subject topics to be key learning covered...real life graphs a14, r14 pre-exposure homework 1. find...
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YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 1
Subject Topics to be covered
Key Learning
Pre-19th Century Fiction (Either ‘Dr Jekyll and Mr Hyde’ or ‘A Christmas Carol’)
Students will study either ‘Dr Jekyll and Mr Hyde’ by R L Stevenson or ‘A Christmas Carol’ by Charles Dickens. They will read the full text and explore the plot, characters and themes in detail. Students will develop skills to analyse how the language, form, structure and context of the novel create meanings and effects as well as develop skills to maintain a critical style and informed personal response.
Pre-exposure homework
1. Watch film versions of the novels ‘Dr Jekyll and Mr Hyde’ or ‘A Christmas Carol’.
2. Research the lives of the authors. Read other novels by the same authors.
Higher tier
Key learning: For full details please look in the specification at http://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300 and search for the code below.
Perimeter, area and circles
G12, G17, G16, G9, G18
Real life graphs A14, R14
Ratio and proportion N11, R3, R4, R5, R6, R7, R8
Pre-exposure homework
Find out how to work out the area of as many different shapes as you can. Look up the names for all the parts of a circle.
You will be directed by your teacher on an appropriate maths watch clip to view.
Foundation Tier
Collecting and representing data
S2, S4
Percentages R9, N12
Real life graphs A14, R14
Pre-exposure homework
1. Find an example of a graph or a chart from a newspaper/magazine or the Internet. Explain what this diagram is trying to illustrate.
2. Remind yourself how to work out the percentage of an amount with and without a calculator.
OCR 21st Century Science (Biology) B4: The Processes of Life
How do chemical reactions take place in living things? How do plants make food? How do living things obtain energy?
Pre-exposure homework
1. Go to the BBC Nature webpage and click on the link to Wildlife Surveys. Read through the surveys and complete one at home. The bioblitz can be done in your garden.
2. Go to YouTube and search ‘BBC Private Life of Plants’. View some of the video clips make notes about one of the plants you see. You can even try and grow your own carnivorous plant; they are widely available at many garden centres.
OCR 21st Century Science: Chemistry Unit C4: Chemical Patterns. ModulB2: Kg h
What are the patterns in the properties of elements?
How do chemists explain the patterns in the properties of elements?
How do chemists explain the properties of compounds of Group 1 and Group 7 elements?
Pre-exposure homework
Find three short videos on YouTube (or another suitable website) about the Periodic Table of the elements. Watch these videos carefully. Record the full URL address for each website. Write down five bullet points to summarise the information you have learnt from the three videos.
YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 3
OCR 21st Century Science (Physics) P2: Radiation and life
What types of electromagnetic radiation are there? What happens when radiation hits an object? Which types of electromagnetic radiation harm living tissue and why? What is the evidence for global warming, why might it be occurring, and how serious a threat is it? How are electromagnetic waves used in communications? Module P4: Explaining motion Module P5: Electric circuits
Pre-exposure homework
1. Search for and watch these videos on YouTube to prepare you for your study of the electromagnetic spectrum and global warming. ‘The electromagnetic spectrum’ bestofscience (5:20min long).
2. Watch this video as an introduction to the electromagnetic spectrum. ‘Global Warming Facts’ bestofscience (3:29min long).
OCR 21st Century Science P1: The Earth and the Universe Module B2: Keeping P2: Radiation and life B3: Life on Earth
Where do the elements of life come from?
What do we know about the Universe?
How have the Earth’s continents moved, and with what consequences?
What types of electromagnetic radiation are there?
What happens when radiation hits an object?
Which types of electromagnetic radiation harm living tissue and why?
What is the evidence for global warming, why might it be occurring, and how serious a threat is it?
How are electromagnetic waves used in communications?
How do different species depend on each other?
How has life on Earth evolved?
What is the importance of biodiversity?
Pre-exposure homework
P1 Watch the BBC space documentary Planet Hunters. Research advances in space exploration from 1900 to 2014. Create a timeline featuring what you think are the five most important events.. P2 Search for and watch these videos on YouTube to prepare you for your study of the electromagnetic spectrum and global warming. ‘The electromagnetic spectrum’ bestofscience (5:20 long). Watch this video as an introduction to the electromagnetic spectrum. ‘Global Warming Facts’ bestofscience (3:29 long). B3 Go to the BBC Nature website and click on the video collections link. View a selection of clips from ‘David Attenborough’s Favourite Moments’ page. Pick your favourite one and be prepared to discuss why you chose this during your first lesson of B3. Search you tube for ‘The Future Planet earth BBC’. Watch the video clip ‘Saving the World’. Find out what sustainability means and why it is important. Be prepared to discuss you views in lessons.
Unit 1 (D) Black and white
To develop observational recording skills using a wide variety of techniques and materials. Students will produce a series of detailed and expressive study boards and will produce a personal final composition. Students will research artists who explore natural forms with a focus on process, context or compositional layout.
Pre-exposure homework
Alphabet All students will be completing their alphabet project to hand in just after half term. Natural forms Following that, they will be starting their natural forms unit. Selecting and photographing an inspiring natural object ( example; flower, fruit, vegetable, shell etc) would be a great start.
YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 5
APPLIED BUSINESS
What is a business and what do businesses do?
Students will complete the first part of topic 1.1 by learning about the following:
How businesses take risks and assess those risks against the potential rewards they will receive.
Business ethics and how this can conflict with making a profit.
Social and political pressures. Once students have completed this they will begin the first part of their Controlled Assessment.
Pre-exposure homework
The Controlled Assessment is a research task that will require students to research two organisations and show how they deal with each of the issues covered in topic 1.1 of the syllabus. Students will need to find a local business that they can research.
People (Human Resources)
Students will learn why businesses need people. They will learn how recruitment and selection happens, how to train staff, give appraisals and motivate. They will learn about leadership and evaluate what style of leader they are most likely to be. Students will then learn about communication and financial/non-financial rewards before completing the unit by learning about how organisational structure affects employee performance.
Pre-exposure homework
Students should interview a member of their family or someone who has a job. They need to find out how that person got the job, how they applied, what happened during the interview, what questions were they asked etc. They should also get some advice from the person in employment as to what they feel employers find important when recruiting.
Study of an Engineered Product. Section A: GCSE 60% of Final Mark
Investigating and deconstructing a product. Undertaking a product analysis of a product and its modern equivalents. The candidate should identify two products that have developed through the influence of modern technologies.
Pre-exposure homework
How do you permanently join aluminium together? Name the method and produce a diagram to show how the process works. Why is aluminium used to make bicycles instead of steel? Name 3 reasons.
Unit 1: Nutrition, Diet and Health throughout life Unit 2: Factors affecting consumer choice Unit 3: Nutritional, Physical, Chemical and sensory properties of Foods in Storage, Preparation and cooking
Students will continue to focus their theory and practical tasks on cereals and grains. To be able to demonstrate scientific awareness and basic understanding of the chemical properties of food in relation to cooking. Students will create a roux sauce and understand the difference between all sauces and custards. They will understand the use of ready made food components in consumer food choices. Practical outcomes will be lasagne, custard tartlets and puff pastry parcels. Students will apply their knowledge to focus on planning a menu of salad side dishes.
Pre-exposure homework
Watch a current TV food programme. Remember some of the side dishes presented with main meals or desserts.
Health
Students will be completing a written controlled assessment on the topic of health. In addition to finishing work on the topic, students will be learning strategies to help them prepare for their controlled assessments such as, memory techniques, sentence extension, and developing their points in the target language.
Pre-exposure homework
1. Read the mark criteria for French written CA which your teacher will have given you. Make a note of 3 things which will help you achieve a high mark and write down one question you have.
2. Spend 10 minutes every day revising the topic specific vocabulary which you have covered in class so far
Settlement Change
How land use in urban areas in the UK is changing, the reasons and consequences of the need for more housing and urban sprawl. The consequences of deindustrialisation, including development and renewal of brownfield sites. Investigate settlement issues within LICs, including rural to urban migration and reasons for rapid urban growth. Impacts of rapid urban growth and Brazil as a case study
YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 7
Pre-exposure homework
1. What is the Burgess Model? Where is Ponteland on the Model?
2. Research a shanty town anywhere in the world – what are the conditions like inside it? Why do people live there? Create your own case study.
Health
Students will learn vocabulary and structures which will enable them to discuss current eating and exercise habits. They will talk about illnesses and addictions such as smoking, alcohol and drugs. They will use the future tense to discuss how they plan to improve their lifestyle. They will be aiming to add more details such as opinions, justifications and starting to use more complex language. At the end of this unit, students may complete a written controlled assessment
Pre-exposure homework
1. Visit http://www. http://www.edeka.de and under ‘unsere Marken’ select EDEKA then make a list of your weekly shop but in German!
2. Go to www.languagesonline.org.uk and read about the future tense . make a note of 3 things you understand and 1 question you have
Planometric Room
Using drawing board, set square and T square to create a hand drawn 3D room with an emphasis on accuracy and using key angles. This is then rendered using pencil crayons to suggest different materials such as wood, plastic and textiles.
Pre-exposure homework
Learn how to shade a circle as a sphere in pencil. Sketch this in your planner.
Single Award
Unit 1: Understanding Personal Development and Relationships Unit 2: Exploring Health, Social Care and Early Years Provision
Students will continue their learning of personal growth and development focusing on the effects of relationships and life events. To demonstrate knowledge and understanding of Health, Social Care and Early Years Provision. Students will focus on how health, social care and early years services are accessed and the barriers to access.
Pre-exposure homework
List 5 activities that encourage language development
How far did British Society change, 1939- 1975? British Depth Study, Paper 2: (Immigration, Youth, Women)
Develop contextual knowledge and understanding in relation to: • What impact did the Second World War have on the British
people? • Why did different groups migrate to Britain between 1948 and
1972 and what were their experiences like as immigrants in Britain?
• How much change had taken place for women by 1975? • How far did the lives of all teenagers change in the 1960s and
early 1970s
Skills:
Development of Paper Two source analysis skills
Awareness of Paper Two question types
Focus on Paper Two Exam Skills
Pre-exposure homework
1. Visit the identified website which has various clips linked to UK Immigration 1950-60s: http://www.britishpathe.com/workspaces/doreendp/1PK4pwlI
2. Watch a minimum of five clips & record 5 key pieces of information linked to 1950s/60s immigration:
3. Watch the following clip: http://www.bbc.co.uk/learningzone/clips/greater-freedom-for- women-in-the-1960s/3515.html 4. Answer the following question:
a. Did greater freedom emerge for women in the 1960s? 5. Undertake independent research on 1950s & 1960s ‘youth.’
a. Produce some form of diagram/table/poster which illustrates areas of continuity and change in relation to ‘youth’ in the 1950s and 1960s.
YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 9
Using Databases
As part of the controlled assessment, students will learn to
Create and add records in a database
Apply validation techniques to a database
Carry out searches using a database
Pre-exposure homework
Go to the following website to learn about the use of databases in businesses. http://www.teachict.com/gcse_new/databases/uses_of_databases/miniweb/index.htm
Film Promotion
Assignment 2 – Cross media. In this assignment students will;
Become familiar with how the film industry creates a marketing campaign
Learn how to analyse film posters
Learn how to analyse film trailers
Produce a detailed analysis of the impact and effectiveness of two promotional methods (poster and trailer) used by one film
Come up with an idea for a new film
Design and produce a promotional poster for this new film
Devise the storyboard for the trailer promoting the same film
Produce a written explanation of their design and planning work
Pre-exposure homework
1. Look at a range of film promotion campaigns across the range of platforms; print, trailers & websites.
2. Think about the different approaches used when selling a film. 3. Select a favourite recent film and look at the different methods
used to promote it across the 3 platforms.
Composing Performing and Listening
Consolidate and build on the skills covered in the previous half term. The aim is to deepen understanding of Harmony and the add Structure. Students will also break the set works into the core elements: Ideas / Melody, Harmony and Structure; learning how to analyse and write about what they hear.
Pre-exposure homework
Practice the skill and develop the habit of breaking all music you listen to into the core components studied this half term; Melody, Harmony
and Structure
Using the text ‘The Exam’ by Andy Hamilton students use the strategies, medium and elements to explore the play.
They learn how practical workshops deepen their understanding of all aspects of the play as a performance text.
Pre-exposure homework
Research ways of coping with examination stress and create an advice leaflet for teenagers on how to deal with anxiety issues.
Outwitting opponents Swap activities with those not covered in first half term
Students will be taking more responsibility for their own learning though choice and leadership. Students will make decisions about the creation of teams in lessons to make them more effective and so that they feel they have ownership over them. Students are encouraged at all times to take an active role in their lessons and partake as either a performer, coach or referee.
GCSE Unit 4 Religious Attitudes to Crime and Punishment
Young Offenders and Punishment Prison Life Capital Punishment Life imprisonment, parole and prison reform
Pre-exposure homework
Reflect on your views on how and why we punish offenders in the UK today. Ask members of your family what they think. Are we too soft on crime in the UK? Should we do things differently?
Health
Students will learn vocabulary and structures which will enable them to discuss current eating and exercise habits. They will talk about illnesses and addictions such as smoking, alcohol and drugs. They will use the future tense to discuss how they plan to improve their lifestyle. They will be aiming to add more details such as opinions, justifications and starting to use more complex language. At the end of this unit, students may complete a written controlled assessment
Pre-exposure homework
1. Using www.wordreference.com (English/Spanish)find the name for 10 illnesses related to health in Spanish
YEAR 10: CURRICULUM OVERVIEW (Nov-Dec 2015) 11
2. Read the article on health (given to you by your teacher). Use previous knowledge and context to summarise the main points of the text.
Theory The participant as an Individual (continued) The physical and mental demands of performance Practical Coursework Exercising safely and efficiently as in circuit training
Training and the training year – periodisation and seasons. Physical and mental demands of performance, Fatigue, stress, Injury, Basic first aid, moving onto body systems, and how they impact upon exercise Key process A and B dominate the learning. This activity is however taken from a different National Curriculum group. Students whose strengths lie in one activity, often but not always outwitting opponents as in games, will need an assessment from this group of activities.
Pre-exposure homework
Learn the parts of the respiratory system and the heart.
Citizenship and Community Charity Unit
Transferable literacy and numeracy. Higher level thinking skills. Identifying key information and making good choices. Considering others. Using skills to improve life for others. Transferable literacy and numeracy skills
Joining timber
How to manufacture a range of different wood joints. A skills based exercise used to springboard the design ideas for a timber product.
Pre-exposure homework
What does the word ‘sustainable’ mean? Write the definition in the notes section of your planner. Is timber a sustainable material?
Interpersonal and Self-Management skills Presentation skills
Students will learn about :
how different behaviours can impact on others
comparing body language in different situations
the effects of different types of criticism and dealing with feedback.
Students will learn about:
Identifying the features of an effective presentation
Describing the benefits of using presentations
Preparing written materials to support presentation
Giving presentation demonstrating positive body language
Unit 2: Knowledge and understanding of Textiles Technology Topic 1: Materials and components Topic 2: Industrial and commercial processes Topic 3: Analysing products
Students will continue to develop skills and confidence in using the sewing machine and additional specialist equipment including the over locker. The outcome will be a fashion woven garment . There will also be a theory file which will include industrial processes and garment construction skills. Sketchbook and portfolio work continue to be developed, focusing on design development, trend research, and surface embellishment .
Pre-exposure homework
Find 5 different ‘textile’ products eg. Skirt, oven gloves, tea towel, sweatshirt. Roughly sketch each one, paying attention to detail of construction. Annotate your sketch and note the fabric composition from the care label.