Farlingaye High

School

Name:

Form:

Year: 7

Home Study Booklet 2 13th November - 8th December 2017

This is your second homework study booklet. Your teachers

will explain to you how to use it and how to plan your time. If

there is something that you do not understand, please speak to

your subject teacher.

Subject Discussed by

teacher

Date Due Completed

Art

English

Geography

History

ICT

Science

This second homework cycle starts on Monday 13th

November and finishes on Friday 8th December.

To help you study:

SEN Homework Club: Tuesday 3.45pm—4.45pm (T10)

Homework Club: Thursday 4pm—5pm (English Block)

PARENT PAGE

Please find below information regarding this homework booklet.

Although subject staff will run through the homework with

students in the first lesson following the publication of the

homework booklet students can start their tasks straight away.

The teacher will advise the date that they expect the homework

to be completed and handed in by, and your son or daughter will

write that date in the grid on the first page of this booklet.

Any additional sheets required to complete the homework will be

available on the Farlingaye website and distributed in lessons.

If additional differentiated information or worksheets are

available, and it is felt by the teacher that your son or daughter

would benefit from these, the subject teacher will issue them at

this point. Your child will be asked to date the grid to confirm

that it has been issued to them. These will also be available on

the Farlingaye website.

Your son or daughter should only spend the allotted time on

each piece of work even if it doesn’t get finished.

There are extension tasks for each subject. These are optional

and are available to do only if your son or daughter wants to

further develop their interest in the subject.

If your son or daughter does not understand the homework set

or requires further information, they should go and see the

subject teacher before the work is due to be handed in.

If you have any concerns, please do not hesitate to contact the

subject teacher or Mr Harris.

English :

Extended Learning Task 2

This year, your English homework tasks will broaden

your reading skills by encouraging you to respond to a

variety of literary genres.

Additionally, your teacher will give you a list of spellings

which you will be expected to learn and you will be given

a test on these in your English lesson every week.

Part 1 - Reading

Choose a newspaper – you can find a wide variety in the

school’s library where the librarian, Mrs Mason, will

happily show you where they are and where you can sit

and read one. Newspapers also have updated websites.

Try and look at a variety of reports.

Part 2 – Creative response

Use the newspapers you have been reading to help you

create your writing. You should spend 30 minutes

writing:

Create a front page of a newspaper. The front page

should contain a number of reports about recent

events in your life. For example, the main story

could be a report on your first day at Farlingaye.

You could then have other reports about what you

did in the summer holidays.

If you are unsure about any of the instructions, make sure

that you ask your class teacher for help before the

deadline!

Optional Extension Task

You do not need to complete this task. If you are interested in the

task you have been completing, this extension is here to help you

further develop your interest in the subject

Find an example of a tabloid newspaper and a broad-sheet newspaper. Who do you think are each newspa-per’s targeted audience? Why do you think this? Write your thoughts into a paragraph commenting on the dif-ferences in language use and presentational devices.

Look at the help sheets for advice on how the front

page should be laid out and what to include.

Help sheets are available from your teacher or on the

FLG and website.

Year 7

Theme: Still Life

Class project : Still life mixed media study

For your independent study you are going to use homework

activities to explore the idea of still life and how you can create

your own compositions. During the first two weeks you will be

creating your own still life and recording it. In the next two

weeks you will create a mixed media artwork using imagery

from the still life you have created.

Your teacher will talk to you about each activity in your

homework project. There is a powerpoint on the FLG to support

your research.

Materials you may need:- Glue, Paper, Scissors, Coloured

Pencils, Watercolours, pen, graphite pencil, camera.

Useful Websites :- www.tate.org.uk, www.thisiscollossal.com,

www.artnet.com

Artists for ideas :- See support sheets from your teacher.

Key terms explained:

Observed = realistic

Media = materials

Composition = how you arrange things

Theme = title or subject matter (e.g. Rust, 1950's, Fragments, Outdoors, Junk.)

Study = observed artwork.

Activity 1 - complete over two weeks.

Create your own still life at home. Find objects that could link to the theme you are studying in class and arrange them in an interesting way. Think about, stacking, hanging, creating a trail, filling a space, balancing.

Record your still life on an A4 piece of paper using drawing techniques. Decide on a composition close up or far away. Carefully draw textures, colours, shapes as you see them. You should use pencil to draw with and think about using shading, tone, mark making and lots of detail.

Optional Extension Task

You do not need to complete this task. If you are interested in the

task you have been completing, this extension is here to help you

further develop your interest in the subject

Select an interesting section of your still life. Create a study of this using at least three different materials of your choice. You may need to enlarge your image when you draw.

You could draw out your composition and divide this into three

sections (one for each material) or you could mix different media (paint, pencil, pen, collage) together within the objects on the page. Your artwork should be no larger than A4 size.

Geography

Topic: Rivers and Flooding

(This task should take 1hr 30minutes)

Task Details: Flooding in the UK: “Under water and sinking,

a message from the Somerset Levels 2014”

Create a Newspaper report on the Rivers Tone and

Parrett which has burst its banks in the UK, during 2014

You should include:

A Catchy head line

A description of location and a map

The causes of the flood

The impacts during and afterwards

You should split the causes in to man-made (human

causes) natural (physical causes).

You could categorise the impacts in to those which

affect people, those which affect the environment and

those which affect the economy.

Your report should be no longer than 2 sides of A4.

Resources:

Computer/Access to the school computers at lunchtime or

after school (see your teacher)

**Remember to explore the library as well as the internet

when conducting your research. **

Geography—Self Evaluation

To do well:

Level E students will identify some of the key features on the map using the symbols. Students will print out/draw a few images and stick them around the map. Students will write a brief description of the area naming some of the features found. Presentation, spelling, punctuation and grammar will mostly be good.

Level C/D students will identify a variety of the key features found on your map and name some of them. Students will use a good range of images that are named and stuck around the map with arrows pointing to their location. A description of the physical and human features of the area will be written with some good detail using a few named examples. Presentation, spelling, punctuation and grammar are all good.

Level B/C students will identify most of physical and human features found on the map. A selection of appropriate images will be used to identify each feature which will be fully labelled and located. A detailed description of the physical and human features of the area will be written using a good selection of named examples and an attempt at describing their location within the map. Presentation, spelling, punctuation and grammar are all very good.

Level A/B students will identify all of the key features (physical and human) found on the map. Students will include a wide range of images from the map; all named and clearly labelled using arrows to identify their location on the map. A very detailed description of the area is included which identifies physical and human features, students describe their location within the map. Presentation, spelling, punctuation and grammar are all excellent.

History

Year 7 History Independent Learning Task 1

The Battle of Hastings

Task: Your task is to read through the background information and the

following sources about the Battle of Hastings and complete the

following questions.

Background information

In 1066 England was invaded twice, there were two bloody battles for

the English throne, and England had three different kings!

One reason was that on 5 January 1066 the King of England, Edward the

Confessor, died without any Children. There were three people claiming

to be the next King of England.

Edward’s death certainly sparked off the crisis in 1066, but in fact trouble

had been brewing for a long time.

Harold Godwineson was the most powerful nobleman in England

and had the best claim to the throne because he was Edward’s

brother in law.

Harald Hardraada’s Great Great Grandfather, King Cnut, had been

King of England, Denmark and Norway from 1016-1042 until

Edward the Confessor ceased the throne. Hardraada believed that

because of this claim he was the rightful king of England.

William of Normandy also thought that he should be King of

England. This was because he was promised the throne by Edward.

He gave Edward protection from the Vikings and King Cnut and

also sent troops to help Edward fight a rebellion by Godwineson,

who was trying to take power.

On 6th January 1066 Harold Godwineson was crowned King of

England, when this happened both Hardraada and William of

Normandy readied their troops. Hardraada was to sail and attack the

North, while William was going to sail and attack the South.

William started to build a fleet and gather his army together. By 12th

August 1066 he was ready. He had 5000 foot soldiers and 2000

knights on horseback. The most difficult part of the operation would

be transporting the soldier across the English Channel. The wind was

blowing in the wrong direction and so William waited.

William was not the only threat. Harold Godwineson’s brother Tostig,

who was living in exile, wanted revenge on Harold and gathers 60

ships. Tostig agreed to support the claim of Harald Hardraada and

met with him to fight Harold Godwineson at the Battle of Stamford

Bridge. The English won this battle, but 2 days later the news arrived

that the wind had changed direction and William’s ships had set sail.

Harold troops had to march 200 miles on foot in order to meet them.

Source A Written about in 1115 by Florence of Worcester, a monk ‘Harold marched his army towards London by forced marches; and, although he knew that he had lost some of his best men the recent battle, and that half of his troops were not yet assembled, he did not hesitate to meet the enemy. William, Count of the Normans, had arrived with a countless host of horsemen, slingers, archers and foot soldiers, and had brought with him also powerful help from all parts of France.’

Source B A Norman account by William of Poitiers. He was not at the battle. ‘William’s army advanced steadily in good order. The crossbowmen were at the front. Next came the infantrymen, and the Knights were at the back. Harold’s army was a vast host, gathered from all provinces of England and reinforced by their allies the Danes. They did not care to fight on equal terms, so they took up their position on a hill with a forest behind them They dismounted and drew themselves up in close order on foot. The Norman foot soldiers then attacked, but it seemed that they would be overwhelmed by the English missiles. Then our knights crashed into the enemy with their shields. The English remained on high ground and kept close order. They were superior in numbers and in the way their spears broke our shields. Thus they pushed our knights down the hill. William stood out boldly in front of those men in flight, and restored their courage, Our men marched up the hill a second time. They realised that they would suffer heavy losses, but then remembered the trick of retreating. They turned round and pretended to flee. Several thousand English quickly gave pursuit. The Normans suddenly turned their horses, surrounded the enemy and cut them down. Twice this trick was used with great success. Source C An English account from the Anglo-Saxon Chronicle: ‘William took Harold by surprise before his men were ready for battle. The English army had a very small space; and many soldiers, seeing the difficult position, deserted King Harold. Even so, he fought bravely from dusk to dawn, and the enemy’s army made little impression on him until, after a great slaughter on both sides, the King fell.

Task one:

Read through the background information to recap the events of the Battle

of Hastings.

Task two:

Complete the following questions

1) What can you learn from Source A about how prepared Harold’s army

would have been to fight the Normans at the Battle of Hastings?

Top Tip: Here what does it tell you about the state of Harold’s troops? Can you

work out how prepared they would be? Remember here to make a point and

then find a quote to support your ideas.

Sentence starters:

We can learn from Source A that Harold was not prepared to fight William because… Another reason that shows that Harold was not prepared was …

2) Explain how far sources B and C are similar?

Top Tip: Here you need to look at how they are similar and how they are

different. Try to find a quote to show how they agree and how they differ.

Sentence starters:

Source B and C are similar because in source B it says “…………“ and source C says “ …………” They are also similar because … However, they are difference because …

3) Why are sources B and C different?

Top Tip: Here you need to look at who wrote each source, Consider what their

reason was for writing it, who they were writing it for and look at the date –

was it written at the time or after? Who is King at the time it was written? Does

this affect your view?

Sentence starters:

The sources are different because they were written …......

Another reason why they are different is …

Optional Extension Task

You do not need to complete this task. If you are interested in the task you have been completing, this extension is here to

help you further develop your interest in the subject.

Write a newspaper account about what happened at the Battle of

Hastings. Look to write in from either the Norman or Saxon point of

view.

Websites to use:

http://www.historylearningsite.co.uk/

hastings_battle_1066.htm

http://www.battlefieldstrust.com/resource-centre/viking/

battleview.asp?BattleFieldId=17

History—Self Evaluation To do well: Level E You can write a few words to say what is happening in the sources. You can list what is the same / different in the sources.

Level D You can write in full sentences. Can describe what is happening in the sources. You can identify similarities / differences between the sources.

Level C You can write in full sentences and paragraphs. You can make inferences from the sources. You can use information from the source. You can describe why sources are similar / different. You can see why some people see things in the past differently.

Level B You write in full sentences, paragraphs and can form judgements in a conclusion. You can make inferences from the sources and support them by using either quotes or detail from the source. You can explain why sources are similar and different. You start to group sources together to show that they agree and disagree. You start to realise that some sources are more useful than others. You assess the reliability of different authors and why they present the

past in the way that they have.

Level A You write in full sentences, paragraphs and can write a clear judgement in a conclusion. You can make inferences from the sources and support them by using either quotes or detail from the source. You can explain why sources are similar and different. You start to group sources together to show that they agree and disagree. You make clear links between the sources to show how they agree and disagree and to explain how some are more useful than others. You assess the reliability of different authors and why they present the

past in the way that they have.

ICT

Topic – Use of ICT Research Task (1 hour)

Task details:

This task is all about the use of ICT (Information & Communications

Technology) in our everyday lives. You will need to record the use of all kinds

of ICT over the period of FIVE days. You may choose the five days that suit

you during the task period and they do not have to be one after the other e.g.

you might choose to do two weekends and a Monday

Task 1 – Using the ‘Diary Template’ write down the use of any ICT that any

member of your family has used or come into contact with for each day. For example:

We took the bus into town, the ticket was issued by a computerised ticket machine, it had the bus number on it, the time, date, type of fare (single/return adult/child).

We went to the Lego shop and when we paid the assistant scanned the barcode, and produced a receipt that had details of the item bought, time, date, assistant number, shop contact details etc.

I sat and watched TV and used the remote to look at on demand viewing.

Where possible collect evidence of the use of ICT e.g. receipts, tickets, websites – ASK before taking anything!

Task 2 – Choose THREE different uses of ICT you have listed in your diary.

For each one, explain how you think the company that is responsible for the ICT may use any data or information they receive. For example, the bus company will know how many people use a particular route at what time, how many adult fares and then can put more or less buses on at certain times.

Task 3 – Describe how using ICT in THREE different ways as discovered in

your diary research has a positive (good) or negative (bad) impact on the

environment. E.g. the world around you. Do people use less paper, less

energy, travel less (because they can buy online) Do you believe this will

ever change? Why? Remember to use FULL sentences for this task.

Resources:

Diary Template on school website and FLG

Optional Extension Task

You do not need to complete this task. If you are interested in the task you have been completing, this extension is here to help you

further develop your interest in the subject.

Looking around the school try and think of something that is not currently making use of ICT but you think would be improved by using it. Describe this fully.

ICT - Success Criteria

A level E response would be able to list basic information in your diary.

This might just be names of each use of ICT. You will also be able to describe

at least ONE way the company that is responsible for the ICT makes use of it

although you may not be able to describe the impact on the environment of its

use.

A level C/D response would be able to list basic information in your diary.

This might just be names of each use of ICT and a little information but not for

all items. You will also be able to describe at least ONE way the company that

is responsible for the ICT makes use of it. You will also be able to list some

ways in which you think certain types of ICT are good/bad for the environment,

this may be in the form of bullet points.

A level B/C response would be able to list information in your diary

covering a full five days. This will cover both the names of each use of ICT and

possible example evidence collected. You will also be able to describe at least

THREE ways the company that is responsible for the ICT makes use of it. You

will also be able to list at least TWO ways in which you think certain types of

ICT are good/bad for the environment, this may be in the form of full

sentences.

A level A/B response would be able to list information in your diary

covering a full five days. This will cover both the names of each use of ICT and

also include example evidence collected. You will also be able to describe

THREE ways the company that is responsible for the ICT makes use of it. You

will also be able to list THREE ways in which you think certain types of ICT are

good/bad for the environment, this will be in the form of full sentences. You will

Science

Analysing Data on Paper Helicopters.

In this homework, you are to make and investigate how changing the wings of a paper helicopter affect the time it takes to land.

You will need:

A helicopter template sheet – ask your teacher for a copy or print it from the flg.

Scissors

Paper clip – ask your teacher if you need one!

Part 1 –

Copy out the table below and follow the instructions from the ‘Paper helicopter template sheet’ to fill it in.

Wing length (cm)

Repeats 4 6 10

Time taken to fall (s)

1

2

3

Average

Wing width (cm)

Re-peats

1 2 3

Time taken to fall (s)

1 3.4 5.7 6.5

2 3.6 5.8 6.7

3 3.5 5.9 6.6

Average

1. Fill in the average column for each box.

2. Can you explain why increasing the width of the wing might

cause the helicopter to fall more slowly?

Extension:

3. Why do we repeat results?

4. What is an anomalous result?

Part 2 – Looking at some data from another helicopter

investigation:

Look at the data on the table below and answer the questions :

Languages Homework (10-15 minutes per lesson)

In your next language lesson your teacher will complete

this table with you.

To help you plan, this is when your Maths and Languages

homework will be set (in the majority of cases).

Maths Homework (30 minutes)

In your next maths lesson your teacher will tell you which day

the homework is set.

Group Teacher Day Set Week A Day Set Week B

Group Day Set

Week A

Day Set

Week A

Day Set

Week B

Day Set

Week B

Celebrating Your Work

Each piece of homework will be marked by your teacher.

All pieces of homework can be awarded up to 3 commendations, so

make sure that you read the feedback on homework carefully.

For each homework cycle we will reward the most outstanding piece

of work.

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