Year 8 SUMMARY KNOWLEDGE

BOOKLET

Term:6

Weeks: 3&4

Art

ist:

So

nia

Del

aun

ay b

orn

18

85

an

d d

ied

in 1

99

4.

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ia D

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was

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on

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epth

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atio

ns.

Del

aun

ay s

aid

‘Co

lou

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th

e sk

in o

f th

e w

orl

d’.

‘On

e w

ho

kn

ow

s h

ow

to

ap

pre

ciat

e co

lou

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lati

on

ship

s, t

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ce o

f o

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colo

ur

on

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er, t

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ntr

asts

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ces,

is p

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infi

nit

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div

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imag

ery’

Sub

ject

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ork

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Term

6 w

ee

k 3

-4

YEA

R 8

As

wit

h a

ny

Art

ski

ll yo

u n

eed

to

pra

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e a

nd

kee

p t

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g –

you

may

no

t ge

t it

co

rrec

t fi

rst

tim

e. A

rt in

Ter

m 5

& 6

fo

cuse

s o

n y

ou

r sk

ills

to M

IXan

d R

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colo

urs

se

en w

hils

t yo

u

use

co

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pe

cial

ly f

ocu

ssin

g o

n t

he

use

of

PAIN

T. W

e ex

pe

ct y

ou

to

use

yo

ur

CO

LOU

R T

HEO

RY

KN

OW

LED

GE

to r

ecre

ate

the

colo

urs

th

at y

ou

se

e.

Art

ist:

So

nia

Del

aun

ay

Wh

at if

I d

on

’t h

ave

Art

mat

eri

als

at h

om

e?

Stai

ns–

Tea,

co

ffee

, tu

rmer

ic, c

urr

y p

ow

de

r, b

eet

roo

t ju

ice.

All

stai

ns

wo

uld

wo

rk t

o c

reat

e co

lou

rs –

just

wit

h t

he

add

itio

n o

f w

ater

.A

pex

Ch

alle

nge

–C

om

ple

te t

he

task

usi

ng

wat

er a

nd

a

stai

nin

g m

ater

ial o

nly

, cre

ate

a m

inim

um

of

10

co

lou

r h

ues

.Fu

rth

er

Ch

alle

nge

–cr

eate

a c

on

cert

ina

artw

ork

....

.....

A b

oo

k b

y th

e M

od

ern

ist

po

et B

lais

e C

end

rars

, bo

un

d

and

illu

stra

ted

by

Son

ia D

elau

nay

in 1

91

3

Exam

ple

s o

f h

ow

to

cre

ate

Pain

t an

d fe

lt t

ip

com

ple

ted

ex

amp

les

T6 -

We

ek 3

Y

ear

7 &

8 G

oo

gle

On

line

Too

ls/A

pp

s

For

this

wee

k’s

less

on

yo

u w

ill c

reat

e a

Go

ogl

e Sl

ides

pre

sen

tati

on

. G

oo

gle

Slid

es is

pre

sen

tati

on

so

ftw

are

very

sim

ilar

to M

S P

ow

erP

oin

t.

1)

Op

en a

bro

wse

r. I

dea

lly, t

his

will

be

chro

me.

2)

Sign

into

Go

ogl

e u

sin

g yo

ur

sch

oo

l em

ail a

s yo

ur

use

rnam

e.

3)

Op

en y

ou

r G

oo

gle

Dri

ve a

pp

.

4)

Go

to

yo

ur

My

Dri

ve f

old

er.

5)

Go

to

yo

ur

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mp

ute

r Sc

ien

ce f

old

er

7)

Ch

ange

th

e ti

tle

fro

m `

Un

titl

ed p

rese

nta

tio

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to o

ne

that

is r

elev

ant

to y

ou

r w

ork

6)

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ate

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Ad

din

g Te

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o t

ext

bo

xes

(Clic

k an

d T

ype)

The

blu

e b

ord

er t

ells

yo

u t

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text

bo

x is

rea

dy

to d

elet

e

Pre

ss t

he

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or

Del

ete

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tto

n o

n t

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keyb

oar

d

Ben

efit

s to

usi

ng

Go

ogl

e To

ols

/Ap

ps:

Wo

rk c

an b

e ac

cess

ed

fro

m a

ny

dev

ice

It is

fre

e

Ver

y si

mila

r to

Mic

roso

ft W

ord

, Po

wer

Po

int

& E

xce

l

File

s ca

n b

e sh

ared

wit

h t

each

ers

in o

ne

clic

k (n

o n

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to

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ail)

9)

De

lete

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xtb

oxe

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n a

slid

e

10

) O

ther

bas

ic t

oo

ls t

hat

yo

u n

eed

to

kn

ow

Text

Nam

e, S

ize,

Bo

ld, I

talic

, Un

der

line,

Co

lou

r

T6 -

We

ek 4

Y

ear

7 &

8 G

oo

gle

On

line

Too

ls/A

pp

s

For

this

we

ek’s

less

on

yo

u w

ill f

urt

her

dev

elo

p y

ou

r G

oo

gle

Slid

es s

kills

an

d S

HA

RE

you

r p

rese

nta

tio

n w

ith

a t

each

er.

1)

Ad

din

g a

Tab

le t

o a

slid

e

Sele

ct h

ow

man

y ro

ws

and

co

lum

ns

you

wan

t

2)

Ch

ange

th

e al

ign

me

nt

of

text

(Le

ft, M

idd

le, R

igh

t)

L M

R

L

M

R

3)

Ch

ange

Lay

ou

t o

r Th

eme

4)

Shar

e yo

ur

wo

rk w

ith

a t

eac

her

– t

his

is V

ERY

imp

ort

ant!

G

o t

o t

he

top

rig

ht

of

the

scre

en

an

d c

lick

shar

e

Typ

e in

yo

ur

teac

her

s sc

ho

ol e

mai

l ad

dre

ss in

th

e em

ail b

ox

You

r te

ach

er w

ill n

ow

be

able

to

see

yo

ur

wo

rk a

nd

ad

d f

eed

bac

k

to t

he

slid

es

How can we develop character through writing?

Apex question: can you create a ‘red herring’ to deliberately mislead your audience?

Week 3

Date: 15th-19th June

Year: 7 & 8

Subject : Drama Topic : Murder Mystery

Suspect 4:

Mr Alan Jones

Statement:

Colleague of Mr. Robertson. They have

worked together for years.

Alan was working late the night of the

murder.

Dislikes the way George treated his wife,

Gillian.

Dislikes the way George gets in his way

when he is trying to impress Colin.

Has been having a passionate affair with

Gillian for some time.

Suspect 1:

Mrs Janice Woods

Statement:

Is the victim’s cleaner.

Starts work at 6pm, finishes at 7.30pm.

Cleans at Ramelco Incorporation and has known workers for some time.

Usually gets on well with staff, recently George had caught her with his wallet in

her hand.

George accused Mrs. Woods of trying to steal his wallet.

Janice has criminal record for petty theft.

Has 4 children and unemployed husband.

Worried about losing job.

Suspect 2:

Mr Colin Williamson

Statement:

Colin was victim’s boss.

Left work at 5pm, arrived back at 6.20pm

to collect papers.

Colin worked with George for years.

George discovered Colin has been

stealing thousands of pounds from the

business.

Colin is worried about whether he can

trust George to keep quiet.

Colin is worried he will be ruined.

Suspect 3:

Mrs Gillian Robertson

Statement:

Is the victim’s wife.

Arrived at the offices at 6.30pm, left at

6.45pm.

Heard having a big argument with George

whilst at the offices.

Gillian is sick of George working late

and not paying her any attention. She has

been thinking of leaving him for some

time.

Gillian is having an affair with Alan

Jones.

Key Words: Alibi - A claim that one was elsewhere when an act, typically illegal, took place; in this case it is a

murder. Red herring—a clue or piece of information which is or is intended to be misleading or distracting.

Monologue - A long speech performed by one actor.

Develop skills in performing a character through application of vocal and physical skills

Suggest how you want your audience to think and feel during your performance?

Week 4

Date: 22nd-26th June

Year Group: 7 & 8

How can you perform as a

detective character?

Body language

Body language is communication coming from

movement or position, particularly facial

expressions, gestures and the relative

positions of a speaker and listener. It

may be the message being conveyed or it

may add layers of meaning to the spoken

words. Body language is also known as non-

verbal communication. If you’re wondering

how powerful body language can be, think

about how often a text message or even a

phone call is misunderstood. This is

because the listener doesn’t see the

facial expressions or body language which

would convey the mood of the speaker.

Vocal skills

There are a number of different vocal elements

you should consider:

Pitch – speaking in a high, low or natural

voice.

Pace – the speed with which you speak, e.g.

the speed of response in an argument.

Pause – a dramatic pause at a crucial

moment is very effective in performance.

Tone – your tone suggests your mood and

your intention towards the listener, e.g.

happy, sad.

Volume – you must be audible to the

audience but not shout at them!

Accent – you need to consider the accent

that will work for your character.

Controlling your breathing

Breathing is very important for an actor.

Running out of breath will mean that

words tail off and lose their impact. It

is important for volume too. The breath

you take supports the sound and makes it

strong. Without sufficient breath the

voice won’t carry.

Breath is supported by a large muscle

under the ribcage called the diaphragm.

The way you hold your body will affect

your breathing and the way your voice

sounds.

Subject : Drama Topic : Murder Mystery

Subject : English Topic : Short Stories

Model answer:

Both writer’s engage/interest the writers in a similar way:

Both writer’s use a Narrative Hook to engage the reader in

the first line. As stated in ‘Find Me’ “The boy caressed the

rusty key in his palm” this is the very first line and is an

example of ‘The Puzzler’ style of the Narrative Hook. It

raises questions in the reader’s mind such as ‘What is the

key for?’ or “’Why is it rusty?’ Therefore engaging the

reader with the text because they want their questions

answered. Similarly, ‘Lamb to the Slaughter’ also uses a

Narrative Hook “The room was warm, the curtains were

closed, the two table lamps were lit.” This is an example of

the ‘Painter style of Narrative Hook’ as it literally paints the

image for the reader ensuring they feel as if they are there

in the room with the characters. I feel that the Narrative

Hook used in ‘Find me’ is a better one as it actively engages

the reader’s mind. Whereas, the Narrative Hook in ‘Lamb to

the Slaughter simply creates an image and is therefore less

engaging.

Question: What are the similarities and differences between the two short

stories?

Apex: Which short story is the most engaging/effective and why?

Apex Question: Key knowledge for the topic:

Additional Web link: https://study.com/academy/lesson/lamb-to-slaughter-summary-setting-characters.html

Roald Dahl was born September 13, 1916, in Llandaff, South Wales, United Kingdom, to Norwegian parents. He spent

his childhood summers visiting his grandparents in Oslo, Norway. He was a mischievous child, full of energy, and from

an early age he proved himself skilled at finding trouble. His earliest memory was of pedalling to school at a very fast

speed on his tricycle, with his two sisters struggling to keep up as he whizzed around curves on two wheels.

Key new terms / terminology and the definitions

Week: 3

Date: 15th

June

Year Group: 8

Model question:

How do the writer’s engage/interest the readers in

‘Find Me’ and ‘Lamb to the Slaughter?’

Question explained:

The question is asking you to compare how good two

stories are

How to structure your answer:

WEAR

‘Find me’

Comparative

Connective of your

choice

WEAR

‘Lamb to the

slaughter’

Writer’s

intention

Writer’s

intention

Evidence Evidence

Analysis Analysis

Return to

the question

Return to the

question

Roald Dahl's 'Lamb to the Slaughter' is a short story

about the murder of police detective Patrick

Maloney by his wife Mary. Driven to homicide after

her husband's unexpected announcement that he's

leaving her and their unborn child, Mary quickly

regains her senses after fatally killing him with the

leg of lamb.

Subject : English Topic : Short Stories

Question: Can I transfer my new knowledge about Short Stories into writing my

own Short story?

Apex: Can I use all of the techniques used in a Short story of my own?

Week: 4

Date: 22nd June

Year Group: 8

Key information: https://www.youtube.com/watch?v=RSoRzTtwgP4

Short stories: A short story needs to be compelling to read and to be this it needs to be given an effective

structure. Like all texts, stories also have their own basic 'recipe' called 'genre conventions'. Here is a typical story

structure that will help you to keep your own story moving through different stages in a compelling way – and help

make sure you don’t accidentally ramble on!

Opening

This part of your story must work to engage your reader, beginning to absorb them into your 'story-world'. You should

aim to hook the reader into the story with the 'plot hook'. Whether you choose to start the story by giving the end

away just like Shakespeare did in his play Romeo and Juliet; or you start in the middle of lots of action; or even with

very little action at all, you will definitely need to start in a way that hooks your reader – and do so pretty quickly.

Stupendous Check List I have organised my work clearly (a clear beginning, middle and end).

I have used capitals, full stops, exclamation marks and question marks correctly.

I have used lots of different connectives to link sentences and ideas (next, then etc.)

I have used some WOW! Words to make my writing interesting.

I have used speech and punctuated it mostly accurately.

I have used noun phrases.

I have written in the correct tense by choosing the correct form of both regular and irregular verbs.

I have used varied sentence openers.

I have used paragraphs correctly most of the time.

Model Question

You have been asked by your teacher to enter a Short

Story writing competition based on the image below.

Apex: write in the first person and use the present

tense.

Competition Rules

1. Your story must be between 400 and 500 words

long.

2. It must include the setting in the image below.

3. You must use a Narrative Hook

4. Include: literary techniques, excellent

vocabulary and some description of a scene

Model Answers-Example beginnings

William had aged ten years waiting for this final

boat. As it glided into view it took his breath

away.

Glistening shards of moonlight danced with pure

droplets of water as they slipped from the ends of

the oak oars. Hearty singing contrasted against the

serenity of the scene as William was snatched

back into reality as…

I can’t see! My eyes are open but all I see is an

endless, horrifying darkness. The sound of

something…water I think.

It seemed like an eternity I was in the never

ending silence apart from the splatter of waves

to my left. Was I in ship? How did I get here?

I managed to make out a splinter of light to my

left and shuffled towards it…

Subject : Food and Nutrition Topic : Preparing, combining and shaping food

Key Knowledge for the topic. A range of practical skills are vital when preparing food in the

home or as a business. It is therefore important to understand the terms used to describe

them and to practise on a regular basis

Term Example Description

Bridge

Use your thumb and forefinger to to grip either side of the

food product. Use the knife to slice the food through the

gap(bridge) formed

Claw

Tip of fingers tuck under towards your palm and hold the food

like a claw

Julienne

Cut vegetables into 2cm lengths, cut into thin slices, cut each

slice into thin even strips

Brunoise

Cut each julienne strip into cubes

Macedoine

As above but the slices and cubes are 0.5cm big

Jardiniere

Cut veg into 1.5cm lengths, cut into 3mm slices, cut slices into

batons

Roll

To spread out or flatten. Swiss roll to roll a flat shape into a

spiral log

Question: What food preparation skills are necessary for effective and

safe cooking?

Apex Question: How can you use these skills to design and make

a new dish for your family?

Apex Question:

Week: Wk 3&4

Date: 15/06

Year Group: 8

Subject : Food and Nutrition Topic : Preparing, combining and shaping food

Wrap

To wrap a soft product around a filling

Skewer

A long metal or wooden stick that is used to secure food in

place during cooking and serving

Mix

To combine 2 or more ingredients to become one.

Whisk

To use a whisk to combine ingredients and to trap air

Coat

To add another ingredient to create an attractive finish or

provide a protective layer when cooking

Layer

To make up a dish with different ingredients/components that

are placed on top of each other. Eg lasagne, trifle, cakes

Shaping

and

binding

To bring ingredients together using another ingredient eg egg

so that they don’t fall apart. These are then shaped into the

shape needed. Eg meatballs, fish cakes

Assessment style questions

1. Describe the skills and processes needed to

make an accurate Spaghetti bolognese

2. Want techniques are used when making a

Victoria sandwich cake?

3. Use at least 3 of these skills to make a dish

for the family

Key terms / glossary

Accurate

Combine

Attractive

Protect

Strips

Spiral

Subject : French Topic : Holiday Language

Model answer:

The best answers will contrast opinions and ask

questions and use colours more than once.

Je voudrais un aller-retour pour Paris, s’il vous

plaît. C’est combien ? Quarante euros !? C’est

cher bien sûr et le train est toujours sale et

bondé. Alors, à quelle heure est le prochain

train à Paris ? Merci !

Can you tell which colours have been used here?

Je voudrais un aller simple pour Marseille, s’il

vous plaît. À quelle heure part le train ? Il est

à l’heure ? Alors, le train arrive à seize heures,

donc le voyage dure trois heures. Ça côute

trente euros - c’est assez bon marché.

Question: Je peux vous aider (Can I help you?)

Apex Question: Pourquoi? (Why?)

Key knowledge for the topic: À la gare (At the train station)

Time Indicators Verb/Opinion Range of Language Connectives Reasons/Adjectives

Aujourd’hui Today Cet après-midi This afternoon Demain matin Tomorrow morning À quelle heure? At what time? À dix heures At 10 o’clock À seize heures vingt At 4:20 in the afternoon

Je voudrais I would like Je veux I want C’est combien? How much is it? Ça côute … euros It costs … euros Vous acceptez … ? Do you accept … ? Le voyage dure … The journey lasts … Je dois changer? Do I have to change? Le train (Il) arrive à … The train (It) arrives at …

un billet pour … a ticket to … un aller simple a single ticket un aller-retour a return ticket les cartes de crédit credit cards de l’argent money De quelle quai ? From which platform ? Le prochain train à … The next train to … première classe first class deuxième classe second class

ou or de plus furthermore alors then/in that case donc therefore/so mais but voilà here (it) is c’est toujours it’s always bien sûr certainly

à l’heure on time en retard late bondé crowded vide empty dégoûtant disgusting cher expensive bon marché cheap propre clean sale dirty

Week: Week 3

Date: 15 June

Year Group: 8

Model question:

Je peux vous aider?

All sentences must include something from the

green box and the pink box.

Je voudrais un billet pour Paris, s’il vous plaît.

In order to make an interesting sentence, we

use as many colours as we can.

Je voudrais un aller-retour pour Paris

à seize heures vingt

mais c’est toujours

cher

et bondé

Subject : French Topic : Holiday Language

Question: Je peux vous aider ? (Can I help you?)

Apex Question: Pourquoi? (Why?)

Week: Week 4

Date: 22 June

Year Group: 8

Question phrases Range of language Question phrases Range of language

Avez-vous … ? Do you have … ? Pour aller .. ? To get … ?

un plan de la ville a map of the town des informations sur des excursions information on trips une brochure sur la ville a brochure of the town des dépliants (some) leaflets au stade to the stadium au théâtre to the theatre à la cathédrale to the cathedral à la plage to the beach

Où est … ? Where is … ? Combien côutent … ? How much does … cost? À quelle heure … ? At what time does … ? Pouvez-vous … ? Can you … ? Qu’est-ce qu’il y a ? What is there ?

le musée the museum le centre commercial the shopping centre la patinoire the ice rink la piscine the swimming pool les billets pour l’excursion au parc aquatique the tickets for the trip to the water park commence le spectacle the show start recommender un bon restaurant recommend a good restaurant me renseigner sur la ville tell me about the town pour les touristes for the tourists

Model question:

Je peux vous aider? (Can I help you ?)

All sentences must include something from the

green box and the pink box.

Avez-vous un plan de la ville ?

Extras:

Here are some extra phrases you could use to

make the conversation more interesting.

Je suis en vacances - I’m on holiday

Je reste dans un hôtel/un camping/une auberge

de jeunesse - I’m staying in a hotel/at a

campsite/in a youth hostel

J’adore la région - I love the area

Je vais revenir l’année prochaine - I’m going to

come back next year

Je suis anglais(e)/britannique - I am

English/British

Je voudrais acheter des billets pour la visite

guidée/le festival de musique/le festival de

danse - I would like to buy (some) tickets for

the guided tour/the music festival/the dance

festival

Je voudrais réserver des billets pour le

spectacle - I would like to reserve tickets for

the show

Example question

Explain how beach nourishment can

reduce coastal erosion

Tips on how to answer the question:

Describe the method: replacing beach

material, usually sand or shingle, removed by

longshore drift.

Describe variations in the method: use of

dredging, spraying, ships bulldozers.

Explain the benefits: barrier between cliffs

and sea, larger beach absorbs energy from

waves.

Explain why it needs to be carried out

regularly to be effective.

Year 8 Geography: What happens at the coast?

Why and how are some coastlines protected?

Apex: Why are some parts of the coast protected and others not?

Waves carry away eroded material, such as sand, shingle and rocks. Some is

carried out to sea but a lot is carried along the coastline. This process is called

longshore drift. The swash carries sediment up the beach at an angle. Backwash

carries sediment down the beach by gravity – at right angles to the beach. This

creates a zigzag movement of sediment. Beaches can be carried away quickly.

Along some stretches of coastline, land, homes and businesses are under threat by the action of the waves,

including by longshore drift. Some people want the coast defended but protection is expensive and so

authorities have to make difficult decisions on whether or not to protect a particular stretch of coastline.

For example, houses might be worth protecting but farmland, not.

There are a range of ways to protect the coast:

Hard engineering: building of structures, use of concrete, expensive, high maintenance costs.

Soft engineering: use of natural materials like sand, often cheaper, good for plant and animal habitats.

Hard Engineering

Sea Walls Groynes Revetments Rip Rap Gabions

Soft Engineering

Beach Nourishment

Managed Retreat

Term 6

Week 3

Lessons 5/6

Key words and phrases

Sea wall: concrete wall with curved top built to

protect the coastline.

Groyne: wooden fence running out to sea to limit

longshore drift.

Revetment: a sloping wall built at the base of cliffs

to protect them from waves.

Rip Rap: stone boulders used to absorb the energy

of waves. Also, known as rock armour.

Gabions: steel cages filled with rocks used to

absorb the energy of waves.

Beach nourishment: replacing material removed by

longshore drift.

Managed retreat: controlled flooding of low-lying

coastal areas.

Year 8 Geography: What happens at the coast?

How do people use coastal areas?

Apex: Is wave power better than wind and solar power at the coast?

Term 6

Week 4

Lessons 7/8

Burning fossil fuels, such as oil, gas and coal, contributes to climate change. Therefore, governments have

been aiming to reduce reliance on these power sources. At present, around 40% of UK power is provided by

renewable energy sources and this proportion is rising.

The coast is an important location for renewable energy production using wind

farms and new technologies, such as the Pelamis Wave Snake.

Wave

Power

Benefits Renewable power source, provides jobs making/maintaining turbines, no air

pollution, UK is surrounded by sea.

Problems Rough seas make maintenance difficult, sea creatures may be harmed, the

technology is still experimental and expensive.

Some coastal areas are suited to specialist tourist activities. An example is surfing in Devon and Cornwall

with good surfing waves and wide beaches. Jobs are created to look after the surfers: surf schools, hotels,

transport, bars and restaurants. Surfers spend money on these services.

One problem faced by surfers is marine pollution: litter dropped by tourists on the beaches, sewage,

factory chemical waste, discarded fishing equipment and rubbish thrown from passing ships.

Surfers Against Sewage is a charity set up by people who were fed up of getting ill

when doing the sports they loved: surfing, sea swimming and windsurfing.

Example question

Explain the benefits and problems of

wave energy

Tips on how to answer the question:

Describe how the waves can be used as a

power source: Pelamis Wave Snake.

Outline ideas on why we need to reduce use

of fossil fuels.

Explain at least 2 benefits and 2 problems of

wave energy (see table above).

Classify benefits/problems: social, economic

and environmental.

Use key geographical words.

State that wave energy is still being

developed and so may be used more in the

future.

Key words and phrases

Fossil fuels: a natural fuel such as coal or gas,

formed living organisms.

Renewable energy: energy from a source that does

not run out, such as wind or solar.

Tidal energy: electricity produced by using the

movement of the sea from the tides.

Wave energy: electricity produced by using the

movement of the sea from the waves.

Wave Snake: a machine that uses the movement of

waves to drive turbines that produce electricity.

Surfing: riding a wave towards the shore while

standing or lying on a surfboard.

Marine pollution: litter and other forms of

pollution in the sea and on the coasts.

History – Home Learning Support - WWII

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Question:   Why did WWII begin?

What happened on the beaches of Dunkirk? Apex Question: Why did some governments try to ‘appease’ Hitler?

Key knowledge for the topic: •   Despite the conditions laid down in the Treaty of Versailles, 3 days after Hitler came to

power he told his military chiefs to start building up the army, navy and air force in secret. •   By late 1935, the whole world knew Hitler had aeroplanes, dozens more battleships than he

was allowed and thousands more soldiers! •   In 1938, German troops marched into Austria.

So what did the world do? Nothing! •   Some countries did not want to stand up to Hitler for fear of starting another war. •   Others felt Germany should be allowed to build their armed forces if they wanted to.

Finally: In September 1939, German troops invaded Poland. 2 Days later Britain declared war on Germany.

Dunkirk: September 1939: British troops crossed the English Channel into France to help the French to prepare for a German attack. May 1940: German troops invade France and quickly push the British and French troops back towards the English Channel. Half a million British and French soldiers were trapped between the sea and the advancing Germans on the beaches at Dunkirk. It looked as if all was lost for Britain and France! 26 May – 4 June: Over 800 boats, mostly small civilian fishing boats and even rowing boats rescue 215,587 British soldiers and 127,031 French soldiers from the beaches of Dunkirk

Week: Week 3

Date: 15 June Year Group: 8

Key words:

Rearmament:

Restocking a country’s supply of weapons and armed forces.

Appeasement:

The policy of giving someone what they want in the hope they will stop their demands.

Operation Dynamo:

A huge rescue operation to retrieve solders from the beaches of Dunkirk.

Example Question:

Were the events at Dunkirk a victory or a disaster?

Tips on how to answer:

•   How did the solders get into this position in the first place?

•   Who went to help rescue the soldiers? •   How many solders lost their lives? •   What equipment was left behind? •   How did the British press report on the

events and why?

History – Home Learning Support - WWII

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

Question:  What were some of the key events of WWII?

Apex Question: “Never was so much owed by so many to so few”. What did Winston Churchill mean by this sentence?

Week: Week 4 Date: 22 June

Year Group: 8

Battle of Britain By July 1940, Hitler was close to becoming ‘Master of Europe’. He was friendly with, or his armies had successfully invaded, most European countries. Britain and the USSR were two of the more powerful nations that could stop him… but Britain was firmly in Hitler’s sights and he was hoping to invade in September 1940. Throughout the summer of 1940, German and British pilots fought each other in the Battle of Britain high above southern England. Hitler’s plan was to destroy the RAF to prevent them attacking his ships as brought his troops for a land invasion. In theory, Britain should not have been able to win. However, as the autumn weather grew worse it soon became clear that the German air force had failed to destroy the RAF. This meant that Germany called off Operation Sea Lion (Hitler’s cross-Channel invasion of Britain).

Example Question:

Describe two features of the Battle of Britain.

One feature of the Battle of Britain was difference in number of planes. Germany had 824 fighter planes and 1017 bombers. Britain only had about 600 fighter planes.

Another feature was a system of 51 radar stations. These directed British fighters to the Germans in minutes leaving them enough fuel to attack time and time again.

Apex Question: “Never was so much owed by so many to so few”. What did Winston Churchill mean by this sentence?

D-Day On 6 June 1944, British, American and other Allied troops landed on beaches in Normandy, France, and forced the Germans back, despite brutal fighting. This marked the beginning of the liberation of German-occupied Western Europe.  

Subject: Mathematics Year 8 Topic : Conversion Graphs

Key knowledge for the topic: Additional info link https://hegartymaths.com/ Go to student login and follow the prompts

after finding your school ( Bexhill Academy) You will be asked to input your name and date of birth )

There are videos and short quizzes set. These are short clips to help you and each one has a quick quiz.

Use the information below in addition to the link above if you have access to the internet to help you be successful with

this learning

Week: Week 3

Date: 15/6/20

Year Group: 8

Exam Questions

Key Terms

Use examples above to see the

Definitions.

Interpret

Graph

Convert

Axis / axes

Value

Subject: Mathematics Year 8 Topic : Conversion Graphs

Key knowledge for the topic: Additional info link https://hegartymaths.com/

Week: Week 4

Date: 22/6/20

Year Group: 8

Exam Question

Subject: Music Topic: Music through the Ages

Question: What was music like in Europe in the Romantic Period?

Apex Question: How has music from the Romantic Period evolved

from the Baroque and Classical Period?

Key knowledge for the topic: (Additional info link –

https://kidsmusiccorner.co.uk/types/classical/romantic/)

Week 3

Date: 15th- 19th

June

Year Group: 8

Key terms / glossary

Romantic, Key, Orchestra, Emotion, Mood,

Program Music

Pieces to listen to:

Identify instruments you hear. Identify

dynamic changes. Identify tempo changes.

Tchaikovsky:

Dance of the Sugar Plum Fairy https://www.youtube.com/watch?v=Wz_f9B4pPtg

Waltz of the Flowers https://www.youtube.com/watch?v=QxHkLdQy5f0

The period called Romantic in music

history extends roughly from 1820 to

1900.

Famous Composers:

Piotr Ilyich Tchaikovsky (1840-1893)

Frédéric Chopin (1810-1849)

Robert Schumann (1810-1856)

Claude Debussy (1862-1918)

Richard Wagner (1813-1883)

Johannes Brahms (1833-1897)

Top Tip: Romantic music? Is this music all

about love? Well it could be. But it could also

be about hate. For romantic music is all

about feelings. It is about trying to

express strong feelings in music. Romantic

composers were not worried about writing

for entertainment (church/theatre etc.)

The most common features are: Romantic music has all features of music from the

classical period, but with much more of it!

The tunes get longer and stronger.

The louds get louder and the quiets get

quieter.

The mood changes are much bigger and

happen more often.

The orchestras get bigger.

The music goes on for a longer time.

The music didn’t always end in the key it

started in. Overall, it was music with

several twists and turns and didn’t

always end in the way you might expect.

New instruments in the orchestra –

Bass clarinet, piccolo, drums, harps,

xylophones, bells, triangles, celesta

Chopin:

Nocturne in Eb https://www.youtube.com/watch?v=9E6b3swbnWg

Wagner:

Ride of the Valkyries https://www.youtube.com/watch?v=GGU1P6lBW6Q

Debussy: Clair De Lune https://www.youtube.com/watch?v=CvFH_6DNRCY

21st Century Version Below!

Pentatonix – Dance of the Sugar Plum Fairy https://www.youtube.com/watch?v=jt3oAyK_IG8

Subject: Music Topic: Music through the Ages

Question: What was music like in Europe in the Early ‘Modern’ 20th Century

Period?

Apex Question: How is music from this time relevant today?

Key knowledge for the topic: (Additional info link –

https://kidsmusiccorner.co.uk/types/classical/modern/)

Week 4

Date: 22nd-

26th June

Year Group: 8

Key terms / glossary

Experimental, Atonal, Avantgarde, Neoclassicism,

Impressionism, Minimalism

Pieces to listen to:

How would you analyse these pieces of

music? Think about the musical elements…

Stravinsky:

Sabre Dance / Rattle https://www.youtube.com/watch?v=mUQHGpxrz-8

The period called Modern Classical

in music history extends roughly

from 1890-1960

Famous Composers:

John Cage (1912-1992)

Igor Stravinsky (1882-1971)

Arnold Schoenberg (1874-1951)

Top Tip: Modern classical music is easy to

describe, but not always easy to listen to. The

number one rule of modern classical music is

this: There are no rules! Literally anything

goes. On the other hand, some composers

continued more traditional ways of composing.

Don’t be put off by strange sounds. Think of

it as an adventure into sounds you’ve never

dreamed of.

The most common features are:

Music in this time became very experimental. A

lot of the music was about breaking the rules

from music before this time.

Lots of modern classical music doesn’t have a

tune!

Lots of modern classical music doesn’t have any

instruments!

The music would often be created to follow a

specific theme or idea.

Ideas from this time have highly influenced

film music.

Experimental sounds, lack of a melody and

the use of technology is often used now in

film music to help create moods and

emotions – think of a horror movie and all

the sound effects!

Neoclassicism came about to contrast

these strange ideas and musical ideas from

the Baroque/Classical periods were reused.

Schoenberg:

Peripetie https://www.youtube.com/watch?v=QNCIz-_QFrs

Cage:

4’33’ https://www.youtube.com/watch?v=JTEFKFiXSx4

Sonata V for Prepared Piano

https://www.youtube.com/watch?v=jRHoKZRYBlY

Check this out! https://www.youtube.com/watch?v=S4bupt5XJtw

Just let the strange and amazing sounds wash over you!

Subject : RE Topic : Places of Worship

Model answer:

One key feature in the synagogue is the ner tamid or

‘Eternal Light’.

Another key feature in the synagogue is the ark.

This would gain 2 marks as two key features are identified

but NOT explained.

One key feature in the synagogue is the ner tamid or

‘Eternal Light’. This feature is important in a synagogue

because the light reminds Jews that God is present in the

holy building and because it reminds Jews of the Temple in

Jerusalem, their first place of worship.

This would gain 2 marks as only one key feature is

identified and explained. To gain 4 marks two features

must be identified and explained correctly.

Question: What are the key features of a synagogue?

Apex Question: Should religious believers go to a place

of worship or should they be able to worship at home?

Key knowledge for the topic: (https://www.truetube.co.uk/film/holy-cribs-synagogue ) User name

communications@bexhillacademy.org Password: student (or create own account for website) A huge Temple once stood in Jerusalem, and it was the centre of Jewish life. Sadly, the Romans

destroyed the Temple in 70 CE, but synagogues are still built so they face Jerusalem, and they

contain many symbols and reminders of the Temple itself. A Synagogue is a Greek word meaning

“assembly”. Jews may call the synagogue a Shul which, is Yiddish for “school”. The different names

reflect the many different uses for the building.

The ark is the most important part of any synagogue. It is a cupboard at the front of the meeting

hall, in the wall that faces towards Jerusalem. The ark is where the Torah scrolls are kept when

they are not being used. The doors are usually covered by a curtain called a parochet. During the

service, the curtain will be pulled back, the doors opened and a scroll will be carried from the ark to

the bimah to be read.

Ner tamid means “Eternal Light” and is the name given to the lamp that always burns at the front of

the synagogue, usually over the doors of the ark. This represents the candles that were permanently

alight in the Temple to symbolise the presence of God.

On the wall above the ark, there are usually two plaques to represent the stone tablets that,

according to the Torah (Jewish holy book), Moses brought down from Mount Sinai with the Ten

Commandments that Moses was told by God.

Some synagogues separate men and women during prayer and services. Women often sit upstairs in a

gallery, or balcony, or in a special section downstairs which is separated from the men by a barrier

or screen called a mechitzah. Some synagogues allow men and women to sit together.

Week: 3

Date:

Year Group: 8

Model question:

Explain two key features in the synagogue.

(4 marks)

Writing frame

One key feature in the synagogue is…

Another key feature in the synagogue is…

Writing two correct key features will give

you 2 marks. For the other 2 marks you

need to correctly explain why each feature

is important. When you explain something

you should use the word because in your

answer.

Writing frame

This feature is important in a synagogue

because…

Subject : RE Topic : Places of Worship

Model answer:

One key feature in the mosque is the mihrab.

Another key feature in the mosque is the minaret.

This would gain 2 marks as two key features are identified

but NOT explained.

One key feature in the mosque is the mihrab. This feature

is important in a mosque because it shows the direction of

the Ka’bah which Muslims face when praying to Allah. The

Ka’bah is important to face when praying as it was the first

building used to worship Allah.

This would gain 2 marks as only one key feature is

identified and explained. To gain 4 marks two features

must be identified and explained correctly.

Question: What are the key features of a mosque?

Apex Question: Should religious believers go to a place

of worship or should they be able to worship at home?

Key knowledge for the topic: (https://www.truetube.co.uk/film/holy-cribs-mosque ) User name

communications@bexhillacademy.org Password: student (or create own account for website) A Mosque is a Muslim holy building. The name comes from the word “Masjid” which is Arabic for

“place of prostration”. A mosque can therefore be anywhere that a Muslim prays and does not have

look a particular way. In Britain, many mosques are buildings that have been converted from other

uses although some have been built with the traditional features that are seen in Muslim countries.

The Dome, which is positioned above the prayer hall, symbolises Heaven arching above the

worshippers. But Mosques also have domes for very practical reasons because (1) it helps the Imam’s

voice to resonate (be heard) around the prayer hall, so everyone can hear him, (2) it helps to keep

the prayer hall cool, because all the hot air rises up inside and (3) it also helps people to identify the

building as a mosque.

Before Muslims pray, they must perform a special wash called wudhu (or wudu). This is done to

symbolize purity and to emphasize that prayer is important and should be taken seriously. These

days there are likely to be a row of taps on the wall and seats lined up in front of them so that

people can wash. There will separate wash rooms for men and women.

Muslims face the direction of the Ka’ba when they pray, which is a cube-shaped holy building in the

centre of Makkah in Saudi Arabia. Muslims believe it was the first ever building that was dedicated

to the worship of Allah. The mihrab is an archway or alcove in the wall at the front of the prayer

hall so worshippers know they are facing the Ka’ba.

The main prayer hall is usually a large empty hall with no chairs. Men and women pray separately. In

some mosques, women will pray in a screened-off section or a separate room.

The tall tower attached to the mosque is called a minaret. Traditionally a man called a muezzin (or

mu’adhin) has the job of climbing to the top and singing the Adhan. This is the call to prayer, and it

reminds everyone that it’s time to come to the mosque. Today a microphone and loudspeaker is used.

Week: 4

Date:

Year Group: 8

Model question:

Explain two key features in the mosque.

(4 marks)

Writing frame

One key feature in the mosque is…

Another key feature in the mosque is…

Writing two correct key features will give

you 2 marks. For the other 2 marks you

need to correctly explain why each feature

is important. When you explain something

you should use the word because in your

answer.

Writing frame

This feature is important in a mosque

because…

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Subject : Spanish Topic : Journey to school and grammar

Gramática

Connectives. to add and contrast opinions and ideas.

Además-as well, too

Voy al instituto a pie y además a veces en coche.

I go to school on foot and as well sometimes by car.

Sin embargo- however Voy al instituto a pie sin embargo a veces en coche. I go to school on foot however sometimes by car.

Comparatives.To compare two things:

más + adjective + que = more…..than….

Es más rápido ir en coche que ir a pie It’s quicker to go by car than to go on foot/walk

Ir en bici es más barato que ir en autobús To go by bike is cheaper than to go by bus

Question: ¿Cómo vas al insti? (How do you get to school?)

Apex: Comparar transporte

(Compare transport)

Time Indicators Verb Range of Language Connectives Reasons/Adjectives

Normalmente Normally Los lunes On Mondays Nunca Never Todos los días Every day A veces Sometimes

voy al insti I go to school vamos al insti we go to school no voy al insti I don’t go school

a pie on foot en autobús by bus en coche by car en bici by bike en tren by train a caballo on a horse

ya que es because it is dado que es because it is además too, as well pero but sin embargo however

rápido fast lento slow verde green barato cheap caro expensive práctico practical divertido fun

Week: Week 3

Date: 15 June

Year Group: 8

Reading texts

Hola, soy Manuela. Tengo doce años y vivo en

Madrid con mi familia y mi perro. Normalmente

voy al instituto con mis amigas y vamos a pie

porque es muy divertido y práctico. A veces voy

con mi hermano en coche pero no me gusta

porque es aburrido pero es más rápido que ir a

pie. Manuela

Hola, me llamo Juan y soy de Barcelona. Me

encanta Barcelona porque es muy grande. Nunca

voy al instituto a pie porque es muy lento y

aburrido. Los lunes voy al instituto con mi mejor

amigo José y vamos en tren porque es muy

rápido. Sin embargo normalmente vamos en bici

porque es más verde y barato que ir en coche.

Juan

Subject : Spanish Topic : Journey to school and grammar

Question: ¿Qué puedes hacer ahora y qué quieres hacer en el futuro?

(What can you do now and what do you want to do in the future?)

Apex: Utilizar conectores y dar más detalle

To use connectives and give more detail

Week: Week 4

Date: 22 June

Year Group: 8

Time Indicators Opinions Range of Language Connectives Reasons/Adjectives

Ahora Now En este momento At the moment En el futuro In the future Después el lockdown After lockdown

puedo I can podemos we can no puedo I can’t no podemos we can’t quiero I want to me molaría I would love to

ver la televisión – watch TV jugar a los video juegos – play video games ir de compras en la red– go shopping online ir a una fiesta – go to a party ir a un parque de atracciones – go to a theme park jugar deporte con mis amigos- play sport with my friends ir de compras – go shopping

que which y and también also pero but sin embargo however ya que because dado que because

es – it is aburrido boring injusto unfair frustrante frustrating diferente different la única opción the only option

será – it will be especial – special estupendo – fantastic emocionante- exciting

Mis derechos reading - recall

Me llamo Iker y vivo en Sevilla con mi familia.

Está bien vivir en España porque tengo muchas

posibilidades. Puedo ir al insti, por ejemplo, y

puedo jugar con mis amigos en la calle. También

puedo dar mi opinión.

Me llamo Liliana y soy mexicana. Vivo en una

ciudad muy grande y no puedo respirar porque el

aire está contaminado. Además no puedo ir al

insti porque trabajo con mi padre. Es

inaceptable.

Me llamo Diba. Vivo en una ciudad peligrosa. En

mi país a veces hay mucha violencia contra las

mujeres y no podemos salir solas. En casa no

puedo expresar mis ideas porque soy una chica y

mi padre es muy estricto. No es justo.

Vocabulary from the text

Por ejemplo = for example

Ciudad = city

Respirar = breathe

Trabajo = I work

Peligrosa = dangerous

Hay = there is/ are

Contra = against

Mujeres = women

Solas = alone

Verbs for talking about others and us

Vive : lives Vivimos = we live

Se llama = is called nos llamamos – we are called

Tiene = has Tenemos = we have

Puede = can Podemos = we can

Su = his/her Nuestro = our

Es = is somos = we are

Trabaja = works trabajamos = we work