Year 9 Study Pack: Spring Term

Monday Tuesday Wednesday Thursday Friday

Name: Class:

Contents

English …………………………………….. p5 Maths …………………………………….. p32 Science …………………………………….. p61 French …………………………………….. p89 Geography …………………………………….. p114 History …………………………………….. p141 PRE …………………………………….. p164 Drama …………………………………….. p190 Music …………………………………….. p216 Art …………………………………….. p242

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: Romeo and Juliet

In this topic, we have learned:

• About the plot and characters of ‘Romeo and Juliet’. • Biographical information about Shakespeare and his life • Contextual information about the Elizabethan Era.

• What a ‘tragic hero’ is. • The expectations placed on young women and daughters in

Elizabethan England.

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. Romeo and Juliet is a tragedy play.

Elizabethan daughters Tragic heroes

In the Elizabethan Era, daughters were ‘Romeo and Juliet’ is a tragedy play because it included main characters who are ‘high-status’ expected to obey their fathers, and marry who (wealthy and powerful). Also, the main they chose. Fathers from powerful families characters, Romeo and Juliet, die by the end of would choose husbands for their daughters the play. who were also rich and powerful. This would add to their wealth. Girls would typically marry Romeo and Juliet can both be described as at a much younger age than today; it was ‘tragic heroes’, in line with Shakespearean scholar legal to be married from age 12. This was not A.C. Bradley’s definition. He says that they: seen as problematic in the Elizabethan era because attitudes to childhood and marriage 1) Are from high -status, powerful families have greatly changed over time. 2) Make decisions which lead to their own death 3) Are special or exceptional in some way, and It would be unusual for someone to get married this special quality leads to their downfall/death for love during this time, particularly if they were from a wealthy, powerful family. Romeo and Juliet are from wealthy families.

Romeo and Juliet rebel against this tradition. After falling in love at first sight, they arrange to get married for love.

English: Characters in ‘Romeo and Juliet’

Romeo Juliet

1. Young man from the rich and powerful 13-year old daughter of the rich and Montague family in Verona, Italy powerful Capulet family in Verona, Italy 2. His family, the Montagues, are at war with 1. Her family, the Capulets are at war with Juliet’s family, the Capulets Romeo’s family, the Montagues 3. At the start of the play, Romeo is in love 2. At the start of the play, Juliet is an with the niece of Juliet’s father: Rosaline obedient Elizabethan daughter 3. At the start of the play Lady Capulet, asks 4. Romeo initially goes to the Capulet ball so that he can meet Rosaline, but when he is Juliet to consider marrying Paris. Paris is a there, he sees Juliet for the first time friend of her father. 4. Juliet says she will try to like Paris, despite 5. Romeo falls in love with Juliet at first sight not really wanting to get married at the 6. We may see him as quite a fickle age of 13 character, as he seems to change his 5. At the start of the play, she respects the mind very quickly about who he loves wishes of her family more than her own 7. His love for Juliet is more intense than his opinions. love for Rosaline; he is completely 6. When Juliet first sees Romeo at the mesmerised by her Capulet ball, she falls in love at first sight. 8. He uses extremely poetic language to Her character changes dramatically. describe Juliet – he views her as uniquely 7. As the play goes on, she becomes more beautiful, valuable and powerful confident and decisive, encouraging 9. He describes her as ‘the sun’ Romeo to marry her 10. After he meets her, Romeo moves very 8. She is incredibly passionate and makes quickly. He marries Juliet in secret, the day bold choices that lead to her death. after meeting her e.g. she takes a potion to make her 11. Romeo kills himself at the end of the play, appear dead, so she can avoid marrying believing Juliet is dead, which Paris demonstrates how he cannot imagine life 9. She kills herself when she realises Romeo without he has taken his own life because he thought she was dead

Other characters from ‘Romeo and Juliet’

• Lord Capulet - Head of the Capulet family. Juliet’s father

• Paris – not Montague or Capulet. A nobleman who wants to marry Juliet.

• Friar Lawrence - not Montague or Capulet. Agrees to marry Romeo and Juliet to unite the two families.

• Tybalt - Capulet. Juliet’s cousin. He hats Montagues and kills Romeo’s friend Mercutio.

• Mercutio – Montague. Romeo’s friend, killed by Tybalt.

English: The plot

 In the Prologue, we find out that the two families, the

Montagues and the Capulets are rivals and have been feuding for a long time.  After the Prologue, the Montagues and Capulets fight in the streets of Verona. Prince Escales, the ruler of Verona, swears that any further fighting will be punished by death.  Juliet’s mother, Lady Capulet, advises Juliet to marry Paris, a friend of Juliet’s father. Juliet says she has never dreamt of getting married at such a young age but that she will try to get to know Paris more.  At the Capulet’s masked ball, Romeo sees Juliet. They talk, kiss, and fall in love. As they leave, they realise they are from families who are sworn enemies who will never accept their love.  Romeo sneaks into the Capulet orchard and speaks to Juliet on her balcony. They agree to get married in secret.  The next day, Romeo asks Friar Lawrence to marry him and Juliet. He agrees.

 The Montagues and Capulets fight in the streets of Verona. Tybalt kills Mercutio. In revenge, Romeo kills Tybalt. Prince Escales decides to banish Romeo from Verona.  Lord Capulet tells Paris he can marry Juliet in three days’ time.  After their wedding night, Romeo leaves Juliet for the last time. Lord Capulet orders Juliet to marry Paris. He threatens to throw her out on the streets if she disobeys him. Friar Lawrence comes up with a plan: Juliet must take a potion  which will make her appear to be dead, then she can escape Verona with Romeo. She agrees.  Romeo does not know Friar Lawrence's plan. He sneaks back into Verona and visits Juliet’s tomb. He thinks Juliet really is dead and kills himself with poison. Soon after, Juliet wakes up. She

finds Romeo’s body and kills herself with his dagger. The two families agree to end their feud.

Key quotations Key vocabulary

- ‘It is an honour that I dream not Tragedy A play which includes high-status of’ characters who die by the end of the play - ‘I’ll look to like, if looking Tragic hero From a high-status family, is exceptional

liking move’ and makes decisions which lead to their - ‘I ne’er saw true beauty till this own death night […] it is the east and Juliet is Feud An intense fight which has lasted a long the sun’ time. - ‘She doth teach the torches to Prologue A separate section of text which burn bright’ introduces a work of literature, such as a ‘Wherefore art thou Romeo? play. - Deny thy father and refuse thy Tragic Flaw A characteristic which leads to a character’s death name’ Foreshadow A language technique authors use – a hint - ‘Thy purpose marriage, send me or warning of an event which will come word tomorrow’ later on. - happy dagger! This is thy sheath; Tyrant Someone who oppresses and controls there rust and let me die.’ others in a cruel way.

Consolidation English - Week 1

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

Task 1

1. In what era was ‘Romeo and Juliet’ written?

______

2. What happens to the two protagonists that makes ‘Romeo and Juliet’ a tragedy?

______

3. List 3 features of a tragic hero.

______

4. List one reason why Elizabethan fathers would choose a husbands for their daughter,

rather than allowing her to choose one.

______

Mastery check Task 2

Draw lines to match the statement to either the Elizabethan or Modern Girl.

Daughters are expected to obey their fathers

Elizabethan Female Girls get married for love

Girls choose their own husbands.

Modern Female Love at first sight was common

Task 3

1. You can read anything you like – fiction or non-fiction – for 20 minutes and record it on your reading log. 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. Write a paragraph summarising what life would be like for an Elizabethan woman. How might it be different to that of a modern woman?

You must include:

 Information on marriage.  Information on the expectations of females.  Famous females of the era.

______

Consolidation English - Week 2

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

Task 1

Answer these questions in full sentences. Use the prologue from Task 2 to help you. 1. What is the purpose of a prologue?

______

2. Why did Shakespeare include a prologue at the beginning of the play?

______

3. Write down 3 details about the play given in the prologue.

______

Task 2

Highlight any information that indicates that ‘Romeo and Juliet’ is a tragedy

Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes A pair of star-cross'd lovers take their life; Whose misadventured piteous overthrows Do with their death bury their parents' strife. The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

Mastery check Task 3

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

a) Romeo and Juliet is a comedy. b) Shakespeare included a prologue at the beginning of the play. c) The Smith and Jones households are enemies. d) Romeo and Juliet are two ‘star-crossed lovers’. e) A prologue comes at the end of a play.

Task 4

2. A student said: ‘The prologue demonstrates that Romeo and Juliet will end happily’. To

what extent do you agree?

You must include:

 Evidence from the prologue  Your lesson notes

______

______11 ______Consolidation English - Week 3

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

Task 1

Answer these questions in full sentences.

1. List 3 conventions (features) of a Shakespearean tragedy.

______

2. How does ‘Romeo and Juliet follow the conventions (features) of a tragedy?

______

3. List 3 conventions (features) of a tragic hero/ heroine

______

Mastery check Task 2

Complete the sentence with the correct information

1. Romeo is part of the ______family.

2. Juliet is part of the ______family.

3. A. C. Bradley has influenced the way people read ______.

4. Uncommonly, Romeo and Juliet features both a hero and a ______.

Task 3

 You can read anything you like – fiction or non-fiction – for 20 minutes and record it on your reading log. 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.

 Complete the table to show how Romeo and Juliet demonstrate the characteristics of a

tragic hero/heroine.

You must include:

 Examples of tragic hero characteristics  Evidence from the play

Character Tragic Hero/Heroine Characteristic Quotation/ Evidence

Consolidation E nglish - Week 4

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

Task 1

In the space below, write what Romeo and Juliet might think of each other when they meet for the first time at the Capulet ball.

Mastery check Task 2

Complete the sentence with the correct information

a) Lord Capulet has consented for Juliet to marry ______.

b) Romeo and Juliet meet at the ______.

c) Romeo uses ______language to describe Juliet’s beauty.

d) From the prologue we know that Romeo and Juliet are ______.

e) Romeo and Juliet’s relationship goes against the ______

______.

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Use the space below to write out three key quotations from the play ‘Romeo and Juliet’. These quotations can be said by either Romeo or Juliet. The quotations you choose must demonstrate how passionate the two tragic heroes are or how desperate they are to be together.

Around each quotation, you must:

 Highlight two key words within each quotation  Annotate key connotations and inferences around each key word  Annotate key ideas around each quotation, noting down what the quotation shows about the character

Consolidation English - Week 5

Complete Task 1 the tasks below, using your mastery pages to help you.

Answer each question in relation to the extract above:

NURSE 61 Then hie you hence to Friar Lawrence’s cell. 62 There stays a husband to make you a wife. 63 Now comes the wanton blood up in your cheeks. 64 They’ll be in scarlet straight at any news. 65 Hie you to church. I must another way 66 To fetch a ladder, by the which your love 67 Must climb a bird’s nest soon when it is dark. 68 I am the drudge and toil in your delight, 69 But you shall bear the burden soon at night. 70 Go. I’ll to dinner. Hie you to the cell.

1. Which quotation shows that Romeo and Juliet are to be married?

______

2. Which quotation shows who will marry Romeo and Juliet?

______

3. Which quotation shows how Juliet will escape from the Capulet house? ______

______

Mastery check Task 2

1. Which character do the Capulet’s want to marry Juliet? ______

2. Why can Romeo and Juliet not gain their families consent to be married?

______

3. Romeo uses what literary technique to exaggerate Juliet’s beauty?

______4. Who agrees to marry Romeo and Juliet? ______5. Romeo and Juliet is a tragedy. Based on this, how will the story end?

______

Task 3

3. You can read anything you like – fiction or non-fiction – for 20 minutes and record it on your reading log. 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.

4. Complete the table summarising Juliet’s changing character from Act 1 Scene 3 to Act 2 Scene 5.

You must include at least:

 4 Characteristics  4 Quotations/Evidence  4 Explanations of what the quotation/ evidence tells us

Characteristic Quotation/ Evidence Explanation

Half term HL English - Week 6

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

Task 1

Highlight a quotation that foreshadows something that is going to happen in the play in the extract below.

JULIET 54 God, I have an ill-divining soul!

55 Methinks I see thee, now thou art below, 56 As one dead in the bottom of a tomb. 57 Either my eyesight fails, or thou look'st pale.

ROMEO 58 And trust me, love, in my eye so do you: 59 Dry sorrow drinks our blood. Adieu, adieu!

Task 2

Answer each question in relation to the extract above:

1. Which quotation shows that Juliet foreshadows Romeo’s death?

______

2. What does the line ‘thou look’st pale’ suggest about Romeo’s health?

______

3. If Romeo and Juliet do die, who will be responsible?

______

4. How does Juliet feel about leaving Romeo in this scene?

Task 3 Mastery check

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

1. Foreshadowing is used to suggest an upcoming outcome to the story.

2. Juliet is to be married to Paris in three days.

3. In society, women are positioned above men.

4. Romeo is sentenced to life in prison for killing Tybalt.

Task 4

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. A student said: ‘Romeo and Juliet have set themselves up for failure by marrying too quickly and going against the wishes of their family’. To what extent do you agree?

You must include:

 Evidence from the play  A detailed explanation which supports your point / thesis statement

______

Consolidation E nglish - Week 7

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

Task 1

Juliet takes a potion which makes her appear dead so that she can avoid marrying Paris.

In the space below, write what Romeo might think when he sees Juliet lying ‘dead’ in the tomb..

Mastery check Task 2

Complete the sentence with the correct information

a) Lord Capulet ______when Juliet rejects Paris’ marriage offer.

b) ______advised Juliet to take a potion that will make her appear dead.

c) Romeo does not receive the ______from Friar Lawrence warning of Juliet’s

plan.

d) Upon seeing Juliet ‘dead’, Romeo kills himself with ______.

e) Romeo and Juliet are both ______characters.

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Complete the table summarising Romeo’s changing character from Act 1 Scene 3 to Act 5 Scene 3.

You must include at least:

 4 Characteristics  4 Quotations/Evidence  4 Explanations of what the quotation/ evidence tells us

Characteristic Quotation/ Evidence Explanation

Consolidation E nglish - Week 8

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

Task 1

Number the plot statements in chronological order.

The Capulet and Montague families vow never to argue again.

Capulet, Juliet's father, decides she should marry Paris. Juliet refuses and goes to Friar Laurence where they come up with a plan for Romeo and Juliet to be together.

Romeo Montague and his friends gatecrash a Capulet party and Romeo meets Juliet Capulet. He falls in love with her instantly. They are shocked to discover they are sworn enemies due to their feuding families. Friar Laurence marries Romeo and Juliet.

Juliet fakes her death and lies in a tomb waiting for Romeo to come so they can run away together. Romeo doesn't receive the message about the plan, so thinks Juliet has actually died. He goes to Verona and sees Juliet in her tomb, 'dead'.

Romeo drinks poison so he can be with Juliet in death. She wakes up to discover

Romeo is dead. Juliet kills herself with his dagger.

Romeo goes to celebrate his marriage with his friends, Mercutio and Benvolio, but gets into a fight with Juliet's cousin, Tybalt. Tybalt kills Mercutio and Romeo avenges his death by killing Tybalt.

The Prince banishes Romeo because he killed Tybalt. Both Romeo and Juliet are heartbroken.

Two wealthy families, the Montagues and the Capulets, have another brawl in the city of Verona. The Prince and the townspeople cannot cope with the constant fighting so the Prince declares that the next person to break the peace will be killed.

Mastery check Task 2

1. Which character gives Juliet the potion to appear dead? ______

2. Why does Romeo believe Juliet is dead? ______

3. What does Juliet’s vision in Act 3 Scene 5 foreshadow for Romeo? ______

4. Who brings together the two families at the end of the play? ______

5. How do Romeo and Juliet fit A.C Bradley’s definition of a ‘tragic hero’? ______

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Complete the table summarising Romeo and Juliet’s changing character through the play. Your first quotation should be taken from the beginning of the play and the last quotation from the end of the play.

You must include at least:

 4 Characteristics for each character  4 Quotations/Evidence for each character

 4 Explanations of what the quotation/ evidence tells us (in note form, not full sentences)

Romeo Juliet Characteristic Quotation Explanation Characteristic Quotation Explanation

Consolidation E nglish - Week 9

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

Task 1

Highlight two quotations in this extract that you could use to show that Juliet is a tragic hero.

Act 5, Scene 3: Juliet in the tomb with Romeo’s body

Juliet What's here? a cup, closed in my true love's hand?

Poison, I see, hath been his timeless end:

O churl! drunk all, and left no friendly drop

To help me after? I will kiss thy lips;

Haply some poison yet doth hang on them, To make die with a restorative. [Kisses him] Thy lips are warm.

First Watchman: [Within] Lead, boy: which way?

Juliet:

Yea, noise? then I'll be brief. O happy dagger!

[Snatching ROMEO's dagger] This is thy sheath; [Stabs herself] there rust and let me die.

Mastery check Task 2

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

1. Romeo drinks poison because he feels guilty for murdering Tybalt.

2. Juliet does not want to marry Paris.

3. The Montagues’ and Capulet’s agree to end their feud because their children (Romeo and Juliet) have died.

4. According to A C Bradley, in a tragedy, the hero remains alive at the end of the play.

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. A student said: ‘Romeo and Juliet are typical tragic heroes - they disobeyed their families and allowed their passion to take over. Therefore, their actions lead to their death’. To what extent do you agree?

You must include:

 Evidence from the play  A.C Bradley’s definition of a tragic hero (check the mastery content pages if you need to)  Your notes from the lesson

______

______25

Consolidation E nglish - Week 10

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

Task 1

For each question, choose 1-2 key words and annotate what they suggest about the character.

‘I’ll look to like, if looking liking move’

‘Wherefore art thou Romeo? Deny thy father and refuse thy name’

‘Thy purpose marriage, send me word tomorrow’

Mastery check Task 2

1. What type of play does Romeo and Juliet follow the conventions of? ______

2. What are 2 conventions of a tragedy? ______

______

3. How did Romeo and Juliet go against the status quo (the usual way of being)?

______

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Select one of the quotations above and write a PEE paragraph which answers the question: ‘How does Shakespeare present Juliet as a forceful, passionate character?’

You must include:

 A clear point which relates to the words of the question  Evidence from the play  Explanation of the quote you have chosen

______

______27

Consolidation E nglish - Week 11

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

Task 1

Read the poem and underline each different side of the girl’s personality.

Russian Doll All you see is outside me: my painted smile,

the rosy-posy shell, the fluttery eyes. A butter-won’t-melt-in-my-mouth-type me

But inside there’s another me, bored till playtime.

The wasting paper, daytime dreamer.

A can’t-be-bothered-sort-of me.

And inside there’s another me, full of cheek.

The quick, slick joker with a poking tongue. A class-clown-funny-one-of me And inside there’s another me who’s smaller, scared. The scurrying, worrying, yes miss whisperer.

A wouldn’t-say-boo-to-a-goosey me And inside there’s another me, all cross and bothered.

The scowling hot-head, stamping feet.

A didn’t-do-it-blameless me.

And inside there’s another me, forever jealous

who never gets enough, compared.

A grass-is-always-greener me. And deepest down, kept secretly a tiny, solid skittle doll. Rachel Rooney

Mastery check Task 2

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

1. Poetry is a way to tell stories or explain experiences.

2. Russian Doll is about showing how complex people can be.

3. Rhyme is the repetition of different sounds in the final stressed syllables.

4. A metaphor is a word or phrase given to something that is not literally applicable.

5. Juxtaposition is placing two elements together to compare and contrast. 28

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Write 3 verses of your own version of this poem, showing how many different layers and characteristics people can have. The poem can about either be about yourself, someone close to you, or someone you admire.

You must include:

 At least 7 ambitious words  At least two metaphors  At least one example of juxtaposition, where you compare two things

______

______29

Easter HL English - Week 12

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

Task 1 Read the poem and note down the meaning and message:

Ghost Bus

Underneath the lamp post, In the middle of the night, A ghost bus make a silent stop, A strange and fearful sight.

At the bus top at your corner, Something big and green climbed down. It's looking for your bedroom, And it has searched all over town.

You thought it couldn't find you, That you were safe and you were sound. You thought that you could hide, Where you never could be found.

But now it's almost here, You know it loves the dark of night. There's only one thing you can do, Quick! Turn on the light!

Whew!

Joe Wyman

Meaning Message

Mastery check Task 2

Match the language technique to the definition:

Simile where the first letter of a word is repeated in words that follow

Alliteration where a human quality is attributed to a thing or idea

Personification where a phrase establishes similarity between two things

Task 3

have at home. If you’ve completed your reading, visit the library to find something new to read in these 20 minutes.

2. Write the opening of a story inspired by the setting from the poem above. You might describe to write your poem from the perspective of the monster, a person waiting for the bus, a person out for a jog late at night or from any other interesting perspective.

You must include:  At least 7 ambitious words  At least two metaphors

 Correct any missed full stops, capital letters, commas or apostrophes  Do a final check of your sentence lengths – avoid sentences which run on and on.

______

______31

Maths: Pythagoras’ Theorem

In this topic, we have learned how to: Working out the square root of a number: • Work out missing sides in right- √100 = 10 as 100 = 10 x 10 angled triangles using The square root of 36 is 6, √9 = 3 as 9 = 3 x 3 Pythagoras’ Theorem because 36 equals 6 times 6. • Bisect angles and lines √49 = 7 as 49 = 7 x 7 √36 = 6 • Find angles in polygons These answers won’t always • Change a shape using a scale 36 = 6 x 6 be integers (whole numbers). factor and a centre of In those cases, you can use enlargement your calculator to find them. • Graphically represent inequalities • Solve simultaneous equations

The HYPOTENUSE is the longest side in YZ (or ZY) is the hypotenuse the right-angled triangle. of the right-angled triangle on the left.

We call it YZ because it is It is always opposite the right angle. between the points Y and Z.

PYTHAGORAS’ THEOREM shows how, in Here, a and b are the shorter sides, a right-angled triangle, the sum of the and c is the hypotenuse (the squares of the shorter sides are always longest side). equal to the square of the hypotenuse.

This only works for right-angled 2 2 2 a + b = c triangles. If the sides of a triangle meet this relationship, it is a right- angled triangle. If it is a right-angled triangle, its sides meet this relationship.

Often you will be asked to find a side given 2 other sides in a right-angled triangle. You can follow these steps to work this out:

1. Write the formula for Pythagoras’ Theorem 2. Identify the values of a, b and c 3. Substitute them back in the formula 4. Find the square root of the value and round if necessary

Maths: Constructions and Angles in Polygons

Identifying right-angled triangles: Triangle PRQ is right-angled, as the squares of its smaller sides added up equal the square of the longer side.

This triangle cannot be scalene or equilateral.

A PERPENDICULAR BISETOR is a straight line which halves a line segment and forms a 90o angle with it.

The point is that you can halve any line segment – without measuring it – by using a compass and a ruler.

Set the compass at each of the line segment and draw Drawing a line between arcs that meet as seen above. points C and D will halve AB.

An ANGLE BISECTOR is a straight line which halves an angle perfectly. Just like the perpendicular bisector, it

shows that an angle can be halved – without measuring it – by using a ruler and a compass.

Set the compass at the Move the compass to point corner of the angle A and draw an arc, then (point O) and draw and do the same for point B. arc though it. Then, draw a straight line from point O to point C.

To work out the sum of INTERIOR ANGLES OF A POLYGON, count the number of sides, subtract 2, then multiply by 180o.

Sum of interior angles = (n – 2) x 180o where n is the number of sides

This is because inside any polygon you can fit 2 fewer triangles than its number of sides.

Maths: Angles in Polygons, Congruence and Similarity

A REGULAR POLYGON is one that has equal sides and equal angles. This means that if we must find the size of one of its angles, we work out the sum of its interior angles and divide it by how many there are. Example: Work out the size of the interior angles of a regular octagon. (n – 2) x 180o – write the formula Octagon: 8 sides, n = 8 – work out number of sides (8 – 2) x 180o – substitute back in and solve = 6 x 180o = 1080o

The sum of EXTERIOR ANGLES OF A POLYGON is always 360o. This applies to both regular and irregular polygons.

SIMILAR SHAPES are those that have corresponding sides proportional and corresponding angles equal.

For example, the shapes on the right are similar because the blue one is essentially the green one but tripled in size. The hypotenuse YZ is triple the hypotenuse BC.

A CENTRE OF ENLARGEMENT is the point An enlargement must have a SCALE FACTOR which from where the enlargement is given from, shows how much something has been enlarged. For often represented by a coordinate on an instance, the triangle ZYX above is an enlargement of XY graph. In the diagram below is an triangle ABC by a scale factor of 3. These scale factors enlargement with scale factor 2. can also take decimal values.

The original is doubled in size, as seen in the vertical side going from “x” to “2x” in length.

Maths: Simultaneous Equations, Congruence and Similarity

Shapes are CONGRUENT if they are identical in their A LINE OF SYMMETRY is one that crosses a form. They can be orientated differently, but unlike shape and reflects perfectly the two sides. similar shapes, they are simply the exact same shape, The sides can be folded onto themselves to only rotated or turned the other way. overlap exactly. A shape can have no lines of symmetry or multiple lines.

BAR MODELS can be used to represent equations in multiple ways. All these bar models represent the equation

x + 23 = 80

SOLVING EQUATIONS WITH Here, the greater number of UNKNOWNS ON BOTH SIDES unknowns (letters like x) is on the left-hand side: 4x is greater than This is slightly different from solving 2x. So we do the inverse/opposite two-step equations (with unknowns of add 2x, which is take away 2x on one side). to both sides. We are then left with a classic 2- To solve them we need the step equation, which is explained unknowns on just one side, so we in the Autumn term document. look to collect them on the side that Sometimes the amounts are has the most unknowns already. negative, as seen below. We are Once we decide which side has still looking for the greater more unknowns, we do the inverse amount.

operation of the side with less to both sides.

To SET UP AN EQUATION means using the information you are given in words to write it algebraically.

You can also be asked to work out the value of the unknown once you represent it.

Examples: I multiply a number by 12 and the subtract 5. This will give the same answer as multiplying by 4 and adding 30. Show this as an equation. Let the number be represented by n 12n – 5 (1st sentence) 4n + 30 (2nd sentence) 12n – 5 = 4n + 30 (set up the equation)

Maths: Inequalities, Quadratic Graphs

REPRESENTING INEQUALITIES on number lines is done by using empty or full circles. As seen in the diagram on the right, if the inequality sign is < or >, the circle is empty. If the inequality sign is ≤ or ≥, the circle is full/filled in.

Example: Represent the -2 < a ≤ 5 on a number line and state the greatest integer value of a.

-2 < a ≤ 5 on a number line:

The greatest integer (whole number) value of a is therefore 5.

SIMULTANEOUS EQUATIONS have unknowns are A QUADRATIC is an expression or an equation the same in both equations. that has at least one term to the power 2, but no higher. They must be solved at the same time (i.e. 2 simultaneously). For instance, x + 4 is a quadratic but x + 4 isn’t.

Keep in mind that when x = -4, x2 = 16 and not - Here is an example of what the look like: 16, because a negative multiplied by a 2a + 5b = 54 negative gives us a positive answer (-4 x -4 = 4a – b = -2 16).

Example: Marcel buys 3 packs of burgers and 8 If you must find the graph of a quadratic, it is packs of sausages for £40. Cornel buys 1 pack of best to work out its table of values first. This is burgers and 2 packs of sausages for £14. Work out done by substituting x for values that are the value of a pack of burgers and a pack of already in a table or you can choose your own sausages. numbers (start with 0, 1, -1, 2, -2 etc.)

Let x = cost of pack of burgers and y = cost of pack of sausages

3x + 8y = 40 (write the 1st equation) x + 2y = 14 (write the 2nd equation) let x = 10 and y = 2 (use trial an error and start with integer values; always focus on the simpler equation) 10 + 2(2) = 14 (substitute into equations to check if values work in the simple, 2nd equation) 3(10) + 8(2) = 30 + 16 ≠ 50 (it doesn’t for the 1st) let x = … and y = … (use trial and error until you find the solutions, they are most often integers)

Consolidation Maths – Week 1

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.

Which side is the Work out the following: Why is 35 not a square

hypotenuse? number? √4 = √64 = √16 = √9 =

In your own words, explain Work out the missing side in the right-angled triangle below: what Pythagoras’ Theorem does.

Work out the missing side in the right-angled triangle below: How can you prove if a triangle is right-angled?

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

1. What is the definition of a hypotenuse? ______

2. What is the square root of 81? ______3. List the first 5 square numbers.

______4. What do a and b represent in a2 + b2 = c2? What about c? ______

5. Can Pythagoras’ Theorem ever be used on a scalene or isosceles triangle? ______

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 498 Purpose: to work out the longest side of a right-angled triangle using Pythagoras' Theorem

Task 499 Purpose: to work out any short side of a right-angled triangle using Pythagoras' Theorem

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

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

Using a compass, pencil and ruler, draw the angle bisector of the angle CDE:

. Using a compass, pencil and ruler, draw a perpendicular line from the point F to the line GH:

Using a compass, pencil and ruler, draw the perpendicular bisector of the line AB:

Mastery check Knowledge check

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

1. What does bisect mean? ______

2. Define perpendicular. ______3. What is another way to say “a straight line which halves an angle perfectly”? ______4. Explain what a perpendicular bisector does. ______

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 660 Purpose: to construct a perpendicular bisector to a straight line

Task 661 Purpose: to construct an angle bisector

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

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

Work out the missing angle in this triangle: Using triangles, show on the diagram below that the angles inside a o hexagon always add up to 720 .

Work out the missing angle in this pentagon:

Explain how you can work out the exterior angle of a regular pentagon.

What do the angles a, b, c and d add up to?

Knowledge check

Use your mastery pages to answer these questions in full sentences. Mastery check 1. Give 3 examples of different polygons. ______

2. What is the sum on interior angles of any pentagon? ______3. Write the formula for finding the sum of interior angles in any polygon, explaining any

letters you include. ______4. True or false: Regular polygons have all sides and all angles equal. ______5. How can you work out the size of an interior angle of any polygon? ______

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 561 Purpose: to find the sum of the interior angles in a polygon

Task 562 Purpose: find the missing angle in a polygon mostly without a given diagram

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

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

True or False? Sketch 2 similar shapes and state the scale factor a. Scalene triangles are always (they don’t need to be drawn to scale): similar b. Similar shapes are identical c. Similar shapes have sides of different sizes d. All squares are similar shapes

The rectangles to the right are similar. Work out the missing What is the scale factor of

side. the similar rectangles on the left? Give a reason for your answer.

Work out if the triangles below are similar Work out if the triangles below are similar and

and give a reason for you answer. give a reason for you answer.

Mastery check Knowledge check

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

1. What are similar shapes? ______

2. What is the mathematical term for the point from where the enlargement is given from, and how is it usually represented? ______

3. Explain what a scale factor of enlargement is. ______4. If a shape is triple the size of another shape, what is the scale factor of enlargement? ______5. Can a scale factor be less than 1? ______

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 609 Purpose: to calculate the side length of a polygon from another similar polygon

Task 610 Purpose: to identify corresponding sides of similar polygons to work out missing lengths

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 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.

Work out the missing side of these What is the scale similar triangles. factor of the triangles on the left?

Which of the shapes below are congruent?

Fatou says: “I drew a circle with diameter 4 cm”. Yasmina says: “I drew a congruent circle but my diameter is double”. Can What condition of similarity is shown by the triangles above? Yasmina be correct? Explain your answer.

Which of the pairs of shapes on the right are congruent?

Knowledge check Mastery check

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

1. What are congruent shapes? ______2. What is the definition of the LCM?

______3. Explain the difference between similar and congruent shapes. ______4. Give an example of a shape with 2 lines of symmetry ______5. All corresponding angles are equal in two different triangles. Name the condition of similarity of these triangles.

______

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 609 Purpose: to calculate the side length of a polygon from another similar polygon

Task 610 Purpose: to identify corresponding sides of similar polygons to work out missing lengths

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: ______%

Half term HL Maths – Week 6

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.

Solve for the unknown: 2w = 12

푤 = 15 4

Are these diagrams showing the same equation? Explain your answer.

Write an equation for the diagram below to represent the perimeter: Solve for the unknown: Solve for the unknown: 푤 2w – 19 = 12 + 5 = 15 4

Solve the equation below. Check your answer Cian thinks of a number, triples it and

using substitution. adds seven. Samid thinks of the same 3x – 10 = x + 8 number and adds 19. They get the same answer. Write an equation to represent this information

Mastery check Knowledge check

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

1. What are bar models used for? ______2. Identify and solve for the unknown in x + 12 = 20.

______3. How do we represent unknowns in maths? ______

4. What is an equation? Give an example. ______

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 184 Purpose: to solve equations when the unknown is on both sides

Task 185 Purpose: to solve equations when the unknown is on both sides in with more than 3 steps (involving brackets)

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 7

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.

Fill the gaps: Fill the gaps: Fill the gaps:

⬚ 5.5 × 102 = ___ 3.62 × ___ = 3620 20% = = 100 5

Fill the gaps: Fill the gaps: Write 0.7 as a fraction.

0.3 × 103 = ___ 3 = = = _____% 5 10 100 Use this to write 0.7 as a percentage.

The size of each interior angle of a regular polygon is 156o. Simplify: work out the number of sides of that polygon. 3푎 + 2푏 + 7푐 − 푎 =

Find the prime factor Find the area of this triangle. decomposition of 64. 2 1 × = 5 8

2 1 ÷ = 5 8

Mastery check Knowledge check

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

1. What is Pythagoras’ Theorem? ______

2. What is the mathematical term for the point of intersection of the x- and y-axes? ______3. The formula for a linear graph is y = mx + c. Identify the gradient.

______4. Finish this sentence: “Angles on a straight 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 683 Purpose: to construct triangles using SSS, SAS, ASA or RHS

Task 682 Purpose: to learn the conditions for congruent triangles with simple applications

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 8

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.

Work out the following:

√9 = √25 = √49 = Work out the Work out the √81 = value of x. value of x. Give your answer to 2 decimal places.

13 + (5 − 2) × 22 =

Using a compass,

pencil and ruler, draw the perpendicular bisector of line GH.

In your own words, explain what Pythagoras’ Theorem does.

Mastery check Knowledge check

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

1. What kind of number do you get when you multiply/divide two negatives?

______2. Write down two properties of a right-angled triangle. ______3. What do we call an angle that is greater than 90o but smaller than 180o? ______4. Work out the square root of 100. ______

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 497 Purpose: to deepen understanding of Pythagoras’ Theorem by reviewing the proof

Task 501 Purpose: to apply Pythagoras' Theorem to work out perimeters and areas of triangles

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 9

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.

Find the missing angles below, giving reasons for your answers.

Work out the area of each For the inequality -5 ≤ g < 9, rectangle. Is the scale factor work out all possible integer of enlargement the same for values of g. the two areas?

Are the rectangles below similar? Why?

Mastery check Knowledge check

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

1. What is the definition of a prime number? ______2. What is the formula for the sum of interior angles in a polygon? ______3. Explain what the letter(s) in the formula above mean.

______4. How many sides does a heptagon have? ______

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 265 Purpose: to represent an inequality on a number line.

Task 268 Purpose: to solve multiple inequalities on a single number line

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 lowest possible What is the greatest possible value that n can be in the value that x can be in the inequality 5 < n ≤ 12? Explain inequality -2 ≤ x ≤ 1? Explain your answer. your answer.

What is the inequality shown in the diagram? Why? Complete the tables for the corresponding

equations:

y = 2x Work out the range of integer values that the inequality includes.

y = 2x – 2

Represent the inequality x > 4 on the number line below. y = 5 – x

State what the gradient and y-intercept are for each equation above.

Mastery check Knowledge check

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

1. Write down the meaning of these symbols: <, >, ≤, ≥ ______

2. How do we represent the symbols ≥ and ≤ on a number line? ______3. What are simultaneous equations?

______4. Finish this sentence: “Multiplying/dividing a negative by a ______gives a negative.” 5. Explain why multiplying a negative by a positive always gives a negative answer ______

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 269 Purpose: to solve linear inequalities involving positive values for x

Task 270 Purpose: to solve linear inequalities involving negative values for x

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.

Use trial and error to solve: Use trial and error to solve: y = 2x and y = x + 4 y = 2x – 2 and y = x + 4

Simplify these expressions:

a). 2a+5+3a+7

b). 5a+3b-2a+9b

work out the area of the trapezium below: c). 12a-5b-3a-9b

d). 4b-5a+3a+2b

Expand and simplify these expressions:

a). 2a+3(2a+5)

b). 4a+a(3a+2)-5a

c). 7b+2a(4a+1)-2b

Mastery check Knowledge check

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

1. Write down three properties of a regular octagon. ______

2. Write down the formula for finding the area of a trapezium. ______3. What method do we use to solve simultaneous equations?

______4. How do we find the circumference of a circle? ______

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 559 Purpose: to find the area of trapezia

Task 162 Purpose: to expand and simplify a set of double brackets in simple cases.

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

Answer these questions in the space below. You must write an answer in every box. 푦 Complete the table for the equation Solve 2푦 − 3 = 8. Solve + 4 = 9. 3 y = 3x - 5

5 oranges and 2 apples cost £5. 2000 tickets were sold. Adult tickets were £4.70 and 3 oranges and 1 apple cost £2.90. children’s were £2.50. a total of £8300 was collected. Write this information as equations. Write this information in the form of equations.

Work out the price of an individual Find the gradient and the y-intercept of these lines: apple and orange from the question 푦 = 8푥 + 5

above from the problem above by using trial and error

푦 = 15푥 − 12

푦 = 8 − 2푥

Mastery check Knowledge check

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

1. What is the difference between an expression and an equation? ______2. What would the graph of the equation y = 3x – 5 look like? ______

3. How could you change the equation y = 3x – 5 so that it isn’t a linear graph? ______4. Find two other ways of saying “simultaneous”.

______

H egarty 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 190 Purpose: to solve basic simultaneous equations

Task 191 Purpose: to solve intermediate simultaneous equations

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: What have we learned?

In Biology, we have learned:

• The digestive system is made of important organs that helps get nutrients from our food • Different enzymes help to digest different food molecules because they have specific shapes

• The circulatory system is an organ system that helps our cells to get oxygen • The phloem and xylem are plant organs that are used for transpiration and translocation

In Chemistry, we have learned: Ionic bonding Covalent bonding • Atoms can bond together to make larger molecules • Covalent bonds are between metals and non-metals

• Ionic bonds are between two non-metals • Metallic bonds are between metals • The type of bonding a molecule has determines the properties of the substance • Graphene’s and fullerenes are covalently bonded molecules

with special properties

In Physics, we have learned:

• Energy can be transferred usefully from the environment for humans to use • Energy can be transferred from wind, water, the sun and the earth • Each type of energy resource has advantages and disadvantages • Electric current can be used to do work in circuits • Current is the rate of flow of charge in a circuit • Potential difference is driving force that pushes current around a circuit • Resistance is anything that slows down current in a circuit

Our Biology practicals Our Chemistry practicals Our Physics practicals were: were: were:

RP3 - Use reagents to test RP12 - Investigate how RP15 - Use circuit for a range of paper chromatography can diagrams to set up and carbohydrates, lipids and be used to separate and tell investigate the factors proteins the difference between affecting the resistance coloured substances. of electrical circuits. RP4 - Investigate the Students should calculate Rf effect of pH on the rate values of reaction of amylase enzyme

Science: Chemistry - bonding

Ionic compounds and properties Ionic bonds form between metals and non-metals when electrons are transferred from outer shells.

Dot and Metal atoms lose electrons to become cross show positively charged ions. Non-metal atoms electron gain electrons to become negatively transfer charged ions.

There are strong electrostatic forces of All ionic attraction between oppositely charged ions. compounds Properties: high melting and boiling points. form giant Conduct electricity when melted or structures dissovled only because the ions are free to

move.

Covalent compounds and properties Covalent bonds form between two non-metals when electrons are shared in outer shells.

We can represent small molecules with models.

Dot and cross Small covalent 2D with bonds molecules 3D ball and stick model e.g. ammonia Properties Usually gases or liquids with low melting and boiling points due to weak intermolecular forces. Do not conduct electricity.

Giant covalent Solids with very high melting points.

structures The intermolecular forces between polymer molecules e.g. polymers, are relatively strong and so these substances are solid diamond, s at room temperature

graphite

Metallic bonding Metals have strong bonding of positive ions with free delocalised electrons. Most have high melting and boiling points and conduct electricity.

In pure metals, atoms are arranged in layers, which allows metals to be bent and shaped. Pure metals are too soft for many uses and so are mixed with other metals to make alloys

Special covalent structures Graphene is a single layer of graphite and has properties that make it useful in electronics and composites. It is strong and can conduct electricity.

Fullerenes are molecules of carbon atoms with hollow shapes. Carbon nanotubes are cylindrical fullerenes with very high length to diameter ratios. Their properties make them useful for nanotechnology, electronics and materials.

Science: Biology – organs and systems

Circulatory system aorta

vena cava pulmonary artery Blood: a tissue consisting of plasma, in which blood cells, white blood cells and platelets are suspended. Artery: Carry blood away from the heart. pulmonary veins Vein: Carry blood to the heart. left atrium Capillary: Connects arteries and veins. right atrium Heart: organ that pumps blood around the body in a double left ventricle circulatory system. Blood picks up O2 in the alveolus of the lungs and transports it to tissues. right ventricle

Digestion: Food tests

Sugars Benedict’s test Orange to brick red precipitate.

Starch Iodine test Turns black.

Biuret Biuret reagent Purple solution.

Digestive system enzymes

Carbohydrases (e.g. amylase). Break Made in salivary glands, down carbohydrates to simple sugar. pancreas, small intestine Proteases. Break down protein to amino Made in stomach, pancreas acids.

Lipases Break down lipids (fats) to glycerol Made in pancreas (works in and fatty acids). small intestine)

Bile (not an enzyme) Emulsifies lipids to Made in liver, stored in gall increase surface area to increase the rate bladder. Changes pH to of lipid break down by lipase. neutral for lipase to work

Plant tissue and organs

Plants also have tissues and organ systems. The cells of these tissues are specialised for their function. For example, root hair cells in the roots of plants have a high surface area to volume ratio for efficient water uptake. The palisade cells in the leaves have lots of chloroplasts for photosynthesis.

Transpiration is the process of water movement through a plant from the roots, through the xylem and its evaporation from stomata. Transpiration rates increase when it is hotter, windier, brighter and drier in the environment.

Translocation is when the phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage.

Science: Physics - energy

Energy demands

Resource Positive Negative Fossil Fuels Cheap to extract. Can cause acid rain.

Nuclear Lots of energy produced. Startup costs and decommission costs very expensive. Biofuel Renewable. Large areas of land needed to grow fuel crops.

Tides Predictable. Expensive to set up. Waves No waste products. Can be unreliable.

Hydroelectric Renewable. Habitats destroyed when dam is built.

Wind No waste products. Unreliable as wind varies. Visual and noise pollution.

Solar Renewable. Making and installing solar panels expensive. Geothermal No greenhouse gases produced. Limited to a small number of countries.

Electricity

Series and parallel Keyword Definition Unit Series – current is the same

Current Flow of electrical charge Amps (A) everywhere, potential difference is shared by components. Adding Potential How much electrical work is Volts (V) more resistors increases total difference done by a cell resistance Amount of electricity travelling Coulombs (C) Charge Parallel – Current is shared by in a circuit components; potential difference is

Ohms (Ω) the same everywhere. Total Resistance Opposition of current resistance is less than smallest single resistor.

As current Equations to learn increases, the V=IR resistance Filament P=IV increases. The lamp E=QV temperature Q=It increases as P=I2R current flows. E=Pt At a constant P=W/t temperature,

Ohmic current is directly Key conductor proportional to V = Potential difference the p.d. across I = Current the resistor. R = Resistance Current flows Q = Charge when p.d. flows P = Power Diode forward. Very high t = Time resistance in reverse.

Consolidation Science – Week 1

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

Task 1

Write the ion formed when these atoms gain/lose electrons. Pay close attention to what group they are in. f) At → ______a) Mg → ______

b) Li → ______g) Se → ______

c) F → ______h) Fr → ______

d) O → ______i) Ca → ______

e) Be → ______j) H → ______

Task 2

Identify the following properties as ionic or not ionic properties.

a) A low melting point ______b) A high boiling point______

c) Strong forces between positive and negative ions______

d) Brittle (breaks easily) ______e) Malleable (can be bent into shapes) ______

f) Weak intermolecular forces______

g) Bright, shiny solids______

h) Made up of two metal elements______

i) Made up of a metal and a non-metal______

Mastery check

Task 3

True or false?

a) Ionic bonds are formed when electrons are shared ______

b) Magnesium gains 2 electrons to form a full outer shell ______

c) Full outer shells are the desired stable arrangement for an atom/ion ______d) Ionic substances have a low melting and boiling point ______e) Ionic substances only conduct electricity when solid ______f) Sodium chloride is a bright blue solid ______

6 mark answer task

Describe, as fully as you can what happens when magnesium reacts with iodine to make magnesium iodide.

You must include:

 The keywords: ion, atom, electron, and transfer  A description of how many electrons move and to where  The charges on the resulting ions

______

Consolidation

Science – Week 2

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

Task 1 Complete the missing words about solids

The ______forces of attraction between atoms in small covalent compounds only require a ______amount of energy to be broken. This means that substances like Cl2s:

• have ______melting and boiling points

• usually ______in water • ______conduct electricity, there are no ______to carry an electrical charge

Task 2

Name this molecule and explain its properties

Molecule ______

Why it can conduct electricity: ______

______

Why it is very soft : ______

______

How it contains both strong bonds and weak forces ______

______

Mastery check Task 3

True or false

1. Atoms bond to complete their inner shells ______

2. Non atoms rarely form covalent bonds ______3. A covalent bond is a shared pair of elections ______

4. Oxygen molecules have double bonds ______

5. NaCl contains double bonds ______

6. Covalent bonds only occur in compounds ______

Extended writing task

Describe the bonding in a molecule of methane.

You must include the following:

 a dot-and-cross diagram for the molecule  state if the elements are metals or non-metals  state how many outermost electrons each element has  explain how the bonds are formed, including the number of shared electrons

______

Consolidation Science – Week 3

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

Task 1

Complete the table to describe the bonding and properties of diamond and graphite.

Diamond Graphite Appearance of substance.

How many other carbons is each carbon bonded to? Is the melting point high or low?

Is the material hard or soft?

Does it conduct electricity?

Task 2

Draw a diagram to show metallic bonding. You should show at least 10 metal atoms and label your diagram.

Mastery check Task 3

True or false

a. ______Carbon is in group 5 so it needs to gain 3 electrons to get a full outer shell b. ______Metals tend to form positive ions

c. ______Metals are good conductors of electricity d. ______Diamond can conduct electricity because it has free delocalised electrons e. ______Graphite can be used to increase the friction between two surfaces f. ______Covalent bonding is when atoms gain and lose electrons g. ______Metals are malleable because the ions can slide past each other h. ______Most metals are liquid at room temperature i. ______Delocalised electrons have a positive charge

6 mark answer task

Both graphite and diamond are made of only carbon atoms. Explain why each structure has such different hardness and electrical conductivity.

You must explain:

 Why graphite is soft  Why diamond is hard  Why graphite is a conductor  Why diamond is not a conductor

______

______70

Consolidation Science – Week 4

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

Task 1

1. Name the three enzymes of the digestive system and where they are made •______

•______

2. What is the function of the small and large intestines?

______

Task 2

True or False:

1. Nutrients are absorbed in the stomach. ______2. The stomach environment is alkaline for the enzymes to work properly. ______3. The oesophagus connects the mouth to the stomach. ______4. The heart is part of the digestive system. ______5. Water is absorbed in the large intestine. ______

Task 3 Mastery check

Using the word bank, complete the paragraph below about the process of digestion.

The human digestive system is a group of organs that break down food, absorb ______and remove unused waste out of the body. Digestion begins in the ______, where ______starts to break food down. Chewed food then

travels down the ______into the stomach. The ______produces

______acid to help break down food. From the stomach, liquid food travels to the ______where it is absorbed. The pancreas, ______and

______bladder release juices called ______and ______to

help absorb nutrients in the small intestines. The left-over liquid food is sent to the______.

It is the last chance for the body to absorb ______and nutrients before it is stored

in the ______as faeces.

Water, Liver, Gall, Rectum, Nutrients, Oesophagus, Large Intestine, Small intestine,

Saliva, Bile, Hydrochloric, Enzymes, Mouth, Stomach,

6 mark answer task

Different parts of the human digestive system help to break down molecules of fat so that they can be absorbed into the body.

Describe how.

You must include:

 The enzyme that digests fats and where it is produced  The products of digestion  The function of bile in the digestion of fats

______

Consolidation

Science – Week 5

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

Task 1

Complete the table to compare the features of the phloem and xylem.

Phloem Xylem

Used to transport

Direction of flow

Cells dead or alive?

Permeable?

Task 2

Write a definition for

Transpiration:______

Translocation: ______

Mastery check Task 3

Circle the correct answer.

How do root hair cells absorb water?

a. By osmosis b. By diffusion c. By active transport

What happens to the rate of transpiration as the temperature increases?

a. It decreases

b. It stays the same c. It increases

How are the xylem and phloem arranged in plant roots?

a. In the centre of the root b. In bundles near the edge of the root

c. Even spaces across the root

Why does the rate of transpiration increase if the light intensity is increases?

a. The humidity increases, which makes the rate of transpiration increase. b. The stomata open wider to let more carbon dioxide into the leaf for photosynthesis c. The root hair cells become more permeable to water, letting more water into the plant and through the xylem

6 mark answer task

Explain how carbohydrates are digested and absorbed

You must include:

 The words ‘amylase, starch, sugars’  Where the enzyme is secreted from and where it acts  Where absorption occurs.

______

Half term HL Science – Week 6

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

Task 1

Below is a picture of an enzyme. Draw a substrate that would fit into its active site.

Substrate:

Task 2

The image above shows some muscle cells from the wall of the stomach.

The scale bar in the figure above represents 0.1 mm.

Use a ruler to measure the length of the scale bar and then calculate the magnification of the figure above.

______

Mastery check Task 3

1. Write out all the steps you need to take to use a light microscope to view a sample of cheek cells.

______

2. Add 5 labels to the microscope.

6 mark answer task

Describe how a student could test cow’s milk to show whether it contains protein and different types of carbohydrate

You must include:

 The reagents used for testing the different food molecules  The method for each food test  The positive test results

______

Consolidation Science – Week 7

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

Task 1

Label the diagram of the heart. Use the words : aorta, pulmonary vein, right atrium, left atrium, pulmonary artery, left ventricle, vena cava

8 1

7 2

6 3

4 5

Task 2

What are the four components that make up blood?

Mastery check Task 3

Fill in this table comparing the structure of the three main types of blood vessels

artery vein capillary Large or small

lumen? Is the wall thick or

thin? Are valves present?

Can you feel a pulse through the skin on these vessels

6 mark question

Every year patients need to have heart valve replacements. The table below gives information about two types of heart valves. Give the advantages and disadvantages of using a cow tissue valve compared to a living human valve.

Living human heart valve Cow tissue heart valve Used in transplants for over 12 years Been used since 2011

Can take years to find a suitable human donor Made from the artery tissue of a cow

Is transplanted during an operation after a Is attached to a stent and inserted inside the donor is found existing faulty valve

During the operation the patient’s chest is A doctor inserts the stent into the blood opened and the old valve is removed before vessel in the leg and pushes it through the the new valve is transplanted blood vessels to the heart

You must:

 State advantages and disadvantages of using each type of valve  Compare risks to the patient  Mention the availability of each type of replacement

______

______78

Consolidation Science – Week 8

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

Task 1

Complete the table to compare the features of the phloem and xylem.

Phloem Xylem

Used to transport

Direction of flow

Cells dead or alive?

Permeable?

Task 2

Write a definition for

Transpiration:______

Translocation: ______

Mastery check Task 3

Circle the correct answer.

How do root hair cells absorb water?

a. By osmosis b. By diffusion c. By active transport

What happens to the rate of transpiration as the temperature increases?

a. It decreases

b. It stays the same c. It increases

How are the xylem and phloem arranged in plant roots?

a. In the centre of the root b. In bundles near the edge of the root

c. Even spaces across the root

Why does the rate of transpiration increase if the light intensity is increases?

6 mark answer task

Part 1. Explain how water moves through a plant

You must include:

 Where water enters the plant  Where water leaves the plant  How water moves up the plant against the force of gravity

Part 2. Explain how sugar move through a plant

 Where sugars are made in the plant  Where sugars are used in the plant  Why sugar needs to move both up and down a plant

______

Consolidation Science – Week 9

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

Task 1

Name the energy type being described. Choose from solar, wave, geothermal and wind.

Energy source that uses the tides to generate electricity ______

Energy source that is only reliable in the daytime ______

Energy source that uses kinetic energy of the air to turn a turbine ______

Energy source that uses thermal energy of rocks to create steam ______

Task 2

Explain why governments are spending more money on renewable sources of energy instead of burning fossil fuels.

______

Mastery check Task 3

Complete the table to compare the advantages and disadvantages of each energy source

Advantage Disadvantage

Wind

Can only be used at the coast. Can

Wave (tidal) harm sea creatures.

Solar

Geothermal

6 mark answer task

Explain how geothermal energy can be used to generate electricity.

You must include:

 Why cold water needs to be pumped into the ground  How steam is created by the Earth  Why the steam is needed to generate the electricity

______

Consolidation

Science – Week 10

Complete the tasks below, using your mastery pages to help you. Task 1

Explain how fossil fuels are formed and why they are non-renewable energy resources. You may draw a diagram.

______

Task 2

Add an advantage and disadvantage for each energy resource listed in the table below.

Energy Advantage Disadvantage Resource Fossil fuels (coal, oil, natural gas) Nuclear

Biofuel

Wind power

Solar power

Geothermal

Hydroelectricity

Wave power

Mastery check Task 3

a) What is the definition of a renewable energy resource? ______

b) True or false, geothermal power stations produce carbon dioxide? ______

c) Why, on average, do wind turbines operate at maximum output for only 30% of the time? ______

d) Which thermal power station has the shortest start-up time? Coal, oil or gas? ______

e) What does it mean to decommission a nuclear power station?

______

6 mark answer task

The government is considering investing in new nuclear power stations or wind power (as the UK is very windy). Do you think the government should invest in wind power or nuclear power?

You must include:

 The advantages of the energy resource you have chosen  The disadvantages of the energy resource you did not choose  Reference to the cost, reliability and impact on the environment of each energy resource

______

Consolidation Science – Week 11

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

Task 1 Complete the following table

Definition Symbol Unit Measured using

Charge A positive or negative charge N/A

Current

Potential V

difference (volts) Ammeter and voltmeter Resistance R (R = V/I) Ammeter and voltmeter Power (P = I x V)

Task 2

Look at the circuit and answer the questions

1. If V1 = 9V and A1 = 42A and both lamps are the same, write down the values for:

V2 = ______

V3 = ______

A2 = ______

A3 = ______

2. What is the potential difference across one cell in the battery? ______

3. Is this a series or a parallel circuit? ______

Mastery check Task 3 The diagram shows a simple type of car rear window heater. The six heating elements are exactly the same. Each heating element has a

resistance of 5Ω. The current passing through each element is 0.4 A. 1. Calculate the total resistance of the six heating elements. ______

2. What is the total current passing through the whole circuit?

______

3. Why is the current passing through each element the

same? ______

6 mark answer task

The equipment for investigating how the resistance of a metal changes when it is heated is shown in the diagram. Describe an investigation a student could do to find how the resistance of a metal sample varies with temperature. The student uses the equipment shown. You must include:

 how the student should use the equipment

 the measurements the student should make

 how the student should use these measurements to determine the resistance

 how to make sure the results are valid.

______

Easter HL Science – Week 12

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

Task 1 Complete the table below

Component Light emitting diode Light-dependent Resistor Thermistor Name (LED) (LDR) Definition (what effects it resistance)

Symbol

Task 2 Answer the questions using the diagrams

1. Figure 1 is an I-V curve for a filament bulb. What happens to

the temperature of the filament bulb as the current increases? ______

2. What effect does this have on the resistance of the filament bulb? ______

Figure 1 - I-V curve for a filament bulb 3. Figure 2 is an I-V curve for a diode. Is a diode an Ohmic conductor, how can you tell this from figure 2?

______

4. Circle at what potential difference this diode has the highest

resistance? a. 1V b. 0V

c. -1V Figure 2 - I-V curve for a diode

Mastery check Task 3

1. Which arrangement has a resistance of 10Ω? _____

2. Which arrangement has the highest resistance? _____ 3. Which arrangements shows the resistors in series?

_____ 4. If the current through arrangement P is 0.3A what would the potential difference be across each resistor? ______

6 mark answer task

The table gives data about two types of light bulb people may use in their homes. Both types of light bulb produce the same amount of light. Evaluate, in terms of cost and energy efficiency, the use of the two types of light bulb.

You must include:  A comparison of both types of light bulb  A conclusion for which light bulb would be the best to use

______

______88

French: Oradour-sur-Glane

In this topic, we have learned:

• History of WW2 • Oradour-sur-Glane

• Feelings • Town • Complex negative structures • The present tense • The imperfect tense • The perfect tense

History of WW2 Oradour -sur-Glane

L’Allemagne Germany Arriver To arrive La France France Encercler To surround

Les Allemands The Germans Rassembler To gather Les français The French Séparer To separate La guerre The war Exécuter To execute Les troupes The troops Tuer To kill L’armée The army Massacrer To massacre Les soldats The soldiers Enfermer To lock up Refuser To refuse Brûler To burn Diriger To lead Empêcher To stop Diviser To divide Piller To pillage Se diviser To separate Effacer To erase Se réfugier To take refuge envahir To invade Se battre To fight déclarer To declare organiser To organise

Feelings

avant Before heureux Happy

maintenant Now content satisfied / happy malheureux Unhappy agréable pleasant triste Sad en bonne forme in good shape désagréable/grognon unpleasant / confiant confident grumpy en mauvaise forme In bad shape travailleur hard-working anxieux anxious courageux courageous paresseux Lazy beau (belle) beautiful paisible peaceful moche Ugly vivant (e) Alive bruyant (e) Noisy joyeux (joyeuse) happy/ joyful

Places in the town Town Infinitives

Le supermarché The supermarket visiter To visit Le marché The market marcher To walk Le parc The park aller To go La poste The post-office visiter To visit L’ église The church manger To eat Le cinéma The cinema faire To do L’ hôtel de ville The town hall voir To see

La bibliothèque The library finir to finish L’office de tourisme The tourist office écouter to listen Le commissariat The police station regarder to watch Le centre sportif The sport centre La piscine The swimming pool Le stade The stadium Le théâtre The theatre L’ école The school Le restaurant The restaurant Le café The café

La gare The train station L’ hôpital The hospital La banque The bank Le centre The shopping centre commercial

La mosquée The mosque La boulangerie The bakery Complex Negative Structures Le magasin The shop La patinoire The ice-rink The negative form in French is made of 2 words les jeunes the youth which form a sandwich around the main verb of a les habitants the inhabitants sentence, to turn it from a positive into a negative, for example:

• (positive) vous visitez Paris demain - you are visiting Paris tomorrow. • (negative) vous ne visitez pas Paris demain - you’re not visiting Paris tomorrow.

Negative form English

Ne…pas not

ne ... plus not anymore, no longer

ne ... rien nothing, not anything ne ... jamais never

ne ... personne nobody, not anybody

ne ... que only Town: The Perfect Tense

je suis allé I went Ne …guère hardly j’ai pris I took ne ... ni ... ni… (3 neither ... nor j’ai rendu visité à I visited ( a person) words) j’ai fait I did

j’ai vu I saw

The Perfect Tense with AVOIR (to have)

The Present Tense The perfect tense describes things that happened and were completed in the past To conjugate a regular verb in the present tense, (one off events like holidays). we need to:

1. Take the -er / -ir / -re off of the infinitive: parler → The perfect tense in French needs 3 parts. parl, choisir → chois vendre → vend 1.The subject ( Je, Il, ma soeur) 2. Add the correct ending: 2.The present tense of avoir

English Subject -er -ir -re J’ ai pronoun (parler (choisir -to (vendre Tu as - to choose) - to sell) Il/elle a

speak) Nous avons I je parle choisis vends Vous avez you tu parles choisis vends Ils/elles ont 3. Past-participles are formed from the infinitive he/she/ il/elle/on parle choisit vend we er – é ir – i re – u we nous parlons choisissons vendons you (pl) vous parlez choisissez vendez they ils/elles parlent choisissent vendent The Perfect Tense with ÊTRE (to be)

WARNING: The present continuous (-ing form) Some verbs need to use être instead of avoir to does not exist in French. Remember that when form the perfect (past) tense. They are translating from English to French. -Reflexive verbs (verbs that start with se e.g. se

I’m speaking = I speak = je parle laver)

Monter to climb retourner to return venir to come descendre to go down The Imperfect Tense rester to stay The imperfect tense is used to describe things that entrer to enter aller to go USED TO happen regularly in the past. mourir to die ETRE (to be) → partir to leave arrive to arrive J’ étais = I was naître to be born Tu étais = you were tomber to fall down Il / elle /on était = he / she / we were sortir to go out Nous étions = we were The perfect or past tense in French needs 3 Vous étiez = you were (pl) parts. Ils / elles étaient = they were 1.The subject ( Je, Il, ma soeur) AVOIR (to have) → 2.The present tense of être J’avais = I had Tu avais = you had J’ suis Il /elle/ on avait = he/ she/ we had Tu es Nous avions = we had Il/elle est Vous aviez = you had (pl) Nous sommes Ils/ elles avaient = they had Vous êtes Ils/elles sont Key sentences → 3. A past participle formed from the verb Il y avait = there was / there were infinitive C’ était = it was Mourir and naître have irregular past participles – mort and né

Consolidation French – Week 1

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

Task 1

Write the translation of the following words

L’Allemagne La France Les Allemands Les français La guerre

The army The soldiers To refuse

Task 2 Read the text and fill in the gaps with the correct word from below

The Second World War lasted from 1939 to 1945. It was fought in ______, in Russia, North Africa and in Asia. France ______to Nazi Germany early in World War II (June 22, 1940). Nazi Germany occupied over half of France and on July 10, 1940 established a new French government based at the town of ______. This government was known as Vichy France and was headed by______. This government allowed Germany to take French resources and send forced labour to Germany. The occupation proved costly as Germany took at least one half of France's ______(including many works of Art). On the other hand, those who refused defeat and collaboration with Nazi Germany, the ______, organised resistance movements in occupied and Vichy France. The Free French Forces started in exile in the UK. They were led by______, under-secretary of state for war and national defence. They worked closely with the Allies to develop a strategy for beating ______. After four years of occupation and strife, ______forces, including Free French Forces, liberated France in 1944. Europe // Germany // Vichy // Marshall Pétain // allied // Free French // surrendered // Charles de Gaulle // wealth

Task 3 Mastery check Translate the text below into English

L’Allemagne envahie la France en mai 1940. Le Maréchal Pétain signe un armistice avec l’armée allemande le vingt-deux juin 1940 et la France se divise en deux avec au nord, la zone occupée et au sud, la zone libre de Vichy. Les français se réfugient donc au sud, dans la zone libre. Au même moment, une organisation de résistants organise la rébellion pour se battre contre les allemands.

______

Task 4

Research the following 4 French historical figures and write a brief description of them in English below :

• Maréchal Pétain, • Charles De Gaulle • Jean Moulin • Lucie Aubrac.

______

______93

Consolidation French – Week 2

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

Task 1

Fill in the gaps with correct present tense ending

-er (jouer) -ir (finir) -re (vendre)

Je jou_e_ Je fin__ Je vend__

Tu jou__ Tu fin_is_ Tu vend__

Il/Elle jou__ Il/Elle fin__ Il/Elle vend__

Nous jou__ Nous fin__ Nous vend__

Vous jou__ Vous fin__ Vous vend_ez_

Ils/Elles jou__ Ils/Elles fin__ Ils/Elles vend__

Task 2 Fill in the gaps with the correct present tense ending and translate the sentence into English.

1. Nous déclar ons ...... la guerre à l’Allemagne après l’invasion de la Pologne. (déclarer) We declare war to Germany after the invasion of Poland ......

2. Les troupes allemandes envah… le nord de la France. (envahir) ...... 3. La France se divis…. en deux. (se diviser) ......

4. Les français descend … dans le sud de la France, vers la zone libre. (descendre)

...... 5. Charles de Gaulle organis… la rebellion à Londres, en Angleterre. (organiser) ...... 6. La seconde guerre mondiale fin….. en mai 1945. (finir)

Mastery check Task 3

Translate the sentences into French

1. The soldiers fight during the war. ______

2. Germany invades France. ______3. Marchal Pétain leads France. ______4. France signs an armistice with Hitler in 1940 . ______5. Charles de Gaulle refuses the armistice. ______

Task 4 Create a poster about France and World War 2. Use the space below and images/text

Consolidation

French – Week 3

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

Task 1

Write the translation of the following words

J’ etais Il etait

Ils etaient On etait Il y avait It was I had She had They had We had (nous)

Task 2 Match up the sentences by colour coding them.

Avant Maintenant

1 Quand j’étais plus jeune, j’étais timide. a. Maintenant, je préfère les salades et les fruits.

Avant, j’avais les cheveux longs et Maintenant, je fais de la natation avec mes 2 b. blonds. amis.

3 Quand j’étais petite, j’habitais à Paris. c. Maintenant, j’ai les cheveux courts et bruns.

4 Avant, j’aimais manger des frites. d. Maintenant, je suis plutôt bavarde.

5 Quand j’étais petit, je jouais au rugby. e. Maintenant, j’habite à Marseille.

Mastery check Task 3 Read the text. Answer the questions in English.

Quand j’étais petite, j’avais les cheveux blonds et courts alors que maintenant, j’ai les cheveux

bruns et longs. Quand j’étais un enfant, je portais des lunettes. Quand j’avais 10 ans, j’étais très

bavarde et paresseuse mais maintenant, je suis assez calme et travailleuse. Je jouais beaucoup

aux Lego mais aujourd’hui, je préfère regarder des films à la télévision. Avant, je mangeais

souvent des pizzas et je buvais du coca mais maintenant, je mange des salades et je bois du thé

1. What did Mélanie look like when she was little? ...... 2. What was Mélaine’s personality like when she was 10 ?......

3. What is Mélanie’s personality like now? ......

4. What does Mélanie prefer to do now? ...... 5. How has her diet changed? ......

Task 4 Create a grammar mindmap. Include : The present tense (-ER, -IR and -RE verbs), subject pronouns and the imperfect tense with avoir and etre. Leave space with the perfect tense

Use the space below.

Consolidation

French – Week 4

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

Task 1

Write the translation of the following words

Ne…..pas

Ne….plus Ne….jamais Ne….personne Ne….ni….ni Ne….rien Ne…que

Task 2

Read the text and respond to the questions in English.

Mayenne est situé dans le nord-ouest de la France. C’est une petite ville de 20 000 habitants.

Je pense que c’est une jolie ville mais ce n’est pas une ville moderne.

Il y a beaucoup de choses à faire à Mayenne. D’abord, pour les touristes, il y a des musées, des monuments historiques et beaucoup de magasins. On peut acheter de la nourriture à la boulangerie et au marché tous les samedis. Il y a aussi un vieux château.

Cependant, pour les jeunes et les enfants il n’y a rien à faire! Par exemple, on ne peut ni regarder un film ni faire de la natation parce qu’il n’y a ni cinéma ni piscine. Cependant, il y a un centre sportif et un joli jardin public et on peut y jouer au foot ou au basket. À mon avis, Mayenne est une ville très agréable car c’est une ville touristique mais pas industrielle.

1. What does Mayenne have for tourists? ______

2. Where can you buy food? ______

3. What does Mayenne not have for young people? ______

4. What does Mayenne have for young people? ______

5. Why does the narrator like Mayenne? Give 2 reasons.

______

Mastery check Task 3 Translate the phrases into French

e.g. I don’t have brothers and sisters. → Je n’ai pas de frères et sœurs.

1. She doesn’t like anything about Enfield......

2. They only go to the shopping centre......

3. You (informal) no longer live in London? ......

4. My brothers don’t like anybody in school......

5. I never go to church on Sundays......

6. I like neither the cinema nor the theatre......

Consolidation French – Week 5

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

Task 1

Write the translation of the following words

j’ai vu j’ai fait j’ai rendu visité

j’ai pris Je suis allé(e) happy noisy green

hard-working

Task 2 ugly Read the text. Answer the questions in English.

Oradour est une ville dans le centre de la France. Avant, c’était une belle ville mais maintenant, c’est abandonné. Avant, les habitants allaient au café et il y avait un marché tous les weekends.

Le dimanche, la population allait à la belle église. Il y avait un parc verdoyant pour les enfants et

les maisons dans le centre-ville étaient pleines des familles heureuses.

Maintenant, c’est une ville triste et désertique parce qu’il n’y a plus de maisons. Quand les soldats allemands sont arrivés, ils ont brûlé toutes les maisons. Ils ont exécuté les habitants et ils ont brûlé

l’église. Aujourd’hui, Oradour est une ville-musée pour les touristes.

1. When was the market held?______

2. Where could the children go to play? ______

3. Where did the families live? ______

4. Why are there no houses in Oradour anymore? ______5. What is the town of Oradour today? ______

Mastery check Task 3 Put the verb in brackets into the past perfect tense. Then translate the sentences into English.

1.Hier soir, tu as écouté de la musique. (écouter)______2.Je______de la natation. (faire) ______

3.Il ______du poulet et des frites pour son dîner. (manger) ______

4.Samedi, je ______au parc. (aller – fem.)______

100

Task 4 Create three grammar mind maps below for the present, the perfect and the imperfect tense.

Use the space below.

101

Half term HL French – Week 6

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

Task 1

Write the translation of the following words

La piscine Les magasins Le marché L’ école L’ église

The bakery The ice-rink The mosque The shopping centre

Task 2

Select the correct location and the right form of au/a la/a l’ and write it in the box

1 J’ai pris le train… à la gare.

2 J’ai regardé un film… au… 3 J’ai acheté des 4 bananes...J’ai mang é un sandwich… 5 J’ai joué au badminton… 6 J’ai fait de la natation…

7 J’ai réservé une 8 chambre…J’ai pris de l’argent… 9 J’ai mangé un repas…

10 J’ai posté une lettre… 11 J’ai eu un accident…

12 J’ai fait un pique-nique… 13 J’ai vu un match de foot… Mastery check Task 3 Translate the text into French

Last weekend, I went shopping with my friends and we ate a pizza in a restaurant. Afterwards, we watched a film at the cinema. We saw ‘Avengers: Endgame’, it was really great! On Sunday, I listened to some music. I also finished my homework. It was a great weekend.

______

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Task 4

In the space below respond to the question: What did you do last weekend? Write your answer in French.

Draw a picture to go with your writing.

______

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Consolidation French – Week 7

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

Task 1

Translate the vocabulary.

Sur la photo, je peux voir il y a une femme un enfant un homme

To have To do To eat To read To watch

Task 2 Translate the phrases into English

P : Sur la photo, je peux voir une femme qui porte un tee-shirt bleu et un homme qui porte un pull gris. ______A + L : Elle achète de la nourriture au marché.

______

M : Il y a beaucoup de couleurs, c’est très vivant. ______

Task 3 Describe the photo in French

P :______A : ______

______

L :______

______

M : ______

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Task 4 Create a mind map of the key vocabulary (by topics)you will need to describe a picture using PALM eg colours, clothes, key sentence starters etc.

Use the space below

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Consolidation French – Week 8

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

Task 1

Translate the phrases into English and then add three extra examples per box.

Activities feelings faire de l’escalade – amusant –

jouer au foot – ennuyeux – faire une balade à vélo – heureux – faire de l’équitation – difficile – faire de la randonnée – en mauvaise forme –

FREE TIME Verbs Opinions me détendre – J’adore – faire – J’aime – manger – Je n’aime pas– lire – Ma sœur aime – me bronzer - Mes parents détestent -

Adjectives Places une maison – Beau /belle – une église – vieux – une rue – grand – un bâtiment – petit – une gare – nouveau –

EN VILLE

Verbs Time phrases Je vais - maintenant – aujourd’hui – Il y a - Il n’y a pas de - dans le passé – Il y avait – avant – Il n’y avait pas de - hier -

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Task 2 In the space below respond to the question below.

1) What did you do last weekend? Write your answer in French. 2) What is your town like? Write your answer in French.

Draw a picture to go with your writing.

______

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Consolidation French – Week 9

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

Task 1

Read the text

Salut Jack,

Je m’intéresse à tous les sports, donc pendant mon temps libre, je suis très actif. Généralement, je vais à la gym trois fois par semaine et je joue au foot avec mes amis le week-end.

Le week-end dernier, je suis allé à la plage avec ma famille parce qu’il faisait beau. J’ai fait du surf et j’ai même bronzé un peu.

En ce qui concerne la musique, je n’aime pas du tout le rock, j’aime la musique classique

parce que c’est de la musique très relaxante.

Hier, je suis allé au cinéma avec ma petite amie. Nous avons vu un film. Le film était plein d’action. J’ai aimé le film parce qu’il était passionnant.

Le week-end prochain, ça va être l’anniversaire de mon meilleur copain, donc je vais aller à sa fête d’anniversaire. Dimanche, je vais faire mes devoirs avant d’aller au centre sportif pour

faire du sport.

À bientôt,

Théo

Task 2 Mastery check

Answer the questions in English.

1. How often does Théo go to the gym? ______

2. Where did Théo go last weekend with his family and why? ______

3. What music does Théo find helps him to relax? ______

4. Where did Théo go with his girlfriend yesterday? ______

5. List 2 activities Théo will do next weekend. ______

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Task 2

Translate the text from Task 1 into English in the space below

______

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______Consolidation French – Week 10

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

Task 1

a. Look at the photo below. In English, write five things that you can see.

______

b. Now, translate these words into French. ______

c. Choose 4 useful verbs and write them out in French. ______

______

Task 2 Now put the vocabulary into a full sentence in French ______

______

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Task 3

a. Look at the photo below. In English, write five things that you can see.

______

b. Now, translate these words into French. ______

______

c. Choose 4 useful verbs and write them out in French. ______

Task 4

Now put the vocabulary into a full sentence in French ______

______

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Consolidation French – Week 11

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

Task 1

Read the text.

Find the French for the expressions below

a) In the centre ______e) On the left ______

b) On the right ______f) You can see ______c) There are ______g) Behind ______

d) .In front ______h) On ______

Task 2

Read the text. Highlight any of the words you know.

– Décris ce tableau, Alyzée. – Eh bien, au centre il y a un oiseau. Il est bleu et rouge. Sur la gauche, il y a un singe dans un arbre. Il est drôle! Il y a aussi des fleurs blanches et des oranges. Sur la droite, il y a une fleur bleue et, en haut du tableau, des fleurs roses. Devant, il y a un groupe de singes avec des oranges. Derrière, on peut voir le soleil orange.

– Quelle est ton opinion sur le tableau, Lucie? – Moi, j’aime les singes et j’aime les couleurs. J’adore, surtout les fleurs et les plantes. J’adore le tableau. À mon avis, c’est très intéressant et amusant. Tu es d’accord, Florian ?

– Non, je ne suis pas du tout d’accord. À mon avis, c’est bizarre. Je n’aime pas les fleurs et je n’aime pas les plantes non plus. Est-ce qu’on trouve des oranges dans la jungle? Je ne sais pas, moi. Je n’aime pas du tout le tableau. Pour moi, c’est nul. Et toi, Alyzée? Tu aimes ce tableau?

– Oui, j’aime bien. J’aime les plantes et les couleurs, mais je n’aime pas beaucoup les singes. Ils sont un peu bizarres. Moi, personnellement, je préfère les tableaux de Monet.

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Task 3

Read the text. Who says what? Write the response in English.

1. Who likes the painting? Why?

______

2. Who really likes the painting? Why? ______

______

3. Who does not like the painting? Why?

______

4. Draw a picture in the space below of what you think the painting looks like Hint: Read the text to look for clues – there is a bird in the middle!

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Geography: Hazards

In this topic, we have learned:

• How to define a hazard • Where tectonic hazards occur

• What volcanoes are • Why people live near volcanoes • Impacts of volcanoes • Mt Pinatubo case study • What earthquakes are • Impacts of Earthquakes • Nepal and New Zealand case study

Convection in the mantle makes the tectonic Crust plates move Made from solid rock Broken into pieces called tectonic plates

Mantle Made from liquid rock called magma

Outer core Inner core Made from liquid

Made from solid metal e.g. iron metal

What are tectonic hazards? How Is a volcano made?

A hazard is something that has the potential to Volcanoes are made at destructive plate boundaries. cause us harm e.g. fire or tripping over This is where two tectonic plates collide and one sinks

under the other. A tectonic hazard is a hazard that has been caused by the movement of tectonic plates e.g. volcanoes and earthquakes.

Tectonic hazards occur at plates boundaries. This is where two tectonic plates meet.

The map below shows The Pacific Ring of Fire. This is the name given to the plate boundary around the Pacific Ocean and the Pacific plate. There a are lots of tectonic hazards here. The volcano is made when:

• Two plates collide with each other and one plate sinks under the other. • The sinking plate starts to melt due to pressure

and the temperature of the magma. • This melting rock makes new magma. • The new magma travels up through cracks in the crust. • When it reaches the surface it bursts through the crust to make a volcanic eruption.

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Geography: Volcanoes

Structure of a volcano Key features of a composite volcano

A composite volcano is a cone-shaped volcano build up of alternate layers of ash and lava.

They have several key features which have been labelled in the image opposite.

Impacts of a volcano

Lava flow: Streams Pyroclastic flow: A super- Lahar: A destructive of hot lava (melted hot cloud of dust, ash mudflow caused rock) running down and lava fragments when rain mixes with the slopes of the which sinks and rolls ash and old volcano down the volcano at pyroclastic flow high speeds

Why do people live near volcanoes? Mt Pinatubo: Case study

Mt Pinatubo is a volcano that located in the Volcanoes are popular places to live in less Philippines, North West of capital city Manila. economically developed countries. This is The eruption in 1991 had many impacts on both because there are many job opportunities people and nature. near volcanoes. Tour guide: • 847 people died Volcanoes are • 8000 homes destroyed popular to visit so • 73000 homes damage there are many jobs • Education disrupted available showing • Cost of damage was $92 people around. million Farmer: Ash adds • Aeta people were displaced nutrients to the soil and lost their ancestral home making it fertile for

growing crops. This • Typhoon Yunya brought means farmers can intense rain which mixed with

make more money. the ash to cause laharas. Sulphur miner: Sulphur • Homes buried in 6m of mud

can be mined from • 800km2 of farmland was volcanoes and sold destroyed by pyroclastic flows to make money. This • Ash blocked out 10% of is a very hard and normal sunlight

dangerous job. • The global temperature

dropped by 0.4C

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Geography: Hazards

What is an earthquake? An earthquake is a sudden violent shaking of the ground caused by two tectonic plates

rubbing together.

Earthquakes can have lots of serious negative impacts on places. These impacts can be categorised.

Primary impacts: Things that happen as direct result of the earthquake e.g. gas pipes burst. Secondary impacts: Things that happen later

because of the primary impacts e.g. fires

How do earthquakes happen? This happens when: Earthquakes are caused by elastic • Two tectonic plates slide past each other but get rebound. stuck. • Friction is created between the two plates. • The plates try to move but cannot. • This causes a build-up of elastic potential energy. • When the plates suddenly overcome the friction they jolt in opposite directions. • As the plates move elastic potential energy is released. • The release of energy causes waves within the crust,. The plates rebound and shake; an earthquake

Nepal Earthquake 2015: Case study New Zealand Earthquake 2016: Case study

Nepal is an LEDC in central Asia. The GDP per New Zealand is an MEDC in Oceania. The GDP per capita is $2573. Most of the country is in the capita is $36950. It is an island east of Australia. The country has a small population, so people are not Himalaya mountains. This means land is steep, there are few roads and it is difficult to move crowded together. New Zealand is well connected around. Many areas in Nepal have no internet by excellent transport links e.g. trains and roads as and little healthcare. well as good internet signal. Quality of healthcare throughout the country is very high. The earthquake measured 7.5 on the Richter The earthquake measured 7.8 on the Richter Scale. Scale and lasted about 50 seconds. • 2 people died. • 9000 people were killed. • Many roads and bridges were damaged. • 3.5 million people were left homeless. • Most were fixed within 24 hours. • Temples of historical significance were • A cinema was damaged destroyed in Durbar square. • The wheelchair ramp at Ava Railway station • Lack of clean water led to Cholera was destroyed. • Schools had to close for months. • Schools closed for a couple of days. • Damage cost $19 billion (35% of • The earthquake did not impact New Nepal’s GDP) Zealand’s GDP.

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Consolidation Geography – Week 1

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

Task 1 Match the labels with the correct layer of the Earth

Task 2 Complete the table to show what each layer of the Earth is made from

Layer Solid or liquid? Made from?

Inner core

Outer core

Mantle

Crust

Task 3: Mastery check Answer the true or false questions

a) Convection is the reason that tectonic plates move ______b) Convection happens in the inner core ______c) Tectonic plates are pieces of the Earth’s crust ______d) Tectonic plates float on the crust ______e) The mantle is made of metal called magma ______

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Task 4 Draw a diagram to show how tectonic plates move by convection

You must:

 Use pencil and a ruler to draw shapes  Label neatly in pen  Use each of the labels below

Labels to include: Inner core heats up magma in the mantle, warm magma rises, magma spreads out, tectonic plates are dragged apart, magma cools and sinks, the cycle continues.

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Consolidation

Geography – Week 2

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

Task 1 Sort the key words into the right place in the table to complete the key

Volcano Plate boundary Direction the plate is moving

Write a definition for a plate boundary

______

Task 2 Answer the questions about the map

Name 3 countries where I would find volcanoes. ______

Highlight the Pacific Ring of Fire

What is the ‘Ring of Fire’? ______

______

Count the number of volcanoes not found at a plate boundary ______

Mastery check Task 3:

Answer the true or false questions

a) The Pacific Ring of Fire is a volcano ______b) Japan is on the Pacific Ring of Fire ______c) The Pacific Ring of Fire is a plate boundary ______d) The Pacific Ring of Fire is where all earthquakes happen ______e) The Pacific Ring of Fire is near to the ocean ______

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Task 4

Answer these questions in the space below

1. Define the word ‘hazard’

2. Define the word ‘tectonic hazard’ 3. Describe the distribution of tectonic hazards

You should:

 Describe the general pattern  Give specific continent and country examples  Include specific plate boundaries  Name any exceptions

______

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Consolidation Geography – Week 3

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

Task 1

What is a destructive plate boundary?

______

Task 2 Add the labels to the diagram of a volcano being made at a destructive plate boundary

Mastery check Task 3:

Answer the true or false questions

a) There are three types of plate boundary ______b) The Pacific Ring of Fire is a destructive plate boundary ______c) Volcanoes are only made at destructive plate boundaries ______d) Volcanoes can be made when two tectonic plates crash into each other ______

e) One tectonic plate sinks under the other ______

f) Lava rises through the crust and comes out of the volcano ______

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Task 4 Explain how a volcano forms at a destructive plate boundary

You must include:

 What boundary most volcanoes form at?  What happens to the plate?  What happens to the sinking plate?  What does the sinking plate turn into?  Where does the magma go next?

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Consolidation

Geography – Week 4

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

Task 1

Add the labels to the key features of a composite volcano

Lava flow

Secondary vent Ash cloud Main vent

Magma chamber Layers of ash and lava Crater Secondary cone

Task 2 Fill out the table to give an advantage and disadvantage of each job you can get near a volcano

Any disadvantages to Jobs you can get near a Why a volcano is a good doing this job near a volcano place to do this job? volcano

Farmer

Tour guide

Sulphur miner

Task 3: Mastery check Answer the true or false questions

a) There is only one type of volcano ______b) Composite volcanoes are cone shaped ______c) Volcanoes have one crater that lava comes out of ______d) Nobody lives near volcanoes because they are dangerous ______e) If you have a job near a volcano you get lots of money ______

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Task 4 Imagine you are the major of a town that is next to a volcano. Create a poster to encourage people to move to your town.

You must include:

 Pictures of drawings of your town

 Printed or drawn neatly in pencil  Coloured using colouring pencils  At least three reasons people should move to your town written in a full sentence

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Consolidation

Geography – Week 5

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

Task 1

Write a definition for each impact of a volcanic eruption

Lava: ______

Ash cloud: ______

Lahar: ______

Pyroclastic flow: ______

Task 2 Annotate each impact to explain at least three knock-on effects it could cause e.g. lava can start fires

Lava Lahar

Pyroclastic Ash cloud flow

Mastery check Task 3: Correctly identify each of the hazards in the picture

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Task 4 Write a diary entry of a person that has survived a volcanic eruption

You must include:

 Use up all the space  Describe each of the hazards you faced  Describe the damage caused by the hazards  Which hazard was the most dangerous?  How did you escape/survive?

______

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Half term HL Geography – Week 6

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

Task 1

What is a volcano?

______

Where can you find a volcano?

______

Task 2

Name and explain one reason people live near volcanoes

______

Name and explain one danger of living near volcanoes ______

Would you live near a volcano? Explain your decision

______

______Who might have a different opinion to you? Explain why ______

Mastery check Task 3

a) A volcano is found on the middle of tectonic plates ______b) Magma travels up the volcano through the main vent ______c) A volcano can erupt out of a cone on the side of the volcano ______d) A composite volcano is made from layers of ash and cool lava ______e) Magma is turned to lava in the magma chamber ______

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Task 4: Draw and label a composite volcano You must include:  Use pencil and colouring pencils  Use all the space on this page  Include all the labels: crater, main vent, secondary cone, secondary vent, layers of lava and ash, lava flow, ash cloud, magma chamber

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Consolidation

Geography – Week 7

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

Task 1

Describe the location of Mt Pinatubo

______

Task 2 Write one paragraph to explain how Mt Pinatubo impacted people Remember to include: point, evidence and explanation

______

Mastery check

Task 3: Choose two coloured highlighters. Highlight each statement to decide if is an impact of Mount Pinatubo on people or environment.

a) People died during the eruption b Education for thousands of children of children was disrupted c) The Aeta people were displaced

d) 800km2 of farmland was destroyed by the pyroclastic flows e) The temperature dropped by 0.6C in the Northern Hemisphere f) Many homes were destroyed or damaged

g) The ash in the atmosphere blocked sunlight

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Task 4 Create a timeline to explain the events of the Mt Pinatubo eruption

You should:

 Use pencil and a ruler  Start from the eruption in April  Finish the timeline in July  Add all the events in the table

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Consolidation

Geography – Week 8

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

Task 1 Answer the questions

What is an earthquake?

______

What is elastic rebound? ______

Task 2 Circle the mistakes on this diagram correct the labels so they explain how an earthquake if formed by elastic rebound

Mastery check Task 3:

Answer the true or false questions

a) An earthquake is caused when 2 tectonic plates rub together ______b) All earthquakes happen on the Pacific Ring of Fire ______c) Almost all earthquakes happen at plate boundaries ______d All earthquakes are very dangerous ______e) It is impossible to protect yourself from an earthquake ______

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Task 4 Write a paragraph to explain how an earthquake forms by elastic rebound

You should include:

 Where earthquakes happen?  Why does friction start to build up?  What type of energy is created?  What causes the plates to start moving?  What does the term rebound mean?  What part of this process is an earthquake?

______

132

Consolidation

Geography – Week 9

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

Task 1 Answer the questions

What is a primary impact? ______

What is a secondary impact? ______

______

Task 2 Answer the questions

What do you think is the most serious impact on an earthquake? Explain your answer ______

Task 3: Mastery check

Complete the table to decide if the impact is primary or secondary

Impacts Primary or Secondary Houses collapse Homelessness

Gas pipes burst Communication is difficult Phone lines collapse

Landslides Roads damaged Trade is difficult

Fires Spread of disease Looting

Food and water shortages Unemployment

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Task 4 Create an earthquake survival kit that people can store in their homes to prepare for an earthquake and the damage it causes

You should

 Draw and label 10 items would need to survive to survive in an earthquake  Explain in a full sentence why you would need each item  e.g. I would take bottled water. This is because pipes might break and without clean water you could die from dehydration or get disease from drinking dirty water.

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Consolidation

Geography – Week 10

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

Task 1 Describe the location of Nepal Include: continent, compass directions, neighbouring countries

______

Task 2 Answer the questions

What was Nepal like before the earthquake? ______

What was the worst impact of the earthquake in Nepal? Explain your decision. ______

______

Mastery check Task 3:

Answer the true or false questions a) Nepal is an MEDC country ______b) The GDP per capita is just $2573 ______c) Nepal is not densely populated ______d) The earthquake in Nepal measured 9 on the Richter Scale ______e) The earthquake killed nearly 9000 people ______

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Task 4 Imagine that you are a news reporter telling the world about the Nepal Earthquake. Write the speech that you will read out on TV to describe what has happened.

You should include:

 Facts about the earthquake e.g. where, when and how strong it was  What was Nepal like before the earthquake?  What happened during the earthquake?  What is Nepal like after the earthquake?  What help will Nepal need to recover?

______

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Consolidation Geography – Week 11

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

Task 1

Describe the location of New Zealand Include: continent, compass directions, coastline, nearby countries ______

______

Ta sk 2 Answer the questions

What was New Zealand like before the earthquake?

______

What was the worst impact of the earthquake in New

Zealand? Explain your decision. ______Mastery check Task 3:

Answer the true or false questions

a) New Zealand is an MEDC ______b) New Zealand is not densely populated ______c The earthquake in New Zealand measured 5 on the Richter Scale ______d) The earthquake killed 20 people ______e) The earthquake left 3.5 million people homeless ______f) New Zealand’s earthquake did not significantly impact their GDP ______

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Task 4 Write a PEE paragraph to compare the earthquake in Nepal with the earthquake in New Zealand

You should:

 Write a point sentence to say which country suffered the most from earthquakes  Compare evidence from New Zealand and Nepal e.g. number of deaths or buildings destroyed  Explain why the impacts are worse in the country you have chosen  What knock on effects will the damage have on the country?  Give a reason why the earthquake caused more damage in this country compared to the other country you have studied

______

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Easter HL

Geography – Week 12

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

Task 1:

What is a tsunami?

______

Match up the labels to the correct place on the diagram

Task 2: Explain how a tsunami happens, Include each of the key words. *earthquake *sea floor *wave *coast

______

Task 3: Mastery check

Answer the true or false questions

a) Earthquakes can happen under the sea ______

b) A tsunami happens because earthquakes shake the water ______c) A tsunami is one big wave ______d) A tsunami is made from water so they cannot break buildings ______e) A tsunami can be one a serious natural disaster ______

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Task 4 Create a poster to warn people about tsunamis

You should include

 What a tsunami is?

 Where they happen?  Why the happen?  The impacts a tsunami can cause  How to know when a tsunami might happen  What to do if you think there will be a tsunami  At least 3 pictures or drawings  Writing in pen and drawing in pencil

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History: The British Empire

In this topic, we have learned: A: What was the British Empire?

• What was the British Empire An Empire is when one country controls lots of • How did the slave trade start? others. In the 1500s, Britain began to take over • Conditions on slave plantations other countries, making them British colonies (a • The abolition of slavery colony is a country that’s controlled by • The British Raj in India and its another). By the late 1800s, Britain had built a

impact large empire covering 25% of the world. Here is • Who are the Windrush Generation a map of the British Empire at its largest:

B: How did the British Empire grow? C: Introduction to the Transatlantic Slave Trade

The British Empire was able to grow so The British businessmen who travelled to other large mainly because of British ships countries and took over mainly wanted money. and weapons. It started when wealthy One way that they made this money was by taking individuals set up businesses, with the control of countries with hot climates, where they aim of trading with other countries. could grow crops that couldn’t be grown in Britain. They would buy huge ships and sail to An example of this is in the Caribbean (circled in the other countries, hoping to find rich red on the map above), where they could grow resources to make them even expensive crops, like sugar cane and tobacco. wealthier. However, the landowners did not want to do the

physical work of growing the crops themselves. However, they were so desperate to They did not want to pay people to do it either, as make profits that they didn’t want to this would cost them too much money. Instead, pay much for the resources in the they copied a process used by the Portuguese countries they found. Instead, they (people from Portugal), and started the turned to using violence, to force the transatlantic slave trade. people in the foreign countries to give them the resources for very cheap This was where people would be taken from prices. This developed into the British countries in the West of Africa, such as Nigeria, and government taking control over the forced onto a boat, where they would travel across people in the countries they found, the Atlantic ocean to the Caribbean. When they forcing them to work on farms and fight got there, they would be made to work on in the British army. plantations (farms), unpaid.

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History: Slavery

D: What conditions did slaves face?

The first stage of the transatlantic slave trade was where European businessmen would take goods, such as weapons and alcohol, to Africa. There, they would trade these goods for people, to become slaves. The slaves, once bought,

would be forced onto an extremely cramped ship.

E: What conditions did slaves face? cont.

They were chained tightly together, so they couldn’t escape, and given no facilities like toilets. They would only be given small amounts of low quality food. They would be trapped in

these conditions for the entire 2-3 month journey. 15% of the slaves on the ships died, as their conditions were so poor.

When they reached the plantations, the slaves’ living conditions were still awful. Again, they would be given only poor quality food and basic clothes, meaning that many got ill from diseases like cholera, tetanus and flu. They would be forced to work for extremely long hours – often 14-hour days – doing difficult physical jobs (such as picking cotton).

They also faced horrific punishments, if they were found to be doing something wrong. They would often be beaten using whips, or forced to wear painful metal items, such as neck braces and balls and chains.

F: How was slavery abolished (ended)?

It wasn’t until 1833 that the British Parliament

passed an Act (law) to ban the slave trade. Here are some reasons why: • Slaves were rebelling. There had been many slave uprisings, for example in 1831, 60 slaves rebelled and killed some of their owners, led by a slave called Nat Turner. • The British public’s awareness of the cruelties of slavery was raised by key individuals, such as Olaudah Equiano.

G: What was the impact of abolition?

Many slave owners were angry and upset when their slaves were taken off them by abolition.

To make up for this, the British government paid the slave owners £20,000,000, which was a huge amount of money in 1833.

The Act also didn’t make slaves lives immediately better. Racism and prejudicial treatment of black people has continued in many countries around the world, including the USA and Britain. For example, shops, schools, buses, parks, and other public places were ‘segregated’ in America until the 1960s. Segregation is where black people are not allowed to visit the same places as whites, often given worse quality facilities.

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History: The British Empire

H: How did the British Raj begin?

We’re now going to look at another example of a country that became part of the British Empire. In the 1750s and 1760s, a business called the East

India Company travelled to India, and fought battles with the Indian people. The East India Company won, and took control of large areas of India. Gradually, this control moved to the British government, and grew to cover the whole of India.

I: How did the British Raj impact India?

The British government in India was known as the ‘British Raj’. One way that the British Raj impacted India was through violence. For example, in a rebellion among Indian soldiers (called sepoys) in 1857, the British responded by punishing the rebels very harshly, firing their live bodies from canons, as shown in the picture above.

The British also damaged Indian farming. They wanted to gain maximum profit from their rule of India, so they stopped the Indians from growing their main food crop, rice, and forced them to grow the more expensive cotton instead. This led to food shortages and famines in India, such as the Great Bengal Famine of 1770, when 10 million Indians died.

A third impact, which some historians have argued was good for India, was building railways. The British rulers organised the building of 66,000km of railways in India, which helped people to travel and trade. However, the British mainly used these trains to transport goods to the sea, where they would be put on boats and taken back to Britain.

J: What is the ‘Windrush Generation’? An important lasting impact of the British Empire is that it meant many people from old British colonies have moved to Britain. After World War Two ended in 1945, Britain was struggling to find enough workers to fill their factories, as so many men had been killed in the war. They advertised in old British colonies, like in the Caribbean, for people to come

and move to Britain. The people who migrated were called the ‘Windrush Generation’, after the first ship that brought them, the ‘Empire Windrush’.

K: Why did the Windrush Generation migrate to Britain?

The main reason why the Windrush Generation migrated to Britain is because of the advertisements shown to them by the British government. The government paid for these adverts to be shown to the people in old colonies, and in the adverts, they promised lots of jobs and wealth for people who moved to Britain. This was very persuasive, at a time when unemployment in the Caribbean was high. The adverts also said that, as citizens of old British colonies, they would be given British citizenship and welcomed warmly.

This was not exactly true. When the Windrush Generation arrived in Britain, they faced lots of racism and prejudice. Some were not allowed to get particular jobs, or live in particular houses, because of the colour of their skin.

143

Consolidation History – Week 1

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

Task 1

Read box A of your Mastery Pages, called ‘What was the British Empire?’

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 is an Empire?

______

2. When did the British Empire start?

______

3. When was the British Empire at its largest? ______4. Name three countries that became part of the British Empire

______

Mastery check Task 3

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

When a country takes over another

Empire The group of colonies controlled by Britain, starting in the

1500s and continuing until the late 1900s Colony

A country that is controlled by another Conquer

When a country controls many others The British Empire

144

Task 4

Study the map beneath box A of the mastery pages. Then complete this reflection, based on what you can see and what you know about Empires.

Reflection:

A: What surprises you about the map beneath box A of your mastery pages? Think about how many countries are shown there, having been conquered by Britain

______

B: How do you think Britain would have conquered and controlled all of those countries? Think about other examples of rulers conquering lands, which we learned about in years 7 and 8 ______

______

C: What questions would you like to know the answers to, about the British Empire? ______

______

D: Stretch – Why do you think the British Empire is so important for us to study? Think about its impact today

______

145

Consolidation History – Week 2

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

Task 1

Read box B of your Mastery Pages, called ‘How did the British Empire grow?’

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 two inventions did the British have, which helped them to grow their Empire? Invention 1: ______This would help because: ______Invention 2: ______This would help because: ______

______2. Why did the British first start travelling to other countries? ______

______3. Why did the British start using violence to control people in other countries? ______

Mastery check Task 3

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

1. The British Empire, at its largest, covered 25% of the world ______2. The British Empire was conquered through violence ______

3. The Industrial Revolution helped to grow the British Empire ______4. The British king/queen was in charge of conquering the Empire ______

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

______

146

Task 4

Study source A, below. In the lines beneath it, answer the question:

How useful is source a for an enquiry into how the British Empire grew?

You must include:

 One paragraph about what the source shows, and whether your own knowledge backs this up  A second paragraph about the background of the source (who made it, when, where, why) and why this is/isn’t useful

Source A (the picture to the left):

A painting by a professional English artist,

made in 1685 (during the time when this ship was used to conquer India).

______

147

Consolidation History – Week 3

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

Task 1

Read box C of your Mastery Pages, called ‘Introduction to the Transatlantic Slave Trade’

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

Task 2

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

1. What was the main reason why the British conquered the Empire? ______

2. Why was it useful to the British to take over hot countries? Give an example that shows how these hot countries were used by the British. ______

______

3. What was the transatlantic slave trade?

______

4. Why did the British start using slaves? ______

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.

The British Empire was started by ______, as they wanted ______. They would

conquer ______countries, so that they could grow crops that weren’t available in

Britain, such as ______. However, the people who conquered the Empire did not

want to do the work of growing crops themselves, and didn’t want to ______people to do

it either, so they used ______. This started the transatlantic slave trade.

Word box: wheat businessmen Sugar cane cold power pay The king force slaves hot money

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Task 4

Write a PEE paragraph to answer this question on the lined paper below:

Why did the transatlantic slave trade begin?

You must include:

 A point sentence, answering the question  Evidence (facts – names, dates, numbers, places)  An explanation, returning to the question to fully explain why slaves were used

______

149

Consolidation History – Week 4

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

Task 1

Read box D of your Mastery Pages, called ‘What conditions did slaves face?’

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

Task 2

Complete this flow diagram about the first 2 stages of the transatlantic slave trade:

Why did the businessmen want to use slaves?

What did the businessmen take to Africa to trade for people, who would be used as

slaves?

What happened to the slaves after they had been bought by the British businessmen?

Mastery check Task 3

Answer these questions:

1. What was the transatlantic slave trade? ______

2. Why did the transatlantic slave trade begin? ______3. How were slaves bought? ______

150

Task 4

Study source A, below. In the lines beneath it, write down two things that you can infer from the source about the transport of slaves in the transatlantic slave trade?

You must include:

 Two things that you can infer about the transport of slaves  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 sketch, from the time of the transatlantic slave trade, showing how slaves were lined up within a slave ship. They were arranged in this way in order to fit the maximum number of slaves into the

space, even though it was extremely unsanitary and harmful.

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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Consolidation History – Week 5

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

Task 1

Read box E of your Mastery Pages, called ‘What conditions did slaves face? cont.’

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

Task 2

Answer these questions:

1. How long were slaves confined on ships for?

______

2. What percentage of slaves died during the journey? ______3. Why did so many slaves get ill on plantations?

______

4. How would slaves be punished, if found to be doing something that their masters didn’t

like?

______

Mastery check Task 3

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

1. The slaves’ journey on the ships lasted 2-3 weeks ______

2. 15% of slaves died on the ships ______3. Slaves were paid a very small amount ______4. Slaves would be sent to prison if they went against their master ______5. Slaves were forced to work growing crops such as cotton______

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

______152

Task 4

Answer this question on the lined paper below:

Describe two key features of the transatlantic slave trade

You must include:

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

Sentence starters:

‘One key feature of the transatlantic slave trade is….’

‘Evidence for this is…’

(Then repeat)

______

______153 ______Consolidation History – Week 7

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

TaskComplete 1 the tasks below, using your mastery pages to help you.

Read box F of your Mastery Pages, called ‘How was slavery abolished (ended)?’

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

Task 2

Fill in the mind-map below, to explain the two reasons why slavery was abolished. For each branch, add evidence about what happened, then say why it would encourage the abolition of slavery.

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.

In ______, the British ______passed a law to ban the slave trade. One reason was because ______slaves were rebelling. Sometimes, ______were killed by their ______in these rebellions. Another reason was because of campaigns to raise ______among people in Britain. These were mostly run by white people, as the public’s racial prejudice meant that they respected white people more. However, one man managed to ______his freedom from slavery and travel to Britain to raise awareness. His name was Olaudah Equiano.

Word box:

Slave owners all 1933 slaves 1833 many money owners government buy escape awareness

154

Task 4

Write a PEE paragraph to answer the question:

How did slave rebellions lead to the abolition of slavery?

You must include:

 A point sentence, answering the question  Evidence about slave rebellions  A ‘return to the question’ sentence, where you fully explain why this led to abolition

______

______155 ______Consolidation History – Week 8

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

Task 1

Read box G of your Mastery Pages, called ‘What was the impact of abolition?

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

Task 2

Answer these questions:

1. When was slavery abolished? ______2. How much did the British government pay to slave owners? Why do you think they did this? ______

______

3. Did the abolition of slavery immediately improve things for black people? Explain your

answer

______

______Mastery check Task 3

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

1. Slaves were paid £20,000,000 to apologise for being made to be slaves ______2. Not everyone wanted slavery to end ______

3. The abolition of slavery immediately made things better for black people ______

4. Segregation in America continued until the 1960s ______

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 a person living in England in 1833. You hear that slavery has just been abolished. Write a diary entry, explaining how you feel.

You must include:

 What you’ve heard about slavery being abolished (remember, abolished means ended)  Why you think it has been abolished

 What you feel about it being abolished, and why  What you hope will happen next

______

157

Consolidation History – Week 9

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

Task 1

Read box H of your Mastery Pages, called ‘How did the British Raj begin?’

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

Task 2

Answer the questions below:

1. Who took over India for the British?

______

2. When did India get taken over by the British? ______

3. How did control of India change, gradually?

______

______4. Why do you think the British wanted to take over India? ______

______

Task 3 Mastery check

Write definitions for the following words:

Word Definition East India Company ______

British Raj ______(you might have to ______google this one!) ______

158

Task 4

Study source A, below. In the lines beneath it, answer the question:

How useful is source a for an enquiry into why the British wanted to conquer India?

Think about the fact that Britain had just had an Industrial Revolution, so had lots of clothes-making factories (with Spinning Jennys) that needed cotton.

You must include:

 One paragraph about what the source shows, and whether your own knowledge backs

this up  A second paragraph about the background of the source (who made it, when, where, why) and why this is/isn’t useful

Source A (the picture to the left):

A photograph of an Indian cotton farmer. The large bags beside his cow is full of cotton. The cow was used to

transport the cotton. Cotton only grows in hot countries, so couldn’t be grown in Britain.

______

159

Consolidation History – Week 10

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

Task 1

Read box I of your Mastery Pages, called ‘How did the British Raj impact India?’

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

Task 2

Complete this mind-map, showing how the British Empire impacted India. For each branch, add evidence about what happened, then explain how this would impact India.

160

Task 3

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

You must include:

 What was the British Empire?  Why did Britain want an Empire?  How did the British conquer their Empire?  Examples of countries in the British Empire, and how Britain impacted them

 How the British Empire has impacted the world today

______

161

Consolidation History – Week 11

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

Task 1

Read boxes J and K of your Mastery Pages, called ‘What was the Windrush Generation?’ and ‘Why did the Windrush Generation migrate to Britain?’

Task 2

Answer the questions below:

1. Why did Britain need more workers in 1945? ______

______

2. How did Britain try to get more workers?

______

______3. Who were the Windrush Generation, and why did they migrate to Britain? ______

______

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.

After ______, the British needed more workers to come and fill their factories. This was because so many workers had died at war. They therefore ______people to move from the Caribbean, which had been a British ______, to move to Britain and work in the factories. They promised these people ______and

______if they moved to Britain. Many people did move. When they arrived in Britain, they found that they ______get treated with respect, as equals.

Word box: forced Empire did asked

World War Two citizenship colony work Did not World War One

162

Task 3

Study source A, below. In the lines beneath it, write down two things that you can infer from the source about why the ‘Windrush Generation’ migrated to Britain

You must include:

 Two things that you can infer about why they migrated to Britain  The part of the source that helps you to make that inference (quote from the source)

Source A (the text to the left):

An extract (section) from a British newspaper in 1948.

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… ______

______

163

PRE: The Purpose of Life

In this topic, we have learned:

• What Christians believe about the meaning of life.

• Christian beliefs about resurrection of the body and the soul. • The basis on which Christians believe people will be judged. • About religious pluralism, inclusivism and exclusivism.

What is the meaning of life?

According to many Christians, there are three main purposes to life: 1. To glorify God (live in a way that is in accordance to with Christian teachings) 2. To have a personal relationship with God (through prayer and worship) 3. To prepare for judgement

Key Words: Christian Beliefs Key Quotations

Glorify: to praise and worship ‘Let your light shine before men, that they may see Judgement: when God judges human beings. your good works and give glory to your Father who is Some people think that this happens as soon in Heaven’ (Matthew 5:16) as we die. Others think that it happens on the Day of Judgement. ‘In this place there will be no more death, no more Spiritual resurrection: the belief that after grief or dying or pain’ (Revelation 21:4) death it is your soul that is given new life. ‘They will be punished with everlasting destruction Physical resurrection: the belief that after and shut out from the presence of the Lord’ (2 death it is your body that is resurrected. Thessalonians 1:9) Salvation: being saved

Salvation through grace: the belief that you ‘For God so loved the world, that He gave His one and only Son, that whoever believes in Him, shall not only go to Heaven if you believe in God Salvation through works: the belief that you perish but have eternal life.’ (John 3:16) only go to Heaven if you do good. ‘Salvation is found in no one else, for there is no other Predestination: the idea that God has already name under heaven given to me by which we must decided who is going to Heaven and Hell be saved.’ (Acts 4:12) Parable: a story used to illustrate a moral or spiritual story. ‘For those whom he foreknew he also predestined’ (Romans 8:29) Crucifixion: a Roman method of execution where people were nailed to a cross. It was ‘Whoever does not love God does not know God, the way that Jesus was killed. because God is love (1John 4:8) Resurrection: when Jesus rose from the dead, three days after the crucifixion. ‘faith by itself, if it is not accompanied by action is dead’ (James 2:17)

‘He is not here, he is risen’ (Luke 24:6)

‘Why do you look for the living among the dead’ (Luke 24:5) Predestination:

164

PRE: The Purpose of Life

Crucifixion: a Roman method of execution Key Words: Life of Jesus where people were nailed to a cross. It was Parable: a story told by Jesus, used to illustrate the way that Jesus was killed. a moral or spiritual story. Resurrection: when Jesus rose from the dead, three days after the crucifixion.

The Parable of the Sheep and the Goats The Parable of the Sheep and Goats is found in Matthew 25:31-46. In this parable, Jesus uses the example of a shepherd who separates his sheep from his goats in order to help his followers understand what judgement will be like. Jesus explains that people will be separated into two groups: those who have lived good lives and treated other people well will be put on one side and have a place in Heaven and those who have sinned in their lives by not treating others well will be placed on the other side and will go to Hell.

To go to heaven: To go to hell:

Feed the hungry, Didn’t feed the

visit the sick, hungry, didn’t visit clothe the naked, the sick, didn’t clothe

shelter the the naked, didn’t

stranger. shelter the stranger.

Key Words: Attitudes to Other Religions Inclusivism: Inclusivism: the belief that whilst one religion is ½ ½ true, other religions are partially true. Exclusivism: Exclusivism: the belief that only one religion is true and all others are wrong. Pluralism: the belief that all religions are Pluralism: equally valid.

Position/Belief Advantages Disadvantages

Salvation Values what we do on Earth—it matters It undermines the role of Jesus. If we through works that we behave well on Earth. Also can get to Heaven through our own people who have never heard of actions then what was the point in Christianity can still go to Heaven if they Jesus’ death? act well which seems fair. Salvation It places huge significance on the role of It doesn’t value how we act on Earth through grace Jesus’ death and resurrection; you must and it doesn’t seem fair that people believe in order to get to Heaven. who have grown up without Christianity/ belong to a different faith should not be able to go to Heaven.

Exclusivism It places huge significance on the role of It does not seem loving of God to Jesus’ death and resurrection; you must exclude people from Heaven who have believe in order to get to Heaven. honestly and faithfully believed in a different religion. Inclusivism The idea that everyone can go to It undermines the role of Jesus. If we Heaven fits with the idea of God being can get to Heaven through our own omnibenevolent. actions then what was the point in

Jesus’ death?

165

Consolidation PRE – Week 1

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

Task 1

Complete the sentences below:

Christians believe one purpose of life is to glorify God, so…

………………………………………………………………………………………………………………………...

Christians believe one purpose of life is to glorify God, because…

………………………………………………………………………………………………………………………...

Christians believe one purpose of life is to glorify God, but…

………………………………………………………………………………………………………………………...

Task 2

Give three ways in which someone might develop a personal relationship with God in their lifetime:

Task 3

How might someone prepare for judgement in this life? Write two sentences.

………………………………………………………………………………………………………………………

Mastery check Task 4

Fill in the gaps to complete these sentences.

Christians believe the purpose of life is

a) to g______G______

b) to have a ______with God

c) to prepare for ______

166

Task 5

Explain two different Christian beliefs about the purpose of human life (4 marks).

You must include:

 Two different points about Christian beliefs  An explanation for each point  Correct SPAG

______

167

Consolidation PRE – Week 2

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

Task 1

Answer these questions.

What is physical resurrection?

……………………………………………………………………………………………………………………….

What is spiritual resurrection?

………………………………………………………………………………………………………………………...

Task 2

Answer these questions.

Which quotation from the Bible supports spiritual resurrection?

………………………………………………………………………………………………………………………

How do you know?

………………………………………………………………………………………………………………………

Which quotation from the Bible supports physical resurrection?

………………………………………………………………………………………………………………………

How do you know?

………………………………………………………………………………………………………………………

Mastery check Task 3

Colour code these statements. Underline in red the statements that support physical resurrection. Underline in green the statements that support spiritual resurrection.

a) If physical resurrection was true then at what stage would your body be resurrected?

b) Jesus’ resurrection was physical. c) You can’t enjoy Heaven if you don’t have a physical body, so physical resurrection must

be true.

d) Physical resurrection can’t happen because we know that bodies rot in the ground.

e) St Paul teaches that it is the soul that is resurrected.

168

Task 4

Write a paragraph disagreeing with this statement: “Physical resurrection does not make sense.”

You must include:

 Two points that argue physical resurrection makes sense  An explanation for each point  A quotation to back up one of your points

.______

______

169

Consolidation PRE – Week 3

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

Task 1

Answer these questions.

What is salvation through grace?

………………………………………………………………………………………………………………………

What is salvation through works?

………………………………………………………………………………………………………………………

What is predestination?

………………………………………………………………………………………………………………………

Task 2

Give three examples of things Christians might do during their lives if they believe in salvation through works:

Mastery check

Task 3

Read the following statements. Label them as true or false.

a) All Christians believe that God has already decided who will be going to heaven and

who will be going to hell.

b) Christians who believe in salvation through grace think that it doesn’t matter what you believe in.

c) Predestination means the belief that God has already decided who will go to heaven

and hell.

d) Christians who believe in the idea of salvation through works think that everyone will go

to heaven. e) Some Christians think that the idea of predestination is unfair.

170

Task 4

Su mmarise the Parable of the Sheep and the Goats. Then explain how it supports the idea of salvation through works.

You must include:

 The key terms: Son of man, Jesus, right, left, judgement  Reasons why some people go to heaven and some people go to hell  Correct SPAG

______

______p______

______

171

Consolidation

PRE – Week 4

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

Task 1

Complete these sentences:

Religious pluralists think all religions are equally valid, so…

………………………………………………………………………………………………………………………

Religious pluralists think all religions are equally valid, but…

………………………………………………………………………………………………………………………

Religio us pluralists think all religions are equally valid, because…

………………………………………………………………………………………………………………………

Task 2

Fill in the gaps to explain the difference between exclusivism and inclusivism:

Some Christians believe that only ______is the correct religion. All other

______are completely false. These people are called e______. Some

Christians, called i______, believe that Christianity is ______, but that other religions are ______.

Task 3

Give one quotation that supports exclusivism:

………………………………………………………………………………………………………………………

Mastery check Task 4

Write P, E or I next to each of these sentences to show if it would be said by a pluralist, an exclusivist or inclusivist.

a) I think all religions have some truth in them, but that only my religion has the full truth. b) Jesus came to save people from their sins, and so you must believe in Jesus if you want to be saved. c) All religions are just different but equal paths to the truth.

d) All religions are paths to the truth, but some get to the truth more directly than others. e) I think that everyone who belongs to a different religion to me will go to hell.

172

Task 5

Plan an answer to this question: “An all-loving God would not send people to hell.” Evaluate this statement. You don’t need to write your answer in full, just plan with bullet points.

You must include:

 At least two reasons on each side of the argument.  At least one quotation on each side of the argument.  Your opinion on the question.

______

______173

Consolidation PRE – Week 5

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

Task 1

Answer these questions:

What is salvation?

………………………………………………………………………………………………………………………

Give one quotation that describes Heaven

………………………………………………………………………………………………………………………

Give one quotation that describes Hell

………………………………………………………………………………………………………………………

Explain the difference between salvation through grace and salvation through works

………………………………………………………………………………………………………………………

Explain the difference between inclusivism and exclusivism

………………………………………………………………………………………………………………………

Explain the difference between inclusivism and pluralism

………………………………………………………………………………………………………………………

Task 2 Mastery check

Circle the correct answer to each of these questions:

Which of these means the belief you can go to heaven by doing good deeds?

a) Salvation through prayer b) Salvation through works

Which of these means the belief you can go to heaven by believing in Jesus?

a) Salvation through grace b) Salvation through belief

Which of these is the belief that all religions are true?

a) Pluralism b) Inclusivism c) Exclusivism

Which of these means the belief that your body will be resurrected?

a) Physical resurrection b) Spiritual resurrection

174

Task 3

Answer this five-mark question: Explain two Christian teachings about life after death.

You must include:

 Two different points.

 Full explanations.  One quote to back up one of your points.

______

175

Half term HL PRE – Week 6

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

Task 1

Answer the questions below:

Give one Christian belief about the purpose of life.

………………………………………………………………………………………………………………………

Give one quotation from the Bible that backs up that purpose.

………………………………………………………………………………………………………………………

Explain the difference between spiritual and physical resurrection.

………………………………………………………………………………………………………………………

Mastery check Task 2

Fill in the gaps in the following paragraph to explain the Parable of the Sheep and the Goats.

In the Parable of the ______and the ______, Jesus describes the Son of

______coming to judge the world. He divides the people into ______groups. Those who

have done ______deeds he puts on his right, and he describes them as sheep. Those

who have done bad deeds he puts on his ______and describes them as ______.

J______tells the good people that they ______him when he was hungry, that they

gave him water when he was ______, that they ______him when he was a

stranger. He tells the bad people that they ______do any of these things.

Jesus tells them that when they did these things for anyone, they were doing it for ______.

176

Task 3

Use the boxes below to plan your answer to this question: “Christians should be exclusivists.” Evaluate this view.

You must include:

 Two reasons to support the statement.  Two reasons to oppose the statement.

Some people agree that Christians should be Some people will disagree and argue that exclusivists. Christians should be exclusivists This is because… This is because…

In addition… In addition…



177

Consolidation PRE – Week 7

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

Task 1

Give three reasons why Christians believe Jesus rose from the dead:

………………………………………………………………………………………………………………………

Task 2

Give three reasons why some people believe Jesus did not rise from the dead:

………………………………………………………………………………………………………………………

Task 3 Mastery check

Complete the gaps in this paragraph.

Christians believe that Jesus ______from the dead three ______after he was executed by c______. Christians call the miracle of Jesus rising from the dead the

R______. This is a very important belief for Christians, as it provides e______for life after death, and because they see it as evidence of the truth of their faith. Some non-Christians would argue that the disciples were l______and that Jesus did not rise from the dead.

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Task 4

Use the boxes below to plan your answer to this question: “Jesus did not rise from the dead.” Evaluate this view.

You must include:

 Two reasons to support the statement.  Two reasons to oppose the statement.

Some people agree that Jesus did not rise Some people will disagree and argue that from the dead. Jesus did rise from the dead. This is because… This is because…

In addition… In addition…

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Consolidation

PRE – Week 8

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

Task 1

Write out a definition for the word “plausible”.

………………………………………………………………………………………………………………………

Task 2

Give three examples of things that you think are plausible.

Task 3

Give three examples of things that you think are implausible.

Mastery check

Task 4

Say whether each of these statements is true or false.

a) Christians believe that Jesus’ disciples found his tomb empty.

b) Christians believe that Jesus wrote down the story of his life.

c) Christians believe that Jesus appeared to his disciples in bodily form.

d) Christians believe that there is photo evidence that Jesus rose from the dead.

e) Christians believe that Jesus appeared in a vision to Saint Paul.

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Task 5

Explain why Christians think the resurrection is plausible.

You must include:

 At least two points that explain why Christians think the resurrection happened.  Evidence to back up your points.  Correct SPAG.

______

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Consolidation

PRE – Week 9

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

Task 1

Complete the mind map below. Include at least six points.

Who do Christians

believe will go to

heaven, and why?

Mastery check Task 2

Correct the errors in the sentence below.

All Christians believe that everyone can go to heaven, no matter what religion they belong to. This attitude is referred to as exclusivism. This belief is expressed in the Bible in the Parable of the

Goats and the Sheep.

………………………………………………………………………………………………………………………

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Task 3

Use the boxes below to plan your answer to this question: “You should only get to go to heaven if you believe in God.” Evaluate this view.

You must include:

 Two reasons to support the statement.  Two reasons to oppose the statement.

Some people agree that you need to believe Some people will disagree and argue that

in God to go to heaven. you need to believe in God to go to heaven. This is because… This is because…

In addition… In addition…

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Consolidation PRE – Week 10

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

Task 1

Colour code these boxes to show if they agree or disagree with the statement: “Everyone should go to heaven.”

Only people who do good should get to In Heaven people are happy for eternity, go to Heaven. Otherwise what would everyone should have the opportunity to be the point in doing good? The Bible be happy forever. teaches in the Parable of the Sheep and

the Goats that if you look after others you should go to Heaven. Only Christians should go to Heaven. The Bible teaches ‘I am the way, and the

truth and the life. No one comes to the If God is omnibenevolent (all-loving) then Father except through me’ John 14:6. he would let everyone go to Heaven That means that you have to believe in rather than suffer in Hell.

Jesus in order to go to Heaven. This makes sense as otherwise what would be Anyone who has followed the teachings the point in believing in Jesus and in Christianity (even if they are not

following the rules in Christianity? religious or have another religion) should go to Heaven.

Even people who have done bad things should go to Heaven, because there Heaven is a place where you are with

might be all sorts of reasons why they did God. If you don’t believe in Him, you bad things, such as their background. wouldn’t want to spend eternity with They should have an opportunity to Him, so only Christians should go to experience eternal happiness in Heaven. Heaven.

Even people who have done bad things should go to Heaven, because there might be

all sorts of reasons why they did bad things, such as their background. They should have an opportunity to experience eternal happiness in Heaven.

Mastery check Task 2

Complete the sentences below.

Christians who think everyone should get to go to heaven, regardless of religion, are called

______.

Christians who think that only Christians should get to go to heaven are called ______.

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Task 3

Write a paragraph agreeing with this statement: “Everyone should go to heaven.”

You must include:

 Two points that agree with the statement  An explanation for each point  A quotation to back up one of your points

______

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Consolidation

PRE – Week 11

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

Task 1

Draw pictures to represent the following key words:

a) Predestination

b) Exclusivism

c) Pluralism

d) Parable of the Sheep and the Goats

Mastery check Task 2

Correct the errors in the passage below:

Predestination is a belief that all Christians agree with. It means the idea that God has already decided that everyone is going to go to hell, and there’s nothing we can do about it.

………………………………………………………………………………………………………………………

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Task 3

Write a paragraph disagreeing with this statement: “It is fair and just for God to decide who is going to heaven in advance.”

You must include:

 Two points that disagree with the statement  An explanation for each point  A quotation to back up one of your points

______

187

Consolidation

PRE – Week 12

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

Task 1

Read through the following paragraphs. Highlight the key points.

Buddhists have a different understanding of the purpose of life than Christians. Buddhists neither believe in nor worship a God, and so do not think the purpose of life is to please him or worship him.

Buddhists believe that life always involves suffering, and nothing in life can every make you truly happy. They also believe that when they die, they will be reborn as a new being. Given they believe that life always involves suffering, the idea of being constantly reborn is not a pleasant one.

Therefore, the purpose of life for Buddhists is to escape the cycle of rebirth and to end suffering by becoming enlightened.

Task 2

Make a list below of as many things as you can that cause suffering.

Mastery check Task 3

Say whether these statements are true or false.

a) Buddhists believe life is always happy.

b) Buddhists believe in rebirth. c) Buddhists believe that escaping the cycle of rebirth is the purpose of life. d) Becoming enlightened means you know everything.

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Task 4

What do you think the purpose of life is? Write a paragraph explaining your view.

You must include:

 At least two well-developed points.  Evidence to back up your points.  Correct SPAG.

______

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Drama: Romeo and Juliet

In this topic, we have learned:

• How to use your voice to

communicate emotion and create tension • How to use levels, posture, facial

expression and gesture to communicate to an audience • How to portray character intentions and relationships successfully

Romeo and Juliet Plot Summary

An age-old vendetta (feud) between two powerful families (the Montagues and the Capulets) from the city of Verona erupts into bloodshed. The family members fight in the streets, so the Prince of Verona bans them from fighting.

A group of masked Montagues risk further conflict by gate crashing a Capulet masked ball (party). The young Romeo Montague falls instantly in love with Juliet Capulet, who is due to marry her father’s choice, a man named Paris. With the help of Juliet’s nurse, the lovestruck couple marry the next day. However, later Romeo’s attempt to halt a street fight leads to the death of Juliet’s own cousin, Tybalt, for which Romeo is banished.

In a desperate attempt to be reunited with Romeo, Juliet follows the Friar’s (the man who married them) plot and fakes her own death. A message is sent to Romeo but fails to reach him. Believing Juliet dead, he takes his life in her tomb. Juliet wakes to find Romeo’s corpse beside her and kills herself. The grieving families agree to end their feud.

Characters in Romeo and Juliet Key Terminology

Key term Definition The acting skills are used by an actor to communicate a Vocal Acting Skills character’s thoughts and feelings to an audience. Vocal acting skills relate to how an actor speaks. Volume How loud or quiet a character’s voice is. Tone The emotion or expression in your voice. Pitch How high or low a character’s voice is.

Putting stress on a word or Main Characters: Romeo Montague, Juliet Emphasis words to make them stand Capulet out or sound important. Stopping speaking for Secondary Characters: Lord Capulet, Lady Pause dramatic effect or to make Capulet, Tybalt Capulet (Juliet’s cousin), the audience think about Mercutio (Romeo’s friend), Friar Lawrence, The what has just happened. Nurse The sections in between the Transitions scenes of a performance. Minor Characters: Lord and Lady Montague, When the actors change Paris, Benvolio (Romeo’s Cousin), Prince from one scene to another. Escalus

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Performing a Script

The aim of performing a script is to ensure that the playwright’s intentions can be communicated to an audience. The word intentions refers to things like the themes/messages of the play or the personality of the characters. Knowing what these intentions are will help an actor choose how to perform. It is a performer’s job to interpret and perform a character, so the audience can understand what they are like and what the play is about. Creating a character is known as characterisation. Vocal and physical acting skills are one of the ways actors create characters.

When learning a script, it is important for a performer to also learn their cues. For example, a character’s first line may follow a lighting change at the start of the play and even if they are on stage prior to the lighting change they must not speak until they have seen or heard their cue. Performers also need to respond or react to others on stage and consider how a character might react to the lines or actions of others in the play.

Analysis and Evaluation

When we watch a performance, it is important that we analyse and evaluate what the actors did to make the piece successful.

Analysis- This means explaining why they did something in a performance.

Evaluation- This is when you explain if what the actors did was successful or not.

Key Terminology

Key term Definition The acting skills are used by an actor to communicate a Physical Acting character’s thoughts and skills feelings to an audience.

Physical acting skills relate to how an actor moves. Posture How you sit or stand. A movement that means Gesture something, usually with the hands or arms. Movements of the face that Facial Expression communicate different emotions. How high or low a character is placed on the stage in Levels relation to other characters, Analysis- In this image Romeo is using the facial this can communicate expression of a furrowed eyebrow, close eyes power and status. and open mouth. How far away or how close characters are to each Evaluation- This is successful because he looks Proxemics other. This communicates extremely distressed and alone. In this scene something about their he thinks Juliet has died and therefore his relationship. facial expression communicates this meaning. Gait How an actor walks as their

character.

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Consolidation

Drama – Week 1

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

Task 1

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

2. How can you perform a script successfully?

______

Task 2

Read the extract below from Romeo and Juliet. 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. (Tybalt steps forward to intimidate Benvolio)

SAMPSON, GREGORY and ABRAHAM fighting. Enter BENVOLIO.

BENVOLIO: Part, fools! Put up your swords; you know not what you do.

Enter TYBALT.

TYBALT: What, art thou drawn amongst these heartless hinds? Turn thee, Benvolio, look upon thy death.

BENVOLIO: I do but keep the peace: put up thy sword or manage it to part these men with me.

TYBALT: What, drawn, and talk of peace! I hate the word, as I hate hell, all Montagues and thee: have at thee, coward!

They fight.

Tip: Translate the extract into modern day English to help you consider the characters feelings!

Mastery check Task 3

Answer each statement with TRUE or FALSE.

- Romeo and Juliet is a script written by William Shakespeare. TRUE/FALSE

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

- Romeo and Juliet is set in Verona. TRUE/FALSE

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

- 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.

______

______193

Consolidation

Drama – Week 2

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 Romeo and Juliet. As you are reading annotate the extract annotate each line with its meaning.

Two households, both alike in dignity, In fair Verona, where we lay our scene, From ancient grudge break to new mutiny, Where civil blood makes civil hands unclean. From forth the fatal loins of these two foes E.g. This line helps the A pair of star-cross'd lovers take their life; audience understand Whose misadventured piteous overthrows that the two families Do with their death bury their parents' strife. are both well-off and The fearful passage of their death-mark'd love, well respected. And the continuance of their parents' rage,

Which, but their children's end, nought could remove, Is now the two hours' traffic of our stage; The which if you with patient ears attend, What here shall miss, our toil shall strive to mend.

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 prologue in Romeo and Juliet is used to help tell the story and set the scene, giving an initial insight into the characters’ lives. You need to write a piece of narration that would help ‘set the scene’ and tell the story of your own life.

Success Criteria:

 Include at least 14 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!

______

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Consolidation Drama – Week 3

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 Romeo in Romeo and Juliet. Explain your choices.  In another colour pen, write down how you could use these physical acting skills to communicate the character of Tybalt in Romeo and Juliet. Explain your choices.

Physical acting skills

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Consolidation Drama – Week 4

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 emotions, background or social class. 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.

Stopping speaking for dramatic Tone effect or to make the audience think about what you have just said.

Putting stress on a word or words Pitch to make them stand out or sound important.

Emphasis How high or low the voice is.

The emotion or expression in the Pause voice.

Mastery check Task 3

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 Tybalt 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. Tybalt is a low-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 Lord Capulet in Romeo and Juliet. Explain your choices.  In another colour pen, write down how you could use these vocal acting skills to communicate the character of Juliet in Romeo and Juliet. Explain your choices.

Vocal acting skills

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Consolidation Drama – Week 5

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 Romeo and Juliet 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

Mastery check Task 3 Choral speaking Answer each statement with TRUE or FALSE.

1. Drama conventions are used to make a performance more interesting. TRUE/FALSE

2. Gait is a kind of drama convention. TRUE/FALSE

3. Still image is the most important drama convention. TRUE/FALSE

4. Narration is an acting skill, not a drama convention. TRUE/FALSE

5. Choral speaking can be used to make a moment more dramatic or impactful.

200

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. The nurse is using an upright posture to show she is professional and respects Lord and

Lady Capulet.  Evaluate= Is this successful or not? e.g. This was successful because you would be extremely respectful towards your employees and want to maintain a good impression.

Juliet Analysis: ______

Evaluation:

______

______Tybalt

Analysis: ______

Evaluation:

______

______Lord Capulet

201

Consolidation Drama – Week 6

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

Task 1

1. What is a rehearsal technique? ______

2. 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

Romeo E.g. What would you do to be able to

marry Juliet?

Juliet

Tybalt

Friar Lawrence Mastery check Task 3

Answer each of the following questions in one sentence.

a) What is improvisation? ______

b) Why is improvisation useful? ______c) How is improvisation different to devising? ______

______

d) 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 Juliet.

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.

Juliet feels angry at her father for insisting she marries Paris and stays away from Romeo.

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Consolidation Drama – Week 7

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

Task 1

1. What is tone of voice? ______

2. Lord Capulet is angry with Juliet and wants to be seen as powerful in his household. What tone of voice would you use to communicate this? ______

3. Juliet is fearful that she will not get to see Romeo again. 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.

Lord Capulet feels angry. Juliet is fearful.

Character Vocal Acting Skill Physical Acting Skill

E.g. I would use a loud volume of voice and fast pace to communicate my angry and desire to be dominant.

Lord Capulet

Juliet

Mastery check Task 3

Put these key events from Romeo and Juliet in order of when they happen in the play. Write the order number to the right of each sentence.

a)f) The grieving families agree to end their feud.feud. b)g) A group of masked Montagues risk further conflict by crashing the Capulet masked ball.

c)h) Tybalt dies and Romeo is banished from Verona. d)i) The Montagues and Capulets fight in the street and the Prince of Verona bans fighting.

e)j) Believing Juliet is dead, RomeoRomeo takes his owownn life. Juliet wakes and in turn kills herself.

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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.

ROMEO(taking JULIET’s hand): If I profane with my unworthiest hand - I am not good enough to touch your hand. This holy shrine, the gentle sin is this: - Your hand is Godly/holy.

My lips, two blushing pilgrims, ready stand – I am a religious pilgrim (someone on a religious journey), and I have found you.

To smooth that rough touch with a tender kiss. – My hand is rough but my I will smooth their rough touch with a soft kiss. Using a soft tone to sound romantic and

dream like. JULIET: Good pilgrim, you do wrong your hand too much, - You are going too far.

Which mannerly devotion shows in this, - Where are your manners in your devotion to me.

For saints have hands that pilgrims' hands do touch, - If I am a saint and you are a pilgrim then you.

And palm to palm is holy palmers' kiss. - Holding one palm against another is like a kiss.

ROMEO: Have not saints lips, and holy palmers too? - Don’t saints and pilgrims have lips too?

JULIET: Ay, pilgrim, lips that they must use in prayer. - Yes, pilgrim—they have lips that they’re supposed to pray.

ROMEO: O, then, dear saint, let lips do what hands do. They pray; grant thou, lest faith turn to despair. - Well then, saint, let lips do what hands do. I’m praying for you to kiss me. Please grant my prayer so my faith doesn’t turn to despair.

JULIET: Saints do not move, though grant for prayers' sake. - Saints don’t move, even when they grant prayers.

ROMEO: Then move not, while my prayer’s effect I take. - Then don’t move while I act out my prayer.

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Consolidation Drama – Week 8

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

Task 1

1. What is pause?

______

2. What is pace of voice? ______

3. What is tone? ______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.

Tybalt is aggressive. Romeo is in love and doesn’t want to upset Juliet.

Remember: The two characters are from different families and do not like each other.

Character Vocal Acting Skill Physical Acting Skill

E.g. I would use an aggressive tone of voice and loud volume to communicate my anger.

Tybalt

Romeo

Mastery check Task 3

Montague or Capulet. Write next to each character if they are a Montague or Capulet.

Romeo ______

Juliet ______

Tybalt ______

Benvolio ______

Mercutio ______

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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.

Lady Capulet: Marry, my child, early next Thursday morn. The gallant, young, and noble gentleman, The Country Paris, at Saint Peter’s Church shall happily make thee there a joyful bride.

Juliet: Now by Saint Peter’s Church, and Peter too, he shall not make me there a joyful bride. I wonder at this haste, that I must wed. I pray you tell my lord farther, madam, I will not marry yet; and when I do, I swear It shall be Romeo, rather than Paris, these are news indeed!

Lady Capulet: Here comes your father; tell him so yourself and see how he will take it at your hands. Stands up tall with her hands by her

side to show determination.

Capulet: How now, a conduit, girl? What, still in tears? Evermore showering? In one little body How now, wife? Have you delivered to her our decree?

Lady Capulet: Ay, sir: but she will none, she gives you thanks. I would the fool were married to her grave!

Capulet: How, will she none? Doth she not give us thanks? Is she not proud? Doth she not count her blest, unworthy as she is, that we have wrought, so worthy a gentleman to be her bridegroom?

Juliet: Not proud you have, but thankful that you have. Proud can I never be of what I hate, but thankful even for hate that is meant to love.

Capulet: How, how, how, how? Chop-logic? What is this? ‘Proud’ and ‘I thank you’, and ‘I thank you not’, and yet ‘not proud’, mistress minion you? Thank me no thanking nor proud me no proud but fettle your fine joints ‘gainst Thursday next to go with Paris to Saint Peter’s Church, or I will drag thee on a hurdle thither. Out, you green-sickness carrion! Out, you baggage, you tallow-face!

Juliet: Good father, I beseech you on my knees, hear me with patience but to speak a word.

Capulet: Hang thee, young baggage, disobedient wretch! I tell thee what: Get the to church o ‘Thursday, or neveafter look me in the face.

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Consolidation

Drama – Week 9

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 Gesture Friar Lawrence is This is successful rubbing his hands because… togehter…

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 strong adult, 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.

______

______209

Consolidation Drama – Week 10

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 low

pitch to communicate I was dominant

and powerful.

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 210

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.

______

211

Consolidation Drama – Week 11

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 and power are important themes in Romeo and Juliet. 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- Romeo, Juliet, Nurse, Lord Capulet.

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.

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Easter HL Drama – Week 12

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

Task 1

a) What is set? ______

b) What are props? ______

c) 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. 214

Task 4

Design the set for Romeo and Juliet. This can be any scene of your choice. E.g. The balcony scene, the Capulet ball or the final scene in the tomb.

You must include:

3. Items of set drawn in pencil or coloured pencils.

4. Props that can be used by actors in the scenes.

5. Annotations of the reasons why you have made your design choices. E.g. I have chosen lots of candles around the stage. This would be symbolic of the death that is about to take place in the tomb.

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Music: Fusions

In this topic, we have learned:

• What a fusion is, through exploring pieces of afrobeat, Indian classical

music and neotango. • How to describe fusions musically. • How to play challenging ideas from these genres on the keyboard • How to create our own fusion piece.

Elements of Music

Element Meaning Vocabulary to describe

Structure The plan/sections of the music Sections, A/B/C, alap, jhalla Melody and pitch The main ideas / high and low Step, leap, intervals, improvisation, chromatic Harmony What chords are used 7th chords, extended chords, drone, bass line Tonality The key of the music Major, minor The layers in the music Polyphonic, homophonic, call and response Texture Tempo The speed of the music Free tempo, moderato, allegro, fast, slow Metre How many beats in the bar 4/4 3/4 Free metre Rhythm The pattern of notes Syncopated, dotted, long, short, habanera

Dynamics The volume of the music Loud, quiet, forte, piano, mezzo piano Sonority Instruments and sounds used Smooth and detached

Key words for fusions

Fusion When two or more genres of Call and When one part plays and another music are ‘fused’ together. response responds Improvisation Making something up on the Homophony Melody and accompaniment texture spot. Riff A short, repeated melody Polyphony Many layers Chromatic A note not from the scale Doubling When two instruments play the same thing Intervals The gap between two pitches Loops A short, repeated fragment of music Drone A long, held note Broken Playing chords with the notes one chords after another. Chords 2+ notes at the same time Syncopation Off beat, not on the main beats

Extended Triads/chords with extra notes Detached Playing short notes chords added. Bass line The lowest part of a piece of Accented Playing the note heavily and loudly. music

Information section 3 – Rhythm Notation

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Music: Fusions

Afrobeat

• Afrobeat fuses musical elements of West African musical styles with

American funk and jazz. • Afrobeat was invented in the 1960s by

Nigerian multi-instrumentalist and bandleader Fela Kuti.

shekere

Neotango

• A tango is a dance for two

people, that originated in the 1880s in the slums and bars of Buenos Aires, Argentina.

• Neo tango is when new bandoneon elements are incorporated into tango music, it is a fusion.

Habanera: Syncopation:

Indian Classical Music

• Indian classical music has existed for thousands of years.

• Indian classical music is closely

connected to nature. sitar

• Rag Desh is a late evening

piece that is played in the

monsoon season. tanpura

bansuri

Rhythm – it drives Melody – the Riffs – short Harmony – the Bass line – the the music. Played singer in a repeated melodies chords in the lowest part, it by percussion band would often played by a music, makes it grounds the music. instruments like often have this ‘horn’ section like sound fuller, major Played by a low the drum kit or role. It is the saxophone and or minor. Played by instrument like the maracas main tune. trumpet. keyboard or guitar. bass guitar.

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Consolidation Music –Week 1

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

Task 1

Fill in the table about typical features of West African music. Use your booklet pages 4, 5, 34 as well as your mastery pages to help you.

Instruments used

Playing techniques

Texture

Rhythms

Pieces and

rhythms you know

Mastery check Task 2

Complete the definitions for the following words:

Call and response: ______

Polyrhythm: ______

What words do you use to describe:

Texture: monophonic, ______

Rhythm: ostinato, ______

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Task 3

Read the BBC Bitesize page about Fusions. Watch the video in the page. Using bitesize and your mastery pages, create a mind map about Fusions below.  What is a fusion? How do you create a fusion?   What are some examples of fusion pieces or artists/singers?  Why do people create fusions?  STRETCH: What are the musical characteristics of afrobeat and tango?

Fusions

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Consolidation Music –Week 2

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

Task 1

Answer the questions about ‘Water Get No Enemy’ by Fela Kuti

1. What parts are there in ‘Water Get No Enemy’? ______

2. Many of the rhythms are off beat, what is this called? ______

3. What texture is used? ______

4. What genre is ‘Water Get No Enemy’, and why is it a fusion?

______

Task 2

Complete the table about the musical features of Afrobeat and where they come from.

African Music American Funk and Jazz

Mastery check Task 3

Circle and label the notes on the keyboard. I have completed the first note for you.

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Task 4

Do some research Fela Kuti using the internet and fill in the table below, in full sentences.

Remember to listen to some of his music, for example, the song ‘Shakara’ https://www.youtube.com/watch?v=vvYxd35xFx8&list=PLiX3oB1RnepeArEGkcUFdyHWE2d0Gtvgh &index=3

Question Information

Where did he live?

When did he live?

What kind of music did he write?

What inspired him?

What does his Instruments: music sound like? Rhythms:

Texture: Find out 5 interesting facts about him.

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Consolidation Music –Week 3

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

Task 1

Answer the following questions. Use your booklet p12 or mastery pages to help you. a) Name these instruments:

b) What instrument family are they from? ______

c) Which is the odd one out and why? ______

Mastery check Task 2

Fill in the table below with the key features of Afrobeat. Use your booklet page 30 or your mastery pages to help you.

Element Afrobeat

Melody

Tonality

Harmony

Texture

Metre

Tempo

Rhythm

Sonority (instruments)

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Task 3

Listen to ‘Shakara’ by Fela Kuti and complete the grid below. Then, write a paragraph to explain why it is a typical piece of Afrobeat.

Element Shakara – Fela Kuti

Melody

Harmony and Tonality

Texture

Metre and Tempo

Rhythm

Sonority

(instruments)

‘Shakara’ by Fela Kuti is a typical piece of Afrobeat music because ______

______

______223

______Consolidation Music –Week 4

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

Task 1

Clap the rhythms and match them to their name:

Habanera

3-3-2

Syncopated

Mastery check

Task 2

Fill in the table below with the key words we use to describe elements of music. Use your mastery pages to help you.

Element Words to describe

Melody Step,

Tonality Major,

Harmony Triad,

Texture Homophonic,

Metre 2/4,

Tempo Fast,

Rhythm Habanera,

Sonority (instruments)

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Task 3

Listen to ‘La Viguela’ by Gotan Project and complete the grid below. Then, write out your table in a paragraph about La Vigeula.

STRETCH: Explain why this is an example of ‘Neotango’

Element La Viguela – Gotan Project

Melody

Harmony and

Tonality

Texture

Metre and Tempo

Rhythm

Sonority

(instruments)

La Viguela’ by Gotan Project is a typical piece of Tango because

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Consolidation Music –Week 5

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

Task 1

- Label these pitches in the A minor scale:

- Complete the chord grid with the chords in A minor 5th F A B D 3rd D E G# B Root A D F Name Am Bdim C Dm E F G#dim

- What is a bass line?

- How could you create a tango bass line using the chord grid?

Task 2 Mastery check

Fill in the table below with the key features of Tango. Use your booklet page 31 or your mastery pages to help you.

Element Tango

Melody

Tonality

Harmony

Texture

Metre

Tempo

Rhythm

Sonority (instruments)

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Task 3

Listen to ‘Santa Maria’ by Gotan Project and complete the grid below. Then, write a paragraph to explain why it is a typical piece of Neotango. https://www.youtube.com/watch?v=yB-mMrWYado

Element Santa Maria – Gotan Project

Melody

Harmony and

Tonality

Texture

Metre and Tempo

Rhythm

Sonority

(instruments)

Santa Maria by Gotan Project is a typical piece of Neotango because

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Half term HL

Music –Week 6

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

Task 1

1. Match the Indian Classical instrument to its name. b) What is a drone?

c) What notes from the Rag are used for the drone?

Bansuri Tampura Sitar d) What is a rag?

Mastery check Task 2

Fill in the table below with the definition of each musical element.

Element Meaning

Structure

Melody and pitch

Harmony

Tonality

Texture

Tempo

Metre

Rhythm

Dynamics

Sonority

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Task 4

Do some research on Anoushka Shankar using the internet and fill in the table below, in full sentences.

Remember to listen to some of her music, for example, the song ‘Rag Desh’ https://www.youtube.com/watch?v=1JVueGvWB-s

Question Information

Where is she from?

When was she born and where does she live?

What kind of music

does she write?

What inspires her?

What does her Instruments: music sound like? Rhythms:

Texture:

Find out 5 interesting facts about her.

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Consolidation Music –Week 7

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

Task 1

Fill in the table about typical features of Indian Classical music. Use your mastery pages or page 35 of your booklet to help you.

Element Indian Classical Music

Melody

Tonality

Harmony

Texture

Metre

Tempo

Rhythm

Sonority

(instruments)

Mastery check

Task 2

Complete the definitions for the following words:

Rag: ______

Drone: ______

What words do you use to describe:

Texture: monophonic, ______

Rhythm: ostinato, ______

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Task 3

Listen to part of Rag Desh - Anoushka Shankar (GCSE Music Edexcel) https://www.youtube.com/watch?v=1JVueGvWB-s Alap: play from the beginning Jhalla: play from1’20” Listen to these two different sections of rags as many times as you need to. - Write down what you hear in each section in the table. - Write a paragraph comparing the two sections

Alap Jhalla

______

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Consolidation Music –Week 8

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

Task 1

Fill in the table below with the definitions. Use your mastery pages to help you.

Fusion

Improvisation

Riff

Chromatic

Intervals

Drone

Chords

Extended chords

Bass line

Task 2

1. List 4 words you can use to describe melody: ______

2. List 4 words you can use to describe rhythm: ______

______

Mastery check Task 3

1. What is a fusion? ______

2. What genres are fused in Afrobeat? ______

3. What genres are fused in Neotango? ______

4. What are three features of Indian Classical Music?

______

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Task 3

Listen to ‘Morning Side’ by Four Tet (listen from 1 minute). Complete the grid and write a paragraph using the sentence prompts below

Element Morning Side – Four Tet

Melody

Harmony and Tonality

Texture

Metre and Tempo

Rhythm

Sonority (instruments)

‘Morning Side’ by Four Tet is a piece of fusion music because……..

______It fuses the following genres: ______

______

I know this because: ______

______

I liked / didn’t like this piece of music because

______

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Consolidation

Music –Week 9

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

Task 1

Fill in the table below with the definitions. Use your mastery pages to help you.

Call and response

Homophony

Polyphony

Doubling

Loops

Broken chords

Syncopation

Detached

Accented

Mastery check Task 2

Fill in the table below with the key features of Tango, Afrobeat and Indian Classical Music. Use your mastery pages to help you.

Tango Afrobeat Indian Classical Music

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Task 3

Listen to ‘Mundian to Bach Ke’ by Punjabi MC and complete the grid below. Then, write a paragraph about why you like / dislike the piece. https://www.youtube.com/watch?v=DJztXj2GPfk

Element Mundian to Bach Ke’ by Punjabi MC

Melody

Harmony and Tonality

Texture

Metre and Tempo

Rhythm

Sonority (instruments)

Music technology

Why is it a fusion?

I like / dislike ‘Mundian to Bach Ke’ because

______

235

Consolidation

Music –Week 10

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

Task 1

Complete the rhythm grids.

Note Name Length Say it

1 beat ‘Ta’

2 2 half ‘Ti-ti’ quavers beats

1 ‘Ti’ quaver

Mastery check

Task 2

Fill in the table below with the key words we use to describe elements of music. Use your mastery pages to help you.

Element Words to describe

Melody Step,

Tonality Major,

Harmony Triad,

Texture Homophonic,

Metre 2/4,

Tempo Fast,

Rhythm Habanera,

Sonority (instruments)

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Task 3

Refer back to your grid on ‘Mundian to Bach Ke’ by Punjabi MC from last week. Write 3 paragraphs about:

 Why it is a fusion and what genres are fused  Describing the musical elements in the piece  Your opinion and whether you would recommend it to someone to listen to.

237

Consolidation

Music –Week 11

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

Task 1

Fill in the grid about the different roles in a band.

Rhythm Melody Riffs Harmony Bass line

Definition

Further information

Mastery check Task 2

Write the definitions of these words:

Word Definition Step

Improvisation Extended chords Major Minor Polyphonic

Call and response

Free tempo Syncopated Chromatic

Riff Rag

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Task 3

Listen to ‘Zombie’ by Fela Kuti and complete the grid below. Then, write a paragraph to explain why it is a typical piece of Neotango. https://www.youtube.com/watch?v=Qj5x6pbJMyU

Element Zombie – Fela Kuti

Melody

Harmony and Tonality

Texture

Metre and Tempo

Rhythm

Sonority (instruments)

‘Zombie’ by Fela Kuti is a typical piece of Afrobeat music because

239

Easter HL Music –Week 12

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

Task 1

Write down two rhythms that each add up to 4 beats:

Task 2

Choose whether these statements are true or false:

a) The texture in afrobeat music is often homophonic. True/false

b) In order to dance with the music, neotango music always has very fast tempo True/false

c) Saxophones and trumpets are commonly used in neotango. True/false

d) Accents and staccato notes can be heard in neotango music. True/false

Mastery check Task 3

Answer these questions:

a) In Afrobeat, what musical traditions are being ‘fused’?

They are ______, ______and ______.

b) List me three afrobeat musical features.

1. 2. 3.

c) What is syncopation in music?

d) What music style uses syncopation?

e) What is the difference between tango and neo tango?

f) What are the three rhythms that commonly used in neotango?

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Task 3

Next term we will be studying Protest Songs. Find and listen to a protest song of your choice and fill in the grid. If you are unsure what to choose, listen to ‘Imagine’ by John Lennon. https://www.youtube.com/watch?v=L6svOHFSAH8

Element Song name:

Melody

Harmony and Tonality

Texture

Metre and Tempo

Rhythm

Sonority (instruments)

This song is a protest song because: ______

______

241

Art: Mixed Media Art

Final Piece(s): In this topic, we have learned:

• How to develop your knowledge of the formal elements of Art (tone, texture, form, pattern and composition)

• What mixed media art is in the contemporary art world

• To explore and take inspiration from contemporary artist Mark Bradford/Brian Hubble

• To experiment with a range of painting and collaging techniques, as well as combining mixed media processes (layering, cutting, resist painting etc.)

•To collect and resource images and materials related to your own aspirational/ historical journey

•To create a personal piece of art work

Formal Elements: The Definitions

Formal element Definition

A piece of art made by sticking various different materials together, such Collage as photographs and pieces of paper or fabric on to a backing surface.

Art that uses a variety of materials and techniques for example paint, Mixed Media Art collage, paper, card and images. It can be represented in 2D or 3D form.

Perspective A 3D image drawn from a point of view using vanishing points.

When you divide any composition into thirds, vertically and horizontally.

The key elements of your image are placed either along these lines or at Rule of Thirds the crossing points of them. You will then achieve a more pleasing arrangement and more interesting and dynamic compositions.

Pattern The repetition of elements within a work of art.

The geometric outline which represents the shape and/or form of the face. Contour E.g. Higher and lower areas.

How something feels if touched, or looks as if it would feel, e.g. rough or Texture smooth.

Form A 3D (3 Dimensional) figure or shape.

The lightness or darkness of something. A shade or how dark or light a Tone colour appears.

Composition The placement or arrangement of elements in a work of art.

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Ideas

• Mixed media art began around 1912 with Cubism and Picasso What is mixed • Creates a unique and personal response to a topic media art? • Creates artwork that cannot be replicated Why do artists • Create a textured effect with layering create artwork • Create a more surprising outcome/design using mixed • To be different / taken inspiration from images media? • Resourceful – use of personal, found materials

• Born in 1961 in LA California USA

Basic • Black and LGBT+ artist information • Creates art using layering materials such as paper, paint, card, stencils about and logos (mixed media) – uses personal materials Mark Bradford • Contemporary artist

• Uses collage as a main technique for his artwork • Inspired by the grids and cities of different states in America

• Born in 1978 in Virginia USA • Contemporary artist Basic • Creates art using different materials such as magazines, paper and information paint to create collages. about • Also uses digital programmes such as photoshop to edit them Brian Bubble • Political artist • Regularly uses political figures such as Obama and Martin Luther King’s within his artworks

Process and Technique

Scribbling:

Blending:

Cross – Hatching:

243

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 Mixed Media Art? ______

______2. Why do artists create Mixed Media Art? ______

244

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. List 5-6+ facts about Mark Bradford / Brian Hubble • ______• ______

• ______• ______• ______• ______• ______• ______

245

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)

Task 1 Mastery check

How many times does an A4 piece of paper fit into an A2 sheet? Show your working out.

How many times does an A6 piece of paper fit into an A4 sheet? Show your working out.

246

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

Collage

Mixed Media Art

Perspective

Rule of Thirds

Pattern

Contour

Texture

Form

Tone

Composition

Primary Colours Secondary Colours Tertiary Colours

247

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

Task 1 Mastery check

Create a mind map in the space below.

My life

School Family Education Country Background Friends Hobbies Subjects Travel Aspiration History Sports Journey Past Present Future

248

Art – Week 6 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

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:

In pencil, fill the 3 boxes below with these 3 symbols/patterns you find on a map:

What is the size of the cardboard you used for your test piece?

What is the size of the cardboard you used for your final piece?

249

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 asked my teacher if I am not sure

Task 1 Mastery check

Evaluate the example artwork – give it a glow and an improve.

4 marks available.

Write in PEE

Choose 1 element to write about for each section [] Composition [] Tone/ texture [] Personal materials

E.g.: Glow – personal materials

1. Glow – What have they done well? How have they done it? Where have they done it? What is the impact on the viewer? ______

______

2. Improve – What does the artist need to do? Where and how should they do it? Why? What will the impact be on the viewer? ______

250

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 asked my teacher if I am not sure

Task 1 Mastery check

1. List the materials and media that you have used for your ‘Mixed Media Journey’

final piece.

(e.g. baby photos, bus tickets)

______

2. How do the materials you have listed help to show your journey to an audience? Explain. (e.g. I have selected to use my baby photos as I wanted to show the journey of me growing up from when I was a baby to me as a teenager now.)

______

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