key stage 4 handbook - 2011-12

Key Stage 4 Handbook

2011 - 2013

‘An aspiring community of learners empowered for the 21st century, built on mutual respect, understanding and imaginative thinking’

CONTENTS

Part 1 Introduction

Part 2 Core Subjects English (Language & Literature)

Mathematics

Science (BTEC, Additional, Triple)

Citizenship

ECS (Religious Education GCSE)

Part 3 Option Subjects Art & Design

Business & Economics Business Studies Dance Design Technology: Food

Design Technology: Product Design Design Technology: Textiles

Drama Geography History ICT: Multimedia Applications

Land‐based Studies Media Studies Modern Foreign Languages Music Music Technology Physical Education

Psychology Sociology

Part 4 Controlled Assessment Deadlines

Part 1

Introduction

YOUR GUIDE TO YEARS 10 AND 11

INTRODUCTION Welcome to KS4 – the next stage of your school career and a very important one that you will complete by sitting your GCSE examinations May/June 2013. This guide is to provide you with some information to help you make the most of the next two years, but always remember – if you don’t know or don’t understand – ASK!

ATTENDANCE AND PUNCTUALITY We all know how important it is to be in school regularly and on time for all your lessons and this is even more important in Years 10 and 11. Although two years may feel like a long time, by the time we take out exam periods and work experience times we can only just fit in all the work that has to be covered in your subjects. You cannot afford to be absent from school or late. (Take note – there is clear evidence that students who attend 100% whatever their ability level will pass all their GCSEs)

GETTING TO KNOW YOUR TEACHING GROUPS For the first time you will not have any lessons in your tutor groups. For your option subjects you are with students from across the whole year. In other areas you are in groups made from half of the year group. This means you will have to get to know students from different tutor groups especially in the Option subjects. Remember – you’re all in the same position and you need to be respectful to and tolerant of others so that everyone has the opportunity to learn and achieve.

INDEPENDENT STUDY You will be expected to work on your own at home or in a library on additional work to support the work you do in class (sometimes called homework!) Much of this work will be related to the controlled assessment part of your subjects and therefore contribute to your final mark; make sure you always complete the work set. You will be told when controlled assessment deadlines are well in advance, so it is important that you plan and prepare in order to achieve or surpass your target grade in that part of your course. We will provide you with some tips on independent study both in Citizenship sessions and in your subject areas. You can also use the Internet to develop your knowledge and revise what you have learnt in all the subjects you study at GCSE. Your teachers will know some specific sites for you to visit but there are also general sites that provide useful information, practice exercises, revision tips and practical help of all sorts. Here are some of them:

Highgate Wood School www.hws.uk.com HWS ICT www.ictteaching.co.uk BBC Bitesize www.bbc.co.uk/schools/revision S‐cool www.s‐cool.co/uk Project GCSE www.projectgcse.co.uk Revision Notes www.revision‐notes.co.uk Additional Learning www.hws.haringey.lgfl.net

Exam Boards OCR: www.ocr.org.uk Edexcel www.edexcel.org.uk AQA: www.aqa.org.uk

WJEC: www.wjec.co.uk

FOCUS IN LESSONS To do well in your GCSEs you need to stay focused in lessons, work steadily throughout the two years and not leave it all to the last minute. Remember:

Come prepared with necessary equipment.

Arrive on time to lessons.

Settle down quickly and follow instructions.

Do the best you can, and then a bit more – really push yourself and aim for your CTG not your MTG! Positive learning behaviour will ensure you get results and that everyone else has a fair chance to learn and achieve too.

COURSES & QUALIFICATIONS You have the opportunity to gain a qualification in each subject that you study in Year 10 and 11. Your subject teachers will explain their courses to you, making clear the mix of one or more exams and controlled assessment. Completion of all the elements is necessary to gain the qualification. At the end of this guide you will find the requirements for each subject and a timetable to show you when controlled assessment has to be finished.

Read it all carefully for your subjects. Since September 2009, controlled assessment has replaced coursework in an increasing number of GCSEs, as well as other 14‐16 courses. In many ways, controlled assessment is similar to coursework, allowing students to produce extended personal responses to an area of the specification. It is a form of internal assessment where the Qualifications and Curriculum Authority (QCA) have defined the control levels for each assessment stage for all exam boards to follow. We believe that controlled assessment is an invaluable part of a student’s learning experience, enabling them to:

Develop independent learning

Improve skills in research, independent management of time and work Enhance their understanding of a subject area

The controlled assessment process involves three stages:

Task setting Task taking Task marking

Each stage has a level of control (high, medium or low) depending on the subject to ensure reliability and authenticity and to make assessments more manageable for teachers and students. The school will ensure that the appropriate guidance is followed and implemented when each stage of the controlled assessment for the subject specification is carried out. Please read the information for the subjects that you are taking this year, as it will explain what the controlled conditions are. Also, ask your teachers about what is going to happen and when. Students and parents will be regularly reminded about controlled assessment dates and coursework deadlines.

NOT ALL WORK As well as lots of work there will be many other opportunities that we want you to take part in. Here are some of them:

Visits to Universities

Theatre trips

Year and school council

Opportunities for extra‐curricular activities, including PE

Performance opportunities in Music and Drama

Work Experience

Celebration Evening

INFORMATION, ADVICE & GUIDANCE The school will arrange for individual meetings with students where confidential and impartial information, advice and guidance will be provided on a student’s next steps. The aim is to support young people to make decisions and choices and to get where they want to be in life. During year 10 and 11 students will have the opportunity to talk one‐to‐one with a Personal Advisor. This can include anything from deciding what to do after year 11 to discussing personal issues, from exploring future careers to writing a CV. Students can arrange appointments to talk to their Personal Advisor by talking to their tutor, or contacting Dawn Spence. Pastoral support for students through this intensive time will continue to come through the Year team of tutors, Head of Learning and Pastoral Mentor. In addition this team can provide access to other forms of support when they are needed. We will also be providing career guidance through both Citizenship and the tutor and assembly systems.

NEXT STEPS The main purpose of KS4 qualifications is to provide the best range of opportunities for progression to the next phase of education for all students. Highgate Wood Sixth Form provides excellent quality ‘A’ level provision with a wide range of courses. There are also several other high quality providers of both level 2 and level 3 courses in and near to Haringey. The school will provide extensive support and advice for all students in making their applications and choices. We are committed to interviewing all Highgate Wood students who wish to apply to our Sixth Form but will only offer places to those for whom we can offer the right course and have demonstrated a positive and committed work ethos in KS4. While this may seem a long way ahead, it can be really helpful in focusing and fully committing to your studies to have some goals about where you are going next and what you need to do to achieve it.

AFFIRMATIONS ………….. and finally, try reading or saying any of these to yourself often.

“If you can dream it you can do it” Walt Disney

“Far away there in the sunshine are my highest aspirations. I may not reach them, but I can look up, believe in them and try to follow where they lead”

Louisa May Alcott

“Whatever you can do or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now” Goethe

“Nothing great was ever achieved without enthusiasm” Ralph Waldo Emerson

“By a consistent effort of will it is possible to change your whole life” Emil Zatopek

“You don’t choose how you’re going to die, or when. You can only decide how you’re going to live. Now!”

Joan Baez

“If you think you can or think you can’t you’re right” Henry Ford

“The future belongs to those who believe in the beauty of their dreams” Eleanor Roosevelt

Subject: English Language

& English Literature

Exam Board: & Syllabus Code

AQA 4705 AQA 4710

Course tier information (where appropriate):

Foundation tier Higher tier

Grades G – C Grades D – A*

Course assessment:

English Language English Literature

20%: Controlled Assessment - Speaking & Listening. 40%: Controlled Assessment - Understanding Spoken and Written Texts and Writing Creatively 40%: External Examination - Section A Reading (20%) Section B Writing (20%) 25%: Controlled Assessment - The Significance of Shakespeare and the English Literary Heritage. 75%: External Examinations - Exploring Modern Texts (40%) Poetry Across Time (35%)

Course reading & set texts: Over the two years, the majority of students are studying for two GCSEs, one in English Language and one in English Literature. In Year 10 students will complete the English Language course and in year 11 they will complete the English Literature course. The set text for year 10 is Of Mice and Men by John Steinbeck. Students will also study a wide range of non-fiction, media and spoken texts. The literature texts for year 11 will be year include Macbeth, a range of poems, both from the literary heritage and contemporary poets, a selection of WWI poets, a range of short stories from the AQA anthology and To Kill a Mocking Bird. A number of students, between 10-20% of our cohort, depending on the particular year, will embark upon an English only pathway. This means that will be given two years to focus on a single English GCSE and pupils will not gain a GCSE in English Literature. This is to ensure that this particular cohort has the best possible chance of attaining the all important grade C in English Language, which is vital for many college courses and future career paths.

Controlled Assessment requirements: In year 10, students will complete four written controlled assessment tasks:

Extended Reading - Of Mice and Men by John Steinbeck. Spoken Language Study Creative Writing (two tasks)

They will also complete several controlled assessments for Speaking and Listening. In year 11, students will complete one controlled assessment task:

The significance of Shakespeare and the Literary Heritage Controlled Assessment conditions: Students will be required to complete the controlled assessments in the classroom with their teacher. The task will be set by the exam board and the exam board specifies the number of hours that can be spent on each task. Students will be required to complete the tasks independently and with only minimal input form the teacher. Students are allowed to complete “first drafts”, but the exam board has specified that these cannot be marked by their teacher. In addition, pupils are not allowed to attempt the same task twice. So, if they need to redo a controlled assessment, it has to be a different task. Students will be allowed to have one page of notes with them whilst they are doing the tasks. These will be collected in and kept by the teacher at the end of each session. Students will be prepared thoroughly for each controlled assessment in their English lessons. It is therefore vital that students do not miss lessons in the run up to a controlled assessment. It is also vital that students are not absent when controlled assessments are being carried out. Students and parents should regard controlled assessments as “mini-examinations”. They are as important as the externally examined part of the course and they operate under similar regulations. It is important to clarify that there are no fixed dates for the controlled assessments. Now that pupils are set, it means that different groups are ready for the assessment at slightly different times. Each class teacher will make the date of assessment clear for their class prior to the test.

Specialist equipment required: Set text: Of Mice and Men ISBN 0582827647

Homework: Students will be set one piece of homework every week. These can consist of a variety of activities including research, reading around a text, preparing an oral presentation as well as a range of written activities.

Any other information: You can help your child by:

Showing an interest in what they are doing. Asking questions about texts, lessons etc Encouraging students to read as widely and frequently as possible Discussing both their independent reading and their set texts Finding out if there is anything they particularly need help with – spelling etc (you could test them etc) Ensuring that you and your child know the deadlines for homework and coursework Purchasing the recommended copy of ‘Of Mice and Men’ by John Steinbeck

Useful Website Addresses Please note English Language and Literature specifications have undergone significant changes this year. Your child needs to use materials that refer to the 2010 specifications NOT any specifications prior to this that are now out of date www.bbc.co.uk/schools/gcsebitesize/english/ www.englishbiz.co.uk/ www.s-cool.co.uk www.gcse.com/english/ www.gcseguide.co.uk/ www.podcastrevision.co.uk

COURSE OVERVIEW

Year 10

TERM 1 TERM 2 TERM 3

1. Unit 1: Understanding and producing non-fiction texts. - Reading and writing preparation for the examination (40%) 2. Unit 3a: Extended Reading. - Of Mice and Men

5. Unit 3c: Spoken Language Study Speaking and Listening (Individual)

8. Unit 1: Understanding and producing non-fiction texts. - Reading and writing preparation for the examination (40%) 9. Unit 2: Speaking and listening - presentation

3. Unit 2: Speaking and listening - role play 6. Unit 3b part 1: Creative Writing - either Moving Image or Commissions 45. Unit 3c: Spoken Language Study

7. Unit 1: Understanding and producing non-fiction texts. - Reading and writing preparation for the examination (40%)

Pupils in sets 1-3 will sit the external English Language GCSE examination in June of Year 10. 10. Unit 3b part 2: Creative Writing - either Moving Image or Commissions 11. Unit 2: Speaking and listening - discussion

Year 11


2. Unit 2: Poetry Across Time Revision unseen poetry

7. Unit 1: Exploring Modern Texts (short stories)

7. Unit 1: Exploring Modern Texts Revision for June examination.

3. Unit 2 Poetry Across Time 5. Unit 3: The Significance of Shakespeare and the English Literary Heritage - Preparation for controlled assessment (Shakespeare)

7. Unit 1: Exploring Modern Texts (prose)

8. Unit 2: Poetry Across Time Revision for June examination.

Controlled Assessment: Extended Reading:

Speaking and listening: Reading: Writing:

Speaking and listening: Writing:

Speaking and listening: Literature:

Of Mice and Men by John Steinbeck Role play Spoken Language Study Creative Writing (two tasks) Presentation Recreations Discussion The Significance of Shakespeare and the Literary Heritage

July 2011 October 2011 November 2011 February 2012 December 2011 April 2012 May 2012 November 2012

Subject: MATHEMATICS Exam Board: & Syllabus Code

Edexcel 2MBO1/1MAO

Course tier information:



Course assessment: Foundation students are likely to pursue Modular Mathematics dependent on changes to government initiatives. This will be three examinations spread over the course of the two-year GCSE. Students who are able to show they have the ability to achieve higher than a C can be entered for a mixture of Higher and Foundation modules giving them the chance to attain a B. Higher Students will follow the traditional GCSE with an examination only at the end of the course. As well as the final formal assessment at the end of the course, we also have an Autumn assessment and an end of year assessment in Year 10, and a school mock in Year 11. These assessments are used to track progress, analyse and identify areas for further work and to re-evaluate the existing sets. Coursework is not required for this subject. Modular Maths Exam Unit 1 30% Unit 2 30% Unit 3 40%

Probability, Statistics, Number, Algebra, Geometry and Measures (Calculator) 75m(H/F)

Number, Algebra, Geometry, Measures (Non-Calculator) 75m (H/F)

Number, Algebra, Geometry, Measures (Calculator) 1h45m / 1h30m (H/F)

Linear Maths Exam Paper 1 50% Paper 2 50%

Higher Non-Calculator 1h 45m Foundation Non-Calculator 1h 30m

Higher Calculator 1h 45m Foundation Calculator 1h 30m

Course reading & set texts: Higher: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133947 Foundation: Edexcel GCSE Mathematics. Publisher: Pearsons ISBN 1 903133904 A disk of each textbook is available for use on a PC (not a Mac) Students should ask in the Maths Office for availability. This has examples, exercises and answers.

Specialist equipment required: Calculator or graphical calculator for top groups if possible, angle indicator, compass.

Homework: Students will be set one home work every week. For the majority of students this should be from the Pearsons’ homework text book. Students should have a copy of this book at home – but the book can be provided on a USB if this is easier to manage. Groups 4 and 5 on each half year will be given weekly write-on sheets. A list of recommended homework exercises will be on the web-site from September.

Any other information: Setting: Students are fully setted in Mathematics. This is based on End of Key Stage 3 Assessments. There are usually three Higher groups and two Foundation groups in each half year block. The Foundation groups will follow the Modular Maths route but individual students can be entered for the Higher Paper on one, two or all three modules if they have shown they will grade on these papers. Some student in group 3 take Foundation in the final examination if they are unable to attain a good D on their final mock exam. Resources: Students can buy a MathsWatch CD to help with revision and homework, they should also consider STARTING the course with a revision guide book if they don’t have a copy of the textbook at home, this will give students reference material for home use. Making and keeping revision notes should be an integral part of their on-going preparation. Useful Website Addresses: www.emaths.co.uk – This also has a portal to many other excellent sites www.mymaths.co.uk – Login: Highgate; Password: hundred (this might change in September) www.brain-cells.co.uk www.bbc.co.uk/learning/subjects/maths.shtml - which will take you to several BBC maths sites www.excel.org.uk www.aqa.org.uk – This site has lots of past papers and marks schemes, and is excellent for basic Maths practice

http://www.emaths.co.uk/

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

http://www.brain-cells.co.uk/

http://www.bbc.co.uk/learning/subjects/maths.shtml

http://www.excel.org.uk/

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

Modular and Linear COURSE OVERVIEW

Maths


Summer Term for all new Year 10 Number fractions Decimals & Fractions Ratio Accuracy (Higher: Expressions and Sequences) Foundation - Modular Collecting Data, Statistics Diagrams, Averages. Higher 1 Collecting Data, Reading and Drawing Stats Diagrams, Averages Higher 2 Collecting Data, Reading and Drawing Stats Diagrams, Averages.

Foundation - Modular Graphs, Properties of and measuring angles, Measures and Conversions

Unit 1 Exam - March 1ST 2011 Basic Geometry Higher 1 Angle Rules, Measure (DMV/DST) Graphs Linear Equations (10.1 10.2) Higher 2 Angle Rules, Measure (DMV/DST) Graphs Linear Equations and Simultaneous Equations

Foundation - Modular Area and Perimeter, Volume, Co-ordinates, Linear Graphs, Real life Graphs, Algebraic notation, Expressions and Equations Higher 1 Shape and Harder Area Transformations Higher 2 Shape and Harder Area Transformations

Foundation Interpreting Data Probability Introduction to algebra

Modular Maths Mock for Unit 1 Higher 1 Pythagoras and Trigonometry Sequence Expanding and factorising Higher 2 Pythagoras and Trigonometry, sequences, expanding and factorising

Foundation Angle Rules Properties of Shape, Circle Parts, Congruence and similarity Higher 1 Inequalities – solving only Percentages Simultaneous Equations Higher 2 Inequalities solving and drawing Percentages Further Graphs School Exams & possible set changes

Foundation Manipulating Algebra, Substitution, Sequences, nth term

Mock for Unit 2 Higher 1 Volume, Loci and Construction, Formulae, Basic Trig Revision Higher 2 Volume, Advanced Trig, Loci and Construction, Formulae. School Exams & possible set changes


Foundation Number operations, ordering, number types, Indices, Fractions, % and fractions, Ratio Higher 1 Estimating and Accuracy, Indices and SIF, Circle Geometry Higher 2 Estimating and accuracy Indices, Surds and SIF Circle Geometry

Foundation Similarity and Congruence, revision of angle rules, tessellations, Pythagoras Theorem, Co-ordinates, Area, Surface Area and Volume of Cylinders, Equations Higher 1 Exam Analysis and target setting Direct and Inverse Proportion Further Graphs, Basic Vectors Students aiming for an A should cover: Vector proofs, Advanced Trigonometry Quadratics and Harder Factorising Higher 2 Exam Analysis and target setting Vectors, Simultaneous linear/quad Transforming Graphs

Foundation Unit 2 Exam – November 2011

Practical Geometry, Bearings, Loci and construction, Maps and Scales, Transformations, Effects of Enlargement Higher 1 Probability, Similar Shapes, Handling Data Revision/Histograms/CF graphs/estimated Mean Higher 2 Probability’, Similar Shapes, Direct and Inverse Proportion, Handling Data Revision/Histograms/CF graphs/estimated Mean Mock Exams & last possible set

changes

Foundation Substitution, solving inequalities, Trial and Improvement, revision of graphs and graph plotting quadratic graphs

Mock for Unit 3 Higher 1 Students aiming for an A should cover: Vector proofs, Advanced Trigonometry Quadratics and Harder Factorising Higher 2 Key Exam question programmes based on ‘Show that questions’, histograms, vectors, harder surds, harder indices. Completing the square and using the quadratic formulae

All groups should have individualised plans for revision based on the exam analysis. Foundation Revision: Algebra Graphs Exam questions for Unit 3 Higher 1 and 2 Revision should include: A/A* textbook 8 Past Papers Selected exam questions based on Edexcel’s Exam Feedback for HWS Student identified areas of weakness and concern 12 Higher Home works based on past exam questions Students should be regularly attending either a lunch-time or after school slot with their teacher or MPA – this time is for bringing in exam questions that are not understood/homework issues/completing class work.

Subject: SCIENCE BTEC Exam Board: & Syllabus Code

Edexcel L2 BTEC

Certificate

Course tier information (where appropriate): National Qualifications Framework (NQF) Level 2: equivalent to 2 GCSEs grades A*-C

Course Assessment: The primary aim of the assessment of the BTEC Introductory Certificate and Diploma in Applied Science is to allow the learner to demonstrate achievement. All units contributing to the qualification, or being studied as single units, are internally assessed or through an externally set assignment and will be individually graded as pass, merit or distinction. Personal skills units are graded as a pass only. The learner’s certificate will include a qualification grade and the Notification of Performance will include a profile of unit grades which reflect achievement of each unit. The BTEC Introductory Certificate in Applied Science Unit 1: Starting Work in the Science Sector will be assessed using an externally set assignment. The externally-set assignment takes the form of a project that incorporates a set of evidence requirements provided by Edexcel. The school is able to choose the setting for activities/tasks to suit local needs and opportunities. Settings may be different for each learner or the same for all learners. Course Structure: The final specification is about to be approved by Ofqual. Some of the details below may change slightly. The qualification provides students with the opportunity to acquire useful personal skills, building up their individual confidence, as well as a broad introduction to the applied science sector, by developing their understanding of the relevant practical skills and associated knowledge needed in this field of work. There are two Vocational Core Units, Personal Skills unit and three Vocational Option units. Students must study: Both of these Vocational Core Units: Unit 1: Starting work in the science sector Unit 3: Using equipment to make scientific observations and measurements One of these Personal skills units Unit 4: Personal effectiveness Unit 5: Social responsibility at work Unit 6: Financial management These three Vocational option units Unit 7: Useful chemical products Unit 8: Living systems Unit 9: Applications of energy and exploring space Coursework requirements: The BTEC Introductory Certificate in Applied Science Unit 1: Starting Work in the Science Sector will be assessed using an externally set assignment. The externally-set assignment takes the form of a project that incorporates a set of evidence requirements provided by Edexcel. The school is able to choose the setting for activities/tasks to suit local needs and opportunities. Settings may be different for each learner or the same for all learners. Specialist equipment required: Students participating in the course carry out practical activities in a school laboratory. Students must conduct themselves in a safe manner or face not being allowed to carry out practicals. We expect all students to bring the following equipment to every lesson: pen; pencil; 30 cm ruler; eraser; calculator.

Homework: Students will be set at least one written homework each fortnight. Students will also be expected to complete practical write-ups. Other tasks can consist of a range of activities including research, reading around a text, and preparing an oral presentation along with written activities Useful Website Addresses: We will provide an extensive list of websites that can be used for research purposes http://www.edexcel.com/quals/introd/app-sci/Pages/default.aspx Any other information:

Show an interest in what they are doing, ask questions about science topics in the news, lessons etc

Check homework is completed Help students to complete coursework and meet deadlines Make sure students have all of the equipment listed above for every lesson Assist students to research the different activities of science professionals

http://www.edexcel.com/quals/introd/app-sci/Pages/default.aspx

Subject: DOUBLE SCIENCE Exam Board: & Syllabus Code

OCR Science A (J241) Additional Science

A (J242) Course tier information: Students take Science A in Year 10 and Additional Science A in Year 11. There are two different levels or Tiers of exams students can take; Foundation and Higher. The grades available for Foundation are C-G and the grades for Higher are A*-E. Final decision on tier of entry is based on level of attainment by December 2011.

Course assessment: The course is modular so coursework and examination marks across the course are added together to determine the overall grade. The OCR website (http://www.ocr.org.uk/learners/ums_results.html) has a clear guide to how it works. Each GCSE is assessed by 3 written examinations (75%) and controlled assessment coursework (25%) Science A

Unit Code Content Duration Weighting A141 Modules B1, C1, P1 1 Hr 25% A142 Modules B2, C2, P2 1 Hr 25% A143 Modules B3, C3, P3 1 Hr 25% A144 Controlled Assessment Data Analysis

+ Case Study - 25%

Additional Science A

Unit Code Content Duration Weighting

A151 Modules B4, C4, P4 1 Hr 25% A152 Modules B5, C5, P5 1 Hr 25% A153 Modules B6, C6, P6 1 Hr 25% A154 Controlled Assessment Practical

Investigation - 25%

Teachers will set end of topic tests which will be carried out under examination conditions and used to judge the progress of students. Please enquire regularly from your child when these are and ask to see the marked test papers so you can be aware of how they are progressing.

Course reading and set texts Science A (Year 10) The textbook that we recommend is published by Collins and is found at http://www.collinseducation.com

Collins New GCSE Science - Science Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3; P1-3)

Revision guides, workbooks (question books) and answer booklets from the publisher CGP (www.cgpbooks.co.uk) can be bought from the science department. It is £8 for the set (cheaper than the RRP) and they are sold as a set only. Attempting questions is the most effective way of revising and owning a workbook will allow you to set questions for revision at home. Additional Science A (Year 11) The textbook that we recommend is published by Collins and is found at http://www.collinseducation.com

Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B4-6; C4-6; P4-6)

We also sell the Additional Science Revision Guide, Workbook and Answer booklet from CGP as outlined above.

http://www.ocr.org.uk/learners/ums_results.html

http://www.collinseducation.com/

http://www.cgpbooks.co.uk/


Coursework requirements: There are three pieces of coursework which will be submitted for the double GCSE. Teachers will arrange several different opportunities to practise the skills and a full scale mock will be carried out for each. Controlled Assessment means that, following preparation and practice, the final pieces must be carried out and written up under controlled conditions in the classroom. Year 10 Coursework Requirements: Two pieces of coursework are required for Science A Controlled Assessment Data Analysis – Students carry out an experiment and collect data which they tabulate; the results are analysed by drawing a graph; the trend shown must be described and explained; the accuracy and reliability of the results and methods are evaluated. Controlled Assessment Case Study – A broad, scientific question with two opposing viewpoints such as, ‘Is the radiation from mobile phones harmful?’ is researched and written as a report. The information must come from reliable sources; both sides of the argument must be presented and compared; a conclusion written and a list of references included. This worth 20% of the entire year’s GCSE! Year 11 Coursework Requirements: One piece of coursework is required for Additional Science A The Controlled Assessment Practical Investigation is an experiment that they students must carry out under controlled conditions and write up in detail. Students are expected to: formulate the idea and decide a method to use; carry out the experiment to collect and record the results; draw a graph(s); describe and explain the trend shown; explain the science behind their results; evaluate the reliability and accuracy of their results; evaluate their method and suggest improvements. The students complete work and are assessed through 5 strands: S: Devising the strategy; C: Collecting the evidence; I: Interpreting and explaining the evidence; E: Evaluating the evidence and the procedures used; P: Overall presentation of the report Specialist equipment required: All equipment for experiments is provided. Equipment for every lesson needed is: Black pen; pencil; 30 cm ruler; eraser; scientific calculator.

Homework: Students will be set at least one written homework each week. Students will also be expected to complete practical write ups. Other tasks will consist of a range of activities including; in-depth research; preparing an oral presentation; writing a report; preparing arguments for a debate, as well as answering questions.

Useful Website Addresses: www.s-cool.co.uk www.bbc.co.uk/sn/ These two sites have the full specifications, practice exam papers and mark schemes: Y10: http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/science_a/index.aspx Y11: http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/add_science_a/index.aspx Any other information:

Show an interest in what they are doing. Ask questions about science topics in the news, lessons etc Students participating in the course carry out practical activities in a school laboratory Check homework is completed and coursework deadlines are met Encourage students to attend extra lessons before the summer examinations Ensure that students have a calculator and all basic equipment Ask when end of module tests are and encourage active revision, especially the use of workbooks

http://www.s-cool.co.uk/

http://www.bbc.co.uk/sn/

http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/science_a/index.aspx

http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/add_science_a/index.aspx

COURSE OVERVIEW

Double Science


Module B1: You and your genes Module C1: Air quality Module P1: The Earth in the Universe Module B2: Keeping Healthy Module C2: Material Choices Module P2: Radiation and Life Controlled Assessment Case Study and Data Analysis Dependent on individual teachers

Module C2: Material Choices Module P2: Radiation and Life Module B3: Life on Earth Module C3: Chemicals in our lives – risks and benefits Module P3: Sustainable energy Controlled Assessment Case Study and Data Analysis Dependent on individual teachers B1C1P1 exam preparation B1C1P1 exam in Jan

Controlled Assessment Case Study and Data Analysis Final Deadline B2C2P2 exam preparation B3C3P3 exam preparation B2C2P2 exam B3C3P3 exam


Module B4: The processes of life Module C4: Chemical Patterns Module P4: Explaining Motion Module B5: Growth and Development Module C5: Chemicals of the Natural Environment Module P5: Electric Circuits Module B6: Brain and Mind Module C6: Chemical Synthesis Module P6: Radioactive materials Controlled Assessment Practical Investigation Dependent upon individual teachers

Module C5: Chemicals of the Natural Environment Module P5: Electric Circuits Module B6: Brain and Mind Module C6: Chemical Synthesis Module P6: Radioactive materials Controlled Assessment Practical Investigation Final Deadline B4C4P4 exam preparation B4C4P4 exam in Jan

Controlled Assessment Practical Investigation Dependent upon individual teachers

B5C5P5 Exam preparation B6C6P6 Exam preparation B5C5P5 exam B6C6P6 exam

Coursework:

Exam schedule:

Data Analysis and Case

Study Practical Investigation

B1C1P1 B4C4P4

B2C2P2 & B3C3P3 exam B5C5P5 & B6C6P6

1st March 2012 1st March 2013 January 2012 (Y10) January 2013 (Y11) June 2012 (Y10) June 2013 (Y11)

Subject: TRIPLE SCIENCE Exam Board: & Syllabus Code

OCR Biology: J243

Chemistry: J244 Physics: J245

Course tier information: All triple students will be entered for the Higher tier

Course assessment: Students follow each subject in discrete lessons with specialist teachers. The courses are modular so coursework and examination marks across the course are added together to determine the overall grade. The OCR website has a clear guide to how it works. Each GCSE is assessed by 3 written examinations (75%) and 1 piece of coursework (25%) over the two years.

Unit Code Content Duration Weighting

A161 Biology Modules B1, B2, B3 60m 25% A162 Biology Modules B4, B5, B6 60m 25% A163 Biology B7 60m 25% A164 Biology Controlled Assessment

Practical Investigation 25%

A171 Chemistry Modules C1, C2, C3 60m 25% A172 Chemistry Modules C4, C5, C6 60m 25% A173 Chemistry C7 60m 25% A174 Chemistry Controlled Assessment


A181 Physics Modules P1,P2, P3 60m 25% A182 Physics Modules P4, P5, P6 60m 25% A183 Physics P7 60m 25% A184 Physics Controlled Assessment


Teachers will set end of topic tests which will be carried out under examination conditions and used to judge the progress of students. Please enquire regularly from your child when these are and ask to see the marked test papers so you can be aware of how they are progressing.

Course reading & set texts: The textbooks that we recommend are published by Collins and are found at http://www.collinseducation.com

1. Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B1-3; C1-3; P1-3)

2. Collins New GCSE Science - Additional Science Student Book: OCR 21st Century Science (that covers Modules B4-6; C4-6; P4-6)

3. Collins New GCSE Science - Separate Sciences Student Book: OCR 21st Century Science (that covers Modules B7; C7; P7)

Revision guides and workbooks (question books) from the publisher CGP can be bought from the science department. It is £22 for a set comprising: revision guide, workbook, answers to workbook questions. These will cover the entire 2 year GCSE course and are sold as a set only.

Coursework requirements: One piece of coursework is required for each science over the two years, the Controlled Assessment Practical Investigation (25%) The Controlled Assessment Practical Investigation is an experiment that they students must carry out under controlled conditions and write up in detail, again under controlled conditions. The students complete work and are assessed through 5 strands: S: Devising the strategy; C: Collecting the evidence; I: Interpreting and explaining the evidence; E: Evaluating the evidence and the procedures used; P: Overall presentation of the report Students will carry out and write up several full investigations over the two years and the best one is submitted. Individual teachers will set their own deadlines based around the timing of suitable topics and associated coursework opportunities.


Specialist equipment required: All equipment for experiments is provided. Equipment for every lesson needed is: Black pen; pencil; 30 cm ruler; eraser; scientific calculator. Homework: One written homework each fortnight for each subject. Students will also be expected to complete detailed practical write ups. Other tasks will consist of a range of activities including; in-depth research; preparing an oral presentation; writing a report; preparing arguments for a debate, as well as answering questions. Triple science students will be expected to display an in-depth knowledge of the area they are studying. Reading around the subject is essential to success on this course.

Useful Website Addresses: http://www.s-cool.co.uk http://www.bbc.co.uk/sn/ These three sites have the full specifications, practice exam papers and mark schemes: http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/biology_a/index.aspx http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/chemistry_a/index.aspx http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/physics_a/index.aspx Any other information:

Show an interest in what they are doing. Ask questions about science topics in the news, lessons etc Students participating in the course carry out practical activities in a school laboratory Check homework is completed and coursework deadlines are met Encourage students to attend extra lessons before the summer examinations Ensure that students have a calculator and all basic equipment Ask when end of module tests are and encourage revision, especially the use of workbooks

http://www.s-cool.co.uk/

http://www.bbc.co.uk/sn/

http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/biology_a/index.aspx

http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/chemistry_a/index.aspx

http://www.ocr.org.uk/qualifications/type/gcse_2011/tfcs/physics_a/index.aspx

COURSE OVERVIEW

Triple Science


Module B1: You and your genes Module B2: Keeping Healthy Module C1: Air quality Module C2: Material Choices Module P1: The Earth in the Universe Module P2: Radiation and Life Controlled assessment Practical Investigation – dependent upon individual teachers

Module B3: Life on Earth Module B4: The process of life Module C3: Chemicals in our lives – risks and benefits Module C4: Chemical Patterns Module P3: Sustainable energy Module P4: Explaining Motion Controlled assessment Practical Investigation – dependent upon individual teachers P123 taken in Jan 2012

Module B4: The process of life Module B5: Growth and Development Module C4: Chemical Patterns Module C5: Chemicals of the Natural Environment Module P4: Explaining Motion Module P5: Electric Circuits Exam preparation B123 & C123 taken in June 2012


Module B6: Brain and Mind Module C6: Chemical Synthesis Module P6: Radioactive materials Controlled Assessment Practical Investigation – dependent upon individual teachers Revision for exams

Biology B7: Further biology Chemistry C7: Further chemistry Physics P7: Further physics Controlled Assessment Practical Investigation – dependent upon individual teachers B456, C456 & P456 taken in Jan 2013 Final deadline for ALL coursework: 1st March 2013

Exam preparation and study skills timetable

B7, C7, P7 taken in June 2013

Coursework:

Exam schedule:

Controlled Assessment

Practical Investigations

P123 C123, B123 B456, C456, P456 B7, C7, P7

1st March 2013 (see individual teachers) Jan 2012 June 2012 Jan 2013 June 2013

Subject: CITIZENSHIP Exam Board: & Syllabus Code

n/a


One tier of entry

Course assessment:

Internally assessed and awarded as Citizenship Diploma (at Pass, Merit or Distinction) according with QCA guidelines, based on Student Portfolios

Course reading & set texts: There are no set textbooks in Citizenship but students are encouraged to keep in touch with current affairs through all media forms. Students should also aim to make links between topics covered in their examination subjects and those addressed in Citizenship.

Coursework requirements: Students are expected to build up their Key Stage 4 Student Portfolio over a two-year period. The majority of work for this will take place in class, although some assessments will require additional work or research out of lessons. A key element of the course is ‘Active Citizenship’ and students will be expected to log their achievements, inside and outside of school, in their Portfolios.

Controlled Assessment conditions: n/a

Homework: Homework is normally set in Citizenship, bearing in mind the proviso mentioned above.

Any other information: Students are taught in mixed ability groups within the year halves. Attention is given to maintaining some groupings from KS3 where productive. Useful Website Addresses: www.globalnews.org.uk/student_zone www.globaldimension.org/default.aspx www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround www.cyberschoolbus.un.org www.amnesty.org www.unicef.org

http://www.globalnews.org.uk/student_zone

http://www.globaldimension.org/default.aspx

http://www.bbc.co.uk/worldservice/people/features/childrensrights/worldnewsround

http://www.cyberschoolbus.un.org/

http://www.amnesty.org/

http://www.unicef.org/

COURSE OVERVIEW

Citizenship


Keeping safe Model United Nations

Forms of Government - Democracy

Conflict Resolution

Drug Awareness and Formal Debate

Sex and Relationships

Conflict Resolution


Conflict Resolution

Economic Literacy – the Big Bother Household

CV Personal statements – Interview techniques

Climate change Portfolio Work

Portfolio work CV preparation Preparation of record of achievement

Controlled Assessment: Portfolio and CV completed

Easter 2013

Subject: (ECS) Religious Studies


WJEC GCSE Spec. B


One tier of entry: A* to G

Course assessment:

100% Examination Unit 1: Religion & Life Issues Unit 2: Religion & Human Experience

Written examination – 1 ¾ hours Summer 2012 Written examination – 1 ¾ hours Summer 2012

Course reading & set texts: Specification B has two text books written for the course that are available to purchase through the ECS Dept. These are: Believing and Experiencing by G Craigen and J White ISBN 9780340975589 Religion and Life Issues by Ina Taylor ISBN 9781850084358 Both books are published by Hodder and Stoughton.

Controlled Assessment requirements: none

Specialist equipment required: none

Homework: Set fortnightly

Any other information: Unit 1 Topics are:

Relationships Is it Fair? Looking for meaning Our World

Unit 2 Topics are: Religion & Conflict Religion & Medicine Religious Expression Authority – Religion & State

Useful Website Addresses: www.REstuff.co.uk www.REonline.org.uk www.folens.com/GCSERS/Religionandlifeissues And …. Encourage students to:

take an interest in current affairs within the media for example., global issues regarding world poverty, changes in the law as regards to abortion, embryo research, euthanasia and discrimination.

contribute to lessons consider more than one point of view and back up their opinions with arguments make index cards of key words and quiz themselves periodically create and, more importantly, follow a revision timetable

http://www.restuff.co.uk/

http://www.reonline.org.uk/

http://www.folens.com/GCSERS/Religionandlifeissues

COURSE OVERVIEW

Ethics & Cultural Studies


Issues about God, life and Death

Issues of love, marriage and divorce

Issues of justice and equality

Exploring creation and our place in the world

Continued

Continued Revision and exam preparation


Issues of peace, forgiveness and conflict

Issues of medical ethics and the sanctity of life

Issues of medical ethics and the sanctity of life

Issues of law and order in religion and society

Exam preparation and study

skills timetable

Part 3

Option Subjects

Subject: ART & DESIGN Exam Board: & Syllabus Code

Edexcel 2AD01

Course tier information (where appropriate): One tier of entry: A* to G

Course assessment: Assessment is initially by individual teacher (all our art teachers are officially teacher/examiners), work is moderated in department and then moderated to national standard by visiting external examiners. Unit 1 Unit 2

Controlled Assessment: One Portfolio project 60% Exam project: Externally set assignment 40%

Course reading & set texts: Emphasis is on experiencing art in the twentieth century through a series of methods and processes. Each unit develops into personal work that leads up to a two day exam where the students produce a final piece of work.

Controlled Assessment requirements: Unit 1 Students are assessed on 45 hours of work produced in controlled classroom conditions. The portfolio produced in this unit is worth 60% of the final grade. First project: Surfaces Second project: Revolution Unit 2 Term 5: Externally Set Assignment in Art and Design Producing a personal outcome or outcomes under exam conditions within 10 hours. Students demonstrate knowledge and skills they have learned during Unit 1, under controlled conditions. Each unit is assessed using the following four assessment objectives, each worth 25% of the overall: AO1: develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. AO2: refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3: record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4: present a personal, informed and meaningful response, demonstrating analytical and critical understanding, realising intentions and, where appropriate, making connections between visual, written, oral or other elements.

Controlled Assessment conditions: Unit 1: 45 hours of controlled assessment, this will usually take place in class and culminates in a 10 hour, two day exam. Unit 2: 8 weeks working to a theme set by the exam board which culminates in a 10 hour, two day exam

Specialist equipment required: It is very helpful for students to have access to 2B and 4B pencils at home, some water colour paints and brushes, scissors, glue and paper.

Homework: Homework is set weekly, this may well be artist research at the beginning of the course, this changes to more individual targets

Any other information: Useful Website Addresses: www.edexcel.org.uk is very useful for information on assessment. www.tate.org.uk is fantastic! Sign up for e-mail alerts on happenings, events, etc, many of which are free And …..

Make sure at least 90 minutes a week of independent art work/homework is completed. Build a good relationship with your teacher – you will do well when you are enjoying your

artwork, as you will be inspired and will take pride in the outcomes. Come to Art Club after school or at lunchtime. Check out gallery/exhibition reviews and go to any that interest the student. Make sure you

record the trip with sketches and notes. Discuss the work – encouraging the student to have confidence in their opinion – not the write up next to the work

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

http://www.tate.org.uk/

COURSE OVERVIEW

Art


First project theme: Surfaces Introductory skills building sessions in the formal elements meeting the four assessment objectives

Surfaces continues

Second project theme: Revolution Recording and analysing reference material and integrating it with the developing work. Sourcing primary and contextual references for personal ideas.

Developing an introductory personal project chosen by the student that relates to the theme and brings together all the skills learnt in this term.

Selecting and reviewing ideas for a final outcome. Producing a personal outcome or series of outcomes

Recording and analysing reference material and integrating it with the developing work. Producing a personal outcome or outcomes.


Personal Portfolio controlled assessment. Continuing Revolution. Students demonstrate knowledge and skills they have learned during unit 1, under controlled conditions.

Personal Portfolio controlled assessment. Returning to Revolution. Students demonstrate knowledge and skills they have learned during unit 1, under controlled conditions.

Unit 2 Externally set assignment. Theme comes from exam board. Teacher led workshops leading to a ten hour exam.

continued

Major controlled assessment Final controlled assessment outcomes for unit 1.

Unit 2 Preparing for and taking the exam.

Controlled Assessment:

Unit 1 completion Unit 2 exam

January 2013 March 2013

Subject: BUSINESS & ECONOMICS


Edexcel 2BE01


One tier of entry One tier of entry

Course assessment:

Two written examinations One controlled assignment

75% towards overall GCSE (Unit 1 25%, Unit 5 50%) 25% towards overall GCSE

Course reading & set texts: Edexcel Business for GCSE: Introduction to Small Business (2nd Edition) ISBN: 9780340983461

Controlled Assessment conditions: Unit 2 is internally assessed under controlled conditions. Students complete one Edexcel-set task during year 10. Preparation: To prepare for the assessment, students will need to carry out their own research / investigation. Students will have a maximum of six hours for research / investigation. This is completed by the student under limited supervision. Results: These are carried out by students and when finished, they are to be collected together in a research folder to be handed in to their teacher before the write-up stage. Write-Up: Students will be allowed to write up their work only in lesson-time, supervised by a teacher or invigilator at all times. This will take place over a maximum of three lessons. Students will be allowed to use their research folders when writing up their answers to the chosen task, but the folder must be collected in at the end of each lesson. The task is internally marked by the course teacher and externally moderated by Edexcel.

Specialist equipment required: None

Homework: Weekly

Any other information: This course consists of studying three units of work relating to the world of business and economics. Unit 1: Introduction to Small Business This unit covers the key skills and issues involved in enterprise. The emphasis is on starting and running small businesses. This unit provides the framework for looking at the marketing, financial, human and operational issues of starting and running a small business. Unit 2: Investigating Small Business Controlled assessment based on the content of unit 1. Unit 5: Introduction to Economic Understanding This unit introduces the student to the ways in which economists think and practise and provides vital skills to help them understand some of the burning issues of the day. Useful Website Addresses: www.bized.co.uk www.hwsbusiness.blogspot.com And… The course will be a success for students who:

have a strong interest in current affairs attend school regularly and on time work hard on a regular basis on both class and homework work well with other students and independently. encourage students to attend Business Studies support sessions at lunchtimes and Wednesdays after

school.

http://www.bized.co.uk/

http://www.hwsbusiness.blogspot.com/

COURSE OVERVIEW

Business & Economics


Unit 1.1 Spotting a business opportunity Understanding customer needs is central. How businesses analyse their market. Analysing competitors: refining or enlarging the opportunity. Meaning and importance of “adding value” Franchising and other start-up options

Unit 1.3 Putting a business idea into practice Financial and non-financial objectives Determination, initiative, planning, leadership – and luck! Forecasting, determining costs and price, the concept of profit. The concept and importance of cash flow. Short- and long-term sources of finance

Unit 1.5 Understanding the economic context Commodity markets and their effect on small firms. Impact of interest rate changes Exchange rates: imported and exported goods. How changes in the level of economic activity can affect small firms. Business decisions affect stakeholders in different ways

Unit 1.2 Showing enterprise The skills and risks involved in enterprise. The role of lateral thinking and creativity. Obvious and less obvious questions. How new ideas come about and how they can be protected. Weighing up risks versus rewards. Bringing it all together.

Unit 1.4 Making the start-up effective Anticipating customer needs. Marketing mix: 4Ps in relation to small businesses. Aims and implications of limited/unlimited liability.

Unit 1 Exam preparation Completion of the controlled assessment


Unit 5.1 How can I start to think like an economist? Introduction to economics and key issues.

Unit 5.3 Big or small? How do businesses grow? Why? Monopoly power – good or bad? Can big business be controlled?

Unit 5.2 Risk or uncertainty? How can success be measured? What causes business failure? What problems does the economy face? How important are exchange rates? Can the Government intervention?

Unit 5.4 Is growth good? Unit 5.5 Is the world fair? What is growth? Growth increases the standard of living. Can growth be bad? Can growth be sustainable? What can the government do? Is everybody equal? Can international trade help?


skills timetable

Coursework deadlines:

Exam schedule:

Controlled assessment Unit 1 exam Unit 5 exam

Beginning of summer term 2012 Summer 2012 Spring 2013

Subject: BUSINESS STUDIES


Edexcel BTEC Level 2

Extended Certificate

Course tier information (where appropriate): One tier of entry

Course assessment:

100% coursework BTEC First Level 2 Extended Certificate is equivalent to 2 GCSEs Graded at Distinction*, Distinction, Merit, Pass More able students may add further optional units to progress to BTEC Level 2 Diploma – equivalent to 4 GCSEs with the same grading profile

Course reading & set texts: Carysforth C, et al – BTEC First Level 2 Business Student Book (2010), Pearson ISBN 9781846906206

Coursework requirements: Each assignment is broken down into sub tasks. All deadlines must be adhered to.

Controlled Assessment conditions: n/a

Specialist equipment required: Calculator and USB pen

Homework: Regular and ongoing

Any other information: The course covers three units: Unit 1: Business Purposes

Understand the purpose and ownership of business Understand the business context in which organisations operate.

Unit 2: Business Organisations

Be able to set business aims and objectives Understand the main functional areas in business organisations.

Unit 12: Business Online Understand different online business activities Understand the issues relating to doing business online Be able to create web pages or a website for a stated business need Know the impact of an online business presence.

Unit 17: Starting a Small Business Be able to present the initial business idea using relevant criteria Understand the skills and personal development needed to run the business successfully Know the legal and financial aspects that will affect the start up of the business Be able to produce an outline business start-up proposal.

COURSE OVERVIEW

Business Studies


Unit 1 The purpose and ownership of various business organisations.

Business research / assignment writing.

The business context in which business organisations operate. Business research / assignment writing.

Unit 17 Presenting an initial business idea using relevant criteria. Research / assignment writing.

Unit 2 Be able to set business aims and objectives Business research / assignment writing.

Functional areas within business organisations. Business research/ assignment writing.

Unit 12 Different online business activities. Issues relating to doing business online. Business research / assignment writing.


Unit 17 Skills and personal development needed to run a business successfully. Legal and financial aspects that will affect the start up of the business. Research / assignment writing.

Unit 17 Produce a comprehensive business start-up proposal. Research / assignment writing.

Unit 12 Create web pages or a website for a stated business need. Research / assignment writing

Unit 12 Consider the impact of an online business presence. Business research / assignment writing

Complete all final

amendments to assignments

Assessment (assignment

submission dates):

Unit 1 Unit 2 Unit 12 Unit 17

December 2011 December 2011 April 2013 April 2013

Subject: DANCE Exam Board: & Syllabus Code

AQA 4232

Course tier information (where appropriate): n/a Course assessment:

Coursework (40%) Controlled Assmt (20%) Practical Exam (20%) Written Exam (20%)

Solo composition – 25% Choreography – 15% Performance in a duo/group Performance of set study lasting 1 – 1½ minutes Short and essay answer questions

Course reading & set texts: AQA GCSE Dance Students Book

ISBN 13: 9781408504192 Published Date: 12/06/2009 Nelson Thornes Ltd

Coursework requirements: Solo composition – 25% Choreography for duo/group – 15%

Controlled Assessment conditions: Set study performance in Spring 2011

Specialist equipment required: Appropriate kit is essential for all practical lessons Students will be advised by their teacher of what is acceptable

Homework: Homework will be set weekly. On occasions this will involve attending a performance in the evening with the teacher.

Any other information: The sessions for this GCSE take place after school for 2½ hours once a week. There may be occasional holiday workshops as well. Students must be willing to fully commit to the sessions and full attendance is compulsory Useful Website Addresses: http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/dance_overview.php?id=04&prev=04

http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/dance_overview.php?id=04&prev=04

Subject: Design & Technology FOOD


AQA 3542


One tier of entry

Course assessment:

Coursework 60% Written Exam 40%

Design and Making Practice - Controlled Assessment, approx 45 hours work, with 90 marks available One two hour paper, pre-release material available for exam preparation for section A, section B is based on Specification with 120 marks available overall

Course reading & set texts: The CGP GCSE Design and Technology, Food Technology revision ISBN: 1 841 4679 01 covers all areas of AQA specification

Coursework requirements: In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip students with a greater understanding of the Design Process and to expand on their subject knowledge as well as further developing essential Designing and Making skills. Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which explains the food area they have decided to look into and design for as a final design solution. This work will need to be supported by a work plan detailed enough for someone else to follow the making of the product together with details of product testing, modifications and a final evaluation which includes details of how it could be commercially manufactured. Students are expected to use a variety of information and communication technology wherever it is possible to do so and address the moral, social, cultural and environmental issues arising from their work. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. This is used as evidence of skills used and processes undertaken. Controlled Assessment conditions: During summer term of Y10 and then continuing into the autumn term of year 11. Design and make activity selected from the list of Controlled Assessment Tasks supplied by the exam board. This task, with the exception of research, will be completed under teacher supervision in the classroom.

Specialist equipment required: Students would benefit from having their own A3 rigid portfolio (with handles) for transporting their work between home and school together with decent writing equipment. There is a requirement that students engage with ongoing practical tasks to ensure they gain the skills and knowledge they need and this will involve the provision of ingredients and or contributing to the schools provision of necessary ingredients.

Any other information: This is a course where students design and make food products to a variety of design briefs. Students learn about ingredients, nutrition, equipment, processes and hygiene and safety. They put the knowledge and skills that they gain during the course into an independent design and make a piece of assessed coursework and a final examination. Access to ICT facilities is very helpful to work on Portfolio coursework. Useful Website Addresses: www.howstuffworks.com www.designmuseum.org www.technologystudent.com www.technology.org.uk

http://www.howstuffworks.com/

http://www.designmuseum.org/

http://www.technologystudent.com/

http://www.technology.org.uk/

COURSE OVERVIEW

D&T (Food)


Unit 1: Health & Safety, Food Hygiene, nutrition, focus on sauces Assignment 1 – healthy school meals for the under7s

Unit 2: Bakery project – savoury and sweet baked products including exploring pastry making, bread making and cake making to design and make a commercially viable baked product.

Unit 1: continued

Unit 2: continued

Major project starts. Define brief Select research Complete selected research Create mood board


Year 11 Major project continues. Analysis, research, evaluation, generation of ideas, testing, development, making and final design outcome Preparation for examination ongoing

Year 11 Major project continues. Preparation for examination ongoing

Year 11 Major project continues. Preparation for examination ongoing

Y11 major project completion


skills timetable


Final portfolio

March 2013

Subject: Design & Technology Product Design


AQA 4555


One tier of entry

Course assessment:

Coursework 60%: Written Exam 40%:

Design and Making Practice (Controlled Assessment, approx 45 hours work, with 90 marks available) One two hour paper, pre-release material available for exam preparation for section A; section B is based on Specification with 120 marks available overall

Course reading & set texts: Set text: The AQA Design and Technology: Product Design Lonsdale School Revision Guide ISBN 1903068819

Coursework requirements: In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip students with a greater understanding of the Design Process and to expand on their subject knowledge as well as further developing essential Designing and Making skills. Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which explains the product area they have decided to look into and design for as a final design solution. This work will need to be supported by a work plan detailed enough for someone else to follow the making of the product together with details of product testing, modifications and a final evaluation which includes details of how it could be commercially manufactured. Students are expected to use a variety of information and communication technology wherever it is possible to do so and address the moral, social, cultural and environmental issues arising from their work. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. This is used as evidence of skills used and processes undertaken.

Controlled Assessment conditions: During summer term of Y10. Design and make activity selected from the list of Controlled Assessment Tasks supplied by the exam board. This task, with the exception of research, will be completed under teacher supervision in the classroom.

Specialist equipment required: Student would benefit from having their own A3 rigid portfolio (with handles) for transporting their work between home and school together with drawing pens, pencils, colours, 300mm ruler, set squares, eraser and an A3 sketch pad. Any other information: This is a course where students design and make commercial products from a variety of materials. Students can involve graphic design for product labelling, packaging and instructions to make their made product more commercial. An important feature of the course is designing products that can be manufactured in quantity using manufacturing aids such as moulds, jigs, formers etc. Access to ICT facilities is very helpful using Internet research, Word and Publisher for enhanced presentation. Google ‘sketch up’ is an invaluable drawing and design package that students can download for free at home. Useful Website Addresses: www.howstuffworks.com www.designmuseum.org www.technologystudent.com www.technology.org.uk





COURSE OVERVIEW

D&T (Product Design)


Unit 1 Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around a design movement

Unit 2 Focussed Design and Make Task: Exploring a range of materials and processes, tools and equipment based around a design movement

Unit 2 continued

Design and Making skills continued

Making Skills continued

Controlled Assessment Tasks: Wk 1 Introduction/ Border/ Front Cover Wk 2 Design Brief Wk 3 Time plan Wk 4 Research/ Mood board Wk 5 Research/ User profile Wk 6 Product / Research Analysis Wk 7 Specification


Controlled Assessment Tasks continued Initial Ideas Development Planning Modelling Production of Final Prototype

Controlled Assessment Task Continued Produce Final Prototype Testing Modifications/ Final evaluation

Continued into Production of Final Prototype

Controlled Assessment Completion Pre – release exam preparation Theme: Chosen by AQA


skills timetable


Final portfolio

25th March 2013

Subject: Design & Technology Textiles


AQA 4570


One tier of entry

Course assessment:

Coursework 60% Written Exam 40%

Design and Making Practice - Controlled Assessment, approx 45 hours work, with 90 marks available One two hour paper, pre-release material available for exam preparation for section A, section B is based on Specification with 120 marks available overall

Course reading & set texts: The CGP GCSE Design and Technology, Textiles Technology covers all areas of the AQA specification: Coursework requirements: In Year 10 students undertake a variety of Design and Make assignments. The purpose of this is to equip students with a greater understanding of the Design Process and to expand on their subject knowledge as well as further developing essential Designing and Making skills. Towards the end of Year 10 and throughout Year 11, students are expected to engage in a single design and make activity selected from a choice of set tasks, consisting of the development of a made outcome and a concise design folder. This is called The Controlled Assessment Task it is supposed to take approx 45 hours of lesson time. It will consist of a concise design folder (20 pages of A3 paper), which explains the Textiles area they have decided to look into and design for as a final design solution. This work will need to be supported by a work plan detailed enough for someone else to follow the making of the product together with details of product testing, modifications and a final evaluation which includes details of how it could be commercially manufactured. Students are expected to use a variety of information and communication technology wherever it is possible to do so and address the moral, social, cultural and environmental issues arising from their work. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. This is used as evidence of skills used and processes undertaken.

Controlled Assessment conditions: During summer term of Y10. Design and make activity selected from the list of Controlled Assessment Tasks supplied by the exam board. This task, with the exception of research, will be completed under teacher supervision in the classroom.

Specialist equipment required: Students would benefit from having their own A3 rigid portfolio (with handles) for transporting their work between home and school together with decent writing equipment. There is a requirement that students engage with ongoing practical tasks to ensure they gain the skills and knowledge they need and this will involve the purchase of fabric and trimmings necessary to complete their final task

Any other information: In year 10 students will complete a range of design and make tasks that develop skills for their final design and realization in Year 11. Students will improve skills and confidence to use a range of sewing machines and will learn about different fabric applications, embellishments CAD/CAM and surface decorations. Students will gain a good understanding of fashion and design, product construction and manufacturing processes in the work place. Useful Website Addresses: www.howstuffworks.com www.designmuseum.org www.technologystudent.com www.technology.org.uk Access to ICT is very helpful, using Internet research, Word and Publisher for enhanced presentation. Google ‘sketch up’ is an invaluable drawing and design package that students can download for free at home.





COURSE OVERVIEW

D&T (Textiles)


Unit 1 What is textiles? Use of sewing machine, embellishment. Project 1. Unit 2 Understanding the design process. Design/Make exercise. Project 2. Unit 3 Understanding natural/synthetic fibres/fabrics. Construction detail seams and seam finishes.

Unit 6 Deconstruct an existing product Intro to clothing construction Unit 7 Recycle materials Crazy Fashion project. Ethics, Environmental issues. Smart materials.

Unit 8 CAD/CAM in textiles Use of embroidery and overlocking machines Smart fabrics. Ethics & Social issues.

Unit 4 Hand sewing skills, measuring the body, darts, tucks and pleats, Disposal of fullness/manipulation, gathers. Unit 5 Design/Make a fashion item. Practical and industrial processes, use of block patterns/templates.

Embellishment: Dye: Applique; embroidery and using pre-manufactured components.

Introduction to Year 11 major project (controlled assessment) Customer survey and design brief. Analysis of need.


Controlled Assessment Task Continued Initial Ideas Development (Final Solution) Planning Modelling Production of Final Prototype

Controlled Assessment Task Continued Produce Final Prototype Testing Modifications/ Final Evaluation

Continued Production of Final Prototype Evaluation Quality Control (QC) Quality Assurance (QA)

Controlled Assessment Completion Pre – release exam preparation. Theme: Chosen by AQA


skills timetable


Final Portfolio

March 2013

Subject: DRAMA Exam Board: & Syllabus Code

AQA GCSE 4242


One tier of entry

Course assessment:

Unit 1 42401 Unit 2 42402

Written Paper 80 marks 40% Practical Work 120 marks 60%

Course reading & set texts: Set text: GCSE Bitesize Drama ISBN 9780563515623

Coursework requirements: Controlled Unit 1 Written Paper 80 marks written in June 2012 Unit 2: Practical Work Task one: Devised group play 60 marks examined in November 2011 Task two: Scripted group play 60 marks examined in March 2012 and externally moderated Task three: Journal documentation of practical work for Devised and Scripted performances Controlled Assessment conditions: Unit 1 Written Paper (40% externally assessed) Unit 2 a. Practical Work (30% internally assessed performance of a devised play in November 2011 Unit 2 b. Practical Work (30% internally assessed /externally moderated acting exam group of a published script in March 2012 Controlled conditions (studio based only) must be completed before end of May 2012


Homework: Homework, which contributes towards the coursework, is ongoing and must be worked at an even pace. All work is written in a Drama Journal Any other information: In Year 10 students develop practical skills relating to assessments they do throughout the two years. They will use drama to explore ideas and issues in response to stimulus material selected from different times and cultures; study a published play to gain an understanding of the ways in which playwrights, performers, directors and designers; use the medium of drama to communicate ideas to an audience; prepare a devised performance or learn a script in the winter term of Year 10 and Spring term of Year 11. Students must see a professional play and prepare notes for the written paper in June 2012 Useful Website Addresses: www.bbc.co.uk/schools/gcsebitesize/drama www.shakespeares-globe.org www.nationaltheatre.org.uk www.rsc.org.uk www.acssd.ac.uk And…

Support with written coursework. Take students to the theatre. Assist with learning scripts at home. Encourage students to do extra curricular drama, such as the school play. Read theatre criticism in the daily papers such as The Evening Standard and The Guardian.

http://www.bbc.co.uk/schools/gcsebitesize/drama

http://www.shakespeares-globe.org/

http://www.nationaltheatre.org.uk/

http://www.rsc.org.uk/

http://www.acssd.ac.uk/

COURSE OVERVIEW

Drama


Introduction to skills and writing monologues Street Accident

Unit 2 Part A Devised Drama ‘The World is a Beautiful Place’

Prepare scripted performance in groups

Choice from: Madness Craig and Bentley Young Offenders Physical Theatre Riot

Preparation for devised performance (in groups)

Y10 exam preparation


Unit 2 Scripted play Metamorphosis

Unit 2 Part B Metamorphosis scripted scene Internal examination/external moderation in March

Play Review

Preparation for Unit 1 Written Paper in June


skills timetable


Exam:

Task 1: Devised Play Task 2: Scripted Play

Task 3: Written Paper

November 2012 March 2013 June 2013

Subject: GEOGRAPHY Exam Board: & Syllabus Code

WJEC Syllabus B



Grades C - G Grades A* - D

Course assessment:

Two written exams Foundation tier Higher tier Controlled assessment

75% Paper 1 (1 hr) assesses Themes 1 & 2 Paper 2 (2 hr) assesses Theme 3 & a problem-solving exercise 25% Geographical Enquiry (15%) – based on field work under controlled conditions Geographical Issue (10%) – under controlled conditions

Other Course Information Course reading or set texts: The GCSE course is based around 3 themes:

1. Challenges of Living in a Built Environment 2. People & the Natural World Interactions 3. People, Work & Development

Set text: GCSE Geography for Avery Hill WJEC/CBAC ISBN 9780340906125 Controlled Assessment requirements: Geographical Enquiry (15%) This is a written piece and is completed in the fourth term of the course with two phases:

a) Research/data collection, a field trip and 5 further hours b) Analysis & Evaluation, up to 8 hours

Geographical Issue (10%) in the sixth term of the course with two phases: a) Research, up to 5 hours b) Analysis and evaluation to devise a presentation up to 5 hours

Controlled Assessment Deadlines: Geographical Enquiry: April 2012 Geographical Issue: November 2012 Controlled Assessment conditions: 1. Geography Enquiry: (i) Research is completed under limited level of control conditions. This means that students can collect data on a field trip (ii) Analysis & Evaluation is completed under high level of control; i.e. examination conditions 2. Geographical Issue: (i) Research and preparation is completed under limited level of control conditions. This means that students can discuss and prepare under teacher supervision (ii) Analysis & Evaluation is completed under high level of control; i.e. examination conditions Specialist equipment required: Purchase of Geography Revision Guide is encouraged (when available); teacher guidance given

Homework: Students will be expected, after guidance, to create their own Revision Flash Cards on a regular basis throughout the two year course. Useful Website Addresses: www.wjec.co.uk, www.hwsgcsegeog.blogspot.com, Any other info:

Encourage your child to take an interest in relevant television programmes and news items in magazines and newspapers relating to areas of study

Ask questions about work – show an interest Reinforce the importance of the coursework to the final grade (25%) Encourage your child to meet homework and coursework deadlines

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

http://www.hwsgcsegeog.blogspot.com/

COURSE OVERVIEW

Geography


Generic Map skills Challenge of Living in a Built Environment

Completion of Challenge of Living in a built environment

Continuation of People and the Natural World Interactions

Continuation of Challenge of Living in a built environment

People and the Natural World Interactions

Continuation of People and the Natural World Interactions Geographical Investigation (Field Trip March 2011)


Continuation of Geographical Investigation Research/Data Collation – 5 hours (limited control) Analysis & Evaluation – 8 hours (high level control) Deadline determined by end of 8 hours of Analysis and Evaluation Continuation of People and the Natural World Interactions

Completion of People & the Natural World Interactions People, Work & Employment

Continuation of People, Work & Development

Continuation of People and the Natural World Interactions

Geographical Issue Research – 5 hours limited control with ICT access Analysis & Evaluation – 5 hours high level control to produce a presentation with ICT access Continuation of People, Work & Development

Completion of People, Work & Development


Geographical Enquiry Geographical Issue

March 2012 November 2012

Subject: HISTORY Exam Board: & Syllabus Code

OCR J417 Full

Modern World History B


One tier of entry, A* - G

Course assessment:

45%

30% 25%

Two written exams: 2 hour exam Aspects of International Relations, The Cold War 1945 – 1975

Origins of the Cold War Cuban Missile Crisis Vietnam War

The USA, 1945 – 1975: Land of Freedom? Civil Rights of African Americans and other groups

1 hour 30 minute exam How far did British society change 1939 -1975?

Britain and WW2 Immigration to Britain Social changes in the 1960s, women and teenagers

Controlled Assessment: Historical Enquiry on the significance of Gandhi in Indian independence

Course reading & set texts: Students should all buy the revision book. Ben Walsh, OCR GCSE Modern World History Revision Guide. (ISBN 9780340992203). This covers all the topics studied. Students need to revise chapters 4,5,6,11 and 13 The Core textbooks used OCR GCSE History B, Modern World (Heinemann 2009). We will cover everything in class but if students miss any lessons or want extra help this is a good book to use. Students will be given a reading list at the start of each topic – this will include works of fiction based on the period studied and some relevant DVDs. Coursework requirements: From September Y11, students will spend 7 weeks studying an overview of the topic, Gandhi and his role in Indian Independence Students will then have 8 hours to complete their controlled assessments in class, under teacher supervision (this will take place in class for the first 8 History lessons after October half term 2011) * 4 hours preparation , research, note taking * 4 hours – writing up final piece of work – word limit 2000 words

Controlled Assessment conditions: The 7 weeks teaching time will develop candidates’ knowledge and understanding and develop the historical skills needed to complete the controlled assessment successfully. The question, set by the exam board, will be given to students at the start of the 8 hours. All work on the Controlled assessment must be completed in class over the 8 lessons, so it is vital that students attend all lessons.

Homework: Students should complete revision cards after every lesson. In addition, at least every two weeks student should receive an essay, practice exam questions, research or a set task to complete at home. Altogether students should do at least one hour of homework for history each week.

Any other information: Useful Website Addresses: www.ocr.org.uk/qualifications/gcsefor2009/history www.spartacus.schoolnet.co.uk www.schoolhistory.co.uk

COURSE OVERVIEW

History


Depth Study USA, 1945-1975: Land of Freedom? How successful was the struggle for Civil Rights in the 1950s?

Depth Study USA, 1945-1975: Land of Freedom? Who improved Civil Rights the most in the 1960s and 1970s? How far did other groups achieve civil rights in America? (Hispanic American, Native Americans and women)

Aspects of International Relations The Cold War, 1945-1975 Who was to blame for the Cold War? Why was there a “Red Scare” in the USA? McCarthyism


Aspects of International Relations The Cold War, 1945-1975 The Cuban Revolution Who won the Cuban Missile Crisis? Why did the USA get involved in the Vietnam War? Why did the USA fail in Vietnam?

Historical Enquiry Controlled Assessment The Significance of an Individual Gandhi’s role in Indian Independence

Depth Study – source based paper Britain 1939 to the mid 1970s How far did British society change between 1939 and the mid 1970s? Impact of Second World War Experiences of immigrants Impact of immigration Changing role of women, teenagers

Controlled Assessment

Exams

Historical Enquiry

2 papers outlined above

Due. End of November 2012 May/June 2013

http://www.ocr.org.uk/qualifications/gcsefor2009/history

http://www.spartacus.schoolnet.co.uk/

http://www.schoolhistory.co.uk/

Subject: IT Multimedia Applications


OCR 04676

Course tier information (where appropriate): Students can be entered for the OCR National First award in ICT, which is equivalent to 1 GCSE based on the amount of work completed and its quality. Students finding completion of the course a difficult can be entered for OCR National short Course Award in ICT.

Course assessment:

100% Coursework Evidenced in a folder containing printouts and annotations of work completed and demonstrating understanding of the purpose of the activities that have been carried out

Coursework requirements: ICT Skills For Business (core unit) Students are required to develop Downloadable tunes, creating a new identity for the company, producing professional stationery for it, record and make use of information about its sales force by using a database, analyse the company’s sales using a spreadsheet, produce a presentation for use in schools that promotes understanding of copyright law and finally produce a professional looking newsletter for the company. Students will need to communicate with Downloadable tunes using e-mail, sending and receiving details of assignments with them. Students will be provided with a model assignment from the OCR examination board that contains details of the project to be completed. Building Games Unit Students will design and build an interactive multimedia presentation and Game for a specific purpose and an identified target audience. They will create interactive components and make use of a range of multimedia software including Flash and Fireworks and Mediator. Students will test and evaluate their sites making improvements where necessary. Application of Computer Graphics, Animation or Sound Students carry out reviews, and explore the fitness for purpose of the products under review. They will then need to produce their own product, bearing in mind what their conclusions were in the reviews they carried out. Specialist equipment required: None – although access to ICT facilities at home is helpful

Homework: Students will be set homework in the form of a project to last for a number of weeks and will count towards their final coursework grade.

Any other information: The course is offered as a single award and the CORE unit must be completed first. The course consists of a major unit, ICT Skills for Business, which covers most business applications of ICT; the second which is Building a multimedia presentation and a game, which requires pupils do design and build an interactive multimedia presentation with a game, and Web Graphic creation unit, which requires students to review and analyse web graphics and then plan, create and review their own. Students will be unable to proceed with any further units until they have completed these units. During the creation of the game, pupils could complete parts of other minor units, which can be Application of Sound, creating video and animation, which will be incorporated in the games unit; and could be assessed within that Unit. Candidates must complete three Units in order to achieve a Single GCSE. This course is assessed through coursework and students should be prepared to attend ICT sessions out of lesson time in order to complete any work they may have missed.

COURSE OVERVIEW

ICT Multimedia Applications


ICT Skills For Business – major unit

Continued

Creating computer graphics – minor unit

Continued

Continued

Continued


Design and produce multimedia products – major unit

Continued

Extension of ICT Capability and Skills Programme

Continued

Portfolio completion

Extension of ICT Capability and Skills Programme


ICT Skills for Business Creating computer graphics Multimedia products

Wk Beginning 17th Oct 2011 WK Beginning 12th Dec 2011 Wk beginning 26th March 2012

Subject: LAND-BASED STUDIES


Edexcel BTEC Land-Based Studies Diploma

Course tier information (where appropriate): One tier of entry Course assessment:

100% coursework At Level 2 students can gain the following GCSE equivalence BTEC Award in Land-Based Studies (Level 2) – ¼ GCSE B-C BTEC Certificate in Land-Based Studies (Level 2) – 1 GCSE B - C BTEC Diploma in Land-Based Studies (Level 2) - 4 GCSEs B-C

At Level 1 students can gain the following GCSE equivalence

BTEC Award in Land-Based Studies (Level 1) – ¼ GCSE E-F BTEC Certificate in Land-Based Studies (Level 1) – 1 GCSE E-F BTEC Diploma in Land-Based Studies (Level 1) - 4 GCSEs E-F

Course reading & set texts:

Coursework requirements: Each assignment is broken down into sub tasks.

Specialist equipment required: It is useful to own a USB pen.

Homework: Regular and ongoing

Any other information: The Award course covers units: Unit 28: Assist with Maintaining Plants The Certificate course covers units: Unit 2: Plant flower Bulbs Unit 29: Assist with Vegetable Propagation of plants Unit 30: Assist with propagation of plants and seeds Unit 32: Prepare and Plant a Container for Display The Diploma covers units: Alternatives to paid work (AFK) Working as a volunteer Preparing for Interview Interview Skills Preparing for work placement Investigateing rights and rewponsibilities at work Learning from work placement Managing health at work Career Progress Running an Enterprise Activity Producing a Product Working as a Team

COURSE OVERVIEW

Land-Based Studies Units

TERM 1 (Sept 2011– Jan 2012) TERM 2 (Jan 2012 – April 2012) TERM 3 (April 2012 – July 2012)

Unit 28: Assist with Maintaining Plants Unit 2: Plant Flower Bulbs Running an Enterprise Activity Producing a Product

Unit 29: Assist with Vegetable Propagation of plants Unit 30: Assist with propagation of plants and seeds Unit 32: Prepare and Plant a Container for display Preparing for work placement Investigating rights and responsibilities at work Learning from work placement

Alternatives to paid work Working as a volunteer

TERM 4 (Sept 2012– Jan 2013) TERM 5 (Jan 2013 – April 2013) TERM 6 (April 2013 – July 2013)

Managing your health at work Career Progress

Working as a team Preparing for Interview Interview Skills

Functional Skills? ICT English Maths

Assignment deadlines

Each term units

must be submitted by the end of that term

Subject: MEDIA STUDIES Exam Board: & Syllabus Code

AQA 4814


One tier of entry Four units

Double Award

Course assessment:

Controlled Assessment Examination

60% Unit 2: Understanding the Media Controlled assessment: 3 assignments - 90 marks - 30% Introductory assignment: magazine analysis and planning Cross-media assignment: film promotion Practical Production: TV, Radio and Print Advertisement for Children’s Toys Unit 4 : Responding to a Media Brief Controlled assessment –set brief changed annually- 90 marks - 30% 40% Unit 1: Investigation the Media – TV Crime Drama Written Paper – 1 hour 30mins - 60 marks - 20% Examination based on pre-released topic and guidance materials Unit 3: Exploring Media Industries Written paper - 1 hour 30mins - 60 marks - 20%

Course reading & set texts: Set text: Nelson Thornes AQA GCSE Media Studies ISBN 978-1-4085-0411-6, AQA GCSE Media Studies ISBN 978-0-435404-00-0 Controlled Assessment conditions: Unit 2: Understanding the Media Assignments 1 and 2 involve research and planning. Students complete tasks under classroom supervision. Students will have more than one lesson to complete the tasks. Students may bring notes into Controlled Assessment. Assignment 3 (Practical Production) may necessitate students filming without direct supervision. However, all editing must take place in the classroom. The final evaluations written under classroom supervision. Students may bring notes into the Controlled Assessment. Unit 4: Responding to a brief As in Assignment 3, the majority of practical work must be completed in the classroom.

Specialist equipment required: None

Homework: Students will be set one homework every two week, consisting of a range of activities: research, reading around a text, preparing an oral presentation along with written activities. Students will complete coursework activities including filming as homework during Controlled Assessment units. Any other information: The Double Award will develop the skills of GCSE Media Studies in greater depth, with a focus on Media Industries. This will provide a more solid foundation for students wishing to continue to A-Level or to join Level 3 Creative and Media Diploma Course. Completing 4 units means that GCSE Media Students will be stretched and challenged. Students may be entered for one GCSE rather than the double award if they struggle to meet the requirement for all units. It is recommended that students keep up to date with developments in the media by reading the Guardian Media supplement, published on Mondays. Useful Website Addresses: http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4810-W-SP-10.PDF- Link to specification www.mediaknowall.com/gcse.html www.bbc.co.uk/schools/gcsebitesize/hotlinks/media.shtml www.mediaknowall.com/gcse/GCSEKeyterms.html www.northallertoncoll.org.uk/media/gcse/default.htm www.media.guardian.co.uk

http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4810-W-SP-10.PDF-

http://www.mediaknowall.com/gcse.html

http://www.bbc.co.uk/schools/gcsebitesize/hotlinks/media.shtml

http://www.mediaknowall.com/gcse/GCSEKeyterms.html

http://www.northallertoncoll.org.uk/media/gcse/default.htm

http://www.media.guardian.co.uk/

COURSE OVERVIEW

Media Studies


Introduction to key skills and concepts Unit 2: Understanding the Media Assignment 1 Introduction to the Media: Print

500 word analysis of the covers of two magazines

Design the cover for one edition of a new magazine

Unit 2: Understanding the Media Assignment 3 Toy Advertising

TV, Radio and Print Adverts 12 pages planning and

research 800 word Evaluation

Unit 1: Investigating the Media

TV Crime Drama

Unit 2: Understanding the Media Assignment 2 Cross-Media Study: Film Promotion

Research into promotional methods

Production of a film poster and storyboard to promote a new film

1000 word analysis of a film’s promotional campaign

Unit 1: Investigating the Media Assignment 3 Continued

Unit 1: Investigating the Media Controlled Test (Exam) 20% of Double Award


Unit 4: Responding to a Media Brief Portfolio of Research, Planning and Presentation Campaign of two linked production pieces Final presentation to client 500 word evaluation

Unit 3: Exploring Media Industries

Advertising Web-based technologies

New Media Students will research and prepare case studies on the specified industries

Unit 3: Exploring Media Industries Revision for examination in June.

Final Exam

The Controlled Test for Unit 1 will take place during June 2011. It takes the form of a 1hr 30 minute exam in formal conditions. Students receive the brief in advance in May 2012.

20% of Double Award

Unit 4: Responding to a Media brief Continued

Unit 3: Exploring Media Industries Revision Continued


skills programme


Unit 2 - Assignment 1 Unit 2 - Assignment 2 Unit 2 - Assignment 3 Unit 4 – Assignment 4

Due October 2011 Due December 2011 Due April 2012 Due December 2012

Subject: FRENCH 4655 SPANISH 4695


AQA


Foundation Higher


Course assessment:

Exam 40% Controlled assessment 60%

Two exams: Listening 20% (tiered) Reading 20% (tiered) Two pieces: Writing 30% (not tiered) Speaking 30% (not tiered)

Course reading & set texts: French (Expo AQA GCSE Higher) ISBN 978-0435720605 Spanish (Mira AQA GCSE Higher) ISBN 978-0435395933 German (Echo AQA GCSE Higher) ISBN 978-0435720339 We also advise that students purchase a quality revision guide for AQA. (GCSE AQA Complete revision & Practice CGP, includes audio CD) Controlled Assessment conditions: Speaking: Each tasks should last between 4 and 6 minutes The task, the kind of language they need and how to use their preparatory work is discussed in class Research can be carried out outside the classroom The final stage will be a speaking exam (see date below)

Writing: Student aiming at grades G - D will produce 200-350 words across the two tasks Students aiming at grades C - A* will produce 400-600 words across the two tasks Students will be in direct sight of the supervisor at all times when writing up the final version. No interaction

with other students or help from teacher will be allowed at this stage The final version is done in exam conditions and will last for one hour. A dictionary is allowed in the exam

room. Specialist equipment required: Dictionary

Homework: Homework is set once a week, but we advise practising talking and reading, learning questions, vocabulary and grammar on a regular basis.

Any other information: Classes are mixed ability. Useful Website Addresses: (replace French with Spanish or German when necessary) www.languagesonline.co.uk www.zut.org.uk http://www.linguaryde.com/frenchgcsepast.html http://www.bbc.co.uk/languages/french/lj/menu.shtml http://www.bbc.co.uk/schools/gcsebitesize/french/ http://www.lepointdufle.net/audio.htm http://www.bbc.co.uk/languages/french/mafrance/ http://www.s-cool.co.uk/gcse/french http://www.wildfrench.co.uk/

http://www.languagesonline.co.uk/

http://www.zut.org.uk/

http://www.linguaryde.com/frenchgcsepast.html

http://www.bbc.co.uk/languages/french/lj/menu.shtml

http://www.bbc.co.uk/schools/gcsebitesize/french/

http://www.lepointdufle.net/audio.htm

http://www.bbc.co.uk/languages/french/mafrance/

http://www.s-cool.co.uk/gcse/french

http://www.wildfrench.co.uk/

COURSE OVERVIEW

French


Module 1 Lifestyle Talking about yourself and other people Relationships, family, problems and giving advice The perfect tense and imperfect tense Talking about your main hobby. CA: Speaking

Module 3 Home and environment Discuss: where you live, your own room, life in the language speaking country Means of transport, giving directions

Module 5 Work and education Talking about your plans for the future. Future tense Preparation exams/ Grammar consolidation CA: Speaking and writing Mid KS4 exams Listening and reading

Module 2 Leisure Discuss: TV and cinema, arranging to go out. Describing what you did. Describing new technology. The perfect tense with être. Using the perfect tense and the imperfect. CA: Writing

Module 5 Work and education Discuss: School, your school day, school rules and pressures, teachers. Your school day and daily routine. Compare schools’ system. Perfect tense

Module 4 Leisure / home and environment Shopping for food and clothes Making travel arrangements Describing the location of a place. Talking about fashion. Using the present, perfect and imperfect.


Module 6 Work and education Talking about free time activities. Talking a part-time job. Talking about plans for the future. Using que and qui Discussing jobs and money, different jobs, places of work. Discussing problem a work. Talking about work experience.

Module 8 Lifestyle Discuss: food and drink, a healthy lifestyle, addiction, other problems Parts of the body and saying where it hurts. Expressions using avoir

Module 7 Leisure (Tourism) Discuss: Holidays, destinations, other holidays. Talking about the weather. Past, present and future tenses Eating out Mock 1: CA speaking and writing

Module 9 Home and environment Discuss: Global issues/ problems in your area/ environmental projects Discussing the environment. Using direct object pronouns in the perfect tense.

Revision, exam preparation and

study skills timetable


Speaking

Family and friends Work and Education Leisure/ Tourism

Writing

Leisure/ My free time Work and Education Holiday

September 2011 Mid KS4 exams 2012 Mock 1- December 2012 December 2011 Mid KS4 exams 2012 Mock 1- December 2012

COURSE OVERVIEW

Spanish


Module 1 Leisure: Talking about holidays, weather, accommodation and activities Use of irregular verbs in the preterite tense.

Module 3 Work and education: Giving your opinion on school subjects. Describing your routine. Producing descriptions of school life. Writing C/A 2

Module 5 Work and education Describing work experience using the preterite and the imperfect. Describing future plans, using different verbs to talk about the future.

Module 2 Leisure/ Home and environment: Talking about means of transport. Giving directions. Describing a day out. Ordering food. Use of the present tense, near future and imperatives. Writing C/A 1

Module 4 Lifestyle Talking about your family using possessive adjectives. Talking about relationship using ser and estar Talking about daily routine using reflexive verbs.

Module 6 Leisure Revising TV programmes and films. Talking about hobbies and pocket money. Speaking C/A 1


Module 6 Leisure Making arrangements to go out, using the present continuous. Talking about extreme sports using a range of adjectives and opinion phrases.

Module 8 Lifestyle Talking about the illness and body using reflexive verbs in the perfect tense. Talking about how to stay in good shape. Writing C/A 3

Module 7 Leisure/ Home and environment Talking about your home using prepositions Talking about different types of houses using a variety of phrases to express opinions. Talking about how you would change the city using the conditional. Speaking C/A 2

Module 9 Home and environment Talking about the environment using the conditional with deber. Talking about global issues using the present subjunctive. Considering problems facing the planet using the imperfect and present tense. Talking about global citizenship.

Exam preparation and study skills timetable Speaking C/A 3


Speaking

Family and friends Work and Education Home and Environment

Writing

Holidays. School Lifestyle

May 2012 Mid KS4 exams 2012 April 2013 November 2011 February 2012 February 2013

Subject: MUSIC Exam Board: & Syllabus Code

OCR J535


One tier of entry

Course assessment:

Coursework Examination

75% 25%

Coursework requirements: Performing (playing an instrument or singing) 30% Two pieces recorded onto a cassette. One solo and one in a group. Composing (not in a group) 30% Two compositions – either recorded with a written commentary or notated and recorded. Coursework is teacher assessed and moderated by the examining body. Creative task 15% This is an individual controlled assessment at the end of the course. Students will produce a response to one of a choice of musical stimuli - date set by exam board - April 2013

Controlled Assessment conditions: The creative task is teacher assessed under formal exam conditions.

Specialist equipment required: Memory Stick. Instrument if applicable.

Homework: Coursework projects

Any other information: Areas of study: Students will study four areas:

My Music – is an overarching module that is taught across the whole course Shared Music – is a module that will be taught throughout Year 11 Dance Music Descriptive Music

Useful Website Addresses: http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.youtube.com/profile?user=hwskdo#grid/playlists

http://www.bbc.co.uk/schools/gcsebitesize/music/

http://www.youtube.com/profile?user=hwskdo#grid/playlists

COURSE OVERVIEW

Music


General introduction to the course including planning coursework stages. My Music Dance Music

My Music Dance Music

My Music System Music

My Music Dance Music

My Music Descriptive Music

My Music Shared Music


My Music Dance Music Shared Music

My Music Descriptive Music Shared Music

My Music Dance Music Shared Music

My Music Descriptive Music Exam preparation


skills timetable

Controlled Assessment: Performance draft Performance final Composition 1 draft Composition 1 final Composition 2 draft Composition 2 final with

commentary

Week of 12/12/11 Week of 30/4/12 Week of 11/6/12 Week of 13/12/12 Week of 4/10/12 Week of 6/12/12

Subject: MUSIC TECHNOLOGY


Edexcel BTEC First


One tier of entry

Course assessment:

100% coursework First Diploma First Certificate

2 core modules with 4 option modules (expected) Graded Distinction, Merit, Pass equivalent to 4 GCSEs at A/A*, B, C 2 core modules with 2 option modules (if necessary) Graded Distinction, Merit, Pass equivalent to 2 GCSEs at A/A*, B, C

Coursework requirements: Coursework is assembled as appropriate to the unit, some electronic, some written Core module 1 includes a CD release of students’ work All coursework is teacher assessed and moderated and verified by the examining body.

Controlled Assessment conditions: All work must be verifiable as the student’s own work. Working versions should be saved where appropriate.

Specialist equipment required: Memory stick

Homework: Set regularly and often practical. Students may complete homework at school during out of school hours by arrangement with the Music department.

Any other information: Areas of study: Core modules

Creating a music product, including release of a CD containing work from members of the class The Music Business

Optional modules Sequencing DT Technology Exploring an area of music Recording Advanced sequencing Ensemble playing

Useful Website Addresses: www.bbc.co.uk/schools/gcsebitesize/music/ www.youtube.com/profile?user=hwskdo#grid/playlists

http://www.bbc.co.uk/schools/gcsebitesize/music/

http://www.youtube.com/profile?user=hwskdo#grid/playlists

COURSE OVERVIEW

Music Technology


Introduction to Logic pro software. Complete first draft of one piece of music

Exploring an area of music written project

One track fully sequenced and ready to record

Continued

Continued

Continued

Year 11


One track fully sequenced and recorded Business project completed

CD released and all marketing tasks completed

Continued

Continued Evaluation finished


skills timetable


Music product with

business project CD release with

marketing tasks complete

Week of 5 /12/11 Week of 26/2/13

Subject: PHYSICAL EDUCATION


Edexcel 2PE01


One tier of entry

Course assessment:

Coursework Examination

60% 40%

Course reading & set texts: Set text GCSE PE for Edexcel Julia Walmsley Folens ISBN 9781850083993

Coursework requirements: There are five pieces of coursework worth 60% in total: 2 x Practical performance activities – (minimum 9 hours per activity) 1 x Coaching Performance Module – (minimum 9 hours of coaching) 1 x Officiating Performance module – (minimum of 9 hours of officiating organised competition) 1 x Analysis of Performance examined in one particular area chosen by the student

Controlled Assessment conditions: As stated above, a minimum 9 hours of participation in each of the following roles:- 1) Coach 2) Official 3) Performer – Two Practical Activity areas

Specialist requirements: Compulsory attendance to a minimum of one extra-curricular activity per week Enrolment and successful completion of Leadership level one award Enrolment and successful completion of Young Officials course as set out by the Youth Sport trust

Homework: Project based on a half-termly cycle:

Healthy and Active Life-styles King of the Sports Analysis of performance 3 week personal exercise plan Leadership Award Officiating into Sport Body in Sport

Any other information: Useful Website Addresses/related texts: http://hwspe.blogspot.com – All links are featured on the department web-pages. Additional sports not offered by the school will be considered if on the syllabus. Unit 1: Exam Content 1.1 Healthy, Active Lifestyles 1.1.1 Healthy, active lifestyles and how they benefit you 1.1.2 Influences on your healthy, active lifestyle 1.1.3 Exercise and fitness as part of your healthy, active lifestyle 1.1.4 Physical activity as part of your healthy active lifestyle 1.1.5 Your personal health and wellbeing 1.2 Your Healthy, Active Body 1.2.1 A healthy, active lifestyle and your cardio-vascular system 1.2.2 A healthy, active lifestyle and your respiratory system 1.2.3 A healthy, active lifestyle and your muscular system 1.2.4 A healthy, active lifestyle and your skeletal system 1.2.5 Physical activity and your healthy mind and body

http://hwspe.blogspot.com/

COURSE OVERVIEW

PE


Theory Content 1.1.1 Healthy, active lifestyles and benefits 1.1.2 Influences on your healthy, active lifestyle 1.1.5 Your personal health and well being

1.1.3 Assessing readiness for exercise

Fitness testing: Cooper run Illinois agility run Sergeant jump Standing broad jump, Hand grip test

1.1.3 Exercise and fitness as part of your healthy, active lifestyle Aerobic and anaerobic training Target zones and thresholds of training Personal Exercise Plan

1.1.3 Exercise and fitness as part of your healthy, active lifestyle 1.1.4 Physical activity as part of your healthy active lifestyle

Continued Sit and reach test Alternate handball toss Bleep test 50m sprint Sit up test

Continued Diet and Nutrition for performance and exercise Evaluate and complete The Personal Exercise Plan


Practical Badminton, Rugby, Swimming Theory Circulatory System Respiratory System Bones Joints, Tendons and Ligaments

Practical HRF, Football, Netball Theory Muscles and muscle action Prevention of Injury First Aid

Practical Badminton, Rugby, Netball Theory Bones Joints, Tendons and Ligaments Muscles and muscle action

Practical HRF, Netball Theory Sports injuries Preparation for Practical exam (March 2013)


skills timetable

Controlled Assessment: Analysis of Performance (including Personal Exercise Plan)

Performance analysis Leadership Award

October 2012 June 2012 July 2012

Subject: PSYCHOLOGY Exam Board: & Syllabus Code

OCR J611


One tier of entry

Course assessment:

100% Examination

Three written examinations. Students will take unit 1 at the end of the first year and units 2 and 3 at the end of the second year. Units 1 and 2 are each worth 40% of the total marks available. Unit 3 is worth 20% of the total marks available.

Course reading & set texts: OCR GCSE Psychology Student Book, Mark Billingham, Heinemann Publishers, ISBN 978-0-435807-70-2. This is the textbook that we will be using in class. Psychology for GCSE Level (2nd Ed.), Diana Dywer & Craig Roberts, Psychology Press, ISBN 978-1-84872-018-3. This textbook is suitable for both the OCR and AQA GCSE specifications. Revise Psychology for GCSE Level (OCR Syllabus), Diana Dywer & Craig Roberts, Psychology Press, ISBN 978-1-84872-048-0. This revision guide contains a summary of the course content and examples of exam-style questions. Specialist equipment required: None Homework: Homework is set regularly and will sometimes involve undertaking short psychological research tasks. At the end of each topic, students will have a timed assessment during lesson time consisting of a past paper exam question. They will be expected to prepare and revise thoroughly for these tests. Course information: Unit 1: Studies & Applications in Psychology 1

Sex & Gender Memory Attachment Obedience Atypical Behaviour

Unit 2: Studies & Applications in Psychology 2

Criminal Behaviour Perception Cognitive Development Non-verbal Communication The Self

Unit 3: Research in Psychology

Planning Research Doing Research Analysing Research Planning an Investigation

COURSE OVERVIEW

PSYCHOLOGY


Introduction to psychology Sex & Gender

Attachment Obedience

Unit 1 Examination Preparation and Revision

Memory Attachment

Criminal Behaviour Perception

Cognitive Development


Non-verbal communication The Self

Analysing Research Planning an Investigation

Planning Research Doing Research

Unit 2 & 3 Examination Preparation and Revision

Controlled Assessment: No formally assessed coursework

Subject: SOCIOLOGY Exam Board: & Syllabus Code

AQA 4192 Full


One tier of entry

Course assessment:

100% Examination

Two written examination papers of 1 hour 30 minutes. Students will take unit 1 at the end of the first year.

Course reading & set texts: Sociology GCSE for AQA. Wilson and Kidd. ISBN 978-0-00731070-8


Homework: Homework is set regularly and will sometimes involve undertaking short sociological research tasks.

Course information: Unit 1: Studying Society - Looking into the research process and evaluating methods including observations, questionnaires and interviews. Families & Households – explaining family diversity i.e. couple/lone-parent, heterosexual/gay, extended/nuclear and reconstituted. Sociological approaches to the family – functionalist v feminist. Changes in relationships and roles within the family and explanations of the growth in the divorce rate and its consequences. Education – explaining variations in achievement according to social class, ethnicity and gender. Influences on achievement including parental values, peer groups, streaming, labelling, teacher expectations, economic circumstances and cultural background. The functions of the educational system and other educational debates. Unit 2: Crime and Deviance – The social distribution of crime in terms of class, age, gender, ethnicity and locality. Explanations for criminal and deviant behaviour such as sub-cultural theories, labelling theory and relative deprivation. The usefulness of official crime figures, and self-report and victim studies. The significance of criminal and deviant behaviour on victims and society. Mass Media - The media as an agency of socialisation in the development of political views and social identities. The media as a source of power through agenda setting and the creation of positive/negative images of particular groups and organisations. Stereotyping, deviancy amplification and the relationship between media exposure and violence. Social Inequality- Explaining the nature of stratification e.g. the unequal distribution of wealth, income, status and power. Stratification systems based on class, gender, ethnicity and religion. Sociological explanations of poverty e.g. the cycle of poverty, the culture of poverty, the culture of dependency and structural explanations. The major debates about inequality including the extent to which modern Britain can be considered a meritocracy and the continued significance of class. Useful Website Addresses: www.bbc.co.uk www.atss.org Then go to ‘good sites for sociology’ And… Students should be encouraged to keep up with current affairs by watching relevant TV documentaries and dramas, reading quality newspapers or their websites and talking at home about issues of a sociological nature.

http://www.bbc.co.uk/

http://www.atss.org/

COURSE OVERVIEW

Sociology


Families & Households

Study of Society

Education

Study of Society

Education

Crime & Deviance


Crime & Deviance

Social Inequality

Mass Media

Social Inequality

Revision and exam preparation for Unit 2 exam and retakes of Unit 1

exam where necessary.

Controlled Assessment: No formally assessed coursework

key stage 4 handbook - 2011-12

Documents