Parent/Carer Guide
Independent
Learning Projects
& Homework
Spring 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
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 your first term in art you will be expected to
develop art work in the style of Pablo Picasso. This project will give you the
opportunity to research and find out all about his work. This will inspire the
practical work you do in class.
Length of project:
4 weeks
5 weeks
X
6 weeks
Final due date: Week beginning
Intermittent deadlines: See below
Task
Due Date:
Decorative Title page for project. Fill a full page with the title ‘Pablo Picasso’.
Decorate page with relevant images. This can be word processed or completed by
hand.
Source examples of Picasso still lives (make sure they are titled and dated). Ensure
that at least one of these is a “Cubist” artwork.
Discuss still lives. Write what you can see in the artwork including objects, images,
shapes, colours and tones. Explain what you think the mood of the artwork is. Give
your own opinion of the artwork.
Complete a pastiche of one of Picasso’s still lives. This should be A4 in size. You
should carefully copy the shapes, colour and tones that you can see.
Compare your class work to Pablo Picasso’s Cubist work. What have you done that
has been similar? What has been different?
Week beginning
Learning Aims
Week beginning
Week beginning
Week beginning
Week beginning
Learning Outcomes
1) To develop independent research skills.
1) A title page
2) To develop skills in comparing your artwork to
the work of others using keywords.
2) Analysed examples of Picasso’s work
3) To understand how to present information
appropriately.
Tips for success:
All work must be neat and readable.
Imaginative presentation.
Write in your own words (don’t copy and paste!)
3) A pastiche of his work
4) A comparison between his work and your own work
All work must be spell checked and proof read.
Resources:
Keyword/ Sentence starters on the
VLE and the Student Common
(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 artists have shown in their artwork. (L5)
I can evaluate the work of others and give informed opinions about what I think it is about.
(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:
Cubism: Geometric shapes
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.
Assessment:
Peer
Self
x
Teacher
x
Independent Learning Project
Subject/s
Design & Technology– Year 8
Project Outline:
Students will explore the concept of products, which are designed for celebrations. They will research a
chosen occasion, writing about what it means, how it is celebrated and what associated products are
currently on the market.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week beginning 26/03/12
Task
Choose an occasion from the list below:
 Birthday
 Arrival of a new baby
 A religious festival or event (you can choose your own)
 A Wedding
 Valentines Day
 Passing a driving test
 New home
Write 200 words, saying what traditions surround this events, the different ways in
which they might be celebrated and what related products are available to buy
(example; wedding confetti or lanterns for Chinese new Year) You could include
some images to support your research.
(Written report)
Clintons Cards have asked you to design a card for their new range of children’s
birthday cards. You must produce two designs, one for a boy and one for a girl. It
should include a suitable greetings message inside.
Due Date:
Week beginning:
5th March 2012
Week beginning:
5th march 2012
(Drawings/ two examples)
Design 4 party products for a children’s party, this can be anything from
invitations, balloons, decorations, party bags, plates- or a new idea of your own!
Each drawing should be neatly presented and you should explain what they are
made of and why you have chosen these ideas.
Week beginning:
12th March 2012
(Drawings/annotation to explain your ideas)
Make a prototype (working example) of your final celebration product. This should
be finished to a high standard.
(Model)
Week beginning:
19th March 2012
Make a POS (Point of Sale) poster for your final celebration product. This POS
poster needs to really make your project stand out in the retail outlets. It should
describe the product, the price and why it is unique. You should spend at least 30
minutes on this task. In class you will be asked to present your final poster and
prototype model to the rest of the class. You will be assessed on your work and
your 1 minute presentation.
Week beginning:
26th March 2012
Learning Aims
Learning Outcomes
1) To research
1) Research should show understanding of history of
the chosen occasion and how the related products
are marketed
2) To use observational skills to gather
information.
2) Improved observation skills
3) To identify effective design characteristics
3) To select appropriate products to use for
the development of designs for
celebrations products
4) To produce a final design, appropriate to the
design brief, including characteristics identified
from research.
Tips for success:
1) Keep a note of good ideas (themes, lettering styles, pictures)
2) Use pencil to sketch your ideas so you can alter your designs easily
Resources:
1) Paper/card
2) Pens
3) Computer/printer
Sources:
1) Local shop/newsagent/gift shops
2) Internet
3) Library
National Curriculum levels/ descriptors:
Level I need to...
Recognise the significance of others’ designing and modify my approaches accordingly.
L6
Show understanding of form and function of familiar products as I develop and model ideas
L5
Frequent use of descriptive words and technical language.
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
Some evidence of descriptive language and clear explanation of ideas.
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
Evidence that at least 30 minutes has been spent on each task.
Completed model/detailed sketch
Assessment:
Peer
X
Self
X
Teacher
X
Independent Learning Project
Subject/s
Drama – Year 8
Project Outline:
The Stones is a play about two young people who get into serious trouble because
of a mindless act of ‘entertainment’! We use the play to explore a wide range of
issues that are relevant to young people. The big questions are ‘what do we learn
about human behaviour from this story?’ and ‘how should society respond?’ The
drama skills we will use to explore this play include: subtext, proxemics, dramatic
action, monologues and rehearsals.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: week commencing 26th March 2012
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:
 Create a key word dictionary for the following key words: 20/02/12
SCRIPT, LEARNING LINES, REHEARSALS DRAMATIC ACTION, PROXEMICS,
SUBTEXT, CHARACTER, MIME, MOTIVATION, MONOLOGUE, NEWS
REPORT, MORAL, PEER PRESSURE, BLAME, FAULT, RESPONSIBILITY,
JUSTICE, CRIME, PUNISHMENT, RETRIBUTION
 Find a newspaper article about teenage anti social
behaviour
 Annotate [write] the SUBTEXT for the lines on a copy of a
script that your teacher gives you from the play ‘The
Stones’
 Write a SCRIPT of a scene that could happen between A
and B
You will need to add stage directions
Details about characters
5/03/12
12/03/12
 Extended writing: Write a monologue, aiming for 200-300 19/03/12
words- you must choose a character you have been in role
as during the project
 Complete a self assessment sheet
Extension tasks: These may be set by your teacher during the project to ensure
you are challenged




Learn your lines for the scripted scenes
Bring in a costume for your character that is approximate for the role
Bring in a prop that your character may use in the scene
Create a character profile
Learning Aims
Learning Outcomes
1) To use the correct drama
terminology
2) To understand motivation and
subtext to deepen an understanding
of reading text
3) To be able to express
understanding of the themes and
issues of the play through extended
writing
1) Using the drama words with
growing confidence, more regularly
in written work and class discussion
2 Recorded examples of subtext
which show understanding of the
context of the drama and what is at
stake
3) Completed scripts that show
understanding of the context, and the
drama techniques explored
Tips for success:
 Presentation skills matter – be proud of the work you hand in
 Please use ICT to help you with your presentation
 Look up the meanings of key drama terms on the websites below and learn
them
 Keep your scripts in good condition so your annotation looks good
 Check through your work for spelling and grammar
Resources:
Sources:
1) Paper
1. [DOC] Drama - Keywords and Definitions
2) Pens
2.
3) Access to ICT
4) Scripts
http://wiki.answers.com/Q/What_are_Proxemics
http://wiki.answers.com/Q/What_is_motivation_in_drama
National Curriculum levels/ descriptors:
Level 4:
Students 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:
Students 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:
Students 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:
Presentation
1. I can identify different methods used to present to a range of audiences.
2. I can choose an appropriate method of presentation for my audience.
3. I can apply some of the basic presentation skills e.g. clear speech, eye contact and
visual aids. I sometimes need prompts to remember my presentation.
4. I use a range of relevant images/objects during my presentation and I make good eye
contact.
5. Information is presented clearly and not in too much detail – I am able to present
confidently and expand on points I have made in my presentation.
6. I can explain why the method of presentation I have used is appropriate for my
audience and identify other methods of presentation that could also be used.
Literacy:
Task 3: Write a script
Task 4: Write a Monologue
Numeracy:
N/A
Essential content:
Key word dictionary
Annotated script
Drafted Script
Drafted monologue
Self assessment sheet
Assessment:
Peer
Self
X
X
Teacher
X
X
Independent Learning Project
Subject/s
English Y8 Spring 2
Project Outline:
English Literary Heritage
Exploring how and why we use language as we do
Length of project:
4 weeks
X
X
5 weeks
6 weeks
Final due date: Week ending Friday 23rd March
Intermittent deadlines:
Task
Due Date:
Think of at least five terms which you think originated in a
foreign country but we use today. You must also explain what
the word means.
For example: Karaoke is a Japanese word.
Definition: Karaoke is a form of interactive entertainment or
video game in which amateur singers sing along with recorded
music.
Write three sentences in cockney rhyming slang and then
translate them into standard English. You can write a dialogue if
you wish.
EXT: Invent some of your own rhyming slang phrases.
Proverbs (popular sayings that contain advice): You need to think
of five famous proverbs and write the definition of each. For
example: “Let sleeping dogs lie” means that you shouldn't
disturb a situation as it would result in trouble or complications.
EXT: Invent your own proverb.
Evaluation: What do you think that you have learnt from this unit
of work?
What was your favourite lesson?
How do you think this unit can be improved?
EXT: Produce an idea for a lesson or a starter activity that would
really engage students
Week ending 24/02/12
Week ending
09/03/12
Week ending
16/03/12
Week ending
23/03/12
Learning Aims
Learning Outcomes
To understand and reflect on the
A list of at least five foreign terms that have
influence of foreign words on the English entered the English language and their meanings.
language.
Sentences written in cockney rhyming slang and
To explore the creativity of cockney
translated into English.
rhyming slang.
An explanation of five proverbs.
To understand the meanings of proverbs. Student evaluation of their progress and of the
To evaluate what they have learnt and
unit.
how the unit could be improved.
Tips for success: Discuss your ideas with classmates. Ask your teacher if you need help.
Meet intermittent deadlines and do not leave too much work until the final deadline.
Resources:
Sources:
internet, library books
internet, library
National Curriculum levels/ descriptors:
L5 To identify and explain key terms (RAF5). Use wide vocabulary for effect (WAF7).
L6 To explain language in detail (RAF5). Make ambitious vocabulary choices appropriate to
purpose (WAF7).
L7 To analyse how language creates an overall effect on the reader (RAF5). Choose
vocabulary imaginatively (WAF7).
Enterprise Skills and Attitudes:
Communication, independent thinking, problem solving; definition of five proverbs;
evaluation of learning and unit
Literacy: Reading up on foreign words in language, Cockney rhyming slang and proverbs.
Writing imaginatively, creatively and analytically.
Numeracy:
N/A
Essential content:
Five foreign phrases translated; three sentences written in Cockney rhyming slang;
explanation of proverbs, evaluation of progress and of unit.
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
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
Learning Outcomes
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 make people 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
Level
I can create a simple design for my logo.
3b
I made a simple plan for my game
3b
I am able to research and review at least three games companies and explain why they would be a
3a
good company to sell my game to
I can create a simple logo using a graphics software (e.g. Paint, Photoshop) Printed Logo
3a
I used Powerpoint to create at least 3 slides for my marketing pitch with added text and images.
4c
I have found and selected appropriate information and contents for my presentataion (e.g. image, text,
4b
colours, and animations).
I showed awareness of my audience by making the style of my presentation suitable for professional
adults
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 3/5) or one different activity to reinforce
vocabulary acquisition (one different activity for each week, such as
crosswords, word searches, gap-fills...).
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date: Week between 26/03/12 and 31/03/12
Intermittent deadlines:
Task title: LES SORTIES
Week 1 Clothes and adjectival agreement (Write about
your favourite celebrity’s clothing style)
Week 2 Comparative (compare clothing items)
Week 3 Comparative and Superlative (Write about a day
at the shopping centre)
Week 4 Making and reacting to invitations
Week 5 Making excuses
Learning Aims
1) To reinforce vocabulary learning
and spelling
Due Date:
24/02/12
02/03/12
09/03/12
16/03/12
23/03/12
Learning Outcomes
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
3)To reflect on learning by creating
exercises
4) Reinforce writing skills
key-vocabulary
3) Writing a short text for each topic
reusing connectives and opinions.
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
-Exercise books
-online dictionaries
-textbooks
-vocabulary lists on the VLE
www.linguascope.com
-exercise book
www.hellomylo.com
-textbook
www.jimmyp.me.uk
-websites
National Curriculum levels/ descriptors:
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 impair 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 impair
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
impair communication.
Enterprise Skills and Attitudes:
-research
-leadership
-presentation
Literacy:
-spellings
-terminology
Numeracy:
-revision of numbers / creation of mathematical quizzes in TL
CONTENT:
Activités
Tu veux …?
aller en boîte
aller à un concert
aller à une fête
faire du baby-sitting
faire du patin à glace
faire une promenade
jouer au golf
Activities
Do you want to …?
go to a disco
go to a concert
go to a party
go baby-sitting
go ice-skating
go for a walk
play golf
Réactions
Bonne idée!
Reactions
Good idea!
Les vêtements
Je vais porter …
des baskets (f)
des chaussures (f)
une chemise
un haut
un jean
un jogging
une jupe
un maillot de foot
un pantalon
un polo
un pull
une robe
Clothes
I’m going to wear …
some trainers
some shoes
a shirt
a top
a pair of jeans
a pair of tracksuit
bottoms
a skirt
a football top
a pair of trousers
a polo shirt
a jumper
Chouette!
D’accord.
Je veux bien.
Bof, …
Ça m’est égal.
Tu plaisantes!
Ça ne me dit rien.
Je n’ai pas envie.
Great!
OK.
I’d like that.
Well ... / So what?
I don’t mind.
You must be joking!
I don’t fancy that.
I don’t want to.
Des excuses
Désolé(e), mais …
Je dois …
faire les courses
faire mes devoirs
laver la voiture
promener le chien
ranger ma chambre
rester à la maison avec toi
Je ne peux pas ..
Making excuses
I’m sorry, but …
I have to …
go shopping for food
do my homework
wash the car
walk the dog
tidy my room
stay at home with you
I can’t ...
Assessment:
a dress
a sweatshirt
a T-shirt
a jacket
a black jacket
a white T-shirt
Les opinions
à mon avis
franchement
je pense que
cool
démodé(e)
joli(e)
moche
nul(le)
Opinions
in my opinion
frankly
I think (that)
cool
old-fashioned
pretty, nice
awful
awful, rubbish
Dans un magasin
Je peux vous aider?
Je voudrais …
Quelle taille?
Quelle couleur?
la pointure
la caisse
C’est combien?
Avez-vous ...?
quelque chose de (+
adj)
Voilà.
De rien.
cher (chère)
très
trop
plus cher
moins cher
Les problèmes de
famille
à l’âge de
J’ai envie de …
boire de l’alcool
dire
fumer
cher (chère)
je t’écris
Ce n’est pas juste!
un problème
rencontrer
Au centre commercial
Il y a …
une boucherie
une boulangerie
un café
un grand magasin
une librairie
un magasin de chaussures
un magasin de musique
un magasin de sport
un magasin de vêtements
une pharmacie
la poste
un supermarché
un sweat
un tee-shirt
une veste
une veste noire
un tee-shirt blanc
Family problems
at the age of
I want to …
to drink alcohol
to say
to smoke
dear
I am writing to you
It’s not fair!
a problem
to meet
At the shopping centrere
There is …
a butcher’s
a baker’s
a café
a department store
a book shop
a shoe shop
a music shop
a sports shop
a clothes shop
a chemist’s
the post office
a supermarket
Peer
X
Self
Teacher
X
In a shop
Can I help you?
I would like …
What size?
What colour?
shoe size
the cash desk
How much is it?
Have you got ...?
anything
Here you are.
You’re welcome.
expensive
very
too
more expensive
cheaper
Independent Learning Project
Subject/s Geography
Project Outline:
To select a war or conflict, past or present, and create a fact file about it.
Length of project:
4 weeks
5 weeks
6 weeks
X
Final due date: Week beginning 26th March
Intermittent deadlines: See below
Task
Due Date
(week beginning)
Choose a war or conflict that you would like to investigate e.g. the
Iraq war, Afghanistan, WW2. Find out when it started/ended and
which countries were involved.
Find out what caused the conflict to start, who was involved, what
lead up to the conflict e.g. religion, resources, politics
Research what the affects were of this conflict. Find out the social,
economic and environmental effects. Include specific facts and
figures e.g. 20,000 people injured.
Include visual material in your fact file, find a map of the area
effected, find graphs that show data about the affects, find pictures
showing the impacts of the conflict.
Give your opinion about the conflict, what do you think should be
done to resolve this conflict, what lessons can be learned to avoid
conflicts like this happening again, were the countries right to come
into conflict, was one country more to blame than the other in your
opinion?
Use the success criteria to self assess your fact file. What did you
enjoy about this project? What went well? How could this project
be improved for next years students? How could you have done
better?
Learning Aims
To be able to describe one war or conflict in
detail, the impacts it caused and give your
opinion about the conflict.
20/2/12
27/2/12
5/3/12
12/3/12
19/3/12
26/3/12
Learning Outcomes
To describe the causes of this conflict
To explain how the conflict effected people, the
economy and the environment
To give your own opinion about the conflict
Tips for success: Give your own opinion about this conflict and give 4/5 reasons to justify your opinion.
Use Point, Evidence, Analyse to help you expand on your opinion.
Resources:
Sources:
LRC and/or internet
http://en.wikipedia.org/wiki/Conflict
Coloured paper and pens
Google images
National Curriculum levels/ descriptors:
Level 4 – Describe what started the conflict and who was involved. Include a map showing
the area affected. Include images to show the impacts.
Level 5 – Explain how the conflict affected the society, economy and environment.
Include 3 examples of each.
Level 6 – Give your own opinion about this conflict and justify your opinion giving 4/5
reasons
Level 7 – Suggest what lessons we can learn from conflicts like this and how conflict can
be avoided
Enterprise Skills and Attitudes:
Communication, Problem Solving, Innovation
Literacy:
Literacy skills developed through writing their fact file
Numeracy:
Use of graphs and charts to illustrate the impacts of the conflict e.g. number of people
killed.
Essential content:
Name of the conflict, description of why it started and an explanation of how it impacted on people and
places.
Assessment:
Peer
Self
X
Teacher
X
Independent Learning Project
Subject/s
History
Project Outline: World War One Battlefield Model Competition
You are going to use your skills in creativity, art and design to create a WW1 battlefield
model. You will need included key features such as trenches and ‘no-man’s land’. Try to make
it as realistic and accurate as you can – you will see pictures and read about trenches in your
History lessons this term. You can also ask your teacher to see pictures from models created
by last year’s students.
Remember it is a competition so there will be prizes for the best model trenches. Base it on
either a German or British trench system.
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/battle during World War One. Include key
events such as:
 Assassination of Archduke Franz Ferdinand
 Battle of the Somme
 Battle of Jutland
 USA enter the war
 Armistice
Research other key events and add them to your timeline and briefly
describe what happened during each event.
w/b
27/2/12
Use the books and the following websites to help you:
http://www.bbc.co.uk/history/worldwars/wwone/summary_01.shtml
http://www.historylearningsite.co.uk/timeline_of_world_war_one.htm
Ext. Task – Research the Battle of the Somme. Briefly describe the events of
the battle and explain whether it was a success of failure for Britain.
Week Two
Begin creating your WW1 battlefield. Share your ideas with family
and friends for further suggestions.
Ext. Task – If possible, try and visit the Imperial War Museum in
Lambeth to gain a further insight into the design and structure of
trenches. Nearest Station: Lambeth North.
Visit www.iwm.org.uk for more information.
Week Three
Draw the side view of a trench (like the one below). Research and
label each of the main features. Include a short explanation of
what each feature is used for.
w/b
5/3/12
w/b
12/3/12
Include: Sandbags, duckboard, parapet, dugout, ammunition shelf,
firestep, barbed wire, sump and elbow rest.
*Don’t forget to continue creating your battlefield model.
Ext. Task – Include an explanation of what each feature is used for.
Week Four
Research and describe some of the problems soldiers faced in the
trenches. Include pictures if you can find some.
Use books and the following website to help you:
http://www.bbc.co.uk/history/worldwars/wwone/launch_vt_tren
ch_life.shtml
http://www.firstworldwar.com/features/trenchlife.htm
w/b
19/3/12
*ONLY
model of
battlefield
to be
http://www.spartacus.schoolnet.co.uk/FWWtrench.htm
Also watch the following clip to aid your studies:
http://www.youtube.com/watch?v=s77y2zU2a8g
Complete your battlefield model and hand it in to your History
teacher. All the best!
Ext. Task – Imagine you were a soldier in the trenches during
WW1. Write a poem or diary extract capturing your thoughts and
feelings at the time. Remember it must be historically accurate!
Learning Aims
extended
to w/b
16/04/12
(first week
back after
half term).
All other
work due
w/b
19/03/12
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 events from World War
describe what life was like in a WW1 trench.
One and create a model trench.
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 the
WW1 trench system.
Most students will complete the
above and be able to describe most
of the key events from WW1 and
what life was like in the trenches.
Some students will be able to use knowledge gained
from lessons, the given sources and their own
knowledge to evaluate the extent to which Britain was
successful in key WW1 events and explain how the
WW1 trench system operated.
Some students will do the above
and explain whether certain events
were successes or failures for the
British.
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/worldwars/wwone/
http://www.firstworldwar.com/features/trenchlife.htm
http://www.historylearningsite.co.uk/ww1.htm
http://www.spartacus.schoolnet.co.uk/FWW.htm
Books –
There are plenty of books available in LRC. If you speak to Mrs Brewin she will direct you in
the right directions for books on World War One.
Visits –
The Imperial War Museum (nearest tube: Lambeth North) is free for Adults and Children to
enter and will have information on trench life and all major events during World War One.
National Curriculum levels/ descriptors:
Marks will be awarded for historical accuracy and labels of key features showing good
knowledge and understanding.
L3 – Pupils will list some of the main events, people and changes in the past.
L4 – Pupils will describe some of the main events, people and changes in the past.
L5 – Pupils will explain some of the main events, people and changes in the past. They will
make a reasoned judgement.
L6 – Pupils will make links between events and changes and give reasons for and results of
these events and changes. They will make a reasoned and justified judgement that shows an
awareness of a counter argument.
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 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
(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 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
Teacher/s:
Mandarin
Mr Hsiao
Project Outline:
Year 8 – “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
X
5 weeks
6 weeks
Final due date: Thursday, 23rd Mar 2012
Intermittent deadlines: Weekly check during the last lesson of the week
Task
Complete a two-day lesson timetable with “school
subjects of study in Mandarin pinyin only”. 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 a 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 a Power Point presentation of “I like/dislike
certain school subjects of study”. It should also be
presented with different tenses, using “yesterday,
tomorrow, etc” in Mandarin characters. The work should
be presented in sentences.
Due Date:
02.03.12
16.03.12
23.03.12
Learning Aims
1) To apply and extend basic
vocabulary learnt from lessons
about general school subjects of
study (L1-2)
Learning Outcomes
1) To be able to produce a basic lesson
timetable with extension of
researched vocabulary school subjects
of study not having learnt in lessons.
2) To apply and extend basic
2) To be able to produce a school lesson
vocabulary learnt from lessons
timetable with the time indicated when
about telling time, including using
each lesson takes place.
time phrases such as “yesterday,
tomorrow, etc”(L3-4)
3) To research for and make
appropriate sentences in the
context of “expressing personal
preferences of school subjects of
study”. (L4)
3) To be able to produce sentences with
researched school subjects of study to
express personal preferences on school
subjects of study.
4) To apply the time phrases, which 4) To be able to demonstrate how past and
indicate different tenses in
future tenses work in Mandarin.
sentences. (L4-5)
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.
 Apply “telling time with past or future tense time phrases” 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 5: 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. Furthermore, demonstrate using “yesterday”; “tomorrow” or
similar time phrases to show different tenses in Mandarin.
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.
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. Present at least 3 sentences describing your timetable
using some time phrases to indicate tenses. (Level 3-4)
Section Three: present sentences with “like/dislike” with subjects of study phrase
bank, and also apply “days of the week” in their sentences (Level 4-5)
Assessment:
Peer
×
×
Self
Teacher
×
Independent Learning Project
Subject/s
Maths
Statistical investigation
Project Outline:
Students have to write a short report on the average cost of 3 different TV
models at 8 different retailers. Consider how to do the research and how to
present your findings. Details of how to do so are below.
Length of project:
4 weeks
X
5 weeks
6 weeks
Start date: 05/03/12
Final due date: 30/03/12
Intermittent deadlines: every 2 weeks
Task
Research and compare the prices of 3 different TVs at 8
different retailers. Write down all the details of each
product and the different prices it retails at.
Conduct some basic analysis on the different prices of
each product. You will need to use averages such as the
mean, mode, median and the range to compare prices of
each product from each retailer.
What are your findings? Can you write a conclusion of
about 200 words on what you have discovered? Some
points to consider:
 Does the same retailer always come out the most
expensive? Cheapest?
 Which type of average would you choose if you
had to pick one?
 If you were recommending someone to buy one of
each type of TV from just one retailer, which one
would you select? Can you give reasons and justify
why?
 Would you do anything different if you were do the
project again?
Due Date:
Week ending
16/03/12
Week ending
23/03/12
Week ending
30/03/12
Learning Aims
Learning Outcomes
1) To investigate a real-life price
comparison situation.
1) To write a report comparing the prices
of different products.
2) To be able to use different types
of average.
2) To be able to justify your choices using
mathematical reasoning.
Tips for success:
Be clever with your choice of websites!
Resources:
Internet, calculator
Sources:
Internet
National Curriculum levels/ descriptors: Covers level 4 to 6
Data Handling – Levels 4-6:
Level 4 - I can collect discrete data and record using a frequency table.
Level 5 - I understand and use the mean, mode and median of discrete data.
Level 6 - I can compare simple distributions, using the range and one or more of
the mode, median or mean.
Enterprise Skills and Attitudes:
Innovation
Presentation
Research
Literacy:
Writing a report following independent research.
Numeracy:
Number work throughout – calculating best value in terms of amount produced
and costing, converting units, simple mental maths calculations.
Essential content: Calculations shown, prices listed clearly, report written using
standard English.
Assessment:
Peer
Self
X
Teacher
X
Independent Learning Project
Subject/s
Music
Year 8 Garage Band Remix
Project Outline: In your ICT focus unit you will develop your understanding of
Garage Band and how it is used to make music.
Length of project:
4 weeks
5 weeks
X
6 weeks
Final due date: Week beginning 19/03/12
Intermittent deadlines:
Task
 Annotate the diagram of Garage Band program
with detailed descriptions of each of the parts of
the user interface and describe what they do.
Due Date:
2nd lesson 27th Feb
 Create a Powerpoint about copyright and royalties.
It must include:
1) What is copyright?
2) Why is it important
3) A case study of a famous legal case involving
copyright
 Write a letter to Ben E. King – The original
performer of Stand by Me. Explain how you have
adapted his piece of music, how you have used
Garage Band to help you and ask him for
permission to use his piece.
 Design a CD cover for your remixed single of Stand
by Me
3rd lesson 5th march
4th Lesson 12th
March
5th lesson 19th March
Learning Aims
Learning Outcomes
To begin to understand the complex issues An understanding of copyright issues
surrounding copyright in the Music
industry.
A theoretical understanding of
To develop knowledge of computer
garage band to underpin practical
software and how it has changed the way class work.
music is used and consumed.
Tips for success:
 Select online resources carefully but be careful to rewrite into your own
words.
Resources:
Sources:
 Internet
 VLE
 Paper/pencil/pen/rubber/colours
 Library
 Template booklet
 http://en.wikipedia.org
National Curriculum levels/ descriptors:
2.2 reviewing and evaluating
f. the use of music technologies to create, manipulate and refine sounds
g. the role of music and musicians in society, of the music industry and of artistic
and intellectual property rights.
Level 4: Basic level of presentation, some evidence of independent research,
Level 5: You are able to see contrasting of view and have presented your ideas in
organised manner appropriate to the task
Level 6: You have used Musical terminology effectively in your work and your
work shows in depth research and excellent presentation skills
Level 7: You have used Musical terminology effectively in your work and your
work shows in depth research and excellent presentation skills. You back up your
key points with evidence.
Enterprise Skills and Attitudes:
Enterprise Skills: Problem Solving
Attitudes: Risk-taking, optimism, perseverance.
Literacy:
Ability to comment on technological functions within Garage band. Ability to
write a letter in the correct format.
Numeracy:
Beats of the Bar.
Essential content:
 Pictures
 Letter
 Powerpoint
 Musical terminology
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Religion and Philosophy
Project Outline:
To produce a religious meal for a festival of your choice and write out a menu for
that meal. 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 and the name of the festival.
2. Why and how is the festival celebrated?
3. What are the ingredients for the meal and what will be the end result – the
meal itself.
4. Design a menu for the meal.
Length of project:
4 weeks
5 weeks
6 weeks
X
Final due date: W/B 26/03/12
Intermittent deadlines:
Task
Choose a festival and research it for the meal
Write the history behind the festival
Research the food to be included in the meal
Design the menu for the meal
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 a festival and prepare
a religious meal for a family of four –
a menu must also be included.
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
W/B 20/2/12
Learning Outcomes
1)To produce a piece of work
independently
2) To produce a menu for a religious
festival
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:
Sources:
1. Students own research from
http://www.bbc.co.uk/learningzone/clips/
the internet, library and media
resources.
2. Textbooks and students own
exercise books.
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
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:
One festival with its background and the meal and the menu. Work must be
completed by on computer.
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
Due Date:
08/03/2012
15/03/2012
22/03/2012
Learning Outcomes
To gain a greater understanding of pressure 1. To be able to use keywords and meanings
and hydraulics.
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, write up using PEA.
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Spanish
Year 8
Project Outline:
Over the Spring 2 half term you are going to learn to talk about food, mealtimes,
shop for groceries and ordering food at a restaurant.
On this project, you need to create a colourful and original cooking book for
your all-day restaurant (i.e. including breakfast, lunch and dinner) with recipes
using all the vocabulary and phrases you learn in lessons and your research skills
for the recipes. 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: ¿Qué desayunas? + Unit 3 : En el restaurante
Decide the dishes that you are going to offer for
breakfast, lunch, dinner, dessert and drinks. Preferably
use Spanish speaking countries dishes and drinks.
Create the front cover and a menu with headers and
names of dishes and a picture.
Due Date:
24.02.12
Unit 2: En el mercado
Research about the dishes.
Write a description and where it comes from.
Find ingredients and quantities for your reader to go
and buy them.
You need to write a detailed list of ingredients and
quantities.
02.03.12
Unit 4: Una cena especial
Tell your reader how you cooked four of your dishes.
You need to write step-by-step of the recipe using past
tense. You can include some visuals like pictures to
illustrate the recipe (I washed, I cut, I fried, etc).
Unit 5: ¿Qué te gusta comer ?
In the final chapter of your book you need to tell your
readers about your likes, dislikes and favourite food.
Learning Aims
1) Design cooking book using
research to choose the dishes from a
Spanish speaking country. Find new
vocabulary and write paragraphs
including opinions and connectives.
2) Understand and use quantities,
measurement and currency in
Spanish. Use and adapt language and
grammar in context for real
purposes.
3) Produce paragraphs using past
tense. Include more details,
adjectives and sequencers.
Conjugating verbs accurately in
present and past.
09.03.12
16.03.12
Learning Outcomes
1) Cooking book well informed on
traditional dishes from a Spanish
speaking country. Accurate and correct
new vocabulary used in paragraphs
including opinions and connectives.
2) Detailed paragraphs which include
quantities, measurement and currency in
Spanish. New language and grammar
used for real purposes.
3) Written work in past tense which
include more details, adjectives and
sequencers as well as verbs in present
and past.
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:
Sources:
- Vocabulary lists from the VLE and
- Mira 2 book
this booklet.
- Exercise book.
A4 paper folded into A5 to create a
booklet.
- Dictionaries
Pens and colour pencils
Food pictures cut outs
Printed pictures from the internet
- www.jimmyp.me.uk/page6.html
National Curriculum levels/ descriptors:
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.
Level 5
Pupils write short texts on a range of familiar topics, using simple sentences. They refer to
recent experiences or future plans, as well as to everyday activities. Although there may be
some mistakes, the meaning can be understood with little or no difficulty. They use
dictionaries or glossaries to check words they have learnt and to look up unknown words.
Level 6
Pupils write texts giving and seeking information and opinions. They use descriptive
language and a variety of structures. They apply grammar in new contexts. Although there
may be a few mistakes, the meaning is
usually clear.
Enterprise Skills and Attitudes:
Communication, Problem solving, Research, 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, currency, quantities and metric system of measurement.
Essential content:
Una cena especial
¿Qué desayunas?
¿Qué comes?
¿Qué meriendas?
¿Qué cenas?
Desayuno …
Como …
Meriendo …
Ceno …
carne con verduras
cereales
fruta
galletas
magdalenas
pasta
patatas fritas
pescado con
ensalada
pizza
pollo
tostadas
un bocadillo
¿Qué bebes?
Bebo …
Cola Cao
té
zumo de naranja
No meriendo.
No desayuno nada.
Nunca como.
¿A qué hora
desayunas/cenas?
Desayuno a las ocho.
Como a mediodía.
Ceno después de las
nueve.
Assessment:
¿Qué te gusta comer?
Me gusta (mucho) comer …
No me gusta (nada) comer …
A veces como …
Nunca como …
Me gusta beber …
Nunca bebo …
Los números
cien
ciento diez
doscientos
trescientos
cuatrocientos
quinientos
seiscientos
setecientos
ochocientos
novecientos
mil
El fin de semana pasado …
salí con …
Fui a …
un restaurante español
un restaurante muy caro
Comí una ensalada.
Mi compañero/a comió gambas.
Compartimos una paella.
Bebimos agua.
Hablamos de fútbol/música.
¡Fue genial!
Normalmente como …
El fin de semana pasado comí …
Mañana voy a comer …
Palabras muy útiles
normalmente
de
nada
nunca
algo
mucho/a/os/as
En el mercado
¿Qué quieres?
un kilo de …
dos kilos de …
medio kilo de …
quinientos gramos de …
jamón
manzanas
peras
queso
tomates
uvas
zanahorias
un cartón de leche
un chorizo
una barra de pan
una botella de agua
una lechuga
¿Algo más?
Sí, quiero …
por favor
Nada más, gracias.
¿Cuánto cuesta?
Un euro.
Dos euros y veinte
céntimos.
Ochenta céntimos.
Peer
x
Self
Teacher
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