Year 7 Student Work

What have they just finished studying?

Year 7 had just finished a clay project at school, and some groups had begun looking at colour theory.

What are they studying now?

Work was just beginning on a painted colour wheel, looking at primary, secondary and complementary colours, as well as shades and tints.  As an introduction, students have just been introduced to the art movement known as Fauvism, and have responded to the work of Henri Matisse.  The knowledge acquired from this will then feed in to Year 7s studying the work of British pop artist, Michael Craig Martin.

 The focus for Year 7 students now

Students will learn what the primary, secondary and complementary colours are.  They will also know what shades and tints are and understand the success criteria for painting.  The work of Michael Craig Martin and his use of colour will be explored.

Work for the whole of Year 7 is being uploaded to google classroom at the beginning of every week.  The code is: yhc5fwj

Here is a direct link to the classroom: https://classroom.google.com/c/NjEyMDM0MjUxNzRa

There is lots of information about Michael Craig Martin online, and many useful YouTube videos on colour theory, with tips on how to remember them.

Try these for a start:

Colour theory: https://www.youtube.com/watch?v=Kio-DxW_bck

Michael Craig Martin: https://www.youtube.com/watch?v=bJ3rHd5lPkE

 If online access is not available then drawing from direct observation is great.  The artist we are going to look at paints ordinary household objects, so practise drawing a range of objects; utensils, furniture, accessories, shoes etc.

What will they be doing next?

Students will do further research and drawings based on the artist Michael Craig Martin, which will develop towards creating own responses.

What have they just finished studying?

Students should have completed a 3-week independent learning project on making the school a greener place. This included researching a piece of technology, presenting their idea on a digital publication, collecting feedback and writing an evaluation

What are they studying now?

Students are working through the key stage 3 computer science course on Seneca. A new assignment is posted each week

 

• Resources are on Google Classroom on their usual class page.
• Seneca
  • Class Code: A link to the correct class will be under classwork on Google Class room.

If they cannot access online is there anything else, they can do instead.

(Under Review)

Resources for parents:

https://www.thinkuknow.co.uk/parents/

What will they be doing next?

Hopefully students will be back in school before completing the Seneca activities.

Class code

e3gu6cf

What have students been studying in DT since the lockdown?

Drawing skills booklet and shading exercises (deadline 19/4/2020) Spring Break Design Challenge from UCS ((optional deadline 20/4/2020) Cardboard Toy Challenge (deadline 8/5/2020)

What are students studying now in DT?

Rolls-Royce Car Design Competition (optional deadline 18/5/2020

21 Day Design & Technology Challenges (Deadline 7/6/2020)

1. What have they just finished studying?

Writing a short script creating a new scene for the play “Ernie and his incredible illucinations”. Focusing on when his Grandma was saved from a burning helicopter.

2. What are they studying now?

Exploring costume design. Students need to choose a comic book character and each week they will be given a stimulus. Using the stimulus, students must apply their research and redesign by drawing the garment for their chosen character. Examples of stimulus we have used so far are Ancient Greece and The Wild West.

A brief list of what they should be focusing on.

Colour choices

Garment choices

Clear influence of chosen stimulus whilst keeping some of the original features of the chosen character.

Any links for them to go to should be included here, including the class code for google classrooms.

We are using the google classrooms that were set up at the beginning of the year so each student is in their own class. So there is no single classroom code.

Any resources parents can use to help their children at home.

There is a live Teacher example of the same document the students are working on. We will provide a full example of the work we expect the students to complete.

All work is set on google classroom.

If they cannot access online is there anything else they can do instead.

Students can still pick their own comic book character, and should follow these stimuli each week:

1 – Ancient Greece

2 – The Wild West

3 – Gothic

4 – Science Fiction/Futuristic

5 – Medieval

3. What will they be doing next?

After half term students will be watching a recording of a live piece of theatre. Each week they will write a short evaluation on the scene they have watched. This will be accompanied with a powerpoint giving examples and also a teacher talking them through it.

If they can’t access online materials they can evaluate a film/TV episode each week but focusing on these specific areas per week:

• Acting
• Costume
• Set Design
• Using of lighting/Sound
• A final evaluation including all the above.

Objective: To understand the use of sentence construction and the presentation of characters

Last week students examined the presentation of the Greek Gods in myth.

This week we would like students to work through two analysis lessons on the Oak National Academy website, which develops the Greek scheme, focusing on the character of Pandora.

Lesson 1: Grammar for writing sentences

https://drive.google.com/open?id=1EEd_MKuy6nFiI1m90NDuZjdzi5t1n5WD&authuser=0

https://classroom.thenational.academy/lessons/grammar-for-writing-sentences/

Lesson 2: The Myth of Pandora

https://drive.google.com/open?id=1lEcrLGBksMJwFk-xlsb5Ful_bQyxXT1I&authuser=0

https://classroom.thenational.academy/lessons/greek-myths-the-myth-of-pandora/

There is a PDF document which contains all the details of the task and slides. You should have this open when you begin the task on the Oak Academy website so you can follow the resource more easily.

1)Begin at task one-completing all activities in your exercise book or on computer. You can do the quiz online, you don’t need to write out the questions and answers, but:

2)Write down the questions you got wrong and correct them at the end.

3)Listen and follow the instructions carefully, pausing the video when asked. Please complete all work in your exercise book or typed.

4)There is no assessment to hand in this week, but there is a quiz as part of the task to complete.

5)Write down the questions you got wrong and correct them at the end.

If you cannot access these materials, please find a myth linked to the Ancient Greeks and write a PETER paragraph exploring how a character of your choice is presented.

Whilst not essential, students should also aim to complete a task from the Skills Builder Booklet in their exercise book. Start from the beginning and keep a track of your own progress.

Students have been encouraged to cook as much as possible at home to keep practicing their practical skills, for example by helping to prepare family meals. Students have their printed recipe booklet that they can work through, and this can also be found on Google Classroom.

1. What have they just finished studying?

Students have been working on short focused tasks on the seasonality of fruit and vegetables, healthy eating, parts of the oven and heat transfer, and carbohydrates. They have also completed extended tasks focused on milk as a commodity including the provenance of milk (where it comes from, how it is produced), the nutrition of milk (nutrients our body needs to stay healthy) and how milk can be processed into other products such as cheese and yogurt.

 

2. What are they studying now?

Students are working on a meal planning project with the following brief:

Lunch is a key meal in the day for school children to ensure they can concentrate in the afternoon. The school canteen would like some new healthy ideas for their menu. Plan and prepare two items suitable to be sold in the school canteen, which contain ingredients from the starchy carbohydrates and fruit and vegetables sections of the Eatwell Guide.

Students will research potential recipes before deciding and justifying their final choices. Students will plan for the practical by creating a detailed timeplan and practical plan which includes equipment and ingredients needed. Students will cook their chosen dishes at home in a 1 hour time period with parental supervision. Students will fully evaluate their product by considering it’s sensory properties and suitability for the task.

Useful Recipe Websites:

https://www.foodafactoflife.org.uk/recipes/

https://www.bbcgoodfood.com/

http://www.maryberry.co.uk/recipes/

https://www.deliaonline.com/learn-to-cook

If students cannot access work online: I would recommend that students cook as much as possible, for example helping to make meals for the family. They should also watch food related TV programs, there are many each day on BBC, ITV, Channel 4 and 5.

What have they just finished studying?

Personal information, family, school, spare time, sports, hobbies, using online technology, weather, seasons, French speaking countries.

What are they studying now?

Describing your family, where you live, what you eat for breakfast, animals, large numbers, conversation in Café or restaurant.

Current areas to focus on

Vocabulary revision, listening skills – a really good independent exercise is to transcribe a listening activity from the textbook and translate it, verbs in the present tense.

Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

Links to google classroom

7F1 hcwiqjp; 7F2 wtg255h

Alternatives to online resources

Dynamo 1 textbook; CGP Complete KS3 French Revision and Practice

What will they be doing next?

REVISON:  NEW: Holidays, perfect tense, saying what you did on holiday.

1. What have they just finished studying?

Students are just in process of finishing our third topic in year 7 – What is the future of the Earth’s climate? During this topic we have looked at the concepts of weather and climate with a particular focus on climate change on a UK and Global level. A summary of the lesson titles are below for the topic:

1. What is the difference between the weather and climate?
2. What are clouds and why does it rain?
3. What are depressions (low) and anticyclones (high)?
4. How did the Beast from the East affect the UK?
5. What causes wet and wild weather (tropical storms)?
6. Is wet and extreme weather becoming more frequent?
7. Mid Unit Assessment
8. How and why does climate vary across the world?
9. How has climate changed through the ages and what evidence is there to support this?
10. What are the anthropogenic causes of climate change?
11. What are the consequences of climate change on our planet?
12. What are consequences of climate change on the UK?
13. How can we respond to climate change?
14. End of Unit Assessment

 

2. What are they studying now?

We are going to finish the year by exploring the UK’s physical and human geography through our overarching question of “What is distinctive about the UK?”. In particular, we will be looking at the UK climate of the past and present, physical landscapes, extreme weather events and many more aspects under physical geography. In terms of human geography, we will be looking at the UK’s economy, urbanisation, population and many more human geography related aspects.

3. A brief list of what they should be focusing on.

Students should be focusing on being about to identify both the human and the physical characteristics of the UK’s landscape. In addition, as we move through this topic, students will be able to start to explain the causes of these distinctive landscapes as well as exploring a range of challenges and opportunities facing the UK in the 21^st Century.

 

4. Any links for them to go to should be included here, including the class code for google classrooms.

https://www.senecalearning.com/en-GB/ – Year 7 Classroom Code – wklk3yb5yx – Students will find revision quizzes and additional materials to help them consolidate their learning of key topics throughout the year.

Any resources parents can use to help their children at home

https://www.bbc.co.uk/bitesize/subjects/zrw76sg – BBC Bitesize is a great starting point for geographical knowledge.

https://timeforgeography.co.uk/ – Struggling with key ideas, these are lots of knowledge videos on the time for geography website.

Additional Resources

 

 

What have they just finished studying?

Stimmt 1, chapter 1 – 3; i.e. personal information, numbers, family, spare time

What are they studying now?

Stimmt 1 chapter 4 school, MFL challenge projects

Current areas to focus on

Vocabulary revision, listening skills – a really good independent exercise is to transcribe a listening activity from the textbook and translate it

 Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

Links to google classroom

7D3 duj3pdi; 7D4 5qgr67f; 7D5 vk4cjmj

Other resources

Stimmt 1 textbook; CGP Complete KS3 German Revision and Practice

What will they be doing next?

Holidays, past tense, future tense, weather

Classes and codes

7F1 – afvqpzp – (SBN)

7F2 – ce5fwmd – (JWO)

7D3 – 6n4ucfx – (JWO)

7D5 – uaqcisq – (JWO)

7D4 – uyo2xna – (MRO)

7S6 – o3mdttc – (MRO)

7S7 – ozeaync – (SED)

7S8 – fkep3d3 – (MRO)

What have they just finished studying?

Medieval Life 1066-1500

Overview of British Social History 1500-1750

Resources which may help parents

Black Death and Social Change

https://www.historyextra.com/period/medieval/black-death-plague-impact-social-change-covid-jane-whittle-podcast/

https://www.bbc.co.uk/bitesize/guides/z7r7hyc/revision/1

https://www.bbc.co.uk/bitesize/guides/z2c2pv4/revision/1

What are they studying now?

Overview of British Social History 1500-1750

VE Day lesson

Resources which may help parents

British Social History 1500-1750

https://www.bbc.co.uk/bitesize/topics/z894jxs

What will they be studying next?

The Spanish Empire and the

Aztecs

The Tudors

Resources which may help parents

The Tudors

https://www.bbc.co.uk/bitesize/topics/z3yfr82

https://www.bbc.co.uk/bitesize/topics/zbvycdm

 

1. What have they just finished studying?

Number – Dividing Fractions and Mixed Numbers

This week students will be concluding their work on fraction arithmetic by studying dividing fractions and mixed numbers.

Mathswatch tasks include a video tutorial for each task.

Mymaths includes lessons for each skill, which are similar to powerpoints.

Mathwatch: 

N37b – Fractions – Dividing an Integer

N42b – Further Fractions – Dividing

Mymaths: 

Dividing Fractions

Mixed Numbers

CGP Workbook:

Page 10, Questions 6 and 7

 2. What are they studying until 19th June

Number – Percentage of an Amount

Closely linked to finding a fraction of an amount, is the skill of finding a percentage of an amount.  Students will work this week on finding fractions of an amount, where the denominator is 100.  They will use both non-calculator and calculator methods.

Hegarty Maths and Mathswatch both include video tutorials for each task.

Mymaths includes lessons for each skill, which are similar to powerpoints.

Hegarty Maths Task(s):

Task 81

Mathwatch: 

N24a – Percentages – Introduction

N39a  – Percentages – Change to a Percentage

N24b – Percentages – Percentage of an Amount

Mymaths: 

Percentages of Amounts 1

CGP Workbook:

Page 11, Questions 1 to 5

A brief list of what they should be focusing on.

It’s important that students watch any tutorials provided before attempting set work.  Treat the tutorials like a lesson.  Take notes and try any questions when asked.  Most online questions should be completed in your exercise book before you check your answer by entering it online.

It’s more useful to complete a small amount of work accurately, rather than a large amount of poor quality work.

The class code is:  vwl5q4c

Questions should be emailed to Mr Milton:  gdo@cooperscoborn.co.uk

Our online resources are:

Hegarty Maths

Mathswatch

Mymaths

Times Tables Rockstars

Resources to Support Your Child at Home:

Murderous Maths series of books.

Your child should already have the CGP workbooks and study guide purchased at the start of the year.  The course textbooks can be accessed through Google classrooms.

Off-Line Resources:

All students have the CGP workbooks and revision guide.  Students should complete work from these if they are unable to access the online resources.

Music Year 7 – Class code: tfpb7m4

1. What have they just finished studying?

Year 7 have studied Instruments of the orchestra, singing, music theory, keyboard skills and ternary form, involving the disciplines of performances, composition, listening and appraising.

2. What are they studying now?

Year 7 are now studying Recycled Rhythms. Inspired by the music of Stomp!, this topic incorporates music making using found objects, from pencils to dustbin, to one’s own body.

Stomp! Brooms – https://www.youtube.com/watch?v=tZ7aYQtIldg

The Percussion Show – https://www.youtube.com/watch?v=sb-2VsE2y-U

3. Their lessons this term will include:

• Learning musical vocabulary for the topic of Recycled Rhythms followed by a Google Forms quiz /10.
• Sound sources. Watching a STOMP! Youtube video of performers making music with newspapers followed by a 3-question Google Forms and an optional extension to create your own piece of music using objects around the house.
• Graphic scores. Watching another STOMP! Youtube video of performers making music with broomsticks and trying to produce a graphic score to represent a short part of the video. Optional extension to create your own graphic score for your own ostinato.
• Looking at ostinati. Worksheet to complete on identifying what an ostinato is and what is looks like. Optional extension to perform some of the ostinati from the worksheet.
• Listening to ostinati. Watching an African drum performance on Youtube and answering questions about it on a Google Form.

 We would love for all students to be making music however we realise this isn’t possible for all students during this strange time. We are therefore trying to include a variety of tasks to ensure everyone can access the curriculum in one way or another.

Useful Links:

• Students have a log-in to Focus on Sound which has some initial lessons on it as well as being a reference resources, including an interactive dictionary and sound examples of musical terms. If your child has forgotten their password, they can email either Miss Williams awi@cooperscoborn.org.uk or Mrs Alford hal@cooperscoborn.org.uk to ask for it.
• BBC Learn – Key Stage 3 Music https://www.bbc.co.uk/bitesize/subjects/zmsvr82
• Teoria – Music theory and aural website https://www.teoria.com/
• MakingMusicFun – Theory worksheets to print off http://www.opusmusicworksheets.com/free-music-theory-worksheets/

If you cannot access a computer, you may like to stream some of these programmes on BBC iPlayer and YouTube:

• Beatbox Brilliance – Tom Thum TEDX: https://www.youtube.com/watch?v=GNZBSZD16cY
• One World, At Home Together: https://www.bbc.co.uk/iplayer/episode/m000hkb3/one-world-together-at-home
• The People’s History of Pop: https://www.bbc.co.uk/iplayer/episode/b077rchk/the-peoples-history-of-pop-1-the-birth-of-the-fan
• Howard Goodall – History of Music in 6 parts https://www.youtube.com/watch?v=iWwNZjvafo8

And of course, listen to a wide range of music!

 With so many students so passionate about sport at Coopers’ Coborn we know that many of our school community are well versed in the physical and mental benefits of physical activity. Exercise releases the chemical serotonin, which helps regulate mood, appetite, digestion, sleep and memory…in short it makes us happy and productive! Whilst this is important at all times, it is especially so during these unique and challenging times.

Government guidelines suggest that all children should engage in 150 minutes of moderate-to-vigorous activity a week. As promised, the PE department have been uploading daily updates throughout each week since school shut to the majority of students on their social media accounts. These include a variety of work outs ranging from yoga sessions to dance work outs to high intensity interval training. In addition, there are sport specific sessions to develop skill level in a variety of sports; challenges; sports film and documentary suggestions; and inspirational stories of current and former students. Due to this fact there are no lesson updates on Google classrooms in reference as we strongly encourage all students to endeavour to undertake varied daily activity in amongst their studies and relaxation. There are a consistently evolving bank of resources each day that we are endeavouring to bring to your attention throughout. Now is the time to try something new; we urge you to try fitness elements you have not tried before!

*** Please refer to ‘Coopers’ Coborn PE Department’ on Facebook or ‘cooperscobornpe’ on Instagram***

Students should do a warm-up including a pulse raiser and dynamic and static stretches before each activity. They should also perform a cool down including some light jogging and static stretches after each activity.

Please see below suggestions;

Joe Wicks – The Body Coach (YouTube channel, Facebook and Instagram)

Joe Wicks undertakes an incredibly successful daily HIIT workout for students every week day at 9am.

Yoga with Adriene (YouTube channel)

Yoga increases flexibility, muscle strength and tone in addition to many other health benefits. This style of exercise may be of preference to some or can be used to supplement high intensity work outs.

 Trifecta Pilates You Tube Channel

Pilates has many similar benefits to yoga yet it’s approach is very different. Again this style of exercise may be of preference to some or can be used to supplement high intensity work outs.

 Fitness Blender

www.fitnessblender.com is a free online resource with a variety of work outs focusing on specific parts of the body.

 Adidas Women You Tube channel

A variety of work outs ranging from yoga and pilates to full body circuits.

 NHS and Sport England

Both agencies are working together and are currently providing additional support for all age categories on their websites. The ‘Fitness Guides’ and ‘Couch to 5K’ are useful tabs. Their ‘One You’ and ‘Active 10’ are also sections with a series of work out examples.

Youth Sport Trust

The national organisation is in the process of developing curriculum-based daily activities to ensure students achieve 60 active minutes per day. Please keep up to date on their website www.youthsporttrust.org on their #StayHomeStayActive pages.

We would encourage individuals to go for regular walks and runs in the fresh air. All students have completed the Argyle Run so we are more than confident they are up to the challenge!

(Please note to take care when using social media at all times. It can and will be an extremely useful resource throughout this period if used in a safe manner).

Students have just finished their unit on Judaism (beliefs).

The next topic will be on Judaism (practices). For the next few weeks, we will be examining:

• Different groups within Judaism
• What is Shabbat?
• What are the Jewish festivals? E.g. Yom Kippur and Pesach
• Bar and Bat Mitzvah

Work for students can be accessed via Google Classrooms (no code required). Work is sent every Monday morning.

Resources for parents/carers:

Photocopy of textbook for context: https://drive.google.com/file/d/1WiNjf_atXKmy3iuG12wz9Z9zYC0guSn1/view?usp=sharing

Websites that contain an outline of Judaism:

• https://www.myjewishlearning.com/category/study/beliefs-practices/
• https://www.bbc.co.uk/religion/religions/judaism/
• https://www.reonline.org.uk/subject-knowledge/judaism/
• https://www.youtube.com/channel/UC4KN50fal7f45fx2DqG7ttg/search?query=judaism – a useful series of videos about Judaism on Youtube by BBC Teach e.g. What is Shabbat? What is Passover? What is a Bar Mitzvah?

Key vocabulary:

Bar and Bat Mitzvah, Pesach, Rosh Hashanah, Seder meal, Shabbat, Yom Kippur etc.

Additional key facts, vocabulary and people can be found in the knowledge organiser for this topic. This is found on pages 46–47 of the textbook

In Key stage 3 science we are trying to give students a range of activities and topics, some of which is from units they have already covered, and some of which may be new. We realise that “science” is a broad subject and wish to provide every child the opportunity to study something they find engaging and interesting. We also recognise that not every home is suited for conducting scientific experiments and have tried to provide a range of activities to suit every household. As not every student has had reliable internet access, and some have been ill or dealing with other stresses, we are not closing the submission for any task until the return to school – so that every child has the opportunity to catch up when they are able.

Classroom codes :

7F1: sqawsdh                    7F2: e52hpyw                                    7D3: gi6xtel

7D4: ifcjxqj                         7D5: jbfy673                                       7S6: d4pz7ak

7S7: 36xy7ji                        7S8: lisxm45

Up until Monday 8^th June

Year 7 have covered:

An independent study task

How science works (Investigations) skills

Particles atoms elements and compounds

Reproduction

Simple circuits

Space

Cells part 1

For the final stretch

Students will be in their usual class on google classrooms, so they can get more 1:1 support.

On a Monday they will receive a loom and a powerpoint covering half a unit which they have already covered in school – as revision. They should make revision materials ONLY on the areas they are less confident in to save resources and time.

On a Friday they will receive a 20 mark quiz which has 5 marks covering anything they have covered this year (to help long term memory). These quizzes are NOT graded and put on go4schools, they are a replacement for us being in the classroom and questioning your child. We will use the information when we are back in school, to identify for each student what areas we need to prioritise in catch up. We have a climate in school where students are not afraid to be wrong, and hope we can extend this climate to your homes for the remainder of this term.

Students will cover:

Cells part 2

Forces, parts 1 and 2

Reactions, part 1 and 2

In the final week there will be a review form sent out for all students to complete. This asks them to honestly tell us which key facts or skills they are not confident with, to help us plan the most effective catch up curriculum for next year. We would prefer a student to click everything if they aren’t sure, than click nothing – as we won’t revise areas for a long time if we think no students need it.

Students have work set on Active Learn and Thisislanguage.

There will be weekly tasks set on the Google Classroom for your group.

These will be different tasks including revision, grammar and project work.

1. Students were most recently studying “Mi Familia y Mis Amigos” – Vocabulary about friends and family.
2. Students are now revising from Mi Vida – Greeting and Basics
3. Students should be using the following resources:
   1. Active Learn – https://www.pearsonactivelearn.com
   2. This is Language – https://www.thisislanguage.com/
   3. Weekly lessons will be on Google Classroom – https://classroom.google.com
   4. Quizlet – https://quizlet.com/ClarksonCarrera/folders

If regular online access is a problem then students can study the vocabulary at the end of each unit and also work through the “Te toca a ti” revision pages at the end of the textbook.