Home Learning

Autumn Term 2 Year 10

(October - December)

Contents

Click on the subject below to access the subject slides within this document:

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• Guidance
• KS4 Home learning timetable
• Look, Cover, Check
• Art
• Biology
• Business - Enterprise
• Chemistry
• Computer Science
• Dance
• Design Technology
• English Literature - Frankenstein
• English Literature - A Christmas Carol
• English Language - Paper 1
• Food Preparation and nutrition
• French
• Geography

• Health and Social Care
• History
• Italian
• Maths - Foundation
• Maths - Higher
• Music
• Performing Arts - Acting
• PE
• Physics
• Personal Growth
• Religious Studies
• Science - Synergy
• Sociology
• Statistics

What is retrieval practice? & Why do we do it?

3 subjects per day

10 + 15 minutes per subject

How can I support my child with home learning?

Retrieval practice is a learning strategy based on the science of learning and an understanding of how we build memory. The focus is on testing what we can get out of our memory without the support of our notes. This strengthens our memories, making it less likely we’ll forget. It also directs the memory to pay attention to the areas it struggled to remember - embrace the struggle, this is where the learning happens.

The process of retrieving information from different subjects is known as interleaving and has been shown to be more effective in building memory retention than the more traditional ‘blocked practice’. We are aiming to increase our student’s ability to think holistically and understand how knowledge from each subject supports their understanding of the whole curriculum and of how the world works. Interleaving supports synoptic understanding, essential for attaining higher grades.

Short bursts of effort are the most productive way to train our memories. 10 minutes of retrieval is useful and, done regularly, makes a positive difference.

For more detailed retrieval, 15 minutes gives us time to add breadth and depth to students knowledge and understanding. Students at KS4 are given additional tasks to apply or extend their knowledge. This can be achieved by answering a practice question, or time to complete more in depth reading or to watch a documentary among other activities.

Know their home learning timetable, consider displaying this somewhere visible at home.

Ensure there is a quiet space for your child to work, a tidy desk to allow an opportunity for retrieval.

Talk to your child about the knowledge they have retrieved, show interest in their studies.

Reward consistent work habits positively. Recognise they have invested time in their home learning.

The knowledge organisers give you a clear picture of the topics being studied in school each term. We would encourage any family who wants to engage with this at a deeper level at home. Many museums and galleries are free to look around. Many libraries will provide different workshops through the year that may be relevant to the area of study. Documentaries, theatre, films, podcasts all provide opportunities to enrich what is being learnt in the classroom.

KS4 Home Learning Timetable

How should I organise my homework book?

• For each weeks homework add the date and underline, for example:
• Week Beginning: Monday 5th September
• For each subject please state which name of the subject and underline, for example:
• English
• Each piece of homework should follow on from the next on the same page.

Look, Cover, Check

Close and cover your knowledge organiser and write down everything you can remember in your homework book.

Look at your knowledge organiser for 3-5 minutes.

Then check how much you can remembered. Use a green pen to make any necessary corrections to

your work.

Art

Term: Autumn

Topic: Still Life

What will I be assessed on?

Art and Design Practice

Term: Autumn

Topic: Still Life

Michael Craig-Martin

Andy Warhol

Roy Lichenstein

Pablo Picasso

Paul Cezanne

Caravaggio

Jim Dine

Sarah Graham

Georgia O’Keeffe

Sara Midda

Ulla Stina-Wikander

Mark Powell

Irving Penn

Patrick Caulfield

Art

Term: Autumn

Topic: Still Life

KEY WORDS

Biology

Term: 1 Year 10

Topic: Cells

Bacterial Cell (prokaryote)

Animal and Plant cell (Eukaryotes)

Biology

Term: 1

Topic: ICells

Water may move across cell membranes via osmosis.

Biology

Term: 1 Year 10

Topic: Organisation

Biology

Term: 1

Topic: Organisation

Blood is composed of red blood cells

(erythrocytes), white blood cells and platelets, all suspended within a plasma (a tissue).

The plasma transports the different blood cells around the body as well as carbon dioxide, nutrients, urea and hormones. It also distributes the heat throughout the body.

Red blood cells transport oxygen attached to thehaem group in their structure. It has a biconcave shape to increase surface area and does not contain a nucleus so it can bind with more oxygen molecules.

White blood cells form part of the immune system and ingest pathogens

and produce antibodies.

Platelets are important blood clotting factors.

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• communicable, which can be transferred from one person to another, or from one organism to another, eg in humans, these include measles, food poisoning and malaria
• non-communicable, which are not transferred between people or other organisms

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

GCSE Business

Term: Autumn 2

Topic: Theme 1: Investigating small business

Chemistry

Term:

Topic: Structure and Bonding (1 of 2)

There are three main types of bonds: ionic bonds, covalent bonds and metallic bonds in terms of electrostatic forces and the transfer or sharing of electrons

Ions are produced by losing or gaining electrons, elements in some groups have the electronic structure of a noble gas and the charge of an ion relates to its group number

Covalent bonds between small molecules, repeating units of polymers and parts of giant covalent structures are represented by dot and cross, ball and stick, and line diagrams

The structure of metals and alloys affects their properties, including why they are good conductors

Chemistry

Term:

Topic: Structure and Bonding (2 of 2)

The structure of giant covalent structures affects their properties due to their structure and bonding

The structure of ionic compound affects their properties, including melting and boiling points and conduction of electricity

Chemistry

Term:

Topic: Energy Changes (1 of 2)

Energy is transferred to or from the surroundings during a chemical reaction during an exothermic or endothermic reactions, exothermic and endothermic reactions are identified by a change in temperature.

Activation energy as the minimum amount of energy that particles must have to react when they collide with each other

Reaction profiles diagrams of exothermic and endothermic reactions show the relative energies of reactants and products, the activation energy and the overall energy change of a reaction.

Chemistry

Term:

Topic: Energy Changes (2 of 2)

Breaking bonds in reactants takes an input of energy and forming bonds in the products releases energy during a chemical reaction. Calculation of bond energies gives the overall energy change.

Chemistry

Term:

Topic: Rate of reaction (1 of 2)

The rate of a chemical reaction over time, using either the quantity of reactant used or the quantity of product formed, measured in g/s, cm3/s or mol/s

Rate graphs showing the quantity of product formed or reactant used up against time.

Factors affect the rate of a chemical reaction, including the concentration of reactants in solution, the pressure of reacting gases, the surface area of solid reactants, temperature and the presence of catalysts.

Catalyst are used to speed up a chemical reaction, enzymes are catalysts in biological systems. A catalyst lowers the activation energy in a reaction profile diagram

Chemistry

Term:

Topic: Rate of reaction (2 of 2)

Reversible reaction are represented using symbols: A + B ⇌ C + D the reaction can happen from any direction.

If a reaction is endothermic in one direction, it is exothermic in the other direction

The collision theory is used to explain changes in the rate of reaction, including the activation energy

Computer Science

Term: Autumn 2

Topic: 1.2 Memory & Storage - 2.2 Programming Fundamentals

Computer Science

1.2.1 Primary Storage (Memory)

Primary memory is built inside the computer. As a result, data can be read from and written to primary memory extremely quickly. This gives the processor fast access to the data and instructions that the primary memory holds.

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Read only memory (ROM) is non-volatile primary memory. Its contents are not lost.

ROM can be read from, but not written to, hence the term 'read only'. This makes ROM ideal for storing instructions and data that are needed for the computer to run. These instructions and data are usually programmed by the computer's manufacturer and cannot be overwritten.

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Random access memory (RAM) is volatile primary memory. Once the computer is switched off, the data and instructions held in RAM are lost. RAM is given the term ‘random access’ because data can be stored and accessed from any location within the memory.

RAM is used to hold data and instructions that are currently in use. In a modern PC, RAM is used to hold the operating system and any open documents and programs that are running.

The contents of RAM can be changed at any time, simply by overwriting them with other data and/or instructions. For example, a user might close one document and open a second, or run a different program.

The more RAM a computer has, the more data and programs it can hold simultaneously.

Virtual memory is the use of secondary storage as additional primary memory.

There are times when the amount of RAM needed to hold all running programs and data is greater than the amount of RAM available to the computer. When this happens, part of the computer's secondary storage, such as the hard disk, can be used to store data temporarily.

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Virtual memory enables data that is in RAM and not currently being used to be transferred to the hard disk. This frees up room in RAM for other programs and data. When the data on the hard disk is needed again, any other unused data is transferred to the hard disk before the original data is transferred back to RAM. This process is known as swapping.

Using virtual memory makes a computer run slower, as the processor has to wait while data is swapped between hard disk and RAM.

Term: Autumn 2

Topic: 1.2 Memory & Storage - 2.2 Programming Fundamentals

Computer Science

1.2.2 Secondary Storage

Term: Autumn 2

Topic: 1.2 Memory & Storage - 2.2 Programming Fundamentals

Table of the different types of secondary storage devices

Computer Science

2.2 Programming Fundamentals

Computers can be used to help solve problems. However, before a problem can be tackled, it must first be understood. Computational thinking helps us to solve problems.

Decomposition involves breaking down a complex problem or system into smaller parts that are more manageable and easier to understand. The smaller parts can then be examined and solved, or designed individually, as they are simpler to work with.

Abstraction is the process of filtering out - essentially ignoring - the characteristics of problems that are not needed in order to concentrate on those that are needed. It is also the filtering out of specific details. From this, an idea of what is to be solved can be created.

A variable is a named memory address that holds a value. The value held in a variable can (and usually does) change as the program is running.

A variable's name is known as an identifier. The identifIer given to a variable usually follows certain rules:

• It can contain letters and numbers but must start with a letter.
• It must contain at least one letter (at the start of the name).
• It must not contain special characters such as !@£$%&* or punctuation characters. However, an underscore can be used. Spaces are not allowed.
• It should contain lowercase letters. However, uppercase letters can be used if a variable name comprises more than one word joined together.
• The name should be meaningful - it should represent the value it is holding.

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Term: Autumn 2

Topic: 1.2 Memory & Storage - 2.2 Programming Fundamentals

Computer Science

2.2 Programming Fundamentals

Sequence is the first programming construct. In programming, statements are executed one after another. Sequence is the order in which the statements are executed.

The sequence of a program is extremely important as carrying out instructions in the wrong order leads to a program performing incorrectly.

this pseudocode program designed to find the average of two whole numbers:

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Selection is the second programming construct. In programming, there are occasions when a decision needs to be made. Selection is the process of making a decision. The result of the decision decides which path the program will take next.

For example, a program could tell a user whether they are old enough to learn how to drive a car. If the user's age meets the required driving age, the program would follow one path and execute one set of instructions. Otherwise, it would follow a different path and execute a different set of instructions.

In programming, selection is implemented using if then else statements:

Term: Autumn 2

Topic: 1.2 Memory & Storage - 2.2 Programming Fundamentals

Iteration is the third programming construct. There are times when a program needs to repeat certain steps until told otherwise, or until a condition has been met. This process is known as iteration.

Iteration is also often referred to as looping, since the program ‘loops’ back to an earlier line of code. Sections of codes that are iterated are called loops.

Count-controlled iteration repeatedly executes a section of code a fixed number of predetermined times. It uses the statements for and next to determine what code is repeatedly executed and how many times. This program would print out a message six times:

Dance

Term: Autumn & Spring (Year 10)

Topic: Component 1 - Exploring the Performing Arts

What will I be assessed on?

Dance

Term: Summer (Year 10) & Autumn (Year 11)

Topic: Component 2 - Developing Skills & Techniques in Performing Arts

What will I be assessed on?

Dance

Term: Spring & Summer (Year 11)

Topic: Component 3 - Responding to a brief

What the examiner assess you on?

Dance

Interpretive Skills

Aspects that contribute to performance artistry that engage the audience.

Focus

Eyeline during a performance, looking up and out to the audience.

Projection

Performing with energy behind your movements.

Musicality

Timing and phrasing with the music and other dancers.

Facial Expression

Use of the face to show mood, feeling or character.

Dynamics

The way in which a movement is performed (the amount of force - eg. strong, soft, sharp, fluid).

Communication of meaning

Being able to communicate the style and theme of the choreography to an audience.

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Topic: Interpretive Skills

Dance

Technical Skills

Aspects enabling effective physical performance.

Movement Memory

Remembering a sequence of movements without being prompted.

Accuracy

Performing a movement correctly & precisely, as it is taught.

Flexibility

Range of movement around a joint.

Strength

Muscular power and force.

Posture

Sitting or standing correctly with an upright stance.

Alignment

Correct placement of body parts in relation to each other.

Extension

Lengthening one or more muscles or limbs.

Stamina

The ability to sustain long periods of physical activity.

Balance

A steady or held position achieved by an even distribution of weight.

Control

The ability to start and stop movement, change direction and hold a shape efficiently.

Coordination

The ability to move and control multiple body parts at once. The efficient combination of body parts.

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Topic: Technical Skills

Dance

Choreographic Devices

Methods used to change or adapt movement material.

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Topic: Choreographic Devices

Year 10/11 3D Design

Term: Autumn 2

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Key words

Year 10/113D Design

Term: Autumn 2

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An effective design idea should include:

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Read key points then write cover up and write down what you remember

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Then see if you can look back at your project/design work and apply any new detail you might have previously missed.

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How to use the brain dump method

Subject: English Literature

Term: Autumn

Topic: 19^th Century Prose, Frankenstein

Assessment Objectives:

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AO1: Read, understand and respond to texts. Students should be able to:

• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.

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AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

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AO3: Show understanding of the relationships between texts and the contexts in which they were written.

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Literary/Dramatic Terminology (AO2)

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Epistolary novel: A novel written in the form of letters. This allows the author to establish the single narrative perspective and allows the character to reflect on events as they re-tell them.

Framed Narrative: A narrative within a narrative. Within the main narrative, there are smaller stories happening, often focussing on different characters. Throughout the narrative, the smaller stories may intertwine with each other. This allows the reader to see events from different perspectives

Cyclical narrative: A narrative that starts and ends in the same place with the narrative in the middle exploring how the event at the start of the story happened.

Dramatic Irony: This is when the reader knows something which the characters don’t. This places the reader in a privileged position.

Foreshadowing: This is when an event gives the reader a hint about what will happen in the future.

Social and Historical Context (AO3):

Mary Shelley – The author of Frankenstein. She wrote the story as a competition with other Romantic writers trying to create the best ghost story. Her life was sadly full of death, losing 3 of her 4 children, and her husband at a young age.

The Gothic – A 19th century genre that focused on horror, death and the supernatural.

The Romantic Movement - The characteristics of Romanticism include: a focus on individual emotions, enthusiasm about the natural world, and a celebration of creativity and the figure of the artist.

Subject: English Literature

Vocabulary (challenge):

Anathema - Noun: something or someone hated or loathed

Dichotomy - Noun: two contrasting parts

Macabre - Adj.: gruesome or horrifying

Genre:

Gothic horror: an emerging literature genre in the 19^th century. It allowed respectable readers to the enjoy the taboo. Strong male villains prey upon virgin young females

Setting isolated, Exotic: Crimes against nature occur in isolated locations. Victor voluntarily isolates himself from criticism. Tension increases as these crimes reach the UK.

Supernatural: The bridge between worlds is created by Victor. The Creature exists to punish Victor for his hubris. Once there can be no more punishment, it leaves

Melodrama: High emotion accompanies passages on death. Most notable leading up to Elizabeth’s death. Helps create Victor’s genuine fear of the Creature

Techniques:

Allusion:

• Paradise Lost: sympathy for Satan
• Prometheus: punished for taking fire from gods
• Effect: links to gods, creating a sense of scale

Hyperbole

• Primarily in Victor’s speech; also in Creature’s
• Mainly insulting imagery, sometimes sympathetic
• Effect: emphasises the strength of his prejudice

Pathetic Fallacy

• Severe weather foreshadows terrible events
• Nature also shown as healing and rejuvenating
• Effect: reinforces nature as superior to man

Rhetoric

• Primarily in Creature’s speech; also in Victor’s
• Shows education and emotional intelligence
• Effect: persuades the reader to feel sympathetic

Term: Autumn

Topic: 19^th Century Prose, Frankenstein

Subject: English Literature

Characters:

Robert Walton: A young, ambitious English man leading an expedition to the North Pole.

Victor Frankenstein: Protagonist. Wealthy, and from a happy family. Loves science and his adopted sister Elizabeth. Very ambitious. Brave, bold, selfless ambitions.

Henry Clerval: Victor’s best friend.

The De Lacy Family: Parisians turned rural farmers. They are poor but kind, loving and good. The creatures learns to speak and learns about humans watching the family.

The Creature: Created by Victor as an experiment Made from parts selected for their size, strength and beauty, the beautiful features create an overall grotesque appearance.

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Themes

Ambition/ Obsession: Both Walton and Victor aim for major discoveries/ achievements, and risk others’ safety and happiness to achieve their goals. Both seem foolishly proud and vain (‘hubris’) for doing so. Victor’s tale is a warning for Walton not to be too ambitious, as others could be harmed (and he heeds this warning; he abandons his quest).

Family/ Love: Family is important to Victor and he describes having an exceptionally happy family. Family and love are all the Creature longs for, but he is always rejected by his ‘father’ Victor, strangers and the De Lacy family. The creature would be happy with a female companion; he robs Victor of Elizabeth as revenge.

Death/The visceral: Body parts, horror, gore – physical deformities, the use of drugs, medicine etc. The De Lacy family reacts to seeing the Creature with horror due to his appearance. Victor is disgusted by his creation, and by his attempts to create a female companion.

Man vs God /Science & Nature: Both Victor and Walton talk of ‘conquering’ nature with science, rather than exploring or enjoying it. This emphasises their ambitions and risk-taking natures. Victor’s main goal in the novel is to ‘cheat death’ – to create life. This bold aim would be seen as shocking and blasphemous to a mostly religious audience. The link to Prometheus is important as it foreshadows the danger of ‘playing God’ and implies that such a lofty goal is dangerously ambitious.

Innocence vs Guilt: Shelley explores the good and bad sides of characters by showing us their bold ambitions and love for their families (Robert Walton and Victor), before their character flaws (Robert – taking risks with his sailors’ lives, and Victor – rejecting his creation). Shelley also write the creature as terrifying at first, then reveals his innocent side – someone ignorant of human language and culture, essentially innocent and neglected. In the end the reader may not like the Creature but we understand his actions and feel sympathy for him.

Revenge: Both Victor and the Creature feel wronged and seek revenge even at the cost of their own safety, health and happiness. The Creature seeks revenge by hunting down Victor, the ‘father’ figure who he loves. Victor sacrifices his own life to kill the Creature, after his family and friends die.

Term: Autumn

Topic: 19^th Century Prose, Frankenstein

Subject: English Literature GCSE

Term: Autumn

Topic: Pre 19^th Century Prose – ‘A Christmas Carol’

Assessment Objectives:

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AO1: Read, understand and respond to texts. Students should be able to:

• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.

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AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

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AO3: Show understanding of the relationships between texts and the contexts in which they were written.

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Form and structure:

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Written in five chapters called ‘staves’ (after the musical stave which also has five lines).

The novel is cyclical in nature, with the�last stave directly referencing the events of the first.

The stages of Scrooge’s redemption are clear. His initial solitude in Stave 1; his gradual realisation and lessons learned in Staves 2-4; his rebirth in Stave 5.

Social and Historical Context (AO3):

Written by Dickens in 1843 as a direct comment on the conditions endured by the poor (particularly children) during the ‘Hungry Forties’. Initially intending to write a pamphlet on the subject, Dickens felt the novel would have more impact and be a “sledgehammer blow” on behalf of the poor.

Having known periods of poverty and hardship in his own childhood, Dickens was a fierce opponent of the Poor Law, which advocated workhouses and prisons as a solution to the problem of social inequality.

Dickens saw a need for the wealthy to share their fortunes and help the most vulnerable in society. He directly references the views of Thomas Malthus, who saw poverty as inevitable and a need to ‘decrease the surplus population’.

Vocabulary (challenge):

Purgatory - This is a Medieval Christian belief which is a prison, a sort of limbo between hell and life, in which you are given another chance and supposed to be made ready for Heaven.

Catharsis - Relief derived from releasing repressed emotions.�Bob - During the Victorian era the word ‘bob’ was often used as a slang word for ‘shilling’.

Dickens’ writing criticised economic, social, and moral issues in the Victorian era. He showed compassion and empathy towards the vulnerable and disadvantaged people in English society, and help to bring about several important social reforms. Dickens’ deep social commitment and awareness of social issues come from his traumatic childhood, where his father was imprisoned for debt, and he was forced to work in a shoe-blacking factory at 12 years old. In his adult life, Dickens developed a strong social conscience and empathised with the victims of social and economic injustice.

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Dickens’ intention in A Christmas Carol is to draw readers’ attention to the plight of the poor and to highlight the hypocrisy of Victorian society. He juxtaposes the wealth and greed of capitalists with the poorer classes and draws attention to the way in which the greed and selfishness of some impacts on the quality of the lives of others. His moral message appears to be that we should care for our fellow man. The transformation of Scrooge suggests that Dickens feels it is never too late for change and redemption. Dickens emphasises the importance of family, friendship and charity in bringing about this change.

Term: Autumn

Topic: Pre 19^th Century Prose – ‘A Christmas Carol’

Subject: English Literature GCSE

Characters:

• Scrooge: A selfish business man who transforms into a charitable philanthropist. Our protagonist.
• Fred: Scrooge’s nephew whose party invitation he declines. Represents forgiveness and family
• Jacob Marley: Scrooge’s dead partner who returns to warn Scrooge to change his ways.
• Bob Cratchitt: Scrooge’s clerk. He loves his family and is shown to be happy and morally upright. He has love but not wealth.
• Tiny Tim: Bob’s son whose story plays a part in inspiring Scrooge’s transformation. Represents the victims of poverty.
• The Ghost of Christmas Past: A strange combination of young and old, wearing white robes and looking like a candle
• The Ghost of Christmas Present: A portly, jovial gentleman surrounded by a warm glow. He brings joy to the neediest.
• The Ghost of Christmas Yet To Come: A robed and hooded spirit who confronts Scrooge with his own tombstone
• Fezziwig: Scrooge’s ex-employer. A representation of a good employer and generosity of spirit.
• Belle: Scrooge’s fiancé as a young man.
• Fan: Scrooge’s sister. Fred’s mother.

Techniques:

Allusion - An indirect reference to a concept or theme without explicit mention.�[Scrooge uses Biblical allusion as he believes the Ghost of Christmas Present is God or at least related to Him in some way, “It has been done in your name, or at least in that of your family”].

Didactic - A moral message, meaning to give instructions.

Foreshadowing - An indication that an event will occur later in the narrative. [Fan says that her father is much “kinder” than before which Scrooge’s change].

Pathetic Fallacy - A kind of personification in which human emotions are projected onto nature, especially weather, often to create a mood. [In the opening pages of the novella, Dickens notes "no wind that blew was bitterer than [Scrooge], no falling snow was more intent upon its purpose, no pelting rain less open to entreaty." By attributing emotions to this weather Dickens can contrast it with Scrooge to show how bitter, inflexible and uncharitable he is]

Personification - Attributing human qualities to nonhuman things, whether animate or inanimate [e.g. in Stave One, the church tower is described as having a "gruff old bell [which is] always peeping slyly down at Scrooge". This instance of personification indicates Scrooge's attitude towards religion; he may see it as cold or unfriendly as well as having a tendency to meddle or intrude on his private affairs]

Symbolism - Using one object or character to represent a wider concept running throughout the novel. [Scrooge symbolises the attitudes of the upper class].

Christmas: Before Victoria‘s reign started in 1837 nobody in Britain had heard of Santa Claus or Christmas Crackers. No Christmas cards were sent and most people did not have holidays from work. The wealth and technologies generated by the industrial revolution of the Victorian era changed how Britain celebrated Christmas. Traditions like turkey, singing carols, a tree and time off work were all introduced in Victorian times.

Subject: English Literature GCSE

Term: Autumn

Topic: Pre 19^th Century Prose – ‘A Christmas Carol’

Subject: English Literature GCSE

Term: Autumn

Topic: Pre 19^th Century Prose – ‘A Christmas Carol’

Term: Autumn

Topic: Language Paper 1

English Language Paper 1: Explorations in Creative Reading and Writing

Exam Questions

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Section A

Question 1 (AO1) 4 marks

• Read a set section of the extract
• List four things about X from the set section of the extract
• Interpret explicitly and implicitly

Question 2 (AO2) 8 marks

• Read a set section of the extract
• Explain, comment on and analyse how the writer has used language to achieve effect and influence the reader.
• Use subject terminology to identify the methods used by the writer.

Question 3 (AO2) 8 marks

• Read a set section of the extract
• Explain, comment on and analyse how the writer has used structure to achieve effect and influence the reader.
• Use subject terminology to identify the structural features used by the writer.

Question 4 (AO4) 20 marks

• Read a set section of the texts
• Read the statement provide
• Evaluate the extract in view of the statement provided in the questions, commenting critically and supporting your view with textual detail and references to the writer’s use of language and structure.

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Section B

Question 5 (AO5 & AO6) 24 marks and 16 marks

• Choice of two tasks: create a piece of descriptive or narrative writing
• Adapting the tone, style and register of your writing to suit the audience and purpose of the questions
• Use a variety of appropriate language and structural techniques
• Make accurate and effective use of spelling, punctuation and grammar

Subject: English Language GCSE Paper 1

Subject: English Language GCSE Paper 1

Term: Autumn

Topic: Language Paper 1

Term: Autumn

Topic: LANGUAGE PAPER 1

Subject: English Language GCSE Paper 1

Subject: English Language GCSE Paper 1

Term: Autumn

Topic: Language Paper 1

Alcohol

Alcohol is not considered a nutrient, but is a source of energy in the diet. 

The government recommends no more than 14 units of alcohol per week for both men and women.

Energy from food

• Energy intake is measured in joules (J) or kilojoules (kJ), but many people are more familiar with Calories (kcal).
• Different macronutrients, and alcohol, provide different

amounts of energy.

Protein

Made up of building blocks called amino acids.

There are 20 amino acids found in protein.

Eight amino acids have to be provided by the diet (called essential amino acids). 

The essential amino acids (EAAs) are isoleucine, leucine, lysine, methionine, phenylalanine, threonine, tryptophan and valine.

In young children, additional amino acids, e.g. histidine and tyrosine, are sometimes considered to be essential (or ‘conditionally essential’) because they may be unable to make enough to meet their needs. 

Recommendations

0.75g/kg bodyweight/day in adults. 

Sources:

Animal sources: meat; poultry; fish; eggs; milk; dairy food. 

Plant sources: soya; nuts; seeds;

pulses, e.g. beans, lentils; mycoprotein. 

In young children, additional amino acids, e.g. histidine and tyrosine, are sometimes considered to be essential (or ‘conditionally essential’) because they may be unable to make enough to meet their needs.

Macronutrients

Macronutrients provide energy. The macronutrients are:

• carbohydrate;
• protein;
• fat.

Macronutrients are measured in grams (g)

Fibre

• Dietary fibre is a type of carbohydrate found in plant foods.
• Food examples include wholegrain cereals and cereal products; oats; beans; lentils; fruit; vegetables; nuts; and, seeds.  

Dietary fibre helps to:

• reduce the risk of heart disease, diabetes and some cancers;
• help weight control;
• bulk up stools;
• prevent constipation;
• improve gut health.

Carbohydrate

All types of carbohydrate are compounds of carbon, hydrogen and oxygen. They can be divided into three main groups according to the size of the molecule.

 These three types are:

monosaccharides (e.g. glucose);

disaccharides (e.g. lactose);

polysaccharide (e.g. sucrose).

 The two types main of carbohydrate that provide dietary energy are starch and sugars. Dietary fibre is also a type of carbohydrate. 

Starchy carbohydrate is an important source of energy.

 Starchy foods - we should be choosing wholegrain versions of starchy foods where possible. 

Recommendations

• Total carbohydrate - around 50% of daily food energy.
• Free sugars include all sugars added to foods plus sugars naturally present in honey, syrups and unsweetened fruit juice (<5% daily food energy).
• Fibre is a term used for plant-based carbohydrates that are not digested in the small intestine (30g/day for adults).

Fat

Sources of fat include:

saturated fat;

monounsaturated fat;

polyunsaturated fat. 

Fats can be saturated, when they have no double bonds, monounsaturated, when they have one double bond, or polyunsaturated, when they have more than one double bond.

Recommendations

<35% energy, Saturated fat <11% energy.

A high saturated fat intake is linked with high blood cholesterol levels. 

Sources:

Saturated fat: fatty cuts of meat; skin of poultry; butter; hard cheese; biscuits, cakes and pastries; chocolate.

Monounsaturated fat: edible oils especially olive oil; avocados; nuts.

Polyunsaturated fatty acids: edible oils especially sunflower oil; seeds;

margarine; spreadable fats made from vegetable oils and oily fish.

Protein complementation

Different food contains different amounts and combinations of amino acids.  

Vegans and vegetarians can get all the amino acids they need by combining different protein types at the same meal. This is known as protein complementation.  

Examples are:

rice and peas;

beans on toast;

hummus and pitta bread;

bean chilli served with rice.

Tasks

Create an infographic on macronutrients. Focus on the definition of each nutrient, daily recommendations and source.

Keep a food diary for four days and calculate the macronutrients provided per day. http://explorefood.foodafactoflife.org.uk

Dietary reference values (DRVs) are a series of estimates of the energy and nutritional requirements of different groups of healthy people in the UK population. They are not recommendations or goals for individuals.

Reference Intakes are guidelines for the maximum amount of energy (calories), fat, saturated fat, sugars and salt consumed in a day (based on a healthy adult female).

For more information, go to: https://bit.ly/36KUnji

Macronutrients, fibre and water

Food Prep and Nutrition Theory

Year 10 - Autumn Term 2022 -

Nutrition, Diet and Good Health

Food Prep and Nutrition Theory

Year 10 - Autumn Term 2022 -

Nutrition, Diet and Good Health

Micronutrient recommendations

People have different requirements for each micronutrient, according to their:

age;

gender;

physiological state (e.g. pregnancy).

Vitamins

Vitamins are nutrients required by the body in small amounts, for a variety of essential processes. 

Most vitamins cannot be made by the body, so need to be provided in the diet. 

Vitamins are grouped into:

• fat-soluble vitamins (vitamins A, D, E and K);
• water-soluble vitamins (B vitamins and vitamin C).

Micronutrient recommendations

The recommendations for vitamins and minerals are based on the Reference Nutrient Intake (RNI).

When looking at low intakes of micronutrients, the Lower Reference Nutrient Intake (LRNI) is used.

Micronutrients are needed in the body in tiny amounts. They do not provide energy, but are required for a number of important processes in the body.  

There are two main groups of micronutrients:

vitamins;

minerals and trace elements. 

Micronutrients are measured in milligrams (mg) and micrograms (μg) with 1mg = 0.001g and 1μg = 0.001mg.

Minerals

Minerals are inorganic substances required by the body in small amounts for a variety of different functions. 

The body requires different amounts for each mineral. 

Some minerals are required in larger amounts, while others are needed in very small amounts and are called ‘trace elements’.

Key terms

Micronutrients: Nutrients needed in the diet in very small amounts.

Lower Reference Nutrient Intake (LRNI): Is the amount of a nutrient that is enough for only the small number of people who have low requirements (2.5%). The majority of people need more.

Reference Nutrient Intake (RNI): The amount of a nutrient that is enough to ensure that the needs of nearly all the group (97.5%) are being met. The RNI is used for recommendations on protein, vitamins and minerals.

Vitamin D

Vitamin D is a pro-hormone in the body. It can be obtained in two forms:

ergocalciferol (vitamin D₂);

cholecalciferol (vitamin D₃).

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Vitamin D₃ is also formed by the action of sunlight. Different to most vitamins, the main source of vitamin D is synthesis in the skin following exposure to sunlight. The wavelength of UVB during the winter months in the UK does not support vitamin D synthesis.

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Tasks

Create an infographic on micronutrients. Focus on the definition of each micronutrient, daily recommendations and source.

Keep a food diary for four days and calculate the micronutrients provided per day. http://explorefood.foodafactoflife.org.uk

Micronutrients

For more information, go to: https://bit.ly/36KUnji

Food Prep and Nutrition Theory

Year 10 - Autumn Term 2022 -

Nutrition, Diet and Good Health

Different people need different amounts of dietary energy depending on their:

 age;

• gender;
• body size;
• level of activity;
• genes.

 The figures determined are known as Estimated Average Requirements (EAR) for energy.

for energy.

Energy balance

To maintain body weight it is necessary to balance energy intake (from food and drink) with energy expenditure (from activity).

Energy is the power to do work. Energy is essential for life, and is required to fuel many different body processes, growth and activities. 

These include:

• keeping the heart beating;
• keeping the organs functioning;
• maintenance of body temperature;
• muscle contraction.

­­­­­­Energy and activity

Energy intake is measured in joules (J) or kilojoules (kJ), but many people are more familiar with Calories (kcal).

 1 kilojoule (kJ) = 1,000 joules

1 megajoule (MJ) = 1,000,000 joules

1 kilocalorie (kcal) = 1,000 calories 

To convert from one unit to another: 1 kcal = 4.184 kJ

Energy from food

• Energy intake is measured in joules (J) or kilojoules (kJ), but many people are more familiar with Calories (kcal).
• Different macronutrients, and alcohol, provide different

amounts of energy.

Body Mass Index (BMI) can be used to identify if an adult is a correct weight for height. 

BMI = weight (kg)

(height in m)²

Basal metabolic rate (BMR)

Basal metabolic rate (BMR) is the rate at which a person uses energy to maintain the basic functions of the body when it is at complete rest, such as:

breathing;

keeping warm;

keeping the heart beating 

Physical activity level (PAL)

In addition to their BMR, people also use energy for movement of all types, expressed as PAL.

The amount of energy a person uses to perform daily tasks varies. 

Energy requirements vary from person to person, depending on BMR and PAL.

Total energy expenditure

= BMR x PAL

Undernutrition and obesity

Managing energy intake and expenditure, and maintaining energy balance can help reduce the risk of overweight/obesity and being underweight. 

People who are obese are more likely to suffer from coronary heart disease, type 2 diabetes, gall stones, arthritis, high blood pressure and some types of cancers, i.e. colon, breast, kidney and stomach. 

Being underweight is also linked with health problems, such as osteoporosis (low bone mass), infertility (difficulty to conceive) and even heart failure.

Moderate activity / Vigorous activity

Muscle strengthening activities

Activity recommendations

We are all advised to minimise inactivity. In addition, there are specific age-related recommendations. 

Pre-schoolers (3 to 4 years): 180 minutes (3 hours) spread throughout the day, including at least 60 minutes of moderate-to-vigorous intensity physical activity. 

Children and young people (5-18 years): At least 60 minutes of physical activity every day and engage in a variety of types and intensities of physical activity across the week. 

Adults (19-64 years): At least 150 minutes each week (moderate intensity), or have 75 minutes of vigorous activity a week and do muscle strengthening activities on two days or more each week.

Benefits of physical activity

Physical activity is beneficial because

it can:

help to manage the balance between energy in and energy out, to maintain a healthy weight;

improve heart health and strengthen muscles and bones;

improve sleep, relieve stress and lift mood.

Tasks

Create an infographic on either energy or physical activity.

Keep a food diary for four days and calculate the energy provided per day. http://explorefood.foodafactoflife.org.uk

For more information, go to: https://bit.ly/36KUnji

Fruit and vegetables

• This group should make up just over a third of the food eaten each day.
• Aim to eat at least five portions of a variety each day.
• Choose from fresh, frozen, canned, dried or juiced.
• A portion is around 80g (3 heaped tbs).
• 30g of dried fruit or 150ml glass of fruit juice or smoothie count as a max of 1 portion each day.

Potatoes, bread, rice, pasta or other starchy carbohydrates

• Base meals around starchy carbohydrate food.
• This group should make up just over a third of the diet.
• Choose higher-fibre, wholegrain varieties.

Dairy and alternatives

Good sources of protein and vitamins.

An important source of calcium, which helps to keep bones strong.

Should go for lower fat and lower sugar products where possible.

The Eatwell Guide

The Eatwell Guide

• Comprises 5 main food groups.
• Is suitable for most people over 2 years of age.
• Shows the proportions in which different groups of foods are needed in order to have a well-balanced and healthy diet.
• Shows proportions representative of food eaten over a day or more.

Beans, pulses, fish, eggs, meat and other protein

Sources of protein, vitamins and minerals.

Recommendations include to aim for at least two portions of fish a week, one oily, and;

people who eat more than 90g/day of red or processed meat, should cut down to no more than 70g/day.

Oil and spreads

Unsaturated fats are healthier fats that are usually from plant sources and in liquid form as oil, e.g. olive oil.

Generally, people are eating too much saturated fat and need to reduce consumption.

To find out more, go to: https://bit.ly/2QzUMfe

Foods high fat, salt and sugar

• Includes products such as chocolate, cakes, biscuits, full-sugar soft drinks, butter and ice cream.
• Are high in fat, sugar and energy and are not needed in the diet.
• If included, should be had infrequently and in small amounts.

Hydration

Aim to drink 6-8 glasses of fluid every day.

Water, lower fat milk and sugar-free drinks including tea and coffee all count.

Fruit juice and smoothies also count but should be limited to no more than a combined total of 150ml per day.

8 tips for healthier eating

These eight practical tips cover the basics of healthy eating, and can help you make healthier choices.

• Base your meals on starchy carbohydrates.
• Eat lots of fruit and veg.
• Eat more fish – including a portion of oily fish.
• Cut down on saturated fat and sugar.
• Eat less salt (max. 6g a day for adults).
• Get active and be a healthy weight.
• Don’t get thirsty.
• Don’t skip breakfast.

Composite/combination food

Much of the food people eat is in the form of dishes or meals with more than one kind of food component in them. For example, pizzas, casseroles, spaghetti bolognese and sandwiches are all made with ingredients from more than one food group. These are often called ‘combination’ or ‘composite’ foods.

Key terms

The Eatwell Guide: A healthy eating model showing the types and proportions of foods needed in the diet. 

Hydration: The process of replacing water in the body. 

Dietary fibre: A type of carbohydrate found in plant foods. 

Composite/combination food: Food made with ingredients from more than one food group.

Meals and snacks can be sorted into The Eatwell Guide food groups. 

Composite/combination food - Lasagne

Pasta (lasagne sheets): Potatoes, bread, rice, pasta or other starchy carbohydrates

Onions, garlic and chopped tomatoes: Fruit and vegetables

Lean minced meat (or meat substitute): Beans, pulses, fish, eggs, meat and other protein

Cheese sauce made with milk and cheese: Dairy and alternatives

Olive/vegetable oil used to cook onions and mince: Oil and spreads

Task

Plan a menu for a day that applies the principles of The Eatwell Guide and the 8 tips for healthier eating. Make one of the dishes, complete a sensory evaluation and calculate the energy and nutrients provided using nutritional analysis.

Food Prep and Nutrition Theory

Year 10 - Autumn Term 2022 -

Nutrition, Diet and Good Health

Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: French

Term: Autumn 2

Topic: Celebrations

Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: French

Term: Autumn 2

Topic: Celebrations

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Subject: Geography

Term: Autumn 1 and 2

Topic: The Living World: Biomes and Ecosystems

Topic Overview – What will I Learn?

1. The Living World Topic Introduction

• What is the Global Atmospheric Circulation System?

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Between the Hadley Cells, warm air rises at the equator (due to more direct solar radiation) it creates low pressure conditions. This creates a rainy environment. Tropical Rainforests are found at this location due to the warm and wet climate which is favourable for high levels of vegetation growth.

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Where the Hadley Cell meets the Ferrel Cell, the cooled air condenses and falls, creating a high pressure condition, this causes a dry environment. Here Hot Deserts are found due the hot and dry conditions.

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As the Ferrell Cell and the Polar Cell meet, air is forced to rise and warms as it does. This condenses to form rainclouds under the low air pressure. This causes a milder (as we ae further away from the hot equator) but rainy conditions, perfect for the formation of deciduous woodlands.

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Finally, as the Polar Cells meet, cooling air forms dry conditions. Here, due to much colder temperatures, Cold Deserts like the Poles are found.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Living World: Biomes and Ecosystems

2. Global Ecosystems

There are 8 key biomes, Tropical Rainforests, Deserts, Tropical Grasslands, Temperate Grasslands, Mediterranean, Deciduous Forests, Coniferous Forests and the Tundra. Below is a summary of each one.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Living World: Biomes and Ecosystems

3. What are Ecosystems?

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Algae

Pondweed

Water Fleas

Tadpoles

Dragon Fly Larvae

Diving Beetles

Frogs

Goldfish

Grey Heron

Producers

Primary Consumers

Secondary Consumers

Predator

Understanding Biomass

Biomass is the quantity (volume) of a species within a habitat. It helps us to understand the structure of a food chain.

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Why might biomass decrease?

Many parts of a plant are not eaten by the animal, and carnivores don’t eat all of their prey. Also much of what they do it is excreted.

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The level of energy needed is different at each stage. It takes a lot of energy for a predator to catch prey, whereas herbivore spend a lot of time, but little energy, grazing on producers.

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100,000 Oak leaves

12,00 Moth Larvae

300 Blue Tits

1 Sparrow Hawk

Subject: Geography

Term: Autumn 1 and 2

Topic: The Living World: Biomes and Ecosystems

4. Epping Forest Case Study

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Nutrient Cycling is the transfer of nutrients between elements of a food chain. When one thing eats another, the nutrients are transferred.

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Some nutrient cycle diagrams with use different sized circles to represent the size of the store. Tropical Rainforests have large litter stores, but small soil stores for example.

Epping Forest is located to the North East of London and is an example of a small scale ecosystem.

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For 1,000 Years, Epping Forest has been managed in a variety of ways; as hunting grounds for royalty, a timer resource and now for recreation.

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Food Web Characteristics

• There are a large number of native tree species including Oak, Elm, Ash and Beech.
• Has a lower shrub alter of Holly and Hazel, as well as fields of grasses and Brambles. In total, there is significant producer biomass.
• Many insect, mammal and bird species are supported by Epping Forest, including 9 amphibian species and 38 bird species.
• Studies have found over 700 species of Fungi, which are important decomposers (as part of the formation of Leaf Litter.

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Subject: Geography

Term: Autumn 1 and 2

Topic: The Living World: Biomes and Ecosystems

5. Changes in an Ecosystem

Ecosystems are fragile environments, sometimes these changes are temporary, but sometimes they can be permanent. Event the smallest changes can have a huge impact on ecosystems, from the soils to the predators.

Additional Resources

There’s so much more information out there for you to use to support your exam success. Click on the icons below to explore some of this content:

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Ready to Practice?

Exam practice is possibly the least favourite part of the revision process, but often the most valuable. Always remember to have a go at real exam questions after you have revised the content!

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This link will take you to a bank of real past questions you can have a go at. Good Luck!

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

Topic Overview – What will I Learn?

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• The Tropical Rainforest

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The Tropical Rainforest is a biome that is located between the Tropics of Cancer and Capricorn, especially along equatorial regions where a hot and wet climate favours high levels of vegetation growth. They are found across South America, Central Africa, Southern Asia and Oceania.

Climate of the Tropical Rainforest

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Due to low air pressure conditions, the climate is moist, creating high rainfall levels all year, as well as high temperature due to high levels of solar radiation at the equator.

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This creates favourable conditions for high levels of biodiversity growth.

Did you Know?

The Tropical Rainforest biome is home to 2/3 of the world’s plant species and ½ of the world’s animals.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

2. Adaptations in the Tropical Rainforest

The Tropical Rainforest is an extreme environment, yet despite all the challenges, they contain the highest global levels of biodiversity!

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Key Ideas

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3. What is Deforestation and What Causes it?

Deforestation is the removal of trees on a large scale. It happens all over the world, and has local, national and global impacts.

Did you Know?

There are 62 countries in the world that have a Tropical Rainforest’s within it’s border. The United Nations estimate that within 100 years, 50% of these will have disappeared.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

4. What are the impacts of deforestation?

Additional Resources

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

5. Why is the Tropical Rainforest so important?

6. How do we manage the Tropical Rainforest?

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Additional Resources

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Mini Case Study: Medicine in the Tropical Rainforest

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• Pharmaceutical companies are really interested in the stock of plants in the Tropical Rainforests.
• At the moment, over 120 different prescription drugs contains ingredients directly from the Tropical Rainforest.
• 25% of the ingredients in cancer fighting drugs contain ingredients from the Tropical Rainforest.
• Less than 1% of plants in the Tropical Rainforest have been analysed for their medicinal benefit.
• The Tropical Rainforest is important to global health, so we need to make sure they are not exploited unsustainably.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Hot Desert

Topic Overview – What will I Learn?

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• The Hot Desert Climate and Characteristics

Hot deserts are found between 20 ° and 30 ° north and south of the Equator. The Tropics of Cancer and Capricorn run through most hot desert regions. This is because of a band of high pressure which causes a dry and hot climate.

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Key Ideas

• Annual precipitation in the hot desert is extremely unreliable. On average, hot deserts receive just 100- 200 mm of rain a year. On the other hand, hot deserts region experience average temperatures of 30°.
• Day temperatures in the hot desert are extremely high, however at night desert regions experience freezing temperatures. This is because there is little to no cloud cover in the deserts, most of the heat gained in the day is lost quickly at night. This rapid heat loss means that desert regions experience an extreme range of conditions which are hard to survive.
• Despite the dryness of the soil, some are very fertile as important nutrients such as calcium are not leached away from heavy rainfall. This means that, with the help of irrigation, desert soils have the potential to be very fertile and productive.

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Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

2. Ecosystem of the Hot Desert

The hot desert biome has one of the lowest levels of biodiversity. This is because the extreme conditions of the desert make it difficult to support life.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

3. What opportunities does the Hot Desert provide?

For the desert we use the Western Desert as a case study (like we used the Amazon for our Tropical Rainforest case study). The Western Desert is located in Western USA and is made up of four different hot deserts. It covers states such as California, Arizona and Nevada.

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Case Study: Las Vegas

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• The Las Vegas region is home to 2 million people, and Phoenix 4.5 million.
• Agriculture: High temperatures and long hours of sunlight create favourable conditions for farming, as long as a reliable water supply is available, or irrigation is possible
• Mineral Extraction: The Western Desert states are rich in minerals, including copper, lead, zinc and coal. Not all of these opportunities have been explored yet due to conflicts with other large scale activities.
• Energy Production: Strong solar radiation in the desert provides a fantastic opportunity for solar power. The entire Western Desert region is predicted to benefit from the construction of various new solar power plants
• Tourism: As the USA’s economy and population has grown, leisure activities have created a booming tourist trade. This has been a significant opportunity in the Western Desert.

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4. What challenges does the Hot Desert create?

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Key Ideas

• Lack of Infrastructure: This is a real issue in areas of Nevada, just north of Las Vegas. In some areas there are no roads or tracks and you must find your own way through the desert. In 2015, an elderly tourist died of dehydration in the Los Coyotes Reserve after becoming lost in the area.
• Extreme Temperatures: Native Cocopah people lived in earth houses that naturally kept cool. When migrants first arrived, they built houses with flat roofs to collect rainwater, small windows to stop sunlight getting in and whitewashed walls.
• Lack of Rainfall: People living in the hot desert region want green lawns, however the lack of rainfall prohibits this.
• Water Extraction: The solution to the Western Desert’s water issue lay close to hand, the River Colorado. For centuries, the indigenous Cocopah people have been drawing water from the Colorado river to help water their fields. 

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5. The Western Desert Water Crisis

Until now, cities across the Western Desert has prospered due to intense levels of water irrigation from the Colorado river. But with current population growth, this may not be possible for much longer. There are some advantages and disadvantages to irrigation:

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Reservoirs bring water to cities across the Western Desert including Las Vegas and Los Angeles.

Silt and sand gets trapped behind the dams. This has changed the river ecosystem and some species have been lost.

Colorado aqueducts supply water to 1.4million acres of farmland. The total agricultural benefits is valued at $1.5 billion per year.

Sandbanks in other places have been starved of sediment, rare plants and animals have declined too.

Subject: Geography

Term: Autumn 1 and 2

Topic: The Tropical Rainforest

6. What is Desertification?

• Just like the Tropical Rainforest is being degraded by the process of deforestation, desertification is degrading the hot desert environment too.
• Desertification is the process of land becoming drier and less productive (creating more desert).
• Places on the edges of the desert (desert fringes) are at risk of losing their habitats and livelihoods as the land degrades until it is unusable.

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What causes desertification?

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7. How do we tackle desertification?

Planting Trees

• Tree roots help stabilise desert soils, and decomposing leaf litter add nutrients back into the soils.
• Reforestation projects will also provides jobs to the local community.

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Land Management

• Dedicating spaces for planting trees and grassy slopes to stabilise soils
• Building terraces to improve the effectiveness of crop farming.

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Appropriate Technology

• Removing trees for firewood si one of the most damaging habits. Encouraging the use of efficient stoves to cook with will reduce the need to deforest.

Subject

Term: Year 10

Topic: Component 2: Health, well-being and development throughout the lifespan

2.1 The range of individual needs across the lifespan

PIES Needs

• Physical: health, protection, care, food, shelter, acquisition of skills, exercise, relaxation
• Intellectual (cognitive): opportunities to learn, education, work, creative expression, mental stimulation
• Emotional: affection, love, respect, identity, self-esteem, enjoyment/happiness, mental well-being, autonomy independence, equality, spiritual
• Social: friendship, belonging, participation/inclusion.

Theories of Needs

• Maslow – hierarchy of needs: an individual's behaviour is based on their motivation to satisfy their needs (basic and complex needs). Failure to satisfy lower level needs results in an inability to meet higher level needs
• Erikson – psychosocial development: an individual progresses through eight stages of psychosocial development, with each stage characterised by a psychosocial crisis to be overcome.

Changes to needs due to:

• expected/unexpected life events: starting school, redundancy, pregnancy, divorce, bereavement

•changes to needs for individuals living with: chronic diseases; arthritis, asthma, Coronary Heart Disease (CHD), diabetes, physical disabilities; mobility and sensory; mental illness; mood and anxiety disorders

•changes to needs for individuals diagnosed with life-limiting condition such as palliative care and end of life care.

Subject

Term: Year 10

Topic: Component 2: Health, well-being and development throughout the lifespa

2.2 The different types of health and social care provision and how key professionals, family and friends, work together to support individuals to maintain health and well-being (services)

The different ways that care is provided for individuals across all life stages both locally and nationally

Health care services:

• primary health care and support such as dental care, health centres, opticians, pharmacies
• secondary health care and support such as hospitals, maternity care and support, mental health care, occupational therapy, physiotherapy.
• Social care services: • foster care, residential care (adults and children), child protection, child and family support services, youth offending services, support centres, homeless shelters, counselling services, sheltered/supported living, day centres, domiciliary care.
• statutory, private and third sector services.

How health and social care sectors work in partnership, and with individuals to provide care to ensure their outcomes are achieved

Partnership working with:

• individuals
• multi-agency: agencies who work together to provide care and support
• multi-disciplinary: health and social care practitioners with different roles and responsibilities who provide care and support.

Access opportunities and challenges to support health and well-being

Accessing opportunities through:

• individual action and personal choice
• initial assessment
• person-centred approach
• partnership working
• advocacy
• referral.

Challenges:

• cultural/language/financial/physical barriers
• inadequate funding of services
• location of individual and service provision
• failing to meet eligibility criteria
• under-staffed workforce and insufficient training lack of information and guidance.

The importance of families, friends and community networks for the well-being of individuals and carers

• Role of family and friends: young carers, family members and friends as family carer
• Role of community networks: support groups, community arts and creative projects, baby banks, food banks
• Role of third sector organisations: Marie Curie, Macmillan, Young Minds, Barnardos, Crisis, Shelter, Carers Trust, Carers UK.

Term: Y10 Autumn 2

Topic: The Elizabethans 1580-1603 - Topic 1 - How did Elizabeth use her power?

KEY EVENTS

1558 - Elizabeth becomes queen

1590 - Francis Walsingham dies

.1598 - William Cecil dies

1599 - Essex is sent to Ireland to put down a Catholic rebellon

1601 - The Earl of Essex’s rebellion fails

1601 - Earl of Essex is executed

1600 - Elizabeth bans Essex from her court

1603 - Elizabeth dies and the end of the Tudor age.

Term: Y10 Autumn 2

Topic: The Elizabethans 1580-1603 - Topic 2 - Why were there so few Catholics in England by 1603?

KEY EVENTS

1568 - Mary Queen of Scots, Elizabeth’s cousin arrives in England

1581 - The Act of Persuasions is passed to punish Recusants

1583 - The Throckmorton plot fails

1587 - Mary Queen of Scots is executed and Recusancy Act is passed

1586 - The Babington plot to overthrow Elizabeth fails

1588 - Spanish Armada is defeated

1581 - Edmund Campion, the Jesuit Priest is executed

Term: Y10 Autumn 2

Topic: The Elizabethans 1580-1603 - Topic 2 - Why were there so few Catholics in England by 1603?