Year 8 Taster Activities 2020 - South Bromsgrove High
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Year 8 Taster Activities
2020
Introduction
As we approach September, some of you will be starting to think
ahead to meeting your new teachers and the subjects you will be
studying in year 9. In this booklet, you will find a range of
information and activities from a range of different subjects,
including Art, Design Subjects, Music, MFL, RS, Geography,
History, Engineering and PE. You will notice that English, Maths
and Science aren’t included, this is because we have some
separate Masterclasses for you to complete on our virtual
transition day.
To give you a taster of what to expect, our subject teams have
worked really hard to put together some introductions and activities
for you to have a go at. You can decide to complete all of these
activities or just pick and choose a few to have a go at; it is totally
up to you!
The activities will not be marked or assessed by staff but they
would love to see what 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 #SBHTransition
@SouthBromsHigh
@southbromsgrovehigh
South Bromsgrove High
We are all looking forward to seeing how you get on!!
Art and Design
About Art!
In Art pupils’ are taught to develop their creativity and ideas by increasing their
proficiency in drawing, painting, and other art, craft and design techniques.
Pupils’ will also use the ideas from the work of others artists’ in the development of
their own work.
Pupils are taught the following:
to use a range of techniques to record their observations as a basis for
exploring their ideas
to use a range of techniques and media, including painting, collage, pastel
work, printmaking and digital media
to increase their proficiency in the handling of different materials
to analyse and evaluate their own work, and that of others, in order to
Mrs N Taylor strengthen the visual impact or applications of their work
Head of Art about the history of art, craft, design and architecture, including periods,
styles and major movements from ancient times up to the present day.
Year 9 Art Curriculum
During Year 9 our aim is to ensure that all pupils:
produce creative work, exploring their ideas and recording their experiences
become proficient in drawing, painting, and other art, craft and design techniques
evaluate and analyse creative works using the language of art, craft and design
know about great artists, craft makers and designers, and understand the historical and cultural development of their
art forms.
The Art curriculum is divided into three termly projects and each project is structured in a similar way to a GCSE unit of work
but on a smaller scale. You will receive a one hour art lesson per week in which you will research, investigate, record and
explore ideas based around a variety of themes.
Activity - Word as Art!
Illustrated words are words that look like their meaning.
Using A4 paper select a word of your own choice and create an illustrated design.
Make it out of objects that represent the meaning of the word.
The word could be anything from a sport that you play, your favourite animal, food or country to words that you
think stand for understanding and progress in the world e.g. – Love could be shaped by hearts, flowers and hands
or one flower or heart shaped into the word love. Other words could include justice, peace, life, joy, war, conflict,
fear, happiness, good etc…
You can change the overall shape of the letters in your word to fit the meaning or fit the theme into the letter shape
like the ones beneath.
Try to think of original ideas like the examples provided.
Drama
About Drama
In Year 9 Drama we aim to introduce you to the skills and
knowledge that you will need if you choose GCSE Drama as an
option. We will be creating improvisation work, and also working
with a script, in order to create characters, develop your acting
skills and build your confidence. Most of the work we do will be
practical and so you need to arrive at our lessons with plenty of
energy and imagination.
Mr Sugars & If you find that you enjoy drama then there are lots of opportunities
Mrs Plimmer to get involved in extracurricular drama like the school production
or the Eisteddfod.
Year 9 Curriculum
Introduction: Building your drama skills
Improvisation: Creating drama and honing your skills
Scripted: Exploring a play. Creating character. Stage design.
Activity
Choose a piece of theatre that you have seen. This could be anything – a play, a musical, a
pantomime, a theatre group that visited your school or anything else where you saw a
performance live (where you were in the same space as the actors performing it).
Write a review of the performance that you saw.
Some things that you might want to include:
Where and when you saw it.
What the story was about.
Things that made you react in an emotional way. Did you laugh? Were you happy? Sad?
Scared?
Who was your favourite character? Why?
What was your favourite moment? Why?
Would you recommend the performance to the reader? Why?
Engineering
About Engineering
Mr B. Atkinson
Head of Technology
Year 9 Curriculum
Activity
Task 1
Draw two design ideas for a structure made from card or paper that will support a baked bean
can (or similar) at least 20 cm from the ground using the least amount of material.
20 cm
Ground
These card beams are really strong – try making them to give you some good design
ideas!
Task 2
Collect materials, tools and equipment you have available (ideally a pencil, ruler, scissors, card
and sticky tape or glue). You could use an unwanted cereal or washing powder box if you
haven’t got any sheets of card. Make the best design carefully and safely using as little material
as possible.
Task 3
Test the structure by placing the can of beans on top. Does it stay there without support?
Task 4
Redesign and improve the structure so it uses less material and supports a larger load e.g. two
cans of beans.
Useful website: http://www.technologystudent.com/struct1/struindex.htm
Food Technology
About Food Technology
In Food Technology you will have a range of practical lessons and
theory lessons about; healthy eating, nutrition, food safety and
hygiene, different diets, food science and where food comes from.
Ms Williams
Head of Food and
Health & Social Care
Year 9 Curriculum Macaroni cheese
Spanish orange cake Mexican Chilli
Pasties
Chicken
Goujons
Activity
Task 1
Label/draw what food ingredients go into each section of the Eatwell Guide…
Task 2 Complete a Diet and Health journal. You can use the image below to help you. Answer the ‘reflection’ questions when you have finished your journal… Task 3 In the image above complete the ‘Nutrition Matters’ table. For each nutrient find a food source and research why we need it in the body. Task 4 Design a recipe book. Use the following websites to help you produce a recipe book of dishes you would like to make… https://www.foodafactoflife.org.uk/recipes/ https://www.bbcgoodfood.com/
Geography
About Geography
Geography is the study of the world. It has a split
personality with physical geography focusing on
the natural processes that occur to shape our
world. On the other side human geography looks
at the influence people have on the world and how
our actions influence our own lives and nature. It is
an important subject as many of the challenges the
world faces and the potential solutions to these are
understood through the study of geography.
“The study of Geography is about more than just
memorising places on a map. It’s about
understanding the complexity of our world” Barack
(L-R) Mr Medlicott, Miss Lodwick, Obama.
Miss Clipson and Miss Hirst. Mr
McCluskey will be joining in Sept.
Year 9 Curriculum
We study a different topic each half term to introduce a wide range of geographical skills and
concepts. These topics are: Climate Change; Global Futures (a range of issues facing the
future of the earth including deforestation, inequality, conflict and health), Tectonic Hazards
(earthquakes and volcanoes), Polar Environments, Tanzania and Japan.
Activity
1. Have a look at our introduction video at …. https://youtu.be/cq-U1Iu_9MA
2. Now we’ve told you our favourite places we want to know yours! It can be near or far.
3. Then write us a postcard. It needs to include:
a. A picture on one side (photo or drawing)
b. Where your place is
c. Why it is your favourite
d. A bit on the Geography of the area
Happy “travels!”History
About History
History is part of the Humanities faculty at South.
Every student studies history in Year 9 and then it is a popular option
at GCSE with 6 groups in each year group.
The other history teachers are Miss Wright, Miss Jones and Mr
McCluskey. We all look forward to meeting you in our classrooms
soon!
Mrs H Jennings
Head of History
Year 9 Curriculum
In Year 9 at South we study 20th Century history. Key topic areas are World War 1, Terrorism,
the Holocaust, World War 2 and the Cold War.
We aim to teach you the skills you will need to make you a great historian at GCSE and
beyond!
Activity
Use the video below which will introduce all of us, to lead you through a series of
activities using photographs: https://youtu.be/7_QtYigPMK4
Starter:
Why are photographs useful as pieces of evidence for historians trying to find out
about events? Are there any problems with historians using photographs as
pieces of evidence?
Main Task:
Look at the images in the ppt. We’ve chosen them because they are powerful
pieces of art and because they give a particular insight into the past.
Select 3 and find out more about them using the links provided. Record your
findings on the worksheet.Plenary: EITHER: Are you a good photographer? On one of your walks could you take an awesome photo of something important from our history? Explain what you have taken and why it is a significant place / object. OR: Find out more about some of the most awesome photographs ever taken. Copy the photo onto the worksheet and explain what it is and why you chose it. REMEMBER! Send your completed work to hjs@southbromsgrove.worcs.sch.uk We would really like to display the best ones!
Modern Foreign Languages
About MFL: French, Spanish, and Travel &
Tourism
Bienvenue / Bienvenido / Welcome new Year 9 students!
When you start here at South in September, you will all be
able to continue with your French learning to develop your
language skills in speaking, listening, reading, and writing.
We are excited to meet you, and to support you to become
more confident in understanding and communicating in
French.
Looking further ahead when you are in Year 10, the vast
Mr J Jacobe majority of the year group will carry on with GCSE French.
Head of MFL For any of you gifted linguists, you will have an opportunity to
take GCSE Spanish at Year 10 as one of your options
alongside with your GCSE French.
Some students will also be offered the opportunity to study
BTEC Travel & Tourism, which is a fantastic course aimed at
students who have a keen interest in the travel industry.
French - Year 9 Curriculum
Learn, Review, and Talk about:
Yourself, your family, and your friends
The past, present, and future
Music, sports, food, and healthy living
Jobs, languages, holidays, shoppingFrench Activity LISTENING Peppa Pig – Les vacances de Polly 5m 05 https://www.youtube.com/watch?v=dXzbYXcGsR8 Regardez la vidéo et cochez les phrases qui sont VRAIES. Il y a 10 phrases correctes. (Watch the video and choose the sentences that are TRUE. There are 10 correct sentences.) 1. Mami et Papi Pig partent en vacances. 2. Peppa et Georges doivent s’occuper de Polly Parrot. 3. Papi Pig porte un chapeau rouge. 4. Le perroquet répète tout ce que disent les gens. 5. Il y a du chocolat dans la valise. 6. Polly peut sortir de sa cage si les portes et les fenêtres sont fermées. 7. Il est important que Polly s’envole. 8. Si Polly mange trop de graines il ressemblera à un ballon. 9. Quand le marchand de glaces arrive Georges sort sans fermer la porte. 10. Peppa et Georges achètent des glaces identiques. 11. Peppa pleure quand elle découvre que Polly n’est plus là. 12. Tout le monde va chercher le perroquet dans le jardin. 13 Georges décide de monter dans l’arbre pour récupérer Polly. 14. Papa trouve facile de récupérer Polly dans l’arbre. 15. Papa persuade Polly de descendre de la branche. 16. Papi et Mami Pig passent les vacances à la montagne. 17. Papa Pig tombe de l’arbre quand son portable sonne. 18. Les grands-parents demandent à Polly s’il passe de bonnes vacances. 19. Tout le monde rit à la fin de l’histoire. 20. Tout le monde est triste à la fin de l’histoire.
French Activity GAPPED TRANSLATION Minecraft Le jeu fait entrer le joueur dans un monde entièrement composé de cubes représentant différents matériaux (sable, terre, pierre, bois etc), minerais (diamant, charbon, fer, or etc) et des rivières, des coulées de lave ou d'eau et des arbres. Le joueur peut détruire des cubes, en récolter, puis les placer et fabriquer des objets (portes, lits, coffres, fours etc) et des outils (épées, pioches, pelles et haches) en différents matériaux à l'aide d'une table de craft. Ce monde est donc composé de différents Biomes (forêts, prairies, plages, glace et espace). Les cartes sont générées d’une façon très aléatoire et sont pratiquement infinies (arriver à la fin d'une carte nécessite de marcher pendant sept à huit jours non-stop). Ce jeu offre d'énormes possibilités de construction, certains joueurs reconstituants des villes entières ou des monuments tel que des cathédrales, la tour Eiffel et les pyramides d’Egypte. Depuis la version 1.0.0 le joueur peut se mettre en quête de trouver le portail vers l'Ender et tuer l'Enderdragon. Il y a aussi la possibilité d'accéder à un autre monde de Minecraft que l'on nomme le Nether que l'on pourrait associer aux enfers. The game takes the p______ into a w____ made up entirely of cubes r__________ d________ m________ (s____, earth, stone, w___ etc), m_______ (diamond, c___, iron, g___ etc) and r_____, water or lava f____ and t____. The player can d______ cubes, harvest them, then p____ them and make o_____ (d____, b___, cases, o____ etc) and tools (s_____, pickaxes, spades, and a___) made of different s__________ with the help of a craft t____. This w____ is therefore m___ of different Biomes (f______, fields, b______, ice and s____). The m___ are generated in a very random f_______ and are p_________ infinite (getting to the e__ of a m__ requires w______ for 7 to 9 d___ non-stop). This game provides a huge r____ of construction o____________, some players recreating e_____ cities or m________ s___ as cathedrals, the Eiffel Tower and the pyramids of E____. Since version 1.0.0 the player can go on a q____ to find the g______ to The End and k___ the Ender Dragon. There __ also the possibility of g______ to another Minecraft w____ called Nether which you could a________ with hell.
Music
About Music
Below are just some of the many reasons we study music.
• Enhanced language capabilities.
• Improved memory.
• Strengthened hand-eye coordination.
• Powerful study habits.
• Teamwork.
• Mental processing & problem-solving heightened.
• Develop creative skills
• Explore emotions
Mr Cobon
• Develop life-long skills
Head of Music
Year 9 Curriculum
In year 9 we use a range of instruments from keyboards to Ukuleles to develop performing,
listening and compositional skills. We make good use of online learning both in and out of the
classroom.
Topic wise we cover some theory and structural components in the first term with film and
programmatic music in the second term. The third term we explore all manner of rock, pop,
jazz and computer music.
At South we also have many groups which you can join in such as choirs and orchestras.
Activity
A great way to prepare for learning music at South is to know some of the basics. You can explore some of the
things we will look at via this website:
https://www.teoria.com/en/tutorials/reading/Physical Education
About PE
At South, Physical Education is a fundamental part of your
curriculum. Across your allocated 4 lessons a fortnight you will
learn and develop a range of sporting principles. Further
opportunities can be found through our extensive extra-
curricular programme which consists of team sports and
fixtures as well as participation based clubs.
How many of the PE staff do
you already know?
Mr Law
Head of PE
Year 9 Curriculum
Across year 9 you will cover a range of different sports and physical activities. We take great
pride in offering an extensive range of activities to provide you with a taste of the sporting
world. Throughout the sports sampled you will experience blocks of learning that consists of
skill acquisition, skill application and rules and regulations. Your weekly lessons will consist of
an indoor and outdoor lesson and therefore two contrasting sporting activities are always
completed during learning blocks. You will be able to see your curriculum maps and extra-
curricular opportunities via
https://sport.southbromsgrove.worcs.sch.uk/Downloads.asp?Id=1053
Activity
Below you will find three different types of activity, please feel free to opt for whichever is most
appealing to you during this transition period. All of these activities hold strong links towards
PE.
Activity 1: Sports Journalism
This activity is designed to give you a chance to share your views and knowledge regarding
one the sport studies themes below. Sports Journalism and punditry is a growing area in the
sports industry and we are keen at South support your creative writing as well as increase your
exposure to sporting matters. I would like you to produce a 500 word newspaper article or
essay that shows your viewpoint on one of the following:
The role of TV and sponsorship on sport (commercialisation)
The importance of the Olympics
Gender equality across sport
The impact of no spectators on Sport (e.g. The Premier League)
Activity 2: #KeepSouthMoving
We would love to see you getting involved in the #KeepSouthMoving challenges that we have
been running. All activity information can be found at
https://www.socscms.com/SOCS/PROSport/News.aspActivity 3: Rules and regulations
In order to be able to apply our skills in sport, it is essential that we fully understand the rules
and regulations that are involved in the sporting activity itself. These are the laws and
regulations laid down by the governing body for the sport (e.g. offside rule / FA). For this
activity you need to select one of the following sports:
Handball
Badminton
For your selected sport, you need to create an information document that identifies 8 different
rules that are essential for game play (e.g. how to start a game or how serving works). This can
be done in any format and will be utilised to support your completion of learning blocks within
these sports.
Once you have completed your rules activity, you now need to complete a review of how
scoring works within your sport. For this aspect you need to address the following areas:
Who can score?
What is each score worth?
Where can you score from/ where does scoring occur?
How can you score?Religious Studies
About RS
RS at South has a reputation as a popular choice at both
GCSE and A level. We recently achieved the RE Quality
Mark Gold Award for results, student leadership and
attitudes nationally. When you join in Year 9 you can be a
part of this success.
Follow us on twitter @SBHSRS where we celebrate
students work.
Mr Giles
Mr Horton
Mrs Plimmer
Year 9 Curriculum
We are a team of three teachers Mr.Horton, Mrs.Plimmer and Mr.Giles who will guide you
through 6 exciting topics examining different religions and cultural diversity.
RS will challenge the way you think, encourage you to find out about diverse beliefs and
practices and increase confidence to discuss and debate issues philosophically.
Activity
To help prepare for the first topic in September about who we are human beings we would like
you to reflect on how you view yourself and how others view you.
Your task is describe yourself as a jellybean in 100 to 200 words.
Complete on a computer, write or draw it so you can stick a sheet into your A4 exercise book.
The task is personal to you and it does not have to be shared in class. Tips:
Describe what you are good at, e.g., your hobbies, interests and gifts.
Describe how other people might see you, e.g., family, friends and others.
Try to make your jelly bean unique so your teacher can find out more about you.
Analyse what is similar and different about jellybeans (the human race)
Explain what you struggle with, e.g., you could complete the sentence ‘I would like my
teacher to know that…’
Give it the title ‘If I Were A Jellybean’
Include pictures if you wish.3D Design
Recommended Reads for Key Stage 4 Action, Mysteries, Horror & Thrillers Famous Last Words or Bad Girls Don’t Die– Alender Bodyguard: Hostage (& sequels) by C. Bradford* Dead Time (& sequels) by Anne Cassidy Mortal Chaos, Speed Freaks,The Everest Files or Lie, Kill, Walk Away by Matt Dickinson* A Gathering Light by Jennifer Donnelly The Curious Incident of the Dog… by Mark Haddon The Enemy (& sequels) by Charlie Higson* House of Silk or Moriarty by Anthony Horowitz Sawbones (& sequel) by Catherine Johnson The Long Weekend by Savita Kalhan We Were Liars by E Lockheart Here We Lie, Sweetfreak, Blood Ties or Girl Missing (& sequels) by Sophie McKenzie One of Us is Lying by Karen McManus The New Recruit or Dropzone by Andy McNab* I am Still Alive by Kate Marshall Blame or Itch (& sequels) by Simon Mayo The Recruit (Cherub), The Escape (Henderson’s Boys) or Rock War (& sequels) by R Muchamore* Daniel X, Maximum Ride or Confessions of Murder Suspect series by James Patterson* 13 Minutes by Sarah Pinborough Remade or TimeRiders (& sequels) -Alex Scarrow* The Monsters We Deserve by Marcus Sedgwick Murder Most Unladylike (& sequels) - R Stevens Autobiographies/Memoirs I Know Why a Caged Bird Sings by M. Angelou A Street Cat Named Bob by James Bowen* Hope in a Ballet Shoe: Michaela & Elaine DePrince Wave: Life After the Tsunami by S. Deraniyagala One Dog at a Time (& sequels) by Pen Farthing* Diary of a Young Girl by Anne Frank In Real Life by Joey Graceffa Marley & Me by John Grogan* Mud, Sweat and Tears by Bear Grylls* Fever Pitch by Nick Hornby The Story of My Life by Helen Keller Finding Gobi by Dion Leonard * Nothing to Envy (North Korea) by B Demick Today Everything Changes by Andy McNab* Chinese Cinderella by Adeline Yen Mah Dreams From My Father by Barack Obama Persepolis by Marjane Satrapi (graphic novel)
Touching the Void by Joe Simpson* I am Malala by Malala Yousafzai Night by Elie Wiesel Classics & Modern Literature Things Fall Apart by Chinua Achebe The Handmaid’s Tale by Margaret Atwood Pride and Prejudice or Emma by Jane Austen Great Expectations or Oliver Twist by C Dickens Jane Eyre by Charlotte Bronte Wuthering Heights by Emily Bronte Sherlock Holmes by Sir Arthur Conan Doyle Rebecca by Daphne du Maurier Lord of the Flies by William Golding Tess of the D’ubervilles by Thomas Hardy Brave New World by Alex Huxley Never Let Me Go by Kazuo Ishiguro To Kill a Mockingbird by Harper Lee The Road by Cormac McCarthy 1984 or Animal Farm by George Orwell The Catcher in the Rye by JD Salinger Dr Jekyll and Mr Hyde by RL Stevenson Dracula by Bram Stoker The Adventures of Huck Finn by Mark Twain The Once and Future King by TH White Complex/Difficult Issues Change is Gonna Come – various BAME authors Simon vs the Homo Sapiens Agenda – B Albertalli* Booked, Rebound or Crossover- Kwame Alexander* Thirteen Reasons Why by Jay Asher* Noughts & Crosses or Boys Don’t Cry -M Blackman* Tiger Eyes or anything by Judy Blume* Am I Normal Yet? (Spinster Club series)- H. Bourne The Bunker Diary by Kevin Brooks* Junk or The Hit by Melvin Burgess Looking for JJ or Moth Girls by Anne Cassidy The Perks of Being a Wallflower by S. Chbosky Stolen by Lucy Christopher The Chocolate War by Robert Cormier One or The Weight of Water by Sarah Crossan* Before I Die by Jenny Downam Out of My Mind by Sharon Draper Heroic, Being Billy or Saving Daisy by Phil Earle* Mockingbird or Seeing Red by Kathryn Erskine The Universe versus Alex Woods by G. Extence If I Stay & Where She Went by G. Forman* Fault in Our Stars, Looking for Alaska or Turtles All the Way Down by John Green* After the Fire by Will Hill The Outsiders by SE Hinton* Pigeon English by Stephen Kelman
I am Thunder by Muhammed Khan Ways to Live Forever by Sally Nichols We Are All Made of Molecules by Susin Nielson All the Bright Places (+ others) by Jennifer Niven Before I Fall or Vanishing Girls by Lauren Oliver My Sister’s Keeper or Small Great Things - J Picoult My Sister Lives on the Mantelpiece by A. Pitcher Lies We Tell Ourselves by Robin Talley Extraordinary Means by Robin Schneider The Lovely Bones by Alice Sebold The Help by Kathryn Stockett Stone Cold by Robert Swindells* Anita and Me by Meera Syal The Hate U Give by Angie Thomas* It’s Kind of a Funny Story by Ned Vizzini My Name is Leon by Kit de Waal Liccle Bit (& sequels) by Alex Wheatle The Art of Being Normal by Lara Williamson Teacher’s Dead, Face or Terror Kid by B. Zephaniah Conflict, War, Genocide & the Refugee Experience The Bone Sparrow by Zana Fraillion The Kite Runner by Khalid Hosseini Dog Tags: Semper Fido or Strays by CA London* All Fall Down by Sally Nichols Fallen Angels or Sunrise over Fallujah - WD Myers* The Red Pencil by Andrea David Pinkney Milkweed by Jerry Spinelli An Ember in the Ashes by Saaba Tahir Code Name Verity by Elizabeth Wren Refugee Boy by Benjamin Zephaniah The Book Thief by Marcus Zusak Dystopian & Science Fiction Children of Blood and Bone by Tomi Adeyemi iBoy by Kevin Brooks* The Girl With All the Gifts by MR Carey City of Bones (& sequels) by Cassandra Clare Matched (& sequels) by Ally Condie The Maze Runner (& sequels) by J. Dashner Cell 7 (& sequels) by Kerry Drewery* The Gender Game by Bella Forrest Gone (& sequels) by Michael Grant* Department 19 (& sequels) by Will Hill The Loneliest Girl in the Universe by Lauren James I Am Number Four (& sequels) by Pittacus Lore* Legend (& sequels) by Marie Lu* The Knife of Never Letting Go (& sequels)- P Ness MetaWars: Fight for Future (&sequels) - J. Norton* Replica or Delirium (& sequels) by Lauren Oliver Only Ever Yours by Louise O’Neill
Divergent (& sequels) by Veronica Roth Lord Loss or Zom-B (& sequels) by D Shan* Scythe or Unwind (& sequels) by Neal Shusterman* Contagion or Slated (& sequels) by Teri Terry Uglies or Zeroes (& sequels) by Scott Westerfield The 5th Wave (& sequels) by Rick Yancey* Humorous books The Hitchhiker’s Guide to the Galaxy by D Adams The Princess Diaries by Meg Cabot Swim the Fly (& sequels) by Don Calame The Private Blog of Joe Cowley by Ben Davis* An Abundance of Katherines by John Green* The Reformed Vampire Support Group by Jinks* Hellbent or Henry Tumour by Anthony McGowan* Don’t Even Think About It – S Mylnowski A Midsummer Tights Dream by Louise Rennison The Rosie Project (& sequel) by Graeme Simsion Relationships Beautiful Broken Things by Sara Barnard Why We Broke Up by Daniel Handler* Slammed by Colleen Hoover Hold Back the Stars by Katie Khan Falling Fast (& sequels) by Sophie McKenzie One Day by David Nicholls Eleanor and Park & Fangirl by Rainbow Rowell* The Art of Racing in the Rain by Garth Stein Shiver or The Raven Boys(&sequels) - M. Stiefvater Our Chemical Hearts by Krystal Sutherland If You Come Softly by Jacqueline Woodson Everything,Everything & Sun is Also a Star-Yoon* Girl Online (& sequels) by Zoe Sugg* Note to parents: Many of these books are written for young adult readers (13+) or adults; this means there may be ‘gritty’ content. Generally by Key Stage 4 young people are ready for this, but parents know their children best; if you have queries about suitability, please check online reviews or ask your child’s teacher. * = top picks for reluctant readers
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