cityheightsacademy.e-act.org.uk€¦ · Web viewLesson 1 and 2 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom

Summer 1 2019-20

Year: 9

MathsWeek 3 Assessment Details (Date, Time, Structure, etc):

7th May 2020, 2.15 – 3.15pm: Autumn Post-learning assessment (Mastery) Unit 1/2/3

Week 1: Monday 20th April – Friday 24th April

Lesson Number & Title

Virtual Teaching Details

Tasks/Activities to Complete (including key resources)

Scaffolding & Inclusion

(additional support/guidance)

Extended Learning/Challeng

e Tasks

L1: Co- ordinate geometry

Zoom lesson – link available on google

classroom

Maths Mastery PowerPoint and lesson delivered by teacher.

Maths Mastery homework and answer book for

support

Home work: Page 1 to 10

Challenge questions (Starred) included in

worksheets and PowerPoints


Students to complete tasks set - Mr Falaiye and Mr

Tomlinson online to support

Unit 1 Co-ordinate geometry Pre-learning test completed by all students and uploaded to Google classroom.

Worked examples




Unit 1 Co-ordinate geometry Pre-learning test completed by all students and uploaded to Google classroom.

Pre-learning test and Homework due

in by 3:15 p.m Wednesday 22/4/20

L4: Feedback Feedback and Assessment

Celebrating success lesson

Feedback and common misconceptions.

Students to self-assess work

Answers provided for Pre-learning test

L5: Assessment Feedback and Assessment All students to complete weekly

assessment on Hegarty Maths

Students must achieve a minimum

of 95% in Assessment.

Details on work to be submitted (deadline, method of submission, date of feedback, etc):

Pre learning test submitted by completing on Word document and uploaded on Google Classroom by Wednesday 22nd April 2020 feedback in Lesson 4 Thursday 23rd April 2020

Week 2: Monday 27th April – Friday 1st May






Extended Learning

L1: Linear graphs Zoom lesson – link available on google

Maths Mastery PowerPoint and lesson delivered by teacher.

Maths Mastery homework and

Challenge questions (Starred) included in

classroom

answer book for support

Home work: Page 11 to 32

worksheets and PowerPoints

L2: Linear Graphs



Unit 2 Linear graphs Pre-learning test completed by all students and uploaded to Google classroom.

Worked examples

L3: Linear Graphs



Unit 2 Linear graphs Pre-learning test completed by all students and uploaded to Google classroom.

Pre-learning test and Homework due in by 3:15 p.m Wednesday 29/4/20

L4: Feedback Feedback and Assessment

Celebrating success lesson

Feedback and common misconceptions.

Students to self-assess work

Answers provided for Pre-learning test

L5: Assessment Feedback and Assessment All students to complete weekly

assessment on Hegarty Maths

Students must achieve a minimum of 95% in Assessment.


Pre learning test submitted by completing on Word document and uploaded on Google Classroom by Wednesday 29th April 2020 12pm – feedback in Lesson 4 Thursday 30th April 2020

Summer 1 2019-20

Year 9 EnglishWeek 3 Assessment Details (Date, Time, Structure, etc):

To take place in lesson 12 – Thursday 7th May 10:00. Twenty question

multiple-choice assessment based on content revisited in first two weeks of Virtual Academy.

Monday double

Thursday double

Thursday single – reading for pleasure

Animal Farm


Lesson Number &

Title





Extended Learning/Challenge

Tasks

L1: George Orwell

Recorded lesson uploaded on to

Google Classroom.

- 6-Step vocabulary teaching of ‘imperialism’

- Students make notes (highlighted) on George Orwell

- Prediction question about text as hook

- Exit ticket to capture understanding of key learning.

- Pre-taught vocabulary

- Chunked information to reduce cognitive load

- Dual coding

- Extended thinking tasks

- Introduction of ambitious vocabulary

L2: Who is George Orwell?

Students complete quiz and extended writing task – AMC and CBR online to

assist

- Students complete comprehension quiz to consolidate what they have learnt about Orwell.

- Students complete an extended piece of writing titled: who is George Orwell? (TASK 1)

- Vocabulary support

- Sentence starters

- Writing frame

- Extended thinking: compare Orwell to previous authors studied

L3: Political Context of

Animal FarmRecorded lesson uploaded on to

Google Classroom.

- 6-Step vocabulary teaching of ‘communism’

- Students create a graph of the political spectrum through step by step instruction and visual aid.

- Students complete AFL check on theory of communism.




- Dual coding

- Extended thinking tasks


L4: What is the context of Animal

Farm?

Students complete activity and

extended writing task - AMC and

CBR online to assist

- Students complete 100-word summary of the political spectrum (TASK 2)

- Students complete activity linking Animal Farm book covers to communism and fascism.

- Key word bank- Sentence

starters

- Extension task: what is liberal socialism?

Reading for Pleasure

Students read & listen to audio tape

of To Kill a Mockingbird

- Students record new vocabulary in their glossary

- Students participate in discussion around the text

- Pre-taught key vocab

- PAR reading

- Prediction questions and creative tasks


Students to submit both task 1 & 2 to Google Docs or upload a picture via email by Friday 24th - feedback in lesson 5


Lesson Number &

Title




(additional

Extended Learning

support/guidance)

L5: Historical Context of

Animal Farm


Google Classroom.

- 6-Step vocabulary teaching of ‘allegory’

- Students make notes on the Russian Revolution through step by step instruction and visual aids.

- Students complete AFL checks throughout on history and political contradictions

- Clarity of phrase ‘in theory’ to be used when writing about political ideologies




- Dual coding

- Extended thinking tasks throughout


L6: How is Animal Farm an allegory

for the Russian

Revolution?

Students complete activity and

extended writing task - AMC and


- Students complete a cloze activity

- Students answer extended writing question: Instead of ‘A Fairy Tale’ why do you think Animal Farm could also be titled ‘A Cautionary Tale’? (TASK 3)

- Word bank- Writing frames- Dual coding

- Extended thinking: why is communism criticised in theory and not necessarily in practice?

L7: The Tyranny of Mr Jones


Google Classroom.

- 6-Step vocabulary teaching of ‘exploitation’

- Students create a mind-map: what makes up a society?

- Reading and narrating ¼ chapter

- How does Orwell present the animals as a society?

- Recap on vocab ‘tyrannical’- Reading and narrating ¼

chapter- Students complete guided

quote explosions on Farmer Jones




- Dual coding- Lesson follows

T&L cycles

- Extended thinking: why does Orwell use animals to represent a society?

L8

Students complete extended writing task - AMC and


- Extended writing: How does Orwell use Jones to represent tyrannical rule over the society of animals? 1x SQIZE paragraphs (TASK 4)

- Sentence starters

- Dual coding- Writing frame

(SQIZE)

- Evaluate the success of Jones as a tyrannical character

Reading for Pleasure

Students read & listen to audio tape

of To Kill a Mockingbird

- Students record new vocabulary in their glossary

- Students participate in discussion around the text

- Pre-taught key vocab

- PAR reading

- Prediction questions and creative tasks


Students to submit task 3 & 4 to Google Classroom or upload a picture via email by Friday 1st – feedback in lesson 9

Summer 1 2019-20Year: 9

ScienceWeek 3 Assessment Details (Date, Time, Structure, etc):

8th May 2020, 2.45 – 3.15pm: 25 Multiple choice assessment based on content revisited in first two weeks of Virtual Academy.


Lesson Number &

Title

Virtual Teaching Details Tasks/Activities to Complete (including key resources)



Extended Learning/Chall

enge Tasks

L1: Zoom lesson – link Students to complete activities as set on the PPT zoom lesson. Cloze activity Extension

Organisms – Cell Biology

available on google classroom

Students will identify what is meant by the term cell cycle, describe how cells reproduce via osmosis and explain examples of animal and plant stem cells

Mini quizzes for AFl

Sentence starters and structures.

activities embedded throughout lesson PPT

L2: Organisms – Cell Biology

Students to complete tasks set

- Mr Wilson and Mr Conlon online

to support

Watch the video on cell structure: https://www.youtube.com/watch?v=QCCp-Y_-7J0

T1 – Describe the similarities and differences between prokaryotic and eukaryotic cells https://www.bbc.co.uk/bitesize/guides/z84jtv4/revision/11

T2 – Draw a labelled animal and plant cell. Label the parts of each cell and describe the functions of each part.

T3 – Identify which cell (animal and plant cells) are prokaryotic or eukaryotic, giving a suitable reason.

Use the revision website https://www.bbc.co.uk/bitesize/guides/z84jtv4/revision/12

T4 – Draw and label at least 2 examples of specialised animal and plant cells. Explain how these cells are adapted to carry out their function.

Link to BBC Bitesize

Sentence structure/starters

Ext – complete exam practice

question

L3: Organisms – Cell Biology



to support

Transport in cells

T1 - Use the link below to access an interactive animation for diffusion, osmosis and active transport (separate links). Beneath each animation is a short multiple choice quiz for you to complete.

Diffusion: http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

Osmosis: http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

Active transport (video): https://www.youtube.com/watch?v=BXTi5tbnOr0

T2 – Label each diagram correctly that describes diffusion, osmosis and active transport.

T3 – Explain how substances move into and out of cells underneath each correctly labelled diagram. (Worksheet link on google classroom)

Links to interactive animations

Youtube – GCSE Science

Worksheet with diagrams

Ext – complete exam practice

Qs on cell transport

L4: Topic review



to support

Spend 20 minutes reading over everything you have learned this week. https://studyrocket.co.uk/revision/gcse-biology-triple-aqa/triple-cell-biology/osmosis-active-transport

Complete the LST assessment, take a picture/ type directly onto the google form (link sent in the google classroom) and email to your teacher.

Link to alternative revision websites on

google classroom

Extra assessment set

on seneca


Light microscope exam practice submitted by completing the sheet on Google Classroom/attach photos of completed questions in your exercise book and send via email by Monday 27th April 2020 – feedback in Lesson 5


https://studyrocket.co.uk/revision/gcse-biology-triple-aqa/triple-cell-biology/osmosis-active-transport

https://studyrocket.co.uk/revision/gcse-biology-triple-aqa/triple-cell-biology/osmosis-active-transport

https://www.youtube.com/watch?v=BXTi5tbnOr0

https://www.youtube.com/watch?v=BXTi5tbnOr0

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html

https://www.bbc.co.uk/bitesize/guides/z84jtv4/revision/12

https://www.bbc.co.uk/bitesize/guides/z84jtv4/revision/11

https://www.youtube.com/watch?v=QCCp-Y_-7J0

Lesson Number &

Title

Virtual Teaching Details Tasks/Activities to Complete (including key resources)



Extended Learning

L5: Feedback

PPT on google classroom.

Students to complete tasks set - Mr Wilson and Mr Conlon online to

support

Whole class feedback will be given and students will be required to complete tasks set on the PPT specific to their own areas for development.

Models

Worked examples

Exemplar work

Self-assess exam practice

independently

L6: Matter – Atomic structure and periodic table

Zoom lesson – link available on google

classroom

Students to complete activities as set on the PPT zoom lesson.

Students will identify what is meant by the term cell cycle, describe how cells reproduce via osmosis and explain examples of animal and plant stem cells

Models

Worked examples

Exemplar work.

Extension activities

embedded throughout lesson

PPT

L7: Matter – Atomic structure and periodic table


support

T1 – Create a vocabulary page in your exercise book or complete directly onto google doc (link in google classroom)

Atom, element, compound, molecule, proton, neutron and electron.

Use the revision website to help you:

T2 – Go through the animation and quiz to secure knowledge on atomic structure. https://www.footprints-science.co.uk/index.php?type=Atomic%20structure&section=Section1&info=4

T3 - Go through the animation and quiz to secure knowledge on the periodic table https://www.footprints-science.co.uk/index.php?type=Periodic%20table&section=Section1&info=1

Models

Worked examples

Exemplar work

Link to BBC Bitezise revision/ interactive animations website

Ext Q – What factors may increase gas

pressure?

L8: Topic review


support

Spend 20 minutes reading over everything you have learned this week. https://studyrocket.co.uk/revision/gcse-chemistry-combined-science-aqa/combined-science-atomic-structure/atoms-and-elements Use the left hand column to choose revision information relevant for atomic structure (near the top) and the periodic table (at the bottom)

Complete the LST assessment; take a picture/ type directly onto the google form (link sent in the google classroom) and email to your teacher.

Link to alternative revision websites on

google classroom

Extra assessment set on seneca


C1 Exam practice questions submitted by completing sheet on Google Classroom/attach photos of completed questions and send via email by Monday 4th May 12pm – feedback in Lesson 9

https://studyrocket.co.uk/revision/gcse-chemistry-combined-science-aqa/combined-science-atomic-structure/atoms-and-elements



https://www.footprints-science.co.uk/index.php?type=Periodic%20table&section=Section1&info=1

https://www.footprints-science.co.uk/index.php?type=Periodic%20table&section=Section1&info=1

https://www.footprints-science.co.uk/index.php?type=Atomic%20structure&section=Section1&info=4

https://www.footprints-science.co.uk/index.php?type=Atomic%20structure&section=Section1&info=4

Summer 1 2019-20Year 9

HistoryWeek 3 Assessment Details (Date, Time, Structure, etc):

Fifteen question online assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.


Lesson Number &

Title





Extended Learning/Challenge Tasks

Lesson 1: Modern medicine review: key figures and breakthroughs

Recorded lesson - link available on

google classroom

- Students to watch lesson recording on the key medical breakthroughs of the twentieth century

- Miss Szymanska available to answer questions.

- Study quizlet sets https://quizlet.com/class/14197448/

Lesson 2: Modern

Students to complete tasks -

- Students to answer 10 knowledge based questions on modern medicine.

- Miss Szymanska available to answer

- Study quizlet sets https://quizlet.com/class

medicine review

Miss Szymanska available to

answer questions online

questions.

- All questions taken from knowledge booklet and powerpoint– students can use this for support.

- Miss Szymanska to mark questions

/14197448/

Lesson 3: Modern medicine exam practice

Students to complete tasks - Miss Szymanska

available to answer questions

online

- Students to answer practice exam questions based on lesson.


- Sentence starters in exam questions




Knowledge questions (lesson 2) and exam questions (lesson 3) to be completed online or by hand and emailed by Tuesday 28 th 1.15pm. Marked and feedback given individually. General feedback given in Lesson 3 of week 2.







Extended Learning

Lesson 1: Enlightenment medicine review: key figures and breakthroughs

Recorded lesson - link available on

google classroom

- Students to watch lesson recording on medicine from 1700-1900



Lesson 2: Enlightenment medicine review



online

- Students to answer 10 knowledge based questions on enlightenment medicine


- All questions taken from knowledge booklet and powerpoint– students can use this for support.



Lesson 3: Exam practice



online

- Students to answer practice exam questions based on lesson.



- Miss Szymanska to


mark questions


All work emailed to Miss Szymanska – [email protected] – by Tuesday 6th May 1.15pm.

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.


GeographyWeek 3 Assessment Details (Date, Time, Structure, etc):

Ten-point multiple choice quiz with 5-7 options in each question to be done on Quizlet during double lesson. Tuesday 5th May 1.15pm.








enge Tasks

1 Re-cap: What is Development?

Pre-recorded video explaining instructions to be posted on google classroom & deck.

- Define Development.

- Examine Development around the world.

Sentence starters

4 mark structure provided

Read HDI - Life in developing countries continues to improve.

2+3 Re-cap: What is Development?

Pre-recorded video explaining instructions to be posted on google classroom & deck.

- Consider the Brandt Line (Lesson 2)

- List and describe the factors influencing Global (Lesson 2) Development

- Draw The Cycle of Poverty (Lesson 3)

Sentence starters



Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by Tuesday 28th April 1.15pm.

Your questions will be marked and returned by the next lesson.







Extended Learning

1 Re-cap: How do we know how developed a country is?

Pre-recorded video explaining instructions to be posted on google classroom & deck

- Define an Indicator

- Define a Development Indicator

Sentence starters


Read the article and watch the

video on Literacy Levels.

2 and 3 Re-cap: How do we know how developed a country is?

Pre-recorded video explaining instructions to be posted on google classroom & deck

- Describe GDP & HDI (Lesson 2)

- Explain how both are derived. (Lesson 2)

- Explain the issues with GDP. (Lesson 3)

- Explain why HDI is superior. (Lesson 3)

Sentence starters



Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by Tuesday 5th May 1.15pm.

Your questions will be marked and returned by the next lesson.

Summer 1 2019-20Year 9+10

Religious EducationWeek 3 Assessment Details (Date, Time, Structure, etc):

Ten question multiple-choice assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.


Lesson Number &

Title






Lesson 1: Belief in God Overview

Recorded Lesson – link available on Google Classroom

- Students to watch Mr Smith’s overview of the whole of the Belief in God unit (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 Belief in God unit.


Students to complete tasks –

KSM online to assist

- Students to answer the ten questions based on their video (the questions can be found on Google Classroom).

- All questions taken form knowledge booklet – students can use this for support.

- Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs




- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).



Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 24th April 12.15pm.








Extended Learning

Lesson 1:

Crime and Punishment Overview


- Students to watch Mr Smith’s overview of the whole of the Crime and Punishment unit (the video can be found on Google Classroom).


- Make flashcards from your RE Knowledge booklet of all the keywords in the Crime and Punishment unit.

Lesson 2: Crime and Punishment Overview



- Students to answer the ten questions based on their video (the questions can be found on Google Classroom).


- Test yourself on Quizlet - https://quizlet.com/join/BbH3NkBCs

Lesson 3: Crime and Punishment Overview



- Students to answer the exam questions based on the video (the questions can be found on Google Classroom).



Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 1st May 12.15pm.


mailto:[email protected]


Summer 1 2019-20Year 9+10

SociologyWeek 3 Assessment Details (Date, Time, Structure, etc):

Ten question multiple-choice assessment based on content revisited in first two weeks of Virtual Academy. Tuesday 5th May 1.15pm.


Lesson Number &

Title






Lesson 1: Families Overview


- Students to watch Mr Smith’s overview of the whole of the families unit (video is on Google Classroom)


- Make flashcards from your Sociology Knowledge booklet of all the keywords in the Families unit.




- Students to answer the ten questions based on their video (questions are on Google Classroom).


- Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV




- Students to answer the exam questions based on the video (questions are on Google Classroom).



Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 24th April 12.15pm.









Extended Learning

Lesson 1:

Research Methods Overview


- Students to watch Mr Smith’s overview of the whole of the Research Methods unit (video is on Google Classroom).


- Make flashcards from your Sociology Knowledge booklet of all the keywords in the Research Methods unit.

Lesson 2: Research Methods Overview



- Students to answer the ten questions based on their video (questions are on Google classroom).


- Test yourself on Quizlet - https://quizlet.com/join/tnCyzGFgV

Lesson 3: Research Methods Overview



- Students to answer the exam questions based on the video (questions are on Google Classroom).



Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 1st May 12.15pm.



Summer 1 2019-20Year 9 & 10

CitizenshipWeek 3 Assessment Details (Date, Time, Structure, etc.):

Students will answer 12 multiple choice questions on the importance of laws in the UK. Wednesday 6th May 9am.








Tasks

Lesson 1: What is the point of law?

Lesson uploaded on the Google Classroom for students to access.

Students complete Low Stakes Test in their books: write correct answers.

Students complete six step vocabulary

Read information from lesson slides and answer questions (comprehension)

Students answer 4 marker at end.

Students self-assess their 4 marker response.

Use of bold points and colours.

Sentence starters for the 4 mark question at

end.

Explain in one paragraph:

Why are laws important in the UK?

P.E.A.L

Details on work to be submitted (deadline, method of submission, date of feedback, etc.):

Lesson 1: Uploaded on Wednesday 22nd April 9am.

Student work deadline – Wednesday 29th April 9am

Students must email me ([email protected]) work they have completed

Feedback will be given individually







Extended Learning

Lesson 2: Why do we need laws in the UK?

Lesson uploaded on the Google Classroom for students to access.

Students complete Low Stakes Test in their books: write correct answers.

Use of bold points and colours.

Give two reasons why life would be chaotic if they was not laws. (4


Read information from lesson slides and answer questions (comprehension)

Students answer 6 marker at end.

Students self-assess their 6 marker response.

Sentence starters for the 6 mark question at

end.

marks)

(Crime, poverty, lack of respect for British

values, unemployment)


Lesson 2: Uploaded on Wednesday 29th April 9am.

Student work deadline – Wednesday 6th May 9am

Students must email me ([email protected]) work they have completed

Feedback will be given individually


PSHEWeek 3 Assessment Details (Date, Time, Structure, etc):

Ten question multiple-choice assessment based on content revisited in first two weeks of Virtual Academy. Wednesday 6th May 9am.


Lesson Number &

Title






Lesson 1: Healthy Eating Revision


PowerPoint published on

Google Classroom


GTA online to assist

- Students to watch Mr Tanner’s overview of the unit.

- PowerPoint published onto Google Classroom

- Worksheet published on Google Classroom

- Mr Tanner available to answer questions

- Differentiated worksheet

- Differentiated Revision Sheet

- 6 Step key vocab.

Use the Revision sheet in order to create Flashcards.


All work emailed to Mr Tanner –[email protected] – by Wednesday 29th April 9am.







(additional

Extended Learning


support/guidance)

Lesson 2: Revision Techniques


PowerPoint published on

Google Classroom


GTA online to assist

- Students to watch Mr Tanner’s overview of the unit.

- PowerPoint published onto Google Classroom.

- Worksheet published on Google Classroom.

- Mr Tanner available to answer questions

- Differentiated worksheet

- Differentiated Revision Sheet

- 6 Step key vocab.

Use the Revision sheet in order to create Flashcards.


All work emailed to Mr Tanner –[email protected] – by Wednesday 6th May 9am.



ArtWeek 3 Assessment Details (Date, Time, Structure, etc):

Students will complete a Low Stakes Test Quiz on the Pop Art Movement.

These are the tasks they will be working on.

Date - Option C - Tuesday 5th May 11.15-12.15

Date - Option D - Wednesday 6th May 11.15-12.15







Extended Learning/Challe

nge Tasks

Lesson 1

Pop Art

Zoom Lesson – link available on Google

Classrooms

Students to complete tasks – KFR/MBA

online to assist

Task 1: Students will create a drawing of the favourite Pop Art artwork.

TASK 2: Students will evaluate their drawing by answering the following questions:

● What is successful about your drawing?

● How can you improve your drawing?

Students can use the following website for information about Pop Art

https://www.theartstory.org/movement/pop-art/

https://www.tate.org.uk/art/art-terms/p/pop-art

Students to research

information about one of the

following Pop artists, noting

down key information about

their work, background and

most popular pieces of work

they have created;

Andy Warhol,

Roy Litchenstein.

Jim Dine.

Lesson 2

Pop Art


Classrooms


online to assist

Students will create an Artist Analysis about Pop Art

The artist analysis must be created on Google Slides and include the following:

● A title ‘Pop Art’● Copies of the Pop Art artwork● Information about Pop Art● Your opinion about Pop Art; Do you

like this type of artwork or not?




Students can research


following Pop artists noting

down key information about

their work, background and

most popular pieces of work

Also answer the following questions:

● What techniques did Pop Artists use to create their artwork?

they have created ;

Andy Warhol,

Roy Litchenstein.

Jim Dine.

Lesson 3

Pop Art


Classrooms


online to assist

Students will create an Artist Analysis about Pop Art

The artist analysis must be created on Google Slides and include the following:

● A title ‘Pop Art’● Copies of the Pop Art artwork● Information about Pop Art● Your opinion about Pop Art; Do you

like this type of artwork or not?Also answer the following questions:

● What techniques did Pop Artists use to create their artwork?




Students can research


following Pop artists;

Andy Warhol,

Roy Litchenstein.

Jim Dine.


Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson.

Lesson 1 - Option C due Tuesday 5pm, Option D due Wednesday 5pm

Lesson 2&3 - Option C - due Wednesday 5pm, Option D due Friday 5pm

Feedback will be given via email or Google classroom before students' next lesson.

Miss Francis: [email protected]

Miss Backler: [email protected]







Extended Learning

Lesson 4

Pop Art


Classrooms


online to assist

Students will create an image in the style of Pop Art.

Students artwork should include:

● An explosion● A word - using bold letters● A drawing of something from Popular

Culture eg. Logos, Food or Drink products, Cartoons, Games

https://www.google.com/search?q=pop+artwork&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiQhM-t4OjoAhUHYcAKHX0pDS4Q_AUoAXoECBgQAw&biw=1366&bih=657

To support students' artwork there is a

resource sheet with example Pop artwork.

Students must create an observational drawing of something from Popular Culture eg. Logos, Food or Drink products, Cartoons, Games

Lesson 5Zoom Lesson – link available on Google

Classrooms



resource sheet with

Students must create an observational

Pop Art


online to assist





example Pop artwork.

drawing of something from Popular Culture eg. Logos, Food or Drink products, Cartoons, Games

Lesson 6

Pop Art


Classrooms


online to assist








resource sheet with example Pop artwork.

Students must create an observational drawing of something from Popular Culture eg. Logos, Food or Drink products, Cartoons, Games


Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson.

Lesson 1 - Option C due Tuesday 5pm, Option D due Wednesday 5pm

Lesson 2&3 - Option C - due Wednesday 5pm, Option D due Friday 5pm

Feedback will be given via email or Google classroom before students' next lesson.

Miss Francis: [email protected]

Miss Backler: [email protected]


DramaWeek 3 Assessment Details (Date, Time, Structure, etc):

Date: Option C - Tuesday 6th May, Option D Wednesday 7th May

Students to complete a Multiple choice test on Verbatim Theatre and Brechtian skills








nge Tasks

SINGLE

LESSON 1

Pre-recorded Zoom lesson - 20 minutes

Student independent work based on Zoom lesson - 40 minutes

Students watch a 20 minute Zoom presentation based on Verbatim Theatre. Objectives in presentation are for students to recap and have a clear understanding of what Verbatim is and the necessity of it. Students will be required to watch a video clip based on this.

Students to create and ask 5 questions to a friend or family member based on the following topic:

Watch video clip on Verbatim Theatre:

https://www.youtube.com/

watch?v=XTbdYqCs0gc

Task sheet with example questions for

students to use.

Identify key drama skills that can be used if you were to perform the Verbatim speeches that you have gathered. How can this be incorporated into your piece? Are you being interviewed by a news reporter?

DOUBLE

LESSON 2&3


Student independent work based on Zoom lesson - 1hr 30 mins

Students complete low stakes multiple choice test on Verbatim theatre.

Students are to take part in a pre-recorded lesson where they will be exploring Verbatim through speech.

Students write a minimum of two paragraphs stating how Verbatim theatre can be used to explore a topic such a Coronavirus.

Students are to create a play based on the real life experiences of the Pandemic using the verbatim they have gathered through class. Students will be given an example of a first scene.

Students are to write a script minimum of 5 scenes using the Verbatim speech they have gathered.

Students are to write the drama skills they

Watching the following video clips to gather

Verbatim script:

Connor Reefe - believed to be the first

Brit to get the coronavirus in china

watch up to 4.40:

https://www.youtube.com/

watch?v=QAPKveL6x2

An elderly couple who celebrate their 72nd wedding anniversary during the pandemic:

https://www.youtube.com/watch?v=p_8jI7iKfYI

Boris Johnson

Students are to write an account of what message they want to convey to their audience. In your response you should refer to why using verbatim is necessary for this.

would use for each scene explaining how effective this would be.

addressing the nation regarding the coronavirus:

https://www.youtube.com/watch?v=LlJIwTd9fqI


Single Lesson Due: Option C Tuesday 21st April, Option D Wednesday 22nd April

Double lesson work Due: Option C Wednesday 22nd April, Option D Friday 24th May

Multiple choice task sheet to be completed and submitted during lesson. Task sheets to be completed by the end of lesson of 5pm on each lesson date, submitted via google classroom or by email: [email protected]







Extended Learning

SINGLE

LESSON 1


Student independent work based on Zoom lesson - 40 minutes

Students are to watch a 20 minute recorded lesson recapping Brechtian skills. During this time students will watch a ten minute crash course video clip based on the practitioner - Students will be required to make notes during this video.

Students will be required to write about how the V effect (Brectian technique) can be applied to the Verbatim plays they had created the previous week.

Students will watch a ten minute crash

course video clip based on the practitioner.

https://www.youtube.com/watch?v=p_8jI7iKfYI

Additionally students will be given a

breakdown of Brecthian skills.

Sentence starters and exemplar responses.

Students to add a Brechtian skill to each scene

detailing why their chosen skill is

effective.

DOUBLE

LESSONS 2&3


Student independent work based on Zoom lesson - 1hr 30 mins

Students are to complete a low stakes multiple choice test based on Brecthian techniques.

Students are to watch an 20-30 minute pre-recorded lesson showing an analysis of a scene from the play blood brothers.

Students to independently visually analyse the play Blood Brothers identifying the Brechtian techniques that have been applied answering questions on the task sheet.

Students are to watch three parts of Blood Brothers:https://www.youtube.com/watch?v=dvek0bj451

Pre-recorded lesson analysis of scene to

scaffold how the questions should be

answered.

Exemplar response given to support

students.

Students to write an account

explaining what they would do

differently if they directed the

chosen scene allocated by

teacher.


Single Lesson Due: Option C Tuesday 28th April, Option D Wednesday 29th April

Double lesson work Due: Option C Wednesday 29th April, Option D Friday 1st May

Multiple choice task sheet to be completed and submitted during lesson. Task sheets to be completed by the end of lesson or 5pm on day of the lesson, submitted via google classroom or by email: [email protected]


GCSE Sport

Week 3 Assessment Details (Date, Time, Structure, etc):

Exam Style questions based on the first two week lessons. Pupils will be given a time limit to complete all questions based on the number of marks available for the questions collectively. This will happen during the scheduled lesson time and pupils will submit work at the end of the lesson.

Date: Tuesday 5th May 11.15am


Lesson Number & Virtual Teaching Tasks/Activities to Complete (including Scaffolding & Inclusion Extended

Title Details key resources) (additional support/guidance)

Learning/Challenge Tasks

SIngle

Slides and questions can be

accessed via google classrooms.

Pupils to log onto google classroom and access the slides about Stretching and make notes using the slides.

Pupils to make a 5 stretch programme for the 2 types of stretching and complete it at home. The stretches should be for an endurance sport like football or basketball for example.

Pupils need to justify why they choose those stretches and how completing this regularly would improve performance.

Pupils can use the slides on google classroom.

Teacher available during lesson on email/Zoom to give support whilst students are completing the task

Make a stretching programme of 8 stretches for Usain Bolt to follow and justify how it would help his performance.

Double



Pupils to log onto google classroom and access the slides about fitness testing and make notes using the slides.

Pupils will create a table listing the definitions of each component of fitness, the test used to measure it and a brief description of how to complete the test.

Pupils to answer questions after the slides relating to the names of fitness tests and what component of fitness they measure.

Pupils can use the slides on google classroom.

Teacher available during lesson on email/Zoom to give support whilst students are completing the task

LIst 3 athletes per component of fitness who would need that component when performing.

Link 3 components of fitness that link to a sport you play and how they benefit your performance.


Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Tuesday 21st by 5pm

Double lesson - Easy to track completion of videos and tests on the online program. Due Wednesday 22nd by 5pm

Lesson 1 and 2 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to [email protected]

Feedback given before next week’s lesson







Extended Learning

Single Lesson

Engagement Patterns in Physical Activity


accessed via google classrooms

Pupils to log onto google classroom and access the slides about engagement patterns and make notes using the slides.

Pupils to list the different factors that affect their engagement in physical activity.

Pupils then state how each factor that they

Instead of using yourself you can think of a 60 year old female with two kids as the person and then

list the things that impact their engagement in

physical activity.

LIst the factors that affect your household's engagement in physical activity.

have listed impacts their engagement in physical engagement and why.

Teacher available during lesson on email/Zoom to

give support whilst students are completing

the task

Double Lesson

Interval and Altitude Training

Lesson video can be accessed via zoom. Link on google classroom.

Altitude training- Pupils to watch video of Mr Henry detailing the key point of interval training.

Pupils will answer questions on google classrooms about the lesson on zoom.

Pupils to focus on a marathon runner. They will explain how the marathon runner would use interval training to boost their performance.

The Video can be paused at any time.

Teacher available during lesson on email/Zoom to

give support whilst students are completing

the task

Write a list of what athletes would benefit most from it and explain how it would benefit their performance.

Research how having extra red blood cells helps carry oxygen around the body and where in the blood does the oxygen get stored.


Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Tuesday 21st by 5pm

Double lesson - Easy to track completion of videos and tests on the online program. Due Wednesday 22nd by 5pm




BTEC Sport


10 Exam Style questions based on the first two week lessons. Pupils will be given a 25 minute time limit to complete all questions based on the number of marks available for the questions collectively.

Date: Wednesday 6th May 11.15am








Tasks

SIngle Lesson

The BORG Scale

Lesson can be accessed via zoom.

This will be scheduled for the

normal lesson time.

Pupils to log onto google classroom. They need to take notes about the BORG scale based on the pre-recorded video on zoom..

Pupils to complete 10 press ups and score the exercise on the Borg Scale.

Pupils to complete 10 star jumps and score the exercise on the Borg Scale.

Pupils complete a 10 second plank and score the exercise on the Borg Scale.

Pupils work out their heart rate per activity based on the BORG scale calculations.

Pupils to answer questions based on the Borg Scale via google classroom.

Pupils can access a calculator

Pupils can have someone help

record their scores whilst doing the

exercises.

Teacher available during lesson on

email/Zoom to give support whilst students are

completing the task

Pupils can pause the video and

rewind it.

Complete a run (5 or 10 minutes) and record your score and work out your heart rate.

Double Lesson

Training Zones and Heart Rate



Pupils to log onto google classroom. They need to take notes about maximum heart rate and training thresholds based on the slides.

Pupils work out the maximum heart rate of everyone in their household. They also need to work out the training zones for someone in their house.

Pupils to answer questions about maximum heart rate and training zones on google classroom.

Pupils can use the slides at the slides

to guide them.



completing the task

List athletes that would train in each different training zone and explain why.


Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Wednesday 22nd by 5pm

Double lesson - Easy to track completion of videos and tests on the online program. Due Friday 24th by 5pm









Extended Learning

Single Lesson

Aerobic and Anaerobic Exercise



Pupils to log onto google classroom and access the slides about aerobic and anaerobic exercise and take notes based on the slides.

Pupils need to create 2 aerobic exercises and 2



completing the task

Make a list of as many sports as you can and then label them as being anaerobic or aerobic exercise..

anaerobic exercises that they can do in their home. They need to complete them and give an explanation as to what the exercises were and what energy system they use.

Pupils can use an outside space to create exercises.

Double Lesson

Principles of Training - FITT



Pupils log onto google classroom and access the slides about FITT and take notes based on the slides.

Pupils will complete a worksheet linking the definitions to the descriptions and examples.

Pupils focus on a marathon runner or a sprinter. They will create a 3 week training programme for their athlete using the principles of FITT.



completing the task

Pupils can create a training programme

for an athlete of their choosing using

FITT.

Create a 3 week programme for yourself focusing on improving how long you can run for. You must apply the principles of FITT.


Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Wednesday 29th by 5pm

Double lesson - Easy to track completion of videos and tests on the online program. Due Friday 1st May by 5pm




BTEC Enterprise


Assessment will be a quiz on 5.04.20

Final Coursework submission








enge Tasks

1: Characteristics of Enterprises

Good and services and platforms Aims

and objectives

Zoom Lesson

Link found in Google classroom

Review common misconceptions

Tasks and reviews of key characteristics

how to use support resources

Key words

Template with Model response

Students identify

research Methods Sea

Ming and Debbie Cotti

would use and explain why -

working towards Component 1

task

2: Characteristics of Enterprises

Ownership types, size

independent Task completed with NLN

online

work through scenarios on different ownership types.

review of the ownership types of Bella Lash Brow and Panda LDN and why they chose

model response

personalised feedback

Ethical Responsibilities

these options.

3: Assessment preparation

independent Task completed with NLN

online

Students will complete first section of coursework assignment, using all lesson

resources and assignment brief and additional supportive material

model response



Week 2 hand in date 1.5.20

Coursework assignment part 1







Extended Learning

4. Mindsets and skills of an entrepreneur -

recap

Recorded Zoom Lesson

Link on GC. NLN online

LST Forms Quiz

Student review businesses and identify the mindsets and skills each owner has and explain

why these are important

Model response

Key words

sentence starter

Entrepreneur feedback

Students write up a report of

three business ideas they can set up in City

Heights - working towards

component 2

5: Reasons why people set up

business recap

Independent - Resubmission of

coursework - NLN online

LST - Forms Quiz

Students continue to review businesses and the skills each owner needs to be successful

and explain why these are important

Model response

Key words

sentence starter

Entrepreneur feedback

6: Assessment Prepindependent Task

completed with NLN online

Students will complete first section of coursework assignment, using all lesson

resources and assignment brief and additional supportive material

model response



Week 3 hand in date 8.5.20

Coursework assignment part 2

Summer 1 2019-20

Year 9

GCSE Business


Assessment will consist of a Multiple-choice Test and Exam based question

Date: 6.5.50








nge Tasks

1: Revision of distance learningShort term sources of finance

Recorded Zoom Lesson link available in Google classroom

Students work through a booklet resource to be completed during the lesson which builds on knowledge through to exam based questions

Content to be covered:

Sources of finance for a start-up or established small business:

Short-term sources: overdraft and trade credit

Long-term sources: personal savings, venture capital, share capital, loans, retained profit and crowd funding

Sentence starters

Modelling

Challenge questions

Scenario based

Exam Question

2: Revision of distance learningLong term sources of

Recorded Zoom Lesson link on Google classroom


Sentence starters

Modelling

financeChallenge questions

3. Revision: Sources of finance Independent task set

Sentence starters

Modelling

Challenge questions


Booklet completion

29.05.20







Extended Learning

1. Long term sources of finance part 2

Recorded Zoom Lesson - link found in google classroom

Students work through a booklet resource to be completed during the lesson which builds on knowledge through to exam-based questions

Content to be covered:


Sentence starters

Modelling

Challenge questions

Scenario based

Exam Question

2. Choosing appropriate finance

Recorded Zoom lesson teacher - online

Students will use scenario to analyse the best source of finance for a particular business reviewing the stage of the stage and experience of the business

Sentence starters

Modelling

Challenge questions

3. Choosing appropriate finance

Independent set task Students will complete exam based independent task

Sentence starters

Modelling

Challenge questions


Booklet completion

06/05/20


Media StudiesWeek 3 Assessment Details (Date, Time, Structure, etc):

50 Question key word/vocab test completed on Google Forms testing key vocabulary revisited in Weeks 1 and 2 of the Virtual Academy.

“Social Media is harmful for teenagers and should be banned for anyone under the age of 21” Write an article in which you argue for or against this view.


Lesson Number &

Title





Extended Learning/Challeng

e Tasks

Lesson 1:

Digital Media

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 ‘Technology’. They must write a sentence of their own using the key word.

Task 1: Students must complete the ‘Differences and Benefits’ worksheet.

Task 2. Written task: Students must write a response in which they consider: how the way we use media has changed?

Task 3. Watch the video clip: https://www.youtube.com/watch?v=8ixhH48PhhI&t=18s

Students must Identify the changes in media technology.

Plenary Task:

How confident do you feel about the changes in media technologies?

Sentence starters

Key questions

AKA online

Write two paragraphs explaining how different technologies might develop in the future?

Students must answer the key questions.

Lesson 2:

Media Sectors and Platforms





Students write down the key word ‘Publication’. They must write a sentence of their own using the key word.

Task 1: Gaming is one example of a media sector. Students must mind map of other possible digital media sectors.(There are FIVE)

Task 2: A new R n B music website called ‘Fizzle Dizzle’ is about to be launched. The first platform that the website will be distributed on will be on a computer. Students must name two other platforms that they could distribute it over.

Plenary Task:

Students must complete the progress quiz.

Sentence starters

Key questions

AKA online

Imagine you are designing a website targeting a specific music genre. Name your genre and decide what pages/content your website will need. Explain how you will market your website to reach the target audience.

Lesson 3: Offline

learning


Create a Google slides presentation:

Research:

● When was the first television ever made? Who made it?

● When was the first mobile phone released? What features did it have?

Success Criteria

AKA online

Create a document entitled: Evolution of the Television. Add 1 timeline of photos

showing how televisions have

changed. (you will need to google

images but you can draw them if you

prefer)


Extended Learning Tasks to be submitted on 27th April.

Google Document to be created and shared with Mr A Kanu.


Lesson Number &

Title





Extended Learning

Lesson 4:

Technological Convergence





Students write down the key word ‘Convergence’. They must write a sentence of their own using the key word.

Task 1: Students must write detailed annotations that explain how digital technology from a range of sectors is converged on your phone.

Task 2: Benefits of Convergence. Students must match the key words to their

Sentence starters

Key questions

Word banks

AKA online

Write a paragraph explaining which convergence benefit you think is the most important when it comes to selling products and explain why.

definitions.

Task 3: Written task. Students must write a response in which they consider: how phones have improved because of convergence?

Plenary Task: Progress quiz

Lesson 5:

Phone APPs





Students write down the key word ‘Application’. They must write a sentence of their own using the key word.

Task 1: Students must label the apps telling us what service they provide their audience members.

Task 2. Watch the video clip: https://www.youtube.com/watch?v=ENVBtxAMOFk

Students must answer the questions:

● What is the argument for social media being a good thing?

● How is social media spoken about negatively?

● Summarise the message Sugar J is expressing in his poem.

Task 3: Mr Bigshot (who works for Apple’s iPhone creative team!) has asked you to create a new App aimed at 12-16 Year olds! You could make Millions!

Students must complete the worksheet.

Plenary Task: Progress quiz

Sentence starters

Key questions

AKA online

Using your worksheet from task 3:

Create a Google slides presentation to assist your ‘brand new’ app.

Lesson 6:

offline learning


Research the history of telephones and mobile phones.

Create a Google slides presentation showing how phones have changed from then to now.

Success Criteria

AKA online

Write two paragraphs evaluating/

explaining what you think the most useful

function of mobile phones is.


Extended Learning Tasks to be submitted on the Monday 4th of May.

Google Document to be created and shared with Mr A Kanu.


MusicWeek 3 Assessment Details (Date, Time, Structure, etc):

Students will complete a multiple choice test of questions based on Health and Safety and the Audio soundboard

Date: Option C Tuesday 5th May, Option D Wednesday 6th May at 11.15am







Extended Learning/Challen

ge Tasks

Lesson 1: Audio Signal Flow Review

Google Classrooms - Do Now Activity: Students to watch Youtube video https://www.youtube.com/watch?v=b0IRU4IKPmM

- to review the function of the parts of the audio soundboard.

- Students are to then review the function of different parts of the soundboard: inputs, inserts, gain, EQ, aux, mute, pan, channels and faders.

-- Students are to use their understanding of the

soundboard to review the five steps of the Audio Signal Flow.

- Students will them complete ten multiple choice questions based on the audio signal flow and the parts of the soundboard

- Youtube links provided in the lesson offer scaffolding and guidance

-- Teachers online

during lesson to offer support via email/online chat

Create a poster displaying the five steps of the Audio Signal flow that could be displayed in the Music Classroom

Lesson 2:

Composition

Google Classrooms and website link

opposite

- Students compose their own beats using the link below to the music creation site: https://musiclab.chromeexperiments.com/Song-Maker/

- You should create a theme tune for one of the following programmes:

- Nature Documentary- News Programme- Football Highlights Show- Police Drama Show

Save your theme tune and email the link to your Music teacher so they can listen to your work

- Teachers online during lesson to offer support via email/online chat

Create two theme tunes from the list opposite


Lesson 1 due – Option C Tuesday 21st April, Option D Wednesday 22nd April

Lesson 2 due – Wednesday 22nd April, Option D Friday 24th April

Lesson 1 worksheets and answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to [email protected] or [email protected]



Lesson 2: Health and Safety Revision

Students to complete tasks – VMA online to

assist

- Students to watch Youtube video https://www.youtube.com/watch?v=XjsMYmwWlAU

based on health and safety at a music event and then list FIVE ways that Health & Safety has been observed at the concert.

- Students to watch Youtube video that describes ten concert tragedies as a result of poor attention to Health & Safety https://www.youtube.com/watch?v=sLw4xds3M_Q&t=1s

- Students to complete a table describing the cause of the accidents and how it can be prevented in the future and email their responses to their teacher

- Students will complete a project stating how health and safety should be observed for a concert paying attention to cables, tickets, security, staging and fire safety.

- Youtube links provided in the lesson offer scaffolding and guidance


Students should consider Food safety as one of their points in their concert safety project

Lesson 2

Composition

Google Classrooms and website link

opposite

- Students compose their own beats using the link below to the music creation site: https://musiclab.chromeexperiments.com/Song-Maker/

- You should create a theme tune for one of the following Films:

- A romantic film- An action thriller film- A film about car racing- A kids cartoon film

Save your theme tune and email the link to your Music teacher so they can listen to your work


Create two theme tunes from the list opposite


Lesson 1 due – Option C Tuesday 28th April, Option D Wednesday 29th April

Lesson 2 due – Wednesday 29th April, Option D Friday 1st May

Lesson 2 worksheets and answers to be submitted at the end of the lesson/end of the day either on Google classroom (preferred) or picture taken of the work and emailed to [email protected] or [email protected]


Documents

cityheightsacademy.e-act.org.uk€¦ · Web viewLesson 1 and 2 worksheets and exam question answers to be submitted at the end of the lesson/end of the day either on Google classroom