English Mathematics Science Art & Design

Business Studies Computing Design Technology

Drama Geography History H

ealth &

Social Care

Music Personal & Social Education

Physical Education Religious Education

Sport Spanish English Mathematics

Science A

Science Art & Design Business Studies

Computing Design Technology Drama

Geography History Health &

Social Care

Music Personal & Social Education

Physical Education Religious Education

Sumer 2020

Year 10Home LearningBooklet week 3

Year 10 Home Learning Booklet - Week 3

Just so you know…

Many of you may be worried about the disruption to your first year of GCSE. Please rest

assured that all of your teachers are considering this and constantly planning how to

support you, to ensure long term success. Please don’t give up – the work you complete

whilst you’re away from us is even more important at a time like this!

This weekly booklet is a resource to support your learning whilst at home. After

downloading/ printing this booklet, we’ve tried to ensure tasks are not wholly reliant on

having computer access. This is to support students who might have limited access to IT.

Many of your teachers will be setting work, especially designed for you, online. These

platforms enable you to access personalised feedback and communicate directly with your

teachers. Details of these online resources are referenced on the relevant subject page.

Teachers will try to be available and respond to you, during school hours (8.30am-2.30pm).

Top tips for managing working at home:

Online work

-Prioritise tasks that your teacher sets online, e.g. Google Classrooms, Hegarty Maths, Educake…etc.

This Home Learning book

-Complete offline work set in this booklet, only if you cannot access online tasks/ resources.

Communicate with your teachers – we want to hear from you!

- If you’re struggling, have a question, have an idea or need clarification… get in touch with us.

-If you struggle to complete all the work from a chosen subject, still submit and communicate this with

your teachers. The worse thing is for us not to hear/ receive anything from you… We worry!

-You can email any of your teachers: firstname.surname@southfieldsacademy.com You can use any email

account to send an email – it doesn’t have to be the school one.

Enrichment and relaxation

-Build in time to do activities that are enriching, relaxing, invigorating and motivating: create/ enjoy art,

exercise, communicate with friends and family, cooking… decide what works best for you!

Stay safe and keep up the good work!

Ms Marshall Assistant Head teacher - Pastoral

karen.marshall@southfieldsacademy.com

Year 10 Tutor Time Activities at Home

Week 3

My Year 10 Champions,

We are approachng the end of week number two, and for some of us this time away from school may be starting to

take its toll on our efforts. However, I would like to encourage you to remain consistent in your routines, striving to

engage in a little bit of everything during this tough time.

Give these a go:

- Sleep pattern: encourage yourself to go to sleep at a decent time and not to take too much advantage of sleeping most of the day away.

- Google Classroom: make and maintain regular contact with your teachers during the school working hoursday, in order to engage with set work.

- Take time to evaluate the day: CREATE A WEEKLY LOG as explained below. - Allow time to rest and try something new, e.g. learning a new language, keeping fit

Please do not hesitate to contact me to question, share or even communicate your thoughts. I’ll be as invested as

ever and will continue making contact with lots of you via the phone, so keep the lines open.

Please contact me using my e-mail address:

diran.arthur@southfieldsacademy.com

Keep healthy, keep safe!

Mr Arthur

CREATE A WEEKLY LOG voice record, video record or make notes in your diaries about your positive

accomplishments, and about improvements you’d like to make.

Stay stimulated and creative!

READING and HEGARTY MATHS

Read for at least 30 minutes a day.

Challenge yourself with the Mathematics. This week’s task:

Reflect on a friendship that you have within the

community. Write a short, descriptive paragraph

about what that friend does which makes them

special to your life.

If you choose to write about a young person,

consider their unique skills/ characteristics and

explain what industry/career you think they may be

suited to when they’re older and why.

English - Week 3 - Y10

English Literature Paper 2 Section A: Modern Texts

1. Read the text again. Make sure you have annotations that cover main themes and characters (AO1) and

note interesting uses of language (AO2).

2. Create quote banks around the key themes of your modern text using the notes below to help you:

Week 3 - Year 10 Maths Home Learning

Dear year 10

Welcome back from the Easter break!

Please complete the task set on Google Classrooms by your teacher.

If you need any help with any of the tasks, please contact your maths teacher either

through the Google Classroom or via their email address.

Thanks

Science Home Learning - Year 10 – Week 3

Work has been set on google classroom by your teachers. If you do

not have access to the internet then only you should complete the

following task.

Animal Tissues, Organs and Organ Systems

1) What is the function of the digestive system?

2) What are enzymes?

8) What are carbohydrases? State an example of a carbohydrase

9) What is bile? State the function

10) Where is bile made and stored?

11) Describe the journey of food as it moves through the digestive system

14) Describe the structure of the lungs, including how lungs are adapted for gaseous exchange (using the keywords: trachea, bronchi, alveoli, and capillary network)

15) Describe the structure of the heart, including the functions of the atria and ventricles

17) Draw a diagram of the double circulatory system including labelling the aorta, vena cava, pulmonary artery, pulmonary vein, and coronary arteries

18) State the 3 types of blood vessels and draw a diagram of each

19) How do you different structures of each of the 3 blood vessels relate to their functions?

20) What are artificial pacemakers? Why are they needed by some people?

21) What is the advantage of valves?

22) State the components of blood and state the functions of each of these components

23) Sketch each component of blood

24) What causes coronary heart disease?

25) What are the consequences of coronary heart disease?

26) How is coronary heart disease treated?

27) What are the consequences of having faulty heart valves?

28) How are faulty heart valves treated?

29) How can heart failure be treated?

From his point of view the man will draw the front view of the house as the picture on the right

FRONTThe man now changes his position and his drawing will look as the other picture on the right

SIDE

3D Design Home Learning, year 10, week 3

ORTHOGRAPHIC DRAWING

It is a technical drawing that shows in detail in 2D (flat) each

side of a 3D object, an interior or a building.

Watch the video and follow the instructions to draw the front

view, the plan view and the side view of a simple 3D object.

Since you are working on a techinical drawing, use a ruler and a hard pencil is you

have one, otherwise make sure that the one you use is well sharpened.

Start by drawing your lines lightly, so if you do mistakes you can erase them easily.

Once you have finished, you can trace your drawing (only the views, not the

projection lines) with a black pen or a blue coloured pencil.

Your Turn Now!

https://www.youtube.com/watch?v=ytwEDvX-l44Beginning Orthographic Drawing – SDC Publications

You can now try something

harder!

Draw the front and back of this chair

from the Memphis Design movement

Hello all - I hope you’re well.

This task is designed to help you practice drawing your treehouse later as a

technical drawing. Contact me on Google Classroom or email with questions.

GCSE Business Studies Home Learning, year 10, week 3 Dear year 10 students

By now, you should have completed the yellow booklets. During term time, please ensure that you log on to Google Classroom at the time of your normal timetabled lesson and engage with work set. Thanks Mr Browne and Mr Herz

DT Catering Home Learning, year 10, week 3

Good morning year 10

I hope you are all well and safe. Well done to those of you who

have completed the first side on eggs.

Please remember in order for you to gain your qualification

within carter you MUST complete the tasks set on google

classroom.

I would like you to work through to slide 2 of Eggs and use images to support your findings.

Your assignment is based around eggs and how they work in our cooking

Glazing is your first slide and Binding is your second slide

YOU MUST make sure your text is no bigger than 12pt you may add further slides should

you need to.

This is what you need to do for both slides:

1. Find the definition of glazing / binding do not copy and paste I will know write it in simple

terms in your own words. Say it out loud to try to construct a sentence then type that into

the first slide

2. What foods can we make where we use the technique with an egg?

3. How is the technique carried out and what equipment would you need?

4. What effect does glazing / binding give to finished product? You can add pictures too

make your slides look more attractive however do not concentrate on this too much

You must not copy and paste.

Take care

Ms Waugh

Computer Science - GCSE - Y10 - week 3

Week 3 - Computer Science: 10Z-Cp

Dear year 10s,

Please complete paper 1 2019 in your booklets.

Use a green pen to mark your previous paper – the mark

scheme is on Google Classroom.

Construction Home Learning, year 10, week 3

Dear Yr 10,

I have added a quiz for you to complete on google classroom. It will test

your knowledge of everything we have looked at this term so far. Please

try your best, contact me via Google Classroom or via email if you get

stuck.

adam.smith@southfieldsacademy.com

Good luck!

Mr Smith

Creative iMedia – Home Learning Week 3 – 10B: The Mood board

Hi guys. I hope that you’re all safe and well. Here is a new piece of work to keep you busy.

Make sure you read it all carefully before you start.

Scenario: A new teenage fashion magazine, called BGStyle, is being published in August.

It is targetting all genders and will include images of clothes and styles that are still being

created by designers and are not yet being produced for sale in shops.

Your Task: BGStyle wants to design a special front cover for the first edition of the

magazine and you have been asked to create a mood board to show to a production

meeting where the layout of the front cover is being discussed.

Choose six images from below to create the mood board for the special front cover of

BGStyle magazine.

You do not need to draw the images. You must show which images you have chosen and

where you would position them on the mood board.

Marks will be awarded for:

● fitness for purpose;

● annotations to justify your choices.

You can do this on paper, take a photo and & upload it to our classroom or email it to me at

david.haxton@southfieldsacademy.com alternatively you can do this electronically on our

Google Classroom page.

Take care & stay safe.

Mr Haxton

Year 10 dance home learning week 3

An evaluation of the dance that we choreographed for component 3

Ho well did you respond to the stimulus “we live and learn?” What did you do successfully with this

stimulus? What would you do differently?

Things to discuss:

The use of the words in the dance

Using these words to create scene ideas

Using these words to create a message to communicate to the target audience

The target audience were local people who live in Wandsworth of all ages as well as people who make

policies in the local authority. Do you think that this audience liked the show? Do you think they understood

the message? What could improve this?

Things to discuss:

How did you make sure that the audience understood the message to celebrate each other’s

differences?

How did you make it engaging for all of the different ages considering the messaging, music and

dance style choices

Do you think the message of building a strong and respectful community was clear? What was successful?

What would you do differently?

Things to discuss:

If audience understood the content of each scene

If the structure of the dance was easy to follow

If the characters were clear stereotypes to communicate each person’s perspective

If each section had a clear way forward to improve how everyone in the community works together

Boy Blue and Zoonation were clear influences for your choreography for example using musicality to

choreograph movement and adding elements of physical theatre, characterisation and storytelling through

movement. What other influences would you have liked to have used and why?

Things to discuss:

Other dance companies with other dance styles

Any other companies that might have different way of choreographing movement

Some clips to watch. Maybe you like what these companies have done and you would like to suggest

doing the same if you were to perform in the future

https://www.youtube.com/watch?v=sEKZj-H7qa8

https://www.youtube.com/watch?v=TSZUVgw2j3E&t=127st

https://www.youtube.com/watch?v=9FGjl8FGK2Y

Let’s test your practitioner knowledge and theatre styles. How much do you remember about Stanislavski? Tick the multiple-choice boxes or write your

answers in the space provided.

1. What country was Stanislavski born in? o Germany o England o Russian o Sweden o Italy

2. What did Stanislavski believe theatre should be like? o Over exaggerated o Scary o Entertaining o Real o A mix between the audience and the actors

3. What do the 3 P's stand for when exploring Given Circumstances mean? Select one

answer o People, place, problem o Patience, pay attention and play o Pace, pause, pitch

4. What was the fourth wall used for? o An invisible the fourth wall of a room has been removed so that the audience can

see inside o A way of blocking out the audience so that the actors can be self-absorbed o An expression that relates to realistic mime work 5. What is the 'magic if' sometimes used when referring to Stanislavski's work? o What would happen to the performance if imaginary props were used o The question of whether a role can be performed onstage or not o The idea of the actor posing the question, "What would I do in this situation?" and

acting the role accordingly 6. What would you expect to see on a realistic stage set? o Furniture and props that look as if they belong in real life o Basic props that are used to suggest the real thing o Real props but a bare stage 7. What is emotion or emotional memory? o A memory the actor recalls and uses to play out a similar situation in the play o When an actor gets upset o When an actor has to play a sad scene

8. What technique is this?

Answer: _______________________________________ 9. Why do actors use this technique?

10. Write your own definition of what you think Naturalism is. ________________________________________________________________________

Year 10 Home Learning in Geography for weeks 2 and 3

The vast majority of students are engaging with the work set by their teacher on google

classroom. If you cannot access google classroom then please look below for the relevant

work. If you have completed this task in week 2 then please complete a different class for

week 3.

Ms Gray’s class

Carry out research online or make use of your little green geography revision book to

help you answer the below questions...

1. Explain what the greenhouse effect is. (add a diagram)

2.Explain what the enhanced greenhouse effect is. (add a diagram)

3.Research the natural causes of climate change

•Explain the impact that orbital changes have on climate change.

•Explain the impact solar activity has on climate change.

•Explain the impact volcanic activity has on climate change.

4. Research the human causes of climate change.

•Explain the impact that deforestation has on climate change.

•Explain the impact burning of fossil fuels has on climate change.

•Explain the impact that cows/methane has on climate change

Ms Lindau’s class

Revise the climate change section of your geography GCSE. Answer the following questions;

1- Explain the impact that deforestation has on climate change.

2- Explain the impact burning of fossil fuels has on climate change.

3- Explain the impact that cows/methane has on climate change

4- Explain what the greenhouse effect is. (add a diagram)

5- Explain what the enhanced greenhouse effect is. (add a diagram)

6- Research the natural causes of climate change

Mr Bradbury’s class

Write a report on why many groups of people decide to live near areas that experience

natural hazards. Do people have a choice? Do they not really care or realise the dangers?

Are they prepared to take a risk for some obvious advantages? This was learnt during the

last few lessons.

DT Graphics Home Learning, year 10, week 3

Dear year 10,

Continuing on with our branding theme we will now start to look specifically at confectionery

brands. Any questions please get in touch via google classroom. Thanks, Ms JafferYou will need to do some research on the following confectionery brands:

Rococo Chocolates

Hotel Chocolat

Cadburys Chocolates

Green and Blacks

Nestle

You will need to write a short introduction to the company and you will need to give visual examples of their branding and

packaging. This could be shown through sweet wrappers, boxes, ribbons, bags, chocolate wrappers etc. You will need to

describe the look and feel of the branding by talking about colours, any imagery used, placement of text against the imagery

and how they place their brand across their packaging.

You will also need to say what you like or dislike about the brands and you will need to use the formal element vocabulary,

the help sheet is on google classroom.

Health & Social Care Home Learning, year 10, week 3

Y10 Health and Social Care Easter Task

1. Watch the episode of The Nine to Five with Stacey Dooley on BBC

iplayer. The teenagers are working in an elderly care home. Complete the

table as you watch. https://www.bbc.co.uk/iplayer/episode/p06zhfvw/the-nine-to-five-with-stacey-dooley-

series-1-2-caring-and-sharing

Care Values Examples of good practice

seen

Examples of bad

practice seen

Consequences of

good and bad

practice

Respect for

others

Preserving

dignity

Effective

communication

Empowering

and promoting

independence

Maintaining

confidentiality

Safeguarding

and duty of

care

Promoting

anti-

discriminatory

practice

2. Make a list of the health and social issues that some of the residents in

the care home have. Which of these do you think would be most difficult

to deal with and why?

3. Write a script showing examples of good practice in a care home. You can

use inspiration from the program to help!

Your role play needs to include:

At least one example of each of the values

An example of a service user with a sensory

impairment

A difficult situation that needs to be overcome

You will also need to continue working on your NHS frontline worker task

and look out for feedback on your Component 2 assignment on Google

Classroom.

Year 10 history home learning week 3

10Y-Hi and 10Z-Hi – we hope you had a good holiday and thank you for

continuing to post your work on google classroom – most is to a very high

standard – well done.

ALL your history lessons will continue to be on google classroom, please continue to upload your

work so we can feed back directly on your progress.

10Z-Hi Miss Atley’s class (google classroom code wrgcq7t)

10Z-Hi will be learning about Exploration in Elizabethan

times and the role of Walter Raleigh and Francis Drake.

Three lessons are scheduled on google classroom to

appear on Monday, Wednesday and Friday.

If you are struggling to access the internet please read

p109-118 of your green revision guide and make

detailed notes then answer these two questions:

a) Explain why there was an increase in overseas exploration in Elizabethan times. 12 marks

b) Describe two features of Drake’s circumnavigation of the world. 4 marks

BBC bitesize is also brilliant for this topic. Email the work directly to Miss Atley if this is the case on

bonnie.atley@southfieldsacademy.com

10Y-Hi Mr Durdin’s class (google classroom code iyi5g6t)

10Y-Hi will start learning about life in in Elizabethan times starting with

Education and Leisure time.

Three lessons are scheduled on google classroom to appear on

Tuesday, Thursday and Friday.

If you are struggling to access the internet please read p105-106 of your green revision guide and

make detailed notes, then answer these three questions:

a) Describe two features Elizabethan education. 4 marks

b) Describe two features leisure for the rich. 4 marks

c) Describe two features Elizabethan theatre. 4 marks

Email the work directly to Mr Durdin if this is the case on robert.durdin@southfieldsacademy.com

There are a lot of films and TV programmes about this period if you want to get some additional

background knowledge. BBC iplayer currently has “Elizabeth’s Secret Agents” (3 parts) and “Bloody

Queens: Elizabeth and Mary”. BBC bitesize has some brilliant resources too. You could always watch

the Elizabeth films – although these are not historically that accurate.

Good luck and stay in touch!

MFL Home Learning, year 10, week 3

Spanish Celebrities – research task

Find out what these Spanish speaking people are famous for:

Name What were/are they famous for?

1 Fernando Torres

2 Penelope Cruz

3 Pablo Picasso

4 Antoní Gaudi

5 Antonio Banderas

6 Pedro Almodóvar

7 Frederico García Lorca

8 Severiano Ballesteros

9 David Bisbal

10 Plácido Domingo

11 Cristina Sanchez

12 Enrique Iglesias

How long did you spend on this piece of work?

Where did you find your information? Additional tasks:

Please complete the booklet posted on Google Classroom

Continue to use Memrise

Verb Sentence Rate

E.g. hacerCuando voy de vacaciones me gusta tomar el sol, pero mi padre prefiere

hacer turismo.Spicy

1. Estudiar

2. Llevarse

3. Jugar

4. Ver

5. Trabajar

6. Ser

7. Usar

8. Ayudar

9. Ir

10. Comer

MFL Home Learning, year 10, week 3

10 Sentence Challenge

Spicy

Mild

Extra

mild

You have 10 minutes to write a sentence for each of the verbs. Today you will be writing your sentences using

the present tense (you can add additional tenses but the present must be used). You must then rate your

sentence on how ‘spicy’ it is.

Music Home Learning, year 10, week 3

1. Identify three features of the example of Greek music. Click on the link.

https://www.youtube.com/watch?v=-5pDGH9ktNo&list=PL699BDA1C4F63770E

You should focus on the melody, pitch, harmony, tempo or dynamics.

2. Which Italian term best describes loud and gradually getting softer?

3. Listen to the poplar Greek song, ‘Zorba the Greek’ and Identify three features of the

rhythm, pitch and tempo. Click on link below or search Zorba the Greek, to hear the song.

https://www.youtube.com/watch?v=dzlcxN0lxSo

4. Listen to Zorba the Greek no more than three times, Name an instrument that is playing

at the beginning (intro).

https://www.youtube.com/watch?v=dzlcxN0lxSo

5. Name two effects which have been applied to its sound.

6. Name a stringed instrument used in Greek music. The link below has a few Greek songs

that use the instrument.

https://www.youtube.com/watch?v=-V6CXGmy--I

7. Name the instrument that plays the chords?

8. Listen to the extract no more than 3 times. Does the song have the following features?

Yes No

A, Crescendo

B, Diminuendo

C, accelerando

D, Mezzo Piano

E, Forte

9. What type of event could the music be performed in?

10. What is a common time signature for Greek music?

Take care and enjoy

PND,QRA,DPN,MG,

PSHE Home Learning, year 10, week 3

Year 10 PSHE

Career Planning: How do I choose a career that’s right for me?

1. What would your dream job be, do you think?

2. How can you be certain you would enjoy a particular career? What makes a person suitable for

a job and vice versa?

3. Explain why it is important we take careers sessions seriously at school and make the most of

the opportunities we have to explore our options. Why might Jess have spent six years at the

bank?

Task: What can I do to find the right career for me?

1. Mind map five ways you could begin to find a career that’s right for you.

2. Describe how you would set about doing each of these.

3. What if you discover the career you thought you wanted isn’t suited to your personality and

qualifications? What would be your next move and why?

At the age of 27, Jess has finally found a career

she adores. Jess is a gallery technician. She

hangs paintings and maintains exhibitions. Jess

only heard of this job three years ago, before

then she spent six years working in a bank. Jess

had to go back to college and retrain. Her only

regret? She didn’t research careers properly in

the first place!

KEY WORDS:

Career – an occupation undertaken for a significant period of a person's life

and with opportunities for progress.

Job – a paid position of employment, not necessarily a part of or leading to a

career. This could be taken up alongside training for a carer.

Vocation – a strong feeling of suitability for a particular career or

occupation, like a ‘calling’. If your career is a vocation it could be the main

focus of your whole life, for example, if you became a headteacher.

Firstly it’s important to know that many successful people change careers a few

times throughout their lives. Not many people have a ‘career for life’ anymore as

they may have done a generation ago. However, it does make your life easier if you

know the sector you want to work in, e.g. finance, education, the arts, sciences,

construction, IT, as you won’t have to go back later in life to retrain - which can be

very expensive.

[Week 20th April – week 3] Core PE: Year 7 - 10

Hi Team Southfields PE and Sport!

We hope you are all doing well, this week we will be working on all four areas of learning in PE and Sport. This is

a great time to try new things at home with your family.

In this booklet, you will complete tasks related to the four assessment criteria in Core PE:

There will also be four different levels to achieve within each section:

Activity 1: Thinking Me: Fitness Programmes

Grassroots Bronze

Gold Silver

For this task, you will need to research fitness programmes to improve an area of fitness.

Remember you only need to select one of the following four tasks.

Grassroots

Research Core Strengthening Circuits (consider time/reps/sets)

Bronze

Research Body Weight Circuit Sessions (consider time/reps/sets)

Silver

Research Weights Fitness Sessions (consider time/reps/sets)

Gold

Research High Intensity Interval Training (HIIT) Sessions (consider time/reps/sets)

Write down two different sessions you found for your selected area of fitness

● …………………………………………………………………………………………..

● …………………………………………………………………………………………..

Challenge (GCSE Compulsory)

Can you research sessions that are specific to a certain sport? For example how would a boxer or

swimmer train?

Activity 2: Personal Me

For this task, you will need to design a fitness programme to improve an area of fitness.

Remember you only need to select one of the following four tasks.

Grassroots

Design a Core Strengthening Circuit (include time/reps/sets)

Bronze

Design a Body Weight Circuit Session (include time/reps/sets)

Silver

Design a Weights Fitness Session (include time/reps/sets)

Gold

Design a High Intensity Interval Training (HIIT) Session (include time/reps/sets)

What fitness session are you designing?

…………………………………………………………………………………………………

Challenge (GCSE Compulsory)

What component(s) of fitness do you think your fitness session will improve?

…………………………………………………………………………………………………

Why?

……………………………………………………………………………………………….....

…………………………………………………………………………………………………..

EXAMPLE

Core Circuit Body Weight Circuit

Time on each exercise:

Rest between each exercise:

How many times around the circuit?

Weight Session HIIT Session

Exercise & Weight Exercise (High Time/ High Reps)

Exercise & Weight Rest (Low Time)

Exercise & Weight Exercise (High Time/ High Reps)

Exercise & Weight Rest (Low Time)

Exercise & Weight - How many exercises will you do?

Exercise & Weight - How many long will it go on for?/

- How many reps will you do in one set? how many times will you do each

- How many sets will you do of each exercise?

exercise?

Design your fitness session

Activity 3: Physical ME

For this task, you need to participate in your fitness session

(include photographs if possible. Tweet @PE_Southfields)

Remember you only need to select one of the following four tasks.

Grassroots

Perform your session once in the week

Bronze

Perform your session twice in the week

Silver

Perform your session three times in the week

Gold

Perform your session four or more times in the week and continue for the rest of the half term!

Activity 4: Social Me

For this task, you need to deliver your fitness session to another person/people in your household or

share it to your friends via social media (tag us on Twitter @PE_Southfields)

Remember you only need to select one of the following four tasks.

Grassroots

Deliver your session to one person over the week

Bronze

Deliver your session to two people over the week

Silver

Deliver your session to three people over the week

Gold

Deliver your session to four people over the week

Challenge (GCSE Compulsory)

Get at least one of the people, who you delivered your session to, to write a review of your leadership

skills WWW (what went well) and EBI (even better if).

[Week 20th April – week 3] Theory PE: Year 10

Hi Team Southfields GCSE PE!

I hope you are all doing well at the moment and had a nice Easter break. If possible please complete the activities

on the Google Classroom set on the Ever Learner. Please email Ms Davies

(charlotte.davies@southfieldsacademy.com) if you are struggling with your password. If you do not have access to

the internet at home, please complete the activities below.

Activity 1: Fast Five

Set yourself a timer for 5 minutes and try to complete below. Complete a self-test at the end of the week to see

how well you do. Online self-test on google classroom if you want to enter the league!

Identify the

principles of

training.

Identify the

components of a

warm-up and cool-

down.

Identify the

movements

possible at the hip.

Identify the joints

where

circumduction can

occur.

Identify the

movements

possible at the

elbow.

Activity 2: Progression Check Grid

Set yourself a timer for 20 minutes and complete as many questions as possible. An online copy is on your google

classroom under HOME LEARNING.

Activity 3: Application to Athletes

Complete the questions below for the athlete in the middle. This will change each week and a great way

to apply your learning.