Our Northstowe Guide

Our Northstowe Guide to supporting students and their families

with Home Learning

April 2020

What is the purpose of this Guide?

This Guide has been put together by Northstowe teachers to help support our students to continue their

learning at home, during what we anticipate will be a prolonged period of school closure.

We are so proud of what our students have already achieved since they joined us in September, and we hope

that the values we have instilled in them – of being kind, curious and hardworking – will help them maintain

high expectations of what they can achieve, over what will undoubtedly be a challenging time for us all.

However, these are unprecedented and challenging times, and above all it’s important that we remain flexible,

compassionate and realistic about what students can achieve. We are keenly aware that many parents, along

with many of our own staff, will be having to juggle their professional roles with caring for their families, and

the last thing we want to do is to add additional pressure to home life.

What type of Home Learning activities are we setting in this Guide?

Our Home Learning Activities are based around four key areas:

1. Self-Care Time will direct students to activities and resources they can use to support their physical

health and mental well-being. Of all the areas we hope our students will find time for, we believe this

is the most important.

2. Fluency Tasks will help to maintain students’ literacy and numeracy skills.

3. Subject Tasks will typically involve on-line reading and be accompanied by quizzes on

ShowMyHomework that assess students’ comprehension of new vocab, ideas and facts.

4. Extended Projects will require students to select projects that inspire them, and to work

independently, over a period of time, to research into and/ or create something. We would

encourage students to complete at least one extended project per subject during this period of

closure, and to record it on their Project Passport.

How do I use this Guide to help me know what my child should be doing each week?

Each Friday, you will receive an email with an updated version of this Guide with activities for the week ahead.

The Guide will include a Learning Timetable with hyperlinks that will take students to descriptions of the

activities that they can complete that week. It is up to students and their families how closely this timetable is

followed.

A weekly routine can be great at providing students with structure and reassurance, especially during this

period of uncertainty. We have designed the timetable so that it loosely mirrors the type of routine they are

used to following at Northstowe. Wherever necessary, we would encourage you to adapt the routine so it

works best for your child and your family.

Help! This Guide is pages and pages long – what are the essential bits I need to look at?

You only need to look at pages 1 -5. The remaining pages in the document are accessed via hyperlinks from

the Learning Timetable on p.5. These hyperlinks will take you directly to what you need to know.

What do you recommend a typical day should look like?

Wherever possible, start the day with exercise, and ensure there are times throughout the day for your child

to burn off some energy/ get fresh air.

We’d recommend using the morning for students to complete Subject and Fluency Tasks, and to work on the

more creative and practical Extended Projects in the afternoon.

Help! My child has too much/ too little time on their hands – how can this guide help me?

We’ve tried to design this Guide so it can be used in a number of different contexts – from families who will

welcome ways to provide shape and content to the weeks ahead; to those who are already busy managing

work commitments or caring for family affected by COVID 19.

When you know your child would benefit from some direction to their day, then please support and encourage

them to use this Guide. All of the activities we have included will help students to practise the skills they’ve

developed in Year 7, and to consolidate or enrich the knowledge they’ve acquired. Activities have been

designed so that students can complete them independently, and we have also highlighted on the timetable

which activities we would suggest prioritising each day.

When you know that the best thing for your child is to have a cuddle, watch some tv, or play in the garden,

then please don’t feel obliged to enforce this guide upon them. We support you as parents, just as you

support us as teachers, to do the best thing possible for your child.

Will you be marking my child’s work during this time?

We will not be providing individual feedback on work completed, however our teachers will be monitoring

how actively students are engaging with these tasks, and checking in with them to provide gentle

encouragement if they need it.

When students return to school, we will host a ‘Welcome Back’ event where they will each have chance to

present their Extended Projects, and to celebrate their learning & achievements with their peers and teachers.

My child is struggling with the work – who can help us?

Your first point of call is your child’s tutor, or if it is a specific subject task, contact the subject teacher directly –

all our staff emails are available on the Northstowe website.

Staff will try their hardest to reply within 48 hours but be please be patient with us as many of us also have our

own families to look after during this period.

My child is struggling to log-in to a website – who can help us?

Students have been sent home with a list of their passwords and log ins. Their tutor also has a copy of this.

Please contact your tutor in the first instance.

My child and/or I don’t know how to use Microsoft TEAMS.

Your child has been shown how to access and use the system. ‘How to’ guides are available on our website:

www.cmatrust.co.uk/knowledge-base

My child tells me they can’t log-on to school systems. Who do I contact?

Your child has been provided with a list of their logins and passwords, your tutor also has a copy for reference.

If they are still unsure please email [email protected] You will need to clearly state your child’s name,

school and tutor group. IT support will not be able to give you advice about how to complete work, or what

work should be completed. They will ONLY be able to provide advice about log-in details.

I am worried about my child, or a child I know - what should I do?

We have set up a dedicated email address to allow students who are worried or anxious during this time to

make contact with one of the designated safeguarding leads. We are attaching a list of support services that

can be accessed in this period, with this letter. Students experiencing difficulties or anxieties should contact

[email protected]. This can be found on our contact page on our website.

I am worried that my child is spending a lot of time in front of a laptop/ screen – what can I do?

Screen time is everywhere. Screens contain much of what we need to function day-to-day, much as oxygen

keeps our systems going. All the same, as a society, we find it hard to think through what screen time actually

means to us. Your child probably thinks of screen time as a means of communication, bringing everyone closer

together. You, on the other hand, might be tempted to think of screens as designed to rot your brain.

Screens allow for all kinds of different activities. What matters is not the screen, but what’s happening when

children are in front of it. Each child is different, and deciding together on digital activity helps your child

express their likes and dislikes in a way that will help both of you make a decision that feels right in your

household, while allowing them to take responsibility.

There are things you can do to develop a more positive relationship with your child’s screen time:

1) Be involved and curious: Avoid seeing the screen in your child’s hand as alien and intimidating.

Remember that devices play a huge part in your child’s life: it’s important to approach them with a

sense of openness and curiosity. Discuss your child’s screen-use with them, listen to what they enjoy

doing online, and educate yourself on their favourite activities.

2) Support them to explore: You are still the most important influence in your child’s life. You can set

reasonable tech boundaries - but it always helps to explain your reasons and agree them together.

3) See things from their point of view: Trying to see screen time through your child’s eyes will help them

understand that you’re on their side. Explain that you realise that turning off their screen means that

they might feel they are missing out. Tell them that you have their best interests at heart - and that

sometimes means that you have to negotiate between your feelings and theirs.

4) Think about how you say it: Try not to use phrases such as ‘you must’ or ‘you have to’. Use language

in a sympathetic way, and you’ll avoid shutting down the conversation. It will show your child you

respect their views, that you expect them to have an opinion and express it - and that you will always

listen.

Our devices are a lifeline for all kinds of issues that children and young people have to face - questions of

identity, sexuality, self-expression and relationships. If you discuss their screen-use together, and find out

about the technology they enjoy, you’ll find it easier to set boundaries that work. That also means that your

child will be much more likely to come to you if they’re worried.

Research taken from: https://parentinfo.org/article/screen-time-why-you-shouldnt-worry

Week beginning: 20th April Approx. 4 hours of study

Suggested timeframe: Mornings 9am – 1pm Approx. 1-2 hrs of

study

Monday

❑ Self-care time: physical health

❑ English ❑ Fluency in

numeracy ❑ History ❑ Maths

❑ Private Reading and Power Words

❑ French

❑ Self-care time: mental health

❑ IT ❑ Extended Project

Tuesday

❑ Self-care time: physical health

❑ Science ❑ Fluency in

numeracy ❑ Geography ❑ PE

❑ Private Reading and Power Words

❑ Drama

❑ Self-care time: mental health

❑ Maths ❑ Extended Project

Wednesday

❑ Self-care time: physical health

❑ History ❑ Fluency in

numeracy ❑ English ❑ French

❑ Private Reading and Power Words

❑ Core

❑ Self-care time: mental health

❑ Music ❑ Extended Project

Thursday

❑ Self-care time: physical health

❑ French ❑ Fluency in

numeracy ❑ Maths ❑ Art

❑ Private Reading and Power Words

❑ Science

❑ Self-care time: mental health

❑ Ethics ❑ Extended Project

Friday

❑ Self-care time: physical health

❑ English ❑ Fluency in

numeracy ❑ Dance ❑ Science

❑ Private Reading and Power Words

❑ PE

❑ Self-care time: mental health

❑ Geography ❑ Extended Project

English

Week beginning 20th April

English – Session 1: Over the next few weeks, you’re going to listen to a series of six stories, written by well-known children’s authors, that have

been inspired by or based on a play by William Shakespeare. These are not straight retellings but stories with a spin, told

only the way each individual author could tell them. Some are closer to the original play than others.

The first story is ‘Macdeath’ (based on ‘Macbeth’) written by Pamela Butchart, author of ‘The Spy Who Loves School

Dinners’ and ‘Attack of the Demon Dinner Ladies’.

1. Go to BBC Bitesize to refresh your memory of the plot of the play

2. Go to Shakespeare Retold and listen to the story of ‘Macdeath’

3. Complete the ‘Macdeath’ Quiz on Show My Homework (SMHW)

4. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 2 1. Go to BBC Bitesize and read About Shakespeare: Audiences and attitudes

2. Complete the ‘About Shakespeare: Audiences and attitudes’ quiz on SMHW

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 3 The second story is ‘The Isle of Noises’ (based on ‘The Tempest’) written by Frank Cottrell-Boyce, author of ‘Millions’,

‘Framed’ and ‘Cosmic’.

1. Go to BBC Bitesize to refresh your memory of the plot of the play

2. Go to Shakespeare Retold and listen to the story of ‘The Isle of Noises’

3. Complete the Quiz on Show My Homework (SMHW)

4. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

Week beginning 27th April

English – Session 1 The third story is ‘Hamlet Lives Forever’ (based on ‘Hamlet’) written by Horatio Clare, author of ‘Running for the Hills’ and

‘Aubrey and the Terrible Yoot’.

1. Go to Shakespeare Retold and listen to the story of ‘Hamlet Lives Forever’.

2. Complete the ‘Hamlet Lives Forever’ Quiz on Show My Homework (SMHW)

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 2 1. Go to BBC Bitesize and read About Shakespeare: Beliefs and Superstitions

2. Complete the ‘About Shakespeare: Beliefs and Superstitions’ quiz on SMHW

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 3 The fourth story is ‘A Soldier’s Tale’ (based on ‘Henry V’) written by Geraldine McCaughrean, author of many children’s

stories including ‘Peter Pan in Scarlet ‘ and ‘Where the World Ends’.

1. Go to Shakespeare Retold and listen to the story of ‘A Soldier’s Tale’.

2. Complete the ‘A Soldier’s Tale’ Quiz on Show My Homework (SMHW)

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

Week beginning 4th May

English – Session 1 The fifth story is ‘Midsummer Camp’s Dream’ (based on ‘A Midsummer Night’s Dream’) written by Laura Dockrill, author of

the Darcy Burdock series, and ‘LORALI’.

1. Go to BBC Bitesize to refresh your memory of the plot of the play

2. Go to Shakespeare Retold and listen to the story of ‘Midsummer Camp’s Dream’

3. Complete the ‘Midsummer Camp’s Dream’ Quiz on Show My Homework (SMHW)

4. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 2 1. Go to BBC Bitesize and read About Shakespeare: Life and Inspiration

2. Complete the ‘About Shakespeare: Life and Inspiration’ quiz on SMHW

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 3 The sixth story is ‘Romeo Vs Juliet’ (based on ‘Romeo and Juliet’) written by Chris Priestley, author of ‘Tales of Terror’ series

and ‘The Last of the Spirits’.

1. Go to BBC Bitesize to refresh your memory of the plot of the play

2. Go to Shakespeare Retold and listen to the story of ‘Romeo Vs Juliet’

3. Complete the ‘Romeo Vs Juliet’ Quiz on Show My Homework (SMHW)

4. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

Week beginning 11th May

English – Session 1 1. Go to BBC Bitesize and read About Shakespeare: Language and Relevance

2. Complete the ‘About Shakespeare: Language and Relevance’ quiz on SMHW

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

4. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 2 1. Enjoy watching an animated adaptation of Shakespeare's romantic comedy, ‘A Midsummer Night's Dream’.

2. Complete the ‘Midsummer Night’s Dream – animated adaptation’ Quiz on Show My Homework (SMHW)

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

English – Session 3 1. Go to BBC Bitesize and read About Shakespeare: Performance

2. Complete the ‘About Shakespeare: Performance’ quiz on SMHW

3. Choose and read one of the ‘Latest Stories’ news articles from ‘The Day’ and find someone to chat with about the

‘You Decide’ question (e.g a parent, sibling, grandparent, school friend etc)

Maths

Week beginning 20th April

Maths – Session 1

• Go to Hegarty Maths and watch clip 49 on division where the answers will result in a decimal.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 2

• Go to Hegarty Maths and watch clip 77 on fractions of amounts.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 3

• Go to Hegarty Maths and watch clip 52 on converting decimals to fractions.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Week beginning 27th April

Maths – Session 1

• Go to Hegarty Maths and watch clip 55 on converting decimals to percentages.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 2

• Go to Hegarty Maths and watch clip 47 on adding and subtracting decimals.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 3

• Go to Hegarty Maths and watch clip 59 on equivalent fractions.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Week beginning 4th May

Maths – Session 1

• Go to Hegarty Maths and watch clip 60 on comparing fractions.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 2

• Go to Hegarty Maths and watch clip 61 on simplifying fractions.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 3

• Go to Hegarty Maths and watch clip 75 on converting fractions to percentages. If you feel confident with this topic

do clip 76 instead, it’s slightly more challenging.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Week beginning 11th May

Maths – Session 1

• Go to Hegarty Maths and watch clip 82 + 83 on converting percentages to fractions and decimals.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 2

• Go to Hegarty Maths and watch clip 84 + 85 on percentages of amounts. If you feel confident with this topic, do

clip 86 instead, it’s slightly more challenging.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Maths – Session 3

• Go to Hegarty Maths and watch clip 88 on percentage increase and decrease.

• This is a topic we’ve covered already.

• Write down 2 examples and then complete the quiz. As usual all calculations must be written down please.

• Record your score on the sheet.

Science

Week beginning 20th April

Science – Session 1 Task 1

New key word: Antagonistic (an-tag-uh-nis-tik)

Adjective - acting in opposition; opposing, especially mutually. hostile; unfriendly.

Activity – Go onto BBC Bitesize using the link below:

https://www.bbc.co.uk/bitesize/guides/zpkq7ty/revision/1

It should bring you to a page on The Skelton and Muscles.

Read through the two pages and review the Skeleton and Joints (this should have been covered in your previous power

point task), then read the third page on muscles and specifically antagonistic muscles.

Produce a poster/ word document to explain simply how antagonistic muscles work. This should include diagrams and

examples of these muscle pairs in the body.

Science – Session 2 Task 2

Do muscles fatigue?

New key word: fatigue[ fuh-teeg ]

Noun - weariness from bodily or mental exertion. a cause of weariness; slow ordeal; exertion:

the fatigue of driving for many hours.

Activity - Work your way through the power point that you will find on show my homework. Make notes on a word

document of the three types of muscles and their different functions.

Answer any questions on the power point on your word document, including the question in your answer.

Complete the practical activity on the slide if you can – remember be safe, don’t drop heavy objects onto your feet! (you

need a tin of baked beans or similar and a timer or clock). Copy the table onto your word document, then fill in your results.

Complete a conclusion for your experiment using the prompts in the power point to reach as higher level as you can.

Science – Session 3 Task 3

Complete the quiz on show my homework on the skeleton, muscles and movement.

Week beginning 27th April

Science – Session 1 Task 1 - What holds the skeleton together and Problems with the Skeletal System

Access the power point on show my homework and work through the tasks it asks you to do. You will be looking at damage

to the skeleton and some conditions like arthritis and scoliosis.

Science – Session 2 Task – 2 artificial limbs. Access the power point on show my homework and complete the second section. This looks at

conditions that cause loss of limbs or mis-formed skeletons. It also asks you to research the history of artificial limbs.

Science – Session 3 Complete the quiz on show my homework.

Week beginning 4th May

Science – Session 1 Task 1 – Different types of Skeletons.

Produce a poster/fact sheet to define and explain the following different types pf skeletons: Liquid skeleton, Exoskeleton,

Endoskeleton

You need to include: the definition, an explanation, a diagram and at least 3 examples of animals that have this type of

skeleton.

Science – Session 2 Task 2 Movement in plants.

Open the power point on show my homework and work through the tasks on different types of skeletons and movement in

plants.

Science – Session 3 Task 3 Quiz

Complete the quiz on show my homework.

Week beginning 11th May

Science – Session 1 New topic – Light

Task 1 – introducing light

Work through the power point on show my homework and share the final task to your Science class on teams.

Science – Session 2 Task 2 – Pinhole cameras

Follow this link and listen to the video that explains how a camera, and pinhole cameras work. Complete the quick task that

follows.

https://www.khanacademy.org/partner-content/pixar/virtual-cameras/virtual-cameras-

1/a/simple-pinhole-camera

Then, if you can, using this link follow the video and build your own pin hole camera.

Tracing paper can be substituted for thin greaseproof paper.

https://www.google.com/search?q=buildong+a+simple+pin+hole+camera&rlz=1C1GCEV_enGB861GB861&oq=buildong+a+

simple+pin+hole+camera&aqs=chrome..69i57j0l7.6857j0j7&sourceid=chrome&ie=UTF-8

Science – Session 3 Task 3 – quick quiz

Complete the quiz on Show my homework

French

This half-term you will be learning all the vocabulary and key grammatical structures to describe your town. You will

complete weekly Active Learn tasks and use your toolkit to learn vocabulary. We also want you to create a free account on

Quizlet.com and learn all the vocabulary for this unit using the links below. There are a variety of games you can use to

learn the vocabulary (Gravity is a student’s favourite!).

Week beginning 20th April

French – Session 1 Complete Active Learn tasks: Module 4 unit 1

French – Session 2 https://quizlet.com/gb/276561631/expo1-module-4-flash-cards/

French – Session 3 Go to your French class on Teams and read through the PowerPoint ‘Là où j’habite’ then complete the creative writing

task.

Week beginning 27th April

French – Session 1 Complete Active Learn Tasks set Module 4 unit 2

French – Session 2 https://quizlet.com/gb/276561631/expo1-module-4-flash-cards/

French – Session 3 Go to your French class on Teams and read through the PowerPoint ‘Perdu dans le parc d’attraction’ then complete the

creative writing task.

Week beginning 4th May

French – Session 1 Complete Active Learn Tasks set Module 4 unit 3

French – Session 2

https://quizlet.com/gb/276561631/expo1-module-4-flash-cards/

French – Session 3 Go to your French class on Teams and read through the PowerPoint ‘Le weekend’ then complete the creative writing task.

Week beginning 11th May

French – Session 1 Complete Active Learn Tasks set Module 4 unit 4

French – Session 2 https://quizlet.com/gb/276561631/expo1-module-4-flash-cards/

French – Session 3 Go to your French class on Teams and read through the PowerPoint ‘Coucou’ then complete the creative writing task.

History

Week beginning 20th April

This week you will be exploring the Roman Empire. This is an exciting opportunity to learn about a Historical

period that we have not covered in class. Before you begin your learning have a look at this timeline so that you

can see where the Roman Empire fits into the history of the United Kingdom and the other topics we have

studied in the Autumn and Spring terms (e.g the Norman Conquest).

History – Session 1 • Go to BBC Bitesize and read sections 1-5 about the Roman Empire

• There is a large amount of information so please only read sections 1-5 in this session

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Roman Empire quiz 1’ on Show My Homework (SMHW)

History – Session 2 • Go to BBC Bitesize and read sections 6-9 about the Roman Empire. You will see on section 8 that there is

a video on how the Romans supplied the city of Rome with water.

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Then watch the revision video

• Complete the ‘Roman Empire quiz 2’ on Show My Homework (SMHW)

Week beginning 27th April

This week you are going back to explore the Medieval World (1066-1500AD). First you are going to look at The

Crusades in detail. The Crusades took place in the Middle Ages during the reigns of Monarchs you have learnt

about such as Henry II, Richard I and King John.

History – Session 1 • Go to BBC Bitesize and read about the Crusades

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• There is also a video you can watch.

• Complete the ‘Crusades’ quiz on Show My Homework (SMHW)

History – Session 2 • Go to BBC Bitesize and read about everyday life in the Middle Ages

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Medieval Life’ quiz on Show My Homework (SMHW)

Week beginning 4th May

This week you are leaving the Medieval world and entering the Tudor era (1485-1603)

History – Session 1 • Go to BBC Bitesize and read sections 1-3 on Henry VIII

• Make sure on sections 2 and 3 that you click on the arrows next to each image to learn about ‘a strong

throne’ and ‘the power of the King’ in detail.

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Henry VIII quiz 1’ on Show My Homework (SMHW)

History – Session 2 • Go to BBC Bitesize and read sections 4 and 5 on Henry VIII

• Watch the summary video

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Henry VIII quiz 2’ on Show My Homework (SMHW)

Week beginning 11th May

History – Session 1 • Go to BBC Bitesize and read sections 1-3 on Elizabeth I

• Make sure on section 3 that you click on the arrows next to each image to learn about ‘the power of the

Queen’ in detail.

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Elizabeth I quiz 1’ on Show My Homework (SMHW)

History – Session 2 • Go to BBC Bitesize and read sections 4 and 5 on Elizabeth I

• Watch the summary video

• Use the ‘Glossary’ tab at the bottom of the pages for help with keyword definitions

• Complete the ‘Elizabeth I quiz 2 on Show My Homework (SMHW)

Geography

Week beginning 20th April

Geography – Session 1 • Go to BBC Bitesize and read about climate, weather and cloud types

• Complete the ‘Climate, weather and cloud types’ quiz on Show My Homework (SMHW)

Geography – Session 2 • Go to BBC Bitesize and read about British weather and climate

• Complete the ‘British weather and climate’ quiz on Show My Homework (SMHW)

Week beginning 27h April

Geography – Session 1 • Go to BBC Bitesize and read about Weather and climate of Antarctica

• Complete the ‘Weather and climate of Antarctica’ quiz on Show My Homework (SMHW)

Geography – Session 2 • Go to BBC Bitesize and read about Costal processes

• Complete the ‘Costal processes’ quiz on Show My Homework (SMHW)

Week beginning 4th May

Geography – Session 1 • Go to BBC Bitesize and read about Costal landforms

• Complete the ‘Costal landforms’ quiz on Show My Homework (SMHW)

Geography – Session 2 • Go to BBC Bitesize and read about Costal management

• Complete the ‘Costal management’ quiz on Show My Homework (SMHW)

Week beginning 11th May

Geography – Session 1 • Go to BBC Bitesize and read about Desert Biomes

• Complete the ‘Desert Biomes’ quiz on Show My Homework (SMHW)

Geography – Session 2 • Go to BBC Bitesize and read about Tropical Rainforest Biomes

• Complete the ‘Tropical Rainforest Biomes’ quiz on Show My Homework (SMHW)

Physical Education

Over the next 4 weeks, you are expected to complete a written piece of work each week. Physical activity will

compliment your written work.

Week beginning 20th April

Before you start participating in physical activity, why is it important to complete a warm-up? Following physical

activity, why is it important to complete a cool-down?

A warm-up and cool-down may add a few minutes to your exercise routine, but they reduce stress on your heart

and other muscles and you are less likely to have an injury.

Physical Education - Session 1

▪ Warm up and Cool Down – read the background information and complete the worksheet uploaded on

SMHW.

▪ Writing a plan to lead a warm up, in a physical activity of your choice (e.g. gymnastics, football). You

need to make sure that you can complete this warm up in your garden/house.

▪ Upload your worksheet to SMHW (make sure you add your name).

Physical Education - Session 2 ▪ Complete your warm up plan in your garden/house.

▪ Research a drill/skill that you can complete after your warm up in your garden/house

▪ Take and upload (SMHW) a photograph of you completing your drill/skill.

Week beginning 27th April

The muscular system is an organ system consisting of skeletal, smooth and cardiac muscles. It permits

movement of the body, maintains posture and circulates blood throughout the body. Skeletal muscles move the

bones in your body.

Physical Education - Session 1 ▪ Label the key muscles of the body (using the provided diagram).

▪ Names two muscles; highlighting their location and provide a sporting example.

▪ Upload your worksheet to SMHW (make sure you add your name).

Physical Education - Session 2 ▪ Take part in a physical activity using online material or in the garden. Identify the key muscles that you

are working.

▪ Extension: how could you make this activity harder?

▪ Take and upload (SMHW) a photograph of you completing your physical activity.

Week beginning 4th May

Physical Education - Session 1

▪ Fair Play – read the background information and complete the worksheet uploaded on SMHW.

▪ You must complete one or more of the below tasks:

o Identify a Sportsperson that you respect and admire and explain why s/he is, and how playing

‘fair’ is part of this.

o Produce an illustrated booklet to describe and explain the Players Code.

o Produce a Leaflet describing and explaining the importance of the Referees Code to sport.

o Create a story that is about a Sportsperson who cheats or uses gamesmanship in sport. This

could be true or false.

o Write an essay to discuss the topic of ‘gamesmanship’ and cheating in sport. Remember the

P.E.E. principle when structuring your essay.

▪ Choose a minimum of one task to complete in the set time of one hour. All tasks must be completed to the

best of your ability. Upload your worksheet to SMHW (make sure you add your name).

Physical Education - Session 2 ▪ Take part in a physical activity. Introduce 5 new rules into the physical activity. Play by the rules and

consider whether your new rules were fair.

▪ Take and upload (SMHW) a photograph of you completing your physical activity (new rules).

Week beginning 11th May

Physical Education - Session 1

▪ Mental Health and Wellbeing – read the background information and complete the quiz uploaded on

SMHW.

Physical Education - Session 2 ▪ Take part in a physical activity. How do you feel afterwards? Are you in a better mood? Are you smiling

more?

▪ Take and upload (SMHW) a photograph of you completing your physical activity with an emoji of how

you are feeling.

Core Studies

Week beginning 20th April

Physical health is defined as the condition of your body, taking into consideration everything from the absence

of disease to fitness level.

Physical health is critical for overall well-being, and can be affected by:

▪ Lifestyle: diet, level of physical activity, and behaviour (for instance, smoking);

▪ Human biology: a person’s genetics and physiology may make it easier or harder to achieve good

physical health;

▪ Environment: our surroundings and exposure to factors such as sunlight or toxic substances;

▪ Healthcare service: good healthcare can help prevent illness, as well as detect and treat illness.

Core Studies - Session 1: Physical Health

▪ Physical Health – read the background information (Physical Health PowerPoint uploaded on SMHW).

▪ Consider the questions in the Physical Health PowerPoint and complete the SMHW Spelling Test.

Week beginning 27th April

Eating a healthy, balanced diet is an important part of maintaining good health and can help you feel your best.

A balanced diet is eating a wide variety of foods in the right proportions and consuming the right amount of

food and drink to achieve and maintain a healthy body weight.

Core Studies - Session 1: Eating Well

▪ Eating Well – read the background information (Healthy Eating PowerPoint uploaded on SMHW).

▪ Consider the questions in the Healthy Eating PowerPoint and complete the SMHW Quiz

Week beginning 4th May and 11th May

If you want to stop smoking, several different treatments are available from shops, pharmacies and on

prescription to help you beat your addiction and reduce withdrawal symptoms.

Research has shown that all these methods can be effective. Importantly, evidence shows that they are most

effective if used alongside support from an NHS stop smoking service.

Core Studies - Session 1: Stop Smoking ▪ Produce a stop smoking leaflet including:

o The effects of Smoking

o Where can you get help to stop smoking?

o Avoiding peer pressure.

▪ Upload your leaflet to SMHW (make sure you add your name).

Art

Week beginning 20th April

Art - Session 1 • Watch the film ‘5 women artists’ stories’.

https://www.tate.org.uk/kids/explore/who-is/5-women-artists-stories

• Watch the film ‘Explore Georgia O’Keeffe’.

https://www.tate.org.uk/kids/explore/kids-view/explore-georgia-okeeffe

• Inspired by the artist Georgia O’Keeffe, find a leaf or a flower and make a drawing of it. Explore closely

its shape, form, colour and details.

Week beginning 27th April

Art - Session 1 • Play the quiz ‘Spot the Difference’.

https://www.tate.org.uk/kids/games-quizzes/spot-difference

• Design your own ‘Spot the Difference’ game. Draw the picture twice with four subtle differences. Then

ask someone to spot the differences. See how difficult you can make it for them to score 4/4.

Week beginning 4th May

Art - Session 1 • Play the quiz ‘Which art superhero are you?’.

https://www.tate.org.uk/kids/games-quizzes/quiz-which-art-superhero-are-you

• At the end of the quiz you will be told which superhero you are and will be given a description of his/her

characteristics. Read this description and make a drawing or painting of your superhero.

Week beginning 11th May

Art - Session 1 • Play the quiz ‘Which artist should design your bedroom?’.

https://www.tate.org.uk/kids/games-quizzes/quiz-which-artist-should-design-your-bedroom

• At the end of the quiz you will be told which artist should design your bedroom. Explore their artworks

further on the Internet before designing your own perfect bedroom in their style. It can be as wild and

imaginative as you like.

Drama

Week beginning 20th April

Drama - Session 1 Create your own vocal warm-up. Stand with your feet apart with one hand on your diaphragm. Include the following:

1, Deep breaths into your diaphragm. (breathe in for a count of 4 and then out for 4. You can challenge yourself and

increase this to 6 or even 8 if you’re feeling brave)

2, Chew imaginary sweets to loosen the jaw. Make sure you chew in an exaggerated way and use the whole jaw so you

really warm-up.

3, Use of the lips. Perform a Brrr (like a horse) concentrating on making an even sound that is fluid and doesn’t stop. Then

add different pitches by starting low and getting higher. Repeat: ‘Hip Hop, Tip Top, Tip Top, Popcorn.’

4, Tongue and teeth: Repeat ‘Day, Dee, Die, Do, Doo’ four times

5, Project these tongue twisters:

• Two Toads Totally Tired Tried To Trot to Tesco

• Peter Piper Picked A Peck Of Pickled Peppers

• She Sells Seashells On The Sea Shore

• Imagine An Imaginary Menagerie Manager Managing An Imaginary Menagerie

Remember to project your voice DO NOT shout. What’s the difference? You can do this alone or with a peer evaluator. The

performer will perform their lines for the peer evaluator and then give feedback on their use of volume, diction and speed.

Then swop over so you become the evaluator.

Challenge: Create your own tongue twister. Think about what makes a good tongue twister first, memorise it and project it

loudly and confidently with breath control.

Week beginning 27th April

Drama - Session 1 1, Drama games

Gather the family around for some classic drama games. Suggestions below:

• Splat

• Wink Murder

• Park Bench

• In order of (height, hair colour etc.)

• Musical chairs

Make sure you explain the rules clearly and be patient with each other.

Week beginning 4th May

Drama - Session 1 FaceTime Duologues

Get together with a friend or family member and write a short script and rehearse it. Grab some costumes and you could

even make a backdrop for your scene. Facetime each other to perform your duologue.

Consider the gesture, posture, facial expression of your character.

Week beginning 11th May

Drama - Session 1 Practice speaking in an accent- Charlie & the Chocolate Factory.

I have attached the scripts for each character on SMHW so that you can practise at home.

The script for Willy Wonka is a monologue, so should be performed solo.

German boy - Augustus Gloop

Posh British girl - Verruca Salt

American girl - Violet Beauregarde

American boy - Mike TV

Old British/American person - Willy Wonka

Use the links below to listen/ watch them speaking.

Dance

Week beginning 20th April

Dance - Session 1 Create your own dance warm-up. This must include the three components of an effective warm-up.

1, Mobilisation

2, Pulse raising

3, Strengthening and stretching

Challenge: Can you memorise it and teach it to someone at home?

Week beginning 27th April

Dance - Session 1 Choose a Disney dance routine to learn here.

Challenge: Can you memorise it? Can you learn the lyrics and sing simultaneously? Can you teach it to your whole family? If

you can video it and send it to me, I’d love to see it.

Week beginning 4th May

Dance - Session 1 Haka Dance

Learn how to Haka. Use the task card on SMHW to learn the routine. Make sure you are strong and confident with your

movement quality and memorise it.

Challenge: Create your own routine and perform it to someone at home.

Week beginning 11th May

Dance - Session 1 Composition task: Create your own dance about how you are feeling. Composition card on SMHW.

Step 1: Create 3 still images that encapsulate how you feel

Step 2: Join your still images together with a jump, slide, turn and focus on making it fluid

Step 3: Develop it using all the choreographic devices we have learnt this year. Use the PPT on SMHW to help.

Step 4: Remember the partner work we started? Could you integrate a lift or a balance into your dance? Who would be

willing to be in your dance at home?

Step 5: Make sure your dance has light and shade with the use of dynamics. (Fast, slow, sudden, sustained, fluid, sharp etc.)

Step 6: Rehearse and perform (Choose some music that suits your piece)

Music

Week beginning 20th April

Music - Session 1 The instruments of the orchestra. Hand out here on SMHW.

1, Copy the diagram of the orchestral seating plan as neatly as you can

2, Choose one instrument from the orchestra and draw a detailed picture of it. In one paragraph explain the following:

• Which section of the orchestra does this belong to?

• How is the instrument played?

• Do you like this instrument and why/why not?

3, If you can add a new instrument to the orchestra what would it be?

Week beginning 27th April

Music - Session 1 Who remembers the Black Note March? Your keyboard awaits on SMHW (unless you have one at home)

Task 1: Remind yourself of the melody by using the handout as a guide. Focus on fluidity and accuracy and then experiment

with dynamics as a challenge.

Task 2: Complete the ‘What do the pitches spell?’ worksheet. If you can’t print it off don’t worry just make a note on a

piece of paper.

Week beginning 4th May

Music - Session 1

Watch the Snowman film and answer the questions below:

‘The Snowman’ is an animated short film. Based on the book by Raymond Briggs and featuring the song ‘walking in the air’,

it contains no dialogue. Instead the music is used to reflect the action.

1, Which instrument plays the main theme at the beginning and end of the film?

2, Name one of the instrument that play when the boy takes big steps in the snow?

3, Name the tune being played when the snowman wops his nose for fruit

4, Describe the music that is briefly played when the snowman opens the refrigerator door

5 Just before the snowman takes the boy flying the music reflects the excitement. Briefly describe what happens in the

music.

6, Why is sad music played at the end of the film?

Week beginning 11th May

Music - Session 1

Who can rap? Go to BBC Bitesize, complete the activities and the quiz.

Create your own rap

Choose a theme - it could be about anything, for example where you live, your family, school. Write down lots of words

that you associate with your theme, they don't need to rhyme at first.

When you have the words, try to build some rhymes. Rap is often written with couplets that go at the very end of each line.

Find some pairs of rhyming words that work well together as you're writing, and aim to keep the lines all the same length.

Project self-confidence – often rappers will write about being the best at what they do.

Work on performing and writing lyrics that get the crowd excited.

IT

Over the next four weeks you are going to build on your existing knowledge of computer hardware and

software; you will be learning about Digital devices, Software, the CPU and fetch-execute cycle, and an

introduction to networks.

Week beginning 20th April

IT - Session 1 Computers exist in many digital devices that we use on a day-to-day basis. Digital devices may be input, output

or storage devices. On a basic level, they all operate through the use of logic gates.

• Go to BBC Bitesize and read about Digital devices

• Click Glossary at the bottom of the page, to learn the following key terminology

o Binary

o Boolean

o Component

o Hardware

o Input

o Logic gate

o Output

o Truth table

• Complete the ‘Digital devices’ quiz on Show My Homework (SMHW)

Week beginning 27th April

IT - Session 1 Software is the programs that are run on computer hardware. There are two different types of software:

systems software and applications software.

• Go to BBC Bitesize and read about Software

• Click Glossary at the bottom of the page, to learn the following key terminology

o Application

o Driver

o Graphics software

o Hardware

o Instruction

o Operating system

o RAM

o Smartphone

o Software

o User interface

o Utility software

o Web browser

o Word processor

• Complete the ‘Software’ quiz on Show My Homework (SMHW)

Week beginning 4th May

IT - Session 1 Learn about what the central processing unit is, its three main components, the factors that influence the CPU’s

speed, and the fetch-execute cycle.

• Go to BBC Bitesize and read about The CPU and the fetch-execute cycle

• Click Glossary at the bottom of the page, to learn the following key terminology

o Arithmetic logic unit (ALU)

o Control unit (CU)

o CPU/processor

o Data

o Execute

o Hardware

o Immediate access store

o Input

o Instruction

o MemoryOutput

o Program

o Register

• Complete the ‘The CPU and the fetch-execute cycle’ quiz on Show My Homework (SMHW)

Week beginning 11th May

IT - Session 1 The two main types of network are wide area networks and local area networks. Learn what these are, and the

benefits and problems of using them.

• Go to BBC Bitesize and read about Introduction to networks

• Click Glossary at the bottom of the page, to learn the following key terminology

o Client

o Data

o Hacker

o Hardware

o Network

o Program

o Server

o Virus

• Complete the ‘Introduction to networks’ quiz on Show My Homework (SMHW)

Ethics

Week beginning 20th April

Ethics - Session 1 Go to BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zs86n39/articles/zmcsmfr

• Read about Buddhism beliefs

• Watch the videos

• Answer the quiz on SMH

Week beginning 27th April

Ethics - Session 1 Go to BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/z4tb4wx/articles/zk4fxyc

• Read about Christian beliefs

• Watch the videos

• Answer the quiz on SMH

Week beginning 4th May

Ethics - Session 1 Go to BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zyqnvcw

• Read about Sikh beliefs

• Watch the videos

• Answer the quiz on SMH

Week beginning 11th May

Ethics - Session 1 Go to BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zfwhfg8

• Read about Muslim beliefs

• Watch the videos

• Answer the quiz on SMH

Fluency in numeracy

Week beginning 20th April TT Rockstars

• Each day different games sessions will be set for you to complete.

• You will be expected to complete the daily amount set each day.

• Once back, prizes will be awarded to students who made the most progress over this time period, as

well as speed, standard of completion, and to those who were Rockstars in general.

Numbots

• No formal sessions will be set on Numbots, however I would like you to play at least 3 times a week for

15mins. I will track your progress online.

Week beginning 27th April TT Rockstars

• Each day different games sessions will be set for you to complete.

• You will be expected to complete the daily amount set each day.

• Once back, prizes will be awarded to students who made the most progress over this time period, as

well as speed, standard of completion, and to those who were Rockstars in general.

Numbots

• No formal sessions will be set on Numbots, however I would like you to play at least 3 times a week for

15mins. I will track your progress online.

Week beginning 4th May TT Rockstars

• Each day different games sessions will be set for you to complete.

• You will be expected to complete the daily amount set each day.

• Once back, prizes will be awarded to students who made the most progress over this time period, as

well as speed, standard of completion, and to those who were Rockstars in general.

Numbots

• No formal sessions will be set on Numbots, however I would like you to play at least 3 times a week for

15mins. I will track your progress online.

Week beginning 11th May TT Rockstars

• Each day different games sessions will be set for you to complete.

• You will be expected to complete the daily amount set each day.

• Once back, prizes will be awarded to students who made the most progress over this time period, as

well as speed, standard of completion, and to those who were Rockstars in general.

Numbots

• No formal sessions will be set on Numbots, however I would like you to play at least 3 times a week for

15mins. I will track your progress online.

Fluency in literacy

Week beginning 20th April Reading

One of the most important things you can do during the school closure, is to carry on (or begin!) reading. Apart from the

sheer pleasure of losing yourself in a fantastic story, research shows that there is a significant correlation (link) between

your reading ability, and your GCSE results across all subjects – from English, to Maths, to Geography.

Use the Accelerated Reader ‘BookFind’ function to check a book’s level and see whether it falls within your own book level

band.

Have a look at our list of Recommended Reads to help you find something you might enjoy.

Each time you finish a book, make sure you go onto the Accelerated Reader website to complete a book quiz. You can log

on to the AR website through the link on our NSC homepage.

During school closure, you can access a selection of audiobooks for free at audible.

We’ve also registered with Sora, by Overdrive, which is an online library with over 2,000 book titles. These are available as

either e-books or audiobooks and can be virtually ‘borrowed’ for up to 14 days a time, free of charge. Please read our

handy ‘How to get started with using the Sora on-line library’ to help you get going.

Powerful Words Challenge

Whilst school is closed, we still want you to be developing your vocabulary.

• Go to your Tutor Group’s Teams page and there will be a ‘Class Folder’ saved under files which has PowerPoint

Presentations for the words you need to learn this week: Factors/ Financial

• Complete the Powerful Words quiz via SMHW

Week beginning 27th April

Reading

One of the most important things you can do during the school closure, is to carry on (or begin!) reading. Apart from the

sheer pleasure of losing yourself in a fantastic story, research shows that there is a significant correlation (link) between

your reading ability, and your GCSE results across all subjects – from English, to Maths, to Geography.

Use the Accelerated Reader ‘BookFind’ function to check a book’s level and see whether it falls within your own book level

band.

Have a look at our list of Recommended Reads to help you find something you might enjoy.

Each time you finish a book, make sure you go onto the Accelerated Reader website to complete a book quiz. You can log

on to the AR website through the link on our NSC homepage.

During school closure, you can access a selection of audiobooks for free at audible.

We’ve also registered with Sora, by Overdrive, which is an online library with over 2,000 book titles. These are available as

either e-books or audiobooks and can be virtually ‘borrowed’ for up to 14 days a time, free of charge. Please read our

handy ‘How to get started with using the Sora on-line library’ to help you get going.

Powerful Words Challenge

Whilst school is closed, we still want you to be developing your vocabulary.

• Go to your Tutor Group’s Teams page and there will be a ‘Class Folder’ saved under files which has PowerPoint

Presentations for the words you need to learn this week: Formula/ Function

• Complete the Powerful Words quiz via SMHW

Week beginning 4th May

Reading

One of the most important things you can do during the school closure, is to carry on (or begin!) reading. Apart from the

sheer pleasure of losing yourself in a fantastic story, research shows that there is a significant correlation (link) between

your reading ability, and your GCSE results across all subjects – from English, to Maths, to Geography.

Use the Accelerated Reader ‘BookFind’ function to check a book’s level and see whether it falls within your own book level

band.

Have a look at our list of Recommended Reads to help you find something you might enjoy.

Each time you finish a book, make sure you go onto the Accelerated Reader website to complete a book quiz. You can log

on to the AR website through the link on our NSC homepage.

During school closure, you can access a selection of audiobooks for free at audible.

We’ve also registered with Sora, by Overdrive, which is an online library with over 2,000 book titles. These are available as

either e-books or audiobooks and can be virtually ‘borrowed’ for up to 14 days a time, free of charge. Please read our

handy ‘How to get started with using the Sora on-line library’ to help you get going.

Powerful Words Challenge

Whilst school is closed, we still want you to be developing your vocabulary.

• Go to your Tutor Group’s Teams page and there will be a ‘Class Folder’ saved under files which has PowerPoint

Presentations for the words you need to learn this week: Identified/ Income

• Complete the Powerful Words quiz via SMHW

Week beginning 11th May

Reading

One of the most important things you can do during the school closure, is to carry on (or begin!) reading. Apart from the

sheer pleasure of losing yourself in a fantastic story, research shows that there is a significant correlation (link) between

your reading ability, and your GCSE results across all subjects – from English, to Maths, to Geography.

Use the Accelerated Reader ‘BookFind’ function to check a book’s level and see whether it falls within your own book level

band.

Have a look at our list of Recommended Reads to help you find something you might enjoy.

Each time you finish a book, make sure you go onto the Accelerated Reader website to complete a book quiz. You can log

on to the AR website through the link on our NSC homepage.

During school closure, you can access a selection of audiobooks for free at audible.

We’ve also registered with Sora, by Overdrive, which is an online library with over 2,000 book titles. These are available as

either e-books or audiobooks and can be virtually ‘borrowed’ for up to 14 days a time, free of charge. Please read our

handy ‘How to get started with using the Sora on-line library’ to help you get going.

Powerful Words Challenge

Whilst school is closed, we still want you to be developing your vocabulary.

• Go to your Tutor Group’s Teams page and there will be a ‘Class Folder’ saved under files which has PowerPoint

Presentations for the words you need to learn this week: Indicate/ Individual

• Complete the Powerful Words quiz via SMHW

Recommended Reads: Years 7/8

Action & Thrillers

Bodyguard or Young Samurai (& sequels); Bullet Catcher or Gamer by Chris Bradford*

Alone by DJ Brazier

Mortal Chaos, Speed Freaks, The Everest Files (& sequels) or Lie, Kill, Walk Away - Matt Dickinson

Lightning Girl (& sequels) by Alesha Dixon *

The London Eye Mystery by Siobhan Dowd

Silverfin or The Enemy (& sequels) by C Higson

Stormbreaker (& sequels) by A. Horowitz*

Wild Boy by Lloyd Jones

Girl Missing (& sequels) by Sophie McKenzie

The Recruit (& sequels) by R. Muchamore*

Hatchet by Gary Paulsen

Wolf Wilder, The Good Thieves, The Explorer, Rooftoppers by Katherine Rundell

Night Speakers or Carjacked by Ali Sparkes

Murder Most Unladylike (& sequels) – R Stevens

Lost (Choose Your Own Adventure) -T Turner.*

Dystopian & Science Fiction

Gone or BRZK (& sequels) -Michael Grant

The Boy Who Flew by Fleur Hitchcock

The Giver and Gathering Blue by Lois Lowry

Legend (& sequels) by Marie Lu

The Knife of Never Letting Go (& sequels)-P Ness

MetaWars: Fight for the Future (&sequels)- Norton*

Railhead & Mortal Engines (& sequels)-P Reeve

Remade (& sequels) or Time Riders - Alex Scarrow

Dry, Scythe, Unwind (& sequels) – N Shusterman

Contagion or Slated (& sequels) by Teri Terry

The 5th Wave (& sequels) by Rick Yancey

Fantasy, Magic Realism, Horror & Ghost

Children of Blood and Bone by Tomi Adeyemi

Cogheart by Peter Bunzl

Mind Writer by Steve Cole*

Artemis Fowl (& sequels) by Eoin Colfer

The Dark is Rising by Susan Cooper

The Stormkeeper’s Island by Catherine Doyle

Rumblestar by Abi Elphinstone

Who Let the Gods Out (& sequels) by Maz Evans

Relationships & Tough Situations ctd

Blended or Out of My Mind by Sharon Draper

Relationships & Tough Situations ctd

Ranger’s Apprentice or Brotherband - J Flanagan

Inkheart (& sequels) by Cornelia Funke

The Graveyard Book by Neil Gaiman

Blackberry Blue by Jamila Gavin

Girl of Ink and Stars by Kiran Millwood Hargrave

Skulduggery Pleasant (& sequels) by Derek Landy

Zom-B or Cirque du Freak (& sequels) by D. Shan*

Eragon (& sequels) by Christopher Paolini

Through Dead Eyes, Tales of Terror, Mister Creecher, The Last of Spirits –C. Priestley

Northern Lights (& sequels) by Phillip Pullman

Goth Girl (& sequels) by Chris Riddell*

Mrs Peregrine’s Home for Peculiar Children -Riggs

Percy Jackson or Kane Chronicles series by Riordan

Thunderstruck or Unleashed by Ali Sparkes*

The Edge Chronicles by P Stewart and C Riddell

Humorous books

Little Badman and the Invasion of the Killer Aunties by Humza Arshad & Henry White*

Millions, Cosmic or Broccoli Boy by Frank C Boyce

The Last Kids on Earth (& sequels) by Max Brallier

Fenway and Hattie by Victoria Cole*

Adventures of a Wimpy Vampire(&more)-T.Collins*

To Be a Cat by Matt Haig

Cookie & the Most Annoying Boy… by Konnie Huq*

Enginerds (& sequels) by Jarrett Lerner*

Disaster Diaries: Zombies (&sequels)-R McGeddon*

The Donut Diaries series – A McGowan*

The Accidental Billionaire series- T McLaughlin

The World of Norm series by Jonathon Meres*

Planet Omar by Zanib Mian

Timmy Failure series by Stephan Pastis*

Middle School series by James Patterson*

Tom Gates series by Liz Pichon (dyslexia-friendly)*

Big Nate series by Lincoln Peirce*

Killer Animals series by Tracey Turner

Relationships & Tough Situations

Boy Underwater by Adam Baron

Noughts and Crosses, Cloud Busting, Boys Don’t Cry or Pig-Heart Boy by Malorie Blackman

Blubber or anything by Judy Blume

Artichoke Hearts, Jasmine Skies or Where the River Runs Gold Sita Brahmachari

A Pocketful of Stars by Aisha Bushby

One, Apple &Rain, Moonrise, Toffee -S Crossan

War, Conflict and the Refugee Experience

Running on Empty by S.E. Durrant

Mind the Gap, Being Billy or Saving Daisy - P Earle*

The Many Worlds of Albie Bright –Chris Edge

Mockingbird by Kathryn Erskine

Tulip Touch, Goggle Eyes or Flour Babies by A. Fine

Check Mates & The Bubble Boy by Stewart Foster

Unstoppable by Dan Freedman *

George by Alex Gino

Tall Story or Shine by Candy Gourlay

The Island at the End of Everything–KM Hargrave

After the Fire by Will Hill

Boy in the Tower by Polly Ho-Yen

A Different Dog by Paul Jennings*

Freedom: 1783 by Catherine Johnson

Red Sky in the Morning by Elizabeth Laird

Scarlet Ibis by Gill Lewis

A Monster Calls by Patrick Ness

Word Nerd, We Are All Made of Molecules-Nielsen

Wonder by R.J. Palacio

Pax by Sarah Pennypacker

Freak the Mighty by Rodman Philbrick

My Sister Lives on the Mantelpiece by A Pitcher

Unboxed by Non Pratt *

Long Way Down by Jason Reynolds

Esperanza Rising by Pam Munoz Ryan

The Marvels or Wonderstruck by Brian Selznick*

Stargirl by Jerry Spinelli (!)

Roll of Thunder, Hear My Cry by Mildred Taylor

The Hate U Give by Angie Thomas

Goldfish Boy by Lisa Thompson

A Boy Called Hope by Lara Williamson

Brown Girl Dreaming by Jacqueline Woodson

Front Desk by Kelly Yang

I am Malala by Malala Yousafzai

Sports

Booked, Crossover or Rebound – K. Alexander*

Charlie Merrick’s Misfits… by David Cousins*

Stat Man by Alan Durant *

The Beautiful Game series by Dhami (girls’ football)

Man of the Match (& series) by Dan Freedman

The Number 7 Shirt or The Lion Roars - A Gibbons*

Kick by Mitch Johnson

The Fix by Sophie McKenzie*

Ultimate Football Heroes Collection – M&T Oldfield

Football Academy or Foul Play series–Tom Palmer*

Soccer Squad, Dream On (& series) by Bali Rai*

Soldier Dog or A Horse Called Hero - Sam Angus

The Boy at the Top of the Mountain or The Boy in the Striped Pyjamas by J Boyne

Illegal by Eoin Colfer *

Wolf Children, Red Shadow, Eleven Eleven, Auslander & True Stories books – Paul Dowswell

Under a War-Torn Sky by L.M. Elliott

Boy 87 by Ele Fountain

The Bone Sparrow by Zana Fraillion

Once (& sequels) by Morris Gleitzman *

Bone Talk by Candy Gourlay

Grenade by Alan Gratz

Orphan Monster Spy by Matt Killeen

Inside Out and Back Again by Thanhha Lai

Buffalo Soldier or Apache by Tanya Landman

Every Falling Star (North Korea) by Sungju Lee

Dog Tags: Semper Fido or Strays by C A London*

Number the Stars by Lois Lowry

The Skylarks’ War by Hilary McKay

War Horse or Private Peaceful by M Morpurgo

Sunrise Over Fallujah by Walter Dean Myers*

A Night Divided by Jennifer Nielson

Armistice Runner or Over the Line by Tom Palmer*

A Long Walk to Water by Linda Sue Park

The Red Pencil by Andrea David Pinkney

The Boy at the Back of the Class by Onjali Rauf

Salt to the Sea by Ruta Sepetys

Eagle of the Ninth by Rosemary Sutcliffe

Refugee Boy by Benjamin Zephaniah

The Book Thief by Marcus Zusak

Note to parents: Some books from this list are written for young adult readers; this means there may be occasional ‘gritty’ content. Generally, by Key Stage 3, young people are ready for this, but parents know their children best; if you have queries about suitability, please check online reviews or ask your child’s teacher

* = Top picks for reluctant readers This list has been compiled by Alice Visser-Furay, a literacy leader from Oxfordshire @AVisserFuray

How to get started using the Sora on-line library

There’s a short and really useful video on the Help Page of Sora which also explains how to get started.

1. Download the

Sora app 2. Click on the green ‘Find my

school’ button

3. Click on the ‘My school isn’t

listed’ 4. Write ‘Northstowe’ in here

And then click on the green

‘This is my school’ button

8. Click ‘Borrow’ on a book

or audiobook that you’d

like to borrow (for up to

14 days)

If a book or audiobook

isn’t available, you can

click ‘Place hold’ and

reserve it

You can borrow up to 5

books/ audiobooks at a

time, and have up to 5 on

reserve.

7. Scroll down on

this screen until

you get to

‘Popular

subjects’ where

you can search

by categories.

Try ‘Young

Adult Fiction’

and ‘Juvenile

Fiction’

6. Click on the binoculars icon 5. Use your school email address

and password to sign in.

Self-Care Time

To accompany the Health and Wellbeing Support Leaflet, we have put together a number of activities you can

complete on a daily basis.

There are two key resources:

✓ Daily self-care for mental health – A selection of relaxation and mindfulness activities with a selection

of accompanying videos.

✓ Daily self-care for physical health - A selection of workouts you can complete at home. You are

welcome to select a different one each day or you may want to repeat/master. The range of activities

include Pilates, yoga, dance, fat burn or stretching. Alternatively, you can select your own training

session from the internet or continue to tune into Joe Wicks.

It is recommended that you complete two minutes of mindfulness and one workout per day.

Being physically active means sitting down less and moving our bodies more. Many people find that physical

activity helps them maintain positive mental health.

How can physical activity help my mental health?

There are many studies which have shown that doing physical activity can improve mental health. For example,

it can help with:

▪ Better sleep – by making you feel more tired at the end of the day

▪ Happier moods – physical activity releases feel-good hormones that make you feel better in yourself and

give you more energy

▪ Managing stress, anxiety or intrusive and racing thoughts – doing something physical releases cortisol

which helps us manage stress. Being physically active also gives your brain something to focus on and

can be a positive coping strategy for difficult times

▪ Better self-esteem – being more active can make you feel better about yourself as you improve and

meet your goals

▪ Reducing the risk of depression – studies have shown that doing regular physical activity can reduce the

likelihood of experiencing a period of depression

▪ Connecting with people (including your family)

Daily Self-Care for Mental Health

Counting 10 Breaths

Abdominal breathing. Place your hands on your tummy to feel it. It should rise and fall like a balloon, filling and then releasing air. 1. Allow yourself to feel calm and relaxed. Count each breath slowly from 1 to 10. 2. With each count, allow yourself to feel more relaxed. 3. With each breath out, allow the tension to leave your body. 4. When you get to 10, start again at 1.

Star Breathing

Start right at the bottom of the thumb, breathe in as you trace (with the index finger of your other hand) round the outside of the thumb to the top of it. When you get to the top, breathe out as you trace down the other side of the thumb. Continue in this fashion round the rest of the fingers - breathe in for up, and out for down. This way you get 5 deep breaths in and out by the time you get to the other side of the hand.

Rectangular Breathing

Using windows, doors, noticeboards etc. In and out deeply as your eyes follow the rectangle.

Box Breathing

Breathe in for 4, hold for 4, out for 4, hold for 4.

7-11 Breathing

In for 7, out for 11, or as long as you can manage. The outbreath is your friend when stressed, or not feeling stressed! It brings oxygen to your heart and brain, which we need more than ever when under pressure.

4-7-8 Breathing

If you have trouble sleeping, try the 4-7-8 breathing technique. Here is an explanatory video.

Alternate Nostril Breathing

1. Block your right nostril with one hand and inhale deeply through your left nostril for five seconds. 2. Block left nostril, and breathe out slowly through right nostril.

3. Breathe in through right nostril, hold with thumb and breathe out through left. 4. Repeat. This is one "round" of alternate nostril breathing. It is great for getting your energy levels up, but at the same time calming you down. Here is a useful video in case you need some guidance. https://www.youtube.com/watch?v=MCK1jBfRVsE

Tapping

Tap/press/massage on the side of the hand or just under the collarbone and notice how it calms down the amygdala. Do this as soon as you notice feeling panicky or angry.

Further Support

On http://www.headspace.com there is a programme to download called, "Take 10" which is free and might be useful. You

start at Day 1 and work your way through day by day. The students who commit to this see improvements in their lives

pretty soon, but it does take everyday practice.

There is another app as well: http://www.calm.com. On here is "7 days of calming anxiety" which some students have

found very useful.

Further free app - http://www.smilingmind.com.au

Daily Self-Care for Physical Health

Click on the purple box to take you to each workout

Morning Pilates 10 Minute Abs Blaster Pilates

Hip Hop Dance Yoga for Beginners 10 Minute Stretch

Health & Well-being Support Leaflet

Service Information/Support Offered Contact details

CAMHS Live Support with feelings of Depression, Anxiety, Self-harming, Suicidal thoughts, Stressed

www.nhft.nhs.uk/camhslive

Young Minds Crisis Messenger Text YM to 85258

Childline Online, on the phone help about all areas of concern. Web site is full of useful information

0800 1111 www.childline.org.uk

VOICE Victim of theft, robbery, attacks, abuse, violence, harassment, or stalking?

0300 3031965

CIRV In a gang and want out? Know someone else who needs help getting out of gang related activity?

call 24/7 on 07539183975

STEM Supporting teenage mental health www.stem4.org.uk

NHS For your mind, for your body – support for all areas www.nhs.uk

NSPCC National Society for the Protection of Children 0808 800 5000 (free)

Samaritans Support for people in crisis 08457 909090

School Nursing Chat Service 07480 635443

Kooth Free safe and online support for young people Kooth.com

CHUMS Mental health and emotional well-being to support children Chums.uk.com Cambridgeshire : 0330 0581 659

Do not worry if you usually get help & support in school. During the time we are closed, you

can pick from this list of services/support if you need to talk to someone.

Apps to download for self-help:

App Helps you with Image

Calm Harm (part of STEM) Help you to resist or manage the urge to self-harm and can help to reduce anxiety.

Clear Fear (part of STEM) Clear Fear is a free app to help children and young people manage the symptoms of anxiety.

Combined Minds (part of STEM)

Combined Minds is a free app to help families and friends provide mental health support.

What’s Up Use the positive and negative habit tracker to maintain your good habits

Mind Shift Mind Shift stresses the importance of changing how you think about anxiety. Think of this app as the cheerleader in your pocket, encouraging you to take charge of your life, ride out intense emotions, and face challenging situations.

Happify The Happify app is your fast-track to a good mood. Try various engaging games, activity suggestions, gratitude prompts and more to train your brain as if it were a muscle, to overcome negative thoughts.

Local Foodbanks

Northstowe/Longstanton Pathfinder Church (Northstowe) 01954 261181

Food Bank (Cambridge) Cambridge City Foodbank https://cambridgecity.foodbank.org.uk/ 07772 538628

Food Bank (Huntingdon) Trussell Trust Food Bank 01480 458565

Copies Strategies (Core Studies)

Relaxation

Controlled breathing and progressive muscle relaxation (examples below): ▪ Rectangular Breathing - using windows, doors, picture etc. Breathe in and out deeply as your eyes follow the rectangle. ▪ Box Breathing - breathe in for 4, hold for 4, out for 4, hold for 4. ▪ 7-11 Breathing - in for 7, out for 11, or as long as you can manage. The outbreath is your friend when stressed, or not feeling

stressed. It brings oxygen to your heart and brain, which we need more than ever when under pressure. ▪ Mindfulness Colouring – colouring a picture / number colouring book.

Thinking about something good

Example: sit and draw a picture about a positive time when you were on holiday. ▪ What were you doing? ▪ What could you see? ▪ Who were you with? ▪ What were you wearing? ▪ What could you smell?

Leaving a Situation Leaving the room and coming back later

Talking to Someone Talking to someone, including assertiveness and seeking advice and support

Mental Games

Practice mental games to shift your attention (2-3 minutes): ▪ Alphabet games (naming someone famous for each pair of initials: AB, BC, CD ▪ Category games naming as many categories within 2 minutes (vegetables, flavour of ice creams etc). ▪ Memory games naming all the teachers in the school ▪ Rhyming games; listing as many rhyming words within 2 minutes

You can also email [email protected] and someone from the safeguarding team will help you.

‘Take care of yourself before you take care of your performance’

Project Passport

During this time, we would like you to complete at least one extended project per subject, and to record these on your ‘Project Passport’ below.

You will be able to choose which project you would like to complete from a range of options in each subject. Click on the subject hyperlinks in the passport below to see the range of

projects available.

Extended projects will provide you with an opportunity to work independently on research and/ or creating something.

When you return to school, we will host a ‘Welcome Home’ event where you will each have chance to present your projects to your teachers and peers, and to celebrate your learning

and achievements.

When you’ve completed a project, draw a Northstowe bird stamp in the space below:

English Maths Science French History Geography Performing

Arts Art IT Ethics PE

Passport Stamp 1

Passport Stamp 2

Passport Stamp 3

Name: Tutor group:

English Menu of Extended Projects

Task 1: Choose a Shakespeare play that you’ve enjoyed reading. Use homemade puppet/ toys and props to retell the story (or even persuade members of your family to act in your play!). Film your ‘production’ on a phone or tablet, and send it to your school email address. Max 4 mins long.

Task 2: Have a go at writing your own story based on, or inspired by some of the themes and ideas in the Shakespeare plays we’ve read. Record yourself reading it aloud. Send a copy of the story and recording to your school email address.

Extra challenge: see if you can weave into your story some of Shakespeare’s quotations from the original play – go to www.sparknotes.com/shakespeare and search by each play to find a list of its famous quotations.

Task 3: Write a collection of 3 (or more) haiku poems. Use this guide to help you get started. You can write your haiku about an experience, memory or person, and they can be funny or sad in mood. You can also experiment with writing your haiku poems as summarise of stories, films or moments in history. Write your poems in neat and illustrate with drawings or pictures from magazines.

Task 4: Have a go at writing a sonnet about something, or someone you love. Remember to follow the sonnet rules – read this to refresh your memory.

Task 5: Write a piece of performance poetry about something you feel passionate about. Get some inspiration watching Sarah Kay, or an interview with the amazing Hollie McNish and some of her performance poetry here and here.

Record your performance and send it to your school email.

Task 6: Write a diary. Don’t worry if you don’t write in it every day, but do try and find time to jot down your thoughts and feelings at least 3 times a week.

Task 7: Practice the art of letter writing. Choose one or more people who you think would appreciate a letter from you (perhaps because they feel lonely, or because things are tough for them) and aim to write at least 3 letters during this time.

Task 8: Write your first novel and make sure you begin it with a fantastic opening sentence. Get some inspiration and creative writing tips here.

Task 9: Take advantage of the screenings of plays that the RSC, National Theatre, and Globe Theatre are sharing for free during this period. Make a Theatre Passport to record which plays you’ve watched (aim for at least 3) and award a score out 5 based on how much you enjoyed it.

Maths Menu of Extended Projects

Task 1: Can you draw Curves of Pursuit. Use this video link to guide you through drawing them. See if you can draw 3 different shapes.

Task 2: Plan your dream summer vacation. I would like you to set up a budget for your vacation. You need to think about all the elements involved in planning your trip, from flights, accommodation, spending money, food etc. Use your knowledge of decimals to complete your budget and don’t forget the £ sign.

Task 3: Design a playground for Northstowe Secondary College. I would like you to use your knowledge of shapes to create a design of the layout and different elements in the playground. I would like to see at least 10 different shapes being used in your design. Don’t forget some benches, trees and pathways throughout the area.

Task 4: Create an outdoor Maths game/obstacle course where students gain points as they complete each section. The game must have at least 6 different elements to complete with different scores on each level. You can make use of any equipment you want, but it’s not a necessity. This video might give you some ideas. Outoor Maths games.

Task 5: Create my favourite game – Maths Bingo! You can use any Maths topics we’ve done this year, or a combination of them all. Your answer grid cannot be more than 16 squares (we usually do 9). For 16 squares you need at least 24 questions to ensure everybody doesn’t get Bingo all at once. Create your answer grid for students to use as guidance for numbers they would like to put in their grid when starting the game. These can’t be random, they need to be the answers to your 24 questions, in random order though.

Task 6: Create a Maths crossword. You can pick any topic we’ve done this year, or a combination of them all. You need to have at least 15 questions all together. Some going across and some going down. The answers should all be numerical, not words.

Task 7: Create a Maths song that needs to be calculated by your peers. You can either sing it yourself or record it and bring it along. Do not apply BIDMAS to your calculations. You need to have the answer ready for when students are done. Here is some inspiration from One Direction Maths song.

Task 8: Create a Maths code breaker. Like the rounding of decimals one we did this year. I want you to use all the elements of decimals that we’ve learnt this year. Your code should be between 5-8 words long.

Task 9: Create a Calculated Colouring activity. Your picture should have no more than 6 colours, which means all the questions in the picture must result to one of those 6 answers. You can use any Maths topic. It must be a picture you designed yourself, no internet pictures. Have one ready to be photocopied for the class. These images on google will give you loads of ideas. calculated colouring images

Science Menu of Extended Projects

Task 1: Particles Watch this video and then read through and complete this test. Watch this video and then read through and complete this test.

Produce a document or poster that includes:

• How small a free-divers lungs become and the training they must go through.

• Why you can’t take an aerosol onto an airplane in your hand luggage.

• How to get an egg into the top of a wine bottle, and how you can manage to do this. (it would be great if your could attempt it with a parent and record it!)

Task 2: Reproduction Watch this video and then read through and complete this test, this one, and this one! on the following website:

Produce a document or poster called ‘The Great Sperm Race.’ Include:

• A timeline of events from conception to birth.

• Info about the difference between ultrasound, amniocentesis and CVS

• Info about how sperm is affected by caffeine, drugs and alcohol

Task 3: Sound and Light Read through and complete this test and this one.

• Produce a document or poster that explains how hearing aids work, and how different animals’ hearing/ear are adapted to their environment? E.g. moles (underground), dolphins (water)

• Make a pot and string telephone with a family member using some old yoghurt pots and string. See how well you can hear each other across the garden. Why does this work?

• Design an investigation exploring how different types of elastic band produce different pitched sounds.

Task 4: Ecosystems Watch this video and then read through and complete this test and this test.

Produce a document or poster that researches into:

• An endangered animal – what is causing this, what is being done, what further could be done?

• What is the IUCN red list of threatened species? What are the categories? Which animal falls into each category?

Task 5: Plants Read through and complete this test and this test.

• Create a design for an ecofriendly garden. Explain how each choice is ecofriendly/sustainable.

• Create a poster that explains how a Venus fly trap works.

• Grow a plant – describe the conditions you used and explain why you chose them.

• Watch “the bee movie” to find out. What would happen if we didn’t have bees?

Task 6: Elements and reactions Watch this video and read this. Produce a document or poster that includes:

• How are elements named.

• Research into where the following names come from (choose 5): Barium, Californium, chromium, einsteinium, europium, francium, geranium, gold, helium, iron, lead, mercury, mendelevium, nobelium, polonium, potassium, sodium, tin, titanium, uranium.

Explore these cool chemical reactions!

Task 7: Acids and alkalis Watch this and this video.

• Produce a power point slide for each indicator we use in chemistry. Include what pH range it shows, what colour change occurs, when and why we would use them.

• Explain how to make your own indicator at home. Photograph you making and testing it if you can.

• Explain why hazard symbols are important and why they are in picture form. Design a new one for the laboratory.

Task 8: Cells Watch this and this video. Produce a document or poster that explains:

• How Robert Hooke is linked to cell biology, and a cartoon strip of his work

• What is an electron microscope and how it differs to the microscope that you use in the lab

If you can: Create a 3D model of a specialized cell of your choice. Place jelly babies overnight into - sugar solution, salt solution and pure water. Leave overnight and record your observations. take pictures if you can. Does the same thing happen with a different jelly sweet?

Task 9: Space Watch this, this and this video. Produce a document or poster that includes:

• The different methods of space exploration

• A timeline for the events described as “the Space race”

• How each nation must have felt as they succeeded or failed in their attempts to attain the goals they had set

• Keep a moon diary. Identify how the moon changes every day for a month.

• Create a model of the solar system - show the relative sizes of the planets and distances away from the sun

French Menu of Extended Projects

Task 1: Go to Duolingo and choose a new language to learn. Set yourself the challenge of 10 mins practice per day. Take a screen shot of the weekly progress you make.

Task 2: Research into 3 French fashion designers and create an artistic poster about their lives and designs.

Task 3: Research into the famous singer, Edith Piaf , and listen to at least 5 of her songs. Print out the lyrics of one song and have a go at singing it. Record your performance!

Task 4: Create an A4 poster that includes a brief biography about 10 famous sports players that come from French speaking countries.

Task 5: Cook a meal based on French recipes – you can find some inspiration here. Take a photo of your banquet!

Task 6: Research into the famous short story, ‘The Little Prince’ by French author, Antoine de Saint-Exupéry, and then watch the film or read the book. Recreate the front cover design and jot down on it 3 or 4 of the key messages you took from the story.

Task 7: Draw or print out a map of the world and label all the countries that have French as their main language. You can find some information here that will help.

Task 8: Research into Hergé, the Belgian author of the Tintin stories, and read one of his stories, or watch one of the animated cartoons. Practise drawing some of the Tintin characters.

Task 9: Research into a French speaking city and create a poster of the 10 things you would like to see/ do there if you visited.

History Menu of Extended Projects

Task 1: Select and listen to a podcast from the Radio 4 ‘You’re Dead to Me’ series. Choose any podcast that you are interested in. There are plenty of fascinating topics. Then either design a poster which advertises this podcast for other listeners OR write your own review of the podcast. If you choose the poster task you should make sure it includes the title of the Podcast and images and key words related to the historical knowledge you learnt from the Podcast. If you choose the review then make sure it includes a description of what the Podcast is about, and your opinion on the most interesting information that the podcast contains.

Task 2: Research the Local History of Northstowe Read this recently produced booklet on the heritage of Northstowe (by the Longstanton and District Heritage Society). Then EITHER create a heritage poster which communicates the important events/ places/people in the past who are linked to Northstowe. OR write and record your own podcast (no more than 4 minutes) which summarises the history of the area of Northstowe and Longstanton. OR write your own Acrostic poem for NORTHSTOWE which communicates the history you have learnt from this leaflet.

Task 3: 100 women who changed the world Go to the BBC Extra article on women who changed the world. Select one woman you are interested in and read the information about her. Then find out more about your chosen woman using the internet. Then EITHER write a 3 minute speech which argues why this woman was so important in history. You could also record your speech if you want to on a phone or tablet and send it to your school email address. OR create an information leaflet about the woman you have researched. Make sure to include at least 5 key facts and three main (explained) reasons why you think she was so important. Also include images/ illustrations

Task 4: Watch some clips from Andrew Marrr’s History of the World Either make a mind map which record key information about the individuals/ events you learnt about OR create a poster which summarises what you have learnt.

Task 5: History Icons of the twentieth century Watch a few of these clips on famous Icons (important people) of the twentieth century. Choose the one that most interests you (or a different person from the twentieth century) and produce a detailed mind map or fact file or which explains their importance. Extra challenge Compare two icons and explain which one you think was most significant and why.

Task 6: Kings and Queens of England Learn all the Kings and Queens of England by writing your own song which helps you to remember them. Here is an example. You can also go to this website to help you find out a little more about each Monarch. As an alternative to writing a song you could create your own Monarchs timeline which lists all the Monarchs in order and includes an image and three key facts about each of them. Extra challenge: which Monacrh do you think was the most significant and why?

Task 7: Create your own History presentation on any history topic you like! Choose any area of history that you are interested in. It could be a famous war, a famous person, an invention, a civilisation (e.g Egyptians/ Greeks/ Romans). Research, plan and produce a presentation which educates someone else about what you have learnt. You must include key facts, images or illustrations and clear arguments on why you chose your topic, why you think your topic/ person/ event/ was so important and how you researched it (what websites you used).

If you want to be more creative you can produce a piece of artwork or a model related to the topic you have researched too!

Task 8: Write your own historical story Plan and write your own historical story which will also have the chance to be entered into the Historical Association Historical Fiction competition 2020! You can set your story in any period or place in the past. Go to the Historical Association for plenty of guidance on how to write a good historical fiction story. This webpage also includes a link to past entries to the competition so you can see the kinds of stories other students have written previously. Send your story to your teacher by email for it to have a chance of being entered into the national competition!

Task 9: Visit a virtual museum Spend some time exploring one of the following virtual museum sites: The British Museum The Smithsonian Museum of Natural History (WASHINGTON DC) The National Museum of Computing (this is great if you are interested in computing!) Write a diary entry which explains 5 artefacts (things in the museum) that you found interesting. You could draw an image for each artefact and explain what it is, when it was made, it’s purpose and why you found it so interesting. Extra Challenge: What further questions do you have about the artefacts you explored? How could you find out the answers?

Geography Menu of Extended Projects

Task 1: Learn how draw the map of the world and be able to label the continents and oceans. Watch this for some top tips. Superchallenge: Can you also learn how to draw Europe and be able to label the countries?

Task 2: Learn all the countries in Europe by writing a song (that’s better than this one!) or poem to help you remember.

Superchallenge: Can you also learn their capital cities?

Task 3: Create an imaginary Travel Journal of all the places you’re hoping to visit when your older. Find pictures of these countries and the famous attractions you’ll go to, and stick them into your journal, or illustrate your journal with drawings instead.

Task 4: Choose 3 or 4 countries, research into their cuisine, and then experiment with making some national dishes for your family e.g Spanish paella, Italian spaghetti bolognaise, Mexican burritos etc. Take some photos of your meals and send them to your school email address.

Task 5: Research into famous explorers and use a map of the world to plot out the countries they discovered and the routes they took. Add some notes to the map about the explorers’ biographies.

Task 6: Watch some episodes from David Attenborough’s ‘Seven Worlds, One Planet’ via BBC iPlayer. Create a poster with pictures and words to capture the highlights from the series.

Task 7: Use a map to identify 20 pub-quiz planet facts e.g highest mountain, longest river, smallest country etc

Task 8: Research into some amazing world traditions – you can find some inspiration here. Create a photo or picture montage that celebrates these different cultures.

Task 9: Draw out or print a map that shows the counties of England. Research into a key tourist attraction in each county and add it to the map with a brief description of why it would be interesting to visit it.

Ethics Menu of Extended Projects

Task 1: Research the symbols of the 6 major world faiths and create bunting for the RE classroom

Task 2: Stained glass window You can do this with tissue paper and card if you have it but if not, you can just use coloured pens and pencils. Try to make it reflect something about you.

Task 3: Easter egg cakes Make an egg themed cakes to make your family smile.

Task 4: Watch an episode of sacred wonders: https://www.bbc.co.uk/iplayer/episode/m0007fhj/sacred-wonders-series-1-episode-1

Task 5: Who am I butterfly Go online and find a map of the place you were born. Cut it out and create a 3 D butterfly.

Task 6: Northstowe Swallow Make an origami swallow. On the top of the wings, write your name and one word that describes your wish for the future. Instructions here: https://www.teachorigami.com/20-origami-swallow-instructions

Task 7: Research the leader or key figure of Christianity, Buddhism, Sikhism or Hinduism and create a cartoon strip to show the importance of their life.

Task 8: Create a conversation between someone who believes in God and someone who doesn’t. What would they say? How would they support their view? Remember to be respectful.

Task 9: Think about our three key values. How could we demonstrate them now in this difficult time, how will we need them when we return to school (what would this look like). What will our values look like in the future when you are in year 11 and are looking at all the younger years.

Performing Arts Menu of Extended Projects

Task 1: Musical Theatre Project Watch the first half of the Musical ‘Bugsy Malone’ here. And fill in the theatre review on SMHW.

Task 2: Finish watching the film and answer the quiz. Quiz here

Task 3: Learn the dance You have a choice between two: 1, ‘Fat Sam’s Grand slam’ at 6 minutes and 30 seconds 2, ‘Bad boys’ at 30 minute 20 seconds See if you can learn a small section by copying and

repeating. And/Or create a Facebook profile for one

of the characters on SMHW

Task 4: Learn a song You have a choice between two: 1, ‘Fat Sam’s Grand slam’ at 6 minutes and 30 seconds 2, ‘Bad boys’ at 30 minute 20

seconds. See if you can learn a small section by copying and repeating. Lyrics are on SMHW. Challenge: Fit the song and dance together. Can you sing

and dance at the same time? And/Or create a Facebook profile for one of the characters on SMHW

Task 5: Technical roles in the Theatre: Set designer Create your own set for Bugsy Malone. Consider colour, levels, use of space, furniture. Use the worksheet on SMHW.

Task 6: Technical roles in the theatre: Costume designer. Create your own costumes for Bugsy Malone. Consider colour, suitability, time period. Use the worksheet on SMHW.

Task 7: Technical roles in the Theatre: Lighting designer. Create your own lighting plan for Bugsy Malone. Consider colour, spotlights, blackouts. Use the worksheet on SMHW.

Task 8: Produce your budget! Without

money, the show won’t happen!

• Use Excel

• You have £2000 to spend.

• Think about all the expenses we spoke about

right at the start of this topic

• Make sure you spread the money across

costumes, set, lighting/sound fx, front of house,

paying the orchestra, venue hire etc.

• How much are your tickets?

Task 9: Create an A4 poster to advertise

and promote your performance.

• Use Word

• Look at other show posters

online. What makes them

good/attractive/eye catching?

• Think about appropriate

colour, font, images, layout

Art Menu of Extended Projects

Task 1: Create four illustrations for your favourite story. These should be inspired by artist Paula Rego’s style of work.

For inspiration, watch the film ‘Who is Paula Rego?’.

For inspiration, watch the film ‘Meet an Illustrator’.

Task 2: Design and draw your own

comic. This should be

inspired by artist Keith

Haring’s style of work.

For inspiration, watch the film ‘Who is Keith

Haring?’.

Task 3: Design and make a sculpture using

recycled materials. This should be

inspired by artist Tony Cragg.

For inspiration, watch the film ‘Top 5

Sculptures’.

Task 4: Design a pattern for a piece of

textile or make a friendship

bracelet.

For inspiration, watch the film ‘Who is Anni Albers?’.

To help you, watch the film ‘Make a friendship bracelet’

Task 5: Design and make a protest

poster about an issue of

importance to you and put a

positive message out to the

world.

For inspiration, read about the Guerrilla Girls.

For inspiration, read ‘Make a protest poster’.

Task 6: Create three different still life

displays. Each display must

be made up of two or more

objects from different rooms

in your home. In the style of Patrick Caulfield, draw

these still life displays and colour them in with block

colours and bold black outlines. Don’t forget to include

a solid colour for the backgrounds.

For inspiration, read ‘Who is Patrick Caulfield?’.

Task 7: Design a new character for your favourite computer game. You must consider their size, shape, facial features, clothing (different skins), choice of weapons and vehicle.

For inspiration, read 'Top 5 Monsters’.

Task 8:

Design and make your own circus

character inspired by Alexander

Calder’s circus called ‘Cirque

Calder’.

For inspiration, read 'Who is Alexander Calder?’.

Watch Alexander Calder perform his circus.

Task 9:

In the style of Pablo Picasso’s ‘Weeping

Woman’, draw and colour in three

different self-portraits. Each portrait

should show a different emotion, ranging from happy

to sad. Once all three are finished cut them up into

different shapes. Choose your favourite parts from each

portrait and then assemble them to make another

portrait that shows mixed emotions.

For inspiration, read 'Who is Patrick Caulfield?’.

IT Menu of Extended Projects

Task 1: Inspired by the code-breaking Enigma machine from the 2nd World War, have a go at making your own Enigma machine using a crisp tube and two sheets of A4 paper.

Task 2: Watch this TED Talk ‘Why I don’t use a smartphone’ and write your response to the points she makes. Do you agree or disagree?

Task 3: Go to Raspberry Pi, choose one or more of the projects and take screen shots, save as a file, or record a video of what you create.

Task 4: Use the ComputingHistory.org instruction guide to help you set up your own webpage.

Task 5: Research into Ada Lovelace and Alan Turing and create an eye-catching information poster about them.

Task 6: Watch ‘The Social Network’ (12A), a film about how Mark Zuckerburg set up Facebook. Write a short review of the film (approx 100 words).

Task 7: Write a well-being guide for Yr6 students who are going to get their first Smart Phone before coming to Secondary School.

Task 8: Read ‘Steve Jobs: The Exclusive Biography’. Create a poster in which you share:

• 5 key facts about his life

• 5 things you admire about Steve Jobs

• 5 things you think would have made him a difficult man to work with

Task 9: Visit the RAF website to watch the ‘Codebreakers and Communication’ video and have a go at building a circuit and a scrambler, and use it to send encoded and encrypted messages.

Physical Education Menu of Extended Projects

Task 1: Spell your full name and complete the workout (30 second rest – take photograph of your completing the workout)

Task 2: Reading: Article Challenge Find and read an article for sport that cover every letter of the alphabet (example - A)

A Athletics You can complete this on a word document (including links to the articles you have read).

Task 3: Design a logo for your House, in the form of a Sports Team. Complete on A4 plain paper.

Task 4: Write a poem about ‘ambition’ in a physical activity of your choice. Decorate your poem. You can complete this poem on a Word Document or written in your books/plain paper. Be proud of your work.

Task 5: Design circuit of 10 stations that you can complete in your garden/house.

Task 6: Design and perform a two-minute gymnastics routine including 7 of the following skills:

▪ Front/Back Roles ▪ Teddy Bear Role ▪ Cartwheel ▪ Side Role ▪ Tuck/Star Jumps ▪ Balance ▪ Mirror Image ▪ Turn

Please record your routine, ready to share when we return.

Task 7: Write a newspaper article about a sportsperson of your choice. You can complete this article on a Word Document or written in your books/plain paper. Be proud of your work.

Task 8: Design a new game/sport for the back garden or in your home.

Write 10 rules and include pictures of you playing the game/sport with your family.

Task 9: Design and perform a drill/skill from your chosen sport/physical activity.

Please take a photograph of your drill/skill and add clear annotations.

You must work for 1

minute with 30

seconds rest.

Complete 2 circuits.

Take a photograph

of your drill/skill

and add clear

annotations.