cityheightsacademy.e-act.org.uk · web viewsummer 1 2019-20 year: 10 maths week 3 assessment...

Summer 1 2019-20Year: 10

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

7th May 2020, 2.15 – 3.15pm: Practise Exam Paper Set 1 Calculator and Non-Calculator

Week 3: Monday 4th May – Friday 8th May

Lesson Number & Title

Virtual Teaching Details

Tasks/Activities to Complete (including key resources)

Scaffolding & Inclusion

(additional support/guidance)

Extended Learning/Challenge

Tasks

L1: AlgebraZoom lesson – link available on google

classroom

Pixl PowerPoint and lesson delivered by teacher.

Hegarty Maths Homework

Exam questions included in

powerpoints and Worksheet

L2: AlgebraStudents to complete tasks set – Ms Ghani

and Mr Sadiq

Pixl Worksheets on the following topics:

Inverse and Composite Functions

Changing the subject of the formula

Collecting Like terms and Simplifying

L3: Algebra

Students to complete tasks set – Ms Ghani

and Mr Sadiq



Changing the subject of the formula

Collecting Like terms and Simplifying

Worksheets and Homework due in by 3:15 p.m. Wednesday

6/5//20

L4: Feedback and Assessment

Feedback and Assessment

Celebrating success lesson

Feedback and common misconceptions.

L5: Assessment


Exam Paper Practise

Students to self-assess work

GCSE Markscheme and worked solutions on Google classroom

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

Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 6/5//20– feedback in Lesson 4

Lesson 5 – Assessment to be completed on Hegarty Maths and End of Unit worksheet







Extended Learning

L1: Number and Algebra

Zoom lesson – link available on google

Pixl PowerPoint and lesson delivered by teacher.

Hegarty Maths Homework

Exam questions included in

powerpoints and

classroom Worksheet

L2: AlgebraStudents to complete tasks set – Ms Ghani

and Mr Sadiq



Fractions

Inequalities

Venn Diagrams

L3: Algebra

Students to complete tasks set – Ms Ghani

and Mr Sadiq



Fractions

Inequalities

Venn Diagrams

Worksheets and Homework due in by 3:15 p.m. Wednesday

6/5//20

L4: Feedback and Assessment


Celebrating success lesson

Feedback and common misconceptions.

L5: Assessment


Exam Paper Practise

Students to self-assess work

GCSE Markscheme and worked solutions on Google classroom


Pre learning test submitted by completing on Word document and uploaded on Google Classroom by 13/5/20– feedback in Lesson 4

Lesson 5 – Assessment to be completed on Hegarty Maths

Summer 1 2019-20

Year 10

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

To take place in lesson 15 – Thursday 7th May 10:00. Students will complete and extended piece of writing. They will also complete a 20 mark knowledge quiz.

Week 3







Tasks

Lessons 11& 12: Context

Why is Sheila an important character?

Recorded lesson uploaded on to Google

Classroom.

LST test based on prior learning of A Christmas Carol.

6 step vocab in understanding “superficiality”

Understanding the importance of Sheila as a character and what she represents.

Key words defined Memorising key dates ready to tested.

Lesson 13 & 14:

How does Priestley present the idea of

change?


Classroom.

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

6 step vocab in understanding “remorse”

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

Key words defined Memorising key quotes ready to tested.

Lesson 15: Assessment

Recorded lesson uploaded on to Google Classroom scaffolding

assessment.

Assessment question and quiz on knowledge gained so far about An Inspector Calls Key words defined Memorising key quotes

ready to tested.


Extended writing task set on Monday

Deadline for submission on Thursday

Week 4






Extended Learning

Lessons 16 and 17

Mrs Birling


Classroom.

LST test based on prior learning of AIC quotes.

6 step vocab in understanding “Supercilious”

Zooming in on a key quote and annotating the impact.


Lessons 18 and 19: How is Mrs Birling constructed as a

character?


Classroom.

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

6 step vocab in understanding “Exploitation”



Lesson 10: Eric Recorded lesson uploaded on to Google

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

Key words defined Memorising key quotes

Classroom.

6 step vocab in understanding “impertinence”


ready to tested.


Extended writing task set on Monday

Deadline for submission on Thursday

Summer 1 2019-20Year: 10 ScienceWeek Assessment Details (Date, Time, Structure, etc):

18th May 2020, 10:00 – 11:00am 25 Multiple choice assessment based on content revisited in previous

two weeks of Virtual Academy.

Week 3: Monday 4th – Friday 8th May

Lesson Number &

Title

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




Tasks

L9: Feedback

PPT

Students to work through tasks

independently Mr Lee online to support

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

Links to support websites

Low demand activities

Additional exam practice will be sent

and shared on classroom.

L10: P3 Particle model

Zoom lesson: link sent in classroom.

Mr Lee will online to support

Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.

Students will recap features of particle model, describe what is meant by latent heat fusion and latent heat of vaporisation and complete calculations relevant to the Particle model.

Extra independent learning PPT will be added here to replace lesson 11.



Worked/model answers

MS available for self-assessment

Triple students will complete extra independent learning on Pressure.

L11/12 Assessment

Bank holiday:

The MC assessment will be set after our lesson on Tuesday and will be due Monday 11 th May 2020 12pm.


Due to Bank holiday, only submission of work will be the assessment as stated above. Due Monday 11 th May 2020 12pm.

Week4: Monday 11th – 15th May


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




Tasks

L13: Topic review feedback

PPT



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



Additional exam practice will be sent

and shared on classroom.

L14: P2 Electricity – Series and parallel circuits

Zoom lesson: link sent in classroom.

Mr Lee will online to support

Students to complete activities as set on the PPT pre-recorded ‘live’ lesson.

Students will recap circuit components, features of series and parallel circuits; calculate current, resistance and voltage for series and parallel circuit and use graphs to identify different types of resistors in a circuit.



Worked/model answers

MS available for self-assessment

Embedded throughout lesson activities and tasks

L15: P2 Electricity – Power

PPT


T1 - Use the links below to access revision videos for this topic.

Power: https://www.youtube.com/watch?


Low demand

Triple students will be given extra IL on

static electricity.

https://www.youtube.com/watch?v=LOyJdI41aCU&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=19


v=LOyJdI41aCU&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=19

DC and AC: https://www.youtube.com/watch?v=MEvO2rQFIWk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=20

Mains electricity: https://www.youtube.com/watch?v=fbu3o9wavHk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=21

National grid: https://www.youtube.com/watch?v=iNvGiTn64fQ&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=22

You will answer questions directly onto the google form document, which will be linked in the google classroom.

Extension exam questions will be linked on the PPT.

activities

https://www.youtube.com/

watch?v=5obbfXg_MH4&list=PL9IouNCPbCxXc

2NQoIZN7-3jIKN7vW-

Sq&index=23

L16: Topic review

PPT guide

Google forms link sent for LST

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

Use the revision PPT to support your revision. (Uploaded on Tuesday)

Complete the LST assessment on google forms and submit.

Link to alternative revision websites

on google classroom

Extra exam practice will be set on

Seneca for each tier/qualification.


LST assessment for P2 as a google form will be set on Friday 15th May and is due to be submitted by Monday 18th May 2020 12pm.

Summer 1 2019-20Year 10

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

Online assessment based on content revisited in first two weeks of Virtual Academy. Tuesday May 5th at 1.15.


Lesson Number &

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

https://www.youtube.com/watch?v=5obbfXg_MH4&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=23



https://www.youtube.com/watch?v=iNvGiTn64fQ&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=22



https://www.youtube.com/watch?v=fbu3o9wavHk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=21



https://www.youtube.com/watch?v=MEvO2rQFIWk&list=PL9IouNCPbCxXc2NQoIZN7-3jIKN7vW-Sq&index=20





Title Details key resources) (additional support/guidance)

Learning/Challenge Tasks

Lesson 1: Online assessment

Online assessment

posted on google classroom

- Students to complete online assessment.

- Miss Szymanska available to answer questions.

- Assessment to be marked by KSZ.

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

- Test corrections.

Lesson 2: The recovery of the Republic, 1924-29

Online lesson posted at 9am

Wednesday, May 6th

- Students to watch online lesson live or recorded.

- Students to answer knowledge based questions


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

- Miss Szymanska to mark questions


Lesson 3: Exam practice

Online lesson Posted

Friday 11.15-12pm

- Students to watch online lesson.- Students to answer practice exam

questions based on lesson.


- Sentence starters in exam questions




Knowledge questions (lesson 1 and 2) and exam questions (lesson 3) to be completed online or by hand and emailed by Friday 8th of May. Marked and feedback given individually. General feedback given in lesson 3 of week 4.







Extended Learning

Lesson 1: Changes in society, 1924-29

Online lesson via zoom (access from google classroom)

Tuesday 1.15-2pm

- Students to watch online lesson recorded.

- Students to complete low stakes test and questions based on the lesson. Assignment posted in ‘classwork’ section of google classroom.

- Miss Szymanska available to answer questiMiss Szymanska available to answer questions.


- Miss Szymanska to



mark questions

Lesson 2: Early development of the Nazi Party, 1920-22


Wednesday 9-11am

- Students to watch online lesson.- Students to complete low stakes test

and questions based on the lesson. Assignment posted in ‘classwork’ section of google classroom.





Lesson 3: Exam practice


Friday 11.15-12pm

- Students to watch online lesson.- Students to answer practice exam

questions based on lesson.






All work emailed to Miss Szymanska – [email protected] – by Friday 15th of May.

If you have written it in your book, take a picture and email it to me. If you have typed it, email it to me.

Summer 1 2019-20

Year 10 Geography

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

Ten-point multiple choice quiz with 5-7 options in each question to be done on Quizlet during double lesson. Monday 18th May 1.15pm.




Tasks/Activities to Complete (including key

resources)



Extended Learning/Challenge Tasks

Lesson 1,2 & 3: What are the characteristics

Pre-recorded video explaining

1) Complete virtual assessment.

2) Read pages 1&2 of the

NFE available for questions.

Complete CHALLENGE sheet.

of the world's biomes?

instructions to be posted on google classroom.

notes that I have uploaded onto google classroom.

3) Make flashcards for the following biomes:

● Tropical rainforest● Temperate forest● Boreal (Taiga) forest● Tropical grassland● Temperate

grassland● Desert● Tundra

Flash cards MUST include information on:

● Which continent(s) can they be found on?

● What the climate is like (temperature, sunshine and amount of rainfall)

● High or low pressure?

● Is there much vegetation?

Lesson 1,2 & 3: What are the characteristics of the world's biomes?

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

HOME LEARNING: Describe the distribution of the tropical rainforest biome. (3 marks)

Compare the characteristics of tropical rainforest and desert biomes. (4 marks)

NFE available for questions.


Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 08/05/2020 12.15pm.

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




Tasks/Activities to Complete (including key

resources)


(additional

Extended Learning

support/guidance)

Lesson 1: People and the biosphere exam practice.

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

1)Read pages 3-5 of the notes that I have uploaded onto google classroom (the same document you used last week)

Answer the following exam practice questions:

Explain how the biosphere provides resources for people. (2 marks)

Sentence starters:

The biosphere provides….

More specifically,...

Explain the importance of the biosphere on a global scale. (4 marks)

The biosphere is important on a global scale because it helps to….

More specifically,...

The biosphere also ….

More specifically...

Explain how increasing resource demand can lead to exploitation of the biosphere. (4 marks)

Explain the difference betweenMalthus’ and

Boserup’s theories. (4 marks)

NFE available via email to answer student questions.

Whose theory do you think is more credible- Malthus or Boserup? Explain your answer.

Lesson 2 and 3: People and the biosphere exam practice.

Pre-recorded video explaining instructions to be posted on google

HOME LEARNING:

Answer the following exam practice questions:

Population increase is the

NFE available via email to answer student questions.

8 marker sentence starters:

classroom. main reason why demand for resources has increased. Evaluate this statement. (8 marks)

8 marker sentence starters:

On the one hand population increase has led to increased demand for resources. This is because …

On the other hand, other factors such as industrialisation, rising affluence and urbanisation have also led to increased demand in resources.

This is because…

To conclude...


Submit ALL WORK via email to [email protected] & hand it in on GOOGLE CLASSROOM by 15/05/2020 12.15pm.

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

Summer 1 2019-20

Year 9+10 Religious EducationWeek 3: Monday 4th May – Friday 8th May

Lesson Number &

Title






Lesson 1: The Five Pillars – The Shahadah

Recorded Lesson – link available on Google Classroom

- Students to complete assessment (see Google Classroom).

- Students to watch Mr Smith’s lesson called ‘Five Pillars – The Shahadah’ (the video can be found on Google Classroom).

- Mr Smith available to answer questions.

Make flashcards from your RE Knowledge booklet of all the keywords in the ‘Islam 3 – Living the Muslim Life’ unit.


Students to complete tasks –

KSM online to assist

- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).

- All questions taken from Mr Smith’s lesson video – students can use this for support.

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




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



Questions to be sent to [email protected] by email (or uploaded into Google Classroom) by Friday 8th May 12.15pm.








Extended Learning

Lesson 1: The Five Pillars – Salah (Prayer)


- Students to watch Mr Smith’s lesson called ‘Five Pillars – Salah’ (the video can be found on Google Classroom).


Make flashcards from your RE Knowledge booklet of all the keywords in the ‘Islam 3 – Living the Muslim Life’ unit.




- Students to complete the worksheet using the information from the vide (questions can be found on Google Classroom).


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









mailto:[email protected]


Summer 1 2019-20Year 9 & 10

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

Students will answer/circle 12 multiple choice questions on the importance of laws in the UK. 06/05 10am








Tasks

Lesson 3: Assessment Lesson

Assessment will be uploaded on the

Google Classroom for students to access.

Assessment will be uploaded on the Google Classroom for students to access.

Students must complete this in 20 minutes.

Use of multiple choice answers.

Simple and structured questions and answers.

Explain in one paragraph:

What why are laws important in restoring order and control over

citizens in the UK.

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

Lesson 3: Uploaded on 06/05/20

Student work deadline 08/05/20

Students must email Mr Monaf ([email protected]) after assessment completion.

Feedback will be given individually on week 5

Week 4: Monday 11h May – Friday 15th May






Extended Learning

Lesson 4: What is Law?

Lesson uploaded on the Google Classroom for students to access.

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

Read information from lesson slides and answer questions (comprehension)

Students answer 6 marker at end.

Students self-assess their 6 marker response.

Use of bold points and colours.

Sentence starters for the 12 mark question at

end.

Give two reasons why people commit crime

in the UK.

How do laws reduce the crime rate?


Lesson 4: Uploaded on 13/05/20

Student work deadline 15/05/20

Students must email Mr Monaf ([email protected]) after assessment completion.

Summer 1 2019-20

Year 9+10 SociologyWeek 3: Monday 4th May – Friday 8th May

Lesson Number &

Title






Lesson 1: What is the function of education?


- Students to complete assessment (see Google Classroom).

- Students to watch Mr Smith’s lesson called ‘What is the function of education?’ (video is on Google Classroom)


Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.

Lesson 2: What is the function of education?



- Students to complete the worksheet based on the video (questions are on Google Classroom).


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

Lesson 3: What is the function of


KSM online to

- Students to complete the worksheet based on the video (questions are on Google Classroom).




education? assist










Extended Learning

Lesson 1: The function of education according to Durkheim and Parsons


- Students to watch Mr Smith’s lesson called ‘Durkheim and Parsons’ (the video can be found on Google Classroom).


Make flashcards from your Sociology Knowledge booklet of all the keywords in the Education section.




- Students to complete the worksheet using the information from the video (questions can be found on Google Classroom).


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











Summer 1 2019-20


By Thursday 7th May:

Translation and Reading Assessment based on Past and Future tense plus reading activities from the topics covered this year. Period 5 Tuesday 5th May

Multiple choice answer using google form as a quiz to get instant feedback.

Spanish

Week 3: Monday 4th May – Thursday 7th May







Lesson 7:

Past tense in 3 steps

(Follow up lesson from Lesson about Handle verbs Past)

1.Video Past tense in 3 steps

with modelling

2.Google slide

3. Google document ( Master the past tense)

Lessons will be added to the Google Classroom here:

https://classroom.google.com/u/0/c/Mzk0MDUzODY4OTda

Students will be able to use 3 steps to write and talk about the past

1- Video on the Past tense in 3 steps with modelling examples

2-Google classroom follow up document to master the past tense in 3 steps

Short clip explaining the instructions of the lesson

Video with subtitles of key words

Online translation websites available

Extended learning tasks for native speakers/ Portuguese speakers/

Higher tier students

Google classroom for Native Sp/ Portuguese speaker/ Higher students

3. Reading activities about the past tense

Lesson 8:

Handle verb Present tense

+ 3 steps

1.Video handle verbs Present tense + 3 steps

2.Google slide

3. Google document ( Master the present tense



Students will be able to use 3 steps to write and talk about the past

1- Video on the Present tense handle verbs plus 3 steps to build up the sentences accurately with modelling examples

2-Google classroom follow up document to master the present tense in 3 steps

3. Reading activities about the present tense







Lesson 9:

Assessment Week 3

Future, past and present

Google form assessment

Questions about Past, present and future tense



Assessment with reading and translation question on the future, past and present tense covering the topic of Holidays, School and Free time


Google document based on the videos ( TURN IN method, deadline before the end of the lesson)

Assessment Week 3 Google form . Submit . Feedback straightaway with incorrect answers if any

Home learning Deadline. Before next lesson ( Tuesday 12th May)

Week 4: Monday 11th May – Thursday 15th May






Extended Learning

Lesson 10:

Giving reasons like a boss

Justifying your activities with “because

1.Video How to give reasons using “ because”

2.Google slide

3. Google document ( Master giving reasons using “because” in Spanish)

4. Google form assessment on Present tense and Reasons



1- Video on the giving reasons using different ways to say “because” plus 3 options to justify actions to build up vocabulary

2-Google classroom follow up document to master the giving reasons and justify actions

3. Google form test about reasons and present tense . Multiple choice answers






Google classroom for Native Sp/ Portuguese

Lesson 11: Developing your answers

with “ Toppins”

1.Video How to develop answers

2.Google slide

3. Google document ( Master developing answers)

4. Google form assessment on developing answers



1- Video on the developing answers to build up sentences

2-Google classroom follow up document to master developing answers

3. Google form about key vocabulary to develop answers. Multiple choice answers







Lesson 12:

WRITING REVISION SESSION

GIVING OPINIONS AND using 3 tenses

WRITING TASK to show progress using

3 tenses, giving reasons,justifying them and developing answers



Students will need to complete a GCSE writing task ( it can be down in exercise books)

to cover

-3 tenses

-expressing opinions

-.justifying opinions

-developing answers






Google classroom for Native Sp/ Portuguese


Google document based on the videos ( TURN IN method, deadline before the end of the lesson)

Google form about the Present and Giving reasons . Instant feedback

Home learning Deadline. Before next lesson ( Tuesday 19th May)

Summer 1 2019-20 Year 10 MediaYear

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

By Thursday 7th May: Write 3 paragraphs explaining why intertextual references might be important for a film that appears to target children?








Tasks

Lesson 7:

Assessment

All resources in Google Classroom.

Students to complete all tasks – AKA online to assist

Write 3 paragraphs explaining why intertextual references might be important for a film that appears to target children? AKA online

Lesson 8:

Gender & Ethnicity in The Lego Movie Advertising Campaign

Loom lesson. All resources in Google Classroom.


Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word.They must write a sentence of their own using the key word.

Task 1: Students must complete some primary research. Students examine the cast list for The Lego Movie:

How many men are there? How many women are there?

Put a tally next to each character when you see them speak in the trailer.

How many times do men speak? How many times do women speak?

Sentence starters

Key questions

AKA online

Write two paragraphs analysing the representations in the trailer for the Lego Movie.

Task 2: Students watch The Lego Movie trailer again: https://www.youtube.com/watch?v=fZ_JOBCLF-I

Students write down everything that Wyldestyle says in the trailer.

Then, consider: Is Wyldestyle a stereotype or an anti-stereotype?

Plenary Task: Progress Quiz

Lesson 9: Offline learning


Explore the representation of gender or race in a film trailer of your choice.

Success Criteria

AKA online

Write two paragraphs analysing the representations in a film trailer of your choice.


Extended Learning Tasks to be submitted on 11th May

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







Extended Learning

Lesson 10:

Differences in Advertising



Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word. They must write a sentence of their own using the key word.

Task 1: Students must examine The Lego Movie poster. Then consider: How is Emmet Brickowski portrayed as the hero in this poster?

Task 2: Students must consider which is the most effective promotional vehicle: Posters or Trailers

Task 3: Writing activity. Students must explain why the promotors used both the poster and trailer methods and why they were effective.


Sentence starters

Key questions

Word banks

AKA online

Research the history of movie posters.Create a Google slides presentation of your findings.Include images of famous film posters and explain why they are effective.

Include film posters that you like. Explain why you like them.

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

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

Lesson 11:

The Lego Movie: Ownership and Control



Students complete the Do now Activity.Students read the lesson objectives.Students write down the key word.They must write a sentence of their own using the key word.

Task1: Students must consider the film ratings of:

The Lego Movie Suicide Squad The Avengers: Infinity WAR Frozen Wolf of Wall Street

Task 2: Students must look at the BBFC definition.

Then, consider: Why is The Lego Movie a U (Universal)?

Students must then identify at least two media platforms that TIME WARNER are involved in.

Task 3: Students must explore what the term Conglomerate means?

They then answer the question: How is Time Warner a conglomerate?


Sentence starters

Key questions

AKA online

Warner Brothers research:

What date was Warner Brothers founded?

What kind of company is Warner Brothers?

Where is the Warner Brothers headquarters?

How many hours of programming do they own?

How was The Lego Movie produced?

Who directed The Lego Movie?

What was the budget for The Lego Movie?

Find an example of how The Lego Movie was marketed

List 5 examples of Warner Brother films The Lego Movie

Create a Google slides presentation of your findings. Include information for each of the questions set.

Lesson 12:

offline learning


Analyse two reasons why the promotors of The Lego Movie used both posters and trailers in their advertising campaign.

Success Criteria

AKA online

Write two paragraphs explaining why the promotors of The Lego Movie used both posters and trailers in their advertising campaign.


Extended Learning Tasks to be submitted on 18th May.

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

Summer 1 2019-20Year 7, 8, 9, 10

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

Students will complete a Low Stakes Test Quiz on the muscles that different exercises work. These are the exercises they will be working on on a daily basis








Monday 12.15 - 12.45

Practical Workout 1 available on

Google Classroom with how to videos

Students complete exercise

reflection log using Google

Forms

Students must complete one of the below workouts. How to demonstrate each exercise are available on Google Classroom:

Exercises and Repetitions:

Basic:

1. Heel Flicks - 30s x 3 sets2. Mountain Climbers - 15s x 3

sets3. Plank - 15s x 3 sets4. Tricep extension - 10 reps x 3

sets5. Squat Jumps 5 reps x 3 sets

Intermediate:


sets3. Plank - 30s x 3 sets4. Tricep extension - 15 reps x 3


Advanced:


sets3. Plank - 45s x sets4. Tricep extension x 20 reps x 3


Students must complete their exercise reflection sheet on Google classroom after each exercise session

For each exercise, there is a

simplified version of the exercise

that can be completed - please watch each video to

see these

Students should attempt the Intermediate or Advanced daily workouts and attempt the advanced versions of each exercise

- please watch videos to see these

Tuesday 12.15 - 12.45





Forms



Basic:

1. jogging on the spot - 15s x 3 sets

2. Side plank 10s x 3 sets3. Bicycle kicks - 10s x sets4. Plank to pushup 5 reps x 3 sets5. Squat Jumps 5 reps x 3 sets

Intermediate



Advanced:







see these



Wednesday 12.15 - 12.45





Forms



Basic:

1. High knees - 15s x 3 sets2. Burpees 5 reps x 3 sets3. Side plank - 10s x 3 sets4. Bicep curl - 10 reps x 3 sets5. Sit ups - 10 reps x 3 sets

Intermediate





see these



Advanced:



Thursday 12.15 - 12.45





Forms



Basic:

1. Star jumps - 10 reps x 3 set2. Shoulder taps - 5 reps x 3 set3. scissor jumps - 5 reps x 3 sets4. Tricep dips - 5 reps x 3 sets5. Incline press up - 5 reps x 3 sets

Intermediate

1. Star jumps - 20 reps x 3 set2. Shoulder taps - 10 reps x 3 set3. scissor jumps - 10 reps x 3 sets4. Tricep dips - 10 reps x 3 sets5. Incline press up - 10 reps x 3

sets

Advanced:

1. Star jumps - 30 reps x 3 set2. Shoulder taps - 15 reps x 3 set3. scissor jumps - 15 reps x 3 sets4. Tricep dips - 15 reps x 3 sets5. Incline press up -1 5 reps x 3

sets





see these



Friday 12.15 - 12.45

MAY BANK HOLIDAY MAY BANK HOLIDAY MAY BANK

HOLIDAY MAY BANK HOLIDAY


● Students are expected to complete a reflection log of each day - which should be completed via google classroom● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson

Week 2: Monday 11th May - Friday 15th May






Extended Learning

Monday 12.15 - 12.45





Forms



Basic:

1. Jogging on the spot 15s x 3 sets2. Decline press up 5 reps x 3 sets3. Mountain climbers 10s x 3 sets4. Russain twists 5 reps x 3 sets5. Scissor jumps 5 reps x 3 sets

Intermediate:

1. Jogging on the spot 30s x 3 sets2. Decline press up 10 reps x 3

sets3. Mountain climbers 15s x 3 sets4. Russain twists 10 reps x 3 sets5. Scissor jumps 10 reps x 3 sets

Advanced:

1. Jogging on the spot 45s x 3 sets2. Decline press up 15 reps x 3

sets3. Mountain climbers 30s x 3 sets4. Russain twists 20 reps x 3 sets5. Scissor jumps 15 reps x 3 sets




see these



Tuesday 12.15 - 12.45





Forms



Basic:

1. Air Punches 15s x 3 sets2. Burpee 5 x 3 sets3. Incline press up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Sit ups 10 reps x 3 sets

Intermediate





see these



Advanced


Wednesday 12.15 - 12.45





Forms



Basic:

1. Jumping lunges 5 reps x 3 sets2. Shoulder taps 5 reps x 3 sets3. Tricep dips 5 reps x 3 sets4. Decline press ups 5 reps x 3

sets5. Scissor jumps 5 reps x 3 sets

Intermediate



Advanced






see these



Thursday 12.15 - 12.45





Forms



Basic:

1. Star jumps 15s x 3 sets2. Bicep curl 10 reps x 3 sets3. Plank to push up 5 reps x 3 sets4. Wall sit 15s x 3 sets5. Shoulder taps 5 reps x 3 sets

Intermediate:

1. Star jumps 30s x 3 sets2. Bicep curl 15 reps x 3 sets3. Plank to push up 10 reps x 3




see these



sets4. Wall sit 30s x 3 sets5. Shoulder taps 10 reps x 3 sets

Advanced

1. Star jumps 45s x 3 sets2. Bicep curl 20 reps x 3 sets3. Plank to push up 15 reps x 3

sets4. Wall sit 45s x 3 sets5. Shoulder taps 15 reps x 3 sets

Friday 12.15 - 12.45





Forms

Students should complete one of the below challenges:

1. BASIC - How many sit up’s can you complete in 1 minute?

2. INTERMEDIATE - How many Press up’s can you complete in 1 minute?

3. ADVANCED - How many Squat jumps can you complete in 1 minute

Students should use the videos on google classroom

to ensure techniques are

maintained.

For each exercise, there is a simplified version of the exercise that can be

completed - please watch each video to see these


● Students are expected to complete a reflection log of each day - which should be completed via google forms● Students are expected to complete a log of their reps/sets/time of each exercise.● Students must send video evidence to their subject teacher for their competition lesson

Summer 1 2019-20

Year 10

BTEC Enterprise


Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm







Extended Learning/Challe

nge Tasks

Lesson 1:Assessment

Complete quiz assigned on Google Classroom.

Teacher online for Q&A

1. Complete resubmission of Assignment 1: Characteristics of Enterprises Section A, B.

Students will use notes form recap lessons and feedback for coursework re-write and upgrade their coursework

Sentence starters

Modelling

Challenge questions

Guided key terms slides

Interview Questions

Lesson 2:Assessment Independent work




Updateded recorded notes will also be added to Google classroom to support.

Sentence starters

Modelling

Challenge questions


Interview Questions

Lesson 3:Assessment ndependent work




Sentence starters

Modelling

Challenge questions


Interview Questions


Work assigned on Google Classroom to be submitted by Friday 8th May at 6:00pm







Extended Learning

Lesson 1:

Meeting Customer needs - what is Market Research

Students will watch the prerecorded lesson and complete the booklet assigned.

1. Watch the lesson recording2. Students work through a booklet

resource assigned in Google Classroom to be completed during the lesson which builds on knowledge through to exam based questions

Content:

Factors influencing business location:

Proximity to: market, labour, materials and competitors, nature of the business activity.

Sentence starters

Modelling

Challenge questions

Complete Market Research

investigation for Bella Lash Brow

and Panda LondonClassroo

m. Submit via email to Ms

Wright.

Lesson 2:

Meeting Customer needs through Primary Researcg

Students will watch the prerecorded lesson and complete Independent Task

1. Watch the lesson recording2. Students work through worksheet

resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment

Sentence starters

Modelling

Challenge questions

Lesson 3:

Meeting Customer needs through Secondary Research

Students will watch the prerecorded lesson and complete Independent Task

1. Watch the lesson recording2. Students work through worksheet

resource assigned in Google Classroom to be completed during the lesson which builds on knowledge using context from businesses used in coursework assignment

Sentence starters

Modelling

Challenge questions

Complete Market Research

investigation for Bella Lash Brow

and Panda London



Summer 1 2019-20

Year 10

GCSE Business


Assessment on Google classroom to be completed and submitted by Friday 8th May 2020 15:00pm







Extended Learning/Chall

enge Tasks

Lesson 1:Assessment

Complete quiz assigned on Google Classroom

1. Complete the assessment assigned on Google Classroom

Sentence starters

Modelling

Challenge questions

Complete extra learning task of

reading an article chosen by Ms Wright

and answering questions.

Available on the Google

Classroom. Submit via email to Ms

Wright.

Lesson 2:1.4.1 The options for start-up and small businesses-Unlimited and limited liability




Content:

The concept of limited liability:

Limited and unlimited liability

The implications for the business owner(s) of limited and unlimited liability

The types of business ownership for start-ups:

Sole trader, partnership, private limited company

The advantages and disadvantages of each type of business ownership

Sentence starters

Modelling

Challenge questions

Lesson 3:

1.4.1 The options for start-up and small businesses-Franchises




Content:

The option of starting up and running a franchise operation:

The advantages and disadvantages of franchising.

Sentence starters

Modelling

Challenge questions









Extended Learning

Lesson 1:

1.4.2 Business location-Influencing factors




Content:

Factors influencing business location:

Proximity to: market, labour, materials and

Sentence starters

Modelling

Challenge questions

Complete extra learning task of

reading an article chosen by Ms Wright

and answering questions.

Available on the Google

Classroom.

competitors, nature of the business activity.Submit via email to Ms

Wright.

Lesson 2:

1.4.2 Business location-Impact of the internet




Content:

The impact of the Internet on location decisions: e-commerce and/or fixed premises.

Sentence starters

Modelling

Challenge questions

Lesson 3:

1.4.2 Business location




Content: Exam questions based on Business location.

Sentence starters

Modelling

Challenge questions




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

Completed at the start of lesson 3 - Students will complete a Quiz on Google Forms based on the Week 1&2 lesson content

Week 3







nge Tasks

Lesson 1

Observational Drawing - Personal

Objects in Tone

Zoom Lesson – link available on Google

Classrooms

Students to complete tasks – KFR/MBA to check at the end of

lesson.

Students will create 4 observational drawings of Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories

using:

● Pencil● Biro Pen

Students drawings must include the following:

● An accurate outline● Use of shadings tones to show shape

To support students drawings, students can use the following link:

Drawings of personal objects

https://www.google.com/search?q=drawings+of+personal+objects&tbm=isch&ved=2ahUKEwjX4tzTt4H

Students should evaluate their

drawing identifying

strengths and areas for

development in their work

and form● Mark Making such as dots to show

detail.

pAhVD04UKHeppATcQ2-cCegQIABAA&oq=drawings+of+personal+objects&gs_lcp=CgNpbWcQAzICCABQ16oCWLSvAmCMswJoAHAAeACAAXmIAb0EkgEDNi4xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=WQ2jXpfSL8OmlwTq04W4Aw&bih=657&biw=1366

Lesson 2

Observational Drawing - Personal

Objects in Tone


Classrooms


lesson.

Students will continue to create 6 observational drawings of different Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories

using:

● Pencil● Biro Pen




detail.


Drawings of personal objects

https://www.google.com/search?q=drawings+of+personal+objects&tbm=isch&ved=2ahUKEwjX4tzTt4HpAhVD04UKHeppATcQ2-cCegQIABAA&oq=drawings+of+personal+objects&gs_lcp=CgNpbWcQAzICCABQ16oCWLSvAmCMswJoAHAAeACAAXmIAb0EkgEDNi4xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=WQ2jXpfSL8OmlwTq04W4Aw&bih=657&biw=1366


drawing identifying




Assessment completed at start of the lesson on Google Forms

Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Feedback will be given via email or Google classroom

DUE - Friday 8th May.

Miss Francis: [email protected]

Miss Backler: [email protected]

Week 4






Extended Learning

Lesson 1 Students will create 4 observational drawings of Personal Objects (eg. Phone, Keys, Bag,

To support students drawings, students can


Observational Drawing - Personal Objects in Colour


Classrooms


lesson.

Shoes, Glasses, Accessories

using:

● Coloured pencils




detail.

use the following link:

Colouring pencil drawings of objects

https://www.google.com/search?q=colouring+pencil+drawings+of++objects&tbm=isch&ved=2ahUKEwjv3960tYHpAhWK1uAKHQItA3sQ2-cCegQIABAA&oq=colouring+pencil+drawings+of++objects&gs_lcp=CgNpbWcQA1DuYFjuYGDLYmgAcAB4AIABX4gBX5IBATGYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=_wqjXq_kOIqtgweC2ozYBw&bih=657&biw=1366

drawing identifying



Lesson 2

Observational Drawing - Personal Objects in colour


Classrooms


lesson.

Students will continue to create 6 observational drawings of Personal Objects (eg. Phone, Keys, Bag, Shoes, Glasses, Accessories

using:

● Colouring pencils




detail.


Colouring pencil drawings of objects

https://www.google.com/search?q=colouring+pencil+drawings+of++objects&tbm=isch&ved=2ahUKEwjv3960tYHpAhWK1uAKHQItA3sQ2-cCegQIABAA&oq=colouring+pencil+drawings+of++objects&gs_lcp=CgNpbWcQA1DuYFjuYGDLYmgAcAB4AIABX4gBX5IBATGYAQCgAQGqAQtnd3Mtd2l6LWltZw&sclient=img&ei=_wqjXq_kOIqtgweC2ozYBw&bih=657&biw=1366


drawing identifying




Assessment completed at start of the lesson on Google Forms

Photograph submission on Google Classroom or emailed to the teacher at the end of the lesson. Feedback will be given via email or Google

classroom

DUE - Friday15th May.

Miss Francis: [email protected]

Miss Backler: [email protected]

Summer 1 2019-20

Year 10 GCSE SportWeek 1: Monday 4th May – Friday 8th May







nge Tasks

Single Lesson

Analysing and Evaluating

Performance (Written

Coursework)

Strength 1

Pre recorded lesson - 15 Minutes.

Independent work based on zoom lesson -

45 minutes.

RPE to stay online answering any

questions students may have regarding the set

work.

TASK 1

Students will complete an assessment on www.theeverlearner.com based on week 1 and week 2 content

Learning outcomes

Students are required to analyse and evaluate a key strength in personal performance in one named sport activity from the practical specification.

Tasks - Strength 1

Sentences starters

Scenario scaffolding

Model examples

Recorded lesson

Everlearner

High ability:

Level detail to be high.

incorporation of subject / sport

Students to complete first strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.

Students need to identify:

● A component of fitness.● How the COF applies to their sport /

position.● How they use the COF to positively

impact their performance during a game giving practical examples / personal anecdotes.

Everything must link back to personal performance within the students chosen sport.

(COF = component of fitness)

specific language and terminology

Double



Coursework)

Strength 1

Pre recorded lesson - 15 Minutes - This

recording will be based on misconceptions from

the first lesson.

Independent work based on zoom lesson - Each anecdote should

take 25 minute to complete

RPE to stay online answering any

questions students may have regarding the set

work.

Learning outcomes

Students are required to analyse and evaluate a key strength in personal performance in one activity from the specification.

Tasks - Strength 1


● Students must give three clear detailed examples of how the chosen COF positively impacts performance.

● Students must incorporate key sport specific vocabulary.

Sentences starters


Model examples

Recorded lesson

Everlearner

High ability:


incorporation of subject / sport specific language and terminology

Students to complete first strength researching and incorporating5 sport specific terms e.g. reverse sweep within cricket.


● Students work set on Google classroom and submitted electronically into their Google classroom to Mr Pepperrell.● WORK DUE - Friday 8th May by 5pm● If any technical issues using Google classroom, please email [email protected]● Work to be marked and given back to students to address comments







Extended Learning

Single Lesson



Pre recorded lesson - 15 Minutes.

Independent work based on zoom lesson - 45 minutes.

Learning outcomes


Sentences starters


Model examples

Recorded lesson

Everlearner

Students to complete second strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.

Coursework)

Strength 2

RPE to stay online answering any questions students may have regarding the set work.

Tasks - Strength 2


● A skill linked to their sport.● How the skill applies to their sport /

position.● How they use the skill positively

impacts their performance during a game giving practical examples / personal anecdotes.

Everything must link back to personal performance within the students chosen sport.

High ability:



Double Lesson



Coursework)

Strength 2

Pre recorded lesson - 15 Minutes - This recording will be based on misconceptions from the first lesson.

Independent work - Each anecdote should take students 25 minutes to complete

RPE to stay online answering any questions students may have regarding the set work.

Learning outcomes


Tasks - Strength 2


● Students must give three clear detailed examples of how the chosen skill positively impacts performance.

● Students must incorporate key sport specific vocabulary.

Sentences starters


Model examples

Recorded lesson

Everlearner

High ability:



Students to complete second strength researching and incorporating 5 sport specific terms e.g. reverse sweep within cricket.


● Students work set on Google classroom and submitted electronically into their Google classroom to Mr Pepperrell.● WORK DUE - Friday 15th May by 5pm● If any technical issues using Google classroom, please email [email protected]● Feedback will be given before next week’s lesson


BTEC SportAssessment

Students complete their assessment task at the start of lesson 3 which is based on week 1 and week 2 content. Completed on Google Forms








nge Tasks

Lesson 1

Unit 2 Practical Sport - Assignment 1

Rules and regulations in Football and Table tennis

Pre-recorded lesson on Google Hangouts

Students complete work using Google Docs via Google Classroom

1. Students complete assessment on Google Forms of week 1 and 2 knowledge delivered (10mins)

Learning Outcomes

Students are expected to complete a detailed description of the following rules and regulations in 2 different sports.

Tasks

Description and Example of this rule in Football:

● Offside - When a player is in an offside position affecting the game?

Model examples on student slides

Sentence starters available on student slides.

Visual images to

Relate your answers to specific sporting examples which have happened in professional sport from Football and Table Tennis

● Foul - What is the consequence for committing a foul?.

● Throw on - How is a throw on completed?

prompt ideas and extended writing.

Lesson 2


Rules and regulations in Football and Table tennis



Learning Outcomes

Students are expected to complete a detailed description of the following rules and regulations in 2 different sports.

Description and Example of this regulation in Football:

● Size of pitch - What are the dimensions of an 11 aside?

● No of players - How many are included within the match day squad?

● Time - How long does a game last for?

Description and Example of this rule in Table Tennis:

● Serve - What are the key rules for serving in table tennis?

● Let - When does the rule let apply?● Doubles playing order - What are the

key rules when playing doubles

Description and Example of this regulation in Table Tennis:

● Size of table - What are the dimensions of the table?

● Equipment - What key pieces of equipment needed for a table tennis match?

● Kit - What is the correct attire for table tennis players?



Visual images to prompt ideas and extended writing.



Lesson 3 ASSESSMENT to be completed at the beginning of the lesson using…

Task 3 to be submitted via Google Classroom or submitted to [email protected] or [email protected]

Feedback will be given before next week’s lesson







Extended Learning

Lesson 1


Application of the scoring systems



Learning Outcomes

To achieve M1 students must explain the application scoring systems for two selected sports..

Students must give numerous practical examples to support their explanation.

Tasks

Students must write a detailed explanation for the following scoring systems in football:

● Goals - How do players score goals? Can goals be disallowed?

● Away goals - When does the away goal rule effect games?

● League points - How many points do teams get for a win, loss and a draw.

● Goal difference - How does goal difference affect the league position of a team.





Lesson 2


Application of the scoring systems



Learning Outcomes

To achieve M1 students must explain the application scoring systems for two selected sports..

Students must give numerous practical examples to support their explanation.

Tasks

Students must write a detailed explanation for the following scoring systems in table tennis

● Points - How is a point gained during a game of table tennis?

● Games - How many points does a player need to gain before winning a game?

● Sets (best of 5): How many games need to be won before a player is awarded a set.






Task 3 to be submitted via Google Classroom or submitted to [email protected] or [email protected]


Summer 1 2019-20

Year 10 DramaWeek 3







enge Tasks

Lesson 1

Answering a staging question

Proscenium Arch

(A street)

Pre-recorded lesson posted on Google

Classroom

Student independent work based on

pre=recorded lesson - minutes (available

on Google classroom)

TASK 1 - Students complete assessment task on Google forms based on week 1&2 content (5-10mins)

TASK 2 - Students watch pre-recorded Zoom lesson on Proscenium Arch staging

TASK 3 - Students to design a set for a scene on ‘A STREET’ to include the following:

1. Set introduction to staging question

2. Identifying the audience position3. What does the backdrop show

and why4. What props will be used and why5. What colour scheme will be used

and why6. Where the actors will be

positioned and why

Teacher available during lesson on

email/Zoom to give support whilst students are

completing the task

Sentence starters available within

lesson plan

Student exemplar answers shared

within lesson plan

To identify the benefits and limitations of Proscenium Arch as a staging type

Lesson 2 Pre-recorded lesson posted on Google

TASK 1 - Students watch pre-recorded Zoom lesson on Proscenium Arch staging


To identify the benefits and


Proscenium Arch

(The woods and A field)

Classroom




TASK 2 - Students to design a set for a scene in ‘THE WOODS’ and in ‘A FIELD’ to include the following:


2. Identifying the audience position3. Identifying the

limitations/benefits of this type of staging

4. What does the backdrop show and why

5. What props will be used and why6. What colour scheme will be used


positioned and why


completing the task


lesson plan


within lesson plan

limitations of Traverse as a staging type


Lesson 3 Task 1 ASSESSMENT to be completed at the beginning of the lesson using Google Forms, placed into the Google classroom.

Task 2&3 to be submitted via Google Classroom or submitted to [email protected] DUE - Friday 8th May at 3pm


Week 4






Extended Learning

Lesson 1


Traverse Stage

(A street)


Classroom




TASK 1 - Students watch pre-recorded Zoom lesson on Traverse staging

TASK 2 - Students to design a set for a scene on ‘A STREET’ to include the following:






and why



completing the task


lesson plan


within lesson plan

To identify the benefits and limitations of In-the-round as a staging type

7. Where the actors will be positioned and why

Lesson 2


In the round Stage

(In the woods)


Classroom




TASK 1 - Students watch pre-recorded Zoom lesson on In the round staging

TASK 2 - Students to design a set for a scene on ‘in the woods’ to include the following:







positioned and why



completing the task


lesson plan


within lesson plan

To identify the benefits and limitations of thrust stage as a staging type


Task 1&2 to be submitted via Google Classroom or submitted to [email protected] Due Friday 16th May by 3pm


Summer 1 2019-20

Year 10 MusicWeek 1: Monday 4th May – Friday 8th May







enge Tasks

Lesson 5

Single Period:

Hirer and Transport companies (Unit 1)

Pre-recorded lesson shared on Google

Classroom

Task 1 - Students complete Assessment task based on week 1&2 content via Google Forms

-Students write in their exercise books: What is a Hirer Company and examples of Hirer Companies

- Students engage in a Festival Planning Task and list the companies, equipment and services that would be needed to make the event a successful one.

Teacher online during lesson to offer support via email/online chat

Students watch the BTEC Virtual Textbook lesson based on Service & Hire companies on Youtube. Link: https://www.youtube.com/watch?v=GmK_Wew9hLY

Lesson 6:

Double Period: Hirer and Transport companies (Unit 1)


Classroom

Do now activity: LST based on questions from assessment paper.

Students watch the video on the different types of hirer companies (sound and lighting equipment and rehearsal space). Link: https://www.youtube.com/watch?v=GmK_Wew9hLY

Task: Students focus on three common service/hire companies: The Stylist, The Sound engineer and Transport Companies and write notes in their exercise books about what they offer and why they are hired.

-Students review scenarios found in the Music Industry and state which companies/services should be hired.

Supportive scaffolded worksheets – Support sheet will have key words to prompt students.


Students research hire companies found in London: Music room London, RSH Audio Ltd and FX Rental Ltd. What services do they provide? Why would a promoter hire these companies?


Lesson 3 ASSESSMENT to be completed at the beginning of the lesson using Google Forms

Task 3 to be submitted via Google Classroom or submitted to [email protected] - DUE Thursday 7th May 5pm








Extended Learning

Lesson 7

Single Period: Transport companies (Unit 1)


Classroom

-Students to review Hirer and Transport Companies and their function in the Music Industry.

-Students to engage in several scenarios and determine the best means of transport


Students watch a Youtube video on how to hire and book a DJ. Link: https://www.y

and why.

-Students to complete a Past Paper question that focuses on Hirer & Service Companies

outube.com/watch?v=WpeqxsSA4Vc

Lesson 8

Double Period: Transport companies (Unit 1)


Classroom

-Students will consolidate learning based on the Music Industry by making a list of offerings made by Production & Promotion companies, and by Service companies & Agencies

-Students to list the differences between:

1. A Promoter and a Music Agent2. The PRS and the PPL3. A Music Publisher and a Royalties

collection Agency4. Hirer and Transportation

Companies


Students begin brainstorming: What services and equipment will be needed when planning a school concert at City Heights Acaademy


Task 3 to be submitted via Google Classroom or submitted to [email protected] - DUE on Thursday 14th May 5pm


cityheightsacademy.e-act.org.uk · web viewsummer 1 2019-20 year: 10 maths week 3 assessment...

Documents