ࡱ> #` tbjbj\.\. 7 >D>Dl0w0w0w0ww.vyyyyyozozoz$h ӥozozӥyyUUUjyyUUUueyy PpQ0wMj"0.Dee4oz&dU}fozozozӥӥ?ozozoz.$jndn Key Stage 3. English. Daydreamer Year 7 Unit 1Key Concepts 1.1 Competence 1.2 Creativity 1.3 Cultural understanding 1.4 Critical understanding Key Processes 2.1 Speaking and listening 2.2 Reading 2.3 Writing Range and content and Assessment opportunities Reading: Answering questions on the Bully story using PEE analysis Writing: A diary entry from the perspective of Peter. Speaking and Listening: Presentations of imaginative products Expectations at the end of this unit. Most pupils will: L4c 5b S + L : AF1, AF2 Students will speak in extended turns to express ideas and understanding of the stories. Reading: AF2, AF3 Students will understand and infer characters, events and ideas in the collection of Daydreamer stories. Students will develop the skills to identify and explain the writing features used by Ian McEwan. In their explanations of McEwans writing techniques, students will learn to use textual evidence to support their ideas. Writing: AF1, AF2 Students will write imaginative and interesting texts incorporating relevant ideas and content selected from the stories. They will write from the perspective of the main character with a clear viewpoint maintained. Some pupils will not have made so much progress and will: L1c 3a S + L : AF1, AF2 Students will understand and engage with the speaker, making simple comments and suggestions. They express feelings and understanding when speaking about matters of immediate interest. Reading: AF2, AF3 Students will recall some specific, straightforward information from their reading of the stories. They will make some simple, plausible inferences about events and information in the stories. Writing : AF1, AF2 Students will attempt to adopt viewpoint of the main character and will include some appropriate ideas/content from the text. Some pupils will have progressed further and will: L5a 6b S + L: AF1, AF2 Students will engage will complex material making perceptive responses. They will express and explain relevant feelings and ideas effectively. Reading: AF2, AF3 Students will have an in depth understanding of the events, characters and ideas in the Daydreamer stories. Their comments will develop explanation of inferred meaning drawing on evidence across the text; their written explanations will include apt textual reference. Writing: AF1,AF2 Students will write imaginative and interesting texts using a range of writing techniques such as metaphors, similes etc. They will use a convincing and sustained viewpoint as well as using an appropriate writing style to suit purpose and audience.Cross Curricular Framework (CCF) Aspects i) PLTS and FS 1 Independent enquirers, 2 creative thinkers, 3 reflective learners, 4 team workers, 5 self managers, 6 effective participators ii) PD, ECM and SEAL 1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and 5 Participate Dimensions 1 Identity and cultural diversity 2 Community participation 3 Healthy Lifestyles 4 Enterprise 5 Global dimension 6 Technology and media 7 Creativity and critical thinking Curriculum Opportunities and links (COL) (including themes of Discovery and Play, Connections and Perspectives) Resources Daydreamer books (class set) Powerpoint presentations Worksheets Coloured pens Post it notes A4 sheets of plain paper Key Stage 3. English. Daydreamer Year 7 Unit 1Enquiry questions, concepts and processes Pupils should learn:Learning activitiesLearning outcomes Pupils:CCF and COL (including themes)Reading: I will be able to locate relevant information from the novel (5.1a) I will be able to make a personal response to the novel (5.2b) Writing: I will able to develop my own viewpoint in my writing through my understanding of narrative voice in the novel. (8.1a) Speaking and listening: I will be able to summarize the most important points from the opening part of the novel (1.2a) APP: Writing: AF1  Read pages 10-13. Check understanding through questioning. e.g. What do we know about the main character so far? Address the theme of isolation. Task: In pairs students to pick out 2 to 3 sentences that tell us Peter likes to be alone. Task: Write a diary extract based around the theme of being alone could be related to the idea of starting a new school/any personal experience (empathy with Peter).  Students will have will have retrieved information from the text regarding Peter and familiarised themselves with the opening of the novel. All students will have a basic understanding of the character of Peter. Most students will have an understanding of the character of Peter and explore the theme of loneliness, Some students will have developed an empathy with the character of Peter. PLTS - 1 ECM - 4 WCD COL  Reading: I will be able make relevant notes when gathering ideas from texts (5.1c) I will be able to identify and understand some of the main themes within the text. (5.2a) Writing: I will be able to present key ideas within the text effectively and clearly (8.5b) APP: Reading: AF2 Individually students create a summary of the key points in a storyboard and write a short summary for each picture. Option for higher level students: More able students have the option to select sentences from the opening chapter to match their pictures. Extension task: Students that complete this task can continue with the storyboard, this time predicting what might happen to Peter in the rest of the book.  Students will have an understanding of the opening chapter. All students will have a basic understanding of some of the events and have a growing awareness of Peters dreams and his reality. Most students will have distinguished the difference between real events and Peters daydreams in more depth, writing a sentence to explain what is happening in each of their drawings. Some students will have understood all of the events in the first chapter clearly and will attempt to use text from the story in order to back up their drawings. PLTS - 2 ECM - 4 WCD - COL - ArtReading: I will be able to select relevant information from the story when searching for a description of the Bad Doll (5.1a) I will be able to use the description of the doll and build upon it with my own ideas (5.2b) APP: Reading: AF2 Writing: AF1 Show students Toy Story clip of the bad toys as a stimulus. Task: Create a bad version of your own favourite toy. Part 1: write a description concentrating on use of adjectives in order to create the clearest picture you can of your toy. Part 2: Exchange descriptions with your partner and your partner must now draw your toy. Students will have read and understood the story of The Dolls, using the story as a stimulus to create a bad toy of their own. All students will have a basic understanding of the story and the character of the Bad Doll. Most students will have an understanding of the story and be beginning to think about the adjectives used to describe the doll, perhaps taking text from the story itself. Some students will have developed the ability to be able to use adjectives effectively in their own descriptive writing. PLTS - 2 ECM - 4 WCD - 7 COLReading: I will be able to understand how readers respond to speech within texts (5.3b) Writing: I will be able to develop character and voice in my dialogue with the doll (8.1a) I will be able to begin to understand how speech is conventionally used in English. APP: Reading: AF4 Writing: AF1Write your own dialogue between either Peter and the Bad Doll or yourself and the Bad Doll. This is a chance for students to be creative give a voice to the doll; maybe she isnt so bad after all? Students will have approached speech within a text and attempted to write their own version. All students will have attempted to write a simple dialogue between Peter and the Bad Doll. Most students will have felt confident enough to attempt to put some description in between a basic dialogue. Some students will have successfully managed to incorporate description as well as being creative in their choice of script and charactersPLTS 2, 3 ECM - 4 WCD - COLReading: I will use skimming and scanning to find the main points and relevant information from the story(5.1a) I will make a personal response to the story and use evidence from the story to support my ideas (5.2b) Writing: I will be able to develop different ways of organising and shaping my ideas (7.1a)  In pairs students complete the grid (resource sheet) by selecting sentences from The Cat story so far and matching them with the comments/explanations stated on the sheet. (An activity to familiarise them with using evidence and explanations in PEE) Extension task More able students to select their own sentence from the story and to explain it following the examples thay have completed on the resource sheet. Read the rest of The Cat  Students will have analysed the story using evidence from the text All students will have a basic understanding of the story and the theme of transformation Most students will have proved their understanding of the story and extracted appropriate evidence from the text. Some students will have an in depth understanding of the story and will have analysed it effectively using textual evidence and explanations PLTS- 2, 3 ECM - 4 WCD 7 COL - ArtReading: I will be able to identify and understand the main ideas, viewpoint and themes in the story (5.2a) I will be able to make a personal response to the story (5.2b) Writing: I will develop different ways of organising and shaping my ideas (7.1a) I will be able to develop character and voice in my own writing through my understanding of 1st person narrative (8.1a) I will be able to use punctuation accurately to clarify meaning and create specific effects (8.2a) I will make ideas and purpose clear through good use of paragraphs (8.5)  Students to write their stories in 1st person narrative Before writing: - show example of how to structure a story into paragraphs on PowerPoint . Main Focus: Using different types of punctuation in stories (hand out punctuation grid resource) and using paragraphs. (More able pupils to also include some adverbs ,interesting vocabulary and some dialogue) Writing frame/ cloze activities on resource sheets for lower attaining students Students will have developed skills in planning and writing a descriptive and imaginative story All students will have planned/ outlined their creative story and attempted to write a descriptive piece. Most students will have structured their writing into paragraphs as well as using a range of punctuation. Some students will have written effective stories using adverbs, adjectives and varied vocabulary. PLTS 1, 3, 6 ECM - 4 WCD - 7 COL - ArtSpeaking and listening:- I will be able to sift and summarise the most important points and ideas from a talk or discussion. (1.2a) I will make a clear and relevant contribution to a group discussion. (3.1a) Reading:- I will be able to skim and scan the text to find main points and relevant information (5.1a) I will make a personal response to the text and provide textual evidence to support my ideas. (5.2b) Each student or pair will complete a separate sheet depending on their role. In completing their sheet students will be analysing the story in different ways. (their role is also explained on the sheet to remind them of their task) Group Discussions Once sheets are completed, students will take turns to share the information they have written on their sheets:- Discussion Directors will begin the discussion by asking students the questions they have prepared to begin their group discussion Word whiz share the sentences they have selected and the comments/explanations for each. Others in their groups take notes. Connector/ passage reader- share their findings and read out the passages they have selected. They have to explain why they think those sentences are important in the story. Illustrators show their mind map/flowchart or illustration to their group and explain it in detail.  Students will have developed skills in analysing a text and responding to a text in a group discussion. All students will have attempted to analyse a text and to extract information from the story. Most students will have completed their role in text analysis and contributed to their group discussion. Some students will have completed their role to a higher level and analysed the text in greater depth. PLTS 1 4 ECM 4, 5 WCD - 2 COL Debating/Well-beingWriting: I will be able to use metaphor to make clear and extend a description of my family (8.3a) I will be able to understand how metaphor works and why I might chose to use it in my writing (9.1a) APP: Writing: AF1, AF2.Main task: If your family was a drawer, what would it look like? Differentiated sheets: starter sentences for lower ability. i.e. If my family were the contents of a drawer it would be I would be My mum would be Extension task: Once original task completed, higher ability students may want to create another extended metaphor, it could be about their family, themselves, school they can be creative. Students will have explored the concept of metaphor and extended metaphor. All students will have attempted to liken their family to something, even if they dont fully grasp the metaphor idea. Most students will have a good understanding of what a metaphor is and be able to apply it to themselves, but have more difficultly when trying to extend it. Some students will have considered the difference between a metaphor and an extended metaphor and be able to explain the purpose of the two. PLTS 1 2 ECM - 4 WCD - 1 COL -Reading: I will be able to recognise hidden meanings and ideas within advertising designs (5.1b) I will be able to make relevant notes upon key advertising elements that I recognise (5.1c) I will be able to recognise that many of the techniques are added for deliberate effect upon the target audience (6.2b) APP: Reading: AF4, AF5.Introduce students to the task of Imagining Adverts for Unusual Products handout. Give them a brief period of time to decide upon/map some ideas for a product they might choose to advertise. Look at a selection of adverts as a class on the IWB. Provide students with an example version teacher led analysis of an advert, then get students to discuss in table groups and feedback to the class. Producing a list of key elements needed within adverts. Students will have been introduced to some of the key elements within advertising. All students will have identified target audience and the purpose of an advert. Most students will be able to comment upon key aspects of an advert, even if they dont have the technical vocabulary. Some students will have considered collective and substantial elements that make successful adverts. PLTS 2 ECM - 4 WCD 6 7 COL MediaSpeaking and Listening: I will be able to structure my points and sentences in order to give a clear answer (2.1a) I will be able to help my partner evaluate their work by listening and responding to their presentation and /ideas(3.1a) APP: Reading: AF3Students to continue working on their adverts, being able to discuss choices made with other students and teachers. Students will have the presentation and language choices for their own advert. All students will have created an advert and will be able to identify the purpose of the product and the target audience. Most students will be able to identify some of the key advertising elements they have used. Some students will have put much thought into every aspect of their design and will be able to give a reason behind all of their decisions. PLTS 2 ECM 4 5 WCD 2 7 COL - MediaSpeaking and Listening: I will be able to use hand and body gestures as well as different tones of voice, in order to interest my listeners (2.1b) I will be able to help others improve listening and responding to their presentations (3.1b)Students watching presentations will be making observational notes on handouts, judging the performance of the candidate Students will have Shared their ideas for a new product with the class. All students will present their advert to the class and describe their product and target audience. Most students will be able to describe the choices they have made and give reasoning for some of them. Some students will be able to give reasoning for choices they have made with reference to other adverts and media vocabulary. PLTS 4 ECM 4 5 WCD - 7 COL - Reading: I will be able to use inference and deduction to recognise meanings at sentence and text level. (5.1b) I will be able to make relevant notes when gathering ideas from texts. (5.1c) Writing: I will develop different ways of organising and shaping ideas. (7.1a) Speaking and Listening: I will develop active listening skills and strategies (1.1) I will understand and respond to what speakers say (1.2) APP Reading: AF3 Comprehension questions (resource sheet) Students to write answers to the list of comprehension questions. Students look back to the start of the story and create 2 questions of their own. Their partner then writes answers to their questions and vice versa. Class discussion: anticipate the next part of the story. What will happen? Students write down their predictions. Read 79-84 only (students will predict ending for h/ Students will have shown a basic understanding of the story and the main themes. All students will have shown a basic understanding of the story and attempted to summarize the beginning. Most students will have explored the themes and ideas in the beginning of the story. Some students will have analysed the story in greater depth when answering the questionsPLTS 1 5 ECM 4 5 WCD - 7 COL - Reading: I will be able to make relevant notes when gathering ideas from the text. (5.1c) I will be able to identify and understand the main ideas, viewpoints, themes and purposes in the text. (5.2a) Writing: I will develop character and voice in my own writing. (8.1a) I will develop my own writing by using similes for effect. (8.4a) APP Reading:AF2 Writing: AF1Characterisation Show ppt slides on how writers create characters effectively Refer back to first 3 pages of the story. How is character of Barry described? . In pairs, students write down 2 adjectives to describe Barry and select a phrase or sentence from the text that supports their chosen adjectives. Class feedback Using characterisation and Similes - Show ppt slides on similes - Students to create their own version of a Bully character. What do they look like? What is their name? - Students to then write 3 sentences using similes to describe their bully (cloze activity on ppt to help some students) e.g his head was as round as a balloon  Students will have created a storyboard showing events in the story and gained an understanding of similes All students will have made a storyboard and attempted to use similes in a cloze activity. Most students will have used evidence from the text for captions to their storyboards and used interesting similes for effect. Some students will have used relevant and detailed textual evidence and have an in depth understanding of characterisation and the use of similes PLTS 3 ECM 4 WCD - 7 COL WellbeingReading I will use skimming and scanning to find the main points and relevant information from the story. (5.1a) I will understand how readers respond to texts. (5.3b) Writing I will be able to draw on the conventions of written forms to plan writing and develop ideas to fit a specific task. (7.2a) I will be able to make improvements to a piece of writing by developing techniques for editing, proofreading and making revisions. (8.6a) APP Reading: AF2 Writing:AF2 Newsletter article (WRITING ASSESSMENT) In pairs, students read over the playground confrontation between Peter and Barry. Ask students to imagine that they are writing for school newsletter at Peters school. Students to write a short article explaining what happened in the playground between Peter and Barry - More able students to include quotes from witnesses and those involved. Peer assessment: students to read over their partners work and to suggest any improvements.  Students will have Have a further insight into characterisation and develop skills in writing a short newsletter article. All students will described the basic events in the playground scene in the form of a newsletter. Most students will have successfully written in the style of a newsletter article. Some students will have written an effective newsletter report using a sophisticated style and good use of languagePLTS 3 6 ECM 1 WCD - 1 COL - WellbeingWriting: I will be able to use similes to develop my writing and create a clearer description (8.4a) I will have familiarised myself with common and difficult words within the novel (9.3a) I will have an opportunity to increase my spelling skills (9.3b) APP: Writing: AF1, AF2.Show students The Giant poem/ lines from it as a stimulus. Give students 10-15 mins to come up with at least 10 objects they might embark upon if they were a baby or another small creature. The task is to describe what their chosen objects would look like in simile form. Differentiation through a sheet created to help lower ability. Extension: Students who complete this quickly must now repeat the task but from the point of view of something big, such as a giant, they should also be encourage to use adjectives in these descriptions to make them clearer. Students will have experimented with similes in an attempt to expand their descriptive writing. All students will have been able to complete a handful of basic similes/clichs. Most students will have made a good attempt to think of less common comparisons in the creation of their similes. Some students will have created some original similes and enhanced their description through the use of adjectives. PLTS 2 ECM - 4 WCD - 1 COL - dramaWriting: I will be able to deliberately vary my sentence length (8.2a) I will be able to use punctuation accurately and for effect (8.4a) I will have gained a clearer idea of the rules of punctuation and sentence structure (9.2a) APP: Reading: AF4, AF5.Introduce sentence structure. Q. What types of sentences are there? Concentrate on simple and complex sentences. Show students the difference between the two and then get them to highlight each in a different colour on Sentences handout. Give students Simplex into complex handout and give them time o work independently upon this. Students will have become familiar with the rules and importance of punctuation and sentence structure. All students will have identified the most common features of punctuation and attempt to use them correctly in their own writing. Most students will attempt to use more adventurous levels of punctuation and will have a basic understanding of simple and complex sentences. Some students will have gained a confident understanding of the full range of punctuation and sentence structure. PLTS 1 ECM - 4 WCD - 7 COL -Writing: I will be able to develop a voice and character for the baby in my story (8.1a) I will be able to use punctuation accurately and for effect within my story (8.2a) I will be able to use a simile in order to create a clear picture for the reader (8.4a) I will be able to separate the areas of my story through the use of paragraphs (8.5a) APP: Writing: AF1, AF2.Task: Using punctuation for effect, write a short story. The basis for the story: chose an object and describe your adventure as you discover this object. The story must be written as though through the eyes of a baby. Students should be encouraged to build to an exciting moment when the baby finds the object, touches the object etc. Teacher example on IWB. Teacher to show clip from Honey I shrunk the Kids as stimulus. Handouts for lower level students. Extension option: Higher level students may want to think about how they can use sentence structure for effect as well as punctuation, punctuation pyramid? Students will have explored the idea of seeing an object through the eyes of a baby. All students will attempt to produce an empathy for the character of the baby. Most students will have an awareness of punctuation when writing their story. Some students will have an equal awareness of the need for both a varied level of punctuation and sentence structure in order to create an effect. They will be adventurous in their attempts. s PLTS 1 2 ECM 4 5 WCD 1 7 COL Discovery and PlayReading: I will be able to skim back over the story to find relevant key points for a summary (5.1a) I may begin to make a personal response to the text when explaining my point during PEE (5.2a) APP: Reading: AF2, AF3.Get students to write a summary in ordered paragraphs: one for the beginning, one for the middle and one for the end. Students will have understood the story of The Grown-up and attempted a PEE based answer to a question. All students will have an understanding of the narrative of the story. Most students will be able to suggest textual evidence for a point within the story. Some students will have an opinion/explanation for how the evidence effects the point they are making. PLTS 1 ECM - 5 WCD - 1 COL - Reading: I will be able to show an understanding for the main themes and ideas of the story (5.2a) I will be able to make a personal response to the text through answering the assessment questions(5.2b) APP: Reading: AF2, AF3.Students to work on answering the questions set. A differentiated sheet is available for lower level pupils. Students will have an understanding of the concept of PEE and their written assessment. All students will be able to answer the Point part of the questions. Most students will be able to find Evidence from the text for their Points. Some students will attempt to Explain their Point and EvidencePLTS 3 ECM - 4 WCD - 7 COL ConnectionsReading: I will able to form my own opinions about the story and express reasons behind my opinions s(5.3a) APP: Reading: AF2, AF3Students should be aiming to finish their rough draft of the answers and be beginning to think about their neat copy. Extra cloze sheets available for low ability students that will find it difficult to write their own responses Students will be developing a working understanding of the concept of PEE in connection to their written assessment. All students will be able to answer the Point part of the questions. Most students will be able to find Evidence from the text for their Points and may attempt some of the Explain parts of questions. Some students will still be attempting to familiarise themselves with Explaining their Point and Evidence. PLTS 2 6 ECM 4 5 WCD 1 7 COL - Reading: I will begin to understand how ideas are gathered from a text when redrafting my answers to my reading assessment (5.3b) APP: Reading: AF2, AF3.Students to work in silence upon their neat drafts Students will have a neat version of their reading assessment. All students will have answered the questions and sporadically attempted to incorporate elements of evidence from the text. Most students will have had a good attempt at answering the questions in the PEE format, but failed to remove the labels of PEE in exchange for paragraphs. Some students will have attempted PEE formed answers and transformed their answers into essay-style paragraphs. PLTS 1 ECM - 5 WCD - 7 COL -   !-./0=> G ŸziXzJA6hNhAOJQJhA5OJQJhAhA5>*OJQJ hLrhU=T5B*OJQJph!hLrhU=TB*OJQJ^Jph$hLrhU=TB*OJQJ\^Jph$hNhU=TB*OJQJ\^Jph<<<h{z.hU=T5OJQJhU=ThtPehU=T5h:"5CJOJQJaJhnhU=T5CJOJQJaJh)M5CJOJQJaJh]n5CJOJQJaJhnhNa!5CJOJQJaJ!/0=L[vyyyyppyy $IfgdU=Td$1$7$8$H$IfgdU=T$Ifakd$$Ifl4D6604 laf4 $$Ifa$gdU=T t H ~  h z  $IfgdA\ $IfgdU=T$Ifd$1$7$8$H$IfgdU=TG H P Q } ~   h z ɻɛ~~n\J;\h:"h^CJOJQJaJ"h:"h-76>*CJOJQJaJ"h:"hA\6>*CJOJQJaJho%hA\5CJOJQJaJh5CJOJQJaJho%hU=T5CJOJQJaJh{z.hU=T5OJQJhNh0OJQJh05OJQJh0h05>*OJQJhNhA\OJQJhNhAOJQJhA5OJQJhA5>*OJQJh{z.hA\5OJQJz k IJӣueUE3"h:"hFO6>*CJOJQJaJh:"hA\5CJOJQJaJh:"h:"5CJOJQJaJh:"hU=T5CJOJQJaJh:"h{z.5CJOJQJaJh:"hOb CJOJQJaJh:"h:"CJOJQJaJh:"hFFrCJOJQJaJ"h:"ha56>*CJOJQJaJh:"h$CJOJQJaJh:"ha5CJOJQJaJh:"h5\CJOJQJaJh:"hoECJOJQJaJ zOXhôôueUE3"h:"h%6>*CJOJQJaJh:"hA\5CJOJQJaJh:"hU=T5CJOJQJaJh:"hR$85CJOJQJaJh:"hs2CJOJQJaJh:"h&CJOJQJaJh:"hjCJOJQJaJ"h:"hs26>*CJOJQJaJh:"h6hCJOJQJaJh:"h|NCJOJQJaJh:"hFO>*CJOJQJaJh:"hR$8CJOJQJaJh:"h{z.CJOJQJaJOXh &@AIX56A $IfgdU=T $Ifgd{z.$Ifh s%&|XrcTET6*h{z.hU=T5OJQJh:"hU=TCJOJQJaJh:"hXCJOJQJaJh:"h7CJOJQJaJh:"h;ACJOJQJaJh:"hiCJOJQJaJh:"hi6CJOJQJaJ"h:"hi6>*CJOJQJaJh:"h5CJOJQJaJh:"h8vCJOJQJaJh:"h 2CJOJQJaJ"h:"h%6>*CJOJQJaJh:"hOsgCJOJQJaJh:"h{:PCJOJQJaJX5A_`abmn CXɽ屦җzzzrfVh@hU=T5CJOJQJ\h@hU=T>*CJ\h@hU=T5h:"5CJOJQJaJhnh:"5CJOJQJaJhU=ThNhU=TOJQJhNhUh0OJQJh{z.hUh05OJQJh{z.h:"5OJQJhU=T5OJQJ h{z.hU=Th:"CJOJQJaJh{z.hU=T5OJQJh:"hU=TCJOJQJaJ`awqqqq$Ifkd$$Ifl4F $D6` `0    4 laf4abcdnulffYYYYYY & F$IfgdUh0$If $IfgdU=Tkd:$$Ifl4XF $D6  0    4 laf4  wuupdd $$Ifa$gd:"gdU=Tkd$$Ifl4F $D6  0    4 laf4CXl~|| $IfgdU=T $IfgdU=T $IfgdU=Tgkd$$Ifl6`7 t0644 laX~+0=>?oqQtu x "ȷo`N`#h/1ho5CJOJQJ^JaJh/1hoCJOJQJaJ h/1hLrCJOJQJ^JaJ h/1hoCJOJQJ^JaJ#h?Oho5CJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ h?OhoCJOJQJ^JaJh/1hU=T5OJQJh/1hU=T5CJOJQJaJh/1hU=T5CJOJQJ\h/1hU=T5CJ\2;*^UJJJJJJ $Ifgdo $Ifgdokd*$$Ifl\l D)6    t0644 la*+01>?@RS/01ijklm $IfgdLr $Ifgdo"#$%opqz $Ifgdo $IfgdLr>?H^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la HI'(PQRpqrst} $Ifgdo  t u UkdR$$Ifl\l D)6    t0644 la $Ifgdo u z { ! !!!!!d"e"""n#o#####$$ $Ifgdo" "#$%%4%5%%'''F(G((()))))7)F)d)l)******ͻ܅ͻsaasMs&h/1ho56CJOJQJ^JaJ#h/1ho>*CJOJQJ^JaJ#h/1ho5CJOJQJ^JaJ h/1hLrCJOJQJ^JaJ h?OhoCJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJ h/1hoCJOJQJ^JaJ#h/1ho6CJOJQJ^JaJ$$$$a$b$k$l$$$^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la $%%%%%(%5%%%%%\&]&&&)'*'''''' $IfgdLr & F $If^gdo B$If^Bgdo $Ifgdo''''F(G(((((^UUUUUUUU $Ifgdokdz$$Ifl\l D)6    t0644 la (()))))))************++o+p+++ $IfgdLr B$If^Bgdo $Ifgdo**p,t,,--......Z/f/02 2J23344_5s555`6y6{6 7Ͻr^Ͻ^^^^&h/1ho5>*CJOJQJ^JaJ&h/1ho5CJH*OJQJ^JaJ#h/1ho5CJOJQJ^JaJ h?OhoCJOJQJ^JaJ&h?Oho5CJH*OJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJ h/1hLrCJOJQJ^JaJ h/1hoCJOJQJ^JaJ+p,q,r,s,t,,,,, $Ifgdo $IfgdLr ,,,,--H-I-R-S-^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la S---..x.y......./X/Z/[/\///.0/000000 $IfgdLr B$If^Bgdo $Ifgdo00N1O1P11112 2/272?2I2 $Ifgdo $IfgdLr I2J2c2d2223333^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la 3(3)33333333444444^5_555_6`677s7t7u7v7 B$If^Bgdo $Ifgdo 777v7999 9%9&9'9+929398999:9M9O9::1:;==========??3?U?ȷȨxdxȷȨxdx&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJh/1hLrCJOJQJaJh/1h?OCJOJQJaJ h/1hCJOJQJ^JaJ h/1hoCJOJQJ^JaJ&h/1ho5>*CJOJQJ^JaJ#h/1ho>*CJOJQJ^JaJ$v77777A8B8C888899!9,949N9 $Ifgd?O $Ifgdo $IfgdN9O9X999:::1:r:^UUUUUUUU $Ifgdokd6$$Ifl\l D)6    t0644 la r:s:::: ; ;;;;<<<<.=/========= $Ifgd?O $Ifgd $Ifgdo====D>E>>>??^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la ? ?3?????,@-@@@@@QARAAABBBBBBBB $Ifgd?O $Ifgd $IfgdoU?{?@BBBBBBBBBBBBBCCC!DEEEEEEEEEEEEEFFFrGI IIIIIII$I%I+Iܼxܼܼ&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJh/1hLrCJOJQJaJh/1h?OCJOJQJaJ h/1hCJOJQJ^JaJ h/1hoCJOJQJ^JaJ#h/1ho5CJOJQJ^JaJ/BBBBC CCCCC^UUUUUUUU $Ifgdokd^$$Ifl\l D)6    t0644 la C D!DqDrDDDIEJEEEEEEEF $Ifgd?O $Ifgd $IfgdoFFFFFFFqGrG^UUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 larGGGG H!HHHII I I III&I-I $Ifgd?O $Ifgdo $Ifgd+I,I.IIIJJJKLNNN NNNNNNN%N&N(NOOOOPQпЫЙwhhhhhЫTT&h/1ho5>*CJOJQJ^JaJh/1h?OCJOJQJaJ h/1hCJOJQJ^JaJ h/1hoCJOJQJ^JaJ#h/1ho>*CJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ h?OhoCJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJh/1hLrCJOJQJaJ-I.I7I8IIIIIII^UUUUUUUU $Ifgdokd $$Ifl\l D)6    t0644 la IIII;JBJCJ[J\JJJJJJJJJJKKSKTKKK^L_LLL $IfgdoLLLRMSMMMNNN N'N $Ifgd?O $Ifgd 'N(N1N{NNNNNNN^UUUUUUUU $Ifgdokd $$Ifl\l D)6    t0644 la NNN3O:O;OvO}O~OOOOOOOOOO=P?PPPPQ#QQQ0R1R $Ifgdo1R2R3R4R5RRRRR~SSTTT%T-T=T $Ifgd?O $Ifgd $IfgdoQ2R5RTTTT T!T"T$T+T,T1TTGTTToUpUUVVBVWXYYYYYYYYYYYYYܼxxxxdܼ&h/1ho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJh/1hoCJOJQJaJh/1hLrCJOJQJaJh/1h?OCJOJQJaJ h/1hCJOJQJ^JaJ h/1hoCJOJQJ^JaJ#h/1ho5CJOJQJ^JaJ'=T>TFTGTTTTTTT^UUUUUUUU $Ifgdokd $$Ifl\l D)6    t0644 la TTTThUoUpUUUUUV VVV-VBVVVVTWUWWWWWWX $IfgdoXX{X|XXX2Y3YYYYYY $Ifgd?O $Ifgd YYYY:Z;ZZZZZ^UUUUUUUU $IfgdokdB $$Ifl\l D)6    t0644 la YZZZZZ[\\@\I\"]^^^^^^^^^^^___````6a$c%c,c-c4c5c*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJ(ZZZ)[*[[[\?\@\K\!]"]]]]]H^I^^^^^^^ $Ifgd?O $Ifgd $Ifgdo^^^^,_-_p_q___^UUUUUUUU $Ifgdokd $$Ifl\l D)6    t0644 la ___``+`,`Y```5a6aaa"b#bbb$c%c.c6c>cDc $Ifgd?O $Ifgd $IfgdoDcEcNcOcccccLdMd^UUUUUUUU $Ifgdokdj $$Ifl\l D)6    t0644 la MddddddddZe[ef(f)fifjfff*g+ggggg h!hhhh $Ifgd $IfgdoEcdddCf[f+ghhhhhhhhhhiii iiiiijwjjjjȶȥȖxxxxxxiȥW#h/1h6CJOJQJ^JaJh/1hoCJOJQJaJh/1h/1CJOJQJaJh/1hLrCJOJQJaJh/1h?OCJOJQJaJ h/1hCJOJQJ^JaJ#h/1ho6CJOJQJ^JaJ h/1hoCJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJhhhiii(i)iiULLL $Ifgdokd $$Ifl\l D)6    t0644 la $Ifgd?Oiiiiiijvjwjjj'k(k}k~kkkkkkl $Ifgd?O $Ifgd $Ifgdojjkkkkkkkkllllll^mnnnnnnnnnnn$o'o=ooo$pqqqqqqq˼x˼xf˼#h/1ho5CJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJh/1h/1CJOJQJaJh/1h?OCJOJQJaJ h/1hoCJOJQJ^JaJ h/1hCJOJQJ^JaJ#h/1h5CJOJQJ^JaJ(llllklllllll^UUUUUUUU $Ifgdokd $$Ifl\l D)6    t0644 la ll m!m]m^mmmmmJnKnnnnnn $Ifgd?O $Ifgd $Ifgdonnnn#o$o*o4o=oo^UUUUUUUU $Ifgdokd&$$Ifl\l D)6    t0644 la oo#p$pppppdqeqqqqqqqqq $Ifgd?O $Ifgd $Ifgdoqqqqqqqqq~rrrrtttttttttttt|qh}hU=TOJQJh:"hU=TCJOJQJaJ h/1hCJOJQJ^JaJ h/1hoCJOJQJ^JaJ&h?Oho5>*CJOJQJ^JaJ#h?Oho5CJOJQJ^JaJh/1hoCJOJQJaJh/1h?OCJOJQJaJh/1h/1CJOJQJaJqqrr}r~rrrrr^UUUUUUUU $Ifgdokd$$Ifl\l D)6    t0644 la rrr ssss't(ttttttt $Ifgd?O $Ifgd $Ifgdotttttt^YYYYgdU=TkdN$$Ifl\l D)6    t0644 la5&P 0:p:"A .!"#7$% $$If!vh56#v6:V l40564f4$$If!vh5 55#v #v#v:V l40++5 554f4$$If!vh5 55#v #v#v:V l4X0++5 554f4$$If!vh5 55#v #v#v:V l40++5 554f4z$$If!vh5`7#v`7:V l t065`7$$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 $$If!vh5 5 5 5 #v :V l t065 8@8 Normal_HmH sH tH D@D  Heading 1$@&5CJOJQJD@D  Heading 2$@&>*CJOJQJDAD Default Paragraph FontVi@V  Table Normal :V 44 la (k(No List jj tPe Table Grid7:V0l !/0=L[vH~hzOXh  &  @ A I X 5 6 A ` a b c d n   C X l ~ 2;*+01>?@RS/01ijklm"#$%opqz>?HI'(PQRpqrst}tuz{  denoabkl(5\])*F G !!!!!!!""""""""""""##o#p###p$q$r$s$t$$$$$$$$%%H%I%R%S%%%&&x&y&&&&&&&'X'Z'['\'''.(/(((((((N)O)P))))* */*7*?*I*J*c*d***++++(+)++++++++,,,,,,^-_---_.`.//s/t/u/v/////A0B0C000011!1,141N1O1X11122212r2s2222 3 33334444.5/555555555555D6E66677 7377777,8-88888Q9R999:::::::::::; ;;;;; <!<q<r<<<I=J=======>>>>>>>q?r???? @!@@@AA A A AAA&A-A.A7A8AAAAAAAAAA;BBBCB[B\BBBBBBBBBBCCSCTCCC^D_DDDDDRESEEEFFF F'F(F1F{FFFFFFFFF3G:G;GvG}G~GGGGGGGGGG=H?HHHHI#III0J1J2J3J4J5JJJJJ~KKLLL%L-L=L>LFLGLLLLLLLLLLhMoMpMMMMMN NNN-NBNNNNTOUOOOOOOPP{P|PPP2Q3QQQQQQQQQ:R;RRRRRRR)S*SSST?T@TKT!U"UUUUUHVIVVVVVVVVVV,W-WpWqWWWWWXX+X,XYXXX5Y6YYY"Z#ZZZ$[%[.[6[>[D[E[N[O[[[[[L\M\\\\\\\\Z][]^(^)^i^j^^^*_+_____ `!``````aaa(a)aaaaaaabvbwbbb'c(c}c~ccccccddddkdldddddd e!e]e^eeeeeJfKfffffffff#g$g*g4g=ggg#h$hhhhhdieiiiiiiiiiijj}j~jjjjjjj kkkk'l(llllllllllll00 0 0000000000000000 0000000000000000000000000 0000000000000 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 00000 0 00 0 00 0 0 000000000000 00000000000000 000000000000000000 0000 0 000000000000000 0000000 000000000000 0000 0 0000000000 00000000 000000000 0000 0 000000000000000 00 0 00000000 0000 0 00000000000000 000000000000 0000000000000 0000 0 0000000000000000 00000000000000 0000000000000 0000 0 00000000000000000 00000000000000000 0000000000000 0000 0 0000000 000000000 00000000000 0000 0 0000000000 000000000 000000000 0000 0 00000000 0 0000000000 0000 0 00000 0 0000000000000 0000 0 0000000000000000000000000 000000000 00000000 0000 0 0000000000000000000000 00000000000000000 000000000 0000 0 0000000000000000000000 000000000000 000000000 0000 0 0000000000 000000000 000000000 0000 0 0000000000 00000000 000000000 0000 0 0000000000000 000000000000 0000000000 0000 0 000000000 0 000000000 0000 0 000000000 000 00000000 0000 0 0000000 000 00000000000 0000 0 00000000 0 000000000 0000 0 0000 }$$$/*I*J*!1N1O1555:::=>>A-A.AF'F(FL=L>LQQQVVV.[D[E[`aacdd!efffgiiillllj00Q@0t@89j00Q@0t@89 @*2dU j00,Zi@*2dU C4j00PRC4@0j0 0 R@0@0`Tj0 0 lz@0`T@0j0 04z@0@0j00@0@0j00@0@0j00Z@0@0j00Z@0@0j00Z@0QN=@m@H@kP@0j00@&0k&1P@Q@0j00@v0x}P@Q@0j00@0@0j00z@0rf+@0j0!0z@0@0j0#0zn>+`@0j0%0z@0j0i0jY@0j0'0z@0j0o0pi@0j0)0z@0@0j0+0z@0j00 G z hXX"* 7U?+IQYEcjqt;?@ACDIQV]chotz}a*Hu $$'(+,S-0I23v7N9r:=?BCFrG-IIL'NN1R=TTXYZ^_DcMdhillnoqrtt<>BEFGHJKLMNOPRSTUWXYZ[\^_`abdefgijklmnpqrsuvwxy{|~t=8@0(  B S  ?px.#x.x./x..x.,/x.#x.x.Dx.x.<#x.l/x..x.x.|6x.̢x.x. x.  x.L!x.Ŀ"x. #x.<$x.|%x.&x.'x. (x.L)x.*x.+x.\,x.-x..x./x.\0x.1x.2x.3x.\4x.5x.6x.7x.\8x.9x.:x.;x.tx.4?x.t@x.Ax.Bx.4Cx.tDx.Ex.Fx.4Gx.tHx.Ix.Jx.4Kx.tLx.Mx.40Nx.t0Ox.0Px.0Qx.41Rx.t1Sx.1Tx.1Ux.42Vx.t2Wx.2Xx.2Yx.43Zx.t3[x.3\x.3]x.44^x.t4_x.4`x.4ax.45bx.t5cx.5dx.5ex.46fx.t6gx.6hx.6ix.47jx.t7kx.7lx.Pmx.TPnx.Pox.Ppx.Qqx.TQrx.Qsx.Qtx.Rux.TRvx.Rwx.Rxx.Syx.TSzx.S{x.S|x.T}x.TThh  {{$$$$?*?*++41415555 7 7::;;==&A&A.A.ABB F F(F(FGG-L-L>L>LNNQQVVWW>[>[aaaaaaccddddffff*g*giiiijjlll      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmno  oo  ""$$$$B*B*%+%+71715555'7'7::;;==)A)A5A5ABB#F#F/F/FGG0L0LELELNNQQVVWWA[A[aa&a&aaaddddddffff1g1giijjjjlll  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmno9f*urn:schemas-microsoft-com:office:smarttagsState8o*urn:schemas-microsoft-com:office:smarttagsCity9p*urn:schemas-microsoft-com:office:smarttagsplace ypooppopopofppfoppfpopopfoppopfoppopfoppfoppfpopfpfoppopfpopfpfoppopfoppopfoppopfpfpopfpfoppopfoppopfoppopfoppopf ""GG IIIIJ J>SBSl|--44B&BPPV^^^__l3333333o"p$(*v/1358:!<======>r?AAAAAAA$A%A+A,ADFF FFFFFFF%F&F5JLLL L!L"L$L+L,L1L>>q? A-A.ABDF'F(FG4JL=L>LNOQQQR!UVVVW5Y%[D[E[\*_`aabvbcddd]efff=g#hiiijjllll@$D6lP@UnknownGz Times New Roman5Symbol3& z ArialCFComic Sans MS?5 z Courier New;Wingdings"qhIBCF:\7:\7!24ll 3qHX(?:2Key Stage 3 HistoryResearch Machines plcomcgowanD         Oh+'0|  8 D P\dltKey Stage 3 HistoryResearch Machines plc Normal.dot omcgowan70Microsoft Office Word@߽@6G7@,K:\՜.+,0  hp  RM Connect Network7l' Key Stage 3 History Title  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F@yQData 1TableڪWordDocument7 SummaryInformation(DocumentSummaryInformation8CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q