srpa curriculum – y10 · 6/22/2020 · media on the year 10 media frog page you will find 2 new...

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 22 June 2020

Please find attached details of Year 10 work for completion throughout the week commencing Monday 22 June 2020. Students should follow the

lessons as shown in their timetable, completing the work as detailed on page 6 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 5 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 is a continuation of the Academy’s Celebrating Student Success process. This will provide students the opportunity to demonstrate their

engagement and progress by completing end of year assessment work. Teachers will be using the outcome of these subject assessments to complete

individual reports that will be published before the summer break. Please see page 6 onwards for further details of the work to be completed in each

subject over the coming week.

The Academy is continuing to offer online Subject Surgeries for all Y10 students across all subject areas. Page 3 of this document provides further

details of how the videoconferencing sessions operate, and page 4 includes the Subject Surgeries timetable which continues from Tuesday 16 June

2020.

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. These

sessions will be delivered every Tuesday to Thursday 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.

Timing - between 8.30am – 4.30pm only


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Y10 Online Subject Surgeries (Term 6)

Day AM (P1 – 3) PM (P4 – 5)

Tuesday Core

Mathematics

Options Art, Drama, Engineering, French, Geography,

History, Sports Science

Wednesday Core

Combined Science Separate Science

Options Business (GCSE), Business (Applied), Creative iMedia, Music, D&T, PE, Child Development

Thursday Core

English

Options Food Technology, Religious Studies, Spanish,

Computer Science, Media, Photography

Online Subject Surgeries to be offered from Tuesday 02 June 2020 and will last between 20 and 30 minutes

Subject teachers will send invites to students for these Subject Surgeries through Microsoft Teams

On the rare chance that a student is invited to two sessions at the same time, please inform Mr Parkinson ([email protected]) who

will help resolve the issue

On Friday 19 and Friday 26 June 2020, face-to-face Subject Surgeries are scheduled in English, mathematics, science, humanities and

modern foreign languages. Appointment times have been emailed to parents; if you have not received this confirmation then please

contact Mr Parkinson ([email protected])




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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 22 June 2020

Subject Details of work

English

Wilfred Owen – Exposure (Anthology) All students are expected to complete tasks 1-5. Read:

1.) Read the poem Exposure. Spend a few minutes thinking about what the poem might be about. Who is speaking? What is happening? You could print the poem (if you don’t have your anthology with you) to make notes on, if you have access to a printer. The poem can be found here: Frog – Subject Sites – English – Home Learning 2020 – Year 10 – Exposure.

Remember to use a dictionary – there are a number of words in this poem you may not understand (salient, incessantly, poignant, melancholy, nonchalance, stealth, loathe). Listen: 2.) Watch this video by Mr Bruff that explains the poem Exposure: https://www.youtube.com/watch?v=64FESmLvQEs Make notes: 3.)

As you watch the video, make notes under the following headings:

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.youtube.com/watch?v=64FESmLvQEs


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Focused thinking: 4.) Download the Exposure Support Sheet and fill out each of the five boxes. This will help you hone in on Owen’s message and identify what he was trying to communicate to the reader (AO1/2). This can be found here: Frog – Subject Sites – English – Home Learning 2020 – Year 10 – Exposure Support Sheet. Context: 5.) Download the letter from Wilfred Owen to his Mother (dated 1917). Read it and answer the questions at the bottom in as much detail as possible (AO1) – all except question one (unless you wish to do additional research). This will provide contextual knowledge (AO3) for why Owen wrote this particular poem. This can be found here: Frog – Subject Sites – English – Home Learning 2020 – Year 10 – Wilfred Owen Letter.

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. If you were taught by Miss Sewell, email your work to Miss Court at [email protected]

Mathematics

The online learning last week and this will focus on assessing your overall understanding of the GCSE syllabus. The feedback tasks will be available for you to complete between Wednesday June 17th and Friday 26th June. The online MathsWatch feedback tasks will contain GCSE style questions and are to be completed fully. As these MathsWatch tasks are replacing your end of year mock exams, we suggest that you complete them without using the help videos. The tasks will be approximately 90 minutes each, and you have 10 days to complete them. Unlike the usual daily online tasks, these feedback tasks will close after Friday 26th June and you will no longer be able to complete them after this date. Depending on your teacher, you will have either two or three feedback tasks to complete. The first task will be a non-calculator task to assess your written calculation skills, so please be honest and complete this to the best of your ability without a calculator. The purpose of these feedback tasks is to give your teacher the best possible information about what you know already, and what you still need to learn. Your teachers will use this information to plan your curriculum from September onwards, when you begin Year 11. To give your teacher the best possible information, we ask that you complete these tasks independently and honestly. The feedback tasks will not be used to make set changes, nor can they be considered a mock exam, so they will not be used for predicted grades. These tasks are purely to inform teachers planning for the coming academic year. Best of luck Mr Ireland If you have any issues with your username or password then please email Mr Ireland at [email protected]




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Science

To access your Science work for this week, please go to FROG>Science Subject Site>Year 10>Home Learning. Here, you will find an Assessment Preparation Pack for each Science. These will support you in preparing for your End of Year Educake Assessments, which must be completed by Friday 26th June. If you have any issues please contact your Science teacher or Miss Griffiths ([email protected])

Media

On the Year 10 Media Frog page you will find 2 new ppts. Reveal Magazine intro. Representation – Reveal tasks. Please work through the tasks on both ppts answering in detail. Please send all completed work to me – [email protected] Remember our online session on Thursday afternoon – if you have a clash please let me know and I’ll swap you into the other session.

Business GCSE Activity 1 – Primark contd. Complete tasks three, four and five from the document on FROG.

Applied Business

Can I analyse the appropriateness of extension strategies for different products. Task 1: Read page 27-30 of R064 textbook and make notes. Task 2: Complete 3.2 extension strategies for products in product life cycle worksheet. Task 3: Complete case study questions on P30 of R064 text book. Email: [email protected] or [email protected]

Computer Science

Recap on using tuples, lists and dictionaries in Python.

Revision for end of year assessment

This work should take approximately 2/3 hours to complete. Task 1 – Read through tuples, lists and dictionary python booklet Task 2 – Complete the following challenges: 69,70,71,72,73 Task 3 – Revision for end of term assessment. Log into Seneca to help you revise. 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 demonstrate a thorough understanding of legislation in relation to the use of assets in multipage comic strips, which is accurate? This work should take you approximately 2 hours. Add a tenth heading to your R084 LO2 Planning document titled Legislation Task: Discuss how legislation is going to affect you during this unit. Remember that the multipage comic strip is going to be used in a commercial context. You could cover: • Copyright • Trademarks • Creative Common License

You can use your R082 LO2 Planning to assist you but make you sure you make the work applicable to this unit and this product. Also ensure that you continue to write this section in your own words and reference where ever possible. Reminder: All resources can be accessed from Frog, Subject Sites, Computing, Home Learning, Year 10, Creative iMedia 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]




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Child Development

Coursework x 2 hours Please continue with your coursework and email me completed pieces. Email this to [email protected] All of the resources you need including task sheets and ppts are on the Child Development Frog page. Email me 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. No access students – continue with your assignment – part 6 If you have finished all of your work and do not know what to do, please email me. I now have your Y10 folders at home. Please email me from your school email account if you would like me to send you pictures of your feedback forms for improvements.

Geography

Lesson x 2 hours: River Landforms – The Middle 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 meanders and ox bow lakes. 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. Email a copy or picture of your answers to your Geography teacher: [email protected] [email protected] [email protected]






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History

Lesson 22: Title: The creation of a dictatorship: Controlling and influencing attitudes; the control of the arts Complete all activities on the slides Lesson 21: Title: The creation of a dictatorship: Opposition and resistance Complete all activities on the slides Please email your teacher if you have any problems with your work. [email protected] or [email protected] If you had supply or Mr Smith please email your work to [email protected]

Religious Studies

Topic – Good and Evil – What is Evil? Task 1 – Complete the video lesson What is Evil? And any tasks linked to your target level. No access students – Complete the tasks sent home to you Please email [email protected] if you have any problems with your work

French

School and Grammar

1. Students need to log-in to click on the following link https://quizlet.com/_8fy65g?x=1qqt&i=etin9 to learn the vocab in the set T6 Hwk 2 Des écoles différentes 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]. Vocab > AQA French> Theme 3 > Life at school / collège

Extension: Mise en train p6 26 – Look at the 40 English words or phrases used in French which no longer have exactly the same meaning as they did in English. Find the correct English translation in the box below. (Frog) www.linguascope.com Intermediate > French flag > A l’école





https://quizlet.com/_8fy65g?x=1qqt&i=etin9

http://www.languagenut.com/


http://www.linguascope.com/


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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 Powerpoint entitled Verb Tenses. I made this for you this week as many of you have been in touch to say that this is something that you struggle with. Familiarise yourself with each slide and have a go at the practise slide for each tense. Don’t worry if you get stuck, as we will go through this on Thursday or you can email me with any questions. If you are able to, you could print them off and keep them somewhere safe, or stick them on your wall to help you with your Spanish work.

2. There are 2 Quizlet sets this week which will really help you to practise the tenses (just in the I form). They are Y10 T6 Conditional and Imperfect tense and Y10 T6 Verbs in the Preterite, Present and Future tenses Please ensure that you know this vocabulary well, by completing Learn, Spell, Write, Test, Match and Gravity. We will attempt a Quizlet live in this week’s Teams meeting, so make sure you know them well!

3. I have set a Languagenut assignment entitled Year 10 Spanish verbs, practising regular er, ar and ir verbs in all tenses. Use the PowerPoint to help you!

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 house points for the top 5 XP earned in in the class each week.

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. In addition, please see the PE VLE HOME LEARNING page for a new PE ‘Lockdown Keep Active Challenge’

GCSE PE 1. Watch the Levers video on the VLE.

2. Complete the Unit 4 – Lesson 1 workbook on Levers (on VLE) whilst working through the powerpoint presentation.

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 copy on FROG in PE subject area) to assist them alongside their own research. Task There are many benefits of cardio-respiratory fitness these include the prevention of some diseases and medical conditions/ illnesses, including:

• Heart Disease

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


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• Strokes

• Obesity

• Cancers

• Stress

Task You need to write about each of the above conditions discussing what each of these are and how exercise and fitness can help reduce or limit their effects and consequences therefore leading to a healthier lifestyle.

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 26th June.

Engineering

Continuing our sketches and designs use key points below to support: Specifically Isometric sketches with annotation.

1) Their sketches must be like this, able to charge several phones at once. 2) The phones HAVE TO BE operable, whilst being charged. 3) The materials chosen for the phone charger/holder have to be environmentally sustainable.

They should add colour and texture to their drawings making them realistic. 4) I am expecting BOTH orthographic and Isometric drawings with annotation.

Art

Year 10 GCSE ART 10A/Ar1 – MISS HETT In your coursework, you must now begin to explore another Artist that links to your body of work. Your task this week and continued from last week is to produce an in depth Artist Research Page that consists of:

- A minimum double page spread (A3 size)A bold Title

- Relevant Background

- Research about the artist and their work

- 3x Photographs of their work (minimum) If you do not have a printer, leave spaces for the images

- In depth Analysis of ONE piece of their work (follow guide sheet/literacy guide below for analysis)

- 1x Copy of the artist’s work in a suitable media that links to their work (MINIMUM A5)

- 2x In the style of pieces (Produce your own version of their work using your own (MINIMUM A5)

photograph/experiments) This can be done in a similar media to the artist

- In depth analysis of your experiments/in the style of outcomes


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- 1 X own version on an A4/A3 scale (Produce your own version of their work using your own (MINIMUM A5)

photograph/experiments)

You have 2 weeks to complete this, as you have to ensure your work is of a high quality and your research shows a good understanding of the artist and how their work links to your coursework. In your sessions on Teams you can ask any questions and go through your work to ensure you are working to your skill level. Literacy Guide Artist/Artists work: Name of work What is resembles? What media they used/How do you know this? Do you like/dislike it…WHY? How are you going to take influence from their work? Your photographs/experiments What you did Why you took the photographs/Experiments What media did you use? WHY Do you like/dislike how they have turned out? WHY If you could do it again, what would you change? WHY How have the experiments/photographs influenced your ideas? GCSE ART – 10C/Ar1 – MISS EARNSHAW Continue working through your coursework task 1 sheet. The focus is quality not quantity and no need to worry about presentation in your sketchbook as long as you have the work completed we can present it later. Focus on completing AO1 for your first artist – Recreations, in the style of, written analysis and research including visual examples of their work. Then focus on taking your own photographs linked to your theme (Faces, Objects, places) and your artist for example if you are studying Ian Murphy take photographs of interesting shapes in buildings. Then focus on completing strong accurate tonal drawings from these photographs using dry media. Then focus on experimenting with media – Use your photographs to draw and paint different pieces linked to your artist and primary sources. Only if you are unable to get photographs are you allowed to source images from the internet or books. Have a look through your photographs at home as you may have photographs you and your family took a while ago that you can use.


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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. 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. 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 1.3 Target Market and End Users Choose the context which you believe will keep your interest the most over the next year.

1. Considering your context and design problem, make sure you clearly identify who the end users of your design will be.


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(Think about their ages, incomes, gender, social situations etc.….)

2. Research your end users and make sure you explain in detail all their needs and the wants.

3. Collect further information from real potential end users and use this to better understand their needs and wants.

4. Explain and summarise what you think the target market and end user want.

Do you fully understand all your end user’s needs and wants?

This will change as you develop your response.


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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 would like you to ensure you complete the previously set assignments on Seneca as a revision task as next week I will be setting a test, and continue the international cuisine task from last week.

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.

https://app.senecalearning.com/dashboard/join-class/rpijshypn6


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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?

srpa curriculum – y10 · 6/22/2020 · media on the year 10 media frog page you will find 2 new...

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