Home Learning Menu

Year 7

Term 6

Home Learning Task

Year 7 Term 6 – Art

This project Year 7 are learning how to draw realistic self-portraits and then create a

self-portrait lino cut inspired by given portrait Artists. These homework tasks will

inform and develop the design work produced and skills learned in lessons.

Task 1

Lino Health and

Safety

Task 2

Find a Portrait

Artist!

Task 3

Evaluate

3b-4c

Create a Health and

Safety Poster for students cutting and using Lino.

Find a portrait artist that

interests you. Present images and information about that artist into

your sketchbook.

Sketch your final outcome.

Were you pleased with it? Why/ Why not?

4b-5c

Use illustrations to

visually demonstrate tasks and safety requirements.

What did you like about

this artist’s work? Which piece is your favourite?

Which technique/ skill have

you most and least enjoyed? Why/ Why not?

5b-6c

Present your posters

creatively- as the most creative and well

informed poster will be used as a resource in the Art department!!

Create a portrait in the

style of your artist.

What have you learned

throughout the project? What

more would you like to learn?

Home Learning Task

Year 7 Term 6 – English

Poetry

In order to make the home learning more accessible and beneficial to each

individual class English home learning tasks will no longer 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. This term Year 7 are studying Poetry with a focus on

British Literary Heritage. Home learning tasks may include:

Learning the spellings and definitions of key words

Completing an exercise started in class

Reinforcing work covered in class to be sure that you can complete the

work independently

Preparation for an in class assessment

Researching a chosen poet/poem

Writing an anthology of your own poems

Home Learning Tasks

Year 7 Term 6 – French

‘Mes vacances’ (My holidays)

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 and these tasks may vary depending on each

individual teachers’ programmes of study.

Task

Number

Core Tasks Extension Tasks

1

Memorise the names of the countries on page

90 and write a list including an extra 10

countries in French. Linguascope can help in

the section ‘pays’, otherwise use a dictionary.

Make a word search or a

crossword puzzle to test your

friends’ knowledge.

2

Writing task page 91 number 8. Write about a

holiday you normally have and say where you

went in the past for a 5c.

Add additional information in

the Past tense. Ask your

teacher for extra past tense

verbs to use.

3

Preparation for assessment.

Memorise and practice key vocabulary for this

topic. Use the section ‘Mots’ at the end of this

module.

Memorise key phrases in your

written paragraph in

preparation for the written

assessment.

4

Write about your daily routines exercise 6

page 93.

Add more detail to your

descriptions by using

connectives and quantifiers.

5

Memorise numbers up to 100.

Test your knowledge of

numbers on linguascope

6

Page 103 exercise number 5. Find out where

each person is going by looking at the

paragraphs.

Page 103 exercise number 6.

Translate the words and find

them in the text.

Home Learning Tasks

Year 7 Term 6 – French CWB class

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 and due to a number of cover lessons taking place in Term 4,

these tasks may vary depending on each individual teachers’ programmes of study.

Task

Number

Core Tasks Extension Tasks

1

Memorise the key phrases on task 1 of page

50 of Studio 1. These are Present tense

phrases to describe what you do in your spare

time.

Make a word search or a

crossword puzzle to test your

friends’ knowledge.

2

Writing task number 9 on page 51.

Write a small paragraph on technology and

include time expressions.

Example: ’Je surfe sur Internet tous les jours’

(I surfe the net everyday).

Teach someone in your

family some of these phrases

or time expressions (ask this

person to write a note in your

planner)

3

Page 61 Lire 3. Reading activity where the

students need to establish which 4 statements

are correct.

Copy the 4 statements and

translate them into English in

your exercise book.

4

Page 63 exercise 5. Copy and improve the text

by adding connectives (et, mais, aussi),

intensifiers (trop, assez), opinions and reasons

(j’aime le tennis parce que c’est amusant).

You can use the vocabulary sheets on page

66-67 for additional support.

Writing task page 63 number

6. Write a blog on your spare

time activities.

You could present your entry

with a Power Point if you

wish.

You can use the vocabulary

sheets on page 66-67 for

additional support.

5

Page 65 exercise 5. Copy and complete the

grid.

Page 65 exercise 6. Use the

three ways to talk about

activities.

6

Log on linguascope.com and access most of

the activities to revise the topic of leisure

activities, technology and opinions 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.

Include reasons to justify

your opinions on your leisure

activities and what you like to

do in your spare time.

Home Learning Task

Year 7 Term 6 – Geography

The African topic combines a wide range of issues including development and

education, migration and cultural change. We also investigate the Send my Friend

charity

Task

Number

Core Tasks Extension Tasks

1 Revise all the key words from the year for a

final test on their spelling and/or meaning.

The list is as follows:

Equator, Physical, Extreme, Human,

Hemisphere, Local, National, Global,

erosion, deposition, transport, abrasion,

attrition, solution, hydraulic action, long shore

drift, bay, headland,

emergent, canopy, shrub layer, sustainability,

deforestation, adaptability, equator, humid

Also revise the location and spelling of the 5

Oceans and 7 continents:

North America, South America, Europe, Africa,

Asia, Oceania/Australasia and Antarctica.

Atlantic, Indian, Pacific, Southern, Arctic

To be able to locate individual

countries within continents as

well

2 and 3

Complete the worksheet on Kenya (3.10)

(This will be handed to your daughter during

her lesson)

Look into the work of

WaterAid (a school charity

from last year). Look at one

method they use to give

people access to clean water.

a) Describe how this method works

b) Explain why this method is a

sustainable way to improve life

(max 200 words)

Home Learning Task

Year 7 Term 6 – History

The Tudors

This unit of work introduces the Tudor period with work on Richard III, Henry VII, the

Wars of the Roses and Henry VIII. Students go on to study the reign of Elizabeth I in

year 8. They look at key individuals, key events and life in the Tudor period which

follows on chronologically from their work on life in the Middle Ages.

Task

Number

Basic Tasks Core Tasks Extension Tasks

1 Murder Mystery on

Twitter

Create 3 tweets that

shows what you have

learned about the

Princes in the Tower.

e.g. 2 princes dead.

Richard is a suspect.

#whodunnit?

Murder Mystery

In class you will have completed

work on the Princes in the

Tower.

Why is it important to know

what happened to the Princes in

the Tower?

Research task

Conduct some

additional research

about the Princes in

the Tower. Can you

find any information

that may help you to

decide what really

happened to them?

2 Henry v Henry

You work for a London

museum and you have

been asked to create an

exhibition on 1 of the

Tudor kings.

You must choose either

Henry VII or Henry VIII

and create a poster that

describes them as king.

Challenge: add

information to explain

why you have chosen

them.

Henry v Henry

You work for a London museum

and you have been asked to

create an exhibition on 1 of the

Tudor kings.

You must choose either Henry

VII or Henry III and in a

persuasive paragraph, explain

why you have chosen them and

want members of the public to

know about them.

You should use work that you

have completed in lessons, as

well as conducting your own

research.

Why not the other

Henry?

Add a short paragraph

explaining why you

didn’t choose the other

Henry.

3 Summary

Identify key terms we’ve

used in this topic and

write a short dictionary.

Quiz time!

Create 10-15 challenging quiz

questions about the topic.

A Tudor rap

Write a poem, song or

rap that summarises

what you have learned

in this topic

Home Learning Task

Term 5 – 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.

Research how music moves by investigating the emotional and physical impact

of music has on us. Present your work in a creative and imaginative way.

All will describe how music is used to move us physically and/or emotionally.

(Level 3/4)

Most should be creative and imaginative in the choice of presenting

investigations. Explain how and why music can motivate and inspire us. (Level

4/5)

Some could examine the importance of music on us emotionally and physically,

using keywords when formulating own views and opinions. Reference to the

Elements of Music will be used to explain how music evokes certain emotions.

(Level 5/6)

You can choose to complete your ILT using one or more of the following

options. You should choose carefully and think about the piece of work you

are going to most succeed with. Some of the options may take longer than

others:

Interview family and friends about how music has affected and changed

their lives. What events in their lives are represented in certain pieces

of music?

Create a scrap book or montage with your findings.

Produce a leaflet or booklet presenting your investigations

Make a mini-film, power point or computer animation.

Write a song or rap using the information you have found

Write an article for a Music Magazine.

Produce an information poster with pictures.

Plan a lesson to teach your peers about the physical, emotional or

scientific impact of music on us. This could include interactive activities

and games, listening exercises and performance.

Research – gather your information under your chosen heading:

How can music affect our emotions?

o Listen to a variety of music and think about how it makes you feel?

o What is happening in the music that makes you feel the emotions?

o Conduct an interview or survey with your family and friends – plan carefully

listening examples and the questions you ask.

How does music affect us physically?

o Explore various dance forms.

o How does music inspire and motivate us to get involved in sport? How music

was used in the Olympics and Paralympics?

Here’s the science bit!

o How can music and sound literally move things! Conduct a scientific

investigation into how by examining vibration (sound wave), volume

(amplification) and pitch (frequency).

o What effect does music have on our bodies? Heart rate, blood pressure,

brain, hearing.

Use musical terms – melody(tune), rhythm, pitch, tempo, instruments

Websites:

http://www.bbc.co.uk/schools/scienceclips

http://www.sciencemadesimple.co.uk

http://www.bps.org.uk/news/favourite-music-boosts-sport-performance

http://www.bbc.co.uk/news/health-10767128

http://www.musicmovesmountains.org/

http://www.independentthinking.co.uk

http://www.youtube.com/watch?v=66molzUEkWI

http://www.youtube.com/watch?v=g838mmffiZc

You will receive 2 effort grades for your ILT homework and a national

curriculum level- see front page.

The effort grades are as follows:

Ex – Excellent

VG – Very Good

G – Good

S – Satisfactory

P - Poor

Home Learning Task

Year 7 Term 6 – Religious Studies

“Religion and Spirituality”

This topic enables students to explore the concept of ‘spirituality’. What does it mean? What is its’ value to both the individual and communities. Students will also be able to

assess the value of ‘spirituality’ to the individual. This topic will also allow students to visit Salisbury Cathedral and to assess this spiritual ‘space’ both in how it works for the

individual and for the community at worship. They will embark on an ILT (Independent Learning Task) enquiry which will allow students to produce a piece of assessed work in

which they will focus on spirituality and what types of artefacts/symbols aid people in

their spirituality and worship. This 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 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 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

Tasks 1-4

Have I described the key

features of the item?

What is it?

What does it look like?

What is it for?

Have I explained how

these features will help

raise awareness or help

contemplation?

Have I explained why the

features I have chosen

are more effective than

others?

Is there any area for

interaction? What will

people DO there?

Who is this aimed at?

Is it inside or outside?

… and why?

In what way is it

similar/different to

other items in my

church or the

Cathedral?

You will design

an item for

your local

church, the

cathedral or

any other

place of

worship that

will help

people think

about their

spirituality or

the needs of

other people.

Home Learning Task

Year 7 Term 6 - Science

During Terms 5 and 6 Year 7 students will complete previously started modules called Variation, Forces and Indicators and have

a formal assessment. They will study two further modules, as shown in the table below. The Life module includes an ILT. Detailed

information on the ILT will be given to students when they start the activity. Different tutor groups will study these topics in

different orders – so for example in the first weeks of Term 5 students in 7C may be set work from the Life topic but 7N may be

set homework from the Energy topic. 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.

Task Energy Core Extension

Life 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)

2

Energy Efficient Light Bulbs Find out what energy

efficient light bulbs are and why we are told to

use them. How many energy efficient light bulbs do

you have in your house? If the answer is none –

why?

Energy Efficient Light Bulbs In addition to the core

activity – find out the price of energy efficient light

bulb-are they expensive? Are they worth it?

ILT Life Your task is to research the life cycle of an animal and

present your findings in a suitable way. You will be

given a leaflet by your teacher with keywords and suggestions.

Marking criteria will also be provided (LAT)

ILT Life Your task is to research the life cycle of an animal and present your findings in

a suitable way. You will be given a leaflet by your teacher with keywords

and suggestions. Marking criteria will also be provided (LAT)

For those aiming for higher levels a comparison should be made

between the human life cycle and

the animal you have chosen.

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

Home Learning Tasks

Year 7 Term 6 – Spanish

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 and these tasks may vary depending on each

individual teachers’ programmes of study.

Task

Number

Core Tasks Extension Tasks

1

Write 6 opinions and reasons on your home

town in preparation for the writing assessment

during week 3

Add Future tenses to your

paragraph to improve to a

LEVEL 5

2

Prepare for the end of year assessment. The

topics that will need revision will be ‘Personal

descriptions’, ‘My family’ and ‘My town’.

Practice key vocabulary on linguascope and

memorise key phrases in preparation for your

end of year assessment.

Make a list of 15 words in

Spanish (but English will be

allowed for some and will be

counted as well).

3

Write a paragraph in English about what you

should do to improve your score in Listening,

Reading, and Writing exams. Base your

responses based on the feedback received in

class from teacher.

Yellow boxes in books. Re-

copy key vocabulary without

spelling errors.

4

¡Pasaporte fiesta!

Make a brochure about a Spanish festival

Present this to the rest of the

class using a PPT

5

‘El día de los muertos’ project.

Make a skull mask or paper flowers

Write why you have designed

a certain mask or chosen a

flower composition.