Skip to content ↓

Y9 - Learning from Home

Please find the set work below for all subjects. This should keep students busy until the end of the Easter holiday. Should the school be closed for students beyond Easter, the work below will be updated.

If students need to submit their GCSE Options, please email the school at

English: On Padlet (, students will find three resources:

1. SPAG activities
2. Writing to Imagine, Explore and Entertain.
3. Daily Writing Challenges

Students need to work through these tasks in the following way: 

1. Do two or three SPAG activities to revise these important skills
2. Read and complete the tasks on the Writing to Imagine, Explore and Entertain using figurative techniques
3. Complete Writing Challenge 1 - telling a scary story. When you are finished, have someone check it over for you and then email it to your teacher (see the contact section of the website) for feedback.

Maths: Students to complete tasks assigned to them by their class teacher This platform also provides video links and tutorials to help explain questions and support their learning, as well as instantly marking. Students are able to attempt questions more than once if they need to. Staff will be able to see the progress on tasks and respond online to individual students. Any issues please email their teacher regarding logins, etc.

Students in 9(4) - In addition to hegartymaths students have hard copies of a booklet revising content they have done so far this year. Booklets were handed out on 17th March. Electronic version can be found here for those who were absent:

Science Pick 1 topic from each of Biology, Chemistry and Physics and complete the tasks.

GCSE Transition - - complete 'cells' and 'cells transport' units.

History: Students to create a presentation on the rise of Adolf Hitler in Germany. The presentation should cover the events chronologically but also make a point of explaining what the most important factors were that allowed Hitler to come to power. Key moments to consider are the Munich Putsch, the Great Depression and the events of the winter 1932 to 1933. Ideally this will be done as a PowerPoint or online presentation but if these resources are not available, students can do it on paper to be photocopied by their teacher. Students will be presenting their work to their classmates upon their return.

Geography: Students are tasked with producing an information booklet on an example of extreme weather. They should follow the steps below.

1. Select either tornadoes or the polar vortex.
2. Research case study examples of their chosen weather event and decide on a specific case study (eg 2014 polar vortex in the USA).
3. Research the causes of their extreme weather event. Summarise the effects of a case study example that they have researched. They must discuss the social, economic and environmental impacts of their weather event and be specific such as death toll, etc. They also need to analyse the management strategies employed in this event and evaluate their effectiveness in protecting the population and reducing the impact of the weather event.

Their work should be presented as a handwritten booklet (unless they use a laptop for assessments – in which case they should word-process their work). 
There are resources also attached to the Padlet ( to act as a starting point for their research. This, however, should not be the only research that is carried out.

Philosophy & Ethics: Students should create an information booklet on Islam. Key areas that need to be covered are:
1. When and how as Islam founded?
2. What is the Islam’s holy book and how is it linked to Judaism and Christianity?
3. How does their faith affect Muslims’ lives (e.g. what national holidays do they celebrate, how many times a day do they pray, what are they expected to do at least once in their lifetime?). 
4. What are the different interpretations of Islam (for example, what types of Islam are there?)?
5. Lastly, which countries in the world are Islamic?

French: Students are tasked with creating posters that show the rules for how the following verbs are formed in the present tense: etre, avoir, faire, aller and regular -er verbs. For example, for “etre” students need to write I am, you are, he/she is, we are, etc.

To help you, please use the following websites: under French grammar you will find the information to help you with the posters (under grammar: how to use the verbs to be and to have in French) (use this everyday to improve your French!) (use this everyday to improve your French!)

For more information and additional work, please contact Miss Madurga at who has prepared an additional work-at-home booklet which is uploaded onto Padlet ( 

Spanish: Students are tasked with creating a storyboard about what they usually do on holiday for example “I horseride- monto a caballo”, “I relax- descanso”. They should also add what the weather is usually like too! They need to do this on A4 plain paper, draw the pictures and then label in Spanish. Extension: they should do another storyboard for a holiday they have been on in the past.

To help, use the following websites: (use this daily to improve your Spanish!) (use this daily to improve your Spanish!) and search “que haces en verano” for useful vocab to look up words you need 

For additional information and extra work, please contact Mr Sanchez at who has prepared an additional study-from-home work booklet and uploaded it to Padlet (

Art: Students should choose a household item and draw it on an A4 sheet of paper. They should then add Keith Haring imagery and patterns to this image, filling up the shape in Haring's style. Students should also add colour to their design but limit themselves to only primary and secondary colours. Students could use colouring pencils or felt-tip pens.

Music: As we have been studying Music Through Time, students need to create a timeline and include the following periods: Baroque, Classical, Romantic and 20th Century. 
Students should add the following composers and bands into their timeline in chronological order: Vivaldi, Bach, Handel, Haydn, Mozart, Beethoven, Chopin, Brahms, Verdi, Louis Armstrong, Elvis Presley, Frank Sinatra, The Beatles, Queen, Michael Jackson, Amy Winehouse, Lady Gaga and Adele. 

Students should also create fact files of at least five of them and include interesting information about their biography and works. They can use this website for help:

IT: Students will need to set up an account for an online resource website. Please follow the instructions below:

1. Go to and use the promotion code UKTWINKLHELPS which has been specially made available to schools that are requiring students to work from home.
2. Once there you have an account setup, you can either search and find KS3 / KS4 » Computing » KS3 Secondary Resources or use this link:
3. From here, access the ‘Password Protection’’ work. You will need to download the work which contains a PowerPoint which will guide you through the learning and 2 PDFs
4. Play the PowerPoint as a slide show and complete activities as they come up. In areas where it says you should discuss, etc, please write these down in a Word document which you keep saved safely and with a sensible name.

Any problems - send me an email on

PE: Students select either Project 1 (The Physical Body) or Project 2 (Sport in Society). There are three sections to each project. Elements of this will need additional research. These can be produced in whatever way the student would prefer either as a presentation, word document, mind map, paper and/or story board. 

Project 1:

Project 2 -

Assessment Sheet

Year 9 Sports Leaders Level 1 - Ensure that any outstanding tasks are completed. 

All students should attempt 30mins of moderate exercise every day - even if it is Just Dance or a workout video!

SEN: If you would like any supportive work for a child who has SEN, please use the resources provided by our SENDCo, Miss Owens -