Year 7 KO 2024-25

Meridian High School Knowledge Organiser- Year 7

Look, cover, write, check Definitions of key words Flash Cards Self- Quizzing Mind Maps Retrieval Practice Step 1 Look at and study a specific area of your KO Write down the key words and definitions Use your KO to condense and write down key facts or information onto flash cards Use your KO to create a mini quiz. Write down your questions using your KO Create a mind map with all the information you can remember from your KO As a friend or family to have the KO or flash cards in their hand Step 2 Cover or flip the KO over and write down everything you remember Try not to use your KO to help you Add pictures to help support. Then selfquiz using the flash cards. You could write questions on one side and answers on the other. Answer the questions and remember to use full sentences Check your KO to see if there are any mistakes on your mind map They can test you by asking you questions on different sections of the KO Step 3 Check what you have written down. Correct any mistakes in green pen and add anything that you have missed. Repeat. Use your green pen to check your work Ask a friend or family member to quiz you on the knowledge Ask a friend or family member to quiz you on the knowledge Try to make connections, linking the information together Write down your answers How to effectively use your knowledge organiser

Art: Year 7 – Foundational Skills Art is a way of researching, investigating and developing ideas throughout a project. Through their drawings, paintings, sculpture, photography and other forms of media artists can show how their ideas have started or changed. Art can also be used to express emotion or create atmosphere. The use of colour, texture and mark making all have an impact on the finished piece. materials include: •Pencils and coloured pencils •Graphite sticks •Charcoal •Ballpoint pens •Fine line and felt tip pens •Drawing ink •Erasers •Paint •Other materials Different media tools create different effects, including erasers for removing marks and tissues for rubbing and smudging. Creating art with a combination of tools can lead to an interesting piece. Surfaces can create interesting textures and backgrounds.

Art: Year 7 – Colour and pattern

Art: Year 7 – Foundational Skills Illustration. Telling a story with images. We will look at the artist Jim Kay and review his artwork for the book “a Monster Calls” Themes in the Novel Death, Denial and Acceptance Dreams and versions of reality Family and growing up Storytelling Isolation About the Author: • Patrick Ness was born in October 1971 in America. He moved to London in 1999 and now holds dual citizenship. • He writes young adult fiction and won the Carnegie Medal for ‘A Monster Calls’ in 2012. • He also wrote the screenplay for the film version of the book. • Other titles he has written include; The Knife of Never Letting Go, Monsters of Men and More Than This. • The original idea for A Monster Calls came from a writer called Siobhan Dowd who sadly died before she could write the novel. • He currently teaches creative writing at Oxford University and writes reviews for The Guardian newspaper. HISTORICAL CONTEXT In the book, the monster says that it has been called many names in the past: Herne the Hunter, Cernunnos, and the Green Man. All of these are variations of pagan deities associated with nature. Herne the Hunter is a ghost in English folklore associated with Windsor forest. He is said to have antlers upon his head and ride a horse. Cernunnos is a Celtic horned god. Little is known about this deity other than the fact that it is depicted with the antlers of a stag and is also identified as a god of nature and life. The Green Man is a representation of a sculpture or other representation of a face surrounded by or made from leaves, which makes it an apt name for the monster, who takes the form of a yew tree. The Green Man is usually interpreted as a symbol of rebirth or the life cycle, and is often used as a representation of various horned gods (such as Cernunnos or the Greek god Pan). The Green Man is often viewed as a pagan symbol, and yet images of the Green Man frequently appear carved into churches. This fact is also fitting for the story, as the monster takes the form of a yew tree that is found next to a church. Symbols in the Novel The Yew Tree – a symbol of healing and immortality, often found in graveyards. Clocks – symbol of time passing

Art: Year 7 – Artist influence

Fictional Writing TONE, STYLE AND REGISTER > The tone (sound of writing) is confident and changes dependent on the point being made. > The writing is appropriately formal or informal (register). > The pace (speed) of the writing changes depending on the point being made. GENRE > You will need to consider what genre(s) you’d like to write in. Most of the time, this will be made explicit to you. > Examples: action, adventure, crime, comedy, fable, fantasy, dystopian, historical, horror, mystery, sci-fi, suspense, thriller, tragedy, romance, gothic PARAGRAPHS > Linked together and in an order that engages the reader and makes their argument easy to follow. > Allow the structure of the piece to come through to the reader easily. > Use the acronym ToPTiPs to help us remember where to put new paragraphs: - New Topic: Whenever you start a new topic, add in a new paragraph. - New Person: Whenever you talk about a new person or have a new person talking, add in a new paragraph. - New Time: Whenever you change the time in your writing (so back to the past or move forwards to the future), you put a new paragraph in. - New Place: Whenever you switch places in a piece of writing, you add in a new paragraph. > Remember that you can use paragraphs for emphasis and effect as well. THE BASICS > Capital letters > Consistent tense > SPaG > Homophone spellings > Connectives > Correct contractions > Vary sentence length and types BEGINNINGS ENDINGS How we begin and finish a text is incredibly important! We want to engage a reader right from the start and keep them compelled all the way until the end. > A puzzle: Hook your reader in with something that isn’t clear at the beginning, perhaps something unusual has happened? > Direct address: Talk directly to your readers as a way of engaging them. > Visual hook: Use a powerful image or description to engage the reader at the start. > Amusing hook: Use a joke to establish a comedic tone at the beginning of your text. > Dialogue: Have characters talking to each other right from the beginning to establish characters and relationships. > Subtle hook: Hint at what is going to happen in the rest of the text/chapter. > Atmospheric hook: Use your descriptive language to build up a particular tone and atmosphere right at the very beginning. > Cyclical ending: where the ending returns back to the beginning of the narrative. > Plot twist: a complete change in direction from where the narrative was going. > Uncertain ending: an end which is unclear to the reader – they have to think about it what it means. > Converging storylines: where two or more different storylines combine together at the end. > Deus ex machina (Latin for ‘God within the machine’): where a seemingly unsolvable problem is resolved thanks to the introduction of a new character, place or object. > Tying up loose ends: where all the different strands of a plot are brought together and completed. > Epiphany: a sudden moment of realisation or a sudden idea or emotional change. SPAG > There’s no quick fixes for SPaG - it takes years of practice. However, you can make sure you proofread your writing once you have written it. > Your punctuation needs to be varied and accurate. > You need to use ambitious vocabulary, spelled correctly. English

VOCABULARY ➢ You need to show off any impressive words you known! ➢ The best way to boost your vocabulary is to learn synonyms. ➢ Use the resources around your classroom to help you with this! ➢ We need to be descriptive and use a range of literary devices to make our writing the best it can be. ➢ We want to show rather than tell the reader what the character is doing, we might want to focus on: > facial expression >body language and movement > clothing and appearance > reactions to other people > tone of voice > changing weather > how an object moves, > how an event makes the character feel STRUCTURE > We need a carefully chosen and crafted order of ideas (including within paragraphs and sentences) to ensure our stories flow from one idea or argument to the next. We can use discourse markers/connectives to link complex ideas. LITERARY DEVICES We want to convey our messages and ideas by using a range of literary devices to help readers visualise, interpret and analyse our writing. There are two kinds: literary techniques and literary elements. Literary Techniques: words or phrases used to achieve artistic or creative expression. These help the reader understand and appreciate our writing. > Allegory > Allusion > Anthropomorphism > Exposition > Figurative Language > Foil > Foreshadowing > Parallels > Repetition > Zoomorphism Literary Elements: the components or pieces that make up a story of literary work. > Antagonist > Characterisation > Climax > Conflict > Diction > Imagery > Mood > Motif Figurative Language: creative use of words and phrases that offers a hidden meaning beyond any literal interpretation. > Analogy > Metaphor > Alliteration > Onomatopoeia > Cliche > Personification > Hyperbole > Humour > Idiom > Symbolism > Irony > Simile > Oxymoron > Narrator > Plot > Point of View > Protagonist > Setting > Tone > Theme > Genre Note: These lists are not comprehensive - there are many more devices, methods and techniques you can use! English

Year 7 Literature Autumn Term - ‘A Monster Calls’ by Patrick Ness KEY THEMES > Death > Grief > Denial > Acceptance > Dreams and Reality > Family > Growing up > Isolation > Storytelling > Loss MOTIFS AND SYMBOLS > Conor’s nightmare > The Yew Tree > Time > The Monster > 12:07 CONTEXT > Yews have been strongly associated with death for many hundreds—even thousands—of years. They are found throughout church cemeteries all across Europe and are the longest-living tree in Europe. > In the book, the monster says that it has been called many names in the past: Herne the Hunter, Cernunnos, and the Green Man. All of these are variations of pagan deities associated with nature. > Fables are a narrative form that usually feature animals that behave and speak as human beings, told in order to highlight human follies and weaknesses. A moral—or lesson for behaviour—is woven into the story and often explicitly formulated at the end. > Apothecaries were skilled in making, compounding and dosing a wide variety of medicines, usually formulated from herbs and other natural ingredients. In early history, they played the role of both doctor and pharmacist. GENRE > Bildungsroman - a novel dealing with the education, development and maturing of a young protagonist. > Magical Realism - a novel where realistic narrative is combined with surreal elements of dream or fantasy. PLOT SUMMARY 13-year-old Conor O'Malley is a young boy dealing with his mother's illness. Conor's life is turned upside down when a monster visits him one night, a towering creature formed from an ancient yew tree. The monster promises to tell Conor three tales, but in return, Conor must reveal his deepest, darkest truth. The monster's stories blur the line between reality and fantasy, forcing Conor to confront the complex and painful truths that reside within him. Through this journey, Conor learns that sometimes the truth can be the most difficult thing to face, but it is also a crucial step in finding healing and acceptance. A LITERATURE RESPONSE POINT Start with a clear point that answers the question (ATQ). Your big idea will establish your argument/what you are going to talk about. This will help the examiner and you know what you will be writing about. EVIDENCE Provide evidence to support your idea and point of view. Use a quotation or references from the text you are discussing. ANALYSIS Zoom in on relevant keywords/phrases and/or structural choices made. Explain and discuss the word’s connotations and how it further supports your point. Explain why the writer might have chosen that language/structure - what is the effect? CONTEXT Link to context that is relevant to the point you are making. This might include details about the author and their life, when the text was written, genre, location, social structures, times and places referred to in the work. READER Discuss the impact on the reader and how they may react. Compare readers at the time vs. modern readers now. Have interpretations changed? How so? English

CHARACTERS > Conor O’Malley - The thirteen-year old protagonist who is very responsible for his age, due primarily to the fact that his mother was diagnosed with cancer a year before the start of the book. Conor is her primary carer because Conor’s mother and father had divorced five years before her diagnosis. > The Monster – A giant creature who takes the shape of a yew tree. Conor’s pain, grief, and inability to accept his feelings and his mother’s impending death is what calls the monster to him. The monster comes to tell stories to Conor to try and help him heal, and to help him understand that life and human emotions are complex and resist simple answers. > Conor’s Mother – Conor’s mother is sick, with cancer. As Conor’s mother’s condition deteriorates over the course of the book, she feels increasingly guilty about the responsibility that Conor has been forced to take on in caring for her. > Conor’s Grandmother – Conor’s grandmother is cold and somewhat strict, and Conor doesn’t like her very much. > Conor’s Father –Conor’s mother and father divorced when Conor was seven years old, and Conor explains that he barely remembers what it’s like to have a father in the house. Conor’s father now lives in America with his new wife, Stephanie, and a new baby. > Lily Andrews – Conor’s best friend and classmate. Conor’s mother and Lily’s mother have been friends for a long time, and Conor and Lily grew up together. > Harry – The school bully, who has been targeting Conor ever since Conor learned of his mother’s diagnosis. Harry is often accompanied by Anton and Sully. > The Evil Queen – One of the characters in the monster’s first tale. The evil queen is the young prince’s stepmother, and she is much younger than the king. In the story, the monster saves her from being burned at the stake for a murder that she did not commit. The evil queen has an allegorical connection to Conor’s grandmother, because she also makes herself seem younger and effectively takes over Conor’s household. > The Young Prince – One of the characters in the monster’s first tale. The young prince is the grandson of a king, and his stepmother is the evil queen. > The Parson – One of the characters in the monster’s second tale. The parson is the head of a great parsonage, and preaches against the Apothecary for his use of the old ways to heal people. > The Apothecary – One of the characters in the monster’s second tale, who is described as greedy and very disagreeable. The Apothecary is a healer, and asks the parson to harvest the yew tree that grows in his parsonage. KEY VOCABULARY > Analyse (verb) - examine something in detail in order to explain and interpret it > Conventions (noun) - a way in which something is usually done > Theme (noun) - an idea, topic, subject or message that recurs in a work of art or literature > Symbol (noun) - an image that represents something else > Motif (noun) - a dominant theme or idea > Inference (noun) - a conclusion reached on the basis of evidence and reasoning > Connotations (noun) - an idea or feelings which a word invokes for a person in addition to its literal or primary meaning > Foreshadowing (verb) - a warning or indication of a future event > Figurative language (phrase) - communication that goes beyond the literal meaning > Protagonist (noun) - the main character > Antagonist (noun) - a character who actively opposes someone or something > Allegory (noun) - a story that can be interpreted to reveal a hidden meaning > Grief (noun) - a strong emotion felt from the loss of a loved one > Fable (noun) - a short story conveying a moral > Omniscient (adjective) - knowing everything > Framed narrative (phrase) - a story within a story > Catharsis (noun) - the process of releasing, and thereby providing relief from, a strong or repressed emotions English

Year 7 Language Spring Term - Stories You Should Know LETTER ARTICLE P.A.F Purpose The reason for writing. To achieve your purpose, think ‘Why am I writing?’ Audience Who we are writing for. You must tailor your writing to suit your audience. Form The type of text we are writing. To achieve the suitable form, think ‘How am I going to present and structure my writing? What are the conventions?’ MYTHOLOGY Adam and Eve - The biblical tale of the first man and woman, expelled from paradise for disobeying divine command. Prometheus - A Greek myth detailing the Titan who defied Zeus to give fire to humanity, facing eternal punishment but ultimately heralding civilization's advancement. Egyptian Underworld - The ancient Egyptian mythological realm where the dead journeyed to face judgment and undergo a perilous journey to the afterlife. Odin - In Norse mythology, Odin is the chief god, associated with wisdom, war, and poetry, and ruler of Asgard, home of the gods. Medusa - A monstrous creature from Greek mythology with hair of snakes, whose gaze turned onlookers to stone, ultimately slain by Perseus. Pandora’s Box - The Greek myth of Pandora, who opened a forbidden box, releasing all the world's evils, leaving only hope inside as a solace for humanity. English

KEY VOCABULARY Transactional Writing - Non-fiction writing that intends to communicate information between individuals or groups. Persuade - To cause someone to believe or do something, usually through sound reasoning. Ethos - The writer/speaker should demonstrate their credibility and authority, making the audience more likely to trust them and their opinions. Pathos - The writer/speaker should appeal to the audience’s emotions and needs by trying to make the audience feel particular emotions. Logos - The writer/speaker must provide a logical argument and explanations to appeal the audience’s reason and understanding. Temptation - A desire to engage in short-term urges for enjoyment that threatens long-term goals. Hubris - Excessive pride or arrogance that leads to a defiance of the Gods or natural order. Virtue - Behaviour showing high moral standards. Article - A piece of writing included with others in a newspaper, magazine, or other publication. Sacrifice - To give up (something valued) for the sake of other considerations. Vanity - Excessive pride in or admiration of one's own appearance or achievements. Consequence - The direct result or effect following an action. Curiosity - A strong desire to know or learn something. Morality - Principles concerning the distinction between right and wrong or good and bad behaviour. METHODS AND TECHNIQUES Direct address - enhances the interest of audience/reader as it directly talks to them; helps establish relationship between writer and reader/audience Alliteration - makes text more memorable and can catch the reader/audience’s attention Anecdote - can help add depth, relatability, and human interest to the content; can engage readers by providing real-life examples; appeals to audience/reader’s ethos Facts/Interviews/Reports - appeals to audience/reader’s logos Rhetorical questions - designed to speak directly to the reader/audience as it allows them a moment to pause and think about the question Repetition - helps create a continual reminder; places emphasis on something significant Emotive language - helps provoke an emotional response and appeal to audience/reader’s pathos Triple - more memorable and interesting for audience/reader; makes the text more persuasive and powerful; adds detail Hyperbole - helps convey intensity or emotion; can amplify English writing for greater emphasis

Year 7 Literature Spring Term - Love, Loss and Relationships Anthology A LITERATURE RESPONSE POINT Start with a clear point that answers the question (ATQ). Your big idea will establish your argument/what you are going to talk about. This will help the examiner and you know what you will be writing about. EVIDENCE Provide evidence to support your idea and point of view. Use a quotation or references from the text you are discussing. ANALYSIS Zoom in on relevant keywords/phrases and/or structural choices made. Explain and discuss the word’s connotations and how it further supports your point. Explain why the writer might have chosen that language/structure - what is the effect? CONTEXT Link to context that is relevant to the point you are making. This might include details about the author and their life, when the text was written, genre, location, social structures, times and places referred to in the work. READER Discuss the impact on the reader and how they may react. Compare readers at the time vs. modern readers now. Have interpretations changed? How so? Content, Meaning and Purpose - "Incubator" by Iain Crichton Smith portrays a new born feeling trapped like a chick inside an incubator, detached from the outside world. Through vivid imagery, it depicts the struggle to break free from confinement, evoking a sense of isolation and longing. - The poem explores universal feelings of isolation and disconnection. It symbolizes the struggle for freedom and fulfillment amidst confinement. -"Incubator" prompts reflection on loneliness and the search for meaning, emphasising the importance of empathy and human connection. It encourages readers to break free from their own confines and find fulfillment in an indifferent world. Context -Crichton Smith and his brothers were raised by their mother, following their father’s death from Tuberculosis (TB) when Iain was an infant. -Christina Smith (Crichton Smith’s mother) was a devoutly religious woman and would be a dominant figure through much of Crichton Smith’s life. The family lived off his mother’s tiny widow’s pension, - She was terrified of her sons falling ill, doing all she can to protect him – provide a backdrop to much of his work. Language -The tiny baby sleeps in a cage of wires." - This quote symbolizes the newborn's confinement within the machinery of modern medical care, evoking a sense of vulnerability and dependence. -"Machine, you are my mother now, you feed with the slow drop of time." - Here, the speaker personifies the medical equipment as a surrogate caregiver, highlighting the infant's reliance on technology for sustenance and nurturing. -"Machine, let us sleep together, on the bosom of the night, till I grow tall, till I leave you and seek soft human arms." - This quote reflects the dual nature of the infant's relationship with the machine: dependence and eventual separation. It encapsulates the longing for human connection and the inevitability of growing up and leaving behind the mechanical embrace for the warmth of human touch. Form and Structure -The poem "Incubator" by Iain Crichton Smith consists of three stanzas, each with varying line lengths. -It utilises free verse, lacking a consistent rhyme scheme or meter, allowing for a natural flow of thought and emotion. -The structure is characterized by concise yet vivid imagery, with each stanza building upon the central theme of isolation and longing. Incubator (2011, published after death) Themes: Isolation, yearning, Longing, parental relationships, confinement | Tones: introspection English

Content, Meaning and Purpose -The narrator recalls the day when he realised that a relationship had ended, and had to face the inevitable. -He and his lover were stood by a pond. He describes how her eyes and smile revealed her feelings: he believes that she had become bored and fallen out of love with him. -The final stanza is in the present, and conveys how he still thinks about that fateful day, and how he has lost faith in love Context -Thomas Hardy was a British poet known for his pessimistic and dreary poems. -Neutral tones, written in 1867, is no exception. -His pessimism may be linked to his unhappy first marriage, or perhaps his discontent with 19th Century industrialisation and the loss of traditional country ways which he held so dear (he was from Dorset). Language -“We stood by a pond that winter day”: standing still and the cold set the tone of their relationship. -“tedious riddles” “played” “lost”: imagery of love as a game – a game that he lost. -“Like an ominous bird a-wing…”: bird represents the relationship flying away; ellipsis conveys passage of time leading to the current day in fourth stanza. -“love deceives, And wrings with wrong”: he doesn’t trust love as it has caused him so much ‘wrong’. -“God-curst sun”: the plosive ‘t’ sound creates a harsh and bitter tone. Form and Structure -The first three stanzas recall the day by the pond, whilst the final stanza jumps forward in time to show that the memory is still foremost in his mind – and has tainted his view of love. -The final line of each stanza is indented. This creates a pause which slows the pace and reflects his sadness. -The poem ends with imagery of the pond and surrounding leaves (as seen in the first stanza). Circular structure confirms the lingering, and inescapable, pain. Neutral Tones by Thomas Hardy (1867) Themes: Loss, Longing, Heartbreak | Tones: Neutral, Pessimistic, Melancholic ‘A Poison Tree’ by William Blake (1794) Themes: Suppression of Anger Lies and Deceit Effects of conflict. Conflict in society Nature | Tones: anger, resentment, and the consequences Content, Meaning and Purpose - How destructive it can be to internalise anger. - This simple story is told in first person from a speaker who describes how his untold anger grew and grew until it killed the enemy. This is contrast to when he is angry with his friend, tells him, and the “wrath” passes. Context -Stanza three describes an apple growing on a tree, drawing Biblical imagery with the reference to the Genesis story in which temptation leads to the fall of man, similar to the consequences to the “foe” who ends up “outstretched” under the tree at the end. -Romantics promoted the need to embrace one’s emotions and the dangers of not doing so, thus events such as the French Revolution over the water. -Songs of Innocence and Experience – Published in 1794, these two sets of poems were created by Blake with the aim of showing the ‘Two Contrary States of the Human Soul.’ The Songs of Innocence collection contains poems that are uplifting, celebrating childhood, nature, and love in a positive tone. The Songs of Experience section (of which A Poison Tree was one of the poems) offered a contrasting tone towards these ideas. Some of the topics covered in these poems were indignation, revenge, and the fallen state of mankind. Language -The use of anaphora and sibilance in stanza two demonstrate his continuous anger that is ever growing because he tries to suppress the natural emotion. Form and Structure - Ballad- emphasizes that emotions should be expressed not suppressed - 4 quatrains- uniform and controlled -Alternates between trochaic and iambic meter - AABB rhyme scheme- simple structure to promote his more complicated message -Mimics a nursery rhyme which often tells a simple message through a complex story English

Content, Meaning and Purpose -The poem describes a troubled couple walking around a lake after two days of heavy arguments. -They are “silent and apart” until they are captivated by the sight of two swans on the lake. -The swans become a metaphor for companionship, commitment and longevity and inspire reconciliation between the couple. -Inspired by nature, the couple’s problems begin to heal by the end of the poem. Context -Owen Sheers grew up in South Wales. -Winter Swans was part of his 2005 collection of poems entitled ‘Skirrid Hill’, a title which originates from the Welsh name ‘Ysgirid Fawr’: this roughly translates as ‘shattered mountain’. -The collection deals with themes of separation, as exemplified by this raw poem about a man and a woman in the grip of relationship problems. Language -“The clouds had given their all – two days of rain”: personification and pathetic fallacy symbolise two days of arguments and heartbreak between the couple. - “the waterlogged earth gulping for breath”: speaker feels like he is weighed down and drowning in their problems. It may be the last breath of their marriage. -“slowstepping in the lake’s shingle and sand”: they are dancing, although slowly. The sibilance creates a soft, calming sound, helping to heal their problems. -“like a pair of wings settling after flight.”: they are reunited. Present participle “settling” conveys how they will need to continue to work on their problems. Form and Structure -The first four stanzas portray their troubles; the final three stanzas convey the healing of their relationship. -The volta occurs in line 14 (“porcelain over the stilling water”) when the troubled waters of their relationship suddenly become still, starting the reconciliation. -Final stanza is a couplet: the unbalanced tercets are now replaced by a balance and harmony. A couplet also traditionally represents a conclusion. Winter Swans by Owen Sheers Themes: Nature, Separation, Loss, Reconciliation | Tones: Tense and Painful shifting to Hopeful. Havisham (1993) Themes: Heartbreak, Betrayal, Madness, Anguish, Isolation | Tones: Vulnerability, Longing, Hope Content, Meaning and Purpose -This poem is a monologue spoken by Miss Havisham, a character in Dickens' Great Expectations. Jilted by her scheming fiancé, she continues to wear her wedding dress and sit amid the remains of her wedding breakfast for the rest of her life, while she plots revenge on all men. She hates her spinster state - of which her unmarried family name constantly reminds her (which may explain the choice of title for the poem). Context -Part of Duffy’s collection "The World's Wife," where she gives voice to the wives of famous historical and literary figures. In "Havisham," Duffy gives voice to Miss Havisham, a character from Charles Dickens' novel "Great Expectations." Language -Semantic field of violence “strangle”, “bite”, “bang” and “stabbed”. -"Beloved sweetheart bastard. Not a day since then I haven't wished him dead." - Miss Havisham's intense bitterness and desire for revenge towards her former lover are revealed. The juxtaposition of love and hatred in Miss Havisham's psyche, along with her destructive impulses towards symbols of love, is vividly depicted. -"Spinster. I stink and remember. Whole days in bed cawing Nooo at the wall." - Miss Havisham's sense of isolation and psychological torment is expressed. Form and Structure -The poem is written in four stanzas which are unrhymed. -Free Verse: The poem is written in free verse, lacking a regular rhyme scheme or meter. This lack of formal structure reflects the chaotic and fragmented Havisham's mind. It allows Duffy to convey the character's erratic thoughts and emotions in a raw and unfiltered manner. -Enjambment: Duffy frequently uses enjambment throughout the poem. This technique creates a sense of continuous flow, mirroring the relentless stream of consciousness of Miss Havisham as she reflects on her past and present. It also contributes to the sense of urgency and instability in her narrative. -First-person Narrative: Using the first-person pronoun "I." This narrative choice allows readers to delve deep into Miss Havisham's psyche and experience her innermost thoughts and feelings firsthand. It creates a sense of intimacy and empathy, drawing readers into her world of bitterness and despair. English

Content, Meaning and Purpose -First person narrative where the poet reflects back on the anxiety of dropping his young son off for his first game of football at boarding school. -Eighteen years on, he is still affected by the image of his son nervously walking away. -The poem ends with the acceptance that this is a process that all parents must go through, and “love is proved in the letting go”. Context -Cecil Day Lewis was an Irish poet who lived between 1904 and 1972. This poem was published about 1962 and is about his first son, Sean. -He was the poet laureate for five years until his death. -Day Lewis had himself attended boarding school and so could appreciate the anxiety and pain from both sides of the relationship: this is apparent in the descriptions of his nervous son. Language -Painful verbs convey the intensity of the experience: “Wrenched”, “scorching”, “Gnaws”. -Images of nature convey how the father now realises that this is a natural process for parents: “A sunny day with the leaves just turning”, “nature’s give and take”. “Into the wilderness” also conveys anxiety. -“The touch-lines new-ruled”: new boundaries were set for the father, symbolising the son’s independence. -“Ordeals will fire one’s irresolute clay”: irresolute means ‘uncertain’. He now accepts that the experience will make his son more solid and strong, like fired clay. Form and Structure -First-person narration conveys personal nature of the poem. -The use of enjambment and caesura create a conversational tone, further adding to the personal tone and authenticity of the poem. -Steady rhyme scheme of ABACA reflects the consistency of the father’s love for his son. -First two stanzas describe the day (eighteen years ago) and the final two stanzas reflect on how the memory still pains him after so long KEY VOCABULARY Structure Stanza – a group of lines in a poem. Repetition – repeated words or phrases Enjambment – a sentence or phrase that runs onto the next line. Caesura – using punctuation to create pauses or stops. Contrast – opposite concepts/feelings in a poem. Juxtaposition – contrasting things placed side by side. Oxymoron – a phrase that contradicts itself. Anaphora – when the first word of a stanza is the same across different stanzas. Volta – a turning point in a poem. Form Speaker – the narrator, or person in the poem. Free verse – poetry that doesn’t rhyme. Blank verse – poem in iambic pentameter, but with no rhyme. Sonnet – poem of 14 lines with clear rhyme scheme. Rhyming couplet – a pair of rhyming lines next to each other. Meter – arrangement of stressed/unstressed syllables. Monologue – one person speaking for a long time. Language Metaphor – comparing one thing to another Simile – comparing two things with ‘like’ or ‘as’ Personification – giving human qualities to the nonhuman Imagery – language that makes us imagine a sight (visual), sound (aural), touch (tactile), smell or taste. Tone – the mood or feeling created in a poem. Pathetic Fallacy – giving emotion to weather in order to create a mood within a text. Irony – language that says one thing but implies the opposite eg. sarcasm. Onomatopoeia – language that sounds like its meaning. Alliteration – words that are close together start with the same letter or sound. Sibilance – the repetition of s or sh sounds. Assonance – the repetition of similar vowel sounds Consonance – repetition of consonant sounds. Plosives – short burst of sound: t, k, p, d, g, or b sound Walking Away by C. Day Lewis Themes: Parental love, Protectiveness, Loss | Tones: Anxious, Authentic, Melancholy English

Year 7 Language Summer Term - Media Representation KEY VOCABULARY Media - The different ways we receive and communicate news, entertainment and information. Advertisement - A public communication that promotes a produce, service, brand or event. Representation - the description or portrayal of someone or something in a particular way. Infer - deduce or conclude (something) from evidence and reasoning rather than from explicit statements; make a well informed guess Stereotypes - A widely held but fixed and oversimplified image or idea of a particular type of person or thing. Masculinity - A set of attributes, behaviours, and roles traditionally associated with men or boys. Symbolism - The use of symbols to represent ideas or qualities. Compare - to note and examine the similarities and/or differences between something. Summary - A brief account of the main points of something. Femininity - A set of attributes, behaviours, and roles traditionally associated with women or girls. Brand - An identity imposed on a product or range of products in order to encourage consumer awareness and loyalty. Motif - A dominant or recurring idea, pattern or element in a piece of work. Bias - A tendency to believe that some people, ideas, etc., are better than others that usually results in treating some people unfairly. Thesis statement - The sentence(s) that sums up and clearly identify the topic and central point of your essay. MEDIA TIMELINE Art Newspaper Paper Photography Moving Image Telegraph Telephone Radio Television The Internet REPRESENTATION Media representation plays a crucial role in advertisements as it shapes the narrative and imagery used to convey messages about products or services. Advertisers often utilize media representations to align their offerings with particular values, lifestyles, or identities portrayed in popular culture. Additionally, advertisements can reinforce or challenge societal norms and stereotypes perpetuated by media representation, influencing consumer perceptions and behaviors. English

A SUMMARY OF DIFFERENCES > Compare (verb) - to note and examine the similarities and/or differences between something. > Summary (noun) - A brief account of the main points of something. When writing a summary of differences, you will compare texts and examine their different elements. This means considering the underlying meaning, purpose and biases of a text, and carefully analysing how the creator of a text has crafted their particular message. The question will usually look something like this: You need to refer to Source A and Source B for this question. Both Sources explore masculinity. Use details from both sources to write a summary of the differences. The question will always ask about something that both texts have in common - e.g. it might be a topic, a pair of characters or theme. Everything you write needs to link to this topic. Pick out bits of implicit and explicit information to support your points. The question is asking you to summarise information from both texts - use connectives to show you’re thinking about texts together. You are looking at the differences between the two sources, including the creators ideas and methods. POINT Start with a clear point that answers the question. Your big idea will give a clear difference between the two sources. EVIDENCE Provide evidence to support your idea and point of view. Use references from both sources. ANALYSIS > Summarise each difference, you should have 3-4 differences. > Make inferences and explain the deeper meaning and how it further supports your point. > ‘Read between the lines’ and explore implicit ideas. > Explain what the creator’s intentions are - what are they trying to say about this topic/issue? Think beyond just ‘advertisement to make money’. CONNECTIVE On the other hand… Although… Whereas… However… Unlike… Yet… SUMMARY RESPONSE English

Year 7 Literature Summer Term - Shakespeare’s World CONTEXT William Shakespeare (bapt. 26 April 1564 – 23 April 1616) was an English playwright, poet, and actor, widely regarded as the greatest writer in the English language and the world's greatest dramatist. He is often called England's national poet and the "Bard of Avon" (or simply "the Bard"). His works consist of some 39 plays, 154 sonnets, two long narrative poems, and a few other verses, some of uncertain authorship. His plays have been translated into every major living language and are performed more often than those of any other playwright. Shakespeare was born and raised in Stratford-upon-Avon, Warwickshire. Shakespeare produced most of his known works between 1589 and 1613. His early plays were primarily comedies and histories and are regarded as some of the best work produced in these genres. He then wrote mainly tragedies until 1608, among them Hamlet, Romeo and Juliet, Othello, King Lear, and Macbeth, all considered to be among the finest works in the English language. In the last phase of his life, he wrote tragicomedies (also known as romances). The Globe Theatre was a theatre in London associated with William Shakespeare. It was built in 1599 by Shakespeare's playing company, the Lord Chamberlain's Men, and was destroyed by fire on 29 June 1613.A second Globe Theatre was built on the same site by June 1614 and closed down in 1642. A modern reconstruction of the Globe, named "Shakespeare's Globe", opened in 1997 approximately 750 feet (230 m) from the site of the original theatre. A LITERATURE RESPONSE POINT Start with a clear point that answers the question (ATQ). Your big idea will establish your argument/what you are going to talk about. This will help the examiner and you know what you will be writing about. EVIDENCE Provide evidence to support your idea and point of view. Use a quotation or references from the text you are discussing. ANALYSIS Zoom in on relevant keywords/phrases and/or structural choices made. Explain and discuss the word’s connotations and how it further supports your point. Explain why the writer might have chosen that language/structure - what is the effect? CONTEXT Link to context that is relevant to the point you are making. This might include details about the author and their life, when the text was written, genre, location, social structures, times and places referred to in the work. READER Discuss the impact on the reader and how they may react. Compare readers at the time vs. modern readers now. Have interpretations changed? How so? KEY THEMES > Magic > Love > Dreams English

KEY VOCABULARY Scene: A brief moment in a play consisting of dialogue and action. Act: Several scenes following on from each other. Each act forms the different parts of the plot. 1. Stage Direction: An instruction in the script of a play, directing the movements of the actors, the arrangement of scenery, etc. Audience: The people watching the play. Playwright: The writer of the play Monologue: An act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play. Soliloquy: Where a character speaks their thoughts aloud by themself on stage 5 Act play: A drama is often divided into five parts, or acts, which some refer to as a dramatic arc Exposition: The opening section where the setting is fixed in a particular place and time, the mood is set, and characters are introduced. Rising Action- an exciting force or inciting event Climax: The climax is the turning point, which changes the protagonist's fate. Falling Action: The tension decreases and it wraps up the narrative, resolves its loose ends, and leads toward the closure. Denouement: The ending with some sort of resolution and the tying up of loose ends. Catastrophe: The final action that completes the unravelling of the plot in a play, especially in a tragedy. The hero meets his end. Repetition: Repeated words or ideas Imagery: Creating a mental picture for the reader through appealing to the senses (smell, touch, taste, see, hear). Simile: Comparing one thing to another using like or as Metaphor: Describes an object or action in a way that isn't literally true, but helps explain an idea or make a comparison Connotation: What a word makes the reader feel, think or imagine. Symbolism: the way an object is given greater meaning within the novel so it has added importance. Motif: A recurring symbol within the novel Personification: Giving human characteristics to an inanimate object Verse: Speech written in poetic form Blank Verse: A formal poetic form where each foot of a line is stressed on the second syllable (de-DUM) and each has five feet creating IAMBIC PENTAMETRE. Prose: A form of written speech that reflects the style of ordinary speech without a rhythmic structure. CHRONOLOGICAL LIST OF ALL 38 OF SHAKESPEARE’S PLAYS > "Henry VI Part I" (1589–1590) >"Henry VI Part II" (1590–1591) > "Henry VI Part III" (1590–1591) > "Richard III" (1592–1593) >"The Comedy of Errors" (1592–1593) > "Titus Andronicus" (1593–1594) > "The Taming of the Shrew" (1593–1594) > "The Two Gentlemen of Verona" (1594–1595) > "Love’s Labour’s Lost" (1594–1595) > "Romeo and Juliet" (1594–1595) > "Richard II" (1595–1596) >"A Midsummer Night’s Dream" (1595–1596) > "King John" (1596–1597) > "The Merchant of Venice" (1596–1597) > "Henry IV Part I" (1597–1598) > "Henry IV Part II" (1597–1598) >"Much Ado About Nothing" (1598–1599) > "Henry VI Part I" (1589–1590) >"Henry VI Part II" (1590–1591) > "Henry VI Part III" (1590–1591) >"Richard III" (1592–1593) > "The Comedy of Errors" (1592–1593) >"Titus Andronicus" (1593–1594) > "The Taming of the Shrew" (1593–1594) > "The Two Gentlemen of Verona" (1594–1595) > "Love’s Labour’s Lost" (1594–1595) > "Romeo and Juliet" (1594–1595) > "Richard II" (1595–1596) > "A Midsummer Night’s Dream" (1595–1596) > "King John" (1596–1597) > "The Merchant of Venice" (1596–1597) > "Henry IV Part I" (1597–1598) > "Henry IV Part II" (1597–1598) > "Much Ado About Nothing" (1598–1599) English

In September 1066, Harald Hardrada and a force of 8000 Viking warriors invaded the north of England. They advanced to York and their numbers were boosted by supporters from Scotland and northern England. The new king, Harold Godwinson, had been waiting in the south of England, anticipating an invasion from William from France. He quickly marched his army 185 miles north and reached Harald Hardrada’s men in just four days, taking them by surprise. The two sides went to battle at Stamford Bridge, just outside of York. The recorded that a Viking warrior blocked the bridge, stopping Harold Godwinson’s army from crossing. One of Godwinson’s soldiers floated under the bridge in a barrel and stabbed the Viking through the slats in the bridge, allowing the rest of the English army to cross the river. After a violent battle, Harold Godwinson was victorious. Both Hardrada and Tostig were killed and the remainder of Hardrada’s army were allowed to return to Norway. Year 7 Pre-1066- The Vikings

Year 7 How did William conquer England? •William had won the Battle of Hastings, but this did not mean everyone in England immediately supported him. He had to establish Norman control in England. •William faced threats from Viking invaders, people in the north of England who supported Edgar, and potential uprisings from other parts of England. William brutally dealt with this opposition with the Harrying of the North. •During his reign, William crushed rebellions, controlled Anglo-Saxon women, overhauled the Church and built a series of castles across England to establish control.

Year 7- How did the Kings power cause conflict? Richard I King John On 3 September 1189, Richard I was crowned king of the Angevin Empire in a lavish ceremony. Richard took power peacefully and set about preparing his kingdom for his absence when he left on crusade three months later. How power was secured When Henry II died in 1189, Richard succeeded to the throne peacefully and successfully secured his power by: • making peace with those who had fought against him while his father was alive • appeasing those with other strong claims to the throne – he made his brother John, Count of Mortain (in Normandy), and his half-brother Geoffrey, Archbishop of York, but he also banned them from England for three years • agreeing that William the Lion (king of Scotland) did not have to do homage to him (accepting Scotland as a separate country) in return for William abandoning claims to northern England • putting able, loyal men, such as William Longchamp, in charge in his absence • winning the support of many barons by restoring land to nobles who had been disinherited by Henry II, using patronage to reward powerful barons • treating nobles and knights with courtesy and respect and inspiring loyalty with his charisma. Death of Richard I In March 1199, Richard was badly wounded while fighting in France. He died on 6 April. As he had no children, he had named John as his heir. However, his nephew Arthur, the son of John’s older brother Geoffrey, claimed that he should be king, according to the principle of primogeniture (where the eldest son inherits). Following the rules of primogeniture, Arthur would inherit before John because Arthur was a son of an older brother. John’s succession to the throne was not as smooth as Richard’s had been. In England he established his authority quickly; elsewhere it took time for his power to be secured. Indeed, in some parts of the Angevin Empire, John never really secured power at all. How power was secured Leading English and Norman barons, and his mother, supported John’s claim to the throne. Other key men in Anjou, Maine and Touraine supported John’s nephew Arthur, Duke of Brittany (also known as Prince Arthur). John’s biggest threat was Philip II of France, who supported Arthur’s claim and invaded Normandy when he heard of Richard’s death. However, John secured power through: • acting quickly by being crowned king on 27 May (Richard died 6 April) • showing his religious devotion by visiting Canterbury and Bury St Edmunds after his coronation, inspiring loyalty from his English subjects • wisely leaving England to be run by men who had governed under Richard, while going to fight for his lands in France • ensuring the north of England was protected from the threat of Scottish invasion by entrusting its protection to a powerful and loyal baron • securing the support of the Count of Angouleme by marrying his daughter Isabelle, and persuading the Count of Anjou to switch sides • driving back Philip II’s forces and making peace in May 1200 at Le Goulet. Peace lasted for two years and secured John’s position as king, but only for a short time. The Treaty of Le Goulet • Philip recognised John as king of the Angevin Empire. • John gave Philip some land in Normandy. • Arthur remained Duke of Brittany but did homage to John for this. • John agreed to do homage to Philip for his land in France and pay an enormous fi ne for the inheritance of this land. Reasons for John’s unpopularity 1 As John did most of the governing himself and was almost continuously in the country after 1204, he was blamed when things went wrong. In the past, regents or government ministers had taken the blame for unpopular policies. 2 As time went on, he replaced his advisers with ‘new men’, many of whom were inexperienced in government and/or exploited their influence to gain large financial rewards. John relied on a small number of people, which meant he had few supporters. 3 The ‘new men’ took the place of wealthy English barons in advising the king, which annoyed and angered the barons. Unlike Richard, John did little to gain the support of the barons, who he seems to have distrusted. 4 The ways John raised money through taxes and fines to pay for (unsuccessful) wars caused hardship and annoyance. Many barons owed large debts due to John’s increasing demands 5 John’s dispute with the pope worried and angered some of his subjects, especially churchmen. 6 John took almost complete control over justice. Many saw him as applying the law to benefit himself, as only he heard cases in the royal court. 7 The suspected murder of Arthur, the cruel punishment of those who displeased John, as well as reports that John attempted to seduce many barons’ wives, made him hated and feared. Magna carta In 1215 the barons gave the king a choice: change the way the country was run or face a fight against the barons’ armies. The barons came up with 63 rights they thought all barons should have. This list of rights became known as the MAGNA CARTA. When John first refused to listen they raised an army and captured London. This meant John HAD to listen. Key promises included: The King not demanding taxes without the barons’ permission, not interfering with the Church, fair trials for all freemen, no inheritance tax and a reduction in fines for crimes. Impact • It limited the King’s power and John could not back out of the agreement without a war • The laws covered everyone in society (e.g. fair taxes) • It was the start of the idea of Parliament – we still have this today • Countries like America based their constitution on the Magna Carta • It involved ordinary people in the running of England (e.g. Barons, bishops and knights)

Year 7- The Black Death The Black Death killed over ⅓ of England’s population within two years of its arrival in 1348. There were two types of plague. The bubonic plague would start with buboes spreading across the victim’s body, followed by blue or black patches of skin and vomiting before (most of the time) killing the victim. The pneumonic plague was spread by breath and attacked the lungs. What did medieval people think caused the Black Death? Today we know the bubonic plague was spread by fleas living on rats that were moving throughout Europe on merchants’ ships. Most medieval people thought God had sent the Black Death as a punishment for their sins. Others believed the alignment of the stars could explain it. Some people believed ‘miasma’ (bad air) was causing the disease. Medieval Treatments As there was no real understanding of the cause, treatments were equally as farfetched, e.g. drinking vinegar, bleeding, ‘sweating it out’. Some doctors but frogs on the buboes to absorb the poison. Some doctors realised that draining the buboes could help cure a victim too. Causes: The Black Death was caused by black rats. Their blood contained a poison that was spread to people by the fleas on the rats What did people believe caused it? At the time people did not understand dirt, germs and diseases. The Black Death was blamed on: The position of the planets, God, cats and dogs, bad air (miasma), Jews poisoning wells and even bathing too much! Key Dates 1347 - Black Death hits Venice (Italy) June 1348 - Black Death arrived in England (Dorset). 1351 - Edward III introduces the Statute of Labourers 1381 - The Peasants’ Revolt. 15 June 1381 - Richard II meets the rebels. The Peasants’ Revolt: Having lost such a large section of the population during the Black Death, landowners found it very difficult to find enough peasants to work their land. Peasants knew they were in demand and began to demand higher wages. King Edward III tried to stop this with the Statute of Labourers (a law) which fixed peasant wages at the pre-Black death rate. In 1381, Richard II (14 years old) was King of England but left most of the government to his uncle, John of Gaunt (an unpopular nobleman who didn’t care much about peasants). Gaunt raised a Poll Tax to help pay for war with France - it was deeply unpopular and when a royal official tried to collect the tax in Essex (May 1381) English peasants refused to pay and killed his clerks! Wat Tyler (a yeoman from Kent) organised 4000 rebels from Kent who joined with the peasants in Essex to march to London and demand that the king change his mind, The rebels burned John of Gaunt’s Savoy Palace and executed Simon Sudbury (Archbishop of Canterbury). Richard II met with the rebels at Smithfield (15 June 1381); WatTyler was killed. The king promised to meet the peasants’ demands if they returned home. He later went back on his promises and had the leaders tracked down and hanged. The Peasants’ Revolt failed but feudal England had been challenged! Crazy Cures • Whip yourself to please God • Shut off infected villages/towns • Kill all the cats and dogs • Carry around herbs and spices • Cut open a live toad and strap it to the boils • Pray to God for forgiveness Key Terms Black Death - A plague that devastated Europe in the fourteenth century. Buboes - Onion shaped swellings that were usually the first symptom of the Black Death. Miasma - Theory that disease was caused by a poisonous cloud of ‘bad air’. Bubonic plague - the most common type of plague, named after the buboes. Pneumonic plague - a more deadly type of plague that attacked the lungs. Flagellant - a religious sect that punished themselves for sins by whipping their bodies. Peasants’ Revolt - major uprising across England in 1381. Yeomen - a new class in medieval England; commoners who farmed their own land. Poll Tax - everyone (rich and poor) paid the same amount.

Year 7- Henry VIII, War of the Roses and Elizabeth Key words Dynasty - a succession of rulers from the same family Break with Rome – Henry broke away from the Catholic Church Consolidation of power – strengthening control over the country Dissolution of monasteries – the closing down of the monasteries The Reformation – the reform and change of the Church within Europe in the 16th Century The Wars of the Roses was a conflict between two rival sides of the family. Both sides from King Edward III. One side of the family was called the House of Lancaster and the other, the House of York. •The members of the House of Lancaster were of John of Gaunt, who was the Duke of Lancaster and third surviving son of Edward III. •The members of the House of York descended from Edmund of Langley, Duke of York, who was the fourth son of Edward III. Both sides of the Plantagenet family claimed they were the rightful to the English throne, which led to conflict. This started between Henry VI, from the House of Lancaster and Richard, Duke of York’s dispute over who should be the rightful king of England.

Year 7- Henry VIII, War of the Roses and Elizabeth

1 1603 Elizabeth I dies, James VI of Scotland becomes James I of England 2 1605 Gunpowder Plot – Catholic plan to blow up Parliament and King James. 3 1625 James I dies - his oldest son Charles becomes King Charles I. 4 1629 The Personal Rule of Charles I starts - he closes down Parliament for 11 years. 5 1640 The Personal Rule comes to an end – Parliament is reopened 6 1642 The English Civil War starts 7 1649 Execution of Charles I 8 1653 Oliver Cromwell is made Lord Protector of England. 9 1660 Restoration of the Monarchy – Charles II becomes King 10 1665 The Great Plague of London Year 7- English revolution James I Charles I Oliver Cromwell Charles II James was both King of England and Scotland, and joined the two nations together. He was the target of the Gunpowder Plotters. He believed in the Divine Right of Kings, the belief that God gave King’s their power, and therefore could not be argued with by anyone. The eldest son on James I, Charles also believed in the Divine Right of Kings. This led to arguments with Parliament, which in the end led to the English Civil War. Charles eventually loses, and is the only King to be put on trial and executed by the country. Oliver Cromwell was an MP, who rose to fame due to New Model Army in the English Civil War. After the war, he was one of the MP’s who signed Charles I death warrant. He later became Lord Protector of England, leader of England until his death in 1658. Charles II, son of Charles I, was in hiding in France after his father was beheaded. When Oliver Cromwell died he started to plan his return. In 1660, he successfully landed and paraded through London to cheering crowds. Often called “The Merry Monarch” Causes 1) In 1642, Charles I tried to arrest some MP’s but failed. 2) In 1626, parliament refused to raise taxes for the king. 3) In 1625, Charles married a French Catholic princess, called Henrietta Maria 4) In 1634, Charles made a new tax called Ship Money to help pay for his expensive lifestyle. 5) Charles believed in the Divine Right of Kings – this meant that God had chosen him as king. 6) In 1640, Charles fought a war against Scotland and lost. He had to pay the Scots to leave England 7) Charles made changes in religion - when some people complained he cut off their ears. 8) In 1625 England were badly beaten by Spain in a battle that cost a lot of money 9) In 1629, Charles dissolved Parliament (sent them home) and ruled without them for 11 years 10) In 1640, the Irish rebelled against Charles because they didn’t like Charles’ religious changes. 11) In 1641, Charles had to go to parliament to ask for more money to fight the Irish and Scots. 12) Later in 1642, after the attempts to arrest the MP’s, there were riots in London (see 1). Charles had to leave London for his own safety. Battles Battle of Edgehill 23rd October 1642 The Battle of Edgehill, on Sunday 23rd October 1642, saw the army of the Earl of Essex, the Parliamentarian Lord General, and the King’s army clash in the first major action of the Civil War. It was fought in fields in Warwickshire. The Battle of Edgehill was intended to be the one great battle to decide the war. Although often viewed as an indecisive battle where no side won outright, in effect a bloody draw; the king actually gained an important advantage. Essex failed to break through and had to retreat northward, to the safety of the parliamentarian garrison (fort) at Warwick. This left the Royalists in command of the road to London, and control of the capital was the key to the war. Battle of Marston Moor 2nd July 1644 The Battle of Marston Moor, which took place in the evening of the 2nd July, is believed to have been the largest battle ever fought on English soil. The Royalists had 10,000 fewer troops than the Parliamentarians. After initial success on the left and in the centre, Prince Rupert was defeated in dramatic fashion. In just a couple of hours the Royalist northern army was effectively destroyed, and Rupert and the Royalist cavalry lost their reputation as an unbeatable force. Oliver Cromwell made his name as great commander and showing how a well equipped, trained and committed Parliamentarian army could win the war. Battle of Naseby 14th June 1645 The Battle of Naseby was fought on the morning of the 14th June 1645. Parliament's New Model Army destroyed King Charles I's main field army. After nearly three years of conflict, this was the decisive battle of the Civil War. Only about 4000 Royalists escaped the field, most of whom were either cavalry or senior officers, some seriously wounded. The main Royalist field army had been destroyed. The next month, Parliament’s New Model went on to defeat the last significant Royalist cavalier army, at Langport. Afterwards it was largely a matter of clearing the remaining Royalist garrisons

Eight tips for Healthy Eating Year 7 Term 1 Knowledge Organiser Hospitality & Catering Topic: Introduction to Food & the Kitchen Name Small Equipment Name 1. Grater 2. Fork 3. Scissors 4. Digital Scales 5. Masher 6. Pastry Rings 7. Saucepan 8. Sieve 9. Toaster 10. Ladle 11. Chopping Board 12. Wire Cooling Rack 13. Garlic Press 14. Balloon Whisk 15. Spatula 16. Baking Tray 17. 12 Hole Muffin Tin 18. Cake Tins 19. Frying Pan 20. Boning Knife 21. Vegetable Peeler 22. Mixing Bowl 23. Measuring Jug 24. Vegetable Knife 25. Measuring Spoons 26. Wooden Spoon 27. Dessert Spoon 28. Table Spoon 29. Teaspoon 30. Measuring Cups 31. Fish Slice 32. Tin Opener Health & Safety when using the cooker Parts of the cooker ∙ Turn pan handles in away from edge of cooker. ∙ Always turn hob off when not in use. ∙ Never leave unattended. ∙ Do not let food boil dry. ∙ Take care – hobs may still be hot when turned off. ∙ Don’t leave metal spoons in pans as they can become very hot. ∙ Always use dry cloths when removing food from the oven Hob Conduction & Convection Grill Radiation Oven Convection Knife Safety Rules • The correct knife should be used for the appropriate job. • Knives must be kept sharp and clean; a blunt knife is more likely to cause a cut because more pressure needs. • to be applied to use it to cut. Knife handles must be greasefree. • The point must always be downwards when carrying a knife. Knives should not be put in the washing up bowl. • A Knife must not be left on the edge of the table or chopping board. Knife Skills Technique Description Used for Bridge Hold One hand like a bridge & knife is placed under arch Cuttin g food safely Claw grip One hand like a claw and knife against nails Cuttin g food safely into small pieces Now Wash your hands Before: • Starting work • Handling high risk and ready-to-eat food Between: • Preparing raw and high risk foods After: • Preparing raw food • Going to the toilet • Coughing sneezing or blowing your nose • Cleaning • A Break • Touching your face or hair Key Words : Weights & Measures L Litres g Grams ml Millilitres 1000ml=1 litre Kg Kilograms 1000g Tbsp tablespoon 15ml Tsp teaspoon 5ml 1pt 1 pint 568ml Personal Hygiene: Getting Ready to Cook 1 Tie up long hair 2 Leave bags and blazers tidily 3 Roll up sleeves 4 Put on an Apron 5 Wash and dry hands thoroughly

1. Nutrition The 5 Main Nutrients: Protein, Carbohydrates, Fat, Vitamins and Minerals Macro and Micro Nutrients Fibre and Water Sources of Nutrients Functions of Nutrients Dietary Related Diseases : Diabetes, Coronary Heart Disease, Obesity, Cancer, Malnutrition 3. The Eatwell Guide 7. Food Safety and Hygiene Key Temperatures and the effect on bacterial growth Oven Safety Using electrical equipment safely Personal Preparation Handwashing Knife Safety – Bridge and claw techniques Safe storage Protecting the consumer The 4 C’s – Cleaning, Cooking, Chilling and Cross Contamination 6. Evaluations and Sensory Analysis Appearance: flat, bright, burnt, cloudy, colourful, crunchy, decorated, dull, even, lumpy, patterned, smooth, undercooked, watery. Taste: bland, meaty, spicy, salty, zesty, sweet, strong, creamy, sharp, mild, tasteless. Texture (Mouthfeel): chilled, firm, flaky, runny, sharp, sticky, tough, hot, juicy, rubbery, chewy, crumbly, crunchy, dry, soggy, brittle, natural. Aroma: aromatic, scented, rancid, strong, spicy, savoury, weak, acrid, musty, pungent, floral, appealing, fragrant, scented, citrus, bland, tart. 6. Food Preparation Techniques Rubbing-in-Method- Pastry, Crumbles, cakes All-in-One Method – Cake Making Kneading and Proving – Bread and Pasta Knife Skills – Fruit and Vegetables, Meat and Fish Presentation Techniques – Garnish Sauce Making – Gelatinisation and Reduction 4 Influences that affect Food Choice: Health Issues, Allergens, Religion, Lifestyle needs, Financial needs, Social, Moral and Ethical concerns. 5 Environmental Considerations Local and Seasonal food, Food Miles, Organic, Fair Trade, Traditional foods, Packaging, Reducing Waste, Conserving energy, Recycling, Sustainability 2. Key Terms 5 A Day – Fruits and Vegetables Local and Seasonal Food Product Analysis Evaluation 8 Tips for Healthy Eating Special Dietary Needs: Religion, Age, Ethical, Health, Social Vegetarians and Vegans Consistency and Consistency Gelatinisation Reduction Key Words 1. Teaspoon (tsp): is used as a measure for small quantities such as spices or salt. 8. Dishcloth is used to wash the dirty equipment. 2. Grams (g): is used as form of measuring solids. 9. Tea towel is used to dry the washed equipment. 3. Tablespoon (tbsp.): is used as a measure for larger quantities such as flour 10. Oven gloves are used to protect your hands from being burnt. 4. Millilitres (ml): is used as a form of measuring liquids. 11. Coagulation the thickening of an egg mixture. 5. Grate – using a grater to prepare cheese, vegetables or fruit 12. Seasoning adding different herbs and spices to improve the flavour of a dish. 6. Bridge hold is used to protect your fingers when cutting. Pass the knife through the bridge made by your fingers and thumb 13. Creaming method the method usually used to make cakes, where the butter and sugar is creamed together. 7. Enzymic browning: the process where fruit and vegetables turn brown due to them being exposed to oxygen (oxidisation). 14. Rubbing in method is a method whereby you rub using your fingers together usually butter and flour to create a breadcrumb like mixture, usually the base for scones. Staple foods of a diet are pasta, rice and potatoes. The main dairy products are: milk, cheese and butter. Eggs are a good source of protein. Nuts and seeds are also sources of protein. Year 7 Term 2 Knowledge Organiser Hospitality & Catering Topic: Food & the Kitchen

Key term 1. Radiation: heat travels from its source in direct rays until it falls on an object in its path. 2. Conduction: heat is transferred through a solid object by contact. 3. Convection: movement of heated particles of gases or liquids. On heating, the particles expand, become less dense and rise. The colder particles sink to take their place, thus causing convection currents, which distribute heat. 4. Wet methods of cooking Using water , stock, steam or oil/ fat 1. Dry methods of cooking Hospitality and catering knowledge organiser- methods of cooking . Some facts and information: • Although cooking improves digestion and the absorption of many nutrients, the levels of some vitamins and minerals may decrease • water-based cooking methods cause the greatest losses of water-soluble vitamins, they have very little effect on omega-3 fats • Grilling and broiling provide great flavour but also reduce B vitamins. • Microwaving is a safe cooking method that preserves most nutrients due to short cooking times. • Sautéing and stir-frying improve the absorption of fat-soluble vitamins and some plant compounds, but they decrease the amount of vitamin C in vegetables • Frying makes food taste delicious, and it can provide some benefits when healthy oils are used. • Steaming is one of the best cooking methods for preserving nutrients, including water-soluble vitamins. How Is heat Transferred to Food? Radiation Conduction Convection Cooking methods Grilling - bacon Steaming - fish Boiling - potatoes Baking - bread Shallow frying -onions Deep frying - chips Microwave - reheating Poaching - pears Stewing - beef Braising - chicken Year 7 Term 3 Knowledge Organiser Hospitality & Catering Topic: Methods of Cooking

Year 7 Term 4 Knowledge Organiser Hospitality & Catering Topic: Skills, Terms and Nutrition Nutrient Source Function Protein Meat, Fish, Eggs, Dairy, Nuts, Soya, Quorn Growth & repair of body energy Carbohydrate Starch: Bread, Pasta, Rice, Potato Sugar: Fruit, Sweets, Chocolate, Honey Slow release energy Fast release energy Fat Saturated: Butter, Cheese, Crisps Unsaturated: Mackerel, Olive Oil, Energy, Heat, Insulation, Fat Soluble Vitamins Fibre Not absorbed Wholegrain foods, nuts, fruit and vegetables Maintain a healthy digestive system Nutrient Source Function Water Soluble: Vitamin C Citrus Fruit, Broccoli, Strawberries, Peppers, Kiwi Prevents Scurvy-makes collagen. Helps absorb iron Vitamins Water Soluble: B group Eggs, Cereal foods, Red Meat Release energy from foods Fat Soluble: Vitamin A Liver, Cheese, Carrots, Dark Green Vegetables, Margarine Essential for normal structure & function of skin & mucous membranes Fat Soluble: Vitamin D Sunlight (Oily fish, Eggs, Margarine) Needed for the absorption of calcium & phosphorus (Rickets has re-appeared in the UK) Fat Soluble: Vitamin E Vegetable oils, nuts and seeds Antioxidant - required to protect cells against oxidative damage from free radicals Fat Soluble: Vitamin K Green leafy vegetables, dairy products and Meat. Synthesised by gut bacteria Synthesis of several of proteins required for normal blood clotting and bone structure Minerals Iron Red Meat, Dark green vegetables Formation of Haemoglobin Calcium Dairy foods, lemons, almonds Healthy bones & teeth. Nervous system & blood clotting Name of Knife Function and Use A Chef’s Knife can be used for slicing, chopping vegetables, slicing meat, or disjointing large cuts of beef or ham. A Carving Knife Is a large knife used to slice thin cuts of meat, including poultry, roasts, hams, and other large cooked meat. It is much thinner than a chef's knife (particularly at the spine), enabling it to carve thinner, more precise slices. A Paring Knife is a small knife with a plain edge blade for peeling & other small tasks. This ‘all purpose’ knife, is smaller than a chef's knife, usually between 6 & 10 cm long. A Palette Knife is a blunt knife with a flexible steel blade and no sharpened cutting edge. A palette knife easily slides underneath pastries or other items to lift from trays. Boning Knife is used to remove bones from cuts of meat. It has a thin, flexible blade, to get in to small spaces. A stiff boning knife is good for beef and pork, but a flexible boning knife is preferred for poultry and fish. A Filleting Knife is a very flexible boning knife that is used to fillet and prepare fish. The blade that is about 15 cm to 28 cm long, allowing them to move easily along the backbone and under the skin of fish. A Cleaver is a large, most-often rectangular knife that is used for splitting or "cleaving" meat and bone. The knife is designed to cut with a swift stroke without cracking, splintering or bending the blade Baton/Jardinere 5mmx 5mm x 20mm Julienne 3mmx 3mm x 40mm Macedoine 8mmx 8mm Cubes Macedoine 8mmx 8mm Cubes Sliced Oblique Paysanne 15mmx 3mm Mirepoix Rough Cut without cracking, splintering or bending the blade Fair Trade food production aims to provide fair prices and better working conditions for farmers and farm workers. Farm Assured means that the farms and food companies meet high standards of food safety and hygiene, animal welfare and environmental protection. 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. Genetically Modified Food is grown with genetic manipulation technology. Some people consider this a risk to the environment and choose GM-free products. Organic Foods have been grown without the use of chemical fertilisers or pesticides. Seasonal Foods means foods that are in season. Choosing these reduces food miles Sustainability is food production that aims to preserve the world's natural resources for future generations. Food Hygiene 4 C’s Cleaning Cross Contamination Cooking Chilling

44 Current Healthy Eating Advice 8 Tips for Healthy Eating! 1. Eat more fibre 2. Eat more fruits and Vegetables 3. Eat more oily fish 4. Eat less salt 5. Eat less fat 6. Eat less sugar 7. Choose wholegrains 8. Drink 6-8 glasses of water per day Healthy Eating Guidelines in the UK are set by Public Health England 2016 Update from Public Health England - The latest advice on Vitamin D intake Click here to find out more about salt Click here to find out more about sugar Click here to find out more about Fat What counts as 5 A Day? For kids, the amount they should eat depends on their size and age. As a rough guide, one portion is the amount they can fit in the palm of their hand. For adults, a portion is 80g fruit of vegetables or 30g of dried fruit. Year 7 Term 5 Knowledge Organiser Hospitality & Catering Topic: Healthy eating Advice

Year 7 Term 6 Knowledge Organiser Hospitality & Catering Topic: Food Labelling & Health Claims Food Labelling Manufacturers include a range of information on food labels. Some of which is legally required and some of which is useful to the consumer or supermarket. Nutrition information helps consumers make healthier choices. Back-of-pack nutrition information is legally required on food packaging. Legally Required Information • Name of food or drink. • List of ingredients (including water and food additives), in descending order of weight. • Weight or volume. • Date mark (Best before and use by). • Storage and preparation conditions. • Name and address of the manufacturer, packer or seller. • Country of origin and place of provenance. • Nutrition information. • Additional information may also be provided, such as cooking instructions, serving suggestions or price. Date marks Best Before The date after which foods may not be at their best, although probably safe to eat if stored according to instructions. Use-by-date The date given to foods that spoil quickly, such as cooked meats. It is unsafe to eat foods beyond their use-by-date. Beetroot salad Keep refrigerated. Once opened consume within 24 hours and by the ‘use by’ date shown. Additives Food additives must be shown clearly in the list of ingredients on food labels, either by the additive’s name or E number. Additives are added to ensure safety, increase shelf life or improve the taste, texture or appearance of food. Additives need to be approved before they can be used. Additives are given an ‘E number’ to show that they have been rigorously tested for safety and have been approved for use in food by the European Commission. An example is E100 or curcumin, made from turmeric. Key terms Additives: Are added to ensure safety, increase shelf life or improve the taste, texture of appearance of food. They must be shown clearly on food labels. Allergen labelling: Allergens must be clearly shown in bold, highlighted, underlined or in italics. Back-of-pack labelling: Is legally required and can help consumers make healthier choices. Claim: Any statement about the nutrient content or health benefit of a food product. Front-of-pack labelling: Is voluntary but must provide certain information and can use red, amber and green colour coding. Labelling: The term given to the information about the product which is displayed on the packaging. Nutrition information: Helps consumers make healthier choices. Front-of-pack labelling Front-of pack-nutrition information is voluntary but if a food business chooses to provide this, only the following information may be provided: • energy only; • energy along with fat, saturates, sugar and salt. Red, amber and green colours, if used, show at a glance whether a food is high, medium or low for fat, saturates, sugars or salt. The colour coding can be used to compare two products Note: Portion size criteria apply to portion sizes/servings greater than 100g. Nutrient Low Medium High Fat ≤3.0g/100g >3.0g to ≤ 17.5g/100g >17.5g/1 00g >21g/portion Saturate s ≤1.5g/100g >1.5g to ≤5.0g/100g >5.0g/10 0g >6.0g/portion (Total sugars) ≤5.0g/100g >5.0g and ≤22.5g/ 100g >22.5g/1 00g >27g/portion Salt ≤0.3g/100g >0.3g to ≤1.5g/100g >1.5g/10 0g >1.8g/portion Another example is caramel (E150), a synthetic colouring commonly used to colour colas. Nutrition and Health Claims Nutrition and health claims are controlled by European regulations. Claims on a food or drink should have been authorised and listed on the European register of claims and have met certain conditions. Nutrition claims A nutrition claim describes what a food contains (or does not contain) or contains in reduced or increased amounts. Examples include: • Low fat (less than 3g of fat per 100g of food); • High fibre (at least 6g of fibre per 100g of food); • Source of vitamin C (at least 15% of the nutrient reference value for vitamin C per 100g of food). Health claims A health claim states or suggests there is a relationship between a product and health. In order to make a claim, the amount present of the nutrient, substance or food must fulfil the specific conditions of use of the claim. The types of health claims are: • 'Function Health Claims’; • 'Risk Reduction Claims'; • Health 'Claims referring to children's development'. Allergen Labelling An allergic reaction to a food can be described as an inappropriate reaction by the body's immune system to the ingestion of a food. By law, food, drink and ingredients that are known to contain allergens are required to be in bold, highlighted, underlined or in italics. The most common allergens are present in: Milk Molluscs Mustard Nuts Peanuts Sesame Soybeans Sulphur dioxide Celery (and celeriac) Cereals containing gluten Crustaceans Eggs Fish Lupin INGREDIENTS Water, Carrots, Onions, Red Lentils (4.5%), Potatoes, Cauliflower, Leeks, Peas, Cornflour, Wheat flour, Cream (milk), Yeast Extract, Concentrated Tomato Paste, Garlic, Sugar, Celery Seed, Sunflower Oil, Herb and Spice, White Pepper, Parsley ALLERGY ADVICE For allergens, see ingredients in bold

Year 7: Place value, decimals & using scales Key Words Decimal: A number that contains a point. Metric measure: The unit used to measure length, mass etc. Scale: The conversion to convert between drawings and real life sizes. Key Concept Multiply/Divide by powers of 10 Tip - Add digits when ordering decimals. - The number of zero’s tells you the number of places to move the digits. Examples Questions 1) Order 1.52, 1.508, 1.5, 1.05, 1.51 2) Work out a) 1.35 10 b) 0.6 100 c) 4.5 100 3) Convert a) 36 mm to cm b) 7 cm to mm c) 450 cm to m d) 620 g to kg e) 4.2 kg to g f) 0.7 kg to g ANSWERS: 1) 1.05, 1.5, 1.508, 1.51, 1.52 2) a) 13.5 b) 60 c) 0.045 3) a) 3.6cm b) 70mm c) 4.5m d) 0.62kg e) 4200 f) 700g Ordering Decimals 0.3, 0.21, 0.305, 0.38, 0.209 Add zero’s so that they all have the same number of decimal places. 0.300, 0.210, 0.305, 0.380, 0.209 Then they can be placed in order: 0.209, 0.21, 0.3, 0.305, 0.38 Multiplying/Dividing by powers of 10 3.4 100 100 10 1 3 4 3 4 0 Independent Learning codes: M763, M704, M522

Year 7: Factors, multiples and primes Key Words Factor: The numbers which fit into a number exactly. Multiple: The numbers in the times table. Prime: Numbers which have only two factors which are 1 and itself. Highest Common Factor: The highest factor which is common for both numbers. Lowest Common Multiple: The smallest multiple which is common to both numbers. Key Concept Factors: Find these in pairs 12 1, 12 2, 6 3, 4 Multiples: Start with the number itself 7 – 7, 14, 21, 28, … Tip There is only one even prime number which is the number 2. This can be used to help solve lots of problems. Examples Lowest Common Multiple (LCM) Q - Find the LCM of 6 and 7: 6 – 6, 12, 18, 24, 30, 36, 42, 48, 54, 60, … 7 – 7, 14, 21, 28, 35, 42, 49, 56, … LCM = 42 Highest Common Factor (HCF) Q – Find the HCF of 18 and 24 18 – 1, 2, 3, 6, 9, 18 24 – 1, 2, 3, 4, 6, 8, 12, 24 HCF = 6 Questions 1) List the first 5 multiples of: a) 7 b) 12 c) 50 2) List the factors of: a) 12 b) 15 c) 16 3) a) Find the LCM of 5 and 7 b) Find the HCF of 20 and 16 ANSWERS: 1) a) 7, 14, 21, 28, 35 b) 12, 24, 36, 48, 60 c) 50, 100, 150, 200, 250 2) a) 1, 2, 3, 4, 6, 12 b) 1, 3, 5, 15 c) 1, 2, 4, 8, 16 3) a) 35 b) 4 Independent Learning codes: M823, M227, M698, M322

Year 7: Order of operations Key Words Operation: In maths these are the functions + -. Commutative: Calculations are commutative if changing the order does not change the result. Associative: In these calculations you can re-group numbers and you will get the same answer. Indices: These are the squares, cubes and powers. Examples Tip - Put brackets around the calculations which need to be done first. - Indices also includes roots. Questions 1) 7 − 10 ÷ 2 2) 43 − 13 × 4 3) 21 ÷ 7 − 2 4) 12 ÷ 7 − 3 5) 20 ÷ 22 6) 16 − 13 ÷ 3 7) Place brackets to make the calculation work 20 ÷ 5 − 3 = 10 10 = 3 −5 ÷ 20 ANSWERS: 1) 2 2) 12 3) 1 4) 3 5) 5 6) 1 7) 5 × 4 − 8 ÷ 2 20 − 4 = 22 + 6 2 × 4 − 8 4 + 6 2 × 4 − 8 10 2 × 4 − 8 100 × 4 − 8 400 − 8 = Independent Learning codes: M823, M227, M698, M322 Addition and subtraction have equal priority. Multiplication and division have equal priority Brackets change the order of priority Brackets have the highest priority Multiplication and division have a higher priority than addition and subtraction

Year 7 : Four operations with integers & decimals Key Words Place Value: The value a digit takes when placed in a particular position of a number. Tip Multiplication and addition are associative, so you can work them out in any order. So 3 × 4 is the same as 4 × 3. 4 + 3 is the same as 3 + 4 Examples Questions 1) a) 49 + 37 b) 125 + 69 c) 5.6 + 24.8 2) a) 64 – 28 b) 134 – 57 c) 16.2 – 9.5 3) a) 7 × 146 b) 34 × 67 c) 2.9 × 7.2 4) a) 294 7 b) 192 6 ANSWERS : 1) a) 86 b) 194 c) 30.4 2) a) 36 b) 77 c) 6.7 a) 1022 b) 2278 c) 20.88 4) a) 42 b) 32 3) Independent Learning codes: M187, M803, M462, M354, M873, M262, M491