Year 10 Student Work

This page will be regularly updated with resources to help students prepare for upcoming mock examinations along with support for parents.

Letters from the school

• Mock postponement letter and revision strategies overview from Miss Gibson (24th April) – Letter to Parents, Carers and Students re Mock Postponed

Resources for students

• Full list of GCSE specifications at CCCS:  CLICK HERE
• Year 10 Home Learning update and revision strategies assembly from Mr Duncan  – Year 10 Home Learning Assembly
•  Revision jotter template – CLICK HERE

Resources for parents

• Using flashcards to help revisit information – CLICK HERE
• Information on cognitive load theory – CLICK HERE

Recommended revision websites

Seneca Learning – CLICK HERE

Revision world.  A collection of past paper websites but do always go to the exam board website directly for the latest papers. – CLICK HERE

 

What have they just finished studying?

Year 10s have been developing ideas based around the theme, ‘I, Me, Mine’, and exploring the 4 assessment objectives: DEVELOP, REFINE, RECORD, PRESENT.

What are they studying now?

Under the heading ‘I, Me, Mine’ students are looking specifically at ‘Objects as Identity’.  They are now at the stage where they are developing personalised work and becoming more independent.  To support students in developing the pages in their sketchbooks a clear and comprehensive framework and structure has been provided for them to reference.  This is on google classroom, and contains all the work that should be in their sketchbook dating back to last September.

 The focus for Year 10 students now

Students are confirming intentions for their first outcome based around ‘Objects as Identity’.  Each week they are posting a piece of work on google classroom so that tutorials can take place, and a dialogue with their art teacher can continue remotely.

The code for google classroom is: xxdlttm

Here is a direct link to the classroom:

https://classroom.google.com/c/NjQ4MTU1MzQwODda

There are lots of websites students can reference for artist research and online galleries, as well as websites that have examples of good student work.

Try these for a start:

https://www.studentartguide.com/

https://www.pinterest.co.uk/makemestpete/sketchbooks-process-research-pages/

https://www.google.com/search?rlz=1C1GCEB_enGB890GB890&biw=1366&bih=657&ei=mMSuXvqhGuCF1fAPoN-TiAI&q=list+of+art+galleries&oq=List+of+art+galleries&gs_lcp=CgZwc3ktYWIQARgBMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADoECAAQR1DBUVjBUWD-cWgAcAF4AIABN4gBN5IBATGYAQCgAQKgAQGqAQdnd3Mtd2l6&sclient=psy-ab&safe=active&ssui=on

Keeping a visual diary is also a great way of continuing to sharpen skills and develop techniques.  On my pinterest account there is a board which contains lots of pins on things to draw, and drawing challenges. The link is:

https://www.pinterest.co.uk/paulwithyman/art/vocabliteracyannotationsdrawing-challenges/

If online access is not available then drawing from direct observation is the best thing students can do.

Students can practise drawing objects and people around the home and also create drawings of views from different windows.   Copying photos and pictures from books and magazines is also something that is useful.

What will they be doing next?

Students will continue as best as they can to confirm their idea in their sketchbook and produce a final outcome.  It is really important for them to continue to upload work and communicate with their art teacher via google classroom regarding their progress.  The next project will be worked on in to Year 11 and up to when the examination unit starts in January 2021.

1. What have they just finished studying?

Year 10 have completed units 1.1 – 1.4 from theme 1 of the Edexcel GCSE.

2. What are they studying now?

We have started the final unit of year 10 content: theme 1 which is 1.5 and based on ‘Understanding external influences on Business’. Work is being set weekly on Google Classroom to support the content in this final unit.

The Key areas are:

• Business stakeholders
• Technology and Business
• Legislation and Business
• The Economy and Business
• External influences

A brief list of what they should be focusing on.

• Complete the tasks set by the class teacher on Google classroom. These will be set weekly on a Monday morning.
• Every student has a textbook, and this contains practice questions at the end of each unit.
• In the middle of the textbook there is a glossary with key terms and definitions. Pupils can create flashcards with key definitions from theme 1.
• There are practice exam papers at the back of the textbook – pupils may attempt questions from paper 1.

Any links for them to go to should be included here, including the class code for google classrooms.

RCA Google Classroom classcodes       10A- vvpo4wb             10B- ilksje7

CMR Google Classroom classcodes –  10C = qiqphao             10D = lyrhkya

Useful website links for business gcse

www.senecalearning.com

www.bbc.co.uk/bitesize/subjects/zpsvr82

https://www.businessed.co.uk/index.php/home/theory/gcse/edexcel-gcse-9-1-theory-notes-public

https://www.tutor2u.net/business/blog/edexcel-gcse-business-key-terms-glossary

 

3. What will they be doing next?

When unit 1.5 is completed they will be starting the second half of the GCSE course Theme 2: Building a Business starting with topic 2.1. This unit focuses on Growing the Business. Key areas covered are:

• Business Growth
• Changes in Business Aims and Objectives
• Business and globalisation
• Ethics, the environment and Business

 

What have they just finished studying?

Students have been working at developing their programming skills while also looking at computer networks.

What are they studying now?

Students are working through lesson PowerPoints and activities. This is a combination of programming and data representation topics at the moment

 

• Resources are on Google Classroom on their usual class page.

If they cannot access online is there anything else, they can do instead.

(Under Review)

 

What will they be doing next?

Continuing with lesson activities (Computer hardware) and programming tasks.

Class code

gum5mdd

What have students been studying in DT since the lockdown?

Seneca tasks (deadline 19/4/2020)

Spring Break Design Challenge from UCS ((optional deadline 20/4/2020)

Cardboard Memphis Furniture Challenge (deadline 8/5/2020)

What are students studying now in DT?

Seneca learning

NEA Preparation work (deadline 31/5/2020)

1. What have they just finished studying?

Before we went into lockdown, students were preparing for their first assessment which is a performance. This is now on hold.

2. What are they studying now?

We have now shifted the focus to Component 3 which is their written exam. Students are exploring the play The Tempest by William Shakespear.

A brief list of what they should be focusing on.

Acting skills including Voice, Movement, Interaction

Costume

Set and Props

Sound and Lighting

Stage design

Any links for them to go to should be included here, including the class code for google classrooms.

GSCE DRAMA CLASSROOM:

fshwwab

In this room is where all assignments will be set, plus resources.

Included is a teacher copy of the script of The Tempest which will be updated with tasks and resources embedded such as links to Youtube videos, student speech versions of the text and exam based questions.

Any resources parents can use to help their children at home.

Updated language of the play https://www.sparknotes.com/nofear/shakespeare/tempest/

Video summing up the story

https://www.youtube.com/watch?v=ovTnJFz3eNM

The Tempest the animated version (shown to students before lockdown)

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

The RSC version of The Tempest

https://www.youtube.com/watch?v=slvIfbCWcS0

Students also have a resource folder containing all past lessons which they can look back on if they get stuck.

 If they cannot access online is there anything else they can do instead.

Try to read through a hard copy of the play.

Make notes of any language/phrases they do not understand

Design and draw costumes for:

Prospero – The Wizard

Ariel – The Air and Water spirit

Caliban – The earthy slave to Prosero

Miranda – Prospero’s pure and innocent daughter.

Focusing on:

Colour

Garment

Hair and Make-up

3. What will they be doing next?

Continue working through the script completing mini tasks and exam based questions.

 

Objectives: To understand and annotate Act 5 of Macbeth

Last week we looked acts 3 & 4 of Macbeth.

This week we are moving on to Act 5

1) Use the attached Loom videos to annotate your own copies of Macbeth.

2) Answer the multiple choice quiz for Acts 3 & 4 in the attached Google Form.

https://docs.google.com/forms/d/e/1FAIpQLSdw36uliXC_m1vySRlqol7sl0jECJjqYy3mf8MHPPmx7plFWQ/viewform

https://www.loom.com/share/5798619879a04a9881f8addfa79cb27d

https://www.loom.com/share/52aad87c370740e680bd68be29b6a57e

https://www.loom.com/share/4449f216b4b44f7d87d7df0e65ba763b

https://www.loom.com/share/b6eefc62b9ab4288a85b8c2f407466d8

https://www.loom.com/share/cea720704f4044fcb814b86edb406199

https://www.loom.com/share/8031d60848964227aa53a5b2c5ea8dee

https://www.loom.com/share/3dc20a0123d4484b8215122732450b7d

https://www.loom.com/share/6757af996aa24c68a7203d29cde72f3c

https://www.loom.com/share/23878d9ed20a45ea9d729bec7cc861a2

The scenes in Act 5 are very short by comparison to earlier in the play, so while there are nine scenes, the shortest video is less than 2 minutes long. These scenes are less ‘dense’ in terms of language, and so the main focus is understanding the events of the play accurately.

You will work at your own pace, but if you want to break it into manageable chunks, I would recommend three sessions grouped as follows: (5.1 & 5.2 – 31 minutes), (5.3, 5.4, 5.5 – 36 minutes) and (5.6, 5.7, 5.8 and 5.9 – 29 minutes).

When you have the work completed, please don’t forget to hit the ‘submit’ button at the top right hand corner of your screen.

If you are struggling to understand the scenes, you will find two links which may be useful: No Fear Shakespeare which provides a modern English translation (https://www.sparknotes.com/nofear/shakespeare/macbeth/page_178/, and MyShakespeare.com which has some digital annotations as well as videos and audio files of actors delivering sections of the text (https://myshakespeare.com/macbeth/act-5-scene-1. Both sites start at Act 5, scene 1 so you will have to navigate for the scene you need support with.

Students have been encouraged to cook as much as possible at home to keep practicing their practical skills, for example by preparing family meals.

What have they just finished studying?

Students have been working on short focused tasks on topics which build on prior knowledge: Fairtrade, Culinary Traditions, Sensory Analysis, Food Security, Food Allergies. Students have also been further refining their planning skills to help to prepare them for their practical exam in Year 11, including timeplans and recipe researching.

What are they studying now?

Students are currently undertaking a condensed mock Non Exam Assessment: Food Preparation Task (NEA2) with the following context:

Some people have to manage on a limited budget. A food magazine wants to include an article on older people budgeting for food on a limited income. Plan, prepare, cook and present two dishes that could be included in the article. Analyse and evaluate your work.

Students will analyse and research the task, then will use the results of their research to find and consider possible recipes. They will then choose 2 dishes to make in one 2 hour period at home, using a dovetailed and sequenced timeplan that they have written. Students will cost and calculate the nutritional profile of their dishes, and present the results of their sensory analysis.

Students will use exemplar, PowerPoints and Loom videos to help them to complete the tasks.

Google Classroom Code: Class 10A r5wfaqu, Class 10B adhvcbb

Seneca: https://www.senecalearning.com/en-GB/

https://www.ocr.org.uk/qualifications/gcse/food-preparation-and-nutrition-j309-from-2016/

Useful Recipe Websites:

https://www.bbcgoodfood.com/

http://www.maryberry.co.uk/recipes/

https://www.deliaonline.com/learn-to-cook

https://www.goodhousekeeping.com/uk/food/recipes/

If students cannot access work online:  I would encourage them to use their textbook to make revision resources such as mindmaps, revision cards, for topics studied so far this year. I would also recommend that students cook as much as possible, for example making meals for the family. They should also watch food related TV programs, there are many everyday on BBC, ITV, Channel 4 and 5.

What have they just finished studying?

Year 10 AGR

School subjects/ school day/ description of school/ school in France and GB/ school rules.

What are they studying now?

Advice for being healthy/ what I do to be healthy/ keep fit.

 Current areas to focus on

Revision of present tense/ using il faut/ il est interdit de/ adverbs/ imperative/ vocabulary learning pp 140/ 141.

What have they just finished studying?

Year 10 MRD

Daily routine (shopping, cooking/food), cultural holidays and celebrations.

 What are they studying now?

Current and future study, school system in France vs England, school rules.

 Current areas to focus on

Vocabulary revision, listening, reading, writing and speaking skills. Preparing written answers by topic for the speaking exam, Revision.

 Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

 Links to google classroom

10DFr1 iio26hy

10D Fr2 tiiwlc3

 Alternatives to online resources

Studio GCSE textbook; French GCSE AQA revision guide Pearson; Grade 9-1 GCSE French AQA All-in-One Complete Revision and Practice

 What will they be doing next?

Healthy living, drugs, alcohol. Speaking skills questions and answers preparation.

1. What have they just finished studying?

Students have recently finished topic 1 of their human geography topics. They should have completed their Urban Futures workbook (Which can be found on Google Classroom). Most students where also given a paper copy of this booklet prior to lockdown. Urban Futures is the first topic of unit 2: People & Society. During this topic students have explored how our landscapes have changed as a result of continued urbanisation (growth of cities and built up areas).  The workbook guided students through the topic, visiting all the key knowledge students will need to make informed arguments and judgements. The two key case studies which students should be confident in are: Rosario in Argentina and Birmingham in the UK.

2. What are they studying now?

Students will be consolidating their Urban Futures knowledge with revision resources and exam skill practice. This will then be followed by revisiting our past topics from year 10 to consolidate understanding before the start of year 11. The past topics we will revisit with a focus on exam skills are; Climate Change, Natural Hazards, Sustaining Ecosystems and Distinctive Landscapes.

3. A brief list of what they should be focusing on.

Students will need to be able to recall key terms and knowledge from their previous topics in year 10. This included climate change, global hazards, distinctive landscapes, sustaining ecosystems and urban futures. Miss Gibson has provided ‘Loom’ videos and answers to enable to self assess their answers within their booklet. In addition, there are lots of additional tasks for students to extend and develop their knowledge further, which include producing revision resources using various different techniques and developing their written communication skills with practice questions.

4. Any links for them to go to should be included here, including the class code for google classrooms.

https://www.senecalearning.com/en-GB/ – Seneca Year 10 class code – K3SAUcozk – Students will find revision quizzes and additional materials to help them consolidate their learning of key topics throughout year 10 and 11.

Any resources parents can use to help their children at home

Ordnance Survey – Ordnance Survey has a wealth of free resources that can help children grasp the ins and outs of map reading. Getting them proficient in the art of map reading can be a great way to keep them connected with the world beyond the home.

https://www.bbc.co.uk/bitesize/examspecs/zpsx2p3 – The specification is OCR B and BBC Bitesize is a great starting point for revision.

https://timeforgeography.co.uk/ – Struggling with key ideas, these are lots of knowledge videos on the time for geography website.

https://ed.ted.com/earth-school – TedEd are running an Earth School. It’s 30 videos for 30 days. This is not topic specific, but great for extending geographical and scientific thinking.

If they cannot access online is there anything else they can do instead.

If you have access to BBC iplayer, why not catch up on the following TV shows and documentaries:

• Sir David Attenborough series ‘Seven World’s, One Planet’. They visit each continent, and focus on the natural and changing landscapes across these continents. Try actively engaging with these by creating a summary sheet of key points. Alternatively, create a quiz for the rest of the family that you can share with them. Don’t forget the answer sheet. There are lots of links to our ‘Sustaining Ecosystems’ topic.
• Expedition Volcano. There are 2 one-hour episodes. Geologists venture into one of the world’s most dangerous and spectacular volcanoes – Nyiragongo. This spectacular volcano contains a massive boiling cauldron of molten rock – the world’s largest continually active lava lake. But it is also one of the most dangerous volcanoes on the planet. There are lots of links to our ‘Natural Hazards’ topic.
• Climate Change – The Facts by Sir David Attenborough. After one of the hottest years on record. Sir David Attenborough looks at the science of climate change and potential solutions to this global threat. This is perfect for revisiting your ‘Climate Change’ knowledge.
• Simon Reeve Travels Around the World. Follow Simon as he explores the world and meets amazing people.

1. What will they be doing next?

This will be the end of our year 10 curriculum. Over the summer, year 10 geographers will have a summer task to help them prepare for year 11 geography. This task builds on the knowledge developed during year 10. However, it will challenge students to apply their knowledge to various different geographical skills, which includes interpreting maps and graphs as well as calculating distances and various calculations of central tendency (mean, median, mode, interquartile range)

When students return as year 11’s we will be building our skills and knowledge developed throughout the previous 4 years in geography to explore a diverse range of geographical issues. The topics we will look at in year 11 include; The UK in the 21^st Century incorporating both human and physical fieldwork skills, dynamic development and resource reliance.

 

Additional Resources

What have they just finished studying?

Stimmt GCSE, chapter  1 – 4, i.e. school, spare time, family and relationships, daily life

 What are they studying now?

Stimmt 4, chapter 5: Holidays; preparation of sample answers for speaking exam questions

Current areas to focus on

Vocabulary revision, speaking questions, listening skills – a really good independent exercise is to transcribe a listening activity from the textbook and translate it

Links to useful websites

Quizlet; Pearson Active learn; BBC bitesize; languagesonline; duolingo; memrise

 Links to google classroom

10C/De1 EPR f6mvqax; 10D/De1 ixnhnce; 10D/De2 TSA 7jnvmau

 Other resources

Stimmt GCSE textbook; German GCSE AQA revision guide Pearson; Grade 9-1 GCSE German AQA All-in-One Complete Revision and Practice

 What will they be doing next?

Holidays, revision of tenses

Classes and codes

10A – iq2phkb – (JWO)

10B – fkcjwmy – (JDH)

10C – tw5bno2 – (SED)

10D – hxbw5dt – (SBN)

What have they just finished studying?

Germany 1918-39

What are they studying now?

Environment study – Whitechapel 1870-1900

Revision: Germany 1918-39

What will they be studying next?

Environment study – Whitechapel 1870-1900

Revision: Germany 1918-39 and Crime and Punishment

Resources which may help parents

https://www.bbc.co.uk/bitesize/topics/zymqwxs

Foundation Tier:

What have they just finished studying?

7:  Percentages

Write one number as a percentage of another

FCGP:  Page 73, exercise 1; Page 75, exercise 2

Mathswatch:

All Tiers, Grade 3, Number, Clip 88 – Change to a Percentage (Calc);  Clip 89 – Change to a Percentage (Non-Calc)

Percentages Without a Calculator

FCGP:  Page 76, exercise 3

Mathswatch:

All Tiers, Grade 2, Ratio, Clip 40 – Introduction to Percentages

All Tiers, Grade 3, Number, Clip 86 – Percentage of an Amount (Calc.)

Percentages with a Calculator

FCGP:  Page 76, exercise 4

Hegarty Maths Task(s):  84, 85, 93

Mathswatch:

All Tiers, Grade 3, Number, Clip 87 – Percentage of an Amount (Non-Calc.)

All Tiers, Grade 3, Ratio, Clip 111 – Simple Interest

Mymaths:  1237

Independent Practice:

Foundation Workbook, Page 55, Percentages

Percentages, Fractions and Decimals

FCGP:  Page 77, exercise 1

Hegarty Maths Task(s):  82, 83, 149

Mathswatch:

All Tiers, Grade 3, Number, Clip 85 – Fractions, Percentages, Decimals

Independent Practice:

Foundation Workbook, Page 15, Fractions, Decimals and Percentages

Ordering Fractions, Decimals and Percentages

FCGP:  Page 79, exercise 2

What are they studying now till 19th June

Percentage Increase and Decrease

FCGP:  Page 81, exercise 1;  Page 81, exercise 2;  Page 82, exercise 3; Page 83, exercise 4

Hegarty Maths Task(s):  86, 87, 88, 89, 90, 759, 760, 761, 762

Mathswatch:

All Tiers, Grade 3, Ratio, Clip 108 – Increase/Decrease by a Percentage

Finding a Percentage Increase or Decrease

FCGP:  Page 84, exercise 5

Hegarty Maths Task(s):  97,

Mathswatch:

All Tiers, Grade 3, Ratio, Clip 109 – Percentage Change

Mymaths:  1302, 1961

Exam Practice Workbook:  CGP Foundation 9 to 1 Exam Practice Workbook, Pages 53 and 54, Percentages

Independent Practice:

Foundation Workbook, Page 56, Percentages

Reverse percentages

FCGP:  Page 85, exercise 6

Hegarty Maths Task(s):  96

Mathswatch:

All Tiers, Grade 3, Ratio, Clip 110 – Reverse Percentage Problems

Mymaths:  1934

Independent Practice:

Foundation Workbook, Page 57, Percentages

Compound Interest and Compound Growth

FCGP:  Page 86, exercise 1, questions 1, 2 and 6; Page 87, exercise 2, questions 1 and3

Hegarty Maths Task(s):  94

Percentage Problems

FCGP:  Page 87, exercise 1

Hegarty Maths Task(s):  91, 92, 98, 150

Mathswatch:

All Tiers, Grade 5, Ratio, Clip 164 – Compound Interest and Depreciation

A brief list of what they should be focusing on.

It’s important that students watch any tutorials provided before attempting set work.  Treat the tutorials like a lesson.  Take notes and try any questions when asked.  Most online questions should be completed in your exercise book before you check your answer by entering it online.

It’s more useful to complete a small amount of work accurately, rather than a large amount of poor quality work.

Any links for them to go to should be included here, including the class code for google classrooms.

The class code for 10XEGF is:  m2sr4zv

The class code for 10YEGF is:  hkeued5

Questions should be emailed to Miss Griffiths:  egf@cooperscoborn.co.uk

Our online resources are:

Hegarty Maths

Mathswatch

Mymaths

Times Tables Rockstars

Resources to Support Your Child at Home:

Your child should already have the CGP workbooks and revision guide purchased at the start of year 10.  The course textbooks can be accessed through Google classrooms.

Off-Line Resources:

All students have the CGP workbooks and revision guide.  Students should complete work from these if they are unable to access the online resources.

Higher Tier:

What have they just finished studying?

Represent bounds using intervals

Mathswatch:

Clip 155 – Error Intervals

Mymaths:  1067, 1968

Adding and Subtracting Fractions and Mixed Numbers

Hegarty Maths Task(s):  66

Mathswatch:

Clip 71a – Adding and Subtracting Fractions – A Standard Method;

Clip 71b – Adding and Subtracting Fractions – An Alternative Method

Fractions of an Amount and Multiplying Fractions

Hegarty Maths Task(s):  67, 68, 69, 77, 78, 80

Mathswatch:

Clip 72 – Finding a Fraction of an Amount

Clip 73 – Multiplying Fractions

What are they studying till 19th June

Dividing Fractions and Reciprocals of Numbers

Hegarty Maths Task(s):  70, 71, 79

Mathswatch:

Clip 74 – Dividing Fractions

Clip 76 – Reciprocals

CGP Higher 9 to 1 Exam Practice Workbook, Pages 6 and 7, Fractions

CGP The Workbook, Pages 5 and 6, Fractions

Converting Between Fractions and Recurring Decimals

Hegarty Maths Task(s):  53, 54

Mathswatch:

Clip 84 – Decimals and Fractions

Clip 177 – Recurring Decimals to Fractions

Clip 189 – Recurring Decimals – Proof

Mymaths:  1066

CGP Higher  9 to 1 Exam Practice Workbook, Page 8, Fractions and Recurring Decimals

CGP The Workbook, Page 8, Fractions, Decimals and Percentages

Dividing in a Given Ratio

Hegarty Maths Task(s):  332, 335, 338

Mathswatch:

Clip 106 – Sharing Using Ratio

 A brief list of what they should be focusing on.

It’s important that students watch any tutorials provided before attempting set work.  Treat the tutorials like a lesson.  Take notes and try any questions when asked.  Most online questions should be completed in your exercise book before you check your answer by entering it online.

It’s more useful to complete a small amount of work accurately, rather than a large amount of poor quality work.

Any links for them to go to should be included here, including the class code for google classrooms.

The class code is:  2jtu2ok

Questions should be emailed to Mrs Patron -Becken or Mrs Dove:  vpb@cooperscoborn.co.uk or gdo@cooperscoborn.co.uk

Our online resources are:

Hegarty Maths

Mathswatch

Mymaths

Resources to Support Your Child at Home:

Your child should already have the CGP workbooks and revision guide purchased at the start of year 10.  The course textbooks can be accessed through Google classrooms.

Off-Line Resources:

All students have the CGP workbooks and revision guide.  Students should complete work from these if they are unable to access the online resources.

 

Google Classroom Links

Classroom codes:

10AMd1: vxghn24
10BMd1: 3dmgzqw

What have they just finished studying?

Students have just finished studying the set products Pride and GQ for

• Magazines: Media Language and Representation

What are they studying now?

Students are currently studying the set products The Guardian and The Sun for

• Newspapers: Media Language and Representation
• Newspapers: Industry and Audiences (The Sun only)

Resources to support Students & Parents

Instructional videos for weekly tasks will be published on Google Classroom once a week.

Access to the ‘GCSE Resource Materials’ folder has also been shared with students where all materials necessary for the completion of work, along with written instructions for the tasks can be found.

To further support learning the department has organised access for all students to an online e-learning package specifically designed for the syllabus being studied (Eduqas). Log-in details have been emailed directly to students and materials can be accessed here:

https://erevision.uk/auth

The department would also recommend the following online sites and resources to parents and students to further support independent learning:

https://resources.eduqas.co.uk/

https://app.senecalearning.com/courses

https://www.youtube.com/channel/UCUKrxp4BcJrGLzmqAhCjASg/featured

http://www.mediaknowall.com/gcse/gcse.php

https://www.bbc.co.uk/bitesize/subjects/ztnygk7

Extension Tasks or Alternatives in the case of problems accessing Online materials.

Seneca learning (see above) provides excellent learning and revision exercises beyond the prescribed tasks, but a number of print revision publications are available.  Should accessing online materials be proving difficult, the department would recommend the following publication:

WJEC/Eduqas GCSE Media Studies: Revision Guide

• Author: Hayley Sheard
• Illuminate Publishing
• ISBN: 978-1-911208-89-1

What are they studying next?

Students will next be going on to Study Film Promotion and the structure of the Film Industry. The next set products are both from the James Bond Franchise and will be the film posters for The Man with the Golden Gun (1974) and Spectre (2015). Whilst there is no requirement from the exam board, students might wish to prepare for this next unit by watching both of these films if they are able to access them.

1. What have they just finished studying?

Year 10 are just completing Defying Gravity and Samba Em Preludio. Each set work includes vocabulary, annotating scores, listening questions, analysis outlines, dictation tasks, unfamiliar listening questions and a comparison essay.

2. What are they studying now?

• Samba Em Preludio – there is a comparison essay which will be set this week. They will have two weeks in which to complete this. Once received, it will be marked and feedback will be given.
• Afro-Celt – this is a new set work for which they have been provided, through Google Classroom. This includes all the resources they would usually receive in school. There are assignments scheduled on Good Classroom – please check for the deadlines.
• Baroque Music – two of the 3 remaining set works are from the Baroque era so this will be explored before those set works are begun. This will involve research, reading, listening, as well as Google Classroom quizzes.
• Students should also be dedicating at least 20 minutes a day to meaningful practice on their instruments in preparation for recordings when we return to school. The value of recording at every opportunity has never been more evident than this year with the year 11s not being able to attend their final coursework recordings as the lockdown had begun. Please keep up your instrumental studies.

Google Classroom will list the assignments and house the resources for the work this term. Students also have a log-in to Focus on Sound, which is a Music learning platform featuring set work online tasks and reference material, as well as being a general musical reference. If a student has forgotten their password, they may email Miss Williams awi@cooperscoborn.co.uk or Mrs Alford hal@cooperscoborn.co.uk for a reminder.

Useful links/Resources:

• A PDF Copy of the exam board textbook has been uploaded to the Google Classroom for reference.
• In addition, students were issued with a black GCSE Music textbook in the spring term. If someone was unable to attend parents evening, we may have your copies in the music office. Please contact Miss Williams as she goes in once a week and may be able to put it in the post to you.
• BBC Bitesize with specific pages for our specification https://www.bbc.co.uk/bitesize/examspecs/z6chkmn
• Score: A Film Music Documentary – also downloaded to the GoogleDrive for the year group https://www.youtube.com/watch?v=goip7leb9Kk&t=4885s-
• Sibelius First – https://my.avid.com/get/sibelius-first

What have students been studying during lockdown to date?

• Warm-up and Cool down – stages of each, reasons and benefits of each stage and examples of different exercises in a warm-up and cool down.
• Sporting Injuries – The risks and ways to reduce potential risks, the different types of injury, their symptoms and methods used to treat them, sporting examples where these injuries may be most commonly found.
• Performing Enhancing Drugs (PEDs) – The reasons why an athlete would take drugs, the 8 types of PEDs, their effects (positive and negative), possible punishment of taking drugs and sporting examples of athletes who have taken drugs in their carer.

 What are students currently studying?

• Revision – variety of tasks covering all topics covered so far in year 10 to test and challenge students understanding.
• Exam technique – 9-mark exam questions and extended writing.

 What will students be studying next?

• AO1,2 & 3 model answers and writing techniques, introduction and conclusion writing and tips.

Key focus for students

• Quality and detail in their written notes.
• Use of specific sporting examples.
• Upgrading their use of scientific and specific terminology – make glossary/flash cards of key terms (pages 57-59 of specification include a glossary of key terms).
• Exam technique – use of mark schemes/specification etc.

Relevant links

Google classroom class code – of5ylkd

1. Google classroom link to important exam documents https://classroom.google.com/u/0/w/NTQ4NDQ0MjQwMDda/tc/ODE5NDI1OTM4NjRa
2. Link to Edexcel website. Here you will find lots of helpful documents including the specification, exam material as well as past papers and mark schemes.

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2016.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments

Core PE

With so many students so passionate about sport at Coopers’ Coborn we know that many of our school community are well versed in the physical and mental benefits of physical activity. Exercise releases the chemical serotonin, which helps regulate mood, appetite, digestion, sleep and memory…in short it makes us happy and productive! Whilst this is important at all times, it is especially so during these unique and challenging times.

Government guidelines suggest that all children should engage in 150 minutes of moderate-to-vigorous activity a week. As promised, the PE department have been uploading daily updates throughout each week since school shut to the majority of students on their social media accounts. These include a variety of work outs ranging from yoga sessions to dance work outs to high intensity interval training. In addition, there are sport specific sessions to develop skill level in a variety of sports; challenges; sports film and documentary suggestions; and inspirational stories of current and former students. Due to this fact there are no lesson updates on Google classrooms in reference as we strongly encourage all students to endeavour to undertake varied daily activity in amongst their studies and relaxation. There are a consistently evolving bank of resources each day that we are endeavouring to bring to your attention throughout. Now is the time to try something new; we urge you to try fitness elements you have not tried before!

*** Please refer to ‘Coopers’ Coborn PE Department’ on Facebook or ‘cooperscobornpe’ on Instagram***

Students should do a warm-up including a pulse raiser and dynamic and static stretches before each activity. They should also perform a cool down including some light jogging and static stretches after each activity.

Please see below suggestions;

Joe Wicks – The Body Coach (YouTube channel, Facebook and Instagram)

Joe Wicks undertakes an incredibly successful daily HIIT workout for students every week day at 9am.

Yoga with Adriene (YouTube channel)

Yoga increases flexibility, muscle strength and tone in addition to many other health benefits. This style of exercise may be of preference to some or can be used to supplement high intensity work outs.

 Trifecta Pilates You Tube Channel

Pilates has many similar benefits to yoga yet it’s approach is very different. Again this style of exercise may be of preference to some or can be used to supplement high intensity work outs.

 Fitness Blender

www.fitnessblender.com is a free online resource with a variety of work outs focusing on specific parts of the body.

 Adidas Women You Tube channel

A variety of work outs ranging from yoga and pilates to full body circuits.

 NHS and Sport England

Both agencies are working together and are currently providing additional support for all age categories on their websites. The ‘Fitness Guides’ and ‘Couch to 5K’ are useful tabs. Their ‘One You’ and ‘Active 10’ are also sections with a series of work out examples.

Youth Sport Trust

The national organisation is in the process of developing curriculum-based daily activities to ensure students achieve 60 active minutes per day. Please keep up to date on their website www.youthsporttrust.org on their #StayHomeStayActive pages.

We would encourage individuals to go for regular walks and runs in the fresh air. All students have completed the Argyle Run so we are more than confident they are up to the challenge!

(Please note to take care when using social media at all times. It can and will be an extremely useful resource throughout this period if used in a safe manner).

Students have just finished their GCSE unit on Christian Practices.

The next topic will be on Islam (practices). For the next few weeks, we will be examining:

• Origin of Islam: Who is Muhammad? What is the Qur’an? What do Muslims believe about God?
• Five Pillars of Islam: Shahadah, Salah, Zakat, Sawm and Hajj

Work for students can be accessed via Google Classrooms (no code required). Work is sent every Monday morning.

Resources for parents/carers:

Photocopy of textbook for context: https://drive.google.com/file/d/1xAVZEMqG7_SJI9IWv2117fIAVfiy6w58/view?usp=sharing

Websites that contain an outline of Islamic Practices:

• https://chrishewer.org/?page_id=2005
• https://www.reonline.org.uk/subject-knowledge/islam/
• https://www.bbc.co.uk/bitesize/topics/z8wfbk7
• https://www.youtube.com/watch?v=Jb8Yk8LaUoc – TrueTube video on the Five Pillars (5 mins)
• https://www.youtube.com/channel/UC4KN50fal7f45fx2DqG7ttg/search?query=islam – a useful series of videos about Islam on Youtube by BBC Teach e.g. What is Islam? Prayer in Islam, Ramadan, What is Hajj? etc.

Key vocabulary:

Allah, Fasting, Hajj, Mecca, Monotheism, Prophet, Ramadan, Salah, Sawm, Shahadah, Tawhid, Wudu, Zakah etc.

Please note that the exam board for GCSE Religious Studies is AQA. The specification can be found online: https://filestore.aqa.org.uk/resources/rs/specifications/AQA-8062-SP-2016.PDF

The textbook is available online from Pearson activelearn and this should be used in conjunction with other work as set.

1. Biology – class on ‘googleclassroom’ code is lcare3a

Here they will find regular updates of work set. For each lesson they will have a Powerpoint, a link to a video of the Powerpoint being narrated over using loom and accompanying worksheet for that lesson. There will also be a formative assessment for students to complete half way through the chapter, then a summative assessment at the end of the topic. We will also be sending out googleforms for students to complete about the formative and summative assessment to see which areas in that chapter are strong and which areas will need to be improved.

 Students have completed Topic CB4 Natural Selection and Genetic Modification. They have been given all the Powerpoints for this topic. They have recently completed the Summative assessment and their scores have been put on go4schools. They have completed a googleform on how many marks they got for each question and there will be a powerpoint and video going over weak areas and misconceptions in CB4.

Students are now studying Topic CB5 Health, Disease and Development of Medicine. This builds on KS3 work they did about health. This Chapter will take 6 weeks to complete including all assessments. They will have a formative assessment after the first 4 lessons and a summative assessment after they complete the chapter (8 lessons).

2. Chemistry – class on ‘googleclassroom’ code is jrjs7gk

Here they will find regular updates of work set.  For each topic the specification and some notes will be put on googleclassroom together with references to the textbook and answers to questions.  At intervals there will also be presentations.

 Students have completed Topic 09 – Calculations involving Masses.  We have given lots of examples for this topic, including PowerPoints and videos.  Also multiple choice tests.  Scores will be put on Go4 schools as tests are completed.  Since there have been a few problems with this topic another test will be set out to give more help to questions ensuring that students get to grips with the method for these calculations.

Students are now studying Topic 10 Electrolytic processes.  This leads from work which they did in KS3 and is clearly set out in the book.  This topic is expected to take 3 weeks and there will be an assessment at the end of the test as well as questions during the topic.

3. Physics – class on ‘googleclassroom’ code is cjom6b5

Here they will find regular updates of work set. There are instructions questions and Powerpoints provided usually on a 3 lesson (two weekly) basis. Students are assessed through Seneca Learning and the link to join the Seneca Learning group was posted in the Google Classroom stream.

Students have completed Topic CP3 Conservation of Energy, Topic CP4 Waves

Students are now studying Topic CP5 Light and the Electromagnetic Spectrum part 1 to be followed by part 2.

1. Biology – class on ‘googleclassroom’ code is lcare3a

Here they will find regular updates of work set.

 Students have completed Topic SB4 Natural Selection and Genetic Modification. They have been given all the Powerpoints for this topic. They have recently completed the Summative assessment and their scores have been put on go4schools. They have completed a googleform on how many marks they got for each question and there will be a powerpoint and video going over weak areas and misconceptions in CB4.

Students are now studying Topic SB5 Health, Disease and Development of Medicine. This builds on KS3 work they did about health. This Chapter will take 6 weeks to complete including all assessments. They will have a formative assessment after the first 4 lessons and a summative assessment after they complete the chapter (12 lessons). They will complete two googleforms after their Formative and Summative assessments.

1. Chemistry – class on ‘googleclassroom’ code is hfkxudy

Here they will find regular updates of work set.  For each topic the specification and some notes will be put on googleclassroom together with references to the textbook and answers to questions.  At intervals there will also be presentations.  These students also have access to all the double classroom so they can revise previous topics.

 Students have revised Topic 09 – Calculations involving Masses.  We have given lots of examples for this topic.  Also Topic 10 Electrolytic processes and Topic 11 Metals.

Students are now studying Topic 12 Reversible Processes as well as revising Topic 11 Metals.

1. Physics – class on ‘googleclassroom’ code is is tpjdxtn

Here they will find regular updates of work set. There are instructions questions and Powerpoints provided usually on a 4 lesson (two weekly) basis. Students are assessed through Seneca Learning and the link to join the Seneca Learning group was posted in the Google Classroom stream.

 Students have completed Topic SP5 Light and the electromagnetic spectrum

Students are now studying Topic SP6 Radioactivity part 1 to be followed by SP6 Radioactivity parts 2 and 3

 Other websites that will help and could be used to build up knowledge and understanding are:

• https://www.bbc.co.uk/bitesize/examspecs/z8r997h
• gcsescience.com
• https://www.youtube.com/channel/UCqbOeHaAUXw9Il7sBVG3_bw(free science lessons on you tube)
• https://www.gcsepod.com/
• educake.co.uk
• http:www/physicsandmathsttutor.com Physics and maths tutor – yes they do Chemistry
• Online simulations for the Physics CP4/SP4 unit: https://phet.colorado.edu/en/simulation/waves-intro
• https://phet.colorado.edu/en/simulation/bending-light
• Online simulations for the Physics CP5/SP5 unit: https://phet.colorado.edu/en/simulation/color-vision

Students may wish to purchase revision guides and/or workbooks on line.  Please make sure that anything you buy is related to the Edexcel specification.

Year 10 Module 7 on topic of work online assessment to take place the week of the 13th June.