curriculum booklet year 11 - bowland high · 2020. 5. 28. · curriculum booklet – year 11 3 y11...

Curriculum Booklet Year 11

2019 - 2022

Curriculum Booklet – Year 11 2

Contents

1. Introduction

2. Aims of the Year 11 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

• Content/Programme of Study

• Method of Assessment

• Important Dates

• Support at Home

• Additional Support in School.

8. School Activities – clubs and society events 9. Cross Curricular Themed Days

10. CEAIG

Feedback


Y11 Curriculum Information 2019 - 2022

1. Introduction This booklet has been produced to provide you with 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 homework, discussion, identifying relevant books, websites and television programmes or through family outings.

2. Aims of the Year 11 Curriculum The Year 11 curriculum very much allows time for pupils to prioritise core and Ebbac subjects. Pupils follow a much narrower curriculum and are allocated more lesson time in each of the subjects. This allows pupils to prioritise, particularly in English, maths and science. Having taken two early GCSE options they can build on this experience and success throughout Year 11. The Year 11 PSHCE curriculum allows structured time for pupils to think about their next steps after Bowland. Lessons are used for college and apprenticeship discussions, creating a CV, interview techniques etc. The core PE curriculum focuses on developing a healthy body and healthy mind; supporting pupils through this final year of study at Bowland. Opportunities are provided for pupils to look at a range of different activities such as use of a professional gym, boxing and climbing, in order to develop a passion for sport outside of school.

3. Overview Year 11 is very important in your child’s education, culminating in their final GCSE examinations. We are aware that it can be a stressful time and it is our aim to guide and support each student in order for them to achieve the best results possible, enabling them to enter further or higher education or the world of work with the ideal start. We value the individual success of each student and will make every effort to ensure that opportunities are not missed. Year 11 is led by Mrs Larkin, (Key Stage 4 Welfare and Progress Manager) and form tutors. There are four tutor groups:

• 11 Benedict

• 11 Curnock

• 11 Lister

• 11 Walker Year 11 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 Society points

• Friday Assembly CEIAG In order to achieve this objective, many subjects offer further opportunities for students to access extra help during lunchtimes and after school. A copy of the timetable of extra classes will be posted on the website as soon as the information is collated. This will usually be at the start of the spring term.


A mentoring scheme will help some students to focus more clearly on revision skills and exam techniques as well as helping them to meet homework and coursework deadlines. Mentoring groups meet with a member of the teaching team each week and are given extra targeted support. Mentoring begins in November and we appreciate input from parents at each stage of this process. If at any time you would like assistance in supporting your child through the revision and examination period or wish to discuss their progress further, then please contact the school office to arrange an appointment.

4. Subjects Studied

Subject Lessons (/48) groups

English 9 sets 1 and 2 10 sets 3, 4 and 5

5 sets

Maths 9 sets 1 and 2 10 sets 3, 4 and 5

5 sets

Science (or substitute) 12 sets 1 and 2 10 sets 3, 4 and 5

5 sets

Physical Education (core) 4 4 groups

PSHE 2 4 groups

OPTION 3 6 5

OPTION 4 6 5

5. Targets and Progress By the start of Y11, teachers have a number of indicators as to the minimum GCSE grade pupils should be aiming for. 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 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 to make good progress. Parents are informed of progress against these targets in the full report. Of course, individual pupils’ 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 levels or 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 level or 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 19th century novel External Examination 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.

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

Method of Assessment 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.mathsgenie.co.uk www.hegartymaths.co.uk www.onmaths.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.activelearn.co.uk/http://www.mathsgenie.co.uk/http://www.hegartymaths.co.uk/http://www.onmaths.co.uk/http://www.edexcel.org.uk/


Subject: Triple Science: Group Arrangements: Sets 1, 2 and 3 GCSE Biology, GCSE Chemistry, GCSE Physics

Content or Programme of Study GCSE Biology The content for AQA GCSE Biology can be found here. 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. 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. 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

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 is 1 hour 45 minute written papers. • For details of the GCSE Biology exams see here. • For details of the GCSE Chemistry exams see here.

• For details of the GCSE Physics exams see here.

http://filestore.aqa.org.uk/resources/biology/specifications/AQA-8461-SP-2016.PDFhttp://filestore.aqa.org.uk/resources/chemistry/specifications/AQA-8462-SP-2016.PDFhttp://filestore.aqa.org.uk/resources/physics/specifications/AQA-8463-SP-2016.PDFhttp://www.aqa.org.uk/subjects/science/gcse/biology-8461/specification-at-a-glancehttp://www.aqa.org.uk/subjects/science/gcse/chemistry-8462/specification-at-a-glancehttp://www.aqa.org.uk/subjects/science/gcse/physics-8463/specification-at-a-glance


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 Science Group Arrangements: Sets 4 and 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. GCSE Combined Science covers each of the three science subjects:

• Biology - Cell biology, Organisation, Infection, Bioenergetics, Homeostasis, Inheritance and Evolution, Ecology

• Chemistry – Atomic Structure and Periodic Table, Bonding and 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 and Electromagnetism

Method of Assessment and/or Coursework

• 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.

• ISA – the mark for this controlled assessment (completed in class) is worth 25% of the final grade.



http://filestore.aqa.org.uk/resources/science/specifications/AQA-8464-SP-2016.PDFhttp://www.aqa.org.uk/subjects/science/gcse


Subject: GCSE Additional Science Group Arrangements: Sets 3,4 and 5

Content or Programme of Study The content for AQA GCSE Additional Science can be found here. There are four elements of GCSE Additional Science:

▪ Biology 2 – cells, plant biology, enzymes, respiration, genetics. ▪ Chemistry 2 – structure of the atom, bonding, chemical reactions, rates of reaction, solutions. ▪ Physics 2 – motion, momentum, static electricity, electrical circuits, radioactivity. ▪ Investigative Skills Assignments (ISAs) - two written assessments plus one or two lessons for

practical work and data processing.

Method of Assessment and/or Coursework2

• Biology 2: one hour written paper at the end of Year 11. The mark from this exam is worth 25% of the final grade.

• Chemistry 2: one hour written paper at the end of Year 11. The mark from this exam is worth 25% of the final grade.

• Physics 2: one hour written paper at the end of Year 11. The mark from this exam is worth 25% of the final grade.

• ISA – the mark for this controlled assessment (completed in class) is worth 25% of the final grade.



http://filestore.aqa.org.uk/subjects/AQA-ADDSCI-W-SP-14.PDFhttp://www.aqa.org.uk/subjects/science/gcse


Subject: Core PE Group Arrangements: Mixed ability

Content or Programme of Study Pupils in Year 11 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 3 hours of PE a fortnight (not including GCSE PE).

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.

Method of Assessment and/or Coursework Teacher assessment.

Support at Home Ensure pupil 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: PSHCE Year 11 Group Arrangements: Forms

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

• Record of Achievement • Completion of Personal Statement • Completion of Curriculum Vitae • Completion of a Covering Letter

• Government and Politics

• ‘Having a Vote’ (participation in School Council Elections) • ‘Having Your Say’ (participation in School Council decision making)

• Sex and Relationship Education

• Sexual Anatomy • S.T.I’s (Sexually Transmitted Infections) • Contraception • Healthy Relationships • Risks of Sexting • Issues with Pornography

• Revision and Learn Techniques

• How to Learn • How to Revise • Time Allocated for Revision

• Student Choice

• To revisit issues as requested by the group through the ‘Boardworks ’ resource

Method of Assessment and/or Coursework Students will be assessed upon their participation, knowledge, understanding and effort. They will take part in self-assessment and peer assessment activities.

Students will complete a series of assessed activities throughout the year.

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, internet and school ICT resources.

Additional Information Active PSHCE is a key element of Bowland’s whole school ethos so we encourage students to apply their learning in their daily interactions within school and wider society.


Subject: Religious Education Group Arrangements: Whole year

Content or Programme of Study Students undertake their study on two collapsed timetable days. The focus of the ‘Religion and Ethics Day’ are: Religion and Equality... (Attitudes towards: Racism; Sexism; Homophobia...?) Visit to places of worship 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 the days they will have a positive impact upon questioning skills 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.

The ‘Places of Worship Visit’ will give students the opportunity to further question people of faith.

Method of Assessment and/or Coursework Students will complete self-assessments.

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 material distributed 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 Subjects

Subject: Geography Group Arrangements: Option

Method of Assessment Throughout the year the pupils are assessed using past examination papers and specific GCSE questions. The three units studied this academic year, coupled with those studied in Year 10, are examined externally at the end of the course.

Important Dates Mock examination - November

Support Revision guides are available to buy from the Geography Department. 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.

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

Content or Programme of Study The GCSE Geography syllabus that the school follows is AQA specification A. This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. The units that are studied in Year 11 are listed below:

1. Section A: Urban issues and challenges (NIC country – case study) 2. Section B: The changing economic world 3. Section C: The challenge of resource management (Food, Energy and Water)



Subject: History Group Arrangements: Option

Content or Programme of Study The pupils study the 2 year Edexcel GCSE History 9-1. This is the second year of the 2 year course.

Unit 1: - Crime and Punishment 1100 – Present and · Whitechapel 1870 – 1900

This option comprises a thematic study of Crime and punishment in Britain c1000‒present day and a study of the historic environment of Whitechapel c1870‒1900: crime, policing and the inner city. Pupils develop an understanding of the nature and process of change. This will involve understanding patterns of change, trends and turning points, and the influence of factors inhibiting or encouraging change within periods and across the theme. The exam: 1 hour 15 minutes written exam:

• Pupils will be required to answer 6 questions in the exam.

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

Unit 2: Period Study and British Depth Study · Cold War 1941 -1991 and Elizabethan England 1558 – 1588

This option is a period study, examining the Cold War, and consists of the three Key topics: The origins of the Cold War, 1941–58; Three Cold War Crises, 1958–70; The end of the Cold War, 1970–91. The second half of the exam is the British Depth Study, examining the first 30 years of Elizabethan England 1558-1588. Pupils will investigate matters which include religious issues, especially the Catholic threat to Elizabeth’s security, relations with Philip II of Spain, several social and economic issues, and England’s changing relations with the wider world, including the first steps towards the creation of a seaborne empire. The exam: 1 hour 45 minutes: (Cold War):


• The exam will test knowledge, analytical skills and the ability to analyse sources. The exam: (Elizabethan England):


• The exam will test knowledge, analytical skills and the ability to construct a valid judgement.

Unit 3: Modern Depth Study · Weimar and Nazi Germany 1918 – 1939

This modern depth study offers students a fascinating analysis of how, between the First and Second World Wars, a democratic Germany became a one-party dictatorship. During this short time span students will examine various political, economic, social and cultural aspects of this change from a democratic to a one party state. The exam: 1 hour 20 minutes

• Pupils answer 6 exam questions from

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

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 3 exam paper.

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

http://www.edexcel.com/


Support

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

• Revision guides available to purchase from the department.

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

• Moodle pages on Bowland School Website


Subject: Religious Studies (GCSE) Group Arrangements: Option

Content or Programme of Study In the first year students will follow the programme of study outlined below which allows students to achieve a GCSE (grade 9 -1) in Religious Studies:

• AQA: GCSE Religious Studies Specification A Component 01

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 on GCSE criterion.

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 on the school’s ‘One Drive’, ‘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 ‘One Drive’; the library; internet; school ICT resources revision guides and DVDs.

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. A full content of the course can be found on the AQA website: http://www.aqa.org.uk

Christianity: The study of Religious Belief Teachings Including: Qualities of God The Trinity

Evil and Suffering The study of Religious Practices Including: Worship

Pilgrimage Evangelism Persecution and

Reconciliation

Islam: The study of Religious Belief Teachings Including: Six Articles of Faith Muhammad (pbuh) The Quran The study of Religious Practices Including: The Five Pillars Angels Akhirah (life after death) Day of Judgement



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 11: 1. Global Issues: Environment, poverty, homelessness. 2. Travel and Tourism: Holidays and travel, the weather, problems, complaints, regions of the target language country, stereotypes. 3. My Studies / Life at School: Subjects, opinions, teachers, problems, school day, uniform, stress, ideal school, future study, university, finding a job. 4. Education Post-16 / Jobs and Careers: Jobs, ideal jobs, the working day, future job plans 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 terminal examinations. 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 11. This will be a formal exam in each skill: Listening – Higher or Foundation level* Reading - Higher or Foundation level* Writing - Higher or Foundation level* (questions at different levels, translation and a choice of longer questions) Speaking - Higher or Foundation level* (role play / picture card and translation) * Only one tier of entry is possible for all combined skills. No combination of Foundation and Higher between skills is permitted.

Important Dates Assessments will be spread throughout the course. Terminal examinations will be carried out in the summer term of the same academic year.

Support Support through homework 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 heavily 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.aqa.org.uk/http://www.wordreference.co.uk/


Subject: GCSE PE Group Arrangements: Option

Content or Programme of Study Completion of the AQA GCSE PE syllabus started in Year 10. A decision on whether a pupil will follow the single or double award will be made just after Christmas in Year 11. Theoretical concepts covered include:

• Physiological Factors Affecting Performance

• Psychological Factors Affecting Performance

• Technological Developments

• Risk Assessment and First Aid

• School and Physical Education

• Sponsorship

• Media

• Social and Cultural Aspects

• Influence of National Providers Practical Sports Covered

• Tower Wood Residential – Canoeing/Mountain Biking/Mountaineering

• Table-Tennis

• Rounders

• Badminton

• Circuit training

• External sports option

Method of Assessment and/or Coursework End of Unit Assessments, and Mock Exam. Final GCSE Exam Practical Controlled Assessment

Important Dates Mock Exam (December) Release of Scenario in Preparation for GCSE Exam (January) Practical Moderation (April) Final GCSE Exam (May)

Support at Home Ensure pupil is placing the necessary amount of time into homework/revision/coursework and that they place time into playing their four chosen sports to be assessed on practically. Additional Support in School and/or Resources Extensive extra-curricular programme. Revision sessions start after February half term of Year 11

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



Subject: Computing (GCSE) Group Arrangements: Option

Content or Program of Study

Component 01: Computer Systems

Introduces students to the Central Processing Unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. It also looks at ethical, legal, cultural and environmental concerns associated with computer science.

Component 02: Computational Thinking, Algorithms and Programming

Students apply knowledge and understanding gained in component 01. They develop skills and understanding in computational thinking: algorithms, programming techniques, producing robust programs, computational logic, translators and data representation. The skills and knowledge developed within this component will support the learner when completing the Component 03 Programming Project.

Component 03/04: Programming Project – this must be completed in Year 11.

Students use OCR assessment tasks to demonstrate their practical ability in the skills developed in components 01 and 02. In a controlled environment they will, define success criteria from a given problem, and then create suitable algorithms to achieve success criteria. Students then code their solutions in a suitable programming language, and check its functionality using a suitable and documented test plan. Students have a total of 20 hours to complete their programming project.

Method of Assessment

Content Overview Assessment Overview

Computer systems • Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental concerns

Computer systems (01)

80 marks 1 hour and 30 minutes

Written paper (no calculators allowed)

40% of total GCSE

Computational thinking, algorithms and programming • Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation

Computational thinking, algorithms and programming

(02) 80 marks

1 hour and 30 minutes Written paper

(no calculators allowed)

40% of total GCSE

Programming project • Programming techniques • Analysis • Design • Development • Testing and evaluation and conclusions

Programming project (03/04)

40 marks Totalling 20 hours

Non-Exam Assessment (NEA)

20% of total GCSE


Support BBC Bitesize Additional Support in School and/or Resources After school ICT – Usually every Thursday 3.30 – 5.00pm. Room 10 ICT facilities available every break and lunchtime

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

http://www.ocr.org.uk/


Subject: Hairdressing and Beauty Therapy (vocational award) Group Arrangements: Option

Content or Programme of Study The VTCT Level 2 Certificate in Hairdressing and Beauty Therapy (VRQ) has been designed in line with recent policy developments, including the Review of Vocational Education - The Wolf Report (March 2011) and meets the Department for Education's (DFE's) characteristics for high quality and rigorous qualifications. This qualification uses a grading model of, Pass, Merit, Distinction, Distinction* which will improve student motivation and provide challenge, distinguish between levels of student achievement and ensure sufficient rigour in assessments..

What Will Learners’ Study as Part of this Qualification? This qualification includes two mandatory units that can be applied to any sector or vocational area. In this qualification, learners will use hairdressing and beauty therapy and related industries (i.e. retail, leisure, fashion, marketing, media, business) to develop themselves and, in particular, the skills and attributes prized by employers, further education colleges and higher education institutions. The units that make up this qualification include: - Understanding the hair and beauty sector (mandatory) - in this unit learners will develop an understanding of the structure and importance of the hair and beauty sector. They will also learn about the products used, and services and treatments provided throughout the sector as well as career opportunities. - Hair and beauty research project (mandatory) - in this unit learners learn how to plan a hair and beauty research project. Learners will then produce a research proposal and conduct their research into a particular topic area of the hair and beauty sector. - Hair and beauty science (optional) - in this unit learners will develop an understanding of the chemistry of hair and beauty products. They will also learn about the anatomy of the skin and hair and produce a formulation for a hair and beauty product. - Responding to a hair and beauty design brief (optional) - in this unit learners will develop an understanding of design briefs throughout the hair and beauty sector. They will then be set a specific design brief to which they have to respond by researching the area, presenting their ideas and justifying their choices. Through undertaking this qualification learners will also develop a range of transferable skills including: - Critical thinking and being reflective on self-performance and work produced - Use of initiative, planning and researching skills, self-management, self-motivation and the ability to work independently - Innovation and creativity - Application of knowledge and understanding to real life examples and businesses - Problem solving - Communication skills - verbal, written and visual. In addition to these transferable skills, learning about sectors, carrying out research, exploring businesses and new ideas for businesses, planning marketing activities and producing marketing materials, exploring science and technology, and responding to design briefs are all general skills that be applied to a vast range of topics and will prepare learners to progress to further learning in a broad range of subject areas.


Subject: Construction (vocational award) Group Arrangements: Option

Content or Programme of Study Unit 1- Safety and Security The purpose of this unit is to assist you in gaining the knowledge and understanding that will enable you to plan how to minimise risk of your own and others' health and safety in a variety of construction contexts. Learners will need to familiarise themselves with the legal requirements of health and safety and how they impact upon the construction industry. They will need to consider the risks to health and safety in different situations and how these risks can be minimised. They will also need to be aware of the risks to security within the industry and how these risks can be minimised. This includes the current legislation relating to fire extinguishers and safety signs. It will also include key Laws and Regulations. Learners will also need to be able to identify risks and the associated hazards in different settings and suggest control measures which can be used to minimise risks to health and safety. Unit 2: Practical Construction Skills The purpose of this unit is to assist learners in acquiring practical construction skills within a realistic context. The unit provides a significant degree of flexibility, not only in relation to the breadth of practical skills they may develop, but equally in how these skills may be evidenced. Learners will have to consider what needs to be completed from supplied technical sources, identify what materials, tools and other resources are required, plan for the completion of the given tasks and then evaluate their work. Three practical skills must be developed from the following list: • Wood • Brick • Plaster • Decorate Examples of the types of activity which can be used for evidence are listed below: • Wood e.g. hang a door, make a frame, attach a skirting-board, create a timber stud wall. • Brick e.g. use wall connectors, cut bricks, create wall no higher than a metre, stretcher bond. • Plaster e.g. apply plasterboard, skim. • Decorate e.g. emulsion a surface, gloss a panel door, paper an internal corner or around a switch. Learners must develop three different skills and generate evidence accordingly. The assignment model contains three fundamental tasks – those being to plan, do and review. Unit 3: Planning Construction Projects The purpose of this unit is to assist learners in gaining the knowledge and understanding required to plan straightforward built environment development projects. The Learning objectives for this unit are: • Know job roles involved in realising construction and built environment projects. • Understand how built environment development projects are realised. • Be able to plan built environment development projects. The three tasks given for this unit require candidates to: 1. Calculate a total amount of money that has to be raised to build the dormitory. 2. E-mail details of the roles of the three specialist trades people that should go to Africa to support the construction of the dormitory. 3. Plan the construction of the dormitory.


Assessments Unit 1 is assessed at the end of Year 10 with an online examination. The practical construction skills are assessed at Craven College once the practical skills have been taught and practiced. This usually happens at the end of each term. Unit 3 Planning Construction Projects is completed in the second year of the course is submitted to the examination board for moderation once the tutor has marked and graded the assignments.

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 the farm in the school mini bus. Minibus transport between school and the farm is provided free of charge. For these sessions pupils need to get changed at break time, ready to board the minibus at 12.30pm. Pupils need to bring a packed lunch as they are timetabled for an afternoon double lesson at the farm. The farm has a classroom with a whiteboard, and heating facilities which allow for theory lessons and wet weather activities to take place in when required.

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


8. Clubs and Activities

Sport

Football Badminton Rounders Aerobics

Basketball Netball Gymnastics

Athletics Trampolining Short Tennis

Table Tennis Cricket Cross Country

The Arts

Choir Instrumental Drama

Dance School Show Creative Writing

Other

ICT Library Homework Technical

Society events

Arts Festival Swimming Gala Badminton

Football Cricket Rounders

9. Cross-Curricular Themed Days RE days Pupils in Year’s 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 number of religious worship sites in the local community to actively learn about a variety of faiths.

10. CEAIG

Careers and ‘next step’ guidance is delivered to Year 11 pupils in the following ways:

Specific PSHCE schemes of work including finalising of Bowland Record of Achievement. Assemblies, including college and sixth form presentations from local providers, training providers

and apprenticeship opportunities. 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.

Taster days at colleges and work placements for identified pupils. One to one appointments with the careers advisor including practical help with application forms and

letter writing. 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.

Feedback We hope you have found the booklet informative, if you do have further suggestions, please e-mail [email protected]
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curriculum booklet year 11 - bowland high · 2020. 5. 28. · curriculum booklet – year 11 3 y11...

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