Year 8 Takeaway Homework Menu Autumn Half Term Two
Takeaway Homework Menus Takeaway Homework menus bring the classroom into the living room. Students choose from a menu of tasks and each has a clear deadline for completion. S t u dents s ho u l d di s c us s their choice of task with their teacher and parents and always ensure they are challenging themselves! Each task is ranked in order of the level of challenge- from the less challenging MILD to the highest level of challenge, the VERY HOT! By engaging in Takeaway Homework, students will develop organisational and time management skills, as well as resilience and independence. Starters are research tasks designed to support learning; Main Courses are designed to encourage extended writing/ reading or numeracy; Desserts are evaluative tasks which consolidate learning. In English, Maths and Science, students are expected to select three tasks to be completed (one starter, one main and one dessert) In History, Geography and MFL, students should complete two tasks of their choice, a main and a dessert, and may also choose a starter if hungry for a challenge! In Art, Drama, Music, IT, Technology, RE, PE and Music, students should aim to complete at least one main course, and may also choose a dessert for more challenge..
Students Subject Teachers Parents/Carers Listen carefully to the Takeaway Homework instructions at the start of each topic and guidance in class and choose tasks that are appropriate. Copy down the Takeaway Homework choices you have made and deadline dates for submission into your planner Ensure that all Takeaway Homework is completed and handed in on time Complete all Takeaway Homework activities to the best of your ability Set Takeaway Homework activities at the start of each topic, guiding students on suitable choices to maximise progress Outline the purpose of Takeaway Homework and the difference it will make to class work Set deadlines for completed work and ensure that they are met. Provide help, support, guidance and advice Record and report to parents on the commitment students have shown to home learning Provide a table, chair and a quiet place to work Discuss the choices made in different subjects and support in managing time to meet deadlines Know when the deadlines are for each task by referring to the deadline calendar and ensure students complete and submit their chosen task Ensure that outside clubs/ commitments do not affect the quality of work produced Check the presentation and content of all Takeaway Homework activities being returned to school
History Starter Main Dessert Pretend you are a Civil War soldier (either side) about to fight in the Battle of Preston. Write a letter to your family to record your thoughts, fears and emotions. In the film 'Cromwell', the king refused to speak Write a report as if you are Cromwell, in court. When he did want to speak, it was outlining how you see England being ruled after he had been sentenced to death. Write a without a king. What would you change speech, as if you are King Charles I write what now the position of king has been you think the king would have said, had he abolished and England is now a republic? been allowed to speak at that moment in court. Base this on historical fact. OR Rewrte History - Imagine that the battle of Preston never happened - how would History have changed? Write a poem celebrating the Parliamentarian victory at the Battle of Preston Write an obituary for Charles I (include the significance of the Battle of Preston in his death) Create an information board for the site of the Battle of Preston on the River Ribble Complete a profile of Oliver Cromwell include the Battle of Preston in his achievements Create a news report for the LEP for the Battle of Preston 1648 Create a poster that advertises Preston as the site of the Battle of Preston - try to attract visitors to come and see the site of this important battle If you met a famous figure from English Civil War period (Charles I, Cromwell, Prince Rupert, Thomas Fairfax, John Bradshaw) write a list of questions you would ask them Produce a job description for the position of King of England before the Civil War, so before 1642. How would this have changed by 1649? Make a timeline of the English Civil War 1642-1651 Choose one main and one dessert. Help yourself to starters if you are feeling hungry! Snack box: visit www. http://www.historylearningsite.co.uk/civil_war_england.htm http://www.historyonthenet.com/civil_war/civilwarmain.htm http://spartacus-educational.com/civilwar.htm Level links: Very Hot - L 6-8 Hot = L 5-7 Mild = L 4-6 Extra Mild = L 3-5 Deadlines: Task One : Week 3 Task Two: Week 5
English Starter Main Dessert See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet See Booklet Choose one starter, one main and one dessert. Snack box: See Booklet Deadlines: Task One :November 12 th Task Two: November 21st Task Three: December 12th
Geography Y8 Starter Main Dessert Population has been controlled in different ways, how have China and India tried to control their populations and which has been the most effective? Give your views. Research a recent migration into the UK. Who migrated and why? What are the effects both good and bad on the source and host country? Research two areas, one with a rapidly growing population and one with a slow growing population. What has been done to affect population growth in these areas? Why do populations change? Produce a resource to explain how and why populations can change. Migration can result in a multicultural society. Design an alternative campaign to UKIP and promote the benefits of a multicultural society. UKIP has strong policies on migration.research these. Do you agree or disagree with them? Why? Write a letter to Mr Farage or Mr Cameron to express your views. Produce a world map aimed at KS2 students to show areas that are dense and sparse, along with the reasons why. Population game; Make a game (cards or snakes and ladders style) to show the factors that can affect population and the effects. Create an imaginary project to improve multicultural relations in your local area. A community get together or event. Public the event to embrace diversity and explain why this is important and should be a success. Without migration the National health service would grind to a halt. Research facts and figures to support/refute this and give your views. Research the demographic transition model. How would you explain the model to someone in Y3 and someone in year 11? Produce 2 different sets of notes to explain the model. Top trumps produce a set of top trumps about the worlds most populated cities headings you may consider include population, age, area, unemployment rate, literacy rate etc. Choose two different courses and pick one task from each of your chosen courses (two tasks in total). You can choose a third if you are up for a challenge! Deadlines: Task One :January 23rd Snack box: visit http://www.bbc.co.uk/schools/gcsebitesize/geography/population/ how many activities have you completed? Task Two: February 6 th
9 A highly motivated student who will aim to achieve well above his/her prediction. He/she is industrious and engages in self-reflection in order to progress. He/she is well organised and an effective independent learner. 8 A motivated student who takes full responsibility for his/her learning, and who completes own learning to a very high standard in relation to his/her target. He/she demonstrates initiative and has a positive approach to learning. 7 A committed student who demonstrates a keen interest in his/her work and who is determined to achieve. He/she completes homework to a good standard in relation to their target. 6 A generally positive student. He/she has some initiative, will seek help when he/she requires it and usually aim to complete homework to the best of his/her ability. 5 A student who completes work to the standard that just reflects his/her ability but does not show real commitment to his/her studies. He/she generally completes tasks, but lacks the initiative to develop learning further. 4 A student with the potential to achieve more, but whose lack of commitment is hindering his/her progress. He/she is capable of distinguishing what he/she needs to do to enhance his/her learning but often chooses not to do so. Homework, when completed, is of a basic standard. 3 An underachieving student who demonstrates little motivation to learn. The student shows minimal commitment to homework. His/her attentiveness is erratic. 2 Poor attitude adversely affects his/her learning. He/she does not apply himself/herself to tasks. The student regularly fails to complete homework. 1 He/she often rejects help and guidance that would enable him/her to further his/her learning. deadlines are rarely met. Homework is consistently incomplete and