Oaklands Catholic School

and Sixth Form College

Year 8

Homework

Information Booklet

Autumn Term 2015

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Welcome to the Autumn Term Homework Booklet. 2015-16

These booklets are a development to assist students in the development of a

regular independent study routine. We want Oaklands students to become

self-managers who can organise their time, prioritise tasks and work to

deadlines (all essential life skills).

Students in years 7-9 should be doing 40 minutes homework per week in English, Maths and Science and 20 minutes per week in all other subjects

This booklet informs as to what is being studied this term in each subject.

Additionally there is a list of tasks that each subject could allocate as homework this

term. The homework that is set by a teacher will continue to be recorded in the

student planner – as will the deadlines for completion.

Please note however, a teacher may set alternative tasks to those listed here - if this

is more appropriate for a class. IF YOU HAVE ANY QUESTIONS ABOUT YOUR

CHILD AND THEIR HOMEWORK, PLEASE CONTACT THE SUBJECT TEACHER.

Students have access to LSA support with their homework via homework clubs –

these are held each lunchtime (except Thursday) in JP14 1:40-2:20. There is also

LSA support after school in JP14 Tuesday, Wednesday and Thursday.

Please Note: Extra copies of this booklet can be downloaded from the school

website by selecting the curriculum tab.

When you are revising (or completing an exercise that has been allocated to you by

your teacher), every few questions you can play one of the computer games (for a

few minutes). However, you do not have to play the games – this can be switched

off.

Each time you revise you score points. As you accrue more points you will gain

access to choose from a wider choice of games. Each week the software will

publish the leader board for revision points and for each of the computer games.

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Mathematics Homework Tasks Frequency: Mathematics homework is set twice a week Topics: Tasks are set to give you extra practice of skills taught during lessons and so will usually be based on the topic you are covering in class Tasks: Tasks are set in one of three ways Learning tasks Worksheet or textbook tasks Mymaths tasks Learning Tasks Learning key mathematical information e.g: multiplication tables, names of shapes Revision for an assessment Worksheet or Textbook Tasks You may have been allocated a textbook at the start of the year which you are to use. You will be told the page number, exercise number and the questions you are to complete by your class teacher You may be given a worksheet or have one placed on studywiz for you Mymaths Tasks Visit www.mymaths.co.uk On the main page use the school login and password Login: oaklandscs Password: ratio Once logged in you can enter your portal by typing in your personal login and password (these will be given to you by your teacher) The task your teacher has set will appear here, along with information about the deadline date Click on the launch disk to start the homework If you wish to do further study, you can use the library in mymaths to access online lessons and activities or you can have a go at a booster pack which can be accessed through the side menu.

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Year Eight Course Outline: Autumn Term

The order in which topics are taught within a term may vary from the order in which they are listed below

Unit Topic Number of Lessons

1 Collecting Data 1

2 Representing Data 4

3 Manipulating Algebra and Rules of Negatives 5

4 Construction 3

5 Sequences 3

6 Place Value and Decimals 6

7 Angles 4

8 Fractions 6

Revision for Assessment 2

Assessment Non Calculator Assessment 1

9 Perimeter and Area of Polygons and Circles 6

Each set will be taught the same topics throughout the term, but the level will change depending on the ability of the class. All groups will complete an in class written test during the Autumn term.

English

All students are expected to read their Library or personal reading book for at least

20 minutes each week as part of their ongoing Literacy homework.

Topic Task

Holes Read a section of Holes as directed by the teacher. E.g. chapter 6-8. Read Library or personal reading book for at least 20 minutes

Holes Plan a story which begins: I didn’t know if I had the courage to do this. Read Library or personal reading book for at least 20 minutes

Holes Practise paragraphs for story for green penning in class. Read Library or personal reading book for at least 20 minutes

Holes Read allocated chapters from Holes. Read Library or personal reading book for at least 20 minutes

Holes Read allocated chapters from Holes; produce book cover/ teacher’s task. Read Library or personal reading book for at least 20 minutes

Holes Present homework to class. Read Library or personal reading book for at least 20 minutes

Half Term Read Library or personal reading book for at least 20 minutes

Poetry Off By Heart

Learn a literary poem for Poetry Off By Heart. Read Library or personal reading book for at least 20 minutes

Poetry Off By Heart

Learn a literary poem for Poetry Off By Heart. Read Library or personal reading book for at least 20 minutes

Journeys Research into travel writing/ bring in examples. Read Library or personal reading book for at least 20 minutes

Journeys Prepare presentations on a literal +/or metaphorical journey.

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Read Library or personal reading book for at least 20 minutes

Journeys Present journey homework. Read Library or personal reading book for at least 20 minutes

Christmas Topic Creative writing Read Library or personal reading book for at least 20 minutes

Science

Each term you will study one Biology topic, one Chemistry topic and one Physics topic.

The topics being studied this term are; respiration, circulation and movement (Biology),

patterns in elements and compounds (Chemistry) and electricity and energy resources

(Physics).

Homework will be set according to the homework timetable and will include learning,

researching and using specific key vocabulary and preparing for end of topic or term

assessments. Details of each individual homework will appear on Show My

Homework.

If you wish to extend your Science studies, you could look at the BBC Bitesize KS3

web-site where you will find sections for Biology, Chemistry and Physics.

(http://www.bbc.co.uk/education/subjects/zng4d2p)

You could also buy a copy of a new Key Stage Three Science Study Guide (from

CGP). These will be available from the Finance Office from 1st October 2014 (£3). The

Study Guide is matched exactly to the new KS3 National Curriculum for Science. You

will find it useful throughout year 7 and year 8 and even to help prepare for your end

of KS3 assessment in Year 9.

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History

Topic 1- The Reformation and The Tudor Religious Rollercoaster

A front cover page including images, either drawn or computer generated for

your topic on the Tudors.

Finishing a newspaper article on the dissolution of the monasteries focusing

on the role of Richard Whiting

Project on whether or not Mary Tudor deserved to be known as ‘Bloody Mary’.

Completion of Assessment: Was Henry VIII really Catholic or Protestant? This

will be started in class and you will have detailed guidance.

Finish your obituary for Queen Elizabeth I. This is an assessment so focus on

the guidance you were given in class.

Smuggle a letter secretly to your teacher in an inventive way to get you

thinking about the topic of spying in Elizabethan England. Previous good

ideas: in a fruit basket, via another teacher etc!

Geography

Homework will be set after lessons in accordance with the homework timetable. This

will be a weekly task and it will be related to the studies carried out as planned on

the curriculum map for Geography. It is expected that students will spend their time

on weekly homework before attempting extension tasks.

The tasks below are optional.

September to Half-term

Research Agenda 21 and produce your own version for the area where you live.

Half-term to Christmas

Research a case study of a glacier in a country of your choice and use Windows

Movie maker to present your findings.

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ICT

Don’t forget if you need help with your ICT homework you can always go to

homework club in JP block at lunchtimes OR come and find an ICT teacher in the

ICT rooms in B block. There is ALWAYS someone there to help

First Half-Term

Task: You are investigating how sensors collect information and

how computers interpret this so we can easily understand the

output. We will collect some weather data and noise data, make

some charts and interpret these

Activity 1 – what is a sensor? Find out what a sensor is and write a definition Extension Task: you could also find an example and an image for a reward point!

Activity 2 – what sensors have you got in your home? Research sensors that are used in everyday life. By computers; In the home; For home entertainment; In a car Extension Task : By each example write why you think the sensors help us. Activity 3 – what is a public information system? Find out what a Public Information System is and write a definition. Give 2 examples of a Public information System Extension Task : Who do you think is responsible for the information and keeping it updated, how often do you think this is done

Activity 4 – Input Process Output worksheet Worksheet 8.1.4 People use weather reports for different purposes. Complete Input Process and Output planning sheet for Public Information System

Activity 5 – Evaluating a weather forecasting worksheet Complete Evaluating a weather forecasting system worksheet – you can suggest some additional information that would make this system better for a reward point! Activity 6 – Check your Key skills knowledge Complete key skills paper (you can find this on studywiz) - section details to be given in lesson. Activity 7 – Catch up week Ensure all the work for this unit of work is printed out and completed HALF TERM Second Half-Term TASK: You are going to plan a school trip for some foreign students who are visiting

Oakland’s School from France. You are going to survey students to find out what

type of trips they would like to go on. Then pick 4 places to visit and find out how much

it costs for them to get in. All this information will be put onto a spreadsheet linking to

other sheets ready to show the French students when they arrive

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Activity 1 – what do you want to ask students

Write 10 questions you would ask school children to find out what sort of educational places they would like to visit on a school trip and why. There are 4 categories of place 1=local heritage 2= a fun day out 3= a half-day trip to local place of interest 4= a day in the open air.

IF you find this difficult find out what an open and closed question is and give an example of two questions for each

Activity 2 – Get some friends to answer your questions

Get 10 people (friends, parents, brothers and sisters) to fill in your questionnaires and total the results for each question

For 2 reward points you could also write a paragraph about your conclusions from the answers (most people like to visit castles and stately homes as a place of local heritage so I need to look for something like that in Portsmouth or very close by)

Activity 3 – Find some places to visit

Find 4 local places of interest that your pupils could visit.

You need one place in each of the following categories • explore aspects of local heritage • a fun day out • a half-day trip to visit a local place of interest • a day in the open air Find out entry cost and postcode for each The results of your questionnaire you created in class will help you

Activity 4 – Plan your formulas

Print out “Planning your formulas Homework sheet and have a go at writing the formulas you will use in words (eg: Total entry cost = number of students X how much it costs to get in) All of you should be able to complete 3 Most of you should be able to complete 5 and some of you will be able to do them all!

Activity 5 – what do your formulas do

Print out your spread sheet in formula view (click the formula tab and then select show formulas) and annotate to explain WHAT you have done and WHY Or if you cannot print your spreadsheet in formula view write a paragraph to explain what you have done in this lesson and why

Activity 6 – what do your spreadsheets look like

Screenshot your 3 completed sheets and write a short paragraph about what level you think you are working at and why. OR

Print out the income sheet in formula view (you can do this in lesson) and annotate to explain WHAT you have done and WHY You could do this on the print out or you could do this as a mind map

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PDC

Literacy Activity Prepare a short presentation/talk (4 minutes) entitled "It is wrong to..." This will be presented and then peer assessed in class. You will need to make clear and precise comments. There will need to be evidence of you having completed research and background reading on your chosen subject. Your talk must be accompanied by a PowerPoint presentation, this will illustrate and compliment what you are talking about, but you are not to read directly from it.

Modern Foreign Languages

Sets 1 & 2

Module 1 Salut Module 2 Ma Vie Areas covered:

a) Talking about self

b) Saying what you did yesterday

c) Talking about the past

d) Talking about daily routine clubs e) Arranging to go out f) Talking aboutthe cinema

Homework Types: Reading comprehensions Grammar drilling exercises Vocabulary learning & practice e.g crosswords & word searches Sentence Building Short written paragraphs including leaflets, letters, invitations & brochures October Assessment: AFL Task writing a letter about the past December Assessment: Speaking Role play Year 8 Sets 3 & 4

Module 1 Salut Module 2 Ma Vie Areas Covered:

a) Talking about yourself and other people

b) Saying what you do after school

c) Describing your daily routine

d) Arranging to go out

e) Talking about the cinema

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Homework Types: Reading comprehensions Grammar drilling exercises Vocabulary learning & Practice e.g crosswords & word searches Sentence Building Short written paragraphs including leaflets, letters, invitations & brochures

Assessment October Assessment: AFL Written Letter about self and Family December Assessment: Speaking Role play

Music

Module 1 1 Cover your book with musical pictures.

2 Learn the names of all the sharps and flats on the keyboard. Be able to label a diagram.

3 Research and summarise 6 interesting facts about Johnny Nash.

4 Write a list of songs that are about the Weather.

5 Complete Tone/Semitone Homework sheet

6 Write your own questions about tones and semitones. Remember to include your answers!

Variations 1 Find a picture and 3 variants of it.

2 Who wrote Variations on the theme 'Twinkle Twinkle Little Star?'

3 Create and revise a vocabulary list for the Variations topic.

4 Revise the names and places of the notes on the stave ready for a test.

5 Research Elgar's Enigma Variations. What were these based on? Find out 4 more interesting facts about this piece.

6 Choose a simple Christmas Song that you could compose variations on. Find the music and the notes you will need.

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RE

Notes and guidance

The homework topics or tasks suggested here are not necessarily what your RE

teacher will be setting in class. Only do them when you have been directed by your

teacher or in case you missed a lesson when homework was given.

Remember to refer to the level descriptors below to ensure that you achieve the

highest possible level according to your ability.

You can present your work in any format that you choose, if unsure, always check

with your teacher.

Topic 1 Old Covenant

1. Watch the film ‘Prince of Egypt’ and write a film review.

2. Make a model of a Seder Plate or the ‘Second Temple of Jerusalem’.

Topic 2 New Covenant

3. Produce a piece of artwork to reflect the meaning of Jesus’ death as

sacrifice and atonement.

4. Watch the film ‘Chronicles of Narnia: The Lion, The Witch and The

Wardrobe.’ Look for similarities / differences with the story of Jesus.

5. Compare the Old and New Covenant.

Topic 3 The Life of Jesus

6. Research the main religious and political groups in Palestine at the time of

Jesus – find out who they were, what they believed in, their relationship to the

Romans, how they perceived Jesus and whether they were popular of not.

7. Find out why the Pharisees were against Jesus. Include quotes from the

Bible to show the relationship between them and Jesus. Do you think they

were justified to feel like this about Jesus?

Extension Homework: Research the reasons behind the conflict in the Middle East

– include the history of Palestine over the last 100 years and suggest the best way,

in your opinion, that you think the problem could be solved. How does it link with the

Covenant?

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Design

Introduction

Students will complete 6 units of work in their Design lessons over the course of this

year. The 6 units comprise of 2 Art projects and 4 Design and Technology projects.

The details of the possible homework tasks they could be asked to do is given below

on a project by project basis. Please note that your teacher may not ask you to all of

these and may in fact from time to time set you a different task which is not listed.

ART: Aboriginal people and their Art work

This task requires you to:

1. Research the history of the Aboriginal people. 2. Analyse in visual and written form their artwork. 3. Create your own visual response in the form of a Didgeridoo or Boomerang.

Task 1 (20 mins)

Research the life and the history of the Aboriginal people from Australia. Present

your work imaginatively and creatively using image with word. E.g. it could be in the

form of a power point presentation

Task 2 (20 mins)

Find an Aboriginal artwork in colour. Use the ‘Looking at Artist Work’ sheet questions

to help you analyse the artwork. You must use your own words when answering the

questions.

Extension: Use the in-depth questions to fully analyse the artist’s work.

Task 3 and 4 (40 mins)

Personal Visual Response. Produce one of the following:-

A. Produce a 3D boomerang or 2D design. B. Produce a 3D didgeridoo or a 2D design.

You must use symbols, patterns and colour used by the Aboriginal people to

decorate your work. You can use media of your own choice. If it is 3D you must

photograph your work and glue the photo with your written evaluation. Comment on

how well you have made/designed it and what you could do to improve it next time.

Extension: Tell the story behind your design, what the symbols mean and why you

have chosen certain colours.

Task 5 (20 mins)

Hand in.

Make sure your work is creatively and neatly presented. Glue your work into your sketchbook.

Alongside these additional tasks may be set by the students’ teacher. For example

creating a collection of images or materials for lessons etc.

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ART: POP ART/ANDY WARHOL

This task requires you to:

1. Find out about the artist’s work and his life. 2. Produce a visual colour study and analyse it. 3. Create your own artwork based on his. Comment on the similarity between

your work and Andy Warhol’s work.

Task 1 (20 mins)

Produce a fact file on the artist Andy Warhol. Find a self-portrait photograph of the

artist in colour. Find out about the Pop Art movement and how and why it began.

Present your work creatively, using colour and image. Use your own words. Do not

cut and paste.

Task 2 - Visual study (20 mins)

Produce a visual colour study of the artist’s work, either ‘Marilyn’ or ‘Elvis’. Using the

‘Looking at Artist’ worksheet, form your own opinion about the art work – answer some

of the questions fully using art vocabulary. You must use your own words.

Extension: Use the in-depth questions on the ‘Looking at Artist’ work sheet to fully

analyse the artist’s work in greater detail.

Task 3 and 4 (40 mins)

Take a photo of yourself. Final Visual Response: Reproduce your self portrait in the

Pop Art style in the media of your choice. Then evaluate it commenting on how well

you have done and the similarities of your work to that of Andy Warhol’s work.

Task 5

Hand in. You must present your work neatly and creatively and glue it into your

sketchbook.

Alongside these additional tasks may be set by the students’ teacher. For example

creating a collection of images or materials for lessons etc.

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D&T:CLOCKS

You have to carry out extended research into a designer or design school. You can

present the information in any format you want, but you must include the information

detailed below. A list of designers you could use is given below with some websites

but it is up to you.

Week Task Time Easy Difficulty Medium Difficulty

Hard Difficulty

1 Find a designer that you would like to do the project on. (20 min)

2 Information 20 min Find out some information about your designer (print out or maybe copy and paste)

Write a summary in your own words about your designer to explain their products or style.

How good do you think that your designer’s style is? Explain.

3 - 4 Evaluate products

40 min Find two products from your designer. Say what you think is good or bad about each product.

Compare the two products. Which is the best product?

Pick one of the products you have looked at and explain what you would do to improve it.

5 Design new product

20 Sketch an idea for a new product in the style of your designer.

Sketch a second idea for a new product in the style of your designer. Make sure your ideas are annotated and explained

Evaluate your ideas. This means that you will say what is good or bad about each idea)

Useful websites

Alessi-http://www.designcouncil.org.uk/en/About-

Design/managingdesign/Design-at-Alessi

Philippe Starck -http://www.philippe-starck.com/

Memphis - http://www.designmuseum.org/design/memphis

Terence Conran - http://www.conran.com/conran/

Seymour Powell - http://www.seymourpowell.com/#/case_studies/

Jonathan Ive - http://www.designmuseum.org/design/jonathan-ive

Charles Rennie Macintosh - http://www.crmsociety.com/

Frank Lloyd Wright - http://www.franklloydwright.org/

Bauhaus - http://www.bauhaus.de/english/index.htm

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Other tasks you might be asked to do during the Clocks project

Research and evaluate existing clocks

Complete your specification

Sketch, explain and evaluate your design ideas

Complete Keywords pages

Improve the work in your book based on written feedback from your teacher

D&T: TEXTILES – THE DAY OF THE DEAD

While working on your crazy creature you will be asked to do some of the

following tasks

Research the Mexican festival called the ‘day of the dead’

Sketch, explain and evaluate a range of design ideas

Preparing materials for machining either at home or at lunchtime in school

Complete an evaluation of your final product and the skills you have developed

Improve the work in your book based on written feedback from your teacher

Produce a story board or cartoon strip showing how you made your product.

D&T:CANDLE HOLDERS

Task1: Practical Leaflet

Create a guide to cutting wood safely and successfully. This will be based on what

you have learned in lessons.

You should spend 40 minutes on this project. Start with ‘should do’ first tasks, then if

you have time move onto the ‘could do’ and ‘might do’ tasks. You do not have to

complete all the tasks, only what you can get done in 40 minutes.

Should do: Describe how you should keep yourself safe when cutting wood (think about the

safety rules your teacher showed you in class).

Could do: Describe (with words and pictures) what tools you should use when marking out and

cutting wood. Again think about what you were shown in lessons.

Might do: Explain what you can do to measure and cut wood as accurately as possible – to get

good quality.

Task 2: Production Diary.

We would like you to produce a diary of what practical work you have done each

week. You should spend 20 minutes each week. Try to include as many of these

points as you can in 20 minutes, but only what you can do in 20 min.

A description of what tasks you have done this week.

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Describe what tools you used in your work.

Explain what safety precautions you took.

Explain how well each task went. What went well, and what might you need to

improve for next time.

D&T:Food Studies - Diet and Health

Choose your homework tasks from the selection below. The spice level

suggests the level of challenge that each task offers:

( = Level Apprentice, = Practitioner, = Expert)

Homework 1:

Watch a cooking show and write a review of one of the dishes made. Identify

equipment, ingredients and techniques used. Develop a presentation exploring seasonal foods. For each of the three

seasons, suggest a well-balanced main meal that could be made using the

ingredients discussed. Research 3 different special diets and explain what they are, how they impact

people’s food choices, and food products that can be eaten. For each dietary

need, modify a standard product to make it suitable.

Homework 2:

Identify a range of special diets (e.g. vegetarian, coeliac) that people may follow and explain why. Give examples of foods that can and cannot be eaten.

Select 4 dishes from a restaurant menu. Explain your choices and analyse

how healthy they are in detail. Suggest ways to improve the nutritional value

of each one. Complete a ‘Functions of Ingredients’ table for one of the food products you

have made in class. Identify the ingredients used and then explain the

sensory, nutritional and scientific functions of each one.

Homework 3:

Choose 20 key words used in your Food lessons and define each one in

detail. Use images where possible to help with your answer. Design a magazine recipe page and review 2 dishes. Include images, and

look at existing magazine articles for ideas on layout and language used.

Design an advert that encourages people to follow a healthy lifestyle. Include

hints for people to follow a well-balanced diet; also discuss the health

implications of an unhealthy diet.

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Homework Learning Project: Evaluation

Self Feedback (please complete before handing in): What went well: Even better if: Targets (from HLP Skills Grid):

Peer Feedback What went well: Even better if:

Teacher Feedback What went well: Even better if: