A Guide for
Parents & Carers
Independent Learning Projects
& Homework
Autumn 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 for
Autumn 2
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
Art
Design Technology
Drama
English
Enterprise – Learning to Learn
French
Geography
History
Mandarin
Maths
Music
Religious Education
Science
Spanish
Independent Learning
Project
Subject/s
Art
Teacher/s: All
Project Outline:
This project will build upon your mark making skills and further develop your observational drawing
skills.
Once again, you will be expected to research artists and copy your favourite style. You will then
apply this knowledge by creating your own landscape painting or drawing. You will also be expected
to evaluate what went well and what could be improved, in terms of your final homework art piece.
There will be help-sheets available for you for every section of the project. Teachers will also let you
know when they are available after school for help or questions.
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: Week beginning the 12th of December
Intermittent deadlines: See below
Task
Due Date:
Find 3 different examples of landscapes. Please find out the name of
the artists who painted them and include the year.
Choose your favourite landscape. Describe the way it has been painted
and explain why it is your favourite.
Please complete a pastiche of last week’s chosen landscape.
Complete your own landscape drawing/ painting. You could do this from
a holiday photo, your garden or the view from your window. (2 weeks)
Week beginning 7th November
Evaluate your final landscape.
Week beginning 12th December
Learning Aims
Week beginning 14th November
Week beginning 21st November
Week beginning 5th December
Learning Outcomes
1) To develop skills in observational
drawing.
1) This project will help you practice your
observational drawing skills by accurately depicting
your surroundings.
2) To develop independent research skills.
2) This project will teach you how to undertake basic
artistic research (sourcing a relevant image).
3) To learn how to evaluate a final piece.
3) Writing an evaluation at the end of a project helps
you understand how all your ideas came together to
create one final piece. An evaluation ties up a project
at the end.
Tips for success:
All work must be neat and readable.
All work must be spell checked or proof read.
Work must not be left unfinished. All work set either supports your class work or hits specific criteria
in the National Curriculum.
Resources:
Sources:
Keyword/ Sentence starters on the VLE
(differentiated)
Hint sheet of possible artists on the VLE
The VLE > Art Student Area> Homework> Key Stage
3 > Year 7
School Computer > Art Common Area > Key Stage 3
> Year 7
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 methods used by different artists. (L5)
I can evaluate my own work and discuss what it means and how it was made. I know and can
discuss its purpose. (L5)
I can evaluate my own work, backing it up with sound knowledge. (L6)
Enterprise Skills and Attitudes:
Presentation: Your work needs to be neat and presented in an appropriate manner. It must not be
submitted in dribs and drabs; it must be submitted as a full project at the end of the 6 weeks. Please
staple your project together or put it in a plastic sleeve.
In class, you will be asked to discuss your project in front of the class, which will help you earn a
higher presentation enterprise skill. Make sure you use positive body language and a clear voice.
Literacy:
This project involves a lot of literacy. Key word sheets and help sheets will be provided on the VLE
to help you with this.
Numeracy:
N/A
Essential content:
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. Galleries also sell postcards of famous artwork, if
you manage to go to any.
The evaluation needs to discuss what you felt went well and what you would change if you were to
have another go. Always explain why.
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Design & Technology– Year 7
NCU/ TOR/ LSI
Project Outline:
Students are required to make a product from one of the following:
Perfume/aftershave
Range of Jewellery
Deodorant
Shampoo and Conditioner
It must be based around any culture or country of your choice, but your finished
product must fit in a shoe box!
Length of project::
x
4 weeks
5 weeks
6 weeks
x
Final due date: Week beginning 05/12/11
Task
Due Date:
Week beginning:
In order to represent the country or culture you have
November 14th 2011
chosen, you will need to research images relating to it.
Your first task is to create a mood board using as many
sources, textures and pictures as possible. Use the sheet
provided.
Your designs must reflex the product and the
culture/country of your choice. You need to produce 6
different designs, try to be as creative as possible.
Week beginning:
November 21st 2011
Your final task is to create a model of your product.
REMEMBER you must only use materials that can be
found around the house and it MUST be able to fit in a
shoebox.
Week beginning:
December 5th 2011
Learning Aims
1) To research different cultures
and traditions.
2) To use research to create
initial ideas for a product
3) To use available materials to
design and make a final
product
Learning Outcomes
1) Research and create a mood board
on a country and culture of choice
2) Create initial designs using research
and designing skills
3) To identify effective design
characteristics
4) To produce a final product,
appropriate to the design brief,
including characteristics identified
from research.
Tips for success:
1) Use different types of research for your mood board (not just the internet).
You can use materials and other sources that can be stuck on.
2) Use a pencil to sketch your ideas so you can alter your designs easily
Resources:
Sources:
1) Paper
Local shop/newsagent
2) Pens
Internet
3) Glue
Library
4) Scissors
Home
5) Materials available from home
6) Computer/printer
7) Shoe box (for extension task)
National Curriculum levels/ descriptors:
Level I need to...
 Arrange images on the mood board in an interesting and creative way. The
L5
source box and summary box should be completed with detailed
information.
 5/6 initial ideas that are well drawn, labelled in detail and meet the
specification.
 Must be able to cut out materials with accuracy and precision. The final
product must be made to an excellent standard and fit into a shoe box.
L4
 Images on the mood board relevant to the country or culture and should fill
the entire page, some detail included in the source and summary box.
 4/5 initial ideas that show some clear sketches and basic labelling.
 Product made with some good attention to detail and with increased
accuracy and precision.
L3
 Images on the mood board have some relevance to the culture chosen; the
source and summary box have little information.
 You have produced 4 simple designs; you have produced a final idea.
 Product made with some accuracy, it can fit in a shoe box.
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
Mood board of culture of choice
Initial design ideas
Final product
Assessment:
Peer
Self
X
Teacher
Independent Learning Project
Subject/s
Teacher/s:
Drama – Year 7
FFE/ RHE/ KPA
Project Outline:
Blodin the Beast is a unit of work that will help you to develop your literacy, oracy
and Drama skills. You will take part in story telling exercises and learn about
narration and working as a large team to re-tell a story. You will be learning some
new Drama techniques and will have to complete the project work below to
support your practical work in lessons.
Length of project::
4 weeks
X
5 weeks
6 weeks
Final due date: week commencing 05/12/11
Intermittent deadlines: Each week students will be required to bring one task to
their lesson for checking – deadline is dependent on day of drama lesson
Task
Design a front cover for the project with the title Blodin
the Beast. This should include a picture of your version
of Blodin the Beast.
Design your own mythical creature. Write a metaphor
and simile to describe it. Extension: write a poem about
your creature in the style of the Blodin the Beast poem.
Write a script of the scene you and your partner devised
about Blodin’s arrival.
Complete the diary entry in role as one of Blodin’s
workers who escapes.
Complete self assessment worksheet.
Learning Aims
4) To develop literacy skills
through Drama
Due Date:
w/c 07/11/11
w/c 14/11/11
w/c 21/11/11
w/c 28/11/11
w/c 05/12/11
Learning Outcomes
5) To know the meanings of simile and
metaphor and how to use them
5) To explore a story through
drama
6) Know the story of Blodin the Beast
6) To develop script writing skills
7) To have written a script
7) To use imagination and
creativity
8) To have used creativity and
imagination in written work.
Tips for success:
3) Be imaginative and creative – you are unlikely to be wrong!
Resources:
8) Paper
9) Pens
10)
Diary Entry
11)
Self Assessment Sheet
Sources:
1) Blodin the Beast – Michael Morpurgo
National Curriculum levels/ descriptors:
Level 4:
Pupils can:
•
Discuss the themes or issues in the drama with help
•
Evaluate their own and other pupils’ work
•
Use some correct basic theatre terminology
Level 5:
Pupils can:
•
Discuss the themes or issues in the drama
•
Reflect on and evaluate their own and other pupils’ work, suggest
thoughtful and relevant improvements
•
Use drama/theatre terminology when discussing or writing about drama
Enterprise Skills and Attitudes:
1) Communication
2) Presentation
3) Innovation
Literacy:
Explicit use of metaphors and Similes
Extended writing task: Complete the diary entry in role as one of Blodin’s
workers who escapes.
Numeracy:
N/A
Essential content:
Front Cover
Mythical Creature with similes and metaphors
Script
Diary Entry
Self Assessment Sheet
Assessment:
Peer
y
Self
y
Teacher
y
Independent Learning Project
Subject/s
Teacher/s:
English Y7 Autumn
All
Project Outline:
This half-term we will be reading the novel Millions. Your tasks are to write a
magazine article encouraging others to read your favourite novel; invent a new
chapter for Millions; create a list of tips for creative writing; and to research what
your friends and family like to read and why.
Length of project:
X
5 weeks
Final due date: Week ending Friday 9th December
Intermittent deadlines:
Task
Research writing tips and create a 10 point list for
writing fiction.
Write a magazine article encouraging other students to
read your favourite novel (200-400 words).
Research what people you know look for in a good book.
Create a questionnaire (5 questions minimum) to ask,
eg, What is your favourite genre and why? How will you
present your findings? Eg PPT or report?
Plan and write a new short chapter for Millions. Try to
write in the same style (200-300 words approx).
Learning Aims
Due Date:
15/11/2011
21/11/2011
28/11/2011
05/12/2011
Learning Outcomes
1) To discover the ingredients to
writing great fiction.
1)A top ten list of creative writing tips.
2) To be able to write a persuasive
magazine article.
2) A magazine article aimed at teenagers
encouraging them to read your favourite
novel.
3) A survey of what people enjoy reading
and why.
4) Invent a new chapter for Millions.
3) To use research skills to survey
reading tastes.
4) To be able to write an interesting
piece of fiction.
Tips for success: Make sure you meet the various deadlines and don’t leave all
the work until the last week.
If necessary please ask your teacher for help.
Magazine article: write in a lively, persuasive style. Keep your readership and
purpose in mind – to persuade teenagers to read your favourite novel.
New Millions chapter – study the style of the author, eg does he use long or short
sentences or a mixture. Try to imitate this style.
Resources: internet, your own
favourite novel
Sources: magazines, the novel Millions,
creative writing tips, friends and family
National Curriculum levels/ descriptors:
Writing
AF1 – write imaginative, interesting and thoughtful texts
L4 – To be able to write interesting texts.
L5 – To maintain the reader’s attention most of the time.
L6 – To engage and keep the reader’s attention.
AF2 – produce texts which are appropriate to task, reader and purpose
L4 – My task fits the task but not the reader.
L5 – My style fits the task and the reader.
L6 – I can maintain an appropriate style.
AF3 – organise and present whole texts effectively, sequencing and
structuring information, ideas and events
L4 - My work is organised and clear.
L5 - My work is structured for effect.
L6 - My work is structured clearly and confidently.
AF7 – select appropriate and effective vocabulary
L4 – I am beginning to use adjectives, verbs and adverbs.
L5 – I can use a range of vocabulary with some confidence.
L6 – I can use a range of vocabulary precisely.
Enterprise Skills and Attitudes:
Communication: writing an article aimed at a specific target audience,
researching information, interviewing friends and family.
Presentation: reporting back to the class on the findings of your reading survey.
Literacy: Writing a magazine article, creative writing for a new chapter of Millions.
Numeracy:
N/A
Essential content: a magazine; a new chapter for Millions, a list of tips for creative
writing; a survey into reading habits
Assessment:
Peer X
Self
Xx Teacher xX
Independent Learning Project
Subject/s
Teacher/s:
Enterprise – Learning to Learn
BICT
Project Outline:
Teamwork
Using your e-portfolio you will plan and design an online news article on Teamwork. This will include
research on how teams work well, identifying a successful team that have benefited from using skills such as:
working collaboratively, contributing, adapting, showing commitment. You will then create a guide on the
do’s and don’ts for teamwork.
Your article will focus on the importance of teamwork. This will combine research, creativity and literacy to
discover how to improve your own team working skills.
Length of project:
4 weeks
X
5 weeks
6 weeks
Final due date:9th December 2011
Intermittent deadlines: Weekly deadlines
Task
Research: - Where has working as a team impacted/ led to the success of a project or
event?
Due Date:
18/11/11
This will involve research on an area of interest to you. (For example a local football
team that has improved through collaborative team work in a football game or league;
teamwork during major disasters like the New Zealand earthquake where members of
the public helped, as a team, to overcome the disaster and recover from the terrible
incident).
From this research you will create a collage of successful teams that you could use for
your article. Upload your collage as a link on a web page in your e-portfolio.
Useful links and websites and article that will help you are:
http://news.bbc.co.uk/sport1/hi/cycling/15066004.stm
http://management.about.com/cs/people/a/NoIteam100801.htm
http://www.northantset.co.uk/news/campaigns/charitycampaigns/charity_campaigns_teamwork_helps_footballers_raise_money_1_2686248
http://www.cwmission.org/features/japan-quake-teamwork-heals-damage-at-aricentre
Create: - Use your collage to identify an article that you can write your online news story
about. Create an online newspaper article using your e-portfolio that includes the
following:
 A description of the team/event you have identified
 The key elements identified in the teamwork spiral with an explanation of how
they have been used by the team, for example: working collaboratively, being an
25/11/11
active participant, contributing, adapting, commitment.
Identify how working as a team has had an impact and led to success/successes
in your chosen example.
Create: - Create an online newspaper article using your e-portfolio that includes the
following:
 Ensure the article looks like a newspaper article online – spend time editing your
article and including pictures and using the features of your e-portfolio (which
you have learned about in school and at home). Add links to your article of the
story you have used from the internet.
Create a guide of do’s and don’ts for great teamwork. This can be created in word or
PowerPoint. Include this as a link on your e-portfolio article.

2/12/11
9/12/11
Useful links and websites and article that will help you are:
http://www.slideshare.net/shabbarsuterwala/ten-commandmentsforcollaborativeteam-work
http://www.slideshare.net/readysetpresent/team-building-powerpoint-ppt-contentmodern-sample
Learning Aims
Learning Outcomes
1) To understand how to work effectively as a
team.
1) To create an online newspaper article using your eportfolio on Teamwork.
2) To be able to identify how working as a team
can impact on success.
2 )To have effectively researched the qualities needed to
be an effective team worker.
3) To identify the do’s and don’ts of successful
teamwork.
3) To create a guide of do’s and don’ts of effective
teamwork.
Tips for success:
Research will enable you to find articles that you are interested in.
Be creative with the use of your e-portfolio
Use the teamwork enterprise spiral to help you
Research the layout of an online newspaper article
Resources:
Sources:
Internet, e-portfolio log on (www.myopeus.com)
Above websites
National Curriculum levels/ descriptors:
Enterprise skills: Teamwork
Level 1 - I can identify a role for myself within the team.
Level 2 - I am an active participant - I share ideas that contribute to the team and listen to other’s ideas.
Level 3 - I am able to fulfil my role within the task and show evidence of my input.
Level 4 - I can identify the most appropriate role for me based on the dynamics of the team.
Level 5 - I can overcome any differences with team members and show commitment to the team.
Level 6 - I am able to identify my contribution to completing the task and my value to the team.
Enterprise Skills and Attitudes:
Communication, Teamwork, Innovation, Presentation, Problem Solving
Literacy:
Writing web pages
Use of enterprise terminology
Numeracy: N/A
Assessment:
Peer
x
Self
x
Teacher
x
Independent Learning Project
Subject/s
Teacher/s:
French
RGO
Project Outline:
Create a visually attractive and well-presented French textbook covering Autumn
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) or one different activity to reinforce
vocabulary acquisition (one different activity for each week, such as cross-words,
wordsearches, gap-fills...).
Length of project::
X
4 weeks
5 weeks
6 weeks
Final due date: week between 05/12/11 and 09/12/11
Intermittent deadlines:
Task title: MOI et MA FAMILLE
Week 1 my brothers and sisters
Week 2 my family
Week 3 my pets
Week 4 describing myself and others
Learning Aims
Due Date:
7-11/11/11
14-18/11/11
21-25/11/11
28/11-02/12/11
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 keyvocabulary
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-3a levels: be able to write short passages (3 sentences).
Enterprise Skills and Attitudes:
-research
-leadership
Literacy:
-spellings
-terminology
Numeracy:
-revision of numbers / creation of mathematical quizzes in TL
CONTENT:
Ma famille et
mes copains
J’ai …
Je n’ai pas …
Tu as …?
As-tu …?
un frère
une sœur
un frère qui
s’appelle ...
deux sœurs qui
s’appellent …
Je suis …
fils unique (m)
fille unique (f)
mon ami
mon copain
mon demi-frère
mon frère
mon grand-père
mon oncle
mon père
mon amie
ma copine
ma demi-sœur
ma grand-mère
ma mère
ma sœur
ma tante
ma famille
mes parents
mes grandsparents
Voici ...
Voilà ...
Assessment:
My family
and friends
Les animaux
J’ai …
un animal
(des animaux)
une araignée
un chat
un cheval (des
chevaux)
un chien
un cochon d’Inde
un hamster
un lapin
un oiseau (des
oiseaux)
un poisson
un serpent
une souris
une tortue
Je n’ai pas d’animal.
Les adjectifs
Je suis ...
Tu es ...
Il est ...
Elle est ...
petit (petite)
grand (grande)
de taille moyenne
actif (active)
bavard(e)
gourmand(e)
marrant(e)
paresseux
(paresseuse)
sportif (sportive)
sympa
timide
un peu
assez
très
I have …
I don’t have …
Do you have …?
Do you have ...?
a brother
a sister
a brother called ...
two sisters called …
I am …
only child (male)
only child (female)
my friend (male)
my friend (male)
my half-brother/
stepbrother
my brother
my grandfather
my uncle
my father
my friend (female)
my friend (female)
my half-sister/
stepsister
my grandmother
my mother
my sister
my aunt
my family
my parents
my grandparents
Here is/are ...
That is/Those are ...
Peer
X
Self
Les animaux
J’ai …
un animal
(des animaux)
une araignée
un chat
un cheval (des
chevaux)
un chien
un cochon d’Inde
un hamster
un lapin
un oiseau (des
oiseaux)
un poisson
un serpent
une souris
une tortue
Je n’ai pas d’animal.
Les adjectifs
Je suis ...
Tu es ...
Il est ...
Elle est ...
petit (petite)
grand (grande)
de taille moyenne
actif (active)
bavard(e)
gourmand(e)
marrant(e)
paresseux
(paresseuse)
sportif (sportive)
sympa
timide
un peu
assez
très
Teacher
X
Les yeux et
les cheveux
J’ai …
Tu as …
As-tu ...?
Il a …
Elle a …
les yeux bleus/gris/
marron/verts
les cheveux blonds
les cheveux bruns
les cheveux noirs
les cheveux roux
les cheveux courts
les cheveux longs
les cheveux mi-longs
les cheveux frisés
Je n’ai pas de
cheveux.
I have …
You have …
Do you have ...?
He has …
She has …
blue/grey/brown/
green eyes
fair hair
brown hair
dark hair
red hair
short hair
long hair
medium-length hair
curly hair
I don’t have any
hair.
Independent Learning Project
Subject
Teacher/s:
Geography Year 7
Miss Taylor
Project Outline:
In groups of 3/ 4 create a news-clip about an extreme weather event
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: Monday 12th December
Intermittent deadlines:
Task
Get into groups of 3/ 4 and chose an extreme weather event
to investigate(e.g. hurricanes, floods, drought)
Research where and why the extreme weather event occurs
Find a case study example of an event, classifying the social,
environmental and economic effects of the extreme weather
event.
As a group write a script for your role play, describing the
area that has been affected, the cause of the extreme
weather event and impact of the event (therefore you will
need a cameraman/director, news reporter and a witness or
two)
Rehearse your role-play, recording and making any last
minute alterations
Film your news report and practise your presentation,
preparing for questions from the class about your extreme
event and the completion of the task.
Due Date:
Week beginning
7th November
14th November
21st November
28th November
5th December
12th December
Learning Aims
Learning Outcomes
1) To work well in a group
1) To be able to work effectively in a group
2) To effectively research about
an extreme weather event
2) To be able to plan and research about an
extreme weather event
3) To produce and present a
news report to the class
3) To successfully produce and present your
news report to the class
Tips for success:
 Nominate a team leader to ensure that everyone is working to their best ability,
communicating and delegating roles, with everyone listening to each other’s
ideas.
 Ask teachers if you are struggling with a particular part of the project
 Meet all the deadlines set
Resources:
Camera to record the
news report and memory
stick to save it on so it can
be played to the class.
Sources:
Example project:
http://www.youtube.com/watch?v=U7ug28Y0Qqs
Books in the LRC
http://news.bbc.co.uk/cbbcnews/hi/find_out/guides/t
ech/extreme_weather/newsid_2296000/2296669.stm
National Curriculum levels/ descriptors:
Level I need to...
L6
The cause, location and severity of the extreme weather event are
explained.
The news report is detailed and the impacts are categorised and
implications of the impacts are described.
Everyone has a clear role and has worked to the best of their ability.
L5
The extreme weather event is explained clearly detailing cause and
location of event
The impacts of the event are categorised clearly.
Everyone is working well together.
L4
An extreme weather event is described. Locating where they tend to
occur and explaining why they occur.
The impacts of the event are clearly presented in the news report.
Everyone has taken part in the project.
L3
An extreme event named, with some facts about the location and effects
of the extreme event however there are several mistakes.
One or more students not showing any sign of participating to the group
project.
Enterprise Skills and Attitudes:
Innovation, independent working and teamwork skills
Literacy:
Reading and researching about an extreme weather event, writing a script for the
news report and presenting the work.
Numeracy:
Using statistics when writing and performing the news report
Essential content:
Describing the cause of the extreme weather event
Researching a case study to base the news report on
Categorising the different impacts of the extreme weather event.
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
History
All History staff
Project Outline:
Ancient Egypt
In class you have been looking at the Ancient Romans. For homework we shall compare this ancient
civilization with another. Look at what can we find out about Ancient Egypt from what has survived?
Complete all tasks and do your own research. Present as a project. Remember to keep your presentation
professional
Summary:
Students will look at what we can learn from the Ancient Egyptians from the artefacts that have survived.
They will need to complete pages on the following topics:





What do we already know about Ancient Egypt?
What can we learn about Ancient Egypt from one object?
What does the landscape tell us about what life might have been like in Ancient Egypt?
What objects survive from the time of the Ancient Egyptians?
What do objects that have survived tell us about Ancient Egypt?
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: W/B 12th December 2011
Intermittent deadlines:
Task
Week one
What do you already know about Ancient Egypt?
Write your ideas on the following topics:








Daily Life
Farming
Death
Where they lived
Houses
Kings
Religion
Where is Egypt?
Due Date:
w/b 07/11/11
w/b 14/11/11
Week Two
Find an image of the death mask of Tutankhamun. We know he was a
young pharoah who died when he was still a teenager.
Draw a picture of the death mask. Draw it carefully. Put in the detail.
Answer the following questions.
1.
2.
3.
4.
5.
What is it made of?
How did you think it was made?
What is the pharaoh wearing?
What does the mask tell us about the ancient Egyptians?
What did they think of their pharaohs?
w/b 21/11/11
Week three
Describe the climate and landscape of Egypt. What does this tell us about
what life might have been like in Ancient Egypt?
Week Four
Find a picture of a canopic jar from Tutankhamen’s tomb. These beautiful
jars were made to keep the soft parts of the body that were cut out during
mummification.
Draw it carefully. Think about what it might be made of.
What shape is the jar?
What do you think it is meant to be?
What does it tell us about what the Ancient Egyptians thought of the body
of their pharaoh after he was dead?
w/b 28/11/11
Ext: Thinking about the canopic jar and the burial mask from week two:
Have you learnt more about rich or poor people?
What does each object tell us about food, death, clothes etc.
What are the objects made of?
How are they made?
Week Five
w/b 05/12/11
Choose a topic on the Ancient Egyptians:











Food and farming
Art
Technology
Writing
Buildings
Pyramids
Pharaohs
Hunting and fishing
Gods and goddesses
War
Myths
Choose three pictures from your topic. Answer these questions after
examining your objects.
What do I know for certain about my objects/pictures?
What can I guess from my objects/pictures?
What do I still need to find out about my objects/pictures?
Finish homework ready to hand over
Learning Aims
w/b 12/12/11
Learning Outcomes
All will be able to recall and use period
knowledge from history studied at key stage 2
they will be able to name one famous
person/event from history that they know about
All Students should be able to discuss some of the issues
they have studied in history at key stage 2. They will
describe the person/event and explain its relevance and
importance in history.
Most will be able to understand that historians
divide the past into different periods. They
should understand that there are some
important people from the past and make
suggestions as to why they are significant
Most students should be able to complete the above and
also describe how historians divide the past into different
periods as well as identifying some important people
from the past and make suggestions as to why they are
significant
Some will understand that there are some
limitations of different types of historical
evidence
Some students will complete the above and also identify
some limitations of different types of historical evidence
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.
History Book List and Website Guide...
Websites:




Spartacus Educational
School History
Active History
History on the net
Books:




Your project must include...






A front cover.
A statement from you explaining why you have chosen
the topic. Why were they significant?
Descriptions of some of the key events, places, people
and things to do with your chosen individual.
Explanations of issues to do with your topic
Pictures and original writing explaining the roles of
important people in your topic.
A bibliography of all the websites, books and other
sources of information you have used.
Explanation of which sources were the most useful for
your work.
A conclusion, drawing it all together.
Please visit the LRC or library as this is a very

broad topic any student History book or
encyclopaedia is useful.

Egyptians (Usborne Beginners) by Stephanie
Turnbull
Stories from Ancient Egypt: Egyptian Myths You may wish to include...
 A contents page.
and Legends for Children by Joyce A.
 An illustrated timeline of the individual.
Tyldesley and Julian Heath
 How your topic has been represented in film, books,
The Awesome Egyptians (Horrible Histories)
music, TV and popular culture.
by Terry Deary and Martin Brown
 Whether you can draw any similarities with another
key individual you have studied.
National Curriculum levels/ descriptors:
Student Self Assessment
To get Level four, you will have used more than one source and begin to explain the results of historical
events.
To get Level five you will have identified which source is useful for a particular task, as well as using more
than one source. You may also make links between different time periods and explain the results of historical
events.
To get Level six you make critical conclusions about what sources are useful, why they are useful and how
they are useful. You may also make links between different time periods and explain why history is viewed in
different ways.
Enterprise Skills and Attitudes:
Communication, presentation and research skills will be tested
E6 – Developing research skills and report writing
E8 – demonstrate skills/qualities for enterprise
E9 – knowledge and understanding of the subject.
Literacy:
Reading
Students will have to use a variety of sources; (newspapers, internet etc.) to combine and summarize their
information.



extract and interpret information, events, main points and ideas form texts
select and compare information from different texts
Identify linking themes and concepts
Writing
Present ideas and information logically and persuasively, using different methods




write clearly, legibly and coherently, including an appropriate level of detail
develop logical arguments, citing evidence
use persuasive techniques and rhetorical devices
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



present information and points of view clearly and appropriately in different contexts, adapting talk for a range
of purposes and audiences, including formal
engage an audience, using a range of techniques to explore, enrich and explain their ideas
listen and respond constructively to others, taking different views into account and modifying their own views
in light of what others say
Numeracy:





Understanding timelines
Chronology
Use of number
Use of shapes, space and measures
Handling data
Essential content:
See individual weeks. Each has essential content plus extension tasks
Assessment:
Peer
Self X
Teacher
Independent Learning Project
Subject/s
Teacher/s:
Mandarin
EHS
Project Outline:
Year 7 “Family Portrait -- Introduce Me Your Family!”
Length of project::
4 weeks
××
5 weeks
6 weeks
Final due date: 09th Dec 2011
Intermittent deadlines: weekly check during the last lesson of the week
Task
Complete basic information section of “telling who you
have in your family”
Complete the section for “introducing your family’s
birthday”
Complete the family introduction section by “adding
researched adjectives”.
Due Date:
11.11. 11
28.11.11
09.12.11
Learning Aims
1) To apply and extend basic
vocabulary learnt from lessons
about family members(L1-2)
Learning Outcomes
1) To be able to produce basic vocabulary
banks with extension of researched
vocabulary for family members not having
learnt in lessons.
2) To apply and extend the usage of
describing birthday on students’
own family members. (L2-3)
2) To be able to apply “numbers, dates” in
the context of introducing their families
with the theme of their birthdays.
3) To research for and make
3)To be able to produce phrases/
appropriate phrases/sentences in
sentences with researched adjectives to
the context of “describing your
describing their families.
family members” (L3)
Tips for success:
 Apply what has been learnt throughout the half term (i.e. “how to say the
family member vocabulary/how to say birthdays) from the lessons.
 Apply references to conduct the research for other un-taught family
member vocabulary adjectives.
 Develop the habit of looking for appropriate adjectives to describe personal
opinions. (e.g. “My dad is TALL”)
 Follow the weekly reminder from the teacher and self-assess the progress
of the family description. 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/ GoChinese / Mylo Chinese)
Picture and/or non-picture dictionary
National Curriculum levels/ descriptors:
Level 3 (present simple adjectives to express fact or even opinions about family
members)
Level 2 (repeat and apply vocabulary to present the family )
Level 1 (copy and repeat the vocabulary from the Resources and Sources)
Enterprise Skills and Attitudes:
Presentation—students have to present their final projects to the teacher(s) and
peers. (corresponding to the Enterprise planning)
Literacy:
Linked to MFL: Reading & Writing
Word and sentence level work
(new vocabulary for advanced family members(e.g. step mum) and
adjectives/sentences for all the required sections)
Numeracy:
Number application when presenting dates for family members’ birthdays.
Essential content:
Section One: Present who you have in the family –with learnt and unlearnt
vocabulary from lessons (L1-2)
Section Two: Present your family members’ birthdays, in phrases or sentences
(L2c-2a)
Section Three: Presenting brief description of your family members with
researched adjectives (above average extension) (L3)
Below average and some average students could present the family with pinyin
when completing Section Three (“adjectives” section), although still
demonstrating independent learning skills. (L2-3 depending on the type of
adjectives they will have obtained through independent research)
Assessment:
Peer
×
×
Self
Teacher
×
Independent Learning Project
Subject/s
Teacher/s:
Mathematics – Year 7
All Year 7 teachers
Project Outline:
Cricket project to watch/collect stats on a cricket game. 20/20. (Use internet)
To analyse the scores in detail. Looking at total scores (batting) of each individual
and how they were made (how many 2’s, 4’s etc).
Tabulate the information so it is clear and concise.
Finding factors, multiples, LCM, HCF of every two batters in succession. (If
applicable)
Comment on scores which are prime numbers and which are odd / even
(revision).
Look at generating formula for finding the total number of runs scored for each
batter and then actually substituting values in that pupils have to double check
that their formula works and matches with their data.
Length of project:
4 weeks
5 weeks
X
6 weeks
Start date: 31/10/11
Final due date:9/12/11
Intermittent deadlines:
At the halfway point of the project pupils will give in their data that they have
collated since the start of the project. Teacher to check that they are doing the
correct thing in terms of collecting the data and what they need to do with it in
terms of analysis.
Task
Due Date:
Watch a 20/20 game of cricket. Or use the internet to
11/11/11
collect stats about a good 20-20 game of cricket.
Look at the scores and write down in detail how they got 11/11/11
their runs. E.g. How many singles, twos, fours, sixes and
others if applicable. (Put this data in a table)
Analyse the data, in terms of Factors and multiples.
18/11/11
Hence for every two batters in succession, look at the
lowest common multiple of their scores and the highest
common factor of the scores of every two batters and
display this information.
Next discuss which of the individual batters scores were
prime numbers (if any) and which were odd even
(revision).
You should be able to generate a formula for the
number of runs scored by each individual batter. Use
your information from task 2 to substitute in and see if
your formula is correct.
Learning Aims
25/11/11
9/12/11
Learning Outcomes
1) To understand what multiples
and factors are
1) To understand and revise different
number types.
2) Analyse cricket match (real life
example) to apply this
knowledge.
2) To understand/strengthen knowledge
on Highest Common Factors and
Lowest Common Multiples.
3) Basic formula formation and basic
substitution.
Tips for success:
Pick a ‘good’ set of statistics for the cricket, meaning do not pick two teams that
have made very little runs against each other. Also maybe extend yourself to a 50
over game of cricket and see if that changes anything.
Resources:
Websites.
TV.
Sources:
Sky sports website, Wisden,
www.cricinfo.co.uk for statistics
National Curriculum levels/ descriptors:
Number – Level 3-5:
Finding multiples and factors of numbers (Level 3)
Finding the Lowest Common Multiple and Highest Common Factor of two or
more numbers (Level 4/5)
Enterprise Skills and Attitudes:
Innovation - Within written report
Presentation – Analysing data and presenting them in a manner to be
understood.
Literacy:
Reading and answering Q’s in homework tasks/project brief.
Written discussion which of the individual batters scores were prime numbers (if
any) and which were odd and even.
Numeracy:
Number work throughout – recording scores and analysing data in terms of
factors and multiples
Using numbers to generate formula
Essential content: References to sources of data
Assessment:
Peer
Self
X
Teacher
X
Independent Learning Project
Subject/s
Music
Teacher/s:
Year 7 Ode to Joy
Mrs Pavlyk/Mr Perry
Project Outline: Over this 4 week project you will have the opportunity to
research and develop understanding about a famous classical composer that
wrote the piece of music ‘Ode to Joy’. You are to work independently in using
your research skills in making sure you are writing about the correct MUSICAL
person.
Length of project::
x
4 weeks
5 weeks
6 weeks
Final due date: Week beginning 28th November
Intermittent deadlines:
Task
 Find out who wrote the music to Ode to Joy.
 Create a title page to your project about this
composer.
 Create a poster presenting facts about this man’s
life, influences and contributions to music and
place this with your title page.
Imagine you were the composer of Ode to Joy.
 Write a letter to your music teacher about where
you live and the music you wrote. Think about how
you might feel being this great composer and how
you feel about going deaf.
 Make the letter look old. Add this to your project.
Ode to Joy is taken from a piece called 9th symphony
written by the man who wrote Ode to Joy.
 Describe what a symphony is, how many
symphonies did this composer write and what
makes the 9th Symphony special? Add this to your
project.
Due Date:
Week beginning 7th
November
Week beginning 14th
November
Week beginning 21st
November
Week beginning 28th
November
Learning Aims
Learning Outcomes
1)To identify the composer of ‘Ode
to Joy’.
1)Research the composer of Ode to Joy
2)To develop understanding about
the composer of ‘Ode to Joy’.
2) Write a letter about the life and
influences of the composer, imagining the
student was the composer.
3)To develop understanding of what 3) Research what a symphony is and how
a symphony is.
this is linked to Ode to Joy.
Tips for success:
 An excellent piece of homework showing a detailed understanding of the
topic and in-depth research using a variety of different sources that is
presented in an interesting way.
 Pictures
 Completing each task week by week not all at once.
Resources:
Internet
Pen/paper/pencil
Computer to present findings
(optional)
Sources:
 VLE
 Library
 http://en.wikipedia.org
 http://www.lvbeethoven.com
National Curriculum levels/ descriptors:
Concept 1.2 - Understanding musical traditions and the part music plays in
national and global culture and in personal identity.
Level 3: You show some personal research and a basic understanding of the topic.
Level 4: You describe the life of this famous composer with some detail and
understanding.
Level 5: You analyse venue, occasion and purpose affect the way music is created,
performed and heard in the time of this famous composer.
Level 6: You evaluate how his music reflects the contexts in which it is created,
performed and heard in the time of this famous composer.
Enterprise Skills and Attitudes:
Enterprise Skills: Leadership
Attitudes: Independent learning
Literacy: Writing a letter as if you were the composer.
Numeracy: How many symphonies did this famous composer write?
Essential content:
 Pictures
 All four tasks
 Must be well presented.
 No excessive use of Copy and Paste from Internet.
Assessment:
Peer
X
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Religion and Philosophy
PGR/ZAB/GAL
Project Outline:
A-Z of Religion.
Design you own version of a dictionary using only religious words. You must have
a minimum of 26 words – one word for every letter of the alphabet. You must
also include the meanings of these words, just like a proper dictionary. You do
not have to stick to just one word per letter of the alphabet – feel free to do more
if you wish.
Level 3 = 26 words
Level 4 = 2 words for each letter of the alphabet
Level 5 = 3 words for each letter of the alphabet
Level 6 = 4 words for each letter of the alphabet
Length of project::
4 weeks
5 weeks
X
6 weeks
Final due date: W/B 17/12/11
Intermittent deadlines:
Task
Choose the format in which the report is to be
presented.
Students need to show their work to their teachers to
determine how much progress has been made.
Project to be handed in.
Learning Aims
1)To work independently
2) Research religious words and
their meanings.
Due Date:
W/B 31/10/11
W/B 28/11/11
W/B 13/12/11
Learning Outcomes
1) To produce a piece of work
independently
2) To produce a dictionary of religious
words and their meanings.
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:
A-Z of religious terms and their meanings (26 words is the minimum).
Assessment:
Peer
Self
Teacher
X
Independent Learning Project
Subject/s
Teacher/s:
Science Yr 7
All Science
Project Outline:
Research and present findings about the advantages and disadvantages of renewable and
non-renewable energy sources.
Length of project::
X 4 weeks
5 weeks
6 weeks
Final due date: 12/12/11
Intermittent deadlines:
Task
Due Date:
Research three advantages and three disadvantages of renewable (e.g.
solar, wind, tidal, biomass) and non-renewable energy sources (e.g. coal,
oil, gas). Produce a 4 page booklet that could be given to a Year 6 student.
Include diagrams to help you. (1 to 2hrs)
Research how biomass can be used to make electricity.
How can chicken poo be used as a non-renewable energy resource? Think
about, where the chicken poo comes from, how it is used to make
Prepare an information poster that you can present to your group in class.
(1 to 2 hrs)
Produce a model (2D or 3D) of a town that uses only renewable energy
resources. You can do this on the computer, make a 3D model or draw it
out on paper. Include where you want to use the renewable energy source
and what renewable energy sources you can use in homes, shops, schools,
transport etc. (1 to 2 hrs)
Learning Aims
1) Be able to identify renewable and non-renewable
energy resources.
2) Be able to describe how an energy resource can be
used to produce electricity.
3) Be able to explain why certain features of a type or
energy resource may be a disadvantage or an
advantage.
21/11/11
28/11/11
12/12/11
Learning Outcomes
1) Produce a booklet that lists the advantages
and disadvantages of renewable and non
renewable energy resources.
2) Prepare an information poster that describes
how chicken poo can be used to produce
electricity.
3) Produce a model that explains why having
certain renewable energy resources may be
an advantage in a particular situation.
Tips for success:



DO NOT copy and paste.
Use your literacy skills to carefully read the information that you are researching.
Make notes on the information you find.
 Use your notes to begin writing your own report.
Resources:
Sources:
http://www.eonuk.com/EnergyExperience/113.htm
www.samlearning.com
www.bbcbitesize.co.uk
http://www.edie.net/news/news_story.asp?id=20302&amp&amp
http://www.explainthatstuff.com/how-biomass-boilers-work.html
Catalyst Science books
CGP KS3 revision guide
National Curriculum levels/ descriptors:
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Level 4
Name the products of burning
Identify the Sun as source of energy on Earth
Describe the difference between a renewable and a non-renewable energy resource in simple terms
Name some examples of renewable and non-renewable energy resources
Give some examples of how to save fuels
Recognise Joules as unit of energy
Level 5
Describe how renewable energy resources can be used to generate electricity
Explain how we are trying to conserve fuels
Describe some examples which demonstrate energy transfers e.g. living things and food
Describe the importance of the sun for green plants
Level 6
Explain the advantages and disadvantages of different energy resources
Explain how fossil fuels are made and explain why they are an energy resource
Describe processes involved in energy transfer e.g. heating, light, sound, electric current
Explain the difference between renewable and non-renewable energy resources in terms of time scale and
production rate
Level 7
Make links between processes to describe energy transfers from the sun to us
Explain why the Sun is the main energy source of almost all the Earths energy resources
Enterprise Skills and Attitudes:
Innovation, Communication, Presentation
Literacy:
Reading for comprehension, Extended writing
Numeracy:
Working out percentage efficiency of different energy resources, Using Joules as units of
energy
Essential content:
Refer to the National Curriculum levels.
Assessment:
Peer
X
Self
X
Teacher xX
Independent Learning Project
Subject/s
Spanish year 7
Teacher/s: ZHE
Project Outline: Create a sock puppet show and a role play for each topic and
film it.
Length of project::
4 weeks
x
5 weeks
6 weeks
Final due date: 12/12/11-16/12/11
Intermittent deadlines:
Task
Unit 1: ¿Qué estudias?
Unit 2: ¿Qué haces en clase?
Unit 3: Los profesores
Unit 4: Me gusta el español
Unit 5: ¿Qué comes?
Learning Aims
Due Date:
7-11-11/11-11-11
14-11-11/18-11-11
21-11-11/25-11-11
28-11-11/2-12-11
5-12-11/9-12-11
Learning Outcomes
1) To be answer simple questions and give basic
1) To be able to communicate orally giving basic
information.
To be able give short, simple responses to what I see and
hear and use set phrases. (Level 2 a)
information in short simple responses in a role play.
Intonation and pronunciation is fairly understandable.
2)
2) To be able to communicate orally asking questions and
giving longer answers including their opinions.
Intonation and pronunciation is fairly accurate.
To be able to ask and answer simple questions and
talk about their interests. (Level 3c)
3)
To be able to take part in brief prepared tasks, using
3) To be able to communicate mostly clearly and take
visual to help them initiate and respond. (Level 3b/a).
part in a brief prepared talk using mostly accurate
intonation and pronunciation.
Tips for success:
Students should apply what they have learnt on a weekly basis in the classroom. All the
vocabulary lists will be posted on the VLE so students have all the materials they need in
there.
Resources:
Sources:
- Vocabulary lists from the VLE.
Mira 1
- Exercise book.
- Dictionaries
- www.jimmyp.me.uk/page6.html
National Curriculum levels/ descriptors:
Level 1s
Pupils say single words and short, simple phrases in response to what they see and hear. They may need considerable
support from a spoken model and from visual clues. They imitate correct pronunciation with some success.
Level 2
Pupils answer simple questions and give basic information. They give short, simple responses to what they see and
hear, and use set phrases.
Their pronunciation shows an awareness of sound patterns and their meaning is clear.
Level 3
Pupils ask and answer simple questions and talk about their interests. They take part in brief prepared tasks, using
visual or other clues to help them initiate and respond. They use short phrases to express personal responses.
Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or
statements.
Level 4
Pupils take part in simple conversations, supported by visual or other cues, and express their opinions. They begin to
use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally
accurate and they show some consistency in their intonation.
Enterprise Skills and Attitudes:
Communication, Presentation and Innovation.
Literacy:
Reading
(2) Infer and deduce meanings.
(3) understand how meaning is created through the combination of words, images and sounds in multi-modal texts
Writing
(4) Spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and
derivations, including prefixes, suffixes, inflections.
Speaking and Listening,
(2) Use a range of ways to structure and organise speech, varying vocabulary, sentences structure and grammar to
suit audience and purpose.
(6) make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and
asking questions
Numeracy:
Disciplines: Competence in mathematical procedures
 (4) Reading and understanding texts with mathematical content: Number calculations and songs.
Appreciation of mathematics
(4) Appreciating mathematics as an interesting and enjoyable activity in itself: birthday survey and graph.
Essential content:
¿Qué estudias?
Estudio …
María estudia …
ciencias
matemáticas
inglés
francés
español
historia
música
tecnología
informática
geografía
dibujo
educación física
religión
teatro
las asignaturas
Assessment:
Los días de la semana
Lunes
Martes
Miércoles
Jueves
Viernes
Sabado
domingo
¿Qué estudias?
Estudio (inglés).
¿Qué haces en clase de inglés?
hablo (con mis amigos/por
teléfono)
como (chicle)
escribo
escucho (música)
leo
no
hablo/como/escribo/escucho/leo
¿Cómo es … ?
El profesor/La profesora de
(español) es …
muy/bastante/un poco
simpático/a
Peer
x
Self
antipático/a
severo/a
aburrido/a
divertido/a
Señor
Señora
Señorita
¿Te gusta (el inglés)?
¿Te gustan (las
ciencias)?
Me gusta(n) …
No me gusta(n) …
mucho
nada
difícil
importante
útil
Me gustan las matemáticas
porque son
buenas/interesantes/útiles,
etc.
¿Qué comes (en el recreo)?
Como …
¿Qué bebes?
Bebo …
Snacks/drinks
agua mineral
un bocadillo
un plátano
un zumo de naranja
una hamburguesa
una pizza
una Coca-Cola
una limonada
una manzana
unas patatas fritas
Me gusta (el español)
porque es …
bueno/a
aburrido/a
divertido/a
interesante
fácil
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 November 2011