Year 8 Homework BookletAutumn Term 1
Name …..........................................
Tutor Group ….................................
Nothing is more powerful for your future than being a gatherer of good ideas and information. That’s called doing your homework.
Jim Rohn, Entrepreneur, author and motivational speaker
Homework matters
At The Carlton Academy we believe that completion of meaningful homework is vital to the success of our students. It isn’t the just the
work completed in lessons that will determine the success of our students. They need to spend time independently honing the
knowledge and skills required for success. The benefits of learning to study independently stretch beyond just academic success. Our
students will develop skills of self-motivation, organisation and time management that will benefit that in many walks of life in the
future.
The research into homework and how students learn effectively shows that short frequent knowledge-learning tasks, with an emphasis
on self-quizzing will yield the greatest success for our students. In this booklet you will find descriptions of techniques and the resources
needed to successfully build a solid base of background knowledge. Completing this vital preparatory work at home allows more time in
lesson to be spend applying knowledge and in creative learning activities.
How to use this booklet
• This booklet contains pages for each subject. You should use these pages to support you in completing your homework.
• Each piece of homework should only take 30 minutes . You should set aside some of this time to check, mark and correct your
work.
• The tables on the following pages show you which subjects you must do homework for each week. You are must complete
homework for every subject, regardless of whether it is on Show My Homework.
• All work is to be done in your blue homework book.
• The homework books will be checked in lessons and during tutor time each week.
• The learning from the homework tasks will be checked through quizzing in lessons.
• Below are some activities that you can choose to do. It is very important that you do not just copy the information from the booklet
into your homework book.
Big Homework
Alongside factual knowledge, we also want students to have the opportunity to work on more extended pieces of work. We call these
pieces of work Big Homeworks. Each half term there will be a piece of Big Homework for one subject. This half term it is for science.
Rather than a knowledge organiser, the science page has information and guidance about how to complete the Big Homework. You
should spend your science homework time each week working on your Big Homework
Show my homework
We use Show My Homework to communicate with students and parents. To increase the clarity of information put on Show My
Homework, each Show My Homework message will include the following points:
• The week number and the dates, as outlined in the tables later in this booklet, between which the homework should be completed
• The date the homework is set will be the start of the week
• The due date for the homework will be the end of the week which the homework should be completed. This will be a Sunday.
• Any extra direction that the teacher wishes to give eg. A particular activity that they want the students to complete
You must complete all the homework in a given week, as outlined in the tables later in this booklet, even if it has not been entered on
Show My Homework.
Presentation
• The work that you do in your homework book must be completed in blue or black ink
• Drawings should be done in pencil.
• Each piece of work must have a date and a title.
• The date and title must be underlined using a ruler.
• You should draw a ruled lined across the page at the end of each piece of work.
• When you use a resource eg a revision clock, this must be stuck in.
Red pen, black pen.
Study a section of your knowledge organiser and try to
remember it.
Cover the knowledge organiser and write what you can
remember in your prep book in blue or black pen.
Check your knowledge organiser and add anything that
you had forgotten in red pen.
Repeat with a different section of the knowledge
organiser.
Questions and answers.
Use your knowledge organiser to write a list of
questions in your prep book.
Cover your knowledge organiser and write the answers
in your prep book.
Check your answers and correct any that you got wrong
with a red pen.
Revision clocks.
Study a section of your knowledge organiser and try to
remember it.
Cover the knowledge organiser and write what you can
remember in the first section of your revision clock.
Check your knowledge organiser and add anything that
you had forgotten.
Repeat with a different section of the knowledge
organiser.
Completing a whole clock is likely to take more than 1
homework session.
Text to pictures.
Study a section of your knowledge organiser and draw
pictures/diagrams to help you to remember what you
are reading, on a piece of paper.
Cover the knowledge organiser and, using only your
diagrams as prompts, write what you can remember in
your prep book.
Check your knowledge organiser and add anything that
you had forgotten.
Languages practice.
For French and Spanish you should use your knowledge
organisers to write sentences using key vocabulary.
Use the sentence structures and vocabulary lists
provided.
Practice the sentences with a family member or a friend.
A5 revision cards.
Study a section of your knowledge organiser and
try to remember it.
Cover the knowledge organiser and write what you
can remember into a section of the diagram.
Check your knowledge organiser and add anything
that you had forgotten.
The tables below are so that you can see the subjects that you need to produce homework for each week. It is up to you to decide on
which day you will complete the work for each subject. Once you have completed this ask a parent or carer to sign it off. It will be
checked at school.
Week 1: 3 – 8 September
Subject Day completed Signed (home)
English
Maths
Science
History
PRE
Art
Drama
Spanish or 30 min reading
Signed (school)
Week 2: 9 – 15 September
Subject Day completed Signed (home)
English
Maths
Science
Geography
Technology (D and T, food or textiles)
Music
PE
French
Signed (school)
Week 3: 16 – 22 September
Week 4: 23 – 29 September
Subject Day completed Signed (home)
English
Maths
Science
History
PRE
Art
Drama
Spanish
Signed (school)
Subject Day completed Signed (home)
English
Maths
Science
Geography
Technology (D and T, food or textiles)
Music
PE
French
Signed (school)
Week 5: 30 September – 6 October
Week 6: 7 -13 October
Subject Day completed Signed (home)
English
Maths
Science
History
PRE
Art
Drama
Spanish
Signed (school)
Subject Day completed Signed (home)
English
Maths
Science
Geography
Technology (D and T, food or textiles)
Music
PE
French
Signed (school)
Week 7: 14 – 20 October
Subject Day completed Signed (home)
English
Maths
Science
Geography
Technology (D and T, food or textiles)
Music
PE
French
Signed (school)
Accelerated reader
You develop reading skills most effectively when you read appropriately challenging books – difficultenough to keep you engaged but not so difficult that you become frustrated. Your Accelerated Readerbook levels give you a massive range of books to do just this.
Get ahead and quiz as soon as you finish your book. You can quiz from home – you don’t need towait for your next lesson! To do this you need to follow the links through the login section of TheCarlton Academy website. Your log sheet will be updated for you.
Rewards! Rewards! Rewards!
Receive a prize for reaching your
target points
Earn achievement points as you read
Become an Accelerated Reader word
millionaire!
The winning house will be rewarded
each week
‘The more that you read, the more things you will know. The more that you learn, the more
places you’ll go.’ Dr Seuss
A B C D
1
2
3
4
5
6
Pop ArtThis is the Art Movement
we will be studying this
term in Art.
Artist Questions (Use Art
terms and always write in
full sentences)-
What is successful about
the work?
How is colour used?
Use of the formal
elements?
A B C D
1
2
3
4
5
6
Pop ArtThis is the Art Movement we
will be studying this term in
Art.
Artist Questions (Use Art
terms and always write in
full sentences)-
What is successful about
the work?
How is colour used?
Use of the formal elements?
Design your own Pop Art
Inspired converse trainers. Use
Pop Art symbols and colour to
create your design on A4.
Use Andy Warhol’s repeated
images to influence your own
repeated imagery of popular
items.
Cre
ate
you
r o
wn
On
om
ato
po
eia
Pop
A
rt. T
hin
k o
f d
iffe
ren
t w
ord
s th
at y
ou
co
uld
use
th
at r
epre
sen
ts a
so
un
d o
r n
ois
e. C
om
bin
e co
llage
an
d b
end
ay
do
ts.
Art
Art
PlasticsWoods
Manufactured Boards
• Self finishing. No need to sand/paint/varnish.• Can be made into complex shapes due to wide range
of moulding/forming processes.• Readily available• Large environmental impact• Not biodegradableThermoplastic – Plastic that can be heated and re-moulded.Easy to recycle.Thermosetting Plastic – Plastic that can be heated to mould, but not reheated.Can’t be recycled.
Hardwood – usually obtained from deciduoustrees, which lose their leaves in autumn.
• usually grow in warmer more humid climates, mainly in South America and Asia
• grow slowly (80+ years)
• are more difficult to sustain than softwoods
• are more expensive than softwoods
• are strong and hardwearing.
Forest Stewardship Council works to improve forest management worldwide.
The FSC trademarks provide a guarantee to consumers that the products they buy come from responsible sources.
Softwood – usually obtained from coniferoustrees, which keep their leaves in winter.
• usually grow in colder climates and are mainly grown in Scandinavia and Northern Europe
• grow thin, needle-like leaves
• grow relatively quickly (30 years)
• are easier to sustain than hardwood trees
• are easy to cut and shape
• are usually cheaper than hardwoods.
Made from the waste sections of felled trees – the parts which are of little use as planks. The wood is reduced to pulp, particles or thin strips and bonded together using special adhesives or resins.• come in sheet form (usually 1.2 x 2.4m)• are extremely stable and of uniform thickness• are less expensive than laminating planks of timber• can be covered with veneers• are available in a variety of thicknesses (3, 6, 9, 12,
15, 18, 22mm etc).
Non-Renewable Resources
Raw materials that come from non-renewable (finite) resources that are in limited supply. Examples of these include oil, ores and minerals. They are natural materials but they will eventually run out.
Renewable Resources
Renewable means we can create more as long as they are regrown or replaced. Examples include timber (wood/card/paper) or cotton etc. Timber that carries the FSC logo is renewable as it is replanted.
SustainabilityThe products we manufacture are consuming the Earths resources at an alarming rate.
Sustainability refers to products that have been designed and made to have a lesser impact on the environment. Responsible designers and companies modify design ideas to ensure that sustainability issues are taken into account when choosing materials, processes and finishes.
Materials fall into two categories:
Carbon FootprintEvery product we manufacture has a carbon footprint due to the CO2 released during the products life cycle. The carbon produced has a serious impact on our global warming and companies can reduce this impact by limiting their use of fossil fuels, energy consumption and designing for reuse or recycling.
Further information can be found on www.technologystudent.com
Design and Technology
Is when a company use research and development to find new technologies. This is then applied to a new innovative product. An example is Bluetooth, Companies now find ways to include this in other products. E.g. Bluetooth speakers, Bluetooth cars etc.
Technology Push Woods Joints
Market Pull
ElectronicsCircuits consist of:-
Inputs – Switches and types of sensors that can detect.
Process- usually a micro processer or micro chip this component can think and make decisions.
Output- Something that does something usually a buzzer, light or motor.
Lever
A lever changes an input movement and force into an output movement and force. The load is the object to be moved.The effort is the force applied to move the load.
A lever moves around a fixed point called a pivot or fulcrum.
Designers /design movements– Research some of these designers and movementsDesign Movements:-• Art Nouveau• Art Deco• Memphis• Bauhaus
Designers:-• James Dyson• William Morris• Alec Issigonis• Ettore Sottsass• Marcel Breuer
Cams and Followers
A cam mechanism has three parts – a cam, a slide and a follower.
When the cam rotates, the follower moves up and down in a reciprocating motion.
This is when market demand drives the need for new products eg. Teenagers kept dropping mobiles and smashing the screens so pop sockets were invented.
Butt Joint Dowell Joint Lap Joint Mitre Joint
Further information can be found on www.technologystudent.com
Design and Technology
Fibres
Making fabrics
Natural fibres
Tiny ‘hairs’ that are spun into yarns – the threads that are woven or knitted into fabrics.
• Fibres come in lengths – short = staple fibres and long = filaments.
• Yarns made from filaments are smooth• Yarns made from staple fibres tend to be ‘hairier’.• Yarns are available in different thicknesses:
- 1-ply = single yarn- 2-ply = two yarns twisted together- 3-ply = three yarns twisted together
Woven – interlacing two sets of yarns.
Knitted – interlocking one or more yarns together using loops.
Bonded – non –woven ‘webs’ made of synthetic fibres glued or melted together.
Fibres obtained from natural sources (plants and animals). Harvested and processed before being spun into yarn.• Come from renewable sources (always produce more)• Sustainable. • Biodegradable• Often recyclable. • Absorbent and strong when dry• Poor resistance to biological damage e.g. moths and
mold.
Wool:• From a sheep’s fleece – sheared, cleaned, washed
(scoured) and combed (carding).LINEN:• From the stalk of a flax plant – remove the seeds, loosen
the bark (retting), remove the bark (scutching), carding.COTTON:• From the seed pods of the cotton plant – treated with
chemicals, cleaned, seeds removed, carding.SILK:• From the cocoon made by silk worms – soften the gum
by soaking in warm water, the filament is then unwound (reeling).
FIBRE PROPERTIES USES
Nat
ura
l Fib
res
Wool Good: warm and absorbent Bad: can shrink when washed and dries slowly
Woven in Jumpers and dresses
Linen Good: strong and hard-wearingBad: creases and high flammability
Woven in trousers and summer suits
Cotton Good: absorbent and comfortableBad: creases and high-flammability
Woven in T-shirts and socks
Silk Good: strong and smoothBad: doesn’t wash well and weak when wet.
Woven in ties and shirts
Syn
thet
ic F
ibre
s
Polyester Good: cheap and resists creasingBad: not absorbent
Knitted in sportswearWoven in bedsheets
Nylon Good: strong and hard wearingBad: damaged by sunlight and not absorbent
Knitted in sportswear and clothing
Acrylic Good: elastic and warmBad: not very absorbent and high flammability
Knitted in jumpers
Elastane(LYCRA)
Good: lightweight and extremely elasticBad: not absorbent and high flammability
Mixed with other yarns to give stretch
Synthetic fibresMan-made fibres made from polymers that come mainly from coal or oil.POLYESTER, LYCRA, ACRYLIC (coal):• Crude oil is heated to separate the chemicals, some
of the chemicals are made into polymers, polymers are melted to form a liquid, it’s then cooled to form long filaments that are turned into yarn.
NYLON (oil):• Coal is heated in a container to make a sludge called
coal tar, the chemicals are turned into monomers which are used to form filaments and turned to yarn.
Design and Technology
Temperatures to store food and cook food0-5 degrees- fridge temperature -18 degrees freezer temperature Food is said to be cooked and bacteria killed at 75 degrees for 2 minutes
Eatwell Guide
Seasonality in foodSeasonality of food refers to the times of year when a given type food is at its peak, either in terms of harvest or its flavour. This is usually the time when the item is the cheapest and the freshest on the market.
Food Storage Top Shelf - It is best for pre-prepared foods such as yogurt, cheese and sauces. Store cooked meat and leftovers in sealed containers on the shelves underneath.
Bottom shelf -
Keep raw meat, fish and poultry in its sealed packaging, or place it in sealed containers and store on the bottom shelf.
Door racks -
The door racks are a good place for eggs, condiments, jam and fruit juice.
Carbohydrates- They need to be wholemeal and starchy so they are slowly realised to give us energy. Proteins- This is needed for growth and repair you should have at least 2 portions of fish a week and eat less processed proteins. Dairy and Fats- This helps with strong bones and teeth. Fats help protect your vital organs. You need to choose low fat products Fruit and vegetables- 5 portions of fruit and veg should be eaten each day. This helps get all your vital vitamins. Oil and spreads- Choose unsaturated options and ensure only small amounts are eaten.
Further information can be found on www.foodafactforlife.org.uk
Design and Technology - Food
Stage LightingPARCAN is simply a shell holding a Par
lamp, a sealed bulb with a fixed beam angle
that produces a powerful narrow beam. Par
lamps come with Very Narrow, Narrow,
Medium and Wide beam angles. They can
create curtains of light, especially in heavy
colours. Their drawback as theatre lights is
that they cannot be focused – i.e. their
beams’ size and shape cannot be changed.
FLOODS are used to provide large area
washes of light. They come equipped with
a gel frame and are especially useful for
lighting backcloths. The beam cannot be
shaped, so generally other lantern types
are more flexible.
PROFILE SPOTS will give you a sharply defined image in outline of any object. They are fitted with shutters, usually four, which can be pushed into the light beam, shaping its appearance on stage. The beam can be focused from very hard-edged to very soft. There is usually a slot cut into the body of the lantern, which accepts Gobo’s – cut out metal patterns whose image is projected onto the stage.
FRESNEL lanterns give a soft-edged beam with large size variation. Used to create large washes of light sometimes highly colored, but as beam size and shape can be altered it is preferable to the Flood. They have external barn doors, which shape the beam but don’t sharpen it like the shutters on the Profile.
Examples of Gobos
Drama
Year 8 Big Homework
NovelOver the next term, you will be expected to use all of your knowledge from English lessons and your own research to create a new version of the story from the perspective of a character of your choice. Each week you should complete the questions in your homework book. Your final task
will be to write up a neat copy of your final story.
Week 11. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 21. What happened in the
story this week?2. Which characters were in
it?3. What do you think will
happen next?4. 1 paragraph towards final
story.
Week 31. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 41. What happened in the
story this week?2. Which characters
were in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 51. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 61. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 71. What happened in the
story this week?2. Which characters were in
it?3. What do you think will
happen next?4. 1 paragraph towards final
story.
Week 81. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 91. What happened in the
story this week?2. Which characters
were in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 101. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 111. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 121. What happened in the
story this week?2. Which characters were in
it?3. What do you think will
happen next?4. 1 paragraph towards final
story.
Week 131. What happened in the
story this week?2. Which characters were
in it?3. What do you think will
happen next?4. 1 paragraph towards
final story.
Week 141. Write up a neat copy
of your final story.
• Your work will be checked during tutor time
• Your English teacher will ask you to hand in your final story on a specific date. This will be on SMHW.
English
MODULE: T’ES BRANCHÉ?) Qu’est-ce que tu regardes à
la télé?
What do you watch on TV?
Quel est ton genre de film
préféré?
What is your favourite genre
of film?
Tu aimes les émissions de
télé-réalité?
Do you like reality TV shows ?
Quel est ton genre de
musique préféré?
What is your favourite type
of music ?
Que fais-tu quand tu es
connecté(e)?
What do you do when you are
on the internet?
French
Active Learn
Reading % Listening %
1
2
3
4
Self-Quiz Questions Answers
1. Write a short paragraph in French
describing what you do and did on the
internet.
Complete in homework book
2. Write 10 opinions about films Complete in homework book
3. Translate. Le week-dernier, j’ai regardé
un film d’action au cinéma avec mes amis
4. Translate. Je vais souvent sur des
forums mais hier j’ai discuté avec une
personne Australienne.
5. Translate. Je n’ai jamais posté des
photos sur facebook parce que je trouve
que c’est dangereux.
Self-Quiz Questions
1. Translate: I have a passion for horror film
2.Translate: From time to time we watch game
shows
3. Translate. I never do quiz on the internet
4. Translate. Yesterday I surfed the net and I
played games on line
5. Translate. My parents watch American series
once or twice a month
French
The structure of the Earth
The Crust Varies in thickness (5-10km beneath the ocean. Made up of serval large plates.
The Mantle Widest layer (2900km thick). The heat and pressure means the rock is in a liquid state that is in a state of convection.
The Innerand outer Core
Hottest section (5000 degrees). Mostly made of iron and nickel and is 4x denser than the crust. Inner section is solid whereas outer layer is liquid.
Types of Plate Margins
Destructive Plate Margin
When the denser plate subducts beneath the other, friction causes it to melt and become molten magma. The magma forces its ways up to the surface to form a volcano. This margin is also responsible for devastating earthquakes.
Constructive Plate Margin
Here two plates are moving apart causing new magma to reach the surface through the gap. Volcanoes formed along this crack cause a submarine mountain range such as those in the Mid Atlantic Ridge.
Conservative Plate Margin
A conservative plate boundary occurs where plates slide past each other in opposite directions, or in the same direction but at different speeds. This is responsible for earthquakes such as the ones that happening along the San Andreas Fault, USA.
Collision Zones
Collision zones form when two continental plates collide. Neither plate is forced under the other, and so both are forced up and form fold mountains. These zones are responsible for shallow earthquakesin the Himalayas.
Causes of Earthquakes
Earthquakes are caused when two plates become locked causing friction to build up. From this stress, the pressure will eventually be released, triggering the plates to move into a new position. This movement causes energy in the form of seismic waves, to travel from the focus towards and the epicentre. As a result, the crust vibrates triggering an earthquake.
The point directly above the focus, where the seismic waves reach first, is called the EPICENTRE.
SEISMIC WAVES (energy waves) travel out from the focus.
The point at which pressure is released is called the FOCUS.
Volcanic Hazards
Ash cloud Small pieces of pulverised rock and glass which are thrown into the
atmosphere.
Gas Sulphur dioxide, water vapour and carbon dioxide come out of the
volcano.
Lahar A volcanic mudflow which usually runs down a valley side on the
volcano.
Pyroclastic flow A fast moving current of super-heated gas and ash (1000oC). They
travel at 450mph.
Volcanic bomb A thick (viscous) lava fragment that is ejected from the volcano.
Tsunami Formation
Tsunamis can often occur at destructive plate boundaries, where the trench
(where the plates meet) lies under the ocean.
1. Oceanic plate subducts (goes under) continental plate.
2. Pressure build up and eventually an earthquake occurs.
3. The plate can ‘flick’ up and move the ocean upwards causing a large wave.
4. These waves are often fast moving but small in size in deep ocean but get
slower and larger as they move into the shallow.
Geography
Prepare for your end of unit short answer knowledge test on the Industrial Revolution
Just like in Year 7, you will have to complete a knowledge test as part of your end of unit assessment. Remember this is a test of hard work and not ability. You need to prepare for this throughout the half term. You can make flashcards, play games to do with this on Quizlet or get friends/family to test you. Remember you have to get 70% to pass but you should aim for 100%
1. What work did people do before the factories? (3) Worked on the land, had skilled jobs, worked in home based industry
2. Where was the first factory? Derbyshire (Cromford)3. Name two problems with the new factories? (3) Dangerous, children worked, women paid less than
men, sometimes paid in tokens, unhealthy, long hours, low pay4. Why were children employed in factories? (4) Cheap, small fingers, could get under the machines,
parents needed the money5. Why were the factories a good thing? (3) Made the country wealthy, some people got richer,
opportunities for some6. How could workers improve things? (3) Join a Trade Union, protest, strike7. What issues existed with housing? (3) Overcrowding, lack of planning, lack of space and light,
expensive rents, back to backs, lack of running water8. What issues were there with waste? (3) No collections, lack of toilets, rivers used to dump waste,
spread disease9. What kinds of diseases did people die from? (3) Cholera, smallpox, scarlet fever, typhus, typhoid,
tuberculosis10. What did the government do to tackle the issues? (3) Public Health Acts, built sewers, started
cleaning up11. Who could vote in 1800? (2) Only rich men, less than 5% of the population12. Who were the Chartists? People who wanted the vote13. Name three positive of Empire (3). Wealth to Britain, infrastructure in Empire countries, chance to
travel for some, more markets for British good, cheap raw materials for Britain, pride for Britain14. Name three negatives of Empire (3). No say for Empire peoples, exploitation, enforced religion, lost
resources, lost culture, no benefit for ordinary British people15. Where did the Ripper murders take place? The East End of London (Whitechapel)16. When did the murders happen? 188817. What kind of women were killed? Prostitutes18. What do the murders show about the state of Britain in the late 1800s? (3) There was now a police
force, there were huge issues with poverty, it was hard to catch criminals.
Optional extra research
This half term you will be studying the Industrial Revolution. You will be looking at working conditions, living conditions, politics, transport and crime. You may want to do some research on these topics and record notes in your homework books. You could then, if you wanted to, use these notes in your end of unit assessment.
History
Our weekly homework routines…
1You will always be set at least one homework a week by your teacher.
2
Your teacher will choose the lesson they want you to learn and will pick it so that you are revising an important Maths topic for revision. As such, you have already probably covered it in class but might have forgotten so your homework is to revise as, to be a great learner, you need to revise all the time (not just before tests!).
3You need to spend 30 minutes on your homework as this shows effort and commitment and will ensure that you do quality homework.
4
You will always be expected to i) watch the video + take notes;ii) write down your quiz workings neatly;iii) mark your own work, make corrections and
write down your score at the end.
5
Homework will be checked by your teacher in class once a week during your starter. You will be expected to bring your homework book to class and leave it open on the desk for your teacher to inspect.
Maths
Class Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
8X166 - Add or subtract fractions
49 - Division with decimals
104 - Index form 4 157 - Collecting like terms 2
161 - Expand twosingle brackets & simplify
198 - Linear sequences (nth term)
8X263 - Improper fractions to mixed numbers
48 - Multiplication with decimals
101 - Square & cuberoots
156 - Collecting like terms 1
160 - Expand a single bracket
198 - Linear sequences (nth term)
8X361 - Simplify fractions 56 - Round decimal
numbers100 - Cube numbers 154 - Expressions,
equations, formulae & Identities
178 - Solving one step equations
196 - Linear sequence frompictures
8X458 - Fractions aspictures
45 - Read & write decimal numbers
99 - Square numbers 151 - Writing algebraic expressions 1
177 - Solving equations using inverse operations
197 - Linear sequence (term-to-term rule)
8Y166 - Add or subtract fractions
49 - Division with decimals
104 - Index form 4 157 - Collecting like terms 2
161 - Expand twosingle brackets & simplify
198 - Linear sequences (nth term)
8Y263 - Improper fractions to mixed numbers
48 - Multiplication with decimals
101 - Square & cuberoots
156 - Collecting like terms 1
160 - Expand a single bracket
198 - Linear sequences (nth term)
8Y363 - Improper fractions to mixed numbers
48 - Multiplication with decimals
101 - Square & cuberoots
156 - Collecting like terms 1
160 - Expand a single bracket
198 - Linear sequences (nth term)
8Y461 - Simplify fractions 56 - Round decimal
numbers100 - Cube numbers 154 - Expressions,
equations, formulae & Identities
178 - Solving one step equations
196 - Linear sequence frompictures
You must complete the task listed for your class each week.
Maths
Reggae was originally performed by
Rastafarians based in Kingston, the capital city
of Jamaica.
Reggae is a genre of popular music from Jamaica
Reggae began in the 1970’s and is still popular
today
Reggae has a strong ‘off-beat’ rhythm. Most popular music has 4 beats in every bar and the first beat in each bar is the strong beat. But in reggae beats 2 and 4 are accented,
This is known as ‘offbeat’.
Useful keywords
Definition
Tempo The speed
Dynamics Loud and quiet
Pitch High and low
Duration How long a beat / sound / note lasts for
Ostinato / Riff A repeated musical pattern
Lyrics The words of a song
Rastafarianism is a religion and social movement
which originated in the 1930’s.
Bob Marley is probably the
most well known Reggae
artist
Many ‘Rastas’ have their hair in dreadlocks
OffbeatA typical reggae band will have drums, bass, guitar, keyboard, brass instruments and singers
A chord is when 2 or more notes are played together at the same time. In Reggae music this is normally played on guitar or keyboard.
Music
Bones & Muscles
There are 206 bones in the human body, all of which serve some purpose as part of the framework. Bones are connected to each other by ligaments, without these –we wouldn’t be able to move different parts of our body. Find a list below of the scientific names for the bones you need to know as well as what you might already know them as:
• Cranium (Skull)• Clavicle (Collar bone)• Scapula (Shoulder blade)• Vertebrae (Spine)• Sternum (Breastbone)• Ribs• Humerus (Upper arm)• Radius & Ulna (Forearm)• Carpals (Wrist)• Metacarpals (Hands)• Phalanges (Fingers & Toes)• Pelvis• Femur (Upper leg)• Patella (Kneecap)• Tibia & Fibula (Lower leg)• Tarsals (Ankle)• Metatarsals (Feet)
As humans, we house approximately 640 muscles in our body! Muscles are connected to the bones by tendons. Even basic exercise such as walking would not be possible without the muscles we have. Below is a list of muscles, and their locations, which you will need to know:
• Trapezius (Top of back)• Deltoids (Shoulders)• Pectorals (Chest)• Biceps (Front of arm)• Triceps (Back of arm)• Latissimus Dorsi (Sides of the back)• Abdominals (Stomach)• Quadriceps (Front of upper leg)• Hamstrings (Back of upper leg)• Gluteals (Bottom)• Gastrocnemius (Calves)
Can you think of any athlete that requires specific muscles to help them
perform their sport?
Can you name any other bones or muscles that haven’t been listed?
PE
The Big DebateNormally in R.E students are given a short answer test to prepare for as
their homework. Due to the nature of this topic, we are unable to provide students with a test of this kind. Instead of this, students will receive their homework on a fortnightly basis from their class teacher
based on the work they have been doing in the lesson.
There is however, some key words, and the structure of the answers they will be writing to help them.
Analyse = examine something in detail to explain or interpret it (take it apart, deconstruct it).
Evaluate = to make a judgement (with respect to information or issues) and draw justified conclusions.
Civil war = a war between citizens of the same country.
Slaughter = the killing of many people cruelly and unfairly, especially in a war.
Capital Punishment = the legally authorised killing of someone as punishment for a crime.
Structure of a big debate question
Paragraph One
Arguments in support of the statement (give 3 separate clear, evidenced and explained points. At least 1-2 sentences for each point). A religious opinion if possible, which is explained.
Paragraph Two
Arguments against the statement (3 separate clear, evidenced and explained points. At least 1-2 sentences for each point). A religious opinion if possible, which is explained.
Paragraph Three
Conclusion (draw together both sides of the argument and clearly explain your overall point of view).
PRE
• Objects can be charged positively or negatively by transferring electrons. • Protons have a positive charge (+1), neutrons have no charge (0) and electrons have a negative charge (-1).• Like charges repel.• Opposite charges attract.• Insulators do not let heat or electricity pass through (high resistance).• Conductors do let heat or electricity pass through (low resistance).W
EEK
1
• Electric current is the amount of charge flowing per second.
• You measure current in amps (A) using an ammeter.
• The cell or battery pushes charge around the circuit.
• The potential difference of a cell tells you the size of the push on the charges.
• You measure potential difference in volts (V) using a voltmeter.
• Resistance is measured in ohms (Ω).
• Series circuits contain only one loop.• Current is the same anywhere in a
series circuit• Potential difference is shared
between the components
WEE
K 2
Practice drawing these circuit symbols.
• Magnetic material is always made of metal, but not all metals are magnetic
• Iron, cobalt and nickel are magnetic materials• Magnets have a north pole and south pole. • Like poles repel and opposite poles attract.• Magnetic fields go form the north to the south
pole • Electromagnets are controlled by a current that
can be turned on and off.• Electromagnets are used in maglev trains,
hospitals and cars.WEE
K 3
WEE
K 4
• Parallel circuits have more than one loop.
• Current is shared between loops • Potential difference is the same
across components
Science - Physics
Learn these properties of metals and non-metals
Metals Non-metals
Good conductors of electricity and
heat
Poor conductors of electricity and
heat
Shiny Dull
High density (heavy for its size) Low density (light for its size)
Malleable (hammer into shapes)Brittle (breaks easily)
Ductile (pull into wires)
Sonorous (makes ringing noise
when hit)
Not sonorous
High melting and boiling points Low melting and boiling points
Iron Sulfur
WEE
K 5
Group 1 metals• Are found on the left of the periodic table.• Group 1 metals are also called Alkali metals. • They are good conductors of electricity and heat. • They are also shiny when freshly cut. • They have low melting and boiling points, and
low densities. • They are also very reactive with water, reacting to
make hydroxides and hydrogen gas.
Group 1 metal + water → Metal hydroxide + hydrogen
• Group1 metals also react with oxygen so need to be stored in oil.
• As you go down Group 1, the reactivity increases, the mass increases and the melting/boiling points decrease.
• Group 7 elements are also called Halogens. • They are non-metals, with low melting points and do not conduct electricity. • Going down Group 7, melting/boiling points increases, the state changes, colour get
darker and reactivity decreases.• In displacement reactions, the more reactive element displaces a less reactive element
from its compound.
• Group 0 elements are called noble gases, they are unreactive. • Group 0 include Helium, Neon, Argon, Krypton, Xenon and Radon• Helium is used in balloons, neon is used in lights, argon is used in lightbulbs, krypton is
used in lasers.
WEE
K 6
WEE
K 7
Science - Chemistry
¿Cómo es tu casa o tu piso? – What’s your house or flat like?
¿Dónde está? – Where is it?
¿Te gusta vivir en…? –Do you like to live in….?
¿Qué hay en tu ciudad? – what is there in your city?
¿Qué haces en la ciudad? – What do you in the city?
¿Qué hora es? – what time is it?En la cafetería – in the cafe
Spanish
Self-Quiz Questions Answers
1. Write two sentences to
describe where you live to
your exchange in partner,
Marco in Spain .
2. Describe what there is
and what there isn’t in
your town include at least
1 opinion.
3. Translate. My name is
Luca and I like to live in
Madrid because there are
many museums.
4. Translate: I want a
snack of squid and Spanish
omelette with a coke.
5. Translate: Normally on
Tuesdays I go shopping
with my friends but we
don’t go for a walk.
Active Learn
Reading % Listening %
1
2
3
4
Self-Quiz Questions: Translate Answers
1. Vivo en un piso moderno.
2. Está en la costa en el sur de
España.
3. En mi ciudad hay un castillo y
muchas tiendas.
4. En mi barrio no hay un
polideportivo.
5. Normalmente en mi ciudad voy
a la bolera con mis padres.
6. En la cafetería
quiero una ración de jamón.
7. Quiero beber una granizada
de limón.
8. A las doce y media voy al cine
con mis amigos
9. A las cinco vamos de compras
y después vamos de paseo.
ir querer
Yo (I) voy quiero
Tú (you) vas quieres
él/ella (he/she) va quiere
Nosotros (we) vamos queremos
Vosotros (you pl) vais quereis
Ellos/ellas (they) van quieren
High frequency words
Y /también and /also
pero but
sin embargo however
muy very
bastante quite
un poco a bit
Spanish