Year 8 HUMS Extended Study


Create your own propaganda poster to support Macbeth’s power using existing WW2 nazi to influence your design.


You could do the same, but from the perspective of Malcolm as he plans to overthrow Macbeth’s cruel rise to power.

It must:

  • Include some persuasive text;
  • Use cross hatching;
  • Use images or designs influenced by existing propaganda posters;
  • Be in pencil or pen.

Remember, the purpose of this extended study is to practise skills you will need for your final product.

Due Date

Tuesday 19th March


For ideas about designs, just search for ‘Nazi propaganda posters’.

A great video here to give you some tips on cross-hatching.

Still stuck?

Why don’t you try setting up a study group with friends to play with some ideas together?

As a last resort, email me. I’m always happy to help once you’ve already tried to unstick yourself.


LT: I can identify the main events that lead to Hitler’s rise to power

Watch the video on the Case Study 2 page of the expedition website. Once you have watch the video at least twice, record your learning. Use the link on the page to complete the Google form.

Click here to be taken to your extended study page.


Monday 18th February.

This lesson will focus on your learning from this extended study task. Being unprepared means you will be unable to participate.


The video is from TedEd, a fantastic resource for learning and inspiration. Complete the ‘Think’, ‘Dig Deeper’ and ‘Discuss’ pages on the website to develop your knowledge further.

Year 8 HUMS Home Learning


LT: I can analyse Shakespeare’s use of language to present Macbeth’s state of mind

Complete at least 2 paragraphs of analysis answering the following question:

To what extent is Macbeth’s vision of the dagger an invitation for him to kill the king?

You must include:

  • evidence from the text;
  • an explanation of the language used;
  • focus on at least 1 key word and its effect;
  • A comment about historical context.

Due date:

Wednesday 6th February


Immediately before Macbeth murders Duncan, he begins to hallucinate and sees a dagger floating in front of him. Macbeth is confused by this and immediately begins to question whether it is an invitation to kill Duncan, or a warning to follow his conscience and “proceed no further in this business”. At the beginning of his soliloquy he notices “Is this a dagger I see before me, the handle towards my hand? Come, let me clutch thee” This insinuates that Macbeth feels the dagger is encouraging him to hold the handle as it points towards him so that he might hold the handle and follow it to his victim, led by a power greater than himself. The verb “come” also implies that Macbeth wants to hold the dagger because he is driven by his insatiable greed for power and murder Duncan, as if his ambition is too strong for him to hold back, despite the severe consequences for his actions.

However, Macbeth shows that he is immediately confused and sees that the dagger could in fact be a warning, created by his guilty conscience. For instance, he refers to the hallucination as a “fatal vision”, implying that Macbeth thinks it will bring his own death and tragic demise for his sinful actions against both the king and God himself, as in the Jacobean era people believed in the Divine Right of Kings. He perhaps realises that this vision “cannot be good” Alternatively, Macbeth perhaps could infer that the vision foreshadows the death of Duncan and is simply showing him his fate, as the witches have already told him at the beginning of the play.


Use your notes from your lesson to help you explore this extract.

Click here to find the READING SKILLS LADDER to help you structure your paragraphs.


Try to cover a range of quotations from across Macbeth’s soliloquy, embedding your evidence as you analyse. Remember, you won’t necessarily fully explore every quotation you come across, but when you use one that is loaded with interesting language connotations, make sure you explore them!

Year 8 HUMS Home Learning – Due 30.01.19


Complete a QUOTATION EXPLOSION as we have previously practiced in class on the following quotation from act 1 scene 5″

“Look like the innocent flower but be the serpent under’t” – Lady Macbeth

You have creative freedom on this – do it in your books, on a device, use free mind-mapping online.


Wednesday 30th January


Does yours look like this? If it does, then you’re probably working at 3.0+ for WORK HARD.


Click here to watch a video guide to help.


Want to go above and beyond and EXTEND YOUR LEARNING FURTHER? You could turn your notes into a paragraph of analysis about how Shakespeare presents Lady Macbeth’s manipulation of Macbeth.

Both 8 Pioneer and 8 Explorer have an extended writing task for which the deadline is next Thursday 18th October.  The question is How was XP East sustainably designed around the principle of…? – the students complete the title by including their personal area of interest following the visit from XP East’s architect, Leanne Stamp, last week. 

All the resources to support this task, including the assessment rubric, are available on Google Classroom and students have been given time in a number of sessions this week to begin their writing, with peer-critique of their work and class-critique of WAGOLLs to support their development of ideas.

The majority of students will type their final draft, but if they have limited access at home to devices they will be permitted to handwrite their work in their book.

Please do email me if you have any questions.

Mrs Townson

Both 8Explorer and 8Pioneer have been set extended study (homework) in HUMANS.  The task is to answer questions about George and Lennie, based on the opening extract of OMAM.  The work is due in on Thursday 20th September.

The questions – and other helpful resources – are available on Google Classrooms.

There is also an extension task for those students up for a challenge!

Don’t forget that all students are encouraged to stay for extended study 3.15-4.30 Monday-Thursday, where they will have access to staff and laptops to help them complete their homework.

Any questions, please see Mr Brown, Mrs Parker or Mr Ryder.

C24 Explorer ES Spanish homework

Our C24 Explorer students have been given a crossword task sheet entitled “from cero to cien” to complete at home and submit in class on Friday. They must complete the answers using the number clues in order to revise the Spanish numbers from 0 – 100.