Year 7 Takeaway Homework Menu

Summer Half Term 5

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 d e n t s s h o u ld d i s c u s 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.

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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

Y7 PE

Starter Main Dessert

Eliud Kipchoge of Kenya, won the mens 2015 London marathon in 2 hours, 4 minutes and 42 seconds.Tigist Tufa, won the womens race in 2 hours 23 minutes and 22 seconds.Write a report as if you were a sports tv presenter covering this event.

Analyse a recent performance in athletics, describe WWW and EBI – how you can improve next time.

Create a timeline of the Olympic games starting from 1932 – 2016.Use pictures to make it eye-catching and colourful.

Evaluate an athlete of your choice eg) Mo Farah / Usain Bolt.Analyse their performance. You could include: fitness levels, do they use any particular tactics?, individual / team? Make sure you include the performance you have watched.

During an athletics lesson, analyse someone out of your class. Write a detailed report, clearly identifying strengths and weaknesses and any areas for improvement.

Build and create a model of an Olympic stadium or an Olympic athlete. Be creative!!!

To attend an extra curricular club: Athletics, rounders, tennis, cricket or any other PE club that is offered. Sign up with a member of the PE department. You must attend every week.

There are 10 events that make up a decathlon. Write a newspaper article to a fellow year 7 pupil, explaining each event. You can include pictures and photographs .

Choose one main and one dessert.Snack box: visit http://teaching.about.com/od/ParentalInvolvement/fl/The-Importance-of-Athletics-in-School.htm - Why is athletics so important in school?

Deadlines:

Task One : 22nd May 2015Task Two: TBC

9A 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.

8A 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.

7A committed student who demonstrates a keen interest in his/her work and who is determined to achieve. He/she completes own learning to a good standard in relation to their target.

6A generally positive student. He/she has some initiative, will seek help when he/she requires it and usually aim to complete own learning to the best of his/her ability.

5A 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.

4A 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. Own learning, when completed, is of a basic standard.

3An underachieving student who demonstrates little motivation to learn. The student shows minimal commitment to own learning. His/her attentiveness is erratic.

2Poor attitude adversely affects his/her learning. He/she does not apply himself/herself to tasks. The student regularly fails to complete or own learning.

1He/she often rejects help and guidance that would enable him/her to further his/her learning. Own Learning is consistently incomplete and deadlines are rarely met.