Year 8 Study Pack: Spring Term

Monday Tuesday Wednesday Thursday Friday

Name: Class:

Contents

English …………………………………….. p5 Maths …………………………………….. p32 Science …………………………………….. p61 French …………………………………….. p88 Geography …………………………………….. p115 History …………………………………….. p142 Drama …………………………………….. p165 Music …………………………………….. p191 Art …………………………………….. p217

How to use this booklet

This booklet contains all your independent study for the Spring Term. Your teacher will set you two pages per week, in every subject.

You must bring this booklet to every lesson. You will need it whether you are working on Microsoft Teams at home, or in your classroom at school.

To complete this work well, you should:

 Find a quiet place to work.  Organise the equipment you will need.  Read through the mastery pages to help you.  Spend 60 minutes working through the tasks.

A great page of work will look like this.

Any diagrams Labels labelled written out neatly. in full.

Where questions are Neat writing short, take and care the time to taken with be accurate. spellings.

When the questions are Full challenging, sentences use the for written mastery pages work. to support you.

Mastery check Work written completed. This neatly will be green underneath the lines if it penned every lesson. doesn’t fit.

English: The Tempest

In this topic, we have learned:

• About the plot and characters of ‘The Tempest’. • Biographical information about Shakespeare and his life • Contextual information about sea travel, exploration and colonialism in The Elizabethan Era • How Shakespeare uses ‘The Tempest’ to represent colonialism by

European explorers in the Elizabethan Era

Who was William Shakespeare?

William Shakespeare is the most famous playwright and poet in the history of English Literature.

He was born in 1564 and died in 1616. He wrote during the Elizabethan Era and the Jacobean Era.

Shakespeare wrote comedy plays, tragedy plays and history plays. The Tempest is a comedy play.

Historical context to ‘The Tempest’

In the Tempest, a ship carrying the King of Naples is wrecked in a storm. In the Elizabethan Era, the country that we now know as Italy was divided into city states. Each city state had its own ruler, called a Prince, Duke or King. These rulers were very powerful.

Travelling across the sea by ship was a very exciting thing to do at this time. Explorers were celebrated. They gained an almost ‘celebrity’ status and became very rich.

Queen Elizabeth I encouraged British explorers to visit other lands to colonize them – take them over. These explorers often arrived at lands that were already populated by native people. The

Europeans then used violence to take them over. They stole crops, tobacco, cocoa and gold from the native people, and most often killed them or made them slaves.

Britain became very rich as explorers kept bringing back food, gold, materials and even people from the lands they had colonized. This is how native people were exploited during colonisation.

The Tempest was written at a time when lots of European colonization was happening, especially in South America. Shakespeare would have been very aware of colonization, and so these real-world events are reflected in the characters and plot of ‘The Tempest’. Some people even think ‘The Tempest’ could be based on Christopher Columbus’ discovery of The Americas.

English: Characters in ‘The Tempest’

Prospero Caliban • Prospero is he rightful ruler (Duke) of Milan • Caliban a native of the island • He has magic powers and can control • He is the son of Sycorax, a witch who used people and the weather to own the island • He had his dukedom taken away from him • Because of this, due to his heritage, by his evil, cunning brother Antonio Caliban is the rightful ruler of the island • Antonio, who was jealous of Prospero’s • Treated Prospero and Miranda with power as Duke, plotted to get rid of kindness at first – showed them how to find Prospero and his daughter Miranda food and water on the island, as well as • Prospero was betrayed by Antonio and the safest places to sleep cast out to sea on a wooden boat • Miranda taught Caliban the English • Prospero and Miranda washed up on language shore on an island • Caliban is accused by Prospero as • After arriving on the island, Prospero meets attempting to assault Miranda Caliban (a native) and has him show him • Is described as stupid and a monster by and his daughter Miranda how to survive Prospero • Soon after, Prospero takes ownership of • Prospero then makes Caliban his slave and the island and uses Caliban as his slave abuses Caliban physically and mentally • Prospero also makes Ariel (another native • Caliban hates Prospero and curses him, of the island) his slave often stating that that he is the rightful heir • Prospero physically and mentally abuses of the island, not Prospero Caliban and tightly controls Ariel, making • Caliban plots to kill Prospero both work for him • Caliban has a complex character – at • Prospero can be seen to represent the times he speaks very beautifully and has a ‘coloniser’ caring nature, at other times the audience • Prospero uses magic to create the storm sees him attempt to harm and kill. which shipwrecks the Italian explorers; this • Caliban can be seen to represent ‘the brings Antonio and the other Italian colonised’ characters onto the island.

Other characters from ‘The Tempest’

• Alonso – King of Naples (helped Antonio usurp Prospero) • Sebastian – Alonso’s brother

• Ferdinand – Alonso’s son

• Antonio – Prospero’s brother. Antonio stole Prospero’s title as Duke of Milan.

• Gonzalo – the old counsellor to the King of Naples

• Trinculo – a jester

• Stephano – a drunken butler

English: The Plot

There are three plots that run alongside each other in the play.

1. The Love Plot Miranda and Ferdinand fall in love at first sight. Miranda is Prospero’s daughter who has lived on the island since she was a young child. Ferdinand is Alonso’s son. Prospero puts various challenges in place to make sure that their love is strong

enough before allowing them to get married.

2. The Plot to kill Alonso Evil Antonio convinces Sebastian to try to kill his brother Alonso when he and Gonzalo are asleep.

Ariel stops the murder from happening by magically awakening Alonso and Gonzalo before they are murdered with a sword. Not only has Antonio usurped his own brother, he encourages Sebastian to do the same.

3. The Plot to kill Prospero Stephano finds Caliban on the island and gets him drunk on wine. Caliban, who is tired of being abused by Prospero, is willing to settle for any other ‘master’. He says he will worship Stephano. Together with Trinculo, they plan to murder

Prospero and take the island from him. They are trapped, punished and eventually released by Ariel.

Key quotations Key vocabulary

- ‘This island’s mine, by Sycorax my mother, tempest A storm which thou tak’st from me’ (Caliban to usurp To take power illegally or by force Prospero) - ‘for this, be sure, tonight, thou shalt have cramps’ (Prospero to Caliban, threatening colonise When people take over land that to use magic to make Caliban suffer with painful cramps) is not their own. - Thou most poisonous slave, got by the colonised The native people of the land peoples being taken over. devil himself’ (Prospero to Caliban, exploit To benefit from a situation in an insulting Caliban) unfair way. - ‘Cut his wezand with thy knife/ with a log nature vs Whether someone develops batter his skull’ (Caliban about Prospero, nurture behaviours due to qualities they when planning to murder Prospero with are born with (‘nature’) or from Trinculo and Stephano) their upbringing and experiences - ‘When I waked I cried to dream again’ (nature) (Caliban speaking about his dream,

suggesting how much he hates his reality)

Consolidation English - Week 1

Complete the tasks below, using your mastery pages to help you.

Task 1 Answer these questions in full sentences.

1. In which Era did Shakespeare write the play ‘The Tempest’?

______

2. In what ways did Europe colonise other lands?

______

3. Why did Europe colonise other lands?

______

4. What kind of resources did the Europeans take back to England with them, after colonising other lands?

______

5. How would a native have felt about the British colonising their lands?

______

Mastery check Task 2

Write True (T) or False (F) next to the following statements.

a) Colonisers are people who take land and resources from land which they already own

b) Colonisers are people who take land and resources from lands which are not their own, using the threat of violence c) In the Elizabethan Era, the British used sea travel (ships) to explore and colonise other lands

d) Europeans brought resources such as gold to other lands

Task 3

1. You can read anything you like – fiction or non-fiction – for 20 minutes and record it on your reading. You could read your current reading book, some more of your Reading for Pleasure book, a newspaper, an online article, a blog or some other non-fiction which you have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. In the space below, complete a mind map. In the middle put ‘British Explorers’. Use the mastery content pages at the beginning of the HL booklet to write at least 6 points around it explaining the benefits and the challenges surrounding being an explorer in the Elizabethan Era.

Consolidation English - Week 2

Complete the tasks below, using your mastery pages to help you.

Task 1

Read the extract below to help you complete the box with your impressions (and evidence) for each character.

Character Impressions Evidence

Antonio

Boatswain

Mastery check Task 2

Write True (T) or False (F) next to the following statements.

a) In the opening scene of the play, Antonio is seen to be an aggressive, unkind character b)Antonio is an arrogant character who thinks that he is superior to (better than) the Boatswain c)The Boatswain is kind and understanding of Antonio’s complaint d)The Boatswain is frustrated with Antonio’s aggression and arrogant attitude during the storm

e)The storm makes characters on the ship extremely stressed

Task 3

2. In the space below, write 3 paragraphs of descriptive writing. Write your title and underline it. Imagine you are the Boatswain trying to save the ship in the middle of the storm. Describe the scene, as well as your anxious emotions using your senses and at least one metaphor.

______

Consolidation English - Week 3

Complete the tasks below, using your mastery pages to help you.

Task 1

Read the quotation below and then use it to answer the questions which follow.

Prospero and Miranda watch from the shore as the ship is destroyed by a powerful storm. Miranda watches the ship be wrecked by the storm and says:

‘Oh I have suffered with those that I saw suffer’

1. What word class is the word ‘suffer’? Noun, adjective, verb? ______

2. Draw a mind map below presenting ideas on your first impressions of Miranda and her character.

Mastery check Task 2

Prospero comforts Miranda after she becomes upset watching the ship struggling in the storm and he says:

‘Lie there, my art. Wipe thou thine eyes; have comfort.’

1. What word class is the word ‘comfort’? Noun, adjective, verb?

______

2. What is a modern translation of the above quotation? ______

3. What does this quotation tell us about Prospero’s relationship with his daughter Miranda?

______

Task 3

2. When a writer is writing, they are trying to create an effect and spread a message. Shakespeare will have shown us Prospero in this way in order to make us feel a certain way about him. Focus on when we meet Prospero on the island. In the space below, write one paragraph explaining how Shakespeare wants us to feel about Prospero and why.

______

Consolidation English - Week 4

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions below:

1. What are your impressions of Antonio’s character?

______

2. What are your impressions of Prospero’s character?

______

3. What are your impressions of Miranda’s character?

______

4. What are your impressions of Caliban’s character?

______

5. What does the quotation ‘this island’s mine, by Sycorax my mother, which thou tak’st from me’ tell readers about Caliban’s history on the island and his attitudes towards Prospero?

______

Mastery check Task 2

Write True (T) or False (F) next to the following statements. a) Prospero is originally from a state in Spain b)Prospero has always lived on the island c)Prospero and Miranda have a close, loving relationship d)Prospero has magic powers e) Prospero abuses his magic powers to make other characters work for him f) Antonio usurped his brother Prospero

Task 3

2. Write an analytical paragraph in the space below which responds to the question: How does Shakespeare present the Caliban’s emotions in the quotation ‘This island’s mine, by Sycorax my mother, which thou tak’st from me’

______

Consolidation English - Week 5

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions below:

1. What are your impressions of Ferdinand? ______

2. What does Miranda think about Ferdinand? ______

______

3. What does Prospero think about the idea of Miranda and Ferdinand being together?

______

4. What kind of father is Prospero to Miranda?

______

Mastery check Task 2

Write True (T) or False (F) next to the following statements.

a) Ferdinand arrives safely on the island b)Ferdinand believes that his father is safe c)Miranda is not impressed by Ferdinand d)Prospero is uncertain about Miranda’s affection for Ferdinand e) Ferdinand is the first human male that Miranda has ever seen, other than her father, Prospero f) Prospero is a protective father as he loves Miranda very much

Task 3

2. How does Shakespeare present Prospero’s feelings about Miranda and Ferdinand’s relationship? Create a mind map in the space below, referring to the moment when he makes the following comment about Miranda and Ferdinand ‘They are both in either's powers; but this swift business / I must uneasy make, lest too light winning /Make the prize light.’

Half term HL English - Week 6

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions below:

1. What is Antonio’s title?

______

2. Who is Antonio’s brother?

______

3. What did Antonio do to his brother to become powerful in Milan?

______

4. What kind of characteristics does Antonio have?

______

Mastery check Task 2

Write True (T) or False (F) next to the following statements.

a) Antonio is a ruthless, cruel character b) Antonio values family over everything else

c)Antonio tried to manipulate Sebastian to kill King Alonso

d)Antonio does not really care about power e) Readers dislike Antonio

Task 3

A student said: ‘Prospero is even more evil than Antonio.’ Write a paragraph explaining if you

agree or disagree with this student’s opinion. ______

______

Consolidation English - Week 7

Complete the tasks below, using your mastery pages to help you.

Task 1

Read through the extract below and highlight 2 quotations that show how Antonio is presented.

ANTONIO

Nor I. My spirits are nimble.

They fell together all, as by consent.

They dropped, as by a thunderstroke. What might, ANTONIO

Worthy Sebastian, O, what might—? No Me neither. I’m wide awake. They all fell more.— asleep together, as if they’d planned it. Like they’d all been struck by lightning. What And yet methinks I see it in thy face, might happen, Sebastian, what might What thou shouldst be. Th' occasion speaks happen if—No, it’s time for me to shut up.— thee, and But still, I think I can see in your face what you

ought to be. Opportunity’s knocking for you, My strong imagination sees a crown and in my imagination I see a crown Dropping upon thy head. dropping onto your head.

Task 2 Mastery check

Annotate one quotation you have highlighted in the extract above.

Mastery check Task 3

Fill in the gaps using your mastery pages and notes.

a) Shakespeare wrote The Tempest in ______. b) The Tempest is a ______play. c) Antonio is Propsero’s ______. d) Antonio caused Prospero to be exiled from ______. e) Antonio wants to become ______.

Task 4

2. Use the quotation you annotated for task 2 to write one paragraph answering the essay question: How does Shakespeare present Antonio in Act 2 Scene 1?.

______

Consolidation English - Week 8

Complete the tasks below, using your mastery pages to help you.

Task 1

Number the plot statements in chronological order.

Prospero puts various challenges in place to make sure that their love is strong enough

before allowing them to get married.

Stephano finds Caliban on the island and gets him drunk on wine.

Together with Trinculo, they plan to murder Prospero and take the island from him.

Ariel stops the murder from happening by magically awakening Alonso and Gonzalo before they are murdered with a sword.

Miranda and Ferdinand fall in love at first sight.

They are trapped, punished and eventually released by Ariel.

Evil Antonio convinces Sebastian to try to kill his brother Alonso when he and Gonzalo

are asleep.

Caliban, who is tired of being abused by Prospero, is willing to settle for any other

‘master’. He says he will worship Stephano.

Mastery check Task 2

Match the character to their description.

Prospero Prospero’s spirit helper

Miranda The daughter of Prospero

Caliban The play’s protagonist, and father of Miranda

Ariel The son of the now-deceased witch Sycorax

Task 3

2. Is Prospero a character that readers sympathise with? Add in bullet point notes underneath each heading below, noting down reasons for each.

Reasons readers may sympathise with Prospero

• Some readers may sympathise because ______

______

___ • Another reason we may sympathise with Prospero is

______

Reasons readers may not sympathise with Prospero

• Prospero is not a character that readers sympathise with because

______

• Another reason readers may not sympathise with Prospero is ______

Consolidation English - Week 9

Complete the tasks below, using your mastery pages to help you.

Task 1

Correct the grammar and punctuation mistakes for the extract from an essay.

How is Prospero presented at the start of the play?

Prosperos character is initially outlined in his dialogue with Miranda at the start of the play where he explains their past to her and retells how they ended up on the island twelve years before. He assures her that that all that was done was in Maranda’s best interests. He calls her

my dear one, whereby the adjective “dear” emphasises the love he has for his only daughter.

He goes on to describing his prior status as Duke of Milan and outlines the betrayal performed by his brother Antonio who he refers to as an “enemy”. From this initial discussion between father and daughter, it is clear that Prospero has a somewhat contrasting nature. He is kind and loving towards his daughter, yet his hatred of his brother has led to the raging storm

conducted for the purpose of stranding the ship’s occupants on the island so that they can ultimately be punished for their wrong doings. Shakespeares representation of Prospero in the start of the play, makes us wonder just how far his desire for revenge will go in the rest of the play.

Task 2 Mastery check

Match the character to their description.

Alonso Prospero’s power-hungry brother

Antonio Alonso’s aggressive and cowardly brother

Gonzalo Lord who helped Prospero and Miranda

escape Milan

Sebastian King of Naples and father of Ferdinand

Task 3

2. Using the essay above, add two paragraphs describing how Prospero has changed from

the start to the end of the play. ______

______

Consolidation English - Week 10

Complete the tasks below, using your mastery pages to help you.

Task 1

Fill in the boxes to show how Shakespeare presents Caliban throughout the play.

One way Caliban shows his savage side: One way Caliban shows his more sensitive side:

Evidence to support this: Evidence to support this:

One way Caliban is described early in the One way Caliban is described later in the play: play:

Evidence to support this: Evidence to support this:

Task 2 Mastery check

Fill in the gaps using your notes and mastery pages.

a) Caliban’s mother was called ______.

b) Caliban was born on the ______.

c) Caliban thinks the island belongs to ______.

d) Caliban has two natures: ______and ______.

e) Prospero treats Caliban as a ______.

Task 3

2. Using your notes and texts, complete the table to show the different natures/ characteristics of Caliban.

Characteristic Quotation/ Evidence Explanation

Consolidation English - Week 11

Complete the tasks below, using your mastery pages to help you.

Task 1

Highlight two quotations in this extract that show Prospero and Caliban despise (hate) each other.

PROSPERO (to CALIBAN) Thou poisonous slave, got by the PROSPERO (to CALIBAN) You horrible slave, with a wicked devil himself hag for a mother and the devil himself for a 325Upon thy wicked dam, come forth! father, come out!

Enter CALIBAN CALIBAN enters.

CALIBAN As wicked dew as e'er my mother brushed CALIBAN I hope you both get drenched with a dew as evil With raven’s feather from unwholesome fen as what my mother used to collect with a crow’s feather from the poison swamps. May a hot Drop on you both! A southwest blow on ye southwest wind blow on you and cover you with

And blister you all o'er! blisters all over.

Mastery check

Task 2

In the space below, write out two quotations which you have highlighted in the extract above.

Once you have written it out, annotate each quotation, highlighting key words and noting down connotations and key ideas about Caliban and Prospero’s relationship.

Task 3

2. A student said, ‘Caliban is a violent character who has no softer side’. Write a paragraph explaining if you agree or disagree with this student’s opinion. ______

______

Easter HL English - Week 12

Complete the tasks below, using your mastery pages to help you.

Task 1

‘When I waked I cried to dream again’

1. Who says this quote?

______

2. What word class is dream? Give 3 connotations of this word.

______

3. What does this quote suggest?

______

4. How does this make the reader feel?

______

Mastery check Task 2

Draw a mind map below presenting your impressions of Caliban’s emotional state as a result of having to live like a slave on his own island (due to Prospero’s actions).

Task 3

2. Using your notes and texts, complete the table to show the different natures/ characteristics of Prospero throughout the play.

Characteristic Quotation/ Evidence Explanation

Maths: Transformations

In this topic, we have learned:

• To enlarge shapes by a given scale factor • To Rotate shapes around a given point • To reflect shapes on a given mirror line • To translate shapes using a given vector

TRANSFORMATIONS move 2D shapes around the coordinate axes. They can also change their size. There are four types – translation, rotation, reflection and enlargement.

A translation moves the shape. A ROTATION turns the shape. A REFLECTION creates a The vector tells us how the shape You need to know whether it is mirror image of your shape. will move. turning clockwise or You need to know where anticlockwise, by how many the line of reflection or degrees, and where its centre of mirror line is. rotation is. A shape and its reflection are EQUIDISTANT (the same distance) from the line of reflection.

o This shape has been rotated 180 clockwise Triangle A has been translated by Shape A has been rotated 90 vector (3 right and 1 up) degrees anticlockwise around

(3,2)

An ENLARGEMENT makes the shape larger. Every side length is multiplied by a scale factor. Shape A has been enlarged by scale factor 3.

Maths: Linear graphs

In this topic, we have learned:

• To state the gradients of linear graphs

• To state the equations of horizontal and vertical lines • To state the equations of any linear graphs

A LINEAR GRAPH is a straight line. We can draw it and describe it with an equation.

Remember that the COORDINATES of a point are written (x, y) and tell you how far across and how far up it is.

All the points on this line have All the points on this line have a x ordinate of 3. an x ordinate that is the same All the points on this line have as the y ordinate. a y ordinate of 5. This is the line x = 3. This is the line y = x. This is the line y = 5. Horizontal lines are always in the form x = … Horizontal lines are always in the form y = …

The GRADIENT of a line is how steep it is.

푑푖푠푡푎푛푐푒 푢푝 푔푟푎푑푖푒푛푡 = 푑푖푠푡푎푛푐푒 푎푐푟표푠푠

You must always count whole squares to make sure you are

counting accurately. 푢푝 2 3 푔푟푎푑푖푒푛푡 = = = 0.5 푔푟푎푑푖푒푛푡 = − = −3 푎푐푟표푠푠 4 1

The gradient here is negative because as we move right, the line slopes down.

Maths: Linear graphs

A linear graph can always be described by an equation in this form:

y = mx + c

In this equation, m is the gradient of the line and c is the Y-INTERCEPT (where it crosses the y-axis).

In the graph on the right:

푢푝 4 푔푟푎푑푖푒푛푡 = = = 2 푎푐푟표푠푠 2

The y-intercept is -3.

So the graph is y = 2x – 3.

If you are asked to PLOT a graph, that means you need to find points on the line and use them to draw it. To do this, you use a TABLE OF VALUES like the one below.

PARALLEL LINES are lines that will never meet. They have the same gradient. The lines y = 2x + 1, y = 2x + 5 and y = 2x – 7 all have a gradient of 2 so they are all parallel.

Maths: Ratio and Proportion

In this topic, we have learned:

• How to describe the ratio of objects • To simplify ratio • To share in a given ratio. • To use direct and inverse proportion to solve problems

• To work out speed and interpret distance-time graphs

RATIO is a way to describe a relationship between two or more groups or amounts.

The ratio of circles : triangles is 4 : 2. We say “the ratio of circles to triangles is four to two”.

We can SIMPLIFY a ratio by dividing all the parts of the ratio by the same number.

Ratios compare parts. Fractions compare one part to the whole. Look at the shapes above. There are 6 shapes in total. 4 are circles and 2 are triangles. 6 6

We use bar models to understand ratio. Draw the correct number of boxes for each part, then read the question to see how many boxes you are being told the value of.

Azra and Ben share £20 in the ratio 2 : 3. How much will Ben get?

Here the £20 is the total and you have to share it between all the boxes. Ben gets £12.

Azra and Ben share some money in the ratio 2 : 3. Azra gets £20. Find Ben’s share.

Here the £20 is just Azra’s share so you divide the 20 between two boxes. Ben gets £30.

Azra and Ben share money in the ratio 2 : 3. Ben gets £20 more than Azra. How much will Ben get?

Here the £20 is just one box because Ben has one part more than Azra. Ben gets £60.

Speed and Proportion

SPEED is a measure of how fast something is moving. We can calculate speed using these formulae. When you use them, you must make sure that the units match.

푑푖푠푡푎푛푐푒 푑푖푠푡푎푛푐푒 = 푠푝푒푒푑 × 푡푖푚푒 푑푖푠푡푎푛푐푒 푠푝푒푒푑 = 푡푖푚푒 = 푡푖푚푒 푠푝푒푒푑

You need to know how to read a DISTANCE TIME GRAPH like this one.

Two values are in DIRECT PROPORTION if one is If two values are INVERSELY PROPORTIONAL then always a certain number of times bigger than the when one gets two times bigger, the other gets other. two times smaller. If one gets three times bigger, the other gets three times smaller, and so on. Example: Three pencils cost 60p. Example: It takes 3 builders 10 days to build a wall. How much will one pencil cost? How long will it take 6 builders to build an identical How much will 15 pencils cost? wall?

If x is inversely proportional to y, then their graph looks like this: If x is directly proportional to y, then their graph is a straight line that goes through the origin (0, 0).

Consolidation Maths – Week 1

Complete the tasks below, using your mastery pages to help you.

Skills practice

Plot (2, 5). Label it A.

Plot (--5, -3). Label it B.

Plot (2, -4). Label it C.

Write down the coordinates of the three crosses on line L1

All of them have the same x ordinate so the line is called:

x = ______(fill the gap).

Write down the coordinates of 3 points

on line L3

Write down the coordinates of three points on line L3. Use these to find its equation.

Write down the coordinates of three points on line L4. Use these to find its equation.

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What shape is a linear graph? ______

2. What do the coordinates of a point tell you? ______3. In the coordinate (5, 3), which number is the y ordinate?

______4. If a line has the equation y = 3, will it be a vertical line or a horizontal line? ______5. What form does the equation of a horizontal line always take? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 199. Purpose: to practise plotting and reading coordinates

Task 205. Purpose: to practise finding the equation of horizontal and vertical lines

You will take notes from the video. You must include:

 Two key words. Write their definition and give an example.  At least three examples. Write down the question and show perfect working out.  A piece of advice you would give someone so that they could be successful when completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 2

Complete the tasks below, using your mastery pages to help you.

Skills practice

Decide whether each of these line segments has a

positive gradient or a negative gradient.

A –

B –

C –

D –

E –

F –

Find the gradient of each of these line segments.

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is the gradient of a line? ______

2. When is the gradient of a line negative? ______3. What is the formula for finding the gradient of a line? ______4. What must you always make sure to count when you are finding the gradient? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 201. Purpose: to practise finding the positive gradient of a line segment between two points.

(You should draw axes in your book and plot the points to help you do this successfully.)

Task 204. Purpose: to practise finding any gradient of a line segment between two points. (You should draw axes in your book and plot the points to help you do this successfully.)

You will take notes from the video. You must include:

 Two key words. Write their definition and give an example.  At least three examples. Write down the question and show perfect working out.

 A piece of advice you would give someone so that they could be successful when completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 3

Complete the tasks below, using your mastery pages to help you. Skills practice

These points are all found on the line

y = 2x – 6.

Plot the points and join them with your ruler.

(0, -6) (2, -2) (4, 2) (6, 6)

Label the line y = 2x – 6.

Fill in this table for y = 3x

Plot the points and join them with a ruler. Label the line y = 3x

Fill in this table of values for y = x + 3. Fill in this table of values for y = 2x + 3. Plot the points and join them with your ruler. Plot the points and join them with Label the line y = x + 3 your ruler.

Label the line y = 2x + 3

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is the y-intercept of a graph?

______

2. In an equation in the form y = mx + c, what does m represent?

______

3. In an equation in the form y = mx + c, what does c represent?

______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 206. Purpose: to practise filling in a table of values for a linear graph.

Task 208. Purpose: to practise working out the equation for a given linear graph.

You will take notes from the video. You must include:

completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 4

Complete the tasks below, using your mastery pages to help you.

Skills practice

What vector moves a shape What vector moves a shape What vector moves a shapes 6 to the right and 2 up? 6 to the left and 2 up? 3 to the right and 4 down?

Translate A two squares right and four up. Label this point A’.

Translate B by vector . Label this point B’.

Translate C by vector .

Label this point C’.

Write a sentence with a vector to describe the transformation that would map A onto B.

Write a sentence with a vector to describe the transformation that would map B onto A.

Write a sentence with a vector to describe the transformation that would map A onto C.

Write a sentence with a vector to describe the transformation that would map C onto B.

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. Name the four types of transformation. ______

2. What does a translation do to a shape? ______3. What do we call the transformation that changes the size of a shape?

______4. What is a vector? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 637. Purpose: to practise translating a shape by being told how far left/right and up/down to move it.

Task 638. Purpose: to practise translating a shape by a vector.

You will take notes from the video. You must include:

 Two key words. Write their definition and give an example.

 At least three examples. Write down the question and show perfect working out.  A piece of advice you would give someone so that they could be successful when completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 5

Complete the tasks below, using your mastery pages to help you.

Skills practice

Answer these questions in the space below. You must write an answer in every box.

Enlarge this shape by a scale Reflect this shape in the Rotate this shape 90 degrees factor of 2. dotted line. clockwise.

Stretch: Use the cross as the centre of rotation. Enlarge this shape by a scale Reflect this shape in the Rotate this shape 90 degrees

factor of 3. dotted line. clockwise.

Stretch: Use the cross as the centre of rotation.

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. Name the four types of transformation. ______

2. What does a rotation do to a shape? ______3. What do we call the transformation that moves a shape? ______4. What does equidistant mean? ______5. Which transformation involves a mirror line? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 650. Purpose: to practise writing a description of a translation by a vector.

Task 639. Purpose: to practise reflecting a shape in a horizontal or vertical line. (x-axis, y-axis or lines in the form “x = …” and “y = …”)

You will take notes from the video. You must include:

 Two key words. Write their definition and give an example.

 At least three examples. Write down the question and show perfect working out.  A piece of advice you would give someone so that they could be successful when completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Half term HL Maths – Week 6

To complete this effectively you will need to go back to look back at the mastery pages. You should also look at the examples in your maths book. Use the look, cover, write, check strategy to make sure you know the mathematical vocabulary and key facts.

Revision tasks can include content from Y7 and Y8. Use your Y7 books, Y8 Autumn HL booklet or the BBC Bitesize website to help you.

Skills practice

Answer these questions in the space below. You must write an answer in every box.

Solve 푥 + 7 = 16 Solve 3푦 = 21 Solve 푧=8. 4

3 2 Which is bigger, 3 or 3? Write 3 as a decimal. × = 7 8 10 7 5 Show how you know.

Write 2 as a decimal. 5

Write 70% as a fraction. Write 24% as a fraction. 3 2 ÷ = Simplify your answer. Simplify your answer. 7 5

Find the prime factor 36 = 2 x 2 x 3 x 3 decomposition of 54. Draw a Venn diagram and use it to find the HCF and LCM of 54 and 36.

Mastery check

Knowledge check

1. What is the definition of a prime number? ______2. Write down the first ten prime numbers. ______1 3. What decimal is the same as ? 10 ______4. How do you find the reciprocal of a fraction? ______

5. What fraction is 1% the same as? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 332. Purpose: to practise sharing into a ratio.

Task 329. Purpose: to practise simplifying ratios, including ratios with mixed units.

You will take notes from the video. You must include:

completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation

Maths – Week 7

Revision tasks can include content from Y7 and Y8. Use your Y7 books, Y8 Autumn HL booklet or the BBC Bitesize website to help you.

Skills practice

Answer these questions in the space below. You must write an answer in every box.

5 16 18 Simplify . Simplify . Simplify . 10 20 60

3 25 What number is shown here? Write 3 as an improper Write as a mixed number. 4 6 Write it as a mixed number fraction. and as an improper fraction.

Substitute 푎 = 2 into: Substitute 푏 = 5 into: Substitute 푐 = 23 into:

5푎 = 푏2 = 푐 − 3 = 4 푥 푧+4 Solve = 3. Solve 2푦 − 5 = 3. Solve = 7. 4 3

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. How do you simplify a fraction? ______2. Write a definition of inverse operations. ______3. What do we call a number that is made up of an integer and a proper fraction?

______4. What is an improper fraction? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 65. Purpose: to practise adding and subtracting fractions with the same denominator.

Task 70. Purpose: to practise dividing by a fraction.

Task 66. Purpose: to practise adding and subtracting fractions with different denominators.

You will take notes from the video. You must include:

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 8

Answer these questions in the space below. You must write an answer in every box.

Fill the gap. Fill the gap. Fill the gap.

5 12 9 = = = 8 24 20 5 14 70

4 1 + = 2 1 9 6 + = 5 5 a) Find the LCM of 9 and 6.

5 3 − = 7 7 b) Write each fraction over the LCM

3 2 1 4 1 + − = = = 10 10 10 9 6

c) Add the two fractions.

Simplify Simplify Fill the gaps. 3푥 + 7푥 + 푥 4푏 + 7 + 2푏 − 2

7 = = _____% 20 100

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is the HCF or highest common factor of a pair of numbers? ______2. What do we call fractions that look different but have the same value? ______3. In algebra, 2푎 and 3푎 are like terms. Explain why. ______4. How do you divide a fraction by another fraction? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 178. Purpose: to practise solving one-step equations.

Task 179. Purpose: to practise solving two-step equations involving multiplication.

Task 180. Purpose: to practise solving two-step equations involving division.

You will take notes from the video. You must include:

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______% 52

Consolidation

Maths – Week 9

Skills practice

Answer these questions in the space below. You must write an answer in every box.

Write 110 as a product of Fill the gaps. Find 10% of 50. primes. 2 = 7 28

1 = 4 28

2 1 Which is bigger, or ? 7 4 Find 25% of £16.

Find 10% of 70. Find 10% of 90. Find 10% of 60.

Use this to find 5% of 90. Use this to find 35% of 60. Use this to find 40% of 70.

Fill the gaps. Fill the gaps. Fill the gaps.

2 3 44% = = = = = _____% = = 0. ______100 25 5 10 100 20 100

Mastery check

Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is another way to describe a fraction out of 100? ______2. List the first ten prime numbers.

______3. How do you find an equivalent fraction? ______4. How do you find 10% of a number? ______5. How do you find 25% of a number? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 77. Purpose: to practise finding fractions of an amount.

Task 84. Purpose: to practise finding common percentages of an amount.

You will take notes from the video. You must include:

completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 10

Complete the tasks below, using your mastery pages to help you.

Skills practice

Answer these questions in the space below. You must write an answer in every box.

What is the ratio of squares to What is the ratio of squares to Simplify the ratio 8 : 6. triangles? triangles?

Simplify the ratio 6 : 9 : 3. Alex has £8 and Ben has £12. Alex has £8 and Ben has £12. What is the ratio of Alex’s What fraction of the total money to Ben’s money? money does Alex have?

Cagla and Dilan share £20 in Share 36 in the ratio 5 : 4. Share $180 in the ratio 1 : 2 :3. the ratio 1 : 3. How much will Dilan get?

Elif and Fathema share £24 in Elif and Fathema share some Elif and Fathema share some the ratio 5 : 3. money the ratio 5 : 3. money the ratio 5 : 3.

How much will Elif get? Fathema gets £24. Elif gets £24 more than How much will Elif get? Fathema. How much will Elif get?

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is a ratio? ______

2. How do you say the ratio 3 : 5 out loud? ______3. What is the difference between ratio and fractions? ______4. How do you simplify a ratio? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 332. Purpose: to practise sharing into a ratio.

Task 333. Purpose: to practise using one part of a ratio to find another.

You will take notes from the video. You must include:

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Consolidation Maths – Week 11

Complete the tasks below, using your mastery pages to help you.

Skills practice

Answer these questions in the space below. You must write an answer in every box.

The graph shows how Tom’s distance from home varies with time when he visits Ian’s house. a) On the way to Ian’s house, Tom stops at a shop. How long does he stop for?

b) How far is it from Tom’s house to the shop?

c) How long does Tom spend at Ian’s?

d) Look at the last part of the journey, when Tom is travelling home.  How far does Tom travel from Ian’s house to his?

 How long does it take?

 What was Tom’s speed on this part of the journey? Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What does speed tell us? ______

2. Write down the three versions of the formula for speed.

3. What does it mean for something to be stationary? ______4. When the distance-time graph is flat, what does it mean?

______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 874. Purpose: to practise reading from a distance-time graph.

Task 876. Purpose: to practise calculating the average speed from a distance-time graph.

You will take notes from the video. You must include:

completing this task.

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Easter HL Maths – Week 12

Complete the tasks below, using your mastery pages to help you.

Skills practice

Which of the following graphs shows two quantities that are directly proportional?

Explain your answer:

Mastery check Knowledge check

Use your mastery pages to answer these questions in full sentences.

1. What is meant by direct proportion? ______

2. What is meant by inverse proportion? ______3. Give an example of 2 things that are directly proportional?

______4. Give an example of two things that are inversely proportional? ______

Hegarty Maths

This week you will complete one of the following Hegarty Maths tasks. Your teacher will tell you which one when they set your home learning.

Task 339. Purpose: to practise solving direct proportion problems

Task 342. Purpose: to practise solving inverse proportion problems.

You will take notes from the video. You must include:

After you have completed the Hegarty Maths quiz, write down your score.

Score on first attempt: ______% Best score from all attempts: ______%

Science: The skeleton and muscles

The spine and pelvis support when we Support sit. The femur, tibia and fibula in our legs support us when we stand. Three Our skeleton allows us to move as our functions Movement muscles are attached to our bones. of the skeleton Our bones protect vital organs which

are all soft. Our skull protects our skull Protection and our ribs protect our lungs and heart.

Skeleton types

Animal that has a spinal cord and backbone. Joins two bones Vertebrate Ligament They have an endoskeleton (a skeleton on the together E.g. human inside). Tendon Joins muscles to bond Animal that does not have a spinal cord or Invertebrate Flexible tissue that pads backbone. They have an exoskeleton (a Cartilage E.g. spider joints skeleton on the outside).

Types of joints (between bones) Types of muscle cells

Stable with limited range Heart muscle and cannot be voluntarily Cardiac of movement (forwards controlled but continually beats. Hinge and backwards). E.g.

Skeletal Attached to skeleton and can be voluntarily knee and elbow. (striated) controlled for movement. Not very stable but allow Ball and movement in many In sheets, especially in the digestive system and Smooth socket directions. E.g. shoulder cannot be voluntarily controlled. and hip.

Great strength but no Fixed movement. E.g. skull.

Provide stability and Slightly support and allow slight movable movement. E.g. spine and ribs.

Antagonistic pairs of muscles For movement one muscle relaxes and another contracts.

e.g. bicep contracts and triceps relax to move arm

Science: Bacteria, disease and respiration

Unicellular Bacteria – unicellular prokaryotes

E.g. Organism made of a single cell. e.g. tuberculosis (TB), Salmonella, Gonorrhoea, bacteria e. coli Multicellular Bacterial growth is very fast. A colony is an area Organism made of many cells. E.g. plants where bacteria grows. An area of inhibition is

where bacteria doesn’t grow. Some bacteria produce toxins that make humans ill. Prokaryotic Small, basic structure without a nucleus. E.g. cells bacteria

Eukaryotic Larger, complex cell, with a nucleus. E.g. cells animal cells

Kill infective bacteria Antibiotics e.g. penicillin inside the body.

Bacteria Drugs that are used to e.g. reproduces best at treat the symptoms of a Painkillers paracetamol, a specific disease. They do not kill ibuprofen temperature which bacteria is shown as a peak on the graph. Used to treat and kill e.g. hand Antiseptic bacteria on the surface sanitiser of the body.

Used to treat and kill Disinfectant e.g. bleach bacteria on non-living

Respiration surfaces.

Anaerobic For To enable muscles to movement contract in animals. Respiration when oxygen is in short supply. An organism will receive all the Occurs during intensive exercise For To keep a steady energy it needs for Releases a much smaller amount of energy keeping body temperature in living processes as than aerobic respiration. warm a cold environment. a result of the glucose lactic acid energy transferred For To build larger from respiration chemical molecules from Aerobic reactions smaller one. Respiration with oxygen. Occurs inside cells continuously Releases a large amount of energy from To pump oxygen in each glucose molecule Heart rate the blood faster to During exercise increases the muscle tissues C6H12O6 + O2 CO2 + H2O the human body and cells. reacts to increased Breathing rate This increases the demand for and breath amount of oxygen energy volume entering the blood increase stream.

Science: Plants and photosynthesis

Buds Where all leaves and flowers grow from

Leaves Absorb sunlight for photosynthesis

Flowers Attract pollinators with colours and smells.

Stems Supports plant and transports glucose and water.

Roots Absorb water and minerals.

Seeds What the plant grows from.

The leaf contains: • a waxy cuticle to stop water loss • upper and lower epidermis to allow light in • palisade mesophyll cells with of chloroplasts for photosynthesis • spongy mesophyll • stomata holes in the lower surface that allow gases through

Rate of photosynthesis

Plants use light energy from the environment and chlorophyll in chloroplasts to make food. Carbon dioxide + Water → Oxygen + Glucose (CO2 + H2O → O2 + C6H12O6)

Limiting factors O Factor How the rate is affected (why the rate stops Temperature ( C) going up)

temperature ↑, rate of Above the optimum photosynthesis ↑ Temperature temperature the there is more energy for enzymes denature. the chemical reaction.

light intensity ↑, rate of At point X another photosynthesis ↑ Light intensity (lux) Light intensity factor is limiting the more energy is rate of photosynthesis. available.

CO2 concentration ↑, At point X another CO2 rate of photosynthesis ↑ factor is limiting the concentration more reactant for rate of photosynthesis. photosynthesis

chlorophyll ↑, rate of At point X another Amount of photosynthesis ↑ factor is limiting the chlorophyll allows photosynthesis. rate of photosynthesis. CO2 concentration (%) or

amount of chlorophyll

Consolidation Science – Week 1

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete this table detailing the three different functions of bones.

Different Description and examples of bones functions of bones

Task 2

Write definitions for these key terms (include an example animal for each one):

Vertebrate: ______Invertebrate: - ______

Exoskeleton:

______Endoskeleton:

______

Pentadactyl:

______

Mastery check Task 3

Complete the table below

Type of connective tissue Function (e.g. it connects….. to…..) Example in the body

Ligament

6 mark answer task

Describe the 3 main joints in the body, make sure you include the following joints in your answer: You must include:

 Fixed Joint  Ball and socket  Hinge Joint

______

Consolidation Science – Week 2

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete this table detailing the three types of muscle.

Type of Description (can it be voluntarily controlled?) Example in the body muscle

Skeletal

Task 2

Can muscles repair themselves after injury? Explain your answer.

______

Can connective tissues repair themselves after injury? Explain your answer.

______

Mastery check Task 3

Complete the passage below.

Muscles can do only two things - contract and _____. This is why they are ______pairs -

because they act in the opposite directions. When they contract, they get ______and fatter -

this means they can then pull on a bone. They cannot 'push'. Instead they ______.

In order to move back, another muscle needs to pull in the ______direction.

6 mark answer task

Explain what antagonistic muscles are and how they cause movement. Use the diagram below to help you write your answer.

You must refer to:

 Biceps  Triceps  Contract and Relax

______

Consolidation Science – Week 3

Complete the tasks below, using your mastery pages to help you.

Task 1

Write definitions for these key terms (include either human or bacteria as an example for each definition): Unicellular:

______

Multicellular: ______Prokaryotic: ______Eukaryotic:

______

Task 2

Explain how bacteria reproduce (asexual reproduction) and animals reproduce (sexual reproduction). [hint – speed, clones, variation] Stretch - give an advantage and disadvantage of each.

Bacterial (asexual) reproduction ______

Animal (sexual) reproduction

______

Mastery check Task 3

Write definitions for these types of anti-bacterials:

Antibiotic ______

Antiseptic –

______

Disinfectant -

______

6 mark answer task

Antibiotics are used to kill bacteria. Complete the equipment table and write a method for a practical comparing how effective three different antibiotics (A, B and C) are.

Your method must include:

 Numbered steps

 The correct order  Equipment being used

______

______69

Consolidation Science – Week 4

Complete the tasks below, using your mastery pages to help you.

Task 1

Two petri dishes (A and B) are set up with bacteria, and a disc of blotting paper in the centre. One of the discs contains just distilled water, but the other contains a disinfectant.

Which dish contains the disinfectant, A or B?

Explain your answer, describing the zone of inhibition.

______

Task 2

Starting with a single bacterium, if it divides once every hour, show what would happen over the course of the next 3 hours in the boxes below

Start 1 hour 2 hours 3 hours

0 hours 1 hour 2 hours 3 hours

Mastery check Task 3

Circle the correct answers.

1) Bacteria have no nucleus. This means they are:

unicellular multicellular prokaryotes eukaryotes

2) Bacteria are organisms which are just one cell. This means they are:

unicellular multicellular prokaryotes eukaryotes

3) Which of the following would be used to kill bacteria inside our bodies?

antibiotics antiseptic disinfectant painkillers

6 mark answer task

Bacteria reproduce asexually, and most animals reproduce sexually. Describe the differences between these two methods.

You must include:

 The number of parents needed to produce new individuals

 The relative speed of reproduction  Whether new individuals are identical to or different from the parents

______

Consolidation Science – Week 5

Complete the tasks below, using your mastery pages to help you.

Task 1

1) Write the word equation for aerobic respiration.

______

2) Write the symbol equation for aerobic respiration.

______

3) Write the word equation for anaerobic respiration in animals.

______

Task 2

Complete the graph to show what would happen to a human’s pulse rate as they start at rest, then run quickly, then rest.

Mastery check Task 3

1) Explain why respiration is not the same as breathing

______

______2) Glucose and oxygen enter cells and carbon dioxide and lactic acid leave cells by the process of diffusion. What is diffusion?

______

6 mark answer task

Compare and contrast aerobic and anaerobic respiration in humans.

You must include:

 At least one similarity.  Differences in energy released.  Differences in the reactants and products  Differences in when they are mainly used (exercise or rest)

______

Half term HL Science – Week 6

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the table describing the different types of joints.

Type of Diagram of Describe this joint (Key Words: plane, rotation, moveable) and joint joint type give examples in the body Moves in only one plane.

Hinge Examples: knee joint, elbow.

Task 2

Write definitions for these types of antibacterial chemical, and give examples of each:

Antibiotic: ______

Antiseptic: ______

Disinfectant:

______

Mastery check Task 3

1. What are the 3 main functions of the skeleton?

______2. Which connective tissue connects muscles to bone?

______3. Name an organism that has an endoskeleton

______4. Give an example of a prokaryotic unicellular organism.

______

6 mark answer task

Explain why our breathing rate and pulse rate increase when we exercise

You must include:

 Why the cells need more oxygen when we exercise  Why an increased breathing rate and heart rate help increase supply of oxygen  Why increased breathing rate and heart rate help remove waste carbon dioxide.

______

______75

______Consolidation Science – Week 7

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions in full sentences.

1) What is photosynthesis?

______

2) What are the things that plants need for photosynthesis?

______

3) Where in plant cells does photosynthesis takes place?

______

4) What is the correct equation for photosynthesis?

______

5) What is the name of the process that help carbon dioxide get absorbed into leaves?

______

Task 2

True or False

1) Photosynthesis takes place in the cell wall. ______

2) The reactants of photosynthesis are carbon dioxide and oxygen. ______3) The colour of chlorophyll is green. ______4) The opposite reaction to photosynthesis is called respiration. ______5) Plants photosynthesise during the day and night. ______

6) The products of photosynthesis are glucose and oxygen. ______

Mastery check Task 3

Complete the blank spaces.

1) ______is the name of the part of the cell which contains chlorophyll. 2) ______is part of the cell that controls the production of chlorophyll.

3) ______+ water → ______+ oxygen

4) ______is the green chemical that absorbs light energy. 5) Plants use ______energy to help them make their food.

6) The gas needed for photosynthesis is ______. 7) Plants get water for photosynthesis from the ______.

6 mark answer task

Describe the process of photosynthesis.

You must include:

 Where photosynthesis occurs.  How water gets into the plant.

 How gases get into and out of the plant.  State the word equation for photosynthesis.  What are the products of photosynthesis used for.

______

Consolidation Science – Week 8

Complete the tasks below, using your mastery pages to help you.

Task 1

Label the diagram with the different parts of the leaf.

Task 2

Complete the table with the function for each parts of the leaf.

Adaptation Function Thin

Contains chlorophyll

Stomata

Guard cells

Network of tubes (xylem and phloem)

Task 3 Mastery check

Decide whether each statement is true or false.

1) Plants lose water vapour by distillation. ______2) Leaves adapted for efficient gas exchange by having a tiny pore called stomata. ______3) The movement of carbon dioxide, oxygen and water vapour at the surface of the leaf is

greatest when stomata are open. ______4) The layer that stops water leaving the leaf is called guard cell. ______5) Palisade mesophyll is a layer of cells that carry out photosynthesis. ______

6 mark answer task

Plants have leaves which contain guard cells and palisade cells. Explain how each of these kinds of cells is needed for photosynthesis.

You must include:

 Guard cells  Palisade cells  Spongy layer

______

Consolidation Science – Week 9

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the following questions.

1. How can we measure the rate of photosynthesis?

______

2. Name the gas given off in photosynthesis. ______

3. Glucose is a product of photosynthesis. Give three ways plants use glucose.

______

4. Give two things needed for photosynthesis apart from a suitable temperature, water and carbon dioxide.

______

5. What is a control variable? ______

6. What are the three factors that limit the rate of photosynthesis?

______

Task 2

Highlight all of the sentences that are true.

1. The independent variable when measuring the rate of photosynthesis is light intensity. 2. The dependent variable when measuring the rate of photosynthesis is distance from the pond weed. 3. Glucose produced from photosynthesis by green plants is used for respiration.

4. The temperature where the rate of photosynthesis is the highest is called optimum temperature. 5. The higher the intensity of light, the slower the rate of photosynthesis becomes.

Task 3 Mastery check

Complete the blank spaces.

1. ______is the process that plants carry out in the light and dark to release energy. 2. The variable that we measure in an experiment is called ______.

3. The variable that we change in an experiment is called ______. 4. ______is a variable that slows the rate of a reaction. 5. The three factors that limit the rate of photosynthesis are ______, ______and ______.

6 mark answer task

Describe an investigation you could do to show how much more a normal plant grows compared with a variegated plant over a six-week period.

You must clearly identify:

 The independent variable (IV)

 The dependent variable (DV)  The variables to control (CV)  How you will calculate the end result.

______

Consolidation Science – Week 10

Complete the tasks below, using your mastery pages to help you.

Task 1 Complete the diagram using the labels. SEPAL

STAMEN

OVULE

FILAMENT

STIGMA

NECTARY

ANTHER

PETAL

OVARY

Task 2

Complete the table. The first one has been done for you.

Structure Function Petals e.g. Can be brightly coloured to attract insects

Stamens Anthers Stigma Ovary

Nectary

Mastery check Task 3

1. What is ‘pollination’? ______2. Name 3 animals that help to pollinate plants. ______

3. How do peas disperse their seeds? ______4. Where does fertilisation occur? ______

5. Which part of the flower develops into the fruit? ______

6. Where is pollen produced? ______

6 mark answer task

What are the key differences between animal pollinated flowers and wind pollinated flowers?

You must include:

 You must state the male and female sex cells in plants  You must describe the structure of wind pollinated flowers  You must describe the structure of animal pollinated flowers

______

Consolidation Science – Week 11

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the following questions.

1. What is ‘seed dispersal’?

______

2. Why do plants need to disperse their seeds?

______

Task 2

Draw and label a diagram of a seed designed to stick to the fur of an animal and a labelled diagram of a seed designed for wind dispersion.

Task 3 Mastery check

Fill in the gaps.

a. ______dispersal is the method which has seeds surrounded by something edible

b. ______dispersal is the method which has seeds with hooks which attach

onto living creatures.

c. The method that has seeds which are small and light so they can travel through the air is ______. d. ______, ______and ______are the three types of wind dispersal. e. ______is an example of a plant which uses the dispersal method mentioned in (a) f. Seeds being dispersed from each other and parent plants reduces ______.

g. The process by which flowers fertilise is called ______. h. An example of an organism which uses wind dispersal is ______.

i. An example of an organism which uses self-propelled dispersal is ______.

Key words: Competition, Fruit, Wind, Pea pod, Animal Fur, Dandelion, Pepper Pot, Pollination, Parachute, Winged, Strawberry.

6 mark answer task

Describe the five types of seed dispersal

You must mention the following key words in your answer:

 Wind  Water  Animal and Birds  Gravity  Explosion

______

Easter HL Science – Week 12

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the table.

Different functions of Description and examples of bones bones The skull protects the brain from injury and the ribs protect the heart and lungs.

Support

Task 2

Write a method for a practical comparing how much bacteria lives on different surfaces. [Hints – a method needs to have numbered steps, the correct order and have enough detail to be followed by someone else]

1.______

2. ______

3. ______

4. ______

5. ______

6. ______Mastery check Task 3 Fill in the gaps using the words below

Respiration is the process of producing ______from oxygen and glucose. Oxygen is

obtained for respiration by ______in air which is transported around the circulatory

system via the ______. ______is a product of respiration and is expelled

from animals through breathing out. ______is obtained for respiration by absorption from digested food the small intestine into blood. Water is a product of ______and can be used in the body or excreted via the kidneys as ______. ______is the process where all these particles are transported in or out of cells. Diffusion is where particles move

from a ______concentration to a ______concentration.

Key words: high, glucose, respiration, urine, diffusion, low, breathing, energy, carbon dioxide, blood 86

6 mark answer task

Explain what antagonistic muscles are and how they cause movement. Use the diagram to help you.

You must refer to:

✓ Biceps

✓ Triceps ✓ Contraction ✓ Relaxation

______

French: Myths and Legends

In this topic, we have learned:

• Animals • Weather

• Human and animal body parts • Monster habitats • Food • Opinions on food • BAGS adjective placement • The near future tense

Avoir – To have être – to be

j’ai I have je suis I am tu as you (singular) have tu es you (singular) are il a he has il est he is elle a she has elle est she is nous avons we have nous sommes we are vous avez you (plural) have vous êtes you (plural) are ils ont they have ils sont they are

Animals Food un chien a dog Le fromage Cheese un chat a cat Le poulet Chicken un oiseau a bird Le poisson Fish une souris a mouse Le lait Milk

un cheval a horse Le pain Bread un lapin a rabbit Le beurre Butter un cochon d’inde a guinea pig La confiture Jam

une tortue a tortoise La viande Meat un poisson a fish La pizza Pizza un serpent a snake Les pommes de terre Potatoes

Weather Les oeufs Eggs

Les épinards Spinach il fait chaud it’s hot Les fruits Fruit il fait froid it’s cold Les frites Chips il fait beau it’s a nice day Les légumes Vegetables

il fait mauvais the weather is rubbish Le jus d’orange Orange juice il y a du soleil it’s sunny Le coca Coke il y a du vent it’s windy Le jus de pommes Apple juice il y a des nuages it’s cloudy Le riz Rice il y a des orages it’s stormy Le jambon Ham il y a du brouillard it’s foggy Le bifteck Steak il pleut it’s raining Un gâteau Cake il neige it’s snowing La glace Ice cream

French: Myths and Legends

BAGS adjective placement

There is a group of adjectives that go before the noun. These can be grouped into the following categories:

B Beauty A Age

G Goodness S Size Example : une jolie maison bleue

“Bleu” is a normal adjective and goes after the noun (“maison”). However, “joli” (pretty) describes Beauty and therefore goes before the noun.

Human body parts

la peau skin Adjectives to describe food la dent tooth délicieux delicious le bras arm la main hand dégoûtant disgusting répugnant disgusting le pied foot le dos back savoureux tasty l’oreille ear très bon very good l’œil eye miam miam yummy les yeux eyes bon pour la santé good for your la tête head mauvais pour la santé badhealth for your la bouche mouth salé salty/savouryhealth la langue tongue sucré sugary/sweet la jambe leg amer bitter le ventre stomach le corps body

Animal body parts

le bec beak la griffe/serre talon l’aile wing les écailles scales J’adore la pizza car c’est miam miam la queue tail I love pizza because it’s yummy le museau snout la patte paw les poils fur

The near future tense

You need 3 steps to form the future tense in French

Step 1 : Pronoun Step 2 : Present tense of aller Step 3 : A verb infinitive Je vais Tu vas manger – to eat Il/elle va boire – to drink Nous allons Vous allez aimer – to like Ils/elles vont

French: Myths and Legends

Monster habitats Verb infinitives

to live habiter aller to go I live j’habite jouer to play he lives il habite faire to do we live nous habitons regarder to watch in dans voir to see in a lake dans un lac in a forest dans une forêt avoir to have être to be in a house dans une maison in a town/city dans une ville habiter to live in a school dans une école porter to wear in a cave dans une caverne manger to eat

in the sea dans la mer boire to drink in a swamp dans un marais

in the mountains dans les montagnes Time expressions under sous on sur demain tomorrow next to à côté de dans le futur in the future near près de à l’avenir in the future

le weekend prochain next weekend under a bridge sous un pont under my bed sous mon lit

in the countryside à la campagne

Mon monstree habite dans un marais. Dans un marais My monster lives in a swamp.

Mon monstre habite dans une caverne.

Dans une caverne My monster lives in a cave.

Mon monstre habite dans le montagnes. Dans le montagnes My monster lives in the mountains.

Mon monstre habite dans un lac. Dans un lac My monster lives in a lake.

French – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1 Fill in the table below with how many of each animal Louis has.

Bonjour ! Je m’appelle Louis et j’ai beaucoup d’animaux à la maison, parce que j’adore les animaux. J’ai trois oiseaux. J’aime bien les chiens, mes amis ont quatre chiens, mais moi je n’ai pas de chien. L’année dernière ma mère a acheté une tortue, donc maintenant j’ai six tortues ! Ma sœur aussi voudrait des poissons, mais j’ai quatre poissons déjà !

Birds

Dogs

Tortoise

Fish

Task 2

Correct the agreement mistakes below

1. J’ai trois lapin____

2. Elle a huit tortues vert______

3. Il a trois poisson rouge____

4. Nous avons onze oiseaux blanc____

5. Ils ont quinze chevaux orange____

Mastery check Task 3:

Translate the vocabulary below

1. un chien

2. un oiseau

3. une souris

4. un cheval

5. un serpent

6. a turtle

7. I have

8. a cat

9. a rabbit

10. A fish

Task 4

Design a poster below and draw a picture of your favourite / dream animal. Then write a short paragraph in French.

You must include:

 name and age  personality  size  colour  what kind of animal it is

______

Consolidation French – Week 2

Complete the tasks below, using your mastery pages to help you.

Task 1

Read the description of my strange pet and fill in the gaps with the words from the box

J’ai un animal un peu bizarre, il s’appelle Jean-Marie. Il est très______, il a quatre jambes ______. En plus il a onze nez ______. Cependant, il est vraiment ______mais assez ______. Il a deux ______violets. Il est ______intelligent et il mange les ______.

sympa vertes blancs timide amusant yeux un peu frites

Task 2

Using the text above, answer the following questions in English

1. What adjective is given to introduce Jean Marie? ______

2. Is Jean Marie a nice pet ? ______

3. What colour are Jean-Marie’s legs ? ______

4. What two adjectives are given to describe Jean-Marie? ______

5. What does Jean Marie like to eat?______

Mastery check Task 3:

Translate the vocabulary below

1. Le peau

2. La langue

3. La jambe

4. La bouche

5. Le nez

6. ears

7. stomach

8. feet

9. eyes

10. arms

Task 4:

Write 5 sentences French about your pet and its body parts. If you don’t have one, you can describe a friend’s pet. Make sure you give an opinion and justification.

You must include :

 Name and age of your pet  At least 5 body parts with numbers  Size, personality and colours  An opinion and justification about your pet

______

Consolidation French – Week 3

Complete the tasks below, using your mastery pages to help you.

Task 1

Rearrange the sentences to put them into the correct order

1. serpents, trois, jaunes, j’ai ______

2. oranges, chien, onze, j’ai______

3. a, il, chats, grands, trois ______

4.Nous, douze, souris, avons, noires______

Task 2

Translate the four sentences above English

1. ______

2. ______

3. ______

4. ______

Mastery check Task 3:

Translate the vocabulary below.

1. Jaune

2. Grand(e)

3. Sympa

4. Petit

5. Beau

6. white

7. green

8. eleven

9. two

10. pretty

Task 4

Write a guide on how to agree and place adjectives in French.

You must include:

 Where colour goes in French  How do agree colours  Which colours are ‘special’ and follow different agreement rules  Which adjectives go in front of the noun and how to agree this  At least 3 examples in French

______

Consolidation French – Week 4

Complete the tasks below, using your mastery pages to help you.

Task 1:

Match up the phrases below.

1. My monster lives in a house. A. Mon monstre a les jambes longues. 2. My monster lives in a swamp. B. Mon monstre habite dans une maison.

3. He is big and ugly. C. Mon monstre aime habiter dans un marais. 4. My monster has long legs. D. Il est très intelligent. 5. My monster likes to live in a swamp. E. Mon monstre habite dans un marais.

6. He is very clever. F. Il est gros et moche.

Task 2

Translate the sentences into French

1. My monster lives in the sea. ______2. My monster lives in a house.

______3. I live in a town.

______4. She lives in a forest.

______5. My monster likes to live in a school.

______

Mastery check Task 3:

Translate the vocabulary below.

1. J’habite

2. Il habite

3. dans

4. sous

5. un lac

6. a forest

7. a cave

8. a house

9. a town

10. the sea

Task 4

Draw your monster’s habitat. Label it in full sentences in French.

You must include:

 At least 2 different locations e.g. a lake and a marsh

 Say where he/she lives in a full sentence

 Prepositions such as under or near

Consolidation French – Week 5

Complete the tasks below, using your mastery pages to help you.

Task 1

Write in the correct conjugations of “aller”

1. Je ______manger 2. Elle ______regarder 3. Il ______jouer 4. Ils ______faire

5. Tu ______boire

6. Elles ______porter 7. Nous ______manger

Task 2

Translate the sentences above into English

1. ______2. ______

3. ______

4. ______

5. ______

6. ______

7. ______Mastery check Task 3:

Translate the vocabulary below.

1. aller

2. manger

3. faire

4. jouer

5. etre

6. to have

7. to watch

8. to see

9. I am going

10. He is going

Task 4

Design a flowchart explaining the future tense to a Year 7 pupil.

You must include:

 The subject pronouns and their meanings in English  The present tense of aller  What a verb infinitive is and 3 examples in French and English

 At least 3 examples of the future tense in French and English

100

Half term HL French – Week 6

Complete the tasks below, using your mastery pages to help you.

Task 1

Translate the sentences below into English.

1. Je mange du poulet car c’est savoureux ______

2. Elle boit de l’eau car c’est bon pour la santé______

3. Nous mangeons de la salade car c’est délicieux______4. Elle mange de la pomme______5. Il mange du bifteck______6. Nous mangeons de la viande car c’est miam miam ______Task 2

Select the correct word for each gap : du, de la or des

1. Il adore boire____ coca 2. Elle n’aime pas manger ______viande

3. Nous aimons manger ______confiture

4. Vous aimez manger ______salade 5. Tu déteste manger ______champignons

6. Je n’aime pas boire ______fraises

7. Il adore boire ______limonade

8. Elle déteste manger ______pizza

Task 3: Mastery check

Translate the vocabulary below

1. La viande

2. Le poulet

3. Le beurre

4. Les légumes

5. I eat

6. I drink

7. water

8. cheese

9. rice

10. steak

101

Task 4

Create a mind map and include the following topics:

 Food  Opinions and justifications  The future tense

Include the French and English translations using different coloured pens and include images for clothing

102

Consolidation French – Week 7

Complete the tasks below, using your mastery pages to help you.

Task 1

Use the pictures to write the sentences in French.

1. Lyon ______

2.Strasbourg ______

3.Toulouse ______

Task 2

Translate the following sentences into French.

1. In London it is cold ______2. In Edinburgh it is cloudy ______3. In Paris it is snowing ______4. In Lyon, it is foggy ______

5. In Scotland, it is raining______

6. In England, it is hot______

Mastery check Task 3:

Translate the vocabulary below.

1. Il fait chaud

2. Il fait froid

3. Il y a du soleil

4. Il neige

5. Il y a des nuages

6. It’s raining

7. It’s stormy

8. It’s nice

9. It’s foggy

10. It’s windy

103

Task 4

Draw a weather forecast in your book of the UK – use BBC weather to help you. Write down the weather in French for at least five different cities / areas in the UK.

You must include:

 A description of the weather in at least 5 different UK cities  Intensifiers and connectives  Pictures to represent the different types of weather

104

Consolidation French – Week 8

Complete the tasks below, using your mastery pages to help you.

Task 1

Match the beginning and end of the sentences together below

1. Je mange des frites… A. Aller

2. En Angleterre… B. Regarder

3. Je n’aime pas les… C. Il pleut

4. J’ai deux…. D. car c’est délicieux 5. Elle va E. yeux bleus 6. Nous allons F. Il fait chaud 7. Je vais G. légumes, car c’est dégoutant

8. À Enfield H. Manger

Task 2

Translate the sentences above into English.

1.______

2.______

3.______

4.______

5.______

6.______

7.______

8.______

Mastery check Task 3:

Sort the words below into the following categories: Weather (W), Animals (A) Adjectives (J), Future tense (F)

105

Task 4

Write a guide on colours in French. You must include:

 The French words for the colours and their English translation  Where colours go in French and 3 examples  How to agree colours in French and 3 examples

 What is special about the adjectives white, orange and brown

______

106

Consolidation French – Week 9

Complete the tasks below, using your mastery pages to help you.

Task 1

Read the text below

Bonjour, je m’appelle Aurélie, j’ai beaucoup d’animaux à la maison. J’ai quatre poissons rouges et onze cochons d’indes. Aussi, ma famille et moi, nous avons quatre chevaux, trois chiens et treize chats ! J’habite à Brimsdown et il pleut souvent, quelquefois il fait chaud et il fait beau.

J’adore manger ! Mon plat préféré est le bifteck et les frites, je déteste les légumes, mais ma mère les adore ! L’année prochaine, je vais aller au Portugal avec ma famille, il fait assez chaud et j’aime la nourriture au Portugal, ma sœur va manger le jambon et un peu de chocolat car c’est miam-miam !

Task 2

Answer the following questions in English using the text above

1. How many fish does Aurelie have at home? ______2. How many horses does she have at home? ______

3. How many pets in total does she have at home? ______

4. Where does she live? ______

5. What is weather like in Brimsdown?______

6. What is Aurelie’s favourite food? ______7. What food does she hate? ______Mastery check Task 3:

Find the expressions below in the text

1. A lot of

2. Guinea Pigs

3. Fish

4. Also

5. Sometimes

6. My favourite dish 7. Vegetables 8. Next year 9. I am going to go 10. My family

107

Task 4

Create your own mini quiz on food and opinions. Write 10 sentences in English and then turn your booklet upside down and write the answers in French. You must include:

 A range of different foods  Positive and negative opinion phrases adjectives to describe food  Some full sentences such as ‘I eat….’  Opinion and justification phrases such as ‘I like this…. because….’

______

108

Consolidation French – Week 10

Complete the tasks below, using your mastery pages to help you.

Task 1

Correct the errors in the sentences below. There is 1 mistake in each sentence.

1. Le chien grand______2. Les yeux vert______

3. Les oreilles brun ______

4. C’est beau ______5. Les yeux bleu______

6. Les cheveux brun______

7. Elle a les cheveux frisé______

Task 2

Translate the sentences into English

1. J’ai quatre grands chevaux bruns ______

2. Elle a onze cochons d’indes vertes ______

3. Mon chien a trois jambes noires ______

4. Ma tortue a la peau verte et jaune ______

5. Mon chat a quatre pattes blanches ______

Mastery check Task 3:

Translate the sentences below into French

1. I have eight, small cats ______

2. She has nine little birds ______

3. I like chicken and chips but it is bad for your health______

4. I am going to eat pizza ______

5. It is hot, and it is windy in Enfield______

109

Task 4 :

Write a how to guide on forming weather structures in French. You must include:

 An explanation of what il/il fait/il y a mean in English  How to use each one  An example of il/il fait/il y a in a sentence  A mini-quiz at the end of your explanation to test someone on this content, for example you could write a gap fill.  Make sure you write the answers to your test.

______

110

French – Week 11 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Fill the gaps in the sentences by translating the word in English

_____ ( I am called) Mme Worth. ____ (I have) vingt sept ______(years). Dans ma maison j’ai deux petits ____ (cats) noirs. Elles sont très méchantes . J’aime ______(to eat) du poulet et ______(some) légumes car c’est ______(good) pour la santé. J’habite ______(in) Enfield et il ______(is) chaud mais quelquefois ______(it) pleut. Demain, je ______(am going) aller en

Ecosse avec mes parents et mon frère va ___ (to go) aussi. Il pleut en Ecosse mais parfois il y a des ______(storms).

Task 2

Translate the paragraph above into English

______

______Mastery check Task 3:

Translate the vocabulary below

1. It is hot

2. I am going to eat chicken

3. It is raining in Enfield

4. I have a big, brown horse

5. J’ai deux chats bruns et sympas

6. Elle va manger du riz et des pommes

7. Il va boire du café

8. Il y a des oranges en Espagne

9. I like eating pizza

10. I drink coke but it is bad for your health

111

Task 4

Create a poster on food and justifications. You must include:

 At least 10 items of food in French and English  At least 4 opinion phrases in French and English  Pictures to represent the different opinion phrases

 At least 4 positive justifications such as ‘tasty’ in French and English  At least 4 negative justifications such as ‘disgusting’ in French and English  At least 3 examples of an opinion and justification phrase

112

Easter HL French – Week 12

Complete the tasks below, using your mastery pages to help you.

Task 1:

Read the text below and highlight the food, underline the clothes and circle the opinions

J’adore la nourriture! Normalement, chez moi je mange du poulet avec du riz et des légumes et du yahourt. C’est assez bon pour la santéet j’adore la viande. Normalement je bois de l’eau mais je préfère le coca ou la limonade car c’est miam miam. Le weekend, je vais manger de la pizza, des frites et un grand gâteau au chocolat pour fêter mon anniversaire.

Task 2

Find the expressions in the text above

1. I love food ______2. Normally at home ______3. Some yoghurt ______4. quite ______

5. I prefer ______6. Or ______

7. To celebrate my birthday______

Mastery check

Task 3:

Translate the vocabulary below

I eat

I drink

yummy

good for your health

it’s hot

I am going to go

it’s foggy

I have

a dog

a fish

113

Task 4 Design a poster on the Paris 2024 Olympics in English using information from the following website to help you: https://www.paris2024.org/en/the-olympic-games-paris-2024/

You must include:

 How many people will watch on TV?

 How many sports are being played?

 Your favourite sport in the Olympics and why?

 How many nations take part in the Paralympic Games?

 Give at least two partners in advertising that will be sponsoring the Olympics

 Who is the official partner of the Paris 2024 Olympics?

114

Geography: Glaciation

In this topic, we have learned:

• What glaciers are. • What glaciers are like. • Where glaciers are found. • How glaciers move.

• How glaciers change the landscape. • How humans are impacting West Antarctica.

How are glaciers formed?

Glaciers form through the process of compaction.

Snow falls on the ground, because it is very cold this snow doesn’t melt. Next year, more snow falls on top of the older layer of snow. This process repeats for years and years until there is a large area of snow and ice. This snow and ice then starts moving down slope because of gravity.

The different layers of the glacier have different names. They are:

• Snow – most recent layer (top) • Neve – second youngest layer • Firn – third youngest layer • Ice – oldest layer (bottom)

What is a glacier like?

Head – Where the glacier starts

Zone of accumulation – Where the glacier gains snow and ice

Equilibrium line – The place on a glacier where the two zones meet

Snout – Where the glacier ends

Zone of ablation – Where the glacier loses snow and ice

Equilibrium Head line

Snout

Zone of accumulation Zone of

ablation

115

Geography: Glaciation

Where are glaciers found?

Glaciers are found where the temperature is cold enough for snow and ice to stay all year round.

This is at high latitudes and high altitudes.

Glaciers found at high latitudes are polar glaciers.

Glaciers found at high altitudes are mountain glaciers.

How do glaciers shape the landscape?

• Through the processes of erosion, transportation and deposition, glaciers create a number of different landforms.

Landform Description U-shaped valley A steep-sided, flat-bottomed valley carved by erosion

Corrie An armchair-shaped hollow carved by glacial erosion.

Moraine A big rock deposited by the glacier somewhere it doesn’t belong.

Erratic A wall of rock and debris dropped by the glacier

How do glaciers move? How does a corrie form?

Even though glaciers move very slowly, they A corrie is an armchair shaped hollow found on north can make dramatic changes to the shape of facing slopes. the land surrounding them. It forms when a glacier plucks rocks from the back Key term Definition wall – making it steep. The wearing away of Erosion the land by the glacier. These rocks are then transported downslope.

As the glacier moves it scrapes the rocks against the Transportation When the glacier picks up rocks and carries bottom of the hollow – this is abrasion. them. The glacier then loses energy and deposits the rocks

at the edge of the corrie, this creates a rock lip. Deposition When the glacier puts down the rocks and sediment it carries.

Back wall - plucking

Rock lip - deposition Over deepened base - abrasion

116

Geography: Glaciation

The Greenhouse Effect

Greenhouse gases (methane and carbon dioxide) occur naturally in the atmosphere and help keeps earth at a liveable temperature!

However, human activities such as burning fossil fuels has increased the amount of greenhouse gases in the atmosphere – this is the enhance greenhouse effect.

This traps heat in the atmosphere.

West Antarctica

The enhancced greenhouse effect is causing

glaciers in West Antartica to melt.

This is because there is too much methane and CO² in the atmosphere, trapping in a lot of heat. The enhanced greenhouse effect is causing the

West Antarctic Ice Sheet to lose 310km³of ice every year.

One ice shelf lost 18% of it’s thickness over an 18 year period.

Reference photos What is happening in West Antarctica?

As glaciers melt in Antarctica it has huge impacts on the surrounding environment. A glacier moving As a result, the habitat of the emperor down-valley penguins that live on the West Antarctic Ice Sheet is in danger.

As the ice melts, it disrupts the habitat and life cycle of the emperor penguins.

They no longer have somewhere safe to lay their egg and they may have to swim further to Moraines find fish to eat. As a result of this, the population of the emperor penguins on the West Antarctic Ice

Sheet is decreasing.

A corrie with a lake in the base

117

Geography – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions below in full sentences.

1. Write your own definition for a glacier ______2. Why do glaciers move downhill? ______

______

3. What is happening to glaciers around the world?

______

Task 2

Would you like to visit a glacier? Explain your answer.

______

Mastery check Task 3

Decide if the statements below are true or false.

a)Glaciers are a river of ice ______

b)Glaciers move because they are heavy ______c) All glaciers are currently melting ______

d)Glaciers are melting because of global warming caused by people ______

e)Rising sea levels will not affect us in Enfield. ______

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Task 4

Imagine you are an arctic researcher stood on a glacier. Write a paragraph to explain what your surroundings are like. Use the photos below to help.

You must include:

 What can you see around you?  What is the weather like?  How will the landscape change in the future?

.______

______

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Geography – Week 2 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Write a definition for each feature in the formation of glaciers

Compaction: ______

Neve: ______

Firn: ______

Task 2

Match the labels with the correct layer of a glacier

A = Ice

B = Snow

C = Firn

D = Neve

Mastery check Task 3

Answer the true or false questions

a. Snow falls in places where temperatures are high ______b. Neve is formed before firn ______

c. As more snow falls, the snow below is compressed

and the water in it is squeezed out ______d. After one-year, dense glacier ice will have formed ______

e. When enough ice has built up, it will start to move

downhill due to the force of gravity ______

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Task 4

Write a paragraph explaining the compaction process and how a glacier forms from snow

You must include the following key words:

 Snow  Firn  Air  Compacted  Ice  Compress  Glacier  Year  Neve

 Gravity

______

121

Geography – Week 3 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

What is the difference between the Zone of Accumulation and the Zone of Ablation?

______

Task 2

Label the diagram of the glacier

Head Snout

Equilibrium line Zone of Ablation

Zone of Accumulation

Mastery check Task 3

Work out the mass balance of these glaciers

Glacier Zone of Zone of Mass Is the glacier

accumulation ablation balance/mwe growing or shrinking?

A 650m 750m -100 shrinking

B 100m 200m

C 450m 650m

D 300m 100m

E 550 225

F 50.5 10.5

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Task 4

Answer these questions in full sentences in the space below.

1. What is ‘mass balance’?

2. What does a positive mass balance? What happens to the glacier? 3. What is a negative mass balance? What happens to the glacier? 4. Will a positive or negative mass balance cause a sea level rise? How do you know?

5. Why are some glaciers growing instead of shrinking?

You must include:

 Full sentences  Examples where possible

______

123

Geography – Week 4 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Write a definition for each key word

Polar glacier: ______

Mountain glacier: ______

Latitude: ______

Altitude: ______

Task 2

Answer the question

Why is it colder at the North and South pole (latitude of 90 degrees) than the equator?

______

Word bank:

Solar energy direct concentrated spread out latitude poles

Mastery check Task 3

Answer the true or false questions

a) Mountain glaciers are found at low altitudes ______

b) Mountain glaciers can be found in Tanzania, ______

on Mt Kilimanjaro c) Polar glaciers are found close to the equator ______

d) You would find polar glaciers in countries like ______

Spain and Madagascar

e) Mountain glaciers can be found in hot countries ______

because the air temperature is low on a mountain ______

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Task 4

Answer these questions in the space below

Q1. Write 1 paragraph to describe and explain the location of polar glaciers

Q2. Write 1 paragraph to describe and explain the location of mountain glaciers

You must include:

 High of low latitude  What line of latitude  Example of a country where

polar glaciers are found  What is the weather like and why  What happens to the snow overtime

______

125

Geography – Week 5 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

What is erosion?

______

Task 2

Complete the questions below the pictures

Mastery check Task 3

Answer the true or false questions

a) Erosion and deposition create different types of landscape ______b) Deposition changes the land by taking away material ______

c) Transportation is a type of erosion ______

d) Transportation happens more frequently than deposition ______

e) Erosion happens at the head (start) of a glacier ______

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Task 4

Answer these questions in the space below

1. What happens in deposition? 2. How does deposition change the land around the glacier? 3. How does erosion change the land around the glacier?

4. What is transportation?

You must include:

 Full sentences  Examples where possible (research these)

______

127

Geography – Week 6 Half term HL

Complete the tasks below, using your mastery pages to help you.

Task 1

a. Complete the picture to show the layers that occur as ice forms.

snow

b. Explain how ice forms through compaction. ______

c. How long does the process of compaction take? (days, months, years) ______

Task 2

Match up the glacial processes to the correct definition.

Erosion Transportation Deposition

When material When ice or water carve When material is

is set down away the landscape carried along

Mastery check Task 3

Label the diagram of a corrie

*steep back wall *over deepened base *abrasion *plucking *rock lip *deposition

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Task 4:

Use the space below to do a field sketch of two of the glacial landforms we have studied we have studied; U-shaped valley and Moraine.

You must include:

 Draw a detailed diagram of the landform (IN PENCIL)  Add at least 5 detailed labels to describe what it looks like and how it was made

(CLUE: Is the landscape steep or flat, have rocks been taken away or put down, how big is the feature, has it been made by erosion or deposition)

Stretch: explain what the conditions must have been like for this landform to be created. Was the glacier growing or melting?

U-shaped valley

Moraine

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Geography – Week 7 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Write a definition for U- shaped valley

______

Task 2

Complete the table below

Name of landform: Name of landform: Formed by (circle) Formed by (circle)

Erosion Deposition Erosion Deposition

Features of this landform: Features of this landform: • • • • • •

Task 3 Mastery check

Answer the true or false questions

a) Corries are formed by deposition ______

b) U-shaped valleys are flat-sided, steep-bottomed

valleys carved by erosion ______c) A moraine is a wall of rock and debris dropped by the glacier ______d) Moraines are formed by erosion ______e) An erratic is formed by deposition ______

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Task 4

Use the space below to do a field sketch of two of the glacial landforms we have studied we have studied; Corrie and Erratic

You must include:

 Draw a detailed diagram of the landform (IN PENCIL)  Add at least 5 detailed labels to describe what it looks like and how it was made

(CLUE: Is the landscape steep or flat, have rocks been taken away or put down, how big is the feature, has it been made by erosion or deposition)

Stretch: Explain what the conditions must have been like for this landform to be created. Was the glacier growing or melting?

Corrie

Erratic

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Geography – Week 8 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the flow chart to explain how a corrie forms.

Mastery check Task 2

Decide whether the statements are true or false.

a) Corries form on north facing slopes because they get more direct sunlight ______b) Plucking takes place on the back wall ______

c) Rocks that are plucked off the back wall are deposited in the over deepened base ____

d) Abrasion is a type of transport ______

e) When the temperature rises the glacier begins to melt ______

f) As the glacier melts it transports rocks to the rock lip______g) A lake is sometimes left behind in the corrie ______

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Task 3

In pencil – draw a comic strip to show how a corrie is made. Include at least 10 words to describe what is happening at each stage,

You must include:

 Detailed labels  Different parts of the corrie  Physical processes (erosion, transportation, deposition)

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Geography – Week 9 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Write a definition for global warming:

______

Task 2

Complete the labels on this diagram of the greenhouse effect

Mastery check Task 3 Answer the true or false questions

a) Global warming is the gradual warming of the atmosphere, b) which is completely because of human activity ______

c) CO2 is an example of a greenhouse gas ______

d) Glaciers are now melting faster than ever before ______

e) Greenhouse gasses are created only by humans ______

f) The greenhouse effect is increasing global temperatures ______

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Task 4

Write a letter to your local MP explaining the importance of global warming

You must include:

 What the greenhouse effect is  What the impacts of global warming will be  What we should do to limit the impacts of global warming

Feryal Clark, MP for Enfield North

House of Commons London SW1A 0AA

Dear Ms Clark,

______

______yours sincerely,

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Geography – Week 10 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Describe the location of Pine Island Glacier

______

Task 2

Write one paragraph to explain how glaciers in West Antarctica are melting faster than ever Remember to include: point, evidence and explanation ______

______

Mastery check Task 3

Answer the true or false questions

a) Ice shelves are losing 310 Km3 of ice every year ______

b) Global warming causes the ablation zones of glaciers to decrease ______c) A negative mass balance means that the glaciers are shrinking ______d) West and East Antarctica are responding to global warming in different ways ______

e) Antarctica belongs to one country ______

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Task 4 Imagine you are a scientist from the British Antarctic Survey. Create a poster to inform students of rapid ice melt in the West Antarctic Ice sheet

You must include:

 A picture of the West Antarctic Ice Sheet

 A diagram explaining the greenhouse effect  Facts about how glaciers are melting  Advice on what students can do to stop the ice melting

 Diagrams and drawings in pencil

137

Geography – Week 11 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1:

Write 1 sentence to tell what Emperor penguins are doing at each time of year.

1. January

2. June

3. August

4. October

Task 2

Write 1 paragraph to explain how the penguin population will be affected by faster ice melting.

______

Mastery check Task 3

Answer the true or false questions

a) The Ross ice shelf is in East Antarctica ______b) Melting ice in the West Antarctic ice sheet means penguins

have nowhere to lay their eggs ______

c) Penguins can lay their eggs in the sea ______d) Baby penguins hatch in August ______

e) There is no permanent human settlement in Antarctica ______

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Task 4

You are working with a group of designers planning a brand-new research station in Antarctica. Produce a plan to develop your ideas. Include diagrams to illustrate and labels to explain your plans.

You must:

 Think about what people who work in Antarctica want and need? (how they like to spend

their free time, what helps to make living there during the winter months bearable: lighting, windows, decoration etc)  Think carefully about the area for relaxation. Plan how you would make best use of this

space to keep people happy.  How would you deal with the problem of the moving ice?  What new ideas do you have for relocating the station if it gets too close to the edge of

the ice shelf?  What would you do? How would you make your research station a happier place to live and work during the long, dark winter months?  Use pencil for drawings and pen for annotations

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Easter HL Geography – Week 12

Complete the tasks below, using your mastery pages to help you.

Task 1

Write a definition for the glacial processes below.

Erosion - ______

Transportation - ______

Deposition - ______

Task 2

Decide whether each landform has been created by erosion or deposition and briefly explain

how you know.

a. Landform name______

This landform was created by______

I know this because______

______

b. Landform name______

This landform was created by______

I know this because______

______

Mastery check Task 3

Complete the paragraph by filling in the gaps

Emperor penguins will be affected by ______ice melting in West Antarctica. Scientists

predict that ______of penguins will be dead by 2100. This is happening because the Ross Ice

Shelf, where penguins lay their eggs, is melting ______in the summer. If it melts completely

there will be nowhere for the penguins to ______their eggs or raise their ______. This will

affect the penguins because fewer babies will be born and the population of penguins will ______

faster babies decrease 1/5th earlier lay

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Task 4

Complete the mass balance task below.

How do we know if a glacier is growing or shrinking?

Glaciers can grow or shrink depending on weather conditions. Although most glaciers around the world are shrinking, some are increasing in size. Complete the sheet to show that you understand how this can happen.

Mass balance = ice in the zone of accumulation – ice in the zone of ablation = how much the glacier grows – how much the glacier melts

Example: Mass balance of glacier A = accumulation – ablation = 650 – 320 = +330 mwe

The number is positive because there is more accumulation (growing) than ablation (melting). This means the glacier is growing.

Complete the table using the formula above.

Glacier Zone of Zone of Mass Is the glacier accumulation ablation balance/mwe growing or shrinking?

A 650m 320m 330m Growing

B 140m 170m

C 410m 175m

D 320m 153m

E 78.6 87.6m

F 29.7m 41.5m

G 55.43m 23.48m

Stretch:

If a glacier has a negative mass balance, what is happening in the zone of ablation? How do you know? What is happening in the zone of accumulation?

141

History: Medieval England

In this topic, we have learned:

• How did the feudal system work?

• Why was the medieval Church so important? • Why did people believe in witches? • What was the Black Death? • Why did peasants rebel in 1381?

A: What was the feudal system?

In this topic, we are going to learn about medieval England - from around 1000 to 1600. A really important difference between the way we live today, and medieval life, is the feudal system. This was where people were given a set position in life (for example, a peasant [very poor farmer]), and they had to stick to that. It also meant that land was given in return for certain services. For example, peasants would provide the service of working on farms, for their landlord (the person who owned the land). In return, they would get a small house to live in.

Knights were one stage above the peasants. They would own the land that the peasants worked on, and collect the food that the peasants farmed. They would give some of this to the person above then – called a noble – and they would also fight in the king’s army if he needed. In return for this service, they would be given a big house and area of land.

Above the knights were the nobles. They collected tax money from knights, keeping some for themselves and giving some to the king. They would also help to organise the king’s army if he needed. In return, they got an even bigger house, and area of land.

The king was at the top – the richest and most powerful. He collected lots of tax money and goods from the people below him. He could also rely on them to fight if he needed an army. In return, he promised to be a fair king, and protect the country.

B: How did religion work in medieval England?

Another important difference between life in England today, and in medieval times, was that everyone in medieval England was religious. They were all Catholic Christians. They went to Church around twice per week – at least 100 days per year.

In Church, people in medieval England would hear stories from priests, telling them how to be a good Christian. The priests would tell them that, if they didn’t follow his orders, they would go to Hell.

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History: Religion and witches

C: How did religion work in medieval England? cont.

The priest also said that if they did follow his orders, they would go to Heaven. This was the place where Christians believed God lived, where they would be extremely happy.

The priests did not make up the rules on how to be a good Christian themselves. Instead, the Catholic Church was led by a man called the Pope, who lived in Rome, in Italy. He sent messengers to all of the Catholic countries in Europe, telling them what the rules were.

D: Why was the medieval Church so powerful?

People in medieval England usually did exactly what the Church and its priests said, for 2 main reasons:

• They were extremely scared of going to Hell (see box B). They thought they had to follow the Church rules, or they’d be sent there when they died.

• The Church was very wealthy. It collected a tithe from every single person in England – this was 10% of what they earned. o They used this money to build big, beautiful Cathedrals (Churches) like the one in

the picture on the previous page. o These Cathedrals shocked the people, especially peasants, who lived in very small houses. This made them think that, to be able to build such beautiful buildings, God must be on the Church’s side. o This made people even more scared to go against the Church, as going against the Church meant going against God.

E: What did people believe about witches?

One of the medieval Church’s teachings was that the Devil could come from Hell, and visit people to make them witches. These witches would then have powers to do evil things to people. They would usually be women, or people who behaved in an unusual way. People would often accuse people they didn’t

like, or people who behaved strangely, of being witches. If others believed they were also witches, they would be killed, often by being

burned alive.

F: Why did people believe in witches? There are three main reason why medieval people believed in witches:

• They were very religious, and belief in the Devil was an important part of Christian belief. If they didn’t believe in the Devil, they wouldn’t have believed in witches. • They didn’t understand science. When people became ill, they didn’t know why, and they often blamed witches for this. • They had very strict rules about the way that family life should be organised – they

thought that women should take care of children, and men should go out to work. When a women suggested that she might want to go against this, they thought she was odd and dangerous.

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History: The Black Death and the Peasants’ Revolt

G: What was the Black Death? The Black Death was a horrible disease, that came to England in 1348. It caused death in most people who caught it. Symptoms were also horrible – patients would have fever and vomiting, along with huge swellings filled with pus, called ‘buboes’ – see the symptoms described in the pictures below. It was spread by fleas, which lived on rats, but they didn’t know that at the time. Overall, 75 million people across Europe died from the disease.

H: How did the Black Death cause the Peasants’ Revolt? In the short term, the Black Death had a very bad impact on peasants: many died. However, this had some good impacts in the long-term. As so many peasants had died, their work became more valuable. Landowners were desperate to have peasants to work on their farm, because they’d lost many in the Black Death. This meant that peasants could ask for higher pay from their landlords. If the landlord refused to pay, the peasant could move to another farm, where they would get more money.

The king, Edward III, was unhappy with this – he didn’t want peasants to get more power. He passed a law, called the ‘Statute of Labourers’, saying that peasants had to be paid the same amount as before the Black Death. This made peasants very angry.

Peasants then became even angrier in 1380, when the next king, Richard II, raised a tax called the Poll Tax. This was a tax where everyone paid the same amount, no matter whether they were a peasant or a noble. Peasants thought this was extremely unfair. In 1381, a group of peasants from the south of England decided to rebel, led by a man called Wat Tyler. They marched to London and demanded freedom and higher pay from king Richard II. At first, because he was scared, the king agreed.

However, a few weeks later, Richard II went back on his promise, and said the peasants’ lives would be worse than ever. The long-term impact of the Peasants’ Revolt was limited.

144

History – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box A of your Mastery Pages, called ‘What was the feudal system?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Answer these questions using the information in box A of the mastery pages:

1. What did you get in return for services, in the feudal system?

______

2. Which group were at the bottom of the feudal system? What did they do? ______3. Which group were in the second level on the feudal system? What did they do? ______

______4. Which group were in the third level on the feudal system? What did they do?

______

5. Who was at the top of the feudal system? What did they do?

______

Mastery check Task 3

Match up these key words to their definitions, by drawing a line between the word and the correct definition:

Feudal system Money or goods collected from the people by the government/king

Medieval A system where land was given in return for service. People

were given a set position – they couldn’t get richer or poorer

Tax The poorest group in medieval society. Worked on farms

Peasants The time period from around 1000 to 1600

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Task 4

Study the pictures below, which are artist’s drawings and pictures of what a medieval peasant’s house would look like. Imagine that you are a medieval peasant. Write a letter to someone from the future, explaining what your life is like.

You must include:

 What your house is like  What you do in a normal day  Anything you like about your life  What you would like to be different  Why you know you won’t be able to change things

______

146

History – Week 2 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box B of your Mastery Pages, called ‘How did religion work in medieval England?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Answer these questions using the information in box B of the mastery pages:

1. What was an important difference between life in England today, and life in medieval

times?

______2. What religion did people in medieval England follow? ______3. How many times per year did people in medieval England go to Church?

______

4. What did people believe would happen if they didn’t follow the Church’s orders? ______

______

5. How would this allow the Church to control people’s behaviour?

______

______Mastery check Task 3

Write whether the following sentences are ‘true’ or ‘false’ in the space beside each sentence

1. People in medieval England could choose whether they were religious ______2. People went to Church 100 times in a year ______3. People obeyed the priest’s rules out of fear of going to Hell ______4. Everyone in medieval England was a Christian, but there were several types of Christianity that were followed ______

Now re-write the sentences that were false, to make them true in the space below:

______

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Task 4

Study source A, below. In the lines beneath it, write down two things that you can infer from the source about medieval religion

You must include:

 Two things that you can infer about medieval religion

 The part of the source that helps you to make that inference (describe what you see in the picture)

Source A (the picture to the left):

A medieval ‘doom painting’, which would

have been shown in Churches in medieval England.

One thing I can infer is… ______The part of the source that tells me this is… ______

______

One thing I can infer is… ______

______The part of the source that tells me this is… ______

______

148

History – Week 3 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box C of your Mastery Pages, called ‘How did religion work in medieval England? cont.’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Answer these questions using the information in box C of the mastery pages:

1. Where did people believe that they would go after death, if they followed the Church’s rules?

______

2. Who led the Catholic Church? Where did he live?

______

3. How were the messages of the Catholic Church spread across Europe?

______4. Why would the Pope have lots of power over ordinary people’s lives? ______

______

Mastery check Task 3

Fill in the gaps in this paragraph, using the word box beneath it. There are some extra words.

Medieval people were all ______. They believed in what their Church said very

strongly, because they went ______times per year. This would mean that they constantly heard the same messages, hearing them in speeches made by ______and

______them in ______. They made careful efforts to do as the

Church said, so that when they died, they would go to ______and not ______.

Word box: Protestants Hell 100 reading Popes Doom paintings Heaven priests Books like the Bible Catholics 2-3

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Task 4

Answer this question on the lines below:

Describe two key features of medieval English religion

You must include:

 One point sentence, with matching evidence (facts)  A second point sentence, with matching evidence (facts)

Sentence starters:

‘One key feature of medieval English religion is…’

‘Evidence for this is…’

(Then repeat)

______

150

History – Week 4 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box D of your Mastery Pages, called ‘Why was the medieval Church so powerful?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Write definitions for the following words:

Word Definition ______Hell ______

______Heaven ______

______Tithe ______

______Cathedrals ______

Mastery check Task 3

Answer these questions:

1. How did beliefs in Heaven and Hell mean that the Church had power? ______2. What did the Church spend its tithe money on? ______

3. Why did its wealth, and the way that this money was used, mean that the Church had power? ______

______

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Task 4

Imagine that you are a medieval peasant, who’s just attended Church. Write a diary entry, explaining how you’re feeling, and why you want to obey the Church.

You must include:

 What you saw when you were at Church  What you heard when you were at Church  What you’re afraid of  What you hope will happen when you die  What you’re going to do to make this happen

______

152

History – Week 5 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box E of your Mastery Pages, called ‘What did people believe about witches?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Answer these questions:

1. Who was the Devil, according to medieval English people’s beliefs? ______

2. What did medieval people believe that witches did?

______

3. Who would usually be accused of witchcraft? Why do you think this was?

______

______4. How would people be punished, if others believed that they were witches? ______

______

Mastery check Task 3

Write whether the following sentences are ‘true’ or ‘false’ in the space beside each sentence

1. It was usually men who were accused of being witches ______2. People believed that the Devil created witches ______3. People believed that God created witches, as punishment ______4. People who were accused of being witchcraft would be burned ______5. Your behaviour did not affect your chances of being accused of witchcraft______

Now re-write the sentences that were false, to make them true in the space below:

______

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Task 4

Answer this question on the lined paper below:

Describe two key features of witchcraft accusations in medieval England

Hint: ‘witchcraft accusations’ means when people said that people they knew were witches

You must include:

 One point sentence, with matching evidence (facts)  A second point sentence, with matching evidence (facts)

Sentence starters:

‘One key feature of medieval English religion is…’

‘Evidence for this is…’

(Then repeat)

______

154

History – Week 7 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box F of your Mastery Pages, called ‘Why did people believe in witches?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Fill in the mind-map below, to explain the three reasons why people believed in witches in medieval England. For each branch, say why it would make people believe in witches

Mastery check Task 3

Fill in the gaps in this paragraph, using the word box beneath it. You don’t need to use all of the words in the word box.

People in medieval England had very strict views about how men and women should behave.

They thought that ______should take care of children. If any woman didn’t have children, or especially if a woman said she didn’t want children, people would be

______. They would think that other women might ______her, and that this would change the way they lived. This meant that women who didn’t follow the usual rules were often ______as witches. As well as this, the lack of ______meant that people often turned to religion to answer their questions, instead of ______. They didn’t have things like ______, to understand disease as we do today.

Word box:

men microscopes empathy

burned science afraid

copy women hanged

education God hate 155

Task 4

Write a PEE paragraph to answer the question:

Why did their strict views about gender (whether you’re male or female) mean that people believed in witches?

You must include:

 A point sentence, saying what the difference  Evidence about people’s beliefs  A ‘return to the question’ sentence, where you fully explain why people believed in witches

______

156

History – Week 8 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box G of your Mastery Pages, called ‘What was the Black Death?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Fill in this flow diagram, to show how the Black Death progressed:

Mastery check Task 3

Write whether the following sentences are ‘true’ or ‘false’ in the space beside each sentence

1. People knew what caused the Black Death ______

2. The Black Death was very deadly ______

3. The Black Death would spread just as easily today as it did during medieval times

______

Now re-write the sentences that were false, to make them true in the space below: ______

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Task 4

Imagine you are, again, a peasant in medieval England. The Black Death has just broken out. Write a diary entry, explaining how you’re feeling.

You must include:

 What you’ve noticed in your town  What you’re worried about  Why the disease is spreading so quickly  What you are going to do, to prevent yourself from catching the disease

______

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History – Week 9 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Read box H of your Mastery Pages, called ‘How did the Black Death cause the Peasants’ Revolt?’

Highlight any key evidence (names, dates, numbers, places)

Task 2

Complete the questions below in full sentences.

1. Why did peasants’ work become more valuable during the Black Death?

______

2. What would peasants do, if their landlords refused to pay them more?

______

3. What did the king, Edward III, do when he heard about peasants being paid more?

______

4. What happened in 1380, which caused peasants to rebel? ______

5. Why was the impact of the Peasants’ Revolt limited?

______

Mastery check Task 3

Write definitions for the following words:

Word Definition

______

Statute of Labourers ______

______

Poll Tax ______

______Peasants’ Revolt ______

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Task 4

Write 2 PEE paragraphs and a conclusion, to answer the question:

How significant (important) was the Peasants’ Revolt?

You must include:

 A paragraph (point, evidence, explain) arguing that the Peasants’ Revolt was very significant  A paragraph (point, evidence, explain) arguing that the Peasants’ Revolt was not

significant  A conclusion, saying whether you think the Peasants’ Revolt was significant or not and why

______

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History – Week 10 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Re-read your Mastery Pages. Make sure that you have highlighted any key evidence (names, dates, numbers, places)

Both Male peasants Female peasants

Task 2 Mastery check

Sort the words in the table into the Venn diagram – if they are about male peasants’ lives, put them on the right, if they are about female peasants’ lives, put them on the left. If they are about all peasants’ lives, put them in the middle.

You don’t need to write out the whole statement – just its letter.

A: Very poor B: More likely to C: Should spend D: Could fight in E: More likely to be accused of their life looking the king’s army work as a healer witchcraft after husband and or midwife children F: Could own G: Died in the H: Should have a I: Took care of J: Inherited property Black Death job, like farming or people in the houses and baking Black Death positions from their parents K: Worst L: Couldn’t M: Couldn’t own affected by the change their property (unless a Black Death position in life widow)

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Task 3

Imagine that you are working for a museum, and you’re setting up a new exhibit (section of the museum) on medieval England. Write an introduction to what life in medieval England was like, for visitors to the museum to read.

You must include:

 What different types of people there were

 What people believed in  What people’s houses were like  What differences there were between women’s lives and men’s lives

 How medieval life was different from life today

______

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History – Week 11 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Re-read box H of your Mastery Pages, called ‘How did the Black Death cause the Peasants’ Revolt?’

How did expensive wars help to cause it? Who was involved? ______How did the Poll tax help to

cause it? Features of the ______Peasants’ Revolt ______What were people angry about? ______

______

Task 2 Mastery check

Complete the mind-map above, on the events of the Peasants’ Revolt

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Task 3

Study source A, below. In the lines beneath it, write down two things that you can infer from the source about what happened during the Peasants’ Revolt

You must include:

 Two things that you can infer about the Peasants’ Revolt  The part of the source that helps you to make that inference (describe what you see in the picture)

Source A:

A painting from 1381. The man in red, with blue sleeves, is Wat Tyler. The man with the crown is king Richard II.

One thing I can infer is… ______The part of the source that tells me this is…

______

______One thing I can infer is… ______The part of the source that tells me this is… ______

______

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Drama: Blood Brothers – Performing from a script

In this topic, we have learned:

• How to perform from a script • How to use the vocal and physical

acting skills to communicate meaning such as status and age. • How to analyse and evaluate our performance including the work of others

What is performing from a text and how is it different from devising?

Performing from a play script is different from devising. It is different because you will NOT be required to make up your own ideas, storyline, characters or script. Instead, you will be given a play script where the storyline, characters and script have been decided for you.

How can I perform the script successfully for an audience?

The best way to perform a script well is to have a good understanding of the characters and storyline.

This way you will learn which acting skills will successfully communicate your character’s emotions to an audience. The acting skills will also help to convey the storyline to an audience.

Analysing and evaluating acting/performance skills

You also need to have a good understanding of the acting skills, so you can analyse and evaluate a performance successfully. This means that you can answer questions based on why a performer used certain acting skills when performing, and how well or not well these acting skills were used.

Analysis and Evaluation Key Drama Terminology (Acting skills)

Analysis- This means explaining why they did Key term Definition something in a performance. Acting skills The acting skills are the vocal and physical skills below. They are used Evaluation- This is when you explain if what by an actor to communicate the actors did was successful or not. meaning to an audience. Tone The emotion/expression in the voice. Pitch How high or low the voice is. Volume How loud or quiet the voice is. Accent The way that you pronounce and sound out words to communicate where a character is from, such as the country, area or social class. Gesture A movement that means something, usually with the hands Analysis- In this image Edward is using a high or arms. level and posture by sitting up tall. Facial Movement of the face that Expression communicates character Evaluation- This is successful because it emotion. communicates to the audience that he looks Posture How an actor sits or stands. interested in what Mickey is saying. His good The speed at which you speak or posture also conveys his social status. Pace use movement to show meaning, such as mood and emotion.

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Drama: Blood Brothers – Performing from a script

In this topic, we have learned:

• How rehearsal techniques allow an actor to prepare for a role

• How to include drama conventions in our performances to make them more structured and engaging • How to work collaboratively during rehearsals to create an effective, polished performance

Narrator- The Narrator is on stage throughout the play. The narrator shares the storyline and character action with the audience. He/she delivers their lines to the audience in a neutral yet menacing way.

Mrs Johnstone- Is hardworking, kind and loving. She is the biological mother of the of the twin; one of whom she gives away. She has very little money and therefore struggles to provide for her child.

Mrs Lyons- Mrs Lyons is the adopted mother of Edward. She was desperate for a baby and was over the moon when Mrs Johnstone agreed to give a child to her. She is finds this hard to live with in the end and becomes stressed, snappy and suspicious.

Mickey Johnstone- Is one of the twin boys. He was kept by his birth mother. When 7/14 Years old Mickey is carefree, street-wise and playful. When an adult, he is stressed, depressed and fed up with his life.

Edward Lyons- Is the twin boys who was given away by his birth mother. When 7/14years years old his is, well-educated, well-mannered and curious. When an adult, he is happy, carefree and enjoys life.

Sammy Johnstone – Is Mickey’s older brother. He is very street wise and enjoys playing tricks and mean to Mickey. Mickey is influenced by Sammy’s behaviour as he looks up to his older brother Sammy.

Rehearsal Techniques Key Terminology

This is a technique used by an actor/director Key term Definition to generate new ideas, scenes and A technique used to make understand more about a character. Two Drama Convention a performance more rehearsal techniques we can use in drama interesting for an audience. are: When a performer freezes in Still Image a dramatic position, just like Role-on-the-wall- When you write down facts a photo. They must remain and feelings about your character. This helps still and use physical acting an actor to understand more about their skills. character. Narration When a performer narrates the storyline to the Hot Seating- When a performer sits in a chair, audience. This person is in role as their character and is asked known as the narrator. questions. The performer has to answer the The sections in between the questions in role as their character. Transition scenes of a performance. When the actors change from one scene to another. Levels Different levels (high or low) (Acting skill) can be used to communicate the status of a character in drama. Proxemics The distance/space between a

(Acting skill) character or the audience.

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Drama – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

• What is performing from a script and how is it different from devising? ______

• How can you perform a script successfully?

______

Task 2

Read the extract below from Blood Brothers. With someone at home, read the scene out loud and consider how you change your voice and movement to match your characters feelings and personality.

Add 5 lines of stage directions to the script that would help other actors perform successfully. e.g. (Edward smiles and stretches out his arm to offer Mickey a sweet)

Mickey: ‘Gis a sweet.

Edward: All right.

Mickey: What?

Edward: Here.

Mickey: Can I have another one? For our Sammy?

Edward: Yes, of course. Take as many as you want.

Mickey: Round here if y’ask for a sweet, y’have to ask about, about twenty million times. An’ y’ know what?

Edward: What?

Mickey: They still don’t give y’ one. Sometimes our Sammy does but y’ have to be dead careful if our Sammy gives y’ a sweet.

Mastery check Task 3

Answer each statement with TRUE or FALSE.

a. Blood Brothers is a script written by Willy Russell. TRUE/FALSE

b. All Drama performances are written down in the form of a script. TRUE/FALSE

c. Blood Brothers is set in the city of Liverpool. TRUE/FALSE

d. Stage directions are often written in a script to help actors to perform their role successfully. TRUE/FALSE

e. The best way to perform a script is to have a good understanding of the characters and

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Task 4

Write your own script that is a flashforward from the scene in Task 2.

You must include:

 A brief description of the location that the flashforward is set in and the atmosphere in the scene.  The characters names on the left with a colon before their line.

 Dialogue between at least two characters.  Stage directions written in brackets or another colour.

______

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Drama – Week 2 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What is narration?

______

2. How is narration different to dialogue spoken between characters?

______

Task 2

Read the extract below from Blood Brothers. As you are reading annotate the extract annotate each line with its meaning. E.g. This line implies the boys

are so similar they look like

two brand new pins and you couldn’t tell the difference between them.

Stretch: In a different coloured pen, add the acting skills you would use on each line.

Mastery check Task 3

Fill in the gaps with the relevant drama key words.

ACTOR STAGE DIRECTIONS DIALOGUE NARRATOR

• A ______is a person who helps to tell the storyline of a play. They will often step out of a scene and speak directly to the audience. • An ______is a person who plays the role of a character. • ______is the words spoken between two characters on stage. • ______are the words on a script, usually in italics or brackets that tell an actor how to act in a scene.

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Task 4

The narration in Blood Brothers is used to help tell the story of Mickey and Edward’s lives. You need to write a piece of narration that would help tell the story of your own life.

You must include:

 Include at least 12 lines of narration.  Include stage directions written in brackets or another colour. You might also want to annotate these around the piece of narration.  You must not make these pieces of narration include too much personal detail, it might however include details on where you are from, the family members you have and important moments in your life.  You should also come up with a title for the play of your life!

______

______170 ______

Drama – Week 3 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What are physical acting skills?

______2. How can physical acting skills be used to help an actor create a character? Give an example of a time you have used a physical acting skill in drama. ______

Task 2

By drawing a straight line, match up the physical acting skill key words to their correct definitions.

Movement of the face that Posture communicates character emotion. The distance/space between a Gesture character or the audience and the meaning it communicates.

Facial Expression How a character sits or stands.

High or low positioning on stage Levels that can be used to

communicate status. A movement that means Proxemics something, usually with the hands or arms.

Mastery check Task 3

Label the images with five physical acting skills words, pointing to where these are being used by the actors.

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Task 4

Create a mind map on physical acting skills.

You must include:

 At least 5 key drama physical acting skills.

 In another colour pen, write down how you could use these physical acting skills to communicate the character of Mickey in Blood Brothers. Explain your choices.

 In another colour pen, write down how you could use these physical acting skills to communicate the character of Edward in Blood Brothers. Explain your choices.

Physical acting

skills

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Drama – Week 4 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What are vocal acting skills? ______

______2. Which vocal acting skill is most effective when communicating a character’s social class or the area they are from. Explain your answer. ______

Task 2

By drawing a straight line, match up the vocal acting skill key words to their correct definitions.

Volume How loud or quiet the voice is.

The speed at which you speak, Tone this communicates meaning and emotion. The way that you pronounce Pitch and sound out words to

communicate where a character is from or their social class.

Accent How high or low the voice is.

The emotion or expression in the Pace voice.

Task 3 Mastery check

The following paragraph has four errors. Cross out the incorrect words and replace them with the correct ones.

If I were to play the role of Mickey in Blood Brothers, I would use a deep tone of voice to communicate my character was angry in the scene. I would also use a high volume of voice, this would show my character was unable to control his emotions. Mickey is a high-status character, so I would use accent to show the audience this. Finally, I would use an aggressive pitch to ensure I have used a range of vocal acting skills and successfully communicated meaning to the audience.

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Task 4

Create a mind map on vocal acting skills.

You must include:

 At least 5 key drama vocal acting skills.  In another colour pen, write down how you could use these vocal acting skills to communicate the character of Mr Johnstone in Blood Brothers. Explain your choices.  In another colour pen, write down how you could use these vocal acting skills to communicate the character of Mrs Lyons in Blood Brothers. Explain your choices.

Vocal acting skills

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Drama – Week 5 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What are acting skills? ______2. What are drama conventions? ______

3. Give an example of three drama conventions. ______

Task 2

Look at the table below. It has four examples of drama conventions. You must write down the definition for each of the drama conventions and how you might use these conventions to make a performance of Blood Brothers more interesting.

Drama Convention Definition How it can be used Still image E.g. When a performer freezes in a dramatic position, just like a photo. Narration

Marking-the-moment

Tableaux

Choral speaking

Mastery check Task 3

Answer each statement with TRUE or FALSE.

a) Drama conventions are used to make a performance more interesting. TRUE/FALSE b) Transitions are a kind of drama convention. TRUE/FALSE

c) Still image is the most important drama convention. TRUE/FALSE

d) Narration is an acting skill, not a drama convention. TRUE/FALSE e) Choral speaking can be used to make a moment more dramatic or impactful.

TRUE/FALSE

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Task 4

Look at the still images below. For each image you must analyse and evaluate how the actor is using the drama convention still image successfully/unsuccessfully. Refer to acting skills used.

 Analyse= Why the actor is doing what they are doing? e.g. Mrs Johnstone is using a hunched posture to show she is tired.

 Evaluate= Is this successful or not? e.g. This was successful because it showed she has been hard at work and as a low status

Mrs Lyons Analysis: ______

Evaluation:

______

Mickey Analysis:

______

Evaluation:

______

Edward ______

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Drama – Week 6 Half term HL

Complete the tasks below, using your mastery pages to help you.

Task 1

3. What is a rehearsal technique? ______

4. Give three examples of rehearsal techniques. ______

Task 2

What is hot-seating?

______

You must complete the table below, writing three questions you might ask to each of the characters. These questions should help you to understand the characters better.

Character Question 1 Question 2 Question 3

E.g. Why was having children so important Mrs Lyons to you?

Mrs Johnstone

Edward

Task 3 Mastery check

Answer each of the following questions in one sentence.

1. What is improvisation? ______

Mickey 2. Why is improvisation useful? ______

3. How is improvisation different to devising? ______

4. What do you need to do to be successful at improvisation? ______

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Task 4

You need to complete a role-on-the-wall for the character of Mrs Johnstone.

You must include:

 At least 6 facts on the outside of the outline.  At least 6 emotions on the inside.  You need to explain each of the facts and emotions you put onto the role-on-the-wall.

Stretch: In a different colour pen add the acting skills you would use to portray the emotions.

Mrs Johnstone feels guilty because she gave up one of her children to Mrs Lyons.

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Drama – Week 7 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What is tone of voice? ______

2. Mrs Lyons is desperate for a baby. What tone of voice would you use to communicate this? ______

3. Mrs Johnstone is shocked Mrs Lyons asks her to give up one of her babies. What tone of voice would you use to communicate this? ______

Task 2

In the table below, write an example of one vocal and one physical acting skill you would use to communicate the two characters emotions. Explain your answer.

Mrs Lyons feels desperate.

Mrs Johnstone feels shocked.

Character Vocal Acting Skill Physical Acting Skill

E.g. I would use a pleading tone of voice to communicate I am desperate for a child.

Mrs Lyons

Mrs Johnston

Mastery check Task 3

Put these key events from Blood Brothers in order of when they happen in the play. Write the order number to the right of each sentence.

a) Mickey kills Edward and the police kill Mickey.

b) Mrs Lyons brings Edward up as her own.

c) Mrs Johnstone cleans Mrs Lyons house and is convinced to give her one of her babies.

d) Mrs Johnstone tells Mickey and Edward they are twins. e) Mickey and Edward become best friends and call themselves ‘blood brothers’.

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Task 4

Using the script, you must:

 Read the scene and annotate this with the acting skills you would use and the reason why.  Read the script with someone else at home and practice how it sounds out loud.  Learn the lines for the character that you are working on in lesson (Mrs Lyons or Mrs Johnstone)

Mrs Johnstone is working cleaning Mrs Lyons’ house.

Mrs Lyons: Hello, Mrs Johnstone, how are you? Is the job working out all right for you?

Mrs Johnstone: It’s erm, great. Thank you. It’s such a lovely house it’s a pleasure to clean it.

Mrs Lyons: It’s a pretty house isn’t it? It’s a pity it’s so big.

Mrs Johnstone: Oh. Yeah. With Mr Lyons being away an that?

Mrs Lyons: Actually, Mrs J, we bought such a large house for the – for the children –we thought children would come along. We’ve been trying for such a long time now...

Mrs Johnstone: Here’s you can’t have kids an’ me, I can’t stop havin’ them. I’m pregnant again y’ know. People say I’m incapable of controllin’ the kids I’ve already got. I love the bones of every one of them though. I’ll even love these two when they come along.

Mrs Lyons: Twins? You’re expecting twins?

Narrator: How quickly an idea planted Using a loud volume to Can take root and grow into a plan express her shock and excitement. The thought conceived in this very room

Grew as surely as a seed in a mother’s womb.

Mrs Lyons: (Almost inaudibly) Give one to me.

Mrs Johnstone: What? Give one to you?

Mrs Lyons: Yes...yes.

Mrs Johnstone: (taking it almost as a joke) Oh, it’s mad...

Mrs Lyons: I know, it is. It’s mad...but it’s wonderful, it’s perfect.

Mrs Johnstone: Oh, Mrs Lyons, you can’t be serious.

Mrs Lyons: You said yourself, you said you had too many children already.

Mrs Johnstone: Yeh, but I don’t know if I want to give one away.

Mrs Lyons: You’re already struggling to look after them. Mrs Johnstone, with two more children how can you possibly manage? Surely it’s better to give one child to me. Look, at least if the child was with me you’d be able to see him every day, as you came to work.

(Mrs Lyons stares at Mrs Johnstone, willing her to agree)

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Drama – Week 8 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What is accent? ______

2. Edward is very wealthy. What accent would you use to communicate this?

______

3. Mickey isn’t well off and lives in Liverpool. What accent would you use to communicate this?

______Task 2

In the table below, write an example of one vocal and one physical acting skill you would use to communicate the two characters emotions. Explain your answer.

Edward is kind and welcoming. Mickey is excitable and inquisitive.

Remember: The two characters are from very different social classes.

Character Vocal Acting Skill Physical Acting Skill

E.g. I would use a soft tone of voice and speak with a slow pace to communicate I am well-mannered.

Edward

Mickey

Mastery check Task 3

Fill in the gap with the name of each character that is being described.

______is hardworking, kind and loving. She is the biological mother of the twins.

______is the adopted mother of Edward. She was desperate for a baby.

______is on the stage throughout the play and shares the storyline with the audience.

______is the twin given away at birth. He is well-educated and has good manners.

______is the twin kept by his birth mother. He is carefree and playful as a child.

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Task 4

Using the script, you must:

Edward: Will you be my best friend?

Mickey: Yeh. If y’ want.

Edward: What’s your name?

Mickey: Michael Johnstone. But everyone calls me Mickey. What’s yours?

Edward: Edward Lyons.

Mickey: Do they call y’ Eddie?

Edward: No.

Mickey: Well I will.

Edward: Will you?

Mickey: Yeh. How old are y’ Eddie?

Edward: Seven.

Mickey: I’m older than you. I’m nearly eight.

Edward: Well, I’m nearly eight really.

Mickey: What’s your birthday? Gestures by putting hands Edward: July the eighteenth. over his mouth to show he is shocked. Mickey: So is mine.

Edward: Is it really?

Mickey: Ey, we were born on the same day…that means we can be blood brothers. Do you wanna be my blood brother, Eddie?

Edward: Yes please.

(Mickey & Edward’s clamp hands together)

Mickey: This means that we’re blood brothers, an’ that we always have to stand by each other. Now you say after me: ‘I will always defend my brother’.

Edward: I will always defend my brother…

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Drama – Week 9 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What does analyse mean? ______

2. What does evaluate mean? ______

Task 2

For each of the following images explain what physical acting skill is being used. Analyse how they have used it and evaluate if it was successful or not.

Image Acting Skill Analysis Evaluation

E.g Facial expression Mr Johnstone has a This is successful

furrowed eyebrow… because…

Mastery check Task 3

Answer each statement with TRUE or FALSE.

a) Hunched posture can communicate someone is old. TRUE/FALSE b) A smile and raised eyebrows usually mean someone is sad. TRUE/FALSE

c) A loud volume can be used when a character is both angry or exited. TRUE/FALSE d) If you were playing a young child, you would use a high pitch. TRUE/FALSE e) Lower levels communicate a character is rich and powerful. TRUE/FALSE

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Task 4

Write three analysis and evaluation paragraphs based on three different acting skills used in the image. Each paragraph must include:

 An explanation of the acting skill.  Analysis of what they have done and why.  Evaluation of if it is successful or not.

______

______184

Drama – Week 10 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. Write one glow for your end of term performance. This must link to an acting skill. ______

2. Write one improve for your end of term performance. This must link to an acting skill. ______

Task 2

Create a mind map of the acting skills you used in your performance. This must include 3 vocal and 3 physical acting skills.

E.g. I used a high-

pitched voice to communicate I was a young

child.

Acting skills I used…

Mastery check Task 3

Answer each statement with YES or NO to indicate if this is useful feedback.

a) You used good tone. YES/NO

b) I liked it because I could hear everything. YES/NO c) You used a worried facial expression to communicate you were scared. YES/NO d) It was interesting to watch but your posture wasn’t right. YES/NO

e) It would have been even better if you made eye contact with the audience more, this would have made us feel more engaged and interested in your character. YES/NO

185

Task 4

Write three analysis and evaluation paragraphs based on three different acting skills you used in your performance.

Each paragraph must include:

 An explanation of the acting skill.  Analysis of what they have done and why.  Evaluation of if it is successful or not.

______

______186

Drama – Week 11 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What is costume? ______

2. What is make-up? ______

3. How can costume and make-up be used to communicate when a play was set or the

status of a character? ______

______

Task 2

Status is a very important part of the story of Blood Brothers. Look at the two images and explain what status you think the characters are based on their costume, hair and make-up.

Character 1:

______

Character 2:

______

Mastery check Task 3

Use the following key words to fill in the gaps.

TEXTURE FIT COSTUME MAKE-UP

______cosmetics used to enhance or alter appearance.

______the feel or appearance of an item of clothing.

______how clothes look on the body, e.g. tight or loose.

______items of clothing worn by actors when playing a character.

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Task 4

Design a costume for the following characters in Blood Brothers- Mrs Johnstone, Mrs Lyons, Mickey and Edward.

You must include:

 A drawing of each costume, in either pencil or coloured pencils.  Annotations of why you selected the costume you did. E.g. she is wearing a red dress to

communicate her character is evil and aggressive.

188

Drama – Week 12 Easter HL

Complete the tasks below, using your mastery pages to help you.

Task 1

1. What is set? ______

2. What are props?

______

3. How does set help to communicate where a play is set? What is challenging about a

play that has lots of scenes set in different locations? ______

______

Task 2

Lighting design is another important part of theatre making. It can help to set a mood or create atmosphere.

What mood and atmosphere are the lights creating in this image? Why do you think this?

______

Mastery check Task 3

Use a straight line to match up the key design word to its definition.

Lighting Smaller items that an actor can use or hold, e.g. a pen or bottle. Costume Light used on stage to create mood/atmosphere or highlight something. Set Larger items on stage that help set the scene, e.g. table and chairs. Props Clothes an actor wears to portray their character.

189

Task 4

Design the set for Blood Brothers. This should be a split scene and on one side should show inside the Lyons’ house and on the other side should show the street where Mickey lives.

You must include:

 Items of set drawn in pencil or coloured pencils.  Props that can be used by actors in the scenes.  Annotations of the reasons why you have made your design choices. E.g. I have chosen a broken window as part of the backdrop on Mickey’s street, this communicates that…

190

Music: Beauty of the Baroque

In this topic, we have learned:

✓ The history of Baroque Music ✓ What a Canon is ✓ What a Ground Bass is ✓ The notes of the D Major Scale ✓ How to compose our own variations ✓ Furthered our keyboard playing

Key words

Baroque Period A style of Western Art Major Sounds happy and Music from 1600-1750 bright Canon To sing/play the same Minor Sounds dark, sad or music starting at mysterious different times Ground Bass A short, recurring Chord 2 or more notes played melodic pattern in the at the same time bass part Notes that are below Broken Chord Playing notes from a Bass Clef middle-C chord one at a time Tonality Whether the music is Sharp Raises the note one major or minor step Lowers the note one Flat step

Rhythm Notation Baroque Music

Note Name Length Say It Key Facts: Crotchet 1 beat ‘Tah’ - 1600-1750 - Canons were common - Ground bass in many pieces 2 Quavers 2 half ‘Ti-ti’ - Use of basso continuo beats - Use of Harpsichord, Recorder, Strings - Famous composers: Bach, Handel, Vivaldi

1 Quaver ½ beat ‘Ti’ Ground Bass:

This bass line is repeated throughout the entire

‘Pachelbel’s Canon’, which is called a ‘ground bass Minim 2 beats ‘Ta-ah’

Semibreve 4 beats ‘Ta-ah- ah-ah’ Canon:

Crotchet 1 beat ‘Ssh’ A structure of music where the same part starts at Rest rest different times.

Quaver ½ beat ‘Ssh’ Rest rest

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Music: Beauty of the Baroque

The D Major Scale Scale: A set of notes ordered by pitch.

Treble and Bass Clef

Describing Melody Chords There are 4 key words to describe melody: A triad is a type of chord, formed by three notes. • Step: Move to the note that is next to it • Leap: Move to a note that is further away The lowest note is the ‘root note’ and is the • Ascending: Move to a higher pitch foundation of the triad. • Descending: Move to a lower pitch

The pattern to create a triad is: Play (root note of chord), miss, play, miss, play

D Major Chord: D F# A

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Music – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the definitions for the following keywords:

Baroque Period:

Canon:

Ground Bass:

Bass Clef:

Tonality:

Major:

Minor:

Mastery check Task 2

Label the following notes in the Treble Clef. Use your mastery pages to help you.

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Task 3

Watch the video ‘Baroque Music – A Quick Guide’ by MusicTheoryAcademy on Youtube (https://www.youtube.com/watch?v=_Ua5X35FYko)

Complete the mindmap below with the following categories:

3. Composers

4. Forms

5. Vocal Music

6. Instruments

Baroque Music

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Music – Week 2 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

1. In the D major scale, there are two notes need to be sharpened.

What are they? ______and ______2. What note does D major scale start with? ______

3. Write out the notes of a D Major scale:

______, ______, ______, ______, ______, ______, ______, _____

Notate them down on a treble clef below:

Task 2

Circle and label the notes on the keyboard. I have completed the first note for you.

Mastery check Task 3

Label the following notes in the Bass Clef. Use your mastery pages to help you.

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Task 4

Do some research on Johann Pachelbel using the internet and write 2 paragraphs about him.

You must include:  What period was he composing music in? When did he live?  What type of music was it?  Who and what did he compose for?  What were the typical instruments he composed for?  Find out 5 interesting facts about him.

______

196

Music – Week 3 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the following questions. Once finished, check your answers against your mastery page. a) What is a chord?

b) What is the musical name of the lowest note of a triad?

c) What is the method to work out a triad on keyboard?

Mastery check Task 2

Find the notes in the chords. The name of the chord is the note which you start on.

Notate the chords on the bass clef stave below

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Task 3

Use the internet to explore 3 pieces of music which are composed during the Baroque period. Choose your favourite one and analyse it below.

You should use your knowledge of musical keywords in your answer and write in full sentences.

1. Texture 2. Tempo, rhythm and metre 3. Melody and pitch 4. Instrumentation

______

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Music – Week 4 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the table below with the correct definitions for the keywords.

Keyword Definition Baroque

Ground Bass

Canon

Scale

Chords

Tonality

Mastery check Task 2

Complete the rhythm grid below.

Note Image Note Name Note Length Say it 4 Beats

Minim

‘Ta-ah’

Crotchet

Crotchet Rest

‘Shh’

Quaver Rest

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Task 3

Listen to ‘Air on G String’ by Bach on YouTube and analyse the following elements of music below. You should use your knowledge of musical keywords in your answer and write in full sentences.

1. Texture 2. Tempo, rhythm and metre

3. Melody and pitch 4. Instrumentation

Element of Music Analysis

Texture

Tempo, Rhythm and Metre

Melody and Pitch

Instrumentation

200

Music – Week 5 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Answer the questions below.

1. What is a triad?

2. How do you build a triad?

3. You play a triad on the keyboard with what fingers?

Mastery check Task 2

Harpsichords in the Baroque era would play triads on top of the bass line (the ground bass). Complete the table below showing the missing chords.

Circle the notes of the triads below.

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Task 3

Listen to these two remixes of Pachelbel’s Canon on YouTube and complete the table below.

• Rockelbel’s Canon (Pachelbel’s Canon in D) – 4 Cellos • Pachelbel’s Canon in D (DJ Extrava Remix)

4 Cellos DJ Extrava Remix

Style/Genre

Instrumentation

Melody (step/leap/

ascending/descending)

Texture

How is it remixed? (how

is it different to the

original Pachelbel’s

Canon?)

How are these similar/different to each other?

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Music – Week 6 Half term HL

Complete the tasks below, using your mastery pages to help you.

Task 1

Read your mastery pages. Focus on ground base and notation.

Task 2

Complete the table below to show a 3-part canon played over Ground Bass.

Mastery check Task 3

Complete the notation tasks below. Use your mastery pages if you need help.

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Task 4

Using your table from last week’s home learning, write at least 2 paragraphs comparing both the 4 Cellos and DJ Extrava Remix.

You should compare the following categories:  Style/Genre  Instrumentation  Melody  Texture

 How it is remixed - ______

______

______204

Music – Week 7 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the rhythm grid below:

Note Image Note Name Note Length Say it

4 Beats Semibreve

Minim

‘Ta-ah’

1 beat

1 Quaver

1 Semiquaver

Mastery check Task 2

1. What is a melody?

2. What is a chord?

3. What is a broken chord?

4. What is a sharp?

5. What is a flat?

205

Task 3

Listen to ‘Winter’ from the Four Seasons by Vivaldi on YouTube and analyse the following musical elements below. You should use your knowledge of musical keywords in your answer and write in full sentences. Use the grid to help you plan your answer.  Texture  Tempo, rhythm and metre  Melody and pitch  Instrumentation

‘Winter’ from the Four Seasons by Vivaldi

Texture

Tempo, Rhythm and Metre

Melody and Pitch

Instrumentation

The texture of the Vivaldi is

The effect of this is

The tempo of the Vivaldi is

The rhythm in the Vivaldi is

The metre of the Vivaldi is

The effect of these elements is

The melody in the Vivaldi moves

The effect of this is

The instruments in the Vivaldi are

206

Music – Week 8 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Compose a ground bass. Like Pachelbel, do the following:

Use pitches in D major (D E F# G A B C#)

Have every note as a minim (2 beats)

Have 4 bars

Notate your melody below, in letter names:

Task 2

Take the melody you have written above and notate it in bass clef on the staff below. Don’t forget to write the bass clef!

Mastery check Task 3

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Task 4

Listen to ‘Prelude in C’ by J.S. Bach on YouTube played by Ophelie Gaillard (https://www.youtube.com/watch?v=poCw2CCrfzA) and analyse the following elements of music below. You should use your knowledge of musical keywords in your answer.

 Texture

 Melody and pitch  Instrumentation  What makes this piece different than others we have listened to?

Element of Music Analysis

Texture

Melody and Pitch

Instrumentation

What makes this

piece different than

others we have

listened to?

Did you enjoy this piece? Give three musical reasons why/not. Music – Week 9 Consolidation

Complete the tasks below, using your mastery pages to help you.

208

Music – Week 9 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1 Let’s look at melody 1 again. Remember it?

F# E Label the pitches; the first two have been done for you.

True or false? Correct the sentence if you think it is false.

1. The melody moves by step (F# to E to D — in alphabetical order)

2. The pitches move line to space to line to space on the stave

3. Every note is a crotchet (one beat)

Mastery check Task 2

Match the Elements of Music below to their definitions.

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Task 3

Listen to ‘Violin Concerto in A minor’ by J.S. Bach (played by Hilary Hahn) on YouTube and analyse the following musical elements below. You should use your knowledge of musical keywords in your answer and write in full sentences.

 Texture  Tempo, rhythm and metre  Melody and pitch  Instrumentation

‘Violin Concerto in A minor’ by J.S. Bach

Texture

Tempo, Rhythm

and Metre

Melody and Pitch

Instrumentation

The texture of the Bach is

The effect of this is

The tempo of the Bach is

The rhythm in the Bach is

The metre of the Bach is

The effect of these elements is

The melody in the Bach moves

The effect of this is

The instruments in the Bach are

210

Music – Week 10 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Mastery check Task 2

Answer the multiple choice questions.

1. What is a ground bass? 4. How do you build a chord above a A) A bass line bass line? B) A repeated bass line A) You choose three pitches in a scale C) Something played with the left hand B) You choose the root, 2nd and 3rd

pitches in a scale 2. What are ledger lines? C) You choose the root, 3rd and 5th A) Extra lines in a stave pitches in a scale B) Short lines under and above the stave

C) Lines for bass clef pitches 5. Which pitches are in the chords of D major? 3. Which hand do you play a ground bass with? A) D G B

A) Right hand B) D F A B) Left hand C) D F# A C) Either hand

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Task 3

 Melody and pitch  Instrumentation  What has Bach done to make the flute part interesting to listen to?

Element of Music Analysis

Texture

Melody and Pitch

Instrumentation

What has Bach done to make the flute part interesting to listen to?

Why does this sound like a piece of Baroque music? Give at least four musical reasons. E.g. The instruments used

212

Music – Week 11 Consolidation

Complete the tasks below, using your mastery pages to help you.

Task 1

Listen to a recording of this song on YouTube: Jubilate Deo by Michael Praetorius

True or false?

All singers are performing the same melody

Different groups enter at different times (in canon)

The texture does not change

This creates a polyphonic texture

Write a definition of a canon:

A canon is

Why will it be difficult to perform a canon today?

It will be difficult to perform a canon today because

______

Mastery check Task 2

Draw the correct notes below in the bass clef. Write each note as a crotchet.

213

Task 3

Listen to ‘Toccata and Fugue in D Minor’ by Bach on YouTube

(https://www.youtube.com/watch?v=B-kFMwbHRQc) and analyse the following elements of music below. You should use your knowledge of musical keywords in your answer.  Texture  Tempo, rhythm and metre  Melody and pitch

 Instrumentation

Element of Music Analysis

Texture

Tempo, Rhythm and Metre

Melody and Pitch

Instrumentation

What musical elements make this sound like a piece of Baroque music?

214

Music – Week 12 Easter HL

Complete the tasks below, using your mastery pages to help you.

Task 1

Complete the chart for dynamics below.

Symbol Italian English

pp Very quiet

Quiet

Mezzo-piano

mf Mezzo-forte

Loud

Very Loud

Crescendo

Getting quieter

Mastery check Task 2

Match the Elements of Music below to their definitions.

215

Task 3

Listen to ‘Water Music - Hornpipe’ by Handel (played by Voices of Music) on YouTube and analyse the following musical elements below. You should use your knowledge of musical keywords in your answer and write in full sentences.  Instrumentation  Melody and pitch  Tonality  Rhythm and Metre

Water Music – Hornpipe by Handel

Texture

Tempo, Rhythm and Metre

Melody and Pitch

Instrumentation

216

Art: Expressionism

In this topic, we have learned: Final Piece(s): •To develop our knowledge of the formal elements of Art

•How to create a range of tone, form and texture using oil pastels

•What a portrait is and why they are made

•How to successfully make your own work portrait

•To study artists who have used expressionism

•To take inspiration from a range of portraits, including media

Formal elements – the definitions

Formal element Definition

Composition The placement or arrangement of elements in a work of art.

Tone The lightness or darkness of something. A shade or how dark or light a colour appears.

Texture How something feels if touched, or looks as if it would feel, e.g. rough or smooth.

Pattern The repetition of elements within a work of art.

Form A 3D (3 Dimensional) figure or shape.

Contour An outline representing the shape or form of a face. E.g. Higher (cheekbones) and lower (eye sockets) areas of the face.

Primary colours Red, blue and yellow. They cannot be made.

Secondary Purple, Orange, Green. colours Red + yellow = orange

(and sums) Blue + yellow = green Blue + red = purple Tertiary colours Colours mixed using a primary and a secondary colour.

They must be next to each other on the colour wheel.

E.g. Yellowy green - Yellow + green = yellowy green

Complementary Green and red, Yellow and purple, Orange and blue colours Opposites on the colour wheel. They make each other stand out.

Harmonious They are next to each other on the colour wheel. They blend well together. E.g. colours Red and orange.

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Ideas

Why do we start Art To gain ideas for our project. projects with a mind To have ideas to look back at and select from/add to/back up ideas. map? To develop our ideas/ a place to structure our thinking. Why do we look at To gain ideas/inspiration for our own work. other artists’ work within To learn more about other artist’s work – or anything that suggests learning art projects? from them – e.g. see what techniques they use.

To practise and experiment with the techniques and elements. Why do we create a To gain feedback (reflect) and improve (and adapt) our final piece. test piece before a final To develop our idea further in order to reach our full potential. piece?

To live forever/be immortal. Why did/do people Sense of status. have portraits made? A record of a person/family.

A modern selfie. Art Movement. Began in 1900’s in Germany. Present artwork from a single viewpoint/ perspective. What is Expressionism? Focused on extreme colours/ broken or fragmented shapes. These artists wanted to paint about emotion. E.g. anger, anxiety, fear, or

peacefulness. Portray what’s on the inside (e.g. inner feelings and personal identity) onto the surface. Where you match colours to different words that you think are What is colour and associated/linked together. word association? You need to explain why they are linked.

Processes and techniques

Scribbling:

Cross – Hatching:

Differences between Oil Pastel and Pencil:

- Can’t rub oil pastel out - Oil pastels have a thicker area/texture - You layer oil pastels over each other to make a new tone - You cannot smudge oil pastels with your finger - Less detailed The order of our project:

- Take a portrait photograph and print it - Stick in your image to your sketchbook - Draw your grid using your lightest pencil lines - Copy what you can see in that one square onto your page - Repeat for all other grid squares to complete your image

218

Art – Week 1 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning, which has taken between 30-45 minutes (see slide above)

Mastery check Task 1

1) What is the definition of composition? ______

______2) What is the definition of tone? ______

219

Art – Week 2 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning, which has taken between 30-45 minutes (see slide above)

Mastery check Task 1

1) What is colour and mood association?

______

Word Colour Why

Calm

Angry

220

Art – Week 3 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning, which has taken between 30-45 minutes (see slide above)

Mastery check Task 1

1) What is the definition of texture?

______

2) What is the definition of contour? ______

221

Art – Week 4 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have asked my teacher if I am not sure

Task 1 Mastery check

Complete this table to recap your key vocabulary.

Formal element Mastery Questions – Section 1 Definitions

Composition

Tone

Texture

Pattern

Form

Contour

Primary colours

Secondary colours

(and the sums)

Tertiary colours

Complementary colours

Harmonious colours

222

Art – Week 5 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have asked my teacher if I am not sure

Mastery check Task 1

Answer these questions in full sentences.

Why did/do people have portraits made?

______

Why do we start Art projects with a mind map?

______

Why do we create a test piece before creating a final piece?

______

Why do we look at other artists’ work within art projects?

______

What is Expressionism?

______

223

Art – Week 6 Half term HL

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning below.

Task 1

Practice drawing the skull in proportion using the grid lines below.

Mastery check Task 2

Answer these questions in full sentences.

Create a tone line using the blending technique:

Create a tone line using the cross-hatching technique:

Create a tone line using the scribbling technique:

224

Art – Week 7 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning below.

Mastery check Task 2

Choose a glow and an improve for the final piece shown above.

Choose one element to write about in each piece of feedback [] Tone [] Texture [] Proportion/contour

1. Glow: What have they done, and where? Why have they done this? What is the impact on the viewer? ______

2. Improve: What does the artist need to do? Where do they need to do it? Why should they do this? What will the impact be? ______

______

225

Art – Week 8 Consolidation

Complete the tasks below, using your mastery pages to help you.

Weekly checklist:

I have completed this week’s CL in my sketchbook on page __

I have completed my mastery questions using full sentences and my neatest handwriting

I have completed my home learning below.

Mastery check Task 1

Answer these questions in full sentences.

1) What are the three complementary colour pairs and how are they made? ______

2) What are harmonious colours? Give 2 examples. ______

______

226