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Published by Helen Gowers, 2017-07-17 11:16:36

Year 7 Autumn Term Knowledge Organiser

yr7 Autumn Booklet

St Cuthbert Mayne School Knowledge Organiser
Year 7 Autumn Term

“If you’re not willing to learn no one
can help you. If you’re determined

to learn no one can stop you.”
Anon

Name
Tutor

Christ is our Cornerstone

Introduction HAPPY
WORLD
BOOK

Instructions for completing your Home LDeAYarning

This booklet provides you with all of the KNOWLEDGE that you will need to Read The definition a
succeed in your learning this term. The minimum requirement from you is one couple of times
full A4 page or 30 minutes per subject, every night. Your Home Learning will be
checked every morning by your form tutors.

Contents Page Cover The Page

Page Page

Art 3 History 20

Computing 5 Maths 23 Remember The definition,
Write think about it
Drama 7 Music 25 Repeat Wyoruitreewmheamt ber
Each step until you
Design and Technology 9 PE 27 can write the
definition correctly
English 13 Religious Education 28

French 16 Science 34

Geography 17

Login to your
Knowledge

Organisers Classroom

Home
Learning Timetable

Monday Tuesday Wednesday Thursday Friday
English
Maths RE Technology Science
PE History Developmental Geography IT

Drama Studies Art Music
French

ART





Data Protection is a law designed to protect personal data stored on computers or in an
organised paper filing system.

Computer Misuse Act is designed to protect computer users against wilful attacks and theft of
information. Offences under the act include hacking, unauthorised access
to computer systems and purposefully spreading malicious and damaging
software (malware), such as viruses.

Extension Work: Copyright Act Copyright gives the creators of some types of media rights to control how
they're used and distributed. Music, books, video and software can all be
Virus and Malware - http://www.bbc.co.uk/guides/zcmbgk7 covered by copyright law.
Cookies -https://www.youtube.com/watch?v=I01XMRo2ESg
Social Networking - http://www.bbc.co.uk/webwise/guides/about-social-networking Data Protection - http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/0dataprotectionactrev1.shtml
Cyberbullying - https://www.stopbullying.gov/cyberbullying/what-is-it/index.html
Copyright Act - http://www.bbc.co.uk/schools/gcsebitesize/ict/legal/2copyrightrev1.shtml Computer Misuse - http://www.bbc.co.uk/schools/gcsebitesize/ict/
legal/1dataandcomputermisuserev1.shtml

Physical Checklist Drama Year 7 - New Beginnings

1. Facial Using your face to communicate emotions Fill in the blanks with the words underneath
1) Wait _______ the studio in an orderly line at the start of the lesson until you are called in.
Expression
2) Listen carefully to ___________ and make sure you say if you don’t understand. I am always
2. Body Using your body to communicate thoughts happy to ________or explain anything as many times as is needed.

Language and feelings 3) Do not talk whilst people are _________.

3. Gesture Using your body, head or hands to express 4) If you have something to say, put your hand up. Do not _____ out.
emotion/meaning
5) The signal to gain everyone’s attention is to put my _____ up; you should then copy me and
4. Eye Contact Looking at another person or the audience wait silently. I may also use a ___________ when I get to 1 you should be facing me quietly.
to communicate a message
6) Do not go behind the curtains, chairs or any other equipment which could cause an accident. Use
5. Levels Positioning on stage to communicate your _______________; if it doesn’t seem right, don’t do it.
status/meaning
7) _______ everyone in the class. Treat others as you would like to be treated.
8) Put 100% ______ into all aspects of the lesson.

Vocal Checklist performing circle outside respect shout
1. Volume Loud/quiet
instructions common sense repeat hand countdown effort

Performance Skills Challenge Tasks…

2. Pitch High/low ● Write your own poem about your time at St
Cuthbert Mayne so far
3. Pace Speed, fast/slow Still Image/ A moment of action frozen
Freeze in time, like a photograph. ● Create a poster including the Drama Lesson
4. Pause A temporary stop Frame expectations
An actor describing what
Narration is happening/telling the
story
5. Tone Pitch, strength, quality of voice

illucinations Key Words Still Image DRAMA Year 7

Script Ernie’s made up word for the strange things that take place Ernie’s Incredible Illucinations
within the play. Are they magic or is he imagining they are
Props happening? Performance Skills
Unison
Rhyming A story written in acts and scenes which is intended to be A moment of action frozen in time, like a
Couplet performed to an audience. Character names are beside their photograph.
lines and stage directions are in italics.

Items that are used by the actors to make a scene more Improvisation Thinking of ideas on the spot/ continuing a
realistic. performance even if something does not go
as planned.
Speaking/moving at the same time as other people.

Two lines that rhyme and have the same meaning. Hot-Seating When you answer questions in character and
you are sitting in the ‘hot-seat’.

Challenge Tasks Role Play Acting and movement to communicate with
the audience.
● Write your own chant in support of Auntie May or Kid Saracen Thought
including rhyming couplets Tracking When an actor speaks their inner thoughts
and feelings on stage, all other actors are
● Write an extra scripted scene that could be added into Ernie’s frozen on stage.
Incredible Illucinations

Design and Technology: Yr7 Food – Knowledge organiser

Hygiene and safety Vitamins & Minerals Equipment

Personal Hygiene Vitamin C Vitamin D Calcium Iron Wooden Chopping board – used to
1.Wash your hands before practical lessons chop veg, cooked meats, fruit, bread
2. Tie back long hair Function: Function: Function: Function:
3. Always wear an apron Vitamin C helps to heal Vitamin D helps our Calcium help us to helps red blood Vegetable knife – used to cut and
4. Do not cough or sneeze over food cuts and prevents scurvy bones to grow strong have strong bones cells carry oxygen chop vegetables, fruit
5. Do not lick your fingers and prevents rickets and teeth to prevent
6. Do not wear nail varnish/jewellery Food Sources: anaemia Saucepan – used to cook pasta,
General safety during practical Food sources: Food Sources: vegetables, sauces
1.Take care when using sharp knives oranges, lemons, limes, Food sources:
2. Turn pan handles to the side grapefruit, kiwi, cheese, milk, egg milk, cheese, green Grater – used to grate cheese, carrot,
3. Use oven gloves strawberries, yolks, oily fish and vegetables, tofu, red meat , spinach, lemon rind
4. Do not run around the room blackcurrants, peppers, sunshine and some cereals beans and lentils
5. Be careful with boiling water tomatoes, potatoes Colander – used to drain pasta,
6. Be careful with gas/electricity vegetables
The 4 C’s: Cleaning, Cooking, Chilling & Cross
contamination
Cross contamination occurs when bacteria are
transferred from food or surface to another.

5 – a day The 5 A Day campaign is based on
advice from the World Health
Fruit and vegetables are part of a Organisation, which recommends
healthy, balanced diet and can help us eating a minimum of 400g of fruit and
stay healthy. It's important that we eat veg a day to lower the risk of serious
enough of them. Fruit and vegetables health problems.
are a good source of vitamins & minerals,
including vitamin C Fruit and vegetables can help to
They're an excellent source of dietary reduce your risk of heart disease,
fibre, which can help to maintain a stroke and some cancers.
healthy gut and prevent constipation and They taste delicious and there's so
other digestion problems. A diet high in much variety to choose from
fibre can also reduce your risk of bowel
cancer. Evidence shows there are Fruit and vegetables are an excellent
significant health benefits to getting at source of dietary fibre. The NHS
least five 80g portions of a variety of fruit recommends that the average adult
and vegetables every day. That’s five should take in 30g of fibre every day.
portions of fruit and veg in total.

Food Provenance The cooker and heat transfer

Local produce – food produced locally The 3 main parts of the cooker are the hob,grill (small oven ) and the main oven.
Food miles – the distance food travels from Heat is transferred by conduction, radiation and convection.
where it’s produced to the consumer Conduction: This is the transfer of heat energy through the vibration of particles eg frying
Carbon footprint – measures the impact your Convection: This is the transfer of heat energy through gases eg air or liquids eg boiling
lifestyle has on the environment Radiation: This is the transfer of heat energy through waves of radiation eg grilling
Fair trade – improving conditions for farmers





Design and Technology: Yr7 Textiles Knowledge organiser

Safety rules in Textiles Processes Tools and equipment

To work safely in Textiles and to prevent accidents from Cutting out fabric Pining Ironing To iron out creases in material
occurring, safety rules need to be followed at all times: Running stitch Sewing on a button board & and to iron a temporary fold in
* Walk around the classroom, do not run the material
• Keep bags and chairs out of the walk ways Iron
• Hold scissors with the blades closed
• Be careful when using needles and pins Pins To temporarily secure
• Always put equipment away in the correct place patterns and fabric in place
• Wear goggles when machine sewing
• Only one person at the machine Scissors To cut out fabric accurately
• Concentrate at all times, especially when using the machine
• Be careful with the hot iron
• Turn off all electrical equipment when finished
• Sensible behaviour at all times

Fibres Applique Machine sewing To tack and sew material
Stuffing toy together by hand
Quality/safety labels Needle

Toys should always be bought with a safety label. The Lion mark, Safety
not suitable for under 3, BSI Kite mark or the EU safety label
Goggles To wear when machine
sewing

Over sewing

Sewing To machine sew material

securely

machine

Cotton To secure material together
reel and hold in place. Can be used
to tack.

Cotton production and properties

The properties of cotton are: strong, cool,
hardwearing, breathable, easy to wash, can
be bleached. Products made from cotton
include shirts, jeans, T shirts, blouses, sheets
and towels and Year 7 toys !
Fairtrade helps producers get a better price,
better working conditions, better living
conditions, a better future.

KS3, Unit 1 - Year 7: Reading Short Stories 1st person Narrative Perspective
2nd person
What is a short story? Features of stories 3rd person Told from the perspective of the
speaker/narrator. Uses the pronouns ‘I’,
A prose narrative which often deals What happens in the ‘My’, ‘we’, ‘our’ etc.
with a single incident or event. It will
share many features with a novel, such Plot story. Also called the Speaks directly to the reader, suggesting
as characters and themes but is much narrative. that they are someohow involved in the
shorter and can usually be read in less story. Uses the pronouns ‘you’, ‘your’,
than half an hour. They are often Setting Where the story ‘our’ etc.
published in magazines or collected into takes place.
an anthology with other short stories. Told from the perspective of a narrator
Characters The people in the who can see everything that happens and
story. knows what characters are feeling and
thinking. Uses pronouns such as ‘he’,
‘she’, ‘they’ etc.

Sentence length Structure Terminology Noun Language Terminology
Adjective
Paragraphing How long or short a sentence is and the number of Verb A word for an object, person, place or thing.
Flashback clauses it contains can change the effect that it has. Adverb
For example short sentences are often used to A word that modifies a noun.
Narrative create tension whereas longer sentences can have a Metaphor
structure/ order gentle, soothing effect. Word that denotes an action or state of being.
Simile
Repetition Just like sentences, the length and structure of A word that modifies a verb.
Narrator paragraphs can create different effects.
Describing something by saying that it is something else.
Looking back on a memory or event that happened (e.g. ‘That boy is a monster’ or ‘the great cavern of a
long before the main story takes place. mouth opened’.

Choosing where to start a story can change the Describing something by comparing it to something
meaning or tone. S9ometimes writers choose to else, using the words ‘like’ or ‘as’.
start at the end or in the middle to create confusion
or mystery. Sometimes they follow a simple 5 part Personificat Making an object or thing perform an action usually
structure in that order. ion associated with humans. (e.g. ‘The sun smiled down on
them’ or ‘The leaves were dancing’)
Using a word, phrase or idea more than once to
draw attention to it. Alliteration A series of words that begin with the same sound used
next to or near each other. (e.g.
The person who tells the story (see narrative The hummingbirds hovered in heavenly harmony’.)
perspective).

KS3, Unit What is narrative writing? Creating Characters Describing Setting
1 - Year 7:
Narrative ‘Narrative’ is really just another word You can create characters by: You can create setting through
for ‘story’. So ‘narrative writing’ just • Describing their appearance descriptive devices such as:
Writing means ‘writing stories’. • Adjectives
and actions. • Metaphors and similes
5 part Narrative Structure • Giving them dialogue • Interesting noun choices.
• Showing what other • Imagery.
Also known as the introduction. This is where the story begins,
usually with everyone being happy and everything being characters think of them.
normal.
Exposition Showing Vs. Telling Telling is…
Rising Action This is when things start to happen. Often a problem is
introduced that the characters will have to solve. Showing is… Summarizing what is happening
Climax for your reader using factual
Falling Action This is the most exciting part of the story where everything is Using description, action and language. This can be boring in
Denouement chaos. dialogue to help the reader narrative and is better suited to
experience what is happening in non-fiction.
This is where the characters are fixing the problem that they the story.
had to deal with, often working together.
Paragraphing - TiPToP
This is the part of the story where everything returns to
normal and happiness is restored. When should I start a new paragraph?

Rules of Direct Speech Time If the time changes, you should start a new paragraph.
Place So for example if you have used one of these words or
1. Speech marks (“ ”) are use to show what is spoken aloud by a character. Topic phrases (‘later’, ‘the next day’, ‘in December’, ‘At 2
E.g. “Hello. How are you?” said Billy. O’clock’) it’s probably time to start a new paragraph.
2. You start the speech marks before the first word spoken. Person
E.g. He walked at and said, “Good to see you.” If the place you are describing changes or your
3. You close the speech marks after the last word they speak not at the end of each characters move location, start a new paragraph. Use
words such as ‘nearby’, ‘in the distance’ etc.
sentence.
E.g. “Would you like something to drink?” Dan asked. When you need to talk about a new topic or subject,
4. When someone new speaks you must start a new line. you should start a new paragraph. So, if you’re
E.g. “Thank you. Do you have any cola?” Billy requested. describing a character and you’ve described their
appearance but now you want to talk about their
“Of course,” Dan answered. family, this might be a good place to start a new
5. The first word of a new piece of speech must have a capital letter. paragraph.
E.g. Billy smiled and said, “Perfect!”
6. The same rules of punctuation must be used in speech such as commas and question If you’re describing one person and you want to talk
about another, you should start a new paragraph. In
marks. the same way, when you are writing direct speech, you
E.g. “Do you want ice?” he continued. should start a new paragraph (new line) each time the
7. You must always use punctuation to separate what is being spoken and the rest of the speaker changes.

writing.
E.g. “No ice thank you,” Billy concluded.

Tested in your 18/09/’17- 02/10/’17-13/10/ Spellings 06/11/’17-17/11/ 20/11/’17- 04/12/’17-
skills lesson 29/09/’17 ’17 ’17 01/12/’17 15/12/’17
between 16/10/’17-
03/11/’17
Rule
Plurals – Y endings. Plurals – O endings Plurals – ‘F’ and ‘Fe’ Irregular plurals Prefixes Suffixes - words
endings ending in ‘e’.
Words that end in a Simply add an ‘s’ to Remove the ‘f’ or ‘fe’ Some words don’t Prefixes are placed at • If the root word
vowel +y just add ‘s’. almost all words that and add ‘ves’ . obey any of the rules the start of a word to
If it ends with a end in ‘O’ but there Beware thee are for plurals so you just make a new word. ends in ‘e’ and the
consonant +’y’, you are some exceptions some exceptions have to learn them. They change the first letter of the
remove the s and add where you must add (6-10) which you will meaning but they suffix is a vowel,
‘ies’ ‘es’. just have to learn. never change the then remove the
spelling. ‘e’ (1-3)
• If the root word
ends in ‘e’ and the
first letter of the
suffix is a
consonant, then
keep the ‘e’ (4-7)
• Exceptions (8-10)

Spellings that link to 1. Birthdays 1. Rhinos 1. Loaves 1. Men 1. Unlucky 1. Achievable
2. Photos 2. Shelves 2. Children 2. Defrost 2. Reversible
the rule 2. Jockeys 3. Shampoos 3. Knives 3. Teeth 3. Reheat 3. Carer
4. Radios 4. Wolves 4. Women 4. Disobey 4. Lovely
3. Boys 5. Zoos 5. Thieves 5. Feet 5. Illegal 5. Careless
6. Kangaroos 6. Chiefs 6. Mice 6. Impertinent 6. Hopeful
4. Flies 7. Potatoes 7. Beliefs 7. Sheep 7. Misuse 7. Achievement
8. Tomatoes 8. Roofs 8. Deer 8. Dissimilar 8. Horribly
5. Allergies 9. Heroes 9. Cliffs 9. Fish 9. Overreact 9. Argument
10. Echoes 10. chefs 10. people 10. Unpopular 10. Truly
6. Cities
1. desperate 1. excellent 1. hindrance
7. Berries 2. determined 2. existence 2. identity
3. develop 3. explanation 3. immediate
8. Celebrities 4. dictionary 4. familiar 4. individual
5. disastrous 5. foreign 5. interfere
9. Ladies 6. embarrass 6. forty 6. interrupt
7. environment 7. frequently 7. language
10. Parties 8. equipment 8. government 8. leisure
9. especially 9. guarantee 9. lightning
Commonly misspelt 1. accommodate 1. attached 1. community 10. exaggerate 10. harass 10. marvellous
words for you to 2. accompany
learn this week 3. according 2. available 2. competition
4. achieve
5. aggressive 3. average 3. conscience
6. amateur
7. ancient 4. awkward 4. conscious
8. apparent
9. appreciate 5. bargain 5. controversy
10. agriculture
6. bruise 6. convenience

7. category 7. correspond

8. cemetery 8. criticise

9. committee 9. curiosity

10. communicate 10. definite

French Module 1: Mon autoportrait.

Numbers: Days: Unit 1: talking about likes

1 un lundi and dislikes.
2 deux mardi
3 trois mercredi Aimer to like
4 quatre jeudi
5 cinq vendredi Pronouns: J’aime I like
6 six samedi
7 sept dimanche Je I Unit 2: talking about what
8 huit
9 neuf Months: Tu you you have in your
10 dix
11 onze janvier Il he
12 douze février
13 treize mars Elle she ‘survival kit’.
14 quatorze avril
15 quinze mai On ‘one’ Avoir to have
16 seize juin
17 dix-sept juillet Nous we J’ai I have
18 dix-huit août
19 dix-neuf septembre Vous you (plural)
20 vingt octobre
21 vingt-et-un novembre Ils they Unit 3: describing
22 vingt-deux décembre
30 trente Elles they yourself.
40 quarante
41 quarant et un Être to be
50 cinquante
et and Je suis I am
mais but
aussi also Unit 4: describing others
très very
assez quite Avoir to have
Toujours always
J’ai I have

Il a he has

Elle a she has

Être to be

Extra Reading Je suis I am
http://www.french-games.net/
http://www.bbc.co.uk/schools/primarylanguages/french/ Il est he is
http://www.bbc.co.uk/languages/french/
Elle est she is

Year 7 Geography Knowledge Organiser 1: Me and My World Map Skills

What is Geography? Physical Geography: Maps can help us to find a
place, or they provide
People who study geography are called This focuses on the study of the natural features information about a place. @stcmhumanities
geographers. Geographers are interested in Earth's of the word such as rivers, coasts, mountains,
physical features, such as mountains, deserts, rivers, ecosystems, the weather and climate. They show places from above Maps and symbols
and oceans. They are also interested in the ways and show things much smaller
that people affect and are affected by the natural Human Geography: than in real life A map is a two-dimensional drawing of an
world. area. Maps help us to understand what
This focuses on the study of human interaction There are many types of maps. places are like and how to plot routes.
The study of Geography is split into: with the environment, its cultural, social and You need to know how to use Maps should have a:
economic aspects. an OS Map.
Title, scale, north arrow, and a key
Environmental Geography: Research task: How many different Symbols help us to include lots of detail on
types of map can you find? What do maps that are drawn to scale. They include
This focuses on the interactions between these look like? What do they show? simple images, colours, letters and
Physical and Human Geography. How are they useful? abbreviations. Here are some examples:

Physical Human Environmental Research task: Can you find more
examples of the different types of
The continents and oceans of the world. Latitude and longitude map symbol?
Make sure you are able to label and name these.
Lines of latitude and longitude are used to locate places accurately on the Earth's surface.
Lines of latitude circle the Earth in an east-west direction. They are parallel. Lines of longitude
run from the top of the Earth to the bottom. They are not parallel as lines of latitude are – they
meet at a point at the north and south poles and are called meridians. They divide the Earth
into segments, like an orange.

The index of an atlas gives shows where places can be found, eg Birmingham, UK - 52° north
1° west. This means that Birmingham is located at approximately latitude 52 north and
longitude 1 west. Study the diagram below:

The world has seven continents and five oceans.

Europe is a continent. It is an area on the Earth that contains
many different countries, including the UK.

The United Kingdom of Great Britain and Northern Ireland is
made up of England, Northern Ireland, Scotland and Wales.

The countries are divided further into regions.

Counties are smaller areas. For example the counties of Dorset,
Gloucestershire, Wiltshire, Devon and Cornwall are all part of the
South West region.

Year 7 Geography Knowledge Organiser 2: Map Skills

Grid references Google and visit the Mapzone website to practice your Map @stcmhumanities
skills
A grid of squares helps the map-reader to locate a place. The Direction
horizontal lines crossing the map from one side to the other are Scale and distance
called northings. They are numbered – the numbers increase to the Try to remember the main compass
north. The vertical lines crossing the map from top to bottom are Most maps have a scale. These help us to work out points by using a mnemonic, eg
called eastings as the numbers increase in an easterly direction. distances on maps. This is given by the scale statement
(eg 1:25,000) and/or by showing a scale bar. Naughty Elephants Squirt Water –
Things to remember: The scale shows how much bigger the real world is than North East South West
the map. If the scale is 1:50,000 it means that the map is
On an OS map each grid square is 1 km x 1 km or 1 sq. km. 50,000 times smaller than the real world. For example, The four main points of the compass
every 1 cm on the map represents 50,000 cm in the real are north, east, south and west. Half
When you give a grid reference, always give the easting first... "Along world. way between each of these there
the corridor and up the stairs". are four other points: north-east,
Height on maps south-east, south-west and north-
Four-figure grid references can be used to pinpoint a location to within west. This makes an eight-point
a square measuring 1 sq. km. To find the number of the square: Spot heights and triangulation pillars compass. There are a further eight
This map extract shows exact heights by a black dot with a number next to it. points between these... remember
 Start at the left-hand side of the map and The number is the height above sea level in metres. The blue triangle the names of these are a mix of the
represents a triangulation pillar. two closest compass points but they
go east until you get to the easting crossing Contours always start with the main compass
through the bottom-left-hand corner of the These are lines drawn on maps that join places of the same height. They are point, ie north, east, south or west.
square you want. Write this number down. usually an orange or brown colour. Some contour lines have their height
above or below sea level written on them. It is possible to use them to see Ordnance Survey maps are always
 Move north until you get to the northing the shape of the land – if contour lines are close together the slope is steep, if printed so that north is at the top of
they are far apart the slope is gentle. the map.
crossing the bottom-left-hand corner of the Contour lines are usually drawn at 10 metre intervals on a 1:50,000 scale map
square you want. Look at the number of this and at 5 metre intervals on a 1:25,000 scale map.
grid line and add it to the two-digit number Layer shading
you already have. This is your four-figure grid Maps are sometimes shaded to show the height of land.
reference. In this case, the tourist
information office is in grid square 4733.

Sometimes it is necessary to be even more
accurate. In this case you can imagine that
each grid is divided into 100 tiny squares.
The distance between one grid line and the
next is divided into tenths.

 First, find the four-figure grid reference but

leave a space after the first two digits.
When you get to the easting at the left-
hand side of the grid square you want,
keep moving east and estimate or measure
how many tenths across your symbol lies.
Write this number after the first two digits.

 Next, move north from the bottom-left-hand

corner of your grid square and estimate
how many tenths your symbol is from this
point. Put them together to create a six
figure grid reference. In this instance, the
tourist information office is located at
476334.

Year 7 Geography Knowledge Organiser 3: China Make an advert to @stcmhumanities
encourage people to go to
Year 7 Knowledge Organiser 1c: China China.
Asia - One of the seven continents What attractions are there?
Why should people visit
Physical features - The natural environment, including; China?
coasts, rivers, and mountains.
STRETCH
Megacity – A city with a population greater than Tourism can have both a
10million positive and negative
impact on a place. What
Population – The number of people living in an area. problems might be caused
for the people of China?
Population distribution - means the pattern of where
people live.

Standard of living – The level of goods, services and OFFICIAL NAME: People’s Republic of China A paddy field is a flooded parcel of arable
comfort available to people FORM OF GOVERNMENT: Communist state land used for growing rice.
CAPITAL: Beijing (Peking)
One child policy – A government law which restricted POPULATION: 1,393,783,836 Hydroelectric dam – A dam is an area where
families to one baby OFFICIAL LANGUAGES: Chinese, Mandarin water can be stored and used to generate
MONEY: Yuan (or Renminbi) electricity.
Tourist - a person who is travelling or visiting a place for AREA: 9,596,960 square kilometres
pleasure. MAJOR MOUNTAIN RANGES: Himalayas Natural Increase – Birth rate minus death
MAJOR RIVERS: Yangtze, Yellow rate of a population.
Resources – Things that people need such as water, food, China is about the same size as the continental
housing USA but it only has one official time zone. Birth rate – The number of live births a year
Continental USA has four. per thousand of the population.
Pollution – Chemicals, noise, dirt or other substances
which have harmful or poisonous effects on an Death rate – The number of deaths in a year
environment per thousand of the population.

Websites Densely populated – Places which are
densely populated contain many people.
http://www.3dgeography.co.uk/population
http://www.ngkids.co.uk/ Sparsely populated - Places which are
http://www.ngkids.co.uk/places/30-cool-facts-about-china sparsely populated contain few people.

https://www.travelchinaguide.com/intro/geography/

Anglo Saxons to The Battle of Hastings Key Ideas! History
Department
The Anglo Saxons created England Knowledge
Organiser –
The Britons were the ancestors of The Anglo Saxons were the Christianity became the most important
religion in England in the 6th Century Year 7

the Welsh ancestors of the English

Duke William of Normandy, The Anglo Normandy is now an When William won at Hastings,
Harald Hardrada and Harold Saxon area of France, but Anglo Saxon England became
Godwinson all thought they languages was a separate Norman England – the English
should be King of England in became ‘country’ in 1066 became a conquered people
1066 ‘English’
Some people fought back against William’s harsh
Most people were farmers – most rule – like Hereward the Wake – but most could not!
lived in the countryside

Timeline 1066 – 1087 King Harold / King William I
400 – 1066 Anglo Saxon England

Around 400 AD, By 600 AD the Anglo Slowly the small In January 1066, King Duke William of William
Anglo Saxon consolidates his
the Romans left Saxons had created the kingdoms joined Edward the Confessor Normandy invades power using the
each other – in 973 feudal system,
Britain. Germanic Heptarchy, a series of 7 Edgar was crowned dies, Harold Godwinson England in 1066. castles and new
King of the English. laws. William
groups such as Anglo Saxon England was born! becomes the last Anglo William faces King has the
Vikings attack Domesday book
the Angles, mini-kingdoms. The England between Saxon King of England. Harold of England at written in 1086.
the 8th and 11th King William
Saxons and Jutes Britons had lost control centuries – and Foreign rulers, including the Battle of Hastings dies in 1087
even briefly rule!
begin attacking – the last surviving area Harald Hardrada of on the 14th October,

southern Britain. controlled by Britons Norway and Duke and wins. William

The Britons was Wales (and briefly William of Normandy becomes King William

couldn’t defend Cornwall). Christianity are angry . THEY wanted I and the Norman

themselves easily. was introduced. to be king! period of rule begins.

King William’s Key Words / Spellings Key People
Methods of Control
Anglo Saxon Feudal Harald Hardrada, King of
William had to control an Anglo Norway. A very powerful
Saxon population – they didn’t Norman Domesday Book warlord, he thought he
want to be ruled by ‘foreign’ should be king in 1066.
Normans. So he introduced: Castle Motte & Bailey Harold Godwinson’s
army killed him at the
1. Castles. Over 100, to Normandy Soldier Battle of Stamford Bridge
control the people, in September 1066.
protect his men and Fyrd Feudal System
show who was boss! William, Duke of Normandy,
Housecarl Baron beat Harold at Hastings in
2. Feudal System. This October 1066 and became King
system meant the king Weapon Lord of England until 1087 when he
now owned all land. died. Sometimes known as
Land was important to Armies Villeins William the Conqueror
EVERYBODY. To get
some you had to obey Sword Christianity Harold
those more important Godwinson:
than you – especially Spear Hierarchy last Anglo
William. Saxon King of
HelmetKnight England –
3. Serious Punishments. killed 14th
anybody who rebelled Heptarchy Siege October
against him would die! 1066. He had
Briton Battle of Hastings only ruled
4. 4. Laws. Normans were England for 9
treated better by Britain Bayeux Tapestry months!
William’s laws than
Anglo Saxons. Welsh Peasants

5. Domesday Book. To
know how much he
could tax the people,
he needed to know
how much England was
worth. A survey took
place, and the results
written down in what
was called the
‘Domesday Book’.

Key Maps!
The Battle of Hastings

N1
N2 N3

N4
N5

YEAR 7 AUTUMN
MATHS

N6 A1 G1

G2 G3 G4

S1
S2



P
I
A
N
O

N
O
T
E
S

PHYSICAL EDUCATION YEAR 7 KS3 KNOWLEDGE ORGANISER - WARMING UP & COOLING DOWN

 
 
 

RE Year 7 Autumn Term: Community and Belonging

The Local Church

Our school is named after St Cuthbert Mayne. He was Our school is a joint Roman Catholic and Anglican Key Words
martyred at Launceston, Cowrnall in 1577. His last words School. It is in the Roman Catholic Diocese of
were “Father into thy hands…” Plymouth and the Anglican Diocese of Exeter. Community– A set of people who

He converted to Roman Catholicism during the reign of Our Roman Catholic Bishop is Bishop Mark O’Toole. may be very different but work for a
Elizabeth I and became a priest. He ministered to Roman common purpose.

Catholic families in the South West before being betrayed. Our Anglican Bishops are Martyr– A person who is iklled
Bishop of Exeter; Bishop Robert Atwell
He was arrested by ElizabetIh’s agents. He had on him a because of their religious or other
beliefs.
letter from the pope, a missal, a chalice and an Agnus Dei. Bishop of Plymouth; Bishop Nick McKinnel
Saint– A person acknowledged as holy
Cuthbert was put on trial, found guilty of high treason and Bishop of Crediton; Bishop Sarah Mullally.
and canonised by the Christian Church.
sentence to be hanged, drawn and quartered. Before his
Mission– An important job to do. The
execution he was given the opportunity to reject his
Christian calling to go out into the world
Catholic faith, proclaim himself a Protestant and therefore The Global Church and spread its faith.

live. He refused. Synagogue– House of assembly. Jewish

Cuthbert Mayne was canonised by Pope Paul VI in 1970. The Roman Catholic Church. place of worship.
Pope Francis is the 26t6h and current Pope, a title he
Sabbath– Day of rest dedicated to God.
Jesus’ mission. holds as Bishop of Rome, and sovergeni of the
Vatican City. He chose Francis as his papal name in Saturday for Jews. Sunday for Christians.

Jesus went to the synagogue in Nazareth on the honour of St Francis of Assisi. Ekklesia– A Greek word meaning called

Sabbath day. He read from the Scroll of the prophet Extention– Research St Francis of Assisi. out. A Church.
Isaiah.
Diocese– An area under the care of a
“The spirit of the Lord is on me, because He has Anglican Church Community
anointed me to proclaim Good news to the poor. He Bishop.
has sent me to proclaim freedom for the prisioners The Arch bishop of Canterbury is the senior bishop
and recovery of sight to the blind, to set the and principal leader of the Church of England. The Eucharist– Thanksgiving. The ceremony
oppressed free, to proclaim the year of the Lord’s current archbishopis Justin Welby. His enthronement
favour.” took place in 2013. in which bread and wine are consumed.
The head of the Church of England is the monarch,
Our school’s mission statement starts by stating Queen Elizabeth II. Sacrament– An outward sign of inward
“Christ is our cornerston–e Learning is our focus”.
grace. The RC Church recognises 7
sacraments.

Church Buildings Baptism
Baptism is a sacrament. The RC Church recognises 7 sacraments.
Roman Catholic and Anglican Church Baptism, Confirmation, Eucharist, Reconciliation, Sacrament of the Sick, Holy
buildings share many features in common. Orders and Marriage.
Many Anglicans recognise 2, Baptism and Eucharist as these are the ones
Key features ordained by Jesus.

Item The focus of attention in RC and What is infant baptism?
Altar Anglican Churches. It is where
the priest offers the Eucharist as Baptism is a ceremony where a person joins the Church. In many Churches this is done to an
a symbol of Christ offering infant (baby/toddler), as in the Roman Catholic, Anglican and Orthodox Churches. Baptism is
himself as a sacrifice to God on thought of as the ‘doorway’ into the church because it is the child’s ‘entrance’ into Christianity.
the cross. What happens during an infant baptism?
 God is thanked.
Font Basin used to baptise new  The child is welcomed into the Church.
members of the Church.  Water kept in a font (a large basin) and blessed to make it holy.
Lectern Traditionally, placed near the  Water from the font is poured over the child’s head three times to represent the Trinity
door to symbolise entry into the
Pulpit Church. (God as Father, Son and Holy Spirit).
The  The water symbolises being forgiven, washed clean of any wrong and a religious new life.
Confessional Where the readings take place. A  Parents and godparents make promises on behalf of the child. They are expected to bring
stand often shaped like an eagle
to symbolise God’s word spread the child up as a Christian and attend church regularly.
around the world.  The child’s name will be used in a public ceremony for the first time, which is why first

A raised platform where the names are sometimes known as Christian names.
priest gives the homily/sermon.  The priest will pray that the child will be protected by God and free from any evil

A small room in which the influences.
sacrament of reconciliation may  A candle may be lit to represent God’s presence.
take place. Through this  The sign of the cross may be made on the forehead of the child using blessed oil (chrism
sacrament Catholics and some
Anglicans believe they are oil) to represent God soothing and healing the child.
reconciled (brought back What is a believer’s baptism?
together with God). Some Churches do not baptise babies. The Baptist Church waits until at least 12 years of age to
perform baptisms. The person being baptised must ask for it to happen.
Tabernacle A box/safe where the reserved What happens during a believer’s baptism?
sacrament of the Eucharist is • Believer’s baptism takes place in front of the congregation (church goers).
kept. • The individual publically declares that they choose to follow Jesus’s teachings.
• The individual is submerged in water by a minister – this means their whole body goes under

water.

Extension challenge

What is confirmation and what happens during a confirmation?
A confirmation ceremony is when a young Christian decides for themselves whether they want to
follow Christianity or not.
Members of the Roman Catholic Church and Church of England usually make this decision from 12 years
upwards.
During the confirmation ceremony the young person is confirming that they want to be a Christian and
follow the promises that their parents and godparents made for them during their infant baptism.
The priest asks the young person a range of questions to make sure that they understand that they are
promising to follow the teachings of Jesus.
The priest will place their hands on the young person’s head, anoint (smear/rub on their forehead) them
with oil or hold their hand to show that the young person has been blessed and accepted into the
Church.

Year 7 RE Knowledge Organiser: Making Sense of Religion

Beliefs KEY WORDS

People believe in many things, for many reasons. Belief in God (theism) and opinion – your personal view on a subject

belief in no God (atheism) are both beliefs, neither is finally proven. belief - something you think is true but cannot prove

Christians believe that God made the world and that it is good. Some fact – something you can show to be true with evidence
Christians believe that God made the world in seven days and that the Trinity – Christian belief that God is three in one (Father, Son, and Holy Spirit)
stewardship – Christian idea that God told people to look after his Creation

creation story in the bible is true in a literal way. Other Christians believe Creation – God’s world
that God used the Big Bang and evolution to create the world, and that the Evolution – scientific ideas of how creatures developed
story in the bible is true in a poetic way (it contains truth such as God did it Holy Spirit – the third person of the Trinity – God in the world

and God made it good, without needing to be literally true) . Design Argument – idea the world shows evidence of design so God must have designed it
theist – someone who believes there is a God
Christians believe that God would be too atheist – someone who believes there is no God
limited by a body, so God is more like a agnostic – someone who believes it is impossible to be sure whether there is a God
force or power. Just as we can’t see omnipotent – all powerful
gravity or the wind, but we can see omniscient – all knowing
things fall and trees blow, so we can see omnibenevolent – all loving
God’s love in the goodness of creation. eternal – without end
infinite – going on forever

moral evil – suffering caused by human action
natural evil – suffering caused by nature
free will – the freedom God gives to humans to choose for themselves

The Design Argument Who made God?
Christians believe God created our world and made human beings stewards If God designed and made the world, who made God? Christians say this question makes
to care for the world. no sense, because God is omnipotent. If God was made by someone else then God would

We can see evidence of design in the world, everything seems to fulfil its not be all powerful, so God must be eternal and infinite. This means that God was not
purpose. Many Christians believe it could not just have appeared by chance made, but always existed without having a beginning! Some people who don’t believe in
it is far too complex. A man called William Paley described it like a man God say that perhaps the world has always existed and it is the world that has no

coming across a watch in a deserted place, it is so complicated someone beginning. Both these ideas are beliefs. It means that we can either believe in an eternal

must have designed it. The world is even more complex so must have been God, or in an eternal world, but both these ideas are beliefs.

designed by God.

Evidence of purpose – that human beings have a purpose in life
Evidence of order – the universe works in a way which shows order, for
example the way the sun provides energy for the earth.
Evidence of design – birds have wings to enable them to fly.

The Problem of Evil Why did God create cruel creatures like human
beings?

Christians say that God did not want to design
puppets or robots who had no choice. He
wanted human beings to have the gift of free
will. Unfortunately human beings cause suffering
when they chose to act cruelly, and his is human
fault, not God’s fault. It is important to have free
will because only then can humans truly choose
to do genuine good.

Why did God design a system of nature that causes so much pain? Augustine (4th century bishop of Hippo) said:
Christians say that if God had made a world in which there was no  evil is not a ‘thing’ (good is a thing, and evil is a lack of good)
pain then human beings could not make real choices because whether  human beings have free will and are responsible for choosing not to do good, and
or not they chose to do good or evil, nature would not allow any this is called sin
suffering. This would take away human free will, and there would not  Adam and Eve committed the first sin of disobedience against God (Original Sin)
be any difference between loving others or acting cruelly towards  This was moral evil, which disrupted God’s perfect creation causing natural evil
them.  Human beings are now tainted by this Original Sin
It would also mean that the laws of nature would always have to be  So God is justified in judging sinful humans
changing (gravity would work to keep people on the ground, but not  God saves some people because he is so loving (God’s Grace)
when someone fell out of a window…)

A volcano would have Irenaeus (2nd century Bishop of Lyons) said:
to wait to erupt until  God created humans to be in God’s image, but still needing to ‘grow up’ to be in
no-one was about to God’s likeness (this is mentioned in the Creation story in Genesis)
get hurt.  The process of growing up to be in God’s likeness involves challenges which also
sometimes include suffering
 The possibility of evil then allows people to grow into the people that God
intended them to be
 This means God is justified in allowing suffering on earth

Speed Science Y7 Gravity

If the overall, resultant force on an object is not zero, its motion changes and Mass and weight are different but related. Mass is a property of the object;
it slows down, speeds up or changes direction. weight depends upon mass but also on gravitational field strength.
A straight line on a distance-time graph shows constant speed, a curving line Every object exerts a gravitational force on every other object. The force
shows acceleration. increases with mass and decreases with distance.
The higher the speed of an object, the shorter the time taken for a journey. Gravity holds planets and moons in orbit around larger bodies.

For more For more
on this on this

topic look topic look
here. here.

Keywords Keywords
● Weight (N): The force of gravity on an object measured in Newtons.
● Speed (m/s): How much distance is covered in how much time. ● Non-contact force: One that acts without direct contact.
● Average speed: The overall distance travelled divided by overall ● Mass (kg): The amount of matter in an object measured in Kilograms.
● Gravitational field strength, g (N/kg): The force from gravity on 1 kg
time for a journey. ● Field: The area where other objects feel a gravitational force.
● Relative motion: Different observers judge speeds differently if they

are in motion too, so an object’s speed is relative to the observer’s
speed.

● Acceleration (m/s²): How quickly speed increases or decreases.

Voltage and resistance Science Y7 Current

You can model voltage as an electrical push Series Current is a movement of electrons and is the same everywhere in a series
from the battery, or the amount of energy per circuit. Current divides between loops in a parallel circuit, combines when
unit of charge transferred through the electrical loops meet, lights up bulbs and makes components work. Current is
pathway. measured in Amps (A).

In a series circuit, voltage is shared between Around a charged object, the electric field affects other charged objects,
each component. In a parallel circuit, voltage is causing them to be attracted or repelled. The field strength decreases with
the same across each loop. distance.

Components with resistance reduce the current Two similarly charged objects repel, two differently charged objects attract.
flowing and shift energy to the surroundings in
the form of heat.

Series

Parallel

Keywords Keywords

Potential difference (voltage): The amount of Negatively charged: An object that Charged up: When materials are
energy shifted from the battery to the moving has gained electrons as a result of rubbed together, electrons move from
charge, or from the charge to circuit components, one surface to the other.
in volts (V). the charging process.

Resistance: A property of a component, making Parallel Positively charged: An object that Electrostatic force: Non-contact force
it difficult for charge to pass through, in ohms (Ω). has lost electrons as a result of the between two charged objects.
For more charging process.
Electrical conductor: A material that allows detailed Current: Flow of electric charge, in
current to flow through it easily and has a low knowledge Electrons: Tiny particles which are amperes (A).
resistance. of both part of atoms and carry a negative
topics charge. Field: The area where other objects
Electrical insulator: A material that does not feel an electrostatic force.
allow current to flow easily and has a high
resistance.


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