16/05/25

• Citizenship
• Higher Education (non-degree)

16/05/25

Recap Quizzz! 

On your laptop, open up a blank 

Word document, write the date and recap quiz as a title. 

Write 1-11 down the side of the page and answer the questions as we go along. Save a copy of this and use the document everytime we do a recap quiz. 

John Shakespeare was a wealthy man. True or false?

1. True, he made loads of money as a glove maker and acrobat
2. False,he lost all his money through bad investments

Select the 3 non-contact forces in the answers

1. Gravity force
2. Drag force
3. Magnetic force
4. Electrostatic force

WW2 began in October 1939.
True or False

1. True, it was the 1st of October
2. False it was the 1st September
3. False it was February 30th
4. True, it was the 13th of October

When did Shakespeare die?

1. 21st January
2. 2nd September
3. 16th May
4. 23rd April

Why do we celebrate VE Day on the 8th May, but the 2nd WW did not end until 2nd September

1. Japan did not surrender until then
2. England did not surrender until then
3. The USA did not surrender until then
4. Italy did not surrender until then

Where was William Shakespeare born?

1. London City
2. Birmingham City
3. St.Laurence-on-Sea
4. Stratford-upon-Avon

What is the name of the process that moved individuals from dangerous places to safety in 1939?

1. Evaluation
2. Evangelary
3. Evacuation
4. Evangelical

Twelve million, ninety-four thousand eight hundred and 77 in numbers?

1. 12,940,877
2. 12,194,877
3. 12,094,877
4. 12,049,877

Fill in the blanks
"Louise's new dress looks so cool, .......... so fashionable!"

1. They
2. They're
3. Thy
4. Their

………………… ………… his broken hand, he could not write in the exam.

1. Owing to
2. Due to
3. It's to
4. Any can be used

Todays plan

English- National mental health awareness sheets 

Maths- Place Value 

History- The Roaring 20s

Photography- 'My first iPhone photos' 

Place value - writing and describing whole numbers

Learning objective: to understand and extract place value information and translate numbers to letters and letters to numbers. ( Long LO sorry )

Key points (note these) 

Numbers can be written as digits or as words, eg 60 or sixty.

Understanding place value allows you to partition numbers in different ways. This helps to deal with larger values more efficiently.

Place value can be used to compare and order integer

 values.

Writing numbers using place value

Whole numbers are a set of numbers including all positive integers and 0. 

Whole numbers do not include fractions, decimals or negative numbers.

When describing numbers, partitioning numbers makes them easier to calculate with

Some digits are 'joined' in their description. For example, the number 65 is not described as 'six tens and five units'. Instead, it is described by the more common name of 'sixty-five'.

 

Example 

Using place value, 

partition 65 into six tens and five units. 

This is written as sixty-five.

565 can be partitioned into five lots of 100, 

Six lots of 10 and five units. 

565 is written as five hundred and sixty-five

1,565 can be partitioned into 

one lot of 1,000, five lots of 100, 

six lots of 10 and five units. 

1,565 is written as 

one thousand, five hundred and sixty-five.

21,565 can be partitioned into two lots of 10,000, 

one lot of 1,000, five lots of 

 100, six lots of 10 and five units. 21,565 is written as 

twenty-one thousand, five hundred and sixty-five.

321,565 can be partitioned into three lots of 100,000, two lots of 10,000, 

one lot of 1,000, five lots of 100, six lots of 10 and five units. 

321,565 is written as 

three hundred and twenty-one thousand, five hundred and sixty-five.

The number 5,321,565 can be written in words as five million,

 three hundred and twenty-one thousand, five hundred and sixty-five.

Comparing numbers using place value

Place value can be used to compare two or more numbers.

Using place value can help identify the largest number.

The place value of a digit increases by ten times each step to the left and decreases by ten times each step to the right.

How to compare numbers:

To compare numbers:

Start with the greatest place value. Compare the digits in the greatest place value position.

If these digits are the same, continue to the next smaller place until the digits are different.

Example

Test Yourself 

https://www.bbc.co.uk/bitesize/topics/zc3d7ty/articles/zt3mm39#zpsmm39

English

Did you do the word search? If not, complete this now. 

Learning objective: understanding the concept of mental health, recognising signs of distress, and developing empathy and understanding for others' experiences.

The Roaring Twenties: Europe in the interwar period

This unit's Lesson Objectives: 

After studying this course, you should be able to:

understand 'modernisation', 'modernity' and 'modernism' and how they relate to each other

Understand modernity in interwar Europe

understand the main historical debates about society and culture in interwar Europe, in particular, a sense of the patterns of change and continuity, and the extent to which any change can be attributed to the First World War

interpret visual sources, use data in tables to construct arguments, and summarise historiographical review articles.

1. Modernism: Course Key Words

It is important to remember the differentiation between them.

Modernisation	A process of evolution, by which early modern and pre-industrial societies are transformed into modern societies through industrialisation, urbanisation, rationalisation, secularisation and the widening of the political community.
Modernity	The experience of modernisation, an articulation of feeling modern or a sense that a break with the past has occurred, which is expressed in either positive or negative terms (or even both simultaneously).
Modernism	An artistic movement that flourished in Europe from the late nineteenth century through to the interwar years.

Most historians suggest that modernisation began in Europe during the eighteenth century , continued throughout the nineteenth and reached maturity in the twentieth.

Historians have argued that there is no one moment of modernity in the 200 years from c.1750 to c.1950; instead, there are multiple moments of modernity, which often occur in particular sites. However, several historians have highlighted the period 1880–1940 as a particularly important moment of modernity across Europe. 

 Many historians have argued that, as a narrative of change produced by an artistic elite or avant-garde, modernism had little to do with wider social change. However, modernism permeated European society more generally through the modernist architecture of new social housing projects, and the use of modern art and design by a range of political movements on the right and left . 

If ordinary people were not conversant with modernism, many, especially in urban environments, were aware of it. We will not look at modernist art in any great depth in this course; however, we will touch upon it as part of the broader experience of modernity.

We will look at several specific features that suggest that the interwar period was a distinctive and important moment of modernity: shifts in demographics; the character of modern urban life; new forms of mass media; changing lifestyles of women; and the increasingly interventionist approaches to managing the health and welfare of modern populations. The 2 key questions we will be answering this unit are: 

The role of the First World War in the experience of modernity – was war an agent of social change? Or did it represent an interruption to a set of inevitable developments?

The tensions inherent in the experience of modernity – were these felt more keenly in some sites as opposed to others? How did pro- and anti-modern discourses relate to each other?

2 Modern populations

Not everyone in Europe would have experienced the interwar period as a time of great social change, or ‘modernity’. This is particularly evident when we look at some broad demographic data from across the continent.

What impact might the First World War have had on the presence or absence of any trends?

It is important not to equate the process of urbanisation with industrialisation. A large number of those states in eastern Europe had expanding urban populations in the interwar years yet were not industrialising at any significant pace. In the 1930s, when the agricultural labour force in Britain had shrunk to 5 per cent of the population, and in Germany, France and much of Scandinavia to around 20 to 30 per cent, in eastern Europe, and particularly in the Balkans, agriculture continued to dominate, employing between 50 and 75 per cent of the populations. 

Create a 'My First iPhone photos page