Crofton Academy
Crofton Academy
You are here: Pupils - Home Learning – Year 10
| W/C | Description |
| 28 Feb | Component 1 devised (see Google Classrooms) |
| 7 Mar | Component 1 devised (see Google Classrooms) |
| 14 Mar | Component 1 devised (see Google Classrooms) |
| 21 Mar | Component 1 devised (see Google Classrooms) |
| 28 Mar | Component 1 devised (see Google Classrooms) |
| 4 Apr | Component 1 devised (see Google Classrooms) |
| W/C | Description | Link/Document Location |
| 28 Feb | Fiction Reading – how to approach texts and structural choices. | Link to Work Link to Work |
| 7 Mar | Fiction Reading – writers’ use of language and a personal response. | Link to Work Link to Work |
| 14 Mar | Grammar revision | Link to Work Link to Work |
| 21 Mar | Narrative Writing – what makes a good short story and narrative structure | Link to Work Link to Work |
| 28 Mar | Narrative Writing – Developing character and figurative language | Link to Work Link to Work Class code: 7yhw69cem4 Link to Work |
| 4 Apr | Plan and write a story from the given titles Story titles sheet | Link to Work |
| W/C | Description | Link/Document Location |
| 28 Feb | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| 7 Mar | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| 14 Mar | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| 21 Mar | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| 28 Mar | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| 4 Apr | Coursework Must Be Completed in School Business Case Studies | See Google Classroom for Case Studies |
| W/C | Description | Link/Document Location |
| 28 Feb | Adaptation against climate change In this lesson, we will be studying the ways in which we can adapt to climate change to help reduce the effects. We will be focusing on changing agricultural systems, reducing the risk from rising sea levels and managing water supply. | Link to Work |
| 7 Mar | Causes of economic change in the UK In this lesson, we will look at the causes of economic change in the UK, linked to three main factors: deindustrialisation, globalisation and government policies. A post-industrial economy in the UK (Part 1) In this lesson, we will focus on the UK as a post-industrial economy, giving special focus to the development of IT, finance, research and service-based jobs. | Link to Work Link to Work |
| 14 Mar | A post-industrial economy in the UK (Part 2) In this lesson, we will continue to look at the UK as a post-industrial economy, focusing on the development of science and business parks. How can modern industry in the UK become more sustainable? In this lesson, we will focus on the concept of sustainability, exploring the methods used by modern industry to be more environmentally sustainable. | Link to Work Link to Work |
| 21 Mar | A UK rural landscape experiencing growth: North Somerset In this lesson, we will focus on the trend of rural growth in the UK, with special focus given to North Somerset. A UK rural landscape experiencing decline: Cumbria In this lesson, we will focus on the trend of rural decline in the UK, with special focus given to Cumbria. | Link to Work Link to Work |
| 28 Mar | Transport developments in the UK In this lesson, we will focus on the transport developments that have happened in the UK to support economic growth. The North-South divide in the UK In this lesson, we will explore the theory of the ‘North-South divide’ in the UK, with reference made to strategies used to close this gap. | Link to Work Link to Work |
| 4 Apr | Economic and political links between the UK and the wider world In this lesson, we will look at the importance of the UK economically and politically, on both a regional and global scale. | Link to Work |
| W/C | Description | Link/Document Location |
| 28 Feb | Talking about future plans | Link to Work |
| 7 Mar | Talking about future plans continued | Link to Work |
| 14 Mar | Talking about hopes and future plans | Link to Work |
| 21 Mar | Talking about jobs & workplaces | Link to Work Link to Work |
| 28 Mar | Taking about work experience | Link to Work |
| 4 Apr | Talking about work experience continued | Link to Work Link to Work |
| W/C | Description | Link/Document Location |
| 28 Feb | Set 1 and 2: Histograms | Link to Work Link to Work Link to Work Link to Work |
| Set 3 and 4: 3D shapes | Link to Work Link to Work Link to Work Link to Work | |
| 7 Mar | Set 1 and 2: Averages | Link to Work Link to Work Link to Work Link to Work |
| Set 3 and 4: Volume | Link to Work Link to Work Link to Work Link to Work | |
| 14 Mar | Set 1 and 2: Cumulative frequency and boxplots | Link to Work Link to Work Link to Work Link to Work |
| Set 3 and 4: surface area | Link to Work Link to Work Link to Work Link to Work | |
| 21 Mar | Set 1 and 2: scatter graphs | Link to Work Link to Work Link to Work |
| Set 3 and 4: Recap of 2D shapes | Link to Work Link to Work Link to Work Link to Work | |
| 28 Mar | Set 1 and 2: standard form | Link to Work Link to Work Link to Work Link to Work |
| Set 3 and 4: standard form conversions | Link to Work Link to Work Link to Work Link to Work | |
| 4 Apr | Set 1 and 2: functions | Link to Work Link to Work Link to Work Link to Work |
| Set 3 and 4: 4 operations with standard form | Link to Work Link to Work Link to Work Link to Work |
| W/C | Description |
| 28 Feb | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 7 Mar | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 14 Mar | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 21 Mar | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 28 Mar | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 4 Apr | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| W/C | Description |
| 28 Feb | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| 7 Mar | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| 14 Mar | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| 21 Mar | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| 28 Mar | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| 4 Apr | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! |
| W/C | Description |
| 28 Feb | See Google Classrooms |
| 7 Mar | See Google Classrooms |
| 14 Mar | See Google Classrooms |
| 21 Mar | See Google Classrooms |
| 28 Mar | See Google Classrooms |
| 4 Apr | See Google Classrooms |
| W/C | Description | Link/Document Location |
| 28 Feb | Describing what other people do | Link to Work Link to Work |
| 7 Mar | Talking about future plans | Link to Work Link to Work |
| 14 Mar | Talking about rules- saying what you must do | Link to Work Link to Work |
| 21 Mar | Comparisons | Link to Work |
| 28 Mar | Talking about opinions | Link to Work Link to Work |
| 4 Apr | Using the past tense | Link to Work Link to Work |
| W/C | Description | Link/Document Location |
| 28 Feb | AO2 – Refine: Identity Project Experiment with the process of free motion embroidery, applique & printing | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 7 Mar | AO2 – Refine: Identity Project Experiment with the process of free motion embroidery, applique & printing | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 14 Mar | AO1 – Develop: Identity Project Explore and analyse the work of a textile artist who is inspired by the theme. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 21 Mar | AO2 – Refine: Identity Project Experiment with the process of stitching techniques both hand and machine embroidery | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 28 Mar | AO2 – Refine: Identity Project Experiment with the process of stitching techniques both hand and machine embroidery | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 4 Apr | AO3 – Record: Identity Project Record all AO2 experiments and ideas using textile techniques in sketchbook | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| W/C | Description |
| 28 Feb | An Inspector Calls (see Google Classrooms) |
| 7 Mar | An Inspector Calls (see Google Classrooms) |
| 14 Mar | An Inspector Calls (see Google Classrooms) |
| 21 Mar | An Inspector Calls (see Google Classrooms) |
| 28 Mar | Component 1 devised (see Google Classrooms) |
| 4 Apr | Component 1 devised (see Google Classrooms) |
| W/C | Description | Link/Document Location |
| 10 Jan | Romeo and Juliet revision – create revision materials using the websites and your knowledge | Link to work Link to work |
| 17 Jan | GCSE Poetry – Valentine/Dulce et Decorum Est/Soldier | Link to work Link to work Link to work |
| 24 Jan | GCSE Poetry – Mametz Wood and Manhunt | Link to work Mametz Wood PowerPoint Manhunt PowerPoint |
| 31 Jan | GCSE Poetry – A Wife in London and As Imperceptibly As Grief | Link to work A Wife in London PowerPoint As Imperceptibly as Grief PowerPoint |
| 7 Feb | GCSE Component 1 Reading | List Lesson 1 List Lesson 2 Resources: About a Boy Resources: Heroes List Resources: Face by Benjamin Zephaniah Resources: Never Let Me Go Resources: OM&M |
| 14 Feb | GCSE Poetry – Cozy Apologia/Living Space/London | Link to work Link to work Link to work Link to work |
| W/C | Description | Link/Document Location |
| 4 Jan | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 10 Jan | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 17 Jan | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 24 Jan | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 31 Jan | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 7 Feb | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| 14 Feb | Coursework Must Be Completed in School! Business Case Studies | See Google Classroom for Case Studies |
| W/C | Description | Link/Document Location |
| 4 Jan | Food Safety Module – Bacteria Theory | See Year 10 Google Classrooms for work |
| 10 Jan | Food Safety – Temp Control | See Year 10 Google Classrooms for work |
| 17 Jan | Food Safety – Food Poisoning | See Year 10 Google Classrooms for work |
| 24 Jan | Micro-organisms in food production | See Year 10 Google Classrooms for work |
| 31 Jan | Micro-organisms in Food Production | See Year 10 Google Classrooms for work |
| 7 Feb | Revision | See Year 10 Google Classrooms for work |
| 14 Feb | Revision Test | See Year 10 Google Classrooms for work |
| W/C | Description | Link/Document Location |
| 4 Jan | Discussing career choice | Link to work |
| 10 Jan | Career choices and the conditional tense | Link to work |
| 17 Jan | Discussing career and using ‘mieux’ and ‘pire’ | Link to work |
| 24 Jan | Talking about future plans | Link to work |
| 31 Jan | Talking about future plans continued | Link to work |
| 7 Feb | Talking about hopes and wishes | Link to work |
| 14 Feb | Understanding job adverts | Link to work |
| W/C | Description | Link/Document Location |
| 4 Jan | Location and importance of Lagos In this lesson, we will look at the location of Lagos which is a city in the NEE of Nigeria. We will then move on to consider why it has regional, national and international importance. Causes of urban growth in Lagos In this lesson, we will look at the reasons behind the urban growth in Lagos, Nigeria. We will consider how both natural increase and migration have played a role. | Link to work Link to work |
| 10 Jan | Social opportunities of urban growth in Lagos In this lesson, we will look at the social opportunities created by urban growth in Lagos. Economic opportunities of urban growth in Lagos In this lesson, we will look at the economic opportunities created by urban growth in Lagos. | Link to work Link to work |
| 17 Jan | Challenges of urban growth in Lagos (Part 1) In this lesson, we will look at the challenges of urban growth in Lagos. We will look at informal settlements and access to services. Challenges of urban growth in Lagos (Part 2) In this lesson, we will look at the environmental challenges of urban growth in Lagos and how they can be managed. | Link to work Link to work |
| 24 Jan | Urban planning in Lagos: Makoko floating school In this lesson, we will look at how urban planning has been used in Lagos to improve the lives of the rural poor. We will take a look at Makoko’s floating school. | Link to work |
| 31 Jan | Evidence of climate change In this lesson, we will be studying the different sources of evidence for climate change. Natural causes of climate change In this lesson, we will be studying the different natural causes of climate change, such as orbital change, sunspots and volcanic eruptions. | Link to work Link to work |
| 7 Feb | Human causes of climate change In this lesson, we will be studying how humans contribute to climate change, through transportation, deforestation, agriculture and industry. The effects of climate change In this lesson, we will be studying how climate change affects the lives of people and the environment. | Link to work Link to work |
| 14 Feb | Mitigation against climate change (Part 1) In this lesson, we will be studying the mitigation strategies used to reduce the causes of climate change and will be focusing upon alternative energy and carbon capture. Mitigation against climate change (Part 2) In this lesson, we will be studying how to mitigate against climate change using strategies such as afforestation and international agreements. | Link to work Link to work |
| W/C | Description | Link/Document Location |
| 4 Jan | Talking about typical foods (1) | Link to work |
| 10 Jan | Talking about typical foods (2) | Link to work |
| 17 Jan | Healthy & Unhealthy Living (1) | Link to work |
| 24 Jan | Healthy & Unhealthy Living (2) | Link to work |
| 31 Jan | Healthy & Unhealthy Living (3) | Link to work |
| 7 Feb | Sport & physical activity | Link to work |
| 14 Feb | Sport & physical activity continued | Link to work Link to work |
| W/C | Description |
| 4 Jan | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 10 Jan | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 17 Jan | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 24 Jan | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 31 Jan | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 7 Feb | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| 14 Feb | Please refer to 10G/Md1 and 10H/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| W/C | Description | Link/Document Location |
| 4 Jan | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 10 Jan | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 17 Jan | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 24 Jan | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 31 Jan | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 7 Feb | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| 14 Feb | Change into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to Netflex |
| W/C | Description |
| 4 Jan | Please refer to Google Classroom |
| 10 Jan | Please refer to Google Classroom |
| 17 Jan | Please refer to Google Classroom |
| 24 Jan | Please refer to Google Classroom |
| 31 Jan | Please refer to Google Classroom |
| 7 Feb | Please refer to Google Classroom |
| 14 Feb | Please refer to Google Classroom |
| W/C | Description | Link/Document Location |
| 4 Jan | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT) For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 10 Jan | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT). For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 17 Jan | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT). For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 24 Jan | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT). For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 31 Jan | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT). For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 7 Feb | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT) For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry. | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| 14 Feb | All students in KS4 study multiple sciences in parallel (usually taught by a different teacher). Therefore each week there will be an option of different topics. When choosing the link, pick the one that meets the needs of your set. If you picked Science as an option then choose ‘Separate Science’. If you didn’t pick Science choose ‘Core’ and then the appropriate tier higher (HT) or foundation (FT). For each topic start at the first lesson and work through them in sequence. Topic 1: Particle Model Topic 2: Quantitative Chemistry | Topic 1: Particle Model Core FT: Link to work Core HT: Link to work Separate Science: Link to work Topic 2: Quantitative Chemistry Core FT: Link to work Core HT: Link to work Separate Science: Link to work |
| W/C | Description | Link/Document Location |
| 4 Jan | Opinions on school subjects Comparisons and superlatives | Link to work Link to work Link to work |
| 10 Jan | Describing school facilities | Link to work Link to work Link to work |
| 17 Jan | School rules and problems | Link to work Link to work Link to work |
| 24 Jan | Making plans for an exchange | Link to work Link to work Link to work |
| 31 Jan | Talking about activities and achievements | Link to work Link to work Link to work |
| 7 Feb | Guided writing foundation and higher | Link to work Link to work |
| 14 Feb | Talking about a gap year | Link to work Link to work Link to work |
| W/C | Description | Link/Document Location |
| 4 Jan | Pattern & Culture AO4 – Present Production of final idea | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 10 Jan | Pattern & Culture AO4 – Present Production of final idea | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 17 Jan | NEA – Identity Project AO1 – Develop Explore and analyse the theme and present mind map in sketchbook | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 24 Jan | AO1 – Develop: Identity Project Explore imagery and 1st thoughts on the theme. Present mood board in sketchbook. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 31 Jan | AO1 – Develop: Identity Project Explore and analyse the work of a textile artist who is inspired by the theme. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 7 Feb | AO1 – Develop: Identity Project Explore and analyse the work of a textile artist who is inspired by the theme. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 14 Feb | AO3 – Record: Identity Project Primary and secondary Observational drawings and textile samples into sketchbook. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| W/C | Description | Link/Document Location |
| 4 Jan | Link to work | |
| 10 Jan | Link to work | |
| 17 Jan | Link to work | |
| 24 Jan | Link to work | |
| 31 Jan | Link to work | |
| 7 Feb | Link to work | |
| 14 Feb | Link to work |
| W/C | Description | Link/Document Location |
| 15 Nov | Embedding drawing fundamentals (with paper and pencil) | Link to work |
| 22 Nov | Embedding drawing fundamentals (with pen and ink) | Link to work |
| 29 Nov | Embedding drawing fundamentals: Tone & shadows | Link to work |
| 6 Dec | Embedding drawing fundamentals: Perspective | Link to work |
| 13 Dec | Drawing techniques: Exploring textures | Link to work |
| W/C | Description | Link/Document Location |
| 8 Nov | COMPONENT 1: EXPLORING USER INTERFACE DESIGN PRINCIPLES AND PROJECT PLANNING TECHNIQUES: LAB project constraints and potential risks that could affect the project and they will put together a comprehensive contingency plan, for example learners will show which tasks will be affected if other tasks are delayed | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 15 Nov | A comprehensive initial design of their user interface for at least four screens. Their initial design will meet all user requirements, input and output requirements and user accessibility needs | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 22 Nov | A range of methods that show in thorough detail the visualisation of the user interface and comprehensive details of what hardware and software is required to create the user interface • an effective test strategy, outlining what methods they will use to test their user interface | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 29 Nov | Learners will use their plan to create a user interface and assess the strengths and weaknesses of both their project plan and their user interface. The user interface should focus purely on the overall look and feel, and the user navigation methods. | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 6 Dec | Learners will provide thorough relevant detail on how the user interface is appropriate for the intended device and the impact it will have on the user. All user requirements will have been met. Learners will obtain feedback from potential users and will refine their user interface using an iterative approach. All iterations will clearly improve the effectiveness and efficiency of the user interface. The changes made during each iteration will be well documented. | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 13 Dec | How the user interface is easy to use and its suitability for the audience and purpose • how effectively they have made use of different design principles. How the user interface can be developed further to better meet both user requirements and design principles. The strengths and weaknesses of their project planning skills; this will include comprehensive detail on effective use of their chosen project planning tools and methodologies, and how relevant they were to the project. How they overcame project constraints and the impact of using an iterative design approach | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| W/C | Description | Link/Document Location |
| 8 Nov | 2.1.1 Computational thinking ¨ Principles of computational thinking: o Abstraction o Decomposition o Algorithmic thinking | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 15 Nov | 2.1.2 Designing, creating and refining algorithms ¨ Identify the inputs, processes, and outputs for a problem ¨ Structure diagrams | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 22 Nov | 2.1.2 Designing, creating and refining algorithms ¨ Identify the inputs, processes, and outputs for a problem ¨ Structure diagrams ¨ Create, interpret, correct, complete, and refine algorithms using: o Pseudocode o Flowcharts o Reference language/high-level programming language | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 29 Nov | 2.1.2 Designing, creating and refining algorithms ¨ Identify the inputs, processes, and outputs for a problem ¨ Structure diagrams ¨ Create, interpret, correct, complete, and refine algorithms using: o Pseudocode o Flowcharts o Reference language/high-level programming language | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 6 Dec | Identify common errors | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| 13 Dec | Trace tables | Please refer to Google Classroom and access the video and document guidance on the relevant sections to you |
| W/C | Description | Link/Document Location |
| 1 Nov | An Inspector Calls / Devised | See Google Classroom |
| 8 Nov | An Inspector Calls / Devised | See Google Classroom |
| 15 Nov | An Inspector Calls | See Google Classroom |
| 22 Nov | An Inspector Calls | See Google Classroom |
| 29 Nov | An Inspector Calls | See Google Classroom |
| 6 Dec | An Inspector Calls | See Google Classroom |
| 13 Dec | An Inspector Calls | See Google Classroom |
| W/C | Description | Link/Document Location |
| 1 Nov | Romeo and Juliet – Act 4 focusing on the Friar’s plan and Juliet’s death | Link to work Link to work |
| 8 Nov | Romeo and Juliet – Act 5 Scene 1 and the final moments of the play | Link to work Link to work |
| 15 Nov | Romeo and Juliet – The end of the play and focusing on the key themes of love and conflict | Link to work Link to work |
| 22 Nov | Romeo and Juliet characters | Classcode: 7yhw69cem4 Link to work |
| 29 Nov | Romeo and Juliet key themes | Classcode: 7yhw69cem4 Link to work |
| 6 Dec | Create revision materials for Romeo and Juliet – include characters, key themes, quotations and images | |
| 13 Dec | Story planning – Plan and write a story from one of the two titles | Story title sheet |
| W/C | Description | Link/Document Location |
| 1 Nov | Talking about sport | Link to work |
| 8 Nov | Talking about sports jouer and faire | Link to work |
| 15 Nov | Talking about how long you have played sports | Link to work |
| 22 Nov | Using the Internet | Link to work |
| 29 Nov | Talking about hobbies | Link to work |
| 6 Dec | Talking about hobbies continues | Link to work |
| 13 Dec | TV programmes | Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov | What is development? This section will focus on what development is and the two main ways in which it is measured. It will also look at how we can categorise countries according to their level of development. | Link to work |
| 8 Nov | How is development measured? This section will focus on a range of economic and social measures of development, and how they are calculated. | Link to work |
| 15 Nov | What are the limitations of using social and economic indicators to measure development? This section will focus on the weaknesses of a range of economic and social measures of development, and how they are calculated. It will also look at an alternative, the human development index, as a means of measuring development. | Link to work |
| 22 Nov | What is the Demographic Transition Model (DTM)? This section will focus on the Demographic Transition Model. It will also look at how levels of development vary at the different stages of the model. | Link to work |
| 29 Nov | What are population pyramids? This section will focus on population pyramids. It will cover what they are, how they are interpreted, and how they link to the Demographic Transition Model. | Link to work |
| 6 Dec | What are the physical causes of uneven development? This section will focus on the uneven levels of development shown by the development gap, and the physical causes of this uneven development. | Link to work |
| 13 Dec | What are the economic and historic causes of uneven development? This section will focus on the economic and historic causes of uneven development, with a particular focus on colonialism. | Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov | Family & Friends – Describing people | Link to work |
| 8 Nov | Family & Friends – Describing people (2) | Link to work |
| 15 Nov | Family Relationships | Link to work |
| 22 Nov | Family Relationships (2) | Link to work |
| 29 Nov | Family Relationships (3) | Link to work |
| 6 Dec | Pros & Cons of Marriage | Link to work |
| 13 Dec | Activities with Family & friends | Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov – 13 Dec | Link to PowerPoint 1 for Unit 3 Link to PowerPoint 2 |
| W/C | Description | Link/Document Location |
| 1 Nov | Early Elizabethan England | Link to work |
| 8 Nov | Early Elizabethan England | Link to work |
| 15 Nov | Early Elizabethan England | Link to work |
| 22 Nov | Early Elizabethan England | Link to work |
| 29 Nov | Early Elizabethan England | Link to work |
| 6 Dec | Early Elizabethan England | Link to work |
| 13 Dec | Early Elizabethan England | Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Nov | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 15 Nov | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 22 Nov | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 29 Nov | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 6 Dec | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 13 Dec | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| W/C | Description | Link/Document Location |
| 1 Nov – 13 Dec | Please log in to your music class via Google Classroom. If you need further assistance, please contact your teacher via Google Classroom email account. |
| W/C | Description | Link/Document Location |
| 1 Nov | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 8 Nov | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 15 Nov | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 22 Nov | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 29 Nov | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 6 Dec | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
| 13 Dec | Change into appropriate sports clothing & trainers. Remove all jewellery & tie your hair back. Ensure the area you are working is safe and free from obstructions. Choose one of the workouts on the NETFLEX menu. You can always try more than one if you are feeling energetic! | Link to work |
Work available via Google Classroom
| W/C | Description | Link/Document Location |
| 1 Nov | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 8 Nov | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 15 Nov | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 22 Nov | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 29 Nov | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 6 Dec | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| 13 Dec | Bioenergetics FT Bioenergetics HT Energy Changes FT Energy Changes HT | Link to work Link to work Link to work Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov | Describing people | Link to work Link to work |
| 8 Nov | Saying what people do | Link to work Link to work |
| 15 Nov | Saying what people do and don’t do | Link to work Link to work |
| 22 Nov | Describing locations | Link to work Link to work |
| 29 Nov | Asking and answering questions | Link to work Link to work |
| 6 Dec | Talking about places and locations | Link to work Link to work |
| 13 Dec | Describing activities different people do | Link to work Link to work |
| W/C | Description | Link/Document Location |
| 1 Nov | Pattern & Culture AO2 – Refine Experiment with the process of Silk Painting | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 8 Nov | Pattern & Culture AO2 – Refine Experiment with the process of Mandala weaving | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 15 Nov | Pattern & Culture AO2 – Refine Experiment with the process of Batik | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 22 Nov | Pattern & Culture AO1 – Develop Explore and investigate the work of a textile designer | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 29 Nov | Pattern & Culture AO3 – Record Develop ideas that link to the theme ‘Pattern & Cultures’ and link to the textile artist investigation. | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 6 Dec | Pattern & Culture AO4 – Present Production of final Idea | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 13 Dec | Pattern & Culture AO4 – Present Production of final idea | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| W/C | Description | Link/Document Location |
| 7 Sept | Introduction to English – Check Google Classroom for Summer work to complete | |
| 13 Sept | Structuring writing to be as clear and focused as possible – looking at sentence structures, using semi-colons and colons and creating counter arguments. | Link to work Link to work Link to work Link to work |
| 20 Sept | Research a topic of your choice and write a speech based on it that is no longer than 6 minutes. | |
| 27 Sept | Romeo and Juliet –Prologue and Act 1 Scene 1. | Link to work Classcode: 7yhw69cem4 Link to work |
| 4 Oct | Romeo and Juliet – Act 1 and 2 | Classcode: 7yhw69cem4 Link to work |
| 11 Oct | Romeo and Juliet – Act 3 Scene 2 and 3 focusing on Juliet’s soliloquy and Romeo’s character. | Link to work Link to work |
| 18 Oct | Romeo and Juliet – Act 3 Scene 5 focusing on foreshadowing and dialogue. Also looking in detail at the character of Lord Capulet. | Link to work Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | Talking about friends | Link to work |
| 13 Sept | More on talking about friends | Link to work Link to work |
| 20 Sept | Talking about relationships | Link to work Link to work |
| 27 Sept | More on talking about relationships | Link to work |
| 4 Oct | Arranging to go out | Link to work Link to work |
| 11 Oct | Describing a night out | Link to work Link to work |
| 18 Oct | Talking about a past event | Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | What are natural hazards? This week, we will define the two types of natural hazard and classify a range of natural hazards. | Link to work |
| 13 Sept | What are the factors which affect hazard risk? This week, we will learn the three factors which influence hazard risk – vulnerability, capacity to cope and nature of a natural hazard. | Link to work |
| 20 Sept | Plate tectonics theory This week, we will examine the three theories associated with tectonic movement: convection currents, slab pull and ridge push. | Link to work |
| 27 Sept | The global distribution of earthquakes and volcanoes This week, we will describe the distribution of the tectonic hazards associated with tectonic plate boundaries. | Link to work |
| 4 Oct | Types of plate boundary: Constructive This week, we will explain why earthquakes and volcanoes occur on constructive plate margins. | Link to work |
| 11 Oct | Types of plate boundary: Destructive and Conservative This week, we will explain why earthquakes and volcanoes occur on destructive and conservative plate margins. | Link to work |
| 18 Oct | Effects and responses of tectonic hazards This week, we will learn about categorising the primary and secondary effects of earthquakes. We will also categorise the short and long-term responses. | Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | Discussing sports / hobbies (1) | Link to work |
| 13 Sept | Discussing sports & hobbies (2) | Link to work |
| 20 Sept | Discussing sports & hobbies (3) | Link to work |
| 27 Sept | Discussing Film & TV (1) | Link to work |
| 4 Oct | Discussing Film & TV (2) & (3) | Link to work Link to work |
| 11 Oct | Film & TV Reading & Translation | Link to work |
| 18 Oct | Discussing Music !, 2 & 3 | Link to work Link to work Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | Nazi policies towards women | Link to work |
| 13 Sept | Nazi policies towards women part 2 | Link to work |
| 20 Sept | Hitler Youth | Link to work |
| 27 Sept | Nazi Education | Link to work |
| 4 Oct | Unemployment in Nazi Germany | Link to work Link to work |
| 11 Oct | Minorities in Nazi Germany | Link to work |
| 18 Oct | Jews in Nazi Germany | Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 13 Sept | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 20 Sept | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 27 Sept | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 4 Oct | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 11 Oct | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 18 Oct | Please refer to 10F/Md1 and 10G/Md1 in Google Classroom to access your lessons and communicate with your teacher. |
| W/C | Description | Link/Document Location |
| 7 Sept – 18 Oct | Please log in to your music class via Google Classroom. If you need further assistance, please contact your teacher via Google Classroom email account. |
| W/C | Description | Link/Document Location |
| 7 Sept – 18 Oct | Please work through the PowerPoint when you should have your PE lessons. You will find both practical and written tasks to do and some questions for you to answer. Later in the PowerPoint there are some practical tasks that you can complete and you can choose the ones you think you might like to have a go at. Get everyone at home involved too. | Link to PowerPoint |
| W/C | Description | Link/Document Location |
| 7 Sept | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 13 Sept | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 20 Sept | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 27 Sept | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 4 Oct | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 11 Oct | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| 18 Oct | Chemistry Rates FT Chemistry Rates HT Atomic Structure FT Atomic Structure HT | Link to work Link to work Link to work Link to work |
| W/C | Description | Link/Document Location |
| 7 Sept | Talking about events in the past | Link to work Link to work |
| 13 Sept | Comparing past experiences | Link to work Link to work |
| 20 Sept | Talking in general Comparing what you and someone else do | Link to work Link to work |
| 27 Sept | Saying what you must do in class- modal verbs | Link to work Link to work |
| 4 Oct | Describing what people must and want to do | Link to work Link to work |
| 11 Oct | Using the verb ‘ir’ | Link to work Link to work |
| 18 Oct | Describing future plans | Link to work Link to work |
| W/C | Description | Link/Document Location |
| 13 Sept | Pattern & Culture AO1 – Develop Mind Map & Mood Board | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 20 Sept | Pattern & Culture AO3 – Record Primary and secondary Observational drawings into sketchbook | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 27 Sept | Pattern & Culture AO2 – Refine Experiment with the process of developing pattern fabric prints | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 4 Oct | Pattern & Culture AO2 – Refine Experiment with the process of lino printing | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 11 Oct | Pattern & Culture AO2 – Refine Experiment with the process of lino printing | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
| 18 Oct | Pattern & Culture AO2 – Refine Experiment with the process of weaving | Please refer to 10G/Ar1 in Google Classroom to access your lessons and receive guidance and feedback from your teacher. |
Links in the Pupils Section
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