Year 9 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 d e n t s s h o u l d 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
 Listen carefully to the Takeaway
Homework instructions at the start
of each topic and guidance in class
and choose tasks that are
appropriate.
 Set Takeaway Homework activities
at the start of each topic, guiding
students on suitable choices to
maximise progress
 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
 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
Parents/Carers
 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
Starter
Main
History
Send a letter home from the trenches – as well as
lots of details of trench life, make sure you add
how you feel about the conditions and the war.
Dessert
Write a report to the government and
Do you think we should be celebrating the
king to detail the condition of WW1 soldiers in
100th anniversary of WW1? Write a speech
the trenches – focus on moral, food, disease,
to defend your position.
living conditions
Create a recruitment poster aimed at soldiers in
Create a set of Top Trump cards for WW1
Poetry was a very common media for
1914
weapons
soldiers in WW1 – write your own poem
about the war
Construct a graph to illustrate the numbers of
Bruce Bairnsfarther created a series of postcards
Write a recipe that soldiers could cook up
soldiers lost by each country that took part in
in WW1 – this was another popular media. Make
in the trenches, using the food and
WW1.
your own WW1 postcard.
equipment they had available to them.
Do you have any WW1 ancestors? Ask your family,
Make a timeline of WW1 events 1914 - 1918
If you met a WW1 soldier today write a list
use the CWGC search.
Choose one main and one dessert. Help yourself to starters if you are feeling hungry!
Snack box: visit www.
http://www.cwgc.org/
http://www.bbc.co.uk/schools/0/ww1/
http://www.firstworldwar.com/
of questions you would ask him.
Level links:
Very Hot - L 6-8
Mild = L 4 - 6
Deadlines:
Task One : Week 3
Task Two: Week 5
Hot = L 5 - 7
Extra Mild = L 3 -5
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
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progress. He/she is well organised and an effective independent learner.
A motivated student who takes full responsibility for his/her learning, and who completes own learning to a very high standard in relation to
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his/her target. He/she demonstrates initiative and has a positive approach to learning.
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
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standard in relation to their target.
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
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of his/her ability.
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
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generally completes tasks, but lacks the initiative to develop learning further.
A student with the potential to achieve more, but whose lack of commitment is hindering his/her progress. He/she is capable of distinguishing
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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.
An underachieving student who demonstrates little motivation to learn. The student shows minimal commitment to homework. His/her
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attentiveness is erratic.
Poor attitude adversely affects his/her learning. He/she does not apply himself/herself to tasks. The student regularly fails to complete homework
He/she often rejects help and guidance that would enable him/her to further his/her learning.
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deadlines are rarely met.
Homework is consistently incomplete and