Year 10 Assessment Information
Spring Assessment Period February 2015
The results of these assessments will be used to inform your teacher of your progress so far. These
will also be used to help your teacher to predict a grade for the end of Year 10. This grade will also
contribute to your second progress check.
English
WHEN?
Reading and Writing Skills
Your assessment piece will be written during lessons in the week beginning 2nd February
2015
You will get your feedback and work on your targets during the week afterwards.
WHAT?
In Unit One Fusion you learned about the typical features of different text types and in
Unit 2 Order and Disorder you were taught how to approach a typical examination
question for CIE iGCSE English (syllabus 0522). Across Unit 3 Journeys, you have studied a
series of famous journeys undertaken and wrote in-role as a fictional character travelling
along the Amazon river in a practice ‘reading’ assessment for GCSE. Unit 4 which you will
have been studying is called Great Beasts and your exam will follow this theme.
This examination will be 1 hour which is shorter than your last assessment as this is the
actual time you will have in the GCSE exam. If you have extra time you will be allowed to
use this. Look back at your use of time-management in preparation for this.
You will answer one set question about one text. After reading the text, you will be
required to write from the point of view of one of the characters, based on your
understanding of what you have read. You will have to write your response in a specific
form such as a script or a letter or a diary or a brochure. You will not know this until the
day. You will receive specific feedback on the following iGCSE English assessment
criteria. You are assessed for both reading and writing skills as these are examined
together.
Reading Objectives R1–R3 (15 marks):
 Understand and collate explicit meanings from an unseen text
 Understand, explain and collate implicit meanings and attitudes, e.g. make
deductions
 Select, analyse and evaluate what is relevant to the question
AND Writing Objectives W1–W5 (5 marks):
 Articulate experience and express what is thought, felt and imagined




HOW?
Order and present ideas
Understand and use a range of appropriate vocabulary
Use language and register appropriate to audience and context
Make accurate and effective use of paragraphs, grammatical structures,
sentences, punctuation and spelling.
The test will be 1 hour so you will have to use your time carefully. Spend time
highlighting key information from what you have read to inform your response. You
must not copy from the text which you have read. You must think about what
information in the text shows you and write your response in your own words. You are
assessed on your ability to make deductions from the text and write these up accurately
and in the appropriate form. You should use your SMART target from the last ‘Amazon’
assessment and think about how you will improve on this.
Maths
WHEN?
Week beginning 9th February 2015. The exact date will be told to you in class.
WHAT?
Students are working towards one of the following exams:
 Edexcel GCSE Mathematics (1MAO) Foundation
 Edexcel GCSE Mathematics (1MAO) Higher
Foundation:
Algebra:
 Coordinates
 Using formulae
 Rearranging formula
 Straight line graphs
 Real life uses of graphs
 Simplifying algebraic expressions
 Expanding brackets
 Solving linear equations
 Sequences
 Substitution
 Trial and Improvement
 Inequalities

Number:
 Number skills
 Working with positive and negative
number
 Reading from scales
 Reading timetables
 Fractions, Decimals and Percentages
 Place value
 Ordering
 Rounding
Higher:
Algebra:
 Straight line graphs
 Using formulae
 Brackets- expanding and
factorising
 Changing the subject of a
formula
 Laws of indices
 Simultaneous equations
 Sequences
 Algebraic Fractions
 Quadratic Graphs
Number:
 Number skills
 Percentages
 Standard form
 Converting between
decimals and fractions
 Recurring decimals
 Surds
 Ratio
 Proportion
 Fractions
Data Handling:
 Factors and Multiples
 Surveys
 Square and Cube numbers and Index Laws
 Stem and Leaf diagrams
Shape and Space:
 Cumulative frequency
diagrams
 Angles and Measurement
 Names of 2D and 3D shapes and their
 Box and Whisker plots
properties.
 Histograms
 Area and Perimeter of 2D shapes
Shape and Space
 Interior angles of polygons
 Measure
 Know the parts of a circle
 Accuracy (Upper and
Lower bounds)
 Constructions of triangles and other 2D
shapes
 Approximations
 Construct angle bisectors, perpendicular
 Bearings
bisector,
 Compound measures
 Pythagoras’ Theorem
 Constructions
 Pythagoras’ Theorem
 Trigonometry
HOW?
Assessment
Two test papers each for 40 minutes which cover the GCSE topics studied so far in
addition to building on some KS3 content (see content list above). The test is two-tier
GCSE style covering a range of levels; Foundation (G-C) and Higher (D-A*). Pupils will
take the tier that they are currently working towards.
HOW
CAN I
REVISE?
Revision
The following are some suggested ways and resources you could use to help you
prepare for your assessment. You should use the revision topic list as a checklist of what
content you need to revise as well as:
Your books: Go back through your notes and classwork. Where you have errors, try to
now correct them. Work through past home learning tasks to make corrections or
check you can still remember how to answer the questions.
My Maths: You can re-attempt past home learning tasks set or alternatively try and
challenge yourself with new tasks. Use the “lessons” on My Maths if you are unsure on a
topic. www.mymaths.co.uk
BBC Bitesize:
Key Stage 4 (Year 10-11): http://www.bbc.co.uk/schools/gcsebitesize/maths/
WHAT
DO I
NEED TO
BRING?
Manga High: Try the challenges or games on this, focussing on the topics listed on your
revision sheet.
Collins GCSE 2-tier books:
HIGHER Chapters 1,2,5,6, 10, 11,12, 15, 16, 17, 20, 23
FOUNDATION Chapters 1, 3, 5, 7, 14, 15, 16, 26
If you have forgotten any of your log in details for My Maths or Manga High go and see
your Maths teacher
Equipment will NOT be loaned to students for this assessment. Use this list to make
sure you have everything you need:
 Pen and pencil – remember diagrams should be drawn in pencil
 Ruler
 Eraser
WHY?
 Protractor
 Pair of compasses
 Calculator
We will provide tracing paper if needed.
The results of these assessments will be used to inform your teacher of your progress so
far. This grade will also be entered on your first progress check and will be used by your
teacher to inform the report which they will write on you.
Science (Edexcel)
WHEN?
Week beginning 9th February 2015
WHAT?
A single One Hour paper on each subject Biology, Physics and Chemistry containing all
the topics taught so far in Year 9 and 10:
Biology – from this year
 Classification
 Cells and cell structure
 Enzymes
 Diffusion and osmosis
 Leaf structure and Kidneys
 Photosynthesis and Transpiration
 Thermoregulation, Homeostasis and Hormones
 The Heart Structure
 Digestion
Chemistry
 The Particulate Nature of Matter
 The Periodic Table
 The Atom
 Chemical Calculations
 Oxides and Carbon Dioxide
Physics



HOW?
Forces from year 9
Electric Circuits
Energy Resources i.e. Types of energy, efficiency, energy transfer, renewables
Refer to ‘Edexcel Certificate and iGCSE Revision Guide’ – available from the Science
faculty
Go through the experiments you have done in class and the notes you have made.
Go through corrected tests and Home Learning
Make use of exam papers put upon Edmodo by your teachers
Good Biology websites include:
http://www.skoool.co.uk
www.bbc.co.uk/schools/gcsebitesize/science/
Good Chemistry websites include:
http://www.docbrown.info/page10/page10.htm
http://www.s-cool.co.uk/gcse/chemistry
http://chemistryatdulwich.wikispaces.com/IGCSE+Chemistry
http://www.gcsescience.com/gcse-chemistry-revision.htm
http://www.creative-chemistry.org.uk/gcse/revision/
Good Physics websites include:
http://www.bbc.co.uk/schools/gcsebitesize/science/
http://www.s-cool.co.uk/gcse/physics
http://www.cyberphysics.co.uk/Welcome/student.htm
http://www.gcsescience.com/gcse-physics-revision.htm
http://physicsnet.co.uk/gcse-physics/
Please note that the topic structure may appear different, so check them against your
syllabus or notes.
Science Core and Additional (OCR)
WHEN?
Week beginning 9th February 2015
WHAT?
A One Hour paper on each subject Biology, Physics and Chemistry on all the topics
taught so far:
Biology
B1 – You and your genes
B2 – Keeping Healthy
B3 – Life on Earth excluding Natural Selection
Chemistry
C1 – Air Quality
C2 – Material Choices
C3 –Chemicals in our Lives
Physics
P1 - Earth and the Universe – Earthquakes, waves and stars
P2 - Radiation and Life – The Electromagnetic Spectrum, uses and dangers
P3 –Sustainable Energy
HOW?
Refer to ‘GCSE Biology / Chemistry / Physics Exam Board OCR 21st Century’ - available
from Science faculty
Go through the experiments you have done in class and the notes you have made.
Go through corrected tests and Home Learning
Good Biology websites include:
http://www.skoool.co.uk
www.bbc.co.uk/schools/gcsebitesize/science/
Good Chemistry websites include:
http://www.bbc.co.uk/schools/gcsebitesize/science/
Good Physics websites include:
http://www.bbc.co.uk/schools/gcsebitesize/science/
http://www.s-cool.co.uk/gcse/physics
http://www.cyberphysics.co.uk/Welcome/student.htm
http://www.gcsescience.com/gcse-physics-revision.htm
http://physicsnet.co.uk/gcse-physics/
BTEC Sport
WHEN?
Week commencing 2 February 2015 in your Sports Studies lessons
WHAT?
You will be completing exam questions under exam conditions on Learning Outcome
Two of Contemporary Issues in Sport.
Know about the role of sport in promoting values:




HOW?
WHY?
Values which can be promoted through sport.
The Olympic and Paralympic movement.
Other initiatives and events which promote values through sport.
The importance of etiquette and sporting behaviour of both performers and
spectators.
 The use of performance enhancing drugs in sport.
You will be supplied with revision material in lessons and via Edmodo. Your exercise
book will also have useful revision material in it. Focus on the five bullet points above
and be prepared with relevant examples to support your answers.
The results of this assessment will be used to inform your teacher of your progress so far.
This grade will be used to help your teachers decide the level entered on your second
progress check and will help you and your teacher see if you are on track towards your
target grade.
French
WHEN?
Speaking task (3-5 minutes) in the week beginning 9th February 2015 in lesson time.
Your teacher will inform you of the specific lesson/s to be used for this assessment task.
WHAT?
For this speaking assessment task, you will be preparing answers for a set of questions on
your current topic of study, “Home and abroad”. This short conversation task is similar to
what you would be expected to do in the final speaking exams: normally, you will conduct
2 short conversations in part B of the speaking exam. For this particular assessment task,
you will prepare ONE topic area.
Your teacher will have provided you with a list of the questions you will be asked. Bear in
mind that whilst these may be similar to questions you are asked in the final exams, your
teacher would be expected to ask unseen questions as well.
In order to achieve the higher grades, you must include a range of tenses, opinions and
more complex sentences as well as aim to speak with good pronunciation.
HOW?
Speaking practice, you will have been preparing this in lessons. Use the following sites to
help you practice your pronunciation and to practise some of your notes using an online
prompt:
http://www.acapela-group.com/text-to-speech-interactive-demo.html
http://www.voki.com/
http://www.cueprompter.com/
For those who want further examples or ideas of sentences you might form in response
to the questions on this topic, you may wish to consult the “Edexcel International GCSE”
book on the following pages: 40-53 and 168-181. Your teacher will upload electronic
versions of this on Edmodo for you.
This link will also give you further examples of what you might say for some of your
questions:
http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-videoindex.shtml
(go to “local environment”)
http://www.bbc.co.uk/schools/gcsebitesize/french/speakingh/
(go to “my house” and “my region”)
For general vocabulary revision, use the booklets provided (see Edmodo folder) and the
suggestions on how to learn vocabulary as well as the following sites:
http://quizlet.com/subject/gcse-french-vocabulary/
http://www.memrise.com/course/52220/aqa-gcse-french-vocabulary/
WHY?
The results of this speaking task will be used to inform your teacher of your progress so
far. These will also be used to help your teacher complete your next progress check. This
progress check allows your teachers, your families and you to see what sort of level you
are working at and will be used to help you set targets with regards to your learning.
Spanish
WHEN?
Speaking task (3-5 minutes) in the week beginning 9th February 2015 in lesson time.
Your teacher will inform you of the specific lesson/s to be used for this assessment task.
WHAT?
For this speaking assessment task, you will be preparing answers for a set of questions on
your current topic of study, “House, home and daily routine”. This short conversation
task is similar to what you would be expected to do in the final speaking exams:
normally, you will conduct 2 short conversations in part B of the speaking exam. For this
particular assessment task, you will prepare ONE topic area.
Your teacher will have provided you with a list of the questions you will be asked. Bear in
mind that whilst these may be similar to questions you are asked in the final exams, your
teacher would be expected to ask unseen questions as well.
In order to achieve the higher grades, you must include a range of tenses, opinions and
more complex sentences as well as aim to speak with good pronunciation.
HOW?
Speaking practice, you will have been preparing this in lessons. Use the following sites to
help you practice your pronunciation and to practise some of your notes using an online
prompt:
http://www.acapela-group.com/text-to-speech-interactive-demo.html
http://www.voki.com/
http://www.cueprompter.com/
For general vocabulary revision, use the booklets provided (see Edmodo folder) and the
suggestions on how to learn vocabulary as well as the following sites:
http://quizlet.com/17819042/scatter
http://quizlet.com/11423261/test
http://www.linguascope.com/ (intermediate section)
For those who want further examples or ideas of sentences you might form in response
to the questions on this topic, you may wish to consult the “Edexcel International GCSE”
book on the following pages: 2-25. Additionally, you may wish to consult “Mira AQA
GCSE Higher” textbook pages 66-84; 126-142. Your teacher will upload electronic
versions of this on Edmodo for you.
WHY?
The results of this speaking task will be used to inform your teacher of your progress so
far. These will also be used to help your teacher complete your next progress check. This
progress check allows your teachers, your families and you to see what sort of level you
are working at and will be used to help you set targets with regards to your learning.
Art
WHEN?
Year 10
Term 1 – Unit One: Practise & develop technical skills, both existing and new. Develop
in depth artist analysis including making comparisons between artists. Develop
design skills by working in an original way whilst making connections to an
artist/s.
Term 2 – Unit Two development stage: Deepening technical and analytical skills,
including printing and 3D. Develop reflective recording strategies through
effective annotation and evaluating own studies.
Term 3 – Unit Two final stage: Practise & develop presenting a personal, original, highly
skilled, informed and meaningful response demonstrating analytical and critical
understanding. Evaluating a whole project, pointing out strengths and
weaknesses.
Year 11
Term 1 - Unit Three: Mock exam. Complete the unit under strict time constraints.
Term 2 -(first half): ‘Portfolio’ presentation. Ensure course work requirements are
fulfilled.
Term 2 -(second half) Unit Four: Start externally set exam unit.
Term 3- (first half) Unit Four: Finish externally set exam unit.
WHAT?
Unit One: Course work (20% - 30%)
Students familiarise themselves with the requirements of GCSE Art & Design course, and
the four assessment objectives. With an emphasis on AO1 and AO2.
- AO1 Contextual Understanding
- AO2 Creative Making
- A03 Reflective Recording
- AO4 Personal Presentation
Course work units are marked internally and are then externally verified by a
visiting moderator.
Unit Two: Course work (20% - 30%)
Students develop their skills and understanding of the four assessment objectives. With
an emphasis on AO3 and AO4. Course work units are marked internally and are then
externally verified by a visiting moderator.
Unit 3: Course work (20% - 30%)
Students have approximately 8 weeks to prepare for the mock exam and should
demonstrate clearly assessment objectives 1-3. Students then have 10 hours to complete
their final piece under exam conditions, and demonstrate clearly assessment objective 4.
Course work units are marked internally and are then externally verified by a visiting
moderator.
Unit 4: Exam (40%)
Students have approximately 8 weeks to prepare for the exam and should demonstrate
clearly assessment objectives 1-3. Students then have 10 hours to complete their final
piece under exam conditions, and demonstrate clearly assessment objective 4. The exam
unit is marked internally and then externally verified by a visiting moderator.
HOW?
Unit One, Two & Three : Course work (60%)
Students are assessed on the following
-
AO1 Contextual Understanding (Finding out about famous art and using this to
inspire your own work.)
-
AO2 Creative Making (Experimenting with media and techniques and improving
your skills and visual ideas so you can devise a final idea.)
A03 Reflective Recording (Thinking about the theme, making observations
through annotation and collecting resource material.)
AO4 Personal Presentation (Completing a relevant, original final piece which
shows critical understanding.)
Unit 4: Exam (40%)
Students are assessed on the following
-
AO1 Contextual Understanding (Finding out about famous art and using this to
inspire your own work)
AO2 Creative Making (Experimenting with media and techniques and improving
your skills and visual ideas so you can devise a final idea.)
A03 Reflective Recording (Thinking about the theme, making observations
through annotation and collecting resource material.)
AO4 Personal Presentation (Completing a relevant, original final piece which
shows critical understanding.)
Useful Links:
Edmodo : GCSE Art & Design Page containing PowerPoints and resources from each
lesson with a wide variety of links to other websites and criteria for both skills based and
written work.
Edexcel Art & Design Website:
http://www.edexcel.com/subjects/Art-Design/Pages/Default.aspx
BBC Bitesize Website:
http://www.bbc.co.uk/schools/gcsebitesize/art/
Any visit to local, national and international galleries.
Drama
WHEN?
Year 10
Term 1 – Practice for Unit 2 Exploring a play text – practical Drama based around a
complete or substantial part
of a play “An Inspector Calls” by JBPriestley
Term 2 (first half) – Practice for Unit 1 Drama Exploration – practical Drama based around
a theme “Crime and
Punishment”
Term 2 (second half) – Practice for Unit 3 Drama Performance
Term 3 (first half) Unit 2 Exploring a play text – practical Drama based around a play “Too
Much Punch for Judy”
by Mark Wheeller
Term 3 (second half) – Unit 2 Exploring a play text – written work detailing practical work
undertaken during the
sessions in the previous half term
Year 11
Term 1 (first half) Unit 1 Drama Exploration – practical Drama based around a theme,
subject to be confirmed
Term 1 (second half) Unit Drama Exploration – written work detailing practical work
undertaken during the
sessions in the previous half term
- written evaluation of live theatre
performance
Term 2 Preparation for final Drama Performance
WHAT?
Unit One: Drama Exploration
Practical (20%)
Exploring a theme, topic or idea through Drama –
Students take part in a series of practical lessons six hours of which are videoed, internally
assessed and externally moderated
Unit One Drama Exploration
Written (10%)
Exploring a theme, topic or idea through Drama –
Students write under Controlled Conditions their analysis of the work undertaken in the
practical sessions. Their writing must not exceed 2000 words. This is internally assessed
and externally moderated
Unit Two Exploring a Play Text
Exploring a text through Drama – Practical (15%)
Students take part in a series of practical lessons six hours of which are videoed, internally
assessed and externally moderated
Unit Two Exploring a Play Text
Exploring a text through Drama – Written (15%)
a) Students write under Controlled Conditions their analysis of the work undertaken in the
practical sessions. Their writing must not exceed 1000 words. This is internally assessed
and externally moderated
b) Students write under Controlled Conditions their analysis of a live performance they
have seen. Their writing must not exceed 2000 words. This is internally assessed and
externally moderated.
Unit 3 Drama Performance
-students have approximately 12 weeks to prepare for the exam
- the piece may be scripted or devised or a combination of the two
- students will work in groups of between 3 – 9
- the piece will last approximately 5 minutes per candidate in the group
HOW?
Unit One: Drama Exploration
Practical (20%)
Exploring a theme, topic or idea through Drama –
Students are assessed on the following
- understanding of the dramatic potential of the theme
- appreciation of the use of strategies, elements and mediums of Drama
- creative and collaborative involvement in all practical tasks
- communication of idea
Unit One Drama Exploration
Written (10%)
Exploring a theme, topic or idea through Drama –
Students’ writing is assessed using the following criteria
- evaluation of the understanding of the theme
- knowledge of how strategies and mediums contribute to the creation of dramatic form
- response to the work of others showing appreciation of the collaborative involvement
required
Unit Two Exploring a Play Text
Exploring a text through Drama – Practical (15%)
Students are assessed on the following
- understanding of the text
- use of strategies, mediums and elements of Drama in exploring the text
- creative and collaborative involvement in all practical tasks
- understanding of plot, character, form and structure of the play
Unit Two Exploring a Play Text
Exploring a text through Drama – Written (15%)
a) Analysis of practical work is assessed on
-analysis and evaluation of their own work and that of others
- appreciation f the way medium and elements of Drama are used to interpret a play
b) Analysis of a live performance is assessed on
- the quality of the evaluation of the performance
- the quality of the judgements of performance elements
- quality of spelling, punctuation and grammar
Useful Links:
Edmodo : GCSE Drama Page containing a PowerPoint for each lesson,a wide variety of
links to other websites and criteria for both practical and written coursework
Edexcel Drama Website:
https://www.edexcel.com/QUALS/GCSE/GCSE09/DRAMA/Pages/default.aspx
Copies of “An Inspector Calls” by JB Priestley
“Too Much Punch for Judy” by Mark Wheeller
Any visit to the theatre to widen student’s experience of live performance.
Dance
WHEN?
Year 10 – Module One: Set Study
Year 10 – Module Two: Solo Composition
Year 10 –Module Three: Group Performance / Set Work One – ‘Rosas Danst Rosas’
Year 11 – Module One: Group / Solo Choreography
Year 10 – Module Two: Set Work Two – ‘Swansong’
Year 10 –Module Three: Preparation for External Moderation / Written Paper
WHAT?
Unit One: Critical Appreciation of Dance (20%)
The written paper is a one hour terminal exam. Candidates are required to study a number
of set professional works and answer questions about them that focus on critical analysis
and perceptive understanding. Questions may also refer to candidate’s own performance
and choreography.
Unit Two: Set Dance (20%)
The set dance is a practical exam. Candidates will learn a solo set dance in the contemporary
style (approx. one minute's duration) and will be assessed on their physical competence and
effectiveness as a performer as well as their knowledge of safe working practice.
Unit Three: Performance in a duo/group (20%)
Students will learn a group dance, (a group consists of between 2 and 5 people), that is
based on a professional dance work. Assessment focuses on physical competence and
effectiveness as a performer.
Unit Four: Choreography (40%)
Task One: Solo Composition (15%) – Candidates must select three motifs from one of the
set professional dance works and develop these into a solo dance. This piece must have a
clear structure and last between 1-1.5 minutes.
Task Two: Choreography – for a solo or group (25%) – Candidates must also choreograph
a dance from a starting point from a prescribed list, set by AQA. A brief written programme
note should accompany the choreography. This dance can be a solo/duo or a group and
must last between 2-3 minutes.
HOW?
Unit 1: Critical appreciation of dance – written examination, externally assessed (20%)
Students will answer a short and concise written paper focusing on critical analysis and
perceptive understanding of two professional works. Questions may also refer to their
own performance and/or choreography.
Students are studying two of the AQA prescribed professional works:
Rosas Danst Rosas – Anne Teresa De Keersmaeker
Swansong - Christopher Bruce
Students must demonstrate their ability to appreciate and critique dance through the
following1. Developing critical, perceptual, evaluative and reflective skills in response to their own
work and the work of others; describe, analyse, interpret and evaluate the following
features of dances, using appropriate terminology:
– style
– starting point
– number, gender and role of dancers
– subject matter/idea/concept
– action, dynamic, spatial and relationship content
– technical and expressive features
– form and structure
– choreographic principles
– setting, set design, lighting and costume
– accompaniment
– evaluate the effectiveness of the choreography throughout the process by revising
and refining the movement material
– engage emotionally and imaginatively with dances
– evaluate the overall effectiveness of dances.
2. Developing knowledge and understanding of the work of different choreographers and
professional dance works:

recall and communicate knowledge and understanding of dances in different
styles
and contexts

identify the defining characteristics of different dance styles and, where
appropriate,
influences from other cultures

recognise similarities and differences between different dance styles and dances.
3. Appreciating the relationship between choreography, performance and production and
how these enhance understanding of time, place, character, mood and meaning:
a. Aural setting:
-silence and accompaniment, for example, song, spoken word, natural/found
sound,
music from different times and places
-features such as tone, texture, rhythm, dynamics, style, structure, orchestration
-the relationship between music and dance content.
b. Physical setting:
-staging, for example: proscenium, in-the-round, site-specific, naturalistic,
symbolic,
abstract
-set design, lighting, props, projection
-features- colour, material, texture, decoration, shape, size, levels, placement
-the relationship between the physical setting and dance content.
c. Costume:
-realistic, abstract
-features- colour, texture, flow, shape, weight, decoration, line
-accessories, footwear, masks and make-up
-the relationship between costume and dance content.
d. Dance for camera:
-placement, angle, distance/proximity
-special effects
-the relationship between the camera and the dance content.
e. Pathways and opportunities:
-understanding the different roles of those involved in dance production.
4. Knowledge and understanding of the physical, cultural, aesthetic and artistic contexts in
which dance is created and performed:

purposes and reasons for existence

distinctive features of the style

influences from or on other dance and art forms

the contribution of dance to health, fitness and wellbeing.
Unit 2: Set dance – practical examination, externally assessed (20%)
Students will demonstrate their physical competence and effectiveness as performers and
their knowledge of safe working practice. Students will perform the Set Dance ‘Impulse’.
Criteria for assessment
technical ability- posture, alignment, co-ordination, balance, strength, flexibility,
mobility and control accurate reproduction of action and spatial content, with reference to
the choreography and the characteristic features of the particular chosen dance
interpretation of dynamic and expressive qualities
demonstration of style- ability to emulate the style and mood of the original choreography
safe practice as a performer- execution of movements, clothing, jewellery, hair, footwear,
appropriateness of choice of same overall sense of performance- focus, projection,
musicality, sensitivity, communication, energy, commitment.
Unit 3: Performance in a duo/group dance – controlled assessment (20%)
Students will demonstrate their physical competence and effectiveness as performers and
their knowledge of safe working practice
Candidates will perform in a group dance that relates to the professional work Rosas
Danst Rosas. The performance lasts between 3 and 3½ minutes.
Three clear links with the chosen professional work are to be demonstrated, for instance:
-choreographic style
-subject matter
-recognisable action content or motifs
-characterisation
-similar costume, props, staging or setting.
Unit 4: Choreography – controlled assessment (40%)
Solo Composition Task 4A (15%)
Students will demonstrate their increasing effectiveness as a choreographer and their
ability to appreciate dance. With guidance from the teacher, candidates select 3 motifs
from one of the selected professional work ‘ Dance Tek Warriors’
Criteria for assessment

imaginative development of selected or given material through action, space
and dynamics

successful integration and linking of the motifs into the composition

structuring and use of choreographic devices and principles

analysis and evaluation to bring about improvement during the progress of the
piece.
Choreography for Solo or Group 4B (25%)
Students will demonstrate their increasing effectiveness as a choreographer.
Students must select a starting point or stimulus from the following prescribed list:
-words, a poem or piece of text (can include instructions, etc.)
-a photograph or a piece of 2-D or 3-D art
-a prop, accessory or object
-a feature of the natural world
-a piece of music composed before 1970*
-an everyday activity, topical or historical event.
They may choose to choreograph a solo, or a group dance for 2, 3, 4 or 5 dancers.
A solo dance must be between 1½ to 2 minutes; a group dance must be between 2½ to 3
minutes.
A brief programme note detailing the title, accompaniment and selected starting point
should also be provided.
Criteria for assessment

creative and imaginative response to selected stimulus/starting point

selection of action content and its application to relationships where appropriate

selection of dynamic content and its application to relationships where
appropriate

selection of spatial content and relationships content where appropriate

overall form and structure

use of choreographic devices and principles

choice of aural setting

overall communication of dance idea.
Useful Links:
Edmodo : GCSE Dance Page
AQA Dance Website:
http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/dance_materials.php
Arts Pool Interactive Guides
DVDs of Set Works
Individuals and Societies
Geography
WHEN?
The assessment will take place during the week of 9th February 2015 in your triple period
that week.
WHAT?
Students will work through a past exam papers focussing on exam technique, time
management as well as the mechanics of actually answering the questions in a targeted
and focussed manner that the examiners will be looking for. The exam papers used will of
course focus on the work covered so far in the syllabus. Some of these exercises will be
done in full exam conditions; others will see you work through them in small groups and /
or as a whole class.
HOW?
Use of the materials and notes used in class and for your homework will form the main
elements of your revision, however think carefully about how you use these:
 Try making notes on your notes – condense the material down to learn it rather
than simply reading it again and again
 Produce illustrated mind maps of the main themes and ideas
 Use different colour ‘post it’ notes to highlight significant areas
Staff will be putting up activities into your Edmodo groups in order to support you with
this tasks.
Other useful material can be found by using the following resources:
 Geography
o BBC GCSE Bitesize
http://www.bbc.co.uk/schools/gcsebitesize/geography/
o GCSE Geography for WJEC B Revision Guide (Library) ISBN: 0340987960
WHY?
So students can understand how they are doing and what progress they have made. It will
be the first end of unit assessment they have done, so very important to give them an idea
of their level. It will also help staff write reports and further personalise the learning in
class.
History
WHEN?
WHAT?
The assessment will take place during the week of 9th February 2015 in your triple period
that week.
Check with your teacher for which option you will be doing.
Either:
Medicine Through Time – Ancient medicine – prehistory, Egyptians, Greeks, and Romans
1 hour and 10 minute exam paper – analysing sources and extended response questions
Or:
Work through past exam papers focussing on exam technique, time management as well
as the mechanics of actually answering the questions in a targeted and focussed manner
that the examiners will be looking for. The exam papers used will of course focus on the
work covered so far in the syllabus. Some of these exercises will be done in full exam
conditions; others will see you work through them in small groups and / or as a whole
class.
HOW?
WHY?
To supplement your revision using your in-class notes, homework, and assignments, you
can also use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/history/shp/ancient/
http://www.schoolhistory.co.uk/lessons/medicine/prehistoric.html
http://www.schoolhistory.co.uk/lessons/medicine/ancientegypt.html
http://www.schoolhistory.co.uk/lessons/medicine/ancientgreek.html
http://www.schoolhistory.co.uk/lessons/medicine/rome.html
http://www.schoolhistory.co.uk/lessons/medicine/romanempire.html
You could also purchase a copy of the textbook ‘Medicine Through Time’ by Dawson et al
(ISBN: 978-0-340-98506-9)
So students can understand how they are doing and what progress they have made. It will
be the first end of unit assessment they have done, so very important to give them an idea
of their level. It will also help staff write reports and further personalise the learning in
class.
Ancient History
WHEN?
The assessment will take place during the week of 9th February 2015 in your triple period
that week.
WHAT?
Students will be assessed upon their knowledge and understanding of the Battle of
Marathon. This will be in timed conditions. The skills to focus on in these essays are AO1
Knowledge AO2 Understanding and AO3 Evaluation – all have equal weighting of 10
marks out of the total of 30.
HOW?
Use of the materials and notes used in class and for your homework will form the main
elements of your revision.
On Edmodo there are already support materials. The text book is a good revision aid for
notes. Translations books form the basis for the evidence we have to show our
understanding of.
All students should have full notes / their own copies of the Translations and Textbooks
(or access through Edmodo to them) / a full draft of an ideal essay on the topic.
Students should think carefully about how you use these:
 Try making notes on your notes – condense the material down to learn it rather
than simply reading it again and again.
 Make use of the translations book and text book as live documents to add and
develop for your current and future revision.
 Produce illustrated mind maps of the main themes and ideas.
 Use different colour ‘post it’ notes to highlight significant areas.
 Select the points which you think best help you to prove your ability to show your
knowledge, understanding, analysis and evaluation.
 Re-draft out for style.
 There are two documentaries we have looked at – consider what they say to
develop your understanding of the topic. Remember that the views on the
documentaries are based upon more reading and sources beyond what we have
read but you can certainly use them to present a different view from the source
we are looking at.
WHY?
Unfortunately there is no book that you can purchase to help you with this course.
So students can understand how they are doing and what progress they have made. It will
be the first end of unit assessment they have done, so very important to give them an idea
of their level. It will also help staff write reports and further personalise the learning in
class.
Religious Studies
WHEN?
The assessment will take place during the week beginning 2nd February 21015 in your triple
period that week.
WHAT?
Existence of God (end of unit assessment)
HOW?
25min to answer 5 questions from past GCSE papers (2mark, 3mark, 3mark, 4mark,
6mark)
Use of the materials and notes used in class and for your homework will form the main
elements of your revision, however think carefully about how you use these:
 Try making notes on your notes – condense the material down to learn it rather
than simply reading it again and again
 Produce illustrated mind maps of the main themes and ideas
 Use different colour ‘post it’ notes to highlight significant areas
WHY?
In order to revise, you could purchase copies of the two textbooks. They are ‘Religion and
Morality’ by Jordan et al (ISBN: 978-1408505144) or Religious Philosophy and Ultimate
Questions by Jordan et al (ISBN: 978-1408505151)
So students can understand how they are doing and what progress they have made. It will
be the first end of unit assessment they have done, so very important to give them an idea
of their level. It will also help staff write reports and further personalise the learning in
class. In some cases the assessment may have been completed in which case, pupils will
spend time assessing their work and modelling best answers.
Health and Social Care
WHEN?
Week beginning 2nd February 2015
WHAT?
Students will be working on their second assessed piece of work for Unit 2: Values in
health and social care. They will have one triple period to work independently and in
silence to start writing their assessment. They will complete this assessment in home
learning time and hand in on Monday 9th February 2015.
In previous lessons students will have planned and prepared for their assessment. They
will need to write a report about the work they have done valuing and empowering
individuals. They will use laptops and computers to write up a report.
Criteria: P3, P4, M2, D2
HOW?
The materials and notes used in class and for your homework will form the main
elements of your assessment, however think carefully about how you use these:



Write a plan for each criteria – how will you achieve it? What is it asking you to
do? What is the command word?
Use your class notes to draft notes/bullet points for each criteria
Produce illustrated mind maps of the main themes and ideas and connect
these to each criteria
To help you carry out your task you could purchase BTEC Level 2 First Health and
Social Care Student Book (Level 2 BTEC First Health and Social Care by Lavers and
Lancaster (ISBN: 1846906814).
WHY?
The results of these assessments will be used to inform your teacher of your progress
so far. This grade will be used to help your teachers decide the level entered on your
first progress check and will be used by your teacher to inform the report which they
will ultimately write on you.