A Guide for
Parents & Carers
Independent Learning Projects
& Homework
Autumn 2 - Year 8
“Every truth has four corners: as a teacher I give you
one corner, and it is for you to find the other three.”
Confucius
This guide contains details about the way in which homework is
set for Key Stage Three students.
The purpose of this guide is to help you to support your child’s
home based independent learning. The guide will enable you as
parents/carers to know what work is being set. By knowing details
ahead of time we hope that you will feel better equipped to
support your child in planning their time to enable them to meet
homework expectations.
In Key Stage Three, students are set three types of homework:
1. Weekly homework in Maths, English, Science and Modern
Foreign Languages.
2. Accelerated reading.
3. Independent learning projects one project in each subject set
over a half term.
1. Weekly Homework
Homework in Maths, English, Science and MFL is set according to
the timetable in this booklet. Thirty minutes per week minimum, it
is expected that G&T students will also complete extended
Homework. Students will be set homework on days in timetable
when they are taught that lesson according to their class timetable.
For example all year 8 students have English on a Thursday so will
receive homework then. However when students are in either an X
or a Y class according to their class timetable they would be set
homework on different days. The timetable below shows what day
students will receive their homework. You can look at their
individual timetables and this will show if they are X or Y.
Homework Timetable
Monday
Tuesday
Wednesday
Thursday
Friday
X
SPANISH
FRENCH
SCIENCE
MATHS
MANDARIN
ENGLISH
Y
FRENCH
SCIENCE
MATHS
MANDARIN
ENGLISH
SPANISH
READ/WRITE
2. Accelerated Reading scheme
In year 7/8 there is an Accelerated Reading scheme which will
include reading homework. Students will complete 20-30mins of
reading each evening. Accelerated reading will be organised via
English lessons.
3. Independent Learning projects
In addition to the weekly homework students will also be set
Independent Learning projects. These are set over a 4-6 week
period. Although the project takes place over a sustained period
students are expected to spend an average of 30 minutes minimum
on each project per week. In some cases, extension activities will be
set and therefore further time may be required to ensure that the
Independent Learning Project is of the expected standard.
When projects are set teachers will inform students of the final
deadline and of any intermittent tasks and deadlines and ensure
that students record this into their planner. The Independent
Learning Project section of the planner should be used to record
length and final deadline of the Independent Learning Project and
the weekly dated section of the planner should be used to record
specific details about tasks and intermittent deadlines.
Students will manage their own time, being creative about
implementation and outcomes. There will be guidance from
teachers. Students will assess their own strengths and areas for
development, taking responsibility for learning new skills. Students
will collaborate and communicate with staff, experts and other
students to gain insight or feedback. Students will produce high
quality artefacts.
Parent/Carer support
This homework/Independent Learning Project booklet will be
prepared, each half term, for parents/carers showcasing the
projects set and making homework/ Independent Learning Project
expectations clear. You are now in a position of knowing exactly
what homework your son/daughter has been set and can easily
check their progress by asking to see their ILP’s!
Advice and Guidance
o It is usually a good idea for students to tackle Homework on the
night that it is set.
o It is important that students plan their time in order to meet
intermittent and final deadlines this prevents Independent
Learning Project tasks “building up” and becoming difficult to
manage.
o A high quality of work, presentation and adherence to deadlines
are of the utmost importance.
o Your son / daughter should always write his/her
Homework/Independent Learning Project tasks and deadlines in
his/her planner even when the task is not a written task.
o A Homework/Independent Learning Project club has been set up
to help students. This meets every day after Academy hours and
gives your son / daughter access to computers if she needs to
carry out research or needs to type and print.
o Please support your child’s learning at home by checking and
signing his/her planner weekly.
Independent Learning Projects
Student Guidance
Research Rules: No copying and pasting text from other sources.
This is a crime, called plagiarism, and is EASILY spotted by your
teachers.
Presenting your work: Present your work in a professional way.
Make sure you PROOF read your work. Check for spelling,
grammar and punctuation. Remember names and places begin
with CAPITAL letters.
Be creative: This is your project, use your IMAGINATION DEVELOP
your current SKILLS or learn some new skills to help you complete
your project. Can you employ technical/artistic skills like modelmaking or artwork? What about poetry, song, drama or creative
writing?
ICT skills: Can you use MULTIMEDIA, such as video clips, audio
clips or animations for your project? Think about GOING BEYOND
PowerPoint Presentation – maybe make a website, a blog, an
electronic movie or podcast.
Feedback: Your progress will be checked throughout the length of
your project you will be given FORTNIGHTLY FEEDBACK. Reflect
on feedback A CRITICAL FRIEND can help you to think about things
you hadn’t thought of yourself.
Time Management: You will be given a timeline by your teacher at
the beginning of the project. You will need to plan your time
effectively. You may be asked to hand in parts of the project before
the final due date. You need to ensure you meet deadlines.
Artefacts: Your projects will result in a finished artefact. This may a
podcast, audio clips, a model, a musical composition, a dance
routine or a written piece. Make the most of opportunities to
SHARE the OUTCOMES of your project. Artefacts could be
displayed around the Academy, placed on the Academy website or
presented at Academic Tutoring Day.
INDEPENDENT LEARNING PROJECT BRIEFS for Autumn 2
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Art
Design Technology
Drama
English
Enterprise – Learning to Learn
French
Geography
History
Mandarin
Maths
Music
Religious Education
Science
Spanish
Independent Learning Project
Subject/s
Art
Teacher/s: All
Project Outline: During the second term in art you will be developing your practical work
into a 3D relief sculpture.
This project will give you the opportunity to research and find out about relief sculpture from
different times and places. This will inspire the practical work you do in class.
Length of project::
4 weeks
X
5 weeks
6 weeks
Final due date: Week beginning the 12th of December 2011
Intermittent deadlines: See below
Task
Due Date:
Decorative Title page for project. Fill a full page with the title ‘Relief
sculpture from different times and places.’ Decorate page with relevant
images. This can be word processed or completed by hand.
Week beginning 14th November
Explain the meaning of ‘Low relief’ sculpture and ‘High relief’ sculpture.
Select 2 visual examples of each type making sure that they are from
different times and places. Write down the details of the sculptures
(Sculptors name, material used, Date/Era it was made)
Week beginning 21st November
Select 2 of the sculptures that you have researched and analyse them.
Follow the worksheet on the VLE to help you with the writing.
Week beginning 28th November
Choose one of the relief sculptures that you think is similar to your own
work. Complete a copy (pastiche) of it. This should be A4 in size. You
should carefully copy the shapes, colour and tones that you can see.
Week beginning 05th December
To conclude, explain how your class work has been influenced by your
research (see VLE for worksheet).
Week beginning 12th December
Learning Aims
Learning Outcomes
1) To develop independent research skills.
1) A title page
2) To develop skills in analysing and comparing
your artwork to the work of others using
keywords.
2) Analysed and compared examples of Relief sculpture
work from different times and places.
3) To understand how to present information
appropriately.
3) A pastiche of at least 2 pieces of work from different
times and places.
4) An explanation of how their research will (has)
influence (d) their class work.
Tips for success:
All work must be neat and readable.
Imaginative presentation.
Write in your own words (don’t copy and paste!)
All work must be spell checked and proof read.
When researching in Google, type in relevant words and phrases such as ‘low relief sculpture’ to help you
locate the correct information.
Students should use a variety of materials to create the pastiches.
Resources:
Keyword/ Sentence starters on the
VLE (differentiated)
Sources:
The VLE
Wikipedia (www.wikipedia.com)
Artlex (www.artlex.com)
Library
National Curriculum levels/ descriptors:
I can discuss artwork by different artists. (L4)
I can discuss the similarities between my work and the work of others. (L4)
I can discuss the methods used by different artists. (L5)
I can discuss the ideas , different artworks, from different times and places. (L5)
I can analyse and evaluate artworks that I research and use the ideas to develop my own
work justifying my choice (s). (L6)
Enterprise Skills and Attitudes:
Innovation: You will independently source art work that fits the brief.
Literacy:
Each week features literacy. Work sourced must be annotated, explained and discussed. Key
word sheets and help sheets will be provided on the VLE to help you with this.
Numeracy:
Perspective drawing
Pastiche: Enlargement
Essential content:
All artwork must be titled and dated.
The project needs to contain images. You don’t have to use the internet. There are lots of books in the library
that you can photocopy images from.
Your own copy (pastiche) of the work you research.
Assessment:
Peer
Self x
Teacher x
Independent Learning Project
Subject/s
Teacher/s:
Design & Technology– Year 8
NCU/ TOR/ LSI
Project Outline:
Students will explore the world of comics and cartoons, looking at lettering styles
and characters. You will look at the work of some successful illustrators and comic
titles and write your own story. Finally you will draw your own comic strip or
book.
Length of project::
X
4 weeks
5 weeks
6 weeks
Final due date, week beginning: 05/12/11
Task
Your research task: Visit the following websites:
http://www.timburton.com/
(Visit the gallery!)
http://www.kidswb.com/?frompage=cmp
(Take a look at the different characters)
http://www.beano.com/
(See how the stories are laid out picture by picture)
Write a short review (150 words) of what you have seen on each site. Say
what you like and how you might use it as inspiration for your comic.
(Written review)
Create 5 comic book characters. Draw a picture of each one, say what their
name is- write a minimum of 20 words per character. Tell us a bit about
them (do they have a super power or something that they’re famous for
doing?).
(Drawings and written information)
Write a storyline for your comic book of 400 words. Keep it simple and
make sure that you can break it down into simple stages, ready to draw
your comic strip pictures next week.
(Written short story)
Using your research, characters and story, complete your final comic
strip/book. Use lots of colour and make sure that you finish it to the highest
standard that you can.
We look forward to reading them!
(Finished comic book)
Due Date:
Week beginning:
November 14th 2011
Week beginning:
November 21st 2011
Week beginning:
November 28th 2011
Week beginning:
December 5th 2011
Learning Aims
1) To research 5 different cartoon
and comic styles
2) To use observational skills to
gather information.
3) To select key comic design
characteristics which can be
reflected in the final design
Learning Outcomes
1) Research notes on what has been
observed from looking at different
comic and cartoon styles
2) Improved observation skills
3) To identify effective design
characteristics
4) To produce a final design,
appropriate to the design brief,
including characteristics identified
from research.
Tips for success:
1) Keep a scrap book of ideas (characters, lettering styles, good story ideas)
2) Use a pencil to sketch your ideas so you can alter your designs easily
Resources:
1) Paper
2) Pens
3) Computer/printer
Sources:
Local shop/newsagent
Internet
library
National Curriculum levels/ descriptors:
Level I need to...
L6
Recognise the significance of others’ designing and modify my
approaches accordingly.
Show understanding of form and function of familiar products as I
develop and model ideas
L5
Use understanding of others’ designing as I develop my work
Show some evidence of creativity as I modify my approach in the light of
progress
L4
Generate ideas using information collected
Communicate alternative ideas using words and labelled sketches
Enterprise Skills and Attitudes:
1) Communication
2) Presentation
Literacy:
Identification and use of language and keywords used in existing products and
publications
Numeracy:
Scale and perspective of images and text.
Essential content:
Evidence of research
Original story and character development
Completed comic book/ comic strip
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Drama – Year 8
FFE/ RHE/ KPA
Project Outline:
Sweeney Todd: ‘At last my arm is complete...’ is the title for this Drama project.
You will complete a series of workshops and lessons based around the story of
Sweeney Todd the Demon barber of Fleet street. You will need to complete the
project work below to support your practical work.
Length of project::
X 4 weeks
5 weeks
6 weeks
Final due date: week commencing 28/11/11
Intermittent deadlines: Each week students will be required to bring one task to
their lesson for checking – deadline is dependent on day of drama lesson
Task
Using Google Image you need to create a montage of
images from different versions of the play and film about
the story of Sweeny Todd.
Using tin foil and cardboard make a prop cut throat razor
and bring it in.
Extension: Create a costume design for Sweeney Todd
Create the article for a front page of a newspaper dated
1846. A number of wealthy men have gone missing who
live around the Fleet Street Area. What are the police
doing to investigate the disappearances?
Describe which of the following techniques you used
them and to what effect. You should give practical
examples. 1. Still Image 2. Spontaneous Improvisation
3. Prepared Improvisation 4. Melodrama 5. Teacher in
Role
Complete self assessment worksheet.
Due Date:
w/c 07/11/11
w/c 14/11/11
w/c 21/11/11
w/c 28/11/11
Learning Aims
Learning Outcomes
4) To develop literacy skills
through Drama
5) To explore a story through
drama
5) To know the meanings of simile and
metaphor and how to use them
6) To use imagination and
creativity
7) To develop self reflective
skills
7) To have used creativity and imagination
in written work.
8) Drama self reflection written.
6) Know the story of Sweeney Todd
Tips for success:
3) Be imaginative and creative – you are unlikely to be wrong!
Resources:
4) Paper
5) Pens
6) Materials for making razor
7) Self Assessment Sheet
Sources:
http://www.sweeneytoddmovie.com/
National Curriculum levels/ descriptors:
Level 4:
Pupils can:
•
Discuss the themes or issues in the drama with help
•
Evaluate their own and other pupils’ work
•
Use some correct basic theatre terminology
Level 5:
Pupils can:
•
Discuss the themes or issues in the drama
•
Reflect on and evaluate their own and other pupils’ work, suggest
thoughtful and relevant improvements
•
Use drama/theatre terminology when discussing or writing about drama
Level 6:
Pupils can:
•
Use correct terminology to describe their own work and that of others
•
Begin to analyse how actors, technicians and directors have achieved
specific effects or communicated ideas, emotions and feelings
•
Use sign and symbol meaningfully.
•
Use symbolism where appropriate.
•
Create and represent clearly defined characters adding depth
•
Offer considered constructive criticism to modify their own or others work
Enterprise Skills and Attitudes:
1) Communication
2) Presentation
3) Innovation
Literacy:
Create the article for a front page of a newspaper dated 1846. A number of
wealthy men have gone missing who live around the Fleet Street Area. What are
the police doing to investigate the disappearances?
Numeracy:
Measurements required in making razor.
Designing a montage and cutting and pasting to size.
Essential content:
Image Montage
Make a Razor/Costume design
Article
Self Assessment Sheet
Assessment:
Peer
y
Self
y
Teacher
y
Independent Learning Project
Subject/s
Teacher/s:
English Y8 Autumn 2
Project Outline:
War Poetry Anthology
Your task is to produce a complete poetry anthology by half term which
includes all of the following:
 A title page
 A contents page
 A selection of your favourite poems (at least three)
 At least one commentary which explains one of your choices (Why
you chose it? What you like about it? Why you think it is good? Why
you think it is a successful poem?)
 At least two of your own poems about conflict (each one using a
different technique)
 A glossary (and examples) of poetic techniques
 A selection of illustrations.
Length of project::
4 weeks
x
5 weeks
6 weeks
Final due date: Week ending Friday 9th December
Intermittent deadlines:
Task
Selection of three favourite war poems and research into
the life of a WW1 poet of your choice
Commentary on these poems
Write two of your own poems about conflict or war
Title page, contents & glossary
Learning Aims
Due Date:
14/11/2011
21/11/2011
28/11/2011
05/12/2011
Learning Outcomes
1) Can I
understand why
writers use
particular words,
phrases and
literary
techniques?
1) Students should be able to identify literary techniques
such as similes, metaphors and onomatopoeia and begin
to analyse why the writer has used them,
2) Can I write
poems about
conflict that use
literary
techniques and
interest the
reader?
2) Students will be able to show that they can write
different types of poems and that they can use literary
techniques such as similes themselves
3) Can I spell
simple and some
complex words
correctly?
3) Correct spelling of simple and complex words.
Tips for success: Make sure you meet the various deadlines and don’t leave all
the work until the last week!
Do some extra reading to discover more about the lives of the war poets and
their work.
Resources:
Sources:
Libraries,
http://www.oucs.ox.ac.uk/ww1lit/
anthologies,
http://www.poetryarchive.org/poetryarchive/searchBoth.do
dictionary,
thesaurus,
colouring pens
and pencils, A4
plain paper,
(glue)
National Curriculum levels/ descriptors:
Reading AF5 – explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level
L4- I am beginning to understand that writers choose certain words to create an
effect.
L5 - I understand that writers use specific words and vary their sentences to
create certain effects.
L6 - I understand that writers use words, sentences and other literary
techniques (E.G metaphor) to create a range of effects.
L7 - I show a sensitive and sophisticated understanding of how the writer uses a
range of literary features
Writing AF1 – write imaginative, interesting and thoughtful texts
L4 – To be able to write interesting texts.
L5 – To maintain the reader’s attention most of the time.
L6 – To engage and keep the reader’s attention.
L7 – My work shows flair and originality.
Writing AF3 – organise and present whole texts effectively, sequencing and
structuring information, ideas and events
L4 – My work is organised and clear.
L5- My work is structured for effect.
L6- My work is structured clearly and confidently.
L7 – My work is shaped and controlled.
Enterprise Skills and Attitudes:
Communication: writing poems using language effectively.
Presentation: reporting back to the class on the life of a particular poet.
Literacy: Written commentary, writing own poems.
Numeracy:
Essential content: Commentary, Own poems, title and glossary
Assessment:
Peer
X
Self
xX
Teacher
xX
Independent Learning Project
Subject/s
Teacher/s:
Enterprise – Learning to Learn
BICT
Project Outline:
Teamwork
Using your e-portfolio you will plan and design an online news article on Teamwork. This will include
research on how teams work well, identifying a successful team that have benefited from using skills such as:
working collaboratively, contributing, adapting, showing commitment. You will then create a guide on the
do’s and don’ts for teamwork.
Your article will focus on the importance of teamwork. This will combine research, creativity and literacy to
discover how to improve your own team working skills.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date:9th December 2011
Intermittent deadlines: Weekly deadlines
Task
Research: - Where has working as a team impacted/led to the success of a project or
event?
Due Date:
18/12/11
This will involve research on an area of interest to you. (For example a local football
team that has improved through collaborative team work in a football game or league;
teamwork during major disasters e.g. the New Zealand earthquake where members of
the public helped, as a team, to overcome the disaster and recover from the terrible
incident).
From this research you will create a collage of successful teams that you could use for
your article. Upload your collage as a link on a web page in your e-portfolio.
Useful links and websites and articles that will help you are:
http://news.bbc.co.uk/sport1/hi/cycling/15066004.stm
http://management.about.com/cs/people/a/NoIteam100801.htm
http://www.northantset.co.uk/news/campaigns/charitycampaigns/charity_campaigns_teamwork_helps_footballers_raise_money_1_2686248
http://www.cwmission.org/features/japan-quake-teamwork-heals-damage-at-aricentre
Create: - Use your collage to identify an article that you can write your online news story
about. Create an online newspaper article using your e-portfolio that includes the
following:
 A description of the team/event you have identified
 The key elements identified in the teamwork spiral with an explanation of how
they have been used by the team, for example: working collaboratively, being an
25/11/11
active participant, contributing, adapting, commitment.
Identify how working as a team has had an impact and led to success/successes
in your chosen example.
Create: - Create an online newspaper article using your e-portfolio that includes the
following:
 Ensure the article looks like a newspaper article online – spend time editing your
article and include pictures and use the features of your e-portfolio (which you
have learned about in school and at home). Add links to your article of the story
you have used from the internet.
Create a guide of do’s and don’ts for great teamwork. This can be created in word or
PowerPoint. Include this as a link on your e-portfolio article.

2/12/11
9/12/11
Useful links and websites and articles that will help you are:
http://www.slideshare.net/shabbarsuterwala/ten-commandmentsforcollaborativeteam-work
http://www.slideshare.net/readysetpresent/team-building-powerpoint-ppt-contentmodern-sample
Learning Aims
Learning Outcomes
1) To understand how to work effectively as a
team.
1) To create an online newspaper article using your
e-portfolio on Teamwork.
2) To be able to identify how working as a team
can impact on success.
2) To have effectively researched the qualities needed to
be an effective team worker.
3) To identify the do’s and don’ts of successful
teamwork.
3) To create a guide of do’s and don’ts of effective
teamwork.
Tips for success:
Research will enable you to find articles that you are interested in.
Be creative with the use of your e-portfolio
Use the teamwork enterprise spiral to help you
Research the layout of an online newspaper article
Resources:
Sources:
Internet, e-portfolio log on (www.myopeus.com)
Above websites
National Curriculum levels/ descriptors:
Enterprise skills: Teamwork
Level 1 - I can identify a role for myself within the team.
Level 2 - I am an active participant - I share ideas that contribute to the team and listen to other’s ideas.
Level 3 - I am able to fulfil my role within the task and show evidence of my input.
Level 4 - I can identify the most appropriate role for me based on the dynamics of the team.
Level 5 - I can overcome any differences with team members and show commitment to the team.
Level 6 - I am able to identify my contribution to completing the task and my value to the team.
Enterprise Skills and Attitudes:
Communication, Teamwork, Innovation, Presentation, Problem Solving
Literacy:
Writing web pages
Use of enterprise terminology
Numeracy: N/A
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
French
VRU / ZHE / EHS / RGO
Project Outline:
Create a visually attractive and well-presented French textbook covering Autumn
half-term 2 vocabulary and sentences. It should include one A5 page per week
minimum with key-vocabulary, key-phrases and sentences for the week which all
need to be as accurately spelt as possible. Each topic should include at least one
short reading text/conversation in French (level 3-4) or one different activity to
reinforce vocabulary acquisition (one different activity for each week, such as
cross-words, word searches, gap-fills...).
Length of project::
x
4 weeks
5 weeks
6 weeks
Final due date: week between 03/10/11 and 07/10/11
Intermittent deadlines:
Task title: LA NOURRITURE
Week 1 food and drinks: likes and dislikes.
Week 2 expressing what you have for each meal.
Week 3 what you need to prepare a party
Week 4 shopping for food
Learning Aims
1) to reinforce vocabulary learning
and spelling
Due Date:
7-11/11/11
14-18/11/11
21-25/11/11
28-02/12/11
Learning Outcomes
1) selecting and listing key-vocabulary, keyverbs and key-sentences which students
will re-use in their writing.
2) to review literacy terminology
2) creating exercises which re-uses key-
3) to reflect on learning by creating
exercises
4) to improve writing skills
verbs and key-sentences.
-writing a short reading text/conversation
for each topic reusing connectives and
opinions.
Tips for success:
- take regular notes during lessons
- complete the booklet on a weekly basis
- use exercise book, vocabulary lists on the VLE and online dictionaries to check
spellings
- show my work to my teacher on a weekly basis and ask for feedback
- extend my vocabulary by researching words related to the weekly topic
- be creative in writing short texts/conversations on the relevant topics, but do
not use online translators for bulk translation.
Resources:
Sources:
- dictionaries
- online dictionaries
- vocabulary lists on the VLE
- exercise book
- textbook
- websites such as
-Exercise books
-textbooks
www.linguascope.com
www.hellomylo.com
www.jimmyp.me.uk
National Curriculum levels/ descriptors:
2c-2a levels: be able to write short phrases and sentences accurately.
2a-3a levels: be able to write short passages (2-3 sentences) accurately.
3a-4a levels: be able to write short passage (3-4 sentences) accurately including
connectives and opinions.
Enterprise Skills and Attitudes:
- presentation
Literacy:
- spellings
- terminology
- conjugating verbs accurately
Numeracy:
- revision of numbers/creation of mathematical quizzes in TL
Essential content:
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Geography Year 8
Teacher/s: Mr Lee
Project Outline:
Students will learn and produce a resource to show what it means to be developed. Students will create a
development plan for a region of Africa that is suffering from poverty at the moment. The plan will be the
product of their learning in lessons where they will cover quality of life, sustainable development,
inequalities and poverty. The final products of the project will be a collage of images taken from magazines
and newspapers to show what development is and a set of posters for each of the above sections in bold.
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: Week beginning 12th December 2011
Intermittent deadlines:
Task
Due Date:
1. Write a definition of what development is in the middle of an A3 page
and around it create an A3 collage of images taken from magazines
and newspapers to show what you think it means for a country to be
well developed.
W/B 7th November
2. Create a poster to show the features of a city that has a high quality
of life (e.g. Geneva, London, New York, Tokyo, Paris, Oslo
W/B 14th November
3. Create a poster to show the features of a city that has a low quality of
life) (e.g. Mumbai, Calcutta, Dar es Salaam, Addis Ababa)
W/B 21st November
4. Research a definition for what sustainable development means and list
everything that is sustainable in your city with a high quality of life
W/B 28th November
5. Make a list of everything that makes people’s quality of life low in your
city from task 3 and write a sentence to say how it could be improved
and made more sustainable like the city from task 2.
W/B 5th December
6. Final Deadline:
W/B 12th December
Use the research and work you have completed up
to this point to create a bird’s eye view map of your city (from task 2
and 5) to show how you would improve it.
Learning Aims
1) To know what development is and what
a developed country looks like.
2) To know what quality of life is and what
features of a developed city are
sustainable.
3) To be able to suggest improvements to a
city to raise the quality of life for its
residents.
Tips for success:
Task 1: Your collage could look like
this:
Learning Outcomes
1) A collage of images collected from newspapers
and magazines showing the features of a
developed country.
2) 2 posters showing low quality of life and high
quality of life in 2 different cities and a list of
sustainable features in the city with a high quality
of life.
3) A bird’s eye view map of the city from task 2 and 5
with annotations to show improvements that
have been made to raise quality of life.
Task 2: Your poster could look like this:
New York
Task 3: Your poster could look like this:
Task 4: Use the internet and sites such as:
Mumbai
www.sd-commission.org.uk
Mumbai
www.bbc.co.uk/northernireland/schools/11
_16/ks3geography
Use these sites to create a definition for
sustainable development and make a list of
all the sustainable things that a sustainable
city would have.
Task 5: List what makes quality of life
low in your city from your poster in
task 3 and write a sentence for each of
these things to suggest how it could be
improved.
Resources:
See above tips for success
Task 6: Use this website to search for a map of your
city with a low quality of life:
http://www.google.co.uk/imghp?hl=en&tab=ii&biw=12
80&bih=823
Use this map to create a sketch map of your city and
add drawings and annotations to show how you could
improve the quality of life for the people who live
there.
Sources:
See above tips for success
National Curriculum levels/ descriptors:
L4- Write and understand the meanings of the key terms of development, quality
of life, sustainable development and poverty. Create a collage to show you know
what high levels of development are.
L5- Create 2 posters to show that you have understood what quality of life means
and what poor and good quality of life look like in 2 different cities.
L6- Recommend and design solutions to improve the quality of life in your city
with a low quality of life currently.
Enterprise Skills and Attitudes:
Designing poverty and low quality of life out of a city. Leadership/Problem
solving
Creating visual resources to represent complex geographical ideas. Presentation
Using the internet to research various ideas and use maps from the internet to
create your own sketch map of a city with low quality of life. Presentation and
communication
Literacy:
Research on the internet will require students to understand what they are
reading and make judgements on its validity.
Students will be writing various justifications and plans throughout the project.
Numeracy:
There is a focus on accurate drawing of diagrams and students may wish to use a
graph to represent parts of their research into each city.
Essential content:
An A3 collage
2 posters showing low and high quality of life
Definition of sustainable development
Recommended solutions to the problems of low quality of life
A bird’s eye view map
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s: All History staff
History Year 8
Project Outline:
The Leadership of the Civil Rights movement. Create a presentation profiling some of the main
leaders of the civil rights movement in the USA and reach a conclusion on who was the most
important.
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: W/B December 2011
Intermittent deadlines:
Task
Week one
 Who was W.E.B. DuBois?
 What did he do?
 Why is he important?
Week one Extension
What kind of a leader was he? What are the strengths and weaknesses of his
style of leadership?

Week Two
Who was Martin Luther King?
 What did he do?
 Why is he important?
Week two Extension
What kind of a leader was he? What are the strengths and weaknesses of his
style of leadership?
Week three
 Who was Malcolm X?
 What did he do?
 Why is he important?
Due Date:
w/b
07/11/2011
w/b
14/11/2011
w/b
21/11/2011
Week three extension
What kind of a leader was he? What are the strengths and weaknesses of his
style of leadership?
Week Four
Choose another leader: Booker T Washington; Toussaint L’Ouverture; Marcus
Garvey; Huey Newton and the Black Panthers
 Who were they?
 What did they do?
 Why are they important?
w/b
28/11/2011
Week four Extension
What kind of a leader was he? What are the strengths and weaknesses of his
style of leadership?
Week Five
Conclusion: Who was the most important leader of the Civil Rights movement
and why?
Week five Extension
Which leadership style was the most effective?
Learning Aims
w/b
5/12/2011
Learning Outcomes
All will be able to
describe a range of
Civil Rights Leaders
All will produce a series of biographies in a PowerPoint format
Most will be able to
explain the most
historically
significant
Most will include a conclusion that justifies their decision on the most significant
Civil Rights leader using the GREAT criteria
Some will be able to
analyse leadership
styles of the
individuals
Some will also have a slide that compares the leaders and their styles of
leadership.
Tips for success:
Think about what makes someone significant: Use the GREAT criteria
No copying and pasting text from other sources. This is a crime, called plagiarism, and is EASILY spotted by
your teachers.
Present your work neatly – check for spelling, grammar and punctuation. Remember names and places
begin with CAPITAL letters!
Be creative – can you use multimedia, such as video clips, audio clips or animations? Can you employ
technical/artistic skills like model-making or artwork? What about poetry, song, drama or creative
writing?
What ICT skills will you use? Think about going beyond the PowerPoint Presentation – maybe make a
website, a blog, an electronic movie or podcast.
Above all – get into it and enjoy it.
Resources:
Books:
Please visit the LRC or library as this is a
very broad topic any student History book
or encyclopaedia about the Civil Rights
movement is useful
Sources:
Websites:

Spartacus Educational
http://www.pbs.org/wnet/jimcrow/stories_people.html
http://www.americaslibrary.gov/aa/activists.php
http://www.naacphistory.org/
http://www.biography.com/blackhistory/people/legal.jsp
National Curriculum levels/descriptors:
Significance
L3: List reasons for the significance of an event, person or feature of the past
L4: Describe some of the reasons for an event, person or feature of the past being significant
L5: Explain the reasons for the significance of an event, person or feature of the past
L6: Explain what you need to look for to tell if something is significant
L7: Use criteria to argue the reason a feature, event or person in the past is significant
Enterprise Skills and Attitudes:
Leadership
Literacy:
Reading
Students will have to use a variety of sources; (newspapers, internet etc) to combine and summarize their
information.
(1) extract and interpret information, events, main points and ideas from texts
(3) select and compare information from different texts
Identify linking themes and concepts
Writing
Present ideas and information logically and persuasively, using different methods
(1) write clearly, legibly and coherently, including an appropriate level of detail
(7) develop logical arguments, citing evidence
(8) use persuasive techniques and rhetorical devices
(10) present material clearly, using appropriate layout, illustrations and organization
Speaking and Listening
Students to present their findings in a ‘seminar’, inviting questions and evaluation from the audience
(1) present information and points of view clearly and appropriately in different contexts, adapting talk for
a range of purposes and audiences, including formal
(3) engage an audience, using a range of techniques to explore, enrich and explain their ideas
(4) listen and respond constructively to others, taking different views into account and modifying their own
views in light of what others say
Numeracy:
 Understanding timelines
 Chronology - Use of number


Use of shapes, space and measures
Handling data
Essential content:
See individual weeks. Each has essential content plus extension tasks
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Mandarin
EHS
Project Outline:
Year 8 Routine with Transport and Time
Length of project::
4 weeks
×
5 weeks
6 weeks
Final due date: 9th Dec 2011
Intermittent deadlines: weekly check during the last lesson of the week
Task
Complete the section for phrases of different routines of
a day and organise them into appropriate sections (i.e.
routine for mornings/afternoons/evenings). (L2)
Complete the section for sentences of daily routines
WITH TRANPORT VOCABULARY and incorporate time
phrases (e.g. “at what time/morning or afternoon?) in to
the sentences appropriately. (L3)
Re-organise and edit the sentences completed
previously in order to gather paragraph(s) for “routine
with transport and time” as a mini-diary entry. (L4)
Learning Aims
1) To revise and research the
phrases of daily routine learnt
and unlearnt.
Due Date:
18. 11. 11
25. 11. 11
09. 12. 11
Learning Outcomes
1) To be able to obtain and present as
many phrases as possible for “daily
routine” topic, in preparation for sentence
level work for the 2nd stage of the project.
2) To gather “routine” phrases and
“time” phrases learnt into
sentences, following a specific word
order with added vocabulary for
“transport”.
2) To be able to follow the correct word
order to specify the time within a sentence
where daily routine is expressed to the
readers in the form of sentences.
3) To apply the sentences
previously generated into a
paragraph.
3) To be able to apply the sentences
generated from “step 2” of the project and
present a factual “diary entry” for a day,
explaining what to do at certain time.
Tips for success:
 Apply well the key phrase pattern to form accurate time phrase word order
for each sentence.
 Apply prior knowledge of Subject + Time phrase+ Verb sentence in the Task
2 and 3 and demonstrate L3 and 4 writing.
 Research for additional “routine vocabulary” and “time phrases” which do
not exist in the textbooks in order to demonstrate independent researching
and learning skills.
 Neat and artistic presentation and design.
Resources:
Sources:
Textbooks/exercise books/key notes Google Translation/ Dictionaries/ Mylo
handout
Chinese website/ GoChinese learning
website/ BBC Chinese website
National Curriculum levels/ descriptors:
Level 4c-4a
Level 3c-3a
Level 2
Enterprise Skills and Attitudes:
“Communication”—students will have to incorporate the content of their work
from this ILP to form role-play speaking practices and assessment speaking script
(corresponding to the Enterprise planning)
Literacy:
 Word and sentence level works which links to MFL AT3 Reading and AT4
Writing.
 Simple sentence construction (SVO)
 Understanding of a unique grammar point of the “time phrase” word order
and apply.
Numeracy:
N/A
Essential content:
1. Accurate presentation of the content for “daily routine” phrases (L2
phrases)
2. Accurate usage of simple “time phrase (i.e. simple time such as “6 o’clock”)
into the simple sentence structure expressing “daily routine”.(L3 sentences)
3. Incorporate “transport” vocabulary into the sentences during “step 2” of
the project.
4. As extension for higher ability students, ensure to include advanced types of
“time phrases” (such as “6 o’clock in the morning”) in the”routine”
sentences and present them applying previously-learnt and/or researched
“routine” phrases. (L4)
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Maths – Year 8
All Year 8 teachers
Project Outline:
Look at the different shapes involved in a music video, the properties of these
shapes and then come up with their own music video with the theme of shapes.
Length of project::
X
4 weeks
5 weeks
6 weeks
Start date: 31/11/11
Final due date: 25/11/11
Intermittent deadlines: 2 weeks
Task
Watch a music video and list the different shapes you
can see.
Arrange the shapes into 2D/3D and prism/non prism
Draw these and label these shapes, can you also do it on
isometric paper?
Work out the reflectional and rotational symmetry of
these shapes.
Work out the vertices/edges/faces of the 3D shapes.
Can you make your own video with the theme of shapes,
Maths content needed!!
Learning Aims
1) To be able to list shapes
2) To be able to quantify and draw
shapes by their different properties
Due Date:
4/11/11
4/11/11
11/11/11
11/11/11
11/11/11
25/11/11
Learning Outcomes
1) Students list shapes in accordance with
certain criteria
2) Students can confidently draw using
isometric paper and understand the key
3) Understand symmetry and
rotational symmetry
properties of each shape
Tips for success:
Use mymaths for curriculum support
Check your work with parents, peers and teachers
Resources:
Webcam/mobile video recorder
Sources:
Internet
VLE
National Curriculum levels/ descriptors:
Shape Space and Measure – Levels 3-5:
Categorising into 2D/3D shapes and prisms/non-prisms (Levels 3 – 4)
Finding reflectional and rotational symmetry (Levels 4 – 5)
Enterprise Skills and Attitudes:
Presentation, Innovation
Literacy:
Using keywords to describe shapes seen in music video
Numeracy:
Counting the lines of symmetry
Essential content:
Evidence of drawings of 2D/3D shapes. Listed reflectional and rotational
symmetry of the shapes. Video clip with shapes in it, including Maths content.
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Music
Teacher/s:
Year 8 Film Music
Mrs Pavlyk/Mr Perry
Project Outline: Over the course of this half term’s project you will have the
opportunity to develop understanding of the importance of Music used in Film.
This will consist of research about Oscar winning film Composers and the use of a
story board to aid composition activities in lesson time.
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: Week beginning 12th December
Intermittent deadlines:
Task
 Research two famous film composers John
Williams and Hans Zimmer.
 Create a flow chart for each composer to present
your findings.
 Create a Power Point about John Williams
presenting your most interesting findings. Think
about life, influences, films, awards, what is he up
to now?
 Add to your PowerPoint research about the famous
film composer Hans Zimmer. Again think about life,
influences, films, awards, what is he up to now?
 Evaluate how the two composers differ from each
other and what musical techniques are used in
their film music give some specific examples.
 Describe how you could use some of these
techniques in your compositions in lesson.
 Describe how these composers use Enterprise to
become so successful.
Due Date:
Week beginning 7th
November
Week beginning 14th
November
Week beginning 21st
November
Week beginning 28th
November
 Create a story board of a film entitled ‘A day as a
musical instrument in London’ must consist of 12
sections to your film.
 Continue with your story board describing each of
your 12 scenes
 Describing the music used. Think about Tempo,
Dynamics, scale, instruments.
Learning Aims
1) To develop understanding of how
Enterprise skills can help composers
become successful.
2) To develop understanding of the life
and influences of Hans Zimmer and John
Williams.
3) To develop understanding how
instrumentation, speed and volume in
music affects the overall mood of a film.
Week beginning 5th
December
Week beginning 12th
December
Learning Outcomes
1)To identify how film composers is
Enterprise skills to become successful
2) Creating a PowerPoint about the
life and influences of two famous film
composers.
3) Create a story board consisting of
12 scenes describing the music
involved using correct musical
terminology.
Tips for success:
 An excellent piece of homework showing a detailed understanding of the
topic and in-depth research using a variety of different sources that is
presented in an interesting way.
 Use of Musical terminology e.g. Tempo, dynamics, instrumentation, minor,
major etc...
Resources:
Sources:
 Internet
 VLE
 Paper/pencil/pen/rubber/colours
 Library
 http://en.wikipedia.org
 www.hanszimmer.com
 www.starpulse.com/music
 www.johnwilliams.org
National Curriculum levels/ descriptors:
Concept 1.5: a) Exploring how thoughts, feelings, ideas and emotions can be
expressed through music.
Process 2.2: a) Analyse, review, evaluate and compare pieces of music
Level 4: You identify and explore the relationship between sounds and how music
reflects different intentions. You compare and evaluate different kinds of music
using an appropriate musical vocabulary.
Level 5: You identify and explore musical devices and how music reflects time,
place and culture. They analyse and compare musical features.
Level 6: You identify and explore the different processes and contexts of selected
musical styles, genres and traditions. You analyse, compare and evaluate how
music reflects the contexts in which it is created.
Level 7: You discriminate between and explore musical conventions in, and
influences on, selected styles, genres and traditions. You make critical judgements
about, the use of musical conventions and other characteristics
Enterprise Skills and Attitudes:
Enterprise Skills: Problem solving
Attitudes:
Literacy: Creating PowerPoint and presenting findings in own words. Annotation
on story board and use of musical keywords.
Numeracy: Use of 12 scenes to construct story board and use of numbers when
describing tempo.
Essential content:
 Pictures
 Musical terminology
Assessment:
Peer
X
Self
Teacher
x
Independent Learning Project
Subject/s
Teacher/s:
Religion and Philosophy
PGR/ZAB/GAL/CBX
Project Outline:
Students to produce a series of newspaper articles describing the different
festivals that they have either studied or have had firsthand experience of. They
must report on at least 4 festivals over the course of the six week project.
Level 3/4 = Produce the report on the 4 festivals
Level 4/5 = Give a detailed account of the festivals
Level 5/6 = As above and include articles as if it was a proper newspaper
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: W/B 13/12/11
Intermittent deadlines:
Task
Decide which festivals are to be the focus for the
newspaper article
Students need to show their work to their teachers to
determine how much progress has been made.
Project to be handed in.
Due Date:
W/B 7/11/11
W/B 4/12/11
W/B 13/12/11
Learning Aims
Learning Outcomes
1)To work independently
1)To produce a piece of work independently
2) To research four festivals and 2) To produce informative articles describing
write an informative report for a religious festivals.
newspaper or magazine.
Tips for success:
 Remember to use the Learning Resources centre in the school during
homework club.
 Ask teachers if you are struggling with a particular part of the project
 Meet all the deadlines set
Resources:
1. Students own research
from the internet, library
and media resources.
2. List of possible ideas to
include in each paragraph
of their report.
3. Textbooks and students
own exercise books.
Sources:
http://www.bbc.co.uk/learningzone/clips/
National Curriculum levels/ descriptors:
Level
L6
Students can explain how some principle beliefs, teachings and selected
features of religious life and practice are shared by different religions.
They can explain how these make a difference to the lives of individuals
and communities, showing how individuals and communities use
different ways to express their religion.
L5
Students can describe the key beliefs and teachings of the religions
studies. They can make links within and between religions. They show
understanding of what belonging to a religion involves. They can use
appropriate terminology to give meanings for some religious symbols,
stories and language.
L4
Students can describe some religious beliefs and teachings and their
importance. They can identify some features of rituals, ceremonies,
festivals or celebrations. They can make links between these rituals,
ceremonies, festivals or celebrations and the ways in which some
religions use them.
L3
Students can retell a religious story. They can identify some religious
beliefs, teachings and practises and see links between two religions.
Enterprise Skills and Attitudes:
Innovation and independent working.
Literacy:
Students should be able to:
Composition
1. Write clearly, legibly and coherently, including an appropriate level of detail
2. Write imaginatively, creatively and thoughtfully, producing texts that interest
and engage the reader; generate and harness new ideas and develop them
in writing.
3. Adapt style and language as appropriate to form, purpose and audience,
maintaining a consistent point of view in fiction and non-fiction writing.
4. Use imaginative vocabulary and vary linguistic and structural techniques to
achieve particular effects and guide the reader
Technical accuracy:
1. Use the conventions of standard English effectively
2. Use grammar accurately in a variety of sentence types, including
3. subject-verb agreement and tenses
4. Signal sentence structure by the effective use of the full range of
punctuation marks (. ? ! , “ : ;) to clarify meaning
5. Spell correctly, increasing their knowledge of regular patterns of spelling,
word families, roots of words and derivations, including prefixes, suffixes,
inflections.
Numeracy:
N/A
Essential content:
Name the religion and the festival; when it is celebrated; why it is celebrated;
how it is celebrated and its importance to religious believers.
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Science Yr 8
All Science
Project Outline:
Discover the importance of at least three chemical reactions in society.
Length of project::
X
4 weeks
5 weeks
6 weeks
Final due date: 28/11/11
Intermittent deadlines:
Task
Produce an A3 poster on how one of the
following chemicals is produced and what it
is used for:
- Ammonia
- Ethanol
- Sulphuric Acid
Produce a two page booklet on rusting
1. Find out what chemicals react when rusting occurs.
2. Describe what conditions rusting occurs fastest.
3. Describe three ways that people can reduce the amount of
rusting that occurs.
Watch this videos:
http://www.bbc.co.uk/learningzone/clips/rust/96.html
http://www.bbc.co.uk/learningzone/clips/rusting-of-iron-processand-prevention/1856.html
ONLY WITH PERMISSION /HELP FROM AN ADULT:
1. Make your own cabbage pH indicator using this
website:
http://chemistry.about.com/od/acidsbase1/a/red-cabbage-phindicator.htm
2. Test the pH of some of the following liquids at home, soap,
shampoo, lemon juice, milk, milk of magnesia (or dissolved
antacid tablets), vinegar, lemonade any other fruits or juices.
3. Take pictures of the results and produce a report showing what
you did.
Due Date:
07/11/11
14/11/11
28/11/11
Learning Aims
Learning Outcomes
1) Be able to describe the importance of certain
chemical in society.
2) Be able to determine how to prevent or minimise
rusting.
3) Be able to describe how to make a pH indicator and
record the results of its use
1) Research the importance of certain chemical
in society.
2) Produce a two page booklet on rusting.
3) Produce a photo book documenting your
testing of the pH of various liquids at home.
Describe your results.
Tips for success:





DO NOT copy and paste.
Use your literacy skills to carefully read the information that you are researching.
Make notes on the information you find.
Use your notes to begin writing your own report.
This task should take you between 4 and 6 hours.
Resources:
Sources:
http://chemistry.about.com/od/acidsbase1/a/red-cabbageph-indicator.htm
www.samlearning.com
www.bbcbitesize.co.uk
Catalyst Science books
CGP KS3 revision guide
National Curriculum levels/ descriptors:
Level 4
Identify when a chemical reaction takes place
Describe a chemical reaction as new materials being formed
Name some metals and their features and uses
Level 5
Describe the reaction of metals with acids and water
Describe how different types of indicators work
Explain how the pH scale can be used to indicate the strength or weakness of acids and alkalis
Identify and describe similarities in chemical reactions
Explain some everyday uses of metals and link it to their reactivity
Identify differences in the reactivity of different metals
Level 6
Explain chemical reactions in terms of new products being made and /or energy changes taking place
Explain a word equation for neutralisation
Represent reactions using word equations
Arrange common metals in order of reactivity
Level 7
Use the reactivity series to predict the outcome of reactions involving metals
Use the idea of conservation of mass during a chemical reaction to make a prediction
Enterprise Skills and Attitudes:
Communication, Presentation
Literacy:
Reading for comprehension, Extended writing
Numeracy:
Using the pH scale, measuring during the experiment
Essential content:
Refer to the National Curriculum levels.
Assessment:
Peer
X
Self
Teacher x
Independent Learning Project
Subject/s
Spanish year 8
Teacher/s: ZHE/CMO
Project Outline:
First part: 1. Create a Diary in Spanish. Students to develop a diary using the
vocabulary learnt in the classroom, they should describe and give opinions as well
as describe future events.
Second part: 2. Create a role play inviting someone to go out and making excuses
not to go.
Length of project:
4 weeks
5 weeks
6 weeks
Final due date: 11/11/11- 2/12/11
Intermittent deadlines:
Task
Chapter 1: A donde vas? Students to write about where
they normally go.
Chapter 2: Vamos a salir. Students to write about where
they are going to go. (using the near future and
sequencing words)
Chapter 3: ¿te gustaría ir a la bolera? Students to create
a role play inviting someone to go out.
Chapter 4: No puedo. Making excuses using querer and
poder.
Learning Aims
Due Date:
11.11. 11
18.11.11
25.11.11
2.12.11
Learning Outcomes
1) To be able to copy and also write short 1) Short phrases where they communicate
phrases correctly from memory. (L2/3)
meaning clearly making virtually no mistakes
when copying phrases and only minor mistakes
when writing phrases from memory.
2) Short paragraphs where they communicate
2) To be able to write short paragraphs of meaning clearly making virtually no mistakes in
spelling, accents or grammar.
2 or 3 sentences, with support. To
express feelings, if appropriate to the
topic. (L3)
3) To be able to write short texts on
familiar topics from memory using
grammatical knowledge to adapt and
substitute words and phrases. To express
opinions, use negatives, connectives and
qualifiers to enhance what he/she writes.
3) Short texts where they communicate clearly
and effectively using a range of verbs,
connectives, qualifiers, opinion phrases and
negatives. They will experiment readily with
language by substituting words and phrases and
they will be often grammatically accurate when
doing so. They will be easily understood and
make only few mistakes in spelling, use of
accents or grammar.
(L4/5)
Tips for success:
Students should apply what they have learnt on a weekly basis in the classroom. All the
vocabulary lists will be posted on the VLE so students have all the materials they need in
there.
Resources:
Sources:
- Vocabulary lists from the VLE.
www.linguascope.com
- Exercise book.
http://www.jimmyp.me.uk/page16.html
- Dictionaries
National Curriculum levels/ descriptors:
LEVEL 2
Copies short phrases correctly and writes single words correctly from memory.
Level 2a: Communicates meaning clearly. Makes virtually no mistakes when copying phrases
and only minor mistakes when writing words from memory.
Level 2b: Communicates meaning clearly most of the time. Makes a few mistakes when
copying phrases and when writing words from memory, but these do not impair
communication.
Level 2c: Communicates meaning clearly some of the time. Makes mistakes when copying
phrases or when writing words from memory, which sometimes impair communication.
LEVEL 3
Writes simple, short phrases from memory. Writes short paragraphs of 2 or 3 sentences, with
support. Expresses feelings, if appropriate to the topic.
Level 3a: Communicates meaning clearly. Makes virtually no mistakes in spelling, accents or
grammar.
Level 3b: Communicates meaning clearly most of the time. Makes a few mistakes in spelling,
accents or grammar, but these do not impair communication.
Level 3c: Communicates meaning clearly some of the time. Makes mistakes in spelling,
accents or grammar, which sometimes impair communication.
LEVEL 4
Writes short texts from memory. Uses grammatical knowledge to adapt and substitute words
and phrases. Expresses opinions, uses negatives, connectives and qualifiers to enhance what
he/she writes.
Level 4a: Communicates clearly and effectively. Uses a range of verbs, connectives, qualifiers,
opinion phrases and negatives. Experiments readily with language by substituting words and
phrases and is often grammatically accurate when doing so. Makes few mistakes in spelling,
use of accents or grammar.
Level 4b: Communicates clearly most of the time. Uses different verbs and connectives,
qualifiers, opinion phrases and negatives. Sometimes experiments with language by
substituting words and phrases but makes some mistakes. Makes errors in spelling, use of
accents or grammar, which sometimes impairs communication.
Level 4c: Communicates clearly some of the time. Uses a limited range of verbs and
occasionally includes a connective, a qualifier, an opinion phrase or a negative. Is not
generally experimental with language, but makes mistakes if he/she does try to substitute
words or phrases. Makes errors in spelling, use of accents or grammar, which often impairs
communication.
LEVEL 5
Write short texts on familiar topics from memory using tenses and time expressions. Can
write about the present and also the past or the near future. Can be easily understood with
little or no difficulty. Uses grammatical knowledge to substitute words and phrases.
Expresses opinions, as well as using time expressions, connectives, qualifiers and negatives.
Level 5c: Communicates clearly most of the time. Uses and forms the present and the past or
near future tenses of a limited range of verbs, but makes some mistakes. Makes limited use
of time expressions, connectives, qualifiers, opinion phrases and negatives in his/her writing.
Makes some errors in spelling, use of accents or grammar, which sometimes impairs
communication.
Enterprise Skills and Attitudes:
Presentation
Literacy:
Reading
(2) Infer and deduce meanings.
(3) understand how meaning is created through the combination of words, images and
sounds in multi-modal texts
Writing
(4) Spell correctly, increasing their knowledge of regular patterns of spelling, word families,
roots of words and derivations, including prefixes, suffixes, inflections.
Speaking and Listening,
(2) Use a range of ways to structure and organise speech, varying vocabulary, sentences
structure and grammar to suit audience and purpose.
(6) make different kinds of relevant contributions in groups, responding appropriately to
others, proposing ideas and asking questions
Numeracy:
Competence in mathematical procedures
(4) Reading and understanding texts with mathematical content: ages
Appreciation of mathematics
(4) Appreciating mathematics as an interesting and enjoyable activity in itself: Data
survey around class.
Essential content:
¿Adónde vas?
Voy …
al centro comercial
al cine
al estadio
al parque
al salón recreativo
a la bolera
a la discoteca
a la playa
Where are you going
(to)?
I’m going …
to the shopping
centre
to the cinema
to the stadium
to the park
to the amusement
arcade
to the bowling alley
to the disco
to the beach
¿Qué vas a hacer?
What are you going to
do?
Voy a …
bailar
I’m going …
to dance/go dancing
ir de compras
jugar al fútbol
jugar al futbolín
jugar a los bolos
tomar el sol
ver un partido de
fútbol
ver una película
to go shopping
to play football
to play table football
to go bowling
to sunbathe
to see a football
match
to see a film
Mi semana
My week
el lunes
el martes
el miércoles
el jueves
el viernes
el sábado
el domingo
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
¿Qué vas a hacer hoy?
What are you going to
do today?
this morning
this evening
tonight
first
then
afterwards
later
finally
esta mañana
esta tarde
esta noche
primero
luego
después
más tarde
por último
Este fin de semana
(No) Voy a …
Vamos a …
escuchar música
ir al balneario
ir al casino
ir a la peluquería
salir
ver la televisión
This weekend
I’m (not) going …
We’re going …
to listen to music
to go to the spa
to go to the casino
to go to the
hairdresser’s
to go out
to watch television
¿Te gustaría salir?
Would you like to go
out?
¿Te gustaría …?
ir al parque
ir a la bolera
Would you like …?
to go to the park
to go to the bowling
alley
to go shopping
ir de compras
¿A qué hora?
a la una
At what time?
at one o’clock
a las tres
a las cinco y cuarto
a las seis y media
a las siete menos
cuarto
a las ocho
a las nueve
at three o’clock
at quarter past five
at half past six
at quarter to seven
¿Dónde quedamos?
delante de la
discoteca
detrás del centro
comercial
en el parque
en la bolera
en la calle
en tu casa
Where shall we meet?
in front of the disco
De acuerdo.
Vale.
Muy bien.
No tengo ganas.
¡Ni hablar!
¡Ni en sueños!
Bueno …
Pues …
OK.
OK.
Fine.
I don’t feel like it.
No way!
In your dreams!
Well …
Well …
A ver …
Hasta luego.
Adiós.
Hasta pronto.
Let’s see …
See you later.
Goodbye.
See you soon.
¿Quieres salir?
Do you want to go out?
¿Quieres …?
chatear por internet
ir a la discoteca
ir de compras
jugar a los bolos
jugar al fútbol
salir
ver un partido de
fútbol
ver una película
Do you want …?
to chat online
to go to the disco
to go shopping
to go bowling
to play football
to go out
to watch a football
match
to watch a film
Lo siento, no puedo.
No puedo salir.
¿Por qué?
Porque …
no quiero
no tengo dinero
I’m sorry, I can’t.
I can’t go out.
Why?
Because …
I don’t want to
I don’t have any
money
I don’t have any
time
I have to …
do my homework
no tengo tiempo
Tengo que …
hacer mis deberes
at eight o’clock
at nine o’clock
behind the shopping
centre
in the park
in the bowling alley
in the street
at your house
lavarme el pelo
ordenar mi
dormitorio
pasear al perro
wash my hair
tidy my room
walk the dog
Los problemas …
Problems …
Tengo un problema.
¿Qué voy a hacer?
Mis padres dicen
que …
¡No es justo!
Soy demasiado joven.
¿Qué le puedo decir a
mi madre?
I have a problem.
What am I going to do?
My parents say …
… y las soluciones
Estoy de acuerdo con
tu padre.
Eres demasiado joven
para ir a la
discoteca.
Tienes que …
pensar en tu
hermano
presentar el amigo a
tu madre
salir más
… and solutions
I agree with your father.
Palabras muy útiles
Very useful words
primero
después
luego
a (al)
delante de
detrás de
para
¿dónde?
mi, tu, su (mis, tus, sus)
first
afterwards
then
to (to the)
in front of
behind
for, (in order) to
where?
my, your, his/her
Assessment:
It’s not fair!
I’m too young.
What can I say to my
mother?
You’re too young to go
to the disco.
You must …
think of your brother
introduce your friend
to your mother
go out more
Peer
x
Self
Teacher
If you have any issues/concerns regarding the
Independent learning projects please make contact
with the class teacher.
Ms C. Coates
Assistant Principal: Attendance, Transition &
Technologies
coatesc@harrissouthnorwood.org.uk
Printed November 2011