Year 10 Homework Booklet - The Carlton Academy · of An Inspector Calls, Poetry and Language Paper 1 using the resources you have created previously. Test your knowledge of An Inspector

Year 10 Homework BookletSpring Term 2

Name …..........................................

Tutor Group ….................................

“Nothing will work unless you do.” ― Maya Angelou. Poet, singer, memoirist and civil rights activist.

Art subjects

Homework tasks will be set regularly by

your teacher depending on project

journeys and will take the form of:

Photographic research

Observational drawing

Grid method drawing,

Artist, Designer research

Artwork recreations & analysis

Media experiments

Students will also be expected to

complete unfinished classwork and be set

individual tasks to support coursework

portfolios. Homework will be placed on

Show my Homework and students will also

receive printed guidance.

Homework tasks will be set regularly

by your teacher depending on

project journeys and will take the

form of:

Photographic research

Observational drawing

Grid method drawing,

Artist, Designer research

Artwork recreations & analysis

Media experiments


complete unfinished classwork and be set

individual tasks to support coursework

portfolios. Homework will be placed on

Show my Homework and students will also

receive printed guidance.

Homework to conduct photographic

research will be set

accordingly and details regarding

themes and expectations will be

placed on Show my Homework.


research Photographers and visit

local galleries and places of

interest for inspiration and to

support ideas. Throughout the

course, students may also be asked

to bring in still life objects to use

during photographic workshops.

Work should be handed in by the deadline given and completed to a high quality GCSE finish. Rushed work will not suffice. Students can come to lunch time support and after school clubs to complete tasks. Artistic equipment and cameras can be loaned to assist.

Design and Technology

Drama

English

Watch clips, read notes and use revision guides to create revision resources for English Language Paper 1.



Test your knowledge of An Inspector Calls, Poetry and Language Paper 1 using theresources you have created previously.

Test your knowledge of An Inspector Calls, Poetry and Language Paper 1 using the resources you have created previously.

Test your knowledge of An Inspector Calls, Poetry and Language Paper 1 using the resources you have created previously.

1 2 3 4 5 6

Note: the weekly tasks in this booklet are designed to help you manage your independent revision over time. Your English teacher may still wish to set you

additional tasks that will be on SMHW.

Each week you need to create a revision resource around the scheduled topic. For this you could use your own notes, revision guides, the text or the internet.

French

Deadlines set by your class teacher Speaking

Your teacher will set homework on:

- Role Play- Photo card

- General Conversation

- DIRT

Writing

Your teacher will set homework on:-Translations

- Photo based- 40 words- 90 words

- 150 words- Literary texts

- DIRT

Vocabulaire

Use the hand-outs that have been stuck in your

Writing booklet & access Quizlet when practising for

Low Stake quizzes and Formal Quizzes.

Active Learn

Reading % Listening %

1

2

3

FrenchLow stake quiz DIRT Low stake quiz DIRT What do I need to keep

working on?

Geography

The Living World

Geography

History

Your homework is to revise for your 2 hour History mock exam. This will take place on Friday 27th March and will involve a 1-hour paper on Conflict and Tension and a 1-hour paper on Germany

Conflict and Tension revision

Content you need to revise:1. Treaty of Versailles – impact of war on the Big 3 and Germany, aims of the Big 3, terms of the TOV, reaction of the Big 3 to the TOV, reaction of Germany and strengths/weaknesses of TOV2. League of Nations – aims of the League (SIDE), membership, the League in the 1920s, impact of the Great Depression, Manchurian Crisis, Abyssinian Crisis & why the League failed3. Causes of WW2 – Hitler's 3 aims in foreign policy, 1933 rearmament, 1935 Saar, 1936-37 anti-Comintern Pact, 1936 Rhineland, appeasement, 1938 Sudeten Crisis, 1939 invasion of Czechoslovakia, 1939 Nazi Soviet Pact & invasion of Poland

Resources you should have and should be using whilst revising:1. A revision guide (typed by us) with a green front cover2. Three spider diagrams/revision clocks which should have summaries on the Treaty of Versailles, League of Nations and causes of WW23. Three sets of flash cards which you used to prepare for the short answer tests4. A past paper booklet (with a green front cover) that has lots of practice questions in

Germany revision

Content you need to revise:1. Kaiser's Germany – how Germany was ruled, problems faced by the Kaiser e.g. industrialisation & socialism, Weltpolitik, naval laws and naval race, impact of WW12. Weimar Germany – constitution, Spartacist uprising, Kapp Putsch, Munich Putsch, invasion of Ruhr, hyperinflation, Stresemann's foreign policy, Stresemann's improvement of the economy, culture in Weimar, impact of the Great Depression3.Nazi Germany - reasons why people voted for Hitler, how Hitler became a dictator (e.g. Enabling Act, Reichstag Fire, NOLK etc), how Hitler controlled Germany, Hitler's social polcies (workers, women, youth and church), the Holocaust & the impact of WW2

Resources you should have and should be using whilst revising:1. A revision guide (typed by us) with a pink front cover2. Spider diagrams/revision clocks which should have summaries of the above 3 units3. Four sets of flash cards which you used to prepare for the short answer tests4. A past paper booklet (with a pink front cover) that has lots of practice questions in

We think the most important thing to do is to make sure you are practicing lots of exam questions. This helps you learn the knowledge and the exam technique. We'll mark anything you give us.

Our weekly homework routines…

1You will always be set at least one homework a week by your teacher.

2

Your teacher will choose the lesson they want you to learn and will pick it so that you are revising an important Maths topic for revision. As such, you have already probably covered it in class but might have forgotten so your homework is to revise as, to be a great learner, you need to revise all the time (not just before tests!).

3You need to spend 30 minutes on your homework as this shows effort and commitment and will ensure that you do quality homework.

4

You will always be expected to i) watch the video + take notes;ii) write down your quiz workings neatly;iii) mark your own work, make corrections and

write down your score at the end.

5

Homework will be checked by your teacher in class once a week during your starter. You will be expected to bring your homework book to class and leave it open on the desk for your teacher to inspect.

Maths

Maths

ClassCompleted by

03/03/20Completed by




31/03/20

10m1

204 - Gradient of a line segment 4 (Summary)

206 - Straight line graph 1

207 - Straight line graphs 2

251 - Drawing quadratic graphs from a table

314 - Equation of a circle (1)

10m2544 - Arc Length 569 - Cuboids 572 - Cylinders 576 - Cones 578 - Frustums

10m3555 - Compound shapes

570 - Prisms (1) 543 - Area of a circle (5)

546 - Area of a sector (1)

547 - Area of a sector (2)

10m4

179 - Solve 2-step equations (involving multiplication)

185 - Solve equations with x on both sides 2

555 - Compound shapes

571 - Prisms (2) 267 - Integer solutions to inequalities

10m5486 - Angles in a triangle (2)

561 - Interior angles in polygons (1)

413 - Selecting appropriate averages

417 - Mean from frequency tables (1)

418 - Mean from frequency tables (2)

10m6393 - Types of data (2) 409 - Median 418 - Mean from

frequency tables (2)414 - Range from frequency tables

404 - Mode

10m7

156 - Collecting like terms 1

157 - Collecting like terms 2

160 - Expand a single bracket

161 - Expand two single brackets & simplify

179 - Solve 2-step equations (involving multiplication)

Business, IT and Media

Revision resources to be

made for Low Stakes

Quizzing in lessons and

retention for exam season

Homework ScheduleW/C 24/02/20 Pages 32/33W/C 02/03/20 Pages 34/35W/C 09/03/20 Pages 36/37W/C 16/03/20 Pages 38/39W/C 23/03/20 Pages 40/41New TopicW/C 30/03/20 Pages 42/43

Business, IT and Media

Revision resources to be

made for Low Stakes

Quizzing in lessons and

retention for exam season

Homework ScheduleW/C 24/02/20 Pages 39/40W/C 02/03/20 Pages 41/42W/C 09/03/20 Pages 43/44W/C 16/03/20 Pages 45/46W/C 23/03/20 Pages 47/48W/C 30/03/20 Pages 49/50

PRE

ISLAM REVISION:Allah and God’s will1.All Muslims believe that there is only ONE God, that God created the earth and everything in it. This is called Tawhid.2.Tawhid is shown through the Shahadah and by the fact that Muslims will not draw Allah.3.A Muslim’s most important duty is to declare faith in one God.4.Muslims believe that Allah is all knowing (omniscient), all loving (omnibenevolent) and all powerful (omnipotent).5.Muslims also believe Allah is fair and judges all equally. He is also forgiving which is why we should be too.6.God is the only creator and controller of everything.7.Muslims believe they should accept whatever happens as the will of God (supremacy of God’s will)8.Sunni Muslims believe God has already determined everything that will happen in the universe (predestination).9.Shi’a Muslims Believe that God knows everything that is going to happen, but does not decide what is going to happen (predestination).10.Predestination is linked to the idea of supremacy of God’s will.Key beliefs1.Muslims believe angels bring the words of God to the prophets.2.Angels have no free will and are made from elements of light.3.Two key angels – Jibril (recited the Qur’an to Muhammad) and Mika’il (angel of mercy and thunder).4.When Muhammad died the majority of Muslims thought that only the Qur’an and Sunnah had the authority to guide the beliefs and behaviour of Muslims.5.These Muslims became known as Sunni (meaning followers of the Sunnah).6.Another group believed that Muhammad named his cousin Ali as his successor.7.Over time a split developed between those who followed Ali (the Shi’as) and the Sunnis.8.Sunnis believe in the six articles of faith whilst Shi’as believe in the five roots of Usul ad-Din.9.For Shi’as it was important that Ali took control because they believe that Muhammad appointed him under divine instruction and leadership should follow in the family line. When Ali died his son became the Imam. Each Imam that followed was the son of the previous Imam.10.The Twelver Branch of Shi’a Islam believe that there have been twelve Imams in total. The last one they believe has been kept alive by God and is hidden somewhere on earth who will return to bring peace, justice and equality. The Imamate is the name given to the appointment of the Imams and is important because people need divine guidance to know how to live correctly.Death and the afterlife1.All Muslims believe that death is not the end. They all believe in SOME form of afterlife.2.For Muslims death isn’t the end but the start of a new stage of life called Akhirah.3.After death you lie in the grave waiting for the day of Judgment this is called Barzakh.4.When God’s purpose for the world has been fulfilled He will destroy it.5.Everyone who has ever lived will be resurrected and judged by God.6. Angels are sent to question them about their life. If they are good and honest they will be sent to heaven, if they are bad they will go to hell.

7.Heaven is described as the gardens of happiness.8.Heaven is a reward for faith and good deeds.9.Hell is described as a place of fire and great torment.10.It is punishment for those who reject God and do evil.Prophethood1.God has chosen people to bring the message of Islam to the people. These chosen people are called prophets.2.They are important role models as they were good people who lived according to God’s will.3.Adam was the first man on earth and first prophet of Islam.4.Adam is important as God gave him understanding which he passed on through his descendants. God revealed to him the foods they can eat, how to repent for wrong doing and how to bury the dead.5.Ibrahim demanded people to stop idol worship. Was supposed to be burnt alive but survived (miracle) so people began to follow God.6.He is important as he stopped idol worship, gave the message of one God and rebuilt the Ka’aba7.Muhammad received the final revelation of Islam from God. He is known as the last and greatest prophet.8.In 610CE on Mount Hira received his first revelation from God through the angel Jibril. For more than 20 years received further revelations, which were combined together to make the Qur’an.9.Was persecuted by the leaders of Makkah and so fled from the city in 622CE. This is known as the Hijrah (departure) and marks the beginning of the Ummah (worldwide community).10.Muhammad was taken on a special journey when asleep called the Night Journey. He was taken to Jerusalem and ascended to heaven where he met the prophets. Here he was told that Muslims should pray 5 times a day.Holy books1.The Qur’an is the direct word of God, which was revealed to Muhammad over a period of around 22 years.2.Contains the foundation of every believer’s faith.3.Is most sacred of all the holy books.4.The Qur’an is infallible (without error and non-changing).5.Other holy books have been revealed by God. Some Muslims believe these books have been lost, whilst others believe they can be found in the Bible, although the original text has been corrupted so does not have the same authority as the Qur’an.6.Other holy books are: Torah (revealed to Moses), Psalms (revealed to David), Gospel (revealed to Jesus) and the scrolls of Ibrahim (no longer in existence).

PRE

PEACE AND CONFLICT REVISION:Peace1.Peace is defined as the absence of war.2.Both Muslims and Christians desire peace and believe there will be a time when peace will be restored.3.Justice is bringing about what’s right or fair, or making up for a wrong that has been committed.4.Forgiveness is defined as showing grace and mercy and pardoning someone for what they have done wrong.5.Christians and Muslims believe that forgiveness is important for living peacefully.6.Christians and Muslims believe that wrongs should be righted (justice) but once that’s happened forgiveness should follow.7.Reconciliation is Restoring relationships after conflict or a disagreement.8.Pacifism is where people who refuse to fight in war that all violence is wrong. This includes self-defence.9.Christian pacifists believe that peace is needed. It is not just an absence of conflict but a sense of well-being and security. They believe to follow non-violence is to follow the way of Jesus.10.It is difficult for Muslims to call themselves pacifists because of the duty of Jihad. In most circumstances Muslims share principles of pacifism, and sympathise with the cause of pacifists.

Violence1.Christians do not promote violence. Christian teachings generally say that violence should be avoided if possible.2.Sometimes Christians understand that violence is needed in order to stand up for injustices.3.Muslims believe that fighting and violence is only allowed in self-defence.4.Terrorism is a serious form of violence. Where an individual or group who share certain beliefs use violence or threat to further their cause.5.Terrorists believe that killing innocent people will make the rest of the population more aware of their cause and the authorities will give in to their demands.6.No religious tradition promotes terrorism, so you will never answer a question on why it is acceptable.7.Most Christians believe terrorist acts are wrong. Victims are usually innocent people and it is wrong to kill innocent people.8.Christians would also say that only God has the right to take away life, and terrorism goes against this.9.Muslims believe terrorist attacks are wrong and they go against the wishes of God. Victims are usually innocent people and it is wrong to kill innocent people.10.There is no justification for terrorist attacks in the teachings of Islam.11.Nuclear weapons are a type of weapon of mass destruction which can harm large amounts of people.12.Some Christians believe that they shouldn’t be used because they can kill thousands of innocent people, whilst others believe countries can have them as a form of self-defense and deterrence.13.Muslims disagree with weapons of mass destruction because they believe life is sacred and using weapons which could kill millions of people and destroy the earth goes against the teachings of Islam.

War1.There are three main causes of war: greed (to gain or regain lost territory and control valuable resources), retaliation (actively attacking a country which has attacked yours) and self-defence (defending your country with the use of force).2.Christians believe that only self-defence is a good cause to go to war. They warn against being greedy and follow the teachings of Jesus to reconcile with people rather than retaliate.3.Islam teaches that war in self-defence is acceptable. War out of greed is never acceptable. Retaliation is acceptable, as long as it is measured, although they will be rewarded greater by God if they choose not to.4.A just war is a war fought using certain criteria to make sure it is fair.5.Christians and Muslims both believe in a form of ‘just war’ and they have some similar criteria: must be fought for the right cause, must be started by the right authority (government etc.), must be a last resort.6.Muslims sometimes have a duty to fight in war because of the belief of lesser Jihad (the struggle to defend the religion of Islam).7.Both Christians and Muslims believe in holy war. This is a war fought to defend the religion or for God. Both religions believe that this should be started by a religious leader with great authority and must be fought for God and not another leader.8.Many Christians believe now that disputes should be settled without resorting to war. So whilst they will defend their religion they will try to do it peacefully.9.Muslims believe that holy war is acceptable when the religion is under threat due to the belief of lesser Jihad. Muslims must not use the holy war and Jihad to force people to convert to Islam.10.Many religions believe that you should help the victims of war after it has ended. Both Christians and Muslims will help victims of war because it says to help others in their teachings.11.Christians support the charities Caritas and Christian Aid which support victims of war by giving them emergency food and shelter, helping them to rebuild the society and give them legal aid if they need it.12.Muslims support the charities Muslim Aid and Islamic relief, who distribute resources to those who need it, support orphans by giving them shelter, education and healthcare and give spiritual support to those affected.

Psychology

Key Theories

Key StudiesPaper 1: PerceptionSpecialist Vocabulary

Retinal disparityvisual constanciesVisual cuesAmbiguityFictionMisinterpreted depth cuesSize constancyVisual illusionsConstructivist theoryInferenceNurture EmotionMotivation

• Gilchrist & Nesberg’s study on motivation

• Bruner & Minturn’s study on perceptual set

PerceptionSensationBinocular depth cuesMonocular depth cuesHeight in planeLinear perspectiveOcclusionRelative size Direct theoryMotion parallaxNaturePerceptual setCultureExpectation

Psychology

Key Theories

Key StudiesPaper 2: SocialSpecialist Vocabulary

DisplacementAdornoBystander behaviourPro-social behaviourAnti-social behaviourCollective behaviourCrowd behaviorDeindividuation Social loafing Morality

• Asch’s study of conformity

• Piliavin’s subway study on bystander behaviour

ConformityDispositional factorsSocial factorsLocus of controlObedienceAgency theoryAgentic stateAutonomous stateAuthority CultureAuthoritarian personalityCognitive style

Cache Child care and development

Unit 1

The importance of meeting children’s individual needs.- equal rights and every child has a right to its needs being met, to give the best start in life, it’s a statutory requirement(eyfs 2014) and it personalises and enriches learning the childslearning Early intervention – observe and plan for all childrens difficulties so they

progress Diversity – account for age/gender/race /ability/ needs in planning so children

are engaged Inclusive practice- include all children in planning/assessment Treating children fairly and in line with current diversity and inclusive practice Reflection on the Early Years Foundation Stage. –check your knowledge is up

to date and you are meeting the guidelines

Inclusive Practice and meeting childrens needs

Research one of the topics below and make a resource.1. How can you help a child who struggles to mix with other children at the nursery2. Plan and design an activity that meets the needs of ALL children in the nursery3. How might child development be affected if attention to diversity and inclusion is NOT in place?4. What is the Early Years Foundation Stage?

Childs NeedsMedical needsSpecial educational needs (SEND)Family needs, Behavioural needsFinancial needsEnvironmental/externalissues that are

affecting the child.Physical needsIntellectual needsLanguage needsEmotional needsSocial needs

Cache Child care and development

Unit 2

Routines and activities to safeguard the well-being of children.Sleep and rest- improves concentration and listening/ growth hormone produced and body repairs cells when asleep – Important as they learn how to self settlePhysical activity – Improves gross and fine motor skills and strong bone and muscle development. Important for coordination appetite and confidence. Learn to take risks & playBalanced diet- so child is not over/underweight. Must drink water. Important for physical and social development. How? Prevents illness, gives energy for growth & development learn how to feed themselves and socialiseSuitable clothing – think of the weather! Sun – Keep cool– sun hats/lose clothing that covers body. Rain/Snow-Keep warm - wellies, thick coat with hood, change of clothes, gloves. Correct fitting shoes. Clothes washed regularly e.g. urine /poo/food need to be removed to stop infections. Clothes must be the right size. Why? . Important to learn how to dress themselves.Personal hygiene- minimise cross infection e.g. spread of disease by sending children home/ hand sanitizer/ emptying bins with tissues/infection control – handwashing, teeth cleaning, hair washing, good skin care, sun creams and sun hats. Important to learn to be independentSafe environment- cleaning up, food hygiene, checking outdoors for dangers (litter, glass, animal droppings), home time- handed over to parent/carer. Important to learn how to move safely, tidy up and danger aware

Routines

Research one of the topics below and make a resource.1. How to dress a child for rain and snow. Explain your choices.2. How to dress a child for a hot summers' sports day. Explain your choices3. Explain what is a good and poor diet for a child. Explain your choices of food4. Make a poster promoting good hygiene in a nursery setting

Science

Set A Set B

Science

Science

Set A Set B

Science

Set A Set B

Science

Set BSet A

Sociology

Education

Material deprivationLabellingSettingStreamingMixed abilitySubculturesHidden curriculum Cultural deprivationSpeech patternsInstitutional racismEthnocentric curriculumSocialisation

Specialist Vocabulary

Paper 1Topic 3: Educational Achievement

Ethnicity and Achievement

The Evidence

Statistics show that:

Indian and Chinese pupils achieve the highest results at GCSE.

Working class white boys, black students and Roma Gypsy students achieve the worst results at GCSE.

External Factors Internal Factors

Material deprivationCultural deprivationParents supportLanguage

RacismFormal and hidden curriculumLabellingSubcultures

There are a number of reasons for the ethnic differences in educational achievement:

Gender and Achievement and Subject Choice

The Evidence

Statistics show that:

Do better than boys in language and literacy Outperform boys at GCSE Are more likely to get three A level passes and achieve higher

results than boys Are more likely to achieve top degree classifications. Compared

to girls:

At A level boys take more practical subjects (maths, physics, computing, business) and are more likely to pick two science A levels).

External Factors for achievement and subject choice

Internal Factors for achievement and subject choice

Legal reformsChanging expectationsSocialisation and gender rolesWider society

Hidden curriculumLabellingSubculturesGender stereotyping in text booksStereotyping by the teacherPeer pressure

There are a number of reasons for the gender differences in educational achievement and subject choice:

Sociology

Education

Tripartite systemMarketisationVocationalismFree schoolsTechnical; schoolsAcademies

Specialist Vocabulary

Paper 1Topic 4: Educational Policies

The 1988 Education Act

This Act brought with it many changes in education:• Introduction of the National Curriculum• League tables• Ofsted• Schools started to manage their own finances• Increased parental choice• Vocational education

Policy Description

1870 Education Act Aimed to provide education for everyone

1918 Education Act The age of compulsory education was

raised to 14 years.

1944 Butler Act The age of compulsory education was

raised to 15 years.

The Act introduced the Tripartite system

whereby three types of schools were

introduced to suit different types of

students.

1965 The Comprehensive System Comprehensive schools were introduced.

Policies before 1979

Policies between 1979 and 1997

You have to know how all of these polices affect different social groups!


• Educational Maintenance Allowance

• University tuition fees• Pupil Premium• Free school meals• Changes in the A level and GCSE

system• New types of schools

Academies Childcare Sure Start University tuition fees Educational Maintenance

Allowance


Sociology

Education Paper 1Topic 4: Educational Policies

KEY STUDY: Gewirtz (1994) – Market forces, parental choice and competition between schools

This research looked at 15 schools in 3 Local Authorities next to each other and focused on the effects that parental choice and competition between schools was having on the education system and whether it was created more inequality.

Gewirtz found that the publication of league tables led schools to focus on more academically able students who could boost the school’s position in the league tables. Some schools reintroduced streaming and setting in order to focus resources on students who were more likely to me successful in exams. Students were seen as ‘commodities’ by some schools; they could do something for the school rather than the school doing something for them. Less able students were neglected and this also applied to those with special educational needs.

Marketisation policies had made education less equal and schools were now more concerned with selecting the gifted and advantaged than helping the disadvantaged.

Spanish

Vocabulario

Use the hand-outs that have been stuck in your Writing booklet & access Quizlet when practising for Low Stake quizzes and Formal

Quizzes.

Active Learn


1

2

3

4

Active Learn


1

2

3

4

Your teacher will set homework on:-Translations- Photo based

- 40 words, 90 words, 150 words- Literary texts

- DIRT

WritingSpeaking

Your teacher will set homework on:- Role Play

- Photo card- General Conversation

- DIRT

Deadlines set by your class teacher

Spanish

Low stake quiz DIRT Low stake quiz: Recall DIRT What do I need to keep working on?

Sigue todo recto

Gira a la derecha / izquierda

Pasa los semáforos

Coge el autobús

al lado del museo / enfrente de...

entre el desierto y la sierra

lleno/a de bosques / selvas

unos impresionantespaisajes naturales

mi ciudad natal / mi lugar favorito

una región muyhúmeda

hacer un recorridoen autobús

disfrutar de las vistas / del ambiente

estar mucho tiempoal aire libre

aprovechar el buentiempo

practicar deportesacuáticos

alquilar bolas de agua

practicar senderismoy ciclismo

¿Cuánto cuesta una entrada?

Subiremos al teleférico

Pasaremos entre las nubes

Documents

Year 10 Homework Booklet - The Carlton Academy · of An Inspector Calls, Poetry and Language Paper 1 using the resources you have created previously. Test your knowledge of An Inspector