Year 10 Assessment Information
Summer Assessment Period
Why am I being assessed? 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 complete your third progress check, which
will be sent to families. 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. It is
also an opportunity to practise exam skill essay writing.
Y10 English
WHEN?
Reading and Writing Skills
Your assessment piece will be written during lessons in the week beginning 2nd June 2014
You will get your feedback and work on your targets during the week afterwards.
WHAT?
You have now begun the iGCSE Literature course and are reading both The Tempest and
Fasting, Feasting by Anita Desai. You will be examined on these in a formal examination in
June 2015. This assessment is just focused on The Tempest which you have been reading inclass. You may wish to purchase your own copy of the text – we use the Oxford University
edition as it has a useful notes section.
This examination will be 1 hour. 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 an extract from The Tempest. This will be in the form
of an essay question and you will have access to a copy of the play if you wish to use it. You
will receive specific feedback on the following iGCSE English assessment criteria. You are
assessed on your reading skills:
Assessment Focuses:
AO1 show detailed knowledge of the content of literary texts
AO2 understand the meanings of literary texts and their context, and explore texts beyond
surface
meaning to show deeper awareness of ideas and attitudes
AO3 recognise and appreciate ways in which writers use language, structure, and form create
and
shape meanings and effects
AO4 communicate a sensitive and informed personal response
HOW?
The test will be 1 hour so you will have to use your time carefully. Spend time highlighting key
quotations from the extract to inform your response. You are assessed on your ability to make
deductions from the text. You should link to the wider narrative of the play as appropriate. As is
a play, you can refer to stage productions of the scene in your response. You may find it useful
to watch one of the film adaptations of The Tempest. We recommend the 2010 version with
Helen Mirren and Russell Brand.
Y10 Maths
WHEN?
WHAT?
Year 10: 13th May & 3rd June
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
 Place value
 Ordering
 Rounding
 Factors and Multiples
 Square and Cube numbers and Index
Laws
Data Handling:
 Averages (mode, mean, median, range)
 Two-way tables
 Stem & Leaf diagrams
 Scatter diagrams
 Pie charts
 Bar charts
Shape and Space:
 Angles and Measurement
 Names of 2D and 3D shapes and their
properties.
 Interior angles of polygons
 Know the parts of a circle
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
 Quadratics- graphs, factorising, completing the
square, quadratic formula, difference of two
squares
 Linear inequalities
Number:
 Number skills
 Percentages
 Standard form
 Converting between decimals and fractions
 Recurring decimals
 Surds
 Ratio
 Proportion
 Fractions
Data Handling:
 Surveys
 Stem and Leaf diagrams
 Cumulative frequency diagrams
 Box and Whisker plots
 Histograms
Shape and Space
 Measure
 Accuracy (Upper and Lower bounds)
 Approximations
 Bearings
 Compound measures
 Constructions
 Pythagoras’ Theorem
 Trigonometry
 Perimeter, area and volume




HOW?
HOW
CAN I
REVISE?
Constructions of triangles and other 2D
shapes
Construct angle bisectors, perpendicular
bisector,
Pythagoras’ Theorem
Bearings, loci and scale drawings

Circle Theorems
Assessment
Two 1hr 20 min tests covering the GCSE topics studied so far. The first paper will be non-calculator and the
second will be a calculator paper. 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.
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/
Manga High: Try the challenges or games on this, focussing on the topics listed on your revision sheet.
Revision Guides: Since the assessment covers topics from KS4 we recommend the GCSE Maths
Edexcel Exam Practice Workbook (MXHQ41)
https://www.cgpbooks.co.uk/Student/books_edexcel_maths_exam_practice_workbooks
Collins GCSE 2-tier books:
HIGHER Chapters 1,2,5,6, 10, 11,12, 15, 16, 17, 20, 23
(ISBN-13 978-0-00-721582-9) 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
WHAT
DO I
NEED
TO
BRING?
WHY?
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
 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. The results from this assessment will also be used to inform the decision regarding the
additional Maths course.
Y10 Science (Edexcel)
The May Assessment
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,
Kidneys, Phototropism ,Transpiration, Hormones, the Nervous System and Reflex Arc.
And from Year 9:
The Heart Structure and Digestion
Human and plant reproduction
Seed Germination
Mitosis, meiosis, genes and DNA.
Chemistry
The Particulate Nature of Matter
The Periodic Table
The Atom
Chemical Calculations
Oxides and Carbon Dioxide
Bonding
Acids and Alkalis
HOW?
Physics
This will cover the topic Electric Circuits, Electromagnetism, Energy and Waves from this year
and Forces from Year 9.
Go through the experiments you have done in class and the notes you have made.
Go through corrected tests and Home Learning
Go through corrected tests and Home Learning, purchase revision guides (available from
Science generally cheaper than online/shops ISBN numbers 978-1847626899, 9781847626929, 978-1847626950).
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.
Y10 Science (OCR)
The May Assessment
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
B4 – The Processes of Life
Chemistry
C1 – Air Quality
C2 – Material Choices
C3 –Chemicals in our Lives
C4 – Chemical Patterns
Physics
P1 - Earth and the Universe – Earthquakes, waves and stars
P2 - Radiation and Life – The Electromagnetic Spectrum, uses and dangers
P3 –Sustainable Energy
P4 –Explaining Motion
HOW?
Go through the experiments you have done in class and the notes you have made.
Go through corrected tests and Home Learning
Go through corrected tests and Home Learning
Purchase revision guides (available from Science generally cheaper than online/shops ISBN
numbers 9781847626240, 9781847626127, 9781847626363).
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/
Y10 French
WHEN?
Listening paper (45 minutes) in your French lessons during the week beginning the 12th of
May.
Reading/Writing paper (1 hour 30 minutes) in your French lessons during the week beginning
the 12th of May.
Your teacher will inform you of the exact lessons (NB. The R+W paper will need to be
completed over 2 lessons.
WHAT?
This should give you an indication of some of the topic areas covered in the different papers.
Listening:
school, food, weather, personal descriptions, future plans, hobbies, TV, house, school trips,
environment
Reading and writing:
Types of film, places in town, family internet, work experience, healthy lifestyles and eating
HOW?
Listening practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/french/
http://www.bbc.co.uk/languages/french/mafrance/
http://www.s-cool.co.uk/gcse/french
http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/french/fr-video-index.shtml
http://www.frenchexams.org/ (intermediate section)
http://linguascope.com/ (parksidecc/elmtree: intermediate section)
http://www.rfi.fr/ (more advanced)
Reading practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/french/
http://www.s-cool.co.uk/gcse/french
http://www.frenchexams.org/ (intermediate section)
http://www.rfi.fr/ (more advanced)
http://zut.languageskills.co.uk/intermediate/year10.html
*Ask the librarians for any past examination papers in order to help you tackle the vocabulary
required at GCSE level. They should be able to direct you to listening and reading papers.
**We recommend the CGP revision guides (in year 11, you should be able to buy this at a
discounted rate).
(ISBN 9781847622839 - Higher / 9781847622846 - Foundation)
Writing practice, important to know how to form the key tenses, use the following to develop
your understanding of grammar:
http://www.languagesonline.org.uk/
http://zut.languageskills.co.uk/intermediate/year10.html
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/
Y10 Spanish
WHEN?
Listening paper (45 minutes) in your Spanish lessons during the week beginning the 12th of
May.
Reading/Writing paper (1 hour 30 minutes) in your Spanish lessons during the week
beginning the 12th of May.
Your teacher will inform you of the exact lessons (NB. The R+W paper will need to be
completed over 2 lessons.
WHAT?
This should give you an indication of some of the topic areas covered in the different papers.
Listening:
shopping, future plans, house, family school, fashion, town, environment, fast food
Reading and writing:
holidays, aches and pains, work, relationships, school, environment
HOW?
Listening practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
http://linguascope.com/ (parksidecc/elmtree: intermediate section)
http://www.ashcombe.surrey.sch.uk/07-langcoll/MFL-resources/spanish/sp-video-index.shtml
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
Reading practice, use the following sites:
http://www.bbc.co.uk/schools/gcsebitesize/spanish/
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
http://cvc.cervantes.es/aula/lecturas/ (more advanced)
*Ask the librarians for any past examination papers in order to help you tackle the vocabulary
required at GCSE level. They should be able to direct you to listening and reading papers.
**We recommend the CGP revision guides (in year 11, you should be able to buy this at a
discounted rate).
(ISBN 978184762907 - Higher / 9781847623591 - Foundation)
Writing practice, important to know how to form the key tenses, use the following to develop
your understanding of grammar:
http://www.languagesonline.org.uk/
http://www.spanishrevision.co.uk/gcse/gcse_index.htm
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-spanish-vocabulary/
http://www.memrise.com/course/70206/gcse-spanish-edexcel-vocab/
Y10 Individuals and Societies
When?
What?
How?
Week beginning 12th May
In GCSE History, GCSE Geography, GCSE Ancient History and GCSE Religious Studies, this
Assessment Period will be used to look at and 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. In both
subjects 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.
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)
 History
o BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize/history/
o Schools History http://www.schoolhistory.co.uk/revision/
 RS
o BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize/rs/
 Ancient History
o Ancient History Revision http://www.johndclare.net/AncientHistory.html
Y10 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.
Y10 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?
Exploring a theme, topic or idea through Drama –
Unit One: Drama Exploration
Practical (20%)
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
Exploring a theme, topic or idea through Drama –
Unit One Drama Exploration
Written (10%)
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.
Y10 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 11 – Module Two: Set Work Two – ‘Swansong’
Year 11 –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
Y10 Sport
WHAT?
As the BTEC Sport course is continuous coursework based, there is no formal assessment
session. You will continue to work in your normal rotation of Practical Sport and Leadership.
At this stage you will have been expected to have completed:
 Completion of your log book (Practical Sport)
 Between three and five weeks of your leadership planning booklet
 Team game officiating
or
 Individual sport officiating
 Practical sports sessions
 Leadership deployment in a local primary
 Understanding qualities and Skills of a Sports Leader Essay
 Practical sports observational analysis
 Completion of primary sports festivals at Coleridge or Parkside
HOW?
Continue with current lessons and rotation
WHY?
Results will be completed after each unit in BTEC. An estimated grade will be given to you,
based on your coursework and practical application to the course at the assessment time. You
will receive regular feedback from a tutor in each unit.
Y10 Hospitality
WHEN?
The planning will take place in lessons before the practical assignment. The practical
assignment will be on:
Group A: Monday 19/5/14
Group B: Monday 2/6/14
You will get feedback by 16th June.
WHAT?
You will
 Plan a practical assignment in which you must show your understanding of menu
planning, customer service and food and beverage service.
 Carry out the practical assignment in a group and evaluate the outcome.
HOW?
The planning will be written, using a standard format and will be assessed individually.
The practical maybe cooking or serving the meal and will be assessed individually.
Both marks will be combined to give an overall grade.
WHY?
This assignment, although much shorter, is similar to the coursework portfolio required for
GCSE and will give you an insight into what you will need to do in year 11. The results of this
assessment will be used to inform your teacher of your progress so far. This will also be used
by your teacher to create targets to help you achieve your potential GCSE grade.