Name: _________________________
Tutor Group: _________
Year 7
Knowledge Organisers
Module 1 2021/22
Make sure this knowledge organiser is brought into school every day!
How to use your knowledge organisers
Knowledge organisers contain the most fundamental knowledge for the topics you are studying. You are required to
study and quiz yourself on a section of your knowledge organiser for at least 20 minutes each evening to make
sure you have the knowledge ready to use in lessons and for assessments.
Many knowledge organisers contain lots of information and therefore you may need to start by mastering a small
section first before moving on to another. It’s important that you revisit sections you have already studied again to
make sure you can still remember it - this is called ‘spaced practice’ and enhances your knowledge retention.
How to ‘quiz’ using the knowledge organiser
There are lots of different ways that you can go about learning the knowledge on the knowledge organisers. The
key thing is that you quiz (keep testing yourself) instead of continuously re-reading them. The very act of quizzing
will help you remember the knowledge. Scan the QR codes below to learn how to use the following techniques:
Brain Dump
This technique is
quick and easy and
can be used with
any knowledge
organiser.
Cover and Check
This technique is for
knowledge
organisers
presented as tables.
Retrieval Questions
This technique is for
those knowledge
organisers
presented as blocks
of text.
Flash Cards
This video shows
you how to quiz
effectively using
flash cards.
Remember to bring your knowledge organisers to school every day! Your teachers may get you to use them in
lessons to support with your learning and they will also point out which sections to focus on when using them at
home.
The IB Learner Profile attributes
As IB learners we strive to be:
Inquirers
Open-minded
We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and
sustain our love of learning throughout life.
We critically appreciate our own cultures and personal histories, as well as
the values and traditions of others. We seek and evaluate a range of points
of view, and we are willing to grow from the experience.
Knowledgeable
Caring
We develop and use conceptual understanding, exploring knowledge across
a range of disciplines. We engage with issues and ideas that have local and
global significance.
We show empathy, compassion and respect. We have a commitment to
service, and we act to make a positive difference in the lives of others and in
the world around us.
Thinkers
Risk-takers
We use critical and creative thinking skills to analyse and take responsible
action on complex problems. We exercise initiative in making reasoned,
ethical decisions.
We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative
strategies. We are resourceful and resilient in the face of challenges and
change.
Communicators
Balanced
We express ourselves confidently and creatively in more than one language
and in many ways. We collaborate effectively, listening carefully to the
perspective of other individuals and groups.
We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional - to achieve well-being for ourselves and
others. We recognise our independence with other people and with the
world in which we live.
Principled
Reflective
We act with integrity and honesty, with a strong sense of fairness and
justice, and with respect for the dignity and rights of people everywhere. We
take responsibility for our actions and their consequences.
We thoughtfully consider the world and our own ideas and experience. We
work to understand our strengths and weaknesses in order to support our
learning and personal development.
The MYP Assessment Criteria
A
B
C
D
Analysing
Organising
Producing text
Using language
Comprehending spoken
and visual text
Comprehending written
and visual text
Communicating
Using language
Individuals and
societies
Knowing and
understanding
Investigating
Communicating
Thinking critically
Sciences
Knowing and
understanding
Inquiring and designing
Processing and
evaluating
Reflecting on the
impacts of science
Mathematics
Knowing and
understanding
Investigating patterns
Communicating
Applying mathematics
in real-world contexts
Arts
Knowing and
understanding
Developing skills
Thinking creatively
Responding
Physical and health
education
Knowing and
understanding
Planning for
performance
Applying and
performing
Reflecting and
improving performance
Design
Inquiring and analysing
Developing ideas
Creating the solution
Evaluating
Interdisciplinary
Disciplinary grounding
Synthesizing and
applying
Communicating
Reflecting
Language and
literature
Language
acquisition
IB Arts
Year 7 M1&M2
Image 1
Image 2
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”.
Stippling
Hatching
Cross
Hatching
1.6
Image 3
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)
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)
ATL:
Give and receive meaningful feedback.
1.3
1.4
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)
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.
Global Context:
Identities and Relationships
Statement of Inquiry:
Identities and relationships of aesthetic can
be interpreted and represented in different
ways.
Year 7
M1&M2
ATL:
Give and receive meaningful
feedback.
Global Context:
Identities and Relationships
Image 5
Statement of Inquiry:
Identities and relationships of
aesthetic can be interpreted
and represented in different
ways.
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.
Image 4
Image 6
IB Design
(Digital Design)
Digital Design Module 6: E-Safety and Digital Literacy
Global Context:
Identities and relationships
Statement of Inquiry:
The use of technical communication when forming relationships (ergonomics) leads to the
need for safeguarding and security. The use of online services to communicate over the
internet to connect to the wider audience available brings about the need for keeping personal
information and wellbeing of young people safe.
Key vocabulary
Approach to Learning:
Communication
Question
Answer
Internet Safety
Working safely on internet
What is a firewall?
A software that prevents unauthorised
access
Social
Networking
Connecting to others using the
internet
What is a password?
Virus
A program that infects your
computer
A word or series of letters, numbers
and punctuation that only you know,
which you use to log on to computers,
networks or online services.
Anti-virus
software
A program that will detect, protect
and fix your computer if it has
viruses
What is Cyberstalking?
Cyberbullying
Bullying that takes place online
through mobile or online
application
Using information and communication
technology, particularly the Internet, to
harass an individual, group of
individuals or organisation.
What is hacking?
Slang term used to describe illegal
access of computer systems by
unauthorised users.
What is a malware?
Malicious software that is designed to
infiltrate or damage a computer system
without the owner’s informed consent.
Digital Literacy
Assessment criteria:
Digital literacy refers to an
individual's ability to find,
evaluate, and clearly
communicate information through
typing and other media on
various digital platforms.
A: Inquiring and analysing
B: Developing ideas
C: Creating the solution
D: Evaluating your solution
Advantages and disadvantages of Cyber
Security.
Cybersafety provides enhanced cyberspace
security, improves cyber resilience, speeds up
cyber, data, and information protection for
businesses It protects individual private
information, it protects networks and resources
and tackles computer hackers and theft of
identity.
It protects against data
theft since malicious
users can not break
the network
architecture by
implementing a
high-security protocol.
Firewall laws are hard
to properly configure.
Secure the hacking
method.
Makes system security
for the week or
sometimes too high.
Provide confidentiality
of data and system.
This can be achieved
by enforcing security
policies and network
protocols well.
The average is costly.
Assessment criteria:
A: Inquiring and analysing
Private Information (SAFE)
Personal Information (UNSAFE)
Your favorite food
Mother’s maiden name
Your favorite colour
Your date of birth
First name
Parents’ credit card information
Your opinion
Phone number
B: Developing ideas
C: Creating the solution
D: Evaluating your solution
IB Design
(DT & Engineering)
Areas of Assessment
Knowledge Organiser: LED Mini-Torch & Blister Packaging
Module 1 & 2
Statement of Inquiry:Designers have to be aware of the
development and innovation of new technology and tools that can
improve our lives in this digitally thrived world but also impose risks.
Criterion: A
Inquiring &
analysing
Thermosetting Polymer:
Thermo (meaning heat) setting (sets) Polymer (the correct term for
plastic).
Thermo Polymer:
Thermo (meaning heat) Polymer (the correct term for plastic).
Thermosetting Polymer
Thermopolymer
Can be shaped using heat
Can be shaped using heat
Can only be shaped once
Can be heated, shaped and cooled
many times (good for recycling)
An example is: Urea Formaldehyde
(UF) commonly used in plug
sockets, handles and buttons.
An example is: acrylic
(Poly-methyl-methacrylate) PMMA) commonly used in
trophies, car lights and modern
baths.
ATL Communication: Communication Skills:
Students will need to communicate their design decisions effectively to
fully illustrate their design process.
Criterion: B
Developing
ideas
Criterion: C
Creating the
solution
Criterion: D
Evaluating
Command Terms:
Construct: Display information in a diagrammatic
or logical form.
Create To evolve from one’s own thought or
imagination, as a work or an invention.
Demonstrate Make clear by reasoning or
evidence, illustrating with examples or practical
application
Design Produce a plan, simulation or model.
Develop To improve incrementally, elaborate or
expand in detail.
Present Offer for display, observation, examination
or consideration.
Key Vocabulary:
Polymer - the correct term for plastic. Acrylic - one
example of a thermopolymer. Thermosetting
polymer - plastic that once heated and shaped
cannot be reshaped. Thermopolymer - plastic that
can be heated and shaped many times.
Global Context: Scientific and Technical
Innovation
Knowledge Organiser: LED Mini-Torch & Blister Packaging
Module 1 & 2
Statement of Inquiry: Designers have to be aware of the
development and innovation of new technology and tools that can
improve our lives in this digitally thrived world but also impose risks.
6 areas of Packaging
Inform - To inform the users about the product
Contain-To display what the products look like when in the
supermarket
Preserve-To keep product safe from environment and bacteria
Protect-To protect the product whilst in transit
Display- To display what the products look like when in the
CE Markingproduct has
been checked
before sold
Barcode- code
to present digital
data
Choking
Hazard- product
not suitable for
children under 3
supermarket
Transport- This is how the product is shipped in large amounts
Mandatory
Sign
First aid kit
Emergency
stop
Safety
boot must
be worn
Fire exit
Wash your
hands
Eye
protection
must be worn
Hazard
Key Vocabulary:
Do not enter
No running
workshop
Mandatory. Safe conditions.
Warning.Hazard . Protection.
Emergency. Inform. Data.
Contain.Preserve. Protect.
Display. Transport. Barcode.
CE Marking. Packaging.
IB Language
& Literature
English Knowledge Organiser: Year 7 Module 1 Frankenstein
Statement of Inquiry: The Consequences of scientific and technical innovation can be
explored through the reader’s perspective of characters’ actions.
- Philip Pullman’s play adaptation of Mary Shelley’s classic novel.
ATL: Critical thinking: evaluate evidence and arguments; gather and organise relevant information to form and argument.
Creative thinking: create original works and ideas
Global Context: Scientific and Technical Innovation: Consequences and responsibility.
Assessment Criteria: A - Analysing, B - Organisation, C - Creating Texts, D - Using
Language
Vocabulary
Using electricity to stimulate something.
Inanimate
Showing no signs of life.
Grotesque
The Danger of Knowledge
Having information can be a powerful tool, but how you use this information safely, is
the vital part.
Life and Existence
Creating life and having a fulfilling existence are two very different things.
Secrecy and Lies
Keeping secrets and telling lies leads to certain danger.
Appearances
Don’t judge a book by its cover. How something looks, is not how it will act.
Nature
The idea is what is natural in the world.
Revenge
Seeking retribution for a wrongdoing.
An event that causes unfortunate consequences.
Repulsively ugly or distorted..
Monster
A large, ugly and frightening creature.
Unwanted
Not or no longer desired.
Consequences
Description
Definition
Galvanism
Disaster
Theme
The result or effect of an action. Often unwanted or
undesired.
Prejudice
To judge someone or something based on an opinion that is
not ground in reason or actual experience. Creates negative
connotations. Happens before you get to know someone.
Tragedy
An event causing great suffering, destruction, and distress.
Creates an unhappy ending.
Alienation
To be left out. Isolated from a group.
Electricity
A form of energy resulting from the existence of charged
particles.
Author
Mary Shelley
Birth and Death
B. 30 August 1797 D. 1 February 1851
Style of Writing
Gothic horror
Influences
Brought up to question society’s norms. Met lots of intellectual thinkers of the time, such as
Wordsworth and Coleridge
Interested in
Science
Scientific Influences
Religion
A lot of scientists were experimenting with electricity
during Shelley’s life. Notably, Aldini toured the
country reanimating corpses using electricity.
Shelley would have known two leading scientists of
the day, Nicholson and Davy who both experimented
with electrolysis to break down compounds.
The Church of England was the accepted religion of
England. Many clergy were also scientists as it was
believed that science would validate religious truths.
As science progressed, many people became
concerned that scientific discoveries were
undermining the teachings of the church.
Character
Description
Victor
Frankenstein
a brilliant scientist and scholar. Creates the monster.
Monster
This is the creature (‘man’) created by Victor.
Walton
An explorer who opens and closes the play with his account of
meeting Victor.
William
Younger brother of Victor.
Elizabeth
Victor’s sister who comes to bring him back home.
Henry Clerval
Victor’s friend who is his opposite in temperament.
English Knowledge Organiser: Non-Fiction Writing - writing to communicate
Before you start writing, think about the GAP
What paragraphs to include
Genre
What are you being asked the write?
Moral
What is right or wrong here?
Audience
Who are you writing for?
Economic
How does it affect anything
to do with money?
Purpose
What are you trying to achieve?
Social
Genre
Audience
Purpose
Article
Friend
Persuade
Leaflet
Classmates
Argue
Letter
Headteacher
Advise
Review
Local
Speech
Advertisement
Safety
How does it affect different
groups of people?
How might it be dangerous?
How might it be safe?
How to structure each paragraph
Element
What?
How?
Logos
What is the problem?
Facts, statistics, consequences,
questions, rhetorical questions
Pathos
What is the right cause of action?
Who is responsible?
Emotive language, similes,
metaphors
Ethos
How does it affect different groups
of people?
Facts, opinions, witness
testimony, lists
Kairos
When should this be done?
Direct address, time adverbs,
imperatives
Method
Definition
Example
Inform
Alliteration
The repetition of a sound in a series of words close
together.
Big blue bike. The sound goes round and round.
Council
Recount
Direct Address
Talking directly to your audience
We need to work together.
Politician
Instruct
Imperative
Giving a command.
You must help now.
Young Kids
Report
Metaphor
Comparing one thing to another
You are the butter to my toast.
Fact
A true statement
Tuesday comes after Monday.
Opinion
Giving your view on something
Cheese is the best filling for a sandwich.
Repetition
The recurrence of a word or phrase
We will have peace. We will have happiness. We
will have justice.
Rhetorical Question
A question which does not require an answer.
How can you think otherwise?
Emotive Language
Making the reader feel a particular way.
The poor defenceless child was left all alone.
Statistics
Using numbers and data to prove a point.
75% of students love English.
Simile
Comparing one thing to another using like or as.
As bright as the sun.
Triplets
Using 3 words or phrases to make a point.
The hikers were cold, tired, and hungry.
Useful
Connectives
Examples
Sequencing
At the start, Firstly, Secondly, Thirdly,
Next, Meanwhile, Subsequently, Finally,
In conclusion
To highlight
Importantly, Significantly, In particular
To add
Additionally, In addition to, As well as
To compare
Although, Whereas, Otherwise,
Alternatively, Nevertheless
English Knowledge Organiser: Creative Writing - writing to entertain
Vocabulary
Definition
Onomatopoeia
A word which imitates the sound it i describing.
Semantic field
A group of words which create a particular feeling.
Contrasting
perspective
Showing the same event from two different characters to
show how it can be viewed differently.
Purpose
The reason you are writing the text.
Audience
Who you are writing the text for.
Descriptive
Giving a detailed account in an interesting way.
Narrative
The story of a piece.
Structure
The order in which a narrative is told.
Exposition
Background information which is vital to a narrative.
Rising action
A series of events which propels the narrative forwards.
Climax
Creating Characters and Setting
Characters
Drive the plot forwards. Represents the human interest for the reader.
Setting
Establishes the mood. Reveals characters and conflicts. Gives clues to a story's theme.
Telling
The narrator explicitly tells the reader details about the character i.e. Julie is self-absorbed and angry.
Showing
The narrator implicitly reveals (shows) to the reader the character’s traits i.e. Julie’s face turned red as her
fists clenched into balls. This is the preferable method when describing a character.
Method
Definition
Imagery
Creating a picture in the reader’s mind.
Telescoping
To describe something in minute detail.
Similes
Comparing one thing to another using like or as.
Sensory Description
Using the five senses to create an image.
The main event, the peak of the action.
Personification
To make something non-human sound human.
Falling action
After the climax of a narrative where a resolution is found.
Pathetic Fallacy
Using the weather to create a mood or atmosphere.
Resolution
Where the problems of a narrative are solved and a new
normal is found.
Alliteration
The repetition of a sound in a series of words close together.
Metaphors
Comparing one thing to another without using like or as.
Paragraphing
●
●
●
Paragraphs are just a group of sentences sharing the same idea.
They structure your writing to make it easier for readers to follow.
Always start a new paragraph when you change the focus of your
writing.
ToPTiPs - change paragraph when you change:
●
Topic
●
Place
●
Time
●
Person
●
Speaker
Senses
In real life we perceive the world with our five senses:
●
Smell, touch, taste, hear and see.
Purpose
●
To help your reader experience your fictional world.
●
Sensory stimulation helps transport the reader into your
character’s story.
●
To create powerful imagery.
English Knowledge Organiser: Structural Features
Structural Feature
Definition
Structural Feature
Definition
Antagonist
A villain in a piece of writing; the opposite of the hero of the story.
Flashback
A writing technique which shifts from the present to the past.
Chronological
In the order in which it happens.
Flash Forward
When the plot/narrative goes ahead of time.
Cliff-hanger
A dramatic and exciting ending leaving the audience in suspense and
anxious.
Linear Structure
A type of narrative structure that tells the events of a story in chronological
order.
Foreshadowing
Hint at something that will happen later and have greater significance.
Motif
A recurring idea or image in a text.
Juxtaposition
The arrangement of two or more ideas put together for contrast.
Narrative tension
A technique writers use to make the reader feel anticipation and
uncertainty.
Location
Where the action takes place.
Rising Action
A related series of incidents in the plot that build toward the point of
greatest action/climax.
Protagonist
The main character.
Anadiplosis
Sequence
The order of events in the passage.
The repetition of a word or words in successive clauses start with the same
word which marks the end of previous clause. E.g. ‘The mountains look on
Marathon - And Marathon looks on the sea ...’
Diacope
Time
Past, present, future.
Repetition of a word or phrase broken up by another word or words. E.g.
‘Romeo, Romeo wherefore art thou, Romeo?’
Climax
The most intense or dramatic part of a narrative.
Frame Narrative
A narrative in which one story is presented within another.
Narrative
Perspective
The point of view of the story i.e. 1st/2nd/3rd person narrative.
Non-sequitur
A type of narrative which can be confusing and is often in a
non-chronological order.
Change in
Perspective
The arrangement of ideas in a text to show different perspectives.
Omniscient
Narrator
Third person omniscient is a point of view where the narrator knows all the
thoughts, actions, and feelings of all characters.
Cyclical Structure
Something that recurs or happens in cycles. An extract might start and end
in the same place.
Panoramic View
The description of an idea from a distance.
Syntax
The arrangements of words and phrases in sentences.
Denouement
The ending of a narrative.
Unreliable Narrator
Exposition
The beginning of a narrative often when character, plot and setting is
established.
An unreliable narrator is a narrator whose credibility has been seriously
compromised. The reader will doubt their version of events.
IB Language
Acquisition
(German)
German Knowledge Organiser: Year 7 Module 1: Meine Welt und ich
Statement of Inquiry: Understanding my
world and the world around me.
Week 1
Global Context: Identities and relationships
Week 2
ATL: Critical thinking: Draw reasonable
conclusions and generalizations
Literacy, media literacy: Communicate
information and ideas effectively to multiple
audiences using a variety of media and formats
Assessment criteria: ( A, D)
Hallo!
Meeting and greeting
Wie heißt du?
What’s your name?
Ich heiße ...
My name is ...
Hallo!
Hello!/Hi!
Guten Tag!
Good afternoon
Wie geht’s?
How are you?
Gut, danke. Und dir? Fine, thanks. And
you?
Nicht schlecht.
Not bad.
Tschüs! Bye!
Auf Wiedersehen!
elf 11
zwölf 12
dreizehn 13
vierzehn 14
fünfzehn 15
sechzehn 16
siebzehn 17
achtzehn 18
neunzehn 19
Wie alt bist du? How old are you?
Ich bin ..Jahre alt. I am ... years old.
Wie alt ist (Julia)? How old is(Julia)?
Goodbye!
Week 3
Week 4
Week 2
Die Zahlen 1–19
eins 1
zwei 2
drei 3
vier 4
fünf 5
sechs 6
sieben 7
acht 8
neun 9
zehn 10
Numbers 1–19
Wo wohnst du?
Where do you live?
Ich wohne in …
I live in ...
Er/Sie/Es wohnt in … He/She/It lives in
...
England
England …
Irland
Ireland …
Nordirland
Northern Ireland
Schottland
Scotland
Wales
Wales
Deutschland
Germany
Österreich
Austria
der Schweiz
Switzerland
Wie bist du?
Ich bin …
Er/Sie ist ...
faul
Freundlich
intelligent
kreativ
launisch
laut
lustig
musikalisch
sportlich
What are you like?
I am …
He/She is ...
lazy
friendly
intelligent
creative
moody
loud
funny
musical
sporty
German Knowledge Organiser: Year 7 Module 1: Meine Welt und ich
Statement of Inquiry: Understanding my
world and the world around me.
Global Context: Identities and relationships
Week 5
ATL: Critical thinking: Draw reasonable
conclusions and generalizations
Literacy, media literacy: Communicate information
and ideas effectively to multiple audiences using a
variety of media and formats
Assessment criteria: ( A, D)
Lieblingssachen
Favourite things
Mein Lieblingssport ist …
My favourite sport is …
Mein Lieblingsmonat ist ...
My favourite month is..
Meine Lieblingsmusik ist …
My favourite music is …
Meine Lieblingszahl ist …
My favourite number is ….
Meine Lieblingssendung ist ..
My favourit programme is ...
Meine Lieblingsfußballmannschaft … My favourite football team
ist...
is….
Mein Lieblingsspiel ist ...
My favourite game is …
Mein Lieblingsland ist ...
My favourite country is ...
Mein Lieblingsauto ist ...
My favourite car is ...
Was ist dein Lieblingssport?
What’s your favourite sport?
Was ist deine Lieblingszahl?
What’s your favourite number?
Was ist dein Lieblingsland?
What’s your favourite country?
der
die
das
German Knowledge Organiser: Year 7 Module 1: Meine Welt und ich
Statement of Inquiry: Understanding my
world and the world around me.
Global Context: Identities and relationships
ATL: Critical thinking: Draw reasonable conclusions
and generalizations
Literacy, media literacy: Communicate information
and ideas effectively to multiple audiences using a
variety of media and formats
Week 6
Assessment criteria: ( A, D)
Hast du einen Computer? Have you got a
computer?
Ich habe …
I have …
einen Computer
a computer
einen iPod
an iPod
einen Fußball
a football
eine Gitarre
a guitar
eine Wii
a Wii
eine Schlange
a snake
ein Handy
a mobile phone
ein Keyboard
a keyboard
ein Skateboard
a skateboard
ich habe
I have
du hast
you have
Er, sie, es hat
he, she, it has
Wie?
Was?
Wo?
Woher?
Wer?
Oft benutzte Wörter
words
wir haben
we have
ihr habt
you have
Sie, sie haben
You, they have
How?
What?
Where?
Where … from?
Who?
High-frequency
und
and
(und) auch
(and) also
aber
but
sehr
very
ziemlich quite
nicht
not
Was denkst du? What do you think?
Ich denke, …
I think ...
Ich auch!
Me too!
Ich nicht!
Not me!/That’s not what I
Think!
Was? Du spinnst! What? You’re joking!
IB Individuals
& Societies
Statement of inquiry
Global problems are a reality, but individuals and societies have the power and
choice to make a positive difference.
Global context
Globalisation and sustainability
Approach to learning
Communication skills
Assessment
criteria
A: Knowledge and understanding
B: Investigating
C: Communicating
D: Thinking critically
Statement of inquiry
Global problems are a reality, but individuals and societies have the power and
choice to make a positive difference.
Global context
Globalisation and sustainability
Approach to learning
Communication skills
Assessment
criteria
A: Knowledge and understanding
B: Investigating
C: Communicating
D: Thinking critically
Statement of inquiry
Global problems are a reality, but individuals and societies have the power and
choice to make a positive difference.
Global context
Globalisation and sustainability
Approach to learning
Communication skills
Assessment
criteria
A: Knowledge and understanding
B: Investigating
C: Communicating
D: Thinking critically
IB
Mathematics
Module 1 Y7 MYP Mathematics
1.1 Place Value
13
Global Context: Orientation in time and space
Statement of Inquiry: Different systems and forms of
representation develop as civilizations evolve and humans
interact.
1.2 Addition/Subtraction
1.3 Axioms & Arrays
18, 19
1.5 Multiply & Divide
21,145
1.4 Factors/
Multiple
27,33
7,8,12
IB Physical and
Health Education
Year 7 Unit 1: Health & Fitness
Statement of inquiry:
Through change,
adaptations and
healthier life choices
can be made.
Global context:
Identities and
relationships
ATL: Self ManagementOrganisation and
Collaboration- social
Assessment criteria:
A&C
Component of Fitness
Fitness Test
Why do we warm up?
●
Increases heart rate
●
Increases blood flow which
allows more oxygen to
reach the muscles
●
Reduces risk of injury
Cardiovascular
endurance- the ability of
our heart and lungs to keep
activite for relatively long
periods of time without
getting tired.
Multi stage fitness
test (bleep test)
12 minute Cooper
run
How do we warm up?
●
Pulse raiser e.g. jogging
●
Dynamic stretching
●
Static stretching
Muscular endurance- The
ability to use muscles
repeatedly without tiring.
Sit up test
Push up test
Speed - The ability to move
all or part of the body as
quickly as possible.
30m sprint test
Agility- changing direction
at speed.
Illinois agility test
Balance- the ability to
maintain the body’s centre
of mass above the base of
support.
Standing stork
test
Why do we cool down?
●
Return heart rate to resting
level
●
Reduce muscle soreness
How do we cool down?
●
Walking
●
Static stretching
IB Sciences
Statement of inquiry
How components of organisms are formed to function and interact together and
humans are able to manipulate these systems for their benefit.
Global context
Scientific and Technical Innovation.
Approach to learning
Self-management - reflection.
Assessment
criteria
A: Knowing & understanding
B: Inquiring & designing
C: Processing & evaluating
D: Reflecting on the impacts of science
Statement of inquiry
How components of organisms are formed to function and interact together and
humans are able to manipulate these systems for their benefit.
Global context
Scientific and Technical Innovation.
Approach to learning
Self-management - reflection.
Assessment
criteria
A: Knowing & understanding
B: Inquiring & designing
C: Processing & evaluating
D: Reflecting on the impacts of science
Statement of inquiry
How components of organisms are formed to function and interact together and
humans are able to manipulate these systems for their benefit.
Global context
Scientific and Technical Innovation.
Approach to learning
Self-management - reflection.
Assessment
criteria
A: Knowing & understanding
B: Inquiring & designing
C: Processing & evaluating
D: Reflecting on the impacts of science
Statement of inquiry
How components of organisms are formed to function and interact together and
humans are able to manipulate these systems for their benefit.
Global context
Scientific and Technical Innovation.
Approach to learning
Self-management - reflection.
Assessment
criteria
A: Knowing & understanding
B: Inquiring & designing
C: Processing & evaluating
D: Reflecting on the impacts of science