Y11 Expectations Booklet October 2017

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INTRODUCTION

Welcome to the final year of GCSEs. In this booklet you will find a summary of the recent changes to the grading of GCSE exams, key dates, ways to support your child and subject specific information.

The exams that your child will sit in the summer of 2018 are all to be graded by the new 9-1 system and there is a table in the booklet to help you understand this. In comparison to previous years the current Y11s will be sitting more exams that contribute a larger percentage of the final grade.

The teachers are a valuable resource to you being successful and it is important that they are used effectively. Being organised and having the right work ethic is crucial to success and with the linear exams it is important to ensure books and resources are kept in a safe place.

Your child’s wellbeing is of paramount importance in ensuring they meet their true potential and managing time is an integral part of this. They need to start revisiting work and revising early, be active and find ways of managing stress. Also, please stress that they should ask for help if they are struggling.

The support they will be offered at Simon Balle is vast and it is important they take every opportunity that is given and approach it with a positive attitude. Making every lesson count and maintaining excellent attendance is key to success. Avoid days off in term time as this is likely to negatively affect their outcomes at the end of year 11.

To practice their exam skills there will be mock exams 4th - 21st December. There will also be further mocks in core subjects in March. Please put this in home diaries and help them prepare early.

Parents have a key role in supporting their children through their education and it can be a stressful time for all. If you have any concerns about your son/daughter’s progress or wellbeing, contact form tutors or the subject teachers directly. Staff contact details are all available on the school website.

You can also monitor progress regularly by accessing Go4schools and viewing homework and assessment marks that contribute to the current grade. Twice throughout the year the subject teacher will write a comment and give feedback in addition to the parents evening.

Good luck and enjoy the challenge.

Mr Moss Deputy Headteacher

Mr Pooley Assistant Headteacher

Mrs Owen Head of Year 11

Understanding GCSE Results – Parent Information Factsheet

I wanted to remind you of key information regarding the results that your son/daughter will receive in the summer of 2018. As mentioned at the Expectation Evening the students will be receiving numbers 9-1 in all subjects It will be difficult to make comparisons to previous years as the exam and grading is completely new. I have attached a document from the DfE to explain the new grading system.

Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above.

Broadly the same proportion of students will achieve a grade 7 and above as currently achieve an A and above.

GCSE Parent Fact sheet https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/626681/GCSE_Fa ctsheet_parentFormatted1.pdf

If you require any further information or have any questions please do not hesitate to contact me.

Mr Pooley pooleyj@simonballe.herts.sch.uk

Parents How could you support you children academically?

Encourage your child to complete homework/coursework on time and to the best of their ability Make sure s/he is at school every day and on time Create a revision timetable (see example attached) Ensure the balance of work and rest is right If your child is struggling in any way- let us know right away.

Encourage your child to attend all revision and study support sessions Set up a ‘no distractions’ environment for them to study Ensure they eat and sleep well Helping students understand that encountering stress and problems are part of life – it is how you deal with it is what is important. Learning to deal with issues now will help you to build resilience and coping strategies for life.

Here are further places where you can seek strategies and support: Managing stress https://www.healthychildren.org/English/healthy-living/emotional-wellness/BuildingResilience/Pages/For-Teens-A-Personal-Guide-for-Managing-Stress.aspx Creating a stress management plan https://www.healthychildren.org/English/healthy-living/emotional-wellness/BuildingResilience/Pages/For-Teens-Creating-Your-Personal-Stress-Management-Plan.aspx Taking care of your body https://www.apa.org/helpcenter/stress-teens.aspx Apps students may want to consider using: https://www.headspace.com/headspace-meditation-app https://itunes.apple.com/gb/app/live-happy/id1036216178?mt=8 https://itunes.apple.com/gb/app/mindshift/id634684825?mt=8 https://play.google.com/store/apps/details?id=com.usmotivation.myrewards.redeem&hl=en https://itunes.apple.com/gb/app/sleep-easily-meditations/id458059886?mt=8

Five ways to wellbeing for pupils Connect There is strong evidence that indicates that feeling close to, and valued by, other people is a fundamental human need and one that contributes to functioning well in the world. It’s clear that social relationships are critical for promoting wellbeing. · · ·

Talk to someone instead of texting/emailing Speak to someone new Take a few minutes to chat to parents/guardians

Take notice Reminding yourself to ‘take notice’ can strengthen and broaden awareness.

Studies have shown that being aware of what is taking place in the present directly enhances your well-being and savouring ‘the moment’ can help to reaffirm your life priorities as well as make positive choices based on your own values and motivations. · ·

Have a ‘clear the clutter’ day Go to the SBS mindfulness sessions

Be active Regular physical activity is associated with lower rates of depression and anxiety across all age groups.

But it doesn’t need to be particularly intense for you to feel good - slower-paced activities, such as walking, can have the benefit of encouraging social interactions as well providing some level of exercise. · Go for a walk at lunchtime · Attend/organise a sporting activity · Do some ‘easy exercise’, like stretching, before you leave for school in the morning Learn Continued learning through life enhances self-esteem and encourages social interaction and a more active life. · Sign up for a class · Read the news or a book · Research something you’ve always wondered about Give Participation in social and community life has attracted a lot of attention in the field of wellbeing research.

Research into actions for promoting happiness has shown that committing an act of kindness once a week over a six-week period is associated with an increase in wellbeing.

Time to be allocated:

Specific task:

Revision/subject:

Sunday Saturday Friday Thursday Wednesday Tuesday

Wellbeing

Evening

After school session

Lunch session

Before school session

Monday

Each week: Set yourself 5 targets a week and plan your timetable every Sunday Review your week with your parents/guardian Attend support sessions in school Note the activities you will engage in to ensure you focus on your well-being

Revision

Make it purposeful and focused - The Power Hour is great technique for specifics, focused work that is directly linked to exam performance:

Start early and spread it out - Actors don’t leave their rehearsals until the day before opening night. For example, one-hour sessions over 10 day is more effective than spending the same amount of time in one go, ie 10 hours in one day. This effect, known as “spacing”, helps because it allows time in between sessions to forget and re-learn the material.

Set up a revision group with hard-working friends - Teach someone Teach someone - After you have tested yourself, teach the material to someone else or chat it through with someone at home. This has been found to help aid memory and recall.

Test yourself - Leading researchers in the field of memory consider testing yourself as one of the most effective ways to improve your ability to recall information. But do not just complete endless Kahoots and flashcards, you need to put it into practice in timed conditions.

Don’t forget the basics - You need to take care of yourself so eat well, sleep well and exercise.

Factor healthy snacks and fresh air into your revision timetable Ten ways to improve your memory https://www.oxford-royale.co.uk/articles/memory-tricks-exam-success.html

Please ensure that your child:  Has somewhere to study  Eats properly and drinks plenty of water  Doesn’t listen to television and loud music when revising  Is supported by parents/carers who are positive and reassuring to build confidence  Is not distracted by mobile phones, Facebook, Twitter, emails etc.

When the actual exams arrive  Give your child time, space and peace while s/he works before and between exams  Emphasise the need for plenty of sleep, especially the night before an exam  Don’t let him/her work themselves into a state of exhaustion – encourage them to take regular breaks  Ask him/her to put their social life on hold On the day of an exam  Ensure s/he gets up on time and is in school at least 15 minutes before the exam is due to start  Ask if s/he has everything they need  Tell him/her to switch off their mobile phone and leave it off until after the exam, or better still, leave it at home  Wish him/her good luck as they leave!

Subject Support offered Oct-Dec 2017

MONDAY LUNCH



GENERAL KS4 SUPPORT in IT1



HISTORY revision in H1

TUESDAY 

MATHS Homework in M4

WEDNESDAY 

GENERAL KS4 SUPPORT in IT1



GENERAL KS4 SUPPORT in IT1



GEOG, HISTORY, PRE, BUSINESS STUDIES in G2



KS4 Homework in E3



MFL French support session L2 and L5



AFTERSCHOOL



SCIENCE in S5 3:25 -4:30



PRODUCT DESIGN in DT4, 15:25-16:30



CATERING, 3.30-4.30



PRODUCT DESIGN in DT4 3:25 - 4:30

THURSDAY



PRODUCT DESIGN DT4

ART, in Art 1  MATHS, in & Art 3 M4 3:25 - 4:25pm 3:25 - 4:30 (Open to all)



PRODUCT DESIGN in DT4 3:25 - 4:30



ENGLISH REVISION in E3 & E6, 3:30 -4:30

FRIDAY 

MFL Spanish support sessions L4 and L5

Revision Guides Subject

Revision Guide

Available through ParentPay?

Maths

Pearson 9-1 Foundation Tier or Higher Tier

Yes £2.49

PRE

eBooks:

No

Religious Studies A: Christianity

Available for free on https://www.kerboodl e.com Students have usernames and passwords. Institution code is gup0. Ask them to email teacher if they have forgotten password.

Religious Studies A: Judaism

TRIPLE Biology Chemistry physics

AQA 9-1 Higher Need to buy all 3

No Direct from preproom at £3 each

DOUBLE

AQA 9-1 Need just ONE to cover biology/chemistry/physics

No. Direct from preproom at £3.50

English

We ask all students to buy their own copies of the Literature texts: An Inspector Calls, Macbeth and The Strange Case of DrJekyll and Mr Hyde to annotate in lessons and use at home. This will be a main source of revision The students will be given a free copy of the poetry anthology

No. We suggest using a bookstore or Amazon

York Notes 1-9 or CGP revision Guides can be used to support learning We recommend using online revision eg Mr Bruff on YouTube GCSE Edexcel Physical Education

Revise Edexcel GCSE (9-1) Physical Education Revision Guide: (with free online edition) (REVISE Edexcel GCSE PE 09)

No Can order easily from amazon. Students have all been sent a link by Mr Joyce

Subject Name: GCSE ENGLISH LANGUAGE Contact Person: MRS LAURA COOKE

Specification Code: 8700

Exam Board: AQA

Assessment: Examination Only www.aqa.co.uk Paper 1: Explorations in Creative Reading and Writing Section A: Reading (one literature fiction text) Section B: Writing (descriptive or narrative writing) 1 hour 45 minutes • 80 marks • 50% of GCSE Paper 2: Writers' Viewpoints and Perspectives Section A: Reading (one non-fiction text and one literary non-fiction text) Section B: Writing (writing to present a viewpoint) 1 hour 45 minutes • 80 marks • 50% of GCSE Non-examination Assessment: Spoken Language (presenting; responding to questions and feedback; use of Standard English) AIMS Read a wide range of texts, fluently and with good understanding. Read critically, and use knowledge gained from wide reading to inform and improve their own writing. Write effectively and coherently using Standard English appropriately. Use grammar correctly, punctuate and spell accurately. Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language. Listen to and understand spoken language, and use spoken Standard English effectively.

ANY COSTS INVOLVED Voluntary purchase of literary texts and support texts e.g. York Notes.

Subject Name: GCSE ENGLISH LITERATURE Contact Person: MRS LAURA COOKE

Assessment: Examination Paper 1: Shakespeare and the 19th-century novel Written exam: 1 hour 45 minutes 40% of GCSE Paper 2: Modern texts and poetry (including unseen poetry) written exam: 2 hour 15 minutes 60% of GCSE

Specification Code: 8702

Exam Board: AQA

www.aqa.co.uk

AIMS read a wide range of classic literature fluently and with good understanding, and make connections across their reading read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas develop the habit of reading widely and often appreciate the depth and power of the English literary heritage write accurately, effectively and analytically about their reading, using Standard English acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

ANY COSTS INVOLVED Voluntary purchase of literary and support texts e.g. York Notes.

Subject Name: Specification Code: GCSE MATHEMATICS 1MA1 Contact Person: Exam Board: MRS SARAH POPE EDEXCEL FINAL EXAMINATION REQUIREMENT www.edexcel.co.uk Foundation or Higher Students follow a linear GCSE (syllabus 1MA1) in which all aspects of Mathematics are examined at the end of Year 11.

COURSEWORK None AIMS     

To solve mathematical problems in context To solve a range of problems involving number To solve a range of problems involving algebra To solve a range of problems involving shape and space To solve a range of problems involving handling data

COURSE CONTENT  activities that ensure students become familiar with and confident using standard procedures for the range of calculations appropriate to this level of study  solving familiar and unfamiliar problems in a range of numerical, algebraic and graphical contexts and in open-ended and closed form  using standard notations for decimals, fractions, percentages, ratio and indices  activities that show how algebra, as an extension of number using symbols, gives precise form to mathematical relationships and calculations  activities in which students progress from using definitions and short chains of reasoning to understanding and formulating proofs in algebra and geometry  a sequence of practical activities that address increasingly demanding statistical problems in which they draw inferences from data and consider the uses of statistics in society  choosing appropriate ICT tools and using these to solve numerical and graphical problems, to represent and manipulate geometrical configurations and to present and analyse data  activities which ensure that students are confident in using functional elements of mathematics to solve problems in real-life situations.  activities which involve students breaking down problems into many steps and when required using algebra to provide a general solution.

ANY COSTS INVOLVED Set of revision guide/workbook/answers for maximum of £7

Subject Name: Specification Code: GCSE - COMBINED SCIENCE OR TRIPLE Biology 8461 Chemistry 8463 Physics 8463 Trilogy (Combined Science) 8464 Contact Person: Exam Board: MRS CAROLYN KELLEWAY AQA Combined Science – taught over 2 years with 4 hours per week (usually 2 teachers).

Students will gain 2 GCSE’s.

Biology, Chemistry and Physics topics covered as per separate sciences but with a reduced content.

Required practicals completed in lessons and examined in terminal exams.

Triple Science - taught over 2 years with 6 hours per week (2 per subject with 3 teachers) Students gain 3 GCSE’s Biology, Chemistry and Physics – entire course content covered.

Recommended entry for Triple Science is minimum KS3 Level 6 Required practicals completed in lessons and examined in terminal exams AIMS To develop students’ interest and enthusiasm for science To develop a critical approach to scientific evidence and methods To acquire skills, knowledge and understanding of the essential role of science in society To acquire skills, knowledge and understanding to progress to further learning in Sciences EXAMS All in Year 11 Combined Science = 2 Papers per subject (Biology, Chemistry and Physics ) of 1hr 15 mins (Total =7 hrs 30 mins) Triple Science = 2 papers per subject (Biology, Chemistry and Physics) of 1hr 45 mins (Total = 10hr 30 mins) Higher and Foundation available for all papers Grading System 9-1 ANY COSTS INVOLVED Revision Guides Recommended to buy – cost around £4

Subject Name: Specification Code: GCSE PRE Full Course CHRISTIANITY/ JUDAISM /PHILOSOPHICAL & ETHICAL THEMES A 8062 Contact Person: Exam Board: MR AYRES / MS KATIE HILL AQA FINAL EXAMINATION REQUIREMENT www.aqa.org.uk 100% exam with two exam papers. One paper will be on Religion, and the other will be on Philosophical and Ethical Themes. Each exam paper lasts 1 hour and 45 minutes. This is a compulsory course.

COURSEWORK There is no coursework

AIMS This course provides a thematic studies of religion and religious responses to fundamental questions of life, with reference to two of the six major world religions, with the aims to:  develop students’ interest in, and enthusiasm for, a study of religion and its relation to the wider world;  develop students’ knowledge, skills and understanding of religion by exploring the significance, impact of beliefs, teachings, sources, practices, ways of life and forms of expressing meaning  facilitate students to express their personal responses and informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments All students will have completed half of this GCSE course by the end of year 9 COURSE CONTENT YEAR 9 Christianity:  Beliefs and Teachings  Practices Philosophical and Ethical Themes  Crime and Punishment  Relationships and Families  Existence of God  World, Science and Death YEAR 10 Judaism:  Beliefs and Teachings  Practices YEAR 11 Religion and Philosophical and Ethical Themes  Christian and Jewish responses to Crime and Punishment  Christian and Jewish responses to Relationships and Families  Christian and Jewish responses to Existence of God  Christian and Jewish responses to World, Science and Death The Religion paper will be assessed with two sets of 5 questions (out of 18) on each religion studied. This will be followed by a 12 mark evaluative question that assesses the student’s ability to compare religions.

The Philosophical and Ethical Themes paper will be assessed on four sets of 5 questions (out of 24). Questions (a) to (d) are all knowledge and understanding skills. The (e) question is demonstrating evaluation skills, with the need to refer to religious perspectives.

ANY COSTS INVOLVED Possible trips and speakers to support learning tbc

Subject Name: GCSE ART & DESIGN Contact Person: MISS CHARLOTTE STUART ART AND DESIGN

Specification Code: 3201-3206 Exam Board: AQA www.aqa.org.uk

The Art and Design course at Simon Balle School aims to provide a wide range of opportunities for students to achieve their creative potential. Following the AQA unendorsed syllabus allows for exploration of multimedia through both two and three dimensional studies.

COURSEWORK The course is comprised of two units of work: Unit 1: Portfolio of work, which is selected from work undertaken during the course of study based on two projects. This is marked out of 80 and makes up 60% of the total marks.

Unit 2: External assessment set by the exam board leading up to a 10 hour period of sustained focused study. This is marked out of 80 and makes up the remaining 40% of the total marks.

COURSE CONTENT The course aims to develop creativity and technical competence across a broad range of media, including painting, sculpture, ceramics, textiles, print-making and photography. The discipline common to all areas is drawing. Students taking Art at GCSE will need to be competent in this skill.

Each project will have a theme title set by the teacher. Students will be guided through a thorough exploration by means of demonstration, discussion, research and gallery visits.

Sketchbooks will form an essential part of the development of ideas. They will include ongoing research, experimentation and documentation of progress and will need to reflect connections made to the work of other artists and cultures.

Homework will be set each week to support the current theme. At least two hours per week is expected.

ANY COSTS INVOLVED Students following the course will need to have a range of materials to use at home and for more ambitious projects. They will also need to have a portfolio in which to keep artwork, plus new work journals will need to be obtained at regular intervals. The Art Department will provide paint and paper in school. All visits to galleries, museums and/or places of interest will be financed by course members.

Subject Name: GCSE BUSINESS Contact Person: MR DAVID AYRES FINAL EXAMINATION REQUIREMENT

Specification Code: 2BS01 Exam Board: EDEXCEL www.edexcel.com

During Year 10 Unit 2 Assessment  Controlled assessment with six hours research time and three hours write-up time in class. A title will be issued by the exam board which will require students to investigate an aspect or issue in a real business and present their finding in a written report (worth 25% of total)

During Year 11 Unit 1 Exam  45 minutes multiple choice and objective test questions exam on the content of Unit 1: Introduction to small business (worth 25% of total)

Unit 3 Exam  90 Minutes exam on the content of Unit 2: Building a business. There are short and extended answer questions (50% of the total mark) AIMS The course seeks to develop: 

Knowledge of important business ideas and language with the presentation skills to articulate them.



The ability to generate ideas and develop them, taking into account all important factors, the needs of different stakeholders and ethical considerations.



The ability to analysis and evaluate different business ideas and case studies.



Decision making, critical thinking and independent learning skills



Enterprise capability and skills



An understanding of the global nature of much business activity and a critical approach to the costs and benefits of it.



The mathematical skills for business.

Students wishing to study the GCSE Business Studies course need to have high levels in English and Mathematics. They need to be able to research and gather information, present their ideas in a logical and coherent manner, listen carefully to other people and be interested in what is happening in the world around them.

COURSE CONTENT The course is divided into 3 units – two content units and the controlled assessment 

UNIT 1 – INTRODUCTION TO A SMALL BUSINESS



UNIT 2 – INVESTIGATING SMALL BUSINESS



UNIT 3 – BUILDING A BUSINESS

UNIT 1 – INTRODUCTION TO SMALL BUSINESS COVERS TOPICS     

Spotting a business opportunity Showing enterprise Putting a business idea into practice Making a business start-up effective Understanding the economic context of business

UNIT 2 – INVESTIGATING SMALL BUSINESS Is an investigation based on a title set by the exam board.

UNIT 3 – BUILDING A BUSINESS COVERS TOPICS     

Marketing Meeting customer needs Effective financial management Effective people management The wider world affecting business

ANY COSTS INVOLVED Visits, Revision guide

Subject Name: GCSE FOOD PREPARATION AND NUTRITION Contact Person: MRS LINDA JONES 

FINAL EXAMINATION REQUIREMENT



Written exam: 1 hour 45 minutes - 50%

Specification Code: 8585 Exam Board: AQA

NON EXAM ASSESSMENT – 50% 

Task 1 : Food Investigation – 15%



This tests students’ understanding of the working characteristics, functional and chemical properties of ingredients.

How this task is assessed



Students will research and present a written or electronic report (1,500–2,000 words) including photographic evidence of a practical investigation.

 

Task 2: Food preparation assessment. – 35%



This tests the students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.

Students will prepare, cook and present a final menu of three dishes within 3 hours, planning in advance how this will be achieved.

How this task is assessed Students will research and present a written or electronic portfolio including photographic evidence of the three final dishes.

COURSE CONTENT The new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. This qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics: • • • • •

Food, nutrition and health Food science Food safety Food choice Food provenance.

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries.

COSTS INVOLVED. Ingredients to prepare and cook food once a week. Flexibility within the course allows students to work within their own budget when buying ingredients for the manufacture of their final choices.

Subject Name: GCSE COMPUTER SCIENCE Contact Person: MR STEPHEN MCGOVERN FINAL EXAMINATION REQUIREMENT

Specification Code: 4512 Exam Board: AQA www.aqa.org.uk

Paper 1 – Computational thinking and problem-solving  Written exam set in practically based scenarios  1 hour 30 minutes  80 marks  40% of GCSE Paper 2 – Written assessment  Written exam testing theoretical knowledge of topics listed below  1 hour 30 minutes  80 marks  40% of GCSE Non-exam assessment  A written report that assesses a student’s ability to use the knowledge and skills gained through the course to solve a practical programming problem. Students will be expected to follow a systematic approach to problem-solving, consistent with the skills described within the specification of the course.  20 hours  80 marks  20% of GCSE AIMS The course seeks to develop:     

Knowledge of current and emerging computer/digital technologies and how they work in a variety of different contexts Knowledge of the use of algorithms in computer programs Knowledge and understanding of computer technologies and how to be discerning and independent users of such technologies Skills to create computer programs to solve specific problems The ability to work both independently and collaboratively to design, develop, produce, test and evaluate programming solutions to specific problems.

Students wishing to study the GCSE Computer Science course need to have high levels in Mathematics and Science. They need to be able to work independently, as well as within class; to develop the level of competence required using a programming language.

COURSE CONTENT 1.

2.

3.

4.

5.

6.

7.

Fundamentals of algorithms Programming Fundamentals of data representation Computer systems Fundamentals of computer networks Fundamentals of cyber security Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy 8. Aspects of software development ANY COSTS INVOLVED Visits, revision guides. Students will need access to appropriate computer and other digital devices.

Subject Name: Cambridge National Certificate in Creative iMedia (Level 1/2) Contact Person: MR STEPHEN MCGOVERN FINAL EXAMINATION REQUIREMENT

Specification Code: J817 Exam Board: OCR www.ocr.org.uk

During Year 10 R081 – Pre-production skills. This unit looks at the pre-production skills used in the creative and digital media sector. This involves planning, producing and reviewing pre-production documents. Assessment is through examination based on the unit content, externally marked. The exam is 75 minutes in duration and is worth 25% of the total mark.

R082 – Creating digital graphics; a coursework unit looking at the purpose and properties of digital graphics and giving learners the opportunity to plan, create and review digital graphics. The assignment is set by OCR and completed under controlled assessment conditions. It is then internally assessed by teachers and externally moderated. Contributes 25% of the total mark.

During Year 11 Two further coursework units, each worth 25% of the total mark. The assignments are set

by OCR and completed under controlled assessment conditions. They are then internally assessed by teachers and externally moderated.

AIMS The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. The course seeks to develop:  A ‘hands on’ approach to the creation of iMedia products  Efficient and effective research, analysis and collaborative working skills  Ability to plan and develop solutions to problems to meet the needs of users  Creativity with which ICT tools can be used  Ability to test solutions and review their performance COURSE CONTENT This course is the equivalent of one GCSE pass.

The course is divided into 4 units:  Pre-production skills  Creating digital graphics  Optional unit 1  Optional unit 2 ANY COSTS INVOLVED None

Subject Name: GCSE DRAMA Contact Person: MRS SARAH CORNELL

Specification Code: Exam Board: EDEXCEL www.edexcel.co.uk

FINAL EXAMINATION REQUIREMENT – 40% Students will be required to complete a written examination based on a set play and how they would perform it. They will also be required to see a live performance and write a response evaluation of it.

COURSEWORK – 60%  A practical examination of a performance of 2 extracts from a play  A performance, and written record of, a piece of devised drama AIMS Students will learn: • How drama is created, including the acting and staging skills that are needed to put a piece of drama on to the stage • How to create a character and play this character in a performance • Skills that are highly valued in any walk of life including teamwork and confidently being able present themselves in public.

COURSE CONTENT In Year 10 we focus upon:       

The development of drama skills Interpersonal group skills Creative skills Improvisation skills Writing critical reviews Script showcase performances The Schools Shakespeare Festival

In Year 11 we focus upon:     

Drama Performance – Devised work Drama Performance – Scripted work A written theatre review Development of written coursework that comments upon the devised work Preparation for their final examination

Is this the right subject for my child?

If they enjoy: • expressing themselves in an active and exciting way • working in a group • contributing their ideas and taking on board those of others • exploring ideas by putting themselves in other people’s shoes • playing many parts in different imaginary situations

• creating their own drama work • looking at plays written by other people then GCSE Drama is the ideal subject for them.

ANY COSTS INVOLVED We try to run several trips to the theatre. Some of these will be local and relatively inexpensive. There will be at least one theatre trip to London’s West End. Other costs will be dependant on the students’ choice of piece for their final exam (costume, props etc).

Subject Name: GCSE GEOGRAPHY Contact Person: MR DAVID AYRES FINAL EXAMINATION REQUIREMENT

Specification Code: 2GB01 Exam Board: EDEXCEL www.edexcel.co.uk

The course is assessed through three examinations at the end of year 11. Papers 1 and 2 (worth a combined 75% of the total marks) include multiple choice questions, short open, short response, open response, calculations and 8-mark extended writing questions. Paper 3 (worth 25%) includes multiple-choice questions, short open, open response and extended writing questions: Section C will include 8-mark extended writing questions and Section D will offer a choice of one from three decisions assessed through a 12-mark extended writing question.

There is only one tier of entry (there is no longer a foundation tier) Qualification page: http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.html Specification: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html AIMS ● ● ● ● ● ●

Develop effective and independent learners with the ability to think critically Develop knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world Develop spatial awareness Understand the significance of values and attitudes to the development and resolution of attitudes Develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive Develop and apply their learning to the real world through fieldwork and other out of classroom activities

Course Content Paper 1: Global Issues • Topic 1: Hazardous Earth • Topic 2: Development Dynamics • Topic 3: Challenges of an Urbanising World Paper 2: UK Geographical Issues • Topic 4: UK’s evolving physical landscape (coasts and rivers) • Topic 5: UK’s evolving human landscape - Dynamic UK cities • Topic 6: Geographical investigation including one human and one physical fieldwork investigation from topics 4 and 5 Paper 3: Making Geographical Decisions • Topic 7: People and the Biosphere • Topic 8: Forests under threat • Topic 9: Consuming Energy Resources ANY COSTS INVOLVED ● There will be a two night residential trip in Year 10 to collect data for the geographical investigations paper ● A local alternative will be arranged for those not wishing to stay away from home ● Costs vary each year, but we aim to keep compulsory elements as low as possible.

The cost of the 2015 trip was £130.

Subject Name: GCSE HISTORY Contact Person: MRS CHARLOTTE AYRES

Specification Code: 1HIO Exam Board: EDEXCEL

FINAL EXAMINATION REQUIREMENT http://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html Three exams:  Crime and Punishment 1000 - present and Whitechapel 1870 - 1900 (30% weighting)  Early Elizabethan England 1558 - 88 and The American West 1835 - 1895 (40% weighting)  Weimar and Nazi Germany 1918 - 39 (30% weighting) AIMS  To debate and understand why there are sometimes different, but equally valid, points of view on the same subject.  To find out about how people’s lives have changed and how people in the past might have thought differently from us.  To learn a number of skills that will both enhance your ability to reason and argue your point of view and help you be more critical of what you see and hear in the news.

COURSE CONTENT Year 10:  Crime and Punishment 1000 - present and Whitechapel 1870 - 1900 1 hour 15 minute exam Students will study medieval England, early modern England and eighteenth and nineteenth century Britain. Topics studied include corporal and capital punishment, witchcraft, driving offences, changes to prisons and the treatment of conscientious objectors in the First and Second World Wars.

Students will also study Whitechapel with a focus on the problems of overcrowding, the organisation of police and the developments of detective investigation with an emphasis on the case of Jack the Ripper.  Early Elizabethan England 1558 - 88 and The American West 1835 - 1895 1 hour 45 minute exam This paper focuses on the role of Queen Elizabeth with an emphasis on her role as The Virgin Queen and how this impacted on government. Students will study religious divisions in England, the threat of Mary Queen of Scots, the outbreak of war with Spain and the development of exploration. Students will also study the Plains Indians with a focus on their beliefs and way of life. This part of the paper examines factors encouraging migration including the Gold Rush of 1849 as well as changes in farming and the cattle industry.

Year 11:  Weimar and Nazi Germany 1918 - 39 1 hour 20 minute exam Students will study the setting up of the Weimar Government post World War One and the challenges it faced. The paper also focuses on reasons for Hitler’s rise to power and his use

of the SA and propaganda. Students will study life in Nazi Germany with both a focus on fear and persuasion with an emphasis on the youth and women.

Exam papers consist of source work, short essay questions and interpretation work ANY COSTS INVOLVED: Revision booklets can be bought from department

Subject Name: GCSE MFL French: Spanish : Contact Person: DR ELISE NWAHBA

Specification Code: 8658 8698 Exam Board: AQA

FINAL EXAMINATION REQUIREMENTS New 3 year GCSE course in French and Spanish starting in Year 9: Listening, Speaking, Reading and Writing exams all now at the end of Year 11. Equal weightings: Listening 25%, Reading 25%, Speaking 25% and Writing 25%. New 9-1 grades. Authentic material in Reading and Listening. More spontaneous Speaking and Writing tasks with students speaking and writing about unseen material. Translation from both the target language to English and from English to the target language.

AIMS A language at GCSE is a great advantage for both travel and employment opportunities.

Foreign language skills are highly valued by employers and universities, and a GCSE in MFL is also one of the subjects required for the E-Bacc. Derive enjoyment and benefit from language learning by following a coherent, satisfying and worthwhile course of study. Develop understanding of the language in a variety of contexts. Develop knowledge of the language and language learning skills. Develop the ability to communicate effectively in the language. Develop awareness and understanding of countries and communities where the language is spoken. Recognise that your linguistic knowledge, understanding and skills help you to take your place in a multilingual global society and also provide you with a suitable basis for further study and practical use of the language. Challenge and have high expectations of yourself. Show schools, universities and employers that you can take on a challenge and succeed.

COURSE CONTENT Theme 1: Identity and culture Sub-theme 1: Personal identity within the context of family, friend and community: Me Sub-theme 2: Family members, types of family groupings and dynamics Sub-theme 3: Friendships and social groups Sub-theme 4: Youth culture, leisure activities (sports, hobbies, music and the use of technology) Sub-theme 5: Typical lifestyles Theme 2: Local, national, international and global areas of interest Sub-theme 1: Festival, traditions, memorable events, sporting events in target language countries Sub-theme 2: Charity related activities, Initiatives such as fair trade, food miles, global poverty, fundraising events at school, in the local area and nationally Sub-theme 3: Key features and activities of a region or town in your own country and target

language countries Theme 3: Current and future study and employment Sub-theme 1: Studying at school and beyond, school routine and activities, plans for after GCSEs and beyond Sub-theme 2: preparing work and employment, work experience, voluntary work, importance of life and language skills in the work place.

Sub-theme 3: world of work, part time jobs, school/work/life balance, jobs in the future ANY COSTS INVOLVED Extracurricular activities and costs to be confirmed.

Subject Name: GCSE MUSIC Contact Person: MR MARK TAYLOR FINAL EXAMINATION REQUIREMENT

Specification Code: Exam Board: AQA www.aqa.org.uk

Unit 1 – 40% 1 ½ hour written paper COURSEWORK – 60%   

2 Compositions Solo Performance, either on an instrument or voice, or using technology One group performance

AIMS    

To enjoy making music!

To involve musicians in practical music making and composing To develop the musicianship of our students Social and personal development via music-making with others

COURSE CONTENT Unit 1 - Understanding Music Written Paper – 1 Hour 30 mins – 96 marks – 40% Unit 2 – Performing Music Externally assessed – 72 marks –30% Unit 3 – Composing Music Controlled Assessment – 72 marks – 30%

ANY COSTS INVOLVED Continuation of instrumental lessons OTHER INFORMATION Depending on demand, this may be offered with a high Music Technology content. In this specialist subject it is essential that students get involved in the activities in the Music Department – this is what music is about!

Interested students should speak to the Music Department.

Subject Name: GCSE DESIGN & TECHNOLOGY (PRODUCT DESIGN) Contact Person: MR JACK ANDREWS

Specification Code: 4555 Exam Board: AQA

FINAL EXAMINATION REQUIREMENT www.aqa.org.uk 1 written paper = 40% of the GCSE Grade (Untiered - 2 hours) Students considering this course should note the written paper has a number of extended writing questions that assess student’s quality of written communication.

Controlled assessment 60% of the GCSE Grade There is one controlled assessment: a ‘Design and Make’ project which will consist of a detailed design folder (approximately 20 pages of A3) and a well-made product. This project will be based on the starting point provided by the teacher. Students will spend approximately 45 hours on this project and the majority of the marks are awarded for the student’s written analysis and evaluation of their project work.

GCSE Product Design aims to encourage students to;

Be inspired, moved and challenged while gaining an insight into related sectors, such as manufacturing and engineering. Make decisions, consider wider issues, combine skills with knowledge and understanding in order to design and make quality products. Consider how past and present design and technologies are relevant to designing and making today. Understand that designing and making reflect and influence cultures and societies, and those products have an impact on lifestyle. Acquire and apply knowledge, skills and understanding through analysing and evaluating products. Develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

COURSE CONTENT Product Design is a practical subject which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

As part of the taught theory students will gain knowledge and understanding of the following: Materials and components Design and market influences Processes and manufacture Designing and making practice ANY COSTS INVOLVED During the course it will be possible for students to purchase revision textbooks at a discounted price which can be used at home. These usually cost between £5-10

Subject Name: Specification Code: GCSE SPORTS STUDIES 1PE0 Contact Person: Exam Board: MR DAIRE BRENNAN EDEXCEL FINAL EXAMINATION REQUIREMENT www.edexcel.co.uk Final Written Examination = 60%, 2 exams (1hr 45 & 1hr 15) at the end of Year 11 Practical Assessment & Coursework = 40% COURSEWORK (60%) Practical coursework marked throughout the course.

Practical (Candidates are expected to be involved in a sports club outside of school) – 30% Personal Exercise Programme – 10% AIMS GCSE Physical Education must enable candidates to: 

be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop an awareness and appreciation of their own and others’ cultures in relation to physical education  be creative and plan effectively for performances and to respond to changing situations  prepare students to make informed decisions about further learning opportunities and career choices  become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their practical performance.  Develop and maintain their involvement in physical activity as part of a healthy, active lifestyle.

COURSE CONTENT Students have 5 lessons per 2 week cycle, 2 practically based & 3 theory based.

Practical  Students must be assessed in 3 different practical activities  Students must do a team and an individual activity and one of their choice.  The practical work is assessed throughout the course and marks will be moderated at the end of Year 11.  Within the practical units, students will focus on skills & techniques in isolation and within a competitive situation.

Theory: Students will look at the following theory components: 

Fitness and Body Systems o Applied Anatomy and Physiology o Movement Analysis o Physical Training  Health and Performance o Health, Fitness and Well-Being o Sport Psychology o Socio-Cultural Influences ANY COSTS INVOLVED Only if the hiring of facilities or equipment for less mainstream sports is necessary. You may also like to purchase a GCSE PE Polo shirt.

Subject Name: SPORTS STUDIES- OCR CAMBRIDGE NATIONAL Contact Person: MR JAMES POOLEY

Specification Code: 120GLH Exam Board: OCR

OCR CAMBRIDGE NATIONAL IN SPORTS STUDIES www.ocr.org.uk The OCR Cambridge National in Sports Studies course at Simon Balle School aims to provide students with the opportunity to learn about a variety of subjects relating to sport and to also develop their skills in leadership through a number of practical tasks. The course is designed in such a way that it provides students with the knowledge, understanding and skills necessary to prepare them for employment in the sports sector.

COURSEWORK/EXAMINATION The course is split between 4 modules as listed below, one of which is an examination at the end of Year 11. The assessment approach of the OCR National Sports Studies course allows for learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria.

COURSE CONTENT This course is the equivalent of 1 GCSE. The OCR NATIONAL SPORTS STUDIES course consists of the following units: · CONTEMPORARY ISSUES (1 hour written paper) – Exploration of a range of topical and contemporary issues in sport relating to participation levels and barriers , the promotion of values and ethical behaviour through sport and the role of high profile sporting events and national governing bodies in advancing sports attempts to positively impact upon society and showcase their worth beyond providing entertainment. · DEVELOPING SPORTS SKILLS (Practical and theory assignment) – Students will develop their skills, techniques and use of tactics/strategies/compositional ideas in both an individual and a team sporting activity, as well as their understanding of the rules to allow them to act in a number of officiating roles within an activity. · SPORTS LEADERSHIP (Practical and theory assignment) – Students will develop knowledge, understanding and practical skills required to be an effective sport leader and plan, deliver and review safe and effective sporting activity sessions, leading in groups and pairs. · DEVELOPING KNOWLEDGE AND SKILLS IN OUTDOOR ACTIVITIES – Students will learn about the range of outdoor activities that are available in the UK and be able to identify organisations that provide access to these activities. They will also be able to appreciate the reasons why people become involved in these activities and the risks they face when participating. Students will consider how to plan an outdoor activity and be able to participate in one.

The course is delivered through a number of methods and assessment can take the form of any of the following: Theory Assignments, Teaching peers, Teaching younger members of the school/primary schools, PowerPoints, Talks, Discussion, analysis of others’ performance, Practical performance ANY COSTS INVOLVED Students will be required to have the regular stationery equipment (pens, planners, pencils, etc).

A specially designed OCR SPORTS STUDIES polo shirt is available for purchase at the start of the course (optional); these are approximately £15-18.

Small cost may be required for off-site practical activities and expeditions.