| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | SUBJECT | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | ||||||||||||||||||||
2 | ART | ART | ||||||||||||||||||||||||
3 | ART | Year 7 | Project 1: Exquisite animals: Observational drawing, colour theory, mark making, tone, surrealist artists | Project 1: Exquisite animals contuinued: Observational drawing, colour theory, mark making, tone, surrealist artists | Project 2: Still life Skills and knowledge I will learn: Observational drawing, abstract artists photography digital editing Outcome: An abstract drawing of a still life | Project 2: Still life Skills and knowledge I will learn: Observational drawing, abstract artists photography digital editing Outcome: An abstract drawing of a still life | Project 2: Still life. Drawing of a still life object still life artist research | |||||||||||||||||||
4 | Oak Link | https://classroom.thenational.academy/lessons/introduction-to-art-drawing-techniques-61hker | https://classroom.thenational.academy/lessons/introduction-to-art-understanding-colour-c4tkjc | https://classroom.thenational.academy/lessons/drawing-still-life-c5h34c | https://classroom.thenational.academy/units/abstract-art-beyond-the-normal-55ac | https://classroom.thenational.academy/lessons/drawing-still-life-c5h34c | ||||||||||||||||||||
5 | Year 8 | Project 1: Day of the Dead: Observational drawing, symbolism in art, explore other cultures, explore Mexican artists | Project 1: Day of the Dead: Observational drawing, symbolism in art, explore other cultures, explore Mexican artists | Project 2: Paper craft Skills and knowledge I will learn: Observational drawing of animals and paper craft skills Outcome: A multi-layer paper outcome | Project 2: Paper craft Skills and knowledge I will learn: Observational drawing of animals and paper craft skills Outcome: A multi-layer paper outcome | Project 2: Paper craft Skills and knowledge I will learn: Observational drawing of animals and paper craft skills | ||||||||||||||||||||
6 | Oak Link | https://classroom.thenational.academy/lessons/drawing-still-life-c5h34c | https://classroom.thenational.academy/lessons/sculpture-paper-manipulation-cdj3ec | https://classroom.thenational.academy/lessons/creating-a-sculpture-inspired-by-natural-forms-c4t62e | https://classroom.thenational.academy/lessons/creating-a-sculpture-inspired-by-natural-forms-c4t62e | |||||||||||||||||||||
7 | Year 9 | Natural forms | Natural forms | Order and Disorder project | Order and Disorder project | Order and Disorder project | ||||||||||||||||||||
8 | Oak Link | https://classroom.thenational.academy/units/war-and-conflict-those-who-cannot-remember-the-past-are-condemned-to-repeat-it-2 | https://classroom.thenational.academy/units/war-and-conflict-those-who-cannot-remember-the-past-are-condemned-to-repeat-it-2 | https://classroom.thenational.academy/units/war-and-conflict-those-who-cannot-remember-the-past-are-condemned-to-repeat-it-2 | ||||||||||||||||||||||
9 | CITIZENSHIP & PHSE | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | ||||||||||||||||||||
10 | CITIZENSHIP & PHSE | Year 7 | Keeping Safe. Bullying, including cyberbullying. Internet safety | Rights and Responsibilities. Rights of young people. Human rights | Government, British values, British democracy, How does government work? What is the role of an MP? | Careers education · Skills and qualities · Researching the future | Human Rights · What are human rights? · Rights and responsibilities · Universal declaration of human rights · Children’s rights · Human rights charity | |||||||||||||||||||
11 | Oak Link | https://classroom.thenational.academy/units/what-rights-should-all-children-have-14f2 | https://classroom.thenational.academy/units/how-does-the-political-system-work-in-the-uk-3eae | https://classroom.thenational.academy/units/are-people-treated-equally-in-uk-society-d3f9 | ||||||||||||||||||||||
12 | Year 8 | Local Government. Understanding local democracy. What the local council does | Careers Education. Thinking about the future. Decision making | Mental wellbeing · What is mental health? · Anxiety · Social anxiety · Stress · Mindfulness · Positivity | Relationships and sex education · Types of relationships · Forming and maintaining relationships · Consent · Managing relationship breakdowns · Contraception · STIs | Careers educations • Skills and qualities • Researching the future | ||||||||||||||||||||
13 | Oak Link | https://classroom.thenational.academy/units/how-is-the-uk-governed-5ded | https://classroom.thenational.academy/units/mental-wellbeing-talking-about-emotions-468e | |||||||||||||||||||||||
14 | Year 9 | Careers Education. Employability Skills. Research a particular career, present findings | Human rights – What and why? Looking at some Human Rights in detail | Human rights · Asylum and refugees · Positive contributions of refugees · European refugees · Global refugees | Finance education · Budgeting · Advantages and disadvantages of borrowing to fund a purchase · Financial dilemmas · Budgeting finances | Relationships and Sex Education · Parenting · Family life · Media and relationships · Sex in the media (including pornography and sexual ethics) · The dangers of pornography · Sexting and image sharing · Consent · Contraception | ||||||||||||||||||||
15 | Oak Link | https://classroom.thenational.academy/units/are-people-treated-equally-in-uk-society-d3f9 | https://classroom.thenational.academy/units/why-do-people-move-around-the-world-7369 | https://classroom.thenational.academy/units/how-can-we-manage-money-well-f885 | https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/rshe-pshe | |||||||||||||||||||||
16 | COMPUTING | COMPUTING | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
17 | COMPUTING | Year 7 | Digital Safety And Law | Digital Safety & Law | Game programming in Scratch | Spreadsheet modelling | Sound editing in Audacity | |||||||||||||||||||
18 | Oak Link | https://classroom.thenational.academy/units/cybersecurity-ec1c | https://classroom.thenational.academy/units/cybersecurity-ec1c | https://classroom.thenational.academy/units/programming-essentials-in-scratch-part-i-b4aa | https://classroom.thenational.academy/units/spreadsheets-cc8b | https://classroom.thenational.academy/units/representations-going-audiovisual-5107 | ||||||||||||||||||||
19 | Year 8 | Spreadsheets | Graphics | HTML and Web development | Graphics | First Steps in Small Basic | ||||||||||||||||||||
20 | Oak Link | https://classroom.thenational.academy/units/spreadsheets-cc8b | https://classroom.thenational.academy/units/design-vector-graphics-c0a6 | https://classroom.thenational.academy/units/networks-from-semaphores-to-the-internet-4725 | https://classroom.thenational.academy/units/design-vector-graphics-c0a6 | |||||||||||||||||||||
21 | Year 9 | Data Representation | Data Representation | Programming project in Python | Data Representation | Practice Programming NEA task | ||||||||||||||||||||
22 | Oak Link | https://classroom.thenational.academy/units/representations-going-audiovisual-5107 | https://classroom.thenational.academy/units/representations-going-audiovisual-5107 | https://classroom.thenational.academy/units/intro-to-python-programming-9c22 | https://classroom.thenational.academy/units/data-science-290f | |||||||||||||||||||||
23 | DT | DT | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
24 | DESIGN & TECHNOLOGY | Year 7 | Prod 2: Design Tech Blister Packaging Skills and knowledge I will learn: Logo’s design Packaging design Colour theory Net’s Graphic design Photoshop CAD skills Outcome: A blister pack to hold your key rings | Food and Nutrition 2: Food with a dash of science Skills and knowledge I will learn: Development of practical skills. Basic bread science. Provenance of food. Development of skill set. Outcome: Range of predominantly savoury dishes. Basic understanding of food science. | Food and Nutrition 2: Food with a dash of science Skills and knowledge I will learn: Development of practical skills. Basic bread science. Provenance of food. | |||||||||||||||||||||
25 | Oak Link | |||||||||||||||||||||||||
26 | Year 8 | Prod 2: Design Tech Blockheads Skills and knowledge I will learn: Woods theory, isometric drawing, working with timber (measuring accurately, sawing, shaping, sanding ad drilling) Outcome: Blockhead with limbs | Food and Nutrition 2: Food explorers Skills and knowledge I will learn: Food Safety – high risk products. Development of practical skill set. Food science investigations. Provenance of food Properties of a food commodity. Outcome: Range of predominately savoury products. Know how to conduct a food science investigation. Knowledge of provenance of food which influence selection and choic | Food and Nutrition 2: Food explorers Skills and knowledge I will learn: Food Safety – high risk products. Development of practical skill set. Food science investigations. Provenance of food Properties of a food commodity. | ||||||||||||||||||||||
27 | Oak Link | https://classroom.thenational.academy/units/future-food-and-the-application-of-science-4e11 | https://classroom.thenational.academy/lessons/cooking-techniques-and-preparing-food-safely-68r3ct | |||||||||||||||||||||||
28 | Year 9 | T shirt design Final outcome Testing Development Theory: Papers and boards Polymers | Eco project Sustainability Sketch up – 3D design Design development Theory: Fossil fuels, Nuclear power, renewable energy Energy storage system | Lighting project Final outcome Testing Development Theory: Electronics inputs and outputs | ||||||||||||||||||||||
29 | Oak Link | https://classroom.thenational.academy/units/textiles-technology-and-sustainability-6f46 | https://classroom.thenational.academy/units/future-tech-now-81fd | |||||||||||||||||||||||
30 | DRAMA | DRAMA | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
31 | DRAMA | Year 7 | Characterisation. Students will be learning how to develop their performance skills to support characterisation | Style and genre. Students will explore different theratrical style and genre including comedy, tragedy, mime and ensembly work | Physical Theatre Students will be introduced to the concepts and techniques of Physical Theatre. | Use of the Voice Students will understand how to use and develop their vocal skills. | Realising a Script Students will study extracts of Our Day Out by Willy Russell focusing how to interpret it from page to stage. | |||||||||||||||||||
32 | Oak Link | No Oak link. Instead follow this link for work to be completed: https://docs.google.com/document/d/1lIHVYG96IbZ4xJXkY9y7yH4LZYAMpjQ2/edit | https://classroom.thenational.academy/units/acting-shakespeare-hamlet-0524 | https://classroom.thenational.academy/units/approaching-text-bringing-it-to-life-c00e https://classroom.thenational.academy/units/using-drama-conventions-for-devising-2ca5 | ||||||||||||||||||||||
33 | Year 8 | Comedia Dell'Arte. Students will be introduced to the history and characteristics of Commedia Dell'Arte | Characterisation 2. Students will continue to develop their skills to create convincing characters on stage. | Characterisation 2 Students will continue to develop their skills to create convincing characters on stage. | Devising Students will devise pieces of theatre using a range of different stimuli focusing on structure | Stage Combat Students will learn how to perform basic stage combat moves safely. | ||||||||||||||||||||
34 | Oak Link | No Oak link. Instead follow this link for work to be completed: https://docs.google.com/document/d/1wkmjSPTenuP8YxyRaPRxDsm0dNw16h32/edit | https://classroom.thenational.academy/units/devising-from-an-image-narrative-approaches-ee0e | https://classroom.thenational.academy/units/practising-physical-and-vocal-skills-a8c1 | ||||||||||||||||||||||
35 | Year 9 | Hamilton. A live theatre experience. Students will explore the historical context of the West End musical Hamilton with a focus on the non-performance elements (set, costume, lighting). | Hamilton continued. | C2 Devising Drama A study of different theatre companies and their approach to devising (including Paper Bird, Frantic Assembly, Kneehigh | C3 Text in Practice Students will explore Physical comedy, slapstick, farce and parody in Patrick Barlow’s The 39 Steps | C3 Texts in Practice Students will practically explore Patrick Barlow’s The 39 Steps | ||||||||||||||||||||
36 | Oak Link | No Oak link. Instead follow this link for work to be completed: https://docs.google.com/document/d/1lPtanuFf61mr193V_JndUqzwxA2dmfki/edit | https://classroom.thenational.academy/units/approaching-text-bringing-it-to-life-c00e | |||||||||||||||||||||||
37 | ENGLISH | ENGLISH | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
38 | ENGLISH | Year 7 | A Monster Calls (novel study) and Creative Writing (drama and prose) | Moving Stories - Migration | ‘A Monster Calls’ Pupils read and analyse the novel, exploring key issues, language, structure and form. Culture and Identity in Poetry | A continuation of Term 4 work and starting Term 6 content | Tragedy in Shakespeare Pupils will explore various Shakespeare plays through active approaches to develop their understanding of the form, structure and genre of tragedy. | |||||||||||||||||||
39 | Oak Link | https://classroom.thenational.academy/units/creative-writing-poetry-5439 | https://classroom.thenational.academy/units/population-d3f0 | https://classroom.thenational.academy/units/language-skills-fiction-reading-52c6 | https://classroom.thenational.academy/units/introduction-to-tragedy-457d | https://classroom.thenational.academy/units/introduction-to-tragedy-457d | ||||||||||||||||||||
40 | Year 8 | Poetry Transformation: Pupils explore a range of poetry exploring different topics. They look at how language creates meaning and develop their creative writing skills. | 80:20 Development, Inequalities | Power in Shakespeare Pupils explore and analyse how Power is presented in Shakespearean plays. The text is chosen by the teacher from the following list: A Midsummer Night’s Dream The Tempest | A continuation of Term 4 work and starting Term 6 content | Speaking Out Pupils will explore a range of speeches, understanding how various techniques and choices in language create powerful, memorable presentations. They will apply their learning to create a speech on a topic that is important to them. | ||||||||||||||||||||
41 | Oak Link | https://classroom.thenational.academy/units/creative-writing-poetry-5439 | https://classroom.thenational.academy/units/a-midsummer-nights-dream-shakespeare-introduction-and-act-1-2912 | https://classroom.thenational.academy/units/a-midsummer-nights-dream-shakespeare-act-3-1e51 | https://classroom.thenational.academy/units/introduction-to-rhetoric-fd1d | |||||||||||||||||||||
42 | https://classroom.thenational.academy/units/a-midsummer-nights-dream-shakespeare-act-2-3c74 | https://classroom.thenational.academy/units/a-midsummer-nights-dream-shakespeare-act-4-5-0af7 | ||||||||||||||||||||||||
43 | Year 9 | Of Mice and Men and War Poetry | Development & Resource Issues | Media | Writing for Purpose | FIction Writing | ||||||||||||||||||||
44 | Oak Link | https://classroom.thenational.academy/units/introduction-to-rhetoric-fd1d | https://classroom.thenational.academy/units/language-skills-fiction-writing-53fd | |||||||||||||||||||||||
45 | https://classroom.thenational.academy/units/change-michelle-obama-lennie-james-a821 | |||||||||||||||||||||||||
46 | https://classroom.thenational.academy/units/introduction-to-poetry-335c | https://classroom.thenational.academy/units/development-c36b | https://classroom.thenational.academy/units/language-skills-non-fiction-writing-88fc | |||||||||||||||||||||||
47 | GEOGRAPHY | GEOGRAPHY | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
48 | GEOGRAPHY | Year 7 | Moving Stories - Migration | Moving Stories - Migration | Rivers and Flooding - Boscastle Floods | Rivers and Flooding - Boscastle Floods | Pole to Pole (Geographic Skills) | |||||||||||||||||||
49 | Oak Link | https://classroom.thenational.academy/lessons/what-is-migration-6mwker | https://classroom.thenational.academy/units/population-d3f0 | https://classroom.thenational.academy/units/rivers-6ba1 | https://classroom.thenational.academy/units/rivers-6ba1 | https://classroom.thenational.academy/units/geographical-skills-61bd | ||||||||||||||||||||
50 | Year 8 | Tectonics (Volcanoes, Earthquakes and Tsunamis) | 80:20 Development, Inequalities | 80:20 Development continued | Coastal Landscapes | Tourism | ||||||||||||||||||||
51 | Oak Link | https://classroom.thenational.academy/units/tectonics-b9a9 | https://www.bbc.co.uk/bitesize/topics/zvwtsbk. | https://classroom.thenational.academy/units/development-c36b | https://classroom.thenational.academy/units/coasts-1033 | |||||||||||||||||||||
52 | Year 9 | Weather, Climate & Ecosystems | Development & Resource Issues | Development & Resource Issues continued | Development & Resource Issues continued | Environmental Challenges | ||||||||||||||||||||
53 | Oak Link | https://classroom.thenational.academy/units/ecosystems-1e69 | https://classroom.thenational.academy/units/development-c36b | https://classroom.thenational.academy/units/development-c36b | https://classroom.thenational.academy/units/life-in-an-emerging-country-9f93 | https://classroom.thenational.academy/units/climate-change-02b5 | ||||||||||||||||||||
54 | HISTORY | HISTORY | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
55 | HISTORY | Year 7 | How did the Normans take control of England? | What was medieval life like for the majority? | Could medieval monarchs really do whatever they liked? | Why is Hugh Trevor-Roper wrong about African history? | How was Mughal India different to Medieval Europe? | |||||||||||||||||||
56 | Oak Link | https://classroom.thenational.academy/units/how-did-a-norman-become-king-of-england-ccc3 | https://classroom.thenational.academy/units/which-sources-reveal-the-most-about-medieval-peasants-ba6d | https://classroom.thenational.academy/units/why-did-kings-struggle-to-rule-england-1f64 | https://classroom.thenational.academy/units/how-do-we-uncover-the-lived-experience-of-those-ruled-by-empire-in-africa-c289 | https://classroom.thenational.academy/units/what-can-we-learn-about-the-medieval-world-from-the-book-of-margery-kempe-4865 | ||||||||||||||||||||
57 | ||||||||||||||||||||||||||
58 | Year 8 | How far was the world turned upside down in the 17th century? Why did Europeans build Empires? | What can we learn about the British Empire from British rule in India? | Why did Europeans build Empires? and British India | Slavery | |||||||||||||||||||||
59 | Oak Link | https://classroom.thenational.academy/units/what-did-british-colonialism-look-like-in-the-nineteenth-century-adf7 | https://classroom.thenational.academy/lessons/colonialism-in-india-6nj66d | https://classroom.thenational.academy/units/what-did-british-colonialism-look-like-in-the-nineteenth-century-adf7 | https://classroom.thenational.academy/units/how-successful-were-efforts-to-abolish-slavery-in-the-nineteenth-century-cc63 | |||||||||||||||||||||
60 | https://classroom.thenational.academy/units/why-does-it-matter-what-we-call-the-1857-conflict-in-india-fb64 | |||||||||||||||||||||||||
61 | Year 9 | What do the sources tell us about the First World War? | How did communism and fascism shape the modern world? | How did Britain lose its Empire | The Holocaust | |||||||||||||||||||||
62 | https://classroom.thenational.academy/units/how-were-people-controlled-in-totalitarian-states-d814 https://classroom.thenational.academy/units/why-did-fascists-gain-support-4a64 | https://classroom.thenational.academy/units/how-did-india-achieve-independence-in-1947-b711 | https://classroom.thenational.academy/units/what-was-the-holocaust-9d03 | |||||||||||||||||||||||
63 | Oak Link | https://classroom.thenational.academy/units/what-were-the-bolsheviks-trying-to-achieve-87ba | https://classroom.thenational.academy/units/who-decolonised-in-the-twentieth-century-5a4b | https://classroom.thenational.academy/units/how-did-jewish-people-resist-during-the-holocaust-96b2 | ||||||||||||||||||||||
64 | LANGUAGES | FRENCH | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
65 | FRENCH | Year 7 | Opinions about our school experiences, St Nicolas & Noël | Describing school life, La Saint Sylvestre, La fete des Rois, La Chandeleur | Free time activities, Mardi Gras, Pâques, Poisson d’avril | Making plans to go out in town, Cannes Film Festival, Monaco Grand Prix | Life with family & friends, La Tour de France, Bastille Day | |||||||||||||||||||
66 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | https://classroom.thenational.academy/units/year-7-unit-4-e947 | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/french | |||||||||||||||||||||
67 | Year 8 | A visit to Paris. St Nicolas & Noël | Describing a past visit / holiday. La Saint Sylvestre, La fête des Rois, La Chandeleur | Identity, Mardi Gras, Pâques, Poisson d’avril | Life at home, Cannes Film Festival, Monaco Grand Prix | Talent and Ambition, La Tour de France, Bastille Day | ||||||||||||||||||||
68 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | https://classroom.thenational.academy/units/year-9-unit-3-d71f | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/french | |||||||||||||||||||||
69 | Year 9 | Theme 1: Module 2. Le temps de loisirs | Theme 1: Module 2. Le temps de loisirs | Theme 1: Module 3, Jours de fêtes | Theme 2: Module 4, De la ville à la campagne | Preparation for PPEs -speaking focus | ||||||||||||||||||||
70 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | all topics: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/french | ||||||||||||||||||||||
71 | LANGUAGES | GERMAN | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
72 | GERMAN | Year 7 | Describing family & friends, Nikolaustag, Weihnachten | Providing personal details – self & others. Silvester | Free time activities, Karneval, Ostern | Holiday plans, Walpurgisnacht | Describing life at school | |||||||||||||||||||
73 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | https://classroom.thenational.academy/lessons/asking-and-answering-questions-about-things-you-do-out-of-school-part-12-c4u3cc | https://classroom.thenational.academy/units/year-7-unit-6-977b | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/german | ||||||||||||||||||||
74 | Year 8 | TV and Film. Der Fall der Mauer, Nikolaustag, Weihnachten | Media: Reading / Screen time. Silvester | Food & Drink: Healthy living, Karneval Ostern | Festivals and Holidays, Walpurgisnacht | Making plans to go out | ||||||||||||||||||||
75 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | https://classroom.thenational.academy/units/year-8-unit-2-9cee | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/german | |||||||||||||||||||||
76 | Year 9 | Theme 1: Kapitel 2. Zeit für Freizeit | Theme 1: Kapitel 2. Zeit für Freizeit | Theme 1: Kapitel 3, Menschliche Beziehungen | Theme 2: Kapitel 4, Willkommen bei mir! | Preparation for PPEs -speaking focus | ||||||||||||||||||||
77 | Oak Link | Work will continue to be sent via email | Work will continue to be sent via email | all topics: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/german | ||||||||||||||||||||||
78 | LANGUAGES | SPANISH | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
79 | SPANISH | Year 7 | Free time activities. Navidad | Sports and references to others. Año nuevo & El Dia de Reyes | Life at school, Carnival, La Semana Santa | Life with family & friends, Running of The Bulls, La Tomatina | ||||||||||||||||||||
80 | Oak Link | Work will still be sent via email | Work will still be sent via email | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/spanish | ||||||||||||||||||||||
81 | Year 8 | Technology & Music. Dia de Muertos. Navidad | TV and Film. Ano nuevo. El Dia de Reyes | Food & Drink, Carnival, La Semana Santa | Making plans to go out | Holidays – past, present & future, Running of The Bulls, La Tomatina | ||||||||||||||||||||
82 | Oak Link | Work will still be sent via email | Work will still be sent via email | https://classroom.thenational.academy/units/year-9-unit-4-4277 | Oak breaks lessons down by year & chapter - link to year7, 8 & 9: https://classroom.thenational.academy/subjects-by-key-stage/key-stage-3/subjects/spanish | |||||||||||||||||||||
83 | Year 9 | Theme 3: Módulo 2. Mi vida en el insti | Theme 3: Módulo 2. Mi vida en el insti | Theme 1: Módulo 3, Mi gente | Theme 1: Módulo 4, Intereses e influencias | Preparation for PPEs -speaking focus | ||||||||||||||||||||
84 | Oak Link | Work will still be sent via email | Work will still be sent via email | https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/spanish | ||||||||||||||||||||||
85 | MATHS | MATHS | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||
86 | MATHS | Year 7 | Expressions, functions & formulae: functions, simplifying expressions, writing expressions, substitution, writing formulae. Also: Decimals & measures: decimals and rounding, length, mass, capacity, scales and measures, perimeter and area. | Fractions and percentages. Comparing and simplifying fractions, calculating with fractions,fractions & decimals, percentages. Also: Numeracy – Probability. Intro to probability, calculating probabilities, experimental probability, expected outcomes. | Geometry & Measures 2 - Angle calculations - Coordinates in 4 quadrants Statistics 2 - Collecting and presenting data - Reading and interpreting graphs and charts | Number & Measures 3 - Rounding - BODMAS - Long multiplication and division - Calculating with measurements - Using a calculator efficiently Algebra 3 - Special numbers - Graphs - Solving problems | 10. Transformations - Reflection - Rotation - Translations - Combined transformations Revision units 1-10 Year 8: 2. Area and volume - Area of a triangle, parallelogram, trapezium - Volume of a cuboid - 2D representations of 3D solids - Surface area of a cuboid | |||||||||||||||||||
87 | https://classroom.thenational.academy/units/expressions-equations-and-inequalities-7d65 | https://classroom.thenational.academy/units/conceptualising-and-comparing-fractions-97e4 | https://classroom.thenational.academy/units/angles-3770 | https://classroom.thenational.academy/units/order-of-operations-6616 | https://classroom.thenational.academy/units/direct-and-indirect-proportion-e7d4 | |||||||||||||||||||||
88 | https://classroom.thenational.academy/units/accuracy-and-estimation-cf98 | https://classroom.thenational.academy/units/manipulating-and-calculating-with-fractions-7bfa | https://classroom.thenational.academy/units/coordinates-7ec1 | https://classroom.thenational.academy/units/area-of-2-d-shapes-13b9 | ||||||||||||||||||||||
89 | Oak Link | https://classroom.thenational.academy/units/area-of-2-d-shapes-13b9 | https://classroom.thenational.academy/units/percentages-d6a2 | |||||||||||||||||||||||
90 | https://classroom.thenational.academy/units/probability-d4b5 | |||||||||||||||||||||||||
91 | Year 8 | Statistics, graphs and charts: comparing data, scatter graphs, misleading graphs. Also: Expressions and equations: algebraic powers expressions & brackets, factorising, equations. Also: Problem Solving. | Real life graphs: conversion graphs, distance & time graphs, line graphs, real-life graphs, curved graphs. Also: Numeracy - Decimals and ratio: ordering decimals and rounding, calculations with decimals, ratio & proportion with decimals. | Y9 Number 1 - Percentages - Compound interest - Ratio & Proportion - Rounding & estimation Y9 Algebra 3 - Further Equations - Simultaneous equations - Inequalitie | Y9 Geometry & Measures 1 - Pythagoras’ Theorem - Regular polygons Y9 Statistics 1 - Scatter graphs cont. - Two-way tables - Estimation of mean from grouped data General revision | 10. Percentages, decimals and fractions - Equivalent proportions - Percentages Revision units 1-10 Year 7: 10. Transformations - Congruency and enlargement - Reflection - Rotation - Translations - Combined transformations | ||||||||||||||||||||
92 | Oak link | https://classroom.thenational.academy/units/accuracy-and-estimation-cf98 | https://classroom.thenational.academy/units/ratio-8-7a-8345 | https://classroom.thenational.academy/units/constructing-triangles-and-quadrilaterals-44b4 | https://classroom.thenational.academy/units/direct-and-indirect-proportion-e7d4 | |||||||||||||||||||||
93 | https://classroom.thenational.academy/units/solving-linear-simultaneous-equations-algebraically-21b2 | https://classroom.thenational.academy/units/pythagorass-theorem-9990 | https://classroom.thenational.academy/units/transforming-2-d-figures-59ab | |||||||||||||||||||||||
94 | https://classroom.thenational.academy/units/expressions-equations-and-inequalities-7d65 | https://classroom.thenational.academy/units/ratio-e0c7 | https://classroom.thenational.academy/units/forming-and-solving-equations-7d30 | https://classroom.thenational.academy/units/accuracy-and-estimation-cf98 | ||||||||||||||||||||||
95 | Year 9 | Dealing with data: surveys, collecting data, averages, displaying & analysing data, presenting & comparing data. Also: Multiplicative Reasoning: enlargement, negative & fractional scale factors, percentage change, compound measures, direct & inverse proportion | Constructions: using scales, basic Constructions, constructing triangles, scale diagrams. Also: Sequences, inequalities & proportion: nth term or arithmetic sequences, non-linear sequences, inequalities, solving equations, proportion | FOUNDATION: Unit 5 Equations, inequalities & sequences. Unit 6 Angles. HIGHER: Unit 4 Fractions, ratio & percentages continued. Unit 5 Angles & trigonometry. | FOUNDATION: Unit 6 Angles continued. Unit 7 Averages & range. HIGHER: Unit 5 Angles & trigonometry continued. Unit 6 Graphs | GCSE FOUNDATION Unit 2 Algebra - Simplifying expressions - Substitution - Formulae - Expanding brackets - Factorising Revision units 1-9; 1-2 Unit 3 Graphs, tables & charts. - Frequency tables - Two-way tables - Time Series - Stem and Leaf diagrams - Pie Charts - Scatter graphs. GCSE . GCSE HIGHER Unit 2 Algebra - Algebraic indices - More Expanding - Factorising - Linear sequences - Non-linear sequences Unit Revision units 1-9; 1-2 3 Interpreting & representing data - Statistical diagrams - Time series - Scatter graphs - Averages and range | ||||||||||||||||||||
96 | Oak Link | https://classroom.thenational.academy/units/transforming-2-d-figures-59ab | https://classroom.thenational.academy/units/constructions-congruence-and-loci-aafd | https://classroom.thenational.academy/units/forming-and-solving-inequalities-d6cf | https://classroom.thenational.academy/units/angles-and-parallel-lines-review-db9e | FOUNDATION | ||||||||||||||||||||
97 | https://classroom.thenational.academy/units/constructing-triangles-and-quadrilaterals-44b4 | https://classroom.thenational.academy/units/percentages-d6a2 | https://classroom.thenational.academy/units/surds-and-trigonometry-56bd | https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/maths/tiers/foundation | ||||||||||||||||||||||
98 | https://classroom.thenational.academy/units/ratio-real-life-graphs-and-rates-of-change-c5d2 | https://classroom.thenational.academy/units/sequences-2adc | https://classroom.thenational.academy/units/surds-and-trigonometry-56bd | HIGHER | ||||||||||||||||||||||
99 | https://classroom.thenational.academy/units/direct-and-indirect-proportion-e7d4 | https://classroom.thenational.academy/units/forming-and-solving-equations-7d30 | https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/maths/tiers/higher | |||||||||||||||||||||||
100 | MUSIC | MUSIC | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |||||||||||||||||||