home learning menu - st edmund's girls'...

Home Learning Menu

Year 7

Term 1

Home Learning

At St Edmund’s Girls’ School we believe that learning at home not only

reinforces classroom learning, it also helps young people to develop skills and

attitudes that they need for successful lifelong learning. Girls will complete

individual set pieces of work for subjects which are likely to have short

deadlines and also Individual Learning Tasks (ILTs) where students may have

several weeks to complete a project based around a specific learning theme.

Girls will usually complete homework in two subjects per night over a working

week. The amount of time to be spent on homework per evening is likely to be

between one hour for a Year 7 student and two and a half hours for a Year 11

girl.

For students in Key Stage 3, Home Learning ‘Menus’ and ILT tasks are in this

booklet. Some subjects will have home learning tasks set every week, whilst

others will set work on a fortnightly basis. The home learning tasks for each

term will be published in advance so that students, with the support of their

parents can plan their study and ensure that they meet deadlines. Class

teachers will provide further information or clarification as necessary.

Key Stage 3 home learning tasks will range from reading to an extended piece

of writing, from vocabulary learning to targeted research and from essay

planning or writing to an extended investigatory task. One or two pieces of work

per term will be directly linked to a formal teacher assessment of a student’s

learning.

At Key Stage 4, home learning tasks will be closely linked to the demands of

GCSE courses and a minimum of one hour’s work per subject per week will be

set for each examination course. Class teachers will, under normal

circumstances, allow at least two to three days for any piece of work to be

completed and there will often be longer periods of time allocated. Class

teachers will aim to set work on the same day per week, depending on the

teaching timetable.

At St Edmund’s the aim of Home Learning is:

To stimulate the learning and enthusiasm of St Edmund’s students.

To provide opportunity to consolidate and extend the learning taking place in

the classroom.

To develop independent learning skills

To encourage creativity

To develop research skills

To take ownership and responsibility for learning

Enhance study skills e.g. time management, planning and self-discipline.

Independent

Learning Task

Subject: Art and Design

Task:

Objectives:

Your choice:

Signposts to help along the way:

Research the French painter Henri Rousseau. Create an

imaginative outcome based on your research. This can be either

2D or 3D.

ALL WILL arrange images and information about Henri Rousseau,

commenting on why you like/ dislike his work. (Levels 2-3)

MOST SHOULD be imaginative when choosing how to display your

images and text- considering composition, colours, shapes,

textures and patterns Henri Rousseau uses. (Levels 3-4)

SOME COULD respond to Rousseau’s work by creating your own

artwork in his style, using art materials similar/ the same as he

used.…. (Levels 5-6)

Henri Rousseau – Jungle

Possible Ideas:

Level 2-3 thinkers:

Have I found the ‘key facts’ about Henri Rousseau? E.g. Date

of Birth, where he is from?

Have I chosen a range of Rousseau’s work I am most inspired

by?

Have I explained WHY I chose those specific images of

Rousseau’s work? What did I like about them?

Level 3-4 thinkers:

Have I thought about several imaginative ways of displaying

my information and imagery? 2D or 3D?

Are the colours, patterns, shapes and design I want to use

appropriate to Rousseau’s work?

Where would I ideally like to place my outcome in school? -

Does my outcome idea suit the area in school I would like

display it?

Level 5-6 thinkers:

Analyse (consider in detail) Rousseau’s work: How would you

describe his work to someone over the phone? What are the

similarities and differences between his artwork? What art

material/s does Rousseau use to create his work? – Have a go

at creating your own jungle scene using those materials!!

How did I come up with my outcome idea?

How can I improve my outcome?

If my work was someone else’s- what advice would you give

them to refine (improve) or extend their work?

Possible ideas:

Supporting material:

How will my work be assessed?

Websites:

http://www.tate.org.uk/art/artists

http://www.sculpture.uk.com/

A wall or ceiling hanging?

Create an article for an Art Magazine?

Create a 3D gallery?

Fact/ mood board?

Free-standing sculptural piece.

(You do not HAVE to choose any of these suggestions- you are

very much encouraged to create your own original idea.)

List any ideas you have from your thoughts/ lessons/ friends:

http://www.tate.org.uk/art/artists

http://www.sculpture.uk.com/

Self assessment:

Teacher assessment:

I would assess my effort for this I.L.T. as: _____

I think this because:

_________________________________________________

_________________________________________________

I would assess your work with a level of: _____

I would assess your effort for this I.L.T. as: _____

Positives:

_________________________________________________

_________________________________________________

Areas which could be improved:

_________________________________________________

_________________________________________________

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 1 – English

This term in English you will be studying a class novel. Reading is an integral part of

English and the homework menu will help to develop your reading and spelling skills.

You will need to complete the homework below for the set you are in. Your teacher will

inform you of this at the beginning of the term.

Task Number

Set 1 Set 2 Set 3

1 Learn the spellings for

10 key words Key Words: Novel,

Author, Blurb, Chapter, Characters, Fiction,

Setting, Themes, Narration, Context.

Learn the spellings for

key words. Key Words: Novel,


Setting, Themes.

Learn the spelling for

key words. Key Words: Novel,

Author, Blurb, Chapter, Characters.

2 Research the definition for each key word and

write in your own words.

Key Words: Novel, Author, Blurb, Chapter,

Characters, Fiction, Setting, Themes,

Narration, Context.

Record the definition for key words.

Key Words: Novel,


Setting, Themes.

Record the definition for key words.

Key Words: Novel,

Author, Blurb, Chapter, Characters.

3 Create a crossword using the key words.

Key Words: Novel,


Setting, Themes, Narration, Context.

Create a word search using the key words.

Key Words: Novel,


Setting, Themes.

Create a poster about your favourite key

word.

Key Words: Novel, Author, Blurb, Chapter,

Characters.

4 Ask 6 people in your

class their opinion on the novel so far and

record it.

Ask 4 people in your


record it.

Ask 2 people in your


record it.

5 Write down 6 questions

you would like to ask a

character from your novel.

Write down 4 questions



Write down 3 questions



6 Research the author of

your book and record 10 facts about them.

Research the author of


Research the author of


7

Create a poster

advertising the book you have read including

5 reasons why people should read it.

Create a poster

advertising the book you have read including

3 reasons why people should read it.

Create a bookmark

advertising the book you have read.

8

Write a review of the book in 200 words.

Helpful hints The title/author of the

novel/ target audience A brief summary of the

plot What you particularly

liked about the book What you would change

Would you recommend it and why.

This will be a Levelled

assessment task.





liked about the book What you would change

Would you recommend it and why.

This will be a Levelled

assessment task.





liked about the book What you would

change Would you recommend

it and why.

This will be a Levelled assessment task.

Home Learning Task

Year 7 Term 1 – French

Ma vie - My Life

All pupils will be issued with their own textbooks. You will receive a letter to

acknowledge receipt and any loss/ damage will have to be paid for. Pupils are

responsible for them and will be expected to use them at home for homework and

bring them back for their French lessons. Year 7 French will be issued with Studio 1

textbook in October.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings according to the homework timetable. There will always 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

Learn to answer the questions, “What’s

your name?” and “How are you?” which you have written in your book. Practise

with your friends or family. Test next lesson.

Learn how to ask the

questions.

2

Writing task. Write a dialogue of greetings

using the greetings in your exercise book.

Practise this dialogue with

someone at home.

3

Teach someone at home numbers 1-15.

Get them to sign your book to confirm that you have taught them.

Make up 5 French sums.

e.g. trois + deux = cinq

4

Make a French calendar with all months.

You can be creative, using pictures to illustrate. The months must be written in

French.

Learn to recite the months

as you can in English.

5

Learn numbers 11-20. Check spellings in

your exercise book. Test next lesson.

Learn numbers up to 31.

Learn to count aloud from

memory.

6

Learn colours. Check spellings as well. Test next lesson. You may wish to use

Linguascope to help you learn them. www.linguascope.com

User: stedsgirls Pwd: merci2014

Learn animals in the Linguascope section.

7

Make a French ID card for yourself giving name, age, birthday, eye/ hair colour.

Make an ID card for a famous person.

Home Learning Task

Year 7 Term 1 – Geography

Becoming a Skilled Geographer

This topic is all about developing students understanding of what geography is and how

it links to both their immediate surroundings and to the world as a whole.

Consequently, the homework tasks outlined below are designed to support and

enhance this learning.

Task Number


1 Learn Key words via a) front cover design

for topic or b) design a crossword with clues for the words

Key words are Equator, Physical, Extreme, Human, Hemisphere, Local, National,

Global,

All learn basic words,

extension to learn extra words Diverse, Culture

2 Describe an amazing place in Salisbury or

near you in less than 100 words. Include what makes the place amazing. (Top Tip:

Think of your 5 senses when explaining why the place is amazing)

In another 50-100 words

compare this place to an amazing place outside the

UK

3 Learn the names and locations of the 7

continents and 5 oceans of the world (Europe, North America, South America,

Africa, Asia, Australasia, Antarctica, Pacific, Atlantic, Indian , Southern, Arctic)

Create an aid for someone

else to learn these like a song or a mnemonic

4 Research a news story from the last

month. Describe the story in 2 sentences

(including location) Describe how people and/or the

environment are being affected. 150 words maximum

(stories could include a natural disaster,

climate change, a story about people trying to manage their natural

environment, what life is like in another part of the world (there was a lot in the

summer about life in Brazil for example)

a) Explain how people are

trying to manage the situation

b) How does this news story compare to another

news story or to a local issue?

Home Learning Task

Year 7 Term 1 – History

During term 1 of year 7 pupils will learn about the development of early medieval

Britain, beginning with the Norman Conquest. They will explore the causes and

consequences of the Norman Invasion of Britain and begin to appreciate their long

term importance. These homework tasks will provide pupils with an opportunity to

reflect on these issues and/or develop their understanding of them.

Task

Number


1

Why did Harold become King of England in

1066?

Using information gathered in lessons; write a short paragraph explaining why

Harold Godwinson was chosen as King in 1066.

Core points to be included are… Who were

the candidates for King in 1066? Who was actually chosen and why?

Write an additional short

paragraph predicting what the consequences of the

Witan’s choice might be.

2

The Norman Conquest

Using evidence gathered in lessons; draw

your own panel in the style of the Bayeux Tapestry which shows the victory of the

Normans and the death of King Harold at the Battle of Hastings in 1066.

Annotate your drawing

with descriptions of what is going on in the image.

3

How did lives changed after the Norman

invasion?

Decide whether you want to write from the point of view of a Norman or an English

person. Write a letter to a friend explaining what changes have taken place

in England after the Norman conquest.

Core points to be included are… Language, hunting laws and castles. Please note that

these points will be covered in lessons and pupils will be expected to use this work to

complete their homework.

Add in further evidence

about how lives changed from this list… Churches

and land.

4

William The What?

Invent your own nickname for William,

Duke of Normandy. Will he be William the Strong? William the Wicked? William the

Wonderful? Use the work you have done in lessons to inform your choice and create a

poster with your (not rude!) nickname on it; to be included in a class room display.

Accompany your poster

with an explanation of how you chose your nickname.

Home Learning Task

Year 7 Term 1 – 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

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 1 – Music

This term in music you will be learning about what music is, how to study music

through listening and performing as well as learning basic keyboard skills. The home

learning tasks below will support your classroom learning.

Task Number

Core Tasks

1

Complete the Year 7 Music Questionnaire. Your teacher

will give you a copy of the questionnaire. Click here for a copy of the questionnaire.

2

Using the title “What Music means to me”- design a

poster- see your teacher for a sheet of paper. At the centre of your poster should be a self-portrait and then

decorate the rest of the space with names of bands, favourite songs and what music means to you in your

life- does it make you happy when you are sad?

3

Label the keyboard diagram given to you by your

teacher, remember to use both the flat names and the sharp names on the black keys.

Click here for a link to the worksheet.

Home Learning Task

Year 7 Term 1 - Religious Studies

Around the world in six religions

Homework is set once a fortnight. There are three parts to it, a literacy keyword task, a

simple writing task and an OPTIONAL extension of research.

Learners should be able to put the keywords into a sentence (orally) the following

lesson and explain what they mean. The writing task should be set out in their exercise

book with title and date (underlined) and any questions answered in full sentences. If

the book is forgotten/left at school, it may be done on paper and stuck in on return.

Research should be in the learner’s own words, not copied from Wikipedia or similar. It

can be presented in any way – drawing, video, leaflet, poster or mini essay.

There is also a pointer about things learners can look at ready for next lesson. Any

problems; then email your teacher [email protected] or bmagill@st-

edmunds.eu .

The aim of this unit of work is to introduce the students to the six major world

religions: Christianity, Buddhism, Islam, Sikhism, Judaism and Hinduism. This is

achieved through looking at a significant story or event in each religion’s history or

scripture, and to spend time looking at the importance of this for believer’s and non-

believers.

All work should be completed in the student’s exercise book.

Task

Number


1 Christianity (Luke Chapter 15 verse

15) Keywords

Parable. Samaritan. Jewish person. Gospel. Eternal life. Neighbour (careful on

this last one!) Writing

What school rule would you make up from the message of the parable of the Good

Samaritan? Explain how it might work in school.

Ready for next week – read the story of Abraham and Isaac in the Old Testament.

Research the parable of

the Lost Sheep. (In the Bible in Luke Chapter 15

verse 15). What message is it giving to Christians

about how they should behave? Explain it in your

book.

mailto:[email protected]



2 Sikhism

Keywords Kesh, Kara, Kanga, Kaccha, Kirpan.

Writing Use books from the library, or your

teacher or the BBC religion website to describe what a Gurdwara is like. What is

in it? What is NOT in it? You can even compare it to a church if you like.

Ready for next week – A holy monkey? Who was Hanuman?

What is the langar? (Yum!)

How does this reflect Sikh belief?

3 Buddhism

Keywords: karma, reincarnation, rebirth, Buddha.

Writing Finish your class activity of your day of

building up good karma. How hard would it be to do this every day? Why?

Ready for next week – Recap the 5 pillars

of Islam.

Who is the Dalai Lama?

Why is he important to Buddhists? Find 5 facts out

about him and his life.

4 Hinduism Use the internet to work out what food

MOST Hindus might eat and what most of them avoid.

(Remember there are lots of variations).

How could you present this work in an

imaginative way? ANYONE who straight copies will fail this homework task.

Research how food is used in Hindu worship. Puja

What part does food play in Hindu worship and

festivals?

Home Learning Task

Terms 1 and 2 – Science

All students will be studying the Launch topic during this time – which is divided into 5

unequal sections. Homework will be task driven rather than set on a weekly basis.

However the homework produced by students should reflect the allocated time for one

or two Science homework slots. Students will be expected to complete the Core Task

set but could also attempt the extension task. (L) – indicates a homework that

specifically supports the school literacy policy.

Task Number


1

Launch Part A

Create a poster that could be used to

inform students of one of the safety rules discussed in class – Make it eye catching

and clear. Explain/show what could

happen if that rule is not followed.

Find out what a Hazard is.

What do they show? Produce a leaflet giving

examples of Hazard’s, the

information they give and how it should be used.

2

Launch Part A

You need to know some of the SOL words

– create something that will help you do this – a glossary/some snap cards or

something else. (L)

You should prepare something that will help

you learn ALL of the SOL words and be able to give

examples – ask your teacher for the list. (L)

3 Launch Part

A

Write a detailed method/ set of instructions for making a cup of tea/coffee

with sugar. (LAT)

Add into your method – a

risk assessment – what are the hazards – how can

they be prevented – is it a low, medium or high risk?

(LAT)

4 Launch Part

B Learn your circuit symbols.

What sort of circuit does a

hallway light use (where

you can turn it on at the top of the stairs, off at the

bottom and then on at the top again?) Explain how it

works.

5

Launch Part B

Create 5 questions and answers to be used for your electro quiz.

Create at least 10 difficult

questions and answers to be used for your electro

quiz covering all areas

studied so far in Science.

6

Launch Part C

Create a 3D model of a specialised animal or plant cell – label the parts.

Add explanations to your

model of the jobs/functions of the parts you have

labelled.

7 Launch Part

D

Complete your story/comic strip telling the story of Isaac Ice as he changes state. Use

as many key words as you can. (LAT)

Complete your story/comic

strip telling the story of Isaac Ice as he changes

state. Use as many key words as you can. (LAT)

8

Launch Part E

Research a planet of your choice. Use pictures and diagrams as well facts.

Research a TOPIC of your

choice to do with space( for example a planet,

constellations or Black Holes)

Use pictures and diagrams as well facts

(LAT) –this will be a level assessed task.

Home Learning Tasks

Year 7 Term 1 – Spanish

Mi vida – My life All pupils will be issued with their own textbooks at the beginning of September. You

will receive a letter to acknowledge receipt and any loss/ damage will have to be paid

for. Pupils are responsible for them and will be expected to use them at home for

homework and bring them back for their lessons. Year 7 Spanish will be issued with

Viva 1 textbook.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings according to the homework timetable. There will always 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


1

Learn to answer the questions, “What’s

your name?” and “How are you?” using the vocabulary in your book. Practise with

friends or family. Test next lesson.

Learn how to ask the

questions.

2

Writing task. (Name/ where you live). Viva

1, p.120, ex. 2. Copy out the dialogue

and fill the gaps with the words in the box.

Ex. 3 p.120 Write a

conversation of your own.

Choose one of the 4 pictures.

3

Learn adjectives for describing people’s personality. Test next lesson.

Use p.25, Estrategia 1 box to help you.

Use a dictionary to find 3 more adjectives to

describe someone’s personality.

4

Viva 1, p.12, ex 4. (numbers)

Also teach someone at home numbers 1-15. Get them to sign your book to show

you have done this.

Make up 5 Spanish sums.

e.g. tres + dos = cinco

5

Make a Spanish calendar with all months. You can be creative, using pictures to

illustrate. The months must be written in Spanish.

Learn to recite the poem on p.14 in “Zona Cultura”

box. Explain its meaning.

6

Learn colours. Test next lesson. You can

use Linguascope to help you learn them. www.linguascope.com

User: stedsgirls Pwd: merci2014

Learn animals in the

Linguascope section.

7

Viva 1, p.121, ex. 4. (ID card)

Make an ID card for

yourself.

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