Curriculum Guide Y10 Autumn Term 2016-17fluencycontent2-schoolwebsite.netdna-ssl.com/...10-Curriculum-Guid… · Curriculum Guide Y10 Autumn Term 2016-17 3 Dear Parent/Guardian Welcome

Curriculum Guide Y10 Autumn Term 2016-17

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Contents

DEAR PARENT/GUARDIAN ..................................................................................................... 3

NEW GCSES AND ASSESSMENT ........................................................................................... 4

CURRICULUM MAP .................................................................................................................. 5

HOMEWORK TIMETABLE ........................................................................................................ 6

LITERACY ................................................................................................................................. 7

NUMERACY .............................................................................................................................. 7

LIBRARY ................................................................................................................................... 7

KEYDATES ............................................................................................................................... 7

YEAR 10 ENGLISH ................................................................................................................... 8

YEAR 10 MATH’S ....................................................................................................................10

YEAR 10 COMBINED SCIENCE ..............................................................................................11

YEAR 10 BIOLOGY..................................................................................................................13

YEAR 10 CHEMISTRY .............................................................................................................14

YEAR 10 PHYSICS ..................................................................................................................15

YEAR 10 GEOGRAPHY ...........................................................................................................16

YEAR 10 HISTORY ..................................................................................................................18

YEAR 10 FRENCH ...................................................................................................................20

YEAR 10 SPANISH ..................................................................................................................21

YEAR 10 ICT ............................................................................................................................22

YEAR 10 DIGITAL ARTS .........................................................................................................23

Y10 VISUAL ART .....................................................................................................................25

YEAR 10 MUSIC ......................................................................................................................27

YEAR 10 DRAMA .....................................................................................................................29

YEAR 10 DANCE .....................................................................................................................31

Y10 BTEC BUSINESS ..............................................................................................................34

YEAR 10 DESIGN AND TECHNOLOGY ..................................................................................36

YEAR 10 BTEC SPORT LEVEL 2 ............................................................................................37

YEAR 10 MEDIA ......................................................................................................................39

YEAR 10 PHILOSOPHY, BELIEFS AND ETHICS (PBE) .........................................................41

ETHNIC MINORITY ACHIEVEMENT AND ENGLISH AS AN ADDITIONAL LANGUAGE ......43

YEAR 10 HEALTH ...................................................................................................................45


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Dear Parent/Guardian

Welcome to the Year 10 Curriculum Guide, the guide contains the outline of work that

your child will be studying this year. Along with information about the important

nationwide changes to the GCSE’s.

The next two years will see the students prepare for their GCSE, the booklet is here to

support you in understanding what is required of them to allow them to achieve their full

potential.

To further help with the transition in to Y10 (KS4) we are holding a working together

evening on the 27th of September at 6pm. This is open to all Y10 Parents/Guardians

and students. It will cover the new GCSE’s, a focus on Math’s/English and how you can

support them at home.

If you require any further support or information please contact your child’s tutor in the

first instance.

Other key people are

Ms Fletcher – RSL – Y10

Ms Verber – Assistant head – KS4 Pastoral

Mr Hepworth – Assistant head – KS4 Curriculum

Yours Faithfully

Mr Hepworth


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New GCSEs and Assessment

As you are aware the Government has introduced new GCSEs. The aim is to increase the

academic rigour and challenge for young people nationally to better prepare them for the work

place or further study. This new system is being phased in and Grades 9 to 1 will be awarded

instead of letters A*-G. Grade 9 is considered the highest, Grade 1 is the lowest and a Grade 5

is considered as a ‘good pass’. The proportion of students nationally gaining at least a Grade 4

will be roughly the same as those who currently gain at least a C. The proportion of students

nationally gaining at least a Grade 7 will be roughly the same as those who currently gain at

least an A. The new Grade 9 will be awarded to the top 20% of students gaining at least a

Grade 7.

The table below shows how the new number grades relate to the old GCSE grades

New GCSE

grades

1 2 3 4 5 6 7 8 9

Old GCSE

grades

G/F- F/E E+/D C C+/B- B/B+ A A+/A* A* +

All but 3 subjects will be following the new GCSE grade structure in Y10, DT, Media and Italian

will still follow the old GCSE levels in line with the Governments phased changes.


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Curriculum Map

Subject breakdown for the week. Option A Option B Option C Option D Triple Science Btec Sport Drama Btec Business English/Maths DT Geography Digital Art French History French History Italian BTEC ICT Music Media Geography Spanish BTEC Sport Spanish Visual Art


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HOMEWORK TIMETABLE

Time spent on homework should be AT LEAST one hour per subject, per week. This

should be doubled for English and Maths.

Students should also be revising topics throughout year 10 to help them prepare for

their end of term assessments. This could be making notes, spider diagrams, cue cards,

BBC bitesize online, working through revision books.

Where possible, please provide your child with a quiet space in which to complete

homework, with access to a desk or table.

Students are set work for every subject. If you are concerned that homework is not in

the diary please contact your child’s subject teacher or his/her tutor.

Monday Tuesday Wednesday Thursday Friday

Maths

English

HEALTH

Science

OPTION A

Biology

Maths

OPTION A

Physics

PBE(X)

Science

OPTION A

Chemistry

English

PBE(Y)

OPTION B

PE

DT

History

Music

Spanish

Visual Arts

French

Dance

OPTION D

ICT

Business

Digital Art

French

Geography

Spanish

OPTION C

Drama

Geography

History

Italian

Media

PE


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Literacy

Literacy is one of the most important skills that students require and it is embedded into curricula across all subjects. This means that all teachers address literacy through their teaching and marking. To support students’ oral literacy all members of staff insist upon Standard English as the language of the classroom. You can support the development of your child’s literacy by:

Supporting him or her with homework, checking that they are writing extensively.

Encouraging your child to read for 30 minutes every night.

Checking that your child is proof reading work for grammar and spelling errors before

considering it complete.

Encouraging your child to speak in Standard English whenever appropriate.

Promoting a love of reading at home and suggesting books from the reading list on the

school website: the school library is also happy to help with this.

You can find useful advice for students on the BBC Bitesize website at

http://www.bbc.co.uk/education/subjects/z3kw2hv

Numeracy

Increasingly, students are required to have strong numerical skills across a range of subjects, as well as in mathematics. As with literacy, numeracy is embedded into the curricula across all subjects. As with English it is a requirement that students still in the sixth form must have a Grade 5+ or are studying Math’s to allow them to stay within the sixth form or college they would like to attend.

Library

The library is open to students and staff from 8am until 4pm (except on Tuesdays where we open at 8.45am.) Students have access to a range of fiction and non-fiction books to support academic progress and to promote a lifelong love of reading. Students can use our new library system, Eclipse, to look at what books are in stock, to check their own loan history and to get recommendations for further reading. Computers are also available for those wishing to complete homework before and after school as well as at break and lunchtime. Students will also have the opportunity to visit the library during some lessons to help with their research and to encourage independent learning. Throughout the year, the library hosts a number of events, including author visits, book fairs, competitions and reading groups. Students are also given the opportunity to attend a variety of author events involving schools across the borough. Every Tuesday and Wednesday, students are invited to participate in our Learning Zone, where dedicated LSAs come to the library to help students with their school work.

KEYDATES

Autumn term assessment (Week Beginning 14th November)

Spring term assessment (Week Beginning 6th Feb)

End of Year Exam (Week Beginning 3rd July)



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Year 10 English

Exam Board: Edexcel Syllabus Code: 1EN0 and 1ET0

Website: https://qualifications.pearson.com

Staffing: HOD: Joanne Smith Email: [email protected]

Assessment: (External assessment info End Of Course) English Language: Paper 1: Fiction and Imaginative Writing - 40% - 1 Hour 45 Minutes - Exam Section A – Reading: questions on an unseen 19th-century fiction extract. Section B – Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extract Paper 2: Non-fiction and Transactional Writing 60% - 2 Hours – Exam Section A - Reading: questions on two thematically linked, unseen non-fiction Extracts. Section B - Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extracts. English Literature: Paper 1: Shakespeare and Post-1914 Literature – 50% - 1 Hour 45 Minutes – Exam Section A – Shakespeare (Romeo & Juliet): a two-part question, with the first task focused on an extract of approximately 30 lines. The second task is focused on how a theme reflected in the extract is explored elsewhere in the play. Section B - Post-1914 British play or novel (Animal Farm – George Orwell): ONE essay question. Paper 2: 19th-century Novel and Poetry since 1789 – 50% - 2 Hours 15 Minutes – Exam Section A - 19th-century novel (Great Expectations – Charles Dickens): a two part question, with the first part focussed on an extract of approximately 400 words. The second part is an essay question exploring the whole text. Section B - Part 1: ONE question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown in the question paper. Part 2: ONE question comparing two unseen contemporary poems.

Assessment: (This term internal/external) Term 1a. A full Great Expectations Literature mock exam in the final week of half-term which will be marked using the GCSE criteria. Term 1b. A full mock exam of English Language Paper 2 encompassing a non-fiction comparison task and a transactional writing task. Week Beginning 14

th November


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Course description/overview: Studying English allows students to imagine, discover and experience worlds without boundaries. At Chestnut Grove the English curriculum strives to embed in students a love of literature, as well as the means to express themselves using excellent standard English, thoroughly preparing them for the future of employment and further study. Our results at key stage 4 are consistently outstanding. KS4 is a challenging time for students, encompassing as it does the range of texts and skills demanded by the new GCSE curriculum. During Year 10 students will study the majority of the course content for both their Language and Literature GCSE exams. The linear nature of these courses necessitates this so that there is a significant period of time available in Year 11 for exam preparation. The key skills of reading and writing are more important than ever in the new courses and will form the focus of each and every lesson and piece of homework.

Curriculum breakdown: (This Term) Term 1a – Great Expectations. A study of Charles Dickens’ seminal 19

th century novel which will form a

core part of students GCSE English Literature exam. This is a ‘closed book’ exam which necessitates the learning by heart of key quotations from the text. Term 1b – Comparison of 20

th & 21

st Century Non-Fiction. To begin the English Language GCSE course

we will focus on Paper 2. In this exam students are asked to compare two unseen non-fiction texts on the same topic but from different time periods. To prepare for this task students will be exposed to a wide range of exemplar texts and mock exam questions.

What can you do to support your child?

Supporting your children with their homework, by ensuring it is completed on time, and seeing whether it could be developed further.

Encouraging your children to read for 30 minutes every night To ensure your children are proof-reading work for grammar and spelling errors. Encourage your children to read quality non-fiction texts eg/ the Guardian Encourage your children to speak in Standard English when appropriate Promote a love of reading at home, suggesting books from the reading lists on the school website Read and discuss the core texts with them Purchase revision guides for the core texts. E.g. York Notes

Wider reading and useful web-sites or activities to support learning: www.samlearning.com http://www.bbc.co.uk/education/subjects/z3kw2hv www.sparknotes.com www.schmoop.com Reading lists on the school website

Homework: Students will receive one extended and one shorter piece of homework per week. The extended homework will be writing focused and should take students at least an hour to complete. The shorter homework task may consist of reading, research or planning as the needs of the curriculum dictate.

http://www.samlearning.com/



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Year 10 Maths

Exam Board:

Edexcel

Syllabus Code:

1MA1

Website: www.edexcel.co.uk

Head of Department: Mrs Olatunji Email: [email protected]

Assessment:

All assessments in Y10 are internal and are based on exam type questions.

Assessment: (This term internal/external)

1. Straight line graphs and gradient exam booklet 2. Simultaneous equation booklet 3. Autumn term assessment covering Year 9 content and topics covered this half term.

Assessments will be written to mimic external exams. Week Beginning 14th November

Curriculum breakdown: (Autumn Term)

Number: basic number fractions ratio and proportion (weeks 1-4)

Statistics: charts tables and averages (weeks 5 - 6)

Assessment week 7

Number sequences: (week 9)

Ratio and proportion: (week 10 -11)

Angles: (week 12)

Revision: week 13

Assessment and feedback: (week 14-15)


Provide a quiet place for your child to do their homework.

Check homework diary each night to see what homework is being recorded.

To help instill a fruitful work ethic it is imperative that students develop a good sleep pattern. Therefore we

advise a restricted use of mobile phones and electronic games at night time.

Wider reading and useful web-sites or activities to support learning:

www.mathsgenie.co.uk has very helpful videos and questions

Homework:

Your child’s teacher will set a substantial homework each week. If your child has difficulty completing

homework because they do not understand the topic please encourage them to use the website above,

talk to their class teacher or to use BBCbitesize.

http://www.edexcel.co.uk/

mailto:[email protected]

http://www.mathsgenie.co.uk/


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Year 10 Combined Science

Exam Board:

AQA

Syllabus Code: Trilogy 8464 Website:

http://www.aqa.org.uk/subjects/science/gcse/co

mbined-science-trilogy-8464

HOD: Ms Collister Email: [email protected]

Assessment: (External assessment info End Of Course)

Biology paper 1; 1 hr 15 min; 16.7%

Biology paper 2; 1 hr 15 min; 16.7%

Chemistry paper 1; 1 hr 15 min; 16.7%

Chemistry paper 2; 1 hr 15 min; 16.7%

Physics paper 1; 1 hr 15 min; 16.7%

Physics paper 2; 1 hr 15 min; 16.7%


Homework exam pack 1 Biology

Biology mid-module/ELC test

Homework exam pack 2 Biology

Autumn term assessment– Biology exam Week Beginning 14th November

Course description/overview:

Combined Science is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing

to 4 hours a week in year 10 and 11. The qualification is graded based on a 17-point scale: 1-1 to 9-9

where 9-9 is the best grade.

Curriculum breakdown: (This Term)

Biology:

Cell Biology

Cell organization

Infection & response

Bioenergetics

Homeostasis & response Chemistry

Atomic structure

Structure & bonding

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464


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Ensure that your child has bought the relevant revision guides. These are available from the Science

department at a discounted rate of £3 and can be paid for through ParentPay.

Ensure that your child is completing the homework set each week. Homework will be set as per the

whole school homework timetable every week, without fail!

Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all

intervention provided that is relevant for them


• www.s-cool.co.uk • www.bbc.co.uk/education/subjects • www.khanacademy.org • www.o2learn.co.uk • www.my-gcsescience.com • www.docbrown.info • www.mrsmillersblog.wordpress.com • www. Examtime.com •

Homework:

Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of

this students are making revision notes on new content learnt each week to help prepare for

examinations.

http://www.s-cool.co.uk/

http://www.bbc.co.uk/education/subjects

http://www.khanacademy.org/

http://www.o2learn.co.uk/

http://www.my-gcsescience.com/

http://www.docbrown.info/

http://www.mrsmillersblog.wordpress.com/

https://www.examtime.com/en/


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Year 10 Biology

Exam Board: AQA Syllabus Code:8461 Website:

http://www.aqa.org.uk/subjects/scien

ce/gcse/biology-8461

Staffing: Miss Buchanan


Biology paper 1; 1 hr 45 min; 50% Biology paper 2; 1 hr 45 min; 50%


1. Homework exam pack 1 Bio 2. Homework exam pack 2 Bio 3. Autumn term assessment – Biology end of topic exam Week Beginning 14

th November


Biology is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this students have one lesson after school on a Tuesday each week of either extra English or Science on a rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is the best grade.


Cell Biology

Cell organization

Infection & response

Bioenergetics

Homeostasis & response


Ensure that your child has bought the relevant revision guides. These are available from the Science department at a discounted rate of £3 and can be paid for through ParentPay.

Ensure that your child is completing the homework set each week. Homework will be set as per the whole school homework timetable every week, without fail!

Encourage your child to seek help from his or her teachers if needed. Ensure that they attend all intervention provided that is relevant for them


• www.s-cool.co.uk • www.bbc.co.uk/education/subjects • www.khanacademy.org • www.o2learn.co.uk • www.my-gcsescience.com • www.docbrown.info • www.mrsmillersblog.wordpress.com • www. Examtime.com

Homework:

Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of this students are making revision notes on new content learnt each week to help prepare for examinations.

http://www.aqa.org.uk/subjects/science/gcse/biology-8461

http://www.aqa.org.uk/subjects/science/gcse/biology-8461










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Year 10 Chemistry

Exam Board: AQA

Syllabus

Code: 8462

Website:

http://www.aqa.org.uk/subjects/science/gcse/chemistry-

8462

Staffing: Miss Collister

Assessment: (External assessment info End Of Course) Chemistry paper 1; 1 hr 45 min; 50% Chemistry paper 2; 1 hr 45 min; 50% Assessment: (This term internal/external)

1. Homework exam pack 1 Chem 2. Homework exam pack 2 Chem 3. Autumn term assessment– Chemistry end of topic exam Week Beginning 14

th November

Course description/overview: Chemistry is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this students have one lesson after school on a Tuesday each week of either extra English or Science on a rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is the best grade.


Chemistry

Atomic structure

Structure & bonding

Organic Chemistry

Atmosphere

Resources







Homework:

Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of this students are making revision notes on new content learnt each week to help prepare for examinations.

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462










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Year 10 Physics

Exam Board:

AQA

Syllabus Code:

8463

Website: http://www.aqa.org.uk/subjects/science/gcse/physics-

8463

Staffing: Mr O’Keeffe


Physics paper 1; 1 hr 45 min; 50%

Physics paper 2; 1 hr 45 min; 50%


1. Homework exam pack 1 Phys 2. Homework exam pack 2 Phys 3. Autumn term assessment–Physics end of topic exam Week Beginning 14

th November


Physics is part of Triple Science. It is taught from year 9 to year 11. Students have 3 lessons a week in

year 9, increasing to 6 hours a week in year 10 and 11, two hours of each Science. In additional to this

students have one lesson after school on a Tuesday each week of either extra English or Science on a

rotation. This term it will be English. The qualification is graded based on a 9-point scale: 1 to 9 where 9 is

the best grade.


Physics:

Particle model

Atomic structure

Energy

Forces







Homework:

Science sets one hour of homework a week, mostly exam paper questions. If is important that on top of

this students are making revision notes on new content learnt each week to help prepare for

examinations.

http://www.aqa.org.uk/subjects/science/gcse/physics-8463

http://www.aqa.org.uk/subjects/science/gcse/physics-8463










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Year 10 Geography

Exam Board: AQA

Syllabus Code: 8035

Website: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

HOD: Mr Reeves Email:[email protected]

Assessment: (External assessment info End Of Course) Paper 1: Living with the physical environment. 1 hr 30 mins. 88 marks. 35% of GCSE. Paper 2: Challenges in the human environment. 1hr 30mins. 88 marks. 35% of GCSE. paper 3: Geographical applications. 1hr 15mins. 76 marks. 30% of GCSE. ALL exams sat in May/June 2018. There are no tiers, all students sit the same exam papers.

Assessment: (This term internal/external) 1. UK Physical Landscape Exam Question Booklet 2. Rivers Exam Question Booklet 3. Coasts Exam Question Booklet 4. Urban Issues Exam Question Booklet Autumn term assessment Week Beginning 14

th November

Course description/overview: This exciting course is based on a balanced framework of physical and human geography. It allows students to investigate the link between the two themes, and approach and examine the battles between the man-made and natural worlds. The subject content is split into four units: 3.1 Living with the physical environment, 3.2 Challenges in the human environment, 3.3 Geographical applications and 3.4 Geographical skills. 3.1: Section A: Challenge of Natural Hazards – Tectonic Hazards/Weather Hazards/Climate Change Section B: The Living World – Ecosystems/Tropical Rainforests/ Cold Environments. Section C: Physical Landscapes in the UK – Coastal Landscapes/ River Landscapes 3.2: Section A: Urban issues and challenges. Section B: The changing economic world. Section C: Resource management 3.3: Section A: Issue evaluation (decision making paper based on a geographical issue) Section B: Fieldwork – in a physical and human environment. There will be no coursework, assessment is exam based. 3.4 The following skills will be assessed: Cartographic (maps), Graphical (graphs/charts), Numerical (statistical testing), Use of data, Enquiry and argument.

Curriculum breakdown: (This Term) In the first half term students will study Physical Landscapes in the UK: Rivers and Coasts looking at what the different natural processes are that operate in these environments and how they create distinctive landforms. We will also investigate how we as humans interact with these through management strategies. In the second half term students will study Urban Issues and Challenges looking at urban growth in poorer and developing countries – the reasons for it and the impacts it has, the social/economic and environmental challenges of urban growth in the UK and the future of sustainable cities.



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What can you do to support your child? Support in homework Sign up to The Guardian Environment and other similar websites which examine the themes throughout the GCSE and in particular this term.

Wider reading and useful web-sites or activities to support learning: As above. BBC Bitesize is always useful for processes and landforms.

Homework: 1 homework will be set weekly and will build upon learning in class. The tasks will be varied in their nature.


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Year 10 History

Exam board: Edexcel Syllabus Code: 1HI0 Website: https://qualifications.pearson.com/en/home.html

HOD: Ms L Adams Email: [email protected]

Assessment: Paper 1: 10 Crime and punishment in Britain, c1000-present and Whitechapel, c1870-1900: crime, policing and inner city. Written examination: 1 hour and 15 minutes / 30% of the qualification / 52 marks Paper 2: B1 Anglo-Saxon and Norman England, c1060-88 26/27 Superpower relations and the Cold War, 1941-91 Written examination: 1 hour and 45 minutes / 40% of the qualification / 64 marks Paper 3: 31 Weimar and Nazi Germany, 1918–39 Written examination: 1 hour and 20 minutes / 30% of the qualification / 52 marks

Assessment in the Autumn term: 1. 16 mark, paper 2 4c exam question focusing on the reasons for the Norman victory at the Battle of Hastings 2. 12 mark, paper 2 4b exam question focusing on the resistance in England to the Norman conquest 3. Mock exam in line with 14

th November year 10 exam week.

4 16 mark, paper 2 4c exam question focusing on the changes in Norman England

Course description/overview: This new GCSE course means that students now have the opportunity to explore medieval history as well as modern history at GCSE level. Students should be able to make links with their learning from KS3, particularly year 7 when they studied the Norman invasion. At GCSE the exploration of the history is more rigorous and students are expected to understand multi stranded causation, be critical about interpretation, make judgments about usefulness, consider change and continuity alongside similarity and difference and of course come to clear reasoned judgments about key historical debates. The subject content is divided into three papers as seen above in the assessment section.

Curriculum breakdown: Autumn Term: students will study the Anglo Saxons and Normans section of paper 2. This involves focusing initially on Anglo Saxon society before the Normans and then how it changed when the Normans arrived. This focus on causation and change and continuity will be students will explore changes to the church, government and the people. Students will also study the revolts William the conqueror had to deal with. The basic structure of the Autumn term is as follows:

1. Anglo Saxon England and the Norman conquest, 1060-66 2. William I in power: securing the kingdom, 1066-87 3. Norman England, 1066-88

What can you do to support your child in History?

Discussions based on what students have learnt. Engaging with political, spiritual, social, cultural and moral issues. Visiting places of historical interest in the local area. Reading and watching the news and having an awareness of current issues around the world.



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Wider reading and useful websites or activities to support learning:

www.bbc.co.uk/education www.history.com Hodder education – Making sense of History / SHP series Pearson education resources

Homework: Set once a week Refer to Academy expectations for homework

http://www.bbc.co.uk/education

http://www.history.com/


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Year 10 French

Exam Board:

Edexcel

Syllabus

Code:1FR0

Website:https://uk.pearson.com/secondary-

educators/subjects/secondary-languages.html

HOD: Mrs H. Holding Email:[email protected]

Assessment: (External assessment info End Of Course) Listening exam at the end of Year 11 25% Speaking exam at the end of Year 11 25% Reading exam at the end of Year 11 25% Writing exam at the end of Year 11 25%

Assessment:

Family & relationships Speaking booklet

Free time activities & when I was younger Writing assessment

Daily routine & food and drink customs Speaking booklet

Shopping, social media & technology writing assessment

Autumn term reading and listening exams Week Beginning 14th November

Course description/overview: The aims of the course are to enable students to:

Develop their confidence in communicating in French in speech and writing

Express and develop thoughts and ideas spontaneously and fluently

Deepen their knowledge of how language works

Develop awareness and understanding of the culture and the identity of the countries and communities where the language is spoken


1. Family & relationships

2. Free time activities & when I was younger

3. Daily routine & food and drink customs

4. Shopping, social media & technology


Test them frequently on new vocabulary covered in class

Make sure that they complete their homework every week

Wider reading and useful web-sites or activities to support learning: CGP revision guides http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize www.linguascope.com Please ask your child’s class teacher for the username and login

Homework:

Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a

reading or writing task.

https://uk.pearson.com/secondary-educators/subjects/secondary-languages.html



http://www.bbc.co.uk/education/subjects/zgdqxnb

http://www.linguascope.com/


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Year 10 Spanish

Exam Board: Edexcel Syllabus Code:2SP01 Website: https://uk.pearson.com/secondary-educators/subjects/secondary-languages.html

HOD: Mrs H. Holding Email:[email protected]

Assessment: (External assessment info End Of Course) Listening exam at the end of Year 11 25% Speaking exam at the end of Year 11 25% Reading exam at the end of Year 11 25% Writing exam at the end of Year 11 25%

Assessment:

Family & relationships Speaking booklet

Free time activities & when I was younger Writing assessment

Daily routine & food and drink customs Speaking booklet

Shopping, social media & technology writing assessment

Autumn term reading and listening exams Week Beginning 14th November

Course description/overview: The aims of the course are to enable students to: Develop their confidence in communicating in Spanish in speech and writing Express and develop thoughts and ideas spontaneously and fluently Deepen their knowledge of how language works Develop awareness and understanding of the culture and the identity of the countries and communities where the language is spoken

Curriculum breakdown: (This Term) Family & relationships Free time activities & when I was younger Daily routine & food and drink customs Shopping, social media & technology

What can you do to support your child? Test them frequently on new vocabulary covered in class Make sure that they complete their homework every week

Wider reading and useful web-sites or activities to support learning: CGP revision guides http://www.bbc.co.uk/education/subjects/zgdqxnb BBC Bitesize www.linguascope.com Please ask your child’s class teacher for the username and login

Homework: Homework will be set once a week and there will be a learning homework (vocabulary) in addition to a reading or writing task





http://www.bbc.co.uk/education/subjects/zgdqxnb

http://www.linguascope.com/


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Year 10 ICT

Exam Board: Edexcel BTEC Syllabus Code: BTEC First Award Level 2

Website: Pearson website

HOD: Mr M Nightingale Email:

Assessment: Exams 25% of final grade Coursework 75% of final grade

Assessment: Ongoing online tests toward end of Autumn term. Unit 6 coursework

Course description/overview: This is the BTEC First Award Level 2 in ICT, there are 4 units to cover for this qualification. The first unit (The Online World) is examined with the other 3 units being comprised of coursework. Unit 3 – e-Portfolio Unit 4 – Animation Unit 6 - Digital Graphics

Curriculum breakdown: Unit 1 The Online World - Understanding the online world, services and communication, and the impact it has on business, social networking and online security. The unit is assessed with a 1 hour exam. The exam is a mix of multiple choice and long answer questions. The marks are worth 25% of the BTEC qualification. In parallel with Unit 1, students should be developing their portfolio of work. This comprises much of what Unit 3 is about – an online portfolio of work. This is an exciting onscreen way for learners to showcase their achievements to potential employers or when applying for a course. They will showcase the projects they have created and developed, their use of communication and presentation skills. Digital portfolios can be viewed by anyone with a browser.

What can you do to support your child? Support students in their use of technology. Ask them to show you something about technology that you didn’t know before. Share with them how you use computers in your everyday life.

Wider reading and useful web-sites or activities to support learning: Researching tasks by visiting a minimum of 3 different source websites to gain a more solid opinion about topics. Watching BBC Click to gain a wider appreciation of where technology has an impact. A BTEC revision guide is also available from the class teacher for £3

Homework: Homework will be comprised of written research assignments which reinforce the teaching being done in class. It will be set weekly and should be handed in by the agreed deadlines which can be up to a week.


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Year 10 Digital Arts

Exam Board:

Edexcel

Syllabus Code:

1GC0

Website:

http://qualifications.pearson.com/en/qualifications/edexcel-

gcses/art-and-design-2016.html

HOD: Ms C Keeble Email: [email protected]

Assessment:

Coursework unit 1 – 60% of final grade

Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for the exam

project) – 40% of final grade.

Assessment:

Coursework Unit 1 – Natural Forms

Coursework Unit 2 - Identity


Graphic Communication introduces students to a visual way of conveying information, ideas and

emotions, using a range of graphic media, processes, techniques and elements such as colour, icons,

images, typography and photographs. Students should conduct primary and secondary investigations

during their design development, and explore traditional and/or new technologies. They should also

consider the use of signs and symbols, and the balance between aesthetic and commercial

considerations.

Students will also understand that Graphic Design practitioners may work within a small team

environment or work as freelance practitioners. They may be responsible for a particular aspect of the

Design or Production process or for the entire design cycle. They will need good communication skills in

order to liaise with clients and to promote themselves as graphic designers.

Curriculum breakdown:

This term students will commence their first coursework unit entitled ‘Identity’. Students will be introduced

to a variety of artists and photographers who explore the theme of identity through their creative work.

Students will complete creative tasks in order to develop their Photo shop skills whilst learning to combine

traditional drawing skills with more contemporary digital art techniques and processes.


Ensure that Digital Art students are spending a minimum of 2 hours of independent study each week on their Digital Arts GCSE. Students would also benefit from visiting as many art galleries and exhibitions in order to collect as much independent research as possible. Visiting exhibitions it an excellent way to inspire and motivate GCSE students.



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Wider reading and useful web-sites or activities to support learning: New British Artists www.newbritishartists.co.uk Photographers’ Gallery www.photonet.org.uk Royal Academy www.royalacademy.org.uk San Francisco Museum of Modern Art www.sfmoma.org Science Museum www.sciencemuseum.org The Artchive www.artchive.com The British Museum www.britishmuseum.org Centre Pompidou www.cnac-gp.fr Crafts Council www.craftscouncil.org.uk Design Museum www.designmuseum.org Guggenheim www.guggenheim.org Imperial War Museum www.iwm.org.uk The Lowry www.thelowry.com Metropolitan Museum of Art www.metmuseum.org Minneapolis Institute of Art www.artsmia.org Museum of Modern Art www.moma.org National Galleries of Scotland www.nationalgalleries.org National Gallery www.nationalgallery.org.uk National Media Museum www.nationalmediamuseum.org.uk National Portrait Gallery www.npg.org.uk Natural History Museum www.nhm.ac.uk New Art Gallery Walsall www.artatwalsall.org.uk Tate online www.tate.org.uk Victoria and Albert Museum www.vam.ac.uk Yorkshire Sculpture Park www.ysp.co.uk

Homework:

Students will be expected to complete one hour of homework each week. An extension booklet of tasks

will be given to B/A/A* students to complete at their own leisure.

http://www.newbritishartists.co.uk/

http://www.photonet.org.uk/

http://www.royalacademy.org.uk/

http://www.sfmoma.org/

http://www.sciencemuseum.org/

http://www.artchive.com/

http://www.britishmuseum.org/

http://www.cnac-gp.fr/

http://www.craftscouncil.org.uk/

http://www.designmuseum.org/

http://www.guggenheim.org/

http://www.iwm.org.uk/

http://www.thelowry.com/

http://www.metmuseum.org/

http://www.artsmia.org/

http://www.moma.org/

http://www.nationalgalleries.org/

http://www.nationalgallery.org.uk/

http://www.nationalmediamuseum.org.uk/

http://www.npg.org.uk/

http://www.nhm.ac.uk/

http://www.artatwalsall.org.uk/

http://www.tate.org.uk/

http://www.vam.ac.uk/

http://www.ysp.co.uk/


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Y10 Visual Art

Exam Board: Edexcel

Syllabus Code: 1FA0

Website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.htmm

Staffing: Ms C Keeble (HOD) [email protected]

Assessment: Coursework unit 1 – 60% of final grade Externally set exam (8 week project which includes a 10 hour exam to complete a final piece for the exam project) – 40% of final grade.

Assessment: Coursework unit 1 – Force Coursework unit 2 – identity

Course description/overview: Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely conceptual ideas and meaning, rather than to serve a practical or commercial function. For example, work could be the outcome of personal experiences, thoughts and feelings, or simply to observe and record people, places and things in new and unique ways. Fine-art work will demonstrate an understanding and application of formal elements and creative skills, including mark making. Students will use visual communication sensitively and thoughtfully to document their artistic journey and fully support their intentions.

Curriculum breakdown: This term students will begin their first coursework unit entitled ‘Force’. Students will be introduced to a variety of artists and photographers who explore the theme of force through their investigations of a range of appropriate artists and creative work. Students will complete independent responses, in order to develop their understanding of the formal elements through drawing and painting techniques and processes.

What can you do to support your child? Ensure that Visual Art students are spending a minimum of 2 hours of independent study each week on their Visual Art GCSE. Students would also benefit from visiting as many art galleries and exhibitions in order to collect as much independent research as possible. Visiting exhibitions it an excellent way to inspire and motivate GCSE students.

Wider reading and useful web-sites or activities to support learning: New British Artists www.newbritishartists.co.uk Photographers’ Gallery www.photonet.org.uk Royal Academy www.royalacademy.org.uk San Francisco Museum of Modern Art www.sfmoma.org Science Museum www.sciencemuseum.org The Artchive www.artchive.com The British Museum www.britishmuseum.org Centre Pompidou www.cnac-gp.fr Crafts Council www.craftscouncil.org.uk Design Museum www.designmuseum.or g Guggenheim www.guggenheim.org

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.htmm

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.htmm

http://www.newbritishartists.co.uk/

http://www.photonet.org.uk/

http://www.royalacademy.org.uk/

http://www.sfmoma.org/

http://www.sciencemuseum.org/

http://www.artchive.com/

http://www.britishmuseum.org/

http://www.cnac-gp.fr/

http://www.craftscouncil.org.uk/

http://www.designmuseum.or/

http://www.guggenheim.org/


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Imperial War Museum www.iwm.org.uk The Lowry www.thelowry.com Metropolitan Museum of Art www.metmuseum.org Minneapolis Institute of Art www.artsmia.org Museum of Modern Art www.moma.org National Galleries of Scotland www.nationalgalleries.org National Gallery www.nationalgallery.org.uk National Media Museum www.nationalmediamuseum.org.uk National Portrait Gallery www.npg.org.uk Natural History Museum www.nhm.ac.uk New Art Gallery Walsall www.artatwalsall.org.uk Tate online www.tate.org.uk Victoria and Albert Museum www.vam.ac.uk Yorkshire Sculpture Park www.ysp.co.uk

http://www.iwm.org.uk/

http://www.thelowry.com/

http://www.metmuseum.org/

http://www.artsmia.org/

http://www.moma.org/

http://www.nationalgalleries.org/

http://www.nationalgallery.org.uk/

http://www.nationalmediamuseum.org.uk/

http://www.npg.org.uk/

http://www.nhm.ac.uk/

http://www.artatwalsall.org.uk/

http://www.tate.org.uk/

http://www.vam.ac.uk/

http://www.ysp.co.uk/


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Year 10 Music

Exam Board: Eduqas Syllabus Code: Website:

http://www.eduqas.co.uk/qualifica

tions/music/gcse/

HOD: Ms E Durban Email: [email protected]

Assessment: (External assessment info End Of Course) Performance, Coursework, 30%

Total duration of performances: 4-6 minutes Non-exam assessment: internally assessed, externally

moderated 30% of qualification. Minimum 2 pieces – one of which must be ensemble.

Composition, Coursework, 30%

Total duration of compositions: 3-6 minutes; Non-exam assessment: internally assessed, externally

moderated; 30% of qualification; Two compositions, one to a brief set by Eduqas in year 11

Listening Exam, Summer 2018, 40%

Written examination: 1 hour 15 minutes, short answers and essays, 40% of qualification; 4 Areas of Study

- Musical Forms and Devices - Music for Ensemble - Film Music - Popular Music. 2 set works; ‘Since

You’ve Been Gone’ by Rainbow, ‘Eine Kleine Nachtmusik’ by Mozart.

Assessment: (This term internal/external) All final recordings of composition and performance must be completed in year 11, however we shall be developing skills and working on these pieces of work throughout year 10. During the Autumn term students will complete a solo performance assessment and an ensemble performance assessment.

Course description/overview: The GCSE Music course comprises of performance, composition and analysis. The students must be able to accuractely identify key words in context as well as write about what they hear. They must also be able to perform to an audience in both a solo and ensemble context. The course comprises of 60% internally marked coursework and 40% externally marked work. All students must study, in depth, 2 set works as set by the exam board in preparation for their listening examination in summer 2018. This is a highly rigorous course and demands students are able to read music.


Develop theory skills required for the course

Introduction to skills required for in depth analysis of set works

Score reading

Solo performance

Introduction to composition to a brief – beginning composition 1

Writing a LogBook

http://www.eduqas.co.uk/qualifications/music/gcse/

http://www.eduqas.co.uk/qualifications/music/gcse/



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Listening to a variety of music stations and asking your child; what do you hear? How does it make you feel?

Investigating different styles of music from a variety of countries, if you are investigating family heritage or going on holiday, discuss the Musical features of that country.

If in receipt of peri lessons, ensuring that students practice and attend all peri lessons.

Listen to the set works with your child

Ensure they are using text book provided by CGA


ABRSM theory app, free

Ultimate guitar tab for song sheets

Free concerts at south bank and various locations (TimeOut website)

Horniman museum music lab, Forest Hill

Youtube.com/missdurbanmusic

Peri lessons

Homework:

- Keywords dictionary - Set works research - Solo performance practice - Logbooks


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Year 10 Drama

Exam Board: WJEC Eduqas

Syllabus Code: DRAMA

Website: www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/

HOD: Noga Verber Email: [email protected]

Assessment: Component 1: Devising Theatre - 40% of qualification Internally assessed, externally moderated. Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential theatre practitioner or a genre, in response to a stimulus set by the exam board. Learners must produce:

• a realisation of their piece of devised theatre • a portfolio of supporting evidence • an evaluation of the final performance or design.

Component 2: Performing from a Text - 20% of qualification Externally assessed by a visiting examiner. Learners study two extracts from the same performance text. Learners participate in one performance using sections of text from both extracts. Component 3: Interpreting Theatre - 40% of qualification Written examination: 1 hour 30 minutes

Section A: Set Text: A series of questions on one set text that students will have studied in lessons. Section B: Live Theatre Review: One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.

Assessment: (This term) In the first term students will work practically to introduce them to the skills and knowledge they will need throughout the course. Students will be internally assessed on their homework tasks which will include research and written work on drama practitioners and written evaluations of their practical work (which will prepare them for creating their component one portfolio).

Course description/overview: GCSE Drama is an exciting, inspiring and practical course. It provides opportunities for involvement and enjoyment in drama performance or design and to attend live theatre performances and to develop skills as informed and thoughtful audience members. Students will be given opportunities to participate in and interpret their own and others' drama. They have the option to work practically as performers and/or designers in Components 1 and 2 and will investigate a practitioner or genre of drama, work collaboratively to develop ideas to communicate meaning and experiment with dramatic conventions, forms and techniques to produce and realize a piece of original theatre. They will also have the opportunity to participate in the performance of an extract from a play text. Learners will demonstrate their knowledge and understanding of drama, including their ability to interpret texts for performance, in a written examination. However, in preparation for this written assessment, students will study their chosen text practically as a performer, designer and director.



30

Curriculum breakdown: (This Term) Introduction period – Students given a range of opportunities in practical sessions to develop their knowledge, understanding and skills for the course. (This will be an ongoing development process throughout the two years). This will include students participating in workshops to develop the drama skills and techniques required for devising and text based work as well as skills such as analyzing and evaluating. Students go and see a live performance and develop their evaluation skills - this will prepare them for the live theatre section of the final exam in Year 11.

What can you do to support your child? Due to the practical nature of the course it is absolutely essential that attendance to drama lessons is 100%. Please ensure your child attends all lessons and is completing all homework tasks.

Wider reading and useful web-sites or activities to support learning: BBC Bitesize – Drama terminology and definitions of techniques To help students gain a wider experience in drama, it is great if students have the opportunity to see live drama at the theatre. This will help them when they write their own response to a liver theatre performance. The National Theatre is an excellent venue for live theatre and provides a range of different performances throughout the year. Tickets can be purchased for as little as £15. The Victoria and Albert Museum has performance related exhibitions and is an excellent place to visit to extend students’ knowledge of theatre. For more information go to http://www.vam.ac.uk/page/t/theatre-and-performance/. In addition, the National Theatre has an excellent website where students can discover online the backstage workings of the theatre. Go to http://www.nationaltheatre.org.uk/ and click on “Discover” tab.

Homework: Homework tasks which will include research and written work on drama practitioners and written evaluations of their practical work (which will prepare them for creating their component one portfolio).

http://www.vam.ac.uk/page/t/theatre-and-performance/

http://www.nationaltheatre.org.uk/


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Year 10 Dance

Exam Board: AQA Syllabus Code: 8236 Website: http://filestore.aqa.org.uk/resources/dance/specifications/AQA-8236-SP-2016-V1-0.PDF

HOD: Ms E Durban Email: [email protected]

Assessment:

http://filestore.aqa.org.uk/resources/dance/specifications/AQA-8236-SP-2016-V1-0.PDF





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Assessment: (This term internal/external) Students will complete an initial assessment in all three areas during the first term: Performance, Choreography and Dance appreciation.


This specification focuses on the aesthetic and artistic qualities of dance and the symbolic use of

movement to express and communicate ideas and concepts through the interrelated processes of

performance, choreography and appreciation. Dance is a powerful and empowering form of nonverbal

communication and it is both physical and expressive, which makes it similar to and different from other

art forms and physical activities. Dance develops creative, imaginative, physical, emotional and

intellectual capacities. This specification acknowledges the important role that dance plays in young

people’s lives. Whilst many students will bring some previous experience of dance, others will have very

little. This specification aims to value and build on whatever experience they have. GCSE students will

study a range of dance styles which acknowledge aspects of the repertoire of dance that can be seen in

the United Kingdom today

Curriculum breakdown: (This Term) First half term: Students will study technique classes in a variety of dance styles to improve their basic dance skills. They will develop their knowledge and understanding of the physical, technical and expressive skills required during the course. They will also explore the first set professional work using this as a springboard for developing performance skills by learning some of the set material from the piece, using the piece as a stimulus for their own choreography and analyzing all the aspects of the work including movement content, lighting, set design. accompaniment and costume.


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Second half term: Students will explore the second set professional work using this work to create a whole class piece to be performed in the school dance show.


Ensure your child completes the weekly written homework’s as these are an essential part of the course to prepare students for the written exam.

Ensure your child brings their dance kit.

Encourage your child to attend dance club and classes outside of school to develop their dance technique.

South Bank Centre often periodically runs free dance workshops in a variety of different dance styles – see website for details http://www.southbankcentre.co.uk/


Watching dance companies such as Rambert, Netherlands Dance Company, Phoenix Dance Company and Ballet Boyz on YouTube for choreography inspiration.

Going to see dance performances with the school and with family

Homework:

- Set works analysis - Solo performance prep - Analysis of technique in practice

http://www.southbankcentre.co.uk/


34

Y10 BTEC Business

Exam Board: Edexcel Syllabus Code: 600/4786/0 Website: edexcel.org.uk

HOD: Ms C Mackenzie Email: [email protected]

Assessment: 1 hour computer based exam = 25% 3 assignment based coursework = 75%

Assessment:

1. Unit 1 Enterprise in the Business World: What is a Business and what does it do? What types of ownership are there? In this unit students will know how trends and current business environment may impact on a business, plan an idea for a business and present a model for a business start-up company.

2. Unit 2 Finance for Business: Businesses spend money to make a profit. In this unit students will understand the costs involved in business and how profit is created. Learning about how businesses plan for success, measure success and identify areas for improvement is also important for this unit. This is an exam based unit.

3. Unit 3 Promoting a Brand: A successful business promotes itself to customers through its brand and image. In this unit students will find out what it takes to build a brand and what a business has to consider when planning brand development.

4. Unit 4 Principles of Customer Service: This unit develops and broadens student’s understanding of customer service in different businesses. Included as learning aims are understanding how businesses provide customer service and demonstrating appropriate customer service skills in different situations.


Business studies provides students with a unique insight into the world of work. Through its study,

students discover how businesses operate and learn about their key elements and essential business

functions.

This knowledge, and the holistic understanding that develops, is invaluable to those students who are

approaching or currently in the workplace. It offers an excellent foundation for those wishing to pursue

careers in management, marketing, project management, business accounting, management

consultancy, human resources, and business journalism as well as those interested in continuing on to

further study.

Curriculum breakdown: Controlled Assessment: Students spend 120 hours throughout the academic year completing coursework and preparing for their exam. The coursework and exam breakdown is;

Unit 1: Enterprise in the Business World (25%)

Unit 2: Finance for a Business – exam based which is to be sat in March of the first year of study. (25%)

Unit 3: Promoting a Brand (25%)

Unit 4: Principles of Customer Service (25%) All units must be passed in order to achieve their GCSE in Business Studies.


35


1. Encourage your child to take an interest in Business matters; in the news and online. Reading Business related publications such as the Economist, New Statesman and daily publications such as the Financial Times. Daily columns in mainstream daily papers will also help broaden student’s appreciation of the impact of their subject on not only society but directly on their own lives and circumstances.

2. Encourage your child to complete work outside of the lesson at home. The nature of the BTEC

course strongly lends itself to completing coursework assignments from anywhere there is internet access. Coupled to the storage of Business resources, accessed from Fronter, students should be able to download helpful resources to support work outside of the lesson.

Wider reading and useful web-sites or activities to support learning: Encourage your child to complete additional research. Websites such as www.forbes.com and www.times100.co.uk are beneficial for building independent learning skills.

Homework: Students will be provided with homework deadlines every other week whilst performing their coursework tasks. During preparation for their exam homework will be provided each week to ensure retention of knowledge.

http://www.forbes.com/

http://www.times100.co.uk/


36

Year 10 Design and Technology

Exam Board: AQA Syllabus Code: 4555 Website: aqa.org.uk

HOD: Mr J. Wildman Email: [email protected]

Assessment: 2 hour written exam = 40% Controlled assessment = 60%

Assessment: 1. Design movement research element: focused research sheets on Memphis. 2. Initial idea proposals for Memphis clocks with detailed ACCESS FM annotation. 3. Development of ideas sheets with detailed annotation. 4. End of term exam paper (AQA past paper).Week Beginning 14

th November

5.

Course description/overview: Design & Technology at GCSE is a fluid progression from what is taught at Key Stage 3. Students work independently and are guided by their teacher through mini-projects ending in a final Controlled Assessment in Year 11. All Key Stage 4 students currently follow the AQA GCSE Product Design course.

Curriculum breakdown: Memphis Clock: Students explore a variety of materials and manufacturing processes to produce a product of original design. Students focus their design work around the idea of the Memphis art movement. The Memphis group comprised of Italian designers and architects who created a series of bright, colourful and highly influential products in the 1980’s.


Visit exhibitions and galleries which would keep your child informed of current and past design movements, designers, architects and illustrators.

Encourage your child to do his/her D&T homework. In Key Stage 3 students will receive homework once every two weeks and once a week in Key Stage 4. These homeworks are often theory based and backup the practical element of D&T we complete in lesson times.

Encourage your child to attend D&T club (KS3) and intervention sessions (Ks4). D&T enriches what is taught in lessons and runs every Friday 3.05pm-4pm. Intervention sessions run at the same time for year 10 and 11 students in order for them to achieve the highest possible grade for their GCSE in Product Design.

Wider reading and useful web-sites or activities to support learning: Encourage your child to complete additional research. Websites such as www.technologystudent.com and www.bbc.co.uk/schools/gcsebitesize/design/ are great for building independent learning skills.

Homework: A piece of independent study will be given to students every week based on either exam theory or a research based task.


http://www.technologystudent.com/

http://www.bbc.co.uk/schools/gcsebitesize/design/


37

Year 10 BTEC Sport Level 2

Exam Board: Edxcel

Syllabus Code: 600/4779/3

Website: http://qualifications.pearson.com/en/qualifications/btec-firsts/sport-2012-nqf.html

HOD: [email protected] Email: Mr J. Tobin

Assessment: Unit 1: Fitness for Sports and Exercise; external assessment onscreen test 1 hour 50 marks on demand. Unit 2: Practical Sports Performance, internal assessment range of coursework tasks Unit 5: Training for Personal Fitness, internal assessment range of coursework tasks Unit 6: Leading Sports Activities, internal assessment range of coursework tasks

Assessment: Unit 5: Training for Personal Fitness

1. Learning aim A: Design a personal fitness training programmer; 2. Learning aim B: Know about exercise adherence factors and strategies for continued training

success

Course description/overview: The course has been designed to:

Encourage personal development through practical participation and performance

in a range of sports and exercise activities

Give learners a wider understanding and appreciation of health-related fitness,

sports and exercise through a selection of optional specialist units

Encourage learners to develop their people, communication, planning and team-working skills by having the opportunity to select from optional units available in the qualification structure.

In addition to this, the qualification provides opportunities for learners to develop the communication skills needed for working in the sport sector, as they progress through the course. This can be achieved through presentations and in discussions where they have the opportunity to express their opinions.

Curriculum breakdown: Learning aim A: Design a personal fitness training programme Outline personal information for designing a fitness training programme. Summaries personal information for designing a fitness training programme. Assess personal information for fitness training programme design. Design a safe four-week personal fitness training programme, with guidance. Independently design a safe six-week personal fitness training programme. Design a safe six-week personal fitness training programme, showing creativity in the design. Outline the importance of warm-up, cool down and FITT. Describe the principles of training and their application to the personal fitness training programme design. Justify the training programme design, explaining links to personal information. Learning aim B: Know about exercise adherence factors and strategies for continued training success Describe two personal exercise adherence factors and two strategies for training success. Describe four personal exercise adherence factors and four strategies for training success.

What can you do to support your child? Parents can help and support learning by:

Ensuring that PE kit is brought to every lesson and should be clearly marked with the student’s name,

Encouraging physical activity as part of a healthy lifestyle.

Ensure that your child is completing the homework set each week.

Encourage your child to seek help from his or her teachers if needed.

Ensure that they attend all intervention provided that is relevant for them

http://qualifications.pearson.com/en/qualifications/btec-firsts/sport-2012-nqf.html

http://qualifications.pearson.com/en/qualifications/btec-firsts/sport-2012-nqf.html



38

Wider reading and useful web-sites or activities to support learning: Adams, M., Armstrong, R., Gledhill, A., Hancock, J., Harris, B., Phillippo, P. and Sergison, A., BTEC First in Sport Student Book, Pearson Education, 2012 ISBN 978 1 44690 161 8 Ackland, J., The Complete Guide to Endurance Training, A & C Black, 2007 ISBN 978 0 71367 903 8 Bean, A., The Complete Guide to Strength Training, A & C Black, 2008 ISBN 978-1 40810 539 9 Hope, R. and Lawrence, D., The Complete Guide to Circuit Training, A & C Black, 2011 ISBN 978 1 40815 635 3 Lawrence, M., The Complete Guide to Core Stability, A & C Black, 2011 ISBN 978 1 40813 324 8 Norris, C. M., The Complete Guide to Stretching, A & C Black, 2007 ISBN 978 1 71368 348 6 Shepherd, J., The Complete Guide to Sports Training, A & C Black, 2006 ISBN 978 0 71367 835 2

Websites

www.brianmac.co.uk/trainprog

www.livestrong.com/fitness

www.sport-fitness-advisor.com

www.thinqfitness.com/video.asp www.betterhealth.vic.gov.au/ www.myexerciseplan.com/assessment/barriers.php

Homework: 1 hour of homework is expected to be completed each week. This may take the form of research tasks, preparing notes for assessments, and completing presentations.

http://www.brianmac.co.uk/trainprog

http://www.livestrong.com/fitness

http://www.sport-fitness-advisor.com/

http://www.thinqfitness.com/video.asp


39

Year 10 Media

Exam Board: OCR Syllabus Code: J526 Website:

http://www.ocr.org.uk/qualifications/gcse-

media-studies-j526-from-2012

HOD: Mr A Sharpe Email: [email protected]


Exam 40% (1 hour and 45 minutes)

In Section A students analyse and respond to a short, unseen moving image extract. In Section B,

candidates answer questions based on Institution and Audience through the study of Television Comedy

Coursework 60%

The Individual Media Studies Portfolio - Candidates produce an individual portfolio containing a

comparative analytical assignment (comparative essay), a production exercise (creating two action

adventure posters) and a planning and evaluative commentary. The comparative analytical assignment is

comparing how gender is represented in action adventure filmsProduction portfolio in Media Studies -

Students work in groups to produce a major practical production (the opening of a news story that

appeals to teenagers). Within this, each individual produces their own evidence of research and planning

alongside an individual evaluation of their finished product.


Internal assessment of coursework:

1. Cinematography response (The Big Lebowski) 2. Editing response (Hot Fuzz) 3. Editing response 2 (Pi) 4. Representation response (Hit Girl vs Gwen) 5. Autumn term assessment A comparative essay on the representation of gender in two action

adventure films Week Beginning 14th November


The course introduces students to a variety of forms of Media including film, print and television. The

students develop their analytical skills through close textual analysis of film with a particular focus on the

microelements (camera work, editing, mise en scene and sound). They also train in a range of software’s

including Photoshop, iMovie, Final Cut and Premiere Pro. Students also work on creative projects both

individually (poster creation in year 10) and as a group (News production in year 11). Throughout the

course students thoroughly research each area studied and reflect on their work through detailed

evaluations.


Students will be introduced to analyzing films through the 4 micro elements (camera work, editing, mise

en scene and sound). They will be investigating issues of representation with a focus on gender and films

from the action adventure genre. They will then begin their first piece of coursework which will be a

comparative essay

http://www.ocr.org.uk/qualifications/gcse-media-studies-j526-from-2012

http://www.ocr.org.uk/qualifications/gcse-media-studies-j526-from-2012



40


Encourage them to engage in discussions about representation in film and the media as a whole-

particularly surrounding gender and the role of women.

Encourage them make uses of the resources and activities below

Help them to learn key terminology by making use of the vocabulary lists provided – this is incredibly

important as it is one of the key aspects that students are assessed on

Support them with homework tasks set


Watching a range of Action Adventure films and identifying how the microelements (camera work, editing,

mise en scene and sound) create meaning

Using key word glossaries provided in class to revise terminology

Use YouTube film analysis channels such as ‘Every Frame and Painting’ https://www.youtube.com/user/everyframeapainting

Homework: Set once a week. Alternates between a research/revision task and a written piece

https://www.youtube.com/user/everyframeapainting


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Year 10 Philosophy, Beliefs and Ethics (PBE)

Exam Board: AQA Syllabus Code: 8062 Website:

http://www.aqa.org.uk/subjects/religious-

studies/gcse

HOD: Ms J Taylor Email: [email protected]

Assessment:

Paper 1 (8062/1A): Christianity and Islam, 1 hour 45 minutes, 50% of final grade

Paper 2 (8062/2A): Philosophy and Ethics, 1 hour 45 minutes, 50% of final grade

Assessment:

1. Euthanasia article 2. Exam booklet Religion and Life 3. Autumn term assessment Week Beginning 14

th November


England is a multi-cultural and multi-faith society, a fact that brings great benefits, but can also lead to

misunderstandings and conflict. Prejudices are easily formed; if students are not to misunderstand

different beliefs and attitudes, they must be well-informed. Philosophy, Beliefs and Ethics (PBE) allows

students time to reflect on themselves and the world around them. Students learn about politics,

philosophy, religions and other beliefs systems, the media, ethical issues and, most importantly, about

themselves. Students in Year 10 continue with the GCSE so that they all have the opportunity to take the

exam at the end of Year 11. Since so many students do well at the GCSE, which is regarded favorably by

colleges and universities alike, students benefit from taking the final exam.

Curriculum breakdown:

Term 1a: Science and religion, including the study of evolution

Term 1b: The value of the world, including the study of environmental ethics

Term 2a: The value of human life, including the study of abortion and euthanasia

Term 2b: Human rights, including the study of the Human Rights Act

Term 3a: Prejudice and discrimination, including the study of disability and race

Term 3b: Preparing for the end-of-year assessment / PPE Exams

What can you do to support your child in PBE?

o Encourage your child to read a newspaper at least once a week; this develops their literacy skills and keeps them informed of current ethical issues that they can discuss in their work.

o Encourage your child to complete additional research, either through using books and the internet (under your supervision) or through discussing the issues with members of your community.

o Help your child master the ability to reason and evaluate by debating issues with them. Make sure they learn to use evidence and clear examples to support their points, whatever the argument is about!


Harris, Gemma E. Big Questions from Little People... Answered By Some Very Big People Law, S. The Philosophy Gym Vardy, P. & Arliss, J. Thinker’s guide to God


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Dawkins, R. The God Delusion Armstrong, K. The Case for God Cave, P. Humanism: A Beginner's Guide (Beginner's Guides) Dawkins, R. The Greatest Show on Earth: The Evidence for Evolution Ruthven, M. Islam: A Very Short Introduction (Very Short Introductions)

Davies, B. An Introduction to the Philosophy of Religion (3rd edition)

Parry et al. AQA Religious Studies Specification A Vardy, P. The Puzzle of God

Homework:

Students will either be set a piece of homework every fortnight or a project that will span between 3 and 6

weeks.


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Ethnic Minority Achievement and English as an Additional Language

Staffing:

Ms J Robertson– HOD- [email protected] Ms S Davies- Specialist ESOL Teacher

Subject Curriculum:

Bilingual students receive in-class support and team teaching, so that language is learned in the

context of curriculum subjects. As well, there are additional language and reading withdrawal

lessons for students who are new to English, and will be identified upon entry to the school.

All bilingual learners in Key Stage 3, 4 or 5 are welcome to come to Homework Club, where you can

use the computers and get help with your homework. Homework Club is after school on Thursdays in

the Room 28, which is the Art computer room (CAD room).

We also have links with community groups in the area that can provide 1 to 1 mentoring in a

specific subject (e.g. Maths, Chemistry, History, etc.) and aiming at any target grade, from 1 to 9.

This is usually for students who are studying at GCSE and A-Level.

Bilingual students might also be able to take a GCSE or A-Level language exam in their home

language. Currently, the exam boards offer the following languages: Arabic, Bengali, Chinese, Dutch,

French, Hindi, Modern Hebrew, German, Gujarati, Greek, Italian, Japanese, Persian/Farsi, Polish,

Portuguese, Punjabi, Russian, Sinhala, Spanish, Swahili, Tamil, Turkish, and Urdu. These exams can

be taken in Year 9, 10 or 11, but they are not supported by in-school or after-school lessons at

Chestnut Grove. Please see Mrs Holding in the MFL department at the beginning of September if

you are interested in being entered for a home language exam, and you have strong speaking,

listening, reading and writing skills in your home language. Please also note that all of the studying

for these qualifications will be done at home, with support from private lessons organised by the

student and the student’s family, which requires a significant level of commitment to independent

study from the student.

In addition, all bilingual students at all levels of English should read regularly in English and in their

home languages. Read anything that you are interested in – comics, news, novels, science

information, websites about your favourite music, etc. This improves vocabulary, spelling, grammar

and general knowledge, and is very important for making progress and maintaining your skills in your

home language.

The department has a range of English language books that are for students who are new to

learning English. These can be borrowed through staff in the office.

What can you do to support your child in learning?

Ensure that your child reads for at least 30 minutes every day in English and/or in home languages. You can read a novel, a science textbook, the newspaper, a comic book, a website, or anything else you can find to read. Discuss what you are reading – in any language! – in order to develop critical thinking skills.

Encourage your child to explore topics they study in all subjects as much as possible, through visits to the library, museums, galleries, parks etc. Watch the news – from any country, in any language! – and discuss what is happening in the world.

Practise spellings of key words from your subjects, or commonly misspelt words in general


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English. Write the words down five times, and then challenge your child to spell them out loud.

Useful websites:

For students: www.youngminds.org.uk www.samaritans.org www.mind.org.uk www.nhs.uk www.teenlineonline.org/ For families: www.bbc.co.uk/schools/parents www.bbc.co.uk/education/dynamo/parents www.multilingualfamily.org.uk www.omniglot.com/links/bilingual.htm

http://www.youngminds.org.uk/

http://www.samaritans.org/

http://www.mind.org.uk/

http://www.nhs.uk/

http://www.teenlineonline.org/

http://www.bbc.co.uk/schools/parents

http://www.bbc.co.uk/education/dynamo/parents

http://www.multilingualfamily.org.uk/

http://www.omniglot.com/links/bilingual.htm


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Year 10 Health

Staffing:

Ms J Taylor – HOD – [email protected] All tutors

Subject Description: Studies show that students who engage in good PSHE lessons are more likely to achieve good results and go on to be safer and happier in later life. At Chestnut Grove, we take Health seriously for this reason. It is a subject that allows students to reflect on their own lives and the world around them. It gives them the opportunity to investigate current affairs, issues that might affect their safety and wellbeing as well as local, national and global concerns. The subject is focused on Human Rights and the values of law, democracy, freedom and tolerance for others. Lessons also promote Social, Moral, Spiritual and Cultural (SMSC) development of students and citizenship education.

Curriculum breakdown this term: Term 1a: Addiction and the body, including the study of smoking, gaming and alcohol addiction Term 1b: Human rights, including the right to an education and healthcare

Assessment this term:

Term 1a: Project on addiction

Term 1b: Project on human rights

What can you do to support your child in Health?

o Encourage your child to read a newspaper at least once a week; this develops their literacy skills and keeps them informed of current affairs

o Encourage your child to complete additional research, either through using books and the internet (under your supervision) to find out more about relevant issues

o Practise debating with your child and encourage them to think critically o Report any concerns you might have to your child’s tutor or the safeguarding officers, Ms Jackson or

Ms Jolley


www.youngminds.org.uk www.samaritans.org www.mind.org.uk www.nhs.uk www.teenlineonline.org/

Homework:

Students will either be set a piece of homework every fortnight or a project that will span between 3 and 6

weeks.

http://www.youngminds.org.uk/

http://www.samaritans.org/

http://www.mind.org.uk/

http://www.nhs.uk/

http://www.teenlineonline.org/

Documents

Curriculum Guide Y10 Autumn Term 2016-17fluencycontent2-schoolwebsite.netdna-ssl.com/...10-Curriculum-Guid… · Curriculum Guide Y10 Autumn Term 2016-17 3 Dear Parent/Guardian Welcome