SRPA Curriculum – Y10 · Mr A L Parkinson Director of Achievement (Key Stage 4 and Key Stage 5) ... Miss Norman will email you these. Task 2 - Read through functions python booklet

VIA DIVERSA VITA UNA – ONE LIFE, MANY PATHS

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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 06 July 2020

Please find attached details of Year 10 work for completion throughout the week commencing Monday 06 July 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 the continuation 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]

mailto:[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 06 July 2020

Subject Details of work

English

Tissue – Anthology

All students are expected to complete tasks 1-5. Students aiming for a Grade 6 or higher should also complete task 6.

1.) Read: Find the short poem Tissue: 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 Tissue Support Sheet for additional support guidance: Frog – Subject Sites – English – Home Learning 2020 – Year 10.

2.) Watch: watch this video of a reading of the poem: https://www.bbc.co.uk/bitesize/guides/zwg6nbk/revision/1. Think about how this may have differed from your own reading of the poem. What stood out to you and why? This is just a thinking exercise.

3. Listen: Watch this video by Mr Bruff that explains the poem Tissue: https://www.youtube.com/watch?v=sPlSH6n37ts

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?

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?

https://www.bbc.co.uk/bitesize/guides/zwg6nbk/revision/1

https://www.youtube.com/watch?v=sPlSH6n37ts


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5.) Write: Using your notes, write no more than 200 words answering to the question (remember to use the notes / guidance from BBC Bitesize – see 2.) above):

How is human nature presented in the poem Tissue?

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 Tissue Support Sheet.

6.) Additional Task: Read Dharker’s poem Prayer: https://www.poemhunter.com/poem/prayer-280/. Make a list of bullet points summarising the similarities and differences between the two poems. 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]

https://www.poemhunter.com/poem/prayer-280/










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Mathematics

Before next week you will receive an email from your class teacher providing personalised analysis from the feedback tasks if completed. Also attached to the email will be instructions explaining how you can access the new interactive questions for each of your own improvement topics on MathsWatch. This means for the next two weeks you will answer personalised questions instead of doing a generic task. Please work through your list of improvement topics from your Mathswatch feedback. Answers will be automatically marked as before. Please watch the video and attempt the interactive questions related to each video. You should aim to complete one video, plus the supporting set of interactive questions, for each lesson of Mathematics on your timetable. If you require support please email your class teacher as before. Challenge tasks will be set if you require them. If you did not attempt the feedback tasks by the deadline, you will find that we have now re opened these tasks. Please complete these assessments so that we can feedback to you. Any questions please don’t hesitate to contact myself on [email protected] or Miss Wells on [email protected].

Science

To access your Science work for Weeks 13 and 14, please go to FROG>Science Subject Site>Year 10>Home Learning. Here, you will find your Topic Packs for Biology, Chemistry and Physics. These Topic Packs will last for the final two weeks of term. If you have any questions, please contact your Science teacher or Miss Griffiths [email protected]

Media

On Frog: media studies – year 10 – magazines – Applying key theories You will find a new PowerPoint, please work through the tasks on this. NEA – I am still waiting for some of you to let me know what you are planning. Subject surgeries – Thursday morning, please be prompt. Work to [email protected]

Business GCSE Continue to complete emailed/printed booklet called unit 1 – People – this should take all of term 6.

Applied Business

- Can I describe the design mix and its impact on creating a USP Task 1: Review your learning of extension strategies from last week by completing the following:

Read through P30-34 of R064 text book (you can find this on Frog, Business and Finance, CNAT Business)

Complete the activities on P34

Complete Seneca tasks that have been assigned to you – email will be sent to with the login details.






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Computer Science

Can I: o Write functions with and without parameters, pass values to functions through parameters. o Accept and return values from functions o Use local and global variables o Divide a program up into separate subroutines (functions)

This work should take approximately 2/3 hours to complete. Task 1 – Check your programming solutions from last week against the answers – Miss Norman will email you these. Task 2 - Read through functions python booklet Task 3 – Complete the challenges on P9 Task 4 – Log into Seneca to complete this weeks tasks (recap on programming). 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

Creative iMedia

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

Frame by frame Still motion

Onion Skinning Squash and Stretch

Key frame Layering

Inbetweening

Describe each animation technique. Then outline in detail the benefits and drawbacks of using that technique. 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


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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 [email protected] 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. Attend your teams meeting with Miss Walker on Friday

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 The River Severn and its estuary 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









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History

Lesson 26: Title: Life in Nazi Germany: Nazi policies towards the young 1. Complete the source inference task 2. Answer the questions on the Hitler Youth programme on slide 3 3. Complete the source utility question on slide 4 4. Complete the plenary task on slide 5

Lesson 27: Title: Life in Nazi Germany: Nazi policies control of the young through education

1. Complete all the tasks on the slides Lesson 28: Title: Life in Nazi Germany: Employment and living standards

1. Complete all the tasks on the slides Please email [email protected] if you have any problems with your work

Religious Studies

Topic – Good and Evil – What is Evil? Task 1– Complete the video lesson Responses to Suffering and any tasks linked to your target level. Task 2 – Complete the Good and evil booklet Task 3 – optional but recommended – complete the txt book summary pages for the topic to prepare for your end of unit test next week No access students – Complete the workbook Please email [email protected] if you have any problems with your work

French

Les Jeux Olympiques This summer would have seen the 2020 Olympics take place, so this week we’re going to look at a reading comprehension about some of the Winter Olympic sports (on Frog). Read the text and answer the questions. Make a note of 10 new words from the text that you have worked out the meaning of. You can send your answers to your teacher in an email. Read the factsheets about Renaud Lavillenie and Teddy Riner and complete the gapfills with information from the factsheets (on Frog). Extension: Try testing your knowledge of winter Olympic sports with the powerpoint quiz (on Frog)! Try researching another French-speaking athlete and creating a factsheet about them in French.




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Spanish

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

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

3. Continue with the Languagenut assignment which 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.

Core PE

https://www.duolingo.com/o/gvwkgb


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Get involved in Virtual Sports Day 2020! Complete one or more of the suggested events and e-mail a video, pictures or details to your PE teacher.

[email protected] – Mr Fell [email protected] – Mrs Fragle [email protected] – Mr Skaley [email protected] – Miss Howick [email protected] – Mr Reed [email protected] – Mr Whitley

GCSE PE

1. Work through your returned progress test (e-mailed by Mr Fell) with the mark scheme (VLE). Use the mark scheme

and your work from Unit 3 to complete all of the answers to full marks in green. You may want to do this on a new

document if it’s easier. Don’t just copy the mark scheme, use it to guide your answers and answer in your own words

(do not cut and paste from the internet!).

2. Highlight and make a list of any questions or areas that you are unsure of. E-mail Mr Fell with this for guiding future

learning. Make sure you use your class notes, powerpoints and the videos on the VLE and the internet to first before

saying you don’t understand.

3. Check you have completed the work set during lockdown and tidy up your notes or organise your work in online files

so that this is easy to sort into your folders when we return for GCSE PE lessons.

Sports Studies

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 endurance on FROG) to assist them alongside their own research.

Task Exercise can improve many aspects of fitness, including muscular endurance. You need to write about how muscular endurance can help with each of the following factors

• Increased stamina for work based tasks

• Improved sport skill performance

For example discussing how having muscular endurance can help by making everyday tasks easier- i.e. explain how you are able to continue digging the garden without fatigue, or complete an intense exercise programme. A sports performer repeating a sporting skill/action without tiring when others are too fatigued to carry on.








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The power point slides will aid knowledge but must not be copied you will need to carry out other research also around each factor. Your work must be in your own words and you must place any website or books used into your references list you have already created.

Remember to aim the work towards presenting it to a student in the year below so a year 9 student and try to keep the same format/ presentation style as your work from last week.

Email back this work to Mrs Fragle by 10th July.

Engineering

You are to work through the product evaluation slides in the attached Powerpoint. They are then to apply the 4 key headings to their Unit 1 work. This is to include their research material and ideas / concepts.

1) Describe. 2) Explain 3) Compare / Contrast 4) Evaluate

Art

10A/Ar1 – MISS HETT From your photographs/experiments. Complete a zoomed in section of your work using any media/background/style. You can use a view finder to help you. Choose a section that is detailed and draw it on an A5 scale. You can use any media, but try and keep it similar to your artists work from last week. Photograph your work and sent it to [email protected] for marking and feedback. See example below:



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Example of a view finder and zoomed in sections of keys with tonal shading. 10C/Ar1 – MISS EARNSHAW Tasks are continued from last week, email in your photography evidence of your work by July 6th. Task 1: 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. Task 2: 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. Task 3: 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?



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Photography

Please continue with the work you have been doing on your photographer analysis, research, recreations, in the style of and photo shoots. 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. 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 team’s session or via e-mail you should by now have shown or evidenced at least two written analysis on two of your three photographers, two research pages on at least two of your three photographers and two photoshoots of your own photographs linked to your photographer. If you have completed the above then if you should continue with the work on your third photographer and further Photo shoots. By September you should have third photographers studied and 9 Photo shoots linked to them. Again please use the lockdown support plans to help you plan photo shoots. Please keep sending your work and asking any questions Miss Earnshaw and Miss Davis are ready to support.


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Design & Technology

Contextual challenges: 1. Multifunctional living 2. Teenage lifestyle 3. Nature and the environment 1.5 Carry out further research to gather the other relevant information you need to help you design.

1. Consider what other information you currently need to find out before you start designing. (Consider materials, safety, sizes, form, function aesthetics and sustainability) 2. Don’t be afraid to sketch or do some practical tests to help you find out the information you need.

3. When you have found out all you need to know, evidence all your findings.

In response to the contextual challenge, make sure you have fully researched everything you need to help you start designing.

Food Technology

This week I would like you to look into the positive and negative effects of food modification on health. During food processing, manufacturers will sometimes use additives. Complete the research below and present it in charts, with supporting images, or in any other way you find useful. Task 1: Research the three groups of additives Artificial, Natural and nature identical. Task 2: Research the following types of additive, and find out why it is used, and examples of foods it is within. Preservative, Flavour intensifier, Stabilisers and emulsifiers, colourings. Task 3: What are the advantages and disadvantages of using additives? Task 4: Look at a range of different food products to find out how many of them contain additives as well as the different types of additive they contain. (Look in your cupboard, fridge, and freezer!) Draw up a chart to record your findings, making note of the types of additives used and why they have been used.


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Personal Development

Personal Development Unifrog

1. Login to Unifrog 2. Locate the Interactions tab, it is halfway down the homepage. (It is located next to the next to the Competencies tab

used in previous weeks.) 3. Click on the Interactions tab.

4. In the interactions are you will find a series of interaction which have been arranged for you over the past academic year.


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5. Read and remind yourself of each interaction, they are all dated and titled. 6. Click the +Comment box on the bottom of an added interaction. 7. Now add comments about how you thought the interaction went and how you might be able to use the gained

knowledge or skill in the future to support your own personal development. 8. Please remember all interaction can be read by any member of staff.

SRPA Curriculum – Y10 · Mr A L Parkinson Director of Achievement (Key Stage 4 and Key Stage 5) ... Miss Norman will email you these. Task 2 - Read through functions python booklet

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