Issuu on Google+

Wallasey School

Y7 Review Day Work 2013

Name:______________________ Form: _____


Y7 Review Days Workbook This booklet should be used when working at home on Thursday and Friday. There are normally five 1 hour lessons each day, two form periods and homework of up to an hour for each day. This gives a total of about twelve hours. You will be involved in your review which may take up to two hours of your time (with travelling). This means that you should be spending ten hours working through this booklet over the two days. You should spend 1 hour on each of the core subjects: English, Mathematics and Science and between 30-40 minutes on each of the other subjects Here is a suggestion of timings that you could use to make sure that you keep on task.

Thursday

Friday

9.00 – 10.00

English

9.00 – 10.00

Science

10.00 – 11.00

Mathematics

10.00 – 11.00

Design Tech

11.00-11.20

Break

11.00 – 11.20

Break

11.20 – 12.00

Geography

11.20 – 12.00

History

12.00 – 13.00

Lunch

12.00 – 13.00

Lunch

13.00 – 13.40

Art

13.00 – 13.40

French/German

13.40 – 14.20

PSHCE/RE

13.40 – 14.20

Drama

14.20 – 14.40

Break

14.20 – 14.40

14.40 – 15.20

Dance

14.40 – 15.20

P.E.

Part of this schedule will be taken up by your review and so you will need to use your homework time to complete all other tasks. You will need to use the internet for many of the tasks. If you do not have access to this at home then please visit the local library or work with a friend.


English The Grand Canyon in Arizona Facts The Grand Canyon of the Colorado River is one of our planet’s most astounding natural features. It is about 445km long. It averages 16km in width from rim to rim, with the greatest distance being about 30km and the least being about 8km. Its depth as measured from the north rim is slightly more than 1.6km or about 1,700m. The south rim is approximately 365m lower than the north rim.

The Grand Canyon by James L.Manniso Before the great canyon, Before the mighty sea, The relentlessness of nature ran wild and free. Volcanic eruptions from deep within the earth Were the beginning of the canyon As nature gave it birth. From the fiery womb of nature The canyon was born. Its infant cry was thunder, Its release, torrential storms. The storms formed the waters, Waters, the sea. The sea spawned the river – Nature’s mysterious alchemy. The afterbirth of nature Was the hot lava flow That exploded in the waters As the sea began to grow. The sea and its river Cut the mighty gorge. In this cauldron of creation


The Grand Canyon was forged. Read the poem above carefully and pick out two stages in the creation of the Grand Canyon. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

The poet paints a very clear and vivid picture of the beauty and spectacle of the Grand Canyon. To do this, he uses many descriptive words, sometimes known as adjectives. Complete the spider diagram with as many adjectives as you can find in the poem.

Adjectives

Look at the descriptions and the pictures of the Grand Canyon and either write your own poem describing how amazing it is, or pretend you are on a visit to the Grand Canyon and write about your experiences. For both of these activities, you may like to research further on the internet and include pictures to illustrate your account or your poem. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


Mathematics You have two tasks to complete:

Task 1 – Sets of Numbers How many different sets of numbers with at least four members can you find in the numbers in this box?

For example, one set could be multiples of 4 {8 36 }, another could be odd numbers {3 13 }. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………………


Task 2 – Happy New Year! What could the questions be if the answer was 2013? Come up with a variety of questions that give the answer 2013. You can use as many different mathematical operations you wish (+, - x ÷, ², ³, %, brackets,fractions etc) but remember the rules of BODMAS. One example is 25² x 3 + 138 = 2013 See how many different symbols you can use! .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. ..................................................................................................................................................


Geography People of North America

Please ‘step into’ the photograph and imagine you are one of the two people. 1. Write down what you think one this person is thinking at the moment the photograph was taken. ________________________________________________________ ________________________________________________________ ________________________________________________________ 2. Please ‘step out’ of the photograph and write down 10 questions you would like to ask your character.

i.

___________________________________________________

ii.

___________________________________________________


iii.

___________________________________________________

iv.

___________________________________________________

v.

___________________________________________________

vi.

___________________________________________________

vii.

___________________________________________________

viii.

___________________________________________________

ix.

___________________________________________________

x.

___________________________________________________

3. How do you think your life differs from the person in the photograph? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 4. Do you think this person has a good quality of life? ________________________________________________________ ________________________________________________________ ________________________________________________________ 5. Does the person seem happy? ________________________________________________________ ________________________________________________________ Extra Write a diary entry that explores a day in the life of your person. Use the internet to research aspects of Inuit life.


English The Grand Canyon in Arizona Facts The Grand Canyon of the Colorado River is one of our planet’s most astounding natural features. It is about 445km long. It averages 16km in width from rim to rim, with the greatest distance being about 30km and the least being about 8km. Its depth as measured from the north rim is slightly more than 1.6km or about 1,700m. The south rim is approximately 365m lower than the north rim.

The Grand Canyon by James L.Manniso Before the great canyon, Before the mighty sea, The relentlessness of nature ran wild and free. Volcanic eruptions from deep within the earth Were the beginning of the canyon As nature gave it birth. From the fiery womb of nature The canyon was born. Its infant cry was thunder, Its release, torrential storms. The storms formed the waters, Waters, the sea. The sea spawned the river – Nature’s mysterious alchemy. The afterbirth of nature Was the hot lava flow That exploded in the waters As the sea began to grow. The sea and its river Cut the mighty gorge. In this cauldron of creation The Grand Canyon was forged.


Read the poem above carefully and pick out two stages in the creation of the Grand Canyon. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

The poet paints a very clear and vivid picture of the beauty and spectacle of the Grand Canyon. To do this, he uses many descriptive words, sometimes known as adjectives. Complete the spider diagram with as many adjectives as you can find in the poem.

Adjectives

Look at the descriptions and the pictures of the Grand Canyon and either write your own poem describing how amazing it is, or pretend you are on a visit to the Grand Canyon and write about your experiences. For both of these activities, you may like to research further on the internet and include pictures to illustrate your account or your poem. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________


___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________


Mathematics You have two tasks to complete:

Task 1 – Sets of Numbers How many different sets of numbers with at least four members can you find in the numbers in this box?

For example, one set could be multiples of 4 {8 36 }, another could be odd numbers {3 13 }. ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………………


Task 2 – Happy New Year! What could the questions be if the answer was 2013? Come up with a variety of questions that give the answer 2013. You can use as many different mathematical operations you wish (+, - x ÷, ², ³, %, brackets,fractions etc) but remember the rules of BODMAS. One example is 25² x 3 + 138 = 2013 See how many different symbols you can use! .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. .................................................................................................................................................. ..................................................................................................................................................


Geography People of North America

Please ‘step into’ the photograph and imagine you are one of the two people. 1. Write down what you think one this person is thinking at the moment the photograph was taken. ________________________________________________________ ________________________________________________________ ________________________________________________________ 2. Please ‘step out’ of the photograph and write down 10 questions you would like to ask your character.

i.

___________________________________________________

ii.

___________________________________________________


iii.

___________________________________________________

iv.

___________________________________________________

v.

___________________________________________________

vi.

___________________________________________________

vii.

___________________________________________________

viii.

___________________________________________________

ix.

___________________________________________________

x.

___________________________________________________

3. How do you think your life differs from the person in the photograph? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 4. Do you think this person has a good quality of life? ________________________________________________________ ________________________________________________________ ________________________________________________________ 5. Does the person seem happy? ________________________________________________________ ________________________________________________________ Extra Write a diary entry that explores a day in the life of your person. Use the internet to research aspects of Inuit life.


http://www.hmd.org.uk/

Philosophy, Ethics, Religion and Citizenship

Memories of the Holocaust Memories of things that have happened in the past are important. They help us learn for the future. Even memories of bad experiences are important. Write down a GOOD memory you have from your life

Write down a BAD memory you have from your life

Why are memories important?

Jewish Children

• The Holocaust was the mass murder of six million Jews and millions of other people leading up to and during the Second World War. The killings took place in Europe between 1933 and 1945. They were organised by the German Nazi party which was led by Adolf Hitler. • The largest group of victims were Jewish people. Nearly 7 out of every 10 Jews living in Europe were murdered.


One survivor said: “This is over now, but our minds are burdened by bad memories and they linger on.�

Some people say that we should try and forget bad things that should happen in the past. Give one reason why some people do NOT want to forget the Holocaust.

What do you think she means by this?

Each year on 27 January the world marks Holocaust Memorial Day.

There are many Holocaust museums and memorials around the world. We also have a Holocaust Memorial day. What sorts of things do you think are in the museums?

Why have the museums got these?

http://www.hmd.org.uk/

Why do you think that it is important to have such a day?


As you know at Wallasey School we have been finding out about the UNCRC ‘The United Nations Convention on the Rights of the Child’. It is an agreement between countries that Children’s Rights are protected. Sadly we know that in some parts of the world children have their rights taken away from them. The earthquake in Haiti has had a devastating effect on children and their families. The situation for Haiti was already difficult before the earthquake hit the island. Haiti is the one of the poorest countries in the world and is struggling to recover from years of violence, insecurity and massive natural disasters. More than half of the country's 9.6 million inhabitants are under 21 years of age. Over 200 000 people have been killed as a result of the recent earthquake. Many children have lost their homes and families; many are suffering and need medical attention, water, basic sanitation and shelter and food. Fundraising is taking place all over the world and millions of pounds have been raised. Lots of famous stars are taking part in "Hope for Haiti Now" benefit concerts.

Your task …. is to complete a project in Art, Music, Dance and Drama based on a fundraising ‘Concert for the Haiti Appeal’ or a fundraising event of your choice You need to produce ideas/plans/designs that will help promote an event. Each subject will ask you to produce work for their part of the Concert or Event In art you will be asked to design a poster advertising the event (and decide on a name!) In music you are required to research ‘charity songs’ and choose an appropriate one for your concert In drama you will be asked to design a ‘fundraising’ mascot for Wallasey School In dance you will be asked to choreograph a dance to be performed at a fundraising event Before you begin you will need to do some research and find out about the charities involved in fundraising, you could use their logos in your project, for example, you could find out more about UNICEF, Oxfam, World Vision, The Red Cross, Save the Children Fund and there are many more. The work you complete is really important because it will help you to understand how the lives of young people can be devastated by natural disaster, we also hope you will find out about all the work that is being done by people all over the world who want to improve the quality of life for the children of Haiti and their families.


PSHCE/RE Work - Citizenship Chosen for the orchestra Fania was taken to a large, warm, well-lit room. She was told to play the piano and sing. She was told she could join the orchestra. Taking a huge risk, she demanded that they take Clara, too. They did, because Clara could sing beautifully. Clara and Fania were given clothes that fitted. Fania was even given a pair of fur-lined boots. Their barrack was clean and they had a bed each, with a sheet and a blanket. They were allowed to shower every day. But they were not safe. As Fania was told when she arrived: ‘We were set up on a whim and we could vanish on one, too’.

CAMP ORCHESTRA This photo shows the men’s orchestra at Auschwitz 1. Several other camps also had orchestras.

Pleasing the SS The girls who had been in the orchestra for a while told Fania that the SS wanted to hear famous music, even though there were not enough girls to play and some of them did not play very well. Fania took on the job of rewriting the music the SS wanted to hear so that the girls could play it: ‘We did seventeen hours of music a day. Then there were the concerts for the SS, whenever they called for them, to relax after their ‘hard’ work. It was pleasing the SS at these concerts that kept us alive’. The orchestra had to keep playing, to do their best, even in the most awful circumstances. At one concert, Fania remembers: ‘I saw one woman run up to the electric fence and grip the metal. Her body twisted violently, shaken by the current. A friend rushed forward to pull her off and was also fixed to the wire by the current. No one moved. The music played on; the SS listened and talked among themselves’.


Answer the following questions 1 Describe what you think is happening in the photograph. 2 Make a list of your basic human rights 3 Which of these human rights have been taken away in this story? 4 Fania was in the orchestra. She was given clothes that fitted and had clean living arrangements and a blanket. What do you think life was like for a person who was not in the orchestra? 5 Search the Internet (or use a library) to find out more about the “Holocaust� within the second world war. Write down what you find out. www.ushmm.org

www.remember.org

www.holocaust-history.org

www.auschwitz.dk

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________


________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Level 4

I think that I have achieved: Investigate topical issues Debate an issue To have an understanding about basic human rights

Level _____ This is because I have

Level 5 Use a range of sources to investigate a range of topics Give reasons for my own opinions Understand that the rights of others are not always respected You give detailed and thorough answers, including your own point of view Level 6/ 7 Describe how different types of rights need to be protected, supported and balanced. Look at different situations and weigh up the implications of where an individuals or groups rights and obligations are contested. Produce a detailed piece of work, with thorough explanations and detailed points of view

_____________________________ _____________________________ I could improve my level by _____________________________ _____________________________ Teacher Assessment

Signed


The Dance Department are producing a show for the Haiti Earthquake Appeal. You are the producer and choreographer of the show.

YOUR TASK 1.

Create a “Solo Dance” that you could perform in the Dance Show. The dance can be choreographed in any style of but must be at least 1 minute long. Styles of Dance– Hip Hop, Street Dance, Contemporary, Cheerleading, Musical Theatre or Stepping.

2.

Stepping and Cheerleading styles of dance both need a short phrase that is shouted out. This shout should be related to the charity. Create a short phrase that you could shout out after your dance, during your dance or just as a way of raising more money for the Charity.


Science The Grizzly Bear The grizzly bear is the second largest land carnivore in North America. It has a strong, heavy body with an average length of 1.8 metres from nose to tail. The grizzly bear's fur is usually darkish brown, but can vary from ivory yellow to black.

Despite its large size, the grizzly bear has been known to run at speeds of 55 kilometres per hour. It has well developed senses of smell and hearing that compensates for its poor eyesight. It eats mammals and spawning salmon, when they are available, but relies mainly on vegetation for food. The grizzly bear will also take advantage of food and rubbish that is left by humans, particularly at campsites and dumps. The grizzly bear has the widest distribution of any species of bear because it occupies a wide range of habitats. The grizzly is found in Western Canada as far as the eastern boundary of Manitoba. It is also found in Alaska, Wyoming, Idaho and Washington. Use this information to answer the questions then find your answers in the word search. 1. What two senses are well developed?

S___________ and H____________

2. Where will the bear go to find rubbish left by humans? C___________ and D______.


3. What parts of North America can the grizzly bear be found? W_____ C_______, M_________, A_________, W_________, I_______ and W__________. 4. What does a Grizzly Bear mainly rely on for food? V____________. 5. What is the usual colour of the bear’s fur? D________ B_______.

6. Use the Internet to produce a powerpoint presentation that tells the audience as much as possible about Grizzly Bears.

Grizzly Bear Wordsearch

e a x z q z d i n a k g w l s k s u h c

v z y t k y s w l r r e n j b k z a z c

u e t v u m o j z v s a s i y i l d e f

d j g b w r o m r t c s u u r a l l s t

d g f e b t a n e u x o v n s a m x t t

a j j k t r p r t p n t n k h w e w b h

b u r r g a n w i g a i a h g x s h o p

l a m t q c t j n n g n x k x t m b u u

d s t s a m g i w r e a l b g f e n z f

j b r n k f t b o g w m i o b z l f g i

d s a s u s o l d n u f z r e o l q t w

h d q y a r c h r o y x x v w x v v a a

a t a l b d a p g x s q k j k i p f c s

c a m p s i t e s y v n q n x w z s t h

z d l h b o c z r k g n i m o y w u u i

e d z g f d w y a p o g q q b e f u r n

p n u p c z u e l s s w n p a g z f i g

o p i d a h o m e a c s l i p c d e w t

m f i v i e h a p a o p j w m m k m f o

c n j n g u b v q s s j h e e x v u g n


Design and Technology Look at the map and you will see that North America is more than one country. The original people that lived in North America were broken down into tribes. The tribes that lived north of the Arctic Circle travelled back and forth according to the availability of food. In Canada, the original tribes existed according to what was available. Their environment was easier than in the Arctic Circle. Food was a little more varied and there were more materials they could use for shelter. The United States of America (USA) used to be known as just America. The original people that lived in America were the Indian tribes. Some of these tribes were nomadic (moved around the country). Other tribes built permanent homes or adapted rock formations to live in. The Indians wore clothes that were very different to the Europeans who arrived just over 200 years ago.

Task 1 Use a “google image search� to identify the clothing that native Americans used. Draw and label examples of this clothing


Task 2. People and buildings Use the Internet or a library to find the answers to the following questions:A.

What are the people who live North of the Arctic Circle called? (There are several possible answers) ...........................................................................................................................

B.

The original people of Canada were Indians. Name three different tribes. ..............................................................

.........................................................

.............................................................. C. The original people of America were also Indians. Name six different tribes

D.

..............................................................

.........................................................

..............................................................

.........................................................

..............................................................

.........................................................

What different sorts of buildings did the original people of North America live in? Draw and label some examples in the space below and colour them in.


Task 3 – North American Society The North American Indians lived in tribes. Question. 1 What was the name given to the leader of a tribe and how did they come to decisions.

As the Europeans gradually took over the land they drove the Indians out because they needed more land. The Indians were rounded up after many battles and were put in to settlements. Question 2. What name is given to these settlements?

Question 3. What do you think that the treatment of the Indians? Give reasons for your answer:-


HISTORY THE BRITISH CHILD EMIGRATION SCHEME (1870-1967) Over nearly 100 years 150,000 British children were sent to Canada, Australia, New Zealand and other parts of the British Empire by over 50 British Child Care organisations. Most were orphans; many were in care. Many were handed over by single mothers. During World War II some were sent from bombed British cities and were never returned. In Canada over 100,000 children worked as unpaid farm labourers and domestic servants until they were 18 years old. The farmers paid the government for the children. They were not allowed to leave the farms they worked on. Some of the children were told that they were orphans, while their parents were told that they had gone to a better life. In Australia and New Zealand most were brought up in children’s homes, or by farmers. Many were treated as child slave labour. Some think that the children were sent to increase the number of people of “good white stock”. This means that it was thought that the white race was better than other races.

A charity set up in 1866 to provide food and care for children in London. By 1905, the charity ran 96 homes caring for more than 8,500 children. They later changed their focus from the direct care of children to fostering and adoption.

A number of charities such as Barnardos, the Fairbridge Society and The National Children’s Homes helped move the children despite warnings that it was cruel. Among those carers who have come in for particular criticism were the homes of the Christian Brothers, in Australia, there several thousand children were physically and sexually abused. The Christian Brothers underfed the children causing them terrible problems.

A charity set up in 1896 to look after children who would have otherwise ended up in the workhouse. They became an adoption agency in 1926.

Kinglsey Ogilvie Fairbridge was the founder of a child emigration scheme to British colonies and the Fairbridge Schools. His life work was the founding of the "Society for the Furtherance of Child Emigration to the Colonies", which was afterwards incorporated as the "Child Emigration Society" and ultimately the "Fairbridge Society".

Christian Brothers is a worldwide religious community within the Catholic Church. The Christian Brothers chiefly work for the evangelisation and education of youth, but are involved in many ministries, especially with the poor.


These organisations said they wanted to provide the children with a better life. In fact they helped move an unwanted group from Britain. Brothers and sisters were separated from their families and each other. Most never saw each other again. To answer this questions you will need to refer to the list of Children’s Rights listed on the inside back cover of this booklet. 1. Find and explain how 5 rights were ignored by the Child Emigration Scheme. i.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

ii.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

iii.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

iv.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

v.

______________________________________________________________ ______________________________________________________________ ______________________________________________________________


French – New france

Use the following link to answer the following questions http://en.wikipedia.org/wiki/New_France 1. What was the first name of the site which was to become New York? __________________________________________________________________________ 2. Which city was founded by Samuel Champlain in 1608? __________________________________________________________________________ 3. Who was Adam Dollard des Ormeaux and why is he famous? __________________________________________________________________________ 4. Which Native American tribe were the traditional allies of the French? __________________________________________________________________________ 5. Which battle decided of the fate of New France? __________________________________________________________________________ 6. What was the name of the American territory sold by Napoleon to the Americans in 1803? __________________________________________________________________________


Here are some Native American words which have passed into the French language. Use the following link to translate the list of words. http://dictionary.reverso.net/french-english/caribou Ananas

____________________

Chocolat

____________________

Cacao

____________________

Patate

____________________

Mocassin

____________________

Toboggan

____________________

Imagine you are a French settler in 18th century Canada. Draw a poster and write about yourself and your everyday life in French. Consider the following points. Make up a name, an age. Describe yourself and your Native American best friend. (eyes, hair, personality) Say where you live. Say what animals you have. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________


________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________


Drama Work Everywhere we go, we see mascots. A mascot is a character that represents a group with a common public identity such as a sports team, a school, a charity or in fact any type of event.

Here are the mascots for this year’s Winter Olympics in Vancouver. Q. Sketch as many other mascots that can you think of?

Mascots always have a costume and are regularly used as goodwill ambassadors in the community for their team, company, or organization. Q. Can you name these mascots?

……………......

……………….

…………………………

…………………


Task: At Wallasey School, we hold lots of fundraising events. We would like to have a School Mascot to represent us out in the community and around school. This is your chance to design our new Wallasey Mascot. Rules: It must be an original character (a person, object or an animal) It should represent the school in some way (e.g.: It’s name could begin with W – Wally the Wallaby or it could be Wilma the Wirral Warrior) You can design it on a separate piece of paper and colour it in, or you can draw it on the back of this page – or use an ICT package. You must give it a name. You could also label the costume explaining what materials it is made out of. Hey! Stuck for ideas? www.logodesignworks.co.uk

See how the professionals do it

www.fastcharacters.com (And watch the video!!)

Good luck!


1.

The aim of a warm up is to gradually get your whole body prepared for work. Give 4 reasons why warming up is important. *Clue – some answers are in Question 2!

a. b. c. d.

2.

There are 4 stages to a warm up. Put them in the correct order using the sentences below:

Stage 1 Stage 2 Stage 3 Stage 4

Stretching allows easier movement. Increases joint flexibility. Stretches muscles. Practice actions from the activity. Warm up specific parts of the body that will be used in the activity. Mental preparation. Visualise a successful performance. Light running/jogging Increases heart rate. Increases blood flow to muscles. Raises body temperature.

3.

Warming down

Complete the paragraph below using the keywords in the box below: Gentle __________ slowly reduces ______________________ and body ____________________ to allow the body to return to normal gradually. It also helps to rid the muscles of ______________________. Progressive stretching gently ____________ muscles that may have tightened. It can also help reduce stiffness, soreness, _____________ and cramp.

lactic acid

exercise

temperature

nausea

heart rate

stretches


Information and Communications Technology Internet Safety Using Word or Publisher create a leaflet / factsheet (choose one) to explain to Year 6 pupils how they can be safe on the internet. You should use internet to research information for this project. Here are some sites and you may find others that might be helpful. http://www.google.co.uk/intl/en/landing/familysafety/ www.kidsmart.org.uk www.thinkuknow.co.uk http://www.bbc.co.uk/cbbc/help/web/staysafe http://www.internetsafetyzone.co.uk/ http://clickcleverclicksafe.direct.gov.uk/index.html You should : include important information about internet safety use images to make your leaflet/factsheet inviting to read make sure it is easy to understand and relevant for Year 6 pupils

You can use internet at home or at a library or use the information below.

Using the Internet Safely - Guide

The internet is an amazing place. You probably use it most days at school to research work and just to have fun. When you imagine how many billions of people are using the Internet at any one time, then overall it is actually a pretty safe place. However, as with anything so good, there are bound to be a few things that are not so positive. The Internet does have a few pitfalls and you need to be aware of them in order to use it confidently and safely.


Never give out your password No matter who asks, whether it is a stranger in an email or your best friend, never ever give out your passwords.

Don't give out your contact details You don't know who is reading things that you post on the internet. Don't make it so easy for strangers to find out who you are and get in touch with you.

Don't download any software without permission Even if that free game is exactly what you have been after for weeks, don't ever download or install software without checking with your parents first.

Use a child safe web browser Many web browsers offer a child friendly version. This means that sites have been checked beforehand to make sure that they are suitable. You would be far less likely to accidentally come across a website with inappropriate content.

Respect copyright Don't just copy and paste work from the internet? Research, read, understand and then write in your own words.

Use the internet safely and responsibly Don't say mean or untrue things about other people, don't tell lies, don't try to embarrass or trick anyone.

Problems with Chat rooms Because you can’t see who you are talking to, the person called pink bunny might not really be a 13 year old girl. Don't send your pictures to anyone Never ever send anyone your picture. It doesn’t matter how much they ask or promise to send you one in return, don’t let them see what you look like. Don't open attachments from anyone Don't meet up with anyone from a chat room who you do not know ! Don't suffer in silence. If you are being bullied then tell your parents. If you don't feel that you can talk to them then tell a teacher or an adult that you trust. You mustn't keep it to yourself because if you do, the bully has got exactly what they want. Remember click on the report abuse button and tell an adult or friend that you trust.


Music Charities often pay musicians to find a song that could be used to help them raise money. Recently Simon Cowell was asked to put together a group to raise money for the appeal. He chose R.E.M.’s ‘Everybody Hurts’. The music is carefully chosen so that the words are appropriate for the cause. Tasks 1. You need to research two different songs that have been used as charity songs over the years. Include the followingName of the song Band/ Artist(s)who recorded the song What was the charity? Was it written specially for the charity? Why was the song appropriate for the charity? Any other information about the song

2. Choose a song you think would be appropriate for a concert in aid of the Queensland Appeal. It doesn’t have to be song that has been used before as a charity song but the words have to be appropriate for the cause. Say why your song should be used for this concert.


Task 1 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


Task 2 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


A summary of the

United Nations Convention on the Rights of the Child Article 1 (definition of the child) Everyone under the age of 18 has all the rights in the Convention. Article 2 (without discrimination) The Convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from. Article 3 (best interests of the child) The best interests of the child must be a top priority in all actions concerning children. Article 4 (protection of rights) Governments must do all they can to fulfil the rights of every child. Article 5 (parental guidance) Governments must respect the rights and responsibilities of parents to guide and advise their child so that, as they grow, they learn to apply their rights properly. Article 6 (survival and development) Every child has the right to life. Governments must do all they can to ensure that children survive and grow up healthy. Article 7 (registration, name, nationality, care) Every child has the right to a legally registered name and nationality, as well as the right to know and, as far as possible, to be cared for by their parents. Article 8 (preservation of identity) Governments must respect and protect a child’s identity and prevent their name, nationality or family relationships from being changed unlawfully. If a child has been illegally denied part of their identity, governments must act quickly to protect and assist the child to re-establish their identity. Article 9 (separation from parents) Children must not be separated from their parents unless it is in the best interests of the child (for example, in cases of abuse or neglect). A child must be given the chance to express their views when decisions about parental responsibilities are being made. Every child has the right to stay in contact with both parents, unless this might harm them. Article 10 (family reunification) Governments must respond quickly and sympathetically if a child or their parents apply to live together in the same country. If a child’s parents live apart in different countries, the child has the right to visit both of them. Article 11 (kidnapping and trafficking) Governments must take steps to prevent children being taken out of their own country illegally or being prevented from returning. Article 12 (respect for the views of the child) Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. Article 13 (freedom of expression) Every child must be free to say what they think and to seek and receive information of any kind as long as it is within the law. Article 14 (freedom of thought, belief and religion) Every child has the right to think and believe what they want and also to practise their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights of parents to give their children guidance about this right. Article 15 (freedom of association) Every child has the right to meet with other children and young people and to join groups and organisations, as long as this does not stop other people from enjoying their rights. Article 16 (right to privacy) Every child has the right to privacy. The law should protect the child’s private, family and home life.

Article 17 (access to information from mass media) Every child has the right to reliable information from the mass media. Television, radio, newspapers and other media should provide information that children can understand. Governments must help protect children from materials that could harm them. Article 18 (parental responsibilities; state assistance) Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must help parents by providing services to support them, especially if the child’s parents work. Article 19 (protection from all forms of violence) Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and mistreatment by their parents or anyone else who looks after them. Article 20 (children deprived of a family) If a child cannot be looked after by their family, governments must make sure that they are looked after properly by people who respect the child’s religion, culture and language. Article 21 (adoption) If a child is adopted, the first concern must be what is best for the child. The same protection and standards should apply whether the child is adopted in the country where they were born or in another country. Article 22 (refugee children) If a child is a refugee or seeking refuge, governments must ensure that they have the same rights as any other child. Governments must help in trying to reunite child refugees with their parents. Where this is not possible, the child should be given protection. Article 23 (children with disability) A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community. Governments must do all they can to provide free care and assistance to children with disability. Article 24 (health and health services) Every child has the right to the best possible health. Governments must provide good quality health care, clean water, nutritious food and a clean environment so that children can stay healthy. Richer countries must help poorer countries achieve this. Article 25 (review of treatment in care) If a child has been placed away from home (in care, hospital or custody, for example), they have the right to a regular check of their treatment and conditions of care. Article 26 (social security) Governments must provide extra money for the children of families in need. Article 27 (adequate standard of living) Every child has the right to a standard of living that is good enough to meet their physical, social and mental needs. Governments must help families who cannot afford to provide this. Article 28 (right to education) Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity. Wealthy countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. Article 30 (children of minorities) Every child has the right to learn and use the language, customs and religion of their family whether or not these are shared by the majority of the people in the country where they live.

Article 31 (leisure, play and culture) Every child has the right to relax, play and join in a wide range of cultural and artistic activities. Article 32 (child labour) Governments must protect children from work that is dangerous or might harm their health or education. Article 33 (drug abuse) Governments must protect children from the use of illegal drugs. Article 34 (sexual exploitation) Governments must protect children from sexual abuse and exploitation. Article 35 (abduction) Governments must ensure that children are not abducted or sold. Article 36 (other forms of exploitation) Governments must protect children from all other forms of exploitation that might harm them. Article 37 (detention) No child shall be tortured or suffer other cruel treatment or punishment. A child shall only ever be arrested or put in prison as a last resort and for the shortest possible time. Children must not be put in a prison with adults and they must be able to keep in contact with their family. Article 38 (war and armed conflicts – see ‘Optional protocols’) Governments must do everything they can to protect and care for children affected by war. Governments must not allow children under the age of 15 to take part in war or join the armed forces. Article 39 (rehabilitation of child victims) Children neglected, abused, exploited, tortured or who are victims of war must receive special help to help them recover their health, dignity and self-respect. Article 40 (juvenile justice) A child accused or guilty of breaking the law must be treated with dignity and respect. They have the right to help from a lawyer and a fair trial that takes account of their age or situation. The child’s privacy must be respected at all times. Article 41 (respect for better national standards) If the laws of a particular country protect children better than the articles of the Convention, then those laws must stay. Article 42 (knowledge of rights) Governments must make the Convention known to children and adults. The Convention has 54 articles in total. Articles 43–54 are about how adults and governments must work together to make sure all children get all their rights, including: Article 45 UNICEF can provide expert advice and assistance on children’s rights. Optional protocols In 2000, the UN General Assembly adopted two optional additions to strengthen the Convention. One protocol required governments to increase the minimum age for recruitment into the armed forces from 15 years and to ensure that members of their armed forces under the age of 18 do not take a direct part in armed conflict. The other protocol provides detailed requirements for governments to end the sexual exploitation and abuse of children. It also protects children from being sold for non-sexual purposes – such as other forms of forced labour, illegal adoption and organ donation.


A better life d il h c y r e v e r o f A summary of the

United Nations Convention on the Rights of the Child The UN General Assembly adopted the Convention on the Rights of the Child in 1989. It is the most widely ratified human rights treaty in history. UNICEF is the only children’s organisation that is recognised in the Convention. The Convention underpins all of our work.

UNICEF UK Registered Charity No. 1072612 Printed on 100 per cent recycled paper

The United Nations Convention on the Rights of the Child is an international statement of the civil, political, economic, social and cultural rights of children. The UN General Assembly adopted the Convention and opened it for signature on 20 November 1989 (the 30th anniversary of the Declaration of the Rights of the Child). We have made significant progress in the 20 years since the world made this set of promises to children. But the rights of many millions of children are still being denied. Children still die of easily preventable causes,

UNICEF is the world’s leading Check out UNICEF UK’s website for still working lack protection, education, food, shelter and clean water, and still face poverty and discrimination. organisation for children and children and young people: their rights. We work to protect and Much remains to be done.tagd.org.uk promote children’s rights. Find out more about UNICEF UK’s Our practical programmes help meet Rights Respecting Award: every child’s right to be healthy, to be unicef.org.uk/rrsa educated, to be treated fairly, to be heard, and to have a childhood protected This is a summary version of the UN from violence, abuse and exploitation. Convention on the Rights of the Child. We work with governments and For the full text, please visit communities to help them keep their unicef.org.uk/crc promise to fulfil children’s rights. For further free copies of this leaflet, UNICEF protects and promotes children’s rights. Our practical programmes help meet every child’s right to be healthy, We need your help to protect please call the UNICEF Education Order children’s and fulfil theto be treated Line: fairly, 0844 801 to rights be educated, to2413 be listened to, and to have a childhood protected from violence, abuse and promises made for children in the Quote code 32129 exploitation. work with governments and communities to help them keep their promise to fulfil children’s rights. Convention. The world’sWe greatest promise is a better life for every child. Help us make it happen now.

A better life for every child Help keep the promise

unicef.org.uk/promise

R

RR R


Year 7 Review Day Workbook