Knowledge Organisers Year 7

Module 12019/20

Art

1.1

Aesthetic: The way that something looks. “The aesthetics of the painting was

pleasing”.Beauty: Pleasing the senses or mind

aesthetically.“The painting was beautiful”.

1.2

Stippling, Hatching and Cross Hatching are the most common types of mark making. These are incredibly useful skills to use for drawings and shadings. Practise making your own shapes full of these marks. (Image 1)

1.3

Perspective: Shows depth within an image. You can tell what is close and far away. (Image 2)Vanishing Point: The point at which things in the distance will disappear. (Image 5)

1.4

Indian Ink is the material which Van Gogh used in a lot of his drawings. (Image 3)The more marks you are able to use within your drawing, the more interesting your drawing will be.

1.6

You can change how dark or light your mark making is by making your marks closer together or further apart. When the marks are closer, the image will be darker.When the marks are further apart, the image will be lighter. (Image 6)

1.5

The bigger the marks, the closer the object will appear. The smaller the marks, the more it looks as though the objects are in the distance. See image 4 for Van Gogh’s example. Van Gogh also used a Vanishing Point.

Stippling Cross HatchingHatching

Image 2 Image 1

Image 3

Year 7 M1&M2

Think of a point (use a keyword).

What example are you looking at? This would be the drawing by Van

Gogh.

Explain what you mean, using the example you

have given.

Why has the Artist done this?

What is your opinion? Does it inspire you to

make something?

When Writing About an Artist’s Work:

Image 4

Image 5

Image 6

Computer

Science

DT & Engineering

Knowledge Organiser: Unit 1 Engineering and DT

Statement of Inquiry: Designers adapt the form in which information is communicated in order to make it accessible for the end user and allow all communities to operate safely

Global Context: As an engineer/designer, you are part of many communities: your team, your company and globally. As part of these communities health and safety (H&S) is recognised as a key focus and responsibility of all engineers

Key Concepts: What is a community?Why do people/engineers care about H&S?Why is the concept of ‘communities’ important to H&S?

Command terms Key Vocabulary

Mandatory

Safe conditions

Warning

Hazards

Do

Not

Mandatory

(must do) Instructions

Warning

Knowledge Organiser: Unit 1a Engineering and DT

Statement of Inquiry: Designers adapt the form in which information is communicated in order to make it accessible for the end user and allow all communities to operate safely

Global Context: As an engineer/designer, you are part of many communities: your team, your company and globally.

Key Concepts: What is a community?Why do people/engineers care about H&S?Why is the concept of ‘communities’ important to H&S?

Command terms Key Vocabulary

safety All used tool names. See to the left of this boxCoping saw

File

Steel Rule

Vice

Glass paper

Pencil

LED

Battery

MDF

Knowledge Organiser: Unit 1b Engineering and DT - Bloodhound car

Statement of Inquiry: The demand for fast cars is strong as ever, however due to devastating costs to the environment, the demand for Affordable and Clean Energy is ever more important

Global Context: Engineers use science for solutions to in making cars more efficientAs an engineer/designer, you are part of many communities who needs to preserve the world we live in.

Key Concepts: What is sustainability?Does the shape of a car affect the performance environment?How can we improve the environment when we use cars?

Key Vocabulary

DesignSustainabilityAnalyseDescribeTestingCritical Reflection

Knowledge Organiser: Unit 1 Wooden Puppet

Statement of Inquiry:A local invention can diffuse into a global market through successful and targeted communication.

Command termsAnalysingBreak down to bring out the essential elements or structure. ( To identify parts and relationships, and to interpret information to reach conclusions.)

CreateTo evolve from one’s own thought or imagination, as a work or an invention.

DesignProduce a plan, simulation or model

Key VocabularyDesign briefResearch Existing productsACCESS FMDesign ideasSoftwoodPineCross halving jointBradleEyeletsSoft woodHard woodMan made board

Criterion: AInquiring and analysing

Areas of Assessment

Criterion: CCreating the solution

Key Concepts and Global Context: ● Global interactions

Related ConceptsAdaptionthe process of change by which an organism or species becomes better suited to its environment.FormNounthe visible shape or configuration of something."the form, colour, and texture of the tree"Verbmake or be made into a specific shape or form."form the dough into balls"

Cross halving joint

Mitre joint

Cross halving jointButt jointLap joint

Knowledge Organiser: Unit 1 Wooden Puppet

Statement of Inquiry:A local invention can diffuse into a global market through successful and targeted communication.

Command termsAnalysingBreak down to bring out the essential elements or structure. ( To identify parts and relationships, and to interpret information to reach conclusions.)

CreateTo evolve from one’s own thought or imagination, as a work or an invention.

DesignProduce a plan, simulation or model

Key VocabularyDesign briefResearch Existing productsACCESS FMDesign ideasSoftwoodPineCross halving jointBradleEyeletsSoft woodHard woodMan made board

Criterion: AInquiring and analysing

Areas of Assessment

Criterion: CCreating the solution

Tenon Saw

Steel rule

Coping Saw

Eyelet

Disc Sander

Pencil

Tri Square

File

Marking Gauge

ViceDrill Bit Chuck Key

Pillar Drill

Glass PaperWarning

Mandatory

(must do)

Do Not

Instructions

Health & safety signsMandatory (must do)

Do notWarning

Instructions

English

English Knowledge Organiser: Year 7 Module 1 Soldier Dog (Sentence Types)

Statement of Inquiry: A reader's perspective is informed by the character's views and psychological and social development within the context they are in.

Global Context: Identities and relationships; psychological and social development

Key Concepts: Perspective

Command Terms:DefineDistinguishIdentifyRecallStateApply

Key Vocabulary:SimpleCompoundComplexAdverbialSentenceMinorEmbeddedClauseSubordinateCoordinating

Soldier Dog: Text type - novel; Author - Sam Angus; Genre - War; Setting - WW1 (1914 to 1918), Britain and France; Main Characters - Stanley, Bones, Rocket, Da, Tom, Soldier, Fidget, Pistol; Themes - conflict, growing up, love, relationships, family, companionship.

1.1 Simple Sentence: starts with a capital letter - ends with a full stop - must have a subject and a verb. The verb shows what the subject is doing.He played football. The monkey swung from the tree.

1.2 Minor Sentence: it does not necessarily have a main verb in it, but it can be understood as a complete unit of meaning.Outrageous. No pain, no gain. Stop. Listen.

1.3 Compound Sentence: combines two simples sentences together with a coordinating conjunction (for, and, nor, but, or, yet, so [FANBOYS]).He played football and he got tackled. The monkey swung from the tree but missed the next branch.

1.4(a) Complex Sentence (starting with main clause): adds a subordinate clause to a main clause to add information to a sentence. If the main clause goes first, there is no need for a comma.He played football whilst it was raining.

1.4(b) Complex Sentence (starting with a subordinate clause): adds a subordinate clause to a main clause to add information to a sentence. If the subordinate clause goes first, a comma is needed.Whilst it was raining, he played football.

German

Learning strategy

Grammar

Humanities

Module 1: How much impact can a single person create?

Statement of Inquiry:The identity and development of past societies can be explored through the perspectives of the people who were there.

Factual:When was the Middle Ages?What was the impact of the decline of the Roman Empire on Britain?How was society structured during the Middle Ages?What was life like in Britain during Norman rule?

Conceptual:What perspectives can be used to study the past?Why is continuity important to the study of history?

Debatable:Has the Norman Invasion been misrepresented in history?

IB Learner Profile Attribute: KnowledgeableBy finding opportunities to increase our understanding of the world in past centuries.

Assessment this Module:Criterion A: Knowing and understandingCriterion C: CommunicatingCriterion D: Thinking critically

Approaches to Learning- Communication skills- Critical-thinking skills- Media-literacy skills

Key Events of 10665 Jan - Edward the Confessor died. The Witan elected Harold Godwinson to become the new King of England.

6 Jan - Harold Godwinson was crowned King of England.

20 Sep - Harald Hardrada and Tostig invade England with more than 10,000 in 200 long ships. Anglo-Saxon Earls Edwin and Morcar were defeated at the Battle of Fulford.

25 Sep - Harold Godwinson traveled north to fight Harald Hardrada. In 4 days he marched 180 miles to launch a surprise attack on Hardrada and Tostig. Godwinson defeated Hardrada but his army was tired and badly reduced in size.

27 Sep - William Duke of Normandy set sail with almost 700 ships. His soldiers landed at Pevensey and made a small castle. The Normans pillaged and burned the local area, in order to force Harold Godwinson to come south. Godwinson raced his men south immediately using the old Roman road of Ermine Street.

12 Oct - Harold arrives in London to recruit more troops for the coming battle.

14 Oct - Harold Godwinson and William of Normandy do battle (The Battle of Hastings). Harold Godwinson is killed.

Significant FiguresHarold GodwinsonEarl of Wessex, and named King of England by The Witan.William of NormandyDuke of Normandy, a brave soldier and successful leader.Harald HardradaViking King of Norway, a ruthless warrior and leader.

Maths

Module 1 MYP Mathematics

Key Concept: FormRelated concepts: Representation and SystemsGlobal Context: Orientation in time and spaceStatement of Inquiry: Different systems and forms of representation develop as civilizations evolve and humans interact.

1.1 Place Value

1.2 Addition/Subtraction

1.5 Multiply & Divide

1.4 Factors/Multiple

1.3 Axioms & Arrays

13

18, 19

21,145

27,33

7,8,12

P.E

Module 1 health & fitness 7

1.1 Fitness testing

● Multi stage fitness test● Cooper run● 1 minute push test● 1 minute sit up test● 30 sprint ● Illinois agility test

1.2 MYP statement of inquiry/ key words. Through change, adaptations and healthier life choices can be made.

● Change ● Adaptation ● Choice

Training methods 1.3Circuit training - Stations are set out that train one or more components of fitness.

Fartlek training - Change in speed, changes in exercise intensity.

Weight training - Improves strength and muscular endurance.

Continuous training - No rest during exercise.

Interval training - Work for a short bit then rest for for a short period.

1.4Components of fitnessSpeed - Moving your body or limb from A to B as quickly as possible

Agility - Changing direction at speed

Balance - Weight over your centre of gravity

Cardiovascular endurance - How long heart and lungs can work together for

Coordination - Moving two or more body parts at the same time

Flexibility - Range of movement at a joint

Muscular endurance - How long muscles can keep contracting for

Power - Speed x strength

Reaction time - How quickly you react to a stimulus

Strength - Ability to overcome a resistance

The multi stage fitness test.

What training method does it link with?

Have a look at the components of fitness and can you link them to different sports and why they important to that sport?

Science

Year 7: CELLS knowledge organiser Lesson 1.1 Observing Cells

Lesson 1.3 Specialised cells

Lesson 1.4 Movement of substances

Lesson 1.2 Plant and animal cells • All living organisms are made up of cells.Cells were first seen using a microscope.• This magnifies a small object.

Total Magnification = eyepiece lens magnification x objective lens magnification

Using a microscope:1. Move the stage to it’s lowest position2. Place object on stage3. Select objective lens with lowest

magnification. 4. Use the eyepiece lens and coarse focus

knob to see the object 5. Turn the fine-focus knob until object is in

focus.

Cell Structure Function Animal Cells

Plant Cells

Nucleus Contains genetic information that controls the functions of the cell.

Y Y

Cell membrane A barrier that controls what enters and leaves the cell. Y Y

Cytoplasm Where many cell activities and chemical reactions within the cell occur.

Y Y

Mitochondria Provides energy from aerobic respiration. Y YChloroplast Where photosynthesis occurs. Contain chlorophyll which traps

sunlight. Y

Vacuole Used to store water and other chemicals as cell sap. Keeps the cell firm.

Y

Cell wall Strengthens and supports the cell. (Made ofcellulose in plants.) Y

• Specialised cells have a certain shape and structure so that they are suited to carry out a particular function.

Specialised Cell How structure relates to function

Sperm cell Streamlined head and long tail. Contains lots of mitochondria to transfer energy.

Nerve cell Long and thin. Transmits electrical impulses over a distance.

Red blood cell Contains haemoglobin to transport oxygen. Disklike shape to increase surface area.

Root hair cell Long extension to increase surface area for water uptake by osmosis;thin cell wall.

Leaf cell Found at the top of the leaf and are packed with chloroplasts to maximise photosynthesis.

DiffusionThe movement of particles from an area of high concentration to an area of low concentration.

Concentration A measure of the number of particles of a substance in a fixed volume.

Lesson 1.5 Unicellular organisms

Key words Unicellular An organism made of just one cell.

Amoeba A unicellular organisms found in water that feeds on other organisms.

Euglena A unicellular organism found in water that has chloroplasts forphotosynthesis.

Flagellum Tail-like structure that spins like a propeller.

Binary Fission Method of reproduction for amoeba and euglena. One cell splits into twoidentical cells.

Year 7: CELLS knowledge organiser Lesson 1.6 Stem Cells

• Once cells are specialised, they can’t go back to being an unspecialised cell. This is why we all start life as a mass of unspecialised cells, called stem cells – this is what an embryo is.

• Stem cells can divide to make new cells and can differentiate to become specialised cells. In an young embryo, all the cells are stem cells, so they can be taken, cloned and used to produce any human cells by differentiation.

• In adults, there are not many stem cells left – most have differentiated. But there are some, for repair and replacement of specialised cells. For instance, there are stem cells in the bone marrow. These can be collected, cloned and made to differentiate into any type of blood cell. Using stem cells in this way is an active area of medical research, to treat conditions like diabetes and paralysis.