Lilian Baylis Technology Schoolfluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2019-08-21 · with your teacher. How parents/carers can help 1. Talk to your child

Lilian Baylis Technology School

Curriculum booklet for Year 10

Year 10 GCSE in Art and Design

Why this subject is important You will explore visual, tactile and other sensory experiences to communicate your ideas and meanings,

developing confidence, competence, imagination and creativity.

You will learn to appreciate and value images and artefacts across times and cultures and to understand the contexts in which they were made.

You will learn to think and act as artists, craftspeople and designers, working creatively and intelligently. You will develop an appreciation of art, craft and design and its role in the creative and cultural

industries that enrich our lives.

What you will learn this year

Unit name

Knowledge

Skills and understanding

Attitudes and attributes

The Body/ Identity

To know the techniques and materials employed by a variety of artists who have represented the body / identity within their work. To know how to employ some of these techniques in your own work. To know how to use unfamiliar media and processes. To know how to reflect exam board criteria within a project.

To be able to explore different materials to express ideas relating to a theme To understand how to use a theme or reference point to develop original works To understand how to use individual and mixed media to communicate ideas.

To be willing to learn about artists and to use what has been learnt to express yourself in new ways. To be confident to try new things and to take risks. To be ready to try using new techniques and processes. To analyse their own and others’ work in relation to GCSE Assessment Objectives

Final Piece

To focus on development work linking to Final Piece work.

How you will be assessed Throughout the units a ‘Route to Success’ sheet will be filled out by your teacher to provide continual assessment and monitoring. At the end of each unit your work will be assessed and you will meet during your lessons with your teacher about the assessment and ways to improve your work. Your sketchbook, developmental work and final piece will be assessed and you will be able to discuss your work and grade with your teacher.

How parents/carers can help 1. Talk to your child about what they are learning in lessons, perhaps getting them to explain to you what

they have been learning. 2. Check your child’s planner regularly for home learning and where possible, read through your child’s

work to check that it is correct and complete. 3. Encourage your child to take an interest in the arts, visit any local galleries and museums and be aware

of art in the news and any art programmes on TV.

Who to contact and how if you have a query regarding your child’s Art

NAME POSITION EMAIL ADDRESS TELEPHONE

Fiona Williams Team Leader for Creative Arts

[email protected] 020 7091 9500

Year 10 Business BTEC

Why this subject is important BTECs are GCSE equivalents and are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and to allow student progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background.


Unit name Knowledge



1: Exploring enterprise

Learners will explore the nature of business organisations and the business environments in which they operate

Learners will investigate a range of businesses that exist locally and consider the framework in which they operate

Understand how trends and the current business environment may impact on a business

Exploration of how market research helps enterprises meet customer needs and understand competitor behaviour

Independent enquirers Reflective Learners

How you will be assessed Students study real-life, work-based case studies and complete projects and assessments. Unit 1 will be assessed by coursework assignments.

How parents/carers can help Success in BTEC programmes depends on your child’s completion of coursework by the set deadlines Arranging set times for your child to progress on tasks at home

Who to contact and how if you have a query regarding your child’s progress in Business Studies


Angela Adetoro Team Leader for Vocational Education

[email protected]

020 7091 9500

mailto:[email protected]

Year 10 GCSE Business

Why this subject is important In addition to helping student acquire subject knowledge, Business Students provides an understanding of the commercial world and how finance is raised and used by the government to pay for the nation’s goods and services. This encourages students to the practical application of businesses and economic concepts and provides progression for students wishing to continue their students to A-level Business students and/or A-level Economics.


Unit name Knowledge



1.Business in the real world

The purpose and nature of the businesses

Business ownership Setting business aims

and objectives

Stakeholders Business planning Expanding a business

Know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider society

Academic resilience Reflective leader Team working Literacy Skills Independent enquirers

2. Influences on business

Technology Ethical and

environmental considerations

The ethical climate on businesses

Globalisation Legislation Competitive

environment

Apply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts

3.Business operations

What business operations involve in their role within the production of goods and the provision of services, and how they influence business activity

Develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make information business decisions and solve problems

How you will be assessed 100% written examination in Papers 1 and 2 in Year 11. Students will be assessed in Year 10 during assessment weeks and also through class and home learning tasks.

Year 10 GCSE Business

How parents/carers can help Success in GCSE programmes depends on regular revision. Please arrange for your child to revise

materials given at set times. Ensure past paper questions and home learning are completed to deadlines.

Who to contact and how if you have a query regarding your child’s progress in Business Studies



[email protected]

020 7091 9500


Year 10 GCSE Computer Science

Why this subject is important ● Being able to create computer technology is a highly desirable skill for employers all over the world

● Confident, creative and productive use of computer technology is an essential skill for life

● Computer Science knowledge is highly reputable amongst Higher Education Institutions ● Computer technology enables the collaboration of ideas and experiences from a wide range of people,

communities and cultures, and allows you to work together and share information across the world.


Unit name Knowledge


Attitudes and

attributes Fundamentals of computer systems

● This topic introduces computer systems and provides a foundation for the remaining topics in this unit.

● Candidates should develop a mental model of a computer system which comprises hardware and software.

● Candidates should be able to:

● (a) define a computer system

● (b) describe the importance of computer systems in the modern world

● (c) explain the need for reliability in computer systems

● (d) explain the need for adherence to suitable professional standards in the development, use and maintenance of computer systems

● (e) explain the importance of ethical, environmental and legal considerations when creating computer systems.

● Keen interest in technology

● Investigative ● Logical ● Good

memory

Hardware ● You will learn about the components of networked systems and how to assemble them to create a simple computer network.

● You will learn the structure of database and why they are used by organisations

● You will design and develop a computer network and a database system to meet a set of specified user requirements, using script programming or macros to automate frequently-used procedures.

● You will learn how to use testing and feedback to help create effective systems for other people to use.



memory

The Central Processing Unit (CPU)

● In this unit, you will learn how the Computer understands and carries out the tasks that it has been asked to.

Candidates should be able to: (a) state the purpose of the

CPU (b) describe the function of the

CPU as fetching and executing instructions stored in memory



memory


(c) explain how common characteristics of CPUs such as clock speed, cache size and number of cores affect their performance.


Unit name Knowledge


Attitudes and

attributes Software ● You will learn about the

functions of an operating system and the purpose of Utility programs in commercial systems.

● You will learn to differentiate various types of software and the pros and cons of each one.


● (a) explain the need for the following functions of an operating system: user interface, memory management, peripheral management, multi-tasking and security

● (b) describe the purpose and use of common utility programs for computer security (antivirus, spyware protection and firewalls), disk organisation (formatting, file transfer, and defragmentation), and system maintenance (system information and diagnosis, system Clean up tools, automatic updating)

● (c) discuss the relative merits of custom written, off the shelf, open source and proprietary software.



memory

Representation of data in computer systems

● You will learn how computer converts instruction from Human’s Natural language into its own binary language (1’s and 0’s).

● You will learn how different types of data (images, music and human instructions) are converted into a format that the computer can understand.


● (a) define the terms bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte

● (b) understand that data needs to be converted into a binary format to be processed by a computer.

● Mathematical ● Meticulous ● Logical ● Methodical

Databases ● You will learn how Database Management Systems (DBMS) are used by organisations.

● You will learn how to create DBMS and the properties of databases.


● (a) describe how a DBMS allows the separation of data from applications and why this is desirable

● (b) describe the principal features of a DBMS and how they can be used to create customised data handling applications.

● Analytical ● Problem

solver ● Pragmatic ● Abstract

thinker


Unit name Knowledge


Attitudes and

attributes Networking ● You will learn how

computers can be used as a communication tool.

● You will learn how networking computers allow people to share resources and information.

● You will learn how the internet works and the languages that are used for transferring data and information over the internet.


● (a) explain the advantages of networking stand-alone computers into a local area network

● (b) describe the hardware needed to connect stand-alone computers into a local area network, including hub/switches, wireless access points

● (c) explain the different roles of computers in a client-server and a peer-to-peer network

● (d) describe, using diagrams or otherwise, the ring, bus and star network topologies

● (e) describe the differences between a local area network and a wide area network such as the internet


solver ● Pragmatic

Programming ● You will learn how to write code for instructing the computer to carry out specific actions.

● You will learn the difference between High level languages (close to human languages) and Low-level languages (closer to what the machine understands).

● How to create algorithms for problem solving.


● (a) understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or complete them

● (b) produce algorithms in pseudocode or flow diagrams to solve problems.


solver ● Pragmatic ● Logical ● Patient ● Determined ● Methodical

How you will be assessed There are three units in total, one unit is assessed through a Non-Exam Assessment (controlled assessment) which is set and marked by the teacher and then moderated by the exam board. The remaining two units are exam based (written papers) and are assessed externally by exam the board.


How parents/carers can help ● Ensure your son/daughter has access at home to a computer ● Look at the work they are completing and act as reviewers, highlighting the good features of any work

produced and suggesting ways the work could be improved

● Talk about how technology has changed life during your lifetime and new developments in technology

● Ensure home learning is completed

Useful websites and details of course books http://www.ocr.org.uk/Images/225975-specification-accredited-gcse-computer-science-j276.pdf

Who to contact and how if you have a query regarding your child’s performance in Computer Science


Myron Yearwood Subject Leader Computer Science


Angela Adetoro Team Leader for Work Related Learning


Year 10 BTEC in Drama

Why this subject is important Drama will develop self-confidence, creativity, resourcefulness and imagination. These skills and attributes are used in a variety of settings, making Drama a valuable subject regardless of your future ambitions. Due to the practical nature of Drama you will experience the situations, issues and lives of people both similar and very different from yourself. The study of Drama helps you to safely explore your own ideas and opinions.

What you will learn

How you will be assessed Written work and research. Performances. Planning of work Evaluation of work Internal and external assessment. Written examination.

How parents/carers can help Have a look at your child’s achievement booklet and make sure they are up to date with their

assignments. Test their knowledge of practitioners’ theories. Help them to learn their lines. Talk to your child about their ideas for creative projects. Attend opportunities to engage in creative activities either as a spectator or a participant. Each

year the National Theatre hosts an outdoor festival. Companies from across the world perform plays, mime, puppetry, dance and music. The festival is cost free. Nearby at the Southbank Centre, there is an annual season of creative events most of which are free to participate in.

The Young Vic Theatre has a close relationship with LBTS and tickets are often free once you sign up.

Who to contact and how if you have a query regarding your child’s Drama


Fiona Williams Team Leader for

Creative Arts


Unit Knowledge Skills Attributes Component 1 Exploring performing arts

Students will learn the components that contribute to the creation of a professional theatre.

Theatre analysis Literacy Understanding theatre conversation

Working with others Confidence building Independent thinking

Component 2 Developing skills in performing arts

Students develop practical acting skills culminating in a final performance piece.

Performance Characterisation Vocal skill Mounting a performance

Component 3 Performing to a brief



Year 10 BTEC in Drama

Why this subject is important Drama will develop self-confidence, creativity, resourcefulness and imagination. These skills and attributes are used in a variety of settings, making Drama a valuable subject regardless of your future ambitions. Due to the practical nature of Drama you will experience the situations, issues and lives of people both similar and very different from yourself. The study of Drama helps you to safely explore your own ideas and opinions.

What you will learn

How you will be assessed Written work and research. Performances. Planning of work Evaluation of work Internal and external assessment. Written examination.

How parents/carers can help Have a look at your child’s achievement booklet and make sure they are up to date with their

assignments. Test their knowledge of practitioners’ theories. Help them to learn their lines. Talk to your child about their ideas for creative projects. Attend opportunities to engage in creative activities either as a spectator or a participant. Each

year the National Theatre hosts an outdoor festival. Companies from across the world perform plays, mime, puppetry, dance and music. The festival is cost free. Nearby at the Southbank Centre, there is an annual season of creative events most of which are free to participate in.

The Young Vic Theatre has a close relationship with LBTS and tickets are often free once you sign up.

Who to contact and how if you have a query regarding your child’s Drama


Fiona Williams Team Leader for

Creative Arts


Unit Knowledge Skills Attributes Component 1 Exploring performing arts

Students will learn the components that contribute to the creation of a professional theatre.

Theatre analysis Literacy Understanding theatre conversation

Working with others Confidence building Independent thinking

Component 2 Developing skills in performing arts



Component 3 Performing to a brief



Year 10 English Language GCSE

Why this subject is important English is vital for communicating with others in school and in the wider world and is fundamental to learning in all curriculum subjects. In studying English students develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Students learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure

and world of knowledge that reading offers.

Looking at the patterns, structures, origins and conventions of English helps students understand how language works. Using this understanding, students can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.


Unit name Knowledge



Explorations in Creative Reading and Writing This unit will be assessed through a written examination in May / June 2021.

How to scan a text to extract specific information from it How to analyse and comment on language features in a text using appropriately selected supporting evidence How to analyse and comment on the form and structure of a text using appropriately selected supporting evidence How to analyse and comment on the way writers develop atmosphere and characters using appropriately selected supporting evidence How to write descriptively

Read fluently, and with good understanding, a wide range of texts Read and evaluate texts critically and make comparisons between texts Summarise and synthesise information or ideas from texts Use knowledge gained from wider reading to inform and improve their own writing Write effectively and coherently using Standard English appropriately Use grammar correctly and punctuate and spell correctly Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Produce clear and coherent texts

Be inspired, moved and changed by what they see and read Become critical readers of a range of texts Express themselves creatively and imaginatively Develop and sustain interpretations of writers’ ideas and perspectives

Year 10 English Language GCSE

Spoken Language This unit is internally assessed and, although endorsed, does not count towards the English Language GCSE Pass, merit or distinction

Students are internally assessed for: Presenting Responding to

questions and feedback

Use of Standard English

Listen to and understand spoken language and use spoken Standard English effectively

Be inspired, moved and changed by what they hear. Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together.

How you will be assessed There are two external examinations for English Language:

Paper 1: [50% of the marks] Paper 2: [50% of the marks]

Students will sit regular mock examinations to prepare for their final external examinations.

How parents/carers can help Check that your child is completing their English homework. These tasks can be found online on Show My Homework. Homework tasks involve drafting and redrafting different types of writing, improving spelling and carrying out independent research. To develop your child’s literacy skills, it is really useful for them to read for at least half an hour a day, more if possible. The best books to choose are fiction [stories] as they have a greater variety of vocabulary and writing styles. Fiction books are also easier to obtain at the right level for your child. If you require any help with this, ask your child’s English teacher, the school or local librarian or the manager of a book shop.

Useful websites and details of coursebooks AQA [the examination board for this course] BBC ‘Bitesize’ [KS4 section] The school provides GCSE revision and test practice packs

Who to contact and how if you have a query regarding your child’s English


Camilla Bell Team Leader for English


Year 10 English Literature GCSE

Why this subject is important English is vital for communicating with others in school and in the wider world and is fundamental to learning in all curriculum subjects. In studying English students develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Students learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure

and world of knowledge that reading offers.

Looking at the patterns, structures, origins and conventions of English helps students understand how language works. Using this understanding, students can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers.


Unit name

Knowledge



Shakespeare: ‘Romeo and Juliet’ This unit is assessed by external examination in May 2021.

Students will be prepared for the examination question that will require them to write in detail about an extract from the play and about the play as a whole

Literal and inferential comprehension Critical reading Evaluation of a writer’s choice of vocabulary, grammatical and structural features

Exploring a wide range of human desires, motivation, interaction and behaviour. Exploring the human condition and evaluating their own existence and values in relation to society

19th century text: ‘The Sign of Four’ by Sir Arthur Conan Doyle This unit is assessed by external examination in May 2021.

Students will be prepared for the examination question that will require them to write in detail about an extract from the novel and about the novel as a whole


Exploring a wide range of human desires, motivation, interaction and behaviour Exploring the human condition and evaluating their own existence and values in relation to society

Poetry: AQA Anthology ‘Poems Past and Present: Power and Conflict’ Unseen poetry This unit is assessed by external examination in May 2021.

Students will be prepared for the examination question that will require them to write in detail about two poems from the anthology and about a previously unseen poem

Literal and inferential comprehension Critical reading Evaluation of a writer’s choice of vocabulary, grammatical and structural features Comparing texts


Year 10 English Literature GCSE

Unit name

Knowledge



Modern Texts: ‘An Inspector Calls’ by J. B. Priestley This unit is assessed by external examination in May 2021.

Students will be prepared for the examination question that will require them to write in detail about the play as a whole.



How you will be assessed There are two external examinations for English Literature: Paper 1: Shakespeare and the 19th Century Novel [40% of the marks] Paper 2: Modern Texts and Poetry [60% of the marks]

Students will sit regular mock examinations to prepare for their final external examinations.

How parents/carers can help Check that your child is completing their English homework. These tasks can be found online on Show My Homework. Homework tasks involve revising plots, summarising, writing analysis and explaining things learnt in class. Improving spelling and carrying out independent research and quotation learning. To develop your child’s literacy skills, it is really useful for them to read for at least half an hour a day [more if possible]. The best books to choose are fiction [stories] as they have a greater variety of vocabulary and writing styles. Fiction books are also easier to obtain at the right level for your child. If you require any help with this, ask your child’s Accelerated Reader English teacher, the school or local librarian or even the manager of a book shop.

Useful websites and details of coursebooks AQA [the examination board for this course] Sparknotes BBC ‘Bitesize’ [KS4 section] The school provides GCSE revision and test practice packs Revision guides given by the school for each unit of work. www.arbookfind.co.uk MASSOLIT

Who to contact and how if you have a query regarding your child’s English


Camilla Bell Team Leader for English


http://www.arbookfind.co.uk/

Year 10 Food Nutrition and Preparation

Why this subject is important ● It allows you to develop a range of cooking skills. ● It helps you to understand nutrition and healthy eating

● It helps you to understand food provenance. ● It enables you to analyse why people choose the food they do

● It helps you to understand the scientific properties of food and the processes that it undergoes.


Unit name Knowledge



Food Nutrition and Health

Sources and functions of macronutrients and micro nutrients. Current government guidelines for healthy eating. Dietary related health conditions. Nutritional needs of different groups of people.

Analysing diets and dishes and suggesting improvements. How to adapt recipes so that they fulfil the specific requirements of individuals.

Being able to work as a motivated individual. Being able to use own initiative when selecting ingredients. Encouraging independent learning. Being able to justify and provide a reasoned argument to support their thoughts, considerations and opinions.

Food Science Heat transference methods. Functional and chemical properties of ingredients. Methods of reaction. Chemical reactions that occur during cooking. Howe senses and tastes experience food.

Understanding how and why specific ingredients will react to different methods of cooking. Understanding how scientific processes such as gelatinisation work to make a dish better. Understand how to incorporate air into a product to make it more palatable.


Food Safety

Food spoilage and contamination. Principles of food safety. Helpful microorganisms.

Understanding how best to store food and prolong it shelf life. Understanding how to set up and work in a professional, hygienic kitchen environment. Understand how to create a range of products using no pathogenic microorganisms. Understand how to conduct a fair sensory taste panel.



Food choice and provenance

Factors that influence food choice Food labelling. British and International cuisines. Where and how ingredients are caught, reared and grown. Primary and secondary stages of processing and production. Food security.

Understanding how to plan menus to appeal to a wide range of people. Understanding how foods represent a culture and how they can change and develop over time. Understanding how environmental issues associated with food. Understanding how processing affects the sensory and nutritional properties of ingredients.

Being able to work as a motivated individual. Being able to use own initiative when selecting ingredients. Encouraging independent learning. Being able to justify and provide a reasoned argument to support their thoughts, considerations and opinions. Awareness of the social, moral and spiritual influences of food and diet.

Practical Skills How to create a range of bread, pastry, cake, meat and sauces.

Understand scientific reasons associated with foods studied Understand how to produce dishes to a high quality. Understand how to analyse and improve dishes.

As above Showing initiative. Being able to work in groups and pairs.

How you will be assessed There is one assessment representing 50% of the final grade. This tests knowledge and understanding of the units above. Students also will produce two coursework activities worth 15% and 35% of the marks respectively. Unit 1 is a scientific study demonstrating understanding of the working characteristics, functional and chemical properties of ingredients. The second task involves students planning, preparing, cooking, and presenting three dishes. They then analyse the nutrition related to the chosen task.


How parents/carers can help

1. Support your child by providing ingredients for their ideas and development stages. 2. Talk to your child about what they are learning in lessons, perhaps getting them to teach you what

they have been learning. 3. Check your child’s planner regularly for home learning and where possible, read through your child’s

work to check that it is accurate and complete. 4. Encourage your child to use the internet if he or she has access to this to do research. 5. Encourage your child to revise each week for examinations. 6. Ensure your child meets all the coursework deadlines. 7. Encourage your child to attend after school catch-up classes.

Useful websites and details of course books http://www.foodafactoflife.org.uk Revision Resources Food Preparation and Nutrition, Val Fehners, Course revision book

Who to contact and how if you have a query regarding your child’s Nutrition and Preparation work



[email protected]

020 7091 9500

Rachael Capper Food Teacher [email protected] 020 7091 9500

http://www.foodafactoflife.org.uk/


Year 10 Geography GCSE

Why this subject is important The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global. Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information. Geography inspires students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

The school follows the OCR A GCSE course. Students will receive one GCSE.

What you will learn this year:

Unit name Knowledge


Ecosystems of the planet

● Ecosystems

● Tropical rainforests

● Coral reefs

Skills include: cartographic, graphical, numerical and statistical. You will learn how natural processes create unique ecosystems and how people are using these for economic growth as well as how we can manage them to make sure they are available for future generations.,

People of the Planet

● Development indicators

● Reasons for uneven development

● Effects of uneven development.

● Causes and effects of rapid urbanisation

Skills include: cartographic, graphical, numerical and statistical. You will learn the causes and effects of uneven development across the world and the impact this has on urban and rural areas across the world.

Environmental Threats to the

Planet

● Climate change since the Quaternary Period

● Causes and effects of climate change

● Extreme weather

Skills include: cartographic, graphical, numerical and statistical. You will learn how climate has changed and the impact of this on different countries. You will also learn how changes in climate can impact weather patterns and make them more extreme.

How you will be assessed o Paper 1 – Living in the UK today 30% of total marks. Exam in June of Year 11

o Paper 2 – The world around us. 30% of total marks. Exam in June of Year 11

o Paper 3 – Geographic Skills- 40% of total marks. Exam in June of Year 11.

How parents/carers can help ● Have a look at your child’s Geography book and help him/her to learn key words

● Take your child to the library and help to find books on new countries

● Encourage your child to use maps and lead the way when you go somewhere

● Take your child to visit the Natural History and Science museums

● Encourage your child to watch international news programmes and geographical documentaries on the television

Year 10 Geography GCSE

Useful websites and details of course books www.geographyinthenews.rgs.org www.geography.org www.rgs.org www.gatm.org.uk www.sln.org.uk/geography/

Who to contact and how if you have a query regarding your child’s Geography


Hugo Trace Team Leader for Humanities


Alice Noble Subject Leader for Geography


http://www.geographyinthenews.rgs.org/

http://www.geography.org/

http://www.rgs.org/

http://www.gatm.org.uk/

http://www.sln.org.uk/geography/



Year 10 GCSE History

Why this subject is important History fires students' curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. History also prepares students for the future, equipping them with knowledge and skills that are prized in adult life. Students develop critical thinking skills during the course, such as analysing evidence and reaching judgments. These skills are highly sought after in many professional careers, such as law, politics, journalism, business and even teaching!

What you will learn:

Unit name Topics Skills and understanding

Crime and Punishment

Different types of crime through history Changes in the levels of crime The effects of crime on society Reasons why people have committed crimes Ways of capturing criminals The growth of the police Different types of punishment through history The development of prisons

Describing and explaining key ideas, events, people, changes and issues

Interpreting sources

Nazi Germany The creation of the Weimar Republic The problems faced by the Weimar Republic Hitler and the rise of the Nazi party How the Nazis came to power in Germany Life in Nazi Germany


Interpreting sources

Anglo Saxon and Norman England Super Power relations and the Cold War

Changes and continuities for people living in England from the Saxon times to the Normans

The challenges faced by the Norman rulers Challenges facing the Superpowers in the Post War

world Effects of the Cold War on global politics


In Year 11 students will be revising for the final exams

How you will be assessed Students all follow the Edexcel 9 – 1 GCSE course specification which enables them to gain one full GCSE grade. Students will have regular practice examinations during the year. Students will sit all final examinations at the end of Year 11.

The final GCSE grade is calculated in the following way: Paper 1 – 30% of total marks. Thematic study

o Crime and Punishment through time Paper 2 – 40% of total marks. Period / British depth study

o Anglo Saxon and Norman England / Superpower relations and the Cold War Paper 3 – 30% of total marks. Modern Depth

o Germany 1919-1945

Year 10 GCSE History

How parents/carers can help Provide your child with a quiet place to do homework, coursework and revision Take your child to the library and help them to select books on these topics Take your child to visit the Imperial War Museum Allow your child to put up revision posters in their home near to exam time

Useful websites and details of course books Each student will be provided with the most current and useful revision book during Year 10. There are a number of websites that may be of use as well: www.edexcel.co.uk www.spartacus.schoolnet.co.uk http://www.learnhistory.org.uk/cpp/ http://www.learningcurve.gov.uk/ http://www.blakeston.stockton.sch.uk/GCSERevision/History/History1.htm

Who to contact and how if you have a query regarding your child’s History




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

http://www.spartacus.schoolnet.co.uk/

http://www.learnhistory.org.uk/cpp/

http://www.learningcurve.gov.uk/

http://www.blakeston.stockton.sch.uk/GCSERevision/History/History1.htm

Year 10 GCSE Mathematics

Why this subject is important

● A good level of numeracy is required for all jobs. ● A good qualification in maths shows you can think quickly. ● A good qualification in maths shows you are able to solve problems. ● A good qualification in maths will often mean a higher salary when you start work.

What you will learn this year Foundation Tier students (New GCSE Grades 1-5)

Unit name

Knowledge



Number HT1a

Use of Number ● Apply systematic listing strategies ● Calculate with roots and with integer

indices ● Calculate exactly with fractions, and

multiples of π ● Calculate with and interpret standard

form A × 10n, where 1 ⩽ A < 10 and n is an integer

● Round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding

● Apply and interpret limits of accuracy

● To be able to listen to the teacher.

● To be able to listen to other students’ answers.

● To have the confidence to explain a correct answer.

● To be able to work independently.

● To be able to work in a small group

To understand fairness.

Ratio HT1b

Ratio and Proportion

● Use ratio notation, including reduction to simplest form

● Divide a given quantity into two parts in a given part: part or parts: whole ratio; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations)

● Express a multiplicative relationship between two quantities as a ratio or a fraction

● Understand and use proportion as equality of ratios

● Define percentage as ‘number of parts per 100’; interpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicatively.

● Express one quantity as a percentage of another; compare two quantities using percentages.

● Work with percentages greater than 100%; solve problems involving percentage change, including percentage increase/decrease and


original value problems, and simple interest including in financial mathematics

Geometry HT 2a/2b

Geometry ● Use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line

● Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)

● Measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings

● Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment

● Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volumes of cuboids and other right prisms (including cylinders)

● Know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr2; calculate: perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids






Algebra HT 3a

Algebra ● Identify and interpret gradients and intercepts of linear functions graphically and algebraically

● Plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration


Ratio HT 3b

Ration and Proportion

● Relate ratios to fractions and to linear functions

● Solve problems involving direct and inverse proportion, including graphical and algebraic representations

● Use compound units such as speed, rates of pay, unit pricing, density and pressure

● Interpret the gradient of a straight-line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion

As above

Geometry HT 4a/4b

Geometry ● Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras’ theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs

● Identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional scale factors)

● Identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres

● Construct and interpret plans and elevations of 3D shapes

● Describe translations as 2D vectors






● To understand fairness.

● To imagine new scenarios and context.

Statistics HT 5a

Statistics and Sampling

● Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

● Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use.

● Interpret, analyse and compare the distributions of data sets from uni-variate empirical distributions


Probability

HT 5b

Probability ● Record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

● Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments

● Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale

● Apply the property that the probabilities of an exhaustive set of outcomes sum to 1; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to 1

As above

Algebra

HT 6a/6b

● Identify and interpret roots, intercepts, and turning points of quadratic functions graphically; deduce roots algebraically

● Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions and the reciprocal function.

● Solve quadratic equations algebraically by factorising; find approximate solutions using a graph

● Solve two simultaneous equations in two variables (linear/linear) algebraically; find approximate solutions using a graph

● Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph

● Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution


Higher Tier students (New GCSE Grades 4-9)

Unit name

Knowledge



Number HT1a

Use of Number ● Apply systematic listing strategies. ● Apply systematic listing strategies

including use of the product rule for counting

● Calculate exactly with fractions, and multiples of π

● Calculate exactly with fractions, surds, and multiples of π; simplify surd expressions involving squares and rationalise denominators.

● Identify and work with fractions in ratio problems






To understand fairness.

Algebra HT1b

Algebra ● Simplify and manipulate algebraic expressions (including those involving surds)

● Simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions)

● Understand and use standard mathematical formulae; rearrange formulae to change the subject

● Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci-type sequences, quadratic sequences and simple geometrical progressions (r n where n is an integer and r is a rational number > 0)

● Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci-type sequences, quadratic sequences and simple geometrical progressions (rn where n is an integer and r is a rational number > 0 or a surd) and other sequences

● Deduce expressions to calculate the nth term of linear sequences

● Deduce expressions to calculate the nth term of linear and quadratic sequences


Geometry HT 2a/2b

Geometry ● Use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line

● Apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)

● Measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings


● Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volumes of cuboids and other right prisms (including cylinders)

● Know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr2; calculate: perimeters of 2D shapes, including circles; areas of circles and composite shapes, pyramids.


● Apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results

As above


Algebra HT 3a

Algebra ● Identify and interpret gradients and intercepts of linear functions graphically and algebraically

● Plot and interpret graphs (including reciprocal graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration

● Plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration.






Ratio HT 3b

Ration and Proportion

● Relate ratios to fractions and to linear functions

● Solve problems involving direct and inverse proportion, including graphical and algebraic representations

● Use compound units such as speed, rates of pay, unit pricing, density and pressure

● Interpret the gradient of a straight-line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion

Geometry HT 4a/4b

Geometry ● Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras’ theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs

● Identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional scale factors)

● Identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres

● Construct and interpret plans and elevations of 3D shapes

● Describe translations as 2D vectors ● Identify, describe and construct

congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional and negative scale factors)







Statistics HT 5a

Statistics and Sampling

● Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

● Interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use.

● Interpret, analyse and compare the distributions of data sets from univariate empirical distributions

● Construct and interpret diagrams for grouped discrete and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use

● Interpret, analyse and compare the distributions of data sets from univariate empirical distributions






Probability

HT 5b

Probability ● Record, describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

● Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments

● Relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale

● Apply the property that the probabilities of an exhaustive set of outcomes sum to 1; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to 1


Algebra

HT 6a/6b

Algebra ● Identify and interpret roots, intercepts, and turning points of quadratic functions graphically; deduce roots algebraically

● Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions and the reciprocal function.

● Solve quadratic equations algebraically by factorising; find approximate solutions using a graph

● Solve two simultaneous equations in two variables (linear/linear) algebraically; find approximate solutions using a graph

● Solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph

● Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution

● Identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots algebraically and turning points by completing the square

● Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function,

● Solve quadratic equations (including those that require rearrangement) algebraically by factorising, by completing the square and by using the quadratic formula; find approximate solutions using a graph

● Solve two simultaneous equations in two variables (linear/linear or linear / quadratic) algebraically; find approximate solutions using a graph

● Solve linear inequalities in one or two variables and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph







Home learning Online homework will be set each week using the Hegarty Maths website – www.hegartymaths.com. Each student should log-in with their First Name, Surname and Date of Birth to access their homework tasks. Students set their own password – a password reset request can be sent to their teacher. Each student is given a Home Learning book and is expected to complete their weekly Home Learning showing all working out in their books. For Hegarty Maths the expectation is to complete a full page of examples from the video and to write down the solutions for each question of the quiz. For paper-based Home Learning, all questions are to be done in the book unless told otherwise by their teacher.

How parents/carers can help Parents/carers can ask their child what has been learned in maths lessons. They can make sure that home learning has been completed. Where students do not understand work, parents/carers may offer assistance, or contact the child’s teacher and ask that extra support be given.

Useful websites and details of course books www.hegartymaths.com (student log-in / password)

Who to contact and how if you have a query regarding your child’s Maths


Kakia Sfongali Team Leader for Maths


Idara Hippolyte Subject Leader for Year 10



Year 10 GCSE Music GCSE Music aims to: develop candidates’ interest and enjoyment of music that will be sustained in later life, so that they

are inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study

develop candidates’ own musical interests and skills including an understanding of how to make

music individually and in groups enable candidates to evaluate their own and others’ music

develop understanding and appreciation of a range of different kinds of music

develop broader life-skills and attributes including critical and creative thinking, aesthetic sensitivity,

emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.

develop candidates’ ability in performing/realising and composing, and to develop their listening and appraising skills

GCSE Music contains four areas of study Area of Study 1 My Music Area of Study 2 Shared Music Area of Study 3 Dance Music Area of Study 4 Descriptive Music

How you will be assessed You will be assessed at the end of every half term. Each assessment uses the exam board grade criteria so that you can be sure about what grade you are working at. Assessments are a mixture of written and practical with a formal written assessment near the end of the year.

How parents/carers can help 1. Ensure that your child attends his/her extra-curricular lessons or ensembles. 2. Ensure that your child practises his/her instrument(s) at home. 3. Encourage your child to listen to music as much as possible at home. 4. Support your child by taking an interest in their home learning.

Useful websites http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.gcse-music.co.uk/

Who to contact and how if you have a query regarding your child’s Music


Declan McWilliams Subject Leader: Music


Fiona Williams Team Leader for Creative Arts


Year 10 BTEC Sport Level 1/2

Why this subject is important PE helps students develop personally and socially. Students work as individuals, in groups and in teams,

developing concepts of fairness and of personal and social responsibility

Students learn to take on different roles and responsibilities, including leadership, coaching and officiating

PE develops students’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. This helps them make informed choices about lifelong physical activity

The PE curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully.

PE enables students to develop understanding about the value of healthy, active lifestyles. Through the range of experiences that PE offers, students learn how to be effective in competitive,

creative and challenging situations


Unit name

Knowledge

Skills and understanding Attitudes and attributes

BTEC Sport Level 1/2 Unit 2 Practical Sports Perfor mance

A Rules, regulations and scoring systems for badminton and softball B Roles and responsibilities for umpires in badminton and softball. C Application of skills techniques and tactics in badminton D To be able to successfully review a badminton and softball performance

Rules: pitching, batting and fielding. Serving and game play Regulations: Health and safety Facility Equipment No. of players and officials Size of pitch/court Length of game Scoring system: Method of scoring and method of victory Role of officials To understand advanced skills and techniques of the game and perform them with control, precision and accuracy in full sided games and competitions To be able to evaluate a sports performance focusing on technique and tactical awareness.

To be able to work independently within pairs and small groups To be able to officiate their own games To be able to communicate within the team and make positive contributions towards team tactics in a game To be able to lead the warm up in full and lead skill practices. To be able to take on the role of official and captain and demonstrate leadership with fairness and maturity

Year 10 BTEC Sport Level 1/2

Unit 5: Training for personal fitness

A design a personal fitness training programme B know about exercise adherence factors and strategies for continued training success C implement a self-designed personal fitness training programme to achieve own goals and objectives D review a personal fitness training programme.

Goals personal goals: specific, measurable, achievable, realistic, time-related, exciting, recorded (SMARTER) o short-term o medium-term o long-term ● aims ● objectives ● lifestyle and physical activity history ● medical history questionnaire ● attitudes and personal motivation for training. The basic principles of training (FITT): ● frequency ● intensity ● time ● type Further principles of training: ● intensity: o target zones and training thresholds o HR max = 220 – age (years) o 60–85% HR max = cardiovascular health and fitness o the Borg (1970) (6–20) Rating of Perceived Exertion (RPE) o the relationship between RPE and heart rate where: o RPE x 10 = HR (bpm). ● § progressive overload: ● § specificity ● § individual differences/needs

To ensure that you keep a glossary of all the key terms. Apply the principles to your own training Ensure that you give 100% when completing your own training program Keep to all deadlines Ensure that the work is your own Sign and date all work and ensure the criteria is clearly labelled

Year 10 GCSE Design and Technology

Why this subject is important GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. GCSE Design and Technology covers a range of subjects: Resistant Materials, Product Design, Graphic Products, Electronics and Textiles under one umbrella. The specification has been designed to encourage students to able to design and make products with creativity and originality, using a range of materials and techniques.


Unit Name Knowledge Attitudes and attributes

Examination Core technical principles new and emerging technologies energy generation and storage developments in new materials systems approach to designing mechanical devices materials and their working properties.

Specialist technical principles selection of materials or components forces and stresses ecological and social footprint sources and origins using and working with materials stock forms, types and sizes scales of production specialist techniques and processes surface treatments and finishes.

Designing and making principles investigation, primary and secondary data environmental, social and economic challenge the work of others design strategies communication of design ideas prototype development selection of materials and components tolerances material management specialist tools and equipment specialist techniques and processes

Independent enquirers

Reflective learners

Team workers Creative

application Problem

solving

How you will be assessed There are 2 units Unit 1 – Examination which accounts for 50% of the final grade. 15% of this examination is based on Mathematics. Unit 2 – NEA (None Exam Assessment) which begins in Year 10 from 1st June onwards. This entails students working on a 35 hour 20 page A3 portfolio, the culmination of which is a completed prototype. Students should be able to draw on experience and knowledge from previous projects to guide them.

Year 10 GCSE Design and Technology

How parents / carers can help Success in GCSE Programmes depends on regular attendance, completion of home learning and

regular revision.

Ensure your child attends all lessons as missed lessons compromise the ability to complete the

design and making process.

Useful websites and details of course books www.technologystudent.com http://www.videojug.com https://www.bbc.com/education/subjects/zvg4d2p (BBC KS4 Design and Technology)

Who to contact and how if you have a query regarding your child’s Design and Technology work. Name Position Email Address Telephone

Jeffrey Xavier DT / Engineering Teacher




Year 10 Religious Studies GCSE Why this subject is important Many employers (especially the police, armed forces and caring professions) regard GCSE RS as a good

qualification. It involves a lot of thinking and writing and shows you are aware of other people’s beliefs and the nature of the society we live in.

It helps you to think through some of the big issues of life which adults argue about all the time. It prepares you to work and deal with people of different cultures and beliefs. It helps to remove the ignorance which causes prejudice, hatred and violence (many wars are caused

through misunderstandings about religion). Religious Studies protects you from indoctrination. It gives you the opportunity to explore beliefs in a

safe and questioning environment so that you can become sure of our own beliefs and explain them clearly to others.

It is another GCSE qualification for you.


Unit name Knowledge Skills and understanding Attitudes and attributes

Christian and Islamic beliefs

Examine what is meant by the Trinity; be able to provide examples of how the Trinity is shown in the Nicene Creed.

Explore how the Trinity is shown in worship, liturgical and non-liturgical.

Discuss and analyse why the Trinity is important to Christians and why these characteristics might cause questions to be raised by non-Christians.

Examine what is meant by the Six beliefs of Islam, be able to explain their history and provide examples of how they are shown in the Qur’an including Qur'an, 112:1- 4 and Kitab al-iman 1:4

Discuss and analyse why they are important to Muslims and why they might cause questions to be raised by non-Muslims

To show knowledge and understanding of the topic studied

To give a personal response to the religious/moral issue.

To evaluate different responses to the issue.

To reflect on their own beliefs after learning about others.

To respect and empathise with others.

To be confident enough to express their beliefs.

Crime and Punishment

Explore Muslim teachings about justice e.g. Qur’an 4:135

Discuss and analyse the importance of justice in society, for Muslims and for the victims of crime and why punishment might be seen as an important part of justice for some Muslims




Year 10 Religious Studies GCSE Marriage and the Family

Examine the nature, purpose and importance of marriage for Christians including Mark 10:6-9

Explore why marriage is seen as important by both Christians and society

Discuss and analyse different attitudes to marriage and cohabitation including why some people might question the importance of marriage and the Christian responses to them




Living the Christian and Islamic life

Examine the nature of worship (individual, informal and liturgical).

Explore why Christians worship in different ways and the importance of the different types of worship, be able to give examples of each of the different types of worship

Discuss and analyse why it is important to have a variety of types of worship for Christians.

Examine Muslim beliefs about the Shahadah, know its history and refer to references to it from the Qur’an 3:18 and from the Dome of the Rock

Explore the various uses of the Shahadah

Discuss and analyse why it is important to Muslims today and why it might not be important to non-Muslims




Year 10 Religious Studies GCSE How you will be assessed Continual assessment of class work and homework. GCSE exams at the end of each unit. Half termly assessments GCSE mock examinations.

How parents/carers can help Ask your child to explain to you, something that they learnt in the lesson. Check your child’s homework regularly. If possible, discuss with your child the moral issues that they are studying at the time.

Useful websites and details of coursebooks ‘Religion and Ethics’ (Christianity) and ‘Religion, Peace and Conflict’ (Islam) Revision guide (given to students) www.bbc.co.uk/schools/bitsize Revision books in school library

Who to contact and how if you have a query regarding your child’s Religious Studies




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


Year 10 Science Why this subject is important? The study of science fires students’ curiosity about the world and helps them to find explanations. It links practical experience with scientific ideas. Students learn that science enhances knowledge and understanding in science is rooted in evidence. Students discover how science and technology affects industry, business and medicine and how science improves the quality of life. Students appreciate science worldwide and discover how it relates to their own culture.

Students also gain confidence to question and discuss issues that may affect their own lives, their immediate community and the world.


Unit name Knowledge

Skills and understanding Attitudes and

attributes Working Scientifically

The thinking behind the practical science

Designing an investigation

Making

measurements

Presenting data Using data to

draw conclusions Limitations of

scientific results Society of science

Recalling, analysing, interpreting, applying and questioning. Using both quality and quantity to evaluate results. Presenting information, developing an argument and drawing a conclusion. Using scientific, technical and mathematical language. Using symbols and ICT tools.

To be able to ask questions about the application of science in jobs that people hold in organisations that they study. To be able to use ICT to manipulate numbers. To be able to interpret information from different sources. To be able to discuss and read and discuss information from documents. To be able to confirm targets and plan how to improve them to improve their learning. To be able to plan and work towards identified goals within a group.

Year 10 Science Unit name Knowledge

Skills and understanding Attitudes and

attributes Biology B5. Homeostasis

and Response B6. Inheritance, Variation and Evolution B7. Ecology

B5.1 Homeostasis B5.2 Plant Hormones B5.3 The Human Nervous System B5.4 Hormonal Coordination in Humans B6.1 Reproduction B6.2 Variation and Evolution B6.3 The Development of Understanding of Genetics and Evolution B5.4 Classification of Living Organisms B7.1 Adaptations, Interdependence and Competition B7.2 Organisation of an Ecosystem B7.3 The Effect of Human Interaction on Ecosystems and Biodiversity B7.4 Trophic Levels in an Ecosystems B7.5 Food Production

As above

Chemistry 2 C5. Energy Changes

C6. Rate of Chemical Change C7. Organic Chemistry C8. Chemical Analysis

4.3 Electrolysis

5.1 Exothermic and endothermic reactions 5.2 Chemical cells and fuel cells 6.1 Rate of reaction 6.2 Reversible reactions and dynamic equilibrium 7.1 Carbon compounds as fuels and feedstock 7.2 Reactions of alkenes and alcohols 7.3 Synthetic and naturally occurring polymers 8.1 Purity, formulations and chromatography 8.2 Identification of common gases 8.3 Identification of ions by chemical and spectroscopic means

As above

Year 10 Science C9. Chemistry of the atmosphere C10. Using Resources

9.1 The composition and evolution of the Earth’s atmosphere 9.2 Carbon dioxide and methane as greenhouse gases 9.3 Common atmospheric pollutants and their sources 10.1 Using the Earth’s resources and obtaining potable water 10.2 Life cycle assessment and recycling 10.3 Using materials 10.4 The Haber process and the use of NPK fertilisers

Physics 2 P2. Electricity Electricity and Circuits P3. Particle Model of Matter P4. Atomic Structure P6. Waves P7. Magnetism and Electromagnetism P8. Space Physics

2.1 Current, potential difference and resistance 2.2 Serial and parallel circuits 2.3 Domestic uses and safety 2.4 Energy transfers 2.5 Static electricity

3.1 Changes of state and the particle model 3.2 Internal energy, energy transfers and particle motions 3.3 Particle model and pressure, pressure of gases

4.1 Atoms and isotopes 4.2 Atoms and radiation 4.3 Hazards and uses of radioactive emissions and of background radiation 4.4 Nuclear fission and fusion

6.1 Waves in air, fluids and solids 6.2 Electromagnetic waves 6.3 Black body radiation 7.1 Permanent and induced magnetism, magnetic forces and fields

7.2 The motor effect 7.3 Induced potential, transformers and the national grid 8.1 Solar system; stability of orbital motions; satellites 8.2 Red-shift

Year 10 Science How you will be assessed Double Science GCSE: Biology – 33% - Assessment in May 2020 Chemistry – 33% - Assessment in May 2020 Physics – 33% - Assessment in May 2020

Triple Science GCSE: Biology – 33% - Assessment in May 2020 Chemistry – 33% - Assessment in May 2020 Physics – 33% - Assessment in May 2020

How parents/carers can help Check your child’s planner regularly for homework Communicate any concerns you have through your child’s planner Talk to your child about what they are learning in lessons Ensure they have made revision resources for the 6 (or 9 for triple) science exams

Useful websites and details of course books www.bbc.co.uk/schools/gcsebitesize/science/aqa www.samlearning.com www.aqa.org.uk – past papers and mark schemes. Who to contact and how if you have a query regarding your child’s Science


Shalika Lewis Team Leader for Science


http://www.bbc.co.uk/schools/gcsebitesize/science/aqa

http://www.samlearning.com/

Year 10 GCSE Sociology

Why this subject is important Sociology relates to your everyday experiences and challenges ‘common sense’ ideas about how the world works. There is the opportunity for plenty of debate about things like families, crime, racism and other important issues. It helps students develop their own identities and opinions through an understanding of society at a global, national and local level and their place within it. Sociology also prepares students for the future, equipping them with knowledge and skills that are extremely valuable in the wider world. Students develop critical thinking skills during the course, such as analysing evidence and evaluating other people’s views. These skills are highly sought after in many professional careers, such as social research, law, politics, journalism, business and even teaching! As this will be the first time most students have come to the subject, in Year 10 students start with an introduction to sociology. They go on to study education and the family. There will be an internal end of year exam. In Year 11 they study crime and deviance and social stratification. They will sit one examination in each unit (two in total) at the end of the course in May. Students will also sit mock examinations throughout the year. All students follow the AQA full course specification which enables them to gain one full GCSE grade.

What you will learn:

Unit name Topics Skills and understanding

Theory and methods

● What is sociology?

● Different theoretical perspectives (including Marxism, feminism and functionalism)

● Social research (including quantitative and qualitative data)

● Identifying and analysing different types of evidence.

● Designing social research

Unit 1: Education ● Why do we have schools?

● How and why do we assess children in schools?

● What is the hidden curriculum?

● Why are social class, ethnicity and gender important?

● Describing, explaining and evaluating key ideas.

● Reaching judgments

Unit 1: Family ● What different types of family are there?

● Is one type of family better than another?

● Marriage and divorce through time. ● Power and work in the family.

● Describing, explaining and evaluating key ideas.

● Reaching judgments

How you will be assessed Students will have regular practice examinations during the year. These will occur every half term. Students will sit all final examinations at the end of Year 11.

The final GCSE grade is calculated in the following way: ● Paper 1 – 50% of total marks. A number of smaller knowledge-testing questions, some of which are

based on sources and four extended essay questions. o Theory and Methods (Studied in Year 10 and 11) o Education (Studied in Year 10) o Family (Studied in Year 10)

● Paper 2 – 50% of total marks. A number of smaller knowledge-testing questions, some of which are

based on sources and four extended essay questions. o Theory and Methods (Studied in Year 10 and 11) o Crime and deviance (Studied in Year 11) o Social stratification (Studied in Year 11)

Year 10 GCSE Sociology

How parents/carers can help ● Provide them with a quiet place to do homework and revision

● Encourage them to read newspapers and watch or listen to the news

● Take them to the library and help them to select books on these topics

● Allow them to put up revision posters in their home near to exam time

Useful websites and details of course books Each student will be provided with the most current and useful textbook during year 10. There are a number of websites that may be of use though: http://www.sociology.org.uk/ http://www.sociologyonline.co.uk/ http://www.aqa.org.uk/subjects/sociology/gcse/sociology-8192/assessment-resources

Who to contact and how if you have a query regarding your child’s Sociology


Max Toynbee Sociology subject teacher




http://www.sociology.org.uk/

http://www.sociologyonline.co.uk/

http://www.aqa.org.uk/subjects/sociology/gcse/sociology-8192/assessment-resources

Year 10 Spanish GCSE

Why this subject is important It helps you to build on your literacy skills in English and improve your ability to communicate your

thoughts and ideas It stimulates your curiosity and develops enquiring minds as you reflect on your own culture and

compare it with that of other countries. It helps you to foster respect for others and have an appreciation of different cultures It helps you to express your opinions, listen to others and take account of different views It helps you prepare to become responsible, tolerant citizens in a multilingual world.


Unit name Knowledge Skills and understanding Attitudes and attributes

Celebrations in Spanish-speaking countries and life style Autumn 1

Mealtimes and daily routines

Illnesses and injuries

Typical food Different festivals Ordering in a

restaurant Music festivals

Translation from Eng-Spa and Spa-Eng

Listening, Reading, Speaking, Writing

Reflexive verbs

Passive

Preterite

Reflexive verbs Expressions followed by infinitive

Reflecting on learning gaps in books and on progress reviews and acting upon them

practice exam papers (AQA)

refine revision skills (memorize vocabulary and tense endings)

Use a variety of resources to aid learning (Vocabexpress, Google Classroom/ Drive, etc.)

acquire linguistic skills to spontaneously write and speak about a range of topics and to gather specific information from reading and listening tasks

Post-16 Education and Jobs, Career Choices and Ambitions Autumn 2

Different jobs How to earn

money Work experience Importance of

learning languages Summer jobs Gap year Plans for the future



Present Continuous Indirect object pronouns Conditional Future plan phrases Cuando + Present Subjunctive






Year 10 Spanish GCSE Global and Social Issues Spring 1

Environment Natural disasters Healthy eating &

life styles Global issues Local actions International sports

events



Subjunctive Pluperfect Imperfect Continuous






Me, my friends and family Free time activities Spring 2

Free time activities Sports Types of

entertainments Family, friends and

relationships



Present, Present Continuous Adjectival Agreement Past: Imperfect, Perfect,

Imperfect, Preterite

Simple Future and Conditional






Year 10 Spanish GCSE Travel and Tourism Summer 1

Weather Holidays in past,

present and future Accommodation Booking and

dealing with problems on holiday



Opinions Present Preterite Imperfect Polite form for you= usted(es)






My studies Life in School Summer 2

School subjects and preferences

Teachers Describing school

and school life School rules &

problems in school

School exchange School clubs and

achievements



Adjectival Agreement Comparatives/ Superlatives Present Imperfect Near future Direct Object Pronouns






How you will be assessed At the end of each unit there will be a test in all 4 skills (listening, speaking, reading, writing) using a GCSE past paper. You will be told at least a week in advance so that you are able to prepare sufficiently for this. There are also vocabulary tests and preparation for the speaking exam.

Year 10 Spanish GCSE

How parents/carers can help 1. Talk to your child about what they are learning in lessons, perhaps getting them to teach you what they

have been learning. 2. Check your child’s planner regularly for homework and where possible, read through your child’s work to

check that it is correct and complete. 3. Encourage your child to use his/her Spanish dictionary when completing homework so that he/she

extends his/her vocabulary. 4. If a learning homework has been set, we expect students to know what the new vocabulary means, how

it is pronounced and how it is spelt. Even if parents/carers do not speak Spanish they can still help their child by testing him/her on any of these aspects and praising their child when he/she gets it right.

Useful websites and details of coursebooks Google classroom/ Google Drive www.vocabexpress.com www.quizlet.com www.aqa.org.uk/subjects/languages/GCSE/SPnish-8698 www.rtve.es (More Able)

Who to contact and how if you have a query regarding your child’s Spanish


Emilie Marin Subject Leader for Languages


http://www.vocabexpress.com/

http://www.quizlet.com/

http://www.aqa.org.uk/subjects/languages/GCSE/SPnish-8698

http://www.rtve.es/

Year 10 Digital Information Technology

(Tech Award)

Why this subject is important?

Confident, creative and productive use of ICT is an essential skill for life ICT skills are essential to gain employment in modern society ICT gives access to ideas and experiences from a wide range of people,

communities and cultures, and allows you to work together and share information across the world.

What you will learn?

Unit Name Knowledge Skills and understanding Attitudes and attributes

1- Exploring User Interface Design Principles and Project Planning Techniques

Investigate user interface design principles for individuals and organisations Use project planning techniques to plan and design a user interface Develop and review a user interface

Learners will develop their understanding of what makes an effective user interface and how to effectively manage a project. They will use this understanding to plan, design and create a user interface.

Show a keen interest in technology Ability to think innovatively and creatively Ability to work independently Ability to complete work to agreed deadlines

2 - Collecting, Presenting and Interpreting Data 3

Investigate the role and impact of using data on individuals and organisations Create a dashboard using data manipulation tools Draw conclusions and review data presentation methods.

Learners will understand the characteristics of data and information and how they help organisations in decision making. They will use data manipulation methods to create a dashboard to present and draw conclusions from information.

Year 10 Digital Information Technology

(Tech Award)

3 - Effective Digital Working Practices

Develop knowledge of creating software applications

Learners will explore how organisations use digital systems and the wider implications associated with their use.

Show a keen interest in technology Ability to revise and recall information Ability to take sufficient revision notes from lesson discussions

How you will be assessed

The course is broken down into the following:

1. Internal Assessment (Coursework) 2. Internal Assessment (Coursework) 3. External Assessment (Synoptic Exam)

The student’s work will be assessed at the end of each unit against exam board criteria. Students will be awarded a grade of U, Pass, Merit or Distinction.

How parents/carers can help

Ensure your son/daughter has access to a computer at home Look at the work they are completing and act as reviewers, highlighting the good

features of any work produced and suggesting ways the work could be improved Talk about how technology has changed life during your lifetime and new

developments in technology Ensure home learning is completed

Useful websites and details of course books

https://qualifications.pearson.com/content/dam/pdf/btec-tec-awards/information-technology/2017/specification-and-sample-assessments/Spec-BTEC-L1-2TECHAWD-DIT.pdf

Who to contact and how if you have a query regarding your child’s performance in ICT .


Myron Yearwood Subject Leader for Computer Science

[email protected]

020 7091 9500


[email protected]

020 7091 9500




Documents

Lilian Baylis Technology Schoolfluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/... · 2019-08-21 · with your teacher. How parents/carers can help 1. Talk to your child