{"id":122,"date":"2026-09-11T07:19:37","date_gmt":"2026-09-11T07:19:37","guid":{"rendered":"https:\/\/uhis.or.kr\/msmurray-26-27\/?p=122"},"modified":"2026-09-11T23:13:40","modified_gmt":"2026-09-11T23:13:40","slug":"ms-murrays-class-update-term-1-week-3","status":"publish","type":"post","link":"https:\/\/uhis.or.kr\/msmurray-26-27\/2026\/09\/11\/ms-murrays-class-update-term-1-week-3\/","title":{"rendered":"Ms. Murray\u2019s Class Update Term 1 Week 3"},"content":{"rendered":"\n

Hello everyone! <\/p>\n\n\n\n

We’re already onto our third week and it’s been a busy week of MAPS <\/strong>testing. Students completed two assessments: English <\/strong>& Maths<\/strong>. The purpose of these tests is to track students’ progress <\/strong>throughout the year and we’ll be using the data to identify areas of focus for each student. <\/p>\n\n\n\n

There’s also been a lot of preparation for Chuseok<\/strong>, which we’re excited to celebrate here at UHIS next Wednesday. <\/p>\n\n\n\n

English<\/h2>\n\n\n\n

In English, students continued their study of Animal Farm<\/em>, exploring the Seven Commandments<\/strong> and their links to the Christian Ten Commandments<\/strong>, as well as considering how the pigs gradually use and abuse their power<\/strong> to gain greater control over the other animals. Students also examined how the neighbouring farms react to the animals\u2019 uprising and what this reveals about the wider political situation in the novel. Alongside their analysis, students have begun considering the essay question: \u2018The animals are right to defend the farm by whatever means necessary.\u2019 To what extent do you agree?<\/em><\/strong>, using evidence from the text to develop and support their own arguments. They will be attempting an independent response to this question as homework. <\/p>\n\n\n\n

In their Friday workshop, students recalled the classic five-step story arc<\/strong>: Exposition, Rising Action, Climax, Falling Action, and Resolution. And planned their own comic encapsulating these five steps. <\/p>\n\n\n\n

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Maths<\/h2>\n\n\n\n

Year 7<\/h3>\n\n\n\n

Lessons covered this week:<\/p>\n\n\n\n

    \n
  • Aut.2.2 – 1-step function machines (algebra)<\/li>\n\n\n\n
  • Aut.2.3 – Find a function (one step)<\/li>\n\n\n\n
  • Aut.2.4 – Substitution (one step)<\/li>\n\n\n\n
  • Aut.2.5 – 2-step function machines (number)<\/li>\n\n\n\n
  • Aut.2.6 – 2-step function machines (algebra)<\/li>\n<\/ul>\n\n\n\n

    The end-of unit assessment for Algebraic notation and substitution will be on Wednesday.<\/p>\n\n\n\n

    Year 8<\/h3>\n\n\n\n


    Proportion & Scale<\/strong><\/p>\n\n\n\n

      \n
    • Aut.2.7 \u2013 Scale diagrams<\/li>\n\n\n\n
    • Aut.2.8 \u2013 Interpret maps using scale and ratios<\/li>\n\n\n\n
    • Assessment has been completed.
      Students did well, and the papers have been sent home for review.<\/li>\n<\/ul>\n\n\n\n

      Algebraic Manipulation<\/strong><\/p>\n\n\n\n

        \n
      • Aut.3.1 \u2013 Form algebraic expressions<\/li>\n\n\n\n
      • Aut.3.2 \u2013 Identify and use formulae, expressions, identities and equations<\/li>\n\n\n\n
      • Aut.3.3 \u2013 Simplify expressions<\/li>\n<\/ul>\n\n\n\n

        Students are now developing their understanding of algebraic expressions and learning how to form and simplify expressions.<\/p>\n\n\n\n

        Year 9<\/h3>\n\n\n\n


        Properties of Numbers<\/strong><\/p>\n\n\n\n

        The assessment has been completed, and test papers have been sent home for review.<\/p>\n\n\n\n

        Percentages<\/strong><\/p>\n\n\n\n

        We have now started a new topic on Percentages:<\/p>\n\n\n\n

          \n
        • Aut.2.1 \u2013 Percentage increase and decrease<\/li>\n\n\n\n
        • Aut.2.2 \u2013 Express a change as a percentage<\/li>\n\n\n\n
        • Aut.2.3 \u2013 Find the original value after a percentage change<\/li>\n\n\n\n
        • Aut.2.4 \u2013 Solve problems with percentages (non-calculator)<\/li>\n\n\n\n
        • Aut.2.5 \u2013 Solve problems with percentages (calculator)<\/li>\n<\/ul>\n\n\n\n

          As this is a new topic, students will benefit from regular practice at home. It is also important that they read and understand each question carefully before starting the calculation, as this will help them choose the correct method and avoid mistakes.<\/p>\n\n\n\n

          \ud83d\udccc Reminder:<\/strong> Students will have a Percentages test next Friday 18th September.<\/strong><\/p>\n\n\n\n

          IMYC<\/h2>\n\n\n\n

          In History<\/strong>, students worked in groups to investigate the origins and development of four important days of celebration and commemoration: Indian Independence Day, Juneteenth, Remembrance Day, and Bastille Day<\/strong>. Using both primary and secondary sources, they explored how these days originated, how they have changed over time, and what they look like today. Students then presented their findings through posters, before making their own judgements about why these celebrations and commemorations should continue to be recognised.<\/p>\n\n\n\n

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          In Science<\/strong>, students explored animal cells<\/strong>, learning to identify and label their different parts and understand the important roles each part plays within the body. To bring their learning to life, students created their own clay models of animal cells<\/strong>, giving them a hands-on opportunity to explore the structure and function of the different cell components.<\/p>\n<\/div>\n\n\n\n

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          PE<\/h2>\n\n\n\n

          This week, students got to test out their skills in table tennis<\/strong>. They got into pairs and challenged other pairs to a game, and then were involved in a singles competition within their larger group. They also learned the rules to kickball<\/strong>, and how we can work together in full game settings. <\/p>\n\n\n\n

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          <\/p>\n","protected":false},"excerpt":{"rendered":"

          Hello everyone! We’re already onto our third week and it’s been a busy week of MAPS testing. Students completed two assessments: English & Maths. The purpose of these tests is to track students’ progress throughout the year and we’ll be using the data to identify areas of focus for each student. There’s also been a […]<\/p>\n","protected":false},"author":17,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[1],"tags":[],"class_list":["post-122","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/posts\/122","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/users\/17"}],"replies":[{"embeddable":true,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/comments?post=122"}],"version-history":[{"count":10,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/posts\/122\/revisions"}],"predecessor-version":[{"id":176,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/posts\/122\/revisions\/176"}],"wp:attachment":[{"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/media?parent=122"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/categories?post=122"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uhis.or.kr\/msmurray-26-27\/wp-json\/wp\/v2\/tags?post=122"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}