Ark John Keats Year 8 Home Learning Booklet

Home , A Scandal in Bohemia, Battle of Stamford (894), Battle of Stamford (918), The Sherlock Holmes

Ark John Keats

Year 8 Home Learning Booklet Autumn term Name: Form tutor Class form:

Monday Tuesday Wednesday Thursday Friday

HL 1

HL 2

HL3

Contents page

Maths………………………………………………..…….…pg.3 English……………………………………………..……...pg.10 Science……………………………………………….…pg.26 French………………………………………………...... …pg.52 Art…………………………………………………………...pg.68 History……………………………………………………..pg.82 Geography……………………………………………..…pg.98 Music………………………………………………………p.g116

How to use this booklet

Use your mastery pages to understand the key ideas, knowledge and skills you need for this unit. Make sure you are regularly returning to this mastery knowledge and adding the understanding you develop in your lessons to it.

Look, cover, write, check. This is an excellent way to revise and we have built this HL booklet to encourage this. When completing your consolidation tasks re-read your mastery pages and then cover them up. Use your memory to complete the activities and then return to the mastery pages to check you have got the answer correct.

Year 8 Maths FACTORS of a number are the integers (whole numbers) that it can be exactly divided by.

MULTIPLES of a number are the numbers in its times table.

Multiples of 5: 5, 10, 15, 20, 25, …

Writing a number as a product of primes means finding the prime numbers that multiply to make that number. This is also called prime factorisation or prime factor decomposition.

PRIME NUMBERS have exactly two factors. The first ten primes are: The HIGHEST COMMON FACTOR or 2, 3, 5, 7, 11, 13, 17, 19, 23 and 29. HCF of a pair of numbers is the highest number that is a factor of both of them. The HCF of 8 and 1 is not a prime number because it only has one factor. 12 is 4 because 4 is the biggest number that 8 and 12 can both be divided by

The LOWEST COMMON MULTIPLE or LCM of pair of numbers is the lowest number that is a multiple of both. The

LCM of 4 and 6 is 12 – 12 is the smallest number that is in the 4 times table and in the 6 times table.

You can use factor trees and Venn diagrams to find the HCF or LCM.

To find the HCF,multiply all the prime factors in the intersection (middle) of the Venn diagram.

To find the LCM, multiply all the factors in the Venn diagram.

A FRACTION is a number that describes equal parts of a whole. The NUMERATOR is the number on top. It tells you how many of those parts you have. 35

The DENOMINATOR is the number on the bottom of a fraction. It tells you how many parts the whole is broken into.

You can find an equivalent fraction by multiplying or dividing the numerator and denominator by the same amount.

You can SIMPLIFY a fraction by dividing the numerator and denominator by the same number until you can’t find any more numbers that both are divisible by.

To find a fraction of an amount, you can draw a bar model:

To convert between mixed numbers and improper fractions, you can draw a diagram, or follow these steps:

If they have different numerators, follow these steps:

If you are asked to increase an amount by a percentage, you need to work out that percentage and add it to the original amount. If you are asked to decrease, subtract it from the original amount.

A coat used to cost £40, but its price is decreased by 20% in the sale. How much does it cost now? 10% = 40 ÷ 10 = £4 20% = 10% x 2 = £8 New price: £40 - £8 = £32

REVERSE PERCENTAGES Sometimes, you will know the new value after a percentage increase or decrease and you want to find the original value

An ARITHMETIC SEQUENCE is one where you add or subtract to find the next term.

A TERM is a number in the sequence. In the sequence 5, 8, 11, 14, 17, … the first term is 5.

The NTH TERM RULE of a sequence is a way of describing it algebraically.

Find the first three terms of the sequence Find the nth term for the sequence 1, 5, 9, 13, … generated by 2n + 7.

1st term n is 1 1 5 9 13 2×1+7=9

+4 +4 +4 2nd term n is 2

2×2+7=11

We are adding 4 each time so the nth term starts 3rd term n is 3 with 4n. 2×3+7=13 The 0th term would be -3.

The nth term is 4n – 3.

The sequence is 9, 11, 13, …

Year 8 English- Sherlock Holmes

Mastery Content: English

In English lessons this term, you will learn about one of the most iconic characters in the history of English Literature, Sherlock Holmes, a fictional private detective. The mastery content for this term will include biographical information about the author of the Sherlock Holmes stories, Sir Arthur Conan Doyle, as well as contextual information about crime and scientific development in Victorian London. Most importantly, you will need to gain a full and detailed understanding of the stories and characters of Sherlock Holmes and his friend Watson. You will study three different Sherlock Holmes stories: ‘A Scandal in Bohemia’, ‘The Red-Headed League’ and ‘The Blue Carbuncle’

A) Biographical information about the author

Sir Arthur Conan Doyle lived between 1859-1930; he wrote in The Victorian Era.

He studied medicine at Edinburgh University, which reflects the creation of the character of Sherlock Holmes, who uses scientific methods to solve crimes.

At Edinburgh University, he was taught by a surgeon called Dr. Joseph Bell. Bell was a medical practitioner who often diagnosed his patients extremely quickly by noticing the smallest details about them, and for this reason is thought to be Conan Doyle’s inspiration behind creating the character of Sherlock Holmes. Sherlock’s main characteristic is his impressive skill of deduction.

Sherlock Holmes was not the first fictional detective, but he is the most iconic. Even in the modern day, there is a popular ‘Sherlock’ TV series which puts a modern twist on Conan Doyle’s classic stories.

Sherlock Holmes stories were published in ‘periodicals’ each month in ‘The Strand’ magazine.

B) Context: Crime and Scientific Methods in Victorian London

The Sherlock Holmes stories are set in Victorian London, so it is important to understand some facts about this time.

The Victorian Era spanned from 1837-1901. London was the largest city in the world. The Industrial Revolution meant that many people moved from the countryside to major UK cities such as London to work in places like factories. Because of this, cities like London quickly became over populated. Many people in Victorian London lived in poverty. They lived in cramped living conditions with very little money. Busy streets crammed full of poor and desperate people meant that crime in London increased significantly during this time. Another reason why crime was such a big problem was because there were not sophisticated methods of dealing with crime – there were no modern technologies such as DNA tracing or CCTV to catch criminals. This meant that criminals could get away with committing crimes without being detected. The police force itself only emerged in 1829 as a direct result of rising crime rates - before this date, no proper police force existed. Crime was still a problem after the establishment of the police force. In the Victorian Era, many people died from a disease named Cholera. John Snow used scientific methods using maps and surveys to uncover information about the source of cholera outbreaks. Increasingly, scientists and doctors began to rely on new scientific methods. John Snow used new revolutionary methods in his field. The character Sherlock Holmes can be seen to be in some way inspired someone such as Snow; Sherlock also takes a scientific approach to solving crime.

C) Main characters: Sherlock and Watson

Sherlock Holmes Doctor John Watson • A hugely impressive detective • John Watson is the narrator of the • Makes rapid and accurate deductions Sherlock Holmes stories; the reader about people as soon as he meets them views Sherlock from the perspective of • Able to solve mysteries because of his Watson impressive deductions • Watson is a medical doctor who at • Takes a scientific approach to solving one time lived with Sherlock crime, for instance, analysing handwriting. • He may be described as He also understands human psychology. Sherlock’s dear friend and ‘side-kick’ • Has a dual nature: sometimes he is full • Watson is much slower at making of manic energy and this helps him solve deductions than Sherlock and, like crimes, other times, he is introspective and readers, is amazed by Sherlock’s calm. In these introspective moments, he deductive skills. Watson is an intelligent likes to be left alone in his thoughts so that man himself as a doctor, but his intellect he can be able to process information and is no match for Sherlock. solve the mystery he is working on • Is a private detective and does not think highly of the police force • Sometimes arrogant about his own capabilities • Is eccentric and enigmatic

D) Other characters from the stories From ‘A Scandal in Bohemia’: • Irene Adler – a famous American opera singer who had a relationship with the future King of Bohemia. To Holmes, she is ‘the woman’ – she changes his mind about women. He previously ‘made jokes about’ women, but Irene Adler impresses him because she manages to outsmart him. • King of Bohemia –The King is engaged to a Scandinavian princess but five years previously was madly in love with Irene Adler. From ‘The Red Headed League’: • Jabez Wilson – a London pawnbroker who has distinctively red hair. His business is struggling so he takes the job working for The Red-Headed League. • Vincent Spaulding/John Clay – Jabez Wilson’s assistant. From ‘The Blue Carbuncle’: • James Ryder – head attendant of the hotel where the Blue Carbuncle goes missing. He works with his accomplice to steal the jewel and frame John Horner for the crime.

E) Plot of the stories ‘A Scandal in Bohemia’ ‘The Red Headed League’ ‘The Blue Carbuncle’

Irene Adler threatens to ruin the Jabez Wilson gets a job with the A policeman is left with a man’s King of Bohemia’s upcoming mysterious ‘Red- Headed League’. hat and Christmas goose. He engagement by publishing a picture However, he is suddenly told that he is discovers a very rare valuable of herself and the king together. The no longer needed. Holmes is suspicious jewel inside the goose. Holmes King of Bohemia comes to Holmes about this story and investigates recognises the jewel as the one for help. Holmes tricks Adler into it. Holmes discovers a secret plot, led that was stolen from The Countess revealing where she keeps the by the criminal John Clay, to steal from of Morcar and discovers how it photograph, but she outsmarts a bank vault. Holmes solves this case was stolen. Holmes and escapes with it. Adler before the robbery, catching the decides not to use the picture against criminal John Clay and successfully the king. preventing the crime.

F) Key Quotations • ‘It is a capital mistake to theorize before one has data’ (Sherlock to Watson) • ‘He was […] the most perfect reasoning and observing machine that the world has seen’ (Watson’s description of Holmes) • ‘To Sherlock she was the woman’ (Watson describes how Irene Adler changed Holmes’ mind about women) • ‘Gently waving his long, thin fingers in time to the music’ (introspective) • ‘Sherlock Holmes had sprung out and seized the intruder by the collar.’ (energetic)

G) Vocabulary List Observation to pay close and careful attention Deduction the process of reaching a decision by looking at the facts that are known Scandal immoral behaviour that would bring shame Inspect to look closely Energetic/manic to be full of energy, restless Introspective to be reflective, calm, quiet, to think carefully Enigmatic mysterious Dual-natured having two different parts to your character English Consolidation Task 1

To complete this effectively you will need to go back to your mastery pages, review your notes and reading and use look, cover, write, check to prove to yourself that you are confident in the knowledge and can show yourself that you have learnt this information really well.

1a- In the spaces below, answer the following questions. Write your answers in full sentences. Check your answers afterwards.

1. When was the Victorian Era? ______

2. What happened in London as a result of the Industrial Revolution?

______

3. Why was there so much crime in Victorian London? ______

______

4. Who was John Snow? ______

______1b- Life in the Victorian era was very different to life today. Using your knowledge about life in Victorian London, in the spaces below write about what you know about life in Victorian London, compared with life today. Consider factors such as: health, poverty, population, living conditions, job types, crime rates and methods of responding to crime.

Victorian London:

Modern London:

Subject specific tasks Thinking Reading for 20 minutes Task– create a mind map. In the middle put You can read anything you like – fiction or non-fiction ‘Scientific Developments’. Use Mastery Content – for 20 minutes and record it on your reading log at the back of this home learning booklet. You could read B to write at least 6 points around it explaining your current reading book, some more of your Reading why science developed in Victorian society and for Pleasure book, a newspaper, an online article, a what the impact of these developments were. 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.

English Consolidation Task 2 2a- For each of the characters below, write what your impressions of them are. This should be 2 sentences for each character containing at least 3 adjectives. For the evidence, this does not need to be a quotation from the text but does need to reference where you have taken the idea from.

Character Impressions Evidence

Dr Watson

Sherlock Holmes

2b- In your assessment, you will be asked to select quotations from an extract. It is important that you can choose appropriate quotations to demonstrate the point you are trying to make. A good quotation should be too long. At the most, it should be one sentence.

Read the extract below and find 2 quotations to prove Sherlock Holmes is an excellent detective. Neatly highlight these. Remember: each quotation you choose should be one

sentence max!

In your own words, explain why you have selected the two quotations and how they show Sherlock Holmes is an excellent detective. ______Subject specific tasks Thinking Reading for 20 minutes Task– Write at least one paragraph of descriptive You can read anything you like – fiction or non- writing from the perspective of Dr Watson to fiction – for 20 minutes and record it on your reading describe Sherlock Holmes and what it is like to work log at the back of this home learning booklet. You with him. Include two metaphors to describe could read your current reading book, some more of your Reading for Pleasure book, a newspaper, an Sherlock Holmes. Eg, Sherlock Holmes was a bird of online article, a blog or some other non-fiction which prey, swooping in on criminals and catching them you have at home. If you’ve completed your reading, out for their crimes. visit the library to find something new to read in these 20 minutes. ______

English Consolidation Task 3 3a- In English, one of the most important skills is your ability to analyse language and the effect of individual words. Use the prompts on the quotations below to annotate each quotation. If there are any words you don’t understand, use a dictionary to look them up!

‘It is a capital mistake to theorise before one has data.’

‘You see, but you do not observe. The distinction is clear.’

Subject specific tasks Thinking Reading for 20 minutes Task– Arthur Conan Doyle will have presented You can read anything you like – fiction or non-fiction – Sherlock Holmes in this way in order to make us feel a for 20 minutes and record it on your reading log at the certain way about him. The way we feel about a back of this home learning booklet. You could read your character may change over time and in different current reading book, some more of your Reading for situations. Focus on when we meet Sherlock Holmes in Pleasure book, a newspaper, an online article, a blog or the beginning of A Scandal in Bohemia. Write one some other non-fiction which you have at home. If you’ve paragraph explaining how Arthur Conan Doyle wants completed your reading, visit the library to find us to feel about Sherlock Holmes here and why. something new to read in these 20 minutes.

English Consolidation Task 4 4a- In our essays, it’s important we’re confident on the plot of texts so that we’re able to analyse events and consider why the writer has put them in that order. Arrange the events below into the correct order. Then, check your answers in the mastery content section.

a. Irene Adler decides not to use the picture against the king.

b. The King of Bohemia comes to Sherlock Holmes for help.

c. Irene Adler threatens to ruin the King of Bohemia’s upcoming engagement by publishing a picture of herself and the king together.

d. Irene Adler outsmarts Holmes and escapes with the photograph.

e. Holmes tricks Adler into revealing where she keeps the photograph.

4b- In English, one of the most important skills is your ability to analyse language and the effect of individual words. Use the prompts on the quotation below to annotate it. If there are any words you don’t understand, use a dictionary to look them up!

‘In [Sherlock Holmes’] eyes she eclipses and predominates the whole of her sex.’

Subject specific tasks Thinking Reading for 20 minutes

Task– The way that Sherlock Holmes responds You can read anything you like – fiction or non- to Irene Adler shows us a lot about his fiction – for 20 minutes and record it on your character. Focus on when hear about Irene Adler reading log at the back of this home learning in the beginning of A Scandal in Bohemia. Write booklet. You could read your current reading book, one paragraph explaining what the quotation ‘He some more of your Reading for Pleasure book, a used to make merry over the cleverness of women, newspaper, an online article, a blog or some other but I have not heard him do it of late’ shows about non-fiction which you have at home. If you’ve how Irene Adler changed Sherlock’s attitude completed your reading, visit the library to find towards women. something new to read in these 20 minutes.

English Consolidation Task 5 5a- In your assessment, you will be asked to select quotations from an extract you haven’t studied before. It is important that you can choose appropriate quotations to demonstrate the point you are trying to make. A good quotation should be too long. At the most, it should be one sentence. Read through the extract below. You haven’t read this yet but will do so in a few weeks in your lessons. Highlight 1 quotation that shows Sherlock Holmes’ introspective side, and one quotation that shows his energetic side. Look up any words you do not know in a dictionary. My friend was an enthusiastic musician, being himself not only a very capable performer, but a composer of no ordinary merit. All the afternoon he sat in the stalls wrapped in the most perfect happiness, gently waving his long thin fingers in time to the music, while his gently smiling face and his languid, dreamy eyes were as unlike those of Holmes the sleuth-hound, Holmes the relentless, keen-witted, ready-handed criminal agent, as it was possible to conceive. In his singular character the dual nature alternately asserted itself, and his extreme exactness and astuteness represented, as I have often thought, the reaction against the poetic and contemplative mood which occasionally predominated in him. The swing of his nature took him from extreme languor to devouring energy; and, as I knew well, he was never so truly formidable as when, for days on end, he had been lounging in his armchair amid his improvisations and his black-letter editions. Then it was that the lust of the chase would suddenly come upon him, and that his brilliant reasoning power would rise to the level of intuition, until those who were unacquainted with his methods would look askance at him as

on a man whose knowledge was not that of other mortals. 5b- In your homelearnings, and in class, we have practised annotating quotations. The next step of this is for you to do it more independently. Choose one of the quotations you highlighted to show that Holmes is a dual natured character. Annotate why you have chosen this quotation and what this suggests about Holmes. Remember, when we do this, we choose one or 2 words, write the word class/ technique used, write what it shows us about a character and what the reader would think of them.

Subject specific tasks Thinking Reading for 20 minutes Task– Holmes is presented here, in The Red- You can read anything you like – fiction or non- Headed League, as being a creative and ‘dreamy’ fiction – for 20 minutes and record it on your person who is musically talented. Is Holmes also reading log at the back of this home learning described in this way in A Scandal in Bohemia? Or booklet. You could read your current reading book, do we see a different side to his nature in A some more of your Reading for Pleasure book, a Scandal in Bohemia? If so, what is it? Write a newspaper, an online article, a blog or some other

paragraph explaining if/ how Holmes has non-fiction which you have at home. If you’ve developed since we first met him. completed your reading, visit the library to find something new to read in these 20 minutes. English Consolidation Task 6 6a- In our essays, we must compare different Sherlock Holmes stories to explore this character’s dual nature fully. In the table below, record three of the quotations we have studied, one from each story, and explain what side of Holmes’ nature they show. Use quotations from earlier HL tasks to help you!

Story Quotation Which side to Holmes’ nature does this show? Energetic or introspective? Explain in a sentence.

A Scandal in Bohemia

The Red Headed League

The Blue Carbuncle

6b- In our essays, it’s important we’re confident on the plot of texts so that we’re able to analyse events and consider why the writer has put them in that order. Arrange the events below into the correct order. Then, check your answers in the mastery content section.

a. However, Jabez Wilson is suddenly told that he is no longer needed at work.

b. Holmes is suspicious about this story and investigates it.

c. Holmes discovers a secret plot, led by the criminal John Clay, to steal from a bank vault.

d. Holmes solves this case before the robbery, catching the criminal John Clay and preventing the crime.

e. Jabez Wilson gets a job with the mysterious ‘Red-Headed League’. Subject specific tasks Thinking Reading for 20 minutes Task– Create a mind map around the You can read anything you like – fiction or non- quotation ‘Sherlock Holmes had sprung out fiction – for 20 minutes and record it on your and seized the intruder by the collar’ from reading log at the back of this home learning booklet. You could read your current reading book,

‘The Red Headed League’. Then write a some more of your Reading for Pleasure book, a paragraph answering the following question: newspaper, an online article, a blog or some other How does Conan Doyle present Sherlock’s non-fiction which you have at home. If you’ve actions in ‘The Red Headed League’? completed your reading, visit the library to find something new to read in these 20 minutes.

English Consolidation Task 7 7a- In essays, as well as creative writing, it’s important that your writing is accurate and precise. Look at the extract of the essay written on Sherlock Holmes below. Correct the grammar and punctuation mistakes on the essay itself.

How does Conan Doyle present Sherlock as an extremely effective detective? Refer to his observations and actions across all three stories. Sherlock Holmes is presented as an extremely effective detective through his dual nature, which shows that he has many skills and talents which help him to solve crimes. When we first meet Holmes in A Scandal in bohemia, when Watson visits him at 221B Baker Street to discuss a new case with him, Arthur Conan Doyle presents holmes as an excellent detective. We see this when we read that he is ‘the most perfect reasoning and observing machine that the world has seen. This quotation shows Watsons admiration of Sherlock Holmes as he praises Holmes’ detecting skills. The metaphor which compares Holmes to a ‘machine’ suggests that he is precise and mechanical in his work. Moreover, the adjective ‘perfect’ implies that Holmes does not make any mistakes, which means he is really good at his job. The reader respects Holmes as they realise that he is a detective that people can rely on to solve crimes quickly and accurately. In this way, Holmes is presented as a precise and effective detective when we first meet him. However, when we meet Holmes in The Red-Headed League, we see another side of his character. When he goes to watch a musical performance with watson, during his solving of the case of the Red-Headed League, he is presented by Arthur Conan Doyle as a creative and dreamy character We see this when we read about ‘his gently smiling face and his languid, dreamy eyes’ at the music concert. Here, Holmes appears to be calm and relaxed as he enjoys the music, unlike when we met him in A Scandal in Bohemia, when he was described as an energetic detecting machine. The word ‘dreamy suggests that Holmes has switched off his detecting side in this part of the story, spending his time relaxing calmly instead. Moreover, the word ‘gently’ suggests that Holmes feels calm and tranquil. The reader begins to see Holmes as a character who has many different sides to his nature. They admire him for being a creative person, as well as an excellent detective. In this way, Holmes is shown to be an excellent detective in the stories of sherlock holmes as his dual nature helps him to solve any crime

Subject specific tasks Thinking Reading for 20 minutes Task– In your assessment, you will be asked to You can read anything you like – fiction or non- write an essay. Using the essay question above fiction – for 20 minutes and record it on your and your writing ingredients list from your books, reading log at the back of this home learning write your own essay in response. You should booklet. You could read your current reading book, have an introduction and at least 2 paragraphs in some more of your Reading for Pleasure book, a response to the question, ‘How does Conan Doyle newspaper, an online article, a blog or some other present Sherlock as an extremely effective non-fiction which you have at home. If you’ve detective? Refer to his observations and actions completed your reading, visit the library to find across all three stories.’ something new to read in these 20 minutes.

English Revision Task 1 1a- For your assessment, you need to be able to consider how Arthur Conan Doyle presents a character in the different Sherlock Holmes stories. To practise this, consider the ways Sherlock Holmes is presented across the stories we have read.

Which side to Write the quotation and How does this quotation show this Holmes’ nature state which story the side to Holmes’ nature? Explain in does this quotation comes from. two sentences. quotation show?

Energetic

Introspective

Observing

1b- In the space below, use your quotations to answer the following question: How do both sides of Holmes’ nature help him to solve mysteries? Discuss both his introspective side and his energetic side.

English Revision Task 2 2a- In the assessment, you will be given an extract. You will need to choose one quotation from the extract to write about before you write other paragraphs about quotations that you have memorised. This activity is to help you to identify good quotations in the extract. The following extract is taken from the end of the story of The Blue Carbuncle, when Sherlock Holmes lets the criminal, James Ryder, go. Using your highlighter, highlight one quotation to show Sherlock Holmes’ introspective side, and one quotation to show his energetic side.

2b- Now, write out each of the quotations you highlighted in the box below, and annotate each one with ideas for how it shows us Holmes’ energetic or introspective side. Pick out the key words, identify the word class and explain what they show about Holmes.

English Revision Task 3

3a- In the mastery content at the beginning, we identified some key quotations from this novel. Look at each of the quotations below. Around each 1 select 1-2 key words. Around each key word, annotate the word class and make notes on what this suggests about the character.

‘He was […] the most perfect reasoning and observing machine that the world has seen’ (Watson’s description of Holmes)

‘Gently waving his long, thin fingers in time to the music’ (introspective)

‘Sherlock Holmes had sprung out and seized the intruder by the collar.’ (energetic)

Post Assessment Week 1 1a - There is a new case to solve! All of the red pens have mysteriously gone missing from the school, and there are muddy footprints on the tables… Imagine you are Sherlock Holmes and want to apply to be the lead detective on this case. Make a mind map listing the skills you have, and how they will be useful to solve this crime. Then, write a letter to the local police to persuade them to hire you for the job. What to include in your letter: Describe your skills, your past experiences, and the qualities that you have which make you a perfect candidate for the job. Use at least one persuasive writing language technique (repetition, facts, rhetorical question).

Dear Chief Constable, ______

I am the ideal candidate for the job. Firstly,______

______

Post Assessment Week 2 2a- As we have learnt, crime was common in Victorian London. Your task is to invent a new criminal that might have inhabited Victorian London, for Sherlock Holmes to hunt down next. Make a mind map to describe their characteristics, and the crime that they have committed. Then, write up a descriptive paragraph about this criminal. Include at least one metaphor (eg her black hair hung in thick, tangled vines). You can use Arthur Conan Doyle’s description of Dr Grimesby Roylott, the criminal stepfather from the Speckled Band, as an inspiration.

Example: He shut himself up in his house and seldom came out save to indulge in ferocious quarrels with whoever might cross his path. Violence of temper approaching to mania has been hereditary in the men of the family, and in my stepfather's case it had, I believe, been intensified by his long residence in the tropics. A series of disgraceful brawls took place, two of which ended in the police-court, until at last he became the terror of the village, and the folks would fly at his approach, for he is a man of immense strength, and absolutely uncontrollable in his anger.

My description: ______

______

Year 8 Science

Mastery content – Waves Vibrations (oscillations) around a point Wave that transfer energy (not matter)

Metres per second Wave speed The speed of the wave (m/s) Distance from one point on a wave to the same point of the Metres (m) Wavelength next wave Amplitude The maximum disturbance from its rest position Metres (m) Frequency Number of waves per second Hertz (Hz) Period Time taken to produce 1 complete wave Seconds (s)

V = Wave Wave speed = frequency X f X λ speed wavelength

Wave Wave period = 1 ÷ frequency T = 1 ÷ f period Speed Speed = distance ÷ time v = d ÷ t

Vibration causing the wave is at Energy is carried Transverse Water and light right angles to the direction of outwards by the wave waves. energy transfer wave.

Vibration causing the wave is Longitudinal Energy is carried parallel to the direction of energy Sound waves. wave along the wave. transfer

Longitudinal waves cause ear drum to vibrate, amplified by Frequencies three small bones in the ear Hearing between 20 – (ossicles) which creates pressure 20,000 Hz in the cochlea. The signal is sent to the brain along the auditory nerve.

Mastery content – Light Rules for drawing ray diagrams 1. Use a ruler to draw straight lines. 2. Add an arrow to show the direction of the light path. 3. Rays only begin at luminous objects (e.g. bulb; TV).

The path light takes for us to see a luminous object e.g. light. The path light takes for us to see a non-luminous A vacuum is a space without object e.g. book. matter, not even air. The speed of light in a vacuum is 3.0 X

108 m-1. The main difference between light and sound is that light is a transverse wave and sound is a longitudinal wave. Transverse waves have particles that move perpendicular to the direction of energy transfer. A main similarity between sound and light is that they both transfer energy and not matter (particles). Reflection: Wave bounces off the surface. Transmitted: Passes through the object. Refraction: Waves changes direction at boundary. Absorbed: Passes into but not out of, transfers energy and heats up the object. Reflection Refraction

Angle of incidence = angle of reflection (i) = (r) Light refracts as it slows down in a denser substance

Mastery content – Electricity

Circuit symbols

Science consolidation 1 – Waves

Introduction 1. What is amplitude?

2. What is wavelength?

For question 3 you will be practicing drawing waves. Make sure each wave has its peak, trough, wavelength, amplitude and middle line labelled.

3. Draw and fully label waves with the following properties: a. Wavelength – 4cm. Amplitude 1cm

b. Wavelength – 2cm. Amplitude 1cm

4. Which of the waves 4a or 4b has a higher pitch? How do you know?

5. Define ‘frequency’.

6. 100 waves go past a boat every 4 seconds. What is the frequency of the waves?

7. A light wave of wavelength 10m has a frequency of 5Hz. What is the speed of this wave?

8. A sound wave has a frequency of 4000Hz and a wavelength of 0.075m. What is the speed of this wave?

9. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. Describe the difference between a transverse and longitudinal wave and give an example of each. b. Describe the difference between a light and sound wave and draw and label a diagram of each. c. Draw and label a transverse and longitudinal wave and give an example of each. Picture 1 Picture 2

Science consolidation 2 – Sound waves 1. Oscilloscopes take in sound waves and create a signal that makes them look like a transverse wave . a) Write the picture number that shows a change in the pitch of the sound ______

b) Write the picture number that shows a change in the loudness of the sound ______[2]

2. You must show your working and include units when answering these questions. Speed (m/s) = Frequency (Hz) x Wavelength (m) a. A wave has a frequency of 50Hz, and its wavelength is 10m. Calculate the speed it travels at. ______[1]

b. Rearrange the above equation to calculate wavelength. ______[1] c. In one minute, 120 water waves pass an individual point. Each wave is travelling at 2m/s. Calculate the wavelength of one wave. ______[1] 3. Complete the sentence by high lighting the correct word.

Sounds waves are longitudinal/transverse waves. This means the particles vibrate perpendicular/parallel to the direction the wave transfers energy. Sound waves cannot

travel in space/air because it needs energy/particles to travel.

4. Complete two of the following questions in your science book entitled ‘HL: 6-mark questions’. a) Write a paragraph comparing and contrasting sound and light waves. [6] b) Explain what can influence the speed of sound through a material. Use specific comparisons of types of materials. [6] c) Write a paragraph explaining how our understanding of sound has provided useful devices. [6] Science consolidation 3 – Light and Reflection Q. 1. Define the word ‘luminous’. ______

Q.2. Draw a light wave in the box. Label the diagram: amplitude; wavelength; middle line; peak; trough.

Q.3. List three objects that allow light to go through them.

Q.4. List three objects that don’t allow light to go through them.

Q.5. Complete the following labels in the ray diagram showing light being reflected from a mirror. Labels: Mirror; Incident ray; Reflected ray; Angle of incidence; Angle of reflection; Normal line.

Q.6. A student measures an angle of incidence as 50°. She said “I think the angle of reflection will be 80°. Explain why she is wrong. ______

______

Q.7. Complete two of the following questions in your science booklet under the title of ‘Homework 6-mark question. A. Describe the differences between a sound wave and the light wave you drew in Q. 2. B. Write a descriptive paragraph on the complete path of light in Q5. Explain what would happen to the path of light if it hit a rough surface instead. C. Write a summary of how to measure the angel of incident and reflection of light hitting a mirror. Use the resources found on this website:https://www.bbc.co.uk/bitesize/guides/zxk6v9q/revision/4. Suggest what errors may occur to cause the angle of reflection to not be the same value as the angle of incidence.

Science consolidation 4 – Refraction Q. 1. Write a definition for the following words: Opaque: ______

Translucent: ______Transparent: ______

Q. 2. Which type material from Q1 will cause light to refract? Q.3. What happens to the speed of light as it passes from a less dense substance (air) to a denser substance (glass)? ______

______

Q. 4. When a wave is refracted, will it bend towards the normal or away from the normal?

______Q.5. Complete the spaces using some of the keywords. The speed of ______depends on the material which the light is ______through. When light enters a different ______(e.g. from air into glass), the speed of light changes. This causes the light to bend or ______. Q. 6. Explain the difference between reflections and refraction but completing the sentences with the keywords. direction – surface – speed – direction - material Reflection is when a wave hits a ______and changes ______. Refraction is when a wave enters a new ______. It changes

______which makes it change ______.

Q. 7. Complete two of the following questions in your science book under the title of ‘Home Learning 6-mark questions’. A. Describe the difference between reflection and refraction. Use diagrams to help your explanation (6). B. Explain why a light wave can transfer through a vacuum in space but a sound wave cannot. Use your description of the differences between light waves and sound waves, showing each as a diagram. (6) C. Explain how both reflection and refraction of light are important for us to be able to see an object. Draw a diagram to help your explanation. (6)

Science consolidation 5 – Lenses 1. Name two uses of a lens ______2. Give the definition of focal point ______3. Does a concave lens focus light to a point or spread it out? ______4. For question 4, you will be practicing drawing light ray diagrams for different types of lenses. Make sure that you include multiple rays and if the rays come to a fixed point or spread out. Draw the light rays using a pencil and rule for a) a convex lens and b) a concave lens

a. b)

5. Which lens in question 4 would be used for someone who has short sight?

______6. What causes long-sightedness?

______7. Explain how refraction is part of the effect lens have on light.

______

8. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. Explain why the focal point for distant light sources is closer to the convex lens than the focus from nearby objects b. Explain how refraction is responsible for the bending of light in lenses c. Write the method for a practical that would determine the focal point of a convex lens.

Science consolidation 6 – Sight 1. What is the hole through which light enters the eye? ______2. What controls the size of this hole? ______3. What is the name of the nerve that carries signals to the brain? ______4. Label the parts of the eye. Remember to include the cornea, the retina, the optic nerve, the lens, the iris, the pupil

5. What causes long-sightedness? ______6. How do we correct someone’s sight if they are short-sighted? ______

7. What kind of lens is the lens in the human eye? Explain why? Draw a diagram below of light passing through the lens in a human eye. ______

8. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. What are similarities and differences between a camera and the eye? b. Explain how the different parts of the eye work together to enable objects to be seen c. Explain how lenses can fix people’s problems with eyesight, both short-sighted and long-sighted

Science consolidation 7 – Circuits 1. Do parallel circuits contain single or multiple loops? ______

______2. Draw the symbol for a bulb, a cell and a battery

3. What is the component that measures current? ______4. If the reading on A1 is 6A, what is the reading on ammeter 2 and ammeter 3?

______

5. What particles carry electrical charge around a circuit? ______6. In a parallel circuit that has multiple bulbs on different loops, what happens if one bulb fails? ______

7. If the cell in question 4 has a potential difference of 8V, what would the potential difference across each of the bulbs be?

______

8. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. Draw a circuit that could be used to test whether a substance conducts electricity or not b. What are the similarities and differences between series and parallel circuits? c. Clare and Simon are connecting Christmas lights together. Clare says that they should be connected in series. Simon says that they should be connected in parallel. Who is right and why? d.

Science revision 1 – Waves 1. What is the definition of a wave? ______2. What is amplitude? ______3. Describe the difference between a longitudinal and transverse wave? You must include details about the vibration compared to the direction the wave travels ______

______

Which of the letters on the above diagram shows the centre of a rarefaction? ______5. Which two letters in the above diagram have a distance of one wavelength between them? ______6. What is the speed of a wave if its wavelength is 5 metres and its frequency is 60Hz? ______7. What is the speed of a wave if its wavelength is 0.8 metres and its frequency is 500Hz? ______

8. What is the speed of a wave if its wavelength is 16 metres and its frequency is 20000Hz? ______

______

9. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. Describe an investigation a student could complete using a ripple tank to calculate the speed of a wave b. Explain how the ear works. Include the following words: ear drum, cochlear, ear bones, auditory nerve c. Describe the method for investigating how the type of material (e.g. glass, Perspex) affects the amount that it refracts light

Science revision 2 – Reflection and refraction 1. What is the law concerning the angle of incidence and the angle of reflection? ______2. Define refraction ______3. Does reflection only happen with light waves? ______4. When light passes from air into a glass block how does it move in relation to the normal? ______5. The angle of incidence in Figure 1 is labelled with the letter i. On Figure 1, use the letter r to label the angle of refraction.

6. Finish the diagram by showing what happens when the ray of light reaches the next boundary. Make sure that you remember to use a pencil

7. Complete two of the following questions in your Science booklet under the title ‘Homework 6-mark question’. a. Describe an investigation a student could complete to investigate the refraction of light at an air to glass boundary b. Explain why a block at the bottom of a swimming pool looks closer than it actually is c. Describe an investigation a student could do to investigate the angle of reflection on a surface using a lightbox

Science revision 3 – Electricity 1. What is electricity? ______2. What is a series circuit? ______3. Complete the table. Name Unit Measured using Definition Voltage

Ammeter

Resistance Ohms/

4. What equation links voltage, current and resistance? ______5. Calculate the missing voltage using V = I x R (Voltage = Current x Resistance)

Voltage (Unit = ______) Current (Unit= Resistance (Unit = ______) ______) 5 100

0.1 5,000

In the circuit on the right, the reading on ammeter A1 is 2.0A.

6. Is this in series or parallel? ______7. What would the reading on ammeter A2 be? ______Explain your answer______

______In the circuit diagram, the reading on ammeter A1 is 2.0A. The bulbs are identical. 8. Is this in series or parallel? ______9. What would the readings be on these ammeters: A1: ______A2:______A3:______A4: ______

10. Complete two of the following questions in your Science booklet under the title ‘Homework 6- mark question’. a. Explain the rules for current and potential difference in series and parallel circuits. You may include diagrams. b. Explain the rules for resistance in series and parallel circuits. c. Draw a circuit diagram for 4 resistors in series and 4 bulbs in parallel. Include a cell in one and a battery in the other.

Science post-AP 1 – Electromagnets

1. Use the data below to plot a line graph demonstrating the relationship between current and number of papers clips picked up but an electromagnet. Current/A 0.2 0.4 0.6 0.8 1.0 1.2 1.4 Number of papers clips picked up 3 6 8 12 15 18 21

2. Apart from changing the current, which ways could you increase the strength of the electromagnet? ______

3. List two advantages of electromagnets compared to bar magnets. a. ______b.______

4. Describe how you can make an electromagnet using only an iron rod, wires and a power supply Include a diagram of your completed electromagnet.

5. Which of these doesn't usually use an electromagnet? Circle the correct answer. A compass A school bell A speaker

6. What will happen to the magnets on the right and why? 7. Complete two of the following questions in your Science book under the title ‘Electromagnets 6-mark question’. a. Describe the three ways to change the strength of an electromagnet.

b. Describe three uses of electromagnets, explaining clearly why electromagnets are useful in that specific situation. c. Explain why it is better to use an electromagnet rather than a permanent magnet in a scrapyard. You should include a comparison of the properties of electromagnets and permanent magnets in your answer.

Science post-AP 2 – Skeleton project

Next term we will be studying Biology, covering skeletons and muscles; health and disease; and plants. Research and explain: • The parts of the skeleton • The functions of the different parts of the skeleton • Types and examples of joints Stretch: • What bone marrow is and what does it do? • What tendons and ligaments are and what they do? • What muscles do, and what antagonistic means. Research resources: • Use BBC Bitesize (Google: BBC Bitesize Skeleton) • Find images and more information through Google. Presentation: • Can be presented either as a poster or as a written description in your book. (Remember that a poster being huge doesn’t make it any better – focus on scientific content). • Try to include labelled images. • It must be written in your own words. • If you do copy from a book or website, reference where it came from and who wrote it.

Year 8 French

French: Mastery content Vocabulary Physical Description Personality J’ai I have modeste modest Il a He has timide shy Elle a She has serviable helpful les yeux Eyes sympa nice les cheveux Hair drôle funny bleu Blue marrant(e) fun/funny marron Brown intelligent(e) clever noir Black bavard(e) chatty roux Red/Ginger rusé(e) cunning/sly blond Blonde insolent(e) cheeky brun Brown gourmand(e) greedy gris Grey branché (e) cool/trendy blanc White charmant(e) charming long Long poli(e) polite court Short courageux/euse brave frisé Frizzy/curly curieux/euse curious bouclé Curly ennuyeux/euse boring J’habite… I live généreux/euse generous Il/Elle habite… He/She lives sportif/ive sporty Je porte… I wear gentil(le) kind Il porte… He wears Useful Words elle porte… She wears très very des lunettes Glasses un peu a bit des lentilles Contact lenses absolument pas absolutely not tall (for objects: grand(e) moins less big) petit(e) small plus more mince slim/thin que than School Subjects Opinions une matière a subject je pense que I think that my favourite ma matière préférée je crois que I believe that subject le dessin Art Intéressante interesting le français French fascinante fascinating le sport / l’EPS PE Barbante boring l’anglais English Ennuyeux/euse boring l’art dramatique Drama facile easy l’histoire History difficile difficult l’informatique IT trop too la géographie Geography Très very Religious studies / la religion vraiment really PRE la musique Music

la technologie Design technology les maths Maths les sciences Science les arts plastiques Art

Verb Infinitives aller to go jouer to play faire to do regarder to watch voir to see avoir to have être to be habiter to live porter to wear manger to eat boire to drink

Clothing School Rules il faut it is necessary un manteau a coat you must un pull a jumper il ne faut pas you must not un short a pair of shorts on doit you must un chapeau (pointu) a (pointy) hat on ne doit pas you must not un jean a pair of jeans respecter les profs to respect the un pantalon a pair of trousers teachers un collant a pair of tights porter l’uniforme to wear the uniform une chemise a shirt porter des bijoux to wear jewellery une veste a jacket/blazer porter du maquillage to wear make-up une jupe a skirt poser des questions to ask questions répondre aux to answer questions une robe a dress questions une ceinture a belt écouter to listen une cravate a tie faire les devoirs to do homework une casquette a cap étudier en classe to study in class une cape a cape manquer de respect to be disrespectful des baskets some trainers bavarder to chat des chaussures some shoes fumer to smoke des chaussettes some socks des bottes some boots des gants some gloves

Grammar Irregular Verb conjugations Time Avoir – to have j’ai I have To form the time in French, you need to use tu as you (sg) have this formula: il a he has hour heures (minute) nous avons we have We use ‘heure’ for o’clock vous avez you (pl) have e.g. 3pm in French would be trois heures ils ont they have 3.10pm in French would be trois heures dix Etre – to be To say ‘to’ the hour in French, you need to use this formula: je suis I am hour heures moins minute tu es you (sg) are We use ‘moins’ for to il est he is e.g. 3.45pm can also be said as quarter nous sommes we are to four so in French, 3.45pm would vous êtes you (pl) are be quatre heures moins le quart ils sont they are 2.50pm can also be said as ten to three so in French, 2.50pm would be trois heures moins dix

Adjective placement and agreement

In French, colours come after the noun that they are describing e.g. I have blue eyes J’ai les yeux bleus The adjective needs to agree with the noun that it is describing. To make an adjective feminine, you add an -e To make an adjective plural, you add an -s e.g. Je porte une chemise noire– A shirt is a feminine noun so we must add an -e Je porte des chaussures noires - shoes are feminine and plural so we need to add an - e and an -s Some adjectives need to change a bit more e.g. blanc becomes blanche Some adjectives do not change at all, such as marron and orange

French: Consolidation tasks The following section will test your knowledge of the key vocabulary in this topic. Once you have completed the quiz, mark your work using the vocab list, and re-test yourself on any words you didn’t get right the first time round. Physical description Avoir and adjective agreement

Task A: Vocab quiz – Match up the French and the English

1. Elle a les cheveux longs F A. They are quite lazy (f) 2. Il a les yeux verts B. He is 17 years old 3. Elle n’a pas de frères C. He has a cat 4. Il a dix sept ans D. I am quite nice 5. Je suis assez sympa E. We have two sisters 6. Il a un chat F. She has long hair 7. On a deux sœurs G. She doesn’t have any brothers 8. Je suis très curieux H. I am very curious 9. Elles sont assez paresseuses I. He has green eyes 10. Je suis curieux et paresseux J. I am curious and lazy

Retest space

Task B: Fill in the blanks with the words in French from the box below. Elle s’appelle Hermione Granger. Elle a dix-sept _____. Son anniversaire, c’est le 23 décembre. Elle est assez ______et mince, avec les cheveux ______, longs et frisés. Elle a les yeux bleus. Elle n’a ni de frères ni de ______, mais elle a un chat qui s’appelle Crookshanks. Elle est très intelligente et ______, sympa et courageuse. Ses copains ______Harry

Task C: Answer the questions below about Hermione in English

E.G. What’s Hermione’s last name? Her last name is Granger 1. How old is Hermione? ______2. When is Hermione’s birthday?______3. What the two adjectives to describe Hermione’s size?______4. What two adjectives are given to describe Hermione’s hair?______5. What colour are Hermione’s eyes?______6. Does Hermione have any siblings? ______7. What four adjectives are given to describe Hermione’s personality? ______

Task D: In your exercise book: PRODUCE Using the same format as Task 2 write at least 30 words in French describing the following: Your name, birthday, age, physical traits, personality, family and friends

Personality Etre and Adjective agreement

Task A: Translate, Look. Cover. Write. Check and write in French three times next to each word. E.G. He is called – Il s’appelle / Il s’appelle / Il s’appelle 1. She is called 2. Quite 3. We have (Nous) 4. I am 5. Clever (f) 6. Eyes 7. Courageous (f) 8. sixteen 9. twenty 10. twenty-four

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Task B: Read the text and find the following words in French in the text and write them in the box. Je m’appelle Harry Potter et j’ai les cheveux bruns et courts. J’ai deux amis. Mon meilleur ami s’appelle Ron, Ron a les cheveux roux et il est bavard et grand. Il a les yeux bleus. Mon autre amie s’appelle Hermione. Elle est très intelligente et elle a les cheveux longs et bruns, aussi elle est tres ennuyeuse quelquefois. 1. Brown Hair 2. Two friends 3. Ginger hair 4. Blue eyes 5. Very clever 6. Long hair 7. Very 8. Boring

Task C: Adjectival Agreement - Write the correct letter next to the gaps that are given in each sentence, do they agree with the masculine, feminine or plural n0un? E.G. Mes parents sont intelligent___s___(The -s agrees with the plural noun “parents”)

1. Il a les cheveux long ______2. Elle a les yeux vert______3. Ma mère est petit______4. Mes sœurs sont assez grande____ 5. Mes amis sont très bavarde______STRETCH – Translate the above into English! Write next to 1-5. Task D: In your exercise book: Draw or find a photo of a family member and write 40 words in French describing them, best marks will go towards accurate adjectival agreement and detailed descriptions.

School subjects and opinions

Task A: Vocab quiz – translate these sentences into French E.G. English – L’anglais 1. French 2. Art 3. Geography 4. History 5. Science 6. PE 7. I love French 8. Drama 9. Maths 10. PRE

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Task B: These sentences are all muddled up. Unscramble the phrases in French. Exemple: français J’adore le super. C’est! = J’adore le français. C’est super!

1. intéressant. l’histoire C’est J’adore. ______2. prof J’aime. Le sympa est. l’anglais ______3. le. J’aime fatigant C’est. sport______4. ennuyeux Je pas les sciences n’aime. C’est.______5. les maths. C’est déteste difficile. Je______6. dessin adore. J’ C’est le génial.______7. J’aime prof technologie la. amusant Le est.______8. fantastique J’adore. C’est le français.______

Task C: Read the text below about Monique and her school day. Answer the statements by writing if they are vrai (true) or faux (false). If the answer is false, rewrite the answer

Salut, je m’appelle Monique, j’adore mon école. J’ai beaucoup de matières différentes. Aujourd’hui est mardi et a huit heures j’ai les maths je pense que c’est super ! Après les maths à neuf heures et quart j’ai la géographie, c’est vraiment intéressant ! Après la géographie, il y a une petite pause, et plus tard j’ai les sciences, je pense que c’est très barbant ! L’après-midi, nous avons le dessin et le sport, j’aime ces classes mais je n’aime pas les professeures

A bientôt – Monique

E.G. Monique hates her school False, Monique loves her school

1. Monique has French at 8 o’clock ______2. Monique likes Maths______3. After Maths, Monique has PE______4. Monique thinks that Geography is really interesting 5. Monique loves science ______6. Monique likes her sport and Art teachers ______

Task D: In your exercise book: Now write 5 sentences of your own in French about school subjects. Make sure you give an opinion and justification. E.g. J’adore le dessin car c’est cool!

Numbers and time

Task A: Vocab quiz – Write out the below numbers and times in French E.G. It is 8.00am – Il est huit heures 1. 80 2. It is 8.15 3. 12 4. It is 13.30 5. 53 6. It is 4.45 7. 68 8. It is 8.50 9. 16 10. 42 Retest space

Task B: Write the French numbers or time phrases in French. E.G. It is midday = Il est midi 1. 23+40 = ______2. It is 1.45 = ______3. 40 + 53 = ______4. It is 8.15 = ______5. 100 – 25 = ______

Task C: Fill in the missing words in French below for the different times 1. 1:00 Il est ______heure 2. 2:00 Il est ______heures 3. 7:00 ______sept heures 4. 12:15 Il est ______heures et quart 5. 9 :15 Il est neuf heures ______6. 5 :15 Il est ______heures ______7. 3 :30 Il est trois ______et ______8. 10 :45 Il est ______heures moins le quart 9. 6 :45 Il est sept ______moins ______

Task D: In your exercise book: Design flashcards for 20 different times. Write the English on one side and the French on the other. These will be very useful as a resource for AP.

School rules

Task A: Vocab quiz – Translate the phrases into French

1. Chew 2. Bavarder 3. Porter 4. School uniform 5. Late 6. The teachers 7. Ask questions 8. Listen 9. Il ne faut pas 10. Les Devoirs

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Task B: Write in the missing word in French for each of the school rules E.G. Il __ne__ faut pas manger en classe 1. Il ne faut pas ______(chat) en classe 2. Il ______écouter aux professeurs 3. Il ne faut pas ______de chewing-gum 4. Il _____ faut pas fumer 5. Il faut ______les devoirs 6. Il ______poser des ______

Task C: Read the paragraph below in French that Max has written about his school. Are the statements true (vrai) or false (faux)? Write vrai or faux underneath each question. If false, correct the answer in English

Je déteste mon école, je pense que c’est tellement stricte, surtout les profs ! Il ne faut pas bavarder en classe et il ne faut pas mâcher de chewing-gum. Cependant, mon école et un peu bizarre, il ne faut pas faire les devoirs et aussi il ne faut pas écouter aux professeurs. En plus, il ne faut pas porter un uniforme scolaire et aussi il faut manger en classe. Finalement il ne faut pas poser des questions en classe. Merci ! Max E.G. Max loves his school. Faux, Max hates his school. 1. Max does not think that the school is strict______2. Max can eat chewing gum in class______3. Max does not have to do his home learning ______4. Max must wear a school uniform______5. Max does not have to ask questions in class ______

Task D: In your exercise book: Rank your school rules from the ones you agree with the most to the ones that you don’t in French

E.G. (1 – being the one you agree with) Il ne faut pas fumer

(2 – being the one you least agree with) Il faut faire les devoirs

School uniform Adjective agreement and placement

Task A: Vocab quiz – Translate from French into English 1. Un jean 2. Des chaussures 3. Des chaussettes 4. Un jogging 5. Une veste 6. Un pantalon 7. Une jupe rose 8. Un collant 9. Un chapeau 10. Une cravate

Retest space

Task B: Insert the correct letter next to the words with a gap in French E.g. Je porte des chaussures verte_s__

1. Je porte une chemise bleu______2. Elle porte des chausettes noire______3. Il porte une jupe noir______4. On porte des chaussures brun______5. Je porte des lunettes rose______

Task C: Write the sentences in the correct order in French. Be careful with the adjectival placement, remember BAGS…

E.G. porte Je un noir jogging Je porte un jogging noir

1. chemise verte Elle porte ______2. noires Ils portent chaussures des ______3. porte Je des verts baskets ______4. On des chausettes porte blanches ______5. portes tu un jaune pantalon et une verte chemise ?

______

Task D: In your exercise book:

Draw a picture / Find a photograph of yourself wearing your own clothes at the weekend. Write down 40 words in French describing your outfit. The best marks will be given not to the best drawing or photo, but to the accuracy of the French description of the photo.

French: AP1 revision tasks Vocabulary revision

Task A: In your books, categorise the following vocabulary into the different options below and add the English translation. Options • Les matières (Subjects) • Les vêtements (clothes) • Les sujets scolaires (School subjects) • L’heure (time) • Les numéros (numbers) • Le corps (Body parts)

E.G. un pantalon, un jean = trousers, jeans = les vêtements (clothes)

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

s Task B: Match the beginning and end of the sentences together below E.G. J’ai le dessin…….à onze heures 1. J’adore les maths … A. bavarder en classe 2. Il ne faut pas… B. longs et frisés 3. J’ai le français… C. grand 4. Il a les cheveux… D. intelligente 5. Elle a les yeux… E. car il aime le prof 6. Il aime les sciences… F. verte et grande 7. Elle est assez… G. car c’est tellement intéressant ! 8. Il est très… H. à huit heures et demie

Task C: Translate the sentences above into English 1. 2. 3. 4. 5. 6. 7. 8.

Reading revision

Task A: Read the text below and then answer the following questions in English

Bonjour, je m’appelle Jean-Luc et je vais au collège à Toulouse. J’ai quatre frères et deux sœurs, on est nombreux ! Je porte un jean bleu et un t-shirt vert, il n’y a pas d’uniforme scolaire. J’ai les yeux bruns et les cheveux blondes, longs et ondulés. J’ai beaucoup de classes différentes au collège et j’aime les maths car le prof est très sympa. Je déteste la religion et le dessin car c’est un peu difficile, pourtant ma sœur les adore ! Mercredi, j’ai le français a huit heures et demie mais vendredi j’ai l’EPS a deux heures moins le quart, il faut respecter les profs à l’école et aussi il faut poser des questions et étudier, bien sûr, il ne faut pas fumer !

1. How many brothers does Jean Luc have? ______2. Where does Jean Luc go to school? ______3. How many sisters does Jean Luc have? ______4. What does Jean Luc wear to school? ______5. What colour eyes does Jean Luc have? ______

6. What hair colour and style does Jean Luc have? ______7. What subject does Jean Luc like and why? ______8. What subjects does Jean Luc not like and why? ______9. What subject does Jean Luc’s sister like? ______10. What time does Jean Luc have French and on what day? ______11. What time does Jean Luc have PE and on what day? ______12. Name three school rules at Jean Luc’s school______

Task B: Find the following expressions in the text above in French

1.School 2. four 3. brothers 4. Sisters 5.Two 6.blue jeans 7.school uniform 8.Brown eyes 9.Blonde Hair 10.Wavy 11.Alot/Many 12.I like 13.Maths 14.Nice 15.Very 16.Art 17. Pourtant 18. Il faut 19. Teachers 20. 1.45 21.Study 22. Also 23. Smoke 24. Ask questions

Translation revision

Task A: Correct the adjective agreements below by rewriting the phrase out in full and in French

1. Les cheveux long______2. Les yeux vert______3. Les yeux brun______4. Elle est intelligent______5. Elle est ennuyeus______6. Ils sont sympa______7. Elle est créatif______8. Les yeux bleu______9. Les cheveux ondulé______10. Elle a les cheveux frisé______Task B: Translate the sentences below into French and English

1.Il est bavard et intelligent ______

2. On adore le français et l’histoire car c’est amusant et intéressante ______

3.Je vais au collège et je porte un pantalon noir et une chemise blanche ______

4.It is 3.45 ______

5.I have PRE at 2.30 ______

6.She wears a school uniform and asks questions in class ______

7.He likes Drama and Geography because the teacher is nice ______

8.I have long, brown hair and big, green eyes ______

French: Post AP1 tasks

Task A: Vocab Translate the phrases into English E.G très – very

1. Nous sommes 2. Les cheveux 3. Huit heures et quart 4. Nous sommes 5. Les yeux bruns 6. Bavarde 7. Fumer 8. Je suis

Task B: Write the correct letter in the gap to correct the phrase.

Je m’appell______M. Kiameso. J’ai les cheveux court_____ et brun_____. J’ai les yeux bleu______. Aussi, je suis timid______je ne pas suis amusant. J’adore l_____ français et je déteste le______maths ! Je suis très grand et j’ai un grand______famille. J’ai deux sœur______et un frère. Je n’ai pas un animal chez moi. A onze heure_____ et demie j’ai le francais, et je l’adore ! Ma sœur ____ les cheveux long______et mon frère a les yeux noisette______. Il deteste le francais, mais il est ennuyeu_____ !

Task C: Translate the phrases below into French

1. It is 3.45______

2. It is 4.50______

3. He likes maths ______

4. She hates History and Art ______

5. She has long, brown, curly hair ______

6. She is intelligent, pretty and shy ______

7. He has maths at 8.30 on Tuesdays.______

8. She has ten brothers and wears a school uniform______

Task D: In your exercise book:

Write five incorrect phrases in French on physical description. Show to a member in your class and get them to correct the errors that you have made below. E.G. J’ai les cheveux long et blond = J’ai les cheveux longs et blonds

Year 8 Art

Section 1 and 3 - Art consolidation and revision tasks:

What will be in my AP1 theory assessment? In your Art AP1 theory assessment, you will be tested on 4 areas that you have been learning about in your project. The 4 sections are: Definitions, Ideas, Process and technique, and Evaluation. How can I prepare for my theory assessment? You should use this booklet to help you revise, but you should also look back at your mastery quizzes and through your sketchbook, including the glossary at the back. Ask your family and friends to test you.

Definitions: Formal element Definition Sure (Y) or (N)? Composition The placement or arrangement of elements in a work of art.

Tone The lightness or darkness of something. A shade or how dark or light a colour appears.

Texture How something feels if touched, or looks as if it would feel, e.g. rough or smooth.

Pattern The repetition of elements within a work of art.

Form A 3D (3 Dimensional) figure or shape.

Abstract art Art that does not represent reality. It uses shape, colour, texture and imagination. Perspective A 3D image drawn from a point of view using vanishing points. Architecture Architecture is the art and practice of designing and constructing buildings.

Primary colours Red, blue and yellow. Secondary Purple, Orange, Green. Red + yellow = orange, Blue + yellow = green, colours (+ sums) Blue + red = purple Tertiary colours Colours mixed using a primary and a secondary colour. They must be next to each other on the colour wheel. E.g. Yellowy green - Yellow + green = yellowy green Harmonious They are next to each other on the colour wheel. They blend well together. colours E.g. Red and orange. Complementary Green and red, Yellow and purple, Orange and blue colours Opposites on the colour wheel. They make each other stand out.

Formal element Definition – Now practice using look, cover, write, repeat! Composition

Tone

Texture

Pattern

Form

Abstract art

Perspective

Architecture

Primary colours

Secondary colours (+ sums) Tertiary colours

Harmonious colours Complementary colours

______

Ideas:

Why do we start Art projects with a mind map?

Why do we look at other artists’ work within art projects?

Who is the artist / architect you have looked at for our project, Abstract Cityscapes?

Why did artists begin creating abstract work?

Describe the Artist’s / Architect’s work below (you studied this on page 4 and 5 in your book):

Why do we draw designs ideas before creating our artwork?

Why do we create a test piece before creating a final piece?

Process and Technique: Create a tone line using the cross-hatching technique:

Create a tone line using the scribbling technique:

Create a tone line using the blending technique:

Draw a square using Turn your square into a form: your lightest pencil lines:

Why do we draw using light pencil lines?

Draw a grass hill using 2 different textures: Grass 1 Grass 2

What is the size of paper you used for your test piece?

What is the size of paper you used for your final piece?

What is it called when paper is used in the following ways? (Label the word in the middle of the box)

Order the steps below of the process of a project: Number (1-5) Steps of a project Draw design ideas Assess and evaluate the final piece Create a mind map Create a final piece Create a test piece

Draw a building/s with a vanishing point (use your knowledge of perspective):

Evaluation:

Evaluate the example artwork (giving a GLOW and IMPROVE).

-Discuss only 2 elements (1 for GLOW, 1 for IMPROVE). E.g. Glow: The artist has included texture within this piece by using different watercolour techniques. They used a drier, thinner brush to create the rough bricks texture in the background, and the soft grass at the front of the painting.

Use P-E-E (Point, Evidence, Explain) and the questions below to help. GLOW IMPROVE What have they done and where? What does the artist need to do? How have they done this? Where do they need to do this? Why have they done this? How should they do it? Why should they do this?

GLOW: Choose one element to give a glow to. Tick one box and then write below.  Tone  Texture  Abstract

This artist has…

I can see this in the artwork…

The artist has used this technique…

They have done this because…

IMPROVE: Choose one element to give an improve to. Tick one box and then write below.  Texture  Composition  Perspective

This artist needs to improve on…

They should do this by…

The artist should do this because…

This different choice will impact the picture/audience by…

Post AP skills-based tasks: Evaluation

Using the success criteria above and in your sketchbook, evaluate (GLOW and IMPROVE) this Abstract Cityscape: • Choose only 1 point (formal element) to discuss in each Glow and Improve. E.g. Improve: The artist could have used more mark-making techniques to create different textures when using paint on the road.

Use the questions below to help. GLOW Sentence starter? What have they done and where? What does the artist need to do? How have they done this? Where do they need to do this? Why have they done this? How should they do it? Why should they do this?

GLOW: Point______

Evidence______

Explain______

IMPROVE:

Point______

Evidence______

______

Explain______

Year 8 History

History – The Normans: Mastery Knowledge Pages: Reading through these pages will help you with all of the tasks in this pack. Each task will tell you which parts to read to help with it.

A: Who were the Normans? The Normans were from a part of France called Normandy. Normandy was quite close to Britain. The sea that separates England and Normandy is called the English Channel. The ruler of this area of France was known as the Duke of Normandy. A duke is someone who controls a lot of land, goods, and an army. Normandy was a wealthy area so the Duke of Normandy was a very powerful and wealthy man. In 1060, the Duke of Normandy was a man called William. England had large amounts of wealth in terms of gold and other important resources like wool and tin. It also had lots of good farmland that the Normans could take for themselves. England was a rich country and traded a lot with Normandy. Both England and Normandy faced attacked from the Vikings so both countries promised to help each against their joint enemy.

B: The Three Contenders: King Edward the Confessor, had power over most of England. He has come to be known as the ‘Confessor’ because he was thought of as deeply Christian and liked to confess his sins. However, when he died in January 1066, he did not have a son to become the next king. Harold Godwinson, powerful noble in England, a good soldier and a gifted politician Harold was a noble born and bred in England and popular with ordinary people. Harold was chosen by the Witan ( the king’s council) as the next king. Harold claimed that Edward had told him just before he died that he wanted him to be King. William, Duke of Normandy, over the sea in France William was a distant cousin of Edward the Confessor and wanted to be the next king. William and Edward had grown up together for a while and were friends. He claimed that both Edward and Harold had promised him the throne, but English supporters of Harold challenged this. Harald Hardrada, (Hardrada means ‘hard ruler’) Viking king of Norway Hardrada was king of Norway and a direct descendant of the kings of England. He was related to King Canute, who had been King of England after his invasion (from 1016-1032).

C: The Battle of Hastings: Harold Hardraada invaded England so King Harold Godwinson had to march his army north to fight him. They had marched 185 miles from London to the North of England to fight against Harald Hardraada and his army from Norway at the Battle of Stamford Bridge. King Harold and his army (the Saxons) won this battle. Meanwhile, William of Normandy invaded England in the south near Hastings, so King Harold and the Saxons had to then march 200 miles down to the Battle of Hastings.At the Battle of Hastings, King Harold Godwinson and his army (the Saxons) fought William of Normandy. At the start of the battle, Harold’s army used a shield wall.This was successful and the first attack from William’s soldiers did not break through the shield wall. Then William’s soldiers thought William had been killed so they ran away. Soldiers in Harold’s shield wall ran after William’s soldiers. The shield wall was now broken. However, William then stood up and took of his helmet to show he was still alive. His soldiers easily killed Harold’s soldiers who were now scattered over the battle field. Harold was then killed and William became king of England. D: The Norman consolidation of power: William did 4 things to help consolidate (strengthen) his power:

The Harrying of the North: Many Anglo-Saxons (Harold’s followers) rebelled against Williams’s rule, which meant they fought against him The biggest rebellion was in the north of England in 1069. William sent his soldiers to defeat the rebellion. William ordered villages to be destroyed and people to be killed. Around 100,000 people may have died during William’s punishment of this rebellion. Herds of animals and crops were burnt. Most people who survived starved to death as the Normans had destroyed all ways for people to find food. This is called the Harrying of the North Land: When William took power in 1066, he started transferring land from the previous Anglo-Saxon lords to his Norman followers. There were two reasons for this. Firstly, the king needed to reward those who had helped him win his crown. Secondly, those who rebelled against the new king after 1066 had their land taken away from them and given to Normans whom the king could trust. Castles: Next, William had castles built on the land. The Normans built over 1,000 Motte and Bailey Castles. Castles helped William to control the country because he could collect money, which would be used to build even more controlling castles, and hold trials to imprison those who broke his laws.

Domesday book: In 1086 William he sent out officers to every part of England to find out and record who lived where and what they owned. The results listed nearly every household in the land and what everyone owned. to work out how much tax everyone should pay.

Islamic Empire: E: Creation of Islam and the life of Muhammad (PBUH) Muhammad (PBUH) (whose name means "highly praised") was born in Mecca in 570 AD. Mecca was home to the area’s most sacred temple called the Ka’ba; this building had 360 altars, statues and other religious objects to a variety of different Gods. Muhammad (PBUH) suffered a lot of grief early in his life. His father died shortly before his birth, and he lost his mother at the age of six. He was raised mostly by his uncle and worked as a shepherd, looking after the animals on his Uncle’s farm. When he was older he worked leading camels carrying goods across the desert between Syria and Arabia. Through his travels Muhammad (PBUH) came into contact with people of many nationalities and faiths, including Jews, Christians and pagans. At age 25, Muhammad (PBUH) was employed by Khadija, a wealthy widow from Mecca who was 15 years older than him. They fell in love and married. The marriage made Muhammad (PBUH) a wealthy man and he was able to give gifts to the poor In his late 30s Muhammad (PBUH) took to regularly visiting a cave in Mount Hira, on the outskirts of Mecca, to seek solitude and contemplation. In 610, at the age of 40, Muhammad (PBUH) returned from one such visit telling his wife he had either gone mad or become a prophet, for he had been visited by an angel. Muhammad (PBUH) reported that while in a trance-like state, the Angel Gabriel appeared to him and said "Proclaim!" In the first three years of his work spreading the word of God, Muhammad (PBUH) gained only 40 followers. His teachings threatened the Meccan way of life, both moral and economic, he and his followers experienced heavy persecution. It first took the form of mockery, but soon turned into open violence. Muslims were covered in dirt as they prayed, beaten with sticks, thrown into prison and refused service by merchants. Persecution continued to increase until Muhammad (PBUH) received some welcome news: a city called Yathrib had heard Muhammad (PBUH)’s message and wanted to follow Allah and for Muhammad (PBUH) and his followers to live there. They city was about 5 days journey north of Mecca where Muhammad (PBUH) was. The leaders in Mecca heard of the planned escape, and attempted to prevent it. But Muhammad (PBUH) and his close friend Abu Bakr managed to make a narrow escape north out of the city, evading a Meccan search party and arriving safely in Yathrib. This event is celebrated by Muslims as the Hijira. The year in which it occurred, 622, is the date at which the Muslim calendar begins. Yathrib is now known as Medina. In Medina, Muhammad (PBUH) proved himself an able politician and statesman as well as a prophet. After establishing himself in Medina and accomplishing the job he had been invited to do, the people of Medina began several years of battle with Muhammad (PBUH)’s former home city. In 624, the Muslims won their first battle against the Meccans. The Meccans had a much larger army, Muslims took the victory as a sign that God was on their side. In 627, the Meccans attacked Medina, and Medina came out on top. The Prophet was not to lose again. In 630, Muhammad (PBUH) and his forces marched to Mecca and defeated it. The Prophet rededicated the Ka'ba temple to Allah, witnessed the conversion to Islam of nearly the entire Meccan population, then returned to Medina. Muhammad (PBUH) died in 632, having conquered nearly all of Arabia for Islam.

In the thirty years after the death of Muhammad (PBUH), the Islamic Empire was called the Rashidun Caliphate and spread as far west as modern day Tunisia in North Africa and as far east as modern day Afghanistan. By 750 AD, it had become the Umayyad Caliphate and had spread over six times the area it had covered when Mohammad (PBUH) died. At its biggest, the Islamic Empire stretched all the way from India to Spain.

Now read the table below to find out how the faith of Islam spread after the prophet Muhammad (PBUH): Muhammad 632 AD First caliphates 632 - 661 AD Muslim divide 661-1095 AD Muhammad had created the Islam spread rapidly to control not In 661 AD the four main followers of religion of Islam after speaking to just Arabia(where Muhammad was Muhammad had all died. People an angel. By the time of his death born) but also North Africa and large now disagreed the best way to Islam existed in only a few cities amounts of Asia, including land continue the spread of Islam and and a few thousand people around the Tigris and Euphrates. how Allah should be worshipped. followed his teachings. Although Islam continued to spread, it was split and divided. Islamic Spain 711 AD Crusades 1095 AD Reconquista 1492 AD Islamic armies arrive in Spain in 711 An Islamic group called the Seljuk The last Islamic controlled area in and with only a small group of Turks take over the important city of Southern Spain, Granada is taken North African soldiers Islam was Jerusalem in 1077. For the next few back by the Spanish King. Though able to conquer and control most hundred years Christians and Islam no longer controls Spain, it has of Spain for 300 years. During this Muslims would fight over this land. left is cultural mark on the area. time Spanish and Islamic culture Though this cost many Muslim lives mixed. it eventually helped to unite all the different Islamic groups together.

F: How Islam spread

Weakening of Empires Unfair Rulers The Treatment of Christians The Arabic Army During Muhammad’s life the People in Syria and Egypt resented and Jews After spending years living in the great Sasanian and Byzantine their leaders who punished them for Christians and Jews were not desert, the Arabic soldiers were empires had been at war with not following their religion. In Egypt forced to convert to Islam. extremely tough. They also used each other. This fighting had the Romans and Byzantines killed Instead they were asked to pay light armour and horses which made them weak and hundreds of people. New Muslim a small tax to Muslim leaders. helped them to out-run and out- vulnerable. leaders were a lot more tolerant of This tax was less than the fight their enemies. They could other faiths; even towards Christians! Sasanians and Byzantines also travel long distances with few charged, so people were happy supplies. to pay it!

Arabic Weapons The Unsuspecting Empires Arab Ships Dislike of Sasanian and Byzantine The Muslim forces had The Sasanians and The Arabs built up their power Rulers weapons similar to those used Byzantines never expected trouble to at sea by building a huge The Byzantines and Sasanians by the Greeks and Romans. For come from Arabs. They saw them as navy. Their ships used a unique were disliked by the people they example, the ballista which too poor to attack, and besides all style which made them faster ruled. Unlike the Romans they did was a giant sling which would of the Arabs fought with each other a than those of their enemies. not build roads and improve their launch rocks through the walls lot! They never expected the Arabs to This helped them conquer north colonies, instead they charged of cities. come together under Islam and African countries where their high taxes and treated people attack. influence still exists today. unfairly. The Muslims behaved in a fairer manner.

War Profits Muslim Technology Muslim Faith Conversion to Islam The countries which Muslim Inventions by Arab scientists such as The Muslim Arabs believed that The Arabs encouraged the people armies invaded were very purification of water. This enabled Allah wanted them to bring the of north Africa to convert to Islam. wealthy. All soldiers were their armies and colonists to stay Islam faith to as many people as For example the Berbers became entitled to take money from healthy at all times. possible. They believed then Muslims and helped the Arabs each colony, so more joined up that Allah would help them win conquer Spain. to become rich! every battle and gave them a lot of confidence when fighting.

Home learning tasks

TASK 1: Who were the Normans?

Part A: Read the section of the ‘Mastery Knowledge Pages’ called ‘Section A: Who were the Normans?’ Part B: Answer the following questions in full sentences: a. Who invaded England in 1066? ______b. Why was William of Normandy an important man? ______c. Why might people want to invade England? ______d. What did Normandy and England have in common? ______e. How did Edward the Confessor feel about William, and why? ______

Part C: Now, in your book… Answer the following question in a P-E-E paragraph:

Why did the Normans invade England in 1066? (4 marks) • Point – use the words of the question if you’re not sure • Evidence – dates, names, numbers, places • Explain – come back to the question

Task 2: The three contenders for the throne in 1066

Part A: Read back through Section B of the ‘Mastery Knowledge Pages’, called ‘The three contenders’.

Part B: For each contender, fill in their name and where they were from in the table below. Then, give as much detail as you can about their claim – why they thought that they should take the throne. This should include any promises that had been made to them (with the date of the promise) or any family links to the English royal family. Then try the stretch!

Claimant’s picture

Name (watch W______of H______H______your spelling!) ______G______H______Where from?

Claim (promises, family links)

Stretch! What were the problems with this person’s claim?

Part C: Make a mind map in your books to show the 3 contenders and the key information about them. Write ‘Who should be king in 1066? In the middle and then have the 3 contenders around the outside.

Task 3: The Battle of Hastings Part A: Read back through the section of your ‘Mastery Knowledge Pages’ called ‘The Battle of Hastings’ Part B: Answer these questions about the Battle of Hastings: a) Who was the Battle of Hastings between? ______b) Why were the Saxons (King Harold Godwinson’s) army so tired before the battle of Hastings? ______c) What formation did Harold’s soldiers use at the start of the battle? ______d) Why did William’s soldiers (the Normans) start to retreat? ______e) What did the Saxons do when the Normans started to retreat? ______f) Why did this mean the Normans could now easily kill them? ______Part C: On a full page in your History book, draw a picture of the Battle of Hastings. It should be drawn in pencil, with labels carefully written in pen. It can be coloured in in colouring pencils if you would like. Example:

Task 4: How did William consolidate his power in Norman England?

Part A: Read back through the part of your ‘Mastery Knowledge Pages’ called ‘Section D: The consolidation of power’

Part B: For each of the four methods in the table, describe in the first box what William did. Make sure you include really specific facts and details – this is your evidence. For example, ‘the Harrying of the North happened in 1069 and 1070, between…’

Then, you must explain how this helped William to consolidate his power. What effect did it have on William’s control? You should mention long-term and short-term effects.

Method Describe - What was this method? Explain - how would this help (You must use examples) William consolidate his power? Violence (Harrying of the North)

Land

Castles

Domesday Book

Part C: Imagine that you are an Anglo-Saxon, living in 1069. You have lived through the events of the Harrying of the North. In your History book write a newspaper report about the Harrying of the North. It should include: some facts about what happened; some descriptions of individuals’ personal experiences; and your personal opinion on it. It should take up at least half a page in your book, and you can illustrate it if you like. You can use the information in this booklet and research the topic further on the internet. Task 5: The creation of Islam Part A: Read back through the section of your ‘Mastery Knowledge Pages’ called ‘E: The Creation of Islam’ Part B: Answer these questions: 1. When did the prophet Muhammad (PBUH) begin the faith of Islam? ______2. Where did Islam spread to first? ______3. When did the Muslim faith get divided, and why did this happen? ______4. Which area/city did Christians and Muslims fight over? ______

Part C: Now, in your book…

Fact file task: Create a fact file about the life of Muhammad (pbuh), using the information in section E of your mastery knowledge pages to help you. The fact file should cover 1 page in your history book. You must include information about Muhammad (pbuh)’s birth, his early life, his marriage, his visit to Mount Hira, his early attempts to spread the word of God, his escape to Yathrib, his battles with the Meccans, and his death. Include details and facts, and highlight the most important pieces of information. Remember: You MUST NOT include a picture of Muhammad (pbuh) for religious reasons.

Example: Muhammad(pbuh)’s birth: Muhammad was born in Mecca in 570 AD. This was a very important city, home to the most sacred temple called the Ka’ba. Key Words you must use: Mecca, Mount Hira, Angel Gabriel, prophet, Yathrib, Hijira, Medina, Allah You should: • Use 1 A4 page in your exercise book • Write ‘The Life of Muhammad (pbuh)’ at the top of the page • Split your fact file into sections, like ‘Muhammad (pbuh)’s birth’ and ‘Muhammad (pbuh)’s early life’ • Include important dates and details

Task 6: The Spread of Islam Part A: Read back through the section of your ‘Mastery Knowledge Pages’ called ‘F: How Islam Spread’ Part B: Complete the table with evidence about each category. You can write in bullet points:

Category Reason Detailed evidence What reasons fit What specific evidence can you find to show how these reasons in this category? helped Islam spread? Technology

Political

Economic

Religious

Part C: In your book, answer the question, ‘What do you think was the most important reason why Islam spread so quickly?’ You should include evidence to back up your choice, and explain why your reason was more important than the others

Revision Activities: Task 7: Normans re-cap: Part A: Read through the question and all the possible answers. Once you are sure, circle the correct answer. If you change your mind, place one line through the incorrect answer and circle the correct answer. 1. Why was the breakdown of the shield wall such an important event in the Battle of Hastings? a)It was when the housecarls left the shield wall to be killed by William’s army making it easier for the Normans to win b) When the fyrd left the shield wall they were no longer protected and were killed, this meant the shield wall was much smaller and easier for the Normans to defeat c)When the fyrd left the shield wall it led to Harold being killed by an arrow in his eye

2. Was William in full control of Britain after the Battle of Hastings? a)Yes, William had killed King Harold and so was now in full control of the country b) No, the English people would never listen to William even after he was king. This was because he was French c)No, William had become king but he still needed to persuade many people before he would have full control

3. What happened during the Harrying of the North? a)William killed 100,000 and lots of animals and homes b) William burnt all the homes and farms in Durham and York but people just returned when the soldiers had left c)Over 100,000 died due to William’s soldiers destroying homes, farms and animals 4. How did the Harrying of the North stop rebellions in the future? a)William had destroyed all the homes and people between Durham and York so there was no one left to rebel b) People would have been scared after hearing about the Harrying of the North and would not risk the same punishment happening to them by rebelling

c) People would not want to rebel as William had killed all the rebels in England and destroyed all their homes and farms 5. Which of these is not a reason why William built castles? a) William built castles so that he would have somewhere for his soldiers to keep watch over England b) William built castles so that he could collect taxes and have law courts inside them c) William built castles so that he would have lots of places to live all around the country d) William built castles as a symbol to show off his power Part B: Now, create a revision mind-map in your book about the four ways that William consolidated his power in England (castles, land, the Harrying of the North, and the Domesday Book). Use a full page in your book. Task 8: The events of the Battle of Hastings: Part A: In the table below, circle the key turning point of the Battle of Hastings. This is the point when the events started to turn to William’s advantage, meaning that he would win. Part B: For the event that you have selected as the turning point, underline the evidence in its box, which shows you how important this moment was.

1. Harold uses the traditional 2. The Normans begin 3. William reveals that although Anglo-Saxon tactic of the shield to retreat. They are chased by his horse died, he is still alive. He wall, placing his experienced some Anglo-Saxons and leads a counter-attack on the housecarls on the outside. William’s horse is killed. Anglo-Saxons, who had left their William’s army cannot shield wall. Many housecarls are break through. killed.

4. As lots of Harold’s housecarls were killed in 5. William’s soldiers break through the shield William’s counter-attack, the shield wall is now wall and kill king Harold. The last few loyal mainly made up of inexperienced fyrd soldiers. housecarls continue to fight, but are eventually The Normans launch another attack and kill killed. many of the Anglo-Saxons, including Harold’s brothers Leofwyne and Gyrthe.

Part C: Here are two answers, which both explain how William used the Domesday Book to consolidate his power. Highlight the strengths of each answer in one colour, and the weaknesses in a different colour. Think about how detailed and relevant their evidence is, and how well they have explained their point, as well as their spelling and grammar. Example A Example B

domesday book was the most important Doomsday Book was one way that William method that William used to consolidate consolidated his power. In 1085, he ordered his power. He carried out a survey of all his oficers to survey all of the households in of the households in england and found England. He found out how much everyone out what everyone ownd. He could then owned, for example, ‘Enfelde’ had 114 use this information to judge how much to households and 2000 pigs. The book was tax people, and check that everyone was finished in 1086. William could then use it paying the right amount of tax. This to juge how much to tax people and check increased his tax profits. These profits that everyone was paying the right amount of could then be used to fund other tax. This would increase his tax profits for many methods of consolidating William’s power, years, so it had a long-term impact on his like building castles. power. Then, in your History book, take the best parts of both answers to write your own paragraph about why the Domesday Book was so important for increasing William’s power:

Task 9: Why did the Islamic Empire spread so rapidly? Complete the table below. Try not to use your History book or reading sheets to help you – it will be a good test of your memory! Reason for the Evidence Explanation spread of the You must explain with detail how the Islamic Empire. reason helped the Islamic Empire to gain support or to conquer more land.

Military One of the military reasons for This helped the Islamic empire to spread the expansion of the Islamic because….. empire was…

Religious One of the religious reasons for This helped the Islamic empire to spread the expansion of the Islamic because….. empire was…

Technological One of the technological This helped the Islamic empire to spread reasons for the expansion of the because….. Islamic empire was…

Political One of the political reasons for This helped the Islamic empire to spread the expansion of the Islamic because….. empire was…

Task 10: Source skills

1. Read through Source A 2. Underline one phrase that makes you imagine a picture 3. Now draw the picture below and answer the questions on the next page: Draw your picture here:

4. Make an inference from your picture to answer the question, ‘What can we learn from source A about the wealth of Baghdad in the 9th century?’ From this I can infer… ______5. What was the House of Wisdom? ______6. What did the House of Wisdom do? ______7. How would the wealth of Baghdad have helped the people in the House of Wisdom to translate books and learn new ideas? ______

Task 11: Islamic Empire re-cap: Part A: Read through the question and all the possible answers. Once you are sure, circle the correct answer. If you change your mind, place one line through the incorrect answer and circle the correct answer. 1. Why did the cruelty of Sasanian and Byzantine rulers help Islam to spread? a. They forced people to convert to Islam b. They meant that people preferred and accepted Muslim ruler c. They meant that people asked the Muslim rulers to come and help them

2. The Islamic Empire spread for religious reasons, because… a. People preferred the Muslim faith so they converted from their religion b. People were forced to convert to Islam by the Muslim invaders c. The Muslim invaders were tolerant: if people did not want to convert to Islam, they could pay a tax instead

3. Technology was important in the spread of Islam because… a. It allowed the Muslim army to make clean water and use the ballista weapon b. It meant that the Muslim army had the most up to date weapons c. It allowed the Muslim army to collect clean water quickly

4. Why did the House of Wisdom happen in Baghdad? a. The people of Baghdad discovered all of the Greek and Roman books while on a journey b. The people of Baghdad were very rich, so they could spend money on translating books and learning c. The people of Baghdad were very clever

5. How did the House of Wisdom gain so much knowledge? a. They copied it straight from the Greeks and Romans b. They were really intelligent, so they could read all of the Greek and Roman books c. They translated books from the Greeks and Romans, and used it to help them learn

Part B: Now make a mind-map in your book of the discoveries of the House of Wisdom. Write ‘The House of Wisdom’ in the middle. Try to include at least 3 discoveries, with evidence. Hint: Hunayn Ibn Ishaq, numbers, astrolabe

Post-AP1 HL Task 12: The Medieval Church Part A: Read through the text and highlight key evidence (names, numbers, dates, places): The Pope was the leader of the Christian Church. Although the Pope lived in the Vatican City in Rome he had influence over Christians all over the world. The Pope was in charge of the hundreds of thousands of individual churches at this time. Christians believed that the Pope had been directly chosen by God to rule the Church for him. This gave the Pope great power. He made all the important decisions about the rules and laws of the Church and told the Archbishops what to do with the church in their country. He could even tell the English or French King who should be in charge of religion in their country. The leaders of the Christian Church were the two Archbishops, the Archbishop of York (in the north of England) and the Archbishop of Canterbury (in the south of England). They worked according to the instructions of the Pope and not the King. They made sure all the Bishops were following the Pope’s orders. They were very powerful and rich people as they controlled thousands of individual churches.

The Bishops were in charge of about 200 churches. They followed orders from the Archbishop. They were in charge of all the taxes collected by their churches acted as judges in courts whenever one of their priests did something wrong. A priest was in charge of one church. They would celebrate mass (a religious meeting) every day and most people went to church at least twice a week. They read from the bible, collected taxes from people and passed on the messages of the Bishops. They had a lot of power within their parish (small area) but none outside of it, and were often poorly educated.

Part B: Complete the diagram on the next page

Part C: Turn to the next page after that, watch the video, and write your diary entry in your History book

Part C:

Watch this clip (type the address carefully into your browser): https://www.youtube.com/watch?v=9sfdAcxRrq8

Then, in your History book, write a diary entry as if you were attending a medieval church for the first time. It should be at least half a page, and include: A) Who are you? A peasant? A noble? B) Describe what the building looks like C) Describe the paintings on the walls D) Describe how it makes you feel and why. E.g. Intimidated? Respectful?

Geography: Migration

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Geography: Week 1 1. Write a definition for a settlement.

______

2. Write a definition for settlement hierarchy.

______

3. Label the diagram using the words from the box below.

Isolated Dwelling

City Hamlet Conurbation Large town Small town Village Biggest settlement Smallest settlement Most services

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2. Write a definition for a wet point site.

______

3. Complete the mind map to explain the advantages of these settlement sites.

______

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Geography: Week 3

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Geography: Week 4

In this home learning, you will complete a piece of fieldwork. • Read through the questionnaire your teacher gave you • Ask your questionnaire to 3 people. This could be your family, friends or teachers. • Complete the questions below to describe your results.

1. How many people lived in Enfield?______

2. How many people had lived in Enfield their whole life?______

3. Write down 3 reasons why people chose to live in Enfield?

4. Complete this graph to show how happy people you asked feel in Enfield.

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Geography: Week 5 1. Answer these true or false questions about Mumbai. a. Mumbai is a megacity______b. Mumbai is in Africa. ______c. Mumbai is in the country India.______d. Millions of people in Mumbai live in poverty.______e. Millions of people in Mumbai are very rich.______

2. Write a definition of a slum. ______

3. Look at these photos of Dharavi.

Add 5 labels to problems people living here might face.

4. Next to each label, add whether the problem is social, economic or environmental.

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Geography: Week 6

1. Match the key term to its definition.

2. Fill in the gaps in this paragraph.

Use the words from the box below.

The settlement hierarchy helps geographers organise the different types of settlement. It is shaped like a pyramid. The ______settlements are at the ______of the pyramid. There are ______of them. The ______settlements are at the ______of the pyramid. There are ______of them. Settlements at the top have lots of services, like ______or ______. Settlements at the bottom only have a few services, like a ______or ______.

smallest biggest top bottom lots few hospitals small shop universities post-box

3. Match the case study evidence to the point it supports.

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Geography: Week 7

1. Match the definition to the key term.

Migrant Refugee Asylum seeker Economic migrant

2. Draw a picture to help you remember what each of the key terms means.

Economic migrant Refugee Asylum seeker

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Geography: Revision 1

1. Read the push and pull factors in the table below. No money Fairer laws Healthcare widely available Fear of persecution or e.g. lots of doctors torture

More or better jobs You have to pay for Fertile land for farming Drought available healthcare Poor quality housing Unemployment High taxes A volcanic eruption or earthquake Equality Your family are there Better weather Flooding already Poor education Dictatorship Better education Democracy opportunities e.g. few opportunities e.g. schools secondary schools

a. Write them all into the correct place in the table

Push factor  Pull factor ☺

No money (economic) Better weather (environmental)

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b. Use 4 pens or highlighters. Complete the key and colour code your table

Key

Economic Political

Environmental Social

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Geography: Revision 2

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Geography: Revision 3

1. Write a definition for settlement site. ______

2. Draw a picture to represent the following key terms.

Wet point site Dry point site

3. Explain the difference between a wet point site and a dry point site. ______

4. Complete this mind map to explain why people would build a settlement at a wet point site.

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Geography: Post Assessment

1. Circle three countries that migrants are trying to reach during the migrant crisis.

Germany Italy Spain Greece Hungary Norway Turkey The UK

2. Answer these true or false questions.

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Geography: Christmas Home Learning

Next term, you will be learning about glaciers and glaciation. Glaciers are rivers of ice that carve out dramatic landscapes in the world’s coldest places. Complete these tasks to get ready for our new unit. 1. Match these places with glaciers to the continent they are found in.

Newfoundland Oceania New Zealand North America Norway Europe

2. Describe the distribution of glaciers and ice on Earth. *Countries*Continents*Compass directions

Glaciers are melting faster than ever before because of climate change.

3. Complete this table to explain why melting glaciers are a problem. Why is this a problem?

This is a problem because…. Sea levels are rising

Rivers are drying up

Animals are losing their habitats

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Year 8 Music

This is the key information you will cover in music this term. You should highlight key words when you have covered them in class – we won’t learn them all at once! Circle key information that you have got wrong when completing the home learning pages and test yourself to learn it.

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Subject Task 1 Find the song ‘My Girl’ by the Temptations on Youtube (https://bit.ly/2ZfDaKJ) and answer the following questions in the back of your booklet in complete sentences: 1. What is the instrument that played at the start? 4. Which is the best description when the music 2. What is the tempo of the music? comes to ‘when it’s cold outside…’? a. Largo—slow a. All singing in unison b. Andante—medium b. One group is singing the melody, the rest c. Allegro—fast are harmonising with a second layer. d. Vivace—very fast c. A singer is singing the melody in solo and 3. What are the dynamics of this music? others are accompanying him in harmony a. Piano d. It’s the call and response. The leading b. Forte singer is singing the call, others respond. c. Piano, then crescendo to forte d. Forte, then decrescendo to piano. 5. Look at the score below. Circle and label the following three tasks on the score. • Circle 2 notes where the melody moves by leap. • Circle 3 notes where the melody moves down by step. • Circle 2 notes where the melody repeats the same pitch.

Consolidation task 1 To complete this effectively you will need to go back to your mastery pages, review your notes and reading and use look, cover, write, check to prove to yourself that you are confident in your learni

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Subject Task 2 Watch this video and pick out a song that uses the pentatonic scale: https://bit.ly/2ZR0e1o

Once you have picked the song you will research, listen to the full song on YouTube.

Create a mind map at the back of your HL booklet with the title of the song at the centre and the following categories: Instruments used, Tonality (major or minor) and mood, Texture, Tempo, and Dynamics.

STRETCH: Choose one category from your mind map and write out 3 complete sentences that describe the music you have listened to.

Consolidation task 2 To complete this effectively you will need to go back to your mastery pages, review your notes and reading and use look, cover, write, check to prove to yourself that you are confident in your learning.

1. The pentatonic scale is: Here is the picture of a C pentatonic scale. Start counting from C note. Look at the pattern (3 white notes , miss a note, 2 white notes)

2. Write in and shade the notes for the following pentatonic scales. Use the pattern above to help you: a. F Pentatonic Scale

b. G Pentatonic Scale

3. Circle the notes that are used in ‘Amazing Grace’. C D E F G A B C D 4. First, label the notes of the keyboard below, then circle the notes used in Amazing Grace.

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C D ______

Subject Task 3: Listening practice Listen to this song (The Girl with the Flaxen Hair by SAKURA Cello Quintet) https://bit.ly/326KPg6 and answer these questions in the back of your music booklet. 1. What is the texture at the very beginning? a) thin b) monophonic c) thick d) homophonic 2. When the other cellos enter, what is the texture? a) thin b) monophonic c) thick d) homophonic 3. The cello is a member of what instrument family? 4. What is the dynamic throughout the beginning of the piece? Use Italian terms. 5. What kind of scale does this piece use? 6. What is the mood of the music? Give musical reason for your answer. eg. It is calm because it is slow

Consolidation Task 3 1. Complete the table with the correct definitions to these key words, and check against your

mastery pages: Word Definition Bar Degree of a Scale 2. Step 3. Leap Melody Q+A Melodies Phrase

Melody and

Accompaniment- - 2. Fill in the blanks in the dynamics table 3. Fill in the blanks in the rhythm table

Symbol Italian English Note Name Length Say it Pianissimo Very quiet Minim ‘Ta’ah’

p Quiet

Mezzo piano Moderately 4 beats quiet Decrescendo

ff Very loud

f Loud Crotchet ‘Ssh’ mf Mezzo forte Moderately rest loud Crescendo Gradually louder ½ beat ‘Ssh’

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Consolidation Task 4

1. Answer these questions in the back of your booklet. Once you have finished, check your answers against the mastery pages. a) How do we remember the notes on the lines of the treble clef?

b) How do we remember the notes in the spaces of the treble clef?

c) Trace the 1st treble clef below, then draw 5 more treble clefs on the musical stave.

2. Draw a treble clef at the beginning of each line then label the following notes on the treble clef:

Subject Task 4: Independent Listening practice Listen to a song of your choice that uses the pentatonic scale and describe it using musical language. If you are stuck what song to choose, listen to ‘Thinking Out Loud’ by Ed Sheeran. Write the title of the song in the back of your booklet, and answer the following questions in full sentences: 1. What instruments can you hear? 2. What is the texture? – use words other than thick or thin 3. How many beats are in a bar? 4. Does the melody move mostly by step or leap? Does it change in the chorus of the song? 5. What are the dynamics? – use Italian words 6. What is the mood of the song and why?

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Revision Section 1: Scale and Notation Practice

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Revision Section 2: Listening exam questions Listen to the extract until 1 minute and answer the following questions. https://bit.ly/2BMKswF (Amazing Grace Piano Cover—John Newton)

1. What is the tonality of the music? (1)

2. The right hand is playing the main melody and left hand is accompanying it by playing chords. What texture is it called? (1)

3. What scale does it use in the music? (1)

4. True or false: The melody moves mostly by step. (1)

5. Describe the dynamics of the start of the extract. (1)

6. Describe two tips for excellent piano playing technique. (2)

7. What does ‘phrase’ mean in music? (1)

8. How do you know the music is divided into phrases? (1)

Total: ____/9

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Post AP1 Home Learning Refresh your knowledge of metre and rhythm by completing the work below.

Time Signature ‘Time signature’ tells you how many beats are in each bar of music. A piece with a time signature of 3/4 has three crotchet beats.

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