WOODSIDE HIGH SCHOOL TASK GRID 2: YEAR 9

WHAT TO STUDY AT HOME? Using your school timetable as a guide, work through the tasks outlined below. Use the ‘how to study at home’ sheet to help you plan your time and approach to self study.

SUBJECT TASK How long you should spend completing these

tasks

ENGLISH Scheme: Modern Prose Task 1: Reading This term we are reading a famous novel called Animal Farm by George Orwell. Luckily, the text is online: http://gutenberg.net.au/ebooks01/0100011h.html Read Chapters 1, 2 and 3 and answer the following question: How does George Orwell present the three pigs? Use a key quote for each pig. For each quote, write down what you think it tells you about the pigs. Task 2: Writing: You have been asked by your school to write an online article about what makes a good leader.

You should spend around 2-3 hours a week on English.

Think about the traits needed to be a good leader eg: intelligence, a role model, someone who works hard, someone who you can trust etc. In your article you should come up with 3 main traits and persuade your readership as to why these traits are key in being a good leader. Success Criteria: Use a range of sentence structures effectively - simple, compound and complex sentences. Use ambitious punctuation such as semicolons and brackets. Use a range of rhetorical devices such as facts and figures, alliteration and rhetorical questions. Task 3: Read 20 minutes a day. This can include newspapers.

MATHS

Revise for Autumn assessment 1 1. Watch the videos for block 1 (Linear graphs) 2. Complete the questions and tasks in the videos

3. Revise previous topics listed below: ● Negative numbers ● Substitution into formulae and expression ● Generating linear sequences ● Solving linear equations

Complete the questions and tasks in the videos (and check your understanding by searching and completing these topics in Mathswatch) https://whiterosemaths.com/homelearning/year-9/block-1/

● Complete work for current fortnight: block 2 4. Watch the videos for block 2 5. Make notes in your exercise book for each lesson(add the title for each

lesson) 6. Complete the questions and tasks in the videos

https://whiterosemaths.com/homelearning/year-9/block-2/

● Complete HW tasks on Mathswatch set by your class teachers

One video lesson per day (30- 45 minutes)

One revision video lessons per

day (15 -20 minutes)

SMHW: Check for homework that your teacher has set. If you need more work, please contact your Maths Teacher. https://www.teamsatchel.com/products/smhw.html Reminder! Mathswatch https://vle.mathswatch.co.uk/vle/ Individual Student logins e.g. login:1234@woodside p/w: maths1 PixlMaths App https://mathsapp.pixl.org.uk/PMA.html https://timestable.pixl.org.uk/Timestables.html Sch ID: WS3410 Individual student logins and passwords. Create your own account https://www.stairwaylearning.com/ If you need your individual logins please email linda.yooyai@woodsidehighschool.co.uk

SCIENCE Sustainable Earth Task 1: Produce a display board about the effects of climate change. You should include information about the effect on our weather, sea levels, humans and animals and plants. Try to make your display board as informative and eye-catching as possible. You could use paper/cardboard or a computer to make your display board. Task 2: The UK government has set a target of being carbon-neutral by 2050. The government aims to produce the majority of the UK’s electricity using renewable energy sources such as wind power. Explain why the government is aiming to increase the amount of electricity produced by renewables. Task 3: The diagram below shows the carbon cycle.

2 to 3 hours per week. This could be split into smaller

periods, for example you could do 6 30 minute sessions.

Explain why the carbon cycle is important for life on Earth and describe what is happening during the following processes:

● Respiration ● Photosynthesis ● Combustion

Online Task 1: Volcanoes release gases into the Earth’s atmosphere. Find out the types and volumes of gas that are erupted by volcanoes and explain why scientists think that most of the gas in the Earth’s early atmosphere were produced by ancient volcanoes I f you can, email any work you have completed to your teacher

GEOGRAPHY Task 1: What are Borders? 1) What do you think of when you hear the word ‘borders’ - make a mind

map of your ideas. 2) Now write out a definition of a border in your book. Use the words: line,

places, natural, manmade 3) Look through the worksheet on the first page of your work booklet - it

shows a number of different borders, and different types of borders. Pick the odd one out, and write a sentence in your book justifying why you have picked that option, using the words: size, natural, manmade, positive/negative.

4) On page 2 of your work booklet there is a world map, and on page 3 a blank map. Use the map on page 2 to plot the borders of the countries on the odd one out worksheet, onto your blank maps

5) Create a key and categorise borders into political, or environmental 6) Challenge: You may wish to investigate these borders, by completing

your own online research and adding additional information to your maps

7) Summary paragraph: What different types of border are there, and how can they be grouped?

Task 2: Why are so many people moving to America? 1) Look at page 5 of your work booklet, which includes two maps of

Mexico. Write a location description for Mexico, making sure to include: compass directions, oceans/seas, borders it shares.

2) Challenge: knowing this, what kind of environment and what might the climate be like in Mexico, and why?

3) Migration is the movement of people from one place to another - copy this definition into your books

4) On page 6 of your booklet, you have been given a ‘flow map’. This shows migration of people from countries in Central and South America, to the USA. The size of the arrow, indicates the number of people migrating. Describe the pattern of migration to the USA. Think about: where people are coming from; including statistics from the map.

5) Push and pull factors describe the things that make people want to leave their home country (push factors: things that push them out), or that make them want to move to another place (pull factors: things that draw them in). Using the information in your booklet, create a table about the push and pull factors which make people move from Mexico,

to the USA. e.g. Push: medical facilities in Mexico are poor; pull: USA has a high HDI

6) Challenge: categorise your factors using different coloured pens/highlighters/code into social, economic, environmental or political reasons

7) A diamond nine is a way of sorting information by importance, or relevance. The most important/relevant factor goes at the top of the diamond, and the least important at the bottom. On page 8 of your booklet there is a blank diamond nine. List the push/pull factors from your table in order of importance (from most to least). When you have finished justify (explain) your rankings - there is no right answer!

TASK 3: What does migration mean to Mexico? 1) A pull factor is a reason that attracts someone to a destination. For

example, job opportunities. A push factor is a reason that pushes someone away from a place. For example, war, poverty, etc. Classify the following as either push/pull factors:

2) After classifying each of them as either push/pull factor, write down

either it is economic, environmental or social factors and justify your answer with an explanation.

Color code each of the reasons of migration from Mexico as either positive or negative (advantages/disadvantages):

4) Assess which of the reasons is the biggest for Mexico and the USA and

explain why using the writing frame in the booklet.

TASK 4: The wall between two nations 1) You are going to write a short report on the causes and effects of

Migration to the USA including the following: ● State the purpose of the article. ● Describe how people try to get into the USA. ● What are the push/pull factors? ● What effects can migration have in Mexico and the USA. ● Your opinion on if you think migration is good or bad and explain why.

2) Stakeholders are all of the different people involved or who have an interest in a particular issue.There are many different viewpoints for the Mexico-USA border wall.How many stakeholders can you think of for this example? Would they be for or against the wall? Why? Watch the following videos to help you sort out your stakeholders:

For the wall: https://www.youtube.com/watch?v=v6jHutAD_Iw&safe=active How the wall will be paid for (according to Trump): https://www.youtube.com/watch?v=sc7h6WOOh7M&safe=active The start of building the wall: https://www.youtube.com/watch?v=cL08sbhHzRA&safe=active Mexican president’s reaction to the wall: https://www.youtube.com/watch?v=_FBF0pemYPE&safe=active

3) Should a wall be built to separate Mexico and the USA? Write a piece of extended writing answering the question.

Sentence starters: A group of people for the wall are… They are for the wall because… This means that… A group of people against the wall are… They are against the wall because… This means that… I believe that the wall should/should not be built because…

HISTORY

How did the British Government and the public respond to the Suffragettes?

Starter Task: Read Source 1- how might Millicent Fawcett have replied to Emmeline Pankhurst? Write this down in your book (remember which group Millicent Fawcett is leader of!)

Use Source A,B and C to answer the following: Task 1: What did Marion Wallace-Dunlop promise to do upon being imprisoned in 1909? Task 2: Which prison was Marion Wallace-Dunlop sent to?

Task 3: What was Marion’s motto and did the strike have any effect? Challenge: Use Source B and C to explain why hunger-strike was a powerful weapon to use against the government

Suffragist and Suffragette quiz

1. Which group was created first the Suffragists or Suffragettes? 2. Name 3 methods of protest the Suffragists used 3. What was the leader of the Suffragettes called? 4. Who was the first Suffragette to go on hunger-strike while in prison? 5. What was the point of hunger-strike? 6. Give one reason why Anti-Suffrage groups did not want women to have

the vote 7. Which idea hoped to keep the role of women the same as it had been in

the past- mostly to do with the home not politics

ART (Electives)

Ms Southin & Ms Preston

MUSIC The Role of a Producer - write an article about the role of a music producer. Research the skills required to be successful within the music industry. Task 2: Listen to Da Rocinha 4 -Sango - Kalimba Funk Write a review about the structure and elements in the piece. What origin is the music from?

DRAMA COSTUME DESIGN 1 Why might a costume designer use a specific colour within a costume?

• To show the audience the time period of the play • To convey a symbolic idea • To show the audience the age of a character

2 Why is simple make-up often used in a performance? • To help pick out a performer’s facial features • To change an actor’s physical appearance • To identify the main characters on stage

3 Why might elements of a costume be accentuated?

• To show that the characters are high status • To add humour to the performance • To make it easier for the audience to see them

4 Why might a costume have a Velcro seam rather than buttons?

• To help with quick costume changes • To show the period and location of the play • It is cheaper than zips and buttons

5 What does the condition of a costume refer to?

• How expensive the fabric used in the costume is • The type of material used within a costume • The state that the costume is in

6 What does cut refer to? • How many rips and cuts an item of clothing has • The shape of the pieces of fabric used to construct the costume • How large the costume is

7 What is the fit of a costume?

• How good the costume looks • How the clothing fits a performer • How accurately a costume fits the context of the play

8 What kind of costumes do pantomimes feature?

• Grand and colourful • Naturalistic

• All black clothing 9 What are the main attributes of a character that a costume can portray?

• Level of intelligence • Age, gender and social background • Hobbies and interests

10 What does costume refer to?

• Every item the performer wears, including hair and make-up • Everything the actor carries on stage • Just the clothes the actor wears on stage

PRS +

Year 9 Citizenship

Year 9 Citizenship Task 1: Nature Vs Nurture debate on identity Organise these factors into either nature or nurture; Height, weight, hair colour. Hair length, political opinion, personality and IQ

Nature Nurture

Challenge: Add in your own examples Task 2:

1)What has contributed to the identity of each of those people? 2)How do you think these factors have affected them? 3)How much of your identity depends on where you come from? 4)If you had been asked the question ‘Who are you?’ when you were five years old, what would you have said? How would you answer this question now? Task 3: Defining your identity

1) How old are you? 2) Which ethnic group do you belong to? 3) Which country or town do you call home? 4) Where were you born? 5) Do you have a religious belief? If

so, which religious group do you belong to?

6) What is your nationality? Answer all questions above about yourself. Task 4

Multiple identities: A person may relate to more than one identity; they may link their identity to their place of birth, upbringing, family, ethnicity, religion or cultural interests. For example, this might be a person of Pakistani background who feels they are British because they were born here, support Manchester United but support the Pakistani cricket team when they play in England. Write a short paragraph about you using the sentence starters below -I have multiple identities which are……. -It is important to have respect and tolerance of different identities in the UK because…….. Year 9 PRS Task 1: Draw a grid that looks like this:

Using the following information, fill in the table. Jews are monotheists, which means they believe in one God. They consider God to be eternal, meaning he has no beginning or end , and that he is the creator of everything. Jews also believe that God almighty – that he is very powerful – and that he is a good, loving God. Many Jews believe that the name God is so holy that it should not be spoken or written. The first Jew was Abraham, who lived in the Middle East more than 4,000 years ago and he was called the father of the Jewish people. He belonged to a group of wandering people called Hebrews and believed that there was only one God. The original name for the people we now call Jews was Hebrews. He spoke to God and made a covenant with Him promising to worship and obey Him. In return, God promised to make Abraham and his family his Chosen People. The Torah is a sacred (special) text of the Jews. It is the first part of the Jewish bible. It is the central and most important document. Jews believe that God dictated (spoke) the Torah to Moses on Mount Sinai 50 days after their exodus from Egyptian slavery. The synagogue is the Jewish place of worship, but is also used as a place to study, and often as a community centre as well. Orthodox Jews often use the Yiddish word shul (pronounced shool) to refer to their synagogue. In the USA, synagogues are often called temples.

Task 2:

a) With the information you have been given and the grid that you have created summaries what Judaism is. How would you explain Judaism to a group of Year 6 students.

b) Can you find any similarities and differences between Judaism and Buddhism or Christianity? For example, are the founders of the religion the same? Do all these religions believe in God or more than one? Do they worship God the same way? Do they all have holy books?

FRENCH TASK 1 Complete QUIZLET quizzes. The links to the quizzes will be posted by your teacher on SHOW MY HOMEWORK. TASK 2 Complete online tasks on Active Learn. The links to the quizzes will be posted by your teacher on SHOW MY

HOMEWORK. TASK 3 Create a poster about France/French culture. Your poster can be about anything - French food, French art, French sport, French music, French history, or the geography of France. You can include as many or as few words as you like. You can draw, paint, or make a collage. Email your French teacher if you need further guidance.

SPANISH TASK 1: Complete QUIZLET quizzes. The links to the quizzes will be posted by your teacher on SHOW MY HOMEWORK. TASK 2: Complete online tasks on ACTIVE LEARN. The links to the tasks will be posted by your teacher on SHOW MY HOMEWORK. TASK 3: (HELP: vocab list Module 1) Complete a piece of extended writing in Spanish. You will need to provide the following information about you: More instructions will be posted by your teacher on SHOW MY HOMEWORK.

● Introduce yourself (name, age, siblings, personality). ● Say what you like/dislike and why. ● Say what you do during the week. ● Say what genre of cine you like/ dislike and why. ● Say what you did on your last birthday. ● Imagine you are a celebrity. How would you have celebrated your

birthday?

MANDARIN Task 1: complete as many units as you can in DUOLINGO. Task 2: complete the Quizlet units posted by your teacher on SMHW. Task 3: write 3 lines of each character learnt so far (numbers, age and greetings). Task 4: research Chinese calligraphy and Chinese characters. Write down your findings in a summary and pick 10 interesting facts.

PE Create a sport specific warm up for a sport or activity of your choice. Consider what muscles are predominantly used for the sport of your choice. Write down instructions for the warm up to enable anyone to take the warm up, even if they have never done PE before. Include: Pulse raiser: What activities will you do in order to raise the pulse of the performer? What are the side effects of completing a pulse raiser? Stretches: Which muscle groups are mainly used in the chosen sport or activity? Include the names of the muscles and when they would be used. Example – In football, a goalkeeper would use their oblique’s when diving to save a ball

DT Interior Design

Elective

Complete your room scheme using the headings from the example sheet. Create a 3d model of your room. Design a piece of wall art you would like to hang in your room scheme. This can be A3 or larger. Use accent colours from your scheme to help you tie your design together.

2 hours per week

Textiles Continue with your Frankenstein bug drawings. Your ‘creatures’ should have at least one pair of wings, separate head, eyes, a body and perhaps legs?! Create at least 5 new Bugs - one of which you will make! Full colour too please *remember they don’t have to conform to real bug like aesthetics eg a ladybird with fly eyes and butterfly wings is acceptable!

Jewellery Design Task 1 Take a commission (create a bespoke design) Ask somebody at home to think about some pieces of jewellery or some accessories they would like for an upcoming occasion/event e.g. Birthday house party fancy dress costume Ask them to give you some criteria e.g. must be sparkly, must be smaller than a ping pong ball, must not fall off my hand, must come in a set of two………. In your portfolio, create a set of initial designs for them to look at and give you some feedback. You may need to modify the design your client picks to ensure it is exactly what they want. Draw up an annotated final design for them, showing materials, construction, cost, dimensions (size), colours, finishes and any other details e.g. additional functions or features.

You should be aiming to spend roughly 1-2 hours per task. (2 hours including research time) Complete one task per week.

Complete work in your book or

digitally. Email me completed work or

any questions: natasha.robinson-

clarke@woodsidehighschool.co.uk

Note down your client’s final comments and whether they would buy this piece or not, and if they would wear it. Could there be any final modifications? Task 2 Spooky style Design a set of plastic jewellery/accessories for use at a children’s Halloween party. There must be at least 4 pieces, they must be suitable for mass production (cheap, quick and easy to produce) and must be unisex in nature to appeal to a large, mixed group. The children will be aged 5 - 11. Be as creative as possible and try to think of how you could make your set stand out as competition against the existing products on the internet and in shops. Draw and annotate your ideas in your portfolio. Evaluate your own ideas, writing about what you think you have done well, and what could be better. (At least 3 x WWW and 2 x EBI) (What went well, even better if)

Photography (Elective)

Advertising Linked to the class task with advertising i would like you to start planning and creating work linked to your own personal advert. Task 1: Pick your own object you wish to advertise and draw out a plan of how you will advertise it. Think about: background, foreground, where will the object be placed?, will someone be in the photo?, Task 2: Create 4 different logo designs for your object. Think about: the size of logo, colour, composition, will their be a shape or pattern in your logo? Task 3: Pick your favorite plan for your advert and your favorite logo and sketch out your final plan. *If you can* Once done take a photo of your object and if possible add your logo either using: illustrator, Paint or photoshop on the computer. Send work via Google Classroom to “HomeGride file’ or Email it to Ms Knighley.

2-4 Hrs for each task.