38
St. Cuthbert’s Catholic Community College for Business and Enterprise Year 9 Independent Learning Pack Advent Term
St. Cuthbert’s
Catholic Community College for
Business and Enterprise
Year 9
Independent Learning Pack
Advent Term
- 1 -
This booklet contains the activities you will be expected to complete in
your own time, from now until the end of the Advent term (Sept to
Dec). Most of your homework will come from this pack; however, on
occasions it maybe necessary for your teacher to give you additional
tasks in preparation for the next lesson.
The following information explains why it is important that you
complete these tasks and stick to the deadlines your teachers set.
Why do I have to do these tasks?
Independent Learning is an important part of your education as it helps to
prepare you for the coursework you will have to complete as you move
through the college. All the activities are closely linked to this term’s
assessments and will test your knowledge of the work you have covered and
help you to revise for the assessments.
What happens if I forget?
You will be given a break or dinner time detention.
If you still fail to do your homework, or you don’t attend the detention,
you will be given a 3p.m. curriculum detention with Mrs. Carney.
Pupils who frequently forget homework will be referred to their
Head of House and given a whole school detention at 3p.m.
To help you remember, always record your homework in your student planner
e.g. write E1 for English Task 1.
Finally, remember that your teachers are there to help, so if you are
unsure please ask; they will only be too willing to help. Good luck!
Remember that all of the tasks in this pack are included on the
College website: www.cuthies.co.uk or go to www.stcuthberts.com
Year 9 Independent Learning Pack
Advent Term
Art
2
A1: to research and draw a character from a computer game
Research and draw any character from a computer game, graphic novel,
comic strip or cartoon. Do a detailed drawing and add colour and tone to
your work.
A2: to record and collect details
Think of aspects of your character that you could enhance by drawing or
photographing objects from real life, e.g. machinery parts, this could be
part of a robot or, articles of clothing or fabric could show different
textures or surfaces.
A3: to complete a detailed drawing
Imagine that you are suddenly given ‘SUPERPOWERS!’
Do a detailed drawing of you in your superhero costume and describe
these superpowers and how you intend to use them. Are you going to be a
goody or a baddy?
A4: to develop and idea
Describe which of the Business and Enterprise skills your Superhero has;
and how these impact upon their special abilities.
Design Technology
3
Overview of Design Technology tasks:
During your lessons in Design Technology, you will work with different
materials e.g. fabric in Textiles, wood in Resistant Materials and food
ingredients in Food Technology.
For each area of Design Technology, there will be 5 areas
of focus:
Exploring Ideas
Materials and Components
Developing Ideas
Planning
Evaluating
These 5 areas will be the focus of the Independent tasks your teacher
asks you to complete in your own time.
For each task, your teacher will provide you with a detailed sheet on which you can
record your work. These sheets are also available on
the college website.
Below is a list of the independent tasks you will do:
Food Technology
1. Comparative shop
2. Food research
3. Design specification
4. Product evaluation
Product Design
1. Research an artist (Salvador Dali)
2. Comparative shop
3. Design ideas
4. 2D design
Systems and Control
1. Comparative shop
2. Component identification
3. Resistors
4. Ideas
Textiles
1. Comparative shop
2. Fabric choice
3. Writing a specification
4. Research
Drama
D1: to write a duologue
You will create two characters, A and B in any situation and write the
conversation or dialogue which takes place between them. You should aim
to write about 15 lines in total, no more than 20.
Once you have written your Duologue you will then add director’s notes to
explain how you would stage the scene. Think about how all the bullet
points below can be used in the performance.
Movement
Facial expression
Voice-tone and pitch
Body language
Levels
Proxemics
A written or typed copy of this should be brought in next lesson.
D2: to learn your lines for Act 1 scene 1 of ‘Romeo and Juliet’
D3: to rehearse for your focused assessment on ‘Romeo and Juliet’
English
5
E1: to complete the following spellings on suffixes
English
6
E2: to read the following poem and then answer the questions that
follow S i e g f r i e d S a s s o o n : T h e D e a t h - B e d
He drowsed and was aware of silence heaped
Round him, unshaken as the steadfast walls;
Aqueous like floating rays of amber light,
Soaring and quivering in the wings of sleep. Silence and safety; and his mortal shore
Lipped by the inward, moonless waves of death.
Someone was holding water to his mouth.
He swallowed, unresisting; moaned and dropped Through crimson gloom to darkness; and forgot
The opiate throb and ache that was his wound.
Water-calm, sliding green above the weir.
Water-a sky-lit alley for his boat, Bird- voiced, and bordered with reflected flowers
And shaken hues of summer; drifting down,
He dipped contented oars, and sighed, and slept.
Night, with a gust of wind, was in the ward,
Blowing the curtain to a glimmering curve. Night. He was blind; he could not see the stars
Glinting among the wraiths of wandering cloud;
Queer blots of colour, purple, scarlet, green,
Flickered and faded in his drowning eyes.
Rain-he could hear it rustling through the dark;
Fragrance and passionless music woven as one;
Warm rain on drooping roses; pattering showers
That soak the woods; not the harsh rain that sweeps Behind the thunder, but a trickling peace,
Gently and slowly washing life away.
He stirred, shifting his body; then the pain
Leapt like a prowling beast, and gripped and tore His groping dreams with grinding claws and fangs.
But someone was beside him; soon he lay
Shuddering because that evil thing had passed.
And death, who'd stepped toward him, paused and stared.
Light many lamps and gather round his bed. Lend him your eyes, warm blood, and will to live.
Speak to him; rouse him; you may save him yet.
He's young; he hated War; how should he die
When cruel old campaigners win safe through?
But death replied: 'I choose him.' So he went,
And there was silence in the summer night;
Silence and safety; and the veils of sleep.
Then, far away, the thudding of the gun.
1. Pick out your favourite image.
2. Write a short PEE chain
paragraph saying explaining what
it means or suggests. Explain
what effect it has on the
reader.
English
7
E3: to spell words with double consonants
Click onto the link to complete the exercises:
http://www.spelling.hemscott.net/suffix4B.html
Consonants - to double or not to double?
If the base word has:
one syllable
one short vowel
(the short vowels are ham, bed, lip, rot, gun)
one consonant at the end
you double the final consonant when you add a vowel suffix
Now make new words by adding suffixes to the following base
words.
The first one has been done for you.
hot + est hottest fat + ish
grin + ed
stop + ing
pot + er
gun +ed
sun + y
wrap + ing
spot + y
step + ed
run + ing
spot + ed
can + ed
bat + ing
fit + ing
net + ing
Here are some sentences. Cross out the incorrect word.
1. "What are you grining/grinning at?" said Nigel.
2. Sue took up joging/jogging to improve her fitness.
3. Ali took a jugful/juggful of orange juice into the
garden.
4. We wraped/wrapped the gift in silver paper.
5. July was the hotest/hottest month of the year.
English
8
E4: to use simile and metaphor
Similes and Metaphors:
Your teacher will provide you with the worksheet for this task.
E5: to answer questions about a poem
A second poem by Wilfred Owen `Anthem For Doomed Youth`.
Your teacher will provide you with the worksheet for this task.
E6: to use the internet to research language us in WW1
Slang used in the Trenches
Look at the following website and research the different types of
slang/informal words used by soldiers in the trenches. Pick out your
favourite one and be prepared to share your information with the
class during the lesson.
http://www.worldwar1.com/heritage/wordswar.htm
English
9
E7: to write a poem about war
Collect some effective words:
Here are some examples, but add some of your own ideas below. You may
also want to use a thesaurus to find some other examples:
floundering scars death trudge rotten boots
1. Try to use visual and aural poetic features:
Alliteration – repetition of a consonant sound (for the sound of the
bombs / guns)
Onomatopoeia – words that sound like the sound they make such as ‘buzz’
or ‘sizzle’(to reflect the sound of the battle or the soldiers)
Personification – giving objects or things human qualities (to make the
weapons / war seem more frightening)
Rhyme – sound patterning and rhythm (to reflect the sound of the war)
Simile – describing something as like or as something else (to describe
how the soldiers looked / felt / were injured etc.)
2. Write emotively about the horrors of war:
Start off with a dramatic opening line, like:
The soldiers marched, trudging like burdened men,
Bombs crashed and …
Have a go at changing the words in bold to see make it different – you
may want to try a number of versions to see which is most effective.
3. Try zooming in:
Try to remember an image from a war film, photograph or programme you
may have seen which particularly affected you. Think about all the details
you can remember and zoom in on them – remembering the smallest real
detail can help to add authenticity to your poem.
English
10
E8: to use prefixes to spell words
Complete the following exercise:
Match the prefixes on the left to their meanings on the right:
Re- (renew)
1) wrong, bad
Pre- (preview)
2) before
Mis- (misbehave)
3) again, back
De- (deforestation)
4) eight
Tele- (television)
5) one, same, whole
Un- (unhappy)
6) remove or reduce
Bi- (biweekly)
7) twice, (two times)
Uni- (uniform)
8) far, distant
Octo- (octopus)
9) many, (usually more than two
Sub- (subway)
10) under or low
Multi- (multiple)
11) not
English
11
E9: to make notes about a text
Read the following letters from soldiers in the trenches. You should collect
some ideas together to prepare you for writing your own letter in class:
(1) Private H. F. Leppard of East Grinstead wrote a letter to his mother on 19th December, 1914. The letter was not censored. The soldiers at the front need more rest. While in the trenches the water is over our knees most of the time. The war is going to last some time yet, and might be another twelve months before it is over. The war has only just begun and its going to be a war of exhaustion. After the regular armies have done their work it means that all the young lads at home being trained and disciplined and will take our place in the field. The sooner people understand this, the better, it will be for the nation.
(2) Private Stanley Terry of 15 North End, East Grinstead, wrote a letter to his family in November, 1915. The letter was not censored. We have just come out of the trenches after being in for six days and up to our waists in water. While we were in the trenches one of the Germans came over to our trench for a cigarette and then back again, and he was not fired at. We and the Germans started walking about in the open between the two trenches, repairing them, and there was no firing at all. I think they are all getting fed up with it.
(3) Private James Mitchell of 7 Church Lane, East Grinstead, wrote a letter to his father on 17th October, 1914.
We started away just after dawn from our camp and I think it was about an hour later that we encountered the enemy. They were on the opposite side of the valley and as we came over the brow of the hill they opened on us with rifle fire and shrapnel from about 900 yards. We lost three officers and about 100 men killed and wounded in that half hour. I do not want any more days like that one. (this section censored) Anyway we drove the Germans back and held them there for eight days. I cannot tell you all I should like to, as it would never reach you.
English
12
(4) Rudolf Binding, letter (April, 1915) I have not written to you for a long time, but I have thought of you all the more as a silent creditor. But when one owes letters one suffers from them, so to speak, at the same time. It is, indeed, not so simple a matter to write from the war, really from the war; and what you read as Field Post letters in the papers usually have their origin in the lack of understanding that does not allow a man to get hold of the war, to breathe it in although he is living in the midst of it. The further I penetrate its true inwardness the more I see the hopelessness of making it comprehensive for those who only understand life in the terms of peacetime, and apply these same ideas to war in spite of themselves. They only think that they understand it. It is as if fishes living in water would have a clear conception of what living in the air is like. When one is hauled out on to dry land and dies in the air, then he will know something about it. So it is with the war. Feeling deeply about it, one becomes less able to talk about it every day. Not because one understands it less each day, but because one grasps it better. But it is a silent teacher, and he who learns becomes silent too.
(5) In the 1930s Guy Chapman wrote an account of his experiences during the First World War. I have an old platoon roll before me; three pages of names, numbers, trades, next-of-kin, religions, rifle numbers, and so forth. Faces come back out of the past to answer to these barren details, the face of this man dead, of that vanished for ever. Here and there rise memories of their habits, their nicknames, the look of one as he spoke to you, the attitude of another shivering in the night air, as he leaned over the parapet, watching with tired bloodshot eyes. Some of the faces have disappeared. did I know you? I censored your letters, casually, hurriedly avoiding your personal messages, your poignant hopes.
(6) Charles Hudson, letter to his sister (undated, 1915)
We are now 150yd from Fritz and the moon is bright, so we bend and walk quietly onto the road running diagonally across the front into the Bosche line. There is a stream the far side of this - boards have been put across it at intervals but must have fallen in - about 20yd down we can cross. We stop and listen - swish - and down we plop (for a flare lights everything up) it goes out with a hiss and over the board we trundle on hands and knees. Still.
Apparently no one has seen so we proceed to crawl through a line of "French" wire. Now for 100yd dead flat weed-land with here and there a shell hole or old webbing equipment lying in little heaps! These we avoid. This means a
English
13
slow, slow crawl head down, propelling ourselves by toes and forearm, body and legs flat on the ground, like it snake.
A working party of Huns are in their lair. We can just see dark shadows and hear the Sergeant, who is sitting down. He's got a bad cold! We must wait a bit, the moon's getting low but it's too bright now 5 a.m. They will stop soon and if we go on we may meet a covering party lying low. 5.10. 5.15. 5.25. 5.30. And the moon's gone.
"Cot the bombs, Sergeant?"
"'No. Sir, I forgot them!"
"Huns" and the last crawl starts.
The Bosch is moving and we crawl quickly on to the wire - past two huge shell holes to the first row. A potent row of standards are the first with a nut at the top and strand upon strand of barbed wire. The nut holds the two iron pieces at the top and the ends are driven into the ground 3ft apart. Evidently this line is made behind the parapet and brought out, the legs of the standard falling together. All the joins where the strands cross are neatly done with a separate piece of plain wire. Out comes the wire cutter. I hold the strands to prevent them jumping apart when cut and Stafford cuts. Twenty-five strands are cut and the standard pulled out. Two or three tins are cut off as we go. (These tins are hung on to give warning and one must beware of them.) Next a space 4ft then low wire entanglements as we cut on through to a line of iron spikes and thick, heavy barbed wire.
The standard has three furls to hold the wire up and strive as we can, it won't come out. "By love, it's a corkscrew, twist it round" and then, wonder of wonders, up it goes and out it comes! It is getting light, a long streak has already appeared and so we just make a line of "knife rests" (wire on wooden X-X) against the German parapet and proceed to return. I take the corkscrew and Stafford the iron double standard. My corkscrew keeps on catching and Stafford has to extract me twice from the wire, his standard is smooth and only 3ft so he travels lighter. He leads back down a bit of ditch. Suddenly a sentry fires 2 shots which spit on the ground a few yards in front. We lie absolutely flat, scarcely daring to breathe - has he seen? Then we go on with our trophies, the ditch gets a little deeper, giving cover! My heart is beating nineteen to the dozen - will it mean a machine gun, Stafford is gaining and leads by 10yd. "My God," I think, "it is a listening post ahead and this the ditch to it. I must stop him." I whisper, "Stafford, Stafford" and feel I am shouting. He stops, thinking I have got it. "Do you think it's a listening post?" There! By the mound - listen."
"Perhaps we had better cut across to the left Sir."
"Are you all right Sir," from Stafford.
I laugh, "Forgot that damned wire." (Our own wire outside our listening post). The LP occupants have gone in. Soon we are behind the friendly parapet and
English
14
it is day. We are ourselves again, but there's a subtle cord between us, stronger than barbed wire, that will take a lot of cutting. Twenty to seven, 2 hrs 10 minutes of life - war at its best. But shelling, no, that's death at its worst. And I can't go again, it's a vice. Immediately after I swear I'll never do it again, the next night I find myself aching after "No Man's Land".
(7) John Reith, Wearing Spurs (1966)
I did my best to take an interest in the members of my platoon personally. In manual exercises and in extended order drill in a field I could take none; and they knew it. I was supposed to censor their letters home, but I informed them that they were on their honour not to say things they should not say, and I handed over the censor's stamp to the sergeant. I was thankful when our three days in billets were over and we were back in trenches again. I was still dreaming about Sailaway and Transport, still bewildered almost every time I woke, but there was at least a chance of something happening in the trenches and one was clear of CO and Adjutant.
(8) Harold Chapin, a self-censored letter to Calypso Chapin (23rd May 1915) I have been up to my eyes in work (at the main dressing station in " ----- ") since Sunday morning when the British and French attack began (or rather when its fruits in wounded began to reach us. The actual attack began on Saturday night). Nominally I have been on night duty in the operating tent, but naturally with wounded and wounded and wounded flowing in neither night nor day duty means anything. I had had eight hours sleep in three days, when heavy fighting out here developed and the message came down for more bearers, so out I came with a dozen others by horse ambulance (time two a.m.) and going on on foot just as day was breaking, found a Regimental M.O. in a room in a gutted house with some half dozen wounded and two or three dead on the floor about him. His own regimental stretcher bearers were carrying and carrying the long mile down to a spot where an ambulance could meet them, in comparative safety. I gave a hand with my party of six and between us we carried down two: you have no idea of the physical fatigue entailed in carrying a twelve stone blessé a thousand odd yards across muddy fields. Oh this cruel mud! Back in " ----- " we hate it (the poor fellows come in absolutely clayed up), but out here, it is infernal
English
15
E10: to revise spellings
Revision of Spelling: You should revise the spelling of the following twelve
words in preparation for a spelling test in class:
1. possible
2. education
3. collar
4. stitches
5. foreign
6. prophecy (noun)
7. readable
8. possession
9. writing
10. boxes
11. freight
12. licence (noun)
Geography
16
G1: to study population, become familiar with the key words
associated with the topic and understand how the location of a place
affects the population
G2: to carry out research for a case study – China’s ‘One Child’ policy
Following on from your lesson, which focused on China’s attempt to
control its rapid population growth:
Complete the worksheet your teacher will provide for you
Carry out further research to compare (similarities) and contrast
(differences) China’s policy with another country’s attempts, such
as India, and evaluate the effectiveness
A collection of worksheets have been included in this booklet to help
with your study of the issues identified in G1 and G2. Please refer to
the worksheets which follow this page.
History
H1: to learn more about key people and events of the 20th Century
In your next History lesson, you will be investigating many important
events of the 20th Century and the people involved in them.
To start this topic you will match up the pictures with the details
of the events or people.
Then you will need to choose at least 1 key person and event, and to
research them in more detail.
With this information, you will produce a written report about the
key person and event.
Worksheets, detailing structure and levels of attainment, together with
information sheets, will be provided by your History teacher.
H2: to understand how the assassination of Franz Ferdinand led to
the First World War
In lessons, you will already have investigated the long term causes of the
First World War.
Now you have to use the card sort in lessons and the information
sheets, to find out about the assassination in Sarajevo and how it
led to World War 1.
You will produce a newspaper report about how the assassination
was the ‘spark’ which lit the fire of World War 1.
Your History teacher will provide you with detail on structure, content
and attainment levels.
H3: to find out about life in the trenches during World War 1
In your History lessons you will have studied and investigated ‘trench life’
during the First World War, through using many different sources of
evidence.
Imagine you were a soldier fighting in the Great War (WW1)
Your task is to use all your research and information sheets
provided, and to write a diary entry or letter home from the
trenches.
Use the check lists and prompt sheets provided by your History teacher
to help you.
ICT
ICT is changing! Pupils will be introduced to a new way of learning. New challenges have been set along with new and innovative problems to be solved through the use of ICT. The class teacher will set tasks depending on the unit followed, due to the changes in the ICT curriculum.
Mathematics
2
Mathematics: Advent Term
Your maths teacher will set your
personalised homework from Mymaths. This
fantastic resource will help consolidate
learning from your lessons.
School Login: sccc
School Password: plus
My Login:
My Password:
Modern Foreign Languages
MFL1: Musikumfrage
Having learned the various kinds of music/ways of accessing music in class
write an essay on music based on the following questions
Exercise A
1) Wie oft hörst du Musik?
2) Was für Musik hörst du gern?
3) Was für Musik hörst du nicht gern?
4) Wie hörst du Musik?
5) Wie finden deine Eltern/Großeltern deine Musik?
6) Singst du gern
7) Spielst du ein Instrument?
Modern Foreign Languages
Exercise B
Match the English and German sentences together
1)
Ich höre
gern
Rap-Musik
2)
I think that
it is funny
3)
Ich höre
gern
klassiche-
Musik
4)
I think that
it is old-
fashioned
5)
Ich höre
gern
Techno-
Musik
6)
I like
listening to
Rap Music
7)
Ich höre
nicht gern
Dance-Musik
8)
Ich denke,
dass sie cool
ist
9)
Ich höre
nicht gern
klassiche-
Musik
10)
I like
listening to
classical
Music
11)
I like
listening to
R&B Music
12)
I think that
it is cool
13)
Ich höre
gern
R&B-Musik
14)
I think that
it is boring
15)
I like
listening to
Techno
Music
16)
Ich denke,
dass sie
altmodisch
ist
17)
I think that
it is great
16)
Ich denke,
dass sie
langweilig ist
19)
I think that
it is too
loud
20)
Ich denke,
dass sie
lustig ist
21)
Ich denke,
dass sie toll
ist
22)
I don’t like
listening to
Dance music
23)
Ich denke,
dass sie zu
laut ist
24)
I don’t like
listening to
classical
music
25)
Modern Foreign Languages
MFL2: to comparing the life of a 21st century teenager with their
grandparent
Exercise A
Fill in the gaps in the text with the words from the table
Omas Leben als Teenager (1) ganz anders!
Ich (2) E-mails, aber meine Oma (3) Briefe (4). Wie langweilig!
Ich (5) CDs aber Oma (6) Schallplatten (7). Ich (8) Fast-food aber
Oma (9) ein warmes Mittagessen zu Hause (10).
In den Sommerferien (11) ich nach Spanien, aber Oma (12) nach Sylt
in Deutschland (13).
Ich finde ,dass es jetzt besser (14).
gekauft hat
gefahren war
hat fahre
schreibe esse
esse kaufe
gegessen ist
ist geschrieben
Exercise B –
Translate the above text into English
Modern Foreign Languages
MFL3: to revise for the assessments
You will soon be expected to complete your end of half term
assessments in listening and reading. It is really important that your
exercise book is up to date. Make sure your spend time revising for
the assessments.
Good luck!
MFL4: to practice comparative adjectives
You have revised the topic area of school during the first part of the unit
of school.
Now answer the following questions.
1) Was ist dein Liebslingsfach and warum?
2) Wie findest du Mathe?
3) Warum magst du Sport/Englisch/Geschichte usw?
4) Was ist interessanter als Deutsch?
5) Was ist einfacher als Erdkunde?
6) Was ist schwieriger als Kunst?
Modern Foreign Languages
MFL5: to understand longer descriptions about school.
Match the English and German sentences/questions
1)
Meine
Schule
heisst
FPGZ
2)
Does your
school have a
school
uniform?
3)
Die Schule
beginnt um
halb neun
4)
Each lesson
lasts for
sixty
minutes
5)
Die Schule
endet um
halb vier
6)
School
finishes at
half three
7)
Vormittags
haben wir
vier Stunden
8)
How many
breaks are
there per
day?
9)
Nachmittags
haben wir
zwei
Stunden
10)
There are
six lessons
per day
11)
Es gibt
ungefahr
achtzig
Lehrer
12)
There are
approximately
one thousand
pupils
13)
Gibt es
Klubs nach
der
Schule?
14)
In the
mornings we
have four
lessons
15)
Es gibt sechs
Stunden
täglich
16)
My school
is called
FPGZ
17)
Wie lange
dauert eine
Stunde?
18)
The
teachers
are strict
but
friendly
19)
Wie viele
Pausen gibt
es pro Tag?
20)
Are there
after school
clubs?
21)
Wie groß
ist deine
Schule?
22)
How long
does a lesson
last?
23)
Die Lehrer
sind streng
aber
freundlich
24)
School
starts at
half eight
25)
Es gibt
ungefahr
tausend
Schüler
26)
In the
afternoon
we have
two lessons
27)
Gibt es bei
euch eine
Schuluniform?
28)
How big is
your
school?
29)
Jede
Stunde
dauert
sechzig
Minuten
30)
There are
approximately
eighty
teachers
Modern Foreign Languages
MFL6: to be able to write some school rules
Your teacher has shown you how to write some “alternative” school rules.
Now by adding a few negative words in make the rules more “sensible”!
Then make sure you put an English meaning underneath it.
German
alternative
English
alternative
German sensible English sensible
1)
Du darfst im
Klassenzimmer
Kaugummi kauen
1)
You can chew in
the classroom
1) 1)
2)
Du darfst ein
geblümtes Hemd
tragen
2)
You can wear a
flowery shirt
2) 2)
3)
Du darfst lange
Haare haben
3)
You can have
long hair
3) 3)
4)
Du darfst in der
Schule skaten
4)
You can
skateboard in
school
4) 4)
5)
Du darfst keine
Uniform tragen
5)
You dont have to
wear a uniform
5) 5)
6)
Du darfst in der
Klasse X Box
spielen
6)
You can play X
Box in class
6) 6)
7)
Du darfst im
Klassenzimmer
Fussball spielen
7)
You can play
football in the
classroom
7) 7)
8)
Du darfst an
Freunde SMS
schicken
8)
You can text
your friends
8) 8)
9)
Du darfst
Piercings haben
9)
You can have
Piercings
9) 9)
Modern Foreign Languages
MFL7: to revise for the assessments
You will soon be expected to complete your end of term assessments
including a speaking assessment. To help you to revise your teacher
will provide you with a prompt sheet. It is really important that you
try and prepare answers for the assessment, and the best place to
start is by looking over all of the different areas you have covered in
lessons and in the tasks you have completed at home.
Good luck!
Music
Mu1: to learn the definition of key words related to songs
Match up the word with the meaning:
Lyrics When music from different cultures joins together
Word painting The lowest male voice
Hook Singing without instruments
Chorus The lowest ladies voice
Intro The words of a song
Outro The order of the sections of a song, how it is put together
Bridge Everybody singing the same melody
Unison The highest ladies voice
Harmony A short, catchy phrase which keeps repeating
Backing Vocals The highest male voice
Soprano Lead singer sings first, the others answer
Alto Section which occurs throughout the song with the same lyrics
Tenor Section of music which finishes off the song
Bass A slow song which tells a story
Verse Singing at the same time but with different notes
Fusion A contrasting section in the middle of a song
Structure Using the lyrics to shape the melody eg ‘climb’ go higher
A Cappella The singers who don’t sing the main tune
Ballad The melody is the same but the words change each time
Call and Response The music you hear at the start
Music
Mu2: to find out what inspires song writers
Choose a song and find out who wrote it. (The singer is not always the composer.)
Write a paragraph about what the song is about and how it came to be written.
Is the song effective? Does the music bring out the meaning of the words?
Use quotations from the lyrics in your writing.
Be prepared to read out your paragraph to the class.
You can bring the song to play to illustrate your work (nothing rude or offensive!)
Song Title _______________________________________
Performed by _____________________________________
Written by _______________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Music
Mu3: to write the lyrics of a song
Choose one of the following titles and see if you can write a verse and a chorus of a song.
Write more if you wish. If you have an instrument, maybe you could compose a melody for your
lyrics or if you are a confident singer you could perform it.
Perhaps you could work with somebody else and perform together with backing vocals
You can choose the style to suit yourself
Just the start
The way I feel
Why?
P.E.
66
PE1: to put the following reasons for taking part in a healthy, active
lifestyle into the box you think they fit best
Physical (the body) Mental (the mind) Social
increase wellbeing
feel good
help relieve stress
increase self-esteem and confidence
good health
enjoyment of life
competition
physical challenge
your body looks good
make new friends
www.cuthies.co.uk
Y9 R.E.—ILP ADV
ENT TERM
To know some keywords and their meanings
Copy and learn these words and definitions:
Pilgrimage—a holy journey
Messiah—the anointed one—sent by God to
save his people
Prayer—an attempt to contact God usually
through words
Decalogue—The Ten Commandments
Isaiah—an Old Testament prophet who said
the Messiah would be a Suffering Servant
Daniel-an Old Testament prophet who said the
Messiah would be a ‘Son of Man’ and a King
To research a place of pilgrimage.
Choose one of the following places of pilgrimage: Rome, Lourdes or Jerusalem. Use the internet to find out:
• Why people go there; • Some places of religious interest
they might find there; • Why these places are important to
pilgrims. Present your findings in any format.
To design logos for the first three commandments.
The first 3 commandments deal with God’s relationship with human beings. They are:
� Worship the Lord your God alone. Do not worship false Gods!
� Do not take the name of the Lord your God in vain!
� Keep the Sabbath day special!
Design logos for each of these commandments.
RE 3
RE 2
Do you think pilgrimages are a waste of time?
Give TWO reasons for your point of view.
RE 4
“Pilgrimages are a waste of time!”
RE 1
www.cuthies.co.uk
To evaluate whether pilgrimages are worthwhile.
a) Do you agree? Give reasons for your answer.
b) Why might some people disagree with you?
RE 7
“Prayer is a waste of time!”
To revise for your assessment opportunity
Use the materials in this Independent Learning Pack and your responses to revise for your Assessment Opportunity!
RE 8
RE 6
Seven of the Ten Commandments deal with how we treat each other.
� Honour your father and mother;
� Do not commit murder;
� Do not commit adultery;
� Do not steal;
� Do not lie;
� Don’t be jealous of your neighbour’s wife;
� Don’t be jealous of your neighbour’s belongings.
Design a poster encouraging Roman Catholic Christians to keep these commandments. Make sure you include the benefits for society and individuals if they are kept!
RE 5
www.cuthies.co.uk
To evaluate whether prayer is worthwhile
To design a poster encouraging Roman Catholic Christians to keep the seven commandments that deal with our relationship with each other!
To develop an understanding of how the Bible encourages Roman Catholic Christians to live
Copy and learn the following pieces of scripture which encourage Roman Catholic Christians to follow God’s Law
www.cuthies.co.uk
Y9 R.E.—ILP LEN
T TERM
To know some keywords and their meanings
Copy and learn these words and definitions:
Agape—God’s unconditional love
conversion—when your life is changed by giv-
ing yourself to God
resurrection—the belief that after death, the body stays in the grave until the end of the world when it is raised
sacrifice—the surrender of something valuable
for the sake of others
miracle—something which seems to break the laws of science and makes you think only God could have done it
To research how Jesus changed someone’s life.
Use the internet to find a gos-pel account of how Jesus changed someone’s life. Outline what happened and how the per-son’s life would have been changed. (Here are some references to help you)
• Jesus and Jairus (Mark 5) • Jesus and a paralysed man (Mark 2) • Jesus and the Blind Man (Mark 8).
Present your findings in any format.
To design logos for four types of religious experience.
� NUMINOUS—the feeling of the presence of something greater than you
� PRAYER—an attempt to contact God—usually through words
� CONVERSION—when your life is changed by giving yourself to God
� MIRACLE—something which seems to break the laws of science and makes you think only God could have done it!
Design logos for each of these religious experiences.
RE 3
RE 2
Do you agree with this?
Give TWO reasons for your point of view.
RE 4
“Jesus makes unreasonable demands on his followers!”
RE 1
www.cuthies.co.uk
To evaluate whether Jesus expects too much of people.
a) Do you agree? Give reasons for your answer.
b) Why might some people disagree with you?
RE 7
“Going to Mass is a waste of time!”
To revise for your assessment opportunity
Use the materials in this Independent Learning Pack and your responses to revise for your Assessment Opportunity!
RE 8
RE 6
� HEAVEN—a place of Paradise where God rules– where you will be happy with God forever
� HELL—a place of horrors where Satan rules– a place of eternal fire and punishment
� PURGATORY—a place of cleansing where souls go to be purified. Once purified they will go to Heaven.
Design a poster demonstrating that you understand the difference between Heaven, Hell and Purgatory!
RE 5
www.cuthies.co.uk
To evaluate whether going to Mass is worthewhile
To design a poster demonstrating you understand the difference between Heave, Hell and Purgatory!
To develop an understanding of how the Bible encourages Roman Catholic Christians to live
Copy and learn the following pieces of scripture which encourage Roman Catholic Christians to attend Mass
www.cuthies.co.uk
Y9 R.E.—ILP PENTECOST TERM
To know some keywords and their meanings
Copy and learn these words and definitions:
Parable —an earthly story with a heavenly
meaning
Sacrament—a special experience of God’s
love or grace
Magisterium—the pope and bishops together interpreting the Bible and Tradition for Catholics
today
Hell—a place of horrors where Satan rules
The Sermon on the Mount—the rules for
Christian living given by Jesus
To adapt some advertising slogans to promote the idea of teamwork.
Find at least 10 slogans or catchphrases and adapt them to promote the idea of teamwork. (Here is an example to get you started.)
TEAMWORK—Why? Because you’re worth it!
To develop an understanding of how the Bible encourages Roman Catholic Christians to show compassion and serve others
RE 3
RE 2
Do you agree with this?
Give TWO reasons for your point of view.
RE 4
“There is no such thing as Hell!”
RE 1
www.cuthies.co.uk
To evaluate whether Hell exists.
Copy and learn the following pieces of scripture
a) Do you agree? Give reasons for your answer.
b) Why might some people disagree with you?
RE 7
“The Sermon on the Mount is out
of date!”
To revise for your assessment opportunity
Use the materials in this Independent Learning Pack and your responses to revise for your Assessment Opportunity!
RE 8
a) Do you agree? Give reasons for your answer.
b) Why might some people disagree with you?
RE 6
In the document HUMANAE VITAE, The Magisterium teaches that
ALL HUMAN LIFE IS SACRED;
In the document PACEM IN TERRIS, The Magisterium teaches that all
human beings are created EQUAL IN DIGNITY;
In the document TERTIO MILLENNIO ADVENIENTE, the Magisterium teaches that Roman Catholic Christians should TAKE AN OPTION
FOR THE POOR.
Design logos for each of the teachings of The Magisterium—demonstrating that you understand them!
RE 5
www.cuthies.co.uk
To evaluate whether the Sermon on the Mount is relevant today
To design logos for some of the teachings of The Magisterium!
To evaluate whether Roman Catholic Christians should get married in Church.
“Roman Catholic Christians
should get married in Church!”
Science
Your science teachers have prepared a set of worksheets which you will be
expected to complete in your own time. It is important that you complete all
the activities you are set to the best of your ability, as these will help you to
revise what you have studied in class, in preparation for the end of unit
assessments.
