Home Learning Menu

Year 8

Term 2

Home Learning Task

Year 8 Term 2 – Art

Students are studying the Mexican Celebration ‘Day of the Dead’, creating a mask in

class using Paper Mache and Acrylic Paint. The set Home Learning tasks will

demonstrate and support their understanding of the cultural celebration. The homework

tasks below will consolidate and extend the skills you will learn in lessons. You will need

to choose one of the differentiated tasks below, (3 in total over the half term).

Starter

Record the progress of making your

Calavera

Main

Create a quiz/crossword based

on what you have learnt during this

project

Dessert

Design the packaging that

your Calavera would be sold in

3b-4c

Keep a diary of what

you do and why each lesson. How have you

improved your work as go?

8-10 questions - Within

the word search include key facts: when,

where, why?

Make it eye-

catching! Think about the colours

and patterns you would use.

4b-5a

Take a photo / draw

each lesson to document the

making. Evaluate how your work is progressing – what

could you improve on next lesson?

10-15 questions -

Present your word search page with

relevant sketches, images and colours

How much would it

cost? Include information on what

it is and why it is needed for the festival

5a-6a

Write/record instructions for how to make a

successful Calavera, based on your

experience. Include top tips and key words

15+ hard questions! Include a mini-dictionary of Spanish

words you might use to talk about the festival

Make your packaging! How could you display the

mask inside?

Home Learning Task

Year 8 Term 2 – English

Media and Non-Fiction

This term you will be exploring a variety of Media and Non-Fiction texts, from

newspapers to magazines to music videos. You will focus on the different techniques

used in these texts to ensure they attract their target audience and fulfil their purpose.

*CHALLENGE* to complete the task for the set above

Task

Number

Set 3 Set 2 Set 1

1 Make a word search for a peer to complete. You must incorporate the

following words:

1. Persuasion 2. Fiction

3. Article 4. Newspaper 5. Poster

6. Leaflet 7. Magazine

8. Audience

Learn 5 non-fiction key words ready for a test next lesson.

Poster, Leaflet,

Magazine, Audience, Purpose, Article,

Learn 10 key words and their definitions ready to be quizzed

next lesson. Poster, Leaflet,

Magazine, Audience, Purpose, Article,

Media, Non-Fiction, Images, Presentational Devices

2 Design a jingle listing all the different types of non-fiction text.

This should be recorded using a phone/ IPad/

PC. Please come to lesson ready to show the

class.

Design a jingle listing all the different types of non-fiction text.

This should be recorded using a phone/ IPad/

PC. Please come to lesson ready to show the

class.

Design a jingle listing all the different types of non-fiction text.

This should be recorded using a

phone/ IPad/ PC. Please come to lesson ready to show the

class.

3 Design three different,

but engaging headlines for the following

newspaper article. ‘One Direction visit one

lucky girl at St Edmund’s school.’

Write the opening two

paragraph to a school newspaper article

about ‘As school canteen scandal.’

Write a newspaper

article about an event taking place in your

school. You should include: Headings / sub-

headings Facts

Techniques to engage the audience.

4 Find three different music videos which are

classed as a pop genre.

Explain what they all have in common.

Using Prezi, design a presentation about a

music video of your choice. You should

consider: Music genre

Target audience

Using Prezi, design a presentation about a

music video of your choice. You should

consider: Music genre

Target audience

Colours/ effects used Impact on audience

Colours/ effects used Impact on audience

5 Learn three persuasive techniques and their

definitions, ready to quiz your partner

Learn 4 persuasive techniques and their

definitions. Please record these in your

books. Be ready for a quiz next lesson.

Learn 6 persuasive techniques and their

definitions. Please write an example of

these next to the definition. Please record these in your

blue books ready for next lesson.

6 Design a poster incorporating

persuasive techniques covered in the last lesson. The leaflet

should advertise St Edmund’s school to

potential year 5 students considering joining the school.

Target audience: Year 5 Aim: Persuasion

Design a leaflet incorporating

persuasive techniques covered in the last lesson. The leaflet

should advertise St Edmund’s school to

potential year 5 students considering joining the school.

Target audience: Year 5

Aim: Persuasion

Design a leaflet incorporating

persuasive techniques covered in the last lesson. The leaflet

should advertise St Edmund’s school to

potential year 5 students considering joining the school.

Target audience: Year 5

Aim: Persuasion

7 Analyse the front

covers of THREE different magazine of your choice. You should

consider: - Target audience

You should present your ideas by copying

the image onto a piece of A4 paper. Then

annotating and adding comments around the outside.

Analyse TWO front

covers of magazines of your choice. You should consider:

- Target audience - Colours used and

why - Type of font

You should present

your ideas by copying the image onto a piece

of A4 paper. Then annotating and adding comments around the

outside.

Analyse the front cover

of a magazine of your choice. You should consider:

- Target audience - Colours used

and why - Type of font - Any techniques

used to engage the reader.

You should present your ideas by copying the image onto a piece

of A4 paper. Then annotating and adding

comments around the outside.

Home Learning Task

Year 8 Term 2 – French

Media - Médias

In this term all pupils will prepare an Independent Learning Task (ILT) which will be

used to assess key skills like Speaking & Listening. Students study ‘Hobbies’ during

Term 2’ and will develop an ILT using the vocabulary studied in class.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings of key sentences. There may be vocabulary tests at the

beginning of lessons 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

Writing task Page 9 Studio 2 exercise 7. Using the writing frame you need to write in your exercise book about your opinions on TV

Programmes.

Students may add 4 extra opinions or extend their phrases by writing why they

like a TV programme or not.

2-5 With a partner, students are going to produce

a video in which you will act out one of the following scenarios: - One of you is a celebrity and the other

the interviewer. - Two people on a first date after chatting

online (they may have totally different interests) - A scene of your choice that is based

around vocab you have learnt in languages. Obviously all dialogue will have to be in

French!

ALL : ask and answer

questions on the topic of your choice (level2) MOST SHOULD : express

opinions (level 3) and justifications (level 4) from

memory with mostly accurate pronunciation SOME COULD: take part in a

conversation from memory using present and future

tenses as well as giving their opinions using accurate pronunciation. (level 5)

2-5 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:

You must challenge yourself to remember most of your

dialogue from memory and you must include connectives, at least 6

opinions and reasons, as well

1. Produce a PowerPoint presentation with

embedded video clips of your interview / role play

Or 2. Produce a video or a film recording of your interview /role play

If students haven’t go access to a recording

device, they must tell their teacher, so that we can organise provide with the right support at lunch times or after school.

The ILT can be found under MFL in this

Home Learning Booklet

as the future tense for a Level 5.

6

Prepare for the presentation of your ILT and for your reading, listening and writing

assessment by revising all the verbs and adjectives used to justify opinions.

Revise using the activities on Linguascope.com (see

students’ planners for usernames and passwords)

or students could produce a revision mind map.

7 Memorise verbs ‘to have’ and ‘to be’ on page

11 and complete exercise 5 by adding types of films according to your own preferences (Level

3a).

Add connectives and 6

reasons to justify your opinions (Level 4a).

Home Learning Task

Year 8 Term 2 – French: Second language

Ma vie - My Life All pupils will be issued with their own textbooks at the beginning of Term 2. You will

receive a letter to acknowledge receipt and any loss/ damage will have to be paid for.

Pupils are responsible for them and will be expected to use them at home for

homework and bring them back for every French lessons.

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 Studio 1 exercise 7 page 9. Look at the

example and write about 5 famous people’s likes and dislikes.

Produce a Power Point in French

where 5 famous people describe their likes and dislikes. (L3) You could then present it to the

class.

2 Studio1 page 11 exercise 6. Translate

the paragraph into English in your exercise book.

Memorise key vocabulary lists in

the orange boxes on page 10. Look at page 25 for strategies to

help yourself.

3

Page 22 exercises 3 and 4 (written revision on auxiliary verbs)

Page 23 exercise 5 (gender agreement task).

4

Create an Avatar on VOKI.com in which you describe your personality. See voki guide.

Include 6 phrases in which you talk about your likes and dislikes (Level 3)

5

Prepare a written description in French about your favourite celebrity/relative

and present it to the class. ( about 50 words)

Produce a PPT to present your work. Add extra opinions to reach

a Level 3a.

6 Revise and memorise key vocabulary on the new topics and your paragraph about

yourself in preparation for assessments.

Produce wordlists/posters or mind maps to help with your revision.

7

Studio 1 page 17 exercise 7. Write a web

page for your favourite musician. Explain what they do, like and look like (Level

3b)

Add your opinion on the band. This

can be done as a poster or in Publisher.

Home Learning Task

Year 8 Term 2 - Geography

Shop till you drop’

This unit encourages the pupils to see how the high street they shop in is connected to

the rest of the world. We start by getting the girls to see how there are many different

jobs involved in making their clothes and that these jobs are located across the globe.

Also they are encouraged to reflect on who gains most from the profit made on a garment

and on the working conditions for people who manufacture the clothing. Finally we look

at the difference Fairtrade may or may not be able to make.

Task Number

Core Tasks Extension Tasks

1

Learn Key words via a) front cover design for topic or b) design a crossword with clues for

the words

Key words are Global, Industry, social, environmental, Primary sector, Secondary sector, Tertiary sector, Trade.

All learn basic words, extension to learn extra

words Economic, Sweatshop

Also you could create a

crossword that would help another person learn these

words

2 “It’s okay to buy a t-shirt for £1.” Do you

agree? Show you have thought about more than one point of view. (Top tip: Give 2 reasons why someone might agree and 2

reasons why someone might disagree and then come to your conclusion)

Use the words social,

environmental and economic effectively in your answer

3

Collect information about the origin of their own clothing (see attached sheet)

To do the same collection method but for shoes only and not clothes. We can

compare these results in class.

Home Learning Task

Year 8 Term 2 – History

The Tudors

In term 2, students build on their work on the Tudors and study what happened when

Elizabeth I died without an heir. They will focus on the Stuarts and key individuals such

as King Charles I and Oliver Cromwell. They will continue to explore the role of religion

and the causes of the Civil War. They will also learn about the increasing power of

parliament and the decreasing power of the monarchy in England during this period.

Task Number

Basic Tasks Core Tasks Extension Tasks

1

Research On the computer or

using books, find out about Charles I and include the following:

5 facts about him Picture

Who were Charles I and Oliver Cromwell?

Choose one of the above to research; and create a fact file (template below) that covers

the following: Name, Date of Birth,

Place of Birth Background information,

family including children

5 facts about them Picture

Research how your chosen person was

involved in the Civil War. Add to your fact file.

2

Cavalier or Roundhead? Using the work completed in lessons

and additional research if needed, create a

poster to encourage support for your chosen

side. Things to consider:

Eye-catching title

Your audience Pictures

Cavalier or Roundhead? Using the work completed in lessons and additional

research if needed, create a propaganda poster to

encourage support for your chosen side.

Things to consider: Eye-catching title Your audience

Picture(s) showing the types of equipment and

weapons Points to explain your

opinion

Write a short paragraph explaining your opinion and what

the impact on England will be if

people don’t support your view.

3

King Charles: execute or save?

Create an advert to either execute Charles or save him.

King Charles: execute or save? Answer the following question

using work done in lessons: Should King Charles be executed or saved?

Write an additional paragraph answering

the following question: What impact do you

think Charles’

Try to include reasons for your choice.

For example: Save Charles!

He is the King of England!

Explain your answer with reasons.

Sentence starter:

I think that King Charles should be executed/saved because…

execution had on England?

4

Oliver Cromwell Describe Oliver Cromwell

in a short paragraph. Consider:

How would you

describe him? What was his

personality like? What did he do

that was good?

What did he do that was bad?

Oliver Cromwell Write a song or rap that

describes Oliver Cromwell (politely!). Consider:

His personality Things that he did i.e.

order the execution of King Charles

Write a small paragraph to explain

why you have chosen to portray Oliver Cromwell in this way.

Home Learning Task

Term 1 – 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.

Independent

Learning Task Subject: Modern Foreign Languages

Task:

Objectives:

With a partner, you are going to produce a brilliant video in which

you will act out one of the following scenarios (think drama skills!):

- One of you is a celebrity and the other the interviewer.

- Two people on a first date after chatting online (they may

have totally different interests)

- A conversation with a friend talking about your holidays and

where you are going next year.

- A scene of your choice that is based around vocab you have

learnt in languages.

Obviously all dialogue will have to be in either Spanish or French!

ALL : ask and answer questions on the topic of your choice

(level2)

MOST SHOULD : express opinions (level 3) and justifications

(level 4) from memory with mostly accurate pronunciation

SOME COULD : take part in a conversation from memory using

present and future tenses as well as giving their opinions using

accurate pronunciation. (level 5)

Your choice:

Signposts to help along the way:

Supporting material:

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:

1. Produce a PowerPoint presentation with embedded video

clips of your interview / role play

Or

2. Produce a video or a film recording of your interview /role

play

Have I asked questions which allow me to show how much

language I know?

Have been careful with my pronunciation? Ask your teacher

if unsure of certain words

Have I used connectives in my answers?

Have I asked and answered questions in the future tense?

Have I made it interesting by adding props, dressed up…?

Think drama skills.

Have I challenged myself by producing work from memory?

You can use cue cards if you need to. (only a few words as a

prompt!)

If you haven’t go access to a recording device, have you

told your teacher, so that we can organise after school

sessions?

Have you shown your draft before your final recording to

your teacher so you know how to improve?

If you are working in pairs, have you each demonstrated

the objectives?

How will my work be assessed?

French:

Studio 1 and studio 2 textbooks and own exercise books

Spanish:

Listos 1 and Listos 2 textbooks and own exercise books.

Use online resources/ clips from BBC languages/ pronunciation

clips online. But not Google translate or any other translating

sites.

You will be given 2 levels for this I.L.T. The first effort grade

(Satisfactory, Good, Excellent) will be for the piece of work you

produce, the second (speaking level) will be awarded after you

present your finished piece of work to the rest of your class.

The levels are as follows: (same as the ones in your exercise book)

Level 2: I can ask and answer simple questions

Level 3: I can ask and answer at least 2 or 3 questions from

memory. I can say what I like and dislike and how I feel

Level 4: I can take part in short conversations from memory. I

can adapt conversations using phrases I have learnt.

Level 5: I can take part in conversations asking for and giving

information. I can give my opinion. I can talk and ask about

present and future events. I can make myself understood quite

easily.

Self assessment:

Teacher assessment:

I would assess my effort for this I.L.T. as: _____ and Level _______

I think this because:

_____________________________________________________

_____________________________________________________

I would assess your effort for this I.L.T. as : _____ and Level ______

Positives:

_____________________________________________________

_____________________________________________________

Areas which could be improved:

_____________________________________________________

_____________________________________________________

Home Learning Task

Year 8 Term 2 - Music

Winter Composition

In Music, pupils are continuing to develop their musical skills in the classroom by

composing music based on a ‘Winter’ theme. To support this work, the home learning

this term will focus on developing pupils’ listening skills, including the use of the elements

of music.

Task Number

Core Tasks Extension Tasks

1 & 2

Listening analysis. Log on to Prezi using: Log in: jbriggs@st-edmunds.eu password: stedmundsmusic.

Watch the Prezi called Yr 8 Term 2 Winter

Compositions – all instructions are on the Prezi.

You will need access to the internet and sound to be able to complete this task: see

your teacher for help with this. This is an extended project and will count as

two home learning tasks.

Write a paragraph based on how the elements of music are used in a piece of music

with a ‘Winter’ theme of your own choice.

3 You are to write a poem inspired by music at

Winter/Christmas time. Try and include references to music and musical instruments in your poem.

Create a melody for your

poem. Rehearse your melody for a

performance to a friend in your music class.

Ensure that you sing with confidence, only breathe at

the end of phrases and sing with expression.

Home Learning Task

Term 2 – Year 8 – Religious Studies

“Was Jesus the Saviour?”

This topic, designed to focus students on the importance of Jesus as their Saviour,

builds on previous studies in Year 7 around Jesus’ status as ‘Son of God’ for Christians. Through a number of enquiries, students will be led in their learning to address such

questions as “What is salvation and what do I need it for?”, “Why was Jesus sent to earth?” and “What is sin and how, exactly, does Jesus save sinners?” The student’s

knowledge, at the end of the topic, will be assessed through a written piece of work which addresses the lead enquiry, “Was Jesus the Saviour?” 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 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

Look at the seven deadly sins – they are all negative - think of a

positive rule, for each one, that could be used

by people to help them overcome/avoid them?

Devise a snakes and ladders game which shows the Seven Deadly Sins.

How will you reach Heaven?

What will your ‘snakes’ be? Why are they deadly?

Pick four of the seven deadly sins and find 4 different

Christian teachings which either warn

people against them or help them overcome them.

2

Find a story that has a moral. (teaches people

an important lesson) Describe the story.

What is a parable? What does the word

mean? Find an example of a parable in the bible and summarise it.

How do parables work? Why are they

effective ways of getting a story or meaning across?

Task

Number

Basic Tasks Core Tasks Extension Tasks

3 Using one of the stories you looked at in class –

draw a cartoon strip showing the story in

picture form. Keep it simple; what

would be in each picture? What are the

stages in the story? What would I draw?

Using your favourite Jesus story chosen in class,

write a contemporary account of this story, as if

Jesus were performing it today.

Where would it be? What would be the setting?

Who would be the main characters?

How would your favourite Jesus story,

if it happened today, be reported in the

media? Think about either TV, newspaper or internet.

4

Describe, in detail, what happens on either Palm Sunday, Maundy

Thursday or Easter Day.

Include as much detail as you can.

Holy Week, for Christians, begins on Palm Sunday and ends on Easter

Saturday. Choose two days in Holy

Week and evaluate how these days are important and have meaning for

Christians.

Imagine you are a parish priest and are planning an act of

worship around one of the days you have

chosen – what would you do? How would you reflect the

significance of that day? How do you

think your Christian congregation would be affected by your

act of worship?

Home Learning Task

Year 8 Term 1 and 2 – Science

During Terms 1 and 2 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 week students in 8C may be set work

from the Microbes topic but 8N may be set homework from the Hot Stuff topic. Students will be given their program of study when

they arrive at school in September.

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.

At the end of the three modules there will be a substantial test covering ALL 3 MODULES.

Task Microbes Atoms and Elements Hot Stuff

Core Extension Core Extension 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 Research a disease – symptoms,

treatments and

Research a

disease caused by a virus, bacteria and a fungi-

Make a resource e.g. Some snap cards to

help learn the first 20

Complete the core activity then create

a 10 Crazy Facts

Complete a Home

Insulation survey of your house. What is there?

Explain how the

different methods of insulation work

details of the

microbe. (LAT)

detailing

symptoms and treatments.

elements of the

Periodic Table.

About Elements

sheet. (Your choice)

What could there be? using words like

Conduction, Convection and

Radiation.

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 2 – Spanish:

El tiempo libre - Free time

In this term all pupils will prepare an Independent Learning Task (I.L.T.) which will be

used to assess key skills like Speaking & Listening. Students study ‘Hobbies’ during

Term 2’ and will develop an ILT using the vocabulary studied in class.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings of key sentences. There may be vocabulary tests at the

beginning of lessons 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 1 Using the template on Page 30 Viva1

Escuchar 4. Students need to write in their exercise books

6 opinions on their hobbies. Ex. ‘Me gusta escuchar música’= ‘I like to

listen to music’ (Level 3c/3b)

Students may extend their

phrases by writing why they like a sport or not. Ex. ‘Me gusta escuchar

música porque es fantástico’= ‘I like to listen to

music because it is fantastic’ (Level 4a)

2-5 With a partner, students are going to produce

a video in which you will act out one of the following scenarios:

- One of you is a celebrity and the other the interviewer. - Two people on a first date after chatting

online (they may have totally different interests)

- A scene of your choice that is based around vocab you have learnt in languages. Obviously all dialogue will have to be in

Spanish!

ALL : ask and answer

questions on the topic of your choice (level2)

MOST SHOULD : express opinions (level 3) and justifications (level 4) from

memory with mostly accurate pronunciation

SOME COULD: take part in a conversation from memory using present and future

tenses as well as giving their opinions using accurate

pronunciation. (level 5)

2-5

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: 1. Produce a PowerPoint presentation with

embedded video clips of your interview / role play

Or 2. Produce a video or a film recording of your interview /role play

If students don’t have access to a recording

device, they must tell their teacher, so that we can organise the right support at lunch times or after school.

The ILT can be found under MFL in this

home learning booklet.

You must challenge yourself

to remember most of your dialogue from memory and

you must include connectives, at least 6

opinions and reasons, as well as the future tense for a Level 5.

6

Prepare for the presentation of your I.L.T. and for your reading, listening and writing

assessment by revising all the verbs and adjectives used to justify opinions.

Revise using the activities on Linguascope.com (see

students’ planners for usernames and passwords)

or students could produce a revision mind map.

7 Viva1 page 43 Escribir 4 (sentence ordering

activity).

Viva1 page 43 Escribir 5.

Change the details written in the sentences in Escribir Ex.

4. E.g. I play football on Fridays/I play rugby on Fridays

Home Learning Task

Year 8 Term 2 – Spanish: Second Language

My spare time- Mi Tiempo Libre

In Term 2 students will be studying the topic of Hobbies in the Target Language. 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 keywords or new structures (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

Using the template on Page 30 Viva1 Escuchar 4. Students need to write in their exercise

books 6 opinions on their hobbies. Ex. ‘Me gusta escuchar música’= ‘I like to listen to music’

(Level 3c/3b)

Students may extend their phrases by writing why

they like a sport or not. Ex. ‘Me gusta escuchar música porque es

fantástico’= ‘I like to listen to music because it is

fantastic’ (Level 3a)

2 Learn Present tense of ‘hablar’= ‘To speak’ (see the green Gramática box on page 32

Viva1). Students must show proof they have recited the verb to speak. Parents please write

a note on the students’ workbook.

Students can make a song, rap or choreography in

which they recite the verb ‘hablar’ in front of the

class.

3 Viva1 page 43 Translate the paragraph in the

Leer 3 in exercise books

Viva1 page 43 exercise

Leer 3 (True or false Reading activity)

4 Viva1 page 43 Escribir 4 (sentence ordering

activity).

Viva1 page 43 Escribir 5.

Change the details written in the sentences in Escribir

4. Ex. I play football on Friday/I play rugby on Fridays

5

Students to revise all the activities and adjectives learnt by accessing the activities on

Linguascope.com (See pupils planners’ for username and password)

Students can produce a colourful revision mind

map of their choice.

6 Voki.com ICT task

Students must create an Avatar that talks about hobbies. Students can use paragraphs

they have done in class.

Students can record their

own voices on voki.com and create a list of

questions to check understanding in class to

ensure their classmates have understood.

7 Revise and memorise key vocabulary and their

paragraphs on sports in preparation for their assessments.

Students can create a

Word list of the key words and verbs in the topic.

Independent Learning Task

Term 2 – Technology

Choose a designer/company linked to your current project to research and present

information on:

Organic Food: Respect Organics, Yeo Valley, Seeds of Change

Fair Trade Textiles: People Tree, Bibico, Komodo

Recycled Jewellery: Rachel Darbourne, PET:Cell, Yuma Fujimaki, P&S Jewellery (Decro

Forks range)

Task Number

Core Tasks

1 You will be given a piece of A3 card to present your ILT with – this can be used any way you like!

Poster Leaflets

Information cube/box

Hat Hanging mobile

(You do not have to choose any of these suggestions- you are very much encouraged to create your own original idea! )

ALL WILL research the

designer and present information creatively (Levels 4b-5c)

MOST SHOULD include own

opinions on the issues and explain how your designer addresses them (Levels 5b-

6c)

SOME COULD consider the

impact of the designers work on society – how could we help? (Levels 6b+)

Level 4+ thinkers:

Who is the designer

and what are their

products?

What materials and

processes does the

designer use?

Why have I chosen

this designer?

What issue is the

designer addressing?

Have I displayed my

research clearly?

Level 5+ thinkers:

Have I explained why

this issue is

important?

How does the

designer highlight the

issue?

Do I think they are

helping?

Is my work presented

creatively?

Level 6+ thinkers:

How much of an

impact does the

designer have on the

issue?

Have they helped raise

awareness of the

issue?

What else could we do

to help?

Design your own

product that would

help raise awareness

and/or combat the

issue

Starting points:

www.respectorganics.com

www.yeovalley.co.uk

www.seedsofchange.co.uk

www.peopletree.co.uk/about-us/fair-trade-fashion

www.bibico.co.uk/pages/fair-trade-clothing

www.komodo.co.uk/about-us

www.racheldarbourne.co.uk

www.petcelljewellery.com

www.yumafujimaki.com

www.pandsjewellery.co.uk/decro-forks.html

Self assessment:

Teacher assessment:

I would assess my effort for this I.L.T. as: _____ and Level

_______

I think this because:

_____________________________________________________

_____________________________________________________

I would assess your effort for this I.L.T. as : _____ and Level

______

Positives:

____________________________________________________

____________________________________________________

Areas which could be improved:

_____________________________________________________

_____________________________________________________