Galleries of Justie€¦ · Maths Prin ipal’s Reading Option 2 OR Sport S ien e Option 1 Fren...

Year 10

Spring 2 Knowledge Organiser

Galleries of Justice

The Galleries of Justice is a museum of Crime and Punishment and is housed in the old Nottingham Shire Hall. The Galleries stands on a site dating back to 600AD and is the base for Nottingham's original Saxon settlement. From the 17th Century there is a reasonable amount of documentation relating to the building and the need for it to be rebuilt. In 1724 one of the courtroom floors collapsed while the shocked judge watch as the solicitors, jury, public and the accused all went crashing into the cellars.

The Hall was re-built between 1769 - 1772. The architect was James Gandon from London and cost about £2,500 (£296,887 as of 2010). The builder was James Pickford of Derby. The inscription on the top of the building reads: This County Hall was erected in the year MDCCLXX and in the tenth year of the reign of His Majesty George Ill. The building was fronted by an iron palisade to help control unruly crowds on the occasion of a public hanging.

In the 19th Century additional wings were added, somewhere between 1820 and 1840. The judges retiring room, barristers robing room and the office for a clerk were added in 1844. A new grand jury room was added in 1859 and in 1876 major improvements were made, but within weeks a fire broke out and nearly destroyed the completed work. The courts were largely rebuilt between 1876 and 1879, the Victorians also closed the jail in 1878 due to appalling conditions and it lay empty until 1995. However the courts remained in use until 1991 when the new Nottingham Crown Court was constructed in Nottingham.

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Subject: Geography

Subject: History

Subject: French

Subject: GCSE Computer Science

Subject: Design Technology

Subject: Food Technology

Subject: Art and Design

Subject: Drama

Subject: Hair and Beauty

Subject: OCR Sports Science

Subject: Health and Social Care

Subject: DIT

Subject: Citizenship

Subject: Business

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Contents

Timetable

Reading Log

Principal’s Reading 24th Feb

Principal’s Reading 2nd March

Principal’s Reading 9th March


Principal’s Reading 23rd March


Power writing template

Subject: English Language

Subject: English Literature

Subject: Maths

Subject: Biology

Subject: Chemistry

Subject: Physics

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Timetable

Year 10 Monday Tuesday Wednesday Thursday Friday

w/b 24th Feb

Citizenship

200 word challenge Maths Principal’s Reading Option 2 OCR Sport

Science Option 1 French/History/

Geography English Language English Literature

w/b 2nd March

Citizenship



Geography English English Literature

w/b 9th March

Citizenship




w/b 16th March

Citizenship




w/b 23rd March

Citizenship




w/b 30th March

Citizenship




ALL WEEKS

20 mins reading of your

own book

(record on Reading Log)


own book



own book



own book



own book


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Reading Log

Monday Tuesday Wednesday Thursday Friday

W/b 24th Feb

Read:

For: _________ minutes

Signed:__________________

Read:


Signed:________________

Read:


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Read:


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Read:


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W/b 2nd March

Read:


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Read:


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Signed:________________

W/b 9th March

Read:


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Read:


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Read:


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W/b 16th March

Read:


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Read:


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Read:


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W/b 23rd March

Read:


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Read:


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W/b 30th March

Read:


Signed:__________________

Read:


Signed:________________

Read:


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Read:


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Read:


Signed:________________

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Principal’s Reading

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Principal’s Reading w/b 24th Feb

Out of the night that covers me,

Black as the Pit from pole to pole,

I thank whatever gods may be

For my unconquerable soul.

In the fell clutch of circumstance

I have not winced nor cried aloud.

Under the bludgeonings of chance

My head is bloody, but unbowed.

Beyond this place of wrath and tears

Looms but the Horror of the shade,

And yet the menace of the years

Finds, and shall find, me unafraid.

It matters not how strait the gate,

How charged with punishments the scroll.

I am the master of my fate:

I am the captain of my soul.

Invictus by William Ernest Henley

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Principal’s Reading w/b 2nd March

She was Eliza for a few weeks

When she was a baby –

Eliza Lily. Soon it changed to Lil.

Later she was Miss Steward in the baker’s shop

And then ‘my love’, ‘my darling’, Mother.

Widowed at thirty, she went back to work

As Mrs Hand. Her daughter grew up,

Married and gave birth.

Now she was Nanna. ‘Everybody

Calls me nanna,’ she would say to visitors.

And so they did – friends, tradesmen, the doctor.

In the geriatric ward

They used the patients’ Christian names.

‘Lil,’ we said, ‘or Nanna,’

But it wasn’t in her file

And for those last bewildered weeks

She was Eliza once again.

Names by Wendy Cope

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Principal’s Reading w/b 9th March

She walks in beauty, like the night

Of cloudless climes and starry skies;

And all that’s best of dark and bright

Meet in her aspect and her eyes;

Thus mellowed to that tender light

Which heaven to gaudy day denies.

One shade the more, one ray the less,

Had half impaired the nameless grace

Which waves in every raven tress,

Or softly lightens o’er her face;

Where thoughts serenely sweet express,

How pure, how dear their dwelling-place.

And on that cheek, and o’er that brow,

So soft, so calm, yet eloquent,

The smiles that win, the tints that glow,

But tell of days in goodness spent,

A mind at peace with all below,

A heart whose love is innocent!

She Walks in Beauty by Lord Byron

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IF you can keep your head when all about you

Are losing theirs and blaming it on you,

If you can trust yourself when all men doubt you,

But make allowance for their doubting too;

If you can wait and not be tired by waiting,

Or being lied about, don't deal in lies,

Or being hated, don't give way to hating,

And yet don't look too good, nor talk too wise:

If you can dream - and not make dreams your master;

If you can think - and not make thoughts your aim;

If you can meet with Triumph and Disaster

And treat those two impostors just the same;

If you can bear to hear the truth you've spoken

Twisted by knaves to make a trap for fools,

Or watch the things you gave your life to, broken,

And stoop and build 'em up with worn-out tools:

If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings

And never breathe a word about your loss;

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so hold on when there is nothing in you

Except the Will which says to them: 'Hold on!'

If you can talk with crowds and keep your virtue,

' Or walk with Kings - nor lose the common touch,

if neither foes nor loving friends can hurt you,

If all men count with you, but none too much;

If you can fill the unforgiving minute

With sixty seconds' worth of distance run,

Yours is the Earth and everything that's in it,

And - which is more - you'll be a Man, my son!

IF by Richard Kipling

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Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate.

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date.

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance, or nature’s changing course, untrimmed;

But thy eternal summer shall not fade,

Nor lose possession of that fair thou ow’st,

Nor shall death brag thou wand’rest in his shade,

When in eternal lines to Time thou grow’st.

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee

Sonnet 18: Shall I Compare Thee to a Summers Day by William Shakespeare

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Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves, no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less traveled by,

And that has made all the difference

The Road Not Taken by Robert Frost

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200 Word Challenges

Plan your response to take the thinking out of the writing process.

This will allow you to focus on how well you are writing, rather

than what you are writing.

Power 1—your main idea

Power 2—3 supporting ideas

Power 3—details for each supporting idea

Power Plus—interesting vocabulary, devices,

Power 1

Power 2

Power 3 Power 3

Power 2 Power 2

Power 3

Power Plus

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Knowledge Organiser

Subjects

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Belong to BBA Subject: English Language Topic: Question 5 Year: 10 Term: Spring 2

Section 1: Key Vocabulary Tier 3 vocabulary Definition

Semantic field Words that are associated with a

common theme.

Cyclical structure Starting your writing in a similar

way to how it began.

Dialogue When characters speak

Pathetic fallacy Setting the mood and

atmosphere through the

weather.

Protagonist The main character of a

narrative.

Simile A descriptive comparison

between two things using ‘like’ or

as

Metaphor Making a direct comparison

Personification Giving an inanimate object living

qualities

Adverbs Words that tell you how, where

or when a verb is taking place Tier 2 vocabulary Definition

Cascading (v) To pour down rapidly, like a

waterfall

Enveloping (v) Wrap up, cover or surround

completely

Permeate (v) Spread throughout

Pungent (adj) Having a sharp strong taste or

smell

Observed (v) To see or look at

Cacophony (n) A harsh and loud mixture of

sounds.

Reverberated (v) A loud noise repeated several

times like an echo.

Inhaled (v) To breathe in

Acrid (adj) Unpleasant or bitter

Section 2: Key Facts

Questions: Answers:

Why is it so important to

plan your response?

To take the thinking out of

the writing process, which

will improve the quality of

your writing.

How do you plan a

response?

Use the power writing

structure to zoom in on

detail.

What is an abstract

concept?

A thread or theme that

continues throughout like

an extended metaphor.

How many paragraphs

should you write?

5, well-crafted and

developed paragraphs with

a cyclical structure.

How do you develop

paragraphs?

Notice the detail that no

one else will. Give

everything a back story.

What is a description? A detailed explanation of a

scene.

What are the main

differences between a

narrative and a

description?

A narrative has characters

and actions, whereas a

description focuses mainly

on setting.

How can you show not

tell?

Avoid using the most

obvious words.

Why should you vary

sentence lengths?

To create tension and to

alter the pace at which it is

read.

How can you use

punctuation for effect?

Vary your use of

exclamation marks, colons

and semi colons.

How could you start a

response?

Use pathetic fallacy to set

the mood and atmosphere.

Section 3

X He ran as fast as a cheetah.

Like a predator chasing its prey, he rapidly in-

creased his pace, determined to be victorious.

X She had a heart of gold.

Her golden heart was of an angel, who’s benev-

olence was admired by all who

encountered her.

Alternative words for said: whispered, murmured,

exclaimed, stammered, replied, declared.

Alternative words for walked: stumbled, staggered,

traversed, paced, sauntered, sashayed, trudged.

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Year: 10 Subject: English Language (Paper 1 Question 5)

w/b 24th February USING SECTION 1: Using two words from the tier 2 column write a description of a gloomy setting. It must be at least two

paragraphs in length (10 sentences in total).

w/b 2nd March USING SECTION 1: Using two different words from the tier 2 column write a description of a character walking into a

haunted house. It must be at least two paragraphs in length (10 sentences in total).

w/b 9th March USING SECTION 2: Create a detailed mind map of all of the things you need to do to create an effective piece of descriptive writing.

w/b 16th March USING SECTION 2: Write a blurb for your own story. It must be at least two paragraphs in length (10 sentences in total).

w/b 23rd March USING SECTION 3: There is a box with coloured topic sentences in. For the first three– adverb, where and when write three

of your own about any topic of your choice.

w/b 30th March USING SECTION 3: There is a box with coloured topic sentences in. For the next four – verb, verb, simile, connective write

four of your own about any topic of your choice.

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Belong to BBA Subject: English Literature Topic: Macbeth Year: 10 Term: Spring 2

Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Symbolism When an object stands for an idea:

Blood representing guilt .

Blank verse Nonrhyming lines written in iambic

pentameter .

Iambic pentameter Ten beats per line. iamb= a beat

du duh; pent = five.

Soliloquy Where a character speaks their

thoughts aloud to the audience

when alone on stage.

Hubris Excessive pride that leads to a bad

end for the character.

Dramatic irony When the audience knows more

than a character does.

Aside When a character speaks their

thoughts aloud, but the other

people on stage can’t hear what

they say.


Prophecy A prediction of the future.

Tyranny When someone rules through fear.

Regicide To kill a king.

Patriarchy A way of organising society where

men are in charge.

Kingship The position of being the king

Power The capacity or ability to direct

the behaviour of others or the

course of events.

Deceit Lying, trickery, hiding the truth.


Questions: Answers:

Which three titles do the

witches call Macbeth?

Thane of Glamis, Thane of Cawdor,

King of Scotland

Why do Macbeth and his

wife argue when he

returns home?

He promises to kill the king, then

changes his mind.

Why does Lady Macbeth

go to the murder scene?

She has to take the daggers that

Macbeth forgot to take away.

Who discovers the

murdered King Duncan?

Macduff

Who is blamed for the

murder?

The guards

Who runs away? The King’s sons: Malcolm and

Donalbain

Why does Macbeth want

Banquo killed?

He doesn’t want Banquo’s sons to

become Kings.

Where is Macbeth when

he sees Banquo’s ghost?

At a banquet with the other

Scottish noblemen

Whom must Macbeth be

beware of?

Macduff, the Thane of Fife

What must happen before

Macbeth is defeated?

Birnam Woods will move to

Dunsinane Castle

Who can kill Macbeth? A man not born of woman

Why does Lady Macbeth

keep washing her hands?

She believes they are covered in

Duncan’s blood.

How do Birnam Woods

move?

The soldiers chop down the trees to

camouflage them as they move.

Why can Macduff kill

Macbeth?

He was born by caesarean (cut from

his mother’s womb)

Section 3: Key Character Information

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Year 10 English Literature– Macbeth

w/b 24th February USING SECTION 1: Using the word Tyranny– write a paragraph about any fictional or real tyrant. Explain why they were a

tyrant and what eventually happened to them.

w/b 2nd March USING SECTION 1: Using the word prophecy or prophesise– explain why the witches are important characters in the play.

Why does Macbeth listen to them?

w/b 9th March USING SECTION 2: Come up with five ‘I wonders’ around the theme of why Macbeth is so desperate to become King.

w/b 16th March USING SECTION 2: Come up with five ‘I wonders’ around the theme of why Shakespeare wrote Macbeth. What lesson is he

trying to teach the audience?

w/b 23rd March USING SECTION 3: Each picture of Macbeth represents him in a different act. Using the first two pictures– label Macbeth

with ambitious adjectives to describe his character.

w/b 30th March USING SECTION 3: Each picture of Macbeth represents him in a different act. Using the next three pictures – label Macbeth

with ambitious adjectives to describe his character.

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Belong to BBA Section 1: Key Vocabulary


Cumulative

Frequency

A running total of all the

frequencies

Median The middle value of a set of

data, once the numbers are in

order.

Lower Quartile The value one quarter of the

way into a set of data, once the

numbers are in order

Upper Quartile The value three quarters of the

way into a set of data, once the

numbers are in order

Interquartile Range The difference between the

upper and lower quartiles.

Cumulative

Frequency

The total of the frequencies so

far. The ‘running total’ of the

frequencies.

Boxplot A diagram that shows the

maximum, minimum, median

and quartiles of a set of data.

Class Width For a group of data, this is the

difference between the largest

and smallest possible value in

that group

Frequency Density This is calculated by dividing

the frequency by the class

width.

Histogram A chart where the area of the

bars represents the frequency

of each group of data


Cumulative Increasing by successive

additions

Section 2: Key Fact/Methods/Processes/Questions

How do you know where to draw the rectangle when constructing a boxplot?

The left and right edges are the lower and upper quartile. The vertical line in the middle shows the median,

What does the rectangle in a boxplot represent?

This shows where the middle 50% of the data is.

When looking at a cumulative frequency diagram, how do you find the total number of pieces of data?

Find the top of the graph and read across to the vertical axis.

Why should you not look at the highest number on the vertical axis of a cumulative frequency diagram?

Because the graph might reach its maximum height before this value.

On a histogram, what does the vertical axis represent?

The vertical axis is the frequency density.

How do you calculate frequencies from a histogram?

The area of each rectangle represents the frequency for that group of data.

Subject: Maths Year: 10 Term: Spring 2

Section 3: Possible exam/CAF-style

question Eddie measures height of plants in a greenhouse.

Which two words describe the data he collects.

Primary Secondary Discrete Continuous

This table shows the weights of 60 pigs.

Draw a Histogram for the information in the

table

The table shows the mass of 50 magpies.

Work out an estimate of the mean mass of the

magpies.

Mass, m (grams) Frequency

50 < m ≤ 55 3

55 < m ≤ 60 9

60 < m ≤ 65 18

65 < m ≤ 70 12

70 < m ≤ 75 8

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Year 10 Maths

w/b 24th February 19, 45, 26, 98, 87 Can you find the mode, mean, median and range of this set of data?

Hegarty Maths Video Numbers: Getting started 409 Unsure 406 Confident 416

w/b 2nd March

Can you estimate the mean from a frequency table?


w/b 9th March What is the lower quartile, upper quartile and interquartile range of these data?


w/b 16th March Can you draw a cumulative frequency graph from the table in week 2?


w/b 23rd March Can you construct a histogram from question 2 in Section 3 from the table containing the weights of 60 pigs.


w/b 30th March

Can you describe how the share price changes throughout the day?

What time do the shares peak?

At what time are the share prices at their lowest?


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Cell Basic building blocks of life.

Tissue A group of cells with similar struc-

ture and function.

Organ A group of tissues with similar

functions.

Organ System A group of organs organised to

work together.

Enzyme A biological catalyst that speed up

reactions without being used up.

Non-communicable

diseases.

A disease that is not caused by a

pathogen and can not be spread.

Transpiration The loss of water from a plant via

evaporation.

Translocation The movement of materials from

leaves to other tissues throughout

the plant. Tier 2 vocabulary Definition

Function The job or role of an object

Structure An arrangement or organisation

of parts to form an organ, system,

or living thing

Section 3: Possible exam/CAF-style questions

1) Which organ in Figure 1 produces acid?

2) Which organ in Figure 1 produces bile?

3) Where in Figure 1 are digested foods absorbed into

the blood?

4) Food molecules such as proteins cannot be absorbed

unless they are digested.

Give two reasons why.


Molecules of life

Carbohydrates, proteins, lipids (or fats) are major nutrients

that we need in large quantities.

We get these by eating them. They are broken down first

and then reassembled into our own carbohydrates,

proteins and lipids. This is because:

most of the molecules in food are too large to pass

through the absorbing surface of the gut wall

The human digestive system has two functions:

breaks down complex food substances

provides the very large surface area for maximum absorption of food The structure of the digestive system Regions of the digestive system are adapted to the

digestion and absorption of food:

Subject: Biology Topic: Chapter 2 Year: 10 Term: Spring 2

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Subject: Biology Topic: Chapter 3 Year: 10 Term: Spring 2



Communicable

disease

A disease caused by pathogens that

can be spread from one

organism to another.

Non-communicable

disease

A disease that is not caused by a

pathogen and can not be spread from

one organism to another.

Pathogen Microorganisms which cause disease

White blood cells Blood cells that are involved in the

immune system of the body, en-

gulfing pathogens and making anti-

bodies and antitoxins.

Red blood cells Blood cells that carry oxygen around

the body.

Plasma The clear, yellow liquid part of the

blood which carries dissolved

substances and blood cells around

the body.

Platelets Fragments of cells in the blood which

are vital for the clotting mechanism

to work.

Veins Blood vessels which carry blood to

the heart. They usually carry

deoxygenated blood and have valves

to prevent the backflow of blood.

Arteries Blood vessels which carry blood away

from the heart. They usually carry

oxygenated blood and have a pulse.


Function The job or role of an object

Structure An arrangement or organisation of

parts to form an organ, system, or

living thing


Drug Testing

1. The drugs are tested using computer models and human cells

grown in the laboratory.

2. Animal testing. A typical test involves giving a known amount of

the substance to the animals, then monitoring them carefully for any side-effects.

3. Clinical trials—the drugs are tested on healthy volunteers to

check that they are safe. In clinical trials, one group of volunteers receives the new drug. Another group receives the existing drug for that illness. If there is no existing treatment, this group is given a placebo. There are two main types of clinical trial:

blind trials – the volunteers do not know which group they are in but the researchers do double-blind trials – neither the volunteers nor the researchers know which group the volunteers are in until the end of the trial..

Disease Pathogen Symptoms

Malaria Protist Recurrent fever

Tobacco mosaic

virus

Virus Mosaic patterns on leaves

Measles Virus Fever, red skin rash

Gonorrhoea Bacteria Discharge from penis or

vagina

Pain when urinating

Rose black spot Fungi Purple, black spots on

leaves

HIV Virus Initial flu like symptoms,

immune system can no

longer cope with other

infections

Salmonella Bacteria Fever, cramp, vomiting,

diarrhoea


c) In 2014 the Ebola virus killed almost 8000 people in Africa. Drug companies have developed a new drug to treat Ebola.

Explain what testing must be done before this new drug can be used to treat people. (6 marks)

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Belong to BBA Subject: Chemistry Topic: Chapter 3 Year: 10 Term: Spring 2



Law of the

conservation of

mass

The total mass of the products

formed in a reaction is equal to the

total mass of the reactants.

Reactant A substance we start with before a

chemical reaction takes place.

Thermal

decomposition

The breakdown of a compound by

heating it

Relative formula

mass

Is the sum of the relative atomic

masses of the atoms in the num-

bers shown in the formula.

Mole Is the exact number of atoms in

12g of Carbon 12.

Avogadro constant The number of atoms, molecules,

or ions in a mole of any substance

(i.e. 6.02 x 1023 per mol).


Product A substance that is formed from a

chemical reaction.

Conservation Where energy or mass can not be

created or destroyed

Solution A solution forms when a solute

dissolves in a solvent.


Law of conservation of mass

No atoms are created or destroyed in a chemical reaction.

Instead, they just join together in a different way than they

were before the reaction, and form products. This means

that the total mass of the products in a chemical reaction

will be the same as the total mass of the reactants.

Reactions in closed systems

No substances can enter or leave a closed system. A simple closed system could be a sealed container such as a stop-pered flask. Sometimes reactions that happen in open beakers are closed systems. Reactions in non-enclosed systems Substances can enter or leave a non-enclosed system.

These systems are often open flasks or crucibles that let

gases enter or leave. For example:

zinc reacts with dilute hydrochloric acid to produce

zinc chloride solution and hydrogen gas, which then

escapes

magnesium reacts with oxygen, gained from the air, to

produce magnesium oxide

If a gas escapes, the total mass will look as if it has de-

creased. If a gas is gained, the total mass will look as if it

has increased. However, the total mass stays the same if

the mass of the gas is included..


a) Plot these results on a graph. Draw a line of

best fit. (3 marks)

b) Use you graph to complete this table (2 marks)

c) The equation for the reaction is:

2HCl(aq) + CaCO3(s) → CaCl2(aq) + H2O(l) + CO2(g)

Explain why there is a loss in mass in this

investigation. (2 marks)

Mass lost after 0.5 minutes g

Time taken to complete the

reaction

s

25



Potential difference A measure of the work done

or energy transferred to the

device by each coulomb of

charge that passes through it.

The unit of potential

difference is the volt

Resistance The difficulty occurs in the flow of

electrons.

Electric current Flow of electric charge.

The size of an electric

current (in Amperes, A) is

the rate of flow of charge

Ohms Law The current through a

resistor at constant

temperature is directly

proportional to the

potential difference across

the resistor. Tier 2 vocabulary Definition

Power The energy transformed

or transferred per second.

The unit of power is the

watt (W).


A light dependent resistor (LDR) is connected in a circuit.

(a) Draw the circuit symbol for an LDR.

(b) A student investigated the relationship be-tween current and potential difference for an LDR.

How should the student have connected the am-meter and voltmeter in the circuit?

The diagram below shows a sketch graph of the student’s results.

The LDR was in a constant bright light.

C) The student concluded that the current in the LDR is inversely proportional to the potential differ-ence across the LDR.

Explain why the student’s conclusion is incorrect.


A graph of current against potential difference shows you

how the current flowing through a component varies with

the potential difference across it.

The current flowing through a resistor at a constant tem-

perature is directly proportional to the potential difference

across it. This is called Ohm’s law.

This is the graph of current against potential difference for

a resistor at constant temperature:

A diode has a very high resistance in one direction. This

means that current can only flow in the other direction.

This is the graph of current against potential difference for

a diode:

Subject: Physics Topic: Chapter 2 Year: 10 Term: Spring 2

26

Year 10 Science

w/b 24th February Complete Educake Tasks “Spring Term 2 Week 1 Biology (Yr10)”

w/b 2nd March Complete Educake Tasks “Spring Term 2 Week 2 Chemistry (Yr10)”. Complete Biology exam questions in section 3.

w/b 9th March Complete Educake Tasks “Spring Term 2 Week 3 Physics (Yr10)”

w/b 16th March Complete Educake Tasks “Spring Term 2 Week 4 Biology (Yr10)^. Complete Chemistry exam questions in section 3.

w/b 23rd March Complete Educake Tasks “Spring Term 2 Week 5 Chemistry (Yr10)”

w/b 30th March Complete Educake Tasks “Spring Term 2 Week 6 Physics (Yr10)”. Complete Physics exam questions in section 3.

28


Tier 3

vocabulary Definition

Rural Urban

Fringe

The geographical area where the

town or city meets the countryside.

Ethnicity Belonging to a social group that has a

common nationality

De-

industrialisation

The decline of industrial activity in an

area or city.

Decentralisation The movement of people and

businesses away from the city centre.

Regeneration Reviving the economy or

environment of a run down area.

Studentification

The process by which specific areas

become dominated by students

moving into the housing

Ecological

Footprint

A measure of human activity

expressed as an area of land required

to produce the goods and wastes

generated.


Rural

The geographic area that is located

outside towns and cities, typically the

countryside.

Urban

A geographical area that is built up

with houses and businesses, like a

town or city.

Migration The long term movement of people

Sustainable

living

A lifestyle that attempts to reduce an

individual's or society's use of the

Earth's natural resources


Using figure 1, explain why regeneration has had

both positive and negative effects on people in

Birmingham.

(4)

Using figure 2, Explain the strategies used to make

urban living more sustainable in Birmingham (8)

Subject: Geography Topic: Topic 5 Year: 10 Term: Spring 2

Section 2a: Key Fact Questions

1. Where is Birmingham in the UK?

2. What does CBD stand for?

3. What does inequality mean?

4. What dose gentrification mean?

5. What is the rural urban fringe?

6. What is the suburb?

7. State four reasons why people have migrated to

Birmingham

8. What is a TNC?

9. What do we mean by rural diversification?

10. Name the seven factors of measuring life using the

Index of Multi Deprivation

Section 2b: Thinking Questions

1. Write a paragraph to explain why some parts of

Birmingham have suffered decline, and the causes

of this decline

2. Write a paragraph that explains the challenges and

opportunities of rural change around Birmingham

Figure 1

Figure 2

Figure 1

29

Year 10 Geography

w/b 24th February

Put at least 5 of the Tier 2 and 3 words into a full geographical

sentence, e.g. Urbanisation can led to the regeneration of inner

cities

w/b 2nd March Answer the question in section 3 based on figure 1. Write at

least one paragraph.

w/b 9th March Use the self assessment template to mark your own work (from

week 2) and improve it.

w/b 16th March Answer the question in section 3 based on figure 2. Write at

least one paragraph.

w/b 23rd March Answer the questions in section 2a – simple, short, one or two

word answers is all you need.

w/b 30th March Full paragraph answers to the questions in 2b. Explain your

answers using chains of reasoning's.

30



Communism Political ideology based on ideas

of equality.

Economic depres-

sion

A serious downturn in the econo-

my, often leading to unemploy-

ment.

Isolationism Focusing on your country rather

than getting involved in other

countries’ business.

Franklin D. Roose-

velt

Longest serving U.S. President,

from 1933-1945.

New Deal Roosevelt’s policy to improve the

American economy

Rugged individual-

ism

Herbert Hoover’s belief that indi-

viduals were responsible for their

own economic success

The Red Scare America’s fear of Communists

coming to their country

White supremacy The belief that white people are

superior to other races


Anarchist A rebel who does not follow rules

and aims to bring chaos

Immigration Moving from one country to an-

other.

Mortgage A loan given to buy a house.

Mortgages were given to lots of

people in the 1920s, causing the

Wall Street Crash.

Segregation Enforced separation of groups of

people.

Unemployment Not having a job.


1. Which of the following was worst affected by the Wall

Street Crash? Explain your answer with reference to both.

Farmers

Workers

2. Explain how the lives of Americans were improved by

the New Deal? Provide TWO paragraphs.

Marking checklist

If you have done what is on the checklist, tick it in your

work and write the correct number underneath, as shown

below.

1. Have you made a clear point which mirrors the

question?

2. Have you given evidence (facts) to back up your

point?

3. Have you explained your answer using words like

“because” and “This meant that…”

4. Only for Two Bullet Point question. Have you

looked at both bullet points and given a conclu-

sion?

5. For question two try to have two ‘themes’ e.g.

economic?

Subject: History Topic: Migration Year: 10 Term: Spring 2

Section 2: Key Fact/Methods/Processes/

Questions 1. Define the word quota in relation to American

immigration.

2. What happened in Russia in 1917 to make America

concerned?

3. What crime was Sacco and Vanzetti charged with in 1921?

4. What was the name of the white supremacist group that

wore white hoods over their heads to protect their

identities?

5. In 1917, the U.S. government introduced a rule that

migrants must be able to do what to enter the country?

6. What was the name of the economic crisis is 1929?

7. Who was the U.S. President when the economic crisis

(from Question 6) hit America?

8. What nickname was given to the slums people were

forced to move into when they lost their homes?

9. What name was given to the areas of farmland destroyed

by over-farming and lack of rain?

10. In what year did Franklin D. Roosevelt become President?

11. What did Roosevelt do the banks the day after he

became President?

12. Which of the New Deal’s “alphabet agencies” was aimed

at ending unemployment for young men by working on

environmental projects like national parks?

13. Which of the New Deal’s “alphabet agencies” helped

people who were struggling to pay their mortgages?

1

31

Year 10 History

w/b 24th February Use five key words from Section 1 in sentences.

w/b 2nd March Answer Questions 1-7 from Section 2

w/b 9th March Answer Question 1 from Section 3.

w/b 16th March Answer Question 2 from Section 3.

w/b 23rd March

Mark the Questions from Section 3 using the marking checklist.

w/b 30th March Answer Questions 8-13 from Section 2.

32



une ville a town

au bord de la mer at the seaside

à la campagne/montagne

in the countryside/mountains

le nord/le nord-est the north/north-east

le sud/le sud-ouest the south/the south-west

des vignobles/stations de ski

vineyards/ski resorts

des collines/champs hills/fields

une église a church

une gare (SNCF) a (train) station

une mairie a town hall

la Manche the English Channel

la frontière the border

le paysage the landscape

la côte the coast

la banlieue the suburbs

un quartier de... a district of...

espaces verts green spaces

zone piétonne pedestrian zone/area

une aire de jeux a playground

le rue the street

Section 3

You read these postings on a forum about where

teenagers live.

Où j’habite

Aline: J’habite une belle ville au bord de la mer

où on peut se baigner ou tout simplement se dé-

tendre sur la plage.

Caroline: Moi, j’habite à la campagne. Tout est

tranquille, mais j’aime ça car on peut faire du

cheval ou faire des randonnées à vélo.

Gisèle: J’habite dans une grande ville au centre

de la France. Il n’y a pas beaucoup de pollution et

on peut visiter beaucoup de châteaux et de

musées.

Marianne: J’habite dans une grande ville dans le

nord de la France. Ma ville n’est jamais propre et

il y a toujours des déchets par terre. De plus, il y a

trop de bruit à cause des voitures.

Who says what about where they live? Write A

(Aline), C (Caroline), G (Gisèle) or M (Marianne).

You can use each person more than once.

Who …

1 can go horse-riding?

2 lives in a town where traffic causes problems?

3 can relax in her home town?

4 can visit historic places?

5 can go for bike rides?

6 often sees litter in the streets? [6

marks]


Questions: Answers:

Est-ce qu’il y a un/une/des… près d’ici/par ici? Is/Are there a/some… near here/round here?

va/allez tout droit - go straight on

tourne/tournez à droite/gauche - turn right/left

Prends/prenez la pre-mière/deuxième rue à droite/gauche - take the first/second road on the right/left

Continue/continuez jus-qu’au carrefour/jusqu’aux feux - continue as far as the crossroads/traffic lights

Traverse/traversez la place/le pont - cross the square/bridge

Qu’est qu’on va faire à…? What are we going to do in…?

Je veux absolument - I definitely want to…

J’ai envie de… I feel like…

Ça m’interèsse de voir… I’m interested in seeing…

Je tiens à... - I’m keen on…

Je voudrais aller… I would like to go...

J’aimerais bien monter… I would like to climb/go up...

Ville de rêve ou ville de cauchemar? Dream town or night-mare town?

Ce qui me plaît ici... - what I like here…

C’est sale - it is dirty

C’est (trop) tranquille - it is (too) quiet

Je suis content(e) - I am happy

Subject: French Topic: My Region and Local Area Year: 10 Term: Spring 2

33

Year 10 Subject French

w/b 24th February Learn the French spellings and the English meanings of the first 10 words in Section 1 (une ville - a town to une mairie - a town

hall) for a vocab check in Thursday’s lesson.

w/b 2nd March Learn the French spellings and the English meanings of the last 10 words in Section 1 (la Manche - the English Channel to le rue

- the street) for a vocab check in Thursday’s lesson.

w/b 9th March Learn the French spellings and the English meanings of the directions from the first box in Section 2 for a vocab check in

Thursday’s lesson.

w/b 16th March Write a paragraph in French describing the positives and negatives of your town/city.

w/b 23rd March Complete the reading activity in Section 3. Write which person says what about where they live.

w/b 30th March Translate the paragraphs from the reading task in Section 3 from French into English.

34

Belong to BBA Subject: GCSE Computer Science 2.4 Computational Logic Year: 10 Term: Spring 2


Tier 3 Vocabu-

lary Definition

Data Representation

The way in which different types of data (images, sound, text) are stored in a digital format.

Binary Data Representation

The patterns of 1’s and 0’s used to represent all forms of data in a digital format.

Logic Diagram A method of expression Boolean Logic in a diagrammatic form using a set of standard symbols representing the various Logic Gates such as AND NOT OR NAND etc.

Truth Table A notation used in Boolean algebra for defining the output of a logic gate or logic circuit for all possible combinations of inputs.

AND (Ʌ)

A logical operator used within a program. AND works by only returning TRUE if both values being compared are TRUE.

OR (V)

A logical operator used within a program. OR works by return-ing TRUE as long as either value being compared is TRUE.

NOT (¬)

A logical operator used within a program. NOT works by return-ing FALSE if the input is TRUE, and returning TRUE if the input is FALSE.

Boolean expression

Written form of a logic circuit diagram using algebraic symbols to represent AND, OR and NOT gates combined with standard mathe-matical operators.

MOD One of the standard operators you can use in virtually all program-ming to carry out integer division: MOD gives you remainder left over e.g. 10 MOD 3 would give you 1.

DIV

One of the standard operators you can use in virtually all program-ming to carry out integer division: DIV gives you the number of times a number fits into another number e.g. 10 MOD 3 would give you 3.

Boolean Operators

Standard mathematical operators (+,-,/,*)

Need Help? CGP p98-99 http://bit.ly/2sMqw8D

Section 3:

1. The following diagram shows the ex-pression NOT(a AND b)

Complete the truth table below.

2. The following circuit can be written as P = (NOTA) AND B

Complete the truth table for the circuit.

3. Draw the logic gate diagram and truth

table for P = ¬(B V (¬A))

Section 2: Important Ideas

Find the result / output of the Boolean

expression in the brackets first (in this case

A OR B). That result plus a new input go

through the next gate.

(AVB)ɅC = (A OR B) AND C

(3 inputs, therefore 23 = 8 rows in the table.)

Combining

Boolean

operators

to two

levels

Why is

MOD

useful?

MOD can be used to find out if a variable is odd or

even. This is useful when validating user input to make

sure it is in a range of acceptable values.

Why is DIV

useful?

DIV is useful in a program if a value has to shared out

with no remainder

Level 1 Lev-

35

Year 10 Computer Science 2.4 Computational Logic

w/b 24th February Make notes about flipped learning videos 1 and 2 on http://bit.ly/2sMqw8D (or on youtube http://bit.ly/2GdsUbC)

w/b 2nd March Make notes about flipped learning video 3 on http://bit.ly/2sMqw8D (or on youtube http://bit.ly/2GdsUbC)

w/b 9th March Answer exam questions from Section 3.

w/b 16th March Complete assignments on Seneca Learning. Read cover write for keywords in Section 1.

w/b 23rd March Complete assignments on Seneca Learning.

w/b 30th March Use your notes, the knowledge organiser, your CGP revision book and learncs.uk (http://bit.ly/2sMqw8D) to produce

revision postcards for this topic.

36

Belong to BBA

Subject: Design Technology Topic: New and Emerging Technologies Year: 10 Term: Spring 2


Section 2: key Fact/Methods/Processes/Questions

1 .What type of tree

does softwood come

from?

1. Softwood comes from

coniferous trees. Most coniferous

trees have needles, are evergreen,

and they keep their needles all year

round

2. Why is softwood

relatively cheap?

2. Softwood trees grow faster than

hardwood trees making it relatively

cheap and readily available.

3. What type of tree

does hardwood come

from?

3. Hardwood is sourced from

deciduous trees, Deciduous trees

drop their leaves in the autumn and

grow new leaves in spring

4. Why is hardwood

expensive?

4. Hardwood is slower growing and

is therefore more expensive

5. Is balsa wood a

softwood or a

hardwood?

5. Balsa is classified as a hardwood

despite the wood itself being very

soft

6. What does MDF stand

for?

6. Medium density fibreboard

7. Name two types of

protective layer

that could be added to

metal to help prevent

rust.

7. By adding a thin layer of zinc,

powder coating, painting and oil

based coating.

8. List 4 non-ferrous

metals

8. Aluminium, copper, tin and zinc

9. List 4 ferrous metals 9. Iron, steel, mild steel, cast iron

10. What are the

advantages of creating

alloys?

10. Compared to pure metals, alloys

can be stronger, more resistant to

damage and more versatile.

Task. Read the information below and answer

the questions



Materials The matter from which a thing is or can

be made

Hardwood

The wood from a broadleaved tree (such

as oak, ash, or beech)

Softwood The wood from a conifer (such as pine,

fir, or spruce)

Evergreen Relating to a plant that retains green

leaves throughout the year

Deciduous A tree or shrub shedding its leaves annu-

ally

Strength The amount of load or

compression it can withstand

Toughness Absorption of energy through

shock before splitting

Elasticity Will it return to shape after

being compressed?

Manufactured

boards

A manmade material made from sawmill

scraps, recycled wood, low grade tim-

bers and even sawdust

Ferrous metals

Ferrous metals contain iron and may

rust

Non Ferrous

metals

Are metals that don’t contain iron

Natural and manufactured timbers

Unit 3 Materials and their working properties

Manufactured boards

• These can be made from sawmill scraps, recycled

wood, low grade timbers and even sawdust

• Wood pieces are bound together with adhesives to make

man-made / manufactured board

• Manufactured board can be

susceptible to moisture

• Boards are rigid, stable and

supplied in large sheets

• What are the advantages of

producing board in

larger sheets?

Natural and manufactured timbers

Unit 3 Materials and their working properties

Desirable hardwood

• Mahogany is sought after for its

durability, colour and aesthetics

• Its deep rich reddish brown hue gives beauty

and warmth to furniture, musical instruments,

boats and interior panelling

• Unfortunately man’s desire for mahogany

has increased the destructive and illegal

logging trade

• What would be the result of continual

illegal logging to the Amazon rain forest?

• Why is it essential to source wood from

sustainably managed forests?

37

Year 10 Design Technology

w/b 24th February Section 1 Give one common characteristic of hardwood trees.

w/b 2nd March Section 3 What are the advantages of producing boards into large sheets?

w/b 9th March Section 2 Softwood trees grow faster than hardwood trees. Explain how a faster-growing

tree is advantageous to the timber industry.

w/b 16th March Section 1 Give one advantage of using ash to make a set of cricket stumps.

w/b 23rd March Section 3 Why is it essential to source wood from sustainable forest?

w/b 30th March Section 2 State what is meant by an alloy.

38

Belong to BBA Subject: Food Technology Year: 10 Term: Spring 2

Section 2: Important ideas

What is HACCP?

Hazard

Analysis

Critical

Control

Point

HACCP is a management system in which

food safety is addressed through the

analysis and control of biological, chemical,

and physical hazards from raw material

production, procurement and handling, to

manufacturing, distribution and

consumption of the finished product.

What is COSHH?

COSHH is the law that requires employers

to control substances that are hazardous to

health.

What control

measures are used

when cooking

foods?

Make sure foods and surfaces are free from

bacteria, prepare food properly to

eliminate bacteria

What control

measures are used

when storing

food ?

Storing ingredients correctly and separating

high risk foods correctly in the fridge.

Making sure dry foods are stored in a dry

area.

What control

measures are used

when receiving of

food ? (deliveries)

Making sure foods are transported in the

correct temperature and are not damaged.

Chilled and frozen lorry trailers.

What control

measures are used

when serving

food?

Food should be served using different

serving utensils so that food is not cross

contaminated, food should not be left out

for more than 2hours in the danger zone.

What are

temperature

control

regulations ?

Food Safety (Temperature

Control) Regulations 1995.

These Regulations require certain foods to

be held at temperatures that will prevent

the growth of harmful bacteria or the

formulation of toxins.



Commercial Making or intending to make a profit.

Non-commercial Not having a commercial objective; not intended to make a profit.

Décor The furnishing and decoration of a room. For a particular hospitality and catering event

Control measures

Control measures are actions and/or activities that are taken to prevent, eliminate or reduce the occurrence of a hazard that you have identified.

Recommendation

A suggestion or proposal as to the best course of action, especially one put forward by an authoritative body.

Administration Administrator

A person responsible for the performance or management of office / administration tasks

Brexit The withdrawal of the United Kingdom from the European Union.

The Recession Is a slowdown or a massive contraction in economic activities.

Role / Job Role A "job role" is a description of what a person does.

Bistro A small restaurant, serving moderately priced simple meals in a modest setting with alcohol.


Organisation An organised group of people with a particular purpose, such as a business or government department.

Justification Giving reason for a choice

Provision The action of providing or supplying something for use.

World affairs Things that can affect the financial economy

Section 3:

1. Recommending hospitality and catering estab-

lishments to suit different types of customers:

-Young couples aged between 22– 34

-Single professionals

-Trendy retired people

-Families with young children

The above groups of people have recently moved

to an area where they are not familiar with. Can

you suggest a hospitality and catering organisa-

tion that may suit each group and that they

would enjoy attending. Justify your response,

make a point , give evidence and then explain it.

2. What are the responsibilities of the head chef ?

3. What qualifications and experience should they

have to be successful at his job?

4. What is the role of the environmental health

officer?

5. How should a hotel adapt its facilities to enable

a person with a disability to access it?

6. How can social media affect the success of the

hospitality and catering industry?

7. What is the role of the chef de partie? Who is his

line manager?

Describe the advantages and disadvantages of

their following contracts of employment. Which

establishments would they best suit?

-Seasonal

-Permanent contract full-time

-Permanent contract part-time

-Flexible contract

8. How can world affairs affect the success of the

hospitality and catering industry?

39

Year 10 Food

Week 1 How is HACCP used in the hospitality and catering industry? If this is not used correctly how can this have a negative affect

on the business? (Look at section 2)

Week 2

Section 3 :Recommending hospitality and catering establishments to suit different types of customers:

-Young couples aged between 22– 34 -Single professionals

The above groups of people have recently moved to an area where they are not familiar with. Can you suggest a hospitality and catering

organisation that may suit each group and that they would enjoy attending. Justify your response, make a point , give evidence and then explain it.

Week 3

Second 3: Recommending hospitality and catering establishments to suit different types of customers:

-Trendy retired people -Families with young children

The above groups of people have recently moved to an area where they are not familiar with. Can you suggest a hospitality and catering

organisation that may suit each group and that they would enjoy attending. Justify your response, make a point , give evidence and then explain it.

Week 4 Section 3: What are the responsibilities of the head chef ? What are some of the qualifications needed to get a job?

Week 5 Section 3: What is the role of the environmental health officer? How do they support business in the hospitality an catering industry?

Week 6 Section 2: How are COSHH and HACCP related in the hospitality and catering industry?

Week 7

Section 3: 6. How can social media affect the success of the hospitality and catering industry ?

7. What is the role of the Chef de partie? Who is their line manager?

Week 8 Section 3 8. How can world affairs affect the success of the hospitality and catering industry? Look at section 1

40

Subject: BTEC Art and Design Year: 10 Term: Spring 1 Belong to BBA


Design Process



Target audience

Whom are you designing for? Age range? Male or female? Homeowners?

Primary source Drawing from first hand objects or own photographs

Secondary source

Artist research, or images that others have created

Mood board A collection or carefully chosen and organised images on your theme

Marketing Identifying target audience, environment, industry and costings of product

Mind mapping A central theme that has lots of written ideas to do with the theme

Feed back This is where you ask your peers as to what designs they prefer and why. This feedback will then inform later designs

Visual arts This is art for the walls; canvas, wall hangings or murals

Textiles Products made from fabric, or surface patterns and prints on fabrics

Artist research The content, the process, the formal elements, the mood

Client expectations

Breaking down the design brief and considering what the client wants, target audience, costings etc

Written development review

This is where you look at all of your research, initial ideas and feedback from others to inform your next stage of the design process . This written evaluation must then inform your next stage of designs


Explore Finding a solution to the design brief

Evaluate Commenting on work and constructively showing how ideas are coming together

Development Showing how initial ideas have changed and have been adapted to the brief/ client needs

1.Initial Design Ideas

Using artist research and knowledge of materials and

techniques to create design ideas that meet the

requirements of the client brief adding annotation.

Describe the properties of each of these 3D materials .

Show advantages and disadvantage of using them for

sculpture.

2. Written development review of 150 words

and visual development of design ideas

Taking best elements from initial ideas, t produce

three designs. Then get feedback from others to

3. Final idea: design plan

A design based on feedback from others that shows

the steps of how it will be made, scale, materials and

techniques involved

4. Final piece

Following your design plan you will spend at least 10

hours producing the final design that meets your

client brief

5. Client portfolio presentation

This is an evaluation that shows the client the

process you went through to meet the brief, you will

do this by producing a PowerPoint document that

has photographs of all of your designs and

preparations working up to your final design and final

piece


Understanding your clients needs

IKEA vision and business idea

‘To create a better everyday life for the many people’, this is the IKEA vision. Our business idea is ‘to offer a wide range of well-designed, functional home furnishing products at prices so low that as many people as possible will be able to afford them’. Our vision also goes beyond home furnishing. We want to create a better everyday for all people impacted by our business How it all began… IKEA was founded by Ingvar Kamprad in Sweden in 1943. Since that time, IKEA has grown into more than 50 different markets where we have 422 stores. IKEA Group also owns its own sawmills and production factories Swedwood from 1990s. In the Czech Republic, IKEA is more than 25 years on the market and runs 4 stores where more than 1500 co-workers contribute to IKEA success and fulfilling of our vision and our business idea. Products that you could develop for visual arts and textiles include

Napkins, tablecloths

Cushions, fabrics, canvas, aprons

Subject: BTEC Art and Design Year: 10 Term: Spring 2

41

Year 10 Art and Design

w/b 24th February In 70 words write what you’re intentions are for your design process

w/b 2nd March Why is it important to annotate your design process? Give three examples of how it could improve your work

w/b 9th March What is a development review? What will you have do?

w/b 16th March Describe the difference between textiles and visual arts pathways?, give examples to back up your idea.

w/b 23rd March What does Ikea’s vision statement say about its company, and what it wants to achieve for its customers?

w/b 30t March Evaluate how your final product will meet the requirements of your client brief.

42

Subject: Drama Topic: Component 3 Year: 10 Term: Spring 2 Belong to BBA Section 1: Key Vocabulary


Stimulus A starting point for theatre creation.

Devise To create performance work from a stimulus.

Structure A particular order in which scenes or sequences follow each other in drama.

Rehearse To plan and practice performance work in preparation for an audience.

Roles An actor’s part in a play.

Running Time The length or duration of a theatre production often expressed in minutes.

Brief A set of instructions given to a theatre company before they devise a production.

Tier 2 Vocabulary Definition

Contribute To offer a skill, idea , donation or discipline within a group.

Develop To improve , elaborate edit or refine an idea.

Reflect To review with great consideration.

Explain Make your point clear by providing sufficient detail.

Justify Give reasons for the points you are marking so that the marker knows how you arrived at that conclusion.

Select and demonstrate

Select several relevant examples or pieces of related evidence which clearly support the arguments you are making. This may include showing particular practical skills.

Section 2: Important ideas, Questions & Answers

1. List the techniques an actor applies when responding to a stimulus.

1. An actor applies a number of techniques when they are responding to a stimulus,. This includes, mind-mapping ideas, highlighting key words in brief, research ,story boards, mood boards, sharing, responsibilities, meetings, and rehearsal schedules

2. What performance skills and techniques are required during the devising process and performance ?

.2. During the devising and performance process, a performer must demonstrate vocal skills, physical skills and interpretive skills.

3. Discuss what performer is doing when they are ‘sustaining in performance’.

3.When a performer is sustaining in performance, they are likely to be demonstrating high levels of commitment, concentration, focus and energy.

4. Suggest an effective method an actor can use to reflect on their individual process.

4. An actor can use the SMART method to effectively reflect on their individual process.

5. How can you create an intimate atmosphere for an audience?

5.You can create an intimate atmosphere for an audience by staging your drama in ‘Traverse’ or ‘Arena’. These types of stages can make an audience feel included in the drama.

6. Identify the key Epic Theatre techniques and the impact they can have on an audience.

6. Placards, narration, speaking stage directions, song, mask and breaking the fourth wall, are all Epic Theatre techniques that aim to alienate the audience and challenge viewpoints.

7. How do performers contribute to the devising process?

7.Performers can contribute to the devising process in a number of ways. This can include, the contribution of ideas, communicating effectively with other performers , and getting involved during the ‘get in’ and ‘get out’.

Section 3: Decoding the Brief Component 3

Target audience examples:

Elderly

Children

Teenagers

Adults

Families

People with special needs Structure:

Series of short scenes

Continuous piece

Episodic

Montage Theatre Styles / Genres:

Tragedy

Comedy

Melodrama

Drama

Romance

Sci-fi

Horror

Epic

Naturalistic

Verbatim Creative intentions:

Raise awareness

Educate

Entertain

Question

Inform

Celebrate

Challenge viewpoints Practitioners Influence:

Bertolt Brecht

Constantine Stanislavski

Antonin Artaud

Handspring Puppet Company

Theatre in Education Companies

43

Year 10 Drama

w/b 24th February In Role Writing- Use this technique to further develop your character. Once this is complete explain in one paragraph how In

Role Writing helps the actor prepare.

w/b 2nd March

Choose an Epic Theatre technique from section 2 point number 6. Explain the chosen technique and the purpose of using

such a technique in a performance. What would you want to achieve by using it? Would the technique have an impact upon

the audience?

w/b 9th March Communication and Team Work. Tell me about how you have developed these essential skills so far whilst creating your

performance. Make sure this is from a positive stance, reflecting upon all the success you have had during rehearsal time.

w/b 16th March

Choose a practitioner from section 3 to research and write about. This should be the practitioner that relates closest to the

work that you are producing and the decisions that you have made. What do you aim to do in your performance that they

aimed to do in theirs? Make clear links and connections.

w/b 23rd March Write a paragraph that explains how you have used your time and why meeting deadlines as an actor is so important.

w/b 30th March Explain how you selected appropriate material for your play and how you rejected material that was not working. Justify

your response.

44

Subject: Hair and Beauty Topic: Marketing Year: 10 Term: Spring 2 Belong to BBA Section 1: Key Vocabulary


Marketing The action or business of promoting and selling products or services, including market research and advertising.

Advertisement Advertising is a marketing communication that helps to promote or sell a product or service.

Marketing segmentation

The practice of dividing customers into smaller groups to promote more effectively.

Technological factors

Factors such as advanced products and technology.

Legal factors Factors such as consumer protection, data protection and age restrictions.

Ethical factors Factors such as animal welfare and testing, environmental, sustainability, social responsibility and standards of practice.

Social factors Demographics, social values and cultural differences

Promotion The aim of promotion is to increase awareness, create interest, generate sales or create brand loyalty.

Features A factual statement about the product or service

Benefits What it will do for the customer


Research To investigate and find out facts

Suitable Acceptable or right for someone or something

Project A project is a detailed study of a subject by a pupil or student.

Reliability People or things that are reliable can be trusted to work well or to behave in the way that you want them to.

Analyse To examine in detail in order to discover meaning

Section 2: Important ideas

What are the benefits of marketing?

Letting people know about the business and its products and services. Gaining new clients, retaining existing clients, growing the business, increasing profits / sales, remaining competitive, keeping customers happy

What are the marketing techniques to retain customers?

Offers, discounts, loyalty schemes, rewards. Communication: newsletters, birthday cards, VIP events

What are the four areas of the marketing mix?

Price, place, promotion and product

What are the areas of marketing segmentation?

Demographic—age, gender, race, ethnicity. Behavioural- price, sensitivity, branding Geographic- population, area, climate, urban, rural.

What communication techniques are used in hair and beauty marketing?

Face to face, email, Facebook, Twitter, text, Instagram, Snapchat , window display, leaflet, adverts.

What does USP stand for ?

Unique Selling Point

What are the four areas of research methods?

Primary research: Involves gathering new data that have not been collected before. Secondary research: involves gathering existing data that have already been produced. Quantitative: gives data, facts and figures etc. Qualitative: about customers’ thoughts and feelings

Section 3:

Product Description

Shampoo A product for cleaning the hair and scalp.

Conditioner

A product applied to the hair after shampooing to make it more manageable.

Hairspray A holding spray to hold it in place and add shine.

Mousse / gel / lotion / wax / serum

Substances used to set or style hair.

Hair mask

A product applied to the hair as a specialised treatment to deep condition.

Cleanser A cream, gel or lotion for cleaning the skin and removing make-up.

Toner

A lotion or light astringent used to wipe over the skin after cleansing.

Moisturiser

A cream or lotion applied to the skin to keep it soft and supple.

Exfoliant A product used to remove dead skin cells from the face or body.

What are the properties in hair and beauty products?

What is a preservative?

What are the benefits of using market segmentation?

45

Year 10 Marketing

w/b 24th February Using section 1 explain why marketing and advertising are good for a business

w/b 2nd March Using section 2 describe what the benefits of marketing are and how they are used to gain new clients.

w/b 9th March Explain what cleaner and toner does to your skin

w/b 16th March Tell me the features and benefits that hair masks have on the hair.

w/b 23rd March Describe how legal, ethical and social factors contribute to marketing.

w/b 30th March Explain the 4 areas of research methods in hair and beauty businesses.

46



Components of fitness

Aerobic and anaerobic exercise /

Strength / Power / Agility / Balance /

Flexibility / Muscular Endurance /

Cardiovascular endurance

Principles of

training

Progressive Overload / FITTA /

Specificity / Reversibility /

Regression / Moderation / Variance

Methods of training Continuous / interval / fartlek /

weight / plyometrics / resistance

machines / free weights / agility

ladders / agility hurdles / balance

board /

Combinations of

training methods

This is where athletes will combine

different training methods that

compliment each other in order to

improve their performance.

For example a tennis player would

train their agility and their flexibility

together so that they can move

around the court quicker and use

their flexibility to reach difficult shots

and to avoid becoming injured.

Training Programme

The results that you achieve in your

fitness tests will now be used to plan

a 6 week training programme. You

will identify at least 2 areas that you

need to work on in order to perform

better in your chosen sport.

Section 3: Knowledge Application

How do your scores compare to

normative data?

Why have you chosen those 2

components of fitness to

improve?

How will those components of

fitness make you a better player

in the sport you have chosen?

How does your 6 week training

programme show you have used

the FITTA principle?

If you did the training

programme again what would

you change?

Did you get the results that you

wanted from your training

methods?


Questions

Designing your 6 week Training

Programme

Introduction

Age

Current injuries

Health problems

Access to facilities

Aims of the programme

Give a basic description of what the

training programme is for and what it

is trying to achieve

Link this to a specific sport

Realistic Goals

Set goals that are achievable and

possible for yourself

The 2 areas you will be improving on

must have a pre programme test and

after programme test to see how

successful the training has been

Explain here why you have chosen to

set out the training programme the

way that you have.

Subject: OCR Sports Topic: Applying principles of training Year: 10 Term: Spring 2

47

Year 10 OCR Sport

w/b 24th February

“I work out once a week but I’m not getting any stronger” - What advice would you give to

this person if you were their personal trainer? Explain your advice. (3)

w/b 2nd March If Michael Jordan were to come out of retirement now and start playing in the NBA again,

how would his training regime be different? Explain your answer. (3)

w/b 9th March Tour de France riders have to eat a lot when they are competing. Why? (2)

w/b 16th March Who is the greatest sports man / woman of all time? (4)

w/b 23rd March

If you were coaching the GB rowing squad in the build up to the Olympics, what 3 fitness

tests would you make them do to test their performance and explain why? (6)

w/b 30th March

If you recorded a score of 5 : 5 on the multistage fitness test, what would be a realistic goal

for you to set yourself when planning a 6 week training programme? (2)

48

Belong to BBA Section 1: Key Vocabulary Tier 3 vocabulary Definition

Life event A very important event in someone's life, such as marriage, the birth of a child, or the death of a family member.

Life stages A number of distinct phases people pass through during their lives.

Genetic inheritance

A basic principle of genetics and explains how characteristics are passed from one generation to the next. Certain genes from each parent will dominate the expression of different traits.

Unexpected life events

Death of someone close to you. Accident/injury. Imprisonment. Redundancy. Dropping out of education. Promotion. Ill health

Expected life events

Events that happen to most people during the course of their life.

Social isolation This is a phrase used when people do not have regular contact with others. Live alone. Are unemployed. Do not have access to social situations. Are not able to easily leave their home because of illness or disease. Are discriminated against or excluded.


Compare Estimate, measure, or note the similarity or dissimilarity between.

Asses Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. Make a judgement on the importance of something, and come to a conclusion where needed.

Section 3: Possible exam style questions

Discuss the possible impact of relationship and life

changes on the emotional and social development of the

individuals below:

1. Meena, aged 27, has dated Tariq for three years and

Tariq has proposed marriage. How might marriage affect

Meena’s development?

2. Sean, aged 45, and Graham, aged 48, have been in a

partnership for four years. Graham has decided to leave

as they are not getting on. How might the breakdown of

the partnership affect Sean’s development?

3..Sarah is aged 69. She and her husband Alan were

married for 37 years but recently Alan died. How might

bereavement affect Sarah’s development?

4. Both Joe, aged 22, and Adam, aged 19, have recently

split up with their long-term partners. The split has

affected them both greatly. Two months on, Joe does not

socialise and has started to drink heavily. Adam has

joined a sports club and has met new people. Why might

Joe and Adam have reacted differently?

5. Norman is aged 52 and recently had a heart attack. He

has now been discharged from hospital and is back home.

His doctor has told him that he must take it easy from

now on. He has been told that he will have to give up his

job as a bus driver. Suggest how Norman may have

reacted following the life event.

Section 2:Key Fact/Methods/Processes/Questions

Life circumstances may be expected or unexpected.

Circumstances such as redundancy (losing a job) are often

unexpected and can be quite a shock to an individual.

The person’s lifestyle will change abruptly, which may

affect their emotions.

Even if there are good reasons, they are likely to feel

unwanted. This may have a considerable impact on a

person’s self image.

They may also lose friendships and relationships they

have built at work.

In the long term there may be positive effects if the person is

able to find new work opportunities.

In contrast , moving house may be expected or unexpected.

The impact of moving house will depend on the reasons for the

move.

A planned move through choice to a better house and

neighborhood is more likely to be a positive experience

for individuals.

Having to move house because a person cannot afford to

live there anymore will cause a great deal of emotional

stress.

Life circumstances that are particularly difficult will have

negative effects on development but as people come to terms

with the event they may also have some positive effects.

Subject: Health and Social Care Topic: Component 1 Year: 10 Term: Spring 2

https://dictionary.cambridge.org/dictionary/english/important

https://dictionary.cambridge.org/dictionary/english/event

https://dictionary.cambridge.org/dictionary/english/life

https://dictionary.cambridge.org/dictionary/english/marriage

https://dictionary.cambridge.org/dictionary/english/birth

https://dictionary.cambridge.org/dictionary/english/child

https://dictionary.cambridge.org/dictionary/english/death

https://dictionary.cambridge.org/dictionary/english/family

https://dictionary.cambridge.org/dictionary/english/member

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49

Year 10 Health and Social Care

w/b 24th February Produce a personal timeline on the course of your life from birth to older age. Note life events that have already happened and those you expect to happen.

w/b 2nd March Discuss the types of physical events that could happen to an individual and how they may change that person’s life.

w/b 9th March Complete the task in Section 3 on relationship and life changes.

w/b 16th March Create a table of the possible positive and negative effects the following life circumstances may have on an individual: Moving house, starting or moving schools, exclusion from education, redundancy, imprisonment and retirement. Section 2 will help you with this.

w/b 23rd March Identify the types of support that might be provided to support a person to adapt after a life event.

w/b 30th March Why might an adolescent find difficulty in dealing with their emotions?

50

Subject: DIT component 2 Topic: Collecting, presenting & interpreting data Year: 10 Term: Spring 2 Belong to BBA Section 1: Key Vocabulary

Tier 3


Infographics Infographics (a clipped compound of "information"

and "graphics") visual representations of information,

data, or knowledge intended to present information

quickly and clearly. They can improve cognition by

utilising graphics to enhance the human visual

system's ability to see patterns and trends.

Verification Verification is a way of preventing errors when data

are copied from one medium to another. Verification

does not check if data make sense or are within

acceptable boundaries, it only checks that the data

entered are identical to the original source.

Data

Validation

Data validation is the process of ensuring data have

undergone data cleansing to ensure they have data

quality, that is, that they are both correct and useful.

Tier 2


Data Data, information, knowledge and wisdom are closely

related concepts, but each has its own role in relation

to the others, and each term has its own meaning.

Data are collected and analysed; data only becomes

information suitable for making decisions once they

have been analysed.

Column A column is a range of cells that goers down (vertical)

in a spreadsheet/worksheet. Columns are identified

by letters, for example, column A, column G.

Rows A row is the range of cells that goers across

(horizontal) the spreadsheet/worksheet. Rows are

identified by numbers e.g. row 1, row 5. Examples of

use: A row might contain the headings of a table e.g.

product ID, product name, price, number sold.

Fields A field is a single piece of data about one person or

one thing. Many fields make up a record. A field is

usually a single column within a multi-column table. It

is good practice to give a field a sensible name.


1) What are the four main characteristics of data?

2) What are the four main characteristics of information?

3) How can data be turned into information?

4) Lorraine is in Year 10. She has been at Bluecoat

Beechdale Academy since she was 11 years old. She has

been studying Maths, English and ICT since Year 7 but

she only started taking German in Year 9. On

average, she has missed four school days a year through

sickness. There is a progress assessment in every sub-

ject twice per term.

I. What would be the best way to represent data

about Lorraine’s progress in Maths since Year 7 and

in German over the past three months?

II. What would be the best way to represent the data

about her absence? As numbers, tables, charts or as

infographics?

III. Explain why your chosen method of representation

is the best one.

5) Using the table below, turn the information into a

graph making sure you have a main title, axis titles,

colour and a key.


Questions

Data are collections of numbers and/or text that are stored and processed by a computer system. Information is data that have been processed. The processing may involves doing several different things to the data, such as adding structure. Data are often structured by splitting them into fields and records in a table format. Fields divide data up into groups of all the same type, such as people’s names or their phone numbers. Typically, the fields make up the columns within a table of data. Record is one complete set of fields. Typically, the records make up the rows within a table of data.

Sales (£) Quarter 1 Quarter 2 Quarter 3 Quarter 4

South 2500 6000 7500 2400

Midlands 8500 4500 8500 6500

North 7000 3500 10500 9500

51

Year 10 DIT

w/b 24th February Learn the spellings and meanings of all the Tier 2 Vocabulary.

w/b 2nd March Give two examples of how a supermarket might take data and turn it into information.

w/b 9th March Give the benefits and drawbacks of presenting data in a variety of different ways, including text, tables, graphics and

infographics

w/b 16th March Learn the spellings and meanings of all the Tier 3 Vocabulary.

w/b 23rd March What is the difference between validation and verification? Describe how each can be used.

w/b 30th March Give two situations where validation can be applied to input data, but the data could still be wrong.

52


Tier 3

vocabulary

Definition

Democracy A system of government by the whole population or all the eligible members of a state, typically through elected representatives. Democracy derives from the Ancient Greek words demos meaning people and kratos meaning strength/power.

Devolution The transfer of power from a greater to a lesser body.

Legislature A body normally elected that decides upon the laws that apply to a state. In the UK, Parliament is the legislature.

Civil Service These are the people employed by government to carry out the policies of government and advise government.

General Election

The election of representatives to a legislature (in the UK, to the House of Commons) from constituencies throughout the country.

Constituency A group of voters in a specified area who elect a representative to a legislative body.

The Executive The branch of the government made up of the Prime Minister and other ministers, senior civil servants and policy advisors .

Tier 2 vocabulary

Definition

Explain Make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts.

Justify Show or prove to be right or reasonable.

Section 3: Exam style questions

Section A

1. Identify a country, other than the UK, that has a

monarchy

2. Explain what is meant by the term ‘devolution’.

3. Explain the role of the Prime Minister.

4. Identify one important characteristic of a democ-

racy.

5. Define what is meant by the expression ‘the rule

of law’.

6. Identify a legal right you are given at the age of

18.

Section B

To what extent is it important that in democracy the

rights of the media and the press are safeguarded? In

your answer you should consider:

The role of the media in society

The relationship between a political system and

the media.

Section C

If you were an active citizen wishing to bring about a

change in government policy examine whether you

would be more likely to succeed if you were a member

of a pressure group or a backbench MP?

In your answer include:

The ways in which pressure groups operate

The opportunities for backbench MPs to bring

about change.

Section 2:Key Fact/Methods/Processes/Questions

In liberal democracy, the citizen is seen as being at the heart of political power. The citizen through their votes provides legitimacy to those who win an election. As we live in a representative democracy, the citizen can often appear to be at arm’s length from their elected representatives. It is seen as a duty of a citizen in a democracy to take part in the political process to ensure that their voice is heard. By registering to vote and voting at local, national and European elections, a citizen is conferring their legitimacy on our democracy. Citizens can become more active than just voting at election times. They can join a political party or a pressure group to campaign to bring about change. Through that support and membership they can take part in forms of actions where they seek to influence decision-makers. Citizens can lobby their representatives to ensure that they are aware of their views. The ultimate power the citizen has in regard to holding those in power to account is how they use their vote at an election. If a citizen feels strongly enough about an issue, they can stand for election. Traditionally, a citizen would write a letter to a councillor or their MP if they wished to raise an issue. Today, people are increasingly turning to digital technology to engage in campaigning about political issues. The government even encourages digital participation through its website. The parliamentary website shows you how to set about starting an e-petition. The website takes you through how petitions work, how many signatures are needed for a government response, how many signatures are needed for it to be considered for debate in Parliament, the Petitions Committee and the standards for petitions.

Subject: Citizenship Topic: Politics & Participation Year: 10 Term: Spring 2

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

53

Year 10 Citizenship

w/b 24th February Write a paragraph to demonstrate your current understanding of politics.

w/b 2nd March Complete the Section A questions in Section 3.

w/b 9th March Currently the voting age in the UK is 18. Present a case to lower the voting age to 16.

w/b 16th March Complete the Section B question in Section 3. This would be an 8 mark question.

w/b 23rd March Complete the Section C question in Section 3. This would be an 8 mark question.

w/b 30th March What role can a citizen play in a democracy? Use Section 2 to help explain your answer.

54



Internal Factors Factors within the control of the business.

External Factors Factors outside the control of the business.

Fluctuation The rises and falls of costs

Consumer

Confidence

Degree of optimism consumers feel about

the economy

Customer

Satisfaction

The level of satisfaction the customer has

following the service they receive.

Business

Reputation

How well the business is thought of

amongst its customers

Value for Money The extent customers feel they have had

good value for the service they received

compared to the money they paid.

Word of mouth

reputation

How customers will pass on their

experiences of a business or service to

friends or other colleagues.

Repeat Custom Customers returning to the business due to

previous good experience.

Competitive

Advantage

A condition or circumstance that puts a

company in a favourable or superior

business position.

Retention of

existing customers

Businesses maintain their customer base.

Taxation The amount of money that is paid by the

enterprise to the government


Profit The money the business has made after all

expenses have been accounted for.

Loyalty Customers have a greater preference to a

particular business or brand and use them

repeatedly.

Competitors The impact on an existing enterprise by

attracting its customer

Enterprise Is simply a business founded to make a

profit. A business enterprise revolves around

a single idea, a mission which the owner

intends to use to create a viable company for

the purpose of making a profit and

succeeding in the business world.


1 What are the internal factors enterprises have to plan

for?

2 What is meant by customer satisfaction ?

Name different ways businesses satisfy their customers?

3 What are the external factors enterprises have to plan

for?


Subject: Business Studies Year: 10 Term: spring 2

Research Method

Pros Cons

Questionnaire

•Cheaper than interviews •Can be anonymous •Can cover a large group of people quickly •Reduces bias

•Can only ask straight forward questions •Can’t ask follow up questions •Could be less reliable as can’t control if they are being answered honestly •Low response rate

Surveys / Polls

•Cheaper than interviews •Can be anonymous •Can cover a large group of people quickly •Reduces bias •Mostly quantitative data gathered- can be analysed easily

•Can only ask straight forward questions •Can’t ask follow up questions •Could be less reliable as can’t control if they are being answered honestly •Only quantitative data so doesn’t take personal opinions into account.

Focus Group/ Product Testing

•You can check the honesty of the individuals •Researcher can observe participants •Can be used to enhance the findings of previous research methods.

•Expensive •Time consuming •Interpretations are subjective •Mostly qualitative data so difficult to analyse with numbers.

Interviews

•Can ask follow up questions •Can gather quantitative and qualitative data •Participants can be specifically selected / targeted

•Expensive •Time consuming •Interviewer bias •Difficult to measure a large sample size / individuals over a large area (e.g. country)

Observations

•Observations of people in specific situations (e.g. using your product) •Participants can be specifically targeted / chosen

•Observations can be misinterpreted •Difficult to read body language •Only qualitative data produced

Media Research

•Can compare competitors products and businesses •Can analyse the impact of different media promotions from the perspective of the customer

•Time consuming •Expensive • Subjective

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Year 10 Business

w/b 24th February Learn the spelling and meaning of all the Tier 2 Vocabulary.

w/b 2nd March Enterprises need to attract them and keep customers happy, explain the different ways in which they can do this.

w/b 9th March Learn the spellings and meanings of all the Tier 3 Vocabulary.

w/b 16th March Explain which research method is good to use for your business idea.

w/b 23rd March Answer the questions from Section 3.

w/b 30th March What are the strength and weaknesses of using different research methods?

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