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11AUTUMN 2

31ST OCTOBER 2016 - 16TH DECEMBER 2016

YEAR GROUP 11

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Table of Contents ENGLISH 3 - 4

MATHS 5 - 6

SCIENCE 7 - 9

GEOGRAPHY 10

HISTORY 11

RE 12

MFL 13 - 14

PE 15

TECHNOLOGY 16 - 18

COMPUTING 19

PERFORMING ARTS 20 - 21

BUSINESS 22

CREATIVE IMEDIA 23

ART & DESIGN 24

SOCIOLOGY 25

HEALTH&SOCIAL CARE 26

READING LIST 27 - 28

YEAR GROUP 11

The aim of Further Learning is to help improve pupil confidence and reinforce their knowledge and understanding within subjects. It provides the opportunity for pupils to both challenge themselves in areas they find difficult and pursue areas they are passionate about.

Pupils are encouraged to attempt as many activities as they feel appropriate each week. They may wish to focus in one particular subject area or complete a variety of tasks from throughout the subjects they study. Any completed work should be handed into subject teachers at the start of lessons so they can receive feedback and epraise rewards.

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ENGLISH

David Copperfield by Charles DickensMy ‘First Half’ at Salem HouseSchool began in earnest next day. A profound impression was made upon me, I remember, by the roar of voices in the schoolroom suddenly becoming hushed as death when Mr. Creakle entered after breakfast, and stood in the doorway looking round upon us like a giant in a story-book surveying his captives.

Tungay stood at Mr. Creakle's elbow. He had no occasion, I thought, to cry out 'Silence!' so ferociously, for the boys were all struck speechless and motionless.Mr. Creakle was seen to speak, and Tungay was heard, to this effect.'Now, boys, this is a new half. Take care what you're about, in this new half. Come fresh up to the lessons, I advise you, for I come fresh up to the punishment. I won't flinch. It will be of no use your rubbing yourselves; you won't rub the marks out that I shall give you. Now get to work, every boy!'

When this dreadful exordium was over, and Tungay had stumped out again, Mr. Creakle came to where I sat, and told me that if I were famous for biting, he was famous for biting, too. He then showed me the cane, and asked me what I thought of THAT, for a tooth? Was it a sharp tooth, hey? Was it a double tooth, hey? Had it a deep prong, hey? Did it bite, hey? Did it bite? At every question he gave me a fleshy cut with it that made me writhe; so I was very soon made free of Salem House (as Steerforth said), and was very soon in tears also.Not that I mean to say these were special marks of distinction, which only I received. On the contrary, a large majority of the boys (especially the smaller ones) were visited with similar instances of notice, as Mr. Creakle made the round of the schoolroom. Half the establishment was writhing and crying, before the day's work began; and how much of it had writhed and cried before the day's work was over, I am really afraid to recollect, lest I should seem to exag-gerate.

I should think there never can have been a man who enjoyed his profession more than Mr. Creakle did. He had a delight in cutting at the boys, which was like the satisfaction of a craving appetite. I am confident that he couldn't resist a chubby boy, especially; that there was a fasci-nation in such a subject, which made him restless in his mind, until he had scored and marked him for the day. I was chubby myself, and ought to know. I am sure when I think of the fellow now, my blood rises against him with the disinterested indignation I should feel if I could have known all about him without having ever been in his power; but it rises hotly, because I know him to have been an incapable brute, who had no more right to be possessed of the great trust he held, than to be Lord High Admiral, or Commander-in-Chief - in either of which capacities it is probable that he would have done infinitely less mischief.

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ENGLISH

GCSE Language and Literature STARTERS

GCSE Literature Paper 2 poetry comparison (AO1LIT /AO2LIT)Create a 5x3 grid to create a visual guide for the 15 cluster poems. In each box, one iconic image is needed to represent one poem. These can be used in the classroom for a wall display.

GCSE Literature Paper 1 and 2 (AO1LIT /AO2LIT)Choose a character from one of your literature texts. Imagine what you would find if you emptied their wallet or pockets. You can use the grid again to draw a picture of the each item in each box.

SIDES

GCSE Language Paper 1 – writing questionWrite about a time when you, or someone you know, tried to hide something.Your response could be real or imagined.Use: - similes/metaphors/personification- adjectives- adverbs- range of sentence types- range of punctuation- thoughtful paragraphs

DESSERTS

GCSE Literature Paper 1 and 2 (AO1LIT /AO2LIT)Create a 5x3 grid to contain one image per character for each of your reading books. When you bring it into class you can explain why your images represent the characters best.

MAINS

GCSE Literature Paper 1 and 2 (AO1LIT, AO2LIT,AO3LIT)

Create a leaflet for each text you have studied including info on:• Plot• Context• Characters• Main Themes• Memorable Quotes • The writer’s message/viewpoint

GCSE Language Paper 1 – Unseen 19th century extractRead the extract and answer the following questions:

1. In the final paragraph, how does the writer use language and structure to present Mr Creakle? (6 marks)

2. In this extract, there is an attempt to build fear. Evaluate how successfully this is achieved.Support your views with detailed reference to the text. (15 marks)

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11F - Foundation STARTERS

Find the nth term (a) and the 50th term (b) for the following sequences:

3, 7, 11, 15, …a) b)

50, 20, -10, -40, …a) b)

-3, 7, 17, 27, …a) b)

SIDES

This message was written on the back of an old treasure map.Can you decode the message and work out where to dig for the treasure?

DESSERTS

MATHS -FOUNDATION

2cm

If the small triangle containing 24 is isosceles what is the sum of x + y?

y

x24

MAINS

Find the perimeter/circumference (a) and the area (b) of the following shapes (the last one just the shaded area.)

a)b)

a)b)

10cm

4cm

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11H - Mixed Topics

STARTERS

Grade 3-4Tropical juice is made by mixing 240ml of mango juice and 300ml of orange juice.

Write the ratio of orange juice to mango juice in its simplest form and use your answer to calculate

a) The amount of the two juice needed to make 720ml of tropical juiceb) The amount of mango juice needed if you have 120ml of orange juice.

SIDES

a) Define Frequency Density

b) What is the difference between a linear equation and a quadratic equation?

c) Is √16 a surd?

DESSERTS

1) Find the distance between the coordinates (5,8) and (10, 20)

2) Cat solved the equation 8x 2 =72 and found that x =3. Why is Cat not fully correct?

3) Change the number 0.38×10-5 so it is correctly in standard form.

MAINS

1) A square has a diagonal of length 8cm. Calculate the area and perimeter of the square, giving your answer as a surd in its simplest form.

2) Simplify

x + 2 x + 3 4 33) Solve the simultaneous equations

4 x + 3y =13

2 x - 4y = -214) A right angled triangle has an angle of 35o and a hypotenuse of length 9cm. Find out the lengths of the other two sides of the triangle.

5) In a pie chart, 18 people chose their favourite colour as red. This was 3o of the pie chart.

a. How many people took part in the survey?

b. If the pie chart has a radius of 8cm, what is the area of a sector representing 144 people?

MATHS

Log in to MyMaths to practice more of these examples.

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Year 11 STARTERS

Draw and label the atom. (Grade C-D)

State the charges on a proton, neutron and electron. (Grade C-D)

What are these compounds called?H2O, CO2, MgO, CuCl2, Fe2SO4, MgNO3. (Grade C-D)

Describe the reactivity of group 1 metals and state the Mass number for Li, Na and K.(Grade A-C)

SIDES

Define the following key terms:-Ion-Ionic bonding-Alkane-Alkene-Hydrocarbon-Fractional distillation

SCIENCE

Calculate the number of neutrons for: (Grade D-E)-K-O-N-Br

Draw a pie chart to show the relative abun-dance of gases in the Earth’s atmosphere. (Grade C-D)

Calculate the relative formula mass for H2O CO2, MgO, CuCl2, Fe2SO4 , MgNO3. (Grade C-D)

Year 11 - Chemistry C1 Revision

MAINS

Draw the electron structure for (Grade C-D)C, O, Na, Cl, H.

Draw and label the limestone cycle(Grade C-D)

Place the following metals in order of reactivity and explain why they are in this order (Grade A-C)

-Iron-Gold-Copper-Potassium

Which process can be used to extract iron from iron oxide? Why is carbon used? (Grade A-C)

Explain what is meant by an emulsion in chemistry. Provide an example. (Grade C-D)Explain how the chain length of a hydrocarbon relates to its properties. (Grade A-C)

Compare the advantages/disadvantages of extracting metals from the environment. (Grade A-C)

Ask your teacher for an exam question

HigherRepresent the bonding in metals with a diagram and explain why this allows metals to conduct electricity (Grade A*-B).Explain the difference between the properties of small and giant covalent compounds. (Grade A*-B)

SCIENCE

DESSERTS

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MAINS 1) Write a paragraph describing the main food groups needed for a balanced diet and why we need them. (Grade D-E)

2) The menstrual cycle is controlled by several different hormones. Draw a graph showing how the levels of hormones change in the menstrual cycle. Make sure you include labels and use page 39 in the core revision guide to help. (Grade A-B)

3) Make a poster showing how “dolly the sheep” was cloned using adult cell cloning. Use page 71 of your core revision guide to help. (Grade B-C)

4) Write a paragraph describing how polar bears and camels are adapted to their environment – use page 54 to help (Grade C)

5) Describe the pathway of a reflex arc from stimulus to response if you were to touch a hot pan. Use a diagram if this helps (Grade B)

6) What processes in the carbon cycle;• Remove carbon from the atmosphere?• Add carbon to the atmosphere? Use page 62 to help (Grade C-D)

7) Ask your teaching for a B1 past paper to complete. (Higher or foundation)

8) Draw diagrams showing how white blood cells protect against pathogens. You must include, engulfing, producing antibodies and producing anti-toxins.

SCIENCE

STARTERS

1) Write a sentence describing the term “homeostasis”.2) Draw a pyramid of biomass for the following – grass, rabbits, fox 3) What are the differences between sexual and asexual reproduction?4) Give three ways energy is lost from a food chain5) What is a phototropism?6) Which three diseases are the MMR SIDES

1) Find definitions of the following terms; • Aseptic• Sterilised• Synapse • Gamete • Hormone2) Fill in the gapsIndividuals within a species show v_____Individuals who are b_____ a_____ to the environment have a b_____ c_______ of s________.They will be more likely to r______ and pass on their g_____ to the n______ g_______.

Desserts (skills or numeracy)1)Calculate the mean for the following data

Number of Microorganisms

Petri Dish

1 2 3 Mean

1 20 25 22

2 40 42 42

3 65 63 50

2)Are there any anomalies in this data? De-scribe which ones and why.3)Describe the method you would use to grow microorganisms safely in a lab. Remember to include equipment and what precautions you would take. Use page 29 revision guide.

Year 11 - Core Biology

DESSERTS

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Year 11 MAINS

• Explain how convection currents are produced. (Your answer should refer to density and temperature.) (grade B)

• How does the red-shift provide evidence for the beginning of the Universe? (grade A-B)

• A Step up Transformer produces a very high voltage to transmit the electrical energy through the National Grid. Explain why. (grade B-C)

• Draw a diagram to show the differences between a transverse wave and a longitudinal wave. (grade C-D)

• Use Moodle to find a past P1 exam paper and complete it.

• Make a poster showing the uses of the different parts of the electromagnetic spectrum. (grade C-D)

• Draw a diagram to show how waves are reflected. Label the angle of incidence and the angle of reflection. (grade C-D)

SCIENCE

Year 11 STARTERS

• Draw a longitudinal wave. Label the wavelength and amplitude.

• Explain why pipes in a solar panel are painted black.

• Explain why a bathroom mirror steams up when you have a shower.

• Explain the difference between speed and velocity.

SIDES

Write definitions for these P1 keywords:

Convection, conduction, thermal radiation, evaporation, condensation, U-Values, Specific heat capacity, efficiency, payback-time, renewable energy, non-renewable energy, reflection, refraction, diffraction, red shift, Doppler effect.

Draw a Sankey diagram to scale showing the efficiency of a washing machine:

Electricical energy in = 100J, Output en-ergy: thermal energy = 40J, Kinetic energy =35J, Sound energy = 15J, Light energy = 10J.

• Watch the myGCSEscience clip on “Spe-cific heat capacity” using YouTube

Year 11 - Physics P1 Revision

DESSERTS

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Population

STARTERS

Produce a labelled diagram to show the difference between population structures in rich and poor countries. (4 marks)

Describe the key reasons why people migrate (use the words PUSH and PULL factors in your answer). (4 marks)

Explain the difference between elderly and young dependents. (3 marks)

SIDES

Write a definition for the following (1 mark):Birth RateDeath rateInfant Mortality RateLife ExpectancyNatural IncreaseElderly ResidentsRefugee

DESSERTS

Produce a scattergraph comparing the birth and death rates in 10 countries (what does the graph tell you?) (Skill)

On a world map, identify the highest numbers of migrants over the last 10 years. (Skill)

Draw a line graph showing how the world’s population has changed over time. (Skills)

MAINS

GCSE Questions

“Draw an annotated diagram explaining the 5 stages of the Demographic Transition model”. (4 marks)

“Compare the benefits and issues that migrants may bring to the UK”. (4 marks)

“Explain how urbanisation, female literacy and technology have influenced birth rates around the world”. (6 marks)

“Explain why some countries have higher birth rates than others”. (6 marks)

“Explain the issues linked to an ever increasing elderly population in rich countries”. (6 marks)

“Explain the issues linked to continued population growth in poor countries”. (6 marks)

“Using named examples, explain the strategies adopted to control continued population growth”. (6 marks)

“Explain the benefits and issues linked to a birth control policy that you have studied”. (8 marks)

GEOGRAPHY

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STARTERS

4 mark question-Explain the terms of the Treaty of Versailles

4 mark question-Describe the arms race (Cold War)

Create a timeline for the events leading up to WW2 (Hitlers steps to war)

List as many alphabet agencies as you can and what they did.

SIDES

Explain the following key words-Peace treaty League of NationsAppeasementTreaty of Versailles Arms race Depression New deal

DESSERTS

Create a set of flash cards on the differences between the Potsdam and Yalta conferences.

The depression in numbers- write down key numerical facts to show the effects of the depression.

MAINS

On the one hand/on the other- what was the biggest crisis in the origins of the Cold War: the Berlin blockade or the Korean war.

Create a poster on the groups who didn’t enjoy the effects of the Boom in the 1920s (immigrants, black Americans, farmers etc).

10 mark question- which was the biggest failure of the League of Nations, Abyssinia or Manchuria?

12 mark question- ‘Hoover did nothing to solve the Great Depression’ do you agree with this statement? give a balanced answer with own knowledge.

Exam skills-

Create a double sided revision poster- the boom- how did America gain prosperity? And why did it crash? -Include causes, effects, different groups, issues etc.

Create a role play or debate argument- why did appeasement fail?

Research the cartoons of David Lowe, what does he suggest about Hitler, the League of Nations and appeasement (A-A*)

HISTORY

Create a ‘who’s who’ profile of-Lloyd George Clemenceau Roosevelt StalinHitler ChamberlainTruman

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RELIGIOUS EDUCATION

Marriage and the Family STARTERS

Exam knowledge for C and D questions Design a poster to show how attitudes to marriage and the family have changed in Britain.Print off a quote from Jesus or Prophet Muhammad regarding life after death and explain its relevance. B) Do you think divorce is wrong (4 marks)

SIDES

What do these key words mean;• Non-voluntary euthanasia• Assisted suicide• Abortion• Sanctity of life• Shirk• Golden rule• Civil partnership• Pre- marital sex• Adultary

DESSERTS

Create a leaflet showing religious and non- religious views on life after death ( Refer to both Islam and Christianity).

Create a spider diagram to show different religious views on divorce and pre-marital sex.

MAINS

Exam skills for grades C-A*

D) ‘There is no life after death’Do you agree? (3 marks)Give reasons why some people may disagree with you. (3marks)

D- “There will always be conflict in religious families.”Do you agree? (3 marks)Give reasons why someone may disagree with you. (3marks)

D) “No religious person should ever be homosexual”. Do you agree? (3 marks)Give reasons why someone may disagree with you. (3marks)

C) Explain why abortion is controversial. (8marks)

D) Choose one religion other than Christianity and explain why its followers are against sex outside of marriage. (8 marks)

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Work and Jobs

STARTERS

Vocabulary revision – Foundation and HigherMake a revision mindmap of key words linked to jobs.

Create a set of flashcards to help you learn the words we have learned this half term.

Complete the vocabulary activities on Quizlet, searching for “job” in the French section. Then, create a list of the new words you have learnt.

SIDES

Je travaille – I workJe fais – I doTravailler – to workUn stage – a job experienceJe travaillerai – I will workUn metier – a jobGrammar revision – Foundation and HigherRevise the use of future tense: http://www.bbc.co.uk/schools/gcsebitesize/ french/grammar/verbsh/ click on future tense.

DESSERTS

Search Year 11 French Carr Manor on quizlet for vocabulary practice and games.

Create your own set of vocabulary games on quizlet on the topic of jobs.

Go to Moodle and complete reading and listening exercises for Year 11 French.

MAINS

Reading Foundation: go to http://www.bbc.co.uk/schools/gcsebitesize/ french/readingf/ and click on job adverts – do the revise and test section on paper.

Reading Higher: go to http://www.bbc.co.uk/schools/gcsebitesize/ french/reading/ and click on work experience abroad – do the revise and test section on paper.

Listening Foundation: go to http://www.bbc.co.uk/schools/gcsebitesize/ french/listeningf/ and click on different jobs – do the revise and test section on paper.

Listening Higher: go to http://www.bbc.co.uk/schools/gcsebitesize/ french/listeningh/ and click on Employment – do the revise section on paper.

Translation FoundationTranslate passage 1 into English (you can collect this from your classroom).

Translate passage 2 into English (you can collect this from your classroom).

Translation HigherTranslate passage 3 into French (you can collect this from your classroom).

Translate passage 4 into French (you can collect this from your classroom).

MODERN FOREIGN LANGUAGES -FRENCH

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Work and Jobs

STARTERS

Vocabulary revision: Foundation and HigherMake a revision mindmap of key words linked to jobs.

Create a set of flashcards to help you learn the words we have learned this half term.

Complete the vocabulary activities on Quizlet, searching for “job” in the Spanish section. Then, create a list of the new words you have learnt.

SIDES

Trabajo – I workhago – I doTrabajar – to workTrabajaré – I will workUn trabajo – a jobGrammar revision: Foundation and HigherRevise the use of tenses: http://www.bbc.co.uk/schools/gcsebitesize/ spanish/gram-mar/ click on verbs.

DESSERTS

Vocabulary revision: Foundation and HigherSearch Year 11 Spanish Carr Manor on quizlet for vocabulary practice and games.

Create your own set of vocabulary games on quizlet on the topic of jobs.

Go to Moodle and complete reading and listening exercises for Year 11 Spanish.

MAINS

Reading Foundation: go to http://www.bbc.co.uk/schools/gcsebitesize/ spanish/readingf/ and click on part time jobs – do the revise and test section on paper.

Reading Higher: go to http://www.bbc.co.uk/schools/gcsebitesize/ spanish/reading/ and click on work experience – do the revise and test section on paper.

Listening Foundation: go to http://www.bbc.co.uk/schools/gcsebitesize/ spanish/listeningf/ and click on jobs – do the revise and test section on paper.

Listening Higher: go to http://www.bbc.co.uk/schools/gcsebitesize/ spanish/listeningh/ and click on jobs – do the revise section on paper.

Translation: FoundationTranslate passage 1 into English (you can collect this from your classroom).

Translate passage 2 into English (you can collect this from your classroom).Translation HigherTranslate passage 3 into Spanish (you can collect this from your classroom).

Translate passage 4 into Spanish (you can collect this from your classroom).

MODERN FOREIGN LANGUAGES -SPANISH

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BTEC Sport - Unit 1 Exam

STARTERS

Pass/Merit/DistinctionStarters (easier tasks): -Name the six physical components of fitness-Name the five skill components of fitness.-What two methods can be used to calculate your heart rate and training intensity?- Name the FITT Principles of training.- Name three additional principles of training.

SIDES

Key words – literacy linksDefine the following:Physical Components: Aerobic endurance, muscular endurance, flexibility, speed, mus-cular strength, body composition.Skill Components: Agility, balance, coordina-tion, power, reaction time.Exercise Intensity: Rating of perceived exer-tion (Borg’s Scale). Heart Rate.Principles of training: Frequency, intensity, time, typeAdditional Principles of training: Progressive overload, reversibility, adaptation, rest and recovery, individual differences, variation, specificity.

DESSERTS

How is each component of fitness measured? How do we measure:Aerobic enduranceMuscular enduranceFlexibilitySpeedMuscular strengthBody composition

Calculate your own upper and lower training zones using the following calculation for maximum heart rate:220-Age – Maximum heart rate.Upper training zone = 0.85 x maximum heart rate.

MAINS

Pass/Merit/DistinctionMains (more challenging tasks)

-Choose a sports person and create a piece of work (written, poster, PowerPoint, video) naming the most important physical and skill components of fitness that you feel are required for that sports person. - Now explain why you have chosen these components.- Now justify your choices.

Pass/Merit/Distinction-Produce an information leaflet, advert or poster which will enable a person to calculate their maximum heart rate, upper training zone and lower training zone.

- Produce an information booklet that can be given to a junior sports team to explain why it is important that a sports person knows what their upper and lower training zones are. You should also explain the importance of keeping their heart rate in these training zones.

Pass/Merit/Distinction- Produce your own Borg’s Rating of Perceived Exertion Scale which includes the number and relevant exercise intensity wording.- Somewhere on your scale, explain or use an equation for how you can convert the exercise intensity figure into heart rate beats per minute (HR bpm).

PHYSICAL EDUCATION

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Product Evolution

STARTERS

1 Mark questions (C-G)Task – Describe how a product might evolve.

Task – Give a good and bad example of product evolution.

SIDES

1 Mark (C-G)Define these key words/phrases:• Product Evolution• Market Pull• Technology Push• Obsolete

DT Literacy (punctuation) Target – How many punctuation marks can you use in your writing?

DESSERTS

2 mark questions (C-G)Task – Explain how manufacturers/designers find out what a target audience wants. Give 3 examples.

Task - Create a survey to find out what the public might want in the next stage of phone evolution.

Task - What is the history of how people communicate? How did it being to develop?Create a poster to record your findings.

MAINS

4 Mark Question (A*-G)Task – Smart phones are a recent mobile phone technology.Discuss to what extent mobile phones have developed because of market pull or technology push.

6 Mark Question(A*-G)

Task – Give a good and bad example of product evolution. Justify your responses and give suggestions of what you might do differently.

8 mark Question(A*-C)Task – Discuss how planned obsolesce might be harmful for the environment. Remember to give examples in your answer.

10 mark Question(A*-C)

Task – Create a time line of how a mobile phone has developed over time. Give examples of market pull or a technology push at each stage.

10 mark Question(A*-C)Invent/PredictDesign and create what you think the next stage in phone evolution is.

TECHNOLOGY -PRODUCT DESIGN

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Unit 3 Exam Revision STARTERSExam criteria 1.2: Describe the nutrients that make up a balanced diet.1. List five sources of carbohydrates and explain why we need carbohydrates in our diet. (Pass)2. List five sources of protein and explain why we need protein in our diet. (Pass)3. List five sources of fats and explain why we need fats in our diet. (Pass)4. List five sources of unsaturated (healthy) fats. (Merit)5. Explain why it is better to eat wholegrain bread rather than white bread. (Merit)

SIDES

Find out the definitions of these key words: (Pass)1. Vitamin A2. Iron3. Calcium4. Diabetes5. Coronary heart disease

DESSERTS

Exam criteria 2.3: Describe other factors that could affect the finished dish.1. Create a spider diagram with lots of words you could use to describe the taste, texture and appearance of a dish. (Merit)

Exam criteria 1.1: Explain what is meant by a balanced diet.2. Explain how many glasses of water you should drink each day and why your body needs water. (Pass)

3. Explain which foods are sources of fibre and why your body need fibre in your diet. (Pass)

4. Research the recommended daily allowances of fat, sugar, fibre, salt, protein and carbohydrates. (Pass)

5. Explain what can happen to your body if you do measure the portions of food you are eating. (Pass)

MAINS

1. Produce a mood board of images which represents foods that make up a balanced diet.

2. Create a food diary of all the food and drink you eat over a 3 day period. This will include breakfast, lunch, dinner and snacks. (Unit 3- A.O 1.6)

3. Find 2 recipes. At least one needs to contribute to a healthy diet. Assess how they both do/don’t contribute to healthy eating. (Unit 3 – A.O 2.1)

4. Research all the different types of nutrients and produce a table which includes; Nutrient, function in the body and a food which is a good source of this.

5. Find an article online which gives healthy eating advice.

TECHNOLOGY -FOOD AND COOKERY

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Food Poisoning and High Risk Foods

STARTERS

Answer the following questions• List 2 possible symptoms of food poisoning. (2 Marks)• List three high-risk foods. (3 Marks)• Name one type of food poisoning. (1 Mark)

SIDES

(1 Mark per definition)Find out the definitions for the following key words:• High-risk• Food Poisoning• International• Cuisine • Annotate DT Literacy (punctuation) Target – How many punctuation marks can you use in your writing?

DESSERTS

Desserts (skills or numeracy)• A pizza costs £5.67 to make. How much would each portion cost if it was cut into 6 slices? (1 Marks)Now calculate the selling price using the following formula : Cost per portion x 100 ------------------- 20 (2 Marks)• Find a recipe that can be used for Unit 1 Task 2. Cost this recipe using the help guide in pupil portal. (4 Marks) P:\Food\Miss Land\Catering

MAINS

4 Mark Question (A-C)Task - A customer orders food in your restaurant and when it arrives, it’s the wrong dish. Discuss two ways in which the manager could deal with this.

6 Mark Question(A-C)

Task – Powered equipment can be dangerous if it isn’t maintained properly.Discuss what the staff at a catering establishment can do to make sure powered equipment is safe to use and well maintained.

8 mark Question(A-G)Task – In order to make sure food is safe to eat, it has to be stored correctly. Discuss what a restaurant chef should do during preparation, cooking and storage of food to prevent food poisoning.

10 mark Question(A-G)

Task – A restaurant wants to be more ‘environmentally friendly’Suggest ways the restaurant could reduce, reuse and recycle their waste.

Challenge- Design a set of revision cards about culinary terms.

TECHNOLOGY -CATERING

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JavaScript and HTML

STARTERS

Define all of the keywords listed in the ‘sides’ section. List the advantages and disadvantages of JavaScript being embedded in a HTML web page and saved externally as a script file. Find contact details for 5 companies in Leeds that use JavaScript and HTML somewhere within their business.

SIDES

Define the following keywords;HTML JavaScript BrowserCookieInterface Mark-up Language

DESSERTS

A452 – Practical InvestigationUse python to create a program that stores 10 singers in an array. Then the program should output the 10 singers stored in the array in alphabetical order. Produce some basic HTML to display the message “Hello World” within the H1 tag.

Design an interface/web frame for a HTML page that shows 3 circles on the page with 3 buttons, which simulate a weather forecast. If the rain button is pressed, a circle turns blue, if the snow button is pressed, a circle turns grey and if the sun button is pressed, a circle turns orange.

MAINS

A452 - Effective and efficient use of techniquesCreate a HTML page. The page should be completely empty except for the <doctype> <html>, <head>, <title>, and <body> tags. Insert a set of <script> tags between the <body> tags. Add alert(“Hello World!”) between the <script> tags. The final result should initiate a “Hello World!” message that appears immediately when the page loads.

Write come JavaScript that immediately displays a message box when a page loads. The message box should inform users that the website uses cookies and they have to click OK to accept them.

Write some JavaScript that uses a loop to print out 1- 10.

Create an HTML page, then add JavaScript that includes 2 prompts for the user to input text. Finally, add JavaScript to bring the 2 inputs together and display the result in an alert box.

Create an HTML page, and then add JavaScript that includes 2 prompts for the user to input 2 integers. Finally, add JavaScript to add these 2 values together and display the result in an alert box.

COMPUTING

Tag Pop-upIArray

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Part 1

STARTERS

P/M/D 1 PPP: Rehearse your part for your PPP Performance.

P/M/D/ 1 PPP: Draw/Design a stage layout for your PPP performance.

SIDES

Dance skills unit 4: Write out the definitions for the follow-ing key terms (merit) and give examples (distinctions):

Cardiovascular enduranceMuscular endurance (strength)FlexibilityCo-ordinationTimingMusicalityFocusConfidenceExpression/emotionExtension of limbs DESSERTS

P/M/D 3and 4 dance skills/ppp: Create 6 lots of 8 steps to the music ‘walking with elephants, ten Walls’. Make sure it is 6 lots of 8 counts.Video yourself and show a teacher, who can mark you on timing and movement memory as part of your dance skills unit.P/M/D Acting Skills :Watch a favourite TV programme. Create a grid showing vocal and physical skills: pitch, pause, pace, tone, facial expression, posture and gesture. Tick when it is used, make a note of how it is used and what it communicates to the audience.

MAINS

P/M/D 1 PPP: Watch the following live performance (https://www.youtube.com/watch?v=fMU9Rv3rFdw)What ideas could you take from this? How could you use them in your performance? What impact would using those ideas have? What problems might you encounter?

P/M/D 1 PPP: Design, research and cost a stage outfit for your PPP performance.

P/M/D 2 dance skills: Write a persuasive review of the ballet performance you saw. Use:

ParagraphsGAPAlliterationMetaphors or similesSimple, compound and complex sentences.Persuasive language to either persuades someone to watch it or not watch it.Write it as a newspaper review.

P/M/D 3 and 4 dance skills and ppp:Create a short dance sequence in a style of dance you feel confident in as a solo or with a friend as a duet. Use actions (jumps, turns, travels, steps, balances/pauses, gestures) space (pathways, directions) relationships (emotion, theme or story) and dynamics (size of movement, speed of movement, effort in movement).

Can you add a prop? An umbrella? A chair? A hat?

PERFORMING ARTS

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New Beginnings

STARTERS

P/M/D 1 Dance Skills:List the:a)technical dance skillsb) Interpretative dance skills

2. Which skills are needed for all dancers?

P/M/D/ 1 PPP DramaWrite a short description of an effective rehearsal to be used in a Year 7 lesson.

What is a conscience alley in drama?What are what if situations in drama?Who was Stanislavsky?What are given circumstances in drama?

SIDES

P/M/D Acting Skills :Create a drama skills keyword sheet involv-ing keywords and definitions.

Down load a monologue from the internet. Annotate the use of adjectives, pronouns and verbs.

DESSERTS

Create 6 lots of 8 steps to the music ‘walking with elephants, ten Walls’. Make sure it is 6 lots of 8 counts.

Video yourself and show a teacher, who can mark you on timing and movement memory as part of your dance skills unit.

MAINS

P/M/D/ 1 PPP DramaDownload a script from the internet. 1) Read carefully2) Write a short description of the characters, based on what you have understood and inferred from the script.3) Make detailed notes on the sub-text of what each character says.4) Complete a roll on the wall (ginger bread man) for one of the characters.

Imagine you are going to put on a play of a popular fairy tale. Create a file of production notes.( Assume you have a script)1) Make a list of characters and add suggested costume ideas.

2) Write a list of activities and exercises you will use as part of your rehearsal schedule. Give reasons as to why you have chosen them, explaining how they will help your actors.

3) You will be performing to a live paying audience in the school building. Make a to do list to organise this. Consider-where and when this will take place -which staff members will need to be involved-how many members of the audience there will be-how you will keep track of who is coming.

PERFORMING ARTS

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BTEC Business - Unit 2 Exam Theory

STARTERS

Unit 2 Exam Theory starters – P/M/D1. Outline the main difference between Gross and Net Profit.2. Reproduce the four different types of business costs chart, how is it broken down?3. Compare the main differences between profit and revenue.

SIDES

Unit 2 – Theory keywords Define the following keywords;Start Up CostsOperating CostsFixed CostsVariable CostsTotal Costs RevenueSources of RevenueTypes of Expenditure

DESSERTS

Unit 2 Exam Theory skill builders – P/M/D

1. Produce a revision leaflet/document on the different types of cost, expenditure and revenue associated with a business with relevant examples of each.

2. Produce revision cards for the three different types of profit and include the formulas.

MAINS

Exam Questions – Pass/Merit/Distinction (P/M/D)Mock Exam 1 – Question 2Ella and Mark have rented a small factory for their printing business. They will be offering printing services to other business, including leaflets and posters. Give two examples of variable costs the printing business may have. (2)

Mock Exam 3 – Question 4Ed owns a small business selling plants. The price of a plant is £4.50. In the last month he has sold 1400 plants. What is Ed’s revenue for the last month? (2)

Mock Exam 3 – Question 5William is a self-employed cleaner. He regularly buys cleaning materials. William’s cleaning materials are an example of which type of cost? (1)

Mock Exam 4 – Question 7Stefan has not produced a cash flow forecast for his jewellery business. One risk of this is that Stefan may not have enough cash to pay his bills. (a) Give two other risks Stefan could face if he does not product a cash flow forecast? (2)

(b) Explain why not having enough cash to pay his bills would be a risk to Stefan’s business. (2)

Mock Exam 4 – Question 10Scott runs a small barber shops. He has carried out a breakeven analysis. One benefit of this is that it shows Scott the margin of safety for the business. (a) Give two other benefits of Scott using breakeven analysis. (2)

(b) Explain one reason why knowing the margin of safety will help Scott manage his business. (2)

BUSINESS

ProfitGross ProfitNet ProfitProfit MaximisationBreak-even pointMargin of SafetyBudgetingCash Flow Forecast

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Creating Digital Graphics

STARTERS

Define the keywords for this term.

Collect the top 10 most popular logos.

Create a new version of the Carr Manor

TV logo.

SIDES

Write definitions for the following key-words:

• Blending• Montage• Opacity• Masking• Reflection

DESSERTS

Creating Digital Graphics – P/M/D1. Compare the main differences of the Travelodge and Holiday Inn logo

2. Discuss the different file types used when creating graphics (.jpg and .png)

3. Discuss the purpose of an Assets Log

MAINS

Creating Digital Graphics (Reviewing) – P/M/DTask 1Review a magazine cover, think about the following:• Screenshot of image• Target Audience• Purpose of that specific graphic• Placement and Size of image(s)• Placement, Size and Colour of Title/Text• Use of White Space

Creating Digital Graphics (Reviewing) – P/M/DTask 2Create a detailed explanation of the difference between Vector and Bitmap graphics

Creating Digital Graphics (Reviewing) – P/M/DTask 3Discuss the following design concepts:• White Space• True Colours• Composition

Creating Digital Graphics (Planning) – P/M/DTask 4Create a Visualisation of an upcoming movie about ‘Bullying in School’. You should include:• All appropriate assets• Accurate placements of assets• Full annotation of the visualisation, including;o Hex Colour Codeso Design conceptso Sizes and placement

CREATIVE IMEDIA

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Portraits STARTERS

AO1 – develop ideas through investigations, demonstrating critical understanding of sources.AO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• ART -Take a minimum of 10 Selfies on your mobile phone or camera – pull different facial expressions. Try sketching some of the images. Display creatively in your sketchbooks. AO2 & AO3

• Set up a Pinterest board for Portraits, research 5 different portrait artists – minimum 6 images per artist. Design creative pages to display your work / research. AO1

SIDES Write the definitions of the following or use some of words in your annotations.

Vibrant, Subtle, Earthy, Naturalistic, Saturation, Distorted, Dramatic, Intimate, Elongated, Angular, Curvaceous, Contrasting, Delicate, Abstract.

DESSERTS

A* - GAO1 – develop ideas through investigations, demonstrating critical understanding of sources

AO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• ART - Timed Self-portrait – Give yourself 20mins to draw yourself using a mirror; try to add as much detail as possible. Try to stick to the time limit as this will improve your observational drawing skill. If you find this easy reduce the time limit e.g. 10 or 15 mins or use different materials such as charcoal, pen etc.

• ART - Find geometric shapes within your observational work – enlarge and create a repeat pattern based on this. This idea could be used as a background for your work.

• ART - Using one of the images from your mobile phone/camera or one of the images of your famous person in the media; create a Photomontage - you will need scissors and glue. ( ask teacher for an example)

MAINS

AO1 – develop ideas through investigations, demonstrating critical understanding of sourcesAO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• ART - Use four pages in your sketchbook to produce some detailed studies of the photographs from your mobile phone/camera or use images of famous people from the media. Use what materials are available to you such as pencil, pen, crayon etc.AO2 & AO3

ART - Annotate and evaluate your study work. What went well, how can you develop your work? How have you been influenced? This could be an artist/photographer you have studied. AO1

ART - Take a section of one of those images and zoom in on a large scale to produce a mix-media piece of work (card, tissue, paper, paint). AO2• ART - Create a developmental piece of work of an idea for a Final design/photo. This can be influenced by the artists/photographers you have researched and the materials you have experimented with. AO2 & AO3

• ART - Look at the artists Chuck Close or Guy Denning, two portrait artists’ two different styles. Zoom in on a section of one of their portrait pictures; add tone, colour, and texture in the material/s of your choice. AO1, AO2 & AO3

• ART- Go to the Leeds City Art Gallery and tell me which portrait artists you have found and which ones have inspired you. Write down your findings.You will present a PowerPoint presentation based upon a portrait artist that you have picked yourself. The presentation must last for at least 5 minutes.

You must be prepared to take questions from the class and staff. You will have one week to research and develop your PowerPoint (outside of lessons) AO1

ART & DESIGN

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Photography STARTERS

A*- GAO1 – develop ideas through investigations, demonstrating critical understanding of sources.AO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• PHOTOGRAPHY - Take a minimum of 20 Selfies on your mobile phone or camera – pull different facial expressions. Display creatively in your sketchbooks. AO2 & AO3

• PHOTOGRAPHY - Set up a Pinterest board for Portraits, research 5 different portrait artists – minimum 6 images per artist. Design creative pages to display your work / research. AO1

SIDES Write the definitions of the following or use some of words in your annotations.

Vibrant, Subtle, Earthy, Naturalistic, Saturation, Distorted, Dramatic, Intimate, Elongated, Angular, Curvaceous, Contrasting, Delicate, Abstract.

DESSERTS

A*- GAO1 – develop ideas through investigations, demonstrating critical understanding of sourcesAO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• PHOTOGRAPHY – Using one of your development pieces of work, print off onto different surfaces(in school) such matt, gloss or printer paper, then use another material to work into it such as sand paper, paint etc.

• PHOTOGRAPHY – create a repetitive pattern with one image almost in POP ART style using different colours, hues etc. (Use Photoshop)

• PHOTOGRAPHY - Using one of the images from your mobile phone/camera or one of the images of a famous person in the media; create a Photomontage - you will need scissors and glue. (Ask teacher for an example)

MAINS

A*- GAO1 – develop ideas through investigations, demonstrating critical understanding of sourcesAO2 – refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.AO3 – record ideas, observations and insights relevant to intentions as work progresses.

• PHOTOGRAPHY – Use two pages in your sketchbook to display photographs you have taken on your phone or camera. You must take a minimum of 40 photos to display on those pages (display them as contact sheets). It can be portraits of friends or family members taken from different angles. AO2 & AO3• PHOTOGRAPHY - Annotate and evaluate your study work. What went well, how can you develop your work? How have you been influenced? This could be an artist/photographer you have studied. AO1• PHOTOGRAPHY – Take a section of one of those images and manipulate it using filters on Photoshop. You experiment using different paper to print your photos on. AO2

• PHOTOGRAPHY - Create a developmental piece

of work of an idea for a Final design/photo. This can

be influenced by the artists/photographers you have

researched and the materials you have experimented

with. AO2 & AO3

• PHOTOGRAPHY – Look at the photographers

Antonio Mora or David Lazar. Try to take photos in

their style and also manipulate using Photoshop if it is

needed. AO1, AO2 & AO3

• PHOTOGRAPHY - Go to the Leeds City Art Gallery

and tell me which portrait artists you have found and

which ones have inspired you. Write down your findings.

You will present a PowerPoint presentation based

upon a portrait artist that you have picked yourself. The

presentation must last for at least 5 minutes.

You must be prepared to take questions from the class

and staff. You will have one week to research and

develop your PowerPoint (outside of lessons) AO1

ART & DESIGN

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Education/Families STARTERS

Key exam knowledgeExplain family diversity using a spider diagramState briefly why there was a change to the tripartite system of education.

Is there really such a thing as a typical family?

SIDES

Write a definition for each of the follow-ing words:

Agent of Social ControlDomestic division of labour Social CohesionsMeritocracyDual burden MonogamyFemale infanticideSocial StigmaPatriarchal

DESSERTS

How might secondary data help a parent to make a choice about which school to choose for their child?

Research more about city academies. Is there any evidence that they have been successful in raising standards?

How do levels of divorce in the UK compare with those from other countries?

MAINS

Exam skills for questions. Grade 3-9

Discuss how far sociologists would agree that differences in education achievement between individuals result from differences in home background

Explain what sociologist mean by Symmetrical families

Discuss how far sociologists would agree that changes in social attitudes have been responsible for the increase in divorce rate since the 1960’s.

Explain what feminist sociologist mean by dual burden and the triple shift and the impact of this on working women with families

Discuss how far sociologists would agree that living in a family tends to benefit men more than women.

What are the consequences of an increased number of divorces? Consider this for the parents, children and for the family.

SOCIOLOGY

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Human Development (Unit 1) and Care Value (Unit 2)

STARTERS

Unit 1 – Level 2 PassCreate a table using PIES to show differences in infant development across both genders.

Create a table explaining three examples of social development amongst adolescents.

SIDES

Unit 2 – Level 2 PassDefine the term ‘confidentiality’ and explain why it is a care value.

Think about the laws on safeguarding within the care sector. Why are these laws so important? Give detailed reasons for your answer.

DESSERTS

Unit 2 – Level 2 MeritExplain how carers can support and encourage independent living.

Create a table showing the numbers of adults within elderly care system.

MAINS

Unit 1 – Level 2 ExamAssess the impact that starting a family can have upon early adulthood. (8)

Evaluate the importance of employment in that of late adult life stage. (8)

Explain what is meant by ‘egocentric’. (4)

Explain, with examples, the difference between professional support and voluntary support. (4)

Unit 2 – Level 2 DistinctionExplain the importance of safeguarding in the care sector.

Evaluate the importance of patient-carer communication across the care sector.

HEALTH AND SOCIAL CARE

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Brighton Rock - Graham Greene

RECOMMENDED READING

The Secret Garden - Francis Hodgson Burnett

A Christmas Carol - Charles Dickens

Alice’s Adventures in Wonderland - Lewis Carroll

The Sherlock Holmes Stories - Sir Arther Conan Doyle

The Railway Children - Elizabeth Nesbit

The Noughts and Crosses Trilogy - Malorie Blackman

Boys Don’t Cry - Malorie Blackman

1984 - George Orwell

The Picture of Dorian Gray - Oscar Wilde

The Great Gatsby - F. Scott Fitzgerald

The Beach - Alex Garland

Lovely Bones - Alice Sebold

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Radio Silence - Alice Oseman

The Autobiography of Malcolm X - Malcolm X

The Curious Incident of the Dog in the Nightime - Mark HaddonI Know why the Caged Bird Sings - Maya Angelou

A Long Walk to Freedom - Nelson Mandela

Dracula - Bram Stoker

The Hobbit - J R R Tolkein

Peter Pan - J. M Barrie

Brick Lane - Monica Ali

Atonement - Ian McEwan

The Life of Pi - Yann Martel

Birdsong - Sebastian Faulks

The Diary of Anne Frank - Anne Frank

RECOMMENDED READING

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Carr Manor Community School, Carr Manor Road, Leeds, LS17 5DJ (0113) 3368400 www.carrmanor.org.uk