The Bulwell Academy · 2020-06-29 · Bulwell Academy- Home Learning From Monday 29 thJune- 24 July...

The Bulwell Academy

Subject Challenge BookletYear 8

Bulwell Academy- Home LearningFrom Monday 29th June- 24th July

Subject: Home Challenge and Well-BeingWeekly Timetable:

For the remaining weeks the home challenge

page has had a make-over!

Your home challenges this time focus on four

key areas – we want you to complete these but

more importantly we want you to share with us

when you have done them!

Take pictures, sketch drawings, write a reflection

and email it to your tutors – they are missing

seeing your faces and hearing from you, or

upload onto teams or send it in a message to

YM!

There will be rewards for the following

categories:

1) Most home challenges complete

2) Best attempts

3) Funniest

4) Imaginative


Subject: ArtWeekly Timetable:

Week 1

Monday 29th June- Friday

3rd July

Task/ project for completion - ARTIST RESEARCH PAGE

Research and create a fact sheet about the artist Yayoi KusamaUse the internet and information sheet provided to help you seek out the information.

• Who is she? What materials does she use? What inspires her artwork? What style of artwork

• does she produce?

• Use your own words when writing about the artist, do not copy and paste from the internet.

• Include pictures of her work.

Your research page should cover 2 pages of A4; this can be done on the computer or on paper.

Week 2

Monday 6th July-

Friday 10h July

Task/ project for completion - MATERIAL TESTING

Material testing is a great way to explore lots of ideas and trial different materials too. From your research you should have found that uses

sculpture, paint and pattern.

Use the worksheets to help with this.

• Have a go at creating your own experiments Paper Mache sculpture, paint and pattern.

Week 3/4

Monday 13th July-

Friday 24th July

Task/ project for completion - FINAL OUTCOME

You should now produce your own piece of art work that is strongly influenced by the Artist. It should not be a copy of something the Artist has

already produced but something of your own. This could be a combination of sculpture (Paper Mache/plasticine/clay) pattern and paint similar to

the artist; Yayoi Kusama

Yayoi KusamaWEEK ONE- ARTIST RESEARCH PAGE

You need to research about the artist; these facts should be relevant (I do not need to know how many brothers/sisters they have).

What materials do they use? What inspires their artwork? Who are they? What style is their artwork? Use your own words when writing about the artist, do not copy and

paste from the internet.

Your research page should include the following spread over 2 pages of A4 (not a word document);

•A bold title (The artist name)

•Information about the artist

•Imagery of the artists’ work (If you cannot print out, draw some of the artwork instead)

•An artist copy (One drawing of a piece artwork- try and use the same style as the artist- this should not be a quick sketch, it should be accurate to the artist’s work.)

•Your opinion of the artwork (likes/dislikes- why?)

Consider the composition of your research page (the layout), the use of colour, the style. It should represent the same style the artist works in. Below are some examples

of layouts. We look forward to seeing your results.

WEEK TWO- OBSERVATIONAL DRAWINGS

An observational drawing means to draw accurately by observing an image or object -not from your imagination. You need to produce two observational drawings in pencil. Choose a minimum of 2 images/objects to draw from;•Break the object down into basic shapes•Press on lightly with pencil so you can easily erase any mistakes•You can try the grid method to draw accurately https://www.youtube.com/watch?v=088v4hXE4xs

The image/photograph that you work from is your choice, e.g. A family member/ a friend, a household object e.g. your favourite mug etc.These drawings must be A4 size. The more you produce the better, as this will help towards your final outcome. Keep practicing and don’t give up!!

We look forward to seeing your results.

Extra challenge- Can you add tone to your drawing for a 3 dimensional approach?

https://www.youtube.com/watch?v=088v4hXE4xs

WEEK THREE/FOUR- MATERIAL TESTING/FINAL OUTCOME

Material testing is a great way to explore lots of ideas and trial different materials. From your research you should have found that Kusama works with lots of colour, polka dots, and sculptures. Over the next two weeks, this is a great opportunity to choose between creating a sculpture or a painting in her style . Paper Mache sculpture;•Mix one part flour with one part of water (eg, 1 cup flour and 1 cup water, or 1/2 cup flour and 1/2 cup water) until you get a thick glue-like consistency. Add a bit more water if it's too thick. Mix well with a spoon to get rid of all the lumps•Use newspaper and your paste to apply around a structure (maybe a balloon or rolled up newspaper) https://www.youtube.com/watch?v=MPSlrKZwvYI

Once your sculpture is dry you can paint over the top in the artists style (remember she uses polka dots)

Painting;•Trace over your drawings from week 2•Draw your own polka dots into your drawings or trace around circular shapes •Paint using colours of your choiceWe are fully aware that you may not have access to a variety of materials within your household, but we would like you to be as imaginative as

you can.

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


Subject: GeographyWeekly Timetable:

Week 1

Monday 29th June-

Friday 3rd July

Task/ project for completionConflict

1. Make a list of different types of conflicts e.g arguing over the TV remote or wars between countries.

2. Use your phone/internet/laptop to research what is happening in Syria. Write a summary of what is happening, focus on the why the war

began, the impacts on the people and what this means in the future?

EXTENSON – Some people are having to leave Syria and seek refuge (a home) in different countries, sometimes they are not allowed into

countries is this fair?

Week 2

Monday 6th July-

Friday 10th July

Task/ project for completionDevelopment

1. Make a list of things in Bulwell that wouldn’t have been there 50 years ago.

2. Choose one thing from your list, explain (give reasons) why this is in Bulwell now, what has changed to allow us to have this now in 2020?

3. Which is the most and least important change? Give a reason for each choice

EXTENSION – If you was the Mayor of Bulwell what one thing would you change? Give two reasons why this would help Bulwell

Week 3

Monday 13th July-

Friday 17th July

Task/ project for completionSustainability

1. What are we running out of around the world? Name at least 10.

2. The world has used up lots of coal for electricity, we are going to run out. Should we carry on as normal or stop so that our children still have

some coal left? Give a reason for your choice

3. Some countries are using environmentally friendly ways of getting electricity like solar panels. Give a positive and a negative about just using

solar panels for electricity.

EXTENSION – If you could stop humans doing one thing to planet what would it be and why?

Week 4

Monday 20th-

Friday 24th July

Task/ project for completionNatural hazards

1. Research an earthquake. Write down three facts about it.

2. Research a volcano. Write down three facts about it.

3. Which of your earthquake or volcano did the most damage to the people, the economy (money) and the environment.

Bulwell Academy- Home Learning: Subject - HistoryFrom Monday 29th June- 24th July

Week 1: Monday 29th June-

Friday 3rd July

Key words:

Transatlantic Slave Trade =

the forced movement of 12-

15 million Africans across

the Atlantic to the Americas

and West Indies to work as

slaves, mainly growing

sugar, cotton & tobacco.

Infer = to deduce or

conclude something from a

piece of evidence.

Task/ project for completion: What part did Britain play in the Transatlantic Slave Trade?

Learning Objectives:

• Understand the importance of the transatlantic slave trade in Britain’s growing wealth and power in the 17th – 19th centuries.

• Consider how historians can use different types of source as evidence when studying the transatlantic slave trade.

Read the text and study the source, then complete the learning tasks.

By the end of the 18th century, Britain dominated global trade. This brought Britain great wealth and power, making some people very

rich and transforming many British towns and cities. It was Britain’s ports that changed the most, particularly Liverpool, Bristol and

London. There were hundreds of slave owners and merchants involved in the slave trade in Liverpool. It was not just these people

who benefitted. The money they made was invested into Britain – in banking, industry, global trade, transport and the growth of

towns and cities. The transatlantic slave trade helped to make Britain, by the late 18th century, the richest nation on earth, and some

people argue is one of the reasons Britain is still a relatively wealthy nation today.

The four men in the table below all contributed to the development of Liverpool, but they also have something else in common. They

were all involved in the transatlantic slave trade, which made them very rich but destroyed the lives of millions.

Source A: Liverpool in 1771 Sir Thomas Johnson (1664-1728)• Known as the ‘founder of

modern Liverpool’.• Imported sugar and tobacco• Established salt mines in

Cheshire• Built Liverpool’s main docks,

leading to it’s growth as a port.

Bryan Blundell (1675 – 1756)• One of Liverpool’s most

successful merchants• Twice Mayor of Liverpool• Built a school for Liverpool’s

orphans, ‘The Bluecoat School’.• Gave 10% of all his money to help

the poor of Liverpool.

Foster Cunliffe (1682 – 1758)• Imported sugar, rum and tobacco• Owned shares in 26 slaving ships• Mayor of Liverpool three times

Sir Hardman Earle (1792 – 1877)• Imported cotton for the cloth

mills of Lancashire• Director of the Liverpool and

Manchester Railway.

Learning Tasks:1. Look at Source A. What can you infer from

it about Liverpool in the late 18th century? Refer to details in the picture, eg ‘In Source A I can see……… From this I can infer that……..’

2. Look at the table. Who, aside from the four businessmen, benefitted from the money they made from the slave trade? Try to identify at least five groups or types of people. Eg ‘Some of Johnson’s money was spent on new docks, benefitting all the dock workers and sailors who now had more work.’

Research Website:http://abolition.e2bn.org/slavery_45.html

http://abolition.e2bn.org/slavery_45.html


Week 2: Monday 6th July-

Friday 10th July

Key words:

The 13 Colonies = The

British owned colonies

established along the east

coast of America, 1607 –

1732.

Colony = An area of land

settled and owned by

people from a different

country.

Plantation = A large farm

that grows one main crop.

Task/ project for completion: What part did Britain play in the Transatlantic Slave Trade?


• Understand the importance of the transatlantic slave trade in Britain’s growing wealth and power in the 17th – 19th centuries.

• Consider how historians can use different types of source as evidence when studying the transatlantic slave trade.

Study the figures and then complete the Figure 1 Questions and the Figure 2 Learning Task



Anti-slavery publicationsFrom the 1790s, people who opposed slavery began publishing accounts of what conditions for slaves were really like.

Slave ships’ log booksCaptains kept records of how many slaves they had onboard, their origin and destination.

Business AccountsPlantation owners and slave traders kept records of their finances and property, including slaves.

Colonial Office recordsColonial Governors kept records of slave imports and goods exports, also details of slave rebellions.

NewspapersCarried details of slave auctions and rewards for the capture of runaway slaves.

ArtefactsObjects that have survived, such as tools used on plantations, manacles and buildings used to house slaves.

Legal recordsAs slaves were treated as property they were included in wills and insurance records.

Journals and diariesSome slave traders and plantation owners kept diaries, and some escaped slaves wrote books about their lives.

Figure 1 Questions1. What were the 13

Colonies?2. What were the most

common crops on slave plantations?

3. In 1750, how many slaves were being used in British colonies?

4. How was cotton linked to British factories?

Figure 2 Learning Task: Explain how useful each of the types of source in Fig 2 would be for the following 3 questions (‘Very useful’, ‘A little useful’, or ‘Not very useful’)1. How many Africans were transported across the Atlantic?2. What were conditions like for the slaves onboard a slave ship?3. How did the slaves try to resist their capture and enslavement?Extension: How might the lack of sources from slaves affect our understanding of slavery?

Figure 2Figure 1: Slavery in British colonies, 1750



Week 3: Monday 13th July-

Friday 17th July

Keywords:

Empire = lands conquered

and controlled outside of

your own country.

Ornaments = decorative

jewelry.

Arabs = Muslim settlers

living in North Africa.

Task/ project for completion What were 16th century West African kingdoms like?

Learning Objectives

• Learn about West African life before the transatlantic slave trade.

• Understand how the trustworthiness of evidence can be judged by cross-referencing different sources.

Read the text & two sources and then complete the Checkpoint Questions and the Learning Task

West Africa was a wealthy region in the 16th century. Two of it’s major powers were the Kingdom of Benin, in modern day Nigeria,

and the Songhai Empire, centered on the cities of Gau and Timbuktu in modern day Mali. They were linked by the river Niger, which

provided water, fish and an excellent transport route to the Atlantic Ocean.


Source A: A description of life in Benin, by Olaudah Equiano, 1789. He was a slave who bought his freedom. He claimed to have been born in Benin in 1745, but there is evidence he may have been born into slavery in South Carolina, one of the 13 Colonies.‘We are a nation of dancers, musicians and poets…. Our manners are simple, our luxuries are few. Our important women wear golden ornaments… Before we taste food we always wash our hands, we are very clean. We love to use perfumes. Each man has a piece of ground, with a moat, fence or enclosing wall made of red earth. Within this are all the buildings for his family and slaves. Our land is rich, producing all kinds of vegetables… everyone farms the land, and we have no beggars. We trade gold, bronze, ivory, cotton and slaves with Arabs and Europeans. Cheerfulness and friendliness are two of the leading characteristics of our nation.’

Source B: A description of Timbuktu, by Leo Africanus in 1526. Timbuktu was a major city in the Songhai Empire. Leo Africanus travelled widely in West Africa, recording his observations.‘The houses of Timbuktu are made of clay with thatched roofs. In the centre of the city is a stone temple where the King lives. There are many shops, especially of cotton weavers. Fabrics are imported also from Europe. The people are very rich… food and animals are abundant. The King has a rich treasure of gold coins and bars, one weighs 970 pounds. The King has 3,000 horsemen and many more foot-soldiers. There are many judges, teachers and priests. The King respects learning, and there are many books sold in Timbuktu. More money is made by the booksellers than by anyone else. The people are peaceful, and spend the evenings walking about the city playing music and dancing. The citizens have at their service many slaves.

Checkpoint Questions1. What made Benin so

wealthy?2. What was the most

important trade in Timbuktu?

3. What metal was very important in both Benin and the Songhai Empire?

Learning Task: Cross-referencing two sources of evidence to judge their trustworthiness1. Compare Source A with Source B. Make a list of all the similarities between what they say about life in West African Kingdoms. Use

different categories to organise your list: eg Trade, Culture, Food supply…… etc2. Explain whether these similarities makes Equiano’s account (Source A) more or less trustworthy.Extension: Explain two ways the transatlantic slave trade would have negatively affected these wealthy African Kingdoms.




Week 4: Monday 20th-

Friday 24th July

Keywords:

Globalization = the process

of making the world more

interconnected, both

economically, politically and

culturally.

Task/ project for completion: Who was responsible for the transatlantic slave trade?


• Understand how slavery was part of a larger ‘Triangle of Trade’ between Europe, Africa and the Americas.

• Explore the difficulty of deciding who was responsible for the transatlantic slave trade.

Read the text, study the two figures and then complete the Learning Tasks.

The shipping of slaves from West Africa to the Americas was one part of what is known as the ‘Triangle of Trade’. As so often

happens in history, things were actually more complex than they first appear. The slave trade was just one part of a much larger

system of international trade and part of the process of globalization that was beginning to connect the world together. Look at

Figure 1 and then study the different people who were involved in the slave trade, in Fig 2. Some might surprise you!



West African slave traderI catch people from local villages and sell them to the European slave traders.

European MonarchI give permission to allow traders to sail to West Africa to buy slaves there.

Plantation ownerI need slaves to grow the sugar, in order to meet the demand for it from Europe.

Slave ship sailorConditions on board are terrible. Slaves and sailors die from diseases

West African KingThe Europeans can trade with my people, so long as they give me goods and money.

Slave ship captainI command the slave ship on the journey to Africa and the Americas. I am very well paid.

European bankerI provide the money to pay for the Triangle Trading ships. I could earn a huge profit.

European factory ownerMy factory makes the goods taken to Africa to trade for slaves, like pots and guns.

European factory workerI work with the imported cotton from the plantations. I’m poorly paid, but at least I have a job.

Learning Tasks: Draw 3 concentric circles onto a large piece of paper. Label the centre ‘A lot’, the next ring ‘Partly’, the next ‘A little’ and outside the circles ‘Not at all’.1. Read each description of the people above and write their names into the appropriate place, based

on how much you think they were responsible for the transatlantic slave trade. 2. Could any of these people have stopped the slave trade if they had wanted to? If so, who?3. What does this activity teach you about why it was so hard to end the slave trade?Extension: Why were so many people willing to defend the slave trade?

Figure 2

Figure 1: The ‘Triangle of Trade’




Subject: EthicsWeekly Timetable:

Week 1

Monday 29th June-

Friday 3rd July

Task/ project for completion: Having a ‘positive mindset’ is really important for your mental health. It helps you to cope in

difficult situations and stay positive. The table below provides advice on having a positive mindset. Create three memes

encouraging people to have a positive mindset, showing that you have read and understood the advice in the table. There

are some ideas here, but your task is to create something new, so don’t copy and paste something from the internet!

REACH: Explain each of your memes, to show how you’re expecting them to help someone to be more positive. You will have

to do some research in order to do this properly!

Week 2

Monday 6th July-

Friday 10th July

Task/ project for completion: Volunteering for a charity makes you feel good about yourself, helps other people, and gives

you really important skills for the future. Find a local charity that you could volunteer with. Say why you would like to, and

what benefits there would be for you and others.

REACH: Write an article (or a poster) persuading other people that they should volunteer. Explain why it’s important.

Instructions:Each of the tasks should take around 40 minutes. If it is a written task, you should be writing in paragraphs, unless asked to write in bullet points. There may be several questions – make sure you answer them all, and answer them on paper. The ‘Reach’ task is an extension task to do if you would like to push yourself (and get extra credit!)

Find something good at the start of every day.

Focus on the present, not the future.

Use every ‘failure’ as a lesson for the future.

End your day thinking about something good you have done.

Surround yourself with positive people.

Find something good in everything you do.


Subject: EthicsWeekly Timetable:

Week 3

Monday 13th July-

Friday 17th July

Task/ project for completion: Obesity is a significant problem for a lot of people in the UK. Answer the questions below,

either as a paragraph or a poster, but not as a set of bullet points.

REACH: Write a proposal for the government on what they should be doing to reduce obesity. It should contain at least three

ideas, with a good reason for each one.

Week 4

Monday 20th-

Friday 24th July

Task/ project for completion: A negative body image means a person feels bad about the way they look. How could you help

each of the people in the boxes below? What advice would you give them, and how would it help?

REACH: Find two famous people who have helped people to develop a positive body image. Explain what they did and what

impact you think it had.

a) Jo is slightly overweight after a

serious leg injury stopped her from

doing any exercise. Her weight has

made her really self conscious, and

now she won’t go out to exercise

because she’s scared of what people

will think or say.

b) Guy has grown his hair

quite long because he thinks

his ears are too big. People

laugh at him because he’s

always hiding under his hair,

and sometimes it makes it

difficult for him to hear.

c) Sam is the tallest person in Y6.

Nobody has noticed how clever or

kind Sam is because they are all

obsessed with height. Sam has

stopped standing up because of

all of the jokes and has stopped

answering questions in class.

d) There is someone in your class with a huge

birth mark across his face. You don’t know his

name as he seems to be hiding away. He has

hands over his face most of the time and

avoids talking to absolutely everyone. You

have seen his work and he’s really clever, but

he seems invisible to everyone else..

Instructions:Each of the tasks should take around 40 minutes. If it is a written task, you should be writing in paragraphs, unless asked to write in bullet points. There may be several questions – make sure you answer them all, and answer them on paper. The ‘Reach’ task is an extension task to do if you would like to push yourself (and get extra credit!)

1. What is obesity? 2. Give three health problems associated with obesity. 3. Give four reasons why a person might have become obese.

4. Explain why ‘fat jokes’ are not helpful. 5. Explain how you could support someone who has a problem with their weight.

6. Give three possible ways that we could reduce the obesity crisis in the UK.


Subject: FrenchWeekly Timetable:

Week 1

Monday 29th June-

Friday 3rd July

Task/ project for completion

P.1 and 2 worksheets – Use the vocabulary on p.3 and 4 to help you, then learn this.

P.5 and 6 worksheets – Use the vocabulary on p.7 and 8 to help you, then learn this.

Week 2

Monday 6th July-

Friday 10th July


P.9 and 10 worksheets – Use the vocabulary on p.11 and 12 to help you , then learn this.


Week 3

Monday 13th July-

Friday 17th July




Week 4

Monday 20th-

Friday 24th July


1. Ensure you have learned all the vocabulary.

2. Find an interesting way to help someone else learn these word. You can do this however you choose, it could be a

poster, a leaflet, a song , a rap, a powerpoint or any other creative idea you can think of.

3. Extension work. Please read the grammar notes and work through the tasks. Merci et bon courage!


Subject: PEWeekly Timetable:

Perform 50 sit ups in a day. Be able to touch your toes

when stretching (you might

have to start doing yoga to

do this!)

Be able to do a plank for1 minute.

Perform 50 press ups.

(can be knees on the floor)

Go on a 30 minute bike

ride.

10 points 10 points 10 points 10 points 10 points

Find a hill and do 3 sets of

3 hill sprint (maximum 30

meters.

Recovery time is your walk

back down.

Rest for 2 minutes every 3rd

run.

Run/walk a 3k

Suggestion, download one

of the following:

-Map my run

-Nike running club

-Strava

Encourage family members

to come with you!

Youtube ‘Yoga with Adirane’ and perform at least one yoga session.

(do at least one a week ideally!)

Run/walk a 5k

Suggestion, download one

of the following:

-Map my run

-Nike running club

-Strava

Encourage family members

to come with you!

3x3 stairs runs:

Sprint up your stairs as fast

as you can.

Do this three times then

have 2 minutes rest.

Walk down the steps for

recovery.


Drink at least 1 litre of water (not all at once!)

Add some green vegetables

to a meal e.g. peas, broccoli

or green beans.

Don’t have a fizzy drink for a day.

Eat at least 2 pieces of fruit in a day.

Try not to go on your

phone an hour before

going to bed.



Subject: MusicWeekly Timetable: You will need the additional music documents to complete this work

Week 1

Monday 29th June-

Friday 3rd July

Read through the sheet on Beatles answering the questions at the bottom of the sheet.

Extension listen to a piece of music by The Beatles and compare it to the music you usually listen to.

Week 2

Monday 6th July-

Friday 10th July

Read through the sheet on Elvis answering the questions at the bottom of the sheet.

Listen to a piece of music by Elvis and compare it to the Beatles music you listened to last week.

Extension talk to a family member about the music you have listened to so far.

Week 3

Monday 13th July-

Friday 17th July

Read through the sheet on Film Music answering the questions at the bottom of the sheet.

Listen to a piece of music by John Williams and talk to a family member about why the music might fit with the film it was

from.

Week 4

Monday 20th-

Friday 24th July

Read through the sheet on Glam Rock answering the questions at the bottom of the sheet.

Research and find some other music that could be called Glam Rock try to describe how it sounds and looks.

Bulwell Academy- Home LearningFrom Monday 29th June- 24th JulySubject: DramaWeekly Timetable:

Week 1

Monday 29th

June-

Friday 3rd July


Alphabet ScriptWrite a scene for two actors using the Alphabet as a stimulus.Write the full Alphabet in the left hand margin. E.G.ABCThink carefully about your Given Circumstances:Who you are? Where you are? What you are doing? Why you are doing it? How you are doing it?Then use the alphabet this fill in the line for each letter e.g.Are you going to walk the dogs?But it is raining I will get soaked.Can’t you wear a coat?Once you have written your dialogue don’t forget to add appropriate stage directions.

Week 2

Monday 6th

July-

Friday 10th

July


Create a drama warm up game that you can teach to your class when school returns.

There are lots of warm ups already out there, but we need some creative ones to use at the start of our lessons. Be as creative and as imaginative as you can.

Week 3

Monday 13th

July-

Friday 17th

July


Research the Theatre company ‘Frantic Assembly’ then

Watch Frantic Assembly’s chair duet instructions using the link below and create and film your own version with another family member.

https://www.youtube.com/watch?v=PB-9LERsyY8

Week 4

Monday 20th-

Friday 24th

July


Create a makeup design for the character of a Witch.

You decide the characteristics of your Witch, or you can base your design on a Witch from a pre existing story.

If you struggle to draw faces, google have some good images on which you can apply your makeup design.

Don’t just go for a standard design, be creative and different. This world is all about diversity.

Include colour and detail within your design. I would like to see these first day back.

https://www.youtube.com/watch?v=PB-9LERsyY8


Subject: ICT and Computer ScienceWeekly Timetable:

Week 1

Monday 29th June- Friday

3rd July

Personal DataThe government are working with tech giants Apple and Google bringing out a Track and Trace app. This link tells you a little about it: https://www.telegraph.co.uk/technology/2020/06/19/contact-tracing-app-trace-track-apple-google/

Many people will be worried about this invading their privacy. Write a letter to someone aged between 30 and 50 to explain the benefits and drawbacks of this app.CHALLENGE: Explain why businesses are using this app.

Week 2

Monday 6th July-

Friday 10th July

Online Learning

Over the last few months you have been completing online learning and around the world businesses have had

employees working from home.

Create a poster that shows the advantages of having students and employees working from home.

CHALLENGE: Write the title in a fancy font style.

Week 3

Monday 13th July-

Friday 17th July

Socially Distanced LearningDraw a computer room that promotes good Health and Safety when using computers. Things to consider:- What are the chairs like to support the health of the user?- What level is the whiteboard so that students don’t have to strain their eyes?- What hardware and devices do you think would be suitable for you to complete your work?CHALLENGE: Explain why you have chosen the choices above.

Week 4

Monday 20th July-

Friday 24th July

Computer Design ChallengeOut of resources you have at home (empty toilet rolls etc) make a model of a piece of computing equipmentIdeas of what you could create:- A piece of hardware such as a keyboard, mouse or printer- A device such as a PC or an iPadCHALLENGE: Label your model and explain why/how you have designed the parts of it.

https://www.telegraph.co.uk/technology/2020/06/19/contact-tracing-app-trace-track-apple-google/


Subject: Design and TechnologyWeekly Timetable:

Week 1

Monday 29th June-

Friday 3rd July

Cake designer

Design a cake for a birthday party. You need to draw and decorate the cake. I would

like you to add colour, and labels explaining what the decorations are made of and

what flavours have been used.

Challenge: Draw the inside and outside of your cake!

Week 2

Monday 6th July-

Friday 10th July

Font designer

Design a font and complete the alphabet in your new style. You could recreate a

font from your favourite film/game or create your own!

Challenge: Write your name in your new font!

Week 3

Monday 13th July-

Friday 17th July

Textile designer

Design a range of different face masks suitable for adults and children.

Think about how they will be tied or if they will have Velcro or elastic.

Think about designs and colours that will attract the customer.

Challenge: Design a hat/cap that would match the facemask

Week 4

Monday 20th-

Friday 24th July

Taste tester

Taste test and evaluate a snack or meal you eat at home. Rate the following out of 5:

taste, texture, appearance and smell (5 is the best). Write an evaluation about why

you did or didn’t like the food.

Challenge: Draw a star diagram (sensory analysis)

The Bulwell Academy · 2020-06-29 · Bulwell Academy- Home Learning From Monday 29 thJune- 24 July...

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