desborough college flexible and supportive learning: … · 2020-06-02 · including chiaroscuro...

Desborough college

FLEXIBLE AND SUPPORTIVE LEARNING:

SUBJECT INFORMATION FOR YEAR 9

SUMMER TERM 2: June TO July 2020

Desborough’s response:

Our main aims:

x Maintaining student wellbeing and mental health x Using this time as an opportunity to develop skills, knowledge and creativity through a flexible

and supportive programme x Supporting our families through this challenging time.

1. Take a breath – you are your child’s most important teacher but not from an educational perspective, from a life one. Enjoy this time: play games, cook together, watch ‘stuff’ together, make memories, be together. These times will be memories that stay will you all for a lifetime.

2. Ensure that your child has logged on to the following platforms – they are the ones we will be using:

x ClassCharts – if they have lost their login, please email their RAL x Desborough email – if they can’t remember their username, please email their RAL x Microsoft Teams (through 365)

3. Exercise is really important for all of our mental health. Aim to build in between 30 minutes and

an hour of exercise a day. There are lots of online/youtube workouts which might help

4. Notify your child’s tutor or RAL if your family situation changes due to: x Illness x Loss of earnings x Bereavement

This will enable us to offer the best support possible to you and your family.

5. Do not be tempted to buy into offers of online tutoring or pay for resources.

6. Ensure your child has time to ‘speak’ with friends, either via social media platforms or gaming consoles – try to get them to link up with friends to complete work together virtually. Social contact is really key to the wellbeing of the boys going forward.

ART

YEAR 9 Schedule of Work

x The next 7 weeks focus on a mini coursework module building upon themes explored in previous term. Students will build a small portfolio (continuing in their Junk Journal) to finish their food and drink coursework project.

Where is the work shared? x All resources/powerpoints will be shared on ClassCharts on the Monday morning. Additional resources such as videos or links will be shared here or on Teams which all students have access to. We are learning to use software to offer a wider variety of lesson type, which may differ in frequency or style as planned below as we adapt and improve.

How do I send work back for marking? And how often and by when? x Students are expected to send back images of their work weekly by Friday at 3pm. x Tasks in red are tasks that will be marked with WWW/EBI feedback or grading where possible. x If you do not check in weekly with work this will be recorded as “No Work Submitted”. x Contact Miss Rhodes via Teams or on email at [email protected] using your school email account if you have difficulty meeting deadlines.

01.06.20 A Observational Studies Cutlery

in a range of techniques, including chiaroscuro

Studies in colour in alternative arrangement, annotation and presentation.

Assessment Work Feedback via Email

by 3pm

5/6/2020

Time lapse Drawing/Step by Step

Guidance

08.06.20 B

Experimental Drawing Overlapping line drawings of kitchen items in a range of positions (timed)

Develop drawing using colour and text to create abstracted outcomes.

Annotate and present

Please email your teacher progress

by 3pm. Work not submitted will be

recorded on ClassCharts.

15.06.20 A

Texture and Collage Experiments

Using household paper and surfaces to create paper cut outs

Work into the outcome using biro

to define and develop your palette

colour choice


3pm

19/6/2020

Step by Step Guidance

Powerpoint

Talk Through

22.06.20 B

Photography Colour

Experiment with food items in arrangements

Develop imagery using any editing app

to create a developed set of

outcomes.

Annotate and present




29.06.20 A

Photography Light and Shadow

Transform everyday objects into architectural features using light and shadow

Create a collection of outcomes in a

repeating pattern theme, using

everyday items and backgrounds


by 3pm

3/7/2020

Step by Step Guidance/

Powerpoint Talk Through

06.07.20 B

Drawing with Tea

Using tea or coffee explore how to draw and manipulate everyday liquids to create artwork

Refine outcomes related to the artist using tea bags as a starting point for

painting or drawing.

Annotate and present.




13.07.20 A

3D Sculpture Challenge

Create a sculpture of your choice using recycled items in the house.

Investigate artists who have explored

recycled materials in art.


by 3pm

17/7/2020

Step by Step Guidance/

Powerpoint Talk Through

BUSINESS STUDIES

How to complete this grid:

1. The topic for week 1 is the final topic on Marketing. Look at the PowerPoint, Lesson Box and the video links in

the grid. Complete the tasks shown in red. One question sheet will be on ClassCharts. 2. For weeks 2-7 the focus will be on improving your writing skills and understanding the different requirements of

2, 4, and 6 mark questions. I will be attempting a mix of narrated PowerPoints and some live lessons – details to follow

3. Each week you need to do the following: 1. Look at / listen to the PowerPoint you will find on ClassCharts and the Lesson Box; 2. Watch any video links; 3. Answer the questions on ClassCharts; 4. Complete the Seneca Learning module and Learn Key Terms using Quizlet

4. You can complete the written tasks in a variety of ways: on Word, on PowerPoint or written up by hand. Some tasks will have Word docs on ClassCharts that you can edit and send in

5. Colour code the boxes so you can remember what you have completed and what you have started to complete. a. Colour the box in green if you have completed/submitted. b. Colour the box in yellow if you have started to complete the task

6. Tasks and instructions in red need to be sent to me each week on a Monday. I will give achievement points weekly, and for some tasks whole class feedback within one week.

7. Command Words: Explain means you need at least one decent sentence which says what the effect of something is or why it is the case – think BLT – Because, Leading to, Therefore. Discuss or Evaluate means you need to consider positives and negatives and, ideally, come to a conclusion.

8. Any questions you have about the work, please email me [email protected] or post your question on the class Teams page

Week beginning

Lesson Video / TV + Questions Business in the Real World Seneca Learning

Week 1 1st June

Lesson 1: Using the Marketing Mix / Promotion and Place (PowerPoint on ClassCharts) Marketing Mix Lesson Box (see ClassCharts for explanation) Assessment Opportunity: Complete Task number 1 on the Explore section on Lesson Box Complete the Online Quiz on the Revise and Test section of Lesson Box. Email me your score. Complete the

Watch Dragons Den Best Ever Pitches on iPlayer https://www.bbc.co.uk/iplayer/episode/m000jjpv/dragons-den-best-ever-pitches-episode-1. Answer the questions on ClassCharts Watch these videos: https://members.gcsepod.com/shared/podcasts/title/12893/79914 https://members.gcsepod.com/shared/podcasts/title/12893/79921 https://www.youtube.com/watch?v=ylyWLaWOKcs https://www.youtube.com/watch?v=AHsHkRslgxI https://www.youtube.com/watch?v=KqZXMsERPdU https://www.youtube.com/watch?v=XR4lp9Szb78

Watch the news on TV or look at the BBC website. Talk to parents, siblings or your classmates on Teams to discuss ideas Can you find a current news story that you think is relevant to this week’s topic? Explain why, using a BLT (Because, Leading To) structure in your answer. If you can think of 2 reasons why, write 2 paragraphs! Send to me Alternatively, look through the brands in your kitchen, living room or bathroom and decide how they are promoted and which distribution channels they use. Explain why, using the same structure as above Send to me Alternatively, pick 3 TV or online ads that you find funny or powerful or very persuasive

Complete the relevant module(s) from the Unit 5 assignment on Seneca Learning. These are 5.4.12 – 5.4.17

written test on Lesson Box and send to me (papers to write on are on ClassCharts)

https://www.youtube.com/watch?v=0h_dAB40Kkw https://www.youtube.com/watch?v=BS1-IkG-cTk https://www.youtube.com/watch?v=SzJrNqJIlEE https://www.youtube.com/watch?v=jg99gFUHmd4 Answer ALL of A) + minimum 3 from B) + minimum 1 from C) A) x Describe 4 ways a business can

promote its products x Explain the benefits and drawbacks

of using the internet for advertising x Define the term Public Relations x Give 2 examples of sales promotion

for a chosen business x Describe 3 reason why a business

would use promotion x Explain 3 common channels of

distribution x Explain the terms E-Commerce and

M-Commerce and be able to provide examples of businesses that use these successfully

x Explain why e-commerce and m-commerce are increasingly important in today’s market

B) x Explain the role of sponsorship to

both the business giving and receiving the sponsorship

x Describe how finance would influence the choice of promotional mix

x Explain how promotion might persuade customers to purchase a product

x Describe the advantages of having a point of sale display

x Describe the main advantages of having a virtual business with no physical store

x Explain why a retailer may not always buy directly from the producer

x Explain the circumstances where a retailer would purchase from a wholesaler

x Explain reasons why businesses are increasingly moving away from the high street

C)

and explain why, using the same structure as above SEND TO ME

x Discuss how competitor actions would influence promotion

x Evaluate whether increasing promotion would always result in an increase in sales

x Discuss the appropriate promotional mix a business might use when targeting the youth market

x Evaluate how the promotional mix has changed over time

x Discuss whether you think telesales will eventually cease to exist

x Discuss whether it is inevitable that ALL businesses will eventually use e-commerce

x Evaluate the benefits and drawbacks of a luxury brand using retailers to sell its products

x Explain whether e-commerce is the best way to open up into international markets

SEND ANSWERS TO ME Key skill: knowledge & understanding, (& evaluation)

Week 2 8th June

Study the PPT on The Purpose and Nature of Business and Business Ownership Look at Lesson Box Basis Of Business and Companies

Watch these videos: BBC Bitesize on Exam Technique and Command Words https://www.bbc.co.uk/bitesize/guides/zk7vf4j/revision/1 https://www.bbc.co.uk/bitesize/guides/zvpk47h/revision/1 https://www.bbc.co.uk/bitesize/guides/zdc6mfr/revision/1 https://members.gcsepod.com/shared/podcasts/title/12547/78323 https://members.gcsepod.com/shared/podcasts/title/12547/77016 https://members.gcsepod.com/shared/podcasts/title/12547/78341 https://members.gcsepod.com/shared/podcasts/title/12547/78326 https://members.gcsepod.com/shared/podcasts/title/12868/78383 https://members.gcsepod.com/shared/podcasts/title/12868/78416 https://members.gcsepod.com/shared/podcasts/title/12868/78390

Answer the questions set on ClassCharts for this week SEND TO ME

Complete the relevant module(s) from the Unit 1 assignment on Seneca Learning. Learn the Key Terms on Quizlet (link to follow)

https://members.gcsepod.com/shared/podcasts/title/12868/78397 https://members.gcsepod.com/shared/podcasts/title/12868/78404 https://www.youtube.com/watch?v=AEwsUgcw6Uc

Week 3 15th June

Study the PPT on Setting Business Aims & Objectives Watch Lesson Box on Objectives & Growth Live Lesson on writing 6 mark answers

Watch these videos: https://www.youtube.com/watch?v=0NEZLxYZ_SU https://www.bbc.co.uk/bitesize/guides/z4b2qp3/revision/1 https://members.gcsepod.com/shared/podcasts/title/12871/78433 https://members.gcsepod.com/shared/podcasts/title/12871/78440



Week 4 22nd June

Study the PPT on Stakeholders

Watch these videos: https://www.bbc.co.uk/bitesize/guides/zh3qwty/revision/1 https://members.gcsepod.com/shared/podcasts/title/12872/78336



Week 5 29th June

Study the PPT on Business Location Watch Lesson Box on Location Live Lesson on writing 9 mark answers

Watch these videos: https://www.bbc.co.uk/bitesize/guides/zvkh6v4/revision/1



Week 6 6th July

Study the PPT on Business Planning

Watch these videos: https://www.youtube.com/watch?v=2GQ_fl_3_Yo https://www.bbc.co.uk/bitesize/guides/zrjfnrd/revision/1 https://members.gcsepod.com/shared/podcasts/title/12869/78350



Week 7 13th July

Study the PPT on Expanding a Business Watch Lesson Box on Objectives & Growth

Watch these videos: https://www.bbc.co.uk/bitesize/guides/zmjyscw/revision/1 https://members.gcsepod.com/shared/podcasts/title/12870/78359 https://members.gcsepod.com/shared/podcasts/title/12870/78411 https://members.gcsepod.com/shared/podcasts/title/12870/78366



DRAMA

9KDR1 GCSE Drama - UPDATED SUMMER TERM 6 Pick one of the activities from the menu below each week; you can share these with me or with your friends.

Deadlines will be set on Class Charts or Teams and I will using these platforms to check the submission of your work. You must complete the tasks that are marked as ASSESSED TASK

Grey boxes mean these are tasks where the deadline for submission/completion has already passed.

You can choose to perform either as Mr. Birling or Inspector Goole.

You do not have to one speech from each.

Choose 1 of the speeches to perform

Rehearse it, think about your characterisation –

What have you learned so far about the kind of men

Mr. Birling and Inspector Goole are?

You must use vocal and physical skills to show characterisation in performance.

The aim of this task is to challenge you;

i) To think back to the performance and rehearsal skills you learned during the Monologue Challenge and then apply them again in performance to AIC.

ii) To use the Role on the Wall work and study we have done so far on AIC and use it to inform your characterisation.

Body Movement | Facial Expressions | Accent | Pace | Pause | Tone | Staging | Breathing | Gesture

For submission Mrs Turner and I will hold a live performance lesson where we can watch and give feedback to each other and celebrate your work. If you

would prefer you can pre-record your video and send it via email to me.

INTERACTIVE

ASSESSED TASK

Computing/ict Our new Computing and ICT teacher Mr Lovegrove will set work shortly through Class Charts

Design and technology

Instructions and resources for each task will be loaded weekly on to classcharts by your class teacher.

Yr 9 Week1 01/6/20

Isotech group challenge

Week 2 08/6/20


Week 3 15/6/20


Week 4 22/6/20

HouseHold Items Design Task

Week 5 29/6/20

Household Items Design Task

Week 6 06/7/20

Household Items Design Task

Week 7 13/7/20 Cad Development

Actions Weekly submission via teams

Desborough College

Year 9 Exploring genre and creative writing – Term 6

How to complete this Home Learning grid:

1. Each week you have one COMPULSORY task to complete – this is the first task of each week (in purple font). This will need to be submitted to your teacher. 2. Pick a further 1 task per week to complete. This should also be submitted to your teacher (these tasks are of various amount of challenge – some will not take you long – it depends how much you want to stretch yourself) However at least one of these should be submitted (so 2 tasks per week including the compulsory task). 3. Colour code the boxes so you can remember what you have completed and what you have started to complete:

a. Colour the box in green if you have completed/submitted the task. b. Colour the box in yellow if you have started to complete the task.

4. As well as this you will need to complete the final assessment and submit it to your class teacher via email – you will receive feedback on this within 2 weeks of submission 5. Any questions you have about the work, please email your class teacher. 6. In addition to this document and the curriculum map, you will also find a word document containing the extracts you need and the assessment choices for Week 5.

We look forward to seeing your ideas and creativity!

WEEK 1: Compulsory task: The Gothic Gothic stories are usually designed to scare the reader – full of supernatural elements, darkness and suspense. Find out some more about the genre and answer the following:.

1. Find out about at least 2 famous gothic authors and their books

2. What kind of things would we expect to find in gothic stories or poems?

Read extract 1 from a very famous gothic text and answer these questions.

1. What do you think is happening?

2. How does it make you feel?

3. What key aspects of gothic literature can you identify in the extract?

4. Can you find out which novel this extract is from?

Key skill: independent research and familiarisation with the genre .

WEEK 1: Listen to this piece of music and write a short paragraph describing what you see in your mind when you listen to it – you might want to close your eyes, or listen to it in the dark, or you might choose to use the painting in the video for ideas! https://www.youtube.com/watch?v=YMrSPOWrYGA Key skill: Creative thinking

WEEK 1: Find a piece of music that you think is quite scary or haunting. Draw or paint a picture to go with it. Key skill: Creativity

WEEK 1: Write a diary entry from the perspective of a boy or girl who has recently encountered something supernatural – think ghosts/vampires/mysterious creatures or just a really spooky setting! Try to create a sense of fear and mystery Key skill: Creative writing skills

WEEK 2: Compulsory task:

CRIME/DETECTIVE These stories are also known as ‘whodunits’ A crime has taken place, or something mysterious has happened and the main character’s job will be to reveal the truth or solve the crime. Do some research about the author Arthur Conan-Doyle

- Who was he? - What did he

write? - Who was his most

famous character?

WEEK 2: Imagine you are a master criminal planning a major jewellery theft. Outline your plan, including the following:

- A floor plan of the building

- People you will need to help you

- How you plan to get past security

- How you plan to escape with your prize

- What you plan to do with the money you make

WEEK 2: Create and design your own detective character. Include a paragraph describing what he looks like Include a paragraph describing his personality Include a picture if you want to! Don’t forget to give him a name!

WEEK 2: How good a detective are you? Try these online riddles https://www.bing.com/videos/search?q=online+riddles&docid=608050734733329351&mid=78BBCD09E1F6BB3D21F578BBCD09E1F6BB3D21F5&view=detail&FORM=VIRE Pause the video before each answer is revealed – write down your answer, only then can you restart

- Choose one of his stories and find a blurb or synopsis describing what the story is about

Write all of your findings down Key skill: independent research and familiarisation with the genre .

Key skill: Planning a crime story

Key skill: creativity the video and find out the answer! No cheating! Send your answers to your teacher – how many did you get right?

Key skill: logical thinking skills

WEEK 3: Compulsory task: FANTASY The Harry Potter series comes under the genre of fantasy. Watch this video containing scenes from some of the films https://www.youtube.com/watch?v=eiuCdPJ83n4

1. What kinds of things might you expect to find in a fantasy story? List them.

2. Why do you think fantasy stories are so popular, especially amongst young people?

3. Do you enjoy fantasy stories? Can you name any that you have read? Or perhaps films you have seen?

Key skill: Independent thinking around elements of the genre .

WEEK 3: Invent and describe a fantasy world. Include: What kind of creatures/beings/life lives there? What is the setting like? What is the terrain like? What is the weather like? Does it have changing seasons? What are they like? What magical or strange things happen there? Anything else you want to include! Key skill: creativity

WEEK 3: Find a picture of a fantasy world (type it into a search engine or, if you’re stuck, ask your teacher to find you one) Describe the scene. Don’t tell a story, just describe what you can see/hear/small/feel? Try to include some good adjectives and perhaps a simile or metaphor. Submit the picture along with your description if possible Key skill: Descriptive writing skills

WEEK 3: Come up with a plan for a narrative fantasy story which includes the following things: A young character on a quest to find something A journey of some kind in a fantasy world Magical elements An enemy who tries to stop the main character An ending/resolution You don’t have to write the full story, but you should have at least 10 key plot events from start to finish Key skill: Planning a narrative fantasy


Historical fiction Historical fiction is a made-up story that takes place in the past and references real events in history. An example could be a story that is set during the great fire of London, or World War 1 – really any event in history – but the characters and storylines are usually made-up. These stories are all in the Historical Fiction genre. Find out what they are about and summarise them in your own words: War Horse – Michael Morpurgo The Boy in the Striped Pyjamas – John Boyne Ring of Roses – Mary Hooper To Kill a Mockingbird – Harper Lee Fever 1793 – Laurie Halse Anderson Key skill: independent research and familiarisation with the genre .

WEEK 4: If you were going to write a historical fiction story, which time period would you set it in and why? Key skill: Thinking about the genre/creative thinking

WEEK 4: Why do you think a modern reader might be interested in reading stories set in the past? Think of as many reasons as you can and write a paragraph explain your thoughts. Key skill: Considering the interest of a reader and explaining your thoughts

WEEK 4: Research a period in history that interests you and plan a story that takes place during that time Make a 10 bullet point plan of what happens. Key skill: Planning a narrative story


Autobiography and memoir Find out what an autobiography or memoir is

Task: Write about your findings in your own words Read the extract from the autobiography in the extracts document.

WEEK 5: If you were going to write your own autobiography documenting your life up until now, what 5 key moments would you choose to write about and why?

Key skill: planning an autobiography

Week 5: Whose autobiography would you like to read and why? This could be a famous person, or somebody that you know. Why would their life interest you? What would you expect them to write about?

Key skill: Thinking about the genre and explaining your thoughts

WEEK 5: Write a memoir describing a key event in your life. This could be something memorable, something funny, something life-changing, something happy, anything you like really, just try to make the reader interested in your memory. Key skill: Describing a memory

Tasks: Who do think wrote this? What are they telling you about this time in their life? Do you think a reader can always believe everything written in an autobiography? Why? Why not? Key skill: independent research and familiarisation with the genre .

GEOGRAPHY

TOPIC: Mumbai

How to complete this grid: x Pick a minimum of 2 tasks a week to complete. There are suggested weblinks to use but you can use any

resources to complete the work including the revision guide which will be on class charts! You can also use the textbook – it was emailed to you in March.

x Tasks in green are either pre-recorded PowerPoints to watch or a live lesson. x You can complete the tasks in variety of ways; on Word, on PowerPoint or written up by hand. x You will need to complete the work and send to your class teacher every week. x Please note, everyone must complete the Seneca learning assessment on week 6. Class teachers: Mr Angier [email protected] Ms Miles [email protected] Ms Cook [email protected]

More straightforward More Challenging

Week 1 Where is Mumbai, what is the city like and how does it connect to other places?

Pre-Recorded PPt available to watch

Create a factfile about Mumbai. Answer these questions: Where is Mumbai in India? What is its site and situation? Draw or print a map. Textbook pages 96+97 http://www.coolgeography.co.uk/A-level/AQA/Year%2013/World%20Cities/Mumbai/Mumbai.htm

Explore the weather for the next 5 days for Mumbai using BBC weather. Describe the weather. How does it compare to the UK? https://www.bbc.co.uk/weather Challenge: What is the monsoon? How does it affect Mumbai?

How is Mumbai connected to other places within and beyond India? Textbook pages 96+97 https://www.kgaringmer.uk/attachments/download.asp?file=320&type=pdf

Find out about the major attractions of Mumbai. Write an introduction to a travel guide about Mumbai outlining why people should visit the city in 300 words or fewer. https://www.youtube.com/watch?v=un0ga8KBlYs

Week 2 How has Mumbai grown over time?

Pre-Recorded

Create a timeline about the growth and history of Mumbai. https://mumbai7.com/history-of-mumbai/

Find a graph showing the population growth of Mumbai. How has the population of Mumbai grown? http://www.coolgeography.co.uk/A-level/AQA/Year%2013/Wo

Mumbai has grown due to migration and natural increase. Define each of these terms.

Watch the documentary ‘Slumming it’. What are the positives and negatives about life in Dharavi, one of the slums of Mumbai?

PPt available to watch

rld%20Cities/Mumbai/Mumbai.htm

How have they have contributed to the growth of Mumbai? Textbook page 101 https://www.bbc.co.uk/bitesize/guides/zgcch39/revision/2

https://www.youtube.com/watch?v=Im0tHRs9Bng

Week 2 Live Lesson

Live lesson with your teacher, exact date and time to be confirmed This will be in addition to and to support your learning tasks for the week.

Week 3 How does quality of life vary in Mumbai?


Find out about life for the poorest living in Mumbai e.g. pavement dwellers. What problems do they face? Make a detailed list. https://www.youtube.com/watch?v=jH5AJUmoYO0

Write an account of what daily life is like for the middle income people of Mumbai in 300 words. You could write this as a diary entry. https://www.tripsavvy.com/a-look-at-daily-life-in-mumbai-1539203

Find out what life is like for the richest people e.g. by researching the house built by Mukesh Ambani called Antilla. Write down 10 features of his house and write an account of why the building was controversial. https://en.wikipedia.org/wiki/Antilia_(building)

Write a paragraph each of 250 words maximum to describe what life is like for the poorest, middle income and richest people in Mumbai. Textbook pages 102+103 Use the three weblinks on the left.

Week 4 What are the problems of rapid growth in Mumbai?


One problem that Mumbai faces is providing enough housing for all. As a result, many people live in squatter settlements (slums). What are the characteristics, problems and positives of slums? Textbook page 104 https://www.bbc.co.uk/bitesize/guides/z24ksg8/revision/3 https://www.youtube.com/watch?v=Im0tHRs9Bng

One problem that Mumbai faces is ensuring everyone has access to water and sanitation. What are some of these issues? Textbook page 105 http://www.coolgeography.co.uk/gcsen/Mumbai_Challenges.php

Mumbai faces problems with traffic congestion and air pollution. What are some of these issues? Textbook page 105 https://timesofindia.indiatimes.com/city/mumbai/its-official-aamchi-mumbai-has-worst-traffic-jams-in-the-world/articleshow/69659022.cms Challenge: The Tata Nano is the cheapest car in the World! Find out the features of this car and the problems/advantages with lots of people in Mumbai buying one!

Rank the following three problems that Mumbai faces from most severe to least severe (shortage of housing, water supply and sanitation, traffic congestion and air pollution) and justify your decisions. Textbook page 104+105 Use the weblinks on the left.

Week 5 Is Mumbai becoming more sustainable? How?


Research the ‘top-down’ project - Vision Mumbai. What is Vision Mumbai? Textbook pages 106+107 https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/an-urbanising-world/top-down-development-in-mumbai

Find out about a ‘bottom-up’ project (either LSS or SlumAid) that works in Mumbai. Outline what the scheme does to improve quality of life for people living in Mumbai in 250 words. Textbook pages 108+109 (LSS charity) SlumAid: http://slumaid.org/projects/

Watch Episode 2 of ‘Slumming it’. Write a list of as many of the sustainable features of Dharavi as you can e.g. recycling of oil cans. https://www.youtube.com/watch?v=l-yjpvzGKZQ

Research the ‘top-down’ project - Vision Mumbai. What is Vision Mumbai? What were the benefits and problems of the scheme? Overall, do the benefits outweight the problems? Textbook pages 106+107 https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/an-urbanising-world/top-down-development-in-mumbai

Week 5 Live Lesson

Live lesson with your teacher, exact date and time to be confirmed This will be in addition to and to support your learning tasks for the week.

Week 6 Seneca assessment

This week please complete the Seneca assessment. Details to follow later in the term.

Week 7 What have you learnt this year? How can you organise your work to help future revision?

Design a resource or resources that will help you with your revision for this topic. Think carefully about what you find helpful for revision. It could be mindmaps, flashcards, notes or quizzes you could complete next year. Complete this for the topic: Hazardous Earth.

Design a resource or resources that will help you with your revision for this topic. Think carefully about what you find helpful for revision. It could be mindmaps, flashcards, notes or quizzes you could complete next year. Complete this for the topic: Development Dynamics.

Design a resource or resources that will help you with your revision for this topic. Think carefully about what you find helpful for revision. It could be mindmaps, flashcards, notes or quizzes you could complete next year. Complete this for the topic: Challenges of an Urbanising World

Design a resource or resources that will help you with your revision for this topic. Think carefully about what you find helpful for revision. It could be mindmaps, flashcards, notes or quizzes you could complete next year. Complete this for the topic: Mumbai – a growing megacities.

HISTORY

Week 6 1st June

Lesson 6: The techniques used by the police to investigate the murders of Jack the Ripper. Key skill: independent research & explanation Challenge Assessment Opportunity

Watch these videos: https://www.youtube.com/watch?v=3qXXJUwJNG8 - Crime Scene Photography and The Jack The Ripper Case https://www.youtube.com/watch?v=Da4WaJILmO8 - History's Mysteries | The Hunt for Jack the Ripper | 1994 Answer: How useful would photography have been to police investigating violent crime in Whitechapel in 1888? Key skill: knowledge & understanding

Read this information: https://www.jack-the-ripper.org/investigation-techniques.htm - FINGERPRINTING AND CSI TECHNIQUES USED ON THE JACK THE RIPPER MURDERS Answer: Make a mind map of all techniques used by the police in this article. Explain how each of them would have been useful for police investigating violent crime in Whitechapel. Key skill: consequence

Consider: How have the techniques of the Metropolitan Police changed in the last 140 or so years? Do the police still use similar methods such a fingerprinting to catch criminals today? Create a poster to advertise more modern methods (show the differences). Key skill: wider life skills – technology and continuity and change

Week 7 8th June

Lesson 7: What were the obstacles to the Police Success catching Jack the Ripper? Key skill: independent research & cause & consequence

Watch these videos: https://www.youtube.com/watch?v=_tf3wroLOW8 - Jack the Ripper: Obstacles to Police Success | Crime & Punishment | GCSE History Revision https://www.youtube.com/watch?v=IBOdKJBMzhw - Why Was Jack The Ripper Never Caught? Answer: What problems did the police detectives face when investigation the Ripper murders? Were they able to overcome and of them? Which do you think seriously impacted their investigation? Which only slowed them down? Key skill: knowledge & understanding, analysis Challenge

Read this information: https://www.jack-the-ripper.org/whitechapel-vigilance-committee.htm - THE WHITECHAPEL VIGILANCE COMMITTEE Answer: Explain why the Vigilance Committee made the job of the police difficult. Key skill: research & historical interpretations

Consider: Consider the problems the police encountered when trying to catch Jack the Ripper. How have the police managed to overcome these same issues in the last 140 years or so? Or have they? Use examples where you can. Make a list of the problems that the police encountered in the 1880s, now try to list the solutions that they have come up with. Key skill: wider life skills – public relations and continuity and change

Assessment opportunity

Week 8 15th June

Lesson 8: What improvements were made to policing and the Whitechapel area after 1888? Key skill: independent research & explanation Assessment Opportunity

Watch these videos: https://members.gcsepod.com/shared/podcasts/title/11537/70911 - Development of Policing Methods Answer: Suggest three ways in which the Ripper murders led to better living conditions in Whitechapel. Key skill: knowledge & understanding, evaluation

Read this information: https://www.pearsonschoolsandfecolleges.co.uk/AssetsLibrary/SECTORS/Secondary/SUBJECT/HistoryandSocialScience/PDFs/CA8CrimePartA4.pdf - Developments in investigative policing, c.1880–c.1990 Pages 1-4 Answer: Suggest three ways in which the Ripper murders led to improvements in the way police work was conducted. Key skill: research & source analysis

Consider: How far do you agree that changes in the environment of the Whitechapel district were the most important outcome of the Jack the Ripper investigation? Key skill: wider life skills – evaluation and continuity and change, significance Challenge

Week 9 22nd June Planned as a live lesson details to be confirmed

Lesson 9: Source Analysis

Watch this video: https://members.gcsepod.com/shared/podcasts/title/11537/70912 - The Structure of 19th Century Policing in Whitechapel Answer: Describe two features of the policing system in Whitechapel.

Read: Source A & Source B on page 4 of this document Answer: Use the sources and your own knowledge. What can you learn from Sources A and B about the techniques police used to catch Jack the Ripper?

Consider: What makes an historical source useful to an historian? Think about: The sort of information it holds. How relevant it is How accurate it is? Does the source have any added weight because of its origins? Does it give you any examples?

Key skill: knowledge & understanding, evaluation Assessment Opportunity

Key skill: knowledge & understanding, features of a period

Key skill: knowledge & understanding, source analysis

Can you think of anything else? Key skill: Significance & evaluation Challenge

Week 10 29th June

Lesson 10 Exam practice: How to write exam responses Key skill: exam skills & communication

Watch these videos: https://www.bbc.co.uk/programmes/p011t0t5 Workhouses & Children’s homes in Victorian Britain. https://www.bbc.co.uk/bitesize/guides/z9f4srd/video Policing in Britain Answer Complete 2 x4 mark questions Describe 2 features of conditions in Whitechapel workhouses. Describe 2 features of problems for policing in the 1880s. Key skill: knowledge & understanding, features of a period Assessment Opportunity

Read: Sources A & B below (again): Answer: How useful are the sources to an historian studying the problems of policing in Whitechapel. Key skill: knowledge & understanding, evaluation

Consider: How would you follow up source B below to find out more about the Whitechapel Vigilance Committee? What questions would you ask and what documents would you use? Key skill: Source Analysis, historical skills Challenge

Week 11 6th July

Lesson 10 Elizabethan England Revision Exploration and Voyages of Discovery Key skill: knowledge & understanding Causation

Watch these videos: https://www.youtube.com/watch?v=Ogb80-0xStU reasons for exploration https://www.youtube.com/watch?v=sh3E8Lq4YTg Drakes’ circumnavigation of the globe Answer: create a mind map including the following: The main reasons for exploration in Elizabethan England. How did these explorers get to these new places Why was exploration popular? Why was Drake’s circumnavigation important in England? Key skill: knowledge & understanding, evaluation Assessment Opportunity

Read this: https://schoolshistory.org.uk/topics/british-history/elizabethan-era/sir-walter-raleigh-virginia-colony/ Answer: Explain what you think happened to the settlers at Roanoke. Use evidence to back up your reasons. Key skill: evaluation Consequence

Consider: How did increased exploration impact Elizabeth’s reign? Key skill: evaluation Consequence Challenge

Week 12 13th July

Lesson 12 Revision : International Relations & the Cold War The Collapse of the Soviet Union & the End of the Cold War Key skill: independent research & explanation Assessment Opportunity

Watch these videos: https://www.youtube.com/watch?v=U3gddxB2Mi0 – How did the Cold War End? https://www.youtube.com/watch?v=Mn4VDwaV-oo - The Fall of the Berlin Wall https://members.gcsepod.com/shared/playlists/playlist/99692 - Fall of communism in Eastern Europe Answer: Mind map the reasons for the end of the Cold War. Or Answer: Explain the significance of the fall of the Berlin Wall. Key skill: knowledge & understanding & links

Read this information: https://www.bbc.co.uk/news/world-europe-50013048 The fall of the Berlin Wall Answer: Why did the Berlin wall come down? Key skill: research, causation

Compare: Find a map of Europe before the Cold War and a map after the Cold War. Compare the two and think about where the biggest changes are. Key skill: map skills, continuity and change Challenge

How to complete this grid:

9. Pick a minimum of 2 tasks a week to complete, to prepare for GCSE exams it is recommended that you complete

the Lesson task each week plus at least one other. 10. You can complete the tasks in any order, there are some that link together so choose carefully, and in a variety

of ways; on Word, on PowerPoint or written up by hand. 11. Colour code the boxes so you can remember what you have completed and what you have started to complete.

a. Colour the box in green if you have completed/submitted. b. Colour the box in yellow if you have started to complete the task

12. Boxes marked assessment opportunity will need to be completed and sent to your class teacher, each week on a Monday. We will give achievement points weekly, and for some tasks whole class feedback within two weeks.

13. Any questions you have about the work, please email your class teacher as listed below, split classes have one teacher.

The following classes need to email the corresponding teacher with any questions they have and their work:

9M1 - Mrs Murphy [email protected]

9M2 – Mr Summers [email protected]

9N – Mr Collins [email protected]

9L - Mrs Murphy [email protected]

SOURCE A: A police leaflet published after the murders of Liz Stride and Catherine Eddowes.

‘POLICE NOTICE TO THE OCCUPIER

On the morning of Friday, 31st August, Saturday 8th, and Sunday, 30th of September, 1888, women were murdered in or near Whitechapel, supposed by someone residing

(living) in the immediate neighbourhood. Should you know of any person to whom suspicion is attached, you are requested to communicate at once with the nearest Police Station.

Metropolitan Police Office, 30th September 1888.

SOURCE B: Part of a letter from the Home Secretary to the Mile End Vigilance Committee on 17 September 1888.

‘The practice of offering reward for the discovery of criminals was stopped some years ago because such offers tended to produce more harm than good. The Secretary of State is satisfied that there is nothing in the circumstances of the present case to reverse this rule.’

MATHS

The work will be posted weekly on Class Chart.  We will endeavour to host a weekly either live or recorded lesson. Time of such lessons will be clearly indicated in Class Chart at least 24h in advance. 3 lessons per week (2 for everyone, and generally, the 3rd lesson is an extension) + a miniquiz that is the minimum expected work to be submitted.

Year 9: x revision of mode/mean/median + problem solving x measure of spread x working with frequency tables and cumulative frequency tables x Statistical graphs and interpretation x Probability including Venn diagrams and 2-way tables)

MODERN FOREIGN LANGUAGES

Mandarin

French

Resources used: GCSE Home Study Pack Foundation

GCSE Speaking questions with writing frames

Senecalearning.com

German

PSHE* AND WELLBEING

*Personal, social and health education

Week Theme Additional Themes Links /Assembly Ideas Challenge

1 Pride Pride in self

LGBTQ

Growing self-esteem

Reminder that School Diversity Week is coming up on 22nd June and link to LGBTQ themes

Assembly on the power of positive thinking in relation to growing and nurturing self-esteem.

This week take a picture of a piece of work you are really proud of. Tell yourself it is

good. Show a member of your family and get feedback and then send to the

relevant teacher. Put yourself out there.

2 Humility

Humility in relationships

Human relationships

Romantic Relationships

8 habits of the humble

Humility in sport

Healthy Relationships

This week we have a new challenge. A creative writing challenge. Write a short story with a central character that learns to be humble due to an unforeseen event in his/her life. Use learning from the life

lessons page to help you.

3 Courage Moral Courage

Stories of courage and resilience

Different types of courage

Small acts of courage everyday

Find an example of a courageous leader with your own research and make a

profile page about that leader. Send it to your Head of Year. It must be on 1 sheet

of A4 either hand designed and photographed or done electronically

4 School Diversity Week

What does Diversity mean?

Why and how are we different?

What is LGBTQ?

Inspiring women of colour

Celebrating LGBTQ communities

The danger of hiding who you are

We are opening a creative competition, either written or visual representations of

Diversity. This can be a photo, story or piece of art. Be as creative as you can.

Send entries to [email protected]

by June 26th

5 Leadership What is a leader?

Why lead?

Everyday leadership

Different aspects and definitions of leadership

Leadership in our local community

How to be a leader everyday.

Log onto the RBWM youth voice website and research local opportunities to lead

6 Careers How to start thinking about careers

How to find a job you love

How to research possibilities

https://www.assemblies.org.uk/sec/1704/the-road-to-success-life-is-a-bumpy-ride--focus-on-the-opportunities

Use Careerspilot to research your future

7 E-safety Clean-up your Instagram and Snapchat

Digital Footprints

How to stay safe online over the summer and beyond

Clean up your Instagram and Snapchat accounts

P.E.

Core P.E

Health and Fitness

GCSE PE

If you can this is a great and cheap resource to buy on-line - The Pocket-Sized Revision Guide – GCSE PE (by daydream education)

SCIENCE

This term, Year 9s will be reviewing and practising their key Science skills.

They will review a key skill each week and have an opportunity to plan and carry out their own scientific investigation

How to use this grid

For all weeks beginning 1st June, complete both essential tasks then please choose 1 additional task to complete.

Your class teacher will be available for you to email or contact on Teams should you want to talk to them. However, this term Mr Brockett and Mrs Bhatti will be looking at your work and giving you feedback. Please can you email all work to the appropriate email address at the end of the week:

EXB : [email protected]

KZB : [email protected]

desborough college flexible and supportive learning: … · 2020-06-02 · including chiaroscuro...

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