Mastery Homework; Autumn Term 2 Subject: English Year 10 Unit of Work: Language Paper 1 Skills to be Addressed: you will develop the accuracy of your writing, and your ability to plan engaging stories Key Assessment Piece / Learning : Story opening in response to a given image

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Look the following list of words and suggest higher-level vocabulary words you could replace them with. Correct the mistakes in the given sentences. Write a sentence that follows on from the given sentence – make sure it is the same type of story.

AO6: Candidates must use a range of vocabulary and accurate spelling and punctuation.

APPRENTICE DEVELOPING / SURFACE

Look at the following series of images and decide how you could arrange them to create an interesting story. Create a list of words related to the theme of your picture. Think of a language feature that you could use to describe each picture and write it in a sentence.

AO5: Communicate clearly; organise information and ideas, using structural features to support coherence and cohesion of texts. AO6: Candidates must use a range of vocabulary for effect, with accurate spelling and punctuation.

PRACTITIONER SECURE

Look at the given image and plan a story opening inspired by the image. Plan out how you will use language devices effectively. Plan how you will use sentences and punctuation for effect.

AO5: Communicate clearly, effectively and imaginatively; organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

EXPERT SECURE and CHALLENGE

Write a story opening in response to the given image. Use accurate sentences and punctuation for effect. Use language devices effectively.

AO5: Communicate clearly, effectively and imaginatively; organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

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Novice

AO5

1. Can you give 3 more interesting synonyms for the following words? • Walk • Frown • Nice • Mean • Cold • Hot • Happy • Sad

AO5

2. Write a sentence that could follow this one; make sure it creates the same kind of mood and atmosphere. • As the girl stumbled unsteadily down the dark path, an owl hooted far above her in the

pitch black sky, and a rustling noise from behind sent chills down her spine.

AO6

3. Can you find the 5 mistakes in the following sentence and re-write it correctly? • as I walk down the road I seen a black cat outside mrs Smiths house, I went over but it

ran away.

Apprentice

AO5

1. Number the pictures below to create a storyboard for a piece of creative writing; what would be the most effective and interesting order? Can you explain your choices?

AO5

2. What kind of story have you planned? Create a list below of words that you would expect to see in a story of this type. Remember to use interesting words – use the thesaurus if you struggle.

AO5

3. For each picture, write one sentence of description. Each sentence must use an interesting language feature, for example a metaphor, a simile, personification, alliteration, repetition, oxymoron . •

•

•

•

AO6

4. Identify the correctly punctuated sentence below by underlining it.

• As I walked down the road; I heard a strange noise behind me, and turned around slowly.

• As I walked down the road, I heard a strange noise behind me; I turned around slowly. • As, I walked down the road I heard a strange noise behind me: I turned around slowly.

Practitioner

AO5

1. Plan a story opening inspired by the picture below. Consider the following points: • What type of story will this be? • Who is your main character? Age? Gender? Clothes? Personality? • Why are they there? How did they get there? • How do they feel? • What event will happen in this opening? How will you hook your reader and leave them

wanting more? • How will your writing begin and end?

Planning

2. For each section of your story, plan the following: • Beginning and ending sentence • Structure • Mood and atmosphere • Tone

AO6

3. For each section of your story, plan how you will use the following techniques to create mood, atmosphere, structure and tone.

• Punctuation for effect • Impressive vocabulary • Language devices and imagery • Sentences for effect

Expert

1. Write your story. Make sure that spelling, punctuation and grammar (tense and agreement) are accurate. Ensure that you use impressive vocabulary, language devices and imagery. Try to use sentences and punctuation for effect.

Unit of Work: AQA Trilogy Module B5-B9 : Disease and Bioenergetics Skills to be Addressed: Research , make Predictions/hypothesis, select appropriate equipment, write a suitable

scientific method and assess risk, make some observations, record observations appropriately, respond to observations, construct Graphs/charts, use mathematical processes to manipulate data, analyse graphs and data, draw conclusions from data, make evaluations

Key Assessment Piece / Learning: Mock Exam Week Beginning 9th December Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Look up and create accurate and effective diagrams of Xylem and Phloem Cells in a plant.

- There is a clear diagram of both a phloem and a xylem cell

- The diagram is labelled with the different parts of each cell, including lignin spirals in xylem cells and sieve plates and companion cells in phloem cells

APPRENTICE DEVELOPING / SURFACE

Create accurate and effective diagrams of Xylem and Phloem Cells in a plant and describe their functions and adaptations in detail with labels from the diagrams.

- The diagram describes the function of the

specialist structures, lignin and sieve plates, in both types of cell

PRACTITIONER SECURE

Create accurate and effective diagrams of Xylem and Phloem Cells in a plant and describe their functions and adaptations in detail with labels from the diagrams. Explain how these functions help the plant and/or cell to do its job.

- There is an explanation of how these

structures help the plant to survive using scientific key words

EXPERT SECURE and CHALLENGE

Create accurate and effective diagrams of Xylem and Phloem Cells in a plant and describe their functions and adaptations in detail with labels from the diagrams. Explain how these functions help the plant and/or cell to do its job. Apply your knowledge of concepts from either another biology topic, chemistry or physics to link them in some way to the function of Xylem and Phloem.

- A link to another topic in science has been

made from the properties of xylem and phloem. Topics that would link would include rates of reaction in chemistry, capillary action from physics, or general plant cell structure in biology? A grade A* pupil will be able to link different areas of science together fluidly, there are many correct answers here and I would reward original thinking, with correct science backing it up, with high marks.

Mastery Homework; Autumn Term 2 Science Year 10

Unit of Work: AQA Trilogy Chemistry Skills to be Addressed: Research , make Predictions/hypothesis, select appropriate

equipment, write a suitable scientific method and assess risk, make some observations, record observations appropriately, respond to observations, construct Graphs/charts, use mathematical processes to manipulate data, analyse graphs and data, draw conclusions from data, make evaluations

Key Assessment Piece / Learning: November Mock Exam

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Identify the 4 factors that can increase and decrease the rate of reaction according to collision theory.

- There is a list of the 4 different factors that can

either increase or decrease the rate of a reaction.

- The list is clear with no literacy mistakes and the correct use of key scientific terms

APPRENTICE DEVELOPING / SURFACE

Describe in detail how these factors affect rates of reaction using the particle model.

- There is a labelled diagram with a short

description underneath for each factor. - The diagram and description describe how each

factor can cause the rate of reaction to increase and/or decrease.

PRACTITIONER SECURE

Explain how and why industry, including the drug industry use different techniques (specifically catalysts and the Harbour process) to increase the rate of reaction.

- A detailed explanation of how a catalyst can

increase the rate of reaction. In the explanation there should be a mention of a catalyst used in industry and an example of a biological catalyst.

- Or - A detailed explanation of how combinations of

the above factors are used to produce ammonia in the harbour process.

EXPERT SECURE and CHALLENGE

Apply your knowledge of factors that affect rates of reaction to another topic in science or another subject that you study at school such as catering.

- An article written in the style of a newspaper

article or an article from the New Scientist. - The article links the topic of rates of reaction to

a topic in Biology or Physics or another subject such as Catering.

- The article includes labelled diagrams. - The article uses correct scientific language.

Mastery Homework; Autumn Term 2 Subject Science Year 10 Unit of Work - Physics P4-P7 Skills to be Addressed – Research , Make Predictions/hypothesis, Select Appropriate Equipment, Write a suitable scientific method and assess risk, Make some observations, Record observations appropriately, Respond to observations, Construct Graphs/charts, Use mathematical processes to manipulate data, Analyse Graphs and data, Draw conclusions from data, Make Evaluations Key Assessment Piece / Learning – November mock exam

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Identify the different Radioactive elements the form these take and their ability to penetrate different materials to a more of lesser degree

- Correctly identify the three types of nuclear radiation

- Use a diagram to show what material each radiation is capable of passing through

APPRENTICE DEVELOPING / SURFACE

Describe how the different types of radiation are produced, how these travel and how these can be affected by different materials

- Describe the different forms of each of the different types of radiation,

- Describe how each of these different types of radiation can be useful/dangerous

PRACTITIONER SECURE

Use diagrams and labels for each of the different types of radioactivity to show how each may be used in the following situations: • Carbon dating • Tracers (medical and

industrial) • Industrial Paper/plastic

thickness testers • X-rays

- Explain using diagrams how each can be stopped/reduced by different types and thicknesses of materials

- Explain (using diagrams) how using radiation: • we can find out the age of an old relic made

from stone or metal using carbon dating • how large sheets of paper are kept at a

constant thickness • how we can find a blockage underground or

in a patient without having to dig or operate • how X-rays work to help us see ‘inside’

something

EXPERT SECURE and CHALLENGE

Apply and link research from other sources to the above including evidence of all the sources used (e.g. web addresses and book titles) to show your further investigation into the uses and dangers of nuclear radiation

- Give the different web sites you have used to research further into the area of nuclear radiation.

- Make sure you give the full web address or book title and page number and whether you think the information found was useful.

- Link your research to other areas of science – Biology and Chemistry

Mastery Homework; Autumn Term 2 Subject - Humanities Year 10 Unit of Work: AQA Wider World Depth Studies: Conflict and Tension 1918-1939 Skills to be addressed: Source analysis and causation Key Assessment Piece / Learning: Conflict & Tension 1918 – 1939 source exam paper

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Create a spider diagram to describe the aims of the peacemakers in 1919.

You must use the sources and your own knowledge to include a description of: The leaders of Britain (Lloyd George), France

(Clemenceau) and the USA (Wilson) Wilson’s 14 points

APPRENTICE DEVELOPING / SURFACE

Create a powerpoint to explain the Treaty of the Versailles and describe the impact of it.

You should show evidence of independent historical enquiry and using the sources provided to select information on the following: Impact of the treaty and wider settlement Reactions of the Allies; German objections; Strengths and weaknesses of the settlement,

including the problems faced by new states.

PRACTITIONER SECURE

Create an A3 chart or leaflet assessing each part of the League of Nations in terms of their strengths and weaknesses. Choose 3 of the League of Nations Agencies and explain why you think they could only have limited success.

You must show evidence of independent historical enquiry and using the sources provided to select information on the following parts of the League of Nations: The Assembly The Council The Secretary The Permanent Court of International Justice The International Labour Organisation

Write a report to justify the causes behind the outbreak of World War Two.

You must show evidence of independent historical enquiry and using the sources provided to justify what caused the outbreak of WW2 using the following factors: the occupation of Czechoslovakia; the role of the USSR and the Nazi-Soviet Pact;

EXPERT SECURE and CHALLENGE

the invasion of Poland and outbreak of war, September 1939;

responsibility for the outbreak of war, including that of key individuals: Hitler, Stalin and Chamberlain.

Mastery Homework; Autumn Term 2 Subject: AQA Spanish (8698)

Year 10 Unit of Work: Theme 2 – Local, national, international and global areas of interest (Unit 2 -Travel and Tourism) Skills to be Addressed: Reading, Writing. Translation and Speaking

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Create a mind map for all vocab. related to travel and tourism

Learn Spanish

spellings of transport, types of accommodation and related tourism vocab. using look, copy, cover, write.

Create a colourful/detailed mind map using all key vocab. and structures (these could include forms of transport, types of accommodation and related vocabulary, places in each region of Spain, weather/Seasons phrases.

Complete the look, cover, copy sheet and bring in the completed sheet. Complete the vocab. Test. For each set of vocab. in class. Pass mark at 70%

APPRENTICE DEVELOPING / SURFACE

Translate phrases from Spanish to English

Translate phrases from English to Spanish

Prepare a set of speaking questions in preparation for the speaking topic

Complete the translations to be checked by your teacher(Spanish to English).

Complete the translations to be checked

by your teacher(English to Spanish). Compete a set of simple responses in

Spanish to set questions and hand in to your teacher to be checked for accuracy:

1. ¿A dónde vas de vacaciones? 2. ¿Con quién vas? 3. ¿Cuándo vas? 4. ¿Cómo viajas? 5. ¿Qué tiempo hace normalmente?

PRACTITIONER SECURE

Create a brochure

for a region in Spain (Latin America)/or holiday destination.

Research and create a paper/word

processed brochure with correct Spanish spellings/meanings and grammar. You should include:

• Pictures/photos • Location • Description • Places of touristic interest • Opinions • Weather

Create a

presentation of your town/city or a Spanish-speaking town/city or holiday destination.

Prepare a set of

speaking questions in preparation for the speaking topic.

Research and create a presentation with

correct Spanish spellings/meanings and grammar. You should include:

• Pictures/photos • Location • Description • Places of touristic interest • Opinions • Weather

Compete a set of more complex responses

in Spanish to set questions and hand in to your teacher to be checked for accuracy:

1. ¿A dónde vas de vacaciones? 2. ¿Con quién vas? 3. ¿Cuándo vas? 4. ¿Cómo viajas? 5. ¿Qué tiempo hace normalmente?

Use time phrases, frequency phrases, connectives and intensifiers.

EXPERT SECURE and CHALLENGE

Write an extended paragraph/s about a region in Spain/Latin America or a holiday destination.

Prepare a set of speaking questions in preparation for the speaking topic.

Write an accurate draft copy in preparation for the extended piece of Spanish writing to be completed in class from memory with accurate spellings and grammar.

You must bring your draft copy into school prior to the final assessment to be peer-assessed and checked by your teacher. Compete a set of complex responses in

Spanish to set questions and hand in to your teacher to be checked for accuracy:

1. ¿A dónde vas de vacaciones? 2. ¿Con quién vas? 3. ¿Cuándo vas? 4. ¿Cómo viajas? 5. ¿Qué tiempo hace normalmente?

Use time phrases, frequency phrases, connectives and intensifiers.

You will then be expected to respond the questions from memory.

Key Assessment Piece / Learning : Translation (Reading/Writing)& Speaking task

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

Complete the computer systems worksheet

Read all about computer systems (Sheet R57) Understand computer systems can be classified as dedicated, embedded or general purpose. Complete question sheet relating to computer systems (Q57)

APPRENTICE DEVELOPING / SURFACE

Complete novice Worksheet Also complete computer architecture worksheet

Read all about computer architecture (Sheet R58) Understand computer architecture is how different components in a computer connect together Complete question sheet relating to computer systems (Q58)

PRACTITIONER SECURE

Complete novice and apprentice worksheets Also complete The CPU and RAM, ROM and virtual memory worksheets

Read all about the CPU (Sheet R59) Understand the components of a CPU and the fetch-execute cycle Complete question sheet relating to the CPU (Q59) Read all about RAM, ROM and virtual memory (Sheet R60) Understand all about RAM, ROM and virtual memory and how it is important within a computer device Complete question sheet relating to RAM, ROM and virtual memory (Q60)

Complete novice, apprentice and practitioner worksheets Also complete Storage technologies and media

Read all about Storage technologies and media (Sheet R61) Understand magnetic, optical and solid state drives and how they save data Complete question sheet relating to Storage technologies and media (Q61)

Mastery Homework; Autumn Term 2 Subject Computer Systems Year 10 Unit of Work –Computer systems Skills to be addressed – Evaluating, Assessing, Understanding, Explaining and defining a series of computer system system concepts Key Assessment Piece / Learning – End of unit exam paper

EXPERT SECURE and CHALLENGE

and storage devices worksheets

Read all about storage devices (Sheet R62) Understand all about primary, secondary and cloud storage and the differences between each. Complete question sheet relating to storage devices (R62)

Year 10 Homework: Autumn Term 2 Subject: Sport Unit of Work: Developing Sport skills in your chosen sport. Skills to be addressed: Apply practice methods to support improvement in a selected sporting activity Mastery Task Suggestions Success Criteria / Assessment Pass Tasks MB1 (1 TO 6 MARKS)

1. Identify basic skills and tactics in your chosen team sport. 2. Self-assess your performance of key skills in your sport, highlighting 2 strengths and 2 weaknesses. 3. Design 2 skill practices to improve your 2 identified weaknesses. 4. Describe 1 way that you are going to monitor your improvement.

The review of your performance is basic. The application of practice methods is basic and addresses few of the areas and skills where improvement is needed. Understanding of how to measure improvement is limited.

Merit Tasks MB2 (7-11 MARKS)

1. Identify basic and advanced skills and tactics in your chosen team sport. 2. Self-assess your performance of basic and advanced skills in your sport. 3. Highlighting 2 strengths and 2 weaknesses, explain how you know each skill is a strength and a weakness and what happens in games when you perform them? 4. Design a variety of skill practices used to improve your performance for the skills that you have identified as weaknesses. 5. Describe and explain how you will monitor your progress.

The review of their performance is detailed in some aspects. The application of practice methods is simple and addresses many of the areas and skills where improvement is needed. Understanding of how to measure improvement is detailed.

Distinction Tasks MB3 (12-15 MARKS)

1. Identify basic and advanced skills and tactics in your chosen team sport. Identify open and closed skills. 2. Self-assess your performance of basic and advanced skills in your sport. 3. Highlighting 3 strengths and 3 weaknesses, explain how you know that each skill is a strength and a weakness and what happens in games when you perform them? 4. Design a variety of skill practices used to improve your performance. Include different types of skill practices including whole part whole, open and close skill practices. 5. Design an extra skill practice for each of your practices to show how you could make them more difficult. 5. Describe and explain how you will monitor your progress, include video analysis, recording statistics and success rates, coaching session logs etc.

The review of their performance is detailed in most aspects. The application of practice methods is considered and addresses most of the areas and skills where improvement is needed. Understanding of how to measure improvement is comprehensive.

Year 10 Homework: Autumn Term 2 Subject: Drama Unit of Work: Chicago Skills to be addressed: Creating and completing portfolio linked to performance. Identify and apply characterisation and evidence commitment to the course. Mastery Task Suggestions Success Criteria / Assessment Pass Tasks

In your log book; identify the basic outline of your lesson. Self-assess your performance and commitment to the course, highlighting at least ONE strength and ONE weakness. Design a target and task to improve your identified weakness. Describe ONE way that you are going to monitor your improvement.

• This needs to be a written log of evidence similar to what you have completed in class.

Limited skills and awareness documented. Limited use of drama terminology. Use of limited exploration and research in relation to demands of the work (Chicago). Log of each session, skill audit, highlighting strengths and weaknesses. Understanding of how to improve is basic with the use of drama terminology.

Merit Tasks

In your log book; identify the basic outline of your lesson. Self-assess your performance and commitment to the course, highlighting at least TWO strengths and TWO weaknesses. Design a target and task to improve your identified weaknesses. Describe TWO methods in which you are going to monitor your progress. Discuss how your individual research has influenced your performance.

• This needs to be a written log of evidence similar to what you have completed in class.

• Why not add mind maps, role on the wall and mood boards.

Explore, and discuss ways activities in class and research findings have improved and influenced your performance. Adequate skills and awareness documented. Some use of drama terminology. Use of adequate exploration and research in relation to demands of the work (Chicago). Log of each session, skill audit, highlighting strengths and weaknesses. Understanding of how to improve is adequate with the use of drama terminology.

Distinction Tasks

In your log book; identify the basic outline of your lesson. Self-assess your performance and commitment to the course, highlighting at least THREE strengths and THREE weaknesses. Design a target and task to improve your identified weaknesses. Describe THREE methods in which you are going to monitor your progress. Discuss how your individual research has influenced your performance. Evidence how you have improved during this course. Explore ways you can evidence your learning and show your characters journey.

• This needs to be a written log of evidence similar to what you have completed in class.

• Why not add photographic evidence and videos.

Explore, and discuss ways activities in class and research findings have improved and influenced your performance. Confident use of skills and consistent awareness documented. Sustained use of drama terminology. Confident use of exploration and research in relation to demands of the work (Chicago). Log of each session, skill audit, highlighting strengths and weaknesses. Understanding of how to improve is detailed with the use of drama terminology.

Mastery Homework; Autumn Term 2 Subject: Music Year 10 Unit of Work: Units 2 and 4 – Composing and Appraising Music Skills to be addressed: Knowledge, understating of elements of music, instrumental techniques.

Mastery Task Suggestions Success Criteria / Assessment NOVICE FOUNDATION / SURFACE

1. Describe ‘What makes a good song/composition?’ (1 page min discussing at least 3 skills/strengths)) 2. Identify elements that can be manipulated to access higher marks. (All 5 elements included) 3. Design a composing log to ensure improvement and progression. (5 week min) This could be done as a:

• Written report • PowerPoint presentation

A detailed description of the different skills, techniques and elements that have been used within composing music. A detailed practice schedule including logs, tasks/activities, warm-ups, instrumental roles. Key vocabulary: interesting, developed, extended, handled, stimulating, sustained.

APPRENTICE DEVELOPING / SURFACE

1. Review a composition or song that is commercially successful. (2 page review including how elements have been used) 2. Explain in your review how and why the composition/song is successful. Why not try a:

• PowerPoint presentation • Player profile

A secure review that includes accurate descriptions of how elements of music have been used and why you think the composition is successful. (WHY) Determine how you think the composer may have started the process of composition. (HOW). Key vocabulary: interesting, developed, extended, handled, stimulating, sustained, retrograde, deletion, ostinato, catchy.

PRACTITIONER SECURE

1. Compare your composition with another in a similar genre. (Compare how Areas of Study have been used).

2. Make suggestions in bullet point form or simple comments how your composition can be improved as a whole. (At least 5 points including how AoS can be used better).

Why not try a:

• Log book/diary of progression

A detailed description of the different skills, techniques that are used. Showing knowledge and understanding of broad range of skills and elements. Your evaluation of your own composition will be detailed and link to specific compositional techniques and include a plan of how you will improve. This could be linked to targeted practice sessions and/or work with a peri teacher/class teacher/collaborators. Suggestions to be implemented in composing sessions show how the composition could be made more difficult and challenging for the instrumentalists to play/realise your composition sound.

EXPERT SECURE and CHALLENGE

1. Compare and contrast two live performances of the same piece. This will help you create multiple scenarios for the realisation of your composition. 2. Use ICT/Logic to realise your song/composition. Use all the skills/techniques/features that you have learned so far and apply them to your piece. (Min length 1:30) Why not add a:

Manual that shows what you have done Video log

A detailed description and explanation of the different versions of the piece. Detailed progress will be documented to clearly show the impact that you have made. Documentaion can be written accounts, video diary, audio recordings (dated), band interviews. Key Vocabulary: Include expression, communication.