City Heights



Summer 1 2019-20Year: 10MathsWeek 4 Assessment Details (Date, Time, Structure, etc):14th May 2020, 2.15 – 3.15pm: Assessment on content covered on Weeks 1 to 4Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksL1 Prime Numbers, Factors and MultiplesPowerPoint task Students to complete tasks set – Ms Ghani and Mr Sadiq online to supportMemory Quiz – recap of knowledge based on diagnostic questions – on google classroomWorked examplesModelsHegarty maths video linksAll extension tasks are embedded into the lesson PPTL2: Prime Numbers, Factors and MultiplesPowerPoint task Students to complete tasks set – Ms Ghani and Mr Sadiq online to supportPowerPoint session: on Prime Numbers, Factors and Multiples – on google classroomL3: Prime Numbers, Factors and MultiplesOnline assessmentAssessment on Hegarty Maths – link will be sent out to youL4 Prime Numbers, Factors and MultiplesPowerPoint task Students to complete tasks set – Ms Ghani and Mr Sadiq online to support GCSE question sessions - on google classroomL5 Prime Numbers, Factors and MultiplesPowerPoint task Students to complete tasks set – Ms Ghani and Mr Sadiq online to support Extension and challenge tasks - on google classroomDetails on work to be submitted (deadline, method of submission, date of feedback, etc):HW tasks set to be completed on Word document and uploaded to Google classroom by 22/4/20 3:15 p.m.Summer 1 2019-20Year 10EnglishWeek 3 Assessment Details (Date, Time, Structure, etc):To take place in lesson 12 – Thursday 7th May 10:00. Students will complete and extended piece of writing. They will also complete a 20 mark knowledge quiz. Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLessons 1& 2: Context Who is J.B Priestley and what influenced his writing? Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of A Christmas Carol. 6 step vocab in understanding “socialism” Understanding the class system, and what evens influenced Priestley as he wrote the play. Key words definedMemorising key dates ready to tested. Lesson 3 & 4: Introduction to the play- ACT 1Who are the Birling family?Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of A Christmas Carol and lesson 1 of AIC. 6 step vocab in understanding “bourgeoisie” Understanding the class system, and what evens influenced Priestley as he wrote the play.Key words definedMemorising key quotes ready to tested. Lesson 5: How are the Birling Family introduced? Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of AIC quotes. 6 step vocab in understanding “Proleteriat” Zooming in on a key quote and annotating the impact. Key words definedMemorising key quotes ready to tested. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Extended writing task set on MondayDeadline for submission on Thursday 23rdWeek 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLessons 6 and 7 Mr Birling Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of AIC quotes. 6 step vocab in understanding “Individualist” Zooming in on a key quote and annotating the impact. Key words definedMemorising key quotes ready to tested. Lessons 8 and 9: How is Mr Birling constructed as a character?Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of AIC quotes and key words. 6 step vocab in understanding “Capitalism” Zooming in on a key quote and annotating the impact. Key words definedMemorising key quotes ready to tested. Lesson 10: Sheila Recorded lesson uploaded on to Google Classroom.LST test based on prior learning of AIC quotes and key words. 6 step vocab in understanding “superciliousness” Zooming in on a key quote and annotating the impact. Key words definedMemorising key quotes ready to tested. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Extended writing task set on MondayDeadline for submission on Thursday 30thSummer 1 2019-20Year: 10ScienceWeek 3 Assessment Details (Date, Time, Structure, etc):8th May 2020, 2.45 – 3.15pm: 25 Multiple choice assessment based on content revisited in first two weeks of Virtual Academy.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksL1: B3 Infection and response – communicable diseasesZoom lesson – link available on google classroomStudents to complete activities as set on the PPT zoom lesson. Students will identify the different types of pathogens, describe the features of each type of pathogen and complete exam practice on communicable diseases.Cloze activityMini quizzes for AFlSentence starters What are non-communicable diseases? Explain why cancer is a non-communicable disease?Separate – how do monoclonal antibodies work? Describe the two main plant diseases – Tobacco mosaic virus and rose black spots.L2: B3 Infection and response – Treating, curing and preventing diseaseStudents to complete tasks set - Ms Koranteng and Mr R Lee online to supportStudents to watch video: During this video, you will recap what you learned last lesson on communicable diseases and find out ways to prevent the spread of disease. 1. Task - Make a list of ways to prevent the spread of disease.2. Use the google information sheet on ways to treat, cure and prevent disease inside of the body and externally. Task – read each scenario and decide on the best course of action to prevent, cure or treat the disease.3. Complete exam practice questions. Once complete email your teachers for the mark scheme to self-assess your answers. Send a picture via email/google classroom once complete. Video to support learners Low demand exam practice questions selected For task 2 – justify your choices for the most appropriate method of treatment/cure/prevention remedies for select diseases. L3: B3 Infection and response – Development of drugsStudents to complete tasks set - Ms Koranteng and Mr R Lee online to supportTask - Students should read the information 3 times about how drugs are developed using this website Task - Once complete, take the mini quiz ‘using drugs’ - take a picture of your test or write your score out of 10 in your exercise book.Task - Complete the ‘drug trialling’ exam practice worksheet which is located on your google classroom labelled L3 Drug trialling exam practice. Answer the questions using full sentences in your exercise book. BBC Bitesize link Education quizzes linkJustify each stage of a clinical drug trial. Worksheet available on google classroom – labelled ‘L3 modern drug testing stage’ Write out each question and provide a full answer beneath.L4: Topic reviewStudents to complete tasks set - Ms Koranteng and Mr R Lee online to supportSpend 20 minutes reading over everything you have learned this week. Complete the exam practice questions ‘B3 Infection and response’ set on Seneca. Invitation to link will be placed on your google classroom. You will continue these questions for your homework.Differentiated exam practice questionsFurther exam practice questions pitched at grades 7 – 9. Details on work to be submitted (deadline, method of submission, date of feedback, etc):B3 Infection and response exam practice questions submitted by completing assessment set on Seneca by Monday 27th April 12pm – feedback in Tuesday 28th April 2020 Lesson 5Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningL5: FeedbackPPT on google classroom. Students to complete tasks set - Ms Koranteng and Mr R Lee online to supportStudents will receive personalised feedback and areas for development once they complete the assessment on Seneca.Whole class feedback will be given and students will be required to complete tasks set on the PPT specific to their own areas for development. Links for videos and revision websites will be included in the PPT Self –assess further exam practice questions – separate science students onlyL6: C3 Quantitative chemistry – Calculations in chemistryZoom lesson – link available on google classroomStudents to complete activities as set on the PPT zoom lesson. Students will know the quantitative chemistry equations, rearrange equations and calculate chemical calculations using worked examples and modelling. Modelling Worked examplesLink to video for extra modelling practiceFurther calculation practice for HT –worksheet available on PPTL7: C3 Quantitative chemistry – Atom economy; % yield and gas calculationsStudents to complete tasks set - Ms Koranteng and Mr R Lee online to supportRead through slides to complete the following tasks in your exercise book:T1 - In a full sentence describe what atom economy is used to work out? (Slide 1)T2 – Copy the instructions you need to work out atom economy including a worked example so that you have an exemplar to use for future reference. (Slide 2)T3 – Complete atom economy questions (Slide 3)T4 – Define what is meant by percentage yield and explain why the yield of a product is not always what is expected. (Slide 4)T5 – Copy an example of how to calculate percentage yield (Slide 4)T6 – Complete percentage yield calculationsLinks for videos and revision websites will be included in the PPTGas volume (Separate sciences only) – Write the gas volume equation and draw this as an equation triangle. Copy the worked example. Complete the gas volume calculations L8: Topic reviewStudents to complete tasks set - Ms Koranteng and Mr R Lee online to supportSpend 20 minutes reading over everything you have learned this week. T1 - Complete the exam practice questions ‘C3 Quantitative chemistry’ set on Seneca. Invitation to link will be placed on your google classroom. You will continue these questions for your homework.Link to extra revision on Seneca will be given on google classroomSeparate science students will be allocated further assignments on Seneca.Details on work to be submitted (deadline, method of submission, date of feedback, etc):C3 Chemical calculations exam practice questions submitted by completing assessment set on Seneca by Monday 4th May 2020 – feedback in Lesson 9 (Tuesday 5th May 2020)Summer 1 2019-20Year 10HistoryWeek 3 Assessment Details (Date, Time, Structure, etc): Fifteen question online assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: The origins of the Weimar RepublicOnline lesson via zoom (access from google classroom)Tuesday 1.15-2pmStudents to watch online lesson live or recorded.Miss Szymanska available to answer questions.Study quizlet sets 2: Origins of the Weimar Republic part 2Online lesson via zoom (access from google classroom)Wednesday 10-11amStudents to watch online lesson live or recorded.Students to answer 10 knowledge based questions that are on Google Classroom.Miss Szymanska available to answer questions.All questions taken from knowledge booklet and powerpoint– students can use this for support.Miss Szymanska to mark questionsStudy quizlet sets 3: Exam practiceOnline lesson via zoom (access from google classroom)Friday 11.15-12pmStudents to watch online lesson live or recorded.Students to answer practice exam questions based on lesson (these can be found on Google Classroom)Miss Szymanska available to answer questions.Sentence starters in exam questionsMiss Szymanska to mark questionsStudy quizlet sets on work to be submitted (deadline, method of submission, date of feedback, etc):Knowledge questions (lesson 2) and exam questions (lesson 3) to be completed online or by hand and emailed by Tuesday 28th 1.15pm. Marked and feedback given individually. General feedback given in lesson 3 of week 2. Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 1: Early challenges to the Weimar Republic - politicalOnline lesson via zoom (access from google classroom)Tuesday 1.15-2pmStudents to watch online lesson live or recorded.Miss Szymanska available to answer questions.Study quizlet sets 2: Early challenges to the Weimar Republic - economicOnline lesson via zoom (access from google classroom)Wednesday 10-11amStudents to watch online lesson live or recorded.Students to answer 10 knowledge based questions (questions can be found on Google Classroom).Miss Szymanska available to answer questions.All questions taken from knowledge booklet and powerpoint– students can use this for support.Miss Szymanska to mark questionsStudy quizlet sets 3: Exam practiceOnline lesson via zoom (access from google classroom)Friday 11.15-12pmStudents to watch online lesson live or recorded.Students to answer practice exam questions based on lesson (questions can be found on Google Classroom)Miss Szymanska available to answer questions.Sentence starters in exam questionsMiss Szymanska to mark questionsStudy quizlet sets on work to be submitted (deadline, method of submission, date of feedback, etc):All work emailed to Miss Szymanska – szymanska.k@.uk – by Tuesday 5th May 1.15pmIf you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.Summer 1 2019-20Year 10GeographyWeek 3 Assessment Details (Date, Time, Structure, etc): Ten-point multiple choice quiz with 5-7 options in each question to be done on Quizlet during double lesson. Monday 4th May 1.15pm.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: Re-cap: How are human activities causing climate change?Pre-recorded video explaining instructions to be posted on google classroom.1) Read the two pages that have been photocopied for you. 2) Create a mind map/bullet pointed list on human activities that produce greenhouse gases (causes of climate change)Sentence starters8 mark structure providedSee article uploaded onto google classroom: 2 and 3: Re-cap: How are human activities causing climate change?Pre-recorded video explaining instructions to be posted on google classroom.Lesson 1: Create a mind map/bullet pointed list on evidence that global temperatures are increasing.Lesson 2: Explain why people in the developing/emerging world produce only small amounts of greenhouse gases.HOME LEARNING: Answer the following exam questions:A) Suggest two ways in which humans contribute to the enhanced greenhouse effect (4 marks)B) Explain two negative impacts of global climate change (4 marks)B) ‘Most global warming is caused from carbon dioxide emissions from a few rich, developed countries’ Assess this statement. (8 marks)NFE available for student questionsNote down what the causes of air pollution are in New Delhi and why they have decreased during this period of lock down.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Submit ALL WORK via email to feaver.t@.uk & hand it in on GOOGLE CLASSROOM by 24/04/2020 12.15pm.Your 8 marker will be marked and returned by the next lesson. Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 1: Re-cap: What are the social and economic impacts of change in India?Pre-recorded video explaining instructions to be posted on google classroom.1) Read the two pages that have been photocopied for you. 2) Bullet point notes on the:Social impacts:Falling birth ratesFalling infant mortality rates (number of babies who die before the age of 1)Economic impacts:Growing middle classFactory workersSentence starters8 mark structure providedDraw and complete a table to show the winners and losers from economic changes in India since 1991. Consider different age and gender groups. Lesson 2 and 3: Re-cap: What are the social and economic impacts of change in India?Pre-recorded video explaining instructions to be posted on google classroom.1) Bullet point notes on the: Environmental impacts (next page)Water pollutionAir pollutionLoss of biodiversityDifference between:Maharashtra (urban)Bihar (rural)HOME LEARNING:Answer the following exam practice questions:Explain one reason why levels of development vary within a country (4 marks)Evaluate the social and economic impacts of rapid economic growth in India (8 marks)NFE available via email to answer student questions.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Submit ALL WORK via email to feaver.t@.uk & hand it in on GOOGLE CLASSROOM by 01/05/2020 12.15pm.Your 8 marker will be marked and returned by the next lesson.Summer 1 2019-20Year 9+10Religious EducationWeek 3 Assessment Details (Date, Time, Structure, etc): Ten question multiple-choice assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: Belief in God OverviewRecorded Lesson – link available on Google ClassroomStudents to watch Mr Smith’s overview of the whole of the Belief in God unit (the video can be found on Google Classroom).Mr Smith available to answer questions.Make flashcards from your RE Knowledge booklet of all the keywords in the Belief in God unit.Lesson 2: Belief in God Overview Students to complete tasks – KSM online to assistStudents to answer the ten questions based on their video (the questions can be found on Google Classroom).All questions taken form knowledge booklet – students can use this for support.Test yourself on Quizlet - 3: Belief in God OverviewStudents to complete tasks – KSM online to assistStudents to answer the exam questions based on the video (the questions can be found on Google Classroom).Sentence starters in exam questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Questions to be sent to smith.k@.uk by email (or uploaded into Google Classroom) by Friday 24th April 12.15pm. If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 1:Crime and Punishment OverviewRecorded Lesson – link available on Google ClassroomStudents to watch Mr Smith’s overview of the whole of the Crime and Punishment unit (the video can be found on Google Classroom). Mr Smith available to answer questions.Make flashcards from your RE Knowledge booklet of all the keywords in the Crime and Punishment unit.Lesson 2: Crime and Punishment Overview Students to complete tasks – KSM online to assistStudents to answer the ten questions based on their video (the questions can be found on Google Classroom).All questions taken form knowledge booklet – students can use this for support.Test yourself on Quizlet - 3: Crime and Punishment OverviewStudents to complete tasks – KSM online to assistStudents to answer the exam questions based on the video (the questions can be found on Google Classroom).Sentence starters in exam questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Questions to be sent to smith.k@.uk by email (or uploaded into Google Classroom) by Friday 1st May 12.15pm.If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.Summer 1 2019-20Year 9+10SociologyWeek 3 Assessment Details (Date, Time, Structure, etc): Ten question multiple-choice assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: Families OverviewRecorded Lesson – link available on Google ClassroomStudents to watch Mr Smith’s overview of the whole of the families unit (video is on Google Classroom)Mr Smith available to answer questions.Make flashcards from your Sociology Knowledge booklet of all the keywords in the Families unit.Lesson 2: Families Overview Students to complete tasks – KSM online to assistStudents to answer the ten questions based on their video (questions are on Google Classroom).All questions taken form knowledge booklet – students can use this for support.Test yourself on Quizlet - 3: Families OverviewStudents to complete tasks – KSM online to assistStudents to answer the exam questions based on the video (questions are on Google Classroom).Sentence starters in exam questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Questions to be sent to smith.k@.uk by email (or uploaded into Google Classroom) by Friday 24th April 12.15pm. If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 1:Research Methods OverviewRecorded Lesson – link available on Google ClassroomStudents to watch Mr Smith’s overview of the whole of the Research Methods unit (video is on Google Classroom).Mr Smith available to answer questions.Make flashcards from your Sociology Knowledge booklet of all the keywords in the Research Methods unit.Lesson 2: Research Methods Overview Students to complete tasks – KSM online to assistStudents to answer the ten questions based on their video (questions are on Google classroom).All questions taken form knowledge booklet – students can use this for support.Test yourself on Quizlet - 3: Research Methods OverviewStudents to complete tasks – KSM online to assistStudents to answer the exam questions based on the video (questions are on Google Classroom).Sentence starters in exam questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Questions to be sent to smith.k@.uk by email (or uploaded into Google Classroom) by Friday 1st May 12.15pm.If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.Summer 1 2019-20Year 10SpanishWeek 3 Assessment Details (Date, Time, Structure, etc):Thursday 7th May:50 Question key word/vocab test completed on Google Forms testing key vocabulary revisited in Weeks 1 and 2 of the Virtual Academy.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1:FUTURE TENSE HANDLE VERBSLoom video, Google slides, activities set in Google ClassroomLessons will be added to the Google Classroom here: will be able to use 7 handle verbs + infinitive to talk about future plans1- Video on future handle verbs in Spanish2-Google classroom follow up document to master the future tense3. Reading activities about the future tense ( topics about Holidays and School)4. Low stakes quiz ( google form quiz)about the future tense-Subtitles in the video for key words-Use of and google translatoras well for online translation of patterns.Learn 7 handle verbs to talk about future planswith follow up activities.Home learning task about the future tense -Reading-Translation-Writing taskLesson 2:FUTURE TENSE STEPS FOR SUCCESSLoom video, Google slides, activities set in Google ClassroomLessons will be added to the Google Classroom here: will be able to use the future tense fluently and accurately when talking and writing about future plans1- Video on future tense steps for success in Spanish2-Google classroom follow up document to master the future tense3. Reading activities about the future tense ( topics about Holidays and School)4. Low stakes quiz ( google form quiz)about the future tense-Subtitles in the video for key words-Use of and google translatoras well for online translation of patterns.Revise the writing frame about the FUTURE PLANS in 3 steps.Home learning task about the future tense -Reading-Translation-Writing taskDetails on work to be submitted (deadline, method of submission, date of feedback, etc): Extended Learning Tasks to be submitted on the Monday 27th of April.Google Document to be created and shared with Mr B Wilson and Mr D Arenales.Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 3:PAST TENSE HANDLE VERBSLoom video, Google slides, activities set in Google ClassroomLessons will be added to the Google Classroom here: will be able to use 7 handle verbs + infinitive to talk about future plans1- Video on past handle verbs in Spanish2-Google classroom follow up document to master the past tense3. Reading activities about the past tense ( topics about Holidays and School)4. Low stakes quiz ( google form quiz)about the past tense-Subtitles in the video for key words-Use of and google translatoras well for online translation of patterns.Learn 7 handle verbs to talk about past activities-Subtitles in the video for key words-Use of and google translatoras well for online translation of patterns.Lesson 4:PAST TENSE STEPS FOR SUCCESSLoom video, Google slides, activities set in Google ClassroomLessons will be added to the Google Classroom here: will be able to use the past tense fluently and accurately when talking and writing about past activities1- Video on past tense steps for success in Spanish2-Google classroom follow up document to master the past tense3. Reading activities about the past tense ( topics about Holidays and School)4. Low stakes quiz ( google form quiz)about the past tense-Subtitles in the video for key words-Use of and google translatoras well for online translation of patterns.Revise the writing frame about the Past activities in 3 steps.Home learning task about the future tense -Reading-Translation-Writing taskDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Extended Learning Tasks to be submitted on the 1st of May.Google Document to be created and shared with Mr B Wilson and Mr D Arenales.Summer 1 2019-20Year 10ArtWeek 3 Assessment Details (Date, Time, Structure, etc):Students will be assessed on their observational drawing skills.Students will spend 45 minutes copying the drawing of an old man.Date - Option C - Tuesday 5th May 11.15-12.15Date - Option D - Wednesday 6th May 11.15-12.15Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1 Self PortraitsZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw 2 of their favourite selfies on A3 cartridge paper using Pencil.Students drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingEASY WAY TO DRAW A REALISTIC FACE TO DRAW: FACE | Basic Proportion to draw a face - Easiest way to draw a face (for beginners) support students drawing there is a Facial features worksheet with facial feature outlinesStudents can follow the steps in these tutorials to support drawingDrawing Braids (Freehand braided hair sketch that evolved!) to Draw Hair: Male & Female - Ultimate Tutorial will draw a portrait of a family member.Lesson 2Self PortraitsZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw 2 of their favourite selfies on A3 cartridge paper using Pencil.Students drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingEASY WAY TO DRAW A REALISTIC FACE TO DRAW: FACE | Basic Proportion to draw a face - Easiest way to draw a face (for beginners) support students drawing there is a Facial features worksheet with facial feature outlinesStudents can follow the steps in these tutorials to support drawingDrawing Braids (Freehand braided hair sketch that evolved!) to Draw Hair: Male & Female - Ultimate Tutorial will draw a portrait of a family member.Lesson 3 Self PortraitsZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw 2 of their favourite selfies on A3 cartridge paper using Pencil.Students drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingEASY WAY TO DRAW A REALISTIC FACE TO DRAW: FACE | Basic Proportion to draw a face - Easiest way to draw a face (for beginners) support students drawing there is a Facial features worksheet with facial feature outlinesStudents can follow the steps in these tutorials to support drawingDrawing Braids (Freehand braided hair sketch that evolved!) to Draw Hair: Male & Female - Ultimate Tutorial will draw a portrait of a family member.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Lesson 1 - Option C due Tuesday 5pm, Option D due Wednesday 5pmLesson 2&3 - Option C - due Wednesday 5pm, Option D due Friday 5pmFeedback will be given via email or Google classroom before students' next lesson. Miss Francis: francis.k@.uk Miss Backler: backler.m@.uk Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 4 Self PortraitZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw your 1 favourite selfies on A3 cartridge paper using:Colouring pencils or Watercolours PaintsYour drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingDrawing a Portrait with ONLY 5 Colored Pencils! to color, blend different skin tones with colored pencils | blending techniques Skin Tones Using Prismacolor Pencils [Timelapse] - How to Mix SKIN TONES support students drawing there is a Facial features worksheet with facial feature outlinesStudents will draw a portrait of a family member using colour.Lesson 5Self PortraitZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw your 1 favourite selfies on A3 cartridge paper using:Colouring pencils or Watercolours PaintsYour drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingDrawing a Portrait with ONLY 5 Colored Pencils! to color, blend different skin tones with colored pencils | blending techniques Skin Tones Using Prismacolor Pencils [Timelapse] - How to Mix SKIN TONES support students drawing there is a Facial features worksheet with facial feature outlinesStudents will draw a portrait of a family member using colour.Lesson 6 Self PortraitZoom Lesson – link available on Google ClassroomsStudents to complete tasks – KFR & MBA online to assistStudents will draw your 1 favourite selfies on A3 cartridge paper using:Colouring pencils or Watercolours PaintsYour drawings must include the following:An accurate outline using the Gridding MethodUse of shadings tones to show shape and formStudents can follow the steps in these tutorials to support drawingDrawing a Portrait with ONLY 5 Colored Pencils! to color, blend different skin tones with colored pencils | blending techniques Skin Tones Using Prismacolor Pencils [Timelapse] - How to Mix SKIN TONES support students drawing there is a Facial features worksheet with facial feature outlinesStudents will draw a portrait of a family member using colour.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Lesson 1 - Option C due Tuesday 5pm, Option D due Wednesday 5pmLesson 2&3 - Option C - due Wednesday 5pm, Option D due Friday 5pmFeedback will be given via email or Google classroom before students' next lesson. Miss Francis: francis.k@.uk Miss Backler: backler.m@.uk Summer 1 2019-20Year 10DramaWeek 3 Assessment Details (Date, Time, Structure, etc):Students will complete a 15 mark acting exam question based on content covered. Date: Wednesday 6th May at 11.15Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksSINGLELESSON 1Pre-recorded Zoom lesson - 20 minutesStudent independent work based on Zoom lesson - 40 minutesStudents watch a 20 minute Zoom presentation of the teacher breaking down of the character analysis sheet. Students are to watch two online scenes from the set text DNA using the character analysis sheet on google classroom. Students are to focus solely on the characters within these scenes, they are required to make note of the chosen characters physical skills within these scenes. Additionally: Social status within the group, costume, hair and makeup. Students will be given a link to full version of play: Instructions of scene start and finishing times will be given to students via google classroom. Task sheet given to students alongside a recap of definitions. Example of how character analysis tables should be filled out on sheets. Students watch a 3rd Scene allocated by teacher focusing on physical skills only: character motivation, body language, gesture and facial expressions.DOUBLELESSON 2&3Pre-recorded Zoom lesson - 30 minutesStudent independent work based on Zoom lesson - 1hr 30 minsStudents complete a timed low stakes multiple choice test on DNA script.Students are to take part in a pre-recorded lesson where they will look at exemplar responses, identifying colour coded squize responses. Students are to identify a SQIZE structure by colour coding exemplar answers. Students identify missing structure points and write a short analysis of this. Students are to then create their own colour coded SQIZE in response to exam questions.Students are to focus on questions 2 and 3. Analysing social class, hair and make up and physical skills. Multiple choice low stakes test - on google classroom. Exemplar response given to students colour coded on google presentation. Definitions of physical skills on a task sheet. Extension: Students refer to another character within the chosen scene to answer the 15 marker question on physical skills. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Single Lesson Due: Option C Tuesday 28th April, Option D Wednesday 29th AprilDouble lesson work Due: Option C Wednesday 29th April, Option D Friday 1st MayMultiple choice task sheet to be completed and submitted during lesson. Task sheets to be completed by the end of lesson or by 5pm on lesson date, submitted via google classroom or by email: Sadia.Conteh-Mosere@e-.uk Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningSINGLELESSON 1Pre-recorded Zoom lesson - 20 minutesStudent independent work based on Zoom lesson - 40 minutesStudents watch a 20 minute Zoom presentation of the teacher breaking down the character analysis sheet. Students are to watch 2 NEW online scenes from the set text DNA using the character analysis sheet on google class. Students are to focus solely on the characters within these scenes, they are required to make note of the chosen characters physical skills within these scenes. Additionally: Social status within the group, costume, hair and makeup. Students will be given a link to full version of play: Instructions of scene start and finishing times will be given to students via google classroom. Task sheet given to students alongside a recap of definitions. Example of how character analysis tables should be filled out on sheets. Students watch a 3rd Scene allocated by teacher focusing on physical skills only: character motivation, body language, gesture and facial expressions.DOUBLELESSONS 2&3Pre-recorded Zoom lesson - 30 minutesStudent independent work based on Zoom lesson - 1hr 30 minsStudents complete a timed low stakes multiple choice test on DNA script.Students are to take part in a pre-recorded lesson where they will analyse anonymous work from fellow students. Students will then have colour code these responses using the SQIZE technique.Students identify missing structure points and write a short analysis of this. Students are to focus on questions 2 and 3. Analysing social class, hair and make up and physical skills. Students are to then create their own colour coded SQIZE in response to exam questions.Questions given to students will be referring to the 2 new scenes students would have covered in their single lesson. Multiple choice low stakes test - on google classroom. Exemplar response given to students colour coded on google presentation. Definitions of physical skills on a task sheet.Extension: Students refer to another character within the chosen scene to answer the 15 marker question on physical skills. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Single Lesson Due: Option C Tuesday 28th April, Option D Wednesday 29th AprilDouble lesson work Due: Option C Wednesday 29th April, Option D Friday 1st MayMultiple choice task sheet to be completed and submitted during lesson. Task sheets to be completed by the end of lesson or by 5pm on lesson date, submitted via google classroom or by email: Sadia.Conteh-Mosere@e-.uk Summer 1 2019-20Year 10GCSE SportWeek 3 Assessment Details (Date, Time, Structure, etc):Students will sit a short exam paper based on the content covered in week 1 and week 2. Questions will range from 1-6 marks. Date: Tuesday 5th May ay 11.15Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksSinglePre recorded lesson - 15 Minutes. Independent work based on zoom lesson - 45 minutes.RPE to stay online answering any questions students may have regarding the set work.Task 1 Students need to watch the prerecorded video explaining the different types of training methods and how they improve a specific component of fitness. Task 2Students need to complete the multiple choice questions within their physical training booklet. Task 3 Students need to answer the second set of questions by filling in the gaps within their physical training booklet. Task4 Students need to write a small paragraph answering the open ended questions within their physical training booklet.Each student will receive a copy of a booklet which will have all the tasks in which the students are expected to complete. Online virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskStudents to watch and complete the videos and checkpoints on the specific topic on Double Everlearner RPE to stay online answering any questions students may have regarding the set work.Students are expected to log on to the everlearner and complete the set assignments. Task 1 - Skeleton Students must watch the video and make online notes. There are 3 videos which last for 10minutes each. Task 2 - Skeleton Checkpoint Students need to complete the checkpoint informally testing their knowledge from the videos. Task 3 - JointsStudents must watch the video and make online notes. There are 3 videos which last for 10minutes each. Task 4 - Joints Checkpoint Students need to complete the checkpoint informally testing their knowledge from the videos. Task 5 - Muscles Students must watch the video and make online notes. There are 3 videos which last for 10minutes each. Task 2 - Muscles Checkpoint Students need to complete the checkpoint informally testing their knowledge from the videos. Online virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskStudents to log on to the ever learner and complete the additional check points and answer the extra questions available. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Tuesday 21st by 5pmDouble lesson - Easy to track completion of videos and tests on the online program. Due Wednesday 22nd by 5pmLesson 1 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to pepperrell.r@.uk. Lesson 2 work submitted via Everlearner online platform Feedback given before next week’s lessonWeek 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningSinglePre recorded lesson - 15 Minutes. Independent work based on zoom lesson - 45 minutes.RPE to stay online answering any questions students may have regarding the set work.Task 1Students are expected to watch the prerecorded video on training methods. Task 2Students are expected to read and summarise the key ideas within the article – ideally in ten points. Create 5 questions relating to both the article and your specification. virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskStudents to log onto the everlearner and watch and complete the videos and checkpoints on the specific topic DoubleEverlearnerRPE to stay online answering any questions students may have regarding the set work.Students are expected to log on to the everlearner and complete the set assignments. Task 1 - Health and body Students must watch the video and make online notes. There are 3 videos which last for 10minutes each. Task 2 - Health and bodyStudents need to complete the checkpoint informally testing their knowledge from the videos. Task 1 - Energy use and dietStudents must watch the video and make online notes. There are 4 videos which last for 10minutes each. Task 2 - Energy use and dietStudents need to complete the checkpoint informally testing their knowledge from the videos. Online virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskStudents to log on to the ever learner and complete the additional check points and answer the extra questions available. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Tuesday 28th by 5pmDouble lesson - Easy to track completion of videos and tests on the online program. Due Wednesday 29th by 5pmLesson 1 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to pepperrell.r@.uk. Lesson 2 work submitted via Everlearner online platform Feedback given before next week’s lessonSummer 1 2019-20Year 10BTEC SportWeek 3 Assessment Details (Date, Time, Structure, etc):Students will complete an online test based on content covered in Week 1 & 2. Questions will vary from multiple choice to 6 mark questions.Date: Tuesday 5th May 11.15amWeek 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1 - Components of Fitness (Unit 1 exam)Single Lesson - Tuesday 11.15-12.15Pre-recorded Zoom lesson - 15 minutesStudent independent work based on Zoom lesson - 45 minutesKey gaps to close from MOCK exam:What is the difference between Health-related and skill-related components of fitness?How do I use reps and sets for muscular strength and endurance training?Students watch short Zoom lesson based on above two topicsStudents complete Components of fitness ‘wheel’ for two different sports, identifying which components are most important for each sport, justifying their choicesStudents answer exam questions based on each component of health and skill related fitness giving sporting examples of why each is needed Online virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskIdentify a third sport and complete the Components of fitness wheel for this sportLesson 2 - Principles of Training and Types of Training(Unit 1 exam)Double Lesson - Wednesday 1.15 - 3.15Pre-recorded Zoom lesson - 40 minutesStudent independent work based on Zoom lesson - 60 minutesKey gaps to close from MOCK exam:Principles of training - Reversibility, Rest & Recovery and IntensityDifferent Training types for aerobic endurance - Fartlek, Continuous, HITTStudents watch Zoom lesson based on above two topicsStudents answer exam questions based on above principles of training and link each principle to a given sport - marathon runner, Boxer, FootballerStudents answer exam questions based on each training type and link each type to a given sport - Marathon runner, Basketballer, Footballer Online virtual lessons available on these topics (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskExplain the difference between the rest and recovery routine of a teenager after playing a school football match vs Lionel Messi playing a game in the Champions League (6 marks)Details on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 1 Due - Tuesday 21st AprilLesson 2 due - Wednesday 22nd AprilLesson 1 and Lesson 2 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to naish.r@.uk Feedback given before next week’s lessonWeek 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 1 - Fitness Tests (Unit 1 exam)Single Lesson - Tuesday 11.15-12.15Pre-recorded Zoom lesson - 15 minutesStudent independent work based on Zoom lesson - 45 minutesStudents watch Zoom lesson recapping the tests for Body Composition (BIA) and the Vertical Jump TestStudents answer exam style questions based on these tests:what is body composition/anaerobic powerhow do we make these tests validwhat equipment do they requireworking out how to read a results graphOnline virtual lessons on these topics available on (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskExplain why the BIA test is the most accurate test to measure your body fat percentageLesson 2 - Fitness Tests(Unit 1 exam)Double Lesson - Wednesday 1.15 - 3.15Pre-recorded Zoom lesson - 40 minutesStudent independent work based on Zoom lesson - 60 minutesKey gaps to close from MOCK exam:Fitness tests for muscular enduranceComponents of Fitness and equipment for Forestry Step TestJackson-Pollock NomogramBMI testStudents watch Zoom lesson based on above four topicsStudents answer exam questions based on components of fitness each test measure and which sports people would use them.Students answer exam questions based on above fitness tests based on test administration to ensure validity and equipment required for each testOnline virtual lessons available on these topics (students have own individual login)Teacher available during lesson on email/Zoom to give support whilst students are completing the taskComplete the two muscular endurance fitness tests at home (press up and sit up test) and check your score against the results tablesDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 1 Due - Tuesday 28th AprilLesson 2 due - Wednesday 29th AprilLesson 1 and Lesson 2 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to naish.r@.uk Feedback given before next week’s lessonSummer 1 2019-20Year 10GCSE BusinessWeek 3 Assessment Details (Date, Time, Structure, etc):Assessment will consist of a Multiple-choice Test and Exam based questionDate: 6.5.50Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge Tasks1: Revision of distance learning Short term sources of financeZoom Lesson link available in Google classroomStudents work through a booklet resource to be completed during the lesson which builds on knowledge through to exam based questionsContent to be covered: Sources of finance for a start-up or established small business:Short-term sources: overdraft and trade creditLong-term sources: personal savings, venture capital, share capital, loans, retained profit and crowd fundingSentence startersModellingChallenge questionsScenario based Exam Question2: Revision of distance learningLong term sources of finance Recorded Zoom Lesson link on Google classroomLong-term sources: personal savings, venture capital, share capital, loans, retained profit and crowd fundingSentence startersModellingChallenge questions3. Revision: Sources of finance Independent task setSentence startersModellingChallenge questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Booklet completion29.05.20Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLong term sources of finance part 2Zoom Lesson - link found in google classroomStudents work through a booklet resource to be completed during the lesson which builds on knowledge through to exam based questionsContent to be covered:Long-term sources: personal savings, venture capital, share capital, loans, retained profit and crowd fundingSentence startersModellingChallenge questionsScenario based Exam QuestionChoosing appropriate financeRecorded Zoom lesson HWR - onlineStudents will uses scenario to analyse the best source of finance for a particular business reviewing the stage of the stage and experience of the businessSentence startersModellingChallenge questionsChoosing appropriate financeIndpendendant set taskStudents will complete exam based independent taskSentence startersModellingChallenge questionsDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Booklet completion06/05/20Summer 1 2019-20Year 10BTEC EnterpriseWeek 3 Assessment Details (Date, Time, Structure, etc):Assessment will be a quiz on 6/5/20Final Coursework submission 8/5/20Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge Tasks1: Characteristics of EnterprisesGood and services and platforms Aims and objectivesZoom Lesson Link found in Google classroomReview common misconceptionsTasks and reviews of key characteristicshow to use support resources Key wordsTemplate with Model responseStudents identify research Methods Sea Ming and Debbie Cotti would use and explain why - working towards Component 1 task2: Characteristics of EnterprisesOwnership types, sizeEthical Responsibilities independent Task completed with NLN onlinework through scenarios on different ownership types. review of the ownership types of Bella Lash Brow and Panda LDN and why they chose these options.model response personalised feedback3: Assessment preparationindependent Task completed with NLN onlineStudents will complete first section of coursework assignment, using all lesson resources and assignment brief and additional supportive materialmodel response personalised feedbackDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Week 2 hand in date 1.5.20Coursework assignment part 1Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning3. Mindsets and skills of an entrepreneur - recapRecorded Zoom LessonLink on GC. NLN onlineLST Forms QuizStudent review businesses and identify the mindsets and skills each owner has and explain why these are importantModel responseKey wordssentence starterEntrepreneur feedbackStudents write up a report of three business ideas they can set up in City Heights - working towards component 24: Reasons why people set up business recapIndependent - Resubmission of coursework - NLN onlineLST - Forms QuizStudents continue to review businesses and the skills each owner needs to be successful and explain why these are importantModel responseKey wordssentence starterEntrepreneur feedback3: Assessment Prepindependent Task completed with NLN onlineStudents will complete first section of coursework assignment, using all lesson resources and assignment brief and additional supportive materialmodel response personalised feedbackDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Week 3 hand in date 8.5.20Coursework assignment part 2Summer 1 2019-20Year 10MusicWeek 3 Assessment Details (Date, Time, Structure, etc): Students will complete a multiple choice test based on content covered over week 1&2 for these topics: The promoter as a role in the music industry and Music LicensingDate: Option C Tuesday 5th May, Option D Wednesday 6th May - 11.15amWeek 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: Job Roles in the Music Industry - The PromoterGoogle ClassroomsDo Now Activity: Students to watch to use prior learning to write a list of the responsibilities of a music promoter Students are then to update their list by reading through the google slides that detail the responsibilities of the Promoter, contracts and riders.Students are to review the three different types of promoters - Vene, Concert and FestivalStudents will them complete selected past paper questions (BTEC Jan 2018) based on promotionPictures of different venues for promotionTeachers online during lesson to offer support via email/online chatWatch Video describing more job roles in the music industry on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 1 worksheets and answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to marcus-ryan.v@.uk or watson.n@.uk Feedback given before next week’s lessonWeek 1: Monday 20th April – Friday 24th AprilLesson 2: Review Task based on the PromoterStudents to complete tasks – VMA online to assistStudents to watch Youtube video HYPERLINK "" \h on production and promotion in the music industryStudents to complete past paper questions based on the Promoter in the Music Industry- Youtube links provided in the lesson offer scaffolding and guidanceTeachers online during lesson to offer support via email/online chatStudents should write three complete paragraphs for the final questionDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 1 due – Option C Tuesday 21st April, Option D Wednesday 22nd April Lesson 2 due – Wednesday 22nd April, Option D Friday 24th April Lesson 2 worksheets and answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to marcus-ryan.v@.uk or watson.n@.uk Feedback given before next week’s lessonWeek 2: Monday 27th April – Friday 1st MayLesson 3: Review of the PPL, PRS and MCPSGoogle ClassroomsDO NOW: Students to complete one past paper question based on PromotionStudents to watch a video describing the role of the PRS and the PPL Students to watch video on the MCPS Students are to make notes on the roles of the PRS, PPL and MCPS in the Music industryAnswer question based on the Music Industry and email to teacher- Youtube links provided in the lesson offer scaffolding and guidanceTeachers online during lesson to offer support via email/online chatStudents should complete all questions based on the music industryLesson 4: Review Task based on job roles in the music industryStudents to complete tasks – VMA online to assistStudents to watch Youtube video HYPERLINK "" \h on job roles in the music industryStudents to complete past paper questions based on the Job roles in the Music Industry- Youtube links provided in the lesson offer scaffolding and guidanceTeachers online during lesson to offer support via email/online chatStudents should write three complete paragraphs for the final questionDetails on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 1 due – Option C Tuesday 28tht April, Option D Wednesday 29th April Lesson 2 due – Wednesday 29th April, Option D Friday 1st Mayl Lesson 2 worksheets and answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to marcus-ryan.v@.uk or watson.n@.uk Feedback given before next week’s lessonSummer 1 2019-20 Year 10Year 10Media StudiesWeek 3 Assessment Details (Date, Time, Structure, etc):By Thursday 7th May: Write 3 paragraphs explaining why intertextual references might be important for a film that appears to target children?Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1:TypographyLoom lesson. All resources in Google Classroom.Students to complete all tasks – AKA online to assist Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word ‘Typography’. They must write a sentence of their own using the key word.Task 1: Students must analyse the typography in the ‘Jumanji’ and the ‘Punisher’ posters. Then, answer the question: What does the typography contained in your film title tell you about the associations and the film genre?Task 2: Students must write out their name in a way that reflects their personality/mood.Task 3: Students must analyse the connotations created by The Lego Movie title typography.Plenary Task: Progress quizSentence startersModel answersKey questionsAKA onlineHow does the choice of typography make you feel about what might happen in the movie?Design the typography for one of your favourite movies.Lesson 2: Film Poster: The Lego MovieLoom lesson. All resources in Google Classroom.Students to complete all tasks – AKA online to assistStudents complete the Do now Activity.Students read the lesson objectives.Students write down the key word ‘Codes’. They must write a sentence of their own using the key word.Task 1: Student must analyse and provide a reading for one of the following film posters: ‘Black Panther’ or ‘Jumanji’Task 2: Students must analyse and provide a reading for The Lego Movie Poster.Plenary Task: Progress quizSentence startersModel answersKey questionsAKA onlineMind map any other movies you have seen from the same genre that reflect these ideas.Write a paragraph explaining how your analysis of the Lego Movie poster might suggest what happens in the movie.Lesson 3: Offline LearningStudents to complete all tasks – AKA online to assistAnalyse and annotate at least two film posters of your choice.Success criteriaAKA onlineWrite two paragraphs explaining who might the producers of these posters be targeting in terms of audiences for the movies. Details on work to be submitted (deadline, method of submission, date of feedback, etc):Extended Learning Tasks to be submitted on 27th April.Google Document to be created and shared with Mr A Kanu.Week 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 4:Trailer: The Lego MovieLoom lesson. All resources in Google Classroom.Students to complete all tasks – AKA online to assistStudents complete the Do now Activity.Students read the lesson objectives.Students write down the key word ‘Conventions’. They must write a sentence of their own using the key word.Task 1Students must mind-map your understanding of: Camerawork / Editing / Mise-en-scene / SoundtrackTask 2: Students must Identify the trailer conventions as they watch the following trailer: 3: Students must provide an analysis for The Lego Movie Trailer. How does the media language create meaning for the audience? Students must focus on Camerawork and write 2 PEAL paragraphs.Plenary Task: Progress quizSentence startersModel answersKey questionsWord banksAKA onlineWrite a paragraph explaining what the Lego Movie trailer does well to draw in an audience.Plan and draft a storyboard for a one minute trailer of the Lego Movie.Lesson 5:IntertextualityLoom lesson. All resources in Google Classroom.Students to complete all tasks – AKA online to assistStudents complete the Do now Activity.Students read the lesson objectives.Students write down the key word ‘Intertextuality’. They must write a sentence of their own using the key word.Task 1: Students must watch The Simpsons clip: a paragraph explaining how the clip uses intertextuality?Secure understanding of the key term: Pastiche.Task 2: Students must analyse what intertextual references can be seen in The Lego Movie poster.Task 3: Students must Identify the intertextual references within The Lego Movie trailer and complete the worksheet.Plenary Task: Progress quizSentence startersModel answersKey questionsWord banksAKA onlineWrite a paragraph on any other moments in TV/ Film where you have witnessed intertextuality. Explain why you think this technique was used. Lesson 6:Offline LearningStudents to complete all tasks – AKA online to assistWrite three paragraphs analysing Representation in a film trailer of your choice.AKA onlineCreate a Glossary in the back of your Media book. Revisit your work and collect all the media specific vocabulary you have learnt. Make a Glossary to make it easy to revise.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Extended Learning Tasks to be submitted on the Monday 4th of May.Google Document to be created and shared with Mr A Kanu.Summer 1 2019-20Year 9 & 10 CitizenshipWeek 3 Assessment Details (Date, Time, Structure, etc.):Students will answer 12 multiple choice questions on the importance of laws in the UK. Wednesday 6th May 9am.Week 1: Monday 20th April – Friday 24th AprilLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended Learning/Challenge TasksLesson 1: What is the point of law? Lesson uploaded on the Google Classroom for students to access. Students complete Low Stakes Test in their books: write correct answers.Students complete six step vocabularyRead information from lesson slides and answer questions (comprehension)Students answer 4 marker at end.Students self-assess their 4 marker response. Use of bold points and colours.Sentence starters for the 4 mark question at end. Explain in one paragraph:Why are laws important in the UK? P.E.A.L Lesson 2: Recap of Theme AQuestions sheet uploaded into Google ClassroomAnswer recap questions 1-10 using your knowledge booklet to help you.Mr Monaf available by email to answer questionsCreate flashcards for the keywords in Theme A using your knowledge booklet to help you.Lesson 3: Recap of Theme AQuestions sheet uploaded into Google ClassroomAnswer recap questions 10-20 using your knowledge booklet to help you.Mr Monaf available by email to answer questionsCreate flashcards for the keywords in Theme A using your knowledge booklet to help you.Details on work to be submitted (deadline, method of submission, date of feedback, etc.):Lesson 1: Uploaded on Wednesday 22nd April 9am. Student work deadline – Wednesday 29th April 9amStudents must email me (monaf.s@.uk) work they have completed Feedback will be given individuallyWeek 2: Monday 27th April – Friday 1st MayLesson Number & TitleVirtual Teaching DetailsTasks/Activities to Complete (including key resources)Scaffolding & Inclusion(additional support/guidance)Extended LearningLesson 2: Why do we need laws in the UK?Lesson uploaded on the Google Classroom for students to access. Students complete Low Stakes Test in their books: write correct answers.Read information from lesson slides and answer questions (comprehension)Students answer 6 marker at end.Students self-assess their 6 marker response. Use of bold points and colours.Sentence starters for the 6 mark question at end. Give two reasons why life would be chaotic if they was not laws. (4 marks)(Crime, poverty, lack of respect for British values, unemployment) Lesson 3: Recap of Theme BQuestions sheet uploaded into Google ClassroomAnswer recap questions 1-10 using your knowledge booklet to help you.Mr Monaf available by email to answer questionsCreate flashcards for the keywords in Theme B using your knowledge booklet to help you.Lesson 3: Recap of Theme BQuestions sheet uploaded into Google ClassroomAnswer recap questions 10-20 using your knowledge booklet to help you.Mr Monaf available by email to answer questionsCreate flashcards for the keywords in Theme B using your knowledge booklet to help you.Details on work to be submitted (deadline, method of submission, date of feedback, etc):Lesson 2: Uploaded on Wednesday 29th April 9am. Student work deadline – Wednesday 6th May 9amStudents must email me (monaf.s@.uk) work they have completed Feedback will be given individually ................
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