Year – 11 Subject – Creative Crafts – Home Decoration

Keyword Meaning

Explore Travel through (an unfamiliar area) in order to learn about it. Play

Create Make, bring (something) into existence

Present To display your work to the highest quality using tools and materials available

Feedback Information about reactions to a product, a person's performance of a task, etc. which is used as a basis for improvement

Developed To add/ change/ modify an idea.

Upcycle reuse (discarded objects or material) in such a way as to create a product of higher quality or value than the original.

Sustainable Designing and making considering the environment

smooth Paint rough

Cut draw straight

hole shape flat

stick curve quality

Inspiration

Equipment

Outcomes

Annotations GuidelinesMaterials

Wood - MDF Wood -Plywood

Wood -Dowel

Plastic -Acrylic

Plastic -Foamex

Clay

Mod roc Styrofoam

Year – 11 Subject – Creative Crafts – Home Decoration 2

Properties

FinishingTechniques

Health and Safety

Finger joint PVA GlueGlue Gun

Construction

Panel pinsScrews

KS4 Subject – Introduction to Performing Arts

Arena Theatre

Outdoors Circus

Bandstand School

studio Town hall

Types of performance Performance Venues

❖ Pantomime ❖ Opera ❖ Play❖ Musical❖ Ballet ❖ Concert❖ Variety show

Punctuality, confidence, flexibility, time-keeping, positivity, teamwork, work ethic

Performance roles

❖ Actor ❖ Dancer❖ Singer❖ Band

❖ Comedian❖ Magician ❖ Acrobat❖ Clown

Non-performance roles

Creative roles: o Directoro Conductoro Musical

directoro Set designer

Front of house roles: o Box office assistanto Front of house

attendanto Box office mangero Catering assistanto Security guardo cleanerAdministrative

roles: o Marketing

managero Publicity

officero Finance

director

Backstage roles: o Stage managero Follow spot conductoro Lighting techniciano Sound technician o Props organiser

Direction, choreography, front of house sale, arranging music, collecting tickets, managing the budget, setting up equipment

KS4 Subject – Taking part in a performance

Qualities, skills and responsibilities

Performance roles

❖ Actor ❖ Dancer❖ Singer❖ Band

❖ Comedian❖ Magician ❖ Acrobat❖ Clown

Production roles

o Directoro Conductoro Musical directoro Set designer o Prop designer o Costume

designer

✓ Punctuality ✓ Teamwork✓ Listening to each other✓ Respecting each other✓ Learning your lines✓ Giving feedback✓ Staying positive ✓ Helping each other

✓ Rehearsing your role✓ Working together✓ Performing your role

Outcomes

Focus and commitment

Focus: o Waiting for cueso Staying in roleo Awareness of other

actors o Awareness of

audienceo Projecting your voiceo Becoming your

character

Commitment:o Cooperationo Supporting otherso Listening to feedbacko Providing feedbacko Taking turnso Staying positive o Working hard

KS4 Subject – Taking part in a performance

Devising: To plan and create a performance

based on a given stimulus (picture, song, word).

Vocal skills

Movement skills

❖ Control ❖ Weight❖ Focus❖ Coordination❖ Spatial

awareness

Theatre styles

Abstract: Represents ideas or feelings through movement and sound.

Practioner: Artuad

Naturalistic:Reflects real life using props, costume and set design that represents the era.

Practioner: Stanislavski

Pitch Pace Tone

Intonation Accent Volume

Breath Projection Articulation

Theatre in Education:Theatre created to educate an audience on a social issue. For example alcohol.

Practitioner: Augusto Boal

Physical theatre: Theatre created using a series of movements and gestures. Usually used to create feelings, emotions or objects.

Practitioner: DV8

✓ Use acting skills ✓ Develop a character

✓ Demonstrate employability skills✓ Apply acting skills in a performance

Year- Post 16/10 Subject- PhotographyTopic/Concept- Develop and adapt photographic ideas.

Key Word Definition

Develop To improve an idea through changes and adaptations.

Adapt To change something that will effect the end result.

Composition The way that the photo is created and how it tells a story

Leading lines Composition that uses lines to lead the viewer to the subject.

Rule of thirds A type of composition where the photo is divided into thirds.

Depth of field The distance between the nearest and furthest object to give focus.

Creativity The use of imagination.

Photoshop Editing software that allows you to adapt and develop photos.

Perspective Perspective is how you see something, you have to remember that not everyone will view something the same as you.

Develop and adapt photographic ideas.

Photos aren’t always perfect first time. It takes time and preparation to create something, just like anything in life. Adjustments will have to be made which will help develop the photo into the final image. For example, you can adjust;• Colour• Size• Orientation• Location• Brightness• Composition• Perspective

You can even develop your photos by adding objects/subjects in photoshop or in post production. All these developments start with an idea, are helped along by imagination and finalised with persistence.

Year – KS4 Subject - English Paper 1 – Explorations in Creative Reading and Writing

What is Paper 1?Paper 1 focuses on fiction. In Section A (Reading) you will be given one fiction extract, usually taken from a novel or short story. Section B (Writing) asks you to produce your own piece of descriptive or narrative writing, based on an image. Assessment objectives:AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4: Evaluate texts critically and support this with appropriate textual references.AO5:Communicate clearly, effectively and imaginatively for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6:Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Key VocabularyLanguage: Word class (verb, noun, adjective etc.), language techniques (simile, alliteration etc.), connotations (what we link with a particular word), the effect of a word on the meaning of the text.Structure: The way a piece of writing is organised. For example, the way it begins and ends, the perspective (who is telling the story) and the types of sentences used.

Top Tips!• Read each question carefully. For Questions 1

and 2, pay attention to which part of the extract you’re asked to look at.

• For Questions 2, 3 and 4, use Point Evidence Explain paragraphs in your answer. You must use quotes from the extract.

• Spend five minutes planning your response to Section B. Think about the language techniques you want to include in your piece of writing (turn over for ideas) and how you want to structure/order it.

• Keep an eye on the time! Section A and Section B are each worth 40 marks, so you’ll want to spend an equal amount of time for each part. Remember that some questions are worth more marks than others (Q4 = 20 marks), so you will want to spend more time on this than Q1.

Section A Questions1. Read again the first part of the source, from lines _ to _.

List FOUR things about ________ from this part of the source. (4 marks) AO12. Look in detail at this extract, from lines _ to _ of the source. How does the writer use language here to __________________? You could include the writer’s choice of: • words and phrases • language features and techniques • sentence forms. (8 marks) AO23. You now need to think about the WHOLE of the source. How has the writer structured the text to interest you as a reader? (8 marks) AO24. Focus this part of your answer on the second part of the source, from line 48 to the end. A student said, ‘_____________________________.’To what extent do you agree? (20 marks) AO4

Language Terminology/Techniques

Noun: ‘naming’ word e.g. school, cat, Mansfield

Adjective: ‘describing’ word e.g. interesting, fluffy, inhabited

Verb: ‘doing’ word e.g. writing, eating, thinking

Adverb: Describes how a verb is being done e.g. quickly, carefully

Metaphor: Comparing one thing to another.

Simile: Comparing two things with ‘like’ or ‘as’.

Repetition: Using the same word or phrase more than once in the same part of the text.

Juxtaposition: Contrasting two opposite ideas. E.g. Fair is foul and foul is fair

Imagery: Using language to create a vivid image/picture in the reader’s/audience’s mind.

Personification: Making something ‘non-human’ – such as an object, or the weather – sound human.

Rhetorical question: A question that doesn’t need an answer, used to make the reader think about something.

Year – KS4 Subject - English Paper 2 – Writers’ Viewpoints and Perspectives

Structure

Narrative order: the order of events. What can you say about the beginning, middle and end of the text? Is it chronological (the time order

the events actually took place) or are there flashbacks?

Paragraphs: Look at the topic of each paragraph. Are there any sudden changes or does it flow smoothly?

Perspective: Who is ‘telling the story’? Is it written in first person (I, my) or third person (he, she, they)? Why do you think the writer has

done this?

Sentence forms: simple, compound and complex.

Year – KS4 Subject - English Paper 2 – Writers’ Viewpoints and Perspectives

What is Paper 2?Paper 2 focuses on non-fiction. In Section A (Reading) you will be given two non-fiction texts published in the 19th, 20th and 21st centuries. Both will be based on the same topic to allow you to compare them, and they show features of a variety of genres. Section B (Writing) asks you to give your own viewpoint on the topic and gives you an opening statement to do this. For example: “Homework has no value. Some students get it done for them; some don’t do it at all. Students should be relaxing in their free time.” You could then be asked to write an article explaining your view.Assessment objectives:AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO3: Compare writers’ ideas and perspectives and how they are conveyed. AO5:Communicate clearly, effectively and imaginatively for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6:Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Key VocabularyBroadsheet (article): A newspaper that uses formal language and is thought of as more serious or ‘business like’. It will have longer, complex sentences and more advanced vocbulary.Compare: Look for and explore the similarities and/or differences.Convey: Show/ express an idea.Explain: Give additional, more detailed information, with supporting evidence behind your idea.Language: Word class (verb, noun, adjective etc.), language techniques (simile, alliteration etc.), connotations (what we link with a particular word), the effect of a word on the meaning of the text.Perspective: Viewpoint/ opinion.Summary: A brief account of the main points of something.

Writing to…Inform: Formal style of writing intending to provide information on a specific topic, often news.Persuade: Writing intending to persuade the reader to do something or change their way of thinking about a topic/idea. Describe: Detailed writing found in both fiction and non-fiction texts, often using a range of language techniques.Instruct: Writing that instructs or advises the reader to do something – such as in a recipe –using imperative verbs.

Section A Questions1. Read again the first part of Source A from lines _ to _.

Choose four statements below which are TRUE. (4 marks) AO12. You need to refer to Source A and Source B for this question.

Both sources describe... Use details from both sources to write a summary of… (8 marks) AO1

3. You now need to refer only to Source B from lines _ to _. How does the writer use language to… (12 marks) AO2

4.For this question, you need to refer to the whole of Source A, together with the whole of Source B.Compare how the writers convey similar/different perspectives on… (16 marks) AO3

Language Terminology/Techniques

Noun: ‘naming’ word e.g. school, cat, Mansfield

Adjective: ‘describing’ word e.g. interesting, fluffy, inhabited

Verb: ‘doing’ word e.g. writing, eating, thinking

Adverb: Describes how a verb is being done e.g. quickly, carefully

Connectives: ‘Linking’ words e.g. similarly, furthermore, however, therefore

Metaphor: Comparing one thing to another.

Simile: Comparing two things with ‘like’ or ‘as’.

Repetition: Using the same word or phrase more than once in the same part of the text.

Juxtaposition: Contrasting two opposite ideas. E.g. Fair is foul and foul is fair

Imagery: Using language to create a vivid image/picture in the reader’s/audience’s mind.

Direct address: Using second person pronouns (‘you’, ‘your’) to make the reader feel they’re being spoken to.

Hyperbole: Exaggeration.

Year – KS4 Subject - English Paper 2 – Writers’ Viewpoints and Perspectives

Forms of Writing

Blog: An ‘online diary’. They can be diaries or records for things such as cooking, travelling, book or film reviewing, or makeup/fashion. They

are usually quite personal – using first-person (‘I’, ‘my’), entertaining, and use informal, chatty language.

Feature article: these explore topics in more depth and detail, are more opinionated and less formal than a news article.

Letter (‘open letter’): Addressed to the public or a specific person, such as a politician, often used to protest about something using formal

language.

Review: A piece of writing giving the writer’s opinion of something (usually a film or book). They will inform, describe, entertain, analyse

and advise.

Year - 10 Subject – English Topic/Concept – Poetry

Introduction to Poetry This topic will introduce you to different forms and types of poetry, with a focus on poems representing war and/or conflict. We’ll be considering the whole school concept of ‘explorers’ as we read, through our own exploration of different historical and cultural events and experiences. These poems emphasise the impact of war and/or conflict in its different forms, and how it shapes our identities and sense of self.

Key Themes ConflictCultureEmigrationIdentityLanguageWar

Key VocabularyEnjambmentExtended metaphorImageryMetaphorPhonetic spellingRhymeRhythm RepresentationStanzaStructure and formTheme

Poems:‘Storm on the Island’: by Seamus Heaney. This poem is a dramatic monologue from the perspective of an villager on a remote island, probably in the Irish Atlantic, about the storms his community face and their effects.

‘Kamikaze’: by Beatrice Garland. This narrative poem tells the story of a Kamikaze pilot who abandons his mission, only to return home and be shunned by his family for his disservice.

‘Remains’: by Simon Armitage. This poem describes how a soldier opens fire on looters in a war zone, killing them both. It explores the effects of guilt and trauma during and after war.

‘The Emigree’: by Carol Rumens. A displaced person pictures the country and the city where he or she was born. Neither the city nor the country is ever named and this lack of specific detail seems intentional.

‘Exposure’: by Wilfred Owen. This poem explores the misery of WW1 soldiers waiting in the trenches at night time. Whilst there is no fighting, the poem enables us to understand the terrifying experience of waiting in the dark unknown, as the soldiers are ‘exposed’ to danger and the elements (the cold nights).

Year - 10 Subject - English Topic/Concept - Poetry

Language Techniques

Emotive language: language that conveys a particular emotion and/or has an emotional impact on the reader.

Extended metaphor: One metaphor throughout the whole poem.

Imagery: Using language to create a vivid image/picture in the reader’s mind.

Juxtaposition: Contrasting two opposite ideas.

Metaphor: Comparing one thing to another.

Phonetic spelling: Whereby a word is spelt as it sounds when spoken.

Repetition: Using the same word or phrase more than once in the poem for emphasis.

Semantic field: Words linked by topic or theme e.g. tanks, death belong to the semantic field of ‘war’.

Simile: Comparing two things with ‘like’ or ‘as’.

Structure

Couplet: Two lines together, linked in some way, usually rhyming.

Dramatic monologue: A ‘speech’ given by a character or narrator, often telling a story whilst revealing feelings and certain parts of their

personality.

Enjambment: Where a sentence runs onto the following line.

Narrative poem: A poem that ‘tells a story’, often using free verse or enjambment, and features of a story such as setting, characters, plot

Rhyme scheme: The pattern of rhyme at the end of each line e.g. where every other line rhymes, the scheme is abab

Rhythm: The ‘beat’ of the poem.

Stanza: A ‘paragraph’ or group of lines within a poem.

Theme: The overall topic or idea of a poem e.g. love, nature, identity