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Year 7 Homework
N.B: Some subject areas have suggested films which pupils may enjoy as part of their studies. We would always advise
parents/carers to familiarise themselves with the content of any films to ensure they feel all aspects are appropriate for their child.
Physical challenges
Try some 30 day fitness challenges
found on the internet. A game the
whole family can play.
And in preparation for planning your
circuit
http://www.sport-fitness-
advisor.com/circuit-training-
exercises.html
Teach Someone at Home…
Stretches for triceps, deltoid, gastrocnemius, groin, hamstring, and quadriceps.
Positions on a netball court and where they are allowed to go
How to do a headstand
How to score in badminton
Quick Youtube watches: Powerade does it work- https://www.youtube.com/watch?v=k4e85ZnVjmU It’s amazing what’s possible https://www.youtube.com/watch?v=bTusEVzneTo 20 min workout for kids https://www.youtube.com/watch?v=qzx-d1Z2bLY https://www.youtube.com/watch?v=WmGjxU3Ggko https://www.youtube.com/watch?v=L_A_HjHZxfI
Teaching sites for when you are taking the lesson http://stretchcoach.com/articles/warm-up/
Lesson plans ideas http://www.kingsdalefoundationschool.org.uk/resources/Year-7-
Football-Scheme-of-Work.pdf
http://johnfisherschool.org/sites/default/files/uploads/users/12/PE%20S
%20of%20W%20KS3%20Badminton%20Yrs%207%208%20&%209.
https://stsampsonshigh.files.wordpress.com/2013/09/year-8-netball-
scheme-of-work.pdf
10 sports documentaries
http://www.theguardian.com/cultur
e/2015/nov/12/readers-suggest-the-
10-best-sports-documentaries
Music Homework KS3 – Spring Term
Throughout KS3 (Y7/8) we study different topics each half term.
Therefore musical skills are being developed through performing,
composing, listening and understanding music.
Below are the topics being studied this term in KS3.
Year 7 – Notation and Graphic Scores.
Year 8 – Band Music and Reggae Music.
Year 7 - Notation homework Year 7 - Graphic Scores
homework
Research a famous classical
and modern pianist and
describe their similarities and
differences in music.
Research how the piano has
developed over time?
Design your own piano – how is
yours different to the
traditional piano.
Listening examples:
https://www.youtube.com/watch?v=
Q8x4gs0SXY0
https://www.youtube.com/watch?v=E
AHSJQeXliY
https://www.youtube.com/watch?v=_
mVW8tgGY_w
Research the composer
Benjamin Britten – why is
he famous, how does he link
to this topic.
Images of graphic scores:
https://www.google.co.uk/search?
q=graphic+score+music&tbm=isch&
tbo=u&source=univ&sa=X&ved=0ah
UKEwjl-e-
prrjKAhVB6SYKHYlpCA8QsAQIH
g&biw=996&bih=597
Listening examples:
https://www.youtube.com/watch?
v=bBawmitub64
Year 8 - Band Music Year 8 - Reggae Music
Research venues that are ideal
for bands to perform and
promote themselves in the
music industry.
You are going to interview a
band member who has
performed in a variety of
Research what is meant by
Rastafarianism and create
an information
booklet/leaflet to teach
others about this culture.
Listening examples:
venues. Think of 10 questions
you would like to ask them?
Listening examples:
https://www.youtube.com/watch?v=q
ObzgUfCl28
https://www.youtube.com/watch?v=b
pOSxM0rNPM
https://www.youtube.com/watch?v=9
VoRAZdc85I
https://www.youtube.com/watch?v
=vdB-8eLEW8g
https://www.youtube.com/watch?v
=LanCLS_hIo4
KS3 bitesize
http://www.bbc.co.uk/education/subjects/zmsvr82
Learn how to ‘read’ the work of artists
in context.
Select and understand the use of
different techniques and materials
Learn to record ideas using visual and
written forms
Learn to present your own work
responding to the artists studied.
DEVELOP Emerging A growing ability to recognise and recall ideas from the work different artists
Secure An ability to understand ideas influenced by the work of different artists
Confident A generally consistent ability to apply ideas influenced by the work of different artists
REFINE Emerging A growing ability to select appropriate materials, processes, tools, techniques.
Secure An ability to understand the properties of appropriate materials, processes, tools, techniques.
Confident A generally consistent ability to apply appropriate materials, processes, tools, techniques
RECORD Emerging A growing ability to recall visual language through recording ideas and observations
Secure An ability to demonstrate understand visual language recording ideas and observations
Confident A generally consistent ability to apply visual language through recording ideas and observations
PRESENT Emerging A growing ability to present a personal and informed response to the artists.
Secure An ability to present a personal and informed response to the artists.
Confident A generally consistent ability to present a personal and informed response to the artists.
Week 1. Find the name of any artist and print
off 2 pictures of his/her work.
Week 3. Make a drawing of your favourite
Saint. Include objects which help to tell us
what they did.
Week 5. Make a drawing whilst listening to
your favourite piece of music.
ge related Progress bands
Closest NC Equivalent
6e 3a/4c
6s 4c
6c 4b 7e 4b/4a
7s 5c/5b
7c 5a/6c
8e 6c/6b
8s 6b/6a
8c 7c/7b
9e/Mastery 7a+
Glue Here
Think Like an Artist!
Year 7 Project 1
GEOCACHING
What is Geocaching? How does it work?
Explain it to a parent/guardian and seek permission.
Get started! (You may need use of a smartphone for this!)
Teach Someone at Home…
How is electricity made?
What different development indicators are there?
How are meanders formed?
Where is Kibera? What’s it like?
Why is looking at money a bad way of comparing countries development?
How can humans cause floods?
Can we stop floods? If yes how?
Check the www.bbc.co.uk/news which of today’s stories can you link to Geography?
40 maps to make you think!
http://twistedsifter.com/2013/08/maps-that-will-help-you-make-sense-of-the-world/
Quick Youtube watches:
Ueli Steck - www.youtube.com/watch?v=UxEtJoK0-jA
Do you like heights? www.youtube.com/watch?v=uNXh9gXDd2Y
Mountains on 2 wheels www.youtube.com/watch?v=xQ_IQS3VKjA
10 Deadliest! www.youtube.com/watch?v=Y7wcgTUGF
Great Geography Reads:
Touching the Void by Joe Simpson
Into Thin Air by Jon Krakauer
View From The Summit by Sir Edmund Hillary
Between a Rock and a Hard Place by Aron Ralston
Geography in the Movies! 1. The Day After Tomorrow (12) 2. Vertical Limit (12) 3. 2012 (12) 4. The Impossible (12) 5. Supervolcano (12) 6. Twister (PG) 7. Dante’s Peak (12)
Level 3 Level 4 Level 5 Level 6 Level 7
Define the term extinction
List the 4 main causes of extinction.
Explain how we can reduce extinction, linking to human behaviour.
Relate environment conditions to the 4 causes of extinction.
Identify 2 extinct plant and animal species.
Describe the causes of extinction for 2 plant and animal species.
Link conditions of the environment to why 2 plant and animal species are now extinct.
Explain how an animal going extinct can effect the ecosystem and food web.
Name a species involved in a conservation programme.
Describe a conservation programme.
List the advantages and disadvantages of a conservation programme.
Evaluate the effectiveness of a conservation programme.
Explain how cloning can be used to decrease extinction.
Scenario Many of the species that were once present on Earth are now extinct. Currently, there are 10104 vulnerable species, 5766 endangered species; 3947 critically endangered species and 63 species extinct in the wild. These include both plants and animals. Your task To research the causes of endangerment and extinction; and the ways in which biologists are trying to prevent species from becoming extinct. This needs to be in the format of a display/leaflet in a zoo. Key words Biodiversity Extinct Environment Habitat Competition Evolution Predator Literacy Target Improve the quality of your writing by;
Checking the spelling of key words
Using a variety of connectives
Using more scientific terminology
Reading sentences out loud to ensure they make sense
Checking the tense of your writing, are you writing about the past, present or future?
Being careful with grammar – use full stops, commas and capital letters correctly CHECK THE YEAR 7 ILP BOARD FOR HELPFUL HINTS AND TIPS
Y7 and Y8 Continuous Homework Tasks
Tasks for when you are studying a novel or play in class
1. Write your own thoughts on the opening chapters/scenes of the novel/play.
2. Create a fact sheet about the author/playwright.
3. Find out more about the time the novel/play was set.
4. Imagine you are one of the characters, create a Facebook style profile page
which explains your likes and dislikes.
5. Analyse the title of the novel/play- what does it reveal about plot, characters
and setting?
6. Write a diary entry for one of the characters at a particular point in the
novel/play.
7. Write an email to a friend which persuades them to read the novel/play.
Include reasons why they will enjoy it and remember to use persuasive
techniques!
8. Create a mind map for a character of your choice. Include important
quotations, important events and include images to help you remember them.
9. Create a ‘top quotations’ page. Pick 10 top quotes and explain the
significance of them.
10. Pick a key theme from the novel/play and use as inspiration for your own
creative writing (story, description, poem etc).
11. Create a timeline of key events in the novel/play.
12. Write a review of the novel/play once you have finished it.
13. Make a quiz to test your peers’ understanding of the novel/play.
14. Design a new front cover for the novel/play and label it to explain the design
choices you’ve made.
15. Turn the story into a comic strip.
Tasks to prepare you for your GCSEs
Below is an extract from a novel-read it and then answer the questions that
follow:
This extract is from a novel written in the 21st century but set in the Second World
War. It is about a rather unusual friendship which develops between two boys. Bruno
is the son of a German soldier who has been sent to work in a concentration camp1
in Poland. He meets a Jewish boy called Shmuel who has been sent to the camp
with his family. They make friends by talking through the fence which divides them.
‘All I know is this,’ began Shmuel. ‘Before we came here I lived with my mother and
father and my brother Josef in a small flat above the store where Papa makes his
watches. Every morning we ate our breakfast together at seven o’clock and while we
went to school, Papa mended the watches that people brought to him and made new
ones too. I had a beautiful watch that he gave me but I don’t have it any more. It had
a golden face and I wound it up every night before I went to sleep and it always told
the right time.’
‘What happened to it?’ asked Bruno.
‘They took it from me,’ said Shmuel.
‘Who?’
‘The soldiers, of course,’ said Shmuel as if this was the most obvious thing in the
world.
‘And then one day things started to change,’ he continued. ‘I came home from school
and my mother was making armbands for us from a special cloth and drawing a star
on each one2. Like this.’ Using his finger he drew a design in the dusty ground
beneath him.
‘And every time we left the house, she told us we had to wear one of these
armbands.’
‘My father wears one too,’ said Bruno. ‘On his uniform. It’s very nice. It’s bright red
with a black-and-white design on it3.’ Using his finger he drew another design in the
dusty ground on his side of the fence.
‘Yes, but they’re different, aren’t they?’ said Shmuel.
‘No one’s ever given me an armband,’ said Bruno.
‘But I never asked to wear one,’ said Shmuel.
‘All the same,’ said Bruno, ‘I think I’d quite like one. I don’t know which one I prefer
though, your one or Father’s.’
Shmuel shook his head and continued with his story. He didn’t often think about
these things anymore because remembering his old life above the watch shop made
him very sad.
‘We wore the armbands for a few months,’ he said. ‘And then things changed again.
I came home one day and Mama said we couldn’t live in our house anymore -‘
‘That happened to me too!’ said Bruno, delighted that he wasn’t the only boy who’d
been
30
forced to move. ‘The Fury came for dinner, you see, and the next thing I knew we
moved here. And I hate it here,’ he added in a loud voice. ‘Did he come to your
house and do the same thing?’
‘No, but when we were told we couldn’t live in our house we had to move to a
different part of Cracow4 where the soldiers built a big wall and my mother and
father and my brother and I all had to live in one room.’
‘All of you?’ asked Bruno. ‘In one room?’
‘And not just us,’ said Shmuel. ‘There was another family there and the mother and
father were always fighting with each other and one of the sons was bigger than me
and he hit me even when I did nothing wrong.’
‘You can’t have all lived in one room,’ said Bruno, shaking his head. ‘That doesn’t
make any sense.’
‘All of us,’ said Shmuel, nodding his head. ‘Eleven in total.’
Bruno opened his mouth to contradict again – he didn’t really believe that eleven
people could live in the same room together – but changed his mind.
‘We lived there for some months,’ continued Shmuel, ‘All of us in that one room.
There was one small window in it but I didn’t like to look out of it because then I
would see the wall and I hated the wall because our real home was on the other side
of it. Then one day the soldiers all came with huge trucks,’ continued Shmuel, ‘And
everyone was told to leave the houses. Lots of people didn’t want to and they hid
wherever they could find a place but in the end I think they caught everyone. And the
trucks took us to a train and the train…’ He hesitated and bit his lip. Bruno thought
he was going to start crying and couldn’t understand why.
‘The train was horrible,’ said Shmuel, ‘There were too many of us in the carriages5
for one thing. And there was no air to breathe. And it smelled awful.’
‘That’s because you all crowded onto one train,’ said Bruno, remembering the two
trains he had seen at the station when he had left Berlin. ‘When we came here there
was another one on the other side of the platform but no one seemed to see it. That
was the one that we got. You should have got on it too.’
‘I don’t think we would have been allowed,’ said Shmuel, shaking his head. ‘We
weren’t able to get out of our carriage.’
‘The doors are at the end,’ explained Bruno.
‘There weren’t any doors,’ said Shmuel.
‘Of course there were doors,’ said Bruno with a sigh. ‘They’re at the end,’ he
repeated. ‘Just past the buffet section.’
‘There weren’t any doors,’ insisted Shmuel. ‘If there had been, we would all have got
off.’
Questions
1. Read again the first paragraph of the source, lines 1-7. List four things from this part of the text about Shmuel’s life before the soldiers came.
2. How does the writer use language in each example to show Shmuel’s feelings? a) Lines 1 to 3: “Before we came here I lived with my mother and father and my brother Josef in a small flat above the store where Papa makes his watches.” b) Line 5: “I had a beautiful watch that he gave me but I don’t have it any more.” c) Line 9: ‘They took it from me,’ said Shmuel. d) Line 11: ‘The soldiers, of course,’ said Shmuel as if this was the most obvious thing in the world.
Section B- Writing Questions Either: Describe a time in your life when you felt scared, lonely or uncertain about something. Or: Write a description suggested by the picture below:
Tasks to complete whilst studying poetry
Below are some poems. Read them, research them and then annotate them to show your understanding of the ideas and the language use. Before You Were Mine I'm ten years away from the corner you laugh on with your pals, Maggie McGeeney and Jean Duff. The three of you bend from the waist, holding each other, or your knees, and shriek at the pavement. Your polka-dot dress blows round your legs. Marilyn. I'm not here yet. The thought of me doesn't occur in the ballroom with the thousand eyes, the fizzy, movie tomorrows the right walk home could bring. I knew you would dance like that. Before you were mine, your Ma stands at the close with a hiding for the late one. You reckon it's worth it.
The decade ahead of my loud, possessive yell was the best one, eh? I remember my hands in those high-heeled red shoes, relics, and now your ghost clatters toward me over George Square till I see you, clear as scent, under the tree, with its lights, and whose small bites on your neck, sweetheart? Cha cha cha! You'd teach me the steps on the way home from Mass, stamping stars from the wrong pavement. Even then I wanted the bold girl winking in Portobello, somewhere in Scotland, before I was born. That glamorous love lasts where you sparkle and waltz and laugh before you were mine.
CAROL ANN DUFFY
The Mower
The mower stalled, twice; kneeling, I found
A hedgehog jammed up against the blades,
Killed. It had been in the long grass.
I had seen it before, and even fed it, once.
Now I had mauled its unobtrusive world
Unmendably. Burial was no help:
Next morning I got up and it did not.
The first day after a death, the new absence
Is always the same; we should be careful
Of each other, we should be kind
While there is still time.
Philip Larkin (1922-1985)
Winter Swans The clouds had given their all - two days of rain and then a break in which we walked, the waterlogged earth gulping for breath at our feet as we skirted the lake, silent and apart, until the swans came and stopped us with a show of tipping in unison. As if rolling weights down their bodies to their heads
they halved themselves in the dark water, icebergs of white feather, paused before returning again like boats righting in rough weather. 'They mate for life' you said as they left, porcelain over the stilling water. I didn't reply but as we moved on through the afternoon light, slow-stepping in the lake's shingle and sand, I noticed our hands, that had, somehow, swum the distance between us and folded, one over the other, like a pair of wings settling after flight.
OWEN SHEERS
Additional tasks for all English skills
Go to the BBC News website- read a news story that might interest you.
Summarise it in your own words.
Go to BBC bitesize and brush up on your Spelling, Punctuation and Grammar
skills. Create yourself a revision booklet.
Download the Dictionary.com App to your phone. Keep a log of the ‘word of
the days’. After you have collected 10-15, try to write a short story which
includes these words.
Using a thesaurus, create yourself a ‘wow word wall’. Add a range of
interesting and ambitious adjectives and adverbs.
Revision tasks:
Interviews
Interview 3 people - One who was baptised as a baby, one who was baptised as an adult & one who has not been baptised. Find out why they were baptised, what happened, do they think everyone should be baptised.
Interview 3 people asking them about their views on life after death. (You need to come up with 5 questions for them to answer).
Check out what the Pope has tweeted recently @Pontifex Make up an interview, pretending his tweets are answers to your questions. Better still tweet him your question!
● ● ●
Quick Videos Rites of passage –
https://www.truetube.co.uk/rites-passage Nature of God -
https://www.truetube.co.uk/nature-god ● ● ●
RE @ the movies… The land before time - Death, Grief, Loss, Healing. The theory of everything – Atheism Patch Adams – Death, humanity, dignity, heaven.
Internet research
Go to http://request.org.uk/ - click on Jesus who was he?
Click on the widgets – a mixture of videos and information sources. Gather as much information from them about who Jesus was
Create a biography of ‘Jesus – A ‘Good man’
Write some revision cards with definitions of
mathematical words. Use the following list of words,
http://www.suffolkmaths.co.uk/pages/Maths_in_the
_World/Literacy/Vocabulary%207-9.pdf
Eg:: http://corbettmaths.com/revision/quizlet/
Problem Solving is what mathematics
is all about! Find thousands of
problems to solve on this amazing
website.
http://nrich.maths.org/frontpage
Challenge yourself – use the links to
the UKMT Junior Maths Challenge
Questions
http://www.ukmt-
resources.org.uk/index-tr.html
1. Complete any weekly homework your teacher has set.
2. Basic Numeracy Skills. Complete a starter activity each day.
http://www.transum.org/Software/SW/Starter_of_the_day/
3. Use the following website to practise topics that have been identified as your targets
from classwork or exams. (Ask your teacher if your unsure) Watch the tutorial videos,
complete the practise and textbook questions.
- http://corbettmaths.com/contents/
4. Additional sites which may be useful for helping you with those topics that you haven’t
mastered yet!
- http://www.hegartymaths.com
- https://www.sites.google.com/site/mathscasts/mathscast-videos
- https://www.khanacademy.org/
Remember, keep a positive growth mindset, you just can’t do it yet!!!
Learn about the History of Maths. Make notes and write a research
project about some aspect from the History of Mathematics.
The Story of Maths (Part 1 – The Language of the Universe)
https://www.youtube.com/watch?v=hbDkSaSnbVM
The Story of Maths (Part 2 – The Genius of the East)
https://www.youtube.com/watch?v=IO19-MTwThI
Year 7 and 8 Homework Term 2
Year 7
Simple
Design a health and safety poster for the workshop
The poster must include images and a range of health and safety rules.
Write down what you have found interesting
Write a short paragraph about a Design and Technology lesson you have found interesng.
Explain the difference between thermoplastics and thermosetting plastics
Find out about different types of plastics (Thermoplastics and Thermosetting plastics).
Produce a fact sheet including the names of plastics, some of their properties and example
products made from them.
Find out what CAD/CAM means
Research the term “CAD/CAM” and write down the definition.
Moderate
A product that makes our lives easier
Find a product that you think helps to make our lives easier or helps us in some way. Write
down how that product makes our lives easier and remember to include an image.
To earn an additional achievement, present this to the rest of the class as a PowerPoint
presentation.
Create an information page explaining the difference between Softwoods, Hardwoods and
Manufactured boards
You can use books and the internet to help you find out some of the differences. Include some
examples and images of different types of wood.
Challenging
Sustainable Society
Create a poster that will help people to understand how we can create a more sustainable and
environmentally friendly society and why it is important. Try and include images of products
and designs that are relevant to communicate your message. Make your poster as creative as
possible!
Make a product for a visually impaired child
Using materials that you have at home (cardboard, paper, bits of plastic, wood) make a
product for a visually impaired child. You must take photos of you making your product and you
need to explain how you have made it.
Year 8
Simple
Summarise what you have learnt
Write down a summary of what you have learnt in one or more of your D&T lessons.
Produce an information page on Ferrous and Non-Ferrous Metals
Research these two types of metal and write down 4 facts about each type. At the end of
your fact sheet explain how you are using one of these materials in your current project.
Moderate
Create an informative leaflet on the environmental impacts of using wood to manufacture
products
Your leaflet must include interesting facts, information and images. Consider the negative
impacts that cutting trees down can have.
Create an instruction leaflet which explains how to harden and toughen steel
Your leaflet needs to be clear enough for someone to follow and should also include health and
safety information.
Create a leaflet on the environmental impacts of using metal
Your leaflet must include interesting facts, images and information about the impact this
material has on the environment.
Challenging
Create a short video clip to show a process or technique
Video yourself demonstrating a process or technique that you have learnt in Design and
Technology. If the video is done to a high standard, it will feature on the school VLE for other
students to revise from.
Create a leaflet on the finishes that could be applied to wood to protect or improve its
appearance
Your leaflet must include interesting facts, images and information about each finish, how it is
applied, what kind of surface it might leave and any relevant health and safety considerations.
Age related Progress bands
Closest NC Equivalent
6s 4c
6c 4b
7e 4b/4a
7s 5c/5b
7c 5a/6c
8e 6c/6b
8s 6b/6a
8c 7c/7b
9e 7b/7a
9s 7a/8c
GLUE HERE Y7 Project 2
Fantastic
Food
October –
March
Progress Objectives
1. To understand the rules of drawing
looking at line, form, shape, perspective,
scale.
2. To understand the basic rules of
painting, tone, mixing, mark making,
texture, shading.
3. To investigate the work of the
selected artists and picking elements from
their work to test in their own outcomes
4. Making key choices with regards to
the formal elements.
Making choice decisions about what
materials they will use and why.
5. To create a composition of food,
looking at scale, proportion and layout of
the work.
4. To understand how paint is used
correctly and the ways you can
maniputate it.
Homework and Independent Learning
1. Collect Sarah Graham Research and
Images
2. Observational drawing of and item of
food at home focusing on tone and
shape
3. Research Wayne Thiebaud
4. Observational drawing of a meal at
home using coloured pencil, this could
be the end of a meal
5. Create a food related composition
using alternative materials, collage,
Your History!
What was on the site of your house
100, 200, or 300 years ago?
When was your house built?
Why does your road have it’s name?
Why does your Village/area have it’s
name? What does it mean?
Where do the different parts of your
family come from?
Who is your most famous
ancestor/relative?
Teach Someone at Home…
How do you show relatives on a family tree?
Who was the Tollund Man?
What was so good about the Roma Army?
What is the difference between myth opinion and fact?
What does Bias mean??
What is Chronology and why is it important?
Check the www.bbc.co.uk/news which of today’s stories can you link to History?
40 maps to make you think!
Quick Youtube watches:
Kids in Roman times - https://www.youtube.com/watch?v=D-VmbxpEFAA
Roman Army https://www.youtube.com/watch?v=Tql_wq0gBiU
Teenage Romans https://www.youtube.com/watch?v=juWYhMoDTN010
Roman Numerals www.youtube.com/watch?v=49oWYxExWKE
Great History Reads:
(Horrible History) Rotten Romans – Terry Deary
Roman Diary – Richard Platt and David Parkins
Song for a Dark Queen – Rosemary Sutcliff
The Eagle of the Ninth – Rosemary Sutcliff
Romans in the Movies! 1. Spartacus (12) 2. The Eagle (12) 3. King Arthur (12)
Y7 Product Design Homework
Making diary
Produce a making diary for your night light. Update to diary every week with
the new work you have completed.
Requirements:
Step-by-step guide of what you have done that week
Dates
Diagrams / pictures
Marking Criteria
Level 4—You have a basic diary saying what you have done each lesson and what tools you
used.
Level 5—Also include details at each stage including ictures / diagrams. Use the correct
names for tools / equipment.
Level 6—Also include comments of whatr went well and what didn’t go well. How did you
overcome the problems?
Level 7—Include any testing that you have done to improve the product.
Y8 Product Design Homework
Making diary
Produce a making diary for your night light. Update to diary every week with
the new work you have completed.
Requirements:
Step-by-step guide of what you have done that week
Dates
Diagrams / pictures
Marking Criteria
Level 4—You have a basic diary saying what you have done each lesson and what tools you
used.
Level 5—Also include details at each stage including ictures / diagrams. Use the correct
names for tools / equipment.
Level 6—Also include comments of whatr went well and what didn’t go well. How did you
overcome the problems?
Level 7—Include any testing that you have done to improve the product.
Product a poster on safety in D6 (mainly about soldering)
Gather pictures of a chosen them to help design your product
Advertising—Produce a guide for a new busi-ness explaining to them the best way to ad-vertise their product.
Produce a ‘Soldering Safety’ guide
Explain the process of LASER cutting using the correct names for each stage / piece of equip-ment
Explain Ohm’s Law using diagrams and examples
Research Resistor Colour Code chart and explain how to work out the value of a resistor—give examples
Produce a advertising poster for your products. Include a logo, slogan, picture, price, etc (what else do you need). Can you use MS publisher / PowerPoint for this?
Simple
Moderate
Challenging
Independent Modern Foreign Languages
HWK: Y7 Time expected: 25-30mins per piece
Default: the specific homework your class
teacher sets you. This could be vocabulary
learning, a written piece, a recorded spoken
piece, grammar exercises or something
more creative
Vocab learning: pick out the most useful words and
phrases from the last thing you did in class. Make a list, find the English and then learn using one or more of the memory
strategies you’ve been taught in class / from the
Memory Man.
Teach someone at home what you’ve learned in class, including how to
pronounce the new words using the phonics
Memory jot: jot down anything and everything that you can remember
from your lest lesson on a piece of paper. Then go to your book and compare with your notes. How much did
you get? What did you need to check again?
Learn and practise conjugating verbs: use memory strategies to learn the verb endings
by heart. Then get creative – write some
sentences applying them
Practise speaking: create a short radio show in French where you are the host and you explain what we’ve been doing in class that week and
why. Record yourself on your mobile phone or tablet
device.
Sign up to a free languages app and practise. Try
‘Memrise’ or ‘Duolingo’ and practise the language you are
learning in school. Note down your scores.
Practise your langauges with the bbc languages online learning facility. Go to
www.bbc.co.uk/languages, choose French and investigate some of the links. You can find everything from news articles
about French speaking countries to the ‘Ma France’ videos that teach language.
Target Grade Homework
Grade
Excellent effort
No effort made
Enough effort made
Little effort made
Good effort made
Each half term you should complete a MINIMUM of;
The Appeteaser
The Taste Sensation
1 Flame-Grilled Chicken
Either: 2 Burger, Pitta or Wrap or 1 Something Special That’s 4 in total , plus your weekly sides.
Remember to complete your
weekly sides on the back!
Key Words Create a colourful glossary ) listing 10 keywords that link to the Big Questions. You must include their meaning. E.g Flood - submerge with water. Due date: Mon 11th Jan
Mind Map - create a colourful mind map that links to the Big Questions. Include key words and lots of pictures. Make it detailed! Due date: Mon 18th Jan
Choose 1 option from below: Diary Entry - write one or more entries for a person/animal that could be affected by the big ques-tions. Bring in what you have written Comic Strip - use readwritethink.org’s comic creator or a storyboard to create a dialogue between two animals that could be affected by the Big Questions. Print this off. Brochure - use readwritethink.org’s printing press to create a brochure about an animal that could be affected by the Big Questions. Add colour and pic-tures. You must print this off. Due date: Mon 3rd Feb
Make a model—explain the answers to the Big Questions by using your creativity and making a model. You must be able to explain each part of the model and how it links to the Big Questions. Due date: 20th Feb
Other side (p.t.o) Due date: Weekly
Choose both options from below or the ’Make a model’ from Something Special. Get an article - find a newspaper article, magazine article or blog that is about, or links to, the Big Questions. Collage - make a collage of pictures that link to the big questions. These can be self drawn on printed images. Be really creative!
Big Questions: 1. Why is the Arctic
melting? 2. What causes
flooding?
No effort made
Each half term you should complete a MINIMUM of;
1 Appeteaser
The Taste Sensation
1 Flame Grilled Chicken
Either
1 Burger, Pitta or Wrap or
1 Something Special
‘The Lion, the Witch and the Wardrobe’
You must: Complete these weekly Fill in the table each time you complete a side Accelerated reader - At least 20 minutes reading 5 times every week. You MUST get your parent/guardian to sign the table to evidence that you have read for 20 minutes. Reading Comprehension Questions - Complete 2 questions each time you read. The questions are on the front of your blue exercise book and you must complete them inside. Remember to write the date and question number each day. Spellings - Practise your personal weekly spellings in your green spelling book. You must do this until you are confident at spelling every word. You will be quizzed on these the following week.
Date Pages read from - to
Book Parent/guardian/staff signature
Date
You must bring this takeaway menu into school everyday, along with your AR book, blue exercise book and bookmark Keep all of the above in your plastic wallet and make sure you pack this everyday.
Research about.... Longer Project
What is an application?First steps with
turtle
https://www.touchdevelop.com/app/#edit:df106
a4d-3d69-4334-1eb5-
af34fe04ad7f:rm1L5E6BNTQetbrr
What is a loop in computer code? Jumping Bird
https://www.touchdevelop.com/app/#edit:476e
6eb5-bd24-4f00-555e-
52d5462f43fa:xkv93KoWuwJSkRpS
What are variables in computer programming? Jetpack Jumper https://www.touchdevelop.com/app/#list:topics:
topic:codingjetpackjumper:overview
How are conditional statements used in coding? Pixel Art
https://www.touchdevelop.com/app/#edit:8d40
18ee-5da7-4002-b310-
1ba836904ffd:Nnd1zm9v40fNZ0kM
What is an accelerometer? How do they work?
Teach someone at home
about... Suggested software...
Programming the turtle to draw a square www.touchdevelop.com
What variables are and when they are used in
coding www.sploder.com
How an accelerometer works
How touch input works on a touch screen device
You might try here for further
interest:
How to create a simple game in Sploder
http://appinventor.mit.edu/explore
/
How to use a loop in a program to make it more efficient Quiz 2
TouchDevelop TutorialsCeate a game of your own choice
that includes touch input. Plan,
create and evaluate a solution to
this problem and present your
evidence.
How can touch input be used in TouchDevelop to enhance
games?
App Creation Homeworks
Quizzes
Quiz 1
