NewtonslawsWhatisusedtorepresent forcesinadiagram? Whyaresomeobjectsable toaccelerate? YR10
TheUKevolvinghumanlandscape
HowhasmigrationchangedtheUK? HowhavethetypesofjobsintheUK changedovertime? HowhasLondonchangedovertime? HowhasLondonregenerated? Whatarethechallengesoflivinginrural areasliketheIsleofWight? EcoFutures:SustainabilityinLondonandtheimpactofqualityoflife.Theroleofgeographersin managingurbanenvironmentsinorderto improvequalityoflifeandmanagethe challengeofsustainability
WideWorldDepthStudy: betweenEast&West,1945-1972 WhatweretheoriginsoftheColdWar? WhydidtheendoftheSecondWorldWarcause problemsbetweenthesuperpowers? Whywasthe‘IronCurtain’akeymomentthe developmentoftheColdWar? WhydidtheBerlinBlockadeleadtotensions betweenEast&West?
Purityandseparatingmixtures
Whatisanempiricalformula? Howcandifferentmixturesbeseparated?
Y10UNIT2
Howdocurrentandpotential differencechangeinseriesand
Energyandreactions Whatisthedifferencebetween exothermicandendothermicreactions? Howarechemicalequationsusedto showwhathappensinareaction?
superpowerHowdidmilitary thesuperpowers Wastherereallya‘thaw’ Warrelationsbytheendofthe 1950s?
Y10UNIT3
WideWorldDepthStudy:Conflict&TensionbetweenEast&West,1945-1972
HowwastheColdWar‘transformed’duringthe1960sandearly1970s? HowdideventsinBerlinandCubaintheearly1960sleadtotensionbetweenEast&West? WhatimpactdidthePragueSpringhaveonColdWarrelations? Whywastheendofthe1960sandearly1970saperiodofdétentebetweenthe superpowers?
2024 - 2025
internationalandglobalareasofinterest
Viajes/Journeys
HowdoIusesepuedeandcomparativesto discusstravelplans?
HowcanIusethesuperlativeandifclausestotalk aboutfestivalsintheSpanishspeakingworld? HowdoIuseacabarde +theinfinitivetosaywhat
Propertiesofmaterials Howdonanoparticlesgetused? Whydoesgraphitebehave differentlytographite?
ThematicStudy:Britain;Health&thePeople Whydidmedicinestandstill duringtheMiddleAges? Whatwerethemainfeatures ofmedicineintheMiddle Ages?HowdidChristianity&Islam affectmedievalmedicine? Whatwaspublichealthlike intheMiddleAges?
Forestsunderthreat Howareforestsunderthreat? HowdothecharacteristicsofTaigaand TropicalRainforestscompare?
Howcanforestsbemanagedsustainably?
Ididonholiday?
HowdoIusetheimperfecttodescribewhereI stayed?
HowcanIusearangeoftensestodiscuss holidays?
Advancedmagnetism Howcanyourepresent magneticfields? Howdomotorsuse magnetismtoturn?
EcoFutures:Sustainableforestry managementintropicalrainforestand Taigaforestsataglobalandlocalscale (includingCITES,REDD,Ecotourismand sustainableforestry).
Energyandreactions
Whatisthedifferencebetweenexothermicand endothermicreactions? Howarechemicalequationsusedtoshowwhat happensinareaction?
Migente,mimundo/Mypeople,myworld
ThematicStudy:Britain;Health&thePeople Whywerethe16thto18th centuriesaperiodofchange inmedicine?HowdidtheRenaissance affectmedicine? Howdidpeopletrytodeal withdiseaseduringthis period?Howdidpeopletrytoprevent diseaseduringthisperiod?
Predictingreactions Whatisthepatternof reactivityingroup1? Whyaregroup0elements reallyunreactive(inert)?
Consumingenergyresources Whatarethedifferentsourcesofenergy? Howisthepriceandsupplyofoilaffectedbytheglobaleconomy? Whydiddifferentpeople(Consumers,TNCs,governments,climate scientists,andenvironmentalgroups)havecontrastingviewsabout thefutureuseofenergy?
Whatarethedifferencesbetweenserandestarand howdoIusethemtodescribepeople?
Predictingreactions Whatisthepatternofreactivityingroup1? Whyaregroup0elementsreally unreactive(inert)?
HowdoIusethepersonalatotalkaboutwhoI admire?
HowdoIuse HowdoIdiscuss HowdoIdescribeaschool
Letempsdesloisirs/Leisure
HowdoIusedepuisplusthepresent howlongI’vebeendoingsomethingfor?
Y11UNIT2
Organismlevelsystems Whathappenswhenthe centralnervoussystem takesamessagetothe brain?Howarehormonesableto regulatethemenstrual cycle?
ThematicStudy:Britain;Health&thePeople Whydidthe19thcentury seea‘revolution’in medicine?HowdidGermtheory ‘revolutionise’medicinein the19thcentury? Wastherea‘revolution’in surgeryduringthe19th century?Howdidpublichealth improveduringthe19th century?
Acids,alkalisandelectrolysis WhatisthepHscaleandhowdoes itmeasureacidsandalkalis? Howdoeselectrolysissplitanionic substance?
Y11UNIT1
Y10UNIT4
BritishDepthStudy:Elizabethan England,c.1568-1603
WhatwasspecialaboutElizabeth’s courtandparliament? WhywasElizabeth’scourtsoimportant? WhatwasElizabeth’srelationshipwith parliamentlike? Howdifficultwasittobeafemaleruler?
Communitylevelsystems Whatarebioticandabioticfactors? Howdosomeorganismsaffectthe populationsizeofothers?
ThematicStudy:Britain;Health&thePeople Whathappenedtomedicineinthe20thcentury? Howdidtreatmentsfordiseaseimproveinthe20thcentury? Howdidsurgeryimproveinthe20thcentury? Howdidpublichealthimproveinthe20thcentury?
Periodstudy:Germany,1890-1945
Acids,alkalisandelectrolysis WhatisthepHscaleandwhatdoesit measureinacidsandalkalis? Howdoeselectrolysissplitanionic substance?
EcoFutures:Sustainableenergyproductionandconsumption. Attitudinalandbehaviourchangesinresponsetopressureson energyconsumption.Futureenergyconsumptionandtheroleof stakeholders.
Inheritanceandselection Whatisevolutionbynaturalselection? Howdoesageneticcrossshowlikelihood tohaveaparticulartrait? Y10UNIT7
BritishDepthStudy: ElizabethanEngland,c.1568-1603 WhatwaslifelikeinElizabethantimes? WasElizabeth’sreignreallya‘GoldenAge’? HowdidElizabethansdealwiththe problemofthepoor? WhatweretheachievementsofEnglish sailorsduringElizabeth’sreign?
Curriculum information booklet
Y11UNIT3
Waveeffectsandproperties Whatareusesanddangersof electromagneticwaves? Howaredifferenttypesofradioactive emissionsstopped?
Germany,1890-1945
WhydidElizabethhavetroublesathomeandabroadduringherreign? HowsuccessfullydidElizabethdealwithreligiousproblemsduringherreign? HowbigaproblemdidMaryQueenofScotsposeforElizabeth? WhywereEnglandandSpainatwarattheendofElizabeth’sreign?
ElizabethanEngland,c.1568-1603
HowdidthedepressionaffectGermany between1929and1934? WhywastheWallStreetCrashandthe DepressionsuchaproblemforGermany? WhydidWeimardemocracyfailbetween 1929and1934?HowwasHitlerabletoturnGermanyfroma democracyintoadictatorshipby1934?
Careers:Theroleofgeographersinmakingdecisionregardingfutureenergymixandimpactsofclimatechange.
lifestyledailyroutinesusing objectnountosayhowIfeel? pronouns? andnewhabitsusing illnessandinjury? reflexiveverbsinthepreterite discussthesimplefuturetense?futureplansforhealthandusingifclauses?
HowdoIusereflexiveverbstotalkaboutfriendships andrelationships? HowdoIusepara¬+infinitivetotalkaboutmy identityandwhatmatterstome? HowcanIexpressmoodsusingestar? HowcanIgiveadviceusingpodríasanddeberías?
Whatisthemethodforatitration?
HowfardidGermanydevelopasa democracybefore1929? WhywasrulingGermanydifficult before1914?WhatproblemsdidGermanyface between1918and1923? HowfardidGermanyrecover between1924and1929?
Howisthecostofelectricitycalculated?
Exampreparation
Controllingreactions Whatfactorsaffectrateof reaction?Howdoesacatalystincrease therateofreaction?
HowdoItalkaboutatypicaldayatschool? HowcanIusetherelativepronounscuando,que,donde? HowcanIdiscussmyandotherpeople’sopinionsusinglo HowdoIusetheconditionaltensetotalkabouthowIwould HowdoIuseimpersonalverbswithaninfinitive? HowdoIdiscussstudentsandteachersatschool? HowdoIdescribeaschooltripinthepastusingadjectives
Whatfactorsaffectpositionof Howdoesanequilibriumform
HowdoIuseprepositionsofplacefordirections?
HowcanIdescribehowaplacehaschangedusingtheimperfecttense?
HowdoIusedemonstrativeadjectivesfordescriptions?
boardgenres conventionsofafilmgenre? to sequence?sequence?analysemyfilm
Whatseriesoforganicmoleculesare there?Howisfractionaldistillationusedto makepurer,moreusefulsubstances?
Whatisthedifference betweeneukaryoticand prokaryoticcells? Howdolightandelectron microscopesdiffer?
Whathappensincells? Whatfactorsaffecttheability ofanenzymetowork? HowdoestheprocessofDNA replicationhappen?
HowcanIdescribeshoppingpreferencesusingdirectobjectpronouns?
Whataretheamountsofgasesinthe Howispollutionaffectingtheatmosphere?
Mibarrioyyo/Myneighbourhoodandme
HowdoIexpresspreferencesaboutwhereIlive? HowdoIusethepresentsubjunctivewithcuando?
HowcanIuseavarietyofverbtensestotalkabout HowcanIusedifferentwaystotalkaboutfuture
Feedingthehumanrace Whatisgenetic engineering?Howisfarmingaffectedby geneticengineering?
Business
Controllingreactions Whatfactorsaffecttherateofreaction? Howdoesanequilibriumformandhow
Periodstudy:WhatweretheexperiencesofGermanpeopleundertheNazis between1933and1945? WhatweretheimpactsofNazisocialpoliciesonGermanpeople? DidtheNazisreallycreateeconomicprosperityinGermanyafter1933? HowdidtheNaziskeepGermanpeopleundercontrol?
HowdoIuseprepositionsofplacefordirections? HowcanIdescribehowaplacehaschangedusingtheimperfecttense? HowdoIusedemonstrativeadjectivesfordescriptions? HowcanIdescribeshoppingpreferencesusingdirectobjectpronouns?
HowcanImakesureI’mrevisingeffectivelyforthissubject? HowdoIrecallknowledgeIneedfortheexam? Whatarethegapsinmyknowledgeandhow canIaddressthem?
HowdoIapproachexamquestionsinHistorytoensure Ireachthebestgradepossible?
WideWorldDepthStudy:Conflict&TensionbetweenEast&West,1945-1972 WhatweretheoriginsoftheColdWar? WhydidtheendoftheSecondWorldWarcause problemsbetweenthesuperpowers? Whywasthe‘IronCurtain’akeymomentthe developmentoftheColdWar? WhydidtheBerlinBlockadeleadtotensions betweenEast&West?
Whatarethewiresinaplugand HowdoestheNationalGridsupply energysafelytohomes?
Whatfactorsaffecttherateoftranspiration? Howdolimitingfactorsaffecttherateofphotosynthesis?
Supplyingthecell Whatisthedifferencebetweenosmosisanddiffusion? Whyistheuseofstemcellsseenascontroversial?
Y10UNIT5
Maintaininginternal environmentsWhatisthedifference betweentype1andtype2 diabetes?Howisbodytemperature controlledinhumans?
Elfuturoteespera/Thefutureawaits
HowcanIuseseguir/continuar+present participletotalkaboutmyfuture?
comparetwoAmericanfilms?Film1 genreconventionsofmusicalfilms? narrativeofthefilm? thedifferencebetweenfilmsmadeinthe and1980’s? wasSingingintheRainsosuccessful? arethekeythemesandissuesinthefilm? Whatarethekeysocial,culturalandhistorical contextsofthefilm? Howareage,gender,ethnicityandculture representedinthefilm? WhatdoIwriteaboutaestheticsinthisfilm? HowdoIwriteaboutspecificsequencesfromthe
HowdoItalkaboutgettingajob?
Unmundomejorparatodos/A betterworldforeveryone HowdoItalkabouthowIhelpin mycommunity? HowdoIusetheimperative? HowdoItalkaboutclimate changeusingthepassive? HowdoIusetheimperfect continuoustense? HowcanItalkaboutactionsto helptheenvironment? HowdoIdiscusssolutions? HowcanIgiveopinionsusingthe presentsubjunctive? HowdoItranslatemorecomplex HowdoItalkaboutthefuture using(no)sedebería+infinitive?
Whathormonesare
HowcanItalkaboutfuturecareerintentions?
HowdoIdiscusstheimportanceoflearning
HowIunderstandmorecomplextextsabout changesintheworldofwork?
HowdoIworkouttheinfinitiveofa conjugatedverb?
HowcanIbuildonmyknowledgeof thepresenttensetotalkaboutthe HowdoIusearangeofreflexiveverbs totalkaboutmyrelationshipwith HowcanIusethenearfuturetense withincreasingconfidencetotalk aboutplans? HowcanIbuildonmyknowledgeof theperfecttenseusingavoirandêtre plusthepastparticiple?
WideWorldDepthStudy: Conflict&TensionbetweenEast& West,1945-1972 HowdidtheColdWardevelop duringthe1950s? WhywereeventsinAsiainthe early1950ssignificantfor superpowerrelations? Howdidmilitaryrivalriesbetween thesuperpowersleadtotension? Wastherereallya‘thaw’inCold Warrelationsbytheendofthe 1950s?
Chemicalprocesses Whatdetermineshowtoextracta metalfromanore? Howisoilseparatedtomakepurer, moreusefulsubstances?
EarthSystems Whataretheamountsofgasesinthe atmosphere?Howispollutionaffectingthe atmosphere?
Thechallengesofsize Whatarethedifferentblood vesselsandhowaretheydifferent? Howdofactorslikewindand temperatureaffecttranspiration?
Y10UNIT3
Thenervoussystem Whatdothedifferent neuronsinthenervous systemdo?Howdoesdamageaffect thenervoussystem?
HowcanIuseparaque+presentsubjunctive totalkabouttheimpactofartificial
EcosystemsWhatisthedifferencebetweenbiotic andabioticfactors? Howdosomeorganismsaffectthe populationsizeofothers?
Inheritance
Piensaenlafamilia.¿Aquéseparecelaestructura ¿Cuálessonlassimilitudesylasdiferenciasentrecada ¿CómohacambiadoelpapeldelamujerenEspaña
Naturalselection andevolutionWhatisevolutionby naturalselection? Whatistheevidence forevolution?
Monitoringtheenvironment Whatsamplingtechniquesarethere andhowaretheyused? Howisbiodiversitybeingreducedand whatarewedoingtohelp?
Monitoringhealth Whattypesoforganismscausediseasesin plantsandanimals? Howdocertainfactorsaffectthedevelopment ofnon-communicablediseases?
Investigatingsmallbusiness Enterpriseandentrepreneurship Howandwhydobusinessideascomeabout? Whatistheimpactofriskandrewardon businessactivity? Whatistheroleofentrepreneurship? EcoFutures:Approachestoaddingvalueinacirculareconomy.
BritishDepthStudy:Elizabethan England,c.1568-1603 WhatwasspecialaboutElizabeth’s courtandparliament? WhywasElizabeth’scourtsoimportant? WhatwasElizabeth’srelationshipwith parliamentlike? Howdifficultwasittobeafemaleruler?
Whatarethemaindifferencesbetween sexualandasexualreproduction? Howdoesageneticcrossshow likelihoodtohaveaparticulartrait?
¿Estecambiotienealgúninconveniente? ¿Enquéseparecenloscambiosdepapel experimentadosporlamujerespañolaylabritánica?
Delavilleàlacampagne/Localarea
HowdoIuseonpeutwiththeinfinitiveto saywhatyoucandoindifferentregions? HowdoIaskfordirectionstogetaround townandtofinddifferentplacesof interest?
Physicsonthemove Whatfactorsaffectthinking distance?Howarestoppingdistances calculated?
WideWorldDepthStudy:Conflict&TensionbetweenEast&West,1945-1972 HowwastheColdWar‘transformed’duringthe1960sandearly1970s? HowdideventsinBerlinandCubaintheearly1960sleadtotensionbetweenEast&West? WhatimpactdidthePragueSpringhaveonColdWarrelations? Whywastheendofthe1960sandearly1970saperiodofdétentebetweenthe superpowers?
Y10UNIT5
Investigatingsmallbusiness Understandingexternal influencesonbusiness Whatfactorsarebeyondthe controlofabusiness? Whatimpactdostakeholders, technology,legislationandthe economyhaveonabusiness? Howdobusinessesrespondto externalinfluences? EcoFutures: Opportunities andthreatsofthecircular economyonbusiness activities.
Monitoringtheenvironment Whatsamplingtechniquesarethere andhowaretheyused? Howisbiodiversitybeingreducedand whatarewedoingtohelp?
ElizabethanEngland: Historicenvironmentstudy. Issuedbytheexamboard andchangedyearly.
HowcanIbuildonmyknowledgeofirregular verbs(e.g.lire,écrire)todiscusshobbies?
HowcanIusearangeofnegatives(e.g.ne…plus, developmyspeakingandwriting? HowdoIusethecomparativetotalk aboutmyopinionsofdifferentTV programmes? HowcanIusetheperfecttense withincreasingconfidencetotalk aboutanightoutwithfriends?
Joursordinaries,jours celebrations
Y11UNIT1
Mibarrioyyo/Myneighbourhoodandme HowdoIexpresspreferencesaboutwhereIlive? HowdoIusethepresentsubjunctivewithcuando? HowcanIuseavarietyofverbtensestotalkabout HowcanIusedifferentwaystotalkaboutfuture
HowdoIbuildonmy agreementtodescribe HowdoIusemodal infinitivestodescribe HowcanIdevelop religions,including HowcanIbuild byusingest-ce HowcanIuse togetherto
HowcanIusethesuperlativetotalkabout differentfeaturesofmyregion? HowdoIusequestionwordsandsi clausestoaskquestionsinatouristoffice anddiscussplans? HowdoItalkabouttheprosandconsof livinginacityorthecountryside?
Elfuturoteespera/Thefutureawaits HowcanIuseseguir/continuar+present participletotalkaboutmyfuture? HowdoItalkaboutgettingajob? HowcanItalkaboutfuturecareerintentions? HowdoIdiscusstheimportanceoflearning HowIunderstandmorecomplextextsabout changesintheworldofwork? HowcanIuseparaque+presentsubjunctive totalkabouttheimpactofartificial HowdoIworkouttheinfinitiveofa
Aucollège/Mylifeatschool
HowdoIdevelopmyopinions totalkaboutsubjects,teachers HowcanIincreasemy comparingschoolsin HowcanIbuildon phrasestodiscuss HowcanIusedifferent andunhealthylifestyles HowcanIuse withincreasing
Unœilsurlemonde/Environment
BritishDepthStudy: ElizabethanEngland,c.1568-1603 WhatwaslifelikeinElizabethantimes? WasElizabeth’sreignreallya‘GoldenAge’? HowdidElizabethansdealwiththe problemofthepoor? WhatweretheachievementsofEnglish sailorsduringElizabeth’sreign?
Investigatingsmallbusiness Spottingabusinessopportunity Howdonewandsmallbusinessesidentify opportunities? Howdoesabusinessunderstandcustomerneeds? Whatmarketresearchdoesabusinessconduct? Howdoesabusinessunderstandtheir competition?
BritishDepthStudy:ElizabethanEngland,c.1568-1603 WhydidElizabethhavetroublesathomeandabroadduringherreign? HowsuccessfullydidElizabethdealwithreligiousproblemsduringherreign? HowbigaproblemdidMaryQueenofScotsposeforElizabeth? WhywereEnglandandSpainatwarattheendofElizabeth’sreign?
Exampreparation
Investigatingsmallbusiness Makingthebusinesseffective Whatfactorsimpactuponthe successofabusiness? Howdoeslocationimpactupon thesuccessofabusiness? Whatisthemarketingmix? Howdoesabusinesswritean effectivebusinessplan? EcoFutures:Businesspitch enrichment- delivercircular economybusinesspitches.
Investigatingsmallbusiness Puttingabusinessideaintopractice Howdoesabusinessmakeideashappen? Howareaimsandobjectivesidentifiedby businesses?Whatarethefinancialaspectsbusinesses needtoconsider? EcoFutures: theirimportance.
HowcanImakesureI’mrevisingeffectivelyforthissubject? HowdoIrecallknowledgeIneedfortheexam? Whatarethegapsinmyknowledgeandhow canIaddressthem?
HowdoIapproachexamquestionsinHistorytoensure Ireachthebestgradepossible?
Buildingabusiness Growingthebusiness Whatarethemethodsofbusinessgrowth? Howandwhydobusinessaimsand objectivesevolve? Whatistheimpactofglobalisationona business?Whatethicalandenvironmentalquestions facebusinesses? EcoFutures:Whydoaimsandobjectivesneedtochangetoprotectthe environment?
Buildingabusiness Makingoperationaldecisions
HowdoIusethesuperlative mostseriousenvironmental HowdoIuseonpeut totalkabouthow HowcanIrecognise understandinformation HowcanIdevelop identifyingHowcanIexpressions
Buildingabusiness Makingmarketingdecisions Whatisthemarketing mix?Howisthemarketing mixmanaged? Howdoesthe marketingmixinform businessdecisionsina competitive marketplace? EcoFutures: Differentiatingthrough ‘product’and‘promotion’with ecopackagingand sustainablebusinessactivities.
Buildingabusiness Makingfinancialdecisions Whattoolsdoesabusiness supportfinancialdecision
Howdoesabusinessmeetcustomerneeds? Whatistheimpactonkeybusinessdecisions aboutdesign,supply,qualityandsales?
EcoFutures:Supplierconsiderationsandthecirculareconomy.
Buildingabusiness Makinghumanresourcedecisions Howarebusinessesorganised?dobusinessesrecruitandtrainmakedecisions motivation?
Whatratioanalysis andhowisthisinformation
Whataretheuses rangeoffinancial
As we move through into Key Stage 4 there is a greater ownership and expectation on students for their own learning. As students grow older we expect that they will act as role models for younger students.
We continue to expect that students are respectful and meet the behaviour expectations of the academy. Students will need to attend every day, arrive on time be resilient, responsible and respectful at all times. We expect that students will dress correctly for school, including on all visits, and bring the necessary equipment each day found here on the website.
We ask that students aim for the best possible standards in their studies, and work to their full potential in all subjects. On the occasions when a class may need to have a cover teacher, our expectations remain unaltered and we expect students to work exactly as they do in other lessons.
In Key Stage 4 students will be identified for additional help – we call this intervention- and we remind students they must attend all intervention and revision sessions identified for them punctually. Parents, please be reminded that this expectation forms part of the signed home-school agreement.
We ensure that students in Key Stage 4 enrich their studies with curriculum related visits. These directly contribute to their learning and will help them achieve highly in their examinations and promote a love of learning and educate for life.
We very much believe in educating students for life and our curriculum reflects this. All students work towards GCSE qualifications in English Language, English Literature, Maths, Science, either History or Geography and either French or Spanish. They will also have chosen two option subjects to give further breadth to their study. This ensures academic rigour at all levels and prepares students for the next phase of their education, whether it be academic or vocational.
In addition to this, all students have Core PE lessons twice a week and E1M once a week, the combination of which ensures they understand how to keep themselves mentally and physically healthy, safe online and financially aware as they move into adulthood. Careers education continues to be a vital part of the curriculum and all students continue to receive bespoke careers information and guidance from our careers team and independent advisor.
Assessment continues to play a key role in shaping learning within the classroom and in identifying students for intervention. In-class assessments become more formal and in the Autumn term of year 11, students will experience a full Mock GCSE exam season, where we strictly follow the JCQ Exam regulations and use invigilators, as we do during the real external exams.
Some GCSE subjects have components during the course that contribute to their final grade. Many of us will know this as coursework, most tasks are now called Non-Examined Assessments or NEAs. The exam board sets the criteria for these and the rules that staff and students must follow during their completion.
JCQ Information for Candidates can be found here and students will need to make themselves familiar with the national regulations for external exams.
The demand for and importance of independent learning is even more significant in Key Stage 4. As many subjects will be completing work on non-examined assessments (coursework), there will be an increasing expectation to produce large amounts of high-quality work outside of the classroom. Independent learning will take many forms but is most likely to involve home working or the use of the library and inspiration spaces around the academy. Independent work will continue to be set formally on SatchelOne and students should work on the basis that they will need to complete a minimum of one hour per subject, per week. As assessments and exams approach this demand will increase to incorporate additional revision. Revision is an ongoing process and many independent tasks will be designed around recall and consolidation of prior learning. Students will receive revision booklets to support preparation for assessments, which will further structure independent learning tasks. Parents are encouraged to monitor independent learning tasks set on the SatchelOne platform.
From the very beginning of year 10 we expect students to be revising their learning. To support this, we have devised a system for revision, which is outlined below, and there is also a link (here) to an instructional video to demonstrate this process. In addition to this all students have access to GCSEpod and Seneca Learning platforms. These provide excellent revision resources for all GCSE courses and can be easily accessed using your CEC login credentials (username and password). In the appendices you will also find a list of suggested revision guides.
Step 1- Highlight the key points on the revision guide
Step 2- Make a flash card/bullet point list/mind map
Step 3- Copy out flash card/bullet point list/mind map over and over- x10
Step 4- Test yourself- verbally or in writing- (if you cannot remember, go back to step 3 and repeat)
Step 5- Practice exam question in timed conditions with no notes.
The following pages contain information from each subject about the course content, useful resources, homework expectations and whether the grade is based only on final exams or includes NEAs.
Art and Design GCSE will open the door to lots of pathways such as Art & Design A-Level, and then the huge range of Art or Design related Degree Courses at university such as: Architecture, Fashion, Photography, Animation, Textiles, Interior Design, Graphics, etc. The Creative Industries offer a wide range of careers that could start with an Art & Design GCSE.
GCSE Art and Design offers students the option to choose the area of art and design that they explore and develop. At Cowes, they can choose from Fine Art (8202), Graphic Communication (8203) or Textile Design (8204). Whichever specialism is chosen this course allows students to develop their creativity and confidence by experimenting with a wide range of techniques.
The exam and non-exam assessment will measure how students have achieved the following assessment objectives and is the same for all specialisms. Guidance on the evidence required for each Assessment Objective is below.
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
• Looking at a range of relevant artists, & designers.
• Finding relevant images that show your initial sources of inspiration. Produce images and ideas that link together.
Show a progression of ideas that move on from your first starting point.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
A range of techniques and media.
• As much experimentation as possible.
• Trying more than one way to present your images and ideas.
• Good quality skills when using different techniques and media.
AO3: Record ideas, observations and insights relevant to intentions as work progresses. Good quality drawing skills. Taking your own photos if possible.
• Written research into relevant artists & designers.
• Annotations describing and evaluating your ideas and practical work.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
• A good quality final piece.
• A set of work that flows with ideas linking together.
• An obvious influence from the artists you have researched within your final piece.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Art Curriculum https://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-GCSE-SP-2016.PDF
60% of the GCSE grade is based on production of a portfolio that shows explicit coverage of the four assessment objectives. All work produced in class and homework is included. Students produce a portfolio of work based on at least one ‘full’ project, plus other isolated pieces.
The final 40% is an externally set assignment that takes place in May of year 11. Following a period of preparatory time, there is a 10 hour “exam” that takes place over 2-3 days in exam conditions. All preparation work is produced in class and at home, based on an externally set theme.
In year 11, students will need to continue with their one hour a week at home and, in addition, commit to one additional hour in school either after school or at lunchtime.
You are strongly advised to read the specifications of the specialisms we offer to gain a greater understanding of what is entailed in each course.
Although the ability to draw is an advantage in all specifications, students will be taught these skills throughout the course and with more practice they do develop over the course.
Students will study and write about a range of artists, craftspeople and designers to support their critical understanding of the subject.
From the outset of the course, all work produced in the lessons and for homework goes towards the coursework portfolio so it requires a certain amount of commitment, enthusiasm and an eagerness to develop practical skills and understanding and as a consequence are incredibly enjoyable and rewarding subjects to study.
In addition to learning about how businesses function, GCSE Business also develops skills relating to communication and presentation, planning and decision making, adaptability and flexibility, and mathematical skills. These are all transferable skills that will help in running a business but are also useful in a wide range of A Level subjects and careers.
Through studying this qualification students will apply knowledge and understanding to business decision making, by developing problem-solving and decision-making skills relevant to business. They will actively investigate, analyse and evaluate business opportunities and issues and make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation, and the application of appropriate quantitative skills.
Theme 1, Investigating a Small Business, concentrates on the key business concepts, issues and skills involved in starting and running a small business. It provides a framework for students to explore core concepts through the lens of an entrepreneur setting up a business. Theme 1 is taught in 5 key topic areas:
• Topic 1.1 Enterprise and entrepreneurship
• Topic 1.2 Spotting a business opportunity
• Topic 1.3 Putting a business idea into practice
• Topic 1.4 Making the business effective
• Topic 1.5 Understanding external influences on business
Theme 2, Building a Business, examines how a business develops beyond the start-up phase. It focuses on the key business concepts, issues and decisions used to grow a business, with an emphasis on aspects of marketing, operations, finance and human resources. It also considers the impact of the wider world the decisions a business makes as it grows. Theme 2 builds upon knowledge in theme 1 and is taught in 5 key topic areas:
• Topic 2.1 Growing the business
• Topic 2.2 Making marketing decisions
• Topic 2.3 Making operational decisions
• Topic 2.4 Making financial decisions
• Topic 2.5 Making human resource decisions
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Business Curriculum Specification (pearson.com)
There are two written exams, one for each theme, worth 50% each of the final grade. Both papers consist of calculations, multiple-choice, short-answer and extended-writing questions. Both papers will consist of calculations, multiple–choice, short–answer and extended–writing questions. The papers will also include questions that target mathematics at a minimum of Key Stage 3 level. Questions in Sections B and C will be based on business contexts given in a Source Booklet. Calculators may be used in the examination for the calculate questions.
Homework is set weekly for Business and will be used to consolidate learning and act as revision of key topics. Homework will include the completion of flash cards about subject content that week. Instructions are given for each flash card to support students and make sure they are of a high quality.
Homework will also include the use of case studies for students to respond to. These will be longer written tasks to support students in their application of subject knowledge.
The study of business is very dynamic and this means it is really useful for students to have a quality news app that they can regularly look at to keep them abreast of all the business news and what is happening with consumer spending, taxation and the economy as a whole.
To be successful with the study of business students need to apply their subject knowledge to business case study and extract material. This means they need to be able to look at a business situation and make accurate suggestions for that individual business.
The business GCSE course requires students to have some numerical data skills. They will actively work out breakeven output levels, calculate information for cash flow forecasts and calculate financial ratios. Students must draw on their knowledge and understanding of the theme topics to apply a range of quantitative skills relevant to business contexts. This includes calculations and the interpretation, use and limitation of quantitative and qualitative data in business contexts to support, inform and justify business decisions.
The subject is taught and delivered holistically as this develops students’ understanding of the interdependent nature of business activity, business operations, finance, marketing and human resources as well as external influences within a business context. It also supports students in applying their knowledge and understanding of how these interdependencies underpin business decision making.
Both themes in the subject content represent this holistic approach through the application to different business contexts. This approach allows students to draw on knowledge and understanding from across their course of study as appropriate in any question on either paper. It also provides the basis for contextualised responses which is a key business skill.
IGCSE Design and Technology enables students to design and make products with creativity and originality using a range of materials and techniques. Further study can lead to vocational or degree programmes such as architecture, product design or engineering, apprenticeships and further education training leading to jobs in fields such as: Engineering, mechanics, yacht and boat building, carpentry, joinery, construction, electrician, furniture crafts, kitchen fitter, plumber, manufacturing, welding and the world of design.
Students will design and make small, complex items out of a combination of materials such as woods, metals, plastics, card, paper and fabric, with the opportunity to look at electronics along with systems and control. They cover core content with timber as a focused material. Students will learn and develop a range of practical skills in the workshop using hand tools and powered equipment along with using our CAD and CAM machines. Skills are developed by working within a range of design contexts and developing design briefs, specifications and then designing and making products to meet a client’s needs and requirements.
During the course, students complete the following projects:
• Designing and making a wildlife housing - including formal orthographic, isometric measured drawings; material selection and their properties; designing for a client; researching the experts’ opinion; safe use of the workshop and powered and hand tools.
• Pewter casting – an investigation into the properties of metals focusing on pewter; manufacturing with metals; casting; CAD/CAM; surface finishes and a final product.
• Tea Light project – CAD/CAM
• Design Team – A STEM style approach to working as an interdisciplinary design team, students look into the choices designers have to make when setting up a design company; including sustainable and ethical decisions as well as design strategies to implement effective designs for their clients.
• CAD/CAM chair – referring to the work of designers and design movements students build on their CAD/CAM and skills to produce a scaled model chair influenced by the work of others.
• Torch project - an NEA style project, that focuses the students on the requirements of their NEA portfolio.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 DT Curriculum https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-9-1-from-2017.html
Students complete one written exam at the end of the course and one NEA task, each worth 50% or the final grade. The portfolio work for their NEA is started in the June of year 10 and must be completed by the February half term of year 11.
Homework tasks are set to build on the learning in class or check and reinforce and revisit topics, to support making further progress and checking and testing knowledge acquisition, retention and application. It is usual that a homework task or activity sheet is carefully returned to school and submitted in class or if electronic to be completed online. It is expected that homework is completed to a high standard. Homework is set on SatchelOne. Deadlines for homework are expected to be met, and to support inclusivity we understand that this may not be possible on occasion and a note to the teacher can then support completion.
Year 11 KS4
Design Museum, London - https://designmuseum.org/ Technology student website - https://www.technologystudent.com/
BBC Bitesize – Design Technology - https://www.bbc.co.uk/bitesize/subjects/zvg4d2p Design Council - https://www.designcouncil.org.uk/
Design Technology – careers websitehttps://www.bbc.co.uk/bitesize/tags/zn7h8xs/jobs-that-use-design-and-technology/1
V&A Museum – Plywood exhibitionhttps://www.vam.ac.uk/articles/inside-the-plywood-material-of-the-modern-world-exhibition BBC Infinite Monkey Cage – Materials - https://www.bbc.co.uk/sounds/play/p0f1wfhc Institute of Making - https://www.instituteofmaking.org.uk/ and their materials library https://www. instituteofmaking.org.uk/materials-library
The role of computer science as a discipline in itself and as an underpinning subject across science and engineering is growing rapidly. It is of enormous importance to the economy.
• Unit 1 focuses on computer systems; systems architecture, memory and storage, computer networks, connections and protocols, network security, systems software and the ethical, legal, cultural and environmental impacts of digital technology.
• Unit 2 covers algorithms, programming fundamentals, producing robust programs, Boolean logic, programming languages and integrated development environments.
Students develop their programming skills throughout the course through workshop lessons and problem solving. Students will learn Python and SQL.
The full course content and specification can be found on the link below: Cowes Enterprise College KS4 Computer Science Curriculum https://www.ocr.org.uk/Images/558027-specification-gcse-computer-science-j277.pdf
Students complete two equally-weighted written exams at the end of the course. Both papers are non-calculator
• Paper 1 – Computer Systems – 50% of final grade
• Paper 2 – Computational Thinking, Algorithms and Programming – 50% of final grade
Homework will be set weekly and will typically take 30 to 60 minutes to complete.
Tasks will involve completing independent research, pre-reading certain course materials, and completing programming challenges to reinforce and embed skills.
https://isaaccomputerscience.org/topics/gcse?examBoard=all&stage=all#ocr https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/computing
https://www.bbc.co.uk/bitesize/subjects/z34k7ty
https://members.gcsepod.com/content?subject_id=6048&exam_board_id=1010
Python:
https://codemarker.uk/app
https://www.w3schools.com/python/default.asp
GCSE Drama is an exciting course that provides the opportunity for students to develop their practical skills and their understanding and appreciation of drama and theatre. By taking Drama, students learn to collaborate with others, think analytically and evaluate effectively. They gain the confidence to pursue their own ideas, reflect and refine their efforts. Whatever the future holds, students of GCSE Drama emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace.
The course content falls under the three components of Understanding Drama, Devising Drama and Texts in Practice, with elements of theatrical skills across all three. In the practical components, students may specialise in performing, lighting, sound, set, costume and/or puppets.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Drama Curriculum https://www.aqa.org.uk/subjects/drama/gcse/drama-8261/specification-at-a-glance
There are two NEA Practical Assessments and one written exam.
Component 1 – Understanding Drama – Written exam – 40% of overall grade
Component 2 – Devising Drama (practical) – NEA – 40%
Component 3 – Texts in Practice (practical) – NEA – 20%
At least two hours a week homework in year 11 to complete set activities relevant to coursework. It could be learning lines, watching films, devising plays, rehearsing, exam practice and logbook. Extension tasks are on the SharePoint that students can access.
For component one, the text studied is Blood Brothers. https://www.bbc.co.uk/bitesize/topics/zxv7sg8 https://www.youtube.com/watch?v=wZsd__wvoF0 https://www.youtube.com/watch?v=dvek0bj451Y
How to answer exam questions: https://www.bbc.co.uk/bitesize/guides/z4dp2sg/revision/1
Live theatre help: https://www.bbc.co.uk/bitesize/guides/zkjsxyc/revision/1 BBC Bitesize AQA Drama help for all components: https://www.bbc.co.uk/bitesize/examspecs/zrnjwty
Watch live theatre through Drama online:
https://www.dramaonlinelibrary.com/
Username: MBBDWN Password: FVCRPP
Digital theatre plus https://www.digitaltheatre.com/ https://edu.digitaltheatreplus.com/content/productions/things-i-know-to-be-true Your school email should work for this
Students who choose to study Film characteristically bring with them a huge enthusiasm and excitement for film which constantly motivates them in their studies. They experience a powerful medium which inspires a range of responses from the emotional to the reflective as they are drawn into characters, their narratives and the issues films raise. Production is an important part of this specification and is integral to learners’ study of film.
GCSE Film Studies explores four key concepts that form the basis of the subject content: Cinematography, Mise en Scene, Editing and Sound.
Studying a diverse range of films from several different contexts is designed to give learners the opportunity to apply their knowledge and understanding of how films are constructed to their own filmmaking and screenwriting.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Film Studies Curriculum https://www.eduqas.co.uk/umbraco/surface/blobstorage/download?nodeId=12133
There are two written exams and one NEA Practical.
• Component 1 – Key Developments in US Film – Written exam – 35% of overall grade
• Component 2 – Global Film: narrative, representation and film style – Written exam – 35%
• Component 3 – Production – NEA – 30%
At least two hours a week homework in year 11 to complete set activities relevant to coursework. It could be learning lines, watching films, devising plays, rehearsing, exam practice and logbook. Extension tasks are on the SharePoint that students can access.
The Films studied are Skyfall (2008), Wadjda(2012), Slumdog Millionaire(2012), Singing in the Rain(1952), Grease(1979) and Juno(2007).
All films are available via planet e stream: https://cowesec.planetestream.com/View.aspx?id=4976~4A~CKLKdVaM&pid=161
Support videos for Film Studies vocabulary and content: https://www.youtube.com/channel/UCmfNhF1CUaunAnh4x49qnzA Film Studies GCSE Revision SharePoint: GCSE Film Studies revision
The food industry is the biggest employer in the UK, from head chefs right through to food developers. Food is very on trend with many TV shows covering many aspects of food, whether it be preparation, sourcing or healthy eating. We all want to know what we are eating, why we are eating it and its benefits to us, as well as considering cost, seasonality and the best foods to choose from. They will learn the specific techniques to produce quality dishes that they can go on to cook for enjoyment or for work within the industry. Students also complete an industry recognised Level 2 Food Hygiene course that will demonstrate their understanding of how to manage food and preparation in a kitchen.
GCSE Food Preparation and Nutrition teaches students about nutrition and the working properties of foods; so why we must have eggs in cakes, right through to how each food group behaves within your body.
Throughout the course, students will back up the theory they learn by creating foods and illustrating the functions and nutritional properties of the ingredients. They will learn to take into account health considerations. Students are specifically taught about nutritional functions and properties of foods, working properties of foods and alternatives, and will perform scientific experiments to illustrate these in action.
As part of the course, students will also have the opportunity to enter nationally accredited competitions and take part in whole-school themed days.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Food Curriculum https://filestore.aqa.org.uk/resources/food/specifications/AQA-8585-SP-2016.PDF
There are two NEAs throughout the course and one written exam at the end.
• Paper 1 – Written Paper – Theoretical knowledge of food preparation and nutrition – 50% of final grade.
• Task 1 – NEA - Food Investigation Report - Working characteristics, functional and chemical properties of ingredients – 15%
• Task 2 – NEA – Food Preparation Assessment – Students prepare, cook and present a final menu of three dishes within a single 3-hour period and produce a portfolio of their work– 35%
Homework tasks are set to build on the learning in class or check and reinforce and revisit topics, to support making further progress and checking and testing knowledge acquisition, retention and application.
Ingredients lists are always published on SatchelOne to enable families to see what is being cooked ahead of lessons and to enable further discussion about the food their child cooks and bakes. The following websites contain useful information:
Food Fact of Life – 14 to 16 - https://www.foodafactoflife.org.uk/14-16-years/ British Nutrition Foundation - https://www.nutrition.org.uk/
Nutrition calculator - https://www.nutritionvalue.org
NHS – UK calorie checker - https://www.nhs.uk/live-well/healthy-weight/calorie-checker/
BBC Good Food website - https://www.bbcgoodfood.com/
Are you the next J.K Rowling or Suzanne Collins? The stories we study in English delve into the depths of human experience and ask questions such as: What motivates us? What touches us? What inspires us?
In English literature, students will study a range of inspirational and challenging texts including poetry. They will learn to read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas. Students will also be able to develop skills to analyse how the language, form, structure and context of texts can create meanings and effects. Whilst developing skills to maintain a critical style and informed personal response, students will also develop comparison skills.
The full course content and Edexcel specification can be found on the link below: Edexcel GCSE and GCE 2014 (pearson.com)
• Paper 1: Macbeth and An Inspector Calls
• Paper 2: A Christmas Carol, Anthology Poetry (The Conflict cluster) and Unseen Poetry.
The final grade is determined by two externally set exam papers, each worth 50% of the final grade.
Paper 1: Shakespeare and a modern text; either a novel or a play.
• Section A – the first part of the question focuses on an extract of about 30 lines and the second task is focused on how a theme reflected in the extract is explored elsewhere in the play. (40 marks- 20 for each section)
• Section B – Post-1914 British play or novel: ONE essay question from a choice of two that will be on a key theme or character from the text. (40 marks broken down with 32 for content and 8 for SPaG)
The total number of marks available is 80.
Assessment duration: 1 hour and 45 minutes.
Closed book (texts are not allowed in the examination).
Paper 2: A Christmas Carol and Poetry
• Section A – 19th-century novel: a two-part question, with the first part focussed on an extract of approximately 400 words. The second part is an essay question exploring the whole text. (40 marks- 20 for each section)
• Section B – Part 1: One question comparing a named poem from the Pearson Poetry Anthology collection to another poem from that collection. The named poem will be shown in the question paper. (20 marks)
• Part 2: One question comparing two unseen contemporary poems. (20 marks)
The total number of marks available is 80.
Assessment duration: 2 hours and 15 minutes.
Closed book (texts are not allowed in the examination).
Students will be set a range of homework that can include: quizzes on Show My Homework or Carousel; short answer responses; extended written responses; learning key vocabulary or reading.
GCSE Pod (students need to use their Office 365 login) has a number of really useful PODS to watch on the key texts. https://members.gcsepod.com/content?subject_id=6062&exam_board_id=1011
BBC bitesize is another website that goes through the plot, characters and themes of key texts. https://www.bbc.co.uk/bitesize/examspecs/z2whg82
Watch: BBC production of An Inspector Calls: https://edu.digitaltheatreplus.com/content/productions/an-inspector-calls
Watch: BBC production of Macbeth: https://edu.digitaltheatreplus.com/content/productions/macbeth-illuminations-bbc
Watch: A Christmas Carol: https://www.youtube.com/watch?v=dvz_tgqU_OA
Watch: Videos on the Anthology Poetry collection: https://www.youtube.com/playlist?list=PL7K6t2DMy9MA2f2eD_k0SK5OsoniIYMxw
We understand that going into a closed book exam can be quite daunting so we prepare the students to learn key concepts that can be applied to all exam answers. This helps revision become more manageable. The English department will provide students with revision books that have the key quotes and concepts in and we use theses in our revision lessons so students get used to writing exam style questions with the key information.
Pearson 1 ENO
Students are encouraged to explore and extend their imaginative and analytical skills through creative writing. The continuous focus on reading for meaning and the challenge of becoming a strong writer are excellent preparation not only for English at A Level, but also for philosophy, history, psychology, religious studies and a range of other subjects, as well as a chance to improve communication skills for success in the work force.
IIn English Language, students will study selections from a range of prose fiction and learn how to develop skills to analyse and evaluate 19th-century fiction extracts and study a range of 20th- and 21st-century non-fiction texts (including literary non-fiction). Part of the course will also develop imaginative and transactional writing skills to engage the reader and improve the use of spelling, punctuation and grammar accurately. They will also develop skills to analyse, evaluate and compare non-fiction extracts.
Students are also assessed on their Spoken Language for which they are given a separate grade of a pass, merit or distinction. This does not count towards their GCSE grace but is shown separately on their certificate.
The full course content can be found on the link below: Edexcel English Language specification
The final grade is determined by two externally set exam papers, the first paper is worth 40% and the second 60% of the final grade.
Paper 1: 19th Century Unseen Fiction and Imaginative Writing:
• Section A – Reading: questions on an unseen 19th-century fiction extract.
• Section B – Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extract.
The total number of marks available is 64. Assessment duration: 1 hour and 45 minutes.
Paper 2: 20th and 21st Century Unseen Non-Fiction and Transactional Writing:
• Section A – Reading: questions on two thematically linked, unseen non-fiction extracts.
• Section B – Writing: a choice of two writing tasks. The tasks are linked by a theme to the reading extracts.
The total number of marks available is 96. Assessment duration: 2 hours and 5 minutes.
The component is internally assessed under controlled conditions, and externally monitored by Pearson. Candidates must undertake a prepared spoken presentation on a specific topic in a formal setting, listen and respond to questions and feedback, and use spoken English effectively. There are no marks for the Spoken Language endorsement but students are awarded a grade (Pass, Merit or Distinction).
Students will be set a range of homework that can include: quizzes on Show My Homework or Carousel; short answer responses; extended written responses; learning key vocabulary or reading.
GCSE Pod (students need to use their Office 365 login) has a number of really useful PODS to watch on the key texts. https://members.gcsepod.com/content?subject_id=6062&exam_board_id=1011
BBC Bitesize has useful revision tips on both papers: https://www.bbc.co.uk/bitesize/examspecs/zgvg6fr
Any reading that students do, fiction or non-fiction will benefit them as it is exposing them to different types of literature. Maybe read news articles together and discuss the content and ask them to identify words that have been used to create a particular effect.
Our innovative Everyone Matters (E1M) subject is a personal development programme. We help students learn more about the world and how to keep themselves safe, healthy and positive.
As part of our mission to ‘educate for life’, our unique E1M curriculum incorporates essential and statutory content for PSHE, Religious Studies, Citizenship and Relationships, Sex and Health Education. Students will also learn the ways to make a positive difference to their world through this curriculum, as well as the skills to be resilient.
The course consists of 9 modules with provides explorative opportunities to discuss and ways to keep safe and healthy. Students are also consistently signposted to support throughout the course. The Everyone Matters course also meets the statutory Religious Studies curriculum by exploring religious viewpoints throughout thematic topics. Our curriculum promotes the spiritual, moral, cultural, mental and physical development of our students.
Unit 1 - How can I keep myself mentally and emotionally safe?
Unit 2 - How do I keep healthy?
Part 1
Unit 3 - How do I keep healthy?
Part 2
Unit 4 - What is respect?
5 – Crime and Punishment
What is emotional health?
How do I recognise depression, anxiety and stress?
How can I manage my anger and aggression?
How can I reframe my brain to maintain positive mental health?
What is the difference between a neurotypical and neurodiverse brain?
What are healthy ways to promote emotional wellbeing?
How can I manage exam stress in Year 10 and 11?
What is meant by the terms sexuality and healthy relationships?
What are the facts about reproductive health and fertility?
How do I choose and access appropriate contraception?
What are the facts and beliefs about miscarriage and abortion?
How do we ensure a healthy pregnancy?
What support is available for fertility issues?
What is the menopause?
How can I assess risks to make healthy choices?
Substance Abuse - physical effects on health and managing influence. Where can I go for further support?
What is cancer?
Movember - know your balls.
Coppafeel - What is breast cancer? Can I trust my touch?
What happens when eating becomes disordered?
What physical decisions might I need to make? What is blood, organ, tissue and stem cell?
What is honour based violence?
Why could honour based violence still be happening today?
What is forced marriage?
What is FGM?
What is the difference between healthy and unhealthy relationships?
How do I recognise manipulation and coercive control?
What is the law around FGM, relationship abuse and forced marriage?
What are the reasons that some people commit crimes?
What is the purpose of punishment?
What are the different attitudes to suffering, or causing suffering to others?
How should criminals be treated?
Is the death penalty ever a just punishment? Is forgiveness ever possible?
How can I understand fraud?
Unit 6 - How does Britain work and how can I prepare for life in the modern world?
How can I protect myself from identity fraud?
What is a money mule?
How does the government spend our money?
How can I protect myself from cyber enabled crime?
Gambling: How can we manage risk?
How can we manage influence and impulses to gamble? How can we help people?
Unit 7 - Peace and Conflict
Unit 8 - How can I prepare for life in modern Britain?
What is meant by conflict?
What happens when people disagree with the state? Is the use of weapons of mass destruction ever right? Is war justified?
Does religion cause wars?
What are the alternatives to conflict?
How should people respond to victims of war?
What are my options after Year 11?
How do I write a personal statement?
How do I create an impactful CV?
How do I use networking and social media to help me get a great job?
How do I ace a job interview?
How should I behave in the workplace?
What are my employment rights and responsibilities?
How can I make safe choices and show respect for others?
Unit 9 - How can I keep safe and healthy?
How can I keep safe around substances?
How can I manage money effectively? - tax calculation
How can I be politically active?
How can I be inclusive of all?
An ipsative assessment model is used at the beginning and end of each module. The assessments consist of short questions to assess knowledge and understanding. Further assessment opportunities will also take place during lessons where students will be given the opportunity to partake in Q&A discussion activities, and regular reflection opportunities.
Students are to complete a termly online multiple-choice quiz. This evidences that progress has been made, but also ensures that any misconceptions can be addressed quickly and effectively
To support parents in responding to E1M topics and issues, please find a range of websites to support below.
www.childline.org.uk
www.nspcc.org.uk
www.childnet.com www.think.gov.uk www.mind.org.uk www.thinkuknow.co.uk
www.internetmatters.org www.ceop.police.uk
www.saferinternet.org.uk www.crimestoppers-uk.org www.nhs.uk/change4life www.quit.org.uk www.crimestoppers-uk.org www.talktofrank.com
www.youngminds.org.uk www.brook.org.uk www.kidshealth.org www.riseabove.org.uk www.youthwellbeing.co.uk www.youthaccess.org.uk
www.flytheflag.org.uk
• Courts and Tribunals Judiciary – information about the justice system: www.judiciary.uk/about-the-judiciary/the-justice-system
• An introduction to Parliament - YouTube
• Teen Body Image and Self Esteem: A Practical Guide for Parents (freederm.co.uk) National Careers Service: https://nationalcareers.service.gov.uk
• The Money Advice Service – how to teach children about money: www.moneyadviceservice.org.uk/en/articles/how-to-talk-to-your-children-about-money Tips for parents: children and online gaming - Gambling Commission
Learning a language brings many benefits including widening future career opportunities, expanding cultural knowledge and developing language skills. It can bring additional enjoyment and opportunities when working or travelling abroad. French is currently the most in-demand language for recruitment in the UK with, for example, a large number of jobs in administration and ICT in the pharmaceutical industry.
Students study three main themes which are each then divided into a number of topics. The themes are: Identity and Culture; Local, National, International and Global Areas of Interest; Current and Future Study and Employment. Throughout these themes, students are taught to;
• Understand and respond to different types of spoken language
Communicate and interact effectively in speech for a variety of purposes
Understand and respond to different types of written language
• Communicate effectively in writing for a variety of purposes
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 French Curriculum https://www.aqa.org.uk/subjects/languages/gcse/french-8658/specification-at-a-glance
Assessment Procedure
There are two tiers of assessment, Foundation (Grades 1-5) and Higher (Grades 4-9). Listening, Reading and Writing are assessed at the end of the course as written exams. The speaking exam is taken in April/May of Year 11 where students are assessed individually on how they respond to questions in the context of a role play, a photo card, and general conversation. Thorough preparation for speaking will ensure a positive outcome – booklets will be issued for this purpose at the start of the course.
Learning a broad range of vocabulary is key to becoming fluent in French. As such, students are given weekly vocabulary lists to learn and a quiz on show my homework.
www.languagesonline.org.uk- useful for grammar
Duolingo is a free app which, with daily use, will broaden students’ range of vocabulary
Use the revision plans provided prior to mocks to practise all skills
Learning a language brings many benefits including widening future career opportunities, expanding cultural knowledge and developing language skills. It can bring additional enjoyment and opportunities when working or travelling abroad. Spanish is currently in demand, for example, for sales and logistics managers within the UK aerospace industry.
Students study three main themes which are each then divided into a number of topics. The themes are: Identity and Culture; Local, National, International and Global Areas of Interest; Current and Future Study and Employment. Throughout these themes, students are taught to;
• Understand and respond to different types of spoken language
Communicate and interact effectively in speech for a variety of purposes
Understand and respond to different types of written language
• Communicate effectively in writing for a variety of purposes
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Spanish Curriculum https://filestore.aqa.org.uk/resources/spanish/specifications/AQA-8698-SP-2016.PDF
Assessment Procedure
There are two tiers of assessment, Foundation (Grades 1-5) and Higher (Grades 4-9). Listening, Reading and Writing are assessed at the end of the course as written exams. The speaking exam is taken in April/May of Year 11 where students are assessed individually on how they respond to questions in the context of a role play, a photo card, and general conversation. Thorough preparation for speaking will ensure a positive outcome – booklets will be issued for this purpose at the start of the course.
Learning a broad range of vocabulary is key to becoming fluent in Spanish. As such, students are given weekly vocabulary lists to learn and a quiz/ spelling test on show my homework.
Students should join the GCSE Quizlet groups here: Y10 : https://quizlet.com/join/HgptZEkq6 Y11: https://quizlet.com/join/SeYXvq6PW www.languagesonline.org.uk and https://conjuguemos.com/ - useful for grammar Duolingo is a free app which, with daily use, will broaden students’ range of vocabulary Use the revision plans provided prior to mock exams to practise all skills
Edexcel 1GB0
Studying Geography enables students to explore the world, the issues it faces and their own place in it. This GCSE course will deepen understanding of geographical processes and illuminate the impact of change and of complex people-environment interactions. It will highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed, thoughtful and enquiring citizens. It is excellent preparation for a diverse range of careers in planning, resource and countryside management, tourism and recreation, and environmental management and development.
The subject content has been written so that each topic is introduced by way of a geographical overview before progressing into geographical depth. Geographical overview content aims to develop students’ broad, holistic understanding of the topic theme at a larger scale. Geographical depth content aims to develop students’ detailed knowledge and understanding of processes and interactions in a particular smaller scale place or context. Students are required to develop a range of geographical skills, including mathematics and statistics skills, throughout their course of study. These skills may be assessed across any of the examined papers.
Our focus during year 10 is to cover the content for papers 1 and 2. Alongside this we aim to teach the year 10 Geographers, the skills they will need in order to answer exam questions successfully. They will complete short answer questions (1-3 marks) each lesson as part of their ‘Do Now’ task and extended answers (4 and 8 marks) will be marked and feedback provided.
The full course content and specification can be found on the links below:
Cowes Enterprise College KS4 Geography Curriculum
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html
The final grade is determined by three externally set exam papers.
Paper 1 Global Geographical Issues (37.5%)
• Section A: Hazardous Earth
• Section B: Development dynamics
• Section C: Challenges of an urbanising world
Paper 2 UK Geographical Issues (37.5%)
• Section A: The UK’s evolving physical landscape including a focus on coastal change and conflict.
• Section B: The UK’s evolving human landscape including a focus on dynamic urban areas.
• Section C: Geographical investigations (Coasts and Urban Fieldwork)
Paper 3 People and Environment Issues (25%)
• Section A: People and the biosphere
• Section B: Forests under threat
• Section C: Consuming energy resources
• Section D: Making a geographical decision
The exam includes multiple-choice questions, short open, open response and extended writing questions. Section C will include 8-mark extended questions and Section D will include a 12-mark extended writing question requiring a decision to be justified.
Homework is set regularly. We will focus on using time away from the classroom on knowledge retrieval though the knowledge quizzes on SMHW. Scores will be regularly tracked in order to plan for any intervention. This will be set weekly.
Also students will work on producing flashcards to support their preparations for end of topic tests, mock exams and ultimately their final exams in 2025. We have a full list of the 122 flashcards that students will produce and we stagger the completion of these throughout year 10 and 11 to ensure they can prepare effectively for end of topic tests, in class assessments and mock exams throughout their GCSE course.
CGP - Geography Edexcel B £5.99 - ISBN-13: 978-1782946212
This book is focused on the topic that we cover for Edexcel B. We use this in class but it is also useful to have a copy at home as the flashcards we produce for homework references page from this revision book.
All homework is set via Satchel One with the knowledge retrieval quiz score being tracked by the class teacher. Information for the completion of the flashcards is also shared here. Copies of revision materials are shared on Satchel One for students to access easily at home on any device.
GCSE Pod (https://www.gcsepod.com/) – online revision clips
These are specific for Edexcel B and provide an effective alternative to You Tube videos. Students have their own login and password.
These are shared with students in preparation for end of topic tests. These will help students revise outside of class, covering all the specifics they need to know.
Seneca (https://app.senecalearning.com/login)
This is an online revision tool that will help students revise key content and uses online quizzes and tests as a way of checking student progress and understanding. Links will be provided by the class teacher.
Students will develop a secure understanding of chronology, knowledge and understanding of history on different scales and contexts, apply historical concepts and processes and engage with the nature of evidence and interpretation. They will engage with a variety of perspectives, such as political, social and economic, and investigate the contributions of key individuals and groups. A GCSE in history is well regarded by further and higher education establishments and by employers as a rigorous and academically challenging qualification. A qualification in history can open career paths in business, the media and law, as well as politics, research and the heritage sector.
Our course will cover the development of Germany between 1890 and 1945 and the international Cold War struggle which followed from 1945 to 1972. Students will also be able to study the story and development of medicine and health in Britain over the last 1000 years and an in-depth study of Elizabethan England in the 16th century.
The full course content and specification can be found on the link below:
Cowes Enterprise College KS4 History Curriculum https://filestore.aqa.org.uk/resources/history/specifications/AQA-8145-SP-2016.PDF
The final grade is determined by two externally set, equally weighted exam papers. Each paper is divided into two sections.
• Paper 1 Understanding the Modern World
Section A: Period studies: Germany, 1890–1945: Democracy and dictatorship
Section B: Wider world depth studies: Conflict and Tension between East and West 1945-72
• Paper 2 Shaping the nation
Section A: Thematic Studies: Health and the people c1000 to the present day.
Section B: British depth studies with the historic environment: Elizabethan England c.1568-1603
In years 10 and 11 students will be set weekly homework tasks to complete. This might be practising exam style questions, researching aspects of the course in more depth, or making and using revision resources to help remember the depth of content that is required for this exam.
Parents can support their children by helping them explore and expand their interest in the topics that we study. Test them, using their flash cards, ask them to explain some of the topics from the revision guides. There are many guides and websites available, find the ones your child finds most accessible.
(A study that looks at the development of a topic over a long period of time)
GCSE Pod health and the paper (students will need their Cowes login details to access the videos): https://members.gcsepod.com/content?subject_id=6018&exam_board_id=1010&topic_id=8143
GCSE Bitesize AQA resources: https://www.bbc.co.uk/bitesize/examspecs/zxjk4j6
Shoot hoop revision game: https://schoolhistory.co.uk/games/medicine-through-time-hoopshoot-game/
Revisely: https://www.revisely.co.uk/gcse/history/aqa
Germany 1890-1945
Depth Study – a study that looks in detail at the transformation to a Dictatorship
GCSE Pod Germany 1890-1945 (students will need their Cowes login details to access the videos): https://members. gcsepod.com/content?subject_id=6018&exam_board_id=1010&topic_id=8146
Video revision: https://www.youtube.com/watch?v=D7REK16hiIk
BBC: https://www.bbc.co.uk/bitesize/guides/zcwxrdm/revision/1
Revisely: https://www.revisely.co.uk/gcse/history/aqa
Consider watching: Hitler The Rise of Evil; BBC and Channel 4 documentaries on Nazis the early years or History File series –life in Nazi Germany.
Conflict and Tension: Origins of the Cold War
World history that focuses on the causes of the conflict and tension starting with the Yalta conference, moving through to such topics as the space race
GCSE Pod conflict and tension between east and west (students will need their Cowes login details to access the videos): https://members.gcsepod.com/content?subject_id=6018&exam_board_id=1010&topic_id=8144
BBC: https://www.bbc.co.uk/bitesize/guides/zgds4j6/revision/1
Video revision: https://www.bbc.co.uk/bitesize/guides/zgds4j6/revision/1
Sample pages of a purchasable resource: https://shared.gcsehistory.com/samples/aqa_gcse_conflict_45_72.pdf
Good documentary overview: https://www.youtube.com/watch?v=XDrykOhrb5s
Elizabethan England
This unit is based on a specific site which varies each year and so the resources are provided by AQA in a pack which the students will receive.
GCSE Pod Elizabethan England (students will need their Cowes login details to access the videos): https://members. gcsepod.com/content?subject_id=6018&exam_board_id=1010&topic_id=8597
Revisely: https://www.revisely.co.uk/gcse/history/aqa
BBC Bitesize: https://www.bbc.co.uk/bitesize/topics/zxgvfrd
Video overview: https://www.youtube.com/watch?v=0lAzq1hM5xE
More in-depth videos: https://www.youtube.com/watch?v=-bXEk7lCF5w&list=PLeJXSG2T57m2m3_ KYT2IhMqof8MUyQdte
The Cambridge National in Health and Social Care will inspire and equip students with transferable skills that are relevant both to the sector and more widely. It covers the rights of individuals, person-centred values of care, how to protect individuals in various care settings and learn about the impact of life events.
The course consists of three units;
• Principles of care in health and social care settings (mandatory unit)- Students learn about the importance of the rights of service users, person-centred values and how to apply them. They also learn about the importance of effective communication skills when providing care and support for service users in health and social care settings and the procedures and measures used to protect individuals such as safeguarding, hygiene and security.
• Supporting Individuals through Life Events (mandatory unit) - Students learn about life stages and the factors that affect them. They will understand expected and unexpected life events and the impact they will have on physical, social/ emotional, and socio-economic aspects in an individual’s life. They will research the service providers and practitioners that can support individuals, recommend support, and justify how this will meet the needs of a specific individual.
• Creative and Therapeutic Activities - Students learn about a range of creative activities and therapies that are available in health, and social care settings and understand the physical, intellectual, emotional and social benefits of these. They learn to plan and deliver a creative activity with an individual or group and evaluate their planning and delivery.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 HSC Curriculum https://www.ocr.org.uk/Images/610950-specification-cambridge-nationals-health-and-social-care-j835.pdf
Students complete two NEA units and an exam unit.
RO32 – Principles of care in health and social care settings – Witten Paper (Exam) - 40% of the final grade.
RO33 – Supporting Individuals through Life Events – Written Assignment (NEA) - 30% of the final grade.
RO34 – Creative and Therapeutic Activities – Written Assignment (NEA) – 30% of the final grade.
Students will be expected to complete one homework for every two lessons studied. These will be a combination of application tasks, revision tasks and assignment preparation tasks in relation to the unit being studied.
All homework’s will either extend and consolidate the learning done within the lesson or prepare students for future learning.
Homework’s will not be set unless applicable to the course content, aims and objectives, it is therefore expected that all students will complete all set pieces of homework in line with the published deadline.
This course will provide students with either a level 1 or level 2 qualification with grades ranging from a Level 1 Pass to a Level 2 Distinction*.
RO32, RO33 and RO34 must all be completed in order for the final qualification to be awarded. All NEA components must be completed in class during a set time window and are under medium control. This means students may use their notes and resources but are not allowed to talk during the assessment time.
OCR J836
Overview
The Cambridge National in IT will inspire and equip students with the confidence to use skills that are relevant to the IT sector and more widely. It covers the use of IT in the digital world, Internet of Everything, data manipulation, human-computer interface (HCI) and augmented reality.
IT in the digital world – students learn about design and about testing concepts for creating an IT solution or product, and the uses of IT in the digital world.
Data manipulation using spreadsheets – students learn how to plan, design, create, test and evaluate a data manipulation spreadsheet solution to meet a client’s requirements.
Using Augmented Reality to present information – students learn how to design, create, test and review an Augmented Reality model prototype.
The full course content and specification can be found on the link below: Cowes Enterprise College KS4 IT Curriculum
OCR Level 1/Level 2 Cambridge National in IT specification
Assessment
Procedure
Students complete two NEA units during the course and take one written exam at the end of the course.
Unit R050 – IT in the Digital World – Written exam 40%
Unit R060 – Data Manipulation Using Spreadsheets – NEA – 30%
Unit R070 – Using Augmented Reality to Present Information – NEA 30%
Main homework will be set weekly and will typically take 30 to 60 minutes to complete. Skills covered in class will need to be practised as part of home learning, to reinforce and embed them.
Useful Information
https://www.bbc.co.uk/bitesize/subjects/zqmtsbk
https://classroom.thenational.academy/subjects-by-key-stage/key-stage-4/subjects/computing-non-gcse
https://members.gcsepod.com/content?subject_id=6019&exam_board_id=1022
Mathematics is a subject full of beauty and intrigue in its own right. It is also fundamental to understand many other subjects. Physics, Chemistry, Biology, Economics, Geography, Computer Science and the Social Sciences are just some of the areas where an ability to apply mathematics is vital. Through learning maths, students will also develop their thinking and reasoning skills.
Students continue to build on the knowledge and skills they have learnt throughout KS3 under the broad headings of Number, Algebra, Geometry, Probability, Statistics, Ratio and Proportion. GCSE Maths has two tiers of entry. Students in lower groups study the Foundation Course (grades 1 – 5), higher groups follow the Higher Course (grades 3-9) and middle groups follow a Hybrid Course that will allow a decision on a tier of entry to be made after the Mocks in year 11.
The full course content can be found on the links below:
Cowes Enterprise College KS4 Maths Curriculum
AQA Revision Checklist Foundation Tier
AQA Revision Checklist Higher Tier
AQA Maths 8300 Specification
Assessment Procedure
Students’ final grades are achieved through three external GCSE exams in the summer term of year 11. Paper 1 is a non-calculator paper. A calculator is essential for Paper 2 and Paper 3. Each paper can cover any topics in the specification, testing knowledge, reasoning, application of skills and problem-solving. Throughout the course, students have topic tests and mock exams to monitor progress and identify areas that need further work.
The assessment objectives in the GCSE maths examination are divided into three areas. All assessment objectives (AOs) are set by Ofqual and are the same across all exam boards. The exams will assess the following AOs, individual questions can contain more than one AO.
AO1: Use and apply standard techniques
• AO2: Reason, interpret and communicate mathematically
• AO3: Solve problems within mathematics and in other contexts
Example of Foundation Tier AO1 question:
Share £60 in the ratio 5:7.
Example of Foundation Tier AO2:
a is an odd number.
b is an even number.
Tick the correct statement.
a 2 + b2 is always even
a 2 + b2 is always odd
a 2 + b2 could be even or odd
Give a reason for your answer
Example of Foundation Tier AO3 Question:
Kate, Louise and Mia share some money in the ratio 2:4:9. Mia receives £60 more than Louise. How much does Kate receive?
Teachers typically set students one homework a week on Mathswatch or Satchel One for up to 1 hour. During revision periods for assessments and exams, revision lists and materials will be published on Satchel One. From January of year 11 onwards, students should be revising and working on past papers at home for at least 2 hours a week.
There are a number of useful websites to assist year 10 and 11 students in revising maths:
MathsWatch (school provided platform): Tasks set by class teacher, with revision videos to talk you through each type of question if needed. Mathswatch also allows independent work please see next page for instructions.
1st Class maths: Predicted papers for Maths exams
OnMaths: Online practice papers, which are self-marking. Topic specific practice available as well.
Corbett Maths: Revision videos and practice exam style questions. Make sure you check your work with the answers.
Maths Made Easy: A wealth of online revision material and practice questions.
Mr Tompkins EdTech: A teacher who has walkthroughs for lots of past maths papers
Maths Genie: Topics by grade and links to past papers.
GCSE Maths tutor: Past papers as well as walk throughs, workbooks and booklets
Revision maths: Past papers from various exam boards.
Students will need to have their own calculator to allow them to become familiar with its use and to complete homework. We would recommend Casio Calculators: FX83GTX, FX85GTX, FX83GTCW, FX85GTCW. (If they already have the FX83GT+ or FX85GT+ then these are also acceptable). Please contact the Academy if you need support in purchasing one of these.
Srange of music including classical, popular and world music. They can perform and create music on any instrument, or using music technology, and in any style. GCSE music is good preparation for further musical study such as A Level music and A Level music technology, and many careers including in teaching, the music industry, publishing, entertainment and communication.
Students will learn to evaluate the music they hear and read and will develop their ability to demonstrate and apply their knowledge and understanding of musical language, contexts and elements. They will apply their learning to their own compositions and performances.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Music Curriculum https://www.aqa.org.uk/subjects/music/gcse/music-8271/specification-at-a-glance
There are two NEA Practical Assessments and one written exam.
• Component 1 – Understanding Music – Written exam with listening exercises – 40% of overall grade
• Component 2 – Performing Music (Solo and Ensemble performances) – NEA – 30%
• Component 3 – Composition (Two pieces, one to a brief and one free composition) – NEA – 30%
Students should spend two hours per week as directed by the class teacher through show my homework. Tasks will include rehearsing, practising, composing, revision and exam techniques.
GCSE Music focuses on these four Areas of Study and each have a set work and suggested listening. The AOS and set works are as follows:
1. Western classical tradition 1650–1910 (Mozart Clarinet Concerto in A Major, 3rd Movement, Rondo)
2. Popular music (Little Shop of Horrors. Prologue/Opening Number, Mushnik and Son, Feed me/Git it
3. Traditional music (Paul Simon Graceland, Diamonds on the Soles of her Shoes, You can call me Al)
4. Western classical tradition since 1910. (Zoltán Kodály: Battle and Defeat of Napoleon and Intermezzo from Háry János)
To develop aural recognition and perception, we use https://www.musicca.com. This website helps to develop the ear and identify components such as intervals and pitch recognition. Free music softwares, which will help students to continue work outside of the classroom, include: https://edu.bandlab.com
https://musescore.com
Students often benefit greatly by receiving 1:1 tuition on their chosen instrument. Our peripatetic teachers visit Cowes Enterprise College and offer lessons on all instruments. For more information, please visit www.iwmt.org.
Physical Education develops the physical and academic skills required for careers and educational courses that are in the science, sports coaching, fitness and sports development areas. Students develop analytical skills that allow them to create solutions in relation to a variety of different areas in the field of sports and science. Higher education possibilities include A Level Physical Education.
The content studied is aimed at developing the learner’s knowledge and understanding of how a healthy, active lifestyle contributes to the growth and development of body systems and structures (including the cardiovascular, muscular, respiratory and skeletal systems), as well as general wellbeing. Alongside this, students will also gain the opportunity to develop their knowledge and understanding of practical performance in physical activity.
Throughout the course students are given the opportunity to develop their practical and analytical skills relating to their own and others performance in physical activity.
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 PE GCSE Curriculum GCSE Physical Education 2016: Specification (pearson.com)
Students complete two written exams at the end of the course and two NEA tasks.
• Component 1 – Fitness and Body Systems – Witten Paper (Exam) - 36% of the final grade
• Component 2 – Health and Performance – Written Paper (Exam)- 24% of the final grade
• Component 3 – Practical Performance – NEA– 30% of the final grade
• Component 4 – Personal Exercise programme – NEA – 10% of the final grade
Students will be expected to complete one theory homework for every two lessons studied. These will be a combination of application tasks, revision tasks and assignment preparation tasks.
All homework’s will either extend and consolidate the learning done within the lesson or prepare students for future learning. Homework’s will not be set unless applicable to the course content, aims and objectives, it is therefore expected that all students will complete all set pieces of homework in line with the published deadline.
All homework tasks will be set on Show My Homework.
Alongside this, all PE GCSE students are expected to undertake an extra-curricular sporting activity each term through after college clubs offered by the PE department.
It is extremely important to be aware that this course is 60% classroom-based theory work and 40% practical activity. In order to prepare for written exams students will be spending a large proportion of their time completing work of a scientific nature and applying it to sporting examples. This course is therefore not solely focused on taking part in physical activity.
The NEA in practical performance is made up of three sports. For each sport, students will be marked on their preparation for the activity, ability in the performance of four skills and ability in a competitive situation. One of these sports must be a team game, one must be an individual activity. The third sport can be either a team or individual activity. It is advised that students taking PE GCSE should already be taking part in at least one competitive sport to a reasonable standard.
The aim of this programme is to provide students with the opportunity to develop the skills and knowledge learnt in KS3 that are required for successful participation in sport/physical activity as part of a healthy active lifestyle. There is no formal qualification for this course.
The curriculum allows students to take part in a variety of different activities, whilst choosing to specialise in a specified area. The curriculum follows on from KS3 and so continues to be divided into the following areas:
• Invasion games,
• Creative activities,
• Performance at maximal levels,
• Healthy Participation (personal health and fitness).
• Net/Wall
At the start of year 10, using their experiences leading up to KS4, students are asked to choose a route to specialise in. Whilst all aspects of the curriculum are covered, there is more of a focus on a specific area based on the route they choose.
The three available routes include:
• Team activities
• Individual activities
• Creative activities
There is more of a strategic focus with the development of advanced skills and tactics in year 10 with a move towards how students can use physical activity to maintain physical, social and mental health within year 11.
Throughout KS4, students will continue to work towards Bronze, Silver and Gold levels in three main assessment areas. These levels are specific to their year group and the type of activity being undertake. If students are able to perform beyond these level’s they are awarded the CEC Star grade.
The three main areas are in line with the aims and objectives of the curriculum and include:
• Skills and Techniques
• Tactics and Strategies
• Healthy Participation
At the end of each activity module students are provided an overall Bronze, Silver, Gold or CEC Star level for each of the three assessment strands, based on their teacher’s assessment of the three different assessment areas across all activities. Whilst most modules will be completed with a lesson based on a ‘competitive’ situation, no levels are provided solely upon this.
The healthy participation assessment will also be based upon the termly homework which will be set in relation to the activities being covered.
For Core PE, homework expectations will be for students to take part in an extracurricular club, event or inter-house event each term and to complete a multiple-choice assessment in relation to a relevant activity being studied each term. These will be based on healthy participation and/or rules, regulations and tactical strategies and completed through SatchelOne.
School clubs can be found here - Cowes Enterprise College, An Ormiston Academy - School Clubs (cowesec.org)
Visit the #ThisisPe page on the AfPE website for ideas on how to get involved with simple exercises at home which can develop your child’s skills/fitness.
Learn about why PE in school is important on the following websites: How exercise affects the brain: https://www.youtube.com/watch?v=E0ARTVoI18U
How playing sports benefits your body and your brain: https://www.youtube.com/watch?v=hmFQqjMF_f0
Visit websites such as BBC Sport to read about different sports/fixtures/events.
Students study a wide breadth of Science which includes aspects of Biology, Chemistry and Physics. On successful completion of the course they are awarded the equivalent of two GCSE qualifications. This course can lead to university courses such as medicine, sciences, archaeology, and pharmacology etc. Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up the three sciences (biology, chemistry and physics). Numeracy development is now a major component of the new science course.
Across year 10 and 11, students will develop their understanding of:
What are the different types of cell and how are they observed?
How do enzymes work and how are they controlled?
What is the difference between aerobic and anaerobic respiration? What is required for photosynthesis?
How do cells differentiate?
How do substances move through plants and animals?
What are hormones and how are they controlled?
How are nutrients cycled through an ecosystem?
How do genes allow for variation?
What is evolution by natural selection?
How can we maintain and increase biodiversity?
How are organisms genetically engineered?
How do plant and animal diseases spread?
What is the particle model?
What is the structure of an atom?
How are mixtures separated?
What are the differences between ionic and covalent bond?
Why do different structures have different properties?
How was the periodic table developed?
What is the mole and what does it show?
How do you measure exothermic and endothermic reactions?
What causes a substance to be acidic?
How does electrolysis separate an ionic substance?
How do the periodic table groups behave?
How do you measure and control rate of reaction?
What is an equilibrium and how is it managed?
How are metals extracted from the Earth?
Why is recycling important?
What is the atmosphere made from and how is it changing?
How did Rutherford develop the atomic model?
How does temperature and pressure affect state of matter?
How do speed and velocity differ?
What are Newton’s Laws and what do they show?
What forces act on a stretching spring?
What is static electricity?
What different types of circuit can we use?
Physics
How do magnets allow for motors to work?
How is the velocity of a wave measured? What are the types of radiation?
How does a nuclear power station work?
How does energy transfer between stores?
How is insulation used to prevent energy transfer?
What factors affect stopping distance?
How does electricity get from a power station to our homes?
Students have the opportunity to develop these disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. Students will become confident when using key scientific terminology in their writing. Students will also carry out the required practical activities for GCSE science; these experiments can come up as exam questions at the end of the course.
The full course content and specification can be found on the links below:
Cowes Enterprise College KS4 Combined Science Curriculum
OCR Specification
The final grade is determined through six written papers taken at the end of the course, two papers each for Biology, Chemistry and Physics. There is no coursework element, but the course requires a minimum completion of 16 set practical tasks that students will be questioned on in the exam papers.
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a video clip from a website such as GCSEpod and a quiz to ensure that students are practising the material they have learnt in lesson.
Students will have access to a wide range of information and support to help them develop their science skills. In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Science topic. students will also be given a copy of the relevant topic knowledge organiser on Show My Homework to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
A really useful general website providing good overviews of the topics we study in Year 10 and 11 (specific to our OCR GCSE) can be found at BBC Bitesize (https://www.bbc.co.uk/bitesize/examspecs/z2dqqhv ).
To assess student progress in Science, our year 11 students will complete: an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
• an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• mock exams in November and February of year 11.
Students can opt to take Biology, Chemistry and Physics as three separate Sciences, commonly known as Triple Science, resulting in three GCSE qualifications at the end of the course. This means that in addition to the core four hours of Science a week they also take it for one of their option blocks, giving an additional two hours a week in year 10 and three hours a week in year 11, so is a good choice for students who really love the subject. They cover the same topics as Combined Science but go into more depth. Students will be helped to understand how, through the ideas of biology, chemistry and physics, the complex and diverse phenomena of our world can be described in terms of a small number of key ideas which are of universal application.
Students will have the opportunity to develop the disciplinary concepts to make connections, analyse different examples of the material taught, carry out practical work having determined the variables, as well as carrying out mathematical processes such as graphing and calculation of values. Students will also be able to explore how scientific evidence is used and generate their own conclusions from experimental data. They will become confident when using key scientific terminology in their writing. Students will also carry out the required practical activities for GCSE Biology, Chemistry and Physics; these experiments can come up as exam questions at the end of the course.
Biology is the science of living organisms (including animals, plants, fungi and microorganisms) and their interactions with each other and the environment. The study of biology involves collecting and interpreting information about the natural world to identify patterns and relate possible cause and effect. Biological information is used to help humans improve their own lives and strive to create a sustainable world for future generations.
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Biology. Across year 10 and 11, students will develop their understanding of:
What are the different types of cell and how are they observed?
How do enzymes work and how are they controlled?
What is the difference between aerobic and anaerobic respiration?
What is required for photosynthesis?
How do cells differentiate?
How do substances move through plants and animals?
How do organs like the eye work?
What are hormones and how are they controlled?
Biology
How do plant hormones differ from animal hormones?
How are nutrients cycled through an ecosystem?
How do genes allow for variation?
What is evolution by natural selection?
How can we maintain and increase biodiversity?
How are organisms genetically engineered?
What is cloning?
How do plant and animal diseases spread?
The full course content and specification can be found on the links below:
Cowes Enterprise College KS4 Biology Curriculum
OCR Specification - Biology
Chemistry is the science of the composition, structure, properties and reactions of matter, understood in terms of atoms, atomic particles and the way they are arranged and link together. It is concerned with the synthesis, formulation, analysis and characteristic properties of substances and materials of all kinds.
Chemistry Course Content and Skill Development
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Chemistry. Across year 10 and 11, students will develop their understanding of:
What is the particle model?
What is the structure of an atom?
How are mixtures separated?
What are the differences between ionic and covalent bond?
Why do different structures have different properties?
How was the periodic table developed?
What is the mole and what does it show?
How do you measure exothermic and endothermic reactions?
What causes a substance to be acidic?
How does electrolysis separate an ionic substance?
How do the periodic table groups behave?
How do you measure and control rate of reaction?
What is an equilibrium and how is it managed?
How are metals extracted from the Earth?
Why is recycling important?
What is the atmosphere made from and how is it changing?
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Chemistry Curriculum
OCR Specification - Chemistry
Physics is the science of the fundamental concepts of field, force, radiation and particle structures, which are interlinked to form unified models of the behaviour of the material universe. From such models, a wide range of ideas, from the broadest issue of the development of the universe over time to the numerous and detailed ways in which new technologies may be invented, have emerged. These have enriched both our basic understanding of, and our many adaptations to, our material environment.
Physics Course Content and Skill Development
Alongside the factual (substantive) knowledge, students will also be taught the key disciplinary concepts which make up Physics. Across year 10 and 11, students will develop their understanding of:
How did Rutherford develop the atomic model?
How does temperature and pressure affect state of matter?
How do speed and velocity differ?
What are Newton’s Laws and what do they show?
What forces act on a stretching spring?
What is static electricity?
What different types of circuit can we use?
How do magnets allow for motors to work?
How is the velocity of a wave measured?
What are the types of radiation?
How does a nuclear power station work?
How does energy transfer between stores?
How is insulation used to prevent energy transfer?
What factors affect stopping distance?
How does electricity get from a power station to our homes?
The full course content and specification can be found on the links below: Cowes Enterprise College KS4 Physics Curriculum
OCR Specification - Physics
There are two equally-weighted written exams for each of Biology, Chemistry and Physics taken at the end of the course.
Each topic will have the knowledge organiser set for home learning of the key content and the key terms, this will be accompanied by a video clip from a website such as GCSEpod and a quiz to ensure that students are practising the material they have learnt in lesson.
Students will have access to a wide range of information and support to help them develop their skills.
In addition to a paper copy in their exercise books, students will always be able to access the relevant knowledge organisers for each Science topic. students will also be given a copy of the relevant topic knowledge organiser on SatchelOne to aid them working on the topic out of lesson, and to further the possibility of specific support being given at home.
Knowledge organisers are concise and precise overviews of the must know knowledge needed for each topic. They also contain the key subject specific vocabulary relevant for each topic.
A really useful general website providing good overviews of the topics we study in Year 10 and 11 (specific to our OCR GCSE) can be found at BBC Bitesize:
Biology - https://www.bbc.co.uk/bitesize/examspecs/z3dj82p
Chemistry - https://www.bbc.co.uk/bitesize/examspecs/z92x7hv
Physics - https://www.bbc.co.uk/bitesize/subjects/zpm6fg8
To assess student progress in Science, our year 11 students will complete:
• an in-class, self-assessed learning quiz at the end of each topic followed up with improvement tasks completed in class to ensure students are developing their understanding.
an extended writing task based on the mini-topic being delivered which will be marked in the student’s books, and will generate an improvement target for the students to be completed in their books.
• mock exams in November and February of year 11.
Parent – Teacher Thursday 9th Jan 2025
The table below gives an overview of which subjects will be sending reports home during each half term of the school year. Reports will be sent home at different times during the half term, depending on when the assessment has taken place. Following a formal assessment, teachers will mark and moderate work before entering data to generate the reports. Once this has been checked, the reports will be sent home.