Cut down here and stick in book_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ __ _ _

Comprehensive Questions

Name two softwoods ____________________________________________________________________________What are the advantages of using softwoods ____________________________________________________________________________Name two hardwoods ____________________________________________________________________________What are the advantages of using hardwoods ____________________________________________________________________________Write down two differences between softwoods and hardwoods________________________________________________________________________________________________________________________________________________________What are manufactured boards?___________________________________________________________________________Name 1 manufactured board____________________________________________________________________________

Application Questions

Why might a company choose to use manufactured boards over natural timber?________________________________________________________________________________________________________________________________________________________Why might a person choose to use manufactured boards over and natural timber? Which manufactured board would they choose and why?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Why might the properties of softwoods make them suitable for cheap outdoor furniture?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why might the properties of hardwoods make them suitable for high quality furniture? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Glossary of Key Words

Grain Softwoods Hardwood

Challenging Question

How might I retrieve my knowledge of the topics covered this term?

Retrieval Questions

What are the 3 categories of woods?____________________________________________________________________________

Manufactured boards

Cut down here_ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ __ _ _

English Challenging Question: How can I write about my character’s actions? ________________________________________________________________ Do-NOW task: Read the following sentences and choose an interesting verb from the box to complete the gaps.

________________________________________________________________ Explanation: Every character in a story acts in a certain way because these actions are the result of an inner feeling, a thought or a situation they have been through. Look at the following famous characters. What situation have they been through? What actions did they end up taking?

________________________________________________________________ Task 1: How can I create sentences to describe my character’s actions? One of the easiest ways is to combine the actions of your character with some dialogue. It makes the plot more interesting and we can see how the character behaves, speaks or builds relationships with other characters. Read the following extract from ‘Skellig’. Then, answer the questions about the main character who has noticed a mysterious creature hiding in his family’s garage.

character Situation/feeling/thought What’s the result and action of the character? Mr and Mrs Twit Mr. Twit hides a frog in his wife's

bed that he claims is a monster As an act of revenge, Mrs. Twit tricks her husband into eating worms in his spaghetti

Auggie from ‘Wonder’

Auggie has to deal with bullying in school because of the deformity in his face

He doesn’t give up, becomes friends with other students and is awarded with a medal for his achievements in school

Ebenezer Scrooge from ‘A Christmas Carol’

After meeting 3 spirits, he regrets being greedy and selfish. He feels sorry for hating Christmas.

He decides to transform as a person and becomes more cheerful and friendly. He celebrates Christmas with his nephew and becomes kinder to people around him.

1. “The hills are alive with the sound of music.”………... Bob. 2. “Get out of my sight, you ungrateful, horrible woman.” ………... Ryan. 3. “I think we should be quiet; no one else is talking in here” ………..Margaret. 4. Mary ………..“I cannot possibly bare this pain anymore!”. 5. “I am terribly sorry.” ……….. Anne with a tremble in her voice. 6. “I never thought we will make it till the end!” ……….. the last member of the team.

whispered bellowed whimpered exclaimed screamed observed

a) What do we understand about Michael’s relationship with his mother? b) Why does his mother want him away from the garage? c) Look at the last line in bold. What can we infer about their garden? Also, how do you

think Michael feels about the new baby in the family? ________________________________________________________________ Task 2: How can I create sentences to describe my character’s actions? Another easy way is to take the reader through each step your character took to complete an action. Read the following extract from ‘Skellig’. Then, pick out all the sentences the writer has used to tell us what the main character did in order to find the mysterious creature that was hiding in his garage.

I heard something scratching in one of the corners, and something scuttling about; then it all stopped and it was just dead quiet in there. I stood daring myself to go in. I was just going to slip inside when I heard Mum shouting at me "Michael! What you doing?" She was at the back door. "Didn't we tell you to wait till we're sure it's I stepped back and looked at her. "Well, didn't we?" she shouted. "Yes," I said. "So keep out! All right?" I shoved the door and it lurched half shut on its single hinge. "All right?" she yelled. ',All right,” said. "Yes. All right. All right." "Do you not think we've got more to worry about than stupid you getting crushed in a stupid garage? "Yes." "You just keep out, then! Right?" "Right. Right, right, right. Then I went back into the wilderness we called garden and she went back to the stupid baby.

Task 3: Continue the story using your imagination. First, create a dialogue between Michael and Skellig (the mysterious creature in his garage). Then, create a paragraph where you describe what Michael did after their first conversation. Create sentences that take us through his actions step by step. Use this table to brainstorm ideas: dialogue Description of actions after the dialogue

• What are they talking about? • What does Michael want to know

from this mysterious creature? • What information doe the creature

reveal about himself?

• How does Michael react after their conversation?

• What are his next steps? • Will he allow the creature in the

garage? • Will he ask for someone to help him? •

• First, he tiptoed in and felt spider webs breaking on his brow • Then, he... • After that, he… • Next, he…

Dust poured through the torch beam. Something scratched and scratched in a corner. I tiptoed further in and felt spider webs breaking on my brow. Everything was packed in tight — ancient furniture, kitchen units, rolled up carpets, pipes and crates and planks. I kept ducking down under the hosepipes and ropes and kitbags that hung from the roof. More cobwebs snapped on my clothes and skin. The floor was broken and crumbly. I opened a cupboard an inch, shone the torch in and saw a million woodlice scattering away. I peered down into a great stone jar and saw the bones of some little animal that had died in there. Dead bluebottles were everywhere. There were ancient newspapers and magazines. I shone the torch on to one and saw that it came from nearly fifty years ago. I moved so carefully. I was scared every moment that the whole thing was going to collapse. There was dust clogging my throat and nose. I knew they’d be yelling for me soon and I knew I’d better get out. I leaned across a heap of tea chests and shone the torch into the space behind and that’s when I saw him. I thought he was dead. He was sitting with his legs stretched out, and his head tipped back against the wall. He was covered in dust and webs like everything else and his face was thin and pale. Dead bluebottles were scattered on his hair and shoulders. I shone the torch on his white face and his black suit. ‘What do you want?’ he said.

Year 7 home-learning booklet lesson 1:

Reading: Football is one of the oldest sports in the world and with that, it’s also one of the most recognised. Domestically, the strongest leagues come from England (English Premier League), Spain (La Liga), Italy (Serie A) and Germany (Bundesliga).

Object of the Game: The aim of football is to score more goals then your opponent in a 90-minute playing time frame. The match is split up into two halves of 45 minutes. After the first 45 minutes, players will take a 15-minute rest period called half time. The second 45 minutes will resume and any time deemed fit to be added on by the referee (injury time) will be accordingly.

Players: Each team consists of 11 players. These are made up of one goalkeeper (the only players allowed to handle the ball) and ten outfield players. Each team will have a designated captain. Each team can name up to 7 substitute players. Substitutions can be made at any time of the match with each team being able to make a maximum of 3 substitutions per side. In the event of all three substitutes being made and a player having to leave the field for injury the team will be forced to play without a replacement for that player.

Pitch: On each pitch, you will have a 6-yard box next to the goal mouth, an 18-yard box surrounding the 6-yard box and a centre circle. If a ball goes out of play off an opponent in either of the side lines, then it is given as a throw in. If it goes out of play off an attacking player on the base line, then it is a goal kick. If it comes off a defending player it is a corner kick.

Scoring: To score, the ball must go into your opponent’s goal. The whole ball needs to be over the line for it to be a legitimate goal. A goal can be scored with any part of the body apart from the hand or arm up to the shoulder. To win you must score more goals than that of your opponents. If the scores are level after 90 minutes, then the game will end as a draw apart from in cup games where the game can go to extra time and even a penalty shootout to decide the winner.

Comprehension questions:

1. A player gets injured during a match. It takes 4 minutes to get them off the pitch. As a consequence, what happens?

2. A team has made all 3 of their allocated substitutions. Towards the end of the match one of their players gets injured and must leave the pitch. What happens?

3. An attacker takes a shot on goal. The player misses and it goes wide. Who’s ball is it?

4. A player shoots at goal but only half of the ball crossed the line. Is this a goal? Give an explanation why.

5. On the diagram above label the following: the centre circle, the side lines, the goal mouth, the 6-yard box and the 18-yard box.

Physical activity task:

Whilst we are learning from home, focus will be placed on circuit training. Circuit training is a combination of exercises, performed with short rest periods between them for either a set number of repetitions (reps) or a prescribed amount of time. One circuit is when all the chosen exercises have been completed. Circuit training focuses on a range of components of fitness including cardiovascular endurance, muscular endurance and strength. You are to complete the planned circuit below. Take a rest of 30 seconds between each set i.e. 10 star jumps, 30 second rest, 10 star jumps, 30 second rest, 10 sit ups, 30 second rest, 10 sit ups, 30 second rest, etc.

Exercise: Diagram of exercise: Reps Sets

Star jumps

10 2

Sit ups

10 2

Press ups

10 2

Activity reflection:

Did you complete all the exercises? Yes No

On a scale of 1 (least) to 10 (most) circle how challenging did you find this activity?

On a scale of 0 to 10 circle how intense did you work during this activity?

0 10 5 3 7

No exertion needed

Impossible to keep exercising at this intensity

Easy to keep exercising for hours

Breathing heavier but could talk and exercise

Little uncomfortable, short of breath

Challenging Question: How can I develop a product for a brief?

Retrieval practice:

1. What is a mood board? 2. What content would you expect to find on a mood board? 3. Why are mood boards used? 4. What are the advantages and disadvantages of using mood boards?

In the last lesson we focused on creating planning documents for a given scenario. In this lesson we will look at another planning technique (mind maps).

What is a mind map?

A Mind map is a visual tool used to show and quickly generate ideas. It is also important as it shows the link or connection between the ideas that have been generated.

Why use a mind map?

The design team will use them while gathering ideas as they are a simple tool to show how different elements link together. It also uses a clear hierarchical structure allowing you to break apart ideas and expand in each area. Mind maps can be confusing at times where branches do not appropriately link.

What is the content of a mind map?

• Topics • Keywords • Images • Icons • Colours • Fonts • Nodes • Sub Nodes

Creative iMedia

R081 R082

R085 R086

Comprehension questions from text:

1) What is the purpose of a mind map? 2) Where are the appropriate uses for mind maps? 3) What would you expect to find on a mind map? 4) Why might a production team use a mind map? 5) What are the drawbacks of using a mind map?

Examples

Application questions:

In the last lesson you created a mood boards covering ideas for a poster on reliable website. This task will involve creating a mind map on the same. Start of with the central node as Reliable websites and the use sub nodes off this

Space for mind map

Year 7 Spanish

Read the explanation and fill in the gaps. M = masculine F= feminine

Read the explanation and fill in the gaps.

*if the word ends in an s, it is plural!

DT lesson 5Slide Number 1Slide Number 2

EnglishPE Year 7 RL 1Object of the Game: The aim of football is to score more goals then your opponent in a 90-minute playing time frame. The match is split up into two halves of 45 minutes. After the first 45 minutes, players will take a 15-minute rest period called half...Scoring: To score, the ball must go into your opponent’s goal. The whole ball needs to be over the line for it to be a legitimate goal. A goal can be scored with any part of the body apart from the hand or arm up to the shoulder. To win you must score...

WC 12-10 Year 7 Remote Learning - Computer ScienceYear 7 Spanish