Summer 1 2019-20Year: 9
MathsWeek 3 Assessment Details (Date, Time, Structure, etc):
7th May 2020, 2.15 – 3.15pm: Autumn Post-learning assessment (Mastery) Unit 1/2/3
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L1: Direct and Inverse Proportion
Zoom lesson – link available on google
classroom
Maths Mastery PowerPoint and lesson delivered by teacher.
Maths Mastery homework and answer
book for support
Home work: Page 33 to 48
Challenge questions (Starred) included in
worksheets and PowerPoints
L2: Direct and Inverse Proportion
Students to complete tasks set - Mr Falaiye
and Mr Tomlinson online to support
Unit 3 Direct and Inverse Proportion Pre-learning test completed by all students and uploaded to Google classroom.
L3: Direct and Inverse Proportion
Students to complete tasks set - Mr Falaiye
and Mr Tomlinson online to support
Unit 3 Direct and Inverse Proportion Pre-learning test completed by all students and uploaded to Google classroom.
Pre-learning test and Homework due in by 3:15 p.m Wednesday
6/5//20
L4: Feedback
Feedback and Assessment
Celebrating success lesson
Feedback and common misconceptions.
Students to self-assess work
Answers provided for Pre-learning test
L5: Assessment
Feedback and Assessment
All students to complete weekly assessment on Hegarty Maths
End of Unit Assessment: Post Learning test Unit 1/2/3
Students must achieve a minimum of 95% in
Assessment.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 6/5//20– feedback in Lesson 4
Lesson 5 – Assessment to be completed on Hegarty Maths and End of Unit Assessment
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
L1: Standard Form Zoom lesson – link Maths Mastery PowerPoint and lesson Maths Mastery Challenge questions
and Scale available on google classroom delivered by teacher.
homework and answer book for support
Home work: Page 48 to 57
(Starred) included in worksheets and
PowerPoints
L2: Standard Form and Scale
Students to complete tasks set - Mr Falaiye
and Mr Tomlinson online to support
Unit 4 Standard Form and Scale Pre-learning test completed by all students and uploaded to Google classroom.
L3: Standard Form and Scale
Students to complete tasks set - Mr Falaiye
and Mr Tomlinson online to support
Unit 4 Standard Form and Scale Pre-learning test completed by all students and uploaded to Google classroom.
Pre-learning test and Homework due in by 3:15 p.m Wednesday
13/5/20
L4: Feedback
Feedback and Assessment
Celebrating success lesson
Feedback and common misconceptions.
Students to self-assess work
Answers provided for Pre-learning test
L5: Assessment
Feedback and Assessment
All students to complete weekly assessment on Hegarty Maths
Students must achieve a minimum of 95% in
Assessment.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 13/5/20– feedback in Lesson 4
Lesson 5 – Assessment to be completed on Hegarty Maths
Summer 1 2019-20Year 9 EnglishWeek 3 Assessment Details (Date, Time, Structure, etc):
To take place in L12 – Thursday 7th May 10:00. 10 question multiple-choice quiz on Google Classroom based on content revisited in first two weeks of Virtual Academy.
Monday double
Thursday double
Thursday single – reading for pleasure
Animal Farm
Week 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L9: Revolution
Recorded lesson
uploaded on to Google
Classroom.
- 6-Step vocabulary teaching of ‘propaganda’- Students make notes on Soviet Union
propaganda- Chunked PAR of text- Explanation of key quotes- Exit ticket to capture understanding of key
learning.
- Pre-taught vocabulary
- Chunked information to reduce cognitive load
- Dual coding- PAR reading
- Extended thinking tasks throughout
- Introduction of ambitious vocabulary
L10: Revolution
Students complete quiz and extended writing task –
AMC and CBR online to assist
- Students watch YouTube clip of national anthem at football match and compare this to the anthem in Animal Farm
- YouTube clip of war zeppelin for clarity- Students complete quotes + notes table- Students complete revolution SQIZE following
framework using key quotes from lesson
- Vocabulary support
- Sentence starters
- Writing frame
- Extended thinking task: Why do you think Orwell includes the anthem ‘Beasts of England’ at the end of Chapter 1?
L11: The Animals
Recorded lesson
uploaded on to Google
Classroom.
- 6-Step vocabulary teaching of ‘hierarchy’- Students complete a recap activity on the
animal’s qualities- Students create a visual graph using a template
of the hierarchy amongst the animals on the farm- Taken through a quote explosion for key
understanding of hierarchy amongst the animals- Clarity of Orwell’s main message of questioning
authority.- Exit ticket to capture understanding of key
learning.
- Pre-taught vocabulary
- Chunked information to reduce cognitive load
- Dual coding
- Extended thinking tasks throughout
- Introduction of ambitious vocabulary
L12: The Animals
Students complete
activities and extended
writing task - AMC and CBR online to assist
- Students read a model SQIZE and answer questions (DARTs activity to make explicit the process of writing)
- Students complete their own SQIZE on the hierarchy amongst the animals
- Key word bank- Sentence
starters
- Extended thinking task: Why did Orwell want to introduce the idea of unquestioned hierarchy?
Reading for Pleasure
Recorded lesson
uploaded to Google
Classroom.
- Students record new vocabulary in their glossary- Students practice their own reading aloud.
- Pre-taught key vocab
- PAR reading
- Prediction questions and creative tasks
- Quiz
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Students to submit revolution SQIZE onto Google Classroom by Thursday 7th – feedback in L13Week 4: Monday 11th May – Friday 15th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
L13: Liberation of the farm
Recorded lesson
uploaded on to Google
Classroom.
- 6-Step vocabulary teaching of ‘liberation’- 4-word recap of the Russian Revolution- Chunked instruction on the use of longer
sentences for effect in writing using models- PAR reading of the text- Highlighting of longer sentences used in particular
passage- Exit ticket to encourage responsibility of learning
- Pre-taught vocabulary
- Chunked information to reduce cognitive load
- Dual coding
- Extended thinking tasks throughout
- Introduction of ambitious vocabulary
L14: Liberation of the farm
Students complete
activity and extended
writing task - AMC and CBR online to assist
- Students re-read a passage of the text and complete ‘What’ ‘How’ ‘Why’ activity
- Students use these quotes to complete a SQIZE on jubilation at the end of Chapter.2
- Word bank- Writing frames- Sentence
starters- Dual coding
- Extended thinking: Why do writers vary their sentence length?
L15: Symbolism
- 6-Step vocabulary teaching of ‘symbolism’
- Recap on the 7 commandments of animalism- Break down of religion as symbolism- Recap of liberation and burning of whips/chains
as symbolism- Further example of Boxer’s strength symbolizing
the proletariat- Key quote explosions
- Pre-taught vocabulary
- Chunked information to reduce cognitive load
- Dual coding- Lesson follows
T&L cycles
- Extended thinking: why does Orwell use symbolism to create meaning for his readers?
- Introduction of ambitious vocabulary
L16: Symbolism
- Students answer comprehension questions- Students to complete SQIZE paragraph on the
use of symbolism to create meaning in Animal Farm.
- Sentence starters
- Dual coding- Writing frame
(SQIZE)
- Evaluate the success Orwell’s use of symbolism
Reading for Pleasure
Recorded lesson
uploaded to Google
Classroom.
- Students record new vocabulary in their glossary- Students practice their own reading aloud.
- Pre-taught key vocab
- PAR reading
- Prediction questions and creative tasks
- Quiz
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Students to submit SQIZE on jubilation Google Classroom by Thursday 14th – feedback in L17
Summer 1 2019-20Year: 9 ScienceWeek Assessment Details (Date, Time, Structure, etc):
18th May 2020, 10:00 – 11:00am 25 Multiple choice assessment based on content revisited in previous two weeks of Virtual Academy.
Week 3: Monday 4th – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L9: Feedback
PPT
Students to work through tasks
independently Mr Conlon online to
support
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 to support websites
Low demand activities
Sentence starters/structures
Additional exam practice will be sent
and shared on classroom.
L10: P2: Series and parallel circuits
Zoom lesson: link sent in classroom.
Mr Conlon will be online to support
Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.
Students will recap circuit components, features of series and parallel circuits; calculate current, resistance and voltage for series and parallel circuit and use graphs to identify different types of resistors in a circuit.
Extra independent learning PPT will be added here to replace lesson 11.
Links to support websites
Low demand activities
Worked/model answers
MS available for self-assessment
Extension exam questions will be linked on the PPT
L11/12 Assessment
Bank holiday:
The MC assessment will be set after our lesson on Tuesday and will be due Monday 11 th May 2020 12pm.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Due to Bank holiday, only submission of work will be the assessment as stated above. Due Monday 11th May 2020 12pm.
Week4: Monday 11th – 15th May
Lesson Number & Title
Virtual Teaching Details Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L13: Topic review feedback
PPT
Students to work through tasks
independently Mr Wilson/Mr Conlon online to support
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 to support websites
Low demand activities
Sentence starters/structures
Additional exam practice will be sent
and shared on classroom.
L14: P2 Electricity – Mains electricity and national grid
Zoom lesson: link sent in classroom.
Mr Wilson/Mr Conlon will online to support
Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.
Students will know how AC relates to mains electricity, describe how electricity gets to our homes and explain the use of transformers in the national grid.
Links to support websites
Low demand activities
Worked/model
Embedded throughout lesson activities and tasks
Extra support videos and revision linked:
https://www.bbc.co.uk/bitesize/guides/zw8n2nb/revision/1
DC and AC: https://www.youtube.com/watch?v=MEvO2rQFIWk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=20
Mains electricity: https://www.youtube.com/watch?v=fbu3o9wavHk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=21
National grid: https://www.youtube.com/watch?v=iNvGiTn64fQ&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=22
answers
MS available for self-assessment
L15: P2 Electricity – Power and charge
PPT
Students to work through tasks
independently Mr Wilson/Mr Conlon online to support
T1 - Use the link below to access the revision video for this topic.
Power: https://www.youtube.com/watch?v=LOyJdI41aCU&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=19
You will answer questions directly onto the google form document, which will be linked in the google classroom.
T2 – Complete calculations using worked examples.
Revision website for more support:
https://www.bbc.co.uk/bitesize/guides/zgvq4qt/revision/9
Links to support websites
Low demand activities
Sentence starters/structures
Extension exam questions will be
linked on the PPT.
L16: Topic review
PPT guide
Google forms link sent for LST
Spend 20 minutes reading over everything you have learned this week.
Use the revision PPT to support your revision. (Uploaded on Tuesday)
Complete the LST assessment on google forms and submit.
Link to alternative revision websites
on google classroom
Extra exam practice will be set on
Seneca for each tier/qualification.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
LST assessment for P2 as a google form will be set on Friday 15th May and is due to be submitted by Monday 18th May 2020 12pm.
Summer 1 2019-20Year 9 HistoryWeek 3 Assessment Details (Date, Time, Structure, etc):
Fifteen question online assessment based on content revisited in first two
weeks of Virtual Academy.
Week 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1: Online assessment
Online assessment
posted on google classroom
- Students to complete online assessment.
- Miss Szymanska available to answer questions.
- Assessment to be marked by KSZ.
- Study quizlet sets https://quizlet.com/class/14197448/
- Test corrections.
Lesson 2:
Introduction to the Western Front: The historical context of medicine in the early 20th c.
Online lesson posted in google
classroom at 9am, Wednesday 6th
of May.
- Students to watch recorded lesson.
- Students to complete knowledge assignment. .
- Miss Szymanska available to answer questions.
- All questions taken from knowledge booklet and powerpoint– students can use this for support.
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Lesson 3: Exam practice: early 20th century context
Online lesson posted in google
classroom at 11.15am, Friday
8th of May.
- Students to watch recorded lesson.
- Students to answer practice exam questions based on lesson.
- Miss Szymanska available to answer questions.
- Sentence starters in exam questions
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Knowledge questions (lesson 1 and 2) and exam questions (lesson 3) to be completed online or by hand and emailed by Friday 8th of May 12.15pm. Marked and feedback given individually. General feedback given in lesson 3 of week 4.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: The context of the British sector of Western Front
Online lesson posted in google
classroom at 1.15pm, Tuesday
12th of May.
- Students to watch lesson recording.
- Students to complete knowledge assignment.
- Miss Szymanska available to answer questions.
- Study quizlet sets https://quizlet.com/class/14197448/
Lesson 2: Conditions requiring medical treatment on the Western Front
Online lesson posted in google
classroom at 9am, Wednesday 13th
of May.
- Students to watch lesson recording.
- Students to complete knowledge assignment.
- Miss Szymanska available to answer questions.
- All questions taken from knowledge booklet and powerpoint– students can use this for support.
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Lesson 3: Exam practice
Online lesson posted in google
classroom at 11.15am, Friday
15th of May.
- Students to watch lesson recording.
- Students to answer practice exam questions based on lesson.
- Miss Szymanska available to answer questions.
- Sentence starters in exam questions
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
All work emailed to Miss Szymanska – [email protected] – by Friday 15th of 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
GeographyWeek 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. Tuesday 6th May 1.15pm.
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
Extended Learning/Challe
(additional support/guidance)
nge Tasks
1 What is Differential Heating?
Pre-recorded video explaining instructions to be posted on google classroom & deck.
1. Complete the assessment
2. Watch teacher video explanation
3. Write a Definition of Global Circulation
4. Watch the video & write a Definition of Differential Heating
5. Draw a diagram to show why differential heating happens.
Diagram Walk Throughs Colour Diagrams
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 12/05/2020 1.15pm
Your questions will be marked and returned by the next lesson.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
2 What is Global Circulation?
Pre-recorded video explaining instructions to be posted on google classroom & deck
1. Watch teacher video explanation
2. Write an explanation of Global Circulation including the phrase Differential Heating.
3. Watch the video & draw a diagram to show the three Cells.
Diagram Walk Throughs
Colour Diagrams
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 19/05/2020 1.15pm
Your questions will be marked and returned by the next lesson.
Summer 1 2019-20Year 9 & 10
CitizenshipWeek 3 Assessment Details (Date, Time, Structure, etc.):
Students will answer/circle 12 multiple choice questions on the importance of laws in the UK. 06/05 10am
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Virtual Teaching Tasks/Activities to Complete (including key Scaffolding & Extended
Title Details resources)Inclusion
(additional support/guidance)
Learning/Challenge Tasks
Lesson 3: Assessment Lesson
Assessment will be uploaded on the
Google Classroom for students to access.
Assessment will be uploaded on the Google Classroom for students to access.
Students must complete this in 20 minutes.
Use of multiple choice answers.
Simple and structured questions and answers.
Explain in one paragraph:
What why are laws important in restoring order and control over
citizens in the UK.
Details on work to be submitted (deadline, method of submission, date of feedback, etc.):
Lesson 3: Uploaded on 06/05/20
Student work deadline 08/05/20
Students must email Mr Monaf ([email protected]) after assessment completion.
Feedback will be given individually on week 5
Week 4: Monday 11h May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 4: What is Law?
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 12 mark question at
end.
Give two reasons why people commit crime
in the UK.
How do laws reduce the crime rate?
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 4: Uploaded on 13/05/20
Student work deadline 15/05/20
Students must email Mr Monaf ([email protected]) after assessment completion.
Feedback will be given individually on week 5
Summer 1 2019-20
Year 9+10 SociologyWeek 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1: Different types of education
Recorded Lesson – link available on Google Classroom
- Students to complete assessment (see Google Classroom).
- Students to watch Mr Smith’s lesson called ‘Different Types of Education’ (video is on Google Classroom)
- Mr Smith available to answer questions.
Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.
Lesson 2: Different types of education
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet based on the video (questions are on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV
Lesson 3: Different types of education
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet based on the video (questions are on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 8th 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.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: The function of education according to Durkheim and Parsons
Recorded Lesson – link available on Google Classroom
- Students to watch Mr Smith’s lesson called ‘The Function of Education’ (the video can be found on Google Classroom).
- Mr Smith available to answer questions.
Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.
Lesson 2: The function of education according to Durkheim and Parsons
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the video (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV
Lesson 3: The function of education according to Durkheim and Parsons
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 15th 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 2019-20
Year 9+10 Religious EducationWeek 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1: The Five Pillars – The Shahadah
Recorded Lesson – link available on Google Classroom
- Students to complete assessment (see Google Classroom).
- Students to watch Mr Smith’s lesson called ‘Five Pillars – The Shahadah’ (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 ‘Islam 3 – Living the Muslim Life’ unit.
Lesson 2: The Five Pillars – The Shahadah
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs
Lesson 3: The Five Pillars – The Shahadah
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 8th 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.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: The Five Pillars – Salah (Prayer)
Recorded Lesson – link available on Google Classroom
- Students to watch Mr Smith’s lesson called ‘Five Pillars – Salah’ (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 ‘Islam 3 – Living the Muslim Life’ unit.
Lesson 2: The Five Pillars – Salah (Prayer)
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs
Lesson 3: The Five Pillars – Salah (Prayer)
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 15th 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.
SPANISH Summer 1 YEAR 9 2019-20 YearWeek 3 Assessment Details (Date, Time, Structure, etc):
By Thursday 7th May:
Translation and Reading Assessment based on Past and Future tense plus reading activities from the topics covered this year. Period 5 Tuesday 5th May
Multiple choice answer using google form as a quiz to get instant feedback.
Spanish
Week 3: Monday 4th May – Thursday 7th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 7:
Past tense in 3 steps
(Follow up lesson from Lesson about Handle verbs Past)
1.Video Past tense in 3 steps
with modelling
2.Google slide
3. Google document ( Master the past tense)
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will be able to use 3 steps to write and talk about the past
1- Video on the Past tense in 3 steps with modelling examples
2-Google classroom follow up document to master the past tense in
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
3 steps
3. Reading activities about the past tense and topics covered in y9 websites available
Lesson 8:
Handle verb Present tense
+ 3 steps
1.Video handle verbs Present tense + 3 steps
2.Google slide
3. Google document ( Master the present tense
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will be able to use 3 steps to write and talk about the past
1- Video on the Present tense handle verbs plus 3 steps to build up the sentences accurately with modelling examples
2-Google classroom follow up document to master the present tense in 3 steps plus topics of Y9
3. Reading activities about the present tense
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
Lesson 9:
Assessment Week 3
Future, past and present
Google form assessment
Questions about Past, present and future tense
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Assessment with reading and translation question on the future, past and present tense covering the topic of free time, holidays, sports and Y9 vocabulary from VIVA Y9
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Google document based on the videos ( TURN IN method, deadline before the end of the lesson)
Assessment Week 3 Google form . Submit . Feedback straightaway with incorrect answers if any
Home learning Deadline. Before next lesson ( Tuesday 12th May)
Week 4: Monday 11th May – Thursday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional
Extended Learning
support/guidance)
Lesson 10:
Giving reasons like a boss
Justifying your activities with “because
1.Video How to give reasons using “ because”
2.Google slide
3. Google document ( Master giving reasons using “because” in Spanish)
4. Google form assessment on Present tense and Reasons
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
1- Video on the giving reasons using different ways to say “because” plus 3 options to justify actions to build up vocabulary
2-Google classroom follow up document to master the giving reasons and justify actions
3. Google form test about reasons and present tense . Multiple choice answers
Plus vocabulary from Y9
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese
Lesson 11: Developing your answers
with “ Toppings”
1.Video How to develop answers
2.Google slide
3. Google document ( Master developing answers)
4. Google form assessment on developing answers
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
1- Video on the developing answers to build up sentences
2-Google classroom follow up document to master developing answers
3. Google form about key vocabulary to develop answers. Multiple choice answers
plus vocabulary learnt in Y9 so far
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
Lesson 12:
WRITING REVISION SESSION
GIVING OPINIONS AND using 3 tenses
WRITING TASK to show progress using
3 tenses, giving reasons,justifying them and developing answers
adapted to Y9
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will need to complete a GCSE writing task adapted to Y9 ( it can be down in exercise books)
to cover
-3 tenses
-expressing opinions
-.justifying opinions
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese
-developing answers
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Google document based on the videos ( TURN IN method, deadline before the end of the lesson)
Google form about the Present and Giving reasons . Instant feedback
Home learning Deadline. Before next lesson ( Tuesday 19th May)
Summer 1 2019-20 Year 9 MediaYear
Media StudiesWeek 3 Assessment Details (Date, Time, Structure, etc):
“Social Media is harmful for teenagers and should be banned for anyone under the age of 21” Write an article in which you argue for or against this view.
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
Lesson 7:
Assessment
All resources in Google Classroom.
Students to complete all tasks – AKA online to assist
Complete your assessment on Google forms: https://drive.google.com/open?id=17EFThC34hK6rxWKK-Mc4iGqIuXqTUtaBJ624IW8dhow AKA online
Lesson 8:
Loom 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 ‘Facebook’. They must write a sentence of their own using the key word.
Task 1: Students must watch the video clip. Then answer these questions:
● In order for the group to function what
must happen?
● What is the maximum size of a human
Sentence starters
Key questions
AKA online
Write two paragraphs: How do you feel social media is going to affect society in the future?
social group?
● What is used to measure “the individual”?
● Why do people prefer to connect online?
● What are the 3 gratifying fantasies social
media offers?
Task 2: Written task. Students must answer the question: Does having thousands of Facebook friends mean you are not lonely?
Task 3: Students must create:
*Facebook info
*Facebook wall
for either: Beyonce or Christiano Ronaldo
Plenary Task: Progress Quiz
Lesson 9: Offline learning
Students to complete all tasks – AKA online to assist
Create a Google slides presentation.
Research the history of Mark Zuckerberg and the story of Facebook.
Success Criteria
AKA online
Create a document entitled: The History of Facebook.
Include: photos
And an explanation of how Facebook became so popular.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended Learning Tasks to be submitted on 11th May.
Google Document to be created and shared with Mr A Kanu.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 10:
Snapchat
Loom 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 ‘Snapchat’. They must write a sentence of their own using the key word.
Task 1: Snapchat terminology is like another language: Match the terms with the definitions.
Task 2: Students must watch the video clip: Intro to Snapchat.
Sentence starters
Key questions
Word banks
AKA online
Write two paragraphs on why you think Snapchat has been successful.
Then answer the questions:
● Which phone feature is used for Snapchat?
● What happened in 2013?
● How long do Snapchat stories last?
● What events does snapchat cover?
● What is the % of 18-34 year olds that use Snapchat?
Task 3: Students must sketch and annotate a Snapchat filter that would appeal to a 40-50 year old audience.
Plenary Task: Progress Quiz
Lesson 11:
Websites
Loom 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 ‘Personalisation’. They must write a sentence of their own using the key word.
Task 1: Students must Label how Facebook allows the audience to: (a) interactivity (b) Personalisation
Task 2: You have been asked to create a clothing website called ‘PENG!’
The primary audience is 13-18 Year old Males and females.
The company you work for have made it clear that the website must be Interactive and able to be personalised to the audience.
Plenary Task: Progress Quiz
Sentence starters
Key questions
AKA online
Stop and Jot (Take notes) on Websites: https://www.bbc.co.uk/bitesize/guides/z3gqhv4/revision/1
Write a brief summary of the history of Websites and the Internet.
Lesson 12:
offline learning
Students to complete all tasks – AKA online to assist
Create a Google slides presentation:
Choose your favourite phone app. When was it made? How has it developed? How many people use it?
Success Criteria
AKA online
Create a document entitled: My Favourite Phone APP.
Include: photos
And an explanation of why it is your favourite app.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended Learning Tasks to be submitted on 18th May.
Google Document to be created and shared with Mr A Kanu.
Summer 1 2019-20Year 7, 8, 9, 10
Physical EducationWeek 3 Assessment Details (Date, Time, Structure, etc):
Students will complete a Low Stakes Test Quiz on the muscles that different exercises work. These are the exercises they will be working on on a daily basis
Week 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Monday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Heel Flicks - 30s x 3 sets2. Mountain Climbers - 15s x 3
sets3. Plank - 15s x 3 sets4. Tricep extension - 10 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Intermediate:
1. Heel Flicks - 45s x 3 sets2. Mountain Climbers - 30s x 3
sets3. Plank - 30s x 3 sets4. Tricep extension - 15 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Advanced:
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
1. Heel Flicks - 60s x 3 sets2. Mountain Climbers - 45s x 3
sets3. Plank - 45s x sets4. Tricep extension x 20 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
Tuesday 12.15 - 12.45
Practical Workout 2 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. jogging on the spot - 15s x 3 sets
2. Side plank 10s x 3 sets3. Bicycle kicks - 10s x sets4. Plank to pushup 5 reps x 3 sets5. Squat Jumps 5 reps x 3 sets
Intermediate
1. jogging on the spot - 30s x 3 sets
2. Side plank 20s x 3 sets3. Bicycle kicks - 20s x sets4. Plank to pushup 10 reps x 3 sets5. Squat Jumps 10 reps x 3 sets
Advanced:
1. jogging on the spot - 60s x 3 sets
2. Side plank 30s x 3 sets3. Bicycle kicks - 30s x sets4. Plank to pushup 15 reps x 3 sets5. Squat Jumps 15 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
Wednesday 12.15 - 12.45
Practical Workout 3 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. High knees - 15s x 3 sets2. Burpees 5 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
3. Side plank - 10s x 3 sets4. Bicep curl - 10 reps x 3 sets5. Sit ups - 10 reps x 3 sets
Intermediate
1. High knees - 30s x 3 sets2. Burpees 10 reps x 3 sets3. Side plank - 20s x 3 sets4. Bicep curl - 15 reps x 3 sets5. Sit ups - 15 reps x 3 sets
Advanced:
1. High knees - 45s x 3 sets2. Burpees 15 reps x 3 sets3. Side plank - 30s x 3 sets4. Bicep curl - 20 reps x 3 sets5. Sit ups - 20 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
Thursday 12.15 - 12.45
Practical Workout 4 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Star jumps - 10 reps x 3 set2. Shoulder taps - 5 reps x 3 set3. scissor jumps - 5 reps x 3 sets4. Tricep dips - 5 reps x 3 sets5. Incline press up - 5 reps x 3 sets
Intermediate
1. Star jumps - 20 reps x 3 set2. Shoulder taps - 10 reps x 3 set3. scissor jumps - 10 reps x 3 sets4. Tricep dips - 10 reps x 3 sets5. Incline press up - 10 reps x 3
sets
Advanced:
1. Star jumps - 30 reps x 3 set2. Shoulder taps - 15 reps x 3 set3. scissor jumps - 15 reps x 3 sets4. Tricep dips - 15 reps x 3 sets5. Incline press up -1 5 reps x 3
sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
Friday 12.15 - 12.45
MAY BANK HOLIDAY MAY BANK HOLIDAY MAY BANK
HOLIDAY MAY BANK HOLIDAY
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students are expected to complete a reflection log of each day - which should be completed via google classroom● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson
Week 2: Monday 11th May - Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Monday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Jogging on the spot 15s x 3 sets2. Decline press up 5 reps x 3 sets3. Mountain climbers 10s x 3 sets4. Russain twists 5 reps x 3 sets5. Scissor jumps 5 reps x 3 sets
Intermediate:
1. Jogging on the spot 30s x 3 sets2. Decline press up 10 reps x 3
sets3. Mountain climbers 15s x 3 sets4. Russain twists 10 reps x 3 sets5. Scissor jumps 10 reps x 3 sets
Advanced:
1. Jogging on the spot 45s x 3 sets2. Decline press up 15 reps x 3
sets3. Mountain climbers 30s x 3 sets4. Russain twists 20 reps x 3 sets5. Scissor jumps 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
Tuesday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Air Punches 15s x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
2. Burpee 5 x 3 sets3. Incline press up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Sit ups 10 reps x 3 sets
Intermediate
1. Air Punches 30s x 3 sets2. Burpee 10 x 3 sets3. Incline press up 10 reps x 3 sets4. Wall sit 30s x 3 sets5. Sit ups 15 reps x 3 sets
Advanced
1. Air Punches 45s x 3 sets2. Burpee 15 x 3 sets3. Incline press up 15 reps x 3 sets4. Wall sit 45s x 3 sets5. Sit ups 20 reps x 3 sets
Wednesday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Jumping lunges 5 reps x 3 sets2. Shoulder taps 5 reps x 3 sets3. Tricep dips 5 reps x 3 sets4. Decline press ups 5 reps x 3
sets5. Scissor jumps 5 reps x 3 sets
Intermediate
1. Jumping lunges 10 reps x 3 sets2. Shoulder taps 10 reps x 3 sets3. Tricep dips 10 reps x 3 sets4. Decline press ups 10 reps x 3
sets5. Scissor jumps 10 reps x 3 sets
Advanced
1. Jumping lunges 15 reps x 3 sets2. Shoulder taps 15 reps x 3 sets3. Tricep dips 15 reps x 3 sets4. Decline press ups 15 reps x 3
sets5. Scissor jumps 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
Thursday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Star jumps 15s x 3 sets2. Bicep curl 10 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily
workouts and attempt the advanced versions of each exercise - please
watch videos to see these
3. Plank to push up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Shoulder taps 5 reps x 3 sets
Intermediate:
1. Star jumps 30s x 3 sets2. Bicep curl 15 reps x 3 sets3. Plank to push up 10 reps x 3
sets4. Wall sit 30s x 3 sets5. Shoulder taps 10 reps x 3 sets
Advanced
1. Star jumps 45s x 3 sets2. Bicep curl 20 reps x 3 sets3. Plank to push up 15 reps x 3
sets4. Wall sit 45s x 3 sets5. Shoulder taps 15 reps x 3 sets
Friday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students should complete one of the below challenges:
1. BASIC - How many sit up’s can you complete in 1 minute?
2. INTERMEDIATE - How many Press up’s can you complete in 1 minute?
3. ADVANCED - How many Squat jumps can you complete in 1 minute
Students should use the videos on google classroom
to ensure techniques are
maintained.
For each exercise, there is a simplified version of the exercise
that can be completed - please watch each video to see these
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students are expected to complete a reflection log of each day - which should be completed via google forms● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson
Summer 1 2019-20
Year 9 GCSE Week 3 Assessment Details (Date, Time, Structure, etc):
Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm
BusinessWeek 3: Monday 4th May – Friday 11th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1:Assessment
Complete quiz assigned on Google Classroom.
Teacher online for Q&A
1. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 2:Assessment Independent work
Teacher online for Q&A
2. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Updateded recorded notes will also be added to Google classroom to support.
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 3:Assessment ndependent work
Teacher online for Q&A
3. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 8th May at 6:00pm
Week 4: Monday 11th May – Friday 14th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1:
Meeting Customer needs -
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the
Sentence starters
Complete Market Research
investigation for Bella Lash Brow
what is Market Research
lesson which builds on knowledge through to exam based questions
Content:
Factors influencing business location:
Proximity to: market, labour, materials and competitors, nature of the business activity.
Modelling
Challenge questions
and Panda LondonClassroo
m. Submit via email to Ms
Wright.
Lesson 2:
Meeting Customer needs through Primary Researcg
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Lesson 3:
Meeting Customer needs through Secondary Research
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Complete Market Research
investigation for Bella Lash Brow
and Panda London
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 15th May at 15:00pm
Summer 1 2019-20
Year 9 BTEC Week 3 Assessment Details (Date, Time, Structure, etc):
Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm
EnterpriseWeek 3: Monday 4th May – Friday 11th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1:Assessment
Complete quiz assigned on Google Classroom.
Teacher online for Q&A
1. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 2:Assessment Independent work
Teacher online for Q&A
2. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Updateded recorded notes will also be added to Google classroom to support.
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 3:Assessment ndependent work
Teacher online for Q&A
3. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 8th May at 6:00pm
Week 4: Monday 11th May – Friday 14th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1:
Meeting Customer needs - what is Market
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Sentence starters
Modelling
Complete Market Research
investigation for Bella Lash Brow
and Panda LondonClassroo
ResearchContent:
Factors influencing business location:
Proximity to: market, labour, materials and competitors, nature of the business activity.
Challenge questions
m. Submit via email to Ms
Wright.
Lesson 2:
Meeting Customer needs through Primary Researcg
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Lesson 3:
Meeting Customer needs through Secondary Research
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Complete Market Research
investigation for Bella Lash Brow
and Panda London
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 15th May at 15:00pm
Summer 1 2019-20Year 9
ArtWeek 3 Assessment Details (Date, Time, Structure, etc):
Completed at the start of lesson 3 - Students will complete a Quiz on Google Forms based on the Week 1&2 lesson content
Week 3
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Extended Learning/Challe
Inclusion
(additional support/guidance)
nge Tasks
Lesson 1
Product Design - Pop Art Clothing
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students will research the children's toy called Ugly Dolls.
The research must be created on Google Slides or PowerPoint and include the following to the slide:
● A title ‘Pop Art Clothing’● Information about Pop Art Clothing● Your opinion about Pop Art Clothing;
Do you like this type of product or not?
● Add images of Pop Art Clothing to the slide.
The slide must have:
● A creative page layout.● Use of full sentences.
To support students research into Pop Art
Clothing Products, students can use the
following link
https://www.google.com/
search?q=Pop+Art+Clothing&tbm=isch&ved=2ahUKEwiEnO_wsIHpAhUG1IUK
HUijB-sQ2-cCegQIABAA&oq=Pop+Art+Clothing&gs_lcp=CgNpbWcQDFAAWABg929oAHAAeACAAQCIAQCSAQCYAQCqAQtnd3Mtd2l6LWltZw&sclient=img&ei=PwajXsSANIaolwTIxp7YDg&bih=
657&biw=1366
To design your own Pop Art T
shirt design using colour
Lesson 2
Product Design - Pop Art Clothing
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students should continue to create their PowerPoint slide showing the research they
have completed above
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Assessment completed at start of the lesson on Google Forms
Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Feedback will be given via email or Google classroom
DUE - Friday 8th May.
Miss Francis: [email protected]
Miss Backler: [email protected]
Week 4
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1
Zoom Lesson – link
Students will create their 1st Product Analysis about Pop Art Clothing.
To support students' analysis they can follow
the steps in this
To design your own Pop Art T baseball cap
Product Design - Pop Art Clothing
available on Google Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
The analysis must be created on Google Slides or PowerPoint.
Students must use the Product Analysis Writing Frame to describe and analyse an item of Pop Art Clothing:
● Aesthetics - Why is it attractive?● Cost - How much does it cost?● Customer - Who buys them? Who
uses them?● Environment - Where is the product
being used?● Safety - What are the safety
concerns?● Size - What is the size of the product?● Materials - What is the product made
from? How is the product made?● Manufacturing - How it is made?
Watch this YouTube tutorial to help you analyse ‘Pop Art Clothing’
https://www.youtube.com/watch?v=HDe1NDvCZss
Add images of the existing product to the slide.
The slide must have:
● A creative page layout.● Use of full sentences.
YouTube tutorial.
https://www.youtube.com/watch?v=HDe1NDvCZss
using colour
Lesson 2
Product Design - Pop Art Clothing
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students should continue to create their PowerPoint slide showing the research they
have completed above
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. Feedback will be given via email or Google classroom
DUE - Friday 16th May.
Miss Francis: [email protected]
Miss Backler: [email protected]
Summer 1 2019-20Year 9 BTEC Sport
Week 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Week 3- Single
Assessment
Assessment will be a Google Docs file
available on Google Classroom
Students will complete an assessment task based on their previous two weeks of learning
Questions will be a mixture of extended writing and one word answers.
n/a n/a
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Week 3- Double
Warm up’s
Lesson will be available via video on
google classroom.
Students are expected to create a 3 phase warm up for a specific athlete.
Tasks
● Log onto google classroom and use the slides to take notes about warm ups. Watch the zoom video about the lesson before starting your work,
● Complete the questions slide based on the lesson today.
● Create a 3 phase warm up specific to a footballer or basketball player.
Class slides available for students to use.
Video on zoom for students to use.
Visual images to prompt ideas and extended writing.
Create a warm up for a swimmer
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 ASSESSMENT to be completed and submitted on google classroom
All class work to be submitted via Google Classroom or submitted to [email protected] DUE - Thursday 7th May by 5pm
Feedback will be given before next week’s lesson
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Week 4- Single
Cardiovascular system &
respiratory system.
Lesson will be available via video on
google classroom.
To know what it means to be fit and what the purpose of fitness tests are.
Tasks
● Log onto google classroom and access the lesson slides. Take notes in your book based on the slides.
● Complete all questions in the purple boxes throughout the slides.
Model examples and explanations on student slides
Key terms on the slides to support pupils.
Write two separate paragraphs explaining the two systems.
● Use the last slide to write a paragraph explaining the cardiovascular system and the respiratory system
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Week 4- Double
Training methods
Lesson will be available via video on
google classroom.
To know and be able to explain the 3 different training methods.
Tasks
● Pupils to log onto google classroom. They need to take notes about 3 different training methods based on the slides.
● Pupils to list 2 advantages and disadvantages of each type of training method.
● Pupils to answer questions based on the training methods via google classroom.
Model examples on student slides
Visual images to support key words
Explain if a sprinter would benefit from using each training method, say yes or no for each one and justify why.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
All class work to be submitted via Google Classroom or submitted to [email protected]
DUE - Thursday 14th May by 5pm
Feedback will be given before next week’s lesson
Summer 1 2019-20Year 9 GCSE Sport
Week 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Week 3- Single
Assessment
Assessment will be a Google Docs file
available on Google Classroom
Students will complete an assessment task based on their previous two weeks of learning
Questions will be a mixture of extended writing and one word answers.
n/a n/a
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Week 3- Double
Conduct of Performers
Lesson will be available via video on
google classroom.
To understand the definitions of the four key components of sporting behaviour
● Sportsmanship● Etiquette● Gamesmanship● Contract to compete
Students will explore each term via the pre-recorded lesson and complete exam questions where they must give examples of each type of behaviour and its effect on the spectators
Exam style questions linked to the terms.
Video on google classroom for pupils to pause and rewind if they need to.
Teacher available online during the lesson to give 1-1 support where required
Pupils to research examples of all 4 terms in a different sport to those covered in the lesson
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 ASSESSMENT to be completed and submitted on google classroom
All class work to be submitted via Google Classroom or submitted to [email protected]
DUE - Thursday 7th May by 5pm
Feedback will be given before next week’s lesson
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Week 4- Single
Principles of training
Lesson will be available via video on
google classroom.
TASK 1
Students will explore what the acronym FITT stands for and be able to apply it to a performer.
1. Frequency2. Intensity3. Time4. Type
Videos explaining the principles of training.
Teacher modelling how to answer questions related to this topic.
Pupils to devise a 3 week training programme for themselves using the principles of training
TASK 2
Stduents will link the principles of SPORT to FITT together and answer exam questions based on how these can benefit an athlete when training.
Teacher available online during the lesson to give 1-1 support where required
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Week 4- Double
Prohibited Substances
Lesson will be available via video on
google classroom.
TASK 1
Students will explore what each term means using pre recorded lesson .
TASK 2
Students will identify the the benefits and side-effects of each substance on the body and an athletes performance:
● Narcotic analgesics● Anabolic agents● Peptide hormones (EPO)● Diuretics stimulants●
Practical examples of athletes who have used the substances.
Videos explaining the substances with practical examples.
Teacher modelling how to answer questions related to this topic.
Pupils to research the substances and find examples of athletes who have used them in the past.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
All class work to be submitted via Google Classroom or submitted to [email protected]
DUE - Thursday 14th May by 5pm
Feedback will be given before next week’s lesson
Summer 1 2019-20
Year 9 DramaWeek 1: Monday 20th April – Friday 24th April
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1 -
The London Riots - Why did they happen?
Pre-recorded lesson available on Google
classroom
Students complete work using Google
Slides and submit to teacher via Google
Classroom
TASK 1
Read the below article: https://www.theguardian.com/uk-news/2019/oct/10/mark-duggan-shooting-family-settle-high-court-claim-against-met
Watch the below videos:
https://www.youtube.com/watch?v=uAdPjycEFXU
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Answer the following question
- Irrespective of the outcome of the legal case into his death, do YOU think the police were right to shoot
https://www.youtube.com/watch?v=IF_AC0n_zjk
TASK 2
Create a PowerPoint Presentation which explains the following in your own words:
1. Who was Mark Duggan and what happened to him?
2. How did the London Riots start?3. What was the impact of the riots
on local communities?4. What was the outcome of the
police case?
him? Explain your answer
Lesson 2 - ‘The Riots’ by Gillian Slovo
Pre-recorded lesson available on Google
classroom
Students complete work using Google
Classroom and submit to teacher via
Google Classroom
Alternatively take picture of hand
written work and email to teacher
TASK 1 - Watch the below interview with the author of the play ‘The Riots’
https://www.bbc.co.uk/news/av/entertainment-arts-15856868/playwright-gillian-slovo-talks-about-england-riots-play
TASK 2
Watch the below video and answer the following questions on your worksheet:
https://www.youtube.com/watch?v=3rkVD_Oln7g
● Who is Augusto Boul?● What type of theatre did he create?● How does this type of theatre
include audience participation?● What was the aim of his style of
theatre?
TASK 3
Complete the worksheet on Google classroom which links to the practitioner Augusto Boal. Identify where in the below situations you would STOP the play and say what your solution would be:
• Mark Duggan’s day up until the moment he was killed.
• The Police – meeting and journey to track him down.
• The family deciding to do a peaceful protest
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Fine a first person account from someone who was caught up in the London Riots - either a shop keeper or a passer by who was not involved in the violence
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 1 Task 1 ASSESSMENT to be completed at the beginning of the lesson using Google Forms, placed into the Google classroom.
Lesson 1&2 Tasks - DUE by Thursday 7th May at 5pm
Task 3 to be submitted via Google Classroom or submitted to [email protected]
Feedback will be given before next week’s lesson
Week 2: Monday 27th April – Friday 1st May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1
Exploration of characters in the
play
Pre-recorded lesson available on Google
classroom
Students complete work using Google
Slides and submit to teacher via Google
Classroom
TASK 1
Read the first section of the play ‘The Riot’s using the link below
https://books.google.co.uk/books/about/The_Riots.html?id=61mzi_UkInIC&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false
TASK 2
In the extract above, we are introduced to the below characters
• Martin Sylvester Brown
• Pastor Nims Obunge
• Chief Inspector Graham Dean
• Stafford Scott
Complete the worksheet online and explain the following:
● Why has your character turned up to the protest?
● Who are they with?● How do they feel about the
protest?
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
To research the similarities and differences between Mark Duggan and Brixton Riots in the 80’s.
Lesson 2
Application of Drama rehearsal
skills for each character
Pre-recorded lesson available on Google
classroom
TASK 1
Choose two of the following characters
● Mark Duggan’s partner● A shopkeeper whose shop was
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Research 4 key images from the riots. This should be of people who were involved or affected by
Students complete work using Google
Slides and submit to teacher via Google
Classroom
burnt down● A young rioter who feels he has
been stereotyped by police in the past
Using the worksheet on Google classroom, create 8 questions you would ask to each of your two chosen characters if they were sat in the ‘hot seat’. Then write the answers you would expect the actor playing this role to give whilst they are in the ‘hot seat’
these events. Write a thought tracking paragraph that can apply to this image.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 1&2 tasks - DUE by Thursday 14th May at 5pm
Task 3 to be submitted via Google Classroom or submitted to [email protected]
Feedback will be given before next week’s lesson
Summer 1 2019-20
Year 9 MusicWeek 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 5
Double Period:
Chords and chord progression
Pre-recorded lesson shared on Google
Classroom
- Students complete assessment quiz on Google Forms, testing their knowledge covered in week 1&2
- Students will watch a Youtube video reviewing Chords. Link:
https://www.youtube.com/watch?v=MDpw0erIWSM
Teacher online during lesson to offer support via email/online chat
Students go to the Snapjam Music Lab and experiment using their knowledge of chords.
Link: https://www.snapjam.co/lab
-Students will name different chords based on keyboard images showing different notes
-Students follow the link to https://www.musicca.com/piano or
https://piano-player.info/ connecting to a virtual piano and try playing the chords of C, F and G major using their computer.
Recap of the Element of Music - Harmony, and chord progressions
Lesson 6
Single Period: Chord extensions & revision of Inversions
Pre-recorded lesson shared on Google
Classroom
-Students watch a Youtube Tutorial video to review chord Inversions. Link: https://www.youtube.com/watch?v=0Us1bB2F7lU
-Students introduced to chord extensions using the 7th note.
-Students write the letter names of the notes in the C major 7th and G major 7th chords.
-Students listen to Erik Satie’s “Gymnopedie No.1” which is built on the major 7th chord. Students state the mood created by the Major 7th chord
-Students follow the link to https://www.musicca.com/piano or
https://piano-player.info/ connecting to a virtual piano and try playing the chords of C and G major seventh using their computer.
Teacher online during lesson to offer support via email/online chat
-Students watch a Youtube video showing how to create 7th chords beginning on any note of the keyboard. Link: https://www.youtube.com/watch?v=lIldcV6K-RA
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 ASSESSMENT to be completed at the beginning of the lesson using…
Task 3 to be submitted via Google Classroom or submitted to [email protected] DUE - Thursday 7th May 5pm
Feedback will be given before next week’s lesson
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 7
Double Period: What is Melody?
Pre-recorded lesson shared on Google
Classroom - Students watch a Youtube video outlining the difference between Melody and Harmony. Link: https://www.youtube.com/watch?v=pRzjNPSlXH0
- Students will take notes in their exercise book on different types of melodies: Stepping, Skipping and Leaping
-Students to create two types of melodies using the Chrome music lab. Link: https://musiclab.chromeexperiments.com/Song-Maker/ and email the link of their work to their teacher
-Students to listen to “My Favourite Things” - Link: https://www.youtube.com/watch?v=0IagRZBvLtw&list=PL7CSPC9TL-ES_ZgqkX7IPQ1u4htsfB-uq&index=6 and then answer questions about the melody given by the teacher.
Teacher online during lesson to offer support via email/online chat
Students watch a youtube video. Link https://www.youtube.com/watch?v=77475FTNtHo: which extends the topic of Melody to include “Pitch”.
Lesson 8
Single Period
Melody and Pitch
Pre-recorded lesson shared on Google
Classroom
-Students watch a youtube video. Link https://www.youtube.com/watch?v=77475FTNtHo: which extends the topic of Melody to include “Pitch”.
-Students introduced to music symbol used to represent pitch: the Staff & Treble Clef
-Students write in their exercise books the letter names of notes on lines of the staff
-Students write in their exercise book the letternames of notes in the spaces of the staff.
-Students complete a note/pitch naming exercise.
Teacher online during lesson to offer support via email/online chat
Students follow the link and practice naming notes/pitches on the staff. Link: http://musicards.net/music_flash_cards/music_note_flashcards.html?Combobox1=treblenoledgernatural
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Task 3 to be submitted via Google Classroom or submitted to [email protected] - DUE - Thursday 14th May 5pm
Feedback will be given before next week’s lesson