cityheightsacademy.e-act.org.uk … · Web viewSummer 1 2019-20. Year: 10. Maths. Week 4 Assessment Details (Date, Time, Structure, etc): 14th May 2020, 2.15 – 3.15pm: Assessment

Summer 1 2019-20

Year: 10

MathsWeek 4 Assessment Details (Date, Time, Structure, etc):

14th May 2020, 2.15 – 3.15pm: Assessment on content covered on Weeks 1 to 4

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/Challenge

Tasks

L1 Prime Numbers, Factors and Multiples

PowerPoint task Students to complete tasks set – Ms Ghani

and Mr Sadiq online to support

Memory Quiz – recap of knowledge based on diagnostic questions – on google classroom

Worked examples

Models

Hegarty maths video links

All extension tasks are embedded into

the lesson PPT

L2: Prime Numbers, Factors and Multiples



PowerPoint session: on Prime Numbers, Factors and Multiples – on google classroom

L3: Prime Numbers, Factors and Multiples

Online assessmentAssessment on Hegarty Maths – link will be

sent out to you




GCSE question sessions - on google classroom




Extension and challenge tasks - on google classroom

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

HW tasks set to be completed on Word document and uploaded to Google classroom by 22/4/20 3:15 p.m.

Summer 1 2019-20Year 10

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

To take place in lesson 12 – Thursday 7th May 10:00. Students will complete and extended piece of writing. They will also complete a 20 mark knowledge quiz.







Extended Learning/Challeng

e Tasks

Lessons 1& 2: Context

Who is J.B Priestley and what influenced

his writing?

Recorded lesson uploaded on to Google

Classroom.

LST test based on prior learning of A Christmas Carol.

6 step vocab in understanding “socialism”

Understanding the class system, and what evens influenced Priestley as he wrote the play.

Key words definedMemorising key dates ready to

tested.

Lesson 3 & 4: Introduction to the

play- ACT 1

Who are the Birling family?


Classroom.

LST test based on prior learning of A Christmas Carol and lesson 1 of AIC.

6 step vocab in understanding “bourgeoisie”

Understanding the class system, and what evens influenced Priestley as he wrote the play.

Key words definedMemorising key quotes ready to

tested.

Lesson 5: How are the Birling Family introduced?


Classroom.

LST test based on prior learning of AIC quotes.

6 step vocab in understanding “Proleteriat”

Zooming in on a key quote and annotating the impact.


tested.


Extended writing task set on Monday

Deadline for submission on Thursday 23rd

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






Extended Learning

Lessons 6 and 7

Mr Birling


Classroom.

LST test based on prior learning of AIC quotes.

6 step vocab in understanding “Individualist”



tested.

Lessons 8 and 9: How is Mr Birling

constructed as a character?


Classroom.

LST test based on prior learning of AIC quotes and key words.

6 step vocab in understanding “Capitalism”

Key words defined Memorising key quotes ready to

tested.


Lesson 10: SheilaRecorded lesson

uploaded on to Google Classroom.

LST test based on prior learning of AIC quotes and key words.

6 step vocab in understanding “superciliousness”



tested.


Extended writing task set on Monday

Deadline for submission on Thursday 30th

Summer 1 2019-20Year: 10 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)




Tasks

L1: B3 Infection and response – communicable diseases

Zoom lesson – link available on google

classroom

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

Students will identify the different types of pathogens, describe the features of each type of pathogen and complete exam practice on communicable diseases.

Cloze activity

Mini quizzes for AFl

Sentence starters

What are non-communicable

diseases? Explain why cancer is a non-

communicable disease?

Separate – how do monoclonal

antibodies work? Describe the two

main plant diseases – Tobacco mosaic

virus and rose black spots.

L2: B3 Infection and response – Treating, curing and preventing disease

Students to complete tasks set - Ms

Koranteng and Mr R Lee online to support

Students to watch video: https://www.youtube.com/watch?v=dbd5iydu3EY During this video, you will recap what you learned last lesson on communicable diseases and find out ways to prevent the spread of disease.

1. Task - Make a list of ways to prevent the spread of disease.

2. Use the google information sheet on ways to treat, cure and prevent disease inside of the body and externally. Task – read each scenario and decide on the best course of action to prevent, cure or treat the disease.

3. Complete exam practice questions. Once complete email your teachers for the mark scheme to self-assess your answers. Send a picture via email/google classroom once complete.

Video to support learners

Low demand exam practice questions

selected

For task 2 – justify your choices for the

most appropriate method of

treatment/cure/prevention remedies for select diseases.

L3: B3 Infection and response – Development of drugs



Task - Students should read the information 3 times about how drugs are developed using this website https://www.bbc.co.uk/bitesize/guides/z8fkmsg/revision/10

Task - Once complete, take the mini quiz ‘using drugs’ https://www.educationquizzes.com/gcse/science/biology-use-of-drugs-aqa-syllabus-a/ - take a picture of your test or write your score out of 10 in your exercise book.

Task - Complete the ‘drug trialling’ exam practice worksheet which is located on your google classroom labelled L3 Drug trialling exam practice. Answer the questions using full sentences in your exercise book.

BBC Bitesize link

Education quizzes link

Justify each stage of a clinical drug trial.

Worksheet available on google classroom

– labelled ‘L3 modern drug testing

stage’ Write out each question and

provide a full answer beneath.

L4: Topic Students to complete Spend 20 minutes reading over everything you have learned Differentiated exam Further exam

https://www.educationquizzes.com/gcse/science/biology-use-of-drugs-aqa-syllabus-a/

https://www.educationquizzes.com/gcse/science/biology-use-of-drugs-aqa-syllabus-a/

https://www.bbc.co.uk/bitesize/guides/z8fkmsg/revision/10

https://www.youtube.com/watch?v=dbd5iydu3EY

https://www.youtube.com/watch?v=dbd5iydu3EY

reviewtasks set - Ms


this week.

Complete the exam practice questions ‘B3 Infection and response’ set on Seneca. Invitation to link will be placed on your google classroom.

You will continue these questions for your homework.

practice questions

practice questions pitched at grades 7

– 9.

https://mathsmadeeasy.co.

uk/wp-content/uploads/2019/04/

Grades-7-9-Infection-Triple-

Only.pdf


B3 Infection and response exam practice questions submitted by completing assessment set on Seneca by Monday 27 th April 12pm – feedback in Tuesday 28th April 2020 Lesson 5


Lesson Number &

Title

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



Extended Learning

L5: Feedback

PPT on google classroom.



Students will receive personalised feedback and areas for development once they complete the assessment on Seneca.

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 for videos and revision

websites will be included in the PPT

Self –assess further exam practice

questions – separate science students

only

L6: C3 Quantitative chemistry – Calculations in chemistry

Zoom lesson – link available on google

classroom

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

Students will know the quantitative chemistry equations, rearrange equations and calculate chemical calculations using worked examples and modelling.

Modelling

Worked examples

Link to video for extra modelling

practice

Further calculation practice for HT –

worksheet available on PPT

L7: C3 Quantitative chemistry – Atom economy; % yield and gas calculations



Read through slides to complete the following tasks in your exercise book:

T1 - In a full sentence describe what atom economy is used to work out? (Slide 1)

T2 – Copy the instructions you need to work out atom economy including a worked example so that you have an exemplar to use for future reference. (Slide 2)

T3 – Complete atom economy questions (Slide 3)

T4 – Define what is meant by percentage yield and explain why the yield of a product is not always what is expected. (Slide 4)

T5 – Copy an example of how to calculate percentage yield (Slide 4)

T6 – Complete percentage yield calculations

Links for videos and revision

websites will be included in the PPT

Gas volume (Separate sciences

only) – Write the gas volume equation and

draw this as an equation triangle.

Copy the worked example. Complete

the gas volume calculations

L8: Topic review



Spend 20 minutes reading over everything you have learned this week.

T1 - Complete the exam practice questions ‘C3 Quantitative chemistry’ set on Seneca. Invitation to link will be placed on

Link to extra revision on Seneca

will be given on google classroom

Separate science students will be allocated further assignments on

https://mathsmadeeasy.co.uk/wp-content/uploads/2019/04/Grades-7-9-Infection-Triple-Only.pdf



your google classroom.

You will continue these questions for your homework.

Seneca.


C3 Chemical calculations exam practice questions submitted by completing assessment set on Seneca by Monday 4 th May 2020 – feedback in Lesson 9 (Tuesday 5th May 2020)


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: The origins of the Weimar Republic

Online lesson via zoom (access from google classroom)

Tuesday 1.15-2pm

- Students to watch online lesson live or recorded.

- Miss Szymanska available to answer questions.

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

Lesson 2: Origins of the Weimar Republic part 2


Wednesday 10-11am


- Students to answer 10 knowledge based questions that are on Google Classroom.


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

- Miss Szymanska to mark questions


Lesson 3: Exam practice


Friday 11.15-12pm


- Students to answer practice exam questions based on lesson (these can be found on Google Classroom)


- 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: Early challenges to the Weimar Republic - political


Tuesday 1.15-2pm




Lesson 2: Early

Online lesson via zoom (access


- Miss Szymanska available to answer

- Study quizlet sets https://quizlet.com/class/14

challenges to the Weimar Republic - economic

from google classroom)

Wednesday 10-11am

- Students to answer 10 knowledge based questions (questions can be found on Google Classroom).

questions.

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


197448/

Lesson 3: Exam practice


Friday 11.15-12pm


- Students to answer practice exam questions based on lesson (questions can be found on Google Classroom)






All work emailed to Miss Szymanska – [email protected] – by Tuesday 5th 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. Monday 4th May 1.15pm.







Extended Learning/Challe

nge Tasks

Lesson 1: Re-cap: How are human activities causing climate change?

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

1) Read the two pages that have been photocopied for you.

2) Create a mind map/bullet pointed list on human activities that produce greenhouse gases (causes of climate change)

Sentence starters

8 mark structure provided

See article uploaded onto google classroom:

https://www.theguardian.com/environment/2020/apr/11/positively-alpine-disbelief-air-pollution-falls-lockdown-coronavirus

Lesson 2 and 3: Re-cap: How are human activities causing climate change?


Lesson 1: Create a mind map/bullet pointed list on evidence that global temperatures are increasing.

Lesson 2: Explain why people in the developing/emerging world produce only small amounts of greenhouse gases.

HOME LEARNING: Answer the following exam questions:

A) Suggest two ways in which humans contribute to the enhanced greenhouse effect (4 marks)

B) Explain two negative impacts of global climate change (4 marks)

B) ‘Most global warming is caused from carbon dioxide emissions from a few rich, developed countries’ Assess this statement. (8 marks)

NFE available for student questions

Note down what the causes of air pollution are in New Delhi and why they have decreased during this period of lock down.


Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 24/04/2020 12.15pm.

Your 8 marker will be marked and returned by the next lesson.







Extended Learning

Lesson 1: Re-cap: What are the social and economic impacts of change in India?


1) Read the two pages that have been photocopied for you.

2) Bullet point notes on the:

Social impacts:

Sentence starters

8 mark structure provided

Draw and complete a table

to show the winners and losers from economic

changes in India since 1991.

● Falling birth rates

● Falling infant mortality rates (number of babies who die before the age of 1)

Economic impacts:

● Growing middle class

● Factory workers

Consider different age and gender

groups.

Lesson 2 and 3: Re-cap: What are the social and economic impacts of change in India?


1) Bullet point notes on the:

Environmental impacts (next page)

● Water pollution

● Air pollution

● Loss of biodiversity

Difference between:

● Maharashtra (urban)

● Bihar (rural)

HOME LEARNING:Answer the following exam practice questions:Explain one reason why levels of development vary within a country (4 marks)Evaluate the social and economic impacts of rapid economic growth in India (8 marks)

NFE available via email to answer student questions.


Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 01/05/2020 12.15pm.

Your 8 marker 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 2019-20

Year 10

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

Thursday 7th May:

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






(additional support/guidanc

e)


Lesson 1: Loom video, Google slides,

Lessons will be added to the Google Classroom here:

-Subtitles in the video for key

Learn 7 handle verbs to talk about future plans

FUTURE TENSE HANDLE VERBS

activities set in Google Classroom

https://classroom.google.com/w/Mzk0MDUzODY4OTda/t/all

Students will be able to use 7 handle verbs + infinitive to talk about future plans

1- Video on future handle verbs in Spanish

2-Google classroom follow up document to master the future tense

3. Reading activities about the future tense ( topics about Holidays and School)

4. Low stakes quiz ( google form quiz)

about the future tense

words

-Use of www.spanishdict.com and google translator

as well www.reverso.net

for online translation of patterns.

with follow up activities.

Home learning task about the future tense

-Reading

-Translation

-Writing task

Lesson 2:

FUTURE TENSE STEPS FOR SUCCESS

Loom video, Google slides, activities set in Google Classroom



Students will be able to use the future tense fluently and accurately when talking and writing about future plans

1- Video on future tense steps for success in Spanish

2-Google classroom follow up document to master the future tense

3. Reading activities about the future tense ( topics about Holidays and School)


about the future tense

-Subtitles in the video for key words




Revise the writing frame about the FUTURE PLANS in 3 steps.


-Reading

-Translation

-Writing task


Extended Learning Tasks to be submitted on the Monday 27th of April.

Google Document to be created and shared with Mr B Wilson and Mr D Arenales.






Extended Learning

(additional support/guidanc

e)

Lesson 3:

PAST TENSE HANDLE VERBS




Students will be able to use 7 handle verbs + infinitive to talk about future plans

1- Video on past handle verbs in Spanish

2-Google classroom follow up document to master the past tense

3. Reading activities about the past tense ( topics about Holidays and School)


about the past tense





Learn 7 handle verbs to talk about past activities





Lesson 4:

PAST TENSE STEPS FOR SUCCESS




Students will be able to use the past tense fluently and accurately when talking and writing about past activities

1- Video on past tense steps for success in Spanish

2-Google classroom follow up document to master the past tense

3. Reading activities about the past tense ( topics about Holidays and School)


about the past tense





Revise the writing frame about the Past activities in 3 steps.


-Reading

-Translation

-Writing task


Extended Learning Tasks to be submitted on the 1st of May.

Google Document to be created and shared with Mr B Wilson and Mr D Arenales.


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

Students will be assessed on their observational drawing skills.

Students will spend 45 minutes copying the drawing of an old man.

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

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







Extended Learning/Chall

enge Tasks

Lesson 1

Self Portraits

Zoom Lesson – link available on Google

Classrooms

Students will draw 2 of their favourite selfies on A3 cartridge paper using Pencil.

Students drawings must include the following:

To support students drawing there is a

Facial features worksheet with facial

feature outlines

Students will draw a portrait

of a family member.

Students to complete tasks – KFR & MBA

online to assist● An accurate outline using the Gridding

Method● Use of shadings tones to show shape

and form

Students can follow the steps in these tutorials to support drawing

EASY WAY TO DRAW A REALISTIC FACE

https://www.youtube.com/watch?v=empBVZd5Rxg

HOW TO DRAW: FACE | Basic Proportion

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

How to draw a face - Easiest way to draw a face (for beginners)

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

Students can follow the steps in these tutorials

to support drawing

Drawing Braids (Freehand braided hair sketch that evolved!)

https://www.youtube.com/

watch?v=CTu2_KglASE

How to Draw Hair: Male & Female - Ultimate

Tutorial


watch?v=PGcOEkl1coU

Lesson 2

Self Portraits


Classrooms


online to assist



● An accurate outline using the Gridding Method

● Use of shadings tones to show shape and form










feature outlines


to support drawing



watch?v=CTu2_KglASE


Tutorial


watch?v=PGcOEkl1coU


of a family member.

Lesson 3

Self Portraits


Classrooms

Students to complete





feature outlines


of a family member.

tasks – KFR & MBA online to assist ● An accurate outline using the Gridding

Method● Use of shadings tones to show shape

and form









to support drawing



watch?v=CTu2_KglASE


Tutorial


watch?v=PGcOEkl1coU


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

Self Portrait


Classrooms


online to assist

Students will draw your 1 favourite selfies on A3 cartridge paper using:

Colouring pencils or Watercolours Paints

Your drawings must include the following:




To support students drawing there is a Facial features worksheet with facial feature outlines

Students will draw a portrait of a family member using colour.

to support drawing

Drawing a Portrait with ONLY 5 Colored Pencils!

https://www.youtube.com/watch?v=1ZNmWyqfl4I

How to color, blend different skin tones with colored pencils | blending techniques

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

Colouring Skin Tones Using Prismacolor Pencils [Timelapse]

https://www.youtube.com/watch?v=MprdH-xJSXo

Painting - How to Mix SKIN TONES

https://www.youtube.com/watch?v=g3kjBmuEkCk

Lesson 5

Self Portrait


Classrooms


online to assist

Students will draw your 1 favourite selfies on A3 cartridge paper using:














To support students drawing there is a Facial features worksheet with facial feature outlines

Students will draw a portrait of a family member using colour.

Lesson 6 Zoom Lesson – link Students will draw your 1 favourite selfies on A3 To support students Students will

Self Portrait

available on Google Classrooms


online to assist

cartridge paper using:














drawing there is a Facial features worksheet with facial feature outlines

draw a portrait of a family member using colour.


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):

Students will complete a 15 mark acting exam question based on content covered.

Date: Wednesday 6th May at 11.15








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 of the teacher breaking down of the character analysis sheet.

Students are to watch two online scenes from the set text DNA using the character analysis sheet on google classroom.

Students are to focus solely on the characters within these scenes, they are required to make note of the chosen characters physical skills within these scenes. Additionally: Social status within the group, costume, hair and makeup.

Students will be given a link to full version of

play:

https://www.youtube.com/watch?v=K6u3M4-

1eBU&t=521s Instructions of scene

start and finishing times will be given to students via google classroom.

Task sheet given to students alongside a recap of definitions.

Example of how

Students watch a 3rd Scene allocated by

teacher focusing on physical skills only: character

motivation, body language, gesture

and facial expressions.

character analysis tables should be filled

out on sheets.

DOUBLE

LESSON 2&3


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

Students complete a timed low stakes multiple choice test on DNA script.

Students are to take part in a pre-recorded lesson where they will look at exemplar responses, identifying colour coded squize responses.

Students are to identify a SQIZE structure by colour coding exemplar answers.

Students identify missing structure points and write a short analysis of this.

Students are to then create their own colour coded SQIZE in response to exam questions.

Students are to focus on questions 2 and 3.

Analysing social class, hair and make up and physical skills.

Multiple choice low stakes test - on google

classroom.

Exemplar response given to students colour

coded on google presentation.

Definitions of physical skills on a task sheet.

Extension: Students refer to another character within the chosen scene to answer the 15 marker question on physical skills.


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 by 5pm on lesson date, submitted via google classroom or by email: [email protected]







Extended Learning

SINGLE

LESSON 1



Students watch a 20 minute Zoom presentation of the teacher breaking down the character analysis sheet.

Students are to watch 2 NEW online scenes from the set text DNA using the character analysis sheet on google class.

Students will be given a link to full version of

play:

https://www.youtube.com/watch?v=K6u3M4-

1eBU&t=521s Instructions of scene

Students watch a 3rd Scene

allocated by teacher focusing on physical skills only: character

motivation, body language, gesture

and facial

Students are to focus solely on the characters within these scenes, they are required to make note of the chosen characters physical skills within these scenes. Additionally: Social status within the group, costume, hair and makeup.

start and finishing times will be given to students via google classroom.

Task sheet given to students alongside a recap of definitions.

Example of how character analysis

tables should be filled out on sheets.

expressions.

DOUBLE

LESSONS 2&3


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

Students complete a timed low stakes multiple choice test on DNA script.

Students are to take part in a pre-recorded lesson where they will analyse anonymous work from fellow students.

Students will then have colour code these responses using the SQIZE technique.

Students identify missing structure points and write a short analysis of this.

Students are to focus on questions 2 and 3.

Analysing social class, hair and make up and physical skills.

Students are to then create their own colour coded SQIZE in response to exam questions.

Questions given to students will be referring to the 2 new scenes students would have covered in their single lesson.

Multiple choice low stakes test - on google

classroom.

Exemplar response given to students colour

coded on google presentation.

Definitions of physical skills on a task sheet.

Extension: Students refer to another character within the chosen scene to answer the 15 marker question on physical skills.


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 by 5pm on lesson date, submitted via google classroom or by email: [email protected]


GCSE SportWeek 3 Assessment Details (Date, Time, Structure, etc):

Students will sit a short exam paper based on the content covered in week 1 and week 2. Questions will range from 1-6 marks.

Date: Tuesday 5th May ay 11.15








enge Tasks

Single 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 need to watch the prerecorded video explaining the different types of training methods and how they improve a specific component of fitness.

Task 2

Students need to complete the multiple choice questions within their physical training booklet.

Task 3

Students need to answer the second set of questions by filling in the gaps within their physical training booklet.

Task4

Students need to write a small paragraph answering the open ended questions within

Online virtual lessons on these topics

available on www.theeverlearner.com (students have own

individual login)

Teacher available during lesson on

email/Zoom to give support whilst students are completing the task

Students to watch and

complete the videos and

checkpoints on the specific

topic on www.theeverlea

rer.com

their physical training booklet.

Each student will receive a copy of a booklet which will have all the tasks in which the students are expected to complete.

Double

Everlearner



work.

Students are expected to log on to the everlearner and complete the set assignments.

Task 1 - Skeleton

Students must watch the video and make online notes. There are 3 videos which last for 10minutes each.

Task 2 - Skeleton Checkpoint

Students need to complete the checkpoint informally testing their knowledge from the videos.

Task 3 - Joints


Task 4 - Joints Checkpoint


Task 5 - Muscles


Task 2 - Muscles Checkpoint




individual login)



Students to log on to the ever learner and

complete the additional check

points and answer the

extra questions available.


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 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]. Lesson 2 work submitted via Everlearner online platform

Feedback given before next week’s lesson







Extended Learning

Single

Pre recorded lesson - 15 Minutes.

Independent work based on zoom lesson -

45 minutes.



work.

Task 1

Students are expected to watch the prerecorded video on training methods.

Task 2

Students are expected to read and summarise the key ideas within the article – ideally in ten points. Create 5 questions relating to both the article and your specification.

http://www.deccanchronicle.com/sunday-chronicle/phyzzicality/221017/you-can-train-like-a-judoka.html

https://www.trainingzone.co.uk/community/blogs/markben/best-delivery-methods-for-adult-training

https://www.theguardian.com/sport/2017/oct/17/gordon-hayward-ankle-injury-celtics-cavaliers-nba



individual login)



Students to log onto the

everlearner and watch and

complete the videos and

checkpoints on the specific

topic

Double Everlearner



work.

Students are expected to log on to the everlearner and complete the set assignments.

Task 1 - Health and body


Task 2 - Health and body




individual login)



Students to log on to the ever learner and

complete the additional check

points and answer the

extra questions available.

Task 1 - Energy use and diet


Task 2 - Energy use and diet



Single lesson - Students will be assigned a copy of the booklet via google classroom enabling tracking of progress. Due Tuesday 28th by 5pm

Double lesson - Easy to track completion of videos and tests on the online program. Due Wednesday 29th by 5pm

Lesson 1 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]. Lesson 2 work submitted via Everlearner online platform


Summer 1 2019-20

Year 10

BTEC SportWeek 3 Assessment Details (Date, Time, Structure, etc):

Students will complete an online test based on content covered in Week 1 & 2. Questions will vary from multiple choice to 6 mark questions.

Date: Tuesday 5th May 11.15am








enge Tasks

Lesson 1 - Components of

Fitness (Unit 1 exam)

Single Lesson -

Tuesday 11.15-12.15



Key gaps to close from MOCK exam:

1. What is the difference between Health-related and skill-related components of fitness?

2. How do I use reps and sets for muscular strength and endurance training?

Students watch short Zoom lesson based on above two topics

Students complete Components of fitness ‘wheel’ for two different sports, identifying which components are most important for each sport, justifying their choices

Students answer exam questions based on each component of health and skill related fitness giving sporting examples of why each is needed



individual login)



Identify a third sport and

complete the Components of fitness wheel for

this sport

Lesson 2 - Principles of Training and Types

of Training

(Unit 1 exam)

Double Lesson -

Wednesday 1.15 - 3.15




1. Principles of training - Reversibility, Rest & Recovery and Intensity

2. Different Training types for aerobic endurance - Fartlek, Continuous, HITT

Students watch Zoom lesson based on above two topics

Students answer exam questions based on

Online virtual lessons available on these

topics www.theeverlearner.com (students have own

individual login)



Explain the difference

between the rest and

recovery routine of a teenager after playing a school football match vs Lionel Messi playing a

game in the Champions League (6

marks)

above principles of training and link each principle to a given sport - marathon runner, Boxer, Footballer

Students answer exam questions based on each training type and link each type to a given sport - Marathon runner, Basketballer, Footballer


Lesson 1 Due - Tuesday 21st April

Lesson 2 due - Wednesday 22nd April

Lesson 1 and Lesson 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]








Extended Learning

Lesson 1 - Fitness Tests (Unit 1 exam)

Single Lesson -

Tuesday 11.15-12.15



Students watch Zoom lesson recapping the tests for Body Composition (BIA) and the Vertical Jump Test

Students answer exam style questions based on these tests:

● what is body composition/anaerobic power

● how do we make these tests valid● what equipment do they require● working out how to read a results

graph



individual login)



Explain why the BIA test is the most accurate

test to measure your body fat percentage

Lesson 2 - Fitness Tests

(Unit 1 exam)

Double Lesson -

Wednesday 1.15 - 3.15




● Fitness tests for muscular endurance● Components of Fitness and

equipment for Forestry Step Test● Jackson-Pollock Nomogram● BMI test

Students watch Zoom lesson based on above four topics

Online virtual lessons available on these

topics www.theeverlearner.com (students have own

individual login)


email/Zoom to give

Complete the two muscular

endurance fitness tests at home (press up and sit up test) and check your score against

the results tables

Students answer exam questions based on components of fitness each test measure and which sports people would use them.

Students answer exam questions based on above fitness tests based on test administration to ensure validity and equipment required for each test

support whilst students are completing the task


Lesson 1 Due - Tuesday 28th April

Lesson 2 due - Wednesday 29th April

Lesson 1 and Lesson 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]


Summer 1 2019-20

Year 10 GCSE Week 3 Assessment Details (Date, Time, Structure, etc):

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

Date: 6.5.50

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







nge Tasks

1: Revision of distance learningShort term sources of finance

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 finance

Recorded Zoom Lesson link on Google classroom


Sentence starters

Modelling

Challenge 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

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 Sentence starters

Modelling

Scenario based

Exam Question

Content to be covered:


Challenge questions

2. Choosing appropriate finance

Recorded Zoom lesson HWR - online

Students will uses 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

Indpendendant set task Students will complete exam based independent task

Sentence starters

Modelling

Challenge questions


Booklet completion

06/05/20

Summer 1 2019-20Year 10 BTEC

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

Assessment will be a quiz on 6/5/20

Final Coursework submission 8/5/20








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

Ethical Responsibilities

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

these options.

model response

personalised feedback

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

3. 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

4: 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

3: 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


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

Students will complete a multiple choice test based on content covered over week 1&2 for these topics: The promoter as a role in the music industry and Music Licensing

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





Scaffolding & Extended Learning/Challe

Inclusion


nge Tasks

Lesson 1: Job Roles in the Music Industry - The Promoter

Google Classrooms - Do Now Activity: Students to watch to use prior learning to write a list of the responsibilities of a music promoter

- Students are then to update their list by reading through the google slides that detail the responsibilities of the Promoter, contracts and riders.

- Students are to review the three different types of promoters - Vene, Concert and Festival

- Students will them complete selected past paper questions (BTEC Jan 2018) based on promotion

- Pictures of different venues for promotion

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

-- Watch

Video describing more job roles in the music industry

https://www.youtube.com/watch?v=6BPdmaa5c3g&t=12s


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:

Review Task based on the Promoter

Students to complete tasks – VMA online to

assist

- Students to watch Youtube video https://www.youtube.com/watch?v=6BPdmaa5c3g&t=12s

based on production and promotion in the music industry

- Students to complete past paper questions based on the Promoter in the Music Industry

-

- Youtube links provided in the lesson offer scaffolding and guidance


Students should write three complete paragraphs for the final question


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 3:

Review of the PPL, PRS and MCPS

Google Classrooms - DO NOW: Students to complete one past paper question based on Promotion

- Students to watch a video describing the role of the PRS and the PPL https://www.youtube.com/watch?v=Mwx9m6-z0fE

https://www.youtube.com/watch?v=Mwx9m6-z0fE&list=RDQMZjku4vaxNYM&start_radio=1

- Students to watch video on the MCPS

https://www.youtube.com/watch?v=674zn4EeFFw

- Students are to make notes on the roles of the PRS, PPL and MCPS in the Music industry

- Answer question based on the Music Industry and email to teacher



Students should complete all questions based on the music industry

Lesson 4:

Review Task based on job roles in the music industry

Students to complete tasks – VMA online to

assist

- Students to watch Youtube video https://www.youtube.com/watch?v=3B_fBJxkH6Ybased on job roles in the music industry

- Students to complete past paper questions based on the Job roles in the Music Industry

-



Students should write three complete paragraphs for the final question


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

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



Summer 1 2019-20 Year 10Year 10

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?








Tasks

Lesson 1:

Typography

Loom lesson. All resources in Google Classroom.

Students complete the Do now Activity.

Students read the lesson objectives.

Students write down the key word

Sentence starters How does the choice of typography make you feel about what

Students to complete all tasks – AKA online to assist

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

Task 1: Students must analyse the typography in the ‘Jumanji’ and the ‘Punisher’ posters. Then, answer the question: What does the typography contained in your film title tell you about the associations and the film genre?

Task 2: Students must write out their name in a way that reflects their personality/mood.

Task 3: Students must analyse the connotations created by The Lego Movie title typography.

Plenary Task: Progress quiz

Model answers

Key questions

AKA online

might happen in the movie?

Design the typography for one of your favourite movies.

Lesson 2:

Film Poster: The Lego Movie





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

Task 1: Student must analyse and provide a reading for one of the following film posters: ‘Black Panther’ or ‘Jumanji’

Task 2: Students must analyse and provide a reading for The Lego Movie Poster.


Sentence starters

Model answers

Key questions

AKA online

Mind map any other movies you have seen from the same genre that reflect these ideas.

Write a paragraph explaining how your analysis of the Lego Movie poster might suggest what happens in the movie.

Lesson 3:

Offline Learning


Analyse and annotate at least two film posters of your choice.

Success criteria

AKA online

Write two paragraphs explaining who might the producers of these posters be targeting in terms of audiences for the movies.


Extended Learning Tasks to be submitted on 27th April.

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







Extended Learning

Lesson 4: Loom lesson. All resources in Google

Students complete the Do now Activity. Sentence starters Write a paragraph explaining what the

Trailer: The Lego Movie

Classroom.



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

Task 1

Students must mind-map your understanding of:

Camerawork / Editing / Mise-en-scene / Soundtrack

Task 2: Students must Identify the trailer conventions as they watch the following trailer: https://www.youtube.com/watch?v=fZ_JOBCLF-I

Task 3: Students must provide an analysis for The Lego Movie Trailer. How does the media language create meaning for the audience?

Students must focus on Camerawork and write 2 PEAL paragraphs.


Model answers

Key questions

Word banks

AKA online

Lego Movie trailer does well to draw in an audience.

Plan and draft a storyboard for a one minute trailer of the Lego Movie.

Lesson 5:

Intertextuality





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

Task 1: Students must watch The Simpsons clip:

https://www.youtube.com/watch?v=ymt7khg7r8s

Write a paragraph explaining how the clip uses intertextuality?

Secure understanding of the key term: Pastiche.

Task 2: Students must analyse what intertextual references can be seen in The Lego Movie poster.

Task 3: Students must Identify the intertextual references within The Lego Movie trailer and complete the worksheet.


Sentence starters

Model answers

Key questions

Word banks

AKA online

Write a paragraph on any other moments in TV/ Film where you have witnessed intertextuality. Explain why you think this technique was used.

Lesson 6:

Offline Learning


Write three paragraphs analysing Representation in a film trailer of your choice.

AKA online Create a Glossary in the back of your

Media book. Revisit your work and

collect all the media

specific vocabulary you have learnt.

Make a Glossary to make it easy to

revise.


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

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

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

Lesson 2: Recap of Theme A

Questions sheet uploaded into Google

Classroom

Answer recap questions 1-10 using your knowledge booklet to help you.

Mr Monaf available by email to answer

questions

Create flashcards for the keywords in

Theme A using your

knowledge booklet to help you.

Lesson 3: Recap of Theme A


Classroom



questions


Theme A using your knowledge booklet to

help you.

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.

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 6 mark question at

end.

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

marks)

(Crime, poverty, lack of respect for British

values, unemployment)

Lesson 3: Recap of Theme B


Classroom



questions


Theme B using your knowledge booklet to

help you.

Lesson 3: Recap of Theme B


Classroom



questions


Theme B using your knowledge booklet to

help you.


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



Documents

cityheightsacademy.e-act.org.uk … · Web viewSummer 1 2019-20. Year: 10. Maths. Week 4 Assessment Details (Date, Time, Structure, etc): 14th May 2020, 2.15 – 3.15pm: Assessment