Year 9 Homework Booklet
Autumn Term - 2
Name
Form
Subject
Minimum tasks to complete
Due In
Work will be set weekly by your teacher.
Work will be due in in the week after it is set.
English
Working through the Maths Booklet, due in weekly.
Maths
My booklet is level
Art
4
5
6
7
8
Work through the Art homework booklet
Design Technology
Minimum tasks to
complete
Science
3
Complete the Research section of the DT Homework
Booklet.
My Booklet is Level
Bronze
Silver
Gold
Due In
9F
9J
Drama
Music
Geography
History
RE
French / German
PE
My sport for this half term is
This booklet gives guidance about each homework task which is due to be
completed this half term.
In English work is set weekly and the broad themes have been included.
In Maths, Art and Design Technology students will be issued with a separate
booklet which can be written in for completion.
English Y9 Autumn Term 2: Homework
Topic: Poetry & Media
Task Details
Time Required
To respond critically and creatively to texts.
Students explore the poetry of the First World War
in a four week module. This is followed by a three
week module in which they explore the
conventions of magazine journalism.
30 minutes each
week, together with
30 minutes
independent
reading.
1. Poetry: Research on key writers: Owen, Sassoon.
2. Poetry: Annotate a poem.
3. Poetry: Comparison task.
4. Media: Analysis of magazine covers.
5. Media: Research questionnaires.
6. Media: Identify key features of a text.
Tips: Use an appropriate vocabulary when analysing texts.
Poetry: metaphor, simile, hyperbole, symbol, alliteration, personification, extended
metaphor, persona.
Media: demographic, design brief, features, campaign, caption, editor, researcher,
presentation strategies, layout, font.
Resources: Your teacher will provide you with detailed guidelines and resources in class.
Success criteria:
Level 3
Level 4
Level 5
Level 6
Level 7
I can find some information based on the text I am given.
I try to make my writing match the purpose.
I can pick out the main points of a text. I can refer to the text when explaining my views about it.
My writing usually matches my purpose
I can select and present quotations and references using point, quote, comment.
My writing matches the purpose, adapting the level of formality as needed.
I can blend quotations and references using point, quote, comment, linking to other points.
My writing sustains an appropriate style throughout and I use a range of techniques.
I can blend quotations and references succinctly, choosing the most relevant to the question.
I write skillfully, sustaining an appropriate style throughout and crafting my work to meet the
needs of the reader.
Maths: Homework
Topic: Level Consolidation
Task Details
Time Required
The Suffolk New Academy KS3 Mathematics Homework Booklet includes a wealth of exercises ranging
from level 3 to level 8. It is tailored to suit students of all abilities at KS3.
Each student will be issued a homework booklet at the beginning of each half term based on their current
level in Mathematics.
Teachers will inform students of the set and due dates of each home work task and pupils will be expected
to complete and submit tasks following the timetable below.
Students write in their mathematics homework booklets and should ensure they bring them to all maths
lessons.
Success Criteria
Marking of the booklets will provide feedback on progress towards the Level of the
booklet. Students successfully completing tasks in a booklet demonstrate
achievement at that level for that particular topic.
ART: Homework
Topic: Experimental Painting
Task Details
Time Required
In art all students receive an Art Homework booklet. Each booklet is for completion during
half a term. The booklets have a variety of activities in them that need to be completed.
This Half term the topic is experimental painting and the booklet contains activities to
develop and enhance this aspect.
Tips
If you are unsure what to do please come and talk with your Art teacher. Bring your booklet
to every lesson so we can see your progress.
Success Criteria
Towards NC Level
3
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
Pupils explore ideas. They investigate and use a variety of materials
and processes to communicate their ideas and meanings, and
design and make images and artifacts.
Pupils explore ideas and collect visual and other information for their
work. They investigate visual and tactile qualities in materials and
processes, communicate their ideas and meanings, and design and
make images and artifacts for different purposes.
Pupils use a variety of approaches to explore and experiment with
ideas, information and resources in order to develop their
intentions. They investigate and develop a range of practical skills
and use the qualities of materials and processes purposefully to suit
their intentions when designing and making.
Pupils take some creative risks when exploring, experimenting and
responding to ideas and selecting information and resources in order
to develop their work. When designing and making, they develop and
use their technical knowledge and skills to manipulate the qualities of
materials, processes and the formal elements appropriately.
Pupils accept creative risks, exploring and experimenting with ideas
independently and inventively and using a range of appropriate
resources imaginatively to develop, design and make work. They
apply their technical knowledge and skills to realise their intentions,
using the qualities of materials, processes and the formal elements
effectively.
DT: Homework
Topic: Design Project – Research 2
Task Details
Time Required
4 hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Students will be issued with a Design Technology homework booklet at one of 4
levels.
This half term the task will be to ensure all of the research section in the booklet is
completed.
Design technology staff will provide support and guidance with the booklets and
set a specific deadline for completion.
Tips
1. Read the instructions in the booklet carefully – ensure you’re doing the work
appropriate to your Target Level
2. Bring the booklet in regularly so your teacher can check the work and tell you how
to improve it
3. If you don’t understand the work, ask your DT teacher to explain it
Resources
Design Technology KS3 Homework Booklet appropriate to your Target Level
Success Criteria
Write what you are going to design.
Towards NC
Level 3
Write a brief specification to describe what you will design.
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
Write specification based on research (moodboard or product analysis)
Write specification based on at least 2 items of research (moodboard and product
analysis)
Write a detailed specification based on 3 or more items of research.
Justify the points. Level 7 Produce independent research into the materials you would
use to produce your product.
For part of Food Technology homework it is expected for pupils to organise
bringing in ingredients and a suitable container clearly named for practical
lessons. Pupils are always given two week notice of a practical, and are
encouraged to speak to their teacher should any problems with getting
ingredients arise, or if there is a requirement to adapt a recipe to suit the
needs of your family. Below are the ingredients lists that will be set during
Year 8 food lessons:
Fish Cakes or Chicken
Nuggets
Chicken nugget
Ingredients
1 garlic clove, 1 lemon, 2
tbsp butter, 1 tbsp flour, 1
egg, 6 cream crackers, 2
chicken breasts
OR
Fish cake ingredients
300g white fish fillets
1 large egg
4 tablespoons plain flour,
Bread crumbs, crackers or
bread
Party products
Designing in lesson –
ingredients to follow
Shepherd’s Pie
1 onion
1 carrot
3 medium potatoes (700g)
1/4 Savoy cabbage
250g lean minced lamb
1 tbsp spoon plain flour
1 tbsp spoon tomato
purée
1 tbsp Worcestershire
sauce
1 stock cube
150ml semi-skimmed milk
Oven proof dish
Minestrone Soup
1 clove of garlic
¼ cabbage
1 onion
1 rasher of bacon
1 carrot
1 stick of celery
1 potato
1 stock cube
1 x 5ml mixed herbs
25g small pasta shapes
Brunch
Designing in lesson –
ingredients to follow
Pudding Ingredients
Designing in lesson –
ingredients to follow
Brownies Ingredients
175g margarine
350g caster sugar
1 tsp vanilla essence
3 eggs
100g plain flour
1tsp baking powder
75g cocoa powder
Swiss Roll Ingredients
75g self raising flour, 2
eggs, 75g caster sugar, 23 tbsp jam
Carrot Cakes
150g margarine
250g carrots
200g sugar
200g flour
2 x teaspoon cinnamon
2 x teaspoon baking powder
2 large eggs
125g sultanas
12 muffin cases
Choux Pastry (Sweet or Savoury)
Own Cake
Savoury Ingredients
Ingredients
60g strong white flour, Pinch of mustard powder, Pinch of cayenne
Designing in
pepper, 2 eggs (large) , 50g butter, 150ml water, 25g grated
lesson –
parmesan cheese, Twist of black pepper, 100g cream cheese, 2
ingredients to
slices of ham, 1 tomato
follow
OR
Sweet Ingredients
60g strong white flour , 2 eggs (large), 50g butter, 150ml water, 100g
plain chocolate, 300ml double cream
Year 9: Homework
Topic: 9F Sculpture park
Task Details
Time Required 2 hours
The task is split into three sections, students will be directed as to which sections they are
required to complete.
Bronze
Produce a presentation or leaflet on using metals and preventing corrosion. You should
choose one of these areas:
artwork and sculpture; transport; jewellery and fashion; or building and the
home.
You should link your work to ideas about metal reactivity. Your work should name some
metals and what they are used for and whether they are reactive or unreactive.
Silver – complete the Bronze task and your work should include
reasons for why a metal has been used for a particular purpose and described
scientifically how metals corrode
Gold – complete the Silver task and your work should include
the criteria used for choosing metals and used appropriate word equations. You could
also include evidence for reactivity in metals.
Resources
Worksheet 9F Assess yourself
Success Criteria
NC Level
Named a metal and said what it is used for.
3
NC Level
Named at least two different metals and described accurately examples of
4
how they are used.
Described what corrosion is.
Described one simple method of preventing corrosion, e.g. painting.
Stated whether the metals I have named are reactive or unreactive.
NC Level
Used scientific words or ideas to explain how metals corrode.
5
Explained how a more complex method of preventing corrosion works,
e.g. galvanising.
Named and described the uses of at least three common metals.
Explained why we use at least one metal for a particular purpose because
of its properties.
Explained several reasons why metals are used for a particular purpose.
NC Level
Explained why a metal is used for a particular job and the criteria used
6+
when choosing metals, e.g. cost, strength and resistance to corrosion.
Found out about a metal that I had not heard of before, or found out
about an unusual use of a more common metal.
Used word equations to describe reactions.
Described evidence for patterns in the reactions of acids and oxygen with
metals.
Described how new materials are designed to have specific properties.
Explained what the reactivity series of metals is.
Explained how methods of corrosion prevention link to the reactivity series
of metals. Used symbol and chemical formulae correctly.
Explained the evidence for the reactivity series of metals.
Year 9: Homework
Topic: 9J Satellites and space
Task Details
Time Required
2 hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
A new satellite manufacturing firm has just moved into your area. This company wants to
recruit lots of local people to work in their factory, so they are holding an open day to
explain to local people what satellites do, how they work and how important they are to
our way of life. They would also like to encourage more pupils in local schools to study
science and engineering, so they can recruit more qualified staff in the future. Your task is
to design a set of display boards to be put up in the factory during the open day.
Your work should describe what a satellite is and how it is able to orbit the Earth. You
should also give uses for satellites.
Silver – complete the Bronze task and
Your work should explain why we don’t notice the effect of gravity between ourselves.
You should also discuss why engineers keep satellite masses small.
Gold – complete the Silver task and
Your work should include details on what the evidence satellites gathers tells us and how
this can be used. You could also discuss why gravity needs to be considered when any
spacecraft is launched.
Success Criteria
NC
Described what a satellite is.
Level 3 Described the direction in which gravity pulls things.
Described a use for satellites.
NC
Explained that all objects attract each other, and that this force is called
Level 4 gravity.
Explained what keeps satellites in orbit around the Earth.
Recognised that satellites can be useful for a number of tasks.
NC
Described how the strength of gravity depends on the masses of the
Level 5 objects involved.
Explained why we don't notice the force of gravity between ourselves and
other objects around us.
Explained why engineers need to keep the masses of satellites as small as
possible.
Describe some uses of satellites for scientific research.
NC
Described how the force of gravity changes with distance.
Level
Described different possible orbits for satellites.
6+
Explained why different orbits are suitable for different uses.
Described some evidence gathered using satellites and what this tells us.
Explained the importance of the use of satellites for monitoring
sustainability.
Explained that new technologies can provide more evidence to help
scientists to answer questions.
Explained how satellites can be used to provide data about other planets
or moons that could not be obtained in other ways.
Evaluated the benefits and drawbacks of using satellites (as opposed to
other types of space probe) to explore the Solar System.
Explained how evidence from planetary motion supports the idea that
gravity determines the motion of bodies in the Solar System.
Drama: Homework
Topic: Year 9 – Risky Behaviour
Task Details
Time Required
2 hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
1. Pick the lyrics to one song of your choice which you think talks about a form of
risky behaviour. Write about how these could be used to create a performance.
Write a brief outline of this.
2. Complete Performing Arts Self Assessment sheet.
Silver – complete the Bronze task and
1. Using your chosen lyrics and including the brief outline as above, script a short
scene from the performance you would create.
Gold – complete the Silver task and
1. produce a complete script of the performance you would create, using your chosen
song lyrics as stimulus.
Tips
Try to be an imaginative as possible, using the lyrics as stimulus. Try and imagine the
performance in your head.
Resources –
A4 Paper – Lined
Performing Arts Self Assessment sheet
Success Criteria
NC Level 2 - I can talk about my work and the work of others
NC Level 3 - I can discuss my work and the work of others commenting on the
intended effect
NC Level 4 - I can suggest improvements to my own and others’ work, and identify
strengths and weaknesses
NC Level 5 - I can evaluate and analyse performances using the language of music
and drama and use this to refine my work
NC Level 6 - I can make improvements to my own and others’ work and justify my
judgments
NC Level 7 - I can evaluate and make critical judgments about performances, and give
thoughtful and sophisticated ideas for improvements
NC Level 8 - I can analyse performances with exceptional understanding
Music: Homework
Topic: Blues 2
Task Details
Time Required
2 hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
1. Listen to a recording of ‘Mercy’ by Duffy and identify when the chord changes and
be prepared to identify the changes in lesson via a listening task using the lyrics to
mark the chord changes
2. Complete Performing Arts Self Assessment sheet
Silver
1. Listen to a recording of ‘Mercy’ by Duffy and identify when the chord changes and
be prepared to identify the changes in lesson via a listening task using the lyrics to
mark the chord changes. To know and identify what the chords are which are being
used.
2. Complete Performing Arts Self Assessment sheet
Gold
1. Listen to a recording of ‘Mercy’ by Duffy and identify when the chord changes and
be prepared to identify the changes in lesson via a listening task using the lyrics to
mark the chord changes. Research another popular song which uses the 12 bar
blues chord sequence and share it with the class.
2. Complete Performing Arts Self Assessment sheet
Tips
If you are struggling to find a recording of the track come down to Kenny at
lunchtime and you will be able to access it.
Resources –
Performing Arts Self Assessment sheet
Success Criteria
NC Level 2 - I can talk about my work and the work of others
NC Level 3 - I can discuss my work and the work of others commenting on the
intended effect
NC Level 4 - I can suggest improvements to my own and others’ work, and identify
strengths and weaknesses
NC Level 5 - I can evaluate and analyse performances using the language of music
and drama and use this to refine my work
NC Level 6 - I can make improvements to my own and others’ work and justify my
judgments
NC Level 7 - I can evaluate and make critical judgments about performances, and give
thoughtful and sophisticated ideas for improvements
NC Level 8 - I can analyse performances with exceptional understanding
Performing Arts Self Assessment Sheet
Project
Date
Role within
Performance
NC Level Achieved
What was good
about your
performance?
What was not so
good about your
performance?
What was good
about your working
skills?
What was not so
good about your
working skills?
How could you
improve your
performance?
How could you
improve you
working skills?
What was your
favourite
performance and
why?
Teachers
Comment
Homework set
Completed?
Teacher sign
Project completed (please sign)
Student:
Teacher:
This is a copy of the Performing Arts Assessment Sheet which will be used every half term in Music and Drama. After an assessed
performance the students will be required to complete the assessment sheet. This assessment sheet will be assessed using the success
criteria on the music and drama homework sheets.
Year 9 French Term 1b: Homework
Topic: mon temps libre
Task Details
Support tasks will be set each week.
Time Required
3 hours
Bronze - complete the worksheets and vocabulary sheets
Qu’est-ce qu’on passe?
Désolé je ne peux pas
Ce n’était pas mal
Le weekend prochain
Vocabulaire – learn spellings and meanings of vocabulary box ‘la télé’
This will be tested in the week commencing 9th December
Silver – complete the Bronze task and
Write an article for a French website about English TV
Include:
What type of tv programme you like to watch and why
What type of tv programme you dislike watching and why
What your favourite programme is and why
What your least favourite programme is and why
Gold – complete the Silver task and
Use connectives and opinions
Add a paragraph using the perfect tense about what you watched last weekend
Future plan – what you are going to watch next weekend
Tips
Practise vocabulary every week – meaning and spelling.
Use the vocabulary sheet to help complete the support worksheet tasks and the final
consolidation task. It’s like a jigsaw puzzle, fitting together the phrases you wish to use.
Don’t use an online translator; use www.wordreference.com to help you find the right
word.
Resources
Worksheets and vocabulary lists attached.
Success Criteria
Towards NC
Level 3
NC Level 4
NC Level 5
NC Level 6
Recall and use key vocabulary
Link sentences including opinions with connectives.
Paragraphs including two tenses.
Paragraphs including three tenses.
To help you study…..
www.linguascope.com
username:chantryhs
password:bmw
Year 9 : German Homework
Topic: Ich habe Reiselust!
Task Details:
Write a letter about your summer holiday
Time Required: 3 hours
Bronze Task
Vocabulary test. Vocab from boxes Holiday destinations and Holiday activities on vocab
sheet .
Worksheets Fußball, Freizeitpark oder Freibad and Berlin
Meaning/ knowledge test. Vocab from box At a restaurant on vocab sheet, plus test of
knowledge of using time, manner, place and modal verbs
Worksheets Unterwegs and Mein Ferienproblem
Silver – complete the Bronze task and
Write a letter talking about your summer holiday. Include:
Where you went, when, how you go there, what you did and how you found the holiday
Gold – complete the Silver task and
Link your work into a paragraph.
Write in TWO or THREE tenses.
Tips:
Your vocab sheet is your bible! Use it to help complete worksheets and to test yourself
when learning new vocabulary.
Use the back of your Edexcel book to go back over any grammar rules you’ve learnt.
Resources:
Worksheets and vocabulary lists attached.
Success Criteria
NC Level 4 – Link your sentences into a paragraph, using und, aber, weil and obwohl.
NC Level 5 – write in two tenses.
NC Level 6 – write in three tenses.
NC Level 7+ - write extensively, include unique language, other people’s perspectives
and complex sentence structures
Geography Y9: Homework
Topic 2 : Ecosystems and Rainforests
Task Details
Time Required 3 hours.
The task is split into three sections, students will be directed as to which sections they are
required to complete.
Bronze
1. Find five common species of trees found in the UK including Oak. For each find out their size, leaf shape, fruits and flowers and the human use of that tree. 2. Do some research on local woodlands either through the Suffolk Wildlife Trust web site or the Woodland Trust. Gather five key facts about woodlands and their use by people. Silver
1. Find five common species of trees found in the UK including Oak. For each find out their Size, leaf shape, fruits and flowers and the human use of that tree. Include some information on local places where these trees are found 2. Do some research on local woodlands either through the Suffolk Wildlife Trust web site or the Woodland Trust. Gather five key facts about local woodlands and their use by people. Do the same for the National Forest in England. Produce a fact file on it.
Gold
1. Find ten common species of trees found in the UK including Oak. For each find out their size, leaf shape, fruits and flowers and the human use of that tree. Include some information on local places where these trees are found. 2. Do some research on local woodlands either through the Suffolk Wildlife Trust web site or the Woodland Trust. Gather ten key facts about local woodlands and their use by people. Do the same for the National Forest in England, include a map Tips
1. Make sure your fact file information is not pasted from the internet and put this in your own words. 2. Remember to include location maps for woodlands you research. 3. Your teacher will check any draft work you have before the deadline. Resources
Internet access is a must so use the library or homework club facilities. Success Criteria
Towards NC
Level 3
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
Research is incomplete and information patchy.
Has produced some basic facts about trees and woodland.
Research has covered five trees and mentioned local
woodlands as well as the National Forest
Research and information gathered is detailed and covers
at least five trees and examines in detail both local and
national forests.
Both of the above tasks are outstanding and show some
original research as well as key ideas listed in both tasks.
History: Homework
Topic: The Great War 1914-18
Task Details
Time Required
3 hours.
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
3. Pick a major event from World War 1 e.g. Gallipoli, Battle of Jutland. Create an A4 poster/movie/PowerPoint presentation showing why the event was important. 4. Include answers the following questions: What, where, when, why? 5. Include relevant images. Silver
1. Pick a major event from World War 1 e.g. Gallipoli, Battle of Jutland. Create an A4 poster/movie/PowerPoint presentation showing why the event was important. 2. Include answers the following questions: What, where, when, why? 3. Include relevant images and evidence from primary and secondary sources. 4. Include a bibliography.
Gold
1. Pick a major event from World War 1 which involes countries outside of Europe. Create an A4 poster/movie/PowerPoint presentation showing why the event was important. 2. Include answers the following questions: What, where, when, why? Make sure you explain the significance of your event when assessing other events of WWI. 3. Include relevant images and evidence from primary and secondary sources. 1. Include a bibliography/webography. Tips
4. Try to show evidence of a ‘World War’. 5. Use more than one method of research. 6. You can work in pairs but it must be clear you have both worked on the project. 7. Your teacher will check any draft work you have before the deadline. Resources
Use your notes in your History book to help you. Ask your teacher for any specific resources e.g. A4 paper Success Criteria
Towards NC
Level 3
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
Basic display. Not written in full sentences. No reasons.
Copied text.
Basic display. Not written in full sentences. No reasons.
Copied text. Includes relevant images.
Imaginative display. Written in full sentences. 1 reason
explaining importance. A few examples of copied text. Few
spelling mistakes.
Imaginative display. Written in full sentences. 2 reasons
explaining importance. Include evidence from sources.
Few spelling mistakes.
Imaginative display. Written in full sentences. 2 reasons
explaining importance. Include sources and explanation of
significance. Few spelling mistakes. Excellent literacy.
RE: Homework Year 9
Topic: Morality
Task Details: What are your human
Time Required 2 Hours
rights?
The task is split into three sections, students will be directed as to which sections they are
required to complete.
To demonstrate your knowledge of what human rights we have.
To identify & compare the rights you think we should have to the rights we actually have.
To suggest reasons why human rights are important & why we should respect the rights
of others.
Bronze
Write down 5 rights you think everyone is entitled to (e.g. ‘we are all entitled to be listened
to’).
Silver
Write down 5 rights you think everyone is entitled to (e.g. ‘we are all entitled to be listened
to’).
Compare your list to the ‘Unites Nations declaration of Human Rights’. Identify which
rights appear in your list AND in the UN list.
Gold
Write down 5 rights you think everyone is entitled to (e.g. ‘we are all entitled to be listened
to’.
Compare your list to the ‘Unites Nations declaration of Human Rights’. Identify which
rights appear in your list AND in the UN list.
“All human rights are important and should always be respected’. Do you agree? Give
reasons for your answer.
Tips
You will have an opportunity in lessons to discuss some ideas. Also refer to the
‘Universal Declaration of Human Rights’.
Resources
The ‘Universal Declaration of Human Rights’.
Success Criteria
Towards NC
Level 3
Level 3
Level 4
Level 5
Level 6+
I can identify something to which I think I am entitled.
I can describe 5 rights I think human beings should have
I can also compare my list with the UN human rights list.
I can also give a reason why human rights are important.
I can also give several reasons why human rights are important and
suggest reasons why we should respect the rights of others.
RE: Homework Year 8
Topic: Light and Darkness
Task Details: Design your own symbol
Time Required
2 Hours
To demonstrate your understanding of what a symbol is. To be able to compare your
symbol with one others and to evaluate why symbols are important
The task is split into three sections, students will be directed as to the minimum sections they are required
to complete.
Bronze
Design your own symbol for Suffolk New Academy and explain its meaning.
Silver – complete the Bronze task and
Compare your symbol to the school’s one. Explain ow are they different / similar?
Gold – complete the Silver task and
Use your knowledge of symbolism to explain why you think people use symbols.
Tips
The present school symbol is the different coloured circles. You need to design a new
one. Remember – symbols have more than one meaning! You need to think about what
your new symbol should represent (e.g. learning / achievement / hope etc…)
Resources
You will have an opportunity in lessons to discuss some ideas. Also – use the “My School
Symbol Homework sheet” as a guide.
Success Criteria
Towards NC
I have designed a symbol suitable for a school.
Level 3
NC Level 3
I have designed a symbol and have identified some meanings which I
think it has.
NC Level 4
I have identified some similarities and differences between different
symbols,
NC Level 5
I can explain why symbols are used.
NC Level 6+
I can explain why symbols are important to people.
PE Homework: year 9
Topic: Badminton
Task Details
Time Required
2 Hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
1. Sketch a badminton court and use this along with a written explanation to
demonstrate your understanding of how to score a doubles match2. Explain rules around scoring
Silver – complete the Bronze task and
1. Now add to the diagram of the badminton court the different positions a doubles
pairing can choose to stand in.
2. Explain why a pair would choose to stand side by side or front and back.
Gold – complete the Silver task and
1. Write about what tactics could a doubles pair choose to use to try to win a matchthink about shot selection and movement around the court.
2. Using research on the internet can you find some interesting facts about
international doubles matches.
Tips
1. Check your homework tasks after every lesson to complete every task with
knowledge learnt from every lesson
2. Draw your diagrams in pencil in case you need to change things as you gain more
knowledge
3. Use full sentences for explanations
Resources
Ask your teacher if you need paper
You can research on the internet for information – make sure the information is not from
Wikipedia
Success Criteria
Towards NC
Level 3
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
Badminton court sketched correctly and some rules included
Scoring system for doubles explained correctly
A basic explanation is given for doubles positioning on court
Tactical awareness is evident, shot selection and positioning is
explained correctly
Research is carried out to an in depth level showing enthusiasm and
motivation for the activity
PE Homework
Topic: Basketball – Implementing tactics
Task Details
Time Required
3 Hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
1. Watch one quarter of an NBA match. Look for any tactics from either team. Be
ready to discuss these in lesson
Silver – complete the Bronze task and
1. Write/draw up a set play tactic to use in matches in lesson.
Gold – complete the Silver task and
1. Use knowledge from lessons and use the internet to prepare to officiate a match
with a partner.
Tips
4. Check your homework tasks after every lesson to complete every task with
knowledge learnt from every lesson
5. Draw your diagram in pencil in case you need to change things as you gain more
knowledge
6. Use full sentences for explanations
Resources
Ask your teacher if you need paper
You can research on the internet for information – make sure the information is not from
Wikipedia
Success Criteria
Towards NC
Watch part of an NBA match and discuss what you’ve seen
Level 3
NC Level 3
Watch part of an NBA match and compare what you’ve seen with a
partner
NC Level 4
Devise part of a set play used from lessons
NC Level 5
Devise own set play
NC Level 6+
Begin to officiate matches in lessons
Year 9: Homework
Topic: Fitness
Task Details: Plan a Fitness Programme
Time Required
4 Hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
Research the principles of fitness training. Interview someone in your family about how
they would like to improve their fitness.
Silver
In your PE lessons you will be working on a fitness unit of work, where some of the
principles of training will be covered. Plan a six week training programme for a member of
your family, ensuring that you have met their needs and aims.
Gold
Research what SMART goals are and relate to the exercise programme.
Tips
Listen and pay attention your PE lessons, interview the member of your family, listen to
what they saw, ensure you progress their programme each week.
Resources
Websites, books, Fitness Suite Club, PE teacher.
Success Criteria
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
A basic programme planned, no progression, no principles of training
identified.
Fitness programme planned showing some progression and overload,
principles of training identified.
Fitness programme planned in detail showing progression and overload,
principles of training explained using technical language.
All of the above and explain what SMART targets are.
Year 9: Homework
Topic: Trampolining
Task Details: Design your own Coaching
Cards
Time Required
4 Hours
The task is split into three sections, students will be directed as to which sections they are required to
complete.
Bronze
Design coaching cards for four different trampolining moves (tuck, seat landing, full turn
etc). Include pictures of the moves and coaching points of how to perform each move.
Silver – complete the Bronze task and
Try out your coaching cards in PE lessons, to support other peoples’ learning.
Gold – complete the Silver task and
On your coaching cards, include information on how to correct faults in moves. Look at
more advance trampolining moves such as Front somersaults.
Tips
Think about the advice you will have been given in PE lessons, use your own experiences
of how you have worked through Trampolining moves.
Resources
Websites, books, Trampolining club, your PE teacher.
Success Criteria
NC Level 3
NC Level 4
NC Level 5
NC Level 6+
4 cards, with pictures and basic moves/shapes looked at.
4 cards showing some use of subject specific language, at least 4
coaching points for each move.
4 cards showing use of subject specific language, correct terminology
for moves and coaching points, a range of trampolining moves looked at
(shapes, rotation and landings)
4 cards showing advanced moves such as somersaults, with technical
language used to correct faults.