Year 7
Autumn 2 Knowledge Organiser
Alan Sillitoe
House Colour: Yellow
The daughter of famed poet Lord Byron, Augusta Ada Byron, Countess of Lovelace - better
known as “Ada Lovelace” - was born in London on December 10, 1815. Ada showed her
gift for mathematics at an early age. She translated an article on an invention by Charles
Babbage, and added her own comments. Because she introduced many computer
concepts, Ada is considered the first computer programmer. Ada died on November 27,
1852. She was buried, at her request, next to her father at the church of St. Mary
Magdalene, Hucknall, Nottingham.
Ada Lovelace’s contributions to the field of computer science were not discovered until the
1950s; Ada has received many posthumous honours for her work. In 1980 the U.S.
Department of Defence named a newly developed computer language “Ada” after
Lovelace.
House Colour: Green
Rebecca Adlington
House Colour: Blue
Morris Samuels
House Colour: Red
“The more I study, the more
instable do I feel my genius for it”
Ada Lovelace
Ada Lovelace
2
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Contents
Timetable
Reading Log
Principal’s Reading 4th Nov
Principal’s Reading 11th Nov
Principal’s Reading 18th Nov
Principal’s Reading 25th Nov
Principal’s Reading 2nd Dec
Principal’s Reading 9th Dec
Principal’s Reading 16th Dec
Power writing template
Subject: English
Subject: Maths
Subject: Science
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5
7
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10
11
12
13
14
16
18
20
Subject: Geography
Subject: History
Subject: Spanish
Subject: ICT
Subject: Product Design 1
Subject: Product Design 2
Subject: Food Technology
Subject: Art and Design
Subject: Music
Subject: Drama
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36
38
40
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Timetable Believe at BBA Year 7 Monday Tuesday Wednesday Thursday Friday
w/b 4th Nov
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Drama D&T Spanish Principal’s Reading
For next week
w/b 11th Nov
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Music D&T Spanish Principal’s Reading
For next week
w/b 18th Nov
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Drama D&T Spanish Principal’s Reading
For next week
w/b 25th Nov
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Music D&T Spanish Principal’s Reading
For next week
w/b 2nd Dec
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Drama D&T Spanish Principal’s Reading
For next week
w/b 9th Dec
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson
ICT Music D&T Spanish Principal’s Reading
For next week
English History or Geography
(whichever you have 2 lessons of) Science Maths
200 word challenge from
this week’s library lesson w/b 16th Dec
ICT Drama D&T Spanish Principal’s Reading
For next week
ALL WEEKS
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
20 mins reading of your
own book
(record on Reading Log)
5
Reading Log
Monday Tuesday Wednesday Thursday Friday
W/b 4th Nov
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
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Read:
For: _________ minutes
Signed:________________
W/b 11th Nov
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
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Read:
For: _________ minutes
Signed:_________________
Read:
For: _________ minutes
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Read:
For: _________ minutes
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W/b 18th Nov
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
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Read:
For: _________ minutes
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Read:
For: _________ minutes
Signed:__________________
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For: _________ minutes
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W/b 25th Nov
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
Signed:_________________
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
W/b 2nd Dec
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:_______________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
W/b 9th Dec
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
Signed:_________________
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
W/b 16th Dec
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
Read:
For: _________ minutes
Signed:_________________
Read:
For: _________ minutes
Signed:__________________
Read:
For: _________ minutes
Signed:________________
Believe at BBA
6
Principals Reading
7
Principal’s Reading w/b 4th Nov Believe at BBA Machu Picchu: the Lost City of the Incas
The Incas, an American Indian people, were
originally a small tribe in the southern highlands
of Peru. In less than a century, during the
1400s, they built one of the largest, most tightly
controlled empires the world has ever known.
Their skill in government was matched by their
feats of engineering. Roads, walls, and irrigation
works constructed by the Incas are still in use
today. Spanish conquerors captured the Inca
emperor in 1532 and began to break up the
empire. But the Indian people of Peru never
forgot their Inca heritage. Many, even now,
believe that a new Inca king will someday arise
to restore the glory of their ancestors.
Way of Life There are many gaps in our knowledge of Inca life. But we do have written accounts from several explorers From these we know that most Incas lived in villages. Even Cuzco, the capital, was not a large city. Workers who supplied its needs lived in small settlements in the surrounding countryside. Dress. When Inca people got up in the morning, they did not have to get dressed. They slept in their clothes. Women wore long gowns with a sash at the waist. Men wore loincloths and sleeveless shirts that hung almost to the knees. Both sexes wore sandals and long capes. Food. The first meal of the day was at eight or nine in the morning. Most dishes were soups or stews. Beans, peppers, tomatoes and peanuts, were used. But the more important foods were maize (corn) and potatoes. So-called Irish and Idaho potatoes actually originated in ancient Peru. Almost the only meat regularly used was guinea pig. Work. Men, if they were not on military duty, worked in the fields. Women did spinning and weaving and took care of the home. Often, however, wives went to the fields and helped their husbands with the farming. Since there was no regular schooling (except for the children of nobles), most young people learned adult chores by watching their parents. Shelter. The average house was a one-room structure of stone or mud brick, roofed with thatch. At night the whole family slept together on the floor. There were no mattresses (not even for the emperor). People doubled a huge blanket and crawled inside.
Machu Picchu means ‘old peak;.
Machu Picchu was built between 1460 and 1470 AD by an Incan ruler.
The city has an altitude of 8000 feet, and is high above the Urubamba
river canyon cloud forest.
Machu Picchu has about 200 ruined buildings, mostly residences,
although there are some temples, storage structures and other public
buildings.
The city is surrounded by agricultural terraces that were sufficient to
feed the population, and watered by natural springs.
One of Machu Picchu’s primary functions was that of astronomical
observatory.
It takes 3.5 hours by train and then a short bus journey to get to the
city from Cuzco. There is also a helicopter service that drops people
near the ruins.
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Principal’s Reading w/b 11th Nov Believe at BBA
After another day’s sojourn at this encampment we resumed our journey. We took a good supply of fuel with us, as we
were now entering on the barren, woodless region, during our transit over which we should have to rely solely on the
provision we now made.
Leaving the beechwood behind us we rode up on to the plain, on whose edge we could distinguish what appeared to be
a little black cloud. In reality it was a peak, or rather clump of peaks of the Cordilleras, at the foot of which we were one
day to camp, and towards which for the next few days we directed our horses’ heads.
This days ride, and its was a long one, was by far more monotonous and dreary than any of the preceding ones. The
immense plateau over which we rode for six or seven hours was remarkable for its gloom and barrenness, even in a
region where all is sterility and dreariness. There was no sun and the sky, lowering and dark, formed a fit counterpart to
the plain, which stretched flatly away to the indistinct horizon, grey, mournful, and silent.
We could not help being affected by the aspect of the scenery around us, and do I not remember ever to have felt
anything to equal the depression of spirits to which I, in common with all our party, fell a prey, and to whose influence
even the guides succumbed.
Nature is the main character in Patagonia, one of Argentina’s most imposing scenes. Its
rugged beauty always resisted attempts of conquerors and settlers who intended to
control it in order to extend courage and determination were finally able to inhabit these
desolate lands. With enormous personal sacrifice, some people settled in the valleys
surrounded by arid plateaux where no drinking water was available; others chose to stay
close to the coast, in barren lands with no vegetation and putting up with its devastating
ways.—’Why then,’ - Darwin wondered—’do these arid lands possess my mind? Not only
mine. I can’t find a logical explanation but, in a way, I believe it may be because these
lands widen the horizons of our imagination’
Extract A from the diaries of Florence Dixie
Extract B from Arrgentina, a book of photographs by Florian von der Fetch
Two different views of the same place
Glossary
Sojourn - a temporary stay
Monotonous - dull, tedious, and repetitious; lacking in variety and interest
Preceding - coming before something in order, position, or time
Immense plateau - a very large area of fairly level high ground
Barrenness - unproductive; unfruitful
Indistinct - not clear or sharply defined
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Principal’s Reading w/b 18th Nov Believe at BBA
Goodness me, but isn't London big? It seems to start about twenty minutes
after you leave Dover and just goes on and on, mile after mile of endless grey
suburbs with their wandering ranks of terraced houses and stuccoed semis
that always look more or less identical from a train, as if they've been
squeezed out of a very large version of one of those machines they use to
make sausages. How, I always wonder, do all the millions of occupants find
their way back to the right boxes each night in such a complex and
anonymous sprawl?
Victoria Station was swarming with the usual complement of lost-looking
tourists, lurking touts and passed-out drunks. I can't remember the last time I
saw anyone at Victoria who looked like he was there to catch a train. On my
way out, three separate people enquired whether I had any spare change -
'No, but thank you for asking!' - which wouldn't have happened twenty years
ago. Then, not only were panhandlers something of a novelty but they always
had a good story about having lost their wallet and desperately needing £2 to
get to Maidstone to donate bone marrow to their kid sister or something, but
now they just flatly ask for money, which is quicker but less interesting.
I do find London exciting. Much as I hate to agree with that tedious old git
Samuel Johnson, and despite the pompous imbecility of his famous remark
about when a man is tired of London he is tired of life (an observation
exceeded in fatuousness only by 'Let a smile be your umbrella'), I can't
dispute it. After seven years of living in the country in the sort of place where
a dead cow draws a crowd, London can seem a bit dazzling.
I can never understand why Londoners fail to see that they live in the most
wonderful city in the world. It is far more beautiful and interesting than Paris,
if you ask me, and more lively than anywhere but New York—and even New
York can't touch it in lots of important ways. It has more history, finer parks,
a livelier and more varied press, better theatres, more numerous orchestras
and museums, leafier squares, safer streets, and more courteous inhabitants
than any other large city in the world.
NOTES FROM A SMALL ISLAND by Bill Bryson
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Principal’s Reading w/b 25th Nov Believe at BBA
“There were sixteen of us altogether learning to fly in this Initial Training School in Nairobi, and I liked every one of my companions. They were all young men like me who had come out from England to work for some large commercial concern, and who had now volunteered for flying duties. It is a fact, and I verified it carefully later, that out of those sixteen, no fewer than thirteen were killed in the air within the next two years. In retrospect, one gasps at the waste of life.
At the aerodrome we had three instructors and three planes. The instructors were civil airline pilots borrowed by the RAF from a small domestic company called Wilson Airways. The planes were Tiger Moths. The Tiger Moth is a thing of great beauty. Everybody who has ever flown a Tiger Moth has fallen in love with it. You could throw one about all over the sky and nothing ever broke. You could spin her vertically downwards for thousands of feet and then all she needed was a touch on the rudder-bar, a bit of throttle and the stick pushed forward and out she came in a couple of flips. A Tiger Moth had no vices. She never dropped a wing if you lost flying speed coming in to land, and she would suffer innumerable heavy landings from incompetent beginners without turning a hair.
There was only one runway on the little Nairobi aerodrome and this gave everyone plenty of practice at crosswind landings and take-offs. And on most mornings, before flying began, we all had to run out on the airfield and chase the zebra away.
After I had gone solo, I was allowed to go up alone for much of the time and it was wonderful. In the Great Rift Valley the big game and smaller game were as plentiful as cows on a dairy farm, and I flew low in my little Tiger Moth
to look at them. Oh, the animals I saw every day from that cockpit! I would fly for long periods at a height of no more than sixty or seventy feet, gazing down at huge herds of buffalo and wildebeest which would stampede in all directions as I whizzed over. I flew over the pink flamingos on Lake Nakuru and I flew all the way round the snow summit of Mount Kenya. What a fortunate fellow I am, I kept telling myself.”
Chapter 7 Excerpt – “Flying Training”
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Principal’s Reading w/b 2nd Dec Believe at BBA
“There were sixteen of us altogether learning to fly in this Initial Training School in Nairobi, and I liked every one of my companions. They were all young men like me who had come out from England to work for some large commercial concern, and who had now volunteered for flying duties. It is a fact, and I verified it carefully later, that out of those sixteen, no fewer than thirteen were killed in the air within the next two years. In retrospect, one gasps at the waste of life.
At the aerodrome we had three instructors and three planes. The instructors were civil airline pilots borrowed by the RAF from a small domestic company called Wilson Airways. The planes were Tiger Moths. The Tiger Moth is a thing of great beauty. Everybody who has ever flown a Tiger Moth has fallen in love with it. You could throw one about all over the sky and nothing ever broke. You could spin her vertically downwards for thousands of feet and then all she needed was a touch on the rudder-bar, a bit of throttle and the stick pushed forward and out she came in a couple of flips. A Tiger Moth had no vices. She never dropped a wing if you lost flying speed coming in to land, and she would suffer innumerable heavy landings from incompetent beginners without turning a hair.
There was only one runway on the little Nairobi aerodrome and this gave everyone plenty of practice at crosswind landings and take-offs. And on most mornings, before flying began, we all had to run out on the airfield and chase the zebra away.
After I had gone solo, I was allowed to go up alone for much of the time and it was wonderful. In the Great Rift Valley the big game and smaller game were as plentiful as cows on a dairy farm, and I flew low in my little Tiger Moth
to look at them. Oh, the animals I saw every day from that cockpit! I would fly for long periods at a height of no more than sixty or seventy feet, gazing down at huge herds of buffalo and wildebeest which would stampede in all directions as I whizzed over. I flew over the pink flamingos on Lake Nakuru and I flew all the way round the snow summit of Mount Kenya. What a fortunate fellow I am, I kept telling myself.”
An extract from; Around the World in 80 days By Michael Palin
Day 29: 23 October Another Sunday, and into my fifth week away. At this moment home seems very far off and the prospect of seeing family and friends again in fifty days utterly remote. But at least we are moving east, and there is daylight through the shutters. There’s also an insistent pounding on the door. I open it and find a small, grubby bearded man standing there looking - disgruntled. He demands to know what I want for lunch:
‘Chicken biryani very nice,’ he proposes briskly, and when I don’t show instant enthusiasm (it is seven o’clock in the morning) he looks irritated. ‘Egg curry, Western style, very nice.’
An order for several biryanis, accompanied by payment, is all that will get rid of him, and I hear him go on to the next compartment. He knocks at this door persistently for at least fifteen minutes, too afraid to open it, too dogged to give up.
Not wanting to wake the rest of the compartment, I visit the Western-style latrine, then consult the two railway officials sitting in the corridor as to our whereabouts. Guntakal Junction is the next stop. How long would that be?
‘Fourteen minutes,’ says one, very positively.
‘Half an hour,’ pronounces the other authoritatively.
We pull into Guntakal Junction forty-five minutes
later. When I next look, both men are gone.
Outside there are rain clouds in the skies. A boy waves at the train, further on an older man pulls his trousers up after depositing another load of what is poetically known as night soil.
The bird life is rich and I wish I knew what they all were. Egrets perch on bullocks and the rest pose on the telegraph lines as if in an ID parade - parrots, hooded crows, shrike, kite, humming birds. Some of the bullocks’ horns have been painted bright blues and reds. Pride of ownership, I’m told. Like putting ‘Les and Christine’ across your car windscreen.
There are no tractors in the fields, not even a bicycle.
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Principal’s Reading w/b 9th Dec Believe at BBA
Minutes from Tragedy in Tokyo: A Survivor’s Story In this extract Nathaniel Brywater describes his experiences of the Tokyo earthquake
I had decided to go travelling before embarking on my University studies and all of the tens of thousands of debt that come with it! I knew that if I didn’t go now, then my chance would be gone. I’d spend the rest of my life chained to a desk to pay off my student debts with no chance of a week in Butlins never mind Barcelona or Buenos Aires!
The first stop in the East was Tokyo. I didn’t know what to expect but when I got there I realised it was just like that film Lost in Translation: all bright lights and oceans of people all scurrying about going somewhere in a hurry.
I arrived on 8th March 2011.
Nonetheless for what happened next that date probably wouldn’t have been any more special than any other on the calendar. That was the day when, for me at least, things would completely change.
I was in a youth hostel in the centre of the city when the quake struck. It was a surreal experience. I’d never experienced anything like it. The ground began shuffling beneath my feet. Then it stopped. It was a second, not even that, but it felt like eternity. I didn’t know what to expect next. Then it came.
The earth rocked underneath me as the building shuddered on its foundations. Suddenly, my brain clicked into gear: I’d seen disaster movies where they always run into door frames to protect themselves. I leapt for the nearest doorway. I froze again.
What now? Do I just wait? What if the building comes down on top of me? What if I never leave the city again? I don’t remember looking at what anyone else was doing. They didn’t seem to matter.
Almost as if by magic I found myself in the street outside the hostel. It was a strange kind of magic – one that didn’t require me to think. It just happened. I started walking amongst the rushing crowds away from the hostel. Tokyo has a funny, surreal quality. At times it seems like any other city in any other country in the world. It felt like the weirdest place on Earth.
Lost and in a mass of people, I stopped. There was silence. There were faces all looking lost and terrified. There were people screaming, people shouting into mobile phones.
I saw everything and heard nothing. It was as if the true horror of their screams would come later. I didn’t know when. I just had to wait and then the horror of what happened would grab me by the throat and stun me into the terror of the situation.
Suddenly, my eye was caught by something disappearing from the skyline. Like a bird dropping from the sky in mid-flight the horizon changed. Where there was once life there was no emptiness. Just a huge void of air.
It occurred to me: the hostel had collapsed along with some of the other buildings on that part of the street. It had just fallen like dominoes. I was struck. That void that now stood where the hostel once was could have consumed me too. I was ten minutes from tragedy.
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Principal’s Reading w/b 16th Dec Believe at BBA
The Eye of the Horse by Jamila Gavin
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200 Word Challenges
Power 1
Power 2
Power 3 Power 3
Power 2 Power 2
Power 3
Power Plus
Plan your response to take the thinking out of the writing process.
This will allow you to focus on how well you are writing, rather
than what you are writing.
Power 1—your main idea
Power 2—3 supporting ideas
Power 3—details for each supporting idea
Power Plus—interesting vocabulary, devices,
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Knowledge Organiser
Subjects
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Believe at BBA
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Protagonist (n) A major or leading character in a play, novel, story, poem etc.
Antagonist (n) The enemy or rival of the main character
Climax (n) The most dramatic part of the story. Usually near to the end.
Resolution (n) The end of the story, where everything is worked out or resolved.
Perspective (n) The point of view/opinion of a character in the story or of the author.
Connotation (n) What you are reminded of when seeing or reading something.
Tier 2 vocabulary Definition
To Contrast (vb) To show the differences between things.
To Elaborate
(vb)
To add further detail or explain in more depth.
To Summarise
(vb)
To recount something and make it shorter.
Motivation (n) Being active and taking action for a particular reason.
Omnipotent
(adj)
All powerful/all knowing
Sympathetic
(adj)
Feeling sad or sorry for someone who experiences bad luck.
Empathetic
(adj)
Truly understanding the feelings of someone and their experiences
Represent (vb) Represents/stands in for a bigger idea. Acts as an example of something.
Escalation (n) An increase in intensity or seriousness of something.
Section 2: Important ideas
What Questions:
1. What is the difference
between first person and
third person?
Answers:
1.First = Told from the point of
view of the narrator.
Third = told from an outside
point of view.
2. What is a pronoun? 2. A word used to refer to some-
one or something instead of the
noun.
3. Pronouns for first person 3. I, me, we, us
4. Pronouns for third person 4. she, he, him ,her, it, they,
them
Why Questions:
5. Why might an author use
the first person?
Answers:
5. So we know the narrators
thoughts, feelings and actions.
6. Why might an author use
the third person?
6. So we can see a range of
thoughts, feelings and actions
from different characters.
What is:
Setting
Character
Plot
Narrator
Narrative
Prose
Answers:
Where the story takes place.
The people in the story
The events of the story
The person telling the story
The story
The style of writing—not poetry
or script.
Section 3: Writing Direct speech
1) Nancy
You’re so lucky. Lucky? she echoed into
the phone. In what way am I lucky? Oh,
you know Nancy said you get to start
over. In a whole new school, where no
2) A War Hero
Subject: English Topic: Class reader Year: 7 Term: Autumn 2
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Year 7 English WAR
w/b 4th November Think about what it was like for soldiers during the war. Use the words ‘resolution’, ‘perspective’, ‘sympathetic’, ‘escalation’
and ‘motivation’ from your vocabulary list in Section 1 to summarise what you think it was like for them.
w/b 11th November Consider the life a soldier leads, write one paragraph in the style of first person, and one paragraph in third person. Look at
Section 2, Question 1 for guidance.
w/b 18th November Look at ‘Nancy’ in Section 3. Rewrite this speech in your books, but remember to add in the speech marks. REMEMBER: Speech marks
look like this “……” . They go around sentences that show someone is talking.
w/b 25th November
Imagine you are waiting for your loved ones to come home from war. Comment on the ‘contrast’ between your
experiences waiting, and your loved ones’ experiences fighting a war, and why you can be ‘empathetic’ for those on the
battlefront. (Look at your Section 1 vocabulary list for guidance).
w/b 2nd December Plan your own story using the ‘What Is?’ words in Section 2. Your plan must be based on soldiers on the front line ad
include: ‘setting’, ‘character’, ‘plot’ and ‘narrator’
w/b 9th December Look at the image of ‘A War Hero’ in Section 3. Look at the image, and find three things about the soldier that make him
look like a hero. For each reason, make sure you comment why you think that.
w/b 16th December In 5 bullet points summarise the 5 main things you have learnt from reading your knowledge organiser this half-term.
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Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Product The answer to a multiplication calculation
Quotient The answer to a division calculation
Factor A number that divides into another number without a remainder
Multiple The result of multiplying a number by a whole number
Highest Common
Factor (HCF)
The largest number that is common factor of given numbers
Lowest Common
Multiple (LCM)
The smallest number that is multiple of given numbers
Prime Number A number is prime if it has exactly two factors: 1 and itself.
Product of prime
factors
A multiplication using only prime numbers whose product is the given number
Area The space inside a 2D shape
Quadrilateral A shape with exactly 4 straight edges
Trapezium A quadrilateral with at least one pair of parallel sides
Parallelogram A quadrilateral whose opposite sides are parallel
Tier 2 vocabulary Definition
Dimension A length in a given direction
2D Two dimensional; having the dimensions of height and width only
Parallel In the same direction
Section 3: Possible exam/CAF-style questions
Subject: Maths Year: 7 Term: Autumn 2
Section 2: Key Fact/Methods/Processes/Questions
What are the rules for
multiplying and dividing
negative numbers?
2 × -3 = -6 8 ÷ -2 = -4
-2 × 3 = -6 -8 ÷ 2 = -4
-2 × -3 = 6 -8 ÷ -2 = 4
Write 36 as a product of
prime factors
List all the factors of 36 Factor pairs:
1 × 36 4 × 9
2 × 18 6 × 6
3 × 12
Factors: 1, 2, 3, 4, 6, 9, 12, 18, 36
Write a number that is divisible
by both 3 and 5
To be divisible by 5 it must end in 0
or 5. To be divisible by 3 the digit
sum must be divisible by 3.
One example is: 2535
List all the prime numbers up
to 20
2 , 3 , 5 , 7 , 11 , 13 , 17 , 19
What is the formula for the
area of a trapezium?
What is the formula for the
area of a triangle?
Calculate
Calculate
2² x 3²
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Year 7 Mathematics
w/b 4th November
Section 1: Vocabulary
Use the grid method to multiply a) 25 x 34 and b ) 37 x 88
Hegarty Maths Video Numbers: Unsure 10 Confident: 144, 143
w/b 11th November
Section 2: Key Facts
Use the lattice method to multiply a) 37 x 23 and b) 56 x 78
Hegarty Maths Video Numbers: Unsure 143 Confident 21
w/b 18th November
Section 3: Exam Questions
Sketch and calculate the area of a rectangle with side lengths a) 8cm and 6cm b) 11cm and 14cm
Hegarty Maths Video Numbers: 554
w/b 25th November
Section 1: Vocabulary
Find the area of a triangle with a base of 7cm and a height of 9cm.
Find the height of a parallelogram with a base of 6cm, a height of 4cm and a diagonal height of 5cm
Hegarty Maths Video Numbers: Unsure 556, 557 Confident 557, 559
w/b 2nd December
Section 2: Key Facts
List the first 15 square numbers
List all the prime numbers below 30
Hegarty Maths Video Numbers: 28, 99 Extension 101
w/b 9th December
Section 3: Exam Questions
Write a sentence explaining how to tell if a number is divisible by 3.
Write a sentence explaining how to tell if a number is divisible by 4
Hegarty Maths Video Numbers: 26
w/b 16th December
Section 1: Vocabulary
Calculate 1.4 x 2.3 Calculate 2.1 x 4.5
Hegarty Maths Video Numbers: 48
20
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Nucleus Controls what happens inside the cell. Carries genetic information.
Cytoplasm Jelly-like substance, where chemical reactions happen.
Cell membrane Controls what substances can get into and out of the cell.
Chloroplast Where photosynthesis happens – chloroplasts contain a green substance called chlorophyll.
Vacuole Contains a liquid called cell sap, which keeps the cell firm.
Cell Wall Made of a tough substance called cellulose, which supports the cell.
Mitochondria Where respiration takes place in the cell. Oxygen combines with glucose to form energy required for metabolism and cellular activities.
Tier 2 vocabulary Definition
Eukaryotic cell Cells of animals, plants and fungi are called eukaryotic cells. They contain membrane bound organelles such as a nucleus and mitochondria.
Prokaryotic Cell Bacterial cells are called prokaryotic cells. These cells do not contain membrane bound organelles such as a nucleus or mitochondria.
Respiration Provides the energy needed for all life processes in plants and in animals.
Magnification This allows us to see detail in cells using a microscope.
Reactants Reactants and products are the two major components of a chemical reaction.
Products Formed as a result of a chemical reaction.
Section 3: Possible exam/CAF-style
questions
Section 2: Key Fact/Methods/Processes/
Questions Paragraph 1: Aerobic and Anaerobic Respiration Respiration provides the energy needed for all life processes in plants and in animals. Aerobic respiration needs oxygen. This is the equation for aerobic respiration:
Glucose + oxygen → carbon dioxide + water During exercise, the muscle cells respire more than they do at rest. This means oxygen and glucose must be delivered to them more quickly. It also means that waste carbon dioxide must be removed more quickly too. This is achieved by increasing the breathing rate and heart rate.
During hard exercise, anaerobic respiration takes place as well as aerobic respiration. Anaerobic respiration does not need oxygen for it to happen: Glucose → lactic acid
The waste product, lactic acid, builds up in the muscles causing pain and tiredness (fatigue).
1. Why does the main body of the sperm contain
lots of mitochondria?
2. How is the structure of a plant cell different to
that of an animal cell?
3. Can you write the word equation for aerobic
respiration?
3. How is aerobic respiration different to
anaerobic respiration?
5. Why is it that a person’s heart rate doesn’t
return back to resting rate immediately after they have
Subject: Science Topic: Cells and Respiration Year: 7 Term: Autumn 2 Believe at BBA
21
Year 7 Science
w/b 4th November Read, cover, write and check Section 1 Vocabulary for Cells and Respiration.
w/b 11th November
Take the paragraph in Section 2. Write out the word equation for aerobic and anaerobic respiration (they are written in
bold writing).
Identify how anaerobic respiration is different to aerobic respiration and explain why we can only do anaerobic respiration
for short periods of time.
w/b 18th November Design a labelled poster showing the different structures in animal and plant cells (use the diagram in section 2 and the
vocabulary in section 1 to help you).
w/b 25th November
Using the Tier 2 vocabulary in section 1 can you identify the different reactants and products for both the aerobic and
anaerobic respiration chemical reaction (Copy out the equations found in section 2 and underline the reactants in one
colour and the products in another)
w/b 2nd December Answer the assessment style questions 1, 2 and 3, found in Section 3.
w/b 9th December Answer the assessment style questions 4 and 5 and explain what you think the graph shows.
w/b 16th December Produce a mindmap of the information in the knowledge organiser plus knowledge from sources such as your exercise book
and BBC Bitesize KS3 Science.
22
Believe at BBA Subject: Geography Topic: Geography of the UK Year: 7 Term: Autumn 2
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Densely
populated
A large amount of people living in
one area.
Sparsely
populated
Few people living in one area.
Weather The daily patterns of the
atmosphere including
precipitation, temperature and
wind
Climate The average weather conditions of
an area over many years
Precipitation Geographical term for rainfall
Evaporation The process of liquid turning into
gas
Condensation Where the gas turns into clouds
Tier 2 vocabulary Definition
Human Features Man made features, e.g. buildings
and statues
Physical Features Natural features, e.g. rivers,
beaches and waterfalls
Rural Geographical term for the
countryside
Urban Geographical term for towns and
cities
Population The amount of people in one area.
Vegetation Plants found in a particular area
Section 2a: Key Fact Questions
1. In which continent do you find the UK?
2.What is the population of the UK?
3. What is the population of Nottingham?
4. What are the three types of rainfall
5. What is the average rainfall for the UK?
6. What is the average temperature for the UK?
7. What are the two types of air pressure?
8. What do isobars show on a weather map?
9. What are the two types of weather fronts?
10. What are weather depressions?
Section 2b: Thinking Questions
1. Write a paragraph to explain why most people live in
urban areas.
2. Write a paragraph to describe today’s weather.
Section 3
1. Using the map, describe where people live in the UK.
Write at least one paragraph and use compass direc-
tions.
2. Explain how the water cycle works. Write at least one
paragraph and use tier 2 & 3 vocabulary.
Figure 1
Figure 2
23
Year 7 Geography
w/b 4th November Put at least 7 of the Tier 2 and 3 words into a full geographical
sentence, e.g. Nottingham is densely populated.
w/b 11th November Answer the question based on figure 1. Write at least one
paragraph.
w/b 18th November Use the self assessment template to mark your own work (from
week 2) and improve it.
w/b 25th November Answer the question based on figure 2. Write at least one
paragraph.
w/b 2nd December Answer the questions in section 2a – simple, short, one or two word
answers are all you need.
w/b 9th December Write full paragraph answers to the questions in section 2b. Explain
your answers using chains of reasoning's your answers.
w/b 16th December
Create a detailed mind map which summarises the geography of the
UK. Include key information from the knowledge organiser and from
your lessons.
24
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Feudalism A way of controlling society intro-
duced by the Normans. Everyone
knew their place
Palisade The barrier surrounding a castle,
sometimes made of wood
Bailey The outer wall of the castle
The Stocks A medieval punishment where you
were locked in by your hands or
feet
Feint Pretend to attack the pretend to
run away. A trick used in battle by
the Normans
Normans People who live in Normandy,
Northern France
Cavalry Well trained warriors who fight on
horseback
Housecarls Anglo– Saxon warriors
Shield wall Tactic used by Anglo-Saxons in
Battle
Tier 2 vocabulary Definition
Monarchy A king or queen from the royal fam-
ily
Manor Biggest house in the village, Usually
made of stone
Tithe A tax that the everyone pays to the
Lord of the Manor
Pope
Papal
The highest position in the Catholic
Church. His blessing means god has
blessed you
Infantry Soldiers who fight on foot
Section 3: Possible exam/CAF-style questions
This a scene for the Bayeux Tapestry
It shows Harold getting crowned
Challenge—support your answer with knowledge AND the
source
How useful is the Bayeux Tapestry for telling the story of
how Duke William invaded England?
Who made it and why; what events does it miss out?
Write a PEEL on how useful you think it is.
Challenge—support your answer with knowledge AND the
photograph.
Subject: History Year: 7 Term: Autumn 2
Section 2a: Key Fact Questions—Simple answers in
just a few words
1. Who invaded first in 1066?
2. What tactic did William use to win at the Battle of Hastings?
3. What happened to King Harold?
4. What were the first Norman castles called?
5. Name three things that made up these castles
6. In the feudal system, how does a baron reward his knights?
7. What was the Domesday book?
8. Name three types of entertainment in the medieval village?
Section 2b: Causation, consequence, evaluation,
change & continuity
1. Write a paragraph explaining what happened at the Battle of
Stamford bridge. Include dates, what happened and who won
2. Write a paragraph explaining medieval life, Ensure you include
entertainment, law and order and medicine
3. Write a paragraph describing what information was collected in the
Domesday book
25
Year 7 History
w/b 4th November
SECTION 1— Put at least 5 of the words into a full sentence. Use the word in a
historical context e.g. The main cause of William’s victory at the Battle of
Hastings was…
w/b 11th November SECTION 3—Answer the question based on image 1.
w/b 18th November Use the PEEL Marking Checklist to mark your own work (from week 2) and
improve it.
w/b 25th November SECTION 3 - Answer the question based on image 2.
w/b 2nd December SECTION 2a—Answer the questions in this section – simple, short, one or two
word answers are all you need.
w/b 9th December
SECTION 2b— Write full paragraph answers to the questions in section 2b.
Explain your answers using historical words such as causes, consequences,
significant.
w/b 16th December
SECTION 2b Question 3— Write full paragraph answers to the questions in 2b.
Explain your answers using historical words such as ‘causes’, ‘consequences’,
‘significant’.
26
Believe at BBA
Section 1: Key Vocabulary
Spanish English
chatear To chat
jugar a los videojuegos To play video games
leer To read
salir con mis amigos To go out with friends
interesante Interesting
guay Cool
divertido Fun
aburrido boring
monto en bici I ride my bike
bailo I dance
saco fotos I take photos
toco la guitarra I play the guitar
hago natación I do/go swimming
hago atletismo I do athletics
juego al baloncesto I play basketball
juego al fútbol I play football
hago equitación I do / go horseriding
lunes = Monday martes = Tuesday miércoles = Wednesday jueves = Thursday
viernes = Friday sábado = Saturday domingo = Sunday
Los fines de semana At weekends
Section 3: CAF Style Question
Read these short texts about what Samuel, Joel and Maya
like to do in their spare time. Write the correct name for
each sentence.
[6 marks]
Section 2: Key Ideas
Questions: Answers:
¿Qué te gusta hacer? - What do you like to do?
Me gusta(n)… (I like) Me gusta (n) mucho… (I
really like) No me gusta(n)… I do
not like) No me gusta(n) nada…
(I really do not like) Odio… (I hate) porque es… (because it
is) porque no es…
(because it is not)
¿Qué tiempo hace? - What is the weather like?
Hace calor (It is hot) Hace frío (It is cold) Hace sol (It is sunny) Hace buen tiempo (It is
nice weather) Llueve (It rains/it is
raining) Nieva (it snows/it is
snowing)
¿Qué estación es? - What season is it?
El otoño (Autumn) El invierno (Winter) El verano (Summer) La primavera (Spring)
¿Cuándo? - When?
siempre (always) a veces (sometimes) de vez en cuando (from
time to time) nunca (never) todos los días
(everyday)
En mi tiempo
libre me encanta
hacer mucho
deporte. Juego
al rugby y al
tenis y también
hago natación a
veces. Cuando
llueve, me gusta
navegar por
Internet. La
música es mi
pasión. Samuel
Me gusta
mucho jugar al
fútbol porque
es muy
divertido. Toco
el piano, pero
es difīcil.
También juego
a los
videojuegos
con mi
hermano y me
encanta. A
veces me gusta
salir con mis
amigos. Joel
No hago
mucho deporte,
pero me gusta
hacer gimnasia
y a veces juego
al baloncesto
con mis
hermanos.
¡Todos los días
juego con mi
perro! Me
gusta salir con
mis amigas,
pero nunca
bailo. Maya
1 I don’t do a lot of sport.
2 I love doing different types of sports.
3 My brother and I love to play inside.
4 Swimming is one of the sports I do sometimes.
5 I go out with my friends but I never dance.
6 I play with my pet every day.
Example: I really like playing football. Joel
Subject: Spanish Topic: Free Time Year: 7 Term: Autumn 2
27
Year 7 Spanish
w/b 4th November Learn the meanings and spellings of the first ten words from section 1 (chatear—bailo) for a vocab check in your first
lesson after your homework day.
w/b 11th November Write at least 4 sentences giving your opinions of different activities—2 positive and 2 negative. E.g. Me gusta salir con mis
amigos.
w/b 18th November Learn the meanings and spellings of the bottom 9 boxes ( saco fotos—los fines de semana, including days of the week) from
section 1 for a vocab check in your first lesson after your homework day.
w/b 25th November Learn the weather phrases (¿qué tiempo hace?) and seasons (¿qué estación es?) from section 2 for a vocab check in your
first lesson after homework day.
w/b 2nd December
Write a paragraph answering the following points:
What activities do you like / not like to do and when?
What do you do when it rains / is hot?
w/b 9th December Complete the reading activity from section 3 by writing the correct name for each sentence in the boxes below.
w/b 16th December Write at least 4 sentences saying what activities you do in each type of weather. E.g. Cuando hace calor juego al fútbol.
28
Believe at BBA Section 1: Key Vocabulary
Tier 3
vocabulary
Definition
Denary The number system most commonly used by people. It contains 10 unique digits from 0 to 9. Also known as decimal or base 10
Binary Binary is a number system that only uses two digits: 1 and 0. All information that is processed by a computer is in the form of a sequence of 1s and 0s. Therefore, all data that we want a computer to process needs to be converted into binary.
Interpreter A program that translates high level programming languages into machine code. Programs can either be interpreted or compiled.
Tier 2
vocabulary
Definition
Input Device An input device is a piece of computer hardware used to provide data and control signals to an information processing system.
Output Device An output device is any device used to send data from a computer to another device or user.
Computer
Systems
A combination of hardware and software components that allow input, processing and output of data.
Storage Device A storage device is any computing hardware that is used for storing, porting and extracting data files and objects. It can hold and store information both temporarily and permanently, and can be internal or external to a computer, server or any similar computing device.
Representing
Data
All data inside a computer is transmitted as either on or off. In order for a computer to be able to process any kind of data, including text, images and sound, they must be converted into binary form.
Section 3: Possible exam/CAF-style questions
List all of the Input and Output devices from the image above.
Fill in the table above
How can you tell if the answer to a Decimal Value will be an odd
number?
The Decimal Value for 00110101 is 53 but how would you show
the working out?
Fill in the table above
Section 2: Key Fact/Methods/Processes/
Questions What is an Input device? In computing, an input device is a piece of computer hardware equipment used to provide data and control signals to an information processing system such as a computer or information appliance. Examples of input devices include keyboards, mice, scanners, digital cameras, joysticks, and microphones
What is an Output device? An output device is any piece of computer hardware equipment which converts information into human-readable form. In brief, an output unit is responsible for providing the output in user-readable form. It can be text, graphics, tactile, audio, and video. Examples include monitors, projectors, speakers, headphones and printers.
What does Overflow mean? When the result of a numeric calculation is too large to be stored in the space reserved for that type of data. What are the different sizes of memory?
Bit: A single binary digit: 0 or 1 Nibble: 4 bits
Byte: 8 bits Kilobyte: 1024 bytes
Megabyte: 1024 Kilobytes Gigabyte: 1024 Megabytes
Terabyte: 1024 Gigabytes
What are the benefits of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc.?
Portable. Larger capacity.
Can be used on different machines. Useful for Backups
What are the limitations of storing data on different devices such as: Pen Drive, Hard Drives, DVD, Cloud etc.?
Can be slower.
Some are easier to lose which means that it is gone for ever.
DVDs can be scratched and folders / files can become corrupted.
Subject: ICT Subject: Computer Systems Year: 7 Term: Autumn 2
Devices
Input Output Storage
Xbox Hard
Drive
Remote
Control
8 4 2 1 Decimal
i) 1 1 0 1 =
ii) 1 1 0 1 =
29
Year 7 Computer Science
w/b 4th November
w/b 11th November Learn all of the spelling in Tier 2 and rewrite the definitions in your own words.
w/b 18th November List at least 5 different Input Devices and state what they do.
w/b 25th November
w/b 2nd December Learn all of the spelling in Tier 3 and rewrite the definitions in your own words
w/b 9th December List at least 5 different Output Devices and state what they do.
w/b 16th December Answer the questions in Section 3.
Using the same format as in the table work out the following:
A) 01000101 B) 11001100 C) 10010010 D) 00110011
State the similarities between the different storage spaces.
Can you guess which is used the most in education?
30
Believe at BBA
Subject: Product Design 1 Year: 7 Term: Autumn 2
Section 1: Key Vocabulary
Tier 3 Vocabulary Definition
Two-dimensional An object that is flat so that it has width and height but no thickness
Three-dimensional A solid rather than a flat object
Perspective The art of representing three-dimensional objects on a two-dimensional surface.
Illusion Something that is false or not real but seems to be true or real.
Horizon The viewers eye line.
Vanishing point A point on the horizon into which all objects vanish.
Converging Lines Lines that meet at the vanishing point.
Typography The style, arrangement, or appearance of printed letters on a page
Tier 2 Vocabulary Definition
Distance The length and space of two points.
Surface The surface of something is the flat top part of it or the outside of it
Height The measurement of someone or something from head to foot or from base to top.
Width The measurement or extent of something from side to side; the lesser of two or the least of three dimensions of a body.
Depth
The distance from the top or surface to the bottom of something.
Object
A material thing that can be seen and touched.
Section 2: Key Fact/Methods/Processes/Questions
Study the Creative Typography below. Look how the
designer has used lots of little junk foods to make up
each of the letters of the word FOOD.
The other examples have taken the subject of the
word and used imagery to represent them.
Task: Create your name in creative typography.
Think about using images which best represent you.
Section 3: Possible exam/CAF-style questions
1. What is typography?
2. What happens to an object as it moves farther into the
distance?
3. How does an object appear when it’s moving closer to
you?
4. What does perspective create?
5. What is illusion?
6. How do you create two point perspective in a drawing?
7. What does orthographic drawing usually consist of?
8. Explain the technique of sketching.
9. When drawing an object what is tone?
10. What is form?
31
Year 7 Product Design 1
Week 1 What happens to an object as it moves farther into the distance?
How does an object appear when it’s moving closer to you?
Week 2 What is illusion?
Week 3 How do you create one-point perspective?
Week 4 Can you explain what a mood board is and what designers use them for?
Week 5 A client has asked you to design a birthday card for a 9 year old. Can you list 2 requirements for the birthday card?
An example. The birthday card must contain images appropriate for a 9 year old.
Week 6 Why is it important to consider the needs of a client/ end user while designing a product? Give two reasons and justify your
answer
Week 7 Explain what is meant by the term Design Brief?
Week 8 How do you create two point perspective?
What is a quick method of producing an illustration, using a pencil or a pen?
Week 9 What are the names of three different pop-up mechanisms and give examples of when they would be used
32
Believe at BBA Subject: Product design 2 Year: 7 Term: Autumn 2
Section 2: Key Fact/Methods/Processes/
Task: Copy out the diagrams and discuss how you
have used the try square during your DT lessons.
Section 1: Key Vocabulary
Vocabulary Definition
Aesthetics The study of the shape or form of everyday products as in “That product is aesthetically pleasing”
Analysis Looking in detail at the design problem, what the problem involves, what needs to be looked at (researched), and who needs to be consulted for advice.
Client A person whom the designer is making the product for, and they may be different to the end user or consumer. For example designing clothes for Monsoon, Marks and Spencer etc.
Consumer A person who buys products and uses them for their intended purpose.
Design Brief A single sentence that states exactly what the design problem is
Evaluation The process of recording the good and bad features of the final design / product, what other people think of it and what you would change if you were to repeat the design task.
Model An attempt to build a version of your design to see if it works, if it is the right size or if it looks good. This could be done using CAD.
Planning The process of sorting out how the design work will be done, how the product will be made, which processes get done first and the time needed for all of these activities.
Quality
Assurance
The guarantee a company can give that their product will be reliable based upon the reliability of the tests carried out when the product was made.
Quality
Control
Individual tests carried out to check the product is being assembled correctly during production.
Repair Repair the product, don’t throw it away. Graphics – facelift. Systems – fix it. Design for disassembly so parts are not thrown away.
Strength The ability of a material to resist pressure / loads.
Function What the product is used for
Testing The process of trying out a product to see if it does its job or to see if it is strong enough or durable enough.
Environment Where the product would be used
The try-square is pushed against the straight
edge of a piece of wood and a marking knife is
then used to mark a straight line across the
material. The line is continued all the way
around the wood (all four sides are marked).
method of marking materials helps if a joint is
to be cut or the end of the material is simply to
The woodworker’s try square is composed of two main
parts - the stock and the blade. The blade is made from
hardened and tempered steel which makes it resistant to
damage. The stock is usually made from rosewood
although cheaper versions can be made from plastic or
cheap woods.
A brass face is added to the stock to ensure a straight
edge.
Section 3: Possible exam/CAF-style questions
Give two health and safety rules to follow when using the tenon
saw and give reasons for your answer.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
How do you use quality control and quality assurance while pro-
ducing your phone holder in the work shop?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
What are the properties of pine and why are they suitable for
making your phone holder?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Which of the following material is not a manufactured board?
Pine
MDF
Plywood
Chipboard
33
Year 7 Product design 2
Week 1 SECTION 1— Put at least five of the words into a full sentence.
Week 2 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible and justify your response
Week 3 List 10 health and safety rules that should be followed when performing practical tasks in the workshop. Justify your
answers fully.
Week 4 SECTION 2—Study the information and images shown regarding the coping saw. Answer the questions in as much detail as
you can.
Week 5 SECTION 1— Put the next four words into a full sentence. Make sure you are using Design and Technology references.
Week 6 SECTION 2—Study the information and images shown regarding the disc sander. Answer the question in as much detail as
you can.
Week 7 SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible and justify your response
Week 8 SECTION 2—Study the information and images shown regarding the bench hook. Answer the questions in as much detail
as you can.
Week 9 SECTION 1— Put the final four words into a full sentence. Make sure you are using Design and Technology references
34
Believe at BBA Subject: Food Topic: Dietary needs Year: 7 Term: Autumn 2
Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Vegetarians A person who doesn’t eat meat but does eat both
dairy products and eggs. They also eat vegetables,
grains and pulses.
Vegans A person who doesn’t eat meat, eggs or dairy. They
do not consume anything from an animal. Vegans
are better for the environment as meat produces
more C02.
Pescatarian A person who doesn't eat land mammals but do eat
vegetables, dairy, eggs and fish. They also eat grains
and pulses.
Ethical diets A moral consequences of food choices. Certain
methods of food production and certain types
of foods have greater environmental impacts than
others.
Localvore
(local foods)
A person interested in eating food that
is locally produced. The local food movement is a
movement of people who consume products or
produce, grown or farmed close to places of sale
and preparation.
Measuring Finding out the size, amount, by using an
instrument or device marked in standard units
Food miles Means the distance that food travels from where it
is grown to where it is bought. This is an
environmental concern because of the CO2
emissions from transport.
Free range Is a method of farming where animals are allowed
to roam freely.
Weighing find out how heavy (someone or something) is,
typically using scales.
Organic foods Food that have been grown without the use of
chemical fertilisers or pesticides.
Seasonal foods Foods that are in season. Choosing these reduces
food miles and can help local communities.
Sieving Put (a food substance or other material) through a
sieve, remove unwanted ingredients or adding air.
Tier 2 vocabulary Definition
Consequence A result or effect
Deficiency A lack or shortage, may be deficient in a nutrient
Section 2: Important ideas
What is calorie
controlled?
Food energy is measured in calories. Keeping calorie consumption below the energy your body uses up causes weight loss.
What is coeliac
disease?
( pronounced see-lee-ak ) intolerance to gluten. Gluten is found in foods containing wheat, e.g. bread, cakes, and pasta.
What is diabetes? A disease that occurs when your blood glucose, also called blood sugar, is too high. Blood glucose is your main source of energy and comes from the food you eat. Diabetics need to monitor carbohydrate intake.
What is lactose
intolerance?
Is an inability to absorb the sugar that naturally occurs in cow's milk.
What is a nut allergy? Is a sensitivity to nuts, causing a reaction which can be severe.
What are examples of
natural sugars ?
Natural sugar refers to sugars that occur naturally in foods, such as fruits, honey, maple syrup.
What is the
recommended daily
intake for salt?
Adults should eat no more than 6g of salt a day, that's around 1 teaspoon. Children should have no more than 2g for age 1 to 3 years.
Why is it important to
evaluate our work?
To assess and adapt your activities to ensure they are as effective as they can be. Evaluation can help you identify areas for improvement and your strengths.
What is sensory
analysis?
Analysis to the use of human senses (sight, smell, taste, touch and hearing) for the purposes of evaluating a result.
Section 3: Possible exam/CAF-style
questions What is cross contamination? The process by which
bacteria or other microorganisms are
unintentionally transferred from one substance or
object to another, with harmful effect. on humans.
Some examples of high risk Foods are:
cooked meat and fish.
gravy, stock, sauces and soup.
shellfish.
dairy products such as milk, cream and soya
milk.
cooked rice.
Methods of control that can be used to prevent
cross contamination:
Raw meats should always be stored on the bottom
shelf. This eliminates the risk of juices dripping onto
other foods and contaminating them.
Raw meat, poultry and seafood should be
stored in covered containers or sealed plastic bags
to prevent their juices from dripping or leaking onto
other foods.
If you’re not
planning on using
meat within a few
days of purchase,
it should be placed
in the freezer for
defrosting at a later
date.
Meats and ready-to-
eat foods should
never be placed next
35
Year 7 Food
Week 1
Read the extract in Section 2 and use the information from key facts
Give advice on how a child could maintain a heathy diet and lifestyle to prevent childhood obesity.
Week 2
Read the extract in Section 1
Compare and contrast the differences between meat eaters, pescatarian, vegans and vegetarians
Week 3
Read the extract in Section 3
Explain how cross contamination can be prevent by correct refrigerator storage and colour coded equipment. Give two reasons on
why this can reduce the risk of food poisoning.
Week 4
Read Section 2
Give examples of why eating too much sugar can be harmful to your health, give two ways in which someone can lower
their sugar intake in their diet.
Week 5
Read Section 1
How can buying local food help the environment and out local communities to prosper?
Week 6
Read Section 1
Explain which diets are the most environmentally friendly. Give an example of an ethical diet from section one and explain
how it can help the planet.
Week 7
Read section 1
Design a poster on how to be environmentally food friendly , why diets are the best for the planet?
Week 8
Read section 2
Design a poster on the affects of having too much sugar in your diet and how it can be very dangerous.
Week 9
Read section 3
Design a food hygiene poster on cross contamination
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Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Client brief This sets out what a client expects you to make or design for them; this is your starting point
Scenario This is the setting given that relates to the design brief; it will give you a theme
Mood board
A collection of images to do with your theme that can give you inspiration, normally collected from the internet onto a PowerPoint . This is a form of secondary research
Secondary research This is research that you do based on the work of others, You can look at other artists and collect images and information on them
Observational
drawing
This is looking at something that is in front of you.
Construction line These are guide lines to help with accurate drawing skills
Grid drawing A table of squares, put over the top of an image to help process the shape and proportions within an image
Shading
Shading is where you use a pencil to add tone to your work
Pattern A series of shapes, that are repeated
Poly printing A method of printing where you imprint an image into a tile . Then you ink the tile up with a roller and print onto a piece of paper
Tier 2 vocabulary Definition
Evaluation Saying how you think you did , when doing an activity or using a technique
techniques How to use materials in the best way
Materials The equipment we use in art and design
Section 3:
Symmetry
Construction lines
Grid drawing
Section 2: Key Fact/Methods/Processes/
Questions
Facts about African Art
African art history has played a significant
role in shaping the culture and history of
the world.
It started with rock art and cave paintings
found in South Africa over 75 million years
ago
African masks are part of their culture ,
they would be worn for ceremonies and
social events such as weddings and funerals
Masks would all have a spiritual meaning
Mask making would be passed from father
to son
African masks and patterns were decorated
in earthen colours, these are colours that
are made from the natural environment,
such as soil (brown) clay (red) chalk (white)
charcoal (black) and sandstone (yellow)
when ground down and mixed with liquid
Many 20th century artists have taken
inspiration from African art, such as Picasso,
Matisse, and Modigliani
African patterns use lots of geometric
shapes that are repeated to make textiles
and clothing
African masks are
symmetrical, this
means that they are
the same on both
sides. So when you
draw a mask ,start by
drawing one side and
then do the other side
as a mirror image
When drawing you can use
construction lines to help you
map out where certain fea-
tures should be. A construc-
tion line must be sketched so
that they can be rubbed out
later when making your
drawing more accurate .
To create an accurate
drawing , we can put a grid
over our image, then draw
the same grid on a piece of
plain paper . Now use the
grid to help you plot where
the outlines and the details
would be
Subject: Art and design Year: 7 Term: Autumn 2
37
Year 7 Art and Design
Week 1
Read through your knowledge organiser and highlight or underline 6 words that you do not understand. In your work book write them down and
then find out their meanings, using a dictionary or the internet to get their definitions
Week 2
Complete homework worksheet 1 on symmetry given to you in lesson. Use your knowledge organiser to help you to understand how to draw a
mirror image and how to use the technique of construction lines to make your drawing as accurate as possible. Once completed glue in to your
Week 3
Using your knowledge organiser write down in your work books two examples of secondary research, say where you would collect this
information from , and what you would collect
Week 4
Using your knowledge organiser write down 3 facts about African art in your work books
Week 5
Write down what an earthen colour is?
What kinds of colours were used and what they were made from ?
Week 6
Complete homework worksheet 2 on grid drawing given to you in lesson. Use your knowledge organiser to help you to understand how to use a
grid to set out work as accurately as possible . Once completed glue it in to your work book
Week 7
Explain how the use of grid drawing and construction lines can help when drawing
Week 8
Write 3 sentences that include the following key words, ‘observational drawing’, ‘client brief’ and ‘construction lines’
Week 9
Write an evaluation of 70 words explaining how your book cover design meets the client brief
38
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Libretto The text of an opera or other long vocal work.
Opera A dramatic work in one or more acts, set to music for singers and instrumentalists.
Soprano The highest singing voice. Usually female. Sopra means high or above in Italian.
Alto The lowest female singing voice. Some men who have a high singing voice may be classed as alto.
Tenor This is usually considered to be the highest adult male singing voice.
Bass The lowest adult male singing voice.
Falsetto A method of voice production used by male singers, especially tenors, to sing notes higher than their normal range.
Beat boxing Imitate the sounds of a drum machine with the voice.
Scat In vocal jazz, scat singing is vocal improvisation with wordless vocables, nonsense syllables or without words at all. In scat singing, the singer improvises melodies and rhythms using the voice as an instrument rather than speaking
Tier 2 vocabulary Definition
Diction The style of enunciation in speaking or singing. This includes intonation, inflection and sound quality.
Projection The strength of speaking or singing whereby the voice is used loudly and clearly. It is a technique employed to command attention.
Section 3: Possible exam/CAF-style questions
Listen to Promises by Sam Smith and Calvin Harris. You
may need to listen to it more than once.
Answer the questions below:
1. What type of voice does Sam Smith have?
2. What are the lyrics after Sam Smith sings: “I make
no promises”.
3. What does Sam Smith need to do to make the lyrics
clearer?
4. What instruments accompany Sam Smith in this
music?
5. What is the purpose of the other voice we hear?
6. What is the repeated section of lyrics usually called?
7. What is the purpose of repeating a section of the
lyrics?
Section 2:Key Fact/Methods/Processes/Questions
Beatboxing To get started, you should master the three basic sounds of beatboxing: the classic kick drum {b}, the hi-hat {t}, and the classic snare drum {p} or {pf}. Make sure to get the timing right. Start off slowly and build up speed later.
Practice the classic kick drum {b}. The simplest way to make the classic kick drum is to say the letter "b." To make it sound louder and punchier, you need to do what is called a lip oscillation. This is where you let air vibrate through your lips - a bit like "blowing a raspberry." Once you can do this, you make a very short lip oscillation. Make the ‘b’ sound as if you are saying ‘b’ from the word bogus. With your lips closed, let the pressure build up. You need to control the release of your lips just enough to let them vibrate for a short amount of time. Try to duplicate the hi-hat {t}. Make a simple "ts" sound but have your teeth closed or lightly closed. Move the tip of your tongue forward behind your front teeth for a thin hat sound and to the traditional ‘t’ position for a heavy hat sound. Try successive or advanced hi-hats. You can also do successive hi-hats by making a "tktktktk" sound, using the mid-back of your tongue to make the "k" sound. You can make an open hi-hat sound by drawing out the breath in the "ts" hi-hat, so it's more like "tssss" for a more realistic open door sound. Another way of producing a realistic high-hat sound is to make a "ts" sound with your teeth clenched. Try to tackle the classic snare drum {p}. The simplest way of making a classic snare sound is to say the letter 'p.' However, making a 'p' sound is too quiet. To make it louder you can do several things: the first is to make a lip oscillation. This is where you push the air out of your lips making them vibrate. The second is where you breathe out at the same time making a [ph] sound. Don't forget to breathe! You would be surprised at the number of human beatboxers who pass out because they forget that their lungs need oxygen. You may want to start by incorporating your breath into the beat. Eventually you will gain a great deal of lung capacity throughout your practice.
Subject: Music Topic: Vocal skills Year: 7 Term: Autumn 2
39
Year 7 Music
w/b 4th November Drama homework to be completed this week.
w/b 11th November Using Section 1, explain the types of voices in your own words. You may use pictures or diagrams if you wish.
w/b 18th November Drama homework to be completed this week.
w/b 25th November
Using Section 2, try to learn some beatboxing sounds. Evaluate how you got on. What was easy? What was difficult? How well do
you think you did? What do you need to do to improve your skills further?
w/b 2nd December Drama homework to be completed this week.
w/b 9th December Listen to Promises by Sam Smith and Calvin Harris and complete the questions in Section 3.
w/b 16th December Drama homework to be completed this week.
40
Believe at BBA Section 1: Key Vocabulary
Tier 3 vocabulary Definition
Mime Acting without words / dialogue.
Gesture A movement of part of the body,
especially a hand or the head, to
express an idea or meaning.
Facial Expression A series of expressions made by
the muscles in the face expressing
a mood or feeling.
Slapstick Slapstick is comedy based
performance. Actions and events
are deliberate and clumsy. Scenes
are humorous and based on
embarrassing events.
Hot Seating Hot seating is a strategy in which
a character or characters are
interviewed by the rest of the
group.
Balance Balance is when an actor evenly
distributes their weight on stage,
enabling them to have control
over their body and to remain
upright and steady. Tier 2 vocabulary Definition
Protagonist A protagonist is a leading
character or one of the major
characters in a scene or play.
Participate To take part in an event or
activity.
Justify Give reasons or evidence to
support an opinion.
Section 3: Possible exam/CAF-style questions
Body language
Body language is communication coming from movement
or position, particularly facial expressions, gestures and the
relative positions of a speaker and listener. It may be the
message being conveyed or it may add layers of meaning to
the spoken words.
Body language is also known as non-verbal communication.
If you’re wondering how powerful body language can be,
think about how often a text message or even a phone call
is misunderstood. This is because the listener doesn’t see
the facial expressions or body language which would con-
vey the mood of the speaker.
Think Point: How does your body language express how you
are feeling right now?
Section 2: Key Fact/Methods/Processes/Questions
Reviewing your performance work:
Key things to consider as part of your review:
The techniques used and the impact that they had on the
performance
The actor’s use of physical movements and gestures
The actor’s use of facial expression
The actors use of their voice including projection, diction
and vocal expression
The actor’s ability to stay in role and not corpse
The actor’s ability to respond to cues and remember lines
Use of props and / or token costume
The intended impact on the audience
The audience’s response
Target Setting:
When target setting you need to consider the following:
1. Identify exactly what aspect of your performance
work you need to improve– be specific
2. Identify the steps that need to be taken in order to
achieve your target
3. Set a realistic time scale for improvement
4. Check your progress regularly
5. Outline what success will look like to help you to
track your progress
6. Be reflective and persistent
Subject: Drama Year: 7 Term: Autumn 2
41
Year 7 Drama
w/b 4th November Look at section 3. Write a paragraph that explains the use of body language. Now link this to your practical work and
explain how your body language, in your scene, communicates your character’s feelings.
w/b 11th November Music homework to be completed this week.
w/b 18th November
Write 5 questions that you would like to be asked in the Hot Seat (remember these are questions for your character). Now
write the answers that your character would give. The questions and answers should relate to the plot line of your
performance.
w/b 25th November Music homework to be completed this week.
w/b 2nd December Write a review of your performance work. Use sections 1&2 to help you with key words and subject specific vocabulary.
w/b 9th December Music homework to be completed this week.
w/b 16th December Use section 2 to help you to set targets for improvement.
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