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THE CHERWELL SCHOOL A Centre of Opportunity
YEAR 8 HOME STUDY BOOKLET
2014/15
Introducing your Home Study Guide. Dear Parents and Carers, I am pleased to send you this guide which will enable you to support your child’s learning at home. Inside you will find details of the topics covered by the different subjects, the types of homework students can expect and the approximate timing of assessments. You will also find details of relevant websites or study resources which are likely to help your son / daughter’s achievement. Please note that due to the practical nature of Drama, Music and PE there will be no home study requirements in these subjects. We operate a homework schedule for KS3 students, which makes clear the days on which homework will be set for relevant subject areas. We hope that this will aid students and parents / carers in establishing a regular routine in their approach to homework, and ensure that students receive a balanced and appropriate amount of homework through the year. We encourage parents and carers to be actively involved in their child’s home study and this booklet will provide you with useful tips to help you support your sons and daughters in developing good study habits. Should you have any concerns about homework, please do not hesitate to get in contact with the subject teacher, Head of Faculty, or myself. Details of how to do this are included in this guide. Yours sincerely Tom Boulter Deputy Headteacher [email protected]
CONTACT LIST FOR SUBJECT LEADERS If you have any concerns or queries please contact your child’s subject teacher in the first instance, either by email, ([email protected]) or telephone (01865 558719) and leave a message for them at the School Office. Below is a list of the teachers responsible for the subjects at Key Stage 3 should you require any further assistance.
SUBJECT LEAD TEACHER (For KS3)
Phone 558719 +
EXT
MATHS Miss Herbert 314 [email protected]
ENGLISH Mrs Baird 317 [email protected]
SCIENCE Miss Shakespeare 331 [email protected]
ART Mr McKay 324 [email protected]
DT Mr Lowson Mrs Miles
218 324
[email protected] [email protected]
FRENCH Mme Sherrington 253 [email protected]
GEOGRAPHY Mrs Hughes 333 [email protected]
GERMAN Ms Cheetham 315 [email protected]
HISTORY Mr Brisk 247 [email protected]
ICT Miss Brown 281 [email protected]
MUSIC Miss Champion 241 [email protected]
RS/PSHCE Miss Dorn 252 [email protected]
SPANISH Ms Boya 315 [email protected]
KEY STAGE 3 ASSESSMENT CALENDAR
YEAR PARENTS EVENING PROGRESS REVIEWS REPORTS
7
12th March 3rd November
15th December 2nd February
13th April 13th July
8 26th March
9 26th February
TIPS FOR SUPPORTING STUDENTS WITH HOMEWORK
Make homework a high priority. Make it clear that you expect your children to complete homework well.
Focus on the Learning: when talking about homework with you child, focus on what they are learning, or what they are
showing that they’ve learnt.
Establish a routine: aim to agree a time and place for the completion of homework, and support your child in sticking
to the routine.
Provide an appropriate environment: try to make sure that there is a quiet, well-lit place available to complete
homework.
Have some resources available: it’s worth ensuring that pens / stationery / a dictionary are available to ensure that
homework can be completed.
Reward success: it’s a great idea to praise and reward students, with particular emphasis on making progress in their learning (i.e. demonstrating skills or knowledge that
previously were not in place), and effort in completing work with good attention to detail.
Check Planners: it’s helpful to check student planners on a regular basis (at least once per week), in order to be able to
help with organisation of study and avoid backlogs of work.
Model a ‘growth mindset’: the most successful learners believe that intelligence is not fixed. Instead, they believe that focused learning, effort and practice are the keys to continual
improvement!
Look out for an accompanying video on the school website!
SUPPORT AVAILABLE IN SCHOOL LRIC: (Library Resource and Information centre) open before school, at lunchtimes and after school for reference books, internet access, magazines and journals. IT ROOMS: (with internet access and software resources for revision and learning) open at lunchtime and after school. SUBJECT TEACHERS: are always happy to support students with their study (students might need to make an appointment). HOMEWORK CLUBS: several faculties run homework clubs at lunchtimes and after school. Details of these can be found on the school website.
Skills for Life The Cherwell School continues to be committed to providing outstanding educational opportunities. We believe that part of our role is to help our students to develop life-long skills and attributes which serve them well both within and beyond the school. With this in mind, the ‘Skills for Life’ approach, as shown below, is designed to help students, staff and parents gain a clear understanding of the key skills which are most likely to benefit students in the future. These Skills are relevant to all year groups, and will be used as reference points during assemblies, lessons and other activities. It is of course hoped that all members of the school community will benefit from this clear vision of the skills and attributes which can be developed from the varied educational opportunities on offer at the Cherwell. We hope that you will be able to encourage your child to engage with each of these areas as they move through the school.
Skills for LifeThe Cherwell School - A Centre of Opportunity
Person Community Future Resilience Resourcefulness Knowing how to Learn Organisational Skills Reflection Initiative Creative Thinking Self-control Taking Risks
Collaborating and Teamwork Learning from Others Communication Skills Making a positive Contribution Supporting and Valuing Others Empathising and Listening Manners and Politeness Involvement Humour
IndependenceQuestioning Making Links Decision Making Developing Life Skills Trying New thingsCommitment to Success Problem Solving Aspiration
Example of a KS3 Homework Schedule
Reg Group Week 1 Week 2
Monday Design TechnologySpanish Spanish
Tuesday History RS/PSHCE
Wednesday EnglishMaths
Maths
Thursday Science Science
Friday Geography Music Art
This is a timetable of when your Homework for each subject will be set.
Almost always the best thing to do is to complete your home work as soon as possible once it has been set.
You should write down in your planner details of when the homework is to be handed in and make sure that you meet all deadlines.
You must talk to your subject teacher as soon as possible if you are
having any difficulties with your homework – Don’t leave it until the lesson when you are due to hand it in!
Each homework should take about up to an hour (apart from Science,
Maths and MFL which will be in weekly 30 minute slots). Computing homework will be set twice each term.
To support the Accelerated Reader programme, students are also
expected to read for an average of at least 20 minutes per night during the week.
Each tutor group will have its own homework schedule which will be introduced to students during Term 1. The school website will provide specific details for each tutor group (the timetable above is only meant to illustrate our approach). Expect to hear more about this by the end of September/Early October.
ART, DESIGN + TECHNOLOGY
The homework extended project covers the whole term and is usually due in on the last week of term where it is presented to the class. Students will use their regular fortnightly homework slots across the term to build their project step-by-step.
Art
Homework will be a mini project based on a case study and will be based around the project taught in class. Students are expected to work independently, investigating and analyzing artist work in the written form, and making final pieces. Below are just some of the suggested artists we may look at. It changes depending on local and national exhibitions.
Figures Matu and Fashions from around the world
Giocometti/Picasso/ Hockney
Peter Howson/Jenny Saville
Chris Ofili/Francesco Clemente/Munch
Frida Kahlo/Paula Rego
An example homework sheet is below the students are helped to structure the timings themselves in their planners however teachers will monitor the development as every student is required to bring in the research, development and planning work into every lesson.
Design Technology
Students will follow a roundabout system throughout the year, spending time working with different materials and processes as we cover the basic areas of Design Technology, focusing of generic skills and techniques that may overlap across the faculty. Each module has the same requirement for homework, and teachers often adapt, change or update Homework Projects according to needs of the group. Occasionally students will be given printed worksheets, to clarify class based work. Students will have covered the four main areas of design technology by the time they finish in year 8
Your homework is an independent one That means you choose the artist!!!
1. Choose a figurative artist that you love 2. Case study (see sheet in back of art book) 3. x4 initial ideas for final response –
• 1x pencil • 1xcolour • 1xmultimedia • 1x3d
4. Decide on your favourite 5. Making 6. Evaluation 7. Class presentation
Remember to bring your developing work into every art lesson! You will be assessed on your explorations and creativity and your understanding and evaluation.
Subject Rotation
Textiles Kandinsky Bag and African Cushion
Food Healthy Eating and Baking Graphics
Jelly Bean Packaging, Pop-Up Book Greeting Card and Charm Bracelet
Product Design
Box Frame, Inclusive Design and Night light holder
An example homework sheet is below. The students are encouraged to structure the timings themselves in their planners; however teachers will monitor the development as every student is required to bring the research, development and planning work into every lesson.
Objective: To introduce the process of Produce Analysis and increase awareness of product design and specifications. Task : you are to choose a household product that you have used in the home or one that you have seen used. Once you have chosen the product you should so the following on A4 paper:
1. Provide an image of the object This may be a photograph or a sketch with colour.
Explain how the product works and how it is used. This will be both in written text and pictures, photos or sketches
1. Examples will include how it is switch on, how it is held, how many controls does it have, etc
2. Explain what materials it is made out of and why. This is tough, but have a go! Is it plastic or mental? Any ideas of what type? Does it say on it? Why is that material used?
3. Suggest modifications. You should redraw the object with some improvements. You can add functions change shape, change colour or materials. Draw a really good improved design and annotate to say what you have changed and why.
The project should be about 3 pages long and represent about 2 hours work. You will be assessed on the following: Quality of imagery (15pts), Understanding of materials (5pts), Quality of analysis and notes (20Pts), Creativity in improved design (10pts)
ENGLISH Homework can include reading, research, visual projects and written work. Sometimes, in their fortnightly homework session, students may be asked also to complete work unfinished from lessons or do some very short pieces to support their learning in class. The table below gives examples of the types of pieces students will be set. In addition to their homework students are expected to read independently each day, bringing a reading book to school with them.
It is always helpful if students can ensure that they are reading independently outside school, that all class work is finished to the very best of their ability and that, if there is time, they read and research around the topics in class.
Student progress will be assessed formally and informally at several points throughout the year.
If you have any questions regarding the unit your son or daughter is
currently studying please contact their English teacher directly or, for further questions email the Key Stage 3 Lead Teacher, Mrs Baird at [email protected] or 01865 558719 (ext 317)
The focus in Year 8 is on aspects of Narrative, Analysis, Precision, and Knowing thyself via Literature
Baseline writing Prince’s Trust Orange advert – ‘I am who I am
because…’ Poem then turn into short story (building on Yr7,
looking forward to autobiography)
Reading – novel S+L
Trash, Andy Mulligan Storytelling P4C concept mapping Aspects of narrative vocabulary Structure Role play (police interview/hot-seating for parallel
narratives/ narrative perspective)
Writing – letter/ suspense/autobio
graphy
Imagine, explore, describe Using Trash extracts to analyse relevant SPaG Live modelling/talk for writing
Longer periods to write
Shakespeare – public vs private
Richard III Storytelling strategies for plot and narrative P4C Concept mapping Dramatic devices/structure- endings/characterisation Incremental repetition in Anne wooing scene to
Elizabeth wooing scene
S+L Writing scripting/speech/ diary/ psychology
report
Speech/ presentation Opening soliloquy Anne’s diary having agreed to marry Richard Richard’s psychology report before/after ghosts
visit/battle
Spelling and Grammar
Voice – passive/active; article; modifier; determiner; schwa; verb – subjunctive/particple/perfect/transitive/intransitive/infinitive/progressive; auxiliary verbs; modal verbs; adverb; fronted adverbial; apostrophe – possession/contraction; syllable – stressed and unstressed; narrative; characterisation; setting; openings and endings; narrative perspective; parallel narratives; structure
FRENCH
Students will receive a homework booklet or a list of tasks to complete for the whole of the half-term (approximately 6 weeks). This booklet will contain a variety of writing and reading tasks as well as some project-type work. Vocabulary learning will be checked regularly. The learning will be assessed through short tests, peer and self-assessment etc. The homework booklets will be collected by the teacher at the end of every six weeks, marked and returned to the students with some individual targets. The results will be recorded in our mark books.
TERM TOPIC HOMEWORK TASKS MIGHT INCLUDE 1 Introduction,
self, colours, equipment.
Drawing, colouring and labeling pets. Creating and labeling a family tree. Maths sums
2 Talking about your family and friends
Drawing a family treeDesigning a poster about your family and pets or a “Wanted” poster. Draw from description or write from a picture. A gap-fill exercise on the verb avoir.
3 Describing where you live
Label plan of home/ bedroom.Practise the time in French
4 In town Write directions according to a map.
5 School Fill in your timetable in French.Draw a timetable using a text.
6 Free time Write a paragraph about likes and dislikes. Wordsearch on sports and leisure activities.
GEOGRAPHY
Students will in particular be focussing on describing and explaining patterns and processes. Individual research is to be encouraged. A useful general site is http://www.geography.learnontheinternet.co.uk/ks3/ks3.html. Websites useful for specific topics are suggested below:
Topic Examples of homework set
Assessment Useful websites
Tropical Rainforest/
Ecosystems
Keywords lists and definitions. Interpreting and describing a climate graph for the rainforest.Independent research of an animal that lives inthe rainforest.
In class exercises and extended answers.
http://www.weatherwizkids.com/weather-climate.htm
http://www.blueplanetbiomes.org/rainforest.htm
Sustainable Forests
Writing a diary entry for a Kayapo tribesperson. Considering the social, economic and environmental consequences of deforestation. Independent reading and assimilating of information about rainforest destruction.
An explorer’s diary, describing the rainforest
http://kids.mongabay.com/
Volcanoes Making a model volcano. Researching an eruption.
In class exercises and extended answers
http://www.fs.fed.us/gpnf/mshnvm/
http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=v
Topic Examples of homework set
Assessment Useful websites
Impacts of Cars
A local traffic count. Reading an article concerning the impacts of traffic and answering questions. Creating a poster to summarise understanding of the course.
In class exercises and extended answers including a fieldwork enquiry
www.bmwgroup.com
Population and Migration
Key word revision and test.
Describing global population patterns.
Comparing different viewpoints about migration.
In class exercises and extended answers
http://news.bbc.co.uk/1/hi/world/americas
Italy Researching and mapping important locations in Italy. Interpreting a climate graph for Italy. Comparing and contrasting two regions of Italy.
In class exercises and extended answers
www.cia.gov/cia/publications/factbook/index.html
GERMAN
TERM TOPIC HOMEWORK TASKS MIGHT INCLUDE 1
My town (describing a town, asking for directions)
Creating and performing dialogues on directionsPresentation on my town Research: Research a German speaking town and present it to the class (group-presentations) Assessment: Speaking (dialogues: giving directions), writing-project: leaflet on a town
2 Free time (weather, shopping dialogues)
Creating and learning dialogues in a restaurant/café or shopping situation (individual or in pairs) HW tasks on Grammar: modal verbs and Wenn-clauses Research: Menus in German speaking countries Assessment: Speaking (dialogues; throughout term); listening,
3 Future and conditional tense
Learning of grammar rules and word order Practising newly learnt grammar in different activities Writing a letter/email about future plans End of Term 3 Assessment will be a “grammar assessment” focusing on the newly learnt tenses
4 Family and friends (description) New coursebook! New workbook!
Research: German vocabulary on characteristics Write a description of your best friend Design a presentation about your friend or another personPrepare a conversation about your parents and your familyAssessment: listening, reading
5
Health and Illnesses
Presentation on German words/phrases for illnessesResearch: Healthy food in German schools? Creating a presentation/poster/leaflet to promote healthy food in school Practising weil-sentences in order to give reasons: modal verbs Revision tasks in preparation for final assessment. End of Year assessment: speaking
6 Cultural project Learning more about the Geography, history and music of German speaking countries
HISTORY
The table below gives examples of the types of pieces students will be set. Eachhomework will be focused on a key question/theme relating to the topic the students are covering in lessons. There will be 3 sections to each homework task set over a six week term. Therefore the piece will build over during the fortnightly homework slots. Weeks 1-2 = Preparation – students will complete a task such as create a hypothesis or complete some initial research which will compliment their big homework task. e.g. identifying areas to focus on, creating their own questions. Weeks 3-4 = Big Homework activity – This will be a task which fits with learning in the classroom and will be focused on a particular historical skill e.g significance, interpretation, chronology. Weeks 5-6 = Reflection and Evaluation – Students will follow up their big homework tasks with an activity which will encourage them to reflection and evaluation. e.g. developing extension questions for themselves, assessing the impact of events or people. All 3 sections are essential to their homework and must be completed by agreed deadlines.
Term 1
Using Portraits to understand the past What can we learn from Portraits? Based on work on symbolism in portraits students must
create their own self portrait. It should include symbols to show:
- Things that you like to do now - What you want to be when you grow up - Something about a personality trait they have
This will be used in class to form part of a gallery and symbolism lesson.
Term 2
The English Civil War Civil War Battles Based on work in class on the Battle of Naseby students will
follow this up by examining another battle. They must: Research key details about a civil war battle Complete a story board of the battle you have chosen to
research Compare this battle to Naseby and assess the relative
significance of the two battles
Term 3
Witches plague, and Fire Crime in the 17th century Based on work in class on the nature of Crime in the 17th century. Research a notorious 17th century criminal Complete a newspaper report detailing
-Their crimes - Their trial - Punishments
Term 4
Life in the 17th century Diary Extracts Complete a diary based on the entries of Samuel Pepys which
explain the answer to the question “How tough was life in the 17th Century?”
Term 5
The Rise and Fall of the Mughal Empire Chronology of the Mughal Empire Students must create a board game which shows the ups and
downs of the Mughal empire. Based on class work over the term and teacher will issue
students with ideas and templates
Term 6
The British Empire How does the British Empire link to me? Students will raid cupboards at home and try and see through
food how they have a link to British Empire
ICT The KS3 ICT and Computing curriculum has been designed to ensure that
students learn ‘real-world’ software skills as well as introducing them to computing. The curriculum includes e-safety; modelling in spreadsheets; manipulation of and reporting with data in databases; more creative skills such as graphic manipulation and presentation of research and results and team work using online collaboration tools; computational thinking and algorithms; a graphical programming language; a written programming language and how a computer works.
Homework is set twice a term, however students are encouraged to discuss teamwork projects between lessons and to use ICT and presentation skills they have learned in their other subjects.
Unit Topic Project
1 Creating a
website
Students will be given a topic to research and to gather assets about (images, text, video etc).
Using Google Apps as a collaboration tool, students will share their assets and create a group website – each having a page to create.
This will develop their team work skills – being able to agree on layouts, colour schemes and styles as well as improving image editing skills and learning how to use the online web site app.
2 Creating an animation
Students have the opportunity to create an animation about an important issue such as climate change.
They will learn how important it is to design and evaluate their product.
3 Database
Students will learn to enter, edit and delete data from a database. They will learn new terminology, helping to improve their literacy skills.
They will learn how important accuracy is when interrogating the database using hypotheses and producing professional reports.
4 ICT skills project
Consolidating some of the learning over previous units so far students will be given a project where they need to use a spreadsheet to model an outcome, present their findings and write a professional letter.
MATHS
Maths homework will take a variety of forms Tasks to consolidate classwork will often be in the form of worksheets, or set
from the homework book used by some classes. Alternative homework will include research, challenges and investigations. Students may be set online homework from the website
www.mymaths.co.uk. Each student can access the excellent resources at all levels using the following:
login: cherwel password: radius Online lessons and games are also available for revision of topics taught in class. Each student is also given a personal login to access homework tasks that are set by the class teacher. This will be given to the student at the start of the year.
Here is a rough outline of the homework topics throughout the year:
Websites: www.mymaths.co.uk A good tutorial and games section www.counton.org Excellent games, sudoku and a history of maths timeline www.mathsisfun.com Test your times tables, basic number skills and solve puzzles www.nrich.maths.org Maths games and problems www.bbc.co.uk/education/mathsfile/index.html A games wheel testing KS3 skills www.mathsonline.co.uk/nonmembers/gamesroom Interactive activities www.homeworkelephant.co.uk/math-home.html Help for homework
TERM TOPICS Term 1 Prime numbers, highest common factor, lowest common
multiple, angles and bearings, fractions, decimals, percentages
Term 2 Area, solving equations, rearranging equations, inequalities
Term 3 Percentage increase and decrease, percentage changes, plotting graphs from functions, real life graphs, constructions, properties of quadrilaterals
Term 4 Nets, symmetries of 3D shapes, representing data on graphs and charts
Term 5 Sequences, rotations, reflections, enlargements, translations
Term 6 Revision for end of year test, BIDMAS, proportional relationships
RS/PSHCE
The RS/PSHCE course covers elements of Religious Studies; Personal, Social and Health Education; Citizenship Education. Homework set will vary but will include personal research, collecting ideas about issues from friends and family, completing extended writing tasks and producing notes for subsequent lessons. During the year students will complete at least 2 formal assessments, these will have a detailed instruction sheet with models and advice. The levels awarded for these assessments will be the basis for the levels which are reported during the year. Topics Covered in Yr 8 RS A Study of the Australian Aboriginal Culture and Spirituality Belief and Practice Why is it Important to Learn about Prejudice & Discrimination? Topics Covered in Yr 8 PSHE Healthy Living Managing money Risk and online safety (anti-bullying) Drugs, alcohol, smoking Sex and relationships
Useful websites Religious Studies http://re-xs.ucsm.ac.uk/ http://www.reonline.org.uk/ http://www.request.org.uk/ http://www.religiouseducation.co.uk/ http://www.bbc.co.uk/religion/ PSHE http://www.channel4learning.com/support/websites/pshe.html http://www.childline.org.uk http://www.kidscape.org.uk/ http://www.teenagehealthfreak.org http://www.talktofrank.com http://www.thinkuknow.co.uk/11_16/ (online safety)
SCIENCE
Throughout KS3 Science homework will be set on a regular basis. It is expected that all classes will be set homework activities within the following guidelines
Students have the opportunity of borrowing text books/Revision guides from school which can be used for supporting homework, enhancement and consolidation of concepts covered in class.
The topics covered in Year 8 are as below and classes follow different routes through the modules so homework tasks are set accordingly.
YEAR 8
A. Food and digestion B. Respiration C. Microbes and disease D. Ecological Relationships E. Atoms and elements F. Compounds and mixtures G. Rocks and weathering H. Rock Cycle I. Heating and cooling J. Magnets & Electromagnets K. Light L. Sound and hearing
Homework activities may include any of the following depending on the topic being covered at the time:
- Complete write up of experiments from lessons - Worksheet to complete to aid consolidation of concept - To plan experiments and investigations - To make a model or a game - To carry out a survey - To carry out own research - To carry out simple experiments - Collecting data from home. - Answering practice SATs questions - Completing level assessment tasks/exercises
Time allocated will be appropriate to the routine of the task and guidelines will be given to the students. Useful websites:- www.planet-science.com www.bbc.co.uk/schools/revisewise www.4learning.co.uk/apps/homework/science/index.jsp www.bbc.co.uk/education/KS3bitesize
SPANISH
Students will receive a homework booklet or a list of tasks to complete for the whole of the half-term (approximately 6 weeks). This booklet will contain a variety of writing and reading tasks as well as some project-type work. In the first instance students will be expected to access this booklet via the Year 8 Spanish internet blog; paper copies will of course be available on request. The blog address is www.cherwellyr8spanish.blogspot.com. Vocabulary learning will be checked regularly. The learning will be assessed through short tests, peer and self-assessment etc. The homework booklets will be collected by the teacher at the end of every six weeks, marked and returned to the students with some individual targets. The results will be recorded in our mark books. TEXT BOOK = LISTOS 1 and 2 UNIT 6 1. To learn the sports and the use of jugar and practicar.
2. To do a reading activity based on likes and dislikes. 3. To write a horoscope or a future prediction for another
pupil. 4. To do a grammar exercise based on the present tense of
activity verbs.
(LISTOS 2)
UNIT 1 Nos presentamos
1. To learn adjectives of personality. 2. To design a family tree describing members of your family. 3. To do a reading activity based on comparatives and
superlatives. 4. To do a grammar activity based on me hace(n) falta.
UNIT 2 La Comida
1. To learn numbers 0 – 1000. 2. To design a menu for their own restaurant. 3. To write about your likes and dislikes of food and types of
food (include soler). 4. To research the content and benefits of the Mediterranean
diet.
UNIT 3 De compras
1. To learn shops. 2. To create designs for your own fashion label. 3. To research Spanish fashion trends. 4. To do a grammar activity based on direct object pronouns.
