Homework Booklet Year 8 September October 2019 · 2019. 7. 23. · Curry, naan bread and onion bahjis. 9 Fish cakes. Tin tuna, portion mashed potato (already prepared), flour, egg,

Homework Booklet

Year 8

September — October 2019

Name: ________________________________________

Form: _________________________________________

The Aim of Homework:

To help students realise their potential

To encourage the development of independent study

To provide opportunities for parents to support the learning

of their children

What we expect of you:

You will spend at least 30 minutes working on each task

You will present your work neatly and take pride in what you

produce

You will complete your work on time

What you can expect from your teachers:

We will explain the tasks we are setting and make it clear

when they are due in

We will give you a reasonable deadline to complete your

work

We will provide support through the use of after school clubs

and/or additional materials outlined in this booklet

English Homework: Autumn A – Year 8

Set Due Foundation (up to Grade 5) Extension (Grade 6+) Support Available

W/B 10/9

W/B 17/9

Year 8 Homework booklet Tasks set by a classroom teacher

Year 8 Homework booklet extension task provided in the booklet Tasks set by a classroom teacher

BBC Bitesize: A Merchant of Venice https://www.bbc.com/bitesize/topics/zywqtfr

W/B 17/9

W/B 24/9




W/B 24/9

W/B 1/10




W/B 1/10

W/B 8/10




W/B 8/10

W/B 15/10




W/B 15/10

W/B 29/10




Food Technology Cooking Plan: Year 8.

This year food technology will be taught on a rotation with the other DT subjects and all classes will follow the same plan.

Please find below the basic recipes we will be using - you will need to add the dates once you have your individual timetable.

We encourage you to adapt these recipes to suit your particular needs, tastes and to be creative, fun and individual.

Lesson: Practical activity: Basic recipe for a small serving – we don’t have facilities to prepare family size dinners:

1 Breakfast. No ingredients required.

2 Stir fry. 1 clove garlic, ½ pepper, 1 carrot, ½ courgette, small piece broccoli, small onion. Optional ideas: lime juice, fresh ginger, fresh coriander, fresh chili, bok choi, beansprouts, soy sauce, etc. Remember a container to take it home in.

3 Reduction sauce. Tinned chopped tomatoes, onion, garlic, tomato puree. Optional ideas: pepper, fresh tomatoes, olives, basil, oregano, balsamic vinegar etc. Remember a container to take it home in.

4 Roux sauce. 25g plain flour, 25g butter, ½ pint milk. Optional ideas: macaroni, cheese, cauliflower, mustard, ham, mushroom etc. Remember a container to take it home in.

5 Emulsions. No ingredients required.

6 Fajitas. ½ pepper, small red onion, 1 chicken breast, 4 tbsp lime juice, 2 wraps. Optional ideas: cheese, yoghurt, salsa, guacamole. (extra marks for homemade!) etc. Remember a container to take them home in.

7 Cultural dish. You have your own choice of a cultural dish to make which should be healthy, savoury and draw on as many of the skills you have learnt so far as possible. Remember a container to take it home in.

8 Curry, naan bread and onion bahjis.

No ingredients required.

9 Fish cakes. Tin tuna, portion mashed potato (already prepared), flour, egg, breadcrumbs. Optional ideas: sweet potato, fresh chilli, sweet chilli sauce, fish sauce, fresh coriander, frozen vegetables etc. Remember a container to take them home in.

10 Pastry. 160g plain flour, 40g white fat and 40g margarine or 80g margarine, jam. Remember a container to take them home in.

If you are eligible for Pupil Premium funding we can provide ingredients for practical food lessons. You will have a request form posted home at the start of each food unit so

you can choose in advance which PP options you would like to cook. When you have requested a PP option on this form these ingredients will then be automatically provided

for your practical lessons – if the form is not returned you will not be provided with ingredients. If you would prefer to bring your own ingredients you are very welcome to do

so, but we ask that you let us know in order to minimise waste.

Please remember to

clearly label your

ingredients and tub.

French Homework: Autumn A – Year 8


W/B 9/9/19 W/B 16/9/19

Learn vocab p24 Studio 2 rouge “on tv”.

This includes spellings. Learn present tense

of er verb endings for je,tu, il

Learn vocab p24 Studio 2 rouge “on TV ”.

This includes spellings. Learn present

tense er verb endings for all pronouns

MFL support Thursday 3pm N6

Class notes

BBC Bitesize W/B 16/9/19

W/B 23/09/19

Learn p24 Studio 2 rouge “films”. Learn

verbs avoir + être for je, tu, il

Learn p24 Studio 2 rouge “films”. Learn

verbs avoir + être, all pronouns.


Class notes


W/B 30/9/19

Learn p24 Studio 2 rouge “what are you

reading” and “opinions”. Learn how to form +

use present tense of re + ir verbs for je, tu +

il

Learn p24 Studio 2 rouge “ what are you

reading” and “opinions”. Learn how to

form + use the present tense or re + ir

verbs.


Class notes

BBC Bitesize

W/B 30/9/19

W/B 7/10/19

Learn p25 Studio 2 rouge “on the Internet”.

Learn how to form present tense of aller and

faire, for je tu + il

Learn p25 Studio 2 rouge “ on the

Internet”. Learn how to form present tense

of aller and faire


Class notes


W/B 14/10/19

Learn p25 Studio 2 rouge “last night” Learn

how to form + use the perfect (past) tense of

er verbs + avoir, for je, tu, il

Learn p25 Studio 2 rouge “last night”

Learn how to form + use the perfect (past)

tense of er verbs + avoir


Class notes


W/B 28/10/19

Learn p25 Studio rouge “high frequency

words”. Revise for end of unit 1 assessment

Learn p25 Studio rouge “high frequency

words”. Revise for end of unit 1

assessment


Class notes

BBC Bitesize

Geography Homework: Autumn A – Year 8

This half terms HW is set out as a project with eac h week building up to an overall hand in. The pupil s will be looking at the structure and power of the earth – they will then focus on ex amples of earthquakes in lessons whereas the projec t focusses on volcanoes. The project can be completed as individual elements or as one complete piece of work at the end


W/B 09/09

W/B 16/09

Choose a volcano (can be anywhere in the world but needs to have had an eruption in the last 100 years) – map the location of the volcano and describe its location

As with foundation – then develop location to consider the location in regard to distribution of volcanoes globally – refer to plate margins

Use internet to research – school library available if needed

Monday 3pm geography department available to support with HW

W/B 16/09

W/B 23/09

What sort of volcano is it?

Give a description of the volcano, use a diagram, think about keywords

What sort of volcano is it?

Give a detailed description of the volcano, using an annotated diagram, use keywords



W/B 23/09

W/B 30/09

Detail the eruption history of the volcano – could you make a time line? Dates and times of eruptions

Detail the eruption history of the volcano – could you make a time line? Dates and times of eruptions



W/B 30/09

W/B 07/09

Using one specific eruption provide facts and details about the eruption – Use statistics you have researched

Using one specific eruption provide facts and details about the eruption – Use statistics you have researched



W/B 07/09

W/B 14/09

Detail the impacts of the eruption – can you group these into primary and secondary effects?

Detail the impacts of the eruption – can you group these into primary and secondary effects? Additionally are you able to label them as either social, economic or environmental impacts?



W/B 14/09

W/B 21/09

What were the responses? Can you group What were the responses? Can you group these into short and long term

Use internet to research – school

these into short and long term responses?

responses? Additionally are you able to label them as either social, economic or environmental impacts?

library available if needed


History Homework: Autumn A – Year 8


W/B 09/09 W/B 16/09 Find out and write down the definition of the following 10 keys words we will be coming across this year in History: Church, Tudor, Divorce, Monasteries, Protestant, Roman Catholic, Reformation, Pope, Heir, Monarch

Find out and write down the definition of the following 15 keys words we will be coming across this year in History: Church, Tudor, Divorce, Monasteries, Protestant, Roman Catholic, Reformation, Pope, Heir, Monarch, Indulgences, Mass, Archbishop, Abolished, Succession

BBC Bitesize KS3 History Classwork books Textbooks available to use in History department during lunchtimes and Period 6

W/B 16/09 W/B 23/09 Learn the spellings of the 10 key words from last week’s homework for a test in lesson next week

Learn the spellings of the 15 key words from last week’s homework for a test in lesson next week


W/B 23/09 W/B 30/09 Find out and write down the definition of the following 10 keys words we will be coming across this year in History: Stuarts, Parliament, Royalist, Civil War, Puritan, Religion, Cavalier, Roundhead, Parliamentarian, Execution

Find out and write down the definition of the following 15 keys words we will be coming across this year in History: Stuarts, Parliament, Royalist, Civil War, Puritan, Religion, Cavalier, Roundhead, Parliamentarian, Execution, Gentry, Ship Money, Remonstrance, Proposition, Regicide,


W/B 30/09 W/B 07/10 Learn the spellings of the 10 key words from last week’s homework for a test in lesson next week

Learn the spellings of the 15 key words from last week’s homework for a test in lesson next week


W/B 07/10 W/B 14/10 Create a set of 20 flash cards on the Tudors Create a set of 30 flash cards on the Tudors BBC Bitesize KS3 History Classwork books Textbooks available to use in History department during lunchtimes and Period 6

W/B 14/10 W/B 28/10 Learn your set of 20 flash cards on the Tudors

Learn your set of 30 flash cards on the Tudors BBC Bitesize KS3 History Classwork books Textbooks available to use in History department during lunchtimes and Period 6

Year 8 Maths Homework Autumn A

Week commencing 9-7, 9-6a, 9-6b classes

9-6c and 7-5 classes Additional support

9th September Arithmetic of fractions

Basic ratio KS3 maths helpdesk – Wednesdays E1 - period 7

16th September You will be set some work on vle.mathswatch.co.uk

You will be set some work on vle.mathswatch.co.uk

KS3 maths helpdesk – Wednesdays E1 - period 7

23rd September Indices and surds Arithmetic of fractions KS3 maths helpdesk – Wednesdays E1 - period 7

30th September You will be set some work on vle.mathswatch.co.uk

Averages KS3 maths helpdesk – Wednesdays E1 - period 7

7th October Single and double brackets



14th October You will be set some work on vle.mathswatch.co.uk



Science Homework: Autumn A – Year 8

Set Due Foundation (up to Grade 5) Extension (Grade 6+)

Support Available

F/C 9/9

F/C 23/9

Learn the keywords for the Organisms topic – breathing, wind pipe, bronchi, bronchioles, diaphragm, alveoli, ribs, lung volume, respiration, capillary, diffusion, asthma, nicotine, tar, cilia. This includes the meaning and the spelling. Learn the keywords for the Matter topic – periodic table, period, group, atomic number, alkali metal, metal, non-metal, element, compound, noble gas, melting point, density, toxic, ratio, formula, product, reactant, polymer. This includes the meaning and the spelling. Learn the keywords for the Forces topic – contact force, non-contact force, balanced forces, equilibrium, resultant force, Newton, fluid, drag, streamlined, friction, compression, tension, pressure, area & density. This includes the meaning and the spelling.

Learn the extended keywords for the Organisms topic – breathing, trachea, bronchi, bronchioles, diaphragm, alveoli, ribs, vital capacity, respiration, capillary, diffusion, asthma, nicotine, tar, cilia. This includes the meaning and the spelling. Learn the extended keywords for the Matter topic – periodic table, period, group, atomic number, alkali metal, metal, non-metal, element, compound, physical properties, chemical properties, halogens, noble gas, melting point, density, toxic, ratio, formula, product, reactant, polymer, monomer, cellulose, ceramic, composite. This includes the meaning and the spelling. Learn the keywords for the Forces topic – contact force, non-contact force, balanced forces, equilibrium, resultant force, Newton, fluid, drag, streamlined, friction, compression, tension, pressure, area, density, Pascal, displacement & buoyancy. This includes the meaning and the spelling

Science Period 7

Monday 3-4pm S16

BBC Bitesize Science revision

checklists in DMA Revision

area

F/C 23/9

F/C 7/10

Describe the way which ribcage and diaphragm move when breathing in and then out. Describe what is meant by lung volume and suggest why a boy’s lung volume is less than that of an adult male. Describe how the elements are arranged in the periodic table and the historic discoveries made to develop it. Describe the forces acting on a sycamore seed as it falls and spins downwards. Why does the sycamore seed not keep accelerating downwards? Think about cars and their streamlined shape. How have the designers reduced the amount of drag on modern vehicles?

Complete the box on the left, and then evaluate the model lung you can find here: https://sites.google.com/site/sed695b4/projects/demonstration-equipment/demonstration-equip-jennifer-richard Using the investigation and data in the link, comment on the claim that taller people have a larger lung volume. www.sciencedaily.com/releases/2013/08/130801095507.htm Explain the arrangement of elements in the periodic table, the historic discoveries made and why Mendeleev left gaps in his periodic table. Explain what would happen to the motion of a cyclist if the force she applied to the pedals was greater than air resistance and friction combined. Research the shape of championship cyclist helmets and identify the features that allow it to slip through the air using as little energy as possible. Comment on how the helmet reduced drag.

Science Period 7

Monday 3-4pm S16



area

F/C 7/10

F/C 28/10

Source a picture and describe what the surface of the alveoli in the lungs are like. Research and give examples of a life-style choice and a disease that can affect the breathing system. Research uses of polymers. Describe their properties and what they are used for. Research ceramics. Describe their properties and what they are used for. Watch the video investigating the effect of applying a force to a spring, available here: https://www.youtube.com/watch?v=jQAt3e6Bz7U Draw a labelled diagram of the equipment and write a method. Watch the following video and define Hooke’s Law: https://www.youtube.com/watch?v=zJs27xNdKOM

Complete the box on the left and then identify the features of the alveoli that make it very efficient at gas exchange; Link the structure to the function. Identify three dangerous chemicals in cigarettes, describe their effect on the body and link that information to suggest the role that research played in cigarette advertising to be banned. Research uses of polymers. Explain how their properties make them useful for different functions. Research composites. Describe and explain their properties and link them to their uses. Watch the video investigating the effect of applying a force to a spring, available here: https://www.youtube.com/watch?v=jQAt3e6Bz7U Produce a cue card of key points from the method. Evaluate how the method could be improved. Watch the following video and define Hooke’s Law: https://www.youtube.com/watch?v=zJs27xNdKOM Sketch a graph to demonstrate this relationship and explain what happens when a force exceeds the elastic limit of the spring/material.

Science Period 7

Monday 3-4pm S16



area

Spanish Homework: Autumn A – Year 8

Set Due Foundation (up to Grade 5) Extension (Grade 6+) Support Available W/B 9/9/19 W/B

16/9/19 Learn vocab Viva 1 “greetings”. This includes spellings.

Learn vocab Viva 1 “greetings”. This includes spellings. Interview someone, asking them their name, how they are + where they live

MFL support Thursday 3pm N6 Class notes BBC Bitesize

W/B 16/9/19

W/B 23/09/19

Learn vocab Viva 1 “what sort of a person are you ?” and “my passion” This includes spellings.

Learn vocab Viva 1 “what sort of a person are you ?” and “my passion”. This includes spellings.Learn adjective agreement rules+ the verb “ser”


W/B 23/9/19

W/B 30/9/19

Learn vocab Viva 1 “do you have any brothers + sisters?”, “numbers 1-31” and “how old are you?” This includes spellings.

Learn vocab Viva 1 “do you have any brothers + sisters?”, “numbers 1-31” and “how old are you?”. This includes

spellings. Learn the verb ”tener=to have”


W/B 30/9/19

W/B 7/10/19

Learn vocab Viva 1 “do you have pets?” and “colours”.This includes spellings.

Learn vocab Viva 1 “do you have pets?” and “colours”. This includes spellings. Learn adjective agreement rules


W/B 07/10/19

W/B 14/10/19

Learn vocab Viva 1 “high frequency words” This includes spellings.

Learn vocab Viva 1 “high frequency words” This includes spellings.


W/B 14/10/19

W/B 28/10/19

Revise for end of unit 1 assessment Revise for end of unit 1 assessment MFL support Thursday 3pm N6 Class notes BBC Bitesize

Documents

Homework Booklet Year 8 September October 2019 · 2019. 7. 23. · Curry, naan bread and onion bahjis. 9 Fish cakes. Tin tuna, portion mashed potato (already prepared), flour, egg,