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:

7 Explorer: Wednesday 27th March, 5:30-6:30pm

7 Pioneer: Thursday 28th March, 5:30-6:30pm

For a taster of what we have been studying, visit our expedition website.

We look forward to seeing you and thank you for your continued support.

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.

Many thanks,

Mrs Townson

E25 have an Extended Study Task which has been emailed to them, posted on the Expedition Google Site and on Google Classroom.  This is due on Wednesday 13th February in our Science lesson.

If they are unable to access it due to permissions on the doc, they should try logging in through their Google account on the XP East website first.

Many thanks,

Mrs Townson

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.

I look forward to seeing you all tomorrow.

Mrs Townson

E25 Human Machine

E25 have really thrown themselves into their first Case Study, Microscopic Machines, in the new STEAM expedition called Human Machine.  We have been looking at our first learning target: I can explain how different cells are adapted for their function.

Caiden is shown below using a video tutorial to build his knowledge of how to use a microscope, whilst Zach M, Zach H and Nikodem were Getting Smart by choosing to spend extra time at breaks looking at their cheek cell slides and onion cell slides.  Cerys, Aaron, Zach, Dylan and Shanna are pictured here giving kind specific and helpful feedback in purple pen, whilst Harvey added labels to his animal and plant cell comparison diagram.

E25 have a Quizlet task to work through as pre-learning before our lesson on Thursday 17th January 2019.  Use the resources available to familiarise yourself with the 15 words and definitions in advance of our lesson.

We discussed good ways of doing this: it is better to spend 15 minutes each day on Monday, Tuesday and Wednesday on the bus, at break or in Extended Study, than to cram it all into one session!

The link is on Google Classroom or you can click here.

Many thanks,

Mrs Townson

What has maths got to do with WW1?

This week, C25 have been exploring local data of the soldiers that fell in their postcode in the First World War. They have been using the following source from the Imperial War Museum, an interactive map (A Street Near You), which presents fact files about the soldiers, their death, their rank, and any other records that are on file.

The year 7 classes have then been populating their own personal data set with information on the soldiers in their area, which we will be using this week to calculate averages, create frequency graphs and bar charts.

There were some really fruitful discussions about why some streets did not have any records, and some students noticed that they may have found brothers, or soldiers who had died just days apart. Seeing the map made us all reflect on how devastating the war must have been on our community.

Florence even found one of her ancestors at an address near her current one. We also found records for Arthur and Ernest Hickson, Miss Hickson is going to do a little research to find out if she is related to them.

I’d just like to appreciate C25 for being so respectful and working hard on this, and I’d like to remind Explorer to have it completed by our next lesson on Tuesday so we can start our research.

Modelling in Maths?

This past week C25 have been tackling some really tricky maths problems, where they have been required to convert worded problems, to pictorial models, to mathematical calculations, to finally find an answer!

We’ve been required to multiply and divide integers (whole numbers) by fractions, and divide/multiply fractions by fractions, which many of us wanted to know how to do after our grapple! However, we have found using bar models has really helped.

The activity set out was a card sort, Where students had to find all 3 matching cards, and work out the answer at the end. Some superstars realised that there was more than one calculation that they could use to complete a problem. eg. 3 ÷ 1/3 would give me the same answer as 3 x 3, so as long as we multiplied/divided (depending on the inverse operation) by the reciprocal, we’d be able to work out our answers.

Once each pair had completed their activity, we then went on a bit of a gallery walk, and peer critiqued our work, making suggestions and corrections when we disagreed with other table’s answers. It was fantastic to hear students use our mathematical keywords, such as reciprocal, inverse operation, denominator and numerator in their answers. The collaboration on this task was really impressive, and I heard some fantastic discussions filled with mathematical reasoning.

I was especially impressed with students who used bar models to represent their solutions. This provided everyone with a really intuitive, visual representation of what 1/2 ÷ 1/4 looked like, and why the answer was 2!

The votes are in…

Update from Crew Turing, formerly known as Crew Haughey (KHA)

This week, our crew voted on the name that we would be adopting for the next 5 years. We had a very large selection of inspirational people’s names (over 50!), for instance: Obama, Henry Ford, Anne frank, Aneurin Bevan, J. K. Rowling, Alan Sugar, JFK, Churchill, George Washington, Steve Jobs, Lincoln, MLK, Mary Shelley, Queen Elizabeth, Bob Marley, Frida Kahlo, Ben Parkinson, Newton, Edison….

Firstly, we did some research at home for our own choice that we were to present to crew in the morning sessions. We each found out key facts, quotes and prepared a piece on how they had embodied the character traits during their lifetimes.

Once we had all presented, we all voted to see who would be our crew name. After one round of voting we ended up with a tie, so we did a second vote of our top two selections, Enid Blyton and Alan Turing, and Alan Turing was chosen in the 2nd round of votes.

Alan Turing was a very gifted mathematician, some even argue that he was a math genius, who studied at Cambridge University where he made some amazing breakthroughs.

We chose Alan Turing because he showed the character traits of courage for telling people he was gay in a time when being gay was illegal. He showed craftsmanship and quality for managing to crack the Nazi’s enigma code using his invention, ‘the Bombe’ (if he didn’t it is predicted that World War 2 would have lasted 2 more years!) as well as building the first machine that is considered to be the first modern computer – Turing’s machine. He showed commitment to working hard and getting smart (the HOWLs), by riding his bike 60 miles just to get to the first day of school!

He also was the father of the modern computer science. Sadly, Turing committed suicide after his employers found out about his homosexuality, he was prescribed a hormone treatment and was sent to prison. He inspired Steve jobs so much he used the icon of the apple laced with cyanide as the Apple logo. He was awarded the Smiths prize and an OBE for cracking the enigma code and decoding the messages the Nazis were sending, but this remained a secret until 50 years after his death.

Alan Turing played a crucial role in winning the Second World War, he was a pioneer of modern computing and mathematics. Despite being a war hero and revolutionary, his life had a tragic ending.

We felt that Turing was not given the dignity and respect for his achievements during his lifetime, and this is why we’d like to acknowledge his greatness by honouring his name as our crew name. We know that at XP East, we will always reward hard work, efforts in getting smart, and kindness and compassion, as well as make stands against all forms of prejudice, such as the homophobia Turing faced, and the way he brought down the Nazis.

We’d like to finish our blog post with a quote from The Imitation Game (a biopic made about Turing’s life):

Sometimes it is the people no one imagines anything of who do the things that no one can imagine

We are Crew Turing, and we will continue on our journey through education, doing the things that no one could imagine we are capable of.