Doing work at home What is this about? - The Carlton Academy › uploads › images › file ›...
Transcript of Doing work at home What is this about? - The Carlton Academy › uploads › images › file ›...
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Doing work at home
Whilst school is closed, your teachers will be setting work for you on Show My Homework every day,
which you are expected to do to the best of your ability. Students in Years 7 to 9 will do this work in
the book that you have been given, Years 10 and 11 will do this work in the books that you have
taken home from school.
What is this about?
Detailed below are three extra activities that your teachers would like you to do whilst at home. This
is on top of the work set on Show My Homework and is also on top of you doing work from your
knowledge organiser which teachers will be asking you to use. Detailed below are the three activities
you are asked to do, these do not include needing to use the Internet.
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Subject Head of Department Head of Department Email address
Art subjects H. Dyer-Ince [email protected]
Year 7
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Developing
observational
drawing skills for
accuracy, using
tones and marks
for realism
As detailed on the information sheet, draw all
30 items on the list, each one being 5cm by
5cm. Use any drawing material and consider
interesting angels and some close ups too. Be as
detailed and accurate as you can for high
quality responses.
10 drawings in
an hour.
3 hours to
complete the
challenge
2
3
Year 8
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Developing
observational
drawing skills for
accuracy, using
tones and marks
for realism
As detailed on the information sheet, draw all
30 items on the list, each one being 5cm by
5cm. Use any drawing material and consider
interesting angels and some close ups too. Be as
detailed and accurate as you can for high
quality responses.
10 drawings in
an hour.
3 hours to
complete the
challenge
2
3
Year 9
FINE
ART
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Strengthening
observational
drawing skills for
accuracy, exhibiting
strong tonal skills
As detailed on the information sheet, draw all
30 items on the list, each one being 5cm by
5cm. Use any drawing material and consider
interesting angels and some close ups too. Be as
10 drawings in
an hour.
2
3
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and skilful
application of
varied marks for
real qualities.
detailed and accurate as you can for high
quality responses.
3 hours to
complete the
challenge
Year 9
GRAPHICS
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what
are you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Strengthening
observational
drawing skills for
accuracy,
exhibiting strong
tonal skills and
skilful application
of varied marks for
real qualities.
As detailed on the information sheet, draw all
30 items on the list, each one being 5cm by
5cm. Use any drawing material and consider
interesting angels and some close ups too. Be
as detailed and accurate as you can for high
quality responses.
10 drawings in
an hour.
3 hours to
complete the
challenge
2
3
Year 9
PHOTO-
GRAPHY
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Developing
awareness of good
composition and
framing, using
interesting
content, angles
and lighting.
As detailed on the information sheet, choose
two themes to work on per week. Aim to
collect more than just the 1 photograph per
task but 10 creative outcomes.
80 photos in an
hour.
3 hours to
complete the
challenge
2
3
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Subject Head of Department Head of Department Email address
Bus, Computer
Science and Media Ms S Kooner [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 To understand that
binary numbers
can represent
letters. To encode
their name in
binary.
We are looking at basic computer science
theory. Using the table provided you will
encode the letters of your name using a binary
key.
This will be completed on paper. As an
extension you can make yourself a bracelet
using beads or coloured paper.
Between 15
and 30
minutes.
2 To understand the
key concepts of
marketing to
include the 4 p’s -
Design a logo and a social media page for a new
online gaming app.
1 hour 30 mins
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product, price,
place and
promotion.
3 To understand the
purpose of
business planning
and how media fits
into this process.
Come up with a brand-new business idea and write the business plan to include:
A logo
A simple description of your business
Business aims
Key business objectives
Key targets
Business strategies
Sales and marketing plans
Financial forecasts
Sketch a billboard advert and create a short storyboard for a television advert on paper.
6 hours
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Subject Head of Department Head of Department email address
Yr 7 Drama Mr Harris [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Understand how
the down stair’s set
for ‘The
Breadwinner’ story
should give us an
insight into the
play’s characters
From reading ‘The Breadwinner’ story in class
(there are copies of this online) we know some
of the props and set pieces that are in the
downstairs scene (Eg: Breadknife/ Dad’s chair)
Task: Create a mood board/ collage of images of
things (Known-Poker/ Imagined- newspaper)
that would be found in the family’s house.
These images can be drawn or cut from
magazines and placed in your new exercise
books and NEED to be labelled.
30 Mins
2 Understand how
the bedroom set
for ‘The
Breadwinner’ story
should give us an
insight into the
play’s characters
Task: Create a mood board/ collage of images of
things (Known-pillow/ Imagined- Billy's pictures
on his wall) that would be found in his room.
These images can be drawn or cut from
magazines and placed in your new exercise
book. You NEED to label these.
30 Mins
3 Understand how
the bedroom set
for ‘The
Breadwinner’ story
should give us an
arranging of props
and set can give an
audience an insight
into the play’s
characters
Task: Choosing one location, (downstairs or
Billy’s bedroom) draw:
1. A birds eye view of your stage (look at
on-line images of stage drawings
design) and label where your props and
set are to go
2. As with the above, but draw an ‘end-
on’ (Seen from the audience’s view)
image of your scene and label this
30 Mins
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Subject Head of Department Head of Department email address
Yr 8 Drama Mr Harris [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long should
this activity take to
be done really well
1 Understand how
the set for a ‘Two
Week’s with the
Queen’ story
should give us an
insight into the
play’s characters
From reading and practically exploring ‘Two
Weeks with the Queen’ in class we have an
improving understanding of the play’s
characters
Task: Create a mood board/ collage of images of
things that might be found in the location of
one of the many scenes: Colin’s front room on
Christmas day (Scene 1)/ Alistair’s bedroom/
Ted’s flat/ Hospital Garden
These images can be drawn or cut from
magazines and placed in your new exercise
books and NEED to be labelled.
30 Mins
2 Understand how
the bedroom set
for ‘The
Breadwinner’ story
should give us an
insight into the
play’s characters
Task: Create a mood board/ collage of images of
things that would be found in a different scene.
These images can be drawn or cut from
magazines and placed in your new exercise
books and NEED to be labelled
30 Mins
3 Understand how
the bedroom set
for ‘The
Breadwinner’ story
should give us an
arranging of props
and set can give an
audience an insight
into the play’s
characters
Task: Choosing one location draw:
1. A birds eye view of your stage (look at
on-line images of stage drawings
design) and label where your props and
set are to go
2. As with the above, but draw an end-on
(Seen from the audience’s view) image
of your scene and label this.
30 Mins
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Subject Head of Department Head of Department email address
Yr 9 GCSE Drama Mr Harris [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long should this
activity take to be
done really well
1 Understand how
the set for a DNA
scene can give us
an insight into,
amongst many
things, the play’s
characters
From reading DNA in class (there are copies of
this online) you have a good understanding of
the play’s characters and their relationships
with one another
Task: Create a mood board/ collage of images of
set and props you would associate with one
place. Where do Leah and Phil always meet?
/What is ‘the street’ like where Jan and Mark
talk/ Where do the large group scenes occur?
These images can be drawn or cut from
magazines and placed in your books and they
NEED to be labelled.
30 Mins
2 Understand how
the set for a DNA
scene can give us
an insight into,
amongst many
things, the play’s
characters
Task: Create a mood board/ collage of images of
set and props found in a second/ different
location.
These images can be drawn or cut from
magazines and placed in your books and they
NEED to be labelled.
30 Mins
3 Understand how
the arranging of
props and set for a
DNA scene should
convey many
meanings to the
watching audience
Task: Choosing one of the previous two
locations draw:
1. A birds eye view of your stage (look at
on-line images of stage drawings
design) and label where your props and
set are to go
2. As with the above, but draw an ‘end-
on’ (Seen from the audience’s view)
image of your scene and label this
30 Mins
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Subject Head of Department Head of Department Email address
D&T D.Mears [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Design drawing,
presentation and
creativity
http://www.julieboyd.co.uk/my-competitions-
events-/product-in-a-tin-compe.html
Initial ideas and concepts – Produce a range of
design ideas for a product that helps the elderly
or someone with a disability. This product must
fit into a small pringles tub. The challenge is a
Product in a Tin.
2hrs
2 How to Develop
ideas and modify
outcomes
Produce a model of your best idea, this could be
made using a number of accessible materials in
the home such as cereal boxes, recycled
packaging, textiles, wood, metal, plastics or
materials lying around.
1 hour
3 How to make a
successful working
prototype
Make the product – Make a finished product
out of materials that can be presented as a
finished prototype. It must fit into the small
pringles tub to be entered into a national
competition.
2-6 hours
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Subject Head of Department Head of Department Email address
English S.Swain [email protected]
1. Thank a community hero. Think of someone in your local area that helps you in some way and write a letter to thank them. If you have their address you could actual send it!
2. Write a story based on your favourite character. (computer games, books, films). 3. Get building. You could build a Lego model, a tower of playing cards or something
else! Then write a story imagining it was the setting for a huge event. 4. Create a secret code. You could use letters, numbers, pictures or something else! Can
you get someone else to try and crack it? 5. Start a nature diary. Look out of the window each day and keep note of what you see.
Birds, flowers, changes in the weather, what else? Try to use powerful vocabulary and figurative language in your descriptions of them.
6. Write a report of your favourite computer game. 7. Design and make a board game. Choose squares to write which direct people to move
forwards or backwards. Be creative with them! Then play the game with your family. 8. Create a story bag. Find a bag and collect items to go in it. Write a short story that
includes all of them. 9. Can you invent something new? Perhaps a gadget or something to help people? Draw
a picture of it and write a sales pitch for it! 10. Write a play script. Can you act it out to other people? 11. Read out loud to someone. Can you read with lots of expression? 12. Write a song or a rap about how you are feeling today. 13. Go out and take photographs of places or street signs. Use them for the basis of a
narrative. Could the street names be characters? 14. Sit in the garden. Write a poem using your five senses. 15. Read. What would you most like to learn about? Can you find out more about it? Can
you find a new hobby? 16. Watch your favourite streamer. Write a list of 10 unusual words or phrases they
use. Write the phrases in a more formal style of English (posh it up!). How and why are these phrases used.
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Week
Learning
aims –
what do
we hope
you will
learn from
this
activity.
Activity details - What is it about and what are you
expected to do for this activity?
How long should this
activity take to be
done really well
1 Use of the
present
tense with
regular
and
irregular
verbs –
emphasise
on writing
and
translation
skills
There are several tasks you need to carry out after having
read the grammatical notes on the present tense:
-Tasks 1 and 2 use the present tense grammar notes to help
you decide on the verb endings
-Task 3 choose the correct endings for this verbs in the
present tense :
Habiter – to live vendre – to sell
Jouer – to play finir – to finish
Trouver – to find attendre – to wait
-Task 4 – verbs in brackets to write in the present tense –
Pay attention to the pronoun being used to choose the
correct endings
-Tasks 5 and 6 – Translations
Look for the infinitive form of each verb in the dictionary if
necessary to send decide on the present tense endings
90 minutes
2 Use of the
past tense
with avoir
with
regular
and
irregular
verbs –
emphasise
on writing
and
translation
skills
Perfect tense with avoir :
- Read notes on the perfect tense and always refer to
them throughout the tasks –
- Complete all tasks following the instructions given
in English
90 minutes
Subject Head of Department Head of Department Email address
French Mrs P Hermida [email protected]
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3 Use of the
near
future –
emphasise
on writing
and
translation
skills
- This tense has been covered in class so refer to
your notes as well as the notes provided on the
booklet.
- Complete all tasks on the worksheet following the
instructions given in English
90 minutes
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Perfect tense with ‘avoir’
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Near future tense
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Subject Head of Department Head of Department Email address
Geography Chris Aldred [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 Understanding of
globalisation/
mapping/ food
miles
Look through your cupboards and make a list of
where your food has come from. You could
then map them to see how global your food is.
1 hour
2 Environmental
awareness.
Create a poem, rap, painting or sculpture to
educate others about plastic pollution issue.
1 -3 hours
3
Weather
understanding.
Adaptations to
environments
Keep a weather diary for one week. Include
comments on temperature, precipitation (rain),
wind speed and direction. You may wish to
compare this to a weather forecast at the start
of the week.
Or
Design a plant to cope with rainforest or desert
conditions and annotate it to explain is
features.
1 hour
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Graphics drawing challenge
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Subject Head of Department Head of Department Email address
History S Munro [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long should this activity
take to be done really well
1 For you to learn
more about your
local area through
talking to your
family members
Family and local History project
This project does not require the internet
(though you can use it if you wish) but to talk to
family members about family and local history.
Anybody who is older than you is a historical
source. This is an excellent opportunity to talk
about where you live and life before you!
You might want to consider: your family tree,
historical events and how they have affected
your family, how the place where you live has
changed over time etc. It could be as simple as
looking at how shops have changed, education
has changed, the city landscape has changed.
You would need to spend a
couple of hours talking to your
family and researching your
topic.
It would then take you 2-3
hours to present this well. This
could include pictures, text,
diagrams or you could even
make a film.
The conversations that you
have are the most important
bit! We’d love to hear about
them when you come back.
2 To develop an
understanding of
why History is
important
To develop your
powers of
persuasion and
writing skills
Letter in defence of history
Imagine that Boris Johnson is about to cut History
from the National Curriculum and it is your job to
save us! You need to write a persuasive letter to
Mr Johnson explaining all the reasons why
History is a vital subject.
You should include examples of what you have
learnt in History (the topics) and why they are
significant.
1 hour to draft, plan and write
the final letter.
We would expect to see at
least a one page spider
diagram of all the reasons why
History is important. This
should be in your exercise
book.
We would then expect to see
a detailed final letter. Make
sure you do a SPaG check at
the end!
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3 To develop your
understanding of
any topic from
years 7 to 9
To produce an
exciting and
engaging activity
(which then may be
used in lessons!)
Create a board game on a topic of your choice!
This is your opportunity to get creative and
create a historical board game. This can be on the
topic of your choosing and can be any style of
board game. You could create a Snakes and
Ladders game, Monopoly, Cluedo etc or you
could make your own one. It is totally up to you!
This should include you making the physical
board game and also the rules.
You would need to spend a
little while planning out your
board game and what you be
teaching other people
You would then need to spend
a couple of hours actually
making the board game.
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Subject Head of Department Head of Department Email address
Maths L.Butler [email protected]
Years 7-9 Sequence Project – Task 1 Part 1 Here are the first three terms in a picture sequence,
a. Copy the terms onto a piece of paper and draw the next 3 terms in the sequence. b. In words describe what happens from one term to the next? Can you describe it using a complex sentence?
Part 2
a. Copy and complete this table
Pattern Number (n)
1 2 3 4 5 6
Number of New Squares
1 2
b. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 3
a. What is the nth term for the number of new squares added in the picture sequence? b. Copy and complete this table
Pattern Number (n)
1 2 3 4 5
Total Number of Squares
1 3
c. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 4
a. What is the nth term for the total number of squares? Page Break
Years 7-9 Sequence Project – Task 2 Part 1 Here are the first three terms in a picture sequence,
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a. Copy the terms onto a piece of paper and draw the next 3 terms in the sequence. b. In words describe what happens from one term to the next? Can you describe it using a complex sentence?
Part 2
a. Copy and complete this table
Pattern Number (n)
1 2 3 4 5 6
Number of New Squares
8 16
b. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 3
a. What is the nth term for the number of new squares added in the picture sequence? b. Copy and complete this table
Pattern Number (n)
1 2 3 4 5
Total Number of Squares
1 9
c. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 4
a. What is the nth term for the total number of squares? Page Break
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Years 7-9 Sequence Project – Task 3 Part 1 Here are the first three terms in a picture sequence,
a. Copy the terms onto a piece of paper and draw the next 3 terms in the sequence. b. In words describe what happens from one term to the next? Can you describe it using a complex sentence?
Part 2
a. Copy and complete this table
Pattern Number (n)
1 2 3 4 5 6
Number of New Squares
4 8
b. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 3
a. What is the nth term for the number of new squares added in the picture sequence? b. Copy and complete this table
Pattern Number (n)
1 2 3 4 5
Total Number of Squares
5 13
c. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?
Part 4
a. What is the nth term for the total number of squares?
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Years 7-9 Sequence Project – Task 4 Can you create your own picture sequence ad find the nth terms?
Years 7-9 Emma’s Dilemma
Emma and Lucy are playing with arrangements of the letters of their names.
One arrangement of Lucy is
L U C Y
A different arrangement is
Y L C U
Part 1
Investigate the number of different arrangements of the letters of Lucy’s name.
Can you obtain at least 6 different arrangements for LUCY? How many different combinations
can you find for LUCY? Is there a system you could use to ensure you have found all of them?
Part 2
Investigate the number of different arrangements of the letters of Emma’s name. What could
you do to ensure you have found all of them? Why is this a different amount of arrangements
compared to LUCY?
Part 3
Investigate the number of different arrangements of various groups of letters.
Can you find the correct number of arrangements for words with 1,2 ,3 and 4 letters? Can you
do the same if letters are repeated? (eg EMMA, ABBA etc)
Part 4
Can you find the correct numbers of arrangements for words with n letters?
Can you create a rule so that no matter how many letters are in the name you can calculate how
many different arrangements there are?
Can you do the same when letters are repeated?
Part 5
Research what Factorial, Pascals Triangle and nCr.
Ca you use this to create a rule that will tell you how many arrangements any name will have?
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Years 7-9 – Drawing Algebraic Graphs Project
Part 1– Coordinates and Function Machines
Task 1
C A N Y O U M _ _ _
(1,1) (5,2) (3,6) (0,8) (3,1) (4,7) (6,4) (5,2) (3,3) (3,8)
_ _ _ _ _ _ _
(0,8) (3,1) (4,7) (1,6) (3,1) (8,0) (3,6)
_ _ _ _ _ _ _ _ _
(6,4) (3,8) (4,5) (4,5) (5,2) (7,6) (3,8) (7,2) (3,1)
_ _ _ _ _ _ ?
(8,1) (3,8) (1,1) (3,1) (8,1) (3,8)
Task 2
Complete the Function Machines
Part a
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Part b
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Part c
Part d
Can you make your own?
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Part 2– Drawing Linear Graphs
Task 1
For each question draw a co-ordinate grid that goes from -5 to 5 along the x
axis and the y axis.
1 a) Plot these points:
A( 3, -3 ) B( -1, 1 ) C( -5, -3 )
b) Join the points to form the triangle ABC. What is the name of this triangle?
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2 a) Plot these points:
A( 1, -3 ) B( 2, 4 ) C( -3, 2 ) D( -4, -5 )
b) Join the points to form the shape ABCD. What is the shape called?
3 a) Plot these points:
A( 2, 5) B( 5, 2 ) C( 2, -1 )
b) Mark the point D on the graph so that ABCD is a square and write down the
co-ordinates of D.
4 Plot and label the points A( 5, 3 ), B( 3, -1 ) and D( -1, 3 ). Mark the point C so
that ABCD is a parallelogram. Write down the co-ordinates of C.
5 Come up with your own shape on a co-ordinate grid writing down what the co-
ordinates of all the corners are and what shape you have made.
Task 2
Part a
Copy and complete the table of values for the following equations.
1. y = 2x
x 1 2 3 4 5
y
2. y = 2x + 4
x 1 2 3 4 5
y
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3. y = 2x - 2
x 1 2 3 4 5
y
Part b
Using your table of values can you draw the three linear graphs? Draw all three
on one co-ordinate grid.
What do you notice about these three graphs? Write a statement about it.
Task 3
Part a
Copy and complete the table of values for the following equations.
1. y = x + 3
x 1 2 3 4 5
y
2. y = 2x + 3
x 1 2 3 4 5
y
3. y = 3x + 3
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x 1 2 3 4 5
y
Part b
Using your table of values can you draw the three linear graphs? Draw all three
on one co-ordinate grid.
What do you notice about these three graphs? Write a statement about it.
Part 3– Understanding y = mx + c
Task 1
Part a
Copy and complete the table of values for the following equations.
1. y = 3x
x -3 -2 -1 0 1 2 3
y
2. y = 3x + 4
x -3 -2 -1 0 1 2 3
y
3. y = 3x – 2
x -3 -2 -1 0 1 2 3
y
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Part b
Using your table of values can you draw the three linear graphs? Draw all three
on one co-ordinate grid.
Task 2
Part a
Copy and complete the table of values for the following equations.
1. y = -x - 3
x -3 -2 -1 0 1 2 3
y
2. y = 2x - 3
x -3 -2 -1 0 1 2 3
y
3. y = -3x – 3
x -3 -2 -1 0 1 2 3
y
Part b
Using your table of values can you draw the three linear graphs? Draw all three
on one co-ordinate grid.
Task 3 - You will need to write something for this part.
In your own words can you describe what the word gradient means?
How do you calculate the gradient from a straight line?
In your own words can you describe what the word intercept means?
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How can you say what the intercept is form looking at a graph?
HINT: How could you use what was in Task 1 and 2 to help you answer these
questions.
Part b
Every Linear Graph takes the from y = mx + c. What does the m represent?
What does the c represent? Could you draw a graph without a table of values
just from looking at the equation? Can you write a statement about this?
Part c
What are the intercepts and gradients of these lines?
y = 2x +6 y = 5x - 2
y = 6 - 2x y = ½ + 8
x + y = 4 3x + 2y =8
A line has a gradient of 2 and an intercept of 5. What is its equation?
A line has a gradient of 2 and an intercept of -3. What is its equation?
Part 4- Finding the gradient and y-intercepts from a graph
What are the equations of these lines?
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Part 5– Other Graphs and Solving Simultaneous Equations
Task 1
Part a
Copy and complete the table of values for the following equations.
1. y = x2
x -4 -3 -2 -1 0 1 2 3 4
y
2. y = x3
x -4 -3 -2 -1 0 1 2 3 4
y
3. y = 1/x
x -4 -3 -2 -1 1 2 3 4
y
Why is there no value when x is zero for y = 1/x?
Part b
Using your table of values can you draw the three different types of graphs?
Draw all three on seperate co-ordinate grids.
Task 2
1. What does Perpendicular mean? Write a definition in your own words.
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2. Without a table of values draw the graph of y = 2x + 5, for x between -5
and 5.
3. Draw a Line Perpendicular to this line.
4. What is the equation of this line. Give your answer in the form y = mx + c.
5. Repeat parts 3 and 4 with a different line.
Task 3
Can you find values of x and y that satisfy both these equations.
Part a
y = 2x + 4 y = -x + 10
Part b
y = x2 + 2 y = x + 4
Part c
y = x2 – 3 y = 2/x
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EXTENSION – RESEARCH TASK
Equations of Circles and Trigonometric Graphs
Task 1
Plot the following graphs
x2 + y2 = 25 x2 + y2 = 16 x2 + y2 = 9
Task 2
Part a
Plot the graph of y = sin x, for the values of x between 0o and 360o
What is the maximum and minimum value for y?
Where does the graph cross the x axis?
What is the period for the graph?
Part b
Plot the graph of y = cos x, for the values of x between 0o and 360o
What is the maximum and minimum value for y?
Where does the graph cross the x axis?
What is the period for the graph?
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Subject Head of Department Head of Department Email address
Music Vicky Moroziuk [email protected]
Week
Learning aims –
what do we hope
you will learn from
this activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 To improve
listening skills by
focusing on key
elements of music
Using the acronym MAD TSHIRT (melody,
articulation, dynamics, tempo, structure,
instrumentation, rhythm and texture) listen to a
piece of music. This can be done through the
radio, a recording, the TV or by streaming.
You should comment on each of the headings
and describe what you can hear. Write down
the music that you chose and the artist and why
you chose that piece.
30 minutes
2 To help retain the
key elements of
music and their
meanings.
To design a simple and catchy poster for the
acronym MADTSHIRT. This should be eye
catching and explain what each keyword
means.
30-60 minutes
3 To improve
listening skills by
focusing on the key
elements of music,
To help retain the
key elements pf
music and their
meanings.
You will choose a new piece of music. Using the
acronym MAD TSHIRT you should attempt to
write a paragraph describing the music that you
hear. You should attempt to write your
paragraph chronologically. Only listen to the
first minute of music.
30-45 minutes
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Photography Challenge
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Subject Head of Department Head of Department Email address
PE Mr P Lockwood [email protected]
Week
Learning aims – what
do we hope you will
learn from this
activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 To successfully
compose and
complete a home
workout to the best
of your ability
(MyPB= motivation)
Using the “keeping active at home guide”
complete the below activities according to your
banding target grade:
Exceeding: Choose 6+ exercises to complete to
the best of your ability, considering a sensible
order to avoid muscle fatigue.
Secure: Choose 5 exercises and complete to the
best of your ability.
Developing: Choose 4 exercises and complete
to the best of your ability.
30 minutes
2 To complete and
evaluate a week
food diary
(MyPB= self-
management)
Using the “keeping active at home guide”
complete the below activities according to your
banding target grade:
Exceeding: Complete an honest week food diary
and explain one positive and one improvement.
Secure: Complete an honest week food diary
and suggest one positive and one
improvement.
Developing: Complete an honest week food
diary and explain one thing you could improve.
30 minutes
(split over the
week).
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3 To create an
appropriate physical
activity for your PE
class
(MyPB= innovation)
Using your exercise book, create an appropriate
physical activity that could be used for your
class and age group.
Exceeding: Create an activity and explain the
equipment/ set-up and how the activity could
be made easier/ harder.
Secure: Create an activity and describe the
equipment/ set-up and what they should learn.
Developing: Create an activity and describe the
equipment/ set-up required.
30 minutes
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Keeping Active at Home Guide
Year 7 – Year 9
(see separate booklet)
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Subject Head of Department Head of Department Email address
PRE A. Elton [email protected]
Week
Learning
aims –
what do we
hope you
will learn
from this
activity.
Activity details - What is it about and what are you expected to
do for this activity?
How long
should
this
activity
take to be
done
really well
1 To
understand
the
different
Bible
stories and
practice
creative,
explanatory
writing.
This is a creative writing piece of work. You need to pretend that
you were present at one of the following events in the life of
Jesus. You can choose to be one of the characters mentioned in
the story or you could make up a character. The aim is to
highlight the significance of the life of Jesus
Jesus Calms the Storm - Mark 4:35-41
Jesus turns water into wine John 2:1-12
The raising of Lazarus John 11:1-44
Jesus rises from the dead
Some basic advice
1. Read the story
2. Plan your character
3. Think about the senses i.e. what will you see, smell,
touch, hear, taste (you are writing as though you were
present at the events)
4. Plan a flow diagram of main points you want to mention
in the story (in the order you want to talk about them)
5. Re read the story
6. Start writing
7. Re read the story and check that you have included all of
the main points.
1 hour
minimum
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Mark 4:35-41 Jesus Calms the Storm
35 That day when evening came, he said to his disciples, “Let us
go over to the other side.” 36 Leaving the crowd behind, they
took him along, just as he was, in the boat. There were also
other boats with him. 37 A furious squall came up, and the waves
broke over the boat, so that it was nearly swamped. 38 Jesus was
in the stern, sleeping on a cushion. The disciples woke him and
said to him, “Teacher, don’t you care if we drown?” 39 He got up,
rebuked the wind and said to the waves, “Quiet! Be still!” Then
the wind died down and it was completely calm. 40 He said to his
disciples, “Why are you so afraid? Do you still have no faith?” 41 They were terrified and asked each other, “Who is this? Even
the wind and the waves obey him!”
Jesus turns water into wine John 2:1-12
On the third day a wedding took place at Cana in Galilee. Jesus’
mother was there, 2 and Jesus and his disciples had also been
invited to the wedding.3 When the wine was gone, Jesus’ mother
said to him, “They have no more wine.”
4 “Woman,[a] why do you involve me?” Jesus replied. “My
hour has not yet come.”
5 His mother said to the servants, “Do whatever he tells you.”
6 Nearby stood six stone water jars, the kind used by the Jews for
ceremonial washing, each holding from twenty to thirty
gallons.[b]
7 Jesus said to the servants, “Fill the jars with water”; so they
filled them to the brim.
8 Then he told them, “Now draw some out and take it to the
master of the banquet.”
They did so, 9 and the master of the banquet tasted the water
that had been turned into wine. He did not realize where it had
come from, though the servants who had drawn the water
knew. Then he called the bridegroom aside10 and said, “Everyone
brings out the choice wine first and then the cheaper wine after
the guests have had too much to drink; but you have saved the
best till now.”
11 What Jesus did here in Cana of Galilee was the first of the
signs through which he revealed his glory; and his disciples
believed in him.
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12 After this he went down to Capernaum with his mother and
brothers and his disciples. There they stayed for a few days.
The raising of Lazarus John 11:1-44
Now a man named Lazarus was sick. He was from Bethany, the
village of Mary and her sister Martha. 2 (This Mary, whose
brother Lazarus now lay sick, was the same one who poured
perfume on the Lord and wiped his feet with her hair.) 3 So the
sisters sent word to Jesus, “Lord, the one you love is sick.”
4 When he heard this, Jesus said, “This sickness will not end in
death. No, it is for God’s glory so that God’s Son may be glorified
through it.” 5 Now Jesus loved Martha and her sister and
Lazarus. 6 So when he heard that Lazarus was sick, he stayed
where he was two more days, 7 and then he said to his
disciples, “Let us go back to Judea.”
8 “But Rabbi,” they said, “a short while ago the Jews there tried
to stone you, and yet you are going back?”
9 Jesus answered, “Are there not twelve hours of daylight?
Anyone who walks in the daytime will not stumble, for they see
by this world’s light. 10 It is when a person walks at night that
they stumble, for they have no light.”
11 After he had said this, he went on to tell them, “Our
friend Lazarus has fallen asleep; but I am going there to wake
him up.”
12 His disciples replied, “Lord, if he sleeps, he will get
better.” 13 Jesus had been speaking of his death, but his disciples
thought he meant natural sleep.
14 So then he told them plainly, “Lazarus is dead, 15 and for your
sake I am glad I was not there, so that you may believe. But let
us go to him.”
16 Then Thomas (also known as Didymus[a]) said to the rest of the
disciples, “Let us also go, that we may die with him.”
17 On his arrival, Jesus found that Lazarus had already been in the
tomb for four days. 18 Now Bethany was less than two
miles[b] from Jerusalem, 19 and many Jews had come to Martha
and Mary to comfort them in the loss of their brother. 20 When
Martha heard that Jesus was coming, she went out to meet him,
but Mary stayed at home.
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21 “Lord,” Martha said to Jesus, “if you had been here, my
brother would not have died. 22 But I know that even now God
will give you whatever you ask.”
23 Jesus said to her, “Your brother will rise again.”
24 Martha answered, “I know he will rise again in the
resurrection at the last day.”
25 Jesus said to her, “I am the resurrection and the life. The one
who believes in me will live, even though they die; 26 and
whoever lives by believing in me will never die. Do you believe
this?”
27 “Yes, Lord,” she replied, “I believe that you are the
Messiah, the Son of God, who is to come into the world.”
28 After she had said this, she went back and called her sister
Mary aside. “The Teacher is here,” she said, “and is asking for
you.” 29 When Mary heard this, she got up quickly and went to
him. 30 Now Jesus had not yet entered the village, but was still at
the place where Martha had met him. 31 When the Jews who had
been with Mary in the house, comforting her, noticed how
quickly she got up and went out, they followed her, supposing
she was going to the tomb to mourn there.
32 When Mary reached the place where Jesus was and saw him,
she fell at his feet and said, “Lord, if you had been here, my
brother would not have died.”
33 When Jesus saw her weeping, and the Jews who had come
along with her also weeping, he was deeply moved in spirit and
troubled. 34 “Where have you laid him?” he asked.
“Come and see, Lord,” they replied.
35 Jesus wept.
36 Then the Jews said, “See how he loved him!”
37 But some of them said, “Could not he who opened the eyes of
the blind man have kept this man from dying?”
38 Jesus, once more deeply moved, came to the tomb. It was a
cave with a stone laid across the entrance. 39 “Take away the
stone,” he said.
“But, Lord,” said Martha, the sister of the dead man, “by this
time there is a bad odour, for he has been there four days.”
40 Then Jesus said, “Did I not tell you that if you believe, you will
see the glory of God?”
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41 So they took away the stone. Then Jesus looked up and
said, “Father, I thank you that you have heard me. 42 I knew that
you always hear me, but I said this for the benefit of the people
standing here, that they may believe that you sent me.”
43 When he had said this, Jesus called in a loud voice, “Lazarus,
come out!” 44 The dead man came out, his hands and feet
wrapped with strips of linen, and a cloth around his face.
Jesus said to them, “Take off the grave clothes and let him go.”
Jesus rises from the dead
Very early on the first day of the week, just after sunrise, they
were on their way to the tomb 3 and they asked each other,
“Who will roll the stone away from the entrance of the tomb?”
4 But when they looked up, they saw that the stone, which was
very large, had been rolled away. 5 As they entered the tomb,
they saw a young man dressed in a white robe sitting on the
right side, and they were alarmed.
6 “Don’t be alarmed,” he said. “You are looking for Jesus the
Nazarene, who was crucified. He has risen! He is not here. See
the place where they laid him. 7 But go, tell his disciples and
Peter, ‘He is going ahead of you into Galilee. There you will see
him, just as he told you.’”
8 Trembling and bewildered, the women went out and fled from
the tomb. They said nothing to anyone, because they were
afraid.[a]
9 When Jesus rose early on the first day of the week, he
appeared first to Mary Magdalene, out of whom he had driven
seven demons. 10 She went and told those who had been with
him and who were mourning and weeping. 11 When they heard
that Jesus was alive and that she had seen him, they did not
believe it.
12 Afterward Jesus appeared in a different form to two of them
while they were walking in the country. 13 These returned and
reported it to the rest; but they did not believe them either.
14 Later Jesus appeared to the Eleven as they were eating; he
rebuked them for their lack of faith and their stubborn refusal to
believe those who had seen him after he had risen.
15 He said to them, “Go into all the world and preach the gospel
to all creation. 16 Whoever believes and is baptized will be saved,
but whoever does not believe will be condemned. 17 And these
signs will accompany those who believe: In my name they will
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drive out demons; they will speak in new tongues; 18 they will
pick up snakes with their hands; and when they drink deadly
poison, it will not hurt them at all; they will place their hands-
on sick people, and they will get well.”
2 To
understand
how
religion and
belief are
shown in
film.
Faith and film
Split in to 3 sections: explanation, analysis and evaluation
PART 1 – An introduction to film
1. What is your favourite film?
2. Why?
3. Why do we watch films?
4. What is their purpose?
PART 2 – Analysis of a film
Pick any film that is rated 12 A or lower. You should consider the
religious themes contained within it e.g. sacrifice – when one
character gives up something for another
e.g. forgiveness – when a character does something wrong and
wants to put it right
e.g. religious ceremonies like baptism marriage or funerals
e.g. afterlife – what happens after a person dies
e.g. faith/belief – putting your trust in something or someone
e.g. sin/disobedience – doing something wrong or harmful
e.g. confession – admitting to doing things wrong
(AN EXAMPLE HAS BEEN DONE FOR YOU, ON THE NEXT PAGE,
WITH THE LION KING).
1. Main characters
2. Overview of the story
3. Religious themes found in the story
1.5 hours
minimum
plus film
watching
time
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PART 3 – Essay - Films are the best way to teach people about
Christianity
Using your own ideas and points from the table below you
should try to answer the question by:
1. Write a paragraph showing that using films would be a
good way of teaching people about religion. (Remember
to make a point, explain it, support it with an example
and then say what you think about the argument.)
2. Write a paragraph showing that using films would not be
a good way of teaching people about religion.
(Remember to make a point, explain it, support it with
an example and then say what you think about the
argument.)
3. What might be a better way of teaching people about
Christianity? Explain your ideas
Some storylines in films may be exaggerated to make them ‘more appealing’ to the general viewer e.g. characters and details are added that weren’t in the original. This means the truth gets lost.
Artistic license means that people who know little, or nothing, about Jesus may see one particular representation of him and live with a false idea of what he is like (e.g. Jesus in South Park)
People who know little, or nothing, about Christianity may see a religious film, not understand it and be put-off.
People from other religions, or none, are able to learn about Christianity. This is important in a multicultural world.
Films offers an easy way to make fun of religion (e.g. the Borat movie, The Life of Brian,)
Films often get the whole family talking and so can open up discussions about religion.
May encourage people who feel intimidated by religion to see that it is ‘normal’ and they may begin going to Church.
People may base their opinion of religion on what others say about the film and not even bother to watch it themselves.
Can help those who cannot get to Church to engage with their faith.
Films can bring to life religious stories, which some children and adults may otherwise find ‘boring’.
Makes the religion seem more relevant and interesting.
Films can reach a far bigger audience than individual churches can. More people get to know about the religion.
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3 To revise
topics
already
covered.
Students can choose any topic they have studied so far and
create a piece of work to show their knowledge of it. Use the
following steps to ensure it is completed fully:
1. Choose how you will format your project, this could be a
poster, leaflet, speech, letter etc.
2. Include all relevant information from each lesson of the
topic and anything extra you already know.
3. Include religious ideas, and explain how they link to the
topic you have chosen. Can you include specific
teachings, quotes etc?
4. Include pictures/illustrations where appropriate to make
your piece of work stand out. Include colour to show the
important parts of your piece of work.
5. Explain why it is important we have studied that topic?
What impact does it have on society? Why do you think
we have made you study it?
6. Make a list of top tips for learning this topic, what is
important for students to do and to know during this
topic?
7. Add any extras you could think of. For example a quiz.
1 hour
minimum.
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Subject Head of Department Head of Department Email address
Spanish P Hermida Vidal [email protected]
Week
Learning
aims –
what do
we hope
you will
learn from
this
activity.
Activity details - What is it about
and what are you expected to do
for this activity?
How long should this activity take to be done
really well
1 To
improve
accuracy
of
grammar
using the
present
tense
1. Read the information
explaining how the
present tense works
(make notes if necessary)
Spanish pronouns
(yo = I / tú = you / él/ella =
he/she / nosostros = we /
vosotros = you (pl) / ellos/ellas =
they)
2. using the information
from the explanation
circle the correct verb
and then translate it (if
you don’t know what the
words mean look up the
infinitive and then apply)
3. translate the sentences
from English into Spanish
(use your knowledge
organisers to help you
with key words, you may
use Spanish dictionaries
to look up anything
you’re not sure of)
4. translate from English
into Spanish – all action
words you must look up
the infinitive and apply
the rule for who is doing
the action.
1 hour approx
2 To
improve
1. Read the explanation on
how the preterite tense
1 hour approx
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accuracy
of
grammar
using the
preterit
tense
(past
tense)
works and make notes on
the table and the correct
endings.
2. From the group of verbs
put the conjugated verbs
in the correct column
using the explanation to
help you.
3. Change the inifinitives
into the correct form of
the past tense using the
grid to help you
4. Translate the sentences
from English into Spanish
(use knowledge
organisers to help you
with key vocab – you
may use
www.wordreference.com
to look up any words you
don’t know)
5. Translate the passage
into Spanish using the
preterite tense to change
key action words (verbs)
and look up any words
you are unsure of.
3 To
improve
accuracy
of
grammar
using the
near
future
tense.
1. Read the explanation and
examples from the table
below.
2. Select the correct verbs
for each sentence
3. Form the near future for
each sentence and
translate each sentence
(on a separate piece of
paper if necessary)
4. Translate the sentences
from English into Spanish
5. Translate the paragraph
into Spanish
1 hr approx
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Spanish tenses
The Present tense
Instructions:
1. Read the explanation and example from the table below.
2. Identify the correct form needed and translate it into English.
3. Translation into Spanish
4. Translation into English
Depending on your year group you will be expected to produce
more or less. Year 9, you will be expected to have completed all
tasks.
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The Preterit tense
Instructions:
1. Read the explanation and example from the table below.
2. Put the right conjugation in the right column.
3. Form the preterit and translate
4. Translation into Spanish
5. Translation into Spanish
Depending on your year group you will be expected to produce
more or less. Year 9, you will be expected to have completed all
tasks.
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The Near Future tenses
Instructions:
1. Read the explanation and example from the table below.
2. Put the right conjugation in the right column.
3. Form the preterit and translate
4. Translation into Spanish
5. Translation into Spanish
Depending on your year group you will be expected to produce
more or less. Year 9, you will be expected to have completed all
tasks.
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Subject Head of Department Head of Department Email address
Science Mrs Emmott [email protected]
Week
Learning aims – what do we
hope you will learn from this
activity.
Activity details - What is it about and what are
you expected to do for this activity?
How long
should this
activity take to
be done really
well
1 To design an eye-catching
poster for British Science
week based on the theme:
OUR DIVERSE PLANET!
Think of what you want to
investigate! Ideas:
- Biodiversity – research the
different organisms that live
together in specific places on
our planet e.g. in the ocean.
- The diversity of science and
STEM subjects. Have a think
about all the diverse ways
that science affects our lives
- Research how the universe
is different e.g. the diversity
of planets in our solar
system.
Research your topic! Here are some questions to
get you thinking:
- What is biodiversity?
- How does the biodiversity in the ocean compare
to the biodiversity in your garden?
- Is there science in baking and cooking? What
about making films or taking pictures? Or how
about operating planes and cars?
- Have you seen any scientific films? Is the science
in them correct?
- How are the molecules that make up
things in our everyday lives different?
- How are different towns and cities
designed and built?
- Is there variation in the way people look?
Why?
- Could you collect data on people’s tastes
and interests and display the data in a
graph? Can you use this to describe the
differences in people’s hobbies?
3 hours
2 Understanding the spread of
pathogens and how to
prevent transmission
Produce an information leaflet suitable for
schools to hand out to students and parents on
‘how to prevent the spread of the Covid 19
pathogen during the Corona Virus pandemic’
You must include modes of transmission (how is
the virus is spread or passed on)
How to minimise the spread of the virus.
3 hours
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Order your actions in order of priority and justify
your choice of actions
3 Promote literacy and
persuasive writing
Literacy project
Main: Choose 1 option from each column – you do not
have to follow one row, you can mix and match! For
example: Role = Fitness instructor Audience =
Someone who doesn’t eat vegetables Format =
Storyboard Topic = How can I help you?
Role Audience Format Topic
Fitness
instructor Parent Poster How can I
help you?
Dietician A 10 year
old girl
Storyboard Why should
you listen
to me?
Small
intestine Someone
who
doesn’t eat
vegetables
letter Why I am
so
important?
3 hours
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Subject Head of Department Head of Department Email address
Sociology R. Rana [email protected]
Week
Learning aims – what do we hope
you will learn from this activity.
Activity details - What is it about and what are you expected to do for this activity?
How long should this
activity take to be done really
well
1 To revise over key content for the Family topic in Sociology
Use the ‘Yippee’ booklet you have been given
by Miss Armitage to create revision resources
on Family Diversity (see page 2 of your booklet).
Make sure that you cover all of the bullet
points.
2 hours
2 To revise over key content for the Family topic in Sociology
Use the ‘Yippee’ booklet you have been given
by Miss Armitage to create revision resources
on Functionalism (see page 3 of your booklet).
Make sure that you cover all of the bullet
points.
2 hours
3 To revise over key content for the Family topic in Sociology
Use the ‘Yippee’ booklet you have been given
by Miss Armitage to create revision resources
on Marxism (see page 4 of your booklet). Make
sure that you cover all of the bullet points.
1/2 hours
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Subject Head of Department Head of Department Email address
CACHE Child Development
R. Rana [email protected]
Week
Learning aims – what do we hope
you will learn from this activity.
Activity details - What is it about and what are you expected to do for this activity?
How long should this
activity take to be done really
well
1 To create your own ‘egg baby’
You have been given an ‘Egg project’ booklet. You need to create your own ’Egg Baby’ out of polystyrene eggs or a real egg (boil it first!). Decorate it and make it your own.
2 hours
2 To complete a timetable of activities for your ‘egg baby’
Start to complete your ‘Egg Project’ work booklet by answering the initial questions about your ‘baby’ and creating a timetable of activities that you will participate in with your ‘egg baby’
2 hours
3 To document the activities you have done with your ‘egg baby’
Take some photos and provide an explanation of the different activities you have done with your ‘egg bay’ and write about how they went, what they may have learnt and why you chose those specific activities. Complete the questions in your book.
2 hours
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Subject Head of Department Head of Department Email address
Psychology R. Rana [email protected]
Week
Learning aims – what do we hope
you will learn from this activity.
Activity details - What is it about and what are you expected to do for this activity?
How long should this
activity take to be done really
well
1 To revise over key studies we have looked at in the Memory topic
Revise the following key studies in Psychology and create an A4 information sheet on each one. Include details on the aims, method, findings and conclusions of EACH study:
Murdock’s serial position curve study
Bartlett’s War of the Ghosts study *Use your textbook photocopies to help you
2 hours
2 To revise over key theories we have looked at in the Memory topic
Revise the following key theory in Psychology and create an A4 information sheet. Include details on the key terms you would need to mention if you were asked to describe this theory:
The Theory of Reconstructive Memory *Use your textbook photocopies to help you
2 hours
3 To revise the different ethical issues in Psychology
Create a mindmap/revision resource/flashcards/poster on the following ethical issues in Psychology:
Deception
Right to withdraw
Protection of participants
Informed consent
Debriefing
Confidentiality Explain how psychologists ensure they follow each of the guidelines above.
1/2 hours