cityheightsacademy.e-act.org.uk · web viewsummer 1 2019-20 year: 10 maths week 3 assessment...
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Summer 1 2019-20Year: 10
MathsWeek 3 Assessment Details (Date, Time, Structure, etc):
7th May 2020, 2.15 – 3.15pm: Practise Exam Paper Set 1 Calculator and Non-Calculator
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L1: AlgebraZoom lesson – link available on google
classroom
Pixl PowerPoint and lesson delivered by teacher.
Hegarty Maths Homework
Exam questions included in
powerpoints and Worksheet
L2: AlgebraStudents to complete tasks set – Ms Ghani
and Mr Sadiq
Pixl Worksheets on the following topics:
Inverse and Composite Functions
Changing the subject of the formula
Collecting Like terms and Simplifying
L3: Algebra
Students to complete tasks set – Ms Ghani
and Mr Sadiq
Pixl Worksheets on the following topics:
Inverse and Composite Functions
Changing the subject of the formula
Collecting Like terms and Simplifying
Worksheets and Homework due in by 3:15 p.m. Wednesday
6/5//20
L4: Feedback and Assessment
Feedback and Assessment
Celebrating success lesson
Feedback and common misconceptions.
L5: Assessment
Feedback and Assessment
Exam Paper Practise
Students to self-assess work
GCSE Markscheme and worked solutions on Google classroom
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 6/5//20– feedback in Lesson 4
Lesson 5 – Assessment to be completed on Hegarty Maths and End of Unit worksheet
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
L1: Number and Algebra
Zoom lesson – link available on google
Pixl PowerPoint and lesson delivered by teacher.
Hegarty Maths Homework
Exam questions included in
powerpoints and
classroom Worksheet
L2: AlgebraStudents to complete tasks set – Ms Ghani
and Mr Sadiq
Pixl Worksheets on the following topics:
Inverse and Composite Functions
Fractions
Inequalities
Venn Diagrams
L3: Algebra
Students to complete tasks set – Ms Ghani
and Mr Sadiq
Pixl Worksheets on the following topics:
Inverse and Composite Functions
Fractions
Inequalities
Venn Diagrams
Worksheets and Homework due in by 3:15 p.m. Wednesday
6/5//20
L4: Feedback and Assessment
Feedback and Assessment
Celebrating success lesson
Feedback and common misconceptions.
L5: Assessment
Feedback and Assessment
Exam Paper Practise
Students to self-assess work
GCSE Markscheme and worked solutions on Google classroom
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 13/5/20– feedback in Lesson 4
Lesson 5 – Assessment to be completed on Hegarty Maths
Summer 1 2019-20
Year 10
EnglishWeek 3 Assessment Details (Date, Time, Structure, etc):
To take place in lesson 15 – Thursday 7th May 10:00. Students will complete and extended piece of writing. They will also complete a 20 mark knowledge quiz.
Week 3
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
Lessons 11& 12: Context
Why is Sheila an important character?
Recorded lesson uploaded on to Google
Classroom.
LST test based on prior learning of A Christmas Carol.
6 step vocab in understanding “superficiality”
Understanding the importance of Sheila as a character and what she represents.
Key words defined Memorising key dates ready to tested.
Lesson 13 & 14:
How does Priestley present the idea of
change?
Recorded lesson uploaded on to Google
Classroom.
LST test based on prior learning of A Christmas Carol and lesson 1 of AIC.
6 step vocab in understanding “remorse”
Understanding the class system, and what evens influenced Priestley as he wrote the play.
Key words defined Memorising key quotes ready to tested.
Lesson 15: Assessment
Recorded lesson uploaded on to Google Classroom scaffolding
assessment.
Assessment question and quiz on knowledge gained so far about An Inspector Calls Key words defined Memorising key quotes
ready to tested.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended writing task set on Monday
Deadline for submission on Thursday
Week 4
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lessons 16 and 17
Mrs Birling
Recorded lesson uploaded on to Google
Classroom.
LST test based on prior learning of AIC quotes.
6 step vocab in understanding “Supercilious”
Zooming in on a key quote and annotating the impact.
Key words defined Memorising key quotes ready to tested.
Lessons 18 and 19: How is Mrs Birling constructed as a
character?
Recorded lesson uploaded on to Google
Classroom.
LST test based on prior learning of AIC quotes and key words.
6 step vocab in understanding “Exploitation”
Zooming in on a key quote and annotating the impact.
Key words defined Memorising key quotes ready to tested.
Lesson 10: Eric Recorded lesson uploaded on to Google
LST test based on prior learning of AIC quotes and key words.
Key words defined Memorising key quotes
Classroom.
6 step vocab in understanding “impertinence”
Zooming in on a key quote and annotating the impact.
ready to tested.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended writing task set on Monday
Deadline for submission on Thursday
Summer 1 2019-20Year: 10 ScienceWeek Assessment Details (Date, Time, Structure, etc):
18th May 2020, 10:00 – 11:00am 25 Multiple choice assessment based on content revisited in previous
two weeks of Virtual Academy.
Week 3: Monday 4th – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L9: Feedback
PPT
Students to work through tasks
independently Mr Lee online to support
Whole class feedback will be given and students will be required to complete tasks set on the PPT specific to their own areas for development.
Links to support websites
Low demand activities
Additional exam practice will be sent
and shared on classroom.
L10: P3 Particle model
Zoom lesson: link sent in classroom.
Mr Lee will online to support
Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.
Students will recap features of particle model, describe what is meant by latent heat fusion and latent heat of vaporisation and complete calculations relevant to the Particle model.
Extra independent learning PPT will be added here to replace lesson 11.
Links to support websites
Low demand activities
Worked/model answers
MS available for self-assessment
Triple students will complete extra independent learning on Pressure.
L11/12 Assessment
Bank holiday:
The MC assessment will be set after our lesson on Tuesday and will be due Monday 11 th May 2020 12pm.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Due to Bank holiday, only submission of work will be the assessment as stated above. Due Monday 11 th May 2020 12pm.
Week4: Monday 11th – 15th May
Lesson Number & Title
Virtual Teaching Details Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
L13: Topic review feedback
PPT
Students to work through tasks
independently Mr Lee online to support
Whole class feedback will be given and students will be required to complete tasks set on the PPT specific to their own areas for development.
Links to support websites
Low demand activities
Additional exam practice will be sent
and shared on classroom.
L14: P2 Electricity – Series and parallel circuits
Zoom lesson: link sent in classroom.
Mr Lee will online to support
Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.
Students will recap circuit components, features of series and parallel circuits; calculate current, resistance and voltage for series and parallel circuit and use graphs to identify different types of resistors in a circuit.
Links to support websites
Low demand activities
Worked/model answers
MS available for self-assessment
Embedded throughout lesson activities and tasks
L15: P2 Electricity – Power
PPT
Students to work through tasks
T1 - Use the links below to access revision videos for this topic.
Power: https://www.youtube.com/watch?
Links to support websites
Low demand
Triple students will be given extra IL on
static electricity.
independently Mr Lee online to support
v=LOyJdI41aCU&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=19
DC and AC: https://www.youtube.com/watch?v=MEvO2rQFIWk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=20
Mains electricity: https://www.youtube.com/watch?v=fbu3o9wavHk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=21
National grid: https://www.youtube.com/watch?v=iNvGiTn64fQ&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=22
You will answer questions directly onto the google form document, which will be linked in the google classroom.
Extension exam questions will be linked on the PPT.
activities
https://www.youtube.com/
watch?v=5obbfXg_MH4&list=PL9IouNCPbCxXc
2NQoIZN7-3jIKN7vW-
Sq&index=23
L16: Topic review
PPT guide
Google forms link sent for LST
Spend 20 minutes reading over everything you have learned this week.
Use the revision PPT to support your revision. (Uploaded on Tuesday)
Complete the LST assessment on google forms and submit.
Link to alternative revision websites
on google classroom
Extra exam practice will be set on
Seneca for each tier/qualification.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
LST assessment for P2 as a google form will be set on Friday 15th May and is due to be submitted by Monday 18th May 2020 12pm.
Summer 1 2019-20Year 10
HistoryWeek 3 Assessment Details (Date, Time, Structure, etc):
Online assessment based on content revisited in first two weeks of Virtual Academy. Tuesday May 5th at 1.15.
Week 3: Monday 4th May – Friday 8th May
Lesson Number &
Virtual Teaching Tasks/Activities to Complete (including Scaffolding & Inclusion Extended
Title Details key resources) (additional support/guidance)
Learning/Challenge Tasks
Lesson 1: Online assessment
Online assessment
posted on google classroom
- Students to complete online assessment.
- Miss Szymanska available to answer questions.
- Assessment to be marked by KSZ.
- Study quizlet sets https://quizlet.com/class/14197448/
- Test corrections.
Lesson 2: The recovery of the Republic, 1924-29
Online lesson posted at 9am
Wednesday, May 6th
- Students to watch online lesson live or recorded.
- Students to answer knowledge based questions
- Miss Szymanska available to answer questions.
- All questions taken from knowledge booklet and powerpoint– students can use this for support.
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Lesson 3: Exam practice
Online lesson Posted
Friday 11.15-12pm
- Students to watch online lesson.- Students to answer practice exam
questions based on lesson.
- Miss Szymanska available to answer questions.
- Sentence starters in exam questions
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Knowledge questions (lesson 1 and 2) and exam questions (lesson 3) to be completed online or by hand and emailed by Friday 8th of May. Marked and feedback given individually. General feedback given in lesson 3 of week 4.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: Changes in society, 1924-29
Online lesson via zoom (access from google classroom)
Tuesday 1.15-2pm
- Students to watch online lesson recorded.
- Students to complete low stakes test and questions based on the lesson. Assignment posted in ‘classwork’ section of google classroom.
- Miss Szymanska available to answer questiMiss Szymanska available to answer questions.
- All questions taken from knowledge booklet and powerpoint– students can use this for support.
- Miss Szymanska to
- Study quizlet sets https://quizlet.com/class/14197448/
- Study quizlet sets https://quizlet.com/class/14197448/
mark questions
Lesson 2: Early development of the Nazi Party, 1920-22
Online lesson via zoom (access from google classroom)
Wednesday 9-11am
- Students to watch online lesson.- Students to complete low stakes test
and questions based on the lesson. Assignment posted in ‘classwork’ section of google classroom.
- Miss Szymanska available to answer questions.
- All questions taken from knowledge booklet and powerpoint– students can use this for support.
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Lesson 3: Exam practice
Online lesson via zoom (access from google classroom)
Friday 11.15-12pm
- Students to watch online lesson.- Students to answer practice exam
questions based on lesson.
- Miss Szymanska available to answer questions.
- Sentence starters in exam questions
- Miss Szymanska to mark questions
- Study quizlet sets https://quizlet.com/class/14197448/
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
All work emailed to Miss Szymanska – [email protected] – by Friday 15th of May.
If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.
Summer 1 2019-20
Year 10 Geography
Week 3 Assessment Details (Date, Time, Structure, etc):
Ten-point multiple choice quiz with 5-7 options in each question to be done on Quizlet during double lesson. Monday 18th May 1.15pm.
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key
resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1,2 & 3: What are the characteristics
Pre-recorded video explaining
1) Complete virtual assessment.
2) Read pages 1&2 of the
NFE available for questions.
Complete CHALLENGE sheet.
of the world's biomes?
instructions to be posted on google classroom.
notes that I have uploaded onto google classroom.
3) Make flashcards for the following biomes:
● Tropical rainforest● Temperate forest● Boreal (Taiga) forest● Tropical grassland● Temperate
grassland● Desert● Tundra
Flash cards MUST include information on:
● Which continent(s) can they be found on?
● What the climate is like (temperature, sunshine and amount of rainfall)
● High or low pressure?
● Is there much vegetation?
Lesson 1,2 & 3: What are the characteristics of the world's biomes?
Pre-recorded video explaining instructions to be posted on google classroom.
HOME LEARNING: Describe the distribution of the tropical rainforest biome. (3 marks)
Compare the characteristics of tropical rainforest and desert biomes. (4 marks)
NFE available for questions.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 08/05/2020 12.15pm.
Your exam practice questions will be marked and returned by the next lesson.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key
resources)
Scaffolding & Inclusion
(additional
Extended Learning
support/guidance)
Lesson 1: People and the biosphere exam practice.
Pre-recorded video explaining instructions to be posted on google classroom.
1)Read pages 3-5 of the notes that I have uploaded onto google classroom (the same document you used last week)
Answer the following exam practice questions:
Explain how the biosphere provides resources for people. (2 marks)
Sentence starters:
The biosphere provides….
More specifically,...
Explain the importance of the biosphere on a global scale. (4 marks)
The biosphere is important on a global scale because it helps to….
More specifically,...
The biosphere also ….
More specifically...
Explain how increasing resource demand can lead to exploitation of the biosphere. (4 marks)
Explain the difference betweenMalthus’ and
Boserup’s theories. (4 marks)
NFE available via email to answer student questions.
Whose theory do you think is more credible- Malthus or Boserup? Explain your answer.
Lesson 2 and 3: People and the biosphere exam practice.
Pre-recorded video explaining instructions to be posted on google
HOME LEARNING:
Answer the following exam practice questions:
Population increase is the
NFE available via email to answer student questions.
8 marker sentence starters:
classroom. main reason why demand for resources has increased. Evaluate this statement. (8 marks)
8 marker sentence starters:
On the one hand population increase has led to increased demand for resources. This is because …
On the other hand, other factors such as industrialisation, rising affluence and urbanisation have also led to increased demand in resources.
This is because…
To conclude...
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 15/05/2020 12.15pm.
Your 8 marker will be marked and returned by the next lesson.
Summer 1 2019-20
Year 9+10 Religious EducationWeek 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1: The Five Pillars – The Shahadah
Recorded Lesson – link available on Google Classroom
- Students to complete assessment (see Google Classroom).
- Students to watch Mr Smith’s lesson called ‘Five Pillars – The Shahadah’ (the video can be found on Google Classroom).
- Mr Smith available to answer questions.
Make flashcards from your RE Knowledge booklet of all the keywords in the ‘Islam 3 – Living the Muslim Life’ unit.
Lesson 2: The Five Pillars – The Shahadah
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs
Lesson 3: The Five Pillars – The Shahadah
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 8th May 12.15pm.
If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: The Five Pillars – Salah (Prayer)
Recorded Lesson – link available on Google Classroom
- Students to watch Mr Smith’s lesson called ‘Five Pillars – Salah’ (the video can be found on Google Classroom).
- Mr Smith available to answer questions.
Make flashcards from your RE Knowledge booklet of all the keywords in the ‘Islam 3 – Living the Muslim Life’ unit.
Lesson 2: The Five Pillars – Salah (Prayer)
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs
Lesson 3: The Five Pillars – Salah (Prayer)
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 15th May 12.15pm.
If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.
Summer 1 2019-20Year 9 & 10
CitizenshipWeek 3 Assessment Details (Date, Time, Structure, etc.):
Students will answer/circle 12 multiple choice questions on the importance of laws in the UK. 06/05 10am
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
Lesson 3: Assessment Lesson
Assessment will be uploaded on the
Google Classroom for students to access.
Assessment will be uploaded on the Google Classroom for students to access.
Students must complete this in 20 minutes.
Use of multiple choice answers.
Simple and structured questions and answers.
Explain in one paragraph:
What why are laws important in restoring order and control over
citizens in the UK.
Details on work to be submitted (deadline, method of submission, date of feedback, etc.):
Lesson 3: Uploaded on 06/05/20
Student work deadline 08/05/20
Students must email Mr Monaf ([email protected]) after assessment completion.
Feedback will be given individually on week 5
Week 4: Monday 11h May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 4: What is Law?
Lesson uploaded on the Google Classroom for students to access.
Students complete Low Stakes Test in their books: write correct answers.
Read information from lesson slides and answer questions (comprehension)
Students answer 6 marker at end.
Students self-assess their 6 marker response.
Use of bold points and colours.
Sentence starters for the 12 mark question at
end.
Give two reasons why people commit crime
in the UK.
How do laws reduce the crime rate?
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 4: Uploaded on 13/05/20
Student work deadline 15/05/20
Students must email Mr Monaf ([email protected]) after assessment completion.
Summer 1 2019-20
Year 9+10 SociologyWeek 3: Monday 4th May – Friday 8th May
Lesson Number &
Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 1: What is the function of education?
Recorded Lesson – link available on Google Classroom
- Students to complete assessment (see Google Classroom).
- Students to watch Mr Smith’s lesson called ‘What is the function of education?’ (video is on Google Classroom)
- Mr Smith available to answer questions.
Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.
Lesson 2: What is the function of education?
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet based on the video (questions are on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV
Lesson 3: What is the function of
Students to complete tasks –
KSM online to
- Students to complete the worksheet based on the video (questions are on Google Classroom).
- Sentence starters in exam questions
education? assist
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 8th May 12.15pm.
If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1: The function of education according to Durkheim and Parsons
Recorded Lesson – link available on Google Classroom
- Students to watch Mr Smith’s lesson called ‘Durkheim and Parsons’ (the video can be found on Google Classroom).
- Mr Smith available to answer questions.
Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.
Lesson 2: The function of education according to Durkheim and Parsons
Students to complete tasks –
KSM online to assist
- Students to complete the worksheet using the information from the video (questions can be found on Google Classroom).
- All questions taken from Mr Smith’s lesson video – students can use this for support.
Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV
Lesson 3: The function of education according to Durkheim and Parsons
Students to complete tasks –
KSM online to assist
- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).
- Sentence starters in exam questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 15th May 12.15pm.
If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.
Summer 1 2019-20
Week 3 Assessment Details (Date, Time, Structure, etc):
By Thursday 7th May:
Translation and Reading Assessment based on Past and Future tense plus reading activities from the topics covered this year. Period 5 Tuesday 5th May
Multiple choice answer using google form as a quiz to get instant feedback.
Spanish
Week 3: Monday 4th May – Thursday 7th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Lesson 7:
Past tense in 3 steps
(Follow up lesson from Lesson about Handle verbs Past)
1.Video Past tense in 3 steps
with modelling
2.Google slide
3. Google document ( Master the past tense)
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will be able to use 3 steps to write and talk about the past
1- Video on the Past tense in 3 steps with modelling examples
2-Google classroom follow up document to master the past tense in 3 steps
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
3. Reading activities about the past tense
Lesson 8:
Handle verb Present tense
+ 3 steps
1.Video handle verbs Present tense + 3 steps
2.Google slide
3. Google document ( Master the present tense
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will be able to use 3 steps to write and talk about the past
1- Video on the Present tense handle verbs plus 3 steps to build up the sentences accurately with modelling examples
2-Google classroom follow up document to master the present tense in 3 steps
3. Reading activities about the present tense
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
Lesson 9:
Assessment Week 3
Future, past and present
Google form assessment
Questions about Past, present and future tense
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Assessment with reading and translation question on the future, past and present tense covering the topic of Holidays, School and Free time
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Google document based on the videos ( TURN IN method, deadline before the end of the lesson)
Assessment Week 3 Google form . Submit . Feedback straightaway with incorrect answers if any
Home learning Deadline. Before next lesson ( Tuesday 12th May)
Week 4: Monday 11th May – Thursday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 10:
Giving reasons like a boss
Justifying your activities with “because
1.Video How to give reasons using “ because”
2.Google slide
3. Google document ( Master giving reasons using “because” in Spanish)
4. Google form assessment on Present tense and Reasons
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
1- Video on the giving reasons using different ways to say “because” plus 3 options to justify actions to build up vocabulary
2-Google classroom follow up document to master the giving reasons and justify actions
3. Google form test about reasons and present tense . Multiple choice answers
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese
Lesson 11: Developing your answers
with “ Toppins”
1.Video How to develop answers
2.Google slide
3. Google document ( Master developing answers)
4. Google form assessment on developing answers
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
1- Video on the developing answers to build up sentences
2-Google classroom follow up document to master developing answers
3. Google form about key vocabulary to develop answers. Multiple choice answers
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese speaker/ Higher students
Lesson 12:
WRITING REVISION SESSION
GIVING OPINIONS AND using 3 tenses
WRITING TASK to show progress using
3 tenses, giving reasons,justifying them and developing answers
Lessons will be added to the Google Classroom here:
https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda
Students will need to complete a GCSE writing task ( it can be down in exercise books)
to cover
-3 tenses
-expressing opinions
-.justifying opinions
-developing answers
Short clip explaining the instructions of the lesson
Video with subtitles of key words
Online translation websites available
Extended learning tasks for native speakers/ Portuguese speakers/
Higher tier students
Google classroom for Native Sp/ Portuguese
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Google document based on the videos ( TURN IN method, deadline before the end of the lesson)
Google form about the Present and Giving reasons . Instant feedback
Home learning Deadline. Before next lesson ( Tuesday 19th May)
Summer 1 2019-20 Year 10 MediaYear
Media StudiesWeek 3 Assessment Details (Date, Time, Structure, etc):
By Thursday 7th May: Write 3 paragraphs explaining why intertextual references might be important for a film that appears to target children?
Week 3: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge
Tasks
Lesson 7:
Assessment
All resources in Google Classroom.
Students to complete all tasks – AKA online to assist
Write 3 paragraphs explaining why intertextual references might be important for a film that appears to target children? AKA online
Lesson 8:
Gender & Ethnicity in The Lego Movie Advertising Campaign
Loom lesson. All resources in Google Classroom.
Students to complete all tasks – AKA online to assist
Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word.They must write a sentence of their own using the key word.
Task 1: Students must complete some primary research. Students examine the cast list for The Lego Movie:
How many men are there? How many women are there?
Put a tally next to each character when you see them speak in the trailer.
How many times do men speak? How many times do women speak?
Sentence starters
Key questions
AKA online
Write two paragraphs analysing the representations in the trailer for the Lego Movie.
Task 2: Students watch The Lego Movie trailer again: https://www.youtube.com/watch?v=fZ_JOBCLF-I
Students write down everything that Wyldestyle says in the trailer.
Then, consider: Is Wyldestyle a stereotype or an anti-stereotype?
Plenary Task: Progress Quiz
Lesson 9: Offline learning
Students to complete all tasks – AKA online to assist
Explore the representation of gender or race in a film trailer of your choice.
Success Criteria
AKA online
Write two paragraphs analysing the representations in a film trailer of your choice.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended Learning Tasks to be submitted on 11th May
Google Document to be created and shared with Mr A Kanu.
Week 4: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 10:
Differences in Advertising
Loom lesson. All resources in Google Classroom.
Students to complete all tasks – AKA online to assist
Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word. They must write a sentence of their own using the key word.
Task 1: Students must examine The Lego Movie poster. Then consider: How is Emmet Brickowski portrayed as the hero in this poster?
Task 2: Students must consider which is the most effective promotional vehicle: Posters or Trailers
Task 3: Writing activity. Students must explain why the promotors used both the poster and trailer methods and why they were effective.
Plenary Task: Progress Quiz
Sentence starters
Key questions
Word banks
AKA online
Research the history of movie posters.Create a Google slides presentation of your findings.Include images of famous film posters and explain why they are effective.
Include film posters that you like. Explain why you like them.
Lesson 11:
The Lego Movie: Ownership and Control
Loom lesson. All resources in Google Classroom.
Students to complete all tasks – AKA online to assist
Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word.They must write a sentence of their own using the key word.
Task1: Students must consider the film ratings of:
The Lego Movie Suicide Squad The Avengers: Infinity WAR Frozen Wolf of Wall Street
Task 2: Students must look at the BBFC definition.
Then, consider: Why is The Lego Movie a U (Universal)?
Students must then identify at least two media platforms that TIME WARNER are involved in.
Task 3: Students must explore what the term Conglomerate means?
They then answer the question: How is Time Warner a conglomerate?
Plenary Task: Progress Quiz
Sentence starters
Key questions
AKA online
Warner Brothers research:
What date was Warner Brothers founded?
What kind of company is Warner Brothers?
Where is the Warner Brothers headquarters?
How many hours of programming do they own?
How was The Lego Movie produced?
Who directed The Lego Movie?
What was the budget for The Lego Movie?
Find an example of how The Lego Movie was marketed
List 5 examples of Warner Brother films The Lego Movie
Create a Google slides presentation of your findings. Include information for each of the questions set.
Lesson 12:
offline learning
Students to complete all tasks – AKA online to assist
Analyse two reasons why the promotors of The Lego Movie used both posters and trailers in their advertising campaign.
Success Criteria
AKA online
Write two paragraphs explaining why the promotors of The Lego Movie used both posters and trailers in their advertising campaign.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Extended Learning Tasks to be submitted on 18th May.
Google Document to be created and shared with Mr A Kanu.
Summer 1 2019-20Year 7, 8, 9, 10
Physical EducationWeek 3 Assessment Details (Date, Time, Structure, etc):
Students will complete a Low Stakes Test Quiz on the muscles that different exercises work. These are the exercises they will be working on on a daily basis
Week 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challenge Tasks
Monday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Heel Flicks - 30s x 3 sets2. Mountain Climbers - 15s x 3
sets3. Plank - 15s x 3 sets4. Tricep extension - 10 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Intermediate:
1. Heel Flicks - 45s x 3 sets2. Mountain Climbers - 30s x 3
sets3. Plank - 30s x 3 sets4. Tricep extension - 15 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Advanced:
1. Heel Flicks - 60s x 3 sets2. Mountain Climbers - 45s x 3
sets3. Plank - 45s x sets4. Tricep extension x 20 reps x 3
sets5. Squat Jumps 5 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Tuesday 12.15 - 12.45
Practical Workout 2 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. jogging on the spot - 15s x 3 sets
2. Side plank 10s x 3 sets3. Bicycle kicks - 10s x sets4. Plank to pushup 5 reps x 3 sets5. Squat Jumps 5 reps x 3 sets
Intermediate
1. jogging on the spot - 30s x 3 sets
2. Side plank 20s x 3 sets3. Bicycle kicks - 20s x sets4. Plank to pushup 10 reps x 3 sets5. Squat Jumps 10 reps x 3 sets
Advanced:
1. jogging on the spot - 60s x 3 sets
2. Side plank 30s x 3 sets3. Bicycle kicks - 30s x sets4. Plank to pushup 15 reps x 3 sets5. Squat Jumps 15 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Wednesday 12.15 - 12.45
Practical Workout 3 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. High knees - 15s x 3 sets2. Burpees 5 reps x 3 sets3. Side plank - 10s x 3 sets4. Bicep curl - 10 reps x 3 sets5. Sit ups - 10 reps x 3 sets
Intermediate
1. High knees - 30s x 3 sets2. Burpees 10 reps x 3 sets3. Side plank - 20s x 3 sets4. Bicep curl - 15 reps x 3 sets5. Sit ups - 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Advanced:
1. High knees - 45s x 3 sets2. Burpees 15 reps x 3 sets3. Side plank - 30s x 3 sets4. Bicep curl - 20 reps x 3 sets5. Sit ups - 20 reps x 3 sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
Thursday 12.15 - 12.45
Practical Workout 4 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Star jumps - 10 reps x 3 set2. Shoulder taps - 5 reps x 3 set3. scissor jumps - 5 reps x 3 sets4. Tricep dips - 5 reps x 3 sets5. Incline press up - 5 reps x 3 sets
Intermediate
1. Star jumps - 20 reps x 3 set2. Shoulder taps - 10 reps x 3 set3. scissor jumps - 10 reps x 3 sets4. Tricep dips - 10 reps x 3 sets5. Incline press up - 10 reps x 3
sets
Advanced:
1. Star jumps - 30 reps x 3 set2. Shoulder taps - 15 reps x 3 set3. scissor jumps - 15 reps x 3 sets4. Tricep dips - 15 reps x 3 sets5. Incline press up -1 5 reps x 3
sets
Students must complete their exercise reflection sheet on Google classroom after each exercise session
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Friday 12.15 - 12.45
MAY BANK HOLIDAY MAY BANK HOLIDAY MAY BANK
HOLIDAY MAY BANK HOLIDAY
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students are expected to complete a reflection log of each day - which should be completed via google classroom● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson
Week 2: Monday 11th May - Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Monday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Jogging on the spot 15s x 3 sets2. Decline press up 5 reps x 3 sets3. Mountain climbers 10s x 3 sets4. Russain twists 5 reps x 3 sets5. Scissor jumps 5 reps x 3 sets
Intermediate:
1. Jogging on the spot 30s x 3 sets2. Decline press up 10 reps x 3
sets3. Mountain climbers 15s x 3 sets4. Russain twists 10 reps x 3 sets5. Scissor jumps 10 reps x 3 sets
Advanced:
1. Jogging on the spot 45s x 3 sets2. Decline press up 15 reps x 3
sets3. Mountain climbers 30s x 3 sets4. Russain twists 20 reps x 3 sets5. Scissor jumps 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Tuesday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Air Punches 15s x 3 sets2. Burpee 5 x 3 sets3. Incline press up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Sit ups 10 reps x 3 sets
Intermediate
1. Air Punches 30s x 3 sets2. Burpee 10 x 3 sets3. Incline press up 10 reps x 3 sets4. Wall sit 30s x 3 sets5. Sit ups 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Advanced
1. Air Punches 45s x 3 sets2. Burpee 15 x 3 sets3. Incline press up 15 reps x 3 sets4. Wall sit 45s x 3 sets5. Sit ups 20 reps x 3 sets
Wednesday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Jumping lunges 5 reps x 3 sets2. Shoulder taps 5 reps x 3 sets3. Tricep dips 5 reps x 3 sets4. Decline press ups 5 reps x 3
sets5. Scissor jumps 5 reps x 3 sets
Intermediate
1. Jumping lunges 10 reps x 3 sets2. Shoulder taps 10 reps x 3 sets3. Tricep dips 10 reps x 3 sets4. Decline press ups 10 reps x 3
sets5. Scissor jumps 10 reps x 3 sets
Advanced
1. Jumping lunges 15 reps x 3 sets2. Shoulder taps 15 reps x 3 sets3. Tricep dips 15 reps x 3 sets4. Decline press ups 15 reps x 3
sets5. Scissor jumps 15 reps x 3 sets
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
Thursday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:
Exercises and Repetitions:
Basic:
1. Star jumps 15s x 3 sets2. Bicep curl 10 reps x 3 sets3. Plank to push up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Shoulder taps 5 reps x 3 sets
Intermediate:
1. Star jumps 30s x 3 sets2. Bicep curl 15 reps x 3 sets3. Plank to push up 10 reps x 3
For each exercise, there is a
simplified version of the exercise
that can be completed - please watch each video to
see these
Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise
- please watch videos to see these
sets4. Wall sit 30s x 3 sets5. Shoulder taps 10 reps x 3 sets
Advanced
1. Star jumps 45s x 3 sets2. Bicep curl 20 reps x 3 sets3. Plank to push up 15 reps x 3
sets4. Wall sit 45s x 3 sets5. Shoulder taps 15 reps x 3 sets
Friday 12.15 - 12.45
Practical Workout 1 available on
Google Classroom with how to videos
Students complete exercise
reflection log using Google
Forms
Students should complete one of the below challenges:
1. BASIC - How many sit up’s can you complete in 1 minute?
2. INTERMEDIATE - How many Press up’s can you complete in 1 minute?
3. ADVANCED - How many Squat jumps can you complete in 1 minute
Students should use the videos on google classroom
to ensure techniques are
maintained.
For each exercise, there is a simplified version of the exercise that can be
completed - please watch each video to see these
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students are expected to complete a reflection log of each day - which should be completed via google forms● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson
Summer 1 2019-20
Year 10
BTEC Enterprise
Week 3 Assessment Details (Date, Time, Structure, etc):
Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm
Week 3: Monday 4th May – Friday 11th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1:Assessment
Complete quiz assigned on Google Classroom.
Teacher online for Q&A
1. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 2:Assessment Independent work
Teacher online for Q&A
2. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Updateded recorded notes will also be added to Google classroom to support.
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Lesson 3:Assessment ndependent work
Teacher online for Q&A
3. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.
Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework
Sentence starters
Modelling
Challenge questions
Guided key terms slides
Interview Questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 8th May at 6:00pm
Week 4: Monday 11th May – Friday 14th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1:
Meeting Customer needs - what is Market Research
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content:
Factors influencing business location:
Proximity to: market, labour, materials and competitors, nature of the business activity.
Sentence starters
Modelling
Challenge questions
Complete Market Research
investigation for Bella Lash Brow
and Panda LondonClassroo
m. Submit via email to Ms
Wright.
Lesson 2:
Meeting Customer needs through Primary Researcg
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Lesson 3:
Meeting Customer needs through Secondary Research
Students will watch the prerecorded lesson and complete Independent Task
1. Watch the lesson recording2. Students work through worksheet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment
Sentence starters
Modelling
Challenge questions
Complete Market Research
investigation for Bella Lash Brow
and Panda London
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 15th May at 15:00pm
Summer 1 2019-20
Year 10
GCSE Business
Week 3 Assessment Details (Date, Time, Structure, etc):
Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm
Week 3: Monday 4th May – Friday 11th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Lesson 1:Assessment
Complete quiz assigned on Google Classroom
1. Complete the assessment assigned on Google Classroom
Sentence starters
Modelling
Challenge questions
Complete extra learning task of
reading an article chosen by Ms Wright
and answering questions.
Available on the Google
Classroom. Submit via email to Ms
Wright.
Lesson 2:1.4.1 The options for start-up and small businesses-Unlimited and limited liability
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content:
The concept of limited liability:
Limited and unlimited liability
The implications for the business owner(s) of limited and unlimited liability
The types of business ownership for start-ups:
Sole trader, partnership, private limited company
The advantages and disadvantages of each type of business ownership
Sentence starters
Modelling
Challenge questions
Lesson 3:
1.4.1 The options for start-up and small businesses-Franchises
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content:
The option of starting up and running a franchise operation:
The advantages and disadvantages of franchising.
Sentence starters
Modelling
Challenge questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 11th May at 15:00pm
Week 4: Monday 11th May – Friday 14th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1:
1.4.2 Business location-Influencing factors
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content:
Factors influencing business location:
Proximity to: market, labour, materials and
Sentence starters
Modelling
Challenge questions
Complete extra learning task of
reading an article chosen by Ms Wright
and answering questions.
Available on the Google
Classroom.
competitors, nature of the business activity.Submit via email to Ms
Wright.
Lesson 2:
1.4.2 Business location-Impact of the internet
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content:
The impact of the Internet on location decisions: e-commerce and/or fixed premises.
Sentence starters
Modelling
Challenge questions
Lesson 3:
1.4.2 Business location
Students will watch the prerecorded lesson and complete the booklet assigned.
1. Watch the lesson recording2. Students work through a booklet
resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions
Content: Exam questions based on Business location.
Sentence starters
Modelling
Challenge questions
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Work assigned on Google Classroom to be submitted by Friday 14th May at 15:00pm
Summer 1 2019-20Year 10
ArtWeek 3 Assessment Details (Date, Time, Structure, etc):
Completed at the start of lesson 3 - Students will complete a Quiz on Google Forms based on the Week 1&2 lesson content
Week 3
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1
Observational Drawing - Personal
Objects in Tone
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students will create 4 observational drawings of Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories
using:
● Pencil● Biro Pen
Students drawings must include the following:
● An accurate outline● Use of shadings tones to show shape
To support students drawings, students can use the following link:
Drawings of personal objects
https://www.google.com/search?q=drawings+of+personal+objects&tbm=isch&ved=2ahUKEwjX4tzTt4H
Students should evaluate their
drawing identifying
strengths and areas for
development in their work
and form● Mark Making such as dots to show
detail.
pAhVD04UKHeppATcQ2-cCegQIABAA&oq=drawings+of+personal+objects&gs_lcp=CgNpbWcQAzICCABQ16oCWLSvAmCMswJoAHAAeACAAXmIAb0EkgEDNi4xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=WQ2jXpfSL8OmlwTq04W4Aw&bih=657&biw=1366
Lesson 2
Observational Drawing - Personal
Objects in Tone
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students will continue to create 6 observational drawings of different Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories
using:
● Pencil● Biro Pen
Students drawings must include the following:
● An accurate outline● Use of shadings tones to show shape
and form● Mark Making such as dots to show
detail.
To support students drawings, students can use the following link:
Drawings of personal objects
https://www.google.com/search?q=drawings+of+personal+objects&tbm=isch&ved=2ahUKEwjX4tzTt4HpAhVD04UKHeppATcQ2-cCegQIABAA&oq=drawings+of+personal+objects&gs_lcp=CgNpbWcQAzICCABQ16oCWLSvAmCMswJoAHAAeACAAXmIAb0EkgEDNi4xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=WQ2jXpfSL8OmlwTq04W4Aw&bih=657&biw=1366
Students should evaluate their
drawing identifying
strengths and areas for
development in their work
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Assessment completed at start of the lesson on Google Forms
Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Feedback will be given via email or Google classroom
DUE - Friday 8th May.
Miss Francis: [email protected]
Miss Backler: [email protected]
Week 4
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1 Students will create 4 observational drawings of Personal Objects (eg. Phone, Keys, Bag,
To support students drawings, students can
Students should evaluate their
Observational Drawing - Personal Objects in Colour
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Shoes, Glasses, Accessories
using:
● Coloured pencils
Students drawings must include the following:
● An accurate outline● Use of shadings tones to show shape
and form● Mark Making such as dots to show
detail.
use the following link:
Colouring pencil drawings of objects
https://www.google.com/search?q=colouring+pencil+drawings+of++objects&tbm=isch&ved=2ahUKEwjv3960tYHpAhWK1uAKHQItA3sQ2-cCegQIABAA&oq=colouring+pencil+drawings+of++objects&gs_lcp=CgNpbWcQA1DuYFjuYGDLYmgAcAB4AIABX4gBX5IBATGYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=_wqjXq_kOIqtgweC2ozYBw&bih=657&biw=1366
drawing identifying
strengths and areas for
development in their work
Lesson 2
Observational Drawing - Personal Objects in colour
Zoom Lesson – link available on Google
Classrooms
Students to complete tasks – KFR/MBA to check at the end of
lesson.
Students will continue to create 6 observational drawings of Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories
using:
● Colouring pencils
Students drawings must include the following:
● An accurate outline● Use of shadings tones to show shape
and form● Mark Making such as dots to show
detail.
To support students drawings, students can use the following link:
Colouring pencil drawings of objects
https://www.google.com/search?q=colouring+pencil+drawings+of++objects&tbm=isch&ved=2ahUKEwjv3960tYHpAhWK1uAKHQItA3sQ2-cCegQIABAA&oq=colouring+pencil+drawings+of++objects&gs_lcp=CgNpbWcQA1DuYFjuYGDLYmgAcAB4AIABX4gBX5IBATGYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=_wqjXq_kOIqtgweC2ozYBw&bih=657&biw=1366
Students should evaluate their
drawing identifying
strengths and areas for
development in their work
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Assessment completed at start of the lesson on Google Forms
Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Feedback will be given via email or Google
classroom
DUE - Friday15th May.
Miss Francis: [email protected]
Miss Backler: [email protected]
Summer 1 2019-20
Year 10 GCSE SportWeek 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Single Lesson
Analysing and Evaluating
Performance (Written
Coursework)
Strength 1
Pre recorded lesson - 15 Minutes.
Independent work based on zoom lesson -
45 minutes.
RPE to stay online answering any
questions students may have regarding the set
work.
TASK 1
Students will complete an assessment on www.theeverlearner.com based on week 1 and week 2 content
Learning outcomes
Students are required to analyse and evaluate a key strength in personal performance in one named sport activity from the practical specification.
Tasks - Strength 1
Sentences starters
Scenario scaffolding
Model examples
Recorded lesson
Everlearner
High ability:
Level detail to be high.
incorporation of subject / sport
Students to complete first strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.
Students need to identify:
● A component of fitness.● How the COF applies to their sport /
position.● How they use the COF to positively
impact their performance during a game giving practical examples / personal anecdotes.
Everything must link back to personal performance within the students chosen sport.
(COF = component of fitness)
specific language and terminology
Double
Analysing and Evaluating
Performance (Written
Coursework)
Strength 1
Pre recorded lesson - 15 Minutes - This
recording will be based on misconceptions from
the first lesson.
Independent work based on zoom lesson - Each anecdote should
take 25 minute to complete
RPE to stay online answering any
questions students may have regarding the set
work.
Learning outcomes
Students are required to analyse and evaluate a key strength in personal performance in one activity from the specification.
Tasks - Strength 1
Students need to identify:
● Students must give three clear detailed examples of how the chosen COF positively impacts performance.
● Students must incorporate key sport specific vocabulary.
Sentences starters
Scenario scaffolding
Model examples
Recorded lesson
Everlearner
High ability:
Level detail to be high.
incorporation of subject / sport specific language and terminology
Students to complete first strength researching and incorporating5 sport specific terms e.g. reverse sweep within cricket.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students work set on Google classroom and submitted electronically into their Google classroom to Mr Pepperrell.● WORK DUE - Friday 8th May by 5pm● If any technical issues using Google classroom, please email [email protected]● Work to be marked and given back to students to address comments
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Single Lesson
Analysing and Evaluating
Performance (Written
Pre recorded lesson - 15 Minutes.
Independent work based on zoom lesson - 45 minutes.
Learning outcomes
Students are required to analyse and evaluate a key strength in personal performance in one activity from the specification.
Sentences starters
Scenario scaffolding
Model examples
Recorded lesson
Everlearner
Students to complete second strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.
Coursework)
Strength 2
RPE to stay online answering any questions students may have regarding the set work.
Tasks - Strength 2
Students need to identify:
● A skill linked to their sport.● How the skill applies to their sport /
position.● How they use the skill positively
impacts their performance during a game giving practical examples / personal anecdotes.
Everything must link back to personal performance within the students chosen sport.
High ability:
Level detail to be high.
incorporation of subject / sport specific language and terminology
Double Lesson
Analysing and Evaluating
Performance (Written
Coursework)
Strength 2
Pre recorded lesson - 15 Minutes - This recording will be based on misconceptions from the first lesson.
Independent work - Each anecdote should take students 25 minutes to complete
RPE to stay online answering any questions students may have regarding the set work.
Learning outcomes
Students are required to analyse and evaluate a key strength in personal performance in one activity from the specification.
Tasks - Strength 2
Students need to identify:
● Students must give three clear detailed examples of how the chosen skill positively impacts performance.
● Students must incorporate key sport specific vocabulary.
Sentences starters
Scenario scaffolding
Model examples
Recorded lesson
Everlearner
High ability:
Level detail to be high.
incorporation of subject / sport specific language and terminology
Students to complete second strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
● Students work set on Google classroom and submitted electronically into their Google classroom to Mr Pepperrell.● WORK DUE - Friday 15th May by 5pm● If any technical issues using Google classroom, please email [email protected]● Feedback will be given before next week’s lesson
Summer 1 2019-20Year 10
BTEC SportAssessment
Students complete their assessment task at the start of lesson 3 which is based on week 1 and week 2 content. Completed on Google Forms
Week 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Challe
nge Tasks
Lesson 1
Unit 2 Practical Sport - Assignment 1
Rules and regulations in Football and Table tennis
Pre-recorded lesson on Google Hangouts
Students complete work using Google Docs via Google Classroom
1. Students complete assessment on Google Forms of week 1 and 2 knowledge delivered (10mins)
Learning Outcomes
Students are expected to complete a detailed description of the following rules and regulations in 2 different sports.
Tasks
Description and Example of this rule in Football:
● Offside - When a player is in an offside position affecting the game?
Model examples on student slides
Sentence starters available on student slides.
Visual images to
Relate your answers to specific sporting examples which have happened in professional sport from Football and Table Tennis
● Foul - What is the consequence for committing a foul?.
● Throw on - How is a throw on completed?
prompt ideas and extended writing.
Lesson 2
Unit 2 Practical Sport - Assignment 1
Rules and regulations in Football and Table tennis
Pre-recorded lesson on Google Hangouts
Students complete work using Google Docs via Google Classroom
Learning Outcomes
Students are expected to complete a detailed description of the following rules and regulations in 2 different sports.
Description and Example of this regulation in Football:
● Size of pitch - What are the dimensions of an 11 aside?
● No of players - How many are included within the match day squad?
● Time - How long does a game last for?
Description and Example of this rule in Table Tennis:
● Serve - What are the key rules for serving in table tennis?
● Let - When does the rule let apply?● Doubles playing order - What are the
key rules when playing doubles
Description and Example of this regulation in Table Tennis:
● Size of table - What are the dimensions of the table?
● Equipment - What key pieces of equipment needed for a table tennis match?
● Kit - What is the correct attire for table tennis players?
Model examples on student slides
Sentence starters available on student slides.
Visual images to prompt ideas and extended writing.
Relate your answers to specific sporting examples which have happened in professional sport from Football and Table Tennis
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 ASSESSMENT to be completed at the beginning of the lesson using…
Task 3 to be submitted via Google Classroom or submitted to [email protected] or [email protected]
Feedback will be given before next week’s lesson
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1
Unit 2 Practical Sport - Assignment 1
Application of the scoring systems
Pre-recorded lesson on Google Hangouts
Students complete work using Google Docs via Google Classroom
Learning Outcomes
To achieve M1 students must explain the application scoring systems for two selected sports..
Students must give numerous practical examples to support their explanation.
Tasks
Students must write a detailed explanation for the following scoring systems in football:
● Goals - How do players score goals? Can goals be disallowed?
● Away goals - When does the away goal rule effect games?
● League points - How many points do teams get for a win, loss and a draw.
● Goal difference - How does goal difference affect the league position of a team.
Model examples on student slides
Sentence starters available on student slides.
Visual images to prompt ideas and extended writing.
Relate your answers to specific sporting examples which have happened in professional sport from Football and Table Tennis
Lesson 2
Unit 2 Practical Sport - Assignment 1
Application of the scoring systems
Pre-recorded lesson on Google Hangouts
Students complete work using Google Docs via Google Classroom
Learning Outcomes
To achieve M1 students must explain the application scoring systems for two selected sports..
Students must give numerous practical examples to support their explanation.
Tasks
Students must write a detailed explanation for the following scoring systems in table tennis
● Points - How is a point gained during a game of table tennis?
● Games - How many points does a player need to gain before winning a game?
● Sets (best of 5): How many games need to be won before a player is awarded a set.
Model examples on student slides
Sentence starters available on student slides.
Visual images to prompt ideas and extended writing.
Relate your answers to specific sporting examples which have happened in professional sport from Football and Table Tennis
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Task 3 to be submitted via Google Classroom or submitted to [email protected] or [email protected]
Feedback will be given before next week’s lesson
Summer 1 2019-20
Year 10 DramaWeek 3
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Lesson 1
Answering a staging question
Proscenium Arch
(A street)
Pre-recorded lesson posted on Google
Classroom
Student independent work based on
pre=recorded lesson - minutes (available
on Google classroom)
TASK 1 - Students complete assessment task on Google forms based on week 1&2 content (5-10mins)
TASK 2 - Students watch pre-recorded Zoom lesson on Proscenium Arch staging
TASK 3 - Students to design a set for a scene on ‘A STREET’ to include the following:
1. Set introduction to staging question
2. Identifying the audience position3. What does the backdrop show
and why4. What props will be used and why5. What colour scheme will be used
and why6. Where the actors will be
positioned and why
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Sentence starters available within
lesson plan
Student exemplar answers shared
within lesson plan
To identify the benefits and limitations of Proscenium Arch as a staging type
Lesson 2 Pre-recorded lesson posted on Google
TASK 1 - Students watch pre-recorded Zoom lesson on Proscenium Arch staging
Teacher available during lesson on
To identify the benefits and
Answering a staging question
Proscenium Arch
(The woods and A field)
Classroom
Student independent work based on
pre=recorded lesson - minutes (available
on Google classroom)
TASK 2 - Students to design a set for a scene in ‘THE WOODS’ and in ‘A FIELD’ to include the following:
1. Set introduction to staging question
2. Identifying the audience position3. Identifying the
limitations/benefits of this type of staging
4. What does the backdrop show and why
5. What props will be used and why6. What colour scheme will be used
and why7. Where the actors will be
positioned and why
email/Zoom to give support whilst students are
completing the task
Sentence starters available within
lesson plan
Student exemplar answers shared
within lesson plan
limitations of Traverse as a staging type
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 Task 1 ASSESSMENT to be completed at the beginning of the lesson using Google Forms, placed into the Google classroom.
Task 2&3 to be submitted via Google Classroom or submitted to [email protected] DUE - Friday 8th May at 3pm
Feedback will be given before next week’s lesson
Week 4
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 1
Answering a staging question
Traverse Stage
(A street)
Pre-recorded lesson posted on Google
Classroom
Student independent work based on
pre=recorded lesson - minutes (available
on Google classroom)
TASK 1 - Students watch pre-recorded Zoom lesson on Traverse staging
TASK 2 - Students to design a set for a scene on ‘A STREET’ to include the following:
1. Set introduction to staging question
2. Identifying the audience position3. Identifying the
limitations/benefits of this type of staging
4. What does the backdrop show and why
5. What props will be used and why6. What colour scheme will be used
and why
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Sentence starters available within
lesson plan
Student exemplar answers shared
within lesson plan
To identify the benefits and limitations of In-the-round as a staging type
7. Where the actors will be positioned and why
Lesson 2
Answering a staging question
In the round Stage
(In the woods)
Pre-recorded lesson posted on Google
Classroom
Student independent work based on
pre=recorded lesson - minutes (available
on Google classroom)
TASK 1 - Students watch pre-recorded Zoom lesson on In the round staging
TASK 2 - Students to design a set for a scene on ‘in the woods’ to include the following:
1. Set introduction to staging question
2. Identifying the audience position3. Identifying the
limitations/benefits of this type of staging
4. What does the backdrop show and why
5. What props will be used and why6. What colour scheme will be used
and why7. Where the actors will be
positioned and why
Teacher available during lesson on
email/Zoom to give support whilst students are
completing the task
Sentence starters available within
lesson plan
Student exemplar answers shared
within lesson plan
To identify the benefits and limitations of thrust stage as a staging type
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Task 1&2 to be submitted via Google Classroom or submitted to [email protected] Due Friday 16th May by 3pm
Feedback will be given before next week’s lesson
Summer 1 2019-20
Year 10 MusicWeek 1: Monday 4th May – Friday 8th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning/Chall
enge Tasks
Lesson 5
Single Period:
Hirer and Transport companies (Unit 1)
Pre-recorded lesson shared on Google
Classroom
Task 1 - Students complete Assessment task based on week 1&2 content via Google Forms
-Students write in their exercise books: What is a Hirer Company and examples of Hirer Companies
- Students engage in a Festival Planning Task and list the companies, equipment and services that would be needed to make the event a successful one.
Teacher online during lesson to offer support via email/online chat
Students watch the BTEC Virtual Textbook lesson based on Service & Hire companies on Youtube. Link: https://www.youtube.com/watch?v=GmK_Wew9hLY
Lesson 6:
Double Period: Hirer and Transport companies (Unit 1)
Pre-recorded lesson shared on Google
Classroom
Do now activity: LST based on questions from assessment paper.
Students watch the video on the different types of hirer companies (sound and lighting equipment and rehearsal space). Link: https://www.youtube.com/watch?v=GmK_Wew9hLY
Task: Students focus on three common service/hire companies: The Stylist, The Sound engineer and Transport Companies and write notes in their exercise books about what they offer and why they are hired.
-Students review scenarios found in the Music Industry and state which companies/services should be hired.
Supportive scaffolded worksheets – Support sheet will have key words to prompt students.
Teacher online during lesson to offer support via email/online chat
Students research hire companies found in London: Music room London, RSH Audio Ltd and FX Rental Ltd. What services do they provide? Why would a promoter hire these companies?
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Lesson 3 ASSESSMENT to be completed at the beginning of the lesson using Google Forms
Task 3 to be submitted via Google Classroom or submitted to [email protected] - DUE Thursday 7th May 5pm
Feedback will be given before next week’s lesson
Week 2: Monday 11th May – Friday 15th May
Lesson Number & Title
Virtual Teaching Details
Tasks/Activities to Complete (including key resources)
Scaffolding & Inclusion
(additional support/guidance)
Extended Learning
Lesson 7
Single Period: Transport companies (Unit 1)
Pre-recorded lesson shared on Google
Classroom
-Students to review Hirer and Transport Companies and their function in the Music Industry.
-Students to engage in several scenarios and determine the best means of transport
Teacher online during lesson to offer support via email/online chat
Students watch a Youtube video on how to hire and book a DJ. Link: https://www.y
and why.
-Students to complete a Past Paper question that focuses on Hirer & Service Companies
outube.com/watch?v=WpeqxsSA4Vc
Lesson 8
Double Period: Transport companies (Unit 1)
Pre-recorded lesson shared on Google
Classroom
-Students will consolidate learning based on the Music Industry by making a list of offerings made by Production & Promotion companies, and by Service companies & Agencies
-Students to list the differences between:
1. A Promoter and a Music Agent2. The PRS and the PPL3. A Music Publisher and a Royalties
collection Agency4. Hirer and Transportation
Companies
Teacher online during lesson to offer support via email/online chat
Students begin brainstorming: What services and equipment will be needed when planning a school concert at City Heights Acaademy
Details on work to be submitted (deadline, method of submission, date of feedback, etc):
Task 3 to be submitted via Google Classroom or submitted to [email protected] - DUE on Thursday 14th May 5pm
Feedback will be given before next week’s lesson