Crofton Academy
Crofton Academy
You are here: Pupils - Home Learning – Year 9
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 5 Oct | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 12 Oct | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 19 Oct | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 2 Nov | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 9 Nov | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 16 Nov | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 23 Nov | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 30 Nov | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 7 Dec | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 14 Dec | Please refer to class 9F/Ac1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Mar | Literacy 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 Mar | Literacy 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 Mar | Literacy 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 Apr | Literacy 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 Apr | Literacy 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 Apr | Literacy 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 May | Literacy 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 May | Literacy 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 May | Literacy 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 May | Literacy 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 |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | What religious beliefs can you see in art? What other artistic ways can you express belief? What is a mandala? | Link to work |
| 5 Oct | Belief 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 Oct | Is it better to express beliefs through action or artistically? What do Muslims say about Zakat? | Link to work |
| 19 Oct | Design some art work or write a poem to express key beliefs about Hajj. | Link to work |
| 2 Nov | Atheism | Link to work |
| 9 Nov | Atheism | Link to work |
| 16 Nov | Humanism | Link to work |
| 23 Nov | Humanism | Link to work |
| 30 Nov | Religions in Society | Link to work |
| 9 Dec | Religion in Society | Link to work |
| 14 Dec | Religion in psychology | Link to work |
| 5 Jan | What is moral and natural suffering? | Link to work |
| 11 Jan | What is moral and natural suffering? | Link to work |
| 18 Jan | What do Christians say about the problem of suffering? | Link to work |
| 25 Jan | What do Christians say about the problem of suffering? | Link to work |
| 1 Feb | What do other religions teach about evil and suffering? (E.G Buddhist or Hindu) | Link to work |
| 8 Feb | What do other religions teach about evil and suffering? (E.G Buddhist or Hindu) | Link to work |
| 8 Mar | Research 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 Mar | Research 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 Mar | Re 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 Apr | What is meant by Peace, justice, forgiveness and reconciliation? | Link to work |
| 19 Apr | What is meant by Peace, justice, forgiveness and reconciliation? | Link to work |
| 26 Apr | What is a protest? Why are they used? Are they successful? | Link to work |
| 3 May | What is a protest? Why are they used? Are they successful? | Link to work |
| 10 May | What is terrorism? What conflict leads to terrorism? | Link to work |
| 17 May | What is terrorism? What conflict leads to terrorism? | Link to work |
| 24 May | Why do countries go to war? | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | How to draw the human figure in proportion | Link to work |
| 5 Oct | How to experiment with different poses using a variety of drawing techniques. | Link to work |
| 2 Nov | How to draw the human figure in proportion | Link to work |
| 9 Nov | How to experiment with different poses using a variety of drawing techniques. | Link to work |
| 16 Nov | Experimenting with techniques and processes | Link to work |
| 23 Nov | Identity: who I am Jasper Johns (part 1) | Link to work |
| 30 Nov | Identity: who I am Jasper Johns (part 2) | Link to work |
| 7 Dec | Identity: who I am Peter Blake (part 1) | Link to work |
| 14 Dec | Identity: who I am Peter Blake (part 2) | Link to work |
| 5 Jan | Dain (Part 1) | Link to work |
| 11 Jan | Dain (Part 2) | Link to work |
| 18 Jan | Adam Hale inspired Collage | Link to work |
| 25 Jan | Tyler Spangler inspired text | Link to work |
| 1 Feb | Mixed media inspired by Dave McKean | Link to work |
| 8 Feb | Photography inspired by Dan Hillier & Magdiel Lopez | Link to work |
| 8 Mar | Dain (Part 1) | Link to work |
| 15 Mar | Dain (Part 2) | Link to work |
| 22 Mar | Adam Hale inspired Collage | Link to work |
| 12 Apr | Sculpture: Paper Manipulation | Link to work |
| 19 Apr | Creating a sculpture inspired by natural forms | Link to work |
| 26 Apr | Creating a sculpture inspired by architecture | Link to work |
| 3 May | Architectural sculpture: Refining work | Link to work |
| 10 May | Notan collage | Link to work |
| 17 May | Barbara Hepworth & Henry Moore | Link to work |
| 24 May | Create a design for a soap sculpture inspired by the Work of Henry Moore and Barbara Hepworth | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Types of business – “The Village Shop” case study | Link to work |
| 5 Oct | Borrowing money “Payday Loans” case study | Link to work |
| 12 Oct | Business trends “Tesco” case study | Link to work |
| 19 Oct | Innovation in business “Kodak and Google” case study | Link to work |
| 2 Nov | Business Case Studies Read and choose one. Complete and submit via Google Classroom | Link to work |
| 9 Nov | Business Case Studies Read and choose one. Complete and submit via Google Classroom | Link to work |
| 16 Nov | Business Case Studies Read and choose one. Complete and submit via Google Classroom | Link to work |
| 23 Nov | Business Case Studies Read and choose one. Complete and submit via Google Classroom | Link to work |
| 30 Nov – 16 Dec | Business 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 Jan | Component 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 Jan | Component 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 Jan | Component 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 Jan | Component 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 Feb | Component 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 Feb | Component 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 Mar | Polly’s Mixtures Research | Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you. |
| 15 Mar | Polly’s Mixtures Report | Please refer to Google Classroom and access the video and document guidance on the relevant and sections to you. |
| 22 Mar | Polly’s Mixtures Report | Please 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 behaviour | Please 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 behaviour | Please 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 behaviour | Please refer to Google Classroom and access the videos and document guidance on the relevant and sections to you |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Be 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 Oct | Be 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 Oct | Understand the Von Neumann architecture. Describe the MAR and MDR. | Link to work Link to work |
| 19 Oct | Describe the importance of the Program Counter in the fetch-execute cycle. Understand how fetch-decode-execute works in more detail. | Link to work |
| 2nd Nov | Be 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 Nov | To understand ‘embedded systems’ regarding: o their characteristics o their purpose. | Link to work |
| 16 Nov | Complete end of unit quiz | Link to work |
| 30 Nov | Watch 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 Mar | Component 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 Mar | Component 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 Mar | Component 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 Apr | • Component 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 Apr | • Component 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. |
| Date | Lesson Focus | Resources |
| 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 Apr | Select 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 Apr | Select 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 Apr | Select 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 May | Select 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 May | Select 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 May | Select 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 May | Select 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 |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Duologue Working out how to bring a duologue to life using Vocal and NVC skills. | Link to work |
| 5 Oct | Monologue Working out how to bring a monologue to life using Vocal and NVC skills. | Link to work |
| 12 Oct | Revision Revising your understanding of key skills and terms this half term. | Link to work |
| 19th Oct | T.I.E research mini project Research a theatre-in-education company. Develop ideas for your own T.I.E play. | Link to work |
| 2 Nov | Comedy genre /set design | See Google Classroom for details for your class |
| 9 Nov | Comedy genre /set design | See Google Classroom for details for your class & work |
| 16 Nov | Comedy genre /set design | See Google Classroom for details for your class |
| 23 Nov | Set design | See Google Classroom |
| 30 Nov | Set design | See Google Classroom |
| 7 Dec | Set design/ practical task | See Google Classroom |
| 14 Dec | Mini practical task project | See Google classrooms |
| 5 Jan | See Google Classroom | |
| 11 Jan | See Google Classroom | |
| 18 Jan | See Google Classroom | |
| 8 Mar | Devising your own plays project (T.I.E) | See Google Classroom |
| 15 Mar | Devising your own plays project | See Google Classroom |
| 22 Mar | Devising your own plays project | See Google Classroom |
| 19 Apr | See Google Classroom | |
| 26 Apr | See Google Classroom | |
| 3 May | See Google Classroom | |
| 10 May | See Google Classroom |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Hand Held Computer | Link to work |
| 5 Oct | Torch Design | Link to work |
| 12 Oct | Car Design | Link to work |
| 19 Oct | Walking Stick Design | Link to work |
| 2 Nov | Car Design | Link to work |
| 9 Nov | Hand Held Car | Link to work |
| 16 Nov | Robot Design | Link to work |
| 23 Nov | Torch Design | Link to work |
| 30 Nov | Personalised Car | Link to work |
| 7 Dec | Mobile Phone | Link to work |
| 14 Dec | Litter Picker | Link to work |
| 5 Jan | Mobile phone design | Link to work |
| 11 Jan | Personalised car design | Link to work |
| 18 Jan | Hand held PC design | Link to work |
| 25 Jan | Robot design | Link to work |
| 1 Feb | Litter Picker Design | Link to work |
| 8 Feb | Torch Design | Link to work |
| 8 Mar | Moon Camp Explorers | Link to work |
| 15 Mar | Moon Camp Explorers | Link to work |
| 22 Mar | Moon Camp Explorers | Link to work |
| 12 Apr | Select 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 Apr | Select 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 Apr | Select 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 May | Select 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 May | Select 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 May | Select 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 May | Select 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 |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Explore 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 Oct | Using 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 Oct | How 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 Oct | Compare 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 Nov | Context 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 Nov | Dr Jekyll Was Quite At Ease The Carew Murder Case Soho and Setting | Link to work Link to work (Carew) Link to work (Soho) |
| 16 Nov | Hyde’s Letter Lanyon’s Shock | Link to work (Hyde) Link to work (Lanyon) |
| 23 Nov | The 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 Nov | Dr 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 Dec | Jekyll’s Confession – Part 2 Repression and Duality | Link to work (part 2) Link to work (Repression) |
| 14 Dec | Science and Religion Setting and Symbolism Reputation and Hypocrisy | Link to work (Science) Link to work (Setting) Link to work (Reputation) |
| 5 Jan | Dr Jekyll and Mr Hyde Chapters 6 and 7 | Link to work Link to work |
| 11 Jan | Dr Jekyll and Mr Hyde Chapter 8 | Link to work Link to work |
| 18 Jan | Dr Jekyll and Mr Hyde Chapter 9 | Link to work Link to work |
| 25 Jan | Dr Jekyll and Mr Hyde Chapter 10 | Link to work Link to work |
| 1 Feb | Narrative Writing Lessons 1 and 2 | Link to work |
| 8 Feb | Narrative Writing Lesson 3 | Link to work |
| 8 Mar | Creative Writing – focusing on what makes a good story and narrative structure | Link to work Link to work |
| 15 Mar | Creative Writing – focusing on developing character and figurative language | Link to work Link to work |
| 22 Mar | Creative Writing – complete the sentence structures sheet. Plan and write a story based on one of the titles. | Link to work Link to work |
| 12 Apr | Revisiting Mr Hyde Revisiting Mr Hyde – Part 2 The introduction of Hyde | Link to work Link to work Link to work |
| 19 Apr | Narrative 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 Apr | Of 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 May | Of Mice and Men – read chap 2 and 3 (slides 18 – 67) | Link to work Class code:5vfxaohohc Link to work |
| 10 May | Of Mice and Men – read chap 4 and 5 (slide 67 – 98) | Link to work Class code:5vfxaohohc Link to work |
| 17 May | Of Mice and Men – read chap 6 (slide 98-end). Work on characters and themes | Link to work Class code:5vfxaohohc Link to work |
| 24 May | Create a chapter summary of Of Mice and Men – use images and key words. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Buying and Storing food Page 18 in booklet | Link to booklet |
| 5 Oct | Food Spoilage and food poisoning Page 20 in booklet | Link to booklet |
| 12 Oct | Why food is cooked? Page 16 in booklet | Link to booklet |
| 19 Oct | Healthy Eating page 2 – 5 in booklet. | Link to booklet |
| 2 Nov | International Cuisine Page 21,22 Food Lesson 3 | Link to booklet |
| 9 Nov | European Cuisine Research page 23 use research pages | Link to booklet |
| 16 Nov | Asian Cuisine page 23 – use research pages | Link to booklet |
| 23 Nov | Eatwell Guide Page 13 | Link to booklet |
| 30 Nov | Function of Nutrients page 14 | Link to booklet |
| 7 Dec | Starch page 9 | Link to booklet |
| 14 Dec | Sugar page 8 | Link to booklet |
| 5 Jan | Protein Foods | Refer to Google Classroom |
| 11 Jan | Practical – Chicken Kiev | Refer to Google Classroom |
| 18 Jan | Protein Alternatives Theory | Refer to Google Classroom |
| 25 Jan | Practical – Cottage Pie | Refer to Google Classroom |
| 1 Feb | Carbohydrates Theory | Refer to Google Classroom |
| 8 Feb | Sugar Theory | Refer to Google Classroom |
| 15 Mar | Recovery – proteins HBV and LBV | Refer to Google Classroom |
| 22 Mar | Recovery – Carbohydrates and sugar Practical – fudge/toffee | Refer to Google Classroom |
| 30 Mar | Recovery – Fibre Adapt a recipe | Refer to Google Classroom |
| 12 Apr | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 19 Apr | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 26 Apr | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 3 May | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 10 May | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 17 May | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| 24 May | Nutrition | Please refer to 9E/Fd in Google Classroom to access your lessons and communicate with your teacher. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Revision of ‘er’ verbs | Link to work |
| 5 Oct | More practice of the ‘er’ verbs in the present tense | Link to work |
| 12 Oct | Present and the past tense | Link to work |
| 19 Oct | More practice of the past tense | Link to work |
| 2 Nov | Using negatives | Link to work |
| 9 Nov | The future tense | Link to work |
| 16 Nov | The future tense | Link to work |
| 23 Nov | Saying what you want and must do | Link to work |
| 30 Nov | Saying what you want and must do | Link to work |
| 7 Dec | Present and the past tense | Link to work |
| 14 Dec | Present and the past tense | Link to work |
| 8 Mar | Saying what you do at school | Link to work |
| 15 Mar | Saying what you and other do at school | Link to work |
| 22 Mar | Talking about what you do this weekend | Link to work |
| 12 Apr | Talking about school | Link to work |
| 19 Apr | Talking about school subjects | Link to work |
| 26 Apr | Talking about school subjects | Link to work |
| 3 May | Talking about the school day | Link to work |
| 10 May | Talking about the school day | Link to work |
| 17 May | Talking about the school day | Link to work |
| 24 May | Developing reading skills | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | What 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 Oct | How can we measure and predict earthquakes? How can we prepare and protect against the impact of earthquakes? | Link to work Link to work |
| 12 Oct | What are tsunamis and how do they form? | Link to work |
| 19 Oct | Where is Japan and what is it like? What happened during the 2011 Japanese tsunami? | Link to work Link to work |
| 2 Nov | What 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 Nov | What 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 Nov | What 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 Nov | How 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 Nov | What 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 Dec | What 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 Dec | Somalia’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 Jan | How 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 Jan | What 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 Jan | What 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 Jan | How 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 Feb | What 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 Feb | Sustainable 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 1 | An 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 2 | Causes 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 1 | Social 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 2 | Economic 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 3 | Challenges 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 1 | Challenges 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 2 | Urban 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 LESSON | Location 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 LESSON | Causes 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 LESSON | Social 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 LESSON | Economic 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 LESSON | 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. | Link to work |
| 26 Apr FIRST LESSON | 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 |
| 26 Apr SECOND LESSON | 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 poor. We will take a look at Makoko’s floating school. | Link to work |
| 26 Apr THIRD LESSON | Statistical skills This lesson will focus on the calculation of mean, median, mode, range and interquartile range. | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Using verbs in the 1st & 3rd person to talk about yourself / someone else | Link to work |
| 5 Oct | Revision of numbers and how to make plural nouns | Link to work |
| 12 Oct | Revision of the use of German Alphabet | Link to work |
| 19 Oct | Finding the meaning of new words. Some common German pronunciation. Applying your knowledge of German Sounds. | Link to work |
| 2 Nov | Using modal verbs to say what you can / must and need to do. Linked to improving lifestyle. | Link to work |
| 9 Nov | More practice on the use of modal verbs können / müssen & dürfen. | Link to work |
| 16 Nov | 16 Nov Using the connectives “weil” & “denn” (because) to explain / justify likes and dislikes. | Link to work |
| 4 Jan | Use of the present & Perfect tenses (1st person singular and plural) | Link to work |
| 11 Jan | More use of Present / Perfect tense & “um” (at) for time | Link to work |
| 18 Jan | Perfect tense with “sein” verbs | Link to work |
| 8 Mar | Use of the present & Perfect tenses (1st person singular and plural) | Link to work |
| 15 Mar | More use of Present / Perfect tense & “um” (at) for time | Link to work |
| 22 Mar | Perfect tense with “sein” verbs | Link to work |
| 12 Apr | Descriptions in third person | Link to work |
| 19 Apr | More on describing other people | Link to work |
| 26 Apr | Talking about life at school | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Link to work Link to work Link to work | |
| 5 Oct | Link to work Link to work | |
| 12 Oct | Link to work Link to work | |
| 19 Oct | Link to work Link to work | |
| 2 Nov | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 9 Nov | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 16 Nov | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 23 Nov | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 30 Nov | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 7 Dec | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 14 Dec | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 5 Jan | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 11 Jan | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 18 Jan | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 25 Jan | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 1 Feb | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Feb | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Mar | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 15 Mar | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 22 Mar | Please refer to class 9G/HS1 in Google Classroom to access your lessons and communicate with your teacher. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | The Holocaust topic • The Kindertransport | Link to work Link to work |
| 5 Oct | The Holocaust topic • Treatment of Jews to 1942 | Link to work Link to work |
| 12 Oct | The Holocaust topic • The Final Solution | Link to work Link to work |
| 19 Oct | The Holocaust topic • Life in the camps | Link to work Link to work |
| 2 Nov | Topic: British America Lesson 1: Enslaved people in the British colonies | Link to work |
| 9 Nov | Topic: British America Lesson 2: What was the Enlightenment? | Link to work |
| 16 Nov | Topic: British America Lesson 3: What was the Enlightenment culture? | Link to work |
| 23 Nov | Topic: British America Lesson 4: The 13 colonies | Link to work |
| 30 Nov | Topic: British America Lesson 5: Why did war break out in the 13 colonies? | Link to work |
| 7 Dec | Topic: British America Lesson 6: The Revolutionary war | Link to work |
| 14 Dec | Topic: British America Lesson 7: The Declaration of Independence | Link to work |
| 5 Jan | NEW TOPIC: Weimar & Nazi Germany, 198-1939. Lesson 1 – How democratic was the Weimar constitution? | Link to work |
| 11 Jan | Lesson 2 – Why did the German people feel stabbed in the back? | Link to work |
| 18 Jan | Lesson 3 – Why was there a rise in political extremism? | Link to work |
| 25 Jan | Lesson 4 – Why was 1923 known as the year of crisis? | Link to work |
| 1 Feb | Lesson 5 – How did Germany recover its economy 1924-29? | Link to work |
| 8 Feb | Lesson 6 – How did Germany improve their international relations 1924-29? | Link to work |
| 8 Mar | TOPIC: Weimar & Nazi Germany, 1918-1939 Lesson 1 – What was the Munich Putsch? | Link to work |
| 15 Mar | Lesson 2 – What were the consequences of the Munich Putsch? | Link to work |
| 22 Mar | Lesson 3 – What were the Nazi party strategies during the lean years? | Link to work |
| 12 Apr | TOPIC: Weimar & Nazi Germany, 1918-1939. Lesson 1 – What was the Munich Putsch? | Link to work |
| 19 Apr | Lesson 2 – What were the consequences of the Munich Putsch? | Link to work |
| 26 Apr | Lesson 3 – What were the Nazi party strategies during the lean years? | Link to work |
| 3 May | Lesson 4 – Who were the SA? | Link to work |
| 10 May | Lesson 5 – Why were the Nazi party successful in 1929? | Link to work |
| 17 & 24 May | Lesson 6 and 7- How did Hitler become Chancellor? | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | 9.1 Data handling – complete the worksheet, what is a database, link is attached | Link to work |
| 5 Oct | 9.1 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 Oct | 9.1 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 Oct | 9.1 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 Nov | Topic: Spreadsheets Lesson 1: Getting to know a spreadsheet | Link to work Link to work |
| 9th Nov | Lesson 2: Quick calculations | Link to work |
| 16 Nov | Lesson 3: Collecting data | Link to work |
| 23 Nov | Lesson 4 Become a data master | Link to work |
| 30 Nov | Lesson 5: Level up your data skills | Link to work |
| 7 & 14 Dec | Lesson 6: Conditional formatting | Link to work |
| 5 Jan | This is an introduction to using Python which is a high level programming language Intro into python – Lesson 1: First steps | Link to work |
| 11 Jan | Lesson 2: Crunching numbers | Link to work |
| 18 Jan | Lesson 3: At a crossroads | Link to work |
| 25 Jan | Lesson 4: More branches | Link to work |
| 1 Feb | Lesson 5: Round and round | Link to work |
| 8 Feb | Lesson 6: Putting it all together | Link to work |
| 8 Mar | Continuing from lockdown – Impact Cyber security – lesson 3/6 Script Kiddies. Please complete the quizzes and activities as usual. | Link to work |
| 15 Mar | Cyber security – Lesson 4/6 Rise of the bots. | Link to work |
| 22 Mar | Cyber security – lesson 5/6 There is no place like 127.0.0.1 | Link to work |
| 12 Apr | Home learning – Cyber security. Lesson 6/6 Under Attack. Please watch the video and complete the tasks. | Link to work |
| 19 Apr | Home learning unit – From Semaphones to the internet. Lesson 1/6 Computer networks and protocols. | Link to work |
| 26 Apr | Home learning Lesson 2/6 Networking hardware | Link to work |
| 3 May | Home learning Lesson 3/6 Wired and wireless networks | Link to work |
| 10 May | Home learning Lesson 4/6 The internet | Link to work |
| 17 May | Home learning Lesson 5/6 Internet Services | Link to work |
| 24 May | Home learning Lesson 6/6 The world wide web. Please watch the video and complete the tasks. | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Music Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks. | Link to work Link to work |
| 5 Oct | Music Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks. | Link to work Link to work |
| 12 Oct | Music Festival – Task 1 & 2 – Website design. Use the Presentations to help you complete the tasks. | Link to work Link to work |
| 19 Oct | Music 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 Mar | Component 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 Mar | Component 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 Mar | Component 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. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | To 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 Oct | To 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 Oct | To 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 Oct | To 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 Nov | How the media industry identifies its target audience | Complete the audience profile template for yourself and two other members of your family. Google classroom HT2#1 |
| 9 Nov | Blumler 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 Nov | Media Diary | Develop 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 Nov | Magazine articles | Consolidate 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 Nov | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 7 Dec | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 14 Dec | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 5 Jan | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 11 Jan | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 18 Jan | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 25 Jan | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 1 Feb | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 9 Feb | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Mar | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 15 Mar | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 22 May | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 12 Apr | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 19 Apr | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher | |
| 26 Apr | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher | |
| 3 May | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher | |
| 10 May | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher | |
| 17 May | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher | |
| 24 May | Please refer to 9G/Md1 and 9H/Md1 in Google Classroom to access your lessons and communicate with your teacher |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | To be able to understand the role of a DAW in music creation to create and displace drum patterns | Link to work |
| 5 Oct | To be able to compose chord sequences | Link to work |
| 12 Oct | To be able to add interest to chord sequences | Link to work |
| 19 Oct | To explore bass lines | Link to work |
| 2 Nov | To be able to harmonise a melodic riff above a chord sequence | Link to work |
| 9 Nov | Integrating and manipulating samples in a dance track | Link to work |
| 16 Nov | Integrating and manipulating samples in a dance track | Link to work |
| 23 Nov | Understanding the purpose of a mix-in | Link to work |
| 30 Nov | Understanding the purpose of a breakdown, build and drop in electronic dance music | Link to work |
| 7 Dec | To understand how balance, FX, panning and dynamics can musically enhance a dance track | Link to work |
| 14 Dec | Understanding how and why fusion music is created | Link to work |
| 8 Mar | Please find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 Classwork Stream |
| 15 Mar | Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 Classwork Stream |
| 22 Mar | Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 Classwork Stream |
| 12 Apr | Please find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 classwork stream |
| 19 Apr | Please find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 classwork stream |
| 26 Apr | Please find all work for KS4 isolating pupils in Google Classroom. Pupils will need to log in and access their Year 9G/Mu1 classwork stream | 9G/Mu1 classwork stream |
| Lesson Focus | Resources | |
|---|---|---|
| 28 Sept | 28 September Core PE work out. Complete the work out to the best of your ability. | Link to work |
| 5 Oct | 28 September Core PE work out. Complete the work out to the best of your ability. | Link to work |
| 12 Oct | 28 September Core PE work out. Complete the work out to the best of your ability. | Link to work |
| 19 Oct | 28 September Core PE work out. Complete the work out to the best of your ability. | Link to work |
| 2 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 | Link to work |
| 9 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 | Link to work |
| 16 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 | Link to work |
| 23 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 | Link to work |
| 30 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 | Link to work |
| 7 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 | Link to work |
| 14 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 | Link to work |
| 5 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 | Link to work |
| 11 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 | Link to work |
| 18 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 | Link to work |
| 25 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 | Link to work |
| 1 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 | Link to work |
| 8 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 | Link to work |
| 1 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 | Link to work Link to Netflex |
| 8 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 | Link to work Link to Netflex |
| 15 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 | Link to work Link to Netflex |
| 22 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 | Link to work Link to Netflex |
| 12 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 | Link to instructions Link to work |
| 19 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 | Link to instructions Link to work |
| 26 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 | Link to instructions Link to work |
| 3 May | 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 | Link to instructions Link to work |
| 10 May | 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 | Link to instructions Link to work |
| 17 May | 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 | Link to instructions Link to work |
| 24 May | 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 | Link to instructions Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28th Sept | Key Christian beliefs about – The nature of God | Link to work |
| 5th Oct | Key Christian beliefs about – Creation | Link to work |
| 12th Oct | Key Christian beliefs about – Incarnation | Link to work |
| 19th Oct | Key Christian beliefs about – The Life of Jesus | Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | 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: 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 Oct | 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 |
| 12 Oct | 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 |
| 19 Oct | 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 |
| 2 Nov | Topic 1: Physics – Energy | Core HT Link to work Core FT Link to work Separate Science Link to work |
| 9 Nov | Topic 1: Physics – Energy | Core HT Link to work Core FT Link to work Separate Science Link to work |
| 16th Nov | Topic 1: Physics – Energy | Core HT Link to work Core FT Link to work Separate Science Link to work |
| 23 Nov | Topic 1: Physics – Energy | Core HT Link to work Core FT Link to work Separate Science Link to work |
| 30 Nov | Topic 1: Physics – Energy | Core HT Link to work Core FT Link to work Separate Science Link to work |
| 7 Dec | Topic 1: Physics – Energy | Core HT: Link to work Core FT: Link to work Separate Science: Link to work |
| 14 Dec | Topic 1: Physics – Energy | Core HT: Link to work Core FT: Link to work Separate Science: Link to work |
| 5 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: 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 Jan | 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 |
| 18 Jan | 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 |
| 25 Jan | 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 |
| 1 Feb | 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 |
| 8 Feb | 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 |
| 8 Mar | 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. 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 Mar | 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 | |
| 22 Mar | 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 | |
| 12 Apr | 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: 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 Apr | 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 | |
| 26 Apr | INFECTION & 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 May | 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 | |
| 10 May | 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 | |
| 17 May | 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 | |
| 24 May | 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 | |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Describing people using the verbs estar and ser | Link to work Link to work |
| 5 Oct | Describing locations | Link to work Link to work |
| 12 Oct | Describing places now vs in general | Link to work Link to work |
| 19 Oct | Talking about what you and someone else does – Verbs for others | Link to work Link to work |
| 2 Nov | Describing locations | Link to work Link to work |
| 9 Nov | Talking about what you and others do | Link to work Link to work |
| 16 Nov | Talking about what people can/ are able to do | Link to work Link to work |
| 23 Nov | Describing what people must do | Link to work Link to work |
| 30 Nov | Describing what people are like/ how they feel | Link to work Link to work |
| 7 Dec | Describing people and places | Link to work Link to work |
| 14 Dec | Asking and answering questions | Link 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 Jan | Talking about future plans | Link to work Link to work |
| 18 Jan | Talking about rules- saying what you must do | Link to work Link to work |
| 25 Jan | Comparisons | Link to work |
| 1 Feb | Talking about opinions | Link to work Link to work |
| 8 Feb | Using the past tense | Link to work Link to work |
| 8 Mar | Describing what other people do | Link to work Link to work |
| 15 Mar | Talking about future plans | Link to work Link to work |
| 22 Mar | Talking about rules- saying what you must do | Link to work Link to work |
| 29 Mar | Talking about rules- saying what you must do | Link to work |
| 12 Apr | Opinions about school Describing what people do at work | Link to work Link to work |
| 19 Apr | Talking about daily routines | Link to work Link to work |
| 26 Apr | Talking about what you can and must do in class | Link to work Link to work |
| 3 May | Talking about events in the past and the present at school | Link to work Link to work |
| 10 May | Describing future plans | Link to work Link to work |
| 17 May | Using the verb hacer and question words | Link to work Link to work |
| 24 May | Talking about what you are going to do | Link to work Link to work |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Work through the power point complete slide 26, research task. | Link to work |
| 5 Oct | Use 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 Oct | Use the power point as a resource. Complete Activity 1a – key terms to remember. | Link to work |
| 19 Oct | Use the power point as a resource. Complete Activity 1b – key terms to remember. | Link to work |
| 2 Nov | Cardiovascular system | Link to work |
| 9 Nov | Cardiovascular system Read slides 37- 40 and make notes. Complete the task on Short term and Long term effects of exercise. | Link to work |
| 16 Nov | Temperature regulation. . Read slides 37 – 40 and complete Task 1c. | Link to work |
| 23 Nov | Pulmonary & 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 Nov | Common Injuries – Basic. Read and make notes on slides 1 – 10. Complete the task on slide 11. | Link to work |
| 7 Dec | Common 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 Dec | Common Injuries – Complex. Read slides 13 onwards and make notes. Complete the task on slide 23 | Link to work |
| 8 Mar | Please refer to Google Classroom to access your lessons and communicate with your teacher. | |
| 15 Mar | Please refer to Google Classroom to access your lessons and communicate with your teacher. | |
| 22 Mar | Please refer to Google Classroom to access your lessons and communicate with your teacher. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Experimenting with materials, printing techniques and processes | Link to work |
| 5 Oct | Experimenting with materials, printing techniques and processes | Link to work |
| 12 Oct | Experimenting with materials, machine embroidery techniques and processes | Link to work |
| 19 Oct | Experimenting with materials, hand embroidery techniques and processes | Link to work |
| 2 Nov | AO2 – Experimenting with materials, hand embroidery techniques and processes. | Link to work |
| 9 Nov | AO1 – Investigate the work of textile designers and respond in the style of the designers researched. | Link to work |
| 16 Nov | AO3 – 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 Nov | Experimenting with materials, heat transfer printing techniques and processes. | Link to work |
| 7 Dec | Record ideas through designer response and exploring own ideas. | Link to work |
| 14 Dec | Experimenting with materials, applique techniques and processes. | Link to work |
| 5 Jan | Research the Context Tim Burton – Alice in Wonderland | Link to work |
| 11 Jan | AO1 – Context response present research in the form of a moodboard | Link to work |
| 18 Jan | AO1 & A03 – Context response and observations. Experimenting with materials, and processes. | Link to work |
| 8 Mar | AO3 – Record Observational studies from primary and secondary sources on the theme ‘Alice in Wonderland’ | Link to work |
| 15 Mar | AO1 – Develop Study and analyse the work of a textile artist. | Link to work |
| 22 Mar | AO3 – Record Personal response and copy of the artist studied. | Link to work |
| 12 Apr | AO1 – Develop Present Alice in wonderland mind map & mood board into sketchbooks AO2 – Refine Experiment with mark making techniques onto fabric | |
| 19 Apr | AO3 – Record Present primary and secondary observational drawings into sketchbooks. AO2 – Refine Experiment with the hand embroidery technique of couching | |
| 26 Apr | AO1 – Develop Present research and analysis of textile artist into sketchbooks AO2 – Refine Experiment with the process of machine applique | |
| 3 May | AO3 – Record Develop ideas that link to the theme ‘Alice in Wonderland’, textile artists and observational drawings. | |
| 10 May | AO1 – Develop & A02 – Refine Develop and explore ideas, experimenting with different textile techniques and processes | |
| 17 May | AO1 – Develop & A02 – Refine Develop and explore ideas, experimenting with different textile techniques and processes | |
| 24 May | AO1 – Develop & A02 – Refine Develop and explore ideas, experimenting with different textile techniques and processes |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | Link to work | |
| 5 Oct | Link to work | |
| 12 Oct | Link to work | |
| 19 Oct | Link to work | |
| 2 Nov | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 9 Nov | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 16 Nov | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 23 Nov | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 30 Nov | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 7 Dec | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 14 Dec | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 5 Jan | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 12 Jan | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 18 Jan | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 25 Jan | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 1 Feb | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Feb | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 8 Mar | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 15 Mar | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. | |
| 22 Mar | Please refer to class 9E/Tt1 in Google Classroom to access your lessons and communicate with your teacher. |
| Date | Lesson Focus | Resources |
|---|---|---|
| 28 Sept | How 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 Oct | What 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 Oct | What are the differences between local, regional and national governance? This includes exploring the arguments for and against devolution of power. | Link to work |
| 19 Oct | How 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 Nov | Why 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 Nov | What 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 Nov | Is the conflict in Syria a children’s rights issue? This lesson 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 Nov | What 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 Nov | Should 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 Dec | How does migration affect communities? This lesson will explore the different types of affects migration has on immigrant and emigrant communities. | Link to work |
| 14 Dec | Why 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 Jan | What 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 Jan | What 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 Jan | What 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 Jan | Why 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 Feb | How 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 Feb | What 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 Mar | What 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 Mar | What 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 Mar | What 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 Apr | How 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 Apr | Should 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 May | How 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 May | How 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 May | Should 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 May | What 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 |
Links in the Pupils Section
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