#STRINGER LEARNING @HOMEGALLERY
EDITION 3 T U E S D AY 1 2 M AY
#StringerLearning@HOME Student Work Gallery - Edition 3 Dear parents and carers, Firstly, may I say a heartfelt thank you to everyone who continues to help our children learn at home in what continues to be a most challenging time. Our teachers continue to use their expertise and creativity to set tasks that both support and challenge our students, so it is very gratifying to see the amazing work being submitted on a daily basis. We have all had to adapt to a new way of educating our students but I think you will agree the breadth and depth of the assignments shared in this week’s Stringer Learning@Home Gallery is a reason for optimism. This week we are sharing home learning produced for Religious Studies, science and music; it is a taster of the determination, engagement and talent that our students show us on a daily basis. We hope you enjoy their work.
MUSIC DEPARTMENT Most of Stringer’s Music lessons are centred around performance and practical based activities, creativity being the key to students learning. This has continued in various forms during remote learning as we continue to remain at home. We have been astounded at the creativity from our students, who have demonstrated resilience and strength through their music making. Year 7 and 8 are composing their own protest songs, some great work from our youngsters. Year 9 are discovering and learning about Music Through Time, the History of Music from Baroque through to the Romantic era. Performances are on water glasses and their own individual instruments. Year 10 are continuing to perform, compose and delve into the world of Film Music.
Click on the play icons below ‘
’ to view/ listen.
Our Year 9 students have been looking at ‘Music Through Time’, and last week’s tasks focused around the Baroque era. Here are examples of Loretta playing Vivaldi’s ’Spring’ on her cello, but also on the new musical phenomenon, the water glasses.
LORETTA -
Spring preformed on the Cello
LORETTA SPRING ON THE WATER GLASSES
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Year 7 student - The brief was to compose a PROTEST SONG. Here are creative and powerful lyrics which were performed confidently over a backing track to produce this student’s LOCKDOWN RAP.
WOODY LOCKDOWN RAP L.O.C.K.D.O.W.N RAP LYRICS Living is difficult, living in fear Opposite of happiness, drained of all cheer Closing all the doors, seeing no friends Kill this goddamn virus, make it all end Doing the same routine is such a bore Outside is sunny but we’re stuck indoors Washing hands constantly with gallons of soap No toilet rolls, I’m losing all hope LOCK D.O.W.N. There’s just so many things I’d like to attend. There’s just so many times when I need a friend. Look at the celebrities moaning in their mansions Obsessed with their problems, but they only have a fraction Check out the speeches from our useless politicians Knowing they’ve been tested for any transmission
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Don’t believe everything that they might say Or that nurses don’t need PPE to be ok We find these lies very disturbing No politicians did their home learning LOCK D.O.W.N There’s just so many things I’d like to attend. There’s just so many times when I need a friend. Look at me, I’m a one man band Oh yes, and I am making a stand Clapping every Thursday for the NHS Knock on wood everyday for their success Deep down I know we just want love Open up you hearts, enough is enough We all have to stand, and I don’t mean 2 metres No! We have to stand and not let this beat us
Our Year 7 and 8 students have been working hard writing protest songs; a song about something they don’t agree with or dislike. We have had submissions about Covid-19 and climate change all the way to their least favourite foods. This example, from Betty in Year 7, is from the perspective of her cat. Enjoy!
BETTY -
PROSTEST SONG PROTEST SONG Well I wake up in the morning always needing some feeding I run upstairs to their room and start pleading They don’t wake up and no one even cares So I’m just gonna purr and give them long stares Shall I make some noise, be a bit loud But all they do is just chuck me out Yes I will get some food, I will fight for my right Coz all I wanna do is get a little bite But they know who is boss at the end of the day And I’ll be the one left with something to say I’ve fought for my right, it’s my time to play I’ll do it tomorrow, good night and good day. Exactly, that’s how you do it, drop the mic.
The brief was to re-arrange a FILM leitmotif to reflect a sudden new Plot Twist in the music. The Plot Twist for ‘Pirates of the Caribbean’ was that Captain Jack had lost his jar of dirt and cried ‘NOOOO’ as sea monsters came to eat him; can you hear at which point this happens in the music?
JOE-
Pirates of the Caribbean Theme Please follow us on our Music Department Twitter account, which is updated daily. We also tweet a weekly Spotify playlist, comprising of song requests from Stringer students. We have uploaded some Year 9 ‘Water Glasses’ videos onto the Stringer YouTube channel. Links to our Twitter account and Stringer YouTube channel can be found on the last page of this document.
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Religious Studies DEPARTMENT Below is a sample of some of the brilliant RS #Learning@Home Year 7 are studying Patriarchs looking at Biblical figures like Noah and Abraham. Year 10 students are studying Crime and Punishment so looking at issues inclduing laws and justice, punishments including capital punishment and forgiveness. WORK FOCUSSING ON CAUSES OF CRIME
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WORK FOCUSSING ON FORGIVENESS
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Below is a brilliant peice of work on Capital Punishment by a Year 10 Student.
Capital Punishment 5 Facts about Capital Punishment: • Though Capital Punishment is illegal in the UK, recently it was discovered that lethal injection chemicals have been made for use in American prisons in the back of a London Driving School. • Research for methods of Capital Punishment is rarely scientifically researched. It is only speculated on with a positive eye. • Capital Punishment is often sentenced unjustly, with 165 wrongfully convicted in the US since 1973. Sometimes Capital Punishment for political or discriminatory intent; notably Sacco and Vanzetti, Italian-American anarchists and trade-unionists, who were wrongfully convicted for murder for anti-Italian and anti-Socialist reasons during the First Red Scare in 1919. • Over 60% of the world’s population live in countries where the death penalty is retained in some way, this includes the US which has the death penalty in some states. However, the majority of countries have either abolished or discontinued the practice. • Venezuela is the first recorded UN member state to have abolished Capital Punishment. The abolition happened in 1863, and was followed by the Italian CityState of San Marino in 1865.
• As of May 2012, 141 countries have abolished capital punishment, either in law or in practice. • China executes the most people per year overall, as of 2008 • On 18th December 2008, the UN called for a moratorium of the death penalty. ARGUMENTS FOR • Capital Punishment is backed by the notion of retribution for punishment, and the theory of deterrence.
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• Retribution has been criticised alongside Capital Punishment, some say Capital Punishment is more like vengeance, rather than the former. • Deterrence has also been criticised alongside Capital Punishment, for instance, statistical evidence does not show that deterrence works. • Some people are not able to deter, due to mental illness, or defect. • It obviously lacks rehabilitation. • It obviously stops people from reoffending. • Some argue that it creates closure for victims’ families. • Some believe it has the incentive to help police. • Some Japanese psychologists have argued that reinforces the idea that ‘good’ things happen to ‘good’ people and ‘bad’ things happen to ‘bad’ people. This idea resonates with the Japanese public who live with severe stress and pressure in the work place. ARGUMENTS AGAINST • Human life is valuable and shouldn’t be removed from even the worst criminals. • Everybody has the unalienable human right to live, this applies to even the worst criminals. However, the Doctrine of Double Effect can potentially justify it. • Innocent people are sometimes executed, 130 innocent people have been executed in the US since 1973. • Retribution is a form of vengeance, and therefore it is morally questionable. • It has no apparent deterring effect on crime. • It is argued that capital punishment participates in brutalising society, increasing the murder rate, brutalising the state and the law. • It is very expensive, often costing 10s of millions of dollars. • Some people executed are very mentally ill, and should not be considered responsible for their actions. • It damages the cause and pursuit of justice. • It punishes poor people and minorities unfairly. • It is inhumane and barbaric, even ‘humane’ methods, such as the Lethal Injection are fundamentally cruel. • It is unnecessary and there are more humane alternatives. • If Free will does not exist, people should not be punished for the most horrific crimes. I disagree with the view that Capital Punishment should be brought back in UK, this is firstly because I regard it as completely inhumane and inexcusable. Its link with injustice and the sentencing of disadvantaged and innocent people is quite sickening. The fact that 130 innocent lives have been lost and killed by the state, which is meant to protect its citizens, is unjustifiable. One may argue that the ends, that being that some brutal criminals removed from society, justify the means, this being the approximately 4% of those executed who were innocent or likely to innocent, but I see this a completely invalid, the ends can be achieved through different means, e.g. life imprisonment without parole.
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SOME BRILLIANT ETHICS WORK & POSTERS
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Should the UK Allow Euthanasia - Work by A Year 9 Student
YEAR 7 WORK PN
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A BRILLIANT PEICE OF WORK ON THE NOAH’S ARK BY A YEAR 7 STUDENT
The Story of Noah’s Ark When God saw how wicked everyone on earth was, he was sorry that he had ever made them. He said ‘I will wipe out these people I have created, and also the animals and the birds, because I am sorry that I ever made them.’ But God was pleased with Noah, who was the one man of his time who was good. God told Noah, ‘Build a boat for yourself out of good timber; make rooms in it and seal it with tar, inside and out. I am going to send a flood that will destroy every living being. Go into the boat with your wife, your sons and their wives. Take with you a male and female of every kind of animal and bird, in order to keep them alive. Take all kinds of food for you and them.’ Noah did everything that God commanded. Seven days later the flood came. Water burst out from its stores beneath the earth, and the heavens opened. It rained for forty days and nights. The water became deep enough for the boat to float. Then it became deeper and boat floated on the surface. It became so deep that it covered the tops of the highest mountains. Everything on earth that breathed died. The only ones left were on Noah’s boat. The water did not start to go down for a hundred and fifty days, and then it slowly went down, for a hundred and fifty days. Finally the water started going down and the mountaintops appeared. In the seventh month, the ark came to rest on the mountains of Ararat. Noah opened a window and sent out a raven. It did not come back, but kept flying around until the water had all gone. Then Noah sent out a dove. It found no land, and returned to him. Seven days later he sent it out again. This time it came back, with an olive branch in its beak. So Noah knew the water had gone down, and that God was no longer angry. God said to Noah, ‘Go out of the boat with your family. Send out all the animals and birds, so they may reproduce and spread over the earth.’ Noah made a sacrifice, and this pleased God. He decided not to destroy the earth again. God said to Noah, ‘You and your family have my blessing. I am now making a promise to you and your sons, and with all living things that came out of the boat. Never again will all living things be destroyed by a flood; never again will a flood destroy the earth. As a sign of this promise, I am putting my bow in the clouds. Whenever I cover the sky with rain clouds and the rainbow appears, I will remember my promise not to destroy the earth with a flood.’
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TASK 1 Who sent the flood?
Epic of Gilgamesh God
Why was it sent?
Beacause god was annoyed for nobody was praying or fearing him abd he wanted to start new
Who was warned? What did he build?
Noah as warned by god. Noah told his friends but they didn’t believe him. Noah told his family who did believe him. An arc (a big boat)
What did he take with him?
2 of every animal, his family and food
How long did it rain? Where did the boat stop? What type of animal was sent out?
40 days and 40 nights On the mountains of Ararat At first he sent a raven but the 2nd and 3rd time he send doves Raven, dove, dove God told him, the rain stopped and when he send a dove out it didn’t return, meaning it had found somewhere to perch/rest
What order were they sent out in? How did the hero learn that the flood was over? What did the hero offer? What did God/the gods do?
A sacrifice Send loads or rain so it would flood the earth
TASK 2: Read the different flood accounts and consider these questions: • What are the common features that reappear in several stories? There is a flood, a small group of people survive, a warning and some form of raft • Does the existence of similar flood stories all over the world prove that there was once a great flood that affected the whole earth? I think it proves there was a lot of water at some point. It may not have been a flood but instead it might have been raining a lot for a month and as time went on the storys got twisted so instead of loads of rain and maybe a small flood, people thought there was a flood Southwest Tanzania (Africa) Once upon a time the rivers began to flood. The god told two people to get into a ship. He told them to take lots of seed and to take lots of animals. The water of the flood eventually covered the mountains. Finally the flood stopped. Then one of the men, wanting to know if the water had dried up let a dove loose. The dove returned. Later he let loose a hawk which did not return. Then the men left the boat and took the animals and the seeds with them. China The Chinese classic called the Hihking tells about “the family of Fuhi,” that was saved from a great flood. This ancient story tells that the entire land was flooded; the mountains and everything, however one family survived in a boat. The Chinese
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consider this man the father of their civilization. This record indicates that Fuhi, his wife, three sons, and three daughters were the only people that escaped the great flood. It is claimed, that he and his family were the only people alive on earth, and repopulated the world. India A long time ago a man named Manu saved a small fish from the jaws of a large fish. The fish told Manu that a great flood would soon come and destroy everything on the earth. The fish told Manu to put him in a clay jar for protection. The fish grew and each time he outgrew the clay jar Manu gave him a larger one. Finally the fish became a ghasha, one of the largest fish in the world. The fish instructed Manu to build a large ship since the flood was going to happen very soon. As the rains started Manu tied a rope from the ship to the ghasha. The fish guided the ship as the waters rose. The whole earth was covered by water. When the waters began subsiding the ghasha led Manu’s ship to a mountaintop. Inca (South America) People became very evil. They got so busy coming up with and performing evil deeds they neglected the gods. Only those in the high mountains remained good. Two brothers who lived in the highlands noticed their llamas acting strangely. They asked the llamas why and were told that the stars had told the llamas that a great flood was coming. This flood would destroy all the life on earth. The brothers took their families and flocks into a cave on the high mountains. It started to rain and continued for four months. As the water rose the mountain grew keeping its top above the water. Eventually the rain stopped and the waters receded. The mountain returned to its original height. The shepherds repopulated the earth. The llamas remembered the flood and that is why they prefer to live in the highland areas. Ojibwe tribe (United States) There came a time when the harmonious way of life did not continue. Men and women disrespected each other, families quarrelled and soon villages began arguing back and forth. This saddened the Creator. He decided to purify Mother Earth through the use of water. The water came, flooding the Earth, catching all of creation off guard. All but a few of each living thing survived. A man named Waynaboozhoo survived by floating on a log in the water with various animals. TASK 3: Make a comic strip of The Noah’s Ark Story in your exercise book.
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SCIENCE DEPARTMENT From all of the Science team thank you to all our students who are sending in pictures of the wonderful science the are doing at home. Even though we are stuck indoors it hasn’t kept you from exploring the science around you and send ing in some excellent and well organised pieces. Our approach in Science has been to offer variety of activity and engage all students in the current topics of today. In Year 10 we have been using weekly live webinars to be able to teach the content for that week and in Year 9 we have been producing video lessons with practical demonstrations for students to follow. In Years 7 and 8 we have been encouraging students to carry out their own practical work. As you can see the response has been astounding. Well done to all, we miss you greatly but keep sedning us in your work. We love to see it’ Some great work from our young environmentalists in Year 7
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Some excellent notes on particles and examples of self assessment from Year 7
Some well organised notes and answers to questions on drug development in Year 10
S h
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Some examples of excellent investigation work at home in our ‘Magic Balloon’ Project
Some of our students have been out and about looking at the science around them. here is an adder discovered by Scarlett Watton in Year 9ELS
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Brillaint Year 7 Plant Growth work and some excellent work on plants disease from our Triple scientists in Year 10
Even our very own Mr Graves in experimenting. Here he is seeing what would happen if he charges up his dog with static electricity. Poor dog just seems resigned to it all...
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Drugs Development Work
Drugs development 1. 2. 3. 4.
7 percent Bacteria are medicines come from bacteria penicillin,avermectin,amphotericin Tens of thousands species of bacteria
1)safety this is important as some drugs are toxic and have other sid effects that might be harmful to people Dosage this varies and has to closely controlled as too high a concentration might be toxic Effectiveness This also known as efficacy and checks how well the drug cures the disease or improves symptoms 2) the drugs are tested using computer models and skin cells using human stem cells in the laboratory, drugs that pass the first stage are tested on animals in the second part of a preclinical drug trial,drugs that passed the animal tests are used in human clinical trials. 3) placebo is a medicine or procedure prescribed for the psychological benefit to the patient rather than for any physical effect. 4) a double blind study is one in which neither the participants nor the experimenters know who is receiving a particular treatment this produced us utilized to prevent bias in research results double bind studies are particularly useful for preventing bias due to demand characteristics or the placebo effect. Step one target a specific disease and focus on it Step two develop lots of drugs Step three test drugs on cells tissues and organs to find out if they are toxic Step four test it on animal Step five test on healthy humans to check if there are any problems test it on a low dose. Step six test it on someone with the disease Step sevan do trails to find out what the best dose is for the drug
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Dorothy Stringer Social Accounts Remember to follow us on all our social accounts to keep connected. TWITTER ACCOUNTS Below are the main twitter handles... @dorothystringer -
https://twitter.com/DorothyStringer
@DStringerDrama - @DStringerPE - @music_dss - @StringerMaths -
https://twitter.com/DStringerDRAMA https://twitter.com/DStringerPE https://twitter.com/music_dss https://twitter.com/StringerMaths
INSTAGRAM ACCOUNTS Below are the main Instagram handles... @dorothystringerschool - https://www.instagram.com/dorothystringerschool/ @dramadorothystringer - https://www.instagram.com/dramadorothystringer/ @ds_art_department - https://www.instagram.com/ds_art_department/ @stringerhistory - https://www.instagram.com/stringerhistory/
YOUTUBE -
https://m.youtube.com/channel/UCZ3FMir0hk19GhBa4QOxhtQ