the reader?

How to analyse a poem:

1. Read the focus of the question. Identify the meaning in the poem. 2. Look at the effect of the word choices.3. Have any poetic devices been used?4. Use SQI paragraphs to talk about your findings.

Simile A direct comparison of two

unlike items using LIKE or AS.

E.g. As easy as pie.

Metaphor A figure of speech in which things

are compared by saying one

thing IS another.

E.g. Time is money.

Personification When human characteristics are

giving to non-living objects or

animals.

E.g. The stars danced.

Hyperbole Great exaggeration.

E.g. I’m so hungry I could eat a

horse.

Alliteration Repetition of words with the

same beginning sounds.

E.g. Becky’s beagle barked.

Repetition Repeated use of sounds, words

or ideas for effect or emphasis.

E.g. I can’t read, I can’t write, I

can’t spell.

Onomatopoeia A word that sounds like the thing

it names.

E.g splash, shot, crunch.

YEAR 7 ENGLISH: Autumn Term – Poetry

AUTUMN

Autumn arrives

Like an experienced robber

Grabbing the green stuff

Then cunningly covering his tracks

With a deep multitude

Of colorful distractions.

And the wind,

The wind is his accomplice

Putting an air of chaos

Into the careful diversions

So branches shake

And dead leaves are suddenly blown

In the faces of inquisitive strangers.

The theft chills the world

Changes the temper of the earth

Till the normally placid sky grows red with a quiet rage.

Usually associated with

criminals

Summer presented as a

victim in the in the sense

that autumn is an

experienced robber

Sly attitude;

attributes of a fox

Autumn well known

for pretty and vibrant

colors and we tend to

admire them

Personification is effective

because the human qualities

brings the season alive for us

Poet thinks about

season in personal

way The way that nature

changes

We emphasize with

summer & not with

autumn

Being robbed is an awful

experience and personal

violation

People don’t really like the

wind however even though we

don’t like the wind as well; we

do not take such a harsh view

Imagery

Negative

connotation Imagery

Autumn and wind are fairly

aggressive and violent

Assumption that it is

chilly

Personification in

poem to show that

autumn has stolen

the summer Autumn is a gentle

season which

eases us into the

summer

STANZA Organization of stanza

implies little need to

stop and could possibly

reflect the chiling way

autumn arrives quickly

Longest line

represents the

anger of the sky

Not nearly as chiling as

it sounds

Irony compared to the sky growing

red. Red is linked to autumn and

warm colors with different shades.

ATMOSPHERE &

MOOD:

Represents weather

and chills reader

Metaphor of theft is affective. All

uses identify with experiences; can

be chiling.

READING SKILLS TO HELP!

Question Use the 5Ws to help work out the meaning

Clarify Word out/ guess the meaning of tricky words

Summarise Write down what is happening, next to each stanza.

Autumn is well knownfor pretty and vibrant

colours and we tend toadmire them

People don’t really like the wind. However, even though

we don’t like the wind as well; we do not take

such a harsh view

YEAR 7The Graveyard Book

Key Vocabulary Definitions

Convention A way in which something is usually done

Simile A comparison using ‘like’ or ‘as’

Metaphor A comparison suggesting something ‘is’ something else

Narrative hook A literary technique at the opening of a story to get the reader interested

Narrative perspective

The point of view from which the story is written

Foreshadowing When the writer hints at something that is going to happen in the future

Personification Giving an object human characteristics

Pathetic Fallacy Giving nature human characteristics

Explicit Obvious information

Implicit Hidden / inferred information

Context Information

DanseMacabre

The dance of death, shared between the living and the dead.

Witches In the 17th Century and earlier, people were terrified of witches. Old, unmarried women were often suspected. They were dunked in water - if they drowned, they were innocent. If they survived, they were burned at the stake.

Gothic A genre of literature and film that combines horror, death, and at times romance.

Characters Information

Nobody Owens

The protagonist of the story. Bod’s family were murdered when he was a baby, but he escaped and has been brought up by ghosts.

Silas Bod’s guardian and teacher.

Miss Lupescu Bod’s strict teacher, who can turn into a wolf and saves Bod.

Liza Hempstock

A ghost who was executed for being a witch. She and Bod become friends.

AbanazerBolger

The owner of a pawn shop, who captures Bod and tries to steal his brooch.

Jack The murderer who killed Bod’s family and continues to hunt Bod.

Scarlett Bod’s childhood friend.

Mr and Mrs Owens

Bod’s adoptive parents in the graveyard, husband and wife - both ghosts

Key Themes Key Quotations

Violence - Bod’s life begins with violence and continues through his childhood- ‘‘There was a hand in the darkness, and it held a knife’’

Family - The people in the graveyard learn to be a family in a new way through Bod- “It is going to take more than just a couple of good-hearted souls to raise this child. It will take a graveyard.”

Supernatural - The supernatural is seen as a normal part

of the afterlife, but the living fear it

- “People want to forget the impossible. It

makes their world safer.”

Death - Death is not seen as scary, or the end,

just something separate from life

- ‘‘Each of us encounters the Lady on the

Grey at the end of our days, and there is

no forgetting her’’

Youth - Bod is reckless and makes mistakes, but

grows and learns through the story

- ‘’the world is a bigger place than a little

graveyard on a hill’’

Fate - Bod is linked to Jack; they can’t escape

each other even if they want to

- “It is neither fair nor unfair, Nobody

Owens. It simply is”

SQI Sentence Starters

Statement In ‘The Graveyard Book’, the writer uses…In this extract, it is obvious that…

QuotationThis is show in the quotation ‘…’

Inference This suggests that…From this, we can infer that…

In particular, the word ‘…’ makes me think of... / creates the image of… / has connotations of…The writer uses the technique … which is effective because…

Narrative Perspectives

Definitions

First person Perspective of one character, using pronouns

‘I’, ‘me’, ‘we’

Second Person Used to address the reader, using pronouns ‘you’, ‘your’

Third Person limited

Perspective of one character, using pronouns ‘he’, ‘she’, ‘it’

Third Person omniscient

Multiple perspectives, using pronouns ‘he’, ‘she’, ‘it’

Senses Sentence Starters

SeeFlashing before my eyes…

Hear The sound of…

TouchI could feel…

TasteMy tastebuds tingled with…

Smell The stench of…

Technique Example

SimileThe rain bounced off the pavements like fragments

of shattered glass.

Personification The looming trees threatened any intruders.

MetaphorA forest of people crowded around.

AlliterationA sweet, sickening smell enveloped my senses.

OnomatopoeiaCrashing, the thunder boomed through the sky

PatheticFallacy The angry clouds blotted out the weak sun.

Sentence openers

Examples

-ingGasping, sneaking, blinking, trembling

SimilesLike a… / As … as a…

Preposition

Under, around, beneath, next to

AdverbSlowly, suddenly, carefully

Connective

Despite, however, nevertheless, finally

-edWorried, terrified, shocked

Model:Gasping, the stench of mould and decay filled my nostrils. Like a funeral choir, ravens circled above the ancient, abandoned ruins, their cries drowning out my panicked breaths. Malicious clouds seemed to close in around me. My knees buckled. Wet soil invaded my fingernails, seeping into my clothes. Alone. Scared. Hunted.

YEAR 7 The Graveyard Book

Y7ENGLISH- TheHatchet

PLOTBrianRobesonisthethirteen-year-oldsonofdivorcedparents.ThestorybeginswithBrianflyingonasmallplanefromhismother’shomeinNewYork,tovisithisfatherinNorthernCanadaforthesummer.Mid-flightthepilotbecomesill.

Briantriestolandtheplanebutendsupcrash-landingintoalakeintheforest.Hemustlearntosurviveonhisownwithnothingbuthishatchet—agifthismothergavehimshortlybeforehisplanedeparted.

Throughoutthesummer,BrianlearnshowtosurviveintheCanadianwildernesswithonlyhishatchet.Duringhistimealone,Brianstruggleswithmemoriesofhomeandthememoryofhismother'saffair,whichonlyheknowsabout.

After54daysinthewilderness,heisrescued.Brianspendstheremainderofthesummerwithhisfatherbutdoesnottellhimabouthismother'saffair.

Hatchet Cessna406 WildernessKEYIDEAS

ManvNature

Brian learnshowto livewithandrespectthenatureinthewild.

Growingup

Brianbecomesmoreindependent,confidentandmature,thelongerhelives inthewilderness

Positivethinking

Brianhastoremainpositivetoovercomehisproblemsandsurvive thewilderness.Heuseslotsofpositivethinking.

TheCityvTheWild

Brianbeginstoenjoythepeaceofthewildbutmissesthefunofthecity.

Porcupine Moose CBRadio Transmitter

KeyCharacters CharacterInformation

BrianRobeson

• Themaincharacterinthestory.• Heisthirteenandhisparentshaverecentlydivorced.• Brianknows abouthismother'saffairbutkeepsitsecret.

Brian’smother

• LivesinNewYork.• Hasbeenhavinganaffairwith‘themanwithshortblondehair.’Brian’smotherdoesn’trealisethatBrianknowsaboutheraffair.ShebuysBrianthehatchettotryandcheerhimup.

Brian’sfather

• NowlivesinCanada.• Hedidn’twantadivorceanddoesn’tknowwhyhiswifedoes.• Brian'sdoesn'ttellhisfathergivinghimhintsonhowtostartafire.

Terry• Brian'sbestfriendinNewYork.• TerryalsoappearedinBrian'sdreamandgavehimhintsonhowtostartafire.

ThePilot• Becameillwhilstflyingtheplane.• Briancouldn'thearifhewascalledJimorJake.• HismemoryappearsinBrian'sdreams.

MrPerpich • Brian'sEnglishteacher

• RememberinghispositiveattitudehelpsBriantostaystrong

Year 7 Art - Formal ElementsKey Knowledge : Colour TheoryPrimary Colours = RED / BLUE / YELLOWSecondary Colours = GREEN (blue+yellow) / PURPLE (red+blue) / ORANGE (red+yellow)Tertiary Colours = all the primary colours mixed (or a primary+ a secondary)Harmonious Colours = are next to each other on the colour wheel, they blend well together.Complementary Colours = colours opposite each other on the colour wheel, they clash/contrast and do not blend.Tints = a colour with white added to make it lighterShades = a colour with black (or it’s complementary) colour added to make it darker.Warm Colours = red, yellow, orange Cool Colours = blue, green, grey

Key Words / Terms

Primary ColoursSecondary ColoursTertiary ColoursHarmonious ColoursComplementary ColoursTintsShadesWarm & Cool ColoursTextureShapesFormLine ToneContrast = placing 2 things next to each other that are complete opposites (eg: black and white)Collage = cutting out and rearranging images or objects to make a new imageLandscape = a piece of art that shows the scenery outside (eg; a field, the sea)Portrait = a piece of art that depicts a person.Abstract = a piece of art that doesn’t look like something from everyday life.Light Wash = using watery paint to cover a large area of a paintingOpaque = something that is not see-throughColour Scheme = A

Artist Information : David Hockney• Born 1937- present in Bradford• Lives and works between California and the UK• Paints, draws, takes and collages photographs and uses an iPad to create his work.• He often paints landscapes but sometimes he paints portraits of his friends.• A lot of his landscapes depict places around Yorkshire.• He uses bright, bold colours when he paints landscapes.• Some of his landscapes are abstract.

Key Knowledge : Formal Elements

Texture = the way something feels or looks like it feels

Shape = a 2D shape (eg triangle)

Form = A shape that is 3D

Line = A path left by a pencil, brush etc.

Tone = How light or dark something is. Adding tone can make an object look 3D.

Key Skills : Colour Theory PageCreate a colour theory page that shows:

1. You can control paint and a paint brush

2. You can mix secondary colours, tertiary colours, tints and shades

3. You know the different colour groups (eg: complementary)

4. You have good presentation skills

5. You have labelled each section of your page

Key Skills : David Hockney Page & A3 PaintingCreate a research page that shows:1. Your understanding of the artist’s life

and work, written in your own words2. A painting of a Bradford Landmark or

Yorkshire Landscape3. You have closely observed your

landmark photograph and drawn it accurately

4. You have planned and chosen an appropriate colour scheme.

5. You can apply a light wash of colour6. You can add detail, pattern and

texture in more opaque colour or with colour pencil

DESI

GN T

ECHN

OLOG

YYear7

BlockheadHealthand Safety

TrySquare Formarkingoutaccuraterightanglesandcheckingifworkissquarewhengluedup.

Forholdingworksecurelywhendrillingholesonthepillardrill. MachineVice

Markingouttools/equipment

Clampingandholdingtools

Forholdingworktogetherwhilstitisgluingand

holdingworksecurelyonaworkbenchoratthepillar

drill.

GClamp

Forholdingwoodsecurelywhencutting,chiselling,drillingetc. WoodworkingVice

DiscSander

Sandpaper

Finishingtoolsandequipment

CuttingandShapingToolsFor

cuttingcurvesinwood

CopingSaw

Forcuttingstraightlinesinwood

TenonSaw

CuttingandShapingTools

BenchHook

Forholdingwoodsecurelywhenmakingstraightcutswitha

tenonsaw

Fordrillingholesinto

wood,metalorplastic

PillarDrill

Fordrillingholesintowood,metalorplastic

Forstnerbit

DESI

GN T

ECHN

OLOG

YMaterials– HardwoodsandSoftwoods

PermanentJoint:Whenwedonotwanttotakethepiecesapartagaine.g.Glues,weldingorrivets

Doweljoint

Jointwithscrews

Jointwithnails

PVAglue

NaturalWood– RawMaterials&ProcessingtoProductBelowisasummaryofprocessingnaturalwood,fromlogging/harvestingtomanufacturingaproduct.

Atthesawmillthelogsarecutinto‘boards’usingequipmentsuchascircularsaws andbandsaws.Thisiscalled‘conversion’.Thefirststageofconversionisaprocesscalled‘breakingdown’,whichmeansroughsawing.Thesecondstageiscalled‘resawing’andreferstomoreaccurate/precisecuttingandfinishing,suchasplaning andfurthermachining.Twotypesofroughsawingforthebreakingdownprocess,areshownbelow.

JoiningMethods WoodjointscanbeeitherPERMANENT or TEMPORARY

dependingonthetypeandifglueisused.TemporaryJoint:Whenwedowanttotakethepiecesapartandputthemtogetheragaine.g.Screws,boltsornails

ManufacturedBoards

MDFMediumDensityFibreboardThisboardiscomposedoffinewooddustandresinpressedintoaboard.Thismaterialscanbeworked,shapedandmachinedeasily.

PlywoodPlywoodisamaterialmadefromthinlayersor‘piles’ofwoodveneerthataregluedtogetherwithadjacentlayershavingtheirwoodgrainrotatedat90degreestooneanother.

FOO

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IES

Year 7 Food StudiesHealth and Safety

Using a cooker

Keywords

Eat Well Guide

Hygiene Nutrition

Ingredient

The Eatwell Guide shows how much of what we eat overall should come from each food group to achieve a healthy, balanced diet.

Utensils

Micronutrients

Hob

Grill

Oven

Electric Gas

Staple FoodsStaple food are food items that can be stored easily and eaten throughout the year. Different kinds of staple foods are used in different parts of the world. The term means the

common basis of the everyday diet in a place.

Carbohydrates – Our mainsource of energyCarbohydrates are 1 of 3 macronutrients (nutrients that form a large part of our diet) found in food. The others are fat and protein. Hardly any foods contain only 1 nutrient, and most are a combination of carbohydrates, fats and proteins in varying amounts.

There are 3 different types of carbohydrates found in food: sugar, starch and fibre.

Rich

Flavourful

FOO

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IES

Where our food comes from

Food labels: Food labels can help people make informed decisions about the food they eat.

Food LabelsFood miles is the distance food is transported from the time of its production until it reaches the consumer

Farm to fork is noting or relating to fresh, locally sourced food sold to local consumers or restaurants: farm-to-table meats and seasonal vegetables.

Cooking information

The Ingredients in shortcrust pastry

Plain flour, butter, water, salt

Keywords

The Function of Ingredients in CakeFlour – Is the main ingredient used in Cake makingFats and Oils - Adding fat to the cake gives flavour and improves the shelf life of the product.Sugar - Sugar’s main role is to sweeten the cake.Eggs - Eggs add volume to the finished product.

ProteinIs needed for growth and repair

Carbohydratethe body's primary source of energy.

Fatused to keep the body warm and protect vital organs

Fibredietary material

MFL

Mon grand-père my grandadMa grand-mère my grandmaMon père my dadMa mère my mumMon oncle my uncleMa tante my auntMon frère my brotherMa sœur my sisterMoi meMon demi-frère my half brotherMa belle-mère my step mum

Où habites-tu? Where do you live?J’habite à Paris I live in Paris..dans une maison in a house…dans un appartement in an apartmentDans un château in a castleDans une ferme on a farmÀ la campagne in the countrysideDans un village in a villageÀ la montagne in the mountainsDans une ville in a town/cityAu bord de la mer on/by the coastDans la forêt in the woods/forestGrand bigPetit small

Le pay countryL’Écosse ScotlandL’Angleterre EnglandL’Irlande IrelandLe pays de Galles WalesLa Belgique BelgiumLa France France

Je suis… I am…écossais Scottishgallois Welshfrançais Frenchanglais Englishirlandais Irishbelge Belgian

Quel temps fait-il? What’s the weather like?Il fait chaud It’s warmIl fait froid It’s coldIl y a du soleil It’s sunnyIl y a du vent It’s windyIl y a du brouillard It’s foggyIl y a des nuages It’s cloudyIl y a de l’orage It’s stormyIl pleut It’s rainingIl neige It’s snowingIl gèle It’s freezing

Au printemps in springEn été in summerEn automne in autumnEn hiver in winter

Aujourd’hui todayLe matin in the morningL’après-midi in the afternoonLe soir in the eveningNormalement normallySouvent oftenDe temps en temps from time to time

MFL

SkillsReliefThe height and shape of the land is shown on a map using ‘contour lines’. These lines appear as thin orange or brown lines with numbers on them. The number tells you the height above sea level of that line. A contour line is drawn between points of the same height, so any single contour line will be at the same height all the way along its length. Spot heights and triangulation pillarsA map extract might show exact heights by a black dot with a number next to it. The number is the height above sea level in metres. The blue triangle represents a triangulation pillar; the networks of concrete pillars found in the UK that were used to make maps.

The worlds seven continents are: Antarctica, Europe, South America, North America, Africa, Asia and Australasia.

Maps often use symbols instead of words to label real-life features and make the maps clearer. With so many features on a map, there would not be enough space to write everything down in words.

Symbols can be small pictures, letters, lines or coloured areas to show features like campsites, youth hostels or bus stations.

Grid References : A grid of squares helps the map-reader to locate a place. The horizontal lines crossing the map from one side to the other are called northings. They are numbered –the numbers increase to the north. The vertical lines crossing the map from top to bottom are called eastings as the numbers increase in an easterly direction.

To work out the grid reference remember ‘Along the corridor and up the stairs’ Tourist information – 47,33Six-figure grid references can be used to pinpoint a location more accurately than a four-figure grid reference. Imagine that each grid is divided into 100 tiny squares. The distance between one grid line and the next is divided into tenths.

YEAR7Geography

SpotHeight

Contours

LayerShading

SkillsOS Maps –- is a national mapping agency in the United Kingdom which covers theisland of Great Britain. It is one of the world's largest producers of maps.

Ordnance Survey maps are alwaysprinted so that north is at the top ofthe map.

Most maps have a scale. These help us to work out distances on maps.This is given by the scale statement(eg 1:25,000) and/or by showing a scale bar.

The scale shows how much bigger the real world is than the map. If the scale is 1:50,000 it means that the map is 50,000 times smaller than the real world. For example, every 1 cm on the map represents 50,000 cm in the real world.

Physical Geography – The scientific study of the natural features of the Earth's surface, especially in its current aspects, including land formation, climate, currents, and distribution of flora and fauna.

Human Geography - the study of the interaction between human beings and their environment in particular places and across spatial areas. Direction

Thefourmainpointsofthecompassarenorth,east,southandwest.Halfwaybetweeneachofthesetherearefourotherpoints:north-east,south-east,south-westandnorth-west.Thismakesaneight-pointcompass.Thereareafurthereightpointsbetweenthese- rememberthenamesoftheseareamixofthetwoclosestcompasspointsbuttheyalwaysstartwiththemaincompasspoint,ie north,east,southorwest.OrdnanceSurveymapsarealwaysprintedsothatnorthisatthetopofthemap.

Mode - The mode is the value that appears the most.Mean - The mean is the total of the numbers divided by how many numbers there are.Median is the middle value.

To work out the median:• Put the numbers in order:• 6 6 6 7 9 11 11 13• The number in the middle of the list is

the median.• So the median value is 7.

YEAR7Geography

Longitude and latitude

Lines of latitude – measure the distance north and south of the equator.Lines of Longitude - measure how far east and west you are.

Year 7 History - Crime and PunishmentKey Knowledge : Anglo-SaxonRole of the King - Increased control over the Kingdomof the Church in punishment and law enforcement - Very strong. For example: -Benefit of Clergy (members of the clergy could only be tried in Church Courts who very rarely used the death penalty) -Trial by Combat (similar to trial by ordeal, the idea was the God would show guilt through the result of combat between the accused and accuser) Role of the local community - Tithings -Hue and cry -Trial by community (local men made up the jury) -Oaths (relied upon people knowing one another so criminals wouldn’t get away with repeat offences) Punishments - Wergild (1500 for a Prince, 40 for a serf) -Execution for treason and arson -Corporal punishment, including mutilation also used -Stocks used for public disorderKey Knowledge : Witches, highway robbery and smugglingSmuggling - Smuggling continued from the 17th century into the 18th. Changes included more goods being smuggled, such as cloth, wine and spirits, as a result of higher taxes. Another change was the development of smuggling gangs such as the Hawkhurst Gang whose leaders were executed in 1748 and 1749. Smuggling was difficult to stop due to number of small coastal coves and support from the public. It was a social crime because many people benefitted from being able to buy goods more cheaply, illegally. Highway robbery - Highway robbery had been a problem since the Middle Ages but became more important in 18th century because: -As trade increased, there was more need to move goods and money around -As more people moved to towns, the countryside was increasingly empty where there would be no witnesses -Roads improved which meant more regular users including stagecoaches which gave highwaymen more opportunities Highway robbery eventually declined after the death penalty was introduced for carrying a weapon and disguise (1772) and more ‘mounted patrols’ (i.e. law enforcers on horseback)

Beliefs and the law

-Witches were believed to have magical powers from a pact with the devil including flying and the ability to make people, or farm animals, sicken and die. They were supposedly helped by their ‘familiars’ (an animal such as a cat, dog or spider -Henry VIII in 1542: witchcraft punished through death; Queen Elizabeth I: witchcraft aimed to kill someone punishable by death

Why trials increased

Economic problems and civil war (beginning in 1642) leading to growing tensions (e.g. crop failures blamed on neighbours) -James I’s Demonologie: The King wrote a book promoting fear of witches as ‘detestable slaves of the devil’. -Religion: people viewed life as a struggle between God and the Devil and this was one way they saw that fight being played out -Matthew Hopkins (Witchfinder General): Witchfinder claimed people were witches if, for example, they had an extra nipples (supposedly used to feed familiars). In Sudbury alone, Hopkins stirred up a panic in which 112 people were executed

Punishments Up to 1000 executed for witchcraft between 1542 and 1736 (mostly by hanging). Over 90% were women because: -women were expected to focus on practical domestic duties and those that didn’t were treated with suspicion -Many were vulnerable (e.g. were widowed) and many were ‘wise women’ who would act as doctors and some men did not like women having this respected position

Decline -Matthew Hopkins died in 1647; -Increase in belief in science (e.g. The Royal Society established in 1660 which promoted science as opposed to religion/ magic) ; -End of civil war and improvement in the economy

Key Knowledge : NormanRole of the King - William I (invaded after Battle of Hastings) increased control of England. Through the use of extreme punishments, castles and the ‘Harrying of the North’ (targeting of Northern England including burning crops) increased William’s control, as did the murdrum and the Forest Laws. Role of the Church in punishment and law enforcement - Very strong, for example: -Taking oaths (a formal declaration of the facts, calling on God to witness that what is said is true) -Trial by ordeal (where God would supposedly give judgement on innocence or guilt) -Sanctuary (a person could claim sanctuary in which they’d agree to leave the country if agreed with the clergy) – continued throughout Middle AgesRole of the local community - Tithings -Hue and Cry -Trial by ordeal Punishments - Murdrum (like wergild but paid to the King rather than the victim’s family) -Many crimes punishable by death, especially for breaking Forest Laws

Year 7 History - Crime and Punishment

Tier 2 words

Change = When there is a change in how people act or think about somethingContinuity = When people continue to think the same Infer = To work something out from evidencePolicing = How criminals are caughtNormandy = A part of FranceCourt = A place where trials take place Sheriff = A type of policemanSanctuary= A place of safetyBenefit = Gaining an advantageHindered = Does not helpJustice = When the guilty are punished in a suitable manner for the crime they committedPerjury = Telling lies in courtBranding = Burning a shape into someone’s skinGunpowder = An explosive powderTreason = A crime against the kingPoaching = Illegally killing animals in forests for food or money

Tier 3 words

Crime = An action which is punishable by lawIllegal = Against the lawHue and cry = Raising the alarm that a crime has been committedWerglid = Compensation paid to the victims of a crimeForest laws = Making it illegal to hunt animals in woodlandMurdrum = A fine a village had to pay if a Norman soldier was killedRoyal pardon = When the king forgives someone who has committed a crimeOath = A promise made to someoneChurch court = A place for having a trial for the clergyClergy = People (such as priests) who are the leaders of a religion and who perform religious servicesBloody Code = A period of time when punishments were very harshCatholic = Main religion of England until Henry VIIIRecant = Change your belief in somethingSource = Something that provides information about the past

Key Skills : ChronologyThis involves putting events from the past in the correct order.

You need to be able to identify which events happened from 1000 up to 1700. For example – which cam first the Gunpowder Plot or the Norman Conquest?

In order to really excel at chronology you need to use precise dates whenever possible

Key Skills : Continuity and ChangeThis involves being able to explain what changed and what stayed the same during different periods of history. You need to be able to contrast different time periods to identify change and continuity.

To develop top history skills you then need to be able to explain why this change happened – for example; more women were accused of being witches during the Civil War because many women were widowed which left them more vulnerable to accusations of witchcraft which led to an increase in the number of women being accused of being witches.

The top level in assessing continuity and change is being able to evaluate the most important reason a change occurred.

The structure for an outstanding 3 paragraph answer on change and continuity is set out below:

The first factor/a further factor/an additional factor which led to …This was when…EVIDENCE (Dates, Events, Statistics)This led to…because…This was significant/to some extent important/limited because…

Success criteria for this topic:✓ Get your chronology correct – events in the right order✓ Give a factual detail✓ Identify if the event was a change or an example of continuity✓ Explain why this change happened, or the situation remained the same

Year 7- Elements of Music Learning Objectives: To learn what the different musical elements are and show understanding through listening tasks.

To develop ensemble performance skills on different instruments and apply knowledge of elements to a simple performance.

Element Keyword

Definition

Dynamics How loud or quiet the music is.

Tempo How fast or slow the music is.

Pitch How high or low the notes are.

Melody The main tune of the music that is sang or played.

Rhythm A pattern of note values put together.

Harmony

The other notes used in a song that fit with the melody. These are usual-ly chords.

Fast speed

Medium speed

Slow speed

Getting faster

Getting slower

Loud Forte

Medium loud Mezzo Forte

Medium quiet Mezzo Piano

Quiet Piano

Getting louder Crescendo

Getting quieter Diminuendo

When composing a piece of music, you need

to make sure that each bar adds up to the

beats indicated by the top number of the

time signature.

1/2 + 1/2 + 1 + 1

2 + 1

1/2 + 1/2 + 1 + 1

2 + 1

The TorahGenesisExodusLeviticusNumbersDeuteronomy

Abraham – 4000 years ago. chosen by God. The first Covenant between the one God and mankind. Tested by God.

Moses – 400 years after Abraham. Chosen by God to free the Jews from slavery in Egypt. God sent 10 plagues after which the Jews were set free.

Jews ate the first Passover meal

before they left Egypt.

Moses was given the 10 Commandments on Mount Sinai: rules of how the Jewish people should live.

The PatriarchsAbraham

Jacob (son of Abraham)

Isaac (Israel, son of Jacob)

Judah Maccabee defeats Antiochus and regains the Temple. Miracle as oil lamp burns for 8 days with very little fuel. Hanukkah (Festival of Lights) a celebration of this.

Rosh

Hashanah

The new year –wash away sins - a new beginning.

Yom Kippur: The Day of

Atonement. Holiest day of the Jewish year25 hour fast.

The Temple in Jerusalem

First Temple: built by King Solomon. Destroyed by Babylonians in 587 BCE.

Second Temple built in 516 BCE Destroyed by the Romans in 70 CE.

Are all Jews the same?

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Abraham The first Jewish prophet. Approx. 4000 years ago Chosen by God. Made a Covenant. Descendants would have a special relationship with God.

Adam The first man. Created by God. Lived in the Garden of Eden until the Fall.

Antiochus A King who conquered the Temple in Jerusalem and filled it with idols. Defeated and driven out by Judah Maccabee

David First King of Jerusalem. Father of Solomon.

Esau First child of Isaac and Rebekah. Older brother of Jacob (re-named Israel)

Eve The first woman. Created by God from one of Adam's ribs. Tempted by the serpent in the Garden of Eden, ate the forbidden fruit. The start of sin in the world.

Hagar Mother of Ishmael. Servant of Sarah, wife of Abraham

Isaac One of the Jewish patriarchs. Son of Abraham and Sarah, born when they were very elderly. Promised by God

Ishmael Child of Abraham and Hagar, Sarah's servant. Recognised in Islam as a prophet and an ancestor of Muhammed.

Jacob One of the Jewish patriarchs. Isaac's son. Was re-named Israel

Joseph 12th and favoured son of Isaac. Given a coat of many colours by his father. Settled in Egypt where the Jews lived for many years.

JoshuaLead the Israelites after the death of Moses. Captured Jericho through destroying its walls by faith. Lead the Israelites into Canaan – the Promised Land, ending the exile of the Jews. Distributed land to the 12 tribes.

Judah Maccabee Defeated Antiochus and drove his army out of the Temple in Jerusalem, reclaimed it for the Jewish people

MosesA Jewish patriarch. Chosen by God to bring the Jews out of Egypt and take them to the Promised Land. Ate the first Passover meal before leaving Egypt. Received the Ten Commandments from God on Mount Sinai.

NoahMade a Covenant with God that he and his family would be saved from the Great Flood if he built an Ark, took 2 of each species of creature on board and re-started life on earth without the previous wickedness. God promised that he would never take such action again.

Pharaoh Leader in Egypt where the Jews were slaves. Eventually let the Jews go after the death of all first born children.

Rebekah Wife of Isaac and mother of Esau and Jacob (Israel).

Sarah Wife of Abraham. Was promised a son, Isaac, even though she was 90 years old

Solomon Son of Kind David and Bathsheba. Built the first Jewish temple in Jerusalem.

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Abrahamic religions The 3 religions where it is believed there is 1 God and that God created the universe. Judaism, Christianity, Islam. Orthodox Jews who strictly follow the rules of the Torah. Older, traditional form of Judaism.

Ark of the Covenant Cabinet covered in gold. Originally provided portable storage for the tablets of the Ten Commandments. Now holds the Torah. Parchment Writing material used for the Torak scrolls, usually made from sheep or goat skin

Atonement Asking for the forgiveness of sins. Passover Jewish festival remembering when the Angel of Death spared the Jews whilst killing the Egyptian first born sons.

Bar (Bat) Mitzvah Boy (Girl) becoming an adult Jew Patriarch Seen as the Jewish founding fathers: Abraham, Isaac and Jacob (Israel)Bimah Platform holding the Torah in the synagogue Pharaoh Ruler in Egypt.Candelabrum Single holder of a light or candle. Plural is candelabra Promised Land Canaan. Land in the Middle East promised by God to the Jews as a homeland

Challah Bread eaten at the Shabbat (Sabbath) meal Prophet Person who receives messages from God. Abraham, Noah, Moses were all Prophets

Chametz Risen bread that is hunted and gathered on the night before the Passover meal Rites of Passage Ceremony marking key transition points in a life – child to adult, single to marriedCharoset Sticky paste made from fruit and nuts eaten at the Passover meal Rosh Hashanah Celebration of Jewish new year

Circumcision Procedure through which the foreskin covering the penis is removed as a sign of the Covenant between God and Abraham. Seder The Passover meal

Covenant Special agreement between God and Abraham and God and Moses Sabbath English word for Jewish holy day.Dome of the Rock Original location of the Temple in Jeruslalem. Now the location of a mosque Shabbat The Sabbath - Jewish holy day. From sunset on Friday to sunset on SaturdayDreidel 4-sided spinning top. 4 letters stand for 'a great miracle happened here.' Sheitel Head covering worn by married women who are orthodox Jews

Exodus Second book of the Torah. Event where Moses lead the Jewish people out of Egypt. Shema Very important Jewish prayer. Used daily. Placed in the Mezuzah

Fall (The) When Adam and Eve disobeyed God. Shofar Sounding horn made from a ram's horn

Hanukkah Festival of Lights celebrates the victory of Judah Maccabee and the miracle of the menorah Sofer Scribe who write the scrolls of the Torah

Kiddush Wine or grape juice drunk at the Shabbat (Sabbath) meal Synagogue Jewish place of worshipKippah Small, rounded cap worn by orthodox. male Jews Tallit Fringed prayer shawl worn by Jews at worshipKosher Appropriate' or 'fit' food. Meets Jewish food laws Talmud Interpretations of Jewish Law.

Menorah

Candle holder with 8 lights and a lighter. Particularly important at Hanukkah - the festival of lights. Reminds Jews of the miracle in the Temple when, having been reclaimed by Judah Maccabee, the light continued to burn for 8 days with only a tiny amount of oil.

Tanakh The Jewish holy book

Messiah The great leader who would free the Jewish people from their oppressors TefillinA set of small black leather boxes containing scrolls of parchment inscribed with verses from the Torah. Tefillin is worn by orthodox adult Jews during weekday morning prayers

Mezuzah Small scroll placed near Jewish front doors which contains the prayer, Shema Temple Centre of Jewish worship in Jerusalem. Was built and destroyed twice.Mitzvah 613 rules given by God to be followed by Jews. Contained in the Tanakh Testament Part of the Bible. Old and New

Monotheism A belief that there is one God Torah The first 5 books of the Tanakh. Genesis, Exodus, Leviticus, Numbers, Deuteronomy.

Mount Sinai Where God revealed the Ten Commandments to Moses Tzitzit Fringes on a Tallit

Omni- All. Omniscient = all-knowing; omnipotent = all powerful; Omnibenevolent = all loving; omnipresent = present everywhere Yad Ritual pointer. Used when reading the Torah

Original Sin The first time people disobeyed God - Adam and Eve in the garden of Eden. Since then people have been born with Original Sin. Tis is why there is evil in the world Yom Kippur Holiest day of the Jewish year - the Day of Atonement

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