YEAR 9 Home Learning

DANCE

01/06/2020

Exploring a professional work: Emancipation of Expressionism by Kenrick H2O Sandy.

Topics: Initial ideas on the piece and information about the choreographer.

Resources: Google classroom for video of piece and booklet. Use of internet to research.

Online Practical Class 8 – Hip Hop (Links on Google classroom)

Hip Hop Fit workout: https://www.youtube.com/watch?v=ZWk19OVon2k

8/06/2020

Exploring a professional work: Emancipation of Expressionism by Kenrick H2O Sandy.

Topics: Theme, stimulus, dance styles, who worked on it, influence at the time and influences from others.

Resources: Google classroom for video links, fact file, interview transcript and booklet. Use of internet to research.

Online Practical Class 9 – Latin (Links on Google classroom)

Cardio Latin Dance Workout: https://www.youtube.com/watch?v=8DZktowZo_k

15/06/2020

Exploring a professional work: Emancipation of Expressionism by Kenrick H2O Sandy.

Topics: Key features, choreographic devices, communication of theme, costume, set design, lighting and accompaniment.

Resources: Google classroom for video links, fact file, interview transcript and booklet. Use of internet to research.

Online Practical Class 10 – Contemporary (Links on Google classroom)

Contemporary class with exercise breakdown: https://www.youtube.com/watch?v=ty8SUFiar5M

22/06/2020

Exploring a professional work: Emancipation of Expressionism by Kenrick H2O Sandy.

Topics: Role of a costume designer, choreographic process and workshop looking at ASDR from Kenrick H2O Sandy.

Resources: Google classroom for video links, fact file, interview transcript and booklet. Use of internet to research.

Online Practical Class 11 – Yoga (Links on Google classroom)

Lulu Lemon yoga for beginners: https://www.youtube.com/watch?v=u50ihxXWjP0.

29/06/2020

Exploring a professional work: Emancipation of Expressionism by Kenrick H2O Sandy

Topics: The role that Kenrick H2O Sandy has in the making of E of E and evaluation of how the theme is communicated.

Resources: Google classroom for video links, fact file, interview transcript and booklet. Use of internet to research.

Online Practical Class 12 – Element s of Hip Hop and Street Dance (Links on Google classroom)

Boy Blue Entertainment – 6 Technique videos: http://boyblueent.com/?page_id=200

06/07/2020

Comparing and contrasting three professional works.

Topics: Writing reviews for E of E, Romeo and Juliet and Within Her Eyes.

Resources: Google classroom for video links, PowerPoint and exemplar work. Use of internet to research.

Online Practical Class 13 – Jazz (Links on Google classroom)

Warm up: https://www.youtube.com/watch?v=Sk_7qYthu1U

Jazz centre combination: https://www.youtube.com/watch?v=KRTrWc1MsXg

13/07/2020

Comparing and contrasting three professional works.

Topics: Communication of theme, role of practitioners and interrelationships within the professional works.

Resources: Google classroom for video links, PowerPoint and exemplar work. Use of internet to research.

Online Practical Class 14 – Contemporary (Links on Google classroom)

Warm up: https://www.youtube.com/watch?v=0L-Tp59i9dI

Contemporary routine: https://www.youtube.com/watch?v=LPj-Rd0c6Uo

ENGLISH Term 3B English – ‘Macbeth’ and Literature Consolidation

Week 1 01/06/2020

‘Macbeth’ Act Four

1) Read Act Four of the play:

https://www.sparknotes.com/nofear/shakespeare/macbeth/page_130/

You can also listen to the play as you read:

https://www.youtube.com/watch?v=pGBQsQoWvA0

2) Order the key events in this act.

3) Explain the following:

- The atmosphere that is created by the witches in Act 4, Scene 1

- The apparitions that Macbeth is shown by the witches in Act 4, Scene 1

- What the murder of Macduff’s family in Act 4, Scene 2 demonstrates about

Macbeth at this point in the play

- How Malcolm tests Macduff’s loyalty to Scotland in Act 4, Scene 3

4) Identify quotes that link to the following themes:

- Supernatural

- Violence

Extension: Practice essay option (using PEE)

How does Shakespeare present Lady Macduff in Act 4, Scene 2 as the antithesis

to Lady Macbeth?

Week 2 08/06/2020

‘Macbeth’ Act Five, Scenes 1-4

1) Read Act Five, Scenes 1-4 of the play:

https://www.sparknotes.com/nofear/shakespeare/macbeth/page_178/

You can also listen to the play as you read:

https://www.youtube.com/watch?v=pGBQsQoWvA0

2) Order the key events in this act.

3) Explain the following:

- Lady’s Macbeth’s state of mind in Act 5, Scene 1. This is a key scene. To

support your understanding of this scene, and to answer this question, you should

watch the videos on slide one of the attached PowerPoint

- How symbolism of the candle is used in Act 5, Scene 1. To support your

understanding of this scene, and to answer this question, you read the information

on slides 2-3 of the attached PowerPoint

- Macbeth’s state of mind at the start of Act 5, Scene 3

- How the soldiers’ actions in Act 5, Scene 4 link to the witches’ apparitions.

4) Identify quotes that link to the following theme:

- Guilt

Extension: Detailed response to Act 1, Scene 5

- Read slides 3 and 4 of the attached PowerPoint and make notes of the key

details.

- Chose four of the questions on slide 5 to answer as P.E.E paragraphs. You will

be given model answers to that you can self assess your work.

Week 3 15/06/2020

‘Macbeth’ Act Five, Scenes 5-9

1) Read Act Five, Scenes 5-9 of the play:

https://www.sparknotes.com/nofear/shakespeare/macbeth/page_200/

You can also listen to the play as you read:

https://www.youtube.com/watch?v=pGBQsQoWvA0

2) Order the key events in this act.

3) Complete the key quotes on slide 1 of the attached PowerPoint and explain

what they show about Macbeth’s state of mind in Act 5, Scene 5. There is a mini-

model answer on slide 3 of the PowerPoint that you can use as support.

4) Follow the video links on Slide 4 of the PowerPoint, and answer the following:

Act 5.5-5.6 How is Macbeth’s state of mind presented here? Challenge: consider

how it links to the key word ‘nihilism’.

Act 5.7-5.8 How is Macduff’s determination to kill Macbeth presented here?

Week 4 22/06/2020

‘Macbeth’ Themes

This week, you will consolidate your understanding of some key themes in the

play: ambition and violence

Task 1: Ambition

Watch the following videos and make a mind-map to show how this theme is

presented in the play:

https://www.youtube.com/watch?v=J7DYol0YHhw&list=PLqGFsWf-P-

cCMpq89C0yaU5scvuYiIKuL&index=55&t=0s

https://www.youtube.com/watch?v=O3v6SHRjZhM

Task 2: Violence

Watch the following videos and make a mind-map to show how this theme is

presented in the play:

https://www.youtube.com/watch?v=Acr2SWCtk0g

https://www.youtube.com/watch?v=0WDGyMGY5Ig

Essay task:

Using your video mind-maps, and ‘No Fear Shakespeare’ answer the question on

violence OR ambition. The questions are attached in a Word document.

Week 5 29/06/2020

‘Macbeth’ Character Essay –

This week, you will focus on how Macbeth’s character develops in the play.

Task 1: Quote recall. Complete the missing words from the quotes on slide 1 of

the attached PowerPoint. You then need to explain in a short sentence what this

quote tells us about Macbeth. E.g. Quote 1 ‘1)To be thus is nothing; but to be

safely thus.’ This quote tells use that Macbeth doesn’t feel that his position of king

is secure ‘safe’.

Task 2: As shown on slide 2 of the PowerPoint, you need to make a list of the

events/actions have led to Macbeth’s downfall throughout the play. Self assess

your answers on slide 3.

Task 3: As shown on slide 4 of the PowerPoint, you need to make a list of the

reasons why we SHOULD feel sympathy for Macbeth and why we SHOULDN’T.

Self assess your answers on slides 5-6.

Task 4: Extended essay response. How is the character of Macbeth presented

in the play overall? Use the notes that you have made, the quotes from slide 1 and

the table on slide 7 to support you.

Other support that you may want to use:

Attached essay plan for the character of Macbeth

A grade 9 response https://www.youtube.com/watch?v=sSDcTyMAt0U

Week 6 06/07/2020

Poetry Recap

The Charge of the Light Brigade

Task 1: Watch the ‘home learning’ video on The Charge of the Light Brigade, and

make a mind-map of key information

https://www.youtube.com/watch?v=O4wk3CyA9x8&list=PLqGFsWf-P-

cD1O4KxoWiGjK789O6pG3W4&index=19

It would be useful to have a section on what happens in the poem (AO1), the

methods used in the poem (AO2), and the context of the poem (AO3)

Task 2: P.E.E Response. How does Tennyson present the soldiers as brave and

heroic?

Use the BBC Bitesize resource to support your response

https://www.bbc.co.uk/bitesize/guides/zysnxfr/revision/1

Week 7 13/07/2020

Poetry Recap

Exposure

Task 1: Watch the ‘home learning’ video on Exposure, and make a mind-map of

key information

https://www.youtube.com/watch?v=qQqiZ66iAwg&list=PLqGFsWf-P-

cD1O4KxoWiGjK789O6pG3W4&index=26

It would be useful to have a section on what happens in the poem (AO1), the

methods used in the poem (AO2), and the context of the poem (AO3)

Task 2: P.E.E Response. How does Owen present the experience of war in

‘Exposure’?

Use the BBC Bitesize resource to support your response

https://www.bbc.co.uk/bitesize/guides/zwbxp39/revision/7

Extension task:

Compare how the poets present ideas about the horror of war in ‘Exposure’ and

‘The Charge of the Light Brigade’

To support this task, look at the attached venn diagram and read this model

answer https://mrstepsliteraturerevision.wordpress.com/2018/03/25/charge-of-

the-light-brigade-and-exposure-2/

AR3 Content

Health & Social Care

Special project- Adolescence project- Recall & retrieval of Knowledge from previous Assessment round. [Component 1, B1, Different types of life event]

Types of life events: life circumstances, moving house, starting school, new job, exclusion from education, redundancy, imprisonment and retirement

A video of three individuals’ experiences of exclusion and the effects on them, e.g. ‘Avoiding Exclusion’: http://oxme.info/cms/learn/avoiding-exclusion

Alternatively, a case study on exclusion by Barnardo’s is available in an information booklet ‘Not Present and Not Correct’: www.barnardos.org.uk

A video clip that shows an individual speaking about the effects of redundancy, e.g. on www.nhs.uk (search for ‘Coping with Redundancy’)

[Component 1, B2, Coping with change caused by life events]

How people may react differently to the same life events How individuals can adapt to changes caused by life events

Considering all factors that allow an individual to adapt and cope with change.

Resilience, understanding change, accepting change, giving time.

Component 1, B2, Coping with change caused by life events]

Types of support: emotional, information and advice, and practical help, e.g. financial assistance, childcare, transport.

Informal sources of support: family, friends, partners and types of support they can provide

[Formal sources of support: professional carers and services and types of support they can provide.

Sources of voluntary support: community groups, voluntary services and faith-based organisations and types of support they can provide

Subject AR3 Content

Business Studies

Continue to work through the six learning outcomes that students will need to know in order to pass the exam (worth 50% of their final grade). Students will be given access to all of the theory via an online PowerPoint (link below in blue) and should aim to study in the same way as we would do in lessons within school by making their own notes from the PowerPoint and then a range of tasks will be set via google classroom for students to apply the theory they have learned.

R064 - LO4: methods of advertising for a small business (Exam Theory)

Students will be able to:

explain the definition of ‘advertising’

explain the 6 methods of advertising used by a small business

evaluate the advantages and disadvantages of each method This lesson looks at the 6 main advertising methods that might be used by a small business, and the advantages and disadvantages of each method. Students will be given tasks or questions based on the learning to apply the knowledge.

https://www.businessed.co.uk/index.php/home/theory/camnat-public/camnat-theory-notes-public#lo4

R064 - LO5: sources of capital (Exam Theory)

Students will be able to:

explain the term ‘capital’

explain the main 6 sources of capital for a small business

evaluate the advantages and disadvantages of each source of capital on the owner

Students will learn about the different sources of capital available to someone wanting to start up their own business. It explores what the term ‘capital’ means, in addition to the 6 main types of capital available to a small business owner, looking at the advantages and disadvantages of each of them. Students will be given tasks or questions based on the learning to apply the knowledge.

https://www.businessed.co.uk/index.php/home/theory/camnat-public/camnat-theory-notes-public#lo5

R064 - LO5: types of ownership (Exam Theory)

Students will be able to:

explain the different types of business ownership

discuss the difference between incorporated and unincorporated

explain the concept of liability (including limited and unlimited liability) Students will learn about the different types of ownership for a small business. There are 4 main types that are focussed on during this lesson; looking at the advantages and disadvantages of each of them. Students will learn about liability in terms of business ownership and what it means and the difference between incorporated and unincorporated and the impact of that upon the business. Students will be given tasks or questions based on the learning to apply the knowledge.

https://www.businessed.co.uk/index.php/home/theory/camnat-public/camnat-theory-notes-public#lo5

(Resources / tasks / links / worksheets / R&R starters and ideas for how to revise for this lesson will be added to the class page on google classroom to allow students to continue with their learning at home.)

Subject AR3 content

Y9 Computer Science

Learners visit https://www.bbc.co.uk/bitesize/subjects/zvc9q6f and complete sections outlined below. For each section make detailed notes using your electronic exercise book on Google Classroom and complete the mini test. Remember to use an appropriate title and date your work.

Week Curriculum content wb 01/06/20

wb 08/06/20

wb 15/06/20

wb 22/06/20

wb 29/06/20

wb 06/07/20

DIT AR3 Content

Digital Information Technology

Topic: User restrictions and finding weaknesses. Students will understand the measures used to protect digital systems and reduce the impact of threats They will learn about a wide range of user access restrictions techniques and methods. They will also understand how weaknesses are found and system security is improved. Topic: Data Level Protection. Students will understand measures that can be implemented to protect and manage digital systems and data E.g. Firewalls (hardware and software), software/interface design (obscuring data entry, autocomplete, ‘stay logged in’), anti-virus software, device hardening and encryption of stored data in individual files or whole drives. Topic: Policy, backups and data recovery. Students will be able to define who is responsible for cyber security and policy and how concerns are reported

They will understand the requirements of a disaster recovery policy including backup and recovery and also understand the actions to take after an attack.

Topic: Data Flow diagrams. Students will understand how organisations use information and data flow diagrams to explain systems, data and information. They will be able to interpret information presented in the form of a data flow or an information flow diagram and draw a data flow or an information flow diagram representing a given scenario.

Topic: Flowcharts. Students will understand how organisations use flowcharts and be able to interpret a flowchart in a range of contexts.

Resources: PowerPoint and worksheet on Google Classroom

Topic: System Diagrams. Students will understand how organisations use systems diagrams and be able to interpret a systems diagram in a range of contexts. They will also draw a diagram to represent how a system will work.

Topic: Revision – Sample mock paper 1. Students will complete and then go through answers for a full exam paper.

Topic: Revision – Sample mock paper 2. Students will complete and then go through answers for a full exam paper.

AR3 Assessment – Full Sample Exam Paper 1 hour 30 minutes Enrichment activities The use of Resources: Detailed resources will be posted weekly on Google Classroom. Students will need to work through PowerPoints which may include video links, questions and activities. They will then need to evidence their learning by completing a series of exam type questions on a google sheet document or google quiz.

DRAMA

01/06/2020

Devising Drama.

Topics: What has the most dramatic potential? Choose the stimulus that interests you most and explore a given idea or theme further in order to create an idea for your final piece of drama.

Resources: Google classroom for video of piece and booklet. Use of internet to research.

Resources (Knowledge organisers, BBC Bitesize; Google www.bbc.co.uk › Home › English Literature; https://www.youtube.com/watch?v=-AX5ggqtQ6M

8/06/2020

Devising Drama.

Topics: Complete your own research on your chosen idea/theme.

Resources: Google classroom for video of piece and booklet. Use of internet to research.

Resources (Knowledge organisers, BBC Bitesize; Google www.bbc.co.uk › Home › English Literature).

15/06/2020

Devising Drama.

Topics: Form and structure. Identify the form that you would choose for your piece of drama. Explain your choice.

Resources: Google classroom for booklet. Use of internet to research.

Resources (Knowledge organisers, BBC Bitesize; Google www.bbc.co.uk › Home › English Literature).

22/06/2020

.Devising Drama.

Topics: Dramatic conventions – identify three conventions that you would choose for your piece of drama. Explain when and how you could use them in the devised piece of work.

Resources: Google classroom for video of conventions and booklet. Use of internet to research.

Resources (Knowledge organisers, BBC Bitesize; Google www.bbc.co.uk › Home › English Literature).

29/06/2020

Devising Drama.

Topics: Devising scenes – Complete the scenes ideas and scenario sheet.

Resources: Google classroom for booklet.

Resources (Knowledge organisers, BBC Bitesize; Google www.bbc.co.uk › Home › English Literature).

06/07/2020

Devising Drama.

Topics: Developing character – Complete the character cards and mind map.

Resources: Google classroom for booklet.

Resources https://www.youtube.com/watch?v=y6anj5T_I5k

13/07/2020

Devising Drama.

Topics: Developing character – Complete the Hot-seating and writing in role task. Resources: Google classroom for booklet.

Resources https://www.youtube.com/watch?v=y6anj5T_I5k

Subject AR3 Content

Physics

Triple 9O1 and 9O2 only (some of these lessons have been done) P3 PARTICLES https://www.bbc.co.uk/bitesize/guides/zsqngdm/revision/1 https://www.bbc.co.uk/bitesize/guides/zcncjty/revision/1 https://www.bbc.co.uk/bitesize/guides/zqrqh39/revision/1 https://www.my-gcsescience.com/aqa/physics/solids-liquids-and-gases/ https://www.my-gcsescience.com/aqa/physics/density/ https://www.youtube.com/watch?v=F7uto-YfSRc https://www.my-gcsescience.com/aqa/physics/specific-heat-capacity-and-specific-latent-heat/ https://www.my-gcsescience.com/aqa/physics/particle-model-and-pressure-physics-only/ Lesson 1 Particle model, Solids , liquids and gases Use particle theory to describe and explain the amount of energy at each state Describe the character of the three states Model the three states of matter Lesson 2 Density of materials equation, Using an equation, calculations Calculate density using a formula and re-arrange the equation Compare dense and less dense materials and explain how this relates to states of matter Describe the key word “density” and use it correctly Lesson 3 Density of materials practical, *Required practical*, density of irregular objects Explain why some objects float while others sink Calculate the density of an object using experimental techniques Describe the forces on a floating object Lesson 4 Internal energy and state changes, Melting, condensing, boiling etc. Explain the processes involved in changing state Use kinetic theory to explain what happens when a material is heated Describe the phrase “internal energy” as it is used in Physics Lesson 5 Specific Latent Heat, Graph of changing state, equation, calculations Construct and explain a graph showing a substance being heated Calculate specific latent heat using an equation Describe what is meant by the key term “specific latent heat” Lesson 6 Pressure in gases, Equation, calculations, work done Describe the qualitative relationship between the speed of the particles and the temperature of the gas. Relate the importance of the wall of a container to the pressure of a gas. Explain how pressure can increase the temperature of a gas. Trilogy Groups 903 904 9m1 9m2 9m3 9m4 (some of these lessons have been done) P3 PARTICLES https://www.bbc.co.uk/bitesize/guides/zsqngdm/revision/1 https://www.bbc.co.uk/bitesize/guides/zcncjty/revision/1 https://www.my-gcsescience.com/aqa/physics/solids-liquids-and-gases/ https://www.my-gcsescience.com/aqa/physics/density/

BIOLOGY

https://www.youtube.com/watch?v=F7uto-YfSRc https://www.my-gcsescience.com/aqa/physics/specific-heat-capacity-and-specific-latent-heat/ Lesson 1 Particle model, Solids , liquids and gases Use particle theory to describe and explain the amount of energy at each state Describe the character of the three states Model the three states of matter Lesson 2 Density of materials equation, Using an equation, calculations Calculate density using a formula and re-arrange the equation Compare dense and less dense materials and explain how this relates to states of matter Describe the key word “density” and use it correctly Lesson 3 Density of materials practical, *Required practical*, density of irregular objects Explain why some objects float while others sink Calculate the density of an object using experimental techniques Describe the forces on a floating object Lesson 4 Internal energy and state changes, Melting, condensing, boiling etc. Explain the processes involved in changing state Use kinetic theory to explain what happens when a material is heated Describe the phrase “internal energy” as it is used in Physics Lesson 5 Specific Latent Heat, Graph of changing state, equation, calculations Construct and explain a graph showing a substance being heated Calculate specific latent heat using an equation Describe what is meant by the key term “specific latent heat” SETS 901 and 902 ( TRIPLE Science)

TOPIC 4.3 INFECTION AND RESPONSE

Lesson 1 Communicable diseases

Define the term pathogen and state the four main groups of pathogen.

Explain how pathogens can be spread to plants or animals and cause infection.

Describe the main differences between bacteria and viruses.

Explain how the spread of disease can be reduced or prevented.

Lesson 2 Viral, bacterial and fungal diseases (humans)

Describe the symptoms, mode of transmission, prevention and treatment for measles, HIV and AIDS, salmonella and gonorrhoea.

Describe colds and flu as viral diseases.

Describe athlete’s foot as a fungal disease.

Lesson 3 Protist diseases

Describe the life cycle of the malarial protist.

Describe the symptoms, mode of transmission, prevention and treatment for malaria

Lesson 4 Human defence systems

Describe the body’s first line defences

Explain how microbes make us feel ill and how viruses damage cells.

Lesson 5 Human defence systems

Explain how the immune system defends against disease

Describe what white blood cells do.

Explain why antibodies are specific for one pathogen/ antigen.

CHEMISTRY

Lesson 6 Vaccination

Describe what a vaccine contains.

Explain how vaccines prevent disease.

Explain the idea of ‘herd immunity’.

Lesson 7 Antibiotics

Explain how antibiotics treat only bacterial diseases and how this has saved lives.

Describe the problems associated with antibiotic resistance

Lesson 8 Antibiotics

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Lesson 9 Painkillers

Give examples of painkillers and other medicines used to treat symptoms.

Interpret data about painkillers and other medicines.

Describe Fleming’s discovery and explain its importance.

Lesson 10 Discovery and development of drugs

State which drugs come from plants and microorganisms.

Explain why drugs need to be tested before they can be prescribed.

Describe the main steps in the development and testing of a new drug.

Give reasons for the different stages in drug testing.

Explain the terms placebo and double-blind trial.

Lesson 11 Review and consolidation lesson and Summer Holiday work

Using my-GCSEsciecne.com please work through the videos and questions from units 1-4 to ensure you are ready on your return in Year 10

SETS 903,904 and all 9M classes Please ensure that last terms work is complete before moving onto this

Lesson 7 Antibiotics

Explain how antibiotics treat only bacterial diseases and how this has saved lives.

Describe the problems associated with antibiotic resistance

Lesson 8 Antibiotics

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Lesson 9 Painkillers

Give examples of painkillers and other medicines used to treat symptoms.

Interpret data about painkillers and other medicines.

Describe Fleming’s discovery and explain its importance.

Lesson 10 Discovery and development of drugs

State which drugs come from plants and microorganisms.

Explain why drugs need to be tested before they can be prescribed.

Describe the main steps in the development and testing of a new drug.

Give reasons for the different stages in drug testing.

Explain the terms placebo and double-blind trial.

Lesson 11 Review and consolidation lesson

Using my-GCSEscience.com please work through the videos and questions in Units 1 – 3. Complete this work over the summer holidays so that you are ready to begin your Year 10 on your return

Triple only content is in brackets: 5.4.3 Chemical Changes What does electrolysis mean? What happens during the electrolysis of aluminium oxide (bauxite)? (What is a half equation?)

https://www.my-gcsescience.com/aqa/chemistry/electrolysis-of-molten-salts/ 5.4.3 Chemical Changes (What is a REDOX reaction?) What happens in the electrolysis of aqueous sodium chloride (brine)? Investigation into the electrolysis of brine https://www.my-gcsescience.com/aqa/chemistry/electrolysis-of-aqueous-salts/ 5.4.3 Chemical Changes How is electrolysis used in industry? What is electroplating and how does it work? Investigation into electroplating of copper. https://www.my-gcsescience.com/aqa/chemistry/using-electrolysis-to-extract-metals/ 5.4.3 Chemical Changes How is electrolysis examined at GCSE? Looking at past paper questions and address issues.

Geography Y9 Please find all documents to fill in, resources / useful links and

support on Google Classroom.

Topic 1: Resource Management: A Global Overview and A UK Focus Key areas of study:

The global distribution of resources (food, water and

energy) – who do some regions have more than other

regions?

The provision of food in the UK.

The provision of water in the UK.

The provision of energy in the UK.

Resources to aid understanding:

Worksheet to complete and submit is on Google Classroom

Electronic copy of the textbook we use in lessons can be accessed on Kerboodle

Knowledge organisers with all key facts for each sub-section of unit

Coolgeography webpage (http://www.coolgeography.co.uk/gcsen/resource_management.php)

GCSE POD / Seneca / YouTube.

https://www.youtube.com/watch?v=dlD_iMaidL0 (The global distribution of resources – food, water and energy)

https://www.youtube.com/watch?v=HuL2PhKdjsw (The provision of food in the UK)

https://www.youtube.com/watch?v=HM2j5g9KbIo (The provision of water in the UK)

https://www.youtube.com/watch?v=xgQGvLo3wyw (The provision of water in the UK)

https://www.youtube.com/watch?v=kpRgAr5f3NE (The provision of energy in the UK)

BBC Bitesize ( https://www.bbc.co.uk/bitesize/guides/zywpg82/revision/1)

Topic 2: Resource Management: A Focus On Energy. Key areas of study:

Global energy supply and demand (what are the costs

and impacts associated with energy insecurity? How

can energy supplies be increased?)

What are the advantages and disadvantages of extracting

fossil fuels?

Sustainable energy use – what are they? What are the

impacts?

How is it possible to move towards a sustainable energy

supply? (What schemes are used around the world?

Focus on the Chambamontera micro-hydro scheme)

Resources to aid understanding:

Worksheet to complete is on Google classroom

Electronic copy of the textbook we use in lessons can be accessed on Kerboodle

Knowledge organisers with all key facts for each sub-section of unit

GCSE POD / Seneca / YouTube.

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Patterns.php (Global patterns of energy supply and demand)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Reasons.php (Reasons for the rising consumption of energy)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Factors_Supply.php (Factors affecting energy supply)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Insecurity.php (The Impacts of energy insecurity)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Strategies_Increase_Supply.php (Strategies to increase energy supply)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_North_Sea_Supply.php (An example of a non-renewable energy use)

http://www.coolgeography.co.uk/gcsen/CRM_Energy_Sustainable_Supply.php (Sustainable supplies of energy)

https://teamgeographygcse.weebly.com/the-chambamontera-micro-hydro-scheme.html (Chambamontera micro-hydro scheme)

BBC Bitesize (https://www.bbc.co.uk/bitesize/guides/zxc2sg8/revision/1)

Subject AR3 Content

French

‘Les fêtes – (Festivals and celebrations ) - (Linguascope login details are provided on Google classroom powerpoints which will contain further learning and tasks each week)

Understanding how Christmas is celebrated in France: How is Christmas celebrated in France? Find out what is different, and what happens on different days throughout Advent https://www.youtube.com/watch?v=D-

uUJ0Hatm8 www.linguascope.com ‘Joyeux Noel’

Les fêtes réligieuses : What other religions are in France? What calendared celebrations take place for these religions? Recognise different religious celebrations which take place in France, remembering that this is a multicultural country

Les fêtes de musique/sport…! Learn about other festivals unique to France and other Francophone countries. Find out about a festival which interests you

The Cannes Film Festival : The biggest European celebration of film takes place in Cannes. Where is Cannes? Why is this festival so important? Who attends? When does it take place? What is the most prestigious award? Have any of your favourite films received an award from the Cannes Film Festival?

Les Choristes : An award winning film which we ask you to watch and review

Subject AR3 Content

Psychology Year 9

Week 1

The effects of learning on development

Dweck’s Mind-set Theory of learning: fixed mind-set and growth mind-set. The role of praise and self-efficacy beliefs in learning.

Learning styles including verbalisers and visualizers.

Willingham’s Learning Theory and his criticism of learning styles.

http://www.illuminate.digital/aqapsychgcse/

http://www.aqa.org.uk/subjects/psychology/gcse/psychology-8182

Week 2:

The effects of learning on development

Dweck’s Mind-set Theory of learning: fixed mind-set and growth mind-set. The role of praise and self-efficacy beliefs in learning.

Learning styles including verbalisers and visualizers.

Willingham’s Learning Theory and his criticism of learning styles.

http://www.illuminate.digital/aqapsychgcse/

http://www.aqa.org.uk/subjects/psychology/gcse/psychology-8182

Week 3:

Formulation of testable hypotheses

Null hypothesis and alternative hypothesis.

http://www.illuminate.digital/aqapsychgcse/

Week 4/5

Sampling methods

Target populations, samples and sampling methods and how to select samples using these methods:

Random

Opportunity

Systematic

Stratified Strengths and weaknesses of each sampling method.

Understanding principles of sampling as applied to scientific data.

http://www.illuminate.digital/aqapsychgcse/

Week 6:

Review of Memory

Mock assessment and RAG sheet

http://www.illuminate.digital/aqapsychgcse/

http://www.aqa.org.uk/subjects/psychology/gcse/psychology-8182

Week 7:

Review of Memory

http://www.illuminate.digital/aqapsychgcse/

http://www.aqa.org.uk/subjects/psychology/gcse/psychology-8182

Subject AR3 Content

Maths Year 9 Foundation Classes 9M2 9M3

Exchange Rates

convert between currencies

draw and interpret conversion graphs specifically currency conversion

compare prices of the same item in different currencies and determine

best value

Estimation

estimate answers to calculations by rounding numbers to 1 significant

figure

estimate answers to one- or two-step calculations

Percentage of an Amount

find a percentage of a quantity

calculate amount after a percentage increase or decrease both with and

without a calculator

use percentages to solve problems, including comparisons of two

quantities using percentages

use percentages in real-life situations, including percentages greater than

100%

Price after VAT (not price before VAT);

Value of profit or loss;

Income tax calculations;

Interest, Growth, Depreciation and Decay

make calculations involving repeated percentage change, not using the

formula

use compound interest

set up, solve and interpret the answers in growth and decay problems

Subject AR3 Content

Maths Year 9 Crossover Classes 9O3 9O4 9M1

Speed, Distance, Time and Compound Measures

understand and use compound measures

density;

pressure;

speed:

convert between metric speed measures

read values in km/h and mph from a speedometer

calculate average speed, distance, time – in miles per hour as well as

metric measures

Real Life Graphs

interpret gradient as the rate of change in distance–time and speed–time

graphs

draw straight line graphs for real-life situations, including ready reckoner

graphs, fuel bills graphs, fixed charge and cost per unit

draw distance–time graphs and velocity–time graphs

interpret distance–time graphs, and calculate: the speed of individual

sections, total distance and total time

interpret information presented in a range of linear and non-linear graphs

interpret graphs with negative values on axes

Pythagoras and Trigonometry

understand, recall and use Pythagoras’ Theorem in 2D, including leaving

answers in surd form

given 3 sides of a triangle, justify if it is right-angled or not

calculate the length of the hypotenuse in a right-angled triangle,

including decimal lengths and triangles that may have different units

find the length of a shorter side in a right-angled triangle

apply Pythagoras’ Theorem with a triangle drawn on a coordinate grid

calculate the length of a line segment between two sets of coordinates

understand, use and recall the trigonometric ratios sine, cosine and tan,

and apply them to find angles and lengths in general triangles in 2D figures

use the trigonometric ratios to solve 2D problems

find angles of elevation and depression

know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°;

know the exact value of tan θ for θ = 0°, 30°, 45° and 60°

solve multi-step problems that require the use of both Pythagoras and

trigonometry

Subject AR3 Content

Maths Year 9 Higher Classes 9O1 9O2

Coordinate Geometry

find the coordinates of the midpoint of a line segment; Find the midpoint of

two coordinates

find the equation of the line

through two given points;

through one point with a given gradient;

find the equation of a straight line from a graph

identify and interpret the gradient from an equation ax + by = c

find approximate solutions to a linear equation from a graph

sketch a graph of a linear function, using the gradient and y-intercept

identify and interpret gradient from an equation y = mx + c;

identify parallel lines from their equations

find an approximate solution to a linear equation using a graph

find the equation of the line through one point with a given gradient

Speed, Distance and Time

understand and use compound measures

density;

pressure;

speed:

convert between metric speed measures

read values in km/h and mph from a speedometer

calculate average speed, distance, time – in miles per hour as well as

metric measures

Angles in Parallel Lines

understand a proof that the exterior angle of a triangle is equal to the sum

of the interior angles at the other two vertices

understand and use the angle properties of parallel lines and find missing

angles using the properties of corresponding and alternate angles, giving

reasons

use geometrical language appropriately and give reasons for angle

calculations

Bearings

• use three-figure bearings to specify direction

• mark on a diagram the position of point B given its bearing from point A

• give a bearing between the points on a map or scaled plan

• given the bearing of a point A from point B, work out the bearing of B from

A

• use accurate drawing to solve bearings problems

• solve locus problems including bearings

Pythagoras and Trigonometry

understand, recall and use Pythagoras’ Theorem in 2D, including leaving

answers in surd form

given 3 sides of a triangle, justify if it is right-angled or not

calculate the length of the hypotenuse in a right-angled triangle, including

decimal lengths and a range of units

find the length of a shorter side in a right-angled triangle

apply Pythagoras’ Theorem with a triangle drawn on a coordinate grid

calculate the length of a line segment given two sets of coordinates

understand, use and recall the trigonometric ratios sine, cosine and tan,

and apply them to find angles and lengths in general triangles in 2D figures

use the trigonometric ratios to solve 2D problems

find angles of elevation and depression

know the exact values of sin θ and cos θ for θ = 0°, 30°, 45°, 60° and 90°;

know the exact value of tan θ for θ = 0°, 30°, 45° and 60°

solve multi-step problems that require the use of both Pythagoras and

trigonometry

History Y9

The department will be setting recall and retrieval tasks on:

The Later Middle Ages and Early Modern Period with regard to Crime and Punishment

We will be introducing the essay style examination questions, providing concrete examples and supporting students to attempt a ‘Write a clear and organised summary’ Question, a ‘What was the impact question’ and an 18 mark iceberg question related to the two era’s introduced to the students

We will be using google forms to recall key knowledge with regard to the LUNR study of which students have already completed content for

The focus will be on source analysis and iceberg responses via google forms

Scaffolding and model answers will be uploaded

GCSE pod videos will be uploaded

This will stimulate self reflection and is a perfect opportunity for students to ‘polish their knowledge’ and their extended writing skills

New content regarding crime and punishment will NOT be delivered until return

BBC Bitesize Academy Power points will be sent to students via google classroom Work will be submitted via google forms to enable tracking, monitoring and individual feedback on work submitted in this way This fits perfectly with our Recall and Retrieval focus and will be a valuable individual source of support in the future for all students It removes barriers to work completion as all students can submit the forms directly to their class teachers e-versions of crime and punishment and LUNR booklets provided knowledge organisers for LUNR uploaded knowledge organisers for C+P uploaded GCSE pod support uploaded

Engineering Task Overview You have been asked to design and make a prototype of a phone holder and charger unit.

• It must be made from recycled materials from home (blue bin stuff)

• It must hold the phone and have an option to take different models (when you level up)

• It must have space for a charging connector (Lightning/USB-C) so that it can charge the phone

• It must be securely held in place so that the phone does not fall out • It must not hide the screen so that the user can see notifications • It must be able to spin, so it can hold the phone landscape for

films/YouTube • It must hold the phone in different positions so it can be seen at

different angles • Never leave your phone in your holder unattended! Always

make sure you are in the room! An ongoing record can be kept by hand (sketches in a sketchbook or on paper), but if possible, and technology allows, should be uploaded to PowerPoint. Photographing sketch work / design work and models is fine. When finished send to Mr Davies or Miss Brereton (depending on your group). Week 1 - Create a page full of sketches for your Phone Holder (2D and 3D) with a bit of colour. Weeks 2 to 4 – Modelling, students are to develop a number of different models. These models need to be detailed. Week 5 – development of a final design/product Week 6 evaluation of prototype. Resources: Weekly PowerPoint with images, examples and explanations.

Hospitality and catering

Unit 1: The Hospitality and Catering industry Recap and retrieval of LO1 to LO3 on examination unit: Students will be set a range of recap and retrieval tasks covering the learning objectives completed so far. Work completed from these task will be used to support the student’s revision in Y10 when they sit their unit 1 written exam. LO1 – Understand the environment in which hospitality and catering operate

AC1.1 Describe the structure of the Hospitality and Catering industry

AC1.2 Analyse job requirements within the Hospitality and Catering industry

AC1.3 Describe working conditions of different roles across the Hospitality and Catering industry

AC1.4 Explain factors affecting the success of hospitality and catering providers

LO2 – Understand how hospitality and catering provision operates

AC2.1 Describe the operation of the kitchen

AC2.2 Describe the operation of front of house

AC2.3 Explain how hospitality and catering provision meet customer requirements

LO3 – Understand how hospitality and catering provision meets health and safety requirements

AC3.1 Describe personal safety requirements in the workplace

AC3.2 Identify risks to personal safety in hospitality and catering

AC3.3 Recommend personal safety control measures for hospitality and catering

Resources: PowerPoint with guidance for this task will be posted to google classroom along with appropriate web links and ‘my revision notes’ text book pages that provide summaries of each of the above assessment criteria’s (AC)

Textiles

Natural forms: Component 1 - Main project

Assessment Objective 1: Develop ideas through investigations, demonstrating critical understanding of sources

Artist research: Orla Kiely & William Morris

Students will be tasked to complete a range of research exploring the life and works of the given artist in preparation for their final component 1 project.

Task 1 – Students will carry of initial research and present their findings to include; written information about the artist and their work, a range of imagines of their work and informed personal opinions of the work.

Task 2 – Students will produce a mind maps exploring the individual artist and comparing both the similarities and differences.

Task 3 – Students will complete a deeper analysis of an individual piece of the artist work.

Key words:

analysis - detailed examination of the elements or structure of something

visual - relating to seeing or sight

stimulating - encouraging interest or enthusiasm

similarities - the state or fact of being similar

(similar - having a resemblance in appearance, character, or quantity, without being identical)

Resources: PowerPoint with guidance for this task will be posted to google classroom

Natural form observations

Students will be required to gather images of natural forms from both primary and secondary sources and begin to product initial observations using a variety of resources.

Key words:

observation - the action or process of closely observing or monitoring something or someone

simplify - make (something) simpler or easier to do or understand

silhouette - the dark shape and outline of someone or something visible in restricted light against a brighter background

outline - a line or set of lines enclosing or indicating the shape of an object in a sketch or diagram

Resources: PowerPoint with guidance for this task will be posted to google classroom.

BTEC SPORT

01/06/2020

Fitness Components – R&R Task

The information that should be included:

definition of components

training methods that improve the components

tests used to measure the components

*Application - which sports benefit from each component and explain your choices

(Google Classroom)

08/06/2020

Leadership – Session Planning

Types of sessions and target groups

• How might the needs of these people differ when it comes to being active?

(Google Classroom)

15/06/2020

Leadership – Session Planning

Key information required to plan a session

Risk Assessments/Health and Safety

Structure of a lesson/session plan

Justification of your chosen actions

(Google Classroom)

22/06/2020

Leadership – Risk Assessments: Assessing and managing risks for participants

How to complete a risk assessment for a sport (Google Classroom)

29/06/2020

Leadership - Components of session planning: Session Planning:

Components of a warm-up

The main component

Components of a cool-down (Google Classroom)

06/07/2020

Leadership

Describe the types of activity sessions and state the target groups

Explain the types of activity and explain why each target group might have different needs

Analyse how and why you would plan a session for a specific target group

(Google Classroom)

13/07/2020

Leadership

Describe the types of activity sessions and state the target groups

Explain the types of activity and explain why each target group might have different needs

Analyse how and why you would plan a session for a specific target group

(Google Classroom)