StringerLearning@Home Gallery | Edition 5

#STRINGER LEARNING @HOMEGALLERY R LEARNING @ E G N HO TR I S ME #

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#StringerLearning@HOME Student Work Gallery - Edition 5 Dear Parents and Carers, It continues to be a joy and a privilege to share with you some of the wonderful work our resilient students continue to submit to their teachers. None of this would happen without the support and guidance you continue to offer your children, so please accept our thanks for this. We understand how demanding this can be and so we continue to offer a blended approach to Teaching and Learning so everyone can access the work.

This week’s edition of our Stinger Learning@Home Gallery focusses on some wonderful creative work in Computing, DT and English and some thoughtful responses around wellbeing from our PSHE team. I think you will agree our staff have set some wonderful assignments to get those creative juices flowing and minds working; our students have certainly risen to the challenge. This continues to be a huge team effort for the Stringer community so we hope you will enjoy browsing such remarkable work.

Take care, Liz Uren Deputy Head Teacher

COMPUTING & BUSINESS Below are some examples of the work submitted for Computing and Business.

Creative iMedia - work submitted was completed to the following brief.

BUSINESS & COMPUTING LEARNING@HOME

Freya - Imedia Task 1 What my client has asked for: YouthUK have asked me to plan and create an interactive multimedia product containing details about different hobbies and interests teenagers may enjoy and provide links to useful websites. This is because they did a survey a found out not many teenagers have a hobby or interest.

My target audience: Obviously the charity must like it but my main target audience is teenagers age 13-16 of any gender. It can’t be too long, boring and have complexed language as I want the teenagers so get involved and want to read more.

How will I make my finial product suitable for the requirements?

I will include fun and colourful images of hobbies so the teenagers get an idea of what it’s like. I will use font that’s interactive and eye catching and I won’t make the writing long and will have small size letters. I will also use a bright colour scheme so it doesn’t look boring. I will have an opening slide, a couple of slides for each hobbies and interests so it doesn’t drag out and will all link together as a slide show.

BUSINESS & COMPUTING LEARNING@HOME

BUSINESS & COMPUTING LEARNING@HOME

KS3 Computing - iDEA Industry Recognised Awards, below is an explanation of iDEA, and some of the work students have completed towards the award.

The Inspiring Digital Enterprise Award, known as iDEA is an international programme that helps our students to develop digital, enterprise and employability skills.

Through a series of online challenges, our students are completing career-enhancing badges, unlocking new opportunities and, ultimately, gaining industry-recognised Awards which will help them stand out from the crowd.

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As well as being fun, the badges on iDEA provide a visual acknowledegment of each student’s achievement.

With enough points, students win industry-recognised Awards, and unlock Special Achievements.

Students can play and learn with iDEA digital badges on any device which has been a huge advantage for distance learning.

27 of our students have already completed their Bronze Award which is a great achievement A special mention to Thomas Year 7 and Jack in Year 9 who have gone on to complete their Silver Awards which outstanding

BUSINESS & COMPUTING LEARNING@HOME

Year 9 - App Challenge

Year 9 App Challenge 2020 Finalists Thank you to all our Year 9 students who participated in this year’s App Challenge.

We have had some wonderfully creative apps designed and enjoyed lots of in class presentations.

Unfortunately, we have not been able to go ahead with our finalists presenting to outside judges from the digital industry.

However, we would like to congratulate all the students listed below who are our finalists.

ETHAN

DAISY, SONNY, BILLY, LUKE & CHARLIE

NANCY & TALISE

POPPY, ALANA, ROMY & IRIS

HATTIE, KATJA, LUCY & HENRY

SONNY & FINN

EDIE, IRIS & DARCEY

CHARLIE, OLLIE & CHARLEY

EMMY, AMELIE, MEADOW & MAIZY

JOSHIM, ZACH & JACK

BUSINESS & COMPUTING LEARNING@HOME

Year 10 - The Tenner Challenge - Before lockdown all the students were working in teams to complete this year’s Tenner Challenge.

The the Tenner Challenge is a national competition for young people aged from 11 – 19 years. The Challenge is free and run by Young Enterprise www.tenner.org.uk the UK’s leading enterprise and financial education charity, helping young people to develop the skills they need for life and work.

Taking part in Tenner Challenge will help our students to develop crucial employability skills and experience alongside an important insight into how core curriculum learning will serve them well in this fast-changing world of work to understand the world they live in and begin to help them develop the skills they need in life and work to help them prepare for their future.

Students are pledged £10 from the Tenner Bank and use this start-up capital to get their enterprise off the ground. They have 4 weeks to set up their business – coming up with an idea of a product or service they can sell and gain first-hand experience of what it’s like to be an entrepreneur.

Unfortunately trading week was cut short due to the school closing mid-week. Despite this curtailment one team Pink Unicorns, still managed to make almost £100 in profit through their cake sales.

BUSINESS & COMPUTING LEARNING@HOME

BUSINESS & COMPUTING LEARNING@HOME

GCSE Computer Science students have been writing programmes and completing GCSE questions.

BUSINESS & COMPUTING LEARNING@HOME

DESIGN & TECHNOLOGY DEPARTMENT Below are some of the brilliant bits of work that have been submitted to the DT department Designing for the future – robot designs using the crating method of sketching & 3D modelling of a Gumball Dispenser project

DT LEARNING@HOME

Lily’s upcycled packaging project for storing stationary, with crochet feature

Lily’s upcycled packaging Project for storing stationary, with crochet feature

Eva’s scrap bin challenge project using upcycled timber.

DT LEARNING@HOME

Furniture and lighting design

Tessellated textile designs

DT LEARNING@HOME

Environments using 2 point perspective

DT LEARNING@HOME

Environments drawn in Isometric on the software 2dDesign

Mr Desborough has been busy uploading tutorials to his YouTube Account - click on play icon to be directed to the video or veiw his channel by following the link : -

MR .D YouTube Account

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ENGLISH DEPARTMENT Below are some brillaint examples of work from the English department

STRINGER BOOK CLUB - Click on the play button to be directed to the video.

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ENGLISH LEARNING@HOME

Imaginative thinking and writing by a Year 7 student He was the World.

His nose was like an enormous, ice-tipped mountain.

His forehead was a mighty river flowing across his brow.

His eyes were like deep canyons; colossal gouges chiselled from his rocky face.

His tears were waterfalls cascading down his grassy cheeks.

His eyebrows were huge bushy forests guarding his eyes; His small ears were like caverns of darkness, He was the World.

Imagine what the back of this world’s head looks like. Can you describe what you have imagined?

A vast ocean covered the back of his head, scattered with small volcanic islands like tiny moles that erupt with clouds of black smoke. If you look close enough you can see boats and cruise ships travelling across the sea, the islands that aren’t volcanic have mountainous terrain and snow capped peaks.

Golden beaches surround the edge of each island like a skirt of sand.

The back of his head was lit up with the cold beam of light, emanating from the pearlescent moon. His ears delved down into great ravines, glittered with all sorts of ore, and clouds gathered around his neck, like a shimmering silver necklace. The sun brought great pleasure to him, and his smile peaked when he felt small children playing on his neck. His great eyelids blinked heavily now and again, especially when he could see the stars glittering in the vast vacuum of space.

In the back of the head there is a heartless hole getting deeper every day. It’s scoping its way to the brain as if someone is drilling into a wall. Parts are breaking off bit by bit like an egg smashing on the floor. Soon the hole will crawl its way to the eyes and make the world blind. In the hole there is a fire burning all things living. Then, as if we were never there, the world will be gone in the snap of a finger.

A scabbing, rotting empire. Deep ditches carved into the surface, as if a scalpel had been used to try to dig out his brain.

Nuclear war had turned the whole expanse into a no man’s land, into a reminder of the human race’s failure. The grooves etched into the world’s scalp were like wrinkles, pulled taught with anger.

A very imaginative kenning from a Year 9 writer and a peice from a Year 7 writer

ENGLISH LEARNING@HOME

This year 9 student wrote a very vivid and evocative description of his grandad

This year 9 student wrote a very vivid and evocative description of his grandad: This face had something interesting to say. The demeanor was beckoning me.Deep in those marble eyes, a tale – undoubtedly a fascinating one – was waiting to be told. Long, wiry, white wisps of hair poked out of the old man’s freckled forehead, bunched above his eyes. They didn’t seem to bother him, but I found myself awkwardly, and unnecessarily, brushing my own eyebrows back into place. Around his eyes, his skin bunched. Thousands of tiny wrinkles of skin, each with an origin of their own, wound a webwork of history across his face. His nose was prominent, but not ugly; he had enough charm and grace to carry off such an odd assortment of features. I remember thinking he must have been away, somewhere exotic, because the olive glow of his cheeks surely wasn’t acquired under this rigorous sky. The bit I found most fascinating, almost hypnotising, was the tiny groove between his eyes, that came and went as his mind dipped back into recall; each time it appeared, I grew excitedly anxious, hoping that it indicated the start of his story.

An extract from a story using the stimulus of separation by a talented Year 10 writer

I grasped onto my mother’s sweet-smelling cardigan like my life depended on it. I was not letting go. Separating me and my mother was like trying to separate a piece of wood that had been superglued to a wall, the wood isn’t going to move no matter how much force you use to separate it. My mother tried her best to persuade me to go in: ‘I’ll be back soon sweetie’ and ‘you will have so much fun you will forget I’m not there’ she said but I just tightened my grip. I didn’t need school; my mother was a great teacher and I couldn’t figure out why she thought sending me to be taught by someone else in a small brick building that stunk of out of date orange juice was a good idea. The idea of being surrounded by other children who just sat there picking their noses and eating everything in sight made me shudder in horror.

Creative writing using the photo stimulus by a talented year 10 writer

I woke up to the smell of burning. Smoke filled my lungs as my sleep devoted eyes awoke. I scanned my room looking for the cause of the smell and saw shadow like smoke ooze though the cracks of my old wooden door.

I rushed to the door and grabbed the handle in pure instinct my hand jolted back, I looked at my throbbing hand which was like it had been stamped with a cow brander. I kicked down the door with all my strength only to see the final piece of the soldering staircase to plummet into the inferno abyss raging below. In shock I stumbled to my room and realised I was trapped on the second floor of a wooden cottage.

I peered out of the window shouting and screaming for my life. I need someone to hear me, but I know no one will come or even hear me. Then something emerged from the shadows. A slender figure staring at me, I begin shouting and pleading to save me, but they just stared at me with the fire glinting in their eyes and the shadows dancing around them. Then it struck me like a rusty arrow in the leg, there not here to help or because they heard my pleas for help. He did this to me. I shout and curse at him. But what did I expect, he won’t help me? Pathetic creature. I look behind me and all there were flames twirling where the door used to me. I begin to collapse on the window frame coughing and gasping for any clean air I can find, the fumes of the fire polluting my lungs my vision blurs and I see is the man staring at me just staring and smiling. Then

he walked away. My vision goes black. the fire consumed my feet, legs, body the immeasurable pain as it bears closer to my head. Suddenly Everything is red and orange, Then black. Pitch black.

ENGLISH LEARNING@HOME

Two brillaint examples of Descriptive Writing Sunset soon gave way to dusk, and then dusk to night.

Shadows swallowed the castle whole, and all was eerily silent and still - the leaves of the evergreen trees wouldn’t even dare to dance or sway. It’s the sort of stillness that freezes you to the bones, one that doesn’t allow you to move even if you wanted to, because then you’d be breaking the code of the night. Darkness brings fear and grief; it brings vulnerability and unease; it brings wickedness to the hearts of those who allow it to, or to those who don’t have the strength to fight it. It’s the absence of safety and the presence of fear, for as long as there is darkness there is panic and disarray.

At midday the sun directly above the castle coated the turrets and beamed through a skylight. It fell before crashing onto the carpet and exploding into a thousand tiny fragments. Winding green plants hung in baskets from the window, greedily consuming the energy that flowed like a river from the sky. The bed was unmade and uncared for, and there was a film forming over a stagnant cup of tea. At this time of day you could see the particles of dust spinning in a collective frenzy through the still air. They whipped themselves into tornadoes and roamed freely amongst the wreckage. Quicker than before, the room began to die. One moment it was warm and magnified, the next minute it was cold and lifeless. The day rolled on.

Macbeth and Lady Macbeth

Genius Top Trump ratings for Macbeth and Lady Macbeth

ENGLISH LEARNING@HOME

A fabulous personification of days of the week

Monday A new-born baby-bawling and screeching like a falcon at the horror of being woken up. A fresh new week for an unknowing being. The laughingstock of the week.He starts the day determined to be moody, but with the help of his keen parents he might just get through the week.

Tuesday Monday is over. Organised and confident, there is no messing with Tuesday. A stern and prepared look on her face as she walks so briskly, she might as well be bounding. There is a sassy air about her, a cup of steaming hot coffee in one hand, a phone constantly perched on her shoulder and her steady voice ordering people about: there is no one who can multitask quite like Tuesday. No matter how many tasks she seems to be juggling at once, she never fails to get the job done. Everything about her screams sophisticated; from her neat bob which always stays in place to her clearly ironed blouse that doesn’t know what a stain is. The day that Tuesday is late to work is the day Monday isn’t a struggle.

Wednesday Halfway through the week, Wednesday has no room to be nice and risk unpaid overtime. Unforgiving and solemn, he is ready to bargain his way to get his desires.

Nothing can stop him from climbing to the top of the ladder just so he can jeer at the people below (Monday and Wednesday donot get along). He is a true businessman, wearing nothing but navy suits and black shoes as well as a brassy moustache that gives him intimidating appearance. You definitely want Wednesday on your side. ThursdayThe end of the working week is in sight. Thursday gracefully glides through the day, leaping over problems and twirling through the hours. Set on the finish line, Thursday is an elegant ice skater: a poised swan. She has a smile that stands out from the crowd, inviting you to grin with her. As she stretches her arm out daintily, you can’t help but be mesmerised by her ability to throw a positive spin on the day.

Friday A much-needed weekend ahead, Friday is professional surfer: cool and collected.

Nothing fazes him –nothing can dampen his spirits. Today will be a breeze. It’s just him and his surfboard as they ride the waves, a pair of snazzy sunglasses hiding his dazzling eyes. The likes of Monday watch him in envy. Gelled hair and a smooth-talking voice, Friday is everyone’s friend.

Saturday Saturday could not be more ready to party through the night. All responsibilities are thrown to the side when she arrives for all you will want to do is dance along to her groovy moves. Wearinga sparkling pair of earrings in the shape of glitter globes, she convinces you to leave behind a stressful week and let it all out on the dance floor. Her endless set of disco tunes are sure to get you moving!

Sunday After a wild night with Saturday, Sunday is there to comfort you with her supply of baked goodies and classic movies for the perfect bed day. She soothes you as she gently feeds you a bowl of warm soup. Sunday is the caring granny of the week: patiently waiting for you to wake up from your lie in before she helps you have a stress-free day to prepare for another week. You never want Sunday to end but of course, Monday evilly awaits you

ENGLISH LEARNING@HOME

Revision of A Christmas Carol

ENGLISH LEARNING@HOME

Below is a peice of creative writin and shows how English teachers are giving fabulous individual feendback

ENGLISH LEARNING@HOME

PSHE DEPARTMENT Below are some of the brilliant work that has been submitted to the PSHE department

PSHE LEARNING@HOME

Below is a booklet made on Gender by a Year 10 Student

PSHE LEARNING@HOME

Below is a Booklet made on Sexuality by a Year 10 Student.

PSHE LEARNING@HOME

A brilliant ‘ Ways to Wellness’ project.

Giving - Doing Things For Others

Relating - Connecting With People

Relating to others is the most important thing for building good relationships. It is also one of the most important thing for having stable mental health as humans are very social creatures by design. Having close relationships with family and friends provide; loving relationships; extra meaning for life; support from others; and increase our feelings of self worth. This builds overall happiness. Having strong and meaningful relationships with others builds a sense of belonging in people and can help people find meaning in different relationships. People with strong and wide social relationships are overall; happier, healthier and live longer. This helps many different people and improves overall happiness.

Doing things for others makes people feel wanted and happy. Caring for others is fundamental to our happiness as human beings. It makes us and others feel happy. The things that we give to others don’t have to cost money: they can be food that you’ve cooked; spending time with others; sharing ideas; sharing hobbies; or spending energy with others. Giving things also strengthens emotional connections between others. It also makes our communities and societies happier and more stable as people are more compassionate to others. an example of this is giving to homeless people; this can cause the the society to improve the community as more homeless people will be supported by the community.

Exercising - Taking care of your body

Awareness- living Life Mindfully

Exercising makes people happy, healthy, and makes people feel comfortable in their body. A person’s mind and body are deeply connected.

Being fit and physically healthy greatly reduces the chances of developing major depressive disorder and from developing generalized anxiety disorder. Being active makes us happier and physically healthier. Being active can instantaneously lift our mood and and help people recover and improve depressive states. Being physically healthy doesn’t have to be all about exercise, it can also include sleeping a healthy amount of hours (7-8 for an average adult). Is can also include unplugging from technology and taking a walk.

Direction - Having Life Goals To Look Forwards To

Learning new things can bring many people a sense of satisfaction. It helps manny remain curious and engaged especially once they leave the education system. It is especially effective after a person has left the education system because they can learn topics that they previously did not have the space or time to explore. The things that we can learn don’t have to be fixed, or lead to further qualifications, or have to be useful. The things that we can learn can range from foreign languages to gardening tips, whatever interests you as a person or is aligned to your hobbies.

Finding deeper meaning in life is mainly found by being aware of a person’s thoughts and feelings. This can make people more attached to their lives and other people who they have deep emotional connections to. It can help people form deeper connections with others and make sure that others will treat them correctly. This is because people with higher awareness tend to have higher self worth. Being aware of our emotions can also prevent people from developing major depressive disorder and generalized anxiety. It can also help those with these disorder recover for them.

Trying Out - Keep Learning New Things

Being optimistic towards the future is a key factor in feeling good Resilience - find ways to bounce back about ourselves. Everybody needs goals in their lives, it creates a sense Overcoming challenges is part of life, but bouncing back is a key part of of accomplishment in life. Goals also motivate and challenge us enough maintaining happiness. We all have chances to show resilience; in times to be exciting for us. But they also have to accomplishable, this means of defeat, stress, loss, or trauma. These times show how we can recover that you can gain the relief from completing them. By setting impossi- from difficult situations and bounce back from defeat to hopefully find ble goals we are in needingly adding stress into our lives. Having goals success in the future. When this happens we can choose our attitudes gives our lives meaning and direction. And when we achieve them we towards it and how we respond.This resilience can be great sign of gain a sense of satisfaction when we achieve them. They also give us great strength. However we cannot always control our reactions in points of conversations and help us have deeper connections with these situations due to our strong emotional reactions to the situations. others.

Many people who are put in the situation where they must be resilient, Emotions - look for what’s good want to give up. It takes real power to be resilient.

Having constant positive emotions isn’t always a good thing. Many Acceptance - be comfortable with who you are strong emotions such as: inspiration, joy contentment, gratitude, and Everybody, at some point in their lives, need to except that no one can pride can cause a problems. When these strong emotions fade many be perfect. As humans it is natural to compare ourselves against others. people have feelings of inadequacy. But research does show that conHowever that always leads to: low-self esteem and feelings of inadtinued positive emotions can cause lots of different benefits as it builds equacy. Focusing on our flaws can make it harder to feel happy with up a person’s resources. For many people they are pessimistic meanourselves. Learning to accept our flaws can help us be kinder to ouring that they focus on the negative parts of life. However to improve selves. When we eventually fail, it can help increase our quality of life, overall mental well being it is good to focus on the good things in life. our resilience, and our well-being. It also helps to accept others as who It overall makes us happier and more emotionally stable. they are. Overall it makes us happier and more accepting of others.

Meaning - be a part of something bigger

Having a meaning in life give many people structure. People with a meaning in their lives in general are: happier, feel in control; annd feel like they a know what they want from life. They also, in general: have less stress, and experience less anxiety and depression. There are many different meanings that different people can take from life. Meaning can be found in many different places, including: religion, faith, parenting, doing a job that makes a; or caring for animals. Meanings can vary from person to person but mainly have something to do with being a part of something bigger.

PSHE LEARNING@HOME

Application of “G.R.E.A.T. D.R.E.A.M.” in my life

Giving: I will make my grandmother a Direction: I will try and set myself goals dinner at least once every other week. every day.

Relating: I will try to keep in contact with Resilience: I will try to continue my studies my friends every other day. even when it seems very overwhelming.

Exercise: I will try to do as many sit ups i Emotions: I will try and focus on all the can every day. work that I HAVE done when I feel overAwareness: I will try and be more aware of whelmed with work. when I need to take a break from working.Acceptance: I will try and accept that i Trying things: I will try to learn more can’t be the best at everything i do . things by reading the textbooks i was Meaning: I will try my best to do what I given by my mother. love to give my life structure.

PSHE - Healthy Lifestyle Project

PSHE LEARNING@HOME

Dorothy Stringer Social Accounts Remember to follow us on all our social accounts to keep connected.

TWITTER ACCOUNTS Below are the main twitter handles... @dorothystringer -

https://twitter.com/DorothyStringer

@DStringerDrama - @DStringerPE - @music_dss - @StringerMaths -

https://twitter.com/DStringerDRAMA https://twitter.com/DStringerPE https://twitter.com/music_dss https://twitter.com/StringerMaths

INSTAGRAM ACCOUNTS Below are the main Instagram handles... @dorothystringerschool - https://www.instagram.com/dorothystringerschool/ @dramadorothystringer - https://www.instagram.com/dramadorothystringer/ @ds_art_department - https://www.instagram.com/ds_art_department/ @stringerhistory - https://www.instagram.com/stringerhistory/

YOUTUBE -

https://m.youtube.com/channel/UCZ3FMir0hk19GhBa4QOxhtQ