Crofton Academy

Home Learning – Year 9

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Achieve

DateLesson FocusResources
28 SeptPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
5 OctPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
12 OctPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
19 OctPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
2 NovPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
9 NovPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
16 NovPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
23 NovPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
30 NovPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
7 DecPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
14 DecPlease refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher.
8 MarLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Link to work
15 MarLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details
Link to work
22 MarLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Link to work
12 AprLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work
19 AprLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added
Link to work
26 AprLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work
3 MayLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work
10 MayLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work
17 MayLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work
24 MayLiteracy
Complete 30 minutes of Lexia and 30 minutes of Accelerated Reader.
Please refer to class 9F/Ac1 in Google Classroom if you have forgotten your log in details.
Please also check Google Classroom for any Google Forms that I may have added.
Link to work

Active Studies

DateLesson FocusResources
28 SeptWhat religious beliefs can you see in art? What other artistic ways can you express belief? What is a mandala?Link to work
5 OctBelief in the afterlife shown in art. Research some examples. Design your own to reflect personal beliefs about the afterlife.Link to work
Link to idea download
12 OctIs it better to express beliefs through action or artistically? What do Muslims say about Zakat?Link to work
19 OctDesign some art work or write a poem to express key beliefs about Hajj.Link to work
2 NovAtheismLink to work
9 NovAtheismLink to work
16 NovHumanismLink to work
23 NovHumanismLink to work
30 NovReligions in SocietyLink to work
9 DecReligion in SocietyLink to work
14 DecReligion in psychologyLink to work
5 JanWhat is moral and natural suffering?Link to work
11 JanWhat is moral and natural suffering?Link to work
18 JanWhat do Christians say about the problem of suffering?Link to work
25 JanWhat do Christians say about the problem of suffering?Link to work
1 FebWhat do other religions teach about evil and suffering? (E.G Buddhist or Hindu)Link to work
8 FebWhat do other religions teach about evil and suffering? (E.G Buddhist or Hindu)Link to work
8 MarResearch into an example of evil and suffering. To write a draft newspaper report on your chosen example. Title – How do people respond to evil and suffering?Link to work
Link to work
Use pages 6 and 7 for ideas.
Include – what Evil and suffering is. What causes it? An example that you have researched (e.g. racism, Loss of job through pandemic) and how Christians / or other religions would respond to it. Conclusion
15 MarResearch into an example of evil and suffering. To write a draft newspaper report on your chosen example. Title How do people respond to evil and suffering?Link to work
Link to work
Use pages 6 and 7 for ideas.
Include – what Evil and suffering is. What causes it? An example that you have researched (e.g. racism, Loss of job through pandemic) and how Christians / or other religions would respond to it. Conclusion
22 MarRe draft and write up your newspaper report.Link to work
Link to work
Use pages 6 and 7 for ideas.
Check you have paragraphs on all of the criteria –
What Evil and suffering is. What causes it? An example that you have researched (e.g. racism, Loss of job through pandemic) and how Christians / or other religions would respond to it. Conclusion.
12 AprWhat is meant by Peace, justice, forgiveness and reconciliation?Link to work
19 AprWhat is meant by Peace, justice, forgiveness and reconciliation?Link to work
26 AprWhat is a protest? Why are they used? Are they successful?Link to work
3 MayWhat is a protest? Why are they used? Are they successful?Link to work
10 MayWhat is terrorism? What conflict leads to terrorism?Link to work
17 MayWhat is terrorism? What conflict leads to terrorism?Link to work
24 MayWhy do countries go to war?Link to work

Art

DateLesson FocusResources
28 SeptHow to draw the human figure in proportionLink to work
5 OctHow to experiment with different poses using a variety of drawing techniques.Link to work
2 NovHow to draw the human figure in proportionLink to work
9 NovHow to experiment with different poses using a variety of drawing techniques.Link to work
16 NovExperimenting with techniques and processesLink to work
23 NovIdentity: who I am
Jasper Johns (part 1)
Link to work
30 NovIdentity: who I am
Jasper Johns (part 2)
Link to work
7 DecIdentity: who I am
Peter Blake (part 1)
Link to work
14 DecIdentity: who I am
Peter Blake (part 2)
Link to work
5 JanDain (Part 1)Link to work
11 JanDain (Part 2)Link to work
18 JanAdam Hale inspired CollageLink to work
25 JanTyler Spangler inspired textLink to work
1 FebMixed media inspired by Dave McKeanLink to work
8 FebPhotography inspired by Dan Hillier & Magdiel LopezLink to work
8 MarDain (Part 1)Link to work
15 MarDain (Part 2)Link to work
22 MarAdam Hale inspired CollageLink to work
12 AprSculpture: Paper ManipulationLink to work
19 AprCreating a sculpture inspired by natural formsLink to work
26 AprCreating a sculpture inspired by architectureLink to work
3 MayArchitectural sculpture: Refining workLink to work
10 MayNotan collageLink to work
17 MayBarbara Hepworth & Henry MooreLink to work
24 MayCreate a design for a soap sculpture inspired by the Work of Henry Moore and Barbara HepworthLink to work

Business Studies

DateLesson FocusResources
28 SeptTypes of business – “The Village Shop” case studyLink to work
5 OctBorrowing money “Payday Loans” case studyLink to work
12 OctBusiness trends “Tesco” case studyLink to work
19 OctInnovation in business “Kodak and Google” case studyLink to work
2 NovBusiness Case Studies
Read and choose one. Complete and submit via Google Classroom
Link to work
9 NovBusiness Case Studies
Read and choose one. Complete and submit via Google Classroom
Link to work
16 NovBusiness Case Studies Read and choose one. Complete and submit via Google ClassroomLink to work
23 NovBusiness Case Studies Read and choose one. Complete and submit via Google ClassroomLink to work
30 Nov – 16 DecBusiness Case Studies –
Read and choose one. Complete and submit via Google Classroom
Link to Google Classroom, Year 9, IAF/MBA class, then choose specific task.
5 JanComponent 1
• Business Characteristics
• Farmer Copley’s
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
(Business Characteristics)
11 JanComponent 1
• Business Characteristics
• Polly’s Mixtures
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
(Business Characteristics)
18 JanComponent 1
• Research and Preparation
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
25 JanComponent 1
• Research and Preparation
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
1 FebComponent 1
• Entrepreneur Mind-set
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
8 FebComponent 1
• Entrepreneur Mind-set
Please to your Year 9 class link in Google Classroom to access your lesson materials and presentation and communicate with your teacher.
8 MarPolly’s Mixtures ResearchPlease refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
15 MarPolly’s Mixtures ReportPlease refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
22 MarPolly’s Mixtures ReportPlease refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
12 Apr• Component 1
• Anticipating and Identifying Customer Needs
Please refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
19 Apr• Component 1
• Anticipating and Identifying Customer Needs
Please refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
26 Apr• Component 1
• Using Market Research
Please refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
3 May• Component 1
• Using Market Research – Farmer Copley’s
Please refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
10 May• Component 1 – How Research Enables Farmer Copley’s to understand their competitors and their behaviourPlease refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
17 May• Component 1 – How Research Enables Farmer Copley’s to understand their competitors and their behaviourPlease refer to Google Classroom and access the videos and document guidance on the relevant and sections to you
24 May• Component 1 – How Research Enables Farmer Copley’s to understand their competitors and their behaviourPlease refer to Google Classroom and access the videos and document guidance on the relevant and sections to you

Computer Science

DateLesson FocusResources
28 SeptBe able to describe the common CPU components and their function.

ALU (Arithmetic Logic Unit)

CU (Control Unit)

Cache

Registers
Link to work
Link to work
5 OctBe able to explain computer systems.

Be able to explain memory and I/O devices.

Be able to explain the different buses.

Explain the types of Peripherals.
Link to work
Link to work
12 OctUnderstand the Von Neumann architecture.

Describe the MAR and MDR.
Link to work
Link to work
19 OctDescribe the importance of the Program Counter in the fetch-execute cycle.

Understand how fetch-decode-execute works in more detail.
Link to work
2nd NovBe able to describe how common characteristics of CPUs affect their performance:
o Clock speed
o Cache size
o Number of cores.
Link to work
9 NovTo understand ‘embedded systems’ regarding:
o their characteristics o their purpose.
Link to work
16 NovComplete end of unit quizLink to work
30 NovWatch the videos by Craig and Dave and create detailed mind map(s) to help you revise for the end of unit exam.Link to work
8 MarComponent 1 – Examination
• Representing bitmap images
• In this lesson you will learn how bitmap images are represented in binary. You will learn about resolution, bit depth and how to calculate the file size of a bitmap image.
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
15 MarComponent 1 – Examination
• Representing sound
• In this lesson, you will look at sound and think about how it could be represented for storage or transmission. You will investigate the effect of sound waves in the air and how this relates to speakers and microphones. You will sample a short sound wave in order to understand this representation and how it can be improved on. You will also calculate representation size from sample rate, size, and duration.
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
22 MarComponent 1 – Examination
• 1.2 End of topic test and quiz
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
12 AprComponent 1 – Examination
• 1.5 Systems Software
• Examples of operating systems (OS)
• Purpose of OS
• Functions of OS
Please refer to Google Classroom and access the video and document guidance on the relevant sections to you.
19 AprComponent 1 – Examination
• 1.5 Systems Software
• To understand the need for Utility Software
• Be able to explain the purpose of:
o Encryption utilities
• Defragmentation utilities
Please refer to Google Classroom and access the video and document guidance on the relevant sections to you.
26 Apr• Component 1 – Examination
• To be able to describe the purpose
• of Data Compression
Please refer to Google Classroom and access the video and document guidance on the relevant sections to you.

Construction

DateLesson FocusResources
8 Mar
15 Mar
22 Mar
1. Site Manager
2. Safety Officer
3. Builder
4. Tradesperson
5. Specialist Subcontractor
Link to work 1
Link to work 2
Link to work 3
Link to work 4
Link to work 5
12 AprSelect the link to: Focus on Wood Joints
Chair Joints: Mortis and Tennon

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
19 AprSelect the link to: Focus on Wood Joints
Chair Joints: Dowel Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
26 AprSelect the link to: Focus on Wood Joints
Door Joints: Bridle Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
3 MaySelect the link to: Focus on Wood Joints
Door Joints: Halving Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
10 MaySelect the link to: Focus on Wood Joints
Door Joints: Mitred Butt Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
17 MaySelect the link to: Focus on Wood Joints
Door Joints: Butt Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work
24 MaySelect the link to: Focus on Wood Joints
Box Joints: Dovetail Joint

Watch all of the animations to grasp a full understanding of the wood joint. Take detailed notes and draw diagrams of the jointing method. Ensure you list down the suitable materials.
Focus eLearning
Link to work

Drama

DateLesson FocusResources
28 SeptDuologue
Working out how to bring a duologue to life using Vocal and NVC skills.
Link to work
5 OctMonologue
Working out how to bring a monologue to life using Vocal and NVC skills.
Link to work
12 OctRevision
Revising your understanding of key skills and terms this half term.
Link to work
19th OctT.I.E research mini project
Research a theatre-in-education company. Develop ideas for your own T.I.E play.
Link to work
2 NovComedy genre /set designSee Google Classroom for details for your class
9 NovComedy genre /set designSee Google Classroom for details for your class & work
16 NovComedy genre /set designSee Google Classroom for details for your class
23 NovSet designSee Google Classroom
30 NovSet designSee Google Classroom
7 DecSet design/ practical taskSee Google Classroom
14 DecMini practical task projectSee Google classrooms
5 JanSee Google Classroom
11 JanSee Google Classroom
18 JanSee Google Classroom
8 MarDevising your own plays project (T.I.E)See Google Classroom
15 MarDevising your own plays projectSee Google Classroom
22 MarDevising your own plays projectSee Google Classroom
19 Apr See Google Classroom
26 Apr See Google Classroom
3 MaySee Google Classroom
10 MaySee Google Classroom

Engineering

DateLesson FocusResources
28 SeptHand Held ComputerLink to work
5 OctTorch DesignLink to work
12 OctCar DesignLink to work
19 OctWalking Stick DesignLink to work
2 NovCar DesignLink to work
9 NovHand Held CarLink to work
16 NovRobot DesignLink to work
23 NovTorch DesignLink to work
30 NovPersonalised CarLink to work
7 DecMobile PhoneLink to work
14 DecLitter PickerLink to work
5 JanMobile phone designLink to work
11 JanPersonalised car designLink to work
18 JanHand held PC designLink to work
25 JanRobot designLink to work
1 FebLitter Picker DesignLink to work
8 FebTorch DesignLink to work
8 MarMoon Camp ExplorersLink to work
15 MarMoon Camp ExplorersLink to work
22 MarMoon Camp ExplorersLink to work
12 AprSelect the link to: New & Emerging Technologies
Industry – The Nature of Employment

Watch all of the videos in the different sections and read all of the relating text.

Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
19 AprSelect the link to: New & Emerging Technologies
Industry – Biometrics

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
26 AprSelect the link to: New & Emerging Technologies
Industry – Visual and Augmented Reality

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
3 MaySelect the link to: New & Emerging Technologies
Industry – Drones

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
10 MaySelect the link to: New & Emerging Technologies
Industry – Disruptive Technology

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
17 MaySelect the link to: New & Emerging Technologies
Enterprise – Cooperatives

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work
24 MaySelect the link to: New & Emerging Technologies
Enterprise – Crowd Funding

Watch all of the videos in the different sections and read all of the relating text.
Go back to the Focus eLearning main menu and select the Mind Map Designer. Create a mind map about everything you just learned.
Focus eLearning
Link to work

English

DateLesson FocusResources
28 SeptExplore rhetoric, which is a literary tool used to persuade others of your ideas or opinions. Examine the origins of rhetoric and study ethos, a key component of rhetorical writing and speaking. How to use pathos to create an emotional reaction to your writing.Link to work
Link to work
Link to work
5 OctUsing a rhetoric framework for writing.

The key features of writing rhetoric using opinion.

Writing an effective speech using rhetoric.
Link to work
Link to work
Link to work
12 OctHow rhetoric is used to create a reassuring or advisory tone.

Using rhetoric to write a letter to your younger self.

A writer who uses rhetoric with advice and warning, Lennie James writes with a particular style to appeal to his audience in a unique and personal approach within his open letter.
Link to work
Link to work
Link to work
Link to work

19 OctCompare how Obama and James use the letter form in similar and different ways to encourage change. Explore the key purpose of both letters, before a study of how both writers use rhetoric.Link to work
2 NovContext of The Strange Case of Dr Jekyll and Mr Hyde

Story of the Door – Part 1

Story of the Door – Part 2
Link to work (context)
Link to work (part 1)
Link to work (part 2)
9 NovDr Jekyll Was Quite At Ease

The Carew Murder Case

Soho and Setting
Link to work
Link to work (Carew)
Link to work (Soho)
16 NovHyde’s Letter

Lanyon’s Shock
Link to work (Hyde)
Link to work (Lanyon)
23 NovThe Incident At The Window

The Last Night – Part 1

The Last Night – Part 2
Link to work (Window)
Link to work (part 1)
Link to work (part 2)
30 NovDr Lanyon’s Narrative – Part 1

Dr Lanyon’s Narrative – Part 2

Jekyll’s Confession – Part 1
Link to work (Lanyon part 1)
Link to work (part 2)
Link to work (Jekyll part 1)
7 DecJekyll’s Confession – Part 2

Repression and Duality

Link to work (part 2)
Link to work (Repression)
14 DecScience and Religion

Setting and Symbolism

Reputation and Hypocrisy
Link to work (Science)
Link to work (Setting)
Link to work (Reputation)
5 JanDr Jekyll and Mr Hyde Chapters 6 and 7Link to work
Link to work
11 JanDr Jekyll and Mr Hyde Chapter 8Link to work
Link to work
18 JanDr Jekyll and Mr Hyde Chapter 9Link to work
Link to work
25 JanDr Jekyll and Mr Hyde Chapter 10Link to work
Link to work
1 FebNarrative Writing Lessons 1 and 2Link to work
8 FebNarrative Writing Lesson 3Link to work
8 MarCreative Writing – focusing on what makes a good story and narrative structureLink to work
Link to work
15 MarCreative Writing – focusing on developing character and figurative languageLink to work
Link to work
22 MarCreative Writing – complete the sentence structures sheet.

Plan and write a story based on one of the titles.
Link to work
Link to work
12 AprRevisiting Mr Hyde

Revisiting Mr Hyde – Part 2

The introduction of Hyde
Link to work
Link to work
Link to work
19 AprNarrative recap: What makes a good short story?

Narrative recap: Narrative structure

Narrative recap: Developing character

Narrative recap: Figurative language
Link to work
Link to work
Link to work
Link to work
26 AprOf Mice and Men – context
And read chap 1 (up to slide 18)
Class code:5vfxaohohc
Link to work
Context in OMaM PowerPoint
Link to work
3 MayOf Mice and Men – read chap 2 and 3 (slides 18 – 67)Link to work
Class code:5vfxaohohc
Link to work
10 MayOf Mice and Men – read chap 4 and 5 (slide 67 – 98)Link to work
Class code:5vfxaohohc
Link to work
17 MayOf Mice and Men – read chap 6 (slide 98-end). Work on characters and themesLink to work
Class code:5vfxaohohc
Link to work
24 MayCreate a chapter summary of Of Mice and Men – use images and key words.

Food

DateLesson FocusResources
28 SeptBuying and Storing food
Page 18 in booklet
Link to booklet
5 OctFood Spoilage and food poisoning
Page 20 in booklet
Link to booklet
12 OctWhy food is cooked? Page 16 in bookletLink to booklet
19 OctHealthy Eating page 2 – 5 in booklet.Link to booklet
2 NovInternational Cuisine
Page 21,22 Food Lesson 3
Link to booklet
9 NovEuropean Cuisine Research page 23 use research pagesLink to booklet
16 NovAsian Cuisine page 23 – use research pagesLink to booklet
23 NovEatwell Guide Page 13Link to booklet
30 NovFunction of Nutrients page 14Link to booklet
7 DecStarch page 9Link to booklet
14 DecSugar page 8Link to booklet
5 JanProtein FoodsRefer to Google Classroom
11 JanPractical – Chicken KievRefer to Google Classroom
18 JanProtein Alternatives TheoryRefer to Google Classroom
25 JanPractical – Cottage PieRefer to Google Classroom
1 FebCarbohydrates TheoryRefer to Google Classroom
8 FebSugar TheoryRefer to Google Classroom
15 MarRecovery – proteins HBV and LBVRefer to Google Classroom
22 MarRecovery – Carbohydrates and sugar
Practical – fudge/toffee
Refer to Google Classroom
30 MarRecovery – Fibre
Adapt a recipe
Refer to Google Classroom
12 AprNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
19 AprNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
26 AprNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
3 MayNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
10 MayNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
17 MayNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.
24 MayNutritionPlease refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher.

French

DateLesson FocusResources
28 SeptRevision of ‘er’ verbsLink to work
5 OctMore practice of the ‘er’ verbs in the present tenseLink to work
12 OctPresent and the past tenseLink to work
19 OctMore practice of the past tenseLink to work
2 NovUsing negativesLink to work
9 NovThe future tenseLink to work
16 NovThe future tenseLink to work
23 NovSaying what you want and must doLink to work
30 NovSaying what you want and must doLink to work
7 DecPresent and the past tenseLink to work
14 DecPresent and the past tenseLink to work
8 MarSaying what you do at schoolLink to work
15 MarSaying what you and other do at schoolLink to work
22 MarTalking about what you do this weekendLink to work
12 AprTalking about schoolLink to work
19 AprTalking about school subjectsLink to work
26 AprTalking about school subjectsLink to work
3 MayTalking about the school dayLink to work
10 MayTalking about the school dayLink to work
17 MayTalking about the school dayLink to work
24 MayDeveloping reading skillsLink to work

Geography

DateLesson FocusResources
28 SeptWhat are the positive and negative impacts of volcanoes?
How can we predict, protect and prepare for volcanic eruptions?
Link to work
Link to work
5 OctHow can we measure and predict earthquakes?
How can we prepare and protect against the impact of earthquakes?
Link to work
Link to work
12 OctWhat are tsunamis and how do they form?Link to work
19 OctWhere is Japan and what is it like?
What happened during the 2011 Japanese tsunami?
Link to work
Link to work
2 NovWhat are tsunamis and how do they form?
This lesson will look at tsunamis and how they are formed.
Where is Japan and what is it like?
This lesson will look at the country of Japan, its key characteristics and why it is vulnerable to tsunamis.
Link to work (Tsunami)
Link to work (Japan)
9 NovWhat happened during the 2011 Japanese tsunami?
This lesson will look at the causes and impacts of the Japanese 2011 earthquake and tsunami. The responses will also be considered.
(start of new topic): Where is the Middle East and what are some of its key human and physical features?
This lesson will focus on some of the key physical and human features of the Middle East.
Link to work (Tsunami)
Link to work (Middle East)
16 NovWhat is the climate like in the Middle East?
This lesson will focus on the three distinct climate zones in the Middle East.
How is population distributed in the Middle East?
In this lesson you will learn about how the population in the Middle East is distributed and the reasons for this.
Link to work (climate)
Link to work (population)
23 NovHow developed is the Middle East?
This lesson will focus on the physical and human factors that have led to variations in levels of development across the Middle East.
What factors have influenced development in Yemen?
This lesson will focus on the physical and human factors that have affected development in Yemen.
Link to work (development)
Link to work (factors)
30 NovWhat strategies can be used to support the development of Yemen?
In this lesson you will learn about the role of NGOs (non-governmental organisations) in supporting the challenges in Yemen.
How is the UK connected to the Middle East?
This lesson will focus on a range of factors that connect the Middle East to the UK.
Link to work (strategies)
Link to work (UK connections)
7 DecWhat is the importance of oil in the development of the Middle East?
In this lesson you will learn about why oil is so important to the Middle East.
Is tourism a benefit to the United Arab Emirates?
This lesson will focus on how parts of the Middle East have diversified towards tourism to continue its economic growth.
Link to work (Middle East)
Link to work (UAE)
14 DecSomalia’s Civil War:
• Where is Somalia?
• Why is there conflict?
• What are the impacts of this conflict?
Somalian Pirates:
• Where do have pirates attacked in the Indian Ocean?
• Where do pirate get their money from?
• Who is to blame for piracy?
Link to work (Civil War)
Link to work (Pirates)
5 JanHow is well-being affected by resource availability?
This lesson will examine how a lack of food, water and energy can impact on a person’s social and economic well-being.
What are the global inequalities in the supply and demand of resources?
This lesson will explain how access to resources affects well-being.
Link to work
Link to work
11 JanWhat are the issues with food resources in the UK?
This lesson will examine the changing demands for food in the UK.
What are the issues with water resources in the UK?
This lesson will explain the issues created by an increasing demand for water in the UK.
Link to work
Link to work
18 JanWhat are the issues with energy resources in the UK?
This lesson will explain the environmental and economic impacts of energy production in the UK.
What is water consumption increasing?
This lesson will focus on how economic development and a rising population affects water consumption levels.
Link to work
Link to work
25 JanHow do natural factors affect water availability?
This lesson will focus on the physical factors that affect water availability.
How do human factors affect water availability?
This lesson will focus on the human factors that affect water availability.
Link to work
Link to work
1 FebWhat are the impacts of water insecurity?
This lesson will focus on how water scarcity can impact people’s lives in different ways.
Large scale water management strategies: How can dams, reservoirs, water transfer schemes and desalination be used to increase water supply?
This lesson will focus on large-scale strategies used to increase water supplies, with a focus on dams, reservoirs, water transfer schemes and desalination.
Link to work
Link to work
Link to work
8 FebSustainable water management strategies: How can water conservation and ground water management be used to increase water supply?
This lesson will focus on small-scale, sustainable strategies used to increase water supplies, with a focus on water conservation and ground water management.
Sustainable water management strategies: How can grey water recycling be used to increase water supply?
This lesson will focus on small-scale, sustainable strategies used to increase water supplies, with a focus on grey water recycling.
Link to work
Link to work
8 Mar LESSON 1An introduction to Lagos in Nigeria. Lagos is an NEE city and will be your case study for the first part of Urban Issues and Challenges
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks.
Link to work
8 Mar LESSON 2Causes of Urban growth – The lessons focuses on the reasons behind the urban growth in Lagos, Nigeria. It focusses on how both natural increase and migration have played a role.
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks.
Link to work
15 Mar LESSON 1Social opportunities of urban growth in Lagos
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks
Link to work
15 Mar LESSON 2Economic opportunities of urban growth in Lagos
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks
Link to work
15 Mar LESSON 3Challenges of urban growth in Lagos (Part 1)
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks
Link to work
22 Mar LESSON 1Challenges of urban growth in Lagos (Part 2)
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks
Link to work
22 Mar LESSON 2Urban planning in Lagos: Makoko floating school
Please click on the link below and work through the Oak Academy presentation and complete all of the tasks
Link to work
12 Apr FIRST LESSONLocation and importance of Lagos
In this lesson, we look at the location of Lagos which is a city in the NEE of Nigeria. We then move on to consider why it has regional, national and international importance.
Link to work
12 Apr SECOND LESSONCauses of urban growth in Lagos
In this lesson, we look at the reasons behind the urban growth in Lagos, Nigeria. We consider how both natural increase and migration have played a role.
Link to work
12 Apr THIRD LESSONSocial opportunities of urban growth in Lagos
In this lesson, we look at the social opportunities created by urban growth in Lagos.
Link to work
19 Apr FIRST LESSONEconomic opportunities of urban growth in Lagos
In this lesson, we look at the economic opportunities created by urban growth in Lagos.
Link to work
19 Apr SECOND LESSONChallenges 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.
Link to work
26 Apr FIRST LESSONChallenges 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
26 Apr SECOND LESSONUrban 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 poor. We will take a look at Makoko’s floating school.
Link to work
26 Apr THIRD LESSONStatistical skills
This lesson will focus on the calculation of mean, median, mode, range and interquartile range.
Link to work

German

DateLesson FocusResources
28 SeptUsing verbs in the 1st & 3rd person to talk about yourself / someone elseLink to work
5 OctRevision of numbers and how to make plural nounsLink to work
12 OctRevision of the use of German AlphabetLink to work
19 OctFinding the meaning of new words. Some common German pronunciation.

Applying your knowledge of German Sounds.
Link to work
2 NovUsing modal verbs to say what you can / must and need to do. Linked to improving lifestyle.Link to work
9 NovMore practice on the use of modal verbs können / müssen & dürfen.Link to work
16 Nov16 Nov Using the connectives “weil” & “denn” (because) to explain / justify likes and dislikes.Link to work
4 JanUse of the present & Perfect tenses (1st person singular and plural)Link to work
11 JanMore use of Present / Perfect tense & “um” (at) for timeLink to work
18 JanPerfect tense with “sein” verbsLink to work
8 MarUse of the present & Perfect tenses (1st person singular and plural)Link to work
15 MarMore use of Present / Perfect tense & “um” (at) for timeLink to work
22 MarPerfect tense with “sein” verbsLink to work
12 AprDescriptions in third personLink to work
19 AprMore on describing other peopleLink to work
26 AprTalking about life at schoolLink to work

Health & Social Care

DateLesson FocusResources
28 SeptLink to work

Link to work

Link to work
5 OctLink to work

Link to work
12 OctLink to work

Link to work
19 OctLink to work

Link to work
2 NovPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
9 NovPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
16 NovPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
23 NovPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
30 NovPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
7 DecPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
14 DecPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
5 JanPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
11 JanPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
18 JanPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
25 JanPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
1 FebPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
8 FebPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
8 MarPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
15 MarPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.
22 MarPlease refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher.

History

DateLesson FocusResources
28 SeptThe Holocaust topic
• The Kindertransport
Link to work

Link to work
5 OctThe Holocaust topic
• Treatment of Jews to 1942
Link to work

Link to work
12 OctThe Holocaust topic
• The Final Solution
Link to work

Link to work
19 OctThe Holocaust topic
• Life in the camps
Link to work

Link to work
2 NovTopic: British America
Lesson 1: Enslaved people in the British colonies
Link to work
9 NovTopic: British America
Lesson 2: What was the Enlightenment?
Link to work
16 NovTopic: British America
Lesson 3: What was the Enlightenment culture?
Link to work
23 NovTopic: British America
Lesson 4: The 13 colonies
Link to work
30 NovTopic: British America
Lesson 5: Why did war break out in the 13 colonies?
Link to work
7 DecTopic: British America
Lesson 6: The Revolutionary war
Link to work
14 DecTopic: British America
Lesson 7: The Declaration of Independence
Link to work
5 JanNEW TOPIC: Weimar & Nazi Germany, 198-1939.
Lesson 1 – How democratic was the Weimar constitution?
Link to work
11 JanLesson 2 – Why did the German people feel stabbed in the back?Link to work
18 JanLesson 3 – Why was there a rise in political extremism?Link to work
25 JanLesson 4 – Why was 1923 known as the year of crisis?Link to work
1 FebLesson 5 – How did Germany recover its economy 1924-29?Link to work
8 FebLesson 6 – How did Germany improve their international relations 1924-29?Link to work
8 MarTOPIC: Weimar & Nazi Germany, 1918-1939

Lesson 1 – What was the Munich Putsch?
Link to work
15 MarLesson 2 – What were the consequences of the Munich Putsch?Link to work
22 MarLesson 3 – What were the Nazi party strategies during the lean years?Link to work
12 AprTOPIC: Weimar & Nazi Germany, 1918-1939.
Lesson 1 – What was the Munich Putsch?
Link to work
19 AprLesson 2 – What were the consequences of the Munich Putsch?Link to work
26 AprLesson 3 – What were the Nazi party strategies during the lean years?Link to work
3 MayLesson 4 – Who were the SA?Link to work
10 MayLesson 5 – Why were the Nazi party successful in 1929?Link to work
17 & 24 MayLesson 6 and 7- How did Hitler become Chancellor?Link to work

ICT Core

DateLesson FocusResources
28 Sept9.1 Data handling – complete the worksheet, what is a database, link is attachedLink to work
5 Oct9.1 Data Handling – Complete the worksheet binary conversion, you may need to look on BBC bite size of how to do this, the worksheet is also linked.Link to work
Link to work
12 Oct9.1 Data Handling – Complete the worksheet binary Addition, you may need to look on BBC bitesize of how to do this. Worksheet is also linked.Link to work
Link to work
19 Oct9.1 Data Handling – Complete the worksheet binary Addition, you may need to look on BBC bitesize of how to do this. Worksheet is also linked.
Link to work
Link to work

2 NovTopic: Spreadsheets
Lesson 1: Getting to know a spreadsheet
Link to work
Link to work
9th NovLesson 2: Quick calculationsLink to work
16 NovLesson 3: Collecting dataLink to work
23 NovLesson 4 Become a data masterLink to work
30 NovLesson 5: Level up your data skillsLink to work
7 & 14 DecLesson 6: Conditional formattingLink to work
5 JanThis is an introduction
to using Python which is a high level programming language

Intro into python – Lesson 1: First steps
Link to work
11 JanLesson 2: Crunching numbersLink to work
18 JanLesson 3: At a crossroadsLink to work
25 JanLesson 4: More branchesLink to work
1 FebLesson 5: Round and roundLink to work
8 FebLesson 6: Putting it all togetherLink to work
8 MarContinuing from lockdown – Impact Cyber security – lesson 3/6 Script Kiddies. Please complete the quizzes and activities as usual.Link to work
15 MarCyber security – Lesson 4/6 Rise of the bots.Link to work
22 MarCyber security – lesson 5/6 There is no place like 127.0.0.1Link to work
12 AprHome learning – Cyber security. Lesson 6/6 Under Attack. Please watch the video and complete the tasks.Link to work
19 AprHome learning unit – From Semaphones to the internet. Lesson 1/6 Computer networks and protocols.Link to work
26 AprHome learning Lesson 2/6 Networking hardwareLink to work
3 MayHome learning Lesson 3/6 Wired and wireless networksLink to work
10 MayHome learning Lesson 4/6 The internetLink to work
17 MayHome learning Lesson 5/6 Internet ServicesLink to work
24 MayHome learning Lesson 6/6 The world wide web. Please watch the video and complete the tasks.Link to work

ICT BTEC

DateLesson FocusResources
28 SeptMusic Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks.Link to work
Link to work
5 OctMusic Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks.Link to work
Link to work
12 OctMusic Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks.Link to work
Link to work
19 OctMusic Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks.Link to work
Link to work
2 Nov• To understand what a User interface is;
• To understand what the human side interaction of an interface is;
• Understand what a menu and text-based interface is.
Log into their Google classroom, go to year 9H IT1 class, go into classwork, and click on assignment Component 1: Exploring user interface and Design, Lesson 1 – Introduction to user interfaces
9 Nov• Understand complex types of interfaces such as GUI, sensor and speech.
• Understand what factors affect the choice of an interface.
Log into their Google classroom, go to year 9H IT1 class, go into classwork, and click on assignment Component 1: Exploring user interface and Design, Lesson 2 …
16 Nov• Understand the difference between hardware and software
• Understand what an operating system is
• Understand that display size and types is important
• Understand the different types of user inputs
• Understand what hardware resources are available for different types of interface.
Log into their Google classroom, go to year 9H IT1 class, go into classwork, and click on assignment Component 1: Exploring user interface and Design, Lesson 3 …
23 Nov• Understand the need for a software licence.
• Understand what is meant by open source software.
• Understand what is meant by proprietary software.
Log into their Google classroom, go to year 9H IT1 class, go into classwork, and click on assignment Component 1: Exploring user interface and Design, Lesson 4 – Accessibility Needs
8 MarComponent 1 – MOCK CAT
• Section 4: Menu Driven
• Discussion on what a Menu UI is:
• Discussion on the use of menus on a PC with examples software applications such as Microsoft Word. Include screenshots, pro’s and con’s, do they work? Explain and justify your points:
• (PC MENU Screenshot details: make sure you identify the different elements you see, what do you see in the image? What is it called? Why is it there? What job does that element have? How does it help?)
• Discussion on the use of menus on a PHONE/CAR INFOTAINMENT SYSTEM with examples software applications such as Microsoft Word. Include screenshots, pro’s and con’s, do they work? Explain and justify your points:
• (PHONE MENU Screenshot details: make sure you identify the different elements you see, what do you see in the image? What is it called? Why is it there? What job does that element have? How does it help?)
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
15 MarComponent 1 – CAT
• Discussion on the use of menus on a TV/HOME APPLIANCE with examples software applications such as Microsoft Word. Include screenshots, pro’s and con’s, do they work? Explain and justify your points:
• (TV MENU Screenshot details: make sure you identify the different elements you see, what do you see in the image? What is it called? Why is it there? What job does that element have? How does it help?)
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.
22 MarComponent 1 – CAT
• Section 5: Factors affecting the choice of User Interface
• Introduction and examples of factors (page 10-11). What and why?
• Identify and explain 3 pros of GUI’s with specific examples:
• Identify and explain 3 cons of GUI’s with specific examples:
• Identify and explain 3 pros of MENUS with specific examples:
• Identify and explain 3 cons of MENUS with specific examples:
Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you.

Maths

DateLesson FocusResources
28 SeptHigher: Error intervals and bounds

Foundation: Order of operations
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION

5 OctHigher: Substitution and expanding brackets

Foundation: Indices laws and substitution
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION



12 OctHigher: fractional and negative indices

Foundation: Collecting like terms and simplifying
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
19 OctHigher: Angles with lines

Foundation: Rules of indices
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
2 NovHigher: Interior and exterior angles

Foundation: Expanding and factorising
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
9 NovHigher: Introduction to bearings

Foundation: angle facts
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
16 NovHigher: Working with bearings

Foundation: angles with parallel lines
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
23 NovHigher: Congruence and sampling

Foundation: interior and exterior angles
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
30 NovHigher: Sampling and pie charts

Foundation:
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
7 DecHigher: Boxplots and Cumulative frequency

Foundation:
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
14 DecHigher: Averages

Foundation:
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
5 JanHigher: Similar shapes

Foundation: Sampling and organising data
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
11 JanHigher: sampling and representing data

Foundation: Representing data
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
18 JanHigher: Averages and quartiles

Foundation: Averages
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
25 JanHigher: Percentages

Foundation: Estimated mean, two-way tables and stem and leaf diagrams
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
1 FebHigher: Percentage change

Foundation: Fractions, Decimals and Percentages
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
8 FebHigher: Algebraic fractionsLink to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
8 MarHigher: Rearranging formulae

Foundation: Bearings
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
15 MarHigher: Pie charts

Foundation: Charts and displaying data
Link to HIGHER work
Link to HIGHER work
(Clip numbers: 427,428 and 429)

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
(Clip number: 458,459, 461- prep for drawing pie charts)
22 MarHigher: Data (quartiles and box plots)

Foundation: Pie charts
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work
Link to HIGHER work

Link to FOUNDATION
Link to FOUNDATION
(Clip numbers: 427,428 and 429)
12 AprHigher: expand and factorise double brackets

Foundation: Averages from small data sets
Link to HIGHER
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
19 AprHigher: functions

Foundation: Averages from frequency tables
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
26 AprHigher: functions and proof

Foundation: Working with FDP

Link to HIGHER
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
3 MayHigher: proof and area of 2d shapes

Foundation: Percentage of amounts
Link to HIGHER
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
10 MayHigher: Translation, rotation and reflections

Foundation: percentage change & beginning of fractions
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
17 MayHigher: Transformations

Foundation: Multiply and divide fractions
Link to HIGHER
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION
24 MayHigher: working with 3d

Foundation: formulae
Link to HIGHER
Link to HIGHER
Link to HIGHER
Link to HIGHER

Link to FOUNDATION
Link to FOUNDATION
Link to FOUNDATION

Media

DateLesson FocusResources
28 SeptTo be able to apply audience theory accurately.Log on to Google Classroom
Go to the Year 9G/Media class
Click on the Audience task.
5 OctTo be able to apply media language.

To be able to analyse a media text.

(Film Poster)
Log on to Google Classroom
Go to the Year 9G/Media class.
Click on the Media Project
12 OctTo be able to apply media language such as connotation and denotation to a creative piece.

To be able to follow a brief accurately.

(Creation of own film poster)
Log on to Google Classroom
Go to the Year 9G/Media class.
Click on the Media Project
19 OctTo be able to follow a brief accurately.

To be able to apply audience theory to create a product for a particular audience.
Log on to Google Classroom
Go to the Year 9G/Media class
Click on the Adobe Creative Task classwork
2 NovHow the media industry identifies its target audienceComplete the audience profile template for yourself and two other members of your family.
Google classroom HT2#1
9 NovBlumler and Katz
Uses and gratifications
Choose five media platforms and give an example of a media product, its audience and why the media text is consumed.
Google classroom HT2#2
16 NovMedia DiaryDevelop your understanding of media theories and why people engage with media texts.
Keep a daily log of your media consumption between Monday 16 November and Friday 20 November.
Include what you have engaged with and its purpose (refer to Blumler and Katz theory).
Google classroom HT2#3
23 NovMagazine articlesConsolidate your knowledge of audience theory
Select a range of magazine articles (minimum of three – either hard copies or online) and create an audience profile for each article.
Google classroom HT1#4
30 NovPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
7 DecPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
14 DecPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
5 JanPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
11 JanPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
18 JanPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
25 JanPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
1 FebPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
9 FebPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
8 MarPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
15 MarPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
22 MayPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
12 AprPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher.
19 AprPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher
26 AprPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher
3 MayPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher
10 MayPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher
17 MayPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher
24 MayPlease refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher

Music

DateLesson FocusResources
28 SeptTo be able to understand the role of a DAW in music creation to create and displace drum patternsLink to work
5 OctTo be able to compose chord sequencesLink to work
12 OctTo be able to add interest to chord sequencesLink to work
19 OctTo explore bass linesLink to work
2 NovTo be able to harmonise a melodic riff above a chord sequenceLink to work
9 NovIntegrating and manipulating samples in a dance trackLink to work
16 NovIntegrating and manipulating samples in a dance trackLink to work
23 NovUnderstanding the purpose of a mix-inLink to work
30 NovUnderstanding the purpose of a breakdown, build and drop in electronic dance musicLink to work
7 DecTo understand how balance, FX, panning and dynamics can musically enhance a dance trackLink to work
14 DecUnderstanding how and why fusion music is createdLink to work
8 MarPlease find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 Classwork Stream
15 MarClassroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 Classwork Stream
22 MarClassroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 Classwork Stream
12 AprPlease find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 classwork stream
19 AprPlease find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 classwork stream
26 AprPlease find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream9G/Mu1 classwork stream

PE

Lesson FocusResources
28 Sept28 September Core PE work out. Complete the work out to the best of your ability.Link to work
5 Oct28 September Core PE work out. Complete the work out to the best of your ability.Link to work
12 Oct28 September Core PE work out. Complete the work out to the best of your ability.Link to work
19 Oct28 September Core PE work out. Complete the work out to the best of your ability.Link to work
2 NovChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
9 NovChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
16 NovChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
23 NovChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
30 NovChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
7 DecChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
14 DecChange into appropriate sports clothing & trainers
Remove all jewellery & tie your hair back
Ensure the area you are working is safe and free from obstructions
Link to work
5 JanChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
11 JanChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
18 JanChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
25 JanChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
1 FebChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
8 FebChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
1 MarChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
Link to Netflex
8 MarChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
Link to Netflex
15 MarChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
Link to Netflex
22 MarChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to work
Link to Netflex
12 AprChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
19 AprChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
26 AprChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
3 MayChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
10 MayChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
17 MayChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work
24 MayChange into appropriate sports clothing & trainers Remove all jewellery & tie your hair back Ensure the area you are working is safe and free from obstructionsLink to instructions
Link to work

RE

DateLesson FocusResources
28th SeptKey Christian beliefs about – The nature of GodLink to work
5th OctKey Christian beliefs about – CreationLink to work
12th OctKey Christian beliefs about – IncarnationLink to work
19th OctKey Christian beliefs about – The Life of JesusLink to work

Science

DateLesson FocusResources
28 SeptAll 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: Biology – Cell Biology

Topic 2: Chemistry – Atomic Structure & the Periodic Table
BIOLOGY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work

CHEMISTRY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work
5 OctTopic 1: Biology – Cell Biology

Topic 2: Chemistry – Atomic Structure & the Periodic Table
BIOLOGY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work

CHEMISTRY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work
12 OctTopic 1: Biology – Cell Biology

Topic 2: Chemistry – Atomic Structure & the Periodic Table
BIOLOGY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work

CHEMISTRY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work
19 OctTopic 1: Biology – Cell Biology

Topic 2: Chemistry – Atomic Structure & the Periodic Table
BIOLOGY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work

CHEMISTRY
Core HT
Link to work
Core FT
Link to work
Separate Science
Link to work
2 NovTopic 1: Physics – EnergyCore HT
Link to work
Core FT
Link to work
Separate Science
Link to work
9 Nov Topic 1: Physics – EnergyCore HT
Link to work
Core FT
Link to work
Separate Science
Link to work
16th NovTopic 1: Physics – EnergyCore HT
Link to work
Core FT
Link to work
Separate Science
Link to work
23 NovTopic 1: Physics – EnergyCore HT
Link to work
Core FT
Link to work
Separate Science
Link to work
30 NovTopic 1: Physics – EnergyCore HT
Link to work
Core FT
Link to work
Separate Science
Link to work
7 DecTopic 1: Physics – EnergyCore HT:
Link to work
Core FT:
Link to work
Separate Science:
Link to work
14 DecTopic 1: Physics – EnergyCore HT:
Link to work
Core FT:
Link to work
Separate Science:
Link to work
5 JanAll 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: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
11 JanTopic 1: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
18 JanTopic 1: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
25 JanTopic 1: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
1 FebTopic 1: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
8 FebTopic 1: Bonding, Structure and Properties of Matter

Topic 2: Organisation
(Topic 1)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work

(Topic 2)
CORE FT
Link to work
CORE HT
Link to work
SEPARATE SCIENCE
Link to work
8 MarAll 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.
Physics 2: Electricity
Biology 3: Infection and Response
PHYSICS
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work

BIOLOGY
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work
15 MarPHYSICS
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work

BIOLOGY
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work
22 MarPHYSICS
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work

BIOLOGY
CORE FT
Link to work
CORE HT
Link to work

SEPARATE SCIENCE
Link to work
12 AprAll 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: Infection and Response

Topic 2: Electricity
INFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
19 AprINFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
26 AprINFECTION & CONTROL
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
3 MayINFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
10 MayINFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
17 MayINFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work
24 MayINFECTION & RESPONSE
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

ELECTRICITY
CORE FT
Link to work
CORE HT
Link to work
TRIPLE SCIENCE
Link to work

Spanish

DateLesson FocusResources
28 SeptDescribing people using the verbs estar and serLink to work
Link to work
5 OctDescribing locationsLink to work
Link to work
12 OctDescribing places now vs in generalLink to work
Link to work
19 OctTalking about what you and someone else does – Verbs for othersLink to work
Link to work
2 NovDescribing locationsLink to work
Link to work
9 NovTalking about what you and others doLink to work
Link to work
16 NovTalking about what people can/ are able to doLink to work
Link to work
23 NovDescribing what people must doLink to work
Link to work
30 NovDescribing what people are like/ how they feelLink to work
Link to work
7 DecDescribing people and placesLink to work
Link to work
14 DecAsking and answering questionsLink to work
Link to work
5 Jan(Work will be set on Google classrooms if pupils are absent to ensure they have the same work as pupils in school. This work to be completed in the absence for whatever reason of Google Classroom work.)

Describing what other people do
Link to work
Link to work
11 JanTalking about future plansLink to work
Link to work
18 JanTalking about rules- saying what you must doLink to work
Link to work
25 JanComparisonsLink to work
1 FebTalking about opinionsLink to work
Link to work
8 FebUsing the past tenseLink to work
Link to work
8 MarDescribing what other people doLink to work
Link to work
15 MarTalking about future plansLink to work
Link to work
22 MarTalking about rules- saying what you must doLink to work
Link to work
29 MarTalking about rules- saying what you must doLink to work
12 AprOpinions about school
Describing what people do at work
Link to work
Link to work
19 AprTalking about daily routinesLink to work
Link to work
26 AprTalking about what you can and must do in classLink to work
Link to work
3 MayTalking about events in the past and the present at schoolLink to work
Link to work
10 MayDescribing future plansLink to work
Link to work
17 MayUsing the verb hacer and question wordsLink to work
Link to work
24 MayTalking about what you are going to doLink to work
Link to work

Sport

DateLesson FocusResources
28 SeptWork through the power point complete slide 26, research task.Link to work
5 OctUse the power point as a resource. Create a research leaflet to Identify & Describe each of the functions of the cardiovascular system.Link to work
12 OctUse the power point as a resource. Complete Activity 1a – key terms to remember.Link to work
19 OctUse the power point as a resource. Complete Activity 1b – key terms to remember.Link to work
2 NovCardiovascular systemLink to work
9 NovCardiovascular system Read slides 37- 40 and make notes. Complete the task on Short term and Long term effects of exercise.Link to work
16 NovTemperature regulation. . Read slides 37 – 40 and complete Task 1c.Link to work
23 NovPulmonary & systemic circulation. Read slides 43 – 49 and make notes. Complete the worksheet on the pathway of Blood. Write a paragraph describing the pathway of blood in Systemic and pulmonary circulation.Link to work
30 NovCommon Injuries – Basic. Read and make notes on slides 1 – 10. Complete the task on slide 11.Link to work
7 DecCommon Injuries – Complex. Read slides 4 – 9 and complete task 1 on slide 10. Read slides 10 -12 and complete task 2 on slide 13.Link to work
14 DecCommon Injuries – Complex. Read slides 13 onwards and make notes. Complete the task on slide 23Link to work
8 MarPlease refer to Google Classroom to access your lessons and communicate with your teacher.
15 MarPlease refer to Google Classroom to access your lessons and communicate with your teacher.
22 MarPlease refer to Google Classroom to access your lessons and communicate with your teacher.

Textiles

DateLesson FocusResources
28 SeptExperimenting with materials, printing techniques and processesLink to work
5 OctExperimenting with materials, printing techniques and processesLink to work
12 OctExperimenting with materials, machine embroidery techniques and processesLink to work
19 OctExperimenting with materials, hand embroidery techniques and processesLink to work
2 NovAO2 – Experimenting with materials, hand embroidery techniques and processes.Link to work
9 NovAO1 – Investigate the work of textile designers and respond in the style of the designers researched.Link to work
16 NovAO3 – Record ideas through designer response and exploring own ideas.Link to work
23 Nov Experimenting with materials, block printing techniques and processes.Link to work
30 NovExperimenting with materials, heat transfer printing techniques and processes.Link to work
7 DecRecord ideas through designer response and exploring own ideas.Link to work
14 DecExperimenting with materials, applique techniques and processes.Link to work
5 JanResearch the Context
Tim Burton – Alice in Wonderland
Link to work
11 JanAO1 – Context response present research in the form of a moodboardLink to work
18 JanAO1 & A03 – Context response and observations.
Experimenting with materials, and processes.
Link to work
8 MarAO3 – Record
Observational studies from primary and secondary sources on the theme ‘Alice in Wonderland’
Link to work
15 MarAO1 – Develop
Study and analyse the work of a textile artist.
Link to work
22 MarAO3 – Record
Personal response and copy of the artist studied.
Link to work
12 AprAO1 – Develop
Present Alice in wonderland mind map & mood board into sketchbooks
AO2 – Refine
Experiment with mark making techniques onto fabric
19 AprAO3 – Record
Present primary and secondary observational drawings into sketchbooks.
AO2 – Refine
Experiment with the hand embroidery technique of couching
26 AprAO1 – Develop
Present research and analysis of textile artist into sketchbooks
AO2 – Refine
Experiment with the process of machine applique
3 MayAO3 – Record
Develop ideas that link to the theme ‘Alice in Wonderland’, textile artists and observational drawings.
10 MayAO1 – Develop & A02 – Refine
Develop and explore ideas, experimenting with different textile techniques and processes
17 MayAO1 – Develop & A02 – Refine
Develop and explore ideas, experimenting with different textile techniques and processes
24 MayAO1 – Develop & A02 – Refine
Develop and explore ideas, experimenting with different textile techniques and processes

Travel & Tourism

DateLesson FocusResources
28 SeptLink to work
5 OctLink to work
12 OctLink to work
19 OctLink to work
2 NovPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
9 NovPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
16 NovPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
23 NovPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
30 NovPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
7 DecPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
14 DecPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
5 JanPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
12 JanPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
18 JanPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
25 JanPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
1 FebPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
8 FebPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
8 MarPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
15 MarPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.
22 MarPlease refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher.

Values

DateLesson FocusResources
28 SeptHow is the country run?
Who runs the country and what government is. Different kinds of power and influence people can have in government.
Link to work
5 OctWhat does the civil service do?
The role of the civil service. Explore what the role entails and the difference between a civil servant and a government minister.
Link to work
12 OctWhat are the differences between local, regional and national governance?
This includes exploring the arguments for and against devolution of power.
Link to work
19 OctHow does the UK political system compare to other systems?

Why is the UK considered a democracy? How do other countries organise their political system?
Link to work
2 NovWhy do people migrate?
In this lesson you will explore the reasons why people move from one place to another. You will learn to define some key terminology in relation to migration such as asylum seeker, refugee, internally displaced persons.
Link to work
9 NovWhat is the relationship between climate change and migration?
This lesson will explore the emerging number of migrants who are moving around the world as a result of the impact of climate change. You will learn about how different countries around the world respond to this issue.
Link to work
16 NovIs the conflict in Syria a children’s rights issue?
This less
on will explore the situation in Syria and to what extent the rights of children are being enjoyed or denied. This lesson covers the war in Syria.
Link to work
23 NovWhat support is available for migrants?
This lesson will explore the international and national frameworks implemented to support migrant communities around the world. It will show you how you can support migrant communities too. This lesson covers the issue of asylum and asylum support.
Link to work
30 NovShould migration be controlled?
This lesson will explore the ways in which the UK controls immigration and allows you to develop an insight into the UK’s immigration regulations. It will also allow you to consider arguments for and against the controlling of immigration.
Link to work
7 DecHow does migration affect communities?
This lesson will explore the different types of affects migration has on immigrant and emigrant communities.
Link to work
14 DecWhy do we need rules?
This lesson looks at what rules and laws are and why they are needed to help us live together.
Link to work
5 JanWhat is the Equality Act 2010?
In this lesson, we are going to look at what equality means and begin to look at the Equality Act 2010.
Link to work
11 JanWhat is discrimination and prejudice?
In this lesson, we are going to look at what the terms ‘prejudice’ and ‘discrimination’ mean and the different kinds of discrimination that can take place in society.
Link to work
18 JanWhat are the effects of discrimination on individuals and groups in society?
In this lesson, we are going to look at the impact of discrimination on groups and individuals. We will explore two inspirational case studies of women with albinism and how they have overcome the challenges they have faced in their lives.
Link to work
25 JanWhy do we need laws on equality in the UK?
In this lesson, we are going to explore the impact of equality laws in the UK. This lesson includes content about people who have experienced racism and discrimination.
Link to work
1 FebHow far have we made progress on equality in the UK?
In this lesson, we are going to look at the progress that has been made towards equality in the UK . This lessons covers the topic of discrimination against people for their race, disability or sexual orientation, if these issues could be sensitive for you, then we recommend checking with a trusted adult before starting or doing the lesson with a trusted adult nearby.
Link to work
8 FebWhat can we do to create a fairer society?
In this lesson, we are going to look at what individuals and schools can do to create a fairer society.
Link to work
8 MarWhat is the Equality Act 2010?
In this lesson, we are going to look at what equality means and begin to look at the Equality Act 2010.
Link to work
15 MarWhat is discrimination and prejudice?
In this lesson, we are going to look at what the terms ‘prejudice’ and ‘discrimination’ mean and the different kinds of discrimination that can take place in society.
Link to work
22 MarWhat are the effects of discrimination on individuals and groups in society?
In this lesson, we are going to look at the impact of discrimination on groups and individuals. We will explore two inspirational case studies of women with albinism and how they have overcome the challenges they have faced in their lives.
Link to work
12 AprHow can we contribute to school decision making?
In this lesson we look at the ways you can get involved in school decision-making. After reviewing two case studies, you will consider your opinion and explain how much students should get involved in decision-making in their schools.
Link to work
19 Apr How can we engage in local democracy?
In this lesson we look at the ways in which you can get involved and make a difference in your local community. We look at different options for young people to get involved in local democracy and find out more about the role of Youth Councils.
Link to work
26 AprShould the voting age be reformed?
In this lesson we consider the arguments for and against voting reform. You will review your opinion and assess the opinions of two different writers before creating a written response to the question ‘Should the voting age be reformed?’.
Link to work
3 MayHow can we influence those in power using democratic processes?
In this lesson we will consider how we can use the democratic process to influence those in power – at both local and national level.
Link to work
10 MayHow can we make change happen?
In this lesson we will use a case study approach to consider how we can make change happen.
Link to work
17 MayShould young people have the right to stand in local elections?
In this lesson we will explore what the role of the local council and councillor is. We will then consider whether it is important for young people to be able to stand for election to represent the views of other young people for the local area. You will be given the opportunity to develop your speech making skills as part of this lesson.
Link to work
24 MayWhat can we do to create a fairer society?
In this lesson, we are going to look at what individuals and schools can do to create a fairer society.
Link to work