Year 8 ISCA KO FINALHomework Expectations How should I present my work? Please remember that the...

Memory

• Your memory is split into two parts; the working-memory and the long-term memory. Everybody’s working-memory is limited, and can therefore become easily overwhelmed. Your long-term memory, on the other hand, is effectively limitless.

• You can support your working memory by storing key facts and processes in long-term memory. These facts and processes can then be retrieved, to stop your working memory becoming overloaded.

• Knowledge Organisers (KOs) are a key way to help you learn. Each KO has the key information that needs to be memorised to help you master your subject and be successful in lessons. We have also introduced a new section entitled ‘Enquiry Tasks’ to ensure you are able to apply this new knowledge in a variety of contexts. These will not be set every week but teachers will direct students when to complete these.

• There is strong scientific evidence from cognitive psychology that shows the benefits of self-quizzing in promoting retrieval strength. This is your ability to quickly recall key facts related to your subject or topic.

How should I self-quiz and how often?

There are lots of different ways to learn the material in your knowledge organiser and the list below is not exhaustive. You could:

1. Make flash cards based on the knowledge organiser and ask someone to quiz you. 2. Create a revision clock. Draw a clock and add the topic in the middle. Break the clock face into 10 minute sections. Add notes from

the knowledge organiser in each section. Cover the clock face and recite the information aloud. 3. Cover up one section of the knowledge organiser and try and write out as much as you can from memory (Look, Cover, Write,

Check). 4. Draw a mind map, jotting down everything that you can remember from the knowledge organiser 5. Make up mnemonics to help you remember key facts, then write these out from memory

i.e. Never, Eat, Shredded, Wheat - to remember cardinal directions.

Willingham Simple Model of Memory

Improving your Long-Term Memory

Homework Expectations

How should I present my work?

Please remember that the same rules apply to the presentation of your homework as apply for your class work: dates and titles (which should be the name of the subject) need to be underlined with a ruler and you should present your work as neatly as you are able to. We do not expect you to just copy work. If you are self-quizzing correctly, there should be evidence of purple pen on your page. Here are some examples of how to set out your work:

Homework Schedule You will be expected to have completed the homework on the day shown and your tutor will check it the following week. For example: On Mondays, you will be expected to show your completed English homework from the previous week in tutor time. Science will only be checked once a week, on a Wednesday.

Subject

Monday EnglishTuesday French / Spanish Science (Tassomai)Wednesday History Science (Tassomai)Thursday Geography Science (Tassomai)Friday Mathematics (Sparx)

How much work is expected?

• We expect you to spend between 20-30 minutes per subject or 1 hour on English and Maths.

• We expect you to complete at least 1 A4 page per subject, per night. If however, you have spent the allotted time and not completed one page or if you have learnt the content in a different way (i.e. you have made flashcards), we would ask that you write a reflective sentence about what you have learnt and then get your parent / carer to sign the homework booklet so that your tutor knows that the work has been completed.

Isca Academy, Knowledge Organiser, Year 8, Spring Term 2021

Art and Design Project 1: OBJECTS AND VIEWPOINTS

Homework is optional. However, if you want to stretch and challenge yourself and really develop and improve your artistic skills, then complete these tasks. If you think you want to opt for art or photography, you MUST complete these tasks. Work on paper and bring your homework into school to present in your sketchbook.

Week 1&2: writing about an artwork Week 3&4: copying an artwork Week 5&6: my response

Roy Lichtenstein: “Cubist Still-Life”, 1974

Key Words Description: a statement that gives factual details about an artwork. Research: to investigate – to find out facts about an artist and/or artwork. Abstract: art that is not realistic. Cubism is semi-abstract.

Key Words Media: the material and tools used by an artist or designer to create a work of art. I.e. “pen and ink” Technique: how technical skills are used to create an artwork. Process: the steps taken to create an artwork from start to finish.

Isca student

Key Words Fragment: to reduce or divide – to break up into pieces. Response: your creative reaction/idea – what you make

Week 7&8: experimentation Week 9&10: making my masterpiece Week 11&12: completing my masterpiece

Key Words Development: creatively exploring ideas in different ways. Experiment: exploring ideas, techniques and media – taking creative risks.

Key Words Refine: making small changes to improve an idea/artwork. Doing something again to make it better. Review: to look at what works and what doesn’t in order to improve/refine.

Key Words Define: the degree of distinctness in outline of an image. Rendering: adding colour, shading and texture to an image. Sustain: to keep going until it is your very best work

Enquiry task 1: Research this painting and write down what you find out about it.

Enquiry task 2: Write an “I see, I think, I wonder” about this painting.

Enquiry task: Copy Lichtenstein’s “Cubist Still-Life”, image as accurately and confidently as you can. Optional enquiry task: Find another Lichtenstein still-life image and copy it.

Enquiry task 1: Set up a still life inspired by Lichtenstein and take a photo of it from an interesting viewpoint. Enquiry task 2: 1. Fragment your paper by drawing boxes/shapes like can be seen in Lichtenstein’s Still-life. 2. Draw sections of your still-life into each box/shape – creating a fragmented image. 3. Title it “My Still-Life”

Enquiry task: Do 2 developments of your drawing of “My Still-Life” from wk 5&6 - experimenting with mixed media. For example, you could use collaged recycled papers, fabrics, paints, colouring pencils, and pens etc. - PLAY

Enquiry task: Choose your best development to refine into a masterpiece. Draw it out and start adding colour, tonal gradients and textures.

Enquiry task 1: Finish painting your final piece.

Enquiry task 2: Use colouring pencil to define the shapes and intensify the contrast of colours and tones.

Isca student

Isca student Isca student Isca student


Computer Science / Creative iMedia This term is all about skills which need to developed within Photoshop and being creative!. This term will help demonstrate how our iMedia course

is different to our Computer Science course. Complete each enquiry task to help build your skills in Photoshop and your confidence. Week 1 – 2 Week 3 – 4 Week 5 - 6

Pre-Teaching Test - Skills Lesson. This week is all about you knowing different tools within Photoshop. Marching ants – Show your current selection. Alt + Click will remove parts of your selection. Filenames – are very important when photo-editing and include a version number. Example: Stonehenge_v1.psd Layers – Are used to order images inside Photoshop. Clone Tool – Used to duplicate one part of an image, it looks like a stamp. Ctrl + D = Deselect Ctrl + 0 = Zoom out

Locking Layers - Stops you from editing that layer. The Eye On Layers – Allows you to hide that layer. Image - Adjustments – This menu is where all the colour adjustments can be located. File Types – Photoshop can be saved as a .psd or as a .jpeg. These tools are all the selection tools in Photoshop Ctrl + C = Copy Ctrl + V = Paste Ctrl + T = Free transform ALT+ CTRL + Z = Go back a step

Layer Blending - Allows you to alter how a layer interacts with the layers above and beneath it. Layer Ordering – Ensuring that layers are in the correct order for line of sight. The layer which is at the top of list is the image which will be seen first in Photoshop. Quick Selection Tool – Is used to select any part of a photo, it uses an algorithm to work out what you are selecting based on the colour of the image. Magnetic Lasso – a line snapping tool which follows given aspects of a photo.

Enquiry Tasks: Use www.photopea.com get a beach scene image and apply your clone tool skills to the sand in order to remove all the people from the image.

Enquiry Tasks: Use www.photopea.com use an image duplicate the layer –apply the black and white image adjustment to one layer, and then using the selection tools leave one aspect in colour.

Enquiry Tasks: Use www.photopea.com use 2 layers and experiment with 3 different blending options. Colour overlay, Soft Light, Luminosity

Week 7 - 8 Week 9 – 10 Week 11 – 12

Client Requirements – This is an outline which explains what a client needs from a product. Guide Lines – are used to help structure photo editing, this could be a book spine or DVD case cover lines. Primary Sources – Sources of information you have built Secondary Sources – Sources of information which you have taken from someone else. Moodboard – Is a visual way of collating lots of ideas on a media product together, it is not a plan of a product Image Web File Types png; jpeg; gif Text File Types: pdf; doc; docx Resolution – is the total number of pixels an image is made of (width * height) and may include colour depth.

Assessment Lesson Layers can be named, reordered, hidden and can have blending options applied to them.

You always need to unlock and rename your first layer before you can edit any of the image.

You will find Blending options in the dropdown with the word Normal in it.

Enquiry Tasks: Build a moodboard on your favourite music band / film and then design a CD / DVD front cover for that group / film on paper.

Enquiry Task: Use www.photopea.com to build a DVD front cover or CD front cover from your enquiry task from week 7-8.

Scan this QR code which will take you to a Photopea tutorial which will consolidate all the skills and tools you have been taught this term.


http://www.photopea.comhttp://www.photopea.comhttp://www.photopea.comhttp://www.photopea.com

Design and TechnologyModule 1 - Mr Donaldson Module 2 - Mr Donaldson

Week 1 & 2 - Templates A template is a shaped piece of rigid material used as a pattern for processes such as cutting out, shaping or drilling.

ENQUIRY TASK - list the advantages of using a template when making a large number of products.

Week 1 & 2 - Circuits

A circuit is the path that an electric current travels on. A simple circuit contains three components necessary to have a functioning electric circuit, namely, a source of voltage, a conductive path, and a resistor.

ENQUIRY TASK– Draw a Simple Circuit Diagram.

Week 3 & 4 - Correct use of a Coping Saw

Coping Saw – A coping saw is a type of bow saw used to cut intricate external shapes and interior cut-outs in woodworking or carpentry.

ENQUIRY TASK- Describe with the aid of sketches, the correct use of a coping saw.

Week 3 & 4 - Electronic Components

Resistor – is an electrical component which controls the rate of flow in electronic circuits. LED – Light Emitting Diode – is a semiconductor diode which glows when a voltage is applied. Fuse – A fuse is an electricial safety device that operates to provide overcurrent protection of an electricial circuit.

ENQUIRY TASK – Draw each of the electric components in symbol and picture form.

Week 5 & 6 - Sustainability and the Environment

Renewable energy is energy that is collected from renewable sources, which are naturally replenished on a human timescale, including carbon neutral sources like sunlight, wind rain, tides, and geothermal heat. Biomass may also be included, however, its carbon neutral status is under debate. Sustainability – is the ability to exist constantly. It means meeting our own needs without compromising the ability of future generations to meet their own needs. In addition to natural resources, we also need social and economic resources.

ENQUIRY TASK - Logon to focuselearning and research Energy and the Environment, summarise on a PowerPoint.

Week 5 & 6 - Soldering

Soldering is a joining process used to join different types of metals together by melting solder.

Solder – Solder is a fusible metal alloy used to create a permanent bond between metal work pieces.

ENQUIRY TASK – Describe with the aid of sketches the process of soldering.


Design and TechnologyModule 3 - Mr Louis Module 4 - Mr Louis

Week 1 & 2 - Man Made Boards These are commonly used in the construction industry, for interior fittings and furniture. They are more stable than natural woods and are less likely to warp and twist out of shape. Manufactured boards are available in large sheets (1.2m x 2.4m) and in a range of thicknesses. Plywood Chipboard MDF Block Board

ENQUIRY TASK - Research these manufactured boards and describe the characteristics of each. Question - Explain how manufactured boards can be used as part of a sustainable house building project?

Week 1 & 2 - METALS

FERROUS METALS - Metals that contain iron

NON-FERROUS METALS - Metals that do not contain iron

ENQUIRY TASK - Research the 2 main types of metal. Describe the advantages and disadvantages of both.

Question - describe what an alloy is and give 3 examples of an alloy and what it can be used for?

Week 3 & 4 - Wood joints These are widely used where a strong join is needed.

ENQUIRY TASK - Using Focus eLearning, research each of the wood joints shown here.

Question - Using examples, where would these joints be commonly used.

Week 3 & 4 - Metal properties Ductile metals - Will stretch without being damaged. Can be drawn or stretched out into long wires. Copper is highly ductile and can be drawn into long, thin wires. Malleable metals - Can be hammered into a shape without breaking. Can be rolled or pressed into sheets. Hardness is the ability to withstand abrasion. A very hard metal is likely to crack or shatter upon impact or force - Cast iron would be described as hard but brittle Toughness is the ability to absorb energy and not fracture - A tough material may scratch easily on the surface but can withstand large impacts. ENQUIRY TASK- Research these metal properties and give an example of a metal for each. Question - How can recycling metals have a positive impact on the environment? List 3 everyday uses for stainless steel.

Week 5 & 6 - Polymers Polymers are usually made from synthetic materials. Usually derived from crude oil or other finite resources, such as coal or natural gas Plastics are categorised into two types: Thermoforming which can be remoulded without affecting the material’s physical properties. Thermosetting which have strong chemical bonds between the molecules, which do not separate on heating. ENQUIRY TASK - Find 3 examples of thermosetting & thermoforming plastics Question - Acrylic is used in making the phone stand. Suggest a different material that could be used instead of the acrylic, with similar properties but more sustainable?

Week 5 & 6 - Designing and design decisions Iterative design is a cycle of designing, prototyping and testing to develop an idea and achieve the best possible outcome. Each cycle and iteration improves the design and moves the design process forward. ENQUIRY TASK- Using Focus eLearning, produce a presentation on a designer or company of your choice, including examples of products and designs. Question - Explain how Dyson has used iterative design in the creation of the bagless vacuum cleaner?


Drama

Week 1/2 Week 3/4 Week 5/6Key Words

● Commedia Del Arte is an improvised theatrical style that originated in Italy in the 16th century, flourished until the early 18th century and influenced modern theatre in many important ways.

● Lazzo : a joke or "something foolish or wi4y", usually well known to the performers and to some extent a scripted rou

English - ‘London’

Week 1 Week 2 Week 3Enquiry Task 1: Learn the spellings and definitions of the following words by using look, cover, write, check:

• Corrupt - dishonest and immoral • Underbelly - an area vulnerable to attack

OR a hidden unpleasant or criminal part of society.

• Depict - portrays / shows • Oppression - cruel & unfair treatment • Enforced - forced / compulsory • Metropolis - city • Iconic -

very famous or popular, especially being considered to represent something.

• Seminal - important & influential

Enquiry Task 2: Use each word in a separate full sentence.

Enquiry Task 3: Learn these quotes from London by William Blake by using look, cover, write, check:

• ‘Marks of weakness, marks of woe’ • ‘mind-forged manacles’: they are trapped

in poverty • Repetition ‘In every..’ • Criticises the powerful: ‘Every black’ning

church appals’ - the church is corrupt • ‘the hapless soldier’s sigh / Runs in

blood down palace walls’ – soldier’s suffer and die due to the decisions of those in power, who themselves live in palaces

Enquiry Task 1: Learn the spellings and definitions of the following words by using look, cover, write, check at least 3 times:

Depersonalised = deprived of human characteristics or individuality. Romanticised = make something seem better or more appealing than it really is.


Enquiry Task 3: In Blake’s poem ‘The Chimney Sweeper’, how does the quote “A little black thing among the snow” show depersonalisation?

Enquiry Task 4: How is the job of a Chimney Sweeper presented in the following extract? Write down the words and phrases that support your idea.

Working conditions for the climbing boys was harsh and cruel. It was a dangerous and filthy job for the boys to undertake, especially without the protection of safety clothing and respirators, and many suffered from job related ailments, such as twisted spines and kneecaps, deformed ankles, eye inflammations and respiratory illnesses.

Enquiry Task 1: Learn these language techniques by using look, cover, write, check:

• Simile – comparison using like or as • Metaphor – comparison saying one thing is

another • Personification – giving inanimate objects

human qualities • Juxtaposition – two things with contrasting

effects placed close to each other • Imagery – created a picture in the reader’s

head • Foreshadowing – a hint or indication of

something to come • Adjectives – describing words • Verbs – action or state • Nouns - a word used to identify any of a

class of people, places, or things

Enquiry Task 2: Write 4 separate sentences that include a different language technique from above.

Enquiry Task 3: Identify the language techniques from above that appear in the following extract:

The gruel disappeared; the boys whispered each other, and winked at Oliver; while his next neighbours nudged him. Child as he was, he was desperate with hunger, and reckless with misery. He rose from the table; and advancing to the master, basin and spoon in hand, said: somewhat alarmed at his own temerity: ‘Please, sir, I want some more.’ The master was a fat, healthy man; but he turned very pale.


English - ‘London’ Week 4 Week 5 Week 6

Enquiry Task 1: Write out and learn the 5 ingredients for amazing writing by by using look, cover, write, check:

Ambitious vocabulary Structure methods

Language techniques Punctuation

Varied sentences

Enquiry Task 2: Write out the following definitions:

Petrarchan sonnet = has fourteen lines, has a particular rhyming scheme and is split into an octave and a sestet. Octave = the first 8 lines of a Petrarchan sonnet, usually with rhyme scheme abba abba Sestet = the last 6 lines of a Petrarchan sonnet with a regular rhyme scheme.

Enquiry Task 3: What language techniques are the following quotes an example of?

“This City now doth, like a garment, wear the beauty of the morning” “The very houses seem asleep”

Enquiry Task 1: Write a sentence about how each of the following themes have a link to London based on what we have studied in this topic:

• Poverty • Child Labour • Crime • Women • Status • Power and corruption

Enquiry Task 2: Answer as many of the following questions as you can from memory:

a) How many lines does a Petrarchan sonnet have? Name the 2 parts of it.

b) Which two poems (that we’ve studied) did Blake write?

c) Who did Blake think was to blame for the inequality in society?

d) What does seminal mean? e) What word beginning with ‘o’ means

cruel and unfair treatment? f) Define corrupt. g) Underbelly can mean 2 things – an

area vulnerable to attack and what else?

h) What word beginning with ‘d’ means the state of combining two different things.


Stereotypes = a widely held but fixed and oversimplified image or idea of a particular type of person or thing Superficial = appearing to be true or real only until examined more closely Assumptions = a thing that is accepted as true or as certain to happen, without proof Inequality= lack of equality Substantial = of considerable importance, size, or worth. Discrimination = the unfair treatment of different categories of people, especially on the grounds of race, age, or sex.


Enquiry Task 3: Create a mind-map on the topic of gender inequality. Go wild with colourful, flowing shapes that link key points from our discussions in class and your own opinions. Remember to include some of our key vocabulary (above).


Week 7 Week 8 Week 9Enquiry Task 1: Learn the 5 ingredients for fantastic writing by using look, cover, write, check at least 3 times:

Ambitious vocabulary: use impressive words throughout your writing. Interesting structures: think really carefully about how you organise your writing. A range of language techniques: use language techniques and methods like: similes, metaphors, alliteration, repetition, oxymoron etc. Varied sentences: purposefully vary the length of your sentences for effect, as well as starting sentences with connectives, –ed, -ing, and –ly words. A range of punctuation: accurately use punctuation throughout your writing, including, if appropriate, semi-colons and colons.

Enquiry Task 2: Write out the definitions below:

Purpose (P): refers to the reason for the writing, eg to persuade, to entertain, to inform, to advise, to explain. Audience (A): refers to the reader(s). This could be an individual or a broader group of people. Form (F): refers to how and where the writing will appear, e.g. an email, a blog, a speech a leaflet, an article.

Enquiry Task 3: Write out the example exam question below. Underline and label PAF.

Gender inequality is a thing of the past; it does not exist in the world today. Write a speech to your peers explaining your view.


Predominantly = mainly, for the most part Exposed = not covered or hidden Misrepresentation = giving a false or misleading account of the nature of something. Eliminate = completely remove


Enquiry Task 3: Write down the definition below:

Motif: a repeated idea/ image- a language technique that contributes to a texts theme or central message.

Enquiry Task 4: Mindmap at least 5 motifs that you could use when writing the following task.

Gender inequality is a thing of the past; it does not exist in the world today. Write a speech to your peers explaining your view.

Enquiry Task 1: Revise the key vocabulary we have covered so far by using look, cover, write, check at least 3 times:

Stereotypes = a widely held but fixed and oversimplified image or idea of a particular type of person or thing Superficial = appearing to be true or real only until examined more closely Assumptions = a thing that is accepted as true or as certain to happen, without proof Inequality= lack of equality Substantial = of considerable importance, size, or worth. Discrimination = the unfair treatment of different categories of people, especially on the grounds of race, age, or sex. Predominantly = mainly, for the most part Exposed = not covered or hidden Misrepresentation = giving a false or misleading account of the nature of something. Eliminate = completely remove

Enquiry Task 2: Why is it important to consider and develop your own opinions? When will this be useful in the future? Explain your response using the following 3 sentence stems:

• It is important to consider and develop my own opinions because…

• It is important to consider and develop my own opinions but…

• It is important to consider and develop my own opinions so…

English - ‘Having a Voice’


Week 10 Week 11 Week 12Enquiry Task 1: Write down the definition of the following words that we’ve studied so far this cycle:

stereotypes, superficial, assumptions, inequality, discrimination, exposed, peril, inevitable, eliminate, misrepresentation.

Enquiry Task 2: Write the opening to a speech on a topic/ issue of your choice. Use the sentence starters below to help you:

• Imagine a world where… Imagine a world where… Imagine a world where…

• Now picture this: • The simple fact is…

Enquiry Task 3: Underline where you have used any ambitious vocabulary. Can you add in some of the key words we have studied this cycle?

Enquiry Task 4: Continue your speech using the sentence starters below:

• Firstly, let me start by… • In addition… • I have no doubt that… • Now stop and consider… • The message I’d like you to take

away is…

Use Weeks 1-10 on your Knowledge Organiser, and all your gained knowledge from lessons, to revise ‘London’ by answering the following questions:

1) Who wrote the poem ‘London’? 2) Complete the quote: “Marks of weakness,

_________________.” 3) Complete the quote: “mind-forged _______” 4) What phrase is repeated at the start of each

line in stanza 2 in the poem ‘London’? 5) What does corrupt mean? 6) What word means ‘cruel and unfair

treatment’? 7) What does depersonalised mean? 8) What has been depersonalised in Blake’s

poem? 9) What is a simile? 10) What is personification? 11) What is foreshadowing? 12) What does juxtaposition mean? 13) What are the 5 ingredients for amazing

writing? 14) What poem depicts London as beautiful? 15) Why is this depiction of London unusual?

Use Weeks 1-10 on your Knowledge Organiser, and all your gained knowledge from lessons, to revise ‘Having a Voice’ by answering the following questions:

1. What is a stereotype? 2. What is an assumption? 3. What is discrimination? 4. What does superficial mean? 5. List 3 examples of language techniques. 6. List 3 different ways to vary your

sentences. 7. What might the purpose of a text be? List

3 different examples. 8. List 3 different examples of the form of a

text. 9. What word means ‘not covered or

hidden’? 10. What does misrepresentation mean? 11. What word means ‘to completely remove’? 12. What is a motif?

English - ‘Having a Voice’ and Revision


Food & NutritionWeek 1 – Food Hygiene & Safety Week 2 Procedures Week 3 Nutrition

Knife skills: Bridge Claw

4Cs COOK - above 63°c CHILL - fridge 0-5°C CROSS-CONTAMINATION boards CLEAN – remove bacteria

Temperatures: 0-5°c fridge -18°c freezer Above 63°c cooking Above 75°c high risk meat – chicken 5°-63°c Danger Zone – bacterial grows the most

Washing up • Tea towel • Dishcloth • Cleanest first • Oven gloves

Equipment • Knives – Chefs, paring (vegetable) • Grater • Chopping boards – Red & Green • Saucepan • Wooden Spoon • Rolling Pin

ENQUIRY TASK 1: Identify 1 hygiene and 1 safety rule to follow for your practicals.

FRUIT AND VEGETABLES – 5 portions a day. A portion is a hand full. Vitamins, Minerals and Fibre. Vitamins and Minerals do all sorts of jobs in the body. Fibre is needed to aid digestion. BREAD, POTATOES, RICE AND PASTA Carbohydrate Starch. Starch provides slow release energy.

Practical Skills: Peel, slice, dice, rubbing in method Enzyme browning – apple Baking

Calories: Men 2,500, Women 2,000 per day

Week 4 Week 5 Week 6BEANS, PULSES, EGGS, FISH AND MEAT Protein is needed for growth and repair of all the cells in the body DAIRY AND ALTERNATIVES - Calcium is needed for strong teeth and bones. Dairy products can also be high in the nutrient Fat OILS AND SPREADS - Fat - warmth/energy WATER - Rehydrates us. We need 6-8 glasses a day. Practical Skills: Grill, slice, cross contamination, grate, bake

ENQUIRY TASK 2: Explain what nutrients are in Pizza and what they do in the body

Meat – Farm to Fork (traceability) Meat comes from animals that are reared on farms. Meat is slaughtered and processed. We can buy meat in many different cuts.

MILK and CHEESE Most of our milk comes from cows. There are 3 main types of milk – Whole, skimmed and semi-skimmed. Milk can be processed to make cheese and yoghurt.

Practical Skills: High risk – cross contamination, using a probe, pane, slice, bake.

Types of Diets Vegetarian Someone who doesn’t eat meat Vegan Someone who doesn’t eat anything from an animal. Alternatives: Beans, nuts, lentils, Quorn, soya.

Obesity – Being largely overweight from consuming too much fat in the diet Too much Sugar – Dental caries/diabetes Lack of vitamin C – Scurvy Lack of Calcium – rickets/osteoporosis

Practical skills: peel, slice, dice, fry, boil, simmer

ENQUIRY TASK 3: Explain how you could adapt spaghetti bolognaise to make it vegetarian.


Cycle 5 – Ma vie saine (My healthy life)WEEK French English Enquiry Tasks – to be done in French

1 Je vais te parler de ma vie saine. I am going to talk to you about my healthy life. Research some typical French dishes.

2 Pour moi la santé est très importante alors j’aime manger les fruits et les légumes. Nom, nom!For me health is very important and so I like to

eat fruit and vegetables. Yum!Write a paragraph to say what you do and don’t

like to eat. Give reasons why.

3En outre, avant d’aller au collège, je fais du vélo et le week-end je joue au foot avec mon équipe qui

s’appelle “Les Bleus”.

Furthermore, before going to school, I cycle and at the weekend I play football with my team

which is called “The Blues”.

Write a paragraph to say sports you do and when. Use vocabulary from Cycle 3 to extend

this.

4 Je sais qu’il faut faire de l’exercise et boire deux litres d’eau tous les jours. Il ne faut pas fumer.I know that you have to do exercise and drink two litres of water a day. You must not smoke. Write a list of 5 rules for a healthy lifestyle.

5 Quand j’étais plus jeune j’aimais manger le fast-food et je ne faisais pas de sport.When I was younger I used to like to eat fast

food and I didn’t do sport.

Cover the French for weeks 1-5. Practice saying it out loud. Can you recall the whole

text?

6 Quelle horreur! J’ai decidé de changer et je mène déjà une vie plus saine qu’avant.How awful! I decided to change and I already

lead a healthier lifestyle than before.Write a description of your habits when you

were younger using the imperfect tense.

7 À l’avenir, je mangerai moins de sucreries et je ferai plus de sport pour rester en forme.In the future, I will eat less sugar and I will do

more sport to keep myself fit.Use the future tense to list 5 things you will do

in the future.

8 De plus je me coucherai de bonne heure tous les jours parce que dormir suffisamment est essentiel.As well I will go to bed early every day because

sleeping sufficiently is essential. Revise time from cycle 2.

9 Je ne fumerai jamais et je ne boirai ni de bière ni de vin. Je ne mangerais plus la nourriture grasse.I will never smoke and I will drink neither beer

nor wine. I will no longer eat fatty food.

Take 6 positive sentences from weeks 1-9 and make them negative – translate them into

English.

10 L’important est que je fasse un effort pour être en plein forme.The important thing is that I make an effort to

be fit.Adapt the sentences from weeks 1-10 to write

your own version of the text.

11 Full text revision Cover the French for weeks 1-10. Practice saying it out loud. Can you recall the text?

12 Full text revision Redo the Quizlet tests for Cycle 2 Weeks 1-10.


French

Week 1 Food + drink Week 2 Preferences Week 3 Fitness Week 4 Health Week 5 Past habits

je mange I eat j’aime I like je fais I do il faut you have to quand j’étais when I was

les fruits fruit j’adore I love nous faisons we do j’ai besoin de I need to petit little

la viande meat je préfère I prefer de l’athlétisme athletics je vais I am going to plus jeune younger

les oeufs eggs je n’aime pas I don’t like de la dance dancingc’est

important deit is important

to

j’aimais I used to like

les légumes vegetables je déteste I hate du vélo cycling je buvais I used to drink

le fromage cheese le petit-déjeuner breakfast

de l’équitation horse riding on devrait we must je mangais I used to eat

le jambon ham du ski skiing boire de l’eau we should je jouais I used to play

la salade salad le déjeuner lunch du skate skateboarding faire du sport do sport je faisais I used to do

les frites chips le dîner dinner de la natation swimmingprendre des

vitamines take vitaminsj’allais I used to go

le poisson fish la nourriture food du patinage skating j’avais I used to have

le pain bread les boissons drinks de l’escalade climbing arrêter de fumer stop smoking

j’étais I was

les pâtes pasta c’est it is de la voile sailing c’était it was

le poulet chicken dégoûtant disgusting je joue I play boire de l’eau drink water il y avait there was

la glace ice cream sucré sweet nous jouons we play manger eat

The imperfect tense is used to talk about things that ‘used

to’ happen in the past. It is also used when we say ‘was’

or ‘were’ in English.

je bois I drink salé salty au foot football eviter avoid

l’eau water sain healthy au rugby rugby le fast-food fast food

le café coffee malsain unhealthy au basket basketball la nourriture grasse fatty food

le thé teabon /

mauvais pour la santé

good/bad for your health au hand handball

la nourriture salée salty food

le lait milk savoureux tasty au tennis tennis faire de l’exercise do exercisele jus juice délicieux delicious au babyfoot table football

French


Week 6 Past habits Week 7 Future plans Week 8 Daily routine Week 9 Negatives Week 10

je jouais I used to playje boirai I will drink le matin in the morning

je ne mange pas I don’t eat

je mangerai I will eatl’après midi in the afternoon

je ne bois pas I don’t drink

tu jouaisyou used to

play (singular)

je jouerai I will play ne…jamais never

je ferai I will do le soir in the evening ne…pas not

il jouait he used to playj’irai I will go la nuit at night ne..personne nobody

j’aurai I will have avant before ni…ni neither…nor

elle jouait she used to playje serai I will be après after ne…plus no…longer

il sera it will be je me reveille I wake up ne…que only

nous jouions we used to playdemain tomorrow je me lève I get up ne…rien nothing

à l’avenir in the future je me lave I wash de vin wine

vous jouiezyou used to

play (plural)

le weekend prochain next weekend

je me brosse les dents

I brush my teeth de bière beer

la semaine prochaine next week

je m’habille I get dressed de fast-food fast food Week 11

ils jouaient they used to play (m)

je vais au collège I go to school de sel salt

Assessment WeekTo form the future tense you use the infinitive with the

following endings: je -ai tu -as

il / elle -a nous -ons vous -ez

ils / elles -ont Watch out for irregular verbs that use a different stem e.g.

aller (to go) = ir…

je rentre chez moi I return home

de grasse fat

elles jouaient she used to play (f)When you use negatives in French you need to form a ‘sandwich’ around the verb

je ne mange pas (I don’t eat)

je me douche I shower Week 12

To form the imperfect use the present tense nous form of the present tense, minus

-ons, and add the imperfect endings above.

je fais mes devoirs

I do my homework Teacher set homework based

on knowledge gaps identified in assessments.je me couche I go to sleep

Revise the key sentences and all vocabulary from this

cycle ready for your assessment next week.

Quizlet folder:


French

GeographyWeek 1 Week 2

Key vocabulary: Ecosystem - a group of living organisms interacting with the non- living parts of an environment. An ecosystem can be small (e.g. a local pond) or large. Biome - A biome is always a large ecosystem e.g. deserts or tundra. The Earth has many different biomes, with each one containing many different living organisms that have adapted to the environment. Biotic - living things within an ecosystem, e.g. plants and animals. Abiotic- non-living things within an ecosystem e.g. water and rocks. Climate - Climate is the long-term average of weather, typically averaged over a period of 30 years. Enquiry Task: Draw an image of a biome (e.g. desert or tropical rainforest). Within this, draw and label at least 2 biotic and 2 abiotic factors.

An ecosystem is a natural environment and includes the plants and animals that live and interact within that environment. Ecosystems are dependent on the following abiotic or non-living components: • Climate - the temperature and amount of rainfall are very important in determining which species can survive in the ecosystem. See graph in week 1. • Soil - the soil type is important as this provides nutrients that will support different plants • Water - the amount of water available in an ecosystem will determine which plants and animals can be supported The biotic parts of the ecosystem, which include bacteria, animals and plants, have a complex relationship with the abiotic components - changing one will lead to a change in the other. For example if the amount of rainfall received in semi-arid grasslands reduces, vegetation will find it harder to survive and may not grow as large. Enquiry Task: Describe the global distribution of biomes (large scale ecosystems). Make sure you have covered all areas within TEA. T= Trend E = Example A = Anomalies. Why do you think biomes are located where they are? Can you link this to the graph from week 1?

Week 3 Week 4Russia’s ecosystems: Russia is the world’s largest country by area. It has many different biomes: hot deserts, steppe grasslands, deciduous forest, taiga (coniferous forest), tundra and polar (cold) desert. Tropical rainforest ecosystems: Tropical rainforests are found between the Tropics of Cancer and Capricorn, 23.5° north and south of the Equator. This is due to heavy convectional rainfall at the equator. What are rainforests like? The tropical rainforest contains far more species of plants and animals than any other biome (approx. 50% of species on the planet). They cover approximately six per cent of the Earth's surface. Enquiry Task: Produce a 10 point fact file on Russia’s ecosystems.

Layers of the rainforest Rainforests have distinct layers - the forest floor, the under storey/ under canopy the main canopy, and emergent trees. Each have distinct characteristics. ! Climate of the tropical rainforest because they get 2,000 mm of rain per year and temperatures range from around 27 to 32°C, conditions are warm and wet all year round so it is a good environment for growth. Enquiry Task: You are a tour guide. Write a short script, including a description of the vegetation in the rainforest. (What can you see as you travel through the rainforest? What layers are there? How do these differ? How has vegetation adapted to survive here?)


GeographyWeek 5 Week 6

Why are rainforests important? In some areas there is pressure to use rainforest resources to help development but this can lead to resources being exploited in an unsustainable way. Some developers are willing to do anything to make money but there would be long-term negative impacts for the whole planet. The rainforests are so important because they are home to: ● oxygen - rainforest vegetation takes in CO2 and gives out oxygen ● medicines - a quarter of all natural medicines were discovered here ● undiscovered species are still being found every year in rainforests ● food, eg vanilla, chocolate, nuts, ginger and pepper originate here ● resources, such as rubber and bamboo are from rainforests

Enquiry Task: Write a short article (with a headline) to be placed in a newspaper. This must include: at least 3 of the key threats to the rainforest. In the conclusion – state which of the threats you think poses the biggest problem and how this may be overcome.

Key terminology Fieldwork - practical work conducted by a researcher in the natural or human environment, rather than in a classroom or office. Hypothesis - is a statement that can be tested and proved true or false. Primary data - data that you have collected yourself first-hand. Sample size - is the amount of data collected. Secondary data - data that has been collected by someone else e.g. internet. Pose Questions Posing questions and hypotheses before an enquiry are important in ensuring enquiries are meaningful and achievable. Hypotheses can be set up and tested, or questions can be set and answered, but it is unlikely that a clear answer will be determined because so many viewpoints are involved. Issues usually require students to make a judgement based on their evidence.

Enquiry Task: Create an enquiry question for a fieldwork project you would like to undertake in an area close to your home (ie street). Then design a hypothesis and way of testing this (that is practical).

Week 7 Week 8Collect data How much data (sample size) and which data should be collected needs to be planned before fieldwork happens. Will the data help to answer the questions you have already set? Is it manageable? A range of methods can be used to collect data in both the natural and human environment. For example you could measure the speed of a river at different points or count how many cars are on a road at different times during the day. Enquiry Task: Create a questionnaire (that has 5 questions) which you could use to investigate how safe people feel in your local area. You should look out for: any differences in ages (whether older or younger people feel safer); any particular areas that they feel safe in (e.g. parks or streets) and if they feel safer when they are closer to home.

Process and present data Data that has been collected has to be processed and presented to make it more accessible. Calculations (such as averages) may be used to process data. The fieldwork data can be presented in a number of ways. The data can be presented in graphs, on maps or through photographs and sketches. The aim is to make the data easier to understand. Each type of data presentation has advantages and disadvantages. How you present data would depend on the type of data you have collected. Enquiry Task: Create a chart or graph (of your choosing) to display the data from this pedestrian count (the numbers represent the number of people to have walked past you): (AM = morning PM = afternoon) Mon AM- 5 MON PM- 4 TUES AM- 4 TUES PM- 2 WEDS AM- 3 WEDS PM- 4 THURS AM- 4 THURS PM- 6 FRI AM- 2 FRI PM- 8


Geography

Week 9 Week 10Apply wider understanding Once fieldwork data is presented in an accessible way it needs to be analysed to reveal patterns, trends and themes. This could involve describing what the data shows and suggesting reasons why this may have occurred. This stage includes linking data to other areas of geography by applying wider understanding. You may need to consider variables such as how your data may change over time (e.g. different times of day, week or year) and space (e.g. one part of a city compared to another).

For example, traffic counts may reveal that there are more vehicles on the road between 8:00-9:00 than there are between 11:00-12:00. This could be explained by many people travelling to work and school between these times. Enquiry Task: Describe the trend for the pedestrian count (try to mention where there are minimum/maximum values). *Challenge: Suggest reasons why there may be more on certain days/in the morning or afternoon.

Draw conclusions In the conclusion you return to your original fieldwork questions and/ or hypothesis and answer them using the evidence you have provided in your study. This section draws all the other sections together and acts as a summary. The more evidence that is used to back up your findings the more plausible they will be. As such this section should link directly to you data presentation and your data analysis. It is important to consider to what extent you are able to answer your research question or hypothesis. Is there still more data that needs to be collected before you can fully answer the question? If so you should try to identify this. As a result there may be a new investigation that you start planning. Enquiry Task: Write one paragraph which describes your findings (from the pedestrian count) and answers the question: Do more people travel in the morning or afternoon? What other data could you have collected to improve your investigation further?

Week 11 Week 12Evaluate the enquiry At the end of a fieldwork enquiry it is important to evaluate (identify advantages and disadvantages) of each section of your fieldwork enquiry. This processes enables researchers to learn from their mistakes to improve their next enquiry. • Pose questions- Did you ask SMART questions? • Collect data- Did you collect enough data? Was it all useful data? What

else might you have collected? • Process and present data- Was the data presented clearly? Was it easy to

interpret and compare? • Apply wider understanding- Were you able to identify trends/ patterns? • Draw conclusions- Did you conclusion clearly link back to your aim/s? • Evaluate the enquiry- Did you consider the limitations of your enquiry?

Enquiry Task: Research (using books or the internet) the pros and cons (good and bad factors) of using pedestrian counts. Draw a table with all of the pros listed on the left and the cons on the right.

Virtual Fieldwork to the Tropical Rainforest !

This week brings together your biomes and fieldwork modules.

What does sound tell us about the world’s wildest places? To find out, join this Virtual Field Trip to Borneo, the third largest island in the world. We’ll explore a compelling question: How can we use science and acoustic technology to care for the land and protect the plants and animals in one of the world’s most biodiverse regions?

While watching this fieldwork video, draw the fieldwork cycle from week 7 and annotate some key information for the fieldwork shown in the video.


History

Week 1 Week 2 Week 3Key Terms:

1. Inhumane – Cruel and lacking compassion 2. Civilised – Considered to be more advanced 3. Empire – A group of countries ruled over by a single monarch Key Knowledge:

• West Africa rich in salt, ivory and gold • Bunce Island – British slave factory in

Sierra Leone

Enquiry Task: What can the ruins at Bunce Island tell us about the slave trade?

Key Terms:

1. Voyage – A long journey by sea 2. Plantation – An area of land on which crops are grown 3. Maroons – Escaped slaves Key Knowledge:

• 1660 – Royal African company set up • 80,000 slaves sent to America every year

by 1800

Enquiry Task: What was the middle passage like?

Key Terms:

1. Emancipation – To be set free 2. Insurrection – An illegal uprising or rebellion 3. Manilla – A type of metal bracelet used as currency in West Africa Key Knowledge:

• Exeter charter to trade with West Africa in 1585

• Manillas found on Cowick Street

Enquiry Task: How significant was Exeter’s role in the slave trade?


1. Abolition – To get rid of something 2. Quaker – A type of Christian. Usually very peaceful. 3. Profit – The money you have left after taking out costs Key Knowledge:

• Slave rebellions such as Tacky’s War and Busa’s Rebellion

• Role of Wilberforce and Thomas Clarkson

Enquiry Task: Why was the slave trade abolished?

Key Terms:

1. Civil war – A war between people of the same country 2. Segregation – To be separated 3. Boycott – To refuse to do something Key Knowledge:

• 1861 – American Civil War begins • 1862 – Emancipation Proclamation

Enquiry Task: Did black Americans gain equality during the civil rights movement?

Key Terms:

1. Immigration – When people from another country settle permanently in your country 2. BAME – Black and minority ethnic 3. Institutional – When something is built into the institutions of a country i.e Education, Religion Key Knowledge:

• 1965 – Bristol Bus Boycott • 1948 – British Nationality Act

Enquiry Task: Did Britain have its own civil rights movement in the 20th century?



1. Sub-continent – A part of a larger continent 2. Colonise – To send settlers to a place and take control over the native population 3. Monopoly – To have sole rights over something

Key Knowledge:

• Vasgo de Gama reaches India in 1497 • 1600 – East India Company given first

royal charter

Enquiry Task: Why was finding a route to India so important for European explorers?

Key Terms:

1. Primitive – To be unsophisticated 2. Suti – The ritual burning of a widow on her husband’s funeral pyre 3. Imperialism – To extend a country’s power through colonisation Key Knowledge:

• Suti – Practice of forcing widows onto the funeral pyres of their dead husbands

• Thugee – Bandits who would wait to attack and rob travellers

Enquiry Task: What was India like before British rule?

Key Terms:

1. Heritage – Objects that are inherited 2. Moral – Concerning the principles of right and wrong 3. Appropriation – When you take something from someone

Key Knowledge:

• Koh-I-Noor acquired by Queen Victoria in 1849

• Now part of the crown jewels

Enquiry Task: Who should have the Koh-I-Noor?


1. Subjugate – To control someone or something 2. Diverse – To have lots of differences 3. Mutiny – To refuse to follow the leadership of a ruler

Key Knowledge: • 1857 – Indian Mutiny • 1919 – Amritsar Massacre

Enquiry Task: Should British actions in India change the way we view the abolition movement?

Key Terms:

1. Independence – To be free of external control 2. Nationalist – A person who believes their country is superior to other countries 3. Governance – The way a country is ruled

Key Knowledge: • 1947 – Indian Independence • 1947 – Partition of India and Pakistan

Enquiry Task: Was Indian Independence gained in a similar way to other British colonies?

Key Terms:

1. Commonwealth – An association of countries 2. Globalisation – The process of something being spread around the globe 3. Culture – Defining characteristics of a society

Key Knowledge: • Commonwealth Immigrants Act 1962 • 2020 – Commonwealth currently

consists of 53 countries

Enquiry Task: Did John Clare get it right on the war of independence?

History


General

Childline—www.childline.org 0800 1111

Offers informa

Mathematics

1) Go to sparxmaths.uk

2) Login using your username and password

3) Complete your compulsory homework as follows: • Write the bookwork code • Write the question, your working and your answer • Mark you answer in a different colour • If you are struggling, watch the video • Your homework is only complete when you have answered

every question correctly. • If you are really struggling with one question, complete the

other one and ask your maths teacher for help the next

day.


MathematicsYour Maths Teacher will specify which formulae you must learn.

Square, Prime and Cube Numbers

Area of Parallelogram

base × per p . height

Angles of Straight Line add up to

180°

a + b + c = 180

Angles in a Triangle add up to

180°

a + b + c = 180

Circumference of a circle

C = π × d

Angles in a quadrilateral add up to

360°

a + b + c + d = 360

Area of a circle

A = π × r2

Angles at a point add up to

360°

a + b + c + d = 360

Square Numbers

12 = 122 = 432 = 942 = 1652 = 2562 = 3672 = 4982 = 6492 = 81

102 = 100112 = 121122 = 144

Volume of a Prism

Area of a cross sect ion × length

Volume of a Cuboid

L ength × width × height

V = l × w × h

Corresponding angles are equal

Area of a Triangle

12

× base × height =bh2

Area of a Rectangle

length x width = l × w

Vertically Opposite Angles are equal

a = c, b = d

Cube Numbers

Prime Numbers 2,3,5,7,11,13,17,19,

23, 29, 31, 37,…

13 = 123 = 833 = 2743 = 6453 = 12563 = 21673 = 34383 = 51293 = 729

103 = 1000


Mathematics

change

Gradient

%% ch ange =

di f ferenceor iginal

× 100

Gra dient =ch ange in ych ange in x

Speed, Distance, Time

speed =dist nace

t ime

Area of Trapezium

12 (a + b)h

Pythagoras Theorem

a2 + b2 + c2

Alternate Angles are equal

Co-interior angles add to 180


Week 1 & 2 Week 3 & 4 Week 5 & 61. Chord – more than one note at a time. The

accompanying part to any melody. 2. Riff – the short repeated phrase. Usually played

in the guitar part. 3. Loop pedal – the device that aids a soloist to

record and perform many parts at once by looping short riffs and patterns.

4. Syncopation - Off the beat and funky patterns.

1. Texture – how many layers there are in a piece of music Thick or thin.

2. Bassline – the part that is the lowest in a piece and adds depth.

3. Ukulele – a 4 stringed guitar shaped instrument that comes from Hawaii.

4. Practice – the art of improving oneself through rigorous training and exercises. Requires patience

1. Ensemble – a group of musicians who work well together.

2. Count in – the counting of beats to the pulse before you start playing. Helping to start your ensemble in time.

3. Communication – in an ensemble this can be using your eyes or clearly talking and listening to one another.

4. In time – used instead of ‘in sync’ or ‘together’.

Enquiry Task: Listen to: ’Counting Stars’ by One Republic Compare it to Ed Sheeran’s Shape of You? Refer to tempo, structure, texture, dynamics, pitch and instrumentation in your answer. Write a conclusion that explains your favourite and musically why.

Enquiry Task: Listen to: ‘Believer’ by Imagine Dragons. Compare it to Ed Sheeran’s Shape of You? Refer to tempo, structure, texture, dynamics, pitch and instrumentation in your answer. Write a conclusion that explains your favourite and musically why.

Enquiry Task: Watch ‘Shape of you – Boomwhackers’ https://www.youtube.com/watch?v=Di5lTHuijb0

How do they communicate well as an ensemble? Write a recipe for ensemble success in the style of a cookbook recipe.

Week 7 & 8 Week 9 & 10 Week 11 & 121. Repertoire – the selection of songs an artist can

and will play. 2. Mash up – a clever mix of 2 or more songs. 3. Interpretation – the way you put your own

stamp on a piece of music by changing the musical elements or style.

4. Balance – the dynamic level of all of the parts so that they can all be heard.

1. Interpretation – the way you put your own stamp on a piece of music by changing the musical elements or style.

2. Expression – Performing with a personal response to the music you are playing/singing.

3. Phrasing – musical sentences that give the performance shape and meaning.

1. Lick/ Ad lib – when a singer or instrumentalist add their own scale or trill to a part of the melody.

2. Swing rhythm – When you change the rhythm from being on the beat to a long-short-long-short rhythm that feels swung. Like swing music.

3. Timbre – The instrumental sound. For example bowing and plucking on a string instrument.

Enquiry Task: Find a mash up that you think is musically clever and shows good ensemble communication. Review the piece you find. Be sure to mention: Tempo, pitch, beats in a bar, chords, dynamics, texture and riffs/hooks.

Enquiry Task: Pick your favourite song right now… Decide how you would interpret it and make it your own. Discuss: Pitch, rhythm, tempo, dynamics, instrumentation, texture, structure and style.

Enquiry Task: Pick a Postmodern jukebox song from YouTube. Also check out the original song they have interrelated. Write a comparison paragraph and conclude it with which one is your favourite and why. Discuss: Pitch, rhythm, tempo, dynamics, instrumentation, texture, structure and style.

Music


https://www.youtube.com/watch?v=Di5lTHuijb0

Physical Education

Week 1 – Skeletal System Week 2 - Bones Week 3 – Bones

What is it?

• The skeleton is the central structure of the body • It is made up of bones, joints and cartilage. • The skeleton provides the framework for

muscles. • It gives the body its defined human shape. • It allows the body to move in many ways and

protects your vital organs • Children have more bones than adults! • When you are born you have around 270

bones. As you get older some of these join together so they don't count as separate bones.

• Adults have around 206 bones.

Week 4 – Function of the Skeleton Week 5 – Functions of the Skeleton Week 6 – Synovial Joint

Remember the acronym

Scary Skeletons Make Many People Petrified

•Support - Bones keep us upright and support muscles and organs. It is keep to us holding shapes/positions in sporting activities.

•Shape - Skeleton gives us our height and build. Good posture allows us to be efficient when performing in sport.

•Mineral Storage - Bones store minerals such as calcium and phosphorus.

Remember the acronym

Scary Skeletons Make Many People Petrified

• Movement – Muscles attach to and pull on bones to produce movement. Bones act as levers.

• Protection – Bones protect vital organs – eg Cranium protects the brain, ribs protect the lungs and heart.

• Production of red blood cells – Inner marrow of bones produce red and white blood cells. Red cells carry the oxygen, white cells fight infection.

Joint Terms

• Joint - Place where 2 or more bones meet. • Synovial joint – Freely movable joint • Cartilage - Covers ends of bones. Reduces

friction. • Synovial fluid - Lubricates the joint. • Joint Capsule - Tough tissue surrounding joints. • Ligaments - Connects bone to bone. (L for Link) • Tendons - Connects bone to muscle. Remember

MR T and his muscles! (T for tendon) • Bursae - Fluid filled bag that helps reduce

friction.


Physical EducationWeek 7 – Synovial Joint Week 8 - Types of Joint Movement Week 9 - Types of Joint Movement

Enquiry task – Where in the body would you find a synovial joint?

Flexion occurs when you decrease the angle at a joint, such as bending your arm at the elbow during the upward phase of a bicep curl.

Extension occurs when you increase the angle at a joint, such as straightening your leg when kicking a ball

Enquiry Task – Can you give an example of when you have carried out these movements in your PE lessons this week?

Plantar flexion (Pointing) Pointing the toes – this movement only occurs at the ankle joint.

Can you think of any sporting examples?

Dorsiflexion (like a dorsal fin sticking up) The foot moves towards the shin as if you are pulling your toes up. This movement only occurs at the ankle joint. Can you think of any sporting examples?

Week 10 - Types of Joint Movement Week 11 Types of Joint Movement Week 12 – Types of Bones

Circumduction at the shoulder is a circling action to make a cone shape. Rotation at the shoulder is when the arm moves in a circular movement around the joint towards or away from the midline of the body.

Enquiry Task – What sport can you think if that has this movement, give an example.

Adduction (adding back to the body) Movement towards the midline of the body. This occurs at shoulder joint, returning the arms back to their original position

Abduction is the movement away from the midline of the body. This occurs at the shoulder joint.

Enquiry Task – Can you give an example of when these movements would happen in tennis?

Types of Bones

• Long - E.g. Femur, humerus - Role to generate strength and speed • Short - E.g. Carpals, tarsal - Acts as a shock absorption or spreads the load • Flat (Plate) - E.g. Ribs, cranium - Protection of vital organs, attachment of muscles

to help movement. • Irregular - E.g. Vertebrae, face

Provides shape and protection


Week 1 - Introduction to Hinduism Week 2 - Hindu Gods Week 3 - The Afterlife

- Hinduism is the religion of the majority of people in India and Nepal.

- Hinduism is over 4000 years old. - Hinduism has over 900 million followers

worldwide. - Hinduism has no single founder, no single

scripture or no commonly agreed set of teachings.

- Most people refer to Hinduism as a way of life or a family of religions as they are closely linked to Sikhism and Jainism.

- They have many religious books. https://www.bbc.co.uk/bitesize/topics/zh86n39/articles/zmpp92p Enquiry Task: Read the information, watch the video and create a poster on Hinduism.

- Most Hindus argue that they are monotheistic, this means that they only believe in one God called Brahman. However they may suggest that this one God has got many different characteristics. - The three main characteristics of the one God is called the ‘trimurti’; Brahma, Vishnu and Shiva. - These three personalities / characteristics of the one God allows God to have different powers, for example the creator, preserver and destroyer. - Some Hindus believe that Vishnu is the supreme God, they are called Vaishnavas. - Some Hindus believe that Shiva is the supreme God, these are called Shaivas.

Enquiry Task: Explain Hindu beliefs about belief in God(s).

- Hindus believe that humans are in a cycle of death and rebirth called 'samsara'. - A person’s next life depends on karma. Good deeds store up good karma and bad deeds store up bad karma. Depending on a person’s actions, he or she might be reincarnated as any type of creature. - Samsara is the continual process of death and reincarnation. It is the journey of the soul through many reincarnat ions; through enl ightened knowledge the cycle can be broken. - Moksha- a permanent escape from samsara.

Enquiry Task: How do Hindus believe their next lives will be decided? Use dual coding to support written work.

Week 4 - Reincarnation Week 5 - Dharma Week 6 - Extraordinary Individuals

- Reincarnation is a key belief within Hinduism. All life goes through birth, life, death and rebirth. This is known as samsara. - All things have an atman, which is a piece of Brahman, or a spirit / soul. It is the atman that moves into a new body after death. - An atman can go into the body of any living thing, such as a plant, animal or human. Once a living being dies the atman is reborn / reincarnated into a different body, depending on its karma. - A person gains good karma for doing good things in life, such as helping others through following their dharma (natural order).

Enquiry Task: Give me 4 ideas about reincarnation, ensuing that you explain each

point.

-Dharma- The moral law that Hindus must follow (duty). -Dharma is the power that maintains society, it makes the grass grow, the sun shine, and makes us moral people or rather gives humans the opportunity to act virtuously. -Following dharma carefully is likely to create good karma and cause a good reincarnation. -For many Hindus today, being loyal and respectful to their families and communities should be behaving in accordance with dharma. -Hindus believe that ways of following dharma can change depending on your stage of life.

Enquiry Task: Create your own revision quiz on this topic.

-Manu was a legendary holy man. Hindus believe that Manu’s devotion to God and his compassion for his fellow creatures are what saved humanity from extinction. He is still seen as an example to Hindus today. -Shankara travelled around India and became renowned for his intelligence. He set up several monasteries and schools of Hindu philosophy. -Shankara’s love of learning and his humble devotion to God remain a powerful inspiration to many Hindus today. -Amma is a revered guru and her charity donates millions of pounds a year to causes like disaster relief.

Enquiry Task: Create a poster on these case studies.


RE - Hinduism

https://www.bbc.co.uk/bitesize/topics/zh86n39/articles/zmpp92p

Week 7 - Hindu Ethics Week 8 - Place of Worship Week 9 - Hindu Festivals - Hindus are against violence ‘may all beings look at me with a friendly eye’. - Hindus believe that God is everywhere and in everything so harming anything or a living being would be like harming God. - Many Hindus choose to be vegetarian and no longer sacrifice animals. - Ancient India was a patriarchal society (culture dominated by men). Men were in charge and women had to look after the home. - In modern society the role of men and women haven’t changed much, however it is being reviewed. - The environment is sacred and should be treated with respect. Enquiry Task: https://www.bbc.co.uk/religion/religions/hinduism/ Summarise ethical views and create revision cards.

- Hindu places of worship are often called temples or mandirs. - Some hindus worship regularly at a temple whilst others might just visit during festivals or on other special occasions. - The centre of the place of worship is often the most important, this is where the murti is kept (an image of God or Goddess). - Some Hindus bring special offerings such as colourful flowers to the temple to offer as puja (worship) to their chosen God. - Most Hindus have a shrine in their home. These shrines contain a picture of their God (deity), offerings, fruit, flowers and coconuts.

Enquiry Task: Summarise this information into 20 words.

- Diwali is a 5 day festival celebrated by almost all Hindus. - Hindus may light candles and have many lamps so it is sometimes called the ‘festival of light’. - Diwali has different meanings for different Hindus. For some the lights represent the sun’s energy and is a reminder of the deity (God). - Some light candles / lamps to help Lakshmi, the goddess of wealth, enter their homes and bring them good fortunes. - Hindus also celebrate the festival of Thaipusam. This allows devotion to different Gods.

Enquiry Task: https://www.bbc.co.uk/bitesize/guides/z4rkxnb/revision/1 Read the information and create a poster, using dual coding (images).

Week 10 - Caste System Week 11 Week 12

- According to Hindu texts every person belonged to one of four classes, or castes. - A caste system is a series of social classes that determine someone’s job and status in society. - Some people viewed some castes as higher or lower than others. - People were believed to be born into a caste system, so people couldn’t move between castes. - They thought that following the dharma meant fulfilling the duty of the person’s caste. - The 4 castes were Bahmins: priests, Kshatriyas: warriors, Vaishyas: traders / farmers and Shudras: manual labour. Enquiry Task: What is the caste system, and what

role did people have?

Enquiry Task: ● Create revision cards for each week,

ensuring that there is a question on one side and a short, simple answer, on the other.

● Create revision posters for each week, ensuring that lots of colour and dual coding (images) are used.

● Summarise each week into 20 words, using images to also help you.

● Create a ‘quizziz’ or kahoot on the information that you have learnt.

Enquiry Task:

1. Define the word karma.

2. Define the word reincarnation.

3. Define the word moksha.

4. Tell me 4 things about Diwali.

5. Explain Buddhist beliefs on the afterlife.

6. Explain Buddhist beliefs on ethics.

RE - Hinduism


https://www.bbc.co.uk/religion/religions/hinduism/https://www.bbc.co.uk/bitesize/guides/z4rkxnb/revision/1

ScienceWeek 1 Week 2

Evolution: Change in a species over time. Health: A state of complete physical, mental and social well-being. Pathogen: A microorganism that causes a disease.

1. Alfred Russel Wallace and Charles Darwin both independently developed theories to explain how evolution happens.

2. The main steps in natural selection: a. Individual organisms within a particular species show a wide range

of variation for a characteristic. b. Individuals with characteristics most suited to the changing

environment are more likely to survive and to breed successfully. This is called ‘survival of the fittest’.

c. The characteristics (genes) that have enabled these individuals to survive are then passed on to the next generation.

3. Microorganisms that cause diseases are called pathogens. Enquiry task: Use the steps of natural selection to draw a flow diagram explaining how a giraffe could have evolved to have a long neck.

Cardiovascular diseases: Diseases that affect the heart and blood vessels. Communicable: Diseases that can be spread between people. Non-communicable: Diseases that cannot be spread between people. Malnutrition: Not getting the correct nutrients to keep you healthy.

1. Pathogens include: bacteria, viruses, fungi and protists. 2. Different types of disease may interact. This can mean that the

presence of one disease can lead to a higher chance of developing another disease.

3. Cardiovascular diseases (CVD) can be treated with lifelong medication (statins), surgical procedures (stents) and lifestyle changes (i.e. quitting smoking).

4. Alcohol and smoking can increase a person’s likelihood of having CVD.

5. Obesity (measured by BMI or Hip: Waist ratio) can lead to CVD. Enquiry task: Research tuberculosis, malaria and HIV and identify the pathogen, symptoms and treatments for each disease.

Week 3 Week 4Immune system: The body’s defence against pathogens. Antibodies: Proteins that help to destroy pathogens.

1. The body has many chemical (lysozyme in tears, hydrochloric acid in stomach) and physical barriers (skin, nasal hair, cilia) to defend against pathogens.

2. If pathogens get past the body’s natural defences, they will cause an infection.

3. However, the body has a second line of defence to stop or minimise this infection. This is called your immune system.

4. Your immune system contains different types of white blood cells, one type are called lymphocytes.

5. Lymphocytes recognise proteins on the surface of pathogens called antigens.

6. Lymphocytes detect pathogens that are foreign to your body and produce antibodies to help destroy them.

Enquiry task: Draw a comic strip of how white blood cells recognize and attack invading pathogens.

Atoms: the smallest particle of a chemical element that can exist. Elements: contain just one type of atom

1. Atoms are made up of three smaller parts (called subatomic particles): protons, neutrons and electrons

2. Protons have a positive charge and a mass of 1 3. Neutrons have a neutral charge and a mass of 1 4. electrons have a negative charge and a mass of 1/1835 5. At the centre of atoms is a tiny nucleus containing protons and

neutrons. 6. Electrons are particles that occupy electron shells arranged around

the nucleus. 7. The 1st shell can contain up to 2 electrons. 8. The 2nd and 3rd shells can contain up to 8 electrons. 9. Atoms are overall neutral meaning they have equal numbers of

protons and electrons. Enquiry task: Create a model of an atom and clearly identify each subatomic particle.



Chemical property: how a substance reacts with other substances. Physical Property: how a material behaves to forces and energy. Inert: Does not react.

1. The periodic table is arranged so that elements in the same vertical column (group) have similar chemical and physical properties, and show trends in those properties.

2. All alkali metals (group 1 elements) have relatively low melting points, are soft and are easily cut. They are also very reactive.

3. Group 1 metals get more reactive as you go down the group. 4. The halogens (group 7 elements) all exist as diatomic molecules.

They are non-metal elements, poor conductors of heat and electricity. 5. Group 7 halogens get less reactive as you go down the group. 6. The noble gases (group 0 elements) are colourless, have low melting

and boiling points and are poor conductors of heat and electricity. A unique property is that they are all inert.

Enquiry task: Create a table for group 1, 7 and 0 elements showing trends in reactivity.

Limiting factor: Any factor that limits the rate of a reaction. Activation energy: Minimum amount of energy needed for a reaction to occur

1. For a chemical reaction to occur the reactant particles must collide or ‘bump’ together with enough energy to react (activation energy).

2. During successful collisions, this energy helps to break bonds, so that atoms can be rearranged to make new substances (called products).

3. The steeper the line the faster the reaction 4. When the line on the graph goes horizontal the reaction has stopped 5. The reaction stops when the limiting reactant runs out. 6. In general, reaction rates are increased when:

- the energy of the collisions is increased (by increasing temperature)

- the frequency of collisions is increased (by increasing concentration, pressure or surface area).

Enquiry task: Describe what would happen to the rate of reaction if you increase the temperature?

Week 7 Week 8Catalyst: speeds up a chemical reaction without being used up itself. Aqueous: A solution where the solvent is water. Solvent: The liquid in which a solute dissolves Solute: A solid that dissolves in a solvent. Activation energy: Minimum energy required for particles to react.

1. Increasing the temperature increases the rate of reaction. 2. This means the particles have more energy and move around faster. 3. This means they will collide faster and more often with enough energy

(activation energy) to react. 4. Catalysts work by lowering the activation energy particles require to

react, or increasing the surface area to react on. 5. Chemicals can be either acidic, alkaline or neutral. 6. Acids produce an excess of H+ ions in an aqueous solution. 7. Aqueous solution of alkalis contain hydroxide ions (OH-)

Enquiry task: Sketch a graph showing the rate of a reaction over time. Add a second line to show how the graph will change if the temperature is increased.

Base: a substance that will react with an acid to form only a salt and water. 1. The acidity or alkalinity of a solution can be measured on the pH scale.

Most solutions lie between 0 and 14 on the scale. 2. Acids produce an excess of hydrogen (H+) ions in a solution. 3. Aqueous solution of alkalis contain excess hydroxide ions (OH-) 4. Solutions with a pH of 7 are neutral. Acidic solutions have pH values

less than 7 and alkalis have a pH greater than 7. 5. The pH of a solution can be found by using indicators –substances

that change colour depending on the a. universal indicator: acid-red, green-neutral, alkali-blue b. litmus: red in acid, purple in neutral and blue in alkali c. methyl orange: red in acid, yellow in neutral and alkali d. phenolphthalein: colourless in acid and in neutral, pink in alkali

6. Acid and bases (type of alkali) can neutralise each other. Enquiry task: Create a colour chart of a pH scale for each of the indicators in the table.



Volume: Quantity of gas or a liquid. Titration: An experiment that uses a burette to find the precise volume of alkali needed to neutralise an acid.

1. Acid + base ! salt + water 2. The water (H20) is produced from the H+ ions from the acid reacting

with the OH- ions from the alkali. 3. A neutral solution is made if you add just the right amount of acid and

a base together. 4. To name salts, you take the metal and add the correct ending

depending on the acid used. 5. Hydrochloric acids make chlorides. Sulfuric acids make sulfides. Nitric

acids make nitrates. Ethanoic acids make ethanoates. 6. Metal + acid ! metal salt + hydrogen

Eg: Magnesium + hydrochloric acid ! magnesium chloride +hydrogen 7. Metal oxide + acid ! metal salt + water 8. Metal hydroxide + acid ! metal salt + water 9. Metal carbonates + acid ! metal salt + carbon dioxide + water

Enquiry task: Write the equation for calcium oxide (metal oxide) reacting with hydrochloric acid (acid).

Endothermic: Heat is taken in. Exothermic: Heat is given out.

1. Breaking bonds is endothermic. 2. Making bonds is exothermic. 3. If more energy is required to break the bonds

than to make them, then the overall reaction will be endothermic.

4. If more energy is released from making bonds, than is needed to break bonds, then the overall reaction is exothermic.

5. Copper sulfate can be made from copper oxide and sulfuric acid in a neutralisation reaction.

6. Activation energy is the minimum amount of energy required for a reaction to take place.

7. Thermal decomposition is an example of an endothermic reaction. 8. Compounds break down when heated, forming two or more products

from one reactant. 9. copper carbonate → copper oxide + carbon dioxide

Enquiry task: Write a method for how you could prepare copper sulfate crystals from copper oxide and sulphuric acid. Use the diagram to help.

Week 11 Week 12Enquiry Tasks

1. Explain, in terms of particles, why the rate of reaction between magnesium ribbon and dilute hydrochloric acid slows as the reaction takes place.

2. Describe the reaction of the first three Group 1 elements with water, and explain how this is linked to the reactivity series.

3. Aluminium is extracted from its ore by electrolysis. Iron is extracted from its ore by heating with carbon. Both metals can also be obtained by recycling. Explain the advantages of recycling aluminium and iron rather than extracting them from their ores.

4. Write a summary of the reactions of different substances with acids, and give a new example for each one.

Core practical summary Aim: to investigate the effect of temperature on the rate of a reaction. Method: the solution is placed above a cross, as the solution becomes cloudy the cross is not visible. The faster this happens the quicker the reaction. Conclusion: rate of reaction increases with temperature as the particles move faster and collide more.

Aim: to investigate the effect of surface area and concentration on the rate of a reaction. Method: the reaction produces a gas which is collected in an upturned measuring cylinder. The more gas is produced in a given time, the higher the rate of reaction. Conclusion: Increasing concentration and surface area increases the rate of reaction


Cycle 2 – Mi familia y amigos (My family and friends)WEEK Spanish English Enquiry Tasks – to be done in Spanish

1 Tengo una hermana. Se llama Lola y tiene veinte años. También tengo un hermano, RaúlI have a sister. She is called Lola and she is twenty years old. I also have a brother, Raúl.

Write 3 or 4 sentences about your siblings e.g. name, age, birthday (cycle 1 week 4+5)

2 Vivimos con mi madre Juanita y mi padrastro, que se llama Luis.We live with my mum Juanita and my step-

father who is called Luis.Revise the verb Vivir - to live (cycle 1 week 3).

Use it to say where your family live.

3 En casa tenemos muchas mascotas – un perro, dos gatos, un conejo, ¡y treinta peces !At home we have a lot of pets – a dog, two

cats, a rabbit, and thirty fish!Write a paragraph to say who you live with

(family and pets).

4 Mi favorito es mi perro, Pablo. Es grande y negro. My favourite is my dog, Pablo. He is big and black.Write a description of your pet (real or

imaginary). Give opinions (cycle 1 week 7+8).

5 Mi hermano Raúl tiene el pelo corto y marrón. Además tiene los ojos verdes como yo.My brother Raul has short brown hair. He has

green eyes too, like me.

Cover the Spanish for weeks 1-5. Practice saying it out loud. Can you recall the whole

text?

6 Mi madre dice que soy un poco perezoso pero muy simpático.My mother says that I am a bit lazy but very

nice.

Use www.wordreference.com to find 5 new adjectives to describe people. Use them in

sentences.

7 Diría que mi hermana es bastante aburrida y también molesta.I would say that my sister is boring and also

annoying.Revise the comparative structure (cycle 1,

week 8) and use it to compare family members.

8 Me llevo bien con mi familia porque es muy comprensiva. I get on well with my family because they are

very understanding,Write a paragraph to say who you do and don’t

get on with and why.

9 Este fin de semana, el sábado vamos a ir al cine y el domingo voy a visitar a mis abuelos.This weekend, on Saturday we are going to go to the cinema and on Sunday I am going to visit

my grandparents.Write a paragraph to say what you are going to do at the weekend using the immediate future.

10 Me encanta pasar tiempo con mi familia. ¡Qué suerte! I love spending time with my family. How lucky!Adapt the sentences from weeks 1-10 to write

your own version of the text.

11 Full text revision Cover the Spanish for weeks 1-10. Practice saying it out loud. Can you recall the text?

12 Full text revision Redo the Quizlet tests for Cycle 2 Weeks 1-10.

Spanish


http://www.wordreference.com

Week 1 Siblings Week 2 Family Week 3 Pets Week 4 Colours Week 5 Physical description

¿Tienes hermanos?

Do you have siblings?

llamarse to be called ¿Tienes animales?

Do you have any pets?

¿De qué color es?

What colour is it?

tener to have

me llamo I am called tengo I have

tener to havete llamas you are called (s)

Tengo I have Es it is tienes you have (s)

tengo I have un caballo a horse amarillo yellow tiene he / she has

tienes you have (s) se llama he / she is called una cobaya a guinea pig blanco white tenemos we have

tiene he / she has nos llamamos we are called un conejo a rabbit negro black tenéis you have

tenemos we haveos llamáis you are called (pl)

un gato a cat rojo red tienen they have

tenéis you have (pl) un hámster a hamster azul blue los ojos eyes

tienen they have se llaman they are called un pájaro a bird marrón brown azules blue

un hermano a brother mi padre

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