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Doing work at home

Whilst school is closed, your teachers will be setting work for you on Show My Homework every day,

which you are expected to do to the best of your ability. Students in Years 7 to 9 will do this work in

the book that you have been given, Years 10 and 11 will do this work in the books that you have

taken home from school.

What is this about?

Detailed below are three extra activities that your teachers would like you to do whilst at home. This

is on top of the work set on Show My Homework and is also on top of you doing work from your

knowledge organiser which teachers will be asking you to use. Detailed below are the three activities

you are asked to do, these do not include needing to use the Internet.

Subject Head of Department Head of Department Email address

Art subjects H. Dyer-Ince [email protected]

Year 7

Week

Learning aims –

what do we hope

you will learn from

this activity.

Activity details - What is it about and what are

you expected to do for this activity?

How long

should this

activity take to

be done really

well

1 Developing

observational

drawing skills for

accuracy, using

tones and marks

for realism

As detailed on the information sheet, draw all

30 items on the list, each one being 5cm by

5cm. Use any drawing material and consider

interesting angels and some close ups too. Be as

detailed and accurate as you can for high

quality responses.

10 drawings in

an hour.

3 hours to

complete the

challenge

2

3

Year 8

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Developing

observational

drawing skills for

accuracy, using

tones and marks

for realism






quality responses.

10 drawings in

an hour.

3 hours to

complete the

challenge

2

3

Year 9

FINE

ART

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Strengthening

observational

drawing skills for

accuracy, exhibiting

strong tonal skills





10 drawings in

an hour.

2

3

and skilful

application of

varied marks for

real qualities.


quality responses.

3 hours to

complete the

challenge

Year 9

GRAPHICS

Week

Learning aims –

what do we hope

you will learn from

this activity.

Activity details - What is it about and what

are you expected to do for this activity?

How long

should this

activity take to

be done really

well

1 Strengthening

observational

drawing skills for

accuracy,

exhibiting strong

tonal skills and

skilful application

of varied marks for

real qualities.




interesting angels and some close ups too. Be

as detailed and accurate as you can for high

quality responses.

10 drawings in

an hour.

3 hours to

complete the

challenge

2

3

Year 9

PHOTO-

GRAPHY

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Developing

awareness of good

composition and

framing, using

interesting

content, angles

and lighting.

As detailed on the information sheet, choose

two themes to work on per week. Aim to

collect more than just the 1 photograph per

task but 10 creative outcomes.

80 photos in an

hour.

3 hours to

complete the

challenge

2

3


Bus, Computer

Science and Media Ms S Kooner [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 To understand that

binary numbers

can represent

letters. To encode

their name in

binary.

We are looking at basic computer science

theory. Using the table provided you will

encode the letters of your name using a binary

key.

This will be completed on paper. As an

extension you can make yourself a bracelet

using beads or coloured paper.

Between 15

and 30

minutes.

2 To understand the

key concepts of

marketing to

include the 4 p’s -

Design a logo and a social media page for a new

online gaming app.

1 hour 30 mins

mailto:[email protected]

product, price,

place and

promotion.

3 To understand the

purpose of

business planning

and how media fits

into this process.

Come up with a brand-new business idea and write the business plan to include:

A logo

A simple description of your business

Business aims

Key business objectives

Key targets

Business strategies

Sales and marketing plans

Financial forecasts

Sketch a billboard advert and create a short storyboard for a television advert on paper.

6 hours

Subject Head of Department Head of Department email address

Yr 7 Drama Mr Harris [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Understand how

the down stair’s set

for ‘The

Breadwinner’ story

should give us an

insight into the

play’s characters

From reading ‘The Breadwinner’ story in class

(there are copies of this online) we know some

of the props and set pieces that are in the

downstairs scene (Eg: Breadknife/ Dad’s chair)

Task: Create a mood board/ collage of images of

things (Known-Poker/ Imagined- newspaper)

that would be found in the family’s house.

These images can be drawn or cut from

magazines and placed in your new exercise

books and NEED to be labelled.

30 Mins

2 Understand how

the bedroom set

for ‘The


should give us an

insight into the

play’s characters


things (Known-pillow/ Imagined- Billy's pictures

on his wall) that would be found in his room.



book. You NEED to label these.

30 Mins

3 Understand how

the bedroom set

for ‘The


should give us an

arranging of props

and set can give an

audience an insight

into the play’s

characters

Task: Choosing one location, (downstairs or

Billy’s bedroom) draw:

1. A birds eye view of your stage (look at

on-line images of stage drawings

design) and label where your props and

set are to go

2. As with the above, but draw an ‘end-

on’ (Seen from the audience’s view)

image of your scene and label this

30 Mins


Yr 8 Drama Mr Harris [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long should

this activity take to

be done really well

1 Understand how

the set for a ‘Two

Week’s with the

Queen’ story

should give us an

insight into the

play’s characters

From reading and practically exploring ‘Two

Weeks with the Queen’ in class we have an

improving understanding of the play’s

characters


things that might be found in the location of

one of the many scenes: Colin’s front room on

Christmas day (Scene 1)/ Alistair’s bedroom/

Ted’s flat/ Hospital Garden



books and NEED to be labelled.

30 Mins

2 Understand how

the bedroom set

for ‘The


should give us an

insight into the

play’s characters


things that would be found in a different scene.



books and NEED to be labelled

30 Mins

3 Understand how

the bedroom set

for ‘The


should give us an

arranging of props

and set can give an

audience an insight

into the play’s

characters

Task: Choosing one location draw:




set are to go

2. As with the above, but draw an end-on

(Seen from the audience’s view) image

of your scene and label this.

30 Mins


Yr 9 GCSE Drama Mr Harris [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long should this

activity take to be

done really well

1 Understand how

the set for a DNA

scene can give us

an insight into,

amongst many

things, the play’s

characters

From reading DNA in class (there are copies of

this online) you have a good understanding of

the play’s characters and their relationships

with one another


set and props you would associate with one

place. Where do Leah and Phil always meet?

/What is ‘the street’ like where Jan and Mark

talk/ Where do the large group scenes occur?


magazines and placed in your books and they

NEED to be labelled.

30 Mins

2 Understand how

the set for a DNA

scene can give us

an insight into,

amongst many

things, the play’s

characters


set and props found in a second/ different

location.


magazines and placed in your books and they

NEED to be labelled.

30 Mins

3 Understand how

the arranging of

props and set for a

DNA scene should

convey many

meanings to the

watching audience

Task: Choosing one of the previous two

locations draw:




set are to go

2. As with the above, but draw an ‘end-

on’ (Seen from the audience’s view)

image of your scene and label this

30 Mins


D&T D.Mears [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Design drawing,

presentation and

creativity

http://www.julieboyd.co.uk/my-competitions-

events-/product-in-a-tin-compe.html

Initial ideas and concepts – Produce a range of

design ideas for a product that helps the elderly

or someone with a disability. This product must

fit into a small pringles tub. The challenge is a

Product in a Tin.

2hrs

2 How to Develop

ideas and modify

outcomes

Produce a model of your best idea, this could be

made using a number of accessible materials in

the home such as cereal boxes, recycled

packaging, textiles, wood, metal, plastics or

materials lying around.

1 hour

3 How to make a

successful working

prototype

Make the product – Make a finished product

out of materials that can be presented as a

finished prototype. It must fit into the small

pringles tub to be entered into a national

competition.

2-6 hours

http://www.julieboyd.co.uk/my-competitions-events-/product-in-a-tin-compe.html

http://www.julieboyd.co.uk/my-competitions-events-/product-in-a-tin-compe.html


English S.Swain [email protected]

1. Thank a community hero. Think of someone in your local area that helps you in some way and write a letter to thank them. If you have their address you could actual send it!

2. Write a story based on your favourite character. (computer games, books, films). 3. Get building. You could build a Lego model, a tower of playing cards or something

else! Then write a story imagining it was the setting for a huge event. 4. Create a secret code. You could use letters, numbers, pictures or something else! Can

you get someone else to try and crack it? 5. Start a nature diary. Look out of the window each day and keep note of what you see.

Birds, flowers, changes in the weather, what else? Try to use powerful vocabulary and figurative language in your descriptions of them.

6. Write a report of your favourite computer game. 7. Design and make a board game. Choose squares to write which direct people to move

forwards or backwards. Be creative with them! Then play the game with your family. 8. Create a story bag. Find a bag and collect items to go in it. Write a short story that

includes all of them. 9. Can you invent something new? Perhaps a gadget or something to help people? Draw

a picture of it and write a sales pitch for it! 10. Write a play script. Can you act it out to other people? 11. Read out loud to someone. Can you read with lots of expression? 12. Write a song or a rap about how you are feeling today. 13. Go out and take photographs of places or street signs. Use them for the basis of a

narrative. Could the street names be characters? 14. Sit in the garden. Write a poem using your five senses. 15. Read. What would you most like to learn about? Can you find out more about it? Can

you find a new hobby? 16. Watch your favourite streamer. Write a list of 10 unusual words or phrases they

use. Write the phrases in a more formal style of English (posh it up!). How and why are these phrases used.

Week

Learning

aims –

what do

we hope

you will

learn from

this

activity.

Activity details - What is it about and what are you

expected to do for this activity?


activity take to be

done really well

1 Use of the

present

tense with

regular

and

irregular

verbs –

emphasise

on writing

and

translation

skills

There are several tasks you need to carry out after having

read the grammatical notes on the present tense:

-Tasks 1 and 2 use the present tense grammar notes to help

you decide on the verb endings

-Task 3 choose the correct endings for this verbs in the

present tense :

Habiter – to live vendre – to sell

Jouer – to play finir – to finish

Trouver – to find attendre – to wait

-Task 4 – verbs in brackets to write in the present tense –

Pay attention to the pronoun being used to choose the

correct endings

-Tasks 5 and 6 – Translations

Look for the infinitive form of each verb in the dictionary if

necessary to send decide on the present tense endings

90 minutes

2 Use of the

past tense

with avoir

with

regular

and

irregular

verbs –

emphasise

on writing

and

translation

skills

Perfect tense with avoir :

- Read notes on the perfect tense and always refer to

them throughout the tasks –

- Complete all tasks following the instructions given

in English

90 minutes


French Mrs P Hermida [email protected]

3 Use of the

near

future –

emphasise

on writing

and

translation

skills

- This tense has been covered in class so refer to

your notes as well as the notes provided on the

booklet.

- Complete all tasks on the worksheet following the

instructions given in English

90 minutes

Perfect tense with ‘avoir’

Near future tense


Geography Chris Aldred [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 Understanding of

globalisation/

mapping/ food

miles

Look through your cupboards and make a list of

where your food has come from. You could

then map them to see how global your food is.

1 hour

2 Environmental

awareness.

Create a poem, rap, painting or sculpture to

educate others about plastic pollution issue.

1 -3 hours

3

Weather

understanding.

Adaptations to

environments

Keep a weather diary for one week. Include

comments on temperature, precipitation (rain),

wind speed and direction. You may wish to

compare this to a weather forecast at the start

of the week.

Or

Design a plant to cope with rainforest or desert

conditions and annotate it to explain is

features.

1 hour

Graphics drawing challenge


History S Munro [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long should this activity

take to be done really well

1 For you to learn

more about your

local area through

talking to your

family members

Family and local History project

This project does not require the internet

(though you can use it if you wish) but to talk to

family members about family and local history.

Anybody who is older than you is a historical

source. This is an excellent opportunity to talk

about where you live and life before you!

You might want to consider: your family tree,

historical events and how they have affected

your family, how the place where you live has

changed over time etc. It could be as simple as

looking at how shops have changed, education

has changed, the city landscape has changed.

You would need to spend a

couple of hours talking to your

family and researching your

topic.

It would then take you 2-3

hours to present this well. This

could include pictures, text,

diagrams or you could even

make a film.

The conversations that you

have are the most important

bit! We’d love to hear about

them when you come back.

2 To develop an

understanding of

why History is

important

To develop your

powers of

persuasion and

writing skills

Letter in defence of history

Imagine that Boris Johnson is about to cut History

from the National Curriculum and it is your job to

save us! You need to write a persuasive letter to

Mr Johnson explaining all the reasons why

History is a vital subject.

You should include examples of what you have

learnt in History (the topics) and why they are

significant.

1 hour to draft, plan and write

the final letter.

We would expect to see at

least a one page spider

diagram of all the reasons why

History is important. This

should be in your exercise

book.

We would then expect to see

a detailed final letter. Make

sure you do a SPaG check at

the end!

3 To develop your

understanding of

any topic from

years 7 to 9

To produce an

exciting and

engaging activity

(which then may be

used in lessons!)

Create a board game on a topic of your choice!

This is your opportunity to get creative and

create a historical board game. This can be on the

topic of your choosing and can be any style of

board game. You could create a Snakes and

Ladders game, Monopoly, Cluedo etc or you

could make your own one. It is totally up to you!

This should include you making the physical

board game and also the rules.

You would need to spend a

little while planning out your

board game and what you be

teaching other people

You would then need to spend

a couple of hours actually

making the board game.


Maths L.Butler [email protected]

Years 7-9 Sequence Project – Task 1 Part 1 Here are the first three terms in a picture sequence,

a. Copy the terms onto a piece of paper and draw the next 3 terms in the sequence. b. In words describe what happens from one term to the next? Can you describe it using a complex sentence?

Part 2

a. Copy and complete this table

Pattern Number (n)

1 2 3 4 5 6

Number of New Squares

1 2

b. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?

Part 3

a. What is the nth term for the number of new squares added in the picture sequence? b. Copy and complete this table

Pattern Number (n)

1 2 3 4 5

Total Number of Squares

1 3

c. Using your table, what is the term-to-term rule? Can you describe it using a complex sentence?

Part 4

a. What is the nth term for the total number of squares? Page Break



Part 2


Pattern Number (n)

1 2 3 4 5 6


8 16


Part 3


Pattern Number (n)

1 2 3 4 5


1 9


Part 4

a. What is the nth term for the total number of squares? Page Break



Part 2


Pattern Number (n)

1 2 3 4 5 6


4 8


Part 3


Pattern Number (n)

1 2 3 4 5


5 13


Part 4

a. What is the nth term for the total number of squares?

Years 7-9 Sequence Project – Task 4 Can you create your own picture sequence ad find the nth terms?

Years 7-9 Emma’s Dilemma

Emma and Lucy are playing with arrangements of the letters of their names.

One arrangement of Lucy is

L U C Y

A different arrangement is

Y L C U

Part 1

Investigate the number of different arrangements of the letters of Lucy’s name.

Can you obtain at least 6 different arrangements for LUCY? How many different combinations

can you find for LUCY? Is there a system you could use to ensure you have found all of them?

Part 2

Investigate the number of different arrangements of the letters of Emma’s name. What could

you do to ensure you have found all of them? Why is this a different amount of arrangements

compared to LUCY?

Part 3

Investigate the number of different arrangements of various groups of letters.

Can you find the correct number of arrangements for words with 1,2 ,3 and 4 letters? Can you

do the same if letters are repeated? (eg EMMA, ABBA etc)

Part 4

Can you find the correct numbers of arrangements for words with n letters?

Can you create a rule so that no matter how many letters are in the name you can calculate how

many different arrangements there are?

Can you do the same when letters are repeated?

Part 5

Research what Factorial, Pascals Triangle and nCr.

Ca you use this to create a rule that will tell you how many arrangements any name will have?

Years 7-9 – Drawing Algebraic Graphs Project

Part 1– Coordinates and Function Machines

Task 1

C A N Y O U M _ _ _

(1,1) (5,2) (3,6) (0,8) (3,1) (4,7) (6,4) (5,2) (3,3) (3,8)

_ _ _ _ _ _ _

(0,8) (3,1) (4,7) (1,6) (3,1) (8,0) (3,6)

_ _ _ _ _ _ _ _ _

(6,4) (3,8) (4,5) (4,5) (5,2) (7,6) (3,8) (7,2) (3,1)

_ _ _ _ _ _ ?

(8,1) (3,8) (1,1) (3,1) (8,1) (3,8)

Task 2

Complete the Function Machines

Part a

Part b

Part c

Part d

Can you make your own?

Part 2– Drawing Linear Graphs

Task 1

For each question draw a co-ordinate grid that goes from -5 to 5 along the x

axis and the y axis.

1 a) Plot these points:

A( 3, -3 ) B( -1, 1 ) C( -5, -3 )

b) Join the points to form the triangle ABC. What is the name of this triangle?


A( 1, -3 ) B( 2, 4 ) C( -3, 2 ) D( -4, -5 )

b) Join the points to form the shape ABCD. What is the shape called?


A( 2, 5) B( 5, 2 ) C( 2, -1 )

b) Mark the point D on the graph so that ABCD is a square and write down the

co-ordinates of D.

4 Plot and label the points A( 5, 3 ), B( 3, -1 ) and D( -1, 3 ). Mark the point C so

that ABCD is a parallelogram. Write down the co-ordinates of C.

5 Come up with your own shape on a co-ordinate grid writing down what the co-

ordinates of all the corners are and what shape you have made.

Task 2

Part a

Copy and complete the table of values for the following equations.

1. y = 2x

x 1 2 3 4 5

y

2. y = 2x + 4

x 1 2 3 4 5

y

3. y = 2x - 2

x 1 2 3 4 5

y

Part b

Using your table of values can you draw the three linear graphs? Draw all three

on one co-ordinate grid.

What do you notice about these three graphs? Write a statement about it.

Task 3

Part a


1. y = x + 3

x 1 2 3 4 5

y

2. y = 2x + 3

x 1 2 3 4 5

y

3. y = 3x + 3

x 1 2 3 4 5

y

Part b



What do you notice about these three graphs? Write a statement about it.

Part 3– Understanding y = mx + c

Task 1

Part a


1. y = 3x

x -3 -2 -1 0 1 2 3

y

2. y = 3x + 4

x -3 -2 -1 0 1 2 3

y

3. y = 3x – 2

x -3 -2 -1 0 1 2 3

y

Part b



Task 2

Part a


1. y = -x - 3

x -3 -2 -1 0 1 2 3

y

2. y = 2x - 3

x -3 -2 -1 0 1 2 3

y

3. y = -3x – 3

x -3 -2 -1 0 1 2 3

y

Part b



Task 3 - You will need to write something for this part.

In your own words can you describe what the word gradient means?

How do you calculate the gradient from a straight line?

In your own words can you describe what the word intercept means?

How can you say what the intercept is form looking at a graph?

HINT: How could you use what was in Task 1 and 2 to help you answer these

questions.

Part b

Every Linear Graph takes the from y = mx + c. What does the m represent?

What does the c represent? Could you draw a graph without a table of values

just from looking at the equation? Can you write a statement about this?

Part c

What are the intercepts and gradients of these lines?

y = 2x +6 y = 5x - 2

y = 6 - 2x y = ½ + 8

x + y = 4 3x + 2y =8

A line has a gradient of 2 and an intercept of 5. What is its equation?

A line has a gradient of 2 and an intercept of -3. What is its equation?

Part 4- Finding the gradient and y-intercepts from a graph

What are the equations of these lines?

Part 5– Other Graphs and Solving Simultaneous Equations

Task 1

Part a


1. y = x2

x -4 -3 -2 -1 0 1 2 3 4

y

2. y = x3

x -4 -3 -2 -1 0 1 2 3 4

y

3. y = 1/x

x -4 -3 -2 -1 1 2 3 4

y

Why is there no value when x is zero for y = 1/x?

Part b

Using your table of values can you draw the three different types of graphs?

Draw all three on seperate co-ordinate grids.

Task 2

1. What does Perpendicular mean? Write a definition in your own words.

2. Without a table of values draw the graph of y = 2x + 5, for x between -5

and 5.

3. Draw a Line Perpendicular to this line.

4. What is the equation of this line. Give your answer in the form y = mx + c.

5. Repeat parts 3 and 4 with a different line.

Task 3

Can you find values of x and y that satisfy both these equations.

Part a

y = 2x + 4 y = -x + 10

Part b

y = x2 + 2 y = x + 4

Part c

y = x2 – 3 y = 2/x

EXTENSION – RESEARCH TASK

Equations of Circles and Trigonometric Graphs

Task 1

Plot the following graphs

x2 + y2 = 25 x2 + y2 = 16 x2 + y2 = 9

Task 2

Part a

Plot the graph of y = sin x, for the values of x between 0o and 360o

What is the maximum and minimum value for y?

Where does the graph cross the x axis?

What is the period for the graph?

Part b

Plot the graph of y = cos x, for the values of x between 0o and 360o

What is the maximum and minimum value for y?

Where does the graph cross the x axis?

What is the period for the graph?


Music Vicky Moroziuk [email protected]

Week

Learning aims –

what do we hope

you will learn from

this activity.



How long

should this

activity take to

be done really

well

1 To improve

listening skills by

focusing on key

elements of music

Using the acronym MAD TSHIRT (melody,

articulation, dynamics, tempo, structure,

instrumentation, rhythm and texture) listen to a

piece of music. This can be done through the

radio, a recording, the TV or by streaming.

You should comment on each of the headings

and describe what you can hear. Write down

the music that you chose and the artist and why

you chose that piece.

30 minutes

2 To help retain the

key elements of

music and their

meanings.

To design a simple and catchy poster for the

acronym MADTSHIRT. This should be eye

catching and explain what each keyword

means.

30-60 minutes

3 To improve

listening skills by

focusing on the key

elements of music,

To help retain the

key elements pf

music and their

meanings.

You will choose a new piece of music. Using the

acronym MAD TSHIRT you should attempt to

write a paragraph describing the music that you

hear. You should attempt to write your

paragraph chronologically. Only listen to the

first minute of music.

30-45 minutes

Photography Challenge


PE Mr P Lockwood [email protected]

Week

Learning aims – what

do we hope you will

learn from this

activity.



How long

should this

activity take to

be done really

well

1 To successfully

compose and

complete a home

workout to the best

of your ability

(MyPB= motivation)

Using the “keeping active at home guide”

complete the below activities according to your

banding target grade:

Exceeding: Choose 6+ exercises to complete to

the best of your ability, considering a sensible

order to avoid muscle fatigue.

Secure: Choose 5 exercises and complete to the

best of your ability.

Developing: Choose 4 exercises and complete

to the best of your ability.

30 minutes

2 To complete and

evaluate a week

food diary

(MyPB= self-

management)

Using the “keeping active at home guide”

complete the below activities according to your

banding target grade:

Exceeding: Complete an honest week food diary

and explain one positive and one improvement.

Secure: Complete an honest week food diary

and suggest one positive and one

improvement.

Developing: Complete an honest week food

diary and explain one thing you could improve.

30 minutes

(split over the

week).

3 To create an

appropriate physical

activity for your PE

class

(MyPB= innovation)

Using your exercise book, create an appropriate

physical activity that could be used for your

class and age group.

Exceeding: Create an activity and explain the

equipment/ set-up and how the activity could

be made easier/ harder.

Secure: Create an activity and describe the

equipment/ set-up and what they should learn.

Developing: Create an activity and describe the

equipment/ set-up required.

30 minutes

Keeping Active at Home Guide

Year 7 – Year 9

(see separate booklet)


PRE A. Elton [email protected]

Week

Learning

aims –

what do we

hope you

will learn

from this

activity.

Activity details - What is it about and what are you expected to

do for this activity?

How long

should

this

activity

take to be

done

really well

1 To

understand

the

different

Bible

stories and

practice

creative,

explanatory

writing.

This is a creative writing piece of work. You need to pretend that

you were present at one of the following events in the life of

Jesus. You can choose to be one of the characters mentioned in

the story or you could make up a character. The aim is to

highlight the significance of the life of Jesus

Jesus Calms the Storm - Mark 4:35-41

Jesus turns water into wine John 2:1-12

The raising of Lazarus John 11:1-44

Jesus rises from the dead

Some basic advice

1. Read the story

2. Plan your character

3. Think about the senses i.e. what will you see, smell,

touch, hear, taste (you are writing as though you were

present at the events)

4. Plan a flow diagram of main points you want to mention

in the story (in the order you want to talk about them)

5. Re read the story

6. Start writing

7. Re read the story and check that you have included all of

the main points.

1 hour

minimum

Mark 4:35-41 Jesus Calms the Storm

35 That day when evening came, he said to his disciples, “Let us

go over to the other side.” 36 Leaving the crowd behind, they

took him along, just as he was, in the boat. There were also

other boats with him. 37 A furious squall came up, and the waves

broke over the boat, so that it was nearly swamped. 38 Jesus was

in the stern, sleeping on a cushion. The disciples woke him and

said to him, “Teacher, don’t you care if we drown?” 39 He got up,

rebuked the wind and said to the waves, “Quiet! Be still!” Then

the wind died down and it was completely calm. 40 He said to his

disciples, “Why are you so afraid? Do you still have no faith?” 41 They were terrified and asked each other, “Who is this? Even

the wind and the waves obey him!”

Jesus turns water into wine John 2:1-12

On the third day a wedding took place at Cana in Galilee. Jesus’

mother was there, 2 and Jesus and his disciples had also been

invited to the wedding.3 When the wine was gone, Jesus’ mother

said to him, “They have no more wine.”

4 “Woman,[a] why do you involve me?” Jesus replied. “My

hour has not yet come.”

5 His mother said to the servants, “Do whatever he tells you.”

6 Nearby stood six stone water jars, the kind used by the Jews for

ceremonial washing, each holding from twenty to thirty

gallons.[b]

7 Jesus said to the servants, “Fill the jars with water”; so they

filled them to the brim.

8 Then he told them, “Now draw some out and take it to the

master of the banquet.”

They did so, 9 and the master of the banquet tasted the water

that had been turned into wine. He did not realize where it had

come from, though the servants who had drawn the water

knew. Then he called the bridegroom aside10 and said, “Everyone

brings out the choice wine first and then the cheaper wine after

the guests have had too much to drink; but you have saved the

best till now.”

11 What Jesus did here in Cana of Galilee was the first of the

signs through which he revealed his glory; and his disciples

believed in him.

https://www.biblegateway.com/passage/?search=John+2:1-12#fen-NIV-26100a

https://www.biblegateway.com/passage/?search=John+2:1-12#fen-NIV-26102b

12 After this he went down to Capernaum with his mother and

brothers and his disciples. There they stayed for a few days.

The raising of Lazarus John 11:1-44

Now a man named Lazarus was sick. He was from Bethany, the

village of Mary and her sister Martha. 2 (This Mary, whose

brother Lazarus now lay sick, was the same one who poured

perfume on the Lord and wiped his feet with her hair.) 3 So the

sisters sent word to Jesus, “Lord, the one you love is sick.”

4 When he heard this, Jesus said, “This sickness will not end in

death. No, it is for God’s glory so that God’s Son may be glorified

through it.” 5 Now Jesus loved Martha and her sister and

Lazarus. 6 So when he heard that Lazarus was sick, he stayed

where he was two more days, 7 and then he said to his

disciples, “Let us go back to Judea.”

8 “But Rabbi,” they said, “a short while ago the Jews there tried

to stone you, and yet you are going back?”

9 Jesus answered, “Are there not twelve hours of daylight?

Anyone who walks in the daytime will not stumble, for they see

by this world’s light. 10 It is when a person walks at night that

they stumble, for they have no light.”

11 After he had said this, he went on to tell them, “Our

friend Lazarus has fallen asleep; but I am going there to wake

him up.”

12 His disciples replied, “Lord, if he sleeps, he will get

better.” 13 Jesus had been speaking of his death, but his disciples

thought he meant natural sleep.

14 So then he told them plainly, “Lazarus is dead, 15 and for your

sake I am glad I was not there, so that you may believe. But let

us go to him.”

16 Then Thomas (also known as Didymus[a]) said to the rest of the

disciples, “Let us also go, that we may die with him.”

17 On his arrival, Jesus found that Lazarus had already been in the

tomb for four days. 18 Now Bethany was less than two

miles[b] from Jerusalem, 19 and many Jews had come to Martha

and Mary to comfort them in the loss of their brother. 20 When

Martha heard that Jesus was coming, she went out to meet him,

but Mary stayed at home.

https://www.biblegateway.com/passage/?search=john+11&version=NIV#fen-NIV-26540a

https://www.biblegateway.com/passage/?search=john+11&version=NIV#fen-NIV-26542b

21 “Lord,” Martha said to Jesus, “if you had been here, my

brother would not have died. 22 But I know that even now God

will give you whatever you ask.”

23 Jesus said to her, “Your brother will rise again.”

24 Martha answered, “I know he will rise again in the

resurrection at the last day.”

25 Jesus said to her, “I am the resurrection and the life. The one

who believes in me will live, even though they die; 26 and

whoever lives by believing in me will never die. Do you believe

this?”

27 “Yes, Lord,” she replied, “I believe that you are the

Messiah, the Son of God, who is to come into the world.”

28 After she had said this, she went back and called her sister

Mary aside. “The Teacher is here,” she said, “and is asking for

you.” 29 When Mary heard this, she got up quickly and went to

him. 30 Now Jesus had not yet entered the village, but was still at

the place where Martha had met him. 31 When the Jews who had

been with Mary in the house, comforting her, noticed how

quickly she got up and went out, they followed her, supposing

she was going to the tomb to mourn there.

32 When Mary reached the place where Jesus was and saw him,

she fell at his feet and said, “Lord, if you had been here, my

brother would not have died.”

33 When Jesus saw her weeping, and the Jews who had come

along with her also weeping, he was deeply moved in spirit and

troubled. 34 “Where have you laid him?” he asked.

“Come and see, Lord,” they replied.

35 Jesus wept.

36 Then the Jews said, “See how he loved him!”

37 But some of them said, “Could not he who opened the eyes of

the blind man have kept this man from dying?”

38 Jesus, once more deeply moved, came to the tomb. It was a

cave with a stone laid across the entrance. 39 “Take away the

stone,” he said.

“But, Lord,” said Martha, the sister of the dead man, “by this

time there is a bad odour, for he has been there four days.”

40 Then Jesus said, “Did I not tell you that if you believe, you will

see the glory of God?”

41 So they took away the stone. Then Jesus looked up and

said, “Father, I thank you that you have heard me. 42 I knew that

you always hear me, but I said this for the benefit of the people

standing here, that they may believe that you sent me.”

43 When he had said this, Jesus called in a loud voice, “Lazarus,

come out!” 44 The dead man came out, his hands and feet

wrapped with strips of linen, and a cloth around his face.

Jesus said to them, “Take off the grave clothes and let him go.”

Jesus rises from the dead

Very early on the first day of the week, just after sunrise, they

were on their way to the tomb 3 and they asked each other,

“Who will roll the stone away from the entrance of the tomb?”

4 But when they looked up, they saw that the stone, which was

very large, had been rolled away. 5 As they entered the tomb,

they saw a young man dressed in a white robe sitting on the

right side, and they were alarmed.

6 “Don’t be alarmed,” he said. “You are looking for Jesus the

Nazarene, who was crucified. He has risen! He is not here. See

the place where they laid him. 7 But go, tell his disciples and

Peter, ‘He is going ahead of you into Galilee. There you will see

him, just as he told you.’”

8 Trembling and bewildered, the women went out and fled from

the tomb. They said nothing to anyone, because they were

afraid.[a]

9 When Jesus rose early on the first day of the week, he

appeared first to Mary Magdalene, out of whom he had driven

seven demons. 10 She went and told those who had been with

him and who were mourning and weeping. 11 When they heard

that Jesus was alive and that she had seen him, they did not

believe it.

12 Afterward Jesus appeared in a different form to two of them

while they were walking in the country. 13 These returned and

reported it to the rest; but they did not believe them either.

14 Later Jesus appeared to the Eleven as they were eating; he

rebuked them for their lack of faith and their stubborn refusal to

believe those who had seen him after he had risen.

15 He said to them, “Go into all the world and preach the gospel

to all creation. 16 Whoever believes and is baptized will be saved,

but whoever does not believe will be condemned. 17 And these

signs will accompany those who believe: In my name they will

https://www.biblegateway.com/passage/?search=mark+16+&version=NIV#fen-NIV-24882a

drive out demons; they will speak in new tongues; 18 they will

pick up snakes with their hands; and when they drink deadly

poison, it will not hurt them at all; they will place their hands-

on sick people, and they will get well.”

2 To

understand

how

religion and

belief are

shown in

film.

Faith and film

Split in to 3 sections: explanation, analysis and evaluation

PART 1 – An introduction to film

1. What is your favourite film?

2. Why?

3. Why do we watch films?

4. What is their purpose?

PART 2 – Analysis of a film

Pick any film that is rated 12 A or lower. You should consider the

religious themes contained within it e.g. sacrifice – when one

character gives up something for another

e.g. forgiveness – when a character does something wrong and

wants to put it right

e.g. religious ceremonies like baptism marriage or funerals

e.g. afterlife – what happens after a person dies

e.g. faith/belief – putting your trust in something or someone

e.g. sin/disobedience – doing something wrong or harmful

e.g. confession – admitting to doing things wrong

(AN EXAMPLE HAS BEEN DONE FOR YOU, ON THE NEXT PAGE,

WITH THE LION KING).

1. Main characters

2. Overview of the story

3. Religious themes found in the story

1.5 hours

minimum

plus film

watching

time

PART 3 – Essay - Films are the best way to teach people about

Christianity

Using your own ideas and points from the table below you

should try to answer the question by:

1. Write a paragraph showing that using films would be a

good way of teaching people about religion. (Remember

to make a point, explain it, support it with an example

and then say what you think about the argument.)

2. Write a paragraph showing that using films would not be

a good way of teaching people about religion.

(Remember to make a point, explain it, support it with

an example and then say what you think about the

argument.)

3. What might be a better way of teaching people about

Christianity? Explain your ideas

Some storylines in films may be exaggerated to make them ‘more appealing’ to the general viewer e.g. characters and details are added that weren’t in the original. This means the truth gets lost.

Artistic license means that people who know little, or nothing, about Jesus may see one particular representation of him and live with a false idea of what he is like (e.g. Jesus in South Park)

People who know little, or nothing, about Christianity may see a religious film, not understand it and be put-off.

People from other religions, or none, are able to learn about Christianity. This is important in a multicultural world.

Films offers an easy way to make fun of religion (e.g. the Borat movie, The Life of Brian,)

Films often get the whole family talking and so can open up discussions about religion.

May encourage people who feel intimidated by religion to see that it is ‘normal’ and they may begin going to Church.

People may base their opinion of religion on what others say about the film and not even bother to watch it themselves.

Can help those who cannot get to Church to engage with their faith.

Films can bring to life religious stories, which some children and adults may otherwise find ‘boring’.

Makes the religion seem more relevant and interesting.

Films can reach a far bigger audience than individual churches can. More people get to know about the religion.

3 To revise

topics

already

covered.

Students can choose any topic they have studied so far and

create a piece of work to show their knowledge of it. Use the

following steps to ensure it is completed fully:

1. Choose how you will format your project, this could be a

poster, leaflet, speech, letter etc.

2. Include all relevant information from each lesson of the

topic and anything extra you already know.

3. Include religious ideas, and explain how they link to the

topic you have chosen. Can you include specific

teachings, quotes etc?

4. Include pictures/illustrations where appropriate to make

your piece of work stand out. Include colour to show the

important parts of your piece of work.

5. Explain why it is important we have studied that topic?

What impact does it have on society? Why do you think

we have made you study it?

6. Make a list of top tips for learning this topic, what is

important for students to do and to know during this

topic?

7. Add any extras you could think of. For example a quiz.

1 hour

minimum.


Spanish P Hermida Vidal [email protected]

Week

Learning

aims –

what do

we hope

you will

learn from

this

activity.

Activity details - What is it about

and what are you expected to do

for this activity?

How long should this activity take to be done

really well

1 To

improve

accuracy

of

grammar

using the

present

tense

1. Read the information

explaining how the

present tense works

(make notes if necessary)

Spanish pronouns

(yo = I / tú = you / él/ella =

he/she / nosostros = we /

vosotros = you (pl) / ellos/ellas =

they)

2. using the information

from the explanation

circle the correct verb

and then translate it (if

you don’t know what the

words mean look up the

infinitive and then apply)

3. translate the sentences

from English into Spanish

(use your knowledge

organisers to help you

with key words, you may

use Spanish dictionaries

to look up anything

you’re not sure of)

4. translate from English

into Spanish – all action

words you must look up

the infinitive and apply

the rule for who is doing

the action.

1 hour approx

2 To

improve

1. Read the explanation on

how the preterite tense

1 hour approx

accuracy

of

grammar

using the

preterit

tense

(past

tense)

works and make notes on

the table and the correct

endings.

2. From the group of verbs

put the conjugated verbs

in the correct column

using the explanation to

help you.

3. Change the inifinitives

into the correct form of

the past tense using the

grid to help you

4. Translate the sentences


(use knowledge

organisers to help you

with key vocab – you

may use

www.wordreference.com

to look up any words you

don’t know)

5. Translate the passage

into Spanish using the

preterite tense to change

key action words (verbs)

and look up any words

you are unsure of.

3 To

improve

accuracy

of

grammar

using the

near

future

tense.

1. Read the explanation and

examples from the table

below.

2. Select the correct verbs

for each sentence

3. Form the near future for

each sentence and

translate each sentence

(on a separate piece of

paper if necessary)

4. Translate the sentences


5. Translate the paragraph

into Spanish

1 hr approx

http://www.wordreference.com/

Spanish tenses

The Present tense

Instructions:

1. Read the explanation and example from the table below.

2. Identify the correct form needed and translate it into English.

3. Translation into Spanish

4. Translation into English

Depending on your year group you will be expected to produce

more or less. Year 9, you will be expected to have completed all

tasks.

The Preterit tense

Instructions:


2. Put the right conjugation in the right column.

3. Form the preterit and translate





tasks.

The Near Future tenses

Instructions:


2. Put the right conjugation in the right column.

3. Form the preterit and translate





tasks.


Science Mrs Emmott [email protected]

Week

Learning aims – what do we

hope you will learn from this

activity.



How long

should this

activity take to

be done really

well

1 To design an eye-catching

poster for British Science

week based on the theme:

OUR DIVERSE PLANET!

Think of what you want to

investigate! Ideas:

- Biodiversity – research the

different organisms that live

together in specific places on

our planet e.g. in the ocean.

- The diversity of science and

STEM subjects. Have a think

about all the diverse ways

that science affects our lives

- Research how the universe

is different e.g. the diversity

of planets in our solar

system.

Research your topic! Here are some questions to

get you thinking:

- What is biodiversity?

- How does the biodiversity in the ocean compare

to the biodiversity in your garden?

- Is there science in baking and cooking? What

about making films or taking pictures? Or how

about operating planes and cars?

- Have you seen any scientific films? Is the science

in them correct?

- How are the molecules that make up

things in our everyday lives different?

- How are different towns and cities

designed and built?

- Is there variation in the way people look?

Why?

- Could you collect data on people’s tastes

and interests and display the data in a

graph? Can you use this to describe the

differences in people’s hobbies?

3 hours

2 Understanding the spread of

pathogens and how to

prevent transmission

Produce an information leaflet suitable for

schools to hand out to students and parents on

‘how to prevent the spread of the Covid 19

pathogen during the Corona Virus pandemic’

You must include modes of transmission (how is

the virus is spread or passed on)

How to minimise the spread of the virus.

3 hours

Order your actions in order of priority and justify

your choice of actions

3 Promote literacy and

persuasive writing

Literacy project

Main: Choose 1 option from each column – you do not

have to follow one row, you can mix and match! For

example: Role = Fitness instructor Audience =

Someone who doesn’t eat vegetables Format =

Storyboard Topic = How can I help you?

Role Audience Format Topic

Fitness

instructor Parent Poster How can I

help you?

Dietician A 10 year

old girl

Storyboard Why should

you listen

to me?

Small

intestine Someone

who

doesn’t eat

vegetables

letter Why I am

so

important?

3 hours


Sociology R. Rana [email protected]

Week

Learning aims – what do we hope

you will learn from this activity.

Activity details - What is it about and what are you expected to do for this activity?


activity take to be done really

well

1 To revise over key content for the Family topic in Sociology

Use the ‘Yippee’ booklet you have been given

by Miss Armitage to create revision resources

on Family Diversity (see page 2 of your booklet).

Make sure that you cover all of the bullet

points.

2 hours




on Functionalism (see page 3 of your booklet).

Make sure that you cover all of the bullet

points.

2 hours




on Marxism (see page 4 of your booklet). Make

sure that you cover all of the bullet points.

1/2 hours


CACHE Child Development

R. Rana [email protected]

Week






well

1 To create your own ‘egg baby’

You have been given an ‘Egg project’ booklet. You need to create your own ’Egg Baby’ out of polystyrene eggs or a real egg (boil it first!). Decorate it and make it your own.

2 hours

2 To complete a timetable of activities for your ‘egg baby’

Start to complete your ‘Egg Project’ work booklet by answering the initial questions about your ‘baby’ and creating a timetable of activities that you will participate in with your ‘egg baby’

2 hours

3 To document the activities you have done with your ‘egg baby’

Take some photos and provide an explanation of the different activities you have done with your ‘egg bay’ and write about how they went, what they may have learnt and why you chose those specific activities. Complete the questions in your book.

2 hours


Psychology R. Rana [email protected]

Week






well

1 To revise over key studies we have looked at in the Memory topic

Revise the following key studies in Psychology and create an A4 information sheet on each one. Include details on the aims, method, findings and conclusions of EACH study:

Murdock’s serial position curve study

Bartlett’s War of the Ghosts study *Use your textbook photocopies to help you

2 hours

2 To revise over key theories we have looked at in the Memory topic

Revise the following key theory in Psychology and create an A4 information sheet. Include details on the key terms you would need to mention if you were asked to describe this theory:

The Theory of Reconstructive Memory *Use your textbook photocopies to help you

2 hours

3 To revise the different ethical issues in Psychology

Create a mindmap/revision resource/flashcards/poster on the following ethical issues in Psychology:

Deception

Right to withdraw

Protection of participants

Informed consent

Debriefing

Confidentiality Explain how psychologists ensure they follow each of the guidelines above.

1/2 hours

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