Parent/Carer Guide
Independent
Learning Projects
& Homework
Spring 1 - 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 1
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: This term you will be learning about Pop Art. This art movement started in
Britain in the 1950s and was very influenced by advertising, comic books and popular culture.
This project will help you reach a L6, L7 or even a L8 for strands 3&4 of the National
Curriculum. To achieve these grades you need to be able to discuss codes and conventions in
Art. You also need to be able to evaluate values and meanings.
Length of project::
X
4 weeks
5 weeks
6 weeks
Final due date: Week beginning the 6th of February 2012
Intermittent deadlines: See below
Task
Due Date (week beginning)
You need to collect iconic packaging to record in class. Choose wisely as
you will have to draw and paint this packaging in a Pop Art style!
For this week’s homework you need to discuss what iconic means and
why your chosen packaging is iconic. Please use the help-sheet
provided on the VLE and Student Common. It has lots of prompts to
help you reach a level 6+.
Please choose an example of a Pop Art still life. You need to discuss it in
terms of style and content. You should try and discuss what Pop art
meant and what your chosen artist was trying to say through their
work. Do not just discuss what it looked like. Please use the help sheet
on the student common/ VLE for help in getting to a L6+.
Please write an evaluation of what you learnt in Art this year. Discuss
what new techniques you used and what new art movements you
learnt about. How have you developed as an artist?
Learning Aims
Week beginning 16th Jan
Week beginning 23rd Jan
Week beginning 30th Jan
Week beginning 6th Feb
Learning Outcomes
1) To develop independent research skills.
1) A collection of iconic packaging to work from in class.
2) To understand how to discuss and analyse
what art is about rather than just what it looks
like.
2) A written piece which discusses what iconography is
and why your chosen objects could be considered iconic.
3) To develop skills in analysing and comparing
your artwork to the work of others using
keywords.
3) An analysis piece which explores an art piece in terms
of what it is about rather that just what it looks like.
4) An evaluation of your work.
Tips for success:
All work must be neat and readable.
Imaginative presentation.
Write in your own words (don’t copy and paste!)
All work must be spell checked and proof read.
The help sheets must be used
Resources:
Keyword/ Sentence starters on the
VLE (differentiated)
Sources:
The VLE > Art Student Area> Homework> Key Stage 3 >
Year 8
School Computer > Art Common Area > Key Stage 3 >
Year 8
Wikipedia (www.wikipedia.com)
Artlex (www.artlex.com)
Library
National Curriculum levels/ descriptors:
I can discuss the methods used by different artists. (L5)
I can discuss the ideas different artworks from different times and places. (L5)
I can evaluate the work of others and give informed opinions about what I think it is about.
(L6)
I can evaluate my own work, backing it up with sound knowledge. (L6)
I can show that I appreciate how codes and conventions are used to express ideas in different
genres, styles and traditions of art. (L7)
I can explain how and why my understanding of the work of others affects my own ideas,
values and practice. (L7)
I can analyse, engage with, and question critically aspects of others’ work, identifying how
beliefs, values and meanings are expressed and shared. (L8)
I can confidently express reasoned judgements about my own work and that of others,
demonstrating analytical, critical and contextual understanding. (L8)
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:
N/A
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 link between sports and nutrition looking specifically at
a Great British athlete of their choice who will be performing at the London 2012
Olympics. They will be designing a menu suitable for their athlete to eat whilst
training.
Length of project::
X
4 weeks
5 weeks
6 weeks
Final due date, week beginning: 06/02/11
Task
Research and create a poster about one Great British Olympic athlete of
your choice. You should include their event and their performance history
along with images.
PowerPoint poster with the athlete as the title, personal details such as
age, date of birth and where they were born. The event they perform in
and previous success (e.g. any previous medals). Images to support the
content.
The main nutrients for athletes are carbohydrates, protein and fat
complete a page of A4 explaining what each is and what foods they are
found in.
A complete A4 Word document with the title ‘Sports nutrition’. Each
nutrient needs to be described and examples of food high in the nutrient
should be given. An image can support each but the page should be
mostly written.
Create a menu including breakfast, lunch and dinner for your chosen
athlete; it needs to include foods suitable for the type of athlete they are.
A PowerPoint poster with the athlete’s name and menu as the title e.g.
‘Mo Farah’s menu’. The page should be split into three and each meal
described with the ingredients included and why it is suitable for the
athlete.
Peer assessment of the project. You will have completed your project and
you will look at another student’s work and give them an NC level
depending on how they have met the criteria.
Due Date:
Week beginning:
January 16th
Week beginning:
January 23rd
Week beginning:
January 30th
Week beginning:
February 6th
Learning Aims
1) To research different types of
athletes in the Great British
team
2) To understand the different
nutrients in the diet and link
them to different performance
requirements.
3) To select key nutrients suitable
for the intended athlete’s diet
Learning Outcomes
1) Research notes on nutrients and
British athletes
2) Improved research skills
3) To identify different nutrients and
apply to a practical setting.
4) To produce a final menu, appropriate
to the design brief, including
characteristics identified from
research.
Tips for success:
1) Research sports nutrition and the link between performance and diet
2) Make sure you use an event that you know well and can be linked easily to
nutrients for example the marathon and carbohydrate.
Resources:
Paper
Pens
Computer/printer
Sources:
Local shop/newsagent
Internet
library
National Curriculum levels/ descriptors:
Level I need to...
L6
Recognise the significance of others’ designing and modify my
approaches accordingly.
Show understanding of nutrients and function to develop ideas
L5
Use understanding of others’ designing as I develop my work
Show some evidence of creativity as I modify my approach in the light of
progress
L4
Generate ideas using information collected
Communicate alternative ideas using words and labelled sketches
Enterprise Skills and Attitudes:
Communication
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 - nutrition and British athletes
Menu – designed for an Olympic athlete
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::
x
4 weeks
5 weeks
6 weeks
Final due date: week commencing 06/02/12
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 title page for this term’s project The Stones. You
w/c
need to create a montage of images on the key words for the 16/01/12
drama project in two parts:
Part One: SCRIPT, LEARNING LINES, REHEARSALS DRAMATIC ACTION,
PROXEMICS, SUBTEXT, CHARACTER, MIME, MOTIVATION,
MONOLOGUE, NEWS REPORT. Part Two: RIGHT AND WRONG, PEER
PRESSURE, BLAME, FAULT, RESPONSIBILITY, JUSTICE, CRIME,
PUNISHMENT, RETRIBUTION, LEARNING.
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 between the two friends on the way out of
school. A is trying to persuade B to go home the long way via
the bridge. B wants to get home to play on his new
computer gamely
Extended writing: Write a monologue, aiming for 200-300
words and complete a self assessment sheet for your teacher
w/c
23/01/12
w/c
30/01/12
w/c
06/02/12
Learning Aims
Learning Outcomes
1) To use the correct drama
1) Using the drama words with growing
terminology
confidence, more regularly in written
2) To understand motivation and
work and class discussion
subtext to deepen an understanding 2) Recorded examples of subtext which
of reading text
show understanding of the context of
3) To be able to express understanding
the drama and what is at stake
of the themes and issues of the play 3) Completed scripts that show
through extended writing
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 a PC where ever possible
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.
Resources:
Sources:
1) Paper
1. [DOC] Drama - Keywords and Definitions
2) Pens
3) Access to ICT2.
http://wiki.answers.com/Q/What_are_Proxemics
http://wiki.answers.com/Q/What_is_motivation_in_drama
Numeracy:
N/A
Literacy:
Task 3: Write a script
Task 4: Write a Monologue
National Curriculum levels/ descriptors:
Level 4:
Pupils can:
•
Discuss the themes or issues in the drama with help
•
Evaluate their own and other pupils’ work
•
Use some correct basic theatre terminology
Level 5:
Pupils can:
•
Discuss the themes or issues in the drama
•
Reflect on and evaluate their own and other pupils’ work, suggest thoughtful and
relevant improvements
•
Use drama/theatre terminology when discussing or writing about drama
Level 6:
Pupils can:
•
Use correct terminology to describe their own work and that of others
•
Begin to analyse how actors, technicians and directors have achieved specific effects or
communicated ideas, emotions and feelings
•
Use sign and symbol meaningfully.
•
Use symbolism where appropriate.
•
Create and represent clearly defined characters adding depth
•
Offer considered constructive criticism to modify their own or others work
Enterprise Skills and Attitudes:
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.
Essential content:
Front cover
Annotated script
Drafted Script
Drafted monologue
Assessment:
Peer
Self
x
X
Teacher
x
X
Independent Learning Project
Subject/s
English Y8 Spring 1
Project Outline:
Into the Unknown
Your task is to produce a collection of original writing and analysis of ghost and fairy tale stories including the
following:
 A title page
 A contents page
 An original ghost/creepy story.
 At least one commentary which analyses in detail a ghost or science fiction story (or extract) using
PEA paragraphs.
 Learn a selection of difficult spellings
 EXT: use pictures to illustrate your stories.
Length of project::
4 weeks
X
5 weeks
6 weeks
Final due date: Week ending Friday 10th February
Intermittent deadlines:
Task
Due Date:
Ask your family if they know any good ghost stories, see if you can find any
Week ending 13/01/2012
family legends. If not research and find a really good ghost story. Note down
what you discover.
Find your own ghost/creepy story or an extract (400 words approx). Write
Week ending 20/01/2012
an analysis: identify the techniques used by the writer and comment on
their effects on the reader (use PEA paragraphs).
Write a spooky scene from your own ghost story (250-300 words). Use a
Week ending 27/01/2012
variety of techniques to create tension, e.g. varied sentence structures,
ambitious vocabulary.
Learn the following spellings (use a dictionary to look up any words you
don’t understand): abandonment, abominable, adolescence, alone,
bewitched, blind, craving, cure, deformed, evil, frightening, guilt, gullible,
heal, heroine, horrible, hunchback, imprisonment, innocent, loneliness,
monster, ogre, pact, persecuted, predator, pregnant, prey, sorceress,
terrible, tower, transformation, victim wandering, wilderness
Rewrite a popular fairy tale from the perspective of the villain.
Week ending 02/02/2012
Week ending 10/02/2012
Learning Aims
Learning Outcomes
1) Can I understand why writers use
particular words, sentences and literary
techniques?
1) Students should be able to identify literary
techniques such as short sentences, emotive
vocabulary and begin to analyse why the writer
has used them,
2) Can I write stories that use literary
techniques and interest the reader?
2) Students will be able to show that they can write
using a variety of literary techniques.
3) Can I spell simple and some complex
words correctly?
Tips for success:
3) Students learn and are assessed on their spelling
of words associated with fairy stories.
Read a variety of short stories/extracts from the genres of ghost stories, science
fiction and fairy tales.
Resources: Libraries, anthologies, dictionary, Sources: internet, library
internet
National Curriculum levels/ descriptors:
Reading AF5 – explain and comment on writers’ use of language, including grammatical and literary
features at word and sentence level
Writing AF1 – write imaginative, interesting and thoughtful texts
Writing AF8 – use correct spelling
Enterprise Skills and Attitudes:
Researching different stories.
Literacy: Analysis of ghost story, writing spooky story, spelling.
Numeracy: N/A
Essential content: analysis of writing, original writing
Assessment:
Peer
x
Self
x
Teacher
x
Independent Learning Project
Subject/s : Enterprise
Project Outline:
You have an idea of a good ecommerce website. You want to present your idea to
Dragons Den and they have asked you to come up with a Presentation that will
explain your idea. You have been asked to create a business plan for your idea
and create a Prototype of what your Ecommerce website will look like when it is
up and running. You will have to complete at least a 3 page website with an
original logo design.
x 5 weeks
Length of project:
4 weeks
Final due date: 10-02-11
Intermittent deadlines: Weekly deadlines
Task
6 weeks
1. What are the big ecommerce companies? Do some research on at
least three Ecommerce companies (such as ebay.co.uk,
amazon.co.uk, argos.co.uk) and identify what they sell and how their
logo and website appear.
Submit your Ecommerce Research Task Template (ask for a copy).
2. You will now need to think of your own original plan for an
Ecommerce website.
Submit a business proposal for your ecommerce website company
including a. initial logo designs and b. website storyboard. Submit
your Business Plan template and Design (ask teacher for a copy).
3. Using Photoshop or Paint at school or Pixlr.com at home, you will
create your logo based on your Ecommerce website. Print your logo
and give to your teacher.
4. Using Wix.com you will create the three page prototype of your
Ecommerce website based on your plans. Do Print Screens of your
WebPages.
5. Now come up with a Presentation for the Dragons to introduce
them to your Ecommerce Website. .
Learning Aims
1)To understand what makes a good logo and
website
2)To plan a logo and website
3) To present to an audience and self and peer
assess.
Due Date:
13th January 2012
20th January 2012
27th January 2012
3rd February 2012
10th February 2012
Learning Outcomes
1)To produce a logo
2)To produce a website
3) Plan and present a presentation on your company
Tips for success:



Think about what makes a successful Ecommerce website. What features should they have?
Think about what makes popular logos and websites stand out?
Have you created your website to suit your target audience?
Think carefully about what makes a presentation interesting content as well as the way you present

Resources:
Internet to access Ecommerce websites.
www.Wix.com – You will create a username in
your class.
 Research task template
 Business Proposal templates
Sources:
Your teacher will give you the templates you need to
complete your work. Make sure you ask them if you are
not sure.
National Curriculum levels/ descriptors:
Criteria to Mark
Level

I can create a simple design for my logo.
3b

I made a simple storyboard for my website to show my plans.
3b

I am able to research and review at least three Ecommerce sites and know what makes a good
Ecommerce website. Research Task Template
I can create a simple logo using a graphics software (e.g. Paint, Photoshop) Printed Logo
3a
I used Dream weaver to create at least 3 pages for my Ecommerce site with added text and
images.
I have found and selected appropriate information and contents for my website (e.g. image,
text, colours, and animations).
I showed awareness of my audience by making the style of my presentation suitable for
professional adults. PowerPoint of Presentation to Dragons and Speakers note.
I made and followed a detailed plan for my website and all hyperlinks work and images are
positioned properly on my website.
My website looks professional and suitable for the target audience. I was able to refine the
information to suit the audience e.g. relevant and appropriate information to “Ecommerce
Business Plan”. Print screen of WebPages.
I was able to maintain consistency for all my web pages (i.e. consistent colours, links, font style
and size, title, position of all contents and layouts etc).
4c







3a
4b
4a
5c
5b
5a
Enterprise Skills and Attitudes:
Communication skills – Half term focus is Communication
Others: Presentation skills and Innovation Skills
Literacy:
Writing business proposal and creating a website.
Numeracy: N/A
Essential content: Information about your Ecommerce website and your target audience.
Assessment:
Peer
x
Self
x
Teacher
x
Independent Learning Project
Subject/s
French year 8
Project Outline: Create a film in French presenting what you do in your free time.
You will use two different tenses in order to reach a level 5.
You will be using the present and the past tense and be giving opinions in both
tenses.
Length of project:
4 weeks
x
5 weeks
6 weeks
Final due date: 10/02/12
Intermittent deadlines:
Task
WEEK 1: What you did last weekend (regular verbs with
avoir)
WEEK 2: What your brother/sister did last weekend
WEEK 3: What you did last night (using irregular verbs)
WEEK 4: What TV programs you have watched +
opinions
WEEK 5: Where you went (using verbs with être)
Learning Aims
Due Date:
09/01-13/12
16/01-20/12
23/01-27/12
30/01-03/12
06/02-10/12
Learning Outcomes
1) To be able to copy and also write short 1) Short phrases where they communicate
phrases correctly from memory. (L2/3)
meaning clearly making virtually no mistakes
when copying phrases and only minor mistakes
2) To be able to write short paragraphs
when writing phrases from memory.
of 2 or 3 sentences, with support. To
express feelings, if appropriate to the
2) Short paragraphs where they communicate
topic. (L3)
meaning clearly making virtually no mistakes in
3) To be able to write short texts on
spelling, accents or grammar.
familiar topics from memory using
grammatical knowledge to adapt and
substitute words and phrases. To express
opinions, use negatives, connectives and
qualifiers to enhance what he/she writes
(L4/5).
3) Short texts where they communicate clearly
and effectively using a range of verbs,
connectives, qualifiers, opinion phrases and
negatives. They will experiment readily with
language by substituting words and phrases and
they will be often grammatically accurate when
doing so. They will be easily understood and make
only few mistakes in spelling, use of accents or
grammar.
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
Resources:
- Vocabulary lists from the
VLE.
- Exercise book.
- Dictionaries
Sources:
www.linguascope.com
http://www.jimmyp.me.uk/
National Curriculum levels/ descriptors:
LEVEL 2
Copies short phrases correctly and writes single words correctly from memory.
Level 2a: Communicates meaning clearly. Makes virtually no mistakes when copying phrases
and only minor mistakes when writing words from memory.
Level 2b: Communicates meaning clearly most of the time. Makes a few mistakes when
copying phrases and when writing words from memory, but these do not impair
communication.
Level 2c: Communicates meaning clearly some of the time. Makes mistakes when copying
phrases or when writing words from memory, which sometimes impair communication.
LEVEL 3
Writes simple, short phrases from memory. Writes short paragraphs of 2 or 3 sentences, with
support. Expresses feelings, if appropriate to the topic.
Level 3a: Communicates meaning clearly. Makes virtually no mistakes in spelling, accents or
grammar.
Level 3b: Communicates meaning clearly most of the time. Makes a few mistakes in spelling,
accents or grammar, but these do not impair communication.
Level 3c: Communicates meaning clearly some of the time. Makes mistakes in spelling,
accents or grammar, which sometimes impair communication.
LEVEL 4
Writes short texts from memory. Uses grammatical knowledge to adapt and substitute words
and phrases. Expresses opinions, uses negatives, connectives and qualifiers to enhance what
he/she writes.
Level 4a: Communicates clearly and effectively. Uses a range of verbs, connectives, qualifiers,
opinion phrases and negatives. Experiments readily with language by substituting words and
phrases and is often grammatically accurate when doing so. Makes few mistakes in spelling,
use of accents or grammar.
Level 4b: Communicates clearly most of the time. Uses different verbs and connectives,
qualifiers, opinion phrases and negatives. Sometimes experiments with language by
substituting words and phrases but makes some mistakes. Makes errors in spelling, use of
accents or grammar, which sometimes 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:
Presentation
Leadership
Communication
Literacy:
Reading AT3
(2) Infer and deduce meanings.
(3) understand how meaning is created through the combination of words, images and
sounds in multi-modal texts
Writing AT4
(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, AT1/AT2
(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: N/A
Numeracy:
-revision of numbers
CONTENT:
Le week-end
dernier
J’ai joué au
foot.
J’ai regardé
la télévision.
J’ai acheté
des
bonbons.
J’ai mangé
une pizza.
J’ai écouté la
radio.
J’ai aidé
mon père.
J’ai
téléphoné à
mes copains.
J’ai cassé
une fenêtre.
Last weekend
I played
football.
I watched
television.
I bought some
sweets.
I ate a pizza.
I listened to
the radio.
I helped my
father.
I phoned my
friends.
I broke a
window.
I didn’t play
tennis.
first of all
then
Hier soir
J’ai lu une BD.
J’ai vu un film
d’horreur.
J’ai bu un jus
d’orange.
J’ai pris une
douche.
J’ai pris des
photos.
J’ai dit ‘Bonne
nuit’.
J’ai fait mes
devoirs.
J’ai fait la
cuisine.
J’ai dormi.
J’ai fini …
J’ai vendu …
J’ai choisi …
J’ai perdu …
Tu es
sorti(e)
Last night
samedi?
I read a comic
Je suis
book.
allé(e) …
I saw a horror
à la piscine
film.
au cinéma
I drank an orange à
juice.
l’aéroport
I had a shower.
Je suis
I took some
resté(e) à
photos.
la maison.
I said ‘Good
Je suis
night’.
parti(e).
I did my
Je suis
homework.
rentré(e).
I cooked.
Je suis
I slept.
resté(e) 2
I finished …
heures.
I sold …
I chose …
I lost …
Je n’ai pas
joué au
tennis.
tout d’abord
puis/ensuite
après
et
Enfin
after
and
finally
J’ai attendu.
Peer
Did you go out
on Saturday?
TV programmes
a series
a cartoon
Les émissions dea police series
télévision
a game show
une série
a documentary
un dessin animéthe news
une série
When is it on?
policière
What time was it
un jeu télévisé on?
un documentaire
It was at 8
les informationso’clock.
Ça passe quand?What was it like?
C’était à quelle What is your
heure?
favourite
C’était à 20h. programme?
C’était comment?
before
Quelle est ton after
émission
during
préférée?
avant
après
pendant
Assessment:
I waited.
x
I went …
to the swimming
pool
to the cinema
to the airport
I stayed at home.
I went out.
I came home.
I stayed for 2
hours.
Les opinions
C’était …
intéressant
passionnant
marrant
bien
pas mal
ennuyeux
affreux
nul
Opinions
It was …
interesting
exciting
funny
good
not bad
boring
terrible
rubbish
Self
Teacher
x
Independent Learning Project
Subject
Geography
Project Outline:
To create a 2 minute presentation about China with a PowerPoint presentation
or poster.
Length of project::
4 weeks
X
5 weeks
6 weeks
Final due date: Friday 10th February 2012
Intermittent deadlines:
Task
Describe the Geography of China – its location, different
climates, types of ecosystem
Due Date:
Week beginning
9th January
Describe the Population of China – how many people live
there, where do most of them live
16th January
Explain how China is linked with the rest of the world and
how developed China is compared to other countries in the
world.
23rd January
Decided whether China’s development is sustainable and
argue whether China should reduce is energy consumption
or not
30th January
Predict how and why China is likely to change in the future
6th February
Learning Aims
Learning Outcomes
1) To understand the Geography of
China
2) To explain how and why China is
1) Describe the human and natural
geography of China
2) To explain how China is linked with
developing
3) To consider whether this
development is sustainable for
the future
the rest of the world and how
developed China is
3) To decide if China’s development is
sustainable and to give your opinion
about whether China should reduce
its energy consumption
Tips for success:
Create at least one slide for each of the tasks
Resources:
Sources:
Large paper (A3) for poster http://en.wikipedia.org/wiki/China
OR
www.cnto.org – China National Tourist
PowerPoint
www.chinanews.cn – China News
Does not have to be done
www.chinatoday.com – China Today
on PowerPoint
Office
www.hiddenchina.net – Hidden China (good for images and maps)
There are also many books on China in the LRC so please use
them too
National Curriculum levels/ descriptors:
L6
L5
L4
You have decided whether China’s development is sustainable for the environment
and the population of the world. You have given your opinion about whether you
think China should reduce its energy consumption and you have given three reasons
to explain your opinion. You have suggested and explained an alternative to China
using fossil fuels to power its homes, businesses and industries.
You have explained how China is linked with the rest of the world. You have given 5
examples of countries that China is linked with and you have explained why they
are linked e.g. The UK and China are linked because the UK sells good that are
manufactured in China. You have explained how developed China is compared to
other countries in the world.
You have described the Geography of China – its location, different climates, types
of ecosystem. You have described the Population of China – how many people live
there, where do most of them live. To achieve a level 4 you have given five points
about the geography and population of China.
Enterprise Skills and Attitudes
You will developing the following enterprise skills: Independent research,
preparing and delivering a presentation, communicating your presentation to the
class
Literacy:
Your oracy skills will be developed through your presentation and your literacy
skills will be improved through your research and writing your presentation
Numeracy:
Studying maps of the world, climate graphs for China, tables containing
development indicators
Essential content:
The PowerPoint presentation must describe what China is like
Assessment:
Peer
Self
x
Teacher
x
Independent Learning Project
Subject/s
History
Project Outline:
The inventions of the Industrial Revolution. Create a Dragon’s Den style business
proposal for one of the innovations of the Industrial Revolution.
Length of project:
4 weeks
5 weeks - 6 weeks
x
Final due date: 10-02-12
Intermittent deadlines:
Task
Due Date:
Week one
09/01/12
Selecting an innovation – research the different inventions of
the period.
 Play this game to gain an understanding of the world in
which you will be working:
http://www.bbc.co.uk/history/british/victorians/launc
h_gms_cotton_millionaire.shtml
 Then research at least 3 different inventions
 Prepare an overview of the three inventions
 Select one
Week one Extension
Explain why you have chosen the selected invention – what
criteria have you used?
Week Two
13/01/12
Create a biography of the inventor and the invention
To include:
 What is the inventor’s background
 What is their invention
 Describe what enabled them to make their invention
and what it changed
Week two Extension
Compare this inventor with other inventors. How
famous was he/ how important was he?
Week three
20/01/12
Create a drawing or model of the invention
 Label the parts
 Explain how it works
Week three extension
What other innovations does your invention make use of?
How are they linked?
Week Four
Create a financial plan:
 How much will the invention cost to make
 How much will you sell it for?
 How much will it save/ make for your customers?
 How many do you think you can sell?
27/01/12
Week four Extension
What will be the larger effect of this product? Will it have
positive or negative consequences for workers? For Britain?
For other countries e.g. the British Empire?
Week Five
Marketing:
 Who is the target market?
 What is the need for this invention?
 What is currently used instead of this invention?
 How will you promote it?
Week five Extension
Create an advertisement or promotional flyer for your
product. You must try to sell it to people – think of the
advantages for them
Week Six
Presentation. Write a short presentation that makes use of all
of your work so far and think about how you are going to
pitch your invention to the Dragons
Week six Extension
Watch some Dragons Den pitches on BBC iPlayer and write a
list of tips for a successful pitch
Learning Aims
03/02/12
10/02/12
Learning Outcomes
All will be able to describe one
invention of the Industrial Revolution
All will produce a drawing and a pitch
Most will be able to explain how an
invention of the Industrial period
worked and how it made money
Most will produce a detailed business plan
with a drawing or model
Some will be able to formulate a
Some will produce a business plan with
business case for an invention of the
Industrial period
promotional material and a well-structured
pitch
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:
Sources:
Books:
Websites:

Spartacus Educational
Please visit the LRC or library as http://www.historylearningsite.co.uk/indrevo.htm
this is a very broad topic any
http://www.industrial-revolution.org/
student History book or
http://www.schoolshistory.org.uk/IndustrialRevolu
encyclopaedia about the
tion/inventions.htm
Industrial Revolution is useful
http://science.howstuffworks.com/innovation/inve
ntions/5-industrial-revolution-inventions.htm
http://www.cottontimes.co.uk/
http://www.bbc.co.uk/history/british/victorians/
National Curriculum levels/ descriptors:
Change and continuity
L7: Reach conclusions on the cause and effect of change and continuity across a specific
timeline
L6: Explain the cause and effects of change and continuity across a specific timeline
L5: Describe the cause and effect of change and continuity over a specific timeline
L4: Describe change and continuity over a specific timeline
L3: list changes and continuities over a specific timeline
Enterprise Skills and Attitudes:
Innovation
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
(3) select and compare information from different texts
Identify linking themes and concepts
Writing
Present ideas and information logically and persuasively, using different methods
(1) write clearly, legibly and coherently, including an appropriate level of detail
(7) develop logical arguments, citing evidence
(8) use persuasive techniques and rhetorical devices
(10) present material clearly, using appropriate layout, illustrations and organization
Speaking and Listening
Students to present their findings in a ‘seminar’, inviting questions and evaluation from
the audience
(1) present information and points of view clearly and appropriately in different
contexts, adapting talk for a range of purposes and audiences, including formal
(3) engage an audience, using a range of techniques to explore, enrich and explain
their ideas
(4) listen and respond constructively to others, taking different views into account
and modifying their own views in light of what others say
Numeracy:
 Understanding timelines
 Chronology Use of number
 Use of shapes, space and measures
 Handling data
Essential content:
See individual weeks. Each has essential content plus extension tasks
Assessment:
Peer
X
Self
Teacher
Independent Learning Project
Subject/s
Mandarin
Project Outline:
Year 8 -- “Fruit and Vegetable/Meals”. Students will revise and research on
vocabulary for various fruit & vegetable and other food items. A further focus on
analysing a dish’s recipe, presenting the final project containing the dish’s recipe
written in sentences made with Mandarin vocabulary learnt from lessons and
throughout research of this ILP.
Length of project:
4 weeks
x
5 weeks
6 weeks
Final due date: Thursday, 9th Feb 2012
Intermittent deadlines:
Task
Complete basic information section of “fruit and
vegetable” phrase bank in Mandarin characters. The
work should be presented in phrases and some in
sentences using the key verbs (e.g. “eat/drink”).
Complete basic information section of “meals of your
choice” phrase bank in Mandarin characters. The work
should be presented in phrases and some in sentences
using the key verbs (e.g. “eat/drink/like/dislike”).
Complete the section of “the recipe of a dish”. The work
should be presented in sentences, explaining briefly
what is in the dish and how it is made in short Mandarin
sentences.
Learning Aims
1) To apply and extend basic
vocabulary learnt from lessons
about various fruit and vegetable
(Level 2-3)
Due Date:
20.01.12
27.01.12
09.02.12
Learning Outcomes
1) To be able to produce basic phrase
banks with extension of researched
vocabulary for fruit and vegetable not
having learnt in lessons, applying basic
verbs such as “eat” and/or “drink” to #
construct simple sentences.
2) To apply and extend basic
vocabulary learnt from lessons
about various meals (e.g.
hamburger, cabbage, etc) (Level
2-3)
2) To be able to produce basic phrase
banks with extension of researched
vocabulary for fruit and vegetable not
having learnt in lessons, applying basic
verbs such as “eat” and/or “drink” to
construct simple sentences. Extension:
write more short sentences using
“like/dislike” + food items.
3) To research for key instructional 3) To be able to produce a short recipe of a
verbs (e.g. add/pour /stir/contain)
dish with researched vocabulary.
and make appropriate sentences
with the food vocabulary to make a
piece of “writing a recipe” (Level 45)
Tips for success:
 Apply well the main learning of the half term (i.e. “vocabulary for food
items”) from the lessons.
 Develop the habit of looking for appropriate “instructional verbs” (such as
“add”/”pour”/”stir”/”contain” ) to describe a recipe with the food
vocabulary. (e.g. “Add milk into the flour.”/ “This dish contains milk.”)
 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/ Mylo Chinese—“Food &
Drink” topic/ Dictionary/ Picture dictionary
National Curriculum levels/ descriptors:
Level 5: use a dictionary or other resources to look up for new words about “food
items” and write a passage to give information about a recipe in detail, using
taught and/or researched sentence patterns.
Level 4: apply the vocabulary mostly-learnt from lessons in the ILP to write a
short passage to express foods someone likes/dislikes to eat/drink and to
describe a recipe.
Level 3: apply the vocabulary learnt from lessons in the ILP to write a few short
sentences to describe a simple recipe.
Enterprise Skills and Attitudes:
Innovation—students should choose various ways to present their final projects
to the teacher(s) (corresponding to the Enterprise planning), such as wordprocessing, presenting the projects in PowerPoint, etc.
Literacy:
Linked to MFL skills of Reading & Writing
Word and sentence level work
Numeracy:
Applying numbers when describing quantities in the “recipe” section.
Essential content:
Section One: present phrase bank of various fruit and vegetable –with mostly
learnt and some unlearnt vocabulary from lessons, and write short sentences
such as “I eat/drink + a fruit”. (Level 3)
Section Two: present phrase bank of various fruit and vegetable –with mostly
learnt and some unlearnt vocabulary from lessons, and write short sentences
such as “I eat/drink + a hamburger/soda”. (Level 3) Extension: to use “like/dislike”
to express opinions about the food items mentioned in Section Two. (Level 4)
Section Three: present simple recipe using the learnt and researched vocabulary
bank, including some “instructional verbs” such as “add”, “contains”, etc. (Level
4-5)
Assessment:
Peer
×
×
Self
Teacher
×
Independent Learning Project
Subject/s
Maths – Year 8
Project Outline:
A discovery on units of measure, all things angles and how to construct 2D
shapes.
Length of project::
4 weeks
X
5 weeks
6 weeks
Start date: 4/01/12
Final due date: 10/02/12
Intermittent deadlines:
Task
Create an A3 poster on ‘Units of Measure.’ Try to break it up by Length,
Mass & Volume. It needs to show Metric and Imperial Units and how you
would convert between different units. Egg cm to m = divide by 100.
Decorate your poster, making it a visual learning aid to use for revision.
Have you looked at another poster made by someone in your class, how
does it compare? Can you add to your now and make it better.
Using mymaths/shape/angles section, you will need to do a presentation or
an extended piece of writing (no less than 250 words) on different angles,
including those on parallel lines. The presentation will need to show the
angle and its properties. It can be a poster, PowerPoint, model.....
A similar task to the above but I want all the different triangles drawn, using
pencil, ruler and compass. You need to state all the properties also. Should
include Right angles, Isosceles, Equilateral and Scalene triangles
Design a classroom of the future on A4 paper. All the drawing and the
different shapes of things will be done using a pencil, compass and ruler.
You need to use a correct scale.
Learning Aims
Due Date:
Week 1
13/1/12
Week 2
20/1/12
Week 3
27/1/12
Week 4
3/2/12
Week 5
10/2/12
Learning Outcomes
1) To be able to understand key measures 1)Students know common conversions and
and how to convert between them
everyday measures used
2) To be able to understand different
angle properties and be able to recognise
2) Students can confidently draw pencils,
and use them.
3)Understand the different properties of
triangle and how to construct them
rulers and a compass and have better
knowledge of some angle properties.
Tips for success:
Use mymaths for curriculum support
Check your work with parents, peers and teachers
Resources:
Paper, pencil, compass, ruler
Sources:
Internet
VLE
National Curriculum levels/ descriptors:
L5: Convert one metric unit to another, e.g. grams to kilograms; know rough metric equivalents of
Imperial measures in daily use
L5/6: Use angle properties around a point, on a straight line, on parallel lines and polygons
L6: Use a ruler and compass to construct triangles
Enterprise Skills and Attitudes:
Presentation, Innovation
Literacy:
Using keywords to describe shapes seen in music video
Numeracy:
Calculations without a calculator for angles
Essential content:
Poster, presentations
Assessment:
Peer
x
Self
x
Independent Learning Project
Teacher
x
Subject/s
Music
Year 8 Indian Music
Project Outline: You will be developing a knowledge of Indian instruments and
the Bollywood film industry to help create a poster and storyline synopsis for a
new Indian television series ‘Far-Eastenders’ which you will present to the class in
the last week of the project along with your performance of the theme tune you
have created.
Length of project::
x
4 weeks
5 weeks
6 weeks
Final due date:
Intermittent deadlines:
Task
 Research and fill in the template for each of the
Indian instruments (Sitar Tabla Tampura) with two
key facts and decorate
 Find 10 differences between Hollywood and
Bollywood.
 Write a paragraph describing what a ‘spoof’ is
giving three examples.
 Create a poster for ‘Far-EastEnders’
 Create a plot line for an episode of FarEastenders
to be presented to the class in the last week of the
unit.
Due Date: wb
13-01-12
20-01-12
03-02-12
Learning Aims
Learning Outcomes
To promote understanding of differences A knowledge of how television series
between Indian and western culture
are marketed
To develop an understanding of the
Able to create an eastern parody or
function of a piece of music in a real world ‘spoof’of known western characters
setting
and plotlines.
Tips for success:
 Communication and sharing the roles between yourself and your partner is
vital as you will be presenting your work together at the end of the unit
Resources:
 Internet
 Paper/pencil/pen/rubber/colours
 Template booklet
National Curriculum levels/ descriptors:
Sources:
 VLE
 Library
 http://en.wikipedia.org
1.2 Cultural understanding
a. Understanding musical traditions and the part music plays in national and
global culture and in personal identity.
b. Exploring how ideas, experiences and emotions are conveyed in a range of
music from different times and cultures.
Level 4: While performing by ear and from simple notations, they maintain their
own part with awareness of how the different parts fit together and the need to
achieve an overall effect.
Level 5: Pupils identify and explore musical devices and how music reflects time,
place and culture.
Level 6: You identify and explore the different processes and contexts of selected
musical styles, genres and traditions. You analyse, compare and evaluate how
music reflects the contexts in which it is created.
Level 7: You discriminate between and explore musical conventions in, and
influences on, selected styles, genres and traditions. You make critical judgements
Enterprise Skills and Attitudes:
Enterprise Skills: Presentation
Attitudes:
Literacy: Writing a plot synopsis advertising an episode of Far-Eastenders, apply
understanding of spoof and parody.
Numeracy: Timings of dialogue to fit with title music
Essential content:
 Pictures
 Musical terminology
Assessment:
Peer
X
Self
Teacher
x
Independent Learning Project
Subject/s
Religion and Philosophy
Project Outline:
Students to investigate another place of pilgrimage from each of the six world
religions studied. The place of pilgrimage must be different from the ones studied
in class. The following information must be included:
1. The name of the religion.
2. Where the place of pilgrimage is.
3. Why is that place of pilgrimage important to religious believers?
4. What ceremonies/rituals may occur at the place of pilgrimage?
Length of project:
4 weeks
5 weeks x 6 weeks
Final due date: W/B 6/2/12
Intermittent deadlines:
Task
Due Date:
Which place of pilgrimage in Christianity is to be written W/B 4/1/12
about? Complete the work.
Which place of pilgrimage in Islam is to be written
W/B 9/12
about? Complete the work.
Which place of pilgrimage in Judaism is to be written
W/B 16/1/12
about? Complete the work.
Which place of pilgrimage in Hinduism is to be written
W/B 23/1/12
about? Complete the work.
Which place of pilgrimage in Sikhism is to be written
W/B 30/1/12
about? Complete the work.
Which place of pilgrimage in Buddhism is to be written
W/B 6/2/12
about? Complete the work.
Project to be handed in.
W/B 6/2/12
Learning Aims
1)To work independently
2) To research six places of
pilgrimage and write an
informative report on them.
Learning Outcomes
1)To produce a piece of work independently
2) To produce informative articles describing
different places of pilgrimage.
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. List of possible ideas to include
in each paragraph of their
report.
3. 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:
Name the religion and the place of pilgrimage; where is it; why is it a place of
pilgrimage; how it is celebrated and its importance to religious believers.
Assessment:
Peer
Self
Teacher
x
Independent Learning Project
Subject/s
Science Yr 8
Project Outline:
Research the importance of Photosynthesis.
x 4 weeks
Length of project::
Final due date: 06/02/12
Intermittent deadlines:
Task
5 weeks
6 weeks
Due Date:
1. Research different plant facts/ extremes and produce a small 16/01/12
booklet. e.g. What is the: tallest plant species, the plant with
the largest seeds, the plant that lives the longest etc
2. Write the story of the tomato. Explain how tomatoes grown
23/01/12
in this country? What conditions are they grown in? What
chemicals do they need for growth? How long do they take to
grow? You can imagine that you are the tomato on the
journey from seed to the supermarket shelf.
3. Make a poster to explain why plants need fertilisers 06/02/12
(nutrients) and what are the problems for plant growth if
certain nutrients are missing?
Learning Aims
1. To have an understanding of the different types of
plant extremes in the world.
2. To understand some of the processes involved in
producing plants as food for consumers in the UK.
3. To understand that plant need fertilisers (nutrients)
of the correct type and quantity to grow well.
Learning Outcomes
1) To be able to recall different facts about
plant extremes.
2) To be able to describe and explain how
tomatoes are produced for the
supermarket in the UK.
3) To be able to explain why
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:
www.samlearning.com
www.bbcbitesize.co.uk
Sources:
Catalyst Science books
CGP KS3 revision guide
National Curriculum levels/ descriptors:
Level 4 (30 Points)
Identify the raw materials for photosynthesis
Describe some ways in which leaf shape and size can be specialised for photosynthesis
Identify which part of a plant is a food store.
Describe the functions of fertilisers and plant nutrients
Level 5 (36 Points)
Explain how the leaf is specialised for photosynthesis and identify some differences
between leaf cells
Select, compare and synthesise information from different websites to describe some
ways in which humans use plant biomass.
Explain why plants store food
Explain the best conditions for plant growth
Level 6 (42 Points)
Explain how the balance between photosynthesis and respiration rates determines
whether food will be stored.
Explain how fertilisers supply crop plants with nutrients.
Level 7 (48 Points)
Synthesise information from different websites to describe some ways in which humans
use plant biomass.
Assess a range of factors that can affect the rate of photosynthesis.
Evaluate why humans do not eat every part of a plant
Evaluate some of the advantages and disadvantages of fertilisers.
Enterprise Skills and Attitudes:
Innovation: Making a booklet for an audience.
Literacy:
Reading for comprehension internet research, writing a story of the tomato.
Numeracy:
Looking at data on plant extremes sizes and measurements.
Essential content:
Assessment:
Peer
x
Self
Teacher
x
Independent Learning Project
Subject/s
Spanish year 8
Project Outline:
Create a textbook in Spanish for beginners. Students to develop a textbook using
the vocabulary learn in the classroom, they should think on activities they want to
include in their textbooks.
Length of project:
4 weeks
x
5 weeks
6 weeks
Final due date: 03/02/12
Intermittent deadlines:
Task
Chapter 1: A donde fuiste? Students to write about
places they went on holidays and who with.
Chapter 2: Buen viaje. Students to write about
transport. (how they got there?)
Chapter 3: ¿Que hiciste? Students to write about
activities they did
Chapter 4: ¿Qué tal lo pasaste?. Students to write about
their opinions on their holidays.
Learning Aims
1) To be able to copy and also write
short phrases correctly from memory.
(L2/3)
2) To be able to write short paragraphs
of 2 or 3 sentences, with support. To
express feelings, if appropriate to the
topic. (L3)
Due Date:
13.01. 12
20.01.12
27.01.12
3.02.12
Learning Outcomes
1) Short phrases where they communicate
meaning clearly making virtually no mistakes
when copying phrases and only minor mistakes
when writing phrases from memory.
2) Short paragraphs where they communicate
meaning clearly making virtually no mistakes in
spelling, accents or grammar.
3) To be able to write short texts on
familiar topics from memory using
grammatical knowledge to adapt and
substitute words and phrases. To
express opinions, use negatives,
connectives and qualifiers to enhance
what he/she writes (L4/5).
3) Short texts where they communicate clearly
and effectively using a range of verbs,
connectives, qualifiers, opinion phrases and
negatives. They will experiment readily with
language by substituting words and phrases and
they will be often grammatically accurate when
doing so. They will be easily understood and make
only few mistakes in spelling, use of accents or
grammar.
Tips for success:
Students should apply what they have learnt on a weekly basis in the classroom. All the
vocabulary lists will be posted on the VLE so students have all the materials they need in
there.
Resources:
Sources:
- Vocabulary lists from the VLE.
www.linguascope.com
- Exercise book.
- Dictionaries
National Curriculum levels/ descriptors:
LEVEL 2
Copies short phrases correctly and writes single words correctly from memory.
Level 2a: Communicates meaning clearly. Makes virtually no mistakes when copying phrases
and only minor mistakes when writing words from memory.
Level 2b: Communicates meaning clearly most of the time. Makes a few mistakes when
copying phrases and when writing words from memory, but these do not impair
communication.
Level 2c: Communicates meaning clearly some of the time. Makes mistakes when copying
phrases or when writing words from memory, which sometimes impair communication.
LEVEL 3
Writes simple, short phrases from memory. Writes short paragraphs of 2 or 3 sentences, with
support. Expresses feelings, if appropriate to the topic.
Level 3a: Communicates meaning clearly. Makes virtually no mistakes in spelling, accents or
grammar.
Level 3b: Communicates meaning clearly most of the time. Makes a few mistakes in spelling,
accents or grammar, but these do not impair communication.
Level 3c: Communicates meaning clearly some of the time. Makes mistakes in spelling,
accents or grammar, which sometimes impair communication.
LEVEL 4
Writes short texts from memory. Uses grammatical knowledge to adapt and substitute words
and phrases. Expresses opinions, uses negatives, connectives and qualifiers to enhance what
he/she writes.
Level 4a: Communicates clearly and effectively. Uses a range of verbs, connectives, qualifiers,
opinion phrases and negatives. Experiments readily with language by substituting words and
phrases and is often grammatically accurate when doing so. Makes few mistakes in spelling,
use of accents or grammar.
Level 4b: Communicates clearly most of the time. Uses different verbs and connectives,
qualifiers, opinion phrases and negatives. Sometimes experiments with language by
substituting words and phrases but makes some mistakes. Makes errors in spelling, use of
accents or grammar, which sometimes impairs communication.
Level 4c: Communicates clearly some of the time. Uses a limited range of verbs and
occasionally includes a connective, a qualifier, an opinion phrase or a negative. Is not
generally experimental with language, but makes mistakes if he/she does try to substitute
words or phrases. Makes errors in spelling, use of accents or grammar, which often impairs
communication.
LEVEL 5
Write short texts on familiar topics from memory using tenses and time expressions. Can
write about the present and also the past or the near future. Can be easily understood with
little or no difficulty. Uses grammatical knowledge to substitute words and phrases.
Expresses opinions, as well as using time expressions, connectives, qualifiers and negatives.
Level 5c: Communicates clearly most of the time. Uses and forms the present and the past or
near future tenses of a limited range of verbs, but makes some mistakes. Makes limited use
of time expressions, connectives, qualifiers, opinion phrases and negatives in his/her writing.
Makes some errors in spelling, use of accents or grammar, which sometimes impairs
communication.
Enterprise Skills and Attitudes:
Presentation
Literacy:
Reading
(2) Infer and deduce meanings.
(3) understand how meaning is created through the combination of words, images and
sounds in multi-modal texts
Writing
(4) Spell correctly, increasing their knowledge of regular patterns of spelling, word families,
roots of words and derivations, including prefixes, suffixes, inflections.
Speaking and Listening,
(2) Use a range of ways to structure and organise speech, varying vocabulary, sentences
structure and grammar to suit audience and purpose.
(6) make different kinds of relevant contributions in groups, responding appropriately to
others, proposing ideas and asking questions
Numeracy:
Competence in mathematical procedures
(4) Reading and understanding texts with mathematical content: ages
Appreciation of mathematics
(4) Appreciating mathematics as an interesting and enjoyable activity in itself: Data
survey around class.
Essential content:
¿Adónde fuiste de vacaciones?
¿Adónde fuiste de vacaciones?
¿Qué hiciste?
¿Qué tal lo pasaste?
el año pasado
Fui a … de vacaciones.
Alemania
Argentina
Cuba
Escocia
España
Francia
Gales
Grecia
Inglaterra
Irlanda
Italia
México
Portugal
República Dominicana
¿Con quién fuiste?
Fui …
con mi familia
con mis padres
Fui a Madrid.
¿Cómo fuiste?
Fui …
en autocar
avión
en barco
en bicicleta
en coche
en monopatín
en tren
a pie
Bailé.
Descansé.
Escuché música.
Fui de excursión.
Jugué al voleibol en
la playa.
Mandé mensajes.
Monté en bicicleta.
Saqué fotos.
Tomé el sol.
Visité monumentos.
¡Lo
¡Lo
¡Lo
¡Lo
¡Lo
Assessment:
pasé
pasé
pasé
pasé
pasé
bomba!
fenomenal!
guay!
bien!
mal!
¿Cuánto tiempo
pasaste allí?
Pasé …
diez días
una semana
dos semanas
un mes
Generalmente/Normalmente
me quedo en casa
voy a España
salgo con mis amigos por la
noche
vamos a la cafetería
El invierno pasado …
El verano pasado …
Pero el año pasado …
fui a Cuba
fuimos en avion
fuimos a la playa
fuimos a un restaurante
italiano
pinté
hice excursiones muy
interesantes
Peer
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 January 2012