Home Learning Menu

Year 9

Term 1

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Home Learning Task

Year 9 Term 1 – Art

This term you will be completing a topic called Totem Poles. The homework tasks below will consolidate and extend the skills

you will learn in lessons. You will need to choose one of the differentiated tasks below (3 in total during term 1).

Task 1 Starter

Create a word search based

on Totem poles, using facts and information you have

researched in lesson time

Task 2 Main

Research an Icon you would

like to use as inspiration for your own Totem Pole

(Icon: A person who is the object of great attention and

devotion; an idol.)

Task 3 Dessert

Bringing Totem Pole research

and Icon research together- create 2 initial ideas for

your clay final outcome.

4a-5b

8-10 words

Within the word search

include key facts: when, where, how?

Gather images and basic facts

of someone you consider to

be an icon. Who are they? What are they

famous for? Where are they from? Etc…

1 page per idea) Sketch your

ideas clearly and add images

surrounding them to show where you go your idea/s

from. Add colour relevant to your research findings

5a-6b

10-15 words Present your word search

page with sketches, images and colours relevant to the

theme.

Gather many images and lots of interesting facts about your

icon. On separate paper, do sketches of them and items/

objects they are famous for.

Sketch your idea neatly, add imagery and annotation to

explain your reasons behind your idea/s.

6a-7b

15+ words Be creative with the shape of

your word search (it doesn’t have to be square!). Add

drawings along with images

as part of your word search presentation.

A*- Take a photograph of your word search within a

Newspaper/ Magazine/ Website to show where and

how it would be presented to people to complete.

Gather many interesting images and facts. Find facts

that may be relevant when you come to design your own

Totem Pole E.g. have they got

anything they are celebrated for? Any stories as to why

they are famous? A*- Do a first small initial

sketch/s of any ideas you might have for a totem pole…

Draw your ideas with detail. Draw from different angles?

Add annotation for decisions made.

A*- Explain any clay skills or

processes you may have to do/ develop to create your

idea/s.

Home Learning Task

Year 9 Term 1 – English

This term in English you will be studying non-fiction and media.

You will need to complete the homework below for the set you are in. Your teacher will

inform you of this at the beginning of the term. Task

Number Set 1 Set 2 Set 3

1

Read a piece of non-fiction (e.g. newspaper

article) Write a summary and

identify and explain techniques e.g.

subheadings/bullet points/ images etc.

Read a piece of non-fiction (e.g. newspaper

article) Write a summary of the

main ideas.

Design a poster containing the

conventions of a newspaper article.

2

Watch Hollyoaks title

sequence and explain the age, gender and

interests of the target audience with reasons.

Watch Hollyoaks title

sequence and explain the age, gender and

interests of the target audience.

Look at the front cover

of a teenage girls’ magazine and label the

different features. Challenge: Explain why

you think the publisher has used the

colours/Images and graphics.

3

Design an information

page on how to create a Prezi.

Create a blog for St

Edmund’s Girls’ School. This should be at least

two paragraphs long. You should use the

normal conventions of a blog.

Design three different

headlines for the following story:

A student at St

Edmund’s school has a pet crocodile and

decided to bring the pet into school as a

show and tell activity.

Need help? Browse online to find

some articles that may interest you. Select all

the key features such as ‘Bold headings and

subheadings

4 - 8

Create your own magazine/ newspaper

for a specific target audience using

presentational devices and appropriate

language devices. This

could be an online magazine or paper.

Create your own website and blog using

presentational devices and persuasive devices

about an issue of your choice.

Create your own advert using presentational

devices and persuasive language. You can

video this.

Home Learning Tasks

Year 9 Term 1 – French

Chez moi, chez toi – Where you live All pupils will be issued with their own textbooks at the beginning of September. You will

receive a letter to acknowledge receipt and any loss/ damage will have to be paid for.

Pupils are responsible for them and will be expected to use them at home for homework

and bring them back for their lessons. Year 9 French will be issued with Studio 2

textbook.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings according to the homework timetable. There will always be a

vocabulary test the following lesson and pupils are expected to be able to show their

teacher how they learnt (vocabulary practised on paper/ parental signature …).

All other homework will be as detailed below. There may be times when amendments to

the timetable may be necessary but we will endeavour to keep these to a minimum.

Task

Number

Core Tasks Extension Tasks

1

Grammar task – adjectives endings

Use Studio 2 p.82 Read the notes and do exercises 1 and 2 in your exercise book.

Make up 5 sentences of

your own using different adjectives.

2

Comparative adjectives

Read the notes in Studio 2 p.82 and do exercise 3 in your exercise book. Look

carefully at the examples

p.69 studio 2 ex.7

Write a comic sketch between 2 rival celebrities.

Use box for ideas or your own ideas.

3

Learning homework

Learn prepositions listed on p.71 (green box). Careful with spellings. Test next

lesson.

Ex.4 p. 83 Fill in the gaps

with the correct preposition by looking at

the picture.

4

Research:

Find and print/copy a recipe for a typical

French dish from a French website and write a brief explanation in English in your

exercise book.

Make the dish and ask

your parents to comment /

take picture and if possible bring some in for us to try!

5

Reading task- studio 2 p. 124 Do exercise 1 (for each picture write the

name of the person) Ex. 2 read the text and complete the

sentences in English

Find out 10 new words connected to food.

6

Learning task: Learn the present/ passé/ futur box on

p.77 as preparation for your writing task. Test next lesson

Find out how you would say “we watch/ we

watched/we are going to watch/”…

7

Writing task:

Imagine you are a very rich celebrity. Write a blog about your lifestyle in the

three tenses. Use ex.4 p.79 Studio 2 for prompt or use

your own ideas.

Use connectives, opinions

and give reasons as well.

Home Learning Tasks

Year 9 Term 1 – Geography

The Geography of Festivals

This topic allows pupils to consider what makes a place suitable or not to hold a festival.

They will also need to consider the impact of festivals on both the environment and the

local people. Finally they will apply this knowledge to plan a music festival on a site of

their own choosing in Salisbury. This topic also heavily relies on revisiting and enhancing

of map skills they have learnt earlier in the geography curriculum.

Task Number

Core Tasks Extension Tasks

1

Learn Key words via a) front cover design for topic or b) design a crossword with

clues for the words Key words: site, situation, impact, local,

national, global, prevent, conflict,

development environment connected, effect

Learn these additional words: influence and

sustainable

2

Write a post card from Glastonbury festival (Pilton farm) explaining why it is a

good site and situation for a festival. Use ideas covered in the lesson.

State which of the site and situation of Pilton farm is

the most advantageous and explain your choice

3 and 4

Complete the Sustainability Project.

Click here for attached worksheet.

Within project instructions.

Home Learning Task

Year 9 Term 1 – History

During term 1 of year 9 pupils will learn about the development of modern Britain,

beginning with the WWI. They will explore the causes and wide ranging consequences of

the conflict and conduct an in-depth study of how lives were affected by the war.

Homework tasks will provide an opportunity to reflect on these issues and/or develop

their understanding of them.

Task Number

Core Tasks Extension Tasks

1

The assassination of Archduke Franz

Ferdinand

Write a newspaper front page (template provided) which describes the

assassination of Franz Ferdinand. Include key dates, names, places and events.

Add detail to your newspaper article by

explaining the consequences of the

assassination.

2

What motivated men to sign up and fight?

Design your own propaganda poster. Using information from the lesson, design

a propaganda poster that encourages men to sign up and fight in WWI.

Think more creatively and design your poster to

appeal to women. This means your poster must

make women want to send their husbands, sons,

brothers and fathers off to fight!

3

Life in the Trenches

Write a postcard home (postcard provided) from the point of view of a

soldier living in the trenches. It must include information about the following

things. What you do in the trenches; what you eat; what you do when you’re not in

the trenches.

Instead of a short postcard

write a more detailed letter including more evidence

about life in the trenches.

4 Assessment – What motivated men to

continue fighting in the trenches?

This homework (related to their assessment) will be set by the teacher.

The length and challenge will be commensurate with your daughter’s

ability.

N/A

Home Learning Task

Year 9 Term 1 – Maths

Due to the nature of Maths, home learning tasks will not be set in advance.

Your teacher will ensure that home learning tasks are set each week but

these will be tailored to your individual needs based on your progress in

lessons. These tasks may include:

Revision in preparation for a test

Investigative so that you have the opportunity to discover reasons or

rules to understand processes.

Reinforce work covered in class to be sure you can complete work

independently

Help in assessment and planning of future targets

Support the development of independent learning e.g. using the

MyMaths website.

Home Learning Task

Year 9 Term 1 – Music

This will be an extended project that will last the entire half term. You will

be expected to hand this in piece of work in at the end of the term, your

class teacher will set a deadline during your lessons.

Task Number

Core Tasks

1

Music Industry Careers, an extended project. You are to research the music industry and in particular what career options are

available and create a list. Choose at least one job from your list that interests you and research it in more detail. You will need to

create a booklet on the music industry to include a detailed job

description for your chosen profession with information on what qualifications are needed for the job. This is an extended project

and therefore will be your only homework this term.

Home Learning Task

Year 9 Term 1 – Religious Studies

Planet Earth/Animal Rights

The learning aims for each student are:

To know the keywords for both topics. To know the difference between animals and humans.

To know two religious opinions on how we should treat animals. To evaluate different opinions on vegetarianism, factory farming,

blood sports and animal experimentation. To know the ideas concerning how life began, the Christian creation

story and to understand how people see God in the world. To understand and evaluate religious teachings on the environment. To evaluate different opinions on the environment and why we should

care. To evaluate reactions to saving the planet.

All work should be completed in the student’s exercise books unless otherwise instructed.

Task No.

Core Tasks Extension Tasks

1

Familiarisation with GCSE Topic Materials 1

http://www.st-edmunds.eu/students/student-portal Student should choose ‘Sharepoint for Students’; login in

to their email; then choose ‘KS4>RS Revision’ and then look at ‘Revision Booklet Religion and Life Issues 2013’.

Read ‘Religion and Planet Earth’ Pages 1 and 2

Give two ways in which people destroy natural habitats.

(2 marks)

Explain briefly what is meant by acid rain. (2 marks) ‘Religious believers do not need to be concerned about

climate change.’ What do you think? Explain your opinion. (3 marks)

Learn and test

yourself on the keywords.

In your answers to

the questions aim for excellent spelling,

punctuation and grammar (SPAG).

2 Familiarisation with GCSE Topic Materials 2

http://www.st-edmunds.eu/students/student-portal Student should choose ‘Sharepoint for Students’; login in

to their email; then choose ‘KS4>RS Revision’ and then look at ‘Revision Booklet Religion and Life Issues 2013’.

Read ‘Religion and Planet Earth’ Pages 1 and 2

Explain religious beliefs about the origins of life on Earth. Refer to religious beliefs and teachings in your answer. (5

marks) ‘Caring for Planet Earth is the best way to improve

peoples’ lives.’ Do you agree? Give reasons for your answer, showing

that you have thought about more than one point of view. Refer to religious arguments in your answer. (6

marks)

Learn and make sure you know,

thoroughly the Religious Attitudes

towards Planet Earth.

How might these differ from a non-

religious person?

3

Familiarisation with GCSE Topic Materials 3 http://www.st-edmunds.eu/students/student-portal

Student should choose ‘Sharepoint for Students’; login in to their email; then choose ‘KS4>RS Revision’ and then

look at ‘Revision Booklet Religion and Life Issues 2013’.

Read ‘Religion and Animal Rights’ Pages 3, 4 and 5

Explain briefly what is meant by the term ‘vegan’. (2 marks)

Give two reasons why animals can make good companions for people. (2 marks)

‘Religious believers should not support the cloning of

animals.’ What do you think? Explain your opinion. (3 marks)

Learn and test

yourself on the keywords.

In your answers to

the questions aim for excellent spelling,

punctuation and grammar (SPAG).

4

Familiarisation with GCSE Topic Materials 4 http://www.st-edmunds.eu/students/student-portal

Student should choose ‘Sharepoint for Students’; login in to their email; then choose ‘KS4>RS Revision’ and then

look at ‘Revision Booklet Religion and Life Issues 2013’.

Read ‘Religion and Animal Rights’ Pages 3,4 and 5

Explain religious attitudes to the different methods of

farming animals. Refer to religious beliefs and teachings in your answer. (5 marks)

‘There is nothing wrong with religious believers hunting animals.’

Do you agree? Give reasons for your answer, showing that you have thought about more than one point of

view. Refer to religious arguments in your answer. (6 marks)

Learn and make sure

you know, thoroughly the

Religious Attitudes towards Planet

Earth.

How might these

differ from a non-religious person?

Home Learning Task

Year 9 Term 1 and 2 – Science

During Terms 1 and 2 Year 9 students will study three modules from Science, as shown in the table below. Different teaching

groups will study these modules in different orders and possibly at different rates – so for example in the first week students in

9B1 may be set work from the Controlling Electricity module but 9B2 may be set work from the Making Food module. Students

will be given their program of study when they arrive at school in September. Homework will be task driven rather than set

weekly. However overall there should be the required amount of time spent on home learning tasks per module. Students should

attempt the core task but could choose or be asked to attempt the extension task. When all three modules have been completed

there will be a substantial test covering ALL 3 MODULES. Overall there should be approximately 4 weeks’ worth of home learning

tasks per module

Task Making Food Movement Controlling Electricity

Core Extension Core Extension Core Extension

1

Create a glossary

for the key words to be used in this module – meanings

must be included. Add examples and

diagrams as appropriate. (L)

Choose one or

two word from the keywords and research it in

more detail.(L)

Create a glossary for

the key words to be used in this module – meanings must be

included. Add examples and

diagrams as appropriate. (L)

Choose one or two

word from the keywords and research it in more

detail. (L)

Create a glossary for

the key words to be used in this module – meanings must be

included. Add examples and

diagrams as appropriate. (L)

Choose one or

two word from the keywords and research it

in more detail. (L)

2

Research plants that can survive in

extremely difficult environments.

Explain how they have adapted to these conditions.

Plants get deficiency

diseases too – find out what

symptoms a plant can show when lacking in

minerals and how fertilisers can

help.

Complete a Celebrity Skeleton – naming as

many bones as possible.

Complete the core task but either add

muscle groups to the skeleton or

research a common sports injury –finding out what

causes it and how it is treated.

Create something that could be used to

show how to wire a plug safely.

The wires and pins should be labelled and explanations as

to why the specific materials are used for

the different parts. (LAT)

Safety in a Plug Explain why a

plug has an Earth wire and a

fuse and how they work. What is an

RCCB? Is it better than a

fuse? (LAT)

3

Use the revision checklist/questions

to prepare for the end of term

assessment for this topic.

Create a revision tool that will

aid/could be used for the end of

term assessment.

Use the revision checklist/questions to

prepare for the end of term assessment for

this topic.

Create a revision tool that will

aid/could be used for the end of term

assessment.

Use the revision checklist/questions to

prepare for the end of term assessment for

this topic.

Create a revision tool that will aid/

could be used for the end of

term assessment.

Home Learning Tasks

Year 9 Term 1 – Spanish

Vacaciones - Holidays All pupils will be issued with their own textbooks at the beginning of September. You will

receive a letter to acknowledge receipt and any loss/ damage will have to be paid for.

Pupils are responsible for them and will be expected to use them at home for homework

and bring them back for their lessons. Year 9 Spanish will be issued with Viva 2

textbook.

In MFL, regular vocabulary learning is essential and pupils are expected to learn

spellings and meanings according to the homework timetable. There will always be a

vocabulary test the following lesson and pupils are expected to be able to show their

teacher how they learnt (vocabulary practised on paper/ parental signature …)

All other homework will be as detailed below. There may be times when amendments to

the timetable may be necessary but we will endeavour to keep these to a minimum.

Task

Number

Core Tasks Extension Tasks

1

Learn preterite tense of the verb “ir” = “to go” in Spanish in correct order and with

English meanings. Test next lesson.

Write 5 sentences using a different part of the verb in

each.

2

Viva 2, p.22, ex.3. Copy out the phrases

and fill the gaps with the correct form of the verb in brackets.

Also learn –AR preterite tense verb endings in correct order.

Write 5 phrases including

the sequencers from the skills box on p.11.

3

Viva 2, p.22, ex.2. Choose the correct

form of the verb to complete the phrases then translate the phrases into English.

p.23, ex.6. Translate

these negative phrases into Spanish

4

Viva 2, p.120, ex.3. Read the text and

write the letters in the correct order. And p.121, ex.1. Read the text and

choose the 2 things NOT mentioned.

p.121 ex.2. Read the text.

Copy and complete the table in English.

5

Viva 2, p.121, ex.4. Write an account of a

trip to London. Use the text in ex.3 to help you.

Include what someone else did.

6

Use your corrected piece of writing to

revise for the end of topic assessment. This will be a written or a spoken

assessment.

7

Viva 2, p.19, ex.3. Read the text in ex.1

(p.18) and answer the questions in ex.3.

Choose one of the ex.1

texts and translate it into English.

…