home learning menu - st edmund's girls'...
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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.
…