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Homework Overview 2015-16
Aims of Homework
JFS values and places a high importance on the role of
homework in supporting students’ learning throughout
their School life.
There are three key purposes of homework at JFS:
1. To extend, enrich, reinforce and challenge students.
2. To engage students in learning beyond the classroom.
3. To create a motivation and enthusiasm for learning
and ownership of learning.
It is expected that these will help:
1. Develop student independence and creativity.
2. Progress and build subject specific skills.
Homework in Year 8
In order to support these aims, we have changed the
way homework is set in Year 8. Students will not have
a homework timetable per se but are expected to work
towards the completion of a series of core tasks for each
subject. These core tasks will:
• Offer opportunities for extension, enrichment,
reinforcement and challenge beyond the classroom.
• Vary in number and form according to different
subject needs.
• Be published on our website for teachers, students
and parents to view at the start of each term.
• Often require students to perform shorter scaffolded
tasks to support their completion of the overall core
task.
Recording Homework in the Student Planner
Homework for each subject will be recorded using
the appropriate homework page provided for each
week in the Student Planner. Students are expected to
record at least one weekly entry per subject detailing
the homework, with the exception of subjects such as
Computing, Technology, Art and Music where classes
occur on a less regular basis. Therefore, when students are
working towards a core task taking more than one week,
they should make an entry to record that homework on
successive weekly pages covering the period that they
are working on it. They must also be careful to record the
deadline by when longer core tasks should be completed.
Subject teachers may also set homework that supports
students in preparing to complete core tasks or, in some
subjects, set weekly exercises and skills practise. All such
homework must be recorded by students.
Student Planners will continue to be monitored by tutors
and the Director of Studies to ensure that students are
recording the core tasks they are working towards and by
when they should be completed. Parents are expected to
sign the Student Planner on a weekly basis.
Subject Details
Details of core tasks for the Autumn Term can be found
for each subject below. Further details and additional
information will be provided in lessons. Guidance is also
given to indicate approximately how much time students
should spend completing homework for each subject
per term. This broadly equates to 1 and a half hours of
homework per evening across the term.
Subject Index: (Click subject to select page)
English
Maths
Science
Jewish Education – Jewish Studies
Jewish Education – Jewish Studies (Text)
Modern Languages
Ivrit
Ivrit (Accelerated Classes)
Geography
History
Art
Computing
Music
Physical Education
Technology - Food Technology & Resistant Materials
Department: English
Approximate time in Autumn Term: 12 hours
Students will be given the option to select tasks independently from a differentiated menu of core tasks;
however, most students will be expected to select at least one very challenging task per half term. In
addition to the tasks selected by the individual, teachers will set extra independent reading of the class
reader in order to ensure set texts are covered each term. If students are not studying a novel, all students
will be expected to read widely in their own time, selecting books from the reading lists they are given at
the beginning of the school year.
Please click here to see the menu of core tasks for Unit 1 Writing Skills, from which students should select
six tasks.
Please click here to see the menu of core tasks for Unit 2, Shakespeare – Julius Caesar, for non-accelerated
classes, from which students should select six tasks.
Please click here to see the menu of core tasks for Unit 2, Shakespeare – Richard III, for accelerated classes,
from which students should select six tasks.
Please click here for the Year 8 Reading List
Department: Maths
Approximate time in Autumn Term: 12 hours
YEAR 8 Sets 1 and 1a
In addition to the core task detailed below, all students will be asked to complete approximately an hour
per week of tasks and exercises that develop the skills needed to consolidate, reinforce and broaden the
knowledge and understanding developed within the classroom.
Core Tasks:
This term, the Year 8 students will be using logic and frequency analysis to read and write in code. As code
is all around us, students will be given a brief introduction to the various types of codes and how codes are
analysed. The students will then have the opportunity to analyse and decipher codes using substitution
and frequency analysis.
YEAR 8 Sets 2 and 2a and Sets 3 and 3a
In addition to the core task detailed below, all students will be asked to complete approximately an hour
per week of tasks and exercises that develop the skills needed to consolidate, reinforce and broaden the
knowledge and understanding developed within the classroom.
Core Tasks:
This term, the Year 8 students will be developing their functional skills through planning how they would
go about baking products to sell in a car boot sale. The aim of the project is to make as large a profit as
possible hence the students will be working with percentages, weights and money in order to purchase the
ingredients to make and sell the baked goods.
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Department: Science
Approximate time in each Term: 8 hours
Year 8 Science students will study all the topics on a
rota system which will not follow the order shown
below. They will cover on average three topics a
term. Each topic will have two core tasks (with
one exception) which are designed to enrich their
learning and reinforce their scientific skills. These
core tasks may also be supplemented with additional
scaffolding tasks. Around half of the core tasks are
Extended Writing Tasks. It is important students
attempt to write these in their own words without
copying from any sources.
Topic 8E – Materials
1. Choose a material, research its properties and
describe these and explain why it is suited to its
function.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8F – The Earth and the Atmosphere
1. Write a magazine on the Earth and the
Atmosphere. This task is the only homework for
this topic, due to the length of time it requires.
The worksheets for all these tasks are available on
Fronter. Go to Rooms/Science Resource Library/ Year
8.
Core Tasks:
Topic 8G – Waves
1. Core Task 1 – The Ear. Label a diagram of the ear,
describe the function of the different parts and
explain how hearing damage can be caused.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8A – Nutrition
1. Badger Task: Describe and explain the journey of
a cheese sandwich through the digestive system.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8H – Electricity
1. Research task – choose one topic to research
and produce an information poster on this topic.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8B – Gas Exchange
1. Badger Task: What happens when we exercise?
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8I – Heat Transfers
1. Badger task: Heat in the Kitchen.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Also on Fronter are key word glossaries and other
helpful resources for each topic.
Topic 8C – Respiration and Circulation
1. Project: Journey of a red blood cell.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
Topic 8D – Pure and Impure
1. Badger task: Draw a scientific poster that explains
what happens to the sugar that is put into a cup
of tea.
2. Extended Writing Task – Choose one extended
writing task from the 3 options and answer the
question on the blue extended writing paper.
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Department: Jewish Education – Jewish Studies
Approximate time in Autumn Term: 9 hours
Each task will generally be set over a two week period for preparation, research where relevant, and
completion. Homework tasks are either written or creative in format and follow the Jewish Studies
booklets being studied.
Core Tasks:
Topic: Racism/Stereotypes
1. Design an anti-racism/stereotyping poster. You are advised to spend at least 1 ½ hours on this task.
Topic: Bullying
1. Evaluative essay on bullying. You are advised to spend at least 1 ½ hours on this task.
Topic: Family Roots
EITHER
1. Research and Produce a Family tree. You are advised to spend at least 3 hours on this task.
OR
2. Research and Produce a Family tree for Moshe. You are advised to spend at least 3 hours on this task
Topic: Moshe
1. Essay explaining Moshe’s characteristics. You are advised to spend at least 1 ½ hours on this task.
Topic: Family Rules
1. Design a poster that shows students family Top 10 rules. You are advised to spend at least 1 ½ hours
on this task.
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Department: Jewish Education – Jewish Studies (Text)
Approximate time in Autumn Term: 9 hours
Each task will generally be set over a two week period for preparation, research where relevant, and
completion. Homework tasks are either written or creative in format and follow the order of the syllabus
being studied.
Core Tasks:
Topic: Introduction to Y8 Text
1. D’var Torah on mitzvot bein adam l’mako. You are advised to spend at least 1 ½ hours on this task.
Topic: Significance of Names
1. Create a fact sheet explaining the names of 5 people from Tanach. You are advised to spend at least 1
½ hours on this task.
Topic: Nicknames
1. Evaluative essay on using nicknames. You are advised to spend at least 1 ½ hours on this task. You are
advised to spend at least 2 ½ hours on this task.
Topic: Halachic Times
1. Create a halakhic clockface that explains the halachic parts of the day. You are advised to spend at
least 2 ½ hours on this task
Topic: Shlichut
1. Evaluative essay on responsibility. You are advised to spend at least 1 ½ hours on this task.
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Department: Modern Languages
Core tasks for Year 8:
In addition to the core tasks listed below, students will be set regular reading and writing exercises and be
expected to complete regular revision to support accurate vocabulary use, spelling and translation. This
should be 20 minutes minimum per week.
Core Tasks for French:
1.
2.
3.
ICT task 1 - A presentation about yourself using Voki
Writing task 1: Mon temps libre – using the present and future tenses in French
Creative task 1: Design a poster/leaflet/booklet on a historical or cultural event/figure
Core Tasks for Spanish:
1-
2-
3-
ICT task 1 - A presentation about yourself using Voki
Writing task 1: Mi tiempo libre– using the present and future tenses in Spanish
Creative task 1: Design a poster/leaflet/booklet on a historical or cultural event/figure
Department: Ivrit
Approximate time in Autumn Term: 6 hours
In addition to the core tasks listed below, students will be set regular reading and writing exercises and be
expected to complete regular revision to support accurate vocabulary use, spelling and translation. They
are also expected to practise their listening using Ivrit Be’click and the Wohl KS3 Ivrit Programme.
Core Tasks:
KS3 curriculum: Yesh Va’Yesh
1. Write an email to a friend in Israel describing what you like and dislike about the first day back at school
after the summer holidays.
2. Create a school subjects poster. In your poster you must include a description of what you like to learn
and the subjects you don’t like to learn. Give reasons for your opinions e.g. fun/interesting/boring.
3. Create a PowerPoint in Ivrit about different types of schools in Israel and in the UK. Include the
vocabulary learnt in class as well as your own research.
4. Describe your ideal school. Include school rules, learning hours, a description of the teachers and the
subjects that are being taught in your school etc.
KS3 curriculum: All other classes
1. Create a ‘Wanted’ poster. The poster must include the following:
• At least 4 physical descriptions of the wanted person (e.g. hair / eye colour).
• At least 4 character traits of the wanted person (e.g. shy / funny / clever).
• The age of the wanted person and where they live.
• A picture of the wanted person.
Challenge:
• Look back in your Year 7 vocabulary and include a more detailed description of the wanted person’s life
e.g. daily routine.
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2. Create a Mr Men book in Ivrit to describe character traits. You can include:
• Drawings / printed pictures
• At least 8 sentences to describe character traits.
Challenge:
• Use the dictionary to find 4 new character traits that you did not learn in your lesson.
3. Design a Facebook page. The following details must be included:
Your name in Ivrit.
• Your age.
• Family members.
• A description of your hobbies (in full sentences).
Challenge:
• Include a description of a friend (where they live, how old they are, what they like/do not like to do etc).
4. Write a paragraph about a family member’s hobbies. Include the following:
• What they like to do in their free time, when and why (include adjectives and frequency phrases).
• What they do not like to do and why.
Challenge:
• Include details of which hobbies they may have in the future (future plans).
Ivrit Accelerated Classes: 8AB IvG
In addition to the core tasks listed below, students will be set regular reading and writing exercises and
will be expected to complete regular revision to support accurate vocabulary use, spelling and translation.
1. Shopping: Create a magazine in Ivrit to promote the clothes sold by ‘Fox’ - www.fox.co.il. In your
magazine you must include at least 7 items of clothing and a detailed description of what each item looks
like, why the customer should buy it and how much it costs.
2. New Technology: Write an essay about the advantages and disadvantages of:
• The mobile phone
• Television
• Computer
Include past tense, future tense, opinions, justifications and examples.
3. Research an Israeli invention and make a PowerPoint presentation in Ivrit describing who invented it,
what it is and why it is successful.
4. Write a guide in Ivrit about social media safety (e.g. Facebook / tweeter). Include possible problems
and dangers that children may have and how to stay safe when using social media.
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Department: Geography
your dark green class book. This will be formally
marked and a target set for your final project.
Approximate time in Autumn Term: 4 hours
The core tasks listed below are set within the first two
topics that we teach to Year 8 Geography students;
‘Ecosystems - Amazing Australia’ and ‘International
Development – Ghana’ and are aimed to consolidate and
enrich learning in lessons. There is a detailed guidance
booklet on fronter for all these year 8 geography core
homework tasks and students are also issued with
these sheets through the year. There are ‘challenge’
readings set for each unit detailed in this book and also
challenge tasks within each end of unit project. Support
writing frames are also available on fronter. It is likely
that teaching of International Development will not be
completed until the start of the Spring Term. Therefore
core tasks 6 and 7 are more likely to be set at the start
of the Spring Term..
Core Tasks:
TOPIC 1 – Ecosystems - Amazing Australia
1. Introduction to Geography
• Introductory task including covering and setting up
exercise books ready for term ahead.
• Baseline assessment – What is geography?
Complete your work sheet guiding your extended
writing that summarising your learning from last
year.
2. Quizzes!
• An atlas quiz will happen at some point within
the unit to locate key places in your Ecosystems Amazing Australia. You should use your Philip’s
atlas to help with this task. You may be asked to use
fronter to complete this task.
• A spelling and vocab test will happen at some point
within the unit. These will be words from your
glossary given to you at the start of the unit.
3. Review homework - Ecosystems - Amazing Australia
• Ensure your geography lessons so far this unit and
worksheets are neatly completed and stuck into
their class books. Use fronter to help you finish any
class tasks or work on any challenge tasks if you
wish. All class work should be read through and
then your ‘GREEN student guide self-assessment’
sheet should be filled in.
• Produce a piece of ‘surprise me’ work which
summarises your understanding on the following
question: ‘Explain how ecosystems can be
threatened by economic development in Australia’.
You will be given a further guidance sheet here. This
can be done in any format and should be stuck in
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4. Preparing a Revision Sheet to Summarise Key Unit
Understanding
• Students create a ‘revision/crib sheet’ to help
them prepare to complete a written assessment
for the Ecosystems – Amazing Australia which will
be completed in class time. A further guidance
sheet here will be issued in lessons but you should
use your atlas and class notes to help you. This
crib sheet should be stuck into your light green
assessment book next to your assessment.
TOPIC 2 – International Development - Ghana
(Autumn/Spring Term)
5. Quizzes!
• An atlas quiz will happen at some point within
the unit to locate key places in your International
Development - Ghana. You should use your Philip’s
atlas to help with this task. You may be asked to use
fronter to complete this task.
• A spelling and vocab test will happen at some point
within the unit. These will be words from your
glossary given to you at the start of the unit.
6. Review homework – International Development Ghana
• Ensure your geography lessons so far this unit and
worksheets are neatly completed and stuck into
their class books. Use fronter to help you finish any
class tasks or work on any challenge tasks if you
wish. All class work should be read through and
then your ‘GREEN student guide self-assessment’
sheet should be filled in.
• Produce a piece of ‘surprise me’ work which
summarises your understanding on the following
question: ‘Explain how a development solution can
bring positive change for rural Ghana’. You should
choose to focus on either a ‘fair trade co-operative’
OR a ‘HEP and irrigation scheme’. You will be given
a further guidance sheet here. This can be done in
any format and should be stuck in your dark green
class book. This will be formally marked and a target
set for your final project.
7. End of unit project on Development solutions in
Ghana.
• Students complete a summative assessment project
that locates, describes and explains the geography
of northern Ghana and explains positive change
brought by a chosen development solution. You
should use your atlas, class books and fronter to
help you write your crib sheet. The assessment is to
be completed in your light green assessment book.
Department: History
– it would be useful to add in key figures/leaders
– this will help your chronological understanding
Approximate time in Autumn Term: 4 hours
Core Tasks:
Topic: Tudors – Religious Change
1. In no more than 1 paragraph retell the story of
monarchy from Richard III to Henry VIII becoming
king in 1509.
2. Write a PEEL paragraph to explain the most
important reason Henry VIII broke away from
Rome and established the Church of England.
3. Knowledge challenge: Find out & learn the dates
of the reigns of the monarchs from Henry VIICharles I ready for a test.
Topic: Civil War
1. Write letter to Charles I providing him with
guidance on what mistakes of his father he
should try to avoid and give recommendations
how to approach the following issues: religion,
parliament, money.
2. Find out about 2 civil wars that are happening
currently in the world or have happened in
recent years (the last 5yrs). Find out: the location,
causes and facts demonstrating the effect on
that country
3. Option 1: Write a speech for the trial of Charles I
either accusing him of treason or defending him
against the charges Parliament raised
Option 2: Write a chapter for a new book giving a
narrative of the trial & execution of Charles I.
Independent learning ideas to support your learning:
If you have completed your Core Task & have not
been given a specific homework you should select
one of the following to complete for your homework
that week:
Read back through your work from last lesson or
your last fortnight of lessons
1. Identify anything you are still unclear about, look
this up on the websites Spartacus Educational or
BBC History, if you still do not understand make
a note in your exercise book to ask your teacher
2. Create a mind map for the topic you are currently
studying
3. Learn the new key concepts/terms & spellings
for your topic
• Create a timeline of the key events studied so far
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• Make sure you have responded to all the
feedback comments your teacher put on your
last piece of work or in your class book e.g.
have you written out & carried out your targets?
Remember to respond using green pen.
• Go to the LRC or your local library & select a book
to read on the topic you are currently studying
• Log on to Fronter – locate & download the
historical fiction reading list – select a book
relevant to the time period you are currently
studying
• Locate a relevant documentary or short video
clip relevant to your current topic of study e.g.
via www.nationalarchives.gov#22B306 or Crash
Course World History videos accessible on
Youtube, WW2history.com has a selection of
short documentaries relevant to Year 9 WW2
studies
• Consider which character from history deserves
to be on the next British bank note, explain why
& create a mock-up of your banknote – submit
your entry to Mrs Ashcroft in the History Office,
Z209
• Challenge yourself and try & learn the order &
dates of: a) English/British monarchs b) British
Prime Ministers
Department: Computing
Approximate time in Autumn Term: 2 Hours
These core tasks will develop understanding of computer components and future development.
Task 1: Binary Data
What does the term Binary data mean?
What is binary data and why does a computer only use binary data?
Write a short report to answer these questions. Remember to use appropriate keywords, relevant images
and give examples of binary data. Remember to check for spelling and grammar errors.
Task 2: Computer Development
Undertake some research to discover what you think computers in the future might be able to do i.e. in
around 20-30 years’ time.
Find out what is likely to happen when transistors can no longer be made smaller – how will we increase
computing power?
Write a short report to explain your findings. Remember to use appropriate keywords, relevant images and
give examples. Remember to check for spelling and grammar errors.
Task 3: Computer Components
Produce a table on one side of A4 listing all the different components that make up a desktop computer.
Include the components name, a picture and a short description of what the component does.
Department: Art
Approximate time in Autumn Term: 3 – 4 hours
Your teachers will provide further guidance on timings and the exact requirements will depend on whether
Art is studied on a fortnightly or weekly basis.
Core Tasks:
Objects and Viewpoints
•
•
•
•
Produce an overlapping line drawing of 3 kitchen objects.
Produce a study of a shoe that includes colour and tone.
Look at the collages of the Cubist artists and produce your own.
Look at the Cubist guitar sculptures of Picasso and produce your own cubist sculpture of an object of
your choice.
• Find an image in a magazine. Cut it into 3 pieces. Rearrange and stick it in your book. Copy it using any
art materials, enlarge it to fill the page and use colour.
• Find three images of Cubist paintings by either Picasso, Juan Gris or Braque. Print and write about
whether you like them or not. Give and an explanation as to why you feel this way.
• Copy all or a section of Cubist painting by Picasso. Use the same colours and pay attention to texture
and mark making.
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Department: Music
Approximate time in Autumn Term: 2 hours
Exact requirements will depend on whether Music is studied on a fortnightly or weekly basis in the
Autumn term.
Core Tasks:
Klezmer music
Core task: ABRSM Grade 1 Music Theory tasks (with smaller HWs)
1.
2.
3.
ABRSM Grade 1: Section J (Accidentals)
ABRSM Grade 1: Section L (Scales and modes)
Practise for final assessment
Challenge work: Supplementary Theory tasks set as per teacher discretion.
Department: Physical Education
Approximate time in Autumn Term: 2 hours
Students will be set a core task in the Autumn Term to support and extend their learning during their
games units of work. The core task will initiate, extend and enrich their learning. Students may be set
shorter and more regular homework tasks to support the completion of the core task.
Students may be asked to complete homework for other units of work where core tasks are not being
completed.
Homework of this nature will be used to consolidate learning that has taken place within the lesson and
challenge students to extend their learning through independent homework tasks.
Team and Individual Games Homework Core Task: Analysis of Performance
1. Analyse your own or someone else’s performance. Identify what went well (WWW) and what could
be improved (EBI).
a. Watch yourself or someone else performing a skill. Verbally discuss what went well (WWW) and what
could be improved (EBI).
b. Use this skill analysis to produce a resource for that skill.
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Department: Technology: Food Technology • Clear process of design for your recipe book
• Thinking skills to create innovative design ideas
& Resistant Materials
Approximate time in Autumn Term: 4 hours
Half of the year group spend one and a half terms studying
Food Technology and then, after the February Half Term,
the rest of the year studying Resistant Materials. The
other half of the year group does this in reverse. For each
subject students will complete 2 research homeworks
with smaller scaffolded tasks to support them.
First Year 8 Long research tasks – Food Technology
Topic: Kashrut
Students will need to employ in depth research skills for
this task: Produce a guide for other students on Kashrut
in general and from this research produce a poster on
Kashrut.
Key points to improve your National Curriculum level
grade:
• Relevant, wide ranging meaningful research put into
your own words
• Clear process of design for your poster on Kashrut
• Thinking skills to create innovative design ideas
• Evaluation which shows what you have learnt from
this task
• Good presentation skills
Second year 8 Long Research task – Food Technology
Topic: Staple foods
Students research staple foods from different countries.
They must choose at least 4 favourites and produce a
recipe book to show the use of staple foods in those
chosen countries. It should be attractive and clearly
presented.
Key points to improve your National Curriculum level
grade:
• Relevant, wide ranging meaningful research put into
your own words
www.facebook.com/JFSSchool
@JFSSchool
www.youtube.com/user/JFSwebsite
www.jfs.brent.sch.uk
• Evaluation which shows what you have learnt from
this task
• Good presentation skills
First Year 8 Long research tasks – CDT
From pictures of 4 common items that are made from
plastic students are asked to find out how they have
been made and explain that method of making.
• They are expected to show research skills in finding
and selecting information.
• They are expected to show understanding of the
information by writing in your own words.
• They are expected to show skills in presenting the
information in a format of your choice.
Second Year 8 Long research tasks – CDT
Research one of the following designers, or another one
you are interested in. You must illustrate your work with
examples of their work.
• Thomas Heatherwick- designer of the Olympic
cauldron
• Rennie Mackintosh
• Phillipe Starck
• Zaha Hadid -designer of the Olympic Aquatic centre
• Ron Arad
• James Dyson
Students must evaluate the ‘products’ in your own words;
do you like the product, if not why? And describe what
influence they have today or what were they influenced
by.
Students are expected to show research skills in finding
and selecting information and are expected to show
understanding of the information by writing in their own
words.
Students are expected to show skills in presenting the
information in a format of their choice.