alan sillitoe423eb635t0d744iv013lca66-wpengine.netdna-ssl.com/wp...she lived in a place called...

Alan Sillitoe was born in Nottingham and died aged 82. He was one of the most important British writers of the

post-war era. He made his name with the novel Saturday Night and Sunday Morning (1958) and the collection of

short stories The Loneliness of the Long

Distance Runner (1959).

Sillitoe’s father could not read or write and was not in regular employment. Therefore, Alan and his family

experienced extreme poverty.

It was Alan Sillitoe’s ambition to become a pilot and passed his examinations just before the end of World War II.

He completed his national service as a radio operator and returned to Nottingham. When he became ill with

tuberculosis, he read a lot of literature and began to write. His characters and stories were inspired by his own

experiences of being working class in Nottingham.

His first novel was rejected five times by publishers before it was accepted.

Alan Sillitoe

House Colour: Yellow

Ada Lovelace

House Colour: Green

Rebecca Adlington

House Colour: Blue

Year 7

Autumn 1 Knowledge Organiser

Morris Samuels

House Colour: Red

“Whatever people say I am, that is

what I am not”

Alan Sillitoe

https://www.theguardian.com/books/alan-sillitoe

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjLhInBlsncAhUwz4UKHa8TCcEQjRx6BAgBEAU&url=https%3A%2F%2Fwww.spectator.co.uk%2F2018%2F03%2Fwas-ada-lovelace-the-true-founder-of-silicon-valley%2F&psig=AOvVaw3P65

3

Belong to BBA

Contents

Timetable

Reading Log

Principal’s Reading 9th Sept


Principal’s Reading 23rd Sept


Principal’s Reading 7th Oct

Principal’s Reading 14th Oct

Subject: English

Subject: Maths

Subject: Science

4

5

8

9

10

12

13

14

16

18

20

Subject: Geography

Subject: History

Subject: Spanish

Subject: ICT

Subject: Product Design 1

Subject: Product Design 2

Subject: Food Technology

Subject: At and Design

Subject: Music

Subject: Drama

22

24

26

28

30

32

34

36

38

40

4

Timetable Belong to BBA Year 7 Monday Tuesday Wednesday Thursday Friday

w/b 9th Sept

English History/Geography Science Maths 200 word challenge

from this week’s library lesson

ICT Drama/Music D&T Spanish Principal’s Reading

For next week

w/b 16th Sept




For next week

w/b 23rd Sept English History/Geography Science Maths

200 word challenge from this week’s library

lesson


For next week

w/b 30th sept




For next week

w/b 7th Oct




For next week


from this week’s library lesson w/b 14th Oct


For next week

ALL WEEKS

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


5

Reading Log

Monday Tuesday Wednesday Thursday Friday

W/b 9th Sept

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 16th Sept

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 23rd Sept

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 30th Sept

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 7th Oct

Read:


Signed:__________________

Read:


Signed:_______________

Read:


Signed:________________

Read:


Signed:__________________

Read:


Signed:________________

W/b 14th Oct

Read:


Signed:__________________

Read:


Signed:________________

Read:


Signed:_________________

Read:


Signed:__________________

Read:


Signed:________________

Belong to BBA

7

Principals Reading

8

Belong to BBA

Many years ago there was a beautiful women called Medusa. She lived in a place called

Athens in Greece. She was a very attractive and kind woman and she obeyed her Greek

gods and goddesses. There were many pretty girls in Athens, and Medusa was one of them.

Every single day Medusa always boasted about herself. She said to other people she was

the most attractive woman out of everyone in the whole wide world.

On Sunday, Medusa told a miller that her skin was more beautiful then fresh white snow.

On Monday, she babbled to the cobbler that her hair was brighter than the sun. On Tues-

day, she commented to the blacksmith's son that her eyes were greener than the Aegean

sea. On Wednesday, she boasted to the public that her lips were redder than the reddest

rose in the world.

When Medusa wasn't busy she would boast about herself while looking in a mirror. She

thought she was the most beautiful woman in the whole wide world. She admired herself

greatly.

On and on Medusa commented about her beauty to anyone and everyone who stopped

long enough to hear her. Until one day Medusa and her friends went to the Parthenon. It

was Medusa's first time going to the Parthenon. The Parthenon was the largest temple in

Greece. In the Parthenon was the goddess of wisdom, Athena. There were statues of most

of the gods and goddesses in the Greek culture. All the people who went there obeyed

Athena, all except Medusa.

Medusa saw all the statues and she whispered, "Whoever created these statues did an ex-

cellent job but it would look better if I was the statue." Every picture she saw, she said that

the artist had done an excellent job however, she would look better in the picture, as she

was so delicate and the most attractive in the whole wide world.

When Medusa reached the altar of the temple, she sighed happily and said, "My, this is a

beautiful temple. It is a shame it is wasted on Athena for I am much prettier than she is,

perhaps one day people will build an even grander temple to my beauty."

Then Medusa's friend grew pale. The priestesses heard what Medusa had said and they

gasped. The rumour spread really quickly through the whole temple and everyone started

to leave. Everyone knew Athena would get angry if anyone compared her to someone else.

Before long the temple was empty of everyone except Medusa, who was so busy gazing

proudly at her reflection in the large bronze doors that she hadn't noticed the fast depar-

ture of everyone else. While Medusa was gazing at herself, the figure changes. The figure

changed into the goddess Athena.

"Vain and foolish girl," Athena shouted angrily, "You think you’re a prettier girl than me.”

While other people are working, playing or learning, all you do is just boast about yourself.

Medusa, there is more to life than beauty alone."

Medusa tried to point out that her beauty was an inspiration to those around her and that

she made their lives better by simply looking so lovely, but Athena silenced her with an an-

gry wave.

"Nonsense," screamed Athena "One day beauty will fade away. But I will make it fade away

now and all your loveliness will be gone forever."

When Athena uttered those words, Medusa turned into a terrible monster. Her hair thick-

ened into hissing snakes and her body transformed into a snake.

"Are you happy for what I have done? Now anyone who looks in your eyes will now turn

into stone and no one will be able to save them," snapped Athena,"Even you, Medusa,

should you seek your reflection, will turn to rock the moment you see your face."

Athena then sent Medusa with her hair of snakes to live with the blind monsters and the

gorgon sisters, at the end of the earth, so that no innocent people would be turned to

stone at the sight of her by accident.

The story of Medusa and the Greek goddess Athena

Principal’s Reading w/b 9th Sept

9

Belong to BBA How Robin Hood Came to be an Outlaw Principal’s Reading w/b 16th Sept

10

Belong to BBA

St. George

Principal’s Reading w/b 23rd Sept

12

Belong to BBA Principal’s Reading w/b 30th Sept

13

Belong to BBA Principal’s Reading w/b 7th Oct

14

Belong to BBA Principal’s Reading w/b 14th Oct

While Heracles and Theseus were doing their wonderful deeds, a band of heroes under the leadership

of a prince named Jason went on a voyage which brought them adventures that were just as remarka-

ble. This was the quest of the Golden Fleece. You must first know what this Golden Fleece was, and

how Jason came to go in search of it.

There was once a boy and a girl whose stepmother was very cruel to them, and wished to put them to

death. But the god Hermes sent them a winged ram, whose fleece was of pure gold; and seating them-

selves on this they flew far away from their cruel stepmother. Over mountains and plains and valleys

the ram bore them safely; but when they were passing over an arm of the sea, the girl, Helle, became

so frightened that she lost her hold, and was drowned. The water into which she fell was ever after

called the Hellespont, or the sea of Helle.

The boy clung fast to the ram, and at last was brought safely to a far-off country, where his stepmother

could not find him. There he sacrificed the ram on the altar of Zeus, and its beautiful golden fleece was

hung up in a grove that was sacred to the god Ares. To keep it quite safe from anyone who might try to

steal it, a terrible dragon was set to watch it night and day.

By right, Jason was king of one of the lands of Greece; but his uncle had taken the throne from him,

and said he would not give it up unless Jason should bring him the Golden Fleece. Jason was a brave,

adventurous young man, and he agreed to do this. So he had a great ship built, with fifty long oars to it;

and this ship was called the Argo, from the name of its builder. Then Jason sent word of his plan

throughout Greece, and soon he had forty-nine of the bravest men in Greece to go with him. And be-

cause the ship was named the Argo, people called the band of men who went in it upon this long jour-

ney the Argonauts, or the men who sailed in the Argo.

Getting aboard of their long ship, they set out; and for many days with sail and oar they journeyed on,

going ever to the east and north. Passing through the Hellespont, they came to another narrow strait.

There the way was blocked by two great moving rocks which clashed together and ground to pieces

the ships that sought to pass through the strait. Here the Argonauts waited many days before they

could find a way to get their ship through.

At last a wise man told them to watch the flight of a dove as it went between the rocks. They did this;

and when they saw that the dove had only her tail feathers caught and pulled out, they determined to

venture on the passage. They chose the time when the wind was strongest to fill the sails, and all the

heroes pulled their hardest at the oars. The Argo slipped through the crashing rocks just in time, and

only a few ornaments at the stern of the vessel were broken off.

When they had passed this danger the Argonauts soon reached the country of the Golden Fleece.

There Jason went to the king, and told him of his journey with his band of heroes, and asked him for

the fleece. The king was a cunning man; and although he had no idea of giving this stranger the beauti-

ful fleece, he said that Jason could have what he wanted if he would do two tasks for him. This Jason

promised to do; but when he heard what these tasks were, his heart sank within him, for they were

very difficult. But Medea, the king's daughter, came to his aid, and with the help of her enchantments

he was able to perform them both.

The first task was to harness two mighty bulls, whose hoofs were of solid brass, and whose breath was

scorching fire, and with this team to plow a field that had never been cultivated. Medea gave him a

magic salve to rub over his body, which protected him from the fiery breath of the bulls, and gave him

strength to yoke and drive them. So this task was accomplished in safety.

The second task seemed still more difficult. This was to sow in the furrows he had made the teeth of a

dragon, and to kill the armed men who would then spring out of the ground Jason could never have

conquered such an army of warriors, so he was forced to find some trick to help him. Here, again, Me-

dea aided him.

"When the armed men spring up," she said, "throw a large stone among them, and they will fall to

fighting one another." Jason did this; and the warriors, instead of attacking him, turned upon one an-

other, and fought until they were all killed.

When the king learned how Jason had accomplished his tasks, he was very angry both at him and at

Medea; and he refused to give up the Golden Fleece. So Jason would have failed, after all, if it had not

been for Medea's help once more. That very night they went together to the grove of Ares, where the

fleece was kept There Medea put the dragon to sleep with her enchantments; and then Jason took the

fleece and hastened away to the Argo. The ship was all ready to go to sea; and Jason set sail immedi-

ately, taking Medea with him.

The journey towards home was not so dangerous as the outward trip had been, and at last Jason came

happily into his own country again. When he gave the Golden Fleece to his uncle, however, he did not

get his kingdom again in return, as his uncle had promised him. The king had never supposed that he

would see Jason again; and now when he came back, and brought the Golden Fleece with him, he was

not ready to keep to his bargain. But Jason and Medea were determined to have the kingdom; and, as

usual, it was the enchantress Medea who found the way. By a trick she got the kingdom for Jason, and

then they became king and queen.

The Myth of Jason and the Golden Fleece

15

Knowledge Organiser

Subjects

16

Subject: English Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Juxtaposition (n) The fact of two things being seen or placed close together with contrasting effect

Foreshadowing (n) A warning or indication of a future event.

Foreboding (n) A feeling that something bad will happen; fearful apprehension.

Illuminate (v) Help to clarify or explain.

Identify (v) Establish or indicate who or what someone or something is.

Dialogue (n) A conversation between two or more people as a feature of a book, play, or film.

Expression (n) The action of making known one's thoughts or feelings.

Connotation (n) Imply or suggest (an idea or feeling).

Denote (v) Be a sign of; indicate.

Hook (n) A literary technique in the opening of a story that "hooks" the reader's attention so that they will keep on reading

Form (n) The visible shape or configuration of something.

Evoke (v) Bring or recall (a feeling, memory, or image) to the conscious mind.

Convey (v) Make (an idea, impression, or feeling) known or understandable


Inference (n) A conclusion reached on the basis of evidence and reasoning.

Illustrate (v) Serve as an example of.

Depict (v) Portray in words; describe.

Section 3

Task One:

In the back of your exercise book create a glossary of all of

the key words from section 1 (whole column) and section 2.

(verbs, adjectives, nouns, adverbs, determiners, conjunc-

tions, prepositions) For each one you need to provide an

example of each type of word in a sentence.

Task Two

Look at the diagram below:

Section 2: Key Facts

Questions: Answers:

What is an adjective? Describing word

What is a verb? Doing word

What is an adverb? Describes the verb

What is a noun? Naming word

When do we use connectives?

To link ideas that may be in different sentences or paragraphs. Connectives are used between paragraphs or between sentences in order to show a connection between one part of your writing and another

What are the three main sentence types?

Simple, Compound and Complex

Why do we use punctuation?

Shows the reader where sentences start and finish and if they are used properly they make your writing easy to understand.

What is an author? A person who writes a text

What is fiction? Imagined texts

What is the purpose of a blurb?

A short description of a book usually written on the back page

What is non-fiction? Real texts

Why do we write in paragraphs?

To help read and structure a text, to signpost the reader

What is skimming? Skimming is reading a text quickly to get a general idea of meaning.

What is scanning? Scanning is reading in order to find specific information

What is annotating? Highlighting, underlining, writing on the text

Power Writing Power 1: focus, main idea, topic

sentence.

Power 2: major supporting ideas.

Power 3: details, elaboration, examples.

Power Plus: voice or extra information.

Look at the picture below:

Write a description of the image. You must include

adjectives, similes and metaphors.

SPaG

17

Year 7 English

w/b 9th September

Write one paragraph describing something interesting you did over the summer holidays.

w/b 16th September Write one paragraph describing something interesting you read over the summer holidays. If you didn’t read

anything then it needs to be about something interesting you’ve read in the past 6 months.

w/b 23rd September Choose one fictional character from any book you’ve ever read. Draw and label them with nouns and adjectives.

Write a paragraph about why you find them interesting.

w/b 30th September Go to the Learning Resource Centre and find a non-fiction book. Read the blurb and summarise the book’s

contents in two sentences.

w/b 7th October If you could write a novel what would it be about? Write the blurb for your dream story.

w/b 14th October

Author Study: Choose from either Roald Dahl, J.K Rowling, Anthony Horowitz, Jacqueline Wilson or Tom Gates.

Create a mind map that focuses on biographical information, some of their well known books and characters,

and any other information you may find of interest.

18

Belong to BBA Subject: Maths Year: 7 Term: Autumn 1

Section 1: Key Vocabulary

Tier 3 Definition

Sum The total when numbers are added Difference The result of a subtraction. Term Either a single number or variable, or

the product of numbers and variables Like terms Terms, as defined above that are the

same. Example: 2y and 4y are like

terms but y and y2 are not like terms.

Expression Symbols and operators (such as +,- ×

and ÷) grouped together. Simplify Combine like terms to make an ex-

pression simpler Perimeter The distance around the outside of a

shape Multiple The result of multiplying a number by

a whole number, e.g. Multiples of 7

are: 7, 14, 21, 28, 35, 42 ...

Lowest common

multiple (LCM)

The smallest number that is a com-

mon multiple of given numbers

Numerator Top part in a fraction

Denominator Bottom part in a fraction

Tier 2 Definition

Calculate To work something out using mathe-

matical reasoning

Horizontal Parallel to the horizon

Vertical At right angles to the horizon

Row A horizontal list

Column A vertical list

Length The distance from end to end

Width The distance from side to side

Section 3: Possible exam/CAF-style questions

1. Simplify (Collect like terms)

a) b + b + b + b + b =

b) 2y + y =

c) 3 + p + p =

d) 5y + 6y – y =

e) — b + 4b + 3y + y =

f) 10t + 9c – 5t - c =

2. Ann says 2x + x2 = 3x2. Explain why she is wrong.

3. a) Find the missing lengths of this shape.

b) Calculate the perimeter of this shape.

4. Order these fractions from smallest to largest.

Section 2: Key Fact/Methods/Processes/Questions

Magic squares have the property

that every row, column and main

diagonal sums to the same number.

The top row: 2 + 7 + 6 = 15

The middle column: 7 + 5 + 3 = 15

A diagonal: 4 + 5 + 6 = 15

What are the rules for adding and subtracting negative

numbers?

+(+2) increase by 2 +(– 2) decrease by 2

– (+2) decrease by 2 – (– 2) increase by 2

What is the lowest common multiple (LCM) of 8 and 10?

Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, …

Multiples of 10: 10, 20, 30, 40, 50, 60, …

The LCM is 40. 40 appears in both lists first .

= =

Write down 3 fractions equivalent to .

We can compare the size of fractions by writing them as

equivalent fractions with the same denominator.

Compare the numerators to decide which is bigger.

______ cm

____ cm

19

Year 7 Mathematics

w/b 9th September

Section 1: Vocabulary

1. Which is greater –3 or –10? 2. - 4 + 5 = 3. 5 - - 4 = 4. - 8 - - 2 =

Hegarty Maths Video Numbers: Unsure 37 39 40 Confident 39 40 41

w/b 16th September


1. Use section 2 to help you write all the rules for magic squares.

2. If y=3 then 2y=6 and y+1=4 What does 5y-2 equal?

Hegarty Maths Video Numbers: Unsure 780 Confident 781

w/b 23rd September

Section 3: CAF Questions

Answer questions 1 and 2 in section 3.

Hegarty Maths Video Numbers: Unsure 156 Confident 156 157 Simplifying like terms

w/b 30th September

Section 1: Vocabulary

1. Draw a square with side length 3cm. Show your calculations on how to find the perimeter of the square.

2. How would your answer to question 1 change if the side length of the square was 3.5cm?

Hegarty Maths Video Numbers: Unsure 548 549 Confident 549 550

w/b 7th October


Convert these mixed numbers to improper fractions. 1. 2.

Convert these improper fraction into mixed numbers. 3. 4.

Hegarty Maths Video Numbers: 63 and 64

w/b 14th October

Section 3: CAF Questions

Answer questions 3 and 4 in section 3.

Hegarty Maths Video Numbers: 551 Perimeter Problems

20

Subject: Science Topic: Transition Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Evaluation Making a judgement about the

practical results and how the

practical was carried out.

Conclusion To make a judgement or reasoning.

Repeatability If you were to repeat the

experiment, you would get the same

result.

Independent variable The variable that is changed in an

experiment.

Dependent variable The variable that is recorded as data.

Control variable Variables that are kept the same

during an experiment so that fair

comparisons can be made.

Risk assessment When you evaluate the risk of an

activity before carrying that

activity out.

Table Where you record your results.


Hypothesis A prediction of what you think may

happen.

Apparatus The necessary items (equipment)

needed to perform a task.

Hazard A danger or risk.

Anomalous A result appears not to fit the pattern.

Observations Things that you see happening.

Bias Where results can be changed to

show something else

Reliability Whether the results can be trusted

as true results.

Accuracy Closeness of a result to what it

should be.

Validity Whether results accurately reflect

the ‘real world’.

Precision Closeness of two or more results.

Section 3: Possible exam/CAF-style

questions

Section 2: Key Fact/Methods/Processes/

Questions

Paragraph 1:

Sam is making a cup of tea. He fills the kettle up with

water from the cold tap in the kitchen. He then plugs in

the kettle to boil the water until the kettle clicks off. In

this time he puts a tea bag in his mug with one teaspoon

of sugar. He then pours the water in until it reaches the

top. He stirs it with a teaspoon and then takes the

teabag out. He then enjoys his cup of tea.

Test tube

Boiling tube

Conical flask

Filter paper

Measuring

cylinder

Beaker

Gauze xxxxxxxxxxxx

Thermometer

Tripod

1. A student wanted to separate water from the

sand they collected at the beach. What pieces

of equipment would they use?

2. A student wants to carry out a practical

involving a Bunsen burner and boiling

saltwater. Write a risk assessment for this

experiment.

3. In archery, you score points based on how close

you are to the middle of the target. Use the

diagram below to comment on the precision

and accuracy of the archery player.

4. Suggest how we can improve the reliability and

repeatability of an experiment.

21

Year 7 Science Autumn 1

w/b 9th September Read, cover, write and check Section 1 Vocabulary for Transition.

w/b 16th September

Take the paragraph in Section 2. Create a method from this paragraph so Sam can recreate

the same cup of tea each time.

Identify the: apparatus, independent variable, dependent variable and control variable for

this method.

w/b 23rd September Write a risk assessment for your method.

Design and make a lab safety poster.

w/b 30th September Write a method for boiling water using a Bunsen burner. Using scientific drawings (shown in

Section 2), draw a labelled diagram of the setup.

w/b 7th October Look back at your method for Sam’s cup of tea and for boiling water.

Evaluate your method using the terms: accuracy, precision, reliability and repeatability.

w/b 14th October Answer the assessment style questions found in Section 3.

22

Subject: Geography Topic: Geography of the UK Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Erosion The wearing away and removal

of material by a river, wave or

glacier.

Weathering The physical and chemical

processes that break down rock

on the Earth’s surface.

Transportation The movement of sediment by

rivers, glaciers and waves.

Deposition The processes where material

being transported is dropped.

Glacier A slow moving mass of ice.

Glacial A period of time with lower

average temperatures causing

widespread glaciation.

Population density A measurement of the number

of people living in one area.

Densely populated A large amount of people living

in one area.

Sparsely populated Few people living in one area.


Human Features Man made features, e.g.

buildings and statues.

Physical Features Natural features, e.g. rivers,

beaches and waterfalls.

Rural Geographical term for the

countryside.

Urban Geographical term for towns

and cities.

Population The amount of people in one

area.

Vegetation Plants found in a particular area.

Section 2a: Key Fact Questions

1. On which continent do you find the UK?

2. What are the capital cities of the 4 UK countries?

(England, Scotland, Wales and Northern Ireland)

3. What 3 countries make up Great Britain?

4. Which ocean do you find to the west of the UK?

5. What sea do you find to the East of the UK?

6. What physical processes have shaped the UK land-

scape?

7. What is the source of a river?

8. What is the mouth of a river?

9. What is the name for a bend in a river?

10. What do contour lines show?

Section 2b: ‘Chains of Reasoning’ Questions.

1. Write a paragraph to explain how snow turns into

ice to form glaciers

2. Write a paragraph to explain how rivers have

shaped the UK landscape

Section 3

Figure 1. Landscape created by a glacier

1. Using figure 1, explain how glaciers have shaped the

UK landscape. Write at least one paragraph

Figure 2. River profile

2. Using figure 2, explain how a river changes from

source to mouth. Write at least one paragraph

23

Year 7 Subject Geography

w/b 9th September Put at least 7 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Nottingham is an urban area in the East Midlands.

w/b 16th September Answer the question based on figure 1. Write at least one

paragraph.

w/b 23rd September Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 30th September Answer the question based on figure 2. Write at least one

paragraph.

w/b 7th October Answer the questions in this section – simple, short, one or two

word answers is all you need.

w/b 14th October Write full paragraph answers to the questions in 2b. Explain your

answers using chains of reasoning's your answers.

24

Subject: History Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Sceptre A staff (wooden pole) that Kings or

Queens have to show they are in

power

Source A piece of evidence from the time

you are studying

Paganism A set of religious beliefs before

Christianity dominated Europe

Christian convert A person that changes their religion

to Christianity

Vikings A group of people from Norway,

Denmark and Sweden that invaded

England many times between the

8th and 11th centuries

Celts Tribes living in England before the

Romans invaded in 43 AD

Anglo-Saxon The name for English people from

the 4th century to the 11th century

Century 100 years

Decade 10 years


Catholic A type of Christian. Christians

believe that Jesus Christ was the

son of God.

Cremation After somebody has died their body

is burned instead of buried

Kingdom An area a king controls

Cause Something that makes something

else happen

Religion A set of beliefs about how we

should behave, whether there is a

god or gods etc.

Section 3

This purse was found in the ‘empty grave.’ It is made of

jewels and gold.

It suggests that the person in the ’grave’ was rich. How do

you know? Explain your answer using details from the

purse. Write at least one paragraph.

Challenge—support your answer with knowledge AND the

source

This photograph shows lots of burial mounds at the site of

the empty grave.

How does this prove that the person from this ‘grave’ was

important? Explain your answer using details from the

source. Write at least one paragraph.

Challenge—support your answer with knowledge AND the

photograph.

Section 2a: Key Fact Questions—Simple answers in

just a few words

1. Where was the ‘empty grave?’

2. Name 3 items found in the ‘empty grave’.

3. The outline of what type of boat was found in the grave?

4. What remains of the body were actually found in the grave?

5. Name the 2 Kings that the burial was most likely for—don’t worry

about spelling just have a go!

6. Which clue(s) suggested the person was a warrior/soldier?

7. Which clue(s) suggested the person was rich?

8. Which clue suggested the person was a Christian convert (see Key

Vocabulary for what this word means)?

Section 2b: Causation, consequence, evaluation,

change & continuity

1. Write a paragraph explaining how we know that the person in

the‘empty grave’ was powerful. Use evidence and explain your

answer—use the word because.

2. Write a paragraph explaining whom you think the person in the

grave was. Be as specific as you can. Use evidence and explain your

answer.

25

Year 7 History

w/b 9th September

SECTION 1— Put at least 5 of the words into a full sentence. Use

the word in a historical context e.g. The main cause of William’s

victory at the Battle of Hastings was…

w/b 16th September SECTION 3—Answer the question based on image 1.

w/b 23rd September Use the PEEL Marking Checklist to mark your own work (from week

2) and improve it.

w/b 30th September SECTION 3 - Answer the question based on image 2.

w/b 7th October SECTION 2a—Answer the questions in this section – simple, short,

one or two word answers is all you need.

w/b 14th October

SECTION 2b— Full paragraph answers to the questions in 2b.

Explain your answers using historical words such as causes,

consequences, significant.

26

Subject: Spanish Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary

Hola Hello

Hasta luego See you later

Adiós Bye

Mi pasión es My passion is

Mi héroe es My hero is

El deporte Sport

Un caballo A horse

Una cobaya A guinea pig

Un conejo A rabbit

Un gato A cat

Un perro A dog

Un pez A fish

Un ratón A mouse

Una serpiente A snake

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

enero-January febrero-February marzo-March abril-April mayo-May junio-June julio-July agosto-August septiembre–September octubre-October noviembre–November diciembre-December

Section 3: CAF Style Question

Read the text about Nicolás and complete the sentences in English.

His passion is _____________________.

He has four _____________________.

He has two _____________________.

His fish are yellow, blue and ___________.

His guinea pig is not _________________.

His birthday is on ____________________.

Section 2: Key Ideas

Questions: Answers:

¿Qué tal? How are you?

Bien gracias - Good thanks

Fenomenal - Great

Regular - Ok

Fatal - Awful

¿Cómo te llamas? What are you called?

Me llamo… - I am called...

¿Dónde vives? Where do you live?

Vivo en… - I live in...

¿Qué tipo de persona eres? What sort of person are you?

Soy… - I am...

divertido/a - fun/funny

estupendo/a - brilliant

fenomenal - fantastic

generoso/a - generous

genial - great

guay - cool

listo/a - clever

serio/a - serious

simpático/a - nice, kind

sincero/a - sincere

tímido/a - shy

tonto/a - silly

tranquilo/a - quiet, calm

¿Tienes hermanos? Do you have siblings?

Tengo… - I have...

una hermana - a sister

un hermano - a brother

una hermanastra - a half/step sister

un hermanastro - a half/step brother

Soy hijo único/hija única - I am an only child No tengo hermanos - I don’t have siblings

¿Cuándo es tu cumplea-ños? When is your birthday?

Mi cumpleaños es el...de… - My birthday is the… of...

¿Cuánto años tienes? How old are you?

Tengo...años - I am… years old

Hola, me llamo Nicolás y vivo en Bilbao, en

España. Mi pasión son los animales. En casa

tengo seis peces, cuatro conejos, dos perros

y una cobaya. Mi cobaya es muy simpática y

no es tímida. Los perros son negros y blan-

cos y tengo dos peces amarillos, dos azules

y dos rosas. ¡Es genial! Soy hijo único y mi

cumpleaños es el treinta y uno de mayo.

Example: Nicolás lives in Bilbao, in Spain.

27

Year 7 Spanish

w/b 9th September Create a short comic strip in Spanish of people introducing themselves, asking how they are and saying goodbye. Use

section 1 and 2 to help you with this.

w/b 16th September Learn the English meanings of the list of adjectives from the ‘¿Qué tipo de persona eres?’ part of section 2 for a vocab

check in your first lesson of next week.

w/b 23rd September Learn the Spanish spellings of the list of adjectives from the ‘¿Qué tipo de persona eres?’ part of section 2 for a vocab

check in your first lesson of next week.

w/b 30th September Learn the months of the year, in Spanish and English, from section 1 for a vocab check in your first lesson of next week.

w/b 7th October Write a paragraph about yourself in Spanish. Use section 1 and 2 for help if needed.

w/b 14th October Complete the reading activity from section 3 by completing the sentences in English, according to the text. Use section 1

and 2 for help if needed.

28

Subject: ICT Topic: E-safety Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Netiquette "Network etiquette." The unofficial rules of

accepted, proper online social conduct.

Phishing A form of Internet fraud where criminals aim

to steal valuable information such as credit

cards, social security numbers, user IDs and

passwords for bank accounts.

Flaming A chatroom, forum term or other social

media term. It means someone posting a

nasty or insulting response to a post.

Cyber -stalking The use of the Internet, e-mail, and other

electronic communication technologies to

stalk another person.

Spyware Software designed to collect information

about what you are doing on the computer,

e.g. a 'key logger' which monitors and stores

a record of every keystroke made on the

computer. Data could be sent to a remote

server without your consent.


SMS Short message service - facility where you

can send text messages of up to 160

characters from your mobile phone.

Cyber - bullying This is when the internet and an electronic

device are used to deliberately upset

someone, e.g. by sending nasty messages by

text or email, or posting messages meant to

be private, to embarrass or upset someone.

Spam Sending massive amounts of electronic junk

mail that people haven't asked for.

Virus A piece of program code that makes copies

of itself by attaching itself to another

program. Usually malicious - destroying data

or crashing network services.

Sexting Sending or posting sexually suggestive

content with images or text messages.

Section 3: Possible exam/CAF-style questions 1) There is a photo posted of you online with a friend but you

don’t think you look nice. What do you do?

a. Ask them to take it down

b. Leave a comment on the post

c. Post a photo of them that they don’t like.

2) Which of these is classed as personal information?

a. Date of Birth

b. Online nickname

c. Gender

3) What might someone do if they steal your identity?

a. Earn lots of money and leave it in your bank account

b. Try to give you all the credit for their hard work.

c. Try to access your bank account or set up a loan in your

name.

4) Someone has told you three reasons why you shouldn't let your

mobile phone post your location on social networking sites. Which

one is true?

a. Your parents will be able to track where you've been and

guess what you've been up to.

b. The local shopping centre will notice you're there so often

that they will offer you a job.

c. Someone might go to your house while you're out and

burgle it.

5) What name would you give to an email attachment that may

harm your computer?

a. Phishing

b. Spam

c. Malware


Questions Be careful when sharing personal information online. Only use

websites you trust. Personal information includes:

full name

date of birth

address

This information can be used to steal your identity or to find you

in the real world. Identity theft is where someone pretends to be

you. They might shop online spending your money, or take out

loans in your name.

No one is in charge of the internet so anyone can post or publish

anything to it. Some content may be unsuitable. Websites that

you can trust include those from:

the Government – if the address has ‘gov.uk’ in it, it’s a UK

Government website

the National Health Service (NHS) – if the address has

‘nhs.uk’ in it, it’s an NHS website

the Police – the official website is www.police.uk

the BBC – all of the BBC’s websites have ‘bbc.co.uk’ in their

address

Malware and security

Malware is a general term that describes lots of different

programs that try to do something unwanted to your computer.

Anti-virus software prevents malware from attacking your

computer or mobile device. There are many types of malware:

A virus harms your computer in some way, usually by

deleting or altering files and stopping programs from

running.

A trojan starts by pretending to be a trusted file, but gives

unauthorised access to your computer when you run it.

Worms are difficult to get rid of. They copy themselves over

networks to external storage devices

Spyware collects information from your computer and

sends it to someone.

Scareware tricks you into thinking it’s software that you

need to buy.

29

Year 7 E-Safety

w/b 9th September Design a poster on E-Safety that can be given to Year 5 pupils. This can either be done on the computer or can be done on

paper but will need plenty of colour and images.

w/b 16th September Place each Keyword from Section 1 in a sentence relating to E-Safety

w/b 23rd September What is classed as personal information and why should you never share it with anyone?

w/b 30th September Answer the questions from Section 3.

w/b 7th October Which people should you tell if you have any issues regarding E-Safety and why?

w/b 14th October Highlight all of the keywords in Section 2 and research three further keywords and find the meanings

Note: do not use keywords that are already in Section 1.

30

Subject: Product Design 1 Year: 7 Term: Autumn 1 Belong to BBA


Tier 3 Vocabulary Definition

Two -dimensional An object that is flat so that it has width

and height but no thickness

Three –

dimensional

A solid rather than a flat object, 3D

Perspective The art of representing three dimensional

objects on a two dimensional surface.

Illusion Something that is false or not real but

seems to be true or real.

Horizon The viewer’s eye line.

Vanishing point A point on the horizon into which all

objects vanish.

Converging Lines Lines that meet at the vanishing point.

Typography The style, arrangement, or appearance of

printed letters on a page

Tier 2 Vocabulary Definition

Distance The length and space of two points.

Surface The surface of something is the flat top

part of it or the outside of it

Height The measurement of someone or

something from head to foot or from base

to top.

Width The measurement or extent of something

from side to side; the lesser of two or the

least of three dimensions of a body.

Depth

The distance from the top or surface to the

bottom of something.

Object

A material thing that can be seen and

touched.


Study the Creative Typography below. Look how the

designer has used lots of little junk foods to make up

each of the letters of the word FOOD.

The other examples have taken the subject of the

word and used imagery to represent them.

Task: Create your name in creative typography Think

about using images that best represent you.


1. What is typography?

2. What happens to an object as it moves farther into the

distance?

3. How does an object appear when it’s moving closer to

you?

4. What does perspective create?

5. What is illusion?

6. How do you create two point perspective in a drawing?

7. What does orthographic drawing usually consist of?

8. Explain the technique of sketching.

9. When drawing an object what is tone?

10. What is form?

31

Year 7 Product Design 1

w/b 9th September SECTION 1— Put at least 8 of the words into a full sentence.

w/b 16th September SECTION 3—Answer first 5 question in section 3. Where required, use as much detail as

possible and justify your response

w/b 23rd September Using your knowledge of perspective, draw the street you live on in either 1 or 2 point

perspective

w/b 30th September SECTION 2—Study the information and images shown in section 2 and perform the task to

the best of your ability

w/b 7th October SECTION 1— Put the other 6 words into a full sentence. Make sure you are using Design and

technology references.

w/b 14th October SECTION 3—Answer the last 5 question in section 3. Where required, use as much detail as


32

Subject: Product Design 2 Topic: Introduction to materials Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Aesthetics The study of the shape or form of

everyday products, as in, “That

product is aesthetically pleasing”

Analysis Looking in detail at the design

problem, what the problem involves,

what needs to be looked at

(researched), and who needs to be

consulted for advice.

Client A person whom the designer is

making the product for, and they may

be different to the end user or

consumer. For example designing

clothes for Monsoon, Marks and

Spencer etc.

Consumer A person who buys products and uses

them for their intended purpose.

Design Brief A single sentence that states exactly

what the design problem is

Evaluation The process of recording the good

and bad features of the final design/

product, what other people think of it

and what you would change if you

were to repeat the design task.

Model An attempt to build a version of your

design to see if it works, if it is the

right size or if it looks good. This

could be done using CAD.

Quality Assurance The guarantee a company can give

that their product will be reliable

based upon the results of the tests

carried out when the product was

made.

Quality Control Individual tests carried out to check

the product is being assembled

correctly during production.


Give two health and safety rules to follow when using the belt sander and give reasons for your answer. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Why is it important to consider the needs of a client/end user while designing a product? Give one reason and fully justify your answer.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What does the term “tolerance” mean in Design and Technology?

How much variation from a precise size specification can be allowed.

How well you work together with your partner in the workshop.

Marking out using a specific tool such as a try square.

Making sure you hold your wood in place while sawing. Which of the following material is a manufactured board?

Pine

MDF

Oak

Ash A_____________ shows a view from above, looking down. They are used for room plans, site plans and maps.

Side drawing

Flat drawing

Plan drawing

View drawing


The coping saw is one of the most varsitie tools you will use during your Year 7 projects and it is important you become familiar with its key features . You will be expected to understand how to remove/change the blade should it break and replace it correctly . Study the key features of the coping saw below in preparation for using it during the pine boat project .

The Disc Sander

The disc sander is also one of the most frequently used pieces of equipment in the work shop, but it is important for you to understand all the health and safety regulations that have to be followed when using it. Write down as many health and safety rules as you can relating to the use of the disc sander

33

Year 7 Subject

w/b 9th September SECTION 1— Put at least five of the words into a full sentence.

w/b 16th September SECTION 3—Answer all the questions in section 3. Where required, use as much detail as


w/b 23rd September List 10 health and safety rules that should be followed when performing practical tasks in the

workshop. Justify your answers fully.

w/b 30th September SECTION 2—Study the information and images shown regarding the “coping saw”. Answer

the questions in as much detail as you can.

w/b 7th October SECTION 1— Put the other four words into a full sentence. Make sure you are using Design

and Technology references.

w/b 14th October SECTION 2—Study the information and images shown regarding the “disc sander”. Answer

the question in as much detail as you can.

34

Subject: Food Technology Topic: Being Healthy Year: 7 Term: Autumn 1 Belong to BBA Section 2: Important ideas

1.What is the cause of

food poisoning?

1.The multiplication of harmful bacteria

2.What demonstrates a

balanced diet?

2.The Eatwell Guide

3.How do our bones and

teeth stay strong and

support our growth?

3. Food high in calcium; dairy, cheese,

butter, milk

4. What does protein do

for the body?

4. It helps with the growth and repair of

skin tissue and muscle

5. What helps to build the

body’s immune system?

5. Fruits and vegetables help to build our

defences against disease and viruses.

6. How can we maintain

good health through diet?

6. Follow the Eatwell Guide using the

section to help with portion sizes.

7. What are the

consequences of not

following a balanced diet?

7. Malnutrition, obesity, diabetes, heart

disease, high cholesterol, high blood

pressure.

8. What are the results of

deficiency in nutrients?

8. Rickets from a lack of calcium,

anorexia from a lack of calories, anaemia

from a lack of iron

9.What is the safest

method of cutting an

onion?

9.The bridge and claw method

10.How is bacteria killed? 10. hot soapy water, using disinfectant or

cooking the food to a core temperature

of 72 degrees

11.What are things to

change in your diet to be

more healthy?

11. 5 fruits and vegetables a day, eat less

fat, salt and sugar, drink more water,

don’t snack between meals

12. What is the cause of

blocked arteries?

12. High cholesterol, which can lead to

strokes.



Obesity The state of being grossly overweight

Vitamins Required in small quantities in the diet

because they cannot be produced by the

body

Minerals Substances necessary for the maintenance

of good health.

Macronutrient A type of food (e.g. fat, protein,

carbohydrate) required in large amounts in

the diet.

Micronutrient Substance required in small amounts for

normal growth and development (vitamins

and minerals)

Calcium A mineral needed for the growth of bones.

Sources of calcium: dairy foods and some

leafy green vegetables.

Protein Found in meat, milk, eggs, and beans,

made up of amino acids, essential for

growth and repair.

Iron Known as the blood mineral. Deficiency of

iron is a common cause of anaemia. Food

sources of iron: meat, poultry, eggs,

High cholesterol Associated with an increased risk of

coronary heart disease.

Fats A natural oily substance occurring in animal

products, junk foods and ready meals

Dietary Fibre Indigestible portion of food from plants

which helps digestion

Diet The foods that a person regularly eats


Nutrients Provide nourishment essential for the

maintenance of life and for growth

Calories A type of energy, consumed through food and

drink.

Appearance How a product or dish looks

Evaluate Form an idea of the value, or assess the

quality or effectiveness of a piece of work.


Bacteria

The factors bacteria need to multiply are: Warmth –

the 'danger zone' temperatures at which bacteria

grow best are between 5°C and 63°C. Food – like any

other living things, germs need food to grow. High-risk

foods that bacteria love best include dairy products,

meat, poultry, fish and shellfish. Water – bacteria

need moisture to grow.

Fair Trade

What is Fair Trade? Trade between

companies in developed countries and

producers in developing countries in

which fair prices are paid to the producers.

"supporters believe that Fair Trade is making a

significant positive impact in the world".

Seasonal Foods

Seasonality of food refers to the times of year when a

type of food is at its peak, either in terms of harvest or

its flavour. This is usually the time when the item is

the cheapest and the freshest on the market. This is

usually when its flavour is at its best.

Seasonal food is better for the climate.

When your food travels around the world to get to

you, it uses lots of energy which means lots of

greenhouse gases. These are called Food Miles . Fruits

and vegetables that are in season tend to also be

locally produced, which means much less pollution.

35

Year 7 Food Homework

w/b 9th September Read the extract in Section 3

Explain the environment bacteria need to multiply at a quicker rate

w/b 16th September Read the extract in Section 3

Write a passage to explain the importance of Fair Trade and how it benefits farmers in developing countries

w/b 23rd September Read the extract in Section 3

What are the benefits of buying seasonal fruits and vegetables ? Explain the importance it has on the environment.

w/b 30th September Read the extracts in Section 3

Write out 3 quotes from the extracts and annotate them with perceptive inferences

w/b 7th October Read Section 2

Explain the important nutrients needed to make up a balanced diet.

w/b 14th October

Read Section 2

Explain how type 2 diabetes can occur if you do not follow a healthy balanced diet.

What can you do in order to prevent this?

36

Subject: Art and Design Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Client brief This sets out what a client expects you to

make or design for them; this is your

starting point

Scenario This is the setting given that relates to the

design brief; it will give you a theme

Mood board

A collection of images to do with your

theme that can give you inspiration,

normally collected from the internet onto

a PowerPoint . This is a form of secondary

research

Secondary research This is research that you do based on work

of others, you can look at other artists

and collect images and information on

them

Observational

drawing

Looking at something that is in front of

you, drawing it.

Construction line These are guide line to help with accurate

drawing skills

Grid drawing A table of squares, put over the top of an

image to help process the shape and

proportions within it.

Shading

Shading is where you use a pencil to add

tone to your work

Pattern A series of shapes that is repeated

Poly printing A method of printing were you imprint an

image into a tile . Then you ink the tile up

with a roller and print onto a piece of

paper


Evaluation Saying how you think you did , when doing

an activity or using a technique

Techniques How to use materials in the best way

Materials The equipment we use in art and design

Section 3:

Symmetry

Construction lines

Grid drawing


Questions

Facts about African Art

African art has played a significant role in

shaping the culture and history of the

world.

It started with rock art and cave paintings

found in southern Africa over 75 million

years ago

African masks are part of their culture ,

they would be worn for ceremonies and

social events such as weddings and funerals

Masks would all have a spiritual meaning

Mask making would be passed from father

to son

African masks and patterns were decorated

in earthen colours; these are colours that

are made from the natural environment,

such as soil (brown) clay (red) chalk (white)

charcoal (black) and sandstone (yellow)

when ground down and mixed with liquid

Many 20th century artists have taken

inspiration from African art, such as Picasso,

Matisse, and Modigliani

African patterns use lots of geometric

shapes that are repeated to make textiles

and clothing are

African masks are

symmetrical, this

means that they are

the same on both

sides. So when you

draw a mask ,start by

drawing one side and

then do the other side

as a mirror image

When drawing you can use

construction lines to help you

map out where certain

features should be. A

construction line must be

sketched so that they can be

rubbed out later when

making your drawing more

accurate .

To create an accurate

drawing , we can put a grid

over our image, then draw

the same grid on a piece of

plain paper. Now use the

grid to help you plot points

of where the outlines and

the details would be

37

Year 7 Art and Design

w/b 9th September Read through your knowledge organiser and highlight or underline 6 words that you do not understand, in your work book

write them down and then find out their meanings, using a dictionary or the internet to get their definitions .

w/b 16th September

Complete homework worksheet 1 on symmetry given to you in lesson. Use your knowledge organiser to help you to

understand how to draw a mirror image and how to use the technique of construction lines to make your drawing as

accurate as possible. Once completed glue in to your workbook.

w/b 23rd September Using your knowledge organiser write down in your workbooks, two examples of secondary research, say where you would collect this

information from , and what you would collect.

w/b 30th September Using your knowledge organiser write down 3 facts about African art in your workbooks

w/b 7th October

Write down what an earthen colour is

What kinds of colours were used and what they were made from ?

w/b 14th October

Complete homework worksheet 2 on grid drawing given to you in lesson. Use your knowledge organiser to help you to

understand how to use a grid to set out work as accurately as possible . Once completed glue in to your workbook.

38

Subject: Music Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Lyrics The words of a song.

Melody The tune. A melody is a sequence of notes moving by step and moving by leap.

Verse A passage of words. Each verse has identical music but different lyrics. It tells the main story of a song and keeps the action or thoughts moving forwards.

Chorus A part of a song that recurs at intervals, usually following each verse. The words and music are the same each time it occurs.

Structure The way a piece of music or song is built. It is how different sections are put together. Songs usually have a verse and chorus structure.

Round A piece of music where voices sing exactly the same melody but with each voice beginning at different times.

Enunciate Saying and singing words clearly.

Projection The strength of speaking or singing whereby the voice is used loudly and clearly.

Dynamics The volume of sound. How loud or quiet the music is.


Perform Present work to an audience. To entertain an audience.

Theory A system of ideas to explain something. Music theory is the study of the practices and possibilities of music.

Consistent Done in the same way over time to be accurate.

Foundation A starting point. An idea. Good posture and warm up exercises are a good foundation for singing.

Section 3:

Envision your best performance. Instead of imagining the worst scenario, challenge yourself to think more about how the performance could go well. Remind yourself why you are doing this performance, and why you believe in it. The good feelings will boost your confidence instead of increasing your nerves.

Practise often before performance day. Make sure that you know your lines, choreography, music, note cards, anything at all, completely by heart. You can go through everything daily to ensure that you won’t forget a thing. This way you won’t feel nervous about the possibility of forgetting something on stage.

Record yourself beforehand for pointers. If you lack confidence because you don’t know how you sound on stage, record yourself practising and watch it back. Now you will have a clear idea of what the audience will see when you go on stage, and you can work on any mistakes you hear.

Eliminate all negative thoughts. If you start telling yourself that you can’t do this, you don’t know what you’re doing, and so on, your confidence will drop dramatically. Anything that you tell yourself regularly, you start to take as reality. This will make you think that you cannot pull off confidence on stage no matter how hard you work. Put an end to this practice by replacing any negative thoughts with positive ones.

Talk to your friends or fellow performers. Chances are, anyone else that is going on stage with you is lacking confidence as well. Sharing these feelings can help you realise that you are not alone, and it is completely normal to be nervous. You can also tell a trusted friend or family member how you are feeling, and they will most likely share their excitement at seeing you onstage.

Maintain a confident posture. Hunching forward makes you look less confident, and actually hinders your confidence as well. Stand up straight, act like you are balancing a book on your head, and your feelings will quickly improve. You will also make a good impression on the audience and how they see you.

Don't rush the performance. Time can be a tricky thing when you are on stage. Purposefully make yourself start out slow so you can get used to the audience and your place on stage. The audience may have trouble understanding you if you speak too fast.

Section 2:Key Fact/Methods/Processes/Questions

Solo

In music, a solo (from the Italian: solo, meaning alone) is a piece or a

section of a piece played or sung featuring a single performer, who may

be performing completely alone or supported by an accompanying

instrument such as a piano or organ, or the rest of a choir, orchestra,

band, or other ensemble. Performing a solo is "to solo", and the

performer is known as a soloist.

The plural is soli or solos. In some context these are interchangeable,

but soli tends to be restricted to classical music, and mostly either the

solo performers or the solo passages in a single piece.

Duet

A duet (from Italian duetto, diminutive of duo ‘duet’, from Latin

duo two) is a musical composition for two performers in which

the performers have equal importance to the piece, often a

composition involving two singers or two pianists. It differs from

a harmony, as the performers take turns performing a solo sec-

tion rather than performing simultaneously.

Round

A round (also called a perpetual canon [canon perpetuus] or infinite

canon) is a musical composition, a limited type of canon, in which a

minimum of three voices sing exactly the same melody at the unison

(and may continue repeating it indefinitely), but with each voice begin-

ning at different times so that different parts of the melody coincide in

the different voices, but nevertheless fit harmoniously together. It is

one of the easiest forms of part singing, as only one line of melody

need be learned by all parts, and is part of a popular musical tradition.

Choir

A choir (also known as a quire, chorale or chorus) is a musical ensem-

ble of singers. Choral music, in turn, is the music written specifically for

such an ensemble to perform. Choirs may perform music from the

classical music repertoire, which spans from the medieval era to the

present, or popular music repertoire. Most choirs are led by a conduc-

tor, who leads the performances with arm and face gestures.

A body of singers who perform together as a group is called a choir or

chorus. Choirs may sing without instrumental accompaniment, with the

accompaniment of a piano or pipe organ, with a small ensemble or

with a full orchestra of 70 to 100 musicians.

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

https://en.wikipedia.org/wiki/Part_(music)

https://en.wikipedia.org/wiki/Melody

https://en.wikipedia.org/wiki/Imitation_(music)

https://en.wikipedia.org/wiki/Music

https://en.wikipedia.org/wiki/Italian_language

https://en.wikipedia.org/wiki/Musical_composition

https://en.wikipedia.org/wiki/Section_(music)

https://en.wikipedia.org/wiki/Passage_(music)


https://en.wikipedia.org/wiki/Performing_arts

https://en.wikipedia.org/wiki/Harmony


https://en.wikipedia.org/wiki/Canon_(music)#Simple

https://en.wikipedia.org/wiki/Part_(music)

https://en.wikipedia.org/wiki/Melody

https://en.wikipedia.org/wiki/Unison



https://en.wikipedia.org/wiki/Harmony

https://en.wikipedia.org/wiki/Part_song

https://en.wikipedia.org/wiki/Musical_ensemble

https://en.wikipedia.org/wiki/Musical_ensemble

https://en.wikipedia.org/wiki/Classical_music

https://en.wikipedia.org/wiki/Medieval_music

https://en.wikipedia.org/wiki/Popular_music

https://en.wikipedia.org/wiki/Conducting

https://en.wikipedia.org/wiki/Conducting

https://en.wikipedia.org/wiki/Piano

https://en.wikipedia.org/wiki/Pipe_organ

https://en.wikipedia.org/wiki/Orchestra

39

Year 7 Music

w/b 9th September Explain the differences and similarities between the different groups of singers.

w/b 16th September Good singers project and enunciate properly. Those that don’t aren't worth listening to. How far do you agree with this

statement? Support your answer with examples.

w/b 23rd September Create a visual guide/poster to explain what dynamics are.

w/b 30th September What is the purpose of a verse in a song? Give examples.

w/b 7th October Explain what makes a song work as a round, giving an example.

w/b 14th October Create a how to guide for someone who needs to build their confidence when performing.

40

Subject: Drama Year: 7 Term: Autumn 1 Belong to BBA Section 1: Key Vocabulary


Still Image Still images and freeze frames are

both forms of Tableau. With freeze

frame, the action in the play or scene

is frozen, as in a photograph. Still

images are used to focus in on a

particular moment in a play / scene.

Thought Tracking Thought tracking helps to inform the

audience about a character. You see

it in action when a character speaks

out loud about their inner thoughts at

a particular moment in the drama.

This usually accompanies a still

image / freeze frame.

Conscience Alley A conscience alley is a technique used

to explore a kind of dilemma. Cast

members make up two lines facing

each other. As the protagonist passes

through the conscience alley, the

lines of actors offer advise.

Devising Devising Theatre- (frequently called

collective creation) is a method of

theatre making in which the script

originates from collaborative and

improvised work by the cast /

ensemble.

What If “What if” is a question actors will ask

themselves to get into role. For

example “what if I had an argument

with my best friend?”


Encouragement If you encourage someone, you give

them confidence, by letting them

know what they are doing is good and

that they should continue to do it

Corpsing To lose focus and come out of role

and giggle.

Section 3:

Thought-tracking

A thought-track is when a character steps out of a scene to

address the audience about how they’re feeling.

Sharing thoughts in this way provides deeper insight into

the character for an audience.

In rehearsal it’s an effective way of exploring characters

and scenes in greater depth.

Stopping the action and sharing thoughts enables the

actor to fully understand how their character thinks or

feels at any given moment.

Sometimes the character might feel something different to

the words they’re speaking. This is called subtext and

thought-tracking is a useful way of exploring it to realise

the many layers within a scene.


Questions

Reviewing your performance work:

Key things to consider as part of your review:

The techniques used and the impact that they had on the

performance

The actors use of physical movements and gestures

The actors use of facial expression

The actors use of their voice including projection, diction

and vocal expression

The actors ability to stay in role and not corpse

The actors ability to respond to cues and remember lines

Use of props and / or token costume

The intended impact on the audience

The audiences response

Target Setting:

When target setting you need to consider the following:

1. Identify exactly what aspect of your performance

work you need to improve– be specific

2. Identify the steps that need to be taken in order to

achieve your target

3. Set a realistic time scale for improvement

4. Check your progress regularly

5. Outline what success will look like to help you to

track your progress

6. Be reflective and persistent

41

Year 7 Drama

w/b 9th September Teamwork- Draw up a list of teamwork skills that help you whilst creating in the devising process and explain / give examples why each

skill is important.

w/b 16th September

In one paragraph, write an explanation (using diagrams if you wish) about the still image you created in lesson. Tell me

about the decisions that you made thinking about the use of levels and space between actors; what did you want to show

the audience?

w/b 23rd September Draw or find a picture of something that interests you. Write a thought track for each person in the Image.

w/b 30th September Peer assessment- Choose someone in your group to peer-assess. Write a paragraph about their strengths and then list

three things they could do to improve their use of the taught drama skills or their teamwork.

w/b 7th October Write a review of your performance work. Use Sections 1&2 to help you with key words and subject-specific vocabulary.

w/b 14th October Use Section 3 to help you to set targets for improvement.

42

Notes:

43

Notes:

44

Notes:

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