curriculum overview year 10 2016/ · pdf fileskills 1 - expressive mark-making and...

Curriculum Overview Year 10

2016/2017

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Dear Parent/Carer, This booklet is designed to provide you with informa on regarding your child’s learning, here at Cardinal Pole Catholic School. Recent changes to the Na onal Curriculum means that GCSE exams from 2016 will be tougher and will be assessed mainly by exams and will be graded 9 to1. In response to these changes we have decided to integrate each subject’s Key Stage 3 and Key Stage 4 curricula into a 5 year programme in order to be er prepare your child for their GCSE exams. Our grading system has changed from levels, to a 9 to 1 grade system, where 9 is the highest grade available. A copy of our conversion wheel, linking the new grades to the previous old grades and levels, is included in this booklet. As a Catholic school we seek to develop the whole person: academic, moral, spiritual, and social aspects. We understand that every person is unique and students and staff are given every opportunity to develop to their full poten al and to contribute posi vely to the School community. We con nue to offer a broad and balanced curriculum and have con nued our extended school service. Our lunch‐ me, breakfast and a erschool clubs are available to everyone, providing homework support and a range of other ac vi es for your child to enjoy. The table below summarises our curriculum offer.

We thank you for your con nued support. Yours sincerely,

Mr A English Assistant Headteacher

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Dear Parent/Carer,

YEAR 10 CURRICULUM 2016-2017 Your child has now completed key stage 3 and transitioned into key stage 4; the final phase of secondary school education. This is a unique and exciting part of your child’s educational journey and indeed in education as we now know it. The current year 10 will be the first students in the United Kingdom to study the new national curriculum in English and Mathematics, which will be examined in May/June 2017. As a school community we recognise these new changes and aim to support your child in every way possible in preparation for the new curriculum. This booklet and evening is designed to raise your awareness of work and events in relation to Year 10. It is important that you are informed so that you are in a position to support your child in completing this important part of their education. The evening and booklet will provide an opportunity for us to inform you of key Year 10 information including:

Curriculum Structure Measuring Academic Progress, including Reports School & Home Support Strategies Target Setting Landmark Assessments Homework Extra-Curricular Activities

If there are any topics on which you feel you need more information, please do not hesitate to contact us. We look forward to continuing to work in partnership with you in order that your child completes key stage 4 successful and fulfils their maximum potential at Cardinal Pole School. Thank you for your continued support. Yours sincerely,

Mr D Hanna Head of Year 10

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YEAR 10 - CURRICULUM OVERVIEW 2016/17

Subjects:- Page No: Art 5-6 Business Studies 7-8 Business Studies—V-Cert 9-10 Computer Science/ICT 11-13 Creative Performing Arts—Drama 14-15 Creative Performing Arts—Music 16-17 Design and Technology 18-19 English 20-21 Geography 22-23 History 24-25 Mathematics 26-27 Modern Foreign Languages 28-30 PE 31-33 RE 34-35 Science 36-37 Sociology 38-39 Specialist Clubs: Debate Club 40 Literacy & Reading Club 41 Book Club 42 Chess Club 43 Homework Club 44 Homework Timetable 45 Spoken Word Club 46 EAL Support 47 SEN Support 48 Library 49 Breakfast Club 50 Extra Curricular Timetable 51

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Art Department

Head of Department: Ms K Place

Art requires that you have an adventurous and enquiring approach. It allows you to develop, to

investigate, analyse and experiment, allowing you to express ideas, meaning and emotions in imaginative

and creative artwork.

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Subject: Art Autumn 1 Autumn 2 Focus/ Context for Learning

Skills 1 - Expressive mark-making and drawing/painting project looking at organic forms. Introduction to creative design based on the stylistic devices of Klee.

Content: Expressive mark-making/drawing – outline/application of texture/marks/tone – shading/paint control - mark-making, washes and smooth edges/application of paint techniques/collage/tracing and applying/design work/composition/ blending/evaluation and assessment of work/commenting, comparing and evaluation of the work of others.

Skills 1 - Expressive mark-making and drawing/painting pro-ject looking at organic forms. Introduction to creative design based on the stylistic devices of Klee.


Spring 1 Spring 2 Focus/ Context for Learning

Skills 1 - Expressive mark-making and drawing/painting project looking at organic forms. Introduction to creative design based on the stylistic devices of Klee.


Skills 2 - Colour theory looking at abstraction, compositional structure and 3D construction.

Content: Paint control/colour theory/colour mixing – secondary, tertiary colours, tints and shades/layering of marks/application of tints and shades and complementary colours and placement as compositional aid/compositional balance through scale and detail/3D construction/observational drawing – ellipses and symmetry/view finder/gridding up/blending

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Business Studies and Economics Department

Head of Department: Ms L Brown

Our experienced Business & Economics teachers encourage students to actively engage in the study of

Business & Economics to develop as independent learners and reflective thinkers. Students are required to adopt an

enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements. Throughout their studies, Business &

Economics students learn to appreciate the range of perspectives of different stakeholders in relation to

business and economic activities and how apply their understanding to contemporary issues in a range of local,

national and global contexts. GCSE Business & Economics is 75% exam and

25% controlled assessment

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Subject: GCSE Business Studies & Economics

Autumn 1 Autumn 2 Focus/ Context for Learning

Topic 1.1: Spotting a business opportunity Understanding customer needs Market mapping Analysing competitor strengths

and weaknesses Adding value What options exist for starting

up a business? Topic 1.2: Showing enterprise What is enterprise? Thinking creatively Invention and innovation Taking a calculated risk Enterprise skills

Topic 1.3: Putting a business idea into practice Objectives when starting up Estimating revenues, costs

and profits Forecasting cash flows Obtaining finance


Topic 1.4: Making the start-up effective Customer focus The marketing mix The importance of limited

liability Start-up legal and tax issues Effective on-time delivery and

customer satisfaction Recruiting, training and

motivating staff

Unit 2: Controlled Assessment Students will conduct an independent investigation into a small local business. Research questions are set by the exam board and address Unit 1 content.

Summer 1 Summer 2 Focus/ Context for Learning

Topic 1.5: Understanding the economic context. Market demand and supply Impact of changes in interest

rates on small businesses Impact of changes in exchange

rates The business cycle Effect of

business decisions on stakeholders

Topic 5.2 Risk or certainty? What problems does the

economy face? How important are exchange

rates? Topic 5.3 Big or small? How do businesses grow? Why do businesses grow?

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Business Studies (V-Cert)

Department

Head of Department: Ms L Brown

This qualification is designed for learners who want an introduction to business and enterprise that includes a

vocational and hands-on element. It has been developed to enthuse and inspire learners about a career in business and

enterprise. The qualification will appeal to learners who wish to either set up their own business, move into

employment or progress onto further study.

V-Cert is 75% coursework, 25% External assessment

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Unit 01 Introduction to business and enterprise 1. Understand different types of

businesses 2. Understand the characteristics

of an entrepreneur

Unit 02 Marketing for business and enterprise (Externally assessed unit) 1. Understand different aspects

of marketing 2. Understand the methods of

market research 3. Understand the marketing mix


Unit 02 Marketing for business and enterprise (Externally assessed unit. Assessment date 01/02/2017 – 14/02/2017) 4. Be able to evaluate the

effectiveness of different marketing methods

Unit 01 Introduction to business and enterprise 3. Know about risks and rewards in business and enterprise 4. Understand how to plan a business or enterprise project


Unit 03 Finance for business and enterprise 1. Understand sources of business funding 2. Be able to produce a financial plan for a new business or enterprise

Unit 03 Finance for business and enterprise 3. Understand responsibilities regarding tax and National Insurance liabilities in the UK 4. Understand financial record keeping

Subject: V-CERT BUSINESS ENTERPRISE

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Computer Science/ICT Department

Computer Science has been developed in response to a number of recent initiatives aimed at promoting computer science as a rigorous, knowledge-based subject discipline that should be part of every young person's education.

Head of Department: Ms G Braithwaite

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Subject: Computer Science Autumn 1 Autumn 2 Focus/ Context for Learning

Exam component 80% Problem Solving & Programming Variables & Data Types String Manipulation Selection Iteration Code from written problems Disassembly

Systems Architecture Types of systems Von Neumann/ROM, RAM Types of memory & Secondary Storage Storage device characteristics CPU Components CPU Characteristics

Computational Logic & Data Representation Why data is binary Simple Logic gates Truth tables Complex logic & problem solving Units Convert denary to binary Adding binary Binary shifts Convert denary to hex Character sets Images Sound compression


Ethical, legal, cultural and environmental issues how key stakeholders are affected by technologies environmental impact of Computer Science cultural implications of Computer Science open source vs proprietary software legislation relevant to

Computer Science:

Network Security forms of attack threats posed to networks identifying and preventing vulnerabilities Problem solving & Programming


Problem Solving & Programming Programming Pseudo code Flowcharts Analysing & planning Abstraction Decomposition Binary & Linear search Bubble sort Merge sort Insertion sort Validation in Python test & types of tests Testing code and analysis

Wired & Wireless Networks Types of networks factors affecting the performance of networks Different roles of computers in a client-server and a peer-to-peer network Hardware needed to connect stand-alone computers into a Local Area Network Internet as a worldwide collection of computer networks Concept of virtual networks.

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Unit 2: Using Digital Tools. Controlled Assessment 60% of GCSE grade Activity 1: Carry out an investigation and record your findings: Gathering information Getting organised Investigation techniques / Investigation Source table Create a Logo Logo test feedback Logo review Formalwear list Formalwear Test feedback

Activity 1: Gathering information Formalwear review Source table Create digital poster Digital poster Test feedback Digital poster review


Activity 2: Create a spreadsheet model that the company can use to help organise a prom for a school. Research categories Create model source table Create a spreadsheet model

Activity 2: Create a spreadsheet model that the company can use to help organise a prom for a school. Functionality and usability testing Model test feedback Review of model


Activity 2: create a demonstration of how your model could be used to cost a prom for a school Use a model to cost tickets Create a demonstration of how model will Create source table for demon-stration Review demonstration

Activity 2: create tickets to offer schools a choice of prom ticket designs Gather content for tickets Create source table for tickets Create two different sample prom tickets Review sample tickets

Subject: ICT

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You will develop many transferable skills, which are excellent preparation for a variety of careers. It will help you to unlock

creativity, leadership, public speaking, negotiation and problem-solving, amongst other important skills. You are expected to contribute to extra-curricular performances.

Creative Performing Arts Department

Head of Drama Department: Ms L Thomas

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Subject: Drama Autumn 1 Autumn 2 Focus/ Context for Learning

Title: Introduction to GCSE Content: Students are given a broad understanding of a range of thea-tre practitioners and companies. Genre Structure Form Style Language

Title: Component 3 set text exploration Content: Students study the set text which they will write about in their exam through a series of practical workshops. Themes and issues Character development Character relationships Context Language Theatrical Choices


Title: Mock Component 2 using component 3 set text performance. Content: Students will rehearse the compo-nent 3 set text and perform this using the component 2 perfor-mance criteria Themes and issues Character development Character relationships Performance conventions Style Interpretation Vocal and physical skills

Title: Component 1- Devising exploration Content: Through a series of workshops, students will develop a strong understanding of the themes and issues from which they will devise. Research Develop ideas Interpretation


Title: Component 1- Devising and Portfolio Content: Students work in groups to prepare devised performance. They keep records of their work in a portfolio, responding to questions which ask them to evaluate the process.

Title: Component 1- Devising and Portfolio Content: Students continue working in groups to polish devised performance. They perform to an audience and complete records of their work in a portfolio, responding to questions which ask them to evaluate the process.

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Creative Performing Arts Department

Head of Music Department: Mr G Wright

Music is an enjoyable, practical course that will appeal to pupils with wide-ranging musical interests. You will

develop performing, listening and composing skills through a variety of musical styles. You will learn a

range of methods employed to create musical compositions and performances that will include using acoustic instruments as well as using technology to create and perform music. You do not need to have learnt to play an instrument previously; but you will be at an advantage if you can already play. You will

receive instrumental/vocal lessons through the course and will be expected to participate in school choirs

and/or instrumental ensembles.

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Content: AOS 1 The elements of music Developing Composing, performing and listening skills

Stylistic Overview of AOS













Subject: Music

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Design and Technology Department

Head of Department: Ms K Place

D&T offers you exactly what you need to compliment your ‘hands-on learning.’

You will study all three D&T Subjects - Resistant Materials, Textiles and Food Technology on a

carousel learning pathway throughout the Year

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Subject: Design and Technology Food Technology—Carousel Focus/ Context for Learning

Skills: Adjust cooking time lengths, Fillet a fish, blind baking, use of a food processor and mixer, Make a curry sauce or gravy testing its viscosity, Hollandaise sauce (stable emulsion) Set a mixture using heat (gelation) Use steam in a mixture (choux pastry) Content: Theory Students will look at food commodities focusing closer on meat and eggs as well as Soya or tofu and sugars. For each, students will be able to explain the value of the food in the diet, its features and characteristics, be able to explain each method for cooking (higher skill levels) and where each commodity comes from. They will prepare and cook meals from these foods. They will carry out experiments using sugar/eggs to explore the physical and chemical changes that occur. Students will recap on Macro and Micro nutrients and look in depth at functions and sources of vitamins and minerals. Students will learn the health risk behind not following healthy eating guidelines and be able to explain in depth each common dietary issue such as heart disease and diabetes. Students will look at food science and the effects of cooking food. They will look at Emulsification and aeration of mixtures, Mould and how time effects fresh food (Enzymic browning) this links to food spoilage learnt in year 9. Practical Students will make a range of dishes that incorporate all that has been learnt in year 9. Pineapple upside down cake, Vegetable samosas, Chicken Curry, Fruit scones, Quiche, Raviolli, Fish Cakes, Egg Custard tart, Bread, Swiss roll Burgers.

Product Design Textiles—Carousel Focus/ Context for Learning

Title: Children’s development Toy. Skills: Pupils will be asked to investigate child development in order to design and make a product which would help in the physical and intellectual development of children of a specific age (of their choice). The product must be suitably packaged in the same style of the company investigated (recommended the early learning centre). (based on AQA design question 5). Pupils will work on a GCSE controlled assessment questions to develop coursework skills. Pupils will be expected to produce 8 GCSE quality A3 pages. Content: Assessment GCSE quality pages: Knowledge of materials & Research- Pupils will be introduced to anthropometric data and ergonomics. Producing an assessed page of research into development of their cho-sen age range. Tools Knowledge and use of tools- Pupils will develop practical skills on the machine in-cluding decorative stiches, quilting, and textiles based smart materials. Contextual-Pupils will produce an A3 board explaining their project and analysis of the design brief. Design- Pupil will develop a design with working examples (either models or samples) with drawn evaluation and improvements. Practical skills and management- Pupils final outcome will be looked at and pupils should know me looking out how their products can be made in mass manufacturing processes.

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English Language is a core subject that covers all of the essential communication and creative skills: reading, writing and speaking and listening. English Literature covers poems, plays and novels. You will learn how to analyse, discuss and write confidently about English

Heritage texts and more modern works.

English Department Head of Department: Ms K Archibald

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Subject: English


Title: Literature Paper 2: Poetry + Language Paper 1 Writing Content: Power and Conflict Anthology cluster + creative writing AO1, AO2, AO3 AO5, AO6 Assessment: Poetry Comparison essay + descriptive/ narrative writing

Title: Literature Paper 1: the 19th-century novel Content: A Christmas Carol by Charles Dickens Assessment: Critical essay - extract to whole text format AO1, AO2, AO3


Title: Language Paper 2: Writers’ Viewpoints and Perspectives Content: Selected contemporary and pre-1900 non-fiction texts + writing to explain, argue or persuade A01, AO2, AO4 AO5, AO6 Assessment: Reading and Writing Paper

Title: Literature Paper 2: Modern prose or drama

Content: Lord of the Flies or An Inspector Calls AO1, AO2, AO3 Assessment: Critical essay on studied text from a choice of two character/theme tasks


Title: Literature Paper 1:Shakespeare + Language Paper 1 Writing Content: Macbeth + creative writing AO1, AO2, AO4 (SPaG) AO5 AO6 Assessment: Critical essay – extract to whole text format + descriptive/ narrative writing

Title: Literature Paper 2: Unseen Poetry Content: Unseen poetry + Anthology revision AO1, AO2, AO3 Assessment: Critical essay practise + Off By Heart competi-tion

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Geography helps you to make sense of the world around you. It is hands on, it is relevant and it is fun. It gives you the

chance to get to grips with some of the big questions which affect our world and understand the social, economic and physical forces and processes which shape and change our

world.

Geography Department Head of Department: Mr J Crotty

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Subject: Geography Autumn 1 Autumn 2 Focus/ Context for Learning

Content:

Coasts Coasts covered as part of the OCR A GCSE Specification. Revisiting and expanding on concepts covered in KS3. Skills and exam technique incorporated. Geomorphic Processes Mass Movement Erosion Coastal Landforms Management Coastal Case Study

Content:

Population and Urban Trends Population and Urban Trends covered as part of the OCR A GCSE Specification. Skills and exam techniques incorporated. Changing Population Demographic Transition Model Ageing population Migration Suburbanisation,

counter-urbanisation and re-urbanisation.


Content:

Rivers Rivers covered as part of the OCR A GCSE Specification. Revisiting and expanding on concepts covered in KS3. Skills and exam technique incorporated. Geomorphic Processes Erosion River Landforms Management River Case Study

Content: Case Study Major UK City: London London Case Study as part of Urban Trends unit. Skills and exam technique incorporated. Potential for fieldwork. Migration Cultural influence Housing Ethnicity Housing crisis Transport Waste Management


Content:

Case Study: UK Flooding Hazard Flooding Hazard covered as park of UK environment unit. Use of skills and secondary sources. Causes of flooding Extreme weather conditions Effect of flooding on people Effect of flooding on

environment Management of flooding at

different scales

Content:

Recap and Revision Period Opportunity to complete topics covered over the course of the year and revisit fieldwork. Map skills Numeracy skills Fieldwork techniques

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History Department

Head of Department: Ms E Connolly

History is a fascinating subject, a lack of historical knowledge can prevent people from truly understanding the world they live in. By studying History you will become more aware of your surroundings and have a greater knowledge of what goes on in your own world. You will study a variety of history and this will undoubtedly support your growing

knowledge and understanding of what has previously happened.

Jedidiah Ubaldo, 10C, Ba lefields Tour 2015

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Subject: History Autumn 1 Autumn 2 Focus/ Context for Learning

Content: Unit 1: Crime & Punishment, 1000-1750

Assessment: Highlighted Assessment Questions in SOW

Content: Unit 1: Crime & Punishment, 1750-2000

Assessment: End of Chapter tests + Assessment Questions (50:50)

Spring 1 Spring 2

Focus/ Context for Learning

Content: Unit 1: Whitechapel Depth Study


Content: Unit 2: Elizabeth I Assessment: Unit 1 Mock Exam

Summer 1 Summer 2


Content: Unit 2: Elizabeth I


Content: REVISION + EXAMS

Assessment: Unit 1 (30%) and 50% Unit 2 Mock Exam (20%)

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Mathematics is a creative and highly interconnected discipline that has been developed over centuries,

providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to

science, technology and engineering, and necessary for financial literacy and most forms of employment. A

high-quality mathematics education therefore provides you with a foundation for understanding the world, the ability to reason mathematically, an appreciation of the

beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Mathematics Department

Head of Department: Mr J MacNaughton

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Subject: Mathematics Autumn 1 Autumn 2 Focus/ Context for Learning

Content: N1: Calculation with decimals, BIDMAS, Directed numbers, Estimation, Bounds S1: Volume, Area of compound shapes, Area and circumference, Volume of prisms, Surface area, Compound measures, Sectors and arcs A1: Solving linear equations, Inequalities, Further solving equations, Rearranging formulae, Simultaneous equations, Solving Quadratics, Quadratic simultaneous

Content: N2: Fraction of amounts, Percentages increase/decrease, Four operations with fractions, Percentage change, Interest, Reverse Percentages, Recurring decimals P1: Dividing in a given ratio, Direct Proportion, Comparing value, Further direct Proportion, Inverse Proportion D1: Two Way tables, Bias, Sampling, Venn Diagrams


Content: A3: Plotting a linear graph, Midpoint and gradient, Equation of linear graphs, Real life graphs, Plotting non-linear graphs, Nth term of non-linear sequences, Graphical solutions, Transformation of functions, Graphs of Trig functions D3: Experimental/Theoretical probability, Combined probabilities, Tree diagrams, Conditional Probability, Venn Diagrams P2: Scale, Further percentages, Graphs, Calculating interest, Gradients

Content: S4: Plans and elevations, Accurately drawing triangles, Constructing perpendiculars, Angle bisectors, Bearings, Loci

Spring 1 Spring 2


Content: N3: LCM and HCF, Prime Factors, Index laws, Standard Form, Surds, Proofs A2: Laws of indices, Factorising single brackets, Expanding and factorising double brackets, Further factorisation, Completing the square, Algebraic fractions, Algebraic proofs S2: Rotation, Enlargement, Similar and congruent shapes, Combination of transformations, Congruent triangles, Enlargement by negative scale factor

Content: D2: Stem and leaf , Scatter graph, Averages and Spread, Averages from frequency table, Cumulative Frequency, Box Plots, Histograms S3: Angles in a quadrilateral, Parallel lines, Angles in polygons, Pythagoras’ Theorem, Trigonometry, Circle Theorems, Pythagoras in 3D

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Modern Foreign Language Department

Head of Department: Ms G McGeer

Linguists develop a range of transferable skills which have a life- long value. Young people who have a second language are at a huge advantage in life.

It opens doors to new friendships, gives them greater facility to learn different tongues and enables

them to think both laterally and creatively.

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Subject: French

Autumn Focus/ Context for Learning

Topic A: Identity and culture

Subtopic A1: Me, my family and friends Relationships with family and friends Marriage/partnership

Subtopic A2: Technology in everyday life Social media Mobile technology

Spring Focus/ Context for Learning

Topic B: Local, national, international and global areas of interest

Subtopic B1: Free-time activities Music Cinema and TV Sport Food and eating out

Subtopic B2 :

Customs and festivals in French-speaking countries/communities Local, national, international and global areas of interest

Summer Focus/ Context for Learning

Topic C: Current and future study and employment

Subtopic C1: Home, town, neighbourhood and region Social issues Charity/voluntary work Healthy/unhealthy living

Subtopic C2: Global issues The environment Poverty/homelessness

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Subject: Spanish Autumn 1 Autumn 2 Focus/ Context for Learning

Topic A: Identity and culture Me, my family and friends Relationships with family and friends Marriage/partnership

Topic A: Identity and cultu

Technology in everyday life Social media Mobile technology



Free-time activities Music Cinema and TV Sport Food and eating out


Customs and festivals in Spanish-speaking countries/communities Local, national, international and global areas of interest



Home, town, neighbourhood and Region Social issues Charity/voluntary work Healthy/unhealthy living


Global issues The environment Poverty/homelessness

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PE Department

Head of Department: Mr S Purcell

The PE Department provides a vibrant and enriching educational experience. It helps students to stay healthy,

develop team spirit and good habits for the future. Many students extend their experiences to

out-of-school activities and after-school sports clubs, helping them to stay fit and increase their personal

confidence.

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Subject: PE Year 10 (1) Autumn 1 Autumn 2 Focus/ Context for Learning

Trampoline Content: Pupils should develop their technique and improve their performance in trampoline.

Basketball Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in team and individual games


Football Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in team and individual games

Fitness Content: Pupils will be expected to use the fitness room in an increasingly independent way. They will be expected to evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best


Athletics Content: Pupils will refine and perform in a range of athletic activities whilst aiming to beat their personal best.

Rounders Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in rounders

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Subject: PE Year 10 (2) access curriculum Autumn 1 Autumn 2 Focus/ Context for Learning

Badminton Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in Badminton

Kinball Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in Kinball


Dodgeball Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in dodgeball

Fitness Content: Pupils will be expected to use the fitness room in an increasingly independent way. They will be expected to evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best.


Trampoline Content: Pupils should develop their technique and improve their performance in trampoline.

Rounders Content: Pupils will be expected to use and develop a variety of tactics and strategies to overcome opponents in rounders.

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Religious Education Department Head of Department: Ms L Carter

Religious Education is central to the formation of young people who are expected to engage with the questions which arise

within religious and philosophical discussions. It is the aim of the school to cultivate young people who are aware of their need to

recognize the importance of moral, spiritual and academic development. Cardinal Pole is a Roman Catholic School and

believes that every young person is unique, a child of God and is loved. It is our hope that they will experience the love of God and feel safe and secure within a Christian community which values the unique contribution each person can make and be

recognized as a child of God. RE is a core subject and all students are expected to follow the course. It is our aim to

nurture the young people within our care to have the opportunities to grow and experience the Christian life in its

fullness. There are opportunities for prayer, worship, participation in the Sacraments of the Church and opportunities to speak with the school Chaplain or a member of the Pastoral

Team.

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Subject: Religious Education Autumn 1 Autumn 2 Focus/ Context for Learning

Theme 1 Origin and Meaning

Origins and meaning, Creation, Bible Lesson content: Belief: Creation Sources: The Bible Origins and Meaning

Theme 1 Origin and Meaning

Origins and meaning, Painting, Symbolism, Loving Serving in Catholic communities in Britain and elsewhere Lesson content: Origins and Meaning –Continued Forms: Painting Forms: Symbolism Practices: Loving Serving in Catholic communities in Britain and elsewhere


Theme 2: Good and Evil Good, Evil and Suffering, Trinity and Incarnation Lesson content: Good, Evil and Suffering Belief: Trinity Belief: Incarnation

Theme 2: Good and Evil Jesus and moral authority, sculpture and Statuary, popular devotion as practised in Catholic communities in Britain and elsewhere Lesson content: Sources: Jesus and moral authority Forms: Sculpture and Statuary Practices: Popular devotion as practised in Catholic communities in Britain and elsewhere


Judaism Beliefs and Teachings Lesson content: The nature of God Messiah Covenant Life on Earth The Afterlife

Judaism Practice Lesson content: The Synagogue Worship Rituals

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Science Department Head of Department: Ms L Temple

Science is becoming increasingly multi disciplinary, with employers and governments seeking scientists with skills

spanning traditional subject definitions. Learning Science at Cardinal Pole provides you with skills, practice and

knowledge to improve the world around us. You will understand the true challenges our planet faces, be

innovative in the solutions and feel real pride in making a difference

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Subject: Science GCSE Autumn Focus/ Context for Learning

Content: GCSE Chemistry – Atomic Structure & the periodic table Biology – Cell Biology Physics – Energy Chemistry – Structure, Bonding and Properties of Matter

Assessment: Continuous assessment (key skills, required practical’s, topic tests) - formative

Spring Focus/ Context for Learning

Content: GCSE Biology – Moving and changing materials Physics – Particle model of Matter Chemistry – Chemical Changes Biology - Health


Summer Focus/ Context for Learning

Content: GCSE Physics - Forces


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Sociology Department

Head of Department: Mr Pavitt

Sociology is the study of Society, and people in social groups, particularly focusing upon how

institutions such as the family, education, mass media, religion and the workplace shape people’s

life-chances. At GCSE, students at Cardinal Pole study the AQA syllabus, covering such topics as ‘Studying Society’ ‘Education’, ‘Families and households’, ‘Crime and

Deviance’. ;The Mass Media’ and ‘Social Inequality’

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Studying Society: Introduction to Sociology; Perspectives; Sampling

Studying Society: Research Methods; Social Issues.


Education: Types of School; Functions of Schools.

Education: Social Class; Gender; Ethnicity; Government Policies


Families: Family Types; Functions of the Family; Family Diversity

Families: Marriage; Divorce; Gender; Childhood.

Subject: Sociology

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Room: J215 After school The Debate Club is run by Sixth-Form and Year 11 Debaters in school (and occasionally teachers), but also by the organisation, Debate Mate who run local and national competitions in which the debaters can test out their skills. The Club is open to all year groups. Although only Year 7-10 can take part in the Debate Mate competitions, there are plenty of other national competitions that our experienced debaters in Year 11 and the Sixth Form can enter. The programme will include: Thirteen weeks of After School Clubs, led by a University student-debater from the top universities in the UK, as well as three weeks of competition against other schools in your local area (the Artemis Urban Debate League). The programme culminates in the Deutsche Bank Debate Mate Cup, a full-day debating competition held at a Russell Group University in your area. Debate skills that the students will learn in the Club include teamwork, effective research and planning, organisation, oral fluency, and confidence in public speaking. We also play a lot of games in order to help the debaters learn these skills, so the sessions are fun, as well as helping to boost academic performance.

Debate Club

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Monday Lunchtimes Room J215

Are you crea ve? This club will inspire you so you can be more crea ve

Enjoy reading and want to be able to

discuss your favourite

books? We’ll be reading and wri ng books, short

stories, poems and ar cles.

Want to try new genres? We’ll be reading lots of

different texts that you won’t read in lessons.

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Chess is a two-player strategy board game played on a

chessboard, a checkered game board with sixty-four squares arranged in an eight-by-eight grid. It is one of the world's most

popular games, played by millions of people worldwide in homes, parks, clubs, online, by correspondence, and in

tournaments.

Every Monday & Wednesday Room F013

Lunchtime

1.15—14.00 With Mr Bielicki

Chess Club

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Homework Timetable 2016-2017 Year 10

Monday Tuesday Wednesday Thursday Friday C Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

A Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

R Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

P Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

D Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

N Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

L Maths

Option A

Option B

PSHE

English

Science

Maths

RE

Option C

Option A

English

Science

Option B

RE

Option C

Engagement English

Option A

PSHE

Science

RE

Health &

Fitness

Maths

ECDL

English

Option A

Science

RE

Health &

Fitness

ECDL

Maths

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Ms Gallagher Spoken Word Club is a fun and creative club designed to build your Reading, Writing, Speaking and Listening skills. You will develop team building Skills and be given the opportunity to take part in Showcases both in this school and in other venues. The club is led by Mr Foley, our Poet-In Residence. This year, we have an added excitement since Cardinal Pole School is the training school for the Spoken Word Educators. Mr Foley leads a team of poets who will assist him in running the club. Come to the club and learn all about Spoken Word Poetry

Create your own Poems Learn and perform your own poems Work with a team Make new friends Go on lots of trips Build confidence

Last year some of the trips included:

Visiting Parliament- attending workshops run by poets then performing in Parliament

Participating in the London Wide ‘WORD CUP’ competition where a team of Cardinal Pole students performed in Stratford Theatre to an audience of over 400 people!

A trip to the Royal Society of Arts

A visit to other schools on other boroughs on the Spoken Word Education Programme

A day out at Keats House followed by a Poetry Picnic and a visit to Hampstead Heath

Attending the War on Want conference at Rich Mix in Shoreditch Some our young poets posing by the Oscar Wilde monument on a trip to The Royal Society of Arts for a poetry event in December2014.

Every Wednesday 2-50pm-5-00pm Room J214

Everybody is welcome

Spoken Word Club

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LIBRARY I can help you... Select the right book (including for Drop Everything And Read sessions) Find new authors and subjects Choose a book for Accelerated Reader (Years 7 and 8) Create and look at book reviews Get the most from your library

Tell me what you would like from your library. Mrs Keeling, Librarian Library: J Block opposite J.1.04

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Breakfast Club AM

FREE BREAKFAST CLUB

Opening Times Monday‐Friday 7.30‐‐8.25

Menu Hot Porridge

A variety of Kellogg’s cereals Coco Pops

Special K Raisin Wheat’s

Flakes & Clusters Corn Flakes

Rice Krispies Toast & Jam/Marmalade

Juice Fresh Fruit

There is also a selec on of games to play with friends such as

Chess Ludo

Snakes & Ladders Dominoes Draughts

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Year 10 Extra‐Curricular Timetable Autumn First Half‐Term

curriculum overview year 10 2016/ · pdf fileskills 1 - expressive mark-making and...

Documents