Teacher Information for Parents -...

Teacher Information for

Parents

THIS DOCUMENT IS INTENDED TO PROVIDE PARENTS WITH OUTLINE INFORMATION

ON WHAT IS BEING TAUGHT IN EACH SUBJECT AREA

Autumn 2017 - Term 1 - Year 10

Wilton Campus

Learning Intentions

Extended abstract: Design and create a final drawing outcome reflecting and applying the best elements of your drawing explorations.

Relational: Compare and contrast different ways of drawing distinguishing how they are used.

Multi-structural: Describe and explore different use of line in drawing.

Uni-structural: Identify ways drawing can be used in everyday situations and industry.

Timings

1000 mins (class time) 16 hours, 40 mins 720 mins / 12 hours for study (including home learning)

Deadlines

Deadline date for 1st draft completion w/c : 9/10/17 Deadline for final submission w/c: 16/10/17

Subject: Year 10 GCSE Art Teacher: Mrs Austin

GCSE Art – Year 10

Year 10 will learn more about the assessment objectives and will explore different ways in which they can fulfil them, in particular we will work on AO3 – Recording.

The BIG Question (TBQ)

How can I meet the requirement of drawing in my first project?

Learning Intentions

Extended abstract

Justify the choice of chart/graph used to display data. Write a prediction based on scientific knowledge.

Relational Apply understanding of respiration in new contexts.

Explain why respiration is an exothermic reaction.

Explain why a control is necessary in some scientific investigations. Compare and contrast anaerobic respiration in animals, plants, and microorganisms.

Explain in detail why heart and breathing rate continue to be high for a period of time after exercise.

Multi-structural

Describe respiration as an exothermic reaction.

Describe the reason why cells respire anaerobically.

Uni-structural List ways in which living organisms use energy.

State the word equation for anaerobic respiration in animals, plants, and microorganisms.

Give some uses of fermentation

Timings

Number of mins / hours for teacher/assignment (class time): September to October. Number of mins / hours for study (including home learning): 40min per week.

Deadlines

Deadline date for 1st draft completion 18/9/2017 Deadline for final submission 25/9/2017

Subject: Biology Teacher: Mrs M.Roelofsz

Year 10: Biology Respiration

In this chapter students will study respiration, and should be able to recall that this is one of the most important processes in living cells. They should be able to describe the process of respiration and write the word equation, and higher-tier students should also be able to write the balanced symbol equation.


What powers living organisms?

Timings: 3 x 100 mins over a 2 week timetable. to complete the practical assignments, additional independent study to support the above.

Deadlines: 1st practical task & SDL research project will be completed by w/c 17th October.

Design & Technology – Year 10 Introduction to designing and making

The BIG Question (TBQ): What qualities do useful products have, and how do I make my own products that good?

Learning Intentions:

Extended abstract: Create a range of original and elegant solutions to given design briefs. Justify the choice of product taken forward for manufacture. Organise, plan and make the product, identifying checks and measures that ensure quality, making changes to the plan if problems arise.

Relational: Create original and elegant solutions to given design briefs. Organise, plan and make the product, making changes to the plan if problems arise.

Multi-structural: From a given brief, design products that are original and meet the user’s needs. Organise, plan for and make the product to a pre-written plan.

Uni-structural: Design and make products that satisfy the user’s needs and meet the design brief.

Subject: Design Technology - Year 10 Teacher: Mr Whibley

Learning Intentions Extended abstract

Create confident and fluent responses to the GCSE questions that embed the AOs

Evaluate the writer’s use of form, structure and language to craft meaning and influence the reader

Utilise the text and its literary and structural techniques to craft a creative and imaginative original writing response

Relational

Develop responses according to the AOs and the nature of the questions

Analyse form, structure and language discussing how the writer has crafted the text for deliberate effect

Use the text to shape personal creative response

Multi-structural

Understand the level of response and required content for each question

Use understanding of language, structure and form to add detail to responses

Uni-structural

Recognise the layout and requirements of the exam paper and its individual questions

Timings 30 hours (1800 mins.) Number of mins / hours for teacher/assignment (class time) 20 hours (1200 mins.) Number of mins / hours for study (including home learning) 10 hours (600 mins.)

Deadlines Deadline date for 1st draft completion A number of redrafting opportunities will be provided over the course of the topic Deadline for final submission Mon. 16/10/2017

English GCSE Paper 1 Skills

*Following the No-More Marking comparative judgement guidance

The study of the skills needed to successfully complete a GCSE English Paper 1 (19th Century Literary texts and Imaginative Writing)

Exploring a writer’s use of form, structure and language to convey meaning to a reader and influence a reader’s responses

Adapting and using literary devices connected to form, structure and language to write creatively and imaginatively

Developing an understanding of what is needed for the GCSE and how to respond to exam questions.


What must you do to be successful responding to a GCSE English Paper 1?

Subject: English Language Teachers: Lisa Stone & Be Kuzniar


Extended abstract: Paraphrasing language to produce a varied and detailed spoken and written response.

Relational: Building longer sentences using intensifiers and synonyms to explain the advantages and disadvantages of your home town, town and region in greater depth.

Multi-structural: Describing what a town is like, what you can do there and your opinion of it.

Uni-structural: Describing your home, ideal home and region.

Timings:

Revision of free time and festivals = 400 mins + speaking test Home, town, neighbourhood and region = 600 mins

Deadlines:

Friday 15th September (writing) Friday 29th September (speaking) Friday 13th October (1st draft) Friday 3rd November (final submission)

Subject: French - Year 10 Teacher: Ms Kuzniar & Mr James

French - Year 10

Home, town, neighbourhood and region Revising free time activities, traditions and festivals

The BIG Question (TBQ):

What must you do to respond successfully in writing and speaking questions about the above topics?


Extended abstract: Evaluate and reflect on the results of the sensory testing

Relational: Organise various stations to carry out sensory testing

Multi-structural: Describe how to set up and follow different sensory testing stations

Uni-structural: Find out how the various senses affects the influence of food choices

Timings:

500mins / 8 hours 20 mins class time 200 mins / 3 hours 20 mins for study (including home learning)

Deadlines:

1st draft completion: 2nd October 2017 Final submission: 16th October 2017

GCSE Year 10 / 11 Food Preparation and Nutrition

To find out how the senses influence food choices, how we taste foods and how to conduct and set up a food tasting panel.


How is sensory testing of different foods carried out?

Subject: GCSE Food & Nutrition – Years 10 - 11 Teacher: Miss Lowe

Learning Intentions

Extended abstract: Argue a case by justifying own point based on evidence.

Relational: Analyse statistical information on U.K. trade.

Multi-structural: Follow a procedure for constructing a fluent argument based on data.

Uni-structural: Identify the U.K.’s major trading partners and products.

Timings

Number of mins / hours for teacher/assignment (class time): 150 mins Number of mins / hours for study (including home learning): 100 mins

Deadlines

Deadline date for 1st draft completion: 15th and 19th September 2017 (2 classes) Deadline for final submission: 26th and 27th September 2017

Subject: Geography Teacher: Mr Wilson

Geography

UK TRADE


Should I stay or should I go? (Relates to Brexit)

Learning Intentions

Extended abstract: Argue a case that area of birth affects a person’s future.

Relational: Compare and contrast regions of the U.K. Explain the causes of regional differences.

Multi-structural: Describe regions in terms of various geographical phenomena.

Uni-structural: Name some of the U.K’s regions.

Timings


Deadlines

Deadline date for 1st draft completion: 5th and 6th October 2017 Deadline for final submission: 17th and 20th October 2017


Geography

UK DIVERSITY


How will my future differ depending on which region I’m born in?

Learning Intentions

Extended abstract: Generalise and reflect on why places grow and decline.

Relational: Explain the causes of industrial growth and/or decline. Explain the effects on the place or region and its inhabitants of the industrial growth and/or decline.

Multi-structural: Describe features of industrial growth and decline.

Uni-structural: Identify and locate a place or region within the U.K. that has been subject to industrial growth and/or decline.

Timings


Deadlines

Deadline date for 1st draft completion: 17th and 20th October 2017 Deadline for final submission: 31st October and 3rd November 2017


Geography

U.K. CASE STUDY


What goes up must come down.

Timings: 40 Hours (2400 mins)

Number of mins / hours for teacher/assignment (class time) 32 hours (1950 mins.) Number of mins / hours for study (including home learning) 13 hours (800 mins.)

Deadlines:

Draft Deadline for the Civil Rights Road map – 30th September 2017 Final Deadline – 20th October 2017

History - Paper Three – The USA, 1954-1974: conflict at home and abroad. US Involvement in the Vietnam War

To understand and evaluate: The reasons for US involvement in Vietnam The escalation of the conflict under President Johnson The nature of the conflict in Vietnam, 1964-68 including Vietcong guerrilla tactics, US methods and the significance of the Tet Offensive Changes under Nixon, including Vietnamization, the Nixon Doctrine and attacks on Cambodia, Laos and North Vietnam


Why did the USA fail in Vietnam?


Extended abstract: Is able to provide an explained evaluation reviewing the alternative views in coming to a substantiated judgement. Precise analysis of the interpretations is shown, indicating how the differences of view are conveyed and deploying this material to support the evaluation. Relevant contextual knowledge is precisely selected to support the evaluation. An overall judgement is justified and the line of reasoning is coherent, sustained and logically structured.

Relational: Is able to provide an explained evaluation, agreeing or disagreeing with the interpretation. Good analysis of the interpretations is shown indicating difference of view and deploying this to support the evaluation. Relevant contextual knowledge is used directly to support the evaluation. An overall judgement is given with some justification and a line of reasoning is generally sustained.

Multi-structural: Is able to offer valid evaluative comment to agree with or counter the interpretation. Some analysis is shown in selecting and including details from both interpretations to support this comment. Some relevant contextual knowledge is included and linked to the evaluation. An overall judgement is given but its justification is insecure or undeveloped and a line of reasoning is not sustained.

Uni-structural: Is able to offer simple valid comment to agree with or counter the interpretation. Limited analysis of one interpretation is shown by selection and inclusion of some detail in the form of simple paraphrase or direct quotation. Generalised contextual knowledge is included and linked to the evaluation.

Subject: History - Year 10 & 11 Teacher: Mrs Taylor


Extended abstract:

Construct proofs of simple statements using algebra.

Prove and apply circle theorems.

Relational:

Create formulae from word problems.

Apply knowledge of ratio and the formulae for the circumference and area of a circle to calculate the arc length and area of a sector.

Multi-structural:

Follow procedures to change the subject of a formula.

Follow procedures to construct perpendicular and angle bisectors.

Uni-structural:

Substitute values into formulae.

Expand and factorise expressions.

Calculate the circumference and area of a circle.

Timings: In a two week cycle:

400 minutes class

200 minutes core subject SDL

100 minutes home learning, revision

Deadlines:

All deadlines are fixed and non-negotiable.

Subject: Maths Year 10 Teacher: Mr Amos and Mrs Clark

Maths – Year 10

Formulae and Functions. Circles and Constructions


What is the largest formula you can find? How many squares are there in a circle?

Timings: 100 Minutes 100-120 Minutes

Deadlines: 14th November 2017 27th November 2017

Music - Year 10 - 11 Analyse the set work ‘Defying Gravity’ and compose a song on Sibelius.

The BIG Question (TBQ): Through SDL what steps do we take to learn about ‘Defying Gravity’? How can we compose our first main piece based on the set briefs?

Learning Intentions: Extended abstract:

Evaluate the set work through SDL

Discuss and reflect upon modulation, layered textures, melody and provide evidence of this through written work and evaluations.

Compose music up to 80 bars which includes: simple to a complex bass line, key change and sonata form structure.

Relational:

Extend previous knowledge of set works through independent research

Begin to explore more challenging areas.

Extend compositions to include (A BA) structure and a wider range of pitches and rhythms.

Multi-structural:

Explore melody, texture and harmony within the set work

Compose music using some cadences.

Uni-structural:

Identify that ‘Defying Gravity’ is a musical

Identify some of the elements of music within this set work.

Create a simple melody and bass line based on the set briefs using Sibelius software.

Subject: Music - Year 10 - 11 Teacher: Mr Jelitko

Learning Intentions

Extended abstract: To be able to evaluate and perform fitness testing methods and training techniques for your chosen sport

Relational: To be able to analyse and apply fitness testing methods and training techniques for your chosen sport

Multi-structural: To be able to describe and follow fitness testing methods and training techniques for your chosen sport

Uni-structural: To be able to identify fitness testing methods and training techniques for your chosen sport

Timings

Number of mins / hours for teacher/assignment – 1400mins Number of mins / hours for study -840mins

Deadlines

Deadline date 13/10/17 Deadline for final submission

Subject: GCSE PE Years 10/11/13 Teacher: Mr Colley

Physical Education: Fitness Testing and Training Years 10/11/13 Students will learn about fitness testing and training techniques for their chosen sport.


Am I fit for GCSE PE?

Learning Intentions

Extended abstract: To be able to perform complex skills and evaluate your own performance

Relational: To be able to apply a range of skills and analyse own performance

Multi-structural: To be able to follow skills and drills during the session and outline what when well and even better if in their performance.

Uni-structural: To be able to identify skills in football

Timings


Deadlines

Deadline date 13/10/17 Deadline for final submission

Subject: PE - Boys Years 3-13 Teacher: Mr Colley

Physical Education – Years 3 – 13 - Football

Students will learn about fitness, positioning, open play and techniques in the sport.


How can I improve my game?

Learning Intentions

Extended abstract: To be able to perform complex skills and evaluate your own performance

Relational: To be able to apply a range of skills and analyse own performance

Multi-structural: To be able to follow skills and drills during the session and outline what went well and even better if in their performance.

Uni-structural: To be able to identify skills in hockey.

Timings


Deadlines

Deadline date 13/10/17

Year 3-13 Girls: Hockey

Students will learn about fitness, positioning, open play and techniques in the sport.


How can I improve my game?

Subject: Girls PE Years 3-13- Hockey Teacher Mrs Powell

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