year 7 extended home learning - vyners school - … docs... · 2014-12-18 · this booklet contains...

Year 7 Extended Home Learning

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Extended Home Learning Projects

Home learning can help develop pupils into outstanding learners. Good home learning tasks should encourage independent research, the development of good organisational skills and the implementation of innovative and creative ideas. Home learning at Vyners School intends to provide students with opportunities to develop these skills through exciting and imaginative tasks that enhance students’ understanding of the curriculum they study. Home learning projects also give students the opportunity to present work in a variety of ways that can be more personal them.

This booklet contains information about the Extended Home Learning Project tasks and a timetable of when each subject is starting and completing the task. Some subjects (Maths and Science), will set small, weekly tasks whilst others will set projects that are to be completed over several weeks.

Subject Teachers will provide students with support in completing the tasks, but they should aim to work as independently as possible on them. For each project task students are expected to carry out their own research, (some from use of the internet, but also using other resources such as the school or your local library, or asking their teacher for books that they can use to help).

Pupils need to make sure that they work to the best of their ability.

By arranging homework projects in such a way we want to create learners that are:

1. Resourceful • Learners who can adapt to change • Generate new ideas and make them work • Manage their time and resources

2. Resilient • Learners who are capable of organising themselves • Who persevere with challenging tasks • Who are good at problem solving

3. Reflective • Learners who are willing to respond to advice

Top tips to help your child get the most out of the Extended Home Learning Projects

Discuss homework: Give your child a chance to talk about their school work if they want to. Even if you know nothing about a particular subject, you can still help just by talking and listening and helping them to find their own answers.

Encourage: Help your child take responsibility for organising and doing their homework project and never forget to praise them for their hard work or their improved concentration, presentation or creativity.

Help your child keep to a routine: Some children prefer to do homework straight after school, whereas others prefer to ‘unwind’ first, or have their meal then do homework later. Let your child decide – but ensure they stick to it.

Establish a learning area: It’s very important to try to create a suitable place where your child can do their homework, ideally somewhere with a clear work surface, good lighting and no interruptions. Try to teach younger brothers and sisters not to interrupt when homework is being done.

Allow for differences: Children are all different and have different learning styles. Some prefer to study alone, whereas others like to study with friends or family. It’s worth remembering that some children like to work with music on to keep them company, too.

Get tech savvy: If used wisely, the Internet can be great for looking things up and finding out more so encourage your child to become an independent learner and to go the 'extra mile' with their studies.

Offer rewards: Make homework rewarding by setting up some treats like staying up 10 minutes later, spending 10 minutes extra on the computer, or having a friend round. It can help to keep your child motivated if they need that little extra encouragement from time to time.

Week beginning 15/12/14

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Week beginning

5/1/15




Week beginning

2/2/15

Week beginning

9/2/15

Geography MFL

RE History

Art

Timetable for Extended Home Learning Projects

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Week beginning

2/3/15

Week beginning

9/315 EA

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13/4

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Week beginning

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Music

Drama

DT

IT & Computing

English

Yr7 Extended Home Learning

ART

Task introduction:

Each class will be investigating a theme linked to their current project. Your outcome is to research an artist(s) associated with your theme

Research on the internet and print off for your sketchbook one painting for each artist; document with the title, date and its media

Including the above, and write a paragraph that describes what you see in one of the paintings, and your reasons for choosing it.

Write a paragraph on each of the paintings, what can you see in each painting, what is the difference, what is their style of painting?

Produce a line drawing of one of the characters in one of the paintings

Choose your favourite painting to copy using any coloured media

Produce a drawing with colour of one character from each of the paintings

Draw your own picture inspired by your artists

Use colour to draw your own picture including detail

Produce a piece of inspired work in any media and scale; consider the composition and work from your own photograph.

Art Top Tip

ü Choose your two favourites paintings for good reasons ü When doing your own work use images from the internet,

books, magazines, posters etc. to help you ü Be creative and imaginative with your work ü Keep to the deadlines of one task per week

Year 7 Extended

Home Learning

Geography

Homework Scenario: You are going on a journey around the UK. Your task is to represent a fair view of the UK by reporting about the UK’s physical and human attractions. You should choose 5 places to visit around the UK – you should choose a mixture of physical and human locations. Eg. The London Eye in London as a human feature or Mount Snowdonia in Wales as a physical feature. Think carefully about your chosen locations – what are they used for? What attracts people to visit?

Objective: Write a report about your journey around the UK. Use images and an annotated map to support your writing.

Success Criteria:

• Include a map of the UK and annotate your map to show the five locations you have chosen to visit.

• Identify which of your features are physical and human and why. • Include place specific information about your feature (facts) E.g. The Lake

District has 15.8 million visitors annually. Hints:

• How does the area’s geography impact the locality economically, socially and environmentally?

• Remember to research some facts about your locations to include. This is called ‘place specific information’.

Objective: Write a postcard/produce a PowerPoint summarising your journey around the UK.

Success Criteria:

• Include a map of the UK and annotate your map to show the five locations you have chosen to visit.

• Identify which of your features are physical and human and why. Hints:

• How do we classify a feature/location as physical or human? • Remember to proof read your work – have you checked your spelling,

punctuation, grammar?

Objective: Produce a video about your journey around the UK. Use a program like moviemaker to include images, music, text and maps.

Success Criteria:

• Include a map of the UK and show the five locations you have chosen to visit. • Identify which of your features are physical and human and why. • Include place specific information about your feature (facts) E.g. How many

people visit annually? How was the feature formed? • Can you include environmental geography in your journey?

Hints:

• Can you make connections between the physical and human geography? E.g. High tourist numbers in an area due to beautiful scenery. What is attracting the tourists to the area? What impact will this have on the area?

Expected Geographical Skills

Locational knowledge

o L4: Students are able to describe basic features of a location in a way which demonstrates a basic spatial awareness of the UK.

o L5: Students are able to demonstrate Locational knowledge at a simple range of scales and can describe their associated human and physical characteristics, countries and major cities.

o L6: Students are able to begin explaining the location of places at a range of scales and within a context (e.g. SW of the UK, within the county of Devon we find Dartmoor National Park...). They can describe human and physical characteristics with some use of basic place specific detail.

Place knowledge

o L4: Students are able to give basic descriptions of similarities, differences and links between UK places.

o L5: Students are able to describe similarities, differences and links between places through the study of human and physical Geography across a range of places in the UK.

o L6: Students are able to begin to offer explanations and examples for similarities, differences and links between places through the study of human and physical Geography in the UK.

Human and Physical Geography and associated processes

o L4: Students are able to differentiate between physical and human geography in the UK and describe features and elements of both. They are able to give basic descriptions of how physical processes affect the natural environment and very basic way in which human activities rely on effective functioning of natural systems.

o L5: Students are able to describe and offer simple explanations of physical and human geography and their associated processes. They are able to give simple explanations of how physical processes affect the natural environment and how human activities rely on effective functioning of natural systems.

o L6: Students are able to describe and explain a range of physical and human geography and their associated processes. They are able to give good explanations of how physical processes affect the natural environment within the UK and how human activities rely on effective functioning of natural systems.

Year 7 Extended Home Learning Religious Education Israel/Palestine conflict.

Objective: To understand the Israel/Palestine conflict

Instructions: Using the internet and other resources from your class teacher, find out what the above conflict is about.

Hints: Use: www.bbc.co.uk/newsround - Guide: Why are Israel and the Palestinians fighting over Gaza?

www.vox.com

www.huffingtonpost.co.uk

Objective: To investigate how it started.

Instructions: How did Israel become a state? Find out about the six day war. What was the United States involvement? Hints: Use: www.bbc.co.uk/newsround - Guide: Why are Israel and the Palestinians fighting over Gaza?

www.vox.com


Objective: What do you think is the solution to this conflict?

Instructions: Using all the information you have, what do YOU think should happen? How should it be resolved? Extension: What part does God and the bible play in this conflict?

Hints: www.bbc.co.uk/newsround - Guide: Why are Israel and the Palestinians fighting over Gaza?

www.vox.com


Subject French

Task/s Choose your homework from the menu below. The chilli rating suggests the difficulty or challenge the homework may offer.

1-‐Create a scrapbook about yourself including details on your family. 2-‐ Create 20 challenging quiz questions about what we have covered so far in French. 3-‐Design an attention grabbing web page about your school life.

Objectives To use key words and sentences learnt in French. To use the key sentences in a creative way. To improve spelling in French.

Time Guideline (hours)

4 hours in total

Task Stepping Stones

Complete a page of your scrapbook each week so that it doesn’t seem such a huge task. When you have completed a page you can hand it in to your teacher and then put it all together at the end if you prefer.

Success Criteria Make sure that you check your work through very carefully when you think you have finished to avoid simple mistakes. Check all spelling carefully using your textbook, exercise book or dictionary. Try to include some longer sentences in French in your scrapbook. DO NOT use a translation website. It does not translate your work properly. We would much rather read what you write yourself.

How do I go beyond…?

1-‐Create a scrapbook about yourself including details on your family. Try to include longer sentences in French in your scrap book-‐ Include some opinion phrases.

2-‐ Create 20 challenging quiz questions about what we have covered so far in French. Try to include verbs, adjectives, connectives and intensifiers.

3-‐Design an attention grabbing webpage about your school life. You must include your school uniform, your timetable, your subjects and opinions. Be creative; use any computer program, include factual info and links to other useful websites that may help with revision.

Where do I go for help?

Please speak to your class teacher if you are not sure on what you have to do. Attend MFL support sessions on Tuesday and Thursday in Room 105, 106 and 117.


MFL

Subject German

Task/s Choose your homework from the menu below. The chilli rating suggests the difficulty or challenge the homework may offer.

1-‐Create a scrapbook about yourself including details on your family. 2-‐ Create 20 challenging quiz questions about what we have covered so far in German. 3-‐Design an attention grabbing web page about your school life.

Objectives To use key words and sentences learnt in German. To use the key sentences in a creative way. To improve spelling in German.

Time Guideline (hours)

4 hours in total

Task Stepping Stones

Complete a page of your scrapbook each week so that it doesn’t seem such a huge task. When you have completed a page you can hand it in to your teacher and then put it all together at the end if you prefer.

Success Criteria Make sure that you check your work through very carefully when you think you have finished to avoid simple mistakes. Check all spelling carefully using your textbook, exercise book or dictionary. Try to include some longer sentences in German in your scrapbook. DO NOT use a translation website. It does not translate your work properly. We would much rather read what you write yourself.

How do I go beyond…?

1-‐Create a scrapbook about yourself including details on your family. Try to include longer sentences in German in your scrap book-‐ Include some opinion phrases.

2-‐ Create 20 challenging quiz questions about what we have covered so far in German. Try to include verbs, adjectives, connectives and intensifiers.

3-‐Design an attention grabbing webpage about your school life. You must include your school uniform, your timetable, your subjects and opinions. Be creative; use any computer program, include factual info and links to other useful websites that may help with revision.

Where do I go for help?

Please speak to your class teacher if you are not sure about what you have to do. Attend MFL support sessions on Tuesday and Thursday in Room 116, 117 and 107.


.

Build a motte and bailey or stone castle that has ONE clear defensive feature.

Build a motte and bailey or stone castle that has THREE clear defensive features that are labelled.

Build a motte and bailey or stone castle that has THREE clear defensive features which are labelled and attach a document to this castle which explains why the defensive features would have been effective in medieval times.

Tips/Resources:

• Presentation – Make sure you spend the first part of the time designed the castle

• Be Resourceful – Plan what you are going to use to make your castle • Do the defensive features of your castle stand out? • Go back over your work from the Windsor trip and the lessons we have done in

class to consider what makes a castle’s defences effective.

Task

Use your knowledge and understanding from the trip to Windsor Castle to design and build a medieval

castle.

Renaissance Time Capsule Homework Project A time capsule is a historic collection of goods or information, usually intended as a method of

communication with future people. You need to imagine that you have dug up a time capsule that has been buried by a composer from the Renaissance period. Your task is to recreate this time

capsule!

Step 1: Renaissance research

Write a letter to a historian telling them that you have discovered the time capsule. This must include:

5 Features of music during the Renaissance period.

Details of the composer who buried the time capsule. Examples of some composers that you can research are Claudio Monteverdi and Giovanni Gabrieli.

A proposal to the historian about why you think that the evidence from this time capsule is important enough to be displayed in a Renaissance Music exhibition at the British Museum.

Step 2: Time capsule evidence

Collect 2 pieces of evidence for your time capsule. This evidence must be presented within a time capsule. There is an example below (this person has decorated an old shoe box to use as their time capsule)

Extension: Collect an extra 2 pieces of evidence for your time capsule!

Some ideas for evidence:

v Photographs v Newspaper/Magazine Articles v Historical artefacts v Recordings v Manuscripts/sheet music v Letters v A Diary of the composer

An example of a time capsule:

Year 7 Extended Home Learning Music


Design & Technology Sound Invention

Task introduction:

The speakers on ipods/smart phones/mp3 players are not very loud. There are ways that the sound can be amplified without using electronic and speakers.

INVENT A DEVICE THAT IS MADE FROM RECYCLED PRODUCTS THAT WILL ENABLE THE MUSIC FROM THESE DEVICES TO BE AMPLIFIED (MADE LOUDER)

Week 1: Research the problem

Research passive amplifiers or speakers and how they work – collect pictures.

Above research with annotated information on what they are made from, how they might be made (as well as how they work) etc.

All above, plus, details on what recycled products (that are readily available at home) could be used. Why do you think they are suitable?

Week 2: Design ideas

Minimum of 2 ideas with notes explaining your invention

Minimum 3 coloured ideas with detailed notes on how they can be made

All above plus views of potential users explaining which idea they think is best

Week 3: Making the device – choose one of your ideas

Make a simple passive amplifier using one or two recycled products

Make a passive amplifier using several recycled products. Care is taken when joining and decorating

Make a high quality passive amplifier from a range of recycled materials. Quality of

Success tips:

Make sure your idea uses recycled materials and is really creative!

Make well – imagine you are going to use the designs/model/animation to present the idea on Dragon’s Den

Tips/Resources:

http://www.designsojourn.com/tips-‐on-‐how-‐to-‐improve-‐your-‐drawing-‐ability/ Look on You tube for tips on how to draw products.

Expected DT Skills

Research skills

o L4: Students are able to show that they understand the needs of the user and the basic features of passive sound amplifiers in picture form.

o L5: Students are able to show that they understand the needs of the user and more technical aspects of passive sound amplifiers in picture form or sketches. Notes are added explaining features, materials, recycled options etc.

o L6: Students are able to conduct detailed research that not only shows they have considered the needs of their user but have also considered size requirements. Research uses notes, diagrams and pictures and is annotated in detail.

Designing skills

o L4: Students are able draw a minimum of 2 basic ideas. Colour is added and some explanatory notes.

o L5: Students are able draw confidently a minimum of 3 ideas. The designs are well presented and colour shading is even, they have notes explaining key features. Notes and drawings also show how the amplifiers can be made.

o L6: Students are able to present their ideas confidently and with skill. Colour rendering is added professionally and detailed annotations explain material choices as well as how the design will be made.

Manufacturing skills

o L4: Students are able to make a working passive amplifier from recycled materials.

o L5: Students are able make with care. The choice of recycled materials is appropriate and the design is decorated well.

o L6: Students are able make to a high standard. They will have selected recycled products with care and will be able to assemble to a high standard. The product will be decorated to a very high quality and will be aesthetically pleasing

In the unit of work: ‘Texts Through Time’ you have studied texts from different periods of history. You have read extracts from different novels, by different authors. You have

explored Shakespeare, Dickens, poetry and prose from both World Wars as well as extracts from ‘To Kill a Mockingbird’.

1. Which text did you enjoy the most, why? Create a front and back cover for the text that you enjoyed the most. It must give the reader an insight into the themes and issues the text deals with, remember to include a blub that will entice the reader.

2. Select a character from one of the texts you have read, research the character further and prepare a speech that you will deliver as that character to the class. It can be about anything that concerns the character in the text or it could be about something topical that you think may interest this character such as extending the school day.

3. Research the text you liked the most further and then create a piece of art that reflects the themes of the text. Your art must be created using quotations from the text! You can use important words or phrases more than once. Think carefully about the image you want to create. You can choose the medium that best suits this task and your design ideas.

Here is an example for task three; this is a map of London made only from text!

Year 7 Extended Home Learning English

Drama PROJECT!

The Script you have been given is a starting point only.

It needs to be adapted to get your PROJECT extra marks.

WHAT ELSE COULD YOU ADD?

Chilli Heat rating:

Make a costume/mask/prop/piece of set for your performance.

Write and perform a Chant/Worship for Dionysus.

Add in extra rhyming narration/dialogue for the Greek Chorus/actors – commenting on the action, telling the story, showing the emotion

Year 7 Extended Home Learning ICT and Computing

Homework Scenario: You are organising the “FunderPark” fun fair coming to Eastcote this summer.

Objective: Create a spreadsheet for your event.

Instructions: Using the FunderPark Excel example, re-create your own spreadsheet to plan and cost the event.

Complete the following in your spreadsheet: Ticket Prices, Estimated ticket sales, Income - Items, prices and estimated sales for food, drinks and game stalls. Costs - Items, prices and quantities for food, advertising and equipment hire.

Hints: Format your spreadsheet like the example given. Ensure you use borders, merge cells and align text. Change to currency when including prices. Use the fill tool to colour cells and change the style, size and colour of your font. Use the support comments on the example spreadsheet to help you complete yours.

Objective: Add Formulas and Functions to your spreadsheet

Instructions: Your spreadsheet must use basic operators to work out the income and costs of your event. In the cells that are highlighted in GREEN add an appropriate formula to calculate these figures. In the YELLOW cells include a function to add all the totals together. Include conditional formatting in your spreadsheet.

Hints: Basic operators (+,-,*,/) Functions =SUM, MAX, MIN, AVERAGE E.g. You might use conditional formatting to highlight the highest income in green and the lowest income in red.

Objective: Create a chart and suggest recommendations for your event

Instructions: Using your spreadsheet, create a suitable chart to show how significant the event will be. Create a chart showing the PROFIT or LOSS made by the event.

Write 2 recommendations on how to improve your event for next year.

Hints: To create a chart go to Insert and use Recommended Charts. What recommendations could you make to increase the profit at next year’s event? Take a look at the figures and prices in your spreadsheet.

NOTES

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year 7 extended home learning - vyners school - … docs... · 2014-12-18 · this booklet contains...

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