Select a subject belowMeg
Unit: Weimar and Nazi Germany, 1919-1939
In our first lesson we will examine how Germany was formed in 1871, and how its creation influenced how it was ruled between 1871 and 1918. This will be the first introduction to some key concepts that will be revisited throughout the Germany course and will give us some insight into why these concepts were so vital to the narrative of Germany after the end of WWI.
In today’s lesson we will be looking at the events leading to the Russian Revolution in 1917 and the impact this had on WWI. We will be examining some of the key features of communism in Russia and why this made other countries fearful of the spread of communism at this time.
In this lesson students will learn about the German surrender of WW1 and the origins of the Weimar Republic. Students will assess the strengths and weaknesses of the newly formed Weimar Constitution.
In this lesson students will learn about the Treaty of Versailles and the social, political and economic impact it had on Germany. The origins of the Dolchstoss theory will also be explored. Students will then be able to assess the reasons for the unpopularity of the Weimar Republic.
Art & PhotographyMeg
Unit: Empowerment and equality
In today's lesson you will be introduced to the new topic of empowerment and equality. We will be studying some empowering portraits in Art & Design and developing self-portraits for your personal empowerment theme.
In today's lesson we are looking at the work of Gabriel Garcia Roman - Gay Icons. Initial editing of self-portrait photos painting over backgrounds and adding text.
In today's lesson we are overviewing a range of mixed-media techniques to develop design variations inspired by Gabriel Garcia Roman's work.
In today's lesson we are looking at Tim Okamura's portrait work. Developing a grid drawing from a portrait, stage 1: Outline drawing.
In today's lesson we are reviewing Tim Okamura's work considering background and other finishing elements. Finishing grid with shading and other meaningful detail relevant to your empowerment idea.
In today's lesson we are looking at Kehinde Wiley's portrait work, using Photopea to preview our portrait drawing against photographic backgrounds.
In today's lesson we are looking at painting techniques, including how to make homemade gesso to prime and prepare surfaces for painting. We will be developing a painted test of our portrait drawing using gouache and planning next personal empowerment stages.
In today's lesson we are going to look at ways of developing and testing our personal composition ideas. I will be developing a Tim Okamura-inspired personal response using the theme of Roller Derby.
In today's lesson we are starting our final piece/s inspired by the different artists. We will use digital techniques to visualise pattern with our designs. I will show you ways of transferring your designs to your primed surfaces.
In today's lesson we will complete our piece/s inspired by the different artists. I will be completing my two final patterned pieces using gouache and mixed-media.
In today's lesson we will learn to evaluate our work by understanding ways of discussing an image or an artist and how to feedback, annotate key impressions and overall feedback. You will get to rate the artists' work and explain your creative journey.
In this lesson, we will be learning some camera basics, observing and reflecting on photographs and their story, and investigating our space as photographers. This lesson includes some physical activity and equipment beyond pen, paper or pencil. Please make sure your child is adequately supervised.
In this lesson, we will be learning about two different types of light which we will investigate with our cameras in different ways. This lesson includes some physical activity and equipment beyond pen, paper or pencil. Please make sure your child is adequately supervised.
Unit: Networks 2
We use web pages every day without questioning how they work. This lesson looks behind the curtain to help learners start to understand how web pages are constructed using HTML tags, and how they can be modified to display content as they wish.
It is said that a picture paints a thousand words. Web pages that only use text are not going to be read for long on a screen. The use of images on web pages is important as it can bring them to life and help improve the reader’s experience. Students will explore the structure and operation of the img tag and understand how they can be used to ‘add’ images to web pages.
Students will start to experiment with using CSS to format tags in a HTML document. They will then progress to apply their own formatting schemes to work that they have already created. As they become more experienced in the structure of CSS, students should look to extend their knowledge by researching the numerous attributes that can be controlled by CSS.
Like artists, web developers create works of art that they want people to see. There is so much content on the World Wide Web, that making sure your web page stands out can be difficult. Consider how people get to web pages. The start of the journey is usually a search engine, which people use to search for a few keywords and pick something from the list. The problem is, that list usually contains millions of different pages.
Search engines index a huge number of web pages against an equally large number of possible search terms. Therefore, finding useful information can be quite tricky. If you understand how to carefully control what you search for, you are more likely to find what you want, instead of browsing the other millions of web pages you could look at.
The growth of technology usage and the increased interconnection of it through the internet has given rise to both benefits and dangers. As with many things that have the potential to cause problems, the people who use this technology determine how much of a danger it can be. It would be beneficial to many of us for more people to use technology responsibly.
Unit: The Beauty of Baroque
This lesson is an introduction to the Baroque period and its typical features. You will learn how the D major scale is built and played on a keyboard, before exploring the first two melodies of Pachelbel's Canon in D.
2. Performing countermelodies in Pachelbel's Canon in D: Responding to staccato and legato articulation markings
This lesson is all about melody. How and why do different melodies fit together? You will explore the degrees of the scale, play countermelodies from Pachelbel's Canon in D and then compose a countermelody.
3. To be able to perform and analyse more complex countermelodies in Pachelbel's Canon in D, exploring Baroque ornamentation
In this lesson, you will explore further melodies from Pachelbel's Canon in D. You will learn how performers of Baroque music vary and decorate their melodies, and then explore this practically.
In this lesson, you will find out what makes music sound 'Baroque'. You will learn about Baroque instruments and how they differ to the ones we use today. You will explore methods of varying texture through counterpoint, and create your own melodic ideas to be played in canon.
In this lesson, you will find out what a phrase is and how melodies can be divided up into smaller phrases. You will experiment with phrases from Pachelbel's Canon, and rearrange them into a longer melody of your own.
In this lesson, you will recap all your knowledge of Baroque music so far. You will recap how to perform melodies from Pachelbel's Canon ensuring they are musical and stylistic. You will then learn how to use a Digital Audio Workstation to place these melodies into a contrapuntal texture.
In this lesson, you will learn about the role of the basso continuo and ground bass in Baroque music. You will explore how to play the ground bass stylistically in a virtual Baroque ensemble!
In this lesson, you will deepen your knowledge of the role of the basso continuo in Baroque music. You will explore how the ground bass and chords are related to one another, and learn how to play the chords of Pachelbel's Canon in a way stylistic to the Baroque period. You will then explore how to be the whole basso continuo in a virtual Baroque ensemble!
In this lesson, you will explore what makes a stylistic bass line. You will learn how to create your own bass line using the chords from Pachelbel's Canon, and build your confidence in inputting this into a Digital Audio Workstation.
In this lesson, you will learn how melodies are related to chords, and analyse melodies from Pachelbel's Canon in greater depth. You will learn how to use the ground bass from Pachelbel's Canon to create a ground bass of your own. You will then explore how to structure your melodies in a Digital Audio Workstation.
11. Composing a more elaborate melody that uses passing notes, Baroque rhythms and staccato/legato articulation
In this lesson, you will learn how to create a more sophisticated and stylistic melody. You will explore Baroque ornamentation and rhythms, and experiment with passing notes to create your own melody. You will then explore how to further manipulate this in a Digital Audio Workstation.
In this lesson, you will learn all about different Baroque structures. You will explore how to combine your own ideas with Pachelbel's Canon in a variety of structures, such as binary, ternary and rondo.
In this lesson you will consolidate your understanding of structure. You will learn how to create an arrangement of Pachelbel's (and your) melodies and place these in a sophisticated structure.
In this lesson we use the 1st and 2nd persons singular of the verbs 'ser' and 'estar' to talk about what people are like in general, and right now.
In this lesson we will use the verbs 'ser' and 'estar' to talk about people in general, and right now.
In this lesson we will be using present tense '-AR' regular verbs to say what people do.
In this lesson we will be talking about what people do, using present tense '-AR' verbs.
In this lesson we will be talking about having more than one thing, using the verb 'tener' in "I" and "you" forms, and singular indefinite articles (a).
In this lesson we will be talking about how to say you have more than one thing, using the verb 'tener' in "I", "you" and "s/he" forms, and plural indefinite articles (some).
In this lesson we will be talking about what people do and don't do, using 'no' and present tense '-AR' verbs.
In this lesson we continue to talk about what people do and don't do, using 'no' and present tense '-AR' verbs.
In this lesson we will be talking about places, using the singular definite articles 'el' and 'la', and using the verb forms 'hay', 'es' and 'está'.
In this lesson we will be talking about places, using the plural definite articles 'los' and 'las', and the verb form 'son' (they are) with plural adjective agreement.
In this lesson we will be talking about family, using the 1st person plural (we) and 3rd person plural (they) forms of the verb 'tener', together with adjective agreement after 'ser'.
In this lesson we will be talking about family, and using nouns and adjectives together, focusing on placing adjectives after the noun.
In this lesson we will be asking and answering information questions, using question words and the verb 'hacer'.
In this lesson we will be asking and answering questions, using the question words 'cuánto(s)', 'cuál(es)' and 'quién(es)'.
Unit: Climate Change
This lesson will look at the range of evidence we can use to show the climate is changing, and the strengths and weaknesses of each one.
This lesson will look at the natural causes of climate change including, orbital change, solar output, volcanic eruptions.
In this lesson you will learn how the greenhouse effect works, and how humans contribute to the enhanced greenhouse effect.
During this lesson you will learn about the range of impacts climate change has on the environment and people, including sea level rise, coral reef bleaching and droughts.
In this lesson you will look at how climate change is likely to affect Bangladesh, and why.
This lesson will focus on how climate change can be predicted, and also why these predictions are uncertain due to population growth and other changes.
During this lesson you will learn about the range of strategies humans can use to adapt to a changing climate, including changing farming practices, and coping with sea level rises.
This lesson will look at the strategies Bangladesh has developed to cope with climate change and the impacts of it.
This lesson will look at the wide range of ways humans can mitigate against, or minimise climate change.
Science – FoundationMeg
Science – HigherMeg
Unit: Language Skills - Fiction - Reading
In this lesson, we will look at Freytag’s Narrative Pyramid and the idea of ‘Four conflicts in Literature’ as ways of reading unseen fiction extracts. You will then have an opportunity to try out these ideas by applying this learning to an unseen fiction extract from H G Wells’ ‘The Time Machine’. You will be guided through the reading with prompt questions and after each section we will stop to review our ideas together. At the end of the lesson, there will be a quiz to recap on our learning.
In this lesson, we will be looking at how to examine structural features. We will establish some key techniques writers use and the subject terminology you will need to help you explain your understanding of the text. We will return to our reading of our extract from The Time Machine by H G Wells and build on our reading strategy of breaking the text down into first / next / then / finally which is designed to help us move onto our structural analysis. Today, we will be working with a planning frame; we will break this down and look at how to complete this together. At the end of the lesson, there will be a quiz to recap on our learning.
In this lesson, we will be looking more closely at a passage from H G Wells’ The Time Machine and examining the writer’s methods. We will look at how to respond to an analysis question; we will identify the focus of the question, select relevant ‘rich’ evidence and think about the importance of linking our selections. We will then look at a writing frame to support us in writing up our ideas before checking our responses and assessing our progress against a model answer. At the end of the lesson there will be a quiz to recap on our learning.
In this lesson, we will be looking at how to develop our personal response to an evaluative question. We will start with a planning tool to help us unpick the question and explore our ideas. We will then sequence our material before undertaking a slow write response, working systematically through our plan together. At the end of the lesson, there will be a quiz to recap on our learning.
Unit: Language Skills - Fiction - Writing
In this lesson, we will be looking at how to plan effectively for a setting based descriptive task. We'll look at a range of planning tools to help us generate ideas and organise our material in a way which will have an impact on the reader. At the end of the lesson, there will be a quiz to recap on our learning.
In this lesson we will be looking at how to respond to an image-based description task: either of a person, persons or objects. We will start by thinking about different character types and their function in written texts before experimenting with a number of stimulus images and techniques. At the end of the lesson there will be a quiz to recap on our learning.
In this lesson, we will be exploring how symbolism can be used in our writing. We will start by looking at some potential symbols and generating our initial ideas. Then, we will look at how one of these symbols has been used by a student in a piece of writing before returning to our own work and developing our ideas further. At the end of the lesson, there will be a quiz to recap on our learning.
In this lesson, we will establish the key features of narrative writing. We will plan a response together, thinking about what we want to achieve and then looking specifically at the introduction, climax and conclusion. You will then have an opportunity to review and refine your response by following our success criteria. At the end of the lesson, there will be a recap quiz to consolidate our learning.