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Coombe Dean School Independent Learning

Curriculum Guide Year 8 – Term 1, 2017

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Contents

Independent Learning – introduction

Generic resources that support learning

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Independent Learning at Coombe Dean

The information in this guide is intended to provide guidance for students in Year 8 to support their progress and learning in classrooms by continuing some structured activities when not in school. The benefits of regularly reviewing learning and trying a variety of different activities is highlighted in the next two graphics:

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A sample of online resources available for students to use www.doddlelearn.co.uk Students have an individual login and password which allows them access to thousands of resources that can support things they are learning in school.

www.bbc.co.uk/newsround Watch the news (CBBC newsround, or even better the BBC news) to keep up to date with current affairs.

www.memrise.com Memrise is a language learning platform with a website, iOS and Android apps. Memrise specialises in combining memory techniques and entertaining content in order to make language learning recreational.

Google Earth if you have internet access to help familiarize yourselves with the location of case studies you learn about in lessons.

https://geoguessr.com/ In addition, these websites: https://www.natgeokids.com http://www.geographypods.com

www.linguascope.com The World's Number 1 Interactive Language Learning Platform for Schools – Learn French, Spanish, German, Italian, Russian, Mandarin Chinese, English

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Tasks each week

Independent Learning In addition to the tasks that are set each week by teachers across a range of subjects, this guide contains tasks that can be completed to different timescales. Students are encouraged to share their independent learning work with their teachers. Reading All students in Key Stage 3 (years 7&8) read for at least 30 minutes each day at Coombe Dean. Learners benefit from developing their reading age as it enables them to access an increasingly wide range of texts and information and also supports the extent to which they can understand questions in exam papers. Any additional reading each week will support this benefit. Review your work in each subject Spending some time each day, every few days or each week reflecting upon the key things you have learnt each week will help you keep track of what you are learning and give you better chances of recalling key information, facts, strategies and techniques. Organise your work Take some time to organise and get some order to any materials you bring home from school, or any materials you find in your own time which can support what you are learning about in any subject. Online Learning Spend some time online using a learning package from the list of generic resources on the last page in this booklet. In addition to this, continuing to use online resources in maths in particular that were used in Primary School will be of help to practise basic number skills (times tables for example). Subject areas This guide contains information on curriculum content and independent learning tasks and guidance for the following subject areas: Art English French / German Creative ICT Geography History Product Design Food Technology Maths Music PE Science

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Art

Curriculum content During the course of this year you will be exploring units of work that develop skills in: • Pattern - developing knowledge and understanding of repetition, reflection, rotation and half-drop. • Colour - developing knowledge and understanding of application and mixing in a range of media. Line, Shape and Form - developing knowledge and understanding of the building blocks of Art and Design through a range of media and materials. Curriculum content: During the course of this year you will be exploring units of work that develop skills in: • Developing foundation skills - exploring ideas and experimenting with mark-making in line, tone and colour. • Understanding Form - developing knowledge and understanding when working in three dimensions. Developing knowledge and understanding of working with proportion At the end of term 1 you will be assessed as follows: You will work in a variety of ways. You will complete aspects of work in a sketchbook - to reflect and show your development - but you will also be expected to produce work on larger and smaller formats to complete ideas or develop skills. You will produce work that we would like you to take home and be proud of. You will save all of your development work produced in school, as this will reflect your progress and achievements. Your teacher will mark the work and together, we will assess the grade you have achieved. Draw your non-dominant hand Copy a small section from Van Gogh’s Sunflowers Draw a view from a window Draw a children’s toy Draw objects in your pocket Design a typeface Draw a crumpled piece of paper Research an artist from the 20th century Draw a bicycle Draw a hammer Draw any fruit (sliced open) Draw any vegetable (sliced open) Draw a cube, a sphere and a cone Draw your favourite insect Draw a feather Draw any detailed machine Make a robot Draw 3 pieces of popcorn Paint a design on a pebble Research an artist from the 19th century

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Creative ICT

Curriculum content During the course of this year you will cover the following units within the Technology Carousel: Creative ICT – Designing a coaster and a mug using Adobe Fireworks and Photoshop App Inventor – Using AppShed to create an app Program Design – Further developing coding skills following on from Year 7 Digital Citizenship – Understanding the impact of computing and technology on everyday life At the end of each unit of work you will be assessed as follows: You will complete a PowerPoint journal for each unit and this will be uploaded to Learncoombedean. Within this journal you will be saving the work that you have completed during your lessons. Your teacher will mark the work and assess the grade you have achieved. You will also have the chance to assess yourself and decide the level that you have achieved. Independent Learning Tasks you can do every week: Log on to DoddleLearn to see the tasks that have been assigned for the unit of work that you are doing in ICT/Computing. Longer term tasks (i.e. a project): Creative ICT – Investigate the way that merchandise can be used to promote films, tv programmes, products. For example you could think of a recent film and then find out what has been produced in the way of merchandise to promote this film. You should consider how the merchandise is sold e.g. via Macdonalds. Provide examples of the merchandise and think about how you might promote a film or product. App Inventor – Research the history of apps and consider what uses they have. How are they promoted? How do you access them? How do they make money? Which ones do you use? Are there any apps that have impacted and changed lives? Digital Citizenship - Write a report about the online safety risks that are faced by young people of secondary school age. What can be done to keep safe online? Write down some rules for online safety. Programme Design – Research a company that has made a success out of pioneering and using technology e.g. Apple/Microsoft. What is the history of the company? Who are the key figures in the company? What are the main innovations that this company have been involved with?

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English Curriculum content During term 1 you will be looking at the following topics / themes: Literary Fiction. During this topic you will be looking at a fictional extract and learning the skills required to produce exam style responses. You will be learning how to analyse and comment on the writer’s use of language and structure in a text. You will also learn how to develop an extended response that demonstrates your ability to synthesise information and develop a viewpoint. Additionally you will work on your writing skills and learn how to produce a good piece of descriptive or narrative writing. At the end of term 1 you will be assessed as follows: Throughout the term you will be assessed using the AQA English Language Paper 1 test for YR7. Throughout the term your teacher will assess you question by question and give you targeted feedback. Once you have completed all of the five questions your teacher will be able to tell you the grade that you are working at. You will also have a chance to improve your work during dedicated improvement time (DIT). The key facts / words …… that you will need to know for assessment are: Q1 – List four things… Q2 – How does the writer use language to …? Q3 – How has the writer structured the text …? Q4 – To what extent do you agree…? Q5 – Write a description or narrative based on the picture or title below. Independent Learning Tasks you can do every week: Continue to read different types of fiction at home. Longer term tasks (i.e. a project): Over the term you will use a fictional text called Private Peaceful to help you practise the style of question you will have been learning about in class. The following extract and questions will be allocated by your class teacher on a weekly basis.

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English Continued...

Extract from Private Peaceful – Michael Morpurgo (2003) This book is a fictional account about a young man called Tommo fighting in the First World War. In this extract, he is experiencing his first gas attack. Fix bayonets!" Hanley's yelling while we're still trying frantically to pull on our gas masks. We grab our rifles and fix bayonets. We're on the firestep looking out into no-man's-land, and we see it rolling towards us, this dreaded killer cloud we have heard so much about but have never seen for ourselves until now. Its deadly tendrils are searching ahead, feeling their way forward in long yellow wisps, scenting me, searching for me. Then finding me out, the gas turns and drifts straight for me. I'm shouting inside my gas mask. "Christ! Christ!" Still the gas comes on, through our wire, swallowing everything in its path. The gas is only feet away now. In a moment it will be on me, around me, in me. I crouch down, hiding my face between my knees, hands over my helmet, praying it will float over my head, over the top of the trench, seek out someone else. But it does not. It's all around me. I tell myself I will not breathe, I must not breathe. Through a yellow mist I see the trench filling up with it. It drifts into the dugouts, snaking into every nook and cranny, looking for me. I see men running, staggering, falling. I hear Pete shouting out for me. Then he's grabbing me and we run. Half-blinded by my mask I trip and fall, crashing my head against the trench wall, knocking myself half-senseless. My gas mask has come off. I pull it down, but I have breathed in and know already it's too late. My eyes are stinging. My lungs are burning. I am coughing, retching, choking. I don't care where I'm running so long as it is away from the gas. At last I'm in the reserve trench and it is clear of gas. I'm out of it. I wrench off my mask, gasping for good air. Then I am on my hands and knees, vomiting violently. When at last the worst is over I look up through blurred and weeping eyes. A Hun in a gas mask is standing over me, his rifle aimed at my head. I have no rifle. It is the end. I brace myself, but he does not fire. He lowers his rifle slowly. “Go boy,” he says, waving me away with his rifle. Go. Tommy, go.” Glossary: Firestep - where soldiers would stand so that they could fire over a trench. Bayonet - a long knife that attaches to the end of a rifle Hun – a slang name used for Germans, used by British soldiers

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Food Technology

Curriculum content During the Technology Carousel within a period of nine weeks, you will be reminded of the basics of food handling which had previously been covered within year 7. It will involve safety aspects of producing good quality and healthy food products. You will practise your functional skills regarding the use of a recipe, enabling you to follow it successfully in producing a good quality product. The practical lessons will become slightly more challenging as there will a demand for higher craft skills and more frequent use of the hob as opposed to the oven. The theoretical element of the subject will investigate nutrition in greater depth, the importance of nutrition and what may result if it’s unbalanced. At the end of the nine weeks, there will be a written test on what has been covered so far. We will also examine various diets, allergies and religions which all affect our diet. Independent Learning A task to do every week: Complete any homework set to the best of your ability and hand it in within a timely manner. You will need to ensure that you understand what’s required and write it clearly into your planners. If no homework has been set, go over what has been taught within the previous week’s lessons to ensure that you understand all areas. Identify any areas which are challenging and obtain clarification when next in class. This will undoubtedly help regarding the test set at the end of the nine weeks. Also if you are contemplating taking Food Preparation and Nutrition at GCSE it will keep you in good stead in year 9 and beyond. It is advisable that every so often you visit BBC Bite Size to help you to gain further knowledge regarding nutrition. Further guidance KS3 Revision guides are available from the school shop on request.

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French

Curriculum content During term 1 you will be looking at the following:

Strengthen of French phonics and pronunciation. Consolidate knowledge of conjugation in the present tense and sentence structures. Use a range of determiners. Talk and understand information about food, drink, meals and healthy eating. Use language for food shopping and eating out creatively.

At the end of term 1 you will be assessed as follows:

Perform a role-play (food shopping or ordering at a restaurant) Understand information and opinions about food and drink

The key facts / words that you will need to know for assessment are: Vocabulary for food and drink and correct determiners Conjugation of manger, boire, prendre and regular –er verbs Opinion phrases

Independent Learning Tasks you can do every week:

Read through you book to embed what you have done during the previous lesson(s). By the end of the unit, you should have read through the first page of your book 20 times!

Read key phrases aloud to practise pronunciation. Organise your worksheets to make revision easy. They should all be stuck in your

book alongside the correct notes. Log on to memrise to practise and learn the vocabulary and phrases you need to

remember. Log on to linguascope and edmodo. Log on to DoddleLearn to see the tasks that have been assigned for the unit of work

that you are doing in French. Complete grammar, copying and writing exercises and correct mistakes highlighted by

your teacher. Practise writing words and phrases until you can’t get them wrong!

Longer term task : Research a traditional French recipe (or recipes) and write the steps in French and English following the provided template and adapting the set phrases. (no cutting and pasting from the Internet!)

Une recette française Je vais donner la recette de………. C’est un plat traditionnel de / du ………… Pour cette recette il vous faut:

(150)g de… Une cuillère à soupe de…. Une cuillère à dessert de….. du/ de la / des…..

Pour réaliser cette recette: Vous ……

Bon Appétit!

A French recipe I will give the recipe of ……. It is a traditional dish from ……. For this recipe you need:

(150)g of ….. A table spoon of…… A tea spoon of ….. Some ……..

To make this recipe: You ……..

Enjoy!

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Geography

Curriculum content During term 1 you will be looking at the following topics / themes: Development in Africa At the end of term 1 you will be assessed as follows: All end of unit Geography assessments base themselves around the geographical skills you have worked on during the unit. For the Africa unit, the skills you will be assessed on are Collecting secondary data, Analysing relationships in data, Interpreting relationships in data, Describing using evidence, Explaining using the ‘So what’ rule. The key facts / words that you will need to know for assessment are: Economy, Birth Rate, Death Rate, Youthful Population. Independent Learning Tasks you can do every week: For the first module of the year, students will complete a project based homework, which will be set in the first week, and handed in at the end of the module. For the project, there will be an option of an academic, practical or creative piece of work, based on the student’s preference. Students are prompted to make a to do list, so they have individual tasks each week. For this module, these options are as follows: Option 1 – Practical Plan a charity event to raise money for a charity. Your plan must include: · A Poster of your event, showing location, time, and what your event is · An information booklet to give out at your event about the charity you are raising money for, with explanation of why it is important Option 2 – Creative Bake/cook from a Fairtrade recipe (eg Cake). Your product must be mostly made from Fairtrade products. You must also produce an information sheet on how you made your product, what ingredients you used, and where the products are from. You should also explain why Fairtrade is a good charity and what benefits it brings to people involved. Option 3 – Academic Produce a plan for a new charity that you would like to put in place in Uganda. Your plan should include: · A name for your charity · What your charity plans to do and why · How it will carry out its plans The plan should also include research on three separate charities to give you inspiration, with explanation of what you like about each charity and how they can improve (eg Send a Cow)

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German

Curriculum content During term 1 you will be looking at the following:

Strengthen of German phonics and pronunciation. Consolidate knowledge of conjugation in the present tense and sentence structures. Use a range of determiners. Talk and understand information about house and home. Use the German you know creatively to talk about yourself, your school, your free time

and your home. At the end of term 1 you will be assessed as follows:

Describe a photo of a living area. Understand information and opinions about house and home.

The key facts / words that you will need to know for assessment are:

Vocabulary for house/ home and correct determiners Conjugation of manger, haben, sein, wohnen and other regular verbs. Opinion phrases

Independent Learning Tasks you can do every week:

Read through you book to embed what you have done during the previous lesson(s). By the end of the unit, you should have read through the first page of your book 20 times!

Read key phrases aloud to practise pronunciation. Organise your worksheets to make revision easy. They should all be stuck in your

book alongside the correct notes. Log on to memrise to practise and learn the vocabulary and phrases you need to

remember. Log on to linguascope. Log on to DoddleLearn to see the tasks that have been assigned for the unit of work

that you are doing in German. Complete grammar and writing and reading exercises.

Longer term task : Compile a series of photos of your house or an imaginary house, with the different rooms and the area in which it is located and include detailed descriptions in German of each photo.

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History

Curriculum content During term 1 you will be looking at the following topics / themes: - The British Empire and its impact on the world and Britain - The Atlantic slave trade - The abolition of slavery At the end of term 1 you will be assessed as follows: GCSE-style questions about the British Empire AND/OR about slavery and the slave trade. e.g. 1.How does source 1 differ from source 2 about whether the British Empire was a good or bad thing? e.g. 2. Why might the authors of Source 1 and 2 have a different interpretation of whether the British Empire was a good or bad thing? e.g. 3. Which interpretation do you find more convincing about whether the British Empire was a good or bad thing? e.g. Explain what was important about the British Empire for 18th and 19th century Britain? e.g. Study Source D. Source D is critical of slavery and the slave trade. How do you know? Explain your answer using Source D and your contextual knowledge. e.g. Explain the significance of Olaudah Equiano in the development of the abolitionist movement. [8 marks] The key facts / words that you will need to know for assessment are: - Interpretation; opinion; empire; colony; slavery; subjugation; Independent Learning Tasks you can do every week: Carry out independent research about the British Empire and the slave trade. Longer term tasks (i.e. a project): · Specifically research the following: the Opium Wars, Kitchener in Sudan, the British Raj, the ‘Lunatic Line’, William Wilberforce, Olaudah Equiano. Also, anything else to do with Empire and/or slavery.

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Maths

Curriculum content During term 1 you will be looking at the following topics / themes: Working with numbers · Negative numbers (multiplying, dividing, adding and subtracting) · Factors and Multiples including highest common factors and lowest common multiples. · Prime factors · Powers and Roots Simplifying Numbers · Powers of 10 · Large numbers and rounding · Rounding to significant figures · Standard form including calculations with standard form Decimals · Adding, Subtracting, multiplying and dividing decimals · Money calculations At the end of term 1 you will be assessed as follows: You will take one 50 minute number assessment before October Half term which will assess all of the skills above and your ability to use them in problem solving contexts. The key facts / words that you will need to know for assessment are: · Factor/ Highest Common Factor · Multiple/ Lowest Common Multiple · Round · Estimate · Prime Numbers · Square numbers/ Square roots up to 12 Independent Learning Tasks you can do every week: · Weekly homework task set by class teacher. This could be in the form of a written task or an online task set via my maths or doddle. Tasks you can do in addition: · KS3 revision guides will be available to purchase from the school shop, included will be a revision plan with suggested pages and exercises to support independent learning. · Tasks available on www.mymaths.com for topics listed above, students can use these and the tutorials to aid their understanding. · Booster tasks on my maths will support students’ knowledge of a range of topics.

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Music

Curriculum content During the course of this term you will be studying Soul Music and recapping the Elements of Music. At the end of each unit of work you will be assessed as follows: You will perform a soul song as part of a group, focusing on your ability to sing in tune, in time and with confidence and expression. You will also complete a written test on the definitions of the Elements of Music. Independent Learning Tasks you can do every week: · Log onto Learn Coombe Dean and use the lyric powerpoint and soul backing track to practise your soul group performance. · Spend at least 15 minutes per days practising your musical instrument (if you play one – this includes vocals). · Recap your musical key words. Pitch, Dynamics, Tempo, Rhythm, Texture, Structure, Timbre, Instrumentation and Melody. · Listen to a variety of styles of soul artists. Suggested listening includes James Brown, Marvin Gaye, Stevie Wonder, Aretha Franklin and Diana Ross. Longer term tasks (i.e. a project): · Learn to play a musical instrument. Tuition forms available from the music department. · Complete a powerpoint presentation on your favourite soul musician. · Create an A3 size poster on an Element of Music or soul musician of your choice

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Product Design

Year 8 independent learning Your year 7 independent learning task was to evaluate a well-designed product. Use “Access FM” to evaluate a product you consider to be a badly designed product. You should have pictures of your product and evaluate how well it would score when rated against each of the criteria in the acronym Access FM ACCESS FM Access FM is a way of remembering what you should investigate when you analyse a product

Year 8

CAD/CAM (Game design)

Multi-material project involving design layout and vacuum forming

Packaging - design and nets

Enterprise project using cardboard engineering

Consumer rights and safety

Production Planning - Flow Diagrams

Aesthetics colour

shape

Surface texture,

Attractive

Customer Who would use the product and why might they choose this product?

Cost How much?

Is it good value for money?

Environment Environmentally friendly?

Made from recycled materials?

Can it be recycled?

Satety Is the product safe to use?

Size What size?

Would a different size be better?

Function What is it used for?

How could it be improved?

Where will it be used?

Any maintenance required?

Materials What is it made from?

And Would different materials be better?

Manufacture How was it made?

Why was it made this way?

If it has different parts how are they joined together?

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Science During term 1 you will be looking at the following topics / themes: Health and Lifestyle The Earth Energy At the end of term 1 you will be assessed as follows: Complete an end of topic test, complete a level assessed task, complete at least one doddle mini-quiz. The key facts / words: You can use these keywords to prepare, either learn how to spell them, learn to describe them, put them into sentences or explain them linking the ideas with the topic. Independent Learning Tasks you can do every week: Your teacher will set you homework, if they haven’t set a specific task they will have set doddle for you to complete. Visit doddlelearn.co.uk with your login details.

Health and Lifestyle The Earth Energy

Nutrient Carbohydrate Lipids Protein Vitamin Mineral Fibre Balanced Diet Food test Hypothesis Malnourishment Starvation Obese Deficiency Digestive System Digestion Gullet Stomach Small intestine Large intestine Rectum Anus Villi Enzyme Catalyst Protease Lipase Bile Drug Medicinal Recreational Addiction Withdrawal Symptoms Ethanol Depressant Alcoholic Unit Passive smoking Stimulant

Crust Mantle Core Outer Core Inner Core Atmosphere Troposphere Sedimentary Igneous Metamorphic Porous Weathering Sediment Physical Freeze-Thaw Chemical Biological Erosion Transport Deposition Compaction Cementation Durable Magma Lava Rock Cycle Uplift Respiration Combustion Photosynthesis Dissolving Carbon cycle Carbon store Climate change Deforestation Radiation Greenhouse effect Greenhouse gas Global warming Recycling

Energy Kilojoule Joule Law of conservation of energy Chemical store Energy store Thermal Kinetic Gravitational potential Elastic Dissipated Temperature Thermometer Equilibrium Conductor Conduction Convection Radiation Insulator Convection current Infrared radiation Imaging camera Fossil fuel Non-renewable Thermal power station Renewable Nuclear Power rating Watt Kilowatt Kilowatt hour Work Machine Lever Gear

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Science Continued...

Science Investigations

Forces Space Space

Observation Investigation Variable Prediction Accurate Precise Risk Assessment Particles and their behaviour Material Particle Mixture Substance Property Solid Liquid Gas States of matter Melting Freezing Conserve Boiling Evaporation Condensation Sublimation Diffusion Collide Pressure

Push Pull Contact Force Friction Air resistance Gravity Newton Compress Stretch Extension Tension Elastic limit Hooke’s Law Linear Water Resistance Drag Force Streamlined Magnetic force Electrostatic force Field Weight Mass Kilogram Gravitational Field Strength Equilibrium

Artificial Satellite Orbit Earth Moon Natural Satellite Planet Sun Solar System Comet Meteor Meteorite Star Galaxy Milky Way Universe Astronomer Ellipse Asteroid Mercury Venus Mars Terrestrial Gas Giant Dwarf Planet Gravity Exoplanet

Axis Day Night Year Season Constellation Umbra Penumbra Solar eclipse Lunar eclipse

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