Scholar's Guide Year 7 - Marine Academy Plymouth

Scholar’s GuidebookYear 7

Name:Tutor Group:

Cycle One

| LEADERSHIP | RESIL IENCE | ASPIRATION |Scholar’s Guide Year 7 Autumn 2021 Cycle One |

Calendar

Week Monday Tuesday Wednesday Thursday Friday

1 13th September 14th September 15th September 16th September 17th September Sign up for a Scholar’s Society or club

Be a MAP guide at Open Morning

2 20th September 21st September 22nd September 23rd September 24th September House captain application

deadline Be a Student Ambassador at Open evening


3 27th September 28th September 29th September 30th September 1st October Be a MAP guide at Open

Morning

4 4th October 5th October 6th October 7th October 8th October Student voice week 1 Be a MAP guide at Open

Morning

5 11th October 12th October 13th October 14th October 15th October Student Leader applications open


6 Debate Week (BA)

18th October 19th October 20th October 21st October 22nd October Year 7 Celebration assembly Year 8 Celebration assembly MAP leader application

deadline Year 9 Celebration assembly

Be a MAP ambassador at Sixth form open evening Last day of term


Calendar

Week Monday Tuesday Wednesday Thursday Friday

7 1st November 2nd November 3rd November 4th November 5th November Inset Day Inset Day Inset Day

First day of term

Sign up for a NEW Scholar’s Society or club

8 8th November 9th November 10th November 11th November 12th November MAP leaders announced Student voice week 2

Career’s fayre

9 15th November 16th November 17th November 18th November 19th November MAP leaders year team

meeting Year 8 Parents evening MAP ambassadors

10 Inter – House PE Competition Week

22nd November 23rd November 24th November 25th November 26th November MAP leaders subject team

meeting

11 Assessment Week

28th November 30th November 1st December 2nd December 3rd December Charity leaders meeting

MAP award check-point

12 Super Learning Week

6th December 7th December 8th December 9th December 10th December Inset Day Academy council meeting

Student rewards evening


Introduction

How we learn

Self quizincreases

motivation

Independent practice

increases recall

Reflection and refinement

builds resilience

Masterybuilds confident

communication and secures your

learning

Retrieval practicestrengthens

memory

Thinking deeplyincreases attention

Daily reviewstrengthens connections


Introduction

Mastery Pathway Subject Aspirational

GradeMid Cycle Review

Progress <, =, >

Scholar’s Society and Clubs Rewards• Attendance at a Scholar’s Society or Club earns a Map star.

• Evidence of additional independent learning earns a bonus MAP star.

• Every 4th MAP star earns a Queue Jump reward card.

• Every 6th MAP star earns a bonus star.

• Reaching the Half – way boost and Ultimate rewards will earn additional rewards.

Half way boost

Ultimate reward


Introduction

Scholar’s timetable

Scholar’s Workbook instructionsYou will use your Scholar’s Guide to self - quiz for 15 minutes per subject each evening other than Maths SPARX, Unifrog, Languages Quizlet, Poets and Readers and Student Development.Your independent learning will be checked every day. You will receive Class Chart points for completion of your independent learning. There will be additional rewards for exceptional independent learning. If you have not completed your independent learning for every subject, you will receive a same day afterschool detention.

Writing practiceSentences are the building blocks of all writing and being able to write an effective sentence will improve your ability to craft the lengthier essays and compositions required to put you on the path to university. This is why, every day, we ask you to carefully craft two of your self-quiz answers into full sentences that include either a subordinate clause or an appositive phrase. • A subordinate clause adds extra information to the sentence. E.g. Unless hydrogen and oxygen form a compound, they are explosive and dangerous.• An appositive phrase is a noun or noun phrase that renames the noun that comes before it. E.g. The Eiffel Tower, Gustave Eiffel’s masterpiece, can be found on the Champs de Mars.

Example words to create subordinate clauses:Before | After | If | When | Although | Unless | Whenever | But | Because | So

Remember to start your sentences with a capital letter and end them with a full stop.

Spelling practiceRead each spelling. Copy out the correct spelling once. Read each letter out loud. Cover the word and write it out. Check and correct the spelling in green pen. Repeat at least three times.

Monday English History Science GeographyTuesday Maths - SPARX Music ArtWednesday Poets and Readers Science Geography Languages QuizletThursday Design Technology History PE LVS Student DevelopmentFriday English Languages Science Performing Arts


Introduction

SPARXmarineacademy.sparxmaths.co.ukUsername:

1. Write the bookwork code.

2. Write the questions, your workings and your answer.

3. Check and correct your answer using green pen.

If you are unsure of a question, make sure you watch the video. Your homework is only complete when you have answered every question correctly.

Quizlethttps://quizlet.com/en-gbUsername:

If you forget your log in details press the button. Enter your school email address or your username and you will receive a password reset link.You must complete the learn function and at least two other activities of your choice. Write key vocabulary and phrases in your Scholar’s Workbook as you complete the activities.Your Quizlet is only complete when you have fully accomplished all three tasks.


Introduction

MAP AwardYou will have weekly tutor sessions dedicated to guiding you on your pathway to mastery. These Student Development sessions will include MAP Award, Careers and PDP. Each week you will undertake an independent activity linked to your Student Development session. You will use the “so I can” section of your Student Development Scholar’s Guide in order to complete this.

Unifroghttps://www.unifrog.org/sign-inUsername:

1. Read the Unifrog section of your Student Development Scholar’s Guide.

2. Log onto Unifrog and select the tab.

3. Complete the activities outlined in the ‘So I can’ section of your Student Development Scholar’s Guide.

4. Record key notes, reflections and follow on activities in the Student Development section of your Scholar’s work book.

5. Find something new in the Exploring pathways section of Unifrog and write down what you find out in the Student Development section of your Scholar’s work book.

Your tutor will receive weekly updates on the progress you have made. Completing more activities will increase your progress and support you on accomplishing your Scholar’s Vision.

| LEADERSHIP | RESIL IENCE | ASPIRATION || LEADERSHIP | RESIL IENCE | ASPIRATION |Scholar’s Guide Year 7 Autumn 2021 Cycle One |

Introduction

2 minutes

3 minutes

2 minutes

6 minutes

2 minutes

How to self-quiz

Read your Scholar’s Guide twice. Cover, recite aloud and then check for improvements then do this again.

Use the examples to write 5 questions. Ensure at least 1 is a challenge question.

Cover your Scholar’s Guide. Read each question and answer them aloud twice.If you are unsure of an answer, check your Scholar’s Guide and then cover again repeating your answer aloud three times.

Check and correct your self-quiz using green pen.

Without using your Scholar’s guide, complete your self–quiz.


Introduction1. How are . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . . . similar?

2. What is the main concept of . . . . . . . . . . . . . . . . . . . . . . ?

3. What are the strengths and weaknesses of . . . . . . . . . . . . . . . . . . . . . . ?

4. Compare . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . . . .

5. How does . . . . . . . . . . . . . . . . . . . . . . link with what we have learned before?

6. What are some possible solutions to . . . . . . . . . . . . . . . . . . . . . . ?

7. Do you agree or disagree with this statement: . . . . . . . . . . . . . . . . . . . . . . ?

8. What do you still not understand about . . . . . . . . . . . . . . . . . . . . . . ?

More challenging questionsExamples of questions1. What is the definition of a poem?

2. Where does deposition mainly occur?

3. Who is Traci Bautista?

4. When did Elizabeth I become queen?

5. How are elements grouped together?

6. Why do we use third angle projection?

7. List sources of protein.

8. Define the literary term antithesis.


Introduction

Performing Arts

YR 7 C3 - Knowledge Organiser Exploring Genre & Style– Urban & Melodrama

Cycle 3Dance

Key Vocabulary: Urban Dance, Street, Hip Hop, Stylistic Qualities, F.E.E.E.T, R.A.D.S, C.D’S, Style, Technique, Musicality, Count, Movement Memory, Repertoire, Performance Skills.

Week I will need to know: So that I can:

1Topic?

Knowledge Assessment

1

What is Urban Dance?Street dance, also informally referred to as street, is an umbrella term, which encompasses a range of dance styles characterised by descriptions such as hip-hop, funk and breakdancing.Hip-hop dance refers to street dance styles primarily performed to hip-hop music or that have evolved as part of hip-hop culture.

Understand what Urban Dance is.

2Topic?

You will learn repertoire in unison and perform with use of count.Repertoire: Choreographed set movements phrases.What are the styles the fall under Street Dance?Popping is a street dance and one of the original funk styles that came from Fresno, California during the late 1960s–1970s. The dance is based on the technique of quickly contracting and relaxing muscles to cause a jerk in the dancer's body, referred to as a pop or a hit.Locking is a style of funk dance, which is today also associated with hip hop. The name is based on the concept of locking movements, which basically means freezing from a fast movement and "locking" in a certain position, holding that position for a short while and then continuing in the same speed as before.

Understand what Repertoire and choreography means.

Understand styles of Street Dance.

3Topic?

Low Stakes Test

Using the Stylistic Qualities of Street Dance you wil work in groups to choreography your own street dance.Choreography – To create a dance.Tutting (dance), a movement style in popping street dance. Finger tutting, a related hand movement to tutting in body-popping dance.Break Dancing style of acrobatic dancing originating in the mid-1970s, often performed to rap music characterized by intricate footwork, pantomime, spinning headstands, tumbling, and elaborate improvised virtuosic movements.

Understand styles of Street Dance.Developing Choreography with use of count.Working as a team.

4Topic?

Robotics The robot was created in 1967; despite the dance's appearance in the 60's, the robot goes back to the 20's, when it was used theatrically in miming. It is a dance in which the dancer moves their limbs in a way that imitates the movements of a robot. Waccking very similar to voguing, began on the East Coast and became popular in the 80s. This dance emerged from the Harlem ballroom scene (and I am not talking about the waltz). Voguing is characterized by model-like poses integrated with angular, linear, and rigid arm, leg, and body movements. The dance style called Waacking involves fast and dynamic movements of the arms, which resemble the wrist roll in locking but more exaggerated and extended.

Understand styles of Street Dance.Developing Choreography with use of count.Working as a team.

5Topic?

6Assessment

Week –Knowledge Assessment

2

You will create a composition using the repertoire and your own choreography together and perform to an audience with use of count.Performance Skills:Body tension - – The ability to control the body whilst moving or holding static positionsF.E.E.E.T – Focus, Effort, Energy, ETechnique – pointed fingers and toes, poster, alignment, body lines, core strength, use of spine.Arch in Feet – Curve in feet when pointing toesExtension– Fully lengthening the arms and legs to create straight lines.Core strength – Use your abdominal muscle (core/power house) to fully execute movements and support balance.Projection - To exaggerate your movementStage Presence – Be confident and aware of the stage (Performance Space)Stage Discipline – Ensure you remain professional on and off stage during a performance.Week 6 – Performance – Assessment Stickers/Peer Assessment

Understand the meaning of composition.Understanding Performance skills to improve performance quality.

Questions Answers1. Compare stage presence and stage discipline. 1. Stage presence is being confident and stage

discipline is remaining professional.

Cycle 3

Key Vocabulary: Biotechnology, photosynthesis, minerals, natural selection, Charles Darwin, biodiversity, inheritance, DNA, double-helix, chromosomes, genes, allele, mutation, genetic modification, Punnett square.


6

Phot

osyn

thes

is

1. Biotechnology is the use of biological processes or organisms to create useful products. Yeast can be used to make bread and alcohol. Enzymes present in yeast speed up fermentation.

2. Plants are producers because they make their own food through photosynthesis. This happens in the leaves. The word equation for photosynthesis is:Carbon dioxide + water glucose + oxygen. Photosynthesis also needs light to occur.

3. Plants have specifically adapted organs for photosynthesis. Water diffuses into the root hair cells, which provide a large surface area to maximise diffusion. Stomata (holes) in the underside of the leaf allow gases to diffuse in and out. Chlorophyll is a green pigment used to absorb light energy.

4. The leaf structure:: a waxy layer, chloroplast, palisade layer, spongy mesophyll layer, stoma, and guard cell.

Explain how fermentation can be used to create useful products.Explain how plant organs are adapted for photosynthesis.

7

Phot

osyn

thes

is 1. Starch can be tested using iodine, which proves photosynthesis is happening.2. The rate of photosynthesis is increased with increasing light intensity, increasing carbon dioxide concentrations, and

increasing temperature. However, above a certain temperature enzymes stop working and photosynthesis stops.3. For healthy growth, plants need the following minerals: nitrates, phosphates, potassium, magnesium. Plants get

these from the soil. If a plant does not get enough minerals its growth will be poor – this is called mineral deficiency.

Describe how the rate of photosynthesis changes with varying light intensity, carbon dioxide concentrations and temperature.

8

Evol

utio

n

1. Natural selection is where organisms change slowly over time (many generations), to become better adapted to their environment. Those organisms that are poorly adapted will die.

2. Darwin’s theory is that organisms evolve as a result of natural selection. Evidence for this theory include the fossil record, changes observed in microorganisms, and extinction.

3. Extinction is where no more individuals of that species are left anywhere in the world. Factors causing extinction include changes to the environment, destruction of habitats, disease, new predators and competition for resources. Endangered species are species at risk of extinction. Methods of preventing extinction include conservation, captive breeding and gene banks.

What is the process by whichorganisms evolve?Suggest how extinction could be prevented in endangered species.

9

Inhe

ritan

ce

1. Your inherited characteristics come from your parents. DNA contains all the information needed to make an organism. DNA is arranged into long strands called chromosomes. Genes are sections of DNA containing information on characteristics.

2. When DNA is copied it can become damaged. This change in DNA is known as a mutation. This can affect the organism’s characteristics and may lead to disease. Mutations can be passed to offspring.

3. DNA is made of two strands. The strands are joined together by DNA bases: A, T, C and G. The strands are twisted together to make a double-helix shape.

4. You have two genes for each characteristic. Different forms of the same gene are called alleles. Dominant alleles always produce a characteristic in an organism – you only need one copy. You need two copies of a recessiveallele for a characteristic to be expressed.

Describe how DNA is structured and arranged.Explain how a DNA mutation may affect an organism and its future offspring.

10

Gen

etic

m

odifi

catio

n

1. Scientists use a Punnett square, a simple table to show what happens to the alleles in a genetic cross. This is used to predict the possible combinations of alleles present in the offspring.

2. Genetic modification is altering an organism’s genes to produce an organism with desired characteristics. Scientists take genes from another organism, known as foreign genes, and put them into plant or animal cells at early development. As the organism develops, it will display the characteristics of the foreign genes.

3. Genetic modification can be used in agriculture and medicine. Some people believe genetic modification is unethical. Others believe this could cause health problems, but there is no evidence to suggest this.

Evaluate the advantages and disadvantages of genetic modification.

Science

Questions Answers1. What does Darwin’s theory state that organisms

evolved as a result of?1. Natural selection.

Knowledge Organiser Year 10 cycle 3Cycle

3Key words: HASWA, COSHH, RIDDOR, hazardous, regulations, operations, risks, employers, employees


1

HASAWA- Health and safety at work act 1974 – All employers must take care of their own health and safety and not endanger others. The health and safety executive (HSE) exists to protect peoples health and safety by ensuring risks are properly controlled. It protects other people from risks to their health and safety arising out of the activities of people at work. The law applies to everyone at work and anyone can be prosecuted if they do not act safely.H.S.E- Health and safety executive, it investigates complaints and safety incidents, they employ enforcement officers who will inspect safety procedures being used. They have the power to serve notice and issue legal proceedings over safety incidents. It is compulsory to contact the H.S.E if an operative has an absence of more than 3 days following an incident at work.First Aid- must be provided at work, fully stocked green first aid kit, green and white notices and an appointed first aider.

1. Understand personal safety responsibilities

2

RIDDOR- Reporting of injuries, diseases and dangerous occurrences regulations 2013. The law require employers and other people in control of premises (known as the ‘responsible person’ to report to the HSE and keep records of work related fatalities, work related accidents causing certain serious injuries, certain work related diagnosed occupational diseases.Reporting- all deaths, injuries resulting in more than 7 days off work, fractures, amputation of limbs or digits, loss or reduction of sight, crush injuries, burns over 10%, unconsciousness caused by a head injury or asphyxia, any other injury resulting in hospital admittance of more than 24 hours.Record keeping- if not online, they must include- the date and method of reporting, the date, time and place of the event, personal details of those involved and a brief description of the nature of the event or disease.Penalties- An employer who fails to comply may be liable on conviction of a £5,000 fine in a crown court and unlimited in a magistrates

1. Reporting of injuries

3

COSHH- Control of substances hazardous to health. Possible health problems1. contact causing irritation 2. Sensitising substances 3. Toxic fumes4. Carcinogenic 5. Infectious 6. Fire, explosion 7. Environmental harm problems.Employers- must use control measures, implement control measures to protectworkers, carry out a COSHH risk assessment, make sure all equipment is in good, safe working order and all PPE that can cause harm is removed.

1. Control of substances

4

Personal Protective Equipment at Work Regulations 1992 (PPER)-The requirements are set out in the PPE regulations 1992. In addition, the food safety (General Food Hygiene) Regulations require every person working in a food handling area to wear suitable, clean and (where appropriate) protective clothing.PPE in Catering situations- non-slip shoes, chefs whites, vinyl gloves, goggles and respiratory equipment for cleaning.Employees- must wear the PPE if it has been provided for you. You could be held personally liable if you had an accident which could have been prevented by you wearing your PPE. You must care for it, clean it and report all defects.Employers- must provide training, PPE if necessary (free), somewhere to store it (lockers), replace it when necessary

1. Know employers responsibilities for PPE

5

Manual Handling Operations Regulations 1992- Manual handling is any transporting or supporting of a load by hand or bodily force. Lifting, putting down, pushing, pulling, carrying or moving. Risks- start by considering the jobs carried out in the kitchen and the staff who work there. Look at the areas of work where there are most likely to be significant risks and prolonged exposure, such as- the handling tasks workers are doing, the loads they are lifting, the environment they are working in, the individual capabilities of each worker, the positions they need to get in to do the job, eg twisting and stretching, the time spent on each task, egregularity of lifting and break times.Manual handling jobs include food preparation, dishwashing, using ovens and steamers, cleaning and waste removal.

1. Understand manual handling procedures.

Knowledge Organiser Year 10 cycle 3Cycle

3Key words: HASWA, COSHH, RIDDOR, hazardous, regulations, operations, risks, employers, employees


1

HASAWA- Health and safety at work act 1974 – All employers must take care of their own health and safety and not endanger others. The health and safety executive (HSE) exists to protect peoples health and safety by ensuring risks are properly controlled. It protects other people from risks to their health and safety arising out of the activities of people at work. The law applies to everyone at work and anyone can be prosecuted if they do not act safely.H.S.E- Health and safety executive, it investigates complaints and safety incidents, they employ enforcement officers who will inspect safety procedures being used. They have the power to serve notice and issue legal proceedings over safety incidents. It is compulsory to contact the H.S.E if an operative has an absence of more than 3 days following an incident at work.First Aid- must be provided at work, fully stocked green first aid kit, green and white notices and an appointed first aider.

1. Understand personal safety responsibilities

2

RIDDOR- Reporting of injuries, diseases and dangerous occurrences regulations 2013. The law require employers and other people in control of premises (known as the ‘responsible person’ to report to the HSE and keep records of work related fatalities, work related accidents causing certain serious injuries, certain work related diagnosed occupational diseases.Reporting- all deaths, injuries resulting in more than 7 days off work, fractures, amputation of limbs or digits, loss or reduction of sight, crush injuries, burns over 10%, unconsciousness caused by a head injury or asphyxia, any other injury resulting in hospital admittance of more than 24 hours.Record keeping- if not online, they must include- the date and method of reporting, the date, time and place of the event, personal details of those involved and a brief description of the nature of the event or disease.Penalties- An employer who fails to comply may be liable on conviction of a £5,000 fine in a crown court and unlimited in a magistrates

1. Reporting of injuries

3

COSHH- Control of substances hazardous to health. Possible health problems1. contact causing irritation 2. Sensitising substances 3. Toxic fumes4. Carcinogenic 5. Infectious 6. Fire, explosion 7. Environmental harm problems.Employers- must use control measures, implement control measures to protectworkers, carry out a COSHH risk assessment, make sure all equipment is in good, safe working order and all PPE that can cause harm is removed.

1. Control of substances

4

Personal Protective Equipment at Work Regulations 1992 (PPER)-The requirements are set out in the PPE regulations 1992. In addition, the food safety (General Food Hygiene) Regulations require every person working in a food handling area to wear suitable, clean and (where appropriate) protective clothing.PPE in Catering situations- non-slip shoes, chefs whites, vinyl gloves, goggles and respiratory equipment for cleaning.Employees- must wear the PPE if it has been provided for you. You could be held personally liable if you had an accident which could have been prevented by you wearing your PPE. You must care for it, clean it and report all defects.Employers- must provide training, PPE if necessary (free), somewhere to store it (lockers), replace it when necessary

1. Know employers responsibilities for PPE

5

Manual Handling Operations Regulations 1992- Manual handling is any transporting or supporting of a load by hand or bodily force. Lifting, putting down, pushing, pulling, carrying or moving. Risks- start by considering the jobs carried out in the kitchen and the staff who work there. Look at the areas of work where there are most likely to be significant risks and prolonged exposure, such as- the handling tasks workers are doing, the loads they are lifting, the environment they are working in, the individual capabilities of each worker, the positions they need to get in to do the job, eg twisting and stretching, the time spent on each task, egregularity of lifting and break times.Manual handling jobs include food preparation, dishwashing, using ovens and steamers, cleaning and waste removal.

1. Understand manual handling procedures.

Food Technology

Questions Answers1. How does PPER link to what we have

learned before?1. An employer’s responsibility to use control measures

to protect workers.

WOTW6. 7. 8. 9. 10.

Anti-Semitism Antithesis Subversion Anagnorisis Ostracism


6

1. For millennia, conservative writers have considered their societies as corrupted by a lust for material gain and the source of the destruction of the moral, spiritual and religious values.

2. Before they were expelled from some European countries, including England in 1290, and restricted in their professions, Jews figured prominently as merchants in international trade, taking advantage of their contacts with coreligionists through the Mediterranean.

3. Written in the late Elizabethan era, Shakespeare’s comedic tale of love and moneylending in Venice explores ideas about avarice, mercy and social injustice. Throughout the play, the Jewish Shylock is subjected to discrimination and anti-Semitic acts from Christian characters.

1. Explain the prejudice suffered by Jewish people.2. Understand why many Jews settled in Venice.

7

1. Antonio and Shylock represent two extreme versions of Economic Man; Antonio is benevolent and enjoys the benefits of economic enterprise, without being competitive, whereas Shylock, the antithesis, is a capitalist predator, conferring good upon no one except himself.

2. Shakespeare’s use of the poetic form when Antonio describes Shylock can be seen to further discriminate against Shylock as it aligns Christianity with art and literature as opposed to Judaism’s capitalist and materialistic alignment.

3. Shakespeare’s use of violent imagery in Shylock’s penalty of ‘a pound of flesh’ evidences Shylock’s unadulterated hate for Antonio, a prosperous, Christian merchant, above all other Christians, who has subjugated and oppressed him and his people.

4. Before leaving to work for Bassanio, Launcelot’s reference to Shylock as 'a very Jew‘ reveals a stereotypical and cynical perception of Jews as it suggests he is miserly and misanthropic.

1. Evaluate Shakespeare’s portrayal of two characters both involved with money.

2. Apply my knowledge of the racial prejudice against Jews to first impressions of the character Shylock.

3. Analyse Shakespeare’s use of language in Shylock’s suggested penalty.

8

1. Jessica’s voluntary conversion to Christianity is both celebrated and doubted by characters who think she remains “daughter of his (Shylock’s) blood”. Her subsequent exclusion from the Christian community exemplifies the futility of the Jewish people’s position in Elizabethan society.

2. Portia’s father's power over his daughter even in death is a testament to the control men have in the affairs of women in a patriarchal society. Yet, the subversion of the patriarchy is accepted when Jessica flees Shylock and her Jewish heritage.

3. Solanio’s mimicry of Shylock’s anguished response to losing Jessica, exemplifies Elizabethan anti-Semitism as it depicts how the Jewish usurer equates his finances to his own daughter; a displacement of the moral and spiritual for financial, materialistic desires.

4. Conversely to the treatment of Shylock, empathy is evident when Solanio speaks of news that one of Antonio’s ships has ‘wracked on the narrow seas’ and that he prays for Antonio before the “devil, cross my prayer”, referencing Shylock.

1. Explain Jessica’s subversion and its links to prejudice.

2. Apply my contextual knowledge to understand the impact of Jessica’s conversion.

3. Write an analytical paragraph analysing Jessica’s conversion.

9

1. Perhaps Shakespeare intended to use Shylock’s anguished soliloquy to highlight how Shylock’s desire for vengeance is rooted in his experiences of Christian contempt that reflects the anti-Semitic Elizabethan society in which the play was written.

2. Bassanio receiving news of Antonio's ships represents how he, as a good Christian, has focussed on love over materialistic desires that many Elizabethans would have associated with the societal corruption they attributed to Jewish influence.

3. Determined to help Bassanio and Antonio, Portia and Nerissa undermine gender norms by dressing as male lawyers to foil Shylock which suggests that Elizabethans may accept a subversion of the patriarchy if it is used for moral, Christian intentions.

4. Shakespeare uses Shylock’s experience of anagnorisis in the trial scene as a tool to highlight the suppression of the Jewish people as Shylock is refused his violent penalty.

1. Explore how anti-Semitism is evident in the play.2. Analyse Shakespeare’s language use in Shylocks

soliloquy.3. Compare the treatment of Christians and Jews.

10

1. Shakespeare’s decision to have Shylock renounce his religion suggests that Shakespeare still entertains the hope that Christian values can hold their own, if not thrive, amidst the social and economic realities of the 16th Century.

2. The intolerant treatment of Shylock, who is stripped of this wealth, daughter and religion in the trial scene (Act 4) is compounded by his omission from the plays final, joyous lovers’ gathering that evidences the social ostracism suffered by Jews.

3. The inevitability of the narrative serves to represent what Elizabethans would have considered the ethically superior ideologies of Christianity over other, morally bankrupt religions.

1. Evaluate the ending of the play.2. Explain the intended message of the playwright. 3. Analyse the themes within the play.

Y8 Knowledge Organiser – English: Prejudice.

English

Questions Answers1. Where does Shakespeare use violent imagery? 1. Shylock’s penalty of ‘a pound of flesh’.

How to create your self-quiz questions

Scholar’s Guide Year 7 Autumn 2021 Cycle One |

English

Year 7 English Scholar’s Guide: Greek and Christian Mythology Knowledge Essay: ‘Punishment befalls all who defy the gods.’ To what extent do you believe this to be true in Greek and Christian mythology?

Studying Greek and Christian Mythology advances understanding of literary periods, develops analysis and improves written and spoken communication. Careers where I can use this learning include: journalism, publishing, advertising, law, education, writing and marketing.


1Po

wer

1. Myths are stories told by ancient cultures that explain beliefs, practices, or natural occurrences. They are often associated with religious beliefs.

2. The first myth describes how Cronos, the father of the gods, was overthrown by his son, Zeus. Zeus is the King of the Gods and ruler of Mount Olympus. He is the God of thunder, lightning, and the sky.

3. The gods viewed power as something vital to hold onto, and they are willing to do most anything in order to gain power or keep the power they have.

1. Explain the importance of power to the Greek gods.

2G

ods

and

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uma

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1. Greeks used mythology to help explain natural phenomena that happened on earth, as well as how the gods affected their success, happiness, and wealth.

2. The story of Arachne, a talented weaver, who challenges Athene, the Goddess of wisdom, handicraft and war demonstrates how wrathful gods will punish humans for their hubris.

3. The Greek gods were known for having a tempestuous nature. This is especially true of Poseidon, Zeus’ brother and protector of the seas who was known for being quarrelsome and aggressive.

4. The relationship between the gods and humans is complex as the gods could be both severe and sympathetic.

1. Explain the relationshipthe gods have among themselves and humans.

3Pu

nish

men

t 1. Hades, the god of the dead and Zeus’s brother, rules the underworld. In Hades’ realm we learn that the wrath of the gods can be felt in both life and death.

2. Sisyphus and Tantalus are condemned to eternal punishment for their heinous crimes against the gods. 3. The story of Persephone, the daughter of the goddess Demeter who was kidnapped by Hades and later became the

Queen of the Underworld, was used by the ancient Greeks to explain the change of the seasons.

1. Explain how Persephone’s story compares to other examples of punishment.

4G

ods’

na

ture 1. The twins, Artemis, Goddess of the moon, hunting, archery, and wilderness and Apollo, God of the sun, music, poetry,

math, and medicine, have tendencies to be impulsive, violent and cruel .2. Hermes, the messenger of the gods, Hephaestus, the God of the forge, and Aphrodite, the Goddess of love, desire and

beauty use manipulation to get what they want. 3. Aphrodite is popular in Greek mythology because she is the goddess of love- the most powerful of emotions.

1. Explain how the godsuse manipulation to get what they want.

5Pu

nish

men

t

1. Prometheus, a young Titan and supreme trickster is famous for giving humans gift of fire. The Titans represented chaosand disorder. The Olympians represented order and control.

2. Zeus punishes Prometheus because he is angry that Prometheus gave humans fire; he is worried that humans will try tooverthrow the gods and believes that ‘every gift has a penalty’ meaning that humans will destroy themselves now thatthey have fire.

3. Zeus punished humans by giving Pandora a gift she was told to never open as well as overwhelming curiosity so that shecouldn’t help herself but look inside.

4. Pandora’s curiosity kept humans from trying to overthrow the gods because they were distracted by the earthly horrorsof war, old age, disease, and famine.

Mid Mark1. Analyse how

Prometheus was punished for defying the gods.

2. Complete a quick keys knowledge test.


English

Year 7 English Scholar’s Guide: Greek and Christian Mythology Week I will need to know: So that I can:

6Ha

mar

tia1. Narcissus was known for his beauty and well-loved by many, but he treated his admirers with disdain and contempt,

which drew upon him the vengeance of the gods. His hamartia is vanity. 2. To punish Echo, Hera deprived her of speech, except for the ability to repeat the last words of another. Echo’s hopeless

love for Narcissus, who fell in love with his own image, made her fade away until all that was left of her was her voice.3. The myth of Eros and Psyche reveals the importance of love, but also its fickle and obsessive nature.

1. Explain how Echo and Narcissus's’ hamartia impacts their fate.

7Le

sson

s

1. The story of Daedalus and Icarus reveals the dangers of hubris. Their impulsivity and reckless pursuit of glory leads to their downfall.

2. Fables and parables are stories that teach important life lessons to their readers. We sometimes call these lessons “universal truths” because they are lessons that have been taught for generations and continue to be true even today.

3. The story of King Midas is a myth about the tragedy of avarice and narrates what happens when true happiness is notrecognized.

1. Explore the role of hamartia in the myth of Daedalus and Icarus.

8G

enes

is

1. The Christian bible is formed of the Old Testament beginning with God’s creation of the world and humankind, and the New Testament which records Jesus’s life, death, resurrection and teachings.

2. Genesis is the first book of the Bible and tells the story of humankind’s fall from grace into sinfulness. The story shows how disobeying God results in punishment.

3. The Garden of Eden in Genesis represents a utopian paradise world that is lost because of Adam and Eve’s sinful inability to resist temptation.

Mid Mark1. Analyse how Adam and

Eve are punished for defying God.


9Je

sus

1. A flood myth is a myth in which a great flood, usually sent by a deity destroys civilization, often in an act of divine retribution. God sent the floodwaters to purge humanity’s wickedness and restore the goodness of his creation.

2. In the story of Exodus, the Israelites living in Egypt were suffering under the cruel rule of the Pharaoh. When he refused to free the Israelites God inflicted ten plagues on the Egyptians in a divine demonstration of power and displeasure

3. Christians believe that the death of Jesus was part of a divine plan to save humanity. In dying on the cross, Jesus atonedfor humanity’s sin. God punished sin, but showed his love by taking that punishment himself.

1. Explain how the Christian God is presented as wrathful.

10Es

say

Prep

1. In Greek mythology, hubris deeply offended the gods and brought about terrible punishments. 2. The stories of Prometheus and Pandora demonstrates how those that defy the gods will be eternally condemned.3. Greek mythology suggests that through hamartia, mankind can visit his own fate upon himself; our fates are tied to

inherent elements of our psyche. 4. The Christian God of the Old Testament is a wrathful god, and unleashes divine retribution on those who defy him. 5. Christians believe that the death of Jesus was part of a divine plan to save humanity. In dying on the cross, Jesus atoned

for humanity’s sin.

1. Create a plan for my knowledge essay.

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Scholar’s PrepTo prepare for your upcoming assessment, you should self-quiz on knowledge from weeks 1-10; revising for assessments keeps you on the path to university. Work hard and show your best!

Final Assessment1. Complete a quick keys knowledge test2. Write a knowledge essay: ‘Punishment befalls all who defy the gods.’

To what extent do you believe this to be true in Greek and Christian mythology?


Maths

Week Sparx independent learning code:

So that I can:

1

1. M7632. M7043. M5224. M627

1. Use number lines2. Understand and order integers3. Understand and order decimals4. Calculate time differences

2

1. M9282. M4293. M3474. M1525. M9526. M409

1. Solve addition problems2. Accurately add decimals3. Solve subtraction problems4. Accurately subtract decimals5. Use commutative laws6. Use associative laws

3

1. M1132. M9113. M1874. M8035. M354

1. Multiply and divide by powers of ten2. Multiply using place value3. Use a written method to multiply integers4. Use a written method to multiply decimals5. Use a written method for division

4

1. M8232. M2273. M698

1. Find factors and use divisibility tests2. Find the lowest common multiple (LCM)3. Find the highest common factor (HCF)

5

1. M3222. M108

1. Find prime numbers2. Write numbers as a product

of their prime factors

Mid MarkComplete knowledgeassessment on questions from weeks 1-5

Week Sparx independent learning code:

So that I can:

6

1. M5212. M7573. M527

1. Use the order of operations2. Use my calculator efficiently3. Order negative numbers

7

1. M1062. M208

1. Add and subtract negative numbers2. Multiply and divide negative numbers

8

1. M8132. M8303. M428

1. Use algebraic notation2. Understand algebraic terminology3. Use function machines with letters

9

1. M5312. M2373. M7074. M509

1. Simplify expressions2. Expand single brackets3. Solve one step equation4. Solve equations with two or more steps

10

1. M3812. M2413. M1664. M991

1. Use term to term rules for sequences2. Use term to term rules for patterns3. Substitute into sequences4. Use position to term rules

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Scholar’s PrepTo prepare for your upcoming assessment, you should complete any outstanding independent learning tasks on Sparx.

Final AssessmentComplete a knowledge assessment on questions from this cycle.

Studying Maths advances analytical, problem-solving and reasoning skills. Careers where I can use this learning include: accounting, engineering, medicine, astronomy, research scientist, pilot, teacher.

Year 7 Mathematics Scholar’s Guide

Cultural capital: Alan Turing (1912 – 1954) was an English mathematician, computer scientist, logician and cryptanalyst. Turing worked inBletchley Park during the second world war for the government. Turing played a crucial role in cracking intercepted coded messagesthat enabled the Allies to defeat the Nazi’s. It is estimated that Turing’s work shortened world war 2 by at least 2 years. After the war, Turingdesigned the Automatic Computing Engine, which was one of the first designs for a stored-program computer.


Maths

Maths

Year

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Science

Year 7 Science Scholar’s Guide: Cells and Organisation, Atoms and the Periodic Table and Particles. End of cycle assessment: Cells and Organisation, Atoms and the Periodic Table and Particles.

Studying these topics advances understanding of what forms living organisms and the difference between elements, compounds and mixtures. Careers where I can use this learning include: medicine, zoology, botany, conservation, biochemistry, chemical engineering and research physics.


1C

ells

and

or

gani

satio

n

1. Cells are the basic building blocks of all living things. Organisms are made up of one or more cells. Organisms can be single-cellular (bacteria) or multi-cellular (humans).

2. Most cells are so small that you need a light microscope to see them. Light microscopes use a series of lenses to produce a magnified image of an object.

3. Cells contain structures called organelles that have different functions in the cell. Animal and plant cells have a nucleus, cell membrane, mitochondria and cytoplasm. The cell wall, vacuole and chloroplasts are specific to plant cells.

1. Describe what the structure and function of cells.

2. Compare and contrast the organelles found in animal and plant cells.

2C

ells

and

org

ani

satio

n 1. Examples of biological molecules include proteins, carbohydrates and fats. A unicellular organism is a living thing that is just one cell, these include: bacteria, protozoa, unicellular fungi. They have adaptations that make them suited for life in their environment.

2. The cells in many multicellular animals and plants are specialised. Specialised cells have specific structures that allow them to carry out a particular function. Root hair cells in plants have a large surface area to maximise the volume of water that can be absorbed into the cell.

3. Enzymes are specialist proteins that act as biological catalysts - they increase the rate of reactions without being chemically changed or used up. An enzyme's active site and its substrate are complementary in shape.

1. Describe the role of enzymes.

2. Explain how a root hair cell in plants is adapted for its function.

3C

ells

and

org

ani

satio

n 1. Enzyme activity can be affected by a variety of factors, such as temperature, pH, and concentration. Enzymes work best within specific temperature and pH ranges.

2. Enzymes can be denatured at hot temperatures and extreme pH. When enzymes are denatured, the enzyme’s active site changes shape and is no longer complementary to the substrate.

3. Microscopes magnify images, which means make them bigger. A light microscope uses a series of lenses to produce a magnified image of an object. An electron microscope uses electrons, these images have a higher resolution.

4. Total magnification = eye piece lens magnification x objective lens magnification.

1. Describe factors affecting enzyme action.

2. Explain how to prepare a microscope slide.

4C

ells

and

or

gani

satio

n

1. In animals and plants substances move into and out of cells by diffusion, osmosis and active transport. Diffusion is the net movement of particles from an area of high concentration to an area of low concentration.

2. Substances diffuse in and out of cells across the cell membrane. The cell membrane is selectively permeable. Substances that diffuse across include oxygen, carbon dioxide and nutrient molecules.

3. Keys can be used to identify organisms in the lab and in the field according to their observable characteristics. Organisms can be classified into hierarchical groups based on similarities and differences in their appearance and DNA.

1. Describe how substances move into and out of cells.

2. Construct classification keys.

5C

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n

1. Multicellular organisms are formed from cells, tissues, organs and organ systems. These are known as the levels of organisation. The function of the circulatory system is to pump blood around the body. The heart pumps oxygenated blood to our body and deoxygenated blood to our lungs through blood vessels.

2. The respiratory system allows oxygen to enter cells and carbon dioxide to leave. Parts of the respiratory system include the trachea, bronchi and lungs.

3. When observing cells under a microscope, a stain such as methylene blue can be used to make DNA more visible.

Mid Mark1. Complete a mid-cycle

assessment based on exam-style questions.


6Th

e p

erio

dic

tab

le 1. Everything is made from atoms. An element is a substance that is formed from one type of atom. Each element is given its own chemical symbol, like H for hydrogen.

2. Elements are arranged in a chart called the periodic table. The Russian scientist Dmitri Mendeleev produced one of the first periodic tables in the 19th century. He organised the periodic table by atomic weight and left gaps for undiscovered elements.

3. In the modern periodic table, elements are arranged in order of increasing atomic number, horizontal rows are called periods and vertical columns are called groups. Elements in the same group have similar chemical properties to each other.

1. Define the terms atom, element and compound.

2. Explain how the periodic table is arranged.


Science

Year 7 Science Scholar’s Guide: Cells and Organisation, Atoms and the Periodic Table and Particles. Week I will need to know: So that I can:

7A

tom

s1. Within the periodic table, metals are located on the left and non-metals on the right. Metals have common properties- they are shiny,

malleable, ductile and good conductors electricity. Non-metals are dull and poor conductors of electricity. 2. The atomic model describes an atom as consisting of a central nucleus (containing protons and neutrons) surrounded by electrons.3. The electronic structure is the way in which electrons are arranged in an atom. Electrons in atoms occupy energy levels, also called

electron shells, outside the nucleus.4. A pure substance contains only one type of element or compound. Mixtures contain different atoms that are not chemically bonded

together. Solutes dissolve into solutes to form a solution, solubility is the ability of a substance to dissolve into a solvent.

Mid Mark1. Complete a mid-cycle

assessment based on exam-style questions.


8A

tom

s

1. An ionic bond forms between a non-metal atom and a metal atom. Metallic bonds form between two metal atoms. 2. A covalent bond forms between two non-metal atoms. A covalent bond is a shared pair of outer shell electrons. 3. Covalent bonds are weak – not a lot of energy is needed to overcome them. Substances with covalent bonds often form molecules

with low melting and boiling points, such as hydrogen and water.

1. Describe how covalent bonds are formed.

2. Explain the properties of substances with covalent bonds.

9A

tom

s

1. Ions are electrically charged particles formed when atoms lose or gain electrons . Ionic bonds are formed when a metal atom donates an electron to a non metal atom.

2. Metallic bonding occurs between the atoms of metal elements where the outer electrons are delocalised (free to move).3. A chemical formula is a series of chemical symbols showing the number of atoms of each element in a compound or molecule. It

identifies each element by the use of chemical symbols alongside the number of each atoms.

1. Recall common chemical formulae.

2. Explain how ions are formed.

10Pa

rticl

es

1. The three states of matter are solid, liquid and gas. Substances can exist in different states. The state of a substance can be changed by changing the temperature.

2. The particle model represents particles by small, solid spheres. It describes the arrangement, movement and energy of particles in a substance. The model can be used to explain the physical properties of solids, liquids and gases.

3. Particles in a solid are arranged in a regular arrangement and can vibrate around a fixed position. Particles in a liquid can move over each other and particles in a gas are free to move randomly in all directions.

4. State changes are reversible. For example, ice can be melted and then frozen again. No new elements or compounds are formed.

1. Describe the energy, arrangement and movement of particles in the three states of matter.

11Pa

rticl

es

1. Heating curves show how the temperature changes as a substance is heated. Cooling curves show how the temperature changes as a substance is cooled.

2. Diffusion is the movement of a substance from an area of high concentration to an area of low concentration. Diffusion is an important process for living things; it is one way in which substances move in to and out of cells.

3. Chemical changes involve the formation of new chemical elements or compounds.4. Physical changes do not lead to new chemical substances forming. In a physical change, a substance simply changes physical state,

e.g. from a solid to a liquid.

1. Define diffusion.2. Explain how changes in

state can be investigated by measuring temperature.

3. Compare chemical changes with physical changes.

12A

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t wee

k


Final Assessment1. Complete a quick keys

knowledge test.2. Complete End of Cycle

Assessment: Cells and Organisation, Atoms and the Periodic Table and Particles.


French

Year 7 French Scholar’s Guide: La rentrée (Return to school)Knowledge Essay: To write a letter to your Belgian pen pal, introducing yourself

Studying La rentrée advances understanding of the basics in French, developing a deeper understanding of phonics, basic introductions, French culture and French-speaking countries. Careers where I can use this learning include: interpreter, translator, teacher, blogger and journalist.


1 C

ultu

ralC

apita

l 1. There are around 220 million French speakers worldwide. French is an official language in 29 countries, including France, Belgium, Canada, Luxembourg, Switzerland, Congo, Mali, and Senegal, and it is spoken on every continent. A personwho speaks French is called a Francophone.

2. About 45% of modern English words are of French origin, e.g. café, expertise. 3. France is a country in Europe. The capital city of France is Paris. 4. Due to the geometrical shape of France, it is often called L’Hexagone (the hexagon).

1. Learn some facts about France and the French language.

2Po

int d

e dé

part 1. Months: janvier, février, mars, avril, juin, juillet, août, septembre, octobre, novembre, décembre

2. Days of the week: lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche (The days of the week do not start with a capital letter in French)

3. Accents: In French, there are five written symbols which appear above or below certain letters. é → acute accent, è →grave accent, â → circumflex, ç → cedilla, ë → trèma.

1. Learn the days of the week

2. Recognise the different accents used in French

3Po

int d

e dé

part

1. Numbers: 1 (un), 2 (deux), 3 (trois), 4 (quatre), 5 (cinq), 6 (six), 7 (sept), 8 (huit), 9 (neuf), 10 (dix), 11 (onze), 12 (douze), 13 (treize), 14 (quatorze), 15 (quinze), 16 (seize), 17 (dix-sept), 18 (dix-huit), 19 (dix-neuf), 20 (vingt), 21 (vingt-et-un)

2. Go to activeteachonline.com/view and type in uIA7WYxE to watch a video about they key sounds we are looking at in French this week.

3. Bonjour. Comment t’appelles-tu? Je m’appelle… Comment ça va? Ça va (très) bien, merci./Pas mal, merci./Ça ne va pas. Au revoir!

1. Count to 29 in French.2. Practise French

phonics. 3. Introduce myself.

4O

n pa

rle

franç

ais

1. Teacher talk: Entrez (Enter), Asseyez-vous (Sit down), Taisez-vous (Be quiet), Lisez (Read), Écoutez (Listen), Répétez(Repeat), Regardez (Look), Dépechez-vous (Hurry), Ouvrez/Fermez la fenêtre (Open/Close the window), Travaillez en groupes (Work in groups), Rangez vos affaires (Pack away), Lèvez-vous (Sit down), Mettez les chaises sous les tables (Putthe chairs under the tables)

1. Understand the language used in the classroom.

5As

-tude

s frè

res e

t sœ

urs?

1. In French, there are two words for ‘a’ (the indefinite article). Masculine noun: un frère. Feminine noun: une sœur. 2. As-tu des frères et sœurs? Oui, j’ai… un (demi-)frère ((step) brother), deux frères, une (demi-)sœur ((step) sister), deux

sœurs. Non, je suis fils/fille unique (only child). Je n’ai pas de frères et sœurs. 3. Avoir (to have): j’ai (I have), tu as (you have), il/elle a (he/she has). 4. Quel âge as-tu? J’ai onze/douze ans. You also use avoir with age.

1. Say how many brothers and sisters I have.

2. Say how old you are. 3. Conjugate the verb

‘avoir’.


French

Year 7 French Scholar’s Guide: La rentrée (Return to school)Week I will need to know: So that I can:

6Vo

icim

a sa

lle

de c

lass

e1. Qu’est-ce qu’il y a sur la photo? Il y a… (there is/are…) un tableau (noir/blanc) (black/white board), poster,

professeur (teacher), écran (screen), ordinateur (computer), une porte (door), fenêtre (window), tablette, des (some) chaises (chairs), tables, élèves (students).

2. C’est… ☺ sympa (nice), génial (great), moderne, triste (sad), nul (rubbish), démodé (old-fashioned). 3. In French, there are three words for ‘the’ (the definite article). Masculine noun: le poster. Feminine noun: la porte.

Plural nouns: les tables. (le and la are shortened to l’ before a noun that starts with a vowel.)

1. Describe a classroom. 2. Use the definite and

indefinite article.

7Tu

aim

esfa

ire ç

a?

1. Aimer (to like) is a regular –er verb: j’aime (I like), tu aimes (you like), il/elle aime (he/she likes). You must use a definite article with the noun after aimer, e.g. J’aime la musique.

2. To make a sentence negative, muse ne… pas or n’… pas to make a ‘sándwich’ around the verb, e.g. Elle n’aimepas le poisson.

3. Tu aimes (la danse)? Oui, j’aime (la danse). Non, je n’aime pas (la danse).4. Use connectives to add interest to your speaking and writing: et (and), mais (but), aussi (also).

Mid Mark1. Write a letter to your pen

pal introducing yourself.2. Express your likes and

dislikes, using ‘aimer’ + definite article.

3. Complete a Quick Keys knowledge test

8Tu

es c

omm

ent?

1. Most adjective agree with the noun they are describing: they change their ending, depending on whether thenoun is masculine or feminine. The most common pattern is to add –e in the feminine form, e.g. amusant/amusante. In the masculine form, the final consonant is silent, but in the feminine form, we pronounce theconsonant before the final ‘e’.

2. If an adjective already ends in –e, the feminine form stays the same, e.g. timide (shy). 3. Être (to be): je suis (I am), tu es (you are), il/elle est (he/she is). 4. Tu es comment? Je suis assez grand(e) et amusant(e), mais je suis un peu bavard(e). Je ne suis pas très patient(e). 5. To work out meaning, look for cognates (words that are the same or similar in English): intelligent, amusant.

1. Describe myself and others.

2. Apply adjective agreement.

9Q

u’es

t-ce

que

tufa

is?

1. The infinitive is the form of the verb meaning ‘to do something’, e.g. to swim, to do, to sing. Many infinitives end in –er in French, e.g. chanter (to sing), nager (to swim). You use the infinitive to form other parts of the verb, e.g. I sing, we swim.

2. In French, these are three words for ‘my’, masculine: mon portable, feminine: ma vie, plural: mes amis. If a femininenoun starts with a vowel, we use mon, e.g. mon amie.

1. Say what I do. 2. Understand infinitives and

regular –er verbs.

10M

on in

terv

iew

par v

ideo

!

1. Comment t’appelles-tu? Je m’appelle… Comment ça va? Ça va (très) bien, merci./Pas mal, merci./Ça ne va pas. Au revoir!

2. Quel âge as-tu? J’ai … ans. C’est quand, ton anniversaire? C’est le + noun + month3. Tu aimes le sport? J’aime/Je n’aime pas le sport. Tu es comment? Je suis (trop/très/assez/un peu)… 4. As-tu des frères et sœurs? Oui, j’ai… un (demi-)frère ((step) brother), deux frères, une (demi-)sœur ((step) sister),

deux sœurs. Non, je suis fils/fille unique (only child). Je n’ai pas de frères et sœurs.

1. Review all the questions and answers we have looked at in this unit

2. Practise giving a presentation in French

11As

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Final Assessment1. Complete a Quick Keys knowledge test2. Complete the Listening and Reading assessments


Spanish

Year 7 Spanish Scholar’s Guide: Mi vida (My Life)Knowledge Essay: To write a letter to your pen pal, introducing yourself.

Studying Mi vida advances understanding of the basics in Spanish, developing a deeper understanding of phonics, basic introductions, Spanish culture and Spanish-speaking countries. Careers where I can use this learning include: interpreter, translator, teacher, blogger and journalist.


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1. Spanish is spoken by 580 million people speakers worldwide, with Spanish being the official language of 20 differentcountries, including Spain, Mexico, Argentina, Peru, Costa Rica, and Venezuela; these countries are referred to as hispanic.

2. Spain is a country in Europe. The capital city of Spain is Madrid. 3. Spain is famous for it’s art, with artists such as Antoni Gaudí, Salvador Dali and Pablo Picasso, as well as dances like the

flamenco and the bolero. 4. There are many festivals in Spanish-speaking countries. El Día de los Muertos is celebrated in Mexico on the 1st and 2nd

of November. During this festival families decorate the graves of their loved ones to celebrate them. Another well-known festival is La Tomatina in Spain, where Spaniards throw thousands of tomatoes at each other in the village of Buñol.

1. Learn some facts about Spain and the Spanish language.

2Pu

nto

de

Parti

da

1. Go to activeteachonline.com/view and type in USxnqD7F to watch a video about the key sounds we are looking at in Spanish this week.

2. In Spanish, all nouns are either masculine or feminine. There are four words in Spanish for ‘the’ (the definite article): el tigre (masculine), la jirafa (feminine), los tigres (masculine plural) and las jirafas (feminine plural).

1. Practise Spanish phonics.

2. Understand the concept of ‘gender’ in Spanish.

3Pu

nto

de

Parti

da

1. ¡Hola! ¿Cómo te llamas? Me llamo… ¿Qué tal? Fenomenal./Bien, gracias./Regular./Fatal. ¿Dónde vives? Vivo en… Adiós. Hasta luego.

2. Spanish verb endings change to show the person the verb refers to. We call this conjugation. Regular verbs work like this: ¿Cómo te llamas? Me llamo… ¿Dónde vives? Vivo en…

1. Introduce myself. 2. Understand what

‘conjugation’ is.

4¡H

abla

mos

espa

ñol!

1. Teacher talk: Entrad (Enter), Sentaos (Sit down), Silencio (Be quiet), Leed (Read), Escuchad (Listen), Repetid (Repeat), Mirad (Look), Dense prisa (Hurry), Abrid/ Cerrad la puerta (Open/Close the window), Trabajd en equipo (Work in groups), Recoged las cosas (Pack away), Levantaos (Sit down), Poned las sillas bajo la mesa (Put the chairs under thetables).

1. Understand the language used in the classroom.

5¿Q

ué ti

po d

e pe

rson

a er

es?

1. In Spanish,

2. ¿Qué tipo de persona eres? Soy… sincero/a, tímido/a, generoso/a, serio/a, listo/a, tonto/a, simpático/a, tranquilo/a, divertido/a.

1. Talk about my personality.

2. Use adjectives that end in –o/-a.

3. Apply adjective agreement.


Spanish

Year 7 Spanish Scholar’s Guide: Mi vida (My Life)Week I will need to know: So that I can:

6¿T

iene

sher

man

os?

1. In Spanish, the word ‘a’ (the indefinite article) changes, depending on whether a noun is masculine or feminine: Masculine noun: un hemano. Feminine noun: una hermana.

2. ¿Tienes hermanos? Tengo… un hermano (brother), un hermanastro (step-brother), una hermana (sister), una hermanastra (step-sister). No tengo hermanos. Soy hijo/hija único/única.

3. Tener (to have) is an irregular verb: tengo (I have), tienes (you have), tiene (he/she has). When you give your agein English, you say ‘I am twelve’. In Spanish, you say: Tengo doce años (I have 12 years.).

4. ¿Cuántos años tienes? Tengo … años. 5. Numbers: 1 (uno), 2 (dos), 3 (tres), 4 (cuatro), 5 (cinco), 6 (seis), 7 (siete), 8 (ocho), 9 (nueve), 10 (diez), 11 (once),

12 (doce), 13 (trece), 14 (catorce), 15 (quince)

1. Talk about age, brothers and sisters.

2. Use the verb tener.

7¿C

uánd

oes

tucu

mpl

eaño

s?

1. Months: enero, febrero, marzo, abril, mayo, junio, julio, agosto, septiembre, octubre, noviembre, diciembre2. Numbers: 16 (dieciseis), 17 (diecisiete), 18 (dieciocho), 19 (diecinueve), 20 (veinte), 21 (veintiuno), 30 (treinta), 31

(treinta y uno). 3. ¿Cuándo es tu cumpleaños? Mi cumpleaños es el… (day) de… (month).4. Go to activeteachonline.com/view and type in KuYhFdmV to watch a video about how the alphabet is

pronounced in Spanish.

Mid Mark1. Say when my birthday is.2. Write a letter to your pen

pal introducing yourself. 3. Complete a Quick Keys

knowledge test.

8¿T

iene

sm

asco

tas?

1. ¿Tienes mascotas? Tengo… un perro/un gato/un conejo/un pez/un ratón/una serpiente/una cobaya. No tengo mascotas.

2. Adjectives have masculine and feminine forms, and singular and plural forms: 1. Adjectives that end in –o: amarillo, amarilla, amarillos, amarillas. 2. Adjectives that end in another letter: azul, azul, azules, azules. (If an adjective ends in any other letter than –o,

it stays the same).

1. Talk about pets.2. Reinforce adjective

agreement.

9C

ómo

soy 1. Connectives: y, pero, también.

2. Intensifiers: muy, bastante, un poco3. Verbs: soy, tengo, vivo, es, son4. Adjectives: e.g. sincero, tonta. 5. Negatives: No soy tímido.

1. Write an extended text2. Add variety to my writing

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Me llamo… Fenomenal./Bien, gracias./Regular./Fatal.

3. ¿Cuántos años tienes? Tengo… años. ¿Cuándo es tu cumpleaños? Mi cumpleaños es el… (day) de… (month).4. ¿Qué tipo de persona eres? Soy… sincero/a, tímido/a, generoso/a, serio/a, listo/a, tonto/a, simpático/a.5. ¿Tienes hermanos? Tengo… un hermano, una hermana. Soy hijo/hija único/única. 6. ¿Tienes mascotas? Tengo… un perro/un gato. No tengo mascotas.

1. Review all the questions and answers we have looked at in this unit.

2. Practise giving a presentation in Spanish.

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Final Assessment1. Complete a Quick Keys knowledge test2. Complete the Listening and Reading assessments


Geography

Year 7 Geography Scholar’s Guide: Fundamentals of Geography Knowledge Essay: ‘The world’s biomes are all the same’ To what extent do you agree?

Studying the fundamentals of geography develops understanding of crucial global systems that support life on Earth. Careers where I can use this learning include: Meteorology, search and rescue, conservation, zoology and resource management.


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ital 1. The oldest known map are preserved on Babylonian clay tablets from around 2300 B.C. Maps are significant in finding

different biomes, resources and protecting us from natural hazards. 2. Human geography is how and where we live (e.g development, and tourism). Physical geography is about the natural

environment (e.g rivers and tectonic hazards.) The human and physical worlds are interdependent.3. A continent is a group of countries. The continents are: Asia, Africa, Antarctica, Europe, North America, South America

and Oceania.

1. Describe why maps are important

2. Describe human and physical geography

3. Name all the continents.

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e UK

1. The UK includes England, Wales, Scotland and Northern Ireland. A country is a territory that is governed by itself. Every country has a capital city that is usually the economic heart of the country. The capital cities of the UK are London, Cardiff, Edinburgh and Belfast.

2. Compass points (North, East, South, West) give us direction and help us find places in the UK and beyond. Plymouth is in the South West of England. Relief is the height and shape of the land. The UK has varying relief. Relief is shown on maps using contour lines which are a type of isoline. Contour lines that are close together show steep relief and ones that are far apart show gentle slopes or flat land.

1. Name the countries in the UK

2. Use compass points when describing location

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1. Ordnance Survey (OS) maps cover the whole of the UK and come in scales of 1:50,000 (used to navigate as a vehicle) and 1:25,000 (used by walkers as covers a small area). Every map has a scale bar which shows relative size. You can measure distance using the scale bar.

2. To find specific locations on a map you will need to use the legend which tell you which each symbol on the map needs. There map symbols are used for a variety of things from parking to telephone boxes. Maps use symbols because if all information was written the map would be unreadable.

1. Describe the types of OS maps

2. Describe how you find specific locations on an OS map

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nces 1. Grid references are used to show locations. Rules for reading a 4 figure grid reference are: read from the bottom left

corner of the square, read the horizontal number and then the vertical number, present all 4 figures as a number with no comma in the middle (e.g 07 14).

2. A 4 figure grid reference will give you an area that 1 km2. For a more specific location we use a 6 figure grid reference but follow the same rules as with a 4 figure. To do this, imagine that between each blue line there are 9 smaller ones, almost like decimal points. Numbers are presented without a comma (e.g 071 143)

1. Describe the use of a four and six figure grid references

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1. Contour lines are brown lines with numbers on them that join together points of the same height (above sea level). Linesnormally go up in multiples of 5 or 10. This will always be specified on the legend. The closer together the lines thesteeper the relief. Alternatively, the further apart they are the gentler the gradient.

2. You will need to be able to read: map symbols from an OS map using the legend, identify spot heights and read 6figure grid reference and use compass points and contour lines.

Mid Mark1. Give an accurate 4

and 6 figure grid reference.

2. Read relief on a map.3. Complete a quick keys

knowledge test.


Geography

Year 7 Geography Scholars Guide: Fundamentals of Geography

Week I will need to know: So that I can:6

Ecos

yste

ms

1. Ecosystem: A community of flora and fauna that interact with each other and their environment. It includes biotic and abiotic features. A biome is a large ecosystem characterised by its vegetation and covering a large area of the earth. Global atmospheric circulation: the worldwide system of winds which moves heat from the equator to the poles. IT helps to create the conditions for different biomes to exist. Climate is the average weather condition over the long period time, usually 30 years. With global air temperatures rising, many biomes are at risk of changing or disappearing.

1. Describe what an ecosystem and biomes is.

2. Describe why these may form in certain areas.

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1. In the tundra there are low growing flora due to cold and windy conditions. Coniferous forests have cone-bearing evergreen trees that don’t shed leaves and are able to cope with harsh winters. Temperate deciduous forests have trees such as oak and beech that lose leaves during the autumn, like in the UK.

2. Temperate grasslands are grassy plains suited to dry, hot summers and cold winters. Mediterranean regions have shrubs, herbs and olive trees able to cope with high temperatures and summer drought. Few flora and fauna survive in deserts due to lack of water and food. In rainforests, vegetation is suited to warm, wet climate making it the most biodiverse biome. 50% of the world’s plants and animals species live there. The tropical grassland are able to cope with long, dry periods with regular thunderstorms.

Mid Mark1. Describe the

characteristics of the different biomes.


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1. The tropical rainforest are located between the Tropics of Cancer and Capricorn. They have no seasons and heavy rain every afternoon. The temperatures remain between 26 and 28˚C, with 200mm of rainfall each day.

2. Tropical grasslands are located between the rainforest and desert biome. The climate has wet and dry seasons and 80% of precipitation falls in the space of 4 to 5 months.

3. Hot deserts are found around 30˚ north and south of the equator. Temperatures can reach 36˚C in the day and below freezing at night. Precipitation in ant desert is below 200mm per year.

1. Describe the location of 3 biomes

2. Describe the climate of 3 biomes

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auna

1. Flora of tropical rainforests include: tall trees such as mahogany, long vines and orchids. Fauna of the rainforest include: toucans, insects, jaguars, monkey, snakes and frogs.

2. In tropical grassland there are flora such as the baobab tree and pampas grass. The fauna here includes: gazelles, elephants, giraffes, wildebeest, cheetah, lions and hyenas.

3. t is assumed that nothing lives in hot deserts. However, their flora is specially adapted like: cacti, yucca plants, and bushes that grow apart so they don’t compete for water. Fauna living in hot deserts include: camels, snakes, meerkats, scorpions and other nocturnal species.

1. Describe the flora of 3 biomes

2. Describe the fauna of 3 biomes.

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Prep

1. A biome is an ecosystem that covers a large area of the Earth’s surface. Biomes location are controlled by the atmospheric circulation system which is the worldwide system of winds which moves heat from the equator to the poles.

2. There are multiple types of biome including: Tundra, Temperate Grasslands, Deserts, Tropical Rainforest and Polar. All of these biomes have multiple different species of flora and fauna adapted specifically to live in that environment.

1. Create a plan for my knowledge essay

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Final Assessment1. Complete a quick keys knowledge test.2. Write a knowledge essay: ; The world’s biomes are all the same’ To

what extent do you agree?


History

Year 7 History Scholar’s Guide: The Norman ConquestKnowledge Essay: How did William control his new kingdom?

Studying the Norman Conquest advances understanding of British and European history, develops historical enquiry and improves knowledge of change and consequence. Careers where I can use this learning include: museums, archaeology, law enforcement, teaching, heritage, librarian,


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1. We can measure history by units of time, such a decade and century, but we can also categorise history into areas such as politics, economy, social and technology.

2. Studying history helps us to avoid generalisations, make sense of the world and understand other people.3. Beowulf is an epic poem written in Old English between 700 – 750 AD. A monster, Grendel, has been causing chaos. The

heroic Beowulf fights the monster and wins. Grendel’s mother then seeks revenge, but is defeated by Beowulf. Beowulf is honoured as a hero and becomes king, but loses his life fighting a dragon.

1. Understand why we study history and how we can study the past.

2. Explain why the story of Beowulf is timeless.

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1. In Anglo-Saxon England, there were inequalities in society between the rich and the poor; men and women.2. The population of England was about 1.5 million people. Most people were peasant farmers or slaves. 2 out of 100

people were rich. Women had limited rights. Religion was extremely important.3. Edward the Confessor ruled England from 1042 – 1066. His mother was a Norman and he had spent most of his early life

in Normandy. He married Edith, the daughter of a powerful earl called Godwin.4. Edward was known for his religious piety. After his death, people began telling stories about him. One story told of how

a cripple could walk again after being carried by the king to Westminster Abbey.

1. Decide if Anglo-Saxon England was a Golden Age.

2. Describe who Edward the Confessor was and what he was like as aking.

310

66

1. There was no obvious heir to the throne in 1066. However, there were three claimants who wanted the crown. Harold Godwinson became king, but faced competition from Harald Hardrada, and William Duke of Normandy.

2. The Battle of Hastings happened on 14th October 1066. It was between Harold Godwinson and William, Duke of Normandy. There are many factors that influenced why William won the battle.

3. Godwinson’s army had been depleted at Stamford Bridge, and many soldiers were injured or tired. Godwinson did not wait for reinforcements and instead hurried south to face William’s army.

1. Describe what happened in 1066.

2. Explain why Godwinson’s army were unprepared for the Battle of Hastings.

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1. William planned his invasion of England. He secured the support of the Pope, so that God was on his side. 2. William led by example. He encouraged his men, fought with them and used a feigned retreat tactic.3. William had archers, infantry and knights on horseback called cavalry. His army were at the bottom of a hill. At the top,

Godwinson had 7,000 men and formed a shield wall. The English had no cavalry.4. The Norman cavalry could not charge up the hill. The English line would not break. The Norman cavalry’s feigned

retreats caused the English to break formation. They were killed by the Normans.

Mid Mark

1. Why did William win at the Battle of Hastings?

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nd 1. William used the feudal system, the Domesday Book and castles as methods to control his kingdom. Feudal is Latin for ‘land’. William lent areas of land in return for loyalty. This was called the feudal system.

2. The peasants were at the bottom of the system. They farmed and paid taxes to the knights. The knights were loyal to the barons who gave them land. The king gave the barons land for their loyalty.

3. William wanted to know the value and resources of England. He sent commissioners to 13,400 manors to find out. Questions included how much farmland there was and how many villagers lived there.

4. The Domesday Book was created from this survey. Some argue that the book was used for tax. Others argue it was to show legal rights to land. Others say it demonstrated Norman control and power.

1. Explain how William used the Feudal System to control his new kingdom.

2. Explain why William ordered the creation of the Domesday Book.


History

Year 7 History Scholar’s Guide: The Norman ConquestWeek I will need to know: So that I can:

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s 1. An interpretation is someone’s idea of what the past was like. An interpretation can differ depending on: what sources were used; who created it; what it was created for; who the target audience is and when it was created.

2. William brought his barons over from Normandy to help him control the English. They built castles to control the local areas, guard important places and be the centres for tax and trade.

3. Wooden castles could be chopped down, burnt or climbed over. Barons invested in changing and strengthening their castles. For example, a stone keep instead of a wooden tower.

1. Analyse different interpretations of castles.

2. Suggest why castles were constructed.

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1. The local northern people were furious with the Normans and joined in rebellion. The rebels killed the Norman earl. 2. William’s army responded by repeatedly and ferociously attacking the north of England (known as the ‘Harrying of the

North’) which devastated the land, villages and people.3. The Norman army destroyed farms, killed animals and ploughed salt into the ground to prevent new crops from growing.

More than 100,000 people died and the area became ‘desolate wasteland’.

Mid Mark1. Explain how the

‘Harrying of the North’ had a powerful impact.

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1. The English rebelled against the Normans for many reasons. For example, some wealthy Anglo-Saxons had been dispossessed and they felt as though they needed to get revenge for what they had lost.

2. The people of Exeter refused to follow orders and pay taxes so William’s army sieged the city and won. In 1070, Hereward rebelled at Ely after losing his land and brother. He was defeated by William.

3. The Norman impact on England can be seen in many ways. For example, in language, law, religion and everyday life. England continued to be rural with 90% of the population working on farms.

4. Ownership of land changed as much of the land was given to Norman barons. By 1086, the English had to rent land from the Normans. Homes were also destroyed to make room for castles to be built.

1. Why were there rebellions against the Normans?

2. Describe what changed and what stayed the same after the Norman Conquest.

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Essa

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1. William kept some laws, such as trial by ordeal, but also introduced new laws such as the forest law. This law stated that the English were not allowed to hunt in the royal forests that William had created.

2. Written language changed from English to Latin. Spoken language became a blend of English and Norman French. New French words included government, music, dance and love.

3. Revise knowledge from this topic (particularly the methods William used to control his new kingdom, the feudal system, the Domesday Book and castles)

1. Create a plan for my knowledge essay

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1. The Silk Road was a network of trade routes that enabled the transport and exchange of goods across multiple countries. It was a thoroughfare for ideas, people and inventions.

2. Around the 13th century, China had made significant inventions or discoveries. China had a postal service and paper money. Chinese inventions also included ice-cream, wheelbarrows and kites.

3. The Mongols were fierce warrior horsemen. Kublai Khan was Great Khan of the Mongol Empire from 1260 – 1294. He was the grandson of Genghis Khan. He conquered and unified China. By 1271, he established a new capital at Beijing and named his empire as the Yuan Dynasty.

4. Kublai Khan introduced paper money, built roads and canals, and improved the water supply. In 1266, Marco Polo visited the capital and later wrote in detail about the rich, clean and beautiful city.

1. Why are Chinese inventions significant?

2. Who was Kublai Khan and what was his empire like?

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Final Assessment1. Complete a quick keys knowledge test2. Write a knowledge essay: How did William control his new kingdom?


Performing A

rts

YR7 Dance - Scholar’s Guide- Introduction to Movement SkillsFinal Performance – To demonstrate your understanding of Dance skills through live performance and self & peer assessment.

Studying dance skills develops the fundamental skills and techniques to progress as a dancer and can support you in finding a job role in the performing arts industry. Careers where I can use this learning include: dancer, choreographer, Dance Teacher, Personal Trainer, Movement therapist, production roles or even a musical theatre performer.Week I will need to know: So that I can:

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ital 1. Dance is a type of art that generally involves movement of the body, often rhythmic and to music. It is performed in

many cultures as a form of emotional expression, social interaction, or exercise, in a spiritual or performance setting, and is sometimes used to express ideas or tell a story.

2. Dancers use their bodies to express feelings, ideas, stories and rhythms. They regularly perform, often on stage in front of an audience. Some dancers perform with a group, and some perform alone. Some perform live, as in a Broadway show, while others perform in movies, music videos, and other pre-recorded programs.

Understand R.A.D.S and fundamental dance skills through practical exploration.

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1. Modern or Interpretative Dance is more free than Contemporary Dance. 2. Dynamics – means the quality of the movement – how you move.3. The major muscle groups in the body are the Abdominal muscles, Biceps, Deltoids, Gastrocnemius, Gluteus,

Hamstrings, Latissimus Dorsi, Obliques, Pectoralis, Quadriceps, Tapezius and Triceps. Each muscle group contributes to a variety of different functions, such as walking, climbing and sitting.

Understand how to explore dynamics & space and identify major muscle groups.

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ans

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po

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n 1. Dance composition is learning how to make a dance through use of structure/order of the chorography.2. Transition involves making sure that you are in the correct position to make your next movement. A transition usually

involves all of or at least some of the following: weight placement, body angle and alignment, spatial movement, and embellishment.

3. Dancers accomplish two things in rehearsal. They learn the choreography. This is a really important element of the process, but once dancers know the steps, they should begin to experiment with artistry.

Understand and be able to describe the dance style.

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Compositional devices are tools to aid the development of choreographic processes. Choreography – To Choreography/Create a danceRelationships –1 – Solo, 2 – Duet, 3 – trio, 4 – Quartet, 5 – Quintet, 6 – Sextet, 7 -Septet, 8 – Octet, 9 – Nonet, 10 – DetectContact – ImprovisationLifts – Elevation and transferring of body weightActions – 6 Basic Pedestrians ActionsTravel, 2. Jump, 3. Turn, 4. Gesture, 5. Stillness, 6 . Transfer of WeightDynamics means the quality of the Movement-words to describe the actions e.g fierce, soft, fast, rigid, angular, sudden.

To understand how to use R.A.D.S to help develop my work.

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Performance Skills - Physical Skills and Attributes and Expressive SkillsBody tension - – The ability to control the body whilst moving or holding static positionsTechnique – pointed fingers and toes, poster, alignment, body lines, core strength, use of spine.Extension– Fully lengthening the arms and legs to create straight lines.Core strength – Use your abdominal muscle (core/power house) to fully execute movements and support balance.Evaluate- To reflect and identify strengths and weaknesses and suggest ways to improve.Stage Discipline – Ensure you remain professional on and off stage during a performance.

To apply skills and techniques for performance.To complete tracker knowledge assessment


Performing A

rts

Studying drama skills develops the fundamental skills and techniques to progress as a performer and can support you in finding a job role in the performing arts industry. Careers where I can use this learning include: actor, director , teacher, production roles or musical theatre performer.


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1. Facial Expressions – how we communicate our character’s feelings through our face. For example: if we want to show that our character is happy, you smile.

2. Body Language - how we communicate our character’s feelings through our bodies. For example: if we want to show that our character is frightened you could wrap your arms around yourself and start to shake.

3. Posture – whether you have a high or low posture indicates your character’s mood and status. For example: if your character is rich and posh they might stand very high up to look dignified.

To understand essential drama skills through practical exploration.

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1. Techniques are different to skills. Skills are what an actor must have to act well Techniques are what we use in Drama to make the scene seem more interesting for the audience to look at and hear.

2. Still Image/Freeze Frame – This is almost like a photograph or like we have pressed ‘pause’ to pause the scene. A still image (also known as a freeze frame or tableau) is mean the actors stay perfectly still and do not speak. The use different Drama skills such as posture and levels to communicate a story without words. It’s very important the actor does not speak.

3. Mime – Similar to a still image, mime is where actors communicate a story without speaking. Only this time the actors can move. Actors need to use all the above Drama skills to make a good mime.

To understand and describe the difference a Drama skill and a Drama technique.

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1. Pace/tempo - means how fast your character speaks. For example: if a character speaks fast this could mean they are excited or worried.

2. Tone -means how your character sounds and how you show through your voice how you feel.3. Voice Projection– this is how clearly you speak and how well you project your voice. In other words, is your voice

loud and clear.4. Spontaneous improvisation means to respond to stimulus and devise drama on the spot.

Describe and show what projection is through practical exploration.

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1. Soundscape – these are layers of noise created with the whole class. These are sounds using your voice or your body to create atmosphere. For example: if we were to make a “whooshing noise” this may sounds like wind going through trees.

2. Narration and Mime – this technique where one person tells the story of what is going on while the rest of the group mimes.

3. Flash back is where you let the audience see what happened previously.

Describe the technique narration and soundscape.

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nce Scholar’s Prep

To prepare for your upcoming assessment, you should self-quiz on knowledge from weeks 1-10; revising for assessments keeps you on the path to university. Work hard and show your best!

Final Assessment

1. To complete a 20 question Knowledge Assessment Test2. To perform Live to an audience or to camera3. To complete a self and peer assessment

YR 7 Drama - Scholar’s Guide-Introduction to Drama SkillsFinal Performance – To demonstrate your understanding of drama skills through live performance and self & peer assessment


Music

Year 7 Music Scholar’s Guide: New BeginningsAssessment: To perform an independent part within an ensemble.

Studying Music advances understanding of the musical elements. This is used to prepare and present ensemble performances on either vocals, keyboards or guitar. Careers where I can use this learning include: Performer as part of a band, orchestra or military musician, community musician, delivering workshops, classroom teaching, instrumental teacher, music therapist, composer, arranger, sound technician, sound engineer.


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ital 1. Music is something we can sing to, a selection of sounds, one sound, organised sound even silence did you know there

is a piece of music by the composer John Cage called 4’33”whichs when asked to be performed the performers are asked not to play anything

2. An ensemble is to play music as part of a group3. A solo is to play a piece of music on your own4. An instrument is something that makes a sound5. A beat is the pulse of the music

1. . Identify when musicians are performing as part of an ensemble.

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ings 1. A chord is more than one note played together at the same time. A piano and guitar can play chords and are

often used for accompaniment2. A note is a single sound (Monophonic)3. A guitar has 6 strings were a bass guitar or double bass has 44. Pitch is the difference between high and low sounds.5. An ostinato is a repeated pattern6. A melody is the tune of the music what the singer sings in a song.

1. Recognise a number of different musical elements

2. Play a chord on an instrument.Memorisingand playing a chord sequence

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1. The difference between a song and a piece of music is a song will have lyrics2. An instrument you could play a beat on are the drums3. To get the timing right you need to count and follow the instrument that is setting the pace which tends to be the drum4. A hook is a catchy pattern, could be a catchy rhtyhm.5. A chorus is a section either with the hookline or repeated phrases6. A verse tells the listener more about the story or content of the song and tend to be a softer dynamic compared to the

chorus.

1. Further explore playing chords and melodies

2. Understanding rhythm and putting parts together

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1. Pace is the speed of the Music.2. Accuracy is playing your part with no mistakes . Playing the all the notes of the chords correctly and at the right time.3. Being confident means we are not worried about making mistakes and we are able lead the group.4. Fluency is the flow of the piece no gaps for example whilst changing chords. This may also be changing to different

chords with ease.

1. Respond to feedback to make improvements as an ensemble

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Mini show back of a section of a prepared class ensemble performance piece1. Performance is playing a piece of music to an audience2. Accuracy is playing your part with no mistakes3. Being confident means we are not worried about making mistakes

Mid MarkTo perform the piece

playing with the rest of the class

Complete a quick keys knowledge test.


Music

Year 7 Music Scholar’s Guide: New BeginningsWeek I will need to know: So that I can:

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1. Composing is to make a piece of music2. A melody is the tune of the music3. Timbre is the choice of layers within the music.4. A scale is a series of notes that can be used to make melodies5. A pentatonic scale has 5 notes , an example of a pentatonic scale is C,D,E,G,A

1. Identify what composing a melody is2. Recognise use of a pentatonic scale2. Explore ideas using the pentatonic scale

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1. Repetition is a musical idea that repeats an ostinato is a set of repeated it could be a bass line or rhythm pattern.2. Instrumentation refers to the different sounds and instruments being used3. A DAW is a digital audio workstation like garageband were you can create multiple tracks and use a variety of sounds

and instruments to make music with. 4. Recording is when you record what your playing to improve accuracy this can be done to a click track.

1. Identify use of repetition and ostinato to develop my melody.2. Record initial ideas into garageband

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ings 1. A crotchet is a note that lasts for one beat

2. A quaver is a note that last half a beat3. A pair of quavers lasts one beat4. A minim lasts for two beats5. A semibreve lasts for 4 beats

1. Identify use of different note values2. Explore creating melodies

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1. The notes in a C chord are C,E,G,2. The notes of a G chord are G,B,D3. The notes of an F chord are F,A,C,4. An accompaniment is a layer that fits the melody, usually using the same notes.5. Ensemble is a group of musicians.

1. 1. Explore using chords as an accompaniment

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ings 1. Pitch is how high or low the notes are.

2. The Bass notes are the lowest3. An accompaniment is parts that fit the melody4. The Bass notes are the lowest.5. The melody tends to be the most prominent part of the composition.

1. 1. Prepare your piece for peer assessment.

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Final Assessment1. Complete a quick keys knowledge test2. Present AABA composition


Art and D

esign

Year 7 Art Scholar’s Guide: Formal ElementsAssessment Title: Formal Elements – Colour Theory

Studying Formal Elements develops understanding of the basic fundamental principles of art and design.Careers where I can use this learning include: Graphic Designer, Curator, Gallery Owner, Art Therapist, Illustrator, Fashion Designer.


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1. Kurt Jackson is one of the South West's leading contemporary artists. He enjoys exploring and painting the ruggedcountryside and coastline in Cornwall.

2. Kurt Jackson likes to paint outside and takes his paints, canvases and sketchbooks with him. He often paints oncanvases that are 2 meters by 3 meters in size.

3. Within his work Jackson uses oil paint, acrylic paint, charcoal and watercolours. This is known as mixed media.Sometimes he adds in sand and other natural elements to add interest.

1. Use mark making and mixed media to paint a seascape in the style of Kurt Jackson

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e

1. Lines are basic tools for artists—though some artists show their lines more than others. Some lines in paintings areinvisible—you don't actually see the dark mark of the line. But they are there, shown in the way the artist arranges theobjects in the painting.

2. Lines do not just have to be straight, they can be curved, wavy, zig zag, thin, thick, dotted…the list is endless.3. Henry Moore is a British artist famous for his sculptures and drawings.4. Throughout his career, Moore utilised a wide range of techniques and media, such as line drawing and cross-hatching

to bring two-dimensional forms to life.

1. Produce a line drawing inspired by the work of Henry Moore

3To

ne

1. Tone looks at adding the light and dark areas to artwork. Adding tone correctly can help to make an object appearthree – dimensional.

2. In real life tone is created by the way light falls on an object. The parts of the object on which the light is strongest arecalled highlights and the darker areas are called shadows.

3. Joe Macgowan’s interest in art began early and as a child, he spent his time collecting insects, exploring nature, anddrawing everything in sight.

4. Joe Macgowan also produces detailed scientific drawings for researchers in museums and even helpsidentify insects for other researchers.

1. Add a varying range of tones to my artwork inspired by the work of Joe Macgowan

4Te

xtur

e

1. Texture is the way that an object feels, to draw the impression of a surface texture we use mark – making. Mark - makingis the term used to describe the different lines, patterns, and textures that we create in a piece of art work.

2. This is to do with the surface quality of something, the way something feels or looks like it feels. There are two types of texture: actual texture and visual texture.

3. Visual texture is created using marks to represent actual texture. It gives the illusion of a texture or surface but if you touched it, it would be smooth. You can create visual texture by using different lines, shapes, colours or tones.

1. Add a varying range of mark – making to my artwork inspired by Joe Macgowan

5Fo

rma

l Ele

men

ts 1. The Formal Elements are the things used to make up a piece of artwork. They are pattern, colour, texture, tone, form,composition, shape and line. They are often used together and their arrangement determines the artwork.

2. Composing a piece of art work using these elements helps the artists to communicate with his / her ideas with theaudience viewing the work.

3. The Formal Elements are used to create both 2D and 3D pieces of art work and are used when working with all types ofmedia, materials and processes.

Mid Mark1. Correctly identify and

define the formal elements

2. Apply the correct formal element to work



Art and D

esign

Year 7 Art Scholar’s Guide: Formal ElementsWeek I will need to know: So that I can:

6An

nota

tions

1. Annotations are written explanations or critical comments added to art or design work that record and communicateyour thoughts.

2. There are several reasons annotation may be used, for example to: analyse the work of an inspirational artist ordesigner or to analyse the success of a technique, idea or composition.

3. Examples of questions that you could be asked to answer are: What have I done? Is it a painting a drawing or asculpture? How have I done it? Why have I done it / what have I learnt through doing it? What medium or materialshave I used? What could I improve or what would I change if I were to do it again?

1. Add annotationsexplaining my workand links to artists work

7Pr

imar

y an

d Se

cond

ary

Col

ours

1. A colour wheel shows colour hues around a circle. It shows the relationships between the primary, secondary andtertiary colours.

2. Primary colours are the three key colours - Red, Blue and Yellow. They cannot be made by mixing any other colourstogether.

3. If you mix equal amounts of two primary colours together you create secondary colours. Red and Yellow = Orange,Red and Blue = Purple, Blue and Yellow = Green

4. If you mix a primary colour together with a secondary colour you create a tertiary colour.

1. Identify the primaryand secondarycolours

2. Apply the primary andsecondary colours toa piece of art work

8Ha

rmon

ious

C

olou

rs

1. Choices of colour and the relationships between colours have a huge influence on how a piece or art or design looksand feels and the emotions it provokes.

2. Harmonious colours sit next to or very close to each other on the colour wheel. They help to create a colour schemethat is pleasing to the eye to look at, these colours are the easiest colours to blend together.

3. Carolee Clark is a full time artist who continues to explore artistic mediums, methods and subject matter. She workspredominantly with acrylic and watercolour paints.

4. Carolee is known for her use of bright, vivid colours and says that paints have ‘unlocked a world of colour’ for her.

1. Paint usingharmonious coloursonto a piece of workinspired by CaroleeClark

9C

ompl

emen

tary

C

olou

rs

1. Two colours from different segments of the colour wheel are called complementary or clashing colours These are oftenthe colours which are opposite each other on the colour wheel. For example, red is from the warm half of the colorwheel and green is from the cool half.

2. As an artist, knowing which colours are complementary to one another can help you make good colour decisions. Forinstance, complementary colours can make each other appear brighter, they can be mixed to create effectiveneutral hues, or they can be blended together for shadows.

3. Complimentary colours are usually one primary colour and one secondary colour.

1. Paint usingcomplementarycolours onto a pieceof work inspired byCarolee Clark

10W

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/ C

ool

Col

ours

1. In colour theory we can divide the colour wheel in half, splitting the colours into warm colours and cool colours.2. Warm colours are colours such as red, yellow and orange, they evoke warmth because they remind us of things like

the sun or fire.3. Cool colours are colours such as blue, green and purple, they evoke a cool feeling because they remind us of things

like water or grass.4. Within a piece of art work colour temperature helps us create depth, mood and even movement.

1. Paint using warm andcool colours onto apiece of work inspiredby Carolee Clark

11As

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Scholar’s PrepTo prepare for your upcoming assessment, you should self-quiz onknowledge from weeks 1-10; revising for assessments keeps you on thepath to university. Work hard and show your best!

Final Assessment1. Complete a quick keys knowledge test2. Identify colour theory groups and correctly apply these to the

assessment image.


Design Technology

Year 7 Design Technology Scholar’s Guide: Blockbots

Students will work with a range of appropriate materials and components to produce a high quality wooden toy. This will involve using specialist tools and equipment, which will include hand tools and machines. The product will have a suitable finish and demonstrate quality control.


1C

ultu

ralC

ap

ital 1. Charles and Rae Eames were an American married couple who are best know for their ground-breaking contributions

to architecture, furniture design, industrial design and manufacturing. They designed and built their own home in Los Angeles, USA.

2. In the 1940’s they started to create furniture and home products using steam bent plywood. Plywood is a manufactured board made from thin layers of wood that have been sandwiched together with glue. During the steam bending process, the plywood is heated up and moulded into shape.

3. On of their most iconic piece of furniture is the Eames Lounge chair and Ottoman (footstool).

1. Write a summary of key facts about an iconic designer

2H

ealth

& S

afe

ty 1. Safety in the workshop: Rooms must be clean, tidy and in a safe condition. Workstations should be clean and clear of

excess materials and tools. After use, tools and materials should be stored correctly. Floors should be clear of obstructions and trip hazards, such as bags and sawdust.

2. Clothing and protective equipment: Ensure you have no loose clothing, tie back long hair and tuck ties into shirts. 3. Wear an apron and safety glasses. Do not blow sawdust off the desks as it can go into peoples eyes and lungs. 4. Carry tools with their cutting edges pointing down and return them to the tool cupboard when not in use. Perform

practical work while standing up and ensure materials are held securely in place using a vice.

1. Identify and explain the health and safety risks in a design technology classroom

2. Be safe working

3H

ard

woo

ds &

So

ftwoo

ds

1. Timber is the name for wood. Properties can vary according to the direction of the grain. 2. Hardwood – most hardwood come from trees with leaves, these are deciduous and shed their leaves every year. They

are generally slow growing and are therefore more scarce and more expensive than softwoods. They are usually hard, strong, durable and the grain is straight. Hard wood trees - Beech, Oak, Mahogany, Balsa

3. Softwood – come from coniferous trees that have needles. They are quick growing and less expensive than hardwoods. They are usually strong, lighter in weight and contain more knots (where branches grew) and less expensive than hardwoods. Soft wood trees - Cedar, Scots Pine, Larch, Spruce

1. Know the difference between hard and soft woods.

2. Identify different types of woods and explain what their properties are

4M

anu

fact

ured

b

oard

s

1. Manufactured boards – wood can be processed into manufactured boards, which are made from fibres, chips, blocks or sheets of wood stuck together with glue. They are often made from waste or recycled materials.

2. Plywood – layers (veneers) of wood are glued together at 90 degree angles to each other. 3. Medium Density Fiber board (MDF) – Sawdust is mixed with glue and compressed 4. Chipboards – small chips of wood are compressed and glue together

1. Identify different manufactured boards

2. Describe how they are made.

5Sa

win

g a

nd

ma

rkin

g ou

t

1. Tri Square – used when marking right angles on wood. Remember to only draw on wood using a pencil, never a pen. 2. Tenon Saw – cuts accurate straight lines in small pieces of wood. Sharp teeth on one side they cut the wood.3. How to saw wood (timber)a) Secure the material with a clamp, or by placing it in a vice to prevent it from moving while the material is being cut b) Make a mark in the material you want to cut by dragging the saw backwards a few timesc) Use the full length of the blade when sawing, don’t press down too hard, let the blade do the work d) When coming to the end of the cut, support the end piece to stop it from falling off and spoiling the cut

Mid Mark1. Identify different wood

working tools2. Explain how to use

them.3. Complete a quick keys

knowledge test.


Design Technology

Year 7 Design Technology Scholar’s Guide: BlockbotsWeek I will need to know: So that I can:

6D

rillin

g 1. Centre punch - Before drilling, a hole is marked with a centre punch to stop the drill bit sliding. 2. Drills - Drills are used to make holes in materials. A trigger is pulled, which turns on an electric motor and causes the

attached drill bit to rotate. The drill bit is then pressed against the target material to make a hole. 3. Power drill: Power drills can be used with a variety of drill bits and drill holes in wood, plastics and metals.

1. Identify different wood working tools

2. Explain how to use them.

7Sa

ndin

g &

join

ing 1. Sanding: sanding involves rubbing glass paper against the surface of the wood to shape and smooth it. It can be done

by hand or using a machine. Both hardwoods (from deciduous trees) and softwoods (from coniferous trees) can be sanded smooth.

2. Disk sander: this is a machine that has a powerful disk of abrasive paper that is spun at a high speed. It smooth the surface of the wood when it is pressed up against it.

3. PVA: is the adhesive commonly used to permanently bond two pieces of wood together

1. Describe how to smooth and join wood.

2. Identify the different processes of sanding.

8Ae

sthe

tics

and

qual

ity c

ontro

l 1. Aesthetics: is how the product looks and feels. 2. Painting: paint is used to change the colour of wood and to add protection. It can be applied using brushes, rollers,

aerosol sprays or pens. Before painting, wood must be sanded smooth. 3. Varnish: can be applied, which is often translucent and provides a durable, water resistant and attractive finish. Varnish is

available in matt, satin and gloss. 4. Quality control: this involves checking if each part of the product is the high standard that you want it to be.

1. Explain what aesthetics is.

2. Identify and describe different methods to apply aesthetics.

3. Explain what quality control is.

9C

AD/C

AM

1. CAD- Computer aided design. Allows users to draw and model prototypes in 2D and 3D CAM- Computer aided manufacture. Used to create the CAD designs. The machines used coordinates to interpret and manufacture.

2. Select – to select multiple items hold down SHIFT on the keyboard and click the lines you want.3. Straight line tool – click to place the start of the line, click to place end of line.4. Curved line tool – click to place the start of the line, click to place the first bend, second bend, etc. and right click to

finish the line5. Fill– select the area you want to fill. ‘Are there any islands?’ Click ‘Yes’ if you don’t want to fill these in, or ‘No’ if you do.

1. Use basic tools using CAD/CAM package

2. Explain what CAD/CAM is.

10C

AD/C

AM

1. Draw a Circle – click to place the center, and then click to place a point on the circumference2. Draw a Rectangle – click to place a corner, and then click to place the opposite corner3. Dimensions – Click at the beginning of where you want to measure, then again at the end. This will give you the

measurement in millimeters4. Text – click to place text. The box below appears 5. Deleting – click on a part you want to get rid of and use the DELETE button on the keyboard. To delete part of a shape,

click and hold on the DEL ANY icon.

1. Explain the differences between CAD and CAM

2. Produce a 2D and 3D drawing using CAD

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Final Assessment1. Complete a quick keys knowledge test2. Complete a written assessment with a range of low, medium and high

mark questions, similar to a GCSE style paper


Food Technology

Year 7 Food Scholar’s Guide: Kitchen Basics Assessment Title: Kitchen Basics

Studying kitchen basics develops understanding of basic cooking skills and basic kitchen heath and safety.Careers where I can use this learning include: Chef, Chef Manager, Restaurant Manager, Food Product Developer, Food writer or blogger.


1C

ultu

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ap

ital 1. Gordon James Ramsay OBE is a British chef, restaurateur, writer, and television personality. He was born in

Johnstone, Scotland. His speciality is French Cuisine.2. Gordon Ramsay has opened a string of successful restaurants across the globe. His restaurants have been awarded

16 Michelin stars in total and currently hold a total of seven. His signature restaurant, Restaurant Gordon Ramsay inChelsea, London, has held three Michelin stars since 2001.Gordon has also become a star of the small screen bothin the UK and internationally, with shows such as Kitchen Nightmares, Hell’s Kitchen and MasterChef US.

1. Identify a famous chef2. Identify his cooking

style.3. Understand how he is

aspirational and resilient.

2TH

OER

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and

Sa

fety

1. Tie long hair back - To prevent hair going into the products you cook.2. Wear an apron - To protect your uniform and to prevent bacteria from your clothes contaminating your food.3. Wear a blue plaster over cuts- To prevent infection and contamination of food, Use oven gloves- To stop injury from

burns, Wash up in hot soapy water- To kill bacteria and stop cross contamination, Bags on racks at all times- Toprevent injury from tripping/falling over, Pan handles in ‘safe’ position- To prevent injury from burns, Knives should beheld downwards when moving around

1. Explain the importance of health and safety.

3PR

AC

TICA

LC

rud

ités a

nd

Dip

s

1. Crudités are traditional French appetizers consisting of sliced or whole raw vegetables which are typically dipped ina vinaigrette or other dipping sauce. Examples of crudités include celery sticks, carrot sticks, cucumber sticks, bellpepper strips, broccoli, cauliflower, fennel, and asparagus spears.

2. Vegetables are parts of plants that are consumed by humans or other animals as food; including the flower’s, fruits,stems, leaves, roots, and seeds.

3. Bridge hold and claw grip: When preparing fruits and vegetables, you should use the bridge hold and claw gripmethods, so that you do not cut your fingers.

1. Safely and effectively use the bridge hold and claw method.

4PR

AC

TICA

LBa

sic S

pon

ge 1. Sponge cake is a light cake made with eggs, flour and sugar, sometimes leavened with baking powder. Sponge

cakes, leavened with beaten eggs, originated during the Renaissance, possibly in Spain. The sponge cake is thoughtto be one of the first of the non-yeasted cakes, and the earliest sponge cake was much more like a cookie: thin andcrispy.

2. Sponge cakes became the cake recognised today when bakers started using beaten eggs as a rising agent in themid-18th century. Cakes: are a fast releasing carbohydrate, this gives us quick bursts of energy due to the sugar.Sugar should be limited for a healthy diet.

1. Understand the difference between a leavened and un-leavened product.

2. Know cake faults

5TH

EORY

Eat w

ell G

uid

e a

nd

Nut

ritio

n

1. The Eatwell Guide shows the proportions in which different groups of foods are needed in order to have a well-balanced and healthy diet. The proportions shown are representative of food eaten over a day or more, notnecessarily at each meal time.

2. Choose a variety of different foods from each food group to help base meals on potatoes, bread, rice, pasta orother starchy carbohydrates; choosing wholegrain versions where possible.

3. It is important to eat three balanced meals a day to stay healthy, including 5 portions of fruit and vegetables.

Mid Mark 1. Explain the sections of

the eatwell guide2. Describe a healthy,

balanced diet.3. Complete a quick keys

knowledge test.


Food Technology

Year 7 Food Scholar’s Guide: Kitchen Basics Week I will need to know: So that I can:

6TH

EORY

Eatw

ell g

uide

an

d N

utrit

ion 1. Vegetables are important to our diets as they help us to maintain healthy body tissues, vision, skin and the immune

system.2. Carbohydrates are important as they give us energy. Protein is important as they contain vitamins and minerals.3. Wholegrain foods are important as they contains more fibre than white food, and often more of other nutrients. We

also digest wholegrain food more slowly so it can help us feel full for longer. Protein is important as it contains vitamins and minerals.

1. Explain the sections of the eatwell guide

2. Describe a healthy, balanced diet.

7PR

AC

TICA

LFi

sh g

oujo

ns a

nd

wed

ges

1. There are 4 main categories of fish. White Fish – Sole, halibut, cod, plaice, haddock, sea bass. Oily Fish – Mackerel, salmon, trout, tuna, sardines. Shellfish – crustaceans - Crabs, lobsters, prawns. They have legs and a shell. Shellfish –molluscs – scallops and cockles. They have hard outer shells.

2. Fish and shellfish are an important part of healthy meal planning. They are a lean, low-calorie, high quality source of protein. They contain essential nutrients, omega-3 fatty acids, and are low in saturated fat.

3. Well-balanced meals that include a variety of fish and shellfish can contribute to heart health and children's proper growth and development.

1. List the categories of fish.

2. Explain the nutritional benefits of fish

8TH

EORY

Food

poi

soni

ng

1. Cooking food thoroughly to a minimum core temperature of 75°C will ensure most bacteria is destroyed. Hot food must be served piping hot, that is above 63ºC. Bacteria will begin to die when the temperature rises above 60ºC.

2. Bacteria if the main cause of food poisoning. They are living organisms, which multiply and spread. They cannot be seen without a microscope. Most bacteria are harmless, but some can make you very ill.

3. Food poisoning- can occur when: food is handled by people who are ill or have dirty hands, Cross contamination, Not cooking food properly, Prepared on dirty surfaces

1. Explain the conditions needed for bacteria growth.

2. Know how to prevent food poisoning.

9PR

AC

TICA

LTo

mat

o Ra

gu

1. Italian Cuisine: is a Mediterranean cuisine consisting of the ingredients, recipes and techniques developed regionally across the north and the south of the Italian peninsula. It is generally characterised by it’s simplicity, with many dishes having only two to four main ingredients.

2. Italian food is often healthy and low in fat compared to British and American cuisine.3. Pasta is an Italian dish made using 00 grade flour and egg to form a dough and cooked in boiling water. Tomatoes are

a fruit not a vegetable, although used mainly in savoury dishes. Onions and garlic are known as bulb vegetables, grown in the ground. Mixed herbs are green in colour and consist of thyme, marjoram, parsley, oregano, sage and basil. Ragu is a tomato based sauce, it can be meaty as in Bolognese, served with pasta.

1. Describe the basic ingredients used in Italian cooking.

2. Make a ragu

10PR

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TICA

LTh

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hick

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urry

1. Thai food is a popular ethnic cuisine that has five fundamental flavors including spicy, salty, sweet, sour and bitter. It combines herbs and spices that have been rumoured to have healing properties but it can be high in fat, calories and sodium. Popular menu choices include soups, curries and stir-fried noodles known as Pad Thai.

2. Rice: is the seed of the grass species Oryza glaberrima (African rice) or Oryza Sativa (Asian rice). As a cereal grain, it isthe most widely consumed staple food for a large part of the worlds human population, especially in Asia and Africa. It is grown in fields known as a Paddy field, this is a flooded piece of arable land. In order for rice to grow the conditions need to be hot and sunny with lots of water.

1. Describe how rice is grown.

2. Make a Thai dish.

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Final Assessment1. Complete a quick keys knowledge test2. Complete a written assessment with a range of low, medium and high

mark questions, similar to a GCSE style paper


PEYear 7 Physical Education Scholar’s Guide: Warm-up and Cool Down Routines to Prevent InjuryKnowledge Assessment: To complete quick keys knowledge assessment at the end of the cycle

Studying physical education advances understanding of what it takes to become a leader, develops teamwork and improves spoken communication. Careers where I can use this learning include: sports coach, PE teacher, activity leader/instructor, personal trainer, sports development officer.


1C

ultu

ral C

ap

ital 1. A warm up is a simple exercise routine that is performed before a workout sessions or playing sport. It helps to improve

the quality of performance and lowers the risk of injury. 2. Before each rugby match the New Zealand ‘All Blacks’ perform the Haka as part of their pre match warm up to ‘get in

the zone’. The first hakas were created and performed by different Māori tribes as a war dance, it is an ancestral war cry. It was performed on the battlefields for two reasons.

3. It was done to get them focused on the battle ahead and scare their opponents. They also did it for their own morale; they believed that they were calling upon the god of war to help them win the battle which heightened their arousal levels by improving courage and strength.

1. Articulate when and why a warm-up is performed.

2W

arm

-up

s

There are 5 key components of a warm up. The first of these is a pulse raiser.1. A pulse raiser is an exercise, or several exercises which slowly increase heart rate and body temperature e.g.

jogging/skipping. 2. A pulse raiser helps to send blood to the working muscles, meaning that they are not over worked too quickly, and

means that we are less likely to sustain an injury.3. In the MAP warm-up, we start off with a pulse raiser; this is where we jog three times to the teacher and back.

1. Articulate the importance of a pulse raiser in a warm-up

3W

arm

-up

s

The second key component of a warm-up is mobility.1. Mobility is undertaken via exercises which take the joints through the full range of movement, for example, arm swing or

hip circles.2. Effective stretching and mobility exercises will increase the flexibility of muscles and joints and the pliability of ligaments

and tendons, to further reduce the chance of injuries. 3. During the MAP warm-up, we complete mobility exercises by ensuring that we slowly swing our arms and hips in circles.

1. So that I can effectively lead the MAP warm-up.

4W

arm

-up

s

1. The third key component of a warm-up is dynamic movement. This ensures that specific muscles are getting warmed up and stretched so that they are ready for exercise.

2. Dynamic movement involved a change of speed and direction, for example, dodging between cones.3. Effective dynamic movements will increase the speed of muscle contractions and improve reaction time. 4. During the MAP warm-up, we complete dynamic movement by doing three lots of high knees and side steps to the

teacher and back.

1. Articulate why dynamic movement is important in a warm-up.

5W

arm

-up

s

1. The fourth key component of a warm-up is stretching. This part of the warm up aims to lengthen the muscles inpreparation for exercise. There are two key types of stretching we can use:

2. Static stretching is when a stretch is carried out and the position is held for 15 seconds3. Dynamic Stretches involve stretching while you are moving e.g. lunges.4. We complete stretching during the MAP warm-up by stretching via lunges before we move on to the final component.

1. Articulate the importance of stretching as part of a warm-up.

2. Lead the MAP warm-up to a group.


PEYear 7 Physical Education Scholar’s Guide: Warm-up and Cool Down Routines to Prevent Injury Week I will need to know: So that I can:

6W

arm

-ups

1. The final key component of a warm-up is the skill-rehearsal phase. 2. This part of the warm up involves practising actions that are about to be used in the game e.g. a footballer might

practise the skill of dribbling in-between a set of cones. 3. This comes straight after the warm-up, where we apply the skills taught in the previous lesson.

1. Articulate the importance of the skill rehearsal phase.

2. Lead the MAP warm-up to a group of students.

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1. Sports performers should follow up a period of physical activity with additional cool down exercises. The first of these is apulse lowering exercise

2. Pulse lowering exercises such as walking and gentle jogging which gradually lower the heart rate and reduces body temperature.

3. An example of this in your lessons could be a gentle jog from the line to your teacher and back.

1. Articulate the importance of a cool down after physical activity.

8C

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owns

1. Stretching is used to return the muscles back to their normal length prior the sport/activity. These stretches should be static and held for approximately 15 seconds.

2. If we do not cool down, our muscles can become stiff and sore, which can last for a couple of days.3. Examples of stretches that you can complete as part of a cool down include static lunges, static standing hamstring

stretches and overhead tricep stretch.

1. Describe the importance of stretching after physical activity.

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1. A cool down helps the body transition back to a resting state by:2. Gradually lowering heart rate3. Gradually lowering body temperature 4. Gradually lowering breathing rate 5. This gradual slowing of bodily functions still circulates blood and oxygen to the muscles and prevents the performer from

feeling dizzy and nauseous (sick).

1. Describe the importance of a cool down, and its effects on the body.

10C

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1. A cool down also removes waste products from the muscles such as lactic acid which reduces the risk of muscle soreness and stiffness which can sometimes occur the day after physical activity has taken place.

1. Lactic acid builds up in our muscles when we exercise and causes fatigue, it is removed by oxygen.

1. A cool down also aids recovery by stretching muscles which decrease the risk of pulled muscle injuries.

1. Describe the importance of a cool down after physical activity.

2. Explain what happens if we do not cool down after physical activity

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Final Assessment1. Complete a quick keys knowledge test2. Lead a MAP warm-up and cool down for a group of students within

your class.


Life Values & Society

Year 7 LVS Scholar’s Guide: Building Relationships and Key Christian Beliefs End of Cycle Assessment: Explain how belief in God influences Christians today?

Studying Relationship and Christian beliefs advances understanding of society, develops tolerance and improves skills with building relationships. Careers where I can use this learning include: guidance counsellor, therapist, solicitor, lawyer, police, teaching, newspaper journalist, charity worker.Week I will need to know: So that I can:

1Tr

ans

ition

and

Fr

iend

ship

s 1. Transition from Primary school to Secondary school is a big change and can be a stressful time in your life. However, there are lots of things that you can do to make this change a positive one. Staying in contact with old friends to support you will help, joining new clubs at your new school helps you make new friends and learn a new skill!

2. New friendships are a big change when you start Secondary school. Identifying what qualities and interests you have can be a good starting point to find like minded people to become friends with, as well as decided what you look for in a friend.

1. Explain how to make transition a smooth and positive process.

2. Identify and explain what it means to be a good friend.

2To

xic

Frie

ndsh

ips 1. A genuine friendship is based on mutual respect and involves friends who make each other feel good about

themselves. A toxic friendship involves being with a friend or friends who you don’t necessarily like but feel scared to leave, or speak up against in different situations.

2. There are warning signs that come with toxic friendships. A toxic friend will make you feel bad about yourself, about your appearance and will make you doubt your opinions.

1. Identify the key characteristics of a toxic friendship

2. How might a toxic friendship make you feel? Explain.

3C

onfli

ct

Ma

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men

t 1. Conflict is a disagreement/argument/clash between people. Conflict management is being able to find a solution to stop the argument getting out of hand, to diffuse it and to take steps to find a resolution. There are different types of conflict such as conflict with friends, conflict with family and conflict within yourself.

2. Steps to managing conflict are: Recognising that everyone is different and has different opinions. 3. Strategies to use are to: Reach out, Engage in the conversation, eek to solve the problem, open up, listen intently to the

other person, voice solutions and end on a good note.

1. Describe what conflict management is and what different types of conflict are there.

2. Explain how to effectively manage conflict.

4Pe

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ress

ure

1. One reason that peer pressure can be hard to resist is because of a ‘herd mentality’. This means that people and animals tend to do what others around them are doing.

2. Mob mentality makes this behaviour dangerous as it causes some people to get involved in serious situations that they would ordinarily never get involved in.

3. Strategies to help deal with peer pressure are: Recognise what peer pressure is, listen to your inner voice, talk to someone outside of the group to get their opinion, imagine someone you dare about can see you-how would you feel if they knew and finally, is it worth the risk?

1. Identify ‘herd mentality’ and explain why it can be dangerous.

2. Give strategies that you can use to deal with peer pressure.

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ss 1. Self awareness means knowing who you are. You have to be aware of the emotions that you have and why you feel

them, and why you react to situations in the way that you do.2. Being self aware is important because you are in a better position to value yourself as an individual, develop your

strengths, and build on your areas for improvement. This helps you set goals for yourself and helps you develop a healthy level of self-esteem.

3. To become more self aware you can list your strengths and weaknesses in any area- not just school subjects and set yourself targets if there are areas you would like to be better in i.e. being a better listener, being more willing to speak out etc. .

1. Describe self awareness and why it is so important.

2. Explain ways in which to become more self aware.


Life Values & Society

Year 7 LVS Scholar’s Guide: Building Relationships and Key Christian Beliefs Week I will need to know: So that I can:

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oint

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t1. Review your learning of Transitions and friendships making sure to consider: How can you make sure that your transition to

secondary school is a positive one? How can you forge new friendships? Why is it important to recognise toxic friendships? What is conflict management? Wat is peer pressure and how can you manage it effectively? Why it is important to be self aware?

Mid Mark1. Answer my mid point

assessment and evaluate a statement, giving arguments for and against the statement, with evidence.

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s God

? 1. Everyone is allowed to express their faith however they want to – living a morally good life, wearing specific clothing items, talking to others about religion, public and private worship. Christians believe in the Holy Trinity which is that there is One God, who is Father, Son, and Holy Spirit.

2. People who believe in God will worship because they want to honour/praise God. They want to show submission for a higher power and will want to ask God for help and support. They may also want to seek an answer to a question.

3. An atheist is someone who does not believe in God, A Theist is someone who believes in God. An agnostic is someone who is unsure.

1. Explain what God is according to the Christian faith.

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1. The Creation story is in the first book of the Bible, called Genesis. The story was written 5,000 years ago. In Genesis, it says that in the beginning there was nothing. God created Heaven and Earth. “The earth was formless and empty”

2. Day 1 – There was darkness, so God created light. God called the darkness Night, and the light Day. “Let there be light” Day 2 – God separated the sky from water. Day 3 – God created land and called the water ‘sea’. God let the land produce plants with seeds and fruit. Earth grew grass, trees and flowers. Day 4 – God made the sun and the moon. The sun for the day and the moon and stars for night. Day 5 – God created creatures for the sea, and birds for the sky. Day 6 – God created animals, and then he created males and females. Day 7 – God rested.

1. Explain the story of creation and identify what occurred each day.

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1. The Fall is the story of Adam and Eve, which is located in the Old Testament, and tells the tale of how Eve ate from the Tree of Knowledge.

2. In Christian religion, all of man lost their innocence because Adam and Eve disobeyed God and had to be punished, so man can now tell good from bad and life from death.

3. The Fall, for many Christians, means humans can not make themselves holy enough to get into Heaven when they die. It is only possible to get into heaven because Jesus Christ sacrificed himself.

1. Identify what ‘The Fall’ is.

2. Explain the importance of the story to Christians.

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as h

e ra

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l? 1. Jesus guides people in their lives, that he is a good example to follow and that he looks after his followers. His

teachings can give advice and guidance on how to live and behave well. However, some of his teachings are deemed radical.

2. He helped people who were normally ignored this was radical.Jesus taught not to judge others and to have a look at yourself before criticising others. The story of the women caught in adultery shows this teaching.

1. Identify who Jesus is. 2. Explain why Jesus is

considered radical.

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Final Assessment1. Complete a quick keys knowledge test2. Write a response to the evaluation question: Explain how belief in God

influences Christians today?


Literacy

Year 7 Literacy Scholar’s Guide: Poets and Readers

Reading frequently improves both your long and short term memory as well as improving your vocabulary and communication skills. Reading is one of the primary ways to acquire knowledge. The knowledge you gain is cumulative and grows exponentially. When you have a strong knowledge base, it’s easier to learn new things and solve new problems. Careers where I can use this learning include: this learning is valuable in every career!

Week I will need to know: So that I can: Poem: The Tyger (written by William Blake, 1794)

1

1. Spellings:2. Poem: memorise lines 1 and 2.3. Independent Reading: Chapter 1 The Wrong Door

1. Complete my spelling test2. Recite a poem from

memory3. Answer 5 a day questions in

my English lessons on The Magician’s Nephew

1. Tyger Tyger, burning bright, 2. In the forests of the night; 3. What immortal hand or eye, 4. Could frame thy fearful symmetry?

5. In what distant deeps or skies. 6. Burnt the fire of thine eyes?7. On what wings dare he aspire?8. What the hand, dare seize the fire?

9. And what shoulder, & what art,10. Could twist the sinews of thy heart?11. And when thy heart began to beat,12. What dread hand? & what dread feet?

13. What the hammer? what the chain, 14. In what furnace was thy brain?15. What the anvil? what dread grasp, 16. Dare its deadly terrors clasp!

17. When the stars threw down their spears 18. And water'd heaven with their tears: 19. Did he smile his work to see?20. Did he who made the Lamb make thee?

21. Tyger Tyger burning bright, 22. In the forests of the night: 23. What immortal hand or eye,24. Dare frame thy fearful symmetry?

William Blake was an English Romantic poet and artist. Published as part of a collection, The Tygerexplores ideas of good and evil and questions: can one God have created both a Tiger and a lamb?

2

1. Spellings:2. Poem: practice lines 1-2. Memorise lines 3 and 4.3. Independent Reading: Chapter 2 Digory and his Uncle




3

1. Spellings:2. Poem: practice lines 1-4. Memorise lines 5 and 6.3. Independent Reading: Chapter 3 The Wood Between

Worlds and Chapter 4 The Bell and the Hammer




$

1. Spellings:2. Poem: practice lines 1-6. Memorise lines 7 and 8.3. Independent Reading: Chapter 5 The Deplorable Word




5

1. Spellings:2. Poem: practice lines 1-8. Memorise lines 9 and 10.3. Independent Reading: Chapter 6 The Beginning of Uncle

Andrew’s Troubles





Literacy

Year 7 Literacy Scholar’s Guide: Poets and ReadersWeek I will need to know: So that I can: Poem: The Tyger (written by William Blake, 1794)

61. Spellings:2. Poem: practice lines 1-10. Memorise lines 11 and 12.3. Independent Reading: Chapter 7 What Happened at the

Front Door




1. Tyger Tyger, burning bright, 2. In the forests of the night; 3. What immortal hand or eye, 4. Could frame thy fearful symmetry?

5. In what distant deeps or skies. 6. Burnt the fire of thine eyes?7. On what wings dare he aspire?8. What the hand, dare seize the fire?

9. And what shoulder, & what art,10. Could twist the sinews of thy heart?11. And when thy heart began to beat,12. What dread hand? & what dread feet?

13. What the hammer? what the chain, 14. In what furnace was thy brain?15. What the anvil? what dread grasp, 16. Dare its deadly terrors clasp!

17. When the stars threw down their spears 18. And water'd heaven with their tears: 19. Did he smile his work to see?20. Did he who made the Lamb make thee?

21. Tyger Tyger burning bright, 22. In the forests of the night: 23. What immortal hand or eye,24. Dare frame thy fearful symmetry?

William Blake was an English Romantic poet and artist. Published as part of a collection, The Tyger explores ideas of good and evil and questions: can one God have created both a Tiger and a lamb?

7

1. Spellings:2. Poem: practice lines 1-12. Memorise lines 13 and 14.3. Independent Reading: Chapter 8 The Fight at the Lamp Post




8

1. Spellings:2. Poem: practice lines 1-14. Memorise lines 15 and 16.3. Independent Reading: Chapter 9 The Founding of Narnia




9

1. Spellings:2. Poem: practice lines 1-16. Memorise lines 17 and 18.3. Independent Reading: Chapter 10 The First Joke and Other

Matters




10

1. Spellings:2. Poem: practice lines 1-18. Memorise lines 19 and 20.3. Independent Reading: Chapter 11 Digory and his Uncle are

Both in Trouble and Chapter 12 Strawberry’s Adventure




11

1. Spellings:2. Poem: practice lines 1-20. Memorise lines 21 to 24.3. Independent Reading: Chapter 13 An Unexpected MeetingWeek 12: Independent Reading: Chapter 14 The Planting of the Tree and Chapter 15 The End of This Story





Student development

Year 7 Student development Scholar’s Guide: Unifrog, Map Award, PDPStudent development sessions advances our understanding of Leadership, Resilience and Aspiration and supports us to become successful.Careers where I can use this learning include: All careers! The skills that you learn in these sessions put you on the path to success.


1Un

ifrog

1. Back in the 1950s, John Holland came up with a theory that the careers people enjoy are linked to their personalities. 2. He identified six categories of personality, and careers that matched each one There are: Realistic, Investigative,

Artistic, Social, Enterprising and Conventional3. Knowing your personality type helps to match you to careers that you would naturally be suited to!

1. Make sure that I have logged in successfully.

2. Complete the Interests quiz and record my results.

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1. The Marine Academy Plymouth (MAP) Leadership Award, is our very own initiative which offers you the opportunity to develop key attributes relating to the MAP core values. This initiative will enrich your cultural capital and provide you with the personal attributes needed to succeed on the path to University and into adult life.

2. Leadership is the ability to guide, direct or inspire people to act towards a common goal.3. The benefits of public speaking are: boosts confidence; develops critical and creative thinking skills; strengthens

personal relationships and prepares you for the future.

1. Write a 3 – 4 minute speech on a topic you are passionate about.

3PD

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1. Relaxed excellence looks at the mental state that people find themselves in whilst undertaking a task. 2. A relaxed and calm scholar will be more effective as they make better decisions and react well to challenges. 3. Imagine your goal it to hold a butterfly within the grasp of your hands. If you squeeze too tightly you crush the butterfly

and if your grip is too loose the butterfly will fly away – in either scenario you don’t achieve your goal.4. Trying too hard creates stress and being too unfocussed breeds laziness. We must find the balance between the two to

find relaxed excellence.

1. Explain how I will apply relaxed excellence to my school work.

4Un

ifrog

1. Terminology is the group of words used to describe a particular subject or profession. For example, medical students have to learn lots of medical terminology - words to do with medicine and people’s bodies – when they’re studying to become doctors.

2. There are lots of different words associated with your next steps after school or college. It can be very confusing! You won’t be put-off an opportunity if you know what all the words mean, you’ll have a better awareness of the range of opportunities, when it comes to applying for an apprenticeship or a job, you’ll know exactly what to expect and you’ll be able to use the right words in your applications to higher education and jobs

1. Choose a know how guide to read in the know how library. Write down what you chose and what you learnt in your workbook

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1. A modern definition of resilience is “advancing despite adversity”2. Resilient people still experience failure, stress, and sometime difficult emotions, but they develop coping strategies and

seek help from support systems to overcome challenges and work through problems. 3. When applying to Universities, they want to see that you’ve shown resilience, going above and beyond in your

intended area of study and have made a difference and/or excelled your field.

1. Make sure you are signed up to at least 1 extra-curricular club.

2. Record your attendance in your workbook

6PD

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1. Focus on the actions within your control and you will increase your chances of success.2. People who constantly think about the their future goals are rarely successful because they are not focusing on the day

to day actions which will allow them to achieve the goals.3. For example, if you want to achieve a higher level in your next assessment then thinking about it how great it will be will

not help you. However, focusing on the actions such as completing you scholars guide to the best of your ability, having 100% attendance, being punctual for lesson, asking questions if you are unsure, sitting like a scholar and taking on board your teachers feedback are all within your control and will help you increase your progress.

1. Describe a goal I will set myself for the next three weeks

2. Outline the actions I am going to focus on to achieve it.


Student development

Year 7 Student development Scholar’s Guide: Unifrog, Map Award, PDPWeek I will need to know: So that I can:

7Un

ifrog

1. Learning about your skills – jobs in the supply chain (supermarkets)2. It is important to understand all of the stages in getting food from farmers into your shopping trolley. By doing it, you’ll

understand all of the different jobs associated with the food industry.3. It’s likely that you are familiar with the process of getting food from field to plate, but this might help you to consider

which part of the process you are most interested in, and if any of those jobs might suit your skills and interests.4. Hint: For your homework task If you need help, click on the example description below the description box.

1. Go to the Competencies tile and Click ‘+ Add now’, and log three skills on Unifrog. Record this in your workbook too.

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d 1. Careers education at MAP begins in Y7, where you can explore your interests through the online platform Unifrog to help you decide on your pathway for GCSE and A-level.

2. A careers fayre will give you the opportunity to meet local businesses and practice your networking skills. You’ll also be able to find out specific details about each company that would otherwise be difficult to establish and this will help you plan for the future.

1. Write down 3 careers stands you are going to visit at the careers fayre.

9 PDP

1. All fears stem from our thoughts and everyone has them. We generally feel fear when we are put in unfamiliar territory such as completing a task in front of a group of our peers without having any time to practice before.

2. Facing our fears, is the only way to over come them and make them go away. Pushing through fear one time, is less frightening than living with it your whole life and once you face your fear you will feel fantastic about yourself.

3. If you face up to your fears they will lose their power to influence you and you will make better decisions.

1. Describe a fear I plan to face over the next three weeks.

2. Outline what actions I will focus on to achieve this task.

10Un

ifrog

1. Keyword: a career is often referred to as a career path. This is because someone’s career will often involve one or many jobs in a similar field of work. Your career path journey will also include any education, training, or work experience you do in that field. Throughout your career, your skills, and competencies will develop.

2. Keyword: a job is a role that you have at a workplace. At this job you will often earn a salary and develop skills. You might work for short period in this job, or you might work for a number of years. On the other hand, a career describes a journey. It can involve multiple jobs, mastering a number of different skills, or reaching long-term goals.

1. Explore the careers library and favourite 3careers that you are interested in.

2. Record these 3 in your workbook

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1. The MAP award gives you opportunities to critically self-reflect and assess your own leadership attributes. From this you will be able to aspire to complete increasingly demanding leadership opportunities

2. Self-reflection is taking the time to think about, evaluate and give serious thought to your behaviours, thoughts, attitudes, and outcomes.

3. Deciding to participate in activities you are passionate about can increase your brain function, improve concentrationand help you manage your time better, all of which contribute to higher grades

1. Decide upon a goal relating to the MAP award for the next 12 weeks cycle.

2. Record this in your workbook

12 PDP

1. Many successful sports stars and elite athletes have failed many times on their journey to success. They often say that failure has been the biggest cause of their success, and that making mistakes is one of the best ways to learn.

2. James Dyson, creator of one of the largest vacuum companies in the world said he made 5,127 prototypes of his vacuum before he got it right. However, he learnt from each one. that’s how he came up with the solution

3. Making mistakes are only counter-productive, if you don’t learn from them. 4. Successes teach you nothing. Failures teach you everything. Making mistakes is the most important thing you can do

1. Identify a mistake I have recently made

2. Describe what I have learnt from it.


Dictionary

Scholar’s Dictionary: ENGLISH

Week Word Definition In a sentence Word Knowledge

1 Overthrow (verb)

To defeat or remove someone from power, using force.

After years of unrest, the cruel king was finally overthrown.

The prefix ‘over’ means ‘above’ or ‘too much’

2 Hubris (noun)

Excessive pride or self-confidence, usually associated with defying the gods.

It is easy to offend others when blinded by hubris.

From the Greek for ‘thinking you are a god’

3 Condemn (verb)

To severely punish someone who has committed a crime, or to force someone to suffer

In many countries, people can be condemned to death for extreme crimes.

From the Latin word for ‘to sentence’ or ‘blame’.

4 Manipulation (noun)

Controlling someone or something to your own advantage, often unfairly or dishonestly.

The villain had to do much plotting and manipulation to enact his plan.

From the Latin ‘manus’ which means ‘hand’.

5 Chaos (noun)

A state of total confusion with no order. The loss of electricity led to chaos in the city. From the Greek word for ‘abyss’ which is a giant, empty hole.

6 Hamartia (noun)

A fatal flaw that leads to the downfall of the hero or heroine of the story.

The hero’s hamartia was ambition and this caused his downfall.

From the Greek for ‘to fail’.

7 Avarice (noun)

An extremely strong wish to get or keep money or possessions.

He paid a month’s rent in advance to satisfy the landlord’s avarice.

From the Latin for ‘greed’.

8 Sinful (adjective)

Behaviour that is against the rules of a religion or morally wrong.

The thief now regrets his life of sinfulness.

From an old English word meaning ‘wrongdoing’

9 Retribution (noun)

Deserved and severe punishment.

The fear of retribution from their leaders if they do not obey must be terrifying.

The prefix ‘re’ means ‘back’.

10 Psyche (noun)

The mind, or the deepest thoughts, feelings, or beliefs of a person.

The horrors of war had a devastating impact on her psyche.

From the Greek for ‘life’, ‘breath’, or ‘soul’


Dictionary

Scholar’s Dictionary: MATHS


1 Integer (noun)

A whole number with no remainder or decimal part.

1, 11 and 231 are all positive integers. From the Latin word for ‘whole’.

2 Commutative (adjective)

Operations which give the same answer regardless of the order.

Multiplication and addition are commutative, 2 x 3 = 3 x 2 and 4 + 5 = 5 + 4.

From the Latin word meaning ‘exchanged’.

3 Indices (noun)

The plural of index, which is the operation of multiplying a value by itself a given number of times.

23 = 2 x 2 x 2 = 8. The index here is 3. From the Latin for something that ‘points’.

4 Multiples (noun)

The multiples of a number are the values in its times table.

The multiples of 8 are 8, 16, 24… The prefix ‘multi’ means many.

5 Factors (noun)

The factors of a number are any integers which go into that number with no remainder.

The factors of 14 are 1, 2, 7 and 14. From the Latin for ‘one who makes something’.

6 Operation (noun)

An operation is a function or process. The correct order of operations is brackets, indices, division and multiplication, addition and subtraction.

From the Latin word ‘opus’ meaning ‘work’.

7 Negative (noun)

Any number with a value less than 0. 4 minus 7 is negative 3 (-3). The word root ‘neg’ means to ‘deny’.

8 Algebra (noun)

A branch of mathematics dealing with symbols and unknown values.

We use algebra to solve the equation x + 3 = 9. From an Arabic phrase meaning ‘the reunion of broken parts’.

9 Expression (noun)

A collection of algebraic terms joined by mathematical operators.

The expression 4x + 7x can be simplified to 11x. From the Latin for ‘pressing out’.

10 Sequence (noun)

A pattern of numbers defined with a specific set of rules.

A sequence starts on 5 and adds 2 each time (5, 7, 9, 11…).

From the Latin for ‘to follow’.


Dictionary

Scholar’s Dictionary: SCIENCE


1 Organism (noun)

Any living biological entity, such as an animal, plant, fungus, or bacterium. Anything resembling a living creature in structure or behaviour.

Amoebae and bacteria are single-celled organisms.

The suffix ‘ism’ means a system or philosophy

2 Carbohydrate (noun)

A carbohydrate is a compound such as sugar or starch, and is used to store energy.

Foods containing carbohydrates include bread, potatoes, pasta, and rice.

‘Carbo’ relates to carbon and ‘hydro’ relates to water.

3 Enzyme (noun)

An enzyme is a substance that acts as a catalyst in living organisms.

Enzymes regulate the rate at which chemical reactions take place without being altered in the process.

The prexif ‘en’ means ‘in’ or ‘on’

4 Diffusion (noun)

Diffusion is the net movement of particles from an area of high concentration to an area of low concentration.

Diffusion occurs in gases, liquids and solids. Diffusion is fastest in gases and slowest in solids.

From the Latin ‘to pour’

5 Deoxygenated (adjective)

Oxygen has been removed. An example of deoxygenation is oxygen being removed from blood.

‘Oxy’ relates to oxygen.

6 Element (noun)

A simple substance that cannot be reduced to smaller chemical parts.

Gold, oxygen and sodium are all elements. From the Latin for ‘matter in its most basic form.

7 Solubility (noun)

Solubility is the ability of a solid, liquid, or gaseous chemical substance (referred to as the solute) to dissolve in solvent (usually a liquid) and form a solution.

If you are making a cup of tea, sugar has a high solubility in water.

The root word ‘leu’ means to loosen.

8 Molecule (noun)

The simplest unit of a chemical substance, usually a group of two or more atoms

Water exists as molecules. Each molecule is made up of two hydrogen atoms joined to one oxygen atom

The Latin word ‘moles’ means ‘mass’.

9 Ionic (adjective)

An ionic bond is chemical bond in which two ions are joined together because one has a positive charge and the other a negative charge

An example of an ionic bond is the chemical compound Sodium Chloride.

From the Greek word meaning ‘go’.

10 Particle (noun)

A particle is any of the smallest pieces of matter that make up atoms or the parts of atoms.

A typical atom consists of three subatomic particles: protons, neutrons, and electrons.

The prefix ‘part’ means not complete.


Dictionary

Scholar’s Dictionary: FRENCH


1 Francophone (noun)

A person who speaks French, especially a native speaker

Madagascar is a francophone country. The suffix ‘phone’ means ‘sound’ or ‘speaking’.

2 Accent (noun)

A mark indicating stress, vowel quality, form or pitch

The symbols above or below letters in French are called accents.

From the Latin ‘cantus’ which means ‘singing’.

3 Phonics (noun)

A method of teaching people to read by matching sounds with letters or groups of letters

It is important to learn your phonics so you can pronounce words correctly.

The prefix ‘phone’ means ‘sound’ or ‘speaking’.

4 Language (noun)

The main method of human communication The French language is spoken by 220 million people.

From the Latin ‘lingua’ meaning ‘tongue’.

5 Indefinite article (noun)

The word ‘a’, ‘an’ or ‘some’. In French, there are two indefinite articles, depending on whether the noun is masculine feminine.

The indefinite articles in French are: ‘un’ or ‘une’.

6 Definite article (noun)

The word ‘the’ In French, there are three definite articles, depending on whether the noun is masculine, feminine or plural.

The definite articles in French are la, l’ or les.

7 Conjugate (verb)

To change the verb, depending on who is performing the action

To conjugate a verb, you must start with the infinitive.

The prefix ‘con’ means to ‘join’.

8 Adjective (noun)

A word that describes a noun. In French, the adjective must agree with the noun it’s describing, both in gender and number.

From the Latin meaning ‘added to’.

9 Infinitive (noun)

The verb in its unchanged state. An infinitive ends in either -er, -ir or -re. The Latin root word ‘fin’ means ‘end’.

10 Cognate (noun)

Cognates are words that share similar meaning, spelling and pronunciation.

When trying to work out meaning, you should look for cognates.

From the Latin word meaning ‘of common descent’.


Dictionary

Scholar’s Dictionary: SPANISH


1 Hispanic (adjective)

Relating to Spain or to Spanish-speaking countries

Costa Rica is a Hispanic country. The suffix ‘phone’ means ‘sound’ or ‘speaking’.

2 Definite article (noun)

The word ‘the’ In Spanish, there are four definite articles, depending on whether the noun is masculine, feminine or plural.

The definite articles in Spanish are el, la, los and las.

3 Conjugate (verb)

To change the verb, depending on who is performing the action

To conjugate a verb, you must start with the infinitive.

The prefix ‘con’ means to ‘join’.

4 Language (noun)

The main method of human communication The Spanish language is spoken by 580 million people

From the Latin ‘lingua’ meaning ‘tongue’.

5 Adjective (noun)

A word that describes a noun. In Spanish, the adjective must agree with the noun it’s describing, both in gender and number.

From the Latin meaning ‘added to’.

6 Indefinite article (noun)

The word ‘a’, ‘an’ or ‘some’. In Spanish, there are four indefinite articles, depending on whether the noun is masculine feminine or plural.

The indefinite articles in Spanish are: ‘un’, ‘una’, ‘unos’ and ‘unas’.

7 Pronunciation (noun)

The way words are said Use phonics to help you with your pronunciation.

From the Latin meaning ‘the act of speaking’.

8 Plural (noun)

More than one To make a noun plural in Spanish, we add -s, unless the noun ends in a consonant, in which case we add -es.

From the French meaning ‘more than one’.

9 Intensifier (noun)

An adverb used to give emphasis Use intensifiers to add variety to your writing. The word ‘intense’ means ‘extreme’

10 Cognate (noun)

Cognates are words that share similar meaning, spelling and pronunciation.

When trying to work out meaning, you should look for cognates.

From the Latin word meaning ‘of common descent’.


Dictionary

Scholar’s Dictionary: GEOGRAPHY


1 Economic (adjective)

Relating to trade, industry, and money. The country has been in a very poor economic state ever since the decline of its two major industries.

From the Greek for ‘household’

2 Interdependent (adjective)

Depending on each other. All living things are interdependent. The prefix ‘inter’ means between or among.

3 Isoline (noun)

A line drawn on a map that connects things with the same value, such as temperature or height above the earth's surface

The isolines on the map show the gradient is steep.

The prefix ‘iso’ means equal

4 Relative (adjective)

Being judged or measured in comparison with something else.

Since the increase in employment, the standard of living has been relatively good.

From the Latin for ‘related to’

5 Gradient (noun)

How steep a slope is. The hill has a gentle gradient. From the Latin word for ‘walk’

6 Biotic (adjective)

Relating to living things in the environment. The climate is affected by biotic factors. The root word ‘bio’ means life.

7 Abiotic (adjective)

Relating to non-living things in the environment. The plants rely on abiotic factors to survive. The prefix ‘a’ means ‘without’ or ‘not.

8 Precipitation (noun)

Moisture falling from the atmosphere as rain, hail, sleet, or snow.

A desert has less than 200mm of precipitation each year.

From the Latin for ‘falling quickly’.

9 Flora (noun)

Plants All types of flora need sunlight, water and carbon dioxide to grown.

Flora is the Roman goddess of flowers.

10 Fauna (noun)

Animals Fauna, such as camels, have adapted to live in hot desert.

Fauna was a Roman god of the woodland who cared deeply for animals.


Dictionary

Scholar’s Dictionary: HISTORY


1 Peasant (noun)

A peasant is a person that worked for others in farming work for very little money and has a low social position.

The peasants worked long days, on the fields, for very little money.

From the French for ‘local inhabitant’

2 Economic (adjective)

Relating to trade, industry, and money. The government had faced challenging economic problems.

From the Greek for ‘household’

3 Heir (noun)

A person who inherits or had the right to property/claim to title after the death of the owners.

Prince William is heir to the English throne. From the French for ‘successor’

4 Infantry (noun)

The part of an army that fights on foot The infantry were sent into battle. From the French word for ‘youth’. Historically, foot soldiers would have been young.

5 Feudal (adjective)

A social system existing in medieval Europe organised in rank. People at one level of society received land to live and work from those higher than them and in return fight for them if necessary and give them some food they produce.

The feudal system resulted in a loyalty society. From the Latin or Middle English word for ‘land granted’

6 Interpretation (noun)

An explanation or opinion of what something means.

A common historical interpretation is that Anglo-Saxon England was a ‘golden age’.

The prefix ‘inter’ means between or among.

7 Desolate (adjective)

Somewhere/a place that is empty and not attractive, bare nothing there.

The landscape, free of trees and buildings, was desolate.

From the Latin word meaning grief.

8 Dispossessed (adjective)

People have had their property taken away from them.

The land was dispossessed from the peasants. The prefix ‘dis’ means not

9 Ordeal (noun)

In the past, a way of trying to find out if someone is guilty or innocent by making them suffer extreme pain. If they did not die, this was considered proof from God that they were innocent.

Fifty people were accused of stealing the king’s deer, and required to prove their innocence by undergoing the ordeal of hot iron.

From the Old English meaning ‘judgement’

10 Trade (noun)

The activity of buying and selling, or exchanging, goods and/or services between people or countries.

Seventy percent of the country’s trade is with Europe.

From the Dutch for ‘track’ or ‘course’.


Dictionary

Scholar’s Dictionary: DANCE AND DRAMA


1 Rhythm (noun)

Rhythm is a regular repeated pattern of sounds or beats.

You need a sense of rhythm to be a good dancer.

From the Latin for ‘movement in time’.

2 Dynamics (noun)

Dynamics in dance describes the quality of how you move in space.

You need to apply a range of dynamic principles to engage your audience.

From the Greek word meaning ‘power’.

3 Composition (noun)

The way that the dance is arranged. The pattern of movement created an engaging composition.

The prefix ‘com’ means ‘together’ or ‘with’.

4 Compositional Devices (noun)

Compositional Devices are tools to help develop or choreography new dance material.

Let’s increase the length of our choreography by using the compositional device of retrograde.


5 Performance Skills (noun)

Performance skills means the observable actions of a person during a performance.

Ensure you apply performance skills to your dance to improve the overall quality of the performance.

The suffix ‘ance’ means ‘the result of’.

6 Evaluate (verb)

To reflect on your own work and identify your strengths and areas for development suggesting ways to improve.

We need to evaluate your performance and identify WWW and EBI’s.

From the Latin word meaning ‘value’.

7 Facial Expressions (noun)

A facial expression conveys an emotion that tells us about the character and the way they react to the situation.

Her facial expression revealed her character’s fear.

From the Latin for ‘pressing out’.

8 Freeze Frames (noun)

A freeze-frame is a form of still image that is achieved by simply freezing action.

You must be still and silent in your freeze-frame to emphasise the importance of the scene.

To ‘freeze’ means to preserve.

9 Voice Projection (noun)

Voice projection is the strength of speaking or singing whereby the voice is used powerfully and clearly.

Ensure you project your voice so the audience can hear you.

The prefix ‘pro’ means ‘forward’.

10 Soundscape (noun)

A soundscape is a series of sounds created by students (not words, echoes, repetition, or speaking together) that create a setting or suggest a scene.

Let's create a soundscape for our scene set in a factory.

The suffix ‘scape’ means scenery or picture as in ‘landscape’ or ‘moonscape’


Dictionary

Scholar’s Dictionary: MUSIC


1 Ensemble (noun)

A group of musicians who regularly play together.

The Mozart Ensemble are playing at Carnegie Hall tonight.

From the Latin ‘simil’ meaning ‘at the same time’.

2 Pitch (noun)

The degree to which a sound or a musical note has a high or low quality

The pitch of the chorus is very high. Thought to be related to ships when they pass over the waves.

3 Rhythm (noun)

A pattern of long and short beats. The music suddenly changed from a smooth to a staccato rhythm.

From the Latin for ‘movement in time’.

4 Pace (noun)

The speed of a piece of music. The pace of the piece is quite slow. From the French for ‘ a step’.

5 Accuracy (noun)

Being able to perform your piece without making mistakes.

She delivered the piano concerto with skill and accuracy.

From the Latin for ‘prepared with care’.

6 Timbre (noun)

A quality of sound that makes voices or musical instruments sound different from each other

He has a wonderful singing voice, with a rich timbre and resonant tone.

From the Greek ‘tumpanon’ which was a small drum.

7 Ostinato (noun)

A musical phrase (a group of notes) or rhythm that is repeated many times in the course of a longer piece.

I am playing my ostinato piano part over and over again.

From the Italian word for ‘persistent’.

8 Bass (noun)

The lowest range of notes. The bass notes are very low and are played on the left side of the piano.

From the Latin word for ‘low’.

9 Accompaniment (noun)

Music that is played with someone who is singing or playing the main tune

The students would take it in turns to provide accompaniment to the lead singer.

From the word ‘companion’ meaning ‘friend’.


A piece of music that someone has written. Beethoven’s Piano Concerto 1 is one of his earlier compositions.

The prefix ‘com’ means ‘together’ and ‘ponere’ means to place- to place together.


Dictionary

Scholar’s Dictionary: ART


1 Contemporary (adjective)

Existing or happening now. The Tate Modern showcases many contemporary artists.

The root word ‘temp’ means ‘time’.

2 Two – Dimensional (adjective)

Flat, having width and length but not depth. Painting is a two-dimensional art that tries to give the illusion of three dimensions.

‘Dimension’ is from the Latin for ‘measuring’.

3 Three – Dimensional (adjective)

Something that has a shape and a form. One of the most famous three – dimensional sculptures in Rodin’s The Thinker.

‘Dimension’ is from the Latin for ‘measuring’.

4 Illusion (noun)

Something that gives the impression of. The painting portrayed the illusion of warmth. From the French for ‘deception’.


The way that things are arranged. This painting has an abstract composition. The prefix ‘com’ means ‘together’ or ‘with’.

6 Annotations (noun)

Notes and labels. Annotations explain the artist’s choice of theme.

From the Latin word meaning ‘to observe’.

7 Tertiary (adjective)

A primary and a secondary colour mixed. A tertiary colour scheme was used by the artist.

From the root word ‘tres’ meaning ‘three’.

8 Harmonious (adjective)

Colours that work well together. Monet was known for his use of harmonious colours that were pleasing to the eye.

In music, the word ‘harmony’ means different notes being played to create a pleasant sound.

9 Complementary (adjective)

Colours opposite each other on the colour wheel.

The artwork showed use of complementary colours.


10 Temperature (noun)

Whether something is hot or cold. The colour scheme used gives the impression of a warm temperature.

Linked to the word ‘temper’ which means ‘degrees of emotion’- heated anger to cool.


Dictionary

Scholar’s Dictionary: DESIGN TECHNOLOGY


1 Iconic (adjective)

Very famous or popular, especially being considered to represent particular opinions or a particular time

The Carlton Dresser is an iconic bookcase from the Memphis design movement.

From the Latin ‘icon’ which means ‘likeness’ or ‘image’.

2 Vice (noun)

A tool with two parts that can be moved together by tightening a screw so that an object can be held firmly between them while it is being worked on.

Use a woodworking vice to clamp your work while sawing.

From the Old French word for ‘screw’.

3 Deciduous (adjective)

A deciduous tree loses its leaves in autumn and grows new ones in the spring.

Oak is a deciduous tree that loses its leaves every autumn.

The prefix ‘de’ means ‘down’.

4 Manufactured board (noun)

Manufactured boards are timber sheets which are produced by gluing wood layers or wood fibres together.

Flat pack furniture is often made from manufactured boards rather than timber.

From the Latin ‘manus’ which means ‘hand’.

5 Tenon saw (noun)

Tenon saws feature a short, stiffened blade that's designed to deliver accurate, straight cuts in timber.

The student was careful of the sharp teeth on the tenon saw when returning it to the cupboard.

From the Old French ‘tenir’ which means ‘to hold’.

6 Material (noun)

A physical substance that things can be made from.

Timbers, polymers and metals are different types of material.

From the Latin word for ‘matter’.

7 Coniferous (adjective)

A coniferous tree produces cones, and having leaves that do not fall off in the winter:

Pine is a coniferous tree as it has needles that do not fall off in the autumn.

The suffix ‘ous’ can mean ‘having’ or ‘full of’. ‘Conus’ means cone, so ‘having cones’.

8 Aesthetic (noun)

How something looks. The aesthetics of the finished product will appeal to the target market.

From the Greek ‘to perceive’

9 Prototype (noun)

A full size version of a product, made to check everything is ok before more are mass produced.

The student made three prototypes before developing their final design.

The prefix ‘proto’ means ‘early’ or ‘original’.

10 Millimetre (noun)

A unit of measurement that is equal to 0.001 metres.

For quality control purposes, it is important to measure accurately in millimetres.

The prefix ‘milli’ means one thousandth.


Dictionary

Scholar’s Dictionary: FOOD TECHNOLOGY


1 Restaurateur (noun)

A person who owns and manages a restaurant Gordon Ramsey is a famous restaurateur. From the Latin verb meaning ‘to restore’.

2 Bacteria (noun)

Single celled organisms that are able to reproduce rapidly

Some types of bacteria can spread disease From the Greek word meaning ‘rod’. The first observed bacteria were rod shaped.

3 Appetizer (noun)

Appetizers are small dishes eaten before the main meal

I enjoyed eating the appetizers at the wedding

The word ‘appetite’ derives from the Latin word for ‘desire’.

4 Leavened (adjective)

Food that is leavened contains yeast to make it rise

Bread is a leavened product. From the Latin for ‘something that rises.’

5 Unsaturated oils (noun)

Unsaturated oils are healthier for the human body than saturated oils

Olive oil is an unsaturated oil as it comes from plants

The prefix ‘un’ means ‘not’.

6 Carbohydrate (noun)

A carbohydrate is a compound such as sugar or starch, and is used to store energy.

Foods containing carbohydrates include bread, potatoes, pasta, and rice.

‘Carbo’ relates to carbon and ‘hydro’ relates to water.

7 Nutrients (noun)

Nutrients are essential for all organisms to grow Fruit and vegetables provide our bodies with essential nutrients.

From the Latin word meaning ‘feed’.

8 Cross contamination (noun)

Cross-contamination is what happens when bacteria or other microorganisms are unintentionally transferred from one object to another.

The cross contamination of raw and cooked chicken made the student sick.

The word ‘contaminate’ is from the Latin word for ‘corrupt’ or ‘pollute’.

9 Ingredient (noun)

The ingredients are combined together to make the meal

The main ingredients of cakes are flour, eggs, butter and sugar

The prefix ‘in’ means ‘in’ or ‘on’.

10 Cuisine (noun)

The cuisine is the style of cooking associated with a particular country

When I was in France I enjoyed eating the French cuisine.

From the French word meaning ‘style of cooking’.


Dictionary

Scholar’s Dictionary: P.E


1 Routine (noun)

A usual or fixed way of doing things. The MAP warm-up is part of a fixed routine. From the word ‘route’ meaning ‘path’ or ‘way’.

2 Component (noun)

A part or element of a larger whole The five key components of a warm up are... The prefix ‘com’ means ‘together’ or ‘with’.

3 Mobility (noun)

The ability to move or be moved freely and easily.

Mobility is undertaken via different exercises. From the Latin ‘mobilus’ meaning ‘moveable’.

4 Dynamic (adjective)

Relating to forces that produce movement: Arm swings are a dynamic movement. From the Greek word meaning ‘power’.

5 Stretch (verb)

To make your body or your arms and legs straight so that they are as long as possible, in order to exercise the joints.

Stretching your muscles before exercise is an important part of a warm-up.

From the Old English meaning ‘to extend’

6 Skill-rehearsal (noun)

Practicing a skill that has been previously learnt or taught

Dribbling a ball is part of the skill-rehearsal phase.

‘Rehearsal’ is from the French meaning ‘a repeating’

7 Pulse (noun)

The regular beating of the heart. Exercise increases your pulse rate. From the Latin meaning ‘beating of the blood’.

8 Tricep (noun)

The large muscle at the back of the upper arm Your tricep is located at the back of your arm. The prefix ‘tri’ means ‘three’.

9 Gradually (adverb)

Slowly over a period of time or a distance The aim of a cool down is to gradually transition the body back to a resting state.

From the Latin word for ‘a step’.

10 Fatigue (noun)

Extreme tiredness. The build-up of lactic acid causes muscle fatigue.

From the French ‘to tire’.


Dictionary

Scholar’s Dictionary: LVS


1 Friendship (noun)

A situation in which two people are friends. Their warm friendship goes back to when they were at school together.

The suffix ‘ship’ can mean being in the state of: ‘friendship’ is the state of being a friend.

2 Relationship (noun)

The way in which two things are connected. Lack of trust is very destructive in a relationship. The suffix ‘ship’ can mean being in the state of: ‘relationship’ is the state of being related.

3 Conflict (noun)

An active disagreement between people with opposing opinions or beliefs.

His outspoken views would frequently bring him into conflict with his boss.

The prefix ‘con’ means together or with.

4 Mentality (noun)

A person’s particular way of thinking about things.

I can't understand the mentality of people who hurt animals.

From the Latin ‘mens’ which means ‘mind’.

5 Peer pressure (noun)

The strong influence of a group, especially of children, on members of that group to behave as everyone else.

The only reason he went to the party was because of peer pressure.

‘Peer’ comes from the Latin ‘par’ which means ‘equal’.

6 Christianity (noun)

A religion based on belief in God and the life and teachings of Jesus Christ, and on the bible.

Christianity is the largest religion in the world. The suffix ‘ity’ can mean being in the state of: ‘Christianity’ is the state of being a Christian.

7 Stewardship (noun)

Christian belief that God gave us the planet to look after.

Christians believe stewardship was given to them by God.

The word ‘steward’ comes from the Old English for ‘guardian’.

8 Holy Trinity (noun)

The three persons of the Christian Godhead: Father, Son and Holy Spirit.

The story of the Holy Trinity was taught in Sunday school.

The prefix ‘tri’ means three.

9 Radical (adjective)

Believing or expressing the belief that there should be great or extreme social or political change.

He holds some radical opinions on the subject.

From the Latin ‘radix’ meaning ‘roots’- the notion of changing from the root.

10 Mortality (noun)

The way that people do not live forever. Her death made him more aware of his own mortality.

From the French ‘mort’ meaning ‘death’


Notes

Scholar's Guide Year 7 - Marine Academy Plymouth

Documents

Transcript of Scholar's Guide Year 7 - Marine Academy Plymouth