Mastery Homework; Autumn Term 2
Subject: English
Year 10
Unit of Work: Language Paper 1
Skills to be Addressed: you will develop the accuracy of your writing, and your ability to plan engaging stories
Key Assessment Piece / Learning : Story opening in response to a given image
Mastery
NOVICE
FOUNDATION /
SURFACE
APPRENTICE
DEVELOPING /
SURFACE
PRACTITIONER
SECURE
Task Suggestions
Look the following list of words
and suggest higher-level
vocabulary words you could
replace them with.
Correct the mistakes in the given
sentences.
Write a sentence that follows on
from the given sentence – make
sure it is the same type of story.
Look at the following series of
images and decide how you could
arrange them to create an
interesting story.
Create a list of words related to
the theme of your picture.
Think of a language feature that
you could use to describe each
picture and write it in a sentence.
Look at the given image and plan
a story opening inspired by the
image.
Plan out how you will use
language devices effectively. Plan
how you will use sentences and
punctuation for effect.
Write a story opening in response
to the given image. Use accurate
sentences and punctuation for
effect. Use language devices
effectively.
EXPERT
SECURE and
CHALLENGE
Success Criteria / Assessment
AO6: Candidates must use a range of
vocabulary and accurate spelling and
punctuation.
AO5: Communicate clearly; organise
information and ideas, using structural
features to support coherence and cohesion
of texts.
AO6: Candidates must use a range of
vocabulary for effect, with accurate spelling
and punctuation.
AO5: Communicate clearly, effectively and
imaginatively; organise information and
ideas, using structural and grammatical
features to support coherence and cohesion
of texts.
AO5: Communicate clearly, effectively and
imaginatively; organise information and
ideas, using structural and grammatical
features to support coherence and cohesion
of texts.
AO6: Candidates must use a range of
vocabulary and sentence structures for
clarity, purpose and effect, with accurate
spelling and punctuation.
2016/17
Creative Writing
Y10 Homework Booklet
Novice
AO5
1.
•
•
•
•
•
•
•
•
Can you give 3 more interesting synonyms for the following words?
Walk
Frown
Nice
Mean
Cold
Hot
Happy
Sad
AO5
2. Write a sentence that could follow this one; make sure it creates the same kind of mood and
atmosphere.
• As the girl stumbled unsteadily down the dark path, an owl hooted far above her in the
pitch black sky, and a rustling noise from behind sent chills down her spine.
AO6
3. Can you find the 5 mistakes in the following sentence and re-write it correctly?
• as I walk down the road I seen a black cat outside mrs Smiths house, I went over but it
ran away.
Apprentice
AO5
1. Number the pictures below to create a storyboard for a piece of creative writing; what
would be the most effective and interesting order? Can you explain your choices?
AO5
2. What kind of story have you planned? Create a list below of words that you would expect to
see in a story of this type. Remember to use interesting words – use the thesaurus if you
struggle.
AO5
3. For each picture, write one sentence of description. Each sentence must use an interesting
language feature, for example a metaphor, a simile, personification, alliteration, repetition,
oxymoron .
•
•
•
•
AO6
4. Identify the correctly punctuated sentence below by underlining it.
• As I walked down the road; I heard a strange noise behind me, and turned around
slowly.
• As I walked down the road, I heard a strange noise behind me; I turned around slowly.
• As, I walked down the road I heard a strange noise behind me: I turned around slowly.
Practitioner
AO5
1. Plan a story opening inspired by the picture below. Consider the following points:
• What type of story will this be?
• Who is your main character? Age? Gender? Clothes? Personality?
• Why are they there? How did they get there?
• How do they feel?
• What event will happen in this opening? How will you hook your reader and leave them
wanting more?
• How will your writing begin and end?
Planning
2. For each section of your story, plan the following:
• Beginning and ending sentence
• Structure
• Mood and atmosphere
• Tone
AO6
3. For each section of your story, plan how you will use the following techniques to create
mood, atmosphere, structure and tone.
•
•
•
•
Punctuation for effect
Impressive vocabulary
Language devices and imagery
Sentences for effect
Expert
1. Write your story. Make sure that spelling, punctuation and grammar (tense and agreement)
are accurate. Ensure that you use impressive vocabulary, language devices and imagery. Try
to use sentences and punctuation for effect.
Unit of Work: AQA Trilogy Module B5-B9 : Disease and Bioenergetics
Skills to be Addressed: Research , make Predictions/hypothesis, select appropriate equipment, write a suitable
scientific method and assess risk, make some observations, record observations appropriately, respond to
observations, construct Graphs/charts, use mathematical processes to manipulate data, analyse graphs and data, draw
conclusions from data, make evaluations
Key Assessment Piece / Learning: Mock Exam Week Beginning 9th December
Mastery
NOVICE
FOUNDATION /
SURFACE
APPRENTICE
DEVELOPING /
SURFACE
PRACTITIONER
SECURE
EXPERT
SECURE and
CHALLENGE
Task Suggestions
Look up and create
accurate and effective
diagrams of Xylem and
Phloem Cells in a plant.
Create accurate and
effective diagrams of
Xylem and Phloem Cells in
a plant and describe their
functions and adaptations
in detail with labels from
the diagrams.
Create accurate and
effective diagrams of
Xylem and Phloem Cells in
a plant and describe their
functions and adaptations
in detail with labels from
the diagrams.
Explain how these
functions help the plant
and/or cell to do its job.
Create accurate and
effective diagrams of
Xylem and Phloem Cells in
a plant and describe their
functions and adaptations
in detail with labels from
the diagrams.
Explain how these
functions help the plant
and/or cell to do its job.
Apply your knowledge of
concepts from either
another biology topic,
chemistry or physics to
link them in some way to
the function of Xylem and
Phloem.
Success Criteria / Assessment
- There is a clear diagram of both a phloem and
a xylem cell
- The diagram is labelled with the different parts
of each cell, including lignin spirals in xylem
cells and sieve plates and companion cells in
phloem cells
-
The diagram describes the function of the
specialist structures, lignin and sieve plates, in
both types of cell
-
There is an explanation of how these
structures help the plant to survive using
scientific key words
-
A link to another topic in science has been
made from the properties of xylem and
phloem. Topics that would link would include
rates of reaction in chemistry, capillary action
from physics, or general plant cell structure in
biology? A grade A* pupil will be able to link
different areas of science together fluidly,
there are many correct answers here and I
would reward original thinking, with correct
science backing it up, with high marks.
Mastery Homework; Autumn Term 2
Science
Year 10
Mastery
Task Suggestions
NOVICE
FOUNDATION /
SURFACE
Identify the 4 factors that
can increase and decrease
the rate of reaction
according to collision
theory.
-
APPRENTICE
DEVELOPING /
SURFACE
Describe in detail how
these factors affect rates
of reaction using the
particle model.
-
PRACTITIONER
SECURE
Explain how and why
industry, including the
drug industry use different
techniques (specifically
catalysts and the Harbour
process) to increase the
rate of reaction.
-
EXPERT
SECURE and
CHALLENGE
Apply your knowledge of
factors that affect rates of
reaction to another topic in
science or another subject
that you study at school
such as catering.
Success Criteria / Assessment
-
-
-
-
There is a list of the 4 different factors that can
either increase or decrease the rate of a
reaction.
The list is clear with no literacy mistakes and
the correct use of key scientific terms
There is a labelled diagram with a short
description underneath for each factor.
The diagram and description describe how each
factor can cause the rate of reaction to increase
and/or decrease.
A detailed explanation of how a catalyst can
increase the rate of reaction. In the explanation
there should be a mention of a catalyst used in
industry and an example of a biological
catalyst.
Or
A detailed explanation of how combinations of
the above factors are used to produce ammonia
in the harbour process.
An article written in the style of a newspaper
article or an article from the New Scientist.
The article links the topic of rates of reaction to
a topic in Biology or Physics or another subject
such as Catering.
The article includes labelled diagrams.
The article uses correct scientific language.
Unit of Work: AQA Trilogy Chemistry
Skills to be Addressed: Research , make Predictions/hypothesis, select appropriate
equipment, write a suitable scientific method and assess risk, make some
observations, record observations appropriately, respond to observations, construct
Graphs/charts, use mathematical processes to manipulate data, analyse graphs and
data, draw conclusions from data, make evaluations
Key Assessment Piece / Learning: November Mock Exam
Mastery Homework; Autumn Term 2
Subject Science
Year 10
Unit of Work - Physics P4-P7
Skills to be Addressed – Research , Make Predictions/hypothesis, Select Appropriate Equipment, Write
a suitable scientific method and assess risk, Make some observations, Record observations
appropriately, Respond to observations, Construct Graphs/charts, Use mathematical processes to
manipulate data, Analyse Graphs and data, Draw conclusions from data, Make Evaluations
Key Assessment Piece / Learning – November mock exam
Mastery
Task Suggestions
NOVICE
FOUNDATION /
SURFACE
Identify the different
Radioactive elements the
form these take and their
ability to penetrate
different materials to a
more of lesser degree
Success Criteria / Assessment
APPRENTICE
DEVELOPING /
SURFACE
Describe how the different
types of radiation are
produced, how these travel
and how these can be
affected by different
materials
- Describe the different forms of each of the
different types of radiation,
- Describe how each of these different types of
radiation can be useful/dangerous
Use diagrams and labels
for each of the different
types of radioactivity to
show how each may be
used in the following
situations:
• Carbon dating
• Tracers (medical and
industrial)
• Industrial Paper/plastic
thickness testers
• X-rays
- Explain using diagrams how each can be
stopped/reduced by different types and
thicknesses of materials
- Explain (using diagrams) how using radiation:
•
we can find out the age of an old relic made
from stone or metal using carbon dating
•
how large sheets of paper are kept at a
constant thickness
•
how we can find a blockage underground or
in a patient without having to dig or operate
•
how X-rays work to help us see ‘inside’
something
Apply and link research
from other sources to the
above including evidence
of all the sources used
(e.g. web addresses and
book titles) to show your
further investigation into
the uses and dangers of
nuclear radiation
- Give the different web sites you have used to
research further into the area of nuclear
radiation.
- Make sure you give the full web address or book
title and page number and whether you think the
information found was useful.
- Link your research to other areas of science –
Biology and Chemistry
PRACTITIONER
SECURE
EXPERT
SECURE and
CHALLENGE
- Correctly identify the three types of nuclear
radiation
- Use a diagram to show what material each
radiation is capable of passing through
Mastery Homework; Autumn Term 2
Subject - Humanities
Year 10
Unit of Work: AQA Wider World Depth Studies: Conflict and Tension 1918-1939
Skills to be addressed: Source analysis and causation
Key Assessment Piece / Learning: Conflict & Tension 1918 – 1939 source exam paper
Mastery
Task Suggestions
Create a spider diagram to
describe the aims of the
peacemakers in 1919.
Success Criteria / Assessment
You must use the sources and your own knowledge to
include a description of:
 The leaders of Britain (Lloyd George), France
(Clemenceau) and the USA (Wilson)
 Wilson’s 14 points
Create a powerpoint to
explain the Treaty of the
Versailles and describe the
impact of it.
You should show evidence of independent
historical enquiry and using the sources provided
to select information on the following:
Create an A3 chart or
leaflet assessing each part
of the League of Nations in
terms of their strengths
and weaknesses.
You must show evidence of independent historical
enquiry and using the sources provided to select
information on the following parts of the League of
Nations:
Write a report to justify
the causes behind the
outbreak of World War
Two.
You must show evidence of independent historical
enquiry and using the sources provided to justify
what caused the outbreak of WW2 using the
following factors:
NOVICE
FOUNDATION /
SURFACE
APPRENTICE
DEVELOPING /
SURFACE
PRACTITIONER
SECURE
Choose 3 of the League of
Nations Agencies and
explain why you think they
could only have limited
success.









Impact of the treaty and wider settlement
Reactions of the Allies;
German objections;
Strengths and weaknesses of the settlement,
including the problems faced by new states.
The Assembly
The Council
The Secretary
The Permanent Court of International Justice
The International Labour Organisation
 the occupation of Czechoslovakia;
 the role of the USSR and the Nazi-Soviet Pact;
EXPERT
SECURE and
CHALLENGE
 the invasion of Poland and outbreak of war,
September 1939;
 responsibility for the outbreak of war,
including that of key individuals: Hitler, Stalin
and Chamberlain.
Mastery Homework; Autumn Term 2
(8698)
Subject: AQA Spanish
Year 10
Unit of Work: Theme 2 – Local, national, international and global areas of interest
(Unit 2 -Travel and Tourism)
Skills to be Addressed: Reading, Writing. Translation and Speaking
Mastery
NOVICE
FOUNDATION /
SURFACE
APPRENTICE
DEVELOPING /
SURFACE
Task Suggestions
 Create a mind map
for all vocab. related
to travel and
tourism
 Learn Spanish
spellings of
transport, types of
accommodation and
related tourism
vocab. using look,
copy, cover, write.
 Translate phrases
from Spanish to
English
 Translate phrases
from English to
Spanish
 Prepare a set of
speaking questions
in preparation for
the speaking topic
 Create a brochure
for a region in Spain (Latin
America)/or holiday
destination.
PRACTITIONER
SECURE
Success Criteria / Assessment
 Create a colourful/detailed mind map
using all key vocab. and structures (these
could include forms of transport, types of
accommodation and related vocabulary,
places in each region of Spain,
weather/Seasons phrases.
 Complete the look, cover, copy sheet and
bring in the completed sheet. Complete
the vocab. Test. For each set of vocab. in
class. Pass mark at 70%
 Complete the translations to be checked
by your teacher(Spanish to English).
 Complete the translations to be checked
by your teacher(English to Spanish).
 Compete a set of simple responses in
Spanish to set questions and hand in to
your teacher to be checked for accuracy:
1. ¿A dónde vas de vacaciones?
2. ¿Con quién vas?
3. ¿Cuándo vas?
4. ¿Cómo viajas?
5. ¿Qué tiempo hace normalmente?
 Research and create a paper/word
processed brochure with correct Spanish
spellings/meanings and grammar. You
should include:
• Pictures/photos
• Location
• Description
• Places of touristic interest
• Opinions
• Weather
 Create a
presentation of your
town/city or a
Spanish-speaking
town/city or holiday
destination.
 Prepare a set of
speaking questions
in preparation for
the speaking topic.
 Research and create a presentation with
correct Spanish spellings/meanings and
grammar. You should include:
•
•
•
•
•
•
Pictures/photos
Location
Description
Places of touristic interest
Opinions
Weather
 Compete a set of more complex responses
in Spanish to set questions and hand in to
your teacher to be checked for accuracy:
1. ¿A dónde vas de vacaciones?
2. ¿Con quién vas?
3. ¿Cuándo vas?
4. ¿Cómo viajas?
5. ¿Qué tiempo hace normalmente?
Use time phrases, frequency phrases,
connectives and intensifiers.
EXPERT
SECURE and
CHALLENGE
 Write an extended
paragraph/s about a
region in
Spain/Latin America
or a holiday
destination.
 Prepare a set of
speaking questions
in preparation for
the speaking topic.
 Write an accurate draft copy in
preparation for the extended piece of
Spanish writing to be completed in class
from memory with accurate spellings and
grammar.
You must bring your draft copy into school prior
to the final assessment to be peer-assessed and
checked by your teacher.
 Compete a set of complex responses in
Spanish to set questions and hand in to
your teacher to be checked for accuracy:
1. ¿A dónde vas de vacaciones?
2. ¿Con quién vas?
3. ¿Cuándo vas?
4. ¿Cómo viajas?
5. ¿Qué tiempo hace normalmente?
Use time phrases, frequency phrases,
connectives and intensifiers.
You will then be expected to respond the
questions from memory.
Key Assessment Piece / Learning : Translation (Reading/Writing)& Speaking task
Mastery
Task Suggestions
Complete the computer
systems worksheet
Understand computer systems can be classified as
dedicated, embedded or general purpose.
Complete question sheet relating to computer
systems (Q57)
NOVICE
FOUNDATION /
SURFACE
Complete novice
Worksheet
Also complete computer
architecture worksheet
APPRENTICE
DEVELOPING /
SURFACE
Complete novice and
apprentice worksheets
PRACTITIONER
SECURE
Success Criteria / Assessment
Read all about computer systems (Sheet R57)
Also complete The CPU
and RAM, ROM and virtual
memory worksheets
Complete novice,
apprentice and
practitioner worksheets
Also complete Storage
technologies and media
Read all about computer architecture (Sheet R58)
Understand computer architecture is how different
components in a computer connect together
Complete question sheet relating to computer
systems (Q58)
Read all about the CPU (Sheet R59)
Understand the components of a CPU and the fetchexecute cycle
Complete question sheet relating to the CPU (Q59)
Read all about RAM, ROM and virtual memory
(Sheet R60)
Understand all about RAM, ROM and virtual memory
and how it is important within a computer device
Complete question sheet relating to RAM, ROM and
virtual memory (Q60)
Read all about Storage technologies and media
(Sheet R61)
Understand magnetic, optical and solid state drives
and how they save data
Complete question sheet relating to Storage
technologies and media (Q61)
EXPERT
SECURE and
CHALLENGE
and storage devices
worksheets
Mastery Homework; Autumn Term 2
Read all about storage devices (Sheet R62)
Understand all about primary, secondary and cloud
storage and the differences between each.
Complete question sheet relating to storage devices
(R62)
Subject Computer Systems
Year 10
Unit of Work –Computer systems
Skills to be addressed – Evaluating, Assessing, Understanding, Explaining and defining a
series of computer system system concepts
Key Assessment Piece / Learning – End of unit exam paper
Year 10 Homework: Autumn Term 2
Subject: Sport
Unit of Work: Developing Sport skills in your chosen sport.
Skills to be addressed: Apply practice methods to support improvement in a selected
sporting activity
Mastery
Task Suggestions
Success Criteria / Assessment
Pass Tasks
MB1 (1 TO 6
MARKS)
1. Identify basic skills and tactics in your chosen team
sport.
2. Self-assess your performance of key skills in your
sport, highlighting 2 strengths and 2 weaknesses.
3. Design 2 skill practices to improve your 2 identified
weaknesses.
4. Describe 1 way that you are going to monitor your
improvement.
The review of your performance is basic.
The application of practice methods is
basic and addresses few of the areas and
skills where improvement is needed.
Understanding of how to measure
improvement is limited.
Merit Tasks
1. Identify basic and advanced skills and tactics in your
chosen team sport.
MB2
(7-11 MARKS) 2. Self-assess your performance of basic and advanced
skills in your sport.
3. Highlighting 2 strengths and 2 weaknesses, explain
how you know each skill is a strength and a weakness
and what happens in games when you perform them?
4. Design a variety of skill practices used to improve
your performance for the skills that you have
identified as weaknesses.
5. Describe and explain how you will monitor your
progress.
The review of their performance is
detailed in some aspects.
Distinction
Tasks
MB3
(12-15 MARKS)
The review of their performance is
detailed in most aspects.
1. Identify basic and advanced skills and tactics in your
chosen team sport. Identify open and closed skills.
2. Self-assess your performance of basic and advanced
skills in your sport.
3. Highlighting 3 strengths and 3 weaknesses, explain
how you know that each skill is a strength and a
weakness and what happens in games when you
perform them?
4. Design a variety of skill practices used to improve
your performance. Include different types of skill
practices including whole part whole, open and close
skill practices.
5. Design an extra skill practice for each of your
practices to show how you could make them more
difficult.
5. Describe and explain how you will monitor your
progress, include video analysis, recording statistics
and success rates, coaching session logs etc.
The application of practice methods is
simple and addresses many of the
areas and skills where improvement is
needed.
Understanding of how to measure
improvement is detailed.
The application of practice methods is
considered and addresses most of the
areas and skills where improvement is
needed.
Understanding of how to measure
improvement is comprehensive.
Year 10 Homework: Autumn Term 2
Subject: Drama
Unit of Work: Chicago
Skills to be addressed: Creating and completing portfolio linked to performance. Identify
and apply characterisation and evidence commitment to the course.
Mastery
Pass Tasks
Merit Tasks
Distinction
Tasks
Task Suggestions
In your log book; identify the basic outline of your
lesson.
Self-assess your performance and commitment to the
course, highlighting at least ONE strength and ONE
weakness.
Design a target and task to improve your identified
weakness.
Describe ONE way that you are going to monitor your
improvement.
• This needs to be a written log of evidence
similar to what you have completed in class.
In your log book; identify the basic outline of your
lesson.
Self-assess your performance and commitment to the
course, highlighting at least TWO strengths and TWO
weaknesses.
Design a target and task to improve your identified
weaknesses.
Describe TWO methods in which you are going to
monitor your progress.
Discuss how your individual research has influenced
your performance.
• This needs to be a written log of evidence
similar to what you have completed in class.
• Why not add mind maps, role on the wall and
mood boards.
In your log book; identify the basic outline of your
lesson.
Self-assess your performance and commitment to the
course, highlighting at least THREE strengths and
THREE weaknesses.
Design a target and task to improve your identified
weaknesses.
Describe THREE methods in which you are going to
monitor your progress.
Discuss how your individual research has influenced
your performance.
Evidence how you have improved during this course.
Explore ways you can evidence your learning and
show your characters journey.
• This needs to be a written log of evidence
similar to what you have completed in class.
• Why not add photographic evidence and
videos.
Success Criteria / Assessment
Limited skills and awareness
documented.
Limited use of drama terminology.
Use of limited exploration and research in
relation to demands of the work
(Chicago).
Log of each session, skill audit,
highlighting strengths and weaknesses.
Understanding of how to improve is basic
with the use of drama terminology.
Explore, and discuss ways activities in
class and research findings have
improved and influenced your
performance.
Adequate skills and awareness
documented.
Some use of drama terminology.
Use of adequate exploration and research
in relation to demands of the work
(Chicago).
Log of each session, skill audit,
highlighting strengths and weaknesses.
Understanding of how to improve is
adequate with the use of drama
terminology.
Explore, and discuss ways activities in
class and research findings have
improved and influenced your
performance.
Confident use of skills and consistent
awareness documented.
Sustained use of drama terminology.
Confident use of exploration and
research in relation to demands of the
work (Chicago).
Log of each session, skill audit,
highlighting strengths and weaknesses.
Understanding of how to improve is
detailed with the use of drama
terminology.
Mastery Homework; Autumn Term 2
Subject: Music
Year 10
Unit of Work: Units 2 and 4 – Composing and Appraising Music
Skills to be addressed: Knowledge, understating of elements of music, instrumental techniques.
Mastery
NOVICE
FOUNDATION
/ SURFACE
APPRENTICE
DEVELOPING
/ SURFACE
Task Suggestions
1. Describe ‘What makes a good
song/composition?’ (1 page min discussing at
least 3 skills/strengths))
2. Identify elements that can be manipulated to
access higher marks. (All 5 elements included)
3. Design a composing log to ensure
improvement and progression. (5 week min)
Success Criteria / Assessment
A detailed description of the different skills, techniques
and elements that have been used within composing
music.
This could be done as a:
• Written report
• PowerPoint presentation
1. Review a composition or song that is
commercially successful. (2 page review
including how elements have been used)
2. Explain in your review how and why the
composition/song is successful.
Key vocabulary: interesting, developed, extended,
handled, stimulating, sustained.
Why not try a:
• PowerPoint presentation
• Player profile
PRACTITIONE
R
SECURE
1.
2.
Compare your composition with
another in a similar genre. (Compare
how Areas of Study have been used).
Make suggestions in bullet point form
or simple comments how your
composition can be improved as a
whole. (At least 5 points including how
AoS can be used better).
Why not try a:
• Log book/diary of progression
EXPERT
SECURE and
CHALLENGE
1. Compare and contrast two live performances
of the same piece. This will help you create
multiple scenarios for the realisation of your
composition.
2. Use ICT/Logic to realise your
song/composition. Use all the
skills/techniques/features that you have
learned so far and apply them to your piece.
(Min length 1:30)
Why not add a:
Manual that shows what you have
done
Video log
A detailed practice schedule including logs,
tasks/activities, warm-ups, instrumental roles.
A secure review that includes accurate descriptions of
how elements of music have been used and why you
think the composition is successful. (WHY)
Determine how you think the composer may have
started the process of composition. (HOW).
Key vocabulary: interesting, developed, extended,
handled, stimulating, sustained, retrograde, deletion,
ostinato, catchy.
A detailed description of the different skills, techniques
that are used. Showing knowledge and understanding of
broad range of skills and elements.
Your evaluation of your own composition will be
detailed and link to specific compositional techniques
and include a plan of how you will improve. This could
be linked to targeted practice sessions and/or work with
a peri teacher/class teacher/collaborators.
Suggestions to be implemented in composing sessions
show how the composition could be made more difficult
and challenging for the instrumentalists to play/realise
your composition sound.
A detailed description and explanation of the different
versions of the piece.
Detailed progress will be documented to clearly show
the impact that you have made.
Documentaion can be written accounts, video diary,
audio recordings (dated), band interviews.
Key Vocabulary: Include expression, communication.