year 8 summer 2 flexible and supportive learning …...the green house effect. s.nasa.gov/green...

Desborough College

FLEXIBLE AND SUPPORTIVE LEARNING:

SUBJECT INFORMATION FOR YEAR 8

SUMMER TERM 2: June TO July 2020

Desborough’s response:

Our main aims:

x Maintaining student wellbeing and mental health x Using this time as an opportunity to develop skills, knowledge and creativity through a flexible

and supportive programme x Supporting our families through this challenging time.

1. Take a breath – you are your child’s most important teacher but not from an educational perspective, from a life one. Enjoy this time: play games, cook together, watch ‘stuff’ together, make memories, and be together. These times will be memories that stay will you all for a lifetime.

2. Ensure that your child has logged on to the following platforms – they are the ones we will be using:

x Class Charts – if they have lost their login, please email their RAL x Desborough email – if they can’t remember their username, please email their RAL x Microsoft Teams (through 365)

3. Exercise is really important for all of our mental health. Aim to build in between 30 minutes and

an hour of exercise a day. There are lots of online/YouTube workouts which might help

4. Notify your child’s tutor or RAL if your family situation changes due to: x Illness x Loss of earnings x Bereavement

This will enable us to offer the best support possible to you and your family.

5. Do not be tempted to buy into offers of online tutoring or pay for resources.

6. Ensure your child has time to ‘speak’ with friends, either via social media platforms or gaming consoles – try to get them to link up with friends to complete work together virtually. Social contact is really key to the wellbeing of the boys going forward.

ART

Year 8 Schedule Summer Term 2020

Where is the work shared?

x All resources will be shared on ClassCharts on the Monday morning. Additional resources such as videos or links will be shared on ClassCharts. We are learning to use software to offer a wider variety of lesson type, which may differ in frequency or style as planned below as we adapt and improve.

How do I send work back for marking? And how often and by when?

x Students are expected to send back images of their work by Friday at 3pm of the due date. x Tasks in red are tasks that will be marked with WWW/EBI feedback or grading where possible. x If you do not meet the deadline this will be recorded as “No Work Submitted”.

Please email your normal class teacher – whether that is Miss Rhodes and Miss Lennon.

01.06.20 A

Colour Studies: J.Vincent Scarpace

Assessment Work

Feedback via Email

5/6/2020 Timelapse Drawing/Step by step Guidance - SXL

08.06.20 B

Ernst Heckel Artist: Research Page

15.06.20 A

Close-Up Detailed Shell Squares

Assessment Work

Feedback via Email

19/6/2020 Timelapse Drawing/Step by step Guidance - CLR

22.06.20 B

Grid Drawing: Pebbles (2 lessons) Artist: Esther Roi

29.06.20 A

Grid Drawing: Pebbles – Refine and Annotate Artist: Esther Roi

Assessment Work

Feedback via Email

3/7/2020 Timelapse Drawing/Step by step Guidance - SXL

06.07.20 B

Close Detailed Study: Octopus (2 lessons)

13.07.20 A

Close Detailed Study: Octopus

Assessment Work

Feedback via Email

17/7/2020 Timelapse Drawing/Step by Step Guidance - CLR

Please only use your school email account (please contact [email protected] if you have password issues.

Miss Rhodes HOD [email protected]

Miss Lennon [email protected]

DRAMA Pick one of the activities from the menu below each week; you can share these with your class teacher

or with your friends. Deadlines will be set on Class Charts or Teams and your teacher will using these platforms to check your

work.

Read ‘The Flood’ play script

that is uploaded to Class Charts. Write one a

paragraph of a lighting design that you would use for

a particular scene. For example, Martha’s Dream

scene at the beginning.

You can draw your lighting design and label it if you

prefer. Key Skill: Theatre Design

x Can you name 5 facts

about Stanislavski? x What did he want to

change about the theatre world?

x Can you list rehearsal techniques that he used?

Key Skill: Independent Research - theatre practitioner

Write a Duologue that you can learn off by heart. You could do this with a member of the family or a friend over Skype, Zoom or

FaceTime. The criteria…

x It must be 4 mins long. x It must include a heated

argument.

Key Skill: Physical / Vocal Acting Skills

Create a game show quiz

that tests your knowledge on theatre design?

You could include… x Different types of

staging: Proscenium Arch, Theatre in the Round, Thrust, Traverse

x How they are used in the theatre?

x Sound x Set

Key Skill: Independent Research, Theatre Design

Find 5 different objects and

create an improvisation with your family. When the play

starts to slow add in another item to create a different idea

and expand the improvisation.

Key Skill: Creation of Original Theatre

Create 10 different still images

with your family Titled “The shopping Centre” or

“Our Day Out” Think about…

x Facial Expressions x Body Language x Different Levels

Can you tell an interesting story

through your images?

Key Skill: Acting Skill, Physical and Vocal

Create a PowerPoint that can

teach someone else the topic of Lighting?

x What are the different

types of lights? x What are their

functions? x What are Gels, barn

doors, gobos and Cross fades?

Key Skills: Independent Research, Theatre Design

ASSESSMENT Read ‘The Flood’ play script which is uploaded to Class

Charts.

Design a set for the performance. Think about

how you would show different locations.

Design a costume for the four

lead characters. .

Key Skills: Theatre Design

Write a short script that has 5

different characters. Title it “The Escape”.

Make sure you include stage

directions.

Key Skill: Scriptwriting, Creation of Original Theatre

Computing/ICT Our new Head of Computing, Mr Matt Lovegrove will set work shortly.

Design and Technology

Yr 8

Week1 01/6/20

Documentary with Forms Questionnaire

Week 2 08/6/20

Paper Helicopter

Week 3 15/6/20

Documentary with Forms Questionaire

Week 4 22/6/20

Marble/ ball run

Week 5 29/6/20

Documentary with Forms Questionnaire

Week 6 06/7/20

Ball launcher

Week 7 13/7/20

Accessible Design

Actions Email submission by 23/5

STEM All Year groups will be directed to the Schools Facebook page and the DT Instagram - DesboroughDT, where they will find a series of challenges relating to STEM activities that all pupils and potentially families can engage with.

ENGLISH

How to complete this Home Learning unit:

1. Each Sunday evening or Monday morning, a new weekly grid will be set on Classcharts.

2. There will be a recorded PowerPoint lesson with voice over that you must watch before starting the work.

3. After watching this lesson, there will be a choice of tasks to complete with an increasing level of challenge: bronze, silver or gold. Higher challenge = more achievement points!

4. You should complete three tasks a week to at least bronze level and email them to your teacher.

5. You can complete the tasks in variety of ways; on Word, on PowerPoint or written up by hand.

6. If there is a link to a Word Document, you must download a copy before you start working on it. To download it, click ‘File’ -> ‘Save As’ -> ‘Download a copy’.

7. Colour code the boxes to remember what you have completed and what you are working on:

a. Colour the box in green if you have completed/submitted the task.

b. Colour the box in yellow if you have started the task but not finished it yet.

8. As well as this, continue to read independently at home for 90 minutes a week

Class teachers:

x 8En1 – Ms Garcia [email protected] x 8En2 – Miss Lewis [email protected] x 8En3 – Mr Gleeson [email protected] x 8EnA – Miss Humphreys [email protected] x 8EnB – Mrs Lockwood [email protected] x 8EnC – Miss Lewis [email protected]

x 8EnD – Mrs Lesniak [email protected]

Desborough College Year 8 Home Learning – Term 6: The Gothic

GEOGRAPHY

Topic – Climate Change

More straightforward More Challenging Week 1 What is Climate Change? (p282-285) Pre-Recorded PPt available to watch

Using the following presentation to help you;

1) Explain the difference between weather and climate

2) Explain the link between penguins and polar bears

3) Explain what climate change is

https://www.wwf.org.uk/sites/default/files/2019-12/WWF_KS2_Lesson1_Presentation.pdf

1. Explain what a greenhouse gas is and how it is different to a normal gas.

https://climatekids.nasa.gov/greenhouse-cards/

2. Challenge Draw a table with the most common greenhouse gases and how long they spend in the atmosphere

https://www.c2es.org/content/main-greenhouse-gases/

Watch David Attenborough’s Climate change the Facts and create a poster to summarise the documentary https://www.bbc.co.uk/iplayer/episode/m00049b1/climate-change-the-facts

Using the article below, describe what has happened to the average global temperature using facts and figures and explain why this is a problem in 200 words. Challenge – how might a changing climate benefit some areas? https://earthobservatory.nasa.gov/world-of-change/global-temperatures

Week 2 What are the causes of Climate Change? (p286-287) Pre-Recorded PPt available to watch

Use google to research and Identify the ten countries who emit the most Carbon Dioxide and draw a bar graph to represent this data. X Axis will have the names of the countries Y Axis will have the amount of carbon dioxide in parts per million (PPM)

1. What is the difference between the greenhouse effect and enhanced greenhouse effect?

2. Draw a diagram of the Green House Effect.

https://climatekids.nasa.gov/greenhouse-effect/

Using the link below and any other research, identify the human behaviours that might cause the climate to change. Write a 200 page summary with diagrams to explain how at least 3 of these activities might contribute to climate change. https://www.bbc.co.uk/bitesize/guides/z3bbb9q/revision/1

Using the link below, identify and name the 4 natural causes of climate change. Then write an explanation and draw a diagram or series of diagrams to demonstrate how at least 3 of them work https://www.bbc.co.uk/bitesize/guides/z3bbb9q/revision/1

Week 2 Live Lesson

Live lesson with your teacher, exact date and time to be confirmed This will be in addition to and to support your learning tasks for the week.

Week 3 What is the evidence for Climate Change? (p284-285) Pre-Recorded PPt available to watch

Using the BBC link, explain at least 3 pieces of evidence that the climate has changed in the past. You should name the evidence and explain how it demonstrates the climate has changed. Challenge – what are the limitations of this evidence? https://www.bbc.co.uk/bitesize/guides/z3bbb9q/revision/1

Using the video, write an in depth explanation of what ice cores are and how they help us understand what the climate was like in the past. Challenge – What might make the ice core readings less accurate? https://www.youtube.com/watch?v=QgWNaGT7zyQ

Explain why sea levels rise and how this is an indicator of climate. Use diagrams and a maximum of 150 words. https://www.youtube.com/watch?v=fuvY5YG5zA4 Challenge video https://www.youtube.com/watch?v=SA5zh3yG_-0

Identify what a glacier is. Use the video below to help. https://www.youtube.com/watch?v=WJgpDyP9ewQ Conduct a short research project into a named glacier of your choice. Make sure you name the glacier, use facts and figures to explain how its size and shape has changed. Challenge – draw a bar or line graph to represent the change in size of the glacier and explain what scientists predict might happen in the future.

Week 4 What are the consequences of climate change? (p288-291) Pre-Recorded PPt available to watch

Using the link below, describe the social, economic and environmental consequences of climate change in a maximum of 250 words. Challenge – How could climate change be positive? https://www.bbc.co.uk/bitesize/guides/zwjjjxs/revision/2

Watch the following documentary and create a poster to advertise the issue of climate change on glaciers. A good poster will demonstrate why climate change is affecting glaciers, name the specific issues that have been caused and demonstrate the issues that might be caused in the future.

Go to Oxfam or another aid agency’s website. Investigate their climate change campaign and identify 5 actions they are taking. https://policy-practice.oxfam.org.uk/our-work/climate-change

Follow the link and look at the map of the USA.

1. Describe what the map is showing.

2. Describe the pattern in the map (Which parts of the USA are most affected)

3. Suggest at least two reasons for this pattern

https://www.sciencemag.org/news/2017/06/here-s-

https://www.youtube.com/watch?v=K9MaGf-Su9I

how-much-climate-change-going-cost-your-county#

Week 5 What are the consequences of climate change for the UK and Antarctica? (p292-295) Pre-Recorded PPt available to watch

Print a map of the UK available on the following link and colour in all the bits that will be lost to the sea by 2080 if sea levels continue to rise. https://d-maps.com/carte.php?num_car=2555&lang=en Type “Effect of sea level rise on the UK 2080” into google to help with this research.

Watch David Attenborough Climate Change – Britain under threat and write a 400 word summary of how climate change might affect the UK https://www.youtube.com/watch?v=Cq1oFhTINXE

Write a newspaper article entitled the consequences of climate change in Antarctica. Answer the following

1. Where is it, how far away from the UK, winter and summer daylight hours?

2. Who owns Antarctica?

3. What is the evidence of climate change?

Resource https://www.euronews.com/2018/01/09/the-impact-of-climate-change-on-the-antarctic

Write a newspaper article entitled the consequences of climate change in Antarctica. Answer the following

1. Where is it, how far away from the UK, winter and summer daylight hours?

2. Who owns Antarctica?

3. What is the evidence of climate change?

Challenge resource https://discoveringantarctica.org.uk/challenges/sustainability/impacts-of-climate-change/

Week 5 Live Lesson

Live lesson with your teacher, exact date and time to be confirmed This will be in addition to and to support your learning tasks for the week.

Week 6 Seneca Assessment – This will go live on Monday 13th July at 8:00am with a deadline of Friday 17th at 4:00pm.

Week 7 Linking the year together

Think back to your study of populations and explain why some places are more densely populated than others. How might climate change alter this?

Oxfam say that Africa is the most vulnerable place to climate change. Using what you know about Africa, explain why you think this is?

Think back to all your topics this year. Choose your favourite and create a lesson from that unit to teach to a member of your family.

Write and record a rap to summarise everything you have learnt about geography this year. Prize for the best entry.

How to complete this grid:

1. Pick 1 tasks to do each week. If you want extra credit you can do another one. You may complete the task on computer or paper and send to your teacher.

2. Tasks in green are either pre-recorded PowerPoints to watch or a live lesson. 3. All tasks are set on Monday and due on Friday. Each week starts afresh so if you were unable to do

one weeks work, please just move onto the following week so you do not become overwhelmed. 4. Any questions you have about the work, please email your class teacher. 5. Please note, everyone must complete the Seneca learning assessment on week 6.

Class teachers:

Mr Angier [email protected]

Miss Miles [email protected]

Mrs Cook [email protected]

HISTORY

Topic – WWII

Research the alliances of WW2. Draw a rough map of the world or find one online. Label key countries involved in WW2 and identify whether they worked with the Allies or the Axis powers. Key skill: wider life skills – geography

Compare the strength of the British and German navies during WW2. List their similarities, differences and some key statistics. Try and explain which navy was better prepared for battle and why. Key skill: historical significance & independent research

Choose one Dictator & watch the video: https://www.youtube.com/watch?v=Br-QxsOJ-Jg - Hitler's - Andrew Marr's History of the World https://www.youtube.com/watch?v=QOzezrUxAMk - Ten Minute History - Mussolini https://www.youtube.com/watch?v=Yw-OxbtF1iY - Ten Minute History - The Spanish Civil War and Francisco Franco Explain who the dictator was and how they ran their country. Describe what it was like for people living there. Key skill: independent research & explanation

Create a fact file on the plots to kill Hitler. Can you find out why they weren’t successful? Key skill: cause & consequence Challenge

Create a Top Trumps card for Adolf Hitler, Joseph Stalin, Franklin Delano Roosevelt and Benito Mussolini. Remember to use the same categories for each character. Key skill: independent research & explanation

Read the following quote from Turkish writer, Mehmet Murat ildan. “A country where people are afraid of even their own shadows is surely a country of dictatorship! In such vile countries there are two groups of people: The zombies, the living-dead who serve the dictator and the rest, the clever and honourable people who fight for their freedom!” Summarise the quote in your own words. What effect do you think the writer intended his words to have? Key skill: communication of ideas & creativity Challenge

Watch the video below on the attack on Pearl Harbour: https://www.youtube.com/watch?v=aYIfGA5QbL0 Draw up a newspaper article about the attack. Make sure to include a headline and at least two paragraphs explaining what happened at Pearl Harbour. Key skill: knowledge & understanding & Creative writing (English link)

Create a poster explaining what the German 'Blitzkrieg' was. Key skill: communication of ideas & creativity

Write a newspaper article describing the Battle of Britain, either from the British or German perspective. Remember that it will be used for propaganda. Key skill: communication of ideas & importance

Create a quiz (with answers to share) on the Dunkirk evacuation in May 1940. Share it with someone else in your class or a sibling and see if they can complete it. Key skill: knowledge & understanding communication of ideas & creativity

Watch this video below on rationing during WWII: https://www.youtube.com/watch?v=7e5oygzUrs4 Design a weekly 1940’s menu for your household based off what you would have been able to purchase during rationing. Make sure you include all seven days as well as breakfast, lunch and dinner. Key skill: wider life skills

Research rationing in Britain and find three recipes that were used in 1940. Can you cook one for your family? Share the picture with your tutor/teacher Key skill: historical significance & independent research

What was the aim of the bombing of Dresden in 1945? Find two historians views. Do you think the action was justified? Key skill: consequence & historical interpretations. Challenge

Investigate the battles of El Alamein and create your own battle map like the one below. You may want to research: the geography of the area; strengths, in numbers, of either side; as well as the equipment they used, such as tanks.

Key skill: knowledge & understanding & Creative thinking

Watch the following videos on Appeasement: ‘Peace in our time’ https://www.youtube.com/watch?v=Hzomi4RNtiE - Was Appeasement Justified? (Short Animated Documentary) https://www.youtube.com/watch?v=7ZNtakTs_DY - Appeasement WW2 - Did Neville Chamberlain Do The Right Thing? - GCSE History List 5 things you learnt about appeasement. Key skill: independent research and historical interpretations

Research the German defences of the Normandy beaches. You could look at videos, photographs and articles. How did Germany defend the French coast against invasion? Key skill: wider knowledge and understanding

Assessment for Term 6.

You will be told when you should complete these assessments – details will be sent at the beginning of the appropriate week with clear instructions on how to complete them and how long they should take.

Gather a variety of pictures from the Blitz, either in a Word document, on PowerPoint or on paper. Next to each individual photograph, write a couple of sentences explaining what you think is happening. Was everyone’s experience of it the same? How do you know? Key skill: independent research and historical interpretations Assessment opportunity 1

Explain the value of teamwork during the Second World War. You may want to look at the alliance, the battles of Imphal and Kohima, efforts on the Home Front and collaboration for guidance. Minimum 150 words Key skill: wider life skills Assessment Opportunity 2

Watch this video on the Normandy invasion: https://www.youtube.com/watch?v=7XP7OHf06YQ Write a short account of what you think it must have been like to storm the beaches of Normandy, France in June 1944. Try and include the thoughts and emotions of the soldiers. Key skill: Analysis and evaluation, critical thinking Challenge & Extension

Create a cartoon strip showing what the evacuations of civilians in Britain during World War II was. Take a picture and send to your teacher. Key skill: independent research & creativity Assessment Opportunity 3

How to complete this grid:

x Pick a minimum of 1 task a week to complete, if you feel that you have time you can pick a maximum of one extra task per week.

x You can complete the tasks in any order, there are some that link together so choose carefully, and in a variety of ways; on Word, on PowerPoint or written up by hand.

x Colour code the boxes so you can remember what you have completed and what you have started to complete.

o Colour the box in green if you have completed/submitted. o Colour the box in yellow if you have started to complete the task

x Boxes marked assessment opportunity will need to be completed and sent to your class teacher. You will be advised via Classcharts when these must be completed. At least one piece of work must be submitted per fortnight on a Monday. We will give achievement points weekly, and for some tasks whole class feedback within two weeks.

x Any questions you have about the work, please email your class teacher as listed below, split classes have one teacher.

Class teachers:

8Hi1 – Mr Summers [email protected]

8HiA - Mr Summers [email protected]

8Hi2 – Mr Gleeson [email protected]

8HiB – Mr Gleeson [email protected]

8Hi3 – Mr Collins [email protected]

8HiC – Mr Collins [email protected]

8HiD – Mr Wyles [email protected]

MATHS

Topics this term:

Year 8:

x Graph ( Bar Charts, Pie Charts, Stem and Leaf Diagrams, Frequency Polygons, Scatter graph) x Transformations (Reflections, Rotations, Translations, Enlargements) x Revision / consolidation

The work will be posted weekly on Class Charts. We will endeavour to host a weekly either live or recorded lesson. Time of such lessons will be clearly indicated in Class Chart at least 24h in advance.

3 lessons per week (2 for everyone, and generally, the 3rd lesson is an extension) + a miniquiz that is the minimum expected work to be submitted.

Once you have completed the lessons, you will be ready to take the mini-quiz (don't try to do the miniquiz first without having studied the week's content).

The mini-quiz will be reviewed and assessed by your teacher, and it will result in a DIRT task to be completed the following week.

Note that we will avoid using Hegartymaths for the lessons so that you can refer back to Hegartymaths for your DIRT, or if you need more help.

If you have any difficulties, or if your answers don't match the ones provided in the lesson, try to find your error. If you are still unsure of the cause of the error, send a photo of your work to your teacher using email or team) and we will do our best to help you find your error.

MODERN FOREIGN LANGUAGES

FRENCH

All submitted work will receive feedback within a week following the submission deadline. YEAR 8 FRENCH Allez 1/2

LESSON Resource Assessment point

Extension extra

1st-12th June Quoi de neuf? Mobile phones

Powerpoint recorded lesson

Quizlet Seneca 6.2.2/3 irreg past tense

15th-29th June La technologie, juste pour s’amuser? Le reseaux sociaux

POwerpoint recorded lesson

Quizlet Seneca past tense with etre 6.2.4/6

29/6 - 10/7 Les ados et l’argent

Powerpoint recorded lesson

Seneca – modal verbs 6.1.13

GERMAN

All submitted work will receive feedback within a week following the submission deadline. YEAR 8 GERMAN

LESSON Resource Assessment point Extension extra/Further support

2nd June – 12th June

3A.2 Was fehlt dir?

Worksheet and quizlet

https://quizlet.com/gb/476873755/was-fehlt-dir-flash-cards/

2nd June – 12th June

3A.3 Topfit

Quizlet https://quizlet.com/gb/397784992/topfit-flash-cards/ extension work on um…zu https://quizlet.com/gb/439507315/um-zu-flash-cards/

15th -26h June

3A.5 Isst du gesund

Powerpoint lesson

26th June-6th

Du bist was du isst

Powerpoint lesson

Forms assessment link for Mrs Gerber’s class only, please click on this link https://forms.office.com/Pages/ResponsePage.aspx?id=dmYVKJmJ6UiWtjW27i8fM4tUL1uKi9BIqj5qsjMcWjZUMlUwQVhTNkY4VVZINEFaNVRGWTZFNVFSMS4u

Forms assessment link for Mr Paul’s class only, please click on this link https://forms.office.com/Pages/ResponsePage.aspx?id=dmYVKJmJ6UiWtjW27i8fMwNOzuY8Yd5Ll5wmfGqJlmNURElFN09FRzJUR1dJNEJPOUowSDZJSDJYSS4u

6-13th Essen and Koerper

Worksheet and puzzzle/wordersearch

MANDARIN

All submitted work will receive feedback within a week following the submission deadline. YEAR 8 MANDARIN

LESSON Resource Assessment point Extension Extra

1-12 June Unit 8 Eating out Lesson 2 and 3

Study Pack Quizlet Memrise Recorded lessons

Multiple choice assessment on Microsoft forms or Quizizz Homework submitted on Teams or via email

Youtube videos related to the topics

15-26 June Unit 8 Eating out Lesson 4 and 5




29th June-9th July

Unit 8 Revision, practice and Assessment




13-17 July Unit 9 Holiday Study Pack Quizlet Memrise Recorded lessons



PSHE* AND WELLBEING

*Personal, social and health education

Week Theme Additional Themes Links /Assembly Ideas Challenge

1 Pride Pride in self

LGBTQ

Growing self-esteem

Reminder that School Diversity Week is coming up on 22nd June and link to LGBTQ themes

Assembly on the power of positive thinking in relation to growing and nurturing self-esteem.

This week take a picture of a piece of work you are really proud of. Tell yourself it is

good. Show a member of your family and get feedback and then send to the

relevant teacher. Put yourself out there.

2 Humility

Humility in relationships

Human relationships

Romantic Relationships

8 habits of the humble

Humility in sport

Healthy Relationships

This week we have a new challenge. A creative writing challenge. Write a short story with a central character that learns to be humble due to an unforeseen event in his/her life. Use learning from the life

lessons page to help you.

3 Courage Moral Courage

Stories of courage and resilience

Different types of courage

Small acts of courage everyday

Find an example of a courageous leader with your own research and make a

profile page about that leader. Send it to your Head of Year. It must be on 1 sheet

of A4 either hand designed and photographed or done electronically

4 School Diversity Week

What does Diversity mean?

Why and how are we different?

What is LGBTQ?

Inspiring women of colour

Celebrating LGBTQ communities

The danger of hiding who you are

We are opening a creative competition, either written or visual representations of

Diversity. This can be a photo, story or piece of art. Be as creative as you can.

Send entries to [email protected]

by June 26th

5 Leadership What is a leader?

Why lead?

Everyday leadership

Different aspects and definitions of leadership

Leadership in our local community

Log onto the RBWM youth voice website and research local opportunities to lead

How to be a leader everyday.

6 Careers How to start thinking about careers

How to find a job you love

How to research possibilities

https://www.assemblies.org.uk/sec/1704/the-road-to-success-life-is-a-bumpy-ride--focus-on-the-opportunities

Use Careerspilot to research your future

7 E-safety Clean-up your Instagram and Snapchat

Digital Footprints

How to stay safe online over the summer and beyond

Clean up your Instagram and Snapchat accounts

P.E.

Week Beginning

Weekly Challenges

What to learn, research, do Possible resources/links

Week 1 WB 1st June

Athletics & Virtual School Games (VSG)

Athletics: Shot Putt Challenge (deadline 5/6/20) Virtual School Games Competition: Week 4 (deadline 6/6/20)

Shot Putt PowerPoint on ClassCharts VSG Competition cards on ClassCharts and https://getberkshireactive.org/virtual-school-games

Week 2 WB 8th June


Athletics: 100m Challenge (deadline 12/6/20) Virtual School Games Competition: Week 5 (deadline 13/6/20)

100m PowerPoint on ClassCharts VSG Competition cards on ClassCharts and https://getberkshireactive.org/virtual-school-games

Week 3 WB 15th June


Athletics: High Jump Challenge (deadline 19/6/20) Virtual School Games Competition: Week 6 (deadline 20/6/20)

High Jump PowerPoint on ClassCharts VSG Competition cards on ClassCharts and https://getberkshireactive.org/virtual-school-games

Week 4 WB 22nd June


Athletics: 800m Challenge (deadline 26/6/20) Virtual School Games Competition: Week 7 (deadline 27/6/20)

800m PowerPoint on ClassCharts VSG Competition cards on ClassCharts and https://getberkshireactive.org/virtual-school-games

Week 5 WB 29th June

Athletics Athletics: Long Jump Challenge (deadline 3/7/20)

Long Jump PowerPoint on ClassCharts

Week 6 WB 6th July

Athletics Athletics: Relay Run Challenge (deadline 10/7/20)

Relay PowerPoint on ClassCharts

Week 7 WB 13th July

Athletics Athletics: Triple Jump Challenge (deadline 16/7/20)

Triple Jump PowerPoint on ClassCharts

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Mr

Cro

sse will b

e loo

king

at you

r wo

rk and

giving

you

feedb

ack via email. P

lease

can you

em

ail all wo

rk to th

ese

em

ail add

resse

s at the e

nd

of th

e we

ek:

ciaracorrig

an@

de

sbo

rou

gh

-colleg

e.n

et

tho

mascro

sse@

desb

oro

ug

h-co

lleg

e.n

et

T

op

ic T

asks W

hat wo

rk ne

ed

s e

mailin

g

1st Ju

ne

W

ee

k 1

Scie

nce

inve

stigatio

n W

atch a vid

eo

o

f Miss

Co

rrigan

in

trod

ucin

g th

e in

vestig

ation

s.

Lo

ok th

rou

gh

the o

ptio

ns and

cho

ose

on

e thing

to

inve

stigate

: T

raffic investig

ation:

Ho

w m

any re

d, b

lue

, silver an

d b

lack cars go

by

you

r ho

use in h

alf an h

ou

r. S

olu

bility test

Do

es h

ot w

ater d

issolve m

ore su

gar th

an co

ld

wate

r? S

peed

investig

ation W

hat pe

rson in yo

ur ho

use

ho

ld can

run

10 m

etres in

the

fastest time

?

Write o

ut:

1. A

scien

tific qu

estio

n

abo

ut w

hat yo

u w

ill b

e in

vestigatin

g.

2. A

list of th

e

eq

uip

me

nt th

at you

w

ill ne

ed

. 3.

A step

by ste

p

me

tho

d as to

wh

at yo

u are

go

ing

to d

o.

4. Y

ou

r hyp

oth

esis – w

hat d

o yo

u e

xpect to

fin

d.

Th

e d

ocu

me

nt with

you

r writte

n wo

rk, o

r a ph

oto

if you

h

ave d

on

e it on

p

ape

r. B

y Friday 5

th June

8th

Jun

e

We

ek

2

Scie

nce

inve

stigatio

n W

atch a vid

eo

o

f Miss

Co

rrigan

carryin

g o

ut h

er

inve

stigatio

n

and

reco

rding

h

er re

sults.

Carry o

ut yo

ur o

wn

investig

ation

.

Co

mp

lete you

r ow

n resu

lts tab

le A

ph

oto

or co

py o

f yo

ur co

mp

leted

re

sults, an

d a p

hoto

o

r vide

o o

f you

carryin

g o

ut yo

ur

inve

stigatio

n.

By Frid

ay 12th Jun

e 15

th Ju

ne

W

ee

k 3

Scie

nce

inve

stigatio

n W

atch a vid

eo

o

f Miss

Co

rrigan

e

xplain

ing w

hat

a de

pe

nd

ant

and

in

de

pe

nd

ent

variable

is.

Do

you

resu

lt match

you

r hyp

oth

esis? W

as you

r in

vestig

ation

accurate

? R

ese

arch wh

at an

ind

ep

en

de

nt variable

and

a d

ep

en

dan

t variable is.

Can

you

ide

ntify any o

f the

se in

you

r investig

ation

?

Th

e d

ocu

me

nt with

you

r writte

n wo

rk, o

r a ph

oto

if you

h

ave d

on

e it on

p

ape

r B

y Friday 20

th June

22n

d Ju

ne

W

ee

k 4

Scie

nce

Inve

stigatio

n W

atch M

iss C

orrig

an d

raw a

grap

h to

sho

w

he

r resu

lts.

Fin

d so

me sq

uare

d p

ape

r or m

ake you

r ow

n b

y d

rawin

g eq

ual sp

aced

vertical lin

es o

n som

e line

d

pap

er

Draw

a suitab

le grap

h to d

isplay yo

ur resu

lts.

Write a co

nclu

sion

for th

is in

vestig

ation

. A

ph

oto

of yo

ur

grap

h, fu

lly lab

elle

d.

By Frid

ay 27th Jun

e 29

th Ju

ne

W

ee

k 5

Re

search

Watch

Mr

Cro

sse d

em

on

strate

ho

w to

re

search

using

B

ritannica, b

bc

bite

size

Re

search

: Ch

oo

se a famo

us scie

ntist from

the

list: S

ir Isaac Ne

wto

n

Lo

uis P

asteur

Galile

o

Marie

Cu

rie

Alb

ert E

instein

Otto

Hah

n N

ikola T

esla

Dm

itri Me

nd

ele

ev

Ste

ph

en H

awking

Re

search the

early life

of

you

r chose

n scientist w

hile

an

swe

ring

the fo

llow

ing

qu

estion

s: W

here

we

re they b

orn?

/W

hat n

ation

ality are the

y? W

here

did

the

y gro

w u

p?

Whe

re d

id th

ey g

o to

scho

ol?

Th

e d

ocu

me

nt with

you

r writte

n wo

rk, o

r a ph

oto

if you

h

ave d

on

e it on

p

ape

r B

y Friday 3

rd July

6th Ju

ly W

ee

k 6

Re

search

Watch

Mr

Cro

sse d

em

on

strate

ho

w to

make

a fact file

on

M

icroso

ft wo

rd.

Re

search the

wo

rking

life o

f you

r chose

n scientist

wh

ile answ

erin

g th

e follo

wing

qu

estions:

What u

niversity d

id th

ey atten

d?

What d

egre

e d

id the

y rece

ive in

this u

nive

rsity? W

hat was the

ir scien

tific field

(bio

log

y/ ch

em

istry/

ph

ysics) W

hat con

tribu

tion d

id yo

ur ch

ose

n scie

ntist m

ake to

th

eir fie

ld?

T

he

do

cum

ent w

ith yo

ur w

ritten w

ork,

or a p

ho

to if yo

u

have

do

ne it o

n

pap

er

By Frid

ay 10th Ju

ly

13th

July

We

ek

7

Re

search

Watch

Mr

Cro

sse d

em

on

strate

ho

w to

make

a fact file

on

P

ow

erP

oin

t.

Make

a Po

we

rPo

int/

fact file of th

e rese

arch you

h

ave co

mp

lete

d o

n you

r cho

sen

scien

tist. A

dd

any o

the

r facts abo

ut

you

r scientist th

at you

r fee

l sh

ou

ld b

e me

ntio

ne

d.

Ad

d so

me p

ictures also

.

Su

bm

it P

ow

erP

oin

t/fact

file

By Frid

ay 17th Ju

ly

year 8 summer 2 flexible and supportive learning …...the green house effect. s.nasa.gov/green...

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