Reporting - Next Steps in Learning
The aim of our progress reports is to provide students and parents with an understanding of the progress a student is making towards achieving their potential. We are continuing with the new approach we introduced last year in response to positive parental feedback and in our quest to support learning better from home.
Please click on the subject and then select the resource link provided for your child’s “Next Step in Learning” in their progress report.
Year 7
- Art
- Biology
- Computing
- English
- French
- Geography
- German
- History
- Maths
- Music
- PE
- Philosophy & Ethics
- Spanish
- Technology - Food
- Technology - Graphics
- Technology - Resistant Materials
- Technology - Textiles
- Character & Culture
Art
| Next Step in Learning | What can I do? |
|---|---|
|
Understand visually and theoretically the definitions of the visual 7 visual elements
|
Create a simple shape that’s divided into 7, & apply each of the visual elements to show understanding
|
|
Develop drawing key skills such as: Colouring, Blending & use of line and mark making using pen/pencil
|
Tutorial how to advance pencil shading skills https://www.youtube.com/watch?v=XV1fKWe2rHQ
|
|
Develop understanding and application of colour using theory in own practical work
|
Tutorial exploring colour theory https://www.youtube.com/watch?v=YeI6Wqn4I78
|
|
Develop & create unique interesting & original patterns using items such as colours, line & shapes
|
Tutorial about how to use/make patterns in art https://www.youtube.com/watch?v=bVdTeVeAlzs
|
|
Develop/create a unique final response inspired by prepartory work
|
Tutorials using various media to aid your design https://www.youtube.com/@ThatArtTeacher
|
|
Use specialist media/processes effectively and accurately to develop key skills and knowledge, creating a unique response(s)
|
Tutorials how to create, using varied media work https://www.tate.org.uk/art/create-artist
|
|
Develop in depth analysis & responses within HL research tasks
|
Tutorial on how to talk about Art using TAG https://www.youtube.com/watch?v=n0Edsu35jEQ
|
|
Understanding how to use artist work to help to develop an original idea using contextual information.
|
Tutorials how to create, inspired by artist work https://www.tate.org.uk/art/create-artist
|
|
Develop printing processes and skills such as collagraph building/printing, lino printing, inking and carving
|
Tutorial exploring lino printing https://www.youtube.com/watch?v=or_dZ7M7SyI
|
|
Develop printing clay building processes and skills such as slabbing, Slip & Score, Relief & impression
|
Tutorial exploring relief work in clay https://www.youtube.com/watch?v=J5IAIPCiogo
|
|
Explore and develop understanding of the visual characteristics of art from different cultures around the world
|
Research Aztec & Mexican Day of the dead mask shapes, colours, patterns & construction
|
Biology
| Next Step in Learning Autumn | What can I do? |
|---|---|
| Explain how the cells of alveoli and the small intestine are adapted for function. |
Specialised animal cells - Living organisms - KS3 Biology - BBC Bitesize - BBC Bitesize |
| Explain how the structure of specialised cells relates to function. | |
| Recall the parts of the cell and what they do. | |
| SPRING | |
| Explain how the breathing and gas exchange system is adapted for its job. | Living organisms - KS3 Biology - BBC Bitesize |
| Explain how muscles and joints work together to move the body. | |
| Recall, with examples, the sequence cells, tissues, organs, organ systems and organisms. | |
| SUMMER | |
| Explain the difference in structure between an insect-pollinated plant and a wind-pollinated plant | Reproduction - KS3 Biology - BBC Bitesize |
| Describe the main stages in the menstrual cycle | |
| Recall the names and functions of the male and female reproductive system in plants and humans | |
Computing
| Next Step in Learning Autumn | What can I do? |
|---|---|
| Learn effective search techniques such as advance search and Boolean operators |
Read through the website for revision. Effective searching - Searching information on computers - KS3 ICT Revision - BBC Bitesize then test yourself by taking the online quiz Searching for information test questions - KS3 ICT Revision - BBC Bitesize |
| Be able to use features within email such as BCC,Cc and attachment |
Read through the website for revision. Features of email - Email - GCSE ICT Revision - WJEC - BBC Bitesize |
| Understand online risk and how they can be prevented |
Read through the website for revision. The internet - eSafety - KS3 ICT Revision - BBC Bitesize then take the online quiz |
| Be aware of digital footprint |
Watch the video on the following website BBC - Own It, Digital footprint: What is it and why should I care? |
| Understand different methods on keeping data safe | Read through the website Keeping data secure - Data protection methods - GCSE ICT Revision - WJEC - BBC Bitesize |
| SPRING | |
| Understand how to present information in spreadsheets |
Use the website www.bbc.co.uk/bitesize to improve your next step skills. After completing the bitesize refresher try this task to demonstrate all the skills you have learnt. S:\General\ICT\Year 7\Spreadsheets\Next steps |
| Know how to use charts within spreadsheets | |
| Know how to collect, plan and analyse data within spreadsheets | |
| Understand how to use mathematical operators and write formulas within spreadsheets | |
| Know how to pick up a value from another sheet using a cell reference | |
| SUMMER | |
| Understand how to create a script and functions |
PowerPoint presentation with all the skills developed in class into your own game. S:\General\ICT\Year 7\Programming with Scratch\screenshot of code. Use the booklet resource work through the activities. S:\General\ICT\Year 7\Programming with Scratch\Programming-with-Scratch-booklet. Visit the scratch website.
Use the resources given to develop your skills by completing activity 2,3 and 4 and if your hungry for more. Visit scratch website to generate new ideas for your own game. |
| Know how to use sequence, selection, and repetition in programs E.g. using Procedures/broadcasting | |
| Know how to work with variables and various forms of input and output E.g. variables to hold values such as Number of Lives Left or Score in a computer game | |
| Know how to use an inbuilt library such as randomise | |
| Annotate a program with comments | |
English
| Next Step in Learning | What can I do? |
|---|---|
|
To understand narrative structures of texts |
|
|
To consolidate key ideas in classical mythology 4 |
https://www.bbc.co.uk/bitesize/ |
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class |
Great Books Guide: 100 best new books for children | BookTrust |
|
To consolidate understanding of how rhetoric is used to engage an audience 5 |
|
|
To use a range of language features when writing poetry 6 |
|
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class 3 |
Great Books Guide: 100 best new books for children | BookTrust |
|
To understand narrative structures of texts |
|
|
To understand how Victorian context influences writers |
The Victorians - The Victorians - KS3 History - homework help for year 7, 8 and 9. - BBC Bitesize |
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class 3 |
Great Books Guide: 100 best new books for children | BookTrust |
French
| Next Step in Learning | What can I do? |
|---|---|
| Pronounce key French sounds accurately | |
| Confidently count to 31 in French | https://www.youtube.com/ watch?v=eu_dsGvo_Ac |
| Write and say name, age and birthday sentences without support | https://www.bbc.co.uk/bitesize/ topics/zjcbrj6/articles/zgnwr2p |
| Describe hair and eyes in writing and speaking without support | https://www.bbc.co.uk/bitesize/topics /zjx947h/articles/z6bs2sg |
| Describe location and house types without support in speaking and writing | https://www.youtube.com/watch?v=RYDdP9GZLao |
| Describe location and house types without support in speaking and writing | https://www.youtube.com/watch?v=RYDdP9GZLao |
| Describe my family members in speaking and writing without support | https://www.bbc.co.uk/bitesize/topics/zjx947h/articles/zmvpqp3 |
| Practise listening comprehension skills |  Listening to longer passages in French.docx |
| Describe relationships with family without support | Describe relationships with your family without support.docx |
| Practise the formations of the verbs etre and avoir | https://www.bbc.co.uk/bites ize/topics/zjx947h/articles/z6bs2sg |
| Describe pets in speaking and writing without support | https://www.bbc.co.uk/bitesi ze/topics/zjx947h/articles/zmvpqp3 |
| Describe school subject preferences without support | https://www.bbc.co.uk/bitesize/topics /zjcbrj6/articles/z4q8g7h |
| Justify opinions with a wide range reasons | https://www.youtube.com/watch ?v=8cZY44fkKy8 |
Geography
| Next Step in Learning | What can I do? |
|---|---|
|
Know the difference between physical and human geography |
https://www.bbc.co.uk/bitesize |
|
Understand how to use an OS map |
|
|
Understand physical processes in coastal environments |
|
|
Understand human interaction with coastal environments |
|
|
Understand the concept of sustainability |
|
|
Understand why coastal areas are under threat |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand the water cycle |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand the impacts of extreme weather |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand how humans can manage the impacts of physical processes |
|
|
Understand what makes communities more vulnerable to extreme weather |
|
|
Understand patterns of population growth |
|
|
Understand the causes of migration |
|
|
Know the causes and effects of climate change |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand strategies to manage climate change |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand why some communities are particularly vulnerable to climate change |
https://www.bbc.co.uk/bitesize/topics |
German
History
| Next Step in Learning | What can I do? |
|---|---|
| Develop chronological understanding | |
| Use evidence to describe historical events or changes | https://www.bbc.co.uk/bitesize/topics/ztjrbqt |
| Use evidence to explain historical events or changes |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
| Develop descriptions of contemporary evidence, linked to the topic being studied. |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
| Develop understanding of how to analyse and evaluate contemporary evidence. | Historical Source Analysis - YouTube |
| Develop understanding of how to analyse and evaluate contemporary evidence. | Historical Source Analysis - YouTube |
| Use evidence to develop and support historical interpretations. |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
Maths
| Next Step in Learning | What can I do? |
|---|---|
| Understand sequences | Do Sparx Maths tasks M241 and M381 |
| Understand and use algebraic notation | Do Sparx Maths tasks M175 and M428 |
| Understand equality and equivalence | Do Sparx Maths tasks M707, M795 and M531 |
| Understand place value and how to order integers and decimals | Do Sparx Maths tasks M704, M111 and M522 |
| Understand fraction, decimal and percentage equivalence | Do Sparx Maths tasks M958, M264 and M553 |
| Know how to solve problems with addition and subtraction | Do Sparx Maths tasks M928 and M347 |
| Know how to solving problems with multiplication and division | Do Sparx Maths tasks M187 and M354 |
|
Understand fractions and percentages of amounts
|
Do Sparx Maths tasks M695, M684, M437, ad M905 |
| Understand operations and equations with directed number | Do Sparx Maths tasks M106, M288 and M527 |
| Know how to add and subtract fractions | Do Sparx Maths tasks M835 and M931 |
| Understand constructing, measuring and using geometric notation | Do Sparx Maths tasks M331, M565 and M276 |
| Develop geometric reasoning | Do Sparx Maths tasks M163, M606, and M818 |
| Understand sets and probability | Do Sparx Maths tasks M834, M941, and M655 |
| Understand prime numbers and proof | Do Sparx Maths tasks M322, M823, M227, M698, M108 and M365 |
Music
Teaching gadget - https://teachinggadget.com/
Login:username: SouthamMusic Password: music123
| Next Step in Learning | What can I do? |
|---|---|
| Develop your understanding and reading of standard notation | https://teachinggadget.com/instruments/general-musicianship/rhythm-menu-general-musicianship/rhythm-lesson/ |
|
Understand how to create your own original musical ideas |
|
|
Understand how to use the basics of a DAW |
|
|
Understand the four main orchestral instrument families |
|
|
Understand and develop good piano performance technique |
|
|
Develop your reading of other notation e.g. TAB and chord diagrams |
|
|
Develop your performance skills, as soloist and in a group |
PE
| Autumn | ||
|---|---|---|
| Be able to display basic skills in isolation across different sports. | ||
| Be able to accurately replicate a pattern of movement showing fluency and control |
Dance | Gymnastics |
| Spring | ||
| Be able to display basic skills in isolation across different sports. | Badminton | Hockey |
| Be able to accurately replicate a pattern of movement showing fluency and control | Dance | Gymnastics |
| Understand the need for a warm-up and the effect that it has upon the body | Healthy Active Lifestyles | |
| Summer | ||
| Be able to display basic skills in isolation across different sports. | ||
| Be able to accurately replicate a pattern of movement showing fluency and control | Dance | Gymnastics |
| Understand the need for a warm-up and the effect that it has upon the body. | Healthy Active Lifestyles | |
| Be able to apply isolated skills to a competitive situation in different sports. | Athletics | |
Philosophy & Ethics
| Next Step in Learning | What can I do? |
|---|---|
|
Know key philosophical concepts |
|
|
Know ethical theories |
|
|
Compare and contrast philosophical concepts. |
|
|
Apply philosophical concepts to worldviews. |
|
|
Analyse philosophical, ethical and religious and non-religious worldviews |
|
|
Evaluate philosophical arguments and worldviews |
https://www.bbc.co.uk/teach/ks3-religious-studies/z72qf4j |
Spanish
| Next Step in Learning | What can I do? |
|---|---|
|
Pronounce key sounds in Spanish accurately |
https://www.bbc.co.uk/bitesize/ |
|
Introduce yourself in Spanish |
https://www.bbc.co.uk/bitesize |
|
Count to 31 confidently in Spanish |
|
|
Recite the alphabet |
https://www.bbc.co.uk/bitesize/ |
|
Say when your birthday is in Spanish |
|
|
Write about name, age and birthday without support |
|
|
Describe hair and eyes using TENER without support |
Describing yourself - Hair and Eyes - Spanish - KS3 - YouTube |
|
Describe where you live without support |
|
|
Listen to longer passages and answer comprehension questions about descriptions |
|
|
Describe family and pets in Spanish |
|
|
Talk about your relationships with your family |
|
|
Write your opinions about your school subjects |
Technology - Food
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| Explain the basic principles of nutrition and health including the Eat Well guide | Developing |
Watch the video on the Eat well guide.
Please use this video to help you understand the
basic principles of healthy eating ready for your next food lessons
|
| Use a range of tools and equipment safely and hygienically with some supervision | Developing |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/weighing-and-measuring-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen |
| Explain in some detail the principles of nutrition & health, including the Eat Well guide and macro/micronutrients | Secure |
Watch these videos on the Eatwell guide and Macro and Micro nutrients. Please use these videos to help you understand the principles of healthy eating and the macro and micro nutrients ready for your next food lessons |
| Use a range of tools and equipment safely and hygienically with limited supervision | Secure |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/weighing-and-measuring-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen https://www.youtube.com/watch?v=dCGS067s0zo Onion chopping |
| Explain thoroughly the principles of nutrition, macro and micronutrients and the impact on teenagers | Exceeding |
Watch this video on teenagers to help you understand the importance of choosing the right nutrients as a teenager ready for your next food lessons |
| Use a wide range of tools and equipment safely and hygienically with a reasonable level of independence | Exceeding |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen
https://www.youtube.com/watch?v=dCGS067s0zo Onion chopping |
Technology - Graphics
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| To remember key elements of Graphic design and identify characteristics of the Pop Art movement | Developing |
The video attached identifies key characteristics of Pop Art and acknowledges Pop Artists
|
| To be able to identify and use basic computer tools to create a guided design | Developing |
The video here explains how to use 2D Design that you need to learn the tool of and use in the next module. Please use this to help you learn the information ready for future lessons. |
| Show with some support, key Graphic techniques identifying Typography and show the style of Pop Art | Secure |
The video attached explains typography and different styles. |
| Demonstrate a range of computer tools with independence and produce a clear and relevant design | Secure |
The video attached explains how to use 2D Design and how to apply the tools learnt to create shapes and design. |
| Independently use Graphic techniques, identifying Typography styles, refining all work | Exceeding |
The video attached thoroughly explains Graphic Design and typography. For you to understand the importance of graphics and how it works as industry. |
| Independently demonstrate a wide range of CAD skills and apply to execute a high-quality design | Exceeding |
The video attached explains how to further develop your CAD skills using 2D design to create 3D shapes |
Technology - Resistant Materials
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| Able to name, select and explain the different materials, components and processes in this project. | Developing |
The link below shows the knowledge of timbers that you need to be aware of and use in the next module.Please use this to help you learn the information ready for future lessons.
|
| To be able to identify and use basic computer tools to create a guided design | Developing |
The video attached shows a demonstration of how to use a try square with accuracy. This is an area you can improve upon in future projects.
Using a try square
|
| Show with some support, key Graphic techniques identifying Typography and show the style of Pop Art | Secure |
The video attached shows an explanation of the different families of timber. Watching this video will reinforce what you have learnt in this module and show you key information that you will use in future modules. Understanding timbers |
| Demonstrate a range of computer tools with independence and produce a clear and relevant design | Secure |
The video attached shows a demonstration of how to use a Tenon saw with accuracy. This is an area you can improve upon in future projects to manufacture wood joints. Using a Tenon saw |
| Independently use Graphic techniques, identifying Typography styles, refining all work | Exceeding |
The link shows the knowledge of the tools and electronic components used to make your circuit. Please use this to help you learn the information ready for future lessons and to gain an understanding of AC/DC power. https://www.stem.org.uk/resources/community/collection/14042/electric-circuits |
| Independently demonstrate a wide range of CAD skills and apply to execute a high-quality design | Exceeding |
The video attached shows a demonstration and explanation of the soldering process. This is an area you can improve upon to position and join components effectively onto the printed circuit board. Soldering components onto a Printed circuit Board |
Technology - Textiles
|
Next Step in Learning |
What can I do? | ||
|---|---|---|---|
| Explain some sources of natural and synthetic fibres and how these are turned into fabrics | Developing |
The link below explains the various Natural and Synthetic fibres, their properties, and outcomes. Use this to gain a better understanding of how our products benefit from fabrics and their sources. |
|
| Use a range of textiles hand tools and decorative applications safely with limited supervision | Developing |
The video attached outlines the equipment and how to use them in your Textiles journey in Year 7. Please view this to prepare yourself on using these tools appropriately and safely.
|
|
| Explain how a range of fibres are made into fabrics, giving examples of appropriate uses in textiles | Secure |
The video attached shows an example of the process of Natural and Synthetic fibres turning into fabrics. This will give you a visual representation and a better understanding of the process. |
|
| Safely use relevant tools and decorative skills with some support to produce a well-made product | Secure |
The video attached shows you how to successfully complete a running and back stitch, including tying a knot at the beginning and end of your embroidery stitches. Use this to support you with refining your technique- please focus on stitch example 1 and 3. |
|
| Explain the difference between the three main sources of fibres and their use in Textiles industry | Exceeding |
Select the video for each category of fibre to understand the process of becoming a fabric and its use in industry. https://www.youtube.com/watch?v=gDSD7ZkIUWo |
|
| Independently use a range of textiles tools and decorative skills to produce a well-made product | Exceeding |
|
Character & Culture
| Next Step in Learning Autumn | What can I do? |
|---|---|
| Use specialist terminology to demonstrate your understanding | Next Scenario 1 |
| Apply what you have learnt in your class discussions | Scenario 2 |
| Apply what you have learnt in your written work | Scenario 3 |
| Consider different viewpoints and opinions to further explore the topic | Scenario 4 |
| SPRING | |
| SUMMER | |
Year 8
- Art
- Biology
- Computing
- English
- French
- Geography
- German
- History
- Maths
- Music
- PE
- Philosophy & Ethics
- Spanish
- Technology - Food
- Technology - Graphics
- Technology - Resistant Materials
- Technology - Textiles
Art
| Next Step in Learning | What can I do? |
|---|---|
|
Develop understanding of particular media such as: oil pastel, collage & acrylic painting. |
Tutorial how to advance oil pastel techniques https://www.youtube.com/watch?v=UQ-dlKfXCi0 |
|
Develop understanding and application of colour using theory in own practical work |
Tutorial exploring colour theory https://www.youtube.com/watch?v=YeI6Wqn4I78 |
|
Understand the relationship between tone, tint and shade apply this understanding to varied outcomes |
Tutorial exploring tint, tone & shade |
|
Understand the relationship between tone and form (3D shapes) and apply this understanding to your outcomes. |
Tutorial how to advance oil pastel tone techniques https://www.youtube.com/watch?v=Q97WnJe-_j4 |
|
Understand size, scale, proportions & measurements and apply accurately to your outcome |
Tutorial to explore the mean and positioning of art |
|
Develop/create a unique final response inspired by preparatory work |
Create a final idea plan to help you with what order and how to create your outcome |
|
Use specialist media/processes effectively and accurately to develop key skills and knowledge, creating a unique response(s) |
Tutorials how to create, using varied media work https://www.tate.org.uk/art/create-artist |
|
Develop in depth analysis & responses within HL research tasks |
Tutorial on how to talk about Art using TAG https://www.youtube.com/watch?v=n0Edsu35jEQ |
|
Understanding how to use artist work to help to develop an original idea using contextual information. |
Tutorials how to create, using varied media work inspired by contextual information |
|
Accurately measure, cut & build key components/materials for your 3D outcome |
Practise making a miniature version of your class work using the materials such as card |
Biology
| Next Step in Learning Autumn | What can I do? |
|---|---|
| Explain how the cells of alveoli and the small intestine are adapted for function. |
Specialised animal cells - Living organisms - KS3 Biology - BBC Bitesize - BBC Bitesize |
| Explain how the structure of specialised cells relates to function. | |
| Recall the parts of the cell and what they do. | |
| SPRING | |
| Explain how the breathing and gas exchange system is adapted for its job. | Living organisms - KS3 Biology - BBC Bitesize |
| Explain how muscles and joints work together to move the body. | |
| Recall, with examples, the sequence cells, tissues, organs, organ systems and organisms. | |
| SUMMER | |
| Explain the difference in structure between an insect-pollinated plant and a wind-pollinated plant | Reproduction - KS3 Biology - BBC Bitesize |
| Describe the main stages in the menstrual cycle | |
| Recall the names and functions of the male and female reproductive system in plants and humans | |
Computing
| Next Step in Learning Autumn | What can I do? |
|---|---|
| Learn effective search techniques such as advance search and Boolean operators |
Read through the website for revision. Effective searching - Searching information on computers - KS3 ICT Revision - BBC Bitesize then test yourself by taking the online quiz Searching for information test questions - KS3 ICT Revision - BBC Bitesize |
| Be able to use features within email such as BCC,Cc and attachment |
Read through the website for revision. Features of email - Email - GCSE ICT Revision - WJEC - BBC Bitesize |
| Understand online risk and how they can be prevented |
Read through the website for revision. The internet - eSafety - KS3 ICT Revision - BBC Bitesize then take the online quiz |
| Be aware of digital footprint |
Watch the video on the following website BBC - Own It, Digital footprint: What is it and why should I care? |
| Understand different methods on keeping data safe | Read through the website Keeping data secure - Data protection methods - GCSE ICT Revision - WJEC - BBC Bitesize |
| SPRING | |
| Understand how to present information in spreadsheets |
Use the website www.bbc.co.uk/bitesize to improve your next step skills. After completing the bitesize refresher try this task to demonstrate all the skills you have learnt. S:\General\ICT\Year 7\Spreadsheets\Next steps |
| Know how to use charts within spreadsheets | |
| Know how to collect, plan and analyse data within spreadsheets | |
| Understand how to use mathematical operators and write formulas within spreadsheets | |
| Know how to pick up a value from another sheet using a cell reference | |
| SUMMER | |
| Understand how to create a script and functions |
PowerPoint presentation with all the skills developed in class into your own game. S:\General\ICT\Year 7\Programming with Scratch\screenshot of code. Use the booklet resource work through the activities. S:\General\ICT\Year 7\Programming with Scratch\Programming-with-Scratch-booklet. Visit the scratch website.
Use the resources given to develop your skills by completing activity 2,3 and 4 and if your hungry for more. Visit scratch website to generate new ideas for your own game. |
| Know how to use sequence, selection, and repetition in programs E.g. using Procedures/broadcasting | |
| Know how to work with variables and various forms of input and output E.g. variables to hold values such as Number of Lives Left or Score in a computer game | |
| Know how to use an inbuilt library such as randomise | |
| Annotate a program with comments | |
English
| Next Step in Learning | What can I do? |
|---|---|
|
To understand narrative structures of texts |
|
|
To consolidate key ideas in classical mythology 4 |
https://www.bbc.co.uk/bitesize/ |
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class |
Great Books Guide: 100 best new books for children | BookTrust |
|
To consolidate understanding of how rhetoric is used to engage an audience 5 |
|
|
To use a range of language features when writing poetry 6 |
|
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class 3 |
Great Books Guide: 100 best new books for children | BookTrust |
|
To understand narrative structures of texts |
|
|
To understand how Victorian context influences writers |
The Victorians - The Victorians - KS3 History - homework help for year 7, 8 and 9. - BBC Bitesize |
|
To read a range of fiction and non-fiction texts to support your approach to reading and writing in class 3 |
Great Books Guide: 100 best new books for children | BookTrust |
French
| Next Step in Learning | What can I do? |
|---|---|
| Pronounce key French sounds accurately | |
| Confidently count to 31 in French | https://www.youtube.com/ watch?v=eu_dsGvo_Ac |
| Write and say name, age and birthday sentences without support | https://www.bbc.co.uk/bitesize/ topics/zjcbrj6/articles/zgnwr2p |
| Describe hair and eyes in writing and speaking without support | https://www.bbc.co.uk/bitesize/topics /zjx947h/articles/z6bs2sg |
| Describe location and house types without support in speaking and writing | https://www.youtube.com/watch?v=RYDdP9GZLao |
| Describe location and house types without support in speaking and writing | https://www.youtube.com/watch?v=RYDdP9GZLao |
| Describe my family members in speaking and writing without support | https://www.bbc.co.uk/bitesize/topics/zjx947h/articles/zmvpqp3 |
| Practise listening comprehension skills | Listening to longer passages in French.docx |
| Describe relationships with family without support | Describe relationships with your family without support.docx |
| Practise the formations of the verbs etre and avoir | https://www.bbc.co.uk/bites ize/topics/zjx947h/articles/z6bs2sg |
| Describe pets in speaking and writing without support | https://www.bbc.co.uk/bitesi ze/topics/zjx947h/articles/zmvpqp3 |
| Describe school subject preferences without support | https://www.bbc.co.uk/bitesize/topics /zjcbrj6/articles/z4q8g7h |
| Justify opinions with a wide range reasons | https://www.youtube.com/watch ?v=8cZY44fkKy8 |
Geography
| Next Step in Learning | What can I do? |
|---|---|
|
Know the difference between physical and human geography |
https://www.bbc.co.uk/bitesize |
|
Understand how to use an OS map |
|
|
Understand physical processes in coastal environments |
|
|
Understand human interaction with coastal environments |
|
|
Understand the concept of sustainability |
|
|
Understand why coastal areas are under threat |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand the water cycle |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand the impacts of extreme weather |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand how humans can manage the impacts of physical processes |
|
|
Understand what makes communities more vulnerable to extreme weather |
|
|
Understand patterns of population growth |
|
|
Understand the causes of migration |
|
|
Know the causes and effects of climate change |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand strategies to manage climate change |
https://www.bbc.co.uk/bitesize/topics/ |
|
Understand why some communities are particularly vulnerable to climate change |
https://www.bbc.co.uk/bitesize/topics |
German
History
| Next Step in Learning | What can I do? |
|---|---|
| Develop chronological understanding | |
| Use evidence to describe historical events or changes | https://www.bbc.co.uk/bitesize/topics/ztjrbqt |
| Use evidence to explain historical events or changes |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
| Develop descriptions of contemporary evidence, linked to the topic being studied. |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
| Develop understanding of how to analyse and evaluate contemporary evidence. | Historical Source Analysis - YouTube |
| Develop understanding of how to analyse and evaluate contemporary evidence. | Historical Source Analysis - YouTube |
| Use evidence to develop and support historical interpretations. |
Medieval England and the wider world 1066 -1509 - KS3 History - BBC Bitesize |
Maths
| Next Step in Learning | What can I do? |
|---|---|
| Understand sequences | Do Sparx Maths tasks M241 and M381 |
| Understand and use algebraic notation | Do Sparx Maths tasks M175 and M428 |
| Understand equality and equivalence | Do Sparx Maths tasks M707, M795 and M531 |
| Understand place value and how to order integers and decimals | Do Sparx Maths tasks M704, M111 and M522 |
| Understand fraction, decimal and percentage equivalence | Do Sparx Maths tasks M958, M264 and M553 |
| Know how to solve problems with addition and subtraction | Do Sparx Maths tasks M928 and M347 |
| Know how to solving problems with multiplication and division | Do Sparx Maths tasks M187 and M354 |
|
Understand fractions and percentages of amounts
|
Do Sparx Maths tasks M695, M684, M437, ad M905 |
| Understand operations and equations with directed number | Do Sparx Maths tasks M106, M288 and M527 |
| Know how to add and subtract fractions | Do Sparx Maths tasks M835 and M931 |
| Understand constructing, measuring and using geometric notation | Do Sparx Maths tasks M331, M565 and M276 |
| Develop geometric reasoning | Do Sparx Maths tasks M163, M606, and M818 |
| Understand sets and probability | Do Sparx Maths tasks M834, M941, and M655 |
| Understand prime numbers and proof | Do Sparx Maths tasks M322, M823, M227, M698, M108 and M365 |
Music
Teaching gadget - https://teachinggadget.com/
Login:username: SouthamMusic Password: music123
| Next Step in Learning | What can I do? |
|---|---|
| Develop your understanding and reading of standard notation | https://teachinggadget.com/instruments/general-musicianship/rhythm-menu-general-musicianship/rhythm-lesson/ |
|
Understand how to create your own original musical ideas |
|
|
Understand how to use the basics of a DAW |
|
|
Understand the four main orchestral instrument families |
|
|
Understand and develop good piano performance technique |
|
|
Develop your reading of other notation e.g. TAB and chord diagrams |
|
|
Develop your performance skills, as soloist and in a group |
PE
| Autumn | ||
|---|---|---|
| Be able to display basic skills in isolation across different sports. | ||
| Be able to accurately replicate a pattern of movement showing fluency and control |
Dance | Gymnastics |
| Spring | ||
| Be able to display basic skills in isolation across different sports. | Badminton | Hockey |
| Be able to accurately replicate a pattern of movement showing fluency and control | Dance | Gymnastics |
| Understand the need for a warm-up and the effect that it has upon the body | Healthy Active Lifestyles | |
| Summer | ||
| Be able to display basic skills in isolation across different sports. | ||
| Be able to accurately replicate a pattern of movement showing fluency and control | Dance | Gymnastics |
| Understand the need for a warm-up and the effect that it has upon the body. | Healthy Active Lifestyles | |
| Be able to apply isolated skills to a competitive situation in different sports. | Athletics | |
Philosophy & Ethics
| Next Step in Learning | What can I do? |
|---|---|
|
Know key philosophical concepts |
|
|
Know ethical theories |
|
|
Compare and contrast philosophical concepts. |
|
|
Apply philosophical concepts to worldviews. |
|
|
Analyse philosophical, ethical and religious and non-religious worldviews |
|
|
Evaluate philosophical arguments and worldviews |
https://www.bbc.co.uk/teach/ks3-religious-studies/z72qf4j |
Spanish
| Next Step in Learning | What can I do? |
|---|---|
|
Pronounce key sounds in Spanish accurately |
https://www.bbc.co.uk/bitesize/ |
|
Introduce yourself in Spanish |
https://www.bbc.co.uk/bitesize |
|
Count to 31 confidently in Spanish |
|
|
Recite the alphabet |
https://www.bbc.co.uk/bitesize/ |
|
Say when your birthday is in Spanish |
|
|
Write about name, age and birthday without support |
|
|
Describe hair and eyes using TENER without support |
Describing yourself - Hair and Eyes - Spanish - KS3 - YouTube |
|
Describe where you live without support |
|
|
Listen to longer passages and answer comprehension questions about descriptions |
|
|
Describe family and pets in Spanish |
|
|
Talk about your relationships with your family |
|
|
Write your opinions about your school subjects |
Technology - Food
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| Explain the basic principles of nutrition and health including the Eat Well guide | Developing |
Watch the video on the Eat well guide.
Please use this video to help you understand the
basic principles of healthy eating ready for your next food lessons
|
| Use a range of tools and equipment safely and hygienically with some supervision | Developing |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/weighing-and-measuring-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen |
| Explain in some detail the principles of nutrition & health, including the Eat Well guide and macro/micronutrients | Secure |
Watch these videos on the Eatwell guide and Macro and Micro nutrients. Please use these videos to help you understand the principles of healthy eating and the macro and micro nutrients ready for your next food lessons |
| Use a range of tools and equipment safely and hygienically with limited supervision | Secure |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/weighing-and-measuring-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen https://www.youtube.com/watch?v=dCGS067s0zo Onion chopping |
| Explain thoroughly the principles of nutrition, macro and micronutrients and the impact on teenagers | Exceeding |
Watch this video on teenagers to help you understand the importance of choosing the right nutrients as a teenager ready for your next food lessons |
| Use a wide range of tools and equipment safely and hygienically with a reasonable level of independence | Exceeding |
Use these videos to develop your independence with your practical skills. Choose the area that you think needs developing. https://www.bbcgoodfood.com/howto/guide/chopping-and-basic-knife-skills-kids-kitchen https://www.bbcgoodfood.com/howto/guide/baking-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/boiling-skill-kids-kitchen https://www.bbcgoodfood.com/howto/guide/pan-frying-skill-kids-kitchen
https://www.youtube.com/watch?v=dCGS067s0zo Onion chopping |
Technology - Graphics
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| To remember key elements of Graphic design and identify characteristics of the Pop Art movement | Developing |
The video attached identifies key characteristics of Pop Art and acknowledges Pop Artists
|
| To be able to identify and use basic computer tools to create a guided design | Developing |
The video here explains how to use 2D Design that you need to learn the tool of and use in the next module. Please use this to help you learn the information ready for future lessons. |
| Show with some support, key Graphic techniques identifying Typography and show the style of Pop Art | Secure |
The video attached explains typography and different styles. |
| Demonstrate a range of computer tools with independence and produce a clear and relevant design | Secure |
The video attached explains how to use 2D Design and how to apply the tools learnt to create shapes and design. |
| Independently use Graphic techniques, identifying Typography styles, refining all work | Exceeding |
The video attached thoroughly explains Graphic Design and typography. For you to understand the importance of graphics and how it works as industry. |
| Independently demonstrate a wide range of CAD skills and apply to execute a high-quality design | Exceeding |
The video attached explains how to further develop your CAD skills using 2D design to create 3D shapes |
Technology - Resistant Materials
|
Next Step in Learning |
What can I do? | |
|---|---|---|
| Able to name, select and explain the different materials, components and processes in this project. | Developing |
The link below shows the knowledge of timbers that you need to be aware of and use in the next module.Please use this to help you learn the information ready for future lessons.
|
| To be able to identify and use basic computer tools to create a guided design | Developing |
The video attached shows a demonstration of how to use a try square with accuracy. This is an area you can improve upon in future projects.
Using a try square
|
| Show with some support, key Graphic techniques identifying Typography and show the style of Pop Art | Secure |
The video attached shows an explanation of the different families of timber. Watching this video will reinforce what you have learnt in this module and show you key information that you will use in future modules. Understanding timbers |
| Demonstrate a range of computer tools with independence and produce a clear and relevant design | Secure |
The video attached shows a demonstration of how to use a Tenon saw with accuracy. This is an area you can improve upon in future projects to manufacture wood joints. Using a Tenon saw |
| Independently use Graphic techniques, identifying Typography styles, refining all work | Exceeding |
The link shows the knowledge of the tools and electronic components used to make your circuit. Please use this to help you learn the information ready for future lessons and to gain an understanding of AC/DC power. https://www.stem.org.uk/resources/community/collection/14042/electric-circuits |
| Independently demonstrate a wide range of CAD skills and apply to execute a high-quality design | Exceeding |
The video attached shows a demonstration and explanation of the soldering process. This is an area you can improve upon to position and join components effectively onto the printed circuit board. Soldering components onto a Printed circuit Board |
Technology - Textiles
|
Next Step in Learning |
What can I do? | ||
|---|---|---|---|
| Explain some sources of natural and synthetic fibres and how these are turned into fabrics | Developing |
The link below explains the various Natural and Synthetic fibres, their properties, and outcomes. Use this to gain a better understanding of how our products benefit from fabrics and their sources. |
|
| Use a range of textiles hand tools and decorative applications safely with limited supervision | Developing |
The video attached outlines the equipment and how to use them in your Textiles journey in Year 7. Please view this to prepare yourself on using these tools appropriately and safely.
|
|
| Explain how a range of fibres are made into fabrics, giving examples of appropriate uses in textiles | Secure |
The video attached shows an example of the process of Natural and Synthetic fibres turning into fabrics. This will give you a visual representation and a better understanding of the process. |
|
| Safely use relevant tools and decorative skills with some support to produce a well-made product | Secure |
The video attached shows you how to successfully complete a running and back stitch, including tying a knot at the beginning and end of your embroidery stitches. Use this to support you with refining your technique- please focus on stitch example 1 and 3. |
|
| Explain the difference between the three main sources of fibres and their use in Textiles industry | Exceeding |
Select the video for each category of fibre to understand the process of becoming a fabric and its use in industry. https://www.youtube.com/watch?v=gDSD7ZkIUWo |
|
| Independently use a range of textiles tools and decorative skills to produce a well-made product | Exceeding |
|
Year 9
Computing
|
Next Steps learning Y9 |
What can I do? |
|
Autumn 1 Explain what actions occur at each stage of the fetch-execute cycle and the purpose of the roles. 2 Explain the purpose of each register, what it stores (data or address) and know the differences. 3 Know the common characteristics of CPUs that affect their performance 4 Know what embedded systems are and give examples. |
Watch the videos on the following website 1.1 – Systems architecture - Craig 'n' Dave
|
|
Spring 1 Explain why computers have primary and secondary storage 2 Know the key characteristics of RAM and ROM 3 Explain why virtual memory may be needed in a system and how it works. 4 Know a range of secondary and primary storage devices. 5 Compare advantages/disadvantages for each storage device. And apply within scenarios. 6 The types of networks such as LANs and WANs. 7 Understanding of different factors that can affect the performance of a network. 8 The Cloud Advantages and disadvantages 9 Advantages and disadvantages of the Star and Mesh topologies. |
Watch the videos on the following website 1.2 – Memory and storage - Craig 'n' Dave
|
|
Summer 1 Understand the main steps of each algorithm. 2 Apply the algorithm to a data set. 3 The use of variables, constants, operators, inputs, outputs and assignments |
Watch the videos on the following website
|
Drama
|
Next Step in Learning |
What can I do? |
|
Revise practitioners methods they use for creating performance. |
|
|
Try to be more experimental with how you perform. What will your character do when not speaking? |
|
|
Use the acronym PEPPA TV as a checklist when creating character vocally. |
|
|
Think back to the techniques you can use to make devising more non-naturalistic. |
|
|
Try to be more reflective of work using the evaluation sandwich resource to help you. |
|
|
Watch more live theatre. Talk to me about a free live theatre subscription to use. |
|
|
Use GCSE bitesize revise the language and of the designers’ role in theatre. |
English
|
Term |
Next Step in Learning |
What can I do? |
|
Autumn |
To apply dramatic terminology accurately in your writing. |
Dramatic Techniques glossary - WILDING'S CLASS CODEX (weebly.com) |
|
To understand how characters are presented in expositions within fictional texts. |
||
|
To create your own effective character using ambitious vocabulary. |
||
|
Spring |
To understand how Shakespeare presented the character of Richard III in his play. |
|
|
To read a range of non-fiction texts linked to the theme of disability. |
||
|
To apply non-fiction terminology accurately in your analysis. |
Analysing non-fiction - GCSE English Language - BBC Bitesize |
|
|
Summer |
To apply poetic terminology in your analysis. |
|
|
To read a range of poems to support your study of poetry in class. |
||
|
To understand how to compare poems. |
Overview - Comparing poems - AQA - GCSE English Literature Revision - AQA - BBC Bitesize |
Geography
|
|
Next Step in Learning |
What can I Do? |
|
AUTUMN |
To understand the concept of an ecosystem and the nutrient cycle |
https://www.bbc.co.uk/bitesize/guides/z2ntk7h/revision/1 https://www.bbc.co.uk/bitesize/guides/z2ntk7h/test
|
|
To know the characteristics of various biomes |
||
|
To know how plants and animals adapt to hostile environments |
https://www.bbc.co.uk/bitesize/articles/zvscr2p https://www.bbc.co.uk/bitesize/articles/zvscr2p#z6v3f82
|
|
|
To explain the causes and impacts of deforestation |
https://www.bbc.co.uk/bitesize/articles/zpv3r2p
|
|
|
To know how rainforests can be sustainably managed |
https://www.bbc.co.uk/bitesize/guides/zwy7sg8/revision/5 https://www.bbc.co.uk/bitesize/guides/zwy7sg8/test
|
|
|
SPRING |
To know the causes and impacts of overtourism |
https://www.bbc.co.uk/bitesize/articles/znspn9q#zqx6trd https://www.bbc.co.uk/bitesize/articles/znspn9q#zhp2xbk
|
|
To understand how tourism can be sustainably managed |
https://www.bbc.co.uk/bitesize/articles/znspn9q#zdwc96f
|
|
|
To describe the physical processes and landforms in glacial environments |
||
|
To explain the impact of climate change on glacial landscapes |
||
|
SUMMER |
To describe patterns of urbanisation |
|
|
To understand the challenges and opportunities of urban growth |
||
|
To describe the features of sustainable urban living |
H&SC
|
|
Next Step in Learning |
What can I do? |
|
Autumn |
Develop understanding of Growth and Development. |
Explanation of Growth and Development characteristics and milestones. Growth & Developmental Milestones | Pediatric Nursing Stages of Development (youtube.com) |
|
|
Understand how individuals develop across life stages. |
|
|
|
Develop the impact that life events have upon growth and development. |
Explanation of how an injury impacts PIES. How Injury Affects Mental Health | Athletes Connected - YouTube |
|
Spring |
Explain how physical factors impact Growth and development. |
Explanation of how the exercise impacts PIES. What gets you pumped? There's more to imagine when you listen. (youtube.com) |
|
|
Explain how economic and environmental factors impact Growth and development. |
Explanation of how the environment impacts PIES. |
|
Summer |
Perform Primary Response to Health and Wellbeing. |
Tutorials of how to perform Primary Response. Primary Survey - Basic Life Support - First Aid Teaching Resources - St John Ambulance - YouTube |
|
|
Develop understanding of the roles and responsibilities of Health and Social Care professionals. |
NHS explanations of Allied professionals. Allied Health Professional roles within the NHS (youtube.com) |
|
|
Perform Risk Assessments |
Tutorial on how to carry out a risk assessment. |
History
|
Next Step in Learning |
What can I do? |
|
Develop chronological understanding |
KS3 History - BBC Bitesize – Challenges to Britain, Europe and the wider world, 1901 to present day |
|
Use evidence to describe historical events and changes
|
Challenges to Britain, Europe and the wider world, 1901 to present day |
|
Use evidence to explain historical events and changes
|
|
|
Develop descriptions of contemporary evidence, linked to the topic being studied. |
Historical Source Analysis - YouTube Using Historical Sources / Historical Association (history.org.uk) |
|
Develop understanding of how to analyse and evaluate contemporary evidence. |
Historical Source Analysis - YouTube Using Historical Sources / Historical Association (history.org.uk) |
|
Develop descriptions of historical interpretations, using evidence to support or challenge these |
Challenges to Britain, Europe and the wider world, 1901 to present day |
|
Develop understanding of how to evaluate historical interpretations |
How should students evaluate historians’ arguments? (oup.com) |
Maths
|
Next Step in Learning |
What Can I do? |
||
|
1 |
(F) To find the product of prime factors of a given value |
Complete SPARX tasks M108 and M322 |
|
|
2 |
(F) To expand brackets and factorise an expression |
Complete SPARX tasks M237, M792, M960, M100 and M908 |
|
|
3 |
(F) To complete a two-way table |
Complete SPARX tasks M889 |
|
|
4 |
(F) To add/subtract/multiply/divide with fractions |
Complete SPARX tasks M835, M157 and M110 |
|
|
5 |
(F) To solve a two-step equation |
Complete SPARX tasks M509 |
|
|
6 |
(F) To calculate the interior and exterior angles of any polygon |
Complete SPARX tasks M653 |
|
|
7 |
(F) To find the mode, median, mean and range of a set of data |
Complete SPARX tasks M834, M941 and M940 |
|
|
8 |
(F) To calculate the area and perimeter of rectangles, parallelograms, and triangles. |
Complete SPARX tasks M920, M390, M635, M269, M690, M610, M996 and M291 |
|
|
9 |
(F) To plot a linear graph from a table of results |
Complete SPARX tasks M932 |
|
|
10 |
(F) To combine transformations for a 2D shape |
Complete SPARX tasks M139, M290 and M910 |
|
|
11 |
(H) To use negative and fractional indices |
Complete SPARX tasks M608, M150 and M719 |
|
|
12 |
(H) To find the nth term of a quadratic sequence |
Complete SPARX tasks M418 |
|
|
13 |
(H) To estimate the mean from a grouped frequency table |
Complete SPARX tasks M127 and M287 |
|
|
14 |
(H) To convert a recurring decimal to a fraction |
Complete SPARX tasks M922 |
|
|
15 |
(H) To use trigonometry to find a missing side or angle of a right-angled triangle |
Complete SPARX tasks M351 |
|
|
16 |
(H) To plot linear, quadratic and cubic graphs |
Complete SPARX tasks U989, U980 and M932 |
|
|
17 |
(H) To calculate the volume and surface area of pyramids and cones |
Complete SPARX tasks U484 and U871 |
|
|
18 |
(H) To solve problem involving bearings and scale drawings |
Complete SPARX tasks U525 |
|
|
19 |
(H) To solve a quadratic equation with a coefficient of >1 |
Complete SPARX tasks U133 |
|
|
20 |
(H) To use tree diagrams to calculate probability |
Complete SPARX tasks M299 and M572 |
|
Media
|
Autumn |
To understand the names and purpose of different camera angles |
|
|
To explore how gender is represented in a range of media product. |
||
|
To use plan your own advert |
||
|
Spring |
To practice independently analysing film posters |
|
|
To explore the codes and conventions of different film posters |
||
|
To learn more about the film industry |
||
|
Summer |
To research the different psychometric profiles of audiences |
|
|
To practise labelling the elements of a newspaper |
||
|
To research the iconic front pages from past newspapers |
Music
Teaching gadget - https://teachinggadget.com/
Login:username: SouthamMusic Password: music123
|
Next Step in Learning |
Weblink |
|
Practice reading both treble and bass clef. |
|
|
Revise the Italian terms for dynamics and tempo. |
https://teachinggadget.com/instruments/general-musicianship/dynamics-general-musicianship/ https://teachinggadget.com/instruments/general-musicianship/tempo-general-musicianship/ |
|
Revise note durations. |
https://teachinggadget.com/instruments/general-musicianship/rhythm-menu-general-musicianship/ |
|
Revise major and minor chords and how they are constructed. |
https://teachinggadget.com/instruments/general-musicianship/harmony/ |
|
Revise how to compose a melody over chords and practice composing on Musescore. |
|
|
Develop ability to listen/identify simple musical intervals/major vs minor chords/tonalities. |
https://teachinggadget.com/instruments/general-musicianship/harmony/ |
|
Revise the instruments of the orchestra and practice identifying these when listening to music. |
https://teachinggadget.com/20-questions/20-questions-instruments-of-the-orchestra/ |
|
Revise instruments typical of popular music and practice identifying these when listening to music. |
https://teachinggadget.com/20-questions/20-questions-pop-music-instruments-listening/ |
|
Revise MAD T SHIRT key words |
|
|
Practice on your chosen instrument at least 20 minutes per day (or equivalent over a week). |
PE
|
|
||
|
Autumn |
Spring |
Summer |
|
Continue to practice in competitive situations across a range of sporting activities. GCSE Physical Education - Edexcel - BBC Bitesize (scroll down for practical) |
Continue to practice skills in competitive situations across a range of sporting activities. GCSE Physical Education - Edexcel - BBC Bitesize (scroll down for practical) |
Be able to apply more advanced skills and tactics to competitive situations across a range of sporting activities. GCSE Physical Education - Edexcel - BBC Bitesize (scroll down for practical) |
|
Be able to apply suitable sporting examples to a range of exam questions. 1.2 Possible barriers | R184 | Cambridge National Sport Studies |
Describe how to optimise training and prevent injuries in a variety of sporting scenarios.
|
Begin to track participation in sport via a performance diary, including training sessions, drills and competitive situations. |
|
Be able to identify components of fitness for specific sports and describe the relevant methods of training to improve this. |
Be able to apply prior learning of contemporary issues anatomy and physiology, health and fitness and nutrition with their project. |
|
Philosophy & Ethics
|
Next Step in Learning |
What can I do? |
|
Identify elements of world faiths |
|
|
Describe religious ideas, beliefs and practices |
|
|
Describe a range of philosophical ideas / theories |
|
|
Consider how someone’s religious (or non-religious) beliefs might influence their day-to-day life |
|
|
Identify and describe what might influence someone’s ‘world view’ (religious and / or non-religious) |
KS3 Religious Studies - BBC Bitesize Facts about non-religious beliefs – KS3 Religious Studies – BBC Bitesize - BBC Bitesize Life in a non-religious humanist community – KS3 Religious Studies – BBC Bitesize - BBC Bitesize |
|
Explain why different people might have a different ‘world view’ (religious and / or non-religious) |
KS3 Religious Studies - BBC Bitesize Facts about non-religious beliefs – KS3 Religious Studies – BBC Bitesize - BBC Bitesize Life in a non-religious humanist community – KS3 Religious Studies – BBC Bitesize - BBC Bitesize |