Pre-Reading Year 8 Homework Booklet

Pre-reading

Year 8 homework

booklet

Christmas Holidays 2020

Contents

Page 3 Introduction and reading rules Pages 4-6 History: Abolition of the slave trade in Britain Pages 7-8 Geography: Development Pages 9-11 Food: Does culture influence the way I cook? Pages 12-13 Graphics: Why do we buy what we buy? Pages 14-16 English: Why I stopped hating Shakespeare by James Baldwin Pages 17-19 Maths: Sequence and inequalities Pages 20-21 Music: Pianos and keyboards Pages 22-28 Drama: Styles of theatre Pages 29-31 Art: Paul Cezanne’s boring paintings Pages 32-34 Computing: Web applications Pages 35-36 EBC: Life after death Pages 37-38 French: Hobbies and leisure Pages 39-41 Science: The atom Pages 42-43 PE: Methods of training

Introduction This homework booklet is designed to encourage you to read and research the topics you will be studying in each subject next term.

Research shows that pupils who read regularly, achieve higher results in tests.

WPSFG Reading Rules First reading is understanding • Highlight any words you do not understand and try to use strategies to work out what they mean • Track with a ruler • Summarise key points

Second reading is zooming in • Identifying any interesting features • How does the extract make you feel? • How might this extract be interpreted by others?

Once you have finished your pre-reading, look for other examples of research and reading you could do.

History: Abolition of the slave trade in Britain

Elizabeth Heyrick: Abolitionist Campaigner

Elizabeth Heyrick is best known for her work with the Abolitionists of the late 1700’s and early 1800’s. Sadly, she would pass before Slavery would be abolished, yet her arguments resonated on both sides of the Atlantic in the pursuit of Abolishing Slavery.

Born as Elizabeth Coltman, in 1789, in Leicester, Elizabeth became a member of the Society of Friends and devoted herself to social reform. As well as becoming a prison visitor, she wrote political pamphlets about a range of issues, from the Corn Laws to the harsh treatment of vagrants. However, her overriding interest was in the abolition of slavery in the British colonies. Heyrick began campaigning for a new sugar boycott in Leicester, with the help of Lucy Townsend, Mary Lloyd, Sarah Wedgwood and Sophia Sturge.

She visited all of the city’s grocers to urge them not to stock slave-grown goods. She described the West India planters as being like thieves and those who bought their produce, like receivers of stolen goods. Hayrick criticised the mainstream anti-slavery figures for being slow, cautious and accommodating.

In 1824, Elizabeth published her pamphlet ‘Immediate not Gradual Abolition’. This differed from the official policy of gradual abolition and William Wilberforce gave out instructions for leaders of the movement not to speak at women’s anti-slavery societies, as most of which supported Heyrick.

However, Heyrick’s pamphlet was distributed and discussed at meetings all over the country. In 1830, the Female Society for Birmingham submitted a motion to the National

Conference of the Anti-Slavery Society calling for a campaign for an immediate end to slavery in the British colonies.

Elizabeth suggested that the women’s associations should withdraw their funding for the Anti-Slavery Society, if it did not support this resolution. As the Female Society for Birmingham was one of the largest donors to central funds, it was influential across the whole network of ladies’ associations, which supplied over a fifth of all donations.

At the conference in May 1830, the Anti-Slavery Society agreed to drop the words “gradual abolition” from its title and support the Female Society’s plan for a new campaign calling for the immediate end to slavery. Elizabeth Heyrick died in 1831 and therefore did not live to see the passing of the 1833 Abolition of Slavery Act.

Glossary

Abolitionists – People who sought to get rid of, or abolish, slavery during the 19th century. Society of Friends – An offshoot of the Christian religion, now more commonly known as Quakers. Corn Laws – Tariffs and trade laws placed on imported food during the 19th century which benefited already rich landowners by driving up the price of goods. Vagrants – A person without a fixed home or income who moves from place to place and often lives by begging. West India Planters – Sugar merchants, plantation owners and colonial agents who formed a society and played a major role in resisting the abolition of the slave trade. William Wilberforce – A British politician and leader of the movement to abolish slavery.

Key Questions 1. Why do you think Elizabeth Heyrick was threatening to stop funding the Anti- Slavery Society if they did not stop using the word ‘gradual’ in its abolishment campaigns?

2. How has slavery and the abolition of it shaped Britain today? Were you aware that women played a role in the Abolitionists?

Key Players in the Abolition Movement

Thomas Clarkson

Thomas Clarkson was one of the most prominent eighteenth-century anti-slavery campaigners. Described by one contemporary as a 'moral steam-engine', he was an Anglican clergyman who had had a passionate interest in the abolition of the slave trade since his time at Cambridge University. As a student he wrote a prize-winning essay on slavery, which was later published and brought him into contact with other anti-slavery campaigners like Granville Sharp.

Olaudah Equiano

Equiano was one of the most prominent black campaigners in the anti-slavery campaign. He was an ex-slave who, by the 1780s, lived as a free man in London. He is mostly remembered for his 1789 autobiography. It tells of his kidnap in Nigeria, his being sold into slavery, his journey to the West Indies, his life as a slave and his struggle to buy his freedom. Between 1789 and 1794, there were nine editions of the book and it was translated into many languages. Although not the first account of slavery from an African point of view, his book became the most popular and widely read.

William Wilberforce

William Wilberforce was the main figurehead in Parliament for the Abolitionist campaign. He was born in Kingston-upon-Hull into a wealthy family of wool merchants and represented the town as MP. He was recruited by Thomas Clarkson, who recognised that, in order to get Parliament to change the law, the anti-slavery cause needed a brilliant advocate inside Parliament itself. Wilberforce was very well suited for this role. He was a great orator, wealthy, well connected, known for his integrity and was particularly keen to improve society, especially from 1785 after his conversion to evangelical Christianity.

Geography: Development

Information taken from BBC: Bitesize

Generally, most more economically developed countries are in the northern hemisphere and most less economically developed countries are in the southern hemisphere. There are exceptions such as Australia and New Zealand. The Brandt Line is an imaginary division that has provided a rough way of dividing all of the countries in the world in to the rich north and poor south.

Many countries in the poor south have become more developed since the 1980s and so many people now think that the Brandt line is no longer useful.

For example, some countries that are considered to be 'developing' have experienced rapid growth (especially in manufacturing industries) in recent years. We call these countries the newly industrialised countries (NICs) eg China, Brazil and Mexico.

Why have NICs grown?

• strong, stable government

• a switch from agricultural to manufacturing and service jobs

• a focus on exports and trade

• products are kept cheap and competitive by using cheap, well-disciplined workers

• profits are invested in developing more industries and buying home produced goods - a multiplier effect

• over time the workforce becomes better educated and more skilled

Factors affecting development

There are lots of reasons why some countries are much less developed than others. The reasons are complex and vary from place to place.

Physical factors

• Climate - many of the poorest countries are in the tropics where it is hot, the land is less fertile, water is scarce, and diseases flourish.

• Natural resources - some raw materials are valuable and can help a country develop if they have the resources to collect and process them, eg oil, diamonds, forests and gold.

• Location - being near trade routes and having access to the sea, eg ports have been important for trade. Landlocked countries are at a disadvantage.

• Natural hazards - some places are vulnerable to natural disasters, eg Haiti is located in an area prone to earthquakes and hurricanes.

Historical/political factors

• Trade - goods are traded on a global scale but it is difficult for poor countries to compete. Some believe the rules of trade are unfair. Rich countries can raise tariff barriers to stop cheap imports undercutting their own goods. In the past some countries made money by colonising other countries and using their raw materials to produce manufactured goods.

• Corruption/poor management - countries need strong, stable and honest leaders to help them develop.

• War - wars use up resources and make it difficult to produce goods and trade.

Social factors

• Discrimination - some groups may have fewer opportunities and this can hold back overall development, eg if women are not educated to the same standard as men.

• Population - overpopulation occurs where population growth outstrips resources.

Questions to Think About Why do you think a lot of countries might have become more developed during the 1980s? What factors might have made this a time of rapid development. What role do you think technology might have played in this?

Food: Does culture influence the way I cook?

Let’s eat together: how immigration made British food great.

By Nigel Slater, 2015 I can think of no place that welcomes the food of other countries with more enthusiasm than Britain. Good though our indigenous cooking is, made with ingredients from our own landscape, we have long had an insatiable appetite for the food of other countries. A walk along our high streets will offer everything from sashimi to tacos and pizza to Korean noodles. Some of this food comes from chain restaurants with global domination, but for the most part it is the product of small restaurants and food shops run by first- or second- generation immigrant families that have come to Britain and set up shop. It is something I wholeheartedly want to celebrate.

Below is one of the chefs interviewed as part of this article: Jeremy Pang, China

How did you come to know the cooking associated with your heritage?

From a Chinese cultural point of view, we live our lives to eat. My mother’s father opened the Ho’s Bakery in Manchester’s Chinatown in the 60s. My dad’s family, from Hong Kong, opened the Dragon restaurant in Finsbury Park in the 70s. My uncle also had Pang’s Cottage in Hillingdon. So it’s in my blood. What does Chinese food mean to you?

It’s all about sharing. You never have one dish for one person – everyone shares. If you know your Chinese food, you’re looking for balance in flavour, texture and colour. In western restaurants presentation is about making one plate look pretty. The Chinese way is making the whole table of food look pretty.

How did you learn to cook?

My dad was a pharmacist, but my love of food comes from his passion for cooking. I used to watch him and learn. My sisters and I had to guess what ingredients had gone into our food every night, and that trained my palate. That was before I even started to cook.

Is food an important part of a country’s cultural heritage?

It’s so important. I was brought up in British and Chinese cultures and I see a huge love of food and pride in both. In the UK it’s about making the best fish and chips or Yorkshire pud’, and in China we have our own favourite dishes, too. Do you think of different cuisines as separate or can they be mixed?

Chinese and British food are totally mixed. The Brits were in Hong Kong for a long time, so there’s influence both ways. Ketchup is used with many British dishes, but sweet and sour sauce – a Cantonese standard – is made with sugar, ketchup and vinegar. Inside dim sum buns you often get spam as a filling. If you go for a greasy spoon breakfast in Hong Kong, the best dish is macaroni in chicken soup with spam and a fried egg on top.

What is your favourite Chinese ingredient?

In Chinese I’m a “fan tung”, or “rice bin”. Every meal should come with rice on the side.

No kitchen is complete without…

A wok. You have to know how to use it. Understand the height of your fire. Most British people use a wok as a casserole pan, but a stir-fry should take no longer than 5 minutes.

Questions to Think About How does your cultural heritage influence the food eaten in your house? Do you have recipes which family members have taught you, or that only get cooked for special occasions? Do you notice a big difference in the way different cultures see food overall?

Graphics: Why do we buy what we buy?

How product packaging affects buying decisions, by Christiane Hermann, 2014

When the shelf is stuffed with many similar products from different brands, packaging design can just as important as the product inside. But how much does packaging really affect what choice we make when shopping?

First impressions matter. An infographic by The Paper Worker shows that this applies to product packaging as well. When the shelf is stuffed with many similar products from different brands, it can be the crucial factor for a purchasing decision. But how much does packaging really affect what choice we make when shopping?

In fact, brands have about seven seconds to make a good impression on a potential buyer. Not only does effective design let the consumer make decisions faster and easier, an eye-catching look can also draw consumer attention. Research shows that at least a third of product decision-making is based on packaging, along with personal preferences. This means that sometimes packaging can be just as important as the product inside.

The easiest way to catch attention is the right choice of colour. It is the most straightforward and simple way to unify a brand and set you visually apart from costumers. However, shades need to be attractive to the target market and set the right tone to send a message of what a product is. For example, yellow tends to convey happiness whereas black means power.

But it’s not only about the quick, first impression. Quality is an important aspect as well. According to the infographic, 52 % of online consumers say they would likely return to a business for another purchase if they receive products in premium packaging. And 90 % of consumers reuse product packaging boxes and bags after purchase. But the costumer can even become another marketing channel: 40 % would share a photo of packaging if it is interesting. With that action they recommend it to friends who then might become costumers as well. 12

The third way to stick out on the shelf is to be green: Sustainable packaging is popular among today’s costumers. Thus, recycled or recyclable materials are a bonus for businesses and environment. It doesn’t mean it has to be dull and boring. You can be crafty and creative by for example reinventing old materials like paper lunch bags.

But with all these factors, one thing has to be kept in mind: We’re still dealing with packaging and therefore something that is meant to be functional. It has to be easily mobile, include only necessary text and most importantly protect the product on the inside. Packaging should also help consumers know who your brand is. When a consumer sees a package, in the best case the brand should be able to be named.

Some brands actually managed to make their packaging the most important part of their branding. What would Coca Cola be without their iconic bottle that has even become a retro design feature? But the company also pushes forward innovative and sustainable packaging. For example, for one campaign they created a type of can that had ice cube images appear when the soda reached optimal temperature. Another bottle line was made out of plant material. And printing consumer names on the labels even turned choosing a coke into a sort of game.

Glossary

Infographic – A visual representation of information or data, for example a chart or diagram.

Consumer – A person buying or using a product, for example the person buying a can of Coca Cola.

Premium – A product or service with a higher value and quality.

Optimal – The best or favoured.

Questions to Think About Have you ever bought or asked for something based on what the packaging looked like? What is it about the packaging which attracts you to something, for example food, make-up or technology? Should you judge a book by its cover?

English: Othello Extracts from ‘Why I Stopped Hating Shakespeare' by James Baldwin

Every writer in the English language, I should imagine, has at some point hated Shakespeare, has turned away from that monstrous achievement with a kind of sick envy. In my most anti-English days I condemned him as a chauvinist ("this England" indeed!) and because I felt it so bitterly anomalous that a black man should be forced to deal with the English language at all — should be forced to assault the English language in order to be able to speak — I condemned him as one of the authors and architects of my oppression.

[…] But I feared him, too, feared him because, in his hands, the English language became the mightiest of instruments. No one would ever write that way again. No one would ever be able to match, much less surpass, him. Well, I was young and missed the point entirely, was unable to go behind the words and, as it were, the diction, to what the poet was saying.

I still remember my shock when I finally heard these lines from the murder scene in Julius Caesar. The assassins are washing their hands in Caesar's blood. Cassius says:

Stoop then, and wash. — How many ages hence Shall this our lofty scene be acted over, In states unborn and accents yet unknown!

What I suddenly heard, for the first time, was manifold. It was the voice of lonely, dedicated, deluded Cassius, whose life had never been real for me before — I suddenly seemed to know what this moment meant to him. But beneath and beyond that voice I also heard a note yet more rigorous and impersonal — and contemporary: that "lofty scene," in all its blood and necessary folly, its blind and necessary pain, was thrown into a perspective which has never left my mind.

[…]

It is probably of some significance, though we cannot pursue it here, that my first real apprehension of Shakespeare came when I was living in France, and thinking and speaking in French. The necessity of mastering a foreign language forced me into a new relationship to my own. (It was also in France, therefore, that I began to read the Bible again.)

My quarrel with the English language has been that the language reflected none of my experience. But now I began to see the matter in quite another way. If the language was not my own, it might be the fault of the language; but it might also be my fault. Perhaps the language was not my own because I had never attempted to use it, had only learned to imitate it. If this were so, then it might be made to bear the burden of my experience if I could find the stamina to challenge it, and me, to such a test.

In support of this possibility, I had two mighty witnesses: my black ancestors, who evolved the sorrow songs, the blues, and jazz, and created an entirely new idiom in an overwhelmingly hostile place; and Shakespeare, who was the last bawdy writer in the English language. What I began to see — especially since, as I say, I was living and speaking in French — is that it is experience which shapes a language; and it is language which controls an experience.

The structure of the French language told me something of the French experience, and also something of the French expectations — which were certainly not the American expectations, since the French daily and hourly said things which the Americans could not say at all. (Not even in French.) Similarly, the language with which I had grown up had certainly not been the King's English. An immense experience had forged this language; it had been (and remains) one of the tools of a people's survival, and it revealed expectations which no white American could easily entertain.

The authority of this language was in its candour, its irony, its density, and its beat: this was the authority of the language which produced me, and it was also the authority of Shakespeare. Again, I was listening very hard to jazz and hoping, one day, to translate it into language, and Shakespeare's bawdiness became very important to me, since bawdiness was one of the elements of jazz and revealed a tremendous, loving, and realistic respect for the body, and that ineffable force which the body contains, which Americans have mostly lost, which I had experienced only among Negroes, and of which I had then been taught to be ashamed.

My relationship, then, to the language of Shakespeare revealed itself as nothing less than my relationship to myself and my past. Under this light, this revelation, both myself and my past began slowly to open, perhaps the way a flower opens at morning, but more probably the way an atrophied muscle begins to function, or frozen fingers to thaw.

The greatest poet in the English language found his poetry where poetry is found: in the lives of the people.

Reading Tasks

• Underline any words you do not understand and research them.

• Can you summarise in 150 words or less what you think Baldwin is saying about language vs culture and history?

Maths: Sequence & Inequalities

Read the following information from BBC Bitesize

Sequences

Linear sequences

A number pattern which increases (or decreases) by the same amount each time is called a linear sequence. The amount it increases or decreases by is known as the common difference.

Exploring number patterns

• 2, 6, 10, 14... is a number pattern that follows the rule 'add 4'.

The next number is 14+4=18

• 81, 27, 9, 3... is a number pattern that follows the rule 'divide by 3'.

The next number is 3÷3=1

• 5, 8, 14, 23... is a number pattern that follows the rule 'add 3, add 6, add 9...'.

The next number is 23+12=35

Each number in a number pattern is called a term. So in the number pattern 2, 6, 10, 14 ... the first term is 2, the second term is 6 and the third term is 10, etc.

Notice how patterns can change from one term to another. Work out the rule that will get you from the 1st term to the 2nd term, and then check that the same rule will get you from the 2nd term to the 3rd term.

If it doesn't work, find a different rule to get to the 2nd number and then check that it gets you to the 3rd number.

Inequalities

In an equation, the ‘equals’ sign means the two sides are identical. When the two sides are not identical you will need to use inequalities to show the relationship between the two sides.

In an equation the '=' sign means the two sides are identical. But what happens when the two sides are not identical?

If this is the case you need to use inequalities to show the relationship between the two sides.

• < means 'less than'

• ≤ means 'less than or equal to'

• > means 'greater than'

• ≥ means 'greater than or equal to'

For example, if x>2, then x=3, 4, 5, 6, 7, ... (x is greater than, but not equal to 2, so don't include the 2).

If y is ≤4, then y=4, 3, 2, 1, 0, −1, ... (y is less than or equal to 4, so do include the 4).

Plotting inequalities on number lines

Inequalities can be represented on a number line.

Use a hollow dot for:

< and >

e.g. 푥 < 2

Use a solid dot for:

≤ and ≥ e.g. 푥 ≥ −1

Activities • What are the next 5 terms in the ‘add 3, add 6, add 9…’ number pattern? • How could we correctly write ‘x is greater than y but less than or equal to z’?

Music: Keyboard Skills

The Piano

The modern piano has a range of up to seven and a quarter octaves – greater than that of any other instrument except the organ. The strings of the piano are stretched across an iron frame. Behind this frame is a soundboard which increases the volume of the sound and enriches its timbre and sonority. Bass notes on a piano have a single string each, notes in the tenor range have two and the remaining notes have three strings each.

The pitches of the various notes depend upon the length, the thickness and then tension (or tightness) of the strings. The shorter the string, the thinner the string, the tighter the string, the faster it will vibrate and so the higher the pitch.

When a key on the piano is pressed down it sets in motion a complicated mechanism which results in a felt-covered hammer hitting the string or strings belonging to that note. As soon as the key is released, a felt covered damper, lifted before the impact of the hammer, now falls back so that the strings are dampened, and their sound immediately silenced. The piano has two (sometimes three) pedals. The one on the right, called the sustaining pedal, causes all the dampers to be lifted, allowing any strings which are struck to vibrate freely until the pedal is released. If the pianist depresses the pedal on the left, called the soft pedal, a softer, more muted sound is produced.

In an ‘upright’ piano this may be affected by a layer of felt coming between the hammers and the strings. In a ‘grand’ (horizontal, wing-shaped) piano, this pedal causes the entire action (keyboard and hammers) to shift slightly to the right, so that hammers can now strike only two of three strings, or a single string instead of two, thereby producing less volume.

The Keyboard

The keyboard is a musical instrument of the electronic instrument family. Keyboards are very similar to a piano in appearance and are capable of producing a variety of sounds that would normally require a large number of instruments to produce. Some more expensive elaborate keyboards are used

for stage performances to replace the sounds of an orchestra within a band, or for recording purposes in studios.

The more expensive and professional keyboards are digital pianos, stage pianos, synthesizers, workstations, midi controllers, and keytars. Modern keyboards have several main components including the musical keyboard (black and white keys that looks like a piano). User interface software (a program within the keyboard controlled by the menu), computerized musical arranger (software to produce chords and rhythm), amplifier and speaker (internal sound system), power supply (usually an AC adapter), MIDI terminals (input and output for hooking up to a computer or other instruments).

Some features of keyboards include chord recognition, demonstration songs, touch sensitivity, after touch, polyphony, multi-timbre, split point, accompanying tracks, tempo, auto harmonizing, pitch bending, vibrato, drawbars, and piano action to mimic the feel of a traditional acoustic piano while playing.

One of the most successful keyboard manufacturing companies is Yamaha, which sells more than 770,000 keyboards of various models each year. Casio is another leading keyboard manufacturing company.

In several countries such as Japan, India, China, and Indonesia the keyboard is referred to as an organ. In Russia the keyboard is usually referred to as a synthesizer despite whether it is a stage piano, or digital piano. Keyboards are used in a wide variety of music genres including rock, pop, gospel, jazz, blues, alternative and many more. Famous keyboard players include Billie Currie of Ultravox, Vadim Pruzhanov of Dragon Force, Bernie Worrell of Parliament-Funkadelic, George Duke, Jan Hammer, Steve Winwood, Ray Manzarek of The Doors, and Tony Banks of Genesis.

Start Thinking

When you’re listening to music over the holidays, try to identify any songs which you think have got keyboards or piano featured in them. What sort of

quality do you think they bring to the music?

Drama

This pre-reading is going to cover a number of different styles of theatre, including a description of the style, the names of some plays written in this style, and a biography of a director or actor closely linked with each one. Naturalistic

▪ In terms of style, naturalism is an extreme or heightened form of realism. ▪ As a theatrical movement and performance style, naturalism was short-lived. ▪ Stage time equals real time – e.g. three hours in the theatre equals three hours for the characters in the world of the play. ▪ Costumes, sets and props are historically accurate and very detailed, attempting to offer a photographic reproduction of reality (‘slice of life’). ▪ Settings for naturalistic dramas are often bland and ordinary. ▪ Naturalistic dramas normally follow rules set out by the Greek philosopher Aristotle, known as ‘The Three Unities’ (of time, place and action). *See below. ▪ Jumps in time and/or place between acts or scenes is not allowed. ▪ Often characters in naturalistic plays are considered victims of their own circumstance and this is why they behave in certain ways (they are seen as helpless products of their environment). ▪ Characters are often working class/lower class (as opposed to the mostly middle-class characters of realistic dramas).

Aristotle’s Three Unities

1. The Unity of Action – A play should have one main action that it follows, with no or few subplots.

2. The Unity of Place – A play should cover a single physical space, a stage should not represent more than one place.

3. The Unity of Time – The action in a play should take place over no more than 24 hours.

Examples of plays in a Naturalistic style

▪ ‘A Bitter Fate’ – Aleksey Pisemsky (1859) ▪ ‘Miss Julie’ – August Strindberg (1888) ▪ ‘The Weavers’ – Gerhart Hauptmann (1892) ▪ ‘Uncle Vanya’ – Anton Chekhov (1898) ▪ ‘Look Back in Anger’ - John Osborne (1956)

Constantin Stanislavski

Naturalistic

• Born January 17th, 1863. • Died August 7th, 1938. • Russian actor, director & producer. • Founded the Moscow Art Theatre • Believed theatre was an important influence on people, and so should be used to educate. • Established the ‘Stanislavski Method’ of acting –when actors put themselves in the shoes of the character they are playing in order to portray their emotions in a believable way. • He wrote books about this, called An Actor Prepares, Building a Character and Creating a Role.

Glossary

Heightened – Something is which more intense than normal. Realism – Representing something in a way which is accurate or true to life. Movement – A group working together towards a change within society or culture. Subplots – A smaller storyline happening at the same time as the main plot, for example Hagrid’s pet dragon in The Philosopher’s Stone, or the old man who lives next door in the film Home Alone.

Non-Naturalistic

• Began as a direct revolt against Naturalistic theatre. • Performances are more theatrical and stylised, unlike Naturalistic theatre, there is no expectation that plays conform to a sense of reality. • Uses a variety of techniques to tell the story such as: o Flashbacks o Directly talking to the audience o Exaggerated movements o Heightened language o Narration

Examples of plays in a Non-Naturalistic style

• Mother Courage by Bertolt Brecht (1939) • Waiting for Godot by Samuel Beckett (1953) • Angels in America by Tony Kushner (1991)

Bertolt Brecht

Non-Naturalistic

• Born 10th February, 1898 • Died 14th August, 1956 • German poet, playwright and director. • Lived in exile during both World Wars, in WWII he lived in the United States of America and was put under surveillance by the FBI. • Became a leading voice and mind in the study of ‘Epic Theatre’. • Wrote a number of theoretical books about theatre, including “The Modern Theatre is the Epic Theatre”.

Glossary

Revolt – An attempt to end the authority of someone or something by rebelling. Stylised – Something with a distinct design or appearance, usually in a non-realistic way.

Epic Theatre – A theatre movement formed to force the audience to engage with plays in a different way in order to get them to see the world their way – usually in relation to politics.

Theoretical – Look at the theory of something, the ideas behind it and the study, rather than the practical application of it.

Physical Theatre

• Emphasises physicality over dialogue as a storytelling technique, as implied by the name. • Often seen as an innovative form of theatre as it is often experimental in nature. • Can utilise different forms of physicality, including o Mime o Gestures o Dance • Stillness is used heavily too, as a person being still is a sharp contrast to a lot of physical movement. When the two are placed together it can be very striking.

Examples of plays in Physical Theatre

• A Midsummer Night’s Dream by The Lindsay Kemp Company (1979) • Can We Talk About This? By DV8 (2011) • The Curious Incident of the Dog in the Night-Time by Simon Stephens (2012) • The Time of Your Life by Gecko (2015)

Frantic Assembly Physical Theatre

• Artistic Director – Scott Graham • Formed in 1994 by a group of students in Swansea University • They say their work is about “telling stories in voices we don’t usually hear”. • Have worked in over 40 countries, collaborating with many directors and theatre companies, including The National Theatre for their production of The Curious Incident of the Dog in the Night-Time (pictured above). • Devised “The Frantic Method” which is a way of discovering, creating, and learning movement for productions.

Glossary

Physicality – The physical presence of somebody. The way their body moves within a space or interaction. Innovative – Using new, original methods or ways of doing something.

Contrast – Something being incredibly different to something to which it is closely linked. In this example: stillness vs. movement.

Verbatim Theatre

• Theatre made using real people’s words. • Works as almost a type of documentary, exploring topics using the words of real people but putting them into the mouths of actors. • Also referred to as ‘documentary theatre’, ‘investigative theatre’, or ‘theatre of fact’. • Became popular in the early 20th century, but forms of verbatim theatre have actually been traced back as far as Ancient Greece.

Examples of plays in Verbatim Theatre

• One Third of a Nation by Arthur Arent (1938) • The Investigation by Peter Weiss (1965) • London Road by Alecky Blythe & Adam Cork (2011) • Broke by Paper Birds (2014)

Paper Birds

Verbatim Theatre

• Formed in 2003 by graduates from Leeds University. • Wanted to create central roles for women in theatre. • Began using Verbatim method of interviewing people to devise shows in 2008. • Their first Verbatim show was called ‘In a Thousand Pieces’. • They aim to showcase new and diverse voices. • They have a trilogy of plays about social class, which are called ‘Broke’, ‘Mobile’ and ‘Estate of the Nation’. 27

Forum Theatre

• A technique within ‘Theatre of the Oppressed’. • Created by Augusto Boal in the 1960s. • Usually focusses on an area of social justice. • Spectators can stop the action and suggest different actions if they think it’s necessary. • Sometimes people switch roles, or step in to create new roles completely. This crossover between audience member and participant in the play is called ‘spect-actor’. • Used to empower audience and practitioners, often used within socially excluded or disempowered groups.

Augusto Boal

Forum Theatre

• Born 16th March, 1931 • Died 2nd May, 2009 • Theatre practitioner • Born and lived in Brazil until he was kidnapped, arrested and exiled due to his controversial cultural activism. He returned to Brazil 14 years later. • Founded ‘Theatre of the Oppressed’ in Rio de Janeiro.

Glossary

Theatre of the Oppressed – A theatrical workshop which is equal parts performance, activism, and educational forum.

Disempower – To take away power, authority or influence. To make weak or unimportant.

Cultural Activism – Using art, writing, theatre or any form of cultural product to promote social change.

Art & Design: Paul Cézanne's Boring Paintings

Paul Cézanne (France, 1839-1906) was an incredibly important painter in the history of art, and his style was solidified in his still life paintings. When you go into a gallery of art, one of the things you expect to see are paintings of bowls of fruit. To many people, these are boring. After all, they're just everyday objects - bottles, skulls and bowls of fruit. Or are they?

Paul Cézanne was living during a time when still- life paintings were considered low art, unfit for true celebration in major art galleries. Cézanne, however, was preoccupied with still life, and painted the same objects over and over again. His concentrated study of familiar items enabled him to develop a new way of capturing his visual sensations. He believed that conventional perspective, which uses a single viewpoint, did not accurately reflect the way that we perceive the world. This new perspective meant that the result was not simply a bowl of fruit, it was a challenge to the very concept of art that would change the world forever. Not so boring now, is it?

So, where does Paul Cézanne fit within the history of art? Cézanne - alongside Vincent Van Gogh - is considered a great master of the Post- Impressionist movement, which both grew out of and rejected the style and methods of French Impressionism. The Impressionists believed that art could capture the sensation of perception by freezing time in a single moment. This idea also interested Cézanne, who experimented with 29

Impressionism. However, he slowly grew away from this style. Blurry abstraction wasn't the sort of art he wanted to explore.

Cézanne developed his own style, which has been described as architectural or sculptural. What this means is that Cézanne was extremely analytical in his painting, consciously and methodically applying every single brushstroke so that each impacted the structural integrity of the overall image.

At the same time, Cézanne was not interested in capturing the visible essence of nature in painting, the way the Impressionists did. He wanted to capture nature as humans understood it. In practical terms, this meant that Cézanne began to break away from reality, abstract his paintings and draw attention to the presence of the canvas. He started reducing objects into their simplest shapes (cubes, spheres, prisms, etc). At the same time, he started breaking down colours from complex gradients into their simplest forms, set next to each other rather than blended together. Finally, he broke from classical perspective, allowing perspective to be based more on the relationships between objects than on a single point. Altogether, this led to the impression that he was examining an object from multiple sides at once.

What Cézanne was doing would set the stage for new art movements like Cubism and Fauvism, art movements that would span the next several decades and inspire artists like Henri Matisse and Picasso. He was one of the most influential artists of all time, and his characteristic style was nailed down through dozens of still life paintings created from the 1870s through 1890s. It's important to remember that still life paintings were not highly respected at the time, but Cézanne's style was challenging the very meaning of art, giving new meaning to the genre.

Activity

Create a still life artwork featuring food. You should create a real display to work from featuring everyday household objects like pots, bottles, plates, fabric etc, and food like fruits and vegetables. Draw the set-up from real life or take a photograph of it to copy from. You can use any materials you have at home including pencil, pens, colour pencils, paints etc.

Computing: Web applications

Technology has evolved to be an integral part of our lives for the past few years. In fact, a study done in 2019 indicates that the amount of time spent on the Internet using our mobile phones as opposed to other gadgets has increased by 48%.

This means that people have built a lifestyle that integrates the use of the most accessible gadget. This has led to an increase of internet usage screen time all over the world. South East Asians leading the survey with 10 hours of screen time per day. This accelerating growth has led to progressive changes to web and mobile app development.

Differences Between Web and Mobile

Not a lot of people are aware of the difference between web and mobile applications. Oftentimes, it is assumed that if there is a website, there will most certainly be a mobile version of it.

Native mobile apps are also made with a different programming language that is built in. However, they have significant differences, from the development to the deployment, which is why site engineers and developers work hard to bridge the two.

A key distinction between the two is the need for connectivity and updates. While mobile apps can work offline to the user’s convenience, a web app requires constant connectivity.

On the other hand, mobile apps require regular updates to operate fast, while web apps have automatic updates. Technology has had us all turning to our phones to solve almost every minor inconvenience. This need for ease and convenience is what initiated a further improvement of web and mobile applications.

Building of Hybrids

Both web and mobile apps have their pros and cons, and the ideal setting would presumably be smack dab in the middle. It is for this reason that hybrid apps were 32

developed. This kind of app was built to suit an operating system, making it access native apps as well as the web counterparts.

However, when used in the mobile version, it functions as the web app but only through a WebView. This is because these apps are written with the same programming language as web apps, namely HTML, JavaScript and CSS.

Hybrid apps are the earlier attempts of developers to build a grey area between the web and mobile. These kinds of innovations are quite difficult to develop since there are no standards for software development. Nonetheless, they are usually quick and easy once they are developed due to existing templates, but do not promise the richness and plenitude of features.

Progressive Web Apps to the Rescue

Developers have found more ways to improve the connection and collaboration between web and mobile applications. This was initiated to cater for the anticipated increase of world connectivity, given that statistics report the number of worldwide smart phone users have reached 5 billion in 2019.

The need for connectivity and convenience is on the rise and this has led to the development of PWAs. Progressive Web Apps (PWAs) bridge the gap between the web and the mobile interfaces, allowing a website app to work as efficiently in the mobile counterpart.

This innovation is extremely helpful to internet users who have predominant access through their mobile phones and are paying per MB of download. It offers a practicality that makes every download cost effective. Additionally, it leads to speedier processing because it requires lesser plugins to install.

PWA’s also continue to work despite flaky internet connections, allowing you access to the previously saved data. A few of the best known PWA’s include Pinterest, Twitter, Uber and Spotify.

This is an emerging technological trend that suits the recent advancements of software programs and browsers. PWAs may be somewhat similar to a hybrid app in concept since it also relies on operating system support and updates when used in mobile. Then again, this initiative has led to the efficiency to many fields of work and study.

Activity

First, underline and research any words or phrases you don’t understand in the article.

Then, think about what sort of features we, as consumers, expect from apps in 2020. Summarise your thoughts in the space below:

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EBC: Life after death

Information taken from BBC Bitesize

Different religions hold a wide variety of beliefs about what happens after we die. For many people, believing that death is not the end is a comforting thought. The afterlife brings the promise of reward for good people, and punishment for those who have committed evil deeds. Some believe it may also allow a reunion with loved ones who have passed away. Others believe there is no afterlife, and that when we die that is the end. Can we ever really know?

Reward and punishment

Most religious people agree that death is not the end, but many have different ideas about what happens after life. Christians and Muslims generally believe that when they die God judges them and their souls go to a place of reward or punishment.

Christians call this heaven or hell. Catholic Christians believe in purgatory, which is place for people who are not evil enough for eternal punishment in hell, but not good enough for heaven. In purgatory they are purified to be accepted into heaven.

Muslims call the place of reward in the afterlife Janna. Jahannam is the word they give to the place of punishment. Janna is described as a paradise full of joy and pleasure in the Qur’an, whereas Jahannam is written about as a place of unending punishment.

Many Jewish people also believe in an afterlife, and that when a person dies, God judges them on how they lived. Most Jewish people believe that they should focus on their present life, and not spend too much time thinking about what happens after death. Birth and rebirth

Hindus, Sikhs and Buddhists believe that people live through lots of cycles of birth and rebirth. This means when you die, you will be born again into another life. This cycle is known as samsara. How good or bad the next life will be is decided by how well a person follows their duties on Earth. These duties are called their dharma.

Karma is a kind of cosmic judgement system: good actions collect good karma, which help to ensure an enjoyable and happy next life and bad actions collect bad karma, which will result in a future life that is not as positive or joyous. This statue of the Buddha can be found in the Shwemokhtaw Pagoda in Myanmar. It shows the Buddha reclining on a bed during his last illness, shortly before he died and entered parinirvana, thereby being released from the cycle of samsara.

The goal for Hindus, Sikhs and Buddhists is to escape from the cycle of samsara, and spend forever in a state of bliss. Buddhists call this nirvana or nibbana, and Hindus and Sikhs call it moksha. Karma and samsara work together to ensure there is fairness and that everyone gets what they deserve in the end.

So, beliefs about life after death for most religious people are about fairness and justice. Whether karma decides the next life or God sends a soul to a place of reward or punishment, most religions teach everyone will face consequences for how they have lived, and no one will escape justice in the afterlife.

Is death the end?

People who don’t believe in God or other types of higher beings may conclude that death really is the end. Ideas about divine justice and not really having to die at all may be a solace to religious people, but for most atheists (people who believe there is no God or gods) and some agnostics (people who believe we cannot know whether God or gods exist) there isn’t enough evidence for believing in a life after death.

For many atheists and for some agnostics, death is the end, but it’s not necessarily something to feel frightened or worried about. It means freedom to live without fear of punishment in a next life, and this sometimes motivates people to make the most of their time on Earth.

French: Hobbies and leisure

Take a moment to imagine that you’re having a nice conversation with a new friend or French conversation partner. So far, you’re proud of your French skills. You’re still getting to know each other, but the conversation is going well. Then, the person asks you: “Qu’est-ce que tu fais pendant ton temps libre?” (what do you do during your free time?) What do you say?

Talking about your hobbies in French If you truly want to be able to talk to and connect with French speakers, you’ll need a bit more than polite phrases, introductions, and small talk to get there. Even if you don’t think of yourself as a beginner, it’s easy to get caught up in learning the basics and forget to figure out how to talk about yourself. But how else are you going to find a conversation partner who shares your interests and can speak French with you?

The best way to get started is by learning how to talk about some of your hobbies. As you continue learning and practising, you’ll find it easier to connect with others and learn French vocabulary that’s relevant to you.

What do you like to do? Do you have a favourite activity (un passe-temps préféré)? You can begin your sentence with a simple “I like…” as in J’aime danser.

You could also choose to talk about les loisirs, which means both spare time and pastimes. For example, I like to listen to music and play video games. So, I could say, “J’aime écouter de la musique et joeur aux jeux video.”

For some hobbies and interests, you can also use faire. For instance, if you like to cook, you can say “Je fais la cuisine” (I do the cooking) or “je fais de la nataion” (I do swimming).

What do you do?

Learning how to introduce your hobbies is simple enough. The real trouble is trying to remember all the vocabulary related to your interests.

Here are some short lists to get you started.

Are you athletic? Are you musical?

You might want to talk about playing Whenever you talk about playing music or musical instruments, you sports. Keep in mind that you use the want to use the construction ‘jouer + au’ when talking construction ‘jouer + de.’ This literally about sports or a game. This literally translates to “to play some”. For translates to “to play at the”. For example, ‘J’aime jouer du piano’ example, ‘J’aime jouer au tennis le literally translated means ‘I like to play

weekend’ literally translated means ‘I some piano’. like to play at the tennis the Jouer … (to play) weekend’. du piano – some piano de la guitare – some guitar

Jouer … (to play) du violon – some violin de la batterie – some drums au basket – at the basketball au football or au foot – at the football Do you like the outdoors? au tennis – at the tennis

au rugby – at the rugby Faire du jardinage – to do gardening Voyager – to travel

Are you creative? Do you prefer to stay indoors?

Dessiner – to draw Lire or Faire de la lecture – to read / Peindre or Faire la peinture – to paint/ to do the reading to do the painting Jouer aux jeux vidéos – to play at the Écrire or Faire de l’écriture – to write/ video games to do the writing Faire le tricot – to do the knitting

Start Thinking

What hobbies or pastimes do you have? Are any of them on the list?

• If they are, think about how you might construct a short paragraph in French talking about the things you enjoy doing. • If they aren’t, can you research the vocabulary for any different hobbies you might have?

Science: The Atom

A labelled diagram of an atom

Science is the study of the world around us. Scientists learn about their subject by observing, describing, and experimenting. There are many subjects and branches of science. Some study outer space like astronomy. Other sciences study life (biology) or the Earth (geology) or even matter and energy (physics). Below are some subjects that you may be interested in or studying in class. The world around us is fascinating and learning about it can be fun and interesting. Much of the science we know today was discovered using the Scientific Method. The scientific method is a method scientists use to get accurate results from their experiments. In school we study Biology, Chemistry and Physics.

Biology is the branch of science that studies life and living organisms, you have been learning Biology in term 1 and 2. This includes such subjects as the digestive system, enzyme activity, respiration, plants, animals, and the human body. There are many branches of science that are part of biology including ecology (how organisms interact with their environment), agriculture (the study of producing crops from the land), biochemistry (the chemical reactions needed to support life), botany (the study of plants), physiology (how living organisms function), and zoology (the study of animals). Biology Subjects

Next term we enter our Chemistry rotation. Chemistry is the branch of science that studies the properties of matter and how matter interacts with energy. Chemistry is considered a physical science and is closely related to physics. Sometimes chemistry is called the "central science" because it is an important part of other major sciences such as biology, Earth science, and physics. Scientists who specialize in chemistry are called chemists.

Your first Chemistry topic is titled, The atom and the periodic table. The atom is the basic building block for all matter in the universe. Atoms are extremely small and are made up

of a few even smaller particles. The basic particles (known as sub-atomic particles) that make up an atom are electrons, protons, and neutrons. Atoms join with other atoms to make up matter. It takes a lot of atoms to make up anything. There are so many atoms in a single human body we won't even try to write the number here. Suffice it to say that the number is trillions and trillions (and then some more). There are different kinds of atoms based on the number of electrons, protons, and neutrons each atom contains. Each different kind of atom makes up an element. There are 92 natural elements and up to 118 when you count in man-made elements. Atoms last a long time, in most cases forever. They can change and undergo chemical reactions, sharing electrons with other atoms. But the nucleus is very hard to split, meaning most atoms are around for a long time.

At the centre of the atom is the nucleus. The nucleus is made up of the protons and neutrons. The electrons spin in orbits around the outside of the nucleus. The proton is a positively charged particle that is located at the centre of the atom in the nucleus. The hydrogen atom is unique in that it only has a single proton and no neutron in its nucleus. The electron is a negatively charged particle that spins around the outside of the nucleus. Electrons spin so fast around the nucleus, scientists can never be 100% sure where they are located, but scientists can make estimates of where electrons should be. If there are the same number of electrons and protons in an atom, then the atom is said to have a neutral charge. Electrons are attracted to the nucleus by the positive charge of the protons. Electrons are much smaller than neutrons and protons. About 1800 times smaller! The neutron doesn't have any charge. The number of neutrons affects the mass and the radioactivity of the atom.

In the summer term you will move onto the Physics rotation. Physics is a branch of science that studies matter and its motion as well as how it interacts with energy and forces. Physics is a huge subject. There are many branches of physics including electricity, astronomy, motion, waves, sound, and light. Physics studies the smallest elementary particles and atoms as well as the largest stars and the universe. Scientists who are experts in physics are called physicists. Physicists use the scientific method to test hypotheses and develop scientific laws. Some of the most famous scientists in history are considered physicists such as Isaac Newton, Marie Curie and Albert Einstein.

Tasks:

1. Highlight any words you do not know and research their meanings. Write the meanings anywhere on the pages. 2. Write a summarising paragraph on what Biology, Chemistry and Physics are in the space below:

Physical Education Pre-reading- methods of training and practical activity Interval: Periods of intense work interspersed with timed rest. A wide variety of fitness types can be developed. Structured in repetition (reps) and sets. For example, exercise, rest, exercise, rest. Intensity is measured by the % of your maximal heart rate because it should be high intensity during the exercise period Disadvantage - maximal nature of intervals can be too challenging for some participants. Continuous: A minimum of 20 minutes exercise below your maximum heart rate. Target heart rate range between 60% - 80% of maximum heart rate (maxHR). Swimming, running, cycling, walking or a combination of these disciplines. Disadvantage - some participants find longer sessions to be boring. Fartlek: A continuous form of training with variations. Variations include, changes in speed, incline and terrain are used to provide changes in exercise intensity. Aerobic and anaerobic work can be done in the quantities that suit the performer, the performer can choose exercise that are mainly aerobic or anaerobic or have an even mix of both. Disadvantage - some urban areas have little variety of incline and terrain. Circuit: This develops muscular endurance, strength and/or cardiovascular fitness. A for of interval training (training with rest in between). Stations are set out that train one or more components of fitness. The performer moves from one station to the next with exercise periods and rest periods. Circuits can be designed so that they are sport-specific (directly relate to the sport you are performing, for instance a tennis player may perform several arm exercises where as a footballer may perform several leg exercises). Weight: A form of interval training. Intensity is measured in a percentage of the most weight a person can lift one time and is known as % 1 REP MAX (the maximum they can lift). Time is structured in repetition and sets (lift 10 times rest, lift 10 times rest etc…) with specific timings for recovery between sets. Huge range of possible lifts combining machines, free weights and body weight exercises. Disadvantage - many performers use poor technique while striving for an even heavier weight. Static: Use different stretches to increase flexibility. Hold stretches for 30 seconds. Repeat the same stretch in the limbs and use breathing to relax the muscles to help them stretch further. Classes such as Pilates and Yoga help with this. Disadvantage- a person can only stetch within the body’s natural range. Plyometric: Exercises designed for explosive power. Exercises can include deadlift, ladders, jumping on blocks, squat jumps. 42

Causes the muscles to contract quickly (shallow and deep muscle contractions). Helps with agility and fast changes in direction. Disadvantage- high impact and can damage joints on the body if not performed correctly or is used too often.

Factors that affect training The choice of how to train can be affected by many factors. Some training methods such as weight training require the use of some specialist equipment whereas others such as interval training do not. Therefore, the availability of facilities is relevant. Some training methods can also be very high impact and are less advisable for some groups in society such as children or elderly people. Here is one example. Plyometrics is a very effective method of developing explosive power but should not be used with a child that is growing or a performer who is overweight or less fit. The high impacts can prove damaging to joints and muscles unless the performer is in peak condition. PLYOMETRICS- Using jumps to exert (use) maximum force from the muscles. TASK Using the information about methods of training you need to design a training programme for a sports performer. Your sports performer is either a pro-basketball or pro-netball player and they need to develop their fitness and skills for their specific sport. Other things you can use to help are your knowledge organisers/ information on aerobic/ anaerobic respiration and effects of training. Success criteria: Training programme is 2 weeks long. States what training method is being used. Chosen method has been justified (why?) Specific examples of the activity and how long it will last (remember this is for a professional athlete). WEEK 1 EXAMPLE for a runner

WEEK 1 MON TUES WEDS THURS FRI SAT SUN Training Continuous Fartlek Continuous Plyometric Continuous Fartlek N/A method Activity 6 mile run Walk, 6 mile run Squat jumps 12 mile run Walk sprint Rest/ treadmill sprint, jog treadmill Ladders treadmill jog recovery outside Sprint starts outside Time 1 hour 1.5 hours 1 hour 30mins 2 hours 1.5 hours N/A Justify Build Weather Build Help with Increased Different Allow the stamina so the body stamina so sprint finish duration of route to muscles to they do not to they do not in a race. run to build before to recover stop. different stop. stamina ensure and surfaces they can prevent and run in all fatigue inclines. conditions which may lead to injury