Galleries of Justice - Bluecoat Beechdale Academy

Galleries of Justice

Year 10

Spring 2 Knowledge Organiser

The Galleries of Justice is a museum of Crime and Punishment and is housed in the old Nottingham Shire Hall. The Galleries stands on a site dating back to 600AD and is the base for Nottingham's original Saxon settlement. From the 17th Century there is a reasonable amount of documentation relating to the building and the need for it to be rebuilt. In 1724 one of the courtroom floors collapsed while the shocked judge watch as the solicitors, jury, public and the accused all went crashing into the cellars.

The Hall was re-built between 1769 - 1772. The architect was James Gandon from London and cost about £2,500 (£296,887 as of 2010). The builder was James Pickford of Derby. The inscription on the top of the building reads: This County Hall was erected in the year MDCCLXX and in the tenth year of the reign of His Majesty George Ill. The building was fronted by an iron palisade to help control unruly crowds on the occasion of a public hanging.

In the 19th Century additional wings were added, somewhere between 1820 and 1840. The judges retiring room, barristers robing room and the office for a clerk were added in 1844. A new grand jury room was added in 1859 and in 1876 major improvements were made, but within weeks a fire broke out and nearly destroyed the completed work. The courts were largely rebuilt between 1876 and 1879, the Victorians also closed the jail in 1878 due to appalling conditions and it lay empty until 1995. However the courts remained in use until 1991 when the new Nottingham Crown Court was constructed in Nottingham.

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Subject: Art and Design

Subject: Business

Subject: Citizenship

Subject: Computer Science

Subject: Construction

Subject: Design Technology

Subject DIT

Subject: Drama

Subject: Geography

Subject: Hair and Beauty

Subject: Health and Social Care

Subject: History

Subject: Hospitality and Catering

Subject: Music

Subject: Spanish

Subject: Sport

Notes

Equipment List

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Contents

Timetable

Reading Log

Subject: English

Subject: Maths

Subject: Biology

Subject: Chemistry

Subject: Physics

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Timetable Belong to BBA

Year 10 Monday Tuesday Wednesday Thursday Friday

w/b 21st Feb

Maths

Option 1 Spanish/History/

Geography

Option 2 Sport / Citizenship

Science English Literature English Literature

w/b 28th Feb

Maths


Geography



w/b 7th Mar

Maths


Geography



w/b 14th Mar

Maths


Geography



w/b 7th Feb

Maths


Geography



w/b 28th Mar

Maths

Option 1

Option 2 Sport / Citizenship Spanish/History/

Geography Science English Literature English Literature

ALL WEEKS

20 mins reading of your own

book

(record on Reading Log)


book



book



book



book


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Reading Log

Monday Tuesday Wednesday Thursday Friday

W/b 21st Feb

Read:

For: _________ minutes

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W/b 28th Feb

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W/b 7th March

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W/b 14th March

Read:


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W/b 21st March

Read:


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W/b 28th March

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Section 1: Key Vocabulary

Tier 3 vocabulary Definition

Metaphor An imaginative way of describing

something by referring to some-

thing else which is the same in a

particular way.

Repetition Something that is said or referred

to more than once.

Semantic field of... Lots of words that share a similar

meaning or connotation.

Enjambment When the line of the poem runs

over to the next line.

Modal verbs Verbs that show commitment, for

example : should, would, could,

might, may...

Imperative verbs Command verbs such as: stop,

get, sit up, hold...

Imagery Any description which creates a

picture in your mind, often this

might be metaphors or similes.


Expose When something is revealed

Criticise To express disapproval

Condemn To argue against

Oppressed Disregarded

Injustice When something isn’t fair

Futility Pointlessness

Section 3: Possible exam/CAF-style questions

Means…

Suggests…

Perhaps….

Section 2: Key Fact/Methods/Processes/Questions

Subject: English Topic: Power and Conflict Poetry Year: 10 Term: Spring 2

How to make poetry revision cards…

Start by unpicking the title of the poem and exploring its

meaning and connotations.

On the back of the card you might want to summarise the

narrative of the poem in your own words. You might also

want to think about key themes.

On the

The poem describes a walk through London, which is pre-

sented as a pained, oppressive, and impoverished city in

which all the speaker can find is misery. It places particular

emphasis on the sounds of London, with cries coming from

men, women, and children throughout the poem.

KEY THEMES:

SUFFERING POVERTY ...

How do I structure an unseen poetry response?

You will need a brief three sentence introduction using the key

word of the question.

You will need to pick THREE things you might be able to talk

about. For each of these things write down THREE things you

could say about them.

UNSEEN POEM PRACTICE:

‘The Truth about Monsters’ by Nikita Gill

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Year 10 Subject English Power and Conflict Poetry

w/b 21st Feb Create a spider diagram for the words: ‘Power’ and ‘Conflict’ what are the connotations of each word? What do they mean

in relation to the world we live in? How do each of these things manifest in society? Which poems link to which theme?

w/b 28th Feb Using the advice in section 3: have a look at the unseen poem ‘The Truth about Monsters’. Can you find three things to

talk about in relation to the question: How does the poet use language to present ‘Monsters’? Annotate the poem!

w/b 7th March

Using your planning from last week, can you write up your response.

Remember for each quotation can you zoom in on a key word, tell me what it means, what it suggests and what it might

imply...

w/b 14th March Out of the poems you’ve studied so far, which one highlights the theme of ‘injustice’? Can you summarise your thoughts

and use quotations to support your answer?

w/b 21st March Using the guidance in section 2: can you create revision cards for each of the poems you’ve studied so far?

w/b 28th March Pick one of the poems you’ve enjoyed studying and pick out one of the images from that poem, can you create a 200 word

description using descriptive techniques to describe the scene?

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Belong to BBA Section 1: Key Vocabulary


Angle The amount of turn.

Pie Chart A type of circular graph that helps

you compare the proportion of

quantities compared to each other.

Bar chart A simple chart where you can

compare different categories. Bar

charts show only quantitative data.

Frequency How many were recorded.

Quantitative Data Where you count objects or

categories. e.g. colour of car or

favourite food

Qualitative Data Where you measure results.

eg. height or test scores.

Discrete Data data that can only be certain values.

e.g. shoe size.

(you can’t have size 3.4 feet.)

Continuous data Data that can take any value in a

given range. e.g. height.

Average The three types of averages are the

mean, the median and the mode.

They can all be used as representative

values some of the time.

Mean What the answer would be if all

values were shared out equally

Median The middle value when the results

are placed in order

Mode The most common value or result

Range The smallest value subtracted from

the largest value

Representative

Value

A value that is appropriate to be used

to represent a large group of people.

Averages are used as representative

values.


Consistent The same answer or close to the

same over and over again


1. Shown below are 5 cards, arranged in order from

smallest to largest.

The range of the cards is 4.

The median of the cards is 8.

The mean of the cards is 7.

Work out the 4 missing numbers.

2. Here is a list of laptop prices sold by Laptops ‘R Us:

£350, £270, £400, £1850, £330.

For the data, calculate:

a) The mean

b) The median

Should the company use the mean or the median price to

advertise their laptops on the television? Explain your

answer

3. The pie chart shows how a group of students travel to

school.

a) What is the most common method of travel?

b) What is the least common method of travel

c) What fraction of students caught the bus?

d) What fraction of students walked?

There are 36 students in the group.

e) How many students caught the bus?

f) How many students walked?

Subject: Year 10 Foundation Maths

How do you calculate the mode of 4, 6, 3, 7, 9, 4, 5, 6, 5, 4?

You calculate the mode by counting which number appears the most. The mode is 4 because there are three of them.

How do you calculate the me-dian of 11, 18, 23, 15, 9?

The median is the middle number when the numbers are in size order. 9,11,15,18,23 The median is 15.

How do you calculate the mean of 16, 7, 8, 11, 18?

Find the total and divide that into equal amounts. 16 + 7 + 8 + 11 +1 8 = 60 5 numbers 60 ÷ 5 = 12 The mean is 12.

How do you calculate the range of 11, 18, 23, 15, 9?

Largest value = 23 Smallest value = 9 Range = 23—9 = 14

What does a good bar chart look like?

Quantitative data

Gaps between the bars

All bars are the same width

All gaps are the same width

The first bar does not touch the y-axis

The y-axis starts at 0

What does a frequency Dia-gram look like?

Qualitative data

No gaps between the bars

All bars the same width

The first bar can touch the y-axis

The y-axis starts at 0


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Year 10 Foundation Maths

w/b 21st February

Find the mean of the following sets of values.

Hegarty Maths Video Numbers: …..

a)6, 6, 6, 6 b) 6, 7, 5, 6 c)12, 0, 0, 12 d) 4, 5, 7, 8 What is the same? What is different?

w/b 28th February Work out an estimate of the mean for this frequency table Hegarty Maths Video Numbers: …..

w/b 7th March

The length of nine caterpillars are listed below

9cm, 4cm, 8cm, 10cm, 7cm, 5cm, 13cm, 10cm, 6cm

a)Find the mode b)Find the median c)Find the mean d)Find the range

Hegarty Maths Video Numbers: …..

w/b 14th March

n a survey, people were asked to indicate their favourite pet.

The information is given in the table .Display the information in a pie chart Hegarty Maths Video Numbers: ….

w/b 21st March

This pie chart shows 40 children’s favourite lessons. A) How many children’s favourite lesson is UCT? B) How many children’s favourite lesson is Games? C) How many children’s favourite lesson Literacy? Hegarty Maths Video Numbers: …..

w/b 28th March

A small garage records the number of car sales over the last 10 years. Draw a time series graph. Hegarty Maths Video Numbers:…

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Central nervous system

Made up of the brain and spinal cord where information is pro-cessed.

Effectors Areas (usually muscles or glands) that bring about responses in the body.

Homeostasis The regulation of the internal conditions of a cell or organism to maintain optimum conditions for function, in response to internal and external changes.

Motor neurone Carry impulses from the central nervous system to the effector organs.

Hormones Chemical messengers produced in glands, travels in the blood

Neurones Basic cell of the nervous system which carries minute electrical im-pulses around the body

Ovulation The release of a mature egg (ovum) from the ovary in the middle of the menstrual cycle

Receptors Special sensory cell that detects changes in the internal or external environment.

Reflexes Rapid automatic response of the nervous system that does not in-volve conscious thought.

Sensory neurone Neurone which carries impulses from the sensory organs to the central nervous system.


Stimuli A change in the internal or external environment that is detected by sensory receptors.


The diagram shows a reflex arc that moves the arm if the

hand touches something hot.

a) Which letter shows the receptor?

b) Which letter shows the effector?

c) Which letter shows the sensory neurone?

d) Which letter shows the synapse?

2) Two students investigated the effect of caffeine concen-

tration on reaction time.

This is the method uses.

Student A drinks a cup of coffee.

Student B holds a ruler above Student A’s hand.

Student B drops the ruler.

Student A catches the ruler as quickly as she can.

The distance the ruler falls is recorded.

Suggest how this method could be improved to produce

valid results. (6 marks)

Biology: AQA Biology Chapter 5: Homeostasis and Response Year 10 Term: Spring Term 2


These are the steps in the reflex arc : 1) A receptor in the skin detects a stimulus (the change in

temperature). 2) Sensory neurones send electrical impulses to the relay

neurones which are located in the spinal cord. They connect sensory neurones with the motor neurones.

3) Motor neurones send electrical impulses to an effector. 4) The effector produces a response (muscle contracts to

move the hand away). Synapse—the gap between two neurones. Chemical trans-mitters cross the synapse. RPA Reaction Times with Caffeine 1) Student A drinks 40cm3 decaffeinated coffee (as a blind

trial). 2) Waits 10 minutes. 3) Student B holds ruler vertically with 0cm mark between the

thumb and first finger. 4) Student B drops the ruler. 5) Student A catches the ruler as quickly as they can. 6) The distance the ruler falls is recorded. 7) Repeat two more times and calculate a mean. 8) Repeat 3 times with the same student with 40cm3 of differ-

ent concentrations of caffeine 9) Calculate the mean 10)Repeat the experiment with more students.

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Alkane Saturated hydrocarbon with the

general formula CnH2n+2, for exam-

ple, methane, ethane and

propane. Alkene Unsaturated hydrocarbon with

the general formula CnH2n, for

example, ethene, C2H4.

Cracking The reaction used in the oil

industry to break down large

hydrocarbons into smaller, more

useful ones .

Fractional

distillation

A way to separate liquids from a

mixture of liquids by boiling off

the substances at different tem-

peratures, then condensing and

collecting the liquids.

Fraction Hydrocarbons with similar boiling

points separated from crude oil.

Combustion When a fuel burns in sufficient

oxygen, producing carbon dioxide

and water.

Incomplete

combustion

When a fuel burns in insufficient

oxygen, producing carbon

monoxide a toxic product and

water.

Hydrocarbon A compound containing only

hydrogen and carbon


Properties The way an element or compound

reacts or physically behaves

Structure The arrangement of atoms or

elements.

Section 3: Possible exam/CAF-style questions Crude oil is a mixture of hydrocarbons.

a) Name the two elements in hydrocarbons

b) What was crude oil formed from?

Acids

Enzymes

Metals

Plankton

c) what is the name of the process above

Combustion

Fractional distillation

Phytomining

Steam cracking

2) Describe how crude oil is separated using fractional

distillation (4 marks)

Chemistry: AQA Chemistry Chapter 7: Hydrocarbons Year 10: Spring Term 2


Crude oil and hydrocarbons Hydrocarbons are compounds that contain hydrogen and carbon atoms only. Crude oil is a finite resource that is found in the Earth’s crust. It is the remains of organisms that lived and died millions of years ago - mainly plankton which was buried in mud. Alkanes The alkanes form a homologous series. Like all homol-ogous series, the alkanes: have the same general formula differ by CH2 in molecular formulae from neigh-

bouring compounds show a gradual variation in physical properties,

such as their boiling points have similar chemical properties Fractional distillation is used to separate crude oil into simpler, more useful mixtures. This method can be used because different hydrocarbons have different boiling points. During the fractional distillation of crude oil: heated crude oil enters a tall fractionating col-

umn, which is hot at the bottom and gets cooler towards the top

vapours from the oil rise through the column vapours condense when they become cool enough liquids are led out of the column at different heights Small hydrocarbon molecules have weak intermolecu-lar forces, so they have low boiling points. They do not condense, but leave the column as gases. Long hydrocarbon molecules have stronger intermolecular forces, so they have high boiling points. They leave the column as hot liquid bitumen.

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Amplitude The height of a wave crest or

trough of a transverse wave from

the rest position.

Longitudinal waves Waves in which the vibrations are

parallel to the direction of energy

Refraction The change of direction of a light

ray when it passes across a

boundary between two

transparent substances (including

air).

Wavelength The distance from one wave crest

to the next.

Wave Speed The distance travelled per second

by a wave crest or trough.

Transverse wave A wave where the vibration is

perpendicular to the direction of


Frequency The number of wave crests

passing a fixed point every

second.


This diagram below shows types of waves within the

electromagnetic spectrum. Some of the types of waves are

represented by letters.

P microwaves Q visible light R S gamma rays

a) Which letter shows the position of ultraviolet (UV)

radiation within the electromagnetic spectrum.

b) A special lamp can produce UV radiation. Which two

statements describe the electromagnetic wave

emitted by a UV lamp?

They have a higher frequency than X-rays

They have the same speed as visible light

They have a longer wavelength than microwaves

They have a lower frequency than gamma rays

c) ionising radiation is used for some medical imaging.

Name two types of electromagnetic waves that are used.

2) Students want to determine the wave speed of water

waves in a ripple tank. Describe the method the students

could use. (4 marks)

Physics: AQA Physics Chapter 6: Waves Year 10 Spring Term 2


The electromagnetic spectrum is a continuous range of wavelengths. The types of radiation that occur in different parts of the spectrum have different uses and dangers - depending on their wavelength and frequency. They all travel at the same speed in a vacuum. RPA Method: Measure the frequency, wavelength and speed of waves in a ripple tank

1. Set up the ripple tank as shown in the diagram with

about 5 cm depth of water.

2. Adjust the height of the wooden rod so that it just

touches the surface of the water.

3. Switch on the lamp and motor and adjust until low

frequency waves can be clearly observed.

4. Measure the length of a number of waves then divide

by the number of waves to record wavelength. It may be more practical to take a photograph of the card with the ruler and take measurements from the still picture.

5. Count the number of waves passing a point in ten

seconds then divide by ten to record frequency.

6. Calculate the speed of the waves using: wave speed =

frequency × wavelength.

Energy Frequency Wavelength Radiation type

Lowest Lowest Longest Radio waves

Microwaves

Infrared

Visible

Ultraviolet

X-rays

Highest Highest Shortest Gamma

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Year 10 Science

w/b 21st February

1. Complete Educake questions OR

2. Using the information in Section 2 Biology: make a flow chart on the process of the

reflex arc.

w/b 28th February 1. Complete Educake questions OR

2. Using the information in Section 2 Chemistry: make a mind map on crude oil.

w/b 7th March

1. Complete Educake Questions OR

2. Using the method in Section 2 Physics: identify independent, dependent, and control

variables for the required practical. Write a risk assessment for the method provided.

w/b 14th March 1. Complete Educake Questions OR

2. Complete Biology exam questions in Section 3.

w/b 21st March 1. Complete Educake Questions OR

2. Complete Chemistry exam questions in Section 3.

w/b 28th March 1. Complete Educake questions OR

2. Complete Physics exam questions in Section 3.

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Belong to BBA Section 3:

Design Process

BTEC Tech Award in Art and Design Yr 10 Spring 2 Section 1: Key Vocabulary


Target audi-

ence

Who are you designing for ? Age range ,

male or female? Home owners?

Primary source Drawing from first hand objects or own

photographs

Secondary

source

Artist research , or images that others

have created

Mood board A collection or carefully chosen and or-

ganised images on your theme

Marketing Identifying target audience, environment,

industry and costings of product

Mind mapping A central theme that has lots of written

ideas to do with the theme

Materials The mediums that you use , such as pen-

cil, acrylic, paint , watercolours

Techniques How you apply a materials or equipment

effectively

Processes How you do a task , or a series of task in

order

Artist research The content, The process, The formal ele-

ments, The mood

Client expecta-

tions

Breaking down the design brief and con-

sidering what the client wants, target

audience, costings etc

Annotation Writing down what you have done, and

used and how you can use it to develop

your idea s Tier 2 vocabulary Definition

Explore Finding a solution to the design brief

Evaluate Commenting on work and constructively

showing how ideas are coming together

Development Showing how initial ideas have change

and have been adapted to the brief/ cli-

ent needs


1. what is a stimulus? 1. a stimulus is something you use to gain inspiration for designs, it can be an image or collection of images on a them such as a mood board

2. When describing an artists work what is meant by the content?

2. To research the artist and collect information about them. To describe the style they use and the materials

3. When analysing and artists work how would you describe the mood?

3. saying how the art makes you feel and saying what you like / dislike and why?

4.Name the five formal elements ?

4. line, tone, colour, pattern/ texture, shape and form

5. How would you de-scribe the process when writing about an artist s work.?

5. This is what materials and tech-niques the artist uses in there art works

6. What is an artists Response?

6. You doing a copy of an artists piece of work so you understand materials and techniques they use

7 What are initial design ide-as?

7 This is where you bring together all of your knowledge on artists and materials and techniques to produce a series of design related to the design brief

8 How can you gather feedback from others about your development designs?

8 Produce a questionnaire about your designs for people to answer. Ask them to write what design they pre-fer and why and put it all in a table.

9 What is a design plan and how is it useful?

9 .A design plan sets out how you will make your final piece showing what ma-terials and techniques you think you will need to use along the way.

1.Initial Design Ideas Using Artist research and knowledge of materials and techniques to create design ideas that meet the requirements of the client brief Adding annotation Describe the properties of each of these 3D materials . Show advantages and disadvantage of using them for sculpture.

2.DEVELOPMENT OF DESIGN IDEAS

Taking best elements from initial ideas. produce 3

designs. Then get feedback from others to inform

final idea. Produce a development review .

3.FINAL IDEA: DESIGN PLAN

A design based on feedback from others that shows the steps of how it will be made, scale, ma-

terials and techniques involved.

Final piece

Following your design plan you will spend at least

10 hours producing the final design that meets

your client brief

Client portfolio presentation

This is an evaluation that shows the client the pro-

cess you went through to meet the brief, you will

do this by producing a power point document that

has photographs of all of your designs and prepa-

rations working up to your final design and final

piece.

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Year 10 Art and Design spring 2

Homework booklet-Design processes using a mood board as stimulus

w/b 21st February Using the mood board stimulus at the back of the home work booklet, add a design on to the oven glove, add colour where

possible.

w/b 28th February Using the mood board stimulus at the back of the home work booklet, add a design on to the table cloth using a repeat

pattern , add colour where possible.

w/b 7th March Using the mood board stimulus at the back of the home work booklet, add a design on to the apron, add colour where

possible.

w/b 14th March Using the mood board stimulus at the back of the home work booklet, create an image that is spread over three canvas’s

based on healthy life styles

w/b 21st March Using the mood board stimulus at the back of the home work booklet, create an image that is spread over four canvas’s


w/b “8th March Using the mood board stimulus at the back of the home work booklet, create an image that is spread over 5 canvas’s


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Belong to BBA Section 1: Key Vocabulary Tier 3 vo- Definition

Inflow The amount of money that is coming in to the business

Outflow The amount of money that is going out of the business

Net cash flow

Is the amount of money the business makes after de-ducting their outflows away from their inflows

Opening balance

The amount of money in a company's account that is brought forward at the start of an accounting period.

Closing balance

A closing balance is the amount in an account at the end of a period of time. The closing date for that month then becomes the opening balance for the next month.

Break even Is the point at which a business does not make a profit or a loss . The revenue has covered the costs.

Bank loans Money that can be borrowed from a bank

Overdraft An overdraft allows a person to spend more money than they have in their debit card account and they have to pay the money off at the end of the month

Tier 2 vo-cabulary

Definition

Revenue The amount of money a business makes by selling things.

Fixed Cost Costs that do not change

Variable costs

Costs that change

Total costs These are all business costs added together (Fixed + vari-able costs

Profit The amount of money a business makes after deducting all costs from the revenue.

Output The amount of sales a business makes

Credit card A card indicating that the holder has been granted a line of credit. It enables the holder to make purchases and/or withdraw cash up to a prearranged ceiling.

Direct deb-it

a Direct Debit is an instruction from you to your bank or building society. It authorises the organisation you want to pay to collect varying amounts from your account on a monthly basis


1. What are the advantages and disadvantages

of break even?

2. What are the advantages and disadvantages

of cash flow forecast?

3. Work out the break even FC=500

Selling price = £30 and variable cost = £20

Subject: Business and Enterprise Unit 2 Component Spring 2 Year 10

Section 2: Key facts

E.g.—

Tip— for coursework fixed cost add price of stall and adver-

tising together.

A cash flow forecast is a plan that shows how much

money a business expects to receive in, and pay out,

over a given period of time

Total inflow—Add all inflows together

Total outflow—add all outflows together

Net cash flow—Inflow-outflows

Closing balance—Net cash flow + opening balance

Closing balance is the opening balance for the next

month

HINT—For coursework. Think about the money going

in. outflows think of ALL your costs.

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Year 10 Business and Enterprise

Week 1

Complete

Week 2 Complete the three questions that are in section 3 on the first sheet.

Week 3 Explain ways in which you think a business could improve its revenue

Week 4 Explain ways in which a business could reduce their costs

Week 5 Why is it important a business knows the financial position of their business at all times?

Week 6

Would you be happy with the cash flow forecast if this was

your business?

No. Cost Price Sale Price Profit Loss

1.

2.

3.

4.

5.

£3,000

£7,000

£18,000

£21,000

£19,500

£5,000

£13,000

£15,000

£19,900

£23,000

£2,000

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Belong to BBA Section 1: Key Words

Key Vocabulary Explanation

euro The official currency of 19 of the 27 member states of the European Union.

global reach When an organisation has members that live all around the world.

colony A distant territory belonging to or under the control of another nation.

climate change

A long term change in global weather patterns.

cooperation When people work together.

Advanced Vocabulary Explanation

extremism Extremism is when a person or group uses fear or violence to try and achieve change.

referendum A vote by the electorate on a partic-ular issue like Brexit.

Common Market

An agreement between countries to allow the free movement of workers and goods.

Common-wealth Charter

A document which sets out the values which people of the Commonwealth agree to follow.

Section 3: Exam Questions

Section 2:

European Union

The European Union was formerly known as the

European Economic Community (EEC) or the Com-

mon Market. The EU aims to encourage trade be-

tween member countries and allows free movement

of people between member countries. The EU is also

seen as a way of encouraging cooperation and pre-

venting future wars. The headquarters of the EU is

divided between Brussels in Belgium and Strasbourg

in France. There are currently 27 members of the

EU, of which 19 use the euro as their currency. The

UK joined in 1973 but then had a national referen-

dum in June 2016 when the UK voted to leave the

EU. The UK ceased to be a member of the EU in Jan-

uary 2020.

The Commonwealth has 54 member countries and it

represents about 30% of the world’s population.

This gives the Commonwealth a global reach when

tackling global issues such as climate change. The

Commonwealth can provide leadership for its mem-

bers in tackling climate change and extremism.

The head of the Commonwealth is Queen Elizabeth

II and all members must agree to follow the

Commonwealth Charter. The Commonwealth has a

young population as 60% of this population is under

the age of 30. The Commonwealth was formed in

1949 and most members are former British colonies.

Subject: Citizenship Topic: International Organisations Year: 10 Term: Spring 2

https://en.wikipedia.org/wiki/Currency

https://en.wikipedia.org/wiki/Member_state_of_the_European_Union

https://en.wikipedia.org/wiki/European_Union

https://en.wikipedia.org/wiki/European_Union

19

Year 10 Citizenship

w/b 21/2/2022 A. Copy the key vocabulary and definitions into your homework book.

B. Copy the advanced vocabulary and definitions also.

w/b 28/2/2022

A. Give two previous names for the European Union.

B. Write down four aims of the European Union.

C. Where is the headquarters of the European Union?

D. How many countries are in the European Union?

w/b 7/3/2022

A. What is the euro?

B. How many countries use the euro?

C. What is a national referendum?

D. Explain what happened when the UK had a national referendum in 2016.

w/b 14/3/2022

A. What is the Commonwealth?

B. Explain how the Commonwealth has a “global reach”.

C. Give three aims of the Commonwealth.

D. Explain the connection between the British Empire and the Commonwealth.

w/b 21/3/2022

A. Who is the head of the Commonwealth?

B. What is the Commonwealth Charter?

C. What is special about the population of the Commonwealth?

D. Do some research and find out the values of the Commonwealth.

w/b 28/3/2022 Fully complete all exam questions in section 3.

20


Tier 3 Definition

Defensive Design

The practice of anticipating how a program might crash, either through user input or error, and developing ways to deal overcome those problems at the design stage.

Input Sanitisation /

Validation

Ensuring data input by the user meets specific criteria before processing by a program. Range check. E.g. between 1 and 31. Type check. E.g. number not symbol. Presence check. E.g. data has been input. Format check. E.g. postcode is LLN(N) NLL.

Authentication Confirming a user identity before they can use a program with username and password. Strong passwords over a certain length with symbols and mixed case are advised.

Maintainability The techniques and methods that make code easy to debug, update and maintain, e.g. comments, consistent variable and function names.

Comments Used by a programmer to explain sections of code to other programmers. Ignored by the translator.

Indentation Indenting makes it easy to see where structures begin and end. Conditions and iterations should be indented. Code inside procedures and functions should be indented.

Testing This involves testing the program under various conditions to make sure it is going to work. You need to think about what devices it could be used on and what might cause the program to crash.

Iterative Testing

Each module of a program is tested as it is developed.

Final / Terminal Testing

Testing that all the modules of a program work together as expected. Checking the program meets the expectations of the user with real data at the end of the development process.

Syntax Errors Rules of the language have been broken. The program will not run. Variables not being declared before use. Incompatibility of variable types. E.g. sum = A Using assignments incorrectly. E.g. 2 + 2 = x Keywords misspelt. E.g. PRNT(Hello)

Logic Errors The program runs but does not give the expected output. For example, performs the wrong calculation giving the wrong answer, division by zero. The condition of a while loop has been incorrectly setup causing an infinite loop. External file not found.

Test Data Values used to test a program


1 A retailer keeps a database of its loyalty card hold-

ers. The retailers stores the following data for each

loyalty card holder: name, age, postcode and cus-

tomer number.

a) Define the term validation [1]

b) Give two suitable validation checks for an entry in

the age field. [2]

c) Give two suitable input validation checks for an

entry in the postcode field. [2]

2 Jessica has written the program below to calculate

the area of any triangle with a base length less than

20.

Describe with an example how Jessica can use each

of the following to improve the maintainability of her

code.

a) Indentation

b) Comments

c) Variable names [Total 6 marks]

Need Help? bit.ly/2xz2c8X CGP p87-91

Subject: GCSE Computer Science Topic: 2.3 Producing Robust Programs Year: 10 Term: Spring 2


Good code should be well-maintained (defensive design) A well maintained program makes it easy for other programmers to under-stand what the code does. They should also be able to change parts of the source code without the risk of causing problems elsewhere in the code (e.g. knock on effects). Features that improve the maintainability of code are:

Comments - (written after a # or //) are useful for explaining the key features of a program, well written and clear comments are fundamental for helping other programmers understand your programs. Indentation can be used to separate different statements in a program, making it easier to see the flow of a program

Variables and sub programs should be named so they describe what they are using a consistent naming convention (e.g. camelCaps or un-der_scores)

Only use global variables when necessary. Variables with a local scope will only affect the sub programs that they are declared in. Other pro-grammers can change them knowing they won’t affect other parts of the program

Testing: A testing plan should be data includes normal data (thing a user is likely to input), boundary test data (values on the limit of what the pro-gram should be able to handle) and erroneous test data (inputs the program should not accept). The table below shows an example of a test plan for setting an alarm system. Users should be able to set their own 3-5 digit code Errors: Syntax errors are easier to identify and fix than logic errors because the translator identifies the type of error and line number it occurs on at runtime. Logic errors are problems with the underlying algorithm.

21

Year 10 GCSE Computer Science

w/b 21st Feb Answer the exam questions from section 3

w/b 28th Feb Make notes on pages 63—67 of the CGP revision guide and answer the questions on pages 68 and 69 in your homework

book.

w/b 7th March Make notes on pages 70—73 of the CGP revision guide and answer the questions on pages 74 and 75 in your homework

book.

w/b 14th March Make notes on CGP revision guide pages 87—91 and answer the questions on pages 94-96 in your homework book.

w/b 21st March Choose 1 section between pages 76-82 to make notes about. You may be asked to teach someone else about this in lesson.

w/b 28nd March Choose 1 section between pages 76-82 to make notes about. You may be asked to teach someone else about this in lesson.

22

Belong to BBA Subject: Construction Topic: Unit 1 Year: 10 Term: Spring 2



Aggregate: A particulate material which is made up of

sand or crushed stone. Aggregates are

used in materials such as concrete and are

a fundamental part of building

foundations.

Backfilling The process of refilling trenches or holes

created during excavation, especially

around foundations.

Budget allow or provide a particular amount of money

in a budget.

Beam Beams run horizontally along the main

walls of a building at ceiling level,

supporting the structure.

CSCS Construction Skills Registration Scheme. Proves

the heath and safety accreditation to work

safely on site.

Economy The material and financial resources of the

country.

CAD CAD (computer-aided design) refers to

using architecture software to create

detailed models of buildings to speed up

the design process, allow for more

creativity, and ensure greater accuracy in

measurements

Concrete A building material created by a hardened

mixture of cement, gravel, sand, and

water. It is used for slabs, columns, and

other types of structures. Tier 2 vocabulary Definition

Combustibility Combustibility is a measure of how easily

a substance will catch fire, through fire.

Apprentice A person who is learning a trade from a

skilled employer, having agreed to work

for a fixed period at low wages.


What is the

health and

safety officers

job role ?

Creating, making, and updating job

safety programmes for employees that

encompass government health and

safety regulations as well as company

standards for safety in the workplace.

Training employees on the importance

What is

sustainability?

Means making sure that whatever we do to

the environment now does not damage it

beyond repair for the future. A sustainable

built environment is one that does not

reduce the viability of the natural

What is the

built

environment?

This term covers anything constructed by

humans to support human activity. It

includes, houses, schools, hospitals,

factories, water treatment plants, airports,

railways and other constructions such as

roads and bridges. It also includes

landscape architecture, parks and open

Research all the different types of extinguishers above and

give the type of fire they would be used on.


(a) What is the meaning of the signs below?

(b) What documentation needs to be completed after

an accident?

(c) What do employees need to know about first aid

provision when on site?

https://www.capterra.com/architecture-software/

23

Year 10 Subject Construction

w/b 21st Feb SECTION 1— Construct and write out an exam style questions where the first 3 words in section 1 are the answers. All the

questions must be related to construction

w/b 28th Feb SECTION 3—Answer all the question in section 3. Where required, use as much detail as possible and justify your response

w/b 7h March Read Section 2

Complete the task set in section 2 regarding extinguishers.

w/b 14th March Read Section 3

Think of 3 more signs used in the construction industry. Draw them out accurately and write out the meaning.

w/b 21st March Section 1—Create a poster showcasing the versatility of Concrete. What can it be used for? What are this major

characteristics? What are the good and bad features of Concrete

w/b 28th March Create a written advert to go in your local newspaper for a Brick laying job. Consider the skills and attributes anyone

applying for the job should have.

24


Task. Read the information below and answer the

questions

Subject: Design Technology Year 10 Term: Spring 2 Topic: Design Principles Belong to BBA

The work of others

Unit 6 Designing principles

The work of others

• Researching the work of others is

a key step in any design process

• As well as inspiring new ideas this will

help you understand the materials and

processes necessary in your focus area

• Investigate products both similar and

dissimilar to your focus area to

discern the design process

• Who or what do you think is

worth investigating as part of

your research process?

The work of others

Unit 6 Designing principles

Coco Chanel 1883-1971

French fashion designer and founder

of the Chanel brand

• Her simplicity and style revolutionised

women’s clothing in the 1920’s

• She liberated women from the corset

and introduced casual elegance

• Her Little Black Dress remains the most

iconic fashion item that transcends age

• Chanel expanded her successful brand

into perfume and cosmetics. By 1929,

Chanel No.5 was the best selling

perfume in the World

Coco Channel was a great fashion designer can

you name three other fashion designers and

explain what they are famous for?


1 .What is the im-

portance of re-

search?

1. The purpose of research is to inform

action. Thus, your study should seek to

contextualize its findings within the larg-

er body of research.

2. What was Coco

Chanel famous for?

2. Her little black dress and Chanel no5

perfume

3. Which Parisian

fashion house did

Alexandra McQueen

work for?

3. Alexandra McQueen worked for

Givenchy fashion house.

4. What was William

Morris famous for?

4. William Morris was famous for his

work in the Textiles Industry

5. Mary Quant is

often credited for

creating what item of

clothing?

5. Quant is credited for creating the mini skirt

6. What products do

Alessi make?

6. Alessi is a housewares and kitchen

utensil company in Italy, producing eve-

ryday items created by famous design-

ers.

7. Can you name

which Alessi designer

created the Juicy

7. Philippe Starck created the Alessi

Juicy Salif.

8. Who designed the

famous London

building called the

8. The building was designed by famed

architect Norman Foster of the Foster

and Partners architectural firm.


Tier 3 vocab-

ulary

Definition

Investigate The action of investigating something or

someone; formal or systematic examina-

tion or research.

Analyse To examine (something) methodically and

in detail, typically in order to explain and

interpret it.

Compare Estimate, measure, or note the similarity or

dissimilarity between to or more elements.

Contrast To contrast something is to look for differ-

ences among two or more elements.

Functionali-

ty

The quality of being suited to serve a pur-

pose well; practicality.

Design

Movement

A list of art and design movements of the

20th century. ... A “movement” is a style or

prevailing inclination in art or design that

upholds a specific philosophy or ideal and

is followed and promoted by a group of

artists for a defined period of time.

Aesthetics Concerned with beauty or the appreciation

of beauty

Design con-

cept

A design concept is the idea behind a de-

sign. It's how you plan on solving the de-

sign problem in front of you.

Form The visible shape or configuration of some-

thing.

Functional Designed to be practical and useful, rather

than attractive.

Purpose The reason for which something is done or

created or for which something exists.

Global Man-

ufacturing

Global manufacturing is the term given to

companies that take advantage of overseas

skills,

25

Year 10 Design Technology

w/b 21st February Homework Booklet: Complete Investigation Question 1 and 2

w/b 28th February Homework Booklet: Complete Investigation Question 3 and 4

w/b 7th March Homework Booklet: Complete 2A The work of others. Read example case study—Raymond Loewy

w/b 14th March Homework Booklet: Complete 2B The work of others

w/b 21st March Homework Booklet: Complete Design strategies

w/b 28th March Homework Booklet: Complete Communication of design ideas

26

Section 1: Key Vocabulary Basic

Functions Explanation

SUM

Adds up values in a range of cells.

MIN

Displays the lowest value in a range of cells.

MAX

Find s the highest value in a range of cells.

AVERAGE

Used to find the average value in a range of cells.

COUNTA

Counts the total number of values in a range.

Advanced Tools Explanation

COUNTIF

Counts the number of values in a range of cells that meets a set of criteria.

SUMIF

Adds up values in a range of cells if they meet a set of criteria.

VLOOKUP

Used to look up and display a value in a spreadsheet table .

Conditional Formatting

A way of changing the colour of a cell if the value in that cell meets a set of criteria.

Section 3:

Spreadsheet 3

The two tables below refer to the spreadsheet above.

In the two tables above, the first function has already been

Section 2:

Spreadsheet 1

Each cell has an address. This address is known as a

cell reference. For example, B6, C12 and D7 are all

cell references.

Spreadsheet 2

Subject: DIT Component 2 Topic: Using Data Manipulation Tools Year:10 Term: Spring 2

27

Year 10 Digital Information Technology

w/b 21/2/2022

A. What is a spreadsheet? B. What is the purpose of a spreadsheet? C. What is a cell? D. What is a cell reference?

w/b 28/2/2022

Look at spreadsheet 2.

A. What would you type into cell C9 to calculate the total price? B. What would you type into cell C10 to display the highest price? C. What would you type into cell C11 to display the lowest price? D. What would you type into cell C12 to calculate the average price? E. What would you type into cell C13 to count the total number of products?

w/b 7/3/2022

A. Read the Key Vocabulary section. What word is used to refer to a list of numbers in a spreadsheet?


B. Write down the cell references of all the cells that display the word “Frozen”.

C. Write down the cell references of all the cells that display the word “Bakery”.

w/b 14/3/2022


A. What would you type into cell B19 to count the total number of products in the Frozen category?

B. What would you type into cell B20 to count the total number of products in the Drinks category?

C. What would you type into cell B21 to count the total number of products in the Toiletries category?

w/b 21/3/2022


A. What would you type into cell B26 to calculate the total value of Frozen products?

B. What would you type into cell B27 to calculate the total value of Drinks products?

C. What would you type into cell B28 to calculate the total value of Toiletries products?

w/b 28/3/2022

A. Explain what conditional formatting is in a spreadsheet.


B. Explain how conditional formatting could be used to enhance the way the price of product is displayed.

28



Vocal Colour /

Tone / Expression

The way in which an actor expresses

feelings and emotions through their voice.

The same line can be said but given

different meaning with a different tone.

Facial Expression A series of expressions made by the

muscles in the face expressing a mood or

feeling.

Articulation Having control of your mouth muscles and

tongue to get your mouth around the

words so that you can clearly pronounce

them.

Characterisation Characterisation is the way an actor plays

a role, using their acting skills to create a

character in drama. You can show a

character in the way you walk and move

(body language), in the way you speak

(vocal qualities) and in your reaction to

events in the drama

Spatial Awareness Spatial awareness is the ability to be

aware of oneself in space and the actors’

proximity to one another.

Gesture A movement of part of the body,

especially a hand or the head, to express

an idea or meaning.

Proxemics The proxemics is the usage of space

on a stage, or how the actors/

characters are placed on a stage. The

distance or level between character/

actors shows their relationships and

feelings, and give clues of the

situation or the people within the

situation at that moment.


Describe Give a full description including

details of all the relevant features.

Analyse Identify the factors that apply, and

state how these are linked and how

each of them relates to the topic.

Section 3: Exam style questions and responses

Assessing your Progress

In Component 2 you must be able to assess the progress that you

are making with you exam practical work (Scripted work). At three

intervals you will need to state exactly what you have achieved so

far and what you need to do next in order to progress and make

improvements. You must make considered and justified decisions

regarding your use and application of skills and techniques. The

best reviews discuss the progress made and identify areas that

need further work. Areas for development should be linked to

acting exercises that can used in order to make the improvements

necessary.

Key things to consider when assessing your progress:

What have you achieved so far?

(This may be that you have some lines learnt, some research un-

dertaken, you may have looked at the given circumstances of your

character)

Have you identified your personal areas of strength?

(For example are you delivering your lines with clarity? Can you be

heard at the back of the hall? Have you begun to develop your

role physically and verbally?)

Have you identified an area for improvement?

(What do you need to do next? Will you need to work on develop-

ing character attitudes through in role writing or hot seating? Do

you need to work on blocking taking into consideration proxemics

and spatial awareness? How are you remembering cues?)

Have you been able to set yourself targets for improvement?

(From your identified areas for improvement, have you been able

to identify which acting exercises will help you to make progress

and set yourself targets?)

Have you reviewed your targets?

(After further work on your targets and areas for improvement

have you actually improved? Did the exercises help?)

Section 2: Key Fact/Methods/Processes/

Questions

Line Learning Techniques

Read the lines aloud. By speaking the lines you will

hear them and they are more likely to stick.

Ask a friend to help you. Friends can correct you on

any mistakes you make, give you the cue lines and

go back over any weak areas.

Practise & practise again. This is the only way to

make the lines stick. There is no such thing as a

“photographic” memory.

Little and often. Go over them first thing in the

morning, a few times during the day and last thing at

night.

Move around while you are saying your lines. This

has been scientifically proven to aid memory. The

best thing to do is to act and feel the emotions of

the character so that you are learning the meaning

of the speech as much as the words.

Learn the cue lines that lead in to each of your lines.

Being prompt with your lines will give you and your

fellow actors more confidence.

As you say or read the lines, follow the thought

pattern of each speech and the overall progression

of the scene. Your lines are a part of the play. They

don’t exist on their own.

In rehearsals, listen to and think about what the

other actors are saying. Don’t just concentrate on

what you’ve got to say.

Subject: Drama Topic: Component 2 Year: 10 Term: Spring 2 Belong to BBA

https://link.springer.com/article/10.3758/BF03196411

29

Year 10 Drama

Component 2: Applying the taught skills to a piece of professional repertoire

w/b 21st February Using your existing knowledge of the actor’s voice, write a paragraph explaining why diction, projection and vocal

expression are all important acting skills to master. Reflect upon how an actor’s nerves can affect their vocal ability.

w/b 28th February Proxemics in acting is important. Discuss and justify.

w/b 7th March

Body language is a type of nonverbal communication in which physical behaviours, as opposed to words, are used to express

or convey information. In one paragraph describe how you have used your body language in your work and discuss the

intended effect.

w/b 14th March Use sections 2& 3 to assess your progress to date.

w/b 21st March

Annotate your script with the following:

1. Blocking information

2. Vocal expression of each line

3. Character motivation (what does your character want / need- this will be what is driving them and the action)

w/b 28th March Set x3 targets for improvement. Justify how meeting these targets will enable you to deliver a better performance.

30



Rural Urban

Fringe

The geographical area where the town or

city meets the countryside.

De-

industrialisation

The decline of industrial activity in an

area or city.

Decentralisation The movement of people and businesses

away from the city centre.

Regeneration Reviving the economy or environment of

a run down area.

Studentification The process by which specific areas be-

come dominated by students moving

into the housing

Gentrification Older (often run down) parts of the city,

become culturally desirable, so wealthier

people move in and change the area.

Rural diversifica-

tion

The development of methods of income

generation (making money) that are in

addition to, or instead of, traditional ru-

ral income sources such as farming.

Ecological

Footprint

A measure of human activity expressed

as an area of land required to produce

the goods and wastes generated.

Comprehensive

Development

Areas (CDAs)

Areas where the whole urban landscape

was demolished before being rebuilt on a

planned basis.


Migration The long term movement of people.

Sustainable living A lifestyle that attempts to reduce an

individual's or society's use of the Earth's

natural resources.

Inequality Differences in society, e.g. in housing,

education and health care.

Subject: Geography Topic: The UK’s evolving human landscape Year: 10 Term: Spring 2

Section 2a: Key Fact Questions

1. Describe the location of Birmingham in one sen-

tence.

2. Give two reasons why Birmingham is important.

3. What does CBD stand for?

4. Give two pull factors of migration to Birmingham

5. What is deprivation?

6. Name one positive of gentrification.

7. Name one negative of gentrification.

8. What is a TNC?

9. Why are TNCs drawn to Birmingham?

10. Give two ways Birmingham is dependent on its

rural surroundings

Section 2b: Thinking Questions

Explain two impacts migration has had on the struc-

ture of Birmingham.

One impact of migration on Birmingham is…

This means that…

Another impact is…

This means that…


For a named UK city, assess the impacts of regeneration [8

marks]

Use the images below to help plan your answer.

Sentence starters you could use when writing your an-

swer:

The most significant positive impact of regeneration in Bir-

mingham is...

This means that . . .

The most significant negative impact of regeneration in

Birmingham is...

This means that…

Overall, I think there are more positive/negative impacts of

regeneration...

I think this because . ..

Belong to BBA

31

Year 10 Subject Geography

w/b 21st February SECTION 1 —Select 5 words from the Tier 2/3 terminology list. Draw pictures (Dual

Coding) that define these words.

w/b 28th February SECTION 2b— Write one paragraph to the question in 2b. Explain your answers using

‘this means that’ or ‘because’.

w/b 7th March SECTION 1— Complete the Frayer model for the term ’decentralisation’. Complete this

as guided in last week’s lesson.

w/b 14th March SECTION 3—Complete your own copy of a PowerPlan for the 8 mark question in

section 3. Remember to use the APE structure.

w/b 21st March SECTION 3— Use your PowerPlan from last weeks homework to complete the 8 mark

question practice. Remember to use the APE structure and write in full sentences.

w/b 28th March SECTION 2a— Answer the questions in this section – simple, short, one or two word

answers is all you need.

32

33

34



Marketing The action or business of promoting and selling products or services, including market research and advertising.

Advertisement Advertising is a marketing communication that helps to promote or sell a product or service.

Marketing segmentation

The practice of dividing customers into smaller groups to promote more effectively.

Technological factors

Factors such as advanced products and technology.

Legal factors Factors such as consumer protection, data protection and age restrictions.

Ethical factors Factors such as animal welfare and testing, environmental, sustainability, social responsibility and standards of practice.

Social factors Demographics, social values and cultural differences

Promotion The aim of promotion is to increase awareness, create interest, generate sales or create brand loyalty.

Features A factual statement about the product or service

Benefits What it will do for the customer


Research To investigate and find out facts

Suitable Acceptable or right for someone or something

Project A project is a detailed study of a subject by a pupil or student.

Reliability People or things that are reliable can be trusted to work well or to behave in the way that you want them to.

Analyse To examine in detail in order to discover meaning

Section 2: Important ideas

What are the benefits of marketing?

Letting people know about the business and its products and services. Gaining new clients, retaining existing clients, growing the business, increasing profits / sales, remaining competitive, Keeping customers happy

What are the marketing techniques to retain customers?

Offers, discounts, loyalty schemes, rewards. Communication: newsletters, birthday cards, VIP events

What are the four areas of the marketing mix?

Price, place, promotion and product

What are the areas of marketing segmentation?

Demographic—age, gender, race, ethnicity. Behavioural- price, sensitivity, branding Geographic- population, area, climate, urban, rural.

What communication techniques are used in hair and beauty marketing?

Face to face, email, Facebook, Twitter, text, Instagram, Snapchat , window display, leaflet, adverts.

What does UPS stand for ?

Unique Selling Point

What are the four areas of research methods?

Primary research: Involves gathering new data that has not been collected before. Secondary research: involves gathering existing data that has already been produced. Quantitative: gives data, facts and figures etc. Qualitative: about customers’ thoughts and feelings

Section 3:

Product Description

Shampoo A Product for cleaning the hair and scalp.

Conditioner

A product applied to the hair after shampooing to make it more manageable.

Hairspray A holding spray to hold it in place and add shine.

Mousse / gel / lotion / wax / serum

Substances used to set or style hair.

Hair mask

A product applied to the hair as a specialised treatment to deep condition.

Cleanser A cream, gel or lotion for cleaning the skin and removing make-up.

Toner

A lotion or light astringent used to wipe over the skin after cleansing.

Moisturiser

A cream or lotion applied to the skin to keep it soft and supple.

Exfoliant A product used to remove dead skin cells from the face or body.

Belong to BBA Subject: Hair and Beauty Topic: Marketing Year: 10 Term: spring 2

what are the properties in hair and beauty products?

What is a preservative?

What are the benefits of using market segmentation?

35

Year 10 Marketing

w/b 21st Feb 1. How is market segmentation used for a hair and beauty business?

2. Explain the features and benefits.

w/b 28th Feb

1. Describe what the benefits of marketing is in a business.

2. How they are used in the hair sector,

3. How they are used to retain customers.

w/b 7th March 1. Describe how advertising is used in the hair and beauty sector.

2. Explain 3 examples of advertising the sector would use.

w/b 14th March 1. Tell me the features and benefits that mousse has on the hair

2. Tell me the features and benefits that hair spray has on the hair.

w/b 21nd March Describe how legal, ethical and social factors contribute to marketing.

w/b 28th March Choose a salon and find out what their marketing strategies are. What marketing di they use?

36

Section 1: Key Vocabulary Tier 3 vocabulary Definition

Life event A very important event in someone's life, such as marriage, the birth of a child, or the death of a family member.

Life stages A number of distinct phases peo-ple pass through during their lives.

Genetic inheritance A basic principle of genetics and explains how characteristics are passed from one generation to the next. Certain genes from each parent will dominate the expres-sion of different traits.

Unexpected life events

Death of someone close to you. Accident/injury. Imprisonment. Redundancy. Dropping out of education. Promotion. Ill health

Expected life events Events that happen to most peo-ple during the course of their life.

Social isolation This is a phrase used when people do not have regular contact with others. Live alone. Are unem-ployed. Do not have access to social situations. Are not able to easily leave their home because of illness or disease. Are discrimi-nated against or excluded.


Compare Estimate, measure, or note the similarity or dissimilarity be-tween.

Asses Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. Make a judgement on the importance of something, and come to a conclu-sion where needed.

Section 3: Possible exam style questions

Mrs Johnson is 72 years old and lives in a rented

home. Until recently, she has been fully independent

and had a cleaning job at her local pub. But then she

had a mild stroke which resulted in some loss of mo-

bility. Things are getting difficult, she needs some as-

sistance with personal care. Mrs Johnson is consider-

ing the social care services available to help and sup-

port her needs. She is considering domiciliary , resi-

dential and informal care that could be supported by

her daughter who lives nearby.

Mrs Johnson loves gardening and she has many

friends. She likes to visit the hairdresser regularly, but

because of her stroke she has not been out to the sa-

lon lately to have her hair and nails done. Mrs John-

son does not have many savings.

1. research information about services that are

available to meet Mrs Johnsons social care

needs.

2. Include details of the services they provide and

consider the suitability od each option based on

the information that you know about Mrs John-

son

3. For one of your suggestions of a care service,

are there any potential barriers? Make justified

suggestions as to how these barriers could be

overcome.

Section 2:Key Fact/Methods/Processes/Questions

Informal care—Not all carers get paid for what they do. Some people volunteer to help others. They are know as informal carers and social care services would struggle without them. There are many types of informal carers such as family, friends and neighbours. Formal care—care given to service users from GPs, nurs-es, carers, social care, teachers. Barriers—there are all different types of barriers from physical, intellectual, social , financial and language barri-ers. There are a lot of processes we can put in place to help and support with barriers. There are lots of technologies and apps to help people with visually impaired or blind, for example text to speech , magnification, navigation and object identifica-tion. More are being developed all the time. Check your phone to see what apps you can find that could help. Cultural considerations—People from different cultural backgrounds might find accessing services difficult. They could be worried that their cultural needs lead others to judge them. They might also feel they are not being taken seriously. Health and social care workers must be sensitive to peo-ple’s preferences and choices. Special cultural preferences should be respected. If someone was staying in a hospital or care home, or even had carers in their own home, these preferences need to be properly understood and respected. The NHS can sometimes provide fact sheets and infor-mation in other languages. This can be information about diabetes in other languages. What is primary care, give example's ? What is secondary care, give example's ?

Subject: Health and Social Care Topic: Component 2 Year: 10 Term: Spring 1 Belong to BBA

https://dictionary.cambridge.org/dictionary/english/important

https://dictionary.cambridge.org/dictionary/english/event

https://dictionary.cambridge.org/dictionary/english/life

https://dictionary.cambridge.org/dictionary/english/marriage

https://dictionary.cambridge.org/dictionary/english/birth

https://dictionary.cambridge.org/dictionary/english/child

https://dictionary.cambridge.org/dictionary/english/death

https://dictionary.cambridge.org/dictionary/english/family

https://dictionary.cambridge.org/dictionary/english/member

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

37

Year 10 Health and Social Care

w/b 21st Feb Discuss the types of physical events that could happen to an individual and how they may change that person’s life.

w/b 28th Feb Write a short account on how informal carers can help and support people in need. Explain each carer.

w/b 7th March Explain the impact of physical events on areas of development, include all the PIES.

w/b 14th March Explain the types of support that might be provided to support a person to adapt after a life event.

w/b 21nd March Describe how each barrier can be over come and adapted to suit all needs.

w/b 28th March Explain the impact of language barriers and explain how these can be supported.

Answer the questions in section 2

38



Communism Political ideology based on ideas of equality.

Economic depres-sion

A serious downturn in the econo-my, often leading to unemploy-ment.

Isolationism Focusing on your country rather than getting involved in other countries’ business.

Franklin D. Roose-velt

Longest serving U.S. President, from 1933-1945.

New Deal Roosevelt’s policy to improve the American economy

Rugged individual-ism

Herbert Hoover’s belief that indi-viduals were responsible for their own economic success

The Red Scare America’s fear of Communists coming to their country

White supremacy The belief that white people are superior to other races


Anarchist A rebel who does not follow rules and aims to bring chaos

Immigration Moving from one country to an-other.

Mortgage A loan given to buy a house. Mortgages were given to lots of people in the 1920s, causing the Wall Street Crash.

Segregation Enforced separation of groups of people.

Unemployment Not having a job.


3. Look at Source A below.

The source is critical of the New Deal. How do you know?

(4 marks)

Include details from the source and your own

knowledge. You could use the sentence starters below to

help:

Source A is critical because…

For example, it shows…

From my own knowledge, I know…

Therefore...

Subject: History Topic: Migration Year: 10 Term: Summer 2

Section 2a: Key Fact/Questions

1. What was the name of the white supremacist group that

wore white hoods over their heads to protect their

identities?

2. In 1917, the U.S. government introduced a rule that

migrants must be able to do what to enter the country?

3. What was the name of the economic crisis is 1929?

4. Who was the U.S. President when the economic crisis

(from Question 6) hit America?

5. What nickname was given to the slums people were

forced to move into when they lost their homes?

6. What name was given to the areas of farmland destroyed

by over-farming and lack of rain?

7. In what year did Franklin D. Roosevelt become President?

8. What did Roosevelt do the banks the day after he became

President?

9. Which of the New Deal’s “alphabet agencies” was aimed

at ending unemployment for young men by working on

environmental projects like national parks?

10. Which of the New Deal’s “alphabet agencies” helped

people who were struggling to pay their mortgages?

Section 2b: Explain Question

2. Which of the following was worst affected by the Wall

Street Crash? Explain your answer with reference to both.

Farmers

Workers

Farmers were the worst affected part of US society by the

Wall Street Crash.

For example…

This meant that…

Therefore…

Source A: An American cartoon from 1933 titled

"What We Need is a New Pump"

Belong to BBA

39

Year 10 History

w/b 21st February Section 1—Select 8 words from the Tier 2/3 terminology. Draw pictures (Dual Coding) that define these

words.

w/b 28th February Section 1— Find the words ‘isolationism and ‘rugged individualism’ in the Tier 3 vocabulary.

Use the Frayer Model in your Knowledge Organiser. Complete this as guided in previous lessons.

w/b 7th March Section 3— Use the Power Plan in the knowledge organiser to plan an answer to question 2 in Section 2b.

w/b 14th March Section 2b—Use your plan from last week to write two paragraphs answering question 1 from Section 2b

w/b 21st March Section 2a—Answer questions 1-10. Short, simple, one/two word answers.

w/b 28th March Section 3—Answer Questions 3 from Section 3.

40

41

42

Hospitality & Catering Unit 2 LO2 Year: 10 Spring 2

Section 2: Important ideas

Reduce packaging and food waste ?

Use ingredients that have little packaging and that come in refillable, recyclable or reusable packaging. Use left over vegetable to blend up and to create sauces.

How can you reduce food waste?

Smaller portions, give your customers the option of using doggy bags, don’t store fruit and veg together. Fruit releases ethylene which can prematurely ripen and spoil surrounding produce.

How can you recycle packaging to help the environment?

If it's made from recycled products, the carbon footprint of your packaging will be greatly reduced.

What is the purpose of reducing portion sizes?

Reduce portion sizes to eliminate as much food waste, food waste goes into land fill, which produces green house gases and Co2 omissions.

How does buying locally help the environment?

It can help to cut carbon emissions and air pollution-whether that's by reduced food miles and transportation. It's better for the planet and helps support the local economy, too

How do restaurants affect the environment with food waste?

Waste in commercial kitchens is a major issue. In restaurants alone, food waste is estimated at over £680 million. Restaurants produce over 915,000 tonnes of waste every year of which 200,000 tonnes is food waste. Across the hospitality and food service sector, restaurants produce 22% of the total food waste.



Sustainability Refers to the ability of something to maintain or "sustain" itself over time– not draining natural resources.

Sustainable Agriculture

Sustainable agriculture is farming in sustainable ways meeting society's present food and textile needs, without compromising the ability for current or future generations to meet their needs.

Food miles The distance food is transported from the time of its making until it reaches the consumer. Food miles are one factor used when testing the environmental impact of food, such as the carbon footprint of the food.

Organic farming Organic farming does not use chemical fertilisers or feed additives for livestock. Which are harmful to the planet.

Carbon Footprints

is the total amount of greenhouse gases (including carbon dioxide and methane) that are generated by our actions, which are detrimental to the environment.

Global warming Is the long-term heating of Earth's climate system observed since the pre-industrial period.


Reuse is the action or practice of using an item, whether for its original purpose (conventional reuse) or to fulfil a different function

Reduce Make something smaller, etc., by some amount. The government is trying to reduce its carbon foot print. Reduce the amount of water we waste in cooking.

Environment the surroundings or conditions in which a person, animal, or plant lives or operates.

Section 3: Mock Brief

Many Hospitality and Catering provisions are now becom-ing increasingly more conscious about providing nutritious well balanced meals for its customers. Along with sup-porting the local economy and environment when it con-siders its menu choices. Green Day’s Café and Bistro is opening a new food service area; the main aim is to ex-pand their facility and upgrade, and win star ratings for hygiene and being environmentally friendly. They want to meet changing customer needs, as an increasing number of their customers are requesting specific dietary choices. The Bistro has a main Café which is located close to a busy town centre, but also has the facilities of a transportable Food and Coffee Bar which can travel to areas for special events in the summer. The Café has exterior tables and chairs to the front of the Café, with a more sophisticated interior which would accommodate for more intimate din-ing and for larger groups of customers such as families. A new catering manager and head chef has been appointed, and they have hired three catering assistants to work in the kitchen and they have plans to employ an apprentice. The head chef and the manager are now finalising the menu. They want to serve nutritious, interesting dishes which will also cater for a range of nutritional needs and the different age groups that may visit the Café along with the food and coffee bar. The establishment will need to meet all legal and environmental requirements. You have been appointed as one of the catering assistants and your first responsibility is to plan some of the dishes for the bistro menu. The dishes can be starters, main courses or desserts, but must include local ingredients. The ap-prentice must be able to prepare and cook at least two of the dishes that will be included on the new menu. You therefore need to ensure the dishes you choose allow the apprentice to demonstrate three skills in preparation and three in cooking. To help the apprentice you also need to produce a plan that he/she can follow to cook the dishes. To make sure your plan works, you should cook the dishes using the plan.

Belong to BBA

http://www.caterlineltd.co.ukkitchen-design/

43

Year 10 Hospitality & Catering LO2 Menu Planning

w/b 21st February

Read the brief in section 3: As part of your Mock coursework you make sure you make links to the brief. Make notes on the types of menu and

customers that would suit that menu in your Mock coursework planning. You must use this in your coursework to show you have consider the

needs of a range of customers.

w/b 28th February Read section 1 & 2: summarise how the food industry affects the environment in a paragraph using the information provided, this can be used in your

Mock coursework for section AC 2.2.

w/b 7th March

Read all sections: use the brief and highlight where you can address environmental issues in your Mock coursework meal planning? What things can

you do to make your menu ideas more environmentally friendly for customers? This should be used in your coursework, to show your understand

of how the food industry impacts the environment in a negative way.

w/b 14th March

Read section 1 & 2: use the words and questions to make your menu more environmentally friendly in your Mock coursework, consider the different

process you could do in the preparation and cooking of your food. You don’t have to change the plan of your meal but there are things you can

consider to alter the carbon footprint of a food establishment. Remember you need to ensure the dishes you choose allow you to

demonstrate three skills in preparation and three in cooking.

w/b 21st March

Look at all sections: you will have considered x2 dishes to plan, in each dish say how you are going to use the environmentally friendly process in each

dish. Use the table below to help structure yours as an example.

w/b 28th March

All sections: you should now be starting to develop your time plan for your Mock coursework, you must plan in practical ways to show how you are

addressing environmental issues through your plan along with health and safety and quality control. Make a rough plan for you time plan to then

bring into school to help you document it more formally. AC2.4 The time plan is worth a Distinction.

Dish 1: Vegetarian Lasagne How I will address environmental issues in my dish

Reduce: I will reduce the amount of packaging I use by buying the ingredients whole sale and in bulk. I will reduce the portion

size for children's meals so that there is less waste.

Reuse: I will reuse left over ingredients for my tomato sauce so that they wont be wasted and go into land fill. Any peelings

can be composted which can be used to help fertilise the vegetable patch at the allotment.

Replace: I have chosen to go meat free in this dish as it is more environmentally friendly to use less meat products as it is a big

cause of Co2. I will use more expensive organic vegetables to reduce the amount of pesticides.

44

Section 1: Key Vocabulary Tier 3 vocabulary Definition

Idee fixe A fixed idea—used throughout a piece

of music.

Extended

instrumental

techniques

Using unconventional techniques on an

instrument to create an unusual or

unique timbre.

Timbre Sound colour.

Metric shifting Shifting the start of a rhythm to change

the feel of where the strong beat lies.

Syncopation A melody or rhythm starting of a weak

beat.

Program music Music which tells a story.

Absolute music Music which stands alone and is not

intended to represent anything.

Dynamics How loud or quiet the music is.

Pitch How high or low the sound is.

Rhythm The pattern of sound.

Texture The layers of sound.

Polyphonic Many layers of sound, all important.

Polyrhythmic Many layers of rhythm, all important.

Instrumentation The choice of instruments used.

DAW Digital audio workstation.

Synthesisers is an electronic musical instrument that

generates audio signals.

Loops a repeating section of sound material.


Structure The order sections in a piece of music.

Refine Make minor changes so as to improve

or clarify.

Rehearse Practise (a play, piece of music, or other

work) for later public performance.

Technique A way of carrying out a particular task,

especially the execution or

performance of an artistic work.

Section 3: CAF-style questions

Task 1

Using keyboard/ instruments or manuscript

paper (or a mix of all) look further into the mu-

sical elements of your chosen second genre .

Create an original composition which authen-

tically reflects the genre.

Task 2

Complete a second SWOT analysis. This should

show some progress/ change from the first.

Use this to help you with task 3.

Task 3

Review the progress you have made so far by

following your practice plan. Are you reaching

your goals? Do you need to make any adjust-

ments.

Section 2:Key Fact/Methods/Processes/Questions

Component 1—Task B second genre Students will choose a second genre we have previously studied to learn about in more depth. Students will do this in a practical way by creating original music using the elements of their chosen genre. They can do this in a variety of ways, including using DAW, reworking material to fit into their genre, composing new material or by in depth listening and analysis. Component 2—Task A1 and A2 Alongside completing component 1 students will begin component 2. Students will explore the personal and professional skills needed to succeed in the music industry. This will include considering their time management skills, self-discipline how to work with others and their safety using equipment. Students will explore methods to both show and help their development as a musician, They will look at how to evaluate their skills, set goals and create practice plans to achieve their targets.

Subject: Music Topic: Component 1 Year: 10 Spring 2 Belong to BBA

https://www.google.co.uk/imgres?imgurl=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FDBDJjaNXkAA0Lx8.png&imgrefurl=https%3A%2F%2Ftwitter.com%2Felfemei%2Fstatus%2F869417563192786946&docid=UBqJi69zUEEnoM&tbnid=6fO1JYopFe_CEM%3A&vet=10ahUKEwjnv-jKqpvbAhUHJsAKHXe1AS

45

Year 10 Music

w/b 21st February Complete task 2. This SWOT analysis should show some progress from the first one you completed. Make sure you date them both (you can date them as January SWOT analysis 1 and March SWOT analysis 2). Highlight any skills that have changed/ improved since your first one to help show clear progress.

w/b 28th February

Complete task 3. Look back over your practice plan and the progress you have made. What has worked and what didn’t go to

plan? You will use this review to create a new practice plan in the lesson. You will be completing this task every month to

track your progress.

w/b 7th March Proof read your blog. Look at the overall information for each slide to make sure there are none with less than others. If there are make a note of these and focus your work on those slides for the next two weeks.

w/b 14th March Make sure your task B for component 1 is complete for your two chosen genres. This should be a more detailed look at the genre and your practical work completed and thoroughly analysed.

w/b 21st March Make sure you blog is complete. Proof read, ensure all comments have been responded to and there is a variety of material

included for each genre (audio, video links, pictures…).

w/b 28th March Complete task 3. Look back over your practice plan and the progress you have made. What has worked and what didn’t go to

plan? You will use this review to create a new practice plan in the lesson.

46

Section 1: Key Vocabulary La paga Pocket money

Mis padres me dan My parents give me

Gasto mi paga en... I spend my pocket money

on...

saldo para el móvil Credit for my phone

escalada climbing

piragüismo canoeing

remo rowing

patinaje sobre hielo Ice skating

deportes acuáticos Water sports

submarinismo diving

tiro con arco archery

correr To run

jugar un partido contra To play a game against

marcar un gol To score a goal

la temporada The season

Soy / Era I am / I used to be

deportista sporty

miembro de un equipo A member of a club

Aficionado/a de A fan of

Jugaba al... I used to play...

Hacía ... I used to do...

Iba a I used to go to...

Las actividades de ocio Leisure activities

Tengo muchos pasa-

tiempos

I have a lot of hobbies

Section 3: Possible exam style questions

Write out these jumbled sentences correctly.

Write responses to the questions below about the photo

in Spanish.

Section 2: Key Questions

Subject: Spanish Topic: Mi Gente Year: 10 Term: Spring 2

¿Te llevas bien con tu familia? Do you get on well with your family?

Me llevo bien con…(I get on well with…)

Me peleo con…(I fight /argue with...)

Me divierto con…(I have fun with…)

Nos llevamos superbien (we get on really well)

Nos divertimos (we have fun)

Nos conocemos desde hace cinco años (we’ve known each other for 5 years)

...me apoya (...supports me)

Tenemos mucho en común (we have a lot in common)

..nunca me critica (...never criticizes me)

...me hace reír (...makes me laugh)

¿Cómo es tu amigo/a? (what is your friend like?)

Es… : (he/she is…)

alegre (happy)

ambicioso/a (ambitious)

cómico/a (funny)

egoísta (selfish)

pensativo/a (thoughtful)

travieso/a (naughty) Está…(he/she is)

sonriendo (smiling)

hablando (speaking)

estudiando (studying)

hacienda (doing)

Belong to BBA

47

Year 10 Subject Spanish

w/b 21st Feb Write a short paragraph explaining how well you get on with your family—use section 2 to help you.

w/b 28th Feb Write sentences describing 5 of your friends in Spanish—use section 2 to help you.

w/b 7th March Learn the first 12 words/phrases (la paga—correr) from section 1 for a vocab check in your next lesson.

w/b 14th March Learn the last 12 words/ phrases (jugar un partido contra—tengo muchos pasatiempos) from section 1 for a vocab check in

your next lesson.

w/b 21st March Unjumble the sentences from the top of section 3.

w/b 28th March Write answers to the three questions at the bottom of section 3 about the photograph.

48


Tier 1 vo-

cabulary

Definition

Equipment What the performer uses to participate within

their chosen activity

Protection What the performers may wear to prevent

injury

Clothing What the performer may need wear to support

their performance

Footwear An essential piece of equipment used for par-

ticipation in most physical activities

Facilities The type of venue or surface a performer a

physical activity takes place in.

Computer-

based

technology

Used to monitor individual and/or team perfor-

mance

Benefits The positive outcome of a piece of technology

used within sport

Data Information collected from technology to in-

form and review performance

Tier 2 vocab-

ulary

Definition

Prosthetics An artificial device (limb) used to replace a

missing body part. Particularly used in the

Paralympic Games.

GPS Global Positing system– used for navigation

purposes when sailing or hiking

VAR Video Assistant Referee—used for match

officials to aid decision making within games

Aerody-

namic

This reduces the drag/force of air moving

through/past items of equipment and clothing.


1. Identify different types of clothing which have ad-

vanced

2. Select a sporting example (e.g. a footballer), Explain

how the protective equipment they have is used

3. Describe the three advances in equipment in differ-

ent sports

4.Explain the term VAR

5. Describe the different uses of technology of sport

6. Identify which people would benefit from the tech-

nology that has been described in this unit

7. Describe the potential disadvantages of technology

In sport

8. Describe how Data could be collected in sport and

suggest why it might be used

9. Explain how footwear has improved over the lsat

50 years in sport

10. Explain the term “marginal gains”

“How does this apply to the course?”

Identify—Indicate the main features or purpose of

something

Describe—Give a clear objective account in their own

words, showing recall, and in some cases application,

of relevant features and information. Normally requires

breadth of content coverage

Explain—Provide details and give reason and/or evi-

dence to support an argument.


Different Types of technology in sport:

Advances in equipment.

Tennis and badminton rackets have advanced in recent years,

from a wooden type racket used in 1968 towards a modern

day racket in 1980. This is the same as footballs, where they

used to be made from animal bladders, nowadays a thinly

stitched plastic/leather.

Advances in protection

Ice Hockey Net Minder

LOTS of padding and

Different types of

Protection.

New Cricket helmets

With visors/face shield

Footwear

Leather boots

Vs

Synthetic/plastic leather

Facilities and Camera/technology has improved massively

particularly in the last few years

Subject: BTEC Tech Year: 10 Component 1 Learning Aim C Belong to BBA

49

All questions taken from Learning

Aim C, Assignment Brief Year 10: Sport; BTEC Tech Award

WB 21st Feb Research different types of technology, focussing on; advances in equipment, advances in protection,

clothing, footwear, facilities, cameras-computers and software. [C.1P4 and C.1M4]

WB 28th Feb Explain the benefits and limitations of the use of technology, [C.1P4]

WB 7th March How might the advances in technology affect the performer, the coach/manager or officials [C.2P4]

WB 14th March How might the advances in technology affect the coach/manager or officials [C.2P4]

WB 21st March How might the advances in technology affect the officials [C.2P4]

WB 28th March

[HALF TERM HOMEWORK]

Assess the benefits and limitations of technological advances in sport and activity, using clear sporting

examples [C.2D3]

50

Notes:

51

Notes:

52

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