Welcome to South Bromsgrove's Virtual Transition Day 2020
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Welcome to South
Bromsgrove’s
Virtual Transition Day
2020
Welcome
Hi Year 8,
Welcome to our Virtual Transition Day!
As much as we would love to welcome you all
into school in person, unfortunately you will
understand that we cannot at the moment.
However, we can still give you a taster of what to
expect from a normal day at South Bromsgrove.
During the day you will have a set timetable to
follow with lots of different introductions and
videos from Maths, English and Science as well
as the chance to have a look at our other subject resources on our website. You
will also have the chance to meet your Form Tutor as well as having a welcome
assembly from me in the morning.
The work you complete throughout the day won’t be marked, but we would love
to see the work that you do, so please let us know what you’ve been up to by
sending your photographs to us via social media and using the hashtag
#SBHTransition20
@SouthBromsHigh
@Southbromsgrovehigh
South Bromsgrove High
As September gets closer, I am looking forward to welcoming you all on your first
day, but until then, have a safe and restful summer.
Best wishes
Miss Clipson
Introduction to the Day
Below you will be able to see your timetable for today. This is very similar
to what you would have experienced if you had been in school with us
at South. Try to follow your timetable carefully, but all of the information
you need is in this booklet so it should be easy to follow! As always, if
you have any problems, or there is anything that we can help with, let
us know via the intake@southbromsgrove.worcs.sch.uk e-mail address.
Timetable of the Day
Time Activity Format
9:20-9:30 Arrival Video
9:30-10:00 Welcome by Miss Clipson Webinar
10:00 -10:40 Tutor Time Microsoft Teams
10:45-11:05 Break Video
11:05-11:50 Lesson 1 English
11:50-12:35 Lesson 2 Science
12:35-1:15 Lunch Video
1:15-1:55 Lesson 3 Maths
1:55-2.40 Lesson 4 Optional
2:40-3:00 Reflections Microsoft Forms
3:00-3:10 Close by Miss Clipson Video
9:20-9:30 Arriving at School
Follow this link to see what your arrival to school would be like on a normal day
at South Bromsgrove
9:30-10:00- Assembly
Follow this link to access the Live Stream of your welcome assembly by Miss
Clipson:
10:00-10:40- Tutor Time
Make sure you know whose Tutor Group you are in. You will have been sent a
link to your parents/guardian’s e-mail address so that you have access to the
meeting. If there are, any problems please contact:
intake@southbromsgrove.worcs.sch.uk
Click on your tutor’s name to take you to you Microsoft Teams meeting with
your tutor.
Tutor Group Tutor
9AHN Mr Horton
9BS Mr Bayliss
9CCR Miss Carr
9CM Miss Mumford
9GT Miss Taylor
9JHS Dr Hodgskiss
9JJC Mr Jacobe
9LMC Mr McCluskey
9NT Miss Naughton
9PR Miss Price
9TL Ms Williams
9WL Miss Walters
10:40-11:00- Break Time
Click on the two photographs below to have a look at Break Time at South and
what to do if you have a problem during the school day.
What’s break time like at South?
What do I do if I have a problem during the
school day?
11:05-11:50- English
About English
You will develop your understanding of English
to commence the GCSE course of study, by
acquiring the skills to:
read, analyse and appreciate a range of
fiction and non-fiction texts
communicate effectively for a range of
purposes and audiences
develop awareness of how texts have an
impact on the human beings that
Key People encounter them.
Mr Holt- Head of Faculty Reading is an important part of school life at
Miss Croft- English and Literacy South, with all students and staff involved in
Coordinator the Drop Everything and Read (DEAR)
Mr Sugars- Head of Drama initiative. We want you to enjoy reading and to
Mr Sprouting- Head of Film and Media develop your literacy skills.
Year 9 Curriculum
Year 9 English Programme of Study 2020/21
Autumn Marginalisation Fictional anthology: reading skills
Of Mice and Men by John Steinbeck
Human Nature Non-fiction texts
Spring Gothic literature
Creative writing
Appearance and Reality Conventions of tragedy
Shakespearean tragedies
Summer Power and Conflict Power in non-fiction texts
Persuasive writing
Introduction to Power and Conflict poetry
Extra-curricular opportunities
We encourage all students to participate in activities that are organised in conjunction
with members of the English Faculty:
Debating Club
Eisteddfod, including:
Dance
Drama
Poetry
Literacy Leaders
Poetry Slam
Scholastic Book Fair
School Play
South Newsletter
The Hub (school library)
Activity
Conventions of the Gothic
Gothic fiction is a genre of literature which appeared in the late eighteenth century. It combines
aspects of horror such as fear, and elements of romance, such as nature, to induce feelings of allure
and terror. The Gothic has influenced art, literature and cinema, particularly in its use of eerie
atmospheres and settings. Gloomy atmospheres in Gothic fiction are often set in wild, remote places or
in frightening, enclosed spaces.
1. Watch the video https://youtu.be/HkzHppqXTds (2:26) (in ‘ Settings’, select ‘Playback speed’ and
choose ‘0.75’ to watch it more slowly) and complete the text below to show your understanding of
Gothic conventions.
isolated Jekyll characters dreams
supernatural castles unknown Mary Shelley
distress Hyde death
The Gothic genre is devoted to stories of horror, the fantastic, and the
‘darker’ supernatural forces. Gothic writing looks at the often terrifying and
bizarre forces of the spiritual and ______________1 – the world beyond the
physical.
Gothic authors show a fascination with the ‘dark side’ of human nature. Famous examples
of Gothic fiction include: The Turn of the Screw by Henry James, Dr _______2 and Mr
_______3 by Robert Louis Stevenson, Dracula by Bram Stoker and Frankenstein by
______________4.
Gothic conventions are the ingredients that work together to make Gothic literature ‘terrifying’. These include
terrifying locations:
decaying ________5
extreme locations
________6 dungeons
Gothic literature focuses on themes such as:
forbidden knowledge
good vs evil
the __________7
physical and mental suffering
___________8
the grotesque
the supernatural
Gothic texts will include _____________9 who are:
villains
damsels in __________10
‘other’ / monstrous
Gothic authors may also use:
pathetic fallacy
__________11
doppelgangers
Gothic Extract: ‘Rebecca’ by Daphne du Maurier 2. Read the extract below. Highlight words and phrases that are associated with the Gothic The drive wound away in front of me, twisting and turning as it had always done, but as I advanced I was aware that a change had come upon it; it was narrow and unkept, not the drive that we had known. At first I was puzzled and did not understand, and it was only when I bent my head to avoid the low swinging branch of a tree that I realised what had happened. Nature had come into her own again and, little by little, in her stealthy, insidious way had encroached upon the drive with long, tenacious fingers. The woods, always a menace even in the past, had triumphed in the end. They crowded, dark and uncontrolled, to the borders of the drive. The beeches with white, naked limbs leant close to one another, their branches intermingled in a strange embrace, making a vault above my head like the archway of a church. And there were other trees as well, trees that I did not recognise, squat oaks and tortured elms that straggled cheek by jowl with the beeches, and had thrust themselves out of the quite earth, along with monster shrubs and plants, none of which I remembered.
3. The author, Daphne du Maurier, has used language to create an image of the driveway being
strangled by nature. Complete the table. Can you select quotations from the extract which show the
images created?
Image created Selected quotation
The woodland is described as a dark and menacing
figure that has finally taken control of the driveway.
The trees are described as growing into and over each
other to create an archway.
Nature is described as something monstrous that is
taking over the driveway and suffocating it.
Explain how the author has portrayed the narrator’s fears, expectations and reality. What is the effect of using a
first person narrator?
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………
…Gothic Motifs and Key Words
Choose 3 adjectives and 3 nouns from these words associated with the Gothic, to use in task 6.
Adjectives Nouns
anonymous medieval abbey lair
bloody melancholy castle legend
chivalric menacing crucifix lighthouse
dark moonlit curse manuscript
decaying mysterious doctor mirror
diabolical old dungeon picture
horrid pale friar tower
innocent savage house vampire
lost scarlet laboratory zombie
macabre sinister
Complete one of these two tasks:
4. Create a collage of images from newspapers, magazines or the internet. Use your chosen
adjectives and nouns along with other Gothic conventions to label your collage.
5. Watch this video https://youtu.be/7IsskjJnGN0 (1:44) to see how Alfred Hitchcock, a famous
film director, interpreted the Gothic novel ‘Rebecca’ to produce a film. Make your own 30-
second video to create a Gothic atmosphere, based on your chosen adjectives and nouns,
along with other Gothic conventions.Glossary
analyse Consider something carefully to better understand it
anthology A collection of writings by different writers
beeches Trees with smooth, grey trunks
cheek by jowl Close together
collage A piece of art made by sticking different materials
(photographs, coloured paper, cloth) onto paper
convention A traditional way or style that something is usually done
Eisteddfod (from Welsh) an annual festival with competitions in music,
drama, poetry and other activities
encroached upon Intruded on or advanced gradually beyond the usual limits
English Faculty A group of departments related to English
feedback Information about how well you have performed on a task and
what to do to improve
feeder schools Schools where many of the pupils progress to South
Bromsgrove High School
GCSE General Certificate of Secondary Education – qualifications
taken aged 14-16 in the UKGlossary
genre A particular style of art, music, or literature
Gothic A genre of literature characterised by gloom, the grotesque
and the supernatural, popular in the late eighteenth century
insidious Gradual, unnoticed, but with harmful effects
Marginalisation Treatment of a group of people to isolate them or make them
feel unimportant
motif A dominant or recurring idea
Shakespearean Relating to the works of William Shakespeare
stealthy Cautious, secretive, unseen or unheard
supernatural Things that are beyond scientific understanding or beyond
the laws of nature e.g. ghosts
tenacious Clinging, keeping a firm hold
tragedy A type of literature, especially drama, that is serious or sad,
that often ends with the death of the main character11:50-12:35 - Science At South you will study, Biology, Chemistry and Physics as separate lessons. During this time you will have the chance to get to know staff from each department and have a go at activities from all 3. But, before you get started, watch this video from Mrs Payne, Head of Science.
Biology
About Biology
The science faculty includes the biology, chemistry and
physics departments. In year 9 you will have 6 science
lessons per fortnight, 2 per subject, which are all
taught by experienced specialists.
You will be following the AQA combined science GCSE
course that is examined in the summer of Year 11. You
may be offered the opportunity of choosing to study
Mrs Haden
triple science in years 10 & 11.
Head of Biology
Year 9 Curriculum
During year 9 biology we study the key aspects of biology which will link to many of the topics
you will then study during year 10 and year 11. The topics are:
Cell biology- looking at the structure and function cells, including specialised cells. We’ll
also look at how to observe cells and calculate their size as well as study the cell cycle
and stem cells.
Transport in cells- here we look at how molecules move across membranes using the
processes of diffusion, osmosis and active transport.
Digestion- this topic covers the structure and function of the digestive system including
enzymes and how they work.
Circulation- this looks at the structure and function of the lungs, heart, blood and blood
vessels as well as problems which can occur with the circulatory system.
Activity: Watch this video first: https://youtu.be/iX71GPW8d6Y
We are asking you to focus on part of the health topic you’ll reach in year 10 where we look at
viruses. The coronavirus is one you’ll all be very familiar with already- but have you thought
about what it looks like?!
We want you to get creative and make your own model of the coronavirus and then do some
research to find out more about it!
Firstly, what are viruses?
Viruses are tiny microorganisms (about 1/1,000,000mm across) that can only be seen with a
powerful microscope. When they invade cells in our bodies, they take over the cell and cause it
to make millions of copies of themselves. This makes us feel ill.Viruses come in different shapes and sizes. Some are simple while others are complex.
Look below at some examples of different viruses:
Protein spikes
Outer coat
Genetic material
Coronavirus
Task 1- Making the coronavirus
You can make your model out of anything in your house- here are some ideas: glue,
paper, cardboard (parcel boxes or cereal boxes), foil, polystyrene, old sponge, papier
mache, modelling dough or clay, old packaging, balloons, cocktail sticks, cotton buds,
straws, paint, glitter, or you could even bake a cake!
Here is an example of how you might make your model:
1. Use your chosen materials to make a
sphere. Cut away a quarter of the sphere
to create a cross section through the
middle of your virus.
2. Add a layer of material or paint to the
outside of the sphere to represent the
outer coat of the virus.
3. Place a coiled material inside the cross
section to represent genetic material.
4. Use cotton buds or cocktail sticks to make
the protein spikes that stick out from the
outer coat.
5. Stick pieces of paper or cocktail stick flags
onto your model to label the different
parts.
Task 2- How does the coronavirus cause Covid-19?
Go online and find out more about the coronavirus. What are the symptoms? How does
our immune system fight off the virus? How can we prevent it spreading?
We’d love to see pictures of your model- email it in for us to see and share on social
media! You can also use your model to teach your family about the virus and talk about
what you can do as a family to avoid catching a virus.Chemistry
About Chemistry
The science faculty includes the biology, chemistry and
physics departments. In year 9 you will have 6 science
lessons per fortnight, 2 per subject, which are all taught by
experienced specialists.
You will be following the AQA combined science GCSE course
that is examined in the summer of Year 11. You may be
offered the opportunity of choosing to study triple science in
Miss Price years 10 & 11.
Head of Chemistry Watch the following video for an introduction to the
department: https://youtu.be/YaleqdkZHg4
Year 9 Curriculum
In Year 9 you will study:
Basic Chemistry, Atomic Structure, the Periodic Table, Structure and Bonding, Energy
Changes.
Activity
What is ice cream?
Ice cream is basically droplets of fat from milk suspended in millions of tiny crystals of
ice, fluffed up with tiny pockets of air. This activity shows you how to make a mixture
that turns cold enough to create those ice crystals without the aid of a freezer – and
reveals how salt and ice make a chilling combination.
What’s the Science?
Pure water freezes at 0 degrees Celsius. Add salt and the freezing point drops by a few
degrees. When you add salt to the ice in the outer bag, the ice (at 0°C) is now above its
freezing point – so it begins to melt. Melting requires energy, and in this case that
energy comes from the flavoured milk mixture in the inner bag. Ice crystals start to grow
in-between the tiny globules of fat in the milk and bubbles of air, causing the milk to
freeze and change state from a liquid to a solid.You will need:
Large ziplock freezer bag - around 25 cm square
Small ziplock freezer bag
Two trays of ice cubes
6 tablespoons of salt
Half a cup of flavoured milk
Spoon
Bowl
Gloves
Sprinkles (optional)
How to make instant ice cream
1. Put half a cup of chilled flavoured milk into smaller ziplock bag and seal it closed
with no air inside.
2. Put two trays of ice cubes into larger ziplock bag and add 6 tbsp of salt. (You will
see the ice begin to melt).
3. Put small bag inside large bag and seal large bag.
4. Put some gloves on so your hands don’t get cold and start the gently shake and
squeeze the bag to mix ice cubes around.
5. Leave for 5 - 10 minutes.
(Be careful not to spill any of the salty ice water or mix it with your ice cream as you get
it out of the bag).Physics
About Physics
The science faculty includes the biology, chemistry and
physics departments. In year 9 you will have 6 science
lessons per fortnight, 2 per subject, which are all taught
by experienced specialists.
You will be following the AQA combined science GCSE
Mr Clark (R) – Head of Physics, course that is examined in the summer of Year 11. You
and Dr Fabiola Gianotti (L), may be offered the opportunity of choosing to study
Head of CERN, leader of the triple science in years 10 & 11.
Higgs boson discovery.
Watch our Introductory Video here:
https://youtu.be/2s7zNl94gqA
Year 9 Curriculum
We start the GCSE course and over the basics in four topics which we build on in years 10
& 11.
Energy Resources Electricity Forces Waves
We introduce you to the first six simple equations of the 23 you need to memorise!
Activity Turn over the page for the details, but it’s something like thisYou will need:
1. A range of balls: use what you have at home – football, tennis
ball, golf ball, ping-pong ball, squash ball, bouncy ball – it
doesn’t matter. You must have at least two of different sizes
2. A tape measure, or ruler.
What you need to do:
You can do this inside or outside, as long as it’s away from anything that might get
broken!
1. Measure 100 cm from a surface onto which you will drop the balls – a hard floor
or table top
2. Drop each ball from 100 cm onto the surface and measure how high it bounces.
3. Do the same again but from 90 cm, then 80, 70, 60, 50 and 40 cm.
4. To measure the heights you can hold your tape measure
against a vertical surface like a wall
a. Will you measure from the top, the bottom or the
middle of the ball?
b. How will you measure the height of the bounce
when the ball is moving?
5. Prediction Have a think about what you might find out. Will the balls bounce back
to the same height? Will one bounce more than the others? What sort of pattern
might you expect? Write down your prediction.
6. Results Now carry out your experiment and record your results in suitable tables,
maybe something like this: (the 1, 2, 3 columns are for any repeats you do so
these need to be averaged to find the mean)
Drop Bounce height/cm
height/cm 1 2 3 mean
100
90
Type of Bounce height/cm
ball 1 2 3 mean
Football
Etc.7. Show your 100 cm results for all the balls
in a bar chart. If you haven’t got graph
paper there’s a page at the back you can
use for this if you print it out.
8. Choose one ball and plot all the results for
all the heights in a line graph.
9. Analysis Write out your analysis. Think about:
a. Which ball had the highest bounce? Can you explain why?
b. Is the pattern in bounce a straight line or not?
10.Why do you think a ball does not bounce as high as it was dropped from?12:35-1:15- Lunchtime
Click on the photograph below to find out what lunchtime is like at South.
What is lunchtime like at
South?
What is lunchtime like at
South?1:15-1:55 Mathematics
About Mathematics
All students have eight one-hour lessons per fortnight.
Students are set into groups according to prior
attainment.
It is a compulsory subject and all students work
towards the GCSE examination at the end of year 11.
Teacher Responsible for Year 9: Mr R Houlcroft (HC), room 2.02
Year 9 Curriculum
When you arrive at South, you will do a Baseline Test, so we can check how confident you are with
numeracy and other important concepts.
The Year 9 scheme of work follows on from the work done in middle schools, covering the main strands
of the national curriculum – number, algebra, geometry, handling data and problem solving. You might
find that you have met some topics before, but Maths is one of those subjects that needs firm building
blocks, so we will quickly recap these ideas and move on to new and more challenging applications and
ideas.
All students follow a Numeracy scheme alongside the GCSE, which helps to develop confidence in
pencil and paper methods, mental methods and also the use of a calculator. It also looks at some real
life maths skills, too.
You will have regular tests and there will be an exam in April.
If ever you need help in maths, don’t be afraid to ask! There will always be someone willing to support
you. There will be a Maths teacher available every lunchtime in our Maths Clinic in room 2.01– you are
welcome to come along for some help on or just come along to do your homework.
Activity
Use the following link: https://youtu.be/4hrs_P8PP-w
to access a narrated PowerPoint which talks you through some fun Mathematics activities to get you
warmed up ready to complete some other activities later.
On the PowerPoint, you will see the last example is about Palindromes.
The next thing for you to do is to work through the Palindromes activity booklet which follows on after
this page. There are three separate tasks, each with different sections. You do not have to do them all;
just a few will give you a very good insight into palindromic numbers. There are answers at the end. Be
sure to check, but do not cheat!Activity: Palindromes
Palindromes are words which are the same forward as backwards. For example, civic, radar and
rotator. Some names are palindromes too, for example Anna and Otto, Mum and Dad.
Here’s an example of a palindromic sentence:
Was it a car or a cat I saw?
In maths, palindromic numbers work in the same way, reading the same forwards as backwards.
eg 1331 or 2546452.
Here’s a palindromic date 02/02/2020.
I am sure you can find more.
Investigations into Palindromes – use your calculator when the numbers get too tricky!
1. a. Two digits
22 is a palindrome. So is 66.
Write down all the other two digit palindromes.
How many are there?
See the answers on the back page.
b. Three digits
101, 414, 363 are all palindromes.
Can you list the rest? How many will there be?An efficient way of listing them might be to
put them into a table. You might not need all the boxes!
1?1 2?2 3?3
101 202
111 212
121
131c. Four digit Palindromes
Can you work out how many there will be?
2. Generating Palindromes
There is an easy way to do this.
take a number 62
reverse the digits 26
add together 88
take a number 42
reverse the digits 24
add together 66
take a number 75
reverse the digits 57
stage 1 add together 132 doesn’t work, so keep going
reverse the digits 231
stage 2 add together 363 it works after two steps
Sometimes it takes more than two steps to achive a palindrome.
Generate palindromes from these numbers, be careful, they may take one,
two or more steps.
take a number 34 51 83 76 218 382 471
reverse the digits
stage 1 add together
reverse the digits
stage 2 add together
reverse the digits
stage 3 add together
reverse the digits
stage 4 add together
If you have completed this table, well done!
b. What about this one - 97 – be careful, it will take a while! How many stages do you
need?
c. 196 is a bit special – what happens when you try to generate a palindrome?3. a. Palindromic pairs of squares.
You will already know that 112 = 11 x 11 = 121, which is a palindrome.
But did you know that 122 = 144 and 212 = 441. They exist as a family of 4, if you like.
Who would have thought that?
Can you match up the palindromic pairs and squares ans the families of 4? Careful, not all
of them are in a family.
122 169
21022 12769
2112 961
21042 96721
1122 1764
1022 44521
20122 144
2012 10404
242 4048144
10112 4418404
3112 4426816
212 1022121
422 1212201
11012 16096144
1132 441
40122 40401
312 576
132 12544
b. Challenge
You will have spotted that the palindromic squares only have 0, 1,2 and 3 in them.
Eg 113 and 311
Can you explain why?
Can you find another family of 4?1:55-2:40- Optional
You now have some time to choose a subject that you would
like a taster of. You can pick any subject that you like, you may
even choose to try multiple subjects. Your choices are:
Art
Food
Engineering
3D Design
Drama
Music
Geography
History
Religious Education
Physical Education
All of these are available via our school website, which can be
found here.
Don’t feel like you have to look through them all today! Have a
go over the next few weeks and into the summer holidays, we’d
love to see the work you’ve been getting up to!2:40-3-00- Reflections
We hope you enjoyed the opportunity to meet your Tutor and
some of your Tutor group via the Microsoft Teams meeting this
morning!
We would now like you to take the time to have a think about
what you have experienced today and reflect on your own
thoughts and feelings about the move to high school. Use this
Microsoft Forms survey link, to tell us about how you have
found the day and ask any last minute questions you may have.
3:00-3:10- End of the Day
Follow this link to see the final message from Miss Clipson.
Closing message
We hope you have enjoyed your Virtual Transition Day with us
here at South Bromsgrove. We are already looking forward to
seeing you in September!You can also read
