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The 5-week plans you will find below are intended to guide Year 10 students with their study over the coming weeks. Please click the boxes to find the plans for each of your relevant subjects.

  • Art, Graphic Communications & Photography Curriculum Plan

    Please find your relevant plan by looking for the teacher of your subject. It is important you follow the plan of only the teachers who you have for your subjects.

    Year 10: GCSE Photography (Teacher: Mr. C. Milne)

    GCSE Photography Lesson 1 Lesson 2 Lesson 3

    Week 1

    Annotation support document to be uploaded

    Exemplar document to be uploaded

    PHOTOMONTAGE

    Research/annotation on 3 Photographers/ Artists: Linked to ‘Experimental Portraiture’ Theme

    Annotation / Present work

    PHOTOMONTAGE

    Research / annotation on 3 Photographers/ Artists: Linked to ‘Experimental Portraiture’ Theme Annotation / Present work

    PHOTOMONTAGE

    Finalise annotation if need to still.

    Plan ideas / Gather resources for the practical responses to your investigations into Photomontage artists

     

    Week 2

    Exemplar document to be uploaded

    PHOTOMONTAGE

    Linked to ‘Experimental Portraiture’ Theme

    Practical Responses

    3 lessons to use a range of approaches

    / materials /photographs etc

    Response 1

    PHOTOMONTAGE

    Linked to ‘Experimental Portraiture’ Theme

    Practical Responses

    3 lessons to use a range of approaches

    / materials /photographs etc

    Response 2

     

    PHOTOMONTAGE

    Linked to ‘Experimental Portraiture’ Theme

    Practical Responses

    3 lessons to use a range of approaches

    / materials /photographs etc

    Response 3

    Week 3

    Exemplar document to be uploaded

    REFLECTIONS / DISTORTIONS

    Linked to ‘Experimental Portraiture’ Theme

    Practical Responses

    3 lessons respond to this theme. Use the exemplar document to direct your creativity

    Response 1

    Continued

    Response 2

    Continued

    Finalise task

    Response 3

    Week 4

    Exemplar documents to be uploaded for both Tasks a / b

    Independent Task a: Alphabet / Numbers

    Independent Task b: From an objects point of view

    Two photography tasks that involve a camera / phone. These are to explore your creative potential with the camera. Both are set for these two weeks together to allow you more time to explore these themes.

    Independent Task:

    Alphabet / Numbers

    Continued

    Independent Task:

    Alphabet / Numbers

    Continued

    Week 5

    Continued from Week 4: Two tasks set together.

    Continued

    Check through all 5 weeks work. Have you completed all aspects of what has been set?

     

    Year 10: GCSE Photography (Teacher: Mr. M. Hartmann)

    GCSE Photography Lesson 1 Lesson 2 Lesson 3

    Week 1

    Recap task on

    Inge Morath photographer looking at key facts and context of artists work (50 mins). Task sheet will be provided on SMHW.

    Create own response to Morath & Steinberg work using paper and marker to create own mask. Examples of good photos will be attached on SMHW along with instructions on how to create a mask. Pupils will need pens/large paper or newspaper. (50 mins).

    Home photoshoot with mask. 5-10 images in different situations around house or garden using own camera or phone. (Own response). Instructions and examples of the artists work along with my own example will be provided on SMHW for inspiration.

     

    Week 2

    Analysis sheet – Annotation of success/opportunities of pupil’s photoshoot. What worked well etc. Task sheet will be provided on SMHW with key questions to answer. (50 mins).

    Editing task sheet – what could be done to your images on Photoshop/Phones?
    Task sheet provided on SMHW of ideas around what might be done to edit photograph in the style of Inge Morath. (50 mins

     

    Final Evaluation of Morath & Steinberg project. Annotation of own work and learning. Key questions will be attached on SMHW. (50 mins).

    Week 3 Texture/Pattern Overview –

    What is texture? Pupils will research images that connect to texture. Pupils will look at implied texture and compare this with organic texture. (50 mins). Task sheet and examples will be provided on SMHW

     

    Research task into Photographer 1 – Edward Western.

    Pupils will research who he is and what he is famous for. This will help pupils understand context of work. Key resources will be provided on SMHW.
    (50 mins).

    Research task into Photographer 2 – Lucy Shires.

    Pupils will compare and contrast between Western and Shires. They will begin to understand how photographers can differ in style of work and technique.

    Task sheet and annotation help sheet will be provided on SMHW.

    Week 4 Analysis task – Analysing work from both Western and Shires.

    Pupils will analyse a piece of work from either photographer in depth and will be able to pick out key photography techniques that have been used and create a mood/feeling around the work. Key questions will be provided on SMHW. (50 mins).

    Shoot 1 – In House. Using own phone, own camera to take images of close-up implied texture. (Response 1).
    Pupils will identify what ‘implied texture’ is and photograph it closely, taking around 10-15 photographs inside their home. Instructions will be attached on SMHW. (50 mins).

    YouTube Watch.

    Answer questions relating to educational video around texture/pattern photography.
    Link to video will be provided in SMHW. (50 mins).

    Week 5 Shoot 2 – Garden or outdoor space.

    Using own phone/camera to take images of organic formed texture in natural surroundings (response 2).
    Pupils will identify what ‘organic surface’ texture is and photograph it closely, taking around 10-15 photographs in an outdoor space. Instructions will be attached on SMHW. (50 mins).

    Editing task sheet – what could be done to your images on Photoshop/Phones.

    Task sheet provided on SMHW of ideas around what might be done to edit photograph in the style of Western or Shires, photographers.

    (50 mins).

    Evaluation of project – successes and opportunities for next time. Annotation of own work and learning. Key questions will be attached on SMHW. (50 mins).

     

    Year 10: GCSE Photography (Teacher: Miss. E. Careless)

    GCSE Photography Lesson 1 Lesson 2 Lesson 3

    Week 1

    Introduction into Creative Portraits. Students will have to independently think what they believe ‘Creative Portraits’ in photography means. Briefly researching and Googling photography styles/photographers linked to ‘Creative Portraiture’.

    Students will then have to create a moodboard of chocolate bar images for creative thinking/ideas/.

    I will be uploading a step by step PowerPoint with what students should have on each slide. They should complete this project either on PowerPoint or Google Slides. If this is not possible, students should complete all work on paper in a neat format so this can be accumulated into a sketchbook format and submitted as coursework.

    Mindmap.

    Students will be creating a mindmap on Creative Portraits. I will upload a template mindmap with questions in order to aid students.

    Introduction into Julie Cockburn. Students will be required to create a research page on Julie Cockburn. There needs to be facts, images, the opinion of the student, do they like the style? Yes, why? no, why?

    Students MUST NOT copy and paste facts. Everything must be in their own words.

    SOME students may have researched her on the last ‘Landscapes’ projects, however we are focusing on her portraiture so this is more steered towards her portrait work, rather then landscapes.

     

    Week 2

    Article on Julie Cockburn.

    Students are required to independently find an article on Julie Cockburn, this is to hit AQA

    Assessment Objective 1 – looking at sources.

    Students are required to read the article and highlight/write about parts in which they have learnt additional facts about her work. It would be great if students could find an article where Julie Cockburn talks about her work and how she creates it, as this would help them when they come to recreate her work using their own photographs.

    Analysis sheet on Julie Cockburn.

    Students will be completing an analysis sheet on a piece of Julie Cockburn’s work, this is to hit AQA Assessment Objective 1 and 3 – analysing and annotating.

    This should be completed neatly as these will be put in digitally into their PowerPoints.

     

    Initial response to Julie Cockburn.

    I want students to experiment with Julie Cockburn’s style as she is not a typical photographer.

    Students may use magazines, secondary images to practice technique. I want students to cut images, stitch using a needle and thread or draw geometric shapes on the top of their images to gain her technique.

    Again, this should be completed neatly as these will be put in digitally into their PowerPoints.

    Examples will be provided on SMHW

    Week 3 Initial response to Julie Cockburn.

    I want students to experiment with Julie Cockburn’s style as she is not a typical photographer.

    Students may use magazines, secondary images to practice technique.

    I want students to cut images, stitch using a needle and thread or draw geometric shapes on the top of their images to gain her technique.

    Again, this should be completed neatly as these will be put in digitally into their PowerPoints.

    Examples will be provided on SMHW

     

    Shoot plan.

    Students will have to complete a shoot plan in order to focus their ideas before they start their photo shoot.

    Again, this should be completed neatly as these will be put in digitally into their PowerPoints.

    Once this is completed students will then have to take photographs in the style of Julie Cockburn, this will mainly include portraits of family, friends or themselves.

    Own photo shoot/development in response toJulie Cockburn. Students will then have to take photographs in the style of Julie Cockburn, this will mainly include portraits of family, friends or themselves.
    Week 4 Once the photoshoot has been completed I want students to use THEIR OWN PHOTOGRAPHS to create a response to Julie Cockburn.

    This may be done digitally on a range of apps which I will provided on SMHW,(word documents uploaded) or students may want to cut up their photographs and create a geometric response.

    Once the photoshoot has been completed I want students to use THEIR OWN PHOTOGRAPHS to create a response to Julie Cockburn.

    This may be done digitally on a range of apps which I will provided on SMHW, (word documents uploaded) or students may want to cut up their photographs and create a geometric response.

    Once the photoshoot has been completed I want students to use THEIR OWN PHOTOGRAPHS to create a response to Julie Cockburn.

    This may be done digitally on a range of apps which I will provided on SMHW, (word documents uploaded) or students may want to cut up their photographs and create a geometric response.

    Week 5 Stitching in photography.

    I want students to experiment using textiles in photography as Julie Cockburn uses this.

    Using needles and threads, I want students experiment using colour and geometric shapes ON THEIR OWN PHOTOGRAPHS.

    Stitching in photography.

    I want students to experiment using textiles in photography as Julie Cockburn uses this.

    Using needles and threads, I want students experiment using colour and geometric shapes ON THEIR OWN PHOTOGRAPHS.

    Stitching in photography.

    I want students to experiment using textiles in photography as Julie Cockburn uses this.

    Using needles and threads, I want students experiment using colour and geometric shapes ON THEIR OWN PHOTOGRAPHS.

     

    Year 10: GCSE Fine Art (Teacher: Mrs. Nicholson/ Miss Careless)

    GCSE Fine Art Lesson 1 Lesson 2 Lesson 3

    Week 1

    Observational drawing- Reflective objects, focusing on using tone to achieve a reflective effect.

    Observational drawing- Reflective objects, focusing on using tone to achieve a reflective effect.

     

    Observational drawing- Reflective objects, focusing on using tone to achieve a reflective effect.

     

    Week 2

    Observational drawing – Clothing, focusing on either a close up section or how a garment can be set up in an interesting composition.

    Observational drawing – Clothing, focusing on either a close up section or how a garment can be set up in an interesting composition.

     

    Observational drawing – Clothing, focusing on either a close up section or how a garment can be set up in an interesting composition.
    Week 3

    Observational drawing – Contrasting textures, selecting two objects of different textures and arranging in an interesting composition.

     

    Observational drawing – Contrasting textures, selecting two objects of different textures and arranging in an interesting composition. Observational drawing – Contrasting textures, selecting two objects of different textures and arranging in an interesting composition.
    Week 4

    Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice.

    Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice. Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice.
    Week 5

    Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice.

    Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice. Observational drawing – A list of choices for this week’s drawing will be offered to pupils so that they have a varied choice.

     

    Year 10: GCSE Fine Art (Teacher: Miss Careless)

    GCSE Fine Art Lesson 1 Lesson 2 Lesson 3

    Week 1

    Audrey Flack sketchbook page.

    Students using the resource sheet which I have created – available on SMHW.

    There are a range of tasks which are aimed to hit every AQA Assessment Objective, students must complete these in order to gain marks.

    Audrey Flack sketchbook page. Students using the resource sheet which I have created – available on SMHW.

    There are a range of tasks which are aimed to hit every AQA Assessment Objective, students must complete these inorder to gain marks.

     

    Audrey Flack photoshoot.

    Students will create a photoshoot using either their mobile phone or camera.

    Students have to choose objects which represent themselves which is something that Audrey Flack does in her work. So this may include food, make up, ornaments, jewellery etc.

     

    Week 2

    Audrey flack response.

    Students will use their photoshoot, choose their most successful photograph and sketch this out on plain art paper.

    They will then use an art material of their choice to add colour, tone and shade in their response, replicating the work of Audrey Flack, understanding how she uses colour, shading and shadows.

    Audrey flack response.

    Students will use their photoshoot, choose their most successful photograph and sketch this out on plain art paper.

    They will then use an art material of their choice to add colour, tone and shade in their response, replicating the work of Audrey Flack, understanding how she uses colour, shading and shadows.

    Audrey flack response.

    Students will use their photoshoot, choose their most successful photograph and sketch this out on plain art paper.

    They will then use an art material of their choice to add colour, tone and shade in their response, replicating the work of Audrey Flack, understanding how she uses colour, shading and shadows.

    Week 3

    Marlan Wurzbach sketchbook page.

    Students using the resource sheet which I have created – available on SMHW.

    There are a range of tasks which are aimed to hit every AQA Assessment Objective, students must complete these in order to gain marks.

    Marlan Wurzbach sketchbook page.

    Students using the resource sheet which I have created – available on SMHW.

    There are a range of tasks which are aimed to hit every AQA Assessment Objective, students must complete these in order to gain marks.

    Marlan Wurzbach photoshoot.

    Students will create a photoshoot using either their mobile phone or camera.

    Students have to choose fruit or vegetables to photographs. They will need to look at the way Marlan Wurzbach crops and zooms closely into the fruit and vegetables, looking at texture, patterns and colour within the fruit.

    Week 4

    Marlan Wurzbach response Students will use their photoshoot, choose their most successful photograph and sketch this out on plain art paper.

    They will then use an art material of their choice to add colour, tone and shade in their response, replicating the work of Marlan Wurzbach, understanding how she uses colour, shading and shadows.

    Marlan Wurzbach response Students will use their photoshoot, choose their most successful photograph and sketch this out on plain art paper.

    They will then use an art material of their choice to add colour, tone and shade in their response, replicating the work of Marlan Wurzbach, understanding how she uses colour, shading and shadows.

    Marlan Wurzbach response – introduce printing with fruit.

    I want students to try other creative ways to create patterns and prints. I want students to print with a chosen fruit or vegetable using either paint, coffee or tea as a way to print with the fruit/vegetable.

    Once they have a print I want the students to work back into their abstracted print, adding coloured pencil or paint. Examples will be put on SMHW.

    Week 5

    Marlan Wurzbach response – introduce printing with fruit.

    I want students to try other creative ways to create patterns and prints. I want students to print with a chosen fruit or vegetable using either paint, coffee or tea as a way to print with the fruit/vegetable.

    Once they have a print I want the students to work back into their abstracted print, adding coloured pencil or paint.

    Examples will be put on SMHW.

    Marlan Wurzbach response – introduce printing with fruit.

    I want students to try other creative ways to create patterns and prints. I want students to print with a chosen fruit or vegetable using either paint, coffee or tea as a way to print with the fruit/vegetable.

    Once they have a print I want the students to work back into their abstracted print, adding coloured pencil or paint.

    Examples will be put on SMHW.

    Marlan Wurzbach response – introduce printing with fruit.

    I want students to try other creative ways to create patterns and prints. I want students to print with a chosen fruit or vegetable using either paint, coffee or tea as a way to print with the fruit/vegetable.

    Once they have a print I want the students to work back into their abstracted print, adding coloured pencil or paint.

    Examples will be put on SMHW.

     

    Year 10: GCSE Fine Art (Teacher: Mr Hartman)

    GCSE Fine Art Lesson 1 Lesson 2 Lesson 3

    Week 1

    Response to artist 1 – pupils will create their own interpretation of their chosen artist’s work using any materials they want/have access to. Examples of good response pages will be attached on SMHW. For this, pupils will need plain paper, or their sketchbook and relevant images will also be provided on SMHW. The response should take inspiration from the artist but does not have to be copied identically. This activity should take at least 3 lessons (150 minutes).

    Response to artist 1 continued with resources attached on SMHW.

     

    Response to artist 1 continued.

     

    Week 2

    Response to artist 2  – pupils will create their own interpretation of their 2nd chosen artist using any materials they want/have access to. Further examples will be attached to SMHW for inspiration and annotation sheet will be available to help with writing about their work. For this, pupils will need plain paper or their sketchbook. The response should take inspiration from the artist but does not have to be copied identically. This activity should take at least 3 lessons (150 minutes).

    Response to artist 2 continued with resources attached on SMHW.

    Response to artist 2 continued.

    Week 3

    Development – Own Ideas and planning. Using artists work as inspiration and further research, pupils will begin to plan original ideas. A development guidance sheet will be provided on SMHW and will have instructions for a successful development of initial sketches and planning. Pupils should think about various ideas which they might want to sketch out, thinking about materials they want to experiment with. This will be the beginning of developing a final response (final piece at end of Mock). Key skills resources will be provided on SMHW. This should take at least 3 lessons (150 minutes).

    Development – Own Ideas continued with planning materials and composition of their final piece of work.

    Development – Own Ideas continued with planning materials and composition of their final piece of work.

    Week 4

    Experimenting – Pupils will experiment with different materials and equipment if they have access to this. Provided on SMHW will also be a pencil workshop to build on their ideas and skills which they can refresh their knowledge. Experimenting is key for building up a good result at the end of the project.  This should take at least 4 lessons (200 minutes).

    Experimenting continued. Pupils will continue to experiment and try new techniques with whatever they have access to at home. Any skills needed specifically can be put on SMHW.

    Experimenting continued. Pupils should begin to refine experimenting and have a near idea of how their final piece might look and in what style which is unique to them.

    Week 5 Experimenting continued.

    This is the final lesson for experimenting with materials and techniques. Resources to help present experiments will be shown on SMHW.

    Plan Final Idea – Pupils should now begin rough planning for final idea and recording this on paper. With clear title of ‘Final Idea Plan’.

    Plan Final Idea continued. Last lesson of panning and annotating ideas and experiments, ready to start final response after half term holidays.

     

    Year 10: GCSE Graphic Communications (Teacher: Miss Careless)

    GCSE Graphic Comm Lesson 1 Lesson 2 Lesson 3

    Week 1

    Introduction into chocolate bar project.

    A project brief will be uploaded on SMHW for students to read and understand what the project brief is.

    Students will then have to create a moodboard of chocolate bar images for creative thinking/ideas/.

    I will be uploading a step by step PowerPoint with what students should have on each slide.

    They should complete this project either on PowerPoint or Google Slides. If this is not possible, students should complete all work on paper in a neat format so this can be accumulated into a sketchbook format and submitted

     

    Mindmap.

    Students will be creating a mindmap on chocolate bar companies/businesses. I will upload a template mindmap with questions in order to aid the students.

     

    Choose a chocolate bar brand.

    Research page on the chocolate bar brand. Students will have to pick a chocolate bar brand.

    This is going to be either: Lindt, The Hershey Company, Cadbury, Nestle or Mars Incorporated.

    I want them to understand that they are multiple famous chocolate bars under one company.

    Students should choose their company wisely as they are going to be set a task which involves a taste test of their chosen chocolate bar.

    Week 2

    Taste test – tagline.

    Students have done this task before in the Coca Cola project so they should be knowledgeable of expectations and what is required.

    Students will have to taste their chosen chocolate bar they are going to rebrand. Whether this be, Dairy Milk bar, Galaxy bar, Reese’s Peanut Bar etc. Whilst tasting they are going to use adjectives in order to create a tagline. They adjectives they use will represent the taste of the chocolate.

    They might use words like, chocolately, smooth, sweet, nutty, creamy etc.

    They will be required to use the taste test sheet which will be put up on SMHW as this will have to be put on their PowerPoints.

     

    Taste test – tagline.

    Students have done this task before in the Coca Cola project so they should be knowledgeable of expectations and what is required.

    Students will have to taste their chosen chocolate bar they are going to rebrand. Whether this be, Dairy Milk bar, Galaxy bar, Reese’s Peanut Bar etc. Whilst tasting they are going to use adjectives in order to create a tagline. They adjectives they use will represent the taste of the chocolate.

    They might use words like, chocolately, smooth, sweet, nutty, creamy etc.

    They will be required to use the taste test sheet which will be put up on SMHW as this will have to be put on their PowerPoints.

    Typography for tagline.

    Again, like the Coca Cola projects, students will have to use DaFont to find some creative, fun typography style for their tagline. Thinking about they image of their brand etc.

    Week 3

    Introduction into The Chocolate Smiths.

    Students will be required to create a research page on The Chocolate Smiths.

    There needs to be facts, images, the opinion of the student, do they like the style? Yes, why? no, why?

    Students MUST NOT copy and paste facts.

    Everything must be in their own words.

     

    Chocolate bar typography sheet.

    A worksheet will be uploaded on SMHW for students to complete. This is looking at the typography chocolate bar companies use and the purpose of this.

    If students do not have a printer, again this should be completed on blank piece of paper in a neat format.

     

    Initial chocolate bar sheet 3 designs.

    After looking at the style of The Chocolate Smiths, using their chosen chocolate bar companies. Students will have to create 3 drawn responses from their research of The Chocolate Smiths and their chosen chocolate bar company.

    I want students to add colour, whether this be paint or pencil. Students are required to use their colour theory knowledge which we cover in the last project. Primary, Secondary, Tertiary, Complimentary, Harmonious colours.

    Their will be a worksheet provided on SMHW and examples.

    Week 4

    Initial chocolate bar sheet 3 designs.

    After looking at the style of The Chocolate Smiths, using their chosen chocolate bar companies. Students will I want students to add colour, whether this be paint or pencil. Students are required to use their colour theory knowledge which we cover in the last project. Primary, Secondary, Tertiary, Complimentary, Harmonious colours.

    Their will be a worksheet provided on SMHW and examples.

    Initial chocolate bar sheet 3 designs.

    After looking at the style of The Chocolate Smiths, using their chosen chocolate bar companies. Students will I want students to add colour, whether this be paint or pencil. Students are required to use their colour theory knowledge which we cover in the last project. Primary, Secondary, Tertiary, Complimentary, Harmonious colours.

    Their will be a worksheet provided on SMHW and examples.

    Initial chocolate bar sheet 3 designs.

    After looking at the style of The Chocolate Smiths, using their chosen chocolate bar companies. Students will I want students to add colour, whether this be paint or pencil. Students are required to use their colour theory knowledge which we cover in the last project. Primary, Secondary, Tertiary, Complimentary, Harmonious colours.

    Their will be a worksheet provided on SMHW and examples.

    Week 5

    Refine final sketch.

    Students will choose their most successful design from the three and refine this. Using a separate sheet, (which will be provided on SMHW) I want them to redraw this neatly, thinking about presentation and colour, making this very professional and sleek.

    Refine final sketch.

    Students will choose their most successful design from the three and refine this. Using a separate sheet, (which will be provided on SMHW) I want them to redraw this neatly, thinking about presentation and colour, making this very professional and sleek

     

    Refine final sketch.

    Students will choose their most successful design from the three and refine this. Using a separate sheet, (which will be provided on SMHW) I want them to redraw this neatly, thinking about presentation and colour, making this very professional and sleek

     

    You can download the above table by clicking here.

  • Business, ICT & Computer Science Curriculum Plan

    Year 10 Computer Science

    Computer Science Lesson 1 Lesson 2 Lesson 3
    Week 1 Using 1.4 Workbook: – Describe, and illustrate a LAN and a WAN.

    – Explain the advantages and disadvantages of networks.

    – Explain the factors that affect the performance of a network.

    Resources:

    – 1.4 Workbook

    – Craig n Dave videos (1.4 Types of network, 1.4 Factors that affect the performance of networks)

    Using 1.4 Workbook: – Label and explain the client-server and peer-to-peer model.

    – Identify the advantages and disadvantages of client-server and peer-to -peer networks.

    – Create a scrapbook page illustrating and explaining the purpose of a range of hardware used in networks.

    Resources:

    – 1.4 Workbook

    – Craig n Dave videos (1.4 Client server and peer to peer networks, 1.4 Hardware to connect to a LAN)

    Using 1.4 Workbook:   – Explain the technology behind the Internet and its advantages.

    – Illustrate a VLAN

    Using 1.5 Workbook:  – Illustrate how a Star network topology could be used in a business.

    Resources:

    – 1.4 Workbook

    – 1.5 Workbook

    – Craig n Dave videos  (1.4 The Internet, 1.4 Virtual networks, 1.5 Star and mesh network topologies)

     

    Week 2 Using 1.5 Workbook:

    – Illustrate a full and partial mesh network topology and identify advantages and disadvantages of each.

    – Research wi-fi encryption and Ethernet standards to fill in blank statements.

    – Illustrate an Ethernet frame.

    Resources:

    – 1.5 Workbook

    – Craig n Dave videos (1.5 Star and mesh network topologies, 1.5 WiFi, 1.5 Ethernet)

    Using 1.5 Workbook:

    -Sort protocols into the correct layer on the OSI model.

    – State the advantages of using layering in networking.

    – Explain how packet switching works using an illustration to help.

    Resources:

    – 1.5 Workbook

    – Craig n Dave videos

    (1.5 The uses of IP, MAC addressing and protocols, 1.5 The concept of layers, 1.5 Packet switching)

     

    Using 1.6 Workbook:

    – Create a booklet entitled, “The Hackers Handbook” on the topic of system security.

    Resources:
    – 1.6 Workbook

    – Craig n Dave videos (1.6 Forms of attack1.6 Threats posed to networks1.6 Identifying and preventing vulnerabilities)

    Week 3 Using 1.6 Workbook:

    – List the mistakes that people make in terms of system security.

    – Write a summary of key points of best practice advice from a school acceptable use policy.

    Resources:

    – 1.6 Workbook

    – ICT and internet acceptable use policy

    – Craig n Dave videos (1.6 Threats posed to networks1.6 Identifying and preventing vulnerabilities)

    Using 1.7 Workbook:

    – Identify the key features of a range of user interfaces.

    – Describe multi tasking and illustrate the process of memory management.

    Resources:

    – 1.7 Workbook

    – Craig n Dave videos (1.7 The purpose and functionality of systems software, 1.7 Operating systems part 1)

    Using 1.7 Workbook:

    – Explain peripheral management, user management and file management.

    – Describe utility programs using a range of key words.

    Resources:

    – 1.7 Workbook

    – Craig n Dave videos (1.7 Operating systems part 2, 1.7 Utility system software )

    Week 4 Using 2.6 Workbook:

    – Describe different units of data storage and convert examples.

    – Complete binary conversion, addition and shifts showing an understanding of overflow errors.

    Resources:

    – 2.6 Workbook

    – Craig n Dave videos (2.6 Units, 2.6 Converting between denary and binary, 2.6 Adding binary, 2.6 Binary shifts)

    Using 2.6 Workbook:

    Convert from denary to hexadecimal and vice versa.

    – Calculate check digits and explain why they are used.

    – Write a range of functions to satisfy criteria in the ISBN check digit algorithm (research this online)

    Resources:

    – 2.6 Workbook

    – Craig n Dave videos (2.6 Converting hex, 2.6 Check digits)

    Using 2.6 Workbook:

    – Explain and use ASCII, Extended ASCII and UNICODE character sets.

    – Explain the impact of colour depth and resolution on file size of an image.

    Calculate file sizes for sound and image files.

    Resources:

    – 2.6 Workbook

    – Craig n Dave videos (2.6 Characters, 2.6 Images, 2.6 Sound)

    Week 5 Using 2.6 Workbook:

    – Explain the difference between lossy and lossless compression.

    Use run-length encoding to demonstrate the impact of lossless compression.

    – Calculate the number of items that can be stored on devices with different storage capacities.

    Resources:

    – 2.6 Workbook

    – Craig n Dave videos (2.6 Compression)

    Using 2.1 Workbook:

    – Create a flowchart for an RPG game using an algorithm provided.

    – Create the pseudocode for an RPG game using an algorithm provided.

    Resources:

    – 2.1 Workbook

    – GCSE OCR pseudocode guide

    – Craig n Dave videos (2.1 How to produce algorithms…)

    Using 2.1 Workbook:

    – Create a program in Python for an RPG game using your flowchart and pseudocode to guide you.

    Resources:

    – 2.1 Workbook

    – GCSE OCR pseudocode guide

    – Craig n Dave videos (2.1 How to produce algorithms…)

     

    You can download the above table by clicking here.

    Year 10 Enterprise & Marketing

    Enterprise & Marketing Lesson 1 Lesson 2 Lesson 3
    Week 1 Use the LO1 revision guide for R064 to make notes on market segmentation including: what it is, how the market can be segmented and its benefits.

    Resources:

    – LO1 Revision booklet

    – LO1 Knowledge organiser

    Use the LO1 revision guide for R064 to explain how businesses can gather customer feedback and why this is beneficial for a business.

    Resources:

    – LO1 Revision booklet

    – LO1 Knowledge organiser

    Use the LO1 revision guide for R064 to makes notes on the definition, advantages and disadvantages of primary and secondary market research.

    Resources:

    – LO1 Revision booklet

    – LO1 Knowledge organiser

    Week 2 Use the LO2 revision guide for R064 to make notes on fixed and variable costs including examples and the formula to calculate total costs

    Resources:

    – LO2 Revision booklet

    – LO2 Knowledge organiser

    Use the LO2 revision guide for R064 to define revenue and profit, providing calculations for each.

    Resources:

    – LO2 Revision booklet

    – LO2 Knowledge organiser

    Use the LO2 revision guide for R064 to make notes on break-even and how its calculated, constructing and labelling an example break-even graph.

    Resources:

    – LO2 Revision booklet

    – LO2 Knowledge organiser

    Week 3 Use the LO3 revision guide for R064 to define and explain the different stages of the product life cycle, identifying each on a diagram.

    Resources:

    – LO3 Revision booklet

    – LO3 Knowledge organiser

    Use the LO3 revision guide for R064 to define and explain extension strategies that business can use including the use of product differentiation.

    Resources:

    – LO3 Revision booklet

    – LO3 Knowledge organiser

    Use the LO3 revision guide for R064 to explain the impact of a USP on sales of a product and explain how external factors can affect product development.

    Resources:

    – LO3 Revision booklet

    – LO3 Knowledge organiser

    Week 4 Use the LO4 revision guide for R064 to explain the factors businesses must consider when setting prices and advertising methods that could be used.

    Resources:

    – LO4 Revision booklet

    – LO4 Knowledge organiser

    Use the LO4 revision guide for R064 to explain a range of pricing strategies that could be adopted.

    Resources:

    – LO4 Revision booklet

    – LO4 Knowledge organiser

    Use the LO4 revision guide for R064 to explain the impact of a range of promotional and customer service techniques that could be used

    Resources:

    – LO4 Revision booklet

    – LO4 Knowledge organiser

    Week 5 Use the LO5 revision guide for R064 to explain a range of different types of business ownership

    Resources:

    – LO5 Revision booklet

    – LO5 Knowledge organiser

     

    Use the LO5 revision guide for R064 to explain liability in terms of business ownership and the benefits and drawbacks of owning a franchise.

    Resources:

    – LO5 Revision booklet

    – LO5 Knowledge organiser

     

    Use the LO5 revision guide for R064 to explain a wide range of different sources of capital and the content and importance of a business plan.

    Resources:

    – LO5 Revision booklet

    – LO5 Knowledge organiser

     

    You can download the above table by clicking here.

  • English Curriculum Plan

    English Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
    Booklet 1

    A Christmas Carol

    Plot recall of Stave 1 and 2 – fill in the missing words using the bank of words provided.

    Read the extract in the booklet
    Analysis exercise

    Recap symbolism of fire. complete the guided quotation

    Read the extract where Fred visits his uncle Scrooge.

    Complete table

    Plot recall of stave 3 -5 of the text.

    Complete grid comparison

    Answer extended question

    How does Dickens present Scrooge as a changed man?
    Answer this 30-mark question
    Plan a letter to Scrooge, persuading him to donate to charity.
    Write letter
    Booklet 2

    Macbeth

    Complete the knowledge quiz.

    read the extract and find evidence of Macbeth as brave.

    Answer this question:

    How does Shakespeare present Macbeth in the captain’s speech?

    Read the information about the presentation of Macbeth as a tragic hero.

    Pupils to complete the tasks How is Macbeth a TRAGIC HERO?
    Plot the downfall of his character from Act 1 to Act 5 using quotes to support.

    Read the contextual information about ‘The Divine Rights of Kings’ and explain how this links to the play. Starting with this extract, write about how Shakespeare presents Macbeth as a troubled character. Plan a story about a tragic hero.
    Write story
    Booklet 3

    An Inspector calls

    Plot summary close exercise of Act 1 and 2
    complete quote explosions of character
    How does Priestley present Mr Birling? Essay – see booklet

    How does Priestley present The Inspector? Plan
    Use quotes

    Essay – see booklet
    How does Priestley present The Inspector? Essay
    Listen to the clip about how society can help each other. Write notes on this. (see booklet)
    Respond to Task in booklets
    Booklet 4

    Poetry:
    Exposure

    Re-visit the poem ‘Exposure’ and complete the cloze exercise

    Answer the question: How does Wilfred Owen show the power of nature in the poem ‘Exposure’?

    Pupils should try this quiz

    answer questions

    Pupils should watch this clip about context. Pupils should watch this clip and create a mind map. Descriptive writing
    Plan and essay
    Booklet 5

    Poetry:
    The Prelude

    Close exercise and context Answer 12 questions
    Watch link to form and structure
    Answer extended questions Plan an answer (using prompts) on mood Essay planning and writing

    You can download the above table by clicking here.

  • Geography Curriculum Plan

    Geography Lesson 1 Lesson 2 Lesson 3
    Kerboodle logins

    Username: first initial and surname (ie kgrey)

    Password: same as username (can be changed once logged  in)

    Institution code: sy0

    Contact teacher vis show my homework if you have any issues

    Lesson 1

    Geographical skills

    On Kerboodle watch the following skills-pod animations and complete the interactive activities that follow.

    Lesson 2

    Case study revision materials

    Create your own revision materials for the following case studies. Your revision may take whatever form you wish however examples of what you could do are: flashcards, poster, colour coded notes, spider diagrams. Kerboodle page numbers and websites of information are also included below.

    Lesson 3

    Exam question practice

    Answer the following exam questions found on either a computer or on paper. Then submit them via Show My Homework for marking. Use the kerboodle digital book for help.

    Week 1 Skills-pod 01: Climate graphs

    Skills-pod 02: Scatter graphs

    Skills-pod 03: Interpreting photos – Hazards

    Skills-pod 04: Interpreting photos – landforms

    An earthquake in an LIC – Nepal, 2015

    Kerboodle digital book p14 – 17

    https://www.bbc.co.uk/bitesize/guides/zgkksrd/revision/5

    1.Explain why earthquakes occur at destructive plate margins (4).

    2.Using an example, explain the causes of earthquakes (6).

    3.Immediate responses are more important than long-term responses. To what extent do you agree? Use Nepal 2015 as your example (9).

    Week 2 Skills-pod 05: Central tendency – Median

    Skills-pod 06: Central tendency – Mean

    Skills-pod 07: Central tendency – Mode

    Skills-pod 08: OS maps – Rivers

    A tropical storm – Typhoon Haiyan, 2013

    Kerboodle digital book p28 – 29

    https://www.bbc.co.uk/bitesize/guides/z9whg82/revision/4

    1.Describe the formation of a tropical storm (4).

    2.Explain how climate change effects tropical storms (6).

    3.Assess the extent to which tropical storms have effects of people and the environment. Use Typhoon Haiyan, 2013 as your example (9).

    Week 3 Skills-pod 09: OS maps – Coasts

    Skills-pod 10: OS maps – Glaciers

    Skills-pod 11: Proportional symbols

    Skills-pod 12: Ratio

    Extreme weather in the UK – The Somerset Levels Floods, 2014

    Kerboodle digital book p34 – 37

    https://www.internetgeography.net/topics/the-somerset-levels-flood-case-study/

    1.Describe the possible effects of climate change on the UK (4).

    2.‘The weather of the UK is becoming more extreme.’ Use evidence to support this statement (6).

    3.Evaluate the impacts of the Somerset Floods in 2014 (9).

    Week 4 Skills-pod 13: Magnitude

    Skills-pod 14: Percentages

    Skills-pod 15: Dispersion graphs

    Skills-pod 16: Population pyramids

    Deforestation – Malaysia

    Kerboodle digital book p60 – 63

    http://geographyrevisionaqa.weebly.com/malaysia-case-study.html

    1.Explain how dept reduction can reduce deforestation in the rainforest (4).

    2.Explain how development in tropical rainforests brings economic advantages but at a cost to the environment (6).

    3.Evaluate the impacts of deforestation in Malaysia (9).

    Week 5 Skills-pod 17: Percentiles

    Skills-pod 18: Histograms

    Skills-pod 19: Isoline maps

    Skills-pod 20: Data presentation

    Cold environment – Svalbard

    Kerboodle digital book p80 – 83

    https://coggle.it/diagram/V_-wC4U4m14zu-_P/t/svalbard-case-study

    1.Describe the key features of polar environments (4).

    2.Explain how threats to cold environment can be reduced (6).

    3.To what extent does Svalbard provide both opportunities and challenges for development? (9)

    You can download the above table by clicking here.

  • Health & Social Care Curriculum Plan

    Please use the plan for your relevant class. If you are unsure about which class you are in, please contact Mrs. Machowiecka via SMHW.

    Class List (10-2 health and social care plan):

    i) Consolidation of unit 3

    ii) Completion of unit 3 coursework

    H&S Lesson 1 Lesson 2 Lesson 3
    Week 1

    (WC: 20-04-2020)

    Use the following PowerPoint to help complete tasks i and ii: ‘P1 Task’

    i)Produce a set of six questions and answers to test a partners understanding of the stages of development from conception to birth.

    ii)  Complete additions and amendments to the following task: Unit 3 –P1: Identify the stages of development from conception to birth – Task 1.1

     

    Use the following PowerPoints to help complete tasks i and ii: ‘P1 Task 2 Preconception’, ‘P1 Task 2 Prebirth’, ‘P1 Task 2 Birth Complications’

    i)You are an agony aunt and you have received a letter from a couple who are having problems getting pregnant. Write a response to advise the couple about: i)how they can increase their chances of getting pregnant, ii) two potential effects of pre-birth experiences, iii) two complications that can happen during labour for baby and mother.

    ii) Complete additions and amendments to the following task: Unit 3 – P1: Describe two potential effects on the development of: i) preconception experiences, ii) pre-birth experiences, iii) birth experiences – Task 1.2

    Use the following PowerPoint to help complete tasks i and ii: ‘P2 & P3 Task 3 & 4’

    i) Create a time line of life- include 6 life stages and their age range. Identify one social and one emotional development for each life stage.

     ii) Complete additions and amendments to the following task: Unit 3 – P2: Task2.1: Define and describe each life stage.

    Week 2

    (WC: 27-04-2020)

    Use the following PowerPoint to help complete tasks i and ii: ‘P2 & P3 Task 3 & 4’

    i) Add to your time line of life from last lesson.  Identify one physical and one cognitive development for each life stage.

     ii) Complete additions and amendments to the following task: Unit 3 – P2: Task 2.3: Define and describe key social, emotional, cognitive and physical developmental milestones within each life stage.

    Use the following PowerPoint to help complete tasks i and ii: ‘P2 & P3 Task 3 & 4’

    i)a)Write down the meaning of ‘holistic development’ and then convert these words into an image. 

      b)Give example of at least three different activities that can promote holistic development.  

     ii) Complete additions and amendments to the following task: Unit 3 – P3 Task 2.3: Define holistic development.

    Use the following PowerPoint to help complete tasks i and ii: ‘P4, D2 Task 5 & 6’

    i) Complete cue cards for the following:

    a) What does ‘nature’ mean?

    b) What does ‘nurture’ mean?

    c) Explain an example of a biological factor that influences development.

    d) Explain an example of an environmental factor that influences development.

    ii) Complete additions and amendments to the following task: Unit 3 – P4 – Consider biological and environmental factors to outline the nature/nurture debate.  A minimum of two (2) factors for each perspective must be given.

    Week 3

    (WC: 04-05-2020)

     Use the following PowerPoint to help complete tasks i and ii: ‘P4, D2 Task 5 & 6’

    i) Nature vs Nurture debate- write a paragraph on how intelligence can be caused by nature and nurture and conclude which side you think has the biggest impact.

    ii) Complete additions and amendments to the following task: Unit 3 – D2 – Summarise the influence of nature and nurture on human development and behaviour

    Use the following PowerPoint to help complete tasks i and ii: ‘P5 Task 7’

    i) Create a scenario of a service user who may be showing signs of abuse- explain how, why and when their carer should respond.

     ii) Complete additions and amendments to the following task: Unit 3 – P5 – List reasons why a health and social care practitioner responds efficiently to concerns about an individual’s development.

     Use the following PowerPoint to help complete tasks i and ii: ‘P6, M1, D1 Task 8, 9 & 10’

    i)Produce cue cards which describe examples of planned and unplanned transitions during each life stage.

     Make a list of transitions and life experiences that you have experienced.

    ii) Complete additions and amendments to the following task: Unit 3 – P6– Identify transitions and significant life events at each life stage

    Week 4 (WC: 11-05-2020)  Use the following PowerPoint to help complete tasks i and ii: ‘P6, M1, D1 Task 8, 9 & 10’

    i)Write a paragraph to explain how an unplanned transition in the middle adulthood life stage can affect an individual’s independence.

    ii) Complete additions and amendments to the following task: Unit 3 – D1 – Describe the effects of an unplanned transition on an individual during one life stage.  An example must be used to support the response.

     Use the following PowerPoint to help complete tasks i and ii: ‘P6, M1, D1 Task 8, 9 & 10’

    i) a)Write a paragraph to explain how ‘resilience’ can help an individual to cope with planned and expected life events.  OR b)Write a paragraph to explain the short and long term impacts on a relationship

    ii) Complete additions and amendments to the following task: Unit 3 – M1 – Describe the role of the health and social care practitioner:

    -In preparing individuals for a planned transition at each life stage

    -In supporting the needs of individuals during transition and significant life events at each life stage

    Use the following PowerPoint to help complete tasks i and ii: ‘P7, M2, M3’

    i) Produce a mind map to remind you of the following: a)What is a care plan, b)Stages of a care plan

    ii) Complete additions and amendments to the following task: Unit 3 – P7– Identify the different stages within a care-planning cycle.

    M2 – Explain the purpose of each stage within the individualised care-planning cycle.

    Week 5

    (WC: 18-05-2020)

     Use the following PowerPoint to help complete tasks i and ii: ‘P7, M2, M3’

     

    i)Add the following to your mind map from last lesson: Explain the purpose of each stage within an individualised care plan.

    ii) Complete additions and amendments to the following task: Unit 3 – M3 – Use an example to explain how an individualised care-planning cycle supports an individual’s holistic needs.

     Use the following PowerPoint to help complete tasks i and ii: ‘P7, M2, M3’

     

    i) Create a scenario of a service user who requires an individualised care plan.  Create a care plan for this user.

    Read the example in the PowerPoint to help.

    ii) Unit 3 has been re-marked.  Complete any additions and amendments

    Use this lesson to make sure Unit 3 is complete.

    ii) Unit 3 has been re-marked.  Complete any additions and amendments

    You can download the above table by clicking here.

    Class List (10-3 & 10-4 health and social care plan):

    i) Consolidation of unit 3

    ii) Completion of unit 3 coursework

    H&S Lesson 1 Lesson 2 Lesson 3
    Week 1

    (WC: 20-04-2020)

    Use the following PowerPoint to help complete tasks i and ii: ‘P1 & M1’

    i) a) Write a paragraph to describe the difference between health care services and social care services.  Include an example of each type of care service.  

    b) Write a definition for following keywords: i) statutory, ii) private, iii) voluntary

    ii)  Complete additions and amendments to the following task: Unit 1 – P1 Types of health and social care services (1.1) Task One

     

    Use the following PowerPoints to help complete tasks i and ii: ‘P1 & M1’

    i) You are an agony aunt.  You have received a letter from the concerned daughter of her 76-year-old mother.  The daughters’ mother is frail and she is struggling to look after herself.  They both want to know the following: a) what is residential care provision c) a description of the different types of residential care available, c) what is community care provision

    Write a letter in response to help the daughter and her mother make a decision about the mother’s care.

    ii) Complete additions and amendments to the following task: Unit 1 – M1: The functions of health and social care services (1.2) –Task Two

    Use the following PowerPoint to help complete tasks i and ii: ‘P2’

    i) Complete six cue cards about the following that you can use for revision.  Describe examples of skills/behaviours/attributes that are needed by health and social care practitioners. 

    For example,

    Communication skills –

    Ensure use of appropriate language and vocabulary. 

    Demonstrate good listening skills 

     ii) Complete additions and amendments to the following task: Unit 1 – P2: Describe one health and social care job held within each of the services identified in P1 – Task Three –statutory

    Week 2

    (WC: 27-04-2020)

    Use the following PowerPoint to help complete tasks i and ii: ‘P2’

    i) You have a job role in the health and social care sector.  Your younger sibling has asked you about your job role.  You chose – is your job in the statutory or private sector?  What is your job role?  Write a paragraph that you could use to tell your sibling about your job. 

    Make sure you include: a) your role, b) qualifications needed, c) specialist skills needed and why d)any experience needed.

     ii) Complete additions and amendments to the following task: Unit 1 – P2: Describe one health and social care job held within each of the services identified in P1 – Task Four -private

    Use the following PowerPoint to help complete tasks i and ii: ‘P2’

    i) You are thinking about working in the voluntary health and social care sector.  Identify two examples of voluntary health and social care providers.  Write a paragraph about the service and support they provide.

    Example, ‘Shelter’ provides support, advice, intervention for individuals finding themselves homeless.  The work of ‘Shelter’ includes advice and practical support for accommodation, and advice about benefits and rights.

     ii) Complete additions and amendments to the following task: Unit 1 – P2: Describe one health and social care job held within each of the services identified in P1 – Task Five -voluntary

    Use the following PowerPoint to help complete tasks i and ii: ‘P3 & M2’

    i) Complete cue cards on types of referral.

    One card on each type of referral (4)

    ii) Complete additions and amendments to the following task: Unit 1 – P3 & M2: Types of referrals used to access health and social care services (3.1) – Task Six

     

     

     

     

     

     

    Week 3

    (WC: 04-05-2020)

     Use the following PowerPoint to help complete tasks i and ii: ‘P4’

    i) Complete a mind map titled ‘barriers to accessing health and social care service’.  You should include: a)type of barriers b) how to overcome each of these types of barriers.

    ii) Complete additions and amendments to the following task: Unit 1 – P4: Explain how three (3) barriers to accessing health and social care services may be overcome –Task Seven

     

     

     

     

     

     

     

     

     

     

     

    Use the following PowerPoint to help complete tasks i and ii: ‘P5, M3’

    i) Task – Gennelle is a 65-year-old woman.  She lives alone in her own flat.  She had a stroke a while ago and now has limited mobility.  She uses a walking frame, and her speech is not as clear as it used to be.  Gennelle is happy living alone, but is not able to get out as much as she would like to.  The lift in her building is often out of order and she cannot manage the stairs.  Gennelle’s son visits once a month and her daughter takes her shopping once a week.  Gennelle spends a lot of time watching television.  She feels lonely but does not like to ask for help, as she likes to be independent.

    a)Explain any barriers that may prevent Gennelle from accessing health and social care she might need. b)Explain how these barriers can be overcome.

     ii) You have two sessions to complete additions and amendments to the following task: Unit 1 – P5, M3: Outline and explain how health and social care services meet the care needs of individuals at each life stage –Task Eight

     Use the following PowerPoint to help complete tasks i and ii: ‘P5, M3’

    i)Six cue cards to be used for revision.  Title each cue card with a different life stage.  under each life stage write a brief description of that life stage. 

     ii) Complete additions and amendments to the following task: Unit 1 – P5, M3: Outline and explain how health and social care services meet the care needs of individuals at each life stage –Task Eight

    Week 4 (WC: 11-05-2020) Use the following PowerPoint to help complete tasks i: ‘P5, M3’

     Use the following PowerPoint to help complete tasks i and ii: ‘P6, D1’

    i) Add the following to your cue cards from last lesson.  For each life stage: a)Identify a health care services that may be accessed and explain why it may be accessed, b) Identify a social care service that may be accessed and explain why it may be accessed.

    ii) Complete additions and amendments to the following task: Unit 1 – P6, D1: Give two examples of informal care. Compare and contrast formal and informal care services – Task Nine

     

     

     

     

     

    Use the following PowerPoint to help complete tasks i and ii: ‘P7, D2’

    i) Produce an informative leaflet to describe the role of the a) Care Quality Commission (CQC) and b)OFSTED.

    ii) Complete additions and amendments to the following task: Unit 1 – P7, D2: Describe the role of regulatory and inspection bodies for health and social care. Explain the impact of regulatory inspection on: individuals accessing health and social care, the service provider, and public trust – Task Ten

     

     

     

     

     

     

     

     

     

    Use the following PowerPoint to help complete tasks i: ‘P7, D2’

    i)Add to your leaflet from last lesson.  State one impact of CQC and OFSTED on: a) individuals using the service, b)the service provider, c)Public trust.

    ii) Unit 1 has been re-marked.  Complete any additions and amendments

    Week 5

    (WC: 18-05-2020)

    Use all PowerPoints to help Unit 1.

    i)Answer the following 6 mark exam question:

     ‘Betty is elderly and has lost her husband.  Betty wants to remain living at home and to keep her independence.  How family has offered to provide her with informal care.  How might providing informal care affect the family?’

     ii) Unit 1 has been re-marked.  Complete any additions and amendments

     

     

     

     

     

     

     

    Use all PowerPoints to help you to complete Unit 1

     

    i) Open the following website and complete the unit 1 revision quiz: https://create.kahoot.it/share/cache-health-and-social-care-unit-1/a63fdb5a-b596-4a3a-84ff-7e0d3f2ec57b

    ii) Unit 1 has been re-marked.  Complete any additions and amendments

     Use this lesson to make sure Unit 1 is complete.

    ii) Unit 1 has been re-marked.  Complete any additions and amendments

    You can download the above table by clicking here.

  • History Curriculum Plan

    History Lesson 1 Lesson 2 Lesson 3
    Week 1 Reasons for the economic boom in the USA during the 1920s

    Students to review the different causes why the economy boomed during the 1920s. This includes the consumer society, Republican government policies and the rise of the stock market

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Reasons for the economic boom in the USA during the 1920s

    Students to review the different causes why the economy boomed during the 1920s. This includes the emergence of growing industries, advertising and government policies the impact on other countries

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Groups who didn’t experience the boom during the 1920s

    Students to review those groups and industries that didn’t experience an economic boom during the 1920s. this includes ‘old’ industries such as coal, railroad and farming.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Week 2 Racial inequalities during the 1920s

    Students to review the racial intolerance shown towards immigrants during the 1920s. This includes immigration laws introduced by the government to limit numbers arriving to America, as well as prejudice towards those from countries such as Eastern Europe, Italy and Asian countries.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Racial inequalities during the 1920s

    Students to review in greater depth racism and intolerance towards Black Americans. This includes the rise of the KKK, black codes and results it had the black community.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Social boom during the 1920s

    Students to review American society during the 1920s. This includes social industries such as the cinema, Hollywood, sports and dancing and how and why these became so popular during the 1920s.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Week 3 Social boom during the 1920s

    Students to focus on the emergence of the Flapper girls during the 1920s. This includes their appearance, popularity and opposition towards them in certain areas of the USA.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Causes of Prohibition

    Students to review the different causes of why alcohol was banned. This includes religious, patriotic, moral and family reasons why it helped introduce Prohibition.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Consequences of Prohibition

    Students to review the different effects of Prohibition. This includes the rise of Gangsterism, moonshine, bootlegging and crime.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Week 4 Causes of the Wall Street Crash

    Students to review the long and short-term causes of the Wall Street Crash during the 1920s and leading up to 1929.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Effects of the Depression on the economy

    Students to review the immediate effects of the crash such as the economy and unemployment.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Effects of the Depression on the lives of Americans

    Students to review the wider impact the Depression had on the American public. This includes Hooverville’s, unpopularity of Hoover and the Bonus Marches.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Week 5 Reasons why President Hoover lost the 1932 election

    Students to review reasons why Hoover was unpopularity and why Roosevelt was popular for him to win the 1932 Presidential election.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Roosevelt’s New Deal – Alphabet Agencies

    Students to review the alphabet agencies introduced during Roosevelt’s first 100 days as president. This includes ways in which to improve the economy, help the most vulnerable and workers’ rights.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    Successes and opposition of the New Deals

    Students to review the social and economic successes of the New Deals, as well as those groups who opposed Roosevelt and his New Deals.

    Work will be set on SMWH and an electronic booklet and revision guide attached to help complete tasks

    You can download the above table by clicking here.

  • Maths Curriculum Plan

    Year 10 Maths (set 1)

    5 Week Plan, Monday 20th April to Friday 22nd May

    The 5-week plan (below) for set 1 pupils has been set using Hegartymaths. Pupils are asked to watch the videos, make notes and complete the quiz for each lesson. This will enable us to track pupil performance and for the class teacher to intervene if needed.

    Website: www.hegartymaths.co.uk

    Login details: pupil name, DOB and their own password

    When pupils have completed a number of lessons, they are to complete a MEMRI quiz, on hegartymaths, and work through additional questions using the corbettmaths links in the plan below. Pupils are to mark these using the answers provided by Miss Duffy via SMHW.

    If you have any questions then please contact the class teacher through SMHW.

    Maths Set 1 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
    Week 1

    wc 20/4

    Factorising in the form

    Recall: 223

    Lesson 225

    Stretch 226-228

    Solving by factorisation

    Recall 230

    Lesson 231

    Stretch 232

    Solving quadratics using the quadratic formula

    Recall 241

    Lesson 242

    Stretch 243

    Completing the square

    Lesson 235 and 236

    Stretch 237

    Complete Memri Quiz

    https://corbettmaths.com/wp-content/uploads/2013/02/solving-quadratics-factorising-pdf1.pdf

    https://corbettmaths.com/wp-content/uploads/2013/02/solving-quadratics-factorising-pdf1.pdf

    Week 2

    wc 27/4

    Simultaneous equations by elimination

    Recall 190

    Lesson 191

    Stretch 192

    Simultaneous equations by substitution

    194

    Simultaneous equations in context

    195

    Simultaneous equations involving quadratics

    Lesson 246

    Stretch 259

    https://corbettmaths.com/wp-content/uploads/2013/02/simultaneous-equations-pdf.pdf

    https://corbettmaths.com/wp-content/uploads/2013/02/simultaneous-equations-non-linear-pdf.pdf

    Complete Memri quiz

    Week 3

    wc 4/5

    Circle Theorems

    Angle at centre and Circumference

    594

    Circle Theorems

    Angles in a semi-circle

    595

    Circle Theorems

    Angles formed by the same arc

    596

    Circle Theorems

    Opposite angles in a cyclic quadrilateral

    597

    Circle Theorems

    Alternate Segment Theorem

    598

    Week 4

    wc 11/5

    Circle Theorem

    Angle formed between a tangent and a radius

    599

    Circle Theorems

    Lengths of a tangent to a circle from and external point

    600

    Circle Theorems using algebra

    603

    Circle Theorems Multi step problems

    604

    https://corbettmaths.com/wp-content/uploads/2013/02/circle-theorems.pdf

     

    Complete Memri quiz

    Week 5

    w/b 18/5

    Inequalities:

    Represented on a number line

    266

    Inequalities:

    Integer Solutions to an inequality

    267

    Solving Linear Inequalities

    Positive Solution

    269

    Solving linear Inequalities

    Negative Solution

    270

    https://corbettmaths.com/wp-content/uploads/2013/02/inequalities.pdf

     

    Complete Memri quiz

    You can download the above table for Maths Set 1 by clicking here.

    Year 10 Maths (set 2)

    5 Week Plan, Monday 20th April to Friday 22nd May

    The 5-week plan (below) for set 2 pupils has been set using Mathswatch or GCSE topic tests. Pupils are asked to watch the videos and complete the questions for each Mathswatch lesson. This will enable us to track pupil performance and for the class teacher to intervene if needed. Pupils are asked to complete tests then check answers for the topic test lessons. All non Mathswatch work will be available on SMHW.

    Website: www.vle.mathswatch.co.uk

    Login details: username: is first initial (uppercase) surname (lowercase)@southmoorschool (eg for John Smith username: Jsmith@southmoorschool)

    Password: southmoor

    Maths Set 2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
    Week 1

    wc 20th April

    Topic Test 11 Mathswatch Algebra Lesson 1 Topic Test 12 Mathswatch Algebra Lesson 2  Corbett Maths consolidation booklet 110/113
    Week 2

    wc 27th April

    Topic Test 13 Mathswatch Sequences Lesson 1 Topic Test 14 Corbett Maths consolidation booklet 286/287 Mathswatch Sequences Lesson 2
    Week 3

    wc 4th May

    Topic Test 15 Corbett Maths consolidation booklet 288 Topic Test 16  Mathswatch Sequences Lesson 3 Corbett Maths consolidation booklet 287a
    Week 4

    wc 11th May

    Topic Test 17 Mathswatch Inequalities Lesson 1 Topic Test 18  Mathswatch Inequalities Lesson 2  Corbett Maths consolidation booklet 176-9
    Week 5

    wc 18th May

    Topic Test 19 Mathswatch Fractions Lesson 1 Topic Test 20 Corbett Maths consolidation booklet Mathswatch Fractions Lesson 2

    You can download the above table for Maths Set 2 by clicking here.

    Year 10 Maths (set 3)

    5 Week Plan, Monday 20th April to Friday 22nd May

    The 5-week plan (below) for sets 3-5 pupils has been set using Mathswatch or GCSE topic tests. Pupils are asked to watch the videos and complete the questions for each Mathswatch lesson. This will enable us to track pupil performance and for the class teacher to intervene if needed. Pupils are asked to complete tests then check answers for the topic test lessons. All non Mathswatch work will be available on SMHW. 

    Website: www.vle.mathswatch.co.uk

    Login details: username: is first initial (uppercase) surname (lowercase)@southmoorschool (eg for John Smith username: Jsmith@southmoorschool)

    Password: southmoor

    If you have any questions then please contact the class teacher through SMHW.

    Maths Sets 3-5 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
    Week 1

    wc 20th April

    Topic Test 1ab Mathswatch Algebra Lesson 1 Topic Test 1c Mathswatch Algebra Lesson 2  Corbett Maths consolidation booklet 110/113
    Week 2

    wc 27th April

    Topic Test 2 Mathswatch Sequences Lesson 1 Topic Test 3 Corbett Maths consolidation booklet 286/287 Mathswatch Sequences Lesson 2
    Week 3

    wc 4th May

    Topic Test 4 Corbett Maths consolidation booklet 288 Topic Test 5a  Mathswatch Sequences Lesson 3 Corbett Maths consolidation booklet 287a
    Week 4

    wc 11th May

    Topic Test 5b Mathswatch Inequalities Lesson 1 Topic Test 6  Mathswatch Inequalities Lesson 2  Corbett Maths consolidation booklet 176-9
    Week 5

    wc 18th May

    Topic Test 7 Mathswatch Fractions Lesson 1 Topic Test 8 Corbett Maths consolidation booklet Mathswatch Fractions Lesson 2

    You can download the above table for Maths Set 3-5 by clicking here.

  • Media Curriculum Plan

    Media Lesson 1 Lesson 2 Lesson 3
    Week 1

    20/4/2020

    What have you learned in Media Studies in Yr 10? Complete the Reflection/Self evaluation on the course so far, you’ll find this in the powerpoint in SMHW. Your task is to create an audio/visual in the style of current Vloggers or Bloggers; this needs to be a working Vlog, titled: ‘Stay Home, Stay Safe.’ But first, what Vlogs are successful and what has become successful during lockdown? `Start your research using the powerpoint sheet. Continue to do your detailed Video Blogger and Vloggers.  Who has become famous over the lockdown. Joe Wicks etc.  Complete a detailed plan of your findings.
    Week 2

    27/04/2020

    This is your last lesson on your research into Vloggers and bloggers.  Try to keep in mind the purpose of, ‘Stay Safe, Stay positive, Stay at Home.’  How successful are these Vlogs? Ok, now you know what your rivals and competitors are doing, what’s your vlog going to contain?  It’s now time to get planning.  What will your vlog be about but remember the title?  Start planning on the sheet in the powerpoint. Continue Planning
    Week 3

    04/05/2020

    Continue Planning. Now you have your detailed plan, How will your desired target audience 11-19 be engaged?  Think about the features of media you have learned, how will your vlog grab the audience? Continue with your detailed reflection, use the sheet on the ppt to help you fulfil the evaluation.
    Week 4

    11/05/2020

     Now it’s time to get creative.  

    Its your turn to make your vlog, get the camera phone or blog done.  What will it be about, what have you done to keep a positive mindset; what have you done to keep busy?  Use uyour detailed plan to create some great vlogs or blogs about your lockdown experience.  

    Continue with Vlog and Blogs on your chosen topics.

    Continue with Vlog and blogs, on your chosen topics.

    Week 5

    18/05/2020

    Complete Vlogs on your experiences in lockdown. Once you have done your vlogs or blogs you must write an evaluation and how you have fulfilled the NEA brief in the powerpoint. Complete you reflection on the success of your Vlog and upload to SMHW and school website.

    You can download a practice brief of the above plan by clicking here.

    You can download the above table by clicking here.

  • MFL Curriculum Plan

    Year 10 French

    French Lesson 1 Lesson 2 Lesson 3
    Week 1 Seneca learning: All tasks in 1.1 – Me, My Family & Friends – 8 different sub-sections within this topic area including learning of structures & testing knowledge of vocabulary activities

    Pupils should have already joined classes on Seneca –this was done via Show My Homework before Easter

    Complete Seneca Tasks in 1.1

    Future Tense Grammar work – powerpoint explanation & worksheet to complete Relationships exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Relationships exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 2 ActiveLearn: Module 1: Unit 1 and 2 all tasks

    Unit 1 Friendships – Listening activity, learn vocab, vocab test

    Unit 2 Family – Listening, Reading & Grammar activities followed by learning vocab & a vocab test

     

    Leisure & Free-time exam revision – Higher or Foundation level – Reading & Translation

    – worksheets attachments on SMHW

     

    Leisure & Free-time exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW
    Week 3 Seneca: all tasks in 1.2 Technology in Everyday life – 3 different sub-sections to complete within this topic area

     

    Festivals exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Festivals exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 4 ActiveLearn Module 2 Freetime & Leisure: Units 3, 4 and 5 all tasks

    Unit 3 Reading – Listening, Grammar, Vocab learning & test

    Unit 4 – TV programmes – Listening, vocab learning & test

    Unit 5 – Cinema – Listening, Reading, Vocab learning & test

     

    Town & Region exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Town & Region exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 5 Seneca: all tasks in 1.3 Free-time Activities – 7 sub-sections to complete within this topic area

     

    Holidays exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Holidays exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Year 10 German

    German Lesson 1 Lesson 2 Lesson 3
    Week 1 Seneca learning: All tasks in 1.2 and 1.4

    1.2 Technology– 2 sub-sections to complete within this topic area including learning of structures & testing knowledge of vocabulary activities.

    1.4 Customs & Festivals– 3 sub-sections to complete

     Pupils should have already joined classes on Seneca –this was done via Show My Homework before Easter

     

    Relationships exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

     

    Relationships exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

     

    Week 2 ActiveLearn: Chapter 5 on Vienna : Units 3 and 4

    Unit 3 – Directions – Listening activity, learn vocab & vocab test

    Unit 4 –Buying Food – Listening & Reading activities, learn vocab & vocab test

     

    Food & Technology exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

     

    Food & Technology exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 3 Seneca: all tasks in 1.3 Freetime Activities with 6 sub-sections to be completed within this topic area Vienna exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Vienna exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 4 ActiveLearn Chapter 5 – Vienna: Units 5 and 6

    Unit 5 – Shopping – Listening activity, learn vocab & vocab test

    Unit 6 – Problems in town – Listening & Reading activities, learn vocab & vocab test

     

    School exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

     

    School exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    Week 5 Seneca: all tasks in 2.1 –Home, Town, Neighbourhood & Region – 4 sub-sections to be completed within this topic area

     

    Leisure & Free-time exam revision – Higher or Foundation level – Reading & Translation – worksheets attachments on SMHW

     

    Leisure & Free-time exam revision – Higher or Foundation level – Speaking & Writing – worksheets attachments on SMHW

     

    You can download the above table by clicking here.

  • Performing Arts Curriculum Plan

    Year 10 Drama

    Drama Lesson 1 Lesson 2 Lesson 3
    Week 1 Complete all tasks on Curious recap ppt.

    1. Chronological order

    2. List of key characters

    3. Character profiles for 4 characters.

    Use the included photographs to help you.

     Curious essay ppt

     Complete the essay task.

    Friend ppt

     Complete task 1 on the ppt

    You will need slides 1-11. Details of the task are on slide 4.

    Week 2 Friend ppt

    Complete task 2 Watch the live performance of Friend and make notes on the performance as you watch. The information you need is on slides 12-15.

    Friend ppt  

    Complete task 3

    Focus on a key character. Plan your essay. You will need slides 16-23.

    Friend ppt

    Complete task 4.  Write up your essay.  You will need slides 24-30.

    Week 3 Friend ppt

    Complete task 5.  Plan a puppet answer using slides 32-33.

    Friend ppt

    Complete task 6. Write up your essay using slides 34-38.

    Watch the production of Blood Brothers on YouTube.
    Week 4 Design ppt

     Lighting.  Complete tasks 1-6 on slides 1-7.

     Design ppt

    Lighting. Complete tasks 7-9 on slides 8-12.

     Design ppt

    Lighting. Complete tasks 10-11 on slides 12-16.

    Week 5 Design ppt

    Sound design. Complete tasks 1 and 2 on slides 17-24.

    Design ppt

    Set design.

    Complete  task .

    Design ppt

    Set design.

    Complete  task 1.

    You can download the above table by clicking here.

    Year 10 Music

    Music Lesson 1 Lesson 2 Lesson 3
    Week 1 Key vocab: Rhythm and Metre:

    •   Pupils memorise terms

    •   Complete quiz

    •   Exam style questions

    Key vocab: Harmony and Tonality:

    •   Pupils memorise terms

    •   Complete quiz

    •   Exam style questions

    Key vocab: Texture and Melody:

    •   Pupils memorise terms

    •   Complete quiz

    •   Exam style questions

    Week 2 Key vocab: Timbre and Dynamics:

    •   Pupils memorise terms

    •   Complete quiz

    •   Exam style questions

    Haydn: Section 1:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Haydn Section 2:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Week 3 Haydn: First return of Section 1:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Haydn: Second return of Section 1:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Haydn: Third return of Section 1:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Week 4 First and final return of section 2:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Haydn: Final return of Section 1:

    •   Pupils memorise musical details in this section.

    •   Complete quiz

    •   Essay question on this section

    Essay Questions:

    •   Pupils recap method for constructing essays from powerpoint.

    •   Quiz re exam style essays

    •   Pupils complete essay question and submit on SMH

    Week 5 General Listening questions: vocab:

    •   Pupils recap method for answering listening questions from powerpoint

    •   Quiz re exam style questions

    •   Pupils practise assessment and self assess using video

    General Listening questions: Haydn:

    •   Pupils recap method for answering Haydn listening questions

    •   Quiz re exam style questions

    •   Pupils practise assessment and self assess using video

    All key vocab:

    •   Pupils use all key vocab to analyse a specific style of music.

    •   Pupils form a list of expectations for their style

    •   Research: listen to numerous examples of this style and check/consolidate list.

    Key vocab: Rhythm and Metre:

    Key vocab: Harmony and Tonality

    Key vocab: Texture and Melody

    Key vocab: Timbre and Dynamics

    Haydn: Section 1

    • Pupils memorise the musical features used in Section 1 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to Section 1 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Haydn Section 2

    • Pupils memorise the musical features used in Section 2 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to Section 2 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Haydn: First return of Section 1

    • Pupils memorise the musical features used in the first return of Section 1 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to the first return of Section 1 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Haydn: Second return of Section 1

    • Pupils memorise the musical features used in the second return of Section 1 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to the second return of Section 1 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Haydn: Third return of Section 1

    • Pupils memorise the musical features used in the third return of Section 1 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to the third return of Section 1 of Haydn’s Clock Symphony to submit via ShowMyHomework

    First and final return of section 2

    • Pupils memorise the musical features used in the first return of Section 2 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to the first return of Section 2 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Haydn: Final return of Section 1

    • Pupils memorise the musical features used in the final return of Section 1 of Haydn’s Clock Symphony using their annotated score as well as youtube videos:
    • Pupils are given quiz questions via ShowMyHomework to test their memory
    • Pupils are given exam style questions relating to the final return of Section 1 of Haydn’s Clock Symphony to submit via ShowMyHomework

    Essay Questions

    • Powerpoint used to introduce essay questions in class is shared on ShowMyHomework
    • Pupils given a quiz including examples of introductions, conclusions, links to the question musical features appropriate for particular questions etc.
    • Pupils write an essay on Haydn’s Clock Symphony

    General Listening questions: vocab

    • Powerpoint used to introduce multiple choice questions in class is shared on ShowMyHomework
    • Pupils complete exam style questions and watch a video explaining the answers to each question

    General Listening questions: Haydn

    • Powerpoint used to introduce Haydn questions in class is shared on ShowMyHomework
    • Pupils complete exam style questions and watch a video explaining the answers to each question

    All key vocab

    • Pupils use key vocab to answer questions on specific styles of music
    • Pupils compile a list of expectation about different genres of music

    Listen to more examples of the same style and check if list of features still apply.

    You can download the above information by clicking here.

  • PE/Sport Curriculum Plan

    Sport Lesson 1 Lesson 2
    Week 1 Rules, regulations and scoring system (sport 1 football / Netball)

    Rules:

    Pupils need to explain 10 different rules of their chosen sport. These could be things like what is a foul? What is a freekick and why would it be given? What are is the rule about footwork in netball?

    Regulations:

    Pupils need to explain 7 regulations in their chosen sport. This could be the size of the pitch/court, game time, the equipment used, kits and footwear etc.

    Scoring system:

    Pupils need to explain the scoring system of the game. How is a goal scored? How do you win a game? How many points for a league game? How does a cup competition differ?

    Rules, regulations and scoring system (sport 2 – Table tennis)

    Rules:

    Pupils need to explain 10 different rules of table tennis.

    This could be about serving, general play, singles/double matches etc.

    Regulations:

    Pupils need to explain 7 regulations of table tennis. This could be the size of the table/net, ball, game time, the equipment used, kits and footwear etc.

    Scoring system:

    Pupils need to explain the scoring system of the game. How is a goal scored? How do you win a game? How many points for a league game? How does a cup competition differ?

    Week 2  Roles of the officials (sport 1 football / netball)

    Officials

    Who are the officials in the sport? Referee? Linesman? Umpire? Timekeeper? Explain what each person does, and what their job responsibilities are.

    Also include hand signals for each decision.

    Roles of the officials (sport 2 –  table tennis) 

    Officials

    Who are the officials in the sport? Referee? Linesman? Umpire? Timekeeper? Explain what each person does, and what their job responsibilities are.

    Also include hand signals for each decision.

    Week 3  Skills, Techniques and tactics (sport 1- football/netball)

    Skills

    Explain the key skills in the game. E.g. passing, shooting, dribbling, heading etc.

    For each one, you must explain how to perform the skill with a step by step instruction guide!

    Tactics

    You must also explain what tactics you might use in the game. Change in formation? Counterattack? Targeting weaknesses of the opposition? What else could you do to help you win.

    Skills, techniques and tactics (sport 2- table tennis) 

    Skills

    Explain the key skills in the game. E.g. serve, forehand, backhand, spin, smash etc.

    For each one, you must explain how to perform the skill with a step by step instruction guide!

    Tactics

    You must also explain what tactics you might use in the game. Shot variation? Targeting weakness of opposition? What else could you do to help you win.

    Week 4  Observation checklist and identify Strengths and weaknesses (sport 1 – football /netball)

    Observation checklist

    You must produce an observation checklist to assess your skills in football or netball.

    All the key skills of the game should be in a table, with a scoring system. E.g. 1-5, 1-10, poor – excellent. Be creative!

     Observation checklist and identify strengths and weaknesses (sport 2- table tennis)

    Observation checklist

    You must produce an observation checklist to assess your skills in table tennis.

    All the key skills of the game should be in a table, with a scoring system. E.g. 1-5, 1-10, poor – excellent. Be creative!

    Week 5 Strengths and weaknesses Sport 1

    From your checklist, you need to identify your top 3 strengths, and your 3 biggest weaknesses.

    Once you have these, explain why they are your weaknesses! Is it poor technique? Lack of fitness? Lack of experience? Not relevant for your position? Give as much detail as possible!

    Strengths and weaknesses Sport 2

    From your checklist, you need to identify your top 3 strengths, and your 3 biggest weaknesses.

    Once you have these, explain why they are your weaknesses! Is it poor technique? Lack of fitness? Lack of experience? Not relevant for your position? Give as much detail as possible!

    You can download the above table by clicking here.

  • Psychology Curriculum Plan

    Psychology Lesson 1 Lesson 2 Lesson 3
    Week 1 Unit: Criminal psychology:

    Task title: Social learning theory AO1 and AO3 ‘knowledge dump’ task & question creator

    Instructions: Students are to firstly use their own knowledge/memory, and then secondly use their class notes to create two separate summary pages on the content of the Social Learning Theory for Criminal behaviour- one for AO1 content (description) and one for AO3 content (evaluation). They should then create 3 exam type questions from each summary sheet that someone else can test them on. Full details and instructions will be uploaded to Show My Homework (SMHW)

    Unit: Social influence:

    Task title: Conformity- NSI vs ISI- links to Situational and Dispositional factors.

    Instructions: Students need to think of 10 different examples/scenarios of when someone would conform (copy/follow the behaviour of others) and then explain this in terms of Normative and Informational Social Influence, as well as from both a Situational factors and Dispositional factors perspective. Full details, instructions and examples will be uploaded to SMHW.

    Unit: Research methods

    Task title: Aims, hypotheses, variables and operationalisation work sheet.

    Instructions: Students must use their knowledge of Research methods and apply it to the questions and scenarios given to them on the worksheet- this will be uploaded to SMHW along with further instructions.

    Week 2 Unit: Criminal psychology:

    Task title: Cooper and Mackie (1986) short question burst.

    Instructions: Students should complete the questions on Core Study 1 from the Criminal Psychology topic, this will test their memory an understanding of this study- these will be uploaded to SMHW.

    Unit: Social influence:

    Task title: Bickman (1974) storyboard summary with x4 AO3 PEE’s.

    Instructions: Students are to create a storyboard that outlines the aims, method, procedure, findings and conclusions of Core Study 1 from the Social Influence topic. They should then create 4 Evaluation paragraphs of the study, following the structure used in Psychology (PEE). Templates for both of these tasks will be uploaded to SMHW.

    Unit: Research methods

    Task title: Extraneous variables and scenario questions.

    Instructions: Students should read over the recap of extraneous variables and their types and then apply this to the scenario given. They should then answer the questions to test their understanding of this sub topic and other Research Methods related content- the task, further instructions and questions will be uploaded to SMHW.

    Week 3 Unit: Criminal psychology:

    Task title: Eysenck’s extended writing fill in the gap & symbolic story.

    Instructions: Students should complete the fill in the gap activity to test their knowledge and understanding of Core Theory 2 of the Criminal Psychology topic. They should then recreate this information in pictorial/symbolic form to help further their understanding of this theory. Worksheets, further instructions and examples will be uploaded to SMHW.

    Unit: Social influence:

    Task title: Core theory 1 and Core theory 2 AO3 sort-out.

    Instructions: Students will be given a set of statements that evaluate the core theories with the Social Influence topic, they must decide which theory the statement is an evaluation point for and then create an evaluation paragraph using the statement. Further instructions and worksheet will be uploaded to SMHW.

    Unit: Research methods

    Task title: Core studies methodology table

    Instructions: Students are to complete the table to identify the Research Methods elements of the 3 Core Studies they have learnt about so far. The worksheet for this task will be uploaded to SMHW.

    Week 4 Unit: Criminal psychology:

    Task title: Heaven (1996) short question burst.

    Instructions: Students should answer the questions on Core Study 2 of the Criminal Psychology topic. This will test their understanding and retention of the content. The questions will be uploaded to SMHW.

    Unit: Social influence:
     Task title: Core theory 1 and Core theory 2 short question burst (AO1).Instructions: Students should answer the questions on Core Theory 1 and Core Theory 2 of the Social Influence topic. This will test their understanding of AO1 knowledge of the theories. The questions will be uploaded to SMHW.
    Unit: Research methods

    Task title: Research methods recap scenario and questions

    Instructions: Students should try identify as many Research Methods related aspects as they can from the given scenario. They should use the questions given to help them complete this task. The scenario and questions will be uploaded to SMHW.

    Week 5 Unit: Criminal psychology:

    Task title: ‘Changing nature of Punishment’ key terms crossword puzzle & crime as a social construct crossword creator.

    Instructions: Students should complete the crossword on Punishment (application of the Criminal Psychology topic) and then create their own crossword and clues for the subtopic of Crime as a Social Construct. Worksheets, further instructions and examples will be uploaded to SMHW.

    Unit: Social influence:

    Task title: Unit glossary

    Instructions: Students should create a glossary, providing definitions of the key terms they need to know from the Social Influence Topic. A worksheet containing these key words will be uploaded to SMHW.

    Unit: Research methods

    Task title: Alphabet organiser and Catchphrase competition

    Instructions: Students should try to recall as many key words as they can from the Research Methods topics and place these into alphabetical order. They should then define each word in a glossary type format. Students should then access the Catchphrase clues for Research Methods key terms and submit their answers via SMHW to enter a competition for the chance to win a prize. Worksheets and further instructions will be uploaded to SMHW.

    You can download the above table by clicking here.

  • Science Curriculum Plan

    Year 10 Biology

    Biology Lesson 1 Lesson 2 Lesson 3
    Week 1

    (Higher)

    Topic 5

    Maintaining water and nitrogen balance (p75,76)

    * My-GCSE video and exam questions

    Topic 5

    Endocrine system and Adrenaline (p73 + p80)

    * Written work –  Produce a set of Q+A and diagram

     Topic 6

    DNA + protein synthesis (p85,86)

    * Seneca – Unit 6.1.4 and 6.1.5

    * Written work describe the structure of DNA and how proteins are coded for and types of mutations.

    Week 1

    (Foundation)

    Topic 5

    Nervous System and reflexes (p58,59)

    * My-GCSE video and exam questions

     

    Topic 5

    Endocrine system (p61)

     

    * Written work –  Produce a set of Q+A and diagram

    Topic 6

    Meiosis and X,Y chromosomes

    (p68-69)

    * Seneca – Genome Screening and sex determination Unit 6.1.9

     

    Week 2

    (Higher)

      Topic 6

    Genetic Engineering + Cloning (p99,100)

    * Written task

    Explain what G.E is.

    *Tabulate  pro’s and cons

    * Process of cloning in plants and animals

       Topic 7

    Competition and abiotic and biotic factors (p106,107)

    * My-GCSE  – Communities and Interdependence and exam questions

     

      Topic 7

    Adaptations and food chains (p108,109)

    * My-GCSE – Video Adaptation and exam questions

    * Use p 108 and describe the different types of adaptations

     

    Week 2

    (Foundation)

      Topic 6

    Genetics diagrams, inherited disorders and screening (p70,71)

    * Written task – describe the pros and cons of genetic screening

    * My-GCSE – videos and exam questions

    Topic 7

    Competition and abiotic and biotic factors (p83, 84)

    * Written task – produce a set of Q+A

     

     

    Topic 7

    Adaptations and food chains (p85,86)

    * Seneca – Unit 7.1

     

    Week 3

    (Higher)

      Topic 5

    Hormones in reproduction

    (p77-79)

    * Seneca – units 5.3.10 – 5.3.13

    * Exam questions

      Topic 5

    Plant hormones

    (p81-82)

    * Revision Guide

    Written work – summarise plant hormones and their commercial uses.

      Topic 6

    Speciation (p102)

    * My-GCSE – video Speciation and exam questions

     

     

    Week 3

    (Foundation)

    Topic 5

    Hormones in puberty, reproduction and fertility

    (p63-65)

    *Freesciencelessons watch video on contraception

     

    * Seneca – Unit 5.3.7 – 5.3.9

      Topic 5

    Blood glucose and diabetes (p61)

     

    Written work – produce a flow chart to show how blood glucose is controlled

      Topic 6

    Classification (p80)

     

    * Seneca – Unit

    6.4.1, 6.4.2, 6.4.3

    Week 4

    (Higher)

      Topic 6

    Evolution and fossils (p91,92, 101)

    * My-GCSE – Videos for Theories of Evolution, Speciation and  Evidence of Evolution and Extinction 

    * Exam questions

      Topic 7

    Water and Carbon cycle (p112,113)

    * Written work and flow charts to show the water cycle and carbon cycle.

     

      Topic 7

    Decay (p114)

     

    *Freesciencelessons watch video, required practical 10. Decay.

     

    * Seneca – unit

    7.2 Organisation of Ecosystems

     

    Week 4

    (Foundation)

    Topic 6

    Classification and evolutionary trees

    *  My-GCSE – Videos for classification and evolutionary trees

    * Exam questions

      Topic 7

    Water and Carbon cycle (p89,90)

     

    * Written task to show how the recycling of water and carbon

     

     

      Topic 7

    Biodiversity and waste management (p91)

     

    * Seneca – unit

    7.3 Biodiversity

     

     

     

    Week 5

    (Higher)

      Topic 5

    The Brain and eye (p69-71)

     

     

    * Seneca 5.2, 5.6 , 5.7

     

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

        Topic 6

    Antibiotic Resistant bacteria (p103)

     

    * BBC Bitesize – Evolution p 9

    Written task, make short notes and diagrams

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

        Topic 7

    Food security and biotechnology (p123, 124)

     

    * My-GCSE – Sustainable food production – video and exam questions

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

    Week 5

    (Foundation)

    Topic 5

     

    * Complete revision broadsheet

     

    * Seneca end of topic assessment from each part of the module

     

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

    Topic 6

    Antibiotic Resistant bacteria (p75,76)

     

    * Written task – sequence diagrams and explanations to show antibiotic resistance

     

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

     

     

     

        Topic 7

    Deforestation and maintain ecosystems (p93,94)

     

    * My-GCSE  – Impact of environmental change and Human impact on the environment 

     

     

    Extension work

    * Exampro end of topic exam questions and self- assessment

     

    Higher – Page numbers refer to Biology AQA revision guide tier.  If pupils have no revision guide, refer to My-GCSE or BBC Bitesize

    Foundation – Page numbers refer to Combined revision guide foundation tier. If pupils have no revision guide, refer to My-GCSE or BBC Bitesize

    Pupils can also follow this link to the specification

    You can download the above table by clicking here.

    Year 10 Chemistry

    Chemistry Lesson 1 Lesson 2 Lesson 3
    Week 1

    (Higher)

    Topic 6

    Rates of Reaction (P67-68)

    * Written Work –  Create a revision mat/flash cards of the factors that affect the rate of a reaction.

    Topic 6

    Measuring rates of reaction (P69)

    * My-GCSE video and exam questions

     Topic 6

    Interpreting rate graphs (P71)

    * My-GCSE video and exam questions

    Week 1

    (Foundation)

    Topic 6

    Rates of Reaction ()

    * Written Work –  Create a revision mat/flash cards of the factors that affect the rate of a reaction.

     

    Topic 6

    Measuring rates of reaction (P69)

    * My-GCSE video and exam questions

     

     Topic 6

    Interpreting rate graphs (P71)

    * My-GCSE video and exam questions

     

    Week 2

    (Higher)

      Topic 6

    Reversible Reactions (P72)

    * Written task

    Create notes and a series of 5 questions to test yourself. 

       Topic 6

    Le Chataliers Principle (P73)

    * My-GCSE video and exam questions

     

     

      Topic 10

    Haber Process (P104)

    * Written Task –  Complete series of exampro questions on SMHW.

     

     

    Week 2

    (Foundation)

       Topic 6

    Reversible Reactions (P72)

    * Written task

    Create notes and a series of 5 questions to test yourself. 

    Topic 6

    Catalysts (P68)

    * My-GCSE video and exam questions

     

     

     

    Topic 6

    Review

    *Seneca – 6.1 & 6.2

     

     

     

    Week 3

    (Higher)

    Topic 7

    Alkanes, Combustion (P75)

    * My-GCSE video and exam questions

     

     

     

    Topic 7

    Fractional Distillation and Cracking (P76-77)

    * Seneca – 7.1

     

    Topic 7

    Alkenes and Polymerisation (P78-79)

    * My-GCSE video and exam questions

     

    Week 3

    (Foundation)

    Topic 7

    Alkanes, Combustion (P75)

    * My-GCSE video and exam questions

     

     

     

    Topic 7

    Fractional Distillation (P76)

    *Seneca – 7.1

     

    Topic 7

    Cracking (P77)

    * Written Work – Create a summary sheet on fractional distillation and cracking. 

     

    Week 4

    (Higher)

    Topic 7

    Alcohols, carboxylic acids, esters. (P81-83)

    * Written Work – Create a mind map on the following functional groups:

    – Alkanes

    – Alkenes

    – Alcohols

    – Carboxyltic acids

    – Esters

    – Polymers

     

    Topic 8

    Purity and Formulation and Chromatography (P86-87)

    * Written Work – Write a method of how to carry out paper chromatography.

     

    Topic 8

    Chemical Tests (P88-90)

    * My-GCSE video and exam questions

    Include tests for anions and cations.

     

     

    Week 4

    (Foundation)

    Topic 7

    Functional Groups. (P81-83)

    * Written Work – Create a mind map on the following functional groups:

    – Alkanes

    – Alkenes

    – Alcohols

    – Carboxyltic acids

    – Esters

    Topic 8

    Purity and Formulation and Chromatography (P86-87)

    * Written Work – Write a method of how to carry out paper chromatography.

     

    Topic 8

    Chemical Tests (P88-89)

    * My-GCSE video and exam questions

    Include tests for anions and cations.

     

     

    Week 5

    (Higher)

    Topic 9

    Evolution of the atmosphere. (P91-92)

    * Seneca 9.1

     

    Topic 9

    Carbon footprints and Air Pollution (P93-94)

    My-GCSE video and exam questions

     

    Topic 10

    Life Cycle Assessment (P101)

    My-GCSE video and exam questions

    * Written Work – Create a flow diagram of the life cycle assessment key points. 

     

    Week 5

    (Foundation)

    Topic 9

    Evolution of the atmosphere. (P91-92)

    * Seneca 9.1

     

    Topic 9

    Air Pollution (P94)

    My-GCSE video and exam questions

     

    Topic 10

    Life Cycle Assessment (P101)

    My-GCSE video and exam questions

     

    Higher – Page numbers refer to Chemistry AQA revision guide tier.  If pupils have no revision guide, refer to My-GCSE or BBC Bitesize

    You can download the above table by clicking here.

    Year 10 Physics

    Subject Lesson 1 Lesson 2
    Week 1

    (Higher)

    Topic 5

    Scalars and vectors and contact and non-contact forces  (p201)

    * My-GCSE videos, complete revision notes and exam questions

    * Written work – Make flash cards or post-it notes giving examples of scalar and vectors

    Topic 5

    Weight, mass and gravity and resultant forces (p202-203)

    * My-GCSE videos, complete revision notes and exam questions

    * Written work – Produce free body diagrams of every day objects to show the forces acting upon it and the resultant force

    Week 1

    (Foundation)

    Topic 5

    Scalars and vectors contact and non-contact forces  (p203)

    * My-GCSE videos and exam questions

    * Written work – Make flash cards or post-it notes giving examples of scalar and vectors

    Topic 5

    Weight, mass and gravity and resultant forces (p204-205)

    * My-GCSE videos, complete revision notes and exam questions

    * Written work – Produce free body diagrams of every day objects to show the forces acting upon it and the resultant force

    Week 2

    (Higher)

      Topic 5

    Calculating forces using vectors (p204)

    * My-GCSE videos, revision notes and exam questions

       Topic 5

    Forces and elasticity – required practical (P205-206)

    * My-GCSE videos and exam questions

    * Written work – Produce a full written practical method to investigate Hooke’s Law

    Week 2

    (Foundation))

    Topic 5

    Forces and elasticity – required practical (P206-207)

    * My-GCSE videos and exam questions

    * Written work – Produce a full written practical method to investigate Hooke’s Law

    Topic 5

    Moments, levers and gears

    * My-GCSE videos and exam questions

    * Seneca learning task 5.3

     

    Week 3

    (Higher)

    Topic 5

    Moments, levers and gears

    * My-GCSE videos and exam questions

    * Seneca learning task 5.3

      Topic 5

    Pressure and pressure differences in fluids

    * My-GCSE videos and exam questions

     * Seneca learning task 5.4

    Week 3

    (Foundation))

    Topic 5

    Speed and velocity and graphing motion (p208)

    * My-GCSE videos and exam questions

    * Written work –Produce a distance time graph showing the motion of a car traveling from a house to the shops. Be sure to label sections of the graph that show the car is stationary, accelerating and traveling at constant speed.

    Create the same journey but for a velocity/time graph, labelling the same sections.

     

      Topic 5

    Acceleration (p209)

    * My-GCSE videos, complete revision notes and exam questions

    * Seneca learning task 5.3

     

    Week 4

    (Higher)

      Topic 6

    Transverse and longitudinal waves and properties of waves

    * My-GCSE videos and exam questions

    * Written work – Make labelled diagrams of transverse and longitudinal waves. Label the wavelength, amplitude (transverse), frequency and compression and rarefaction (longitudinal only)

     

      Topic 6

    Reflection of waves

    * My-GCSE videos

    Written workProduce a full written practical method to investigate the reflection of light waves

    Week 4

    (Foundation))

    Topic 6

    Transverse and longitudinal waves and properties of waves

    * My-GCSE videos and exam questions

    * Written work – Make labelled diagrams of transverse and longitudinal waves. Label the wavelength, amplitude (transverse), frequency and compression and rarefaction (longitudinal only)

     

       Topic 6

    Reflection of waves

    * My-GCSE videos and complete the revision notes

    Written workProduce a full written practical method to investigate the reflection of light waves

     

    Week 5

    (Higher)

    Topic 6

    Electromagnetic waves

    * My-GCSE videos and exam questions

    * Written work – Make a labelled diagram showing the waves of the electromagnetic spectrum from radio to gamma. Make sure to label the wavelength, two uses and 1 danger for each wave

    Topic 6

    Sound waves and waves for exploration and visible light

    * My-GCSE videos and exam questions

    *Seneca topic 6.3

    Week 5

    (Foundation)

    Topic 6

    Electromagnetic waves

    * My-GCSE videos and exam questions

    * Written work – Make a labelled diagram showing the waves of the electromagnetic spectrum from radio to gamma. Make sure to label the wavelength, two uses and 1 danger for each wave

    Topic 6

    Sound waves and waves for exploration

    * My-GCSE videos and exam questions

    *Seneca topic 6.3

     

     

     

    You can download the above table by clicking here.