English Year 8 Noughts And Crosses Term 5

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EnglishNoughts and CrossesYear 8Term 5Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.Topic 1: About the authorTopic 2: ApartheidTopic 3: Plot Summary From 1948-1994, the South African government enforcedapartheid. This meant that black and white people wereforced to live separately, go to different schools andblack people could not vote. White people got privilegesand ruled the country. But this all came to an end whenblack people finally got the right to vote and electedNelson Mandela as president. He had spent 27 years inprison for fighting for black people’s rights.The below information is from the blurb ofNoughts and Crosses. Malorie Blackman was born in 1962.She qualified in Computer Science and followed asuccessful career in computing, before becoming awriter at the age of 28.Her first published book was Not So Stupid! (1990), abook of short stories. Since then she has writtenmany books and scripts, and her popularity hassteadily grown.Her scripts for television include several episodesof Byker Grove, Whizziwig and Pig-Heart Boy, andshe has also written original dramas for CITV andBBC Education.She writes for all ages of children.Malorie Blackman's most well-known books foryoung adults are: Noughts & Crosses (2001); KnifeEdge(2004); Checkmate (2005); and DoubleCross (2008) – which form the Noughts & Crossesseries, the tale of two teenagers, Callum and Sephy.She has been awarded numerous prizes for herwork, including the Red House Children’s BookAward and the Fantastic Fiction Award. She has beendescribed by The Times as ‘a national treasure’.Malorie was the Children’s Laureate Apartheid Law: The Mixed Marriages Act: This prohibited marriagebetween two people of different races.The Group Areas Act: White governments createdseparate residential areas. Black people were obligedto carry passes at all times and were arrested if theycould not produce a pass. There were attempts tomake towns ‘white at night’ and there was a curfewfor black people at sunset.The Bantu Education Act: this meant that there wereracially separated educational facilities. Blackstudents were forced of follow a curriculum thatsuited the ‘nature and requirements of black people.’The laws aim was to stop Africans receiving aneducation that would get them good jobs in mlhttps://kids.kiddle.co/Apartheid in South AfricaSephy is a Cross - a member of the dark-skinnedruling class. Callum is a nought - a 'colourless'member of the underclass who were once slavesto the Crosses. The two have been friends sinceearly childhood. But that's as far as it can go.Until the first steps are taken towards more socialequality and a limited number of Noughts areallowed into Cross schools. Against a backgroundof prejudice and distrust, intensely highlighted byviolent terrorist activity by Noughts, a romancebuilds between Sephy and Callum - a romancethat is to lead both of them into terrible danger.Glossary:Equality- being equal, or of a similar status.Prejudice – unfair treatment of a group ofpeople.Terrorist – the unlawful use of violence andintimidation against society/government.https://www.youtube.com/watch?v 7G9Ac1tLB3o

EnglishNoughts and CrossesYear 8Term 5Support Material for Students and Parents/Carers.Topic 1: About the authorTopic 2: ApartheidTopic 3: Plot SummaryStudent:Student:Student:1.Read, and re-read, the information on yourknowledge organiser to ensure that you areconfident in understanding the character.2.Create mind map of the key informationabove.3.Search for a plot summary on the internetand watch YouTube videos.4.Add any new information to your mindmap.5.Write down the key words from thesummary and learn them from memory.1. Read through the contextual information given to you.1. Read through the information on the2. Read the information through one more time.knowledge organiser and re-read as often as3. Once you have read the text twice, cover the facts overyou can.and write down as many facts as you can remember in 1 2. Ensure you understand the definitions ofminute.Apartheid and can explain how it affected4. Check the knowledge organiser for any facts that yousociety in Africa.have missed.3. Make flashcards that summarise the key facts5. Add any facts missed to your list.above. You could have a question on one side6. Repeat until you can confidently remember all facts givenand then an answer on the other.to you.Parent/carer:Parent/carer:Students should understand the information provided. They Students should understand the contextualshould be able to recall facts independently; they should pay information provided. They should be able toparticular attention to the facts in bold.recall facts independently; they should payparticular attention to the facts in bold.To help your son/ward improve their knowledge of theauthor, you could ask them to research Malorie Blackman in To help your son/ward revise, you could quizmore detail and create an information leaflet/biographythem by asking them questions based upon theabout her life.facts given.You could encourage him to look at interviews with MalorieBlackman on YouTube that explain why she wrote Noughtsand Crosses.To challenge your son/ward, you could give themthe answers/key facts and get them to design thecorresponding question.To challenge your son/ward, you could ask themto create a poster full of information that he hasresearched about Apartheid.Parent/carer:Students should understand the plot summary andshould be able to recite the plot summary in theirown words.To help your son/ward revise, you could quiz themby asking them questions based upon the summaryE.g. – ‘what does prejudice mean’?To challenge your son/ward, you could ask them togive additional information on the plot and see ifthey can create a timeline of the events inchronological order.

MathematicsProportion, statistics and anglesYear 8Term 5Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.Topic 1: ProportionTopic 2: StatisticsTopic 3:Angles(PIT from Yr8 recent assessment)Direct proportion: When you buy petrol, you pay a fixedprice for each litre. If you buy twice as much, you paytwice as much as you paid before. This is an example ofdirect proportion. Two variables (such as the number oflitres and the total price youpay) are in direct proportionif, when you multiply one by anumber (such as 2, 3 or 0.5)you need to multiply theother by the same number.Here is a direct proportiongraph, showing theirrelationship.Inverse proportion: Suppose you go on a car journey of120 kilometres. The time is takes depends on the speedof the car. If the car travels at 60 kilometres per hour(km/h) the journey will take 120 60 2 hours. If the carwas travelling at 40 km/h thejourney will take 120 40 3hours. Here is a graph thatshows indirect proportion.Grouped frequency tables: you can draw up a frequencytable to record how many times each value in a set ofdata occurs. The numbers of times data value occurs is itsfrequency. If the data is about specific events it is easy tosee a pattern, for example, when people vote for adifferent political candidates in an election there is alwaysa limited selection of choices to be made. This is calleddiscrete data. Often, data has a wide range of possiblevalues; examples include masses or heights of all pupils inthe class. This is called continuous data and you have togroup it together, to see a pattern. In a groupedfrequency table, you arrange information into classes orgroups of data to do this. You can create frequencydiagrams, from grouped frequency tables, to illustrate thedata.Corresponding angles: The two angles marked onthis diagram are equal and are calledcorresponding angles.To help you rememberwhich angles arecorresponding, noticethat they occur wherethe lines make theshape of a letter F.Alternate angles: The two angles marked on thisdiagram are equaland are calledalternate angles.Look for placeswhere the linesmake the shape ofthe letter Z.Interior angles: The two angles marked on thisdiagram are equal to thesum of 180o and arecalled interior angles.Look for places wherethe lines make the shapeof the letter C.Vertically oppostieangles: these angles are ttps://www.mathsgenie.co.uk/mean-tables.htmlHere is an example ofa grouped frequencytable and how to splitthe weight in kg intoseparate classes. Wecan also findstatistical averagesfrom these tables,such as the estimate mean, mode/modal, range lel.html

MathematicsProportion, statistics and anglesYear 8Term 5Support Material for Students and Parents/Carers.Topic 1: ProportionTopic 2: StatisticsTopic 3: AnglesStudent:Make notes; this can be done on a spider diagram or on postit notes, or you could make a leaflet or poster about what youhave learnt.Remember back to when you were taught how to plotcoordinates and read graphs, you will need this knowledge tohelp you with direct and inverse proportion, graphically. Usethe link at the bottom of the page to help you when lookingat direct and inverse proportion. Underneath the video aresome tabs, click on these and you will find lots of questionsfor you to test yourself on.Student:Make notes; this can be done on a spider diagramor on post it notes, or you could make a leaflet orposter about what you have learnt.Remember how to create frequency tables andtally charts. These skills will help you when lookingat grouped frequency tables. Use the link below toread up on discrete and continuous data. You alsoneed to re-think how to find the estimate mean,mode/modal, median and er:Students should be able to plot coordinates and interpretgraphs before this topic. This will help them when looking atdirect and inverse proportion graphs. Parents couldreinforce the concept of direct and inverse proportion anduse real-life examples. For example, the price of petrol, orthe distance when driving. Remember to view the link if youneed further support.Parents could support by giving their son/ward atopic to investigate. Complete a groupedfrequency table with them and discuss how togroup the classes.Test your son/ward on finding the mode/modal,median, estimate mean and range. This will helpthem retain key information and allow them tofind statistical averages.Parents could draw their own parallel lines and asktheir son/ward to annotate each set of parallellines with different kind of angles. Ask them toshow you a corresponding angle, an alternateangle and a set of interior angles. This will deepentheir understanding of the concept. Test yourson/ward on the types of triangles, and angle facts.You must ensure that you have all of your notes athand when revising angles on parallel lines. Thistopic is very visual, meaning you may want to recopy your notes, highlighting the angles in adifferent colours.You must also remember that angles on a straightline 180o. Vertically opposite angles are equal. Thesum of angles in any triangle is 180o. Reaseach typesot triangles as this will help you when applying theseconcepts to more difficult questions.

ScienceVariation, The Earth and Earth’s atmosphere and soundYear 8Term 5Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.Topic 1: VariationTopic 2: The Earth and Earth’s atmosphereTopic 3: SoundEvolution by Natural SelectionA theory proposed by Charles Darwin to explainevolution. It states that: Individuals in a species show a wide range of variation. Inherited variation is due to differences in their genes. Individuals with the features that are best suited to theenvironment are more likely to survive and reproduce. The genes that allow these individuals to be successfulare passed to their offspring. Individuals that are poorly adapted to theirenvironment are less likely to survive and reproduce.This means that their genes are less likely to be passedto the next generation. Over many generations these small differences add upto the new evolution of species. Given enough time, a population may change so muchit may even become a new species, unable toreproduce successfully with individualsof the original species.The Greenhouse effectGreenhouse gases are responsible for controlling theamount of heat that is absorbed by the Earth.The main greenhouse gases are: Methane, Carbon dioxideand Water vapour.When an object or substance vibrates, itproduces sound. Sound waves can onlytravel through a solid, liquid or gas. They cannottravel through empty space (vacuum).Sound waves are longitudinal waves,the vibrations are in the same direction as thedirection of travel with areas of compression andrarefaction The diagram below shows evision/1Human factors that have added to the concentration ofgreenhouse gases are: Burning fossil fuels which releases water vapour andcarbon dioxide. Increased methane release from cattle, rice fields,landfill sites and swamps. Increased population causes more space being requiredfor housing and food supplies which has resulted in thedestruction of rain n/1

ScienceVariation, The Earth and Earth’s atmosphere and soundYear 8Term 5Support Material for Students and Parents/Carers.Topic 1: VariationTopic 2: The Earth and Earth’s atmosphereTopic 3: SoundStudent:Student:Student:Pupils need to produce a factsheet that shows anunderstanding of evolution by natural selection. They canresearch how are particular species evolved eg Giraffe. Intheir work they need to outline the key step of the process ofnatural selection.Students need to create a poster thatdemonstrates an understanding of thegreenhouse effect. This needs to include thegreenhouse gases, how the greenhouse effectcauses the Earth to heat up and what humanactivities are contributing to the greenhouseeffect.Students need to produce an information factsheetabout sound energy. Students need to identify thetype of wave describe how sound travel. They alsoneed to produce a comparison of sound and light(term 4).Parent/Carer:Parent/Carer:Parent/Carer:Students should produce a factsheet on evolution by naturalselection. They need to look at the key steps in the processof natural selection as outlined on the knowledge organiser.Students can research how an individual species evolved bynatural selection.After completing this homework students shouldunderstand the role the greenhouse effect andgreenhouse gases are having on the Earth. Theyshould also know what human activities arecausing greenhouse gases to be released into theatmosphere and what might happen of this is notreduced.Following completion of the leaflet students shouldhave a knowledge of sound as a wave and how ittravels. They should also be able to compare andcontrast sound and light. (limited to type of wave,how it travels, speed they travel and the mediumsthey travel through)

GeographyWhat are the challenges and opportunities facing Africa?Year 8Term 5Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.Topic 1: Physical Geography and HistoryTopic 2: The Climate of AfricaTopic 3: Population Africa is not a country, it is a continent made up of 54different countries. It is the second largest continentin the world and is home to 1.2 billion people.The first species of humans appeared in Africa andeventually spread around the world.The physical geography of Africa is different to othercontinents and has very old, stable rocks.The Sahara Desert, the World’s largest hot desert is inNorthern Africa.Africa is rich in natural resources; it has 10% of theWorld’s oil reserves.Between the 1600s and the 1800s, 12-15 millionAfricans were sold into slavery.Once slavery was abolished in the 1800s, Europeannations such as Britain and France colonised Africancountries to take advantage of their naturalresources.After the Second World War, African countries beganto gain independence but have struggled to cope –this has limited their ability to advance and developas africafacts.html From North to South, the main climate zones in Africaare:o Deserto Savannaho Tropical Rainforesto Savannaho DesertTropical rainforests are found on the Equator. Theseareas have rain all year round due to low pressurecreated by warm air rising and turning intorainclouds.Savannahs are found to the North and South oftropical rainforests. Savannahs have two distinct wetand dry seasons.Deserts are found at the top and bottom of Africa andreceive little rainfall.The Sahel in the Sahara Desert is one of the mostvulnerable places to drought on Earth. A drought is aperiod of dry weather that leads to lack of water andcrop failure.Human activity such as clearing vegetation forfirewood exposes soil to erosion that can lead to aprocess called desertification.https://www.youtube.com/watch?v PSYHMWmyVfo Africa’s population of 1.2 billion is distributedunevenly throughout the continent.This number is expected to double to 2.4billion by the year 2050.This population growth will make it harderfor governments in these countries who arealready struggling with hunger and poverty.A lot of Africa is rural and relies on farmingand mining. For countries to develop moreand create economic opportunities, citiesneed to be created.Improvements in public health in Africa haveled to a decrease in infant and child mortalityrates (number of deaths).In 1955 the average African was expected tolive to 37; Africans today are expected to liveto 60.However, Africans are frustrated by limitedjob opportunities, corrupt politicians andrising unemployment so many are migratingto foreign countries to live and work.https://www.populationpyramid.net

GeographyWhat opportunities and challenges are facing Africa?Year 8Term 5Support Material for Students and Parents/Carers.Topic 1: Physical Geography and HistoryTopic 2: The Climate of AfricaTopic 3: PopulationStudent:Student:Student:Create a storyboard to show how Africa’s troubled history has Research the process of desertification. How canhad such an impact on development throughout the this process affect people in Africa? What could becontinent.the long-term impacts?Colour in a blank map of Africa to show thedifferent types of climate in the continent.Have a look at some different population pyramidson the website listed above(www.populationpyramid.net).Compare 3 or 4 different population pyramids fordifferent African countries – how are they similaror different to each other? Why do you think this isthe ts will benefit from knowing about the impact of theslave trade and colonialism. Could you speak to them abouthow attitudes to slavery were different in the past?Look out for any newspaper articles or newsreports regarding African countries. Speak toyour child about key issues for people who live inAfrica.Could you talk to your child about Africa in thenews? ‘Africa with Ade Adepitan’ is a brilliant fourpart series on BBC IPlayer that covers a lot of thecurrent issues in Africa.

HistoryWorld War 2Year 8Term 5Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson.Topic 1: Adolf Hitler and the start of WW2Topic 2: Blitzkrieg and DunkirkTopic 3: The Blitz Adolf Hitler was born on 20 April 1889 in Austria. Heenjoyed reading, listening to music, painting andhistory.His father was a hard dr

young adults are: Noughts & Crosses (2001); Knife Edge(2004); Checkmate (2005); and Double Cross (2008) – which form the Noughts & Crosses series, the tale of two teenagers, Callum and Sephy. She has been awarded numerous prizes for her work, including the Red House hildrens ook Award and the Fantastic Fiction Award. She has been

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