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LEARNING
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YEAR 7
TERMS
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 CONTENTS

Page Number
How to use this pack 3
English 4
Maths 43
Science 70
History 78
Geography 146
French 149
Drama 152
Food Tech 155
IT 201
Personal development 221
P.E. 270

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 HOW TO USE THIS BOOKLET

In this booklet you will find a menu of tasks related to the subjects and topics that
you study. There are opportunities for you to revise material you have previously
studied, practice skills that you have learned in class and sometimes learn
something new.

As a minimum you will a pen and some paper to complete these tasks. If you need
these, please collect from the reception desk at the academy. For some of the mind-
mapping tasks you might wish to use coloured pens or pencils but they are not
essential. Some tasks may ask you to create packs of flashcards. You can use any
kind of paper or card for this but don’t worry if you don’t have enough, just choose
another task.

While you are not in school you should follow your normal school timetable and
complete an hour of work for each hour you would normally be studying that subject
in school. You may find that, without the support of your teacher you complete tasks
more slowly than you would do in a lesson and that is absolutely fine.

If you get really stuck on something, move on to the next task and/or seek help from
the internet, a parent/guardian or by e-mailing or phoning your teacher if possible.

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ENGLISH LITERATURE

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Y7 English – “Things that go bump in the night” (Gothic scheme of work)

“Things That Go Bump In The Night” Home Learning Booklet

Lesson 1
LQ: What is Gothic literature?
Keywords: Gothic, Genre, Reason
Do it now: Mind map all of the connotations you can think of for the word “Gothic”. What comes to mind when you
hear the word?

The 18th and 19th centuries (1700-1899) are remembered as a time of science, academic study and philosophy. The
life of everyone in society was improved greatly through advancements in technology such as the telephone, the
lightbulb, and the automobile. At the time, many described it as the ‘age of reason’, or the ‘age of science’.

Reason: the power of the mind to think, understand, and form judgements logically.

The ‘Gothic’ is a challenging word to define because it is an ‘umbrella’ term that refers to many things.

The Gothic:

1. Anything that can’t be considered ‘classical’.

2. Anything primitive or barbarous in style or behaviour .

3. A literary style characterised by gloom, the grotesque and the supernatural, very popular in the 18th and 19th
Century.

Task: Gothic literature has been seen as ‘anti-reason’. How and why do you think this could be? Write down your
ideas.

Task: Look at the image to the right.

This print is entitled ‘The Sleep of Reason Produces Monsters’ and was
produced by Francisco Goyer. It shows a printmaker asleep at his desk,
surrounded by his tools. As he sleeps, scary creatures are creeping up on him
and overwhelming him.

In your books: How does this image represent what Gothic literature is all
about?

Consider:
• Why is the printer asleep at his desk and not in bed?
• What types of creatures can you see? What do you associate these
animals with?
• What is the title telling us?
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Now that we know what ideas are involved, we are going to have our first practice at writing our own gothic
literature!

Task: Write about the worst nightmare you have ever had. I want you to terrify me!

Consider:

• What happened in your dream?

• What was so scary about it?

• Why was it so scary?

• Psychologists often say that bad dreams are caused by problems we experience when we are awake. Do you
think anything could have provoked your nightmare?

THIS DOES NOT HAVE TO BE A REAL NIGHTMARE, USE YOUR IMAGINATION!

Challenge: Read back over your work. Have you always used the most impactful language?! Upgrade 3 adjectives/
adverbs using a thesaurus. Have you used a range of punctuation? (! , ; … :)
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 2

LQ: How did life in the 1800s influence the Gothic genre?

Keywords: Gothic, Victorian, Influence

DIN: Rewrite the paragraph below, adding capital letters where they should be.

the nineteenth century is perhaps the most famous in literary history. there are many cherished writers from this
period that we study on a regular basis: charles dickens, jane austen and the bronte sisters. gothic fiction was also
extremely popular in the victorian era with texts such as wuthering heights and jane eyre being published in the mid
1800s.

Task: Mind map what you know about the 1800s and Gothic literature already.

Task: Read through these information boxes then use them to answer the questions below:
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Questions: Write down your answers.

1. Name three classic gothic texts.

2. Who was the monarch (king/queen) for the majority of the gothic genre?

3. Name three common themes from the gothic genre.

4. Name two factors that influenced gothic writers.

5. What class did the poorest people in society belong to?

6. Which magazine did the working class buy to read horror stories?

7. Name one way that people could improve their position in society (class).

8. Name one gothic novel that explores class as a theme.

9. Who was Darwin?

10. Who was Thomas Edison?

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 3

LQ: How does a writer create a Gothic atmosphere?

Keywords: Gothic conventions, Atmosphere, Uneasiness

DIN: Add the possessive apostrophe to the underlined words:

1. Frankenstein is Mary Shelleys most famous novel.

2. The monsters creator is called Victor Frankenstein.

3. The monster is created in Frankensteins lab.

4. The book challenged peoples beliefs about science and religion.

5. Shelley wrote her book when mens rights were far superior to womens
rights.

The story of Frankenstein...

Written by Mary Shelley in 1818, when she was just 18 years old, Frankenstein tells the tale of a young scientist who
becomes obsessed with the prospect of creating life out of body parts he steals from a graveyard. Once he has
created the ‘monster’, Victor Frankenstein is horrified and regrets what he has done. The monster feels angry and
abandoned, so he makes it his mission to ruin Victor Frankenstein’s life and kills his wife on their wedding night.

Task: Look at these different book covers for Frankenstein. How do they fit the Gothic genre? Write down your
ideas. Tip – use the Gothic Motifs information box from the last lesson!

Task: Read the extract from Frankenstein in the booklet provided. This scene is from the moment the monster
awakens. Write down the following:

• Any words or phrases that create a gothic setting

• Any words or phrases that create gruesome imagery

Challenge: What choices has Shelley made to try and frighten her readers?
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: Copy and complete the table below by finding evidence of these conventions in the extract and answering
the questions in the final column.

Task: Test what you’ve learned today! Can you answer these questions?

1. Name 3 traditional gothic conventions

2. What is pathetic fallacy?

3. Give 2 features that make the extract a gothic setting.

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 4

LQ: How do I use a range of Gothic devices to improve my writing?

Keywords: Pathetic fallacy, personification, imagery

DIN: Look at both images below and make a list of any gothic conventions/ motifs that you notice. Then write a brief
paragraph explaining which image is more gothic. You should give at least 3 reasons to support your opinion.

Task: Match the device to the correct definition and example. You can write down the device as a heading and
then copy the definition and example underneath if you prefer.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

PATHETIC FALLACY:

This is a device typically used by Victorian writers. It often occurs when a writer describes the weather, lighting and
time of day to reflect a character’s mood and the events in a story. For example, the weather will be dark, rainy and
gloomy during a scene set at a funeral – the weather reflects the characters’ moods and the tone of the scene.

Task: Make a list of types of weather, lighting and times of day that are particularly gothic.

PERSONIFICATION:

Personification is the technique of giving human characteristics to inanimate objects or abstract nouns. For example,
“the trees danced in the wind”.

Task 1: Take a look at the image below and write down 3 nouns (things) that you can see.

Task 2: Write a sentence about each object and make it sound as though it is alive. (Personify it!)

Writing task: Settings from Frankenstein.

You are now going to write your own description of a setting in Frankenstein.

Choose one of the following:

1) When Victor goes to the graveyard to collect the body parts for his monster.

Or

2) A description of Frankenstein’s castle.

Whichever you chose, you must:

• Include at least 3 of the devices we have covered today.
• Include a range of ambitious vocabulary.
• Aim to write at least half a page.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 5

LQ: How do Gothic writers effectively use devices in their stories?

Keywords: Language, punctuation, Gothic

Do it now: Question marks. Select the three sentences that require question
marks and write them down with the question marks in the correct places.

1. Would you spend a night at Dracula’s castle.

2. Dracula’s castle could be the most famous castle in the world.

3. It’s normal to be afraid of the dark, right.

4. I don’t believe in vampires… they can’t be real.

5. Do you want to come in.

Today; Vampires! Where does vampire lore come from? How has it changed over the years?

Take a look at the timeline below…

It all started in 1477… Vlad Dracul’s reputation for cruelty and his family name inspired the name of
the vampire ’Count Dracula’ in Bram Stoker's 1897 novel Dracula. We’ve been obsessed with Vampires ever since,
and they have rarely been absent from cinema and television.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

As you just read, Dracula is an 1897 Gothic horror novel by Irish author Bram Stoker. It introduced the character
of Count Dracula, and established many conventions of subsequent vampire fantasy. The novel tells the story of
Dracula's attempt to move from Transylvania to England so that he may find new blood and spread the undead
curse, and of the battle between Dracula and a small group of men and a woman led by Professor Abraham Van
Helsing.

Task: Write down your answers to these questions.

1. What are the main things that you associate with vampires?

2. Why do you think vampire stories are often romances too?

3. Why do you think people have feared vampires for hundreds of years?

4. Are there any similarities with Frankenstein?

Task 1: Read this extract from the novel (below) and write down any words/ phrases/ devices/ punctuation that
create an eerie atmosphere. This extract describes the moment that Jonathan Harker first arrives at Dracula’s castle.

Task 2: Write your OWN Gothic scene of an approach to a castle! Use Stoker’s to inspire you.

Glossary: Caleche- Horse and cart. Alight- step off. Prodigious- unnatural/ abnormal. Traps- baggage. Penetrate- go
into or through. Embarked- set off/ begin

Task: Write a paragraph to answer this question:

“How does Stoker establish an eerie atmosphere in this extract?”

Remember to use the PETAL structure for your paragraph. Make a POINT first, then give some EVIDENCE (a
quotation) to support your point, then talk about the TECHNIQUE (a significant word or phrase in the quotation),
ANALYSE that (what is the meaning) and make a LINK to the question/theme.

Use the cheat sheet below to help you if you’re stuck.

Y7 English – “Things that go bump in the night” (Gothic scheme of work)
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 6

LQ: Why is imagination important in creative writing?

Keywords: Castle, Ancient, Count Dracula

DIN: Look at the words below. Which ones are Gothic motifs? Write them down.

Setting is very important in gothic stories. The description of a setting often tells us what is going to happen next in a
story.

In gothic stories, the setting is just as significant as a main (human) character.

Dracula’s castle is perhaps one of the most famous settings in gothic literature.

Task: List as many things as possible that you could describe inside and outside Dracula’s castle. Use the images
and YOUR IMAGINATION.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Using setting to present gothic themes:

Stoker uses his descriptions of Dracula’s Castle to emphasise the key gothic themes he has chosen to focus on in his
novel. Read this warning from The Count to Harker:

‘Let me advise you, my dear young friend. Nay, let me warn you with all seriousness, that should you leave these
rooms you will not by any chance go to sleep in any other part of the castle. It is old, and has many memories, and
there are bad dreams for those who sleep unwisely. Be warned!’

Task: Think back to our discussion of ‘the sleep of reason’. How does this quote connect to this gothic theme?

How does The Count’s knowledge of his own Castle give him power over Harker?

What other gothic themes are being explored in this quote?

Simile: Similes are fun and effective ways of making our descriptive writing more interesting and vivid for our
readers. A simile is a comparison of 2 things using the words ‘as’ or ‘like’. For example:

“As he turned to face me, the Count’s sharp teeth glinted as bright stars in the inky black of night.”

Task: Copy and complete the following smiles

1. Dracula’s hands were as cold as …

2. The hallways of the castle were black like …

3. My heart was beating as fast as …

4. Tears fell down my cheeks like …

5. Glass windows as thin as …. lined the hall.

6. Dracula’s breath stank like …

Challenge: Create 2 similes of your own.

Task: Finish your short story from last time – remember you’re describing someone arriving at Dracula’s castle.
Use your imagination and make it Gothic!

Reread the extract from last lesson to help you.

You must:

Include a range of devices and ambitious vocabulary

Describe Dracula/ the monster and the inside of his house.

Include as many gothic themes and motifs as you can!

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 7

LQ: How can adjectives be used to create traditional Gothic characters?

Keywords: Adjective, repetition, adverb

DIN: Write three synonyms for these words: EVIL, COLD, BIG, POWERFUL.

(A synonym is a word with the same/similar meaning. For example ‘small’, ‘tiny’ and ‘miniscule’ are synonyms)

Task: Read through the description of Dracula and answer the questions.

In this extract Stoker describes Jonathan’s Harker’s observations of Dracula.

1) List 5 adjectives used the first paragraph to

describe Dracula’s face.
2) List three words that make Dracula’s face
seem unusual.
3) Why does Stoker use the words ‘white’,
‘pale’ and ‘pallor’?
4) Why does Stoker repeat the word ‘strong’?
5) What kind of image is created by the
description: The nails were long and fine,
and cut to a sharp point.
6) Select a phrase that suggests that Johnathan
is afraid of Dracula.
7) Challenge: How many senses does Stoker
describe? Give a quote for each of them
and explain why he includes what can be
seen, felt and heard.

Task: You are now going to think of and describe your own Gothic character, the same way Stoker described
Dracula above. You must include 5 adjectives, some repetition and at least one simile.

If you’re stuck for ideas, your character could be one of these: a witch, a mad scientist, a monster, a vampire.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 8

LQ: What is the ‘sublime’, and why is it important to Gothicism?

Keywords: Sublime, reason, setting

DIN: Sublime settings.

The Sublime is:

1. Something so big, vast and awe-inducing that it defies logic (reason).

2. The unknowable.

Below are three images. In what ways could we describe them as ‘sublime’?
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

The Woman in Black.

• This is a very famous gothic story written by Susan Hill. It was written in 1983, but is a very traditional
example of the gothic.

• The story unfolds in ‘Eel Marsh House’, an old and very isolated house surrounded by a marsh and cut off
from civilisation by the sea at high tide, trapping whoever is in the house until the tide goes back out.

• The Woman in Black haunts the house, and whoever is stuck inside at high tide is stuck with her!

Before we read let’s make some predictions! Why might this place be an effective gothic setting? How could the
isolation connect to the sleep of reason?

Task: Read the Woman in Black extract in the booklet provided and complete at least one of the following tasks.

Challenge: How would you feel arriving at Eel Marsh House? Do you think it would be beautiful? Scary? Exciting?
Use quotes to explain your answer.

Task: Answer the following question with a PETAL paragraph.

‘How does Hill create a sense of the sublime in her description of Eel Marsh House?’

Use this cheat sheet to help you if you need

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 9

LQ: How can I establish a sense of mystery in my own writing?

Keywords: Mystery, introduce, character

Understanding sentence types.

Task: Each sentence below includes a gothic convention. Practise developing your sentences by turning these
simple sentences into complex ones, following the guide above. Write down the original sentence then your
version underneath. I have done the first one for you as an example:

1. Fog drifted over the marshes.

Fog drifted over the marshes as a lone wolf howled sorrowfully in the
distance.

2. He stood at the grave of his parents.

3. The man climbed out of the ditch.

4. A cruel wind blew across the lake.

5. The castle gate slammed shut.

Task: Write one simple, one compound AND one complex sentence for one of these pictures.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 10

LQ: Can I write the opening to my own Gothic story?

Keywords: Tension, atmosphere, eerie, Gothic

DIN: List as many Gothic elements and conventions as you can remember! Use the images to jog your memory.

Task: Write the opening of your own gothic story. Begin with a first person description of a character arriving at a
haunted house – then what happens next is up to you!

Challenge: Include a description of the gothic character who lives there. Use your imagination!

Use this checklist to help you. Try to include as many of these things as you can to improve your writing.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 11

LQ: How can symbolism be used to heighten the atmosphere of a text?

Keywords: Symbolism, represents, connotation

Symbolism: “noun. The use of symbols to represent ideas or qualities”

DIN: What do these images symbolise? Write a list for each image.

Challenge: What can these colours represent? RED, WHITE, GREEN

Jane Eyre: The Red Room

• Today we will read an extract from Jane Eyre by Charlotte Bronte, one of the very famous Bronte sisters.

• Jane lives with her Aunt, who treats her badly. Mrs Reed does not like her and she and her cousins make fun
of her for being poor and worthless.

• When Jane rebels, she is locked in ‘the red room’ as punishment. This is the bedroom where her uncle died.

• The room is described as extremely luxurious, filled to the brim with exotic furniture and decorations.

• This is an example of ‘decadence’: living in a state of extreme wealth and luxury that cuts you off from
mainstream society.

• Upper-class Victorians had become so rich that some believed it was unnatural, and even perverse.

• Victorian gothic writers used this fear of extreme wealth undermining the humanity of the rich to add to the
atmosphere of their stories.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: Read the “Jane Eyre” extract in the booklet provided then complete these questions.

1. Why has Bronte made the room red? What effect might this have on Jane?

2. Find a lexical set of wealth (decadence). Why has Bronte included this detail?

3. Find a lexical set for loneliness. Why is this important?

4. What is the secret of the red room? What effect does this have on the reader?

Task: SLOW Writing

We will now write our own description of a decadent Victorian setting. You must decide, what mood/atmosphere
do you want to create?

1. Sentence one must contain an adjective/or adverb/ or

abstract noun and include a colour.

2. Sentence two must use an adverb and be a complex

sentence.

3. Sentence three must be a short simple sentence about

the largest object in the room.

4. Sentence four must personify a small object in the room.

5. Sentence five must describe a sound or a smell.

6. Sentence six must include an emotion and a colour to

symbolise that emotion.

7. Carry on writing, maintaining the mood you have created!

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 12

LQ: How do I demonstrate progress in my writing?

Keywords: Vocabulary, language, structure

DIN: Improve these sentences by adding adjectives, verbs and/or adverbs. You
must keep the original words.

1. The rain fell onto the hill.

2. The frost lay on the ground.

3. The ground was hard.

4. The road was long.

Task: Match up the devices to the correct definitions and examples. You can write them all down if it’s easier.

Task: Now do the same for these types of punctuation

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: Using ‘which’ at the start of an embedded clause

Below are two examples of a SIMPLE SENTENCE. These are very easy to write and low level writing usually
contains too many of them.
Simple sentence: His puffy face was streaked with dirt and grime.
Simple sentence: The ancient tower pierced the morning mist that hovered above the city.
1) Read the red sentences below and underline the bits that I have EMBEDDED into the MIDDLE of the
sentences below to make the simple one more complex.
2) Circle the word that I have used after the first comma to start the bit that I have added in the middle of
the sentence.
His puffy face, which resembled an unwashed potato, was streaked with dirt and grime.
The ancient tower, which was covered in climbing vines, pierced the morning mist that hovered above the city.

Task 2: Using verbs at the start of an embedded clause

There is also another way of embedding clauses into the middle of a simple sentence to make it more
complex.
Simple sentence: The sun sent shafts of hazy light across the tracks.
1) Read the red sentences below and underline the bits that I have EMBEDDED into the MIDDLE of the
sentences below to make the simple one more complex.
2) Now circle the word that I have used after the first comma to start the bit that I have added in the middle
of the sentence.
The sun, rising above the closely packed buildings, sent shafts of hazy light across the tracks.
The sun, struggling to penetrate the morning fog, sent shafts of hazy light across the tracks.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 13

LQ: How are devices used to create a Gothic atmosphere?

Keywords: Atmosphere, Symbolism

DIN: Write down 3 synonyms for these words: UGLY, PAINFUL, DARK, CONFUSED

‘The Red Room’

The Red Room is a short Gothic story, written in 1894 by H. G. Wells. Do

not get confused with the red room from Jane Eyre, though there are
similarities this is an entirely different story!

It is about a man who decides to spend the night in Lorraine Castle.

Despite warnings from three people who look after the castle, he spends
his night in ‘The Red Room’.

Although he starts off confident that he could spend the night here,
strange things begin to happen.

Task: Read ‘The Red Room’ in the booklet provided, and complete at least two of the following tasks:

Cold: Write down any devices you see (eg. Personification, Simile, Metaphor)

Warm: List all the Gothic motifs you find

Sizzling: Rewrite a short section of the Red Room in your own words, using at least 2 devices!

Challenge: Can you identify any lexical sets? A lexical set is a group of words that share a theme. Over a section of
text, or in a scene, this repeated imagery will build the atmosphere and establish tone. Another term for a lexical set
is a ‘semantic field’

Task: Copy and complete the following grid, it is structured to help you identify the literary devices Wells is using
in his story.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

TASK: Using your notes from the grid, write a PETAL paragraph analysing the reasons why Wells has used a device
and what impact it has on the reader.

Use this cheat sheet to help you if you need.

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 14

LQ: How do I analyse writers’ methods in greater detail?

Keywords: Degeneracy, evolution, Simile, Metaphor

DIN: Figurative language. Sort the sentences below into these three categories

Simile Metaphor Personification

The Strange Case of Dr Jekyll and Mr Hyde, Darwin and degeneracy.

• This is a story by Robert Louis Stevenson about an upper class Victorian man who develops a potion so that
he can transform into a monster and do evil things.

• Stevenson believed that the refined standards of Victorian society forced people to suppress their more
primal instincts, which he thought would lead to disaster. He argued that ‘The soul demands unity of
purpose, not the dismemberment of man’.

• This connected to a radical contemporary scientific theory: Charles Darwin’s Theory of Evolution. This said
(for the first time) that humans were not created by God, but rather evolved from animals.

• This worried highly religious Victorians. They feared that if humans could evolve from savage animals, surely
it would be possible for humans to slide back into being savage animals once more. This idea was known as
degeneracy.

• In the story, as Mr Hyde, Dr Jekyll is free of all the trappings of Victorian upper class life.

Task: Read the extract from Dr Jekyll and Mr Hyde in the booklet provided. As you read note down the following:

• Any traditional gothic motifs

• An example of a simile

• An example of a metaphor

• Challenge: A lexical set

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

A student, having read this extract, said:

“The Strange Case of Dr Jekyll and Mr Hyde is clearly a traditional gothic horror story; Mr Hyde is presented as an
evil, supernatural creature”

Task: To what extent do you agree?

You should:

• Consider your own impressions

• Evaluate writers’ methods

• Use references to support your opinions.

First let’s break the question down...

Step 1:

Do you agree with the first part of the statement? Does it have the elements of a traditional gothic horror story?
What conventions did you find?

Step 2:

Do you agree with the second part? Is Hyde an evil, supernatural creature?

Step 3:

Can you find any quotes to support your opinions?

Can you identify any methods? (Devices)

Now answer the question by producing PETAL paragraphs.

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 15

LQ: Why do I need to think about structure?

Keywords: Structure, prologue, mystery, character

Analysing why a writer structures a text in a specific way is an important skill to learn for your English GCSEs.

Interesting choices that writers make at the start of stories:

• Include a prologue (like the one we just watched).

• Create mystery through a description of characters or setting.

• Leave out information.

• Reveal the ending before the story has started.

• Include a flashback.

Task: Can you think of any more examples? Write them down

Great Expectations by Charles Dickens

Dickens is probably best known for writing A Christmas Carol and Oliver Twist, and isn’t known for being a gothic
writer. However, his novel Great Expectations is considered to be a gothic story. This is because it contains:

- Traditional gothic settings such as misty moors, grave yards and

the streets of London.

- Seemingly unpleasant and cruel characters.

- Mystery

- Themes of death, loss, wealth, mystery and love.

- An exploration of class and degeneracy.

Task: Read the Great Expectations extract in the booklet provided and make a mind map of all the Gothic
elements you can identify.

Now answer these questions in full sentences:

1. At what time of day does the writer set the story?

2. Where does the writer set the scene and why is this gothic?

3. Why does the writer repeat the phrase ‘dead and buried’? Why does this sound particularly gothic?

4. How does Dickens describe the land beyond the graveyard?

5. Why does Dickens describe the setting first before introducing Pip?

6. Why does the writer use dialogue to introduce the other man? What kind of impression is created?

7. What do you notice about the description of the man’s appearance? What does this make you think of him?
How does it create mystery?
Y7 English – “Things that go bump in the night” (Gothic scheme of work)
8. What social class is the man from? How can you tell? How does this show the Victorian fear of degeneracy?

9. What questions do we have at the end of the extract- what do we want to know?

Now that we have considered why structure is so important in our stories, let’s apply what we have learnt to our
own writing.

Task: Take a look at the Gothic story opening that you wrote in Lesson 10, and answer the following questions:

1. What did you describe in your opening paragraph? Did it create any mystery?

2. Did you describe the setting in detail?

3. Did you describe a character?

4. How did you finish it?

Task: Write a petal paragraph to answer this question:

‘To what extent is the opening of Great Expectations a traditional gothic story?’

Use this cheat sheet to help you if you need.

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 16

LQ: How can structure be used to improve a Gothic narrative?

Keywords: Rationality, Irrationality, Subconscious, Supernatural

DIN: Copy down this guide about adverbs, then write two sentences using a different type of adverb in each.

Adverbs give us more information about verbs, and there are lots of types of adverbs.

• Time – when an action happens, (yesterday, later on, before)

• Place – where it happens (under, outside, to school)

• Manner – how it happens (quickly, carefully, in terror)

• Frequency – how often it happens (every day, twice a month, sometimes)

Edgar Allan Poe was a writer who was plagued by tragedy. He lost his mother, a brother
and his young wife to disease. His writing was often macabre and he wrote several gothic
horror stories and poems, including The Raven, The Masque of the Red Death, The
Telltale Heart and The Fall of the House of Usher.

Tasks:

1) Read “The Raven” in the booklet provided and note down any Gothic
features/motifs you can find. The Simpsons did a great version of The Raven – it’s on
youtube if you’d like to see it!

2) Now complete one set of tasks from the grid below.

Task: Which text has more gothic imagery, ‘Great Expectations’ or ‘The Raven’? Write a sentence or two
explaining your answer.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 17

LQ: Can I understand how writers use first-person narratives to create interesting narrators?

Keywords: Narrator, madness, unreliable, erratic

Din: Draw a picture of the Raven (from our previous lesson) in a Gothic
setting!

Challenge: What other animals do you associate with the Gothic? Draw one
of those too!

Task: Write a simple sentence, a compound sentence and a complex

sentence (so, 3 in total), describing:

EITHER

A spooky, sublime forest.

OR

An ancient haunted castle.

OR

A decadent Victorian bedroom.

Use as many gothic adjectives and adverbs as you can!

Unreliable narrators… Madness?

As we learnt in our last lesson, Edgar Allen Poe had a very traumatic life, and he drew on that experience in his
writing.

Some believed that by the end of his life he had gone completely mad; certainly he was excellent at creating
realistically mad characters to scare his readers.

The idea of madness is an important gothic theme as it is the exact opposite of reason. Remember, The Sleep of
Reason Produces Monsters!

Today we will read The Tell-Tale Heart, a famous short story by Poe. The narrator insists to us again and again that
he isn’t mad, but the erratic way in which he unfolds his story, and his own role in events, lead us to think
otherwise…
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: Read ‘The Tell-Tale Heart’ in the booklet provided and complete at least one of the following tasks:

Challenge questions: Do you trust the narrator of this story? Why/why not? Why is the reliability of a narrator an
important factor in how we understand a story?

A student having read this extract said:

‘The Narrator of a Tell-Tale Heart is a mad genius, he is clearly very intellectual but we cannot trust his version of the
story.’

Task: To what extent do you agree?

Write down your ideas in order to form your judgement on this statement.

You should:

• Consider your own impressions

• Evaluate writers’ methods

• Use 3 references (quotes) to support your opinions.

First, let’s break the question down...

Step 1:

Do you agree with the first part of the statement? Do you think the Narrator could be described as mad? Do you
think the Narrator could be described as a genius?

Step 2:

Do you agree with the second part? Can we trust the Narrator’s version of events?

Step 3:

Can you find any quotes to support your opinions?

Can you identify any methods? (Devices/ sentence types)

Now answer the question. To what extent do you agree with the student’s statement?
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 18

LQ: How can I create an unreliable narrator to add mystery and tension to my writing?

Keywords: Narrative, narrator, credibility

DIN: Below are three quotes that are about madness and genius. Create a Venn diagram of the connotations of
these words. In what ways are madness and genius similar, and in what ways are they different?

Using an unreliable narrator

As we discovered in our last lesson, if we are presented with an unreliable narrator in a gothic story, it adds to the
tension and mystery of the tale because we cannot be wholly sure that we are being given an unbiased version of
events.

Remember: The Sleep of Reason Produces Monsters!

Madness is the exact opposite of reason.

By making us question the narrator, writers force us to question ourselves, and our comprehension of their stories.
In this way, the writers are challenging our own reason!

In forcing us to doubt our own ability to understand their story, the narrator makes us pay even closer attention to
the text.

1. Do you think this method of using an unreliable narrator to make you pay more attention to the story is
an effective way of engaging readers?

2. Do you think this method is ‘genius’, ‘madness’, or a little bit of both? Explain your answer using the
words ‘because’ and ‘additionally’.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: Slow Writing

You have been invited to sleep over at your best friend’s house. Little do they know…tonight you plan on murdering
them! In the style of The Tell-Tale Heart produce your own piece of creative writing. You should aim for at least half
a page.

1. Sentence one must begin with an adjective/adverb/ abstract noun and

include a colour.

2. Sentence two must use an adverb and be a complex sentence, and must
end with an exclamation mark.

3. Sentence three must be a short simple sentence, tell me what you are
planning!

4. Sentence four must feature zoomorphism to describe your target.

5. Sentence five must be a rhetorical question.

6. Sentence six must include an emotion and a colour to symbolise that

emotion.

7. Carry on writing, maintaining the mood you have created!

Self-assessment task:

Highlight the section of your work where you have included the most ambitious words and devices.

Write what you are proud of in the nearest ‘medal’ box.

Underline the section of work that could be improved.

What could you do to make it better?

(Describe in more detail?/ Include devices/ Vary vocabulary and punctuation? Note this in the nearest ‘mission’ box.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 19

LQ: How can I use a range of devices to create an effective Gothic setting?

Keywords: Evocative, conventional, phantoms

DIN: Through our lessons this term we have explored a number of conventional gothic settings. In your books, mind
map as many settings as you can think of that would be suitable for a gothic tale.

Challenge: Choose three of the settings you have included in your mind map, and add three reasons why you would
choose them if you were writing a gothic story.

The Listeners- Walter de la Mare

Today we will be reading an extremely gothic poem. It tells the

story of a ‘Traveller’ who knocks on the door of an ancient castle in
an isolated forest, but it seems as though there is no one living
there. There seems to be something supernatural about the castle
that defies the Traveller’s reason!

Let’s make some predictions:

1. Who do you think ‘The Listeners’ could be?

2. What gothic conventions do you expect to see?

Challenge: It has been said that this is a poem about humanity’s increasing isolation from the natural world. How
could the setting, an ancient castle in an isolated forest, be used to explore such an idea? Why is this a very gothic
way of thinking?

Task: Read the poem in the booklet provided. As you read, complete one of the following tasks:

Task: Look at the conventions, devices and contrasting imagery that you have identified. How is de la Mare using
them to add a very gothic flavour to his poem? Add your ideas to your annotations.

Task: Write a poem about one of these gothic settings: (use the images above to help inspire you)

• A ruinous castle.
• An urban city at night.
• A sublime forest.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 20

LQ: How can ideas from the ancient world be used to create scary modern stories?

Keywords: Archaic, primitivism, Egyptology

DIN: Below we have three examples of Ancient Egyptian culture. Write a short paragraph imagining how you would
feel if you woke up one morning in Ancient Egypt!

A very Victorian fascination

The Victorian era was a time of exploration, academic study and scientific progress. One of the
most popularly interesting areas of study was that of Egyptology: the practice of studying Ancient
Egypt. Those who did this professionally were known as Egyptologists.

One of the reasons the Victorians were so interested in Ancient Egypt was because it
was a time in which people believed in various gods with supernatural powers, and
indeed viewed their Pharos (Kings) as closer to the gods than regular society. This
primitivism contrasted greatly with the contemporary Victorian age of reason and
science.

They were also interested in how such a powerful and advanced civilisation for its time
could have died out so entirely. This perhaps spoke to a subconscious Victorian anxiety
that no matter how powerful Britain had become, all civilisations are doomed to
eventually falter, and are condemned to the history books.

Lot No. 249- Sir Arthur Conan-Doyle

Lot No. 249 is a short gothic story about an Ancient Egyptian Mummy, who a Victorian Egyptologist (Bellingham)
learns to reanimate and control, to carry out murders for him! It is set at Oxford University. The main character is
Bellingham’s downstairs neighbour Abercrombie Smith, a young student studying medicine.

Task: Read the extract in the booklet provided. As you read, complete at least one of the following tasks:
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Task: From your notes, write 1-2 PETAL paragraphs answering the following question:

‘How does Conan-Doyle use the contrast between modern Victorian society and Ancient Egypt to create mystery
and tension in Lot No. 249?’

Use the cheat sheet to help you, if you need

Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 21

LQ: What have I learned about creative writing by studying the Gothic?

Keywords: Device, motif, reflection

DIN: Look back over your work from this term and create a mind map of everything you can remember from our
studies of the gothic. Here are some headings to help you – fill in the categories!

• Devices
• Motifs
• Settings
• Conventions
• Characters
• Themes
• Challenge: How many of the writers and texts that we have explored this term can you remember? Add them
to your mind map.

Task: Match up these devices to

their definitions! Write your own
GOTHIC example of each device. Get
grisly- use a thesaurus to identify the
most impactful language!

Challenge: Can you think of any

other devices that we have seen in
the texts that we have studied this
term?

Task: Let’s practice the skills we must improve!

Read back over the final two paragraphs of Lot No. 249. You are going to decide what happens next, and continue
the story!

• Feature as many gothic conventions as you can.

• Use as many devices as you can.

• Vary your sentence structures for effect.

• Use an interesting range of punctuation to increase

tension/mystery.

• Make sure that you are practicing the skills which you have
identified need improvement.
Y7 English – “Things that go bump in the night” (Gothic scheme of work)

Lesson 22

LQ: Can I demonstrate my Gothic writing skills?

Keywords: Narrative, setting, convention, Gothic

DIN: Improve these sentences by adding a simile to each one (try to make them Gothic!)

1. My mum argued with me.

2. Samantha bit into the cake.

3. The creature hurt me.

4. Dracula bit me.

5. She hated me.

Task: Write a description of a gothic castle. Use the image for inspiration, but the only limits are your imagination!

Here are some devices you may want to use!

Use this checklist as a guide – it tells you what

you need to include to make an effective Gothic
story! ->
 MATHS

Complete as many of the following tasks as possible.

43
Home learning Unit resource booklets

Year 7: Unit 5 – Fractions

Unit 5 Overview:

1. Can I remember fractions? (Lesson 1)

2. Can I find equivalent fractions? Can I simplify fractions? (Lesson
1)
3. Can I covert between improper fractions and mixed numbers?
(Lesson 2)
4. Can I compare fractions using inequality signs? (Lesson 3)
5. Can I add and subtract fractions? (Lesson 4)
6. Can I calculate fractions of quantities? (Lesson 5)
7. Can I convert between fractions and decimals? (Lesson 6)
8. Can I understand percentages? Can I convert a percentage into
a fraction? (Lesson 7)
9. Can I find percentages of amounts? Can I express one number
of another? (Lesson 8)
10. Skills Check Up (Lesson 9 and 10)

Knowledge Organiser Attached at front

 What are Fractions?
Example:

1 section out of 4 is shaded.

1
4

HINT

4.

To compare the size of two unit-fractions,

look at the denominators. The unit fraction
with the smaller denominator is the larger
fraction and the unit fraction with the larger
denominator is the smaller fraction.
 Can I find equivalent fractions? Can I simplify fractions?

Equivalent Fractions:

1
.

3.

4.
 Simplifying Fractions:
Example:
8
Simplify
16
Step 1. Find the HCF of 8 and 16 (this is 8)
Step 2. Divide both the numerator and
denominator by the HCF
÷8

HINT

÷8

1.

2.

3.
 Can I covert between improper fractions and mixed numbers?

1 (a) Hint:
I can see 1 whole and a half

2 (a) Hint

2.
 6 1
3. Explain why = 1 5 You can use diagrams to show this.
5
 Can I compare fractions using inequality signs?

1. a)

1. b) Write the correct inequality signs between each fraction Hint:

1 2
is less than 3
3
1 2
3
<3

2.

Hint
Hint:
Use the fraction wall below
to help
4.

3.
4 (a) Hint

5.

6.
 Can I add and subtract fractions?

1 (e) Hint

1.

2. Once you have the

answer remember to
simplify!

3 (d) Hint:
5
Replace 1 as the same as 5

3.
 4.

5.

6.

7. Challenge:
Can I calculate fractions of quantities?
3.

4.

Q5 Hint:
There is 60 minutes in an hour

5.
 Can I convert between fractions and decimals?

1.

2.

3.

4.
5.

5.

Extension Task :
 Can I understand percentages? Can I convert a percentage into a fraction?

1.(a)i. Hint:

1.

Q1 Hint

2.

3.
4.

5.

6.

7.

8.
 Can I find percentages of amounts? Can I express one number of another?

1.

Q1 Hint

2.

3.

4.
Q4a Hint
 5.

Q5

Q6a Hint

6.

7.

8.
Skills Check Up:
Answers to Check Up:
 SCIENCE

Use the knowledge organiser on the next two pages to make mind maps about the main
topics you study in this term. Then test yourself using the look/cover/check method. If you
want to and are able to, there is an extension activity using chocolate for rock modelling.

70
 Year 7 – Term 1 Science
Species Related organisms capable of reproduction.

149
Niche Specific role played by a specific species in an ecosystem
Characteristic A distinguishing quality, trait or feature of an individual Food Chain Flow of energy through an ecosystem
Natural The natural process whereby the best-adapted individuals survive longer, have Food Web Lots of interlinked food chains
Selection more offspring and thereby spread their characteristics.
Bioaccumulation Build up of toxins through a food chain
Biotic Living elements of an ecosystem, such as plants and animals.
Producer Makes own food (energy) (eg Plant)
Abiotic Abiotic factors are non-living environmental factors that can affect the
organisms in ecosystems such as climate, temperature, water, and soil type.
Consumer Gets energy from consuming other organisms
Ecosystem A community of animals, plants and microorganisms, together with the habitat
Herbivore Only eats plants (rabbit)
where they live.
Habitat A place where plants, animals and microorganisms live. Carnivore Only eats meat (Lion)
Community All the organisms that live in a habitat (plants and animals). Omnivore Eats both plants and meat (Humans/Bears)
Intrusive Intrusive igneous rocks form from magma that cooled slowly, deep
Biodiversity The wide range of animals and plants in the world.
underground
Sedimentary Sedimentary rocks are formed from the broken remains of other rocks
Extrusive Extrusive igneous rocks form from magma that erupted onto the surface as
Igneous Igneous rocks are formed from molten rock that has cooled and solidified. lava , where it cooled quickly.
Metamorphic Metamorphic rocks are formed from other rocks that are changed because of Magma Molten (liquid) rock found inside the Earth
heat or pressure. Erosion Movement of the broken pieces away from the site of weathering
Lava Magma that has been brought to the surface Sedimentation Laying down or deposition of broken fragments of rocks
Weathering Process where rock gradually wear away either by physical or Ore Naturally occurring rocks that contain metals or metal compounds in sufficient
amounts to make it worthwhile extracting them.
Compaction Process in which layers of sediments are squeezed together and any water Geocentric Model of the solar system with the Earth at the centre
mixed in is forced out.
Elliptical Oval-shaped
Heliocentric Model of the solar system with the Sun at the centre
Orbit The curved motion of a spacecraft or clelestial body around Axis An imaginary line around which a planet rotates
another Seasons Variation in the conditions on Earth throughout the year
Gravity The force which attracts an object to anyphysical entity having mass
Year 7 – Life processes (part 2)

150
Rock Cycle Modelling with Chocolate
Instructions:
You will need:
• butter knife
1. Carefully shave a piece of each type of
chocolate onto a tinfoil square using the • white, milk and dark chocolate
butter knife. Take care to use the knife safely • 10cm x 10cm square of tinfoil
to avoid hurting yourself or someone else. • stopwatch

2. After making a small pile of shavings of • access to hot water (kettle)

each type of chocolate, fold the tinfoil into • beaker
a packet. Take turns in your pair to hit the • tongs
packet with your fist. This action represents • tea towel or paper towels
compaction and cementation of sediment.

3. Open the packet and record what

you see on the worksheet. This
represents sedimentary rock.

4. Refold the packet and take turns holding

the packet in your hands and pressing
firmly for 20-30 seconds. This represents
sedimentary rock being heated and
put under pressure by the earth.

5. Reopen the packet and record what

you see on the worksheet. This
represents metamorphic rock.

6. Refold the packet again. Carefully

place the packet into a beaker of hot
water and start the stopwatch. This
represents rocks underground being
melted into molten rock (magma).

7. After one minute, remove the packet

from the hot water using tongs. Wrap
the packet in a tea towel or paper towels
and take turns applying pressure on
the warm packet. Allow the packet to
cool. This represents magma cooling.

8. Reopen the packet and record

what you see on the worksheet.
This represents igneous rock.

Extension:

Once you have recorded what you saw at each

stage in the process, you can crumble up your
igneous rock and start the rock cycle again.

151
Rock Cycle Modelling Worksheet

1. Record what you see when you open your tinfoil packet for the first time.

What type of rock does it represent?

Explain how this type of rock is formed.

2. Open your packet again. Record what you see.

What type of rock does it represent?

Explain how this type of rock is formed.

3. Open the packet for the final time. Record what you see.

What type of rock does it represent?

Explain how this type of rock is formed.

152
1 of 2
4. Describe the processes represented through the models you created. Try to use all the
keywords.

erosion weathering cementation compaction heat pressure

magma igneous sedimentary metamorphic melting cooling

153
2 of 2
Rock Cycle Modelling Answers

1. Record what you see when you open your tinfoil packet for the first time.

What type of rock does it represent?

sedimentary

Explain how this type of rock is formed.

Small pieces of sediment are compacted and

cemented together.

2. Open your packet again. Record what you see.

What type of rock does it represent?

metamorphic

Explain how this type of rock is formed.

Sedimentary rock is heated and put under

pressure by the earth.

3. Open the packet for the final time. Record what you see.

What type of rock does it represent?

igneous

Explain how this type of rock is formed.

Rocks underground are melted by the high

temperatures. Molten rock (magma) cools

and solidifies.

154
1 of 2
4. Describe the processes represented through the models you created. Try to use all the
keywords.

erosion weathering cementation compaction heat pressure

magma igneous sedimentary metamorphic melting cooling

• Rocks are weathered, causing small pieces of rock to break off. The
rock particles are moved by erosion and deposited in layers. This was
represented by shaving the pieces of chocolate onto the tinfoil.
• The layers of rock particles are compacted and cemented together. This forms
sedimentary rock. This was represented by hitting the tinfoil packet with your fist.
• Rocks are heated and put under pressure by the earth. This
forms metamorphic rock. This was represented by holding the
tinfoil packets between your hands and pressing firmly.
• Rocks underground get heated and turn into magma by melting. This was
represented by placing the tinfoil packet into a beaker of hot water for one minute.
• Magma cools and solidifies to form igneous rock. This was
represented by allowing the chocolate to cool.

155
2 of 2
 HISTORY

Work through the activities on the following pages

78
 Year 7:

Medieval England

Name:_________________________________

Class:_________________________________
Table of Contents:

• Lesson 1- Medieval England

• Lesson 2- The Power Struggle between
Church and State
• Lesson 3- The Power Struggle Between the
King and His Barons
• Lesson 4- Repercussions of the Power
Struggles
• Lesson 5- The Black Death Part I
• Lesson 6- The Black Death Part II
• Lesson 7- The Peasant Revolt
• Lesson 8- Heraldry

Intro:

Hello, in this booklet you will be asked to do some

reading and other activities. Please complete them
to the best of your abilities.

Extension Tasks –If completed by end of Term

Three, student will get Teacher Award, phone call
home and prize.
Lesson 1: What was
Medieval England
LQ: How was Medieval England run?
PLQ: How does the Feudal system work?
 LQ: How was Medieval England
run?
Instructions: After reading the definitions below
please add a picture or a symbol that you think
represents the word.

Keywords Definition Symbol/Art

Feudal A way of organising society into

different groups based on their
roles. It had the king at the top with
all of the control, and the peasants
at the bottom doing all of the work.

Nobles A high-ranking man, who owned land

and rules over people in the local
area

Knights A soldier who served his lord in

battle, or perhaps went on crusade

Villeins They were Medieval peasants who

were ‘tied’ to the Lord’s land. They
had to farm their own land and the
land of the Lord, and they had to get
the Lord’s permission to do things
like get married or leave the village.

Vassals Someone who pledges their

allegiance to a lord
Decision 4: What should the role of the Norman Knights be?
A. Their only role should be to protect the King.
B. Their role should be to protect the King and the Norman Nobles.
C. They should be given some of the land of the Norman Nobles in
exchange for protecting those Nobles and the King.
D. Norman Knights who successfully fought in the Battle of Hastings
should be put in charge of every county as policemen.
E. They should make sure that no one ends up with too much power in
the whole country.
Decision 5: What should happen to the peasants who were left?
A. They should be given nothing at all. Either they find a way to
survive or they die.
B. In return for working on the land of the Norman Knights, they
should be given money based on the quality of their work.
C. Peasants who worked well should be given the opportunity to move
up the Feudal ladder.
D. Peasants should work on the land of the Norman Knights without
pay and then provide them with food and service.

Its good
to be king!
 Why Did William Introduce
the Feudal System?
• The feudal system was an old Norman way of organizing and
controlling society through land ownership. It wasn’t
anything new – William simply imported it to England.

• William took English land away from the Saxon earls and
shared it out among the Norman noblemen who had
supported him. In return, they paid homage to William. This
means that they promised to be loyal to him and to provide
soldiers – knights – in time of war.

• The Norman nobles, or barons, were each given too much

land to look after on their own. So they parcelled it out to
their followers – the knights. The knights in turn divided
their estates up amongst their peasants, also called villiens,
who had the job of farming the land.

Student task: Draw a symbol to represent each level of

the feudal system below

King

Barons/Churchmen

Knights

Villiens/Peasant
 How does the Feudal System work?

The Norman feudal

system was based on
give and take and was
similar to what existed
in England before the
Norman Conquest. The
King gave land and titles
to his barons and in
return they gave him
their loyalty and
military service.

They were given the

title earl, which passed
from father to son. As
vassals to the king, they
had to pay homage to
him. The baron’s
protections, shelter, Why do you think the feudal
food and sometimes system was a pyramid?
land to their knights _________________________
and in return the _________________________
knights gave their _________________________
loyalty and military
_________________________
service to the lord.
They were vassals to
_________________________
the barons. _________________________
_________________________
The knights gave
peasants food, _________________________
protection and shelter _________________________
and in return the _________________________
peasants worked in the _________________________
fields and gave their _________________________
military service
How does the Feudal System work?

Level 4: Using your feudal system sheet

Fill in the following statements in your books.
• I give land to the knights who pay me taxes and fight
for me when required. This is said by
_________________________________________
• I am at the bottom of the pile. Everyone is my lord. This
is said by
__________________________________________
• I own all the land. This is said by
__________________________________________
• The peasants are loyal to me, but I am loyal to the
baron…and king, of course. This is said by
_______________________________________
Complete the sentences deciding who is saying what

Level 5 and 6:
Using your feudal system sheet
Fill in the following statements in your books.
What did the knights offer the peasants?
__________________________________________
__________________________________________
What did the nobles agree to give the king in exchange for
land?
__________________________________________
__________________________________________
What do the knights offer the lords?
__________________________________________
__________________________________________
What is the job of the peasants?
__________________________________________
__________________________________________
Gold – Level 7+
Using your feudal system sheet
Create a statement for each level of society about who
they are loyal to, what their jobs are and what they
give to others.
Use sub-heading to separate the levels and use your sheet
to help you.
Example:
The King
He is loyal to
_____________________________________________
_____________________________________________
The Kings job was to
_____________________________________________
_____________________________________________
The King gave
_____________________________________________
_____________________________________________

Finish up the other levels on your own

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Lesson 2: The Power Struggle
between Church and State

LQ: Did Thomas Beckett cause a power

struggle?
PLQ: Why does Thomas Beckett kicking the
bucket have anything to do with English
power?
Who was King Henry II and
Thomas Becket?
• King Henry II was the great-grandson of
William the Conqueror
• Henry became king in 1154. He wanted to
make some changes as to how the country
was run.
• Thomas Becket's life and death were
remarkable. The son of a wealthy commoner,
he rose to become Chancellor, a post given
to him by Henry, such was his trust in
Becket.
Please read the following information in
yellow boxes and then fill in the story
board provided.

• Henry II and Thomas

Becket were friends and in
1162 Henry appointed
Becket as Archbishop of
Canterbury. Henry thought
Becket would help control
the power of the Medieval
Church
• But once Becket became
Archbishop, he and the King
argued a great deal because
the King said Becket should
obey him and not the Pope.
Because Becket sided with
the Pope instead of the
King, he made Henry
extremely angry. Becket
was forced to flee to
France for his own safety!
• After six years Becket
came home and was
welcomed, but later the King
and Becket fell out again.
• After one argument the
King said, 'Who will rid me
of this troublesome priest?’
Henry was very angry and
did not really mean what he
said. Four of the King’s
knights overheard him and
left in a hurry.....
• On the 29th December
1170, four knights
burst into Canterbury
Cathedral. They
Demanded Becket take
back the
excommunications.
Becket calmly refused.
The knights tried to
drag Becket from the
Cathedral. Becket
could not be moved,
they cut and killed him
with repeated sword
blows.
A painting of the knights
• Afterwards the King murdering Thomas Becket
was sorry for what had
happened and Becket's
tomb became a popular
place for pilgrims to
visit. The King himself
came as a pilgrim to
show he was sorry. He
rode on horseback to
Canterbury but, as
soon as he came close
to the cathedral, he
got off his horse and
walked barefoot to
the shrine. All this
show of sorrow could
not bring back the
archbishop, but it
pleased the Pope, who
was very angry that A drawing of Henry II
Thomas Becket had
been killed. being whipped by order
of the Pope
 The Murder of Thomas Becket

Henry appointed Becket..... Once Becket became Archbishop... After six years Becket...
______________________________________ ______________________________________ ______________________________________
______________________________________ ______________________________________ ______________________________________

Henry II said.... 4 knights burst into.... The King was sorry...

______________________________________ ______________________________________ ______________________________________
______________________________________ ______________________________________ ______________________________________
How should William run his Kingdom?
The following questions are going to ask you how you would run a
country after you have conquered it.

Decision 1: Who should take their place at the top of the system?
A. Obviously you as you’re the King and must have the most power.
B. You should share your power with the English Nobles.
C. You should share your power with the French Nobles.
D. You should share your power with both the English Nobles and the
French Nobles.
E. You should share out power equally with everyone in the country.
Decision 2: What should happen to the English Nobles?
A. They should be allowed to keep all of the land that they own.
B. They should be allowed to keep all of the land that they own if
they promise to be loyal to you.
C. They should be allowed to keep half of their land but give the
other half to you.
D. You should give the land of the richest English Nobles to Norman
Nobles but allow the less wealthy ones to keep their land.
E. You should give all of their land to the Norman Nobles.
Decision 3: What should happen to the Norman Nobles?
A. They should just be given the land of the English Nobles.
B. They should be given the opportunity to get the land of the
English Nobles but make them fight it out to see who deserves it
most.
C. They should be given the land of the English Nobles but then have
to provide something of their own choosing in return.
D. They should be given the land of the English Nobles but then have
to provide the King with Knights (professional soldiers) in return.
E. They should be given the land of the English Nobles but then have
to provide the King with the food they grow on the land in return.
Write a diary entry as King Henry II about the day
Thomas Becket died. How do you think he felt about
it?

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Extension: 'In your opinion who had more power

the church or the king?

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Extra materials to check out:

A video titled: The Life

and Murder of Thomas
Becket

A website with some good

review points!
Lesson 3: The power
struggle between
the King and his
Barons
LQ: Who else threatened a Medieval Kings
power?
PLQ: Evaluate how the Magna Carta affected
society?
The Magna Carta- 1215
KEY QUESTIONS
• What does the Magna Carta mean?
• When did it happen?
• Why did King John sign it?
• What did the Magna Carta mean back then?
• Why was it a significant turning point in British history?
• How does the Magna Carta affect us today?

Magna Carta in 30 seconds Key Dates

King John is not ruling very well - he 1167 The future king John
falls out with the nobles, the Pope, is born.
his people and the nobles…again! The 1199 Prince John becomes
nobles finally have had enough so King John after his brother
they rebel and frog march him to Richard the Lionheart dies.
Runnymede to sign the Magna 1204 John’s army is
Carta, meaning Great Charter, a list defeated in Northern
of 63 rules and promises that John France and he earns the
has to stick by and stop being so nickname ‘Softsword’.
naughty. From this we have many 1207 John falls out with
laws still around today and it also the Pope. As a result, the
influenced the American Declaration Pope bans all church
of Independence. services.
People fear they will go to
Not as cool as his big brother… Hell and
blame John.
John’s big brother, Richard, was the 1213 John apologises to the
king before him. Popular, brave and Pope.
good at fighting, he had the 1214 John loses his last
nickname ‘Richard the Lionheart’, land in France. The nobles
and was busy fighting in the are very unimpressed and
Crusades. John, like many little start to rebel.
brothers, was tired of hearing how 1215 John signs the Magna
cool his big brother was and finally Carta at Runnymede.
became king in 1199 when Richard 1216 King John dies.
was killed fighting.
 Events leading to the Magna Carta
King John made some key mistakes
lets take a peek at them
MISTAKE NUMBER 1
• At this time, the King of England also has
quite a lot of land in France. The king
would ask the barons for money and men
to defend these territories. That was
fine as long as he was winning, but when
he started to lose, he needed more
money and men. He did this by raising
taxes and asking for more men. The
barons were not happy.
MISTAKE NUMBER 2
• By 1204, John had lost his land in
Northern France. In order to try to get
it back, he raised taxes and demanded
more men without asking the barons.
This was against the law. Normally, the
king had to ask the barons first when he
wanted to raise taxes, as the barons
would be the ones collecting the money.
And it would be the barons who would
provide men for the king’s army.
WHAT’S THE BIG PROBLEM?
MISTAKE NUMBER 3
When the Pope fell out with
• As well as the barons, John upset the John, he also banned the
church. The Pope was in charge of the
Roman Catholic Church and he decided to following church services in
punish John in 1207 by banning all England:
christenings and marriages. That meant • No christenings
for as long as the Pope was upset with
John, nobody could legally be christened
• No weddings
or married in the country. The people • No marriages
were very upset with this and blamed Back in the Middle Ages, people
King John. John eventually apologized to believed they had to be
the Pope, who then lifted the ban, but
the Pope still didn’t like John. christened to get to Heaven.
MISTAKE NUMBER 4 Also, they believed that any
child who was born out of
• That same year, in 1214, John last his marriage would go to Hell. This
last remaining territory in France.
Desperate for more money, he demanded
meant that the country was
more cash from the barons, who were very alarmed by the King and
thoroughly fed up by now. They got Pope falling out, and it was the
together, had a good chat about it, and people who were paying for it!
decided to take action.
Task: Summarize the 4 events that led to the signing of Magna
Carta in your own words
Task 2: Draw a symbol or picture beside what you have written to
represent the event
The First one has been done as an example for you

Event 1 Event 1
King John needed more money
and men to help win a war so he
raised taxes without asking. The
barons were very angry about
this

Event 2 Event 2
______________________
______________________
______________________
______________________
______________________

Event 3 Event 3
______________________
______________________
______________________
______________________
______________________

Event 4 Event 4
______________________
______________________
______________________
______________________
______________________
So what did the Magna Carta say?
Magna Carta, 15th June
The Magna Carta was signed 1215
in Runnymede, in Surrey. Not • the church shall be free
too far from Windsor Castle from interference
• no more than the normal
amounts of money can be
collected to run the
government, unless the king’s
feudal tenants give their
consent
• no free man shall be seized
or imprisoned, or stripped of
his rights or
possessions…except by the
lawful judgement of his peers

Thought break! Answer in a sentence or two: What

do these points actually mean?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
IS THAT IT??? WHAT ELSE DID IT SAY?
The Magna Carta said lots more than that of course, but most of it
was pretty dull! There 63 points in total. Lots to do with the Catholic
church, lots to do with how John must take it easy on the barons and
not be so harsh, and lots to do with legal stuff. But the main points
are the ones listed above, promising laws that were good and fair for
all people
Task: Pretend you’re a Baron of the classroom create 5 rules for the
king (teacher) you’d like them to follow. Remember to explain why
you created them.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
 What happened after
King John signed the Magna Carta and put the royal seal
on it. However, he felt he was forced into signing it and
had no intention of keeping to all the promises he had
made. He signed it to merely bide his time and keep the
pesky barons from bothering him.
But when John did not keep his promises, the barons
asked the French to invade and kick him off the throne.
Before they could successfully do so, John died and left
the throne to his son, Henry III.

There are two important parts that lived on to today:

1. No man could be unfairly imprisoned without trial
2. The king was not above the law and could not raise
taxes without the consent of the people
 Lesson 4: The
effects of these
power struggles
LQ: Who had the most power in Medieval
England?
PLQ: How far do you agree that the church
held the most power in Medieval England?
 So far in this course we have looked at two power
struggles that the king in England had faced.

1170
King Henry II Vs
Thomas Beckett

The Struggle
between Church
and State

1215
King John VS the
Barons

The struggle
between the king
and his barons
The Story so far
Complete the chart below about what we have covered so
far in this unit

1. William the 2. The king 3. 4. Give 2 ways to

Conqueror rented land to _____________ give Homage:
introduced the Were the largest
_____________ _____________ part of the 1.
to England. The who in turn population in the
King was on top of rented the land system.
this system. to
_____________ 2.
who would fight
for their liege.
5. King Henry II 6. 7. The arch 8. How many
was not happy the _____________ Bishop knights were
_____________ was appointed ____________ there to kill the
had their own set Arch Bishop after The bishops that Archbishop?
of rules. the old one died. crowned the Kings
King Henry II was son.
excited.

9. King John was 10. The Pope 11. The nobles 12. What are 2
not doing well. wanted to punish made king John parts of the
The King John so he sign the Magna carta that
_____________ banned all _____________ are still used
and the _____________ Which means today?
____________ And Great Charter. 1.
Were both mad _____________
at him. 2.

Now that we have a good understanding of the struggles between

the state (king), the church and the barons we have to decide which
struggle threatened the power of the king most.
Take the statements below and sort them into if they are a struggle
between church and state or if they are a struggle between the
state and the barons

• Henry II was flogged by monks as a punishment

• The power of the monarchy was tested as it now has rules that even the King
had to follow
• In 1173 the Pope made Becket a Saint
• The rules did not affect everyone; those who were not free such as peasants
and villeins were not affected.
• The King kept the power to appoint bishops.
• It was signed in similar versions by other Kings after King John.
• 80 churches and 2 hospitals were named after Becket
• It stopped Kings from being able to do whatever they wanted.
• The clergy were still tried in Church courts
• It can be argued to be the start of Britain’s journey to becoming a democracy

The Struggle between Church and The struggle between the king and
State his barons

So which struggle was more threatening towards Medieval kings?

What evidence shows you this?
Could you argue they both threaten the kings power in different
ways?
Who held the most power in England?
Lesson 5: The Black
Death Part 1
LQ: What caused the Black Death?
PLQ: Explain how Medieval people tried to
cure the Black Death?
The dark ages… Literally

• During the reign

of King Johns
Great Grandson
Edward III things
were not all that
great…

• Actually people
living in the
medieval times
always faced
famine and
disease, but in
the middle of the
14th century they
had to survive the
Black Death….
What was the Black Death
• There were two types of plague:
• Bubonic plague was the more common and was carried in
the bloodstream of rats. Fleas bit the rats and became
infected. They then hopped onto other rats or humans, bit
them and passed on the disease.
• Pneumonic plague was less common, but more deadly. It
was caught by breathing in the germs released when an
infected person coughed or sneezed.

• “Oh God, what terrible disease has arrived at

my village? We are all sick with swellings and
fever. The lucky ones are those that die, for
who can survive this illness and be left to pick
up the pieces of this mad world. Surely God is
listening to my prayers. I am writing this in
hope you heed my warning and remove yourself
from all mankind. I am dying… you may be
next…”

And so the writer died…

Symptoms: The patients lasts
days
• DAY ONE –
• Painful swellings called buboes
appeared in the victim’s
armpits and groin. These
were usually about the size of
an egg, but could sometimes
be as big as an apple!
• DAY TWO –
• The victim vomited and
developed a fever.
• DAY THREE –
• Bleeding under the skin
caused dark blotched all over
the body.
• DAY FOUR –
• The disease attacked the
nervous system. This caused
the victim to suffer spasms.
The victim was in terrible
pain.
• DAY FIVE –
• Sometimes the buboes burst
and a foul-smelling black liquid
oozed from the open boils.
When this happened the
victim usually lived. However,
in most cases the victim
suffered a painful death.
Cures
There were a number of cures
that were believed at the time,
some were sensible others
were not.
Lancing the Buboes
The boils on the body were cut
open, and a mixture of tree
resin, roots of white lilies and
dried human excrement was
applied to the incision.
Bleeding
The veins leading to the heart
were cut open to ‘allow the
disease to leave the body’. An
ointment of clay and
violets was applied to the
place where the cut was made.
Pestilence Medicine Despite some of these crazy
Roast the shells of newly laid cures the Black Death caused
eggs. Ground the roasted a revolution of art and
shells into a powder. Chop up Sciences (including medicine)
the leaves and petals leading to the Renaissance.
of marigold flowers. Put the Why do you think that is?
egg shells and marigolds into a Record your thoughts below:
pot of good ale. Add treacle
and warm over a fire. The _______________________
patient should drink this _______________________
mixture every morning and _______________________
night. _______________________
_______________________
Witchcraft
_______________________
A live hen would be placed next _______________________
to the swelling to draw the _______________________
pestilence out of the body. To _______________________
aid recovery the patient should
drink a glass of their own urine _______________________
twice a day. _______________________
_______________________
 Causes

There was also a number Do you think any of the

of theories where people cures cures from the
of the time thought the last page worked? Why
plague came from: or why not?
__________________
• Another theory that __________________
Jews poisoned wells. As __________________
a result, all Jews were __________________
burnt at the stake. __________________
• The position of the __________________
planets and their __________________
movement. __________________

• Evil or bad smells.

• God sent it because of Can you recognise which
our bad behaviour. God cause is the actual cause
sent the plague as a of the Plague?
punishment for all the __________________
sins we have __________________
committed. A group of __________________
__________________
people in 1349 in
__________________
Germany went round
__________________
whipping them self as __________________
punishment for their __________________
sins. __________________
• A bacteria called __________________
Yersinia pestis which __________________
lived in the stomach of
the flea.
Revision

Task 1: Can you explain what the Black Death

is:
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Task 2: What were some of the cures people

used for the Black Death?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
What can you remember about
the symptoms of the Plague?
We looked at 5 days and 5 different symptoms of the
Plague can you complete the different stages on your
sheet and then label them on your plague victim
1. Painful swellings 1.
called buboes
appear
2. The victim
vomited and
developed a
fever.
3. Bleeding under 2.
the skin caused
dark blotched
all over the
body.
4. The disease
attacked the 3.
nervous system
causing the
victim to suffer
spasms.
5. Sometimes the
buboes burst 4.
and a foul-
smelling black
liquid oozed
from them.

5.
 Lesson 6: The Black
Death Part 2
LQ: What were the consequences of the Black
Death?
PLQ: Evaluate which factor was effected the
most by the Black Death?
Vocabulary and Key Words

Task: Draw a line from the key words to their correct definition

Causes Factors after the event that

have an impact
significance A workman

had to be paid by everyone over

Labourers
the age of 15 no matter how
much money they earned.
Poll tax
An action that is important

Event Factors (A fact) leading up to

and causing the event
Consequence Being worthy of attention,
importance
How did the plague get to
Britain?

• The Black Death travelled along trading

routes.
• Merchant ships frequently had rats on
board.
• The rats which got on the boats in China and
India, where it is thought the disease
began, transferred the disease to the
sailors on board.
• When the ships reached ports in Europe,
the disease infected people working at the
docks, who spread it further.
The Effects of the Black
Death

• At the beginning of 1348, there were about

4 million people in England.
• By 1351 there were only about 2.5 million
left.
• As in Europe, about one person in every
three died.
• Another consequence of the Black Death was
that the lack of labourers meant that there
was less food to go around, therefore the
price of food increased.
• The decrease in population also meant that
labourers charged more for their work, and
would move around more, and work for the
best paying lord of the manor. To counteract
this, the King, George III, introduced a set of
laws called the Statute of Labourers in 1349,
to stabilize the labour force by prohibiting
increases in wages and prohibiting the
movement of workers from their home areas
in search of improved conditions.
What were the
consequences of the black
death
Every event in history has causes and consequences
and the Black Death is no different…

• We’ve studied the

crazy ideas such as
Jews poisoning wells
to the actual cause
of the bacteria
called Yersina pestis

• We’ve studied
what happened to
the people in
1348…

• We’re now going to

study what
consequence the
event had…
What were the consequences
of the Black Death?
There are many different consequences of the Black Death.
They can be grouped into sets called factors.
Below we have 4 factors: Social, Economic, Religious and
Political

• To do with
Social
people

Economic • To do with
money

We remember
Religious • To do with the these as S.E.R.P
church

• To do with
Political running the
country
Task: You are going to read of some of the consequences of the
black death. You are going to sort them into the 4 factors we have
already looked at; social, economic, religious and political

1. There was no cure except to 12. Despite the shortage in the

run away from the Black workforce caused by the
Death plague, workers were
ordered to take wages at
2. The Black Death had the
the levels they had before
worst impact on the
the plague.
population in the history of
the world. 25 million people 13. Land fell waste as there
died in just under five years were no tenants who used to
between 1347 and 1352. farm or cultivate it and many
Estimated population of villages and hamlets were
Europe from 1000 to 1352 deserted and never
inhabited again.
3. Everyone thought that they
would die 14. Income from people who
rented land and housing
4. Some treated each day as if
dwindled (fell)
it were their last
15. In 1363 a new law was
5. Peasants and labourers were
brought in. It stated the
the hardest hit part of
certain colours and qualities
society by the Black Death
of cloth that people must
6. Even the art and building where at their different
design changed in Britain as levels in society. For
a result of the Black Death example only certain colours
were allowed to be worn by
7. Wars were halted
peasants and they also
8. The cost of labour increased sought to limit the common
as there were less labourers diet to the absolute basics.
9. There was a sudden decline 16. The Poll Tax was an
in trade unsuccessful attempt by the
10. The King panicked. He wrote government to combat the
a new law called Statute of effects of plague by
Labourers in 1351. This law changing the basis of
sought to prevent labourers taxation from a charge on
from getting higher wages. villages to a tax on
individuals. This meant
11. Religious people were just as peasants had to pay more
likely to be killed than those tax!
who were not monks or
priests. Many lost their
faith in God.
Task: Sort the consequences from the previous
page into the chart below

Social Economic Religious Political Which is

To do with… To do with… To do with… To do with… the most
significanc
e of the
factors and
why? Rank
them from
1 to 4
After completing the previous chart
write in full sentences the tasks below
Level 3+4: Describe 3 consequences of the Black Death.
‘There were many consequences of the Black Death.
To start with there was…
Another consequence was…
The final consequence can be seen as…’

Level 5+6: Explain 3 consequences of the Black Death.

‘There were many consequences of the Black Death which can be
linked to 4 main factors which are…
One consequence was…
This is the factors of…
It affected this factor because…’

Level 7+: Which factor was the most significantly effected

by the Black Death?
‘The factor that was most significantly effected was…
This is because the Black Death led to…
Another example of this factor is…
The impact of the Black Death meant that…

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
 Lesson 7: The
Peasant Revolt of
1381
LQ: Why did the peasants revolt?
PLQ: To what extent was the peasants revolt
the greatest struggle of them all?
Use the information below and fill out the story
board on the next page.

• The peasant’s revolt began when a group of rebels (peasants who

were standing up against their Lords) from Essex marched on
London. They were led by a man named Jack Straw and later joined
by rebel peasants from the county of Kent. On the 7 June 1381, a
group of rebels from Kent asked ex-soldier Wat Tyler to be their
overall leader. As an ex-soldier, Tyler brought better organization
and discipline (rules and regulations) to the Peasants Revolt.
• On the 13th June 1381 things were going well for the peasants.
The people of London had opened the gates (allowed them in) of
London to the rebels which allowed the peasants to begin
ransacking (looting and destroying) the city.
• By the 14th June 1381 King Richard, only 14 years old, had no
other choice that to go to Mile End to meet a group of rebels.
These rebels were led by Richard Wallingford. King Richard
agreed to the two demands of Wallingford which were; to abolish
(get rid of) serfdom (peasants) and to dismiss (get rid) his
advisors (people who gave him advice).
• However not all the peasants were happy with Wallingford’s
agreements. On the 15th June 1381 Richard went to Smithfield to
meet Wat Tyler, who wasn’t satisfied (happy) with Wallingford’s
deal. Wat Tyler wanted; the Church’s wealth (money) to go to the
poor, the law to be less harsh, there should be no lords at all and
all men should be equal. While the King and Wat Tyler were
meeting to discuss these demands of Tyler’s the Lord Mayor of
London attacked Wat Tyler. As he died, Tyler ordered his army or
rebels to “Attack!”
• After Wat Tyler had been stabbed, King Richard stepped forward
and said: 'I will be your king and leader'. He promised to abolish
(get rid of) serfdom (peasants). The peasants trusted him and
went home.
• Richard did not keep his promises. Serfdom (peasants) was not
abolished (got rid of). Royal armies were used instead to put down
(stop) any more revolts that took place because of these broken
promises. Hundreds of rebels were hanged. The rebellion had
scared (hurt) the rich, and made them realise that they could not
push the poor too far anymore. However the Poll Tax was removed
and was not used again until 1990 under Margaret Thatcher where
it was equally as unpopular.
Reasons for the Revolt
We have looked at a few reasons that led to the Peasant
Revolt this unit:
• The feudal system was collapsing.
• After the black death, there was no peasant labour,
because most of them had died.
• The peasants had more privileges and freedom now that
they were in high demand, they got paid for their work.
• After a while the peasants started to fear the Lords
would take back these privileges, and the peasant were
prepared to fight for them if they had to.
• Peasants were forced to work for the Church with no pay.
They were told they were doing gods work. They had no
time to grow food for their own families
• The Poll tax was introduced to finance a war with France
in 1377. Peasants had to pay more and more money until
they had enough and decided to fight back

Using the sentence starters provided please answer the

following question. Q:Why did the peasants revolt?
‘The peasants revolted in 1381 for 2 reasons.
Firstly due to the new…
This caused the peasants to revolt because…
Secondly because of the…in 1348…
This caused the peasants to revolt because…’
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
The Revolt (In Short)
Use the words below to help fill in the
blanks in the following sentences
Word Bank: Richard II, Poll Tax, Promise,
Abolished, Wat Tyler, Serfdom
On June 1381, the rebels came to
London led by ____________. On the
14th June, __________ meets rebels
and agrees to some demands. On the
15th June, King Richard meets rebels
again. The king agrees to most of the
demands and the majority of the
villagers go back. The king did not keep
his _________. _________ (peasants)
was not ___________ (got rid of).
Hundreds of rebels were hanged. The
rebellion had scared (hurt) the rich, and
made them realise that they could not
push the poor too far anymore. However
the __________ was removed.
 Lesson 8
LQ- Why is heraldry important?

Warmup: Write What can you tell me about

this shield?
Hint:
What could the harp represent?
Where have you seen 3 lions before?
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
A coat of arms is a unique heraldic design on a shield, coat
or gown which Medieval knights used to identify the
wearer.

This image is the coat of

arms of the United
5
Mins

Kingdom.

Crest

Helm

Mantling

Escutcheon

Supporters

Compartment

Motto
Today, you are going to become knights,
just like me. But first you need to
understand what heraldry is before you
can design your heraldic shield!

• Heraldry are the rules which govern

the way coats of arms and other
designs of family lineage are created,
described, and displayed.

The idea of having a distinctive

symbol that represents your
family is for pride, power and to
draw others to you.
Here are some
examples!
• Thought Task: Answer the
questions below

1) Why might Heraldry be so important to

knights?
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
2) Give an example of how heraldry exists
today.
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Let’s plan our heraldic shields on the worksheet. First, we have to
choose our ordinaries! Each pattern had its own name. Have a look
below at which you think you might want to use!

Bend Pale Fess Chevron Gyronny

Chief Cross Quarterly Saltire Wavy

Next we have to choose the right colours, or ‘tinctures’! Us Medieval

knights are not allowed to have a basic colour next to a basic colour, nor a
metal colour next to a metal colour. Choose wisely or the King won’t be
impressed!

Basic Colours:
- Purple – Justice / Honesty
- Blue – Loyalty / Sincerity
- Red – Military / Boldness
- Black – Knowledge / Hard work
- Green – Joy / Beauty / Youth
Task: Which of the above
Metal Colours: shields shows the correct
- Gold – Glory / Generosity colour arrangement?
- Silver – Peace / Purity ____________________
____________________
____________________
____________________
____________________
____________________
 Okay, now you can choose a charge. This is an image that
represents something about you and your family. Below are
suggestions, but you can make up your own.

Affection Truth Beauty Bravery Ready for Wisdom

Anything

Courage Strength
Strength /
Protection

A Good Safety
Judge Faithfulness /Trust

Now it’s time for you try it for yourself!

Task: Use the guidance from
these slides and the
information handout to design
your family heraldic shield.

1) Choose a name (e.g. ‘House

Johnson’ or ‘House Extension: Write a few
Williams’) sentences why you chose:
- The colours (tinctures)
2) Use the space to design - The pattern
- The charge
your heraldic arms.
E.g. I chose the colours blue
3) Don’t forget a slogan (e.g. and gold because blue
‘For Honour and Glory’) represents… while gold…
Extension: Write a few sentences why you chose:
- The colours (tinctures)
- The pattern
- The charge

E.g. I chose the colours blue and gold because blue

represents… while gold…

___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
 Often, when the higher-born nobles married, their coats of arms were
joined and if they had children, special symbols were added to show
their rank in the family. This is called Marshalling.

Father Mother

The married couple now

have a new set of arms.

This is the dimidiation This is the impalement

method. method.

There is also the quartering

method.
 Often, when the higher-born nobles married, their coats of
arms were joined and if they had children, special symbols
were added to show their rank in the family. But can you
tell which side belong to Harry and Meghan?

Meghan’s
Harry’s half
half shows a
shows the
songbird.
arms of the UK

The quill
Harry has
represents
the lion of
communication
England as
and power of
his
words, from her
supporter.
activist and
acting days.
This symbol
represents the
son of the son of The two gold
the monarch (5 rays
tags). The red represent
‘escallop’ are Challenge: Is this dimidiation sunshine
taken from or impalement? from the
Diana’s coat of _______________________ ‘Sunshine
arms. _______________________ State’ of
_______________________ California.
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
 GEOGRAPHY

Work through the activities on the following pages.

140
 Year 7 Geography Study Guide:
Population

RAG
Specification key ideas Coding

The I know why a growing percentage of the world’s population lives in urban areas.
urban I understand that urban growth creates opportunities and challenges for cities in lower
world income countries and new emerging economies.

Lesson
Lesson Topic
Number
1 What is an urban world?
2 What is a megacity?
3 What is it like in Rio de Janeiro?
4 What social challenges are there in Rio de Janeiro?
5 What are the economic challenges in Rio de Janeiro?
6 How can we improve Rio de Janeiro’s environment?
7 Life in a Favela: Good or bad?
8 How are they trying to improve Rio de Janeiro?

Lesson
Activities: please read through the booklet and complete the keywords on the next page
Number
1 Define what urban means. Describe the pattern in urban areas around the world.
2 Draw a picture to describe what a megacity is.
3 Create a factfile about Rio in Brazil. Include where it is an why the city is important.
4 Write a newspaper article about the social challenges in Rio.
5 Write an action plan to detail the economic challenges in Rio.
6 Create an action plan to detail how to improve the environment in Rio.
7 Write a diary entry for a child that lives in a Favela.
8 Create a campaign poster which highlights how Rio can be improved.
 Year 7 Geography Study Guide:
Population
Keyword List
Keyword Definition
Urbanisation
Migration
Natural increase
Megacity
Squatter settlements
Inequalities
Urban Challenges
Economic
opportunities
Formal economy
Unemployment
Informal economy
Favela
Congestion
Sanitation

Content

Lessons 1 and 2 – What is an urban world and what is a megacity?

The world's population is growing rapidly and reached 7.3 billion people in 2011. The
highest rates of population growth are occurring in low income countries (LICs), such as
Zimbabwe, Malawi and Niger. Some countries are experiencing population decline, for
example Japan, Russia and Ukraine.
Today more than 50% of the world's population live in urban areas.

The number of cities with over 10 million people is increasing. These are called megacities.

There are now 34 megacities in the world. The table shows the top 10 megacities.
Rank Urban area Country Population estimate
1 Tokyo-Yokohama Japan 37,843,000
2 Jakarta Indonesia 30,539,000
3 Delhi India 24,998,000
4 Manila Philippines 24,123,000
5 Seoul-Incheon South Korea 23,480,000
6 Shanghai China 23,416,000
7 Karachi Pakistan 22,123,000
 Year 7 Geography Study Guide:
Population

Rank Urban area Country Population estimate

8 Beijing China 21,009,000
9 New York United States 20,630,000
10 Guangzhou-Foshan China 20,597,000
Top ten megacities (Source: Demographia World Urban Areas 2015)

Causes of urban growth

The population of cities usually changes in one of two ways:

1. Natural increase (or decrease)
2. Migration

More and more people are leaving rural areas and moving to cities. This is called rural to
urban migration. People move because of push and pull factors. Push factors are things
that make people want to leave rural areas and pull factors are the things that attract
people to the city.
 Year 7 Geography Study Guide:
Population
Lessons 3 to 8 – Rio (a major city in a LIC or NEE)

What is it like?

• It was the capital of Brazil until 1960

(now the capital is Brasilia)
• It has over 50 museums
• It held the 2014 World Cup
• It held the 2016 Olympics and
Paralympics
• Its annual carnival attracts visitors from
around the world
• The factories and industry there produce
5% of Brazil’s total income (GDP)
• Its beautiful beaches and natural
surroundings make it one of the most
visited places in South America
• The Statue of Christ the Redeemer is one
of the Seven New Wonders of the World
• Major banking, finance and insurance
industries are located there

Social and economic challenges

Issues in shanty towns

Rio de Janeiro

The huge volume of people migrating to cities has caused many problems.
New arrivals to the city build their own houses out of basic materials such as tarpaulin,
corrugated sheets and broken bricks, on land which they neither own nor rent.
These areas are illegal and are not catered for by the Government, so there is no electricity,
rubbish collection, schools or hospitals. The houses in these settlements have no basic
amenities such as running water or toilets, so diseases like cholera and dysentery are
common.
Overcrowding is a major problem in Rio's favelas. On average, the population density is
about 37,000 people per square kilometre. Because of the lack of toilets and
poor sanitation, sewage often runs in open drains. This causes diseases which spread
rapidly.
 Year 7 Geography Study Guide:
Population
People are poor and cannot afford healthcare or medicines so illnesses go untreated.
Diseases spread quickly. As a result, infant mortality rates are high and life expectancy is low
(on average 56 years) in a Rio favela.
There are not enough jobs to go around, so unemployment rates are high. Most people who
do have a job work in the informal sector for 'cash in hand', eg labourers or cleaners.
Informal sector jobs are very poorly paid and the work is irregular so a steady income is not
guaranteed.
Crime rate in the favelas is extremely high as they are controlled by gangs who are involved
in organised crime. Rocinha is so feared by police that they do not patrol on foot without
guns.
Rio is hemmed in by mountains, so during tropical storms landslides are common. Make-
shift houses in favelas offer little protection to people and houses are easily washed away
by the heavy rain and mud.

Development issues in shanty towns

The Brazilian Government has realised that it cannot solve the housing problem in city
favelas like Rio by destroying them. The government wants to improve existing shanty
towns but does not want to encourage more to develop. The favelas are eyesores and
portray a poor image of the city.

There are housing problems in developing countries, mainly due to rapid population growth.
These include unplanned housing (squatter settlements/shanty towns), dealing with urban
waste, pollution and stress on the infrastructure and the city's services.
Rapid urbanisation in developing countries is causing many problems. Many new migrants
to cities in developing countries cannot afford housing. They are forced to build temporary
accommodation in spontaneous settlements.
These settlements are commonly known as 'shanty towns'. They are also called favelas
(Brazil) or bustees (India).
Three main features of a shanty town are:
• houses are made from scrap materials such as wood and metal sheeting

• often housing does not have services such as sanitation, water or electricity
• the settlements are usually very overcrowded
How are they improving Rio?

Rio de Janeiro is surrounded by mountains and this makes traffic management difficult. A
large volume of traffic is forced along a few main roads causing severe congestion, noise
and air pollution from vehicle exhausts.
In the past, most of the journeys in Rio were made by bus or private car, with only a small
percentage of journeys made via the metro system and rail network. This has changed in
recent years as efforts have been made to improve transport in the city.
 Year 7 Geography Study Guide:
Population
Rio de Janeiro is the most congested city in South America, but officials have worked hard to
improve its transport system in time for hosting the 2014 FIFA World Cup and the 2016
Olympics. Brazil is investing in expanding train and subway lines and improving road
infrastructure as it works to cut down on Rio's infamous congestion.
A recent study showed that an average drive through Rio will take fifty per cent longer at
peak times, compared to off-peak times.
For example, commuters traveling to or from Barra da Tijuca during evening rush hour,
suffer long delays daily. The number of cars in Rio de Janeiro has grown by over forty
percent in the last decade and traffic congestion is an increasing problem.
The city declared three extra public holidays during the recent World Cup to alleviate traffic
congestion. Rio and Sao Paulo witnessed increased congestion every time a game was
played but the situation was much better than expected.

Rio Niteroi Bridge

The Rio Niteroi bridge is 14 km long and was one of the longest in the world when it opened
in 1974. It connects Rio with the city of Niteroi across Guanabarra Bay, providing a shorter
alternative to a 80 km road journey or a one-hour ferry crossing. However, due to rising
levels of car ownership, each end of the bridge is completely jammed at rush hour causing
major congestion.

The Yellow Line Expressway

The 21 km ‘Yellow Line’ expressway was opened in 1997 and connects Barra da Tijuca in the
West Zone with Rio’s North Zone and the international airport.
It is a toll road, as Rio’s authorities did not have enough money to cover the cost of building
it. Seventy thousand vehicles use the road each day, thirteen thousand more than expected.
So far the road has been successful in removing around forty per cent of traffic from local
roads in the area.
Self-help schemes - Rocinha, Rio de Janeiro, Brazil

• Rocinha is the largest favella or shanty town in Brazil

• It has no roads and only paths creating a maze between the houses
• This means access is poor, conditions are cramped, its hard to police and there is a
high crime rate.
• 70,000 people live packed close together in houses built on a steep slope
• Many of the homes used to be simply wooden shacks, but the local authority is now
helping people help themselves.
• Local people have begun rebuilding their homes with bricks and concrete and even
have electricity and water.
• In some cases, these building materials have been provided by the city government
and NGOs
 Year 7 Geography Study Guide:
Population
Tasks:

Create a plan on how Rio could help make the favelas safer for the people to
live in?

How could they improve education in the favelas?

How could they improve healthcare in the favelas?

Create a poster on how Rio could carry on the high levels of tourism after the
2016 Olympics (how could they keep lots of tourists coming to Rio after the
Olympics ended?)

Questions:

1. What is a Megacity?

2. Where is Rio? Country?

3. What is a shanty town?

4. What are push factors?

Year 7 Geography Study Guide:
Population

5. What are pull factors?

 FRENCH

Use the 'look/cover/check' method to learn this new vocabulary.

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 DRAMA

Use the knowledge organisers on the next two pages to create a mind map of key terms and
facts that you need to know for drama.

153
The taskmaster states that if you wish to do more that please feel free, just keep a note of the
ones you have already completed. If you are not comfortable with taking a picture of filming
yourself please choose a task that does not require you to do so. Lots of P pounds will be
awarded to the most creative submissions.

If you are sharing any pictures, videos or work please send it to your drama teacher directly.

Task 1 Task 2 Task 3

Take a photo of yourself Video yourself building a card Create a costume out of
performing a regular chore tower using as many cards recycled items and take a
around the house and then from a deck of card. photo. Explain who and what
recreate this using the Mime the costume is for.
Technique. This task teaches
perseverance and commitment This task teaches you to be
This task teaches the to getting it right! Don’t give up! creative with costume design
importance of detail in mime and what you can create with
techniques. what you have to hand.
Task 4 Task 5 Task 6
Watch the film Matilda. Re-create a 60 second scene Choose a favorite Tic Tok
Find the following scene and from 1 of your favorite songs, Video and perform this using
rehearse the scene with using only what and who you as much expression as
another member of your can find around the house. possible – Focusing on your
household. key Dramatic Skills

This tasks teaches the This task teaches you to reflect This task teaches you to
importance of speaking with on what you liked most about stay active and try
clarity. It is also a good films you have seen and the something new!
example of connecting with creativity to create a replica
emotion. still image.

Task 7 Submitting work

Write the opening dialogue to a stage play
around a some starting a new chapter of their Mr. Thompson
life. This could be a new school, new job, a new [email protected]
home or a time that is unfamiliar to them.
MRS Grant
[email protected]

Miss Pepper
[email protected]

154
 TRUNCHBULL
In this world, children, there are two types of human being. The winners
and the
losers. I play by the rules and I win. But if I play by the rules and...I if I do
not win, then something is wrong, something is not working. And when
something is wrong, you have to put it right, even if it screams.
(To Matilda) You are not fit to be in this school! You ought to be in prison,
in the deepest, darkest, darkest prison! I shall have you wheeled out,
strapped to a trolley with a muzzle over your mouth! I shall crush you! I
shall pound you, I shall dissect, you madam! I shall strap you to a table
and perform experiments on you. All of those disgusting little slugs shall
suffer the most appalling indignities because of you-yes you!

MATILDA
Yes, well, I needed to learn to read words so that I could read sentences
because
basically, a sentence is just a big bunch of words. And if you can’t read
sentences you’ve got no chance with books. I love books. Last week I read
quite a few: Nicholas Nickleby, Oliver Twist, Jane Eyre, The Invisible Man,
The Secret Garden, and Crime and Punishment.

155
Welcome to Cooking and
Nutrition

Chef School
Get ready to cook checklist

Before we cook we should:

______________________________
______________________________
______________________________
______________________________

While we cook we should:

______________________________
______________________________
______________________________
______________________________

After we cook we should:

______________________________
______________________________
______________________________
______________________________
Alisha cooks

Alisha needs help. Can you help Alisha?

Alisha is making her favourite
chicken curry. Does she need
to use a different chopping
board for the raw chicken and
the vegetables? Why?
Alisha has put on her chef’s
hat. Is this important? What
else has Alisha done to get
ready to cook?

Alisha has made a vegetable

pizza for her lunchbox. How
can she cool it down? What
problems might she have?
What is the safest way?
Alisha has just finished
making a cheese and tomato
sandwich. No apron? No
hand washing? Hair not tied
back? What food safety and
hygiene problems might have
occurred?
Alisha is going to make baked
beans on toast. How can she
make this safely and
hygienically? What is your
advice?
If you had to give Alisha 5 top
tips for being safe in the
kitchen, what would they be?
Spot the hazards
Circle the food hygiene and safety hazards you can see in the image below
Cross contamination
Use what you have learned in your lessons to produce a checklist for preventing cross
contamination.

To stop cross contamination

Safe storage
Cut out the foods on the Food cards – fridge and freezer activity sheet. Place the
foods where they should be stored.

Freezer Fridge

Cut out and stick or draw and label the foods on the following page in the correct place they should
be stored in the fridge or freezer above.
Dips and dippers

1) List 5 vegetables that could be used as a dipper:

2) Using a different main ingredient for each, create three dips for a birthday party.
Dip name:

Ingredients:

3) Describe, in words and pictures, the Claw grip.

4) Suggest four dippers which are not fruit or vegetables.

 Crudités and Dip

Ingredients

• 1 carrot
• ½ red or yellow pepper
• ¼ cucumber
• 1 x 15 ml spoon plain yogurt
• Handful of fresh chives

Equipment

Knife, chopping board, vegetable peeler, measuring spoons, small bowl, kitchen scissors, spatula.

Method

1. Top and tail the carrot, then peel.

2. Slice the carrot into sticks.
3. Remove the seeds from the pepper, and slice into strips.
4. Cut the cucumber into thick slices.
5. Place the hummus and yogurt together in the small bowl.
6. Snip the chives into the bowl.
7. Stir everything together.
8. Serve the dip, surrounded by the vegetables.

Food skills:

MEASURE

CUT, CHOP, SLICE, DICE & TRIM

MIX, STIR & COMBINE

 Practical Evaluation

1)What Dish did you make? ……………………………………………………………..

2)Why did you make the dish? (Choose one option below and explain)

To learn a new skill:……………………………………………………………………………….

To practice a skill:…………………………………………………………………………………..

To experiment/ Find something out:………………………………………………………

3)Did you change or adapt the recipe in any way ? (Please circle below)

Added/Removed an ingredient | Changed a cooking method | Presentation

Other……………………………………………………………………………………………………

4)Is there anything you would change if you made it again?

……………………………………………………………………………………………………………………………………………………………………………
5)How did you feel about the product that you made?
(Please circle one option below)
Very satisfied | Proud | Happy | Disappointed | Never want to make it again

Other…………………………………………………………………………………………………………………

6)Complete the sensory analysis below.

Very Satisfactory Not

satisfactory Satisfactory

Look

Smell

Taste

Texture
The 8 tips for healthy eating
Tips for healthy eating Why? Ideas to achieve the tip
1.

2.

3.

4.

5.

6.

7.

8.
Cut out and stick (or draw and label) the following foods on to the blank Eat well guide.
 The Eat well guide
Carbohydrates, Potato’s, Pasta
and Bread
Fruit and vegetables

Fats

Meat, Fish, Poultry, Pulses and

Meat alternatives Dairy and alternatives
The Eatwell Guide
1) What is The Eatwell Guide?
______________________________________________________________________
2) Who is The Eatwell Guide for?
______________________________________________________________________
3) Should every meal be in proportion to The Eatwell Guide? Explain your answer.

______________________________________________________________________
___________________________________________________________________
4) Complete this chart.

Food group name Food in this group Advice and recommendations

 Fruit Salad
Ingredients
• 1 clementine
• 6 red grapes
• 6 green grapes
• 1 kiwi fruit
• 1 banana
• 1 apple
• 2 x 15ml spoons orange juice
• Equipment
• Knife, chopping board, bowl, measuring spoons, spoon.
Method

1. Peel the clementine and separate into segments.

2. Cut the grapes in half and remove any seeds.
3. Peel the kiwi fruit and slice.
4. Peel the banana and slice.
5. Quarter the apple, remove the core and slice.
6. Place all the fruit in a bowl.
7. Add the orange juice and mix together.
Food skills:

MEASURE PEEL CUT, CHOP, SLICE CORE

Practical Evaluation
1)What Dish did you make? ……………………………………………………………..

2)Why did you make the dish? (Choose one option below and explain)

To learn a new skill:……………………………………………………………………………….

To practice a skill:…………………………………………………………………………………..

To experiment/ Find something out:………………………………………………………

3)Did you change or adapt the recipe in any way ? (Please circle below)

Added/Removed an ingredient | Changed a cooking method | Presentation

Other……………………………………………………………………………………………………

4)Is there anything you would change if you made it again?

……………………………………………………………………………………………………………………………………………………………………………
5)How did you feel about the product that you made?
(Please circle one option below)
Very satisfied | Proud | Happy | Disappointed | Never want to make it again

Other…………………………………………………………………………………………………………………

6)Complete the sensory analysis below.

Very Satisfactory Not

satisfactory Satisfactory

Look

Smell

Taste

Texture
Using equipment safely
Complete the chart below.

Equipment Activity Hazards Precautions to

prevent injury
Grating foods such Cutting fingers or Hold grater firmly
as cheese and knuckles on the and securely on a
carrots or zesting sharp surfaces. chopping board.
lemons. Grate food in one
direction and leave a
small amount at the
end to prevent injury
to knuckles.
Quick cooker challenge game
Label the parts of the Oven below.

O
© Cooker image L2C

Complete the safety notice below with 3 top tips for using the grill safely.
 Pizza Toast
Ingredients
• ½ yellow pepper
• 1 spring onion
• 1 mushroom
• 30g hard cheese, e.g. Cheddar,
Edam, Gruyere
• 2 slices bread (or a bagel or a piece
of French stick sliced in half)
• 2 x 15ml spoons tomato pizza sauce
• ½ x 5ml spoon mixed herbs

Equipment
Chopping board, knife, grater, fish slice, measuring spoons, spoon.

Method

1. Preheat the grill.

2. Slice the pepper, spring onion and mushroom.
3. Grate the cheese.
4. Place the bread under the grill and toast one side.
5. Remove the bread from the grill and place on the chopping board uncooked side-up.
6. Spread the tomato sauce over the bread using the back of the spoon.
7. Arrange the pepper, mushroom and onion over the slices.
8. Place under the grill until the cheese bubbles.

Food skills:

WEIGH CUT, CHOP MEASURE GRATE GRILL SPREAD

 Using the cooker skilfully and safely
Knowledge triangle
Complete the activity below.

Stick a photograph of your dish

here

Three things learned from this

lesson about cooker safety

I will
I will remember
remember

Questions I still
have to ask?
 Potato gratin

Ingredients
• 675g potatoes
• 2 tomatoes
• 125g Cheddar cheese, grated
• Freshly ground black pepper
• 150ml half fat crème fraiche

Equipment
Ovenproof dish, knife, chopping board, weighing scales, grater, measuring jug, 15 ml spoon,
oven gloves.

Method
1. Pre-heat the oven to 180°C (350°F) or Gas mark 4.

2. Lightly grease an ovenproof dish.

3. Prepare the ingredients:

• peel and very thinly slice the potatoes;

• grate the cheese;
• slice the tomatoes.

4. Cover the base of the dish with a layer of potato slices.

5. Make alternate layers of potato, tomato and cheese, seasoning with pepper. Reserve
approximately 25g of cheese for the top. Finish with a layer of potatoes.

6. Spoon over the crème fraiche and top with the reserved cheese.

7. Cook for 1¼ — 1½ hours or until the potatoes are tender and the top is golden brown — if
the top is brown before the potatoes are cooked cover with foil and continuing cooking.

Food skills:

PEEL CUT, CHOP, SLICE GRATE LAYER COOK

Using the cooker skilfully and safely
Certificate
In the food room, there are gas/electric cookers (edit to suit school). You will need to learn
how to use each type safely.
It is important to remember: If you haven’t been shown, don’t touch and if you are unsure,
ask!
In order to receive your Cooker safety certificate, you must cook six different dishes using
the cooker safely and skilfully. Complete the chart below and state the safety points
necessary when making the recipe/using the part of the cooker.

Part of the Recipe cooked Safety points

cooker
Grill 1.

2.

Part of the Recipe cooked Safety points

cooker
Oven 1.

2.

Signed (pupil):
Signed (teacher):
 Savoury Scones
Ingredients

• 250g self raising flour

• 1 x 5ml spoon mustard powder
• 40g butter or baking fat/block
• 75g hard cheese
• 125ml semi-skimmed milk

Equipment
Non-stick baking tray, pastry brush, weighing scales, sieve, mixing bowl, measuring
spoons, grater, chopping board, measuring jug, flour dredger, rolling pin, scone
cutter, cooling rack.

Method

1. Preheat oven to 220°C or gas mark 7.

2. Grease or line the baking tray.
3. Sift the flour and mustard into the bowl.
4. Rub the fat into the flour until it resembles breadcrumbs.
5. Grate the cheese.
6. Stir in the cheese.
7. Make a well in the middle of the flour and carefully pour in the milk. (Save just a little of the
milk).
8. Mix to form a soft dough.
9. Place the dough on a lightly floured work surface.
10. Roll out the dough to about 1½cm thick.
11. Shape the scones using a cutter.
12. Place the scones on a baking tray and brush each top with a little milk.
13. Bake for 12 – 15 minutes, until golden brown.
14. Allow to cool on a cooling rack.

Food skills:

WEIGH MEASURE MIX, STIR & COMBINE RUB-IN ROLL

Cheesy scones

1) Name 5 different ingredients that could be used in savoury scones.

2) Suggest 3 types of herbs or spices that could be added.

3) If you were making sweet scones, what types of ingredients could you use?

4) What would be your top tips for making scones?

 My Savoury Scones

My Evaluation:

Here are 2 Things I did well:

If I made my scones again to improve them, I would change or do this differently:

Now ask someone to try your scone and ask them the following questions, write their
answers below:

What 2 Things do you like the most about my scones:

If I made my scones again what 1 thing do you think I should change or do differently to
improve them?

•
 Mid module skills check
In the table below, stick pictures of the 4 dishes you
have made so far and beloweach one tick ( ) each of
the skills you have used whilst making each recipe.
Cooking Stick a picture Stick a picture Stick a picture Stick a picture
of one of the of one of the of one of the of one of the
Skills dishes you have dishes you have dishes you have dishes you have
made here. made here. made here. made here.
Used
Baking

Blending

Boiling

Chopping

Grating

Grilling

Knife skills

Peeling

Mixing

Rolling out

Steaming

Stewing

Stir- Frying
 Newproduct design and development

The failure rate for newproducts is around 90%, so companies

invest large amounts of time and money in product design and
carry out considerable research into what customers want.

You are nowworking as a member of the design

teamfor a well-known pizza making company
‘Pizza Pan’

You are going to design and make a pizza that will suit the tastes of
your friends or family members but first you will need to carry out
some market research to find out what they would like.
Use the template on the next page to design a questionnaire.

You will need to ask the questions on the questionnaire to find out
what toppings best suit your target audience.

You will then use the information you have gathered fromyour
questionnaire to design the perfect pizza for your chosen person.
 Pizza toppings questionnaire
You will need to ask up to 3 people the questions belowto find out
what toppings they would like on their pizza.

Example question
Are you a Vegetarian? Yes No Because someone answered
‘yes’ to this question it
means this person is a
Person 1 / Vegetarian and would not

Person 2 /
Person 3 /
Question1
Write your question here… Yes No

Person 1
Person 2
Person 3
Question 2
Write your question here… Yes No

Person 1
Person 2
Person 3
Question 3
Write your question here… Yes No

Person 1
Person 2
Person 3
 Nowyou have completed your questionnaire you should have a
good idea of what toppings you will need to use.

Because of my questionnaire I knowthat I can use…….

(Write your answers in full sentences)

Because of my questionnaire I knowthat I cannot use…..

(Write your answers in full sentences)

Nowyou can have a go at making your own pizza, the recipe is on

the next page.
Scone based pizza
Ingredients Complexity: medium
150g self raising flour
25g butter or baking fat/block
1 egg
50ml milk semi-skimmed
3 x 15ml spoons of passatta sauce
2 mushrooms
1 tomato
½ green pepper
25g sweetcorn
50g cheese, e.g. Mozzarella
1 x 5ml spoon of dried herbs

Equipment
Baking tray, weighing scales, sieve, mixing bowl, measuring jug, small bowl, fork, palette
knife, flour dredger, spoon, chopping board, knife, measuring spoons, grater.

Method
1. Preheat oven to 200°C or gas mark 6.
2. Line a baking tray.
3. Sieve the flour into the bowl.
4. Rub the fat into the flour until it resembles breadcrumbs.
5. Whisk the egg and milk together in a small bowl with a fork.
6. Add the egg mixture to the flour and mix together to form a soft dough.
7. Flatten out the dough on a floured surface to form a large circle.
8. Transfer the dough to the baking tray.
9. Spread the passatta sauce over the dough using the back of a spoon.
10. Prepare the vegetables:
• slice the mushrooms;
• slice the tomato;
• remove the core from the green pepper and slice into thin strips.
11. Arrange the mushrooms, tomato, green pepper and sweetcorn over the base.
12. Sprinkle or place the cheese and herbs over the top of the pizza.
13. Place the pizza in the oven and bake for 10 – 15 minutes, until golden brown.

Top tips

• Divide the dough in half and make two mini pizzas.

• Experiment with different toppings. Why not try slices of ham, tuna, red pepper,
onion, or different types of cheese?
• Add herbs, spices, garlic or black pepper to the scone base mixture.
 • Practical Evaluation

1)What Dish did you make? ……………………………………………………………..

2)Why did you make the dish? (Choose one option below and explain)

To learn a new skill:……………………………………………………………………………….

To practice a skill:…………………………………………………………………………………..

To experiment/ Find something out:………………………………………………………

3)Did you change or adapt the recipe in any way ?

(Please circle below)

Added/Removed an ingredient | Changed a cooking method | Presentation

Other……………………………………………………………………………………………………

4)Is there anything you would change if you made it again?

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

5)How did you feel about the product that you made?
(Please circle one option below)
Very satisfied | Proud | Happy | Disappointed | Never want to make it again
Other…………………………………………………………………………………………………………………

6)Complete the sensory analysis below.

Very Not
satisfactory Satisfactory Satisfactory

Look

Smell

Taste

Texture
 Brilliant Bread

• Bread remains one of the UK’s favourite foods, with 99% of households buying bread – or
the equivalent of nearly 12 million loaves are sold each day.

• Each year 99 bread products are purchased per household. Men eat bread more frequently
than women: 44% of men eat bread twice a day compared with 25% of women.

• White bread accounts for 76% of the bread sold in the UK.

• Large bakeries, which produce wrapped and sliced bread, account for 80% of UK bread
production. In store bakeries produce about 17% of bread, with the remainder accounted
for by High Street bakeries.

• Bread is wrapped and sliced for convenience, for keeping qualities and value for money.

The basic ingredients of bread are:

• flour;
• yeast (to make the bread rise);
• salt (to add taste and aid proving);
• fat (to make the loaf lighter and airier and extend its shelf life);
• water.
All white bread commercially sold in the UK is made with white flour fortified with calcium,
iron and B vitamins. It is a legal requirement to fortify flour in the UK.
 Breads from around the world: Research task

Find out where the bread comes from and label it on the map. Add more of your own.

Soda bread

Baguette

© Food – a f act of lif e 2019 www.f oodaf actoflife.org.uk

1
 Brilliant Bread
The following will help you better understand the science of making bread.

Flour facts Yeast facts

• Flour is from wheat, which is milled to make • Yeast is raising agent – one celled plant.
flour. Correct conditions needed to grow – food,
• Types of flour – white, seeded, whole-wheat, warmth, moisture and time.
bread making. • Then produces carbon dioxide. Gas forms
• Strong plain – gluten, protein in flour, bubbles in dough and so it rises.
provides structure to the bread. • Unleavened bread, no yeast, flat.

Moisture facts Equipment facts

• Make sure it is a soft dough. • Weighing scales, measuring spoons,

• Use tepid/warm/blood heat liquid (37°C). measuring jug, large mixing bowl, loaf tin or
• Liquid is usually water but could be milk, baking tray for rolls.
water and milk mix, other liquids. • Can use a food mixer/processor with dough
hook for kneading.
• Cover with damp cloth or oiled film when
proving to prevent drying out.

Temperature / Time facts Method

• Bread dough needs time to rise in first • Accurate measuring: scales, tablespoon,
instance, yeast has to have time to grow, measuring jug for liquids
double in size. Soft dough but not so soft it sticks to fingers
After shaping prove bread (another rising)
before it goes into oven, it will almost double • Kneading, 5 minutes to develop gluten and
again. make dough soft and smooth.

• Warm conditions allow yeast to grow, carbon

dioxide produced and bread rises slowly.
• Baking – in hot oven 220°C, yeast grows
rapidly so bread rises rapidly. Yeast killed by
high temperature. Dough sets in the risen
state.
 Bread making
Follow this link https://www.youtube.com/watch?v=6cD-jqABVYc watch the video YouTube and
Record the key information on bread making in the chart below.

Flour Yeast Moisture

Equipment Temperature/Time Method

Brilliant bread
Ingredients Complexity: low-medium
250g strong flour
1/2 x 5ml spoon salt
7g pack fast action dried yeast
150ml warm water

Equipment
Weighing scales, measuring spoons, measuring jug, baking tray, greaseproof paper, sieve,
mixing bowl, mixing spoon, flour dredger, oven gloves, cooling rack.

Method
1. Preheat the oven to 220ºC or gas mark 7.
2. Line the baking tray with greaseproof paper.
3. Sift together the flour and salt into the mixing bowl.
4. Stir in the yeast.
5. Make a well in the middle of the flour mixture and add the warm water. Note: the
water must not be hot. Mix to form a soft dough.
6. Sprinkle a little flour onto a clean work surface and place the dough on the surface.
7. Knead the dough for 10 minutes.
8. Divide the dough into 4 pieces and shape into rolls.
9. Place the rolls on the baking tray.
10. Cover the dough and leave to prove for 30 minutes in a warm place, until they double
in size.
11. Bake for 10 - 15 minutes until golden brown. Adults to use the oven.

Top tips

• Why not try adding 25g apple, grated cheese, dried fruit or chopped onion to the flour
mixture?
• Decorate your bread with grated cheese or diced onion before baking.

Food skills

• Weigh.
• Measure.
• Sift.
• Stir and mix.
• Knead.
• Divide and portion.
• Prove.
• Bake.
 Practical Evaluation

1)What Dish did you make? ……………………………………………………………..

2)Why did you make the dish? (Choose one option below and explain)

To learn a new skill:……………………………………………………………………………….

To practice a skill:…………………………………………………………………………………..

To experiment/ Find something out:………………………………………………………

3)Did you change or adapt the recipe in any way ? (Please circle below)

Added/Removed an ingredient | Changed a cooking method | Presentation

Other……………………………………………………………………………………………………

4)Is there anything you would change if you made it again?

……………………………………………………………………………………………………………………………………………………………………
………
5)How did you feel about the product that you made?
(Please circle one option below)
Very satisfied | Proud | Happy | Disappointed | Never want to make it again

Other…………………………………………………………………………………………………………………

6)Complete the sensory analysis below.

Very Satisfactory Not

satisfactory Satisfactory

Look

Smell

Taste

Texture
Where Food Comes
from
Whilst we buy most of our food fromsupermarkets, smaller food
shops or markets, all the food we eat must be grown, reared or
caught.
Some people also growor rear food at home or on allotments.
Where does our food come from?
Important facts:
• All food comes from plants or animals.
• Food has to be grown, reared or caught.
• Food is produced around the world.
• Food is changed from farm to fork.
• Food is processed on different levels to make it edible and safe.

The following ingredients are used to make a vegetable and goat’s cheese tart. State
whether the ingredients are from a plant or animal and its name. The first one has
been done for you.

Ingredient Animal or plant Name of animal or plant

Plain flour Plant Wheat

Hard cooking fat or butter

Mushrooms

Tomatoes

Sweetcorn

Peas

Red pepper

Goat’s cheese

Eggs

Milk

Black pepper
Food is grown, reared, or caught –
Fact file
Choose a food commodity and research how it is produced. Remember to state if it
is grown, reared, or caught.

Image of food
commodity here

Examples>>>
Bananas,Chicken,
Rice,

Extension task
Food commodities sometimes undergo further processing, known as secondary processing,
to turn them into other products, e.g. wheat flour into bread or pasta.
What other products can be made from the food commodity that you have researched?
How has it changed?
It is important to remember that:

• food is changed from farm to fork;

• food is processed on different levels to make it edible and safe.

State how each of the following food has changed from farm to fork.

COW MINCE BURGER

 EGGS
Rearing food – egg production
Followthe Link belowor copy and paste it into your search bar to learn all about where our Eggs
come from, once you have finished watching, try and fill in the missing words fromthe word
bank below.
https://www.foodafactoflife.org.uk/11-14-years/where-food-comes-from/videos/

Word bank: freely, battery, Lion, range, land, safety, organic

In the UK, there are three systems for producing eggs:
• Laying cage - across the European Union conventional '________' cages have been
banned. In the UK, they have been replaced by larger, ‘enriched’ colony cages;
• Barn– hens are able to move _______around the barn. The number of hens is
limited and they are given space to perch, scratch and dust bathe;
• Free-______ - hens must have continuous daytime access to runs which are
mainly covered with vegetation and there is maximumnumber of hens in a flock;
• Organic - hens producing __________eggs are always free range. In addition, hens
must be fed an organically produced diet and ranged on organic _______.
The British ______ mark is the UK's food safety scheme that relates to eggs. All eggs that carry
the British Lion mark have been produced under the stringent requirements of the British Lion
Code of Practice which ensures the highest standards of food _________.

Nowwe are going to use those ‘Excellent Eggs’ to make our own dish…
Savoury pancakes
We are going to make Savoury pancakes, this worksheet will help you to think about how you
will design and prepare your pancakes.

1) Suggest 4 different vegetables that could be used. Describe how they would be
prepared.

2) Draw, or describe, two different ways of folding or rolling a thin pancake.

3) What other ingredients could be added to the savoury pancakes?

4) What would be your top tips for being safe with the hob?
Savoury pancakes
Ingredients Complexity: medium
100g white plain flour
25g wholemeal plain flour
2 eggs (medium)
275 ml semi skimmed milk
Pinch paprika powder
Spray oil for frying
6-8 slices of ham
60g canned pineapple pieces
60g cheddar cheese

Equipment
Weighing scales, grater, chopping board, sieve, mixing bowl, small bowl, fork, wooden
spoon, measuring jug, frying pan, 15ml spoon, fish slice, and large metal spoon.

Method
1. Grate the cheese.
2. Sift the flours and paprika into the mixing bowl.
3. Break the eggs into the separate bowl and beat with the fork.
4. Make a well in the flour and add the eggs mixing with the wooden spoon.
5. Gradually add the milk, mixing well to remove any lumps.
6. Pour the mixture into the measuring jug.
7. Add a little spray oil to a frying pan on a medium heat.
8. Pour three 15ml spoons of the mixture in the centre of the frying pan.
9. Cook until bubbles appear on the surface and then turn using the fish slice.
10. Cook the underside of the pancake for one minute or until golden brown.
11. Grate the cheese and drain the pineapple.
12. Roll up pancakes with the ham, pineapple and cheese.
Top tips

• Transfer the pancake batter to a jug or use a ladle to reduce the spills as the
mixture is placed into the frying pan.
• Stack the pancakes as you make them between sheets of greaseproof paper
on a plate kept in a warm place.
• Different herbs, spices or fillings can be added to the pancake recipe for a
different taste.
Food skills

• Weigh.
• Measure.
• Sift.
• Beat.
• Mix, stir and combine.
• Fry.
 Practical Evaluation

1)What Dish did you make? ……………………………………………………………..

2)Why did you make the dish? (Choose one option below and explain)

To learn a new skill:……………………………………………………………………………….

To practice a skill:…………………………………………………………………………………..

To experiment/ Find something out:………………………………………………………

3)Did you change or adapt the recipe in any way ? (Please circle below)

Added/Removed an ingredient | Changed a cooking method | Presentation

Other……………………………………………………………………………………………………

4)Is there anything you would change if you made it again?

……………………………………………………………………………………………………………………………………………………………………
………
5)How did you feel about the product that you made?
(Please circle one option below)
Very satisfied | Proud | Happy | Disappointed | Never want to make it again

Other…………………………………………………………………………………………………………………

6)Complete the sensory analysis below.

Very Satisfactory Not

satisfact Satisfactory
ory

Look

Smell

Taste

Texture
STUDENT ROOM

TEACHER TUTOR

CLASS YEAR TARGET

160
1
Progress against termly target
ABOVE
ON
BELOW
TERM 1 2 3 4 5 6
Term

Level

Tick
Learning outcome achieved (Self tracking)

3 I can show an awareness of, basic computer security.

1 4 I understand the importance of computer security and can apply some security methods.

5 I can evaluate or assess the level of computer security and apply it using defined rules

3 I can state some topics connected to online safety

2 4 I know why it is important to stay safe online

I can discuss in detail why online safety should be followed

5

3 I can save a file into an appropriate folder.

I can create and save files and folders giving each appropriate names
3 4
I understand and can explain why it is important to save and organise files and folders using
5 meaningful names

I know what a Word Processor is used for and can create a simple document
3

4 I can use a Word Processor to create simple business documents

4
I know which documents should be created using a Word Processor and can make a range of business
5 documents from scratch

3 I know what Presentation Software is used for and can create a simple presentation

5 4 I can use Presentation Software to create presentations using templates and animations
I know what type of documents are created using Presentation Software and can make an effective
5 presentation containing a variety of media types.

I know what a Spreadsheet is used for and can input figures into a business spreadsheet
3
6 I can use a Spreadsheet to create simple business documents
4
I can build a spreadsheet and use a formula to make simple calculations
5

161
2
1. Introduction to ICT
Computer Task: You are going to login to your computer, you will need two pieces of information. Your
teacher will give you one piece of information. The second piece of information you will create yourself.
What do you think the second piece of information is?
Answer:

Activity: David has thought of some possible passwords. What is good or bad about the pass-
words he has thought of?

Example Passwords Strengths or weaknesses

David
(his name!)

David11
(his name and age)

Chips
(the name of his pet fish)

Pterodactyl
(a word from the diction-
ary)

Harry (the hero of his fa-

vourite film)

The two most important things about a password are:

__________________________________________________________________________
_____________________________________________ _____________________________
__________________________________________________________________________
__________________________________________________________________________

You will frequently be using two websites throughout your time here at the St
Leonards Academy find out what their URLs (addresses) are:

• The Foxhub HTTP://

• Google HTTP://
Computer Task: Use the Internet to find two ways to tell if a website is secure.
1.
2.

Self Assessment: How many strengths and weaknesses did you find? /5
Did you understand the two most important things about passwords? /2 Use the
GREEN PEN pages at the back to add any strengths and weaknesses you missed!

162
3
Write the path (address) to the following areas of The Foxhub?
• New Feed says __https://www.thefoxhub.com/feed/ _________________________
• Student resource blah is in ____________________________________________
• My timetable is in ___________________________________________________

Some people use a set of instructions or rules to help them create a new password .

A set of instructions or rules a computer will follow is called an algorithm.

Can you think of an algorithm that you could use to help create and remember your passwords?

I have started this for you:

_1. Must contain a minimum of eight characters__________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Why is The Foxhub an appropriate website for us to use in school?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Self Assessment: How many Foxhub features did you find? /4

Is your algorithm successful? ? Y/N
Did you answer the question about Foxhub correctly? Y/N
Use the GREEN PEN pages at the back to add the other features you missed, correct
your algorithm and re-write the answer about Foxhub!

163
4
Green Pen Activity:
_______________________________________________________
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164
5
2. Staying Safe

Using the Internet can present dangers to your health, safety and general wellbeing.
Using the following keywords, list some of the dangers you may be exposed to when online.
Grooming Identify Share Cyberbullying Meeting Private

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Computer Task: Search the Internet for “Online Safety Posters” and view some of the images.
In Publisher, create an online safety poster focusing on a topic you wrote about in the previous
task. Be sure to make your poster suitable for someone your age and include appropriate key-
words .

When you use the internet you need to be careful about what you disclose—this is because
whatever you put up online can be seen by anyone and can be difficult to remove! Your
computer also keeps a record of where you have been—this is called your digital footprint.

Self Assessment: How many word online safety dangers did you find? / 5
Use the GREEN PEN task to include the ones you missed!

165
6
Green Pen Activity:
_______________________________________________________
_______________________________________________________
_______________________________________________________
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166
7
3. Organising files and folders
Pixel Pro is a small computer games company with 5 employees. Below is a diagram of how their
directories are organised on their shared network area; can you work out which folder goes where?
Example: If you think “Holidays” should be in position “B”, write the letter “B” on the “Holidays”
folder

Pay Accounts Products Orders Pixel Pro Absence Finance

Files

Sales Holidays Invoices Presentations Staff Budget

It is important to name your files appropriately so you can find them later , sometimes you will
need someone else to find the file—in this case it is even more important that they can find
the file!
Can you make some suggestions for file names for each of the following file descriptions:
1. Presentation about Volcanoes Paul created for his Geography homework
2. Database containing address and date of birth details of all of Jane’s friends so she
knows when to send them a birthday card
3. Video file of last years school pantomime ‘Cinderella’
4. Last months accounts contained in a spreadsheet file

1. ____________________________ 2. _________________________
3. ____________________________ 4.__________________________

Self Assessment: Are all four file names appropriate? / 4

Use the GREEN PEN to correct any in the GREENPEN section!

167
8
Above is screenshot of Liam’s files he has stored on his school M drive. Can you see 4
problems with how he has stored them?

1.
_______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________

What would you suggest Liam should do to help him to organise his files more appropriately?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Self Assessment: How many problems did your find? / 4

Use the GREEN PEN to find the ones you missed or correct the ones you didn't get quite
right!

168
9
Green Pen Activity:
_______________________________________________________
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169
10
4. Office Application Software (Word Processing)

Task: Open Microsoft Word.

Spend fifteen minutes exploring Word. Consider the various documents you could create
using a word processor.
Make a list of all of the things you think Microsoft Word could be used for.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_When naming a document made with MS Word what file extension is applied to the file name?
________________________________________________________________________________

Task: You are starting a new business selling mobile phones. You will be meeting with many
customers so will need your own business cards. As you will also need to employ a salesperson,
you must create a simple application form that potential employees will complete with their
personal details.
Using information from the following website: https://www.klientsolutech.com/list-of-
microsoft-word-exercises-for-students/, create a business card and an application form. Your business card and
form will also need a company logo.
Use the next page to sketch out your basic designs for the business card and application form

Self Assessment: Have you correctly identified at least 4 things MS Word can
be used for? / 4
Use the GREEN PEN to identify some additional features of MS Word!

170
11
Sketch your business card design here:

Sketch your Application form design here:

Self Assessment: Have you correctly included 5 internet services? / 5

Use the GREEN PEN to add additional services.

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Green Pen Activity:
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5. Office Application Software (Presentations)

Task: Open Microsoft PowerPoint

Spend fifteen minutes exploring PowerPoint. Think about what PowerPoint is used for and
how it could be used by you for your school work.
Make a list of all of the things you think Microsoft PowerPoint could be used for.

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_When naming a document made with MS PowerPoint what file extension is applied to the file name?
________________________________________________________________________________

Task: For may of you this is the first time you have been given the opportunity to use a computer to
be creative. PowerPoint is very good at enabling the user to present information and ideas in an
entertaining way

Using information from the following website: https://www.klientsolutech.com/uses-of-microsoft-

powerpoint-in-our-daily-life/ create a presentation that showcases some of the uses of PowerPoint.
Be sure to include a range of images as well a text to describe each use.
Use the next page to sketch out a basic storyboard for your presentation using simple shapes

Self Assessment: Have you correctly identified at least 4

5 things
internet
MSservices?
PowerPoint
/ 5can
be used for? / 4
Use the GREEN PEN to identify some additional services from your partners list!
Use the GREEN PEN to identify some additional features of MS PowerPoint

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Sketch your presentation ideas here:

Slide 1 Example
Title Slide 2

Text description

Picture Picture Picture Picture

Slide 3 Slide 4

Slide 5 Slide 6

Slide 7 Slide 8

Slide 9 Slide 10

Slide 11 Slide 12

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6. Office Application Software (Spreadsheets)

Task: Open Microsoft Excel

Spend fifteen minutes exploring Excel. Think about what Excel is used for and how it could
be used by you for your school work.
Make a list of all of the things you think Microsoft Excel could be used for.

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_When naming a spreadsheet made with MS Excel what file extension is applied to the file name?
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Task: For many of you this is the first time you have been given the opportunity to use a computer
to handle data. Excel is very good at enabling the user to display data and calculations in a logical
way

Using information from the following website, https://www.klientsolutech.com/easiest-microsoft-excel-

chart-exercise-for-students/ create a spreadsheet by following the instructions. Be sure to follow the
instruction exactly as described.
Once you have completed the Cricket task you can go on to create your own spreadsheet

Use the next page to sketch out a basic simple spreadsheet of ten items you would buy from a supermarket

Self Assessment: Have you correctly identified at least 2

5 things
internet
MSservices?
Excel can/be
5
used for? / 2
Use the GREEN PEN to identify some additional services from your partners list!
Use the GREEN PEN to identify some additional features of MS Excel

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Sketch your supermarket spreadsheet design here:

Name Price Quantity Total

Now create a graph from your spreadsheet

Self Assessment: Have you correctly included 5 internet services? / 5

Use the GREEN PEN to add additional services.

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Keywords
Keyboard Computer hardware used to enter characters into a computer

Monitor An output device used to display objects, including images and text,
from a computer
Mouse An Input device used to control an on screen pointer for the user to
interact with screen objects
Operating System Software designed to enable the user to operate the computer

Login The action of entering a username and password to gain access to a

computer system

Username The unique name used to identify a specific user on a computer

Password A secret mix of letters, numbers and other characters used to login to a
computer

Identity Personal details of an individual such as name and address

Secure Keeping something stored safely. Only those with permission can
access it.
Phishing A method use by criminals to acquire personal information, often sent
as an email
Pharming A website used by criminals to collect personal information

Encryption Method used to protect data. Data can only be accessed by authorised
users
Font Style of text used by computer applications

Spellcheck Computer software that checks your spelling

Paragraph A piece of text containing a number of sentences on a theme

Layout The position of objects on a page or screen

Format Settings which control the appearance of an object such as size,

colour, style etc
Document A single file, usually stored on a computer but can be paper based

Cell A part of a spreadsheet containing a single piece of data. Referenced

by it’s column letter and row number E.G. (C:12)
Row Horizontal lines on a spreadsheet defined by a unique number

Column Vertical lines on a spreadsheet defined by a unique letter

Formula A method used by a spreadsheet often used to make a calculation

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PERSONAL DEVELOPMENT

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KS3 PD Booklet 1

LQ: Can I talk about what democracy is and understand why it is important ?
Prepare for learning
PLQ

What Do We Already Know? In two or three sentences write

down what you already know abut
democracy.

Key Words: Human Rights Democracy Justice Freedom

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LQ: Can I talk about what democracy is and understand why it is important ?
Present
PLQ

British Democracy
Democracy is a belief in freedom and equality between all people.

Britain is a democracy because it Britain is also a democracy because

has a government which supports the government is made up of
the belief in freedom and equality politicians whom the British people
between all people. have voted for.

There are basic human rights shared by all people and all societies and
protecting and respecting these is an important part of democracy in
Britain.

Key Words: Human Rights Democracy Justice Freedom

LQ: Can I talk about what democracy is and understand why it is important ?
Construct
PLQ

Lets play the Democracy Matching Game, matching each key word to its
definition . Write the answers on your piece of paper or book

How many will you get right?

Key Words: Human Rights Democracy Justice Freedom

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LQ: Can I talk about what democracy is and understand why it is important ?
Demonstrate
PLQ

How many did you get right? Look carefully at the answers below.

The belief in freedom and

equality between all people.

The power or right to act, speak

or think as one wants.

The state of being equal in

status, rights or opportunities.

A right which is believed to

belong to every person.

The group of people with the

authority to govern a state or
country.

A large group of people who live

together in an organised way.

Key Words: Human Rights Democracy Justice Freedom

LQ: Can I talk about what democracy is and understand why it is important ?
Demonstrate
PLQ

Putting It into Action

Answer the quiz questions all about
democracy using all we have
discussed and the key words below.
1. What is democracy a belief in?

2. In a democracy, who is free to be who they want to be

Word Bank:
and believe in what they want to believe in?

democracy equality 3. In a democracy, which people are equal?

society 4. Who do human rights belong to in a democracy?

freedom government 5. What makes Britain a democracy?

Key Words: Human Rights Democracy Justice Freedom

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LQ: Can I talk about what democracy is and understand why it is important ?
Construct
PLQ

The Importance of Democracy

We live in a democratic society in Britain.
Unfortunately, not all people throughout
the world live in places where there is a
belief in freedom and equality between
all people.

How do you think the people in the image might be

feeling?

Write a short paragraph on your findings

Remember capital letters and punctuation.

Key Words: Human Rights Democracy Justice Freedom

LQ: Can I talk about what democracy is and understand why it is important ?
Review
PLQ

The Importance of Democracy

Why is democracy important?

Take a moment to think about this

and then write your thoughts on a
Democracy Thought Bubble. ( you
can draw these on your paper or in Why is democracy important ?
your book)

Try to think of at least 4

Key Words: Human Rights Democracy Justice Freedom

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LQ: Can I talk about what democracy is and understand why it is important ?
Review
PLQ

What is
democracy?

Write a few sentences on how you can

use democracy to make a difference at
What have you learnt today? How could you use school.
what you have learnt to make a difference to our
school community? How might that impact on the learning
in school? Will it be positive or
negative.

Key Words:

Year 7
Lesson 2

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LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Prepare
PLQ

What Are Human Rights?

‘Human rights’ are rights that belong to every
individual regardless of race, sex, religion,
nationality, ethnicity etc. Following the Second
World War, the need to prevent such atrocities
happening again in the future was evident and
as a result, the UN (United Nations) drafted the
‘Universal Declaration of Human Rights’ as a
standard by which all nations should adhere in
order to protect the rights of every individual
across the world.

Do you know of any human rights?

Jot as many as you know down .

Key Words: Human Rights Ethnicity United Nations Declaration

LQ. Can I identify the role of the Universal Declaration of Human Rights ?
construct
PLQ

Using your knowledge or researching on the internet, write a brief

explanation of each of the following human rights listed below most of
them are self explanatory there is a sheet attached to class charts for your
reference. (there is no need to print the sheet)

Human Right Explanation

the right to life

the right to free speech

the right to a fair trial

freedom of thought,
religion and belief

no discrimination

the right to an education .

freedom from slavery

Key Words: Human Rights Ethnicity United Nations Declaration

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LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Review
PLQ

How many did you get right ?

Check your answers with the chart below.

Human Right Explanation

This is the right to live your life and allow no one to take your life away. Some may
the right to life believe that abortion goes against this human right as it prevents a life from being
lived.
This right entitles us to say what we would like to say to others and not be prevented
the right to free speech from offering our opinions and views on important issues. Some people believe this
right comes with a responsibility to use our speech for good and not hurt others.
This right entitles everyone to a fair trial and to be considered innocent until proven
the right to a fair trial
guilty.
freedom of thought, The human right that allows everyone to choose the religion/way of life they would
religion and belief like to follow and that no one should be forced to follow a religion.
To be treated fairly in society and not treated differently due to race, gender, beliefs,
no discrimination
religion.
The right to an education means allowing all children in all countries gain a full, free
the right to an education
education to better their life chances.
freedom from slavery The right to live a life free of the servitude of another.

Key Words: Human Rights Ethnicity United Nations Declaration

LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Demonstrate
PLQ

Rights Violations
Using the definitions you have been researched and checked ,
decide which human rights have been violated and record your
response.

Fahima has travelled to the UK illegally Gurinder is 14. As a Sikh, he wears a

from Sudan in search of a safer life. turban as part of his religious beliefs.
She has been told by a family that she His school have informed his parents
now lives with that she is safe. They that his turban is not part of his school
have taken her passport and forms of uniform and he can no longer wear it to
identity and are making her work for school. He has been told that he can
no money. return to school when he is no longer
choosing to wear the item.

David is 40 and suffers from severe

Alzheimer’s disease. He knows that it will Malala Yousafzai, an activist campaigning for
develop to the stage where he will not be female education, is shot and near‐fatally
able to do anything for himself. David injured by a Taliban gunman in response to
wants to end his life using euthanasia. her activist work.

Key Words: Human Rights Ethnicity United Nations Declaration

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LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Demonstrate
PLQ

Rights Violations
Check your answers

The right to free speech. Freedom of thought, religion

The right to live. and belief.
Freedom from slavery The right to an education.
No discrimination.

Freedom of thought, religion and

The right to free speech. belief.
The freedom of thought The right to an education.
No discrimination

Key Words: Human Rights Ethnicity United Nations Declaration

LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Demonstrate
PLQ

The United Nations

There are currently 193 members (countries) of the United Nations. The United
Nations formed in response to the devastation of the Second World War. They
created the Universal Declaration of Human Rights in order to prevent such
suffering from happening again and protect the rights of communities
worldwide.
Write a letter as a member of the United Nations to non-member
nations explaining why they should join the United Nations.

Success Criteria
You should include the following in your letter:
1. Explain the role of the Universal Declaration of Human
Rights.
2. Give examples of the human rights you think are important.
Explain what they work to protect.
3. Explain why it would be important to join the United
Nations and what could be achieved, referring to specific
human rights.

Key Words: Human Rights Ethnicity United Nations Declaration

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LQ. Can I identify the role of the Universal Declaration of Human Rights ?
Review
PLQ

Summarise your learning by choosing one of the following an acrostic poem is a type
of poetry where the first,
tasks: last or other letters in a
line spell out a particular
• Write an acrostic poem using the word ‘freedom’ as a
word or phrase
guide to explain what you have learned about human
rights and the UN.
• Choose three human rights you feel to be the most
important and explain, in detail, why you think this.

Key Words: Human Rights Ethnicity United Nations Declaration

Year 7
Lesson 3

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LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Citizens and Citizenship

What does it
mean to be a
global citizen?

Take a moment to think about this.

When you are ready, write one
word on your paper in response to
this question.

Once you have finished, put your

paper to one side as we will add to
this as the lesson progresses.

Key Words: Citizenship Responsible Global

LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Citizens and Citizenship

We often hear the word ‘citizen’ but what does it really mean?

A citizen is someone who belongs to a particular place. For example, the

citizens of a town or city are the people who live there. A citizen is an
inhabitant of any place.

We are all citizens. Where are you a citizen of?

So, what about citizenship? What does that mean?

Citizenship is how we live in the areas to which we

belong. It is all about behaving in a way that is
responsible and considerate to the area and
others living in it.

Let’s find out a little bit more!

Key Words: Citizenship Responsible Global

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LQ: Can I talk about and understand how we can be responsible global citizens?
We can show good citizenship, or be a good citizen of the places we
PLQ

belong to, in lots of ways

By doing these things, we help everyone live happier lives, feel safer and
ensure the places in which we live are looked after…how amazing to be a
part of something like that!

Help people in need.

Look after the environment.

Follow the laws and rules.

Be honest and trustworthy.

Volunteer in your community.

Respect the rights and property of others.

Be compassionate – care genuinely about

other people and living things.

Key Words: Citizenship Responsible Global

LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Going Global
We are all citizens of the places in which we live. But let’s think bigger
now…what one place is every single human a citizen of?

Yes, you’ve got it…the world! We

are all global citizens. We all belong
to one world. This is something to
be celebrated!

Being a responsible global citizen

means engaging with the world in
which we live in a responsible way
for the good of all across the globe
and for the good of
the environment.

But what does this look like in action?

Key Words: Citizenship Responsible Global

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LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Look carefully at each image, think about it and on a piece of

paper start mini mind maps for each picture and write how
you think the people in the images are being responsible
global citizens.

Key Words:

LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Being Responsible
So, what have you learnt about how to be responsible global
citizens?

• Respect and celebrate differences throughout the world. • Be active citizens – volunteer, campaign and educate other
about important global issues
• Show empathy towards others in different countries
• Be aware of what is happening in the world.
• Be curious about the world and want to find
out more
• Believe you can make a difference.
• Promote sustainability (meeting the needs of the present
without endangering the future). • Respect and protect the global environment.

Have a global mindset – know all people have the same rights,
wherever they are in the world and live in a way which
respects these rights.

Key Words:

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LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Global Citizenship and Me

Draw your own picture of the world in your hands, if you would
prefer to just write that is fine too. Within the given outline,
write about what global citizenship means to you and describe
how you would like to live as a responsible global citizen. Use
the words below in your answer.

help sustainable difference

protect curious celebrate

respect aware empathy

rights volunteer believe

environment campaign

Key Words:

LQ: Can I talk about and understand how we can be responsible global citizens?
PLQ

Is It Important?
Is it important to live as a responsible global citizen?
Take a moment to consider your answer. Jot down your reasons why.

By choosing to live as responsible global citizens, we are

helping the world and all of the people in it.
We are helping all people to live safe and happy lives where
their rights are respected. We are doing all we can to ensure
the environment and animals in it have a future. We are
working together for the benefit of our one world!

Think about the answer you wrote in response to the first Big Question at the
start of the lesson. Do you still think the word you chose is appropriate? If you
wish to either remove and write a new word or add a further one please do so
now.

Key Words:

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Lesson 4 Study Skills

LQ. Can I consider different attitudes around Mental Health?

balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

Prepare

• On a small piece of paper or a

post it note write down what
you know about Mental health.

• Once you have done it put it to

one side

Challenge :What does

the word stigma
mean ?

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LQ. Can I consider different attitudes around Mental Health?

Agree
balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

What: Define and Look at the stigma attached to mental Health

Why: Its important to recognise fact from fiction to allow us a deeper

understanding of our mental health.

How:. We will see what we already know and separate fact from fiction

Where else: Stigma is a part of our everyday lives in school , home and work.

Key Words: Stigma Discrimination Impact Attitudes

LQ. Can I consider different attitudes around Mental Health?

balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

Start a mind map called ‘Discussion points’

Construct
Write your thoughts on a mind map • What are some of the negative things you
have heard about people with mental
You could have positive branch and a negative illness?
• What are some of the positive things you
Or a separate mind map for each all your work have heard about mental illness?
should be added to this mind map through this • Why do you think people with mental
lesson illness are stigmatized?
• Can you think of any other health
Stigma ‐a mark of disgrace conditions or social issues that have been
associated with a particular
stigmatized throughout history?
circumstance, quality, or person.
• What factors have contributed to changing
public attitudes about some of these
conditions or issues
• What do you think influences perceptions
about mental illness?
• How do you think stigma affects the lives of
Remember, generalizing can also be a
form of stereotyping. people with mental illness?

Key Words: Stigma Discrimination Impact Attitudes

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LQ. Can I consider different attitudes around Mental Health?

balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

Lets look at the following statements. You can either agree , Construct
disagree or say you are not sure write your answers on your mind
map Agree
• People should work out their own mental health Disagree
problems.
• Once you have a mental illness, you have it for life. Not sure
• Females are more likely to have a mental illness
than are males.
• Medication is the best treatment for mental illness.
• People with a mental illness are generally violent and
dangerous.
• Adults are more likely than teenagers to have a
mental illness
• You can tell by looking at people whether they have
a mental illness.
• People with a mental illness are generally shy and
quiet.
• Mental illness only happens to certain kinds of Once you have finished grab the
people. ‘Best answers information sheet’
• Most people will never be affected by mental from your teacher .
illness.
Key Words: Stigma Discrimination Impact Attitudes

LQ. Can I consider different attitudes around Mental Health?

balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

Present
Reducing Stigma –What works ?
There is no simple or Watch your language ‐ Make sure you are not using language or comments that stigmatize
single strategy to people with mental illness.
eliminate the stigma
associated with mental Ask questions‐ A lot can be learned by asking questions of a mental health professional like
illness, but some a counsellor or doctor, or a person who has lived experience with a mental illness.
positive steps can be
taken. Remember the
acronym “WALLS” to Learn more‐ Great resources are available online to help educate you on different mental
help reduce stigma. illnesses. Increased education means fewer misunderstandings and less stigma.

Listen to experiences‐ Once you have learned a bit about mental illness, consider asking
someone you know about their experience with mental illness. If you are considerate and
respectful, they may be comfortable speaking about their experiences. If you have lived
experience, consider sharing your story with others.

Speak out‐ Help reduce stigma by speaking out when others stigmatize people with mental
illnesses or spread misconceptions.

Key Words: Stigma Discrimination Impact Attitudes

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LQ. Can I consider different attitudes around Mental Health?

balance in our personal emotional health (skills).
PLQ Can I identify and put into practice protective factors that will help to maintain

Review
Write one sentence about mental health using each one of the
key words

For example. Excluding people from work with mental health is

discrimination

Stigma

Attitudes

Impact

Discrimination

Key Words: Stigma Discrimination Impact Attitudes

Lesson 5

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LQ. Can I Identify a number of key personal skills ?

Prepare
Explain how you already demonstrate these skills in your everyday lives

Make a small mind map in your book.

Answer the following and add to your
mind map

What do you think personal skills are ?

How could these benefit you in the

workplace?

Key Words: Personal Communication Team Resilience

LQ. Can I Identify a number of key personal skills ?

Prepare
Explain how you already demonstrate these skills in your everyday lives

Which top personal skills do employers look for?

Are any of these on your mind map ?

Planning and
Communication
research

Leadership Resilience

Teamwork Self Management

Key Words: Personal Communication Team Resilience

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LQ. Can I Identify a number of key personal skills ?

Agree
Explain how you already demonstrate these skills in your everyday lives

What: We are going to identify the personal skills that we need to succeed in
work and school

Why: It is important to recognise our strengths so that we are able to support

our application forms for college and work .

How: We will look at the personal skills that we all have and rank in order of
importance or in our strengths.

Where else: Being able to recognise and use our personal skills will be used across curriculum , college and work.

Key Words: Personal Communication Team Resilience

LQ. Can I Identify a number of key personal skills ?

Present
Explain how you already demonstrate these skills in your everyday lives

Adapting Personal skills

You might use each personal skill differently in a
workplace context.

For example, what you wear to school is probably

dictated by the uniform rules, but they must make
sure they follow them. In the workplace, there may not
be written rules but you will need to be aware of how What skills do you think are
other people dress and what their customers might transferable from school to work ?
expect to make sure they are dressed appropriately

Skills we gain from everyday experiences can also be

useful for the workplace. These could include debating
competitions, charity runs or playing football

Key Words: Personal Communication Team Resilience

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LQ. Can I Identify a number of key personal skills ?

Construct
Explain how you already demonstrate these skills in your everyday lives

Copy the table into your books.

You are going to rank your own top 5 skills and

record these in the first two columns of the
table.

It will be important to talk or write about these

skills when you apply for jobs or college
courses, and in interviews. However, it is not
enough to simply claim you have the skills; you
will need to demonstrate how you use the skills

Key Words: Personal Communication Team Resilience

LQ. Can I Identify a number of key personal skills ?

Construct
Explain how you already demonstrate these skills in your everyday lives

Now choose one of the skills and describe how you

would use it in real-life, perhaps at school, home, a
club, or as a volunteer, and how you may need to use
the skill differently in a job or work situation.

You can discuss in pairs.

For example, how might they need to communicate and

listen differently, and why?

Then use the third column on your chart to record your

ideas.

In a work situation an example could be a paramedic

who uses listening skills to assess patients. They need
to listen very carefully so they relay the correct
medical information to doctors. How would this be
different from the way they listen to their friends or
colleagues?

Key Words: Personal Communication Team Resilience

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LQ. Can I Identify a number of key personal skills ?

Demonstrate /review
Explain how you already demonstrate these skills in your everyday lives

Which skills will you need for these

scenarios ?
It’s your first day: make a great impression It’s the end of the day. You need to ‘cash up’

It’s your first day at a new job. You’re You’re in charge of the till and it’s the
going to meet your new boss and colleagues end of the day. You need to sort and
and take on your first tasks. How can you count the money in the till, check the
make a great first impression with total matches the till’s records, bag up
everyone? the money and take it to the bank

A customer is unhappy

An important customer is on the phone. They are unhappy with the

service they received and want to complain. Your manager is away and
you take the call. You need to make a record of what you both say and
make sure the customer is satisfied with how you handle their call

Key Words: Personal Communication Team Resilience

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LQ.
PLQ

Key Words:

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Lesson
One

App

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Over the next few lessons we are going to put

a plan together for the design of a brand new
smartphone application. Task 1:

You will come up with your own application Can you list 5 different
idea, explain its function, design its logo and categories of smartphone
general interface. applications?

1a: Explain what they are

You never know, maybe you design the next used for.
Uber or Facebook.
1b: Explain how they have
changed the way people live.

1c: Explain what you would

change about this application
Uber:
1a: Uber is an application that is used to help people to make it more successful.
travel within a city.
1b: Uber has made using a taxi service a lot more EXAMPLE
efficient. It has a number of features such as tracking
your drivers location, paying online, rating your driver
and much more that have added to its success.
Your 5 answers should be as
1c: I think Uber still has a lot of area for growth. I would detailed as the example.
like a feature that saves your favourite drivers and gives Please write in full
you the option to book them in advance. sentences using correct
punctuation and grammar.

Coming up with an
idea is difficult!

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You can do it on paper using different colours

for different categories or you can use
websites to help you like I did.

I used Mindmeister.com and then took a

screenshot but there are plenty of other
options online.

Things to include in your design brief

What are you going to design and make?

Write in a full sentence with correct spelling, punctuation and grammar.

Who are you making the product for?

Outline who your user/customer group is and what they might want from the
product.

Other relevant information

Depending on the product you may need to include other information like the size
or the aesthetic choice, how will you make the product? Using what materials?
Task 3: Write a short
paragraph explaining Remember to keep it brief and concise.
the app that you have
chosen as the idea
you want to continue
to develop.

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Next lesson we are going to

carry out a product analysis

End of
Lesson One

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Lesson

PRODUCT
Two

App
ANALYSIS
Do now Task:
Look at the three products below:

What do you think they are designed to do?

Which one do you think works best? Why?
Who do you think the products are made for?
Which one do you think would cost the most?

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WHAT IS A
PRODUCT
ANALYSIS

Look at how the wheel has developed with time. Designers often develop existing products or use
existing products to inspire them.

WHAT TO INCLUDE IN A It is important for you analyse different features of an application. I have used this page to

PRODUCT ANALYSIS
show you all of the things that are important to consider. Read through it and then do you own
for an application of your own choosing. This is not for the app you want to design but for one
that already exists. Doing this will help you when you have to make your own.

Aesthetics Cost
What do you think about the appearance of the Do you think that this application would be expensive to
application? Your Own Summary develop.
Are the colours appropriate for the product/customer? Its important to think about the complexity of the
Are the graphics and layout attractive? Give your own short summary of the application. application and the amount of different functions/ use of
Do you think that it is successful and why? graphics. This will add cost to the product. Do not simply
Give your opinion and always give a reason for this estimate a price. E.g. I think that this product would be
opinion e.g.. In my opinion this product is not expensive to develop because of the complexity of design
aesthetically appealing because the colours are very dull and use of a range of different functions/graphics.
and may not appeal to all users.

Usability
Environment
What makes an amazing application is its usability. Do you think this application is good for the environment?
People generally want to use quick and easy applications
that are efficient and amazing at the same time. Its important to think about the impact that using this
application may have on the environment. You could
How easy is this app to use? Could it be used by people consider how much battery energy the app is likely to use?
of all ages? Could it be used by people with little Does the application promote recycling or saving energy?
technology experience?

Function Customer Safety

What is the Application designed to do? Does the Who do you think this application is aimed at? Do you think this application is safe for its user?
application perform? Does it do what it is designed to do? Do you think that the application appeals to this Is the application safe for other people that may come in
Does it do this well? customer? contact with it?
Does the application meet the customers needs?
Some applications are badly designed and therefore don’t Give your opinion and always give a reason for this There are many dangers associated with using applications.
function well. Some applications are amazing and function opinion e.g.. In my opinion this application is aimed Sometimes you are putting yourself at risk of physical or
so good that you cant live without them. Give your opinion mainly at males and females aged 15‐50 because these emotional harm. Is this app safe? Is the content safe?
about how the application functions and justify your are the age group most likely to book a taxi. I think that
answer. the App is usable for this age group.

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Now that you know how to do a product analysis. Use this page to carry out your own product analysis. You can do it for
Task 2 any application that you like. If you cant do it on the computer you can write it out on paper.

Aesthetics Cost

Your Own Summary

Give your own short summary of the application.

Do you think that it is successful and why?

Usability
Environment

Insert a picture of the App

you are analyzing here.

Function Customer Safety

Next lesson we will

start designing.

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LOGO
DO NOW TASK:
Why does a designer do initial
ideas and not just start
making?

What is the importance of

having several design ideas?

STRETCH:
Can you explain why a
designer might add
annotation to his ideas?

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 11/01/2021

SIR! When are we going Just like

to start?
SIR! I know what I want
most things
to make why do I need in life. The
to draw THREE IDEAS?! more you
WHY!? practice the
better you
get.

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SKETCHING

Task One – Use a sharp pencil to sketch three app

logo ideas – They should be simple but also very
eye catching.

You don’t need to be an amazing artist to design but

you do need to be able to project the idea in your head
BUT SIR!!
onto a piece of paper. Try your best and if you really are
I CANT DRAW!!
struggling use a device to trace from.

Colouring
How to Colour
1: Make sure that the colouring pencil is sharp
2: Make sure that you do not press too hard.
3: Keep the pressure that you apply consistent.
4: Colour in the same direction – spin the paper.
5: Don’t go outside of the lines you have drawn.
6: Some people think that sticking your tongue out and
a bit to the side can improve your colouring ability.
7: Sometimes adding a black outline using a fine liner
can really make your ideas POP!

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The word annotation

ANNOTATION
means labelling or I have chosen to use
adding text. the colour black
because it stands out
This is a letter A which and looks really
is the first letter of the professional.
alphabet

Aesthetics: Why
have you chosen
this image and these
colours? Its also very
What do they important for you to
represent? highlight which idea
is your favourite and
Function: Does this logo why.
explain the function of
the app well? Maybe you can
identify a few areas When annotating your
design idea you should
Customer: Who is that you could be using the same
the product aimed improve on for your method that you used
final idea. when carrying out a
at and how does product analysis. Be
your logo design honest and really
appeal to them? scrutinize your design
idea. This can help you to
develop your idea and
make it even better!

PLENARY

Next lesson we will

start to plan and
design our app

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Designing
Lesson
Four and
THE Five
USER
App INTERFACE
The user interface are the pages of the app that the
person using it will see and use. It is the most important
parts of the app.
DO NOW TASK:

Why is it important that

different users can access
your app?

STRETCH:
Can you explain what
makes an app easy to
use?

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Take a look at the

homepages on the
right hand side. Notice
how they are very
simple and easy to
use. Apps generally
have buttons along
the bottom or in the
corners. These buttons
will guide you to The guide on the next page will help you to design your
another page. homepage.

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SKETCHING

Apps usually position buttons

(links) in these places

Apps usually have their logo

Take your here
time! This
should take
you two All your other information
lessons!
should go here

The word annotation

ANNOTATION
means labelling or I have chosen to use
adding text. the colour black
because it stands out
This is a letter A which and looks really
is the first letter of the professional.
alphabet

This is the logo of my

App, Its important to be
at the top (like a title)

This buttons takes you

to your direct messages.

The bottom section

contains five buttons
(links) the first one is a
picture of a house which The Homepage will feature images that are posted
will take you to the by all of the people that you follow. The app is very
homepage. The second is easy to use because all you have to do is scroll down
a magnifying glass which and you will see all of the posts.
symbolizes search. This
will take you to a search You can also ‘like’ ‘comment’ and ‘forward’ the
page where you can posts by using these buttons which are found
search for other under every post.
Instagram accounts.

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PLENARY

Next lesson we will

start to design our
other pages (links)

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Designing
Lesson
Six and
THE Seven
Secondary
App Pages (links)
The Homepage will almost always have buttons (links)
that guide you to secondary pages. These pages are
essential in the function of the application and can vary
in quantity depending on you app.
DO NOW TASK:

Think about all of the

pages that you will need to
design for your app to
function well.

STRETCH:
Could you simplify you app
in any way to minimize the
amount of pages but still
make it function as well?

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Clicking the image

that looks like a man
will bring you to your
own profile page.
This is where you can
organize your own
pictures, keep a track
on your followers and
who you are
following.
Clicking the magnifying
glass will bring you to
this page here which is
where you can search
for users or pages that
interest you.

It has been designed

Clicking the heart will bring
simply by placing the
you to a page that organizes
search bar at the top
the likes and comments you
and then listing pages
have received for your
with their profile picture
pictures.
and their ID.

Layout the page so that the

homepage is in the center.
You can then draw your
secondary pages around it
and use an arrow to show
how it will be opened.

Homepage

You do not need to draw the

phone every time. Just a
If your app doesn’t follow simple rectangle will do but
the traditional layout then use a ruler and present your
use your own way to present drawings neatly.
and explain it.

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 11/01/2021

The word annotation

ANNOTATION
means labelling or I have chosen to use
adding text. the colour black
because it stands out
This is a letter A which and looks really
is the first letter of the professional.
alphabet

This is the logo of my

App, Its important to be
at the top (like a title)

This buttons takes you

to your direct messages.

The bottom section

contains five buttons
(links) the first one is a
picture of a house which The Homepage will feature images that are posted
will take you to the by all of the people that you follow. The app is very
homepage. The second is easy to use because all you have to do is scroll down
a magnifying glass which and you will see all of the posts.
symbolizes search. This
will take you to a search You can also ‘like’ ‘comment’ and ‘forward’ the
page where you can posts by using these buttons which are found
search for other under every post.
Instagram accounts.

Notice how different shapes and colours are used for different
things. Notice how the green diamonds are questions and they
have arrows that direct you in different ways depending on how
you answer that question.

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 11/01/2021

PLENARY

Next lesson we will

start to design our
appstore advert

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 11/01/2021

Designing
YOUR
Lesson
Eight
App Store
App ADVERT
Now that you have designed your App you need to
create an advert that will promote it on the App store.

DO NOW TASK:

Can you summarise what

your app does in a very
short paragraph?

STRETCH:
Could you explain why
your app is unique and
what it does that other
apps don’t?

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 11/01/2021

App Name
LOGO Catchy description

An app advert is not PRICE

difficult to make but
it is really important
that you include all
of the main things.
Screenshot of app
Task One: Use a ruler (landscape or portrait)
to draw out the
layout. I have given
you a guide on the
right.

Once you have

Description of app
completed the
layout, you can add
all of your images,
price and stars.

Make sure that your

description is short but it must
also highlight the key features
of the app.

Identify the problem that the

app solves.

Sell the app – convince the

reader that they can live
without it.

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 11/01/2021

PLENARY

Next lesson we will

evaluate all the
work we have done
so far

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 11/01/2021

Do now Task: Can you explain what an

evaluation is in design technology and
why a designer might evaluate a product?

Stretch: Can you list a few different

methods a designer might use to evaluate
the success of a product?

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 11/01/2021

WHAT IS AN An evaluation in design and technology is the process of analysing and testing your

EValUATiOn
product. An evaluation allows you to judge how successful the product is and can help
you identify areas that you could improve.

PRODUCT
The Image on the right shows us a child's
teddy being tested. The teddy will be pulled,

Testing
stretched and squashed in different
directions. It will be soaked in water and will
undergo a series of tests to test how durable
it is. It is important for toy manufacturers to
ensure that their products can withstand the
way a child will play with it. It is also essential
for them to ensure that the product is safe for
the child.
The image on the left shows
us a building/ architecture
model being tested to see
The image on the right shows us a vehicle
how well it can cope with
being tested. All vehicles will test how
earthquakes and natural
resilient they are to impact and traffic
movement. The building is
accidents. They will strap in dummies to
placed on a rig which will
replicate humans of different ages. The
replicate an earthquake. The
vehicle designers will test how well airbags
building can be assessed for
and seatbelts work as well as the cars
damage or structural
resilience to accidents. Cars undergo a
weaknesses.
number of tests to tests other features like
brakes, tires, lights and steering.

The Image on the left shows a

shoe being testing. The shoe
will be attached to this
machine and the machine will The image on the right shows us a skier testing
replicate human movement. the aerodynamics of his equipment in a wind
The machine can simulate 3 tunnel. Wind tunnels are used to help designers
months of running in 3 days assess how smoothly a product can move
or 1 year of hiking or walking through air to minimize drag and speed
in 4 days. The designers can reduction. Wind tunnels are used to test cars,
assess how the shoe will motorcycles, cyclists and more importantly
perform and withstand these aircraft and spacecraft.
stresses.

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 11/01/2021

Evaluation
Methods
Product Testing: Testing that the product functions and how well it functions is really
important. Think about how you can test your product? What has it been designed to do and does
it do this? Could it do it better? How?

Product Analysis: Analysis of your product in the same way that you analysed existing
products earlier on in the project. Give your own opinion about how well the product meets the
following categories: Aesthetics, customer, cost, environment, safety, size, function and
manufacture.

Product Vs Specification: If you have written a specification then it is important for you to
assess how well your final product meets each specification point. Make sure that you are honest
and you identify where the product failed.

Questionnaire: Ask people what they think of the product! You could make a questionnaire or
simply ask them what they liked and what they think you could improve. Its important to ask people
that would be the user of the product.

Identify areas for Improvement: Its important that the evaluation leads to something. If
you have successfully evaluated your product than you must have identified some things that you
could improve. You may not be able to physically change your product but its important to
document them or sketch an improved version of your product.

Task 2: Complete the following activities.

Testing Final Product Analysis

How did you test your app design?
_________________________________________________________________ What do you think about the final aesthetics? Why did you choose those colours?
_________________________________________________________________ _________________________________________________________________
_________________________________________________________________
How well did it perform? Do you think it appeals to the targeted user? Why?
_________________________________________________________________ _________________________________________________________________
_________________________________________________________________ _________________________________________________________________
_________________________________________________________________
Would it be expensive to develop? How much should it be sold for?
_________________________________________________________________
_________________________________________________________________
User Assessment
Will the app consume a lot of the phones battery?
_________________________________________________________________
User 1 User 2
WWW: WWW: Is the sizing correct? Does the app work in landscape/portrait?
_________________________________________________________________
_________________________________________________________________

Is the app safe to use? Could children be exposed to inappropriate content?

_________________________________________________________________
_________________________________________________________________

Does the app function well?

_________________________________________________________________
EBI: EBI:
Could the app function better and how?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 11/01/2021

Task 2: Complete the following activities.

Final Idea Vs Initial Brief Sketches of Improved Idea

Use design sketching techniques and annotation to
How well did your app perform against the initial design brief?
sketch your improved app.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Which areas of the brief did your app fail to meet and how could it be improved to meet
them?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Areas for Improvement

What areas for improvement have you identified?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________________________________________
_________________________________________________________________

228
Name - Year -
Team - Tutor Group -
We want you to keep physically active during this lockdown period!
Over the next six weeks, we would like you to record what physical
activity you are doing and how long for.

Physical activity is anything that gets you up and moving for longer than
20mins.

Each week, you will earn points for hitting a specific target. The better target
you hit, the more points you will earn for yourself, Team, Year Group and Tutor
Group. Targets are set based on how long you exercise for:

1hr a week 2hrs a week 3hrs a week 4hrs a week

If you are struggling for physical activity ideas to hit your target, each week has
a challenge that offers suggestions of activities to do. This can be found You do
not have to do these, but it may set you an extra challenge.

Please make sure that all the physical activity you do, follows the current
Covid-19 guidelines.

Good Luck! Get Active!!!

 11.01.2021 – 17.01.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, how many
objects did you see?
 Walk. Run. Cycle.

This week’s theme is focused on getting out and about!

This can be by going for a walk, run or cycle but also skateboarding,
skating and scooting!
Remember to be safe – wear a helmet, be aware of traffic and
ensure you are staying within the government guidelines.
Time each of your outings and add them to your activity table.

Spotting Challenge
If you fancy an added challenge while you are exercising, see if you
can spot all of the following things during the week:

Red front door. ‘Open 24 hours’ sign

For sale sign. Number 15 house number
A park with a slide. Someone walking 2 dogs
Street starting with ‘W’. Post box.
Telephone box. A Seagull.
Park bench. Double decker bus.
Outdoor clock. White picket fence.
Bird sitting on streetlight Yellow car.
 18.01.2021 – 24.01.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, how many
times did you practice
your new skill?
 “Practice Makes Permanent”

This week’s theme is all about learning a new skill, and practicing it in
order to master it!
Choose a physical skill or activity you really want to learn or improve.
Keep practicing across the week and see if you get better.
Please make sure the skill is appropriate for you. Do not try anything
that may put you in danger, or break the government guidelines.

Here are some ideas for what you could choose:

 Keepy ups – football/bat and ball
 A dance routine
 A trick on a skateboard or scooter
 Flexibility – splits etc.
 Throw and catch off a wall or with a partner
 Speed over a certain distance
 Press ups or sit ups in 1minute
 25.01.2021 – 31.01.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, what words did
you use?
 Circuits

This week’s theme is all about circuits!

Circuits are a great way to develop whole body fitness whilst also
improving strength and flexibility.
To create your own personal circuit, use the Alphabet chart below:
Choose a word, or two words that have between 8-12 letters.
For each letter of your word, perform the exercise shown.
Start your first circuit with 10reps of each exercise. As you become more
confident, increase the number you do.

A – Lunges N – High Knees on spot

B – Shadow Boxing (1min) O – Press Ups
C – Rope Climb P – Star Jumps
D – Tricep Dips Q – Wall sit (hold as long as you can)
E – Squats R – Crunchies
F – Side Plank (both sides) S – Mountain Climbers
G – Swimming on front T – Russian Twists
H – Arm circles U – Toe touches on back
I – Split Jumps V – Wall press up
J – Scissor legs on back W – Burpees
K – Calf Raises X – Knee to elbow
L – Squat Jumps Y –Step Ups
M – Plank Z – Skipping without a rope
 01.02.2021 – 07.02.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, what did you
do to be creative?
 Get Creative!
This week’s challenge is all about thinking outside the box!
Why not create a dance/ gymnastics routine or simply be creative
with equipment and come up with a whole new activity/game!

Some activities you could try are:

 Create an obstacle course in your garden/ house.
 Create a new dance routine.
 Create a gymnastics routine (why not include people in your
family – remember extra points if you do!). Try to include
individual/ paired balances, travel, rotation and inversion.
 Create a new game! Can you get together a random assortment
of equipment from around your house/ garden and make a
whole new game!?

The more creative the better! Don’t forget to time your activity and
log it on the record sheet.
 08.02.2021 – 14.02.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, what did you
try that was new?
 Something New!
This week’s challenge is all about trying something new!
This could be a skill/activity you have never tried before.
You could even ask a family member or friend to teach you a new
skill.
Activity ideas:
 Borrow a skateboard/ scooter and learn a new trick.
 Learn to do ‘Keepie Uppie’s’! This could be with a football or
different pieces of equipment. You could even use different
body parts.
 Cup stacking!
 Learn some martial arts! Try Karate, Tai Chi or Capoeira.
Yoga or Pilates - these help with strength, aerobic fitness,
flexibility and have massive benefits for mental health.
Juggling! This is a great skill to learn and will become a great
party trick!
Could you go and try a new sport?

Whatever you choose, please make sure it follows the current

government guidelines, and is safe to do with your abilities.
 15.02.2021 – 21.02.2021

Day What? How Long?

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Targets:

1hr a week 2hrs a week 3hrs a week 4hrs a week

How many hours did you What target did you If you did the weekly
complete this week? achieve? challenge, what was your
favourite event?
 Home Athletics
This week’s challenge is all about the summer sport of Athletics.
As an academy we are one of the best in the county at Sportshall
Athletics, and have won the local town sports competition 6years in
a row!
We have created some fun Athletics challenges that can be done at
home.
Keep practising and record you best scores at the end of the week.
Challenges:
Speed Bounce – Find a smooth object that comes up to about ankle height
(empty water bottle, rolled up towel etc). How many two footed jumps can you
do over this, from side to side in 30s?
Wall Catch – Find a small ball or roll up a pair of socks and stand about 2m
away from a solid wall. Throwing with one hand and catching with the other
each time, how may catches can you do in 1minute?
Standing Long Jump – How far can you jump forwards from two feet to land on
two feet? No run up allowed! If you fall backwards it does not count.
Speed Race – Place two objects 5m apart. Time how long it takes you to run
between these objects 10 times (you must touch each object 5times).
Wall Sit – Place your back against the wall and squat as if you are sitting on an
invisible chair. How long can you hold this position?

What were your best scores for the week?

Speed Bounce Speed Race
Wall Catch Wall Sit
Standing Long Jump
Overall Scores
Week Hours Active Target Met

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Name - Year -
Team - Tutor Group -

Email this page to

[email protected]
OR
Give this page to your tutor when we return to the
academy