Year 8 Term 3 Year 8 Term 3 - St Edmund's Girls' Schoolst-edmunds.eu/wp-content/uploads/2015/02/Year-8-Home-Learning-B… · on your School subjects using the template provided Students

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


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)



effect.

Write an informal letter to

a friend or family member

(250 words)



effect.

Write an informal letter

to a friend or family

member (500 words)

Use at least four

different language


3

Write a blog about a

topic, event or item of

your choice (100 words)



effect.

Write a blog about a topic,

event or item of your

choice (250 words)



effect.

Write a blog about a

topic, event or item of

your choice (500

words)

Use at least four

different language


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


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


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 …)



Task

Number


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


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


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


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


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)


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)


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.







Task

Number


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







Task

Number


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.

Documents

Year 8 Term 3 Year 8 Term 3 - St Edmund's Girls' Schoolst-edmunds.eu/wp-content/uploads/2015/02/Year-8-Home-Learning-B… · on your School subjects using the template provided Students