curriculum booklet year 10 - bowland high · for academic achievement but are based on behaviour,...

Curriculum Booklet

Year 10

2016 - 2019

Curriculum Booklet – Year 10 2

Contents

1. Introduction

2. Aims of the Year 10 curriculum

3. Year Overview

4. Subjects studied, number of periods, teaching groups

5. Targets and Progress

6. Core subject Details:

Content/Programme of Study

Method of Assessment

Important Dates

Support at Home

Additional support in school.

7. Option subject details (early entry):



Important Dates

Support at Home


8. Option subject details:



Important Dates

Support at Home


9. School Activities – clubs and society events 10. Cross Curricular activities

11. CEAIG

12. Enrichment week

Feedback


Y10 Curriculum Information

2016 - 2019 This booklet should be used alongside the option booklet which contains further information on each option subject.

1. Introduction This booklet has been produced to provide you w ith information about your child’s learning in school during the current academic year. It provides information about each subject studied, how progress will be measured, extra-curricular opportunities etc. Your child’s chances of a successful education will be greatest where an effective three-way partnership between pupil, parent and school is established. This booklet is an important tool for developing and maintaining that partnership. The more information you have about how your child is learning and what she/he is learning, the more you are able to support and enhance the learning. This may be through support with extended learning, discussion, identifying relevant books, websites and television programmes or through family outings. Since the Curriculum Booklet is designed solely as a resource for parents, we welcome feedback and suggestions for how it might be developed in future years.

2. Aims of the Y10 curriculum Year 10 is a fundamentally important year as pupils will be sitting final GCSE examinations in two option subjects alongside starting two new option subjects. The second offer of options incorporates the English Baccalaureate subjects such as humanities and modern foreign languages. Alongside the EBacc subjects two or three vocational subjects are offered to allow for pupil differentiation and specialism. All pupils will also continue with a core curriculum of English, maths, science, core PE and PSHCE. Whilst PE and PSHCE offer opportunities for pupils to concentrate on their personal wellbeing and development, health and fitness education and provide an opportunity to look at moral guidance and world issues, they are non-examined subjects and concentrate on active participation. Religious Education is still an important part of the curriculum but is taught on three intensive themed days.

3. Overview In addition to Year 10 being an important year from an examinations perspective, It is important that they work hard and continue to make progress throughout the year. It is also important that they set a good example to younger pupils by their good behaviour and adherence to the school uniform policy, bearing in mind that they will be able to apply to become next year’s prefects, subject ambassadors and final year representatives. Year 10 is led by Mr Gleave, Key Stage 4 Welfare and Progress Manager and form tutors. There are four tutor groups:

10 Benedict

10 Curnock

10 Lister

10 Walker


Year 10 pupils meet their form tutors at the start of each day, structured as follows:

Monday Form time / planner signing and checking

Tuesday Assembly

Wednesday Form time / organisational skills form focus

Thursday Assembly

Friday Form time / society points Form tutors are responsible for the overall well-being of pupils in their form. Each term pupils vote for a form captain and a school council representative. Year 10 pupils meet their form tutors at regular times during the school week. This time is spent working together as a form e.g. organising fundraising events and also monitoring the pupils’ welfare e.g. attendance, planners, sanctions and rewards. A small mentoring group meets weekly for those pupils who may have problems with organisation, extended learning or revision. Some pupils will be mentored individually by the form tutor or Key Stage 4 Welfare and Progress Manager and placed on a target card and monitored on a daily basis. The Learning Mentor, Ms Cassin, also works with small groups or individual pupils on emotional, social and academic concerns. Forms are also often given the responsibility of organizing form assemblies which are always enjoyed by both participants and audience alike. At the end of each half term pupils and staff enjoy “Star Award” assembly. Awards include Star Pupil for each form, Improved Star and Star Form. These awards are not for academic achievement but are based on behaviour, attendance and contribution to school life and our community here at Bowland. Pupils are given responsibility – each term, pupils vote for a form captain and vice captain. These are all roles which we believe give the pupils skills which prepare them for Key Stage 4 and beyond. Throughout the year, parents will receive a ‘Tracker’ report on their child’s progress in terms of attitude to learning. Year 10 parents’ evening will also allow parents and staff opportunities to discuss your child’s progress. However, should you have concerns at any time, please contact your child’s form tutor or Key Stage 4 Welfare and Progress Manager.

4. Subjects Studied 2016/17

Subject Lessons (/48) groups

English 7 5 sets

Maths 7 5 sets

Science 10 5 sets

Physical Education (core) 3 4 groups

PSHE 1 4 groups

OPTION 1 (Year 9/10 choice) 5 6 subjects in block

OPTION 2(Year 9/10 choice) 5 6 subjects in block




2017/18 onwards

Subject Lessons (/48) groups

English 8 5 sets

Maths 8 5 sets

Science 10 5 sets

Physical Education (core) 3 4 groups

PSHE 1 4 groups

OPTION 1 (Year 9/10 choice) 5 5




5. Targets and Progress By the start of Y10, teachers have a number of indicators as to the minimum GCSE grade pupils should be aiming for. These include their CAT score from Y7, their end of key stage 3 level and the progress made during key stage 3. Knowledge about expected rates of progress and the data mentioned above are used to set targets for all of our pupils. We do not drum these targets into pupils’ heads, as this can be counterproductive. However, teachers monitor progress carefully against these targets and use plan lessons accordingly that will move pupils on to the next levels. Written and verbal feedback should usually include comments about what a pupil has done well and what they need to consider in order tomake good progress. Parents are informed of progress against these targets in the full report. Of course, pupil’s progress at different rates and a huge range of factors influence this rate of progress. The vast majority of our pupils make progress at better than national means, so we usually set more challenging targets. These targets are reviewed by subject teachers regularly. If a pupil is making excellent progress, the target will be revised upwards. When pupils do not meet their target in a number of subjects we need to explore the reasons why. There are a range of support strategies that we will employ to try to ensure individual pupils make good progress, and it is in these circumstances that the partnership between parents and school is most important. Available evidence strongly suggests that pupils should be praised for their efforts rather than the grades they achieve. We can only ask that pupils try their hardest. We will generally report on pupils’ attitude to learning – how positive they are and how hard they work – via the ‘tracker’ every term, but we will only report on their attainment (i.e. their subject grade) once each year. A positive tracker report should be celebrated wholeheartedly – especially if it indicates that a child’s overall attitude to learning is improving.


6. Core curriculum Subject: English Group Arrangements: 5 Sets

Content or Programme of Study

All pupils will take two GCSEs:

GCSE English Literature Content:

Study of a Shakespeare play

Study of a 19th-century novel

Study of a modern drama text

Study of poetry the poetry anthology

Study of unseen poetry

External Examination Paper 1

Written exam: 1 hour 45 minutes

64 marks

40% of GCSE Paper 1 Section A Shakespeare Paper 1 Section B The 19

th century novel

Paper 2


96 marks

60% of GCSE Paper 2 Section A Modern drama text Paper 2 Section B Poetry anthology Paper 2 Section C Unseen poetry

GCSE English Language

Content:

Study of literature fiction texts

Study of descriptive and narrative writing

Study of literary non-fiction texts

Study of non-fiction texts

Study of writing to present a viewpoint

Study of presenting, responding to questions, using standard English

External Examination Paper 1


80 marks

50% of GCSE Paper 1 Section A (Reading) One literature fiction text Paper 1 Section B (Writing) Descriptive or narrative writing Paper 2


80 marks

50% of GCSE Paper 2 Section A - Reading One non-fiction text and one literary non-fiction text Paper 2 Section B – Writing Writing to present a viewpoint Spoken Language Endorsement Marked by teacher

Method of Assessment and/or Coursework

Regular assessment of exam practice

Spoken Language Endorsement assessed by teacher

External examinations.

Important Dates

Mock examinations in summer term - dates to be confirmed


Support at Home Encourage regular reading practice which covers both fiction and non-fiction texts. Additional Support in school and/or resources

- Skills clinics at lunchtime

- Revision classes after school

- Resources to support preparation for GCSE examinations can be found on Moodle

- Study guides can be purchased from school.

Additional Information

Students will need their own copy of the set exam texts for annotation - these can be purchased from school or a bookshop. Exam Body Website: www.aqa.org.uk

http://www.aqa.org.uk/


Subject: Maths GCSE Group Arrangements: 5 Sets

band band________

Content or Programme of Study GCSE (9-1) Foundation GCSE (9-1) Higher

Unit 1 Number Unit 1 Number

Unit 2 Algebra Unit 2 Algebra

Unit 3 Graphs, tables and charts Unit 3 Interpreting and representing data

Unit 4 Fractions and percentages Unit 4 Fractions, ratio and proportion

Unit 5 Equations, inequalities and sequences Unit 5 Angles and trigonometry

Unit 6 Angles Unit 6 Graphs

Unit 7 Averages and range Unit 7 Area and volume

Unit 8 Perimeter, area and volume 1 Unit 8 Transformation and constructions

Unit 9 Graphs Unit 9 Equations and inequalities

Unit 10 Transformations Unit 10 Probability

Unit 11 Ratio and proportion Unit 11 Multiplicative reasoning

Unit 12 Right-angled triangles Unit 12 Similarly and congruence

Unit 13 Probability Unit 13 More trigonometry

Unit 14 Multiplicative reasoning Unit 14 Further statistics

Unit 15 Constructions, loci and bearings Unit 15 Equations and graphs

Unit 16 Quadratic equations and graphs Unit 16 Circle theorems

Unit 17 Perimeter, area and volume 2 Unit 17 More algebra

Unit 18 Fractions, indices and standard form Unit 18 Vectors and geometric proof

Unit 19 Congruence, similarity and vectors Unit 19 Proportion and graphs

Unit 20 More algebra


Tests each half term.

End of year exam in May/June.

Mock exam Y11 December.

Important Dates

Assessments normally take place towards the end of each half term

Support at Home www.activelearn.co.uk www.mymaths.co.uk Additional Support in school and/or resources

Maths help is available every lunchtime and after school revision sessions.

Additional Information Extra revision/support material can be purchased through the maths department. Exam Body Website: www.edexcel.org.uk

http://www.mymaths.co.uk/

http://www.edexcel.org.uk/


Content or Programme of Study GCSE Biology

The content for AQA GCSE Biology can be found here: http://filestore.aqa.org.uk/resources/biology/specifications/AQA-8461-SP-2016.PDF Pupils study seven biology units during the 2 year course.

1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

GCSE Chemistry The content for AQA GCSE Chemistry can be found here: http://filestore.aqa.org.uk/resources/chemistry/specifications/AQA-8462-SP-2016.PDF Pupils study ten chemistry units during the 2 year course.

1. Atomic structure and the periodic table 2. Bonding, structure, and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere 10. Using resources

GCSE Physics The content for AQA GCSE Physics can be found here: http://filestore.aqa.org.uk/resources/physics/specifications/AQA-8463-SP-2016.PDF Pupils study eight physics units during the 2 year course.

1. Energy 2. Electricity 3. Particle model of matter 4. Atomic structure 5. Forces 6. Waves 7. Magnetism and electromagnetism 8. Space physics

Subject: Triple Science: Group Arrangements: Sets 1 and 2 GCSE Biology, GCSE Chemistry and GCSE Physics

Method of Assessment and/or Coursework Assessment of this GCSE is exam only. There is no coursework or controlled assessment.

There are two exam papers for each of the triple science GCSEs. Each of these exams are 1 hour 45 minute written papers. For details of the GCSE Biology exams see here:

http://www.aqa.org.uk/subjects/science/gcse/biology-8461/specification-at-a-glance For details of the GCSE Chemistry exams see here:

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462/specification-at-a-glance

For details of the GCSE Physics exams see here: http://www.aqa.org.uk/subjects/science/gcse/physics-8463/specification-at-a-glance

http://filestore.aqa.org.uk/resources/biology/specifications/AQA-8461-SP-2016.PDF

http://filestore.aqa.org.uk/resources/chemistry/specifications/AQA-8462-SP-2016.PDF

http://filestore.aqa.org.uk/resources/physics/specifications/AQA-8463-SP-2016.PDF

http://www.aqa.org.uk/subjects/science/gcse/biology-8461/specification-at-a-glance

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462/specification-at-a-glance

http://www.aqa.org.uk/subjects/science/gcse/physics-8463/specification-at-a-glance


Important dates The GCSE Biology, GCSE Chemistry and GCSE Physics exams are in May/June (2018 and onwards)

Support Moodle – lots of resources and links to websites Lonsdale/Collins Science Revision Guides – these can be ordered through school. Additional Support in school and/or resources Lunchtime ‘tutorials’ run throughout Year 11. After school revision sessions usually start after Christmas.

Additional Information Exam Body Website: http://www.aqa.org.uk/subjects/science/gcse

http://www.aqa.org.uk/subjects/science/gcse


Subject: GCSE Combined Science Group Arrangements: Sets 3, 4 & 5

* GCSE Combined Science is a ‘double award’ GCSE worth two grades.

Content or Programme of Study The content for AQA GCSE Combined Science (Trilogy) can be found here: http://filestore.aqa.org.uk/resources/science/specifications/AQA-8464-SP-2016.PDF GCSE Combined Science covers each of the three science subjects:

Biology - Cell biology, Organisation, Infection, Bioenergetics, Homeostasis, Inheritance &

Evolution, Ecology

Chemistry – Atomic Structure & Periodic Table, Bonding & Structure, Quantitative Chemistry, Chemical Changes, Energy Changes, The Rate of Chemical Change, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere, Using Resources

Physics - Energy, Electricity, Particle Model of Matter, Atomic Structure, Forces, Waves, Magnetism & Electromagnetism


Assessment of this GCSE is exam only. There is a total of six exams for GCSE Combined

Science. There is no coursework or controlled assessment.

There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas.

Each exam is a 1 hour 15 minute written paper.

Important Dates

The GCSE Combined Science exams are in May/June 2018 (and onwards)

Support Moodle – lots of resources and links to websites Lonsdale/Collins Science Revision Guides – these can be ordered through school. Additional Support in school and/or resources

Lunchtime ‘tutorials’ run throughout Year 11. After school revision sessions usually start after Christmas.

Additional Information Exam Body Website: http://www.aqa.org.uk/subjects/science/gcse

http://filestore.aqa.org.uk/resources/science/specifications/AQA-8464-SP-2016.PDF

http://www.aqa.org.uk/subjects/science/gcse


Subject: Core PE Group Arrangements: Mixed ability


Pupils in Year 10 get the opportunity to be involved in a range of activities that develop personal fitness and promotes an active, healthy lifestyle. All pupils will receive 2 hours of PE a week (not including GCSE PE).

Pupils may also get the option to complete the Sports Leader Award during core PE lessons. Pupils will participate in a wide range of sports which include:

Football

Rugby

Aerobics

Badminton

Netball

Volleyball

Non-contact boxing

Climbing – at Roefield Leisure Centre

Gymnasium- at Roefield Leisure Centre Within a number of lessons pupils have the opportunity to visit Roefield Leisure Centre in order to widen their learning opportunities in sports such as climbing and the gym.


Sports Leader qualification. Teacher assessment.

Important Dates Calendar assessment dates.

Support at home Ensure son/daughter remembers full PE kit on a regular basis. Emphasise the benefits of regular activity as part of a fit and healthy lifestyle Additional Support in school and/or resources

Comprehensive extra-curricular programme run at lunch times and after school.

Additional Information External coaches/providers may be used at times to extend the curriculum on offer.


Subject: Citizenship & PSHE Group Arrangements: Mixed Ability Groups

S

Content or Programme of Study Students will follow the programme of study outlined below:

Barclays WorkSkills (Topics 1-8)

Financial Capability

Digital Literacy 4

First Aid 4

Activity Citizenship and Community Challenge

Participation in School Council Elections

Charities: Participation in form activities.


Students will be assessed upon their participation, knowledge, understanding and effort. They will take part in self-assessment and peer assessment activities. Pupils will complete a series of assessed activities throughout the year.

Important Dates

Community Challenge Day – February Work Experience – July

Support Parents should discuss moral issues and current affairs with their children. They should actively encourage their children to watch or listen to news programmes. Additional Support in school and/or resources Students should make use of the library and internet and school ICT resources

Additional Information Active Citizenship is a key element of Bowland’s whole school ethos and so we encourage pupils to take part in charitable work and fundraising.


Subject: Religious Education Group Arrangements: Whole year

Content or Programme of Study Students undertake their study on three collapsed timetable days. The focus of the ‘Religion & Ethics Day’ are: The Existence of God… (Does God exist...?) Sanctity of Life debate... (Heaven & Hell; Abortion & Euthanasia..?) Religion & Equality... (Attitudes towards: Racism; Sexism; Homophobia..?) These days are to give the opportunity for students to engage with people of faith from different denominations and religions and those of no religious beliefs. A key objective of these days is for students to develop questioning skills and appreciate the skill of in depth questioning. So they do not rely upon a first answer but appreciate that a question does not always lead to a satisfactory answer but poses a further question or questions. It is hoped that considering these ultimate questions during these days will have a positive impact upon questioning skill in all subjects. The two hour long lessons in the afternoon will be in the format of a question time called ‘The Big Questions.’ This question and answer forum will give them the opportunity to question and respond to the views of a selected panel composed from various faiths and issue related groups.


Students will complete self-assessments.

Important Dates 5

th December 2016: The Existence of God… (Does God Exist...?)

2nd

February 2017: Sanctity of Life debate... (Explain, Heaven & Hell; Abortion & Euthanasia..?)

28th

June 2017: Religion & Equality... (Explain Attitudes towards: Racism; Sexism; & Homophobia..?)

Support Throughout the year students should discuss moral issues and current affairs at home. Parents/carers should actively encourage their children to watch or listen to news programmes for related religious content. Additional Support in school and/or resources

Students should make use of the library, internet and school ICT resources. Students should read through and discuss at home information in the study distributed material before each event.

Additional Information Religious Education at Bowland is taught from an experiential aspect to provide students with the opportunity to ‘learn from’ as well as ‘about’ religion.


7. Option subject details (early entry) Subject: GCSE PE Group Arrangements: Option


Pupils follow the new OCR GCSE PE specification which gives the opportunity for pupils to obtain a GCSE grade in PE. Theoretical Aspects covered: Applied anatomy and physiology. Physical training.

The structure and function of the skeletal system

The structure and function of the muscular system

Movement analysis

The cardiovascular and respiratory systems

Effects of exercise on body systems

Components of fitness

Applying the principles of training

Preventing injury in physical activity and training Practical Sports Studied:

Badminton

Table-Tennis

Basketball

Athletics

Method of Assessment and/or Coursework End of Unit Assessments – theory End of Year Examination – theory Practical controlled assessments Analysing and Evaluating Performance

Important Dates End of year examination End of unit assessments Controlled assessment at the end of each practical unit.

Support at home Track completion of extended learning and revision for end of unit tests, end of year exam. All pupils should be participating in regular sporting activity at a club/fitness provider outside of school! Additional Support in school and/or resources

Extensive extra-curricular programme GCSE booster classes – practical and theoretical.


Exam Body Website: www.ocr.org.uk


Subject: Dance Group Arrangements: Option group


Dance GCSE is suitable for those pupils who have already shown an interest in dance. The course is taught over five hours per fortnight. Pupils will develop skills in performance, choreography, group work, dance notation and dance performance techniques. In addition, pupils will study dance theory

including health and safety, basic physiology, dance styles, the constituent features of dance, dance form and dance appreciation.

Unit 1 Performance and choreography Performance

Set phrases through a solo performance (approximately one minute in duration)

Duet/trio performance (three and a half minutes in duration)

Choreography

Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

Unit 2 Dance Appreciation

Knowledge and understanding of choreographic processes and performing skills

Critical appreciation of own work

Critical appreciation of professional works


Unit 1 Performance and choreography Total 60%

Performance 30% 40 marks (15 marks for set phrases and 25 marks for duet/trio performance)

Choreography 30% 40 marks Marked by the centre and moderated by AQA.

Unit 2 Dance Appreciation Total 40% 80 marks Written exam: 1 hour 30 minutes. Marked by AQA

Additional Support in school and/or resources

Attendance at dance club and GCSE club (both held weekly) will help build confidence and develop dance and choreography skills.


Subject: Drama Group Arrangements: Option group

Content or Programme of Study Component 1 - Understanding drama

What's assessed • Knowledge and understanding of drama and theatre • Study of one set play – The Crucible by Arthur Miller

• Analysis and evaluation of the work of live theatre makers. This unit will involve study of a live performance – The Curious Incident of The Dog in the Night time by Simon Stephens / Mark Haddon Component 2 - Devising Drama (practical)

What's assessed • Process of creating devised drama • Performance of devised drama (students may contribute as performer or designer) • Analysis and evaluation of own work

Component 3 - Texts in Practice (practical) What's assessed • Performance of two extracts from one play (students may contribute as performer or designer) Pupils can choose from a selection of approved plays


Component 1 40%

Written exam: 1 hour and 45 minutes (80 marks) Open book exam format Component 2 40%

Devising log (60 marks) Devised performance (20 marks)

This component is marked by teachers and moderated by AQA. Component 3 20% Performance of Extract 1 (25 marks) and Extract 2 (25 marks)

This component is marked by AQA.

Additional Support in school and/or resources

Attendance at drama club and tech club (both held weekly) will help build confidence and develop technical skills.


Subject: Music Group Arrangements: Option

Content or Programme of Study Music is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world. Solo Piece – 20% Ensemble Piece – 20% Composition 1 – 20% Composition 2 – 20% Listening Exam- 20% World Music – Africa, India, Caribbean Popular music – 1950 to 2000 Orchestral Music – Baroque, Classical, Romantic and 20

th Century

Method of Assessment and/or Coursework Pupils are assessed through a variety of rehearsal, performance and music event tasks.

Work is assessed regularly. Teachers use performance logs to comment on progress.

Pupils will use peer and self assessment to evaluate work.

Pupils work will be assessed and moderated by AQA

Support at Home Pupils should be encouraged to listen to a wide variety of music including: Baroque, Romantic, Classical and 20

th century orchestral music.

Popular song Film and TV music World Music – Africa, India and Caribbean Pupils must complete at least 20 minutes rehearsal a night for extended learning. Additional Support in school and/or resources Pupils must develop their music skills by attending music clubs.

Additional Information Pupils are encouraged to join extra-curricular clubs within the department There is guitar, drum and woodwind tuition available in school.


Subject: Hospitality Group Arrangements: Option

__________


The Hospitality GCSE follows the WJEC specification. Areas of study are

The hospitality industry

Types of service provided and related client groups

Job roles, employment opportunities and relevant training

Menu planning, preparation and presentation

Planning for functions and events

Costing menus and events

Customer care

Standards of service

Communication and teamwork

Environmental considerations

Method of Assessment and/or Coursework Written paper ‘Hospitality and the Customer’ – 1 hr 15 mins, 40% of final GCSE

Important Dates Final written paper, summer term. Dates to be advised. Completion and hand in of written element of event based task – Easter 2017

Support at Home Extended Learning is set most weeks to support classroom work. This can be research, recording, evaluating, designing or development work. Pupils should use the past papers available on Moodle to revise and practice their exam technique in preparation for the written paper. Pupils should be encouraged to take an interest in the area of study by watching TV programmes such as Masterchef, The Hotel Inspector etc and observing methods of service and customer care when on holiday or eating out.

Additional Information It is essential to remember ingredients for practical sessions. Exam Body Website: www.wjec.co.uk

http://www.wjec.co.uk/


Subject: GCSE Art & Design Group: Option


GCSE Art and Design offers the opportunity to explore a variety of media, themes, images and artefacts relevant to the pupils chosen areas of study. Pupils ability to view and critique artworks whilst making connections to their social, historical and cultural context is also encouraged. Pupils are required to develop their work independently and in their own time. It is recommended that a minimum of one hour a week is donated to this. Throughout the course pupils create a portfolio of coursework (60%) and complete an examination (40% of the award grade) which is exhibited in order to gain GCSE certification. Grades are awarded A* to G. The portfolio of coursework should include artworks created in at least two of the following areas: Fine art: drawing, painting, sculpture, land art, installation, printmaking, film, video or mixed media.

Graphic design: computer-aided design, illustration, advertising, digital imaging, film, video or animation. Textile Design: printed and/or dyed materials, fashion and/or costume. Three-Dimensional Design: ceramics, sculpture, theatre set, jewellery, interior, product or environmental design. Photography: portraiture, documentary and/or photo journalism, environmental photography,

experimental imagery, working from objects, still life and/or the natural world.

Assessment The assessment of the course is based upon the AQA mark scheme and evidence of pupils showing use of a range of media to complete drawings from imagination and observation, a personal and imaginative response to a theme, looking at artists’ and craftsmen’s work from different periods and cultures and the exploration of a range of making processes to produce work in two or three dimensions.


Exam Body Website: www.aqa.org.uk



Subject: ICT CiDA12 Group Arrangements: Option


Pupils follow the EDEXCEL CIDA12 course. Pupils begin the course by preparing for the practical examination which takes place in January. They develop a range of skills based on creating websites using Adobe Dreamweaver. This includes manipulating images, editing sound and video, alongside incorporating typical features of websites such as hyperlinks and email links. Pupils are also taught how to digest the client brief provided and how to evaluate the overall effectiveness of the website they create. Once the examination is complete, pupils then begin to investigate the project they will undertake. They can choose from Artwork and Imaging or Game Making. A range of tasks are carried out which enables the pupils to develop an understanding of the new software available to them such as Multimedia Fusion 2 and Serif Movie Plus for game making and Serif Draw and Serif Photoplus for artwork and imaging. Pupils will also be taught how to approach the controlled assessment which forms 75% of the final grade. For the remainder of the course, pupils will be using the lesson time to complete the controlled assessment project of their choice.


2.5 hour Practical Examination taken in January with possible resit in May (25% of final grade) Controlled assessment completed in lessons (75% of final grade)

Important Dates

Week Beginning 9th January 2017 – Practical Examination Sessions

9th March 2017 – Examination Results in school

Week Beginning 8th May 2017 –Practical Examination Resit Sessions

Controlled Assessment deadline 20th

March 2017 (For those in the second year of the course)

Support www.edexcel.com/dida Additional Support in school and/or resources After school ICT – Every Tuesday 3.30 – 5.00pm. Room 11 ICT facilities available every break and lunchtime

Additional Information Exam Body Website: www.edexcel.com/dida

http://www.edexcel.com/dida


Subject: Media Studies Group Arrangements: Option

band band________

Content or Programme of Study Students will study different types of media texts such as films, news, sport on TV, CDs and comics. Throughout the course, they will complete a range of activities including deconstructing still and moving media texts and analysing their findings. They will plan for and create their own media texts, e.g. Music video, short film and web pages. They will analyse the construction of newspapers, magazines and comics and understand the codes and conventions used and how our genre expectations are met.

Method of Assessment and/or Coursework 40% External assessment –. Examination June 2018 based on TV News and News Websites 60% controlled assessment – three tasks: Two textual investigations One media production task - Magazine front cover and contents page task

Support at Home Resources on Moodle Additional Support in school and/or resources CGP WJEC Media Studies Revision Guides WJEC Media Studies Course Book


Exam Body Website: www.wjec.org.uk

http://www.wjec.org.uk/


Subject: D & T Resistant Materials Group Arrangements: Option GCSE assessed project 60%

Method of Assessment and/or Coursework Controlled Assessment 60%. Teacher assessed, externally moderated. End of course written examination 40%

Important Dates 9

th January --Start making.

1st March --Theme of written exam released to pupils.

20th March --Controlled Assessment complete.

16th June -- GCSE Written Examination

Support at Home

Please check that your son/daughter is spending at least one hour per week on their design coursework and keeping up to date. Additional Support in school and/or resources Pupils are welcome to come at lunch time for guidance or to produce extra work if they feel the need to. Year 11 Resistant Materials Moodle page. In this Moodle course pupils will find a range of very useful resources that can be used for the completion of their coursework as well as exam preparation.

Additional Information Exam Body Website: www.aqa.org.uk


Through designing and making activities, pupils will learn about: Designing Skills

Be creative and innovative when designing.

Design products to meet the needs of clients and consumers.

Analyse and evaluate existing products, including those from professional designers.

To develop and use design briefs and specifications for product development.

Consider environmental and sustainability issues in designing products. Makin Making Skills

Select and use tools/equipment and processes to produce quality products.

Use tools and equipment safely with regard to themselves and others.

Work accurately and efficiently in terms of time, materials/ingredients and components.

Have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate.

Ensure, through testing, modification and evaluation, that the quality of the products is suitable for intended users.

Understand the advantages of working as part of a team when designing and making products.



8. Options subjects Subject: Geography Group Arrangements: Option

Method of Assessment and/or Controlled Assessment Throughout the year the pupils are assessed using past examination papers and specific GCSE questions. The controlled assessment starts in the second half of the summer term with the visit to the brook. The pupils will focus completely on their Controlled Assessment when they return to school in the autumn term. The three units studied this academic year, coupled with those studied in year 11, are examined externally at the end of the course and constitute 75% of the overall grade. The remaining 25% is generated from the Controlled Assessment.

Important Dates Controlled assessment visit – Summer Term (usually June) Year 9 Examination – Part of school Exam week

Support Revision guides are available to buy from the Geography Department. Each pupil has been provided with a ‘Kerboodle’ username and password which allows them to access the resources from the website. These resources are directed linked to the syllabus main textbook. Additional Support in school and/or resources

At least one Geography teacher is available at lunchtime for support and there are several resources linked to the units available on the school website.


The key to success is based around revision of the topics and the successful completion of the coursework to a high standard. Exam Body Website: www.aqa.org.uk www.kerboodle.com

Content or Programme of Study The GCSE Geography syllabus that the school follows is AQA specification A. The units that are studied in Year 10 are listed below:

1. The Restless Earth – This unit focuses on the theory of plate tectonics. The impact of the different plate boundaries and their associated landforms, ranging from volcanoes and earthquakes, to Tsunamis and their impact upon the people who in habitat these areas.

2. Population change – A study of how population has changed over time and the consequences

of these changes upon different parts of the world. The pupils will study key features such as the Demographic Transition Model, and Population Pyramids, building on the knowledge that they gained at the end of Key Stage 3.

3. The Coastal Zone – This unit builds on the content taught in year 9. Case study knowledge of

erosional and depositional coastlines is taught and how they impact upon the people living within these environments. The construction of saltmarshes and the species that exist in those areas.

4. Controlled Assessment - Investigation of a local River – Croasdale Brook, Slaidburn. The

pupils collect primary data from the river. Upon return they are required tom produce graphical presentation and be able to interrupt the data as well evaluate their findings.



Additional Information Exam Body Website: www.aqa.org.uk BBC Bitesize: http://www.bbc.uk/schools/gcsebitesize

Subject: History Group Arrangements: Option

Method of Assessment and/or Controlled Assessment Throughout the year the pupils are assessed using past examination papers and specific GCSE questions. The exam units studied this academic year are examined externally at the end of Y11 in the form of 2 exam papers which constitute 37.5% each of the overall grade. Controlled assessment starts in the second half of the summer term and accounts for 25% of the overall grade. Controlled assessment is in the form of a written extended essay answering two questions using historical sources.


The pupils study the 2 year AQA course ‘GCSE’ Modern World. Unit one: International Relations in the 20

th Century

This unit allows pupils to explore the origins of international conflicts in the 20th Century such as the origins of

WW2 or the Cold War. The external examination is taken at the end of year 11 (worth 37.5% of the total grade). The exam:

Pupils will be required to answer 9 questions in the exam from 3 different topics.

The exam will test knowledge, analytical skills and the ability to analyse sources.

Unit two: 20th

Century Depth Study This unit allows pupils to explore in depth national or regional issues and developments throughout the 20

th

Century. Topics include: USA: The Roaring 20’s, Hitler’s Germany and the Civil Rights Movement in the USA. The external examination is taken at the end of year 11 (worth 37.5% of the total grade). The exam:

This paper is divided into three sections. Pupils answer three exam questions from section A, two questions from section B and two questions from section C.

The exam will test knowledge, analytical skills & the ability to analyse sources. Unit three: Historical enquiry British History (Controlled assessment)

Pupils undertake an extended piece of writing within class.

Pupils are taught the historical detail of a 20th century topic area & evaluate a wide range of sources

to consider how the past has been interpreted in different ways.

Pupils will have the opportunity to find their own historical sources and will keep a research diary as the enquiry progresses.

Taught course/research may begin in year 10 but the final write up takes place in year 11.

Support

History drop in sessions run regularly at lunchtimes throughout the year.

Revision guides available to purchase from the department.

Extra lunchtime & afterschool clinics for the purposes of revision in the run up to exams.

Moodle pages on Bowland School Website



Subject: Religious Education Group Arrangements: Option

Content or Programme of Study In the second year students will continue to follow the programme of study outlined below which allows students to achieve a full GCSE in Religious Studies:

Edexcel GCSE (Students have already completed units, 01:01 – 01:03 & 08:01 – 08:02)

Introduction to the course: Religion & Life Religion & Society Unit 01:01 Believing in God Unit 08:01 Rights & Responsibilities Unit 01:02 Matters of Life & Death Unit 08:02 Environment & Medical Issues Unit 01:03 Marriage & Family Unit 08:03 Peace & Conflict

Unit 01:04 Social Cohesion Unit 08:04 Crime & Punishment

Revision, Testing & Exam Prep

Method of Assessment and/or Coursework Students will be assessed upon their knowledge, understanding and analysis of the above. Effective effort and participation are essential to secure the above. They will take part in self-assessment and peer assessment. They will undertake unit tests They will be assessed to GCSE criterion. Final assessment will be through two 1hr 30mins external examinations.

Important Dates May: GCSE End of year summer examination

Support

Pupils should make full use of the extensive GCSE revision, exam preparation, information and self-testing resource provided. These include written material, PowerPoints and specific unit DVDs. Parents should discuss issues with their children. They should actively encourage their children to watch or listen to news programmes for related religious content. These can be accessed of the school’s ‘R drive’ (Resources Drive) or downloaded through ‘Office 365’ Additional Support in school and/or resources Students should attend where possible revision classes and holiday classes. They should make use of the library, internet, school ICT resources revision guides and DVDs.


Religious Education at Bowland is taught from an experiential aspect to provide students with the opportunity to ‘learn from’ as well as ‘about’ religion. Exam Body Website: www.edexcel.org.uk

http://www.edexcel.org.uk/


Subject: Modern Foreign Languages Group Arrangement: Option French/German/Spanish

Content or Programme of Study French, German and Spanish – GCSE language exam courses are divided into three themes covered over two years (full course) or one year (intensive course). The themes are split into the following topics in Year 10: 1. Me, My Family and Friends: Family, pets, friends, descriptions, relationships, marriage, partnership. 2. Technology in Everyday Life: Social media, advantages and disadvantages, mobile technology uses and dangers 3. Free Time Activities: Pocket money, music, cinema, TV, free time activities, sport, eating out. 4. Customs and Festivals: Germany / Spain / France and traditions, customs, celebrations, festivals. 5. Home Town and Neighbourhood: House, rooms, jobs at home, places in town, shopping, ideal

region. 6. Social Issues: Charity and voluntary work, healthy living, food and drink, stress, illnesses, at the doctor’s, alcohol, smoking, drugs. Pupils will undertake speaking, listening, reading and writing tasks in each of the above topics. Pupils will have the opportunity to complete specification exam tasks in preparation for Year 11 and the terminal exams.

A great deal of emphasis will be placed on verbal communication, asking and answering questions, grammar and syntax, translating to and from the target language and being able to recognise language in a wide variety of contexts, including authentic sources.

Method of Assessment All skills are tested regularly by the class teacher and there is a terminal examination at the end of year 10. This will be a past GCSE paper and students will also be required to carry out a formal speaking test, although this will not form part of their final mark.

Important Dates Assessments will be spread throughout the course.

Support

Support through extended learning and assessments will be a vital part of GCSE. Additional Support in school and/or resources

In school, extra help classes, particularly for speaking, will be offered most lunchtimes and after school by arrangement. GCSE AQA Revision Guides will be offered to pupils at a reduced cost. All pupils are expected to have their own dictionary.

Additional Information Exam Body Website: www.aqa.org.uk www.wordreference.co.uk


http://www.wordreference.co.uk/


Subject: Computing Group Arrangements: Option

Content or Programme of Study Pupils follow the OCR Computing Course

The course is broken down into 3 units. The first unit looks at the study of computer systems and programming. This covers the body of knowledge about computer systems on which the examination will be based. Pupils study computing hardware and software and develop an understanding of binary. They investigate the use of databases and how computers communicate on a network and via the internet. A considerable amount of class time is dedicated to developing an understanding of programming using languages such as Python, Visual Basic and LMC. These skills are developed through the practical investigation task which forms unit 2 and the Programming Project which forms unit 3.


Unit title and description Assessment and duration Weighting

Unit A451: Computer systems and programming This unit covers the body of knowledge about computer systems on which the examination will be based.

1 hour 30 minutes Written paper 80 marks

40%

Unit A452: Practical investigation An investigative computing task, chosen from a list provided by OCR.

Investigative task. 45 marks

30%

Unit A453: Programming Project Design, develop and test a solution to a problem within the OCR-set scenario.

Controlled assessment Programming task. 45 marks

30%

Important Dates Completion of A453 – Programming Project by 27

th January 2017

Completion of A452 – Research Project by 20th March 2017

Examination 7th June 2017

Support

BBC Bitesize Additional Support in school and/or resources

After school ICT – Every Tuesday 3.30 – 5.00pm. Room 10 ICT facilities available every break and lunchtime

Additional Information Exam Body Website: www.ocr.org.uk/gcsecomputing


Subject: Hairdressing and Beauty Therapy Group Arrangements: Option

Content or Programme of Study What is the Course about? This is a two year course and you will be studying for 5 hours per fortnight. You will also be expected to practice at home. You will study 2 mandatory units over the 2 years:

1) Understanding the hair and beauty sector

2) Hair and beauty research project And choose 2 optional units from the following list:

1) Enterprise in the hair and beauty sector.

2) Marketing hair and beauty products and services.

3) Hair and beauty science.

4) Responding to a hair and beauty design brief.


You will be assessed through practical observations, oral questions, written assignments and internal written papers. During the course, you will build up a portfolio of evidence to support your study.

Support at Home

Additional practice at home is helpful.

Important Dates Assessments, both written and practical (advanced notification will be given) and submissions dates for portfolio of work. There are also a number of educational visits that take place during the course, information and details will be provided at the relevant point.


Subject: Construction Group Arrangements: Option

Content or Programme of Study What is the course about? This course helps to build the foundations for a career in construction. It will introduce you to the construction industry and help you to develop some basic skills in 4 of the construction trades.

Brickwork

Painting and Decorating

Joinery

Plastering The 2 year course will involve a considerable amount of practical work. Overalls and safety shoes must be worn when working in this environment.

Method of Assessment and/or Coursework Your practical work will be continually assessed in each trade area. You will be carrying out a range of practical, trade related tasks. Your portfolio of evidence will also count toward your final assessment in each

area. There is also an online Health and safety examination which will count towards your final grade.

Support at home Pupils should be encouraged to research on the internet, watch TV programmes and read around their chosen programme of study. Parents are encouraged to ensure pupils have at their disposal the correct equipment for their course.

Important Dates

Assessments (advanced notification will be given) and submissions dates for portfolio of work.


Subject: Level 2 BTEC Firsts in Countryside and Environment Group Arrangements: Option

Content This qualification is designed to develop skills and experiences in the Land based industry which is valued by Employers and Colleges. Studying and completing the qualification will help pupils to prepare for a career, apprenticeship or further study in this and other related areas. Following completion of the course, successful candidates may use their qualification as a stepping stone towards entering employment as, for example: an environmental worker or agricultural employee.

The units of study are:

Unit 3: Introduction to Animal and Plant Husbandry Unit 5: Participate in Providing Estate Maintenance Unit 14: Introduction to Practical Forestry Skills This certificate will take two years to complete. If they achieve an overall pass grade or better in the BTEC First Certificate in Countryside and Environment, it is possible for them to progress further to one of the Land-based BTEC First Diplomas, or to enroll on another Level 2 programme, such as a relevant NVQ, or to move on to a higher level qualification such as a Level 3 BTEC National Certificate specializing in their preferred field.

Practical Sessions Practical sessions will be on location at Croasdale house Farm, Slaidburn. Pupils will be transported to each location in the school mini bus. Minibus transport between school and location is provided free of charge. For these sessions pupils need to get changed at break time, ready to board the minibus at 12.25pm. Pupils need to bring a packed lunch as are timetabled for an afternoon session at the farm. The farm has a classroom with a whiteboard, and heating facilities which allow for theory lessons and wet weather activity to take place in.

Method of assessment Pupils are assessed both formally and informally over their study period. Some formal assessments are based on written exams whilst others involve, observation by tutors of the practically based assignments. The course requires pupils to submit a substantial portfolio of work outlining the knowledge, skills and understanding inherent within that course.

Support at home Pupils should be encouraged to research on the internet, watch TV programmes (Countryfile especially), and read around their chosen programme of study. Useful resources, links and assignment briefs are available on our school website via Moodle. Parents are encouraged to ensure pupils have at their disposal the correct equipment for their course.

Important Dates Assessments, both written and practical (advanced notification will be given) and submissions dates for portfolio of work.


9. Clubs and Activities

Sport

Football Badminton Rounders Aerobics

Basketball Netball Gymnastics Cross Country

Athletics Trampolining Cricket Table Tennis

The Arts

Choir Instrumental Drama

Dance School show

Other

Library ICT

Society events

Arts Festival Swimming Gala Badminton Sports Day

Football Cricket Rounders

8. Cross-curricular themed days Annual challenge day. During each academic year a whole school challenge day is timetabled. The challenge day has a theme and examples of these are below:

British Values Day China Education Day (in line with Bowland’s Chinese school partnership) Global Challenge Day

Teachers and pupils are joined by outside agencies to take part in activities that will challenge their skills, knowledge and thinking. Year 10 pupils take part in a community challenge day. They select a day long placement from a list that includes charity shops, primary schools, recreation committee, local council etc. The aim of the day is to give something back to the local community as a volunteer. RE days Pupils in Year 10 and 11 take part in an active learning RE curriculum over set days within the school calendar. These days have a clear focus on religious and moral issues. There are five days scheduled over the two year programme. Four of these are entitled ‘The Big Question’ and have a strong focus on debate and discussion. The fifth day sees pupils visiting a number of religious worship sites in the local community to learn actively about a variety of faiths. Enterprise Day In term 3, pupils in Year 10 take part in an enterprise day entitled ‘The Apprentice’. Pupils are encouraged to wear smart work attire and take part in a variety of team activities that are designed to develop enterprise and work related skills.

9. CEAIG Careers and ‘next step’ guidance is delivered to Year 10 pupils in the following ways:

Specific PSHCE schemes of work including CV writing and personal statements. BRAG event. The fundamental objective of the event is to help pupils obtain impartial careers

information and enable them to make well-informed and realistic decisions about their futures beyond school, whether in further education or employment. The event is held as a collaborative with the other Ribble Valley High Schools.

Meet the Expert programme. Members of the Bowland alumni and other industry experts visit

Bowland to speak about their chosen career and training routes into work. These informal presentations take place over a lunch time with pupils able to ‘drop in’ to find out more.


Mock interview day. Local business people and experts come into Bowland for a full day to conduct ‘real life’ interviews with all members of Year 10. After interviews have taken place each pupil receives constructive feedback about their interview techniques.

Work experience. All members of Year 10 take part in a week long programme of work experience. Although the work placement is coordinated through school, pupils are able to organise their own suitable placement in liaison with the school careers advisor.

10. Enrichment week BE – U week is an important and rewarding week during the school year. It is a chance for pupils in years 7, 8, 9 and 10 to take charge of their own learning journey, to challenge themselves with new experiences with no expectation other than their own curiosity. BE-U week is a key part of our promise to deliver more than a visible curriculum and challenge pupils to achieve great things. We offer a fantastic range of in house and collaborative activities which, as well as being great fun, have educational purposes that aim to:

Give every pupil the opportunity to experience new situations outside of the classroom Widen pupils horizons Give pupils the opportunity to learn new skills and meet new people Develop pupils’ resilience, independence and confidence Promote the spiritual, moral, cultural, social and physical development of pupils. Prepare pupils for the opportunities and responsibilities for life in modern Britain.

. Activity package examples are listed below:

4 day London theatre visit

5 day European football tour

History and MFL department tour to Berlin and Krakow

3 day Lake District outwards bounds visit

The Stig – driving experience

Adrenaline Junkie – focus on country pursuits

Pendle Witch Crafty – 4 day history and crafts project

Directors Cut – 4 day filming project Feedback We hope you have found the booklet informative, if you do have further suggestions, please e-mail [email protected]

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