Year 7 English Date: 2-3-2012 Teacher: Mark Davess

Previous knowledge: The class have been studying ‘Media’ this term, with specific focus on audience, purpose, genre, using different (appropriate) forms of language correspondingly, going then deeper into specific features of certain targeted TV (weather forecast, documentary, children’s programme), and then moving into the use of visuals (logos, visual aspect of TV, signs).

Curriculum objectives:2.2 b) able to infer and deduce meanings, recognising the writer’s intentions2.2 i) able to understand how meaning is created through the combination of words, images and sounds in multimodal texts.2.2. n) understand and comment on how form, presentation and layout contribute to effect.

Learning outcomes: Students will have seen and started to appreciate how the juxtaposition of words and images can create an effect separate from the individual effect of the image or words by themselves. They will have started to appreciate the power to attract attention that lies in understated, implicit or tangential meaning in advertisments.Activity Description MinutesSettling in: Get seated as planned. 0-3

Starter: Questions: Do advertisers have any influence on what you buy? What techniques do they use to try to do this? Do they only use words? Do they say things directly, such as ‘buy this?’Show picture of Renault Espace advertisement. Students speculate on what it’s for, and what the caption could be. Then comment on how effective it is in their view for advertising this car.

3-8

Main In pairs/groups – discuss the advertisement for The Guide Association on page 101 (questions surrounding it and question 2 below it).Question 2 – class discussion/feedbackTraffic lights – who can explain the difference in purpose and effect of the two captions under the identical pictures? (p102)In pairs/groups - Choose 1 of the 2 pictures in activity 5, try to think of TWO different captions for the same picture, designed for 2 different purposes and/or audiences, giving a different effect (as example)(skip the following out if noticeably slower) – in pairs/groups, just speaking, what’s in the gaps? Discuss effect with class – questions 2 & 3 (traffic lights)p135 – look at picture for advertisement, discuss questions around it. Class feedback.then - Label picture by matching features to numbered arrows on the advertisement.

8-13

13-16

16-21

21-26

26-31

Plenary Work alone; Draft and advertisement for a computer game of your choice.If time – compare with partner. (Do final copy at home?)

31+

Year 7 History Date: 2-3-2012 Teacher: Mark DavessGroup makeup/issues/differentiation (behaviour/ability/language/other):• The students are almost always, with rare exceptions, mixed up into groups of 3 or 4, where there is a mix of native language, ability in English, level of competence in class processes, level of activity/extroversion, and also according to behavioural issues (who gets on well or not with who, who is distracted by who, etc.). Sometimes pairs are created instead, or at points in class groups of 4 are split into two. Sometimes, for some tasks they are grouped together according to ability, but mixing ability in groups and giving different roles is the main approach.• Use is then often made of different ‘roles’ within the groups for reading or tasks. There are ‘key words’, ‘question’, ‘opinion’ and ‘summary’, where each student has to provide one of those, related to the text they read, then tell, explain or ask, according to their role. Students with EAL issues may be given the ‘key words’ role or maybe the question role, depending on the difficulty of the text, and/or specific vocabulary in the text. Then there is ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’, for tasks done in class. The secretary does the writing, the chairperson controls the discussion, the assessor notes a good idea to tell the class later and the spokesperson reports to the class, while the teacher looks at the secretary’s notes. Again roles are assigned according to style and ability of the student. The secretary role means someone has to listen, write and have things explained to them and their English corrected by their peers, ‘spokesperson’ can draw some out into speech after having listened to have it explained to them by their peers. This all also engages the others who help them (usually the chairperson) with making sense of the concepts and working through the processes with a focus.• Sometimes simplified and/or combined versions of this use of roles are used for activities, or sometimes the same role is given to more than one of the group.Previous learning: This deviates a little from this term’s main themes (Normans, their methods and organisation, rural life, use of sources to reconstruct). This focuses on intolerance and persecution, of the Jews most specifically, going back also to Roman times, but also linking to future focused study on Islamic Civilisations, and the crusades (including massacres of Jews on the way, as well as of Muslims on arrival) and the general theme of intolerance vs. an opposing pragmatic ‘tolerance’. Students studied much of pages 118-119 in the last lesson, but not in enough depth, creating a timeline of its events for homework.Learning outcomes: Students will be aware of a more long-term element to the issue of prejudice against Jews and will have seen how insular religious belief can cause ignorance of and intolerance towards others.Curriculum objectives:1.2 a) Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.1.3 a) Identifying and explaining change and continuity within and across periods of history.1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.Activity Description MinutesSettling Get seated as planned. 3Starter Dictate questions. Key words to board.

Why do some people dislike people who are different to them?Is there prejudice against every type of person?Why do different peoples sometimes tolerate each other and sometimes not?How do people react to prejudice and intolerance against themselves?Does tolerance grow in the world with time, or does it just go up and down; sometimes more, sometimes less?Look at source 8 on page 119 and source 3 on page 195. Why did people draw these?Discuss in groups; (traffic lights)

3-10

Main ComparisonStudents look at page 118 before source 2 and also page 54 before source 7 (board)Assign roles - ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’. Each group member is allowed to make notes, but the secretary creates the ‘document’ (writes the group’s answers to the questions) and the spokesperson has to report.Dictate questionsWhy did the Kings and people of England tolerate Jews at first, and for more than a century?Why were Roman leaders tolerant and not strict with the Jews in Judea for 500 years or more?Are there any reasons that are similar in these two situations?Draw students’ attention to text between question 1 on page 54 and source 8 on page 55, the information on page 118, the text on page 194 and sources 9 and 15 on pages 196-197 (try to have each student opening a different page).Dictate new question: - (roles stay the same for this task)How is the change in treatment of the Jews by the Romans different to the change in their treatment in England and Europe in the 12th century?Feedback – secretary shows book to teacher, spokesperson reports.Look at sources 8 and 10 on page 55 and source 7 and the text before it on page 119Group discussion – no roles – give oral questions –– How do you think these people felt? Why did they behave like this? How true do you think this is?Feedback - traffic light cards to show readiness to answer individually

10-20

Plenary Your group chooses to be either a Roman leader in AD 73 (when the siege at Masada happened), or a member of the mob in 1190 at York (when the massacre happened), the whole group must agree together, and everyone writes at least a paragraph justifying your actions against the Jews.

30+

Class: 8B HISTORY Date: 2-3-2012 Teacher: Mark DavessGroup makeup/issues/differentiation (behaviour/ability/language/other):• The students are almost always, with rare exceptions, mixed up into groups of 3 or 4, where there is a mix of native language, ability in English, level of competence in class processes, level of activity/extroversion, and also according to behavioural issues (who gets on well or not with who, who is distracted by who, etc.). Sometimes pairs are created instead, or at points in class groups of 4 are split into two. Sometimes, for some tasks they are grouped together according to ability, but mixing ability in groups and giving different roles is the main approach.• Use is then often made of different ‘roles’ within the groups for reading or tasks. There are ‘key words’, ‘question’, ‘opinion’ and ‘summary’, where each student has to provide one of those, related to the text they read, then tell, explain or ask, according to their role. Students with EAL issues may be given the ‘key words’ role or maybe the question role, depending on the difficulty of the text, and/or specific vocabulary in the text. Then there is ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’, for tasks done in class. The secretary does the writing, the chairperson controls the discussion, the assessor notes a good idea to tell the class later and the spokesperson reports to the class, while the teacher looks at the secretary’s notes. Again roles are assigned according to style and ability of the student. The secretary role means someone has to listen, write and have things explained to them and their English corrected by their peers, ‘spokesperson’ can draw some out into speech after having listened to have it explained to them by their peers. This all also engages the others who help them (usually the chairperson) with making sense of the concepts and working through the processes with a focus.• Sometimes simplified and/or combined versions of this use of roles are used for activities, or sometimes the same role is given to more than one of the group.

Previous knowledge: Students recently have looked at the English Civil War, and more broadly ‘the English Revolution’, seeing aspects of the King’s ‘divine right’ and power, how he ran his affairs, and how this conflicted with Parliament, and was judged finally as mismanagement, tyranny and betrayal of the people. In the last lesson they looked at sources showing differing perceptions of Louis XVI and Marie Antoinette.Learning outcomes: Students will see generally the motivations for change and the practical changes made by the revolution, and the difference in attitude of those behind the revolution to those they were opposing.Curriculum concepts and processes:1.2 a) Understanding the diverse experiences and ideas, beliefs and attitudes of men, women and children in past societies and how these have shaped the world.1.3 a) Identifying and explaining change and continuity within and across periods of history.1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.Activity Description MinutesSettling Get seated as planned. 0-2Lesson aims

‘Questions you are going to answer’, ‘Can you answer now?’ (traffic lights):Why did people rebel against the French monarchy?What changed and what stayed the same, or similar, after the revolution? Why?

2-5

Starter: Date and title in books: Dictate questions: ‘Is monarchy a good thing?’, ‘What right did anybody ever have to be a King or Queen?’, ‘What did they do for their country?’, ‘What did they get from their country?’, ‘How did they keep control?’ Tell them they have 3 minutes – --- Group discussion- Class discussion/feedback (traffic lights)

5-8

Main Students read through all of pages 102 and 103, with the task of finding and listing 6 key words. Give them 5 minutes. Each member then needs to choose 1 of those words and write an explanation of why it’s a key word. Chairperson is assigned to make sure everyone has a different word and an explanation.

8-16

Assign roles - ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’. Each group member is allowed to make notes, but the secretary creates the ‘document’ and the spokesperson has to report.Compare (in order to answer a question*):

16-30

BEFORE sources 7 and 8 (local

government), page 102 sources 9, 10 and 11 on page 102

(law and order) sources 12, 13 and 14 on page 102

(the estates system)

with

AFTER sources 4 and 5 on page

118 with sources 2 and 3 on

page 96 source 6 on page 119

Tell them they have 10 minutes. Their ‘secretary’ with their cooperation writes a sentence or two under each heading to answer the question: explain *“Why did the revolutionaries see these changes as improvements?”Secretary writes answers, assessor and spokesperson report afterwards.

Plenary(Less time, less questions)

Group discussion:Why did people rebel against the French monarchy?What changed and what stayed the same, or similar, after the revolution? Why?Class discussion (traffic lights) with class feedback – ‘What do you think people maybe had to do to make these changes?’, ‘Were there any possible losses or disadvantages?’, ‘How is the French revolution important for our times?

+30

Year 9A History Date: 2-3-2012 Teacher: Mark DavessGroup makeup/issues/differentiation (behaviour/ability/language/other):• The students are almost always, with rare exceptions, mixed up into groups of 3 or 4, where there is a mix of native language, ability in English, level of competence in class processes, level of activity/extroversion, and also according to behavioural issues (who gets on well or not with who, who is distracted by who, etc.). Sometimes pairs are created instead, or at points in class groups of 4 are split into two. Sometimes, for some tasks they are grouped together according to ability, but mixing ability in groups and giving different roles is the main approach.• Use is then often made of different ‘roles’ within the groups for reading or tasks. There are ‘key words’, ‘question’, ‘opinion’ and ‘summary’, where each student has to provide one of those, related to the text they read, then tell, explain or ask, according to their role. Students with EAL issues may be given the ‘key words’ role or maybe the question role, depending on the difficulty of the text, and/or specific vocabulary in the text. Then there is ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’, for tasks done in class. The secretary does the writing, the chairperson controls the discussion, the assessor notes a good idea to tell the class later and the spokesperson reports to the class, while the teacher looks at the secretary’s notes. Again roles are assigned according to style and ability of the student. The secretary role means someone has to listen, write and have things explained to them and their English corrected by their peers, ‘spokesperson’ can draw some out into speech after having listened to have it explained to them by their peers. This all also engages the others who help them (usually the chairperson) with making sense of the concepts and working through the processes with a focus.• Sometimes simplified and/or combined versions of this use of roles are used for activities, or sometimes the same role is given to more than one of the group.Previous knowledge: Students have recently been studying the electoral system in the 1820s, compared to very recent times, movements for reform, differing opinions, motivations and demands, reasons for resistance to reform, and elements of reform (secret ballots, end of ‘rotten boroughs’, etc.)Learning outcomes: Students will appreciate the needs and therefore demands of working class people, and their need for political representation. They will understand the general pattern of reform over the last 2 centuries.Curriculum objectives:1.1 c)Building a chronological framework of periods and using this to place new knowledge in its historical context.1.4 a) Analysing and explaining the reasons for, and results of, historical events, situations and changes.1.5 a) Considering the significance of events, people and developments in their historical context and in the present day. 2.1 a) Identify and investigate, individually and as part of a team, specific historical questions or issues, making and testing hypotheses.Activity Description MinsSettling Get seated as planned. Check any homework, absences. Mark both in register. 0-3Starter Question – ‘How much are people’s individual needs a cause for change?’

‘How much do people’s motivations depend on their circumstances?’‘Do we owe much of the freedoms and that we have now to the work of people in the past?’Dictate words: entitled, value, householder, equally, consequence, persuade, restrictions, limited, extension –students check spelling & discuss meaning with each other, use dictionariesWorksheet – suffrage – Sts match up reforms in electoral system with years - feedback – answer sheet

3-10

Main Assign roles - ‘secretary’, ‘chairperson’, ‘spokesperson’ and ‘assessor’. Each group member is allowed to make notes, but the secretary creates the ‘document’ and the spokesperson has to report.Look at Page 92, ‘The Six Points of the People’s Charter’Group decides: which class of people made these demands, why they were making a chosen 3 of those demands, why other classes of people would not be making these demands.Feedback – secretary shows, spokesperson reports.Assign roles - ‘key words’, ‘question’, ‘opinion’ and ‘summary’. Students fulfil those roles for the text on page 92.Some students report back to class.Class discussion (traffic lights) – What is the message of source 3? What different impressions of the meeting on Kennington Common do we get from sources 6, 7 & 8?Is the photograph more useful to historians?Give out sheet about the Poor Law of 1834In groups discuss whether this is right or wrong. In feedback try to get opposing points of viewSomeone simply reads out ‘Why did so many people support Chartism’Do your remember Robert Owen? Who was he? Discuss meaning of ‘Grand National Consolidated Trade Union’ (initiated by Robert Owen)Read sources 7 & 8 – Discuss in pairs/groups - compare the motivations of the two different menWho can explain it to me? (traffic lights)Dictate the following words:depression, strike, poverty, tradesmen, slave, women, employment, shelterRead up to and including source 10 – groups discuss why those words are key words, anyone will be chosen to explain a word.feedback – traffic lights – who is ready to choose a word and explain its importance here, why it’s a key word, to me?class discussion (traffic lights) – who can explain source 13 to me?

10-25

25-32

32-36

36-42

42-47

47-52

52-60

60-63

63-65

Students list all demands of chartists from sources in chart under following categories: 15

Plenary political economic SocialActivity page 94, report by governmental official –HOMEWORK – discuss what he would write in groups

extra time