Parent/Carer Guide
Independent
Learning Projects
& Homework
Spring 2 - Year 7
“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 Modern Foreign
Languages 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 7 students
have English on a Monday 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
X
Monday
ENGLISH
Tuesday
READ/WRITE
MATHS
Y
ENGLISH
SCIENCE
READ/WRITE
Wednesday
Thursday
Friday
MODERN FOREIGN
LANGUAGE
SCIENCE
MODERN FOREIGN
LANGUAGE
MATHS
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 model-making 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
Spring 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
Project Outline:
Over the course of the second term, you are going to explore portraits in class. This Independent Learning
Project will support your class-work. You will then learn about a particular artist and the way in which he
paints to show emotion. This project will support and enhance your class learning. It also meets level 4 and
level 5 National Curriculum criteria.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week beginning 26th March
Intermittent deadlines: See below
Task
Due Date:
1 – Research the artist Pablo Picasso.
 You should find five facts about him and write these in full
sentences.
 Present the facts imaginatively and artistically.
Week beginning 5th March
2 – Find three examples of Pablo Picasso’s blue period paintings.
 Look on the internet or in an Art Book.
 Print or photocopy these examples.
 Present these neatly.
 Include the title and date they were produced.
Week beginning 12th
March
3 – Choose one painting and discuss this.
 Describe what you see in the painting.
 Write about the colours and tones used.
 Discuss the mood of the painting.
 Give your own opinion of the work.
Week beginning 19th March
4 – Create your own blue period artwork in the style of Pablo Picasso.
 You should draw and colour your image
 Use appropriate shades of colour
Week beginning 26th March
Learning Aims
1) To be able to collect visuals related to the
theme.
Learning Outcomes
1) By the end of the project you will be familiar with the
Blue Period of Pablo Picasso; you will understand how
colour can affect the mood of an artwork.
2) To develop independent research skills.
3) To develop presentation skills.
2) This project will teach you how to undertake basic
artistic research (sourcing a relevant image).
4) To develop your use of artistic vocabulary
(literacy).
3) This project will teach you how to present work
appropriately. The project should be neat and fully
annotated.
5) To develop your practical art skills.
Tips for success:
Work must not be copied and pasted.
All work must be neat and readable.
All work must be spell checked or proof read.
Work should be presented imaginatively.
Resources:
Keyword/ Sentence starters on the
VLE (differentiated)
Hint sheet of possible artists on the
VLE
Writing frames on the VLE
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 how different artists have made different types of art in different times and
places. (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 artists have shown in their artwork. (L5)
I can show that I recognise the different qualities of artwork from different historical, social
and cultural contexts. (L6)
I can evaluate the work of others and give informed opinions about what I think it is about,
(not just what it looks like). (L6)
Enterprise Skills and Attitudes:
Innovation: You will independently source visual/ other information that fits the brief. You
will use this collected visual/ other information to develop your own artwork.
Literacy:
This project is practical and literacy based. 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: Proportion; measurement; scale.
Essential content:
The initial sourced artwork of Pablo Picasso must be titled and dated.
Demonstrate your practical skills using different materials and techniques.
The project needs to contain images but you don’t have to use just the internet. There are
lots of books in the library that you can photocopy images from. Galleries and bookshops also
often sell postcards of famous artwork.
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Design & Technology– Year 7
Project Outline:
Students will demonstrate their understanding of different methods of cooking, preparation and ingredients.
They will develop research skills by identifying appropriate recipes to suit particular ingredients.
The project is set out like the TV show ‘Ready Steady Cook’ this enables the students to research many
different types of recipes that they would not usually come across.
Length of project:
4 weeks
5 weeks X
6 weeks
Final due date: Week beginning 26/03/12
Task
Due Date:
1) In lesson as a class you will choose three ingredients using the random
ingredient picker, you will write down these ingredients and then research
recipes that include all three. You will then create a page displaying an
image of the dish, the method and the ingredients. It must be put into your
own words. The first dish must be suitable for lunch.
Week beginning:
Monday 20th February
2) In lesson as a class you will choose three ingredients using the random
ingredient picker, you will write down these ingredients and then research
recipes that include all three. You will then create a page displaying an
image of the dish, the method and the ingredients. It must be put into your
own words. The second dish must be suitable for dinner.
Week beginning:
Monday 5th March
3) In lesson as a class you will choose three ingredients using the random
ingredient picker, you will write down these ingredients and then research
recipes that include all three. You will then create a page displaying an
image of the dish, the method and the ingredients. It must be put into your
own words. The first dish must be suitable for dessert.
Week beginning:
Monday 12th March
4) You will create a restaurant menu from the three dishes that you choose.
You will come up with your own restaurant name and menu design.
Week beginning:
Monday 19th March
5) Presentation and assessment session. In class you will present one of
your tasks listed above. You will have a maximum of 1 minute for the
presentation. You must state what you have completed and why. You
must also state how you could improve your project. Assessment of your
work in class. The whole project will have been completed by this stage.
Week beginning:
Monday 26th March
(Assessment of your work by teacher and peers during lesson).
Learning Aims
Learning Outcomes
1) To research and record information
about existing recipes by different chefs.
2) To use research to create ideas suitable
for lunch, dinner and dessert.
3) To use ICT skills to create recipes for your
chosen dishes.
1) Create recipe ideas using research and designing
skills
2) To produce three dishes that are suitable for
lunch, dinner and dessert. This will display your
creativity and research skills
Tips for success:
1) Good research will help you to develop your ideas
2) Use ICT to present your work
3) Research different chefs to find more recipes ideas such as Jamie Oliver and Gordon Ramsey
Resources:
Sources:
1) Paper
2) Use of ICT
3) Recipes available from home
Local shop/newsagent
Internet
Library
Takeaway menus
National Curriculum levels/ descriptors:
Level I need to...
L5
L4
L3

Evidence of detailed research.

3 recipes ideas that are well described labelled in detail and meet the specification.

Must be able to sensibly use the ingredients chosen in the recipes that you find.

Methods and ingredients should be explained clearly.

3 ideas that could use the ingredients chosen in an appropriate way.

Ideas are displayed with good attention to detail.

Some basic research carried out.

You have produced 3 simple recipe ideas.

Recipes displayed with some accuracy.
Enterprise Skills and Attitudes:
1) Problem solving
2) Innovation
Literacy:
Identification and use of language and keywords used to describe the method of cooking your dishes
Numeracy:
Ingredients lists
Essential content:
Three dishes each presented on A4 paper with images
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Drama – Year 7
Project Outline: Little Red. Fairy tales usually have a dark side; good triumphs
over evil. They can also have a message or a warning. In this unit we will use our
still image, movement and mime skills to re-enact fairy tales. We may introduce a
modern day twist or universal timeless themes. We will be able to draw out the
meanings of the stories and re-present them to each other.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: week commencing 26th March
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
Due Date in Drama
lessons - week
commencing:
27th February 2012
Create a front cover for the project using images of an
enchanted forest with the title of the project “Little
Red”. Add some key words from the fairy tale form.
Write a diary entry for one lesson/workshop describing
5th March 2012
what activities you did, what skills you learnt and what
character/s you created.
Draw a costume for a character in your fairy tale. AND
12th March 2012
Bring in a suitable prop or piece of costume for your next
lesson that you can use in a scene.
Complete the self assessment sheet.
19th March 2012
Learning Aims
1) Improve your mime skills in detail
and clarity.
2) Create a role/character.
3) Work as a whole class in-role.
4) Reflect on the themes and issues of
the narrative.
5) Record the lesson in detail.
Tips for success:
1)
2)
3)
4)
Learning Outcomes
Mime key moments in the story.
Move and Speak in-role.
Participate Class discussion.
Complete the diary entry.
Improve the front cover by overlaying the text or keys words onto the picture.
Think about a font that suits the themes.
The diary entry can start as just a description. “We began by sitting in a circle
doing a warm up game” but can then go on to say why? “I think we played this
game to help us all focus and concentrate at the start of the lesson”.
Good props or costume link to the theme of the drama.
Resources:
Sources:
1) Paper
2) Pens
Google Image
3) Diary Entry
The Brothers Grimm Fairy Tales
4) Self Assessment
http://library.thinkquest.org/TQ0310228/what1.htm
Sheet
National Curriculum levels/ descriptors:
Level 4:
•
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:
•
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
Enterprise Skills and Attitudes:
TEAMWORK
1. I can identify a role for myself within the team.
2. I am an active participant. I share ideas and listen.
3. I am able to fulfil my role and show evidence.
4. I can identify the best role for me based on the dynamics of the team.
5. I can overcome difference and show commitment to the team.
6. I can identify my contribution and value to the team.
Literacy:
Extended writing task: A diary entry of a lesson
Numeracy:
N/A
Essential content:
Diary entry, drawing, keywords.
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
English Y7 Spring 2
Project Outline:
Meet the Bard
The Life and Times of William Shakespeare
Length of project:
4 weeks
x
5 weeks
6 weeks
X
Final due date: Week ending Friday 23rd March
Intermittent deadlines:
Task
Due Date:
1) Create a biography of William Shakespeare. Answer the following
questions:
Who was he?
When did he live?
What did he do?
When did he rise to fame?
What were his most famous works?
Week ending 24/02/12
2) Historical research
Research and answer the following questions about the social and historical
times in which Shakespeare lived:
What significant events occurred during Shakespeare’s life?
What sort of lives did people lead at the time?
How was life different then?
EXT: What would a playwright like Shakespeare write about in modern
times? What kind of issues would he deal with?
3) Write a diary entry about going to see one of Shakespeare’s plays. Include
lots of descriptive detail to show that you understand what London was like
at this time and how people lived very different lives, e.g. describe the sights
and sounds as you walk along the South Bank to The Globe theatre.
EXT: Write in Shakespeare’s English using phrases common at the time.
4) Create your own idea for a play set in Shakespeare’s time. Decide on a
plot, title, main characters and key themes. Describe what outfits your
characters would wear. EXT: Write part of the script.
Week ending
09/03/12
Week ending
16/03/12
Week ending
23/03/12
Learning Aims
Learning Outcomes
To learn some biographical facts about
Shakespeare’s life.
To understand some aspects of the society in
which he lived.
To be able to empathise with a character who
lived in Shakespeare’s era.
To develop creative ideas for the staging of a
play.
Biography of William Shakespeare.
A research project on the social and historical context in
which he lived.
A diary entry from a playgoer in Tudor Times.
An original idea for a play set in Shakespearean times.
Tips for success:
Discuss your ideas with classmates.
Ask your teacher if you need help.
Use the intermittent deadlines to ensure work is completed to a good standard.
Resources:
Sources:
internet, magazines, libraries
internet, magazines, newspapers
National Curriculum levels/ descriptors:
L4 To be able to identify the most relevant points (RAF2). To organise ideas in a logical sequence. To be
able to use a variety of sentence types (WAF2, 5).
L5 To identify the most relevant points and support with relevant quotations (RAF2). To be able to use paragraphs
and connectives to indicate the direction of the texts (WAF2, 5).
L6 To be able to summarise information from various sources (RAF2). To confidently control the sequence of
ideas and sentence lengths to manipulate the reader (WAF2, 5)
Enterprise Skills and Attitudes:
Communication, Innovation, Presentation
Literacy:
Reading a variety of resources to discover facts about Shakespeare’s life and times.
Writing a diary entry.
Numeracy:
N/A
Essential content:
Biography of William Shakespeare.
Research into his life and times.
A diary entry of someone who goes to watch one of his plays.
An original idea for a play set in Shakespeare’s times.
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s: Enterprise
Project Outline:
Designing a game
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week beginning 26th March 2012
Intermittent deadlines: See below
Task
Action Research
Everyone loves playing games, but have you ever stopped to think
about what makes them fun?
Due Date
(week beginning)
5th March
You will have to play either some online or mobile phone arcadestyle computer games.
You will have to complete the research sheet given to you by your
teacher to analyse why you enjoyed the games and start to think
about what sort of game you will be making.
Planning your game
12th March
You will now be planning your game. In lessons you will have started
learning Scratch so bear in mind what sort of game you might be
able to make. You can make this one a bit more adventurous than
the one in lessons though.
Create a logo
19th March
Before you pitch your game to a company, we need a logo to go
along with it. Using www.pixlr.com at home, Paint or Photoshop at
school, create a logo for your game.
Marketing your game
26th March
You will now start to research online games companies. You will
need to decide on a company that will suit your game and provide
some information that will help the company decide if they want to
buy your game or not.
You will then develop a powerpoint to really sell your game to them.
Consider what points about your game you need to show off and to
say why it would be a good fit for that company.
Print it in handouts to give to your teacher.
Learning Aims
Learning Outcomes
1. To understand what makes a
good game
2. To design and plan a game
3. To plan a logo
4. To prepare a pitch to sell your
game
1. To produce a game
2. To produce a logo for the game
3. To prepare a pitch for a games
company
Tips for success:
 Even though console games are fun to play, they are very hard to make, concentrate
on smaller games such as flash games or mobile games
 Think about what sort of game you’d like to play – perhaps one that hasn’t been
made yet
 Your logo should attract people who might want to play your game
Resources:
 The internet for the first and last
tasks
 Action Research template
 Game plan template
 Marketing template
Sources:
http://company.zynga.com/ - a web-based
games company
http://tinyurl.com/86l9yat - a post about what
makes games popular
http://tinyurl.com/6qn7dnz - how to make good
powerpoints
National Curriculum levels/ descriptors:
Criteria to Mark
I can create a simple design for my logo.
I made a simple plan for my game
I am able to research and review at least three games companies and explain why they would be a
good company to sell my game to
I can create a simple logo using a graphics software (e.g. Paint, Photoshop) Printed Logo
I used Powerpoint to create at least 3 slides for my marketing pitch with added text and images.
I have found and selected appropriate information and contents for my presentataion (e.g. image, text,
colours, and animations).
I showed awareness of my audience by making the style of my presentation suitable for professional
adults
Level
3b
3b
3a
3a
4c
4b
4a
I made a detailed plan for my game including some conditional branches in the game
My Powerpoint is extremely effective and suited to the target audience and makes excellent use of
formatting and multimedia
I made a thorough plan for my game including complex conditional branches and a well thought-out
story and scoring system
5c
5b
5a
Enterprise Skills and Attitudes:
Communication – Pupils will learn how to communicate their ideas through a variety of
methods
Innovation – Students need to be innovative in their ideas as to how they will present their
work and what to include. There are also opportunities for them to innovative in their
research of other sources
Leadership – Students are to take leadership of their own learning.
Presentation – students will need to be innovative in their ideas on how to convince
companies to buy their game and ensure their written communication is to a high standard
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 form texts
Writing
Present ideas and information logically and persuasively, using different methods
(1) Write clearly, legibly and coherently, including an appropriate level of detail
(2) Develop logical arguments, citing evidence
(3) Use persuasive techniques and rhetorical devices
(4) Present material clearly, using appropriate layout, illustrations and organization
Essential content:
See individual tasks for each week.
The main tasks are compulsory, the Ext. Tasks are optional
Assessment:
Peer
Self
Teacher
x
Name:___________________________________
Enterprise ILP – Week 1
You will have to play either some online or mobile phone arcade-style computer games. Complete the research sheet to analyse why you enjoyed the games
and start to think about what sort of game you will be making.
Game Name

Link/location
Genre/type
Controls
Scoring system
Did you enjoy it?
Why/why not?
Name:___________________________________
Enterprise ILP – Week 2
You now have to plan your game. Remember you need to keep it simple, it should be aimed at mobile
phones or a simple web-based game.
Name of your game
Describe your game
Who is your target audience?
What is the scoring system?
How do the controls work?
Independent Learning Project
Subject/s
French
Project Outline:
Create a visually attractive and well-presented French textbook covering Spring
half-term 2 vocabulary and sentences. It will 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 in French (level 3/4) or one different activity to reinforce
vocabulary acquisition (one different activity for each week, such as cross-words,
wordsearches, gap-fills...).
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week between 06/02/12 and 10/02/12
Intermittent deadlines:
Task title: CHEZ MOI
Week 1 Où habites-tu?
Week 2 Ma maison
Week 3 Ma chambre
Week 4 Après le collège
Learning Aims
Due Date:
24/02/12
02/03/12
09/03/12
16/03/12
Learning Outcomes
1) To reinforce vocabulary learning
and spelling
1) Selecting and listing key-vocabulary
which students will re-use in their writing.
2) To review literacy terminology
2) Creating an exercise which re-uses key-
vocabulary
3)To reflect on learning by creating
exercises
3) Writing a short text for each topic
reusing connectives and opinions.
4) Reinforce writing skills
Tips for success:
-work on a weekly basis
-use exercise book, vocabulary lists from 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 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
-Exercise books
-textbooks
www.linguascope.com
www.hellomylo.com
www.jimmyp.me.uk
National Curriculum levels/ descriptors:
1a-2a levels: be able to write words and short phrases accurately.
2a-4b levels: be able to write short passages (3 to 6 sentences).
Enterprise Skills and Attitudes:
-research
-leadership
Literacy:
-spellings
-terminology
Numeracy:
-revision of numbers / creation of mathematical quizzes in TL
CONTENT:
Où habites-tu?
habiter
J’habite à Bristol.
Il/elle habite à
Bradford.
C’est …
un village
une ville
une grande ville
la capitale
à la campagne
à la montagne
au bord de la mer
en Afrique
en Belgique
au Canada
en France
en Guadeloupe
en Tunisie
Les maisons
J’habite dans …
une maison
jumelle
une grande
maison
une petite maison
un appartement
une ferme
Dans la maison
Au premier étage
Au rez-dechaussée
il y a …
la chambre
la cuisine
l’entrée
le garage
le jardin
la salle à manger
la salle de bains
le salon
Assessment:
Where do you live?
Dans la chambre
Il y a …
beaucoup de …
une armoire
un bureau
une chaise
un chien en peluche
une commode
une étagère
une lampe
un lit
la moquette
le mur
un ordinateur
un poster de ...
les rideaux
une table
une télé
C’est où?
Où est …?
Où sont …?
dans
derrière
devant
sous
sur
to live
I live in Bristol.
He/she lives in
Bradford.
It is …
a village
a town
a city
the capital
in the country
in the mountains
at the seaside
in Africa
in Belgium
in Canada
in France
in Guadeloupe
in Tunisia
Houses
I live in …
a semi-detached
house
a big house
a small house
a flat
a farm
In the bedroom
There is/are …
lots of …
a wardrobe
a desk
a chair
a soft toy dog
a chest of drawers
a bookshelf
a lamp
a bed
the carpet
the wall
a computer
a poster of ...
the curtains
a table
a TV
Where is it?
Where is …?
Where are …?
in
behind
in front of
under
on
In the house
On the first floor
On the ground floor
there is/are …
the bedroom
the kitchen
the hall
the garage
the garden
the dining-room
the bathroom
the living-room
Peer
X
Self
Teacher
X
La routine du soir
Je me couche.
Je fais mes devoirs.
Je fais du vélo.
Je fais la vaisselle.
Je mange.
Je prends le goûter.
Je regarde la télé.
Je rentre à la maison.
le week-end
Evening routine
I go to bed.
I do my homework.
I go cycling.
I do the washing-up.
I eat.
I have a snack.
I watch television.
I go home.
at the weekend
Independent Learning Project
Subject/s Geography
Project Outline:
To create a presentation about global warming and climate change with a PowerPoint
presentation and/or poster. Your presentation will explore the causes of global warming
and the affects of global warming and climate change.
Length of project:
4 weeks
5 weeks
6 weeks
X
Final due date: Week beginning Monday 26th March
Intermittent deadlines: See below
Task
Due Date
(week beginning)
1) Define the terms global warming and climate change
and find an image to go with each definition
2) Explain what causes global warming and find a diagram
or video to go with your explanation
3) Suggest what the effects of climate change might be,
mention the negative and positive effects, include images
to show what climate change might look like.
4) Recommend what people can do to prevent global
warming and prevent the negative effects of global
warming. Explain how your recommendations would help.
5) Practise reading through your presentation and self
assess your presentation using the success criteria
20/2/12
27/2/12
5/3/12
12/3/12
19/3/12
Learning Aims
Learning Outcomes
Define global warming and
climate change
Explain how global warming is
caused
Suggest what the effects of
climate change might be
Recommend what can be
done to prevent global
warming
To give a definition of global warming and climate
change.
To explain what has caused global warming
To suggest what the effects of climate change might be
To recommend what can be done to prevent global
warming
Tips for success: Include lots of visual material in your presentation e.g. videos, photos,
diagrams and avoid putting too much text on your presentation
Resources:
Sources:
PowerPoint or poster paper
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/world/global_warming
The LRC has lots of books on global warming and climate change
National Curriculum levels/ descriptors:
Level 4: Define the terms global warming and climate change and find an image to go
with each definition
Level 5: Explain what causes global warming and find a diagram or video to go with your
explanation. Suggest what the effects of climate change might be, mention the negative
and positive effects, include images to show what climate change might look like.
Level 6: Recommend what people can do to prevent global warming and prevent the
negative effects of global warming. Explain how your recommendations would help.
Enterprise Skills and Attitudes:
Presentation, communication, innovation, problem solving
Literacy:
Oracy skills developed through presenting information about the causes,
effects and solutions to problem solving. Writing skills developed through
creating the PowerPoint and poster presentation.
Numeracy:
Research the cost of climate change to the economy of different countries
Essential content:
Description of the causes, effects and solutions to climate change.
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
History
Project Outline:
Life in the Middle Ages
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: w/b 26th March 2012
Intermittent deadlines:
Task
Due Date:
Week One
Create a timeline of key events during the Middle Ages. Include key events
such as:
 Battle of Hastings
 Signing of the Magna Carta
 Black Death
 Peasants Revolt
 Murder of Thomas Becket
w/b
27/2/12
Ext. Task – Create a Middle Ages glossary listing key terms with their
meanings. Include words such as: Crusades, Feudal System, knights, peasant,
Domesday book, monarch. Aim for at least 15 words.
Week Two
Do you think it is dangerous to be the monarch (king or queen) in Britain
today? During the Middle Ages many saw this job as extremely dangerous as
they were constantly facing attack. Many died gruesome and treacherous
deaths.
Create a powerpoint presentation with some slides describing the life, reign
(time as king or queen) and death of 2-3 Medieval monarchs. Include brief
details of key events/things they did in their life, key challenges they faced and
how they died.
w/b
5/3/12
Some monarchs during the period include: King Henry II (1154-89), Richard I
(The Lionheart) (1189-99), King John (1199-1216), Edward II (1307-27), Richard
II (1377-99), Henry VI (1422-61 and 1470-71), Richard III.
Ext. Task – In your own words, explain whether you think each of the
monarchs you have researched were good or bad. Make a judgement on
which monarch you think was the worst. Give reasons for your answer.
Week Three
What was London like in the Middle Ages? Add some slides to your
powerpoint describing what London was like during this period.
Use books and the following websites to help you:
http://www.britainexpress.com/London/medieval-london.htm
http://www.historylearningsite.co.uk/medieval_towns.htm
w/b
12/3/12
Ext. Task –
If possible, visit the Museum of London’s excellent gallery on Medieval London
(nearest Stations: Barbican, Moorgate or St Pauls).
http://www.museumoflondon.org.uk/London-Wall/Whatson/Galleries/Medieval+London-410-1558.htm
Week Four
Ever wondered what people did for fun in the Middle Ages? Depending on
whether you were rich or poor you would do anything from having lavish
feasts to playing Medieval games such as conkers, stoolball or wrestling.
w/b
19/3/12
Research what people did for fun in the Middle Ages. Add slides to your
powerpoint describing at least 3 Medieval forms of fun/entertainment.
Use books and the following websites to help you:
http://www.middle-ages.org.uk/entertainment-middle-ages.htm
http://www.castles.me.uk/medieval-entertainment.htm
Ext. Task – Compare and contrast Medieval fun and games with things that we
do today. Explain and comment on the similarities and differences between
the thing people did for fun then and now. For example, how was football
played then, how has it changed today?
Learning Aims
Learning Outcomes
All students will be able to use knowledge gained from All students will be able to list some
lessons as well as the given sources to be able to
of the key features of life in the
describe what life was like in the Middle Ages.
Middle Ages.
Most students will be able to use knowledge gained
from lessons, the given sources and some of their own
knowledge to be able to explain and describe life in
the Middle Ages.
Most students will complete the
above and be able to produce
detailed descriptions of life in the
Middle Ages.
Some students will be able to use knowledge gained
Some students will do the above
from lessons, the given sources and their own
and explain key features the change
knowledge to analyse key features of life in the Middle between Medieval and modern
Ages.
society.
Tips for success:
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:
Websites –
http://www.bbc.co.uk/history/british/middle_ages/
http://www.middle-ages.org.uk/
http://www.historylearningsite.co.uk/england_medieval.htm
http://www.spartacus.schoolnet.co.uk/Medieval.htm
http://www.themiddleages.net/
Books –
There are plenty of books available in the LRC. If you speak to Mrs Brewin she will direct you
in the right direction for books on the Middle Ages.
Visits –
The Museum of London is free for adults and children to enter and will have information on
London in the Middle Ages. www.museumoflondon.org.uk
The British Museum (nearest stations: Russell Square or Holborn) is also free and has galleries
on life in the Middle Ages.
www.britishmuseum.org/explore/cultures/europe/medieval_europe.aspx
National Curriculum levels/ descriptors:
Marks will be awarded for historical accuracy and labels of key features showing good
knowledge and understanding.
L3 – Students will list some of the main events, people, society and changes in the past.
L4 – Students will describe some of the main events, people, society and changes in the past.
L5 – Students will explain some of the main events, people, society and changes in the past.
L6 – Students will make links between events, people, society and changes and give reasons
for and results of these events and changes. They will make a reasoned and justified
judgement.
Enterprise Skills and Attitudes:
Communication – Students will learn how to communicate their ideas through a variety of
methods
Innovation – Students need to be innovative in their ideas as to how they will present their
work and what to include. There are also opportunities for them to innovative in their
research of other sources
Leadership – Students are to take leadership of their own learning.
Presentation – students will need to be innovative in their ideas on how to present their work
and make sure their written communication is to a high standard.
Literacy:
Reading
Students will have to use a variety of sources; (books, internet etc) to combine and
summarize their information.
(1) Extract and interpret information, events, main points and ideas form texts
(2) 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
(2) Develop logical arguments, citing evidence
(3) Use persuasive techniques and rhetorical devices
(4) 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
(2) Engage an audience, using a range of techniques to explore, enrich and explain their
ideas
(3) 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 measure
 Handling data
Essential content:
See individual tasks for each week.
The main tasks are compulsory, the Ext. Tasks are optional
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Mandarin
Project Outline:
Year 7 – “School.” Students will revise and research on phrases and vocabulary
for various “school subjects of study” and a further focus on “telling time”.
Students then have to apply the grammar foci learnt in lessons to show their
preferences on certain subjects of study, using like/dislike, and days of the week.
Length of project:
4 weeks
5 weeks
X
6 weeks
Final due date: Thursday, 23rd Mar 2012
Intermittent deadlines: Weekly check during the last lesson of the week
Task
Complete a weekly lesson timetable with “school
subjects of study in Mandarin pinyin”. The lesson
timetable should be presented with “days of the week”
(i.e.”Monday, Tuesday, etc) and lesson period numbers
clearly indicated in Mandarin characters.
Complete another weekly lesson timetable with “school
subjects of study in Mandarin characters”. The lesson
timetable should be presented with “days of the week”
(i.e.”Monday, Tuesday, etc) and lesson time (e.g. 8:50 –
9:40) clearly indicated in Mandarin characters.
Complete the section of “I like/dislike certain school
subjects of study”. The work should be presented in
sentences.
Learning Aims
1) To apply and extend basic
vocabulary learnt from lessons
about general school subjects of
Due Date:
02.03.12
16.03.12
23.03.12
Learning Outcomes
1) To be able to produce a basic lesson
timetable with extension of
researched vocabulary school subjects
study (L1-2)
2) To apply and extend basic
vocabulary learnt from lessons
about telling time (L2-3)
of study not having learnt in lessons.
2) To be able to produce a school lesson
timetable with the time indicated when
each lesson takes place.
3) To research for and make
3) To be able to produce sentences with
appropriate sentences in the
researched school subjects of study to
context of “expressing personal
express personal preferences on school
preferences of school subjects of
subjects of study.
study”. (L3-4)
Tips for success:
 Apply well the main learning of the half term (i.e. “how to say the most
common school subjects of study/how to say the time/ how to say
like/dislike”) from the lessons.
 Apply “telling time” in your Section 2 timetable work.
 Develop the habit of looking for appropriate “opinion verbs” (such as
like/dislike/think/love/hate) to describe personal opinions. (e.g. “I love
Mandarin!”)
 Follow the weekly reminder from the teacher and peer-assess the progress
of the project. Each week there has to be a section or a part of a section to
be completed.
 Neat and artistic presentation and design.
Resources:
Sources:
Textbooks/ exercise books
References suggested to use (e.g. Google
Translation/ Mylo Chinese
(www.hellomylo.com) – “I Need the
Basics-- School Life” topic/ Dictionary/
Picture dictionary
National Curriculum levels/ descriptors:
Level 4: apply the phrases, some learnt from lessons and some others learnt
through research, in the ILP to write 3-4 sentences to express opinions on school
subjects of study.
Level 3: apply the vocabulary learnt from lessons and researched vocabulary on
school subjects of study in the ILP to make a school lesson timetable correctly
with correct time indicated.
Level 2: present the learnt vocabulary of school subjects of study with the
pictures presented in the project.
Enterprise Skills and Attitudes:
Teamwork—students could peer-assess and peer-feedback to each other on their
final projects before handing them in to the teacher(s) (corresponding to the
Enterprise planning).
Literacy:
Linked to MFL skills of Reading & Writing
Word and sentence level work
Numeracy:
Applying numbers to memorise “telling time” in Mandarin.
Essential content:
Section One: present a school lesson timetable with various subjects of study –
with mostly learnt and some unlearnt vocabulary from lessons (Level 2)
Section Two: present a school lesson timetable with various subjects of study and
the time that each lesson takes place –with some learnt and some unlearnt
vocabulary from lessons (Level 3)
Section Three: present sentences with “like/dislike” with subjects of study phrase
bank, and also apply “days of the week” in their sentences (Level 3-4)
Assessment:
Peer
X
×
Self
Teacher
X
Subject/s
Maths
Number & Proportion
Project Outline: Planning a party for end of spring term
Solve problems involving ratio & direct proportion.
Students are required to research recipes, ingredients and costs.
Length of project:
4 weeks
5 weeks
X
6 weeks
Final due date: During the week of March 26th – 30th
Intermittent deadlines: weekly
Task
1. Find recipes for a main dish & dessert (record how many
people it is for).
Research the prices for the ingredients you need. Record the
item, amount and cost on purchase. E.g. sugar 1kg £1.25
2. Your recipes need to serve 24 students; work out how
much of each ingredient from your recipe is needed for 24
portions.
3. Work out the total and individual cost for 24 servings.
4. Calculate how much food wastage there is after dishes
are made.
Ext:- Can you work out how much the wastage will cost?
5. You must design a leaflet to accompany your dishes for
when they are on display. This must include its name, the list
of ingredients and pictures and why you have chosen these
dishes.
Learning Aims
1) To be able to use ratio to find
amounts.
2) To research the cost of
ingredients.
Due: Wk ending
March 2nd
March 9th
March 16th
March 23rd
March 30th
Learning Outcomes
1) To understand how to multiply up to
find the right amounts.
2) To understand how much food costs.
Tips for success:
Use mymaths for curriculum support
Check your work with parents, peers and teachers
Each dish must have at least four ingredients.
Ideas for structuring your writing task.
The dishes I have chosen are.................. because...............
These dishes are special because....... (cultural or personal reason).
This dish is popular in.............
This dish originates from..............
Resources:
Calculator
internet
Sources:
Internet e.g.
www.sainsburys.co.uk
www.tesco.com
www.asda.com
National Curriculum levels/ descriptors:
Level 4: Recognise and use simple fractions, percentages and proportion
Level 5: Multiply and divide a 3 digit number by a 2 digit number ( Without a
calculator)
Level 6 :- Work out ratios.
Level 7 :- Understand and use proportional change.
Enterprise Skills and Attitudes:
Communication , Presentation, Innovation, Problem Solving
Literacy: Written work explaining their choices for recipes and explanations on
how much of each ingredient is needed.
Numeracy: Numeracy work throughout all four operations including direct
proportion.
Essential content:
The final project must be in the form of a well presented document, clearly laid
out, descriptive and colourful.
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Music
Year 7 Instruments of the Orchestra
Project Outline: During this half term you will have the opportunity learn about
all the different instruments of the orchestra and how instruments can be used to
represent different animals. Students will learn about the composer Saint Saens
and his piece of music called the Carnival of the Animals.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week beginning 19th March 2012
Intermittent deadlines:
Task
Due Date:
Week beginning
 Find an image of an orchestra’s seating plan on the
Internet. Create a hand made poster of an
orchestra’s seating plan. You need to colour code
the different sections showing your understanding
of the different families of the orchestra.
 Extension task: Show images of some of the
different instruments in the orchestra and where
they sit.
 Design your own musical instrument. You need to
draw your design on a A4 piece of paper and
annotate explaining your idea. Don’t forget to
colour.
 Extension task: Write a short paragraph explaining
how you came up with your design.
 Collect lots of recycling and materials you need to
create your musical instruments and start putting
together your musical instrument. Let your
imagination go wild.
 Create a musical instrument that you can bring to
your last lesson.
27th February 2012
5th March 2012
12th March 2012
19th March 2012
Learning Aims
1) To develop understanding of the
instruments of the orchestra.
2) To develop innovation skills in
designing a musical instrument.
Learning Outcomes
1) Complete seating plan for the orchestra.
2) An instrument design on A4 Paper
3) A finished musical instrument made out
of recycling materials.
Tips for success:
 Show a detailed understanding of the topic and in-depth research by using a
variety of different sources that are presented in an interesting way.
 Imagination and good presentation.
 Completing each task week by week not all at once.
Resources:
Sources:
Pen/paper/pencil
 Google images
Computer to present findings
 BBC Instruments of the orchestra
(optional)
Recycling
National Curriculum levels/ descriptors:
Level 3: A satisfactory piece of homework that is acceptably presented showing
some personal research and a basic understanding of the topic.
Level 4: You must show a little more understanding of the instruments within
each family that belongs to the orchestra and work is well presented using some
musical keywords learnt in lessons.
Level 5: Your work needs to be of the highest standard and presented well. All
extensions tasks are to be completed.
Enterprise Skills and Attitudes:
Enterprise Skills: Innovation
Attitudes: Optimism
Literacy: Annotation on the musical instrument design.
Essential content:
 Pictures
 All four tasks
 Must be well presented.
 Must have both names on
Assessment:
Peer
x
Self
x
Teacher
x
Independent Learning Project
Subject/s
Religion and Philosophy
Project Outline:
Students to choose a religious place of worship – for example a church or a
mosque – and plan a school trip to that place of worship. The project must be
completed on computer using as many ICT resources as possible. The following
information must be included:
1. The name of the religion.
2. The name of the place of worship and where it is.
3. A brief history of that place of worship.
4. An itinerary of the school trip – where are you going; how are you going to
get there; how many are going; how much will it cost etc.
Length of project:
4 weeks
5 weeks
6 weeks
X
Final due date: W/B 26/3/12
Intermittent deadlines:
Task
Plan the project – make notes necessary
Write the history of the particular place of worship
Start planning the itinerary
Check that all details are correct
Print out the project in preparation for handing in
Project to be handed in.
Learning Aims
1)To work independently
2) To research six places of
worship and write an itinerary
for a school trip.
Due Date:
W/B 20/2/12
W/B 27/2/12
W/B 5/3/12
W/B 12/3/12
W/B 19/3/12
W/B 26/3/12
Learning Outcomes
1)To produce a piece of work independently
2) To produce an itinerary for a school trip
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.
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
subject-verb agreement and tenses
(3) Signal sentence structure by the effective use of the full range of
punctuation marks (. ? ! , “ : ;) to clarify meaning
(4) 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 place of worship; where it is; a brief history of that
place of worship and an itinerary of the school trip.
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Science Yr 8
Project Outline:
Forces
Length of project:
4 weeks
x
5 weeks
6 weeks
Final due date: 22/03/2012
Intermittent deadlines:
Task
1. Make a crossword with clues for the following words: force,
hydraulics, lever, Newtons, pascals, piston, pivot, pneumatics,
moments, pressure.
2. Research hydraulics and make a poster explaining two uses of
hydraulics in everyday life.
3. You have a choice of an army tank (80 00 kg) rolling over your
foot or a ballerina on one toe (60kg) standing of your foot.
Which would you choose? Explain why.
4. Write a full explanation on one side of A4 paper using P.E.A,
the equation below and diagrams to explain your choice.
Use the equation pressure = force ÷ area.
Learning Aims
1. To gain a greater understanding of
pressure and hydraulics.
Due Date:
08/03/2012
15/03/2012
22/03/2012
Learning Outcomes
1. To be able to use keywords and meanings
to make a crossword puzzle.
2. To be able to describe the uses of
hydraulics in everyday life.
3. To be able to use the pressure equation.
Tips for success:
 You need to produce a document not longer than 4 pages long.
 DO NOT copy and paste.
 Use your literacy skills to read the information that you are researching carefully.
 Make notes on the information you are researching.
 Use your notes to begin writing your own report.
 This task should take you between 4 and 6 hours.
Resources:
Catalyst text book
GCP KS3 Revision guide
Sources:
https://www.samlearning.com/
http://www.bbc.co.uk/learningzone/clips/force-pressure-andsurface-area-ballerina-vs-tank/17.html
http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricit
y_forces/forces/revise4.shtml
National Curriculum levels/ descriptors:
Level 4 (30 Points)
All pupils will be able to describe how force can be spread out to reduce pressure or focused to
increase pressure.
Level 5 (36 Points)
State the relationship between force, area and pressure.
Level 6 (42 Points)
Describe examples which demonstrate the relationship between pressure, force and area.
Level 7 (48 Points)
Relate hydrostatic pressure in liquids and gases to density
Enterprise Skills and Attitudes:
Presentation
Literacy:
Reading for comprehension internet research, finding meanings for keywords.
PEA to discuss pressure.
Numeracy:
Pressure calculation.
Essential content:
Crossword, poster, PEA write up
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Spanish year 7
Project Outline:
Over the Spring 2 half term you are going to learn to say where you live, describe
your house and your bedroom and talk about free time activities at home.
You need to create a colourful and original A3 collage using all the vocabulary
and phrases you learn in lessons and cut outs of magazines or papers. You need
to add a bit each week.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: 23.03.12
Intermittent deadlines:
Task
Unit 1: Vivimos en Europa
Find a map of Europe or cut out the countries.
Find out about artists or celebrities from those
countries and collage them together with the countries
on the top left corner of your A3 paper.
Label each country and write sentences in speech
bubbles saying where the people live.
Unit 2: ¿Cómo es tu casa?
Find pictures of houses and flats in the locations learnt.
Cut them out, add them to the collage and write
sentences to describe them.
Unit 3: Las habitaciones
Find pictures of the rooms in the house.
Cut them out, add them to the collage, label them and
write sentences saying what you and your family do in
the rooms.
Due Date:
24.02.12
02.03.12
09.03.12
Unit 4: En mi dormitorio
Draw a bedroom in the collage.
Find pictures of furniture for a bedroom.
Cut them out, add them to the collage, label them and
write sentences saying what activities you do in your
free time in your bedroom.
Learning Aims
1) Write about locations, where you live and
describe your house using simple responses, giving
basic information and using set phrases. (Level 2)
2) Describe and give opinions about my house and
bedroom using some adjectives and connectives.
Recognising and adapting some verbs in present
tense. (Level 3)
3) Produce paragraphs where you describe your
house in more detail with adjectives, articles and
prepositions. Conjugating verbs to explain what you
and your family do at home. (Level 4)
16.03.12
Learning Outcomes
1) Practice vocabulary and adapt set phrases to
write about locations, types of houses, rooms and
furniture.
Use descriptive language in simple sentences giving
basic information. (Level 2)
2) Demonstrate ability to describe and give opinions
using some adjectives and connectives in a few
sentences. Understanding why verbs change endings
and making basic verb agreements in present tense.
(Level 3)
3) Produce an extended descriptive paragraph
including connectives, adjectives, articles and
prepositions. Adapt verb endings more accurately in
the present tense. (Level 4)
Tips for success:
You need to use the vocabulary and phrases that you have learnt in lessons.
You must not use internet translators.
Pictures need to be appropriate for the task.
You need to work on a weekly basis and show your teacher your project in process so you
can get some feedback.
Your work must be neat, readable and spell checked.
Resources:
- Vocabulary lists from the VLE and this
booklet.
A3 paper
Pens and colour pencils
Glue
Scissors
Old magazines or newspapers
Printed pictures from the internet
Sources:
- Mira 1 book
- Exercise book.
- Dictionaries
- www.jimmyp.me.uk/page6.html
National Curriculum levels/ descriptors:
Level 1
Pupils write or copy simple words or symbols correctly. They label items
and select appropriate words to complete short phrases or sentences.
Level 2
Pupils write one or two short sentences, following a model, and fill in the
words on a simple form. They label items and write familiar short phrases
correctly. When they write familiar words from memory, their spelling
may be approximate.
Level 3
Pupils write a few short sentences, with support, using expressions that
they have already learnt. They express personal responses. They write
short phrases from memory and their spelling is readily understandable.
Level 4
Pupils write short texts on familiar topics, adapting language that they
have already learnt. They draw largely on memorised language. They begin
to use their knowledge of grammar to adapt and substitute individual
words and set phrases. They begin to use dictionaries or glossaries to
check words they have learnt.
Enterprise Skills and Attitudes:
Communication, Presentation and Innovation.
Literacy:
Develop the skills of listening, speaking, reading and writing in a range of situations and contexts.
Apply linguistic knowledge and skills to understand and communicate effectively.
Understand how a language works and how to manipulate it.
Recognise that languages differ but may share common grammatical, syntactical or lexical features.
Express ideas and feelings orally and in writing using a varied range of language.
Identify patterns in the target language.
Develop techniques for memorising words, phrases and spellings.
Use previous knowledge, context and other clues to work out the meaning of what they hear or read.
Use reference materials such as dictionaries appropriately and effectively.
Skim or scan written texts for the main points or details.
Write clearly and coherently, including an appropriate level of detail.
Redraft their writing to improve accuracy and quality.
Adapt language they already know in new contexts for different purposes.
Numeracy:
Practice of numbers and dates.
Essential content:
Vivimos en Europa
¿Cómo es tu casa?
Las habitaciones
En mi dormitorio
¿Dónde vives?
Vivir
Vivo en…
Vives en…
Vive en…
Vivimos en…
¿Vives en una casa o en un
piso?
Vivo en una casa
Vivo en un piso.
locations
¿Dónde está?
rooms
¿Qué hay en tu
casa/piso?
¿Qué hay abajo?
¿Qué hay arriba?
¿Qué hay fuera?
furniture
En mi dormitorio hay....
un armario
un equipo de música
un ordenador
una alfombra
Vivis en…
Viven en…
countries
Alemania
Escocia
España
Francia
Gales
Grecia
Inglaterra
Irlanda
Portugal
useful words
siempre
a veces
normalmente
somos
Assessment:
Está….
en el campo
en la montaña
en la costa
en la ciudad
en un pueblo
¿Cómo es tu piso?
¿Cómo es tu casa?
adjectives
Es…
moderno
antiguo
bonito
feo
viejo
pequeño
cómodo
grande
Peer
x
Hay…
un comedor
un cuarto de baño
un aseo
un pasillo
un salón
una cocina
un dormitorio
un garaje
un jardín
una terraza
el dormitorio de mis
padres
el dormitorio de mi
hermano
activities in the house
Comemos
Escuchamos
Hablamos
Leemos
Vemos
Self
Teacher
una cama
una estantería
una lámpara
una mesa
una puerta
una silla
una televisión
una ventana
pósters
prepositions
encima de
a la derecha de
a la izquierda de
debajo de
delante de
al lado de
detrás de
entre
del: de+el
de la: de + la
en las paredes
activities in the bedroom
¿Qué haces en tu
dormitorio?
Mando mensajes
Escucho música
Bebo Coca-Cola
Duermo mucho
Veo la televisión
Juego con el ordenador
Estudio a veces
Hablo por teléfono
Leo libros
Como bocadillos
Navego por internet
x
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 February 2012