Menu

Subjects and teaching approaches

English KS3 Y7 Y8 and Y9

Key Stage Three (Year, 7, 8 and 9): Students will continue to follow the National Curriculum Programmes of Study in order to develop the core knowledge and skills required through a broad and balanced curriculum enabling progression across the key stage. Curriculum content will include-spoken language, reading, writing, grammar and vocabulary acquisition in addition to wider reading for enjoyment. This is to develop high standards of language and literacy as well as to encourage their love of literature. Each lesson will include a live online element for a significant portion of the lesson incorporating a variety of activities such as: - speaking, reading, writing, analysing, researching, questioning and creating. Students are encouraged to complete their lessons as they would if they were in school to ensure that they have a solid understanding of the topic they are studying. They are required to respond in the interactive part of the lesson and to complete the tasks set, sending them to their teacher for feedback.

This term curriculum content will focus on the following:-

Year 7 – An Introduction to Shakespeare. By the end of the topic, students should have knowledge of a range of Shakespeare’s plays and the characters within them, as well as having first-hand experience of using Shakespearean language.

Year 8 – The Spoken Word. By the end of the topic, students should have developed their confidence in regards to writing a speech as well as understanding key features included within a successful speech.

Year 9 – Women Through Time. By the end of the topic, students should have gained knowledge about how women have been presented throughout the ages by analysing a variety of extracts and exploring various writing techniques.

 

Every lesson will have a live element to it and the teacher will be available online for the full lesson.

English KS4 Y10 and Y11

Key Stage Four (Year 10 and 11): Students will continue to follow the National Curriculum Programmes of Study in order to develop the core knowledge and skills required through a broad and balanced curriculum enabling progression across the key stage to prepare for their standardised terminal assessments, in whatever form they take. This term students will be focusing on the English Language GCSE course. Curriculum content will focus on providing experience of exam style tasks, not only to to develop their confidence but primarily to develop the core knowledge and skills necessary for success; ensuring that they reach their fullest potential. Each lesson will include a live online element for the majority, if not all of the lesson, incorporating a variety of activities such as: - analytical reading, exam style written responses in order to secure the highest marks available to each individual as well as discussion and questioning. Students are encouraged to complete their lessons as they would if they were in school. This is to ensure that they have a secure understanding of the exam tasks and how to excel in their responses. They are required to respond in the interactive part of the lesson and to complete the tasks set, sending them to their teacher for feedback.

Year 10 – AQA English Language (Paper One, Section A – Reading). By the end of the topic, students should have a greater understanding of the content and requirements of the Language Exam (Paper One) as well as knowledge and understanding of how writers use language to convey ideas and opinions in extracts from literary fiction. They should also have secured their analytical reading and writing skills.

Year 11 – AQA English Language (Paper Two, Section A – Reading). By the end of this topic, students should have explored and analysed a variety of extracts from non-fiction texts types refining their knowledge and understanding of how writers use language to convey ideas and opinions. They should also have honed their analytical reading and writing skills in order to secure the highest grade possible for each exam question.

Every lesson will have a live element to it and the teacher will be available online for the full lesson.

Maths KS3 Y7 Y8 and Y9

Year 7 Maths

The focus for the first two weeks is building on the formal methods of addition and subtraction students have developed at key stage 2. All students will look at this in the context of interpreting and solving problems, for those for whom these skills are secure, there will be even more emphasis on this. Problems will be drawn from the contexts of perimeter, money, interpreting bar charts and tables and looking at frequency trees, we believe all these are better studied alongside addition and subtraction rather than separately.

The rest of the term is dedicated to the study of multiplication and division, so allowing for the study of forming and solving of two step equations both with and without a calculator. Unit conversions will be the main context as multiplication by 10, 100 and 1000 are explored. As well as distinguishing between multiples and factors, substitution and simplification can also be revisited and extended. Again, the emphasis will be on solving problems, particularly involving area of common shapes and the mean. Choosing the correct operation to solve a problem will also be a focus. There will also be some exploration of the order of operations, which will be reinforced alongside much of this content next term when studying direct number.

The final two weeks focuses on the key concept of working out fractions and percentages of quantities and the links between the two. This is studied in depth in year 8.

This will be delivered through live learning via teams and resources delivered online. Teachers will be available for every timetabled lesson to help and support learning through questioning students checking understanding, recall and by addressing misconceptions.

Year 8 Maths

Building on their understanding of equivalence from year 7, students will explore expanding over a single bracket and factorising by taking out common factors. The higher strand will also explore expanding two binomials.  All students will revisit and extend their knowledge of solving equations, now to sides. Bar models will be recommended as a tool to help students make sense of maths. Students will also learn to solve formal inequalities for the first time, learning the meaning of a solution set and exploring the similarities and differences compared to solving equations rather than just looking at procedural methods of finding solutions.

This will be followed by a short block reinforcing students learning from the start of year 7, extending this to look at sequences with more complex algebraic rules now that students are more familiar with a wider range of notation. The higher strand includes finding a rule for the nth term for a linear sequence, using objects and images to understand the meaning of the rule.

Before exploring the ideas behind the addition and subtraction laws of indices (which will be revisited when standard for is studied next term), the groundwork is laid by making sure students are comfortable with expressions involving powers, simplifying e.g. 3x²y x 5xy². The higher strand also looks at finding powers of powers.

This will be delivered through live learning via teams and resources delivered online. Teachers will be available for every timetabled lesson to help and support learning through questioning students checking understanding, recall and by addressing misconceptions.

Year 9 Maths

Students will develop their knowledge of the number system to include rational and real numbers, with the higher strand also looking at simple surds. The block provides plenty of opportunity for students to revisit and practise their number skills both with and without a calculator as necessary. Standard form and HCF/LCM are also revisited.

Building on their revision of fractions in the first two weeks, students relate these to fractions and decimals, extending their learning in year 8. All students will look at reverse percentage problems with higher attainers stretched by looking at repeated percentage change. Both calculator and non-calculator methods are encouraged, with the use of decimal multipliers again key.

Students practise their number skills in various financial contexts in the final two weeks of the term. The language of financial mathematics, already introduced in years 7 and 8 is further developed. Simple ideas of tax and wages are introduced, and the percentages studied in the last block are applied in various contexts including simple and compound interest.

This will be delivered through live learning via teams and resources delivered online. Teachers will be available for every timetabled lesson to help and support learning through questioning students checking understanding, recall and by addressing misconceptions.

Maths KS4 Y10 and Y11

Year 10 Maths

In year 10 this term we are recapping angle work they would have covered lower down the school while bringing in new knowledge involving bearings. They will be moving on to look at circles,  building on the knowledge they have about angles and circles to look at more complex problems involving sectors of circles as well as circle theorems which will be covered at a higher level. Year 10 will also be introduced to vectors which is a new topic for them but will use knowledge they have gained from other topics putting the questions in a different form. I would expect students to be able to answer exam questions on these showing the key skills they have learnt and applying knowledge and understanding.

 

During lessons you can expect the first section to be live and informative, some lessons may have longer live sections. Teachers will check on student understanding and misconceptions and will demonstrate and model how answers should be presented.

Year 11 Maths

Year 11 this term will be revisiting topics that were previously covered in their GCSE course and building upon the knowledge they have to enable them to be able to answer challenging exam questions. This term will include topics from all five strands of the GCSE and will be taught with the aim of students being able to comfortably answer questions. During lessons you can expect the first section to be live and informative, some lessons may have longer live sections. Teachers will check on student understanding and misconceptions and will demonstrate and model how answers should be presented.

Science KS3 Y7 Y8 and Y9

A diversity of topics will be covered during this term in Science by Remote/Online learning.

Year 7

Students will be looking at cells and systems. This will allow them to understand how individual cells are structured and function and how they can work together to allow a whole organism to function. Students will also be looking at the experimental techniques which enable us to study such cells and systems.

Year 8

In Year 8 students will be looking at space and technology. The aim of this unit is to allow students a good understanding of the planets beyond ours and the ways in which this environment can be explored whilst developing an understanding of why this area is one we choose to explore.

Year 9

In Year 9 all three strands of the curriculum will be studied. In Biology students will focus on the structure and function of the nervous system, in Chemistry the behaviour of key groups of the Periodic Table and in Physics, Newton’s laws relating to forces. Students will also be looking at the experiments which allow us to study these areas and can provide insights into these topics.

Teaching approach

Lessons in Science will, when possible, begin with a live session, allowing the teacher to set the scene for the days learning and to review previous learning with students. Learning opportunities will then be provided through a range of activities including questioning to check understanding and to challenge misconceptions, independent application of new ideas, research and presentation to the class and  demonstration or review of key practical work. Feedback will be available to students through discussion, posts and chat and through review of key work.

Science KS4 Y10 and Y11

Year 10

In Year 10 the influence that DNA can have on characteristics and the interaction between humans and disease will be studied. Both of these units require students to use ideas from the world around them to support learning and will inform for adult life.

Year 11

Year 11 will be continuing with the review and enhancement of their GCSE knowledge. Lessons in Biology will focus on revisiting the impact of hormones on the body, Chemistry, the fossil fuels we use and the reasons for their use and in Physics, the way in which magnetism works and can be used. All of these topics have real life application and have the potential to appear in future assessments.

Teaching approach

Lessons in Science will, when possible, begin with a live session, allowing the teacher to set the scene for the days learning and to review previous learning with students. Learning opportunities will then be provided through a range of activities including questioning to check understanding and to challenge misconceptions, independent application of new ideas, research and presentation to the class and  demonstration or review of key practical work. Feedback will be available to students through discussion, posts and chat and through review of key work.

PE KS3 Y7 Y8 and Y9

Physical Education - Year 7:

First 10 minutes of the lesson will be live with a register being taken, virtual questioning techniques being used and further questions being posed throughout the duration of the lesson to check student understanding and address misconceptions around the topic.

During each session the students will be completing a circuit style practical session with various different exercises each lesson to ensure they are still participating in a form of physical activity. Students should see a development in their fitness over the term, this can been seen on their results table they are expected to record onto during each session.  In addition to the practical students will have to complete a theory based task each lesson also. The theory based task intent is to develop their understanding of the skill related fitness components and be able to review their own performance against these. The skill components booklet for Year 7 is linked to Basketball with students are expected to link the importance of the skill components to performance in Basketball.        

Physical Education - Year 8:

First 10 minutes of the lesson will be live with a register being taken, virtual questioning techniques being used and further questions being posed throughout the duration of the lesson to check student understanding and address misconceptions around the topic.

During each session the students will be completing a circuit style practical session with various different exercises each lesson to ensure they are still participating in a form of physical activity. Students should see a development in their fitness over the term, this can been seen on their results table they are expected to record onto during each session.  In addition to the practical, students will have to complete a theory based task each lesson also. The theory based task intent is to develop their understanding of the skill related fitness components and be able to review their own performance against these. The skill components booklet for Year 8 is linked to Rugby with students are expected to link the importance of the skill components to performance in Rugby.

Physical Education - Year 9:

First 10 minutes of the lesson will be live with a register being taken, virtual questioning techniques being used and further questions being posed throughout the duration of the lesson to check student understanding and address misconceptions around the topic.

During each session the students will be completing a circuit style practical session with various different exercises each lesson to ensure they are still participating in a form of physical activity. Students should see a development in their fitness over the term, this can been seen on their results table they are expected to record onto during each session.  In addition to the practical, students will have to complete a theory based task each lesson also. The theory based task intent is to develop their understanding of the skill related fitness components and be able to review their own performance against these. The skill components booklet for Year 9 is linked to Football with students are expected to link the importance of the skill components to performance in Football.

PE KS4 Y10 and Y11

KS4 Core PE

First 10 minutes of the lesson will be live with questions being posed throughout the duration of the lesson to check student understanding and address misconceptions.

Students will be completing a circuit style practical session each lesson to stay active, exercises will vary every two weeks to prevent boredom.  Students should see a development in their fitness over the term, as they participate in the practical.  Students will also develop an understanding of the skill related fitness components, healthy eating, also how the practical lessons are using the principles of training and be able to review their own performance against these and link the importance of these components to their exercises/circuits.

Year 10 BTEC Sport

First 10 minutes of the lesson will be registration and do it now tasks which are completed using the chat function within the live call – this includes a basic starter and a challenge question to address all abilities within the group.  Students will then be taught through a PowerPoint for the remaining 50 minutes of the lesson covering important aspects of Unit 1 for the BTEC Sport exam. So far they have covered exercise intensity, basic principles of training and additional principles of training. Learners will be expected to respond to direct questioning both through the microphone and on the chat function so that we can check for progress made and address any misconceptions. Students will be embedding key knowledge for the BTEC sport exam and can use this to revise.

Year 11 BTEC Sport

First 10 minutes of the lesson will be registration and starter tasks which are completed using the chat function within the live call, outlining what students need to complete and addressing any misconception.  The remaining part of the lesson will involve students independently completing elements of their coursework.  This will be individual for the student and will be made clear in the assignment.  All completed coursework will need to be turned in via the assignment for marking and feedback.

Statistics KS4 Y10 and Y11

Year 11

Year 11 this term will be revisiting topics that were previously covered in their GCSE course and building upon the knowledge they have to enable them to be able to answer challenging exam questions. During lessons you can expect the first section to be delivered live and informative, some lessons will have longer live sections. Teachers will check on student understanding and misconceptions and will demonstrate and model how answers should be presented.

 

Year 10

Year 10 this term are focusing on data collection and representing data. Although these are new topics in terms of the statistics course, they will be building on topics which they have covered in their maths lessons. This is an ideal time for students to be recapping previous knowledge learnt while they get new knowledge to build on. Students will be expected to be able to answer exam questions based on these key skills learnt both in statistics and from previous maths lessons. During lessons you can expect the first section to be delivered live and informative, some lessons will have longer live sections. Teachers will check on student understanding and misconceptions and will demonstrate and model how answers should be presented.

ICT KS3 Y7 Y8 Y9

ICT lessons will begin with a live element in which the teacher will explain the tasks for the lesson and, where appropriate, demonstrate the software or environment in which students will be working.

Following the live element, students will then work on the tasks set by the teacher. At times these will be led by the teacher, and at times students will work independently whilst the teacher works with groups and individuals in the class.

Year 7 ICT students are learning how to program using the Python programming language. By the end of the term they will have studied how to make simple programs using inputs, variables and conditional if…else statements.

Year 8 ICT students are learning how to create digital animations. They are encouraged to use more than one online animation environment introduced by their teacher. Once students have studied the basics of formatting animations and the use of onion skinning, they will produce an advertisement to showcase the new skills they have learnt.

Year 9 ICT students are beginning a project which will continue until the end of term 5. This term, we are studying the background to interactive multimedia kiosks: What and where are they? How do they work? What hardware and software are used to manipulate and to create them? Towards the end of term, students will begin planning their own interactive multimedia kiosks by analysing and responding to a client brief and identifying and describing their chosen target audience.

ICT KS4 Y10 and Y11

ICT lessons will begin with a live element in which the teacher will explain the tasks for the lesson and, where appropriate, demonstrate the software or environment in which students will be working.

Following the live element, students will then work on the tasks set by the teacher. At times these will be led by the teacher, and at times students will work independently whilst the teacher works with groups and individuals in the class.

Year 10 ICT students are continuing to work on their iMedia R087 controlled assessment unit. Students should aim to complete LO2: planning and design, LO3: creating and testing and LO4: reviewing by the end of term 3.

Year 11 ICT students, having now sat their R081 exam, have begun work on the second iMedia mandatory unit R082, digital graphics. In LO1 students explain the properties of different graphics and image file formats, and how purpose and audience influence their use. In LO2, students will select a client brief and begin planning their own response using graphics manipulation software.

French KS3 Y7 Y8 and Y9

Online French lessons at Thamesview begin with a live introduction from the class teacher, in which students are often asked questions in French and expected to respond in French. Tasks are teacher-led, although students are encouraged to work ahead if they are coping well with the material.

Year 7 the topic for term 3 is Chez Moi – at my house. Students will be able to ask and say where they live, describe their home and room and, towards the end of term, begin using the conditional mood to explain and describe their ideal home.

Year 8 French students are studying a topic on clothing and shopping. They will study adjective agreement in order to be able to accurately describe clothes, and will be introduced to a range of tenses so as to be able to describe their clothing in different circumstances.

Year 9  healthy eating and a healthy lifestyle are studied this term. Students will be able to say whether they lead a healthy lifestyle or not and explain why. The grammar element explores the imperfect tense, allowing students to give a comparison of their past lifestyle with their current.

French KS4 Y10 and Y11

Online French lessons at Thamesview begin with a live introduction from the class teacher, in which students are often asked questions in French and expected to respond in French. Tasks are teacher-led, although students are encouraged to work ahead if they are coping well with the material.

Year 10  French in term 3 focuses on sports and use of free time. Students will be able to describe their free time activities using three time frames; they will give their opinions of a range of sports and activities and will increase the range of phrases they use in order to give and justify their opinions.

Year 11 French students are studying a topic covering travel and tourism this term. They will explore and produce descriptions of past holidays using more than one tense, and learn how to express their desires for future and ideal holidays.

History KS3 Y7 Y8 and Y9

Year7

Through the course of this term Year 7 will be able to recall knowledge of life in Medieval England. In particular they will be able to recall what the Magna Carta was and why it was important, what the Siege of Rochester Castle was and why the Peasants’ Revolt took place. Pupils will then move onto Warfare in the medieval period, to study the continuity and change that took place in warfare. Pupils will study the different weapons used and look at specific battles including the Battle of Agincourt, the Crusades and the Battle of Bosworth.

Through their studies pupils will understand the key concepts of cause and consequence. Looking at why events took place and the impact that these events had. As well pupils will be introduced to the concepts of continuity and change. This will allow for pupils to identify areas that have developed as well as those areas that have remained the same. Further pupils will be able to formulate reasons as to why there has been change or continuity.

Pupils will developed their skills in source analysis: thinking about the utility of source, how the source fits into their contextual and the source’s provenance. Further pupils will be able to develop their ability to construct PEEL paragraphs on the causation of events and in the writing of judgments. Pupils will continue to develop their ability to describe and to apply it to the new period of study.

Each lesson will be delivered with a minimum of ten minutes live teaching from the pupil’s class teacher. This will include going through the starter activity of the lesson with the class, which allow for knowledge recall from the previous lesson and to correct any misconceptions that have arisen. Teachers will then discuss and breakdown the tasks that pupils will be completing in the lesson. There will be time for pupils to ask their teachers questions about their work and for modelling of tasks to be demonstrated. Pupils will be able to contact their teachers throughout the rest of the lesson on Microsoft Teams if they encounter any difficulties.

Year 8

Through the course of this term Year 8 will be able to recall the building of the British Empire in Africa and some of the difficulties that the British faced in Africa. In particular they will be able to recall reasons for the Scramble for Africa, the areas of Africa that Britain took control of, the Zulu Wars and the Second Boer War. Pupils will then move onto the Industrial Revolution. Pupils will look at the changes that took place socially and economically in Britain during this period. More specifically pupils will be able to recall why towns grew during the industrial period, the development of the railways, the role of industrialists like Richard Arkwright, the conditions within the factories and mines, and how working conditions were improved.

Through their studies pupils will understand the concepts of cause and consequence. This will enable pupils to describe and explain the reasons for the Industrial Revolution and the impact that this had on Britain and the people living there. As well pupils will develop their understanding of significance, allowing pupils to assess what they think is more important in terms of the changes brought about the industrial revolution.

Pupils will be able to identify the key features of the period and will develop their skills in describing the conditions of the industrial revolution. Further pupils will be able to progress their explanations through developing their understanding of the causation of the Industrial Revolution and creating judgments on the significance of the changes that took place in Britain, whether to do with the growth of towns or to the working conditions of those in factories. As well pupils will make use of source inference to build their understanding of the conditions within the Industrial Revolution and to see how life changed and developed for the people living in Britain.

Each lesson will be delivered with a minimum of ten minutes live teaching from the pupil’s class teacher. This will include going through the starter activity of the lesson with the class, which allow for knowledge recall from the previous lesson and to correct any misconceptions that have arisen. Teachers will then discuss and breakdown the tasks that pupils will be completing in the lesson. There will be time for pupils to ask their teachers questions about their work and for modelling of tasks to be demonstrated. Pupils will be able to contact their teachers throughout the rest of the lesson on Microsoft Teams if they encounter any difficulties.

Year 9

Through the course of this term Year 9 will be able to recall key events of World War Two. In particular will be able to recall the use of propaganda, what the Blitz and the ‘Blitz Spirit’ was, the process of evacuation and the British bombing of Germany cities. Pupils will then move onto the Holocaust. Pupil will be able recall what the Holocaust was, the history of anti-Semitism in Europe and Germany, the actions of the Nazis against the Jewish population of Germany, how the Holocaust was organised and who was to blame for the Holocaust.

Through the course of these lessons, pupils will look at the concepts of causes and consequences. Pupils will be able to describe and explain what caused the Holocaust and the events that took place. As well pupils will explain what the impacts of the Holocaust were on the people that lived through it and how some Jewish people resisted the policies of the Nazis and the liberation of the concentration camps. Further pupils will develop their skills in explaining significance. In particular pupils will be able to describe and explain the significance of the events of the Holocaust and the memory of the events that took place.

Pupils will develop their ability to describe and explain the causation of the Holocaust. Pupils will be able to include the immediate and historic presence of anti-Semitism in Europe. Pupils will develop their ability to write PEEL paragraphs, learning the appropriate format and how to use relevant evidence to develop their explanations. Pupils will also make use of sources to learn about the experiences of the Holocaust from first-hand accounts and what those people lived through.

Each lesson will be delivered with a minimum of ten minutes live teaching from the pupil’s class teacher. This will include going through the starter activity of the lesson with the class, which allow for knowledge recall from the previous lesson and to correct any misconceptions that have arisen. Teachers will then discuss and breakdown the tasks that pupils will be completing in the lesson. There will be time for pupils to ask their teachers questions about their work and for modelling of tasks to be demonstrated. Pupils will be able to contact their teachers throughout the rest of the lesson on Microsoft Teams if they encounter any difficulties.

History KS4 Y10 and Y11

Year 10

Through the course of this term Year 10 will begin to study the history of Weimar and Nazi Germany. Pupils will be able to recall the reasons for the creation of the Weimar Republic, the legacy of World War One, the setting up of the Weimar Republic, the Weimar Constitution, the impact of the Treaty of Versailles, the challenges to the Weimar Republic (particularly the Spartacist Revolt and the Kapp Putsch), the French invasion of the Ruhr and hyperinflation, and how Stresemann aided the recovery of Weimar Germany.

Through the course of these lessons, pupils will look at the causes and consequences. This will allow for pupils to understand why the Weimar Republic was set up and why different political groups aimed to challenge the position of the Weimar Republic. Further pupils will then understand the consequences of these events, for example what happened to those involved in the challenges to the Weimar Republic. Pupils will develop their understanding of the significance of events within the period. For example pupils will be able to think about the importance of the effects of hyperinflation on Germany.

Pupils will develop their source skills through these lessons on Weimar and Nazi Germany. Pupils will be able to infer from sources about events during the early period of the Weimar Republic. Further pupils will develop their skills in analysing the utility of sources, looking at the content of the source, placing it within its historical context and reviewing the provenance (nature, origin and purpose) of the source. Pupils will be able to explain the causation of events. This will be developed through the use of PEEL paragraphs to enable pupils to understand the expectations of how the answer causation questions. As well pupils will be introduced to historical interpretations and how interpretations differ. Pupils will develop the ability to identify the interpretation of historians and support with evidence from the interpretation. Further pupils will begin to develop their ability to suggest why historians having differing interpretations.

Each lesson will be delivered with a minimum of ten minutes live teaching from the pupil’s class teacher. This will include going through the starter activity of the lesson with the class, which allow for knowledge recall from the previous lesson and to correct any misconceptions that have arisen. Teachers will then discuss and breakdown the tasks that pupils will be completing in the lesson. There will be time for pupils to ask their teachers questions about their work and for modelling of tasks to be demonstrated. Pupils will be able to contact their teachers throughout the rest of the lesson on Microsoft Teams if they encounter any difficulties.

Year 11

Through this term Year 11 will be undertaking a scheme of learning on the revising Medicine through Time. Pupils will develop the recall the beliefs around the causes, treatment and prevention of disease during the Medieval, Renaissance, Industrial and modern periods. Pupils will be able to recall whether the beliefs around causes, treatment and prevention of disease were supernatural, rational or scientific. As well, pupils will be able recall key details on the causes, prevention and treatment of case studies, including the Black Death, the Great Plague, Cholera and the discovery of DNA.

Through the course of this term pupils will develop their skills of continuity and change. Pupils will be able to describe how continuity and change takes place across the Medieval, Renaissance, Industrial and modern period across causes, treatment and prevention. Further pupils will be able to explain why there has been continuity and change and linking it to various factors, whether due to the power of the church, the role of individuals or the role of government. Pupils will develop their understanding of significance, allowing pupils to come to conclusions and judgments on the importance of why there has been development or a lack of development in medicine throughout history. Pupils will be develop the ability to analyse the development of medicine across different time periods and why these changes have taken place.

Pupils will develop their describing skills enabling them to define key events, as well as the causes, treatments and prevention, in a concise and precise manner. Further pupils will be able develop their explanations and applying it to causation, patterns of change, or the impact of change. In addition pupils will extend their ability to conclude and judge the significance of the events, people and developments in medicine. Pupils will master the use of answer structures that they can apply to the three question stem types for the Medicine through Time paper (explain one similarity/difference, explain why, and how far you agree?).

Each lesson will be delivered with a minimum of ten minutes live teaching from the pupil’s class teacher. This will include going through the starter activity of the lesson with the class, which allow for knowledge recall from the previous lesson and to correct any misconceptions that have arisen. Teachers will then discuss and breakdown the tasks that pupils will be completing in the lesson. There will be time for pupils to ask their teachers questions about their work and for modelling of tasks to be demonstrated. Pupils will be able to contact their teachers throughout the rest of the lesson on Microsoft Teams if they encounter any difficulties.

Geography KS3 Y7 Y8 and Y9

Year 7

This term Year 7 are studying Africa and The Horn of Africa. By the end of the term the students will have explored:

  • Africa as a continent and its location in the world
  • Key information about Africa
  • Some of the countries that make up Africa including their physical and human geography
  • Africa’s biomes
  • The region known as The Horn of Africa
  • The countries that this includes and their way of life
  • The climate of this region

Students will build their knowledge of the continent as well as continue to build their geographical skills for example: locational knowledge/interpreting geographical graphs/exploring human and physical geography. All lessons have an overall learning objective with various activities that will lead to this outcome. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Year 8

This term Year 8 are studying Earning a Living. This unit explores the economy and development in various places including the UK. By the end of the term students will have covered the following content:

  • The types of employment and their division in to groups – primary, secondary and tertiary sectors
  • Employment structure and how/why it changes over time
  • Understand the difference between goods and services
  • Explore how goods are made

Students will build their knowledge of how economy works and why some countries are more developed than others. Students will evaluate the type of employment available in certain areas and the impact this has on the community. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Year 9

This term in year 9 students are studying Tourism and its impact on a country’s development. This unit explores the following content:

  • Types of Tourism
  • Human and Physical geography
  • Why certain countries are more popular to visit
  • Impact on a country’s economy - positive and negative
  • Impact of tourism on Climate Change

Students will build their knowledge of why Tourism is an important part of development and how it has closed the development gap in some places. They will also deepen their locational knowledge as they explore various tourist destinations from around the world. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Geography KS4 Y10 and Y11

Year 10

This term students are studying a unit from Paper 1: Physical Geography. They are exploring Physical Landscapes in the UK and in particular Rivers. The three main key ideas students will investigate are:

  • The shape of river valleys and their changes as rivers flow downstream.
  • Distinctive fluvial landforms result from different physical processes – erosion and deposition.
  • An example of a river valley in the UK to identify its major landforms of erosion and deposition.
  • Different management strategies that can be used to protect river landscapes from the effects of flooding.
  • An example of a flood management scheme in the UK.

This unit will develop and extend their knowledge of locations, places, environments and processes. They will explore interactions between people and environments, change in places and processes over space and time. They will develop their competence in a range of skills including those used in fieldwork and develop their ability to apply sound enquiry and investigative approaches to questions and hypotheses. They will be required to apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts.

All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Year 11

This term students are preparing for Section A of Paper 3 – Geographical Applications. Students are investigating a practice pre-release sample covering one of their previously taught units – Tropical Rainforests. This section contributes a critical thinking and problem-solving element to their Geography studies. It will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue derived from the specification using secondary sources. Students will be exploring a variety of sources which will include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups. They will finish the unit by carrying out an investigation to an issue being faced by Tropical Rainforests.   Throughout the unit students will develop a critical perspective on the issue studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives.

All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. Some lessons may be live for the full hour. All students will then be expected to submit their work to their teacher by the end of the lesson.

Religious Studies (RE) KS3 Y7 Y8 and Y9

Term 3 Religious Studies

In Year 7, we have begun a new study of Rites of Passage, the milestones that people pass through in their lives. Throughout this half term, we will have a particular focus on the beliefs surrounding marriage in some of the major world religions. Key information that students will learn include the importance of marriage in Christianity, the Christian wedding ceremony and attitudes towards arranged marriage. Students will gain an understanding of the concept life being a journey through which all people travel. Students will be able to demonstrate that they can recall key beliefs about marriage and will have become familiar with the skill of making a judgement about whether they agree with the view given in a statement. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

In Year 8, we will be continuing our study of Religious Festivals, the key celebrations that followers of the six major world religions take part in. Having already examined festivals in Judaism and Christianity, we will now be turning our attention to some of the religious festivals of Islam, Sikhism, Buddhism and Hinduism. Students will gain an understanding of how and why the festivals of Diwali, Eid, Wesak and Vaisakhi are celebrated by their followers. Students will be able to demonstrate that they can recall key beliefs about each of the festivals and will have become familiar with the skill of making a judgement about whether they agree with the view given in a statement and supporting this with evidence from their own knowledge. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

In Year 9, we have begun a new study of Perspectives of Death, in which students will examine the beliefs the major world religions hold about life after death. Students will learn key concepts such as immortality, heaven, hell and purgatory. Students will gain an understanding of why people believe in an afterlife, as well as the attitudes and beliefs about death in Christianity, Islam, Judaism and Hinduism. They will be able to explain the concepts of Judgement Day, Reincarnation, Ressurection and Akhirah. Students will be able to demonstrate that they can recall key facts about each religion’s attitudes towards death and mourning and will have become familiar with the skill of making a judgement about whether they agree with the view given in a statement, as well as creating a balanced argument by acknowledging the other side of the argument. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Religious Studies (RE) KS4 Y10

Term 3 Religious Studies

In Year 10, we have begun our study of Issues of Relationships in Islam, in which students consider Islamic attitudes towards, and teaching about, relationships. This builds on previous learning on teachings on relationships in Christianity. Students will gain an understanding of the role of the family; attitudes towards marriage, cohabitation and divorce; attitudes towards sexual relationships; and beliefs about gender equality. They will also become familiar with quotations from sacred texts and using these to support their views. Students will be able to define key concepts surrounding relationships in Islam, such as arranged marriage and polygamy. Students will be able to demonstrate that they can apply their knowledge to exam-style questions by being able to define, describe, explain, discuss and evaluate the key concepts and issues they are studying. Students will also be able to show that they can compare the attitudes and beliefs about relationships in Islam with their prior knowledge of those held in Christianity. All lessons taught will begin with a live session with the teacher in which the register will be taken, the work set will be explained, students will have the opportunity to ask any questions they have and misconceptions can be addressed. All students will then be expected to submit their work to their teacher by the end of the lesson.

Business KS4 Y10 and Y11

Year 10 GCSE Business (Edexcel)

Students are currently working through the Unit 1 content. The typical set up for Year 10 Business lessons includes a live lesson of up to 20 minutes whereby the teacher will take the register. When the register is being taken, students are presented with a ‘Do it Now’ style activity that focuses on exam content and exam structure of topics that have been previously taught. The main of the lesson requires students to go through the assigned PowerPoint and worksheet that is then required to be submitted at the end of the lesson (or day dependent on teacher instructions). At this stage, students should be able to confidently answer questions with up to 6 marks available; including content, application and analysis. End of topic tests will be given as and when required in line with the Thamesview School assessment policy during the national lockdown.

 

Year 11 GCSE Business (Edexcel)

Students are currently working through the Unit 2 content. The typical set up for Year 11 Business lessons includes a live lesson of up to 20 minutes whereby the teacher will take the register. When the register is being taken, students are presented with a ‘Do it Now’ style activity that focuses on exam content and exam structure of topics that have been previously taught. The main of the lesson requires students to go through the assigned PowerPoint and worksheet that is then required to be submitted at the end of the lesson (or day dependent on teacher instructions). At this stage, students should be able to confidently answer questions with up to 12 marks available; including content, application, analysis and evaluation. End of topic tests will be given as and when required in line with the Thamesview School assessment policy during the national lockdown.

PSHE KS3 Y7 Y8 and Y9

Year 7

By the end of this term in PSHE your child will be able to understand and discuss ‘The Rights, Responsibilities and British Values of individuals’. Each lesson this term they will be examining how the country is run and identifying the impact of politics on everyday life. It is important that all students are aware of the role of parliament. They will be learning the job responsibilities of the Prime Minister and the skills and qualities needed to be Prime Minister.

Each lesson will have a live element to discuss the students initial understanding of the objectives, questioning via the chat and live call will check for any misconceptions. The students work will have different tasks linked to a PowerPoint with information, videos and diagrams to help the students answer the tasks with confidence. Teachers will be online to assist the students if they require additional support.  

 

Year 8

By the end of this term in PSHE your child will be able to understand and discuss ‘The Rights, Responsibilities and British Values of individuals’. They will develop skills of evaluation, prediction and self-reflection via a project titled how to survive on a desert island. They will investigate how with rights comes responsibilities and evaluate the fairest way to make choices. When they start to identify the right of individuals they will also discuss why laws are required within society.

Each lesson will have a live element to discuss the students initial understanding of the objectives, questioning via the chat and live call will check for any misconceptions. The students work will have different tasks linked to a PowerPoint with information, videos and diagrams to help the students answer the tasks with confidence. Teachers will be online to assist the students if they require additional support.  

 

Year 9

By the end of this term in PSHE your child will be able to understand and discuss their health and wellbeing. Students will investigate different types of bullying including Homophobia, Biphobia, Transphobia, Bullying, Victim and Racism. We will be exploring the impact of bullying on young people in society and evaluate the support individuals receive due to the impact of bullying. The students will also be exploring and evaluating the impact of advertisements are having on self-esteem that can also be linked to bullying. Students will be able to evaluate self-esteem, diet, stress and life situations can the impact on health.

Each lesson will have a live element to discuss the students initial understanding of the objectives, questioning via the chat and live call will check for any misconceptions. The students work will have different tasks linked to a PowerPoint with information, videos and diagrams to help the students answer the tasks with confidence. Teachers will be online to assist the students if they require additional support.

PSHE KS4 Y10

Year 10

By the end of this term students will be able to celebrate Diversity and Equality. We will be looking at the role of the international organisations play in the world and explore the history of the UN, NATO and the Commonwealth. Students will be able to describe the different issues impacting countries across the world and evaluate what support networks are available to help support those in need. Students will also explore the changing role of women in society over the 100 years and key events that led up to women gaining equal rights with men,

Each lesson will have a live element to discuss the students initial understanding of the objectives, questioning via the chat and live call will check for any misconceptions. The students work will have different tasks linked to a PowerPoint with information, videos and diagrams to help the students answer the tasks with confidence. Teachers will be online to assist the students if they require additional support

Art KS3 Y7 Y8 and Y9

Year 7 Art core skills

  • Accurate drawing
  • Use a range of marks with pencil
  • Draw in the style of an artist
  • Smooth and textured shading
  • Tonal range techniques
  • Accurate research

Year 7 Art core knowledge

  • Practising re-call of knowledge and skills for artists, techniques and key words
  • introduce, build upon and develop students’ knowledge of key artists
  • key words
  • Reading and understanding the learning objective
  • Colour theory

Year 8 Art core skills

  • Accurate drawing
  • Use a range of marks with pencil
  • Draw in the style of an artist
  • Smooth and textured shading
  • Accurate research

Year 8 Art core knowledge

  • Practising re-call of knowledge and skills for artists, techniques and key words
  • introduce, build upon and develop students’ knowledge of key artists
  • key words
  • Reading and understanding the learning objective

Year 9 Art core skills

  • Accurate drawing
  • Observational drawing
  • Quality of line
  • Use a range of marks with pencil
  • Smooth and textured shading
  • Full tonal range
  • Drawing in the style of an artist

Year 9 Art core knowledge

  • Practising re-call of knowledge and skills for artists, techniques and key words
  • introduce, build upon and develop students’ knowledge of key artists
  • key words
  • Reading and understanding the learning objective

During the section of each lesson students can expect a live element, typically this will usually cover a recap on prior learning.  Teachers could use a range of techniques: quizzes, key words, student interactive questioning to check understanding and address misconceptions

All lessons will have a clear introduction to learning and foci

Drawing skills covers a very broad spectrum of skills and techniques and will be the primary skill foci this term for KS3; which will allow all students to participate and learn

Students will have the opportunity to watch video demonstrations to master key skills for drawing and shading.  Video and PowerPoint presentations will also be used to introduce, build upon and develop students’ knowledge of key artists.  Live demonstrations of teacher skills and ideas.

All lessons will be structured to provide equal opportunities for students to work on paper or electronically.  

Students should see a development of their knowledge of artists, research and drawing skills over this term.  

Art KS4 Y10 and Y11

Year 10 Art

Each lesson starts live. This provides an opportunity for students to ask questions and for the teacher to ensure focus is on the particular elements of the GCSE coursework required. This term students are: researching Cubism and relevant artists; analysing and expressing personal responses and interpretation of the formal elements used to create this art; developing practical skills with a range of media. Resources on teams should be checked by students each lesson. The teacher is available to answer questions about individual students’ responses.

Year 11 Art

The first section of the lesson is live to ensure students’ focus is on particular elements of GCSE coursework. This term all students are in the final stages of their sustained study to be submitted for the GCSE. Teacher is available to guide students through their individual responses to artistic movements as they develop final outcomes in a range of media. Students should ensure they are fulfilling all criteria as explained in the reference documents on teams.

Music KS3 Y7 Y8 and Y9

At Thamesview school, our students are following a step by step curriculum, steadily developing their musicianship through three key areas of learning:

  • Performance (learning how to play instruments)

  • Composition (learning how to express ourselves creatively by writing our own music)

  • Listening (developing tools to understand the music we choose to hear everyday within a wider context of the wider world of high-quality recorded music)

in a partially practical subject for which not all students have access to the same resources/instruments at home, lockdown poses a challenge, so we have taken the opportunity to introduce all students in KS3 to five instruments typically found in a band:

  • Acoustic Guitar

  • Electric Guitar

  • Bass Guitar

  • Piano

  • Drum Kit

Our learning object is to return to school with a detailed understanding of how these instruments work, how they relate to each other and how to play them.  This scheme of work develops our existing knowledge of Music Theory; creates some deeper understanding of sound through links with science and unpicks any misconceptions about what these instruments are called and how they work.  As a result, when we return to school we can focus on playing the instruments.

A typical KS3 Music Lesson:

Our lessons are online for the full 60 minutes and highly interactive, during which students will:

  • Practice their memory of prior learning with a quiz

  • Be introduced to new concepts through pictures and videos

  • Answer quick fire questions in the chat function on Teams

  • Make connections between new conceptions and existing knowledge with more challenging questions

  • Draw pictures and diagrams of instruments and Musical Notation

  • Hand in their notes from the lesson through either email or the Assignment function on Teams

Students often extend their learning independently by researching their answers online and asking their teacher further questions about the instruments they can see on the screen, or might have at home.

Music KS4 Y10 and Y11

KS4 Music BTEC Unit 2: Managing A Music Product

Since September we have been creating our own music product, a Christmas Concert.  This unit is split into three Learning Aims:

  • A - Planning the project

  • B – Promoting the project (designing posters etc.)

  • C – Evaluating how it went

Due to the many complications of bubble closures and social distancing etc, students have had to show resilience and adaptability in their approach to this unit and it should be noted that some may feel they have some gaps in their work.  Students should not be concerned at this point, by following the steps in the assignments set on Teams and communicating openly with their teacher, all students are capable of achieving excellent results in this unit.

Our objective during this lockdown period is to complete Unit 2 so that when we return to school we can add a few final touches and then move on to a new unit.

During an online lesson, students can expect 1to1 support as well as whole class instruction.  Students can compare their work with a model piece during whole class feedback to ensure students have a good understanding of their task and the high standards they need to meet for their BTEC coursework.

Students are welcome to email their teacher for support at any time and must hand in their work at the end of each lesson for teacher feedback.

Dance KS3 Y7 Y8 and Y9

Year 7 Dance

The first 10-20 minutes of the lesson will be live involving questioning to check pupils’ understanding and helping to embed the new knowledge for this term.

Our focus this term in Dance is Travelling and students will have a mix of practical and written tasks to do. They will also gain understanding of what a stimulus is and how this can be used to create a dance. Students will have the chance to reflect on their performance at the end of the term and set targets to help them progress in the future.

Year 8 Dance

The first 10-20 minutes of the lesson will be live involving questioning to check pupils’ understanding and helping to embed the new knowledge for this term.

Our focus for this term in Dance is the music video Thriller. Students will develop an understanding of Actions, Space, Dynamics and Relationships and how these impact a dance. They will work through a mixture of written and practical tasks. Students will also evaluate their performance at the end of the term and set targets to help them progress in the future.

Year 9 Dance

The first 10-20 minutes of the lesson will be live involving questioning to check pupils’ understanding and helping to embed the new knowledge for this term.

Our topic this term in Dance is Pedestrian Movement. Students began the term by looking at specific job roles within the Dance industry and developing their understanding of the responsibilities these roles entail. Students are now looking at Pedestrian Movement and will explore this through a mixture of practical and written tasks. Students will also review their performance this term in week 6 and set targets to help them progress.

Dance KS4 Y10 and Y11

Year 10 Dance

The majority of sessions will be live for the full lesson. In these sessions there will be a mixture of discussion and written tasks taking place. Activities will range from independent through small group to whole class tasks. Various questioning techniques will be to check student understanding allowing for misconceptions to be addressed as well as to encourage higher level thinking. Students will be developing skills for their Component One, Learners will develop their understanding of the performing arts by examining practitioners’ work and the processes used to create performance.

One session a fortnight will be dedicated to the independent rehearsal of technique. Learners will develop their performing arts skills and techniques through the reproduction set of dance repertoire.

Year 11 Dance

The majority of sessions will be live for the full lesson. In these sessions there will be a mixture of discussion and written tasks taking place. Activities will range from independent through small group to whole class tasks. Various questioning techniques will be to check student understanding allowing for misconceptions to be addressed as well as to encourage higher level thinking. Students will be developing skills for their Component Three, Learners will be given the opportunity to work as part of a group to create a workshop performance in response to a given brief and stimulus..

One session a fortnight will be dedicated to the independent rehearsal of technique. Learners will develop their performing arts skills and techniques through the reproduction set of dance repertoire.

Drama KS3 Y7 Y8 and Y9

Year 7- The sessions will start off with at least a ten minute live session but these can be up to half an hour long dependent on the lesson. Questioning will be used at this time to recap prior knowledge and address misconceptions. The students will have a variation of different activities to complete during the lesson, this could be practical or written based on the lesson they are completing. Students will see an improvement in their subject knowledge and also develop their confidence during the practical aspects of the lesson.

Year 8- Drama lessons will start off with at least a ten minute live session but these can be up to half an hour long dependent on the content of the lesson. During the live session students will be asked questions to check understanding, prior knowledge and address any misconceptions. This terms theme is Harry Potter based working on our imagination skills to be able to create a devised piece. Students will take part in both practical and written tasks. They will build up drama subject knowledge and performance skills during the practical tasks.

Year 9- Lessons will start with at least a ten minute live but these can be up to half an hour long dependent on the lesson content. During the live sessions students will be asked questions to check understanding and correct any misconceptions. This term students will be continuing to look at drama practitioners, Jaques Le Coq, Peter Brook and Frantic Assembly. They will develop their subject knowledge of practitioners and the different styles they have. They will take part in both written and practical tasks.

Drama KS4 Y10 and Y11

Year 10 Drama

The minimum of the first 10 minutes of each lesson will be live with questions being posed throughout the duration of the lesson to check student understanding and address misconceptions, on some occasions the whole lesson will be live.

Students will be completing a student learning aim a document which relates to component 1 of the course. Students should see a development in their knowledge of roles and responsibilities in the theatre as well developing their understanding of the different practitioner styles as they participate in the lessons.  Students will also develop an understanding of how the different roles interlink within the industry.

Year 11 Drama

The minimum of the first 10 minutes of each lesson will be live with questions being posed throughout the duration of the lesson to check student understanding and address misconceptions, on some occasions the whole lesson will be live.

Students will be completing a range of activities on reflecting upon their individual contribution to class work in preparation for component 3 of the course. Students should see a development in their ability to analytically reflect upon the process. Student’s will also utilise some lessons for individual rehearsal in preparation for the performance of their monologues on their return to school.

Theatre Design KS4

KS4 Theatre Design

The first part of the lesson will be live involving discussion of coursework and questioning to check students’ understanding. Students have been completing Component 1 coursework which involves examining professional practitioners’ performance material and examining the interrelationships between three different performance styles.  Students will be starting Component 3 work in the 4th week of the term in which they will develop skills responding to a set brief.

Food KS3 Y7 Y8 and Y9

Year 7 - Lessons will start with 10 minutes of a live meet. Questions will be posed to allow for retrieval from previous lessons. Students will be taken through the outcomes of the lesson and opportunity for any misconceptions will be addressed. Throughout the lesson a range of questioning techniques will be used.

Students will discover the importance of food safety, health and safety and personal hygiene which will allow them to progress to carry out some practical work where possible.

Year 8 - The lesson starts with 10 minutes of a live meet. Questioning techniques will be used throughout the lesson to allow for understanding and misconceptions.

Students will be using retrieval techniques to recall the importance of food hygiene and safety. They will be introduced to healthy eating and start to develop knowledge to be able to make better food choices for a healthier lifestyle. Where possible there may be an opportunity for some practical work.

Year 9 - The first 10 minutes will be a live start with questioning. Students will be taken through the lesson outcomes and opportunities for misconceptions and questioning will be addressed during the lesson. 

Students will be using retrieval techniques to recall previous knowledge relating to food safety and hygiene.

They will focus on food and the factors for food choices and how this can affect the environment. A link to healthy eating will also be included. Where possible there may be an opportunity for some practical work.

Food KS4 Y10 and Y11

Year 10 - The lessons will start with a minimum of 10 minutes of a live session to allow for retrieval questioning and an explanation of the outcomes. Some lessons will continue live to allow for discussion and questioning for the current topic. The main focus of the lesson content will be the assessment criteria relating to food safety for the external exam. Retrieval techniques will also be included to cover all of the previous topics currently covered for the exam.

Year 11 - All lessons will start with a live discussion to establish class notes currently completed. All students are working on a different element of the class notes required for unit 2 of the qualification. They will be set individual targets to meet to ensure sufficient class notes have been gathered for the controlled assessment of the qualification. They will have an opportunity to ask and answer questions. Students will also be using retrieval techniques to recall the content for the external exam.

Construction KS4 Y10 and Y11

Year 10 Construction

The first section of the lesson will be live with a starter task or activity based on students current BTEC coursework. To help students identity and understand areas of coursework regular teacher feedback will be given.

Students will also have extended live lessons with PowerPoint presentations to help with the knowledge and understanding of how science is used in construction.  

Year 11Construction

The first section of the lesson will be live with a starter task or activity based on students current BTEC coursework. To help students identity and understand areas of coursework regular teacher feedback will be given.

Students will also have extended live lessons with PowerPoint presentations to help with the knowledge and understanding of how science is used in construction.  

Technology KS3 Y7 Y8 and Y9

Year 7 Technology

The first section of the lesson will be live with a starter task or activity with students being asked questions to check understanding. Students will be completing a variety of tasks during lessons which all link to planning, designing and making a clock. Students will develop an understanding of how to write a design brief and  present their design ideas.

Year 8 Technology

The first section of the lesson will be live with a starter task or activity with students being asked questions to check understanding. Students will be completing a variety of tasks during lessons which all link to planning, designing and making a decorative cushion. Students will develop an understanding of how to write a design brief and  present their design ideas.

Year 9 DT

The first section of the lesson will be live with a starter task or activity with students being asked questions to check understanding. Students will be completing a variety of tasks during lessons which all link to planning, designing and making a 3D model of a re-purposed item. Students will develop an understanding of how to write a design brief and  present their design ideas.

Media KS4 Y10 and Y11

Year 11 Media

Students will continue to gain the core knowledge and skills that will prepare them for their AQA Media Studies GCSE, in whatever form the final assessment takes. The content and mode of learning online mirrors exactly what they would experience were they back in the physical classroom. This term they are studying Media Industry the final core unit of the course, having already completed the other three: - Media Language, Media Representation and Media Audience.

Each lesson will take the form of a live online lesson for the whole of the period where the core knowledge and skills will be explained using a power point and interactive questions that require a response from students. This will be followed by tasks that assess students` recall and understanding of that core knowledge and those skills explored in the lesson. Students will be expected to contribute both during the lesson and after by completing and submitting the tasks. Feedback will be provided either individually or to the whole class depending on the nature of the task.

This current unit develops students` knowledge and understanding of both the concept and terms of Media Industry and Media Institutions. Institution refers to organisations central to our culture which shape how we view the world today such as:- the film industry, the print press, TV companies and games manufacturers. Students study the construction and impact of messages and values from media products created by such institutions. Through standardised assessments, they will need to demonstrate knowledge and understanding of how the media industries` processes of production, distribution and circulation affect media forms and platforms. They must also take into account how these products reflect the social, cultural, historical and political contexts in which they are produced. In doing so they  are expected to demonstrate their understanding of the Media theoretical framework. Their Non Exam Assessment, where they produce a plan of their own media product and a Close Study Product Unit will follow this, where they study specific examples of media products from the Core Units. Finally, they will revise previous units and prepare for their end of course assessment.

Year 10 Media

Students will continue to gain the core knowledge and skills that will prepare them for their AQA Media Studies GCSE, in whatever form the final assessment takes. The content and mode of learning online mirrors exactly what they would experience were they back in the physical classroom. This term they are studying Media Audience, one of the four key areas of knowledge explored in the course, the other three are Media Language, Media Representation and Media Industry.

Each lesson will take the form of a live online lesson for the whole of the period where the core knowledge and skills will be explained using a power point and interactive questions that require a response from students. This will be followed by tasks that assess students` recall and understanding of that core knowledge and those skills explored in the lesson. Students will be expected to contribute both during the lesson and after by completing and submitting the tasks. Feedback will be provided either individually or to the whole class depending on the nature of the task.

This current unit develops their knowledge and understanding of the concept of audiences in the media i.e. how media forms target, reach and address audiences, how audiences interpret and respond to them and how members of audiences become producers of media products themselves. Through standardised assessments they need to demonstrate knowledge and understanding of how media products reflect the social, cultural, historical and political contexts in which they are produced. In doing so they are expected to show their understanding of the Theoretical Framework Audience for example concepts such as the realisation that audiences are active rather than passive, especially now with the use of the internet, which has enabled them to produce media products themselves. Students will also consider demographics, psychographics and various ways in which media organisations research and collect data about their audiences. Part of this unit requires the close study of specific examples of Media products and their target audiences. 

Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×