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Targeted Home
Learning Year:9
Targeted Home Learning Subject: French
Year: 9
Very important note;
Do not use google translate or any other internet sources to complete this home learning.
We want to see what you can do and what you can’t do. Please come and ask for help at
lunch or break time if you are struggling but DO NOT use the internet; we will be able to
tell if you have!
WAGOLL VERB PARADIGM
Jouer= to play
Je jouerais= I would play
Tu jouerais= you would play
Il jouerait= he would play
Elle jouerait= she would play
Nous jouerions= we would play
Vous joueriez= you all would play
Ils joueraient= they would play
Elles joueraient= the girls would play
The warm up- translate into English
Manger= to eat
Je mangerais
Tu mangerais
Il mangerait
Elle mangerait
Nous mangerions
Vous mangeriez
Ils mangeraient
Elles mangeraient
Warm up part 2- translate into French
Habiter= to live
I would live=
You would live =
He would lives =
She would lives=
We would live=
You all would live=
They (masc) would live=
They (fem) would live=
Key verbs you will need to use
Aimer= to like
Adorer= to love
Détester= to hate
Jouer= to would play
Regarder= to watch
Car ce serait= because it would be
Car ils seraient= because they would be
Translations into French
Target grades 1-3
1. I would like to have a dog.
2. I would play tennis every day.
3. We would watch Emmerdale.
4. We would love the film.
5. I would watch football and I would not play rugby.
Target grades 5-6
1. I would love to play tennis but I would hate to play squash.
2. We would watch Emmerdale but we would prefer to watch Eastenders.
3. He would love to listen to rap music but she would prefer classical music.
4. They would hate the new film, it would be awful.
5. I wouldn’t like to watch Leeds Rhinos.
Target grades 7-9
1. I am a fan of chocolate, in my opinion it is delicious, but she hates chocolate.
2. My parents would prefer a dog but my sister and I would prefer a cat.
3. My brother would like to eat pizza every day but my mum would not like it!
4. Would you like to watch Leeds United? I would hate it.
5. My sister and I would love to watch Little Mix, it would be amazing.
Targeted Home Learning Subject: PE
Year: 9 **Please only complete this home learning if you have taken PE as an option**.
Produce 3 paragraphs explaining the 3 different
leadership styles that can be used.
In each paragraph include;
1. What roles may use this style and why?
2. What qualities may they show?
3. Give a sporting example.
Challenge- can you think of a person you know
(coach, teacher, captain etc) and write about what
leadership style they use, why they use it and an
example.
Targeted Home Learning Subject: Science
Year:9
You have been asked to write an article for a scientific newspaper on a topic
you have covered this year.
The newspaper editor has given you a choice of the following topics;
‘Why do ships float when they are so heavy?’
‘What would the world be like if we did not know about cells’
‘protons, neutrons, electrons – why are they do important?’
A successful article will;
• Engage the audience
• Use real world examples
• Support explanations with pictures or diagrams
• Fill 2 A4 pages of a magazine
Use the following website for ideas
https://www.sciencenewsforstudents.org/
Targeted Home Learning Subject: Drama
Year 9:
Answer the following questions in as much detail as
you can
What is Emotion Memory?
How do you use emotion memory?
Why did Stanislavski use emotion memory?
What are the dangers of using emotion memory?
Targeted Home Learning Subject: Maths
Year 9:
In Maths you will be learning 10 different topics during
Year 9. Like last year it will involve algebra, number,
data and shape.
To make sure that you are as ready as you can be for
Maths next term, your teacher will also provide you with
a list of Hegarty Maths topics as pre-learning.
Remember, you can always watch the short video which
will help you with the task!
You will also receive targeted home learning from your
class teachers during every topic.
Targeted Home Learning Subject: Computing
Year: 9
Program solutions in Python to all exercises Exercise 1 Create a program that asks the user to enter their name and their age. Print out a message addressed to them that tells them the year that they will turn 100 years old.
Exercise 2 Ask the user for a number. Depending on whether the number is even or odd, print out an
appropriate message to the user. Hint: how does an even / odd
number react differently when divided by 2?
Exercise 3 Take a list, say for example this one: a = [1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89] and write a program that prints out all the elements of the list that are less than 5.
Exercise 4 Take two lists, say for example these two: a = [1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89] b = [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13] and write a program that returns a list that contains only the elements that are common between the lists (without duplicates). Make sure your program works on two lists of different sizes.
Exercise 5 Ask for the user's name and make sure it all prints in CAPITALS
Exercise 6 Print the third letter of the name above
Exercise 7 Write a program that asks for a number and then displays that
number to the power of 4
Exercise 8 Write a program that asks for the length room and width of a
room in metres and then displays the total area
Exercise 9 Create a list of 5 items of clothing. Create a second list that has
the price in £ and pence of each item. Use a loop to print out each
item with its price.
Exercise 10 Use a for loop to create the 6 times table that runs from 1 to 12 ie 1 x 6 = 6, 2 x 6 = 12 etc
Targeted Home Learning Subject: English
Year 9:
Watch one of your favourite TV episodes.
Explain how the opening ten minutes of
the program is structured to interest you
as viewer.
Use the key words taught in your lessons
to explain how it is structured.
Targeted Home Learning Subject: Business Studies
Year 9:
Research into either McDonalds, Nike or Morrisons.
You need to look into all the different customers that they target. Make a list of the
customers and the similar characteristics that they have and then list the products or the
prices that are used to appeal to these customers.
Explain what is meant by the term ‘market segmentation.’
Explain the benefits of segmenting your market for a business.
Do you think that every business should segment their market? Give an example of a
business that may not be able to segment their market.
Targeted Home Learning Subject: Music
Year: 9
Answer the following questions. Answer
the following questions.
Targeted Home Learning Subject: Art
Year 9: Artist Links, Artist Links, Artist Links!
• Artist links are of high importance and refer to 25% of your overall marks in your GCSE. They bend and shape
the way our work develops over the year and are often the missing link we need to create exciting, high
quality and different work. Over the half term you will be researching and creating reference sheets relating
to an ‘Artist Link’ that suits, bends or shapes your work. The sheets should be seen as a piece of art work in
itself, and display the quality and ability you have as an artist, along with signs of understanding the artists’
work; through trying the techniques used and maybe writing a little about it (annotation).
• Create an ‘Artist Link’ page (Minimum A2) that shows us what or who the artist is looking at, try the
techniques using the same or similar medium (paint, pencil, chalks etc) and write a little about what you
think about the work, important or exciting things you find out about them.
Most important of all – make the sheets look creative and exciting…experiment!
• Create a ‘bank’ of your favourite artist on the schools ‘Pinterest’ account. Pictures of Artists work are always
handy to have around when looking for inspiration. Login to the account below, create a new ‘board’ with
your name, and start collecting artists names and images that you just love, or relate to your work in some
way!
Login: [email protected]
Password: wetherby31
• Time is of the essence! Choose a portrait artist or your choice and create a series (a few) of sketches looking
at the shapes they have created but, in your own style. Experiment with time – try a:
1 minute sketch
5 minute sketch
Sketch with your eyes closed
Sketch standing on one leg
Continuous line sketch – never take your pencil off the paper!
Don’t be worried about copying perfectly – sometimes your version is so much more interesting!
Targeted Home Learning Subject: Food
Year: 9
Produce a recipe book that includes
advanced cooking skills.
You must include at least three sweet and
three savoury dishes.
Targeted Home Learning Subject: Geography
Year: 9 The statements below identify the effects and responses the Gorkha earthquake in
Nepal. 2015
Colour code the statements to identify:
1) Effects
2) Responses
Assess the primary and secondary effects of the Gorkha earthquake. Write this as a
PEEL paragraph.
A total of 8,841 people died
Temporary shelters were set up by the Red
Cross, providing shelter for 225,000
people
16,800 people were injured
19 people, including several tourists were
killed by an avalanche on Mt Everest
Nepal requested immediate help and received $126m in
emergency aid
Facebook set up a “mark as safe” feature
so people could indicate they were
“safe”
Sherpas were used to hike relief supplies to
remote areas
The WHO distributed medical supplies to the worst affected
districts
1 million people were made homeless
Several companies did not charge for telephone calls
Supplies of water and food reduced
50% of schools were damaged or collapsed
in the earthquake.
Rice seeds stored in homes, to prepare for the monsoon season were ruined in the
rubble.
Historic buildings and temples were
damaged
23 areas required rebuilding such as houses, roads and
schools.
Tourism numbers decreased rapidly
To expand crop production individuals
were trained on how to repair irrigation channels that were
damaged by landslides
Heritage sites were reopened to
encourage tourists back to the area.
Farmers (2/3 of Nepal’s population)
lost income due to the damage to rice seeds
Targeted Home Learning Subject: History
Year 9: Holocaust Death Camps, 1941-1945
Beginning in late 1941, the Germans began mass transports from the ghettoes in Poland to
the concentration camps, starting with those people viewed as the least useful: the sick, old
and weak and the very young. The first mass gassings began at the camp of Belzec, near
Lublin, on March 17, 1942. Five more mass killing centers were built at camps in occupied
Poland, including Chelmno, Sobibor, Treblinka, Majdanek and the largest of all, Auschwitz-
Birkenau. From 1942 to 1945, Jews were deported to the camps from all over Europe,
including German-controlled territory as well as those countries allied with Germany. The
heaviest deportations took place during the summer and fall of 1942, when more than
300,000 people were deported from the Warsaw ghetto alone. Fed up with the
deportations, disease and constant hunger, the inhabitants of the Warsaw Ghetto rose up
in armed revolt. The Warsaw Ghetto Uprising from April 19-May 16, 1943 ended in the
death of 7,000 Jews, with 50,000 survivors sent to extermination camps. But the resistance
fighters had held off the Nazis for almost a month, and their revolt inspired revolts at
camps and ghettos across German-occupied Europe.
Though the Nazis tried to keep operation of camps secret, the scale of the killing made this
virtually impossible. Eyewitnesses brought reports of Nazi atrocities in Poland to the Allied
governments, who were harshly criticized after the war for their failure to respond, or to
publicize news of the mass slaughter. This lack of action was likely mostly due to the Allied
focus on winning the war at hand, but was also a result of the general incomprehension
with which news of the Holocaust was met and the denial and disbelief that such atrocities
could be occurring on such a scale.
1. Give each paragraph a heading
2. Summarise each paragraph with two sentences
Targeted Learning Subject: DT
Year: 9
Physical properties
D
E
F
A
T
1.
2.
3.
D
E
F
A
T
D
E
F
A
T
Explanation
Explanation Example
Working properties
S
H
E
D
T
M
S
H
E
D
T
M
S
H
E
D
T
M
1.
2.
3.
Explanation
Explanation Example
Targeted Home Learning Subject: Religious Studies
Year: 9
Crime and Punishment
Either complete Task 1 or Task 2
Task 1
1. Explain two contrasting religious beliefs about reasons for
crime. (4 mark)
2. Explain two religious’ beliefs about suffering. (5 marks)
Task 2
Write 3 x PEEL paragraphs about how effective prison is. One
paragraph should be in favour of prison being and effective form of
punishment. The other should be against prison being an effective
for of punishment. Your last paragraph should be a justified
conclusion. You should include examples throughout to support
your points.
