This week in HUMAN, 7 Pioneer started a source analysis of an image relating to the abolition of the slave trade. The students looked deeply into the image focusing on the messages that are created from the body language and facial expressions of the characters in the image.
We then zoomed out to place this image in the wider context of the time – exploring the purpose of the image, the audience it was intended for and the consequences it had for society.
Next, we began the drafting process – all students worked exceptionally hard at this. Sometimes I forget how young these students are, their conduct reminds me of being back at university with the level of focus, hard work and determination they have to achieve the highest standard possible in their work. It’s a fantastic environment to be in when 7 Pioneer are ‘on fire’ as we say!
The next step is for students to ‘Get Smart’ – one of our Howls which requires students to ‘welcome feedback and revise their work’. I have responded to each students first draft – acknowledging what they have done well and providing questions and comments to allow them to improve on certain areas. When writing their final answer, by taking this feedback into account they will be well on their way to greatness!
Since January, Year 7 have been learning about the human body in their Human Machine STEAM expedition. They have been studying cells at the ‘microscopic machine’ level as well as the organs of the digestive and respiratory systems at the ‘macroscopic machine’ level, in order to answer the guiding question “Why is my body like a machine?”
They are now ready to share their findings with you, and would like to invite you to join in with a series of activities to present their learning on the following dates:
All E25 students have been sent an email reminding them to revise their Case Study 2 content of the Human Machine expedition. We will use some of our class time after the holiday to revise Case Study 1, but they are free to work on this on their own over the holiday too.
We will have a written assessment on this (as well as Case Study 1) on Friday 22nd March.
There are many resources to support them in their revision, including the expedition website, which itself contains many helpful links, videos, learning target rubrics, quizlets and lesson resources. Some students chose to take their class books home with them and all students were given a paper copy of the revision grid for Case Study 2 to start them off.
Please continue to encourage your child to talk about their learning at home and to share their revision progress with you.
During HUMAN this week, we began learning about the Trans – Atlantic Slave Trade. We created and acted out the trade triangle – with some of the class becoming Europeans, Africans, Americans and the traders which linked these continents together during this significant time in history.
Each continent had particular resources and products that they wanted, and certain ones that they could sell in exchange for the items they desired. To name a few, Europe and the UK needed raw cotton, tobacco, and sugar cane from the Americas, Africa desired weapons from Europe, and the Americas wanted slaves from Africa. This interconnected trading allowed the slave trade to become a profitable and inhumane form of early globalisation.
Here’s Pioneer at each continent ready to trade their goods – it was fantastic to hear the students bartering, working together to make sure they got the best deal and understanding the exchange of goods that took place.
Last week, 7 Pioneer began their second case study in the ‘Stand Up!’ expedition. We spent the beginning of the week getting to grips with the world – what is a continent? How many continents are there, where are they and what are they called? What’s a country?
This brought our attention to focus on the continent of Africa with its vibrant, diverse and wonderful physical and human geography features. This sets the context for case study 2 and 3 in our expedition. Students were in groups with different expert texts which focused on the 4 major biomes of Africa and their characteristics. Once the students had read their own expert text it was over to them to complete the notecatcher for each biome by teaching each other the information they had discovered.
Next up – human features! The students had a range of information about the different countries of Africa or of averages about the whole continent. Students soon realised the variety between the different countries and how there were many similarities and differences between the UK too. This was completed using a GoGoMo protocol – a personal favourite!
We then zoomed in on two countries in Africa, Nigeria and Somalia, by watching documentaries and news reports. The students learnt how Nigeria is the richest and most populated country in Africa and completed a notecatcher based on the different human features of the country. It was clear to see the inequalities between the multi-millionaires and the slum-dwellers of Lagos We then compared this to Somalia, a country which faces the challenges of civil war, drought, famine, poverty and piracy – focusing on Mogadishu and the changes that it has undertaken in the last few decades. Students were asking really thought provoking questions about the countries, it’s been a fantastic week!
7 Pioneer had extended study last week and here are some of the results!
There was fantastic effort and hard work put into these pieces of work – it is clear Aaron, Jacob, Ava, Charlie, and Dylan focused on their Craftsmanship and Quality when creating these beautiful pieces of work.
A reminder to all that extended study should be completed with the same focus on the HOWLs as work completed in school – students need to Work Hard and Get Smart when completing extended study. Pioneer we’ve still not had 100% hand in rate for a piece of extended study – we can do this!
Just a reminder to all E25 students that the pre-learning for tomorrow’s Science lesson involves watching this video and completing this form to demonstrate your understanding of the key points. The aim of this task is to give you a head-start on the content we will be tackling, so please do not panic if you find it a challenge initially!
Thank you to the majority of students who have completed this already and to those who have emailed me with questions or requests for support with this task.
This week, 7 Pioneer’s lessons focused on 1930s America. We learnt all about the Great Depression, the Wall Street Crash and the standard of living for the people of America during this time.
This was to aid understanding of the context of Harper Lee’s ‘To Kill A Mockingbird’ – which is the anchor text to our expedition ‘Stand Up!’. This expedition’s guiding question is ‘when is it right to make a stand?’ and we will explore topics of slavery, racism, prejudice and discrimination throughout the expedition.
One of the activities during this week’s lessons was mapping the Deep South of the USA -from memory! The students were in four teams, each member of the team had 20 seconds to memorise the map of the Deep South and feedback to their group the states they could remember. A fantastic effort from everyone!
A special mention to Junia and Denim, who in their own time, have completed extended learning about 1930s America and the Great Depression. This is a fantastic way of showing they are working hard and getting smart by taking responsibility for their own education – impressive!
Last week, 7 Pioneer worked hard to uncover the message behind the text ‘The Rainbow Creation’. Students worked with a level of understanding and maturity that was beyond their years. I saw students show respect and understanding, challenge each others ideas with well articulated arguments and demonstrated a deep level of understanding of the text that they were working to decipher. There was a highly insightful, engaging discussion around the concept of identity, using the ‘popcorn’ protocol – I was genuinely moved by the comments and opinions of Pioneer students.
I am incredibly proud to be able to support the learning of a fantastic group of young people. It’s great to see their eagerness to learn in their new Humanities expedition ‘Stand Up’
Below are just a few examples of Pioneer’s interpretation of the text – these were written by year 7 students, Dylan and Alice.