Download Year 7 Information Evening Presentation

Year 7
Parents
Success!
School
Students
How does prepared look
on a daily basis?
• A readiness to learn and work
- Fully equipped pencil case, including a ruler!
- Scientific calculator
- Arriving at lessons on time
- Engaging with the starter activity
- Interacting with the teacher and the rest of the
class
- Ensuring all homework is completed
Conduct
Managing Self
Independence
Critical
Thinking
Resilience
How are we going to help
and support your child?
Knowledge Organisers
(KOs),Learning Reviews,
Homework and Marking
Knowledge!
Facts, information, and skills acquired
through experience or education; the
theoretical or practical understanding
of a subject.
1. Knowledge Organisers
• All students will receive Knowledge Organisers (KOs) for
each subject.
• These contain core knowledge, essential for progress in
each curriculum area.
• Students will be required to learn prescribed parts of the
Knowledge Organiser every week.
• They will be formally quizzed in the next lesson and there
will be re-tests and intervention for students who underperform relative to their target.
Knowledge Organisers
The Benefits:
- Teachers will be able to clearly see what an
individual student knows or areas of the curriculum
that need to be re visited.
- Students will get used to revision and recalling,
processing and applying information.
- Evidence based studies show that regular testing
boosts the capacity for retrieval.
How to use your ‘Cells and Variation’ Knowledge Organiser
Make sure that you are able to do the following tasks listed below.
• Learn, Cover, Write, Check, Repeat!
• Do this every day for 10 minutes.
• Get someone to test you – or teach someone at home.
• Create a mind map that makes links between all of the topics that you have
learnt.
Key Science
Vocabulary
Multicellular
1. Label a plant and animal cell with the correct organelles. Learn the function (job) of each
organelle.
Tissue
2. Learn the names of at least one specialised plant cell and one specialised animal cell. Explain
how they are adapted to carry out their function (job).
Chloroplast
3. Describe the difference between unicellular and multicellular organisms. Explain how gases (eg
oxygen) and nutrients (eg glucose) enter cells by diffusion.
Membrane
Spelling Practice
Specialised
Permeable
Function
Organ
Cytoplasm
Nucleus
4. Learn how vertebrates are classified according to their features. Understand the difference
between a vertebrate and an invertebrate.
5. Be able to identify the cause of variation in a species – is it genetic or is acquired?
Mitochondrion
Classification
Respiration
Challenge:
Investigate features of different invertebrate groups.
What is meant by ‘survival of the fittest’ with reference to competition.
How do the organs within a system eg. the digestive system, work together to carry out an overall
function?
Support – learn 3 spellings a week. Keep
going back over the spellings you have
learnt. Can you add in and learn the
definitions too?
Cell
Cell membrane
Cell wall
Chlorophyll
Chloroplast
Classification
Cytoplasm
Diffusion
Genetic
information
Hooke (Robert)
Living organism
Microscope
Mitochondrion
Multicellular
organism
Nucleus
Organ
Organelle
Photosynthesis
Respiration
Semi permeable
Specialised Cell
Tissue
Unicellular
organism
Vacuole
Variation
A microscopic building block that makes up all organisms.
An organelle. A cell covering that allows food, water and oxygen in. Lets waste out. It is
semi-permeable (allows some things through but not others)
An organelle. A cell wall is around the outside of the cell membrane. Maintains the
rectangular shape of the plant cell. Made of cellulose.
A substance. A green dye which absorbs sunlight.
A plant organelle. Only found in plants. Photosynthesis (making food) happens here.
Using common features to group animals and plants eg vertebrates/invertebrates,
mammals, birds, reptiles, amphibia, fish
An organelle. A jelly-like liquid. Contains all other organelles. Where chemical
reactions happen.
The movement of gas particles or particles in solution from an area of high to low
concentration eg oxygen diffusing into cells
The instructions. Hold information about the organism's characteristics. Found in the
nucleus.
Discovered that living organisms are made out of microscopic building blocks that look
like rooms, which he named 'cells'.
Anything that can (MRS GREN) move, respire, (be) sensitive, grow, reproduce, excrete
and (get) nutrition.
Equipment. A tube containing lenses that can make microscopic objects like cells look
larger.
An organelle. Site of respiration. Releases energy. Plural: Mitochondria.
An organism. Made up of many cells. E.g. ant, tree.
An organelle. The control centre of the cell. Holds genetic information, to allow cell
duplication. Plural: Nuclei.
Made out of many types of tissue. E.g. stomach, lungs.
Makes up a cell.
A process. Happens in the chloroplast. Sunlight converts into sugar.
A process. Happens in the mitochondrion. Oxygen and sugar convert into carbon
dioxide and water (and energy).
Allowing some substances through.
A cell adapted for a particular function eg sperm, nerve, palisade, muscle cell
A collection of the same cells, working together. E.g. epithelial tissue.
An organism. Made up of one cell. E.g. amoeba.
A plant organelle. Filled with sugary sap, water and waste.
Differences in characteristics seen within and between species. These can be inherited
(caused by genes) or acquired during a lifetime.
Cells and Variation
Animal cell
Plant cell
2. Homework and what
you can expect from us.
• Each term:
• A Knowledge Organiser with associated learning
homework.
• 2 extended pieces of writing per term, formatively
marked (1 piece for foundation subjects).
• 1 Learning Review (3 in Y7).
• 1 Assessment, formatively marked.
• Books are high quality notebooks – checked but not
marked.
3. Learning Reviews
 A revision of components at the end of the course
(often prior to KAs, end of unit, end of term etc).
 Structured review which will feature revision
questions and tasks.
 Completion of notes which will serve as revision
notes.
 Joined up 5 year approach to revision.