Dear year 10 student, - Southfields Academy

Dear year 10 student,

This home learning booklet contains tasks from each department area.

Everyone must complete the homework set from:

-English

-maths

-science

-PSHE and careers

-core PE

You must then complete the homework set for your option subjects:

-business studies

-computer science/ computing

-creative iMedia/ IT

-dance

-drama

-DT: design or graphics

-geography

-health and social care

-history

-MFL

-music

-sport

Additional guidance:

Do:

-use any resources recommended or provided by your subject teacher;

-use research from the internet – but make sure information is written in your own words and

is carefully selected;

-ask for help from your friends and family;

-spend an appropriate amount of time on each task;

-ensure that your work is neatly presented: write in pen; draw/ sketch in pencil;

-leave yourself enough time to complete tasks, as opposed to leaving it until the last minute;

-proof-read/ spellcheck your work for mistakes;

-use a dictionary to ensure that your spelling is accurate;

-punctuate written work as accurately as possible.

Be ready to hand in your work, to the relevant subject teacher, in your first lesson back.

Year 10 Home Learning - Pastoral Activities

Week 1

To my year 10 champions,

I appreciate the concerns you may have at this difficult time, however I want to support you to stay occupied and

encourage you to keep healthy – physically and emotionally!

There are plenty of tasks compiled by your subject teachers to keep you stimulated and occupied until we return.

Please work through these carefully. I’d like to also encourage you to develop your independent learning skills by

completing other tasks that think will benefit your learning. Your booklet will also include a few pastoral-based

activities to support your creativity and personal development.

Please do not hesitate to contact me during your time away from school – I will be as invested as ever in supporting

and encouraging you. You can reach me using my e-mail address, during school hours:

[email protected]

Keep safe!

Mr Arthur

READING and HEGARTY MATHS

Read for at least 30 minutes a day.

Challenge yourself with the

Mathematics.

Pastoral activity:

Create a video showing an example of yourself

making a negative first impression; and another

demonstrating a positive first impression.

Alternatively, list and explain which characteristics

would demonstrate a positive first impression –

the ones you believe would be a priority at a job

interview.

Tip: Use family members home to help you

recreate these scenes! If you are doing the

alternative activity – discuss these with those at

home.

mailto:[email protected]

English - Week 1 - Y10

English Literature Paper 1 Section B: A Christmas Carol

1. Read the novel. Make sure you have annotations that cover main themes and characters

(AO1) and note interesting uses of language (AO2).

2. Watch adaptations of this film – it could be animation, pastiche or parody where you

recognise the features of ACC.

Make a list of the adaptations with a brief review that comments on whether it portrays the key

themes of the novel well:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

3. Make mind maps for each key theme of the novel using quotations to support.

Key Themes

Poverty

Charity

Christmas and Christianity

Family

Compassion and forgiveness

Redemption

The supernatural

Here is an example for the

theme of poverty

Yr9-10 Higher – units 1+2 – week 1












Paper 1 Year 10 Biology – week1

Cell Biology

Cell Structure

1) What is the difference between eukaryotic cells and prokaryotic cells?

2) Give an example of a prokaryote and eukaryote

3) What is the size difference between prokaryotes and eukaryotes?

4) What are plasmids?

5) What does order of magnitude mean?

6) Describe the functions of the following sub-cellular structures: nucleus, cell membrane, mitochondria, chloroplast, cytoplasm, ribosomes, cell wall, permanent vacuole

7) Describe the differences in structure between animal cells and plant cells

8) What is cell sap?

9) What are the cell walls of plant cells and algal cells made of?

10) Sketch and label an animal cell and a plant cell

11) What is a specialised cell?

12) Describe how the following specialised cells are adapted to their functions: sperm cells, nerve cells, muscle cells, root hair cells, xylem cells, phloem cells

13) What is cell differentiation and why is it important?

14) Describe the difference in the ability of cells to differentiate in animals versus plants

15) State the differences between light microscopes and electron microscopes including their differences in magnifying power, resolving power, resolution

16) State the formula that links magnification, size of image, and size of real object

Required Practical: Explain how to use a light microscope to observe, draw, and label a selection of plant and animal cells, including the use of a magnification scale.

Organisation

Principles of Organisation

1) What are cells?

2) What are tissues?

3) What are organs?

6) What are organ systems?

7) List of the following in order from smallest to largest: organ systems, organisms, cells, tissues


Animal Tissues, Organs and Organ Systems

1) What is the function of the digestive system?

2) What are enzymes?

3) What are active sites?

4) How does temperature and pH affect enzyme activity?

5) Explain lock and key theory and relate it to enzyme action

6) State the functions and locations of the following enzymes: amylase, protease, and lipase

7) What are digestive enzymes used for? (your answer should include the word soluble and insoluble)

8) What are carbohydrases? State an example of a carbohydrase

9) What is bile? State the function

10) Where is bile made and stored?

11) Describe the journey of food as it moves through the digestive system

12) Required Practical: Describe how to test for sugars, starch, lipids, and proteins (including listing the reagents used)

13) Required Practical: Describe the method for investigating the effect of pH on the rate of reaction of amylase

14) Describe the structure of the lungs, including how lungs are adapted for gaseous exchange (using the keywords: trachea, bronchi, alveoli, and capillary network)

15) Describe the structure of the heart, including the functions of the atria and ventricles

16) What is the advantage of the double circulatory system?

17) Draw a diagram of the double circulatory system including labelling the aorta, vena cava, pulmonary artery, pulmonary vein, and coronary arteries

18) State the 3 types of blood vessels and draw a diagram of each

19) How do you different structures of each of the 3 blood vessels relate to their functions?

20) What are artificial pacemakers? Why are they needed by some people?

21) What is the advantage of valves?

22) State the components of blood and state the functions of each of these components

23) Sketch each component of blood

24) What causes coronary heart disease?

25) What are the consequences of coronary heart disease?

26) How is coronary heart disease treated?


27) What are the consequences of having faulty heart valves?

28) How are faulty heart valves treated?

29) How can heart failure be treated?

30) What is the difference between communicable and non-communicable diseases?

31) What are some factors that can have a negative effect on physical and mental health?

32) What can defects in the immune system cause?

33) What can cancer be triggered by?

34) What can immune reactions initially caused by a pathogen trigger?

35) What can severe physical ill health lead to mentally?

36) State risk factors for cardiovascular disease

37) State risk factors for Type 2 diabetes

38) State some potential consequences for smoking and alcohol use

39) What are carcinogens?

40) What is cancer?

41) What is the difference between benign and malignant tumours?

42) What can cause cancer?

Paper 1 Year 10 Chemistry – week 1

Atomic Structure and the Periodic Table

Atoms, Symbols, Relative Atomic Mass, Electronic Charge, and Isotopes

1) What are atoms?

2) What are elements?

3) What are chemical symbols? Give an example

4) Approximately, how many different elements are there? Where do we organise these elements?

5) What are compounds?

6) What is the difference between a chemical reaction and a physical change?

7) What is formulae? Write an example, showing what the subscript numbers mean

8) How can compounds be separated?

9) What are the 2 ways we can represent a chemical reaction?

10) What are balanced chemical equations? Briefly describe how you do this with an example such as H2 + O2 → H2O

13) What are mixtures? Do the chemical properties of each substance in the mixture change?

14) Describe the following methods of separating mixtures, including the type of mixtures they separate and how it works: filtration, crystallisation, simple distillation, fractional distillation, and chromatography

15) Before the discovery of the electron, describe the model of the atom

16) Describe the plum pudding model

17) Describe the alpha particle scattering experiment and state why the results led to the nuclear model

18) What addition did Niels Bohr make to the nuclear model?

19) Which sub-atomic particle did experiments by James Chadwick discover?

20) List the 3 main sub-atomic particles, giving the relative charge of each

21) Why do atoms have no overall electrical charge?

22) What does the atomic number of an atom represent?

23) Which sub-atomic particle determines the element?

24) What is the approximate radius of an atom?

25) Compare the size of the nucleus with that of the atom

26) For each of the 3 main sub-atomic particles, give the relative mass of each

27) What does the mass number of an atom represent?

28) Which two sub-atomic particles affect the mass number?


29) What are isotopes?

30) How can we represent an atom in a written way to include its mass number and atomic number? Write an example

31) What is an ion?

32) What is relative atomic mass?

33) How do you calculate relative atomic mass when given percentage abundance of isotopes?

34) Where do electrons naturally occupy in an atom?

35) What are the 2 ways to represent the electronic structure of an atom? Use sodium as an example

36) State the maximum number of electrons that can occupy: shell 1, 2, and 3

The Periodic Table

1) The elements in the Periodic Table are arranged in order of what?

2) Why do the elements in the same group have similar chemical properties? (Your answer should include electrons)

3) Explain how the position of an element in the Periodic Table is related to the arrangement of electrons in its atoms

4) Before the discovery of protons, neutrons, and electrons, how did scientists arrange the elements?

5) Describe how Dmitri Mendeleev organised the elements and how it led to his Periodic Table being accepted by the scientific community

6) Why was ordering the elements based on atomic weight not always correct?

7) Where can metals be found on the Periodic Table?

8) What type of ions do metals usually form?

9) Where can non-metals be found on the Periodic Table?

10) What type of ions do non-metals usually form?

11) Which group contains the noble gases?

12) Why are the noble gases very unreactive? (Your answer should include electrons and shells)

13) What happens to the boiling points of the noble gases as relative atomic mass increases?

14) Which group contains the alkali metals?

15) Describe the arrangement of the electrons in the alkali metals

16) Describe the reactions of the first three alkali metals with: oxygen, chlorine, and water


17) Why does the reactivity of the alkali metals increase as you move down the group? (Your answer should include electron shielding)

18) Which group contains the halogens?

19) Describe the arrangement of the electrons in the halogens

20) State what happens to the following physical properties as you move further down the group of halogens: relative molecular mass, melting point, and boiling point

21) Why does the reactivity of the halogens decrease as you move down the group?

22) Describe what happens in a displacement reaction with halogens

Paper 1 Year 10 Physics – week 1

National and Global Energy Resources

1) State the difference between renewable and non-renewable energy resources

2) Describe what fossil fuels are, how they formed, and state the 3 types

3) Organise the following energy resources into renewable and non-renewable: fossil fuels, nuclear fuel, bio-fuel, wind, hydroelectricity, geothermal, tidal, wave, and solar

4) For each of the energy resources listed in Question 3, state what they are used for (transport, electricity generation, or heating)

5) For each of the energy resources listed in Question 3, briefly describe its reliability, with reasons

6) For each of the energy resources, listed in Question 3, briefly give advantages and disadvantages, including any environmental issues

7) What does carbon-neutral mean? How does it relate to bio-fuels?

Particle Model of Matter

Changes of State and the Particle Model

1) What is density?

2) What is the equation that links density, mass, and volume? State the unit of measurement for each quantity

3) Required Practical: Describe the equipment and method needed to determine the densities of regular solids, irregular solids, and liquids

4) Draw a diagram of the particle model to show the differences between solids, liquids, and gases

5) Use the particle model to explain the differences in density of each state of matter

6) State the different keywords we use to describe the changes of state

7) Are the changes of state physical or chemical changes? How do you know?

8) Does the mass of a substance change when it changes state?

Edexcel GCSEBusiness (9-1)Unit Assessment

1.1 Enterprise and Entrepreneurship 1.2 Spotting A Business Opportunity(Edition 1)

h 30 minutesh The maximum mark for this unit assessment is 30

UNIT ASSESSMENT

Name

Centre Name

www.tutor2u.net/businessPage 2 GCSE Business (9-1) Unit Assessment

Edexcel GCSE Business (9-1) Unit Assessment – 1.1 Enterprise and Entrepreneurship / 1.2 Spotting A Business Opportunity Section A Answer ALL questions. Write your answers in the spaces provided.

1(a) Which one of the following is an example of a good?

Select one answer.

A Parcel delivery B Window cleaning C Newspaper D Bus ride

(1) 1(b) Which two of the following are ways value can be added to a product?

Select two answers.

A Reducing the sales price B Designing a high quality product C Producing a similar product to rivals D Adding features that make the product easier to use E Creating unbranded products

(2)

www.tutor2u.net/business GCSE Business (9-1) Unit Assessment Page 3

1(c) Explain one method of market segmentation a business could use. (3)

1(d) Discuss the benefit to a small business of identifying and understanding customer needs.

(6)

TOTAL FOR SECTION A = 12 MARKS


Section B Answer ALL questions.

Look at Figures 1 and 2, read the following extract carefully, then answer Questions 2a, 2b, 2c and 2d.

Write your answers in the spaces provided. Caroline Edwards has worked in the dry cleaning industry for approximately 10 years, since leaving school. She has gained experience in this field by working in both a small independent dry cleaning firm, as well as more recently working for a much larger dry cleaning service, provided by Timpson in the Morrisons superstore located in the centre of town. Caroline has recently noticed that the needs of the customers who use the dry cleaning services were changing. Questions were increasingly being asked about the environmental impact of the dry cleaning techniques used, with customers appearing less concerned about price. Management responses to these questions always seemed very vague. As a result, Caroline decided to conduct some market research via the internet into this area. She found that the main chemical that was used to dry clean clothes was very dangerous to both human health and the environment. In fact, continued exposure to the chemical had being linked to serious health hazards, such as cancer, with risk not only to workers, but to residents who both used and lived near to dry cleaning businesses. There was limited, but growing awareness about this chemical amongst consumers, who often did not have much choice where they could clean their delicate clothes. Caroline’s research also showed that new independent “wet cleaning” firms were emerging as an alternative to dry cleaning. These were usually based in large cities and used chemical free, water and energy efficient processes to clean clothes with products that were 97% biodegradable and used water. It was expected that, in the future, these “wet cleaners” would eventually take over the need for dry cleaners all together. With these results in mind, Caroline decided to conduct further research and use her own knowledge of this market to draw up a market map of dry and “wet cleaning” businesses in her local area shown in Figure 1.

Figure 1 – Market map of dry cleaning businesses in the local area.


Even though Caroline had worked in the dry cleaning industry for many years, Caroline was very surprised by her findings, so much so that she decided to visit a large library and review some market reports on “wet cleaning.” An extract of one report can be found in Figure 2. Professional garment cleaning has one of the highest success rates of all new businesses. In the last 20 years, cleaning sales have more than doubled, with over 400 million garments being cleaned every year. Wet cleaning eliminates the need for dangerous solvents commonly used in traditional “dry cleaning”. Safe, non-toxic and environmentally friendly, wet cleaning represents the future of garment care. As well as having low start-up costs and low running costs, there are no environmental permits needed to start up a wet cleaning business.

Figure 2

Having saved £20,000 over the last 10 years due to living at home, Caroline is now considering her future. 2(a) Identify one benefit to Caroline of using market reports as part of her market research.

(1)

2(b) Outline one way Timpson is able to compete in the local dry cleaning market.

(2)


2(c) Analyse the reason why Caroline conducted market research. (6)


2(d) Caroline is currently considering her future and believes she has two options: Option 1: remain as an employee at Timpson dry cleaners Option 2: set up her own “wet cleaning” business Justify which one of these two options Caroline should choose.

(9)

TOTAL FOR SECTION B = 18 MARKS

TOTAL FOR ASSESSMENT 1.1/1.2 = 30 MARKS

More Business revision and support at:

www.tutor2u.net/business


1.3 Putting A Business Idea into Practice(Edition 1)


UNIT ASSESSMENT

Name

Centre Name


Edexcel GCSE Business (9-1) Unit Assessment – Putting A Business Idea into Practice Section A Answer ALL questions. Write your answers in the spaces provided.

1(a) Which one of the following is an example of a short-term source of finance?

Select one answer:

A Venture capital B Crowd funding C Retained profit D Overdraft

(1) 1(b) Which two of the following would increase if a business’s rent is due to rise next year?

Select two answers:

A Variable costs B Fixed costs C Total costs D Revenue E Profit

(2) 1(c) A small business has weekly cash inflows of £5 500. Its weekly cash outflows equal 25% of its

cash inflows. Calculate the net cash flow for the business. You are advised to show your workings.

(2)

£ _______________________


1(d) The pie chart below shows the breakdown of weekly total costs for a small business.

Using the information in the pie chart, calculate, to 2 decimal places the weekly value of variable costs as a percentage of weekly total costs. You are advised to show your workings.

(2)

_______________________ %

1(e) Explain one difficulty a start-up business could experience when planning to use trade credit as a source of finance.

(3)

TOTAL FOR SECTION A = 10 MARKS

£7,500.00

£2,150.00

Breakdown of weekly total costs for a small business

Fixed costs Variable costs


Section B Answer ALL questions.

Look at Figures 1 and 2, read the following extract carefully, then answer Questions 2a, 2b, 2c, 2d and 2e.

Write your answers in the spaces provided.

Stuart Gilliver has always had a passion for go kart racing. He recently was made redundant from his job in a large accounting firm in Birmingham, receiving a pay out of £90,000, and has now decided it is the right time to embark on a new challenge.

A large warehouse on the outskirts of Birmingham has recently become available to rent. Stuart is now considering the possibility of opening a karting track in this warehouse that would cater for both adults and children. The warehouse would need minimal changes and being located away from any houses, but having strong transport links by both road and bus, make it an ideal location for Stuart to choose.

Being very excited about this new business opportunity, Stuart has decided to carry out some research on average costs and revenue based on the nearest, but similar sized, karting business located 20 miles away. His results are shown in Figure 2.

Fixed costs per month £12,000 Variable cost per customer £10 Average sales price per karting session £35

Figure 2 If Stuart decides to go ahead with this business idea, he knows he will have to organise suitable sources of finance to pay for both the running and start-up costs, including purchasing the karts, helmets and racing suits to protect his customers, as well as the technology to take on line bookings and show customers their lap times. He also knows he would have to employ several full time, permanent staff, as well as employees who could be more flexible and therefore work just when required, to cover the seven days that the karting track would be open to the public. Having been an accountant, Stuart is very aware of the importance of cash to his business. Stuart knows he has lots to think about before committing to this business idea.

Figure 1


2(a) State one variable cost Stuart would have to pay if he went ahead with his karting business. (1)

2(b) Outline one business objective that Stuart may set if he chose to start up his karting business.

(2)

2(c) Using Figure 2, calculate the average number of customers the rival karting business would need

in order to break even each month. You are advised to show your workings.

(2)

_______________________ customers


2(d) Analyse the importance of cash to Stuart’s proposed karting business. (6)


2(e) Stuart has calculated that he will need £100,000 to open his karting business. He is considering two options to raise this finance: Option 1: bank loan Option 2: personal savings Justify which one of these two options Stuart should choose.

(9)

TOTAL FOR SECTION B = 20 MARKS

TOTAL FOR ASSESSMENT 1.3 = 30 MARKS




1.5 Understanding External Influences on Business(Edition 1)


UNIT ASSESSMENT

Name

Centre Name


EdexcelGCSEBusiness(9-1)UnitAssessment–1.5UnderstandingExternalInfluencesonBusinessSectionAAnswerALLquestions.Writeyouranswersinthespacesprovided.1(a) Whichoneofthefollowingstatementsiscorrectifthereisafallinunemployment?

Selectoneanswer:

A Consumerincomeswillgenerallydecrease o B Demandforluxurygoodsandservicesshouldfall o C Businessesshouldbeabletokeepwagerateslow o D Businessesmayexperiencelabourshortagesofskilledworkers o

(1)1(b) Whichtwoofthefollowingareprinciplesofconsumerlaw?

Selecttwoanswers:

A Recruitment o B Discrimination o C Pay o D Consumerrights o E Quality

(2)1(c) Explainonepossibleobjectivethatcustomerswouldhaveasastakeholdergroupofabusiness.

(3)


1(d) Discussthebenefittoabusinessofusingsocialmedia.(6)

TOTALFORSECTIONA=12MARKS


SectionBAnswerALLquestions.

LookatFigures1and2,readthefollowingextractcarefully,thenanswerQuestions2a,2b,2cand2d.Writeyouranswersinthespacesprovided.

Fiveyearsago,RobinFreemanmovedfromNewZealandtotheLakeDistrictNationalPark,ahugelypopularUKholidaydestinationthatattractsbothinternationalandBritishtourists.RobinenjoysoutdooractivitiesandwaspartofateamofprofessionaltreeclimbersinNewZealand.

Havingsavedenoughmoneyfromhispreviousjob,RobinrecentlydecidedtoopenatreeclimbingbusinessintheLakeDistrict,calledTreeatholonLtd.Thebusinessofferstwohourlessonstotouristsandlocalsthatwanttoclimba30metreoaktreeforfunforanaveragepriceof£30perperson.Customers,whomustbeaged8yearsandupwards,useropesandharnessestoreachthetopofthetreeandareunderthedirectsupervisionoftwotreeclimbingprofessionalswhilsttheyclimb(Figure1).Robin,beingthesoleshareholder,isverykeentohavethehigheststandardsofhealthandsafetywithinhisbusiness.BeforeopeningTreeatholonLtd,Robinrecruitedanotherinstructortohelphimprovidethelessons.However,Robin

foundthisadifficultchoice,astherearecurrentlynonationallyrecognisedtreeclimbingqualificationsthatexistintheUK.Britishtreeclimbersgainexperiencefromclimbingatothervenuesandfollowingtraininggivenfromothertreeclimbingbusinesses.ThetreeRobinusesissituatedinabusyparkinthecentreofapopulartouristandresidentialarea.Theareaexperiencesheavytrafficcongestionandthereisalackofparkingspaceatpeaktimes.Robinpaysthelocalcouncilafeetoexclusivelyusethetreethroughouttheyearonthebasisthatthetreewillnotbeharmedinanywayfromhisbusinessactivities.AlocalenvironmentalpressuregrouphastakenanactiveinterestinRobin’sbusiness,asthefirmisthefirstofitskindinthearea.Robinhasbeenpleasedwithcustomernumberssinceopening,despitethecompetitionfromothertouristattractionsinthearea.Heis,however,concernedthatinterestratesaresettorise,duetoasharpincreaseintherateofinflationintheUKeconomy.RobinalsotracksthevalueoftheexchangerateoftheBritishpound(GBP)againsttheEuro,showninFigure2.

Figure2 AverageexchangerateGBPtoEuro

Twoyearsago 1.00GPB–1.50Euro

Oneyearago 1.00GPB–1.30Euro

Thisyear 1.00GPB–1.10Euro

Figure1


2(A) StateonestakeholdergroupthatwouldhavebeendirectlyimpactedbytheopeningofTreeatholonLtd.

(1)

2(b) OutlineonereasonwhyRobinisverykeentohavehighstandardsofhealthandsafetyinhis

business. (2)

2(c) AnalysethepossibleimpactonTreeatholonLtdofchangesintheeconomicclimate.

(6)


2(d) Torespondtothechangesintheeconomicclimate,Robinisconsideringtwooptionstoaddvaluetohisservice.

• Senddigitalimagesandvideofootagetocustomersoftheirtreeclimbingexperiencefreeofcharge

• OfferanonlinepaymentsystemratherthancustomerspayingincashonarrivalJustifywhichoneofthesetwooptionsRobinshouldchoose.

(9)

TOTALFORSECTIONB=18MARKSTOTALFORASSESSMENT1.5=30MARKS



Computer Science - GCSE - Y10

Week 1 - Computer Science: 10Z-Cp

Students to complete paper 1 2017 in booklets.



Green pen previous paper, mark scheme on Google Classroom













PE Department Core PE Worksheet - year 10 - week 1

Personal ME

Choose 1 sport that you like to watch or play from each of the following categories:

Net and Wall - volleyball, tennis, table tennis, squash, badminton

Invasion - football, handball, rugby, basketball, netball

Striking and Fielding - rounders, baseball, softball, cricket

(please circle your three)

Thinking ME

Watch a game/clip of your three chosen sports and select five skills that you think are important to be successful

at that sport

Sport 1:............................................

Skills:

1.

2.

3.

4.

5.

Sport 2:............................................

Skills:

1.

2.

3.

4.

Sport 3:............................................

Skills:

1.

2.

3.

4.

5.

Extension: Explain why you think that these skills are important to be successful at your three chosen sports.


Social ME

Chat to your friends/peers using social media and see if they agree or disagree with your choices.

Tweet us to let us know how your opinions are similar/different or if you want more of a challenge @PE_Southfields

Physical Me: Home workout with no equipment

Complete the following activities:

Monday Tuesday Wednesday Thursday Friday

A. Reverse Lunges

B. Plank Shoulder Tap

C. Mountain climbers

D. Chest to floor burpee

A. Push-up B. Plank Row C. Lying Wiper

D. Beast Hold

(Till failure)

A. Jump Squat B. Chest to floor burpee C. Push-Up D. Dead-bug

A. Single leg deadlift B. Side-plank C. Inch-worm walk out D. Lateral Lunge

A. A-skip B. Plank commando C. Air Squat + Pulse D. Hand-release push ups E. Ski-jumps F. Dead-bugs

Reps: 10-12 Reps: 10-12 10 Reps - 8 - 6 - 4 - 2 - 4 - 6 -8 - 10

Reps: 10-12 45 seconds work 15 second rest

Sets: 3-5 Sets: 3-5 AMRAP As many rounds as

possible in 10 Minutes.

AMRAP As many rounds as possible

in 10 Minutes

Sets: 3-5

Core PE Worksheet


ME GRASS (1pt)

Bronze (2pts)

Silver (3pts)

Gold (5pts)

Thinking Me Research Core Strengthening Circuits (consider time/reps/sets)

Research Body Weight Circuit Sessions (consider time/reps/sets)

Research Weights Fitness Sessions (consider time/reps/sets)

Research HIIT Fitness Sessions (consider time/reps/sets)

Personal Me Design a Core Circuit Training Session (include time/reps/sets)

Design a Body Weight Circuit (include time/reps/sets)

Design a Weights Fitness Session (include time/reps/sets)

Design a HIIT Fitness Session (include time/reps/sets)

Physical Me Perform your session 3 times

Perform your session 6 times



Social Me Deliver your session to one other person over the holidays

Deliver your session to two people over the holidays

Deliver your session to three other people over the holidays

Deliver your session to four other people over the holidays


Log Book

ME GRASS (1pt)

Bronze (2pts)

Silver (3pts)

Gold (5pts)

Thinking Me

Personal Me

Physical Me

Social Me

Tick the correct box for the task you have completed from the previous page. *Evidence will be in PE booklet*

Year 10 – Creative iMedia – 10By-It

Week 1

Complete the past paper on Google Classroom.

Week 2


Green pen last weeks paper, mark scheme on Google Classroom.

Week 3



Week 4



Week 5



Week 6



Year 10 Dance Home Learning – week 1

Please use the writing frame below to draft your ideas log for your exam piece. Fill in the blanks with

examples of the choreography that shows how we are responding to the stimulus “we live and

learn” and how you are aiming to raise awareness at a community fair to help build a strong and

respectful community.

The ideas log

The concept (what the dance is about) is

The style we will perform is because the stylistic features will

The selected target audience is because

We researched the local community, Wandsworth identifying the population demographic, social

issues facing our community. We wanted to address

We wanted to show that having an understanding and mutual respect for the different types of

people living in Wandsworth is crucial to help build a strong community that celebrates people’s

differences. To communicate this our three sections explore

We use dialogue in each section because

The music we have chosen communicates our concept by

Non-negotiable activity:

Read through the script extract you have been given

Highlight your part

Annotate your extract with the acting skills that you will apply to create a believable and

interesting character

Summarise in no more than 25 words the plot (storyline) of the play (What the play is about and

the parts you will be performing Distinction challenge activity:

You must complete your log books which are also on google classroom. I have provided links to help

you:

The Curious Incident of the Dog in the Night time revision summary:

https://www.youtube.com/watch?v=P_HfdiC7tZU&t=70s

An A level class production of the play:

https://www.youtube.com/watch?v=stx5t1SdfYc

You can add pictures and mindmaps if you want to, to make it look interesting Workshop sessions What warm up game did you play? How did you feel about it? What skills did you have to use and how did you use them? How did this game help you warm up? Reflect on your skills Discuss the different activities How is the physical theatre workshop different to the Naturalism workshop? What can you use from the stanislavski workshop and what is not appropriate?

Character profile Who is your character? What do you know about them?

https://www.youtube.com/watch?v=P_HfdiC7tZU&t=70s

https://www.youtube.com/watch?v=stx5t1SdfYc

What is their role in the performance? What skills do you need to focus on? And why? How will it help communicate your character and support the rest of the extract you are exploring? Give examples of things your character might do, or a line they might say and what skills you plan on applying to communicate this character Rehearsals Watched the video on youtube - What skills did you notice, how was it inspirational to you? Use some of the words to describe Frantic Assembly’s style. What was the first thing you did with your script, why is this important? How were the characters casted, who played who? Why did you decide to do like this? How did the video influence you? How did you block the scenes? Give examples of suggestions being made (Look at the pictures) What skills did you apply and why did you decide to direct it in this way? What would be the impact on the audience? Discuss each 3 moments from the play. Vocal moment/Physical moment/ Interpretive skill

Introduction - Workshop with Ms Risolino to do lifts with Tyrese Mrs Alexandra and the cake Choose your own

What happens in this part of the play? How is it blocked? What were you doing and what were other members of the group doing? Strengths and weaknesses of everyone - Refer back to the list of physical, vocal and interpretive skills. What did you intend on working on? Look back at your skills audit. Did you achieve this or not? What feedback to you recieve from the director or your peers? How did this feedback help you or how will you use it to help you in future rehearsals?

Final rehearsals What started to happen in the last few rehearsals? Were you running through the whole thing or were you focusing on particular scenes? Give example and explain why you were focusing on particular scenes. What was happening? Had you completed any of your targets, did they look like they were improving? Give examples and explain how?

What happened during the dress and tech rehearsals? Did people bring in their costume on time? How did it impact the rehearsal? How well did you work with the lighting cues and the sound cues? Did everyone remember where they were supposed to be and what they needed to do? Reflect on the different skills and targets Conclusion: Reflect on component 1 - How should a rehearsal go between the directors, actors, movement directors, lighting and sound designer? Did yours go like this or what could have worked out better? Our performance What happened on the night of your show? Who came to see you? How were you feeling? What went well in the performance? Talk about 3 things What could have gone better? Talk about 3 things What was the audience’s reaction? Teachers, friends and students What were you most proud of?

Target How I intent to improve? How I have improved?

Improved my...

Improved my...

Improved my...

3D Design – year 10 – week 1

HOMEWORK PROJECT 1 - DESIGN A NEW HOME IN THE STYLE OF A FAMOUS ARCHITECT.

WHAT WOULD YOUR DREAM HOME LOOK LIKE? RESEARCH A FAMOUS DESIGNER FOR INSPIRATION.

RESEARCH YOUR FAVOURITE DESIGNER FROM THE BELOW LIST AS INSPIRATION.

TADAO ANDO

SANTIAGO

CALTRAVO

RICHARD ROGERS

RENZO PIANO

FRANK GEHRY

JEANNE GANG

ZAHA HADID

NORMAN FOSTER

WHAT YOU MUST DO.

ON THE PROVIDED A3 GOOGLE SLIDE

ADD TITLE (ARCHITECTS NAME RESEARCH) AND YOUR NAME IN THE FONTS 36 AND 24

RESPECTIVELY.

SOURCE AND SELECT BETWEEN 7 - 10 IMGAES OF THE DESIGNERS WORK. YOU MAY ALSO

INCLUDE A SMALL PORTRAIT OF THE DESIGNER. ADD A BRIEF BIO OF THEIR WORK AND LIFE.

DESCRIBE THE IMAGES AND YOUR OPINION OF THEM. THIS COULD BE A SIMPLE DESCRIPTIVE

WORD - SUCH AS DISTINCTIVE, STRONG, IMPOSING. THESE WILL HELP SHOW YOUR OWN

OPINION OF THEIR WORK AND WHY YOU SELECTED THEM. (USE KEY WORD SHEET TO HELP)

ATTEMPT TO IDENTIFY WHAT MARKS THEIR WORK OUT AS INDIVIDUAL - DO THEY USE A

PATICULAR MATERIAL, SHAPE, LINE OR PATTERN. A GOOD QUESTION TO ASK IS IF YOU

DIDN’T KNOW IT WAS THEIR DESIGN, HOW COULD YOU TELL BY JUST LOOKING AT IT?

NEXT STEP - DRAW THE BUILDINGS OF YOUR FAVOURITE DESIGNER USING JUST A PENCIL. (IF YOU ARE UNABLE TO

COMPLETE THIS TASK ONLINE THEN INSTEAD DRAW THE BUILDINGS OF YOUR DESIGNER AND GET A HEAD START.

DT graphics – year 10 – week 1

Year 10 Geography Home Learning – week 1

Year 10 Geography has covered a number of topics of your GCSE. These topics will not be taught

again, therefore it is down to you to revise and go over the content. Your homework task is to

create flashcards on the following key words/topics. Flashcards give a definition or quick reminder

of the key term. They can also contain some examples, facts and even opinions. Make them stand

out with different colour pens, symbols and diagrams.

Part 1. Revision Flashcards

Part 2. Case Studies.

Next year you will learn about new places in the Human units of work. For each of the places listed below find out the following;

1. The location of the city (include a map)

2. 10 facts and figures that tell you whether the place is an HIC, NEE or an LIC.

3. The environmental and social problems experienced in the city.

Please feel free to gather additional information about each city. You need at least one page of information on each city.

The three case studies are:

1. Rio De Janeiro in Brazil 2. Lagos in Nigeria 3.London in the UK

The living World Ecosystems

Food chains and food webs (producers,

consumers, decomposers,)

Nutrient cycling

The distribution of global ecosystems -

Biomes

The impact of humans on ecosystems

Tropical rainforests (climate, soils, flora and

fauna,adaptation)

Importance of rainforests (global and local)

The Malaysian rainforest location

Causes of deforestation

Saving rainforests

Hot deserts (climate, soils, flora and fauna, adaptation)

The Thar Desert location Causes of desertification Prevention of desertification

Natural Hazards Oceanic crust

Continental crust Destructive margin

Constructive margin Collision margin

Conservative margin Earthquake

Volcano Fold mountains

Tsumani Primary effects

Secondary effects Short term response

Long term response Tectonic Prediction

Tectonic protection Tectonic Planning

Tropical storm Tropical storm formation

Tropical storm Prediction Tropical storm protection

Tropical storm planning Extreme weather

Greenhouse effect Enhanced greenhouse effect

Natural causes of climate change Mitigation

Human causes of climate change Carbon capture

Afforestation International agreements

History - Year 10 Home Learning – week 1

Task 1

In Year 11 we will study Weimar Germany and the Rise of the Nazis. In preparation for this you need

to research the following key individuals. Create a fact file for each one explaining who they are,

what they did during their life time and why they are significant to Weimar (1919-1933) and/ or Nazi

(1933-45) Germany.

Friedrich Ebert

Rosa Luxemburg

Anton Drexler

Sophie Scholl

Paul von Hindenburg

Heinrich Himmler

General Erich Ludendorff

The information should be carefully set out with illustrations if appropriate. You could use BBC

bitesize to help you and there are also video clips available.

Task 2

Write a definition of the following key words. Make sure you can spell them and know how to use

them in context:

Anti-Semitism, Bolshevism, censorship, communists, constitution, Freikorps, Gestapo, Great

Depression, hyperinflation, indoctrination, league of Nations, Kaiser, proportional representation,

Reichstag, reparations, swastika, Weimar Republic.

Your fact files and a full list of the key words and definitions should be

handed in to your class teacher on the first lesson back.

Year 10 – Health & Social Care – week 1

Component 2 – Assignment 2 – Values in Care

Task 1.

Answer the questions about the different values for the first part of your

component 2 LAB assignment. Once we complete the role plays, we will add to

this piece of work.

Empowerment

What does the term empowerment mean in health and social care?

What sort of things does this include eg. including service users in care

decisions?

Why is it important that the care workers try and empower service users?

What is meant by the term, promoting independence?

How might a service user feel if they are ‘over cared’ for, the care work does

everything for them and they don’t even try?

Why is it then important, to keep the service user as independent as possible?

Maintaining confidentiality

What is meant by the term, maintaining confidentiality?

What sort of data needs keeping secure?

How can we ensure that every service users’ confidentiality is maintained? Give

two examples.

Why is it important to maintain confidentiality?

Safeguarding and duty of care

What is meant by safeguarding?

What is meant by a duty of care?

What might happen if all care workers didn’t take responsibility?

Why are all care workers trained about safeguarding before they start any job?

Promoting anti-discriminatory practice

What is discrimination and what are the 9 protected characteristics?

How might a service user feel if a care worker discriminates against them?

What is meant by the term anti-discriminating practices?

Give three examples of how care workers can use anti-discriminatory practices

in everyday care.

Effective communication

What is effective communication?

Why is important for care workers to be effective communicators?

Year 10 – Health & Social Care – week 1

What is non-verbal communication?

Give examples of non-verbal body language you need to avoid when dealing with a

service user and how should you appear?

Preserving Dignity

What is meant by preserving dignity?

How might a person feel if a care worker embarrasses them when carrying out

personal care? [Hint vocabulary; confidence, self-esteem, intimidated,

vulnerable]

Why is it important for a care worker to imagine what it is like, to be the

service user, when carrying out personal care?

Respect for the individual

What is meant by the care value ‘respect for others’?

How do people feel if someone belittles them and disrespects who they are?

What long term effects, might this then have?

What kind of actions can a care worker take, to ensure they respect a service

users as a unique individual? Write thee good examples about what to do.

Task 2.

Read the following scenarios and choose one to create a role play. Your role play

must include examples of you demonstrating all of the values.

a) Mary is 86 and uses a walking frame to help her get around. You are on

your lunch break when you spot Mary trying to get up from her seat

without her frame

b) Bill has Alzheimer’s and has spilt some of his dinner down his

jumper. He gets angry whenever carers try to help him because he

believes he can still be totally independent.

c) Theresa’s husband of 58 years has recently died and she is very upset

and refuses to leave her room. Task 3.

Research the Winterbourne View care home scandal. Write a news article that

shows all of the ways the care home did not follow the HSC values and what

they should’ve done.

You must:

Read at least 2 different sources of information

Include pictures and quotes from service users and families

Music – Year 10 – Week 1

Music Notation: Rhythm & Pitch

Intervals:

An interval is the distance between two notes -

Tonic (1st) 2nd 3rd 4th 5th 6th 7th Octave (8

notes C-C)

C D E F G A B C

Task 1 – Write the intervals between the following notes:

Example:

C – F is a 4th_____________

a)

b) _______________________

c) _________________________

d) ________________________

e) ________________________

f) _______________________

g) ________________________

Research the following and complete:

1) What is a chromatic melody?

__________________________________________________________________________________

__________________________________________________________________________________

_____________

2) Draw the 5 notes of a C major pentatonic scale:

3) Describe ‘scalic movement’:

__________________________________________________________________________________

__________________________________________________________________________________

_____________

4) What is a triadic melody?

__________________________________________________________________________________

__________________________________________________________________________________

_____________

What is another definition for the word melody?

What is a chord?

What is a monophonic melody?

What is a Concerto Grosso?

Name the 4 sections of an orchestra?

What is a heterophonic melody?

Name 3 stringed instruments in an orchestra?

What is syncopation?

What is a homophonic melody?

Google class code: ngthyrq Year 9 and 10 Home Learning – week 1

PSHE and Careers

All students are required to create a CV and personal statement over the summer holidays. Use the

resources that are posted in google classroom to help you.

Your CV is a brief, chronological account of what you have achieved in your life. Use the blank CV

template to create your CV. Try and fill in as much as you can and use the example of a good CV to

help you. Watch the video below to help develop your understanding of what needs to be on a CV. If

you have no work history, list clubs (Karate, Football, Swimming etc) you have attended or regular

household chores (hoovering, gardening, looking after other family members etc) you do. You can

also use the relevant things you have done in school like Work Shadow day and Takeover day in your

work experience section. This would give any prospective employers an idea of some of the skills you

have developed.

Your personal statement is a document which explains what you have done in your life in more

detail. Use the PowerPoint in your google classroom to help structure your personal statement and

type this up on Microsoft Word or Google Docs. Your personal statement should be one side of A4

and font size 11. SPaG should be checked using the relevant programme in Word or Docs before

handing in.

A paper copy needs to be handed into your PSHE teacher and also needs to be uploaded to your

PSHE Google classroom. If you have no access to the internet use the instructions below to complete

the task but remember, you can always sign up to your local library or use Google Docs on your

phone.

Spanish Home Learning – year 10 – week 1

Los mejores momentos para comprar

1. No compre si tiene hambre. Si su estómago hace ruido

cuando entra a la tienda, se perderá al ver todos esos sabrosos

dulces. Coma un refrigerio o comida saludable antes de ir al

supermercado.

2. Elija el mejor supermercado para usted. Si puede elegir

dónde comprar, piense en la clase de cosas que desea que

ofrezca la tienda. ¿Un sector de ensaladas? ¿Una sección

vegetariana u orgánica? ¿Una pescadería o una panadería

grandiosa? ¿Cupones dobles? Elija las cosas que hagan que

comer lo correcto sea cómodo y fácil para usted. Una vez que

haya encontrado una tienda que le agrade, quizás le convenga

seguir comprando allí. Saber dónde encontrar lo que desea lo

ayudará a salir de la tienda más rápido.

3. Compre fuera de las horas pico. ¿Alguna vez quedó atrapado

detrás de alguien que llevaba un carro delante de usted muy

lentamente porque la tienda estaba abarrotada? Trate de evitar

las tiendas en los horarios en que es más probable que estén

llenas: después del horario de trabajo (días de semana, entre las

5 y 7 p.m.) y por la mañana, los fines de semana, por ejemplo. El

mejor momento para ir de compras es muy temprano por la

mañana, por la noche el fin de semana o la noche en que se

transmite un programa de televisión muy popular.

4. Haga una lista y úsela (lo más posible) -En un supermercado,

hay miles de alimentos para elegir. Por eso, es fácil tentarse u

olvidar algo que realmente se necesita. Hacer una lista ahorra

tiempo en la tienda. También planifique las recetas que desea

preparar en los próximos días y haga una lista de los

ingredientes necesarios.

Al hacer una lista:

- planificará mejor lo que cocinará

- evitará volver al supermercado por un

ingrediente olvidado

- comerá de manera más saludable y evitará

buscar algo por impulso

- ahorrará dinero al no comprar alimentos que no

se encuentren en la lista

La jerga de las etiquetas - Una parte importante de las compras

inteligentes es elegir alimentos saludables. Las etiquetas de los

alimentos, también denominadas Información nutricional, se

encuentran impresas en todos los alimentos envasados o se

Questions:

1. What do the four headings in

bold mean?

2. What is the benefit of knowing

where you will find what you want?

3. When are the three best times to

do your shopping?

5. What are the four advantages of

making a shopping list?

Additional summer reading

activities:

http://www.spanishrevision.co.uk/

gcse/gcse_index.htm

http://www.spanishrevision.co.uk/gcse/gcse_index.htm

http://www.spanishrevision.co.uk/gcse/gcse_index.htm

ubican cerca de los productos frescos, las carnes, las aves y

pescados. Estas etiquetas permiten comparar diferentes

alimentos para ver sus diferencias con respecto a cantidades de

grasa, calorías, proteínas y demás ingredientes. Por ejemplo,

puede comparar los tamaños de la porción de dos cereales que

le gusten, ver cuánta grasa contiene la pizza congelada o

averiguar cuántos carbohidratos contiene una bolsa de galletas

dulces. También puede comprobar si un alimento contiene

vitaminas y minerales importantes.

Documents

Dear year 10 student, - Southfields Academy