Home Learning Menu

Year 9

Term 3

Year 9

Term 3

Home Learning Task

Year 9 Term 3 – Art

This term Year 9 are studying painter Alicia VanNoy Call and working towards their own

Pet inspired painting. Students will use their lesson time to learn valuable Photoshop

and valuable skills, but will use home learning time to develop their research and

sketching skills.

Starter Take photographs or

find images of a Pet Animal

IMPORTANT! This photograph/ image

must be saved on a USB/ emailed to

yourself/ saved in your documents on

your computer.

Main Draw detailed

sketches of 3 features of a pet. Eg. Eyes, Nose,

Mouth, Ears, Fur,

Feet/Paws (Use only a drawing

pencil)

Dessert Now using colour

pencil, draw detailed sketches of

3 features of a pet. Eg. Eyes, Nose,

Mouth, Ears, Fur, Feet/Paws

3a-4b D/C

Collect at least 5

images online of an animal you would class as a pet.

Plan out your drawings using light

pencil lines

Plan out your drawings using light

pencil lines

4a-5b C/B

Take at least 5

photographs of your own or someone

else’s pet.

Try to push hard and light with the

pencils to get light and dark tonal effects.

Try to push hard and light with the

pencils to get light and dark tonal effects.

5a-6a B/A

Consider the work

of Alicia VanNoy Call when

considering how the image is

composed…. (close

up!)

Include detail and

texture (the feel, appearance, or

consistency of a surface)

Include detail and

texture (the feel, appearance, or

consistency of a surface)

Home Learning Task

Year 9 Term 3 – English

Poetry

This topic will explore a range of different poems and poetic devices. You will develop

your understanding of poetry and your analytical skills. One task to be completed per

week unless otherwise stated. Task 3 is an extended project and should be completed

over 3 weeks. You should spend between 30-40 minutes on each task.

*CHALLENGE* To complete the task for the set above

Task Number

Set 3 Set 2 Set 1

1 Learn spellings and record

the definitions for key words 1 – 5. Oxymoron, Sibilance,

Assonance, Caesura, Hyperbole

Learn spellings and record

the definitions for key words 1 – 8 Oxymoron, Sibilance,

Assonance, Caesura, Hyperbole, Narrative,

Personification, Sonnet

Learn spellings and

record the definitions for 10 key words. Oxymoron, Sibilance,

Assonance, Caesura, Hyperbole, Narrative,

Personification, Sonnet, Refrain, Antithesis.

2 Create a front cover for

your own anthology.

Create a front cover for

your own anthology with a wordle of key words 1-8

Create a front cover for

your own anthology with key words

explained.

3 Task 3,4,5&6 Produce an anthology of

your own poems. (4 poems)

Task 3,4,5&6 Produce an anthology of

your own poems. Use art/images to explain

main ideas. (8 poems)

Task 3,4,5&6 Produce an anthology

of your own poems. Annotate and explain

your ideas (10 poems)

Poetry keywords: Oxymoron, Sibilance, Assonance, Caesura, Hyperbole, Narrative,

Personification, Sonnet, Refrain, Antithesis.

Home Learning Tasks

Year 9 Term 3 – French

‘Culture francophone’ (French-speaking culture)

Students will be researching social, historical, geographical and artistic aspects of the

French-speaking culture. They will present their findings to their peers and improve their

knowledge of French arts and music.

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

Research the figure of Marie-Antoinette, queen of France and write a brief summary about her

life.

Research what role Marie-Antoinette played in the

French revolution and write a brief summary about it.

2

Prepare a presentation in French about one of the French colonies like Canada or Lebanon.

You can do this in small groups and you can include visuals (like a Power Point) to engage your audience (the rest of the class).

Students can chose more than 1 French speaking

country and produce fact files about them in English.

3

Ecrire 7 page 117. Imagine you lived during the French revolution and that you were a

peasant. Describe your life before the Revolution using more than 1 tense (5a)

Ecrire 7 page 117. Imagine you lived during the French

revolution and that you were a peasant. Describe your life before the Revolution using

more than 2 tenses (6a)

4

Research a French poet of your choice.

Copy 6 to 10 verses of your favourite poem and explain why you like it in French.

Research a French poet of

your choice and produce a poster about him/her with samples of his/her best

poems.

5

Write a review of your favourite French singer. Include opinions in French and explain why

you appreciate his/her work. Aim at writing around 70 words.

Write a letter in which you are trying to persuade your

parent to attend one of his/her concerts. Remember to be persuasive.

Aim at writing around 100 words.

6

Research a French contemporary artist of your choice and print pictures of his/her artwork to present to the classroom.

Produce a PPT in which you describe your favourite contemporary French artist.

Home Learning Tasks

Year 9 Term 3 – French Second language

T’es branché(e) ? – Talking about medias

During term 3 Year 9 students of French as a second language will be learning to discuss

media as well as expressing their preferences and opinions in more than one tense.

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 television programmes vocabulary. (p. 8 in Studio 2).Test next lesson. Careful with

spellings as well.

Revise regular ER verbs and be able to recall the endings

for each person.

2

Studio2 p.22 exercise 1 and exercise 7 p.23.

read instructions and examples carefully before doing the activities.

Translate the sentences from

exercise 7 into English.

3

Studio 2, p.118, ex.2. Read the texts and fill

in the ID cards with the correct information. Learn AVOIR and ETRE from memory (test

next lesson)p.11 Green box- studio grammaire.

P.118 exercise 2 translate

into English and have a go at answering the 6 questions

(true or false)

4

Write a few sentences about your preferences:

say what types of TV programmes/ films /books you like or don’t like and why. How

often you watch TV/read…Use your textbook for support and the vocabulary and structures learnt in class. (about 70 words)

Try to add some future tense

to reach level 5. (next week , I am going

to…)(about 90 words)

5

Studio 2 p119 exercise 1. Replace numbers with correct word

Studio2 p.119 exercise 2. Read the 2 texts and fill in

grid with correct information.

6

Write a few sentences about what you did

last night and say what you like doing normally in your freetime. (level5) (about

50 words)

Add a few a few sentences

in the future tense to the core homework task 6.

(level6) (about 70 words)

Home Learning Task

Year 9 Term 3 – Geography

1/ we will finish the Tectonics topic over the first 3-4 weeks. This will concentrate on the

effects of volcanoes and earthquakes and how people may prepare for them

2/ We will start the flooding topic. This will feature looking at the causes of floods

Task Number

Core Tasks Extension Tasks

1 and 2

Draw a modern building that would be designed to withstand earthquakes. Annotate

it fully to explain your choices… you could consider these questions:

• How will you stop the building from collapsing?

• If it does not fall how will you prevent

accidents in the building as it moves? • What about falling glass and rubble on

the people outside? • What about problems after the

earthquake (fire, gas and water leaks,

no power)? • Where will you build it? Away from built

up areas or near emergency services? You may design your own completely original building or use ideas from around the world

that are already in place.

What else can people do apart from erect safer

buildings to prepare themselves for earthquakes?

3

Learn the key words for the Floods topic.

These are: drainage basin, channel, tributary, confluence, mouth source, watershed, environmental, infiltration, surface run off.

Create a learning resource for

pupils to learn these words (maybe a crossword or a poster or anything else you

can think of)

Home Learning Task

Year 9 Term 3 – History

This term, students will explore the events of the Holocaust, the causes of the

Holocaust, its consequences and long term significance. Pupils will develop their

understanding of pre-war Jewish culture, the roots of anti-semitism and the events of

the Holocaust in Europe in the twentieth century.

As this is a sensitive topic, we are asking students to use the homework to deepen their

understanding of the Holocaust and to reflect on what they have learnt. An incredibly

useful and interesting website to view is the Holocaust Memorial Day Trust

(www.hmd.org.uk). We expect that all students will view this website and explore the

information provided, including what happened during the Holocaust and what Jewish

people did to try and stop the Nazis. Students will be provided with a list of questions

and a date in which their teacher expects them to have viewed the website by; a quiz

will then be conducted in class to test students’ understanding.

Individual class teachers will provide additional homework that they feel is appropriate

in developing students’ understanding of the topic and that will prepare them for the

assessment which will be carried out at the end of the term.

Home Learning Task

Year 9 Term 3 – 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

Complete an exercise started in class

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 3 - Music

Film Music

In Music, pupils are continuing to develop their musical skills in the classroom by

composing music to a film clip. To support this work, the home learning this term will

focus on developing pupils’ understanding of Film Music and in particular, composers of

Film Music.

Task Number

Core Tasks Extension Tasks

1, 2 & 3 Film Music composers, an extended project.

Research the Film music industry and in

particular, Film Music composers and create a list.

Choose at least one Film Music Composer from your list that interests you and research

him/her in more detail. You will need to create a booklet on the Film

Music Composer which includes a paragraph on the film music industry, a detailed job

description and what films they have composed for.

Describe the different film

genres and how music has to adapt to fit the style of the

film.

Home Learning Task

Year 9 Term 3 – Religious Studies

Introduction

During Term3 students will study two discrete GCSE topics:

A) Religious Attitudes to Crime and Punishment The aims of this unit of work are for students

To know the keywords for this topic.

To know and to evaluate the different reasons for crime.

To know and evaluate the different forms of punishment

To understand and evaluate religious teachings on crime and punishment.

To evaluate different opinions on punishment and the death penalty

B) Religion and Prejudice

The aims of this unit of work are for students

To know the keywords for this topic.

To know the different forms of prejudice.

To understand and evaluate religious teachings on prejudice.

To evaluate different opinions on prejudice.

To understand the reasons for prejudice.

To evaluate reactions to prejudice.

Homework: Students in Year 9, (as it is a 2 year GCSE), will have 5 lessons a fortnight and homework, which is differentiated appropriately, is set by teachers to meet both the student’s needs and the rigours of the GCSE exam. Any additional resources required to assist students in

completing their homework will be provided by the classroom teacher and will be aimed at pushing students toward achieving their target grades and in practising key GCSE

skills - we hope that your daughter will enjoy these topics and find their study rewarding!

Home Learning Task

Year 9 Term 3 – Science

During Terms 3 and 4 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 students in 9B1 may be set

work from the Eating Food module but 9B2 may be set work from the Machines module. Students will be given their program of

study when they arrive at school in January 2015. 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. Overall there should be approximately 4 weeks’

worth of home learning tasks per module. Students should attempt the core task but could choose or be asked to attempt the

extension task. Some students could be asked by their teachers to produce modified work but all students should be challenged.

When all three modules have been completed there will be a substantial test covering ALL 3 MODULES.

Task Eating Food Core Extension

Chemical Change Core Extension

Machines 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 a deficiency

disease or an eating disorder. Explaining what the

symptoms are, what causes it and how it

is treated?

Research a

deficiency disease and an eating disorder.

Explaining what the symptoms

are, what causes

Write a simple

method for preparing a sample of sodium chloride( include

safety and controls) (LAT)

Write a detailed

method for preparing a sample of a salt

include safety, hazards, risks and

controls)

Create a poster to

advertise a new snowboard or snow shoes.

Explain using words like Pressure, Force and

Area (or even the

Prepare a

presentation to share with the rest of the class

on The Bends. What are they?

How are they

(Use

diagrams/pictures and your OWN

words) (LAT)

it and how it is

treated? (Use

diagrams/pictures and your OWN

words) (LAT)

(LAT) equation P=F/A) why

they are going to be the best.

(LAT)

linked with

Pressure? Why are they

dangerous? How do we prevent

people getting them? How can we treat those

suspected of suffering from

them?

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 Task

Year 9 Term 3 – Spanish

Todo sobre mi vida- All about my life

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

spellings and meanings according to the homework timetable. There may 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

Memorise the free time activities on top of

page 30 of Viva 2.

Memorise –ar, -er and –ir

endings for all regular present tenses.

2

Escribir 7 page 33. Write a paragraph on your favourite music types ensuring you

have at least 6 opinions (3a)

Example- Me gusta la música rap (I like

rap music)

Use pages 46 and 47 to translate unfamiliar vocabulary.

Escribir 7 page 33. Write a paragraph on your

favourite music types

ensuring you have 6 opinions and 6 reasons

(4a)

Example- Me gusta la música rap porque es

divertida (I like rap music because it’s fun )

3

Make a Power Point Presentation on your

favourite TV programmes in Spanish. Include opinions and reasons.

Use pages 46 and 47 to translate

unfamiliar vocabulary.

Make a Power Point

Presentation on your favourite TV programmes

in Spanish. Include opinions, reasons and

comparatives.

Example- En mi opinion son más/menos…. (In my

opinion they are more/less...)

4

Memorise the irregular past tense of

‘Hacer’ (to do) on page 36 of Viva 2.

Memorise past time

expressions in the blue

boxes on page 36 of Viva

2.

5

Writing a weekly TV guide in Spanish and include Spanish TV programmes and films.

Writing a fortnightly TV guide in Spanish and

include Spanish TV programmes and films.

6

Leer 4 on page 43 of Viva 2. Read the text and complete the English phrases.

Log on Linguascope.com and revise all the topics

linked to what studied this term (Technology and

Media) in order to revise for the end of term

assessment.

Home Learning Tasks

Year 9 Term 3 – Spanish (Second Language)

Mis Vacaciones- My holidays

In term 3 Year 9 students will be studying the topic of ‘Holiday’, travel and the wider world.

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

meanings according to the homework timetable. There may 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 the 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.

Viva 2 page 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.

Viva 2 page 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 on their holidays and add

it to your text.

6

Memorise your paragraph on holiday and revise for the end of topic assessment. This

may include a written or a spoken assessment.

Log on Linguascope.com or voki.com to improve your

reading skills or the pronunciation of key words.