Category Archives: Year 8

8En2 – PSHE – Alcohol Awareness

Go to the charity Drinkaware‘s website, and using the page on the link attached find:

1. 3-5 facts about the risks of Alcohol for young people.

2. Ranking these from what you see as high to low risk, explain why you feel your top two choices are particularly high risk for young people. (Write these in your PSHE red book; we’ll look at these next lesson.)

3. Using some of your facts, prepare a poster for Alcohol Awareness Week (perhaps one that would be appropriate for a teenage/school audience.) You are more than welcome to use the Media room, to get some tips on using Photoshop!

Extension: Read the article attached, and comment on why British teenagers are particularly in danger of exposure to what is often called a ‘Binge drinking culture’.


SEA Paragraphs – The Silver Sword

​Read a section of a story (between chapters 10-13) and write 2 to 3 S.E.A. paragraphs about how the author builds anticipation (tension).

S.E.A. Paragraphs:

Statement (make a statement about what is happening in the section you’re discussing.)

Evidence (in the form of a Quote)

Explanation (this could be an explanation of the quote you’ve chosen, or better yet, an analysis of the language used by the author in the quote – that is, by analysing how the language used builds tension).

Extension: Can you include in your comments anything about the specific language or tone used by the author to build suspense?

Here’s an EXAMPLE:

Statement: The boys appear terrified of entering the abandoned building.

Evidence The author, Simon Jones, explains how they ‘shivered’ and ‘gulped’, at the front of the house.

Explanation: He has uses these verbs, to disclose (show) to the reader just how frightened they are.  He has also made use of adjectives such as ‘dark’ and ‘looming’ to personify the house, making it seem a live and threateningly evil force; one that leads to the boys being so afraid.


8.2 PSHE – Mr Dettman – Healthy Eating Unit Reflection

Due: Wednesday 18th November

Comment on the following areas, discussing what you have learned during the Healthy Living and Eating unit, taking into consideration your Health Diaries that you completed.

What have you considered about:

The issues behind personal choices regarding healthy eating and healthy living. (i.e. do you feel healthy eating, sleeping patterns, water and sugar intake are important, and if so, why?  Is there a more important one of the above, or are they all important?)

The concepts of the ‘Eatwell Plate’ and the ‘Traffic Light’ system?  (are these useful tools to help prompt people about their diets / food choices?)

The long term consequences of poor diet on young people.  (Are you at risk long term?  What does a poor diet / lifestyle lead to?)

The social (society/people) and economic (money/financial) consequences of poor eating choices for individuals and society.  (What occurs if we eat badly all the time – not just ourselves, but society and our economy?)

Attitudes towards healthy eating.  (How have these changed for you?  What will you, or have you changed?)

Student Voice (give me your feedback)Do you think that this unit is an important one to study?  Has it prompted you to change your lifestyle in any way? Is there anything you think we should have covered – perhaps in more depth?


The impact on advertising on personal eating habits.  (Is the advertising industry partly to blame?)

8En2 – Mr Dettman – The Silver Sword: Timeline


Create a Timeline of the Novel to date.  This must include the setting; time period and what was happening in the world at the time (i.e. the backdrop of the novel.)

1.Make reference to key events (Level 3/4)

2.Include character names and places (Level 4/5)

3.Create detailed annotations using challenging vocabulary (Level 5/6)   (This might include using imaginative illustrations of characters and places or events that have been important / noteworthy so far.)

8 PSHE – Mr Dettman – Eatwell Plate Diary

Due: Thursday 5th November 2015

Please complete an ‘Eatwell Plate’ Diary  of three days of your typical diet.

You should then complete a written comparison (half a page minimum) of the three days:

  1. Comparing the types of food groups,
  2. Whether or not you eat a ‘balanced’ / ‘healthy’ diet or not *
  3. What you will do following your observations (i.e. change your diet)

Our dietary needs.
In order to function properly, our bodies need:
1. Proteins
2. Carbohydrates
3. Fats
4. Vitamins
5. Minerals…
…for growth, repair, energy and overall good health.
A healthy diet: Portions per day
Cereals– At least five portions
Meat, fish and alternatives– Two or three portions
Fruit and vegetables– At least five portions
Dairy products – Two or three portions, preferably low fat varieties.
Sugary and fatty foods

(Use colours, or if you want to complete a ‘Pie Chart’ representation using a PC, you can approach it that way.)

* An ‘unhealthy’ diet could be one which contains high quantities of fats, salts, sugars and non-starch polysaccharide.  This is often linked to eating snack and junk foods.  This type of diet can lead to obesity, strokes, high blood pressure, heart disease, cancer of the colon and tooth decay.

eatwell plate

8 En2 – Mr Dettman – Spellings!

Dear Year 8, for Thursday please complete on the blog, or neatly, on paper, come in having written down:

– 3 words you like (plus a short explanation of why you like using them.)

– 3 words that you struggle with spelling (Discuss what is it that you find hard about spelling these words.)

– 3 new words (Use a dictionary or thesaurus to find them, or ask your parents for some ideas!)

– Look up the term: ‘homophone‘.  Give me an example of a homophone in the English language with which you struggle.


  1. Come up with a spelling rule for helping to spell your hard-to-spell words.
  2. What’s the longest word in the English language, to spell.  Can you learn it for next lesson – I bet a Positive that you can’t!

8PSHE – Mr Dettman – Diversity

Dear 8PSHE,

Please write a minimum half, to one-page reflection, in which you cover the following questions on Apartheid:

(It would be worth doing a little more research into Apartheid before answering)  Try this if you need some more info:

  • What is Diversity?
  • What was Apartheid in South Africa?
  • How did South Africa’s Apartheid go against the idea of Diversity?
  • Who was Nelson Mandela, and what part did he play in restoring Diversity to South Africa?
  • Personal reflection on Apartheid – how did covering the topic make you feel.

Rugby-World Cup-Themed Extension: Watch Invictus – why was the Rugby World Cup in South Africa such a huge event in the nation’s recent history?

Extension: How many of the following International Race Rights, did Apartheid go against, and in what way?

  • The right to freedom of movement and residence within the border of the State.
  • The right to leave any country, including one’s own, and to return to one’s country.
  • The right to nationality.
  • The right to marriage and choice of spouse.
  • The right to own property alone as well as in association with others.
  • The right to freedom of thought, conscience & religion.
  • The right to freedom of opinion and expression.
  • The right to freedom of peaceful assembly and association.

8En2 – Mr Dettman – Create a Product to Pitch!

Due: Thursday, 1st October

Dragon’s Den Apprentice!

Think of a product you might sell, describing what is is, and what its function is.  Why do I, as an Investor, need that product?

Try and come up with a catchy Slogan e.g. Nike – Just do it.   Energizer – Keeps going and going and going.    PlayStation – Live in your world. Play in ours.

Extension: Have you heard of the expression – ‘You could sell Ice to the Eskimos!’?  It means you’re such a good salesman that you could even sell ice to someone who had all the ice in the world!  Create another product and write a short persuasive paragaph to try and sell it!

Think of a product, and an audience that would have no use for that product.

8PS2 – Mr Dettman – Sleep, Fluid, Exercise and Sugar/Salt intake

Due: 1st October (2 weeks)

8PSE, with some great Health Diaries coming in, I’d like us to zero in to specific areas of our health – those that perhaps may affect us the most.

Please keep a further Health Diary of 2-3 days, with at LEAST one WEEKDAY and one WEEKEND where you compare the following:

  • Sleep Diary (How long? How did you feel when you woke up?  Do you feel you had too much or too little?  Did this change according to the weekend/weekeday?)
  • Fluid Diary (Average intake per day.  What types of fluids do you take in? Average sugar content High, Medium, Low of the type of drinks.)
  • Salt and Sugar Content in your foods (look at the traffic-light system on the packs of some of the foods you eat.)


  • Exercise diary (Some of the types of exercise; how long etc.)


What type of exercise do you do?  Mostly Aerobic or Anaerobic?

How will you change/alter your health if you were scoring yourself any ‘Red/’Amber’ lights’? Would you like to set any goals?


Mr Dettman

8En2 – Mr Dettman – Animal Charity Leaflet

Due: Monday, 21st September (hand in to Mme. Ford-Attia)

Dear Year 8,

For next Monday (6 days), please construct one (or a whole fold-able leaflet if you’re feeling confident and are a bit of a tech-genius) page of a persuasive animal charity leaflet (see the example below), where you use the slow-writing technique for one section of your leaflet. (See guide below).

write club

You may choose to complete this on computer (I’d recommend Publisher), or hand draw/write it.  The best will go on display.

Extension: Ensure you use at least 5 types of the PERSUADE techniques we have learned over the last week.  Attach a note to explain which you have used, and their intended effect on the reader.

Animal Charity Leaflet

Animal Charity Leaflet