SRPA Curriculum – Y10 · 6/29/2020  · If you were taught by Mrs Martini or Miss Sewell and you wish to email your work, please send it to Mrs Selwood ([email protected] Mathematics

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SRPA Curriculum – Y10

Our vision

The Curriculum at Sir Robert Pattinson Academy enables our students to

dream, achieve and believe in their capabilities by providing an exceptional,

inspiring educational experience, which allows students to fulfil their

potential and become highly employable and successful members of

society.

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Information for parents and carers of Year 10 students

Week commencing Monday 29 June 2020

Please find attached details of Year 10 work for completion throughout the week commencing Monday 29 June 2020. Students should follow the

lessons as shown in their timetable, completing the work as detailed on page 5 onwards. A number of the necessary resources are located on the

Academy’s FROG VLE site. A list of key contacts for each faculty can be located on page 4 of this document. Students can access FROG using their

school email address and password; if you require any assistance with email accounts, remote access or FROG then please review the ‘Working from

home’ tab on the school website (www.srpa.co.uk). In addition, if students have forgotten their passwords or if they have expired then please

contact [email protected].

This week sees a large number of Year 10 students returning to school for one day per week for lessons in English, mathematics and science. To

supplement this provision, the Academy is continuing to offer online Subject Surgeries for all Year 10 students across all subject areas. Page 3 of this

document provides a reminder of how the videoconferencing sessions operate. Please be aware that the timetable for these online Subject Surgeries

will change as a result of students returning to school and so all students should regularly check Microsoft Teams for the latest information. If

students find that they have a clash in their online timetable then please contact the teachers concerned who will offer advice.

Please do not hesitate to contact us at the Academy if you have any queries regarding the information contained within this document, or if we can

do anything further to support the learning of your son/daughter at this time. The email address to use for this is [email protected].

Kind regards

Mr A L Parkinson

Director of Achievement (Key Stage 4 and Key Stage 5)

Sir Robert Pattinson Academy

[email protected]

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Online Subject Surgeries at SRPA

The Academy is delighted to now offer online Subject Surgeries for Y10 students to meet with their subject teachers on a weekly basis through

the Microsoft Teams platform; further guidance will be shared separately to support students in using this software. Subject teachers will

invite Y10 students to their Subject Surgeries through Microsoft Teams.

These sessions will offer an opportunity for students to catch up with their class mates, share any issues or problems they are having, along

with any successes too. The subject teacher can support and unpick any issues, supporting students with their progress and learning.

Expectations of video conferencing Subject Surgeries

Neither pupils nor staff should record the videoconferencing session.

The member of staff calls the pupils, after adding them as a contact, and ends the call after the session.

Dress – pupils and staff should dress appropriately, i.e. fully clothed, nothing revealing, no extremes of fashion, no T-shirts with

controversial slogans etc. The standard of dress for staff is smart casual.

The pupil is in a “public” room, e.g. a kitchen or living room, where an adult can come and go freely. A bedroom is only used in

exceptional circumstances, e.g. if this is the only room in which an instrument can be played, and, if so, the door is left open. The only

exception to this are counselling/mentoring sessions.

A neutral background, which reveals nothing too personal e.g. no controversial pictures etc.

Normal behaviour expectations apply in terms of conduct and respect. Speak to each other as if in a normal classroom.

Aim to keep background noise to a minimum. Please ask other members of the household to be aware that lessons are taking place and

use the mute function where necessary.

Timing - between 8.30am – 4.30pm only

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Key contacts for Year 10 students

Faculty Department Contact English Nicola Selwood [email protected]

Mathematics Gareth Ireland [email protected]

Science Lauren Griffiths [email protected]

Humanities Samantha Papaioannou [email protected]

Art and Design & Technology David Palethorpe [email protected]

MFL Natalie Hughes [email protected]

Business and Computing Linda Norman [email protected]

Performing Arts Shannen Johnson [email protected]

PE Garry Fell [email protected]

Personal Development John Griffiths [email protected]

General Resources Andrew Parkinson [email protected]

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Details of Y10 student work

Week commencing Monday 29 June 2020

Subject Details of work

English

Ozymandias – Anthology

All students are expected to complete tasks 1-5 (even if you have looked at Ozymandias in class, which some of you have done). Students aiming for a Grade 6 or higher should also complete task 6.

1.) Read: Find the short poem Ozymandias: Frog - Subject Sites - English - Home Learning 2020 - Year 10. Read it and spend a few minutes thinking about what the poem might be about. Who is speaking? What is happening? You should print the poem (if you don’t have your anthology with you) to make notes on. You could also use the Ozymandias Support Sheet for additional support guidance: Frog – Subject Sites – English – Home Learning 2020 – Year 10.

2.) Listen: watch this video of a dramatic reading of the poem (read by Brian Cranston): https://www.youtube.com/watch?v=sPlSH6n37ts. Think about how this may have differed from your own reading of the poem – what stands out to you? What stood out and why? This is just a thinking exercise.

3. Listen again: Watch this video by Mr Bruff that explains the poem Ozymandias: https://www.youtube.com/watch?v=d_Egz2bDQ0o

4.) Make notes: As you watch the video by Mr Bruff, make notes under the following headings in your anthology or on paper, if you’ve printed it out:

Structure – How is the poem put together? Does it follow a pattern?

Meaning – What message is the author trying to get across?

Imagery – What kind of images / ideas is the poet using to make his/her point?

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Language – What might specific words or phrases mean?

Effect – How does the poem impact upon you, the reader? What does it make you think about?

5.) Write: Using your notes, write an answer to the question: How is the theme of power presented in the poem Ozymandias?

You could use the PETAL structure to write your answer:

Make a Point (state how identity is shown in the poem) Include Evidence from the poem Explain what Technique the writer has used (look at the notes you made on language and structure for help here) Analyse the effect of the technique (how does the language or structure help the writer to present identity?) Make a final Link back to the question to finish.

Use your notes and the video to help you to write up your answer to the question and email your response to your English teacher. Note there are some starters on the Ozymandias Support Sheet.

6.) Additional Task: read and make notes on the following article – https://www.britannica.com/topic/We-Damn-Your-Memory-The-Confederate-Statue-Controversy-2118960 If you have any questions or queries, or want to email your work for feedback, please send it to your usual class teacher: [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] If you were taught by Mrs Martini or Miss Sewell and you wish to email your work, please send it to Mrs Selwood ([email protected]

Mathematics

Log in to Mathswatch and complete the activities that have been set by your class teacher which will appear on days you have a mathematics lesson this week. The tasks will be titled in the following way – GROUP, DATE OF LESSON, TITLE. If you have any issues with your username or password then please email Mr Ireland at [email protected]

Science

To access your Science work for this week, please go to the Science Subject Site on FROG, then to Year 10, then Home Learning. Here you will find links for Biology, Chemistry and Physics work. These packs are designed to replace the lessons you would have had over the coming two weeks in each Science. Separate Scientists – the additional work for you is clearly labelled on each pack. Any questions, please email me: [email protected]

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Media

ON Frog Media Studies – year 10 – magazines you will find 2 new PowerPoints. 1) Tatler introduction and media language 2) Representation in Tatler magazine

Work through both ppts and complete all tasks. Feedback is on its way from last week’s assessment – check your emails. Remember Teams subject surgeries Thursday afternoon. All work to [email protected] As always work to me please on - [email protected]

Business GCSE Complete emailed/printed booklet called unit 1 – People.

Applied Business

Can I analyse the appropriateness of extension strategies for different products. Task 1: Review your learning of extension strategies from last week by completing the following:

Read through the extending the product life PPT

Complete Product Life support worksheet – Ensure this is completed for your online surgery

Complete Extension strategies exam questions - submit your answers to your class teacher

Can I analyse the appropriateness of extension strategies for different products. Task 1: Review your learning of extension strategies from last week by completing the following:

Read through the extending the product life PPT

Complete Product Life support worksheet – Ensure this is completed for your online surgery

Complete Extension strategies exam questions - submit your answers to your class teacher

Computer Science

Recap on using 2D Arrays in Python.

Revision for end of year assessment

This work should take approximately 2/3 hours to complete. Task 1 – Read through 2D Arrays python booklet Task 2 – Complete the challenges on P Task 3 – Log into Seneca to complete this weeks tsks. You will receive an email to your school account with details how to do this. Reminder: All resources can be accessed from Frog, Subject Sites, Computing, Home Learning, Year 10, GCSE Computer Science

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Creative iMedia

Can I describe a wide range of animation types, demonstrating a thorough understanding of the advantages and disadvantages of each? This work should take you approximately 3 hours. Add a second section to your R086 LO1 report titled Types of Animation Task: Research the different types of animation. Here are some examples suggested by the examining board:

Stop motion Cut out

Time-lapse Flipbook

Cel animation Digital

Describe each animation type. Then outline in detail the benefits and drawbacks of using that type. Include visual examples to support your descriptions. Make sure that you write in your own words and provide sources for your information. Reminder: All resources can be accessed from Frog, Subject Sites, Computing, Home Learning, Year 10, Creative iMedia

Drama

On the Drama home learning page on Frog you will find your task sheets and any resources needed. Each task is divided into lessons, you should spend one hour on each lesson. There are enough lessons for you to complete for the next week. Any questions or problems please email [email protected].

Music On the Music home learning page on Frog you will find your task sheets and any resources needed. Each task is divided into lessons, you should spend one hour on each lesson. You will have the same amount of lessons on the document as you would normally have of Music for the next week. Any questions or problems please email [email protected]

Child Development

Coursework x 2 hours Please continue with your coursework and email completed pieces to [email protected] All of the resources you need including task sheets and ppts are on the Child Development Frog page. Email if you have any difficulties. If you are unsure of a task, then please move on to another that you can get on with. There are a variety of tasks ranging from D – A* - Choose what you can get on with Please make sure you put your name/ unit number/ task number on the actual document you send me.

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No access students – continue with your assignment – part 7 Please attend your teams meetings on Wednesday this week so you can meet your new teacher.

Geography

Lesson x 2 hours: River Landforms –The Lower Course Go to the Geography Subject page on FROG. Look for the Home Learning 2020 tab Here you will find this week’s work on levees and floodplains. If you are able to print it out please do so, otherwise record the answers in your exercise book. Remember to start a new page and include a title. Please send a copy or picture of your answers to your Geography teacher: [email protected] [email protected] [email protected] Continue to make your flash cards about the topics covered each week. Keep your cards safe and bring them to school when you return

History

Lesson 24: Title: Life in Nazi Germany: Nazi policies towards women 1. Read the information about Nazi expectations on women and the family and then complete the diagram 2. Create a table on Nazi policies towards women 3. Complete the comment/evidence/stretch structure using the boxes

Lesson 25: Title: Life in Nazi Germany: Nazi policies towards women

1. Complete an analysis for Source C. Use the scaffold and the model answer to help you Read the two interpretations. You will need to support the two quotations with your own knowledge from the previous slides & then explain why you agree or disagree with each point Please email [email protected] if you have any problems with your work

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Religious Studies

Topic – Good and Evil – What is Evil? Task – Complete the video lesson The Problem of Evil and any tasks linked to your target level. No access students – Complete the workbook up to page 23 Please email [email protected] if you have any problems with your work Please email [email protected] if you have any problems with your work

French

School

1. Students need to log-in to click on the following link https://quizlet.com/_8fy6zg?x=1jqt&i=etin9 to learn the vocab in the set T6 Hwk 2 Le règlement scolaire ensuring that they have completed Learn, Write, Spell and Test. 2. Students need to login to www.languagenut.com where a number of tasks have been set for them on school including listening, reading and writing activities. Teachers will be able to monitor their progress and students will receive feedback via Languagenut. For issues with access to Languagenut please contact [email protected].

Extension: Mise en train – pg 27 – Look at the list of 20 French words which are also words in English with totally unrelated meanings. Put the French word next to its correct definition. Try downloading and using the Linguascope App Labo Grammaire!

Spanish

1. If you go to the MFL site on FROG you will see a Spanish Home Learning Tab, where I have uploaded a Powerpoint entitled Protegiendo el medioambiente for you to work through. Make sure you write down you answers for us to discuss!

2. Your Quizlet set this week is T5 Protegiendo el medioambiente Please ensure that you know this vocabulary well, by completing Learn, Spell, Write, Test, Match and Gravity.

3. This week’s Languagenut assignment will take you right up until the end of term, as it assesses the topics of environment and social issues. Please make sure that you don’t leave it all until the last minute – complete a little bit each day!

4. Make sure that you have joined the SRPA Year 10 Spanish class on Duolingo by clicking on the link below: https://www.duolingo.com/o/gvwkgb I will award 10 housepoints for the top 5 XP earned in in the class each week.

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Core PE

At school you would have 1-2 hours of PE per week. However, you are potentially missing lots of exercise at the moment due to not walking/cycling to the academy, not playing sport outside of school, not going swimming, etc. Therefore, you may wish to use the links on FROG VLE to keep active on a daily basis. Remember, government guidelines are that you should complete 60 minutes of physical activity every day. Maybe you could encourage a family member to exercise with you. On the VLE PE page you will find a physical activity log and links to a variety of exercise sessions that can be completed at home.

GCSE PE Complete the Unit 4 – Lesson 2 workbook (on VLE) whilst working through the powerpoint presentation.

Sports Studies

1. Students are to complete L02 in the coursework unit for submission.

A power point is provided with some key information (Power point LO2 benefits of muscular strength and flexibility on FROG) to assist them alongside their own research. Task Exercise can improve many aspects of fitness, including muscular strength and flexibility. You need to write about how muscular strength and flexibility can help with each of the following factors

• Completing everyday tasks

• Avoiding injury

• Improving posture

• Preventing joint problems

For example discussing how having muscular strength and flexibility can help by making everyday tasks easier- explain how able to walk up stairs easier, able to carry shopping or suitcases easier, having flexibility allow you to reach further so easier to tie up shoes, pick things up from the floor.

Remember to aim the work towards presenting it to a student in the year below so a year 9 student.

Email back this work to Mrs Fragle by 3rd July

Engineering

Concept Chooser charts. Using Publisher or Excel Students are to create a chart with 6 columns and 9 rows (could be more if you have more specifications) Missing the first box, down the left hand column in each box write one specification. Across the top row missing the first box write Idea 1, 2, etc Every Idea requires an answer for each specification statement by giving a comment and number 1-5 See attached example. When complete total up the scores and the idea with the highest score best fulfills the specification.

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Art

10A/Ar1 – MISS HETT Complete 2x A5 media experimentation in the style of your artist. You can use any media you have available but it must be in the style of work the artist works in. Where possible aim to use the same media if not make sure that the mark making and colours are as accurate as possible. You do not have to use the same media they have used but you must try to achieve the same effect as them. Focus on your quality and not quantity to ensure you are developing your A03 marks from the mark scheme. Once you have completed those, complete written analysis of one of your experiments. Use the literacy guide to help you, but you must look at the formal elements – composition, line, texture, colour, form, shape, tone and the context. Complete the work and have it ready to display in your next teams meeting OR email across to [email protected] 10C/Ar1 – MISS EARNSHAW Select a second artist – This can be from the starting points or one of your own. If you choose one of your own please e-mail [email protected] to discuss and check. Please send visual examples of their work so she can support. Whilst you are looking at artists save images and information on them preparing for your research page on them. Images you like that they have created at least 5 or 6 and any background information you can find about them, how they are influenced by other artists and who they are. Once you have selected your artist complete a recreation of an drawing/painting by them – remember you can either do a full copy or a section of the image as a close up study using a view finder. Where possible aim to use the same media if not make sure that the mark making and colours are as accurate as possible. Complete a detailed written analysis of one image/drawing/painting by your second artist. It does not have to be the same image as your recreation but you must look at the formal elements – composition, line, texture, colour, form, shape, tone and the context – what is the image telling you/showing you? How does it inspire your own work?

Photography

With a few students struggling to access and complete their photography during lockdown I have created three step by step task sheets for the three titles we started working on before lockdown. If you have not yet fully started your project or you are struggling due to limited access to people for models or going out to take landscape images please consider picking up one of these as they have been designed with lockdown in mind. The most simple is the Objects project which can be completed fully at home. If you have already started and say for example have completed research into one or two of your photographers but are struggling for a 3rd please use these to support connected to your theme and use the ides for photoshoots and what you can take photographs of.

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You can either use it to work directly from completing the tasks exactly as they are described or you can use it to help you work through what should be completed for the criteria using your own selected photographers and ideas for photo shoots. If in any doubt or confusion I urge you to work directly from one of these. Consider your personal circumstances in lock down before decided which to work from as some require models (People) and some require you to be able to go out and about away from home. Remember if you are in contact with people as models please stick to the social distancing rules. Either during your teams session or via e-mail you should by now have shown or evidenced at least one written analysis on one of your three photographers, one research page on at least one of your three photographers and one photoshoot of your own photographs linked to your photographer. If you have completed the above then if you haven’t already start work on your second and third photographer. Please keep sending your work and asking any questions Miss Earnshaw and Miss Davis are ready to support.

Design & Technology

Contextual challenges: 1. Multifunctional living 2. Teenage lifestyle 3. Nature and the environment 1.4 Existing Products

1. Find at least 3 existing products that could be used as a product for the context/problem you are thinking about/working on.

This is a great opportunity for primary research. (you should already have spoken to a client/end user for their initial thoughts about the context. Good primary research) - Nature and the Environment It could be a bird box if you have decided you want to attracted more wildlife into the

garden.

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2. The first question you should ask yourself and write down is. - Why was the product designed and made? - What was the context/problem set for the designer?

3. Pick products that are related to your problem and study them Consider ACCESS FM:

Use the ACCESS FM support document included. Take images of the product being used, assembled. If you can take the product to pieces. Aesthetics: Cost, Customer, Client, End User Environment, Size Safety Function, Material and Manufacture

4. Analyse all the different parts that make up the product.

What does each part do? What has each part been made from? How has each part been made?

5. Add pictures that show the product in detail.

Focus on the interesting design features.

6. Explain your findings in writing. Use ACCESS FM and the questions on the example below to help you.

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You should have fully analysed some existing products and shown that you are informing your own design thinking with ideas that will help you create your own design ideas and solutions

Extension task: Sketch some ideas on the existing ideas and how they could be developed.

Food Technology

Miss Gamwell has invited you to their class Year 10 Food 2019-20. Click on this link to join it: https://app.senecalearning.com/dashboard/join-class/rpijshypn6 By joining their class your teacher will be able to see your learning stats. You can see what classes you are a part of on your "classes and assignments" page. This week I have set an assignment on Seneca called “End of year 10 test of knowledge”. Please complete this by 5th July. Any outstanding cookie or international cuisine work must be emailed to Miss Gamwell ASAP.

Personal Development

Now you have signed up to Unifrog you can continue to build your profile. If you have not yet signed up ask your form tutor for some support. This week you will need to add your competencies on Unifrog. You will find this half way down the User Page. Please see the Icon below.

Competencies are seen as the soft skills which all companies and universities are looking for. This is not about grades or qualifications, this is experiences and skills you can bring to a university or workplace. Understanding your skills and feeling confident to talk about them is important to help promote yourself and stand out against other applicants.

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You will be able to use this information to continue and develop a profile of yourselves to support applying for university or jobs in the future. All information can be updated when a more relevant or better fitting experience has happened. For example: you could be showing Leadership by being a Captain of a football team. You need to give information to support and can include a reference. Competencies you can record information under are: Aiming high When have you set a tough goal and devised a plan to achieve it? Creativity When have you used your imagination to come up with new ideas? Leadership When have you motivated people to do something positive? Listening When have you shown particularly strong skills in receiving and processing information or ideas? Presenting When have you shown particularly strong skills in orally transmitting information or ideas? Problem solving When have you displayed strong critical reasoning skills? Staying positive When have you overcome a set back? Teamwork When have you worked with others to get something done? Literacy When have you shown particularly strong skills in reading and/or writing? Numeracy When have you successfully worked with numbers? Independence When have you had to work on your own to achieve something? Communication When have you conveyed something that was complex or sensitive?