YEAR 8

HOME LEARNING
HANDBOOK
Welcome to your Home Learning
for the Autumn Term!
Last year, we had a good look at our school Home Learning Policy
and, after talking to students, parents and teachers we decided to
make some improvements to it.

The biggest change is that we now follow a Home Learning timetable

which looks like this…
or DANCE
WK/BEG

DRAMA
YEAR 8

MATHS

LANGS
GEOG

TECH
ENG

HIST
ART
SCI

ICT

03-04 Sep RE
07-Sep
14-Sep
AUT 1/2

21-Sep
28-Sep D D
05-Oct D
12-Oct R R
19-Oct R D D
HALF
TERM 26-Oct
02-Nov D
09-Nov R R
16-Nov D R
AUT 2/2

23-Nov D D
30-Nov R
07-Dec R R D
14-Dec D
21-Dec
28-Dec
As you can see, each subject will give one major piece of Home
Learning during the Autumn Term, at a set time. The Home Learning
task, called an Extended Learning Activity or ELA, will take several
weeks to complete and all of Year 8 will be doing the same subject ELA
at the same time.

What does the timetable mean?

The red blocked sections are the times when you should be working on
the ELA for that subject. For example, the English ELA is from the week
beginning the 14th September to the week beginning the 5th October.
The ‘D’ is the Deadline Week. Your subject teacher will set a date
during that week when your ELA work must be handed in. You will need
to record this in your organiser.
The ‘R’ is the Return Week, which is the time that your teacher will be
returning your marked work to you.
The first 2 weeks of this term have been left blank, to give you time to
get used to the new system and discuss it with your tutor.
As you can see, some subjects have longer amounts of time to work on
the ELA:
English and Science = 4 weeks
Art, Dance/Drama, Technology, Geography, History, RE and ICT = 3
weeks
Languages and Maths = 2 weeks – this is because these 2 subjects will
also be setting shorter fortnightly home learning tasks, which you have
space in your organiser to record.

Important note…
DANCE & DRAMA: You only have to do the Dance OR the Drama ELA.
You need to complete the ELA for whichever of these is on your
timetable for the first half of the term.
TECHNOLOGY: In Years 7 and 8 students are taught Technology on a
'roundabout' system. This means that you will be taught the Technology
modules in different orders. You must ensure that you know which subject
and module you are being taught in order to complete your Home Learning
task. Your Technology teacher will ensure that you write the module number
in your organisers, so you only complete ONE of the Technology ELAs
in this term’s handbook.
You will be expected to provide ingredients for your Food Technology
practical lessons.
What do you need to do next?
Included in this handbook are all of the ELAs for the Autumn Term. Make sure
that you have downloaded this document or printed it out.
Each ELA is one page long and tells you exactly what you need to do, what
the finished piece of work should look like and what you could do to produce
an outstanding ELA.
Sometimes there are direct links to websites and sometimes the sheet
mentions finding information on the VLE.
During the week in which your subject ELA begins, your teacher will talk to
your class about the task and what you need to do and set a date when the
ELA is due in. There are also reminders in your organiser, which tells you what
subject ELA you should be starting, working on or giving in for each week.
If you have any problems with the ELA you must see your teacher – don’t
leave it until the last week!
Meeting Deadlines
It is very important that you get yourself organised so that you follow the
timetable and don’t leave all of the work until the last minute!
On the deadline day, bring in your finished ELA work and give it in to your
subject teacher during the lesson. If you have met the subject deadline, you
will receive a merit sticker which goes into your organiser. Your Year Leader
will be collecting in the totals for this at the end of each term and they will go
towards your Championship Points.
How will your Home Learning be marked?
For each ELA, you will receive a grade of 1 to 5. The table below tells you
what each grade means and how many merits it is worth. If your home
learning is not completed, we will be emailing your parents to inform them.
Your teacher will input your number of merits onto the school system and they
will go towards your Championship points.

HOME
LEARNING MEANING REWARD
GRADE
An excellent piece of home learning. The work GOLD
1 shows that very good progress has been made. (worth 10
All tasks have been completed to your full merits)
potential.
A good piece of home learning. The work shows SILVER
2 that good progress has been made. All tasks (worth 7
have been completed. merits)
A satisfactory piece of home learning. Most tasks BRONZE
3 have been completed and you have shown that (worth 4
some progress has been made. merits)
A disappointing piece of home learning. Your 0 merits
4 work shows that little or no progress has been
made.
0 merits
5 Home learning not completed. (Parents informed
if not completed)
SUBJECT: Science
Science KEY WORDS: Ethical
Title of ELA: Science in the News Valid Biased Reliable
Balanced Unethical

BY THE END OF THIS TASK, YOU WILL…

• Know more about what real scientists are doing.
• Be able to identify good and bad points about new scientific research.
• Think about how scientific research affects you and other people including people
with different view points.
• Think about why different scientific research is done and who should decide what
scientists do.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

INDEPENDENT ENQUIRY

EFFECTIVE PARTICIPATION

HOW TO COMPLETE
COMPLETE THE TASK:
Week 1- Look through newspapers, magazines and on the internet and cut out or print out
any news stories about Science.
Week 2- Choose the stories that you find most interesting (at least some should be about
new scientific research) and make a collage of them on an A3 piece of paper.
Week 3- Pick one of the news stories (It must be about new scientific research) and use
the internet to find out more about this story. Include what other people think about this
research.
Week 4- On one A4 piece of paper write a summary of this news story. Include your
opinion about it. If you think this research is important or not. If you think everyone agrees
with it and why. If you think they should do more research like this and most importantly if
you think it is “good” scientific research.

RESOURCES TO HELP:
- All instructions are on the VLE in: https://vle.brookfield.hants.sch.uk/Subjects/SC
http://news.bbc.co.uk/1/hi/sci/tech/default.stm
http://www.newscientist.com/
http://www.guardian.co.uk/science
http://news.bbc.co.uk/cbbcnews/default.stm
http://www.scicentral.com/

WHAT WE ARE LOOKING FOR:

You need to hand in an A3 collage of scientific news stories AND a summary of one of
these stories (this could be written or typed on one A4 page or an interview style video
recording). See above for what to include.

OUTSTANDING HOME
HOME LEARNING MAY INCLUDE:
Your opinion about the article in terms of the accuracy of the conclusions that have
been made and the probable opinions of more than one other group such as religious
people, environmentalists, the government, etc..
SUBJECT: Drama KEY WORDS:
TITLE OF ELA: Murder Mystery Atmosphere
Plot development
Tension
BY THE END OF THIS TASK, YOU WILL…

- Have considered how elements of theatre design contribute to the

atmosphere created on stage.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

REFLECTIVE LEARNING

HOW TO COMPLETE THE TASK:

Choose ONE of the following tasks to complete to explore one element of theatre design.

1. Design a set for the Lily Murder Mystery piece. This should be done on A4 or A3. You should:
- Draw a clear picture of how the set will look.
- Add annotations to explain the features of the design that are important to the
murder/mystery genre.
- Add at least a paragraph explaining and evaluating your design.

2. Plan a lighting sheet for the Lily Murder Mystery piece. This should be done on the planning
sheet available on the VLE and should include:
- What effect the lights used will create.
- Why you want to create these effects.
Additional diagrams and drawings can be made if needed.

RESOURCES TO HELP:

- Lighting planning sheet on VLE.

WHAT WE ARE LOOKING FOR:

- Clear, concise design skills that would enhance a performance.

- No more than 3 sides of A3 expected.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- A scale set design for the drama studio.

- Creative thought into how the murder mystery genre can be enhanced through specific
design elements.
- Detailed annotations of the designs created to show knowledge and understanding.
SUBJECT: Dance KEY WORDS:
TITLE OF ELA: Creating a warm up guide Flexibility, cardio-vascular,
for Dancers oxygen, heart rate,
muscles, stretch

BY THE END OF THIS TASK, YOU WILL…

- Understand the physical effects that a warm up has on the dancer’s

body.
- Be able to suggest warm up activities in Dance.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

3. Research the importance of warm up on the dancer’s body.

4. Using your research design and create an information booklet for a

Year 7 student who has not yet had a Dance lesson. Include notes on:
- Physical effects on the body
- How to warm-up safely.
- Suggested warm up activities.

RESOURCES TO HELP:

- Dance websites e.g. www.idta-teentribe.co.uk/body.html

www.ehow.com/how_2056532_warm-up-before-dance-lessons.html
www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=285&id=1455
www.geocities.com/kashmir_nz/safedance/warmups.html
www.dancetutors.co.uk/InjuryPreventionStretchingWarmingUp.html
- Books in the LRC
WHAT WE ARE LOOKING FOR:

- No more than two sides of independent research.

- 3 well presented tasks.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- Clearly annotated diagrams of the action developed
- Pictures of professional works
- Personal opinions on professional works
SUBJECT: French KEY WORDS:
TITLE OF ELA: My Future Dreams Please see your booklet for
the key words for this task

BY THE END OF THIS TASK, YOU WILL…

- Be able to describe your future dreams using a range of verbs

- Speak or write in extended sentences using connectives
- Give a range of opinions
- Be thinking about how you are learning language

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

REFLECTIVE LEARNING

EFFECTIVE PARTICIPATION

HOW TO COMPLETE
COMPLETE THE TASK:
Choose ONE of the following activities.
1. Prepare a speaking presentation which includes a description of
your future dreams. You can present this to your class or you can
record or video yourself.
2. Design a learning activity that you could use to teach someone else
how to describe their future dreams.

In either task, you need to use the vocabulary and structures that you have
been learning for your learning activities. At the end of your task, you will
evaluate your task with your classmates and your teacher.

RESOURCES TO HELP:

- Your languages booklet

- Example completed tasks are on the VLE to give you some ideas
- Your dictionary

WHAT WE ARE LOOKING FOR:

Task 1. A confident presentation with good pronunciation and which
includes some vocabulary that you have found out yourself
Task 2. An exciting task that you have tried out at home and with your
friends. This task should focus on you helping someone else to learn!

OUTSTANDING HOME LEARNING

LEARNING MAY INCLUDE:
- some opinions that you have found out yourself
- a range of verbs expressing the future
- a written evaluation of the language learning skills that you have used
-
SUBJECT: Art KEY WORDS:
TITLE OF ELA: Buildings and environments Architecture,
- You are a demolition expert environment, function

BY THE END OF THIS TASK, YOU WILL…

- have researched into different styles of architecture
- reflected on the different purposes and functions of architecture
- expressed an opinion and argued a case for and against demolition
- designed your own architecture

LEARNING SKILLS:
SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

REFLECTIVE LEARNING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

1. Select an example of a building from history and a modern building.
Copy an image (or images) of each and label what they are used for (function) and where they are (location).
- Be prepared to take photographs of local buildings if needed
- Consider looking at local as well as national architecture
Pretend you are a demolition expert who has been asked to demolish one of these buildings in order to clear
the site for a brand new building.
You need to decide which building you think should be saved and provide reasons for your decision.
- Try to consider both sides of the argument
- Consider how demolition of either building might affect people who use that building
- How might the local community be affected?
- Consider the responsibility we have for preserving architecture of historic importance
for future generations
- Does the appearance of the building make it worth saving?
- What about the costs involved?
Present your arguments in the form of a report.
2. Look at examples of modern architecture by a variety of contemporary architects.
Copy your favourites to fill a page and label them with the name of the architect and background information
about the location and function. What do you like about the appearance (form) of the buildings?
3. Finally, using your research as inspiration, produce a design for a new building to replace the one you
have decided to demolish. Explain the function of the new building. What do you like about the appearance
(form) of your design?

RESOURCES TO HELP:
- Class notes
- VLE – year 8 resources

WHAT WE ARE LOOKING FOR:

A proposal for demolition of one of two buildings which thoroughly argues the case
for and against.
Research into a variety of architectural styles
Your own design for a replacement building which takes account of both function and
appearance.
SUBJECT: Geography KEY WORDS:
TITLE OF ELA: Getting out of Poverty Development
Poverty
- Why does Africa need aid? Aid

BY THE END
OUTSTANDING
OUTSTAN DINGOF HOME
THIS TASK, YOU WILL…
LEARNING MAY INCLUDE:
• Begin to understand complex issues surrounding the quality of life of people in LEDCs
A survey of local opinions
• Understand what type of aid is more appropriate and sustainable
Excellent standard of design work
• Appreciate why developed countries need to give appropriate and sustainable aid

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

EFFECTIVE PARTICIPATION

REFLECTIVE LEARNING

HOW TO COMPLETE THE TASK:

You should choose at least two out of the five tasks outlined on the ‘Why does Africa need
aid?’ worksheet, which you can download from the VLE.

There are five different smart-related tasks (Self, Picture, Word, Sound & Number). When
choosing your tasks you should consider your preferred learning style. You should also
consider which learning style you need to improve and use this home learning as an
opportunity to practice and develop your skills.

This home learning has been designed to help you on your way to becoming a 21st Century
Learner! Good Luck!

RESOURCES TO HELP:
• Find out what the ‘Make Poverty History’ campaign is all about
http://www.makepovertyhistory.org/
• Find out about Band Aid 1985 and Live 8 2005 http://www.live8live.com/

WHAT
WHAT WE ARE LOOKING FOR:
Your work should show imagination and creativity in communicating your ideas about
why Africa needs aid. Some of the activities require you to write persuasively to show
you appreciate different points of view about this topic. Other activities will require
accuracy and detail in data presentation and analysis.

OUTSTANDING HOME LEARNING MAY INCLUDE:

You have completed many tasks in depth. You analyse the main problems facing Africa
and evaluate appropriate solutions. You synthesise additional evidence into your work to
create a powerfully persuasive argument for helping Africa.
SUBJECT: TECH – Resistant Materials KEY WORDS:
DT3 Material, Properties,
Manufactured board,
TITLE OF ELA: Mechanical Toy sustainable, laminated, veneer

BY THE END OF THIS TASK, YOU WILL…

• You will know and understand the difference between natural wood and
manufactured board.
• Be able to communicate information to a target audience in an effective way using
ICT.
• Recognise how manufactured boards are used in furniture design.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

• Using ICT you are to produce a leaflet explaining the use of manufactured boards
• The intended audience is a DIY enthusiast.
• In your leaflet show the different types of board including hardboard, chipboard,
plywood and MDF.
• Explain how each board is made, what the properties are and a practical use.
Include a picture of the board.
• List the advantages and disadvantages of each board when used in a particular
situation.
• Produce an eye catching front cover.
• On the back of the leaflet you should include a wordsearch or crossword relating to
the use of manufactured boards.

RESOURCES TO HELP:
School VLE: Resistant Materials - Prepared MS Publisher and
Word templates for several leaflet designs.
www.technologystudent.com
Local DIY stores for leaflets.

WHAT WE ARE LOOKING FOR: FOR:

A well produced leaflet that combines a range of presentation techniques.
A minimum of 4 sides covering the requirements outlined above.
Good use of text, graphics and colour to enhance presentation.
Imaginative ways of presenting the material to make the subject appealing and
interesting.

OUTSTANDING HOME LEARNING MAY INCLUDE:

Hand drawn or computer generated graphics. Digital photos.
Detailed information well laid out and appropriate use of technical language, fonts
and graphics. High quality output.
SUBJECT: TECH Textiles Module 1 KEY WORDS: Target
TITLE OF ELA: Magazine Cover Group, Research,
Creative and Original

BY THE END OF THIS TASK, YOU WILL…

- be able to research and target groups’ needs, likes/dislikes.

- to use information wisely.
- have produced a creative and original piece of design work.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

HOW TO COMPLETE THE TASK:

- On A3 paper you are to create a front and back magazine cover for your
chosen target group in Textiles.
- Research existing magazine covers and what appears on front and back
covers.
- Choose a new and exciting name for your magazine.
- Use words, pictures, headlines etc on your cover.
- Ensure you include your name as the publisher.
- Ensure you explain what your free gift is.

RESOURCES TO HELP:

- Exemplar material available in class.

- Websites for magazines e.g. www.greatmagazines.co.uk
- Existing magazines from home or LRC.
-
WHAT WE ARE LOOKING FOR:
- A well presented piece of work that attracts the target group.
- An original front cover, with suitable pictures/headlines.
- An original back cover with suitable activities/promotions/quizzes on it.
- It is not essential to use ICT, but pictures could enhance your work.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- An evaluation inside as to why you think it is suitable for your target

group.
SUBJECT: TECH Graphics KEY WORDS:
TITLE OF ELA: Designing a Logo Research
Environmental Issues
Recycling, Original
BY THE END OF THIS TASK, YOU WILL…

- be able to use a range of research methods.

- use information gathered to influence your design work.
- Produce an imaginative logo which could be used to promote recycling of a
specific material.

LEARNING SKILLS: WHICH SMARTS WILL

WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

- Research into environmental and recycling logos.

- Look at issues surrounding their necessity.
- Write a questionnaire to ask 10 people what they recycle and how they
do this (recycling collection, clothes bins, recycling centres etc).
- Present your findings in a series of graphics. Explain the results.
- Choose a particular aspect which interests you and design a logo which
would encourage people to recycle more.

RESOURCES TO HELP:

- Hampshire County Council recycling website - http://www3.hants.gov.uk/waste-and-recycling.htm

- Logo websites e.g. www.logo-search.com/category.php/environmental-logos ;
www.admin.cam.ac.uk/offices/environment/guidance/environmental_logos.pdf ;
- Technologystudent.com (graphics section).
- LRC
- Exemplar material available in class.

WHAT WE ARE LOOKING FOR:

- A well presented and original logo that attracts plenty of attention and is
self explanatory.
- A questionnaire with results in graph form with analysis.
- Small presentation to class explaining your work.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- Written evaluation of the whole project

SUBJECT: TECH Food Technology KEY WORDS:
Adapt Recipe Development
Module
Module Two Coeliac Coronary heart disease
TITLE OF ELA: Special Dietary Needs – Calorie controlled
Adapting a Basic Lasagne Recipe Lacto-vegetarian
Primary research
Product analysis

BY THE END OF THIS TASK, YOU WILL…

 be able to use a variety of sources to conduct research.
 be able to apply information to adapt a basic recipe to suit a range of different dietary
needs.
 have produced a well presented and detailed range of notes and design diagrams.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING 

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

TASK:

 Use a variety of sources to research the dietary needs of the following people:
A man with coronary heart disease
A woman who wants to lose weight (Calorie controlled diet)
A Coeliac
A man who requires a high fibre diet
A lacto vegetarian
A young child
Make sure you say which nutrients are very important and which nutrients/foods
should be avoided and why.
 Use A3 or A4 paper to record your research very neatly.
 Find a basic recipe for Lasagne and draw a neat design diagram.
 Label the diagram to show the ingredients in the original recipe.
 Explain in detail the changes you would make to adapt the recipe so that it is
suitable for each of the people listed above. Take each ingredient in the original
recipe and change it where necessary explaining why you have changed it..

RESOURCES TO HELP:
Books, magazines, interviews, radio, TV.
Websites such as British Nutrition Foundation and British Dietetic Association.

WHAT WE ARE LOOKING FOR:

 A range of sources
 Well presented, colourful presentation.
 An ability to apply the research in order to adapt a recipe.

AN OUTSTANDING PIECE OF WORK MAY INCLUDE:

Some primary research – an interview with someone who follows one of the special diets
listed or maybe a product analysis of a food which had been specially designed to suit one
of the special diets listed e.g. a calorie controlled lasagne or a product for a coeliac.
SUBJECT: TECH Steady Hand Game DT2 KEY WORDS:
TITLE OF ELA: Promotional Leaflet User Group
Promotion/Advertising
End Product
BY THE END OF THIS TASK, YOU WILL…

- be able to understand effective advertising.

- use creative language to convey information.
- have produced a creative and original promotional leaflet.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

- Create a promotional leaflet on A4 folded to A5
- On the front page, draw your steady hand game in 3D. Add a heading.
- Inside, include details of how your steady hand game can help the user
with hand/eye co-ordination.
- Use colour and fonts to attract attention.
- Include instructions on how to change the battery and how to use the
steady hand game.
- Create a company name and logo to use in your leaflet.

RESOURCES TO HELP:

- Exemplar material available in class.

- Magazines at home that use colourful advertising.

WHAT WE ARE LOOKING FOR:

- A colourful, attractive and well laid out promotional leaflet.
- A 3D picture of the Steady Hand Game.
- A suitable game, quiz or activity related to the user group.
- Good use of ICT if facilities are available.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- Feedback from the user group relating to the product.

SUBJECT: ENGLISH KEY WORDS:
TITLE OF ELA: Create four different text types Conflict Senses
Tension Emotive
which explore different ideas about conflict. Source

BY THE END OF THIS TASK, YOU WILL…

o Be able to use language and images to express your ideas about conflict
o Understand the nature of conflict and the range of forms it can take
o Be confident in your research skills and be able to collate information from a
range of sources
o Use the features of news articles, poems and descriptive writing effectively.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

 Look at the resources in the folder for outcomes 1, 2 and 3.
o Using these texts to start your thinking you should create:
i. A collage on the theme of conflict
ii. A poem inspired by what you have read
iii. A piece of descriptive writing, written as if you were there at the time.

 Look in the folder for outcome 4.

o All of the texts here are focused on the conflict in World War 1 and soldiers’ lives in
the trenches.
o Use the texts to gather information and write an article for a newspaper on the
conflict. You could write the story of a particular soldier or event or report on a
whole battle.

RESOURCES TO HELP: (All available on the VLE)

1. Video & sound clip – Taken from the film ‘Gettysburg’
2. Non-fiction article on conflict in the news – Child soldiers in Uganda
3. Conflict image – three young children in the playground
4. Range of texts focused on WW1

WHAT WE ARE LOOKING FOR:

- Your descriptive writing should be in clear paragraphs and include a range of descriptive
techniques to develop imagery for the reader (e.g. the five senses, similes, metaphors, emotive
language);
- Your poem should be engaging and use a range of poetic techniques (e.g. rhyme, rhythm,
alliteration, onomatopoeia);
- Your collage should be A3 size, or larger, and include 10 or more images and key words;
- Your newspaper article should use formal language, have a clear structure and include the details
your reader needs to understand the full story, including quotations from witnesses.

OUTSTANDING HOME LEARNING MAY INCLUDE:

- News articles written in a particular style (tabloid or broadsheet);
- Experimentation with language to write your poem in the style of particular poet or poem;
- A comment on your creative work explaining how you achieved your outcome;
- Reading of a novel or biography/autobiography which is focused around, or includes, conflict.
SUBJECT: ICT KEY WORDS: Input, output,
processor, specification,
TITLE OF ELA: Computer components RAM,modem,memory,
RAM,modem,memory, graohics card,
sound card, printer, hard disk, USB
drive

BY THE END OF THIS TASK, YOU WILL…

- Understand the basic principles of how a computer works

- Know the difference between different types of computer systems
- Design a system specification for a specific user

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

The worksheets and information you will need can be downloaded from the vle. You
need to navigate to; subjects/ICT/year8/extended learning activity

1. Read the information in the document “basic working of a computer”

2. Down load the document “input output devices” You can complete the document
either by printing it off and writing in it or you can copy it to your own computer
and type in the information.
3. Read the document “types of computer”
4. Read the document “system specification” and complete the task. You can hand
write or use a word processor.
You will need to hand in documents 2 and 4. You may be able to email the documents to
your teacher, they will tell you the email address.

RESOURCES TO HELP:

- http://vle.brookfield.hants.sch.uk
- www.teach-ict.com

WHAT WE ARE LOOKING FOR:

- The document “input output devices” completed
- Evidence of research for the system specification in task 4 from 2
sources
- Reasons given for your choice of system

OUTSTANDING HOME LEARNING MAY INCLUDE:

- Research alternative systems and justify your choice of system

SUBJECT: Mathematics KEY WORDS:
TITLE OF ELA: 60 Brainies volume net
surface area

BY THE END OF THIS TASK, YOU WILL…

have designed and made a variety of boxes for a new type of sweet.
You will have written a report of your work and decided on the best
packaging design.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

REFLECTIVE LEARNING

HOW TO COMPLETE THE TASK:

Brainies are a new make of sweet.

Each Brainie is a 1cm cube of chocolate.

Design and make at least five different boxes for Brainies.

Each box must have a lid and must hold exactly 60 Brainies.

RESOURCES TO HELP:

• Further instructions are available on the VLE.

WHAT WE ARE LOOKING FOR:

• A 3D view, the net and the surface area of each box

• A report of your work, including the drawings, nets and calculations.

• An evaluation of your designs: which is the best and why?

OUTSTANDING HOME LEARNING MAY INCLUDE:

• A variety of shapes of box (not just cuboids).

SUBJECT: Religious Education KEY WORDS:
TITLE OF ELA: Design a snakes and ladders game reincarnation moksha
to teach children about reincarnation karma

BY THE END OF THIS TASK, YOU WILL…

The students will have a greater knowledge of the Hindu idea of reincarnation
and be able to understand how it affects a Hindu’s life.

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

HOW TO COMPLETE THE TASK:

Make a snakes and ladders game to show the Hindu idea of reincarnation
- You need to have at least 5 snakes and 5 ladders stating the action - for
example: at the mouth of a snake you might write ‘stealing’ or at the
base of a ladder ‘praying’
- Your grid must include at least 49 squares (7x7)
- The snakes and ladders need to be small for the lesser actions and
large for the more important actions
- The last square needs to be Moksha ( the aim of all Hindus)
- You may do this using ICT or art materials
- After you have made your game you must then write out the rules using
the instructions given

RESOURCES TO HELP:

- Look at the examples and template on VLE

WHAT WE ARE LOOKING FOR:

- The finished game should be coloured and on A4 size paper or card

with rules

OUTSTANDING HOME LEARNING MAY INCLUDE:

- The best will explain the Hindu idea of reincarnation fully

SUBJECT: History KEY WORDS: plantation,
plantation,
TITLE OF ELA: Slavery & Abolition slavery, overseer,
abolition, human rights

BY THE END OF THIS TASK, YOU WILL…

 Recognise the features of plantation life and understand what a plantation looks like
 Explain and evaluate the experiences of slaves on the plantations and in the USA at
that time
 Show empathy with the plight of a slave and evaluate their need to achieve human
rights

LEARNING SKILLS: WHICH SMARTS WILL YOU BE USING?

CREATIVE THINKING

INDEPENDENT ENQUIRY

REFLECTIVE LEARNING

EFFECTIVE PARTICIPATION

HOW TO COMPLETE THE TASK:

ACTIVITY 1: WHAT DID A PLANTATION LOOK LIKE?
Produce a labelled bird’s eye view diagram (or a map) of a slave plantation. It should include all the main features of a
typical plantation such as the master’s house, the cane fields and the refining factories and other areas you may have
learned about. Your diagram should include photographs or drawings of these places. There should also be a
description of what happened at each location. It should be done on A3 paper.
ACTIVITY 2: WHAT WAS LIFE ON A PLANTATION LIKE?
Produce a board game which will include details of the every day life for slaves. This will include the type of work
slaves did, the risks they ran in resisting being a slave. It could be similar to monopoly, and will need a board,
counters, chance cards and money with which to buy freedom by the end of the game. You could do a different type of
game; your only limit is your imagination!
ACTIVITY 3: HOW DID PEOPLE REACT TO SLAVERY?
EITHER: Produce a diary of a slave describing their experiences. This could include entries on capture, the middle
passage, auction and life on the plantations. You can include images and writing and be creative in presentation
Or: Produce a piece of work about the abolition of the slave trade. This could be a power point presentation, a
booklet, wall chart or a play script.

RESOURCES TO HELP:
- The LRC has books, videos and magazines to help
- Work in lessons will provide background information
- www.spartacus.schoolnet.co.uk/slavery.htm
- www.bristolandslavery.4t.com/index.htm
- www.bbc.co.uk/history/british/abolition/launch_anim_slavery.shtml
-

WHAT WE ARE LOOKING FOR:

- A well presented diagram detailing the features of a ‘typical’ plantation
- Evidence of creativity in the production of a playable game that entertains and
informs the player about slavery and abolition
- Writing that is convincing and accurately portrays the experiences of a slave from
Africa to the USA or in evaluating their own contribution to abolition

OUTSTANDING HOME LEARNING MAY INCLUDE:

 Detailed accounts of slave’s own experiences on the plantations
 Creative form of presentation
 Reference to books and web sites that have been useful