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Home Learning Menu
Year 8
Term 3
Year 8
Term 3
Independent
Learning Task Subject: Art and Design
Task:
Objectives:
Your choice:
Roy Lichtenstein Stan Lee
Masashi Kishimoto
Research the work of your favourite from the above comic artists. Create an
imaginative outcome based on your research. This can be either 2D or 3D.
ALL WILL arrange images and information about the artist of choice,
commenting on why you chose their work. (Levels 2-3)
MOST SHOULD be imaginative when choosing how to display your images
and text- considering composition, colours, shapes, textures and patterns
the artist uses. (Levels 3-4)
SOME COULD respond to the artist’s work by creating a piece in their style
and compare with a second artist. (Levels 5-6)
Signposts to help along the way:
Possible Ideas:
Level 2-3 thinkers:
Have I found key facts about the artist? Eg. Date of Birth, where they
are from?
Have I chosen a range of the artist’s work I am most inspired by?
I have explained why I chose that artists work?
Level 3-4 thinkers:
Have I thought about several imaginative ways of displaying my
information and imagery? 2D or 3D?
Are the colours, patterns, shapes etc. appropriate to my artist’s work?
How would I describe the artist’s work over the phone?
Level 5-6 thinkers:
What art materials/techniques does the artist use to create their work?
– Use these to have a go at creating your own!
Compare your artist to one of the others – what are the
similarities/differences?
How can I improve my outcome?
If my work was someone else’s- what advice would you give them to
refine or extend their work?
A wall or ceiling hanging
Create an article for an Art Magazine
Create a 3D gallery
Fact/ mood board
Mini comic book/ cover page
(You do not HAVE to choose any of these suggestions- you are very much
encouraged to create your own original idea )
Supporting material:
How will my work be assessed?
Websites*:
http://www.lichtensteinfoundation.org/
http://www.comicvine.com/stan-lee/4040-40467/
http://www.comicvine.com/masashi-kishimoto/4040-50186/
*Try to put research into your own words, copy and pasted information will
not get above a level 4!
As well as a level (see objectives) you will also be given an effort grade:
Ex – Excellent
G – Good
S – Satisfactory
P - Poor
Independent Learning Task
Year 8 Term 3 – Computing
• This term students will prepare an independent Learning Task (ILT) called “Bringing
History to Life”. During the ILT they will plan and create ideas that will be
developed during their lessons into a stop frame animation. Stop frame animation
uses a technique where you position a prop, take a still image of it and then move
the prop slightly and take another image. This is repeated several times to create
the scene. All the images are then played quickly one after another to give the
impression that the prop is moving on its own.
Task
Number
Core Tasks Extension Tasks
1
Choose an event in history you thing
could easily be made into a simple
stop frame animation.
Possible events
• Fall of the Berlin Wall. • First flight by the Wright
brothers. • The Peasants Revolt. • The Black Death.
• Titanic. • Suffragettes’ movement.
• Any other historical event that you think could make an interesting animation.
Some students could take a recent
world event that will become history
in the future and evaluate how they
could turn this into a historical event
animation. (level 6)
2
Use the internet to help you to
research your chosen event in history
by answering the following questions.
The date the event took place?
Who were the main characters involved?
What events led to this main event happening?
What exactly happened during
the event? What happened as a result of the
event occurring?
All will research an historical event
and describe what happened to help
them plan the scenes needed to
create an animation to show the
historical event. (level 5)
Some of you will identify the main
scenes and give a detailed account of
the event which will help you create
a detailed plan for your animation.
(level 6)
3
Create by drawing and describing an
illustrated storyboard of the event
(minimum 4 to a maximum 12
Frames/boxes). Each scene of your
story will need a separate box to show
the event developing.
You need to think about the final
outcome (your animation). What
materials are you going to use to
help you create your animation? The
following material can be used
effectively to create an animation.
Modelling clay. Toys.
Lego or action figures. Still images in separate
sections so you can move the parts independently.
Any other object that you
think is suitable. (level 5)
Collect any suitable material and add
them to your ILT in a labelled bag
ready developing your storyboard in
lesson. (level 6)
Below is the assessment criteria that will be used when you have completed all
stages of your animation.
A.O. Level 5 Level 6 Level 7
1
I can explain what is meant by
the phrase “stop frame
animation”.
I can research a historical event
and help to plan the scenes
needed to create an animation to
show the historical event.
I can help my team agree on a
historical event, identify the main
scenes needed and make sure
that the group creates a detailed
plan for my animation.
2
I can help my group create a
simple stop frame animation.
I can save separate scenes for
your historical event and import
them into one movie file.
Make an interesting and
entertaining film combining the
scenes together effectively to
make a professional looking
movie.
3
I can identify strengths and
weaknesses in other peoples’
work.
I can identify areas that could be
improved.
I can identify what makes a good
animation and give constructive
criticism of others’ work.
Home Learning Task
Term 3 – English
Creative Writing
This topic will focus on developing your creative writing skills and the language
techniques needed to create an engaging and exciting piece of writing. One task to be
completed per fortnight. You should spend between 30-60 minutes on each task.
*CHALLENGE* To complete the task for the set above
Task
Number
Set 3 Set 2 Set 1
1
Write an opening to a
story (100 words)
Use at least two different
language techniques for
effect.
Write an opening to a story
(250 words)
Use at least three different
language techniques for
effect.
Write an opening to a
story (500 words)
Use at least four
different language
techniques for effect
2
Write an informal letter to
a friend or family member
(100 words)
Use at least two different
language techniques for
effect.
Write an informal letter to
a friend or family member
(250 words)
Use at least three different
language techniques for
effect.
Write an informal letter
to a friend or family
member (500 words)
Use at least four
different language
techniques for effect
3
Write a blog about a
topic, event or item of
your choice (100 words)
Use at least two different
language techniques for
effect.
Write a blog about a topic,
event or item of your
choice (250 words)
Use at least three different
language techniques for
effect.
Write a blog about a
topic, event or item of
your choice (500
words)
Use at least four
different language
techniques for effect
Key Words: Adjectives, Verbs, Adverbs, Alliteration, Simile, Metaphor, Personification,
Onomatopoeia, Sibilance, Assonance
Home Learning Task
Year 8 Term 3 – French
T’es branché(e) ? – Talking about medias
All pupils should have returned their Studio 1 Textbooks to their teachers at the end of
last term. In January pupils will be issued with New Studio2 textbooks. Pupils are
responsible for them and will be expected to use them at home for homework and bring
them back for their lessons. Any loss/ damage will have to be paid for.
In MFL, regular vocabulary learning is essential and pupils are expected to learn spellings
and meanings according to the homework timetable. There will always be a vocabulary
test the following lesson and pupils are expected to be able to show their teacher how
they learnt (vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments to
the timetable may be necessary but we will endeavour to keep these to a minimum.
Task
Number
Core Tasks Extension Tasks
1
Learn television programmes vocabulary. (p. 8
in Studio 2).Test next lesson. Careful with
spellings as well.
Revise regular ER verbs and
be able to recall the endings
for each person.
2
Studio2 p.22 exercise 1 and exercise 7 p.23.
read instructions and examples carefully
before doing the activities.
Translate the sentences from
exercise 7 into English.
3
Studio 2, p.118, ex.2. Read the texts and fill
in the ID cards with the correct information.
Learn AVOIR and ETRE from memory (test
next lesson)p.11 Green box- studio
grammaire.
P.118 exercise 2 translate
into English and have a go at
answering the 6 questions
(true or false)
4
Write a few sentences about your preferences:
say what types of TV programmes/ films
/books you like or don’t like and why. How
often you watch TV/read…Use your textbook
Try to add some future tense
to reach level 5.
for support and the vocabulary and structures
learnt in class. (about 70 words)
(next week , I am going
to…)(about 90 words)
5
Studio 2 p119 exercise 1. Replace numbers
with correct word.
Studio2 p.119 exercise 2.
Read the 2 texts and fill in
grid with correct information.
6
Write a few sentences about what you did last
night and say what you like doing normally in
your freetime. (level5) (about 50 words)
Add a few a few sentences in
the future tense to the core
homework task 6. (level6)
(about 70 words)
Home Learning Task
Year 8 Term 3 – French (Second language)
Mon Collège- My school
In MFL, regular vocabulary learning is essential and pupils are expected to learn spellings
and meanings according to the homework timetable. There may be a vocabulary test the
following lesson and pupils are expected to be able to show their teacher how they learnt
(vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments to
the timetable may be necessary but we will endeavour to keep these to a minimum.
Task
Number
Core Tasks Extension Tasks
1
Memorise the 12 school subjects and ensuring
we can remember the spelling of them.
Produce a word search grid or
a crossword puzzle containing
as many school subjects as
possible.
2
Studio1 page 29 Ecrire 6. Produce a paragraph
on your School subjects using the template
provided
Students can use the mini-dictionary on page
131 for extra support.
Students could re-write their
timetable in French.
3
Ecrire 6 page 31. Prepare a presentation on
school subjects. Give at least 3 opinions to
reach a 3b Writing Level and 3 reasons for a
3a.
Students can use the mini-dictionary on page
131 for extra support.
Example
‘J’aime la géographie parce que c’est
intéressant’ (I like geography because it is
interesting)
Ecrire 6 page 31. Prepare a
presentation on school
subjects. Give 6 opinions and
6 reasons for a 4a.
Students can use the mini-
dictionary on page 131 for
extra support.
4
Make a French clock including the French
words for 1 to 12 o’clock and quarter past,
half past and a quarter to.
Lire 4 page 33. Write down in
English 6 differences between
Thomas timetable and yours.
5
Lire 5 page 35. Read the text and put the
pictures in the right order.
Lire 6 page 35. Read the text
(Lire 5) again and correct the
French sentences with the
right information.
6
Log on linguascope.com and access most of
the activities to revise the topic of school
subjects in preparation for the end of term
assessments.
Create an Avatar on Voki.com
and type your paragraph on
your school to improve your
pronunciation.
Home Learning Task
Year 8 Term 3 - Geography
Weather and climate
In this topic pupils learn about the main features of our weather and climate and what are
its causes. They will study weather and climate in different parts of the world and see how
it impacts on natural and human activities. They will also use graphs to show the variations
in weather and climate.
Task
Number
Core Tasks Extension Tasks
1
Learn Key words for the topic: meteorology,
weather, climate, prevailing wind, high
pressure, low pressure, precipitation,
hydrological cycle, equatorial, latitude
Create a poster, cross word
or other resource to help
pupils learn these words
2
Create your own weather diary for a week.
Describe the weather each day AND how it
had an impact on your life
Choose an extreme weather
event. Explain what caused it
and how it affected the lives
of people living there (150
words max)
3
Choose one location in Europe (maybe a city
or a region) for that place research its climate
and draw a poster to show how that climate
makes it a good place to live
Use a climate graph in your
work to provide evidence of
what the climate is like there.
Home Learning Task
Year 8 Term 3 – History
The British Empire
Students will explore the development of the British Empire through two case studies,
increasing British influence in India and its consequences and Britain’s role in the slave
trade and black people in Britain.
Task
Number
Basic Tasks Core Tasks Extension Tasks
1
British Empire
Research a country that
was part of Britain’s
Empire (which was
covered in your lesson)
and produce a factfile
that includes the
following:
Name of country
Flag Date it became
part of the British Empire
Date it left the
British Empire 5 interesting facts
about the country
Why did the British Empire
expand?
Using the cards given by your
teacher, arrange them into the
correct factors and complete
the sheet.
‘The British Empire was
all about Britain getting
rich’. Do you agree?
Prepare an answer to
this question – you will
be holding a mini
debate in class.
2
Did India benefit from British
rule?
Using your work completed in
the last few lessons, you will
have answered the following
question:
Did India benefit from British
rule?
Did India benefit from
British rule?
Ensure you have given at least 3
reasons for each side. Can you provide any
more reasons in order to balance
your paragraph?
Read over your paragraph and
make sure you have done the
following:
Checked spelling and grammar of key words – India, British, empire,
etc. Given reasons for both
sides Given your opinion
Ensure your
conclusion is well supported with
evidence.
3
How would you describe
the slave trade?
Using your work
completed in lessons,
create a poster that
describes the slave trade.
Include the following:
Diagram of the slave triangle
Words to show what travelled
along the slave triangle
Words that you
would use to describe the slave
trade.
Should Bristol take down
Edward Colston’s statue?
Read the article provided by
your teacher and answer the
question above.
Make sure you use evidence
from the article to support
your answer.
Should Bristol take
down Edward Colston’s
statue?
Ensure your answer to
this question is well
balanced.
Think about both sides
and give your own
opinion.
Home Learning Task
Year 8 Term 3 – Maths
Due to the nature of Maths home learning tasks will not be set in advance.
Your teacher will ensure that home learning tasks are set each week but
these will be tailored to your individual needs based on your progress in
lessons. These tasks may include:
Revision in preparation for a test
Investigative so that you have the opportunity to discover reasons or
rules to understand processes.
Reinforce work covered in class to be sure you can complete work
independently
Complete an exercise started in class
Help in assessment and planning of future targets
Support the development of independent learning e.g. using the
MyMaths website.
Home Learning Task
Year 8 Term 3 - Music
TV Music
In Music, pupils are continuing to develop their musical skills in the classroom by composing
music for a specific purpose and audience. To support this work, the home learning this
term will focus on developing pupils’ knowledge of composing music for a children’s TV
show.
Task
Number
Core Tasks Extension Tasks
1
Complete the TV Music homework task sheet.
Instructions are written at the top of the
sheet.
List 6 x popular songs and/or
classical pieces played on a TV
advertisement. Include the
composers and performers of
each piece.
2
On paper write your own composer’s brief for a
brand new children’s TV show. Remember to
include detailed information about the
programme, target audience and characters.
Please design a logo for the programme.
Illustrate the characters of
your children’s TV show.
3
On paper write your sales pitch. Remember to
include the key selling points of your
composition. Why should your teacher choose
your composition over all the other ones? Use
positive language and keep your sales pitch
short and snappy.
Present your work to the class
in the form of a presentation.
Home Learning Task
Year 8 Term 3 – Religious Studies
“Islam and Prayer”
This topic is designed to enhance and inform the students understanding of Islam. It will
introduce the ‘Five Pillars’ of Islam to students and particularly focus on the element of prayer. This will lead onto a discussion around the ‘call to prayer’ which is at the heart of
the Muslim community. Students will discover the Islamic life which is based around the Mosque and will be assessed on some project work which will look at the decisions to be
faced is a new Mosque was planned for the centre of Salisbury. This work will be levelled, with appropriate targets given.
The homework set out below, which is differentiated, is designed to allow students
additional time for research which will enable them to prepare fully for their assessment. Teachers, when setting homework, will indicate to students which of the 3 choices of
homework below they should attempt, and so makes sure that students are absolutely clear. Any additional resources required to assist students in completing their homework
will be provided by the classroom teacher. It is the ethos within RS classes that if students are guided toward a homework which they, in fact, find straightforward then
they should, push themselves, and have a go at ‘the next homework up’ - we hope
that your daughter will enjoy this topic!
Task
Number
Basic Tasks Core Tasks Extension Tasks
1
Learn your keywords
for this topic both
spelling and
understanding.
Learn your keywords for
this topic both spelling
and understanding.
Devise some
questions that
could be used to
test both spellings
and
understanding of
the topic
keywords.
2
Give three reasons
why it is important for
Muslims to pray.
What do you think the
most important reason
for Muslims to pray is?
Given what Muslims think
about prayer, how does it
How is it possible
for Muslims to pray
five times day if
they work in a
1) A hospital
compare with what you
think? Are there any bits
you agree or disagree
with?
2) A factory
Task
Number
Basic Tasks Core Tasks Extension Tasks
3
You have now learnt
about the Mosque, the
Muslim’s place of
worship. Write about
three ways it is
different to a church,
the Christian place of
worship.
What else is a Mosque
used for? Research and
write about three other
activities that are held in a
Mosque.
If you were a town
planner and a
request was made
to you from the
Muslim community
to build a Mosque.
What would be the
three most
important
questions you
would want to ask
about the
application?
4
Assessment prep: As a
reporter for the
Whitford Daily, your
Editor has asked you to
produce a newspaper
feature on a Mosque
application and local
reactions to this
application.
Decide what would
your newspaper
headline would be
and explain two
reasons why you
have chosen it.
Assessment prep: As a
reporter for the Whitford
Daily, your Editor has
asked you to produce a
newspaper feature on a
Mosque application and
local reactions to this
application. What would
someone who is A) FOR
IT, b) AGAINST IT and
C) IN THE MIDDLE say?
Assessment prep:
Having considered
the evidence
for/against the
application that you
have so far, what
would your
opinion be?
Home Learning Task
Year 8 Term 3 – Science
During Terms 3 and 4 Year 8 students will study three modules from Science, as shown in the table below.
Different tutor groups will study these topics in different orders – so for example in the first weeks students in 8C may be set work
from the Bodyworks topic but 8N may be set homework from the Colour topic. Students will be given their program of study when
they arrive back at school by January 2015.
Homework will be task driven rather than set weekly. However overall there should be approximately 4 weeks’ worth of home
learning tasks per module. Students should attempt the core task but could choose or be asked to attempt the extension task.
Some students may be asked by their teachers to produce modified work but all students should be challenged. At the end of the
three modules there will be a substantial assessment covering ALL 3 MODULES.
Task Bodyworks
Core Extension
Compounds and Molecules
Core Extension
Colour
Core Extension
1
Create a glossary for
the key words to be
used in this module
– meanings must be
included. Add
examples and
diagrams as
appropriate. (L)
Choose one or two
word from the
keywords and
research it in more
detail.
(L)
Create a glossary for
the key words to be
used in this module –
meanings must be
included. Add
examples and
diagrams as
appropriate (L)
Choose one or two
word from the
keywords and
research it in more
detail.
(L)
Create a glossary for
the key words to be
used in this module
– meanings must be
included. Add
examples and
diagrams as
appropriate. (L)
Choose one or two
word from the
keywords and
research it in more
detail.
(L)
2
Create a fact sheet
on Asthma and how
it is treated OR the
effects of Smoking
on the Respiratory
System. (LAT)
Create a Poster on
what’s in blood and
the function of
each part. Include
information on
one blood
disease. (LAT)
Make a card
game/resource to
summarise some key
chemical tests.
Ask your teacher for a
list of the tests you
should include
Make a card
game/resource to
summarise some
key chemical tests.
Ask your teacher
for a list of the
tests you should
include.
Why activities?
Why does a diamond
sparkle?
Why is a swimming
pool always deeper
than you think?
Choose 2 items from
the Why? activities
sheet and explain
why.
Why activities?
Why does a
diamond sparkle?
Why is a swimming
pool always deeper
than you think?
Choose 3 items
from the Why?
Activities sheet and
explain why.
3
Use the revision
checklist/questions
to prepare for the
end of term
assessment for this
topic.
Create a revision
tool that will aid
could be used for
the end of term
assessment.
Use the revision
checklist/questions to
prepare for the end of
term assessment for
this topic.
Create a revision
tool that will aid
could be used for
the end of term
assessment.
Use the revision
checklist/questions
to prepare for the
end of term
assessment for this
topic.
Create a revision
tool that will aid
could be used for
the end of term
assessment.
Home Learning Task
Year 8 Term 3 – Spanish
Mis Vacaciones- My holidays
All pupils should have returned their Viva1 textbooks to their teachers by the end of their
first week of Term 3. In January pupils will be issued with new Viva 2 textbooks. Pupils
are responsible for them and will be expected to use them at home for homework and
bring them back for their lessons. Any loss/ damage will have to be paid for.
In MFL, regular vocabulary learning is essential and pupils are expected to learn spellings
and meanings according to the homework timetable. There may be a vocabulary test the
following lesson and pupils are expected to be able to show their teacher how they learnt
(vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments to
the timetable may be necessary but we will endeavour to keep these to a minimum.
Task
Number
Core Tasks Extension Tasks
1
Learn the preterite tense of the verb “ir” =
“to go” in Spanish in correct order and
with English meanings. Test next lesson
Write 5 sentences using a
different part of the verb in
each.
2
Viva 2, p.22, ex.3. Copy out the phrases
and fill the gaps with the correct form of
the verb in brackets.
Also learn –AR preterite tense verb
endings in correct order.
Write 5 phrases including
the sequencers from the
skills box on p.11.
3
Viva 2, p.22, ex.2. Choose the correct
form of the verb to complete the phrases
then translate the phrases into English.
Viva 2 page 23, ex.6.
Translate these negative
phrases into Spanish.
4
Viva 2, p.120, ex.3. Read the text and
write the letters in the correct order.
And p.121, ex.1. Read the text and
choose the 2 things NOT mentioned.
Viva 2 page 121 ex.2.
Read the text. Copy and
complete the table in
English.
5
Viva 2, p.121, ex.4. Write an account of a
trip to London. Use the text in ex.3 to
help you.
Include what someone else
did on their holidays and
add it to your text.
6
Memorise your paragraph on holiday and
revise for the end of topic assessment.
This may include a written or a spoken
assessment.
Log on Linguascope.com or
voki.com to improve your
reading skills or the
pronunciation of key
words.
Home Learning Task
Year 8 Term 3 – Spanish (Second language)
Mi insti- My school
In MFL, regular vocabulary learning is essential and pupils are expected to learn spellings
and meanings according to the homework timetable. There may be a vocabulary test the
following lesson and pupils are expected to be able to show their teacher how they learnt
(vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments to
the timetable may be necessary but we will endeavour to keep these to a minimum.
Task
Number
Core Tasks Extension Tasks
1
Memorise the 14 school subjects and ensuring
we can remember the spelling of them.
Produce a word search grid or
a crossword puzzle containing
as many school subjects as
possible.
2
Viva 1 page 55 Escribir 9. Produce a
paragraph on your School subjects using the
template at the bottom of the page.
Students can use the word list on page 70 for
extra support.
Students could re-write their
timetable in Spanish.
3
Escribir 6 page 57. Prepare a presentation on
school subjects. Give at least 3 opinions to
reach a 3b Writing Level and 3 reasons for a
3a.
Students can use the word list on page 70 for
extra support.
Example
‘Me gusta la geografía porque es interesante’
(I like geography because it is interesting)
Escribir 6 page 57. Prepare a
presentation on school
subjects. Give 6 opinions and
6 reasons for a 4a.
Students can use the word
list on page 70 for extra
support.
Example
‘Me gusta la geografía porque
es interesante’ (I like
geography because it is
interesting)
4
Leer 4 page 67. Read the text and complete
the sentences in English.
Escribir 5 page 67. Describe
your school using the
paragraph in Leer 4 as a
model.
Students can use the word
list on page 70 to translate
unfamiliar vocabulary.
5
‘Adjective’ task 2 page 68. Write the correct
version of each adjective at the end of each
sentence.
Example
‘Me gusta la geografía porque es divertida’
Present tense verbs activities
page 69 number 4 and 5.
Chose the correct option and
translate the sentences.
6
Log on linguascope.com and access most of
the activities to revise the topic of school
subjects in preparation for their end of term
assessments.
Create an Avatar on Voki.com
and type your paragraph on
your school to improve your
pronunciation.
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