E24 (Y8) Fieldwork: 7th June 2019

E24 students will be out on fieldwork on Friday 7th June, 7.45am-4pm.

As this is an immersion activity, the location will be kept secret until the day, when we will also reveal the Guiding Question for our new expedition (can you believe it’s the last one of the current school year?!)

Please take note of the details below:

Students need to arrive at school no later than 7.45am, to ensure prompt departure at 8am.

  • Students will need to bring a packed lunch and bottle of water (no glass bottles, fizzy drinks or sweets.)  A packed lunch will be provided for those students receiving free school meals.
  • Please bring any prescribed medication required, clearly labelled in a plastic bag or envelope with your child’s name and required dosage.  This includes travel sickness tablets where necessary as we will be travelling via coach for approximately 1.5 hours.
  • Sensible clothing, coat and shoes need to be worn (we will be outside for most of the day.) Sandals/sliders/open toe shoes are not permitted, but trainers are fine.
  • I know we can’t predict the weather but if sunshine is forecast, please make sure your child has sunscreen and sunhat. Or, if it’s forecast rain, please send them with an appropriate waterproof jacket (with a hood) and suitable footwear.

We will arrive back at school at 4pm.  However, this is dependant on traffic so we’ll keep you updated via social media.

If you have any questions about the fieldwork, please contact your child’s Crew Leader or email abrown@xpeast.org

Y8/E24 Assessment reminder

Students in C24 have their end of case study assessment on Wednesday 17/04/19 this week. This will be an exam of 1-6 mark questions and a combination of the work we have been doing on:

  • Magnets
  • Voltage, current and resistance
  • Building circuits
  • Electricity and how it works
  • Static Electricity
  • National Grid

For revision students will be able to use the Case Study 2 resources on the expedition website and the explore further page on the website also.

Expedition Website High Voltage 

 

 

 

 

My most enjoyable time as a teacher!

Below are a few highlights of the last STEAM expedition ‘Why am I me?’
This has been by far my most enjoyable time whilst teaching in secondary.
All thanks to the hard work put in by C24 students and learning coaches of XP East.

Fieldwork: Leeds University

 

Presentation of learning and Final product: Student led experiment demo

 

Expedition Wall Curation: Photo of students at various stages of their life

Is Knowledge Power?

Following on from a successful POL of ‘Why am I me?’, students in Year 8 started this week a STEAM expedition called ‘High Voltage’  Over the following two months, we will explore the guiding question:

‘Is Knowledge Power?’

  

Immersion

The immersion for our expedition focused on the key themes of ‘Where is it from?’ and ‘What’s so shocking about it?’, including: gallery walks, BBK, notice, wonder questions and silent conversation. This suggested and provided clues to the content of the expedition before the guiding question was revealed. We investigated a murder that resulted in a criminal being put to death via the Electric chair!

 

Say Hello to Jeff!

This is Jeff! Jeff was the creation of Alfie and Adam in Pioneer STEAM expedition ‘Why Me?’

Jeff was the product of genetic inheritance. Pioneer found that some characteristics are controlled by a single gene, such as fur in animals and red-green colour blindness in humans. Each gene might have different forms, and these are called alleles. The monster Jeff shows the dominant and recessive genes in shown in the Phenotypes! Great work Pioneer!

Pioneer Are So Socratic!

What an afternoon with year 8 Pioneer! We headed over to use the seminar tables in the music room and had a full session of discussion using the Socratic Seminar protocol. Amazing contributions from the whole class – focussed, attentive, respectful.

And the session was so successful because of the hard work they’ve been putting in leading up to it, and being persistent when challenging themselves to investigate and understand Shakespeare’s language.

We explored 3 questions:

  1. Was Macbeth’s imaginary dagger an invitation or a warning?
  2. Was Macbeth free to choose whether to kill Duncan?
  3. Was the murder of Duncan Macbeth’s peripeteia?

Take a look at a brief moment from this afternoon.

 

Year 8 HUMS Home Learning

Task

LT: I can analyse Shakespeare’s use of language to present Macbeth’s state of mind

Complete at least 2 paragraphs of analysis answering the following question:

To what extent is Macbeth’s vision of the dagger an invitation for him to kill the king?

You must include:

  • evidence from the text;
  • an explanation of the language used;
  • focus on at least 1 key word and its effect;
  • A comment about historical context.

Due date:

Wednesday 6th February

WAGOLL:

Immediately before Macbeth murders Duncan, he begins to hallucinate and sees a dagger floating in front of him. Macbeth is confused by this and immediately begins to question whether it is an invitation to kill Duncan, or a warning to follow his conscience and “proceed no further in this business”. At the beginning of his soliloquy he notices “Is this a dagger I see before me, the handle towards my hand? Come, let me clutch thee” This insinuates that Macbeth feels the dagger is encouraging him to hold the handle as it points towards him so that he might hold the handle and follow it to his victim, led by a power greater than himself. The verb “come” also implies that Macbeth wants to hold the dagger because he is driven by his insatiable greed for power and murder Duncan, as if his ambition is too strong for him to hold back, despite the severe consequences for his actions.

However, Macbeth shows that he is immediately confused and sees that the dagger could in fact be a warning, created by his guilty conscience. For instance, he refers to the hallucination as a “fatal vision”, implying that Macbeth thinks it will bring his own death and tragic demise for his sinful actions against both the king and God himself, as in the Jacobean era people believed in the Divine Right of Kings. He perhaps realises that this vision “cannot be good” Alternatively, Macbeth perhaps could infer that the vision foreshadows the death of Duncan and is simply showing him his fate, as the witches have already told him at the beginning of the play.

Support:

Use your notes from your lesson to help you explore this extract.

Click here to find the READING SKILLS LADDER to help you structure your paragraphs.

Challenge:

Try to cover a range of quotations from across Macbeth’s soliloquy, embedding your evidence as you analyse. Remember, you won’t necessarily fully explore every quotation you come across, but when you use one that is loaded with interesting language connotations, make sure you explore them!

Year 8 HUMS Home Learning – Due 30.01.19

TASK:

Complete a QUOTATION EXPLOSION as we have previously practiced in class on the following quotation from act 1 scene 5″

“Look like the innocent flower but be the serpent under’t” – Lady Macbeth

You have creative freedom on this – do it in your books, on a device, use free mind-mapping online.

DUE DATE:

Wednesday 30th January

WAGOLL:

Does yours look like this? If it does, then you’re probably working at 3.0+ for WORK HARD.

SUPPORT:

Click here to watch a video guide to help.

CHALLENGE:

Want to go above and beyond and EXTEND YOUR LEARNING FURTHER? You could turn your notes into a paragraph of analysis about how Shakespeare presents Lady Macbeth’s manipulation of Macbeth.

E24 STEAM: Biodiversity in ecosystems

E24 have been Working Hard learning about biodiversity in ecosystems through the use of diagrams to illustrate data: food chains, food webs, pyramids of number and pyramids of biomass.  Brendan was really proud of the effort he had put into his food web, drawing coloured circles around each organism to show whether it was a producer or different types of consumer; Theone’s food chain incorporated colour coding and a key; Mackenzie’s pyramid of numbers was a good example of a scale diagram drawn with a pencil and ruler.