Year 7 - Oaklands Catholic School & Sixth Form€¦ · · 2014-09-30student planner – as will the ... date of birth in the format ddmmyyyy so 1st Jan 08 would be 01012008‘

0

Oaklands Catholic School

and Sixth Form College

Year 7

Homework

Information Booklet

Autumn Term 2014

1

Welcome to the Autumn Term Homework Booklet. 2014-15

These booklets are a development to assist students in the development of a

regular independent study routine. We want Oaklands students to become

self-managers who can organise their time, prioritise tasks and work to

deadlines (all essential life skills).

Students in years 7-9 should be doing 40 minutes homework per week in English, Maths and Science and 20 minutes per week in all other subjects

This booklet informs as to what is being studied this term in each subject.

Additionally there is a list of tasks that each subject could allocate as homework this

term. The homework that is set by a teacher will continue to be recorded in the

student planner – as will the deadlines for completion.

Please note however, a teacher may set alternative tasks to those listed here - if this

is more appropriate for a class. IF YOU HAVE ANY QUESTIONS ABOUT YOUR

CHILD AND THEIR HOMEWORK, PLEASE CONTACT THE SUBJECT TEACHER.

Students have access to LSA support with their homework via homework clubs –

these are held each lunchtime (except Thursday) in JP14 1:40-2:20. There is also

LSA support after school in JP14 Tuesday, Wednesday and Thursday.

Please Note: Extra copies of this booklet can be downloaded from the school

website by selecting the curriculum tab.

Year 7-9 – ‘I am learning’ Accounts

‘I am Learning’ Is designed to support your child’s independent study. This is a

Games based revision software package.

To Access:

Go to: www.iamlearning.co.uk

School ID: OAPO7 (both an o not zero)

User Name: first name and surname. So Natalie Kenny would be nataliekenny (all

lowercase no spaces)

Password: date of birth in the format ddmmyyyy so 1st Jan 08 would be 01012008‘

I am learning contains a large number of questions (multiple choice) that are

designed to help with revision. The software also has a large number of computer

games.

When you are revising (or completing an exercise that has been allocated to you by

your teacher), every few questions you can play one of the computer games (for a

few minutes). However, you do not have to play the games – this can be switched

off.

Each time you revise you score points. As you accrue more points you will gain

access to choose from a wider choice of games. Each week the software will

publish the leader board for revision points and for each of the computer games.

http://www.iamlearning.co.uk/

2

Maths

Mathematics Homework Tasks Frequency: Mathematics homework is set twice a week Topics: Tasks are set to give you extra practice of skills taught during lessons and so will usually be based on the topic you are covering in class Tasks: Tasks are set in one of three ways Learning tasks Worksheet or textbook tasks Mymaths tasks Learning Tasks Learning key mathematical information e.g: multiplication tables, names of shapes Revision for an assessment Worksheet or Textbook Tasks You may have been allocated a textbook at the start of the year which you are to use. You will be told the page number, exercise number and the questions you are to complete by your class teacher You may be given a worksheet or have one placed on studywiz for you Mymaths Tasks Visit www.mymaths.co.uk On the main page use the school login and password Login: oaklandscs Password: ratio Once logged in you can enter your portal by typing in your personal login and password (these will be given to you by your teacher) The task your teacher has set will appear here, along with information about the deadline date Click on the launch disk to start the homework If you wish to do further study, you can use the library in mymaths to access online lessons and activities or you can have a go at a booster pack which can be accessed through the side menu.

http://www.mymaths.co.uk/

3

Year Seven Course Outline: Autumn Term

The order in which topics are taught within a term may vary from the order in which they are listed below

Unit Topic

Lesson 1 Non-Calculator Baseline Assessment (50 minutes)

Lesson 2 Calculator Baseline Assessment (50 minutes)

Functional Skills Functional Skills Statistics Project – World Statistics

1 Collecting Data

2 Representing Data

3 Place Value and Decimals

4 Perimeter and Area of Polygons

Functional Skills Farm Task

5 Fractions

6 Manipulating Algebra and Rules of Negatives

7 Construction

8 Sequences

9 Ratio

Assessment Non Calculator Assessment

Functional Skills Christmas Dinner

All pupils will complete an in class written assessment at the end of each term. This

will test their understanding of the topics taught during that term.

4

English

Week Skills – year 7 Unit Activities / outcomes

1 Word roots Topic sentences for paragraphs

1. How do writers structure their work in order to keep us reading? Autobiographical writing - how do we structure non-fiction writing to engage?

Writing to Inform, Explain, Describe

Beginnings; apt choices; engaging audience

Modelling / Scaffolding all of the above

WAF2; WAF4

2 Simple, compound sentences Word classes

3 Dropped in clauses Possible writing outcomes: Letters, formal biographies, Wanted posters, Coat of Arms, Animal inside me creative responses

4 APP APP Reading Task – ‘Autobiography I may not …’ (2-3 lessons)

5 Rhythm and rhyme 2. Poetry Immersion Topic

Poems from the Literary Heritage

Poems from modern authors

Shape poems and Haiku

Teacher choice poems

Pupil choice poems

Use yr 7 poetry bank (workbook)

Off by Heart performance poems

Reading Strategies for RAF2 and RAF3 (surface meaning and inference)

Choral reading and recital

Beginnings and Endings / verses / rhyme schemes

RAF5 How do authors use language for effect

Introducing PQE

6 Simile, metaphor, Onomatopoeia Alliteration Homophones

7 Poetry performance

101 Things to do with a Poem

Poetry Day – Off by heart S & L assessment (APP S+L)

Half-term

8 Connectives for sequencing in

chronological narratives

3. How do fictional prose texts, both present and past,

entertain and influence us today?

A Christmas Carol, Percy Jackson, Treasure Island, Point

Blanc, Hatchet, Joburg, Skellig. Beowulf.

What strategies do authors use to entertain and excite their

audience?

What techniques do writers employ to engage their readers through plot, setting, characterisation and other narrative techniques

RAF5

RAF6

RAF7

PQE

WAF2 Writing stories for a specific audience

WAF3 Organise and sequence a plot

WAF7 – linked to Halloween/atmospheric

APP Writing

Outcome and Assessment to be based on Teacher

judgements of narrative writing produced during this

unit of work

9 Noun phrases

Adjectival phrase

10 Punctuating dialogue in stories

11

12 spelling rules

13

14

Christmas Holiday

5

Focus Homework – may be in addition to work set by the teacher from the lesson.

HWK 1

Task 1 - Equipment gathering. Back books Postcard.

Select a private reader – ongoing, to maintain.

Extension: high interest in reading – aim for a challenging text e.g. Jane Eyre or Treasure Island.

Ask teacher or Librarian for advice.

Low interest – ask advice; select appropriate book. Ask parents to help.

HWK 2 WAF3; WAF4 + an exciting vocab. WAF7;WAF8

Task 2 - Write introduction of autobiography. Aim at two paragraphs; focus on textual organisation

Hand in each week to be marked. Read for at least 20 minutes

Book : Author:

HWK 3 WAF 5 + 6 (sentences; punctuation )

Task 3 - Write another paragraph of autobiography, incorporating an early memory. WAF5 Hand in to be

marked. Extension: level 5+ to try to include dropped in clauses and subordinators.

Read for at least 20 minutes Book : Author:

HWK 4 WAF 7 + 8

Task 4 - Wanted Poster – Roald Dahl’s fear of discovery. Create your own wanted poster, incorporating an image of yourself in some

form. Make the text a real statement. Use wow words -be creative in presentation Use hyperbole /

alliteration Hand in. Extension: High interest group - to go for a really exciting vocabulary and to include interesting sentence

structure too.


HWK 5 WAF 2

Task 5 - Use ICT to produce their creative writing responses – lovely poem. There is a wolf in me. Hand in

Read for at least 20 minutes. Book : Author:

HWK 6 Publishing – WAF1.

Task 6 - Complete versions of self – hero and villain? - paying careful attention to teacher targets and comments. Hand in to be marked.


WAF2, WAF3,WAF4, WAF5, WAF6, WAF7, WAF8

6

Second part of half-term


HWK 1

Poetry task 1 - Selecting a poem to learn

Complete and publish sonnets or poems worked on in class.

Select a private reader – ongoing, to maintain. Extension: more challenging poem

HWK 2

Poetry task 2 - Learn poem. Prepare any props or costumes.


WAF2, WAF3,WAF4, WAF7, WAF8

Second half-term- Nov-Dec

Yr 7 – homework to go with the novel or set text.


HWK 1 WAF 7 + 8 (vocabulary; spelling)

Text task 1 - Find out about a character or event to be named by the teacher. Produce as information. Extension: xxxx

group to add quotations from elsewhere in chapter (skim and scan)


HWK 2 WAF 3 + 4 (organisation; paragraphs )

Text task 2 - Creative writing Hand in each week to be marked. Extension e.g. : xxxxx group to

include fiction hooks including atmosphere created using pathetic fallacy.


HWK 3 WAF 5 + 6 (sentences; punctuation )

Text task 3 - Creative writing continued . Include the use of crafted sentence structure to create meaning. Hand in to be

marked. Extension: xxxxx group to include dropped in clauses and subordinators.


HWK 4 WAF 7 + 8 (organisation; paragraphs )

Text task 4 - Creative writing continued. Include the use of figurative language and imagery. Hand in. Extension: xxxxx group to include

personification.


HWK 5 WAF 2 (produce text which fits audience and purpose )

Text task 5 - Creative writing continued. Include the use of modal verbs. Hand in each week to be marked. Extension: xxxxx group to

include modal verbs and the pluperfect +/or conditional tense.


7

HWK 6 Publishing – WAF1.

Text task 6 - Publish your final draft, paying careful attention to teacher targets and comments. Hand in to be marked.


WAF2, WAF3,WAF4, WAF6, WAF7, WAF8

READING ASSESSMENT CRITERIA (RAFs)

RAF2 Understand/retrieve info, use quotes

RAF3 Deduce, infer or interpret info from a text

RAF4 Identify/comment on structure of a text, inc

grammatical and presentational features

RAF5 Explain/comment on the way writers use

language

RAF6 Identify/comment on writers purposes and

impact of text on readers

RAF7 Relate texts to their social, cultural and

historical traditions

WRITING ASSESSMENT CRITERIA (WAFs)

WAF1 Write imaginative, interesting and thoughtful texts

WAF2 Produce texts which fit the task, audience and purpose

WAF3 Organise/sequence whole texts effectively, structure ideas

WAF4 Write in paragraphs/make links between paragraphs

WAF5 Vary sentence shape and length for purpose/effect

WAF6 Write with technical accuracy: punctuate clauses/sentences

WAF7 Select appropriate and effective vocabulary

WAF8 Use correct spellings

8

Science

Each term you will study one Biology topic, one Chemistry topic and one Physics topic. The topics

being studied this term are; living systems (Biology), the particulate nature of matter (Chemistry)

and forces and motion (Physics).

Homework will be set according to the homework timetable and will include learning, researching

and using specific key vocabulary and preparing for end of topic or term assessments. Details of

each individual homework will appear on Show My Homework.

If you wish to extend your science studies, you could look at the BBC Bitesize KS3 web-site where

you will find sections for Biology, Chemistry and Physics.

(http://www.bbc.co.uk/education/subjects/zng4d2p)

You could also buy a copy of a new Key Stage Three Science Study Guide (from CGP). These will

be available from the Finance Office from 1st October 2014 (£3). The Study Guide is matched

exactly to the new KS3 National Curriculum for Science. You will find it useful throughout year 7

and year 8 and even to help prepare for your end of KS3 assessment in year 9.

History

Topic 1- The Romans

Baseline Assessment- on a historical topic of your own choice. You will be given guidance

on how to present this in class. (3 week project)

A front cover page including images, either drawn or computer generated for your topic on

the Romans.

Romulus and Remus cartoon strip- Investigating the legend of Romulus and Remus in

class you will produce cartoon strips for display.

Research and produce a 100 word biography on Julius Caesar. This must be in your own

words.

Completion of Assessment: Were the Romans really civilised? This will be started in class

and you will have detailed guidance.

Topic 2- The Battle of Hastings

You will complete the Source analysis activity on page 23 of your Medieval realms book.

You will write a story based on a child’s view of the Battle of Hastings

You will create weapons or props for Battle of Hastings re-enactment (2 week project)

Completion of Assessment: Why did William, Duke of Normandy, win the Battle of

Hastings?

http://www.bbc.co.uk/education/subjects/zng4d2p

9

Geography

Homework will be set after lessons in accordance with the homework timetable. This will be a

weekly task and it will be related to the studies carried out as planned on the curriculum map for

Geography. It is expected that students will spend their time on weekly homework before

attempting extension tasks.

The tasks below are optional extension materials.

September to Half-term

Get to know your community. Make a poster or booklet about your home, street area, local

parks and shops with photos, maps, descriptions and interviews.

Half-term to Christmas

Design your own perfect “Sustainable settlement for 2022!”. This could be as a detailed plan

with annotations or a 3-d model with labels.

Music

Module 1 – Rhythm

1 Cover your book with musical pictures. 2 Music and Me: Write a letter to introduce yourself to your music teacher. What experience

have you had before? Do you play anything? What music do you like listening to? Make it colourful.

3 Write down your name and four others. Place the musical rhythm for each over the top. 4 Create a musical menu. Include a starter, main, pudding and a drink. Write the rhythm for

each course over the top. Create it as a poster. 5 Write at least a verse for the silly syllable song. Make sure it fits to the tune of Frere

Jacques and describe some rooms in your house. 6 Write new words to a verse of ‘Oh When the Saints’. Module 2 – Introduction to the Keyboard 1 Learn the names of the white notes on the keyboard and the position of the black notes. 2 Draw a page of treble clefs. Draw notes in the lines and spaces of stave paper. 3 Using the first 7 letters of the alphabet, make up words and plot these on manuscript paper. 4 Revise the names of the notes and their position on the stave. 5 Create a list of Christmas songs that you know.

10

ICT Year 7

This term you will learn how to determine whether a website is reliable and more importantly

how to stay safe on-line. E-safety and Cyber Bullying are key themes for the first half term and

you will look at the problems that can occur if you use a social networking site or send text

messages. In the second half of term we will explore Spreadsheets and look at the many ways

they can make life easier for us – especially when carrying out calculations.

1. Cover Exercise book with examples of new technology such as images of I-pads, smart

phones, laptops.

2. Choose from one of the following activities: * List as many examples of how ICT can be used in everyday life * How has ICT changed the way we live? * What I use ICT for now and what I would like to be able to do.

3. Choose website of your choice and produce a screenshot. Report on how you can check the

reliability of the information – how do you know this website is reliable? To do a screenshot

you need to press the PrtSc (print screen key) and then paste into a Word document.

4. Produce own A4 poster with the title “E-Safety – how to keep Safe” for children aged 9 to 12.

This can be produced on the computer or by hand must include text and image.

5. I am Learning Activity based on e-safety agony aunt letters

6. a. How can a spreadsheet be used in real life. Give examples.

b. Write a formula for each of the following calculations (I have completed the first one for you

but use the formula sheet in your books to help)

If you need to add cell B1 and B2 together ANSWER =B1+B2

If you need to add a column of numbers from C1 to C10 together

If you need to subtract the costs in cell A10 from the money raised in cell G10

If you need to multiply the profit in cell D4 by 60

If you need to divide the total cost in E11 by the number of people attending in F12

7. Complete the Ice Hockey Worksheet – writing absolute formula. Use exercise book to remind

yourself on how to use the correct absolute cell referencing.

8. Complete ‘Items to be Sold’ Worksheet

9. Complete report on your disco project – must include screenshots of your spreadsheet model

and graphs.

10. Produce (using ICT tools) 3 different designs for a ticket for the school disco.

11

PDC

Activity 1 Christmas Budget Exercise – Numeracy Challenge You have an imaginary £300 to spend on a family Christmas. You must produce a detailed budget plan – on Excel - of how you will spend this money. All purchased items must be recorded and grouped. All prices must be accurate and obtained from supermarket and shop websites. Activity 2 Supermarket Challenge – Numeracy Challenge Do a weekly supermarket shop with Mum or Dad. Look at the receipt and then use the internet to compare prices and deals for each item. Your aim is to reduce the final total of the bill. Create a price comparison table on excel to show your workings out and prices – and how you cut costs.

Modern Foreign Languages

All Groups

Module 1 Bienvenue Module 2 Toi et Moi Areas covered:

a) Greetings & Classroom instructions b) Introducing yourself – Name Age, Birthday c) Talking about classroom objects d) Talking about where you live & Nationality e) Talking about Family, Pets &Descriptions f) Clothes

Homework Types: Reading comprehensions Grammar drilling exercises Vocabulary learning & practice e.g crosswords & word searches Sentence Building Short written paragraphs inc leaflets, letters , invitations & brochures Assessment December: AFL Speaking on Self & Family AFL Writing a Letter

12

RE

Notes and guidance

The homework topics or tasks suggested here are not necessarily what your RE teacher will be

setting in class. Only do them when you have been directed by your teacher or in case you missed

a lesson when homework was given.

Remember to refer to the level descriptors below to ensure that you achieve the highest possible

level according to your ability.

Key Stage 3 Levels in Religious Education

Level

Attainment Target 1

Learning About Religion

(Knowledge and Understanding)

Attainment Target 2

Learning From Religion

(Ability to reflect on meaning)

3 I can talk about the links between religious symbols, beliefs and actions

I can talk about the links between attitudes and behaviour.

4 I can describe important things in religions

I can describe how beliefs and values inspire and influence me and others.

5 I can explain and compare the impact of religious beliefs on individuals and communities.

I can explain what inspires and influences me and others

6 I can account for the differences in the expression of religious belief and ritual

I can give a reasoned response to the challenges of being religious today

7 I can analyse and evaluate issues, values and questions about meaning and truth.

I can evaluate the significance of beliefs, values and religion on a society

8 I can interpret and evaluate in depth various forms of religious, spiritual and moral expression.

I can use evidence to justify my own views and those of others.

You can present your work in any format that you choose, if unsure, always check with your

teacher.

Topic – Community:

1. Research ONE community that you belong to; describe how you became a member of this

community, who else is a member? Explain why this community is important – why did you

join it? What are the benefits of belonging to this community? Create an advert for your

community.

2. Using examples, explain why the Bible is considered to be the Holy Book for Christians.

3. Using examples, explain the advantages and disadvantages of belonging to a universal

church.

4. “The Church has not changed since the time of the Apostles.” Do you agree? Give reasons

for your answer

Topic – Advent and Christmas:

13

1. Research the meaning of Advent; what are some of the customs associated with Advent?

How do these customs help people prepare for Christmas? Why is Advent important?

2. Christmas; make a table showing the religious and non-religious ways of celebrating

Christmas. Explain using examples why many people celebrate Christmas. Find out how

Christmas is celebrated in either one of the following countries – Russia, Spain, Norway,

Brazil, Mexico, Egypt or The Netherlands

Technology

Introduction

You will complete 6 modules of work covering all the areas of Design and Technology. Your

homework will be set according to the modules you are currently doing and should be

approximately 40 minutes work a week. If you have 2 Design and Technology teachers in one

week each teacher will set 20 minutes of homework per week.

The list of the possible homework tasks you could be asked to do is given below on a module

by module basis. Please note that your teacher may not ask you to all of these and may in

fact from time to time set you a different task which is not listed.

Guidance for Independent Study Projects

As part of the assessed work for some projects you need to complete an independent

study project. The details of what you need to do for each study project are given

below with a suggested way of breaking the work up into weekly tasks. It is important

that you manage your time effectively when completing these projects to ensure that

your final project is of an appropriate standard and submitted by the deadline. Your

teacher will remind what you should be working on each week.

The presentation method you use is up to you. You can for example use ICT in the

form of a power point, a film or desktop published piece of work or you could manually

produce a series of posters/storyboard or a combination of many methods. What is

important is that you complete all the work detailed for each task.

Please do not copy and paste from websites – by all means use the web as a research

tool but you must read the information you find and put it into your own words.- Your

teacher will not give you credit for copying and pasting other peoples’ work.

14

TANGRAMS

Independent Study Project

You have to carry out extended research into a how a product has changed over the years.

You can present the information in any format you want, but you must include the

information detailed below. A list of suggested products and useful website is also given

below.

Products you could examine

Cars, Aeroplanes, Telephones, Personal music players, Radios, Televisions, Computers, Games

Consoles

Websites to help

http://inventors.about.com/

http://en.wikipedia.org

http://www.howstuffworks.com/

Other tasks you might be asked to do during the tangrams project

Research types of wood

Tasks 20mins each – Total Time 1hour 40 mins

1 Decide on product + gather background info to check whether

enough information is available

2 Read, edit and write up information on the invention of the

product– use your own words and pictures

3 Read, edit and write up information on how the product has

changed from invention to the present day – use your own

words and pictures

4 Find, edit and write up information on how the product might

change in the future (or use your imagination and explain how

you think the product might change)

5 Finalise work, edit, check, print etc

15

Produce a leaflet on different types of wood

Update your manufacturing plan

Design an Alessi Product based on Product Analysis

Re-design the tangram you have made

Complete Keywords pages

Improve the work your in book based on written feedback from your teacher

PHONE HOLDER


You have to carry out an extended designing task. The design brief is given below along with

some useful websites

Design Brief

A theme park with a jungle theme have asked you to design a product which could be

sold in their gift shop. The product should cost less than £5, have a jungle theme and

can be made from any materials.

What I am looking for

I would like you to produce a project that has some RESEARCH and some DESIGN IDEAS.

You will need to research products that could be sold in a theme park. I am also looking for

you to make a list of things that you will need to think about when you are designing your

product.

What you need to do

You will spend five Lessons on this project. You should spend 20 min a week although you can

space this out over the five weeks. This means you will spend about an hour and a half on the

whole project.

The table on the next page shows you the tasks that you need to complete over the five

weeks.

16

Bookends design project continued.

Task Easy difficulty Medium Difficulty High Difficulty

Find out what kind

of products are

sold in gift shops.

(20 min)

Make a list of

products that

are sold in gift

shops (for

example fridge

magnets, pens

etc.)

Say which of these

products could work in a

gift shop in a theme

park, and which ones

would not.

For each product

guess a rough price

that they might be

sold for. How many

would cost less than

£5?

Make a list of

important things

to think about

when designing (a

SPECIFICATION)

(20 min)

Make a list of

four or five

things your

product MUST

DO (for

example it

MUST be safe)

Now explain WHY your

product must do these

things by using

connectives. For

example “my product

must be safe BECAUSE

otherwise people will

hurt themselves on it”

Now add another

five or six explained

points about what

your product COULD

do (for example “my

product could be

really colourful so

that people will

notice it”

Design ideas

(60 min)

Produce a range of different design ideas. Your ideas will need to

be for a product that is to be sold in a gift shop in a jungle themed

theme park.

To aim for a higher level you will need to make your ideas creative.

You will also need to explain your ideas.

To aim for a very high level you will need to make your ideas very

easy to understand. You will also need to make sure your ideas a re

unique and have a real ‘wow’ factor that will make people want to

buy them.

17

Metals Research Project

The Task

I would like to you to find out three things about metal. These are;

1. What a FERROUS metal is.

2. What a NON FERROUS metal is.

3. What are the differences between FERROUS and NON FERROUS metals.

What I am looking for

I would like you to produce a project that has some FACTS about each type of metal

(Ferrous and Non Ferrous). If possible I would like you to give some examples of metals that

are Ferrous or Non Ferrous. At the end of the project I would like you to say what you think

is the difference between the two types of metals.

What you need to do

You will spend three weeks on this project. You should spend 20 min a week although you can

space this out over the three weeks. This means you will spend about an hour on the whole

project.

The table on the next page shows you the tasks that you need to complete over the three

weeks.

Metals Research Homework Continued.

Task Easy Challenge Medium Challenge

(compete the easy challenge

first)

High Challenge

(complete the easy

and medium

challenges first)

Week 1.

Find out what a

FERROUS METAL

is. (20 min)

Find out what a

FERROUS

METAL is, and

write this down.

Find an example of a type of

FERROUS METAL

Explain what is good

(or bad) about this

metal.

18

Other tasks you might be asked to do during the Bookends project.

Research types of metal

Complete your specification

Sketch, explain and evaluate your design ideas

Complete your record of work

Complete tools research

Complete Keywords pages

Improve the work in your book based on written feedback from your teacher.

ELECTRONIC DISPLAYS


For this task you will need to find two examples of an electronic

product (mobile phone, MP3 player, Games Console etc). Both examples should be the same

TYPE of product – so for example two different mobile phones. Product number one should

be something you think is really good and product number two should be older and out of

date or maybe just a product you think isn't very good.

What you need to show

You will need to look at the two products and analyse the “Form‟ (looks) and “Function‟ (how

well it works) of each product. Then you will need to compare the products and say what

makes the first product better. Lastly you will need to say what you think makes a good

electronic product.

The table on the next page shows you what to do each week.

Week 2.

Find out what a

NON FERROUS

METAL is. (20 min)

Find out what a

NON FERROUS

METAL is, and

write this down.

Find an example of a type of

NON FERROUS METAL

Explain what is good

(or bad) about this

metal.

Week 3.

Explain what the

difference is

between FERROUS

and NON

FERROUS metals.

(20 min)

Write down

what a

FERROUS metal

has in it that a

NON FERROUS

metal doesn't.

Try and explain one big

problem that FERROUS

metals have (and NON

FERROUS metals don't)

As a clue think about water

and what FERROUS means.

Give some examples

of products that

would need to be

made from NON

FERROUS metals.

Explain why.

19

Task Easy difficulty Medium Difficulty High Difficulty

Find examples

of your

product. (20

min)

Decide which product you are going to look at (for example Mobile Phones).

Find an example of a really good product (If you chose mobile phones this

might be something like an Iphone). Then find a bad example of your product

(if you chose phones this might be a really ‘big’ phone from the 1980s).

Analyse each

product. (20

min)

Write down what you

like or dislike about

both products.

Give each product a score

out of ten for...

Aesthetics (looks and

style),

Function (how well it

works,

Cost,

Client (how much will be

product appeal to people)

Explain why you have

given each product the

score that you have.

Compare the

two products.

(20 min)

Write down which

product you think is

the best.

Write down WHY one

product is better than the

other.

Explain what could be

improved about the

bad product.

Explain what

you think

makes a good

electronic

product (20

min)

Make a list of things

that you think makes a

good electronic

product.

Put your list in order of

most important to least

important.

Write a paragraph to

explain what you think

makes a good

electronics product.

Finish of and

print out work.

(20 min)

Complete any tasks you need to, and print out your work if you need to.

20

Other tasks you might be asked to do during the Electronic Products project

Produce a range of design ideas (at level 3, 4 or 5)

Carry out a risk assessment for soldering

Complete components research

Produce a guide to soldering

Research PCBs (Printed Circuit Boards)

Complete Keywords activity

Improve the work in your booklet based on written feedback from your teacher

TEXTILES - KITES


You have to research kites – details of the tasks you need to do are given below

Other tasks you might be asked to do during this project

Research Nylon – it’s properties and uses

Pin and Tack aspects of practical work either at home or at lunchtime in school

Preparing materials for machining either at home or at lunchtime in school

Complete an evaluation of your final product and the skills you have developed

Improve the work in your book based on written feedback from your teacher

Tasks 20mins each – Total Time 1hour 40 mins

1 Research as wide a variety of Kites as you can find, their

shapes and decoration (use drawings or pictures0

2 Explain how they are made and what materials they are made

from

3 Explain how they fly.

4 Give details of the science of kites

5 Design your own unusual decorative Kite

21

FOOD

In preparation for each food practical you will need to

1 Log on to Hampshire’s WizKid, choose and print your

recipe.

2 Collect and weigh ingredients and bring them to your lesson.

After each food practical you will need to complete

An evaluation task.

You may also be asked to:

Research the Eatwell Plate and local ingredients and foods.

Prepare plans for making.

Undertake some Design tasks.

22

Food help sheet:

Planning the making of your dishes

In order to achieve progressively higher Making Levels, you will need to plan to adapt the basic

recipes as follows.

Level 3

You have chosen the basic recipe to use and may need assistance to complete the making of it.

Level 4

You have chosen the basic recipe and can make it mostly independently.

Level 5

You have included at least one Top Tip and one idea of your own. You can also show a variety of

preparation and cooking skills and overcome any problems.

Level 6

You adapt the basic recipe creatively; make it independently and demonstrate good accuracy and

skill.

Level 7

You ensure that your product contains modifications to the basic recipe, is creative and also skilful.

Your practical making time is used well.

Level 8

You have chosen a highly demanding product, enabling skills to be demonstrated to a professional

standard.

RECORD YOUR MODIFICATIONS ON YOUR RECIPE SHEET

For Level 5 Planning, also record possible problems i.e. What could go wrong?

For Level 6 Planning, also record Plan B i.e. how to overcome any foreseen problems.

23

Art

Tonal Leaf

Task Two – Cultural Research Collect pictures of how humans have decorated their skin in different countries and cultures. Try to find out what the decoration is for? Present the pictures carefully with labels and a title.

For thousands of years body decoration and body art have been used to express the different beliefs and society of different cultural groups. In Japan painted faces of the Geisha exist alongside the tattooed Ainu women. The Maori of New Zealand are also famous for their facial tattoos. In the Sudan the Nuba use scars to decorate the body and show a persons life experiences and in Papua New Guinea a tradition of body painting exists. Henna designs are commonly seen in India and in Britain tattooing is now a common practise.

Task One – Observational Drawing Collect 3 different leaves and produce 3 drawings showing 3 techniques. 1. Line Drawing 2.Tonal Shading 3.Mixed Media Collage Try to show as much information about the shape and structure of the leaf as

possible.

Task Three- Development of Drawings

Produce 3 simplified drawings of your leaves. Use solid colour.

24

Vocabulary Line, Tone, Pattern, Form, Repetition, Mark Making, Decoration, Printmaking, Collogragh, Relief, Texture, Observational Drawing, Abstract, Figurative, Block Print, Explore, Experiment, Composition, Develop, Media, Shape, Overlay, Register, Negative Areas, Reverse, Mirror Image, Quality of Line, Surface Quality

Task Four – Design Work Draw around your foot or hand. Using your drawings of leaves and research of body decoration create a design for a hand or foot and apply to your outline drawing. You can either work in black and white or add colour.

Task Five – Create a Collogragh Block A Collogragh is a relief print block which is created by collaging materials to a stiff base. Materials can include; string, cardboard and crinkled cling-film. Select a section of your design from Task four and

develop into a collogragh block from which you could take a rubbing or print.

USEFUL WEBSITES http://mehandi27.com/ http://www.swanseaprintworkshop.org.uk http://www.greysealpress.com http://www.mandywaldenprintmaker.com http://www.printmaking.org.uk http://en.wikipedia.org/wiki/Main_Page corbis.com

http://mehandi27.com/

http://www.swanseaprintworkshop.org.uk/

http://www.mandywaldenprintmaker.com/

http://www.printmaking.org.uk/

http://en.wikipedia.org/wiki/Main_Page

Documents

Year 7 - Oaklands Catholic School & Sixth Form€¦ · · 2014-09-30student planner – as will the ... date of birth in the format ddmmyyyy so 1st Jan 08 would be 01012008‘