Ellesmere College · On behalf of all the staff at Ellesmere College we wish you all safe and happy Summer and we look forward to welcoming you back to school soon! ... clothes -

Ellesmere College

Key Stage 3 Home Learning Update – w/c 6th July 2020 Hello everyone, Welcome to the last week of home learning activities. We all hope you have enjoyed all the different tasks in the home learning packs over the last two terms. Please don’t forget that they are still available on the web-site if you want to continue to practice some more. On behalf of all the staff at Ellesmere College we wish you all safe and happy Summer and we look forward to welcoming you back to school soon!

English

In English this week, we would like you to:

• Re-read the ‘Three Little Pigs’

• Work on nouns and adjectives in your writing

• Use emotional language in descriptions

Maths

In Maths this week, we would like you to:

• Add time on

• Convert digital and analogue time

• Use a 12- and 24- hour clock to tell the time

Other learning

Creative Arts: You will explore how to create art pictures similar to Lowry.

Independence:

Time to explore all the times and locations you need to use your personal details.

Understanding the World: An opportunity to think about what do you want to do in the future and who can help

you?

PSHE: Ever thought someone had judged you incorrectly! A look at stereotyping.

Physical Development and Outdoor Learning: Time to plan about how to stay fit and healthy over the summer holidays.

Technology: Are you the next great interior designer? Your chance to re-design your bedroom.

We would love to see pictures of the work and activities you’ve done! Please email them to [email protected]

Lowry - Towns and Streets

Equipment: Worksheets, Rubber, Sharpener, Pencil colours/Felt tips/paints. Instructions:

Laurence S. Lowry, is an English artist, born in 1887 and died in

1976. He lived all his life in the Lancashire North of England. He

mainly painted scenes of life around him, which

were factories, street life and simple landscapes. All

his paintings had similar things in them:

- People were painted like ‘matchsticks’ with no features, shadows and wearing similar clothes

- Most people were going in the same direction and they had no or limited features

- Colours used were dull - Buildings were close together and there were always

factories with smoke coming out of them - There was never any sun and so you never knew what

time of day it was Activity 1 Have a look at one of his paintings. Can you spot the 6 differences in the picture! Check your answers. Activity 2 Lowry painted people doing different daily activities. This could be going to work, pushing a pram, playing with a ball. Have a look at the worksheet. What are the three pictures showing? Have a go at drawing your own Lowry people doing something. There are three to try, or you can make one up yourself. Activity 3 Have a look at the sketch of a typical picture. Have a go at colouring in the picture. Remember, Lowry uses dull, dreary and lifeless colours, such as browns, grey, beige, dark blues and dark greens Activity 4 What does it look like outside your window? Try to draw the life outside your window, in Lowry style. Remember, no shading, no shadows, not strong features showing on your matchstick figures and add only dull colours

Activity 1 – Spot the difference. Can you spot the 6 difference in these 2 paintings? Circle the difference in the bottom painting.

ANSWER.

Activity 2 - Matchsticks Figures

Lowry is very well known for painting matchsticks figures and sceneries of buildings and

factories. He liked to show the lives of the people in his local area. Can you write down

what you think these characters are doing?

Figure 1 Figure 2 Figure 3

Now try to draw your own matchstick figure, in the style of Lowry. Try to draw the activity

below.

Figure 1 Figure 2 Figure 3

Riding a bike. Having a bath. Playing and instrument.

Activity 3 - Colour in the picture

Colour in this sketch, using Lowry style of colours. Remember, Lowry uses dull, dreary and

lifeless colours, such as browns, grey, beige, dark blues and dark greens.

Activity 4

What does it look like outside your window? Try to draw the life outside your window, in Lowry style. Remember, no shading, no shadows, not strong features showing on your matchstick figures and add only dull colours

Practice writing your personal details Equipment: Pen, pencil, worksheet Instructions: There are lots of time when you will need to use your own personal information in life. In this lesson you will have an opportunity to consider when you may need to use your personal details and also practice them. Activity 1 You need to know your personal details for many things. As an example, you might want to send out a party invitation but need to tell people to send you a reply back so you need to give them your name and address. Write down as many other examples that you can think of on the worksheet. Activity 2 Have a practice at completing your name, address and telephone number. The sheet also gives you an opportunity to practice your writing – ensure its neat as often others will need to read your details! Activity 3 Sometimes people need more than just your name, address and contact details. Have a look at the example on this page. There is a blank template – why not complete the template with as much information as you can about yourself. Activity 4 There are times when you want to share information about yourself such as with your new class next year. Have a go at completing the template so you can show people who you are and what you like when you come back to school.

a. Think about what you use your name and address for b. Think about things you might need to use your names and address in the future c. Ask someone else in your house what they use their name and address for

I need to use

my name

and address

for.......

Answers may include:

-College

application

-Bank account

-Online shopping

-Local library

-Join a club

-Doctors/Dentist

-Passport

-Driving License

Activity 2 – practice writing your name, address and telephone number

Activity 3 – wider information

Activity 4 – write your own profile

Remember that you should NOT include information about your address on your profile

Bring the profile into School in September so you can share it with your new class!

Looking forward Equipment: Pencil/pen and worksheets, scissors, wool/string, paper plate or cardboard, scissors Instructions: As we come to the end of the academic year you will start to think about what you will want to do in summer. You may also be thinking about returning back to school after the holidays. Activity 1 Think about what positive things you might want to do over the holidays and when you return to school. Talk to someone in your house about them. It could include doing more exercise, playing a new game, meeting your friends again, or being able to watch football. Write them down on a piece of paper. Activity 2 Choose 2 things that would be really positive to do in the holidays and 2 things that you would look forward to do when you come back to school. Look at the worksheet on how to make a dreamcatcher. Try to make your own dreamcatcher and hang your four things on the dreamcatcher. Put it up in your bedroom. Activity 3 When school starts again things will be different. You will be in a different year and also with old and new friends. You will be able to do things you have perhaps not done before. Use the worksheet to write down what you would like to do. Activity 4 There are lots of people who will be able to help you achieve your dreams and aspirations for the future. This could be your parents or relations, teachers, teaching assistants, coaches, or friends. Make a list of who they are.

Activity 5 Things can sometimes be a worry but its important that we remain happy and that others around us also feel happy. Perhaps you could do something nice for yourself today or do something nice for someone who is in your support web? Perhaps make them a drink, or say “thank you” to them. You could make them a card to give them next time you see them, or just send them a text with a smiley emoji. There are some more ideas below – which are you going to do today?

Tell someone

how wonderful

they are!

Do a random act of

kindness for someone –

it could be as simple as

keeping a door open or

helping tidy a room.

Do something

nice with a

member of

your family

Stereotyping

Equipment: Pens, paper and worksheets Instructions: A stereotype is an incorrect information, idea or belief that people have about another person or group of people. Here are some examples:

- All professional footballers are men - All models are young - All nurses are women - All soldiers are men - All mums can cook and all dad’s do DIY

We should never judge a person or a group of people just because of the way they look, the colour of their skin, their religious believes, their gender, the job they have, their age or their likes and dislikes. Activity 1 People are stereotyped because of how old they are or if they are a man or a woman. Sometimes people are stereotyped because of how they look or dress. See if you can match the description to the stereotype. Choose one group and say why it is incorrect. Activity 2 Sometimes people get stereotyped due to their nationalities. See if you can match the descriptions of different stereotypes to the nationalities. How do you think other countries may describe British people? Activity 3 People often have very fixed ideas about what jobs a man or a woman can do. See if you can match the job to the stereotype. Do you think that is right? Either write your answer or find an image of someone doing the job that breaks the stereotype (for example it could be a man being a nurse, or a woman being a fighter pilot). Activity 4 Sometimes people may look at you and incorrectly stereotype you. Think about how someone may stereotype you. How did it make you feel and how would you deal with this if it happened to you? Think about the answers by completing the worksheet.

Activity 1 - Stereotyping People.

These groups of people often have stereotypes attached to them. What do you think the

stereotypes might be for each group of people?

Young children Example: Noisy

Teenagers

People who wear glasses

Old people

Women with blonde hair

Scientists

1. Grumpy. Fragile. Fussy. Slow. Boring. Smell funny. Always need help. 2. Clever. Know it all. Educated. Geeks. Inventors. 3. Excited. Energetic. Loud. Busy. Messy. Poo a lot. Drink milk. 4. Celebrities. Beautiful. White. Rich. Young. Wear lots of make-up. Full of

themselves. 5. Rude. Scruffy. Bad role models. Show offs. Trouble makers. Thieves.

Skateboarders. 6. Excited. Energetic. Loud. Busy. Messy. Poo a lot. Drink milk.

Select one of those groups of people and explain why their stereotyping is incorrect.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Answers

Young children Example: Noisy Excited. Energetic. Loud. Busy. Messy. Poo a lot. Drink milk.

Teenagers Rude. Scruffy. Bad role models. Show offs. Trouble makers. Thieves. Skateboarders.

People who wear glasses. Clever. Know it all. Educated. Geeks. Inventors.

Old people Grumpy. Fragile. Fussy. Slow. Boring. Smell funny. Always need help.

Women with blonde hair Celebrities. Beautiful. White. Rich. Young. Wear lots of make-up. Full of themselves.

Scientists Clever. Male. Serious. Neat. Researcher.

Activity 2 - Stereotyping Nationalities.

Match the stereotype statement to the country.

Statement Country

Loud. Eat fast food. Wear cowboy clothes. Big-headed. Always think they are right. Say “howdy”. Overweight. Lazy. Like guns.

Italy

They do mime shows. Eat frogs’ legs, baguettes and garlic. Artists. Live in small flats. Say “Oh la la”. Drink wine.

Japanese

Strict. Hard workers. Short. Eat raw fish. Take photos everywhere they go. Strange fashion. All do kung fu and karate

Jamaican

Eat pizza, olives and pasta. Drive fast cars. Tanned. Rich. All are in the Mafia. Fashionable. Loud. Good at football.

Americans

Hair in dreadlocks. Eat goats. Lazy. Wear string vests. Good athletes. They say “Mon” after everything. They only listen to reggae music. Only speak patios.

French

Can you think of words and phrases that other countries would use when they are stereotyping British people?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 3 - Stereotyping Gender.

Sort out these jobs into what traditionally are known as female and male jobs.

VET MECHANIC SHOP ASSISTANT

DOG GROMER CHEF PLUMBER

DRIVER BUS DRIVER HAIR DRESSER

FIRE FIGHTER CAKE MAKER PILOT

FEMALE MALE

Select 2 of those jobs and explain why they were traditionally done by either males or females. Then explain why they can actually be done be either.

Job 1: ……………………………………………………………………………………………………………………..…… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Job 2: ……………………………………………………………………………………………………………………..…… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Activity 4 - Stereotyping You.

Just Because…

What assumptions do people make about you when they see you? What’s the truth?

Example. Just because I am a woman people think that I am a stay at home mummy, but

the truth is I have a full-time job and work very hard.

Just because I am ……………………………………………………….. people think that ………………………..

………………………………………………………., but the truth is……….………………………………………………..

Just because I am ……………………………………………………….. people think that ………………………..

………………………………………………………., but the truth is……….………………………………………………..

Just because I am ……………………………………………………….. people think that ………………………..

………………………………………………………., but the truth is……….………………………………………………..

There are some positive ways and some negative ways you can respond to people’s

incorrect assumptions about you? Place each response in the appropriate column.

Explain who you are. Punch them in the face. Talk to them. Argue with them. Ignore them. Fight with them. Show them they are wrong.

POSITIVE WAY NEGATIVE WAY

Can you think of a time when someone stereotyped you? Explain when and how you dealt

with it. Did you deal with it in a good way? If not, how could you have dealt with it in a

better way?

………………………………..…………………………………………………………………………………………………..…… ………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………..

Fitness plan Equipment: Various depending on exercise Instructions: Well done. You have completed 5 weeks of different types of exercise. Some of these have worked on gross motor skills and balance. Others have worked on fine motor skills and hand control. You may have also done some sessions with Joe Wick. This is the final lesson….or is it! Activity 1 Think back over the last term. Write down a list of exercises that you liked to do. The exercises are still on the school web-site. If you want to select other exercises that you like add these to the list. It could include walking, doing press-ups, cycling, dancing, or even the previous terms stairs challenge! Activity 2 It is easier to stay fit and active if you enjoy the exercises you are doing. To create your individual programme uou need to select at least one of the following three types of actities:

- High energy – these are activities which make your heart go faster, or gets you to sweat. It may include using lots of parts of your body such as cycling, running, dancing, or doing curcuit activities.

- Balance type activities – these help with muscle tone, flexibility and strength. This may include yoga exercises or balances.

- Fine motor skills – these are aspects which improve your hand co-ordination and strength

Activity 3 Now you have selected the activities decide which day you are going to do them on and for how long. Write them onto the calander (see worksheet). Eact day you complete them sign your name to say you have done them. At the end of the week see how many days you managed. If you did not do every day just try to do more the next week! See if you can improve and set new challenges each week.

…………………………………………………………………………………………………………………

Room design Equipment: Worksheets. Pencil. Rubber. Ruler. Instructions:

Last week you created a plan of your room. This week it is time to think about re-designing your room. Activity 1 Let’s start by taking everything you have in your room and writing it down. This could include your bed, cabinet, bedside table, chair, computer table etc. Once you have a list use the table to divide things into what you want to keep and what you don’t want. Activity 2 There are some key elements of design. These include space, line, forms, light, colour, texture and pattern. Think about four of these:

• Space – could you move things around to create space? Perhaps putting cupboards high or a bunk bed would create more space? Even tidying a room makes a difference!

• Light – think about how light gets in your room via a window. But then think about lights you may want on a night time – do you want lower lighting, or different sources such as a string of lights?

• Colour – changing the colour or having some walls or furniture different colours is an easy way to change the look of your room.

• Texture – this could be having cushions on your bed through to a carpet or floor boards. It could be patterned wall paper or some natural products or even a plant. Changes don’t have to be large or expensive to have an impact

Activity 3 A mood or idea board can be a fantastic way to plan your changes before you make them (see examples). Use the internet or a magazine to find things you really like. Print and cut them out and stick them on your idea board. Do they work together. Keep taking things on and off your board until you have re-designed your room. Talk to an adult to see if there are two things from your mood/idea board that you could change over the Summer.

My bedroom design

Ideas for Mood or ideas boards