Monkwearmouth Academy transition booklet Name: ______Primary School: ______

You’re in the middle of a once-in-a- lifetime sailing trip around the world. As you pass the Equator , you plough into a pile of floating debris. A large log smashes into your hull and your yacht quickly sinks. Luckily for you, you’re a great swimmer, and you can see a small island on the horizon. Unluckily for you, it is uninhabited. Your challenge is to stay alive until help arrives.

Theme: Deserted on a beautiful island

1. Every subject area has a section in the booklet with some activities which will support the theme. 2. Read the instructions carefully and enjoy the activities! 3. Complete the ‘12 point challenge’ at the end of the booklet and bring your final pieces of work to Monkwearmouth and share with your tutor. Contents

1 Art 2 Computing 3 Design and Technology 4 English 5 Geography 6 History 7 Maths 8 Modern Foreign Languages 9 Music 10 PE 11 Science 12 12 point challenge New Vocabulary

Medium: the material or ‘stuff’ used by the artist eg. Paint

Pigment: a substance used for ART colouring or painting, usually a powder which when mixed with water or oil, becomes a paint or ink

To get your creative juices flowing and to prepare you to move into secondary level art, we are setting you some challenges that will allow you to get creative not just in making some artwork, but also making the medium for your artwork. By completing these activities, you will be ahead with some key learning that takes place in Year 7 and it’s a great way to have fun and try something new. As you have found yourself on a desert island, you suddenly have a lot of time of your hands… but unfortunately no art materials. Luckily for you, you are surrounded by natural things such as plants and berries that you can use to create your own paints. This is in fact a great time of year to experiment with natural paints and pigments. It’s easy to forget that in the not too distant past, all dyes and paints had to be obtained from the natural world; directly from animals, minerals and plants. Paints are made from two things: pigment and a binder. The binder is what helps the colour stay on whatever you’re painting on. The resulting colours may not always have been as bright as those obtained from chemical sources, but they have a beauty of their own. You don’t need a lot to get started and it’s easy once you get the hang of it! When it comes to experimenting with making your own paints, by far the easiest to obtain, especially at this time of year, is from berries. The colours obtained in this way range from subtle blues and purples, to pinks and reds. The juice from berries was best used as it comes, though for some berries (e.g. damsons and blueberries) where the colour is mostly in the skins, they need to be cooked a little first to release it. When using fresh plant material, like onion skins you need to place the material in a pan, and simmer it for a while. Blue Red/Pink Yellow Orange Green Brown Purple/ Black White Pink Blackberries, Beetroot, rose Mustard powder, Paprika, chilli Most of the best Coffee, Natural Berries, or Soot or charcoal Chalk or even blackcurrants, petals, turmeric powder powder, rust greens were soil or earth beetroot. Try talcum powder blueberries cranberries, (find these in the scrapings originally blackberries, strawberries spice cupboard) obtained from blueberries, minerals. The elderberries, You could try most common blackcurrants, using the outer way used by redcurrants, skin of an onion artists was to bilberries, raspb and simmering it simply to mix erries, in some boiling blue and yellow. strawberries water

Wear old clothes as some Task 1: Making Paint! natural paints will stain! Use only the recommended Experiment with making your own plants and foods, avoid anything you don’t know what it paints! Try using the suggestions is. above to create swatches of colour. Get an adult to help you if simmering plants in boiling Label your ingredients and how you water. have made the paint.

• Push berries or other soft fruit through a sieve to extract your pigment, then mix with just a small splash of water! • Grind petals, leaves, or other dry items before mixing with a tiny, tiny bit of honey! • Powders are the easiest! Just mix powders like mustard powder or coffee with a little water. You don’t want so much water that it’s super runny but you want enough so that it’s not grainy. Task 2: Colour Theory

Use either the paints you have made yourself or your own colouring pencils, markers or paints; add colour to the blank colour theory template. Rather than using purple, orange and green, try to mix them yourself (see the guide).

Task 3: Get Painting

Use either the paints you have made yourself or your own materials to create some artwork. As we have looked at making your own pigment, ideally, try to make work inspired by the stuff you have created your paint with. E.g. Paint the coffee tin if you used coffee granules, or paint the berries that you used to create the colour. You might want to work into these further with pencils or pen to give more detail and definition. Task 4: A bit of history Humans have felt the need to leave their mark on the world in the form of painted images since prehistory. If we look at how art evolved over the years we can know a number of things about the people that created them and the societies they lived in. At some point, early man figured out that by mixing colour giving particles known as pigments into a medium like water or saliva- paint could be created. If you look at paint under a microscope you will see that paint is coloured pigment that is suspended in a medium. Pigments come from multiple sources such as minerals or elements, plants and vegetables, and some are even extracted from insects. The medium could be a variety of substances from oil or egg-yolk in paintings or plaster in fresco. Your task is to research the following periods in history and try to find out as much as you can about how they created their pigments and colours to make art. Prehistoric Cave Paintings Antiquity Paintings (4th Century) – look up Egyptians, Chinese and Indian cultures Colours used: Colours used:

How did they make their colours/pigment? How did they make their colours/pigment?

Any other interesting information? Any other interesting information?

Renaissance Paintings (15rh – 17th Century) Medieval Age Paintings (5th – 15th Century)

Colours used: Colours used:

How did they make their colours/pigment? How did they make their colours/pigment?

Any other interesting information? Any other interesting information?

Modern Age Paintings (18th Century) Industrialisation Paintings (19th Century)

Colours used: Colours used:

How did they make their colours/pigment? How did they make their colours/pigment?

Any other interesting information? Any other interesting information? Business, Computing and IT Activity 1 – Social media and e-safety

You’ve found an old laptop on the island, but realise you cannot access the internet. You look at the computer files and find a presentation about online safety, but only the heading has been added. You decide to finish the presentation to pass the time.

Click here to watch the video about staying safe online (click on the first video on this link).

Make a poster or presentation (on paper or on the computer) to inform people how to stay safe when using social media. Activity 2 – Why code?

You’ve found a book on the island about how to code.

Click here to watch a video about why you should code.

Make notes whilst watching the video about why people should code.

Write or type a persuasive letter to yourself explaining why you should learn to code. Activity 3 – Business activity

You start to think this island could be developed to attract tourists.

If you were to try and attract tourists what businesses would you allow on the island? Explain your reasons.

Think about how businesses try and attract you to buy their products.

Where could you advertise to attract people?

What promotions could you do to entice people to visit? You could ask people at home for some suggestions. Welcome to design and technology at Monkwearmouth Academy.

In design there are a number of factors that should be considered before we even think about designing and making new products. We use something called the 6 R’s to help us think more about the need for a new product.

• Can we Recycle materials? • Are we able to Re-use materials/components/products? • Is it possible to Reduce the amount of energy and resources used? • Can we Refill containers? • Can products be Repaired products? • Re-think – Would be able to use this product to do something else? If possible watch the video Dennis makes a toy car: https//vimeo.com/34563622.

If you’re stuck on a desert island you need to be resourceful, you don’t know how long you’re going to be stuck on a desert island for. Washed up on the shore you see some of the debris from your sunken ship including some plastic bottles, string and some other basic resources. You are going to use the resources to produce a product that will keep you occupied until help arrives.

I Shall Return

Year 6 to Year 7 Poetry Anthology

Created by the English Department at Monkwearmouth Academy

12 Get ready for English at Monkwearmouth Academy

To help you prepare for moving from year 6 to year 7, we have put together an anthology of poetry that focuses on the themes of new beginnings, overcoming challenges, taking chances, and being resilient. We hope that by reading them you will arrive to year 7 inspired and ready to take on the world.

These poems come from across a whole range of writers, genders, time periods, literary genres backgrounds and cultures – they represent a rainbow of human experience that you will also find when you arrive in year 7.

How can I use these poems? As a year 6 transition student, we have high expectations of you and for you.

We’d like you to complete the following tasks: 1. Read at least three poems from the anthology (try to pick three that are from different time periods and literary movements)

2. Complete three research grids in total – one for each poem you have read. You can complete the grids by clicking the links in the poem and making notes in each of the relevant boxes. These don’t have to be full sentences, and could be things you find interesting from your research.

Now for the really exciting part: • Pick one of the poems you have researched and learn it off by heart. Record yourself reading or performing it.

OR

• Write your own poem inspired by the themes and ideas used by the writers you’ve researched. You can present the poem in whichever way you like – handwritten, typed, painted, graphics, animation… entirely up to you!

Send all of your performances and creative pieces to us at [email protected] by Friday 10th July and we will put them all together in a showcase of your poetry prowess and success!

13 Recommended An Ode on Solitude by: Alexander Pope 1700 Mrs Lawson

Happy the man, whose wish and care Further research A few paternal acres bound, Hear it read: Content to breathe his native air, In his own ground. An Ode on Solitude https://bit.ly/2Y6Gc27 Whose herds with milk, whose fields with bread, Whose flocks supply him with attire, Author research: Whose trees in summer yield him shade, Alexander Pope In winter fire. https://bit.ly/30atsKr Time period research: Blest, who can unconcernedly find 18th century Hours, days, and years slide soft away, https://bit.ly/2MvyUzF In health of body, peace of mind, Quiet by day, Literary period research: Neoclassical Sound sleep by night; study and ease, https://bit.ly/2UeZ3qv Together mixed; sweet recreation; And innocence, which most does please, Analytical research: With meditation. Deeper reading of poem https://bit.ly/30bZyW4 Thus let me live, unseen, unknown; Further reading: Thus unlamented let me die; More poems Steal from the world, and not a stone Tell where I lie. https://bit.ly/2zUH1mI

14 An Ode on Solitude Research and notes Alexander Pope 1700

Author research Time period

Literary period Analytical

15 Recommended Up-Hill by: Christina Rossetti 1861 Mrs Cramman

Does the road wind up-hill all the way? Further research Yes, to the very end. Will the day’s journey take the whole long day? Hear it read: From morn to night, my friend. Up-Hill https://bit.ly/2MsMYtE But is there for the night a resting-place? A roof for when the slow dark hours begin. Author research: May not the darkness hide it from my face? Christina Rossetti You cannot miss that inn. https://bit.ly/3dCKTHh Time period research: Shall I meet other wayfarers at night? th Those who have gone before. 19 century Then must I knock, or call when just in sight? https://bit.ly/2A3u7mh They will not keep you standing at that door. Literary period research: Victorian Shall I find comfort, travel-sore and weak? https://bit.ly/2UthoAv Of labour you shall find the sum. Will there be beds for me and all who seek? Analytical research: Yea, beds for all who come. Deeper reading of poem https://bit.ly/3eRgQMj Further reading: More poems https://bit.ly/30cM1Oe

16 Up-Hill Research and notes Christina Rossetti 1861

Author research Time period

Literary period Analytical

17 Recommended “Hope” is the thing with feathers by: Emily Dickinson 1890 Mrs Higgins

“Hope” is the thing with feathers - Further research That perches in the soul - And sings the tune without the words - Hear it read: And never stops - at all - “Hope” is the thing with feathers And sweetest - in the Gale - is heard - https://bit.ly/2MujjA3 And sore must be the storm - That could abash the little Bird Author research: That kept so many warm - Emily Dickinson https://bit.ly/30cvEAX I’ve heard it in the chillest land - And on the strangest Sea - Time period research: Yet - never - in Extremity, 19th century It asked a crumb - of me. https://bbc.in/2Ub2PkG Literary period research: Romantic https://bit.ly/3dzpFdq Analytical research: Deeper reading of poem https://bit.ly/3eTvdQq Further reading: More poems https://bit.ly/2XAwaaw

18 “Hope” is the thing with feathers Research and notes Emily Dickinson 1890

Author research Time period

Literary period Analytical

19 Recommended See It Through by: Edgar Albert Guest 1904 Mr Graham

When you’re up against a trouble, Further research Meet it squarely, face to face; Lift your chin and set your shoulders, Hear it read: Plant your feet and take a brace. See It Through When it’s vain to try to dodge it, https://bit.ly/2Ue0BRz Do the best that you can do; Author research: You may fail, but you may conquer, See it through! Edgar Albert Guest https://bit.ly/30eZZyX Black may be the clouds about you Time period research: And your future may seem grim, 19th century But don’t let your nerve desert you; https://bbc.in/2Ub2PkG Keep yourself in fighting trim. If the worst is bound to happen, Literary period research: Spite of all that you can do, Romantic Running from it will not save you, https://bit.ly/3dzpFdq See it through! Analytical research: Even hope may seem but futile, Deeper reading of poem When with troubles you’re beset, https://bit.ly/3dBLbOQ But remember you are facing Further reading: Just what other men have met. More poems You may fail, but fall still fighting; Don’t give up, whate’er you do; https://bit.ly/30eZZyX Eyes front, head high to the finish. See it through!

20 See It Through Research and notes Edgar Albert Guest 1904

Author research Time period

Literary period Analytical

21 Recommended I Shall Return by: Claude McKay 1920 Miss Jones

I shall return again; I shall return Further research To laugh and love and watch with wonder-eyes At golden noon the forest fires burn, Hear it read: Wafting their blue-black smoke to sapphire skies. I shall return to loiter by the streams I Shall Return That bathe the brown blades of the bending grasses, https://bit.ly/309e3Ke And realize once more my thousand dreams Of waters rushing down the mountain passes. Author research: I shall return to hear the fiddle and fife Claude McKay Of village dances, dear delicious tunes https://bit.ly/3cxDJCV That stir the hidden depths of native life, Stray melodies of dim remembered runes. Time period research: I shall return, I shall return again, 20th century To ease my mind of long, long years of pain. https://bbc.in/2Ub2PkG Literary period research: Harlem Renaissance https://bit.ly/3gZ0uTC Analytical research: Deeper reading of poem https://bit.ly/3eNmFKA Further reading: More poems https://bit.ly/3cxDJCV

22 I Shall Return Research and notes Claude McKay 1920

Author research Time period

Literary period Analytical

23 Recommended Don’t Quit by: John Greenleaf Whittier 1921 Mrs Crawford- Rowell

When things go wrong as they sometimes will, Further research When the road you're trudging seems all up hill, When the funds are low and the debts are high Hear it read: And you want to smile, but you have to sigh, When care is pressing you down a bit, Don’t Quit Rest if you must, but don't you quit. https://bit.ly/3eXaXgN Life is strange with its twists and turns As every one of us sometimes learns Author research: And many a failure comes about John Greenleaf Whittier When he might have won had he stuck it out; https://bit.ly/2XXTfTq Don't give up though the pace seems slow— You may succeed with another blow. Time period research: Success is failure turned inside out— 20th century The silver tint of the clouds of doubt, And you never can tell just how close you are, https://bbc.in/2Ub2PkG It may be near when it seems so far; Literary period research: So stick to the fight when you're hardest hit— It's when things seem worst that you must not quit. Fireside Poetry https://bit.ly/2UcIDyK Analytical research: Deeper reading of poem https://bit.ly/2UcILOW Further reading: More poems https://bit.ly/2XXTfTq

24 Don’t Quit Research and notes John Greenleaf Whittier 1921

Author research Time period

Literary period Analytical

25 Recommended If by: Rudyard Kipling 1943 Mrs Pringle

If you can keep your head when all about you Further research Are losing theirs and blaming it on you, If you can trust yourself when all men doubt you, Hear it read: But make allowance for their doubting too; If If you can wait and not be tired by waiting, https://bit.ly/2Y2zfPA Or being lied about, don’t deal in lies, Author research: Or being hated, don’t give way to hating, And yet don’t look too good, nor talk too wise: Rudyard Kipling https://bit.ly/30hidQB If you can dream—and not make dreams your master; Time period research: If you can think—and not make thoughts your aim; 20th century If you can meet with Triumph and Disaster https://bit.ly/30avslT And treat those two impostors just the same; If you can bear to hear the truth you’ve spoken Literary period research: Twisted by knaves to make a trap for fools, Modernism Or watch the things you gave your life to, broken, https://bit.ly/2MySgng And stoop and build ’em up with worn-out tools: Analytical research: If you can make one heap of all your winnings Deeper reading of poem And risk it on one turn of pitch-and-toss, https://bit.ly/3dBMLAg And lose, and start again at your beginnings Further reading: And never breathe a word about your loss; More poems If you can force your heart and nerve and sinew To serve your turn long after they are gone, https://bit.ly/30hidQB And so hold on when there is nothing in you Except the Will which says to them: ‘Hold on!’

If you can talk with crowds and keep your virtue, Or walk with Kings—nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much; If you can fill the unforgiving minute With sixty seconds’ worth of distance run, Yours is the Earth and everything that’s in it, 26 And—which is more—you’ll be a Man, my son! If Research and notes Rudyard Kipling 1943

Author research Time period

Literary period Analytical

27 Recommended Life Doesn’t Frighten Me by: Maya Angelou 1993 Miss Ghost

Shadows on the wall Further research Noises down the hall Life doesn't frighten me at all Hear it read: Bad dogs barking loud Life Doesn’t Frighten Me Big ghosts in a cloud https://bit.ly/2ALE1c3 Life doesn't frighten me at all Author research: Mean old Mother Goose Maya Angelou Lions on the loose https://bit.ly/2UdMUSD They don't frighten me at all Time period research: Dragons breathing flame 20th century On my counterpane That doesn't frighten me at all. https://bbc.in/2Ub2PkG Literary period research: I go boo Make them shoo African American Literature I make fun https://bit.ly/2AIPpp6 Way they run I won't cry Analytical research: So they fly Deeper reading of poem I just smile https://bit.ly/2XA5czR They go wild Further reading: Life doesn't frighten me at all. More poems Tough guys fight https://bit.ly/2UdMUSD All alone at night Life doesn't frighten me at all.

Panthers in the park Strangers in the dark I've got a magic charm No, they don't frighten me at all. That I keep up my sleeve I can walk the ocean floor That new classroom where And never have to breathe. Boys all pull my hair (Kissy little girls Life doesn't frighten me at all With their hair in curls) Not at all They don't frighten me at all. Not at all. 28 Don't show me frogs and snakes Life doesn't frighten me at all. And listen for my scream, Life Doesn’t Frighten Me Research and notes Maya Angelou 1993

Author research Time period

Literary period Analytical

29 Recommended Rain by: Don Paterson 2010 Ms Unsworth

I love all films that start with rain: Further research rain, braiding a windowpane or darkening a hung-out dress Hear it read: or streaming down her upturned face; Rain one big thundering downpour https://bit.ly/2Mw2F35 right through the empty script and score Author research: before the act, before the blame, before the lens pulls through the frame Don Paterson https://bit.ly/3gVRgaK to where the woman sits alone Time period research: beside a silent telephone st or the dress lies ruined on the grass 21 century or the girl walks off the overpass, https://bit.ly/3cHGIJj Literary period research: and all things flow out from that source along their fatal watercourse. Postmodernism However bad or overlong https://bit.ly/2XZeynA such a film can do no wrong, Analytical research: Deeper reading of poem so when his native twang shows through or when the boom dips into view https://bit.ly/3cA8TJS or when her speech starts to betray Further reading: its adaptation from a play, More poems I think to when we opened cold https://bit.ly/3gVRgaK on a starlit gutter, running gold with the neon of a drugstore sign and I’d read into its blazing line: forget the ink, the milk, the blood – all was washed clean with the flood we rose up from the falling waters the fallen rain’s own sons and daughters and none of this, none of this matters.

30 Rain Research and notes Don Paterson 2010

Author research Time period

Literary period Analytical

31 Lockdown Simon Armitage 2020

And I couldn’t escape the waking dream Further research of infected fleas Hear it read: in the warp and weft of soggy cloth Lockdown by the tailor’s hearth https://bit.ly/2XAAbM8 in ye olde Eyam. Author research: Then couldn’t un-see Simon Armitage the Boundary Stone, https://bit.ly/2Myk6Ag that cock-eyed dice with its six dark holes, Time period research: st thimbles brimming with vinegar wine 21 century purging the plagued coins. https://bit.ly/3cHGIJj

Which brought to mind the sorry story Literary period research: of Emmott Syddall and Rowland Torre, Poet Laureate https://bit.ly/2MwjPxF star-crossed lovers on either side of the quarantine line Analytical research: Deeper reading of poem whose wordless courtship spanned the river till she came no longer. https://bit.ly/2AELSbt Further reading: But slept again, and dreamt this time More poems https://bit.ly/2Myk6Ag of the exiled yaksha sending word to his lost wife on a passing cloud, a cloud that followed an earthly map of camel trails and cattle tracks, streams like necklaces, the air fan-tailed peacocks, painted elephants, hypnotically see-through, rare, embroidered bedspreads the journey a ponderous one at times, long and slow of meadows and hedges, but necessarily so. bamboo forests and snow-hatted peaks, 32 waterfalls, creeks, the hieroglyphs of wide-winged cranes Lockdown Research and notes Simon Armitage 2020

Author research Time period

Literary period Analytical

33 Geography comes from the ancient Greek word ‘geos’. This is the study of the world. There are three different parts of Geography that we study: • Physical Geography which is the study of things that humans have no control over such as weather or earthquakes. • Human Geography which is the study of how human beings have affected the earth’s surface such as cities or transport. • Environmental Geography is the study of how humans have affected the environment. We are going to focus on exploring the physical geography of the island to discover its climate, choose a suitable place to sleep and consider how human life on the island might affect the environment.

X

The location of the island is marked with an X Use the eight point compass to give detailed directions to the questions below: 1. Which continent are your closest to? 2. What direction do I need to travel from the island to Oceania? 3. What direction do I need to travel from Africa to South America? 4. What direction do I need to travel from Africa to Europe? 5. What direction do I need to travel from Antarctica to Asia? All maps have lines which go up them and across them. These lines create a grid on the map. Lines which go across the map are known as Eastings. Lines which go up the map are known as Northings. These lines all have numbers. This means that every square on the map has its own unique number. This allows us to locate things on a map easily. To locate something on a map you must use the Easting number first.

We remember this by the phrase along the corridor and then up the stairs. Lets have a look at how this works. We will find the four figure grid square for the church with a tower. • Firstly go along the Easting line and write down the number of the square. In this case it is 02. • Now go up the Northings and write down the number of the square. In this case it is 62. • Combine the two sets of numbers to give the four figure grid square. • The grid square for the church with a tower is 02,62

Can you give the four figure grid references of sites A-E and your shipwrecked boat? You need to find a place to set up your camp. Explain your reasons for choosing the site for your camp that you selected. Try to include the following information. If you are unable to, do not worry. o The four and figure grid reference of your chosen letter. o Use compass directions to describe the location of the chosen site and where it is compared to other features (things like the beach, lake, river etc.). o Use the photographs to write a description of the physical characteristics (e.g. features of the landscape) of the site you chose. Think about what you might need to survive and what may be useful to help you create a camp. o Describe one site you did not choose and say how it is different from the site you did choose. o The positives (good things) about the site you have chosen. o The negatives (bad things) about the other sites you rejected

Photograph of option A Photograph of option B

Photograph of option C

Photograph of option D Photograph of option E Below is a climate graph for your island, the red line shows the average monthly temperature and the blue bars show the average monthly precipitation total. Precipitation is rain, snow, hail or any moisture falling from the sky.

1. What month has the highest rainfall levels of precipitation? 2. What is the average temperature in in December? 3. You have been shipwrecked in July, what is the average temperature and precipitation for this month. 4. Write a paragraph describing the climate of the island. Think about the pattern of temperature and precipitation and how it changes through the year. Use some data from the graph to support your points.

Environmental Challenge:

The island you have landed on is uninhabited (no one lives there), how might people settling there change the environment? What are the impact they will have?

Will there be any positive environmental effects of humans beginning to live on the island?

Should we protect uninhabited islands from environmental damage? How could we do this? As a keen explorer you want to understand more about the wildlife of the island. You are going to design an animal that has adapted to live on the island. It should be adapted to the climate. Below is some information to help you. You may want to do some additional research. There are some examples of animals who have adapted to where they live. You need to draw your animal and explain how it is adapted to the environment

1.In order to survive, animals need to make sure they have food, water, oxygen, shelter, and a place to raise their offspring. 2.The same kind of animal, like an owl, can have many different species that are each adapted to different habitats. Owls live all over the world in many different climates. 3.Animals also adapt to their habitat through having special built-in things about themselves that protect themselves from predators. This can be poison that forms naturally on their skin, or just knowing the best places to hide when it’s time for a nap. 4.Camouflage is one way animals have adapted to their environment – they’ve started looking like it! For example, animals that live in the Arctic often have white fur, which matches the colour of snow. 5.Animals have had to adapt to the climate they live in, too. If it’s always very cold, they sometimes have an extra layer of fat to help keep them warm (like polar bears do). 6.Animals can also adapt by working together with other animals – this is called symbiosis. Each animal has something that the other needs, and they help each other survive. It’s good teamwork! To help you prepare for moving from year 6 to year 7, we have put together a number of activities that focuses on discovery and what it takes to be a great historian! You will learn about archaeology and how historians interpret what they find, to the power of reading like a historian and some key individuals from the past. By completing these activities you will develop some key history skills which you will be able to use effectively in year 7!

Click on the image or type in the URL: https://www.youtube.com/watch?v=FQtlqyv-llA WHAT CAN WE LEARN FROM THE PAST?

You might be the only one on this desert island right now but there are signs there have been people here before you…

Archaeology is the scientific study of human life through the investigation of man-made objects and other physical evidence.

Archaeologists are like detectives: they piece together clues to learn how past civilisations lived.

Use the questions to investigate your artefacts.

Question Possible Answer Discovered What do you think artefacts you have found?

What might the artefacts have been used for in the past?

How old do you think the artefacts could be? What materials have been used to make them?

Question Possible Answer Discovered What do you think you have found? artefacts

What might the artefacts have been used for in the past?

How old do you think the artefacts could be? What materials have been used to make them? So… what can we learn from the past? Now that you know how the people of the past lived, will Monkwearmouth Academy History Department this change how you now live on the island? Activity 1 – history hunting You have a 10-minute time limit – Get hunting for history around your house! Try to do it with parents or siblings if you can. You are looking for... • The oldest object • The newest object Choose • The most interesting object 1 When the time is up, compare what you have discovered • Who has found the oldest and newest objects? • How do you know how old something is? Think about the colour, the texture, the decoration, the stories you know about the object. • If you aren’t sure, how could you find out more? You could research your object online. • Discuss the ‘interesting’ objects you’ve found – what makes them interesting to you? Activity 2 – what on earth is that? Great for: children who love storytelling and drama Take one of the objects you have found and imagine that you are someone from 1,000 years in the future who has just dug it up. What would you think it is? • Remember, the ideas might be wildly wrong (in fact it’s more fun if they are!) • Pick one of the objects you have found and pass it around the group – each person has to describe the object as something that it isn’t. For example someone from the future might think that a digital watch is a teleporter or that a pen is a mini-space rocket..! Think about these questions: • What do you think it is? • How do you think it was used? – And why? • Who do you think would have used it? Activity 3 – Build a family time capsule A time capsule is a great way to leave evidence of your own history for the future. • Choose your container. It needs to be strong, watertight and big enough for the objects you want to bury. Remember, many containers these days are biodegradable, which is great – unless you want to bury a time capsule! • Pick 5-10 items to represent everyone in your family – include favourite hobbies, holidays, pets, films and more. Think about what you found in the History Hunt – objects, pictures and written evidence. • Write a letter to go in the box, include the date, details of who you are and any message you want to leave. All of that information will be useful to a future historian learning about you. • Bury your time capsule, ready to be discovered. Nowhere to bury your capsule? Hide it in your house or flat instead. OR Make a time-velope • This is like writing a letter to the future! • Take a large, ordinary envelope. • Put your evidence inside it, including your message. Pictorial (photos and drawings) and written (articles and letters) work best for a time-velope. • Seal the envelope securely – you might even add a wax seal or fancy stickers. • Write ‘Not to be opened until…’ and add a date in the future. • Hide it somewhere inside your home, ready to be found. Desert Island Reading companion – choose a book to read

Which book would you choose to take with you to your desert island? You could look the books up on the internet to review them before you decide.

Thieves of Ostia (Part of a mystery series with adventures set in Roman times) Caroline Lawrence, Orion Childrens (2002)

Percy Jackson and the Lightning thief (A modern take on Greek legends) Rick Riordan, Puffin (2008)

War Horse (WWI story of bravery following the life a horse sent to war) Michael Morpurgo, Egmont Books Ltd (2007)

Hiccup Horrendous Haddock III series (Stories set in the Viking era) Cressida Whitton (various)

History Detective series (Investigating civilizations such as Aztecs and Ancient Egyptians) Philip Ardagh and Colin King, Macmillan (various)

Knights, Kings and Conquerors, 20 stories from British History (A set of stories all followed by explanations of the historical facts) Geraldine McCaughran, Orion Childrens (2001)

Totally Awesome Archaeology (Answers to those archaeology questions beyond the imagination) Nick Arnold, Scholastic (2009)

Horrible Histories series (All things wicked, weird and woeful from throughout history) Terry Deary with Martin Brown, Schooltastic Ltd (various)

If Stones Could Speak: Unlocking the Secrets of Stonehenge (National Geographic Kids) (Informative, drama-driven book including tales of feasting and ancient rituals) Mike Parker Pearson, National Geographic Society (2010)

100 Things You Should Know About (Series including British History, Knights and Castles, Ancient Romans and Ancient Egyptians) Miles Kelly Publishing (various) Desert Island Companion

The bad news: You're stranded on a desert island.

The good news: You can pick one person from History to join you! The History department have each picked two of their favourite people in History. Read about them below and decide which one would be your desert island companion. Explain WHY you have chosen that person in the box below.

I would choose as my desert island companion, because....

Modern Foreign Languages

Modern Foreign Languages Music

Music is all about using your ears to listen carefully and using your voice or fingers to make sound. We’re going to start with some listening and a game called:

Follow this link to open up the game: https://www.musicteachers.co.uk/games/holy- mole/index.html Click on Go then Play then beginner. You will hear the big mole play a tune on his guitar, the five floating moles will then repeat it but one of them will make a mistake and sing the wrong note, shoot their balloon to win the round! Music

Next we need to make some sounds! We’re going to use another website to create some rhythms: https://musiclab.chromeexperiments.com/Rhythm/ Click the triangle shaped play button. You will hear and see the big monkey hit a drum, and it matches up with the dots at the bottom, if you click to add shapes to other places on the grid it will make him hit the other drum or the little monkey play the triangle. Experiment with this to make a rhythm you really like, if you click once it adds a sound if you click again it will take it away. When you’re done with the monkeys click the arrow to the right hand side of the screen and you can move on to some other animals playing some more percussion instruments. PE

Or you can add your own equipment ideas

You have been marooned on a desert island. To keep fit you need to Sand Coconuts design either a game or a fitness challenge. You have the following equipment to help you: Water

Sticks

Trees

Rocks

Palm leaves

RE

You weren't sailing around the world alone. You were part of a 10-man crew. Thankfully, you have all made it to the island!! However now that you have arrived on the island you need to work out how you will live alongside one another until the help arrives. In this new little community you all decide you need some ground rules. But how do you go about making them?

In societies all around the world people life their lives by rules set by other people. Some of these are laws set by authorities and others are moral rules – breaking them may not be illegal but when people do break them it is seen by many to be the wrong thing to do. Can you think of any moral rules that we have in our society? Write your idea here: ______Some people believe that moral rules (along with at least some rules set by law) come from God. This means that these rules have a special authority and to disobey them is to break Gods rules. Rules and laws like this are given to humans through special people such as Moses in Judaism or Muhammad in Islam.

Other people believe that God gives messages and signs, but that people must interpret them for themselves. This means that as times change morals can change. Something seen as ok in the past might not be acceptable now and vice versa. Can you think of any examples of this? Write your idea here: ______

People who believe that laws and rules come from God – whether directly or through interpretation – believe that following these rules – or not – will have an impact on what happens to a person's soul when they die.

There is another way of looking at morals and rules. Some people don't believe in God at all. So for them rules obviously don't come from a divine being. People who are atheist tend to live by principles based on human rights, tolerance, respect and freedom. They often consider the impact of an action to help them decide if it is right or wrong – how many people will benefit? How many people will be harmed? RE

Where do you think rules comes from? Use the explainations from the previous page to help you answer the question. Try to give at least one reason for your answer. You don't have to belong to a certain religon or believe in a certain god to blieve that morals come from some kind of god. Write your answer here: ______Now write your own rules for you and your crew mates to live by. Write between 5-10 rules that you think will help you to all live harmonously with each other on the island. When you have written your rules pick the one you think is most important and explain why you have chosen it.

I think the most important of my rules is...

because... RE

You find a map on the island that seems to give you directions to a site on the island considered to be special. You decide to explore and find the place. Once there you find...

This showed the people who lived on this island have used rituals – which are a key part of any religion. What could these items suggest about the rituals that took place on this deserted island in the past?

______To help you in your transition from year 6 to year 7, we have prepared some activities so you can begin to develop your scientific thinking skills! When presented with a problem, a scientist develops a hypothesis, carries out an experiment to test whether it is correct and then uses the results to write a conclusion and evaluation.

You are stranded on a desert island and to survive you must figure out how to provide food, water, a shelter and heat. Brainstorm some ideas as to how you would solve each of these problems.

Water? Food?

Heat? Shelter? Activity 1: Grow your own food

Luckily when you arrived on the desert island you had an apple in your pocket. However, this won’t last very long!

In this activity you are going to investigate whether you can grow your own food. You will carry out an experiment to see which fruits you can grow from seed. Hypothesis: We can grow fruit bearing plants from the Equipment: seeds left over in food such as apples and tomatoes. • Apple core, seeds from a tomato etc.. • Soil Method: • A pot, eg: paper cup, empty plastic 1. Cut an apple in half, taking care not to cut through the bottle. core. You may need an adult to help you to do this. • Water Alternatively you can use the core from an apple you have • Sunlight just eaten. • Paper towel 2. Wash the seeds in some water. • Food bag 3. Peel a layer from the top of the seed. Why do you think we need to do this?

4. Wrap the seeds in a paper towel and soak the paper towel in water. 5. Store the soaked paper towel in a food bag or container in a dark place for a few days. Why do we do this?

6. When you take it out you will see the seeds have started to germinate. 7. Take a pot and ensure it has holes in the bottom for drainage (you can cut them in yourself). Fill it with soil and water it so the soil is very wet. 8. Make a small hole in the top of the soil and place the seedling in just below the surface. Cover the seedling with You can watch a video soil and water again. of how to set up this 9. Until the seedling has sprouted, keep the soil moist. experiment here: 10. After about 2 weeks your seedling should grow. This https://www.youtube eventually would grow into an apple tree. You could .com/watch?v=B34o photograph or draw diagrams to show how it progresses MqbL_js over the summer holidays.

Conclusion: Evaluation: How does a seed germinate? Did your seedling grow? If not, what do you think went wrong?

What does a seedling need to grow?

What did you find difficult in this experiment? How does a plant make fruit?

How could you improve this Why does a plant make fruit? experiment? Activity 2: Filtering water

One of the challenges to surviving on a desert island is having clean water to drink. You can’t drink the sea water surrounding the island. Do you know why we can’t drink sea water?

In this activity you are going to make a water filter system that could be used to clean water from a pond or lake. You will carry out an experiment to see whether a coffee filter, kitchen roll or some other type of paper or cloth will make the best filter to clean water.

Hypothesis: I think the best filter material will be…… Equipment: • Funnels (don’t worry if you don’t have one, it will still work) I think this because…….. • Coffee filter/paper towel/muslin/tissue • Sand • Stones • An empty bottle or other containers

Method: 1. Add a funnel to an empty plastic bottle or jar. In the funnel add the first material you are testing, eg: coffee filter. If you don’t have a funnel just add the material to the opening of the jar or bottle. 2. Add some sand on top of the material you are testing. 3. Add some stones. 4. Pour in some dirty water, eg: mix some water and dirt together. 5. Take a photo or draw a diagram to show how clean the water looks once it has passed through the filter. 6. Repeat the experiment but change the material you use in step 1. For example use kitchen roll in instead of a coffee filter. Remember to keep the amount of sand and stones the same. Do not drink the water from your experiment! Although it will look clean, the water will still contain bacteria. How do we purify water to ensure it doesn’t contain dangerous bacteria?

Conclusion: Evaluation: Which material was the best filter? Is your hypothesis How did you make this a fair test? correct?

What did you find difficult in this How does a filter work? Can you draw a diagram to show experiment? how it works?

How could you improve this experiment?

Challenge: Research how a solar sill works. Find out how we could use aluminium foil to heat the water. Activity 3: A soap-powered boat

Eventually you might want to escape the island. In order to do so, you will need a boat. The desert island might be surrounded by sharks, so you will have to design a boat that moves quickly through the water.

In this activity you are going to see if you can power a boat using soap. You will carry out an experiment to investigate which shape of boat moves quickest through the water.

Hypothesis: I think the best shape boat will be……… Equipment: • Card I think this because…….. • Scissors • Washing up liquid • Bath, sink or container of water Sketch the shape of the boats you are going to test:

Method: 1. Cut the card into the shape of a boat with a notch in the back, just like the diagram. 2. Fill a shallow pan, sink, or bathtub with water and set your boat on the surface. 3. Pour a few drops of dish soap in the notch at the back of the boat. Watch it move. 4. Measure with a ruler how far the boat has moved. 5. Repeat the experiment using a different shaped boat. Make sure you use clean water if you try again; it won’t work if the water is already soapy. You will need to make your boat the same size and keep the notch at the You can watch a video of how to set up this back, but you could change the shape of the front. You experiment here: could test a square shape or a semi-circle. https://www.youtube.com/watch?v=miWlDVOhrSE

Conclusion: Evaluation: Which shape moved the furthest through the water? How did you make this a fair test? Why? Is your hypothesis correct?

What did you find difficult in this experiment?

How does the soap ‘power’ the boat? Hint: research surface tension. This website might help you: https://learning-center.homesciencetools.com/article/soap- How could you improve this boat-science-project/ experiment? 12 point challenge The choice is yours, choose the activities you would like to complete from the challenge grid. Each activity is worth points. The challenge is to complete a number of different activities which total 12 points or more but not below. Bring your work to share with your tutor on your first day at Monkwearmouth Academy.

Are you up for the challenge? Choose your favourite song to Create a Coat of arms for your Poem - Read the poem ‘The Sea’ take with you to the island; what Island or design a flag for your by James Reeves and use this to is it? Why have you chosen it? island. Explain your choices. help you write your own poem How does it make you feel? about the sea.

2 points 2 points 3 points Create a colour wheel using Make a shelter out of items in Reading companions – choose a found objects. These could be your house/garden. You could book from the history list and collected from your house or use cardboard boxes, twigs, write a review. from nature. Arrange them in the stones etc. Make sure you take a correct sequence. photo for your tutor. 4 points 4 points 3 points Message in a bottle – Write a Visit https://www.bbc.co.uk/teac Listen to - Stranded! How to eat on letter to persuade the reader to h/class-clips-video/english-ks2- a desert island. save you! Try to use language to the-tempest- https://www.bbc.co.uk/sounds/play influence the reader, e.g. home/zfskxyc Watch the short /m00055nc rhetorical questions, direct episodes of Shakespeare's 'The It talks about how Robinson Crusoe survived on wild food on a desert address and emotive words. Tempest' and produce a island. Make a list of the foods they storyboard to show the events of had and design a food menu. the play 3 points 4 points 3 points Write a description of a 'Desert Island Survival Guide' – Make a drawing of your prized fantastical creature that lives on Create a text to explain how to possession; the one thing you the island. Try to use language survive on a desert island. Try to would have to have on a desert for effect, e.g. adjectives, similes use language to inform, e.g. island with you. and metaphors. You could also facts, instructions and specific draw a picture! details.

3 points 3 points 3 points

Learn to spell your name and help in semaphore. Take photos of each letter and put into a presentation.

4 points