[PDF] Student Progress Report 1 - Nova Hreod Academy

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Student Progress Report 1

Assessment advice for Year 10

parents and students by Scott Thomas

Assistant Principal KS4 Raising Standards

November 2016

Dear Parents / Carers

Re: Up-coming Assessment weeks Key Stage 4 (Years 10-11).

I am writing to give you advanced notice about the assessment weeks that are coming up for your son/daughter in

all subject areas. These will be between the week of the 5th December and the week of the 12th December.

The assessments will be marked and Dedicated Improvement Time (DIT) will be provided in the week of the 16th

January 2016. This means that students will be able to work on the targets that they have been provided with by

their teacher to improve their learning on their original assessments. In support of the assessment weeks a number of things will be provided by the school:

1. An Assessment Manifest (this explains what students need to revise).

2. Dedicated class revision time.

3. Homework revision will be set.

We also ask that you can support your son/daughter by making sure that they have received the support that has

been identified above.

It is imperative that your son/daughter is well prepared for their assessments so that they can perform their very

best. All assessments link to our intervention programme which has proven to be highly successful in raising

student͛s grades throughout the year.

I would like to take the opportunity to thank you again for supporting the school in raising your child͛s attainment

still further. If there is any way we can support your son/daughter further with their assessment preparation

please do not hesitate to contact Mrs Stephen the Head of years 10-11 on e.stephen@novahreodacademy.org.uk

or myself on s.thomas@novahreodacademy.org.uk.

Yours faithfully

Scott Thomas

Assistant Principal KS4 Raising Standards

English

English

Y10

SPR1 GCSE Paper 1

Title Explorations in creative reading and writing

Fiction

Question

prompts and success criteria Q1

List four things͙͙͙ (4 marks)

Identify and Interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts Q2 How does the writer use language to describe͙͙͙͙.͍(8 marks)

You could include the writer͛s choice of:

Words and phrases

Language features and techniques

Sentence forms

Explain, comment on and analyse how writers use language to achieve effects and influence readers using relevant subject terminology to support their views. Q3 How has the writer structured the text to interest you as a reader?(8 marks) Explain, comment on and analyse how writers use structure to achieve effects and influence readers using relevant subject terminology to support their views. Q4 Statement given students asked: To what extent do you agree? (20 marks) Write about your own impressions of͙. Evaluate how the writer has created these impressions Support your opinions with quotes Evaluate texts critically and support this with appropriate textual reference Q5

Write a description based on the picture

Or

Write the opening to a story about͙..

(24 marks Content and Organisation) (16 marks Technical Accuracy)

Content

ͻ Communicate ideas in written form

ͻ Tone style and register is matched to purpose, form and audience; manipulative, subtle and increasingly abstract

ͻ Use a range of vocabulary

Organisation

ͻ writing is structured

ͻ linked paragraphs with discourse markers

ͻ use structural features

AO6 Technical Accuracy

ͻ Sentence demarcation

ͻ Range of punctuation

ͻ Sentence forms

ͻ Standard English and grammatical structure

ͻ Spelling

ͻ Vocabulary

9.1 9.2 9.3 8.1 8.2 8.3 7.1 7.2 7.3 6.1 6.2 6.3 5.1 5.2 5.3 4.1 4.2 4.3 3.1 3.2 3.3 2.1 2.2 2.3 1.1 1.2 1.3

79 77 75 72 69 66 64 61 58 57 56 54 53 51 50 49 48 47 43 39 35 31 27 23 20 16 12

English

Y10

SPR1 GCSE Paper 2

Title Modern Texts

45 minutes

Question

prompts and success criteria

Section A

Edžample Ƌuestion͗ ͚How does JB Priestley present ͙͙͙͙ in ͚An Inspector Calls͛

30 marks

4 marks for technical accuracy

AO1

Comment on behaviour/attitude of character/s

Comments related to what we learn about them

Response related to the level of sympathy for the character/s AO2 Presentation of the character/s through dialogue: Dialogue used to show how they feel about themselves and others Contrast between characters if discussing more than one AO3

The use of character to explore class

The use of character to explore life in the 1900s The use of character to explore ideas about society and people

The use of character to explore other themes

9.1 9.2 9.3 8.1 8.2 8.3 7.1 7.2 7.3 6.1 6.2 6.3 5.1 5.2 5.3 4.1 4.2 4.3 3.1 3.2 3.3 2.1 2.2 2.3 1.1 1.2 1.3

95 92 89 85 81 77 73 69 64 63 61 59 58 56 54 53 51 49 45 40 35 30 25 20 15 10 6

Mathematics

Subject Maths Higher Topic content

Success

Criteria

Skill1- N1

Order numbers

Maths Watch clip numbers : 2,3,70

Skill1- N2

Apply four operations

Maths Watch clip numbers 17,18,19,20

Skill1- N3

Relationships between operations

Maths Watch clip numbers : 21

Skill1- N4

Factors ,multiples , Prime Factorisation

Maths Watch clip numbers: 28 ,

Skill1- N5

Systematic listing and product rule for counting

Maths Watch clip numbers : 69

Skill1- N6

Powers and roots

Maths Watch clip numbers : 29, 81

Skill1- N7

Roots with integers and fractional indices.

Maths Watch clip numbers : 81 ,82 ,188

Skill1- N8

Fractions and surds

Maths Watch clip numbers : 71a, 71b ,72 ,73,74 , 207a, 207b , 207c

Skill1- N9

Standard form

Maths Watch clip numbers : 83

Skill1- N10

Termination and recurring decimals

Maths Watch clip numbers : 177 Order positive and negative integers, decimals and fractions; use the symbols с т, ф, х, ч. ш Apply the four operations, including formal written methods, to integers, decimals and simple fractions and mixed numbers - all both positive and negative; understand and use place value Recognise and use relationships between operations, including inverse operations ;use conventional notation for priority of operations, including brackets, powers, roots and reciprocals Use the concepts and vocabulary of prime numbers, factors ,multiples, HCF, LCM, prime factorisation, including product notation and the unique factorisation theorem

Foundation:-Apply systematic listing strategies.

Higher: - Apply systematic listing strategies, including use of the product rule for counting. Use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number Calculate with roots, and with integer and fractional indices. Calculate edžactly with fractions, surds and multiplies of ʋ; simplify surd expressions involving squares and rationalise denominators Calculate with and interpret standard form A x ͳ-௡, where 1 ч

A < 10 and n is an integer

Work interchangeably with terminating decimals and their corresponding fractions; change recurring decimals into their corresponding fractions and vice versa Identify and work with fractions in ratio problems

Interpret fractions and percentages as operators

Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimals quantities where appropriate

Skill1- N11

Ratio

Maths Watch clip numbers : 38, 106,107

Skill1- N12

Operators

Maths Watch clip numbers :

Skill1- N13

Standard units

Maths Watch clip numbers : 142

Skill1- N14

Estimation

Maths Watch clip numbers : 91

Skill1- N15

Rounding numbers

Maths Watch clip numbers : 31, 32, 90

Skill1- N16

Bound

Maths Watch clip numbers : 132, 206

Skill1- R 3

Fractions

Maths Watch clip numbers :

Skill2- A1

Algebraic manipulation

Maths Watch clip numbers : 137

Skill2- A2

Substitution

Maths Watch clip numbers : 95

Skill2- A3

Vocabulary

Maths Watch clip numbers :

Skill2- A4

Simply, manipulate and factorise algebraic

expressions Maths Watch clip numbers : 134a , 134b , 94, 192

Skill2- A5

Use and rearrange formulae

Estimate answers; check calculations using approximation and estimation, including answers obtained using technology Round numbers and measures to an appropriate degree of accuracy); use inequality notation to specify simple error intervals due to truncation or rounding Apply and interpret limits of accuracy, including upper and lower bounds Express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 Use and interpret algebraic manipulation including. Coefficients written as fractions rather than decimals, brackets Substitute numerical values into formulae and expressions, including scientific formula Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors Simplify and manipulate algebraic expression, multiply brackets and factorise quadratic expression of the formݔ ଶ൅

ܾ ݔ ൅ ܿ

Understand and use standard mathematical formulae; rearrange formulae to change the subject. Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments and proofs. Generate terms of a sequence from either a term-to-term or a position-to-term rule Recognise and use sequence of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (rn where n is an integer, and r is a rational number >0 or a surd) and other sequences Maths Watch clip numbers : 136, 190

Skill2- A6

Equations and identities

Maths Watch clip numbers : 193

Skill2- A23

Sequences

Maths Watch clip numbers :

Skill2- A24

Simple arithmetic and geometric progression

Maths Watch clip numbers : 163

2D and 3D shapes- G16

Area of 2D shapes

Maths Watch clip numbers : 53,54,55,56

2D and 3D shapes - G17

Circles - Circumference and area

Maths Watch clip numbers : 117 ,118 Know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and other right prisms (including cylinders)

2D and 3D shapes

Know the formulae: circumference of a circle = 2ʋr с ʋd, area of a circle с ʋr2; calculate͗ perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids.

Success

Criteria

Skill1- N1

Order numbers

Maths Watch clip numbers :

2,3,70

Skill1- N2

Apply four operations

Maths Watch clip numbers

17,18,19,20

Skill1- N4

Factors ,multiples , Prime

Factorisation

Maths Watch clip numbers: 28 ,

Skill1- N5

Systematic listing and product rule

for counting Maths Watch clip numbers : 69

Skill1- N6

Powers and roots

Maths Watch clip numbers : 29, 81

Skill1- N7

Roots with integers and fractional

indices. Maths Watch clip numbers : 81 ,82 ,188

Skill1- N8

Fractions and surds

Maths Watch clip numbers : 71a,

71b ,72 ,73,74 , 207a, 207b , 207c

Skill1- N9

Standard form

Maths Watch clip numbers : 83 Order positive and negative integers, decimals and fractions; use the symbols с т, ф, х, ч. ш Apply the four operations, including formal written methods, to integers, decimals and simple fractions and mixed numbers - all both positive and negative; understand and use place value Use the concepts and vocabulary of prime numbers, factors ,multiples, HCF, LCM, prime factorisation, including product notation and the unique factorisation theorem

Foundation:-Apply systematic listing strategies.

. Use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number Calculate with roots, and with integer and fractional indices. Calculate edžactly with fractions, surds and multiplies of ʋ; simplify surd expressions involving squares and rationalise denominators Calculate with and interpret standard form A x ͳ-௡, where 1 ч A ф 10 and n is an integer

Subject Maths Foundation Topic content

Skill1- N10

Termination and recurring decimals

Maths Watch clip numbers : 177

Skill1- N16

Bound

Maths Watch clip numbers : 132, 206

Skill1- R 3

Fractions

Maths Watch clip numbers : 107

Skill2- A1

Algebraic manipulation

Maths Watch clip numbers : 137

Skill2- A2

Substitution

Maths Watch clip numbers : 95

Skill2- A3

Vocabulary

Maths Watch clip numbers :

Skill2- A4

Simply, manipulate and factorise

algebraic expressions Maths Watch clip numbers : 134a , 134b , 94, 192

Skill2- A5

Use and rearrange formulae

Maths Watch clip numbers : 136,

190

Skill2- A6

Equations and identities

Maths Watch clip numbers : 193 Work interchangeably with terminating decimals and their corresponding fractions; change recurring decimals into their corresponding fractions and vice versa Apply and interpret limits of accuracy, including upper and lower bounds Express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 Use and interpret algebraic manipulation including. Coefficients written as fractions rather than decimals, brackets Substitute numerical values into formulae and expressions, including scientific formula Understand and use the concepts and vocabulary of expressions, equations, formulae, identities, inequalities, terms and factors Simplify and manipulate algebraic expression, multiply brackets and factorise quadratic expression of the formݔ ଶ൅ ܾݔ ൅ ܿ difference of two square. Understand and use standard mathematical formulae; rearrange formulae to change the subject. Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments and proofs.

Science

Subject Science

Year Y10- Triple and Combined Science Students (set 1,2,3,4,5)

Date December 2016

Title of

assessment Science SPR 1

Success

Criteria

The topics to be covered in the assessments are listed below; all the content that will be covered in

the test is outlined in your knowledge organisers.

1. Physics Threshold Concepts

2. Chemistry Threshold Concepts

3. Biology Threshold Concepts

4. Potential Energy and Elasticity

5. The Periodic Table

Revision

Students are provided with knowledge organisers for the topics, containing all the content required, this along with the quiz books students have been producing for homework should be used for revision. In addition, links have been provided below for further support.

BBC Bitesize

http://www.bbc.co.uk/education/subjects/zrkw2hv

Grade boundaries

Higher Tier

9 8 7 6 5 4

58 50 42 34 26 16

Foundation Tier

5 4 3 2 1

42 34 24 18 12

PE

Year Group Year 10

September to December

Paper 1: Fitness and Body System

Applied anatomy and physiology

Skeletal system Students will be able to identify components of the skeletal system, show understanding of the functions the skeletal system has, explain its role in sporting performance and be able to explain how the system works alongside other systems with in the body. Muscular system Can explain the role and functions with reference to types of muscle fibres, explain how muscles work together (antagonistic pairs) and with the skeletal system to perform movement as well as show the impact the muscular system has on different sporting examples. Be able to identify the relevant components of the muscular system, Cardio vascular system Must be able to identify all components in the cardiovascular system whilst showing a clear understanding of the role and function of each component, students will then be able to apply this knowledge to the working system within sporting activity. They must show there knowledge of the mechanisms of the system and how they support blood supply during sport.

Paper 2: Health and performance

Health Fitness and well Being

Physical, emotional and Social health Can define each area of wellbeing, show clear understanding of the impact each one has on participation and performance. Students should be able to make relevant suggestions as to how to reduce the impact of each one. Lifestyle choices

Students will need to explain the variety of lifestyle choices (work, rest, diet, recreational effects)

and explain the impact they have on performance. This knowledge needs to be applied to explain the negative effect of a sedentary lifestyle. Diet and Nutrition Students should show clear understanding of both diet and nutrition; this must be in context of sport and in everyday living. Should be able to compare how strategies will change depending on the physical activity or sport being played. Must be able to explain how diets are manipulated for the demand, and compare the strategy against the need. Somatotype and optimum weight Can show the factors effecting optimum weight and where this may be different for roles or sporting demand. Clear understanding of somatotype and where they may best be suited in sporting examples.

Recommended websites

www.bbc.co.uk ͥ Bitesize ͥ GCSE https://www.brianmac.co.uk www.teachpe.com

Recommended Revision Guide

Revise Edexcel GCSE (9-1)-Available from the PE Department Payment via Parent Pay

Skeletal system-p1-p4

Movement analysis-p5-p7

Ligaments, tendons and muscle types-p8

Muscles, pairs and fibres-p9-p14

Cardiovascular system-p10-18

Composition of air and lung capacity-p20-21

Respiratory system-p22-23

Health, wellbeing, lifestyle and participation-p82-94

Humanities

Subject Geography

Year Y10

Date To be completed by the 12th December

Title of

assessme nt SPR1: The Challenge of Natural Hazards

Success

Criteria

The Challenge of Natural Hazards

Natural Hazards

Define a natural hazard Know the types of natural hazards Know a variety of the factors affecting hazard risk

Tectonic Hazards

Describe a Plate tectonic theory Describe the global distribution of earthquakes and volcanic eruptions and their relationships to plate margins Describe the formation of volcanoes (composite) and earthquakes at destructive plate margins Describe the formation of volcanoes (shield) at constructive plate margins Describe the formation of earthquakes at conservative plate margins Describe primary and secondary effects of a tectonic hazard Describe immediate and long term responses to a tectonic hazard Describe how the effects and response to a tectonic hazard vary between two areas of contrasting levels of wealth (Earthquake - Haiti and Chile) Describe how management can reduce the effects of a tectonic hazard Describe the reasons why people continue to live in areas at risk from a tectonic hazard Know how monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard

Weather Hazards

Know the general atmospheric circulation model: pressure belts and surface winds Know the Global distribution of tropical storms (hurricanes, cyclones, typhoons) Explain why tropical storms form in certain bands of atmospheric circulation Explain the causes of tropical storms and describe the sequence of their formation and development Know the structure and features of a tropical storm

Explain why climate change might affect the distribution, frequency and intensity of tropical storms

Describe primary and secondary effects of tropical storms Describe immediate and long-term responses to tropical storms Describe using a named example (Hurricane Katrina) of a tropical storm to show its effects and responses Describe how monitoring, prediction, protection and planning can reduce the effects of tropical storms. Describe the types of weather hazard experiences in the UK (Rain, Hailstorms, Snow and Ice, Wind,

Thunderstorms, Drought and Heatwaves)

Describe using an example (Cumbria Flood 2009) an example of a recent extreme weather event in the UK to illustrate: causes, social, economic and environmental impacts , how management strategies can reduce risk Know some evidence that weather is becoming more extreme in the UK

Y10 SPR1 Geography Revision

Knowledge Organisers for the Challenge of Natural Hazards Quiz yourself using the questions you created for this topic (in self-quiz book) Use your exercise book for exam style questions

Climate Change

Understand the evidence for climate change from the beginning of the Quaternary period to the present day

Know the possible causes of climate change: natural factors - orbital changes, volcanic activity and

solar output and human factors - use of fossil fuels, agriculture and deforestation Describe the effects of climate change on people and the environment. Describe how we can manage climate change through mitigation - alternative energy production, carbon capture, planting trees, international agreements Describe how we can manage climate change through adaptation - change in agricultural systems, managing water supply, reducing risk from rising sea levels

How you will be graded - out of 33

Grade 9 8 7 6 5 4 3 2 1

Mark 27 24 21 18 15 14 10 7 2

Subject History

Year 10

Date December 2016

Title of

assessment Britain: Health and the People - Middle Ages and the Renaissance

Success

Criteria

x4 questions

How useful - (8)

Significance (8)

Compare two periods of time (8)

Factor question (16+4)

To be able to:

Be able to interpret sources and assess their usefulness using the PCC concept (provenance, content, and

context). Be able to answer a significance question - consider how important something was at a given time.

To be able to compare two different periods of time and highlight their differences/similarities and why this was

the case.

Be able to write in a clear and structured manner (extended writing), that looks at multiple factors and their

impact on the progress of medicine on a given time. To be able consider the SPaG in written work.

Students to know the following:

Medieval doctors Impact of religion on medicine Medieval surgery Public Health in the Medieval era Black Death What was the Renaissance? Vesalius, Pare and Harvey and their contribution Science and Technology Great Plague Hospitals in the 18th century John Hunter

The grade boundaries will not be exact due to this being a new specification. The boundaries will not be fully

validated until the first examination in June 2018.

Y10 SPR1 History Revision

You will need to use your exercise book to help you revise for your SPR1 assessment. You will also find the

revision notes at the links below useful too.

If you want to access any of these websites on a phone or a tablet, download a ͞YR Code Reader" (The

application will be free!) and scan the QR code next to the website you want to use.

Grade 9 8 7 6 5 4 3 2 1

Mark 38 35 31 26 21 16 11 8 5

Subject content: Medicine in Ancient Civilisations

A selection of videos about

different aspects of ancient medicine. http://www.bbc.co.uk/education/topics/zpnp34j/r esources/1

Revision notes and tests about

medicine in the ancient world. http://www.bbc.co.uk/schools/gcsebitesize/histor y/shp/ancient/ Revision guides and textbooks (These are also available for use in school) CGP Books, 2016. GCSE AQA History Schools History: The Revision Guide Aaron Wilkes and J.A.Cloake, 2016 Thematic Studies c790-present day (Oxford AQA GCSE History)

Ian Dawson and Dale Banham, 2009. AQA Medicine and Health Through Time: An SHP Development Study (SHPS)

Martyn Whittock, Derek Patterson and Tony McAleavy, 2002. Medicine and Public Health Through Time for AQA GCSE

Revision tools

A free website which allows you to

create flashcards, match up activities and to play games with key terms. www.quizlet.com

A free website which allows you to

create flashcards, mind maps and other revision resources. You can also use resources (about medicine through time) created by other pupils. https://getrevising.co.uk

Subject

Year Date

Title of

assessment

Success Criteria

RS Y10

December 2016

Area of Study 1 - Christian Beliefs

To be able to identify different religious traditions of Great Britain To be able to explain why the Trinity is important to Christians To be able to explain ways in which Christians respond to the problem of evil and suffering, including references to sources of authority To be able to evaluate for and against arguments on the topic of Jesus crucifixion Grade boundaries Paper - not tiered (out of 24) + 3 SPaG

Grade 9 8 7 6 5 4 3 2 1

Marks 26 25 24 22 19 16 12 9 6

Y10 SPR1 RS Revision

Knowledge Organisers for Christian Beliefs Quiz yourself using the questions you created for this topic (in self-quiz book) Use your exercise book for exam style questions

Revision aids:

http://www.bbc.co.uk/religion/religions/christianity/beliefs/trinity_1.shtml http://www.bbc.co.uk/schools/gcsebitesize/rs/god/chgoodandevilrev1.shtml

http://revisionworld.com/gcse-revision/rs-religious-studies/philosophical-perspectives/good-and-evil

http://www.bbc.co.uk/religion/religions/christianity/beliefs/whydidjesusdie_1.shtml

Y10 SPR1 French Revision

Year 10 Pupils will be completing ͞Do now Yuizzes" on the following topics each week until the edžams.

Week 1 Week 2 Week 3 Week4 Week 5

Self-quiz on

Present tense

with irregulars

Self-quiz on past

tenses with irregulars

Self-quiz on

future tenses with irregulars

Self-Quiz on

Listening,

Reading and

Translation skills

Self-Quiz on

Culture (places,

school structure, festivals etc.)

Week 2 Week 3 Week 4 Week 5 Week 6

Test on Quiz 1 Test on Quiz 1 +

2

Test on Quiz 1, 2

+ 3

Test on Quiz 4, 3

+ 2

Test on Quiz 5, 4

+ 2 Students should also refer to revision resources provided in lessons.

Languages

Subject French

Class and Year

Group

KXB Year 10

Date of

Assessment

December

Title Listening, Reading, Writing and Speaking Assessments Success Criteria 1.) To be able to talk about what makes a good friend

2.) To be able to talk about family relationships

3.) To be able to use the near future to talk about making plans

4.) To be able to use the perfect tense to describe a night out with friends

5.) To be able to use the imperfect tense to talk about life when you were younger

6.) To be able to talk about hobbies, sports and media

Marks to grades.

Listening

Reading

A* A B C D E U

32 28 24 21 18 16 <16

36 32 27 22 17 14

<14

Y10 SPR1 German Revision

Year 11 Pupils will be completing ͞Do now Yuizzes" on the following topics each week until the edžams.

Students should also refer to revision resources provided in lessons.

Week 1 Week 2 Week 3 Week4 Week 5

Self-quiz on

Present tense

with irregulars

Self-quiz on past

tenses with irregulars

Self-quiz on

future tenses with irregulars

Self-Quiz on

Listening,

Reading and

Translation skills

Self-Quiz on

Culture (places,

school structure, festivals etc.)

Week 2 Week 3 Week 4 Week 5 Week 6

Test on Quiz 1 Test on Quiz 1 +

2

Test on Quiz 1, 2

+ 3

Test on Quiz 4, 3

+ 2

Test on Quiz 5, 4

+ 2

Subject German

Class and

Year Group

CQR JXT Year 10

Date of

Assessment

November

Title Listening , Reading, Writing and Speaking Assessments

Success

Criteria

1.) To be able to express their justified opinions of school subjects and teachers using

subordinating conjunctions

2.) To be able to describe their school uniform using adjectives

3.) To be able to describe what they are and are not looking forward to at school using the

future tense

4.) To be able to describe a school day using reflexive verbs

5.) To be able to discuss school rules using modal verbs

6.) To be able to compare the British and German school systems using the comparative.

7.) To be able to use reflexive verbs to talk about your daily routine

8.) To be able to talk about class trips using the future tense

9.) To be able to use the present, past perfect and past imperfect tenses correctly

throughout

Marks

converted to grades.

Listening

Reading

A* A B C D E U

32 28 24 21 18 16 <16

36 32 27 22 17 14 <14

Subject Catering

Class and Year Group 10Ca

Date of Assessment December 2016

Title Examination Skills (Y11 PPE)

Success Criteria Students will be able to answer questions on the following: Function of Ingredients Culinary Terms Kitchen Equipment Transported Meal Systems HACCP Nutrition - Healthy Eating Guidelines Cooking Methods Job Roles ͚Green͛ Issues Communication

Weighting of marking Practical Skills 30%

Controlled Assessment 30%

Y11 PPE Exam Results 40%

%Marks converted to sub- levels/fine grading

A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

95 90 85 80 75 70 65 60 55 50 45 40

E1 E2 E3 F

35 30 25 below

%Marks converted to 9-1 grading

9 9 8 8 7 7 6 6 5 5 4 4

95 90 85 80 75 70 65 60 55 50 45 40
3 3 2 2 1 u 35 30 25 20 15 below
%Marks converted to Level 1-2 grading

L2D L2D L2D L2D L2M L2M L2M L2M L2P L2P L2P L2P

95 90 85 80 75 70 65 60 55 50 45 40
L1P L1P L1P L1P L1P u 35 30 25 20 15 below
L2D= Level 2 Distinction; L2M= Level 2 Merit; L2P=Level 2 Pass; L1P=Level 1 Pass; U=Ungraded

SPR1 Y10 Revision for Hospitality & Catering

Reference material in exercise books & homework Knowledge Organisers Information sheets/books in classroom Resources in ͚Student Area͛ in Technology Area on J: Drive. Resources in own user area on Pupil Drive Teacher files in classroom

Technology

GCSE Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/

Subject Textiles

Class and Year Group 10Tx

Date of Assessment December 2016

Title Practical & Theory (assessed task end term 2)

Success Criteria Students will be able to:

1. Investigation. Evidence an excellent understanding of the

Design Brief and show discrimination when selecting relevant research that will promote originality in designing.

2. Profile your target market (customer/shop profile in detail).

3. Complete comprehensive analysis of relevant research

4. Compile a clear and specific design criteria

5. Research & complete all homework & tests

SPR2 Test (Y11 PPE) Design Ideas

Types of Research Decoration Techniques Fabric Construction Fabric Properties Production Methods Social, Moral, Cultural & Environmental Issues Health & Safety Electronic and Modern Components Labelling %Marks converted to sub- levels/fine grading

A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

95 90 85 80 75 70 65 60 55 50 45 40

E1 E2 E3 F G U

35 30 25 20 15 below

SPR1 Y10 Revision for Textiles

Reference material in exercise books & homework Knowledge Organisers Information sheets/books in classroom Resources in ͚Student Area͛ in Technology Area on J: Drive. Resources in own user area on Pupil Drive Teacher files in classroom GCSE Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/

Subject Art

Class and Year Group

10A/Ar1 10B/Ar1

Date of Assessment

September to January

Title

Portfolio of workͶFOOD

Success Criteria

This will take shape in the form of a final piece to show their understanding of the FOOD project to date. The final piece will accompany a sketchbook of developmental and observational work. Students will be expected to showcase their preferred media for their final piece. This should be a technique that the student feels confident / competent in. Students will create observational studies and artist research pages both in class and as homework to build up a body of work largely based on their influences and interests within the context of food. Students will be aiming to achieǀe at least ͚generally consistent͛ work to ensure

͚C͛

or above outcomes.

Weighting of marking

Portfolio of work = 60% GCSE grade (40% practical exam) AO1- Developing/initial observations- 25% (20 marks) AO2- Refining/experimenting with materials- 25% (20 marks) AO3- Recording/developing own ideas- 25% (20 marks) AO4- Presenting/final ideas and outcome- 25% (20 marks)

Marks (out of 80) converted to

sub-levels/fine grading

A* A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3

74 71 70 68 66 61 56 54 49 45 43 40 37

E1 E2 E3 F1 F2 F3 G1 G2 G3 U

35 32 29 27 24 21 20 16 13 12

SPR1 Y10 Revision for Art

http://www.bbc.co.uk/schools/gcsebitesize/art/ http://www.irevise.com/Content-Display/Download- Manager/ProductInfoID/8513/FileID/8809/Sample/True/Filename/Art-and-Design-Revision-Notes http://www.studentartguide.com/ https://uk.pinterest.com/LMDCart/gcse-art-and-photography-revision-guide/

Performing Arts

Subject Music

Class and Year

Group Year 10

Date of

Assessment Coursework deadline W/C 5th December 2016

Title

Unit 3: Solo performance

Pre Unit 4 Composition

Success Criteria Unit 3: Max 30 Marks

Level of Demand

3: grade 5+

2: grade 4

1: grade 2/3

0 pre grade 1/grade 1

Accuracy

9 -7 A secure performance in terms of pitch (including intonation, where appropriate) and rhythm.

Occasional slips not affecting the fluency of the performance result in a mark at the lower end of this band.

6 -4

A reasonably secure performance in terms of pitch (including intonation, where appropriate) and rhythm. Slips and/or

inaccuracies tend to compromise the overall flow, increasing in number as marks move lower down this band.

3 -1

A performance inhibited by slips/inaccuracies/ miscalculations of pitch (including intonation, where

appropriate) and rhythm. Fluency is poor. At the top of this band, the outline of the music is appreciable to the listener but, at

the lower marks, the music may be barely recognisable. 0 The candidate͛s work shows no evidence of the skills being assessed.

Communication

9 -7

A committed, assured, convincing and well-projected performance. The candidate demonstrates a high level of involvement

in the music. The music is likely to be complex and demanding. 6 -4 A performance which, at the top of this band, demonstrates a generally assured level of commitment and an overall sense of conviction in the performance. Towards the lower end, the performance lacks some conviction and commitment on occasions. 3 -1

The performance shows only limited conviction and the candidate may fail to impose him/herself upon the performance.

Towards the lower end of this band, the performance may be an anxious experience for both the candidate and the listener.

The music is likely to be simple and undemanding. 0 The candidate͛s work shows no eǀidence of the skills being assessed.

Interpretation

9 -7

The candidate shows a mature understanding of both period and style. The tempo is appropriate and mastery of the

techniques demanded by the music is eǀident. The candidate obserǀes the composer͛s expressive and performance

directions. The music is likely to be complex and demanding. 6 -4 The performance has style and tempo appropriate to the music for the most part. At the top of this

band, the majority of the composer͛s edžpressiǀe and performance directions are observed, although less so as marks are

reduced. At the lower end of the band, there is a sense of the character of the music. In general, the techniques demanded by the music are met, though with increasing loss of integrity towards the lower end of this mark band. 3 -1 There is limited sensitivity to the interpretative demands of the music. Technical demands may compromise the tempo. There is little or no application of the composer͛s edžpressive and performance directions. At the lower end of this band, there is only rudimentary sensitivity to the interpretative demands of the music. The music is likely to be simple and undemanding. 0

The candidate͛s work shows no evidence.

SPR1 Revision Materials for Music

Key features of blues music

http://www.bbc.co.uk/schools/gcsebitesize/music/popular_music/blues1.shtml

Key features of reggae

http://www.bbc.co.uk/schools/gcsebitesize/music/world_music/music_carribean6.shtml Definitions and identification of the following key terms

12 bar blues: progression in blues which uses the chords I, IV and V

Instruments used in rock music: electric guitar, bass guitar, drum kit, keyboard, and vocals Call and response: musical dialogue between instruments Blue notes: slightly clashy notes used in blues music

Tonic: chord 1

Subdominant: chord 4

Dominant: chord 5

Major tonality: happy sounding

Minor tonality: sad sounding

Time signatures: 3/4 or 4/4

Syncopation: notes heard in between the beat

Pre Unit 4 Composition

Pupils to compose a popular song, the composition shall be assessed on its use of: o Chord progressions o Chords, primarily tonic, subdominant and dominant o Use of conjunct and disjunct melody writing o Use of basslines o Use of drum parts o Effective contrasting section o Clear form Grade A* A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 E1 E2 E3 F1 F2 F3 G1 G2 G3

54 53 52

- 51
50
- 49
48
- 47
46
- 45
44
- 43
42 41
- 40
39
- 38
37 36
- 35

34 33 32

- 31

30 29 28 27 26 25 24

Revision Tips for Year 10 students

Introduction

Getting ready for Assessments is an important thing to do there is nothing worse than arriving unprepared as this will only make you more anxious. These tips are designed to help you get ready for assessments with minimum stress and maximum success. It is essential to remember everyone can experience success at assessments, especially if they are well prepared and determined to do their very best. If you have any questions about how to best prepare for your assessments, please contact us.

1. 100% Attendance Give yourself the very best chance of success, by avoiding taking

unnecessary time off school and making sure you are at your very best during school time. Keep as up to date in your classwork as you can and make sure you complete every home work to the very best of your ability.

2. Be equipped and work smart make sure you have a place set aside at home for study, a

desk preferably and good seating and lighting. It is best to keep a list of the homework you have to do and the revision you would like to do from now on. It is never too early to revise. Go back over work you did not understand in class. Use your new maths text books to help you and for all other subjects use your revision guides.

3. Make sure your Homework gets your very best attention homework is essential to help you

consolidate the learning you have done in lessons and is also designed to fill learning gaps. is used sometimes where you will find you are learning new information and skills. You should always aim to produce your very best work as your homework, take care and pride over the presentation and once you have the feedback from your teacher, make sure you read the advice, respond during DIT and act on the advice given.

Some specific tips to help you:

Make sure you train yourself now to eat well, sleep well, rest and do some exercise. You must make sure your body is well prepared for the exams. This means getting used to eating breakfast now if you do not already. Sleep properly without distractions turn off your music, put your phone away, do not have your TV on in your bedroom. Take some exercise if it is only a walk to get fresh air and exercise, but you must keep healthy. And most importantly do not use energy drinks and excessive amounts of caffeine to help you study; they are not good for you and will do you more harm than good.

Give up some of the things that are getting in the way of you doing really well. Postpone watching

soaps and playing on your game stations until all your homework is done to the best of your ability and you have done some revision as well.

Some more tips to help you:

Use quick quizzing and subject knowledge organisers. Use cue cards with questions and answers on. Use diagrams and flow charts to help you. Use lots of colour when revising, highlighters and different colour pens. Do not revise with the TV on Take regular breaks revision is like dieting, little and often works best. Reward yourself every 20-30 minutes with a snack and a drink. Ask your teachers about which websites and Apps are helpful, but use these sparingly, best to revise using books, pens and papers. To help remember lists, use a mnemonic to help you eg. PEE point evidence explanation. If you find it easier, try listening to podcasts or recording your notes on your phone and listen back to them.

Above all, START now, and keep at it. Talk to your teachers, do lots of question practice, try lots

of methods to see which suits you best and give it your very best shot. Remember will you finish up saying 27

Notes

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