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Home Learning Task
Year 7 Term 3 – Art
Landscapes
This term Year 7 are beginning to investigate their surrounding landscapes within their
home and beyond. Using their classroom learning and these home learning tasks,
students will be able to design a successful clay final outcome.
Starter Draw a one metre by
one metre area of
your bedroom - imagine you are
looking down onto the
area from above so can include part of
your bed – remember to arrange things to
make it more
interesting (Use a normal pencil-
no colour.)
Main Draw out a one metre by one metre section
of your bathroom floor – arrange towels and
other interesting things
out + include both your feet!
Colour in using coloured pencil
following instructions
below
Dessert Draw the landscape view through your
bedroom window – Include the window frame as a frame for
your picture
2a-3b
Plan out your drawing lightly with a sharp pencil, ensuring
it is in proportion and all the right sizes
Plan out your drawing so it is in the right proportion
- Then you are to colour it in- in cold
colours only – Light blue for light areas – darker blue for
medium tone and purple for the dark
areas
Add colour with any media you have but use the strange
colours ‘David Hockney’ does in his
landscape paintings – you will be shown his work in class
3a-4b
Include tone (shades between light and
dark) to make it look more realistic and 3D.
Try to push hard and light with the pencils
to get light and dark tonal effects
Make sure you use his unusual colours like
bright purple or bright turquoise so
they contrast with the more realistic colours
4a-5b
Include smaller
details after tone to ensure your drawing is
completely realistic.
Include detail and
texture (the feel, appearance, or
consistency of a surface) but all in a limited palette of cold
colours
Make sure your
picture has lots of detail and has tonal
light and dark blending of colours to give the work more
depth (3D effect)
Independent
Learning Task
Subject: Dance
Task:
Objectives
Objectives:
Your choice:
Signposts to help along the way:
The PE department is looking to organise a festival of dance in the summer term, to
increase the awareness of the different dance styles being performed. You have been
asked to research and produce a display to promote different dance styles.
ALL WILL. (Levels 3-4)
Be able to identify the key features of the dance style. Explain how and why the dance
became popular. Describe the costumes and the music.
MOST SHOULD. (Levels 4-5)
Highlight key steps and actions that link to the dance style. Use professional works or
examples to support your evidence. Describe the costume and the music, how did they
add to the dance style?
SOME COULD (Levels 6-7)
Research a dance style in detail looking at the historical background and how it was used
socially. Look at the relationship of the dance style to music. Identify the geographical
location of the dance. Does the popularity of the dance depend on its location? Identify
its influence on the dance styles of today.
Possible Ideas:
Supporting material:
Level 3 - 4 thinkers:
The space which is used and why
The dynamics which are used and why
The costumes which are worn
How it is performed (e.g. in a duet, solo, group)
Level 5 - 6 thinkers:
Key steps and actions of the dance. (Maybe how to perform them?)
Are there any famous examples of professionals? Why have these professional been
successful?
Is there someone who was particularly influential in the development of the dance e.g. a
choreographer?
Level 6 - 7 thinkers:
The historical background of the dance, how and why it became popular.
The type of music which it is traditionally danced to.
The geographical location of where the dance is popular and why.
Ways to present your game:
A poster – You could create one giant poster or lots of smaller ones to explain you
chosen dance style. Diagrams could be easily used in this format.
A booklet – possibly split into short chapters to explain the different parts of the
dance style
PowerPoint presentation – You could create a short presentation with a script to
help explain your dance style. This could then include key information on the slides
and a script to give more detail.
A film/ video – You could film people performing you selected dance style. It could
be made as an interview or an advert for radio or tv.
These are just suggestions of how you could display the information; you may come up
with something different.
You can select a range of presentation methods; you do not have to use just one.
Resources:
How will my work be assessed?
People to speak to:
Your parents
Your PE teachers
Websites: - There are hundreds of websites based on dance and particular dance styles.
You need to select a dance style before beginning your research.
Below is a website example for the history behind tap dance.
www.feetbeats.com/history.htm
As well as a level (see objectives) you will also be given an effort grade:
Ex – Excellent
G – Good
S – Satisfactory
P - Poor
Home Learning Task
Year 7 Term 3 – English
Media and Non-Fiction
This topic will focus on different types of media and non-fiction, from newspapers to
music videos to films. You will explore target audience, purpose, language and
presentational features and how these are used to create an effective media or non-
fiction text. One task to be completed per week. You should spend between 20-30
minutes on each task.
*CHALLENGE* To complete the task for the set above
Task Number
Set 3 Set 2 Set 1
1
Research 5 different
types of non-fiction text. You should record these
in bullet point form into your blue books.
Design a word search for a
member of your class, incorporating 7 aspects of key terminology.
Research 10 different
types of non-fiction texts. You should write the definition for each
text next to it.
2
Learn 5 different non-fiction/ Media key words and their
definitions for a test next lesson.
Article, Text, Blog, Fiction, Newspaper
Learn 7 different non-fiction/ Media key words and their definitions for a
test next lesson. Article, Text, Blog, Fiction,
Newspaper, Speech, Interview,
Learn 10 different non-fiction/ Media key words and their
definitions for a test next lesson.
Article, Text, Blog, Fiction, Newspaper, Speech, Interview,
Poster, Script
3
Watch five TV adverts
and identify the target audience.
Watch a children’s TV
programme and write a review.
Watch a Disney film
and write a film review.
Please consider the format and layout of a
review.
4
Design 10 interview
questions for a student newspaper. A celebrity
is visiting your school. He/ She is very popular. Think of 10
questions you would like to ask them.
Design a 2 minutes speech
on why too much TV is bad for you. You should include
at least three persuasive techniques.
Design a 3 minute
speech about your favourite holiday and
why other students should visit.
5
Write an interview based upon the
questions which were answered last week.
(You should write one paragraph)
Design a poster outlining all the different roles
within the newspaper industry.
You are a reporter! You are going to write an
exciting article for your fellow students to read.
Topic: The exciting day at St Edmunds.
6
Watch a cartoon and write a small review.
You should include: - Headings and
sub-headings
- What happened - Character
information Rating
Watch a soap of your choice and write a review
of no more than one page. You should include:
- Headings and sub-
headings - What happened
- Character information
Rating
Watch a film of your choice and write a
review. Challenge: Try to use sophisticated
punctuation which is appropriate for task.
7
Design a leaflet containing 3 different
types of non-fiction text and their definitions. This will be used as a
help sheet to other groups.
Design a leaflet containing 5 different types of non-
fiction text and their definitions. This will be used as a help
sheet to other groups.
Design a leaflet containing 7 different
types of non-fiction text and their definitions.
This will be used as a help sheet to other
groups.
8 Write a letter to your year 6 teacher
explaining the experiences that you
have had at St Edmund’s school so far. Include:
- Positives - Negatives
(200 words)
Write a letter to your year 6 teacher explaining the
experiences that you have had at St Edmund’s school
so far. Include: - Positives - Negatives
- The best thing that has happened so far
(300 words)
Write a letter to your year 6 teacher
explaining the experiences that you
have had at St Edmund’s school so far. Include:
- Positives - Negatives
- The best thing that has happened so far
- Anything you would change
(500 words)
Media and Non-Fiction key words: Article, Text, Blog, Fiction, Newspaper, Speech, Interview,
Poster, Script
Home Learning Task
Year 7 Term 3 – French
Mon Collège- My school
In MFL, regular vocabulary learning is essential and pupils are expected to learn
spellings and meanings according to the homework timetable. There may be a
vocabulary test the following lesson and pupils are expected to be able to show their
teacher how they learnt (vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments
to the timetable may be necessary but we will endeavour to keep these to a minimum.
Task Number
Core Tasks Extension Tasks
1
Memorise the 12 school subjects and ensuring we can remember the spelling of them.
Produce a word search grid or a crossword puzzle containing as many school subjects as
possible.
2
Studio1 page 29 Ecrire 6. Produce a paragraph
on your School subjects using the template provided Students can use the mini-dictionary on page
131 for extra support.
Students could re-write their
timetable in French.
3
Ecrire 6 page 31. Prepare a presentation on
school subjects. Give at least 3 opinions to reach a 3b Writing Level and 3 reasons for a 3a.
Students can use the mini-dictionary on page 131 for extra support.
Example ‘J’aime la géographie parce que c’est
intéressant’ (I like geography because it is interesting)
Ecrire 6 page 31. Prepare a
presentation on school subjects. Give 6 opinions and 6 reasons for a 4a.
Students can use the mini-dictionary on page 131 for
extra support.
4
Make a French clock including the French words for 1 to 12 o’clock and quarter past, half past and a quarter to.
Lire 4 page 33. Write down in English 6 differences between Thomas timetable and yours.
5
Lire 5 page 35. Read the text and put the pictures in the right order.
Lire 6 page 35. Read the text (Lire 5) again and correct the
French sentences with the right information.
6
Log on linguascope.com and access most of the activities to revise the topic of school
subjects in preparation for the end of term assessments.
Create an Avatar on Voki.com and type your paragraph on
your school to improve your pronunciation.
Home Learning Task
Year 7 Term 3 - Geography
Coasts
Pupils will be taught about the physical geography of coasts and how they different
landforms are created by erosion, transport and deposition. Pupils will also learn how
people interact with the coastal environment.
Task
Number
Core Tasks Extension Tasks
1
Learn Key words via a) front cover design for topic or b) design a crossword with clues for
the words Key words are: erosion, deposition, transport,
abrasion, attrition, solution, hydraulic action, long shore drift, bay, headland,
Create a crossword or poster to help you learn these key
words
2
Find a photo or picture of a stretch of
coastline. Describe what is happening in the photo in 50-100 words.
Use at least 4 of the key
words from homework task 1 to help your description.
3
Use the http://jurassiccoast.org/ website to help you design a poster that explains to people a) Where it is and b) why is a coastline
worth protecting
To help you explain part b) of the main task write 100 word press release stating why the
Jurassic coast is a world heritage site.
Home Learning Task
Year 7 Term 3 – History
‘Ordinary Lives – Muck and Misery?’
This term, students will be finding out what life was like in the Middle Ages
for ordinary people. To conduct their research, they will be working in
small groups and will produce an information leaflet that will be assessed.
The skills that students will develop are:
• The ability to identify key aspects of ordinary lives in the Middle Ages
• Recognising and evaluating change and continuity
• Making comparisons between daily life in the past and today
• Working collaboratively
• Checking text through research
As this topic will be project-based, individual subject teachers will set
appropriate homework for students. This may be to conduct some
additional research in line with what they are learning in class; it may be
to create a plan for their final leaflet. Any additional resources required to
assist students in completing their homework will be provided by the
classroom teacher.
Home Learning Task
Year 7 Term 3 – Maths
Due to the nature of Maths home learning tasks will not be set in advance.
Your teacher will ensure that home learning tasks are set each week but
these will be tailored to your individual needs based on your progress in
lessons. These tasks may include:
Revision in preparation for a test
Investigative so that you have the opportunity to discover reasons or
rules to understand processes.
Reinforce work covered in class to be sure you can complete work
independently
Complete an exercise started in class
Help in assessment and planning of future targets
Support the development of independent learning e.g. using the
MyMaths website.
Home Learning Task
Year 7 Term 3 – Music
Instruments of the Orchestra
In Music, pupils are continuing to develop their musical skills in the classroom by learning
about different instruments and sections of the orchestra. To support this work, the
home learning this term will focus on developing pupils’ understanding of instrumental
sounds and the role of a musical conductor.
Task Number
Core Tasks Extension Tasks
1 & 2
“Music of my ancestors”. Choose 3 older
family members (or friends of the family) and find out their favourite piece of music from
when they were children or young adults. Listen to the piece on YouTube and write down the name of the piece and what you think
about the music.
This is an extended project and counts for 2 home learning tasks this term.
Play your favourite song to
your family member and write down what they
thought. Remember to use musical words in your analysis, such as dynamics
and tempo. Also, comment on the instruments used or
the style of singing.
3
To help you improve your understanding of
the orchestra, write a piece on the role of a musical conductor.
Research about a famous
musical conductor.
Home Learning Task
Year 7 Term 3 – Religious Studies
“Religion and Wealth”
This topic enables students to explore the meaning of ‘wealth’ and what it means to be wealthy. It introduces the students to Christian and Islamic attitudes to wealth and
giving, and raises the idea that someone may be not be financially wealthy but spiritually. Students learning and understanding will be assessed through project work
where they will take on the role of a charity that had to respond to a crisis in the developing world. This will be levelled, with appropriate targets given.
The homework set out below, which is differentiated, is designed to allow students
additional time for research which will enable them to prepare fully for their assessment. Teachers, when setting homework, will indicate to students which of the 3
choices of homework below they should attempt, and so that students are absolutely
clear. Any additional resources required to assist students in completing their homework will be provided by the classroom teacher. It is the ethos within RS classes
that if students are guided toward a homework which they, in fact, find straightforward then should, push themselves, and have a go at ‘the next homework up’ - we hope
that your daughter will enjoy this topic!
Task Number
Basic Tasks Core Tasks Extension Tasks
1 Learn your keywords
for this topic both spelling and
understanding.
Learn your keywords
for this topic both spelling and
understanding.
Devise some
questions that could be used to
test both spellings and
understanding of the topic
keywords.
2
Organise the bible verses you looked at in
class so that you understand their
meaning. Which is the easiest to keep and
why?
Use one of the bible verses from class that
you haven’t used in the last exercise and write
about a real life situation that would show its
practical meaning.
Imagine you are a vicar, write a brief
sermon using some of these bible
verses to motivate your congregation
into action!
Task Number
Basic Tasks Core Tasks Extension Tasks
3
Compare Islamic and Christian attitudes to
money. You are to write 2
mails between Chris (a Christian) and
Mohammed (a Muslim)
talking about why you both feel it is good to
give to charity. You must describe
religious beliefs on money (L3) in your
emails.
Compare Islamic and Christian attitudes to
money. You are to write 2 emails between Chris
(a Christian) and Mohammed (a Muslim)
talking about why you
both feel it is good to give to charity.
You must describe religious beliefs on
money (L3) Explain them in your
own words ( L4) And you could try to
include religious sources. (L5)
In addition, show the impact of this
belief on their lifestyles.(L6)
4 Research one of the
following charities Islamic Aid, Islamic
Relief, Cafod and Christian Aid –
Who are they? What do they do? When
were they formed? Write some facts
about one current project.
Research two of the
following charities Islamic Aid, Islamic
Relief, Cafod and Christian Aid –
Who are they? What do they do? When
were they formed? Write some facts
about one current project.
If you were going to
support one of these charities by
preparing a TV advert, make a list
of the positive aspects you would
want to highlight.
Home Learning Task
Year 7 Term 3 – Science
During Terms 3 and 4 Year 7 students will complete their Launch module and then study three modules from Science, as shown
in the table below.
Different tutor groups will study these topics in different orders – so for example in the first weeks of Term 3 students in 7C may
be set work from the Indicators topic but 7N may be set homework from the Variation topic. Students will be given their program
of study after they have finished the Launch.
Homework will be task driven rather than set weekly. However overall there should be approximately 4 weeks’ worth of home
learning tasks per module. Students should attempt the core task but could choose or be asked to attempt the extension task.
Some students may be asked by their teachers to produce modified work but all students should be challenged. At the end of the
three modules there will be a substantial assessment covering ALL 3 MODULES.
Task
Indicators
Core Extension
Forces
Core Extension
Variation
Core Extension
1
Create a glossary for the key words to be used in
this module – meanings must be included. Add examples and diagrams
as appropriate. (L)
Choose one or two word from
the keywords and research it in more detail.
(L)
Create a glossary for the key words to be used in
this module – meanings must be included. Add examples and diagrams
as appropriate (L)
Choose one or two word from
the keywords and research it in more detail.
(L)
Create a glossary for the key words to be
used in this module – meanings must be included. Add
examples and diagrams as appropriate. (L)
Choose one or two word from the
keywords and research it in more detail.
(L)
2
Acid Spillage in
Salisbury (LAT) Explain how a spillage of acid could be cleaned up
safely. (key words to be given
by Science staff)
Acid Spillage in Salisbury (LAT)
Produce a newspaper
article detailing
Streamlining (LAT) Research a creature or
car that you think has superb streamlining.
Produce a drawing/picture and
Streamlining
(LAT) Design a
creature or car that you think
Interesting
Invertebrates (LAT) Research a vertebrate of your choice
explaining which group of animals in is part of
and its main features.
Interesting Animals (LAT) Research a
vertebrate and invertebrate of
your choice
(L) – indicates a homework that specifically supports the school literacy policy
(LAT) – this will be a level assessed task
the spillage and
how it was cleaned up.
some scientific
explanations has superb
streamlining. Produce a
drawing/picture and some
scientific explanations
Weird or Wonderful
– we don’t mind
explaining which
group of animals they are part of
and their main features.
Weird or Wonderful – we don’t mind
3
Use the revision
checklist/questions to prepare for the end of
term assessment for this topic.
Create a
revision tool that will aid
could be used for the end of term
assessment.
Use the revision
checklist/questions to prepare for the end of
term assessment for this topic.
Create a
revision tool that will aid
could be used for the end of term
assessment.
Use the revision
checklist/questions to prepare for the end of
term assessment for this topic.
Create a revision
tool that will aid could be used for
the end of term assessment.
Home Learning Task
Year 7 Term 2 – Spanish
Mi insti- My school
In MFL, regular vocabulary learning is essential and pupils are expected to learn
spellings and meanings according to the homework timetable. There may be a
vocabulary test the following lesson and pupils are expected to be able to show their
teacher how they learnt (vocabulary practised on paper/ parental signature …)
All other homework will be as detailed below. There may be times when amendments
to the timetable may be necessary but we will endeavour to keep these to a minimum.
Task Number
Core Tasks Extension Tasks
1
Memorise the 14 school subjects and ensuring we can remember the spelling of them.
Produce a word search grid or a crossword puzzle containing
as many school subjects as possible.
2
Viva 1 page 55 Escribir 9. Produce a paragraph on your School subjects using the template at the bottom of the page.
Students can use the word list on page 70 for extra support and must aim at writing around
40 to 50 words.
Students can re-write their timetable in Spanish.
3
Escribir 6 page 57. Prepare a presentation on school subjects. Give at least 3 opinions to
reach a 3b Writing Level and 3 reasons for a 3a.
Students can use the word list on page 70 for extra support.
Example: ‘Me gusta la geografía porque es interesante’
(I like geography because it is interesting)
Escribir 6 page 57. Prepare a presentation on school
subjects. Give 6 opinions and 6 reasons for a 4a.
Students can use the word list on page 70 for extra support.
Example: ‘Me gusta la geografía porque
es interesante’ (I like geography because it is interesting)
4
Leer 4 page 67. Read the text and complete the sentences in English.
Escribir 5 page 67. Describe your school using the
paragraph in Leer 4 as a model.
Students can use the word list on page 70 to translate
unfamiliar vocabulary.
5
‘Adjective’ task 2 page 68. Write the correct
version of each adjective at the end of each sentence.
Example:
‘Me gusta la geografía porque es divertida’
Present tense verbs activities
page 69 number 4 and 5.
Chose the correct option and translate the sentences.
6
Log on linguascope.com and access most of the activities to revise the topic of school
subjects in preparation for their end of term assessments.
Create an Avatar on Voki.com and type your paragraph on
your school to improve your pronunciation.